DepEd English Grade 8 Quarter 2 Lesson 1

1. Learning Module English 8 Module No. 2:

2. Embracing My Heritage Lesson 2
Employ appropriate listening skills when listening to descriptive and long
narrative texts
Listen to determine conflicting information aired over the radio and television
Listen for clues to determine pictorial representation of what is talked about in a
listening text
Determine if the speaker is neutral, for or against an issue that relates to the
community
Ask for and give information, express needs, opinions, feelings, and attitudes
explicitly and implicitly in an informative talk
Make inquiries
Give information obtained from mass media
Highlight important points in an informative talk using multimedia resources
Use collocations of difficult words as aids in unlocking vocabulary difficulties
Evaluate content, elements, features, and properties of a reading or viewing
selection using a set of criteria
Explain visual-verbal relationships illustrated in tables, graphs, information
maps commonly used in content area texts
Discern positive and negative messages conveyed by a program viewed
React appropriately and provide suggestions based on an established fact
Decode the meaning of unfamiliar words using structural analysis
Follow task-based directions shown after viewing
Interpret the big ideas/key concepts implied by the facial expressions of
interlocutors Show understanding and appreciation for the different genres with
emphasis on types contributed by Asian countries
Point out the elements of plays and playlets
Determine the authors tone and purpose for writing the essay
Point out how the choice of title, space, allotment, imagery, choice of words,
and figurative language, among others contribute to the theme
Communicate thoughts and feelings in summary results and notes, among
others, using appropriate styles (formal and informal)
Use appropriate modes of paragraph development to express ones ideas,
needs, feelings and attitudes
Use a variety of cohesive devices to make the flow of thoughts 1
3. from one sentence to another smooth and effortless
4. Employ concept mapping (circle, bubble, linear, etc.) as aids in taking down
notes and organizing ideas Use outlines to sum up ideas taken from texts
5. Use varied adjective complementation and formulate correct complex,
compound-complex sentences and appropriate parenthetical expressions
6. Use writing conventions to indicate acknowledgment of resources

Lesson 3 Ask for and give information, and express needs, opinions, feelings,
and attitudes explicitly and implicitly in an informative talk Communicate
thoughts and feelings in summary results and notes, among others, using
appropriate styles Listen to determine conflicting information aired over the
radio and television Determine if the speaker is neutral, for or against an issue
that relates to the community Look into the derivation of words Define words
from context and through word analysis Organize information illustrated in
tables, graphs and maps Decode the meaning of unfamiliar words using
structural analysis Interpret the big ideas/key concepts implied by facial
expressions Point out how the choice of title, space, allotment, imagery, choice
of words, and figurative language, among others, contribute to the theme Use
varied adjective complementation and formulate correct complex, compoundcomplex sentences and appropriate parenthetical expressions Structure
meaningful expanded sentences and conditional statements MODULE MAP:
Here is the simple map of the lessons you will cover : 2 Embracing Our Heritage
Tracing Our Roots Revisiting Our Rich Past Appreciating Our Origin Two
Brothers (Egypt) Makato & His Cowrie Shells (Thailand) The Taximans Story
(Singapore) In An Aquarium (Malaysia) The Legend of Banyuwa ngi;The Century
Carver (Indonesia) The Origin of Ancient Vietnam;The Peasant:The Buffalo and
the Tiger:The Tale of Strength and Wisdom
3. EXPECTED SKILLS: To do well in this module, you need to remember and do the
following Read with understanding Read literary and informative texts critically
Enrich ones life through literature Recognize meaningful sentences Improve and
enrich ones vocabulary Write with accuracy, clarity and coherence Adopt study
strategies Participate actively and fully in class discussion Engage in enterprising
activities Manage time well in performing individual and group task Collaborate fully
in performing group task Speak confidently and interact positively with the audience
Provide immediate and constructive feedback Be sensitive to others culture, traditions
and literature Accept and respect other cultures and traditions Appreciate the
importance of unity, harmony and peace Reflect individually and collectively III.PREASSESSMENT Lets find out how much you know about the coverage of this module.
Encircle the letter you think best answers the question. Please answer all items. Take
note of the items as you go through this module. 1. In a plot of the story, the logical
arrangement of events is presented .It has five essential parts except, a. denouement b.
exposition c. atmosphere d. climax 2. Setting is one of the elements of a short story. It
refers to the time and location in which a story takes place. It may be the following
except, a. mood b. climax 3
4. c. atmosphere d. social condition 3. Which of the following is considered one of the
elements of a short story? a. character b. denouement c. exposition d. climax 4. What

element of the story shows the logical arrangement of events, with a beginning , middle
and end? a. exposition b. character c. plot d. conflict 5. The author may reveal a
character in several ways. a. his/her physical appearance b. what he/she says, thinks
and does c. what he/she does or does not do d. his/her views and opinions 6. The
following are examples of coordinating conjunctions, except, a. and b. but c. for d. while
7. Which is synonymous to mood or atmosphere in the story ? a. climax b. denouement
c. setting d. character 8. In preparing an outline from a listening text, the initial step is...
a. listen to note details b. listen to extract information c. listen to get the central idea * d.
listen to get the summary 9. Conflict is the opposition of forces. It maybe a conflict
between man versus , a. man b. circumstances c. society d. internal 10. The point of
view is defined as the angle from which a story is told except, a. first person b .innocent
eye c. omniscient d. static Learning Module 4
5. English 8 Module No. 2: Lesson 1: Tracing Our Roots Introduction and Focus
Question(s): Have you ever wondered why you have similar physical attributes and
characteristics as that of your Asian neighbors? Have you asked yourself why you look
like a Thai, Japanese, Chinese as well as Malaysian, Indonesian, or Egyptian? Have
you thought of discovering your roots as an Asian and further know what customs,
traditions, beliefs and values are being treasured? Do you look forward to seeing,
talking, and interacting with them? Do you think it is possible that people of different
races, culture and heritage can also be united and work towards peace, harmony and
progress? What would you do if you were given a chance to meet and talk to them in a
gathering of Afro-Asian nationalities? In this module, you will know more about who your
ancestors are, their beliefs and traditions, their ideals and aspirations. Likewise, you will
understand the cultural diversity of other Afro- Asian countries through their literary texts
that shaped and molded you as a Filipino. Lesson No. 1: Tracing Our Roots (Thailand &
Egypt) Makato and the Cowrie Shell (Thailand) Sawatdee.. Hello , My Beautiful
Bangkok (Thailand) The Two Brothers (Egypt) Objectives: *Listen to note important
information and details of a listening text *Determine if the speaker is neutral, for or
against an issue *Infer character traits from a reading text *Formulate responses to
questions Show understanding and appreciation for the different Asian literary texts
Point out the elements of a short story Point out how the title contributes to the theme 5
6. *Identify the meaning of words through visual context *Use graphic organizer to sum
up ideas *Evaluate content, elements, features, and properties of a reading or viewing
selection *Employ concept mapping as aids in taking down notes and organizing ideas
*Use graphic organizer to sum up ideas *Use appropriate idioms *Use correct
coordinators *Observe the correct format in bibliographical entries *Use writing
conventions to indicate acknowledgement of resources LESSON ACTIVITIES MAP
KNOW ACTIVITY 1. SAY YOU . . . SAY ME (PAIRED WORK) ACTIVITY 2. FACE TO
FACE (PAIRED WORK) ACTIVITY 3. PICK AND MATCH READING TEXT:

