English

Quarter 1 – Module 1
Week 1

Name of Student: __________________________________

Address: _________________________________________
Name of Parent/s: _________________________________
Contact Number: __________________________________
Name of School: __________________________________
Grade Level: _____________________________________
Subject Teacher: Mrs. Maria Carmela Rachel G. Esclanda
Contact Number: 09615750113 1
Messenger Account: Mela Gazil Esclanda
 What I need to Know

This module was designed and written with you in mind. It is here to help
you master the nature of Language. The scope of this module permits it to be used
in many different situations. The language used recognize the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.
The module is divided into three lessons, namely:
 Lesson 1 – Vocabulary: Context Clues
 Lesson 2 – Literature: Elements Specific to a Genre
 Lesson 3 – Vocabulary: Words and Expressions that Reflect the
Local Culture

After going through this module, you are expected to:

1. Use context clues from the material viewed to determine the meaning of
unfamiliar words or expressions
2. Explain how the elements specific to a genre contribute to the theme of a
particular literary selection
3. Determine the meaning of words and expressions that reflect the local
culture by noting context clues

What I know

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Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.

1. Jay came bounding over the flowers and into the yard. He should not jump over the flowers.
The word bounding means?
a. stamping
b. leaping
c. crawling
d. marching
2. Jesse's grades were outstanding. He made all As. What does outstanding mean?
a. outside
b. bad
c. long
d. really good
3. When the flamingo was frightened she flew up in the air. What kind of animal is the flamingo?
a. rabbit
b. monkey
c. bird
d. fish
4. Bill's voice rose to a holler. His dad heard the yell across the room. What does the word holler
mean?
a. shout
b. sneeze
c. hollow
d. whisper
5. I donated books that I no longer wanted. I hope the books I gave will go to someone who will
enjoy them. What does donate mean?
a. give
b. read
c. dump
Lesson d. sale

1 Vocabulary: Context Clues

Day 1&2: Monday and Tuesday
MELC: Use context clues from the material viewed to determine the meaning of
unfamiliar words or expressions

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What’s in
Overview on the definition of context clues. When attempting to decipher the
meaning of a new word, it is often useful to look at what comes before and after
that word. The surrounding words can give readers helpful context clues about the
meaning and structure of the new word, as well as how it is used.

You must be able to master the skill in determining

meaning of unfamiliar words or expressions. Determine or
clarify the meaning of unknown and multiple-meaning words
and phrases by using context clues, analyzing meaningful
word parts, and consulting general and specialized reference
materials, as appropriate.

What’s New

Context Clues
These are hints an author gives the readers to help figure out the meaning of
the unknown words. It helps people to become better and perceptive readers
There are six common types of context clues (see below), and teachers need to
provide struggling students and those with learning disabilities with direct
instruction in how to use these clues.

Common Types of Context Clues

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  Root word and affix: People who study birds are experts in ornithology.
 Contrast: Unlike mammals, birds incubate their eggs outside their bodies.
 Logic: Birds are always on the lookout for predators that might harm their
young.
 Definition: Frugivorous birds prefer eating fruit to any other kind of food.
 Example or illustration: Some birds like to build their nests in
inconspicuous spots — high up in the tops of trees, well hidden by leaves.
 Grammar: Many birds migrate twice each year.

What
is it

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What’s More

What I have Learned

1. The definition of context clues.

2. Context Clues are hints an author gives the readers to help figure out the
meaning of the unknown words.
3. The types of Context clues.

4. Examples of context clues in a sentence.

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 5. Definition, antonym, synonym, appositive, inference and example are
hints on how to identify meaning of a word.
6. Identify relationship of words used in a sentence.

7. Determine meaning of unidentified words without the use of a dictionary.

What I Can Do

What are the things that you learned in this module? Write in
a separate sheet of paper.
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Assessment

Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. The tough task was filled with inherent danger.

a. external
b. overflowing
c. built-in
d. few
2. Please nullify our agreement. I am not interested anymore
a. reject
b. cancel
c. continue

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 d. improve
3. The ranivorous hawk, an animal that eats frogs, is found in Central and Eastern
Africa
a. amphibian-eater
b. fish-eater
c. snake-eater
d. frog-eater
4. I used a bumbershot to protect me from the rain
a. umbrella
b. raincoat
c. boots
d. hat
5. I have a plethora of cookies. You can get some.
a. excess
b. shortfall
c. scarcity
d. shortage

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 What I know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.

