Quarter 2 - Module

UNIT II
AFRICAN
CULTURE
UNIT II
LESSON 1
(EN8RC-IIa-2.22, EN8RC-IIa2.18, EN8LC-IIA7, EN8LC-IIa-7.2)

Content Standard
The learner demonstrates understanding of: East Asian Literature as
an art from inspired and influenced by nature; relationship of visual, sensory,
ad verbal signals in both literary and expository texts; strategies in listening to
long descriptive and narrative texts; value of literal and figurative language;
and appropriate grammatical signals or expressions suitable to patterns of
idea development.
Competencies
 Evaluate the personal significance of a literary text
 Relate content or theme to previous experiences and background
knowledge
 Employ appropriate listening skills and strategies suited to long
descriptive and narrative texts
 Employ projective listening strategies with longer stories
Concept
You're delving into a question that can spark a hours long argument,
but to put it briefly I'd say,
A text which has the purpose of telling a story or entertaining.
However, on closer inspection there are so many holes in this definition.

 Textbooks often tell us a narrative, they describe events and they
can be entertaining. Is a textbook literature?
 If a transcript of a particular thrilling but spontaneous conversation
is made, is it literature? It was not planned or aiming to do anything.
 If a poet never intended their works to be published then can we
say they aimed to entertain?
ENGLISH 8
UNIT 2- LESSON 1
Collaborative Task
Name: ______________________ Grade & Section: __________ Date: ___

Competencies:
 Relate content or theme to previous experiences and
background knowledge
Skills: From this activity, you were able to know the unfolding of Thailand’s
growth in economy through its diversified cultural and socio-economic
innovation, which contributed in bridging and shaping the success of Asian
countries.
Directions:
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.
Read the selection below.

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 world–famous 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 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 one–inch gold leaf squares which they stick to smaller buddhas
as offering to their god.
Every day, 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. 11
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.
ENGLISH 8
UNIT 2- LESSON 1
DEPENDENT PRACTICE
Name: ______________________ Grade & Section: __________ Date: ___

Competencies:

Directions:
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 .In the process of your sharing , 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.
Observe the pictures below.
Historic City of Ayutthaya
Doi Suthep
Sunday Walking Street, Chiang Mai

ENGLISH 8
UNIT 2- LESSON 1
INDEPENDENT PRACTICE
Name: ________________________ Grade & Section: __________ Date: _
Competencies:

Directions:
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.
LESSON 2
(EN8LT-IIb-9.1, EN8LT-IIb-9.2, EN8WC-IIb-2.8, EN8WC-IIb2.8.8, EN8G-IIb-9)

Content Standard
idea development.
Competencies
 Describe the notable literary genres contributed by East Asian writers
 Identify the distinguishing features of notable East Asian poems,
folktales, and short stories
 Compose effective paragraphs
 Use a variety of techniques to introduce a topic
 Use appropriate grammatical signals or expressions suitable to each
pattern of idea development:
 general to particular
 claim and counterclaim
 problem- solution
 cause-effect
 and others
Concept
Chinese and Japanese Literature were the most famous East Asian
Literature.
The earliest of the Chinese Literature was influenced by oral traditions.
There is a wealth of early Chinese literature dating from the Hundred Schools
of Thought that occurred during the Eastern Zhou Dynasty.
Japanese Literature was greatly influenced by Chinese Literature and
Buddhism. Classical Japanese Literature produced during the Heian period,
referred to as the Golden era of art and literature.
ENGLISH 8
UNIT 2- LESSON 2
Collaborative Task
Name: ________________________ Grade & Section: _________ Date: _
COMPETENCIES:

SKILLS: Plot a character map.
DIRECTIONS:
Group yourselves into 5. Make a character web from the story below.
What are Makato’s character traits? Describe his appearance, attitude, action
and speech. Fill up the character web with your answers and explain each
trait.
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 work—carrying 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 far–off 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 kind–hearted
king. You might be lucky if you could go there.” 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 month’s 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. “I’m so
thirsty.” “Where did you come from? Why are you here alone? You look as if
you’ve 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? Haven’t 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 Môn? 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 kindhearted king.” 23 “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.” 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 king’s 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 won’t buy anything. I can’t 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.
24 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 king’s 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.
ENGLISH 8
UNIT 2- LESSON 2
DEPENDENT PRACTICE
COMPETENCIES:

SKILLS: Make a sentences.
COORDINATING CONJUNCTIONS
- Coordinate or join two or more sentences, main clauses, words or
other parts of speech which are of the same syntactic importance.
Also known as coordinators, coordinating conjunctions are used to
give equal emphasis to a pair of main clauses.
Coordinating Conjunction Rules:
1. Use the mnemonic “FANBOYS” to memorize coordinating
conjunctions so you’ll never forget. They are:
 F = for
 A = and
 N = nor
 B = but
 O = or
 Y = yet
 S = so
2. Coordinating conjunctions always connect phrases, words and
clauses. For example: This batch of mushroom stew is savory
and delicious.
3. Ensure that the coordinating conjunction is immediately followed
by a main clause.
4. Don’t use coordinating conjunctions to begin all of your
sentences. Do so only when it makes your writing more
effective.
5. Although commas typically follow coordinating conjunctions
used in areas other than the beginning of a sentence, they
should not be used to open sentences unless an interrupter
immediately follows.
DIRECTIONS: 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. 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. Makato’s Dream and My Dream
4. How Makato Influenced My Life
5. In What Ways Can I Build Peace and Unity.
ENGLISH 8
UNIT 2- LESSON 2
COMPETENCIES:

SKILLS: Create a Venn Diagram.
DIRECTIONS:
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 Makato’s, inside the
right circle.
3. Write Makato’s character traits, which are different from yours, inside the
left circle.
4. Which of those traits would you like to improve? Explain.
LESSON 3
(EN8LT-IIc-2.2.1)
Content Standard
idea development.
Competencies
 Express appreciation for sensory images used
Concept
Sensory Images
As a literary device, imagery consists of descriptive languages that can
function as a way for the reader to better imagine the world of the piece of
literature and also add symbolism to the work. Imagery draws on the five
senses, namely the details of taste, touch, smell, sight, and sound. Imagery
can also pertain to details about movement or a sense of a body in motion
(kinesthetic imagery) or the emotions or sensations of a person, such as fear
or hunger (organic imagery or subject imagery). Using imagery helps the
reader develop a more fully realized understanding of the imaginary world that
the author has created.
 Taste (Gustatory): which appeals to the sense of taste.
Ex. The familiar tang of his grandmother’s cranberry sauce reminded
him of his youth.
 Sound (Auditory): appeals to the sense of hearing.
Ex. The concept was so loud that her ears rang for days afterward.
 Sight (Visual): appeals to the sense of seeing.
Ex. The sunset was the most gorgeous they’d ever seen; the clouds
were edged with pink and gold.
 Smell (Olfactory): which appeals to the sense of smelling.

