LIMAY POLYTECHNIC COLLEGE

National Road, Brgy. Reformista, Limay, Bataan 2103 Philippines

E-mail Address: lipoco1997@gmail.com
Tel. No. 0912-7609628

EXAMINATION IN ENGLISH 8
NAME: _____________________________________ DATE: _______________________
YEAR & SECTION: ____________________________ SCORE: ______________________

A. Alternative Response

Write L if the statement is Literary Language and F if it is Figurative Language. Write your
answer in the space provided.

_____1.I was late, yesterday.

_____2.This room is clean.
_____3.He has a heart of stone.
_____4.She is my favorite sister.
_____5.Break a leg!
_____6.Time flies when you’re having fun.
_____7.Your guess is as good as mine.
_____8.Go jump in the lake!
_____9.Life is a rollercoaster.
_____10.My father was tired.

B. Identification

Determine what types of figure of speech are the following statements. Write your answer in the
space provided.
_______________1.Her heart is gold.
_______________2.It feels as sick as a dog.
_______________3.She swims like a fish.
_______________4.Water is everywhere, but there’s no drop to drink.
_______________5.The comedian was seriously funny.
_______________6.I could sleep for a year.
_______________7.She sells sea shells.

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 LIMAY POLYTECHNIC COLLEGE
National Road, Brgy. Reformista, Limay, Bataan 2103 Philippines
E-mail Address: lipoco1997@gmail.com
Tel. No. 0912-7609628

_______________8.The man vroomed his motorbike.

_______________9.“Blow winds, blow!”
_______________10.The wind sang softly through the tress like a lullaby.
_______________11.Put on your thinking cap.
_______________11.Kick the bucket!

C. Enumeration
Enumerate what are asked in the following statements.

 Two Roles of Figure of Speech

1. ____________
2. ____________

 Eight Elements of the Story

1. ___________
2. ___________
3. ___________
4. ___________
5. ___________
6. ___________
7. ___________
8. ___________

 Four Different Reading Style

1. ___________
2. ___________
3. ___________
4. ___________

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 LIMAY POLYTECHNIC COLLEGE
National Road, Brgy. Reformista, Limay, Bataan 2103 Philippines
E-mail Address: lipoco1997@gmail.com
Tel. No. 0912-7609628

C. Rearrangement

The following sentences are taken from a short story “The Lion and the Boar”. They are
arranged randomly. Read carefully and rearrange them in their logical sequence by numbering them
starting from 1 and so on, in the space provided.

_____1.A lion and a boar reach a small water body for drink.
_____2.It was a hot summer day.
_____3.They begin arguing and fighting about who should drink first.
_____4.Soon, they realize that the vultures are waiting for one or both of them to fall, to feast on
them.
_____5.They drink the water together and go their ways after.
_____6.The lion and the boar, then decide that it was best to make up and be friends than to fight.
_____7.They notice vultures, above.
_____8.After a while, they are tired and stop for a breath.

D. Essay
In your own words, differentiate Literary Writing and Academic Writing. (6pts)

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 LIMAY POLYTECHNIC COLLEGE
National Road, Brgy. Reformista, Limay, Bataan 2103 Philippines
E-mail Address: lipoco1997@gmail.com
Tel. No. 0912-7609628

TABLE OF SPECIFICATION IN ENGLISH 8

Number of
Learning Outcomes Recitation Percentage of Item Number of Items Item Placement
Days
1. Classify texts into 5 20% 10 1-10
Literal and Figurative
language.
2. Determine the 6 24% 12 11-22
different figure of
speech (simile,
metaphor,
personification,
apostrophe, irony,
oxymoron, hyperbole,
alliteration,
onomatopoeia,
idioms)
3. Recognize the two 1 4% 2 23-24
different role of
figure of speech.
4. Name the different 2 8% 4 33-36
reading strategies
5. Differentiate literary 3 12% 6 45-50
writing and academic
writing.
6. Sequence/rearrange 4 16% 8 27-44
the events in the text.
7. Enumerate the 4 16% 8 25-32
different elements of
the story.
TOTAL : 25 100% 50

Legend :
A. Alternative Response
B. Identification
C. Enumeration
D. Rearrangement
E. Essay

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 LIMAY POLYTECHNIC COLLEGE
National Road, Brgy. Reformista, Limay, Bataan 2103 Philippines
E-mail Address: lipoco1997@gmail.com
Tel. No. 0912-7609628

NARRATIVE REPORT IN ENGLISH 8

January 2, 2021 when I started to watch

the video discussion posted on our
google classroom. And right after I was
acquainted about the final output, I tried
to read and analyze again my recent
Table of Specification.

