Republic of the Philippines

DEPARTMENT OF EDUCATION
National Capital Region
Division of Taguig City and Pateros
ARMY’S ANGELS INTEGRATED SCHOOL, INC.

A LEARNING MODULE IN

ENGLISH 7
QUARTER 4

Prepared by: Miss Ana Grace Chacon & Mr. Sandy Navergas
 MODULE CODE: English 7-Quarter 4 Lesson 1

EN7WC-I-c-4.2

TOPIC: Features of Academic Writing

OBJECTIVE: Distinguish features of academic writing.
Reference: https://www.slideshare.net/pokray/structure-and-features-of-academic-text
http://www.uefap.com/writing/feature/featfram.htm

Introduction to Academic Writing

 Academic writing is the type of writing students are expected to produce in response to content they
learn about in an academic setting; i.e. school, college, etc.
 Academic writing is clear, concise, focused, structured and backed up by evidence. Its purpose is to aid
the reader’s understanding.
 It has a formal tone and style, but it is not complex and does not require the use of long sentences and
complicated vocabulary.
 Each subject discipline will have certain writing conventions, vocabulary and types of discourse that you
will become familiar with over the course of your degree.

Academic Vocabulary

 Academic vocabulary are the words that are traditionally used in academic writing.

Characteristics of academic writing

Academic writing is:

 Planned and focused: answers the question and demonstrates an understanding of the subject.
 Structured: is coherent, written in a logical order, and brings together related points and material.
 Evidenced: demonstrates knowledge of the subject area, supports opinions and arguments with
evidence, and is referenced accurately.
 Formal in tone and style: uses appropriate language and tenses, and is clear, concise and balanced.

Structure of Academic Texts

Three part essay structure:
Introduction - To provide the reader with a clear idea of the focus and aim of the text. The topic of the
essay/article will be presented in the introduction, often accompanied by a thesis statement.

Body - Where the essay’s (or article’s) argument, ideas and results are developed and discussed.

Conclusion - Should not contain any new facts or ideas, but rather function as a brief restatement of the main
arguments and facts that have been treated in the essay.

 Complexity
 Formality
 Precision
Features of Academic Writing
 Accuracy
 Objectivity
 Responsibility
 Complexity: The language is relatively more complex and has longer words with a more varied
vocabulary and a grammatical complexity.
 Explicitness
 Example: (Spoken) The cities in Switzerland had once been peaceful, but they changed when people
became violent.
Example: (Written) Violence changed the face of once peaceful Swiss cities.
Exercise 1
Direction: Re-write the sentence below in more typically written style
1. “Because the jobs are even more complex, programs to train people will take longer.”
_____________________________________________________________________
2. Because the technology has improved it’s less risky than it used to be when you install them at the same
time, and it doesn't cost so much either.
_____________________________________________________________________

 Formality: Academic writing is relatively formal. It does not include colloquial expression that we
consider natural in daily dialogues we have with friend or colleagues.

In general this means in an essay that you should avoid:

a. colloquial words and expressions; ""stuff", "a lot of", "thing", "sort of",
b. abbreviated forms: "can't", "doesn't", "shouldn't"
c. two word verbs: "put off", "bring up"
d. sub-headings, numbering and bullet-points in formal essays - but use them in reports.
e. asking questions.

Exercise 2
2.1 Directions: Rewrite the following sentences, replacing the informal expressions that is
underlined with a more formal equivalent.
1. With women especially, there is a lot of social pressure to conform to a certain physical shape.
_____________________________________________________________
2. Significantly, even at this late date, Lautrec was considered a bit conservative by his peers.
_____________________________________________________________

2.2 Directions: Rewrite the following sentences, replacing the informal abbreviated form with a
more formal equivalent
3. The first National Government wasn't intended to be a coalition government in the normal sense
of the term.
______________________________________________________
4. These aren't at all original or exotic but are based on the ordinary things that most people tend to
eat.
_______________________________________________________

 Precision: Academic writing is precise. Factual information, figures or charts, should all be provided and
nothing written there should leave room to interpretation.

Examples:
 Chemists had attempted to synthesize quinine for the previous hundred years but all they had
achieved was to discover the extreme complexity of the problem.
 The volatile oily liquid beta-chloro-beta-ethyl sulphide was first synthesized in 1854, and
in 1887 it was reported to produce blisters if it touched the skin. It was called mustard gas and
was used at Ypres in 19I7, when it caused many thousands of casualties.
 It is approximately eight inches in length and runs from the urinary bladder, through the prostate
gland, under the front of the pelvis, and, passing through the corpus spongiosum, it ends at the
tip of the glans penis in an opening called the urethral meatus 

 Accuracy: An accurate use of vocabulary is a must in a text that wants to be academic. Extra attention
should be paid when using words with a specific meaning.

In academic writing you need to be accurate in your use of vocabulary. Do not confuse, for example,
"phonetics" and "phonology" or "grammar" with "syntax".
Choose the correct word, for example, "meeting", "assembly" , "gathering" or "conference".
 Or from: "money", "cash", "currency", "capital" or "funds".

 Objectivity: Written language is in general objective rather than personal. It has fewer words that refer
to the writer or the reader. The main emphasis should be on the information that you want to give and
the arguments you want to make, rather than the writer getting involved in a personal manner.

In general, avoid words like "I", "me", "myself".

