73 8 80
one microphone for each two participants and a personal microphone for the moderator. else?”
water for each participant. Unless the room seats thirty people or fewer, provide at least
with each other. Include small tables or stands for holding notes, and provide a glass of
a slight circle, still mostly facing the audience, may help the panelists discuss the topic
the audience and will encourage audience to participate actively. Arranging the seats in
Plan the physical setup. Individual chairs will make the participants appear closer to
ahead of time. (Your English facilitator may act as a moderator).
guide the panelists when they stall. He/she must also be informed of the chosen topic
keep the panelists focused on the audience, keep the discussion running smoothly, and
discussion, and who is skilled in social situations. The moderator’s main purpose is to
moderating panels. Select someone who understands the topic well enough to follow the
Invite a moderator. Select a moderator. Ideally, he/she should already have experienced
panelists.
means that topic must have already been chosen by the group before inviting guest
and to give yourself time to find alternatives if one of them turns the offer down. This
Invite these people several weeks in advance, to allow them adequate time to prepare, • But her husband cried, “What a goose you are! Go find your friend, Mme. Forester, and
Invite at least four people may be safest, in case someone cancels at the last minute. • a lot of rich women.”
to five discussants normally creates the most interesting discussion.
issue in a business or nonprofit, an academic who has studied the issue. A panel of three
member of the public involved in the issue, someone with experience working with the
Look for well-informed people from a variety of backgrounds. You may consider a
topic. The claims of each panel should have back up studies or research based.
not always have competing points of view on display. Remember to research on the
to be divisive. Some panels are created to offer advice or information, and these do
If you are having difficulty balancing these goals, remember that topic does not need • The day of the party drew near, and Mme. Loisel seemed sad, restless, anxious. Yet her
so general or vague that the discussion becomes unfocused.
significantly different interests or backgrounds. However, avoid the trap of making a topic
Select a topic. Ideally, the topic of discussion should be important to people with
Putting a Panel Together
reading and find out more about panel discussion.
Although, you need to remember that panel discussion is different from debate. Continue
activity gives you an opportunity to put your knowledge about argumentative essay into action.
advance if possible, so you can recruit participants and organize the event. This panel discussion
politics, academics and other issues affecting communities. Start organizing several weeks in
experts and the members of the audience to discuss a particular topic. Panel topics are often
A panel discussion is a public exchange of ideas. It provides the opportunity for the
PANEL DISCUSSION
10
PANEL DISCUSSION
Lesson
Work on This!
Directions: Fill out the table below. List down the words/phrases used in the selection that
evoke your sensory perceptions.
Kinesthetic Olfactory / Gustatory Auditory
Sight
/touch Smell /Taste /Hearing
Share to the class your answers.
72
SIG. 1 AFRONT -Communication Arts in English YS11 First Quarter Module 69A-69B by Angelicum 8.25x11
them up. She kept on asking, “You haven’t anything
and could not decide to take them off and to give
tried on the ornaments before the glass, hesitated,
precious stones of an admirable workmanship. She
4. pearls, then a Venetian cross of gold set with
She saw at first bracelets, then a necklace of
said to Mme. Loisel, “Choose, my dear.”
took out a large casket, brought it, opened it, and
Mme. Forester went to her mirrored wardrobe,
her about her distress.
3.
The next day she went to her friend’s and told
She gave a cry of joy, “That’s true. I had not thought of it.”
ask her to lend you some jewelry. You know her well enough to do that.”
But she was not convinced. “No; there’s nothing more humiliating than to look poor among
year. For ten francs you will have two or three magnificent roses.”
He answered, “You will wear some natural flowers. They are very stylish this time of the
2. like distress. I would almost rather not go to this party.”
And she answered, “It annoys me not to have a jewel, not a single stone, to put on. I shall look
have been quite queer these last three days.”
dress was ready. One evening her husband said to her, “What’s the matter? Come, now, you
dress.”
But he said, “All right. I will give you four hundred francs. But take care to have a pretty
1. ples, List and Definitions
larks there on Sundays.
little shooting, the next summer, on the plain of Nanterre, with some friends who used to shoot
He grew a little pale, for he was reserving just that sum to buy a gun and treat himself to a
hundred francs I might do it.”
“At last, she answered hesitatingly, “I don’t know exactly, but it seems to me that with four
the frugal clerk.
which she might ask without meeting an immediate refusal and a frightened exclamation from
She reflected a few seconds, going over her calculations, and thinking also of the sum
proper dress, which would do on other occasions; something very simple?”
He was disconsolate. He began again, “See here, Mathilde, how much would this cost, a
to this party. Give your card to some colleague whose wife has a better outfit than I.”
she wiped her damp cheeks, “Nothing. Only I have no clothes, and in consequence I cannot go
But by a violent effort she had conquered her trouble, and she replied in a calm voice as
“What’s the matter? What’s the matter?”
were descending slowly from the corners of the eyes to the corners of the mouth. He stuttered,
He shut up, astonished and distracted at seeing that his wife was weeping. Two big tears
“Yes, yes. Look. I do not know what will happen to please you.”
All at once she discovered, in a box of black satin, a superb necklace of diamonds, and her
heart began to beat with boundless desire. Her hands trembled in taking it up. She fastened it
round her throat, on her high dress, and remained in ecstasy before herself.
Then, she asked, hesitating, full of anxiety, “Can you lend me this, only this?”
“Yes, yes, certainly.”
She sprang to her friend’s neck, kissed her with ardor, and then escaped with her treasure.
The day of the party arrived. Mme. Loisel was a success. She was the prettiest of them all,
elegant, gracious, smiling, and mad with joy. All the men were looking at her, inquiring her
name, asking to be introduced. All the attaches of the Cabinet wanted to dance with her. The
Minister took notice of her.
She danced with delight, with passion, intoxicated with pleasure, thinking of nothing, in
the triumph of her beauty, in the glory of her success, in a sort of cloud of happiness made up of
all these tributes, of all the admirations, of all these awakened desires, of this victory so complete
and so sweet to a woman’s heart.
She went away about four in the morning. Since midnight—her husband has been dozing
in a little anteroom with three other men whose wives were having a good time.
He threw over her shoulders the wraps he had brought to go home in, modest garments
of every-day life, the poverty of which was out of keeping with the elegance of the ball dress.
She felt this, and wanted to fly so as not to be noticed by the other women, who were wrapping
themselves up in rich furs.
Loisel kept her back, “Wait a minute; you will catch cold outside; I’ll call a cab.”
But she did not listen to him, and went downstairs rapidly. When they were in the street,
they could not find a carriage, and they set out in search of one, hailing the drivers whom they
saw passing in the distance.
They went down toward the Seine, disgusted, shivering. Finally, they found on the Quai
one of those old night-hawk cabs which one sees in Paris only after night has fallen, as though
they are ashamed of their misery in the daytime.
It brought them to their door, rue des
Martyrs; and they went up their own stairs sadly.
For her it was finished. And he was thinking
that he would have to be at the Ministry at ten
o’clock.
She took off the wraps with which she had
covered her shoulders, before the mirror, so as to
see herself once more in her glory. But suddenly
she gave a cry. She no longer had the necklace
around her throat!
Her husband, half undressed already,
asked, “What is the matter with you?”
She turned to him, terror-stricken, “I—I—I
have not Mme. Forester’s diamond necklace!”
9 16
Module 69A-69B
First Quarter
Poetry.(2007). Retrieved January 3, 2015 from www.google.com.ph/search?q=poetry
grammar/verb-tenses
Modal.TESOL. Retrieved January 3, 2015 from https://www.tesol-direct.com/guide-to-english-
helljump.com/figures-of-speech-examples-list-and-definitions/Figures Of Speech: Exam-
www.helljump.com. (2009).figures of speech. Retrieved December 26, 2012 from http://www.
ONLINE SOURCES:
Prentice Hall (2008). Writing and Grammar (Grade 10). Massachusetts: Pearson Education, Inc.
ENGLISH
HarperCollins: New York.
Communication Arts in
H. Ramsay Fowler and Jane E. Aaron, & Kay Limburg. (1995). The Little, Brown Handbook, 6th ed.
BOOK 1 Eastwood, J. (2006). Oxford Practice Grammar. New York: Oxford University Press.
Companies.
Chin, B. A., Wolfe, D. et.al. (2000) Glencoe Literature: The Reader’s Choice. US: McGraw-Hill
YS-11
Education South Asia Pte Ltd.
Carroll, J., Wilson, E., & Forlini, G. (2001) Writing and Grammar: Communication in Action. Pearson
K12
BOOKS:
References:
1
Sig. 1-AFRONT-Communication Arts in English YS11 First Quarter Module 69A-69B by Angelicum 8.25x11
An argumentative essay is also one that attempts/tries to change the reader’s mind, Up above the world so high,
to convince the reader to agree with the point of view of the writer. For that reason, the
Like a diamond in the sky.”
argumentative essay attempts to be highly persuasive and logical. For example, a thesis such as
“My first experiences with Americans were shocking” has a central idea ‘shocking’ but it is not 6. Climax
really strongly persuasive, and it is certainly not argumentative. In a climax, the words are placed in an ascending order, depending on their
When you write an argumentative essay, assume that the reader disagrees with you. But significance. These words generally revolve around a central theme and are arranged
please remember that your reader is no less intelligent than you. So, write OBJECTIVELY, in an increasing order to create a strong impression on the mind of the reader.
LOGICALLY and RESPECTFULLY. Try to understand your opponent’s point of view. If For example: “There are three things that will endure: faith, hope, and love.
you do not, you are not likely to convince the reader. But the greatest of these is love.” - 1 Corinthians 13:13
An important point to recall is that when writing an argumentative essay, your reader may 7. Anastrophe
not agree with you. Writing to persuade is, therefore, more challenging and more imposing than
many other types of writing. Your goal may be to change your readers' minds, to move them to An anastrophe refers to an inversion or rearrangement of a group of words that
action, to sell a program, to defend an idea, or to disprove an opponent. usually appears in a certain order.
In all these instances, you should consider writing to persuade as an important method for For example: Gold that glitters is not all that not. (All that glitters is gold)
shaping your environment toward your vision of reality. Although figurative language or figure of speech is used in everyday speech
and in every kind of literature, it is most apparent in poetry. You will encounter more
THESIS STATEMENT in ARGUMENTATIVE ESSAYS figures of speech on the succeeding pages. Enjoy reading!
• The argumentative thesis takes one side of an issue; frequently it proposes an FIGURES BASED ON COMPARISON
approach of action which is often expressed with the modal should.
1. Simile
• In the argument concerning the nuclear power plant, the thesis for a paper on this
topic might be: A simile is a figure of speech that compares two unrelated things or ideas
using “like” or “as” to accentuate a certain feature of an object by comparing it to a
“Governments should ban further construction of nuclear power plants.” dissimilar object that is a typical example of that particular trait.
• Someone else might argue: For example: as big as a bus, as clear as a bell, as dry as a bone, etc.
“The U.S should continue building nuclear power plants.” 2. Metaphor
Do the activities below before you continue reading. A metaphor compares two different or unrelated things to reveal certain new
qualities in the subject, which you might have ignored or overlooked otherwise.
For example: The streets of Chennai are a furnace.
3. Personification
Work on This!
Personification is all about adding a human trait to an inanimate object or an
abstraction.
ACTIVITY 1: Thesis Statement
For example: The picture in that magazine shouted for attention.
Study the following thesis statements. Put “A” in the blank if the statement is argumentative.
4. Allusion
Be careful! A statement having “should” as part of the verb is not automatically argumentative.
An allusion is an indirect or subtle reference made about a person, place or
1. __The earthquake in Gölcük, Turkey, was one of the most destructive in history.
thing in a work of literature.
2. __ Prospective* parents should be required to get licenses in order to have children. For example: I am no Prince Hamlet.
(Prospective: future, expected)
5. Metonymy
3. __ The building codes in Las Vegas, Nevada, are inadequate*. (Inadequate: not enough)
A metonymy is a figure of speech where one word or phrase is used in place of
4. __ Some of the Americans I have met are quite hospitable. another. With metonymy, a name of a particular thing is substituted with the name
5. __ Students should have a say in the hiring and firing of teachers. of a thing that is closely related to it.
6. __ Pornographic books ought to be banned from the library. For example: “We have always remained loyal to the crown.”
65
 SIG. 1 ABACK -Communication Arts in English YS11 First Quarter Module 69A-69B by Angelicum 8.25x11
71 10 15 66
his father had left him. He had to borrow the remainder.
Loisel possessed eighteen thousand francs which opinion that can be supported by evidence such as facts. For example: Man proposes: God disposes.
the poster. poster. the type of arguments. The kind of argument that can be argued logically is one based on an
used. the poster. is displayed on displayed on the before the end of February. ideas are placed in a somewhat balanced sentence.
of preference, or religious faith. Therefore, arguments of preference, belief or faith are NOT
reason(s) are is displayed on accurate reason reasons are Accuracy it back for thirty-four thousand, if the first was found An antithesis is a figure of speech where two very opposing lines of thought or
might be difficult to convince the other group because the argument could be based on a matter
Inaccurate 1 accurate reason Less than 1 2 accurate Content - days. And they made a bargain that he should take different opinions and can offer reasons in support of their arguments. However, sometimes it Antithesis 7.
They begged the jeweler not to sell it for three An argument follows when two groups disagree about something. People can have
attractive. neatness. he moped around the house.
messy. It is not neatness. layout, and francs. They could have it for thirty-six. PURPOSE of ARGUMENTATIVE ESSAYS For example: My son wanted a scooter. When I told him they are too dangerous,
it may be a bit poorly designed. layout and terms of design, the one they were seeking. It was priced forty thousand
meanings. A pun is also known as paronomasia.
attractive though messy or very terms of design, attractive in diamond necklace that seemed to them absolutely like
A pun is a figure of speech that plays with words to give away obscured
is acceptably distractingly attractive in exceptionally In a shop in the Palais Royal, they found a Compare and contrast something or somebody 4.
The poster The poster is The poster is The poster is Design Pun 6.
sick both of them with grief and anxiety. Arguments for and against a topic 3.
information. for a necklace like the other, consulting their memory— For example: The food at that restaurant is not bad at all.
Opinions/solutions to problems 2.
poster. as additional Then they went from jeweler to jeweler, looking to underplay a positive with a negative.
included on the poster. elements as well Advantages and disadvantages 1.
“It was not I, madam, who sold this necklace. I only supplied the case.” Litotes are nothing but an understatement. It can be used when you are looking
missing. elements are included on the required There are a few types of argumentative compositions such as:
elements are required elements are includes all Elements cover. He consulted his books. Litotes 5.
Several required Few of the All required The poster Required The next day they took the case which had held them to the jeweler whose name was in the you will want your reader or listener to accept your point of view.
For example: open secret, tragic comedy, exact estimate, original copies, etc.
or oppose the use of nuclear energy to produce electricity. If you agree or disagree on an issue,
Improvement must see how we can replace those jewels.”
Fair Good Excellent CATEGORY composition or speech class, the instructor may make an assignment in which you must support situation or incident.
Needs At the end of a week they had lost all hope. And Loisel, aged by five years, declared, “We
example: In an everyday situation, you may try to convince a friend to go somewhere or in a Oxymoron involves the usage of contradictory terms to describe an object,
She wrote as he dictated. However, you and your listeners or readers might agree or disagree with your opinion. For
and consider the rubrics below. Oxymoron 4.
and that you are having it repaired. That will give us time to turn around.” When you share an opinion, you try to convince your listeners or readers to accept it.
book needs you.” For your second activity, make a poster with the theme, “The book needs you” (Emily Dickinson, My Life Closed Twice Before Its Close)
First, explain the meaning and elaborate the claim of the conclusion of the paragraph, “The “You must write to your friend,” he said, “that you have broken the clasp of her necklace
And all we need of hell
share to the class its answer to the question below. Loisel came back in the evening, with his face worn and white; he had discovered nothing. Think About This!
Example: Parting is all we know of heaven
For your next activities, your facilitator will group the class into eight (8). Each group will She waited all day, in the same dazed state in face of this horrible disaster.
opposites as if both could be true.
interpret, and analyze author’s work. company; he did everything, in fact, that a trace of hope could urge him to.
as well. Imagery conveys the message of the literary work and helps the reader to appreciate, reasons, using examples, and quoting experts. Paradox is a statement that appears to contradict itself. It pairs two direct
Then he went to police headquarters, to the newspapers to offer a reward, to the cab
sensations. It also ignites kinesthetic, olfactory, tactile, gustatory, sight and auditory sensations argument must always use sound reasoning and solid evidence by stating facts, giving logical Paradox 3.
Her husband came back about seven o’clock. He had found nothing. attempts to persuade a reader to adopt a certain point of view or to take a particular action. The
improve the reader’s experience through their senses. Imagery is not only limited to visual For example: He was so intelligent, that he failed all his tests.
images in the mind of the reader. Imagery includes figurative and metaphorical language to overwhelmed, on a chair, without a fire, without a thought. It utilizes logic and reason to show that one idea is more legitimate than another idea. It
In literature, one of the strongest devices is imagery. The writer chooses language to create And he went out. She stayed there, in her ball dress, without strength to go to bed, to be sarcastic, they employ irony.
manner.
Irony is used to stress on the opposite meaning of a word. When people are looking
“I’m going,” he said, “back the whole distance we came on foot, to see if I cannot find it.” topic; collect, generate, and evaluate evidence; and establish a position on the topic in a concise
The argumentative essay is a genre of writing that requires the student to investigate a Irony 2.
__________________________________________________________________________ They gazed at each other, crushed. At last Loisel dressed himself again.
For example: When she smiles, her cheeks fall off.
What is the conclusion of the selection? 3. “No.”
Forget me NOT! and is commonly used in jokes and making backhanded compliments.
__________________________________________________________________________ “No. And you—you did not even look at it?” A far-fetched, over exaggerated description or sentence is called as hyperbole
How is the book described in each paragraph? 2. “Yes. That is probable. Did you take the number?” Hyperbole 1.
At this point you will read the discussion about argumentative essay or persuasive essay.
__________________________________________________________________________ “But if you had lost it in the street, we should have heard it fall. It must be in the cab.” FIGURES BASED ON CONTRADICTION
What is the selection all about? 1. “Yes, I touched it in the vestibule of the Ministry.”
Directions: Answer the following questions. He asked, “Are you sure you still had it when you left the ball?” For example: Somebody stole my wheels
2
everywhere. They did not find it. ARGUMENTATIVE ESSAY OR PERSUASIVE ESSAY light on the whole thing.
How well did you Read? And they searched in the folds of the dress, in the folds of the wrap, in the pockets, Lesson This is figure of speech where a part of a particular object is employed to throw
He jumped up, frightened, “What? How? It is not possible!” Synecdoche 6.