Ex. After eating the curry, his breath reeked of garlic.
 Touch (Tactile): which appeals to the sense of feeling.
Ex. The tree bark was rough against her skin.
http:?//www.literarydevices.com/imagery/
ENGLISH 8
UNIT 2- LESSON 3
Collaborative Task
(EN8LT-IIc-2.2.1)
Name: ________________________ Grade & Section: _______ Date: _
COMPETENCIES:

SKILLS: Read the poem and answer what is assigned to your group.
DIRECTIONS: Group yourselves into four. Work with your group. Read the
poem and do what is assigned to you.
This Earth, This Man
Maung Htwe Sung
Not far from the green dense forest
By the side of the stream running full
There is a field, large and wide.
At the first light of the day
A burly yet handsome farmer
Full of vigor and confidence
Is ploughing his field
With his oxen he works
With ardent zeal and without feeling tired
And finding joy in his work.
Broad is his chest and his muscles are strong,
Elastic and firm.
It is so pleasant to see
In a field of emerald green
The handsome body of this well- built man.

Steadfastly staying with his ground
This farmer tries to work hard
With his oxen who are his friends
In the hope of doing good for his country
He is a real son of his land.
Hi ploughed furrows are the furrows of his country,
Each drop of his sweat is gem of his land.
His strength is his country’s strength.
Never sky- gazing,
Never careworn and exuding indifference
This farmer is a true son of his soil.
His attention strays not
From the plot of the land he works
This soil is his universe
This soil is his Nirvana
This field is his life.
A piece of this soil is his heart.
With is his sweat
He cleared his field;
With his blood

He defended this field.
From age to age
Holding arms relentlessly
He has fought for his field.
Source: Burmese Poems through the Ages.
Trans. The Most Rev. Friedrich V. Lutig.
English Expressways II pages 227- 228
Group A: Compose a short poem expressing their appreciation for the beauty
of the earth
Group B: Create a poster illustrating the great beauty of the earth and the
powerful physique of a person
Group C: Cite lines that show sensory images and explain each
Group D: Make a slogan illustrating the beauty of the earth
ENGLISH 8
UNIT 2- LESSON 3
DEPENDENT PRACTICE
(EN8LT-IIc-2.2.1)
COMPETENCIES:

SKILLS: Write sentences using the sensory images.
DIRECTIONS: Work with a partner and write sentences using sense imagery.
A. Smell
1. ________________________________________________
2. ________________________________________________
B. Sight
1. ________________________________________________
2. ________________________________________________
C. Touch
1. ________________________________________________
2. ________________________________________________
D. Sound
1. ________________________________________________
2. ________________________________________________
E. Taste
1. ________________________________________________
2. ________________________________________________
UNIT 2- LESSON 3
(EN8LT-IIc-2.2.1)
COMPETENCIES:
SKILLS: Write the sensory image as described in each item.

DIRECTIONS: Determine what sense imagery is revealed in each statement.
Write Taste, Smell, Sound, Touch, Sight on the space provided for.
1. Lion roaring in the jungle
Answer: __________________________
2. Brilliant light begins to glow
Answer: __________________________
3. The warmth of our soaking deep into your hands
Answer: __________________________
4. Juicy red strawberries
Answer: __________________________
5. Crystal clear cool stream
Answer: __________________________
6. Zest of life
Answer: ___________________________
7. The sweet smell of waling- waling
Answer: __________________________
(http://examples.yourdictionary.com/examples-of-imagery.html)
Directions: Identify the sensory imagery as described in each item.
8.’Gregor’s eyes turned next to the window, and the overcast sky- one could
hear raindrops beating on the window gutter- made him quite melancholy.’
What sensory imagery does Frank Kafka use in this passage from his short
story, ‘The Metamorphosis’?
a. Sound and Taste c. Taste and Touch

b. Sight and Touch d. Sight and Sound
9. ‘No doubt I now grew very pale; - but I talked more fluently, and with a
heightened voice. Yet the sound increased - what could I do? It was low, dull,
quick sound- much such a sound as a watch makes when enveloped in
cotton. I gasped for breath – and yet the officers heard it not. ‘- What imagery
does Edgar Allan Poe use in this extract from his short story, ‘The Tell- Tale
Heart?
a. Auditory imagery and a metaphor
b. Auditory imagery and a simile
c. Visual imagery and a metaphor
d. Visual imagery and a simile
10. The world is charged with the Grandeur of God,/ It will flame out, like
shining from shook foil;/ t gathers to a greatness, like the ooze of oil/
Crushed.’- What imagery has Gerard Manley Hopkins used in his poem,’
God’s Grandeur’?
a. Visual imagery, metaphor, simile, alliteration, onomatopoeia
b. Auditory imagery, simile, onomatopoeia
c. Tactile imagery, simile, metaphor
d. Visual imagery, alliteration
11. ‘The Palace Hotel at Fort Romper was painted a light blue, a shade that is
on the legs of a kind of heron, causing the bird to declare its position against
any background. The Palace Hotel, then, was always screaming and howling
in a way that made the dazzling winter landscape of Nebraska seem only a
grey swampish hush. What sensory imagery does this passage from Stephen
Crane’s short story, ‘The Blue Hotel’, use?
a. smell and sound c. sight and sound
b. sight and touch d. sound and touch
12. and when they sounded the bell, its tones were found to be deeper and
mellower and mightier than the tones of any other bell, reaching even beyond
the distance of one hundred li, like a pealing of summer thunder; and yet also
like some vast voice uttering a name, a woman’s name , the name of Ko-
ngai. What sensory imagery does this passage from folktale, ‘The Soul of the
Great Bell’ use?
a. smell b. touch c. Sight d. Sound
13. Now, Kouan- yu had a daughter of dazzling loveliness whose name – Ko-
Ngai- was ever in the mouths of poets, and whose heart was even more
beautiful than her face. What sensory imagery does this passage from the
folktale, ‘The Soul of the Great Bell’ use?
14. I am an African Child
Born of a skin the color of the chocolate
Bright, brilliant and articulate
Strong and bold I’m gifted
Talented enough to be the best
I am an African child
What sensory imagery does this stanza from ‘I am an African Child’ use?
15. But I read in the book that happened to mention it, that the black hands
are lighter like this because they spent their lives bent over, gathering the
white cottons of Virginia and I don’t know where else. Of course, Doña
Estifania didn’t agree when I told her this. According to her, it’s only because
their hands became bleached with all that washing. What sensory imagery
does this passage from ‘The Hands of the Blacks’ use?
LESSON 4
(EN8LT-IId2.2.2)
Content Standard
idea development.
Competencies
 Explain the literary devices used
Concept
In general, the literary devices are a collection of universal artistic
structures that are so typical of all works of literature frequently
employed by the writers to give meanings and a logical framework to
their work through language. When such works are read by readers,
they ultimately recognize and appreciate them. Because of their
universality, they also allow the readers to compare a work of one writer
to that of the other to determine its worth. They not only beautify the
piece of literature but also give deeper meanings to it, testing the very
understanding of the readers along with providing them enjoyment of
reading. Besides, they help motivating readers’ imagination to visualize
the characters and scenes and more clearly. Goo.gl/GvlyRI
Literary device is a technique a writer uses to produce a special effect in
their writing. (www.your dictionary.com)
Examples:
Personification Metaphor Scheme

Irony Imagery Symbol
Foreshadowing Setting Hyperbole
Alliteration Onomatopoeia Tone
ENGLISH 8
UNIT 2- LESSON 4
Collaborative Task
(EN8LT-IId2.2.2)
COMPETENCY

SKILL: Read the poem by picking the literary device, taking out the rhyme
scheme and delivering the poem with expressions.
DIRECTIONS: Group yourselves into 3. Read the poem with your groups and
do the task given to each group.
I Wandered Lonely as a Cloud
By William Wordsworth
I wandered lonely as a cloud
That floats on high o’er vales and hills,
When all at once I saw a crowd,
A host of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
Continuous as the stars that shine
And twinkle on the Milky Way,
They stretched in never- ending line
Along the margin of the bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.

