Practical English 7 TG&AK

Unit I
Philippine Literature During the Pre-colonial Period
Lesson 1
I. Objectives
At the end of this lesson, the students are expected to:
a. Recognize prosodic features: volume, projection, pitch,

stress, intonation, juncture, and speech rate that serve
as carriers of meaning;
b. Listen for important points signaled by volume,
projection, pitch, stress, intonation, juncture, and rate
of speech;
c. Note the changes in volume, projection, pitch, stress,
intonation, juncture, and rate of speech that affect
meaning;
d. Observe the correct production of vowel and consonant
sounds, diphthongs, blends, glides, and others;
e. Read words phrases, clauses, sentences, and
paragraphs using the correct production of vowel and
consonant sounds, diphthongs, blends, glides, and
others;
f. Use the appropriate reading style (scanning) for one’s
purpose;
g. Scan for specific information;
h. Identify the distinguishing features of proverbs, myths,
and legends;
i. Distinguish between slang and colloquial expressions
in conversations;
j. Distinguish features of colloquial language (fillers,
contractions, and others) and slang;
k. Use structural analysis to determine the meaning of
unfamiliar words or expressions from the material
viewed;
l. Observe correct subject–verb agreement; and
m. Distinguish between oral and written language use.
Practical English for Global Competitiveness 7 1

II. Reference
Practical English for Global Competitiveness 7, pp. 1–49
III. Topics
1. Prosodic Features of Spoken Communication

2. Observing Correct Production of Sounds
3. Reading Style: Scanning
4. The Origin of Rice (Bohol)
5. Identifying Proverbs, Myths, and Legends
6. Distinguishing between Slang and Colloquial Language
7. Structural Analysis
8. Agreement of Verb with Subject
9. Distinguishing between Oral and Written Language
Use
IV. Procedure
1. Ask the students: “What is spoken communication?”

2. Discuss “Prosodic Features of Spoken Communication”
in “Listening Comprehension” on pp. 2–3.
3. By citing the examples given explain how volume,
projection, pitch, stress, intonation, juncture, pause,
and speech rate affect communication.
4. Read the sentences in “Performance Task 1” on p. 4
and ask the students to identify the emotion being
expressed based on the volume of your voice.
5. To accomplish “Performance Task 2” on pp. 4–5,
accompany the students for a walk around the school.
Have them listen carefully to different sounds around
them and identify each sound as high-pitched or low-
pitched. Have them answer the rest of the activity.
6. Ask the students to look for a partner and do
“Performance Task 3” on p. 5.
7. Explain the difference between vowels and consonants.
Emphasize that vowels and consonants are sounds and
are not mere letters. Discuss and cite the examples
“Observing Correct Production of Sounds: Vowel and
Consonant Sounds” in “Oral Language and Fluency”
on pp. 7–10.
2 Practical English for Global Competitiveness 7
8. Discuss “Observing Correct Production of Sounds:
Diphthongs” in “Oral Language and Fluency” on p. 11.
Ask the students to provide their own examples.
9. Tackle “Observing Correct Production of Sounds:
Blends” in “Oral Language and Fluency” on pp. 11–12.
Ask the students to provide their own examples.
10. Explain “Observing Correct Production of Sounds:
Glides” and how they are produced in “Oral Language
and Fluency” on p. 12. Ask the students to provide
their own examples.
11. Assess the students’ understanding of correct
production of sounds by asking them to do “Performance
Task 1–4” on pp. 13–16.
12. Explain what a reading strategy is: “A reading
strategy is a simple and effective approach formulated
to enhance the comprehensive abilities of students.”
13. Introduce scanning as one of various reading strategies
that the students can use to improve their reading
comprehension. Discuss “Reading Styles: Scanning”
in “Reading Comprehension” on p. 17. Enumerate the
ways by which scanning is done, then ask the students
on other instances when they use scanning.
14. Have the students answer “Performance Task 1–2”
on pp. 17–19 to assess their learning about scanning.
15. Introduce to the students The Origin of Rice (Bohol) in
“Literature” on pp. 19–21 by asking about their prior
knowledge of this story. Then, have them read the
story.
16. After reading the story, explain “Cline” in “Activity 1”
and how it is important to use the appropriate word
when constructing a sentence. Then have the students
answer the questions that follow.
17. Discuss to the students “Identifying Proverbs, Myths,
and Legends” on pp. 25–29. Let them identify whether
The Origin of Rice is a proverb, myth, or legend.
18. Ask the students to answer “Performance Task 1–3”
on pp. 30–32.
19. Give examples of slang and colloquial words and have
the students identify the difference between the two.

Then discuss “Distinguishing between Slang and
Colloquial Language ” in “Vocabulary Development”
on pp. 33–34.
20. Enumerate some features of colloquialism that should
be avoided in formal contexts on pp. 34–35.
21. Assess the students’ understanding of the lesson by
asking them how they greet the different persons in
their life. Have the students then answer “Performance
Task 1” on p. 36. Have them realize that we use different
language for different persons in our life. Reinforce this
activity by asking them to provide slang and colloquial
words they encounter when they use social media by
answering “Performance Task 2” on p. 37.
22. Explain “Structural Analysis” and enumerate three
types of word parts “Prefixes, Suffixes, and Roots” and
explain each in “Viewing Comprehension” on p. 39.
23. Have the students watch Change Your Mindset and
Achieve Anything | Colin O’Brady | TEDxPortland
using this link: https://www.youtube.com/watch?v=vo_
lZiytsMw. Have the students list unfamiliar words or
expressions from the material viewed and research
their meaning. Guide them on how they could utilize
structural analysis to find the meaning of these words
or expressions.
24. Discuss “Agreement of Verb with Subject” in “Grammar
Awareness” on p. 41. Explain what subject–verb
agreement means: “Subject verb agreement simply
means the subject and verb must agree in number.
This means that both the subject and the verb need to
be singular or both need to be plural.”
25. Discuss “Inflection” in “Grammar Awareness” and the
examples provided on p. 41.
26. Tackle other important key points related to subject–
verb agreement, such as “Simple Subjects, Linking
Verbs, Auxiliary Verbs, and Verb Phrases in “Grammar
Awareness” on pp. 42–44.
27. Assess the students’ understanding of the grammar
lesson by asking them to answer “Performance Task
1–4" on pp. 44–47.

28. Write on the board the words oral and written and
have the students ponder the difference between the
two. Ask them for examples to prove their answers
29. Tackle with the help of the discussion “Distinguishing
between Oral and Written Language Use” in “Writing
and Composition” on pp. 47–48.
30. Have the students differentiate oral and written
communication using the categories given in
“Performance Task 1–2” on p. 49.
31. Reinforce all lesons learned by giving as assignment
“Performance Task 4” on pp. 6–7, “Activity 3” on p. 24,
“Performance Task 3” on pp. 37–38, and “Performance
Task 2” on p. 40.
32. As an additional activity, have the students compose
a Venn diagram showing the difference between the
following:
a. vowel and consonant sounds

b. myth and legend
c. slang and colloquial language
d. oral and written communication
Answer Key
Performance Task 4 (pp. 6–7)
1. Tina is the one to be eaten.

The person talking wants Tina to eat with him/her.
2. A woman cannot succeed without his man.
A man cannot succeed without his woman.
3. The ones to be cooked are the family and the dog.
Jen’s sources of inspiration are cooking, her family, and her
dog.
4. The bacon is made of human.
The person talking tells somebody that anything with bacon
tastes good.
5. The children who should be using the toilet should be
disabled, elderly, and pregnant, a condition that is not
possible in real life.
The toilet being talked about is for people with disability,
elders, pregnant women, and children.
1. when, Claire’s, eyeglasses, broke

2. whether, students, create, plans
3. when, grabbed, frog
4. Brian, stepped, snake
5. bricks, split, three
6. smiles, stranger
7. Clarence, sprained
8. when, crabs, swam
9. Grace, brought, freshly, croissants
10. creatures, swarm
1. 500 pesos
2. over 20 good reasons
3. 543-3210
4. 100’s of P5000
5. Best-in Catering and Bestway Catering
6. for three weeks
Definitions may vary. Below are possible answers.
1. to harass someone
2. showing a band of bright reflected light caused by aligned
inclusions in the stone
3. the act of waving or a wavelike motion
4. vivacious and enthusiastic
5. whispering, murmuring, or rustling
6. eternal and unchanging; everlasting
7. strongly reminiscent or suggestive of (something)
8. won at too great a cost to have been worthwhile for the
victor
9. sweet or musical; pleasant to hear
10. a fine, filmy substance consisting of cobwebs spun by small
spiders, seen especially in autumn

Activity 1 (pp. 22–23)
1. tired, exhausted, fatigued, weary

2. happy, glad, delighted, pleased
3. strong, sturdy, brawny, powerful
Activity 2 (p. 23)
1. Our ancestors lived on fruits, vegetables, birds, and wild

animals, which they caught while hunting in the mountains
or the forests. Tilling the soil was still unknown, and poultry
and hog were not yet a part of their way of living.
2. Our ancestors depended on the food that nature provided
and not what they themselves grew or raised. When there
was nothing more to be hunted or gathered in a certain
place, they would go to another region where there was
plenty of food.
3. They were proud of their brown skin, the race to which
they belonged, and the customs and traditions that they
practiced.
4. The men would go to the mountains or forests to hunt while
the women and small children would be busily engaged in
fishing and gathering of fruits and vegetables.
5. The people would stop wandering when they knew how to
till the soil.
Performance Task 1 (p. 30)
1. Learn how to adapt to your environment and be satisfied

with what you have. If you have less in life, learn to be
frugal until you come to the point when you can spare some
money for a little bit of luxury.
2. If you persevere, you can get anything.
3. Bad people live longer.
4. While it is easy to tell people something they do not know, it
is much harder if they are willfully choosing not to see what
is before them.
5. Some things are inevitable. This proverb specifically refers
to a couple that seems destined to marry even if it takes a
long time.
Sentences: numbers 1, 2, 4, 6, 7, and 10
Item number Linking verb Subjective complement

1 is Kyla
2 are children
6 is Person
7 are Cousins
8 is you
1. is called
2. have enjoyed
3. was having
4. is studying
5. could give
6. can grant
7. may visit
8. shall forget
9. can wait
10. would like
1. walks 11. is
2. think, are 12. is
3. am 13. breaks
4. is 14. are
5. have 15. were
6. have 16. has
7. were 17. are
8. are 18. have
9. make 19. seem
10. were 20. are

Oral Communication Written Communication

Transmission spoken words/rapid printed texts such as letters,
transmission e-mails, journals, magazines,
and newspapers
Language used colloquial language, formal, precise, direct, and
slang, and cultural less personal
expressions
Future reference does not have does have permanent record
permanent record
Feedback gives immediate takes time to give feedback
mechanism feedback
Effectiveness most effective Message is carefully drafted
communication and formulated.

Lesson 2
I. Objectives
1. Recognize prosodic features: volume, projection, pitch,

2. Listen for important points signaled by volume,
of speech;
3. Note the changes in volume, projection, pitch, stress,
meaning;
4. Observe the correct pitch levels (high, medium, low)
when reading lines of poetry, sample sentences, and
paragraphs;
5. Use the appropriate reading style (skimming) for one’s
purpose;
6. Skim for specific information;
7. Discover literature as a means of connecting to a
significant past;
8. Explain how the elements specific to a genre contribute
to the theme of a particular literary selection;
9. Draw similarities and differences of the featured
selections in relation to the theme;
10. Use appropriate idiomatic expressions in a variety of
basic interpersonal communicative situations;
11. Give the meaning of given signs and symbols (road
signs, prohibited signs, and others);
12. Observe correct subject–verb agreement; and
13. Recognize the common purposes for writing.
II. Reference

III. Topics
1. Projecting Speaking Voice

2. Observing Correct Pitch Levels
3. Reading Style: Skimming
4. Biag ni Lam-Ang
5. Pre-colonial Philippine Literature
6. Defining a Theme
7. Idiomatic Expressions
8. Giving the Meaning of Road Signs and Symbols
9. Subject–Verb Agreement
10. Common Purposes for Writing
IV. Procedure
1. Have a review about the prosodic features of speech,

specifically vocal projection, which is the ability to
control the volume and capacity of one’s voice.
2. To move on with the lesson, enumerate the three
essential factors in projecting powerful sound by
discussing “Projecting Speaking Voice” in “Listening
Comprehension” on p. 51.
3. Discuss also some pointers on how to project speaking
voice. Refer to the discussion on pp. 51–53.
4. Guide the students to do “Performance Task 1” on p. 53
about practicing breathing techniques.
5. Have the students practice proper enunciation through
tongue twisters by doing “Performance Task 2”
on pp. 53–54.
6. Ask the students to practice projecting their voice
by delivering an excerpt of a speech in “Performance
Task 3” on pp. 54–57. Then ask their understanding
about the message of the speech.
7. Have a review on pitch and explain its relation with
intonation. Discuss “Observing Correct Pitch Levels”
in “Oral Language and Fluency” on pp. 58–59. Explain
the diagram given on p. 59 to further enhance the
students’ understanding of pitch.

8. Guide the students on delivering the poem To the
Philippines by Jose Rizal in “Performance Task”
on p. 59. Comment on their performance and provide
constructive criticism on how they could further
improve their delivery.
9. Review what a reading strategy is: “A reading strategy
is a simple and effective approach formulated to
enhance the comprehensive abilities of students.”
10. Introduce “Reading Styles: Skimming” as another
reading strategy that the students can use to
improve their reading comprehension in “Reading
Comprehension” on p. 60. Enumerate also the tips in
skimming on the same page. Then ask the students on
other instances when they use skimming.
11. Have the students answer the skimming exercises in
“Performance Task 1–2” on pp. 61–65 to assess their
learning of the discussed topic.
12. Ask the students: “Who is Biag Ni Lam-Ang?” Have
them share their prior knowledge of this character.
Have the students read the story Biag Ni Lam-ang
(Summary) in “Literature” on pp. 66–67.
13. After reading the story, have the students answer the
“Activity 1–2” on pp. 67–69.
14. Discuss “Pre-colonial Philippine Literature” in “Activity
3” on pp. 70–71 and explain how literature can be used
as a means to connect people to a significant past.
15. Tackle what theme is and enumerate the most commonly
utilized themes in literature on pp. 72–73.
16. Reinforce the discussion on literary themes by
letting the students answer “Performance Task 1–2”
on pp. 73–74.
17. Give examples of idiomatic expressions and have
the students identify their meaning. Discuss
“Idiomatic Expressions” in “Vocabulary Development”
on pp. 75–76 and encourage the students to cite more
examples.
18. Assess the students’ understanding of the lesson
by asking them to answer “Performance Task 1”
on pp. 76–77.

19. Have some flashcards of road signs and symbols and
challenge the students about what they know or how
they interpret these signs.
20. Explain the importance of road signs and symbols,
especially on the safety of riding public.
21. Discuss the standardized signs and signals on the roads
by explaining “Giving the Meaning of Road Signs and
Symbols” in “Viewing Comprehension” on pp. 78–79.
Encourage the students to share other examples.
22. Have the students name and explain the meaning of
the road signs and symbols in “Performance Task”
on p. 80.
23. Review what subject–verb agreement means: “The
subject and the verb must agree in number: both must
be singular, or both must be plural.”
24. Explain “Subject–Verb Agreement” in “Grammar
Awareness” on p. 81. Emphasize the importance of
identifying first the subject in order to determine the
appropriate verb form to be used.
1–3” on pp. 82–83.
26. Ask the students this question: “Have you ever written
a composition?” This question will probably generate a
“yes” answer, so have a follow-up question: “What was
then your purpose in writing?”
27. Relate the students’ answers to “Common Purposes for
Writing” in “Writing and Composition” on p. 84 and
explain that titles alone can give foresight of what could
be the author’s purpose writing a certain composition
28. Have the students answer “Performance Task 1”
on p. 85 to practice their skills on identifying the
author’s purpose based on the given titles.
29. Reinforce all lesons learned by giving as assignment
“Performance Task 3” on p. 75 and “Performance
Task 2” on pp. 77–78, and “Performance Task 2”
on p. 85.
30. Ask the students to research about Bernardo Carpio.
Have them compose a Venn diagram showing the
difference between their stories.
Answer Key
1. a 6. c
2. a 7. b
3. d 8. d
4. b 9. d
5. a 10. a
1. b 6. b
2. d 7. c
3. a 8. b
4. b 9. d
5. a 10. c
1. commend 6. differed
2. refreshing 7. improvement
3. calm 8. pity
4. catastrophe 9. comrade
5. victorious 10. insignificance
1. Don Juan went to the mountains in order to punish a group

of their Igorot enemies.
2. It took four people to help Namongan give birth to Lam-
ang. As soon as the baby boy popped out, he spoke and
asked that he be given the name Lam-ang. He also chose
his godparents and asked where his father was.
3. Lam-ang decided he would go look for his father.
4. Lam-ang had a dream about his father’s head being stuck
on a pole by the Igorot.
5. Ines Kannoyan was a young woman who Lam-ang wanted
to woo.

