ENGLISH Quarter 1 LM

UNIT -I ENGLISH 6
ENGLISH6 Learning Modules
English 6
1st Quarter - LM
Grade & Section: VI- B.F. SKINNER
Subject Teacher: MR. SILVERIO “RJ”VALDEZ ESTEVES
Name: _______________________________
WEEK 1
Date:_________________
The learner listens critically; communicates feelings and ideas orally
and in writing with a high level of proficiency; and reads variousPage|
text 1
Grade Level
JOHN Standards
PAUL COLLEGE CORP.
types materials to serve learning needs in meeting a wide range of life’s
BASIC EDUCATION DEPARTMENT-ELEMENTARY
ENGLISH 6
purposes.
UNIT -I ENGLISH 6
UNIT I
Most Essential Learning Competencies
 Identify real or make-believe, fact or non-fact images EN6VC-IIIa-6.2
 Interpret the meaning suggested in visual media through a focus on visual elements, for
example, line, symbols, colour, gaze, framing and social distance EN5VC-IIIf-3.8
 Make connections between information viewed and personal experiences
EN6VC-IVd-1.4
Lesson 1 Elements used in the Poem
At theTARGET
end of this lesson, learners are able to:
 identify the elements used in the poem; and
 appreciate poems as one’s work of art.
What is Poem?
A poem has rhyming words. It has rhythm. It is not lengthy and it has poetic devices. Poetic
devices are the tools that a poet can use to create rhythm, enhance a poem’s meaning, or intensify a mood
or a feeling. In this lesson, you will learn some of these poetic devices that would definitely help you.
Before you can write a simple poem, you need to know what makes a poem.
A poem is a literary text that conveys emotions, thoughts and ideas in a clear and creative way yet
in limited number of words. Its elements include line, line, stanza, sound devices, figurative languages,
mood, tone and theme. Look at the illustration below.
Line
Mood and
Tone
Stanza
Elements of
Poetry
Sound
Device Theme
WEEK 1 Figurative
Language
Let us talk about the meaning of each element.
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UNIT -I ENGLISH 6
a. Line – a single line in a poem

b. Stanza- a group of lines in a poem common type of stanza are:
1. Couplet - a stanza with two lines that rhyme
2. Tercet or triplet - a stanza with three lines
3. Quatrain - a stanza with four lines.
c. Sound devices – Poems use techniques of sound such as:
1. Rhythm - the pattern of beats or stresses in a poem
2. Rhyme - repetition of the same sound usually in the stressed syllable at the end of the
lines. (Keep in mind, not all poems have to rhyme.)
3. Rhyme Scheme - the rhyming pattern that is created of lines of poetry for example:
True friends are by your side. A

Through it all, B
True friends are there. C
To catch you when you fall. B
If a poem does not have a rhyme scheme, it is considered a free verse.
 Alliteration - repetition of consonant sound at the beginning of word
 Imagery - Poets use words that appeal to reader’s senses of sight, sound, touch and smell.
d.Figures of speech - words that create pictures by making comparisons such as:
1. Simile - compares using “like” or “as”.
2. Metaphor - comparing two different things without the use of “like” nor “as”.
3. Personification - gives human characteristic to something non-human.
e.Mood/ Tone - the feeling of the author’s word choices in the poem.
f. Theme - it is the poem’s central or main idea.
SCORE
Activity No. 1
Directions: Match the poetry elements in Column A with their corresponding definition in Column B.
Write only the letter of the correct answer.
WEEK 1 Column A Column B
SCORE
Poetry
Definition
Elements
1. metaphor A. Words that end in the same sound
2. stanza B. A group of lines in a poem
3. simile C. A stanza with three lines
D. compares two different things without the use of “like” nor
4. tercet
“as”
5. rhyme E. Compares using like or as
Learning Task No. 1

Directions: Identify the elements of poetry in each number.
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_____________________1. Words that begin in the repetition of consonant.

_____________________2. A group of lines in a poem.
_____________________3. A stanza with three lines.
_____________________4. Compares two different things without the use of “like” nor “as”.
_____________________5. Compares using like or as.
_____________________6. A stanza with two lines that rhyme.
_____________________7. The pattern of beats or stresses in a poem.
_____________________8. The feeling of the author’s word choices in the poem.
_____________________9. A single line in a poem.
_____________________10. Poets use words that appeal to reader’s senses of sight, sound, touch and
smell.
Lesson 2 Literary Devices
TARGET
At the end of this lesson, learners are able to:
 identify the sound devices used in literary pieces such as poems, narratives, and
simple sentences and songs;
 define each sound devices and differentiate it from the others and,
 appreciate the use of sound devices in making poems and other more
meaningful literary pieces.
Understanding the Sound Devices

Sound Devices are tools used by poets to convey and reinforce the meaningexperience of poetry
through the skilful use of sound
In poetry, the words and their order should evoke images, and the words themselves have sounds,
which can emphasize or otherwise clarify images.
Types of Sound Devices
Onomatopoeia is the naming of a thing or action by the vocal imitation of the sound associated with it.
Example: The bang of the gun was so loud. (Bang is the sound)
Alliteration is a sound device which is the repetition of a consonant sound at the beginning of words
Example: The frog frolicked frivolously on the forest floor.
Assonance is a sound device which is the repetition of the same vowel sound either at the beginning of
words or inside the words
Example: “Hear the mellow wedding bells"
Consonance is the repetition of consonants sounds and the stressed syllables but with different vowel
sounds within or at the end of the line
WEEK 1
Examples: Pitter Patter, (repetition of the "t," and "r" sounds.)
1. Mike likes his new bike.
2. It will creep and beep while you sleep.
3. He stood on the road and cried.
4. Toss the glass, boss.
Understanding Figurative Language
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Writers use words in many different ways, sometimes they tell what happened is very simple.
To make their meaning clearer, they compare one thing to something else.
Figurative language gives clearness, force, and beauty to ideas and adds effectiveness to one’s
speech and writing. Figurative language uses figures of speech. A figure of speech is any use of words
in a sense different from their literal definition.
The most common figures of speech are:
Simile
 a figure of speech involving the comparison of one thing with another thing of a different kind,
typically contained words “as” or “like”
Example: She is as innocent as an angel.
Our soldiers are as brave as lions.
Her cheeks are red like a rose.
He is as funny as a monkey.
Metaphor
 It is an implied comparison between things essentially different but having one quality in common on
which the comparison is built. It is an indirect comparison; hence the words like and as are NOT
used.
Examples:
1. "I'm feeling blue.“(This metaphor means someone is sad.)
2. "He is the apple of my eye.“(There is, of course, no apple in someone's eye. The apple is
someone held dear.)
Personification
 is giving of qualities of a person to things not human, such as animals, plants, inanimate objects or
ideas
Examples:
1. The breeze wiped the orphan’s tears.(The can move; it uses the hands to wipe away tears)
2. Did you hear the bells laugh and sing? (The bell can sing and laugh)
Irony
 Signifies the opposite of what is being said, often to a sarcastic effect
Examples:
1. “This is my lucky day.” I lost my wallet.
2. “Good job,” to a waiter who has dropped his tray.
Hyperbole
 This is an extreme exaggeration used to make a point; exaggerated statements or claims not meant
to be taken literally
a. My eyes widened at the sight of the mile-high ice cream cone we were having for dessert.
WEEKb. 1I have a mountain of dirty laundry to wash.
SCORE
Activity No. 1
Directions: Identify the figurative speech used in the sentence.
___________________________1. She heard bees buzzing and thought they would bit her
___________________________2. The clouds were crying
___________________________3. The bracelet is a sky-high price
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___________________________4. Too much money can get you kill

___________________________5. I just love to lose a fight.
SCORE
Learning Task No. 2
Directions: Identify the sound devices found in each of the following sentences.
___________________________1. A wicked whisper came and changed my life.