SAWATDEE . .HELLO , MY BEAUTIFUL BANGKOK (THAILAND) PROCESS ACTIVITY

4 . WHOS THE NEXT? (GROUP WORK) ACTIVITY 5 . DRAW OR SKETCH (WRITING
ACTIVITY) LISTENING TEXT: THAILAND AT THE TURN OF A CENTURY ACTIVITY 6 .
LAY YOUR CARDS (INDIVIDUAL WORK) ACTIVITY 7 . BUILD ME UP (INDIVIDUAL
WORK) 6
7. ACTIVITY 8 . SUM UP THE WHOLE (INDIVIDUAL WRITING ACTIVITY) ACTIVITY
9 . BITE THE THEME (WRITING ACTIVITY) ELEMENTS OF A SHORT STORY
ACTIVITY 10 . MATCHING LANGUAGE FORM: COORDINATE CONJUNCTION
ACTIVITY 11 . WORK WITH COORDINATES ACTIVITY 12 . COMBINE/FUSE
ACTIVITY 13 . SUPPLY THE PARTS ACTIVITY 14 . GUESS WHAT? ACTIVITY 15 .
BITE THE WORD (PAIR WORK) READING TEXT: MAKATO AND THE COWRIE
SHELL (THAILAND) ACTIVITY 16 . PAINT A PICTURE (INDIVIDUAL WORK) ACTIVITY
17 . COMPARE AND SHARE (VENN DIAGRAM) ACTIVITY 18 . LAY THE ROAD MAP
ACTIVITY 19 . BUILD A PYRAMID (INDIVIDUAL) ACTIVITY 20 . INTROSPECTING
(WRITING ACTIVITY) ACTIVITY 21 . CONNECTING . . . PAIRING READING TEXT:
THE TWO BROTHERS (EGYPT) ACTIVITY 22 . PAIRED APPROACH ACTIVITY 23 .
SENSE IT! ACTIVITY 24 . SUMMING UP! ACTIVITY 25 . WHAT ELEMENT?
IDIOMATIC EXPRESSIONS ACTIVITY 26 . WORK WITH IDIOMS ACTICITY 27 .
IDIOMATIC EXPRESSIONS ACTIVITY 28 . CHARACTERIZATION ACTIVITY 29 .
SOLVING . . . ACTIVITY 30 . BUILDING ACTIVITY 31 . DRAWING OUT . . . WHAT?
BIBLIOGRAPHY ACTIVITY 32 . FORMATTING APPENDIX REFLECT AND
UNDERSTAND ACTIVITY 33 . MULTI- INTELLIGENCE ACTIVITIES ACTIVITY 34 .
PUNCHLINING, CAN YOU? ACTIVITY 35 . COMPARISON AND CONTRAST USING
P-I-N ACTIVITY 36 . MORE BIBLIOGRAPHICAL ENTRIES USING ONLINE
RESOURCES 7
8. TRANSFER ACTIVITY 37. MAKE A SPEECH entitled , THE ROLE of the YOUTH in
ESTABLISHING UNITY in a DIVERSIFIED MULTI- CULTURAL SOCIETY LEARNING
GOALS AND TARGETS (Directions) For you to accomplish the tasks and perform well
in the activities in this lesson, write your goals and targets in the box provided below.
Know Lets start working on this module by watching a film clip about Thailand or see
the pictures below. As we go through the process, keep on thinking about these
questions: How does diversity contribute to unity? How do traditions and beliefs bring
about diversity and or harmony? Lesson 1 TRACING OUR ROOTS The Kingdom of
Thailand is one of the fast-growing and developing countries in Southeast Asia. She is
known as the Land of the Free. 8
9. To further know this country, observe the pictures below and watch the film . Source:
https://www.google.com.ph/search?q=thailand+attractions What did you notice in the
pictures? What did you learn from the film? Can you see some connections? Do you
think we have similarities in terms of culture, beliefs and traditions? Explain. Be guided

by the following questions. ACTIVITY 1. SAY YOU...SAY ME.. (Paired Work) Work with
a partner and answer the following guide questions . 1. What are their customs and
traditions? 2. What landmarks are they noted for? 3. Do they have a culture similar to
us? 4. What does this imply? ACTIVITY 2. FACE TO FACE Find a partner and orally talk
about the similarities of Thais and Filipinos in terms of customs, traditions, beliefs and
way of life as depicted in the pictures . 9
10. In the process of your sharings , you may also bring out the differences of both
countries in terms of forms of government , religion and socio economic status if you
are familiar with. ACTIVITY 3. PICK and MATCH Using Activity 2 ,What I Want To
Know guide, find out whether the words or symbols you have written match with the
following selection below. Before you proceed, connect the pictures under Column A
with the vocabulary under Column B and the meaning under Column C, using lines.
Column A Column B Column C 1. recline paintings on walls 2. spire tilt back; lie back 3.
murals tall ,pointed structure 4. mosaic picture of small colored pieces 5. loquacious
talkative 10
11. PROCESS Read the following selection below .Find out what Filipino culture ,
traditions and beliefs are practiced by Thais as depicted in this selection. Discover, too,
the attractions in Thailand that captivated the heart of the writer while telling the story.
SAWATDEE....HELLO, BEAUTIFUL BANGKOK BY ETHEL SOLIVEN- TIMBOL
Bangkok known as Krun Thep, which is Thai for City of Angels, beckons with its
golden roofed temples and spicily curried cuisine. Seven million visitors come to
Thailand each year spending an average of six to seven days because there is so much
to see and to relish in this Exotic Orient as one enamored traveller dubbed the country.
Our agenda for the first day of our tour started with a tour of Wat Po. One of the 370
temples in Bangkok alone, it is home to the famous Reclining Buddha, which is said to
be 46 meters long. Also worldfamous are the golden Buddha at the Wat Trinig (wat
being Thai for temple) and the dazzling Emerald Buddha. There are 2100 temples in
all of Thailand, where 90 percent of the people are Buddhists. Our loquacious guide
regales us with the colorful history of Bangkok and how it became the imperial city 300
years ago, when the god-king Rama I moved the royal residence to this side of the
Chao Phraya River. Today, a boat excursion takes visitors on a tour of the old city,
winding down the klong canals for a glimpse of the water dwellers and the ancient
edifices, remnants of an era when Rama I divided his city into three sections: for the
Thais, the Chinese and the Indians. The best buys of Thai silks, spices and crafts are
still at the riverside markets where one can also produce gold, jade and other precious
jewelry. Not to be missed are the Temple of the Dawn along the Chao Phraya, a
showcase of Chinese porcelain mosaics, and the Temple of the Giant Swing for some of
the finest murals. Only for strong knees is the Temple of the Golden Mount, atop a climb
of 300 steps, housing one of the largest bronze buddhas in the world. The Reclining

