Practical English 8 TG&AK

UNIT I
African Literature
Lesson 1
I. Objectives
At the end of the lesson, the students are expected to:
1. Listen for important points signaled by volume and

projection;
2. Use the correct sounds of English;
3. Use the appropriate reading styles (scanning and
skimming) for one’s purpose;
4. Identify the distinguishing features of notable African
chants and poems;
5. Determine the meaning of idiomatic expressions by
noting context clues;
6. Use context clues from the material viewed to determine
the meaning of unfamiliar words or expressions;
7. Use parallel structures; and
8. Present ideas using a variety of graphic organizers.
II. Reference
Practical English for Global Competitiveness 8, pp. 1–24
III. Topics
1. Listening for Important Points through Volume and

Projection
2. Using the Correct Sounds of English
3. Reading Styles: Scanning and Skimming
4. On Being Brought from Africa to America by Phillis
Wheatley
5. Distinguishing Features of African Chants and Poems
6. Determining the Meaning of Idiomatic Expressions
7. Using Context Clues from the Material Viewed
8. Using Parallel Structures
9. Using Graphic Organizers in Presenting Ideas
Practical English for Global Competitiveness 8 1
IV. Procedure
1. Discuss “Listening for Important Points through

Volume and Projection” in “Listening Comprehension”
on p. 2. Clarify the difference between the two.
2. Explain that volume and projection are used to
emphasize points in a text or speech.
3. Test the students’ understanding of volume and
projection by letting them answer “Performance Task”
on pp. 2–3.
4. Call some volunteers to read the discussion on “Using
the Correct Sounds of English” in “Oral Language and
Fluency” on p. 3.
5. Explain that the correct sound of English is a result
of combination of sounds, spelling, structure, and
intonation.
6. Elaborate the “Sounds of ’th’” on p. 4.
7. Let the students practice their pronunciation of words
with “th” by letting them read aloud the tongue twisters
in “Performance Task 1” on p. 4.
8. Test further the familiarity of the students on hard
and soft “th” in “Performance Task 2” on p. 5.
9. Discuss “Reading Styles: Scanning and Skimming” in
“Reading Comprehension” on pp. 5–6. Let the students
read the tips when doing skimming and scanning.
10. Let the students scan in less than three minutes the
text in “Performance Task 1” on pp. 6–8. Let them
answer the questions that follow on pp. 8–9.
11. Have the students skim in less than five minutes the
paragraphs in “Performance Task 2” on pp. 9–10. Then
let them give the main idea of each paragraph after.
12. Divide the class into five groups. Let each group do the
respective activities in “Activity 1” on p. 11. Then let
each group in class share what they have researched.
13. Introduce the poet Phillis Wheatley. Give a brief
discussion about her life story on p. 10. Then ask a
student to read the poem On Being Brought from Africa
to America by Phillis Wheatly in “Literature” on p. 11.
2 Practical English for Global Competitiveness 8

14. Ask the students to answer the questions about the
poem in “Activity 2” on pp. 11–12.
15. Discuss in “Distinguishing Features of African Chants
and Poems” on p. 13. Elaborate how Africans used
their experiences in expressing their emotions through
poetry.
16. Read the examples of African chants and poems
on pp. 13–14. Call some volunteers to read some of the
chants and poems.
17. Test further the students’ knowledge in African poetry
by letting them answer “Performance Task” on p. 15.
18. Discuss “Determining the Meaning of Idiomatic
Expressions” in “Vocabulary Development” on p. 16.
Give examples of idiomatic expressions.
19. Have the students answer “Performance Task”
on pp. 16–17 to test their knowledge on idiomatic
expressions.
20. Discuss “Using Parallel Structures” in “Grammar
Awareness” on p. 18–19. Give examples of sentences
that are in parallel structure.
21. Let the students answer “Performance Task 1”
on pp. 20–21 and “Performance Task 2” on p. 21.
22. Discuss and explain “Using Graphic Organizers in
Presenting Ideas” in “Writing and Composition”
on pp. 22–24.
23. Have the students do the activity in “Performance
Task” on p. 24.
24. As an assignment, have the students answer “Activity
3” on p. 12.
25. As an additional activity, have the students watch a
YouTube video entitled 10 Countries Most Afflicted by
Modern Society using the link https://www.youtube.
com/watch?v=d2FSPdgEguk. Then let them do
“Viewing Comprehension” on p. 18.

Answer Key
Performance Task 2 (p. 5)
Hard “th” /ð/ Soft “th” /θ/

thy thatch
mother thorn
wither sheath
weather thousand
further thrill
other path
either thorough
thee third
breathe wreath
thief throat
Performance Task 1 (pp. 6–9)
1. 6 years
2. 3 years
3. natural-born citizen of the Philippines
4. at noon on the 30th day of June
5. 25 years
6. 3 years
7. not more than 250 members
8. 35 years old
9. 24 members
10. not less than two years
1. Forums are being held constantly everywhere and the

leaders should encourage them.
2. The Philippine population has been steadily growing for
many years.
3. Earth orbits the sun, and at the same time, the moon moves
in an orbit around Earth.
Performance Task (pp. 18–17)
1. to put in prison
2. to change for the better
3. to wish someone a good luck
4. extremely expensive
5. very rarely
6. to feel slightly ill
7. to choose the easiest and cheapest way
8. to find exactly the right answer
9. to enjoy the advantage of two different things at the same
time
10. to reveal a secret
1. Please buy bananas, apples, oranges, and strawberries

Grammatical Form: Nouns
2. Parallel
Grammatical Form: Adverbs
3. Parallel
4. Students capped their pens, closed their notebooks, and
zipped their bags as the class ended.
5. Marie ordered the painters to bring paint buckets, paint,
paint rollers, clipboard, and work clothes.
6. Abused children usually exhibit one or more of the following
symptoms: withdrawal, rebelliousness, depression, and
restlessness.
7. Parallel
Grammatical Form: Gerund
8. Parallel
Grammatical Form: Infinitives
9. At some schools, vandalism can result in suspension or
expulsion from school.
10. Parallel
Lesson 2
I. Objectives
1. Listen for important points signaled by pitch and

stress;
2. Use the correct sounds of English:
3. Scan for logical connectors;
folk tales;
noting context clues;
the meaning of unfamiliar words;
7. Use parallel structures; and
8. Organize ideas in one step word form.
II. Reference
III. Topics
1. Listening for Important Points through Pitch and

Stress
2. Understanding Consonant Blends and Digraphs
3. Using Logical Connectors
4. Anansi and the Box of Stories Retold by Pat Perrin
5. Distinguishing Features of African Folk Tales
7. Using Context Clues from the Material Viewed
8. Using Parallel Structures
9. Organizing Ideas Using a Step Topic Outline

IV. Procedure
1. Discuss “Listening for Important Points through Pitch

and Stress” in “Listening Comprehension” on p. 25.
2. Let the students “Performance Task” on p. 26.
3. Explain “Understanding Consonant Blends and
Digraphs” in “Oral Language and Fluency” on p. 27.
4. Ask the students to give their own examples of
consonant blends and digraphs.
5. Have the students read the consonant blends and
digraphs in “Performance Task” on pp. 27–28.
6. Explain “Logical Connectors” in “Reading
Comprehension” are used in joining or connecting
ideas on pp. 28–30.
7. Test the students’ knowledge on logical connectors by
letting them answer “Performance Task” on pp. 30–34.
8. Discuss the “Distinguishing Features of African Folk
Tales on p. 43.
9. Have the students read the myth Anansi and the
Box of Stories Retold by Pat Perrin in “Literature”
on pp. 34–40.
10. After reading the myth, let the students answer
“Activity 1–2” on pp. 40–42.
11. Discuss “Determining the Meaning of Idiomatic
Expressions” in “Vocabulary Development” on p. 43.
Give examples of idiomatic expressions and call some
students and let them use it in sentences.
12. Let the students answer “Performance Task”
on pp. 44–45.
13. Let the students do “Viewing Comprehension”
on pp. 45–46.
14. Discuss “Using Parallel Structures” in “Grammar
Awareness” on pp. 46–47. Explain how to construct
parallel structures with coordinating conjunctions,
correlative conjunctions, and comparative clause. Give
more examples to students.
15. Have the students answer “Performance Task 1”
on p. 48.
16. Let the students do “Performance Task 2” on pp. 49–50.

17. Discuss “Organizing Ideas Using a Step Topic Outline”
in “Writing and Composition” on pp. 50–51.
18. As an assignment, have the students do “Writing and
Composition” on p. 51.
Answer Key
Activity 1 (pp. 40–41)
Definitions may vary. Below are possible answers.
1. appendage – attachment/addition
2. deities – god
3. scurry – rush
4. gourd – a container from the hard, dry skin of a gourd fruit
often used to carry water or for decoration
5. mope – wander around sadly
1. Anansi’s jokes got him into trouble because he never knew

when to stop.
2. Anansi discovered that he could become something else
altogether. He had a flat body, eight legs, and some strange
new appendages and abilities.
3. The world was different before because deities lived in the
clouds, humans and animals lived on Earth, and sometimes
they visited back and forth.
4. When Anansi got too bored one day to stay on Earth, he
slung a long strong strand of spider web silk into the sky
and climbed up to the clouds to see what the gods were up
to.
5. In exchange for the wooden box, Nyame demanded four
ill-tempered creatures with teeth or fangs or unpleasant
qualities.
6. a. Anansi and his son pretended to argue whether which
is much longer the wooden stick or Phyton
b. Anansi and his son pretended to argue whether the
lion would fit into the bag or not.

c. Anansi and his son poured buckets of water and
pretended it was a storm and tricked the Hornets to fly
to the gourd.
d. Anansi and Ntikuma carved a wooden doll, covered
it with a thick layer of a sticky sap from a gum tree.
Mmoatia’s hands and feet got stuck to the gum.
7. Nyame was not at all happy after Anansi’s victory of getting
the four creatures.
8. All kinds of stories poured out of the box.
1. Idiom: play it by ear; e

2. Idiom: turned a blind eye; c
3. Idiom: fat chance; h
4. Idiom: head in the clouds; d
5. Idiom: call it a day; a
6. Idiom: bit off more than he can could chew; g
7. Idiom: blow my own trumpet
8. Idiom: behind closed doors; b
9. Idiom: kept in the dark; j
10. waiting in the wings; f
1. A man is as big as the things that make him angry.