___________________________2. Theophilus Thistle, the successful thistle sifter, thrust three thousand
thistles through the thick of his thumb.
___________________________3. In my dream, I was somewhere and I saw the cutler, antler, battler.
___________________________4. The house of my friend is hard to reach but when I arrived, I enjoy
the nearby beach.
___________________________5. The mouse can bounce.
___________________________6. “Woosh, woosh” of the howling wind can be heard in darkness.
___________________________7. He hid the book in his hood and was doomed. 8. The birds were
chirping so loudly in the morning.
___________________________9. The loud mouse howled all around.
___________________________10. Bang! Bang! Bang!
Lesson 3 Figure of Speech Simile and Metaphor
TARGET
 identify simile and metaphor in the given sentences; and
WEEK 1
 appreciate the value of simile and metaphor.
What is Figure of speech?

Figures of speech
are language devices
intended to bring out from the
reader/listener fresh reactions
or perceptions toa scene or an
object. They make
comparisons to familiar
objects in order to bring out
less familiar impressions.
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Figurative language is a way of expressing ideas by using symbolisms instead

of ordinary language.
SCORE
Activity No. 1
Directions: Read each sentence with understanding.
Write S if the statement is a simile and M if it is a metaphor.
_____________ 1. My brother is as cunning as Dr. Jose Rizal.
_____________ 2. When I am hungry I can eat like a horse.
_____________ 3. Life is a roller coaster going up and down.
_____________ 4. My little sisters fight like cats and dogs.
WEEK 1
_____________ 5. The Lord is my shepherd; there is nothing I shall want.
SCORE
Learning Task No. 3
Directions: Identify the figure of speech used as to SIMILE or METAPHOR.
______________________ 1. Her hair was as black as a coal.
______________________ 2. Life is a highway.
______________________ 3. His family considers him a carabao in the field.
______________________ 4. Her heart becomes steel when problems come.
______________________ 5. After school, my sister and I are couch potatoes.
______________________ 6. Your backpack is as light as a feather.
______________________ 7. My sister is an angel.
______________________ 8. The cat’s fur feels like a warm blanket.
______________________ 9. My hands are cold as ice.
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______________________ 10. You are a pain in the neck.
Lesson 4 Figure of Speech Hyperbole and Irony

TARGET
 analyze figures of speech such as hyperbole and irony; and
 value the uses of hyperbole and irony in everyday living.
How do you define

hyperbole?
Hyperbole is a figure of speech in which
an author or speaker purposely and obviously
exaggerates to an extreme. It is used for emphasis
or as a way of making a description more creative
and humorous.
Hyperbole, from a Greek word meaning
“excess,” is a figure of speech that uses
extreme exaggeration to make a point or show
emphasis.
In literature, hyperbole will often be used to show contrast or catch the reader's attention.
Hyperboles are not comparisons, like similes and metaphors, but extravagant and even ridiculous
overstatements, not meant to be taken literally.
In American and British English, hyperbole is pronounced ‘HI-PUR-BOW-LEE’.
 Examples of Hyperbole in Everyday Speech
Take a look at the following list of hyperbolic phrases.
How many of them have you heard or used before?
1. He’s running faster than the wind.
2. That man is as tall as a house.
3. This is the worst day of my life.
WEEK4.5.1The shopping cost me a million dollars.
My dad will kill me when he comes home.
What about the figure of speech “Irony”?
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UNIT -I ENGLISH 6
Irony is a statement that expresses the opposite meaning. It has actions that have an effect
exactly opposite to what is being meant by the speaker. It is when there are two contradicting meanings of
the same situation, event, image, sentence, phrase, or story. In many cases, this refers to the difference
between expectations and reality.
Examples of Irony:
1. When your classmate is late and the teacher says this line “You are too early for the afternoon classes.”
2. Exclaiming “Oh! I am great and smart! I got the highest score in our Math quiz today!” when your
score is1/20.
3. When your mom is mad and telling you “you are really a good boy! You always do a thing that makes
me angry and disappointed”.
 There are three types of irony.
1. Verbal Irony - It is the use of words to present a meaning that is different from what the speaker says.
Almost all the time, the person intentionally and knowingly uses Verbal Irony to be understood as
meaning something different to what his or her words’ literal meaning.
Examples:
After looking at a student’s poor test score, the teacher says, “You will surely finish the year with
highest honors”.
2. Situational Irony - It happens when what is expected and intended to happen doesn’t take place.
Instead, the exact opposite occurs. The result could be either serious or comic.
Examples:
Dr. Johnson smokes a pack of cigarettes a day.
Our boss, the owner of a big construction firm, cannot fix his house’s broken ceiling.
3. Dramatic Irony - It happens when the audience or readers are aware of something, which the
character of a movie or story does not know. Dramatic Irony is used to convey emotions more intently.
It gives the audience or readers a sense of thrill and excitement.
Examples:
In “Saving
WEEK 1 Private Ryan”, the group of soldiers were hopeless they could find Private James Ryan alive,
but the audience knew from the start that Private Ryan went on to live until his later years.
The wife believed that her husband died in an airplane crash and but the audience was aware that the
husband had survived.
Hyperbole and Irony are figures of speech that tell us meanings which should not be taken literally.
Hyperbole is (uncountable) extreme exaggeration or overstatement; especially as a literary or rhetorical
device while Irony is a statement that, when taken in context, may actually mean something different
from, or the opposite of, what is written literally; the use of words expressing something other than their
literal intention, often in a humorous context.
There are three types of irony Verbal Irony, Situational Irony, and Dramatic Irony. The importance
of hyperbole is often used in day-to-day speech. It uses exaggeration to emphasize a certain characteristic
of something, and especially how it feels.
SCORE
Leaning Task No. 4
Directions: Read each sentence carefully and identify if the sentence is Hyperbole or Irony.
____________________ 1. I have a million works to finish today.