A reader will normally assume that any idea not referenced is your own. It is therefore unnecessary to
make this explicit.
Don't write:" In my opinion, this a very interesting study."
Write: "This is a very interesting study."
Avoid "you" to refer to the reader or people in general.
Don't write: "You can easily forget how different life was 50 years ago."
Write: "It is easy to forget how difficult life was 50 years ago."

Exercise 3
Direction: Rewrite the following paragraphs in a more academic style.

I would call Wagner a subjective artist. What I mean is that his art had its source in his personality; his work
was virtually independent, I always feel, of the epoch in which he lived.
On the other hand, I always consider Bach an objective artist. You can see that he worked only with the forms
and ideas that his time proffered him. I do not think he felt any inner compulsion to open out new paths.
Answer:

______________________________________________________________________________
_____________________________________________________
__________________________________________________________________

 Responsibility: Academic writing should be treated with responsibility. Everything stated should be
accompanied by proofs and justifications and no assumptions are allowed. Sources should also be
mentioned.
This is done by paraphrasing and summarising what you read and acknowledging the source of this
information or ideas by a system of citation.
 Explicitness: The author of an academic writing is responsible for make it explicit and for making clear
how different parts of the text are connected between them and why are they relevant for the central
theme. There are certain words that can be used in order to emphasis this connection and they are called
transitional words.

For example, if you want to tell your reader that your line of argument is going to change, make it clear.
 The Bristol 167 was to be Britain's great new advance on American types such as the
Lockheed Constellation and Douglas DC-6, which did not have the range to fly the
Atlantic non-stop. It was also to be the largest aircraft ever built in Britain. However,
even by the end of the war, the design had run into serious difficulties.
If you think that one sentence gives reasons for something in another sentence, make it explicit.
 While an earlier generation of writers had noted this feature of the period, it was not until
the recent work of Cairncross that the significance of this outflow was realized. Partly
this was because the current account deficit appears much smaller in current (1980s) data
than it was thought to be by contemporaries.
If you think two ideas are almost the same, say so.
 Marx referred throughout his work to other systems than the capitalist system, especially
those which he knew from the history of Europe to have preceded capitalism; systems
such as feudalism, where the relation of production was characterized by the personal
relation of the feudal lord and his serf and a relation of subordination which came from
the lord's control of the land. Similarly, Marx was interested in slavery and in the
classical Indian and Chinese social systems, or in those systems where the ties of local
community are all important.
If you intend your sentence to give extra information, make it clear.
  He is born into a family, he marries into a family, and he becomes the husband and father
of his own family. In addition, he has a definite place of origin and more relatives than he
knows what to do with, and he receives a rudimentary education at the Canadian Mission
School.
If you are giving examples, do it explicitly.
 This has sometimes led to disputes between religious and secular clergy, between orders
and bishops. For example, in the Northern context, the previous bishop of Down and
Connor, Dr Philbin, refused for most of his period of leadership in Belfast to have Jesuits
visiting or residing in his diocese

Exercise 4
Rewrite the following text in a more academic style.

Until only a few hundred years ago doctors didn't operate on people - it was barbers. No-one had taught them
and they'd never got any qualifications. They just did what they'd learned when they were learning to be
barbers. Doctors had promised not to hurt anyone so they wouldn't cut people and were not even supposed to
watch. But the doctors did watch if they were following the rules properly and he sat on a big chair, high up,
and read out what the barber was supposed to do. He read this in Latin, which, of course, the barber didn't
understand. Of course, if you died, it was always the barber's fault and if you got better, the doctor got the
praise. In any case, the doctor got the most money.