Buddha was shipped from China by King Rama I, who also built the Wat Po Temple on
a 20-hectare compound adjacent to the Royal Palace, circa 1782, in the 2222-old 11
12. Chinese section. The King had also brought with him excellent samples of porcelain,
which the court artisans used to decorate pagodas using their elaborate spires. At the
main temple, devotees buy oneinch gold leaf squares which they stick to smaller
buddhas as offering to their god. Everyday, morning ceremonies are held at an adjacent
temple surrounded by four magnificent monuments: the first in red built by Rama I; the
second in yellow, by Rama II; the third in green by Rama III; and the fourth in blue, by
Rama IV. Just as fascinating is the sala tree under which, according to legend, Buddha
was born (although in India). Its pink and red flowers are sweet-smelling, a contrast to
the brown gourd which are the fruit of the sala tree. To cap a hectic first day, we had
dinner at the Baa Thai Restaurant while watching heavily costumed folk dancers from
the lowland and highland villages, including favorite destinations, like Chiang Mai, the
second largest city up north, from whence one can visit the winter palace of the Royal
Family and the training school for working elephants. Amazingly, Bangkok is clean,
especially the day after Wednesday, which is Clean Up Day according to our guide. So
the sidewalk eateries are relatively sanitary, although foreign visitors are advised to stick
to bottled mineral water or soft drinks. In spite of the colossal traffic jams, no thanks to
the ubiquitous toktok pedicabs , the air smells cleaner and less polluted than in Manila.
Source: English for Secondary Schools Myrna S. Torres Adapted from The Manila
Bulletin, June 2, 1996. ACTIVITY 4. WHOS THE NEXT? Group yourselves into five (5)
and you will be assigned names such as WHO, WHAT, WHERE, WHY, and HOW. Each
group will construct questions that begin with the name of the group. Your questions will
be taken from the selection read, and these will be thrown to the group of your choice.
Your performance as a group will depend on how well you have responded to the
questions asked. Example: Group WHAT: What is the mood of the writer while telling
the story? Group WHERE? Answer: The mood of the writer while telling the story is
happy and excited. ACTIVITY 5. DRAW OR SKETCH 12
13. Draw on this canvas interesting customs, traditions and culture or even landmarks
distinctive of the country. Be able to explain or discuss your drawing in a 5-sentence
paragraph. Provide your own title. You may start your sentence by saying, One of the
most interesting customs and traditions in Thailand which attracted me
is...______________. Read orally your work in class We are embarking on the next
activity by learning more about the country whose contributions to fellow Afro-Asian
neighbors made an impact on their economic growth as well as on bridging unity and
progress. The selection enables you to deeply appreciate its customs and beliefs similar
to ours. Find out if your focus questions, How does diversity contribute to unity? and
How do traditions and beliefs bring about diversity and or harmony? can be answered.
One way of getting information and knowledge is through listening. Lets find out what

listening is all about. Listening is receiving language through the ears. It involves
identifying the sounds of speech and processing them into words and sentences. When
we listen, we use our ears to receive individual sounds (letters, stress, rhythm and
pauses), and we use our brain to convert these into messages that we find meaning in.
Listening in any language requires focus and attention. It is a skill that some people
need to work on harder than others. People who have difficulty concentrating are
typically poor listeners. Listening in a second language requires even greater focus.
Listen to your teacher as s/he reads the article entitled Thailand at the Turn of the
Century. Find out what facts or information are presented by the speaker and determine
if the speaker is for or against an issue. 13
14. Before listening, take note of the following guidelines when listening: 1. Listen to get
the general ideas of the text. 2. Take down notes to help you recall important ideas. Be
guided by the following questions: 1. What is Thailands goal at the end of the century?
2. Enumerate the plans of action of Thai government and its people in achieving their
goals. Listen carefully as your teacher reads the listening text. After a pause in every
third paragraph, be able to answer the questions in the question cards. Be guided by
the pauses in order to answer the questions. So, tune in, listen and give your
responses. THAILAND AT THE TURN OF THE CENTURY (for TG) 1 Thailand, for one,
as a pillar of the fast-growing Asian region, has made sure and steady strides over the
years to ensure its place in the global community. 2 A country often compared with the
Philippines for a score of reasons, Thailand, like the Philippines, is a nation of 60
million. It has an area of 513,115 sq. kms. and enjoys a climate typical of countries in
the tropics; thus, its traditional proclivity for agrarian-based economic activity. 3
Notwithstanding, a shift from agriculture to manufacturing, Thailand continues to edge
out its neighbors in terms of natural resources, what with the bounty of its land and sea
which has made it the worlds foremost exporter of tapioca and rice. In addition, it is also
a leader in the production of maize, frozen shrimp, canned pineapple, natural rubber
and sugar. 4 However, in the late 80s and the 90s, Thailand restructured its economy
to adapt to the demands of an urbanizing international community. 5 As a result, the
share of the agricultural sector in Thailands national income has declined from a high of
40 percent in 1960 to 17 percent during early 90s. 6 Concomitantly, the manufacturing
sector experienced strong growth, expanding rapidly in its share of the national income
from 13 percent in 1960 to over 30 percent in the 90s. With the implementation of the
first industrial Promotion Act in 1960 and various promotional programs undertaken by
the Board of Investment, the way was paved for the remarkable growth of the
manufacturing sector. 14
15. 7 Initially, industrial activity focused on food processing and import substitution.
However, in the 90s, Thailand has developed heavily into export promotion, notably
textiles and garments, which accounted for 34.5 per cent of principal exports in 1994

against the 12.7 percent output of canned food in the same year. On the whole, the
industrial sectors creditable performance became a plus factor for Thailand because
policy-makers knew exactly where there was a need to put on weight to achieve an
ideal balance among the various diversified industries that the changing economy
helped to bring about. 8 It is equally worth noting that at the highest point of Thailands
growth at the close of the last decade, the highest income generator and largest foreign
exchange contributor for Thailand was its tourism sector. With the full backing of the
Royal Thai Government extended to the Tourism Authority of Thailand, the sector grew
by a hefty 16 percent per annum. 9 In addition to glowing figures posted by Thailand in
the area of manufacturing, tourism and foreign investment, much of its success can also
be attributed to the growing independence of countries in the Association of Southeast
Asian Nations (ASEAN) and in the burgeoning Asian- Pacific region. 10Thailand rides
high in this era of growth and is well on its way to an age of prosperity at the turn of the
century. 11 From 1988-1991, Thailands growth rate averaged 12.5 percent, the highest
in the world. Since 1993 when its economy rebounded from a worldwide recession in
the early 90s, the Thai economy has experienced steady gains reminiscent of the
growth patterns of developed countries in the West. Moving Ahead in English II ,pp 3031,Myrna S.Torres. ACTIVITY 6. LAY YOUR CARDS Answer the questions below based
on the listening text. Q Card 1 Q Card 2 Q Card 3 Q Card 4 From this activity, you were
able to know the unfolding of Thailands growth in economy through its diversified
cultural and socio-economic innovation, which contributed in bridging and shaping the
success of Asian countries. ACTIVITY 7. BUILD ME UP! 15 Thailands Goals What are
the similarities of Thailand and Philippines ? What are Thailands reasons for shifting to
manufacture ? What are the diversified industries in Thailand ? What are the causes of
economic growth of Thailand?
16. I Fill up this diagram, and explain your answers. ACTIVITY 8. SUM UP THE WHOLE
Using the graphic organizer in Activity 7, compose a paragraph of 7-10 sentences to
summarize the text listened to. From this activity, you have learned the similarities of
Philippines and Thailand in terms of socio- economic goals. What other insights can you
extract? Can unity be possible in diversity of culture, beliefs and traditions? ACTIVITY 9.
BITE THE THEME Write your reflections and insights in relation to the theme of the
listening
text.
Provide
your
own
title.
_____________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________ Reading
literature is like looking at a painting or a mural .It is seeing beyond ones eyes .In
paintings, we find meanings as interpreted by the artist. The artist has a way of
interpreting his subject. This is the role of literature. It is to make the reader interpret
and imagine what he is reading and to identify himself with it .By a skilful use of

