Republic of the Philippines

Department of Education
Region V –Bicol
Division of Camarines Norte
Maria Aurora Academy, Inc.
MODULE IN ENGLISH 9

QUARTER 1 (ENGLISH LITERATURE – FROM ITS BEGINNINGS TO THE RENAISSANCE) Day 9-19

PROGRAM STANDARD:
The learner demonstrates communicative competence through his/her understanding of literature and other texts types for
a deeper appreciation of Philippine culture and those of other countries.

GRADE LEVEL STANDARD:

The learner demonstrates communicative competence through his/her understanding of British-American Literature,
including Philippine Literature and other text types for a deeper appreciation of Philippine culture and those of other
countries.

CONTENT STANDARD:
The learners demonstrate understanding of how Anglo-American literature and other text types serve as means of
enhancing the self; also how to use processing, assessing, summarizing information, word derivation and information
strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively.

MOST ESSENTIAL LEARNING COMPETENCIES:

 Express permission, obligation, and prohibition using modals
 Use conditionals in expressing arguments

REFERENCES:
BOOK – English Communication Arts and Skills through Anglo-American and Philippine Literatures 9 (ECAS)

LESSON 2: THE MIDDLE ENGLISH PERIOD

 Featured Selections: Lord Randal, Bonny Barbara Allan, Get Up and Bar the Door, The Death of Arthur, The
Prologue, The Knight, The Pardoner’s Tale
 Distinguishing between similar words and phrases
 Explaining how the elements specific to a selection build its theme
 Drawing similarities and differences of the featured selections in relation to the theme
 Identifying the author’s purpose for a piece of writing
 Writing a simple ballad
 Paraphrasing the text listened to
 Giving another title for the story
 Producing the correct sounds of English

TRANSFER GOAL: The students transfer learning by actively participating in a speech choir through using effective
verbal and nonverbal strategies based on the following criteria: focus, voice, delivery, facial expressions, body
movements/gestures, and audience impact.

DAY 9
PRE-TEST
Directions: Write the missing word in each sentence. Choose from the modal verbs in the box below.

must/have to should/ought to

1. As a citizen of our country, you __________________ abide by and follow the law.
2. You __________________ try to get enough rest, you still have a lot of work to do tomorrow.
3. You __________________ see a doctor at once!
4. It's raining hard, the children __________________ come indoors.
5. You __________________ arrive on time; otherwise the bus will leave even without you.

There are two types of modal verbs of obligation;

those that primarily express a firm obligation or necessity - must and have to
those that express a recommendation or moral obligation - should and ought to

Firm obligation, etc. - must and have to

The verb must only exists in the simple present and present perfect forms.
While the present form can express obligation, necessity, certainty or strong probability, the present perfect forms only
express a strongly felt opinion or supposition.

All persons Present Present Perfect

Affirmative must must have

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 Negative Must not, mustn’t Must not have, mustn’t have

If other tenses are required, the speaker or writer must use forms of the synonymous modal verb "have to". This modal
auxiliary has all normal tenses, including progressive or continuous forms; these are not common, but need to be used in
some cases.

Form/Tense Present Present Perfect Past Future

Affirmative has to, have to has to, have to Had to Will have to
Negative does not have to, do has not had to have did not have to Will not have to
not have to , doesn't not had to didn't have to * Won’t have to
have to don't have to
Progressive or am having to is Has been having to Was having to Will be having to
Continuous having to, are having have been having to were having to
to
* The form "had not to" is sometimes used, but it is generally considered to be archaic.
In spoken English, and in the present form only, have to is often substantiated by the word got;
For example an alternative to I have to is I've got to