Sig. 1-ABACK -Communication Arts in English YS11 First Quarter Module 69A-69B by Angelicum 8.25x11

If you plan to do it inside the classroom you may not use microphone. Just make sure
panelists must speak loud enough to be heard by the class as audience.
• Consider seating the moderator in the middle of the panelists to help him/her address
and guide each panelist efficiently. Keeping the moderator at a podium off to one
side may make his job more difficult.
Planning the Panel Discussion
1. Make sure all of the participants know the goal of the panel. Your panel may present
practical solutions to a problem, host a complex, abstract discussion, or provide information
on a topic. The panel should know the scope and limitations of the topic to be discussed.
Let the panelists know whether the topic is a basic introduction or whether has knowledge
of the topic.
2. Decide how long the panel should last. For most panels, especially those taking place at a
conference or other larger event, 45–60 minutes is the recommended length of time. If the
panel is a standalone event, or if it covers a particularly important and popular topic, a 90
minute panel may be appropriate.
• For high school students, 15 – 20 minutes will do, although, your teacher together
with the class may decide about the length of time.
3. Consider starting with individual lectures (optional). The main focus of the panel should
always be a discussion. However, if one of the panel’s main goals is providing information,
this may be a useful way to precede the discussion. Have each panelist provide an
explanation of the topic, or his/her argument concerning the topic, lasting no more than
ten minutes per person. Again, the length of time given to a panelist to discuss his/her
point of view may be agreed upon by the teacher and the students.
• This method may require more preparation time for the panelists as a group, as each
panelist should expound the previous argument, rather than cover the same ground.
4. Try to avoid visual presentations, like powerpoint presentations and slides, unless
absolutely necessary for the topic. They tend to slow down the discussion, keep audience
involvement low, and often bore the listeners. Use a small number of slides, and only
when information or diagrams need to be presented that cannot easily be explained in
words alone.
5. Be ready as your English facilitator may ask you questions during the panel discussion.
Most of these are open-ended questions, which the panelists can take in a direction best
suited to the course of the discussion. Questions directed at an individual panelist are
also acceptable, but try to divide these among the panelists fairly and evenly. Anticipate
questions the members of the audience might ask. Avoid a sudden change of topic when
answering questions.
• Your English facilitator, the moderator, will look over your questions. The moderator
will also be the one to ask questions, although, panelists may also ask follow
up questions to the other members of the panel or to the moderator to make the
discussion productive.
6. Plan out the rest of the panel. Determine how much time you will set aside for questions;
typically, this constitutes half the panel›s length or more. Use the last 20–30 minutes for
She was simple since she could not be adorned; but she was unhappy as though kept 4. Mother Earth I feel pity on you. You are dying.
out of her own class; for women have no caste and no descent, their beauty, their grace, and 5. Powerful you have become; the dark side I sense in you.
their charm serving them instead of birth and fortune. Their native keenness, their instinctive
elegance, their flexibility of mind, are their only hierarchy; and these make the daughters of the 6. I miss her as I miss you.
people the equals of the most lofty dames. Philippine Copyright 2016 7. Leo is the tiger you should be scared of.
She suffered intensely, feeling herself born for every delicacy and every luxury. She 8. I really appreciate your effort of not bringing your module today.
suffered from the poverty of her dwelling, from the worn walls, the abraded chairs, the ugliness by
of the stuffs. All these things, which another woman of her caste would not even have noticed, 9. Studying is boring yet it’s the only way to make you enthusiastic.
tortured her and made her indignant. The sight of the little girl from Brittany who did her 10. Rizal died for every Juan.
humble housework awoke in her desolated regrets and distracted dreams. She let her mind ANGELICUM COLLEGE
dwell on the quiet vestibules, hung with Oriental tapestries, lighted by tall lamps of bronze, and NOTE: Ask your English facilitator for the module answer key and check your answers
on the two tall footmen in knee breeches who dozed in the large armchairs, made drowsy by the yourself. Your facilitator will check your answers in Posttest Test A.
heat of the furnace. She let her mind dwell on the large parlors, decked with old silk, with their
delicate furniture, supporting precious bric-a-brac, and on the coquettish little rooms, perfumed,
prepared for the five o’clock chat with the most intimate friends, men well known and sought Self-Evaluation: Refer to the table below to find out what to do next.
after, whose attentions all women envied and desired. Communication Arts in English YS 11 If you got… You did (a/an)…
When she sat down to dine, before a tablecloth three days old, in front of her husband, First Edition 2016
who lifted the cover of the tureen, declaring with an air of satisfaction, “Ah, the good pot-au- ISBN 978-971-23-8377-9
feu. I don’t know anything better than that,” she was thinking of delicate repasts, with glittering 30 Excellent Work! You are indeed ready for
Item Number: 93-EI-00013-1 the Mastery Activities (MA)!
silver, with tapestries peopling the walls with ancient figures and with strange birds in a fairy-
like forest; she was thinking of exquisite dishes, served in marvelous platters, of compliment
whispered and heard with a sphinx-like smile, while she was eating the rosy flesh of a trout or Very Good Job! Review your lessons before
the wings of a quail. 27-29
doing your MA.
She had no dresses, no jewelry, nothing. And she loved nothing else; she felt herself made No portion of this book may be copied or reproduced in books,
for that only. She would so much have liked to please, to be envied, to be seductive and sought pamphlets, outlines, or notes–whether printed, mimeographed,
20-26 Good! Find out what you have answered
after. typewritten, photocopied, or in any form–for distribution or sale, wrong then ask your facilitator for an MA.
She had a rich friend, a comrade of her convent days, whom she did not want to go and see without the written permission of the Publisher and Author/s. The
any more, so much did she suffer as she came away. And she wept all day long, from chagrin, infringer shall be prosecuted in compliance with copyright, trademark, 16-19 Weak Performance! You almost did it.
from regret, from despair, and from distress. Quickly go over your lessons before asking
patent, and other pertinent laws.
But one evening her husband came in with a proud air, holding in his hand a large envelope. for an Enrichment Activity from your
facilitator.
“There,” said he, “there’s something for you.”
She quickly tore the paper and took out of it a printed card which bore these words: “The
0-15 Poorly! Do not rush your work. Carefully
Minister of Education and Mme. Georges Rampouneau beg M. and Mme. Loisel to do them the
read the entire lesson once again and ask
honor to pass the evening with them at the palace of the Ministry, on Monday, January 18.”
for an Enrichment Activity from your
Instead of being delighted, as her husband hoped, she threw the invitation on the table facilitator.
with annoyance, murmuring, “What do you want me to do with that?”
“But, my dear, I thought you would be pleased. You never go out, and here’s a chance, a
fine one. I had the hardest work to get it. Everybody is after them; they are greatly sought for
and not many are given to the clerks. You will see there all the officials of world.”
Printed by
She looked at him with an irritated eye and she declared with impatience, “What do you
want me to put on my back to go there?”
Typography & Creative Lithography
He had not thought of that; he hesitated, “But the dress in which you go to the theater.
84 P. Florentino St., Quezon City, Phils.
That looks very well to me—” Tel. No. 857-77-77

74 7 79
 Module 69A

Expression on Communication for

Persuasion
Warm greetings!
Welcome to the realm of English, the universal
language, the domain of literature and the abode of
effective communication. As YS 11 learner of Angelicum
College, you are expected to demonstrate the proficiency
in English through listening, speaking, reading and
writing. This lesson begins the module of English 11.
The modules contain Pretest that activates your prior
knowledge (schema) about a certain lesson. Discussion of
the lesson is also an essential part of the module. It gives
you information about the lesson. Most of the literary
pieces are preceded by vocabulary activities which help
develop your cleverness in vocabulary. Furthermore, each
literary piece has comprehension check activities composed of questions which serve as your
gauge on how well you have understood the reading selection. Lastly, it contains Posttest that
serves as scale on how ready you are to take the Mastery Test (MT) or Oral Examination (OE)
about the topic.
At the end of this lesson, it is expected that you will be able to accomplish the following.
First, you must exhibit the competence in reading through activities integrated in literary
pieces that enrich your vocabulary, reading and comprehension skills. Second, you must
be able to formulate opinion or assertion through argumentative essay or persuasive essay.
Third, you must also be able to organize the elements of a story and to compare and contrast
characters through the use of Venn diagram. Lastly, you must be able to abreast yourself with
the use of reflexive and intensive pronouns that can be demonstrated through speaking and
writing activities.
Below is the scope and sequence of the topics in this module. It tells you about the lesson
number and the topic that you need to learn and to master in this module.

LESSON NUMBER TOPIC

1 THE NECKLACE
ARGUMENTATIVE ESSAY OR PERSUASIVE
2
ESSAY
3 ELEMENTS OF NARRATIVE

4 REFLEXIVE AND INTENSIVE PRONOUN

5 NON-VERBAL COMMUNICATION

3
 Work on This!

PRETEST
A. Directions: Below are the elements of narrative. Discuss each briefly.
1. Setting
__________________________________________________________________________
2. Character
__________________________________________________________________________
• Protagonist___________________________________________________________
• Antagonist____________________________________________________________
3. Plot
__________________________________________________________________________
4. Conflict
__________________________________________________________________________
5. Theme
__________________________________________________________________________
B. Directions: On the space provided, write the reflexive or intensive pronoun in each
sentence. Label it reflexive or intensive.
Example: The painters saw themselves in the mirror.
Answers: themselves – reflexive
1. They themselves knew they looked funny
________________________________________________________________
2. One had painted himself green.
________________________________________________________________
3. Another had decorated herself with blue spots.
_______________________________________________________________
4. The paint itself was splattered all over the floor.
________________________________________________________________
5. I myself had to try hard not to laugh.
________________________________________________________________

If you got… You did…

fantastic! You are ready for this lesson. You may quickly go through the
18-19 lesson and answer the activities in the module. If you do just as well in your
Posttest, you may ask your facilitator for your mastery activity right away.

4
 great! You did not get a perfect score but you can do better. You may now
15-17 proceed to the lesson and modular activities. If you do just as well in your
Posttest you may ask your facilitator for your mastery activity.
good! Carefully go over the lesson in the module and focus on the topics
you found difficult. Answer all the modular activities and ask your facilitator
11-14
for some enrichment activities if necessary. Then, you may work on your
mastery activity.
just fine. You need to intently study the lessons in the module. Do your best
0-10 in answering all the modular and enrichment activities for you to be allowed
to take your mastery test.

Learn About Words

Column A contains words and their definitions. Column B contains sentences with informal
word or phrase which can be substituted by the word in column A. On the space provided, write
the letter of the sentence that contains word or phrase synonymous to the word in column A.
COLUMN A COLUMN B
____ 1. BLUNDER – an embarrassing A. She is gutted due to great depression.
mistake
____ 2. ADORN – to lend beauty to B. She made a great boo-boo that
disappointed everybody.
____ 3. CASTE – a social class separated C. The models dressed themselves up for
from others by distinctions of the fashion show.
hereditary rank, profession, or
wealth.
____ 4. LOFTY – having or displaying D. To be a toffee-nosed person is different
great dignity or nobility from one with self-respect.
____ 5. INDIGNANT – angered at E. People feel hacked off because of
something unjust or wrong injustice and inequality.
____ 6. DESOLATE – crushed by grief F. She is down in the dumps when she
lost her only child.
____ 7. VESTIBULE – a large entrance or G. This is a perfect spot for our party.
reception or area
____ 8. REPAST – the food served and H. He has been arrested because of
eaten at one time overpriced vigorish.
____ 9. DISCONSOLATE – sad beyond I. Eat your chow as fast as possible or we
comforting; incapable of being will be late.
consoled
____ 10. USURY – the act of lending J. A skint family has no equal rights and
money at an exorbitant rate of fair justice nowadays.
interest
Have your answers checked by your facilitator.
5
 Lesson
Ancient Mythology
1

Remember the words in your vocabulary activity. You will come across them as you read
the story, “The Necklace” by Guy de Maupassant. But before that, read the short biographical
information of Guy de Maupassant below.
Guy de Maupassant (1850-1893) is a French author of the naturalistic
school who is generally considered the greatest French short story
writer.
Guy de Maupassant was born at the Château de Miromesniel,
Dieppe on August 5, 1850. In 1869, Maupassant started to study
law in Paris, but soon, at the age of 20, he volunteered to serve in the
army during the Franco-Prussian War. Between the years 1872 and
1880 Maupassant was a civil servant, first at the Ministry of Maritime
Affairs, then at the Ministry of Education.
Maupassant had suffered from syphilis. The disease later caused his mental disorder which
is seen in his nightmarish stories. His stories have much in common with Edgar Allan Poe's
supernatural visions. Critics have charted Maupassant's developing illness through his semi-
autobiographical stories of abnormal psychology, but the theme of mental disorder is present
even in his first collection, La Maison Tellier (1881). This collection was published at the height of
his health.
On January 2, 1892, Maupassant tried to commit suicide by cutting his throat and was
committed to the celebrated private asylum of Dr. Esprit Blanche at Passy in Paris, where he
died on July 6, 1893.

Go and Explore!

You may now start reading the story below. Have fun!

The Necklace
By Guy de Maupassant

She was one of those pretty and charming girls, born by a blunder of
destiny in a family of employees. She had no dowry, no expectations,
no means of being known, understood, loved, married by a man rich
and distinguished; and she let them make a match for her with a little
clerk in the Department of Education.