6. Lam-ang found the house of Ines surrounded by many
suitors all of whom were trying to catch her attention.
7. Lam-ang had his rooster crow, which caused a nearby house
to fall. This made Ines look out.
8. Lam-ang had his rooster crow, which caused a nearby house
to fall and had his dog bark and in an instant the fallen
house rose up again.
9. The parents agreed to a marriage with their daughter if
Lam-ang would give them a dowry valued at double their
wealth.
10. It was a tradition to have a newly married man swim in the
river for the rarang fish.
The theme of the epic revolves around the bravery and

courage of the main character portrayed by Lam-ang, who was
gifted with speech as early as his day of birth, who embarked on
a series of adventures which culminated in his heroic death and
subsequent resurrection.
1. f 6. d
2. e 7. g
3. h 8. i
4. a 9. c
5. b
1. k 9. h
2. l 10. m
3. n 11. o
4. f 12. b
5. i 13. j
6. c 14. d
7. g 15. a
8. e

1. very happy or amused

2. discouraged, depressed, or sad
3. It is up to you to make the next move.
4. an apparent misfortune that eventually has good results
5. You will not worry about a possible future problem but will
deal with it if it happens.
6. Something will never happen.
7. feel sick
8. good luck
9. to find exactly the right answer
10. not very often; rarely
Performance Task (p. 80)
Traffic moves in a
parking zone/area hospital
single direction.
no parking no taking U-turn
notifies drivers to come

to a complete stop
The road ahead is not

warns that you are yield to pedestrians in
as wide as the road you
approaching railroad the crosswalk
are currently traveling
tracks
on.
no parking
on both sides
Erratum: road sign
should look like this
There are road workers
bike lane ahead.

1. accounts 6. deserves
2. were 7. has
3. was 8. is
4. make 9. has
5. has 10. were
1. study 6. writes
2. is 7. comes
3. is 8. refuse
4. agrees 9. join
5. are 10. are
1. T 6. T
2. T 7. T
3. T 8. T
4. T 9. T
5. T 10. T
1. to inform, to persuade
2. to inform, to persuade
3. to expose
4. to narrate
5. to inform

Lesson 3
I. Objectives
1. Read intensively to find answers to specific questions

(intensive reading);
2. Use the appropriate reading style (speed reading) for
one’s purpose;
of speech;
meaning;
6. Identify the genre of a material viewed (such as movie
clip, trailer, news flash, Internet-based program,
documentary video, and others);
7. Select an appropriate colloquial or idiomatic word
or expression as a substitute for another word or
expression;
significant past;
9. Express appreciation for sensory images used;
10. Explain the literary devices used;
11. Recognize the parts of a simple paragraph;
12. Use the correct stress (primary, secondary, tertiary,
and weak) when reading passages; and
13. Observe correct subject–verb agreement.
II. Reference

III. Topics
1. Stress
2. Degrees of Stress
3. Reading Style: Intensive Reading and Speed Reading
4. Love of Country by Andres Bonifacio
5. Philippine Literature during Spanish Colonial
Tradition
6. Sensory Images
7. Literary Devices
8. Colloquial or Idiomatic Words or Expressions
9. Identifying Genres of Movies and Television Programs
11. Parts of a Simple Paragraph
IV. Procedure
1. Have a review on prosodic features of speech, especially

stress. Then, focus the discussion on “Stress” in
“Listening Comprehension” on p. 87.
2. Differentiate stressed and non-stressed syllables and
explain how stress affects speech and meaning of the
message being conveyed.
3. To assess the students’ understanding of the lesson, let
them answer “Performance Task 1” on p. 88. Read the
words so that the students will be able to distinguish
whether each word is a noun or a verb.
4. For “Performance Task 2” on pp. 88–89, read the text
that follows. Remember to use the prosodic features of
speech properly to provide an example to the students.
Patriotism: Love of the Country Essay
Patriotism is the feeling of love and respect

of your country, its history and traditions.
Patriotism is a natural and probably the most
important factor of the country’s success, because
if people are the patriots, they work hard for the
development of their country, protection of its

historical heritage, and improvement of the love
towards the culture of the nation. The people who
do not love their native country and have no idea
about its traditions and history are not able to
be called the people of this country, they are the
simple citizens, who just live on its territory.
Patriotism is the major factor, which makes

people create the human history, works hard,
fight and die for their country. Without this factor
there would be no wars, dignity and courage.
When the aggressor tries to invade the country,
it can simple capitulate, but it does not, because
there are people who want to see their country
independent, flourishing and rich. No one enjoys
when the stranger comes into his house and
starts to set his own rules. The same thing is the
country. If the invader starts to dictate with will,
people start to protect their homes and the whole
country with the purpose to maintain its identity
and uniqueness.
Patriotism is the respect of the native history.

It is natural and essential to be aware about the
most important facts of the history of your country,
because you learn many new and fascinating
facts about the average people, their lifestyle, the
failure and success and you start to realize how
much does it cost to make the country prosperous,
stable and convenient for life. Patriotism is not the
love towards the territory of the country, it is the
love towards the traditions and people who live on
this territory, so it is important to have patriotic
feeling in order to show the respect towards the
ones who have contributed into the development
of the country and its current peaceful condition.
It is a positive thing that patriotism is

propagated since childhood, because children
are the future of every country and if they love
this country, they would strive to improve it
further. Patriotism is not the humiliation of other
countries and ethnicities; it is a natural love
and respect towards the native country and this
attitude should exist in everyone if he wants his
country to be prosperous and esteemed.
From: https://azwriting.com/essays/
patriotism-love-of-the-country.html
5. Expound stress by discussing “Degrees of Stress”

in “Oral Language and Fluency” on pp. 89–90.
Describe and illustrate the difference among
them. Cite more examples if needed.
6. Use this link as an additional resource on when to
use acute and grave accent marks: https://www.
merriam-webster.com/words-at-play/how-to-use-
and-understand-diacritics-diacritical-marks/
acute-and-grave-accent-marks.
on p. 90, followed by an oral reading of My Last
Farewell by Jose Rizal in “Performance Task 2”
on pp. 91–92. Guide the students in using correct
stress.
8. Introduce “Reading Style: Intensive Reading and
Speed Reading” in “Reading Comprehension” on
p. 93–94. Emphasize the difference between the
two styles and when they are applicable to use.
9. Have the students practice intensive reading by
asking them to answer “Performance Task 1” on
pp. 94–96.
10. Let the students assess themselves on how fast
they read by doing “Performance Task 2” on
pp. 96–98. In this activity, you may remind the
students that reading is not always about speed
but it is more important that we comprehend
what we are reading.
11. Have a picture of Andres Bonifacio and ask the
students what they know about him.

12. Follow up by asking the students how they show
their love of country. Have them list their answers
on “Activity 3” on p. 105. Have a meaningful
discussion on this and move smoothly to the poem
Love of Country (Pag-ibig sa Tinubuang Lupa) by
Andres Bonifacio on pp. 100–103.
13. To assess how the students understand the poem,
have them answer “Activity 1–3” on pp. 103–104.
Ask the students to be ready for an in-depth
discussion.
14. Discuss “Philippine Literature during Spanish
Colonial Tradition” on pp. 106–107. Give
emphasis on important works that thrived during
this time in the Philippine history and how they
were instrumental in acquiring the freedom of the
Filipinos from the conquerors.
15. Tackle “Sensory Images and Literary Devices”
on pp. 108–110. Explain how the two help in
conveying deeper meaning to texts. Ask the
students to give their own examples.
16. To assess their learnings on sensory images and
literary devices, have them answer “ Performance
Task 1–2” on pp. 110–112.
17. Have a review on “Colloquial or Idiomatic Words
or Expressions” in “Vocabulary Development”
on p. 112.
18. Assess the students’ understanding of the lesson
by letting them answer “Performance Task” on
pp. 112–114. Reinforce this activity by calling
some students to explain the given idiomatic
expressions in the activity.
19. Write the following words on the board: pop,
R&B, jazz, hiphop, reggae, and rock. Then ask the
students what these words are called collectively.
Lead them to answer “genre” and then smoothly
introduce the topic “Identifying Genres of
Movies and Television Programs” in “Viewing
Comprehension” on pp. 114–117. Say: “Music has
different genres. There are also numerous genres
when it comes to movies and television programs.”
Encourage a lively discussion on the subject
matter.
20. Play some video materials of choice and ask the
students to do “Performance Task 2” on p. 118.
21. Call a student to explain the meaning of “subject–
verb agreement.” This will serve as a review.
Discuss other rules on “Subject–Verb Agreement”
in “Grammar Awareness”on pp. 118–119.
22. Assess the students’ understanding of the
grammar lesson by asking them to answer
“Performance Task 1–2” on pp. 119–120.
23. Have a review on paragraph. Ask the students:
“What is a paragraph?”
24. Tackle “Parts of a Simple Paragraph” in “Writing
and Composition” pp. 120–121.
25. Have the students answer “Performance Task”
on pp. 121–123. Have some students read their
paragraphs to form a logical paragraph.
26. As an assignment, provide the students with a
copy of Jose Rizal’s El Amor Patrio as given below.
Then have them do “Activity 4” on p. 105.
Love of Country
What we will here discuss has an element of

beauty, and for that matter it is a commonplace
topic—love of country. It has caught the
imagination of the sage, the poet, the artist, the
tiller, the merchant, the warrior, all whether old
or young, king or slave. Everyone has dedicated
the treasures of heart and mind to the fatherland.
Everyone—cultured Europeans, free and proud of
their glorious history, to black Africans plucked
from the forests and shamefully sold as slaves; from
ancient civilizations which survive in melancholic
ruins memorializing their triumphs and defeats,
to modern nations throbbing with motion and
life—everyone has worshipped the fatherland like
an idol, fair, brilliant and sublime, but at the same
time implacable, stern and demanding. In praise
of one’s country, songs in a thousand languages
have risen and music in most melodious strains
has filled the air. The sharpest of minds and the
most inspired of geniuses have regaled her with
their brilliance. The beloved country has been the
rallying point in the struggle for peace, love and
glory, for she occupies the minds of all and, like
light from limpid crystal, scatters rap of brilliance
in all directions.
Is the behavior of our forebears reason for us

to shy away from this obsession? Can we match
in some small way the dedication of the past, we
whose only misfortune was to have been born
late in history? Does the nineteenth century give
us the right to be ungrateful? By no means. The
heart is a rich mine whose resources have not
been exhausted, its memory forever fertile; and
however little inspired we may be, we will find in
the recesses of our soul if not priceless metal, at
least a humble coin, which notwithstanding its
size will fire enthusiasm and give expression to
our sentiments. Therefore, in the fashion of the
Hebrews of old who made offerings of the first
fruits of their labor of love, we exiles in a foreign
land will dedicate our first words to our country
shrouded in clouds and morning mists, ever fair
and poetic, ever more the object of idol worship the
longer our absence and distance from her shores.
Do not be surprised, for these sentiments

are but natural. For in the land of our birth the
memory of our earliest years still lingers like an
enchanted fairy taking a stroll, visible only to the
eyes of children, the flower of innocence and bliss
sprouting at her feet. There the past remains in
slumber and we get a glimpse of the future. The
woods and plains, every tree, every bush, every
flower bear the images of people you love; you
feel their breath in the sweet-smelling breeze,
hear their song in the sound of the fountains,
see their smile in the brilliance of the sun, sense
their anxieties in the troubled howling of winds
at night. With the eyes of the imagination you
see in the quiet ancestral home the family which
remembers you and awaits your return, thinking
and worrying about you. Finally, you find poetry,
tenderness and love in the sky, the sun, the seas
and forests, and even in the cemetery where a
humble grave waits to receive you back into the
womb of the earth. Must it not be some magic spell
which ties our heart to the native soil, beautifies
and embellishes all the land, as it presents to us all
objects as full of poetry and feeling and captures
our affections? For whatever be the visage of the
beloved country—a rich and mighty lady clothed
in royal purple, with a crown of towers and laurels
on her head; or a sad and lonely figure dressed in
rags, a slave longing for her enslaved children; or
some nymph, beautiful and pretty like the dream
of deluded youth, playing in a garden of delights
by the blue sea; or a woman shrouded in snow
somewhere in the north pole awaiting her fate
under a sunless and starless sky; whatever be her
name, her age, her fortune—we always love her
as children love their mother even in hunger and
poverty.
And how strange it is! The poorer and more

miserable we are and the more we suffer for our
country, so much the more do we venerate and
adore her even to the point of finding joy in our
suffering. It has been observed that inhabitants of
mountains and rough valleys and those who saw
the light of day in sad and barren lands have the
most vivid recollections of their fatherland and
find in the cities nothing but unbearable tedium
which forces them to return to their native soil.
Is it because the love of country is purest, most
heroic and most sublime? What is it that grips us?
Is it the recognition of familiar places and the dear
memory of everything connected with our earliest
days? Is it the earth where lie our ancestors in
peace, the temple where we worshipped God with
the candor of babbling infants, or the sound of
the bell that cheered us from our youngest years?
The wide fields or the blue lake surrounded by its
picturesque shores where we sailed in a light boat?
Or the clear stream flowing by a happy hut, like
a nest of love, surrounded by flowers, or the tall
mountains that produce this sweet emotion in us?
Could it be the storm that unleashed, whips and
knocks everything in its path, or the thunderbolt
which from the hand of the Almighty hurls down
with destructive fury? Could it be the heavy
rains and the waterfalls, reminders of the law
of perpetual motion and the cycle of continuing
threat to life? Could it not be that all these pull,
capture, and take possession of us?
More than likely, it is these beauteous

elements and fond memories which strengthen the
bond that ties us to the land of our birth, causing
while we are in our country a sense of well-being,
or when we go away, the pathological condition of
severe depression and cruel nostalgia.
Oh, don’t you ever bring sorrow to the stranger

that comes to your shores. Don’t you awaken in
him vivid memories of his beloved country and the
joys in his home for unfortunately you will induce
this illness which will grip him like a ghost to
vanish only when he steps on his native soil again
or approaches his own grave.
Give him not the slightest cause for bitterness,

for his tendency is to recall the bliss in his lost
home and blow his woes out of proportion.
We are born, grow up, reach old age and die

with this pious sentiment. Love of the country is
perhaps the most constant of emotions, if there
ever be anything constant in the human heart,
and, it seems, will not leave us even in the tomb.
In exile, at the prospect of an obscure grave,
Napoleon remembered France, which he loved so
dearly, and so willed that his remains be brought
home in the sure hope of finding sweet repose in
his native soil. Ovid, cutting a still sadder figure,
inasmuch as he knew that not even his ashes
would return to Rome, was consoled in his death
agony at Black Sea by the thought that he would
go to the Capitol if not in person, at least in the
reading of his verses.
As children we love to play games which we

abandon in our adolescent years. In our youth we
work for an ideal, but later we become disillusioned
and turn away from it in favor of something more
positive and practical. As parents we lose children
to death and time wipes away our sorrow much
like the widening sea makes the shore vanish
from sight as the ship sails into the deep. In
contrast, the love for country is never wiped away
once it finds a place in the human heart, for it
bears the divine seal which makes it eternal and
indestructible.
It has always been said that love is an

extremely powerful force behind most noble
activities. Well then, of all loves, the love of country
has inspired the grandest, the most heroic and
the most selfless of deeds. Do read history books
or historical records and traditions. Go into the
history of families. What sacrifices, acts of self-
abnegation, and tears have been offered to the
nation as to a deity! From Brutus, who condemned
his own sons to death for treason, to Guzman, who
out of a sense of duty stopped not the execution
of his family, what dramas, tragedies and
martyrdoms have taken place for the sake of this
implacable deity who in exchange for the sacrifice
of children offers nothing but words of gratitude
and benediction!
Nonetheless, peoples have erected glorious

monuments to the fatherland with contributions
truly coming from the heart. With the work of
their hands and the sweat of their brow, they
watered the ground and made her, like a sacred
tree, bear fruit, without reward or even any hope
of it.
Look at the researcher engrossed in his

office. He has seen better days; his sight weakens,
his hair becomes white and sparse as his dreams
vanish; his shoulders are bent. He is in search
of the truth; he has spent years trying to solve a
problem; he has endured hunger and thirst, cold
and heat, sicknesses and misfortunes. He will
soon go to his grave and now in his agony offers
to his country an achievement to add to her crown
of glory—a discovery which will produce untold
benefits.
Turn your eyes to the farmer burnt by the

sun tilling the stubborn earth and burying a seed.
He too contributes through his modest but useful
work to the glory of the nation.
“The country is in danger!” sounds the alarm.