The waves beside them danced; but they
Out- did the sparkling waves in glee:
A poet could not but be gay,
In such a jocund company:
I gazed- and- gazed- but little thought
What wealth the show to me had brought.
For off, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.
Group 1: Pick out the literary devices used in stanza 1-4
Group 2: Identify the rhyme scheme of the poem.
Group 3: Do the choral reading of the poem given.

ENGLISH 8
UNIT 2- LESSON 4
DEPENDENT PRACTICE
(EN8LT-IId2.2.2)
COMPETENCY
SKILL: Identify the literary device used in the following lines.

DIRECTIONS: Identify the literary device used in the following lines. Choose
your answer from the given choices.
Onomatopoeia Rhyme Hyperbole

Alliteration Analogy Simile
Personification Consonance Metaphor
Imagery Irony Plot
Assonance Litotes Flashback
1. “I think that I shall never see
A poem lovely as a tree.”
2. The bubbling brook breaks.
3. “Some late visitor entreating entrance at my chamber door.”
4. “The Wicked Witch of the West went her on way.”
5. He is like a house in front of the teacher.
6. “Along window sill, the lipstick stabs glittered in their steel shells.”
7. In the same way as one cannot have the rainbow without the rain, one
cannot achieve success and riches without hard work.
8. That was the best performance I’ve ever seen in my entire life.
9. All the world a stage.
10. Death wandered the battlefield.
11. The leaves wet with crystalized dew, smelt of fresh summer drops.
12. The fire station caught fire last night.
13. When she saw the old doll in the attic, it took me back to the day it was
given to me by my grandmother.
14. Boy meets girl, boy loses girl, boy wins girl back in the end.
15. He’s so hungry that he could eat a whole cow.

ENGLISH 8
UNIT 2- LESSON 4
(EN8LT-IId2.2.2)
COMPETENCY
SKILL: Choose the literary device that best describes each statement.
DIRECTIONS: Fill in the blanks with the correct literary device/ term.
Choose your answer in the box.
a. Alliteration f. assonance k. personification

b. Simile g. point of view l. symbol
c. Analogy h. onomatopoeia m. setting
d. Metaphor i. plot n. stanza
e. Imagery j. rhyme scheme o. suspense
1. ____________ is the intense feeling that an audience goes through
while writing for the outcome of certain events.
2. ____________ is the repetition of consonant sounds at the beginning.
3. ____________ is a literary device that use an objector action that
means something more than its literal meaning.
4. _____________ is one of the most commonly used literary device;
referring to and dissimilar things, people, places and events.
5. _____________ is the repetition of consonant sounds within and at the
end of the words.
6. _____________ is a literary device that helps to establish a
relationship based on similarities between two concepts or ideas.
7. _____________ is one of the most commonly used and recognized
literary device and refers to the attaching human traits and
characteristic with inanimate objects.
8. _____________ usually refers to the sequence of events and
happenings that make up a story.
9. _____________ is the manner of which a story is narrated or depicted
and who it is that tells the story.
10. ________ is the practice of rhyming words placed at the end of the
lines in the prose and poetry.
11. ________ is used to identify and establish the time, place and mood of
the events of the story.

12. ________ is a sound device used by poets to suggest actions,
movements and meanings.
13. ________ is a comparison between two objects with intent of giving
clearer meaning to one of them.
14. ________ is the language that appeals to the senses.
15. ________ refers to single, related chunk of lines in poetry.
LESSON 5
(EN8VC-IIc-1.3, EN8VC-IIc-17)
Content Standard
idea development.
Competencies
 Predict the gist of the material viewed based on the title, pictures, and
excerpts
 Discern positive and negative messages conveyed in a material viewed
Concept
ELEMENTS OF 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, d ark or frightening?
Example: My sister and I had a fun–filled 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?
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.
ENGLISH 8
UNIT 2- LESSON 5
Collaborative Task
COMPETENCIES:
excerpts
SKILLS:
Make a Venn Diagram.
DIRECTIONS:
Group yourselves into 4. Describe the three characters through a Venn
diagram from the story below.

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.” 35 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.
ENGLISH 8
UNIT 2- LESSON 5
DEPENDENT PRACTICE
COMPETENCIES:
excerpts
SKILLS:
Filling up the problem- solution chart.
DIRECTIONS:
With your partner, do the following.

What problems are faced by the two brothers? Are these problems happening
in today‘s world? Using the problem–solution chart, identify the problems and
provide solutions to these based on the selection you just read.
PROBLEM- SOLUTION CHART
PROBLEMS SOLUTIONS
ENGLISH 8
UNIT 2- LESSON 5
COMPETENCIES:
excerpts
SKILLS:
Filling up the plot organizer.
DIRECTIONS:
Using the plot organizer, enumerate the events in the story by filling in the
rectangles. Explain your work to the class.
The Two Brothers
EXPOSITION RISING ACTION CLIMAX FALLING ACTIION DENOUEMENT
LESSON 6
(EN8VC-IIc-1.3, EN8VC-IIc-17, EN8V-IIf-10.1.4)
Content Standard
an d verbal signals in both literary and expository texts; strategies in listening
to long descriptive and narrative texts; value of literal and figurative language;
idea development.
Competencies
excerpts

 Identify figures of speech that show emphasis (hyperbole and litotes)
Concept
 Hyperbole, derived from a Greek word meaning “over-casting,” is

a figure of speech that involves an exaggeration of ideas for the sake of
emphasis.
It is a device that we employ in our day-to-day speech. For instance, when
you meet a friend after a long time, you say, “It’s been ages since I last saw
you.” You may not have met him for three or four hours, or a day, but the use
of the word “ages” exaggerates this statement to add emphasis to your wait.
Therefore, a hyperbole is an unreal exaggeration to emphasize the real
situation. Some other common Hyperbole examples are given below.
Common Examples of Hyperbole
 My grandmother is as old as the hills.
 Your suitcase weighs a ton!
 She is as heavy as an elephant!
 I am dying of shame.
 I am trying to solve a million issues these days.
 Litotes, derived from a Greek word meaning “simple,” is a figure of

speech that employs an understatement by using double negatives or, in other
words, a positive statement expressed by negating its opposite expressions.