Answer:
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

MODULE CODE: English 7-Quarter 4

Lesson 2

EN7OL-I-b1.14

TOPIC: Strategies for Effective Interpersonal Communication

OBJECTIVE: Employ a variety of strategies for effective
Interpersonal communication.
Reference: https://www.slideshare.net/RahilaKhan6/strategies-for-successful-interpersonal-communication?
from_action=save https://www.skillsyouneed.com/rhubarb/effective-interpersonal-communication.html
What is Interpersonal Communication?
Interpersonal communication is the process of exchange of information, ideas and feelings between two or more
people through verbal or non-verbal methods.
Elements of Interpersonal Communication
 The communicators: It refers to both the sender of the communication and the receiver. There are at
least two communicators involved in all interpersonal communication.
 The message: Message can be conveyed in many ways: speech, body language, tone of voice, gestures
and other indicators.
 Noise: This refers to any distortion that causes differences between what is received and what it sent.
Examples of noise include jargon, language barriers, inattention and more.
 Feedback: Feedback is the response of the receiver. In other words, it’s the message sent back to the
sender. This allows the sender to know whether the message has been received and interpreted correctly.
 Context: Whether a message is received and interpreted correctly depends largely on context. The
emotional climate, expectations, the place, and social, political, cultural and environmental conditions
comprise context.
  Channel: Finally, this component refers to how the communication occurs. A message is sent and
received through a specific channel, or medium
Strategies to Effective Interpersonal Communication
1. Don't Show Negative Body Language
As the saying goes, ‘the first impression is the last impression’, hence you should always be careful when it
comes to body language.
It is said that a typical communication consists of more than 50% non-verbal communication, which includes
body language. So if your body language is sending negative signals to the other person, the communication
will probably break down in the process.
2. Do Not Interrupt the Other Person
It is very rude to interrupt a person while they are speaking. Nobody likes to be interrupted because it hampers
the thought process and it is disrespectful.
If you have to make an interruption and it is necessary for you to speak at the exact moment, then you need to
make gentle interruptions. Ask the person if you can interrupt him or her and say sorry, and whatever you
wanted to say must justify your interruption.
3. Think Before You Speak
Another adage that perfectly describes this point is ‘look before you leap’. You should think how your words
are going to affect the person with whom you are communicating before making any comments.
That means you should try to connect with the feelings of the other person in order to show that you genuinely
care about the conversation that is going between the two of you.
4. Listen Well
The ability to listen to what a person is saying is itself a skill and you should focus on that while communicating
with others.
If you have good listening skills you will be able to understand that person’s words more clearly and react in a
positive manner. It will also send a signal to the other person that you care about what he/she has to say.
5. Don't be Defensive or Attacking – Be Neutral
Some people tend to get defensive or attacking during conversations.
You do not have to get overexcited when someone points out your mistakes and get defensive or attack them.
Be neutral and transparent so that you can understand what is actually being discussed. Always maintain the
balance in the conversation so that everyone involved in the discussion has a fair part in it.
6. Don't Deviate
Always try to stick to the topic of discussion to maintain the relevancy of the communication process.
There is no need to bring something totally unrelated to the discussion and waste the time of the people
involved. If you deviate away from the topic, the whole idea of the conversation becomes less meaningful.
7. Be Confident of Your Ideas
You should always be confident of what you are speaking and should take ownership of your words. This is will
increase the trust that the other people have in you and make the conversation flow more freely.
8. Be Open to Receiving Feedback
Sometimes it is good to step back and be receptive to feedback.
Communication is a two-way process and should remain like that. You should be able to open up to feedback
from the other person and give honest feedback whenever you feel it is needed.
9. Use the Right Communication Method
Communication may not necessarily always be verbal and you should understand that different types of
situations ask for different methods.
You should know which type of communication method will be more effective. Location is also an important
point to remember; different types of communication need different locations.
10. Shake Hands Firmly!
The last but not the least important tip is how you shake hands when you introduce yourself.
Give a firm handshake but do not make it a tight one and also do not squeeze. A weak handshake may indicate
lower self-confidence.

Interviewing
Interviewing is the process whereby individuals (usually two) exchange information.
The individuals may be concerned with a job opening, a promotion, a special assignment, a product sale,
information for intelligence purposes, a proposed merger, or other questions.
The information exchanged need not be limited to facts.
In business, particularly, such products of an interview as meaning and understanding are oftentimes more
significant than objective factual statements.

Types of Interviewing
Structured interviewing generally provides the interviewer with the information needed to make the hiring
decision. It also can be crucial in defending against allegations of discrimination in hiring and selection, because
all applicants are asked the same questions.
In an unstructured interview, the interviewer does not have a strict agenda but rather allows the applicant to
set the pace of the interview. Questions tend to be open-ended, which can enable the candidate to disclose more
than he or she might if asked closed-ended questions requiring only a brief answer.
The most widely used types of interviewing are:
 The telephone prescreen interview.
 The direct one-on-one interview.
 The panel interview.
Telephoning
An efficient business telephone system streamlines good communication between organization and customers.
The telephone offers a faster interaction than email, is more personal, and easy and quick to use.
Benefits of Telephoning
Personal and Immediate: Short of talking with someone face-to-face, a phone call is the best way to get a
personal response..
Communication is more than words: On the telephone, the tone you use gives dimension and emotion to words,
increasing the effectiveness of the communication.
The Value of Interactive Communication: Teleconferencing calls bring people together from all over the
organization at a fraction of the cost of travel and meeting facilities.

Effective Speaking Skills & Strategies

 Be clear, brief, concise- to the point

 Use examples to get to the point
 Be polite / friendly
 Be honest
 Be respectful
 When you need to be direct, speak with respect
 Speak with confidence but not with arrogance
 Be flexible - check the mood and attitudes of others and adjust accordingly
 Be aware of body language your own and that of others

Activity 4.2
Write a dialogue between two people with at least ten lines. The dialogue must show all the elements and
strategies of interpersonal communication.

MODULE CODE: English 7-Quarter 4

Lesson 3

EN7LC-IV-G-8.2

TOPIC: Listening Comprehension

OBJECTIVE: Determine the worth of ideas mentioned in the text listened to.
Reference: https://www.slideshare.net/FiveEEE/listening-comprehension-40031081?from_action=save
Listening Comprehension
• Listening comprehension is more than just hearing what is said.
• Listening is a process of receiving, constructing meaning from, and responding to spoken and/or non-
verbal messages.
• Listening is an Active process.
Listening comprehension encompasses the multiple processes involved in understanding and making sense of
spoken language. These include recognizing speech sounds, understanding the meaning of individual words,
and/or understanding the syntax of sentences in which they are presented. (Encyclopedia of Autism Spectrum
Disorder)

Basic Types of Listening • Selective Listening

- We remember only selected portion.
• Active Listening - Topic not to our liking.
- Understands all things • Ignoring Listening
- Proper Interaction - Not listening to others at all.
- Proper Feedback
- Leads to Stained Relation

Stages of Listening Process

• Hearing
• Focusing on message
• Interpreting
• Analyzing and Evaluating
• Responding
• Remembering