Examples of must and have to being used to express:

a. Firm obligation or necessity
a1) You must see a doctor at once!
a2) I have to be at school tomorrow at 8 a.m. I have an exam!
a2.1) I've got to be at school tomorrow at.....
a3) You mustn't touch that plate, it's too hot.
a4) I had to see a doctor, because I felt very sick.
a5) I had to break the window! I lost my key!
a6) The manager isn't here, he's had to go to Paris on urgent business.
a7) Tomorrow the President will have to open Parliament.
a8) She's having to move because she can't stand the noise.
a9) I'm having to take out this detonator very slowly, to avoid an explosion.
a10) Oh you're so kind! You didn't have to do it as well as that!
b. Certainty or strong probability
b1) He must be over eighty, he was born in 1930.
b2) If my brother's not in Manila, he has to be in Laguna.
b3) I've got all the right answers, I must be one of the winners!
b4) If I remember correctly, it has to be here.
c. Must have only: supposition
c1) I can't find my laptop, I must have left it in the jeepney.
c2) If they're out, they mustn't have heard the news.

ATTENTION!
Take care to distinguish correctly between "had to" and "must have"

They had to go to Manila. = They were obliged to go to Manila.

They must have gone to Manila. = In my opinion, they have certainly gone to Manila.

Recommendation or moral obligation - should and ought to

The verb should only exists in the simple present, and present perfect forms

Forms of should
All persons Present Present Perfect
Affirmative should Should have
Negative Should not, shouldn’t Should not have, shouldn’t have
The verb ought to only exists in simple present and present perfect forms

Forms of ought to
All persons Present Present Perfect
Affirmative Ought to Ought to have
Negative Ought not to, oughtn't to ought not to have, oughtn't to have
Should and ought to are more or less synonymous

Examples:
a1) You should stop smoking ( = You ought to stop smoking.)
a2) It's raining hard, the children ought to come indoors.
a3) I didn't know you were married! You ought to have told me!
a4) If you'd wanted to succeed, you should have worked harder at school.
a5) This pullover's got holes in it, I should get a new one.
a6) This pullover's got holes in it, I ought to get a new one.
a7) That's awful! You really oughtn't to have done that, you know!

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Remember: There are two types of modal verbs of obligation; those that primarily express a firm obligation or necessity -
must and have to - and those that express a recommendation or moral obligation - should and ought to.

Source: http://linguapress.com/grammar/modal-obligation.htm

LESSON 2: THE MIDDLE ENGLISH PERIOD

A ballad is a poem that tells a story, and the term popular ballads refers to those that originated from the common
people rather than from the king’s court or the halls of the nobles. To the ordinary people of the Middle Ages, these
ballads were more entertainment than literature, and they were not written down. Instead, they were sung over and over
by minstrels and troubadours in local celebrations and events, which helped preserve the gist of each ballad.
Since, these are part of the spontaneous oral tradition of the English people, their authors are unknown and each
ballad has several versions, but they share the following common characteristics:
1. The subject is dramatic, often focusing on love, death, or the supernatural.
2. The language is very simple.
3. The story is developed through dialogue.
4. Mystery is contrived by leaving out details.

POST QUESTION:
1. What is your favorite love song?
2. Why it is your favorite?
3. What is true love?

THREE ENGLISH BALLADS

The following recording is a ballad widely known in both England and America. The central theme is a variation of
the “poison-maid” motif; the girl in this poem poisons her lover by giving him poisonous snakes to eat. Observe the
different ‘kinds of love’ demonstrated in each poem.

1. LORD RANDAL (An Adaptation) (Listen in audio)

2. BONNY BARBARA ALLAN (Listen in audio)
3. GET UP AND BAR THE DOOR (Listen in audio)

DAY 10 AND 11
VALUES: LIFE CONNECTION
1. What kind of “love” was shown in the three ballads?
2. What modern songs, foreign or Filipino, do you know that have some similarity to these ballads?
3. Do modern songs and/or ballads always show a positive portrayal of love?
4. What other influences affect how we think of love?
5. What channels, influences, or resources can help us learn about how we should love our family, our friends, and a
special someone or lifetime partner?