language, the writer places realism and uniqueness in his stories, poems or essays, as
if making the reader feel as if he has experienced it in his life. Shall we now study the
different elements of a short story? 16
17. ELEMENTS OF A SHORT STORY 1. SETTING The setting refers to place, time,
weather condition, social condition, and even mood or atmosphere. To recognize the
setting of the story, you may ask these questions: Where is the action taking place?
Where is the story taking place? Is it during the day, night, what year, what period?
What is the weather condition? Is it sunny, rainy, and stormy? What is the daily life of
the character? What are his customs and status in life? What is the feeling created at
the beginning of the story? Is it bright, cheerful, dark or frightening? Example : My sister
and I had a funfilled vacation last summer. We stayed at our grandparents house,
which was near the beach. We swam in the sea every morning, climbed the trees in the
afternoon and fed the animals before dark. When the moon was bright, we played
patintero. Using the guide questions above, provide the answers: 1. Where is the action
taking place? 2. Where is the story taking place? 3. What is the weather condition? 2.
Plot It is the sequence of events in a story or play. The plot is a planned, logical series
of events having a beginning, middle and end. The short story usually has one plot, and
it could be read in one sitting .There are five essential parts of a plot: a.
Exposition/Introduction In the introduction, the setting and the characters are revealed.
b. Rising Action This is where the events in the story become complicated and the
conflict in the story is revealed .This is where events between introduction and climax
take place. c. Climax It is the turning point of the story and the highest point of interest.
It is where the reader asks what will happen next. Will the conflict be resolved or not?
17
18. d. Falling Action The problems and complications begin to be resolved. e.
Denouement This is the final outcome or untangling of events in the story. Here are
three different parts of a story. On the blank after each paragraph, write whether the
given part is the beginning, middle and end of the story. 1. Suddenly, the boat tilted to
the left. Steady! cried our teacher, stay where you are! We kept calm .We prayed
hard
and
followed
all
of
our
teachers
instructions.
Answer:
------------------------------------------------------------------------------------- 2. Finally, the fox
grumbled. I dont want those grapes anyway. I know they must be sour. Then, he went
away. Answer: -------------------------------------------------------------------------------------- 3.
Once there was a child who liked summer best. He lived on a farm and every summer,
he
enjoyed
harvesting
corn,
vegetables
and
fruits.
Answer:
-------------------------------------------------------------------------------------- 3.Conflict - It is the
opposition of forces which ties one incident to another and makes the plot move. There
are two types of conflict: External refers to outside forces that may cause conflict, like
another human being, circumstances, environment, etc. Internal - refers a struggle

within oneself. The character maybe debating inside himself about what to do.
4.Character there are two meanings for the word character: the person in a work of
fiction and the characteristics of a person. He may be the protagonist, the good-natured
character, or the antagonist, the opponent of the main character. The author may reveal
a character in several ways: his physical appearance, what he/she says, thinks, feels
and dreams; what he/she does or does not do ;and what others say about him/her .
5.Point of View the angle from which the story is told 6.Theme it is the controlling
idea or value in a piece of fiction. The theme maybe the author s idea about a topic or
view of human nature. (For further information, visit http://hrsbstaff.ednet.ns.ca?
engramja/elements.html.) 18
19. ACTIVITY 10. MATCHING From the pool of words below, choose the appropriate
answer to the following descriptions. ___________1. The setting and characters are
revealed. ___________2. The highest point of interest in the story ___________3. The
main character faces a conflict or problem. ___________4. The ending where the final
outcome of the story is shown ___________5. The problems and complications are
resolved. Language Recall: Language Form and Function: Coordinate Conjunctions
Observe the following sentences: 1. Makato never idled and never complained. 2. He
did every kind of work, yet he remained cheerful. 3. Makato had no sister or a brother to
take care of him. 4. He tried his luck in a far-off land, so he became successful. 19
Climax Introduction Denouement Falling Action Rising Action
20. 5. Makato was an orphan, but he was able to achieve his goals. Lets answer the
following questions below. 1. What words are connected by and in sentence 1?
______________________________________________________ 2. What are the two
clauses
that
are
joined
by
yet
in
sentence
2?
______________________________________________________ 3. What are the
phrases
that
are
connected
by
or
in
sentence
3?
______________________________________________________ 4. What are the
clauses
that
are
joined
by
so
in
sentence
4?
______________________________________________________ 5. What are the
clauses
that
are
joined
by
but
in
sentence
5?
_______________________________________________________ Sentence 1 uses
and to show addition of thought or ideas. Sentence 2 uses yet to show contrast of idea.
Sentence 3 uses or to join nouns of equal rank. Sentence 4 uses so to show result.
Sentence 5 uses but to show contrast of idea. Therefore, when you want to link and join
words, phrases and clauses, use a conjunction. Coordinating Conjunctions join words,
phrases and clauses of equal rank. And is used to connect words, phrases and clauses
of which are equal. Or/Nor implies a consequence or choice. But /Yet is used to express
contrast of idea. It joins an affirmative and negative sentence pattern. 20

21. So is used to show a result . ACTIVITY 11. WORK WITH COORDINATES Read the
sentence carefully and encircle the conjunction. Underline the words, phrases and
clauses it joins. 1. Philippines and Thailand are both Asian countries. 2. Thailand shifted
from agriculture to manufacturing, so she gained a thirty percent economic growth. 3.
Philippines, like Thailand, enjoys a tropical climate, so both are tourist destinations in
Asia. 4. The tourism sector is Thailands highest income generator and largest foreign
exchange contributor. 5. Thailand focused on food processing, but she developed
heavily in export promotion. 6. Much of Thailands success was attributed to the growing
independence of countries in the Asia Pacific Region and the shift to the area of
manufacturing and tourism. ACTIVITY 12 .COMBINE/FUSE Combine the following
sentences below using the coordinate conjunctions. Write your sentences in the blanks
provided. 1. Most cars are now equipped with radial tires. The chances for common
blowouts
are
reduced
.
---------------------------------------------------------------------------------------------------------------- 2.
The magazine contained only six articles .They were all about politics or sports.
---------------------------------------------------------------------------------------------------------------- 3.
The meat was spoiled by the time I returned home .I had forgotten to put it in the
refrigerator
when
I
left.
---------------------------------------------------------------------------------------------------------------- 4.
Philippines and Thailand are members of the ASEAN. They work for unity, peace and
progress
in
the
region.
------------------------------------------------------------------------------------------------------------------------------ 5. Both countries have diversity of culture. Their traditions and beliefs bring
harmony
and
unity.
------------------------------------------------------------------------------------------------------------------------------ 21
22. ACTIVITY 13. SUPPLY THE PARTS Complete the sentences by supplying
additional words, phrases and clauses .Write your sentences on the blanks . 1. Thais
love spicy food and Chinese -------------------------------------------------------------------------. 2.
Filipinos
and
Thais
have
water
dwellers
so
--------------------------------------------------------------. 3. Riverside markets are attractions for
small businessmen and -------------------------------------- 4. Sidewalk eateries mushroomed
along the streets yet ------------------------------------------------. 5. Traffic jams and pedicabs
are both a sight to see and to experience and -----------------------------------------------------------------------------------------------------------------------------------------------. Before Reading ACTIVITY 14. GUESS WHAT? Read each sentence carefully and
choose from the word pool the character traits are inferred in the following lines. Write
your answer at the end of the statements. 1. Makato had no brother nor sister to take
care of him. His father and mother died._____ 2. He never idled, fed the pigs, and
cleaned the forests._________ 3. He never complained and was satisfied.