1. Which of the following is NOT an element of a story?

a. Resolution
b. Explanation
c. Conflict
d. Setting
2. What is the name for the time and place during which a story occurs?
a. Plot
b. Exposition
c. Setting
d. Location
3. Which of the following is NOT a detail that describes the setting?
a. Weather
b. Clothing
c. Characters
d. Furnitures
4. Which of the following is NOT a function of the setting?
a. Symbolize an idea
b. Create a mood or atmosphere
c. Show a different way of life
d. Explain a character's motives
5. What is another name for the feeling the author tries to convey in the story?
a. Mood
b. Setting
c. Emotion
d. Belief

Lesson

2 Literature: Elements Specific

to a Genre
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 Day 3: Wednesday
MELC: Explain how the elements specific to a genre contribute to the theme of a
particular literary selection

What’s in
What Are Story Elements?
Developing a solid understanding of the elements of a story is essential for
our students to follow and fully comprehend the stories they read. However, before
students can understand how these elements contribute to the overall meaning and
effect of a story, they must first be able to identify the component parts
confidently.
So, what are these elements then? For the purpose of teaching our students,
we can usefully divide these elements into two groups.
The first group comprises the basic components of a story and is generally
taught to elementary and middle school students, while the second group consists
of more complex elements taught to more advanced students.

You must be able to master the skill in determining the elements that
contribute to the theme. Though the elements identified below provide a
What’s
comprehensive Newthey are not an exhaustive analysis of every
overview,
possible element of a story.

These are the five key elements of a story:

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 Setting: A story's setting refers not only to the physical location, but also the
time the action takes place. It is the where and the when of a story.
Character: Depending on the nature of the story, characters are most often
people or animals. Writers use characters to perform the actions and speak the
dialogue of a story. They move a story’s plot forward. They are the who of a story.
Be sure to read our complete guide to writing great characters here.
Plot: The plot relates to the events that happen in a story. Plot can be further
divided into sub-elements such as: introduction, rising action, climax, falling
action, and resolution. It is the what of the story. Plot usually begins with a
problem and ends in the story’s resolution.
Conflict: Every story worth its salt requires conflict. This conflict can be
thought of as a challenge or problem that drives the action of the story. No conflict,
no story. Setting up a series of cause and effect events, conflict gives these events
their why.
Theme: a little more abstract than the previous elements, the theme refers to
the underlying insight, the moral or idea that the writer is expressing through the
story. It is often thought of as the ‘message’ of the story.

What is it

More Advanced Elements

When students have gained sufficient experience in recognizing these basic
story elements, they can then begin work on the more advanced story elements,
regardless of their age.
Let’s take a brief look at four of these more advanced story elements.
Point of View: To identify the POV in a story, students must ask “who is
telling the story?” Is it a first, third, or even second (rare!) person narrator? Are
they omniscient or limited in their perspective? Does the perspective shift between
different characters?

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 Tone: A writing’s tone is established through word choices, use of literary
devices, grammar, rhythm, and rhyme etc. Tone is the overall ‘flavour’ of the story
that is created by using all of these techniques combined. It is the attitude the
writer displays towards their subject or theme.
Style: Related to tone in many regards, style is the individual author’s
unique voice and it is again evidenced in their word choices, plot patterns, sentence
structures etc. The writer’s personal style is a strong contributor to a writing’s tone.
Mood: This is about the effect the writer creates in the reader and how they
evoke it through their use of language.
These more advanced elements are a little more difficult to define than those
on the basic list and therefore can be confusing for students who are new to them.
All these elements pertain to how words are used; but style also pertains to the
purpose of the text, tone to the author’s attitude to the subject, with mood being
concerned with the reader’s attitude to the subject.

What’s More

Why Are Story Elements Important?