As by a magic command, soldiers and leaders
rise from the land. The father abandons his
children, sons their parents; all rush in defense
of the native land, the mother of all. They bid
farewell to their home and peaceful chores, and
hide with their helmet the tears that well from
tender hearts. All set forth and die! Perhaps it’s a
father blessed with children, fair and smiling like
angels, or a young man full of bright hopes, or a
son, or someone in love: it does not matter who.
All fight in the defense of one who gave them life;
they only fulfill their duty. Codrus or Leonidas or
whoever: the fatherland will remember each one
forever.
Some have sacrificed their youth, their joys;

others have dedicated the brilliance of their genius;
still others shed their blood. All have bequeathed
an immeasurable fortune, the liberty and glory of
the beloved country. And what in turn does she do
for them? She weeps and proudly presents them to
the world, to posterity and her children, as worthy
of emulation.
But alas, oh beloved country, if there shine

heroic virtues in your honor, and superhuman
sacrifices are offered in your name, how many
injustices still prevail!
Alas, how many have suffered and died in

your name, which others have taken in vain to
free the fatherland from conquerors—from Jesus
Christ who out of great love came to the world for
the good of humanity and died for all in defense
of the laws of his own beloved country, down to
the unknown victims of modern revolutions! How
many victims of rancor, ambition or ignorance
have breathed their last, blessing you and wishing
every good fortune!
Fair and majestic is the beloved country

when at the sound of battle her sons give of
themselves in defense of the ancient soil of their
forebears. Emboldened and proud is she when
from on high she watches the foreign aggressors
flee in dread of the invincible column of her sons.
By the same token, when her sons, divided into
opposite camps, destroy one another, when anger
and rancor devastate fields, towns and cities, she
takes off her mantle, throws away the scepter and
dresses in black to mourn for her dead children.
Whatever be then our situation, let us love
her and wish her nothing but her good. Thus we
will work for that end which God has wished for
all humankind, universal harmony and peace in
all creation.
You whose ideals of the past are lost, you

whose hearts are wounded and whose dreams
have vanished one by one, you are like the trees of
autumn without flowers and leaves, and wishing
to love, you find nothing worthy of your affections:
here is your native land; love her.
You who have lost father or mother or brother

or spouse or child, or a beloved on whom you were
building your dreams, and find within yourselves
nothing but a vast and terrifying emptiness: here
is your own country, love her as she deserves.
Love her, yes, not in the ways of old through

rough deeds rejected and condemned by genuine
morality and mother nature, but rather, by
doing away with all display of fanaticism,
destructiveness and cruelty. The rosy dawn rises
in the horizon, scattering sweet and quiet rays of
light, harbinger of life and peace—true dawn of
Christianity announcing happy and tranquil days.
It is our duty to tread the hard but peaceful and
productive paths of science which lead to progress
and ultimately to the union which Jesus Christ
wished and prayed for on the night of his passion.
27. As an additional activity, ask the students to

answer “Performance Task 1” on pp. 117–118.
28. Also, ask the students to find idiomatic expressions
and sensory images found in Jose Rizal’s essay El
Amor Patrio and give their meanings.
29. Have the students write their own simple
paragraph. Remind them to be guided by the
subject–verb agreements learned.
Answer Key
1. an age of great marine and terrestrial exploration

2. Ferdinand Magellan
3. He became involved in the quagmire of political intrigue at
court and lost the king’s favor.
4. Emperor Charles V of Spain
5. A papal decree of 1493 had assigned all land in the New
World west of 50 degrees W longitude to Spain and all the
land east of that line to Portugal.
6. five
7. 98 days
8. Many of Magellan’s men died of starvation and disease.
9. one ship
10. The world is round, with no precipice at the edge.
1. These words give a tone of inspiration and hope.

2. JFK’s 1961 inaugural address came at the height of the
Cold War, in which America was deep in an arms race with
the Soviet Union.
3. The most powerful words of this speech occur after this call
to national cooperation: “And so, my fellow Americans: ask
not what your country can do for you—ask what you can do
for your country.”
4. He addressed and encouraged America and all nations,
enemies, and allies alike, to work out our problems
diplomatically.
5. He pledges help to those who need it around the world and
makes a point of saying that we aren’t helping because
we’re trying to prove we’re as good as or better than our
Communist enemies, but because it is right.
6. His words are still relevant today as he basically gave us a
checklist of what is required of us, such as the ability to vote
and for the children to attend a good school.

1. e 6. i
2. f 7. j
3. d 8. b
4. g 9. a
5. h 10. c
1. Its theme is freedom expressed as unshackling ourselves

from slavery.
2–5. Answers may vary.
1. visual sense – glittering white

2. tactile sense –
shivering
3. tactile sense – soft
4. tactile sense – a breath of fresh air
5. auditory sense – eerie silence
6. tactile sense – sense the footsteps
7. olfactory sense – breath reeked of garlic
8. auditory sense – loud
9. tactile sense – rough
10. gustatory sense – savor
1. personification
2. metaphor
3. metaphor
4. metaphor
5. hyperbole
6. hyperbole
7. personification
8. alliteration
9. alliteration
10. irony

Performance Task (pp. 112–114)
1. make blood boil

2. eat humble pie
3. let hair down
4. as cool as cucumber
5. heart sank
6. beat a dead horse
7. follow your nose
8. zip your lips
9. bite your tongue
10. turn a deaf ear
1. is 6. satisfy
2. is 7. am
3. is 8. are
4. was 9. has
5. like 10. is
1. is 6. is
2. is 7. is
3. is 8. is
4. is 9. is
5. are 10. is
1. C, D, B, A
2. C, B, A, D, E
3. E, A, F, C, G, D, B

Lesson 4
I. Objectives
1. Use non-linear visuals as comprehensive aids in

context texts;
2. Transcode orally and in writing the information
presented in diagrams, charts, table, graphs, and
others;
of speech;
meaning;
6. Organize information from a material viewed;
7. Use appropriate idiomatic expressions in a variety of
basic interpersonal communicative situations;
significant past;
9. Determine the tone, mood, technique, and purpose of
the author;
10. Identify the basic features and kinds of paragraph;
11. Use the rising intonation pattern with Yes-No and
tag questions, and the rising-falling intonation with
information-seeking questions, option questions, and
with statement; and
II. Reference

III. Topics
1. Intonation
2. Intonations with Questions and Statements
3. Using Non-linear Visuals
4. We Filipinos Are Mild Drinkers by Alejandro Roces
5. Philippine Literature during American Colonial Period
6. Tone, Mood, Technique, and Purpose of the Author
7. More on Idiomatic Expressions
8. Organizing Information from a Material Viewed
10. Basic Features and Kinds of Paragraph
IV. Procedure
1. Ask the students: “What is intonation?”

2. Discuss “Intonation” in “Listening Comprehension” on
pp. 125–126. Read the examples provided and explain
how falling and rising intonation are used differently
and in what instances.
3. Read the sentences in “Performance Task” on
pp. 126–127 and have the students identify the
intonation, kind, and emotion of each sentence.
4. Reinforce the lesson on intonation by discussing
“Intonation with Questions and Statements ” in “Oral
Language and Fluency” on pp. 127–128.
5. Emphasize that different sentences/statements call for
different intonations.
6. Assess the students’ understanding of intonations
by asking them to do “Performance Task 1–2”
on pp. 129–130.
7. Discuss “Using Non-linear Visuals” in “Reading
Comprehension” on pp. 131–137. Enumerate the
graphs, charts, tables, and graphic organizers that
can be used as learning aids. Remind the students
that a certain non-linear visual does not fit all kinds
of information or text. The use of appropriate visual
depends on the goal. You may add that some non-linear
visuals need to be colored so that conveying effective
message is achieved.
8. Assist the students in grouping themselves into five.
Then have them do “Performance Task 1 and 3”
on p. 138.
9. Ask: “Who among you have experienced drinking
alcoholic beverage?” Have a follow-up question: “Do
you believe that Filipinos are mild drinkers?”
10. Lead the students to the story We Filipinos Are
Mild Drinkers by Alejandro Roces in “Literature”
on pp. 139–144 and have them read it silently.
11. Test their comprehension of the story by asking them
to answer “Activity 1–3” on pp. 145–146.
12. Discuss “Philippine Literature during American
Colonial Period” on pp. 147–148. Give emphasis on the
greatest works during this period.
13. Tackle how to identify “Tone, Mood, Technique, and
Purpose of the Author” on pp. 148–151.
14. Ask the students to answer “Performance Task”
on p. 151.
15. Ask someone from the class to explain what an
idiomatic expression is. This will serve as a review on
the topic.
16. Enumerate and discuss “Idiomatic Expressions” in
“Vocabulary Development” on pp. 152–153.
17. Have the students answer “Performance Task 1” on
pp. 153–154.
18. Tell the students that the non-linear visuals they have
learned previously can be used to organize a material
viewed. Explain further “Organizing Information
from a Material Viewed” in “Viewing Comprehension”
on p. 155.
19. Have them practice doing this by answering
“Performance Task” on p. 155. You may give additional
materials to watch.
20. The group outputs will be discussed in the class.
21. Explain “Subject–Verb Agreement” rules in “Grammar
Awareness” on pp. 155–156. Below is the list of
indefinite pronouns.

22. Explain what makes special nouns “special.”
“Performance Task” on pp. 156–157.
24. Ask the students what they remember about
the characteristics of a paragraph. Then discuss
these more and the kinds of paragraph on “Basic
Features and Kinds of Paragraph” in “Writing
25. Have the students do “Performance Task 1”
on pp. 159–160.
26. Reinforce all lesons learned by giving as
assignment “Performance Task 2” on p. 138,
“Performance Task” on p. 154, and “Performance
Task 2” on p. 160.
27. As an additional activity, have the students
compose three paragraphs about the drinking
habits of the Filipinos.
Answer Key
1. You can go ahead of us.(↓)

2. I won the jackpot prize!(↑)
3. How do you plan to continue your study?(↓)
4. Which one do you like(↓): going to the beach(↑) or traveling
around the world(↓)?
5. Please give me that book.(↓)
6. After she was caught cheating(↓), the facilitator immediately
asked her to leave the room.(↓)
7. Meghan asked for a grilled squid(↑), chicken cordon bleu(↑),
and baked macaroni.(↓)
8. Where do you intend to work?(↑)
9. Miss Samantha(↑), could you please refrain from asking
irrelevant questions?(↓)
10. That was awesome!(↑)
Activity 1 (p. 145)
1. no 6. yes
2. yes 7. yes
3. no 8. yes
4. no 9. no
5. no 10. yes
1. Filipinos drink when they are very happy, when they are
very sad, and for any other reason.
2. The setting is in a barrio near an airbase as proven by the
presence of American soldiers.
3. The persona thought all Americans looked alike and that
they all looked white. He could not tell them apart.
4. The Filipino values shown by the persona to Joes were
compassion, humility, and hospitality.
5. A carabao does not have any sweat glands except on its
nose. It has to wallow in the mud or bathe in a river about
every three hours. Otherwise, it would run amok.
6. Coconut trees and pine trees symbolize the Philippines and
America, respectively.
7. Answers may vary.

1. has 11. arrives

2. do 12. is
3. is 13. has
4. were 14. makes
5. is 15. is
6. spreads 16. develops
7. wishes 17. wears
8. have 18. has
9. rides 19. are
10. are 20. wants

Lesson 5
I. Objectives
1. Follow directions using a map;

of speech;
meaning;
5. Determine the truthfulness and accuracy of the
material viewed;
6. Explain the predominance of colloquial and idiomatic
expressions in oral communication;
significant past;
8. Explain how a selection may be influenced by culture,
history, environment, or other factors;
9. Sequence steps in writing a simple paragraph;
10. Retell a chosen myth or legend in a series of simple
paragraphs;
11. Observe and use correct juncture/phrasing and rate
of speech when reading sample passages (prose or
poetry); and
II. Reference
III. Topics
1. Rate of Speech
2. Juncture
3. Public Speaking and Rate of Speech
4. Using a Map
5. The God Stealer by Francisco Sionil Jose
6. Contemporary Period in Philippine Literature
7. Colloquial or Idiomatic Expressions
8. Determining the Truthfulness and Accuracy of a
Material Viewed
10. Steps in Writing a Simple Paragraph
IV. Procedure
1. Discuss “Rate of Speech” and “Juncture” in “Listening

Comprehension” on pp. 162–164.
on pp. 164–165.
3. Explain how speech rate is an important factor in
public speaking by discussing “Public Speaking and
Rate of Speech” in “Oral Language and Fluency”
on p. 165.
4. Have each student get a partner and do “Performance
Task 1” on pp. 166–168.
5. Choose some student who will do “Performance Task
2–3” on p. 169 in the class. Be sure to give pointers and
correct their mistakes.
6. Ask the students: “What is a map?” Have a follow-up
question asking on the importance of map reading
skills.
7. Guide the students to the lesson on using maps and
the common map symbols by discussing “Using a Map”
in “Reading Comprehension” on pp. 169–170.
on p. 171 to assess their learning about reading maps.
9. Ask the students: “Can you do something illegal to
help a friend”?
10. Have the students silently read the story The
God Stealer by Francisco Sionil Jose “Literature”
on pp. 172–193.
11. After reading the story, have them answer “Activity
1–4” on pp. 193–196.
12. Discuss “Contemporary Period in Philippine
Literature” on pp. 196–197.
13. Have a review on “Colloquial or Idiomatic Expressions”
in “Vocabulary Development” on p. 197.
on pp. 197–199.
15. Ask the students what they know about fake news. Then
discuss “Determining the Truthfulness and Accuracy
of a Material Viewed” in “Viewing Comprehension”
on p. 199. Emphasize that truthfulness and accuracy
are not the same.
16. Have the students analyze the truthfulness and
accuracy of the pictures given in “Performance Task”
on pp. 200–201.
17. Explain the rules on “Subject–Verb Agreement” in
“Grammar Awareness” when it comes to money and
periods of time on p. 201.
lesson by asking them to answer “Performance Task”
on pp. 201–202.
19. The students have been previously asked to write
simple paragraphs. Ask them on the steps they followed
in writing a simple paragraph and then check if their
answers are correct.
20. Discuss “Steps in Writing a Simple Paragraph” in
“Writing and Composition” on pp. 202–204).
on pp. 204–205.
22. Reinforce the lesons learned by giving as assignment
23. As an additional activity, have the students choose a
topic sentence in “Performance Task 1” on p. 204 and
have them write a series of paragraphs based on this.
Answer Key
1. According to the witness / Glenn was the man who stole

money from the famous bank.
2. Jinkie / said Main / is pregnant for the fifth time.
3. Singing very softly / the mother lulled her baby to sleep.
4. The woman denied knowing her own husband / after the
series of court hearings.
5. To live outside the country eventually is Jenelyn’s main
goal in life.
6. If you // an experienced biker // had trouble / how difficult
will it be for me?
7. I stood up and // brushing off my pants // continued on my
journey.
8. While I was on vacation / I had many realizations about life.
9. What do you have to say for yourself?
10. We headed toward the mountain’s summit // a goal we had
anticipated accomplishing all day.
1. Ariana’s house
2. library
3. library
4. library
5. Ariana’s house
6. David’s house
1. d 6. h
2. j 7. c
3. e 8. b
4. f 9. i
5. a 10. g
1. The Igorot, like the Ilocano, no matter how urbanized they

already are, entertain a sense of inferiority.
2. Sam was treated with great importance. Because he was a
foreigner, was given the seat of honor, next to the driver.
3. The grandfather was cold to Sam as there was no invitation
for him to come up their house. Sam heard the old man
raised his voice, this time in anger and not in pleasure.
4. The Ifugao religion is a religion based on fear, retribution.
5. Christianity is based on love and on the belief that man has
a soul and that soul is eternal.
6. Because of their fear of retribution, the Ifugao are attached
to their gods. Every calamity or every luck that happens to
them is based on this belief. A good harvest means the gods
are pleased. A bad one means they are angered.
7. He wanted a souvenir from places he visited. According to
him, the Ifugao god would remind him of Phil.
8. He planned to steal an Ifugao god for Sam.
9. He told Phil to take the Ifugao god back. But there was no
conviction in him, because in the back of his mind he was
grateful that Philip had brought him this dirty god.
11. He blamed himself for the death of his grandfather. He
blamed it to himself for stealing the Ifugao god.
12. Sam was having waterly legs and trembling hands while
leaving Phil.
1. Shift the responsibility for something to someone else.

2. to be outperformed or outrun by someone, usually by a very
wide margin
3. The person is not naive or gullible and is not easily cheated,
fooled, or deceived.
4. There are many ways to do something, or there are many
ways to achieve a goal.
5. to spend money to improve a bad situation instead of just
talking about improving it
6. to annoy or frustrate one to the point of exasperation
7. to become more relaxed and less serious
8. You are not going to accept an offer or suggestion
immediately, but you may accept it later.
Erratum: raincheck should be two words: rain check
9. Have a casual conversation.
10. Someone or something is too good or expensive for someone
to have.
Erratum: This should be “She’s out of my league.”

1. is 6. was
2. was 7. is
3. is 8. is
4. are 9. is
5. were 10. are
1. Fortune hunters encounter many difficulties when exploring

a shipwreck.
2. Dogs make wonderful pets because they help you to live
longer.
3. Crime in poverty-stricken areas occurs as a result of a
systemic discrimination.
4. Cooking requires a number of different skills.
5. Scientists have learned to supplement the sense of sight in
numerous ways.
6. Education is important in lowering crime rates.
7. To become a better athlete, you must learn a number of
different skills.
8. The invention of the light bulb changed the world in many
ways.
9. Tooth decay is caused by many factors.
10. Pride takes many forms.