____________ 4. He did every kind of work, like carrying heavy things.__________ 5.

He tried his luck in a far-off land.__________________ 6. Makato thought about what
he liked to do in the future.__________ 7. He picked up the shell and handed it to the
king._______ 8. He planted the ground with more seedlings._________ 9. He knelt
down and gave the king lettuces.____________ Word Pool Honest orphaned goodnatured ambitious Hardworking proactive adventurous grateful Industrious naturalist
ACTIVITY 14. Constructing 22
23. Construct sentences using the words found in the word pool. Work with your
seatmate and do peer checking .Find out if the words were used properly in the
sentence.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ The selection which you are about to read is a Thai folktale. Its theme is
centered on the Buddhist principle of suppressing ones earthly desire to achieve
enlightenment. Draw out the Filipino values and traits of the character which enable him
to become successful and better person. Find out the authors purpose of writing this
selection. Discover also Thais traditions and beliefs, as well as its diversity of culture
which shaped you as a Filipino. Makato and the Cowrie Shell (A Thai Folktale )
Supanee Khanchanathiti Once upon a time, there was a boy whose name was Makato.
He was an orphan, for his father and mother died when he was very young. He had no
brothers, sisters, cousins or friends to take care of him, so he had to make a living for
himself. He did every kind of workcarrying heavy things, clearing away the forest, or
feeding pigs. He never idled. Although he was paid only small wages, he was satisfied.
He knew that if he would not work, he would starve. Wherever he went, his employers
praised him for being sensible, hardworking, good-tempered and cheerful. One fine
evening after he had finished chopping up a big pile of wood, he sat down to rest and
thought of all he would like to do in the future. He wanted to try his luck in faroff
strange lands, for he longed for exciting adventures. What are you thinking about so
deeply, my boy? asked his employer. I would like to go on a journey for adventure,

said Makato, pointing to the northeast. I heard that the land is fertile and the people are
kind. I wish I could see the land for myself. His eyes sparked with excitement. The
land you wish to go to is called Sukhothai, said his employer. They say Pra Ruang of
Sukhothai is a very kindhearted king. You might be lucky if you could go there. 23
24. Sometime later, Makato decided to try his fortune. He left his village and set out in
the wide world .He walked along cheerfully, enjoying new insights and talking to the
people he met on the way. After a months journey, he reached a village on the
boundary of the Kingdom of Sukhothai. Please, can I have some water to drink?
Makato asked an old woman with a big water pot on her head. Im so thirsty. Where
did you come from? Why are you here alone? You look as if youve come a long way,
said the old woman, pouring cold water from her pot into a small cup and handling it to
Makato. Thank you so much, said the boy. Who are your father and mother? Havent
you any family? the old woman asked again. I come from the City of Mon over there,
replied Makato. Good heavens! Have you really come from Mn? How is it that you are
travelling alone, such a young boy as you are? I wanted to see Pra Ruang of
Sukhothai, replied Makato.They say he is a very kind- hearted king. You are a very
determined boy! said the woman.Come along with me .Who knows? You might see
Pra Ruang someday. Makato was glad to go with her. If he could work with this kind of
woman, he would have a place to sleep, some food to eat and perhaps someday, he
might be lucky enough to see the king. The old woman was one of the Pra Ruang
Mahouts, which meant that she helped the mahout find the food for the elephant and
clean out the elephants sheds. He worked hard and well, and the mahout and his wife
grew fond of him. One day, the sky was clear and the weather so fine, it seemed to
Makato that it must be a lucky day. As he worked in the elephants sheds, a tall young
man in a splendid costume, followed by attendants, came in. It was Pra Ruang himself.
Makato bowed low at once with his hands clasped together before him. His heart beat
fast. Where did the boy come from? the king asked the mahout, who was attending
him. How old is he? the king asked further. 12 years old, your Majesty, replied the
mahout. A good-looking and hardworking boy, said the king. Take good care of him.
As the king walked away, Makato saw a little cowrie shell lying on the ground .He ran to
pick up and held it to the king, but the king said with a smile, You may keep it. How
wonderful! Makato thought, the king has given me a cowrie shell. 24
25. At the time, the people of Sukhothai used cowrie shells as money. Although one
cowrie had little value, Makato wanted to make as much use of it as possible, for it was
the kings gift. For a long time, he could not think of a way to use it so that it would earn
money for him. One day, he passed by a stall in the market where the seeds of many
different plants were sold. He looked along the stall and caught sight of a basket full of
lettuce seed. Lettuces! He could grow small plants like that. He asked the joyful woman
at the stall, Can I buy some lettuce seed? Oh yes, my boy. How much do you want?

said the old woman. I have one cowrie shell! said Makato. One cowrie shell! said the
woman, laughing.That wont buy anything. I cant even measure that much. Look!
said Makato eagerly. I will dip my finger into the pile of seeds. Then, I will take the
seeds that stick to it. That must be right for one cowrie shell. Well, why not? said the
amused woman at his suggestions. All right boy. Help yourself. Makato paid the
woman his one cowrie shell .Then, he dipped his finger into the pile of seeds. When he
pulled his wet finger out, it was covered with seeds. He carefully scraped them of his
finger into the palm of his hand and went away, happily clutching the seeds. Now that
he had seeds, Makato broke the soil and sowed them at once. He watered the seed bed
every day and soon, the young plants appeared. Day by day, he cleared more ground
and planted more lettuce seedlings until the kitchen garden was covered with them. He
was very proud of himself because he had done so well. I wish I could give the king
some lettuces, he thought. One day, the king passed by the elephants sheds again.
Makato waited for an opportunity, then knelt down and proudly presented his biggest
lettuces to the king. Where did you get this? the king asked, surprised. I grew them
from the cowrie shell you gave me, Your Majesty, answered Makato, beaming with a
smile. How could you do that? asked the puzzled king. Makato told the king the whole
story. The king was impressed with his intelligence and industry, So much so that later
on, he gave Makato a job in the palace. As the years passed, Makato grew tall and
handsome. He mastered every grace and served the king well. He was so loyal that the
king trusted him absolutely. He was promoted to higher positions until he was given a
title of Kun Wang, which meant that he was the most important person in the kings
court. He was also happily married to the beautiful young daughter of the king. After
that, the king made him the ruler of the Mon. So it was that Makato, who had once been
a poor orphan, became the king of that prosperous kingdom. 25
26. Comprehension Check: Answer the following guide questions. 1. Describe Makato.
What character traits does he possess? 2. What could be the reason why Makato left
his place? 3. Through inferring what the character says, does and thinks, one can
recognize the traits of a literary character .Cite lines, actions and thoughts which show
Makatos traits.. 4. What were those changes in Makatos life after meeting the king?
Enumerate. 5. Which of Makatos traits are similar to yours? 6. How would you nurture
and enhance your positive traits? In what ways? 7. What lessons in life does the author
want to convey to you? Are these true to all ages and races? ACTIVITY 16 . PAINT A
PICTURE What are Makatos character traits? Describe his appearance, attitude, action
and speech. Fill up the character web with your answers and explain each trait. Action
Appearance What the What the character character does looks like What the How the
character
character
says
feels
Articulation
Attitude
26
Character
___________________ Character ___________________