There are many reasons students need to be well-versed in identifying the
elements of a story, not least of which is the deeper levels of comprehension and
enhanced appreciation this brings. Understanding how a story is organized is
necessary for students to access the highest levels of comprehension of that story.
Understanding how a story is organized also provides students with a frame of
reference that greatly assists with recall. Often important, especially where exams
are concerned, the implications here for subjects outside the English classroom are
obvious too.
Being familiar with the various elements that combine together in good
storytelling also helps students in their own writing. It helps students to organise
their thoughts and to competently weave together the various threads of their own
stories. No small feat for an experienced writer, let alone a novice!

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 What I have Learned

1. Developed a solid understanding of the elements of a story that is

essential for students to fully comprehend.
2. Understand the elements on how it can contribute to the wholeness of a
story.
3. Identifying the five key elements of a story.
4. Brief look at four of these more advanced story elements.
5. Being familiar with the various elements that combine together in good
storytelling also helps students in their own writing.

What I Can Do
Write your own short story. Choose an appropriate title.

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 Assessment

Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.

1. The overall feeling created by a piece of writing

a. mood
b. character
c. setting
d. theme
2. The author's central message about life or how people behave
a. theme
b. rising action
c. setting
d. resolution
3. The problems the characters face in the story
a. conflict
b. setting
c. resolution
d. plot
4. The time and place in which the action of a story takes place
a. Setting
b. Plot
c. Theme
d. Genre
5. People, animals, or other creatures in a story...
a. Characters
b. Setting
c. Text
d. Resolution

Additional Worksheets
Point of View

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What Is Point of View?

One of the first questions a reader must ask when picking up a new piece of fiction is, 'who is telling this
story?' This is a question about the story's point of view.

Point of view is essentially the eyes through which a story is told. It is the narrative voice through which
readers follow the story's plot, meet its characters, discover its setting, and enter into its relationships, emotions, and
conflicts. Point of view allows readers to experience the story as it unfolds.

Authors can choose from the first person, the second person, or the third person point of view. We'll spend
the rest of this lesson exploring each of these and practicing identifying them.

First Person Point of View

In the first person point of view, one of the story's characters serves as a narrator and readers watch the story unfold
through that character's eyes. First person point of view is easy to identify because the character or narrator speaks to
readers in his or her own voice, frequently using the pronoun 'I'.

The character or narrator is often a main character who is actively involved in the story's events, but
sometimes authors choose to tell the story through the eyes of a minor character who merely witnesses the unfolding
story or even through the eyes of a character who didn't directly witness the events, but retells them secondhand. In
any case, this point of view allows readers access only to the narrating character's limited knowledge and
understanding of the story and of his or her fellow characters.

Examples of famous works with a first person point of view include Sir Arthur Conan Doyle's Sherlock
Holmes stories, in which supporting character Dr. John Watson narrates the great detective's adventures; Charlotte
Brontë's Jane Eyre, which is narrated by the title character; and Harper Lee's To Kill a Mockingbird, in which a
child character tells the story.

Second Person Point of View

The second person point of view is relatively rare because it makes the reader a character in the story and
directly addresses the reader as 'you'. The Choose Your Own Adventure series of the 1980s and 1990s features the
second person point of view and allows readers to make decisions that affect the story's plot and lead to various
outcomes.

Third Person Point of View

In the third person point of view, the narrator is someone outside the story, who frequently uses pronouns,
like 'he,' 'she,' and 'they,' to describe the characters. The third person point of view is divided into three
subcategories:

1. The objective third person, in which the narrator knows or reveals nothing about the characters' internal thoughts,
feelings, and motivations but sticks to the external facts of the story (as in Nathaniel Hawthorne's The Scarlet Letter)

2. The limited third person, in which the narrator describes the internal thoughts, feelings, and motivations of one
character, usually the main character (as in J.K. Rowling's Harry Potter series)

3. The omniscient third person, in which the narrator knows and at least partially reveals the internal thoughts,
feelings, and motivations of all the characters (as in E.B. White's Charlotte's Web)

Directions: Determine from which perspective the passage is narrated. If it is third-person, circle each
time characters' thoughts or feelings are narrated.
Narrative Perspective (point of view):
 first-person
 second-person