For example, using the expression “not too bad” for “very good” is an
understatement, as well as a double negative statement that confirms a
positive idea by negating the opposite (meaning it’s good, by saying
it’s not bad). Similarly, saying “She is not a beauty queen,” means she is ugly,
or saying “I am not as young as I used to be,” in order to avoid saying I am
old. Litotes, therefore, is an intentional use of understatement that renders an
ironic effect.
Common Litotes Examples
In everyday life, it is common to experience litotes in conversations, though
not many people are aware of this term and its usage. Below are a few
examples of litotes from daily conversations:
 They do not seem the happiest couple around.
 The ice cream was not too bad.
 New York is not an ordinary city.
 Your comments on politics are not useless.
 You are not as young as you used to be.

ENGLISH 8
UNIT 2- LESSON 6
Collaborative Task
COMPETENCY
excerpts

Skills
Identify the Hyperbole and Litotes.
Direction
Group yourselves into 4. Read the dialogues below and answer
the following questions.
Kaye: Look at my drawing. What can you say?
John: You’re drawing is not too bad.
Kaye: That’s not a useless comment.
John: Do you want me to say that you’re drawing is the best in the
whole wide world?
Kaye: You are not the funniest person I have ever met.
John: Fine, yours is not an ordinary art.
Kaye: That was the most wonderful comment I have ever heard in my
entire existence.
Questions:
1. What can you notice about the highlighted statements?
2. What can you notice about the underlined statements?
3. What do these words mean? Do they express literal or figurative
meaning?
4. Which one is an example of litotes? Hyperbole?

ENGLISH 8
UNIT 2- LESSON 6
Dependent Practice
COMPETENCY
excerpts
Skills: Explain the statements.

Direction
With a partner, explain the following statements.
Activity A: Don’t understatement me!
Direction: Explain the meaning of the following litotes statements.
1. They do not seem the happiest couple around.
2. The ice cream was not too bad.
3. New York is not an ordinary city.
4. Your comments on politics are not useless.
5. You are not as young as you used to be.
Activity B: That was exaggerated!
Directions: Explain the meaning of the following hyperbole statements.
1. It is so hot you could fry an egg on the sidewalk.
2. His stomach is a bottomless pit.
3. It will only take me two seconds to get there.
4. Her smile was a mile wide.
5. Let’s be best friends forever.
Activity C. Figuratively Speaking…
Directions: Express the following statements using litotes and
hyperbole.
1. You are beautiful. ( ans. You are not ugly. / You are the most
beautiful person in the universe.)
2. It is very hot outside. ( It is not cold outside. / It is scorching hot
outside, I could fry an egg on the sidewalk.)

3. The test in English is very easy. (The test in English is not the
hardest test I have ever took./ The test in English took me one
second to answer.)
4. This is a special day. (This is not an ordinary day./ This is the
best day ever.)
5. Her paintings are good. ( Her painting are not bad at all./ Her
paintings are the best in the whole wide world.)
ENGLISH 8
UNIT 2- LESSON 6
Dependent Practice
COMPETENCY
excerpts

Skills: Identify litotes and hyperbole.
Direction: Identify if the statement uses litotes or hyperbole.
1. Your apartment is not unclean.
2. He’s not the friendliest person.
3. It wasn’t a terrible trip.
4. She’s not unkind.
5. They aren’t unhappy with the presentation.
6. Not too shabby!
7. It’s not exactly a walk in the park.
8. He had the strength of ten men
9. She was as big as a house.
10. The blacksmith’s hand was harder than the rock.
11. My grandmother is as old as the hills.
12. Your suitcase weighs a ton!
13. She is as heavy as an elephant!
14. I am dying of shame.
15. I am trying to solve a million issues these days.
16. He’s not the friendliest person.
17. It wasn’t a terrible trip.
18. She’s not unkind.
19. They aren’t unhappy with the presentation.
20. It’s not exactly a walk in the park.

LESSON 7
(EN8SS-IIg-1.2, EN8RC-IIf-II, EN8LC-IIg-7)
Content Standard
idea development.
Competencies
 Explain visual-verbal relationships illustrated in tables, graphs, and
information maps found in expository texts

 Transcode information from linear to non-linear texts and vice-versa
Concept
News reporting involves discovering all relevant facts, selecting and
presenting the important facts and weaving a comprehensive story. Reporting
involves hard work, which in turn involves stamina and patience. The main
function of journalistic profession is news reporting.
A reporter needs not only energy to spend long hours chasing a story,
collecting facts from various sources in an effort to dig up the truth, he needs
must have the will to pursue the course of his investigation to the very end in
order to produce a really comprehensive story without any missing links or
unanswered questions.
In the modern age news journalism the responsibilities of the press have
grown manifold. These days, the people are governed by multiplicity of
authorities, viz. Municipality, District Administration, State Government and
the Central Government. Even non-governmental authorities are involved in
the lives of the people in one-way or the other. Man cannot live alone. He is a
social animal. The way his neighbours behave or act affects him. Man is thus
anxious to know more about the world he lives in. Satisfaction of this curiosity
is the major task of a good journalist.
The variety and the depth of news has, of late, increased manifold. In fact,
newspapers, magazines and periodicals have become the main source of

information for the people. This fact underscores the need for accuracy in
news reporting. Giving inaccurate news or putting out news in a casual
manner is fraught with grave dangers. A journalist, who is careless in news
reporting or indulges in lies, is a disgrace to the profession. It is better to ease
him out from this profession. If a journalist reports that 50 persons belonging
to a particular community ,died as a result of communal riot when in fact only
5 persons had lost their lives, his misreporting can trigger off a major
communal flare up and pose grave threat to law and order.
A journalist should not only perform unbiased news reporting but should bear
full responsibility for the accuracy of the facts
ENGLISH 8
UNIT 2- LESSON 7
Collaborative Task
((EN8SS-IIg-1.2, EN8RC-IIf-II, EN8LC-IIg-7)
COMPETENCY

Skills: Writing a news report.
Directions: With a group of 5 you will write a news report. Just choose what
type of news reporting you want.
Types of News Reporting
There are different types of news reporting which are as under:--
1. Investigative Reporting
2. Court Reporting
3. Accidence Reporting
4. Political Reporting
5. Fashion Reporting
6. Business Reporting
7. Sports Reporting
8. Specialized Reporting
Requisites of News Reporting
A News Reporter should follow the following steps
1. A reporter must appreciate the importance of having a good reputation
for absolute reliability. For this purpose he must be systematic in his
habits and punctual in keeping his appointments. By observing these
principles, every reporter can make his path smooth and trouble free.
2. A reporter should have the ability of news reporting and writing skills in
the language of his paper. He should possess the quality to compose in
a condensed manner as per allowable space.