EXERCISE
Use your dictionary to differentiate between:
1. wildwood – park
2. boiled – broiled
3. draw the curtain – open the curtain
4. pudding – pie

EXPLAINING HOW THE ELEMENTS SPECIFIC TO A SELECTION BUILD ITS THEME

EXERCISE

Choose characteristics from the chart and explain how they help build the theme of each ballad. The themes are given
below.
1. Lord Randal – death
2. Bonny Barbara Allan – unrequited love and guilt
3. Get Up and Bar the Door - stubbornness

DAYS 12 TO 14
DRAWING SIMILARITIES AND DIFFERENCES OF THE FEATURED SELECTIONS IN RELATION TO THE THEME

1. Guess the song and identify the title of the song. Count the numbers of the songs that you guessed correctly.
2. Listen to a video clip of Lord Randal. After viewing the video clip, play it again and minimize the browser so that you do
not see the lyrics. Take note of the difference between listening with the lyrics on the screen and listening without the
lyrics.

EXERCISE
Both the poems Lord Randal and Bonny Barbara Allan show the theme of unrequited love. Compare and contrast the two
poems based on its theme using a Venn diagram.

LORD RANDAL BONNY BARBARA ALLAN

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IDENTIFYING THE AUTHOR’S PURPOSE
The characteristics of ballads all work together to help the author, poet, or storyteller to accomplish his/her purpose for the
piece. In the case of ballads, this purpose is to tell a story. Other pieces of writing will have different purposes. Some
common purposes for writing are: to describe, to inform, to analyze or evaluate, to persuade, or to entertain. We can often
tell the author’s purpose for a piece of writing by simply skimming through it and looking for the major ideas. In poetry, the
use of images, repeated lines, and dialogue also help us identify the author’s purpose for writing.

EXERCISE
WRITING A SIMPLE BALLAD
A. This time, you will be writing your own ballads using what you have learned about popular ballads.
1. Think of a short story or anecdote. This could be sad or funny, real or made-up. It may even be a scene from your
favorite book, TV drama, or sitcom.
2. Identify your purpose for writing.
3. Keep your purpose in mind as you outline your story by assigning one event or idea for each stanza.
4. Identify your major characters, your setting, and basic situation.
5. Brainstorm words related to your major characters, your setting, and basic situation. Write sentences for each stanza
using the words you have brainstormed.
6. Write sentences for each stanza using the words you have brainstormed.
7. Read you ballad aloud to check if it has a good rhythm.
8. Check your work against the following rubric.
9. Make final changes.

Ballad Writing Rubric

Characteristics of Fully Met Met Some Did Not Meet Scores
Ballads Expectations (20-25 Expectations (15-19 Expectations (10-14
points) points) points)
Single story with a Story line is very clear Story line is apparent, The story has no clear
dramatic subject or and is interesting. but lacks drama. direction.
mysterious event 25
Simple language Uses simple language Uses a mix of simple Uses fancy language
that evokes images. language and fancy that is hard to
language that is hard understand and 25
to visualize. visualize.
Dialogue Contains two or more Contains some Contains insufficient
persons speaking dialogue. dialogue.
directly to each other. 25
Repeated Lines Successfully uses Makes some use of Insufficient use of
repetition to enhance repetition. repetition.
comprehension. 25
B. You will present your ballad using a recorder. You may choose to read it, chant or rap it, or sing it to the music. Make
sure to check the dictionary for any words with pronunciation that you are unsure of. Remember to speak clearly and
pronounce each word distinctly. Practice before you record your voice so that it will be clear and free from errors.