Unit II
Philippine Literature During the Period of
Apprenticeship
Lesson 1
I. Objectives
1. Use listening strategies based on purpose, familiarity

with the topic, and levels of difficulty of short texts
listened to;
2. Extract information from the text listened to;
3. Use verbal and non-verbal cues in conversations,
dialogs, and interviews;
4. Use the card catalog to locate specific resources;
5. Identify the distinguishing features of literature
during the Period of Apprenticeship;
6. Discriminate between literal and figurative language;
7. Classify sample texts into literal or figurative;
8. Note details and sequence of ideas and events;
9. Use phrases, clauses, and sentences appropriately and
meaningfully; and
10. Extract information from a text using a summary.
II. Reference
III. Topics
1. Listening Strategies
2. Extracting Information from a Text
3. Verbal and Non-verbal Cues
4. Card Catalog
5. How My Brother Leon Brought Home a Wife by Manuel
E. Arguilla
6. Philippine Literature during the Period of
Apprenticeship
7. Literal vs. Figurative Language
8. Noting Details and Sequencing of Ideas and Events
9. Phrases, Clauses, and Sentences
10. Extracting Information Using a Summary
IV. Procedure
A. Listening Comprehension
1. Discuss “Listening Strategies” and the different

purposes for which we listen in “Listening
2. Explain “Extracting Information from a Text” in
3. Ask the students to answer “Performance Task 1”
on p. 211. Read the following short paragraphs for this
task.
a. Sunset is the time of day when our sky

meets the outer space solar winds. There are
blue, pink, and purple swirls, spinning and
twisting, like clouds of balloons caught in
a whirlwind. The sun moves slowly to hide
behind the line of horizon, while the moon
races to take its place in prominence atop the
night sky. People slow to a crawl, entranced,
fully forgetting the deeds that must still
be done. There is a coolness, a calmness,
when the sun does set. (Source: https://
patternbasedwriting.com)
b. On July 16, 1969, the Apollo 11 spacecraft

launched from the Kennedy Space Center in
Florida. Its mission was to go where no human
being had gone before—the moon! The crew
consisted of Neil Armstrong, Michael Collins,
and Buzz Aldrin. The spacecraft landed on
the moon in the Sea of Tranquility, a basaltic
flood plain, on July 20, 1969. The moonwalk

took place the following day. On July 21, 1969,
at precisely 10:56 EDT, Commander Neil
Armstrong emerged from the Lunar Module
and took his famous first step onto the moon’s
surface. He declared, “That’s one small step
for man, one giant leap for mankind.” It was
a monumental moment in human history!
(Source: https://patternbasedwriting.com)
c. Oceans and lakes have much in common, but

they are also quite different. Both are bodies
of water, but oceans are very large bodies
of salt water, while lakes are much smaller
bodies of fresh water. Lakes are usually
surrounded by land, while oceans are what
surround continents. Both have plants and
animals living in them. The ocean is home to
the largest animals on the planet, whereas
lakes support much smaller forms of life.
When it is time for a vacation, both will make
a great place to visit and enjoy. (Source:
https://patternbasedwriting.com)
d. Experts say that people (adults) need at least

six hours of sleep every night. If they do not
get enough sleep, they will feel sleepy the
whole day. Younger kids need at least 9 hours
of sleep every night. After school, activities
can take away from sleep time for kids. Also,
parents with busy lifestyles stay up late and
their kids do the same. Kids with little sleep
have hard time sleeping at night and this
will affect their daily routine and make them
less active and productive through the day in
school. Most parents are not aware of what
goes on when their kids go to sleep and how
the brain works when we are asleep. Many
people think that the brain shuts down when
we go to sleep, but it is the opposite. Experts
say that the brain is very active when we are
asleep and could be even more active than
when we are awake. (Source: https://www.
eslpages.com)
e. The Happy Prince is one of the best stories

written in English Literature written by
Oscar Wilde. The story shows how the elites
of that kingdom neglect the poor. And the
statue of the Happy Prince takes help of a
Swallow to help the poor of the city. One by
one, the Prince starts losing his precious
stones, rubies, and gold leaves when the
Swallow starts plucking them give to the
poor that the Prince can see from his high
pedestal. The dramatic irony of the story
reaches the climax when the city mayor sees
the dead bird and the ugly broken statue.
When the statue is sent to a furnace, God
invites the Prince and the Swallow to live in
the City of Gold in heaven. (Source: https://
literarydevices.net)

on pp. 211–212. Read the following sentences for this
task.
a. The school fair is right around the corner,

and tickets have just gone on sale.
b. Last week we installed a kitty door so that
our cat could come and go as she pleases.
c. People are creatures of God and God promotes
the goodness, grace, and charity, while the
sins and crime are perceived as aberrations.
d. The idea that humankind is inherently good
is well supported by the facts that all babies
are born sinless and the bad features are
acquired during the life.
e. The game ended with the umpire making a
bad call, and if the call had gone the other
way, the Blue Whales might have actually
won the game.
f. Too many short sentences can hurt an essay,
for it can make the writing seem choppy and
seem like it is below college level.
g. Budget for a few windy detours that point
out some fascinating facts, and make a
couple quick stops in the sentence fragment
department to keep participants alert.
h. The government can now better understand
the potential location and impact of where
the biggest earthquakes will occur within
a 1.5 million square kilometer area and is
using the information to assess and prioritize
seismic upgrades at its facilities.
i. Long sentences are also problematic in
writing because, even if they are punctuated
properly, they can be hard to read since
readers often want a pause, and writers need
to be aware of this and consider the effect
that any writing has on the reader.
j. Thinking historically is, first, an attitude
acknowledging that every event can be
meaningfully understood only in relation to
previous events, and, second, the methodical
application of this attitude, which entails
both analyzing events contextually—as
having occurred in the midst of pre-existing
circumstances—and comprehending them
from historical actors.

on p. 212. Read the following essay for this task.
When it comes to marriage, the first thing

we all think about is a long-lasting relationship.
That’s really true. A marriage is one of the most
important decision in everybody’s life. You choose
to live your whole life with one person. When
people decide to get married, they actually think
and dream of having a lovely family, raising their
children together and dedicating their life to each
other. They promise to keep their love through the
whole life. The circle of our existence is like that.
As it can be seen from the life experience,

marriage can be either successful or not. The
deal is that couples make their choice here by
themselves. If it is a love match, feelings will last
for a long time—the duration is measured by the
desire of two. If it is marriage of convenience,
the result will be visible pretty soon. No money,
yachts, and luxuries cannot replace true passion.
Now or later, each person is looking for care,
dearness, and true amour.
Some people want to find a secret of long

and loving relationship in marriage. Frankly
speaking, there is no secret. A good marriage
requires only one single thing—to fall in love
many times with the same person, cherishing all
the feelings. In fact, there is no perfect marriage.
It is all about finding your person and enjoy all the
imperfections and differences, making your life
awesome. As a good marriage is something that
should be created by two loving people. It is not
something that just happens from time to time.
Researchers claim that married people are

happier and less depressed if comparing to the
unmarried ones. If it is your choice, not your
parents`, why not? You are spending time with a
person you want to see each morning. You wake
up in the morning to make coffee just to see his/
her smile. Is there any other pleasure like that?
There are four important concepts of

marriage life. Among them are children, problem
solving, communication and influences. Children
may be the most considerable issue here. Some
think that having a baby is stressful. Yes, it is.
But, your child is a creation of yours. It is the
result of the love of two. Of course, children
change a lot couple’s life. There is someone else,
besides them. There are more responsibilities and
duties. But, in fact, children only strengthen the
feelings and tighten the family. Another concept
is problem resolving. It is important to realize,
that you don’t live by yourself already. Finding
ways to solve some misunderstandings together
is essential for a good marriage. You build your
future by yourself. Communication pay a great
role here as well. You should be like friends. The
best friends, who have no secrets and nothing to
hide away. Sing, dance in public, do what makes
you feel comfortable with your spouse. Don’t think
that marriage is something difficult and it makes
you feel busy all the time and unhappy. Show your
sweetheart that she/he will be always interesting
for you, discover something new. There are lots
of passions nowadays. The most important thing
to keep a family, is not to be under some bad
influences. If you have a family, think about it,
not only about yourself. There is somebody who is
waiting you at home with warm cuddles and the
sweetest smile in the world. (Source: https://ozzz.
org)
6. Discuss “Verbal and Non-verbal Cues” in “Oral

Language and Fluency” on p. 213. Explain the
difference between the two.
7. Have the students watch the YouTube video Job
Interview Good Example copy using this link: https://
www.youtube.com/watch?v=OVAMb6Kui6A. Then let
them answer “Performance Task” on p. 214.
8. Ask the students about their prior knowledge on card
catalog.
9. Discuss “Card Catalog” in “Reading Comprehension”
on pp. 215–216. Explain the difference among the
three types.
10. Let the students answer “Performance Task 1”
on pp. 217–218.
11. Have the students read the title of the story on p. 219.
Then ask them what they predict about its content.
Have a lively discussion on this.
12. Ask the students to read silently How My Brother
Leon Brought Home a Wife by Manuel E. Arguilla in
“Literature” on pp. 219–227.
13. After reading the story, ask the students if their
predictions are correct.
14. Assess the students’ comprehension of the story by
answering “Activity 1–2” on pp. 227–228.
15. Have the students form five groups and ask them to do
“Activity 3” on pp. 229–230.
16. Discuss the topic “Philippine Literature during the
Period of Apprenticeship” on pp. 230–231.
17. Discuss “Literal and Figurative Language” in
“Vocabulary Development” on p. 232.
18. Have the students point out the difference between
literal and figurative language.
on pp. 232–234.
20. Discuss “Noting Details and Sequencing of Ideas
and Events” in “Viewing Comprehension” on p. 234.
Emphasize the importance of having these skills.
21. Have the students watch the YouTube video
How to Make Pork and Shrimp Pancit | Filipino
Recipes using this link: https://www.youtube.com/
watch?v=W3hHEv1ekjE clip as given in “Performance
Task” on pp. 234–235.
22. Explain “Phrases, Clauses, and Sentences” in
“Grammar Awareness” on pp. 235–236. Ask the
students to give their own examples.
on pp. 236–237.
24. Discuss “Extracting Information Using a Summary"
on p. 237.
25. Ask the students to do “Performance Task” on p. 238.
26. Give as an assignment “Performance Task 2”
on pp. 218–219.

27. As an additional activity, have the students summarize
the passage below.
Filipino Traditions: Marrying Into

the Filipino Family
Weddings are part of a culture’s traditions.

People around the world celebrate weddings in
a unique way. The Philippines also has a unique
way of tying the knot.
A wedding is probably one of the most

adaptable of all Filipino traditions. Over the
years, as modern technology took over, there had
been many changes in the way Filipinos hold their
weddings. There also had been a lot of changes
in terms of the pre-wedding and post-wedding
activities.
Like many of the Filipino traditions, we

involve our families in the wedding. In fact, when
we say wedding, we usually think about the
bride’s family and the groom’s family being one
family. It even sometimes includes your cousins,
aunts, uncles, and grandparents.
The wedding does not start with the

preparations. Before you order your cake or
wedding gown, the potential groom has to do a
pamamanhikan. In this event, the groom may
bring family members or may alone face the
entire family of the potential bride. He then
formally asks for her hand in marriage, usually
directly speaking to the father of the bride. When
he brings his family along with him, it is usually
not only for a marriage proposal, but also to help
lighten up the mood between the two families.
Traditionally, the groom offers a dowry to the

bride’s family for taking care of her since she was
little. This is one practice we do not do anymore.
It also used to be the groom’s responsibility to
shoulder all the expenses of the wedding. These
days though, both parties can chip in.
Part of the Filipino traditions is to always

rely on elders. This is why the entourage usually
include Primary Sponsors who are called to witness
the wedding ceremony. They are also to serve as
guidance as the couple starts to build their family.
People usually pick out men and women who are
as old as or older than their parents.
Besides the primary sponsors, we also have

the secondary sponsors. They are usually young
pairs bearing witness to the ceremony. They
each do a certain activity during the ceremony,
signifying an important thing in the couples’ life.
The first pair usually lights a candle to signify a
guiding light. The second pair will secure a veil
over the couple’s head and shoulders, signifying
unity and loyalty to one another. The last pair
secures an infinity shaped cord over the couple’s
heads to signify unending relationship.
Besides the primary and secondary sponsors,

the bride and groom usually take in a best man,
a maid of honor, several brides maids, several
groomsmen, flower girls, a ring bearer, a coin
bearer (signifying prosperity in the couple’s life),
and a Bible bearer (for Christians).
In early Filipino traditions, the wedding

ceremony should be done in a church. In these
modern times however, couples may opt for a
more special venue. For instance, it is popular to
have a beach wedding during the summer season.
Some couples also opt for a garden wedding
or a wedding hall. Some opt to go back to their
hometowns to hold the ceremony in a special place
like a backyard or a farm.
Superstitions are part of the Filipino
traditions, even in these modern times. The
bride can never wear anything but a white gown,
because it symbolizes her purity and virginity. The
groom also traditionally wears a barong tagalog,
the national male costume.
The bride can be fitted for her wedding gown,

but she must never wear it before the wedding
because it is extremely bad luck. The groom must
also not see the bride a day before the wedding for
the same reason.
In order for the couple to have luck in their

marriage, uncooked rice is thrown as they walk
out of the wedding hall. It is also prohibited for
siblings to get married within the same year.
This phenomenon is called sukob, and it brings
extremely bad luck. During the wedding reception,
the bride and groom are to set white pigeons to fly
in the air, symbolizing peace and driving all the
troubles away.
In older Filipino traditions, the couple

must abstain from sex during their wedding
night because it could conceive a problem child.
However, this tradition is not practiced anymore,
and couples may now opt to hold their honeymoon
abroad.
Finally, bridesmaids can also get luck out of

a wedding. A woman who is single who catches
the bride’s bouquet is said to be the next one to
get married. A Filipino wedding usually takes
months, if not years to prepare but it is worth all
the trouble to celebrate such a special occasion.
Source: https://everything-filipino.com

Answer Key
1. author card
2. subject card
3. title card
4. author card
5. author card
1. bull 4. husks
2. yoke 5. shaft
3. hay
1. LL 6. FL
2. FL 7. FL
3. LL 8. LL
4. FL 9. FL
5. FL 10. FL
1. red 9. red
2. black 10. browned
3. green 11. blue
4. pink 12. pink
5. red 13. blue
6. blue 14. black
7. green 15. red
8. black

1. no. Answers may vary.

2. yes
3. yes
4. yes
6. yes
7. yes
8. yes

Lesson 2
I. Objectives
1. Recognize main/key ideas;

2. Use appropriate verbal and non-verbal cues when
developing, maintaining, and ending conversations
and dialogs;
3. Use the online public access catalog, or electronic
search engine to locate specific resources;
4. Identify the distinguishing features of poems;
5. Identify figures of speech that show comparison (simile
and metaphor);
6. Note relationships of ideas and events;
7. Use phrases appropriately and meaningfully; and
8. Extract information from a text using a précis.
II. Reference
III. Topics
1. Recognizing Main Idea

2. Developing, Maintaining, and Ending
3. Conversations
4. Online Public Access Catalog and Electronic Search
Engine
5. If You Want to Know What We Are by Carlos Bulosan
6. Distinguishing Features of Poems
7. Figures of Speech of Comparison: Simile and Metaphor
8. Noting Relationships of Ideas and Events: Cause and
Effect
9. Types of Phrases
10. Extracting Information Using a Précis

IV. Procedure
1. Discuss “Recognize Main Idea” in “Listening

on p. 240. Use the selection below.
Carlos Bulosan was born in the Philippines

in the rural farming village of Mangusmana, near
the town of Binalonan (Pangasinan province,
Luzon island). He was the son of a farmer and
spent most of his upbringing in the countryside
with his family. Like many families in the
Philippines, Carlos’s family struggled to survive
during times of economic hardship. Many families
were impoverished and many more would suffer
because of the conditions in the Philippines
created by US colonization. Rural farming families
like Carlos’ family experienced severe economic
disparity due to the growing concentration of
wealth and power in the hands of the economic
and political elite. Determined to help support his
family and further his education, Carlos decided
to come to America with the dream to fulfill these
goals.
Traveling by ship, Carlos arrived in Seattle

on July 22, 1930 at the age of seventeen.
With only three years of education from the
Philippines, Carlos spoke little English and had
barely any money left. Desperate to survive, he
soon began working various low-paying jobs:
servicing in hotels, harvesting in the fields, and
even embarking to the Alaskan canneries. During
his hardships in finding employment, Carlos
experienced much economic difficulty and racial
brutality that significantly damaged his health
and eventually changed his perception of America.

From several years of racist attacks,
starvation, and sickness, Carlos underwent
surgery for tuberculosis in Los Angeles. His
health condition with tuberculosis forced him to
undergo three operations where he lost most of
the right side of his ribs and the function of one
lung. Yet, he recovered and stayed in the hospital
for about two years where he spent much of his
time reading and writing.
The discrimination and unhealthy working

conditions Carlos had experienced in many of
his workplaces encouraged him to participate in
union organizing with other Filipinos and various
workers. Carlos become a self-educated and
prolific writer determined to voice the struggles
he had undergone as a Filipino coming to America
and the struggles he had witnessed of other
people. Like many of his fellow Filipinos in his
time, Carlos never had the opportunity to return
to the Philippines. After years of hardship and
flight, he passed away in Seattle suffering from
an advanced stage of bronchopneumonia. He is
buried at Queen Anne Hill in Seattle.