Fallacies about Listening • Listening improves with age and experience

• Listening is not my problem
• Listening and hearing are same Importance of Listening
• Smarter people are better listeners • To avoid communication errors.
• Good readers are good listeners • Helps to learn something new.
 • It is key to success. • It is directly proportional to learning.
• We display respect to others view point. • It empowers your own personality.
Barriers to Effective Listening
• Physical Barriers - Disability
- Noise - Wandering Attention
- Defected mechanical Devices • Psychological Barriers
- Uncomfortable Environment - Being unsure of the Speaker’s ability
• Physiological Barriers - Personal Anxiety
- State of Health - Attitude
- Impatience
Why People Don’t Listen
• People are distracted and preoccupied a full 75 percent of the time.
• We usually recall just 50 percent of what was said immediately after we talk.
• We just spend 45 percent of our time listening.
• We remember just 20 percent of what we hear.

How to Listen Effectively

• Stop Talking • Show Interest
• Be Silent • Listen Creatively
• Empathize • Wait and Watch for Non-Verbal
Communication
• Ask Questions
• Listen for ideas not just words
• Maintain Eye Contact
• Put the Speaker at Ease
• Practice Listening
Practice Exercise
1. This is a process of receiving, constructing meaning from, and responding to spoken and/or non-verbal
messages.
a. Reading c. Writing
b. Listening d. Hearing
2. Type of listening that able to remember only selected portion. This is called as _______.
a. Active Listening c. Ignoring Listening
b. Selective Listening d. Emphatic Listening
3. The following words below are the barriers of listening. Which is NOT included?
 a. Physical c. Physiological
d. Biological
b. Psychological

Activity 4.3
Listen to the song “Ironic” by Alanis Morissette. Analyze the mood of the song and the songwriter’s purpose
for writing the song. Answer the provide questions below.

Guide Questions:
1. What is the song all about?

2. What specific human experiences are stated in the song?

3. What ironic statements are exemplified in the song?

4. What exaggerated statements are mentioned in the song?

5. What emotion did you feel while listening to the song?

6. What do you think is the reason why the song is titled “Ironic?”

7. What do you think is the songwriter’s purpose for writing this song?

******************************************************************************************
MODULE CODE: English 7-Quarter 4
Lesson 4

EN7VC-I-h-10
TOPIC: Truth and Accuracy of the Text
OBJECTIVE: Determine the truthfulness and accuracy of the material viewed.
Reference: https://slideplayer.com/slide/13200647/

Truth
- Truth is the property of being in accord with fact or reality. In everyday language, truth is typically ascribed to
things that aim to represent reality or otherwise correspond to it, such as beliefs, propositions, and declarative
sentences. Truth is usually held to be the opposite of falsehood. (Wikipedia)
- (1): the body of real things, events, and facts : ACTUALITY (Merriam Dictionary)
- (2): the state of being the case : FACT (Merriam Dictionary)
Example:
Earth is the third planet from the Sun and the only astronomical object known to harbor life. 
Biology is the natural science that studies life and living organisms, including their physical structure, chemical
processes, molecular interactions, physiological mechanisms, development and evolution.
Accuracy
As nouns the difference between accuracy and truth is that accuracy is the state of being accurate; freedom from
mistakes, this exemption arising from carefulness; exactness; nicety; 
- Accuracy is how close you are to the true value.
 For example, let’s say you know your true height is exactly 5’9″
 You measure yourself with a yardstick and get 5’0″. Your measurement is not accurate.
 You measure yourself again with a laser yardstick and get 5’9″. Your measurement is accurate.
False Information
False information means any written or verbal statement or representation of fact that is not true and that was
made intentionally, knowingly or without having taken reasonable steps to ascertain whether or not the
information was true.
Example:

Reliable and UNRELIABLE Sources

RELIABLE
- When researching, you always need to be sure that you are getting your information from
reliable sources. Some sources are considered to be “reliable” because they have been written by
people who are experts in the field. These are the sources you can trust

UNRELIABLE
- Unreliable sources don't always contain true, accurate, and up-to-date information. Using
these sources in academic writing can result in discrediting writers' status.

POSSIBLE Reliable Sources

While you still need to read critically, here is a list of the types of sources that are often reliable and would be
good places to start research:
Books—authored, edited and published
Newspapers and magazines
Peer reviewed journals
Peer reviewed articles
PhD or MBA dissertations and research
Public Library
Scholarly articles
Isolated studies or academic research
Educational institutions and their websites

How will I KNOW if it’s RELIABLE??

To determine reliability of online sites and organizations, look at the URL’s ending:
If the site ends in .edu, It is most likely an educational institution. Be aware, however, of political bias. If the
site ends in .gov, it is most likely a reliable government website.
These sites usually provide good sources for statistics and objective reports. If the site ends in .org, it is usually
a non-profit organization.
These sources vary in being good or poor sources of information and you will still need to research their
possible agendas and biases, if they exist

Online journals and magazines:

Reliable journals and magazines should contain a bibliography for every article
Lists sources within that bibliography that can be extensive and should include scholarly, and non-Internet
sources
THINK: do these sources (evidence) support the articles’ focus/main idea?
News sources:
Every television and print news source has a website Beware! Sometimes their focus is to entertain rather than
inform.
Think of these sources as a stepping stone to more reliable sources.

How will I KNOW if it’s UNRELIABLE??