____________________ 2. My mother becomes a dragon when she is mad.
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____________________ 3. Wow! I really like the ending of the story. The girl died and it is indeed a
happy ending. My gosh! I hate it!
____________________ 4. If I will not see the BTS members personally, I will die.
____________________ 5. “Just watch the television whole day. It will make you smarter in school!”
said my father.
____________________ 6. I could cry a river right now.
____________________ 7. Great! Another rainy day. How wonderful!
____________________ 8. She’s very late. “Wow, I can't wait!"
____________________ 9. The old man was older than the Himalayas!
____________________ 10. I feel like the whole world was staring at me.
WEEK 2
Plot of the Story (chronological, en medias res sequential,
Lesson 5 flashback)
TARGET
 evaluate narratives based on how the author developed the elements:
 plot (chronological- sequential, en medias res, flashback)
EN6RC-Ih-2.24.3
Analyzing Story Plot

The plot is one of the elements of a narrative. It consists of several events. The events tell the
action and conflict that leads to its climax and conclusion. It is the storyline plan or scheme.
The plot may be presented through literary devices such as the following:
1. Chronological
WEEK 2 -sequential arrangement of events. This is the normal way as shown by the story mountain
below.
Climax:
Shows the highest point of
interest, suspense, and
turning point of the story.
Elements of Plot
Rising Action: Falling Action:
Introduces and develops conflict/ Shows how the characters
main problem faced by the solve theproblem/
character/s
conflict or ties up loose ends
Exposition:
Provides background information Resolution:
Shows
, setting, and information how things end up in the story
about the characters
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2. En medias res. This is a Latin phrase which means “into the middle of things”.
Unlike the direct narration pattern of story events, another related story is narrated inside the main
plotline. It is narrating from the midpoint rather than the beginning- usually opening with a dramatic
action rather than the exposition.
3. Flashback. This device presents to the reader all or most of the events that have taken place before the
events that are currently unfolding in the story. The events may be past narratives by characters of their
dreams or memories to create a background to the present situation, place or person. These may be
placed at the beginning or may be inserted into the normal chronological order of events.
WEEK 2
SCORE
Learning Task No. 5
Directions: Choose the best answer. Write the letter of the correct.
_____1. What do you call the most exciting part of a story?
A. rising action B. falling action C. climax D. setting
_____2. In what portion of the story does the conflict or problem increase?
A. exposition B. rising action C. falling action D. resolution
_____3. “And they all lived happily ever after”. In what part of the story we could usually found this line?
A. rising action B. climax C. falling action D. resolution
_____4. What part of the plot creates interest to the audience and readers?
A. exposition B. humor C. conflict D. imaginary person
_____5. Which part of the plot shows how the conflict was resolved?
A. rising action B. climax C. exposition D. falling action
_____6. Which of these happens in the falling action?
A. sets up the conflict C. show the outcome of the climax
B. creates suspense/tension D. develops the conflict
_____7. Which of the following defines a plot?
A. The lesson in the story B. The sequence of events in the story
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C. The turning point of the story D. The conflict in the story

_____8. Which of the following shows the correct order of the plot elements?
A. exposition, falling action, climax, rising action, resolution
B. exposition, falling action, rising action, climax, resolution
C. exposition, rising action, climax, falling action, resolution
D. rising action, falling action, exposition, climax, resolution
_____ 9. What are the things being exposed in the Exposition part of the plot?
A. the characters, the conflict and the title B. the setting, the situation, characters
C. the title, the setting and conflict D. the solution, the situation and setting
_____ 10. What is the difference between the falling action and resolution?
A. The falling action is where the conflict starts to improve, and in the
resolution the conflict is getting worse.
B. The falling action is when the conflict is getting better, and the resolution is
when the conflict is completely solved.
Lesson 6 Theme and Point of View

At the end ofTARGET
this lesson, learners are able to:
OBJECTIVES
 identify the theme and point of view in short stories;
 recall events of the story; and
 appreciate the value of preserving life and nature
WEEK 2
How an author evaluates narratives? Let us focus on the theme and point of view.
-is the “Big Idea” or the lesson the

author wants you to take away after
reading the story.
THEME
-is the main idea that weaves the
story together, the why, the
underlying ideas of what happen in
the peace of literature.
Common Themes
HARDWORK TEAMWORK FRIENDSHIP
COURAGE HONESTY LOVE
JEALOUSY LOYALTY FAMILY
A Theme is… A Theme is not….

* The lesson or the message # a summary the author wants you to learn Page| 12
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real-world connection
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* Specific
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UNIT -I ENGLISH 6
Identifying the Theme in Five Steps

To identify the theme, be sure that you’ve first identify first the plot use in the story, the
way the story uses characterization, and the primary conflict in the story. Use these steps to
determine the theme for a work:
1. Summarize the plot by writing a one-sentence description for the exposition, the conflict, the
rising action, the climax, the falling action, and the resolution.
2. Identify the subject of the work.
3. Identify the insight or truth that was learned about the subject.
• How did the protagonist change?
• What lesson did the protagonist learn from the resolution of the conflict?
4. State how the plot presents the primary insight or truth about the subject.
5. Write one or more generalized, declarative sentences that state what was learned and how it was
WEEK 2
learned.
Point of View is determined by the authors’
descriptions of characters, setting, and events told to the An author can
reader throughout the story. write the story from first
person or third
person point of view.
Five Possible-View Points
 First - Person- the narrator tells
“I” or “my” story. Also, this maybe “we” or “our” story.
Example: We went to the store
 Second - Person- the narrator tells “you” or “your” story, usually used for instructions.
Example: First, you should wash your hands.
 Third – Person Objective- the narrator tells “his” or “her” story and does not reveal any character’s
thoughts or feelings. Characters may reveal their feelings
through actions or dialogue;
Example: He walked down the street. A man drove by and yelled, “Hey watch where you’re
going.”
 Third – person Limited- the narrator tells “his” or “her” story and reveals one character’s thought
or feelings.
Ex. Sad that his girlfriend had left him, Ben wasn’t paying attention as he walked down the street. A
man drove by yelled, “Hey, watch where you’re going!”
 Third-Person Omniscient- the narrator tell “his” or “her” story and reveals more
than one character’s thought or feelings.
Example:
Sad that his girlfriend had left him, Ben wasn’t paying attention as he walked down the street.
Tom was also having a bad day, and as he was driving by Ben, Tom tried to startle him: “Hey, watch
where you’re going!” Tom yelled intimidatingly.
SCORE
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UNIT -I ENGLISH 6
Learning Task No. 6

Directions: Read the following short stories/ selections and identify which of the themes inside the
box belongs to each story. Write your answers on the space provided.
Be Prepared Unhappiness Family Love Faith

1. It was a beautiful spring day. The grasshopper was flitting about, enjoying himself, when he crossed
paths with an ant. The ant was working very hard, carrying bits of food deep down into his anthill.
“Why are you working so hard?” the grasshopper said. “I want to have plenty to eat,” the ant replied.
The grasshopper laughed. “Plenty to eat!” he cried. “Why there is food everywhere that you look!”
“That’s true,” the ant said. “There is enough food for today. But there will come a day when it won’t
be true.” The grasshopper hopped away, not wanting to bother with the morose little ant.
Soon spring gave way to summer, summer to fall, and fall to winter. When the fields were
covered with snow, the ant sat far down in his anthill, safe and warm, his stomach full, confident that
he had enough to eat to see him through the winter. The grasshopper, who had not made any
preparations for winter, shivered, and went from one friend to another begging for food and feeling
very foolish indeed.
WEEK 2 Answer: _______________________________