I decided to create new learning outcomes and table of

specification about some of the lessons in English 8,
which I am familiar with. As part of the table of specification,
I come up first with all the learning outcomes. I write it from
the scratch. I tried to write all the possible learning outcomes
that I want to include and then choose from them afterwards.
From here, while making possible learning outcome,
I considered thinking what type of test I could use.

I’ve search textbooks or modules on the web

that I could use as references in making my
questions

January 4, 2020. I continue my unfinished task.

At this moment, I am doing my table of specification and
type all the learning outcomes written from the scratch.
After the TOS, I also include all the lessons/discussions.

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 LIMAY POLYTECHNIC COLLEGE
National Road, Brgy. Reformista, Limay, Bataan 2103 Philippines
E-mail Address: lipoco1997@gmail.com
Tel. No. 0912-7609628

Since the Table of Specification is done, I proceed in making the 50 items test. I write it first in scratch.

(Alternative-Response and Identification) (Enumeration)

(Rearrangement) (Essay)

Jan. 7 2021, when I type the 50 items test that I write

in scratch.

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 LIMAY POLYTECHNIC COLLEGE
National Road, Brgy. Reformista, Limay, Bataan 2103 Philippines
E-mail Address: lipoco1997@gmail.com
Tel. No. 0912-7609628

REFLECTION

When I started to work on my final output, I did skim my module in the assessment of
learning 1.Then, analyzed my recent table of specifications if I could use it or create a new one.
And, to be honest, I wasn’t sur of my work thus I decided to create a new table of specification
that contains lessons/discussions where I am most familiar. Again, I checked the English
Curriculum Guide of Department of Education and then began to search on the web, the
textbooks or modules that I could use as references.

There are many things I’ve encountered in doing the tasks. As for me, making the 50
items test was not easy as it may seem. A lot of things are needed to be considered. These
include the table of specifications, learning outcomes, and the method that I should use to
achieve the outcome. Considering the type of test that involves every detail of it; precise
instructions/directions, grammatical errors, the key answers and even the question itself.

After several days, I am done making the 50 items test. As I read my work I tried to
remember how my teachers in high school gave us a test especially the periodical test. I tried to
think back to it to compare my work. Teachers do not copy the exact words or sentences in
textbooks in making a test. It takes time and effort to prepare for examination that assessed the
student’s learning.

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 LIMAY POLYTECHNIC COLLEGE
National Road, Brgy. Reformista, Limay, Bataan 2103 Philippines
E-mail Address: lipoco1997@gmail.com
Tel. No. 0912-7609628

LESSON/DISCUSSION

Literal and Figurative Language

Writers use words for different purposes and meanings, especially poets!
Literal language is used to mean exactly what is written.
For example: “It was raining a lot, so I rode the bus.”
In this example of literal language, the writer means to explain exactly what is written: that he or she
chose to ride the bus because of the heavy rain.
Figurative language is used to mean something other than what is written, something symbolic,
suggested, or implied.
For example: It was raining cats and dogs, so I rode the bus.
In this example of figurative language, there were not actually cats and dogs falling from rain clouds,
instead, the rain felt so heavy and large that it was almost as if small animals were falling from the sky!
Other Examples:

Phrases Literal or figurative language

I’m so hungry, I could eat a horse. Figurative: the writer is so hungry they could eat a
large amount of food.

She is as fast as a cheetah! Figurative: the girl is very, very fast—so fast that
the speed she runs is similar to that of a cheetah.

That dog is a clown; it makes us laugh all the time. Figurative: the dog does things the writer thinks
are funny; this goofiness is similar to the antics of a
clown.
He was late to dinner. Literal: It just means what it says.

The field is calm and quiet. Literal: it means what it says

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 LIMAY POLYTECHNIC COLLEGE
National Road, Brgy. Reformista, Limay, Bataan 2103 Philippines
E-mail Address: lipoco1997@gmail.com
Tel. No. 0912-7609628

FIGURES OF SPEECH

We use figures of speech in "figurative language" to add color and interest, and to awaken the
imagination.
Figurative language is everywhere, from classical works like Shakespeare or the Bible, to everyday
speech, pop music and television commercials. It makes the reader or listener use their imagination and
understand much more than the plain words. In some respects, they are the foundation of communication.
Figures of Speech are a set of tools essential for all writers.
FIGURES of SPEECH serve two roles:
(A) DECORATION: Same way- ‘Figures of Speech’ are decorations we use for our writing. Without
them our writing would be boring.
(B) CLARITY: A complex subject can best be conveyed imaginatively and captivatingly
The purpose of learning Figures of Speech is to make you aware, as writers, of the power and degrees of
choice you have when using it in English.