6
 She was simple since she could not be adorned; but she was unhappy as though kept
out of her own class; for women have no caste and no descent, their beauty, their grace, and
their charm serving them instead of birth and fortune. Their native keenness, their instinctive
elegance, their flexibility of mind, are their only hierarchy; and these make the daughters of the
people the equals of the most lofty dames.
She suffered intensely, feeling herself born for every delicacy and every luxury. She
suffered from the poverty of her dwelling, from the worn walls, the abraded chairs, the ugliness
of the stuffs. All these things, which another woman of her caste would not even have noticed,
tortured her and made her indignant. The sight of the little girl from Brittany who did her
humble housework awoke in her desolated regrets and distracted dreams. She let her mind
dwell on the quiet vestibules, hung with Oriental tapestries, lighted by tall lamps of bronze, and
on the two tall footmen in knee breeches who dozed in the large armchairs, made drowsy by the
heat of the furnace. She let her mind dwell on the large parlors, decked with old silk, with their
delicate furniture, supporting precious bric-a-brac, and on the coquettish little rooms, perfumed,
prepared for the five o’clock chat with the most intimate friends, men well known and sought
after, whose attentions all women envied and desired.
When she sat down to dine, before a tablecloth three days old, in front of her husband,
who lifted the cover of the tureen, declaring with an air of satisfaction, “Ah, the good pot-au-
feu. I don’t know anything better than that,” she was thinking of delicate repasts, with glittering
silver, with tapestries peopling the walls with ancient figures and with strange birds in a fairy-
like forest; she was thinking of exquisite dishes, served in marvelous platters, of compliment
whispered and heard with a sphinx-like smile, while she was eating the rosy flesh of a trout or
the wings of a quail.
She had no dresses, no jewelry, nothing. And she loved nothing else; she felt herself made
for that only. She would so much have liked to please, to be envied, to be seductive and sought
after.
She had a rich friend, a comrade of her convent days, whom she did not want to go and see
any more, so much did she suffer as she came away. And she wept all day long, from chagrin,
from regret, from despair, and from distress.
But one evening her husband came in with a proud air, holding in his hand a large envelope.
“There,” said he, “there’s something for you.”
She quickly tore the paper and took out of it a printed card which bore these words: “The
Minister of Education and Mme. Georges Rampouneau beg M. and Mme. Loisel to do them the
honor to pass the evening with them at the palace of the Ministry, on Monday, January 18.”
Instead of being delighted, as her husband hoped, she threw the invitation on the table
with annoyance, murmuring, “What do you want me to do with that?”
“But, my dear, I thought you would be pleased. You never go out, and here’s a chance, a
fine one. I had the hardest work to get it. Everybody is after them; they are greatly sought for
and not many are given to the clerks. You will see there all the officials of world.”
She looked at him with an irritated eye and she declared with impatience, “What do you
want me to put on my back to go there?”
He had not thought of that; he hesitated, “But the dress in which you go to the theater.
That looks very well to me—”

7
 He shut up, astonished and distracted at seeing that his wife was weeping. Two big tears
were descending slowly from the corners of the eyes to the corners of the mouth. He stuttered,
“What’s the matter? What’s the matter?”
But by a violent effort she had conquered her trouble, and she replied in a calm voice as
she wiped her damp cheeks, “Nothing. Only I have no clothes, and in consequence I cannot go
to this party. Give your card to some colleague whose wife has a better outfit than I.”
He was disconsolate. He began again, “See here, Mathilde, how much would this cost, a
proper dress, which would do on other occasions; something very simple?”
She reflected a few seconds, going over her calculations, and thinking also of the sum
which she might ask without meeting an immediate refusal and a frightened exclamation from
the frugal clerk.
“At last, she answered hesitatingly, “I don’t know exactly, but it seems to me that with four
hundred francs I might do it.”
He grew a little pale, for he was reserving just that sum to buy a gun and treat himself to a
little shooting, the next summer, on the plain of Nanterre, with some friends who used to shoot
larks there on Sundays.
But he said, “All right. I will give you four hundred francs. But take care to have a pretty
dress.”
The day of the party drew near, and Mme. Loisel seemed sad, restless, anxious. Yet her
dress was ready. One evening her husband said to her, “What’s the matter? Come, now, you
have been quite queer these last three days.”
And she answered, “It annoys me not to have a jewel, not a single stone, to put on. I shall look
like distress. I would almost rather not go to this party.”
He answered, “You will wear some natural flowers. They are very stylish this time of the
year. For ten francs you will have two or three magnificent roses.”
But she was not convinced. “No; there’s nothing more humiliating than to look poor among
a lot of rich women.”
But her husband cried, “What a goose you are! Go find your friend, Mme. Forester, and
ask her to lend you some jewelry. You know her well enough to do that.”
She gave a cry of joy, “That’s true. I had not thought of it.”
The next day she went to her friend’s and told
her about her distress.
Mme. Forester went to her mirrored wardrobe,
took out a large casket, brought it, opened it, and
said to Mme. Loisel, “Choose, my dear.”
She saw at first bracelets, then a necklace of
pearls, then a Venetian cross of gold set with
precious stones of an admirable workmanship. She
tried on the ornaments before the glass, hesitated,
and could not decide to take them off and to give
them up. She kept on asking, “You haven’t anything
else?”
8
 “Yes, yes. Look. I do not know what will happen to please you.”
All at once she discovered, in a box of black satin, a superb necklace of diamonds, and her
heart began to beat with boundless desire. Her hands trembled in taking it up. She fastened it
round her throat, on her high dress, and remained in ecstasy before herself.
Then, she asked, hesitating, full of anxiety, “Can you lend me this, only this?”
“Yes, yes, certainly.”
She sprang to her friend’s neck, kissed her with ardor, and then escaped with her treasure.
The day of the party arrived. Mme. Loisel was a success. She was the prettiest of them all,
elegant, gracious, smiling, and mad with joy. All the men were looking at her, inquiring her
name, asking to be introduced. All the attaches of the Cabinet wanted to dance with her. The
Minister took notice of her.
She danced with delight, with passion, intoxicated with pleasure, thinking of nothing, in
the triumph of her beauty, in the glory of her success, in a sort of cloud of happiness made up of
all these tributes, of all the admirations, of all these awakened desires, of this victory so complete
and so sweet to a woman’s heart.
She went away about four in the morning. Since midnight—her husband has been dozing
in a little anteroom with three other men whose wives were having a good time.
He threw over her shoulders the wraps he had brought to go home in, modest garments
of every-day life, the poverty of which was out of keeping with the elegance of the ball dress.
She felt this, and wanted to fly so as not to be noticed by the other women, who were wrapping
themselves up in rich furs.
Loisel kept her back, “Wait a minute; you will catch cold outside; I’ll call a cab.”
But she did not listen to him, and went downstairs rapidly. When they were in the street,
they could not find a carriage, and they set out in search of one, hailing the drivers whom they
saw passing in the distance.
They went down toward the Seine, disgusted, shivering. Finally, they found on the Quai
one of those old night-hawk cabs which one sees in Paris only after night has fallen, as though
they are ashamed of their misery in the daytime.
It brought them to their door, rue des
Martyrs; and they went up their own stairs sadly.
For her it was finished. And he was thinking
that he would have to be at the Ministry at ten
o’clock.
She took off the wraps with which she had
covered her shoulders, before the mirror, so as to
see herself once more in her glory. But suddenly
she gave a cry. She no longer had the necklace
around her throat!
Her husband, half undressed already,
asked, “What is the matter with you?”
She turned to him, terror-stricken, “I—I—I
have not Mme. Forester’s diamond necklace!”
9
 He jumped up, frightened, “What? How? It is not possible!”
And they searched in the folds of the dress, in the folds of the wrap, in the pockets,
everywhere. They did not find it.
He asked, “Are you sure you still had it when you left the ball?”
“Yes, I touched it in the vestibule of the Ministry.”
“But if you had lost it in the street, we should have heard it fall. It must be in the cab.”
“Yes. That is probable. Did you take the number?”
“No. And you—you did not even look at it?”
“No.”
They gazed at each other, crushed. At last Loisel dressed himself again.
“I’m going,” he said, “back the whole distance we came on foot, to see if I cannot find it.”
And he went out. She stayed there, in her ball dress, without strength to go to bed,
overwhelmed, on a chair, without a fire, without a thought.
Her husband came back about seven o’clock. He had found nothing.
Then he went to police headquarters, to the newspapers to offer a reward, to the cab
company; he did everything, in fact, that a trace of hope could urge him to.
She waited all day, in the same dazed state in face of this horrible disaster.
Loisel came back in the evening, with his face worn and white; he had discovered nothing.
“You must write to your friend,” he said, “that you have broken the clasp of her necklace
and that you are having it repaired. That will give us time to turn around.”
She wrote as he dictated.
At the end of a week they had lost all hope. And Loisel, aged by five years, declared, “We
must see how we can replace those jewels.”
The next day they took the case which had held them to the jeweler whose name was in the
cover. He consulted his books.
“It was not I, madam, who sold this necklace. I only supplied the case.”
Then they went from jeweler to jeweler, looking
for a necklace like the other, consulting their memory—
sick both of them with grief and anxiety.
In a shop in the Palais Royal, they found a
diamond necklace that seemed to them absolutely like
the one they were seeking. It was priced forty thousand
francs. They could have it for thirty-six.
They begged the jeweler not to sell it for three
days. And they made a bargain that he should take
it back for thirty-four thousand, if the first was found
before the end of February.
Loisel possessed eighteen thousand francs which
his father had left him. He had to borrow the remainder.
10
 He borrowed, asking a thousand francs from one, five hundred from another, five here,
three louis there. He gave promissory notes, made ruinous agreements, dealt with usurers, with
all kinds of lenders. He compromised the end of his life, risked his signature without even
knowing whether it could be honored; and, frightened by all the anguish of the future, by the
black misery which was about to settle down on him, by the perspective of all sorts of physical
deprivations and of all sorts of moral tortures, he went to buy the new diamond necklace, laying
down on the jeweler’s counter thirty-six thousand francs.
When Mme. Loisel took back the necklace to Mme. Forester, the latter said, with an irritated
air, “You ought to have brought it back sooner, for I might have needed it.”
She did not open the case, which her friend had been fearing. If she had noticed the
substitution, what would she have thought? What would she have said? Might she not have
been taken for a thief?
Mme. Loisel learned the horrible life of the needy. She made the best of it, moreover,
frankly, heroically. The frightful debt must be paid. She would pay it. They dismissed the
servant; they changed their rooms; they took an attic under the roof.
She learned the rough work of
the household, the odious labors of
the kitchen. She washed the dishes,
wearing out her pink nails on the greasy
pots and the bottoms of the pans. She
washed the dirty linen, the shirts and
the towels, which she dried on a rope;
she carried down the garbage to the
street every morning, and she carried
up the water, pausing for breath on
every floor. And, dressed like a woman
of the people, she went to the fruiterer,
the grocer, the butcher, a basket on her
arm, bargaining, insulted, fighting for
her wretched money, sou by sou.
Every month they had to pay notes, to renew others to gain time.
The husband worked in the evening keeping up the books of a shopkeeper, and at night
often he did copying at five sous the page.
And this life lasted ten years.
At the end of ten years they had paid everything back, everything, with the rates of usury
and all the accumulation of heaped-up interest.
Mme. Loisel seemed aged now. She had become the robust woman, hard and rough, of a
poor household. Badly combed, with her skirts awry and her hands red, her voice was loud, and
she washed the floor with splashing water.
But sometimes, when her husband was at the office, she sat down by the window and she
thought of that evening long ago, of that ball, where she had been so beautiful and so admired.
What would have happened if she had not lost that necklace? Who knows? Who knows?
How singular life is, how changeable! What a little thing it takes to save you or to lose you.

11
 Then, one Sunday, as she was taking a turn in the Champs Elysées, as a recreation after the
labors of the week, she perceived suddenly a woman walking with a child. It was Mme. Forester,
still young, still beautiful, still seductive.
Mme. Loisel felt moved. Should she speak
to her? Yes, certainly. And now that she had paid
up, she would tell her all. Why not?
She drew near.
“Good morning, Jeanne.”
The other did not recognize her, astonished
to be hailed thus familiarly by this woman of the
people. She hesitated—
“But—madam—I don’t know—are you not
making a mistake?”
“No. I am Mathilde Loisel.”
Her friend gave a cry, “Oh!—My poor
Mathilde, how you are changed.”
“Yes, I have had hard days since I saw you,
and many troubles,—and that because of you.”
“Of me?—How so?”
“You remember that diamond necklace that you lent me to go to the ball at the Ministry?”
“Yes. And then?”
“Well, I lost it.”
“How can that be since you brought it back to me?”
“I brought you back another just like it. And now for ten years we have been paying for
it. You will understand that it was not easy for us, who had nothing. At last, it is done, and I am
mighty glad.”
Mme. Forester had guessed.
“You say that you bought a diamond necklace to replace mine?”
“Yes. You did not notice it, even, did you? They were exactly alike?”
And she smiled with proud and naïve joy.
Mme. Forester, much moved, took her by both hands, “Oh, my poor Mathilde. But mine
were false. At most they were worth five hundred francs!”

v vvvv

How did you find the story? Did you understand the story very well? Find out by answering
the questions on the next page.

12
 How well did you Read?

Directions: After reading the selection, you might go over the portions of the story that you
did not understand well. You may refer to the reading material before answering
the following questions.
1. What does the necklace symbolize in the story?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. How was Mathilde described in the story? How far do you think force of character
affected her life?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. Did Mathilde choose the right course of action when they found out that the necklace
was missing? What choices were open to them? Why were they not chosen?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4. What was the contribution of the French society in the 19th century to Mathilde’s
misfortune?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

13
 5. What insinuations about life did the story give?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
6. Why do you think Mathilde felt the need of wearing such elegant clothes and precious
jewelry?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

How does the society deal with different social status? Shall we say that most people are
becoming materialistic nowadays? If you were Mathilde, would you do the same? If you were
given a chance to talk to Mathilde, how would you convince her with your point of view?

14
 Lesson
ARGUMENTATIVE ESSAY OR PERSUASIVE ESSAY
2

At this point you will read the discussion about argumentative essay or persuasive essay.

Forget me NOT!

The argumentative essay is a genre of writing that requires the student to investigate a
topic; collect, generate, and evaluate evidence; and establish a position on the topic in a concise
manner.
It utilizes logic and reason to show that one idea is more legitimate than another idea. It
attempts to persuade a reader to adopt a certain point of view or to take a particular action. The
argument must always use sound reasoning and solid evidence by stating facts, giving logical
reasons, using examples, and quoting experts.

Think About This!

When you share an opinion, you try to convince your listeners or readers to accept it.
However, you and your listeners or readers might agree or disagree with your opinion. For
example: In an everyday situation, you may try to convince a friend to go somewhere or in a
composition or speech class, the instructor may make an assignment in which you must support
or oppose the use of nuclear energy to produce electricity. If you agree or disagree on an issue,
you will want your reader or listener to accept your point of view.
There are a few types of argumentative compositions such as:
1. Advantages and disadvantages
2. Opinions/solutions to problems
3. Arguments for and against a topic
4. Compare and contrast something or somebody

PURPOSE of ARGUMENTATIVE ESSAYS

An argument follows when two groups disagree about something. People can have
different opinions and can offer reasons in support of their arguments. However, sometimes it
might be difficult to convince the other group because the argument could be based on a matter
of preference, or religious faith. Therefore, arguments of preference, belief or faith are NOT
the type of arguments. The kind of argument that can be argued logically is one based on an
opinion that can be supported by evidence such as facts.

15
 An argumentative essay is also one that attempts/tries to change the reader’s mind,
to convince the reader to agree with the point of view of the writer. For that reason, the
argumentative essay attempts to be highly persuasive and logical. For example, a thesis such as
“My first experiences with Americans were shocking” has a central idea ‘shocking’ but it is not
really strongly persuasive, and it is certainly not argumentative.
When you write an argumentative essay, assume that the reader disagrees with you. But
please remember that your reader is no less intelligent than you. So, write OBJECTIVELY,
LOGICALLY and RESPECTFULLY. Try to understand your opponent’s point of view. If
you do not, you are not likely to convince the reader.
An important point to recall is that when writing an argumentative essay, your reader may
not agree with you. Writing to persuade is, therefore, more challenging and more imposing than
many other types of writing. Your goal may be to change your readers' minds, to move them to
action, to sell a program, to defend an idea, or to disprove an opponent.
In all these instances, you should consider writing to persuade as an important method for
shaping your environment toward your vision of reality.

THESIS STATEMENT in ARGUMENTATIVE ESSAYS

• The argumentative thesis takes one side of an issue; frequently it proposes an
approach of action which is often expressed with the modal should.
• In the argument concerning the nuclear power plant, the thesis for a paper on this
topic might be:
“Governments should ban further construction of nuclear power plants.”
• Someone else might argue:
“The U.S should continue building nuclear power plants.”
Do the activities below before you continue reading.

Work on This!

ACTIVITY 1: Thesis Statement

Study the following thesis statements. Put “A” in the blank if the statement is argumentative.
Be careful! A statement having “should” as part of the verb is not automatically argumentative.
1. __The earthquake in Gölcük, Turkey, was one of the most destructive in history.
2. __ Prospective* parents should be required to get licenses in order to have children.
(Prospective: future, expected)
3. __ The building codes in Las Vegas, Nevada, are inadequate*. (Inadequate: not enough)
4. __ Some of the Americans I have met are quite hospitable.
5. __ Students should have a say in the hiring and firing of teachers.
6. __ Pornographic books ought to be banned from the library.

16
 7. __ State University should not have a football team.
8. __The citizens of this state should be allowed to carry guns.
9. __ The United States ought to allow more immigrants into this country.

ACTIVITY 2: Choose one opinion (a or b) from each of the following pairs of thesis statements. Then,
reason out to stand with your claim.
1. a. It is a good idea for students to work part time while they are going to school.
b. Students should not work while they are going to school.
2. a. Young people should continue to live with their parents after they finish their
education.
b. Young people should move away from home after they finish their education.
3. a. Wars are always wrong.
b. Wars are not always wrong.
4. a. Exams are not useful.
b. Exams do not check students’ knowledge.
Your facilitator will check your answers. You may now continue reading.

