Abm12 Week2 Q3

Physical Education
Quarter 1 – Module 2:
FITT ON GOAL
Physical Education – Grade 11
Alternative Delivery Mode
Quarter 3 – Module 2: FITT ON GOAL
First Edition, 2020
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respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writer: Melanie P. Cortez

Editor: Melanie P. Cortez
Reviewer: Lorenzo T. Diuco II
Illustrator: Ysabel Angela V. Embille
Layout Artist: Kelvin Jared Manansala
Cover Design: LRMDS Bataan
Management Team:
Schools Division Superintendent : Romeo M. Alip, PhD, CESO V
Asst. Schools Division Superintendent : Rolando M. Fronda, EdD, CESE
Chief Education Supervisor, CID : Milagros M. Peñaflor, PhD
Education Program Supervisor, LRMDS : Edgar E. Garcia, MITE
Education Program Supervisor, AP/ADM : Romeo M. Layug
Education Program Supervisor, MAPEH : Maria Teresa C. Perez
District Supervisor :
District LRMDS Coordinator :
School LRMDS Coordinator :
School Principal :
District Lead Layout Artist, PE and Health:
District Lead Illustrator, PE and Health :
District Lead Evaluator, PE and Health :
Printed in the Philippines by Department of Education – Schools Division of Bataan

Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: bataan@deped.gov.ph
Physical Education
FITT ON GOAL
Introductory Message
For the facilitator:
Welcome to the Physical Education – Grade 12 Alternative Delivery Mode
(ADM) Module on FITT ON GOAL!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:
Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.
As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
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For the learner:
Welcome to the Physical Education – Grade 12 Alternative Delivery Mode

(ADM) Module on FITT ON GOAL!
The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link

the current lesson with the previous one.
What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent

practice to solidify your understanding and
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skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.
This is a task which aims to evaluate your

Assessment
level of mastery in achieving the learning
competency.
In this portion, another activity will be given

Additional Activities
to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
This contains answers to all activities in the

Answer Key
module.
At the end of this module you will also find:
References This is a list of all sources used in developing

this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
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6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
4
What I Need to Know
In this module the learners will be able to review the basics of physical fitness,
including:
1. Definitions of Physical Fitness

2. Health- and Skill-related Fitness Components
3. Principles of Fitness Development
4. Frequency, Intensity, Time, Type Principle or FITT Principle
5. Resistance Training
Specific Learning Objectives for this module:
1. Learners demonstrate an understanding of the concepts and principles

related to FITT and implementation of a personal physical activity plan.
Examples: cardiorespiratory endurance/aerobic fitness, musculoskeletal fitness,
training principles, FITT (frequency, intensity, time, type) principle
2. Design, implement, evaluate, and revise an exercise routine that contributes

to the health-related fitness components.
Examples: resistance training, walking, zumba dance program, running
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What I Know
ACTIVITY 1
Predict my Exercise
INSTRUCTION: the table below, write the different exercises that you are able
to do or you can do. Indicate your prediction on how many times or repetitions you
can do each exercise in one minute. Do the exercise with the predicted times in one
minute and record the result. Lastly, indicate if you have achieved the prediction or
not by writing “Below” if the result is below the prediction, “Exact” if the result is
same with the prediction, and “Above” if the result is above the prediction.
Prediction Results Remarks

Name of the
Exercise (Number of times in (Number of times (Below/Exact/Above)
1 minute) in 1 minute)
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Lesson
1 FITT ON GOAL
Physical fitness is a complex concept related to the effects of physical activity

on the human body. Physical fitness comprises health- and skill-related components.
The development of physical fitness is governed by the Frequency, Intensity, Time,
Type principle or FITT principle. Physical fitness, in general terms, is a person’s
ability to meet the physical stresses and demands of a variety of physical activities
efficiently and effectively. Physical fitness provides a person with the capacity to
perform work safely in activities of daily living, including activities required for work
at home and in the workplace, for leisure-time pursuits, and for sports.
What’s In
ACTIVITY 2
My Daily Exercise
INSTRUCTION: Make an illustration of your daily exercise and how you do it. Write
a description about it in the space provided below the illustration.
Description:
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It is important for students to understand that a minimum level of
physical fitness is required for all activities of daily living
What’s New
ACTIVITY 3
My Physical Fitness Terminologies
INSTRUCTION: Rearrange the following jumbled words related to Physical Fitness
1. Hetalh-rlaedte sisneft -_____________________________________

2. Silkl-rleadet sitnefs - _______________________________________
3. Crdiaorrspiratoey ecduannre - ________________________________
4. Aligiyt - __________________________________________________
5. Mucsural sgrentht - ________________________________________
6. Conrinatiodo - ____________________________________________
7. Fleitbxiliy - _______________________________________________
8. Baalecn - ________________________________________________
9. Rcaiteno emti - ___________________________________________
10. Maslcuur enuradcen - ______________________________________
Basics of Physical Fitness
Physical fitness is more easily understood by examining its components, or

parts. As students have learned in earlier grades, there are two categories of physical
fitness components: health-related fitness components and skill-related fitness
components:
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Health-related fitness components consist of
 cardiorespiratory endurance
 muscular strength
 muscular endurance
 flexibility
 body composition
Skill-related fitness components include
 agility
 balance
 coordination
 speed
 power
 reaction time
Health-Related Fitness Components
“The state of physical and physiological characteristics that define the risk
levels for the premature development of diseases or morbid conditions presenting a
relationship with a sedentary mode of life”(Bouchard and Shephard). Health-related
fitness components not only help the body to perform more efficiently, but also help
prevent disease and improve overall health and well-being.
The five health-related physical fitness components are cardiorespiratory endurance,

muscular strength, muscular endurance, flexibility, and body composition:
1. Cardiorespiratory endurance (CRE) the capability of the cardiovascular