DAYS 15 AND 16
THE CONTRIBUTION OF THE KNIGHT TO EARLY ENGLISH LITERATURE
The fighting nobleman during the Middle Ages was an object of great respect and even of veneration. The knight
was accorded the highest rank of society; he was often a member of the court. The knight was not only a warrior after the
epic pattern but also a lover. The system of knighthood elevated the position of women into one of great importance.
Probably, the compelling reason for this change was the religious revival of the Middle Ages and the growing devotion of
the Virgin Mary all over Europe. The knight worshipped women because Mary was a woman. The knight was bound to
womanhood by oaths of homage and fealty; he must not be faithless; he must act according to a set of formula; he must
win his lady love by his faithfulness, patience, manliness, and warlike skill.
The perfection of knighthood as well as the mystic element was fully represented in the Arthurian romances. King
Arthur had a mysterious and magic birth; his career was a marvelous one. He surrounded himself with twelve knights who
came from different lands. Among the knights of the Round Table, as they were called, were Sir Gawain, famous for his
adventure with the Green Knight; Sir Percival, the pure of heart; Tristram, the mighty hunter and gifted musician who had
a fatal love for the beautiful Iseult; and towering above them all, the French knight Lancelot, the model knight and perfect
lover, who betrayed the trust of King Arthur because of his sinful love for Guinevere, the queen.

Thomas Malory
Sir Thomas Malory (1449-1471) grew up in the finest ideals of chivalry. He lived and died a knight in the service of
the Earl of Warwick, the “Father of Courtesy.”

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 Malory’s Le Morte DÁrthur is considered a complete story of Arthur and his Knights of the Round Table. The
name Round Table came from the table used by the knights, a wedding gift to Arthur, so shaped as to prevent quarrels
over the right to sit at the head of the table. Arthur formed his fellowship on the advice of Merlin, a magician who was
Arhur’s friend and adviser. At the beginning the knights were noted for their nobility and loyalty. But later, evil crept into
their hearts, resulting in terrible fighting among themselves and the breakup of their brotherhood.
The selection that follows relates the throwing away of Arthur’s famous sword Excalibur and the death of King
Arthur.

THE DEATH OF KING ARTHUR

King Arthur fell in a swoon to the earth, and there he swooned often. And Sir Lucan the Butler and Sir Bedivere
lifted him up. And thus weakly they led him betwixt them both to a little chapel not far from the seaside. And when the king
was there, he thought himself well eased. Then heard the people cry in the field. "Now, go thou, Sir Lucan," said the king,"
and let me know what means that noise in the field." So Sir Lucan departed, for he was grievously wounded in many
places. And as he went, he saw by the moonlight how thieves and robbers were come into the field to steal and to rob
many a full noble knight of brooches and beads, of many a rich jewel; and those who were not entirely dead, they slew
them for their harness and their riches. When Sir Lucan understood this work, he came to the king as soon as he could
and told him all that he had heard and seen. "Therefore, by my advise, said Sir Lucan, "it is best that we bring you to
some town."
"I would it were so," said the king. "But I may not stand, mine headaches so."
Then Sir Lucan took up the king on one side and Sir Bedivere on the other, and the lifting caused the king to
swoon; and Sir Lucan fell in a swoon with the lift, and therewith the noble knight's heart burst. And when the king awoke,
he beheld Sir Lucan, how he lay foaming at the mouth. "Alas," said the king, it is to me a full heavy sight to see the noble
duke die for my sake, for he would have helped that had more need of help than I. Alas, he would not complain, his heart
was so set to help me; now Jesus have mercy upon his soul" Then Sir Bedivere wept for the death of his brother "Leave
this mourning and weeping said the king, "for all this will not avail me, for know thou well if I might live myself, the death of
Sir Lucan would grieve me evermore; but my time hurries fast, said the king. Therefore, said Arthur unto Sir Bedivere,
"Take thou Excalibur, my good sword, and go with it to yonder waterside and when thou comest there, charge thee, throw
my sword into that water and come again and tell me what thou there seest."
"My Lord," said Bedivere, "your commandment shall be done and I will quickly bring your word again." So Sir
Bedivere departed, and as he walked, he beheld that noble sword, whose scabbard and hilt were full of precious stones;
and then he said to himself: "If I throw this rich sword in the water, thereof shall never come good but harm and loss." And
then Sir Bedivere hid Excalibur under a tree. And so, as soon as he could, he came again unto the king and said he had
been at the water and had thrown the sword in the water.
"What saw thou there ?" said the king.
"Sir" he said, "I saw nothing but waves and winds."
That is untruly said by thee," said the king. "Therefore, go thou quickly again and do my commandment. As thou
are to me beloved and dear spare not but throw it in.
Then Sir Bedivere returned again and took the
Sword and returned, again and told the king that he
had been at the water and done his commandment.
"What saw thou there?" said the king.
"Sir" he said, "I saw nothing but the water lap-
ping on the shore and the waves wane."
"Ah, traitor untrue," said King Arthur, "Now hast
thou betrayed me twice. Who would have believed
that thou hast been to me so beloved and dear? And
those are named a noble knight, and would betray
me for the richness ot the sword. But now go again
quickly, for thy long tarrying putteth me in great dan-
ger of my lite, for I have taken cold. And unless thou
do now asI bid thee, if ever may see thee, I shall
slay thee with mine own hands; for thou wouldst for
my rich sword see me dead."