27. ACTIVITY 17. COMPARE AND SHARE Using the Venn Diagram, compare yourself
with Makato. Be guided by the following questions . 1. What traits do you both share?
Write your answers between two circles. 2. Write your character traits, which are
different from Makatos, inside the right circle. 3. Write Makatos character traits, which
are different from yours, inside the left circle. 4. Which of those traits would you like to
improve? Explain. 27
28. ACTIVITY 18. LAY THE ROADMAP Using the timeline, plot the events which led to
Makatos success. Be guided by the following key questions. 1. What kind of life did he
have at the beginning of the story? Describe. 2. What motivated him to leave his place?
3. How did the king recognize him? Cite the incident that showed it. 4. What did he do
with the cowrie shell? 5. What was his reward from the king? Past 28
29. Future ACTIVITY 19 .DARE TO CLIMB? Plot the events in the story by writing them
inside the space provided. Be able to answer the guide questions below. Explain your
work. 1. What is the beginning of the story? 2. What is the rising action? 3. What is the
climax of the story? 4. What is the falling action? 5. What is the denouement? 29
ClimaxClimax IntroductionIntroduction Falling ActionFalling ActionRising ActionRising
Action DenouementDenouement
30. ACTIVITY 20 . INTROSPECTING.. What lessons in life have you learned from
Makatos experiences? Write a 5-7 sentence paragraph. Provide your own title.
--------------------------------------------------------------------------------------------------------------------------------- ACTIVITY 21. CONNECTING...PAIRING Compose sentences describing the
character traits of Makato using coordinate conjunctions. Work with a partner and
brainstorm
ideas
to
come
up
with
a
5-7
sentence
paragraph.
--------------------------------------------------------------------------------------------------------------------------------- You are going to read your work orally in front of the class. You may choose
from the following topics: 1. Makato, the Teenager 2. My Brief Encounter With Makato 3.
Makatos Dream and My Dream 30
31. 4. How Makato Influenced My Life 5. In What Ways Can I Build Peace and Unity
Before Reading Let us discover and explore one of the most interesting Arab countries.
Find out its unique culture, traditions and beliefs. Egypt is famous for its Pyramid at Giza
and the Giant Statue known as The Sphinx. She is considered a modern nation in an
ancient land and considered the most populous country . 31 We are embarking on the
next activity by learning about another Asian neighbour, Egypt. The selection enables
you to deeply appreciate its customs and beliefs which are similar to ours. Find out if
your focus questions, How does diversity contribute to unity? and How do traditions
and beliefs bring about diversity and or harmony? can be answered.

32. Discover this country by observing the pictures on top or watching a documentary
film. Activate your senses to draw out information. ACTIVITY 22. PAIRED APPROACH
Work with a partner and discuss relevant issues. Be guided by the following questions.
1. What country is described in the film/pictures? 2. What knowledge and information
did you get after watching/observing? 3. Describe what you see, feel, hear and/or touch.
4. What attracted you most about this country? Do you think you have common
interests, culture, or similar customs and traditions? What make Egyptians different from
Filipinos or Thais? ACTIVITY 23. SENSE IT! Using the sense web below, fill in the
boxes with your answers and compare your work with your seatmate. Do you have
similar answers? What impressed you most about this country? SENSE WEB 32
SoundSound SightSight EGYPTEGYPT TouchTouch TasteTaste SmellSmell
33. ACTIVITY 24. SUMMING UP! Write a 5-7 sentence paragraph describing Egypt
using the information you placed in the sense web. Find a partner and discuss relevant
information about the country. ACTIVITY 25. WHAT ELEMENT? To prepare you to fully
understand the text you are about to read, review the elements of a short story by doing
the next activity. Rearrange the letters of the words below. 1. TRACREHAR ______________ 2. TLOP - ______________ 3. GITETNS - ______________ 4.
TCFIOCNL - ______________ 5. ETLIT - ______________ Now, you are slowly going
deeper into understanding human nature and the experiences of other people of
different races. Have you realized something? Are human thoughts, feelings and
emotions universal? Do they manifest in every race and culture? Let us see how you
will work on the next activity. 33
34. Before we start working on the next activity , let us recall our lessons on idioms or
idiomatic expressions to be able to fully appreciate the beauty of these in the next
reading text you are about to read. English idiom or idiomatic expressions are Greek in
origin. The word idiom means a private citizen, something belonging to a private
citizen, personal, and, by extension, something individual and peculiar. Idiomatic
Expressions, then, conform to no laws or principles describing their formation. They
may also violate grammar or logic or both and still be acceptable because the phrase is
familiar, deep-rooted, widely used, and easily understandable- for the native born. How
do you do? is, for example, an accepted idiom, although an exact answer would be
absurd. There are many idiomatic expressions in our language. One is that several
words are combined which lose their literal meaning and express something very
remotely suggested such as ; birds of a feather, blacklist, lay up, toe the line, make out,
bed of roses, dark horse, heavy hand, open house, read between the lines, no ax to
grind, hard row to hoe. A second statement about idioms is that parts of the human body
have suggested many of them: burn ones fingers, all thumbs, fly in the face of, stand on
ones own feet, keep body and soul together, keep ones eyes open, step on someones
toes, rub elbows with, get ones back up, keep ones chin up. A third generalization is

that hundreds of idiomatic phrases contain adverbs or prepositions with other parts of
speech. Here are some examples: walk off, walk over, walk-up; run down, run in run off,
run out; get nowhere, get through, get off. agree to a proposal on a plan with a person
contend for a principle with a person against an obstacle Usage should conform to the
idiomatic word combinations that are generally acceptable. Examples of Idiomatic
expressions are : accord with ,according to , acquaint with ,adverse to , and aim to
prove. ACTIVITY 26. WORKING WITH IDIOMS . Choose the appropriate idiomatic
expressions to be used in the following sentences. Write a piece of cake, odds and
ends, pros and cons or ups and downs in the blanks provided. 1. The teacher asked us
to talk about the ___________ of industrial development. 34
35. 2. Dont worry about the problems you have in your business .You know there are
always ___________ in business. 3. The police found nothing special in the house of
the criminal as he had taken all the important documents with him leaving just
_____________. 4. If you think that doing this math problem is __________, just try it.
Choose the appropriate word to complete the meaning of the idiom. Write ocean, music,
rags, cold and pie in the blanks provided. 1. All these promises the politicians make are
just ____ in the sky. 2. The small amount of money donated is just a drop in the _____
compared to the large sum of money needed. 3. He has been successful in life. He
went from ____ to riches. 4. They had a dispute yesterday. Thats why she gave him a
___ shoulder. 5. I had to face the ____ all by myself, although I was not the only
responsible for the problem. ACTIVITY 27. IDIOMATIC EXPRESSIONS Guess what
idiomatic expressions are used below and give the correct meaning. After giving the
correct meaning, use them in the sentences. 1. Bata makes hay while the sun
shines.___________ 2. The wife of Anpu was beaten black and blue._______ 3.
Knowing the wifes dishonesty, blood pours into his face._______ 4. After killing the
wife, Anpu was blue in the face.__________ 5. Bata had made an easy way out to the
mountains.________ 6. In good faith, Bata supported his brother Anpu.________ 7.
Anpu felt a pain in the neck when he heard his wifes explanation.________ 8. She bent
her knees for forgiveness._______ 9. Anpus wife accepted the dose of her own
medicine.________ 10.Bata kept company with god- Ra to seek consolation._______
11.Anpu took the law into his hands.________ 35
36. The selection which you are about to read is considered the oldest literary piece
believed to have been written 3000 years before Christ. Find out the similarities of
Egyptians and Filipinos in terms of culture, beliefs, respect and love for family and
reverence to God as depicted in this selection. THE TWO BROTHERS Egyptian
Folktale Once there were two brothers. Anpu was the elder, and Bata was the younger.
When their parents died, Anpu was already married and had a house of his own, so he
took his little brother with him and treated him like his son. When the little brother grew
to be a young man, he became an excellent worker. He did the plowing. He harvested

