Republic of the Philippines

Department of Education- Region X

Division of Valencia City
CENTRAL BUKIDNON INSTITUTE, INC.
S.Y. 2022-2023

ENGLISH–Grade 8
Learning Module- 2
1st Quarter

_________________________
Learner’s Name

_________________________
Guardian’s/Parent’s Name & Signature

Teacher:
Ms. Dreamy M. Pangca, LPT
Cellphone Number: 09177142343
Email: dreamypangcz@gmail.com
Facebook: Dre A My

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 Week 2: Lesson 2.1 Consonant Blends,
Digraphs, Diphthongs, and Glides
Memory Text:

Colossians 4: 6 (NIV)
“Let your conversation be always full of grace, seasoned with salt, so that you may know how to
answer everyone.”

Enabling Outcomes: (MELC)

Based on the curriculum guide (CG), the student should be able to:.
1. Identify words with different vowel sounds produced by diphthongs and glides, and words with
consonant blends. (EN8OL-Ia-3.11)

Concepts (Generalization)
 Two or three consonants joined and pronounced together as a unit are called consonant blends which may
be found only at the beginning or only at the end of words.
Initial consonant blends – breathe, climate, from, plum, scrape
Final consonant blends- fact, realm, wind, bark, except

 Digraphs – combination of two or three consonants but which produce a single sound when produced.
Chimney, tough, brush, match, telephone

 Diphthongs – two vowel sounds combined to form a single syllable

Bargain, needle, coach

 Glides- are diphthongs with vowels combined with w and y

Prawn, brew, boyhood

Different vowel sounds produced by diphthongs and glides:

Long a – delay, survey, detail, Long o – sew, meadow, groan
Long e- speak, ceiling, breeze Long u- nephew, rescue
Long i- guy, applied, eyelash Short e- against, health

References:
Galvez,N. et al.,(2020). Language in Literature: Afro-Asian Literature. Vibal Group, Inc. Quezon City.

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ACTIVITY . CDDG.
Instruction: Determine if the underlined parts of the words are consonant blends, diphthongs, digraphs, and
glides.

1. Many crabs are found along the shore _______________________

2. The chartered plane has arrived in the airport. ____________________________

3. The boys cast stones in the pond. ___________________________

4. The farmer plows his field . ____________________________

5. Science is his favorite subject. ______________________________

6. I need new strings for my guitar. _________________________

7. The weather today is fine. The sea is calm. ___________________________

8. The babies’ feet are so soft. _____________________

9. Please soften the rough edges of the table.. _________________________

10. You look young! Your skin glows. ___________________________

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 Lesson 2.2. Literary Reading- Concerning the
Hawk and the Owl
MEMORY VERSE:

Matthew 7:7-12
“Ask and it will be given to you; seek and you will find; knock and the door will be opened to you. 8 For everyone
who asks receives; the one who seeks finds; and to the one who knocks, the door will be opened.”

Enabling Outcomes:
Based on the curriculum guide (CG), the student should be able to:

1. Determine the important points in the literary selection. (EN8LT-Ia-8.1)

Concepts (Generalization)
Concerning the Hawk and the Owl

Nigerian Folktale

In the olden days when Effiong was king of Calabar, it was customary at that time for rulers
to give big feasts, to which all the subjects and all the birds of the air and animals of the forest,
also the fish and other things that lived in the water, were invited. All the people, birds, animals,
and fish, were under the king, and had to obey him. His favourite messenger was the hawk, as
he could travel so quickly.

The hawk served the king faithfully for several years, and when he wanted to retire, he asked
what the king proposed to do for him, as very soon he would be too old to work anymore. So
the king told the hawk to bring any living creature, bird or animal, to him, and he would allow
the hawk for the future to live on that particular species without any trouble. The hawk then
flew over a lot of country, and went from forest to forest, until at last he found a young owl
which had tumbled out of its nest. This the hawk brought to the king, who told him that for the

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future he might eat owls. The hawk then carried the owlet away, and told his friends what the
king had said.

One of the wisest of them said, "Tell me when you seized the young owlet, what did the
parents say?" And the hawk replied that the father and mother owls kept quite quiet, and never
said anything. The hawk's friend then advised him to return the owlet to his parents, as he could
never tell what the owls would do to him in the night-time, and as they had made no noise, they
were no doubt plotting in their minds some deep and cruel revenge.

The next day the hawk carried the owlet back to his parents and left him near the nest. He
then flew about, trying to find some other bird which would do as his food; but as all the birds
had heard that the hawk had seized the owlet, they hid themselves, and would not come out
when the hawk was near. He therefore could not catch any birds.

As he was flying home he saw a lot of fowls near a house, basking in the sun and scratching
in the dust. There were also several small chickens running about and chasing insects, or
picking up anything they could find to eat, with the old hen following them and clucking and
calling to them from time to time. When the hawk saw the chickens, he made up his mind that
he would take one, so he swooped down and caught the smallest in his strong claws.

Immediately, he had seized the chicken the cocks began to make a great noise, and the hen ran
after him and tried to make him drop her child, calling loudly, with her feathers fluffed out and
making dashes at him. But he carried it off, and all the fowls and chickens at once ran
screaming into the houses, some taking shelter under bushes and others trying to hide
themselves in the long grass. He then carried the chicken to the king, telling him that he had
returned the owlet to his parents, as he did not want him for food; so the king told the hawk that
for the future he could always feed on chickens.

The hawk then took the chicken home, and his friend who dropped in to see him, asked him
what the parents of the chicken had done when they saw their child taken away; so the hawk
said—

"They all made a lot of noise, and the old hen chased me, but although there was a great
disturbance amongst the fowls, nothing happened."

His friend then said as the fowls had made much palaver, he was quite safe to kill and eat the
chickens, as the people who made plenty of noise in the daytime would go to sleep at night and
not disturb him, or do him any injury; the only people to be afraid of were those who when they
were injured, kept quite silent; you might be certain then that they were plotting mischief, and
would do harm in the night-time.

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ACTIVITY . TWO-COLUMN COMPARISON.
Instruction : Fill in the chart.

My similar traits to the hawk My similar traits to the owl

Ignite (Evaluation)
ACTIVITY 9. WHAT’S YOUR IDEA.
Instruction: FILL IN THE BLANKS.

1. The hawk fears that __________________________________________________________________

2. The lessons the hawk learns from the choices it makes in its different encounters with others
are_________________________________________________________________________________
___________________________________________________________________________________

References:
https://www.worldoftales.com/African_folktales/Nigerian_folktale_37.html#gsc.tab=0
Galvez,N. et al.,(2020). Language in Literature: Afro-Asian Literature. Vibal Group, Inc. Quezon City.