Commonly used FIGURES OF SPEECH:

1. SIMILE - A Simile shows a likeness or comparison between two objects or events. A simile is
usually introduced with the words- like, as, as……..so.
Examples:
I. She is as pretty as a picture.
II. The story was as dull as ditch water.
III. He is as sober as a judge.
2. METAPHOR - A Metaphor is like a simile. Two objects are compared, without the words ‘as or
like’. It is an implied simile.
Examples:
I. He was a lion in the battlefield
II. Variety is he spice of life
III. She was a tower of strength in their trouble.
3. PERSONIFICATION - In Personification non-living objects, abstract ideas or qualities are
spoken of as persons or human-beings.
Examples:
I. Necessity knows no law.
II. Hope springs eternal
III. Let the floods clap their hands.

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National Road, Brgy. Reformista, Limay, Bataan 2103 Philippines
E-mail Address: lipoco1997@gmail.com
Tel. No. 0912-7609628

4. APOSTROPHE - An Apostrophe is a development of personification in which the writer

addresses absent or inanimate objects, concept or ideas as if they were alive and could reply.
Examples:
I. “Fair daffodils, we weep to see you haste away so soon”.
II. “O wind, where have you been?”
III. Lead, Kindly light, amid the encircling gloom.

5. OXYMORON - An Oxymoron is when two terms or words are used together in a sentence but
they seem to contradict each-other. Oxymoron is a statement which, on the surface, seems to contradict
itself - a kind of crisp contradiction. An oxymoron is a figure of speech that deliberately uses two
differing ideas. This contradiction creates a paradoxical image in the reader or listener's mind that
generates a new concept or meaning for the whole.
Examples:
I. Life is bitter sweet.
II. He is the wisest fool of them all.
III. He was condemned to a living death.

6. IRONY - Irony is when one thing is said which means the exact opposite. With irony the words
used suggest the OPPOSITE of their literal meaning.
The effect of irony, however, can depend upon the tone of voice and the context. It is humorous or lightly
sarcastic mode of speech. Words are used here to convey a meaning contrary to their literal meaning.
Examples:
I. Here under leave of Brutus and the rest, for Brutus is an honorable man, so are they all, all
honorable men.
II. The fire station burned down last night.
III. As soft as concrete

7. HYPERBOLE - Hyperbole is an exaggeration and things are made to appear greater or lesser than
they usually are. Hyperbole is a literary device often used in poetry, and is frequently encountered in
casual speech. Occasionally, newspapers and other media use hyperbole when speaking of an accident, to
increase the impact of the story.
No one imagines that a hyperbolic statement is to be taken literally. It can also be termed as
OVERSTATEMENT. It may be used to evoke strong feelings or to create a strong impression, but is not
being taken literally.
Examples:
I. Meant to the burglar ran as fast as lightning.
II. The professor's ideas are as old as the hills.
III. The troops were swifter than eagles and stronger than lions.

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 LIMAY POLYTECHNIC COLLEGE
National Road, Brgy. Reformista, Limay, Bataan 2103 Philippines
E-mail Address: lipoco1997@gmail.com
Tel. No. 0912-7609628

8. ALLITERATION - Alliteration is a series of words that begin with the same letter. Alliteration
consists of the repetition of a sound or of a letter at the beginning of two or more words.
Examples:
I. Dirty dogs dig in the dirt.
II. Cute cats cooking carrots.
III. Some slimy snakes were slowly slithering.

9. ONOMATOPOEIA - Onomatopoeia is a figure of speech where a word is used to represent a

sound. When you name an action by imitating the sound associated with it, this is known as
onomatopoeia. Examples of onomatopoeia are also commonly found in poems and nursery rhymes
written for children. Onomatopoeic words produce strong images that can both delight and amuse kids
when listing to their parents read poetry. Some examples of onomatopoeia poems for children are Baa
Black Sheep and Old Macdonald had a farm-eea eea oo
Examples:
I. Zip goes the jacket
“Zip" is an onomatopoeia word because it sounds like a jacket is zipping up.
II. The best part about music class is that you can bang on the drum.
III. Dad released a belch from the pit of his stomach.

10. IDIOMS - Idioms are non-literal turns of phrase so common that most people who speak the same
language know them.
Example:
I. “He stole her thunder” and “We’ll cross that bridge when we come to it.”
II. He’s got a chip on his shoulder.
III. Giving the cold shoulder.