system (heart, blood, blood vessels) and respiratory system (lungs, air
passages) to deliver oxygen and other nutrients to the working muscles and
to remove wastes. Tests that involve running (e.g., 20 m shuttle run test),
cycling, and swimming can be used to measure this fitness component.
Aerobic power (maximal oxygen consumption) and aerobic capacity are terms
used to describe CRE fitness.
2. Muscular strength is the ability of a muscle, or a group of muscles, to exert

force for a brief period of time. The strength of the muscle can be measured
by having a person perform weightlifting exercises and can be determined the
maximum amount of weight the person can lift. A person’s strength can be
expressed as absolute strength (the actual weight lifted) or as relative strength
(the weight lifted, divided by the person’s body weight).
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3. Muscular endurance is the ability of a muscle to sustain repeated
contractions/actions or to continue applying force against a fixed object.
Push-ups and curl-ups are often used to test muscular endurance. The
person’s endurance is expressed as the number of repetitions completed
without stopping for a set period of time (often one minute).
4. Flexibility is the capability of joints to move thoroughly to its full range of

motion. The sit and-reach test is a good measure of flexibility of the lower back
and the backs of the upper legs (hamstrings). A person’s flexibility is usually
expressed in how far a joint can be moved or the degrees through which a joint
can be moved.
5. Body composition refers to the makeup of the body in terms of lean mass
(muscle, bone, vital tissue, and organs) and fat mass. Good body composition
has strong bones, adequate skeletal muscle size, a strong heart, and a low
amount of fat mass.
What is It
ACTIVITY 4
Fitness Rating of Common Activities
INSTRUCTION: Rate the degree of fitness required (in relation to each of the four
health-related fitness components) for each of the activities listed below. Use a rating
scale from 1 to 10, with 1 being little or no fitness requirement and 10 being the
greatest fitness requirement.
Cardiorespiratory
Over-All Fitness
ACTIVITY
Endurance
Endurance
Flexibility
Muscular
Muscular
Strength
Rating
A. Sports
10
1.Basketball
2.Volleyball
3.Badminton
4.Step Aerobics
5.Biking
6.Others
B. Daily
Activity
1. Cooking
2. Washing
Dishes
3. Cleaning the
House
4. Gardening
5. Laundry
6. Others
C. Occupation
1. Driver
2. Vendor
3. Mail Man
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4. Athlete
5. Doctor
6. Others
What’s More
ACTIVITY 5
Designing My Exercise Routine
INSTRUCTION: Design your own exercise routine based on the following guidelines
listed in the table below in relation to FITT principle.
The definitions are provided in the following table intended to support individuals in
determining where they are on the Stages of Change continuum and in selecting
appropriate exercises for an exercise routine.
Participant Stage of Change Resistance Muscular

Training Endurance and
Recommendations Strength
Training
 1 exercise per Endurance
Beginner:  Pre-meditation/ body part training for
Little or no warm-up  1 set per body first six weeks
previous  Meditation/ part
experience warm up
 Preparation
Intermediate: Action  1 or 2 exercises Endurance and

Limited experience per body part strength training
but active within  1 or 2 sets per
last three months body part
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(As one becomes
more experienced
with resistance
training, one will
need to increase the
sets and exercises to
create overload and
to challenge the
body.)
Advanced: Maintaining  1 to 3 exercises Endurance and

Prior experience per body part strength training
and active for last  1 to 3 sets per
six months body part
(As one becomes

more experienced
with resistance
training, one will
need
to increase the sets
and exercises to
create overload and
to challenge the
body.)
The FITT Principle
A well-designed personal physical activity plan will outline how often (frequency),
how long (time), and how hard (intensity) a person exercises, and what kinds of
exercises (type) are selected. The exercise frequency, intensity, time, and type (FITT
principle) are key components of any fitness plan or routine.
An individual’s goals, present fitness level, age, health, skills, interest, and
availability of time are among the factors to consider in developing a personal
physical activity plan. In particular, every plan should have a schedule that
progresses over time. The process can take the form of changes in any of the FITT
components, but not all at once. For example, an athlete training for high-level
competition would follow a different program than would a person whose goals are
to develop good health from a sedentary start. Regardless of the specific goals, both
programs would be based upon the elements of the FITT principle.
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Applying the FITT Principle
According to the FITT principle, an exercise routine should include exercises and
activities that will improve the health-related fitness components:
 cardiorespiratory endurance
 muscular strength
 muscular endurance
 flexibility
Each workout or exercise session should begin with a warm-up and end with a cool-
down. Generally, rest and recovery are as important to plan as the physical activity
and exercise, and should be equally spaced between workouts.
The following guidelines are provided to identify the amount of activity or exercise
necessary for the average healthy person to attain and/or maintain a minimum level
of overall fitness. Included are examples of activities/exercises, as well as safety
considerations for each health-related fitness component:
 Warm-up: Warm-up activities are very important parts of any exercise routine
or sports training to prepare the body and mind for movement. The importance
of a structured warm-up routine should not be underestimated in relation to
preventing injury, having optimal performance, and maximizing enjoyment.
An effective warm-up increases both the respiratory rate and the heart rate.
 Cardiorespiratory endurance (CRE): At least three 20- to 30-minute bouts

of aerobic (Activity requiring oxygen) exercise each week is recommended.
Popular aerobic conditioning activities include walking, jogging, swimming,
cycling, jumping, and some continuous action games such as basketball and
volleyball. The type of activity suitable for a person to develop
cardiorespiratory fitness is dependent upon the person’s initial fitness.
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Safety Precaution:
To ensure safety, the following need to be considered:
 Know how to calculate target heart-rate zone.
 Know how to monitor intensity (e.g., talk test, rate of perceived exertion, heart-
rate monitors).
 When increasing the intensity (speed, incline, and/or resistance) or workload

of exercise, keep in mind the 10 percent rule (e.g., if a person is running
continuously for 10 minutes per session in week 1, then in week 2 the
maximum increase recommended would be to run continuously for 11
minutes per session).
 Include many options of activities to avoid overuse injuries or to prevent