2. The breaking news had shaken everybody. The whole Philippines is under Enhance Community
Quarantine. No one is allowed to go out of one’s home to be safe. There is a virus that will endanger
anyone’s life anytime. It is a virus that may kill anyone. You may be young or old and whatever status
you have in life. Filipino people were frightened. The usual routine is at halt. People are ordered to stay
at home. One week lockdown was extended to two weeks then became a month and another month.
But still the virus is much frightening. The Covid-19 cases of infection is increasing and getting worst.
Answer: _______________________________
3. We are together inside our home. My mother always reminded us to stay at home and be clean all the
time. Mother repeatedly reminded us to wash our hands with soap and water. She reminded us to cover
our mouth every time we cough or sneeze. She made us drink our vitamins and eat nutritious food to
become healthy. Mother bought us facemask to make sure we are safe.
Answer: ________________________________
4. At 6:00 in the morning and afternoon, mother will gather us to pray. From the first day of the ECQ,
mother will make sure that we gather together to pray. She told us that prayer is important today since
we are facing a pandemic. She said, “We are having an enemy that we cannot see. We must be ready
always and God’s grace and protection is our very hope today.”
Answer: ________________________________
5. I am very sad to hear that many of the front liners became victims of the virus. They sacrifice their own
lives to protect and take care of us against the virus. Others did not make it and become defeated of the
virus. My heart is broken seeing the young children crying because they cannot anymore hug and see
their loved ones that choses to serve the Filipino people as part of their service above all.
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UNIT -I ENGLISH 6
Answer: ________________________________
WEEK 3
Inferring the Meaning of Idiomatic Expression Using
Lesson 7
Context Clues
TARGET
 identify the common idiomatic expressions in a context; and
 infer/ derive meaning of common idiomatic expressions through context.
WEEK 3
SCORE
Activity No. 1
A. Directions: Read each sentences. The underlined group of words are idioms. Choose the best
meaning. Write your answer on the space provided.
_____ 1. Whenever Rene is under the weather, he gets plenty of rest and takes plenty of vitamins.
A. out in the rain B. ill C. exercising D. below the weather
_____ 2. We planned a surprise party for grandmother, but William spilled the beans and spoiled it.
A. revealed the secret B. stopped the party
C. threw beans to surprise Grandmother at the party. D. planted some bean
_____ 3. Marlon’s jokes wear thin after you’ve heard them ten times.
A. become strong B. become funny C. become boring D. remain thin
_____ 4. Although Ester did well in the spelling quiz, she tripped up when she came to the word giraffe.
A. fell on the floor B. made a choice C. spoke quietly D. made a mistake
_____ 5. The movie was so funny, it really had made us in stitches.
A. laughing hard B. sewing C. watching eagerly D.listening attentively
B. Identify and underline the idioms on the given sentences below.
1. The prince found the apple of his eye when he

met Cinderella at the ball.
2. School would be a bed of roses without
homework.
3. Melanie is a bookworm.
4. The storm left them all in the same boat.
5. You did it. You have to face the music.
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UNIT -I ENGLISH 6
What is an IDIOMATIC EXPRESSION?

Idiomatic expression is a type of informal language that meaning are different from the meaning of
the words in the expression.
An idiom is a phrase or expression that typically presents a figurative, non-literal meaning attached
to the phrase; but some phrases become figurative idioms while retaining the literal meaning of the
phrase. Categorized as formulaic language, an idiom's figurative meaning is different from the literal
meaning.
WEEK 3
Everyday Idioms
A grey area – Something unclear.
A rip-off – Too expensive.
Add fuel to the fire To add more to an existing
–
problem.
As easy as ABC – Something is very easy.
Call it a day – Time to quit.
Cool as a cucumber – To be very calm under stress.
Crack a book – Open up a book and study.
Down to the wire – At the last minute
Draw a blank – Can’t remember
Fill in the blanks – Provide more information
Get a kick out of it – Really enjoy/like something
Give it a shot – To try to do something
In hot water – Be in trouble
In the same boat – Be in the same situation
SCORE
Activity No. 2
Directions: Match the following idioms from the left with its figurative meanings on the right. Write
your answer on the space provided.
Idioms Figurative Meanings
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UNIT -I ENGLISH 6
_______ 1. Give me a hand a. Be quiet

_______ 2. Zip your lip. b. Don’t make a plan
_______ 3. Keep an eye out. c. Help me
_______ 4. Have egg on your face d. Look and see
WEEK 3_______ 5. Play it by ear e. Feel embarrassed or silly
SCORE
Learning Task No. 7
Directions: Use the context clues to identify the meaning of the underlined idiomatic expression using
context clues. Write the letter of the correct answer.
_____ 1. I was so upset about my bad grade that I had to listen to the music to blow off steam.
A. sing and dance B. calm down
C. go for a run D. boil water
_____ 2. I didn’t have any good options, and I felt like I was stuck between a rock and a hard place.
A. in a mountain B. with a soft pillow
C. with two bad options D. with two good options
_____ 3. I wanted to quit the Soccer team, but my father convinced me not to throw in the towel yet.
A. take a shower B. dry off
C. wash my clothes D. quit
_____ 4. I did my homework in a flash so that I could watch as much TV as possible.
A. brightly B. loudly
C. slowly D. quickly
_____ 5. Before Mary performed in a concert, she had butterflies in her stomach.
A. nervous B. sad
C. happy D. joyful
_____ 6. My brother and I saw the storm coming toward us. We ran to the house. We were lucky we
made it just under the wire.
A.to crawl under a wire to get inside B. got inside the house just before the rain came
C. to buy wire D. to put the wire underneath
_____ 7. Don’t get mad. I think he was just pulling your leg when he said you have failed in the test.
A. pulling your limbs B. wanting to hurt you
C. hurting you D. joking with you
_____ 8. It’s already 6:o’clock in the morning. Time to rise and shine, so get up and take your shower.
A. it’s morning B. shine bright
C. wake up D. be happy
_____ 9. Both girls were supposed to clean the room. But Emily being the eldest did the lion’s share of
the job.
A. largest part of something B. equal sharing
C. the lion wants to help. D. smallest amount
_____ 10. Joy and Joan have the same likes and dislikes and similar ways of doing things. They are just
like two peas in a pod.
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A. they both like eating peas. B. they are very much alike.
C. they both look like pea pods. D. they divided the peas into two.
WEEK 3
Inferring the Meaning of Idiomatic Expressions Using
Lesson 8
Affixes
TARGET
 identify the affixes and their meaning; and
 use affixes in the sentences to infer the meaning of idiomatic expressions
using affixes.
SCORE
Activity No. 1
Directions: Arrange the jumbled letters to form the word. Identify the affixes and it’s root word.
Affixes
jumbled letter Arrange word Root word
Prefixes Suffixes
ckabwrad
mipoltei
sidhonset
nubraekabel
nicomtepent
alblove
What are Affixes?

An affix is added to the root of a word to change its meaning. An affix added to the front of a
word is known as a prefix. One added to the back is known as a suffix. Sometimes, prefixes are
hyphenated.
Affixes are letters or syllables added before or after a root word. If they are added before the root
word, they are called prefixes. If they are found after the root word, they are called suffixes. A root word
is also called a base word.
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For example:
The word3unhappy has the prefix un and the root word is happy.
WEEK
For the word thoughtful, the root word is thought and the suffix is ful.
SCORE
Activity No. 2
Directions: Identify and underlined the word with affixes in the sentences and use it to infer the meaning
of the given idiomatic expression. Choose the correct meaning of every idiom inside the
box.
A. You should not talk.