Source: https://bulosan.org/
3. Discuss “Developing, Maintaining, and Ending

Conversations” in “Oral Language and Fluency”
on pp. 240–242.
4. Emphasize the importance of non-verbal
communication in having conversation.
5. Have the students do “Performance Task”
on p. 243.
6. Ask the students about their prior knowledge on
OPAC.
7. Discuss “Online Public Access Catalog” as the
gateway to the library’s collection and “Electronic
Search Engine” for the things to look for to tell if
a website is credible in “Reading Comprehension”
on p. 243–245.
on p. 246.
9. Have the students read the title of the poem
on p. 247. Then ask them what they predict about
its content. Have a lively discussion on this.
10. Ask the students to read silently If You Want
to Know What We Are by Carlos Bulosan in
“Literature” on pp. 247–248.
12. Assess the students’ comprehension of the story
by answering “Activity 1–3” on pp. 249–251.
13. Discuss the “Distinguishing Features of Poems”
in “Literature” on pp. 251–252.
14. Have the students answer “Performance Task” on
pp. 252–253.
15. Discuss “Figures of Speech of Comparison: Simile
and Metaphor” in “Vocabulary Development”
on p. 253.
16. Have the students point out the main difference
between simile and metaphor.
pp. 253–254.
18. Discuss “Noting Relationships of Ideas and Events:
Cause and Effect” in “Viewing Comprehension”
on p. 255.
19. Have the students group themselves into five and
ask them to do “Performance Task 2” on p. 256.
20. Explain “Types of Phrases” in “Grammar
Awareness” on pp. 256–258. Ask the students to
give their own examples.
22. Discuss “Extracting Information Using a Précis”
in “Writing and Composition” on pp. 261–263.
Enumerate and explain the parts of a précis.
23. Ask the students to do “Performance Task”
on pp. 263–265.

24. Reinforce all lesons learned by giving as
assignment “Performance Task 1” on p. 245,
“Activity 4” on p. 251, “Performance Task 2”
on p. 254, “Performance Task 1” on p. 255, and
“Performance Task 3” on pp. 260–261.
Answer Key
Activity 1 (p. 249)
1. control 6. dagger
2. magnificence 7. murder
3. despicable 8. extreme
4. majesty 9. conventional
5. enduring 10. lushness
1. S 6. M
2. S 7. M
3. S 8. M
4. S 9. M
5. S 10. S
1. gerund phrase 11. noun phrase

2. adjective phrase 12. verb phrase
3. verb phrase 13. adverb phrase
4. prepositional phrase 14. adjective phrase
5. verb phrase 15. adjective phrase
6. adjective phrase 16. noun phrase
7. infinitive phrase 17. adverb phrase
8. adjective phrase 18. adverb phrase
9. prepositional phrase 19. adverb phrase
10. noun phrase 20. infinitive phrase

Lesson 3
I. Objectives
1. Recognize signals/cues to determine the order of ideas/

events;
2. Employ correct turn-taking, turn-giving, and topic
control strategies in conversations and dialogs;
3. Get information from the different parts of a book;
4. Identify the distinguishing features of short stories;
5. Identify figures of speech that show comparison
(personification);
6. Narrate events chronologically or arrange ideas
logically based on a material viewed;
7. Use clauses appropriately and meaningfully; and
8. Extract information from a text using a paraphrase.
II. Reference
III. Topics
1. Signal Words/Cues to Determine the Order of Ideas/

Events
2. Employing Correct Turn-taking in Conversations and
Dialogs
3. Getting Information from the Different Parts of a Book
4. Big Sister by Consorcio Borje
5. Distinguishing Features of Short Stories
6. Figures of Speech of Comparison: Personification
7. Narrating Events Chronologically or Arranging Ideas
Logically
8. Types of Clause
9. Extracting Information Using Paraphrase

IV. Procedure
1. Discuss “Signal Words/Cues to Determine the Order

of Ideas/Events” in “Listening Comprehension”
on pp. 266–267.
2. Read the short narrative below and have the students
answer “Performance Task 1” on p. 267.
He Left So I Could Learn
It was my second day on the job. I was sitting

in my seemingly gilded cubicle, overlooking
Manhattan, and pinching my right arm to make
sure it was real. I landed an internship at Condé
Nast Traveler. Every aspiring writer I’ve ever
known secretly dreamt of an Anthony Bourdain
lifestyle. Travel the world and write about its
most colorful pockets.
When my phone rang, and it was Mom telling

me Dad had a heart attack. He didn’t make it. I
felt as though the perfectly carpeted floors had
dropped out from under me. Now that I’ve come
out the other side, I realize Dad left me with a
hefty stack of teachings. Here are three ideals I
know he would’ve liked for me to embrace.
First, you have to stand on your own two feet.

As much as our parents love and support us, they
can’t go to our school and confess to the principal
that we stole a candy bar from Sara. We have to
do that. Neither can they walk into the Condé
Nast office and nail a job interview for us. At some
point, we have to put on our “big girl pants” and
be brave, even if we’re not.
Also, there’s a difference between love and

co-dependence. Being grateful to have someone
to turn to for love and support is not the same

as needing someone to turn to for love and
support. With the loss of my father, I’ve also lost
my sounding board. All I can glean from that is
it’s time to look within myself and make proper
assessments. If I can’t make sound decisions with
the tools already in my kit, then I risk falling for
anything.
Finally, memories are, perhaps, the only item

that cannot be taken away from us. Will I miss my
father? Every single day. What can I do in those
times? I can open up our suitcase of memories,
pick out my favorite one, and dream about it, talk
about it, or write about it. Maybe I can’t pick up
the phone and call him anymore, but that doesn’t
mean he’s gone.
Next week, I’m off to Istanbul to explore their

art scene. As soon as I read the email from my
editor, I picked up my phone to call Dad. Then, I
realized he’ll never answer my calls again. I fought
back the tears, got up to make a cup of peppermint
tea, and added a new note to my iPhone titled,
“Istanbul Packing List.”
In the end, life goes on. I’m not sure why he had
to leave during the single most poignant chapter
in my life. So, I won’t dwell on that. Instead, I’ll
hold tightly to these three ideals and write about
Karaköy in Istanbul’s Beyoğlu district. Dad will
be with me every step of the way.
Source: https://examples.
yourdictionary.com
3. Read the account below. Jumble the details and have

the students answer “Performance Task 2” on p. 267.

A Teeny, Tiny Treasure Box
She took me by the hand and walked me

into the lobby like a five-year old child. Didn’t
she know I was pushing 15? This was the third
home Nancy was placing me in - in a span of eight
months. I guess she felt a little sorry for me. The
bright fluorescent lights threatened to burn my
skin as I walked towards a bouncy-looking lady
with curly hair and a sweetly-smiling man. They
called themselves Allie and Alex. Cute, I thought.
After they exchanged the usual reams of

paperwork, it was off in their Chevy Suburban to
get situated into another new home. This time,
there were no other foster children and no other
biological children. Anything could happen.
Over the next few weeks, Allie, Alex, and I fell

into quite a nice routine. She’d make pancakes for
breakfast, or he’d fry up some sausage and eggs.
They sang a lot, even danced as they cooked. They
must have just bought the house because, most
weekends, we were painting a living room butter
yellow or staining a coffee table mocha brown.
I kept waiting for the other shoe to drop. When

would they start threatening a loss of pancakes if I
didn’t mow the lawn? When would the sausage and
eggs be replaced with unidentifiable slosh because
he didn’t feel like cooking in the morning? But, it
never happened. They kept cooking, singing, and
dancing like a couple of happy fools.
It was a Saturday afternoon when Allie

decided it was time to paint the brick fireplace
white. As we crawled closer to the dirty old firepit,
we pulled out the petrified wood and noticed a
teeny, tiny treasure box. We looked at each other

in wonder and excitement. She actually said, “I
wonder if the leprechauns left it!” While judging
her for being such a silly woman, I couldn’t help
but laugh and lean into her a little.
Together, we reached for the box and pulled

it out. Inside was a shimmering solitaire ring.
Folded underneath was a short piece of paper that
read:
“My darling, my heart. Only 80 days have

passed since I first held your hand. I simply
cannot imagine my next 80 years without you in
them. Will you take this ring, take my heart, and
build a life with me? This tiny little solitaire is my
offering to you. Will you be my bride?”
As I stared up at Allie, she asked me a

question. “Do you know what today is?” I shook
my head. “It’s May 20th. That’s 80 days since
Nancy passed your hand into mine and we took
you home.”
It turns out, love comes in all shapes and sizes,

even a teeny, tiny treasure box from a wonderfully
silly lady who believes in leprechauns.
Source: https://examples.
yourdictionary.com
4. Discuss how to employ correct turn-taking in

conversations and dialogs (p. 268).
5. Explain the ways that indicate when to take a turn and
the interruptions that may happen in conversations.
6. Have the students group themselves and let them do
“Performance Task” on p. 269.
7. Have a review on the different parts of a book. Then
discuss “Getting Information from the Different
Parts of a Book” in “Reading Comprehension”
on pp. 269–271.
8. Let the students answer “Performance Task”
on pp. 271–272.
10. Ask the students to read silently Big Sister by Consorcio
Borje in “Literature” on pp. 272–280.
13. Discuss “Distinguishing Features of Short Stories”
on p. 283.
on pp. 283–284.
15. Discuss “Figures of Speech of Comparison:
Personification” in “Vocabulary Development”
on p. 285.
16. Have the students point out the main difference among
Simile, Metaphor, and Personification.
on pp. 285–287.
18. Discuss “Narrating Events Chronologically
or Arranging Ideas Logically” in “Viewing
19. Have the students group themselves into five and ask
them to do “Performance Task 1” on p. 288.
20. Have the students watch the YouTube clip How to
make a Paper Gift Bag - Version 2 using this link:
https://www.youtube.com/watch?v=WwgAFahGyQQ.
21. Explain “Types of Clauses” in “Grammar Awareness”
on pp. 289–291. Ask the students to give their own
examples of clauses.
1–2” on pp. 291–293.
23. Discuss “Extracting Information Using Paraphrase” in
“Writing and Composition” on pp. 294–295. Enumerate
and explain the steps to paraphrase effectively.

on pp. 295–296.
25. As an assignment, ask the students to do “Activity
4” on p. 282 and “Performance Task 2” on p. 284
and p. 288.
Answer Key
1. title page
2. table of contents
3. copyright page
4. bibliography
5. glossary
6. body
7. index
8. introduction
9. appendix
10. copyright page
1. b
2. a
3. b
4. b
5. a
6. b
7. a
1. Inciang had raised Itong from the whimpering, little red

lump of flesh that he was when their mother died soon after
giving birth to him. She had been as a mother to him as
long as she could remember.
2. Inciang had been a mother to his brother that’s why she
was not able to continue her study.

3. Inciang had a heavy heart, trying to drown out her fears.
4. Inciang said she would visit his brother in Vigan.
5. People around Itong wanted him to be a doctor or a lawyer.
6. Itong was taller. His voice was deep and husky, and it had
queer inflections.
1. metaphor
2. personification
3. simile
4. simile
5. personification
6. simile
7. metaphor
8. metaphor
9. personification
10. personification
11. metaphor
12. personification
13. simile
14. simile
15. metaphor
Type of
Clause
Clause
You don’t want to know what she has
1 main clause
planned to trick you
Always be nice to those younger than
main clause
you
subordinating
2 because they are the ones who will be
clause
writing about you
relative clause
who will be writing about you

Could you bring me the cup main clause
3
that is on the table relative clause
4 I met him in Paris three years ago main clause
Please tell me who left his shoes on the
5 main clause
front door
main clause
I want a cat
6
that is black and white
relative clause
Personally I’m always ready to learn main clause
7
though I do not always like being taught relative clause
8 What Kyla said made her friends cry main clause
My grandfather said he would teach me main clause
to ride a horse
9
who lives on a farm relative clause
We finished cleaning our apartment main clause
10
after we returned from my mother’s subordinating
house clause
The movie was interesting and never
11 main clause
boring
Whoever is the last one to leave should
12 main clause
turn off the lights
Even though the broccoli was covered in subordinating
cheddar cheese clause
13
Sam refused to eat it main clause
main clause
The time changes in the summer
14
when I go to bed
relative clause
My mother takes me to the mall to buy
15 main clause
shoes

The girl with the red shirt is who I want main clause
on my group
16
who I want on my group relative clause
Diane decided to plant tomatoes in the
backyard main clause
17
where the sun blazed the longest during relative clause
the day
Carrie sits behind me in class main clause
18
whose mom is a nurse relative clause
19 Words are the smallest units of meaning main clause
The man has been arrested main clause
20
who stole my backpack relative clause
1. non-essential; Elephants, which are the largest land

mammals, live in herds of 10 or more adults.
2. non-essential; We stopped at the park, which we had never
visited before.
3. essential
4. essential
5. essential
6. essential
7. non-essential; The author, who graduated from the
University of the Philippines, gave a wonderful presentation.
8. essential
9. non-essential; My grandfather, who is 86 years old, lives in
Ilocos Norte.
10. non-essential; My grandmother, who is now dead, came
from Mindanao.

Lesson 4
I. Objectives
1. Determine the tone and mood of the speaker or

characters in the narrative listened to;
2. Infer the purpose of the text listened to;
3. Employ correct turn-giving strategies in conversations
and dialogs;
4. Get information from general references in the library;
6. Explain the literary devices used;
7. Identify figures of speech that show contrast (irony
and oxymoron);
8. Predict the gist of the material viewed based on the
title, pictures, and excerpts of the material viewed;
9. Use sentences appropriately and meaningfully; and
10. Identify key ideas and supporting details.
II. Reference
III. Topics
1. Tone and Mood of the Speaker or Characters in the

Narrative
2. Inferring the Purpose of the Text
3. Employing Correct Turn-giving Strategies in
Conversations and Dialogs
4. Getting Information from General References in the
Library
5. The Rural Maid by Fernando M. Maramag
6. Sensory Images
7. Literary Devices
8. Figures of Speech of Contrast: Irony and Oxymoron
9. Predicting the Gist of the Material Viewed

10. Types of Sentences according to Structure
11. Identifying Key Ideas and Supporting Details
IV. Procedure
1. Discuss “Tone and Mood of the Speaker or Characters

in the Narrative” and explain “ Inferring the
Purpose of the Text” in “Listening Comprehension”
on pp. 297–298.
2. Read the short narrative below and have the students
answer “Performance Task 1” on p. 298.
The Story of My Maid!
She comes twice a day, ring the bell

(regardless of whether the door is closed or open),
takes off her shoes and enter the house addressing
my mum, “Didi hum aa gaye!”(regardless of
whether my mom is listening to her or not), does
her work, finishes the small glass of tea and two
biscuits/rusks served to her, and then leave the
house addressing my mum again,” Didi hum jaa
rahe hain!” (Regardless of whether my mum is
listening or not).
One day I interrupted and asked her why

she addresses my mum everytime she enters
or leaves the house. Her response, “To ensure
that I am entering and exiting your house with
your consent- being on the safe side from any
questionable finger because it is very easy to push
the needy or a deprived person into the pit of
suspicion and blames.”
I tried to assure her saying, “It’s been years

that you’ve been working for us and we trust you.
You have seen us grow. Your fear cannot happen
in our house.” She nodded in agreement and
shared one of her many bitter life experiences.

A week ago her small grandson was seriously
ill and was admitted to a hospital. But the doctor
refused to continue with his treatment because
of undue payment of the hospital fee (Rs.1000).
She didn’t have enough money and so she sent her
young daughter to one family that she had served
for 16 years and trusted the most.
The girl knocked and waited for someone

to open the door, for 2 hours, she heard people
whispering inside, but no one opened the door for
her. She felt helpless and left with a heavy heart.
They were forced to leave the hospital with

the patient as they were not able to arrange the
fee. The next day, when Aunty went to the same
house asking for an answer, they lied and blamed
her daughter saying that she didn’t go there and
that she must have gone somewhere else.
Aunty was highly disappointed with their

excuse. It was a matter of rs.1000 only. She was
also asked to leave her work and get lost! Her
16 years of dedication, hard work, honesty, and
prestige was all gone for Rs.1000. Thankfully,
his grandson was able to recover and she got a
helping hand from someone else. But she learned
a lesson for her life, she stated.
We very often become ignorant towards the

people who serve as our backbone. They work to
make our life easy, but we sometimes take them
for granted. We tend to forget that they are human
too, with beating heart and working brain, and
also get hurt with our inhuman behavior.
We don’t bother to share their sorrow, their

pain, believing they don’t have these emotions.
Why? Because we are paying them? But they
are paying us back with their hard work and
dedication to make our life smooth and easy,
despite the challenges that they face every day.
I felt happy when Aunty told me this: “I feel

good when someone calls me Aunty, or addresses
me with words like “Aap”, or whenever someone
bothers to ask about how my family is doing?”
Sometimes it is very easy to make someone

feel happy about their life, by just simple human
gestures or little acts of kindness (which often do
not cost us anything). Sadly, I have noticed is very
hard to practice these days.
Show concern, affection, and respect towards

the people who are working day-night for you. It
will fuel them to do their duty with more energy,
love, and dignity which is their equal right.
Source: https://medium.com
3. Read the text Exploitation of Filipino domestic

workers ‘widespread’ in the US, new report shows
on this link: https://www.scmp.com/week-asia/
society/article/3021312/exploitation-filipino-
domestic-workers-widespread-us-new-report.
Have the students answer “Performance Task 2”
on p. 299.
4. Discuss “Employing Correct Turn-giving
Strategies in Conversations and Dialogs ” in
“Oral Language and Fluency” on pp. 299–300.
5. Have the students group themselves and do
6. Have a review on the different books that can be
found in a library.
7. Discuss “Getting Information from General
References in the Library” in “Reading
on p. 301.
9. Have the students read the title of the poem
on p. 302. Then ask them what they predict about
its content. Have a lively discussion on this.
10. Ask the students to read silently The Rural Maid
by Fernando M. Maramag in in “Literature”
on p. 302.
11. After reading the poem, ask the students if their
12. Assess the students’ comprehension of the story
by answering “Activity 1–3” on pp. 302–304.
13. Discuss “Sensory Images and Literary Devices” in
“Activity 5” on pp. 305–306.
14. Have the students answer “Performance Task
1–2” on pp. 306–307.
15. Discuss “Figures of Speech of Contrast: Irony and
Oxymoron” on pp. 307–308. Have the students
point out the main difference between irony and
oxymoron.
on p. 308.
17. Discuss “Predicting the Gist of the Material
Viewed” in “Viewing Comprehension” on p. 309.
on p. 309.
Erratum: This should be Performance Task 1.
19. Explain “Types of Sentences according
to Structure” in “Grammar Awareness”
on pp. 310–311. Ask the students to give their
own examples.
“Performance Task” on pp. 311–312.
21. Discuss “Identifying Key Ideas and Supporting
Details” in “Writing and Composition” on p. 313.
22. Ask the students to do “Performance Task 1” on
pp. 313–314.
23. As an assignment, ask the students to do “Activity
4–5” on pp. 304–305 and “Performance Task 2” on
p. 310 and p. 314.