boredom.
 Include a cardiorespiratory cool-down. To prevent Dizziness, gradually reduce

the heart rate, breathing rate, and body temperature before moving on to
resistance training or flexibility training. This could be accomplished by
simply walking slowly for 5 to 10 minutes.
Resistance training: Resistance training is used primarily to develop

muscular strength
and muscular endurance.
Muscular strength: Two or three 20-minute sessions each week that include
exercises for all the major muscle groups are required. Lifting weights is one
of the most effective ways to increase strength. For sedentary people, as little
as two workouts per week can be beneficial.
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Muscular endurance: Two to three 30-minute sessions each week that
include exercises such as calisthenics, push-ups, curl-ups, pull-ups, and light
weight training for all the major muscle groups are required.
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What I Have Learned
ACTIVITY 6
FITT Chart Handout
INSTRUCTION: Classify each object below whether it belongs to a letter, word,

definition or an example by putting it to the right group. Write your answer to the
appropriate column indicating its classification. Answer the question written below
with 3-5 sentences.
LETTER WORD DEFINITION EXAMPLE
How can you use the FITT principle with cardiorespiratory endurance to set fitness goals?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
How How
F
How
T long
Type
Hard Often
I Frequency
Time
What
Activity
T
3-5 days
per
week
60-85% of Weight 5-10

maximum Lifting mins per
Intensity
heart rate; session
target 17
What I Can Do
ACTIVITY 7
My Resistance Training Log
INSTRUCTION: Make a log of your physical activities based on the tables below and
record the time spent in each activity in a day. Set at least a total of 30 minutes for
all the activities per day. Use same table in Activity 8.
Two-Day Split Routine: Ideal for Beginner, Intermediate, and/or Advanced
Day 1 Legs Back Biceps
Day 2 Chest Triceps Shoulders
Day 3 Rest or go back to Rest or go back to Rest or go back to

day 1 routine day 1 routine day 1 routine
Three-Day Split Routine: Intended for Intermediate or Advanced
Day 1 Chest Triceps Shoulders
Day 2 Back Biceps Core
Day 3 Quads Hamstrings Calves

Four-Day Split Routine: Intended for Intermediate or Advanced
Day 1 Chest Triceps core
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Day 2 Quad Hamstrings
Day 3 Back Biceps
Day 4 Shoulders Core

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Assessment
ACTIVITY 8
My Exercise Log
INSTRUCTION: Make a daily exercise log from Sunday to Saturday for two
consecutive weeks. The daily exercise must have Set 1, Set 2 and Set 3 indicating
the exercise, number of repetitions, the daily weight after doing all the exercises.
Record your data in the table below. Write also a weekly reflection about the exercise
activity.
No. of Repetition
Set 1 Set 2 Set 3 Weight

Week/
Exercise
Day
Beginner/ Intermediate/ Advanced (kg)
Intermediate/ Advanced
Advanced
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Make a reflection paper of your exercise per week.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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ACTIVITY 9
FITT vs Non-FITT Activities
INSTRUCTION: Enumerate your weekly activities and classify them into FITT or
Non-FITT. Indicate the date and day. Write a reflection consists of 3-5 sentences.
Day FITT Activities Non-FITT Activities
Make a reflection paper:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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Answer Key
Activity 1: Answer of the students may vary

Activity 3: Physical Fitness Jumble Word
1. Health- related- fitness
2. Skilled – related- fitness
3. Cardiorespiratory endurance
4. Agility
5. Muscular strength
6. Coordination
7. Flexibility
8. Balance
9. Reaction time
10. Muscular endurance

Activity 6: FITT chart handout
LETTER WORD DEFINITION EXAMPLE
F Frequency How often? 3-5 days per week
I Intensity How hard? 60-85% of

maximum heart
rate; target heart
rate zone
T Time How long? 20-60 minutes per

session
T Type What Activity? Aerobic activities

that keep you in
your target heart
rate zone: brisk
walking, jogging,
stair climbing, etc.
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Activity 8: answer of the students may vary
Activity 9: answer of the students may vary
References
Guidelines for Fitness Assessment in Manitoba
Schools: A Resource for Physical Education/Health Education. Winnipeg, MB:
Manitoba
Education, Citizenship and Youth, 2004. Available online

at<www.edu.gov.mb.ca/k12/cur/physhlth/curriculum.html>.
Rex book published Physical Education and Health
24
For inquiries or feedback, please write or call:
Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)
Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
Email Address: bataan@deped.gov.ph

English for Academic and
Professional Purposes
Summarization of Text
English for Academic and Professional Purposes – Grade 11/12
Quarter 1 – Module 2: Summarization of Text
First Edition, 2020
over them.

Writer: Rhenn B. Songco

Editor: Ryan Jake F. Bariacto
Reviewer: Ryan Jake F. Bariacto
Illustrator: Leo Espinosa
Layout Artist: Rhenn B. Songco
Cover Design: LRMDS-Bataan
Management Team:
Asst. Schools Division Superintendent : Roland M. Fronda, EdD, CESE
Education Program Supervisor, English : Ilynne SJ Samonte
District Supervisor, Pilar : Teresita R. Ordiales
Division Lead Book Designer : Jenelyn D. Rivero
District LRMDS Coordinator, Pilar : Joseph Ralph S. Dizon, PhD
School LRMDS Coordinator : Rhenn B. Songco
School Principal : Angelo R. Basilio, EdD
District Lead Layout Artist, EAPP : Rhenn B. Songco
District Lead Illustrator, EAPP : Marlon Q. Diego
District Lead Evaluator, EAPP : Rea A. Pangilinan

Telefax: (047) 237-2102
English for Academic
and Professional
Purposes
Summarization of Text
Welcome to the English for Academic and Professional Purposes – Grade

11/12 Alternative Delivery Mode (ADM) Module on Summarization of a Text!

body of the module:

1
For the learner:
Welcome to the English for Academic and Professional Purposes – Grade

11/12 Alternative Delivery Mode (ADM) Module on Summarization of a Text!
learner.
module.

module.