The following are unreliable sources because they require confirmation with a reliable source:
Wikipedia: although this is a good starting point for finding initial ideas about a topic, some of their information
and attached resources may not be reliable
Blogs, tweets
Personal websites
Forums Sites created by organizations that may have political or biased agendas
Sites that provide biased information
Self-published sources
Opinionated articles such as editorials
Online sources with an URL that ends in html, which is the basic building blocks of web pages.
Some online sources with an URL that end in .com are unreliable:
Sites of companies that conduct their business over the internet. Some of these sites are unreliable because they
have hidden agendas.

Types of Misinformation/Disinformation
1. Fabricated Content
2. Impostor Content
3. Misleading Content
4. Satire or Parody
5. False Context
6. Manipulated Content
Activity 4.4
Write a list of Truth and False Information about the following topic below:
TRUTH FALSE

MODULE CODE: English 7-Quarter 4

Lesson 5

EN7LT-II—a-4

TOPIC: Identifying Literary Conflict

OBJECTIVE: Discover the conflicts presented in literary selections and the need to resolve those conflicts in
non-violent ways.
Reference: https://www.masterclass.com/articles/what-is-conflict-in-literature-6-different-types-of-literary-
conflict-and-how-to-create-conflict-in-writing#the-6-types-of-literary-conflict
WHAT IS CONFLICT?
- The struggle between opposing forces.
- A conflict is a struggle or an opposition. If you and your best friend both fall in love with the
same person, you will have to find some way to resolve the conflict.
- Conflict comes from the Latin word for striking, but it isn't always violent. Conflict can arise
from opposing ideas. (vocabulary.com)

WHY CONFLICT?
At the heart of every great story is a conflict (or problem). The main character wants something and is being
prevented from getting it.
Example: Little Red Riding Hood wants to go visit her grandmother but the big bad wolf interferes.
CONFLICT MAKES THE STORY INTERESTING!
Most of the action and suspense in a story centers around the main character (or characters) trying to find a
solution to the conflict.
IDENTIFY THE CONFLICT
The most effective way to identify a conflict is to write a CONFLICT STATEMENT.
A conflict statement is a sentence that briefly states what the main character wants and what is preventing
him/her from attaining that desire.
Example: Cinderella wants to go to the ball, but her wicked stepmother won’t let her go.
Two Main Characters In The Story
Protagonist - The main character(s) who has the conflict.
Antagonist - Who or what the protagonist is struggling against.
How to Create Conflict in Your Writing
To create conflict for your protagonist, you’ll need forces of antagonism that work against them. In genre
writing, antagonists are usually arch-villains, but they don’t have to be people—they can be any oppositional
element that thwarts your character’s main desire. In crafting this conflict, it’s helpful to remember some
basic principles of antagonism.

 The stronger the forces of antagonism are, the more well-developed your character will become.
 The conflict should be tailored to your protagonist’s main desire.
 Antagonism has to increase with time, or you’ll lose the reader’s interest.

Conflict Practice 1
With his big ears, Horton the Elephant can hear the tiny who’s calling for help, but nobody believes him. The
elephant tries to protect the Who village, but the speck of dust they live on is stolen by a group of mean
monkeys and dropped into a gigantic clover field.
Conflict Practice 2
When Ruth was 5-years-old she became very ill with scarlet fever and lost all of her teeth. When school started
in the fall, she begged her mother not to make her go because she was embarrassed. She knew that the other
kids would make fun of her and she would never be able to talk and make friends. Her mother, however,
insisted that she go and continued to buy school supplies. When the big day arrived, Ruth hid in her closet
under a pile of clothes, but her mother quickly discovered her hiding place and pulled her kicking and
screaming out of the closet and out to the bus stop.
Internal vs. External Conflict
All conflict falls into two categories: internal and external.

 Internal conflict is when a character struggles with their own opposing desires or beliefs. It
happens within them, and it drives their development as a character.
 External conflict sets a character against something or someone beyond their control. External
forces stand in the way of a character’s motivations and create tension as the character tries to reach
their goals.

Basic Types of Conflicts

1. Character vs. Character
- Other characters or groups of characters; sometimes it is a villain, but not always.
- This is a common type of conflict in which one character’s needs or wants are at odds with
another’s.

2. Character vs. Society

- Rules or laws, cultural norms, a society’s system of beliefs, standing up for what is believed
- It is an external conflict that occurs in literature when the protagonist is placed in opposition
with society, the government, or a cultural tradition or societal norm of some kind. Characters
may be motivated to take action against their society by a need to survive, a moral sense of
right and wrong, or a desire for happiness, freedom, justice, or love.
3. Character vs. Nature
- The weather, cold, disease, wild animals, hunger, fire, natural disasters
- In a nature conflict, a character is set in opposition to nature. This can mean the weather, the
wilderness, or a natural disaster. For example, in Ernest Hemingway’s The Old Man and the
Sea, the main character, Santiago finally manages to reel in a fish after months and months of
bad luck. He fends off sharks, who are trying to steal his prized catch, but eventually they eat
the fish—leaving Santiago with only a carcass. This is the essence of the man versus nature
conflict: man struggles with human emotions, while nature charges forth undeterred.
4. Character vs. Self
- Loneliness, self-doubt, making a tough decision, poor self-esteem, overcoming addiction,
jealously
 - This is an internal conflict, meaning that the opposition the character faces is coming from
within. This may entail a struggle to discern what the moral or “right” choice is, or it may also
encompass mental health struggles. 