DIFFERENT READING STYLE

Reading Technique is a simple and effective approach formulated to enhance the comprehensive abilities
of students. By using this technique, students are able to understand the material and direct their attention
to the details. It thus enhances students learning and helps them prepare for an essay or report submission
or even for a test.
Training students to know the different reading techniques and when to use them is very important,
especially under exam conditions when time constraints come into play and students need to have faster
reading, learning and memory skills.
The four main types of reading techniques are the following:

 Skimming
 Scanning

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E-mail Address: lipoco1997@gmail.com
Tel. No. 0912-7609628

 Intensive Reading
 Extensive Reading

SKIMMING
Skimming is sometimes referred to as gist reading where you’re trying to glance over the material to
grasp the main idea. The way you do this is to read the first and last paragraph and check for any dark
headings. Skimming may help in order to know what the text is about at its most basic level.
You might typically do this with a magazine or newspaper and would help you mentally and quickly
shortlist those articles which you might consider for a deeper read.
You might typically skim to search for a name in a telephone directory.
You can reach a speed count of even 700 words per minute if you train yourself well in this particular
method. There are unique courses with speed reading techniques that you won’t find elsewhere online that
will show you how to use both traditional and hi-tech speed reading methods.
This strategy makes it much easier to recall what you’re about to read.
1. Take a look at the table of contents first.
2. Review the subheadings in each chapter
3. Quickly read the first paragraph in that section
4. Check out anything in your text that is in bold or italics
If there is a chapter summary, now is a good time read it over. This completely prepares your brain to
have an overview of what this chapter is about.

SCANNING
Scanning involves getting your eyes to quickly scuttle across sentence and is used to get just a simple
piece of information. You’ll be searching for specific words or phrases that will give you more
information and answer questions you may have.
Interestingly, research has concluded that reading off a computer screen actually inhibits the pathways to
effective scanning and thus, reading of paper is far more conducive to speedy comprehension of texts.
Something students sometimes do not give enough importance to is illustrations.
These should be included in your scanning. Pay special attention to the introduction and the conclusion.
You can then go on to use scanning to find specific important ideas.

INTENSIVE WRITING
You need to have your aims clear in mind when undertaking intensive reading. Remember this is going to
be far more time consuming than scanning or skimming. If you need to list the chronology of events in a
long passage, you will need to read it intensively.
This type of reading has indeed beneficial to language learners as it helps them understand vocabulary by
deducing the meaning of words in context. It moreover, helps with retention of information for long

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National Road, Brgy. Reformista, Limay, Bataan 2103 Philippines
E-mail Address: lipoco1997@gmail.com
Tel. No. 0912-7609628

periods of time and knowledge resulting from intensive reading persists in your long term memory. This
is one reason why reading huge amounts of information just before an exam does not work very well.

Students tend to do this, and they undertake neither type of reading process effectively, especially
neglecting intensive reading. They may remember the answers in an exam but will likely forget
everything soon afterwards.

EXTENSIVE WRITING
Extensive reading involves reading for pleasure. Because there is an element of enjoyment in extensive
reading it is unlikely that students will undertake extensive reading of a text they do not like. It also
requires a fluid decoding and assimilation of the text and content in front of you.
If the text is difficult and you stop every few minutes to figure out what is being said or to look up new
words in the dictionary, you are breaking your concentration and diverting your thoughts.

ELEMENTS OF THE STORY

1. Setting: Where and when is the story set? Setting represents both the physical location but also the
time (i.e. past, present, future) and the social and cultural conditions in which the characters exist.
2. Character: A person or animal or really anything personified. There can be one main character or
many, and often there are secondary characters, but not always.
3. Plot: The plot consists of the events that happen in the story. In a plot you typically find an
introduction, rising action, a climax, the falling action, and a resolution. Plot is often represented as an
arc. To learn about plot in detail, read the article: “What is a Plot.”
4. Conflict: Every story must have a conflict, i.e. a challenge or problem around which the plot is based.
Without conflict, the story will have no purpose or trajectory.
5. Theme: Idea, belief, moral, lesson or insight. It’s the central argument that the author is trying to make
the reader understand. The theme is the “why” of the story.
6. Point-of-view: “Who” is telling the story? First person (“I”) or third person (“he/she/it”). Limited (one
character’s perspective), multiple (many characters’ perspectives) or omniscient (all knowing narrator).
Second person (“you”) is not often used for writing stories.
7. Tone: The overall emotional “tone” or meaning of the story. Is it happy, funny, sad, and depressed?
Tone can be portrayed in multiple ways, through word and grammar choices, choice of theme, imagery
and description, symbolism, and the sounds of the words in combination (i.e. rhyme, rhythm, and
musicality).
8. Style: This is how things are said. Include word choices, sentence structure, dialogue, metaphor, simile,
and hyperbole. Style contributes significantly to tone.