2
Assessment This is a task which aims to evaluate your
competency.
Additional Activities In this portion, another activity will be given

learned concepts.
Answer Key This contains answers to all activities in the

module.

this module.
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
3
What I Need to Know
This module is designed and written to help you acquire knowledge of

appropriate reading strategies for a better understanding of academic texts.
At the end of this module, you will be able to produce a detailed abstract of
information gathered from the various academic texts read by:
1. Using various techniques in summarizing a variety of academic texts

(CS_EN11/12A-EAPP-Ia-c-4).
What I Know
What are the five steps in summarizing a text?
Step 1:
__________________________________________________________________________________
Step 2:
__________________________________________________________________________________
Step 3:
__________________________________________________________________________________
Step 4:
__________________________________________________________________________________
Step 5:
__________________________________________________________________________________
4
Lesson
3 Summarization of a Text
Summarization of a text teaches you how to take a large selection of text and
reduce it to the main points for more concise understanding. Upon reading a
passage, summarizing helps you learn to determine essential ideas and consolidate
important details that support them. It is a technique that enables you to focus on
key words and phrases of an assigned text that are worth noting and remembering.
What’s In
Complete the table about Common Types of Text Structure.
Type of Text Definition Visual Representation

Structure
Description
Cause and Effect
Compare and
Contrast
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Chronological
Order
Problem and
Solution

This module prepares the learners to produce abstract of
information gathered from academic texts by using different
techniques in summarization.
What’s New
A Brief History of English