Answer Key
1. irony 6. irony
2. oxymoron 7. oxymoron
3. oxymoron 8. irony
1. CCS 11. CS
2. SS 12. SS
3. CCS 13. CCS
4. CS 14. CS
5. CCS 15. CXS
6. SS 16. CXS
7. CS 17. CS
8. CS 18. CXS
9. CCS 19. SS
10. CS 20. CXS

Lesson 5
I. Objectives
1. Make predictions about the contents of the texts

listened to;
2. Infer thoughts and feelings expressed in the text
listened to;
3. Use appropriate techniques and strategies when
asking questions and eliciting answers;
4. Gather current information from newspapers and
other print and non-print media;
5. Determine tone, mood, technique, and purpose of the
author;
7. Identify figures of speech that show contrast (irony,
oxymoron, paradox);
8. Raise questions about a material viewed;
9. Use phrases, clauses, and sentences appropriately and
meaningfully; and
10. Simplify ideas.
II. Reference
III. Topics
1. Making Predictions and Inference

2. Techniques and Strategies When Asking Questions
and Eliciting Answers
3. Gathering Information from Newspapers and Print
and Non-print Media
4. Servant Girl by Estrella D. Alfon
5. Identifying Theme of a Selection
6. Figures of Speech of Contrast: Paradox
7. Raising Questions about the Material Viewed
8. Kinds of Sentence according to Use
9. Writing Complete, Grammatically Correct Sentences
10. Simplifying Ideas
IV. Procedure
1. Differentiate “Making Predictions and Inference” in

“Listening Comprehension” on pp. 315–316.
2. Using the text on this link: https://www.theguardian.
com/global-development/2015/oct/24/the-vanished-
filipino-domestic-workers-working-abroad, have the
students answer “Performance Task 1” on p. 316.
3. Read the situations below. Have the students answer
“Performance Task 2” on p. 317.
a. Sally arrives at home at 4:30 and knows that

her mother does not get off of work until 5.
Sally also sees that the lights are off in their
house.
b. Bob knows that Baltimore is known for its
crab cakes and Bob is going to a seafood
restaurant in Baltimore for dinner tonight.
c. The sandwich you left on the table is gone.
Crumbs lead to your dog’s bed, and a piece of
meat hangs out of her mouth.
d. It is your five-year anniversary of dating your
boyfriend. He has brought you to a fancy
restaurant and, after dessert, gets down on
one knee.
e. One of your coworkers has recently retired,
leaving an opening. Your boss calls you into
her office the next day.
4. Discuss “Techniques and Strategies When Asking

Questions and Eliciting Answers” in “Oral Language
and Fluency” on pp. 317–319.
5. Have the students do “Performance Task” on p. 320
6. Discuss “Gathering Information from Newspapers
and Print and Non-print Media” in “Reading
on pp. 321–322.
9. Ask the students to read silently Servant Girl by
Estrella D. Alfon in “Literature” on pp. 323–331.
12. Discuss “Identifying Theme of a Selection” on p. 334.
on pp. 334–335.
14. Discuss “Figure of Speech of Contrast: Paradox” in
15. Have the students point out the main difference among
irony, oxymoron, and paradox.
on pp. 336–338.
17. Help the students answer the questions they have
listed in “Viewing Comprehension” on p. 339.
18. Explain “Kinds of Sentences according to Use” in
“Grammar Awareness” on p. 340. Ask the students to
19. Discuss “Writing Complete, Grammatically Correct
Sentences” in “Grammar Awareness” on pp. 341–343.
lesson by asking them to answer “Performance Task 1”
on pp. 344–347.
21. Discuss “Simplifying Ideas” in “Writing and
Composition” on p. 349.
23. As an assignment, ask the students to do “Performance
Task 2” on p. 323, “Performance Task 3” on p. 339,
“Performance Task 2” on pp. 347–348, and “Performance
Task 3” on p. 349.

Answer Key
Activity 1 (p. 332)
Meanings may vary. Below are possible answers.
1. a quality characteristic of the person or thing mentioned

2. an act of evading by sudden bodily movement
3. exhibiting or goaded by anger
4. uttering sounds or words indistinctly or with a low voice
and with the lips partly closed
5. striking or grinding (the teeth) together
1. paradox 6. oxymoron
2. paradox 7. paradox
3. paradox 8. irony
4. oxymoron 9. paradox
5. paradox 10. irony
Problem Rewritten Sentence

sentence You show no improvement in your
1
fragment efficiency. (Sentences may vary.)
My brother just graduated from
2 run-on sentence high school. He will attend Adamson
University.
subject–verb
3 Her son wants him to move out.
agreement
The old man walked carefully and
4 parallel structure
slowly and halted a lot.
sentence There is a time of wonder and
5
fragment amazement. (Sentences may vary.)
His positive energy and willingness
subject–verb
6 to work hard on every assignment are
agreement
keys to his success.
Problem Rewritten Sentence
antecedent– Because it was raining early in the
7 pronoun morning, everybody brought his/her
agreement umbrella.
Worrying that she would be robbed,
sentence
8 she asked for a security detail.
fragment
(Sentences may vary.)
9 run-on sentence May likes dogs. She has a shitzu.
Sam likes to run, jump around in the
10 parallel structure backyard, and play with her friend
Jay.
He was tired from working late, but
11 run-on sentence
he had to go to class anyway.
subject–verb Jojo’s collection of baseball cards is
12
agreement valuable.
The government’s proposal on closing
subject–verb
13 Boracay establishments causes
agreement
controversy.
Kaye likes to cook. She makes my
14 run-on sentence
favorite dishes every day.
subject–verb
15 His assistant always makes mistakes.
agreement
subject–verb Neither my mother nor my other
16
agreement relatives are happy with the decision.
He is bright and creative and has
17 parallel structure
much to share.
We’ve saved a lot of money by using
18 parallel structure less paper, water, and energy and by
creating less waste.
sentence He is the answer to our prayers.
19
fragment (Sentences may vary.)
This is my winning lottery ticket. I
20 run-on sentence
bought it at SM Olongapo.

Unit III
Philippine Literature During the Period of Emergence
Lesson 1
I. Objectives
1. Use different listening strategies based on purpose,

topic, and levels of difficulty of simple informative and
short narrative texts;
2. Employ the appropriate oral language and stance in
an interview;
3. Use one’s schema as basis for conjectures made about
a text;
4. Identify the distinguishing features of literature
during the Period of Emergence;
5. Categorize words or expressions according to shades of
meaning;
6. Determine the key message conveyed in the material
viewed;
7. Link sentences using logical connectors that signal
chronological and logical sequence and summation;
and
8. Identify features of narrative writing and compose
simple narrative texts.
II. Reference
III. Topics
1. Listening Strategies as to Purpose, Topic, and Difficulty

Level
2. Conducting an Interview
3. Using Schema
4. The Bread of Salt by N.V.M. Gonzalez

5. Distinguishing Features of Literature during the
Period of Emergence
6. Ordering Words according to Shades of Meaning
7. Determining Key Message of a Material Viewed
8. Logical Connectors
9. Features of Narrative Writing
IV. Procedure
1. Discuss “Listening Strategies as to Purpose, Topic,

and Difficulty Level” in “Listening Comprehension”
on p. 352.
on pp. 353–354. Read the paragraphs below.
Paragraph 1: Every day after work James took his

muddy boots off on the steps of the front porch.
Sarah would have a fit if the boots made it so far
as the welcome mat. He then took off his dusty
overalls and threw them into a plastic garbage
bag; Sarah left a new garbage bag tied to the
porch railing for him every morning. On his way
in the house, he dropped the garbage bag off at the
washing machine and went straight up the stairs
to the shower as he was instructed. He would eat
dinner with her after he was “presentable,” as
Sarah had often said.
Paragraph 2: Crack! Thunder struck and rain

poured. Kyle stared blankly out the window,
trying to contain his emotions that raged like the
weather. He was beginning to lose it. Dropping the
kite from his hand, Kyle broke out into full sobs.
His mother comforted him, “There, there, Kyle.
We’ll just find something else to do.” She began to
unpack the picnic basket that was on the counter
and offered him a sandwich. Kyle snapped, “I
don’t wanna sand-mich!” A flash from the sky lit
up the living room. Boom! His mom sighed.

Paragraph 3: “Sammy!” Mrs. Reyes called out
as she walked in the front door. “Sammy,” she
continued shouting, “I sure could use some help
with these groceries. There was still no reply. Mrs.
Reyes walked into the kitchen to put the grocery
bags down on the counter when she noticed
shattered glass from the picture window all over
the living room floor and a baseball not far from
there. “I’m going to kill you, Sammy!” Mrs. Reyes
yelled to herself as she realized that Sammy’s
shoes were gone.
3. Explain “Conducting an Interview” in “Oral Language

5. Discuss schema and the different kinds of connection
that readers make to the text (pp. 356–357).
6. Let the students read the essay in “Performance Task”
on pp. 357–358. Have them answer the questions that
go with it on pp. 358–359.
8. Ask the students to read silently The Bread of Salt by
N.V.M. Gonzalez in “Literature” on pp. 359–367.
11. Discuss the “Distinguishing Features of Literature
during the Period of Emergence” on pp. 371–372.
12. Discuss “Ordering Words according to Shades of
Meaning” in “Vocabulary Development” on p. 372.
Have the students give their own examples.
on p. 373.
14. Have the students answer “Determining Key Message
of a Material Viewed” in “Viewing Comprehension”
on p. 374. Have a meaningful discussion about this
activity.
15. Explain “Logical Connectors ” and why they are used
in “Grammar Awareness” on pp. 374–376.
on pp. 376–377.
17. Tackle “Features of Narrative Writing” in “Writing
19. As an assignment, ask the students to do “Activity 4”
on p. 370 and “Activity 5” on p. 371.
Answer Key
1. h 6. i
2. d 7. f
3. b 8. j
4. g 9. e
5. a 10. c
1. pleased, happy, thrilled

2. warm, hot, burning
3. good, great, perfect
4. whispered, said, screamed
5. run, gallop, jump
6. amusing, funny, hilarious
7. pleasant, grand, spectacular
8. hard, difficult, impossible
9. sad, gloomy, depressed
10. snicker, cackle, guffaw
1. however 6. eventually
2. similarly 7. nevertheless
3. after sometime 8. afterwards
4. therefore 9. otherwise
5. then 10. therefore

Lesson 2
I. Objectives
1. Determine the order of ideas as signaled by cues;

2. Employ the appropriate oral language and stance in a
panel discussion;
3. Use the universe of the text to activate one’s schema;
4. Identify the distinguishing features of revolutionary
songs;
5. Identify collocations used in a selection;
6. Determine the key message conveyed in the material
viewed;
7. Use the passive and active structure meaningfully in
varied contexts; and
8. Compose personal and factual recounts.
II. Reference
III. Topics
1. Ordering of Ideas Using Signal Words

2. Conducting a Panel Discussion
3. Activating Schema
4. Alerta, Katipunan!
5. Bayan Ko
6. Revolutionary Songs
7. Collocations
8. Determining Key Message of a Material Viewed
9. Active and Passive Voice
10. Writing Personal and Factual Recounts

IV. Procedure
1. Discuss “Ordering of Ideas Using Signal Words” in

on p. 381. Read this paragraph, jumbling the sentences.
3. Explain “Conducting a Panel Discussion” in “Oral
Language and Fluency” on pp. 381–383.
4. Have the students do “Performance Task” on p. 383.
5. Discuss “Activating Schema” in “Reading
6. Let the students answer “Performance Task 1–2”
on pp. 384–385.
7. Have the students read Alerta, Katipunan!, Bayan
Ko, and Revolutionary Songs in “Literature”
on pp. 385–386. Discuss the meaning of each song.
on p. 387.
9. Discuss “Collocations” in “Vocabulary Development”
on p. 387 and have the students give their own
examples.
on pp. 388–389.
11. Have the students answer “Viewing Comprehension”
on p. 390. Afterwards, help the students figure out the
meaning of this song. Have a lively discussion on this.
12. Explain “Active and Passive Voice” and when to use
each one in “Grammar Awareness” on pp. 390–391.
lesson by asking them to answer “Performance
Task 1” on p. 391.
14. Discuss “Writing Personal and Factual Recounts” in
“Writing and Composition”on pp. 393–394.
15. Ask the students to do “Performance Task 1” on p. 394.
Task 2” on p. 392 and p. 394.

Answer Key
1. accustomed to
2. sensitive to
3. jealous of
4. good at
5. famous for
6. ready for
7. capable of
8. aware of
9. responsible for
10. proud of
11. typical of
12. full of
13. dependent on
14. relevant to
15. ashamed of
16. afraid of
1. active 6. active
2. passive 7. active
3. active 8. passive
4. passive 9. active
5. passive 10. passive

Lesson 3
I. Objectives
1. Follow steps in a process;

forum;
3. Identify the author’s intentions for writing;
4. Identify distinguishing features of short stories;
5. Identify collocations used in a selection;
6. Make a stand on the material viewed;
7. Use direct and reported speech appropriately in varied
contexts; and
8. Compose a series of journal entries.
II. Reference
III. Topics
1. Following Steps in a Process

2. Conducting a Panel Forum
3. Author’s Intentions for Writing
4. Love in the Cornhusks by Aida L. Rivera
5. Elements and Distinguishing Features of Short Stories
6. Collocation: Parts of Speech Combinations
7. Making Stand on Material Viewed
8. Direct and Reported Speech
9. Composing Journal Entries
IV. Procedure
1. Have the students bring their own ruler and

straightedge.
2. Have the students answer “Listening Comprehension”
on p. 395. Read the following instructions so the
students can properly do task.
a. Using your straightedge, draw a reference line, if
one is not provided.
b. Copy the side of the square onto the reference line,
starting at a point labeled A’.
c. Construct a perpendicular at point B’ to the line
through AB. Place your compass point at B’, and
copy the side of the square onto the perpendicular
B’G. Label the end of the segment copy as point C.
d. With your compass still set at a span representing
AB, place the compass point at C and swing an arc
to the left.
e. Holding this same span, place the compass point
at A’ and swing an arc intersecting with the
previous arc. Label the point of intersection as D.
f. Connect points A’ to D, D to C, and C to B’ to form
a square.
3. Discuss “Conducting a Panel Forum” in “Oral Language

4. Have the students do “Performance Task 1” on p. 397.
5. Discuss “Authors Intentions for Writing” in “Reading
6. Let the students answer “Performance Task 1” on pp.
398–400.
8. Ask the students to read silently Love in the Cornhusks
by Aida L. Rivera in “Literature” on pp. 401–406.
11. Discuss “Elements and Distinguishing Features of
Short Stories” on pp. 409–410.
12. Have a review about collocations. Then discuss
“Collocation: Parts of Speech Combinations” in

13. Have the students give their own examples.
on pp. 411–412.
on p. 413. Discuss the stand or opinion of the students.
16. Explain “Direct and Reported Speech” in “Grammar
Awareness” on pp. 414–415. Ask the students to give
their own examples.
on p. 416.
18. Tackle “Composing Journal Entries” in “Writing and
Composition” on pp. 417–418.
Task 2” on p. 397, p. 401, and pp. 412–413, respectively.
Answer Key
1. a 4. a
2. c 5. a
3. d
1. The Senora asked when Tinang was coming again.

2. The man turned to Tinang if she wanted medicine for baby
or for her.
3. Tinang asked if there was no one covering the waling-
waling because it would die.
4. Senora replied that the father was a Bagobo and even
Tinang looked like a Bagobo.
5. The Senora asked if it was not a good thing to be married.
She told Tinang she would give her some dresses and an old
blanket that Tinang could cut into things for the baby.