Then Sir Bedivere departed and went to the wa-

terside; and there he bound the girdle about the hilt
and then he threw the sword as far into water as he
might; and there came an arm and a hand above the
water and met it and caught it and so shook it thrice,
and then vanished away the hand with the sword in
the water. So Sir Bedivere came again to the king and
told him what he saw,
"Alas," said the king, help me hence, for I fear I
have tarried too long." Then Sir Bedivere took the king
upon his back and so went with him to the waterside.
And when they were at the waterside, even fast by the
bank came a little barge with many fair ladies in it,
and among them all was a queen, and all of them had
black hoods, and all of them wept and shrieked when
they saw King Arthur. Now put me into the barge,"
said the king. And so he did softly, and there received
him three queens with great mourning, and so they sat

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them down, and in one of their laps King Arthur laid
his head. And the queen said, "Ah, dear brother, why
have you tarried so long from me? Alas, this wound on
your head hath caught overmuch cold." And so then
they rowed from the land, and Sir Bedivere beheld all
those ladies go from him.

Then Sir Bedivere cried: "Ah, my Lord Arthur, what

shall become of me, now ye go from me and leave
me here alone among mine enemies?"
"Comfort thyself," said the king, "and do as well
as thou mayest, for in me is no more strength; for I
will go into the vale of Avilion to heal me of my griev-
ous wound; and it thou hear never more ofq me, pray
for my soul." But ever the queens and ladies wept
and shrieked, that it was a pity to hear them.
More of the death of King Arthur could I never
find, but that the ladies brought him to his burial. Yet
some men say in many parts of England that King
Arthur is not dead but taken by the will of our Lord
Jesus into another place; and men say that he shall
come again, and he shall win the holy cross.
Rendered into Modern English

VALUES: LIFE CONNECTION

1. Sir Bedivere did not immediately obey his king. Was he right in showing disobedience?
2. Share a personal experience of disobedience and the consequences of your action.

VOCABULARY BUILDING
Find out the meaning of the italicized words by using contextual clues.
1. He fell into a deep swoon; he remained unconscious for some time.
2. I walked betwixt my brother and my sister.
3. Being grievously wounded, the soldier could not stand.
4. The knight put his sword in its scabbard.

GEOFFREY CHAUCER
The greatest writer of the Middle Ages was Geoffrey Chaucer (1340-1400) and his masterpiece was the
Canterbury Tales, a collection of brief narratives written in poetry and cleverly arranged in a framework. A group of
people on a religious pilgrimage decides to entertain themselves along the road by telling stories. The pilgrims come from
different sectors of English medieval society, and the story that each relates suits the personality of its narrator. The tale
of "The Knight" is an example.
The Canterbury Tales begins with the "Prologue" that describes each pilgrim and explains the framework or plan
of the book. The pilgrims converge at an inn, and each one is to tell two stories on the trip to Canterbury, the object of
their pilgrimage, and two stories on the return trip. The entire plan is not carried out, and only twenty-four stories exist.
The stories form a commentary on and give a cross –section of English medieval society.