By: Paul Roberts
(1) No understanding of the English language can be very satisfactory
without the notice of the history of the language. But we have to make do with
just a notion. The history of English is long and complicated, and we can only
hit the high spots.
(2) The history of our language begins a little after 600 C.E. Everything
before that was pre-history, which means that we can guess at it but can’t
prove much. For a thousand years or so before the birth of Christ, our
linguistic ancestors were savage wandering through the forest of Northern
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Europe. Their language was part of the Germanic branch of the Indo-
European family.
(3) At the time of the Roman Empire-say, from the beginning of the
Christian era to around 400 C.E/- the speakers of what was to become
English were scattered along the north coast of Europe. They spoke a dialect
of Low German. More exactly, they spoke several different dialects, since they
were several different tribes. The names given to the tribe who got to English
are Angles, Saxons, and Jutes. For convenience, we can refer to them all as
Anglo-Saxons.
(4) Their first contact with civilization was a rather thin acquaintance
with the Roman Empire on whose borders they lived. Probably some of the
Anglo-Saxons wondered into the empire occasionally, and certainly Roman
merchants and traders travelled among the tribes. At any rate, this period
saw the first if our so many borrowing from Latin. Such words as kettle, wine,
cheese, butter, cheap, plum, gem, bishop, church were borrowed at this
times. They show of the relationships of the Anglo-Saxons with the Romans.
The Anglo-Saxons were learning, getting their first taste of civilization.
(5) They still had a long way to go, however, and their first step was to
help smash the civilization they were learning from. In the fourth century the
Roman power weakened badly. While the Goths were pounding, away at the
Romans in the Mediterranean countries, their relatives, he Anglo-Saxons,
began to attach Britain. (6) The Romans has been the ruling power in Britain
since 43 C.E. They have subjugated the Celts whom they found living there
and had succeeded in settling up a Roman administration. The Roman
influence did not extend to the outlying parts of the British Isles. In Scotland,
Whales, and Ireland the Celts remained free and wild, they made periodic
forays against the Romans in England. Among other defense measures, the
Romans build the famous Roman Walls to ward off the tribes in the north. (7)
Even in England the Roman power was thin. Latin did not become the
language of the country as it did in Gaul and Spain. The mass of people
continued to speak Celtics, with Latin and the Roman civilization it contained
in use as a top dressing.
(8) In the fourth century, troubles multiplied for the Romans in Britain.
Not only did the untamed tribes of Scotland and Whales grow more and more
restive, but also the Anglo-Saxons began to make pirate raids on the eastern
coast. Furthermore, there was growing difficulty everywhere in the Empire,
and the legions in Britain were siphoned off to fight elsewhere. Finally, in 410
C.E. the last Roman ruler in England, bent on becoming the emperor, left the
island and took the last legions with him. The Celts were left in possession of
Britain but almost defenseless against the impending Anglo-Saxons attack.
(9) Not much is surely known about the arrival of the Anglo-Saxons in
England. According to the best early source, the eighth-century historian
Bade, the Jutes came in 449 in response to a plea from the Celtics king,
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Vortigern, who wanted their help against the Picts attacking the north. The
Jutes subdue the Picts, but then quarrelled and fought with Vortigern, and
with reinforcement from the continent, settled permanently in Kent.
Somewhat later the Angles established themselves in the eastern England and
the Saxons in the south and west. Bede’s account is plausible enough, and
these were probably the main lines of the invasion.
(10) We don’t know, however, that the Angles, Saxons, and Jutes were
long time securing themselves in England. Fighting went on for as long as a
hundred years before the Celts in Celts were all killed, driven into Wales, or
reduced to slavery. This is the period of King Arthur, who was not entirely
mythological. He was a Romanized Celt, a general, though probably not a
king. He had some success against the Anglo-Saxons, but it was only
temporary. By 550 or so the Anglo-Saxon were finally established, English
was in England.
(11) All this is pre-history, so far as the language is concerned. We have
no record of the English language until after 600, when the Anglo-Saxon were
converted to Christianity and learned the Latin alphabets. The conversion
began, to be precise in 597 within thirty to forty years. The conversion was a
great advance for the Anglo-Saxons, not only of the spiritual benefits but also
because it re-established contact with what remained of Roman civilization.
The civilization didn’t amount to much in the year 600, but it was certainly,
superior to anything in England up to the time. (12) It is customary to divide
the history of the English language into three periods: Old English, Middle
English, and Modern English. Old English runs from the earliest record-i.e.
seventh century- to about 1100: Middle English from 1100 to 1450 or 1500;
Modern English form 1500 to the present day. Sometimes Modern English is
further divided into Early Modern, 1500-1700, and Late Modern from 1700 to
the present.
(13) When England came into history, it was divided into several more
or less autonomous kingdoms, some of which at times exercised a certain
amount of control over the others. In the century after the conversion the
most advanced kingdom was Northumbrians, the area between the Humber
River and the Scottish border. By 700 C.E the Northumbrians had developed
a respectable civilization, the finest in Europe. It is sometimes called the
Northumbian Renaissance, and it was the first of the several renaissance
through which Europe struggled upward out of the ruins of the Roman
Empire. It was in this period that the best of the Old English literature was
written, including the epic poem Beowulf.
(14) In the Eighth century, Northumbian power declined, and the center
of the influence moved southward to Mercia, the kingdom of Midlands. A
century later center shifted again, and Wessex, the country of the West
Saxons, became the leading power. The most famous king of the West Saxons
was Alfred the Great, who reigned in the second half of the ninth century,
8
dying in 901. He was famous not only as a military man and administrator
but also as a champion of learning. He founded and supported schools and
translated or caused to be translated many books from Latin into English. At
this time also much of the Northumbian literature of two centuries earlier was
copied in West Saxons. Indeed, the great bulk of Old English writing which
has come down to us is the West Saxon dialect of 900 or later.
(15) In the military sphere, Alfred’s great accomplishment was his
successful opposition to the Viking invasion. In the ninth and tenth centuries,
the Norsemen emerged in their ships from their homeland in Denmark and
the Scandinavian Peninsula. They travelled and attacked and plundered at
their will and almost with impunity. They ravaged Italy and Greece, settled in
France, Russia and Ireland, colonized Iceland and Greenland, and discovered
America several centuries before Columbus. Nor they overlooked England.
(16) After many years of hit-and-run raids, the Norsemen landed an
army on the east coast of England in the year 886. There was nothing much
to oppose them except the Wessex power led by Alfred. The long struggle
ended in 877 with a treaty by which a line was drawn roughly from the
northwest of England to the southwest. On the eastern side of the line, Norse
rule was to prevail. This was called the Danelaw. The western side was to be
governed by Wessex.
(17) The linguistic result of all this was a considerable injection of Norse
into the English language. Norse was at this time not so different from English
as Norwegian or Danish is now. Probably the speakers of English could
understand, more or less, the language of the new comers who had moved
into eastern England. At any rate, there was considerable interchange and
word borrowing. Examples of Norse words in the English language are sky,
give, law, egg, outlaw, leg, ugly, scant, crawl, scowl, take, thrust. There are
hundreds more. We have even borrowed some pronouns from Norse-they,
their, and them. These words were borrowed first by the eastern and northern
dialects and then in the course of hundreds of years made their way into
English generally.
(18) It is supposed also-indeed, it must be true-that the Norsemen
influenced the sound structure and the grammar of English. But this is hard
to demonstrate in detail.