PLANNING/ORGANIZING THE ARGUMENTATIVE ESSAY

When you are planning the argumentative essay, be aware that the essay should contain
the following characteristics:
1. The argumentative essay should introduce and explain the issue or case. The reader
needs to understand the issue to be argued.
2. The essay should offer explanation and support for those reasons. In other words,
the essay should prove its point.
3. The essay should refute opposing arguments. (refute: to prove wrong by argument
or to show that something is invalid/untrue/illogical)

ORGANIZATION of an ARGUMENTATIVE ESSAY

1. Introduction
You can first introduce the problem and give background information necessary for the
argument and the thesis.
2. Reasons
You begin by stating and supporting your reasons. Use paragraph to state each of your
reasons following your statement with evidence that proves your reason.
3. Refutation
You follow each reason with an opposing view related to that reason and evidence that
supports the reason or objection. You may write one paragraph for each counter point and
its evidence.
17
4. Conclusion
In writing the conclusion of your argumentative essay, you may restate your claim,
summarize the supporting information or assess the reason.

OUTLINE of an ARGUMENTATIVE ESSAY

Introduction
Introduction: Background about the topic
Thesis statement: …..
BODY
I. Pro(for/in support of) argument: (weakest argument that supports your opinion)
II. Pro(for/in support of) argument: (stronger argument that supports your opinion)
III. Pro(for/in support of) argument: (strongest argument that supports your opinion)
IV. Con (against/negative): (Counter/oppose arguments and your refutation)
Conclusion
Summary, solution, prediction, or recommendation
Conclusions are just as important as introductions. The conclusion closes the essay and
tries to resolve the issue. The aim is to convince the reader that your essay has covered all the
most important arguments about the issue and that your main premise is the best position on
the issue. You should not present any new arguments in your conclusion.
You may have done so much work in writing the body of the essay and you may find it
difficult to write a conclusion. You just want to finish the essay as quickly as possible and you
write a rushed and badly written conclusion.
Remember the conclusion is the part of the essay that your reader will see; spend some time on
carefully writing the conclusion so that you give your reader a good final impression of your
essay.

Work on This!

ACTIVITY 1
Directions: Match the first paragraphs in column A with the last paragraph in column. Write
a title for each topic.
FIRST PARAGRAPHS LAST PARAGRAPHS
1. When students are having discipline a. To conclude, it seems that the only
problems at school, I strongly believe way to improve the quality of our
that the parents are to blame. Children surroundings is to work together to
who are not well-disciplined at home do protect the environment. Unless this is
not behave properly at school. done, many cities and towns will become
uninhabitable within the next fifty years.

18
2. What can be done to protect our cities b. In conclusion, the best solution to the
from environmental pollution? Over the problem is to inform parents about the
past decade our cities and towns have situation and offer them suggestions
become more polluted than ever and on disciplining their children at home.
this is a trend that looks set to continue. Thus, the child’s behavior will eventually
improve at school as well.
3. There can be no doubt that television is
the sole/only cause of the breakdown/ c. The negative role that television plays
failure of modern society and that it has in the development of a child can be
absolutely no beneficial effect upon a summed up with a quotation from
child’s development. George Mikes, who said “Television is
of great educational value. It teaches
you while still young how to kill, rob,
embezzle, shoot, or poison.

ACTIVITY 2
Read the essay and answer the questions.

The Right to Die

A difficult problem that is facing society is euthanasia, another word for mercy killing.
Thousands of young people are mortally ill because of incurable disease. They are all kept alive
in artificial ways. They have no chance to recover completely, but most of the legal systems do
not allow doctors to end their lives. However, fatally ill patients should be allowed to die for
several reasons.
The first reason is that medical costs are very high. The cost of a hospital room can be as
much as a hundred dollars per day and even more. The costs of medicines and medical tests are
also high. The family of the patient is responsible for these expenses. Consequently, there would
be a terrible financial burden for them for a long time.
The second reason is that the family suffers. The nurses can only give the terminally ill
patient minimum care. The family must spend time to care for the special needs of their loved
one. They should talk, touch, and hold the patient even though he or she may be in a coma. For
example, Karen Quinlan’s parents visited her every day even though she was unable to speak
or to see. Also, it is very difficult to watch a loved one in a coma especially when his or her
condition does not improve.
The third and most important reason is that the patients have no chance of recovery. They
can never lead normal lives and must be kept alive by life – support machines. They may need
a machine to breathe and a feeding tube to take in food. They are more dead than alive and will
never get better. For example, in 1975, Karen Quinlan became unconscious after she swallowed
some drugs and drank alcohol. She was kept alive by machines. Her parents knew that her body
and brain would never be normal. Therefore, they asked the court to allow their daughter to die.
The judge agreed, and Karen’s breathing machine was turned off. She was able to breathe on her
own, but she died nine years later in June of 1985.
In conclusion, because terminally ill patients have no chance to live normal lives, they
should be allowed to die with dignity. Therefore, the family should have the right to ask to turn
off the life-support machines or to stop further medical treatment.
19
 (397 words) (dignity: self-respect, pride)
1. Underline the thesis statement.
2. Underline the topic sentences that give reasons.
3. What transition word was used to introduce the topic sentence of each paragraph?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4. What is euthanasia?
__________________________________________________________________________
5. What would be a terrible financial burden for the family? (burden: problem)
__________________________________________________________________________
6. How does the family suffer?
__________________________________________________________________________
7. Which sentence expresses the writer’s opinion about the right to die?
__________________________________________________________________________
8. Do you agree with the writer’s argument? Why or Why not?
__________________________________________________________________________

USEFUL TIPS for ARGUMENTATIVE ESSAYS

To write well developed paragraphs:
Ø Avoid strong feelings (don’t say: nobody does this, or it is impossible to disagree
with me)
Ø Use generalizations (e.g. people say/believe/consider)
Ø Do not use generalization (e.g. everybody believes that…..)
Ø Do not use strong personal expressions (e.g. I think)
Ø Use linking words (e.g. therefore, although, however etc.)
Ø Use sequencing (e.g. firstly, secondly, lastly)
Ø Make reference to other sources (e.g. The government claims that…)
Ø Give examples – not personal thoughts (e.g. products such as sprayer can destroy
the environment)
Ø Give up banal introductions. Write something more original (Don’t write: This
topic has been important since ancient times. When? Too vague = unclear)

20
 Work on This!

PERFORMANCE - BASED ACTIVITY (PROJECT)

Directions: In performing your performance - based activity (project), you have to do the
following:
1. Read the argumentative topics listed below.
2. Choose two interesting topics which you want to explore in writing an argumentative
or persuasive essay.
3. Use specific reasons and examples to support your opinion.
4. Study the given rubric for the activity and use it as your guide in writing an effective
argumentative essay.
5. Follow the format of the paper:
a. Use long bond paper
b. Follow the format of the paper: Style (Arial), font size (12) and spacing (1.75)
6. Submit your project on the date scheduled by your facilitator. (Remember that project
is a prerequisite for achievement tests.)
Argumentative Essay Topics:
Do you agree or disagree with the following statements? (Choose two topics)
1. Boys and girls should attend separate schools.
2. Technology has made the world a better place to live.
3. Advertising can tell you a lot about a country.
4. Modern technology is creating a single world culture.
5. Teachers should be paid according to how much their students learn.
6. Classmates are more important influence than parents on a child’s success in school.
7. Grades (marks) encourage students to learn.
8. The best way to travel is in a group led by a tour guide.
9. Children should begin learning a foreign language as soon as they start school.
10. Telephones and email have made communication between people less personal.
11. Dancing plays an important role in a culture.
12. People behave differently when they wear different clothes.
13. There is nothing that young people can teach older people.
14. Reading fiction (such as novels and short stories) is more enjoyable than watching
movies.
15. Only people who earn a lot of money are successful.
16. A person’s childhood years (the time from birth to twelve years of age) are the most
important years of a person’s life.
21
17. Playing a game is fun only when you win.
18. High schools should allow students to study the courses that they want to study.
19. It is better to be a member of a group than to be the leader.
20. Watching television is bad for children.
21. Playing games teaches us about life.
22. A zoo has no useful purpose.
23. Parents are the best teachers.
24. Television has destroyed communication among friends and family.
25. Universities should give the same amount of money to their students’ sports activities
as they give to their libraries.
26. Progress is always good.
27. With the help of technology, students nowadays can learn more information and
learn it more quickly.
28. Face-to-face communication is better than other types of communication, such as
letters, email, or telephone calls.
29. The most important aspect of a job is the money a person earns.
30. A person should never make an important decision alone.
31. Games are as important for adults as they are for children.
32. Police are unnecessary because they aren’t reducing crime.
33. Wars are always wrong.
34. All required university courses are boring.
35. Exams are not useful.
36. Inflation is the only problem of our country.
37. Motor racing should be banned.
38. The country should only be run by women.
39. Divorce is a solution to marital problems.
40. Women, not the government, have the right to make their own decisions about
abortion.
41. Marijuana should (not) be legalized.
42. Capital punishment should (not) be prohibited.
43. Make a list of disagreement in your family or neighborhood.
Explain the reasons that people give in favor and against this particular point.
44. Make a list of some of the major social or political arguments currently in the
newspapers or on T.V.
45. Animals should not be used as laboratory tools.
46. Government should not organize lotteries.
22
 47. Public should require uniforms in order to benefit both the student and the society
as a whole.
48. Vicious and dangerous sports should be banned.
49. All genetic engineering should be banned.
50. Women shouldn’t work.
51. Animals shouldn’t be kept in zoos.
MINOR MAJOR NEEDS
RUBRICS OK
REVISION REVISION IMPROVEMENT
Well-developed Introductory Introduction states Thesis and/or
introductory paragraph the thesis but does problem is vague
paragraph contains some not adequately or unclear. Writer
contains detailed background explain the does not attempt
INTRODUC-
background information, a background of the to create interest.
TION Back-
information, a technique for problem nor does Background
ground/History
clear explanation creating interest, the writer attempt details are a
Define the Prob-
or definition of the and states the to create interest. seemingly random
lem Thesis State-
problem, devices problem, but does The problem is collection of
ment
to create interest, not explain using stated, but lacks information,
and a well-formed, details. States the detail. unclear, or not
properly placed thesis of the paper. related to the
thesis statement. topic.
Three or more Three or more Fewer than three
Three or more
main points are main points, main points, with
main points are
present but may but all lack poor development
well developed
lack detail and development. of ideas.
with supporting
development Refutation Refutation missing
details. Refutation
in one or two. paragraph missing or vague. Obvious
paragraph
Refutation and/or vague. lack of sound,
acknowledges
MAIN POINTS paragraph There are one or logical argument
the opposing
Body Paragraphs acknowledges two examples throughout.
view and argues
Refutation the opposing that are not There are many
it logically.
view, but does sound, logical examples of poor
It is obvious
not present sound argument. Paper organizational
that a plan
counterpoint. itself is repetitious, planning.
was developed
Overall, the contradictory,
to create
paper is logically or shows lack of
sound, logical
developed. organizational
development.
planning.
Conclusion Conclusion Conclusion Conclusion does
summarizes summarizes summarizes not adequately
the main topics main topics. main topics, but summarize the
without repeating Some suggestions is repetitive. No main points. No
previous for change are suggestions for commentary
CONCLUSION sentences; writer's evident. change and/or or suggestions
commentary and commentary are for change are
suggestions for included. included.
change are logical
and well thought
out.
23
 Source material Source material is Source material Lacks sources
is smoothly used. All sources is used, but and/or sources
integrated into the are accurately integration may are not accurately
text. All sources documented, but a be awkward. documented.
WORKS CITED are accurately few are not in the All sources Format is incorrect
documented in the desired format. are accurately for all sources.
desired format on documented, but
the Works Cited many are not in
page. the desired format.
Sentence structure Sentence structure Work contains Work contains
is correct and is generally some sentence multiple incorrect
sentences correct. Some errors (2 or 3) sentence
are varied awkward and grammatical structures (more
(beginnings, sentences do errors. There are than 3). There are
lengths, appear. Sentences three or four errors more than 4 errors
structures). show some in punctuation, in punctuation,
Diction is at an variety, with an spelling, spelling,
appropriate level occasional (1 capitalization, capitalization,
for the audience. or 2) repetition and/or other and/or other
Punctuation, of sentence mechanics. mechanics. Diction
MECHANICS spelling and beginnings or is elementary and
AND STYLE Many consecutive
capitalization are a number of often writing is
Sentence Structure correct. No other sentences begin
consecutive awkward due to
Punctuation with the same
mechanical errors. sentences of the many examples
words, are of the
Capitalization same length or of poor/incorrect
same length or
Spelling type. Diction word choice.
the same sentence
is mostly at
Diction construction.
appropriate
Diction is very
Sentence Variety level, with some
elementary and
examples of
lacks flair.
unsophisticated
or poor/incorrect
word choices.
There are one
or two errors
in punctuation,
spelling,
capitalization
and/or other
mechanics.
Surely, you have taken this advantage to express your own point of view, to justify and
to establish a good argument. At this point, you will be reading a discussion about the essential
elements of a story. Does it sound familiar? You may now continue reading.

24
 Lesson
ELEMENTS OF NARRATIVE
3

Think About This!

The story, “The Necklace,” contains narrative elements. By determining each one, you
will be able to anticipate events before they happen, make sound judgments about characters
or people (in general) and express sensible insights on issues discussed in narratives and on
matters with great societal significance.
Continue reading and learn more about these elements.

5 Elements of Narratives
1. Character
Character refers to either a person who takes part in the action of a story or the
characteristics of a character in the story. A character may even sometimes be in the form
of an animal. A character may either be a protagonist or an antagonist.
The protagonist is the main character in literary work. It is the character that the
reader or audience empathizes with. A protagonist is the central character or leading
figure in poetry, narrative, novel or any other story. A protagonist is sometimes called a
“hero” by the audience or readers. The word originally came from the Greek language
and in Greek drama which refers to the person who led the chorus. Later on, the word was
used as a term for the first actor in order of performance.
The antagonist opposes the protagonist. The term antagonist comes from Greek
word “antagonistēs” that means opponent, competitor or rival.
2. Setting
The setting of a short story is the time and place in which it happens. The dimensions
of a setting may be manipulated by describing vividly the immediate vicinity or geographic
location, time whether past, present or future, social conditions and weather conditions,
atmosphere and mood. All or some may be part of a narrative.
3. Plot
A plot is a series of events and character actions that relate to the central conflict. The
Freytag’s Triangle details the different parts of a plot.

25
4. Conflict
The conflict is a struggle between two people or things in a short story. The main
character is usually on one side of the central conflict. On the other side, the main character
may struggle against another important character, against the forces of nature, against
society, or a struggle within himself or herself (feelings, emotions, illness). Below are the
different types of conflicts:
• Internal Conflict – a struggle within oneself
Person versus himself / herself
• External Conflict – a struggle between two or more people or things
Person versus Person
Person versus Society / Group
Person versus Nature / Environment
5. Theme
The theme is the controlling idea or the central insight in a piece of narrative. It is
the unifying generalization about life stated or implied by the story. To derive the theme
of a story, one must ask what its central purpose is; what view of life it supports, or what
insight into life it reveals.

26
 You Can Do It!

Directions: Using the graphic organizer below, identify the elements of the story “The
Necklace.”

What is the lesson the author wants his readers to learn from this story? Write your answer
in one sentence.
____________________________________________________________________________________
Are you ready to argue with someone who has different answer to a question based on the
story you both read?

27
 Learn About Words

Directions: Look for the meaning of the following words in the dictionary. Construct a sentence
using each word and consider its usage as indicated in the parenthesis.
1. journey (noun)
______________________________________________________________________
2. journey (verb)
______________________________________________________________________
3. cubs (noun)
______________________________________________________________________
4. jest (noun)
______________________________________________________________________
5. jest (noun)
______________________________________________________________________
6. swift (adjective)
______________________________________________________________________
7. swift (adverb)
______________________________________________________________________
8. swift (noun)
______________________________________________________________________
9. seize (verb)
______________________________________________________________________
10. bush (noun)
_____________________________________________________________________

Go and Explore!

Let us try your prowess in oral argument. Read the story below and answer the questions.
The Two Brothers
By Leo Tolstoy
Two brothers set out on a journey together. At noon they lay down
in a forest to rest. When they woke up they saw a stone lying next to
them. There was something written on the stone, and they tried to make
out what it was.