B. I enjoyed two different at the same time.
C. They were given free as paid by the donor.
D. They could not agree with opportunities each other.
E. It seldom takes place.
________ 1. You should listen silently to your elders whenever they are saying something important. You
should hold your tongueuc.
________ 2. By being a school paper adviser, I lkily visited different places during the National Schools
Press Conference. Indeed, I had the best of both worlds.
________ 3. The neighbors angrily talked in front of the barangay captain. They did not see eye to eye
with each other.
________ 4. We rarely go on vacation. This happens only once in a blue moon.
________ 5. During the community quarantine, our barangay captain told us that sacks of rice were on
the house.
SCORE
Learning Task No. 8
Directions: Read the following sentences. The italicized words are idiomatic expressions. Infer their
meaning using the given affixes.
_____ 1. She was carelessly sewing the dress. It was indeed a run-of-the-mill job.
A. pulp mill C. regular and ordinary
B. difficult and challenging D. incautious
_____ 2. Our neighbor readily picks a fight with someone.
A. avoids a fight C. helps solves a conflict
B. looks for an opportunity to quarrel D. prepares a fight
_____ 3. She hurriedly finished the report because it was already the 11th hour.
A. almost very close to midnight C. time when nobody is around
B. last chance before time is up D. time after the deadline
_____ 4. I frequently tell my friend to make herself at home when she comes over.
A. act like her home is my home C. build her own house
B. help clean the house D. buy a new home
_____ 5. We frankly told her to come out in the open regarding her feelings for her new friends.
A. honestly disclose C. tell everyone
B. open her mind D. to show her true feeling
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WEEK
Lesson 93 Forms and Conventions of Films and Moving Pictures (Lighting)
TARGET
 identify the different forms of film and moving pictures (lights); and
 describes the different forms and conventions of film and moving pictures
(lights).
SCORE
Activity No. 1
Activity “Name Game”
Directions: Give one Philippine movie title /T.V. series for each of the following forms of film.
Forms of Film Movie Title

1. Comedy
2. Action
3. Drama
4. Fantasy
5. Horror
What have you notice about the two pictures?
Picture A Picture B
 How do the two pictures differ in terms of lighting?

 How do lights affect the mood conveyed in each image?
 Why do you think proper lighting is important in capturing images and videos?
In order to communicate key messages to an audience, producers of films use a certain
conventions and devices such as lights, blocking, direction, characterization, acting, dialog, setting, and
set-up.
Lights are a convention of films used to create a specific atmosphere. It is a very important aspect
for shaping meaning in films. It can manipulate a viewer’s attitude towards a setting or a character.
Lighting is a fundamental to film because it creates a visual mood, atmosphere, and sense of meaning for
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the audience. It tells the audience where to look. It is one of the conventions of film that create a specific
WEEK 3
atmosphere. It can be used to capture still image, visual text as well as in films to ensure good quality.
The way light is use can make objects, people and environments look beautiful or ugly, soft or
harsh, artificial or real. Light may be used expressively or realistically.
A dark lighting can bring an ominous feeling whereas bright lighting can bring a cheerful
atmosphere. The lighting technicians in a film crew have the task of creating lighting to suit the mood and
atmosphere of each scene in a film. Backlighting a romantic heroine is often backlit to create a halo effect
on her hair.
There are three basic film lighting:
1. A key light is the primary light source of the scene. It is the most intense and direct light source.
Generally, the key light will illuminate the form of the subject or actor.
2. A fill light cancels out the shadows created by the key light. A fill light is placed on the opposite of the
key light, and usually not as powerful as the key.
3. A backlight hits an actor or object from behind. It is placed higher than the object it is lighting.
Backlights are used to separate an object or an actor from a background. They give more shape and
depth.
What is your favorite film? What do you usually enjoy in watching

films?
A film, also called a movie or motion picture consists of moving pictures that have been recorded so that
they can be shown at the cinema or on television.
A film tells a story or shows a real situation. The process of filmmaking is both an art and an industry.
There are different forms of film such as:
1. Action 7. Epics/Historical
2. Adventure 8. Horror
3. Comedy 9. Musical/Dance
4. Crime and gangster 10. Science Fiction
5. Drama 11. War
6. Fantasy
Lights is a convention of films used to create a specific atmosphere. It is a very important aspect for
shaping meaning in films. It can manipulate a viewer’s attitude towards a setting or a character. The
way light is used can make objects, people and environments look beautiful or ugly, soft or harsh,
artificial or real. Light may be used expressively or realistically. A dark lighting can bring an ominous
feel whereas bright lighting can bring a cheerful atmosphere.
Learning Task No. 9 SCORE
Directions: Answer the questions below. Write your answer in a meaningful sentence.
Picture B
Picture A Picture B
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WEEK 3
Questions:
1. How do you describe picture A in terms of lighting?
_________________________________________________________________________________
_________________________________________________________________________________
2. How do you describe picture B in terms of lighting?

_________________________________________________________________________________
_________________________________________________________________________________
3. What atmosphere is portrayed by picture A?

_________________________________________________________________________________
_________________________________________________________________________________
4. What atmosphere is portrayed by picture B?

_________________________________________________________________________________
_________________________________________________________________________________
5. How does lighting affect the theme of the scene?

_________________________________________________________________________________
_________________________________________________________________________________
Forms and Conventions of Films and Moving Pictures

Lesson 10
(Blocking)
TARGET
 identify the different stages and importance of blocking scene;
 describe the different forms and conventions of film and moving pictures
(blocking); and
 show openness to criticism and show tactfulness when communicating with
others.
Blocking was originally a theater term that

refers to the positioning and movement of the actors in the
stage. In cinema, camera and lights are added to the
equation. It is an essential part of rehearsal because doing
it in advance will speed up principal photography as the
actors and camera. It is a collaborative process between
the director and the actors that emphasizes what the
characters might naturally do in any given situation.
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WEEK 3
Blocking in cinema is the use of movement and proportion of people and objects within the
frame's space. The term comes from theater, but in movies, the camera can travel through cinematic
space, making blocking a powerful tool.
5 Stages of Blocking Scene:
1. Block – determining where the actors will be on the set and the first camera position
2. Light – time to light the set and position the camera for the first shot
3. Rehearse – camera rehearsal of the first set-up with the actors and crew
4. Adjustments/ Tweaks – making lighting and other adjustments
5. Shoot – shooting the first scene (then repeat the process)
One way to block actors and camera is to use drawings and diagrams to quickly show what you
have in mind. Hand-drawn pictures are fine, although many computer programs make the job easier. Floor
plans and storyboards are often combined because together they help the crew visualize everything
needed.
SCORE
Leaning Task No. 10
A. Directions: Identify the following stages of blocking scene. Write your answer on the space
provided.
____________________1. Shooting the first scene (then repeat the process).
____________________2. Making lighting and other adjustments.
____________________3. Camera rehearsal of the first set-up with the actors and crew
____________________4. Time to light the set and position the camera for the first shot
____________________5. Where the actors will be on the set and the first camera position.
B. Directions: Write TRUE if the statement is correct and FALSE if it is not.