(19) We may now have an example of Old English. The favourite
illustration is the Lord’s Prayer, since it needs no translation. This has come
to us in several different versions, Here is one:
Faeder ure [thorn] u[eth]e eart on heofonum si [thorn] in nama gehalgd.
Tobecume [thorn]in rice. Gewur[eth]e [thorn]in willa on eor[eth]an swa swa on
heofonum. Urne gedaeghwamlican half slye us to daeg. An forgyf us ure gyltas
swa swa we forgyfa[thorn] urum glytendum. And ne gelaed [thorn]u us on cost
nunge ac alys of yfele. So[eth]lice.
9
(20) Some of the differences between this and Modern English are
merely differences in orthography. For instance, the sign æ is what Old
English writers used for a vowel sound like that in modern hat or and. The th
sounds of modern thin or then are represented in Old English by [thorn] or
[eth]. But of course there are many differences in sounds too. Ure is the
ancestor of modern our, but the first vowel was like that in too or ooze. Hlaf
is modern loaf; we have dropped the h sound and changed the vowel, which
in half was pronounce something like the vowel in father. Old English had
some sounds which we do not have. The sound represented by y does not
occur in Modern English. If you pronounced the vowel in bit with your lips
rounded, you may approach it. (21) In grammar, Old English was much more
highly inflected than Modern English is. That is, there were more case endings
for nouns, more person and number ending for verbs, a more complicated
pronoun system, various endings for adjectives, and so on. Old English nouns
had four cases –nominative, genitive, dative, accusative. Adjectives had five-
all these and an instrumental case besides. Present day English has only two
cases from nouns-common case and possessive case. Adjectives now have no
case system at all. On the other hand, we now use more rigid word order and
more structure words (preposition, auxiliaries, and the like) to express
relationships than Old English did.
(22) Some of this grammar we can see in the Lord’s Prayer. Heofonum,
for instance is a dative plural; the nominative singular was heofon. Urne is an
accusative singular; the nominative is ure. In urum gyltendum both words
are dative plural. Forgyfap is the third person plural form of the verb. Word
order is different. “urne gedaeghwamlican half syle us” in place of “Give us
our daily bread.” And so on.
(23) In vocabulary Old English is quite different from Modern English.
Most of the Old English words are what we may call native English; that is,
words which have not been borrowed from other languages but which have
been a part of English ever since English was a part of Indo-European. Old
English did certainly contain borrowed words. We have seen that many
borrowing were coming in from Norse. Rather large numbers had been
borrowed from Latin, too. Some of these were taken while the Anglos-Saxons
were still in the continent (cheese, butter, bishop, kettle, etc.); a large number
came into English after Conversion (angle, candle, priest, martyr, radish,
oyster, purple, school, spend, etc.). But the great majority of Old English
words were native English.
(24) No on the contrary, the majority of words in English are borrowed,
taken mostly from Latin and French. Of the words from The American College
Dictionary only about 14 percent are native. Most of these to be sure, are
common, high frequency words-the, of, I, and because, man, mother, road,
etc.; of the thousand most common words in English, some 62 percent are
native English. Even so, the modern vocabulary is very much Latinized and
Frenchified. The Old English vocabulary was not.
10
(25) Sometime between the year 1000 and 1200 various important
changes took place in the structure of English, and Old English became
Middle English. The political event which facilitated these changes was the
Norman Conquest. The Normans, as the name shows, came originally from
Scandinavia. In the early tenth century they established themselves in
Northern France, adopted the French language, and developed a vigorous
kingdom and a very passable civilization. In the year 1066, led by Duke
William, they crossed the Channel and made themselves master of England.
For the next several hundred years, England was ruled by kings and whose
first language was French.
(26) One might wonder why, after the Norman Conquest, French did
not become the national language, replacing English entirely. The reason is
that the conquest was not a national migration, as the early Anglo-Saxons
invasion had been. Great numbers of Normans came to England, but they
came as rulers and landlords. French became the language of the court, the
language of nobility, the language of the polite society, the language of
literature. But it did not replace the English language as the language of the
people. There must be hundreds of towns and villages in which French was
never heard except when visitors of high station passed through.
(27) But English, though survived as the national language, was
profoundly changed after the Norman Conquest. Some of the changes-in
sound structure and grammar-would no doubt have taken place whether
there have been a conquest or not. Ever before 1066 the case system of
English nouns and adjectives was becoming simplified; people came to rely
more on word order and prepositions than on inflectional endings to
communicate their meanings. The process was speeded up by sound changes
which caused many of the endings to sound alike. But no doubt the conquest
facilitated the changes. German, which did not experience a Norman
Conquest, is today rather highly inflected compared to its cousin English.
(28) But it is in the vocabulary that the effects of the Conquest are most
obvious. French ceased, after a hundred years or so, to be the native language
of very many people in England, but it continued-and continues still- to be a
zealously cultivated sound language, the mirror of elegance and civilization.
When one spoke English, on introduced not only French ideas and French
things but also their French names. This was not only easy but also socially
useful. To pepper one’s conversation with French expressions was to show
that one was well bred, elegant, au courant. The last sentence shows that the
process was not yet dead. By using au courant instead of, say, abreast of
things, the writer indicates that he is no dull clod who knows only English
but an elegant person aware of how things are done in le haut monde.
(29) Thus French word came into English, all sorts of them. There were
words to do with government; parliament, majesty, treaty, alliance, tax,
government; church words; parson, sermon, baptism, incense, religion; words
11
for foods; veal, beef, mutton, bacon, jelly, peach, lemon, cream, biscuit;
colours; blue, scarlet, vermilion, household words; curtain, chair, lamp, towel,
blanket, parlour; play words; dance, chess, music, leisure, conversation;
literary words; story, romance, poet, literary; learned words; study, logic,
grammar, noun, surgeon, anatomy, stomach; just ordinary words of all sorts;
nice, second, very, age, bucket, gentle, final, fault, flower, cry, count, sure,
move, surprise, plain.
(30) All these and thousands more poured into English vocabulary
between 1100 and 1500, until at the end of that time, many people must have
had more French words than English at their command. This is not to say
that English became French. English remained English in sound structure
and in grammar, though these also felt the ripples of the French influence.
The very heart of the vocabulary, too, remained English. Most of the high
frequency words-the pronouns, the prepositions, the conjunctions, the
auxiliaries, as well as a great ordinary nouns and verbs and adjectives-were
not replaced by borrowing.
(31) Middle English, then, was still Germanic language, but it differed
from Old English in many ways. The sound system and the grammar change
a good deal. Speakers made less use of case systems and other influential
devices and relied more on word order and structure words to express their
meanings. This is often said to be simplification, but it isn’t really. Languages
don’t become simpler; they merely exchange one kind of complexity for
another. Modern language is not a simple language, as any foreign speakers
who try to learn it will hasten to tell you.
(32) For us, Middle English is simpler than the Old English just because
it is closer to Modern English. It takes three or four months at least to learn
to read Old English prose and more than that for poetry. But a week of good
study should put one touch with the Middle English poet Chaucer. Indeed
you may be able to make some sense of Chaucer straight off, though you
would need instruction in pronunciation to make it sound like poetry. Here is
a famous passage from the General Prologue to the Canterbury Tales,
fourteenth century:
Ther was also a Nonne, a Prioresse. That of hir smyling was ful simple
and coy; Hir gretteste oot was but by Seint Loy; And she was cleped madame