the corn, and there was no one his equal in the whole land. Behold, the spirit of the god
was within him. Every morning, the younger brother followed his oxen and worked all
day in the fields, and every evening, he returned to the house with vegetables, milk, and
wood. He laid all these before his elder brother, and he took with him his bread, and he
drove the cattle into the field. Because Anpu loved his younger brother very much, his
wife became very jealous and she wanted to destroy Bata. One day, when Anpu and
Bata were in the fields, they needed some corn, so Anpu sent Bata home to get some.
The younger brother found the wife combing her hair and said to her, Get up and give
me some corn that I may run to the field for my elder brother is in a hurry. Do not delay.
At eventide, Anpu returned home earlier than his brother because Bata had much work
to do in the fields. Anpu was met by his wife, who was crying bitterly. She showed him
her arms and legs which he had painted black and blue and accused Bata of having
beaten her up. She pretended to be in great pain. She did not give him water to wash
his hands with. She did not light the fire for him. She pretended that she was very sick.
Anpu became very angry. He sharpened his knife and waited for Bata in the stable.
When the sun went down, Bata came home as usual, loaded with herbs, milk and wood.
As he entered the door, he saw the feet of his brother and the sharp knife hanging by
his side. The brother sprang from him and Bata fled praying to the god Ra. My good
Lord! Save me from death, thou who divines the evil from the good. Ra heard his cry.
He made a river flow between one brother and the other and filled it with crocodiles.
Bata asked his elder brother, Why do you seek to kill me? Am I not your brother and
have you not always treated me as if you were my father? Has not your wife been as
mother to me? Now since you want to kill me, I shall go to the Valley of the Acacia. 36
37. Anpu answered, Why did you beat up my wife and almost kill her. Bata answered,
I did not do such thing. Have I told you that I have always looked upon her as my
mother? So, Anpu went home. He found his wife near the river washing off the black
and blue dye with which she had painted herself. Filled with great anger, Anpu killed his
wife and cast her to the dogs. Then, he sat down, poured ashes on his head and
mourned for his younger brother. Bata reached the Valley of Acacia. Since there was no
one with him, he slew wild beasts for food, built himself a house and met the Nine Gods
who knew of his innocence and goodness. Ra said to the god Khunumu, Behold, frame
a woman for Bata that he may not remain alone.So Khunumu made for Bata a wife to
dwell with him. She was indeed more beautiful than any other woman in the whole land.
She was like a goddess, and Bata loved her very much. After Reading ACTIVITY 28.
CHARACTERIZATION Describe the three characters through a Venn Diagram. 1. Why
did the wife get jealous of Bata? 2. What did the wife do to get the attention of Anpu? Do
you agree with what she had done? Why so? 3. If you were Bata, what would you do?
Do you agree with him in leaving the house? Why so? 4. If you were Anpu, would you
believe your wifes explanation? 5. Do you agree with the beliefs and traditions they
practice? Which of those bring unity and harmony? Which do not? 6. Enumerate those

traditions of Egyptians which are similar to you as Filipinos. Write them down on this
canvas. Then, compare and contrast them to our culture. 37
38. ACTIVITY 29. SOLVING What problems are faced by the two brothers? Are these
problems happening in todays world? Using the problemsolution chart, identify the
problems and provide solutions to these based on the selection you just read. ProblemSolution Chart ACTIVITY 30. BUILDING Using the plot organizer, enumerate the events
in the story by filling in the rectangles. Explain your work to the class. Exposition Rising
Action Climax Falling Action Denouement 38 Problems Solutions The Two Brothers
39. ACTIVITY 31. DRAWING OUT...WHAT? What traditions and beliefs of Egyptians
can contribute to and shape you as a Filipino? What cultural diversity brought unity,
peace
and
progress?
Compose
a
5-7
sentence
paragraph.
_________________________________________________________________
______________________________________________________________________
_
______________________________________________________________________
_
______________________________________________________________________
_
______________________________________________________________________
_ Bibliography contains a list of books or articles, or both, relating to a particular subject.
In a research paper, a bibliography is an alphabetical list, sometimes grouped into
categories, containing the names of all works quoted from or generally used in its
preparation. Every formally prepared research paper should contain a bibliography
placed at the end and begun on a separate page. Bibliographical items should be
arranged correctly and consistently. Lets take a look at the following examples below.
Books One Author Tompkins, Gail E. 2000. Teaching Writing (3rd ed.) New Jersey:
Prentice-Hall Inc. Two Authors Dorn, Linda J. & Soffos, Carla. 2005. Teaching for Deep
Comprehension. Maine: Stenhouse Publishers. Several Authors 39
40. Lauengco, Aurea, et.al. 1999. English CV for High Schools (3rd ed.). Makati:
Bookmark Inc. Encyclopedia Helms, Ronald. Electric Light. World Book Encyclopedia.
1995 ed. Magazine Article Hackworth, Col. David H. Terms of Forgiveness.
Newsweek. 24 Apr. 1995: 38-40. Journal Cline, C.L. " Quasi Adventures in Literary
Scholarship. " Texas Quarterly. 20 (1977) 36- 42. Newspaper Hunt, Albert R. "Clinton
Needs Fewer Reinventions and More Consistency. World Wide Web Abilock, Debbie.
"Choose
The
best
search
engine
for
your
information.22
March
>http://www.nueva.pvt.k12.ca.us/~debbie/library/research/adviceengine.html> 12 Apr.
1999 What have you observed in the examples above? In writing the format of
bibliographical entries, what are the things you are supposed to remember? Lets try
answering the questions below. ACTIVITY 32. FORMATTING 1. What is the format if