Lesson 4
I. Objectives
1. Identify the persons speaking and addressed, and

the stand of the speaker based on explicit statements
made;
debate;
3. Distinguish fact from opinion, fantasy from reality in
the text;
4. Identify distinguishing features of drama;
5. Determine words or expressions with genus–species
(hyponymous) relations in a sentence;
7. Use the past tenses correctly in varied contexts; and
8. Compose an anecdote based on a significant personal
experience.
II. Reference
III. Topics
1. Identifying the Stand of the Speaker based on Explicit

Statements
2. Arguments and Formal/Informal Debates
3. Distinguishing Fact from Opinion and Fantasy from
Reality
4. Cadaver by Alberto Florentino
5. Distinguishing Features of a Drama/Play
6. Hyponymy
8. Past Tenses: Simple Past and Past Continuous
9. Anecdote

IV. Procedure
1. Explain “Identifying the Stand of the Speaker based

on Explicit Statements” in “Listening Comprehension”
on pp. 419–420. State that explicit statement can also
be distinguished from implicit statement.
2. Have the students answer “Performance Task” using
the text on this link: http://www.indiana.edu/~famlygrf/
culture/clark.html on p. 420.
3. Ask the students if they have already witnessed a
debate. Allow them to narrate their experience.
4. Discuss “Arguments and Formal/Informal Debates”
and how these are conducted in “Oral Language and
Fluency” on pp. 420–422.
5. Have the students do “Performance Task 1–3”
on p. 423. Ask the students about their experience on
conducting a debate.
6. Discuss “Distinguishing Fact from Opinion and
Fantasy from Reality” in “Reading Comprehension”
on pp. 423–424. Expound the discussion and have the
students distinguish fact from opinion and fantasy
from reality.
7. Let the students answer “Performance Task 1” on pp.
424–425.
9. Ask the students to read silently Cadaver by Alberto
Florentino in “Literature” on pp. 426–437.
answering “Activity 1–3” on pp. 437–440 and “Activity
6” on p. 442.
Erratum: Activity numbers from p. 439–442 should be
adjusted.
12. Discuss “Distinguishing Features of a Drama/Play”
on pp. 442–444.
on p. 444.
14. Discuss “Hyponymy ” in “Vocabulary Development”
on p. 445. Have the students give their own examples.
on pp. 445–446.
on p. 446. Help the students understand their own
stand about the message of the material viewed. Have
a lively discussion on this.
17. Explain “Past Tenses: Simple Past and
Past Continuous” in “Grammar Awareness”
on pp. 446–448.
18. Ask the students to construct their own sentence
examples that use simple past and past continuous.
1” on p. 449.
20. Discuss “Anecdote” in “Writing and Composition”
on p. 451.
21. Read the given anecdote on p. 451. Ask the students
about the message of the given text.
Task 2” on p. 425, “Activity 4” on p. 440, and
“Performance Task 2” on p. 450
Answer Key
1. F 6. O
2. F 7. O
3. O 8. F
4. F 9. O
5. F 10. O
1. b 4. e
2. d 5. c
3. a
1. musical instrument
2. office supply
3. bird
4. flower
5. fruit
Hypernym Hyponym
1 marine wildlife turtles, sea birds, mammals
2 dogs terriers, poodles
3 fish salmon, grouper, bass
4 Dan Brown books Angels and Demons, Inferno, The
Lost Symbol
5 purpose for writing to express herself, to provide
information, to create a literary
work
1. wanted
2. got, was drinking
3. was playing, broke
4. was waiting, arrived
5. rained
6. was watering, appeared
7. was sleeping, got
8. was playing, complained
9. watched
10. died

Lesson 5
I. Objectives
1. Formulate predictions about the contents of the text;

2. Raise sensible, challenging thought-provoking
questions in public forums/panel discussions, and
others;
3. React to assertions made by the author in the text;
4. Identify distinguishing features of novels;
5. Identify words or expressions with part–whole
(partitive) relations;
7. Use the past perfect tenses correctly in varied contexts;
and
8. Compose a travelog.
II. Reference
III. Topics
1. Formulating Predictions
2. Raising Questions in Public Forums or Panel
Discussions
3. Reacting to Assertions
4. Noli Me Tangere by Jose Rizal (A Summary)
5. Distinguishing Features of Novels
6. Partitives
8. Past Perfect Tenses: Past Perfect and Past Perfect
Continuous
9. Composing a Travelog

IV. Procedure
1. Ask the students what they think about a prediction.

Have them give their own examples of prediction.
2. Explain “Formulating Predictions” in “Listening
on p. 454. Read the following text.
Great teachers do it all. Across all ages,

languages, ethnicities, and subjects, teachers are
some of the most widely skilled people around
in order to be successful. A day in the life of
a teacher can vary greatly depending on the
subject and grade level in which they teach. From
Kindergarten to high school and special education
to statistics, one theme runs consistently
throughout every great teacher’s career: their
job does not end with the school day. Although
standing in front of the classroom is a huge part
of a teacher’s responsibilities, they extend far
beyond that into the lives of their students, their
students’ families, and their community.
Teachers are in a unique position to have a

direct impact on their students. Teachers can see
their work in action, see the changes they affect,
and in doing so they witness firsthand their goals
coming to fruition. No matter what the goals are,
they can pretty much be summed into a single
sentence: You want to help people. And there are
many ways you can help someone as a teacher. To
name a few, teachers aspire to educate, to inspire,
to learn, and to affect positive change.
4. Discuss “Raising Questions in Public Forums or

Panel Discussions” in “Oral Language and Fluency”
on pp. 454–455. Discuss each question given on the
same pages.

5. Have the students do “Performance Task” on p. 455.
6. Ask the students what an assertion is and have them
7. Discuss “Reacting to Assertions” in “Reading
on pp. 456–457.
9. Ask the students what they know about Noli Me
Tangere and its author.
10. Have the students read silently the summary of
Noli Me Tangere by Jose Rizal in “Literature”
on pp. 457–459.
11. Discuss “Distinguishing Features of Novels”
on pp. 459–461.
12. Ask the students to bring a novel they have finished
reading and have them answer “Performance Task 1”
on p. 461. Using the same novel, ask the students to do
“Performance Task 2” on pp. 462–463.
13. Discuss “Partitives” and their functions in “Vocabulary
Development” on pp. 463–464.
14. Have the students give their own examples.
on pp. 464–465.
on p. 468.
17. Discuss the answers of the students: the context or
issue being talked about, the stand of the speaker, and
the students’ thoughts about the topic. Remind them
that even though we have different takes on things, we
still have to respect one another.
18. Have a review on simple past and past continuous.
19. Discuss “Past Perfect Tenses: Past Perfect and
Past Perfect Continuous” in “Grammar Awareness”
on p. 469.
20. Ask the students to give their own sentence examples
using these two tenses. Have the students summarize
the differences between the two tenses.
on pp. 470–471.
22. Ask the students if they have watched a travel vlog.
Have them share their thoughts on this.
23. Say: “What is a travelog?” Have the students explain
their answers.
24. Discuss “Composing a Travelog” in “Writing and
Composition” on pp. 471–472.
25. Ask the students to create a travelog by answering
Task 3” on pp. 466–467.
27. As an additional activity, have the students watch a
travel vlog on YouTube. Ask them to make a travelog
using the information that can be gathered from the
travel vlog they have chosen. This is an individual
activity.
a head of lettuce
a bunch of carrots
a quart of milk
a dozen of eggs
two pounds of tomatoes
half a pound of chicken
a loaf of bread
Verb Phrase Tense

1 had been past perfect
2 traveled simple past
were relieved, had
3 simple past, past perfect
used
4 had studied, moved past perfect, simple past
5 was talking past continuous
6 was having, rang past continuous, simple past

Verb Phrase Tense
7 did have simple past
gained, had been simple past, past perfect
8
overeating continuous
had been throwing, past perfect continuous, simple
9
came out past
10 studied simple past
11 did call simple past
12 spoke, were laughing simple past, past continuous
was preparing, was past continuous, past
13
washing continuous
14 had run, past perfect
15 was shining past continuous
wanted, had been simple past, past perfect
16
standing continuous
17 had read, watched past perfect, simple past
past perfect continuous, simple
18 had been teaching, left
past
finished, walked, simple past, simple past, simple
19
found past
failed, had been simple past, past perfect
20
attending continuous

Unit IV
Contemporary Philippine Literature
Lesson 1
I. Objectives
1. Predict the outcomes of a verbal exchange listened to

and their possible effects on the speakers;
2. Give clear, precise, and concise information,
explanations, and instructions in varied oral
communication situations;
3. Classify text types (narrative, expository, explanation,
recount, persuasive);
4. Identify the distinguishing features of selected literary
genres during the Contemporary Period;
5. Use lexical and contextual cues in understanding
unfamiliar words and expressions;
6. Differentiate reality from fantasy based on a material
viewed;
7. Use imperatives when giving instructions; and
8. Identify features of personal essays.
II. Reference
III. Topics
1. Predicting Outcomes of Verbal Exchange

2. Giving Directions
3. Different Text Types
4. Dead Weight: In Memoriam by Cirilo Bautista
5. Lexical and Contextual Cues
6. Reality vs. Fantasy
7. Imperative Mood of Verbs
8. Features of Personal Essays

IV. Procedure
1. Ask the students about their thoughts on “verbal

exchange.”
2. Discuss “Predicting Outcomes of Verbal Exchange” in
on pp. 476–477. Read the verbal exchange below.
Mother: John, it’s time to go to school.

John: I know, Mom, but I don’t like school.
Going to class is boring.
Mother: I know what you mean, son, but I do
want you to graduate.
John: Why do I have to graduate? What’s the
point? I know many people who don’t
like studying.
Mother: I know what you mean, but it seems to
me that it’s better to graduate than not
graduate. Many people who studied hard
at school and got good school records
became successful.
John: Like who?
Mother: Well, let’s see… For example, big
company presidents, government
officials, famous businessmen, and
actors.
John: What did they learn in school?
Mother: I’m not sure, John, but they studied
hard.
John: You don’t know, Mom, do you? Anyway,
I don’t want to be a president, or famous
or what.
Mother: Dear, what do you want to be when you
become an adult?
John: I don’t know yet. I just want to be kind,
loved by everybody, especially beautiful
girls.
Mother: I know what you mean. Love affairs are
very exciting and fun but in order to
have them, you need to study very hard.
John: What do I have to study for that?
Mother: I’m not sure, John. Let me think… I have
a great idea. Please talk to your teacher
next time you see him.
John: Ok, I will. By the way, Mom, what did
you study at school?
Mother: That’s a very good question, son. I’m not
sure I can answer that, but it was fun
to go to school because there were a lot
of handsome boys who chased me. I was
very busy.
John: Mom, don’t misunderstand me. I want to
be loved by everybody not just girls.
Mother: Oh, I’m so sorry. You’re wonderful;
always thinking about others. It’s a great
ambition and I know you’ll graduate one
day.
John: I know, Mother, but I still don’t like
school.
4. Start the discussion by giving directions to some

students. Say: “Do you think directions are important?
In what way?”
5. Discuss “Giving Directions” in “Oral Language and
Fluency” on p. 477.
6. Have the students do “Performance Task”
on pp. 477–478.
7. Discuss “Different Text Types” in “Reading
8. Have the students differentiate one from the others.
on pp. 479–481.
10. Have the students read the title of the poem on p. 482.
Have a meaningful discussion on this.
11. Ask the students to read silently Dead Weight:
In Memoriam (Ferdinand E. Marcos, 11 September
1917–28 September 1989) by Cirilo Bautista in
“Literature” on p. 482.

13. Have the students share their stand or thoughts about
the poem.
answering “Activity 1” on pp. 483–484.
15. Discuss “Lexical and Contextual Cues ” in “Vocabulary
Development” on p. 485.
16. Have the students point out the difference between
lexical and contextual cues.
on pp. 485–487.
18. Have a review on “Reality vs. Fantasy” in “Viewing
19. Ask the students to give some examples based on what
they see on the television.
20. Have the students answer “Performance Task” on pp.
487–488. Discuss the answers.
21. Ask for the students’ thoughts about imperative mood
of verbs.
22. Explain “Imperative Mood of Verbs” in “Grammar
Awareness” on p. 488.
23. Ask: “When do we use the imperative mood of verbs?”
Ask the students to give their own sentence examples.
24. Discuss the rules on how to make negative imperatives.
1–2” on pp. 489–490.
26. Discuss Tackle “Features of Personal Essays” in
“Writing and Composition” on pp. 490–491.
on pp. 491–492.
on p. 484 and “Performance Task 3” on p. 490
Answer Key
1. recount 3. narrative
2. explanation 4. persuasive
Lexical meanings may vary. Below are possible answers.
1. to treat someone unfairly or cruelly over a long period of

time because of race, religion, or political beliefs
2. positive, active, and typically mutual hatred or ill will
3. a disreputable person
4. one who seizes and holds office, power, position, etc., by
force or without right
5. a characteristic repugnant quality
6. someone who does menial tasks or runs errands for another
7. worthy of or causing disgust or hatred
8. the dressed body of a meat animal

Lesson 2
I. Objectives
1. Sequence a series of events mentioned in the text

listened to;
2. Give clear, precise, and concise information,
explanations, and instructions in varied oral
communication situations;
3. Make generalizations from different text types;
5. Analyze relationships presented in analogies;
6. Differentiate reality from fantasy based on a material
viewed;
7. Use prepositions when giving instructions; and
8. Distinguish between and among a capsule biography,
biographical sketch, and feature article.
II. Reference
III. Topics
1. Sequencing Events
2. Giving Clear, Precise, and Concise Instructions
3. Making Generalizations
4. The Witch by Edilberto K. Tiempo
5. Analyzing Relationships in Analogies
6. Differentiating Reality from Fantasy
7. Using Prepositions When Giving Instructions
8. Capsule Biography, Biographical Sketch, and Feature
Article

IV. Procedure
1. Discuss “Sequencing of Events” in “Listening

2. Reinforce the lesson by having the students answer
“Performance Task” on pp. 494–495. Read the text
below.
Weakness or Strength?
Sometimes your biggest weakness can

become your biggest strength. Take, for example,
the story of one 10-year-old boy who decided to
study judo despite the fact that he had lost his left
arm in a devastating car accident.
The boy began lessons with an old Japanese

judo master. The boy was doing well, so he couldn’t
understand why after three months of training
the master had taught him only one move.
“Sensei,” the boy finally said, “Shouldn’t I be

learning more moves?”
“This is the only move you know, but this is

the only move you’ll ever need to know,” the sensei
replied.
Not quite understanding, but believing in his

teacher, the boy kept training.
Several months later, the sensei took the boy

to his first tournament. Surprising himself, the
boy easily won his first two matches. The third
match proved to be more difficult, but after some
time his opponent became impatient and charged;
the boy deftly used his one move to win the match.
Still amazed by his success, the boy was now in
the finals.

This time, his opponent was bigger, stronger,
and more experienced. For a while, the boy
appeared to be overmatched. Concerned that the
boy might get hurt, the referee called a time-out.
He was about to stop the match when the sensei
intervened.
“No,” the sensei insisted, “Let him continue.”
Soon after the match resumed, his opponent

made a critical mistake: he dropped his guard.
Instantly, the boy used his move to pin him. The
boy had won the match and the tournament. He
was the champion.
On the way home, the boy and sensei reviewed

every move in each and every match. Then the boy
summoned the courage to ask what was really on
his mind.
“Sensei, how did I win the tournament with

only one move?”
“You won for two reasons,” the sensei

answered. “First, you’ve almost mastered one of
the most difficult throws in all of judo. And second,
the only known defense for that move is for your
opponent to grip your left arm.”
The boy’s biggest weakness had become his

biggest strength.
3. Have the students do “Oral Language and Fluency”

on p. 495.
4. Discuss how to give clear, precise, and concise
instructions based on the activity.
5. Discuss to the students define “Making Generalizations”
and ask them to provide some examples in “Reading

6. Ask: “Are all generalizations true?” Have a meaningful
discussion on this.
7. Let the students answer “Performance Task” on p. 496.
Discuss the answers.
9. Ask the students to read silently The Witch by Edilberto
K. Tiempo in “Literature” on pp. 497–502.
12. Give examples of analogy and then lead the discussion
into “Analyzing Relationships in Analogies” in
“Vocabulary Development” on pp. 505–506. Have the
students give their own examples.
on pp. 507–508.
14. Have the students answer “Differentiating Reality
from Fantasy” in “Viewing Comprehension”
on pp. 508–509.
15. Discuss the answers in a meaningful manner.
16. Have a review on prepositions and ask the students for
some examples.
17. Lead the discussion to “Using Prepositions When
Giving Instructions” in “Grammar Awareness”
on pp. 509–510.
18. Say that using appropriate prepositions is important
when giving instructions that are precise and concise.
lesson by asking them to answer “Activity” on p. 510.
20. Discuss “Capsule Biography, Biographical Sketch,
and Feature Article” in “Writing and Composition”
on pp. 510–516.
21. Have the students analyze the given examples and ask
them the distinguishing features of each one.
on pp. 516–517.

on p. 505.
24. As an additional activity, have the students write a
biographical sketch about someone close to them.
Answer Key
5
4
8
2
7
10
3
11
6
1
9
Activity 1 (p. 502)
1. smell 6. visual
2. touch 7. sound
3. sound 8. visual
4. visual 9. feeling
5. sound 10. feeling
1. d 6. b
2. c 7. c
3. d 8. d
4. b 9. d
5. c 10. a