Eglentyne. Ful weel she soong the service dyvyne. Entuned in hir nose ful
seemly, And Frenshe she spak ful faire and fetisly, After the scole of Stratford-
atte-Bowe, For Frenshe of Parys was to hirse unknowe.
(33) Sometime between 1400 and 1600 English underwent a couple of
sound changes which made language of Shakespeare quite different from that
of Chaucer. Incidentally, these changes contributed much to the chaos in
which English spelling now finds itself.
12
(34) One change was the elimination of a vowel sound in certain
unstressed positions at the end of words. For instance, the words name,
stone, wine, dance were pronounced as two syllables by Chaucer but as just
one by Shakespeare. The e in these words became, as we say, “silent”. But it
wasn’t silent for Chaucer, it represented a vowel sound. So also the words
laughed, seemed, stored would have been pronounced by Chaucer as two-
syllable words. The change was an important one because it affected
thousands of words and gave different aspects to the whole language.
(35) The other change is what is called the Great Vowel Shift. Thus was
a systematic shifting of half a dozen vowels and diphthongs in stressed
syllables. For instance, the word nam had in Middle English a vowel
something like that in the modern word father; wine, had the vowel of modern
mean; he was pronounced something like modern hey; mouse sounded like
moose; moon had the vowel of moan. Again the shift was through going and
affected all the word in which these vowels sounds occurred. Since we still
keep the Middle English system of spelling these words, the differences
between Modern English and Middle English are often more real than
apparent.
(36) The vowel shift has meant also that we have come to use an entirely
different set of symbols for representing vowel sounds that is used by the
writers of such languages as French, Italian or Spanish, in which no such
vowel occurred. If you come across a strange word-say, bine-in an English
book, you will announce it according to the English system, with the vowels
of wine or dine. But if you read bine in the French, Italian, or Spanish book,
you will pronounce it with the vowel of mean or seen.
(37) These two changes, then, produced basic differences between
Middle English and Modern English. But there were several other
developments that had an effect upon the language. One was the invention of
printing, an invention introduced to England by William Caxton in the year
1472. Where before books had been rare and costly, they suddenly become
cheap and common. More and more people learn to read and write. This was
the first of many advances in communication in which have worked to unify
languages and to arrest the development of dialect difference, though of
course the printing affects writing principally rather than speech. Among
other things it hastened the standardization of spelling.
(38) The period of Early Modern English- that is, the sixteenth and
seventeenth centuries-was also the period of the English Renaissance, when
people developed, on the other hand, a keen interest in the past and, on the
other, a more daring and imaginative view of the future. New ideas multiplied,
and new ideas meant new languages. Englishmen had grown accustomed to
borrowing words from French as a result of the Norman Conquest; now they
borrowed from Latin and Greek. As we have seen, English have been raiding
Latin from Old English times and before. But now the floodgates really
13
opened, and thousands of words from the classic languages poured in.
Pedestrian, bonus, anatomy, contradict, climax, dictionary, benefit, multiply,
exist, paragraph, initiate, scene, inspire are random examples. Probably the
average educated American today has more words from French in his
vocabulary than from the native English source and more from Latin than the
French.
(39) The greatest writer of the Early Modern English period is of course
Shakespeare, and the best-known book is the King James Version of the
Bible, published in 1611. The bible (if not Shakespeare) has made many
features of Early Modern English perfectly familiar to many people down to
present time, even though we do not use these features in the present-day
speech and writing. For instance, the old pronounce thou and thee have
dropped out of use now, together with their verb forms, but they are still
familiar to us in prayer and in Biblical quotation. “Whither thou goest, I will
go” Such form as hath and doth have been replaced by has and does, “Goes
he hence tonight? Would now be “Is he going away tonight?” Shakespeare’s
“Fie o’nt, sirrah” would be “Nuts to that, Mac.” Still, all these expressions
linger with us because of the power of the works in which they occur.
(40) It is not always realized, however, that considerable sound changes
have taken place between Early Modern English and the English of the
present day. Shakespearean actors putting on a play speak the words,
properly enough, in their modern pronunciation. But it is very doubtful that
this pronunciation would be understood at all by Shakespeare. In
Shakespeare’s time, the word reason was pronounced raisin; face had the
sound of the modern glass; the l in would, should, palm was pronounce. In
these points and a great many others, the English language has moved a long
way from what it was in 1600.
(41) The history of English since 1700 is filled with many movements
and counter movements, of which we can notice only a couple. One of this is
the vigorous attempt made in the eighteenth century, and rather the half-
hearted attempts made since, to regulate and control the English language.
Many people of the eighteenth century, not understanding very well the forces
which govern the language, proposed to polish and prune and restrict English,
which they felt was proliferating too wildly. There was much talk on an
academy which would rule on what people could and could not say and write.
The academy never came into being, but the eighteenth century did succeed
in establishing certain attitudes which, though they haven’t had much effect
on the development of the language itself, have certainly changed the native
speaker’s feeling about the language.
(42) In part a product of the wish to fix and establish the language was
the development of the dictionary. The first English dictionary was published
in 1603; it was a list of 2,500 words briefly defined. Many others were
published with gradual improvement until Samuel Johnson published his
14
English Dictionary in 1775. This steadily revised, dominated the field in
England for nearly a hundred years. Meanwhile in America, Noah Webster
published his dictionary in 1828, and before long dictionary publishing was
a big business in this country. The last century has seen the publication of
one great dictionary; the twelve volume Oxford English Dictionary, compiled
in the course of seventy-five years through the labour of many scholars. We
have also, of course, numerous commercial dictionaries which are good as the
public wants them to be if not, indeed, rather better.
(43) Another product of the eighteenth century was the invention of
“English Grammar”. As English came to replace Latin as the language of
scholarship it was felt that one should also be able to control and dissect it,
parse and analyse it, as one could Latin. What happened in practice was that
the grammatical description that applied to Latin was removed and
superimposed on English. This was silly, because English is an entirely
different kind of language, with its own forms and signals and ways of
producing meaning. Nevertheless, grammar on the Latin model were worked
out and taught in the schools. In many schools they are still being taught.
This activity is not often popular with school children, but it is sometimes an
interesting and instructive exercise in logic. The principal harm in it is that it
has tended to keep people from being interested in English and has obscured
the real features of English structure.
(44) But probably the most important force in the development of
English in the modern period has been the tremendous expansion of English-
speaking peoples. In 1500 English was minor language, spoken by a few
people on a small island. Now perhaps the greatest language of the world,
spoken natively by over a quarter of a billion people and as a second language
by many millions more. When we speak of English now, we must specify
whether we mean American English, British English, Australian English,
Indian English, or what, since the differences are considerable. The American
cannot go to England, or the Englishman to America confident that he will
always understand and be understood. The Alabaman in Iowa or the Iowan
in Alabama shows himself a foreigner every time he speaks. It is only because
the communication has become fast and easy that English in this period of
its expansion has not broken into a dozen mutually unintelligible languages.
15
What is It
Summarization of text builds your comprehension by helping to reduce