28
 "Whoever finds this stone," they read, "let him go straight into
the forest at sunrise. In the forest a river will appear; let him
swim across the river to the other side. There he will find a
she-bear and her cubs. Let him take the cubs from her and run
up the mountain with them, without once looking back. On
the top of the mountain he will see a house, and in that house
he will find happiness."
When they had read what was written on the stone, the
younger brother said:
"Let us go together. We can swim across the river, carry off
the bear cubs, take them to the house on the mountain, and
together find happiness.
"I am not going into the forest after bear cubs," said the elder brother, "and I advise you
not to go. In the first place, no one can know whether what is written on this stone is the truth
--perhaps it was written in jest. It is even possible that we have not read it correctly. In the second
place, even if what is written here is the truth -- suppose we go into the forest and night comes,
and we cannot find the river. We shall be lost. And if we do find the river, how are we going to
swim across it? It may be broad and swift. In the third place, even if we swim across the river,
do you think it is an easy thing to take her cubs away from the she-bear? She will seize us, and,
instead of finding happiness, we shall perish, and all for nothing. In the fourth place, even if we
succeeded in carrying off the bear cubs, we could not run up a mountain without stopping to
rest. And, most important of all, the stone does not tell us what kind of happiness we should find
in that house. It may be that the happiness awaiting us there is not at all the sort of happiness we
would want."
"In my opinion," said the younger brother, "you are wrong. What is written on the stone
could not have been put there without reason. And it is all perfectly clear. In the first place, no
harm will come to us if we try. In the second place, if we do not go, someone else will read the
inscription on the stone and find happiness, and we shall have lost it all. In the third place, if
you do not make an effort and try hard, nothing in the world will succeed. In the fourth place, I
should not want it thought that I was afraid of anything."
The elder brother answered him by saying, "The proverb says: 'In seeking great happiness
small pleasures may be lost.’ And also: ‘A bird in the hand is worth two in the bush.’"
The younger brother replied, "I have heard: ‘He who is afraid of the leaves must not go
into the forest.’ And also: ‘Beneath a stone no water flows.
The younger brother set off, and the elder remained behind.
No sooner had the younger brother gone into the forest, than he found the river, swam
across it, and there on the other side was the she-bear, fast asleep. He took her cubs, and ran up
the mountain without looking back. When he reached the top of the mountain the people came
out to meet him with a carriage to take him into the city, where they made him their king.
He ruled for five years. In the sixth year, another king, who was stronger than he, waged
war against him. The city was conquered, and he was driven out.
Again the younger brother became a wanderer, and he arrived one day at the house of the
elder brother. The elder brother was living in a village and had grown neither rich nor poor. The
two brothers rejoiced at seeing each other, and at once began telling of all that had happened to
them.
29
 "You see, said the elder brother, "I was right. Here I have lived quietly and well, while you,
though you may have been a king, have seen a great deal of trouble,"
"I do not regret having gone into the forest and up the mountain,’ replied the younger
brother." I may have nothing now, but I shall always have something to remember, while you
have no memories at all."

How well did you Read?

Directions: Answer the following questions.

1. The two brothers’ journeys led them to the same end. Yet the younger brother claimed
that his journey had been more worthwhile. What were his reasons?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. The two brothers decided differently on the message engraved on the stone. Each
brother explained his decision by quoting two proverbs. What does each proverb
mean?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. If you were one of the brothers, how would you react on this event?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Truly, there comes a moment when we meet an adverse person who differs in our
conviction, decision making, priorities in life and many others. However, respect is always the
key to maintain harmonious relationship. As the old saying goes, “opposites attract.” Let us
analyze the story. Do the activities below.

30
 You Can Do It!

Directions: Using Freytag’s Triangle, fill out the plot of the story The Two Brothers with
necessary information.

You Can Do It!

Compare and Contrast

Using a Venn diagram, compare and contrast the two brothers in the story. You may focus
on their behavior, decision-making, conviction and other human attributes displayed in the
story. Consider ‘Brother 1’ as the brother who believed and followed the inscription written on
the stone and ‘Brother 2’ as the brother who did otherwise.

31
 Brother 1 Brother 2

DIFFERENCES DIFFERENCES

SIMILARITIES

32
 Lesson
REFLEXIVE AND INTENSE PRONOUNS
4

Grammar in Focus

Directions: Read the short selection below. Answer the questions that follow.
Following all their parents’ rules is difficult for children. Children often think they can take
care of themselves. Mohammed is like that. His parents don’t want him to ride his bike to the
park by himself. He’s only ten years old, so it is dangerous. One day he took off by himself; he
didn’t tell anyone.
He met a friend at the park. They stayed at the park by themselves until late in the
afternoon. Mohammed’s mother began to worry. She drove herself around the neighborhood
looking for him. She almost drove herself crazy because she couldn’t find him. Finally, she saw
him riding home by himself. She pulled up next to him and said, “What are you doing out here
by yourself?!!” She was glad he was safe. He himself learned to follow the rules!
How well did you Read?
1. What is the selection all about?
__________________________________________________________________________
__________________________________________________________________________
2. What do you think is the best title of the story?
__________________________________________________________________________
__________________________________________________________________________
3. What are the words highlighted in the story? List them down.
__________________________________________________________________________
__________________________________________________________________________
4. Can you still recall the part of speech they belong to? What part of speech do they
belong to?
__________________________________________________________________________
__________________________________________________________________________
If your answer is pronoun, you are correct!

Think About This!

You often use pronouns that end in -self or -selves. These forms are either reflexive pronouns
or intensive pronouns. Their uses in sentences are different.
33
REFLEXIVE: Harry splashed himself with water.
INTENSIVE: The children made that rug themselves.

Forget me NOT!

A reflexive pronoun has as its antecedent the subject of the sentence. It completes the
meaning of a sentence and generally cannot be left out.

Burton knows himself well.

Did you teach yourself music?

Forget me NOT!

An intensive pronoun is used to emphasize another word, its antecedent. An intensive

pronoun may or may not refer to the subject of the sentence. It can usually be left out without
destroying the meaning of the sentence.

Sid himself hung the picture in the wall.

The landscape was painted by Sid himself.

Reflexive and intensive pronouns must agree with their antecedents in person, number
and gender.

I will fix myself lunch in a while.

Jack can fix a sandwich himself.

Reflexive and Intensive Pronouns

Singular Plural
myself ourselves
yourself yourselves
himself, herself, itself themselves

34
Do not use reflexive or intensive pronoun forms in place of personal pronouns.
Ron and I repaired the lamp. (not Ron and myself)
This is between you and me. (not between you and myself)
Never use such incorrect forms as hisself or theirselves.
Mr. Gilman built the house himself. (not hisself)
His family lived there themselves. (not theirselves)
Did you understand the discussion above? If yes, ready yourself to take on challenge by
answering the exercises that follow.

You Can Do It!

A. Directions: Find the antecedent of each underlined pronoun. Identify whether the pronoun
is reflexive or intensive.
Example: Mr. Chapman himself told us how to redo the kitchen.
Answer: Mr. Chapman – antecedent himself – intensive
1. Hubert found himself in the middle of a flood.
__________________________________________________________________________
2. We met the plumber himself.
__________________________________________________________________________
3. The oven cleaned itself.
__________________________________________________________________________
4. Let’s try to fix the sink ourselves.
__________________________________________________________________________
5. I will call the painters myself.
B. Directions: How would you correct each of the following sentences?
Example: Why don’t you go with Jim and myself?
Answer: Why don’t you go with Jim and me?
1. The painters protected theirselves from fumes.
__________________________________________________________________________
2. Mrs. Sullivan and myself found the source of the leak under the sink.
__________________________________________________________________________
3. Her son can repair pipes hisself now.
__________________________________________________________________________
4. Herself and Russell will fix the sink tomorrow.
__________________________________________________________________________
35
 5. Myself didn’t slip and hurt itself.
________________________________________________________________
C. Directions: Complete each sentence with an appropriate pronoun. Identify whether the
pronoun is reflexive or intensive.
Example: Eleanor _____ told me the news.
Answer: Eleanor herself told me the news. (intensive)
1. Her brother has taught _____ a lot about house repair and maintenance.
2. The painters should see _____ in those funny hats.
3. We _____ aren’t sure of the color we should use.
4. You should learn to repair things _____.
5. The work _____ is not difficult.

You Can Do It!

At this point you will play a game by yourself. This game is called, Mirror it!
Follow the instructions below.
1. Get a mirror big enough for you to see your face.
2. Act out the following lines/spiel. Remember to use facial expressions and gestures to
effectively convey the emotion of each line/spiel.
3. Under the NON-VERBAL column, list down facial expression and gestures you have
used to effectively convey the given emotion.
LINES/SPIELS EMOTION TO CONVEY NON-VERBAL
Listen to me. 1. sad 1.
2. excited 2.
3. intimidating 3.
You are invited. 4. surprised 4.
5. interrogative 5.
6. imperative/ 6.
imposing
Believe me. 7. authoritative 7.
8. begging 8.

That’s mine! 9. doubtful 9.

10. very sure 10.

36
 4. Prepare yourself. Your English facilitator will call out students to demonstrate in
front of the class.
How did you find the activity? I’m sure you enjoyed it. Well, acting and laughing alone at
the same time could really be funny! But, have you ever wondered how our ancestors were able
to trade goods with foreign people during their times? – Like how did the Chinese trade their
goods such as jars, porcelain, etc. with our own products during those times? We have our own
language as they have their own. So, how did they understand one another? That’s correct! Non-
verbal communication helped them tremendously in conveying information with one another.
That’s how powerful non-verbal communication is!

37
 Lesson
NON-VERBAL COMMUNICATION
5

Non-verbal communication helps both the speaker and the listener in regulating the flow
of communication. It also reinforces the relationship between the speaker and the listener. The
speaker becomes effective in his statements and point of view which can be emphasized through
gestures, while the listener understands the speaker easier and profounder by interpreting
gestures. Listener can even tell whether the speaker is unsure, confident, or convincing through
non-verbal communication.
To learn more about this, do the activity.

Think About This!

Viewing and Listening Activities

Things to remember before watching the news report:
• Pay attention to the speaker’s gestures, facial expressions, and stance. An arm
movement or a change in posture may signal an important point; a serious or smiling
face shows the speaker’s feeling or attitude.
• Pay attention when a speaker pauses, speeds up, or slows down. Also note when a
speaker’s voice sounds louder or softer. These changes may be used to signal a new
subject or to emphasize an important point.
• Pay attention to the speaker’s tone. The same words spoken in a different tone can
have a different meaning. For example, a sentence such as “Look at this!” can signal
delight, anger, or wonder depending on the speaker’s tone.

Let’s work together

GROUP ACTIVITY
The class will be divided into groups. The number of group depends on your subject
facilitator. Each group must have a representative who will report the news to the class. The
listeners must answer the questions that follow.
Hagedorn backs past to protect biodiversity
MANILA, Philippines—Puerto Princesa Mayor Edward Hagedorn on Thursday called for
tighter protection of the Puerto Princesa Underground River (PPUR) and hailed the agreement
between the Department of Environment and Natural Resources (DENR) and the Department
of Tourism (DOT) to intensify the biodiversity conservation efforts and ensure that they would
not be compromised by ongoing tourism development projects.

38
 Hagedorn, in a press statement, noted that both Environment Secretary Ramon J. P. Paje
and Tourism Secretary Ramon Jimenez Jr. had backed the international campaign to make the
PPUR as one the New 7 Wonders of Nature last year.
Under the DENR-DOT accord, both departments agreed to make sure that known
ecotourism spots like the underground river are preserved and threatened species living in those
areas are well protected. Hagedorn has been an environmentalist and had been responsible for
protecting PPUR from the ravages of unrestricted tourism. He is running for the Senate in the
May 13 elections as an independent.
Hagedorn has vowed to put more teeth to environmental laws, stressing that the spate
of disasters that has gripped the country for several years could have been avoided had the
country implemented measures that could mitigate the impact of climate change.
The mayor said that under his leadership, Puerto Princesa was able to cut back carbon
emissions. He also implemented an annual tree-planting drive to provide more forest cover to a
city that is already 70 percent forest. Several million trees have been planted under Hagedorn’s
initiative.
He and Paje have been engaged in promoting the defense of biodiversity, mutually
supporting the campaign of Bantay Dagat in Puerto Princesa to protect marine resources
while policing PPUR to prevent the despoliation of the river, which is also known as a rich
archaeological site, harboring 20-million-year-old fossils of the sea gow or “dugong.”
“The best way to promote tourism is to protect the country’s natural resources,” Paje said.
“We have to protect the environment to make tourism more sustainable.”
Apart from PPUR as a model for sustainable tourism, DENR also cited efforts to maintain
and improve the quality of the beaches at the world-renowned Boracay Island if the tourism
industry were to maximize revenues and maintain a steady influx of visitors.
Source: http://newsinfo.inquirer.net/354655/hagedorn-backs-pact-to-protect-
biodiversity#ixzz37W2H7Os4

1. What is the report all about? What is the main point of the report?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. How will this news affect you and the society?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

39
 3. What non-verbal communication or gestures did the reporter use? How did these
gestures help the speaker give emphasis on his/her statements?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

POSTTEST

A. Directions: Fill out the Story Map below with necessary information about the story, “The
Two Bothers.” (10 pts.)

40
B. Directions: Rewrite each sentence correctly. Underline the corrected word.
Example: Many people like to fix things theirselves.
Answer: Many people like to fix themselves.
1. My brother and myself tried something once.
__________________________________________________________________________
2. My brother fooled hisself that time.
__________________________________________________________________________
3. Himself and I tried to fix a clock.
__________________________________________________________________________
4. Between you and myself, we ruined the job.
__________________________________________________________________________
5. We yourselves learned something about it.
__________________________________________________________________________
C. Directions: Use the following intensive and reflexive pronouns in sentences.
1. ourselves (intensive)
__________________________________________________________________________
2. yourself (reflexive)
__________________________________________________________________________
3. myself (intensive)
__________________________________________________________________________
4. themselves (reflexive)
__________________________________________________________________________
5. himself (intensive)
__________________________________________________________________________

NOTE: Ask your English facilitator for the module answer key and check your answers
yourself. Your facilitator will check your answers in Posttest Test A.

41
Self-Evaluation: Refer to the table below to find out what to do next.

If you got… You did (a/an)…

Excellent Work! You are indeed ready for the

20
Mastery Activities (MA)!

17-19 Very Good Job! Review your lessons before

doing your MA.

14-16 Good! Find out what you have answered

wrong then ask your facilitator for an MA.

11-13 Weak Performance! You almost did it.

Quickly go over your lessons before asking for
an Enrichment Activity from your facilitator.

0-10 Poorly! Do not rush your work. Carefully

read the entire lesson once again and ask for
an Enrichment Activity from your facilitator.

References

Books
Carroll, J., Wilson, E., & Forlini, G. (2001) Writing and grammar: communication in action. US:
Pearson Education South Asia Pte Ltd.
Chin, B. A., Wolfe, D. et.al. (2000) Glencoe literature: the reader’s choice. US: McGraw-Hill Companies.
Eastwood, J. (2006). Oxford practice grammar. New York: Oxford University Press.
Prentice Hall (2008). Writing and grammar (grade 10). Massachusetts: Pearson Education, Inc.
Willis, R. (2006) World mythology. London: Duncan Baird Publishers.

Electronic Sources
English Grammar Revolution (2009). Parts of speech. Retrieved May 5, 2012, from http://www.
english-grammar-revolution.com/parts-of-speech-quizzes.html

42
MMIX Encyclopedia Mythica (1997, March 3). Greek gods and goddesses. Retrieved May 5, 2012,
from http://www.pantheon.org/articles/a/apollo.html
Pearson (2011). Types of narratives. Retrieved May 5, 2012, from http://tle.westone.wa.gov.au
English Club. (2007). Interjections. Retrieved May 5, 2012, from http://www.englishclub.com/
grammar/-interjections.html
Graphic Organizer. Retrieved December 1, 2013, from http://www.dailyteachingtools.com/free-
graphic-organizers-w.html
Panel Discussion. Retrived December 1, 2013, from http://www.wikihow.com/Conduct-a-Panel-
Discussion

43
 Module 69-B

Discussing Imagination Can

Make A Person Fly

Hello! I hope you did well in the previous lessons. You may now start to work on the
continuation of module 1. This module focuses on lessons that concern your public speaking
and comprehension skills with the use of literary devices. Writers of literature, especially poets,
love to use different literary devices; hence you
must familiarize yourself with some of these
devices and develop in depth understanding
of their works. Remember, poetry is not always
interpreted literally. The writers make their
work flowery, narrative and descriptive using
literary devices. Imagery is one of the common
literary devices which gives the readers picture
of what is being narrated and described in a
very effective way. This device helps the readers
understand a piece of literature profoundly.

In this module, you will also discuss modals. Surely, you are already familiar with some of
them. Take advantage of that! Your previous knowledge about modals will really be of great help.
The skills that you have to master will be in vain if not put into action. Thus, this module will
help you develop your public speaking skills by organizing panel discussion. Organizing a panel
discussion will surely become easier when done as group with cooperation and participation.
At the end of this lesson, you
must be able to use modals correctly
may it be in writing or speaking.
Second, you must be able to apply
your knowledge on literary devices
and sensory images that must be
demonstrated in analyzing given
literary piece. Third, you must
be able to participate in a panel
discussion as the application of
your public speaking skills. Lastly,
you must be able to use advance organizer in analyzing literary piece.

44
 Below is the scope and sequence of the topics in this module. It tells you about the lesson
number and the topic that you need to learn and to master in this module.

LESSON NUMBER TOPIC

MODALS
6
Pure Modals and Semi-Modals
MODALS
7
Modal Verb Form and Modal Perfect

8 FIGURES OF SPEECH

9 IMAGERY

10 PANEL DISCUSSION

Work on This!

PRETEST

Matching Type
A. Directions: Identify the attitude of each modal as used in each sentence in Column A.
Column B contains the possible intention. Write your answer after each sentence.