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 LIMAY POLYTECHNIC COLLEGE
National Road, Brgy. Reformista, Limay, Bataan 2103 Philippines
E-mail Address: lipoco1997@gmail.com
Tel. No. 0912-7609628

SEQUENCE OF EVENTS/IDEAS

Identifying the sequence of events in a story means you can pinpoint its beginning, its middle, and its end.
Once you can identify each of these core components, you can retell the story in the order in which it
occurred. Sequencing is a key component in reading comprehension. It also allows readers to synthesize
information and order it accordingly.
One way to identify the sequence of events is to keep your eye out for time order words. These include
words like "first," "then," "following that," and more. Especially if it's a short story, the author might use
these signal words to indicate the progression of a story from beginning to end.
Now, let's take a look at a story that follows a simpler, chronological order.

Before the Sky Faded to Black

Malcolm was born into privilege. Loch Ness Castle was far from shabby. Set deep in the Highlands, it
featured fireplaces tall enough for three grown Scotsmen to stand in. Their cook, Mrs. FitzMorris, never
put anything less than a full spread on their dining room table come evening. As a boy, Malcolm played
with his siblings in the pasture, rode horses 'til he was forced to come in for the night, and read books by
the fire until his nanny pushed him up the stairs to bed.
But, when he was called to battle, life began to take a very different shape. Malcolm and his kinsmen
slept in tents with nothing better than a rock for a pillow. They had to hunt for their meals and cook it
themselves by the fire. He couldn't remember the last time he bathed like a civilized man, in a tub filled
by his servants.
On the morning of April 17, 1746, as he stepped onto the battlefield at Culloden Moor, all the fineries of
life faded away. What difference did it make if he ate his meals off a silver platter or a piece of bark? As
he stared death square in the eye, Malcolm finally understood life doesn't consist of silver spoons or
cloth-covered tents. Rather, it consists of the people we love along the way. It's shaped by the people we
give our lives for on the battlefield. As the Redcoats closed in on him, he watched his fellow soldiers
drop, one after another. Inhaling deeply, he charged the battlefield, knowing it was only a matter of time
before the sky faded to black.

)1(Malcolm plays in the pasture and reads books until his nanny pushes him upstairs to bed. (2) When he
is old enough to join the army, he goes off to battle and lives a life that stands in stark contrast to
everything he'd known until then. (3)As he stares down death, he reflects on his life. (4)It wasn't about
silver platters and castle grounds. (5)It was about the men and women you meet along the way and the
friendships you forge. (6) His death is taking us through a linear sequence of events from childhood to
death.

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 LIMAY POLYTECHNIC COLLEGE
National Road, Brgy. Reformista, Limay, Bataan 2103 Philippines
E-mail Address: lipoco1997@gmail.com
Tel. No. 0912-7609628

ACADEMIC WRITING AND LITERARY WRITING

ACADEMIC WRITING
Is rigid, procedural, purposed purely to convey knowledge, data and information. It’s orderly, organized
and follows a formula. It refers to particular style of expression that researchers use to define the
intellectual boundaries of their disciplines and their areas of expertise.
Characteristic of academic writing include formal tone, use of the third-person rather than first-person
perspective (usually), a clear focus on the research problem under investigation, and precise word choice.
Like specialist languages adopted in other professions, such as, law or medicine, academic writing is
designed to convey agreed meaning about complex ideas or concepts for a group of scholarly experts.

LITERARY WRITING
Is inspired, artistic and entertains with word pictures, concepts and deep meaning. It is enjoyable to read.
It touches us while teaching us. It’s an art form.
The term ‘Literary Writing’ calls to mind works by writers such as Shakespeare, Milton, or Wordsworth;
definitive examples of all that the term implies. We instinctively associate the term with characteristics
such as merit, creative genius, and the expression of mankind’s noblest qualities.

ACADEMIC WRITING LITERARY WRITING

 Factual  Fictional and Imaginative

 Informative, Instructional or persuasive  Entertaining, provocative and captivating

 Clear and precise  Artistic and symbolic

 Objective  Subjective

 Specialized vocabulary  Generalized Vocabulary

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National Road, Brgy. Reformista, Limay, Bataan 2103 Philippines
E-mail Address: lipoco1997@gmail.com
Tel. No. 0912-7609628

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