3. The reporter of any local newspaper occupies a unique position and he
becomes quite popular with the people of his town. He reports the local
events, functions, fairs, socials etc. and comes closer to the social life of
the town. A reporter should follow some professional ethics in his work.
Sometimes, while engaged in his profession, he may come to some
persons and develop confidential relations with them.
4. Sometimes, a reporter may be asked to write short length paragraphs
regarding the local intelligence or about the city news. For this he should
keep his eyes and ears open and develop a nose for local news. He
should develop a system to ensure that none of the interesting news is
missed by him. He should try to know the secretaries of social, religious,
political, musical dramatic, legal, official and other organizations and
should call upon them regularly to get some interesting stories. He
should make inquiries from the police regarding news of accidents and
crimes. He should also contact the fire-station for the particulars of local
fires.
5. Every reporter should keep an engagement diary. In this way he can
systematize his working and attend to all his appointments properly and
punctually. By keeping an engagement diary he can know about the
important engagements and other events in the future and cover them
without fail.
6. The reporter should not forget to give a head line to his typed copy.
Every copy which goes to the printer to be set is given a catchline. The
catchline is a key word, because during the production it identifies all the
sheets of the copy. Tile catchline is given on each sheet so that the
printer can collate the whole story. The catchline should be chosen very
carefully. It is better to choose an uncommon word, which may not
resemble with another news catchline.
ENGLISH 8
UNIT 2- LESSON 7
Dependent Practice
COMPETENCY

Directions: With your partner you will write a news report
ENGLISH 8
UNIT 2- LESSON 7
Independent Practice
COMPETENCY

Directions: Listen to a radio news broadcast and tell the class about its
headline news.
LESSON 8
(EN8G-IIg-9)
Content Standard
idea development.
Competencies
 General to particular
 Claim and counterclaim
 Problem-solution
 Cause-effect
 And others
Concept
Prefixes and suffixes are super useful for customizing the meanings of words,
but what are they? A prefix is a group of letters (or an affix) that’s added to the
beginning of a word, and a suffix is an affix that’s added to the end of a word.
Prefixes modify the meaning of a word. They can make a word negative,
show repetition, or indicate opinion. Some suffixes add to or change a word’s
meaning. Others can signal the word’s part of speech or indicate verb tense.
Some Common Prefixes
Some of the most common prefixes in the English language are dis-, in-,
and un-, which make words negative. For instance, adding the prefix un- to
the word kind creates the word unkind, meaning not kind.
Another common prefix, re-, indicates repetition. For example, adding re- to
the word build means “to build again.”
Other prefixes can indicate position: Sub(meaning under or below) is found in
common words like subway and submarine. Supra- (which means above)

often appears in medical terminology, such as supraclavicular nerves, which
lie on top of veins and bones.
Rules for Adding Prefixes
When you add a prefix to a word, you shouldn’t change the spelling of the
original word or the prefix. The words disappear (a combination
of dis- and appear), unhappy, and undo all illustrate this guideline. Follow this
rule even if the spelling results in double consonants, such as in the
words misspell, irredeemable and cooperation.
You should use a hyphen when joining a prefix to a proper noun, as in pro-
American. There should always be a hyphen after the prefix self- (as in self-
esteem), and after the prefix ex- when it means former (as in ex-husband).
Hyphens can also prevent misreading, mispronunciation, or confusion with
other words. For example, you should hyphenate re-cover (to cover again) to
avoid confusing it with recover (to regain or repair).
Some Common Suffixes
Some common suffixes are -ed, -ing, and -ly. The suffix -ed changes verbs to
the past tense. In the sentence “Sandy shoveled the snow,” the -ed suffix
creates the past tense of the verb to shovel. The -ing suffix makes the verb
take place in the present, as in the following sentence: “Sandy is
shoveling the snow.”
The suffix -ly is commonly added onto adjectives to form adverbs (words that
describe verbs, adjectives, or other adverbs). Examples of adverbs with the -
ly suffix include joyfully, quickly, and loudly. The suffixes -s and -es make
words plural, as in foxes, lamps, and chairs.
Rules for Adding Suffixes

When you add a suffix to a word, the original word usually keeps its original
spelling. However, there are some exceptions to this rule: If the original word
is one syllable and ends with a single consonant, double the last letter. For
example, tip becomes tipping or tipped, and run becomes running. If the word
ends in multiple consonants, as in the word bank, last letter doesn’t get
doubled.
ENGLISH 8
UNIT 2- LESSON 8
Collaborative Task
(EN8G-IIg-9)
COMPETENCY

 Cause-effect
 And others
Skills: Identify Prefix and Suffix.
Directions: Provide each group with a prefix and suffix. Students will
search for their prefix/suffix using text made available to them which
can include books, magazines, posters, newspapers, etc. Students
can make a list of the found words and then discuss them – what the
words mean and how the prefix or suffix changed the meaning of the
base word.
PREFIX MEANING EXAMPLES
ante- before antenatal, anteroom, antedate
anti- against, opposing antibiotic, antidepressant, antidote
circum- around circumstance, circumvent, circumnavigate
co- with co-worker, co-pilot, co-operation
de- off, down, away from devalue, defrost, derail, demotivate
dis- opposite of, not disagree, disappear, disintegrate, disapprove

em-, en- cause to, put into embrace, encode, embed, enclose, engulf
epi- upon, close to, after epicentre, episcope, epidermis
ex- former, out of ex-president, ex-boyfriend, exterminate
extra- beyond, more than extracurricular, extraordinary, extra-terrestrial
fore- before forecast, forehead, foresee, foreword, foremost
homo- same homosexual, homonuclear, homoplastic
hyper- over, above hyperactive, hyperventilate
il-, im-, in-, ir- not impossible, illegal, irresponsible, indefinite
im-, in- into insert, import, inside
infra- beneath, below infrastructure, infrared, infrasonic, infraspecific
inter-, intra- between interact, intermediate, intergalactic, intranet
macro- large macroeconomics, macromolecule
micro- small microscope, microbiology, microfilm, microwave
mid- middle midfielder, midway, midsummer
mis- wrongly misinterpret, misfire, mistake, misunderstand

mono- one, singular monotone, monobrow, monolithic
non- not, without nonsense, nonentity, nondescript
omni- all, every omnibus, omnivore, omnipotent
para- beside parachute, paramedic, paradox
post- after post-mortem, postpone, post-natal
pre- before prefix, predetermine, pre-intermediate
re- again return, rediscover, reiterate, reunite
semi- half semicircle, semi-final, semiconscious
sub- under submerge, submarine, sub-category, subtitle
super- above, over superfood, superstar, supernatural, superimpose
therm- heat thermometer, thermostat, thermodynamic
trans- across, beyond transport, transnational, transatlantic
tri- three triangle, tripod, tricycle
un- not unfinished, unfriendly, undone, unknown
uni- one unicycle, universal, unilateral, unanimous