the
author
is
only
one?
Explain.
______________________________________________________ 2. For two authors ,
how
would
you
write
the
bibliography?
Explain.
______________________________________________________ 3. What words are
used
to
mean
several
authors?
Explain
and
give
an
example.
______________________________________________________ 4. In writing the
topics for encyclopedia, magazine and newspaper articles, what should you observe?
______________________________________________________ 40
41. 5. In writing the titles of the book, what should you remember? Explain.
______________________________________________________ 6. What should
come first when writing the place and name of the publisher?
______________________________________________________
POINTS
TO
REMEMBER: 1. All names of authors should start with the family name, followed by the
first name. 2. For two authors, the second authors name should be written with the first
name first and not with the family name. 3. For several authors, use the words et .al. , to
mean many or several authors. 4. All titles of the books, magazines, encyclopedia and
newspaper articles should be underlined. 5. Titles of topics of magazines, newspaper
articles and encyclopedia must be enclosed in quotation marks. 6. Observe correct
punctuation marks, such as period, after the authors name, title of the book,
encyclopedia, magazines and newspaper articles . 7. Place a comma after the authors
family name to separate it from the first name and use it also to separate it from the
name of the publisher. Appendix An appendix refers to an addendum or any addition to
a document, such as a book or legal contract. It is a collection of supplementary
materials, usually appearing at the end of a report, proposal, or a book. It may come in
the form of tables and charts, sample questionnaires, budgets and cost estimates,
correspondence about the preparation of the report, case histories, transcripts of
telephone conversations, among others. REFLECT and UNDERSTAND 41
42. Shall we move on to the next challenge by taking you off from the text and allowing
you to explore your outside world? How about experiencing and translating your
understanding in discovering who you are as a Filipino and one who treasured his
roots? Your performance will depend on how well you can perform the activity. Group
Activities: A. Multiple Intelligence Activities You are asked to perform the indicated
activities. Group 1 the Dramatists Present a scene that highlights the theme of the
story, The Two Brothers or Mako and the Cowrie Shell. Group 2 the
Naturalists/Environmentalists Present a problemsolution chart showing your ability to
address environmental problems. Group 3 the Dancers Present a Thai or Egyptian
dance showcasing its culture. Group 4 the Singers Sing a song or perform a rap
related to the selection. Provide your own lyrics depicting unity and diversity. Group 5
the Mathematicians Through a mathematical formula, show the age of Makato when

he became a king . B. Im Punch Lining. Can You? Oral Activity 1. Work as a group
and interpret this passage: Unity in diversity is the highest possible attainment of a
civilization, a testimony to the most noble possibilities of the human race. This
attainment is made possible through passionate concern for choice in an atmosphere of
social trust. Michael Novak 2. Using the key ideas presented in the passage, provide
dialogs appropriate for the following pictures found below. Then, deliver the dialogues.
3. Your performance will be scored through a rubric. Be guided by the following:
Deliver your lines well. 42
43. Enunciate the words with articulation. Observe proper stress, tone and voice
level. Use appropriate facial expressions and hand and body movements. Leaders of
three nations talking about national issues and problems International beauties joining
the contest Two different nationalities in a boxing bout 43
44. Men worshipping in a church or a mosque Meeting of ASEAN Leaders in a Summit
www.google.com.ph What can you say about the presentations made? What have you
learned? Is there a connection between the words diversity and unity? Traditions and
beliefs? Give your generalizations and conclusions. 44
45. C. Writing Activity Using comparison and contrast, fill in the grid with the PositiveInteresting-Negative aspects of Filipinos, Thais and Egyptians in terms of : a. Love for
Family b. Reverence to God c. Desire to Succeed in Life Report to the class afterward.
Positive Interesting Negative Filipino Thai Egyptian D. More Readings With your group,
look for some readings related to the topics below. Come up with 10 bibliographies,
using on line resources for additional information. 1. Multi-Cultural Dialects of Filipinos
2. Religious Beliefs of Filipinos 3. Filipino Treasured Values 4. Filipino Traditions and
Beliefs TRANSFER You are asked to be the representative of the Youth Commission in
a World Youth Conference to speak on their behalf on the topic, The Role of the Youth
in Establishing Unity in a Diversified Multi-Cultural Society. Your task is to prepare your
speech by scouting reliable resources from the internet and other library resources to
address the concerns. Make sure that the suggestions you will cite can be done by
young people like you.Make a list of bibliographical sources and present it to class.
Rubric for Assessing an Oral Presentation Grading Criteria Excellent Acceptable
Minimal Unacceptable Preparation Gathers information from varied sources; Gathers
information from three or four Gathers information from one or two Gathers information
from only one source; 45
46. makes note cards to use as cues during presentation; creates attractive visual aids
to illustrate presentation sources; prepares notes and visual aids to use during
presentation sources; writes presentation accurately may not be able to complete task
because of lack of preparation Content Used an abundance of materials clearly related
to topic; Made points clearly; used varied materials Used adequate information about

the topic; made good points; used some variation in use of materials Used some
information not connected to the topic Used information that has little connection to
topic Organization Organized information and ordered ideas logically; Presented easyto-follow argument; Stated a clear conclusion Presented most information in a logical
order; Presented generally clear and easy-to- follow arguments Presented loosely
connected ideas; Presented a choppy and difficult-to-follow organization Did not use a
logical order in presentation Speaking Skills Well-poised, enthusiastic, and confident
during the presentation; enunciated clearly. Engaged during presentation. Had little or
no expression; Did not enunciate clearly Appeared disinterested during presentation
Pearson Education, Inc., publishing as Pearson Prentice Hall. All rights reserved
http://www.scribd.com/doc/20891655/Rubric-for-Oral-Presentation
Glossary
A
adventurous daring; inclined to incur risk ancient very old; dating from the distant
past antagonist opponent appendix a section or a supplementary information at the
back of a book B beckons to summon by a gesture bibliography list of writings on a
given subject or by a given author burgeoning to start to increase rapidly 46
47. C century a period of 100 years character one of the element of a short story; a
person of marked individuality civilization advance stage of social culture climax
most interesting part of the story colossal immense; gigantic conflict to clash; a fight;
emotional disturbance coordinate to integrate elements into an efficient relationship
cowrie shell a marine mollusk with a glossy, brightly speckled shell cultural
pertaining to culture D denouement the solution; the outcome; the resolution or a plot
or story diversified assorted; various; differences diversity variety; distinction;
difference E edifice substantial building emerald a rich green gemstone enamoured
to inspire with love exotic foreign; strange; excitingly different or unusual exposition
a public show or exhibition; a detailed explanation eventide evening F fiction an
invented story; any literary work with imaginary characters and events H hefty large
and strong heritage something inherited at birth I innovation new methods or ideas J
47
48. journey travelling from one place to another L loquacious talkative M mahouts
an elephant driver maize corn; a light yellow color monument a statue or building
that commemorates a person or an event mosaic a surface decoration made by
inlaying small pieces of glass or stone mural a picture or a design painted directly onto
a wall N naturalist one who studies natural history; an advocate of naturalism P
populous densely inhabited proclivity inclination; tendency protagonist the main
character in a story or drama pyramid a solid figure having a polygon as a base, and
whose sides are triangles sharing a common vertex R realism practical outlook; the
ability to represent things without concealment rebounded bounced back recession
a downturn in economic activity recline to lie down on the back or side reminiscent
recalling the past remnants small remaining fragments S shift to change position

sphinx a monster with a lions body and human head spire the tapering point of a
steeple splendid brilliant; magnificent 48
49. T tapioca a glutinous starch extracted from the root of the cassava and used in
puddings theme the main subject of a discussion U ubiquitous omnipresent;
universal unfolding display; open uniqueness exceptional; matchless; unexampled
References: 1. Carpio, Rustica C. 2007. Criss Crossing Through Afro-Asian Literature,
Copyright by Anvil Publishing, Inc. 2. Lapid, Milagros G. and Josephine Serrano. 2000.
English Communication Arts and Skills Through Afro-Asian Literature, Phoenix
Publishing Co., Inc. 3. Torres, Myrna S. 1997. English for Secondary Schools.
Copyright, FNB Educational, Inc. 4. Torres, Myrna S. 2000. Moving Ahead in English II.
FNB Educational, Inc. 5. English Teachers Guide, Second Year High School, Learning
Package 2. 2007. 49