5. Character vs. Supernatural

Pitting characters against phenomena like ghosts, gods, or monsters raises the stakes of a conflict by
creating an unequal playing field. Supernatural conflict also covers characters, like Harry Potter or
Odysseus, who have a fate or destiny and struggle to accept the sacrifices that come along with it.
6. Character vs. Technology
In this case, a character is in conflict with some kind of technology. Think of the tale of John Henry,
the African American folk hero. In American folklore, Henry was a former slave who worked as a
steel-driver on the rail line. To prove his superiority over new technology, he raced a steam-powered
rock drilling machine and won. However, he suffered a heart attack after winning the race.

Activity 4.5
Directions:
1) Identify the type of conflict represented by each of the following book summaries.
2) Write a conflict statement for each summary.
A.
The Witch of Blackbird Pond
Orphaned Kit Tyler is forced to move in with her stern Puritan relatives and she feels like a tropical bird that is
now caged and lonely. The only place where Kit feels completely free is in the meadows, where she enjoys the
company of the old Quaker woman known as the Witch of Blackbird Pond. But when Kit's friendship with the
"witch" is discovered, Kit is faced with suspicion, fear, and anger. She herself is accused of witchcraft!
Type of Conflict : __________________________________________________________
Conflict Statement: _________________________________________________________

B.
Shadowmancer
Obadiah Demurral isn’t satisfied running the affairs of his village. Now he wants to control the world, as well as
God and His angels—and he will stop at nothing. Who will stand against him? Raphah has come a long distance
to reclaim the ancient relic Demurral has stolen, but Raphah is young. And so are Thomas and Kate, who are
drawn into this war between good and evil. Their struggle against Demurral will bring them face-to-face with
the powers of darkness in an epic battle.
Type of Conflict : __________________________________________________________
Conflict Statement: _________________________________________________________
C.
Julie of the Wolves
At 13, an orphan and unhappily married, Miyax runs away from her husband's parents' home, hoping to reach
San Francisco and her pen pal. But she becomes lost in the vast Alaskan tundra, with no food, no shelter, and no
idea which is the way to safety. Without food and time running out, Miyax tries to survive by copying the ways
of a pack of wolves.
Type of Conflict : __________________________________________________________
Conflict Statement: _________________________________________________________
D. Swallowing Stones
The best day of Michael Mackenzie's life becomes the worst when the bullet he fires into the air during his 17th
birthday party comes down a mile away and kills a man. When he hears the story on the radio, the news hits
him like a lightning bolt. Numbly following the advice of his best friend, Joe, he buries the rifle and tries,
without much success, to get on with life.
Tortured by remorse, Michael must find a way to ease his guilt and pain.
Type of Conflict : __________________________________________________________
Conflict Statement: _________________________________________________________

******************************************************************************************
MODULE CODE: English 7-Quarter 4
Lesson 6

EN7LT-III-g-5

TOPIC: Pliant Like The Bamboo by I.V. Mallari

OBJECTIVE: Discover literature as a tool to assert one’s unique identity and to better understand other
people.
Reference: https://studylib.net/doc/25341055/pliantlikethebamboofinaldemo
Unlocking of Difficulties
Directions: Read the statement carefully and identify what is being described or defined. Choose your answer
from the words inside the box.
rigorous
1. __________ is a fierce or destructive attack unperturbed
2. __________ means easily influenced onslaught
3. __________ able to withstand or recover quickly from difficult conditions. pliant
4. __________ not concerned resilient
5. __________ strong and healthy robust

Pliant Like The Bamboo by I.V. Mallari

There is a story in Philippine folklore about a mango tree and a bamboo tree. Not being able to get as to which
was the stronger of the two, they called upon the wind to make the decision.
The wind blew its hardest. The mango tree stood fast. It would not yield. It knew it was
strong and sturdy. It would not sway. It was too sure of itself. But finally, its roots gave way, and it tumbled
down.
There is a story in Philippine folklore about a mango tree and a bamboo tree. Not being able to agree as to
which the stronger of the two was, they called upon the wind to make the decision.

The wind blew hardest. The mango tree stood fast. It would not yield. It knew it was strong and sturdy. It would
not sway. It was too proud. It was too sure of itself. But finally its root gave way, and it tumbled down.
The bamboo tree was wiser. It knew it was not as robust as the mango tree. And so every time the wind blew, it
bent its head gracefully. It made loud protestations, but let the wind have its way. When finally the wind got
tired of blowing, the bamboo tree still stood in all its beauty and grace.

The Filipino is like the bamboo tree. He knows that he is not strong enough, to withstand the onslaught of
superior forces. And so he yields. He bends his head gracefully with many loud protestations.
And he has survived. The Spaniards came and dominated him for more than three hundred years. And, when the
Spaniards left, the Filipinos still stood—only much richer in experience and culture.

The Americans took place of the Spaniards. They used more subtle means of winning over the Filipinos to their
mode of living and thinking. The Filipinos embraced the American way of life more readily than the Spaniard’s
vague promises hereafter.

Then the Japanese came like a storm, like a plague of locusts, like a pestilence—rude, relentless, cruel. The
Filipino learned to bow his head low, to “cooperate” with the Japanese in their “holy mission of establishing the
Co-Prosperity Sphere.” The Filipino had only hate and contempt for the Japanese, but he learned to smile
sweetly at them and to thank them graciously for their “benevolence and magnanimity”.