2. correct
3. You look more beautiful than my sister does.
4. Please place the chicken on the counter or in the refrigerator.
5. correct
6. Catherine should not only walk the dog but also do her
homework.
7. The robber ran out the door then ran down the stairs.
8. The customer wanted to exchange the article, get a refund,
or talk to the store’s manager.
9. correct
10. correct

Lesson 3
I. Objectives
1. Listen for important points signaled by intonation;

2. Use appropriate prosodic features of speech when
delivering lines;
3. Scan for logical connectors to determine the text type;
short stories;
noting collocations;
the meaning of expressions;
7. Use appropriate cohesive devices in composing an
informative speech; and organize ideas in phase form.
II. Reference/Materials
III. Topics
1. Listening for Important Points through Intonation

2. Using Prosodic Features of Speech
3. Determining the Text Type Using Logical Connectors
4. Marriage Is a Private Affair by Chinua Achebe
5. Distinguishing Features of Notable African Short
Stories
through Collocations
7. Using Cohesive Devices
8. Organizing Ideas Using a Topic Outline

IV. Procedure
1. Read a text or passage for the students. Then let the

students answer “Listening Comprehension” on p. 52.
2. Let the students read the poem To the Genius Africa
by Robert Southey in “Oral Language and Fluency”
on pp. 53–54. Observe appropriate prosodic features
of speech.
3. Grade the students’ speech by following the given
rubric on pp. 55–56.
4. Discuss “Determining the Text Type Using Logical
Connectors” in “Reading Comprehension” on pp. 57–
58. Explain that logical connectors help you determine
whether the type of text you are reading is cause and
effect or conflict or contrast.
5. Give samples of logical connectors used in cause and
effect and conflict or contrast type of text.
6. Discuss “Distinguishing Features of Notable African
Short Stories” on pp. 68–69. Give examples of notable
African short stories.
7. Have the students read Marriage is a Private Affair by
Chinua Achebe in “Literature” on pp. 58–65.
8. Let the students answer “Activity 1–2” on pp. 65–68.
9. To further test the students’ knowledge of the lesson,
have the students answer “Performance Task 1–2”
on pp. 69–70.
10. Recall the lesson on idiomatic expressions. Ask some
students to give sentences with idiomatic expressions.
11. Explain “Determining the Meaning of Idiomatic
Expressions through Collocations” in “Vocabulary
Development” on p. 71. Give examples.
12. Ask the students to answer “Performance Task”
on pp. 71–72.
13. Have the students do “Viewing Comprehension”
on p. 72.
14. Discuss “Using Cohesive Devices” in “Grammar
Awareness” on pp. 72–73.
15. Explain how repetition of a key term or phrase helps
your readers on track and helps you focus on one
subject. Read the example given on p. 73.
16. Discuss also synonyms on the same page. Have the
students give their own examples of sentences with
synonyms.
17. Have the students answer “Performance Task 1–2”
on pp. 73–74.
18. Discuss “Organizing Ideas Using a Topic Outline”
in “Writing and Composition” and show the example
on p. 75.
19. As an additional activity, have the students do
the activity in “Performance Task” in “Reading
Comprehension” on p. 58.
20. Also, ask the students to research on African short
stories and let them identify its theme in “Performance
Task 3” on p. 70.
21. Ask the students to answer “Performance Task 2”
on p. 76.
Answer Key
1. Nene wanted Nnaemeka to inform his father about their

marriage because she believed he should let be in their
happiness.
2. Nnaemeka anticipated his father would not approve of
his marriage because people who lived in Lagos are most
unhappy if the engagement is not arranged by them, and if
the bride/groom is not an Ibo.
3. Answers may vary.
4. Nnaemeka thought that it would not be a good idea to write
his father informing about his wedding because it would
bring him a shock.
5. Nnaemeka told his father that Nene has all of Ugoye’s good
qualities and is a good Christian and a teacher in a girls’
school in Lagos.
7. His father said that no Christian woman should teach. He
defended it by adding that St. Paul in his letter to Corinthian
said that women should keep silence.

8. The marriage of Nnaemeka and Nene got to the little village
that they were a most happy couple.
9. The neighbors suggested the father to have his son consult
native doctor.
1. silver 6. potato
2. tail 7. tricks
3. cats 8. shape
4. acid 9. graveyard
5. avenues 10. worms
Viewing Comprehension (p. 72)
1. molten magma
2. not erupting for a long time
3. hot bubbling furnace found underneath the volcano
4. a place where magma escapes
5. bowl-shaped depression

Lesson 4
I. Objectives
1. Listen for important points signaled by juncture and

rate of speech;
2. Highlight important points in an informative talk
using appropriate presentation aids;
3. Use the appropriate reading style (speed reading) for
one’s purpose;
4. Determine the tone and mood of the author;
5. Use appropriate strategies in unlocking the meaning
of unfamiliar words and idiomatic expressions;
6. Organize the information from a material viewed;
informative speech; and
8. Organize ideas in sentence outline form (in composing
an informative speech).
III. Topics
1. Listening for Important Points through Juncture and

Speech Rate
2. Highlighting Important Points in an Informative
Speech
3. Reading Style: Speed Reading
4. Once Upon a Time by Gabriel Okara
5. Understanding Tone and Mood
6. Unlocking the Meaning of Idiomatic Expressions
7. Organizing Information from a Material Viewed
9. Organizing Ideas Using a Sentence Outline

IV. Procedure
1. Read the text about hydroelectric dam. Then let the

students answer “Performance Task 1” on p. 77.
The hydroelectric dam is a method of

harnessing electricity from river. It uses running
water to generate electricity. First water from
Dam reservoir passes through large pipes
called penstocks. The water then flows to the
powerhouse, where electricity is generated, to the
other side of the dam. Next the force of the water
spins a large water wheel called turbine. Finally,
the turbines action produces electricity which goes
out on power lines to homes, schools, factories and
businesses.
Text source: Writers Choice Grammar and
Composition level 7, page 208
2. Read the text to the student about the great pyramid

of Giza. Have the students answer “Performance Task
2” on p. 78.
The Great Pyramid of Giza is a huge pyramid built

by the ancient Egyptians. It stands near Cairo Egypt.
It is the oldest of the Seven Wonders of the Ancient
World, and the only one to remain mostly intact. When
it was built it was 146.5 meters tall. It was the tallest
building in the world for over 3,800 years. Erosion and
other cause have shrunk it to 138.8 m. The pyramid
was probably built for khufu, an Egyptian pharaoh. It
was perhaps built by khufu’s vizier, Hemiunu. It was
believed to took 20 years to build and was completed
around 2570 BC.
3. Read the following dialogue in class. Ask the students

to answer “Performance Task 3” on p. 78.
Sarah: Hello, Jason how are you? It’s been a

long time since we last met.
Jason: Oh. Hi, Sarah. I have got a new job now
and is going great. How about you?
Sarah: Not too bad.
Jason: How often do you eat at this café?
Sarah: This is my first time. My friends kept
telling me the food was great, so tonight
I decided to try it. What have you been
up to?
Jason: I have been so busy with my job that I
have not had the time to do much else,
but otherwise me and the family are all
fine.
Sarah: Well, I hope you and your family have a
lovely meal.
Jason: Yes, you too.
Source: easypacelearning.com
4. Discuss “Highlighting Important Points in an

Informative Speech in “Oral Language and Fluency”
on pp. 79–80. Call some volunteers to read each tip on
how to make one’s informative speech a success.
5. Have the students do “Performance Task 1–2” on p. 80.
6. Discuss “Reading Style: Speed Reading” in “Reading
7. To test the students’ speed in reading, let them do the
timed reading in “Performance Task” on pp. 82–83.
8. Have the students read the poem Once Upon a Time by
Gabriel Okara in “Literature” on pp. 84–85. Then ask
the students to answer “Activity” on pp. 85–86.
9. Discuss mood and tone in a text or story.
10. Let the leaners go back to the poem to answer
the additional questions in “Performance Task”
on pp. 87–88.
11. Give a brief recollection on idiomatic expression. Then
do “Vocabulary Development” on p. 88.
12. Let the students do “Viewing Comprehension” on p. 89.
Observe the students’ skill in organizing information
from the material viewed.

13. Discuss “Using Cohesive Devices” in “Grammar
Awareness” on p. 90.
14. Elaborate how pronouns are useful words to achieve
cohesion as well as parallelism in sentences. Give
examples and let the students give their examples
after.
on p. 91.
16. Test further the students’ knowledge on cohesion via
parallel structure by letting them do the activity in
“Performance Task 2” on pp. 91–92.
17. Discuss “Organizing Ideas Using a Sentence Outline”
in “Writing and Composition” on p. 93.
18. As an assignment, have the students do “Performance
Task 3” on pp. 92–93 and “Performance Task” on p. 94.
Answer Key
Dam Reserviore – Penstocks – Powerhouse – Turbine – School –

Home – Factories – Businesses
The Great Pyramid of Giza is a huge pyramid built by the

ancient Egyptians. It stands near Cairo Egypt. It is the oldest of the
Seven Wonders of the Ancient World, and the only one to remain
mostly intact. When it was built, it was 146.5 meters tall. It was
the tallest building in the world for over 3,800 years. Erosion and
other cause have shrunk it to 138.8 m. The pyramid was probably
built for Khufu, an Egyptian pharaoh. It was perhaps built by
Khufu’s vizier, Hemiunu. It was believed to have taken 20 years
to build and was completed around 2570 BC.
1. False 4. True
2. False 5. True
3. False
1. his 5. she 9. its

2. they 6. he/she 10. its
3. his/her 7. they
4. their 8. their
1. Sandy likes hiking, attending her dance lesson every week,

and surfing the Internet.
2. My best friend took me to a dancing show and a lights music
show.
3. It’s harder to divide with a calculator than to do long
division.
4. Some merchants receive money and trade goods with their
clients for the services they provide.
5. Global warming is a scary phenomenon that affects human
and the environment.

Lesson 5
I. Objectives
1. Determine how volume, projection, pitch, stress,

intonation, juncture, and speech rate serve as carriers
of meaning;
2. Deliver a self-composed informative speech;
3. Use the appropriate reading style (intensive reading)
for one’s purpose;
4. Determine the technique and purpose of the author;
5. Use appropriate strategies in unlocking the meaning
of unfamiliar words and idiomatic expressions;
6. Compare and contrast the presentation of the same
topic in different viewing genres;
informative speech;
8. Organize notes taken from an expository text; and
9. Arrange notes using a variety of graphic organizers.
III. Topics
1. Prosodic Features of Speech as Carriers of Meaning

2. Reading Style: Intensive Reading
3. A Day Off by Anthony M. Hokororo
4. Determining Technique and Purpose of the Author
5. Expanding Meaning of Words
6. Comparing and Contrasting Different Materials
8. Arranging Notes Using Graphic Organizers

IV. Procedure
1. Discuss “Prosodic Features of Speech as Carriers of

Meaning” in “Listening Comprehension” on p. 96.
2. Let the students do “Performance Task 1–2”
on pp. 96–97.
3. Ask the students to read the conversation “Help
Yourself” in “Performance Task 3” on pp. 97–98.
Observe proper stress, intonation, and juncture.
4. Give a brief recollection of informative speech. Stress
that the main goal of an informative speech is to teach
an audience objectively using factual information.
5. Discuss to the students “Delivering an Informative
Speech ” in “Oral Language and Fluency” on pp. 98–99
6. Ask the students to do “Performance Task” on p. 99.
7. Discuss “Reading Style: Intensive Reading” in “Reading
Comprehension” on pp. 99–100.
8. Ask a volunteer to read the sequence in intensive
reading.
9. To test the students’ knowledge in intensive reading,
let them do “Performance Task” on pp. 100–101. Then
let them answer the questions that follow on p. 102.
10. Discuss the technique and purpose of the author.
11. Elaborate the topic “Determining Technique and
Purpose of the Author” on pp. 110–112.
12. Ask the students to read the story A Day Off by Anthony
M. Hokororo in “Literature” on pp. 102–109. Then let
the students answer “Activity” on pp. 109–110.
on p. 113.
14. Test the students’ knowledge on determining the
technique used in writing by asking them to answer
15. Let the students do “Performance Task 3”
on pp. 116–117.
16. Ask the students to do “Performance Task 4” on p. 118.
17. Have the students do “Expanding Meaning of Words”
in “Vocabulary Development” on p. 119.
18. Have a brief discussion on “Comparing and Contrasting
Different Materials” in “Viewing Comprehension”
on p. 120.
19. Ask the students to complete the Venn diagram
on p. 120 by comparing and contrasting the given
materials.
20. Give a brief recollection on cohesive devices that were
tackled in the previous lessons.
21. Stress that transitional words are used to join sentences
together for clearer meaning and for achieving cohesion.
22. Tackle “Using Cohesive Devices” in “Grammar
23. Ask the students to answer “Performance Task 1”
on p. 122.
24. Discuss “Arranging Notes Using Graphic Organizers”
in “Writing and Composition” on pp. 123–124.
25. As an assignment, have the students answer the
“Performance Task 2” on p. 122.
Answer Key
1. The data came from the Philippine Statistics Authority

(PSA).
2. According to PSA’s Labor Force Survey, unemployment was
at 5.1% while underemployment was at 13.3 in October
representing 41.3 million employed, 2.2 million unemployed,
and 5.5 million underemployment in October.
3. 19.9% is neither in employment nor in education in 2018.
4. Only 46.6% of women were recorded to be in the labor work
force in 2018.
5. The unemployment rate for October 2019 slightly inched up
to 5.1% compared to last year.