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  third-person objective
 third-person limited
 third-person omniscient

1. Most Improved Player by Robert Grisly

"Do you want to take the shot, Vince?" The coach asked me. I looked into his eyes. They were
ice-cold blue. His face did not betray his feelings, but I knew that he meant it. "I do, Coach. I can
make the shot." I replied. He nodded and then put his hand on top of my head. "I don't know how
long any of us will live, but we will all remember what happens next for as long as we do." He
then slapped me on the back. The referee blew the whistle and it was time to find out just how I
would be remembered.
Narrator’s Point of View:
__________________________________________________________
2. For the Stars and Heavens by Bradley Fox
Odin brushed the snowflakes off of his sword and replied, "I will never accept a peace treaty
from the Hamburgs. They are our sworn enemies and so long as I can hold a sword, I will point it
at Hamburgs." Epée looked at him and wrinkled her face. A long moment passed in silence.
Snow continued to fall
from the sky. Finally, Epée responded, "But, Odin, think about what peace might mean for the
children." Odin sneered and said, "Humph," but made no further comment. Epée drew her
weapon.
Narrator’s Point of View:
___________________________________________________________

What I know
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. Again they searched meticulously, but no keys. Where could they be? They've looked
EVERYWHERE! If you did something meticulously, you would be-
a. trying to finish quickly.
b. working very carefully.
c. trying to find something.
d. feeling silly.

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 2. Tanya loved her dad, but she wondered why she was so organized when he was so
haphazard. A person who is haphazard is-
a. disorganized
b. lovable
c. worried
d. lost
3. Tonya was relaxing with a magazine when her father walked in, looking perturbed and
sounding annoyed, too. What words give you clues to the meaning of perturbed?
a. sounding annoyed, too
b. can you help me
c. relaxing with a magazine
d. her father walked in
4. Luis was adamant and insisted, "But Mom said she was preparing dinner tonight!" The
word that best defines adamant is-
a. nervous
b. stubborn
c. happy
d. unsure
5. In late 2006, apiarists in the U.S. began reporting that their honey bees were dying. Some
of these beekeepers lost 90 percent of their hives. What is the best definition of apiarists?
a. hives
b. honeybees
c. beekeepers
Lessond. problems

3 Vocabulary: Words and Expressions that

Reflect the Local Culture

Day 4: Thursday
MELC: Determine the meaning of words and expressions that reflect the local
culture by noting context clues

What’s in
Learning such expressions is key not only to picking up the local
language, but also to grasping different belief systems and ways of
seeing the world.

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 Think of these expressions as ways to get inside of a
particular worldview, and to show the locals that you’ve got an
awareness of their cultural values.

What’s New

Expressions
1. Shoganai (しょうがない), Japan
“It can’t be helped.” Japan is for the most part a very non-confrontational culture. Shoganai
epitomizes this tendency because by encouraging people not to complain or try to “fight the
power”.
Circumstances can’t be changed, so why get angry or try to avoid the unavoidable?
It’s too hot and you have walk 10 km to the nearest train station? Your boss asks you to
work an extra four hours that evening?
Just accept it and move on: shoganai.
2. Mai pen rai (ไม่เป็ นไร), Thailand
“Thailand is where no matter what happens, you say ‘mai pen rai.’ Never mind. Que sera, sera.
Water off my back. And get on with your life.”

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– Jerry Hopkins, Thailand Confidential
Whereas in Japan this “never mind” idea encourages one to endure hardships, in
Thailand, it implies that life should be lived at a relaxed pace.
This could not be more evident in the idea of “Thai time”: several days late for a
gathering of friends? Mai pen rai; it’s no big deal, we can always put things off for another day, a
week, a month.
3. Sempre tem jeito, Brazil
“…there’s always a way. Don’t drive yourself crazy over stuff now, there’s always a way to
work it out in the end.”
– Thomas Kohstamm, Do Travel Writers Go to Hell?