THE PROLOGUE
When April with its showers sweet,
The drought of March has pierce to the root,
And bathed every vein in such liquor,
Of whose magic engendered is the flower;
And the wind with its sweet breath
Has touched in every nook and corner
The tender crops, and the young sun,
Has half of his course run;
The small birds make melody.
So people long to go on pilgrimages.
And especially from every shire
Of England to Canterbury they go.

The Knight
A knight there was and that a worthy man,
That from the time that he first began
To ride out, he loved chivalry,
Truth and honor, freedom and courtesy.
Full worthy was he in his lord's wars
And even honored for his worthiness.
Full many time at head of board he sat.
And even more he earned his sovereign praise.
And though he was worthy, he was modest
And his bearing as meek as a maid.
He never yet no villany has said.

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 He was a very true and gentle perfect knight.

- Retold from Chaucer's Middle English

VALUES: LIFE CONNECTION

1. To what season in the Philippines would the month of April in England correspond? What would you enjoy at this time?
2. If you stayed for several years away from the Philippines, what things would you miss most?
3. Tell what this line, applied to the knight, implies: "Full many time at head of board he sat."
4. Describe some characters you are likely to see on your way to school.
5. If the people we meet have a purpose in our lives, how then should we treat the people we meet? Explain your answer.

PARAPHRASING THE TEXT LISTENED TO

Paraphrasing means getting the essential information of a text and writing it in your own words. When
paraphrasing, read the text and understand it first. Then, think of the words that you will use. Check your own words
against the original version to make sure that you expressed the information accurately.

EXERCISE
Your teacher will read lines 860 to 874 of the Knight's Tale to you. Work with a partner and paraphrase the lines. Write the
lines in your notebook.

THE PARDONER'S TALE

There were once three wicked men who spent their time sitting in taverns, drinking and quarreling. Once when
they were so occupied, they heard the clinking of a bell preceding a corpse about to be burred. One of the young men,
very drunk, called to the servant of the tavern and said, "Go quickly and find out who the dead person is and be sure to
report his name correctly."
"Sir," the boy said, "I need not go out and find out. I was told who he is two hours ago. He is an old friend and
companion of yours. He was slain suddenly last night, for as he sat drunk on a bench, there came a private thief whom
men call Death and whom in this country all men fear. With his spear he smote your friend's heart in two. He has slain a
thousand in this pestilence. And, Master, if you ever come in his presence, you must gird yourself well with such an
enemy, for he is very powerful."
"The boy speaks true," the tavern keeper added. "This year he seems to have placed his habitation in
a village a mile from here where he has slain men, women, and children."
"Ye God's arms," cried this wicked young man. "Is this Death so terrible to meet? I shall seek him in town and
field, I swear, by God, that we three friends, acting as one, shall not rest until we have slain this Death. Listen to me,
fellows; let us join hands and vow to kill this traitor Death."
So these three roisterers joined hands to live or die in this adventure and to be true to each other as if they were
brothers. Then up they left, still very drunk, and forth they went toward the village of which the tavern keeper had spoken,
vowing that they would not rest until they had slain Death.
They had barely gone half a mile when they met an old man who greeted the three very meekly, saying, "My
lords, God protect you."
The proudest of the roisterers answered the old man rudely, "Slave, why are you so wrapped up except for your
face? And, being so old, why are you still alive?"
The old man answered sadly, "I'm still alive because I can find no man who will exchange places with me. And
therefore am I alive still as long as it is God's will. And Death, alas, will not take my lite; and so with my staff I knock upon
the ground for Mother Earth to open and let me in. And so God be with you, I'll go my way."
"No, old slave, you don't go away so fast," the young man said rudely. "You are a spy of this traitor, Death, so tell
us where he lives, his slayer of youth."
"Now, sirs," said the old man, "If you really want to find Death, turn up this narrow path, for in that grove I left him
under a tree. For all your boasts, he will not avoid you. See that oak tree? You should find him there unless you mend
your ways."
The three wicked young men ran to the tree and there they found a treasure of gold coins. They promptly forgot
about Death, whom they were seeking, when they saw the gleaming coins piled around the trunk of the tree. They sat
down staring greedily at the money.
The worst of the three was the first to speak. "Brothers, listen to me. Fortune has given us this treasure so that we
can live the rest of our lives in eating and drinking. Who would have thought that today we would have such good fortune?
But we must hide this gold in my house or in yours. But we cannot do so by day; men would see us and say that we had
stolen it and get us hanged. Therefore let us carry away this treasure secretly by night. Now, I suggest that we draw lots
and he who gets the shortest lot should go to town and bring us bread and wine while the two of us will stand by and
watch this gold, and tonight we shall take this fortune where we think best."
Then they drew lots and the shortest lot was drawn by the youngest, who immediately went to town to buy bread
and wine.
As soon as he had left, one said to the other, "You know that you are like my brother. I have a plan which will
bring much profit to us both. Our companion is gone and here is much gold that should be divided among us three. Now if
we can bring it to pass that it shall be divided only between us two, would it not be better for us?"
"Yes, it would," said the other. "But how can we do that when he knows that the money is with us?"
"I will tell you," answered the other. "When he returns with the bread and wine, we shall kill him and, my dear
friend, we shall divide this gold between us."
On the other hand, the one who had gone to town also began to think how he could get the gold for himself alone.
"O lord," he thought, "If I could get all that treasure for myself, how happy I would be!" And he planned to poison his
friends so that he could have all the gold.