Unit II
East Asian Literature
Lesson 1
I. Objectives
1. Employ appropriate listening skills and strategies

suited to long descriptive texts;
2. Use the appropriate prosodic features of speech when
delivering an entertainment speech;
3. Relate content or theme to previous experiences;
4. Describe the notable literary genres contributed by
East Asian writers;
5. Identify the distinguishing features of notable East
Asian poems;
6. Appreciate literature as an art form inspired and
influenced by nature;
7. Distinguish verbal type of irony and give examples of
it;
8. Predict the gist of the material viewed based on the
title;
9. Discern positive messages conveyed in a material
viewed;
10. Use appropriate grammatical signals or expressions
suitable to each pattern of idea development (general
to particular);
11. Compose effective paragraphs; and
12. Limit a topic.

III. Topics
1. Listening Strategy: Predicting Content

2. Delivering an Entertainment Speech
3. Using Schema in Reading
4. Song of River City by Su Shi
5. On Yearning for Mount Fuji by Yamabe no Akahito
6. Azaleas by Kim So-wŏl
7. Distinguishing Features of East Asian Poems
8. Verbal Irony
9. Predicting the Material’s Gist based on the Title
10. Pattern of Idea Development: General to Particular
11. Limiting a Topic
IV. Procedure
1. Show some pictures to the class about a long descriptive

text. Let them guess what the text will be about based
on the pictures shown. Then ask the students to give
five words that they expect to hear from the text.
2. Discuss “Listening Strategy: Predicting Content” in
“Listening Comprehension” on p. 126.
3. Discuss “Delivering an Entertainment Speech” in
“Oral Language and Fluency” on p. 127.
4. Let the students do “Performance Task”
on pp. 127–128.
5. Discuss “Using Schema in Reading” in “Reading
6. Read the poem Song of River City by Su Shi in
“Literature” on p. 130. Then let the students read the
following Japanese poems On Yearning for Mount Fuji
by Yamabe no Akahito and Azaleas by Kim So-wol in
“Literature” on pp. 131–132.
7. Let the students answer “Activity” on p. 132.
8. Discuss “Distinguishing Features of East Asian
Poems” on pp. 133–138. Elaborate how the Chinese,
Japanese, and Korean poetry have developed after
each respective era.
9. Discuss “Irony” in “Vocabulary Development” as a
literary technique on p. 139.
on pp. 139–140.
11. Test further the students’ knowledge by asking them
to answer “Performance Task 2” on p. 140.
on pp. 141–142.
13. Discuss to the students “Pattern of Idea Development:
General to Particular” in “Grammar Awareness”
on pp. 143–144.
14. Ask the students to do “Performance Task” on p. 144.
15. Discuss the importance of “Limiting a Topic” in
“Writing and Composition” on pp. pp. 144–145.
16. Let the students do “Performance Task 1–2” on p. 146
to know their knowledge on limiting a topic.
17. As an assignment, go back to the speech of Mark Twain
in “Oral Language and Fluency” on pp. 127–128. Using
schema, relate the speech to your past experiences.
Use another sheet of paper for your answer.
18. Have the students research the activity in “Performance
Task” on p. 138.

Lesson 2
I. Objectives

suited to long narrative texts;
2. Infer dominant thoughts and feelings expressed in the
text listened to;
3. Produce the sounds of English correctly and effectively
when delivering an entertainment speech;
4. Relate content or theme to background knowledge;
5. Identify the distinguishing features of notable East
Asian folk tales and short stories;
6. Determine the technique and purpose of the author;
7. Distinguish situational type of irony and give examples
of it;
pictures;
9. Discern negative messages conveyed in a material
viewed;
suitable to each pattern of idea development (claim
and counterclaim);
12. Use a variety of techniques to introduce a topic.
II. Reference
III. Topics
1. Listening Strategy: Listening for Gist

3. Using Background Knowledge in Reading
4. Visu the Woodsman and the Old Priest (A Japanese
Folk Tale)
5. Distinguishing Features of Japanese Folk Tales
6. Situational Irony
7. Predicting the Material’s Gist based on Pictures
8. Pattern of Idea Development: Claim and Counterclaim
9. Techniques to Introduce a Topic
IV. Procedure
1. Explain “Listening Strategy: Listening for Gist” in

“Listening Comprehension” on p. 148. Give some
example of texts and ask the students to identify its
gist.
on p. 148.
3. Review the student’s knowledge on inferring by asking
them to answer “Performance Task 2” on pp. 148–149.
4. Ask the students to do “Delivering an Entertainment
Speech” in “Oral Language and Fluency”
on pp. 149–150. Use the rubric provided on the same
page in grading each student.
5. Discuss “Using Background Knowledge in Reading”
in “Reading Comprehension” on p. 151. Then have
the students read the text in “Performance Task 1”
on pp. 151–153. Tell them to relate its content or
theme to their background knowledge and ask them to
answer the questions that follow on pp. 153–154.
6. Discuss “Distinguishing Features of Japanese Folk
Tales” on p. 158. Emphasize that Japanese folk tales
often involve humorous or bizarre characters and
situation and an assortment of supernatural beings.
7. Have the students read the Japanese folk tale Visu
the Woodsman and the Old Priest in “Literature”
on pp. 154–156.
8. Ask the students to answer “Activity 1–2”
on pp. 157–158.
9. Let the students do “Performance Task 1” on p. 159.
10. Go back to the Japanese folk tale read. Then ask the
students to complete the table in “Performance Task
2” on p. 159.
11. Ask the students if they remember what an irony is.
Give a brief recollection of what an irony is.
12. Ask a volunteer to read “Situational Irony” in
“Vocabulary Development” on p. 160.
13. Emphasize that a situational irony occurs when an
action or event has the opposite result from what is
expected or intended.
14. Give other examples of a situational irony.
15. Have the students answer the activity in “Performance
Task” on pp. 160–161.
16. Give the students some tips on how to predict the
material’s gist based on pictures.
17. Give some examples of pictures and let the students
predict its gist.
on pp. 161–162.
19. Test the students’ knowledge on predicting the
material’s gist based on pictures by having them
answer “Performance Task 2” on pp. 162–163.
20. Discuss “Pattern of Idea Development: Claim
and Counterclaim” in “Grammar Awareness”
on pp. 164–166. Emphasize that a claim is when you
assert that something is true in your writing, whereas
a counterclaim is when someone refutes or takes down
your argument.
21. Explain that both claims and counterclaims are
essential in writing especially when you are writing an
argumentative text or essay.
22. Call some volunteer to read the example on claim given
on p. 164.
23. Let the students read some helpful transitional words
or expressions in making argumentative text that use
claims and counterclaims on pp. 164–166.
24. To test the students’ knowledge on claims and
counterclaims, have them do “Performance Task 1”
on pp. 167–168.
25. Tell the students why the introduction of any paragraph
is important. Then have the students read “Techniques
to Introduce a Topic” in “Writing and Composition”
on pp. 169–170.
26. Let the students do “Performance Task 1–2”
on pp. 170–171.
27. As an assignment, aAsk the students to do “Performance
Task 2” on p. 169.
Answer Key
1. Visu got a visit from an old priest who told him to work and
pray.
2. Visu answered the man that if you have a large family to
keep, you would never have the time to pray. It made the
old priest angry.
3. After his meeting with the old man, Visu unfortunately did
nothing but to pray.
4. Visu regarded his wife as an impertinent creature and
decided that he will have nothing to do with her anymore.
5. The Gods have prolonged Visu’s miserable life in punishment
for having neglected his wife and little children.
6. The life lesson that the story taught is: “If you pray, work,
too.”
Claim/Counterclaim Reason Evidence

We believe that Using During classes, teachers
smartphones smartphones no longer have to use
could help bring can help their projector or have
more learning to students have to make printouts on
every classroom. instant access information. They could
to information share a Google document
related to their with the students, and
classes. the students can access
it from their phone. All
of the daily’s information
will be saved on there,
giving students instant
and continuous access to
everything they learned
that day.

Many parents Because they
do not want feel like their
their kids to child would
use technology not use their
during class smartphones
for learning
purposes but
instead use
them to send
text messages,
play games, and
stay plugged
into social
media outlets.

Lesson 3
I. Objectives

suited to long narrative texts;
2. Use appropriate non-verbal cues when delivering lines
in an entertainment speech;
3. React to assertions made by the author in the text;
4. Explain how the elements specific to a genre contribute
to the theme of a particular literary selection;
5. Explain the literary devices used;
6. Distinguish dramatic type of irony and give examples
of it;
excerpts;
8. Discern positive messages conveyed in a material
viewed;
suitable to each pattern of idea development (problem-
solution);
11. Develop related supporting sentences.
III. Topics
1. Listening Strategy: Listening for Details

2. Using Non-verbal Cues in Delivering an Entertainment
Speech
3. Reacting to Assertions
4. The Two Scholars (A Chinese Folk Tale)
5. Distinguishing Features of Chinese Folk Tales
6. Dramatic Irony

7. Predicting the Material’s Gist based on Excerpts
8. Pattern of Idea Development: Problem-Solution
9. Developing Related Supporting Sentences
IV. Procedure
1. Discuss “Listening Strategy: Listening for Details” in

“Listening Comprehension” on p. 172. Emphasize that
this strategy helps when you want to understand all
the information the text provides.
2. Read below the biography of Confucius then have the
students answer the questions about it in “Performance
Task” on pp. 173–174.
Who Was Confucius?
Confucius was an influential Chinese

philosopher, teacher and political figure known
for his popular aphorisms and for his models of
social interaction.
Confucius (551 B.C. to 479 B.C.), also known

as Kong Qui or K’ung Fu-tzu, was a Chinese
philosopher, teacher and political figure. His
teachings, preserved in the Analects, focused
on creating ethical models of family and public
interaction and setting educational standards.
After his death, Confucius became the official
imperial philosophy of China, which was
extremely influential during the Han, Tang and
Song dynasties.
Confucianism
Confucianism is the worldview on politics,

education and ethics taught by Confucius and
his followers in the fifth and sixth centuries
B.C. Although Confucianism is not an organized
religion, it does provide rules for thinking and

living that focus on love for humanity, worship of
ancestors, respect for elders, self-discipline and
conformity to rituals.
As of the fourth century B.C., Confucius was

regarded as a sage who had deserved greater
recognition in his time. By the second century
B.C., during China’s first Han Dynasty, his ideas
became the foundation of the state ideology.
Today Confucius is widely considered one of the
most influential teachers in Chinese history. The
philosophies are still followed by many people
living in China today and has influenced thinking
in Japan, Korea and Vietnam.
Confucius’ Beliefs, Philosophy and Teachings
During the sixth century B.C., competing

Chinese states undermined the authority of the
Chou Empire, which had held supreme rule for
over 500 years. Traditional Chinese principles
began to deteriorate, resulting in a period of moral
decline. Confucius recognized an opportunity
— and an obligation — to reinforce the societal
values of compassion and tradition.
The Golden Rule
Confucius’ social philosophy was based

primarily on the principle of “ren” or “loving others”
while exercising self-discipline. He believed that
ren could be put into action using the Golden
Rule, “What you do not wish for yourself, do not
do to others.” (Lunyu 12.2, 6.30).
On Politics
Confucius’ political beliefs were likewise

based on the concept of self-discipline. He believed
that a leader needed to exercise self-discipline in
order to remain humble and treat his followers
with compassion. In doing so, leaders would lead
by positive example. According to Confucius,
leaders could motivate their subjects to follow
the law by teaching them virtue and the unifying
force of ritual propriety.
On Education
Confucius’ philosophy of education focused on

the “Six Arts”: archery, calligraphy, computation,
music, chariot-driving and ritual. To Confucius,
the main objective of being an educator was to
teach people to live with integrity. Through his
teachings, he strove to resurrect the traditional
values of benevolence, propriety and ritual in
Chinese society.
Books by Confucius
Confucius is credited with writing and editing

some of the most influential traditional Chinese
classics.
‘Analects of Confucius’
Lunyu, which sets forth Confucius’

philosophical and political beliefs, is thought to be
compiled by his disciples. It is one of the “Four
Books” of Confucianism that Chinese philosopher
Zhu Xi, a self-proclaimed Neo-Confucian,
published as Sishu in 1190. Far-reaching in its
influence, Lunyu was later translated into English
under the title The Analects of Confucius.
Other books by Confucius include a

rearrangement of the Book of Odes as well as a
revision of the historical Book of Documents. He
also compiled a historical account of the 12 dukes
of Lu, called the Spring and Autumn Annals.
When and Where Was Confucius Born?
Confucius was born probably in 551 B.C.