4. Pura vida, Costa Rica

If you’ve been reading up on the exploits of one frozen banana stand owner, you should
understand the idea of enjoying life in leisurely manner in Costa Rica, pura vida!
Literally meaning “pure life”, the saying is often used as a handy catch phrase and a way
of offering greetings and farewells.
5. C’est la vie, France
Apparently the French and Japanese think very much alike in this respect. C’est la vie is
often used to describe situations beyond someone’s control in a way of saying “that’s life” or
“what can you do?”
6. Insha’allah, Arab nations
“In Egypt, it is an expression that is relied on so utterly, repeated so continually and
universally – invoked on the quiet, dusty paths of rural villages and on the crowded streets of
Cairo alike – that it is a part of our national character.
For Egyptian Muslims (and many Christians, too), insha’allah is the constant reminder
that human beings are not in control. It is funny, but also somewhat telling, that most foreigners
and visitors to Egypt believe it means ‘never.’”
– Jehan Sadat, My Hope for Peace
7. No worries, Australia and New Zealand
Although the phrase “sweet as” might be just as strong a contender in Kiwi territory, no
worries is probably the most culturally relevant phrase in Australia and New Zealand.
The saying expresses a laid-back approach to life. No worries, mate.
8. Huevos, Mexico

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 Our own Sarah Menkedick offers her experience in Mexico with the variations on huevos
(eggs):
“Que hueva.”
Imagine you are Jorge, it is Sunday morning, and you are snug in bed with the sun
pouring down on you. Then your peppy girlfriend and her German Shepherd come racing into
the room, jump on the bed, and shout/bark “Come running with me!!”
Your response would be: “Que hueva.”
In case the context didn’t help, “hueva” here means something like
boring/tedious/dull/dreadful. You could also translate it more or less directly as “how laziness-
inducing.”
“Que huevon/huevona.” This is that guy with his arm elbow-deep in the Ruffles and his
gut pouring over the edge of his jeans who shouts “yeah, I’ll get around to it later honey, I’m
watching the Simpsons!” The Lazy Egg.
Huevona is the feminine form.
This is what you try to pull on your friends when they refuse to walk the dog with you or
trek it across town to catch a bus to see a movie.
“Que huevon!” you say with mock indignation. It rarely works, but it’s fun to call
someone a lazy egg anyway.
9. Maningue Nice, Mozambique
A cross between a purely national term and a flair of English, maningue nice means
“very nice” and is the closest thing to a slogan in Mozambique. Scream it from the tallest
buildings whenever fortune favors you.
10. Bahala Na, Philippines
Come What May.
“This is the term that is very often used when all else fails, when you have done all you
could, it doesn’t matter because fate will take over. Sort of a comfort in a sense, that wills the
Filipino, that gives them a sort of perseverance.”

What is it

15 Filipino Words & Expressions To Know –Theresa Sta. Maria

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 1. Mabuhay!
This is the first official Filipino word you might hear when you set foot in the Philippines if
you’re flying with Philippine Airlines (PAL). Mabuhay’s literal translation in English is “long
live”, so it only makes sense that this is also the signature welcome greeting of the country’s flag
carrier. Although it could also be used as a way of saying “welcome”, this isn’t really what
mabuhay means. You won’t hear it being said to you when you enter restaurants, malls, or shops.
You might hear it in tourist attractions if the people in the establishment are feeling extra
friendly.
2. Kamusta ka?
In English, this translates to “How are you?” It’s pretty simple and easy to remember. If
you’re visiting Filipino friends in the country, you can surprise them by throwing them this
question right off the bat. And you’ll definitely know how to answer if they ask this to you too.
3. Magandang Umaga/Hapon/Gabi
Anothing basic greeting is Good Morning/Afternoon/Evening depending on the time of
day. Maganda means “good” or “beautiful”. Umaga means “morning”, hapon means “afternoon”
and gabi means “evening”. If you want to generalise it, you can just say Magandang Araw,
which means “Good Day”.
4. Pinoy
Pinoy is the term Filipinos use to call themselves. It’s a casual and informal nickname for
Filipino, sort of like how Australians are also called Aussies and New Zealanders are called
Kiwis.