_______________ 1. Blocking is an essential part of rehearsal because doing it in advance will speed up
principal photography of the actors and camera.
_______________ 2. In cinema, camera and lights are not added to blocking.
_______________ 3. Light determines where the actors will be on the set and the first camera position.
_______________ 4. Lighting is time to light the set and position of the camera for the first shot.
_______________ 5. Camera rehearsal is one of the five (5) stages in the blocking scene.
Lesson 11 Forms and Conventions of Films and Moving Pictures
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WEEK 4 (Direction)
At TARGET
the end of this lesson, learners are able to:
 identify the different forms of conventions of film and moving pictures;
 understand different forms and conventions of film and moving pictures
(direction); and
 classify the views of emotion on the camera.
SCORE
Activity No. 1
Directions: Identify the two words that these four pictures convey. Some letters are given as hints.
F D S
What is Directing?
Directing as “to manage or guide by advice, helpful information, instruction, etc.” However, this is a
general definition of directing. How can we make it more specific for a movie director?
The portrayal of the director can be phrased by the formula: Cinematography + Setting + Blocking
+ Acting + Editing = Directing.
In other words, the director is the chief creative person for a movie. The director leads the viewer so the
viewer gets the most out of the movie. The director wants the viewer to see the story from a particular
point of view.
Here are important points to remember about direction as one of the conventions of film and
moving pictures:
1. Film direction is the process of making sure that every component of a movie run smoothly.
2. Film Director is the person who directs the making of the film.
WEEK3.4One of the main responsibilities of a film director is to help actors achieve a realistic
performance.
The following are some of the works that directors look into in film making:
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1. Understand every detail of the story, where it takes, place, who are the characters are, and what
happens to them.
2. Works on a movie from conception stage to its delivery stage
3. Commands how the scenes unfold, what props are going to be used, how the characters should look
and who should play specific parts.
4. In charge of three main phases-pre-production, production and post-production.
5. Figures out how to shoot the film with cool visual effects, creative shots and camera angles.
6. Help actors achieve a good performance.
Six Camera Choices a Director Can Use to Enhance Viewers Emotion:

1. Lens - expands or compress space.
2. Depth - creates illusion as part of visual storytelling
3. Focus -determined by what is important in the frame.
4. Angle - affects identification of character
Three Angles of View for the Camera
1. Objective - the audience point of view
2. Subjective - the camera act’s as the viewer’s eyes
3. Point of View - what the character is seeing
4. Frame - important in making emotional statement
5. Motion - applied to screen direction and it is also the movement of the camera
SCORE
Learning Task No. 11
Directions: Identify the acting and theatre vocabulary described. Write your answer on the space
provided. Choose your answer inside the word pool.
Word Pool
actor director script set cast
WORD DEFINITION
1 The person who makes the decisions and tells the actors what to do
2 All the people in the film
3 The person in the film or in the theatre
4 The place in the theatre where the actors do the film
The papers that have everything the actors say everything that happens in the
WEEK
5 4 film or play
TARGET
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Lesson 12
(Characterization)
 identify the different forms, conventions of film and moving pictures through
characterization; and
 understand different forms and conventions of film and moving pictures.
What is Characterization?
Characterization is one of the conventions of film. It is the process by which a character becomes
fully realized in a narrative. Or it is the revelation of the writer about the character’s personality.
A film communicates in codes and conventions that help the viewer understand the implied and
embedded meaning of its story. Film and books have much in common. They both tell stories. Both
mediums have narrative structure, genre, themes, character and setting. They have purposes and messages
that provide information or knowledge about the worlds and subjects that the reader or listener or viewer
may have the chance to experience. They also give us the chance to reflect on our own lives.
There are eight (8) methods to establish a character:

1. Physical description - the first method of characterization and the most common. It describes any
physical aspect aspects of character including hair, height, skin, how he or she walks.
2. Name analysis - the second method of characterization: when you examine the meaning of a
character’s name and describe it. Note: not all names are significant in the story.
3. Attitude/appearance- the third method of characterization; the reader’s description of the character’s
attitude; how the character appears to feel about what happens to them in the story.
4. Dialogue - the fourth method of characterization; the way a character speaks. It includes words, syntax,
tone, and diction, as well as how others to speak to the character.
5. Thoughts - the fifth method of characterization; what the character thinks about the world around
them. This can only be analyzed if you are inside the character’s head or told what he/she is
thinking.
6. Reactions of others – the sixth method of characterization. By Analyzing this means you are looking at
how others in the story react to/ treat the character. Reactions can include verbal response, as well
as physical or emotional treatment.
7. Action or incident - the seventh method of characterization; describes how a character reacts to / is
affected by a certain event.
8. Physical/Emotional Setting - the eighth method of characterization. This can affect the character’s
development, as well as the plot of the story.
Direct characterization tells about the personality of the character.
Indirect4characterization shows things that reveal the personality of the character
WEEK
We use indirect characterization in visual media like film or moving pictures.
There are five different methods of indirect characterization:
Speech What does the character say? How does the character speak?
Thoughts What is revealed through the character’s private thoughts and feelings?
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What is revealed through the character’s effect on other people? How do the other
Effects on others characters feel or behave in reaction to the characters?
Actions What does the character do? How does the character behave?
Looks What does the character look like?
Let’s Learn This
Example: Favorite Actress:

Reyna Amihan (Encantadia)
Types of
Character Explanation
Characterization
she often pays respect to elders, and to the
Speech Polite and respectful
rights of others
she always thinks of peace and no one will
Thoughts Thinking for the good of others
be harmed.
People are happy while keeping People are happy because Reyna Amihan
Effects on Others the fighting for the rights of always leads to keep the peace for
their kingdom. encantadia.
Helpful and shows bravery for she never hesitate to help those who are in
Actions
the Kingdom of Lirio need.
Looks Beautiful Goddess she always look presentable

Directions: Read the sentences. Write the types of indirect characterization. Select from speech, thoughts,
effects on others, actions and looks. Write your answer on the space provided.
Examples answer
Looks
_______________ She always looks good every time she goes out with friends.
_______________ 1. He always made everyone happy.

_______________ 2. I don’t think my father would let me go out with friends for swimming.
_______________ 3. Mr. Sam Cruz looks very professional every time he goes to work.
_______________ 4. It is very important to utter words with respect.
_______________ 5. It doesn’t matter how big your house is, the most important is you have let other
people stay in your home once in a while. SCORE
Lesson 13
(Acting)
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WEEK 4
TARGET
 identify the correct facial expression through acting; and
 describe different forms and conventions of film and moving pictures
through acting.
Activity No. 1 SCORE
Activity “Check Me”

A. Write check ( ) if the statement expresses acting and ( x ) if it is not.
_____ 1. They use natural sunlight.
_____ 2."Get out, the house is on fire!", shouted the actor.
_____ 3. “Basillo? Crispine? Where are my children?”
_____ 4. Sun is the center of the universe.
_____ 5. The director is telling the actors what he wants in the scene.
_____ 6. “You don't understand!”
_____ 7. "Frankly, my dear, I don't give a damn."
_____ 8. Dr. Jose Rizal is our national hero.
_____ 9. "Toto, I've got a feeling we're not in cinema anymore."
_____ 10. “It's alive!
What have you notice about the picture?