ENGLISH 8
UNIT 2- LESSON 8
Dependent Practice
(EN8G-IIg-9)
COMPETENCY

 Cause-effect
 And others
Directions: Provide students with a variety of words that have
prefixes and suffixes. They can then sort the words into the “prefix”
column, “suffix” column, or “both” column, and discuss how the
meaning of the base word changes based on the prefixes and
suffixes used.
Prefix Examples:
 a-, an- = without; amoral, anemic
 ante- = before; antecedent
 co- = with; co-worker
 de- = off, remove; de-ice
 ex =out of, former; ex-boyfriend
 il = not; illegal
 inter = between; intergalactic
 post = after; postpone
 super = above; supersede
 un = not; unnatural
Suffix Examples:
 –al = having characteristics of; remedial, denial
 –ed = past-tense verbs; traveled, talked
 –en = made of, consisting of; wooden, golden
 –er, -est = comparative; stronger, strongest
 –tion, -ion = state of being, condition; completion, relation
 –ity = quality of; humility, enormity
 –less = without; hopeless, homeless
 –ly = characteristic of; brotherly, lovely
 –s, -es = more than one; apples, trenches
ENGLISH 8
UNIT 2- LESSON 8
(EN8G-IIg-9)
Name: ________________________ Grade & Section: __________ Date:
COMPETENCY
 Cause-effect
 And others
Directions:
Put the word in brackets into the correct form. You will have to use prefixes
and/or suffixes.
1. He was sitting __________________ in his seat on the train. (comfort)
2. There was a __________________ light coming from the window. (green)
3. He was acting in a very __________________ way. (child)
4. This word is very difficult to spell, and even worse, it's
__________________. (pronounce)
5. He's lost his book again. I don't know where he has __________________
it this time. (place)
6. You shouldn't have done that! It was very __________________ of you.
(think)
7. He didn't pass his exam. He was __________________ for the second
time. (succeed)
8. Some of the shanty towns are dreadfully __________________ . (crowd)
9. The team that he supported were able to win the__________________ .
(champion)
10. There is a very high __________________ that they will be late. (likely)
11. I couldn't find any __________________ in his theory. (weak)
12. He wants to be a __________________ when he grows up.
(mathematics)
13. You need to be a highly trained __________________ to understand this
report. (economy)
14. There were only a __________________ of people at the match. (hand)
15. She arrived late at work because she had__________________ . (sleep)
16. The road was too narrow, so they had to __________________ it. (wide)
17. He was accused of __________________ documents. (false)
18. They had to __________________ the lion before they could catch it.
(tranquil)
19. He needed to __________________ the temperature. (regular)
20. I think that you should __________________ . It may not be the best thing
to do. (consider)
LESSON 9
(EN8OL-IIi-3, EN8G-IIi-9)
Content Standard
idea development.
Competencies
 Deliver a self-composed entertainment speech using all the needed
speech conventions
 Cause-effect
 And others
Concept: Types of Sentence
A simple sentence contains ONE idea. It contains a subject (who or what is
being talked about) and a predicate (which tells something about the subject).
A simple sentence can have two subjects (called a compound subject) or two
predicates (called a compound predicate).

 I must go off to Hotel Elroy.
 I have been a taxi man for twenty years.
 Lay Choo and her friends wait outside the coffee shop.
 I go and wait outside Elroy Hotel or Tung Court or Orchid mansions.
Compound Sentence: A sentence with multiple independent clauses but
no dependent clauses.
A compound sentence is two simple sentences joined together. These
sentences can be joined by a comma-conjunction combination, a semi-colon,
or (in special circumstances) a colon.
 My father was very strict, and it is a good thing for parents to be strict.
 I was big enough to be married, and still, I got caned.
 The taxi man and the teacher love their conversation; however, the taxi
man has to leave.
 Singapore is a good place for travel: Cultural diversity is evident.
Complex Sentence: A sentence with one independent clause and at
least one dependent clause.
A complex sentence is a simple sentence plus one of the following tools:
appositive phrase, participial phrase, adverb clause (or phrase), adjective
clause (or phrase), or absolute phrase.
A simple sentence contains ONE idea. A complex sentence has TWO OR
MORE ideas intermixed. A complex sentence can always be rewritten into two
sentences. In the sentences below, the elements underlined turn the sentence
from being simple sentence to complex sentence:

 After following Lay Choo for a couple of days, he discovered that her
daughter is just like the girls he fetches in his taxi.
 While the taxi man believes her daughter is at school, Lay Choo is doing
something that his father never thought of.
Complex-Compound Sentence: A sentence with multiple independent
clauses and at least one dependent clause.
A compound-complex sentence is a compound sentence with at least one
complex element (e.g., appositive phrase, participial phrase, adverb clause
(or phrase), adjective clause (or phrase), or absolute phrase) attached.
Compound-Complex sentences can get extremely lengthy.
ENGLISH 8
UNIT 2- LESSON 9
Collaborative Task
COMPETENCY
 Deliver a self-composed entertainment speech using all the needed
speech conventions
 Cause-effect
 And others
Skills: Improve sentence construction.
Directions: Group yourselves into 5.
English is one of the official languages of Singapore. As you have read “The
Taximan’s Story”, act as an English translator for him. Help him improve his
sentence construction skills and correct his sentences by referring to the
previous lecture.
The Taximan’s Story
by Catherine Lim
V ery good, Madam. Sure, will take you there in plenty good time for your
meeting, madam. This way better, less traffic, less car jams. Half hour should
make it, madam, so not to worry.

2 What is it you say, madam? Yes, yes, ha, ha, been taxi man for twenty
years now, madam. Long time ago. Singapore not like this so crowded so
busy. Last time more peaceful, not so much taximen, or so much cars and
buses.
3 Yes madam, can make a living. So so. What to do. Must work hard if wants
to success in Singapore. People like us, no education, no capital for business,
we must sweat to earn money for wife and children.
4 Yes, madam, quite big family---eight children, six sons, two daughters. Big
family! Ha! Ha! No good, madam. In those days. Where got Family Planning
in Singapore? People born many, many children, every year, one childs. Is no
good at all. Today is much better. Two children, three children, enough, stop.
Our government say stop.
5 Luck for me, all my children big now. Four of my sons working---one a
businessman, two clerks, one a teacher in Primary school, one in National
Service, one still schooling, in Secondary Two. My eldest daughter, she is
twenty plus, stay at home, help the mother. No, not married yet---Very shy
and her health not so good, but a good, and obedient girl. My other girl Oh,
Madam! Very hard for father when daughter is no good and go against her
parents. Very sad like punishment from God. Today, young people not like us
when we are young. We obey. Our parents say don’t do this, we never do.
Otherwise, the cane. My father cane me. I was big enough to be married, and
still, got caning. My father he was very strict, and that is good thing for parents
to be strict. If not, young boys and girls become very useless. Do not want to
study, but run away, and go to night clubs and take drugs and make love. You
agree with me madam?