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 He went to an apothecary and bought some poison, telling the man that his house was full of rats and he wanted
to get rid of them. He borrowed two bottles in which he poured the poison. He then filled the bottles with wine and
returned to his friends, thinking how rich he was going to be.
As he drew near, his friends killed him. Then they sat down to drink the wine. Thus ended the story of three
wicked young men.
- Retold from Chaucer's The Canterbury Tales

VALUES: LIFE CONNECTION

1. Could a similar story of juvenile wickedness happen in the Philippines?
2. What lesson would this story have for people, young and old?

VOCABULARY BUILDING
Fill in each blank with the suitable word.
Model: Honored for his ___________
Honored for his worthiness.

1. Trusted for his __________ 6. Admired for his _____________

2. Respected for his _______________ 7. Loved for his ______________
3. Hated for his _____________ 8. Followed for his _________________
4. Despised for his ____________ 9. Avoided for his ________________
5. Welcomed for his _______________ 10. Applauded for his ______________

EXERCISE
Practice pronouncing the sound \th\ in these words. Record you voice while reading.
thank earth throw strengthen
thick fourth threat everything
thin length both something
third anything cloth death
thought author beneath bath
1. Throw this towel into the bathtub.
2. A threat never strengthens an argument.
3. Death is inevitable.
4. This piece of cloth belongs to both boys.
5. Does everything mean anything?

READING WORDS WITH CONSONANT CLUSTERS

EXERCISE
Read these sentences for testing and practice articulating the consonant clusters \sts\ and \sks\.
1. He asks how many beasts there are. 6. The sun casts the shadow of the masts.
2. Difficult tasks are musts in this school. 7. The disks were spun, entailing certain risks.
3. He asks for is daily tasks. 8. Elephants are beasts with the large tusks.
4. He boasts of numerous hosts. 9. He trusts in God; he fasts when he must.
5. He frequently rests from his tasks. 10. Wild beasts abound in these forests.

POST TEST
Directions: In one paragraph, with five sentences using modal verbs of obligation, answer the questions below. As a son
or daughter… What must you do? What should you do?

ASSIGNMENT/S
Directions: Think of ways to help save the environment. Write five sentences using modal verbs of obligation.

8 |Ma’am Ariane (09551954076) ❤