1. What is the title of the movie?
2. What are the characters doing?
3. What feelings or emotions can you see from their faces?
4. Can you describe their acting in three (3) words?
5. Do you think their acting is effective? Why?
What is Acting?
Acting is an activity in which a story is told by means of its
enactment by an actor or actress who adopts a character- in
theatre, television, film, radio, or any other medium that makes
use of the mimetic mode.
What are the skills for acting?
Being an actor requires several acting skills, including the following:
 Creativity
 The ability to memorize lines
 The capacity to engage with the audience
 The experience to understand a character
WEEK 4  Good understanding of emotions, scenes, and acting techniques.
Emotions are feelings. One way of expressing our feelings is through facial expressions.
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Facial Expressions are seen through the movements of our eyebrows, eyes, lips and even our nostrils.
Acting Performance affects the way an audienceresponds. One of the elements of acting performance is
facial expressions. Any serious actor is recommended to learn and master these expressions through
training all his/her muscles effectively and recording himself/ herself.
Activity No. 2 SCORE
“Know my Expression”
Directions: Below are examples of emotions that can be expressed via facial expressions. Choose from
the word pool the exact emotions of the facial expressions below.
Surprise Confused Sad Happy Angry
SCORE

Directions: Describe the following reactions according to how the characters act or portray their role.
Write your answer on the space provided
WEEK 4

Lesson 14
(Setting)
TARGET
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OBJECTIVES
ENGLISH 6
UNIT -I ENGLISH 6

 identify the different forms and conventions of film and moving pictures (setting);
 describe the different forms and conventions of film and moving pictures (setting);and
 show openness to criticism in describing the setting of a movie.
What is a Film?
A film, also called a movie or motion picture consists of moving pictures
that have been recorded so that they can be shown at the cinema or on
television. It tells a story or shows a real situation. The process of
filmmaking is both an art and an industry.
Whatever its purpose, we Filipinos love to watch films since it is
inherent in our Filipino culture that we are jolly, happy, and cheerful
people. We love it when our real-life situations are portrayed by the
actors in a film. Movies also make our lives much lighter since movies
entertain us.
In order to communicate key messages to an audience, film producers use certain conventions and
devices such as lights, blocking, direction, characterization, acting, dialog, setting, and set-up.
Setting (in movies/ films) is the locale or period in which the action of a novel, play, film, etc.,
takes place. It is also called stage setting, stage set or the scenery and other properties used in a dramatic
performance
Examples of Setting in Film:

The events in the film “Juan Tamad” is set in a farm
where he waited for the guava fruit to fall.
The events in the movie “The Lion

King” is set in the jungles of Kenya,
Africa
WEEK 4
The Five Senses were always used in Describing the Setting of a Movie When describing a place in
specific details, skillful script writers/film makers ‘show’ the audience what the place a like by appealing
to more than one of the five senses.
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The five senses Wh- questions

Sight What can you see in the place? What does it look like?
Sound What can you hear in the place? What does it sound like?
Smell Does the place smell? What does it smell like?
Taste Does the place leave a taste in your mouth?
Touch How does the place make you feel?
Filmmakers have used settings to enhance the impact of their films. Setting can make a lasting
impression to the audience since it can make the audience see, feel, touch and have personal experience
with the location and events in the movie. A more recent movie with a Western setting entitled “Frozen”
will make the Filipino audience see, feel, and even touch the “coldness” of the snow as the movie’s
setting is in an ice palace.
• This scene below is a great example of the use of setting to heighten the visual and tactile impact of the
scene. It's also one of my
favorite scenes of all time.
In the movie “The
Lion King”, Simba,
Mufasa’s son, had been
welcomed by the animals in
the Pride Land and was given
the title: “The Rightful
Successor” at the edge of
large rock facing the animals
who are living in the Pride
Land.
Importance of Setting in Movies

What can a setting contribute to the narrative?
Well, pretty much everything that a character can, including conveying a tone, emotion, or idea.
Settings can act as an extension of your character, helping to communicate their emotional state or
inner thoughts. Or it could even be a character all on its own, setting a tone and atmosphere for the entire
film, like Pride Rock in The Lion King.Remember that setting in a movie can help you imagine that you
are in that place and time where the characters are and where they have felt their emotions in the film
Let’s Remember the Following:

Setting - is the time and place where and when the film takes place. It can be used for a number of
purposes. It might be used for: REALISM, ATMOSPHERE, SYMBOLISM.
 Setting is not only the place where a story or film happens but also the time in which a story happens
WEEKlike in4the movie Titanic which happened in the early 1900s. Clues as to the era when a story happened
are the type of scenic views and clothing that the story has.
 is also as important as characters because it makes one imagine that they are in a specific place and time
where and when the story happened.
 can act as an extension of your character, helping to communicate their emotional state or inner
thoughts.
 like everything else that shows up on screen, can communicate to your audience.
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SCORE
A. Directions: Describe the following movie poster using the five senses and tell its atmosphere and or
emotions. Do this by completing the following table below.
The five senses used in

Wh- questions Your Answers here
describing setting
What can you see in the place? What

Sight
does it look like?
What can you hear in the place? What

Sound
does it sound like?
Does the place smell? What does it

Smell
smell like?
Does the place leave a taste in your

Taste
mouth?
Touch How does the place make you feel?

WEEK 4
B. Directions: Identify the setting of each of the following lines that describes the place or location of the
story. Write your answer on the space provided.
_____________ 1. It was a dark and stormy night when I was lying in my bed.
_____________ 2. Seems rustic and aged furniture are there when we open the door.
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_____________ 3. A wild animal crosses by our way while we walked that night amidst those shady
trees.
_____________ 4. It was my first day and I’ve met my new classmates!
_____________ 5. With this high, I feel like I can touch the heaven with my own bare hands!
WEEK 5
Lesson 15 Tenses of Verbs
TARGET
 identify the correct tense of the verb used in the sentences;
 compose clear and coherent sentences using appropriate tenses of verbs; and
 show openness to criticism.
What is Tense?
Tense (noun): a verb-based method used to indicate the time, and sometimes the continuation or
completeness, of an action or state in relation to the time of speaking. ORIGIN Latin tempus "time"
WEEK 5
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SCORE
Activity No. 1
A. Directions: Write the correct tenses of the verb in the following sentences.
1. The class advisers (check) ___________________ the learners’ attendance every day.
2. Mayor Vicente Eusebio (build) _________________ a new four-storey building in our school.
3. Regine (jump) ________________________with joy when she received an award last month.
4. I’m sure she (try) _________________ harder next year to maintain her honor or even excel.
5. The teachers (report) ________________________to school next month.
B. Directions: Read the paragraph. Fill in the blank with the correct present tense of the verb in the
parenthesis. The first one is done for you.
Pedro has a horse. He (live)1. Lives__ on a farm in the province of Lanao del Norte. His horse’s
name is Gardan. He (ride) 2. _______________every day. Sometimes, they (walk) 3.
________________slowly, and sometimes they (run) 4. __________________ fast. He (enjoy) 5.
________________ their time together.
C. Directions: Change the underlined verbs to past tense.
Example: Many voters listen attentively to the lecture.