5. Ate/Kuya
In English translation, Ate (pronounced as ah-teh), means older sister, and Kuya means
older brother. Filipinos use these terms not only on their biological Ate and Kuya, but also with
anyone older than them to show respect and courtesy. If you see a kid paying for her food at the
counter, you might hear her call the cashier Ate. When people ride a cab or jeepney and pay the
driver, they call him Kuya. This is also one of the most useful terms tourists can use during their
stay in the Philippines, since Ate and Kuya are the usual nouns used when striking a
conversation with a complete stranger.

On the other hand, we call our elders Lolo and Lola, meaning grandfather and
grandmother. It works the same as using ate and kuya in a sense that these elders don’t have to
be biologically related to anyone for them to be called Lolo and Lola. They simply need to be
elders.

6. Opo and Po
Speaking of respecting our elders, saying opo and po is crucial in showing respect and
politeness to the person you’re talking to. Opo in English just means “yes”, but in Filipino, it
comes with added reverence to the one you’re talking to. This is usually how children say yes to
their parents, how students answer their teachers, and even how employees speak to their bosses.
Meanwhile, saying po doesn’t translate to “yes”, but is still an extension of politeness.

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 Take for example when Filipinos speak Taglish (Tagalog + English), sometimes you’ll
hear them say “Yes po” or “Thank you po”. It always seems like a syllable more when it comes
to Filipinos showing respect for one another, but hey, it’s also an easier way for tourists to
express how thankful they are once they experience Filipino hospitality.

7. Salamat!
“Thank you!” As tourists, you’ll be saying Salamat a lot. This is probably the easiest
Filipino word to remember because it’s short, and because any decent traveller would aim to say
“Thank you” in the national language of the country they’re travelling in. Saying Maraming
salamat, on the other hand, translates to “Thank you very much”.

8. Para po!
If you’re going to ride a jeepney, then you better practice saying this because this is what
you have to shout when you want the driver to stop and drop you off. I guess this is how you say
“Pull over, please!” in Filipino.

9. Kain tayo!
This translates to “Let’s eat!”. Filipinos say this when they’re inviting someone to eat with
them, even if they don’t really mean for the person to actually sit with them and share their food.
Sometimes we say this out of (yup, you guessed it) courtesy and politeness. It’s also our way of
saying that it’s about time that you should eat.

10. Waley
Now let’s delve into more informal Filipino words and expressions…

Waley actually comes from Filipino gay linggo, which everyone else has seemed to adapt
to their informal Filipino. Waley, which comes from the Filipino word Wala (“nothing”), is used
by a person to describe something pointless or useless. “This map is waley!”. People often use
this term to keep the mood light and make fun of a situation.

11. Kakaloka!
Kakaloka is a compressed informal Filipino expression of “This is driving me crazy!”.
Often used when someone is trying to be “funny” or “corny”, and if a situation seems impossible
to deal with, the term isn’t to be taken seriously when said.

12. Ansabe?!
Just like how Americans ask “What’d he say?!”, Ansabe literally means the same thing.
It’s an informal shortcut for “Anong sinabi niya?” (What did he say?), and got even more
popular when local TV talent shows and comedians started using the expression, too.

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13. Lodi!
Lodi is the Filipino slang for “Idol”. Yeah, we just turned it backwards, but it’s pronounced
as loh-dee. It means the same thing as its English origin which pertains to someone you admire
or look up to. We just like saying it out loud more often, like when our favourite basketball
player shoots a three-pointer that decides the whole game. It’s the perfect occasion to shout out,
“Lodi!”

14. Bet na bet!

In English, when you say “Bet on it!”, it shows how confident you are with something. It’s
the same when Filipinos use the expression “Bet na bet!” It means that they’re really happy and
confident with whatever it is they’re pertaining to. So if you’re a tourist and you loved the
Sizzling Sisig in the restaurant you ate in, you can say “Bet na bet!”

15. Chos/Charot!
Like Waley, Chos and Charot come from Filipino gay linggo which many (usually
women) have adapted to their informal Filipino. Chos and charot simply mean “Joke!” or “I’m
kidding”. When you’re talking to a Filipino and you just pulled a joke, make sure to follow it up
with these expressions since the sense of humour of differing nationalities aren’t always the
same, and it might take time for the joke to sink it. If you want to use the literal Filipino
translation of “I’m only joking”, say “Biro lang” instead.