And now that the Americans have come back and driven away the Japanese, those Filipinos who profited most
from cooperating with the Japanese have been loudest in their protestations of innocence. Everything is as if the
Japanese had never been in the Philippines.

For the Filipino would welcome any kind of life that the gods would offer him. That is why he is contented and
happy and at peace. The sad plight of other people of the world is not his. To him, as to that ancient Oriental
poet, the past is already a dream, and tomorrow is only a vision; but today, well-lived, makes every yesterday a
dream of happiness, and tomorrow is a vision of hope.

This may give you the idea that the Filipino is a philosopher. Well he is. He has not evolved a body of
philosophical doctrines. Much less has he put them down into a book, like Kant for example, or Santayana or
Confucius. But he does have a philosophical outlook on life.

He has a saying that life is like a wheel. Sometimes it is up, sometimes it is down. The monsoon season comes,
and he has to go undercover. But then the sun comes out again. The flowers bloom, and the birds sing in the
trees. You cut off the branches of a tree, and, while the marks of the bolo* are still upon it, it begins to shoot
forth-new branches—branches that are the promise of new color, new fragrance, and new life.

Everywhere about him is a lesson in patience and forbearance that he does not have to learn with difficulty. For
the Filipino lives in a country on which the gods lavished their gifts aplenty. He does not have to worry about
the morrow. Tomorrow will be only another day—no winter of discontent. If he loses his possessions, there is
the land and there is the sea, with all the riches that one can desire. There is plenty to spar—for friends, for
neighbors and for everyone else.

No wonder that the Filipino can afford to laugh. For the Filipino is endowed with saving grace of humor. This
humor is earthly as befits one who has not indulged in deep contemplation. But it has enabled the Filipino to
shrug his shoulders in times of adversity and say to himself “Bahala na”*.

The Filipino has often been accused of being indolent and of lacking initiative. And he has answered back* that
no one can help being indolent and lacking in initiative who lives under the torrid sun which saps the vitality.

This seeming lack of vitality is, however, only one of his means of survival. He does not allow the world to be
too much with him. Like the bamboo tree, he lets the winds of chance and circumstance blow all about him; and
he is unperturbed and serene.

The Filipino, in fact, has a way of escaping from the rigorous problems of life. Most of his art is escapist in
nature. His forefathers wallowed in the *moro-moro,the awit, and the kurido. They loved to identify themselves
as gallant knights battling for the favors of fair ladies or the possession of hallowed place. And now he himself
loves to be lost in the throes and modern romance and adventure. His gallantry towards women—especially
comely women—is a manifestation of his romantic turn of mind. Consequently, in no other place in
Orient are women so respected, so adulated, and so pampered. For his women have enabled the Filipinos to
look upon the vicissitudes of fortune as the bamboo tree regards the angry blasts of the blustering wind.
The Filipino is eminently suited to his romantic role. He is slender and wiry. He is nimble and graceful in his
movements, his voice is soft, and h has the gift of language. In what other place in the world can you find a
people who can carry on a fluent conversation in at least *three languages?
This gift is another means by which the Filipino as managed to survive. There is no insurmountable barrier
between him and any of the people who have come to live with him—Spanish, American, and Japanese. The
foreigners do not have learn his language. He easily manages to master theirs.

Verily, the Filipino is like the bamboo tree. In its grace, in its ability to adjust itself to the peculiar and
inexplicable whims of fate, the bamboo tree is his expressive and symbolic national tree, it will have to be, not
the molave or the narra, but the bamboo.

Footnotes:
*
bolo- a Filipino sword, usually used in cutting bamboo and trees. During the Philippine-Spanish Revolution,
Bolos are used by the Katipuneros
to fight against the Spaniards.

*"Bahala na" -a Tagalog phrase which really means "Bathala na", (Bathala referring to god), which literally
means "Just leave everything to God" or "God will provide"*This phrase refers to Dr. Jose Rizal's defense on
the colonial spaniard's accuse of the indolence of the Filipinos. It was published in La Solidaridad in Madrid.
His essay written in Spanish was
in English entitled "Indolence of the Filipinos"

*moro-moro -a play famous during the Spanish occupation in the Philippines. Its theme always depict the fight
between a Christian and a Muslim who in the end, the Christian (being always depicted as the protagonists)
wins the said fight.

*awit-a form of Filipino poetry very popular during the Spanish occupation in the Philippines. One best
example is the "Florante at Laura"(Florante and Laura) by
Francisco Baltazar

*kurido - a form of Filipino poetry very popular during the Spanish occupation
in the Philippines. It comes from the word "corrido" in Spanish. One of the best known kurido is the story of
"Ibong Adarna" (The Adarna Bird)

*three languages - it refers to Spanish, English and Filipino languages. During the time that the author is writing
this piece, it is notable that Filipinos are required to study these three languages.

Process Questions:
1. What is the story all about?

2. If you will become a tree, who will you choose to be? Mango tree or Bamboo tree?

3. In this selection, the speaker compares Filipino to a bamboo tree. What do you think is the
reason?

4. As a Filipino, will you consider yourself like the bamboo? Why? Why not?

5. Do you agree with the writer’s description of the Filipinos? Why? Why not?

6. What specific Filipino characteristics are you proud of? Why?

Activity 4.6
Task 1: A letter to the President
 Imagine you are given a chance to communicate with the President of the Republic of the Philippines. Your
task is to write a letter addressed to the president. Share to the president your insights regarding the present
situation of the Filipino community/country compared to what had happened in the past.

