ENGLISH 8

Activity Sheet No. 4.1

Activity Title: Literature as Communication

Learning Competency: Identify the distinguishing features found in poems
contributed by South and West Asian writers.
( EN8LT-Iva-13.1)
Learning Target: Identify the distinguishing features in the poems.
Reference: Learning Guide, pp. 604-605.
Concept Notes:

SIFT Method for Analyzing Literature

1. S- Symbol: An object, person or place that has meaning within itself but stands
for something else.
2. I- Imagery: When an image is asked through the use of real descriptive
language.
3. F- Figurative Language: Includes simile, metaphor, hyperbole, repetition,
alliteration and etc.
4. T- Tone and Theme: Tone is the attitude and author takes on the subject he or
she is writing about.

Exercise 1: Read the poem “Africa” by David Diop and the poem “Telephone
conversation” by Wole Soyinka (Nigeria). Please refer to Learning
Guide, pp. 604-605.
Exercise 2: Fill out the Poetry Analysis Concept Map found below.
Poetry Analysis Table (SIFT)
SIFT Telephone Conversation Africa
Symbol

Imagery

Figurative Language

Tone and Theme

ENGLISH 8
Activity Sheet No. 4.2
Activity Title: Identifying Positions of a Topic Sentence and Supporting Ideas

Learning Competencies: Identify positions of a topic sentence

( EN8RC-IVa-2.21.1)
Identify details that support the topic sentence
( EN8RC-IVb-2.21.2)
Learning Target: Locate the topic sentence and supporting ideas in the paragraph.

Reference: https://dadangiskandar.wordpress.com

Concept Notes:
The topic sentence is a statement summarizing the main idea of a paragraph. It may be placed

at the first, middle or last sentence of the paragraph. It has two essential parts: the topic and the

controlling/supporting ideas. The topic names the subject or main idea of the paragraph. The

controlling/supporting idea makes a specific comment about the topic, which indicates that the rest

of the paragraphs will say about the topic.

EXERCISE: Underline the topic sentence twice and the supporting details once.
Identify its position in the paragraph.

People do it every day. They log on to their favorite website and browse for hours, checking
out bargains. They dump every possible wish into their shopping carts, knowing they can cast each
one aside before they finalize their purchases. On the way they may enter into sweepstakes in the
hopes of winning a trip to Cabo San Lucas, or may be even a new SUV. And then, when they have
decided on their purchases, they enter private information without giving it a thought. With a
keystroke, they release their personal data into what may or may not be a secure zone. Despite of
what much of the public believes, internet shopping is not safe.

ENGLISH 8
Activity Sheet No. 4.3

Activity Title: Predicting Outcomes

Learning Competency: Predict what is to follow after a segment of a text listened
to (EN8LC-Iva-2.5)
Learning Target: Foretell what the speaker is saying in the conversation
Reference: English Expressways II, page 99

Concept Notes

Predicting outcomes means that you are able to foretell or logically speculate what will
happen in the future.

Exercise: The following is a telephone conversation. Predict what the other

speaker is saying. Get a partner and present the telephone conversation
in class.
MAGGIE: I am Maggie Concepcion. I am interested to apply for the Youth
Exchange Program. Can you help me?

OTHER SPEAKER: _____________________________________________

______________________________________________

MAGGIE: May I know the criteria for the selection of scholars?

OTHER SPEAKER: _____________________________________________

______________________________________________

MAGGIE: Could you tell me where I can get an application form?

OTHER SPEAKER: _____________________________________________

______________________________________________

MAGGIE: Thank you very much.

OTHER SPEAKER: _____________________________________________

__________________________________________
ENGLISH 8
Activity Sheet No. 4.4
Activity Title: Using Various Strategies in Decoding the Meaning of Words
Learning Competency: Use various strategies in decoding the meaning of words
(EN8V-Iva-15)
Learning Target: Use various strategies in decoding the meaning of words
Reference: English Expressways II pp. 179-180
Concept Notes
Decoding- is being able to use visual, syntactic or semantic views to make meaning
from words and sentences.

There are different ways of decoding meaning of words:

Cline- the way of placing related words within a slope to show degrees of intensity

Prefix- a word part added to the beginning to a base word or root word.

Context Clues- are hints that the author gives to help define a difficult or unusual word.

Exercise A: Arrange the words inside each box belonging to the same situational
environment according to degree of intensity.

1. words that have to do with size

big huge large enormous
2. words that have to do with loudness of sounds
whisper murmur howl shout

Exercise B: Form a new word by adding a PREFIX to each word below.