Lesson 3
I. Objectives
1. Make simple inferences about thoughts and feelings

expressed in the text listened to;
2. Orally narrate events in factual and personal recounts
using appropriate verbal and non-verbal cues;
3. Distinguish between general and specific statements;
4. Determine tone, mood, technique, and purpose of the
author;
5. Give the various meanings of identified homonymous
or polysemous words or expressions;
6. Compare content of materials viewed to other sources
of information (print and radio);
7. Use verbs when giving information and making
explanations; and
8. Organize information about a chosen subject using a
graphic organizer or a one-step topic outline.
II. Reference
III. Topics
1. Making Inferences
2. Narrating Events in Personal Recounts
3. Distinguishing between General and Specific
Statements
4. Oh How to Find Silence in the World by Cirilo Bautista
5. Homonyms and Polysemy
6. Advertisement Content in Print and Radio
7. Indicative Mood of Verbs
8. Graphic Organizer and Step Topic Outline

IV. Procedure
1. Have a review on “Making Inferences” in “Listening

2. Read the speech below and have the students answer
“Performance Task” on p. 519. Then discuss the
answers to this activity.
Emma Watson: Gender equality

is your issue too
Today we are launching a campaign called

“HeForShe.”
I am reaching out to you because I need your

help. We want to end gender inequality—and to
do that we need everyone to be involved.
This is the first campaign of its kind at the

UN: we want to try and galvanize as many men
and boys as possible to be advocates for gender
equality. And we don’t just want to talk about it,
but make sure it is tangible.
I was appointed six months ago and the more

I have spoken about feminism the more I have
realized that fighting for women’s rights has too
often become synonymous with man-hating. If
there is one thing I know for certain, it is that this
has to stop.
For the record, feminism by definition is:

“The belief that men and women should have
equal rights and opportunities. It is the theory of
the political, economic and social equality of the
sexes.”
I started questioning gender-based

assumptions when at eight I was confused at
being called “bossy,” because I wanted to direct
the plays we would put on for our parents—but
the boys were not.
When at 14 I started being sexualized by

certain elements of the press.
When at 15 my girlfriends started dropping

out of their sports teams because they didn’t want
to appear “muscly.”
When at 18 my male friends were unable to

express their feelings.
I decided I was a feminist and this seemed

uncomplicated to me. But my recent research has
shown me that feminism has become an unpopular
word.
Apparently, I am among the ranks of women

whose expressions are seen as too strong, too
aggressive, isolating, anti-men and, unattractive.
Why is the word such an uncomfortable one?
I am from Britain and think it is right that

as a woman I am paid the same as my male
counterparts. I think it is right that I should be
able to make decisions about my own body. I think
it is right that women be involved on my behalf in
the policies and decision-making of my country.
I think it is right that socially I am afforded the
same respect as men. But sadly I can say that
there is no one country in the world where all
women can expect to receive these rights.
No country in the world can yet say they have

achieved gender equality.
These rights I consider to be human rights

but I am one of the lucky ones. My life is a sheer
privilege because my parents didn’t love me less
because I was born a daughter. My school did not
limit me because I was a girl. My mentors didn’t
assume I would go less far because I might give
birth to a child one day. These influencers were
the gender equality ambassadors that made me
who I am today. They may not know it, but they
are the inadvertent feminists who are changing
the world today. And we need more of those.
And if you still hate the word—it is not

the word that is important but the idea and the
ambition behind it. Because not all women have
been afforded the same rights that I have. In fact,
statistically, very few have been.
In 1995, Hilary Clinton made a famous

speech in Beijing about women’s rights. Sadly
many of the things she wanted to change are still
a reality today.
But what stood out for me the most was that

only 30 per cent of her audience were male. How
can we affect change in the world when only half
of it is invited or feel welcome to participate in the
conversation?
Men—I would like to take this opportunity to

extend your formal invitation. Gender equality is
your issue too.
Because to date, I’ve seen my father’s role as

a parent being valued less by society despite my
needing his presence as a child as much as my
mother’s.
I’ve seen young men suffering from mental

illness unable to ask for help for fear it would
make them look less “macho”—in fact in the UK
suicide is the biggest killer of men between 20-
49 years of age; eclipsing road accidents, cancer
and coronary heart disease. I’ve seen men made
fragile and insecure by a distorted sense of what
constitutes male success. Men don’t have the
benefits of equality either.
We don’t often talk about men being

imprisoned by gender stereotypes but I can
see that that they are and that when they are
free, things will change for women as a natural
consequence.
If men don’t have to be aggressive in order

to be accepted women won’t feel compelled to be
submissive. If men don’t have to control, women
won’t have to be controlled.
Both men and women should feel free to be

sensitive. Both men and women should feel free to
be strong… It is time that we all perceive gender
on a spectrum not as two opposing sets of ideals.
If we stop defining each other by what we are

not and start defining ourselves by what we are—
we can all be freer and this is what HeForShe is
about. It’s about freedom.
I want men to take up this mantle. So

their daughters, sisters and mothers can be free
from prejudice but also so that their sons have
permission to be vulnerable and human too—
reclaim those parts of themselves they abandoned
and in doing so be a more true and complete
version of themselves.
You might be thinking who is this Harry

Potter girl? And what is she doing up on stage at
the UN. It’s a good question and trust me, I have
been asking myself the same thing. I don’t know if

I am qualified to be here. All I know is that I care
about this problem. And I want to make it better.
And having seen what I’ve seen—and given

the chance—I feel it is my duty to say something.
English Statesman Edmund Burke said: “All that
is needed for the forces of evil to triumph is for
enough good men and women to do nothing.”
In my nervousness for this speech and in my

moments of doubt I’ve told myself firmly—if not
me, who, if not now, when. If you have similar
doubts when opportunities are presented to you I
hope those words might be helpful.
Because the reality is that if we do nothing it

will take 75 years, or for me to be nearly a hundred
before women can expect to be paid the same as
men for the same work. 15.5 million girls will be
married in the next 16 years as children. And at
current rates it won’t be until 2086 before all rural
African girls will be able to receive a secondary
education.
If you believe in equality, you might be one of

those inadvertent feminists I spoke of earlier.
And for this I applaud you.
We are struggling for a uniting word but

the good news is we have a uniting movement.
It is called HeForShe. I am inviting you to step
forward, to be seen to speak up, to be the “he” for
“she”. And to ask yourself if not me, who? If not
now, when?
Thank you.

3. Discuss “Narrating Events in Personal Recounts” in
“Oral Language and Fluency” on p. 519.
4. Have the students do the activity on p. 520.
5. Discuss “Distinguishing between General and Specific
Statements ” in “Reading Comprehension” on p. 520.
6. Ask: “When do we use general statements? How about
specific statements?” Call two to three students who
will share their answer with the class.
on p. 521.
8. Have the students read the title of the poem on p. 523.
9. Ask the students to read silently Oh How to Find
Silence in the World by Cirilo Bautista in “Literature”
on pp. 523–524.
11. Assess the students’ comprehension of the poem by
12. Discuss the answers to these activities.
13. Discuss “Homonyms and Polysemy” and the difference
between them in “Vocabulary Development” on pp.
526–527. Have the students think and share their own
examples.
on pp. 527–528.
15. Have the students ask about their favorite
advertisement—be it on the television, radio,
newspaper, or the Internet. Ask them to share what
they like about this advertisement.
16. Discuss “Advertisement Content in Print and Radio”
in “Viewing Comprehension” on p. 528.
on pp. 528–529.
18. Discuss the answers to this activity.
19. Have a review on the imperative mood of verbs.
20. Gradually shift the discussion to “Indicative Mood of
Verbs” in “Grammar Awareness” on p. 529.
21. Have the students state its difference with the
imperative mood of verbs.
22. Ask the students to give their own examples.
on pp. 529–530.
24. Discuss “Graphic Organizers and Step Topic Outline”
in “Writing and Composition” on pp. 530–534.
25. Ask the students to do “Performance Task 1” on p. 534.
Task 2” on pp. 522–523 and “Performance Task 2”
on p. 535.
Answer Key
1. general 6. general
2. specific 7. general
3. general 8. specific
4. specific 9. general
5. specific 10. specific
1. P 6. P
2. P 7. P
3. H 8. P
4. H 9. H
5. H 10. P
Sentences in indicative mood.
4 – is turned
6 – entails
7 – will need
8 – do like
9 – cannot be used
10 – were puchased

Lesson 4
I. Objectives
1. Determine the worth of ideas mentioned in the text

listened to;
2. Use correct and appropriate multimedia resources
when orally giving information and instructions,
making explanations, and narrating events in personal
or factual recounts;
3. Cite evidence to support a general statement;
5. Identify words or expressions used in a selection that
show varying shades of meaning (gradients);
6. Express one’s beliefs or convictions based on a material
viewed;
7. Formulate who, what, when, where, why, and how
questions; and
8. Compose a capsule biography of a person interviewed.
II. Reference
III. Topics
1. Determining Ideas’ Worth

2. Multimedia Tools and Resources
3. Supporting General Statement with Evidence
4. Footnote to Youth by Jose Garcia Villa
5. Shades of Meaning
6. Expressing Beliefs or Convictions
7. Formulating Five Ws and One H Questions
8. Capsule Biography

IV. Procedure
1. Have the students listen to the inaugural speech delivered

by U.S. President John F. Kennedy using the link
https://www.youtube.com/watch?v=PEC1C4p0k3E.
2. Ask the students to do “Determining Ideas' Worth” in
“Listening Comprehension” on pp. 536–537.
3. Discuss the students’ answers afterwards.
4. Ask the students on how they understand the word
“multimedia.”
5. Discuss “Multimedia Tools and Resources” that
can be used in classrooms so that concepts would be
easier to understand in “Oral Language and Fluency”
on pp. 538–539.
6. Ask the students what for them is the most effective
multimedia tool based on their experience.
8. Have a review on general and specific statements.
9. Relate this to the topic “Supporting General Statement
with Evidence” in “Reading Comprehension”
on pp. 539–540.
10. Let the students answer “Performance Task” on pp.
541–543.
12. Ask the students to read silently Footnote to Youth by
Jose Garcia Villa in “Literature” on pp. 544–551.
15. Have a review on “Shades of Meaning” in “Vocabulary
Development” on p. 553. Explain the ladder used as
symbolism to show the varying shades of meaning of
the given words.
16. Ask the students to provide more examples.
17. Reinforce the students’ learnings by asking them to
answer the activity on pp. 553–554.
18. Have the students watch a video of a songwriter trying
to sing Lupang Hinirang based on his belief on how it is
ought to be sung using the link: https://www.youtube.
com/watch?v=41guxaNk9FY.
19. Ask them to do “Viewing Comprehension” on p. 555.
20. Discuss the journalistic questions and how to formulate
them in “Formulating Five Ws and One H Questions”
in “Grammar Awareness” on p. 556.
lesson by asking them to answer “Performance Task 1”
on pp. 556–557.
23. Have a review on “Capsule Biography” in “Writing and
Composition” on p. 558.
Task 2–3” on pp. 557–558.
Answer Key
1. How
2. Why
3. How
4. Who
5. Where/When
6. What
7. Where
8. Why
9. How
10. Why
11. When/Where/What
12. Who
13. Why/When
14. What
15. Why/When

Lesson 5
I. Objectives
1. Express appreciation for entertaining texts (anecdotes,

jokes, fables, myths, or tales) by recognizing the punch
lines;
2. Use correct and appropriate prosodic features of speech
when giving information or instructions, making
explanations, and narrating events in personal and
factual recounts;
3. Organize information read into an outline;
4. Explain the contributions of national artists for
literature in elevating Philippine Literature in English
in the global village;
5. Create or expand word clines;
6. Express one’s beliefs or convictions based on a material
viewed;
7. Formulate short replies; and
8. Compose a biographical sketch based on a personal
interview and background research.
II. Reference
III. Topics
1. Recognizing Punch Lines

2. Using Prosodic Features of Speech
3. Organizing Information into an Outline
4. The Flowers of May by Francisco Arcellana
5. Creating World Clines
6. Expressing Beliefs or Convictions
7. Formulating Short Replies
8. Composing a Biographical Sketch

IV. Procedure
1. Have the students share their ideas about “punch

lines.”
2. Discuss “Recognizing Punch Lines” and give examples
in “Listening Comprehension” on pp. 560–561.
on p. 562. Read the following texts.
a. Two hunters are out in the woods when

one of them collapses. He doesn’t seem to
be breathing and his eyes are glazed. The
other guy whips out his phone and calls the
emergency services. He gasps, “My friend
is dead! What can I do?” The operator says
“Calm down. I can help. First, let’s make sure
he’s dead.” There is a silence, then a shot is
heard. Back on the phone, the guy says “OK,
now what?”
b. A Mexican magician told his audience he

was going to vanish on the count of three.
He counted, “Uno, dos…” and disappeared
without a tres.
c. A linguistics professor was lecturing his class

one day.
‘In English’, he said, ‘A double negative

forms a positive. In some languages, though,
such as Russian, a double negative is still
a negative. However, there is no language
wherein a double positive can form a negative.’
A loud voice from the back of the room

piped up, ‘Yeah, right.’
4. Have a review on “Prosodic Features of Speech” in

“Oral Language and Fluency” on p. 562.

5. Ask the students to do the activity on the same page.
6. Discuss the importance of making an outline and its
types and explain “Organizing Information into an
Outline” in “Reading Comprehension” on pp. 563–565.
on pp. 565–567.
9. Ask the students to read silently The Flowers of May
by Francisco Arcellana in “Literature” on pp. 568–575.
12. Discuss “Creating Word Clines” in “Vocabulary
Development” on p. 578.
13. Give the activity as reinforcement activity
on pp. 578–579.
on p. 580.
15. Discuss the answers of the students. Remind them that
there is no right or wrong answer when expressing
beliefs and that everyone is entitled to his/her own
beliefs.
16. Discuss “Formulating Short Replies” in “Grammar
Awareness” on p. 581.
on p. 582.
19. Discuss “Composing a Bibliographical Sketch” in
“Writing and Composition” on p. 583.
21. As an additional activity, ask the students to make an
outline about the negative and positive traits of the
current administration.

Answer Key
1. a 4. a
2. c 5. a
3. b 6. c
Affirmative Answer Negative Answer

1 Yes, I have. No, I don’t have.
Yes, he knows what he’s No, he does not know what
2
talking about. he’s talking about.
No, I am not coming with
3 Yes, I am coming with you.
you.
4 Yes, it is time to go home. No, it is not time to go yet.
Yes, I have submitted the No, I haven’t submitted the
5
report. report yet.
Yes, Melanie has returned No, Melanie has not
6
from Canada. returned from Canada yet.
Yes, you satisfied my/our No, you did not satisfy my/
7
needs. our needs.
No, I was not sleeping
8 Yes, I was sleeping then.
then.
Yes, Sheena was teaching No, Sheena was not
9
here. teaching here.
10 Yes, I will come over. No, I will not come over.

Practical English 7 TG&amp;AK

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Unit I

Philippine Literature During the Pre-colonial Period

At the end of this lesson, the students are expected to:

a. Recognize prosodic features: volume, projection, pitch,

Practical English for Global Competitiveness 7 1

Practical English for Global Competitiveness 7, pp. 1–49

1. Prosodic Features of Spoken Communication

1. Ask the students: “What is spoken communication?”

Practical English for Global Competitiveness 7 3

4 Practical English for Global Competitiveness 7

a. vowel and consonant sounds

Performance Task 4 (pp. 6–7)

1. Tina is the one to be eaten.

1. when, Claire’s, eyeglasses, broke

Performance Task 1 (pp. 17–18)

Performance Task 2 (pp. 18–19)

Definitions may vary. Below are possible answers.

6 Practical English for Global Competitiveness 7

1. tired, exhausted, fatigued, weary

Activity 2 (p. 23)

1. Our ancestors lived on fruits, vegetables, birds, and wild

Performance Task 1 (p. 30)

1. Learn how to adapt to your environment and be satisfied

Sentences: numbers 1, 2, 4, 6, 7, and 10

Performance Task 2 (p. 45)

Item number Linking verb Subjective complement

Performance Task 3 (pp. 45–46)

Performance Task 4 (pp. 46–47)

8 Practical English for Global Competitiveness 7

Oral Communication Written Communication

Practical English for Global Competitiveness 7 9

At the end of this lesson, the students are expected to:

1. Recognize prosodic features: volume, projection, pitch,

Practical English for Global Competitiveness 7, pp. 50–85

10 Practical English for Global Competitiveness 7

1. Projecting Speaking Voice

1. Have a review about the prosodic features of speech,

Practical English for Global Competitiveness 7 11

12 Practical English for Global Competitiveness 7

Performance Task 1 (pp. 61–63)

Performance Task 2 (pp. 63–65)

Activity 1 (pp. 67–68)

Activity 2 (pp. 68–69)

1. Don Juan went to the mountains in order to punish a group

14 Practical English for Global Competitiveness 7

Performance Task 1 (p. 73)

The theme of the epic revolves around the bravery and

Performance Task 2 (p. 74)

Performance Task 1 (pp. 76–77)

Practical English for Global Competitiveness 7 15

1. very happy or amused

Performance Task (p. 80)

no parking no taking U-turn

notifies drivers to come

The road ahead is not

16 Practical English for Global Competitiveness 7

Performance Task 2 (pp. 82–83)

Performance Task 3 (p. 83)

Performance Task 1 (p. 85)

Practical English for Global Competitiveness 7 17

At the end of this lesson, the students are expected to:

1. Read intensively to find answers to specific questions

Practical English for Global Competitiveness 7, pp. 86–123

18 Practical English for Global Competitiveness 7

Practical English 7 TG&AK

Practical English 7 TG&AK