6 Today, young people they are very trouble to their parents. Madam, you see
this young people over there, outside the coffee house? See what I mean,
madam? They are only school boys and school girls, but they act like big
shots, spending money, smoking, wearing latest fashion, and making love.
Ah, Madam, I know, I know! As taximan, I know them and their habits.
Madam, you are a teacher, you say? You know or not that young school girls,
fifteen, sixteen years old, they go to public lavatory or hotel and change into
these clothes, and they put make-up on their face. Their parents never know.
They tell their Mum got school meeting, got sports and games, this, that, but
they really come out and play the fool.
7 Ah, madam, I see you surprise, but I know, I know all their tricks. I take them
about in my taxi. They usual is wait in bowling alley or coffee house or hotel,
and they walk up, and friend, friend, the European and American tourists, and
this is how they make fun and also extra money. Madam, you believe or not
when I tell you how much money they got? I say! Last night, madam, fourth
floor flat---and she open her purse to pay me, and I say! All American notes---
ten dollar notes all, and she pull one out and say keep change as she has no
time already. Madam, I tell you this, every month, I get more money from
these young girls and their American and European boyfriends in my taxi,
more than I
get from other people who bargain and say don’t want go by meter and wait even
for ten cents change. Phui!! Some of them really make me mad. But these young
girls and their boyfriends don’t bargain, they just pay, pay, and they make love in
taxi so much they don’t know if you go round and round and charge them by
meter! I tell you, Madam, some of them don’t care how much they spend on
taxis. It is like this: after the 1 a.m. taxi fare double, and I prefer working this time,
because naturally, much more money. I go and wait outside Elroy Hotel or Tung
Court or Orchid mansions, and sure enough, madam, will have plenty business.
Last Saturday, madam, no joking, on one day alone I make nearly one hundred
and fifty dollars! Some of it for services. Some of tourists don’t know where, so I
tell them and take them there, and that’s extra money. Ah, madam, if I tell you,
no end to the story.
8 But I will tell you this, Madam. If you have a young daughter and she says
Mummy I got meeting today in school and will not come home, you must not say,
Yes, yes but you must go and ask her where and why and who, and you find out.
Today young people not to trust, like young people in many years ago. Oh,
Madam, I tell you because I myself have a daughter---oh, madam, a daughter I
love very much, and she is so good and study hard. And I see her report cards
and her teacher write “Good work” and “Excellent” so on, so on. Oh, madam, she
my favorite child, and I ask her what she want to be after left school, and she
says go to University. None of my other children could go to University, but this
one, she is very smart and intelligent---no boasting, madam her teachers write
“Good” and “Excellent”, and so on, so on, in her report cards. She study at home,
and help the mother, but sometime a little lazy, and she say teacher want her to
go back to school to do extra work, extra coaching, in her weak subject, which is
maths, madam. So I let her stay back in school and day after day she come
home in evening, then she do her studies and go to sleep. Then one day, oh
madam, it makes me so angry even now---one day, I in my taxi driving, driving
along and hey! I see a girl looking like my Lay Choo, with other girls and some
European outside a coffee---house but I think, it cannot be Lay Choo, how can,
Lay Choo is in school, and this girl is all dressed up and make-up, and very bold
in her behavior, and this is not like my daughter at all. Then they all go inside the
coffee-house, and my heart is very, very--- hoe you describe it, madam, my heart
is very “susah hati” and I say to myself, I will watch that Lay Choo and see her
monkey tricks.
9 The very next day she is there again I stop my taxi, madam, and I am so angry.
I rush up to this wicked daughter and I catch her by the shoulders and neck, and
slap her and she scream, but I don’t care. Then I drag her to my taxi and drive all
the way home, and at home I trash her stupid fool and I beat her and slap her till
like hell. My wife and some neighbors they pull me away, and I think if they not
pull me away, I sure to kill that girl. I lock her up in her room for three days, and I
ashamed to tell her teacher, so I just tell the teacher that Lay Choo is sick, so
please to excuse her. Oh, madam, how you feel in my place? Make herself so
cheap, when her father drive taxi all day to save money for her University.
ENGLISH 8
UNIT 2- LESSON 9
Dependent Practice
Name: ________________________ Grade & Section: ___________ Date: _
COMPETENCY
 Deliver a self-composed entertainment speech using all the needed speech
conventions
 Use appropriate grammatical signals or expressions suitable to each pattern
of idea development:
 Cause-effect
 And others
Directions: With your partner.
Focus on the two characters of “The Taximan’s Story”. Write the thoughts of the
taxi man and of the teacher in each paragraph. Use compound and compound-
complex sentences in your short paragraph.

ENGLISH 8
UNIT 2- LESSON 9
Name: ________________________ Grade & Section: ___________ Date: _
COMPETENCY
 Deliver a self-composed entertainment speech using all the needed speech
conventions
 Use appropriate grammatical signals or expressions suitable to each pattern
of idea development:
 Cause-effect
 And others
Directions: Read the following sentences and state whether they are simple,
compound or complex.
1. Alice and James went to the park in the evening.
2. Rani went to the market and bought some flowers.
3. As soon as the dog saw its master, it started wagging its tail.
4. The farmer took good care of the cows.
5. Raju liked the watch which his aunt presented to him.
6. The house was so beautiful that he decided to buy it.
7. Although it was a sunny day, we did not go out.
8. In spite of her good ranks, she did not get admission.
9. Ernest Hemingway wrote the novel ‘The Old Man and the Sea’.
10. I was quite impressed with her performance.
11. You can leave or stay.
12. The artist hoped that all the paintings would be sold.
LESSON 10
(EN8VC-IIi-1.3, EN8VC-IIi-17)
Content Standard
The learner demonstrates understanding of: East Asian Literature as an
art from inspired and influenced by nature; relationship of visual, sensory, an d
verbal signals in both literary and expository texts; strategies in listening to long
descriptive and narrative texts; value of literal and figurative language; and
appropriate grammatical signals or expressions suitable to patterns of idea
development.
Competencies
excerpts

Concept
What is Intangible Cultural Heritage?
The term ‘cultural heritage’ has changed content considerably in recent decades,
partially owing to the instruments developed by UNESCO. Cultural heritage does
not end at monuments and collections of objects. It also includes traditions or
living expressions inherited from our ancestors and passed on to our
descendants, such as oral traditions, performing arts, social practices,

rituals, festive events, knowledge and practices concerning nature and the
universe or the knowledge and skills to produce traditional crafts.
While fragile, intangible cultural heritage is an important factor in maintaining
cultural diversity in the face of growing globalization. An understanding of the
intangible cultural heritage of different communities helps with intercultural
dialogue, and encourages mutual respect for other ways of life.
The importance of intangible cultural heritage is not the cultural manifestation
itself but rather the wealth of knowledge and skills that is transmitted through it
from one generation to the next. The social and economic value of this
transmission of knowledge is relevant for minority groups and for mainstream
social groups within a State, and is as important for developing States as for
developed ones.
Intangible cultural heritage is:
 Traditional, contemporary and living at the same time: intangible cultural
heritage does not only represent inherited traditions from the past but also
contemporary rural and urban practices in which diverse cultural groups take
part;
 Inclusive: we may share expressions of intangible cultural heritage that are
similar to those practiced by others. Whether they are from the neighboring
village, from a city on the opposite side of the world, or have been adapted by
peoples who have migrated and settled in a different region, they all are
intangible cultural heritage: they have been passed from one generation to
another, have evolved in response to their environments and they contribute to

giving us a sense of identity and continuity, providing a link from our past,
through the present, and into our future. Intangible cultural heritage does not give
rise to questions of whether or not certain practices are specific to a culture. It
contributes to social cohesion, encouraging a sense of identity and responsibility
which helps individuals to feel part of one or different communities and to feel
part of society at large;
 Representative: intangible cultural heritage is not merely valued as a cultural
good, on a comparative basis, for its exclusivity or its exceptional value. It thrives
on its basis in communities and depends on those whose knowledge of
traditions, skills and customs are passed on to the rest of the community, from
generation to generation, or to other communities;
 Community-based: intangible cultural heritage can only be heritage when it is
recognized as such by the communities, groups or individuals that create,
maintain and transmit it – without their recognition, nobody else can decide for
them that a given expression or practice is their heritage.