(lunar calendar) in present-day Qufu, Shandong
Province, China.
Family and Early Life
Little is known of Confucius’ childhood.

Records of the Historian, written by Ssu-ma
Chi’en (born 145 B.C.; died 86 B.C.) offers the
most detailed account of Confucius’ life. However,
some contemporary historians are skeptical as to
the record’s accuracy, regarding it as myth, not
fact.
According to Records of the Historian,

Confucius was born into a royal family of the
Chou Dynasty. Other accounts describe him as
being born into poverty. What is undisputed about
Confucius’ life is that he existed during a time of
ideological crisis in China.
When and How Did Confucius Die?
Confucius died on November 21, 479 B.C.

in Qufu, China, a year after losing his son, Tzu-
lu, in battle. At the time of his death, Confucius
was convinced that his teachings had not made a
significant impact on Chinese culture, even though
his teachings would go on to become the official
imperial philosophy of China. His followers held a
funeral and established a mourning period in his
honor.
From: https://www.biography.com/
people/confucius-9254926
3. Explain to students “Using Non-verbal Cues in

Delivering an Entertainment Speech” on p. 175.
4. Let do “Performance Task 1” on the same page.
5. Discuss “Reacting to Assertion” in “Reading
Comprehension” on p. 177. Elaborate that an assertion
is a stylistic writing or speaking approach or technique
that involves a forceful declaration, regarding a belief
or a fact even without proof or any support.
6. Provide some examples of assertion for the students’
understanding.
7. Ask the students to do “Performance Task”
on pp. 178–179.
8. Discuss “Distinguishing Features of Chinese Folk
Tales” on p. 184. Differentiate Chinese folk tales from
the other folk tales discussed in the previous lessons.
9. Have the students read the Chinese folk tale The Two
Scholars in “Literature” on pp. 179–182.
10. Let the students complete the concept map in “Activity
1” on p. 183.
folk tale read in “Activity 2” on pp. 183–184.
12. Give a short recollection of the lesson in irony.
In this lesson, give emphasis on “Dramatic Irony” in
“Vocabulary Development” on p. 185.
13. Give examples of dramatic irony. Then ask the students
to give their own examples of dramatic irony.
14. Test the students’ knowledge in predicting the
material’s gist based on excerpts by letting them do
“Viewing Comprehension” on pp. 186–187.
15. Explain to the students “Pattern of Idea Development:
Problem–Solution” in “Grammar Awareness”
on p. 188. Tell the students that this method is usually
used in argumentative form of writing.
16. Ask some volunteers to read the appropriate
grammatical signals or expressions used in problem-
solution pattern of idea development.
17. Let the students do “Performance Task” on p. 188.
18. Discuss the importance of “Developing Related
Supporting Sentences” in “Writing and Composition”
on p. 189 . Tell the students that supporting details or
sentences make up the body of a paragraph in writing
compositions.
19. Ask a student to read the sample paragraph on p.
189. Let them observe how important the supporting
sentences are.
20. To test the students’ knowledge on developing related
supporting sentences, let them do “Performance Task”
on pp. 189–190.
21. As an assignment, ask the students to deliver an
entertainment speech they have written in the previous
lesson. Use the rubrics given on pp. 176–177 in grading
their performance.
22. Have the students do “Performance Task”
on pp. 185–186.
Answer Key
1. Confucius was an influential Chinese philosopher, teacher,

and political figure known for his popular aphorisms and
for his models of social interaction.
2. Confucius was also known as Kong Qui or K’ung Fu-tzu.
3. His teachings were preserved in the Analects.
4. Confucianism is the worldview on politics, education, and
ethics. It provides rules for thinking and living that focus on
love for humanity, worship of ancestors, respect for elders,
self-discipline, and conformity to rituals.
5. By the second century B.C., during China’s first Han
Dynasty, his ideas became the foundation of the state
ideology.
6. Other countries that were influenced by Confucianism were
Japan, Korea, and Vietnam.
7. Confucius’ social philosophy was based primarily on the
principle of “ren” or “loving others” while exercising self-
discipline.
8. According to Confucius, leaders could motivate their
subjects to follow the law by teaching them virtue and the
unifying force of ritual propriety.
9. archery, calligraphy, computation, music, chariot-driving,
and ritual

10. The Analects of Confucius
11. Confucius was born probably in 551 B.C. (lunar calendar)
in present-day Qufu, Shandong Province, China.
12. What is undisputed about Confucius’ life is that he existed
during a time of ideological crisis in China.
13. Confucius died on November 21, 479 B.C. in Qufu, China.
14. Confucius son died in a battle.
15. His followers held a funeral and established a mourning
period in his honor.
1. The two scholars met two maidens when they went into the
hills of Tian Tai.
2. The scholars were away for 70 years or more.
3. Seeing his family and his descendants doing well with their
wives and husbands filled Liu with joy. He was even still
looking like a youth of twenty years.
4. Liu’s way of driving away old age was his magic wine.
5. Whoever drank the wine turned from an old person into a
youth.
6. The emperor wanted to call Liu to his court when he heard
about the news.
7. Yuan Dschau found out that his wife and child had long
since died, and his grandchildren and great-grandchildren
were mostly useless people.

Lesson 4
I. Objectives

suited to long descriptive and narrative texts;
2. Formulate predictions about the contents of the
listening text;
3. Maintain the interest of the audience by delivering
punch lines effectively;
4. Explain visual-verbal relationships illustrated
in tables, graphs, and information maps found in
expository texts;
5. Determine the tone and mood;
6. Express appreciation for sensory images used;
7. Identify figures of speech that show emphasis
(hyperbole and litotes);
title;
9. Discern negative messages conveyed in a material
viewed;
suitable to each pattern of idea development (cause-
effect); and
11. Develop paragraphs that illustrate each text type
(narrative in literature, expository, explanatory,
factual and personal recount, and persuasive).
II. Reference/Material
III. Topics
1. Formulating Predictions on the Listening Text

2. Delivering Punch Lines
3. Visual-Verbal Relationships

4. The Goblin Treasure (A Korean Folk Tale)
5. Distinguishing Features of Korean Folk Tales
6. Hyperbole and Litotes
7. Predicting the Material’s Gist based on the Title
8. Pattern of Idea Development: Cause and Effect
9. Developing Paragraphs
IV. Procedure
1. Read a text about the proposed federal system in the

Philippines. Then have the students do “Performance
Task 1” on pp. 192–193.
2. To test further the student’s knowledge on formulating
predictions on the listening text, read another text on
how to survive an earthquake. Then ask the students
to do “Performance Task 2” on p. 193.
3. Define “Delivering Punch Lines” in “Oral Language and
Fluency” on pp. 193–194. State that when delivering a
punch line, timing is important.
4. Give samples of punch line. Then call some students
and ask them to deliver their own punch line.
5. Let the students do “Performance Task 1” on p. 194.
6. Ask the students to explain the hierarchy of need based
on their understanding on p. 195.
7. Discuss “Distinguishing Features of Korean Folk
Tales” on pp. 200–201. Emphasize the difference
of Korean folk tales from the folk tales discussed in
previous lessons.
8. Let the students read the Korean folk tale The Goblin
Treasure in “Literature” on pp. 196–198. Then ask the
students to answer “Activity 1–2” on pp. 199–200.
9. Ask the students to give the tone of the author and
mood of the story The Goblin Treasure by completing
the table in “Performance Task 1” on p. 201.
on p. 201.
11. Define “Hyperbole and Litotes” in “Vocabulary
Development” on p. 202.
12. Give more examples of hyperbole and litotes.

13. Test the students’ knowledge on hyperbole and
litotes by having them answer “Performance Task 1”
on pp. 202–203.
hyperbole and litotes and let them write it in the table
15. Let the students predict the material’s gist based
on the title by asking them to answer “Viewing
Comprehension” on pp. 204–205.
16. Define “Pattern of Idea Development: Cause and Effect”
in “Grammar Awareness” on pp. 205–206. Emphasize
that this is an analytical pattern of idea development
that attempts to show how events are influenced or
caused by others.
17. Explain that conjunctions, transitions, and prepositions
can be used to express cause-effect pattern of idea
development. Read the examples of conjunctions,
transitions, and prepositions on pp. 205–206.
18. Let the students answer “Performance Task” on p. 206
to test their knowledge on cause and effect pattern of
idea development using conjunctions, transitions, or
prepositions.
19. Let the students do “Writing and Composition”
on p. 207 to enhance their skill in developing
paragraphs.
20. As an assignment, have the students write an
entertainment speech on any desired topic with some
punch lines in “Performance Task 2” on p. 194. Let
them deliver it in class.
Answer Key
1. Chun worked day and night as a woodcutter. He woke every

morning at the crack of dawn to go to the forest to cut and
gather wood, and he shared all his earnings with his mother
and father as well as his brother and his brother’s wife. He
never complained.

2. When Chun was resting beneath a tree, an acorn fell to the
ground beside him, and then another and another.
3. Chun came to a house. He knocked upon the door. When no
one answered, he tried the handle, and he was pleased when
the door opened. Once inside, he relaxed, but too quickly he
heard voices in the doorway.
4. Chun saw a gang of goblins walk through the door.
5. The goblins thought the roof will fall down upon them if
they don’t escape, after hearing the sound of an acorn when
Chun bit it.
6. Chun filled his sack with as many riches as he could and
raced to the door. He also took a goblin’s club left behind.
7. When the older brother heard an acorn fall, he picked it up,
just as Chun had. But instead of thinking of his parents and
his wife and his brother, he thought only of himself.
8. He did just like what Chun did, except that he couldn’t wait
to scare the goblins away. The goblins saw the older brother
and they began to beat him with their clubs.
1. L 6. H
2. H 7. H
3. H 8. L
4. L 9. H
5. H 10. H
Performance Task (p. 206)
• Joan did not listen to her mother’s advice, as a result she

got pregnant at a young age.
• Jayson was incompetent so the company terminated his
contract.
• Because there was no urban planning of the city, people
experience heavy traffic every day.
• Since the townspeople aired their grievances, the government
released the budget for the province’s agricultural projects.
• As the previous administration halted the projects of its
predecessor, the money paid to contractors went wasted.