What’s More
Examples of Filipino Idioms
Idioms are some of the most difficult parts of language for a foreigner
to learn when attempting to grasp a new foreign language. Idioms are an important part of the
language since they have a strong relation to the culture of the land.
An idiom is a phrase that has a different meaning than the literal meaning of the phrase.
In English a few examples of idioms are:

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 Break a leg - meaning good luck or do your best
Kick the bucket - meaning died
Bull in a china shop - meaning reckless or careless
The meaning of an idiom in the mother language and culture has a completely different
meaning than the literal definition of the phrase. Every language and culture has its own set of
idioms, and the Filipinos have their own idioms as well.
Tagalog Phrases as Filipino Idioms
Tagalog is one of the many languages spoken in the Philippines. The following are
examples of Filipino idioms shown as a list of Tagalog phrases, along with the the literal
meaning and the colloquial meaning of each.
Bungang-araw or sakit sa balat literally means "fruit of the sun." When used in conversation,
the phrase means prickly heat.
Bungang-tulog is literally "fruit of sleep." But when used in conversation it signifies or refers to
dreams.
Buto't balat literally translates to "bones and skin" but is an idiom meaning malnourished (Skin
and bones is also an American idiom for someone who is very skinny or malnourished.).
Makapal ang bulsa translates to "thick pocket" and is used to describe a person with a lot of
cash in their possession.
Butas ang bulsa is someone with no cash but literally means "hole in the pocket."
Mabigat ang kamay describes someone who is lazy but is literally translated as "heavy-
handed."
Magaan ang kamay literally translates to "light-handed." The conversational meaning is quite
different. It is used to describe someone that is easily provoked and/or easily hits another person.
Kabiyak ng dibdib literally means "the other half of the heart" but is an idiom for spouse.
Daga sa dibdib describes worry or fear. The literal translation is "mouse in the chest."
Bulaklak ng dila has a literal meaning of "flower of the tongue." It is used to denote
exaggeration.
Makati ang dila describes a chatterbox or talkative person and is literally translated as "itchy
tongue."
Maitim ang dugo translates as "dark-blooded" but, when used in a conversation, signifies an
evil or bad person.

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 The Tagalog idiom referring to the father is haligi ng tahanan which translates as the
post of the household and the mother is referred to as ilaw ng tahanan, which means "light of
the home."
Itaga sa bato refers to remembering forever but holds the literal translation of "cast in stone."
This reference is an English idiom holding the same meaning.
Matigas ang katawan refers to a lazy person but literally translates to "stiff-body."
Makati ang paa translates to "itchy feet," describing someone that enjoys going places.
As shown in the above examples, many of the idioms make no sense when translated
literally, but many have been associated with a particular trait or characteristic that may be
exhibited by a person. Some of the idioms, such as the ones for spouse and father or mother are a
romanticized view of the person's status.
Idioms: Last Stage in Learning a Language
The last stage of learning a language is to acquire an understanding of the idioms of the
language and be able to use and understand them in conversations with native speakers. This
ability shows a true grasp of not only the language but also some level of understanding of the
culture as well.

What I have Learned

1. The Expression in Asia and around the World

2. Understand the fifteen (15) common Filipino Expressions

3. Itemized Idiomatic expressions that are translated into English

What I Can Do

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 What are your expressions that are unique among your friend? Explain.
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Assessment

Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.

1. Someone who is lazy.

a. Makati ang dila
b. Mabigat ang kamay
c. Matigas ang katawan
d. Makati ang paa
2. It is used to denote exaggeration.
a. Daga sa dibdib
b. Itaga sa bato
c. Bulaklak ng dila
d. Maitim ang dugo
3. An idiom meaning malnourished.
a. Buto't balat
b. Kabiyak ng dibdib
c. Butas ang bulsa
d. Maitim ang dugo
4. Describes worry or fear.
a. Makati ang paa
b. Magaan ang kamay
c. Kabiyak ng dibdib
d. Daga sa dibdib
5. A _______ is a phrase that has a different meaning than the literal meaning of the phrase.
a. expression
b. words
c. idioms
d. phrases

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