Column A Column B
1. Can you fly? A. certainty
2. I am not sure if you could send me home. B. probability
3. Yes. You may borrow the broom. C. permission
4. I might arrive there earlier than I was D. ability
expected to. E. suggestion
5. Shall I call you witch? F. instruction/request
6. You should be going. G. obligation/necessity
7. I will go now.
8. Would you mind giving me back the broom
as soon as possible?
9. You must not tell lies.
10. I ought to be there too although I was not
invited.

45
B. LITERATURE: Determine the figure of speech used in the following statements. Choose
from the choices below and write your answer before each item.
Litotes Metonymy Hyperbole
Paradox Simile Oxymoron
Synecdoche Irony Onomatopoeia
Consonance Antithesis Personification
_______________ 1. Is the second floor at home? Somebody went out just now, but I
think it was just the attic which had been cleaning himself.
–Dickens, Nicholas Nickleby
_______________ 2. I can resist anything except temptation.
– Oscar Wilde
_______________ 3. Don’t delay dawn’s disarming display. Dusk demands daylight.
–Paul Macman
_______________ 4. At midnight I went on deck, and to my mate’s surprise put the ship
round on the other tack. His terrible whiskers fitted round me in
silent criticism.
-Joseph Conrad, The Secret Sharer
_______________ 5. Jeff felt as worn out as an old joke that was never very funny in the
first place.
_______________ 6. I’m so busy trying to accomplish a million things at once.
_______________ 7. Simplicity is not a simple thing. –Charles Chaplin
_______________ 8. Having a fight with your best friend just before your birthday and
commenting: “Great, this is just what I needed.”
_______________ 9. I am most faithless when I am most true.
_______________ 10. The bee keeps buzzing in my ear.

Count the number of correct items that you got from this activity. Then, locate your score
using the table below.

If you got… You did…

fantastic! You are ready for this lesson. You may quickly go through
the lesson and answer the activities in the module. If you do just as
18-20
well in your Posttest, you may ask your facilitator for your mastery
activity right away.
great! You did not get a perfect score but you can do better. You may
now proceed to the lesson and modular activities. If you do just as
15-17
well in your Posttest you may ask your facilitator for your mastery
activity.

46
 good! Carefully go over the lesson in the module and focus on the
topics you found difficult. Answer all the modular activities and ask
11-14
your facilitator for some enrichment activities if necessary. Then, you
may work on your mastery activity.
just fine. You need to intently study the lessons in the module. Do your
0-10 best in answering all the modular and enrichment activities for you to
be allowed to take your mastery test.

Think About This!

Let us profound our knowledge on modals in this module. What is a modal auxiliary

verb?

47
 Lesson
PURE MODALS AND SEMI-MODALS
6

Modals are also ‘helping’ verbs because they express a range of meanings, such as
certainty, probability, possibility, suggestion, permission, instructions, requests, obligations,
necessity, ability and so on. The main modal auxiliary verbs are:
can, could, may, might
shall, should, will, would
must, ought, to
also need to be able to, have (got) to

The main uses of modal auxiliary verbs are the following:

certainty / probability (must, will, ought to, can’t, should)
• He must be feeling very unhappy at the moment.
• She ought to forget him, and move on.
possibility (may, might, could, can)
• She might arrive on the 5 o›clock train.
• They may come on Sunday, but I›m not sure.
suggestion (may, could, shall, might)
• Shall we start again?
• You may want to read over your essay again.
permission (may, can, could)
• Can I connect this wire now?
• You may begin the examination.
instruction and request (would, will, can, could)
• Can you explain that in words of one syllable?
• Could you close the door, please?
obligation / necessity (must, have to, have got to)
• I must send my mother a card on her birthday.
• I’ve got to re-write this essay.
ability (can, could, be able to)
• I couldn’t stop laughing!
• He won’t be able to shift that stone.

48
 Continue reading and learn more about modals. Study the guide table below.

Modal Primary
Subject Main verb Object
auxiliary verb auxiliary verb(s)

Sarah can - sing opera

You should have been watching the baby

Before we look at some of the possible meanings of modal auxiliary verbs we need some
idea of what constitutes a modal in English and where they occur in a sentence. More examples
should enable us to answer the second of these points fairly, quickly and easily - the modals are
in bold:
1. He should be here by now.
2. I could swim quite well when I was younger.
3. You mustn’t blame yourself for this.
4. You might have discussed it with me first.
5. You can’t be serious!
6. Could you open the window please?
7. Must you make so much noise?
8. She had to take her brother along with her.
9. We ought to be going.

It should be clear from these examples that the modal verb occupies the first position in
verb phrase, coming before any other auxiliary verb (like have or be) and the main lexical verb
(main verb).
In questions, the modal verb comes before the subject of the sentence as in examples 6
and 7 and it also carries the negative particle not as illustrated in 3rd and 5th examples.
So, a modal verb is quite simple as far as its form and position in various types of sentence
are concerned; but what exactly are the modal verbs in English? The chart below lists the main
modal auxiliaries and the two categories: pure modals and semi-modals. In most cases, the
distinction is merely formal and their meanings are not affected by this division.
Pure modals Semi-modals
can ought to
could has/have (got) to
may be able to
might
shall
should
will
would
need ***

49
 *** need is a special verb since as an auxiliary it is almost always negative and it is also a
lexical verb as in sentences like he needs to speak to you now, while it acts as a modal verb in
sentences such as you needn’t come to work tomorrow where it has the same meaning as don’t
have to.
The forms of pure modals
The main characteristics of the pure modals are:
• they never change their form irrespective of the subject of the sentence
He can swim, not, he cans swim
• following on from the above feature, they do not change to show past tense
She had to leave, not, she musted leave
• they all carry the negative of the sentence by the addition of not/n’t
I can’t remember, not, I don’t can remember
• they all form questions by inversion with the subject of the sentence. 
Should I stay?
• they are all followed by the base form of the verb without the addition of to 
He can swim, not, he can to swim

The forms of semi-modals

You will notice that this type of modal is made up of two or more separate words, the
last one invariably being to. They are all modal in meaning but not in form as they function
differently in a sentence from the pure modals. It is perhaps best to think of the semi-modals in
the form with the to infinitive that is given in the table on the previous page rather than thinking
of them as modals that need to + base form. We need to look at the form of each individual semi-
modal separately.
Semi-modal: Be able to
We use this semi-modal to express possibility or the ability to do something, but unlike
the pure modals, be able to has a full range of tenses and also needs to inflect to show agreement
with its subject.
For examples:
• He is able to offer you the best price possible.
• We were able to get in to see the film.
• They haven’t been able to find the missing document.
• So, you aren’t able to help.
Notice that the negative is carried either by the be element or the auxiliary verb that is
closest to the subject of the sentence. It can also be accompanied by any of the pure modals:
• I will be able to see you after lunch.
• They might not be able to put us up for the night.

50
Semi-modal: Has/have (got) to
It expresses necessity or obligation to do something and shares some of the features of be
able to as discussed above. The have element of the form has to change to agree with its subject.
Although it is normally used in the present tense, it also has its own past (had to) and can be
used with pure modals to show the future or the attitude of the speaker:
• They have to be more punctual.
• He has to take responsibility for the accident.
• I had to help my father repair his car.
• We will have to put this off until tomorrow.
• You shouldn’t have to suffer in silence.
• You don’t have to come if you don’t want to.
• He didn’t have to do all the shopping.
From these few examples, it should be clear that the negative (not) again attaches itself to
the auxiliary verb (modal or main) that comes immediately after the subject of the sentence.

Semi-modal: Ought to
It is usually claimed that the meaning of ought to is the same as should, whether it refers
to giving advice or making a logical deduction. So, to most native speakers the following
sentences with ought to and should feel the same:
• You ought to see a doctor.
• You should see a doctor.
• They ought to have got back home by now.
• They should have got back home by now.
In practice, most speakers tend to prefer should  for negatives and questions because
the ought to and oughtn’t ... to forms can sound rather clumsy and awkward.
• Ought you to be doing that?
• They oughtn’t to (ought not to) do that.
• Oughtn’t we to leave now?

51
 Lesson
MODAL VERB FORM AND MODAL PERFECT
7

Meanings of modal verbs

The main function of modal verbs is to allow the speakers or writers to express their
opinion of, or their attitude to, a proposition. These attitudes can cover a wide range of
possibilities including obligation, asking for and giving permission, disapproval, advising, logical
deduction, ability, possibility, necessity, absence of necessity and so on. The problem with each modal
verb is that it can have more than one meaning and the interpretation of a particular modal
will depend heavily on the context in which it is being used. The following examples should
help to illustrate this point.
• It might take more than a week. (possibility)
• You might have told me about it! (showing disapproval)

• He must take his medicine three times a day. (obligation)

• He must be French. (logical deduction)

• I can’t lift that suitcase by myself. (ability)

• That can’t be the right answer. (logical deduction)

• May I look at the questions now? (asking for permission)

• They say it may snow tomorrow. (possibility)

You probably also noticed from the examples that notions like permission and possibility can
be expressed using different modal verbs - this, of course, only serves to complicate matters
further since one modal verb can have more than one meaning, and one meaning can be
expressed by more than one modal verb. As examples, we will look at some of the ways
that obligation and logical deduction can be expressed.

Obligation
The two main modals here are must and have to. The difference between them is usually
given as follows: must is used to express an internal obligation that is imposed by the speaker,
while have to refers to rules and regulations that are imposed from outside the speaker. Again,
as with many points of grammar this is only intended as a rough guide.
To express a lack of obligation we cannot just automatically add not to the modal verbs
without thinking more carefully about it first. How do you feel about the following sentences
for instance?
• He must sing loudly.
• He mustn’t sing loudly.

52
 In the first sentence you would probably agree that this is obligation originating from,
say, a teacher or someone with authority. The second sentence, however, does not express
a lack of obligation but a prohibition to do something. The form that we use to express a lack of
obligation could be one of the following:
• He doesn’t have to get up early.
• He doesn’t need to get up early.
This lack of balance in the use of modals can cause many problems for people who are
learning English since it is quite illogical.
Logical deduction
This is another area of modal use that is fraught with difficulties for reasons similar to
those just discussed previously. Look at the following sentences:
The telephone rings:
• That’ll be Frank.
• That must be Frank.
• That should be Frank.
• That could be Frank.
• That might be Frank.
• That may be Frank.
The modal verbs used here have been listed in what many consider to be the order of
likelihood of something being true. You may or may not agree with this listing, but it gives
you idea of some of the choices available for drawing logical conclusions from situations. If we
look at the negatives of these sentences, however, you can see just how much more complex it
can become:
• That won’t be Frank.
• That mustn’t be Frank.
(To use musn’t in this way as logical deduction is incorrect; we use can’t instead.)
• That shouldn’t be Frank.
• That couldn’t be Frank.
• That mightn’t be Frank.

Many of these sentences now denote completely different attitudes to the situation and
you may even agree that some of them are either not English or are only marginally acceptable.
The sentence which has probably moved furthest from its original intention is the second one
(mustn’t) which sounds very odd. In fact, the negative of must when we talk about deduction
is  can’t - one more example of how complicated and counter-intuitive the system of English
modals can be.

53
Past time with modals
We noted earlier that the pure modals do not change to show tense. Most of these modals
have either present or future reference, but sometimes we need to refer back to the past. With
the semi-modals there is little problem, but how can we do this for pure modal verbs? You
may have chosen from some of the previous examples that one way to do this is to insert have
immediately after the pure modal. But this is not always the case since can has its own past tense
could when it refers to general ability. Some examples should help:
• I can speak German.
• I could speak German when I was seven years old.
• You should see this film.
• You should have seen this film.
• Indonesia must be hot.
• Indonesia must have been hot.
• He could find his wallet.
• He could have found his wallet.
Notice that in the third pair of sentences the meaning of must is logical deduction not
obligation. If we want to use must for obligation then the past tense is had to.
• She must visit her mother.
• She had to visit her mother.
The discussion above explains that you must be very careful in using and understanding
modals for they express meaning that is best interpreted based on context. Do the activity below
to find out how well you have understood the lesson about modals.

Work on This!

Activity 1
Directions: Use the following modals in meaningful sentences as indicated in the
parentheses. Make sure that the context of your sentence is parallel to the intention given.
1. can (ability)
2. can (permission)
3. may (permission)
4. may (permission, negative)
5. must (obligation)
6. must (logical deduction)
7. must (logical deduction, past tense)
8. could (logical deduction, past tense)
54
 9. could (possibility)
10. must (prohibition or negative)

Activity 2
Directions: Construct a sentence with a modal to complete each short dialogue.
Mary: There’s a good Star Wars movie at the Retro Theater. Do you want to go?
John: (have to) I would really like to go, but I have to study for a chemistry test.

Bill: (can)____________________
Sue: I’ll be glad to take you there.

Jim: I have two tests tomorrow.

Jackie: (should)________________

Judy: Where’s Elvis tonight?

Glenn: (might)________________________

Pam: It’s 11:00. What’s taking Mr. Wright so long?

Lynn: (shouldn’t)________________________

Teacher: Can everyone see the board?

Student: (can’t)__________________

Donna: Don’s been absent for two weeks.

Ann: (must)_______________________

Teresa: I’ve had a headache since last week.

Mike: (ought to)______________________

Vicki: I’m looking for someone to play tennis with.

Andy: (can)________________________

Mr. President: I have too much popcorn. I’ll never be able to finish it.
Michelle: (may)_____________________

Your facilitator will check your answers. Continue reading as we move on to another
important lesson about modals.
Modals differ from verb tenses because they do not change to agree with the subject of the
sentence. In general, modals imply time (past, present, or future) rather than actually changing
to show the time.

55
 Usually, when we want to express an attitude or feeling in the present or future time with
the modals, we use modal verb forms. When we want to express an attitude or feeling in the
past with the modals, we use the modal perfect form. Let’s look at these two types of modal
verb phrases.

MODAL VERB FORM

A modal verb phrase can have two forms: simple or continuous. The simple modal verb
phrase consists of a modal followed by the base form of the main verb. The modal continuous
verb phrase consists of a modal followed by the base form of the auxiliary be and the -ing form
of the main verb.
For example:
They might finish soon.
(base)
They might be finishing soon.
(base) (-ing)

The differences between a simple modal verb and a continuous modal verb are essentially
the same as the differences between the simple present tense and the present continuous tense.
When it is part of a verb phrase, the –ing form of a verb indicates an action in progress.
As mentioned on previous discussion, modals may refer to different attitudes or aspects
depending on speaker’s intention.
The following charts give the various meanings of the modals as they are used in the
simple and continuous forms.

Logical Probability
Modal Meaning Example
could possibility That could be Alice. Go and check.
She could be looking for the doorbell.
might possibility That might be Alice. Go and check.
She might be looking for the doorbell.
may greater possibility That may be Alice. She is due about now.
She may be waiting for us.
should probability That should be Alice. She usually gets home about now.
She should be getting very hungry.
must certainty That must be Alice. I recognize her knock.
She must be getting very hungry.

56
 Requests and Permission
Modal Meaning Example
will informal request Hey Bubba, will you help me?
can informal request Hey Jack, can you help me?
can informal permission Can I go now?
would formal request Pardon me, sir, would you help me?
could formal request Excuse me, sir, could you help me?
may formal permission May I leave now?

Advice
Modal Meaning Example
might weak advice/ You seem sick. You might see a doctor if
suggestion you have time.
could weak advice/ You look tired. You could check with a
suggestion doctor.
should general advice What a bad cold! You should see a doctor.
(or) You should be seeing a doctor.
ought to general advice You look terrible. You ought to see a doctor.
(or) You ought to be seeing a doctor.
had better strong advice (bad You had better see a doctor, or you may get
outcome if not worse.
followed)
must very strong advice You have malaria. You must see a doctor.
have to very strong advice You have to see a doctor, or else you will
die.

Ability and Potentiality

Modal Meaning Example
can present ability I can play piano.
can potentiality (possibility) English verbs can be mastered.
could past ability I could ride a bike when I was young.

Time Relationship
Modal Meaning Example
will later than the present time I will do it tomorrow.
I will be doing it tomorrow.
would later than a past time Yesterday, I said that I would do it.
I said that I would be doing it.

57
 Work on This!

Directions: Complete the following paragraph about a trip that you might take in the
future. Put an appropriate modal in each blank space.
Hawaii is a beautiful state. If you go there, you _________ see many interesting things.
There are five major islands that you ___________ visit, and you _________ want to visit
all of them if you have the time. You ________ spend some time in Honolulu, the capital
and largest city. Although Waikiki Beach is beautiful, you ________ be careful because it
is so crowded there that you _________ become the victim of a thief. You ________ prefer
the quiet beaches on the island of Kauai. On the big island of Hawaii, you __________ see
active volcanoes. On Maui you _______ not forget to drive up to the top of a volcano and
walk into the crater. You ______ find hotels to fit every budget. The friendly Hawaiian
people welcome tourists year round.
Your facilitator will check your answers. You may now continue reading.