Lesson 5
I. Objectives

suited to long descriptive and narrative texts;
2. Listen to paraphrase information/ideas;
3. Deliver a self-composed entertainment speech using
all the needed speech conventions;
4. Organize information in tables, graphs, and maps;
5. Explain how selection may be influenced by culture,
history, environment, or other factors;
6. Draw similarities and differences of the featured
selections in relation to the theme;
7. Discriminate between literal and figurative language;
pictures;
9. Discern positive and negative messages conveyed in a
material viewed;
suitable to each pattern of idea development;
12. Use a variety of techniques to formulate a conclusion.
II. Reference
III. Topics
1. Paraphrasing and Summarizing

3. Organizing Information in Charts, Graphs, and Tables
4. The Frog Who Was a Fool (A Mongolian Folk Tale)
5. Distinguishing Features of Mongolian Folk Tales
6. Literal and Figurative Language

7. Predicting the Material’s Gist based on Pictures
8. Using Appropriate Grammatical Signals or Expressions
9. Techniques in Formulating Conclusions
IV. Procedure
1. Discuss “Paraphrasing and Summarizing” in “Listening

Comprehension” on p. 208. State that paraphrasing is
putting a passage from the original source material
into your own words while summarizing is putting
the main ideas into your own words. Give examples of
paraphrased and summarized texts.
2. Read a long text to the students and then let them
complete “Performance Task” on p. 209.
3. Ask some volunteers to read “Delivering an
Entertainment Speech” in “Oral Language and
Fluency” on pp. 209–210.
4. Have the students write their own entertainment
speech in “Performance Task” on p. 210.
5. Discuss “Organizizing Information in Charts, Graphs,
and Tables” in “Reading Comprehension” on p. 210.
6. Group the students into 5 and let them do “Performance
Task” on p. 210.
7. Discuss “Distinguishing Features of Mongolian Folk
Tales” on p. 215. Elaborate the difference of Mongolian
folk tales among the previous folk tales discussed.
8. Have the students read the Mongolian folk tale The
Frog who Was a Fool in “Literature” on pp. 211–213.
9. Let the students answer the questions about the story
in “Activity 1” on pp. 213–214.
10. Ask the students to explain in their own words
some of the statements from the story in “Activity 2”
on pp. 214–215.
11. Discuss “Literal and Figurative Language” in
“Vocabulary Development” on p. 216. Elaborate the
difference between the two. Give more examples of
sentences that use figurative and literal languages.
on p. 217.

13. Test the students’ knowledge on figurative and literal
language by letting them answer “Performance Task
2” on pp. 217–218.
14. Let the students do an activity on predicting the
material’s gist based on pictures on pp. 218–219.
15. Ask the students to watch a video on YouTube using
the link on p 219. Then let them answer the questions
that follow on pp. 219–220.
16. Ask the students to write a three-paragraph essay
using grammatical signs or expressions “Grammar
17. Discuss “Techniques in Formulating Conclusions”
in “Writing and Composition” on p. 221. Then ask a
student to read the tips in making conclusions more
interesting on the same page.
18. As an additional activity, have the students do
“Performance Task” on pp. 221–222.
Answer Key
1. The little frog, before he met the turtle, lived alone in a well
in a tiny village in Mongolia.
2. A powerful storm rose up one night. The water rose higher
and higher and all creatures that live in salty waters were
stirred and shaken. Suddenly, an enormous wave crashed
upon the land, and the turtle was cast ashore.
3. Yes. The turtle tried to be polite with the frog by pretending
to be nice, saying he was so afraid he’d die that he had to
dive in to turtle’s place. He even asked the frog he could
stay there and be the frog’s neighbor.
4. The turtle said that his home was much larger than the
frog’s.
5. The frog was furious. He believed that the turtle was a liar.
6. The frog did not believe the turtle because with just one
eye, the well looked enormous to the frog.

1. literal
2. figurative
3. literal
4. figurative
5. figurative
6. figurative
7. literal
8. figurative
9. figurative
10. figurative

Unit III
Southeast Asian Literature
Lesson 1
I. Objectives
1. Determine the target audience of the listening text and

the objective/s of the speaker;
2. Use the sounds of English during speech delivery
(impromptu speech);
3. Recognize propaganda techniques used in a given text;
4. Identify the distinguishing features of notable poems
contributed by Southeast Asian writers;
6. Explain the meaning of a word through structural
analysis: prefixes;
7. Determine the target audience of a material viewed;
8. Share ideas using opinion–making signals; and
9. Organize information about a chosen subject using a
graphic organizer.
II. Reference
III. Topic
1. Determining the Target Audience and Objective of a

Text
2. Delivering an Impromptu Speech
3. Recognizing Propaganda Techniques
4. Education Gives Luster to Motherland by Jose Rizal
5. Distinguishing Features of Southeast Asian Poems
6. Determining Meanings through Structural Analysis:
Prefixes
7. Determining the Target Audience of a Material Viewed

8. Opinion-marking Signals
9. Organizing Information Using Graphic Organizers
IV. Procedure
1. Read a text to the students then let them identify the

target audience of the text and the objectives of the
author.
2. Let them complete the activity in “Listening
3. Discuss “Delivering an Impromptu Speech” in “Oral
Language and Fluency” on pp. 224–226. State that
impromptu speaking is the presentation of a short
message without advance preparation.
4. Call some students to read the tips on delivering
impromptu speech on pp. 225–226.
5. Have the students deliver an impromptu speech.
Observe the proper use of sound of English during
speech delivery.
6. Explain “Recognizing Propaganda Techniques” in
“Reading Comprehension” on pp. 226–228.
7. Let the students make their own propaganda in
“Performance Task 2” on p. 229 and let them point out
the techniques being employed.
8. Group the students into five. Let them do “Performance
Task 3” on p. 229.
9. Call some volunteers to read the poem Education Gives
Luster to Motherland by Jose Rizal in “Literature”
on pp. 230–231.
10. Ask the students to give the meaning of the words in
“Activity 1” on pp. 232–233. Then let them use the
following words in sentences.
11. Let the students answer the questions about the poem
12. Discuss “Distinguishing Features of Southeast Asian
Poems” on p. 234. Elaborate that poems in this part is
concerned with religion, culture, and political reform
as many parts of this region were colonized by the
West and other Asian countries.

13. Have the students complete “Performance Task” on
sensory images on pp. 234–235.
14. Discuss “Determining Meanings through Structural
Analysis: Prefixes” in “Vocabulary Development” on
pp. 235–237. State that it is a way of expanding and
remembering vocabulary by analyzing the structure of
a word.
15. Explain that prefixes are added to the beginning
of an existing word to create a new word with a
different meaning. Show the commonly used prefixes
on pp. 236–237.
16. Ask the students to do the activity in “Performance
Task 1” on pp. 237–238.
17. To test the students’ knowledge on prefixes, have them
answer “Performance Task 2” on pp. 238–239.
on pp. 239–240. Let the students analyze the image
on p. 239 then let them answer the questions that
follow on p. 240.
19. Discuss “Opinion-marking Signals” in “Grammar
Awareness” on pp. 240–241. Elaborate that an opinion
is an expression of a person’s feelings that cannot be
proven based on evidence or facts.
20. Discuss what a fact is. State that it is the opposite
of opinion and that a fact is a statement that can be
proven true or false.
21. Let the students read the opinion words and phrases
on p. 241 to help them identify opinions from facts.
22. Give examples of opinion sentences using the opinion
words and phrases listed on p. 241. Then call some
students to make their opinion sentences.
23. Test the students’ knowledge on identifying facts and
opinion in “Performance Task 1” on pp. 241–242.
24. Recall a brief discussion on graphic organizer.
25. Using the graphic organizer on p. 243, ask the students
to give their ideas and opinion on education. Tell them
to use the discussed opinion-marking signals in writing
their opinion.
26. As an assignment, have the students answer
27. Let the students do the activity on facts and opinions
Answer Key
1. lofty – distinguished
2. exalt – promote/raise
3. undulate – rise and fall
4. tranquility – calmness/serenity
5. contemptible – shameful/disgraceful
6. concede – give up/compromise
7. wretched – miserable/heartbroken
8. beneficent – advantageous
9. resplendent – magnificent
10. luster – shire
1. Rizal expressed in the first stanza the importance of

education in a country.
2. Rizal likened education to a flower.
“And just as the gentle aura’s puff
Do brighten the perfumed flower’s hue”
3. According to the poem, education gives a country advantages
and the pleasure of virtue to young and old.
4. Answers my vary.
1. uni– = one
2. tetra– = four
3. octo– = eight
4. mono– = single
5. quint– = five

6. non– = without
7. bi– = two
8. pent– = five
9. dec– = ten
10. duo– = two
11. di– = two
12. hex– = six
13. tri– = three
14. sept– = seven
15. quad– = four
16. hept– = seven
1. f 6. j
2. d 7. a
3. g 8. e
4. h 9. c
5. i 10. b
1. decode – find meaning of an indirect language

2. prehistory – history before written word
3. undo – cancel; invalidate
4. inaction – failure to act
5. malpractice – misconduct; negligence
6. proactive – taking the initiative
7. postwar – after war
8. autobiography – life story written by self
9. macroeconomics – study of large-scale economic systems
10. disobey – refuse to comply

Lesson 2
I. Objectives
1. Judge the relevance and worth of ideas presented in

the text listened to;
2. Observe the use of correct stress and pitch when
delivering a persuasive speech;
3. Differentiate facts from opinions;
4. Identify the distinguishing features of notable short
stories contributed by Southeast Asian writers
5. Explain figurative language used;
6. Explain the meaning of a word through structural
analysis: roots;
7. Determine the issue presented in the material viewed;
8. Use emphasis markers for persuasive purposes; and
9. Transcode information from a graphic organizer to a
topic or sentence outline.
II. Reference
III. Topics
1. Assessing Relevance of Ideas

2. Delivering a Persuasive Speech
3. Differentiating Facts from Opinions
4. Her by Titis Basino
5. Distinguishing Features of Southeast Asian Short
Stories
6. Determining Meanings through Structural Analysis:
Suffixes
7. Determining the Issue Presented in the Material
Viewed
8. Emphasis Markers for Persuasive Purposes
9. Transcoding Information from Graphic Organizers to
Outlines
IV. Procedure
1. Explain to the students what relevance of an idea

means. Then discuss to them “Assessing Relevance
of Ideas” in a paragraph or in a text as a whole in
“Listening Comprehension” on p. 244.
2. To test the students’ knowledge in assessing relevance
of ideas in a paragraph or text, have them do the
“Performance Task” on p. 245.
3. Recall a brief discussion about persuasive speech.
Elaborate the three components that make a persuasive
speech truly effective according to Socrates.
4. Call a volunteer to read the several important aspects
of presentation to keep in mind in “Oral Language and
Fluency” on pp. 245–246.
5. Discuss “Differentiating Facts and Opinions” in
“Reading Comprehension” on p. 247. Then let the
students do “Performance Task” on pp. 248–250.
6. To refresh the students’ knowledge on figurative
language, ask them to answer “Activity 1”
on pp. 257–258.
7. Have the students read the story Her by Titis Basino
in “Literature” on pp. 251–256.
8. Let the students answer the question about the story
9. Discuss “Distinguishing Features of Southeast Asians
Short Stories” on p. 259. State that Southeast Asian
short stories are more assertive in their present-day
position, documenting along the way the political,
social, and the personal struggles of the people of the
countries.
10. Ask the students to write a paragraph on how are
women viewed in the Philippines in “Performance
Task” on p. 259.
11. Give a short recollection of structural analysis. Discuss
“Determining Meanings through Structural Analysis:
Suffixes” in “Vocabulary Development” on pp. 260–261.
12. Give the meanings of prefixes, roots, and suffixes. Read
the commonly used suffixes on pp. 260–261.
13. Ask the students to do “Performance Task” on pp. 261.