ENGLISH 8
UNIT 2- LESSON 10
Collaborative Task
Name: ________________________ Grade & Section: _______ Date: _
COMPETENCY
excerpts
Skills: Identify each presentation.
Directions: Group yourselves into 5.
Read the text below and study the different presentations on the number of
intangible heritage list around the world by UNESCO. Then answer the questions
that follow.
The Intangible Heritage List
1) The List of Intangible Cultural Heritage in Need of Urgent Safeguarding is
composed of intangible heritage elements* that concerned communities and
States Parties consider require urgent measures to keep them alive. Inscriptions
on this List help to mobilize international cooperation and assistance for

stakeholders to undertake appropriate safeguarding measures. In 2009, the
Committee inscribed 12 and in 2010 - 4 elements. In 2011, it inscribed
additionally 11 elements.
2) The Representative List of the Intangible Cultural Heritage of Humanity is
made up of those intangible heritage practices and expressions help
demonstrate the diversity of this heritage and raise awareness about its
importance. It aims at ensuring better visibility of the intangible cultural heritage
and raising awareness of its importance while encouraging dialogue that
respects cultural diversity. The Committee incorporated 90 elements in 2008
(items formerly proclaimed Masterpieces) and inscribed 76 elements in 2009
and 47 elements in 2010. In 2011, 19 new elements have been added to the
list.
3) The Register of Best Safeguarding Practices includes programs, projects and
activities on the national, sub regional and/or international levels that the
Committee considers to best reflect the principles and objectives of the
Convention. It aims at ensuring exchange and cooperation at the international
level for programs with proven success in safeguarding intangible cultural
heritage. Three programs were selected for the Register in 2009 by the
Intergovernmental Committee for the Safeguarding of the Intangible Cultural
Heritage. In 2011, five more programs were added to the list.

4) Following the sixth session of the Committee for the Safeguarding of the
Intangible Cultural Heritage, held in Bali, Indonesia, in November 2011, there are
27 elements on the List of Intangible Cultural Heritage in Need of Urgent
Safeguarding, 232 elements on the Representative List of the Intangible Cultural
Heritage of Humanity, and 8 programs included in the Register of Best
Safeguarding Practices.
Questions:
1. Which parts of the text are being presented here?
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. What is the trend in:
a. urgent safeguarding list?
________________________________________________________________
________________________________________________________________
b. representative list?
________________________________________________________________
_______________________________________________________________
c. register of best safeguarding practices?
________________________________________________________________
________________________________________________________________
3. What conclusion/s can you draw from this graph?
__________________________
____________________________
b. vertical entries in the table (per year)?
______________________________________________________________________
__________________________________________________________________
3. What conclusion/s can you draw from this table?
____________________________________
_________________________________
ENGLISH 8
UNIT 2- LESSON 10
Collaborative Task
COMPETENCY
excerpts

Skills: Knowing Phrase Frame.
Directions: With your partner.
Use the Term or Phrase Frame to write the terms or phrases you have learned
about intangible cultural heritage. Use one frame for each term you have learned.
ENGLISH 8
UNIT 2- LESSON 10
Collaborative Task
COMPETENCY
excerpts
Skills: Knowing Phrase Frame.
Directions:
Answer the following questions. Based on “What is Tangible Cultural Heritage”.
1. What is intangible cultural heritage according to UNESCO?
2. How can understanding intangible cultural heritage help in understanding other
people’s way of life?
3. What makes intangible cultural heritage different from the tangible ones such
as heritage sites?
4. What might happen if people did not realize the importance of intangible cul-
tural heritage and did not create steps to safeguard it? Why do you say so?

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UNIT II

(EN8RC-IIa-2.22, EN8RC-IIa2.18, EN8LC-IIA7, EN8LC-IIa-7.2)

an art from inspired and influenced by nature; relationship of visual, sensory,

ad verbal signals in both literary and expository texts; strategies in listening to

and appropriate grammatical signals or expressions suitable to patterns of

 Evaluate the personal significance of a literary text

 Relate content or theme to previous experiences and background

 Employ appropriate listening skills and strategies suited to long

descriptive and narrative texts

 Employ projective listening strategies with longer stories

but to put it briefly I'd say,

A text which has the purpose of telling a story or entertaining.

However, on closer inspection there are so many holes in this definition.

can be entertaining. Is a textbook literature?

 If a transcript of a particular thrilling but spontaneous conversation

is made, is it literature? It was not planned or aiming to do anything.

 If a poet never intended their works to be published then can we

say they aimed to entertain?

Name: ______________________ Grade & Section: __________ Date: ___

 Relate content or theme to previous experiences and

 Employ appropriate listening skills and strategies suited to long

descriptive and narrative texts

 Employ projective listening strategies with longer stories

growth in economy through its diversified cultural and socio-economic

innovation, which contributed in bridging and shaping the success of Asian

Read the selection below.

million visitors come to Thailand each year spending an average of six to

Orient” as one enamored traveller dubbed the country.

Buddha, which is said to be 46 meters long. Also world–famous are the

90 percent of the people are Buddhists.

Our loquacious guide regales us with the colorful history of Bangkok

buddhas in the world.

also built the Wat Po Temple on a 20-hectare compound adjacent to the

to decorate pagodas using their elaborate spires. At the main temple,

as offering to their god.

Every day, morning ceremonies are held at an adjacent temple

surrounded by four magnificent monuments: the first in red built by Rama I;

“of the sala tree. 11

and the training school for working elephants.

Amazingly, Bangkok is clean, especially the day after Wednesday,

relatively sanitary, although foreign visitors are advised to stick to bottled

Name: ______________________ Grade & Section: __________ Date: ___

 Relate content or theme to previous experiences and

 Employ appropriate listening skills and strategies suited to long

descriptive and narrative texts

Filipinos in terms of customs, traditions, beliefs and way of life as depicted in

differences of both countries in terms of forms of government , religion and

socio –economic status if you are familiar with.

Observe the pictures below.

Historic City of Ayutthaya

Sunday Walking Street, Chiang Mai

Name: ________________________ Grade & Section: __________ Date: _

 Evaluate the personal significance of a literary text

 Relate content or theme to previous experiences and

 Employ appropriate listening skills and strategies suited to long

descriptive and narrative texts

 Employ projective listening strategies with longer stories

landmarks distinctive of the country. Be able to explain or discuss your

sentence by saying, “One of the most interesting customs and traditions in

Thailand which attracted me is...______________.” Read orally your work in

(EN8LT-IIb-9.1, EN8LT-IIb-9.2, EN8WC-IIb-2.8, EN8WC-IIb2.8.8, EN8G-IIb-9)

The learner demonstrates understanding of: East Asian Literature as

Name: ______________ Grade & Section: Date: _

Name: ______________ Grade & Section: Date: _

Name: ______________ Grade & Section: Date: _

Name: ________________ Grade & Section: _ Date: _

Name: ______________ Grade & Section: Date: _

Name: ______________ Grade & Section: Date: _