1. continental 3. market
2. dependent 4. scope

Exercise C: Use the context clues to the sentences to find the meanings of the bold faced words.
1. Jane was a wizard at games. She mastered them in no time and seldom last.
A. evil magician B. gifted person C. average player
2. John was very gregarious and loved being around people.
A. shy B. outgoing C. unfriendly
ENGLISH 8
Activity Sheet No. 4.5

Activity Title: Writing a News Story

Learning Competencies: Identify features of journalistic writing
( EN8WC-IVa-3.4.1)
Distinguish among types of journalistic writing
( news report, opinion article) ( EN8WC-IVb-3.4.2)
Learning Target: Write a news story.
Reference: English Expressways II, pp. 81-82
Concept Notes
News reports are built on facts. They give the readers enough information so that they
can fully understand what the report is all about. Writers of news follow a certain order of
presenting the facts. Facts in the news reports are arranged in order of importance. To help the
writer organize a news report, follow this pattern:
 Most important facts
Important facts
Least important facts

Exercise: Write a brief news report about any events in your school. Use
these key question words as your guide.

When? Where? Who? What? How?

Why? How long? How many?

ENGLISH 8
Activity Sheet No. 4.6

Activity Title: Using Appropriate Modifiers

Learning Competency: Use appropriate modifiers (EN8G-IVa-15)
Learning Target: Use appropriate modifiers
Reference: Broader Horizons in English 8, pp 73-74

Concept Notes

A modifier is a word, phrase or clause that provides description in sentences. There are two
types of modifier - Adjective and Adverb modifiers. Adjective modifier describes nouns and
pronouns. It answers the questions what kind, which one, how many, how much . Adverb modifier
describes verbs, adjectives, or other adverbs. It answers the questions when, where, how often,
how much.
Ex.
1. The heavy rain poured yesterday. (adjective)
2. The rain poured heavily yesterday. (adverb)
Exercise: Provide an appropriate modifier that will complete each sentence.

1. Our class prayed _____________ for world peace.

2. The _____________ children played in the playground.

3. The children recited the poem ______________.

4. The _____________ ballerina dances in the program.

ENGLISH 8
Activity Sheet No. 4.7

Activity Title: Using Active and Passive Constructions

Learning Competency: Use active and passive constructions in journalistic

contexts (EN8G-IVb-13)

Learning Target: Change active to passive voice or vice-versa.

Reference: English Expressways, pp. 77-78

Concept Notes

The voice of the verb does not normally affect the meaning of the

sentence but it does change the focus. In the active voice, the focus is on doer of

the action. To shift the focus of the action, use the passive voice.

Example:
The dog bit the mailman. ( active)

The mailman was bitten by the dog. ( passive)

EXERCISE: If the sentence is Active change to Passive or vice-versa.

1. The garbage cans were emptied by the street sweepers.

2. Two police officers led the procession.

3. Floods are caused by overflowing rivers.

 4. The leaders expressed their appreciation of the group.

ENGLISH 8

Activity Sheet No. 4.8

Activity Title: Using Past and Past Perfect Tenses

Learning Competency: Use past and past perfect tenses in journalistic writing
( EN8G-IVb-3)

Learning Target: Form verbs in the simple past or past perfect tense.

Reference: English Arts III, pp. 70-72.

Concept Notes:
Simple Past Tense- used to talk about things in the past time, often with phrases like yesterday,
last week, two years ago, in May 2016.
Example: Most of the students went home early yesterday.

Past Perfect Tense- used to indicate the first of two past actions. It is formed by had+ the past
participle of the verb.
Example: Most of the students had gone home when the typhoon struck.

EXERCISE: Complete the following sentences with either the SIMPLE PAST or
PAST PERFECT TENSE based on the verb given.

1. They (leave) by the time we came.

2. She (take) a vacation two months ago.

3. The bell (ring) when the teacher came in.

4. Susan (work) late last night.

 ENGLISH 8
Activity Sheet No. 4.9

Activity Title: Noting Explicit and Implicit Signals

Learning Competency: Note explicit and implicit signals (like cohesive devices used
by the writer) ( EN8RC-IVc-13.2)
Learning Target:
Reference: English Expressways II, pp. 192-195.

Concept Notes

You can get information from a selection by noting if the ideas are explicit or
implicit. Explicit means direct or expressly stated. Implicit means implied or hinted.

EXERCISE: Read the selection, “ The Firefly Hunt” by Tanizaki Junichiro

( English Expressways II, pp. 192-195)

A. Look for the answers to the following questions which are explicitly
stated in the selection.

1. Why couldn’t Sachiko sleep?

2. How did the real firefly hunt differ from the firefly hunt on the puppet stage?

B. The answers to the following questions are implicitly stated in the selection. Cite
the lines that answer the questions.

1. How did the firefly hunt affect Sachiko? Explain your answer.

2. What values of the Japanese regarding nature are shown in the selection? How
can these values maintain ecological balance?