14. Watch a short clip about a major issue in the Philippines
then answer the questions on pp. 262–263.
15. State that emphasis in writing is important to help
readers concentrate on the main points of the text.
16. Ask a student to read some of the “Emphasis Markers
for Persuasive Purposes” in “Grammar Awareness”
on p. 263.
17. Have the students write about a topic that interests
them in three paragraphs using emphasis markers
18. Discuss “Transcoding Information from Graphic
Organizers to Outlines” in “Writing and Composition”
on p. 265. Explain that graphic organizers are visual
ways or organizing ideas while an outline is a tool for
planning and organizing ideas.
19. Test the students’ knowledge in transcoding
information from graphic organizers to outlines by
letting the students do the activity in “Performance
Task 1” on pp. 265–266.
20. As an assignment, have the students research on the
Internet a persuasive text and then let them deliver it
in class. Use the criteria given in “Performance Task”
on p. 247 in grading the students.
21. Ask the students to do the activity in “Performance
Task 2” of “Writing and Composition” on pp. 266.
Answer Key
1. the motor grew fainter and fainter – lacking clarity,

brightness, volume/a faint noise.
2. their sober vigil finally broken – to get back to reality/
realized
3. swallowing my pride with my rice – to accept the situation
4. went in one ear and out the other – hearing without listening
5. mouths to feed – responsibility
6. to keep things running smoothly – to carry on

2. The husband had a second wife because the wife cannot look
beyond the effort she gave in their marriage. He wanted his
wife to take interest into something, like a club or anything
outside their family. He wanted the wife to be involved and
to be an interesting woman like the way she was before
their marriage.
3. She continued to carry out her husband’s suggestions.
When her husband would talk about the second wife, she
would listen with an odd mixture of patience and dejection.
4. The children, especially the eldest son, felt embarrassed of
their situation. The eldest son would always try to make
excuses every time he was asked about his father.
5. The wife did not leave his husband because of their
children. She did not want to burden their children with
their problems because she thought they were too young to
understand the situation so she just kept her way trying to
keep things running smoothly.
6. Since the wife had a lot of time after her husband took his
second wife, she joined a woman’s club in their city where
she was appointed to the office of the vice chairperson. She
got herself busy with things from the organization until she
no longer felt lonely when he was away.
7. The second wife protected the feelings of the first wife
during their encounter by giving her respect and graceful
manner when Mrs. Hamid was elected chairperson and she
gave the position to the first wife.

Lesson 3
I. Objectives
1. Determine the stand of the speaker on a given issue

presented in a text listened to;
2. Observe the use of correct juncture when delivering a
persuasive text;
3. React to what is asserted or expressed in a text;
4. Identify the distinguishing features of notable dramas
5. Identify similarities and differences of the featured
selections;
6. Explain a meaning of a word through structural
analysis: suffixes
7. Determine the stand presented in the material viewed;
8. Use emphasis markers for persuasive purposes; and
9. Expand the content of an outline using notes from
primary and secondary sources.
II. Reference
III. Topics
1. Determining the Stand of Speaker

2. Observing Correct Juncture in Persuasive Delivery
3. Reacting to Assertions
4. Ramayana
5. Distinguishing Features of Southeast Asian Dramas/
Plays
6. Explaining the Meaning of a Word through Structural
Analysis: Suffixes
7. Determining the Stand Presented in the Material
Viewed
8. Emphasis Markers
9. Primary and Secondary Sources
IV. Procedure
1. Read a text about a popular issue. Let the students

determine the stand of the speaker on the issue
presented.
2. Have the students deliver in class the persuasive
text that they have written in the previous lesson.
Grade the students’ performance based on the criteria
provided on pp. 268–269.
3. Ask the students to read “The Importance of Physical
Fitness” in “Reading Comprehension” on pp. 269–270.
4. After reading, let the students write their reaction
on the assertions made by the author. Let them use a
separate sheet of paper.
5. Discuss “Distinguishing Features of of Southeast
Asian Dramas/Plays” on pp. 282–283. State that most
of the traditional Southeast Asian plays and dramatic
dances are derived from mythological and legendary
sources. These usually include gods, demigods, kings,
descended from the gods, and princes and princesses
as the heroes or heroines.
6. Have the students read an ancient Indian mythological
tale Ramayana in “Literature” on pp. 270–281.
7. Let the students answer “Activity” on p. 282.
8. Have the students read the Thai version of Ramayana,
The Ramakien in “Performance Task” on pp. 283–286.
After reading, ask the students to write the similarities
and differences of the two tales.
9. Have the students do “Vocabulary Development”
on pp. 286–287.
10. Ask the students to do the activity on determining the
stand presented in the material viewed on pp. 287–288.
Have them answer the questions regarding the picture
presented on p. 287.
11. Call some students to read “Emphasis Markers” that
can be used in writing persuasive texts in “Grammar
12. Discuss “Primary and Secondary Sources” in “Writing
and Composition” on p. 290. State that primary sources

are sources that provide firsthand evidence about a
topic, event, object, or person while secondary sources
describe, discuss, interpret, comment upon, analyze,
evaluate, summarize, and process information form
primary sources.
13. Group the class into five. Ask them to make an outline
about the abuse of political power. Let them use
primary and secondary sources in gathering facts and
other relevant information.
14. As an assignment, ask the students to do “Performance
Task” on p. 289.
Answer Key
Activity (p. 282)
1. Kaikeyi secured the throne for his son by using Dasaratha’s

two promised wishes for him. He wished for his son Bharata
to be the next king and for Rama to be banished to the forest
for 14 years so he does not challenge Bharata’s authority.
2. Bharata was not in favor of his mother’s persistence of
getting the throne for him. However, he accepted to be
Rama’s stand-in King for the next 14 years but as soon as
Rama comes back, Rama will take his rightful place on the
throne.
3. Rama, with his wife and brother lived in the forest for the
next 14 years.
4. Ravana kidnapped Sita because Shurpanaka, his sister,
ran to him and told him that Lakshman cut off her nose for
wanting to marry him after getting rejected by Rama.
5. Rama and Ravana went into an epic battle. Rama won in
the end after Vibhishan, Ravana’s pious brother, prompted
him to shoot Ravana in the navel.

Lesson 4
I. Objectives
1. Distinguish facts from opinion cited in the text listened

to;
2. Use appropriate persuasive devices;
3. Evaluate the details that support assertions in a text;
4. Identify the distinguishing features of notable novels
5. Determine purposes of the author;
6. Arrive at meaning through context clues;
7. Judge the relevance of ideas presented in the material
viewed;
8. Use modals appropriately;
9. Use conventions in citing sources; and
10. Compose an informative essay.
II. Reference
III. Topics
1. Distinguishing Facts from Opinion

2. Using Persuasive Devices
3. Evaluating Details That Support Assertions
4. The Glass Palace by Amitav Ghosh
5. Distinguishing Features of Notable Southeast Asian
Novels
6. Arriving at Meanings through Context Clues
7. Assessing the Relevance of Ideas in the Material
Viewed
8. Using Modals for Different Purposes
9. Conventions in Citing Sources

IV. Procedure
1. Give a short recollection of the lesson in opinions and

facts in “Distinguising Fact from Opinion” in “Listening
2. Read an article that combines a statement of facts and
opinion. Then have the students distinguish facts from
opinion in the text.
3. Have the students deliver in class the persuasive text
they have written in the previous lesson. Grade the
student’s performance based on the criteria given on
pp. 292–293.
4. Explain “Evaluating Details That Support Assertions”
in “Reading Comprehension” on p. 293.
5. Have the students read “Giving Teachers Their Due”
in “Performance Task” on pp. 293–295. Then have
them identify the assertions made by the author and
the statements that support them.
6. Let the students read The Glass Palace by Amitav
Ghosh in “Literature” on pp. 295–298. Then have them
answer the questions that follow.
7. Discuss “Distinguishing Features of Notable Southeast
Asian Novels” on p. 300.
8. Group the class into four. Let them do “Performance
Task 1” on pp. 300–301.
9. After the group activity, ask the students to do
10. Test the student’s vocabulary by having them answer
“Vocabulary Development” on pp. 302–303.
11. Have the students watch a video clip on YouTube
about a female leader using the link on p. 303. After
watching, ask the students to write down the ideas
presented in the material viewed that they think are
relevant.
12. Discuss “Using Modals for Different Purposes” and
have the students study the list of useful modals
and their common meanings in “Grammar Awareness”
on pp. 304–305.
13. To test the students’ knowledge on modals, ask them
to answer “Performance Task” on pp. 305–306.
14. Discuss “Conventions in Citing Sources” in “Writing
and Composition” on p. 306. State that citation refers
to the combination of an in-text citation inserted in the
body of your paper and a full bibliographic reference at
the end.
15. Show the students the examples of several conventions
that can be used in citing sources according to the
University of Cambridge on pp. 306–315.
16. As an assignment, ask the students to research about
Queen Supayalat of Burma (Myanmar). Have them
compose an informative essay after. Then let the
students write the reference materials they have used
following the citation formats they have learned.
Answer Key
Vocabulary Development (pp. 302–303)
1. g 6. f
2. d 7. e
3. i 8. j
4. h 9. b
5. c 10. a
1. should 9. Could
2. Can 10. Should
3. Can/could 11. Could
4. must 12. Will
5. Would 13. can
6. Must 14. Could
7. Must 15. Can
8. Should

Lesson 5
I. Objectives
1. Determine various social, moral, and economic issues

discussed in the text listened to;
2. Deliver a self-composed persuasive speech;
3. Examine biases (for or against) made by the author;
4. Appreciate literature as a mirror to a shared heritage
of people with diverse backgrounds;
5. Analyze intention of words or expressions used in
propaganda technique;
6. Judge the worth of ideas presented in the material
viewed;
7. Use modals appropriately;
8. Use in-text citation; and
9. Compose an informative essay.
II. Reference
III. Topics
1. Determining Various Social, Moral, and Economic

Issues in the Text
2. Delivering a Self-composed Persuasive Speech
3. Examining Biases
4. Father Utih by Usman Awang
5. Analyzing the Intention of Words or Expressions Used
in Propaganda
6. Assessing the Worth of Ideas in the Material Viewed
7. Using Modals for Different Purposes
8. In-text Citation Using MLA and APA Format

IV. Procedure
1. Read an article that discusses various social, moral,

and economic issues. Then have the students answer
the questions on pp. 316–317.
2. Let the students write a persuasive speech on a topic
that interests them. Then ask them to deliver it in front
of the class. Grade the student’s performance based on
the given criteria on pp. 317–318.
3. Discuss “Examining Biases” in “Reading
Comprehension” on p. 318. Ask a student to read the
given example on the same page.
4. Ask the students to give examples of sentences that
have biases.
5. Have the students read the poem Father Utih by
Usman Awang in “Literature” on pp. 319–320. Then
let them answer the questions that follow.
6. Discuss “Analyzing the Intention of Words or
Expressions Used in Propaganda” in “Vocabulary
Development” on p. 321.
7. Ask the students to give “Performance Task”
on pp. 321–322.
8. Ask the students to analyze the picture on p. 322. Have
them write the important ideas presented in the given
material.
9. Discuss “Using Modals for Different Purposes” in
“Grammar Awareness” on pp. 323–324.
10. Give more examples of modals for different purposes
then ask the students to give their own examples.
11. Test the students’ knowledge on modals by having
them answer “Performance Task” on pp. 324–325.
12. Discuss “In-text Citation Using MLA and APA
Format” in “Writing and Composition” on p. 326. State
that an in-text citation is used to refer to, summarize,
paraphrase, or quote from another source.
13. Show the students the examples of MLA and APA
format in-text citations on pp. 326–328.
14. As an assignment, ask the students to read an article on
a magazine or newspaper. Then have them determine
the biases made by the author. Have them write a
paragraph why the following statements are biased
on p. 319.
15. Ask the students to write an informative essay about
the politicians in the Philippines on p. 329. Tell them
to use in-text citations in their essay to acknowledge
the materials they have used.
Answer Key
1. could – ability
2. could – possibility
3. should – necessity
4. may – possibility
5. can – ability
7. may – permission
9. must – necessity
10. cannot – possibility
12. may – possibility
13. may – permission
14. can – ability

Unit IV
South and West Asian Literature
Lesson 1
I. Objectives
1. Predict what is to follow after a segment of a text

listened to;
2. Use the correct production of the sounds of English
when delivering a manuscript or memorized speech;
3. Identify positions of a topic sentence;
4. Identify the distinguishing features found in religious
texts contributed by South and West Asian writers;
5. Appreciate literature as an expression of philosophical
and religious ideals;
6. Use various strategies in decoding that meaning of
words;
7. Analyze the elements that make up reality and fantasy
based on a material viewed;
8. Use appropriate modifiers; and
9. Identify features of journalistic writing.
III. Topics
1. Making Predictions
2. Delivering a Memorized Speech
3. Positions of Topic Sentences
4. Buddhism: A Closer Look
5. Decoding Meaning of Words Using Context Clues
6. Analyzing Elements of Reality or Fantasy
7. Modifiers
8. Features of Journalistic Writing

IV. Procedure
1. Discuss “Making Predictions” in “Listening

2. As part of the discussion, provide examples of a short
story then have the students give their predictions
before, during, or after the short story.
3. Read a story in “Performance Task” in a segmented
way then have the students predict what happens next.
4. Recall the topic on main idea. Tell the students that
main idea is also called topic sentence.
5. Discuss “Positions of Topic Sentences” in “Reading
Comprehension” on p. 333. Emphasize that the topic
sentence is often the beginning sentence but it can also
be the second or even the ending sentence.
6. Have the students answer “Performance Task”
on pp. 333–334.
7. Let the students read “Buddhism: A Closer Look” in
“Literature” on pp. 334–340. Then let them answer the
“Activity 1–2” on pp. 340–342.
8. Ask the students to answer “Decoding Meaning of
Words Using Context Clues” in “Vocabulary
Development” on pp. 342–343.
9. Show some slides or images to the students.
10. Let them identify whether the slide or image shown is a
reality or fantasy. Then ask them to give the elements
of the image that made them said so.
11. Discuss “Modifiers” in “Grammar Awareness”
on pp. 343–345. Give more examples of modifiers.
Then ask some students to give their own examples of
sentences with correct modifiers.
12. Test the students’ knowledge on modifiers by asking
them to answer “Performance Task 1–2” on pp. 345–346.
13. Discuss “Features of Journalistic Writing” in “Writing
and Composition” on p. 347. Give some articles that
represent the features of journalistic text.
14. Then let the students answer “Performance Task”
on pp. 347–348 as an assignment.