Task 2: Book Mark

Construct a slogan or a quotable quote that tells something about being a strong Filipino. Write it on a piece of
cardboard. Design the cardboard and cut it as to the size of a bookmark. Put a ribbon on it. Feel free to add more
designs for better output.

Task 3: Strong Filipino Symbolism

Think of something that may represent or symbolize the strong Filipino people. For example: In this selection,
the Filipino is compared to a bamboo. Explain your answer.

Task 4: Portrait of a strong Filipino community

Draw a portrait that shows how strong and resilient Filipino community is. Explain your drawing in front of the
class.

******************************************************************************************
. MODULE CODE: English 7-Quarter 4
Lesson 7

EN7LT-IV-a-6

TOPIC: The Parable Of Rainbow Colors

OBJECTIVE: Discover through Philippine Literature the need to work cooperatively and responsibly in
today’s global village.
Reference: https://dokumen.tips/documents/the-parable-of-the-rainbow-colors.html
https://www.academia.edu/38762731/Lesson_Plan_The_Parable_of_Rainbow_ColorsFINALNAPO
Unlocking of Difficulties
Directions: Give the meaning of the following words below.
1. denigrate - 4. patriotism -
2. haughty - 5. contentious -
3. outlandish -

The Parable Of Rainbow Colors

A parable is a figure of speech, which presents a short story with moral lessons at the end. These stories teach
you a moral lesson. The term is derived from the Greek word parable which means comparison. These are
usually seen in religious texts such as the Bible. This is written by the late Juan M. Flavier, a former senator and
Secretary of the Department of Health in the Philippines.

There are seven colors: Red, Orange, Yellow, Green, Blue, Indigo and Violet. They were having a debate as to
who should be the best color to the point that they quarrel with each other.
Questions:
1. Who are the characters in the story?

2. What happened to the colors in the story?

3. What is the brightest and most striking color that implies courage, bravery and love?

4. What is the color that signifies health and strength?

5. What is the color that symbolizes life and provides thrives in the fields and the forests?

6. If you were one of the colors, what would you be? Why?

7. What is the change that happened in each of the colors? How?

8. How is the change relevant to the existence of each of the colors?

9. What is the message of the parable?

10. Why do you think rain emphasized the need of cooperation?

Activity 4.7
Task I: Illustrate a Poster
Using the theme, cooperation, as your guide, create a rainbow poster that will show the significant qualities of
yourself. On each part of the rainbow, write the characteristics of yourself that will help you to grow.

Task II: Make a five (5) sentence paragraph that answers these questions:
*If you were the author, would you change the ending?
*What changes would you do with the story?
. MODULE CODE: English 7-Quarter 4
Lesson 8

EN7WC-IV-a-2.2

TOPIC: Informative Essay

OBJECTIVE: Compose an Informative Essay.
Reference: https://www.slideshare.net/lenyamores/informative-text-g7

What Is An Informative Writing?

• Informative/Explanatory writing explains something or gives facts.
• It gives information, explains how to do something, or tells readers about real people, places, things,
and events
Examples:
 Pope Francis teaches his people by example. He is an epitome of humanity and fairness. He was
the 1st Non-European Pope of the Catholic Church.
 Owls are known as the bird of prey. They are nocturnal, which means they sleep during the day
and hunt at night.
 Tyrannosaurus Rex (also known as T-Rex) was one of the largest dinosaurs that ever walked the
earth. It lived around 66 million years ago in an area now known as North America.

You can find informative writing in many different places:

• Non-fiction books
• Textbooks
• Newspapers
• Encyclopedias
• Magazines
• Websites
Informative Writing Traits
IDEAS
• A clear, focused topic
• Supporting details that are complete and accurate
ORGANIZATION
• A strong introduction, body, and conclusion
• Transition words that connect ideas
VOICE
• A voice that is appropriate for the purpose and audience
WORD CHOICE
• Topic-related words that are used effectively
• Definitions for words that the reader may not know
SENTENCE FLUENCY
• Clear, direct sentences
• Different sentence types and lengths to make the writing
CONVENTIONS
• Correct spelling, punctuation, and capitalization

How informative writing is organized depends on its purpose

 • Compare-and-Contrast describes how things are alike and different.
• Cause-and-Effect describes why things happen and what happens as a result.
• Problem-Solution describes a problem and gives solutions.
• How-To explains how to do something or how to make something.
• Research Report gives facts about a topic.
Good informative writing includes the following features:
• A topic or thesis
• Facts, definitions, details, and examples
• Connecting words such as also, more, and but
• A conclusion
Example:
Do you know the difference between a reserve and a zoo? A reserve is a piece of land set aside to protect
animals. On a reserve, the animals live outdoors. They must also hunt for their own food. Reserves are different
from zoos. In a zoo, animals live in cages. Most animals also live away from each other. They do not hunt for
their own food. Reserves and zoos help keep animals safe.
Activity 4.8
Directions:
Write 1 example of an informative text. Choose your topic below and write facts or information's related to the
topic.
 Most interesting and rich cultures of the world.
 Corona Virus
 National Parks and Importance
 Wearing school uniform.