MODAL PERFECT VERBS

You might have noticed that could and would can have some connection with the past
time. However, most modals must be used in a special form in order to express an attitude or
feeling about the past. Earlier, we used the past or the perfect form of a verb in order to refer to
an earlier time. We can use the perfect form of a modal verb phrase in order to make the modal
refer to an earlier or past time.
We know that a modal verb phrase looks like this:

modal + base form

We also know that a perfect verb looks like this:

have, has, had + past participle

If we combine these two types of verb phrases, we get the modal perfect:

modal + have + past participle

I didn’t study for the test. I should have known better.
Allen could have helped us, but he didn’t.
They’re late. They might have had a flat tire.

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 The modal perfect also has a continuous form, which is formed by adding the past participle
form of be + -ing to the modal perfect verb phrase:

modal + have + been + -ing

(base) (past part.)

I should have been packing for the trip.

Allen could have been finishing his work.
They might have been having fun, anyway.

The following charts give the various meanings of the modal perfect verbs. Notice that
some modals have slightly different meanings when they are used in the affirmative and negative
forms.
Possibility
Modal Meaning Example
may one of several past Clara is not here. She may have
possibilities had a flat tire.
may not one of several past Clara is not here. She may not
possibilities have known about the meeting.
might one of several past Jake looks tired. He might have
possibilities been up late last night.
might not one of several past Jake looks tired. He might not
possibilities have gotten a good night’s sleep.
could possibility in the past, but You had plenty of time. You
not done could have run those errands.
could not past impossibility My child is an angel. She could
not have taken your car keys.
must only logical past possibility You look guilty. You must have
done something wrong.
must not only logical past possibility You failed the test! You must not
have studied very hard.

Advisability/Obligation
Modal Meaning Example
should a good idea that was not Hedy failed the test. She should
done have studied harder.
should not a bad idea that was done Now you’re in trouble. You
shouldn’t have kicked that dog.
might an obligation that was not Yesterday was Mother’s Day! You
fulfilled might have at least called her.
could an obligation that was not You were in the hospital! You
fulfilled could have at least told me.
59
 Time Relationships
Modal Meaning Example
will earlier than a future time We will have left by the time you
arrive.
will not earlier than a future time I will not have finished before the
deadline passes.

Past Unreal Conditions

Modal Meaning Example
would an imaginary statement If I had known you were coming,
about what did not happen I would have bought some extra
in the past chocolate.
would not an imaginary statement If they had seen that truck, they
about what did not happen would not have crossed the
in the past street.

Work on This!

Activity 1. Directions: Complete the following paragraph by providing a modal perfect

form of the given verb in parenthesis. Write your answer in the blank space. The first one has
been done as an example.
The assassination of John F. Kennedy was one of the greatest tragedies and one of
the most intriguing mysteries of recent history. President Kennedy’s advisors told him not
to go to Texas. He should have listened (should--listen) to them, but he didn’t. He ________
(could--stay) in Houston or San Antonio, where the crowds were much friendlier, but
he insisted on going to Dallas. Kennedy had received death threats from hate groups in
Dallas, but he ignored them all. Mr. Kennedy __________ (must--be) a very brave man. No
one is sure what exactly happened that afternoon. The police arrested Lee Harvey Oswald
and said that he _____(could--be) the gunman. However, other law officers said that he
_______(could—neg--work ) alone. They believed he ___________(must--have) help due to
the number of bullets that struck the president. The next day, at Dallas police headquarters,
Oswald was shot by Jack Ruby. The police __________ (should--take) better care of Oswald.
They _______ (should—neg--allow) Ruby into the headquarters with a gun. Many people
believed that the mafia _______ (may--pay) Ruby to kill Oswald. Others think that Oswald
________ (might--be) a Russian agent. If Ruby had lived, he _______(could--tell) the true
story of November 22, 1963.
Activity 2. Directions: The Modal Perfect verb forms are often used to express regret or
give advice about something that happened in the past. Complete each short dialogue below
with a sentence that uses the modal in parenthesis. Use the first one as an example.
Kelly: I was playing video games until 3 a.m. Now, I’m so sleepy.
Biff: (shouldn’t have) You shouldn’t have stayed up so late.
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 Bruce: I was in a hurry yesterday and got a speeding ticket for $200.
Doug: (should have) Too bad! ____________________________________________

Sam: Where’s Tom? I told him last week about the meeting.
Rose: (could have) ______________________________________________________

Walt: I got an F on the test! My parents are going to be disappointed.

Mickey: (should have)
_______________________________________________

Amy: If I had done the homework, I would have passed the math test.
Frank: (might have)
_______________________________________________

Amy: If I had passed the math test, I would have made a B in the course.
Frank: (could have) _____________________________________________________

Frank: If you had passed the math test, you wouldn’t feel bad now.
Amy: (could have) Yeah, you’re right______________________________________
Your facilitator will check your answers.

Activity 3. Directions: Use modals in composing a closed or free verse poem. You may
choose any topic or theme. Write your poem on a short bond paper. Please consider the rubric
below.
FAIR   VERY GOOD   EXCELLENT
Presents a fresh, original
Focuses on a single
Idea is unclear idea
idea.
or unfocused Focuses on an idea, feeling,
Ideas   Idea may be  
May include or experience
understandable, but
random ideas. Uses specific, concrete
still fuzzy
images
Uses a logical, effective
Sequencing is logical
Sequencing is organizational strategy.
The poetry form has
Organization illogical, or not     Poem uses form to interpret
been followed with few
evident.  idea creatively and
or no errors.
effectively

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 Does not use
Modals   Uses 5-8 modals   Uses 9-15 modals correctly
any modal
correctly
Number of
1-3 Stanzas 4-6 Stanzas 7-9 Stanzas
Stanza
Poetry rubric adapted from:
http://w3.trib.com/~johnbn/poetry/poetrub.htm

Submit the copy of your poem to your facilitator. You must achieve an excellent evaluation
in your composition to avoid revising your work. I hope you did your best to be creative in
composing poem of your choice. What is the topic of your poem? How did you come up with
your poem? Who/what was your inspiration in composing your poem? This part of the module
introduces Figures of Speech as the next lesson.
Poetry, just like narrative, reveals relatable human experiences. A poem is basically a
thought or feeling expressed in rhythmic and colorful language. Aside from this, it appeals to
our imagination and has the power to change the world around us, the power to heighten and
sharpen our senses so that we see the world and life in a new light.
As you read the poems, you will assimilate the thoughts and the highest feelings that find
their most beautiful and lasting form when expressed in poetry.

MORE STRONG THAN TIME

Victor Hugo (1802-1885)
Victor Hugo was acknowledged master in poetry as well as in drama and novel during his long
lifetime. He died at the ripe old age of eighty-three. He was essentially a romantic writer. He was a poet,
a novelist, and a dramatist, and whatever he wrote displayed his unbounded imagination and his ability
to evoke a fullness of emotion in the reader. He is especially noted for the variety and vigor of his verses as
well as the melody and beauty of his diction.
Since I have set my lips to your full cup, my sweet,
Since I my pallid face between your hand have laid,
Since I have known your soul, and all the bloom of it,
And all the perfume rare, now buried in the shade;

Since it was given to me to hear one happy while,

The words wherein your heart spoke all its mysteries,
Since I have seen you weep, and since I have seen you smile,
Your lips upon my lips, and your eyes upon my eyes;

Since I have known above my forehead glance and gleam,

A ray, a single ray, of your star, veiled always,
Since I have felt the fall, upon my lifetime’s stream,
Of one rose petal from the roses of your days;

62
 I now am bold to the swift–changing hours,
Pass, pass upon your way, for I grow never old,
Fleet to the dark abysm with all your fading flowers,
One rose that none may pluck, within my heart I hold.

Your flying wings may smite, but they can never spill
The cup fulfilled of love, from which my lips are wet;
My heart has far more fire than you have frost to chill,
My soul more love than you can make my soul forget.

Literary Activity: Before answering the questions below, go over the literary piece to check
concepts you might have missed. (Lapid & Serrano, 2012)
1. What situation inspired the poem?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. What is the significance of the title of the poem?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. How does the situation in this poem change from the first stanza to the last stanza?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4. Explain the title of the poem.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

63
 Lesson
FIGURES OF SPEECH
8

Think About This!

Sound devices or “musical devices’ convey and reinforce the meaning of poetry through
skillful use of sound. Poets use sound techniques to create the mood of the poem. Here are some
of the types of sound devices that can create a powerful and evocative poem.

FIGURES BASED ON ARRANGEMENT

1. Alliteration
Alliteration is the duplication of a specific consonant sound at the start of each
word and in quick succession. Although alliterations are all about consonant sounds,
exceptions can be made, when vowels sounds are also repeated. This figure of speech
is commonly seen in poems.
For example: “Guinness is good for you” - Tagline for Guinness
2. Onomatopoeia
This figure of speech is partly pleasure and partly business. It is used to replicate
sounds created by objects, actions, animals and people.
For example: Cock-a-doodle-do, quack, moo, etc.
3. Assonance
Assonance is a repetition of the vowel sounds. Such a figure of speech is found
most commonly in short sentences or verses.
For example: And murmuring of innumerable bees.
4. Consonance
Consonance refers to the repetition of consonant sounds, within the limits of a
sentence or a certain number of sentences.
For example: “Whose woods these are I think I know. His house is in the village
though; He will not see me stopping here. To watch his woods
fill up with snow.”
(Stopping by Woods on a Snowy Evening by Robert Frost)
5. Apostrophe
An apostrophe is used when a person who is absent or nonexistent is spoken to.
For example: “Twinkle, twinkle, little star,
How I wonder what you are.

64
 Up above the world so high,
Like a diamond in the sky.”
6. Climax
In a climax, the words are placed in an ascending order, depending on their
significance. These words generally revolve around a central theme and are arranged
in an increasing order to create a strong impression on the mind of the reader.
For example: “There are three things that will endure: faith, hope, and love.
But the greatest of these is love.” - 1 Corinthians 13:13
7. Anastrophe
An anastrophe refers to an inversion or rearrangement of a group of words that
usually appears in a certain order.
For example: Gold that glitters is not all that not. (All that glitters is gold)
Although figurative language or figure of speech is used in everyday speech
and in every kind of literature, it is most apparent in poetry. You will encounter more
figures of speech on the succeeding pages. Enjoy reading!

FIGURES BASED ON COMPARISON

1. Simile
A simile is a figure of speech that compares two unrelated things or ideas
using “like” or “as” to accentuate a certain feature of an object by comparing it to a
dissimilar object that is a typical example of that particular trait.
For example: as big as a bus, as clear as a bell, as dry as a bone, etc.
2. Metaphor
A metaphor compares two different or unrelated things to reveal certain new
qualities in the subject, which you might have ignored or overlooked otherwise.
For example: The streets of Chennai are a furnace.
3. Personification
Personification is all about adding a human trait to an inanimate object or an
abstraction.
For example: The picture in that magazine shouted for attention.
4. Allusion
An allusion is an indirect or subtle reference made about a person, place or
thing in a work of literature.
For example: I am no Prince Hamlet.
5. Metonymy
A metonymy is a figure of speech where one word or phrase is used in place of
another. With metonymy, a name of a particular thing is substituted with the name
of a thing that is closely related to it.
For example: “We have always remained loyal to the crown.”

65
6. Synecdoche
This is figure of speech where a part of a particular object is employed to throw
light on the whole thing.
For example: Somebody stole my wheels

FIGURES BASED ON CONTRADICTION

1. Hyperbole
A far-fetched, over exaggerated description or sentence is called as hyperbole
and is commonly used in jokes and making backhanded compliments.
For example: When she smiles, her cheeks fall off.
2. Irony
Irony is used to stress on the opposite meaning of a word. When people are looking
to be sarcastic, they employ irony.
For example: He was so intelligent, that he failed all his tests.
3. Paradox
Paradox is a statement that appears to contradict itself. It pairs two direct
opposites as if both could be true.
Example: Parting is all we know of heaven
And all we need of hell
(Emily Dickinson, My Life Closed Twice Before Its Close)
4. Oxymoron
Oxymoron involves the usage of contradictory terms to describe an object,
situation or incident.
For example: open secret, tragic comedy, exact estimate, original copies, etc.
5. Litotes
Litotes are nothing but an understatement. It can be used when you are looking
to underplay a positive with a negative.
For example: The food at that restaurant is not bad at all.
6. Pun
A pun is a figure of speech that plays with words to give away obscured
meanings. A pun is also known as paronomasia.
For example: My son wanted a scooter. When I told him they are too dangerous,
he moped around the house.
7. Antithesis
An antithesis is a figure of speech where two very opposing lines of thought or
ideas are placed in a somewhat balanced sentence.
For example: Man proposes: God disposes.

66
 OTHER FIGURES OF SPEECH
1. Euphemism
Euphemism is a figure of speech where an offensive word or expression is
replaced with a polite word.
For example: David: Do you have a few minutes?
Ryan: No, I’m busy.
David: Ok, listen...
Ryan: No, you listen, when I said ‘busy’, I meant leave me the
hell alone.
2. Paralipsis
A paralipsis is a figure of speech that focuses on any particular thing without
really making it obvious.
For example: I know who ate the last apple, but I will not mention Karen’s
name.
The definitions and examples should help you acquaint yourself with the
figures of speech. However, it might take you sometime before you become an
expert in using these figures of speech. Here’s wishing you best of luck as you strive
to master figures of speech and exploit them to polish your language skills.

Work on This!

Determine the figure of speech used in each statement. Write your answer before each item.
__________________ 1. Day after day, day after day,
We stuck, nor breath nor motion;
As idle as a painted ship
Upon a painted ocean.
-
Samuel Taylor Coleridge
“The Rime of the Ancient Mariner”
_________________ 2. I heard the trailing garments of the Night
Sweep through her marble halls!
I saw her sable skirts all fringed with light
From celestial walls!
-
Henry Wadsworth Longfellow
“Hymn to the Night
_________________ 3. Sceptre and Crown
Must tumble down,

67
 And in the dust be equal made,
With the poor crooked scythe and spade.
-
James Shirley
“Death the Leveller”
__________________ 4. Friendship is the cement of two minds.
-
E. Chapman
_________________ 5. An aged man is but a paltry thing,
A tattered coat upon a stick.
-
William Butler Yeats
__________________ 6. The nattering nabobs of negativism.
-
Spiro Agnew
_________________ 7. There was a young lady named Etta
Who fancied herself in a sweater.
Three reasons she had:
To keep warms was not bad,
But the other two reasons were better.
_________________ 8. You might have heard a pin fall—a pin! a feather!
-
Charles Dickens
_________________ 9. He said he considered P1, 000, 000 a moderate income—such
a one as a man might jog on with.
_________________ 10. I would be absolute; and who but I? Now, he that is absolute
can do what he likes; he that can do what he likes, can take his
pleasure; he that can take his pleasure, can be content; and he
that can be content, has nought to desire.
Cervantes, Don Quixote
-
_________________ 11. Blood is thicker than water.
_________________ 12. That building is a little bit big and pretty ugly.
-
James Thurber
_________________ 13. The swiftest traveler is he who goes afoot.
Thoreau, Walden
-
_________________ 14. I am most faithless when I am most true.
_________________ 15. If Homer can rid this longing for majestic poetry, I will no
longer look for any poet’s work.

68
 Your facilitator will check your answers.
For now, ponder on the following questions: How do figures of speech contribute in the
development of a poem? Is it important to use figures of speech in poem? Why do you think
most of the writers use figures of speech? After you have answered the questions, you have to
answer the vocabulary activity below.

Learn About Words

Directions: Get your dictionary and look for the meaning of the following words. Consider
the usage indicated in the parenthesis.
1. hay (noun)
__________________________________________________________________________
2. sickle (noun)
__________________________________________________________________________
3. mower (noun)
__________________________________________________________________________
4. manure (noun)
__________________________________________________________________________
5. loft (noun)
__________________________________________________________________________
6. pungent (adjective)
__________________________________________________________________________
7. silage (noun)
__________________________________________________________________________
8. acrid (adjective)
__________________________________________________________________________
9. slop (noun)
__________________________________________________________________________
10. splatter (verb)
__________________________________________________________________________

69
 Lesson
IMAGERY
9
The Winter Room
By Gary Paulsen
If books could be more, could show more, could own more, this book would have smells…
If books would have the smells of old farms; the sweet smell of new-mown hay as it falls
off the oiled sickle blade when the horses pull the mower through the field, and the sour smell of
manure steaming in a winter barn. It would have the sticky-slick smell of birth when the calves
come and they suck for the first time on the rich, new milk; the dusty smell of winter hay dried
and stored in the loft waiting to be dropped down to the cattle; the pungent fermented smell of
the chopped corn silage when it is brought into the manger on the silage fork. This book would
have the smell of new potatoes sliced and frying in light pepper on a woodstove burning dry
pine, the damp smell of leather mittens steaming on the back of the stovetop and the acrid smell
of the slop bucket by the door when the lid is lifted and the potato peelings are dumped in but
it can’t.
Books can’t have smells.
If books could be more and own more and give more, this book would have sound…
It would have the high, keening sound of the six-foot bucksaws as the men pull them
back and forth through the trees to cut pine for paper pulp; the grunting-gassy sounds of the
work teams snorting and slapping as they hit the harness to jerk the stumps out of the ground.
It would have the chewing sounds of cows in the barn working at their cuds on a long winter’s
night; the solid thunking sound of the ax coming down to split stove wood, and the piercing
scream of the pigs when the knife cuts their throats and they know death is at hand but it can’t.
Books can’t have sound.
And finally if books could be more, give more, show more, this book would have light…
Oh, it would have the soft gold light; gold with bits of hay dust floating in it that slips
through the crack in the barn wall; the light of the Coleman lantern hissing flat-white in the
kitchen; the silver-gray light of a middle winter day, the splattered, white-night light of a full
moon on snow, the new light of dawn at the eastern edge of the pasture behind the cows coming
in to be milked on a summer morning but it can’t.
Books can’t have light.
If books could have more, give more, be more, show more, they would still need readers
who bring to them sound and smell and light and all the rest that can’t be in books. The book
needs you.
G.P.
Taken from: http://www.madison.k12.wi.us/tnl/langarts/pdf/sensory.PDF

How well did you Read?