15. As an additional activity, ask the students to bring a
copy of a speech that interests them then have them
present it in class. Use the rubric given on pp. 331–332
in grading the students.
Answer Key
1. This is a period when education faces many disturbing

circumstances originating outside itself.
2. The basic Tudor picture of Richard as a bloodthirsty tyrant
was handed down through standard histories of England
and the school textbooks for five centuries.
3. For my family, Sunday is undoubtedly the best day of the
week.
1. Buddhism is a philosophy of life expounded Gautama

Buddha, who lived and taught in northern India in the 6th
century BC.
2. Buddha was not a god, and the philosophy of Buddhism
does not entail any theistic world view. The teachings of the
Buddha are aimed solely at liberating sentient beings from
suffering.
3. The law of karma says “for every event that occurs, there
will follow another event whose existence was caused by the
first, and the second event will be pleasant or unpleasant
according as its cause was skillful or unskillful.” The law of
karma teaches that the responsibility for unskillful actions
is borne by the person who commits them.
4. Nirvana is when the mind experiences complete freedom,
liberation, and non–attachment.
7. There are many sects of Buddhism and there are different
kinds of Buddhist monks over the world.

1. rebirth
2. reincarnation
3. philosophy
4. nirvana
5. karma
Performance Task (p. 345)
1. merrily
2. very beautiful
3. comfortable
4. fragrant
5. gallantly
6. tartly
7. decided
8. courteously
9. quite smooth
10. fiercely

Lesson 2
I. Objectives
1. Infer thoughts and feelings expressed in a text listened

to:
when delivering an oration;
3. Identify details that support topic sentence;
4. Identify the distinguishing features found in epics
contributed by South and West Asian writers;
6. Compare and contrast one’s beliefs or convictions with
those presented in a material viewed;
7. Use appropriate modifiers; and
8. Distinguish among types of journalistic writing news:
news report.
II. Reference
III. Topics
1. Inferring Thoughts and Feelings in a Text

2. Delivering an Oration
3. Identifying Supporting Details of a Topic Sentence
4. Mahabharata by Anindita Basu
5. Appreciating Sensory Images
6. Comparing and Contrasting One’s Beliefs/Convictions
7. Using Appropriate Modifiers
8. Journalistic Writing: News Report
IV. Procedure
1. Read a text and let the students infer the thoughts

and feelings expressed in the text in “Listening
2. Discuss what an oration is. Give an example of an
oration in class. Then have the students read the
things to consider in “Delivering an Oration” in “Oral
Language and Fluency” on p. 350.
3. Show the students a video of the best orators in the
world. Ask the students what tips or ways of delivering
oratory pieces they learned from the material viewed.
4. Recall the topic about topic sentence and its position in
a paragraph.
5. Give some paragraphs then discuss to the students
“Identifying Supporting Details of a Topic Sentence” in
“Reading Comprehension” on p. 352.
6. To test the students’ knowledge on identifying the
supporting details of a topic sentence, give them some
activity to answer.
7. Let the students read the summary of the epic
Mahabharata by Anindita Basu in “Literature”
on pp. 353–360.
8. Ask the students to answer “Performance Task”
on pp. 360–362.
9. Recall the lesson on sensory image. After, let the
students answer “Vocabulary Development” on p. 362.
10. Let the students watch a video clip on the latest issue
in the Philippines. Then let the students compare
and contrast their beliefs or convictions with those
presented in the material viewed on p. 363.
11. Recall the lesson on modifiers.
12. Discuss what an adjective clause is on p. 363.
Explain “Using Appropriate Modifiers” and the two
kinds of adjective clause in “Grammar Awareness”
on pp. 363–364.
13. Call some students and ask them to give their own
examples of sentences with essential and non-essential
adjective clause.
on pp. 364–365.
15. Test further the students’ knowledge on adverbs
and adverbial phrase in “Performance Task 2”
on pp. 365–366.

16. Have a short recollection of the lesson on journalistic
writing.
17. Ask a student if they have any idea on how to write
news. Give an introduction to news writing.
18. Show the students an example of a well-written news
report.
19. Elaborate the keys to writing effective news report in
“Writing and Composition” on pp. 366–367.
20. As an assignment, ask the students to look for an
oratory piece on the Internet. Have them recite it
in class. Follow the rubrics given on pp. 351–352 in
grading the student’s oration.
21. Let the students do “Performance Task”
on pp. 367–368.
Answer Key
1. Satyavati’s father won’t allow his daughter to marry the

king unless the king promised that Satyavati’s son and
descendants would inherit the throne.
2. Shantanu declined the condition set by Satyavati’s father.
3. Devavrat rode over to Satyavati’s house, vowed to renounce
the throne and to remain celibate throughout his life.
4. Dhritarashtra was bypassed because the laws barred a
disabled person from being king.
5. Pandu entrusted the kingdom to his elder brother because
he retired to the forests with his two wives for some time
off.
7. Duryodhana plotted to get rid of the Pandavas by getting his
father to send the Pandavas and Kunti off to a nearby town
on the pretext of a fair that was held there and planned to
burn down the palace once they’d settled in. His plan failed
because the Pandavas were alerted.
8. The Pandavas dug an escape tunnel underneath their
chambers. They gave out a huge feast one night. They set
fire to the palace and escaped through the tunnel.

9. Arjuna won Draupadi’s hand by piercing the fish’s eye with
five arrows in a single attempt while looking down into the
water.
10. Draupadi would be the common wife of all of the five
Pandavas.
11. Arjuna entered the armory to take his bow and arrows where
Draupadi and Yudhishtir, her husband that time, were. The
Pandavas entered into an agreement among themselves
that if any Pandava was to enter the room where Draupadi
and her husband of that year were present, that Pandava
would be exiled for 12 years. Hence, the exile of Arjuna.
14. Arjuna was hesitant to fight because he couldn’t kill his
family and relatives.
15. After the war, Yudhishthir became king of Hastipunar and
Indraprastha. The Pandavas ruled for 36 years.
1. because he is afraid of clowns – non-essential

2. to whom i am closes – essential
3. who is sitting next to Harold – essential
4. which belongs to Nicole – non-essential
5. that i like best – essential
6. whose family owns the ranch – essential
7. where we can walk the dogs – essential
8. who is Marissa’s older brother – non-essential
9. where she takes ballet lessons – essential
10. who is a math teacher – non-essential

Lesson 3
A. Objectives
1. Judge the relevance and worth of ideas presented in

the text listened to;
when delivering a declamation;
3. Identify the distinguishing features found in myths
contributed by South and West Asian writers;
4. Explain figurative language used;
5. Raise questions about a particular aspect of a material
viewed;
6. Use active and passive constructions in journalistic
contents; and
7. Distinguish among the types of journalistic writing:
opinion article.
II. Reference
III. Topics
1. Assessing Relevance and Worth of Ideas

2. Delivering a Declamation
3. Sohni and Mahiwal
4. Explaining Figurative Language
5. Raising Questions about a Material Viewed
6. Active and Passive Constructions
7. Journalistic Writing: Opinion Article
IV. Procedure
1. Discuss “Assessing Relevance and Worth of Ideas” in

“Listening Comprehension” on p. 369. Elaborate that
a well-written paragraph should include ideas that are
relevant to the main subject.
2. Test the students’ knowledge in assessing relevance or
worth of ideas in a paragraph by letting them answer
3. Ask the students what a declamation is. Show an
example of a declamation.
4. Discuss further details on declamation including useful
tips in “Delivering a Declamation” in “Oral Language
and Fluency” on pp. 370–371.
5. Group the class into five. Let them do the activity in
“Performance Task 1” on p. 371. Ask them to report
their group work in class.
6. Ask the students to read the story Sonhi and Mahiwal
in “Literature” on pp. 373–375.Then let them answer
on p. 377.
8. Test the students’ knowledge on figurative language
by having them answer “Vocabulary Development”
on p. 378.
9. Group the class into five. Show a video clip about
infidelity. Then let them do “Viewing Comprehension”
on pp. 378–379.
10. Discuss “Active and Passive Constructions” in
“Grammar Awareness” on p. 379. Give sample
sentences in active and passive voice. Ask some
students to change the active sentence into a passive
sentence and vice versa.
sentences in active voice and passive voice.
on p. 380.
13. To test the students’ knowledge of the lesson, have
them answer “Performance Task 2” on pp. 380–381.
14. Discuss “Journalistic Writing: Opinion Article” in
“Writing and Composition” on pp. 382–383. Give some
examples of editorial pieces.
15. Elaborate what an editorial article is. Have the
students read the useful tips in writing an editorial
article on pp. 382–383.

16. Let the students write an editorial article. Let them
choose a topic among the list in “Performance Task 2”
on p. 383.
17. As an assignment, ask the students to research a
declamation piece. Then let them recite it in class.
Use the rubrics given on pp. 371–372 in grading the
students.
Answer Key
1. Sonhi was a beautiful child who spent her childhood

playing and observing things in her father’s workshop. She
grew up not only into a beautiful, young woman but also
an accomplished artist who made floral designs on the pots
and pitchers that came off from her father’s wheel.
2. Sonhi knew Izaat Baig when a caravan stopped on a trading
route in her hometown. Izaat Baig came upon Tulla’s
workshop while checking out the merchandise in town.
3. Baig started purchasing random pieces of pottery in order
to be around Sonhi for as long as he could.
4. Baig took up permanent residence in Sonhi’s town and
would visit her at her father’s shop on one pretext or the
other.
5. Izzat ran out of money because he purchased a lot of random
pieces of pottery that it has become a routine until he had
squandered most of his money.
6. Izzat Baig was called Mahiwal (short variation of Majhan-
wala or the buffalo man) after he took up odd jobs with
different people, including grazing people’s cattle—mainly
buffalos, to gain some money.
7. Tulla hurriedly arranged Sonhi’s marriage with one of her
cousins after knowing about her affair with Mahiwal.
8. Both the mother and sister-in-law decided to get rid of
Sonhi instead of informing Sonhi’s husband.
9. They decided to get rid of Sonhi because they believed it
was the only way to save their family’s honor.
10. Both Mahiwal and Sonhi’s bodies were washed ashore and
were found the next day lying next to each other. With
their death, both entered into the world of legends here and
there. And in their death the sinners became saints.
Vocabulary Development (p. 378)
1. talk of the town

2. before the crack of dawn
3. to get rid of
4. baked in the fire of love
1. active 6. passive
2. passive 7. active
3. passive 8. active
4. active 9. passive
5. active 10. active
1. The baby was named Eleanor by Gelai.