ENGLISH 8
Activity Sheet No. 4.10

Activity Title: Interpreting and Following Instructions, Directions, Notices, Rules

and Regulations

Learning Competency: Interpret and following instructions, directions, notices,

rules and regulations ( EN8RC-IVd-14.1)
Learning Target:
Reference: English Arts 1, pp. 132-133.

Concept Notes:

When listening instructions, be sure you understand clearly how you are to proceed. If
something seems unclear, ask for clarifications. If instructions are given orally, repeat the
instructions to the giver so that he or she can check your understanding.
Example:
Teacher: Please bring this note to Miss Santos. Wait for the written note from
her.

Student: I shall bring this note to Miss Santos and wait for a written note from
her.

EXERCISE: Listen to the instructions that will be read to you by the teacher. After
listening to the instructions, be able to:
(Note to the Teacher: The reading selection is found in English Arts I Manual)

1. Point out the three most important pointers to remember when taking a test.

2. Tell what each of the following means when you encounter them in a test question:

A. Enumerate B. Compare C. Contrast D. Summarize E. Illustrate

ENGLISH 8
Activity Sheet No. 4.11

Activity Title: Processing Speech delivered by Making Inferences from what has
been Listened To

Learning Competency: Process speech delivered by making inferences from what

has been listened to ( EN8LC-IVg-8.2)

Learning Target: Make inferences based from the selection listened to

Reference: English Expressways III, pp. 288-289.

Concept Notes:

Inferences are made when you arrive at conclusions based on clues provided by the writer
throughout the reading selections.
TASK: Listen to your teacher reads the speech entitled, “ Multicuturalpaedia” then
answer the following questions.

1. What do you think the writer says that your life is enriched is you are free from
the restrictions of your own culture?

2. What happens when people limit themselves to their own culture?

ENGLISH 8
Activity Sheet No. 4.12

Activity Title: Explaining Figurative Language Used

Learning Competency: Explaining figurative language used ( EN8LT-IVf-2.2.4 )

Learning Target: Give the meaning of the figure of speech used in the phrases
given.
Reference: English Arts I, pp. 43-44.

Concept Notes
Figure of speech are expressions applied literally but paint vivid word pictures when imaginative
meanings are applied.

Commonly Used Figures of Speech:

1. Simile- a comparison of two unrelated objects with the use of AS or LIKE.
Examples: as soft as cotton, as black as ink, like a flagpole

2. Metaphor- comparison of two unrelated objects without the use of AS or LIKE.

Examples: a heart of granite, pearly-white teeth
3. Personification- when you speak of things as though they were persons, you are
using personification.
Examples: the trembling leaves, the smiling sun, the flowers are dancing
4. Apostrophe- when you address one who is absent as though he or she is present,
or when you call back to life one who is dead.
Example: Milton, thou shouldst be living at this hour. (Wordsworth)
5. Hyperbole – Sometimes when you make a comparison you exaggerate to create a
desired effect. It may be an exaggerated simile or metaphor.
Examples: a smile as wide as a river, a wound as big as a moon crater

EXERCISE: Identify the figure of speech used in the following phrases from the Philippine National
Anthem and give its meaning.

1. Land of the morning 3. Cradle of noble heroes

2. Child of the sun returning 4. Beautiful land of love, oh land of light

ENGLISH 8

Activity Sheet No. 4.13

Activity Title: Determining Key Ideas, Tone, Purposes of Author

Learning Competency: Determine key ideas, tone, purposes of author

(EN8LT-IVg-2.2.5)

Learning Target: Identify the author’s purpose in the poem.

Reference: English Expressways III, pp. 9-11.

Concept Notes

Every writer writes for a reason. The reason is called the author’s purpose. A person might
write to entertain, to inform, or to express an opinion. He may also write to persuade the reader to
do or believe something. Two or three purposes may be combined, but one is usually the most
important.

EXERCISE: Read the poem entitled “Piano” by D.H. Laurence in the book, English Expressways III,
pp. 10-11, and answer the following questions.

1. What is poet’s purpose in writing this poem? Prove your answer.

2. Why does the speaker “ weep like a child for the past?” Does the piano

contribute to his reactions? Explain your answer.

 ENGLISH 8

Activity Sheet No. 4.14

Activity Title: Composing Journalistic Text

Learning Competency: Compose journalistic text ( EN8WC-IVi-3.4)

Learning Target: Write a coherent paragraph.

Reference: English Expressways III, pp. 17-18.

Concept Notes

Pointers in Achieving Unity and Coherence in Writing a Paragraph

1. Write a paragraph with one central idea.

2. Support the central idea with relevant details.
3. Use transitions to link ideas together and to show relationships.
4. End your paragraph with a striking statement.

EXERCISE: Write a 150 word composition giving your views and opinions on

“ The Effects of Stress on Health”