70
 How well did you Read?

Directions: Answer the following questions.

1. What is the selection all about?
__________________________________________________________________________
2. How is the book described in each paragraph?
__________________________________________________________________________
3. What is the conclusion of the selection?
__________________________________________________________________________

In literature, one of the strongest devices is imagery. The writer chooses language to create
images in the mind of the reader. Imagery includes figurative and metaphorical language to
improve the reader’s experience through their senses. Imagery is not only limited to visual
sensations. It also ignites kinesthetic, olfactory, tactile, gustatory, sight and auditory sensations
as well. Imagery conveys the message of the literary work and helps the reader to appreciate,
interpret, and analyze author’s work.
For your next activities, your facilitator will group the class into eight (8). Each group will
share to the class its answer to the question below.
First, explain the meaning and elaborate the claim of the conclusion of the paragraph, “The
book needs you.” For your second activity, make a poster with the theme, “The book needs you”
and consider the rubrics below.

Needs
CATEGORY Excellent Good Fair
Improvement
Required The poster All required Few of the Several required
Elements includes all elements are required elements are
required included on the elements are missing.
elements as well poster. included on the
as additional poster.
information.
Design The poster is The poster is The poster The poster is
exceptionally attractive in is acceptably distractingly
attractive in terms of design, attractive though messy or very
terms of design, layout and it may be a bit poorly designed.
layout, and neatness. messy. It is not
neatness. attractive.
Content - 2 accurate 1 accurate reason Less than 1 Inaccurate
Accuracy reasons are is displayed on accurate reason reason(s) are
displayed on the the poster. is displayed on used.
poster. the poster.

71
 Work on This!

Directions: Fill out the table below. List down the words/phrases used in the selection that
evoke your sensory perceptions.

Kinesthetic Olfactory / Gustatory Auditory

Sight
/touch Smell /Taste /Hearing

Share to the class your answers.

72
 Lesson
PANEL DISCUSSION
10

PANEL DISCUSSION
A panel discussion is a public exchange of ideas. It provides the opportunity for the
experts and the members of the audience to discuss a particular topic. Panel topics are often
politics, academics and other issues affecting communities. Start organizing several weeks in
advance if possible, so you can recruit participants and organize the event. This panel discussion
activity gives you an opportunity to put your knowledge about argumentative essay into action.
Although, you need to remember that panel discussion is different from debate. Continue
reading and find out more about panel discussion.

Putting a Panel Together

1. Select a topic. Ideally, the topic of discussion should be important to people with
significantly different interests or backgrounds. However, avoid the trap of making a topic
so general or vague that the discussion becomes unfocused.
• If you are having difficulty balancing these goals, remember that topic does not need
to be divisive. Some panels are created to offer advice or information, and these do
not always have competing points of view on display. Remember to research on the
topic. The claims of each panel should have back up studies or research based.
2. Look for well-informed people from a variety of backgrounds. You may consider a
member of the public involved in the issue, someone with experience working with the
issue in a business or nonprofit, an academic who has studied the issue. A panel of three
to five discussants normally creates the most interesting discussion.
• Invite at least four people may be safest, in case someone cancels at the last minute.
• Invite these people several weeks in advance, to allow them adequate time to prepare,
and to give yourself time to find alternatives if one of them turns the offer down. This
means that topic must have already been chosen by the group before inviting guest
panelists.
3. Invite a moderator. Select a moderator. Ideally, he/she should already have experienced
moderating panels. Select someone who understands the topic well enough to follow the
discussion, and who is skilled in social situations. The moderator’s main purpose is to
keep the panelists focused on the audience, keep the discussion running smoothly, and
guide the panelists when they stall. He/she must also be informed of the chosen topic
ahead of time. (Your English facilitator may act as a moderator).
4. Plan the physical setup. Individual chairs will make the participants appear closer to
the audience and will encourage audience to participate actively. Arranging the seats in
a slight circle, still mostly facing the audience, may help the panelists discuss the topic
with each other. Include small tables or stands for holding notes, and provide a glass of
water for each participant. Unless the room seats thirty people or fewer, provide at least
one microphone for each two participants and a personal microphone for the moderator.
73
 If you plan to do it inside the classroom you may not use microphone. Just make sure
panelists must speak loud enough to be heard by the class as audience.
• Consider seating the moderator in the middle of the panelists to help him/her address
and guide each panelist efficiently. Keeping the moderator at a podium off to one
side may make his job more difficult.

Planning the Panel Discussion

1. Make sure all of the participants know the goal of the panel. Your panel may present
practical solutions to a problem, host a complex, abstract discussion, or provide information
on a topic. The panel should know the scope and limitations of the topic to be discussed.
Let the panelists know whether the topic is a basic introduction or whether has knowledge
of the topic.
2. Decide how long the panel should last. For most panels, especially those taking place at a
conference or other larger event, 45–60 minutes is the recommended length of time. If the
panel is a standalone event, or if it covers a particularly important and popular topic, a 90
minute panel may be appropriate.
• For high school students, 15 – 20 minutes will do, although, your teacher together
with the class may decide about the length of time.
3. Consider starting with individual lectures (optional). The main focus of the panel should
always be a discussion. However, if one of the panel’s main goals is providing information,
this may be a useful way to precede the discussion. Have each panelist provide an
explanation of the topic, or his/her argument concerning the topic, lasting no more than
ten minutes per person. Again, the length of time given to a panelist to discuss his/her
point of view may be agreed upon by the teacher and the students.
• This method may require more preparation time for the panelists as a group, as each
panelist should expound the previous argument, rather than cover the same ground.
4. Try to avoid visual presentations, like powerpoint presentations and slides, unless
absolutely necessary for the topic. They tend to slow down the discussion, keep audience
involvement low, and often bore the listeners. Use a small number of slides, and only
when information or diagrams need to be presented that cannot easily be explained in
words alone.
5. Be ready as your English facilitator may ask you questions during the panel discussion.
Most of these are open-ended questions, which the panelists can take in a direction best
suited to the course of the discussion. Questions directed at an individual panelist are
also acceptable, but try to divide these among the panelists fairly and evenly. Anticipate
questions the members of the audience might ask. Avoid a sudden change of topic when
answering questions.
• Your English facilitator, the moderator, will look over your questions. The moderator
will also be the one to ask questions, although, panelists may also ask follow
up questions to the other members of the panel or to the moderator to make the
discussion productive.
6. Plan out the rest of the panel. Determine how much time you will set aside for questions;
typically, this constitutes half the panel›s length or more. Use the last 20–30 minutes for

74
 audience questions and discussion, or 15 minutes if time is short or you have a more
lecture-focused panel format. The time may vary depending on the class’ discretion.
7. Describe the format of the panel discussion to the panelists, and give them a chance to talk
briefly. The discussion should be original, not rehearsed.
• If in case the group decides to have a classmate acts as moderator, read the guidelines
below.

Moderating a Panel Discussion

1. Briefly introduce the panel. Use only one or two sentences to introduce the topic, since most
of the members of the audience present are likely familiar with the basic idea. Introduce
each participant briefly, mentioning only a couple of relevant facts about her experience or
involvement related to the topic. Avoid going into a complete biography; the introduction
of all participants should take no more than ten minutes.
2. Involve the audience early. Get the audience invested in the panel by asking for their
involvement right away. A simple, quick way to do this is to begin by asking for a rough
poll of their opinion related to the topic, using a show of hands or applause. Alternatively,
poll the audience on their level of knowledge of the topic. The results should help you
keep the panel focused on topic most relevant to the audience.
3. Ask the panelists the prepared questions. Start going through the questions in the
prearranged order, but don›t hesitate to adjust this order if the discussion moved in a
different, interesting direction. Divide questions among the participants, aiming them at
the person most knowledgeable on the topic. Give other panelists a short time to respond,
then, move on to the next question.
• Don’t have every panelist weigh in on every question. Let the panelists respond
naturally, when they have something to say, or prompt someone who is knowledgeable
on the topic if the discussion is faltering.
4. Follow through with your own questions as necessary. You may deviate from the prepared
questions whenever you think it will benefit the discussion. In particular, press a panelist
with a follow up question if you think his/her answer is unsatisfying. Try rephrasing the
original question, or ideally, come up with a more nuanced question that ties the last
response to another discussion point or a previous statement.
5. Get a timekeeper. You may look at an actual clock offstage or on the opposite wall, if one
is clearly visible. Otherwise, have someone stand at the back of the room with visible signs
saying «10 min,» «5 min,» and «1 min», holding these up as appropriate when you are
nearing the end of a section.
6. Keep the panelists on task. When a panelist is going on too long, or going off topic, politely
return the discussion to the correct point. When he/she pauses for breath, jump in with a
phrase similar to one of the following. You may choose to let panelists know beforehand
what phrases you’ll be using to bring them back on track.
Examples:
• “You have an interesting point, but let’s hear more about ___”
• “Let’s see what (other panelist) has to say on that topic, especially how it relates to
__.”
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7. Collect questions from the audience. Let the audience know how you plan to recruit
question, for instance by calling on raised hands. Listen to each question in turn, repeat it
clearly so everyone in the room can hear, then refer it to a panelist who appears interested.
8. Thank everyone involved. Thank the panelists, the hosts and organizers of the event, and
the audience.
• Have a couple backup questions ready to ask yourself, or have an assistant in the
audience ask, in case no one is brave enough to ask first question.
• If an audience member is taking up too much time, politely interrupt to say “So your
question is ___, is that right?” or “I’m sorry, we need to keep things moving. What is
your question?”
• Let people know when you only have enough time for two or three more questions.
Your performance will be evaluated using the rubrics below.

Panel Presentation Rubric

Needs
Fair Very Good Excellent
Improvement
Research Very little Minimal research Multiple sources Extensive research
evidence of conducted. One were used conducted.
research. No or two sites used beyond what
sites used beyond what was provided.
beyond what was provided.
was provided.
Content Lacks insight Student is Shows insight Student
and student uncomfortable and student is demonstrates
does not have with the at ease with the remarkable insight
a grasp of the information. content, but fails and full content
information. to elaborate. knowledge.
Research Presentation Presentation Presentation was Presentation
Presentation was not was informative, informative and was excellent
informative and but not fully fully explained. with a detailed
topic was not explained. explanation of
fully explained. topic.
Presentation Presentation Presentation Presentation Presentation
Professionalism aspects lack any aspects had aspects were aspects were
professional professional generally exceptionally
qualities. No elements. Dress professional. professional. Dress
professional was semi- Dress was was as if you
dress and poor professional, business casual were in a business
speaking skills. with an and speaking meeting and your
appropriate skills were speaking was clear
shirt, but not professional with and loud enough
pants or shoes. only one or two to be heard by the
Speaking skills mistakes. panel.
were adequate.
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Grammar and Presentation Presentation had Presentation had Presentation was
Spelling was full of fewer than six fewer than three virtually error free.
spelling and errors. errors.
grammar errors.
Overall Plan Overall Overall plan is Overall plan is Overall plan is
plan is not comprehensive, comprehensive excellent and may
comprehensive but parts are not and is feasible. even work!
and is not feasible.
feasible.

Panel Discussion Sample Topics

Below are suggested topics. Do not limit yourself with other possible and interesting topics.
Ask your facilitator of the approval of your chosen topic.
Adoption laws Fraternity/Sorority
AIDS Illiteracy
Philippines’ homeless Nuclear power
Animal rights Nuclear weapons
Capital punishment Pesticides
Censorship Physical fitness
Chemical & biological weapons Poverty
Crime Prison reform
Domestic violence Religion in schools
Endangered species Soil & land erosion
Euthanasia Terrorism
Gambling Toxic waste
Gangs Unemployment
Gun control Violence

Posttest

A. Directions: Complete each sentence by writing the correct modal. Then, write the attitude
or intention the modal expresses.
Example: She can’t sing anymore
Attitude or intention: ability
1. Ann: ___ I borrow your book?
Lyn: Yes, you may.
Attitude or intention: _______
2. Lyca: When I was a child I _____ bend my body backward, but I can’t do it anymore.
Attitude or intention: _______

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 3. Ms. Lea: Who among you ____ recite the preamble of Philippine Constitution?
Attitude or intention: _______
4. The phone is ringing…..
JC: That ____ be Jorge!
Attitude or intention: _______
5. _____ you please explain what happened?
Attitude or intention: ______

B. Directions: Use each modal in meaningful sentences as indicated in the parenthesis.

1. could (past possibility)
2. can (modal perfect form)
3. must (logical deduction negative)
4. must (obligation)
5. must (past unfulfilled obligation)

C. Directions: Identify the figure of speech described by the statements below. Write your
answer before each item.
_________________ 1. the repetition of consonant sounds, within the limits of a sentence
or a certain number of sentences
_________________ 2. an inversion or rearrangement of a group of words that usually
appear in a certain order
_________________ 3. compares two different or unrelated things to reveal certain new
qualities in the subject
_________________ 4. indirect or subtle reference made about a person, place or thing
_________________ 5. a part of a particular object is employed to throw light on the
whole thing
_________________ 6. used to stress on the opposite meaning of a word
_________________ 7. a figure of speech that plays with words to give away obscured
meanings
_________________ 8. a figure of speech where an offensive word or expression is
replaced with a polite word
_________________ 9. over exaggerated description or sentence
_________________ 10. focuses on any particular thing without really making it obvious

D. Directions: Identify the figure of speech used in each item.

1. Peter Piper picked a peck of pickled peppers.
2. The thunder boom and roar loudly.
3. I know now why and how we went that way! How will we weigh it?

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 4. Mother Earth I feel pity on you. You are dying.
5. Powerful you have become; the dark side I sense in you.
6. I miss her as I miss you.
7. Leo is the tiger you should be scared of.
8. I really appreciate your effort of not bringing your module today.
9. Studying is boring yet it’s the only way to make you enthusiastic.
10. Rizal died for every Juan.

NOTE: Ask your English facilitator for the module answer key and check your answers
yourself. Your facilitator will check your answers in Posttest Test A.

Self-Evaluation: Refer to the table below to find out what to do next.

If you got… You did (a/an)…

30 Excellent Work! You are indeed ready for
the Mastery Activities (MA)!

27-29 Very Good Job! Review your lessons before

doing your MA.

Good! Find out what you have answered

20-26
wrong then ask your facilitator for an MA.

Weak Performance! You almost did it.

16-19
Quickly go over your lessons before asking
for an Enrichment Activity from your
facilitator.

0-15 Poorly! Do not rush your work. Carefully

read the entire lesson once again and ask
for an Enrichment Activity from your
facilitator.

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References:
BOOKS:
Carroll, J., Wilson, E., & Forlini, G. (2001) Writing and Grammar: Communication in Action. Pearson
Education South Asia Pte Ltd.
Chin, B. A., Wolfe, D. et.al. (2000) Glencoe Literature: The Reader’s Choice. US: McGraw-Hill
Companies.
Eastwood, J. (2006). Oxford Practice Grammar. New York: Oxford University Press.
H. Ramsay Fowler and Jane E. Aaron, & Kay Limburg. (1995). The Little, Brown Handbook, 6th ed.
HarperCollins: New York.
Prentice Hall (2008). Writing and Grammar (Grade 10). Massachusetts: Pearson Education, Inc.

ONLINE SOURCES:
www.helljump.com. (2009).figures of speech. Retrieved December 26, 2012 from http://www.
helljump.com/figures-of-speech-examples-list-and-definitions/Figures Of Speech: Exam-
ples, List and Definitions
Modal.TESOL. Retrieved January 3, 2015 from https://www.tesol-direct.com/guide-to-english-
grammar/verb-tenses
Poetry.(2007). Retrieved January 3, 2015 from www.google.com.ph/search?q=poetry

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