Answer: Many voters listened attentively to the lecture.
1. They provide us pamphlets about the seminar.

________________________________________________________________________________
2. The resource persons talk about the effects of pollution on the health of children.
________________________________________________________________________________
3. The workers complete the construction of the gymnasium.
________________________________________________________________________________
4. The performers act well on stage.
________________________________________________________________________________
5. The netizens comment on the negative issue.
WEEK 5
________________________________________________________________________________
There are three simple tenses of verbs.

These are present tense, past tense and future tense.
 Present Tense
states an action or condition in the present time. It expresses general
truths, habitual action or a permanent condition. Adverbs of frequency
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are common time markers in the present tense. They tell how often an action is repeated. The words
below are used as time markers in simple present tense such as always, seldom, sometimes usually,
rarely, never, often, hardly ever, and occasionally.
 Past Tense
states an action or condition in the past time. This past tense is usually formed by adding d, ed
or /t/ to the present form of the verb. Common time markers used are yesterday, ago, and last.
 Future tense
states an action that is about to happen. This is usually shown by using shall or will with the
present form of the verb. Future time may also be shown by the use of the form of be with going to or
about to. Time expressions used to show futurity are tomorrow, next year, later, soon, two days after, or
in a little while.
SCORE
A. Directions: Read the following sentences and choose the correct tense of the verb. Write your answer
on the space provided.
_____ 1. She________________ tennis every Sunday.
A. plays B. played C. play D. will play
_____ 2. Don’t make noise. Noriko ____________ his test.
A. study B. studies C. studied D. will study
_____ 3. Juan ________________ his teeth before breakfast every morning.
A. will brush B. brush C. brushes D. brushed
_____ 4. She ____________ food yesterday.
A. cook B. cooks C. cooked D. will cook
_____ 5. They_____________ trees last summer.
A. plant B. planted C. plants D. will plant
_____ 6. How many students in your class ____________ from Roxas, Oriental Mindoro?
A. comes B. come C. coming D. will come
_____ 7. Babies ___________ when they are hungry.
A. crying B. cries C. cried D. will cry
_____ 8. The farmer believes it _____________ tomorrow evening.
A. will rain B. rains C. rained D. will rain
_____ 9. Wait! I __________ you to the next station.
A. drives B. drove C. will drive D. drive
WEEK 5
_____ 10. Mother _______________ the door for you this afternoon.
A. opened B. will open C. open D. opening
Lesson 16 Relating an Experience Appropriate to the Occasion

TARGET
 identify the chronological order of events in order of their occurrence;
 relate an experience to the appropriate occasion; and
 share a significant incident in life as to what happened in the beginning, middle
and end.
Page| 35
ENGLISH 6
UNIT -I ENGLISH 6
A. Directions: Read the story below and take note the beginning, middle and end events.
“Talia’s Special Day”
Today is a special day for Talia. She is getting

ready for a dinner celebration. She wants to look
very nice for her night out.
First, she gets her hair cut at a salon. A salon is a place where
people go to get their hair and nails done. Then, she gets her fingernails
painted pink. A woman who works at the salon paints Talia’s nails.
Talia is not happy with the color. She asks the woman to change the
color to purple. She likes the purple very much. It is almost time to go
out.
Talia goes home and looks in her closet. She tries on a pair of light blue pants with a white shirt.
She tries on a purple dress with a black belt. She tries on a brown skirt with a green top. She wears the
purple dress.
Many of her friends and family are at the restaurant when she gets there. She hugs her mother and
father. She gives her grandfather a kiss. Talia’s sister gives her a big smile. Her best friend, Asra, gives
her a present. Tomorrow is Talia’s birthday, but she is celebrating it tonight.
“Happy Birthday, Talia,” they say. “You look great!”
“I feel great because all of you are here,” says Talia. “This is my last night as a teenager”, she
added.
1. What was Talia doing At the beginning of the story, we learned that Talia was getting
for her special day? ready for a dinner celebration. For her to look nice, she had her hair
cut at a salon, painted her nails purple and wore a purple dress.
2. What did Talia It was mentioned at the middle of the story that Talia went to a
celebrate and where was restaurant where she celebrated her birthday together with her
it held? family and friends.
3. Why did Talia feel

In the end, Talia felt great because all of her friends were present
great?
during her birthday celebration.
WEEK 5
SCORE
Every story has beginning, middle and end part. Chronology is the arrangement of events in
order of their occurrence. Learning Task No. 16
A. Directions: Identify what’s happening in each picture below by writing them inside the box. Label
the arrows using the words found inside the Word Bank. The first one is done for you. (3points each)
Page| 36
ENGLISH 6
UNIT -I ENGLISH 6
Word Bank
First Second Then Next Last
First, I get dressed right

after taking a bath.
Page| 37
ENGLISH 6

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UNIT -I ENGLISH 6

ENGLISH6 Learning Modules

Lesson 1 Elements used in the Poem

a. Line – a single line in a poem

True friends are by your side. A

Learning Task No. 1

_____________________1. Words that begin in the repetition of consonant.

Understanding the Sound Devices

Understanding Figurative Language

___________________________4. Too much money can get you kill

___________________________1. A wicked whisper came and changed my life.

Lesson 3 Figure of Speech Simile and Metaphor

What is Figure of speech?

Figurative language is a way of expressing ideas by using symbolisms instead

______________________ 10. You are a pain in the neck.

Lesson 4 Figure of Speech Hyperbole and Irony

How do you define

____________________ 1. I have a million works to finish today.

Analyzing Story Plot

C. The turning point of the story D. The conflict in the story

Lesson 6 Theme and Point of View

-is the “Big Idea” or the lesson the

HARDWORK TEAMWORK FRIENDSHIP

COURAGE HONESTY LOVE

JEALOUSY LOYALTY FAMILY

A Theme is… A Theme is not….

Identifying the Theme in Five Steps

Learning Task No. 6

Be Prepared Unhappiness Family Love Faith

WEEK 2 Answer: _______________________________

1. The prince found the apple of his eye when he

What is an IDIOMATIC EXPRESSION?

_______ 1. Give me a hand a. Be quiet

What are Affixes?

A. You should not talk.

Forms of Film Movie Title

 How do the two pictures differ in terms of lighting?

What is your favorite film? What do you usually enjoy in watching

Learning Task No. 9 SCORE

2. How do you describe picture B in terms of lighting?

3. What atmosphere is portrayed by picture A?

4. What atmosphere is portrayed by picture B?

5. How does lighting affect the theme of the scene?

Forms and Conventions of Films and Moving Pictures

Blocking was originally a theater term that

B. Directions: Write TRUE if the statement is correct and FALSE if it is not.

Six Camera Choices a Director Can Use to Enhance Viewers Emotion:

There are eight (8) methods to establish a character:

Let’s Learn This

Example: Favorite Actress:

Looks Beautiful Goddess she always look presentable

Learning Task No. 12

_______________ 1. He always made everyone happy.

Activity No. 1 SCORE

Activity “Check Me”

What have you notice about the picture?

Activity No. 2 SCORE

Surprise Confused Sad Happy Angry

Learning Task No. 13