2. A ticket for the basketball was given to Sal.
3. The American Red Cross was founded by Clara Barton.
4. Those affected by the landslide were helped.
5. The voluntary muscles are controlled by the will.
6. You should serve hot mango pies.
7. The heart and the lungs are strengthened by exercise.
8. United States exports wood pulp.
9. Frequently waged against forest fires are aggressive
campaigns.
10. Gloria Arroyo’s colleagues elected her as the speaker of the
House.

Lesson 4
I. Objectives
1. Summarize information from the text listened to;

when delivering a dramatic monologue;
3. Interpret and follow instructions, directions, notices,
and rules and regulations;
4. Identify the distinguishing features found in short
stories contributed by South and West Asian writers;
5. Determine key ideas, tone, and purposes of the author;
6. Compare and contrast one’s beliefs or convictions with
those presented in the material viewed;
7. Use past and perfect tenses in journalistic writing; and
8. Distinguish among types of journalistic writing:
feature article.
II. Reference
III. Topics
1. Writing a Summary
2. Delivering a Dramatic Monologue
3. Interpreting Signs
4. The Postmaster by Rabindranath Tagore
5. Comparing and Contrasting One’s Beliefs/Convictions
6. Simple Past and Past Perfect Tenses
7. Journalistic Writing: Feature Article
IV. Procedure
1. Discuss “Writing a Summary” in “Listening

Comprehension” on p. 384. Then elaborate the ways to
summarize.

2. Read a text about a latest issue. Then let the students
summarize the text listened on p. 385.
3. Discuss “Delivering a Dramatic Monologue” in “Oral
Language and Fluency” on pp. 385–386. Give the
students an example of a dramatic monologue. Discuss
also the useful tips when performing a dramatic
monologue.
4. Let the students write their own monologue about
being a Filipino worker. Then have them recite it in
class. Use the rubrics given in “Performance Task” on
pp. 386–387 in grading the students.
5. Give a short introduction of “Interpreting Signs” in
“Reading Comprehension” on pp. 387–388. Then ask
the students to answer the activity on the same pages.
6. Have the students read the story The Postmaster by
Rabindranath Tagore in “Literature” on pp. 389–394.
7. Then let them answer “Performance Task 1”
on pp. 394–395 and “Performance Task 2” on p. 396.
8. Give a brief recollection of the lesson on verbs. Then
discuss “Simple and Past Perfect Tenses” in “Grammar
9. Give examples of sentences with simple and past
perfect tenses. Call some students to give their own
examples of sentences with simple and past perfect
tenses.
10. To test the students’ knowledge on simple and past
perfect tenses, give “Performance Task 1” on p. 398 as
an activity.
11. Discuss “Journalistic Writing: Feature Article” in
“Writing and Composition” on p. 400. Give examples
of a feature article. Ask the students the difference
between a feature article and an editorial. Give
emphasis on the features of a feature article.
12. Ask the students to read the useful tips in writing a
feature article on the same page.
13. Have the students to write a feature article about any
topic that interests them. Tell them to use past and
past perfect tenses in their output.
14. As an assignment, ask the students to answer
Answer Key
Reading Comprehension (pp. 387–388)
radiation sign
be aware and stop for children crossing
railroad crossing ahead
electric hazard
comfort room
1. The postmaster felt like a fish out of water in the remote

village. His office and living room were in a dark thatched
shed, not far from a green, slimy pond, surrounded on all
sides by a dense growth.
2. Ratan is an orphan girl of the village who did odd jobs for
the postmaster.
4. Ratan remembered that her father is fonder of her than her
mother. She also recalled that she had a little brother and
had played fishing with him on the edge of a pond.
6. Ratan ceased to be a little girl when the postmaster got sick
and he needed a tender nursing. She at once stepped into
the post of mother, called in the village doctor, gave the
patient his pills at the proper intervals, sat up all night by
his pillows, cooked his gruel for him, and every now and
then asked the postman if he was doing okay.
7. The postmaster wanted to be transferred on the ground of
the unhealthiness of the spot.
8. The postmaster’s application for the transfer was rejected
so he had resigned and his post and decided to go home.

1. We went to Batanes because my aunt had invited us to the

reunion.
2. By the time we arrived at our aunt’s house, they had run
out of food.
3. When she learned to speak English, she had already learned
French.
4. Jane had typed 20 pages when her computer crashed.
5. When he woke up, his mother had prepared breakfast.
6. I had known him for a long time before I met his family.
7. After Alexa had moved out, I found her notes.
8. I did not say anything until she had finished talking.
9. Before I knew it, she had run out the door.
10. By the time he called her, she had found someone new.

Lesson 5
I. Objectives
1. Summarize information from the text listened to;

2. Use effective non-verbal communication strategies:
gestures and body movements and eye contact, and
others;
3. Distinguish between general and specific statements;
4. Identify the distinguishing features found in short
stories contributed by South and West Asian writers;
5. Explain how a selection is influenced by culture,
history, and environment;
6. Raise questions about a particular aspect of a material
viewed;
7. Use direct and reported speech in journalistic writing;
and
8. Distinguish among the types of journalistic writing:
sports writing.
II. Reference
III. Topics
1. Summarizing Information
2. Non-verbal Communication Strategies
3. General and Specific Statements
4. The Holiday Trip by Bibhutibhushan Bandyopadhyay
5. Raising Questions about a Material Viewed
6. Direct and Reported Speech
7. Journalistic Writing: Sports News Article
IV. Procedure
1. Recall the lesson on editorial articles. Read an editorial

and have the students summarize the information
heard.
2. Discuss “Non-verbal Communication Strategies”
in “Oral Language and Fluency” on pp. 403–404.
Explain to students that non-verbal communication is
significant in most interpersonal communication.
3. Let the students answer “Performance Task” on p. 404.
4. Discuss “General and Specific Statements” in
“Reading Comprehension” on p. 404. Elaborate the
difference between the two. Give examples of general
and specific statements.
5. Provide some sentences in class and let the students
identify if the statement is general or specific.
6. Have the students do the activity on p. 406 before
proceeding to the story.
7. Let the students read the story The Holiday Trip in
“Literature” on pp. 407–415.
story in “Performance Task 1” on pp. 415–416.
9. Divide the class into five groups then ask them to do
the respective activities in “Performance Task 2” on
pp. 416–417.
10. Have the students answer “Vocabulary Development”
on pp. 417–418.
11. Let the students watch a travel vlog. Let them
practice how to raise questions about the material
viewed by letting them do “Viewing Comprehension”
on pp. 418–419.
12. Discuss “Direct and Reported Speech” in “Grammar
Awareness” on pp. 419–420. Teach the students how to
change direct to reported speech and vice versa.
13. To test the students’ knowledge on direct and indirect
speech, let them do the activity in “Performance Task
1” on pp. 421–422.
14. Let the students choose direct speeches from the story
read and have them change it to indirect speeches in
15. Give a brief recollection on journalistic writing.
16. Discuss “Journalistic Writing: Sports News Article” in
“Writing and Composition” on pp. 423–424.
17. As an assignment, ask the students to do “Performance
Task” on p. 405.
18. As an additional activity, have the students watch a
sports game that interests them. Then let them write
a sports article about it using direct and indirect
speeches.
Answer Key
Literature (p. 406)
1. babu 5. Puja
2. paan 6. anna
3. rupee 7. sari or saree
4. Parsee 8. ashram
1. Gopikrishna’s work does not give any salary raises. They

only had to show some work worth one hundred and fifty
rupees.
2. He hoped to go to Bombay and get lucrative jobs there, not
care about anyone left behind at home, marry some Parsee
beauty, and become like the white bosses.
3. The two friends started talking about their wishes to travel.
4. Their previous plans were not realized because neither
could afford to go anywhere.
5. The two friends considered the train fares, the lodging and
boarding, and bringing food from home to save money.
6. Gopikrishna didn’t want to travel to Kolaghat because his
wife’s parents lived near there.
7. A net is an essential part of the travel according to Shambu
because mosquitoes cause malaria, filariasis, and whole
bunch of other diseases.
8. Gopikrishna only got his monthly pay. He also needed to
pay for the property tax that had not been paid for quite
some time. Shambu also spent all his money earned in
buying clothes and gifts for the family.
10. The two friends ended up going to Langolpota. They had a
marvelous holiday trip.

1. filch – steal something

2. dispensary – medicine store
3. immense – huge/excellent
4. homeopathic – therapeutic
5. prodding – to encourage somebody to take action
6. eke out – to make something last
7. mollify – to calm
1. John said he has finished his project.

2. “Who spilled the milk?” Martin asks.
3. Christ said he thirsts.
4. The Our Father says, “God is our Father in Heaven.”
5. Jayvee asked if you could explain how this machined is
operated.
6. “The bill was signed yesterday,” the president said.
7. God promised, “I will send a redeemer.”
8. “Everyone should be prepared,” said my teacher.
9. God said that we should love our parents.
10. The poet said that your truth is not his truth.

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Practical English 8 TG&amp;AK

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UNIT I

At the end of the lesson, the students are expected to:

1. Listen for important points signaled by volume and

Practical English for Global Competitiveness 8, pp. 1–24

1. Listening for Important Points through Volume and

1. Discuss “Listening for Important Points through

2 Practical English for Global Competitiveness 8

Practical English for Global Competitiveness 8 3

Performance Task 2 (p. 5)

Hard “th” /ð/ Soft “th” /θ/

Performance Task 1 (pp. 6–9)

Performance Task 2 (pp. 9–10)

1. Forums are being held constantly everywhere and the

Performance Task 1 (pp. 20–21)

1. Please buy bananas, apples, oranges, and strawberries

At the end of the lesson, the students are expected to:

1. Listen for important points signaled by pitch and

Practical English for Global Competitiveness 8, pp. 25–51

1. Listening for Important Points through Pitch and

6 Practical English for Global Competitiveness 8

1. Discuss “Listening for Important Points through Pitch

Practical English for Global Competitiveness 8 7

Activity 1 (pp. 40–41)

Definitions may vary. Below are possible answers.

Activity 2 (pp. 41–42)

1. Anansi’s jokes got him into trouble because he never knew

8 Practical English for Global Competitiveness 8

Performance Task (pp. 44–45)

1. Idiom: play it by ear; e

Performance Task 1 (p. 48)

1. A man is as big as the things that make him angry.

Practical English for Global Competitiveness 8 9

At the end of the lesson, the students are expected to:

1. Listen for important points signaled by intonation;

Practical English for Global Competitiveness 8, pp. 52–76

1. Listening for Important Points through Intonation

10 Practical English for Global Competitiveness 8

1. Read a text or passage for the students. Then let the

Activity 2 (pp. 66–68)

1. Nene wanted Nnaemeka to inform his father about their

12 Practical English for Global Competitiveness 8

Performance Task (pp. 71–72)

Viewing Comprehension (p. 72)

Practical English for Global Competitiveness 8 13

At the end of the lesson, the students are expected to:

1. Listen for important points signaled by juncture and

Practical English for Global Competitiveness 8, pp. 77–95

1. Listening for Important Points through Juncture and

14 Practical English for Global Competitiveness 8

1. Read the text about hydroelectric dam. Then let the

The hydroelectric dam is a method of

2. Read the text to the student about the great pyramid

The Great Pyramid of Giza is a huge pyramid built

3. Read the following dialogue in class. Ask the students

Sarah: Hello, Jason how are you? It’s been a

4. Discuss “Highlighting Important Points in an

16 Practical English for Global Competitiveness 8

Performance Task 1 (p. 77)

Dam Reserviore – Penstocks – Powerhouse – Turbine – School –

Performance Task 2 (p. 78)

The Great Pyramid of Giza is a huge pyramid built by the

Performance Task 3 (p. 78)

1. his 5. she 9. its

Practical English 8 TG&AK

Practical English 8 TG&AK