confusion. You should process the information you read with the goal of breaking
down content into succinct pieces. Summarizing text by using writing activities
builds on your prior knowledge, helps improve your writing skills and strengthens
your vocabulary skills.
Simple Steps in Summarizing Text
1. Read the text comprehensively.
The very first step in making a summary is to have a comprehensive reading

skill.
2. Write the main statements.
Underlining or marking the main ideas from a text is the next step.
3. List down supporting details.
Look for the details that support the main idea.
4. Create a summary.
Prepare the first draft of the summary.
5. Adjust summary as needed.
Omit or add any piece of information that is appropriate for making the
summary
16
What’s More
Use the graphic organizer below to make a timeline on the brief history of
English.
History of English
What I Have Learned
Complete the table below. Base your answers on the “A Brief History of
English” text.
Main Idea Supporting Ideas Unnecessary

Information
17
What I Can Do
Write a 200-word essay to summarize the history of English. Evaluate your

answer based on the given rubric.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
RUBRIC
Criteria Excellent (4) Good (3) Fair (2) Poor (1) Score
Content Your response Your response Your response Your response
(Response to directly addressed directly addressed did not directly did not
the the question/s. the question/s. address the address the
question/s) You used a thesis You used a thesis question/s but question/s.
statement and statement. you provided
relevant supporting some relevant
details. information that
indirectly
addressed the
question/s.
Organization Your output is Your output is Your output is Your output
(Flow of well-organized. You organized. You mainly organized. lacked
Thoughts) connected all the often connected You seldom organization.
ideas smoothly. the ideas connected the
smoothly. ideas.
Mechanics You observed You somehow You barely You did not
(Output proper output observed proper observed proper observe proper
Format) format. output format. output format. output format.
Total:
*Note: Add 3 points to your total scores
18
Assessment
From Hand to Mouth

By: Michael C. Corballis
(1) Imagine trying to teach a child to talk without using your hands or any
other means of pointing of gesturing. The task would surely be impossible. There can
be little doubt that bodily gestures are involved in the development of language, both
in the individual and in the species. Yet, once the system is up and running, it can
function entirely on vocalizations, as when two friends chat over the phone and
create in each other’s minds a world of events far removed from the actual sounds
that emerge from their lips. My contention is that the vocal element emerged
relatively late in hominid evolution. If the modern chimpanzee is to be our guide, the
common ancestor of 5 or 6 million years ago would have been utterly incapable of a
telephone conversation but would have been able to make voluntary movements of
hands and face that could the least serve as a platform upon which to build a
language.
(2) Evidence suggests that the vocal machinery necessary for autonomous
speech developed quite recently in hominid evolution. Grammatical language may
well have begun to emerge around 2 million years ago but would at first have been
primary gestural, though no doubt punctuated with grunts and other vocal cries that
were at first largely involuntary and emotional. The complex adjustments necessary
to produce speech as we know it today would have taken some time to evolve, and
may not have been complete until some 170,000 years ago, or even later, when Homo
sapiens emerged to grace, but more often disgrace, the planet. These adjustments
may have been incomplete even in our close relatives the Neanderthals; arguably, it
was this failure that contributed to their demise.
(3) The question now is what were the selective pressures that led to the
eventual dominance of speech? On the face of it, an acoustic medium seems a poor
way to convey information about the world; not for nothing is it said that a picture
is worth a thousand words. Moreover, signed language has all the lexical and
grammatical complexity of spoken language. Primate evolution is itself a testimony
to the primacy of the visual world. We share with monkeys a highly sophisticated
visual system, giving us three- dimension information in colour about us, and an
intricate system for exploring that world through movement and manipulation.
Further, in a hunter- gatherer environment, where predators and prey are major
concern, there are surely advantages in silent communication since sound acts as a
general alert. And yet we came to communicate about the world in a medium that in
all primates except ourselves is primitive and stereotyped- and noisy.
19
(4) Before we consider the pressures that may have favoured vocalization over
gestures, it bears repeating that the switch from hand to mouth was almost certainly
not an abrupt one. In fact, manual gestures still feature prominently in language;
even as fluent speakers gesture almost as much as they vocalize, and of course deaf
communities spontaneously develop signed language. It has also been proposed that
speech itself is in many respects better conceived as composed of gestures rather
than sequences of these elusive phantoms called phonemes. In this view, language
evolved as a system of gestures based on movements of the hands, arms and face,
including movements of the mouth, lips, and tongue. It would not have been a big
steps to add voicing to the gestural repertoire, at first as mere grunts, but later
articulated so that invisible gestures of the oral cavity could rendered accessible, but
to the ear rather than the eye. There may therefore have been continuity from the
language that was almost exclusively manual and facial, though perhaps punctuated
by involuntary grunts, to one in which the vocal component has a much more
extensive repertoire and is under voluntary control. The essential feature of modern
expressive language is not that it is purely vocal, but rather that the component can
function autonomously and provide the grammar as well as meaning of linguistics
communication.
(5) What, then, are the advantages of a language that can operate
autonomously through voice and ear, rather than hand and eye? Why speech?
Advantages of Arbitrary Symbols
(6) One possible advantage of vocal language is its arbitrariness. Except in

rare cases of onomatopoeia, spoken words cannot be iconic, and they therefore offer
scope for creating symbols that distinguish between object or actions that look alike
or might otherwise be confusable. The names of similar animals, such as cats, lions,
tigers, cheetahs, lynxes, and leopards, are rather different. We may be confused as
to which animals is which, bur at least it is clear which one we are talking about.
The shortening of words overtime also makes communication more efficient, and
some of us have been around long enough to see this happen: television has become
TV or telly, microphone has been reduced to mike (or mic), and so on. The fact that
more frequent words tends to be shorter than less frequent ones was noted by the
American philologist George Kingsley Zipf, who related it to a principle of “least
effort.” So long as signs are based on iconic resemblance, the signer has little scope
for these kinds of calibration.
(7) It may well have been very important for hunter-gatherers to identify and
name a great many similar fruits, plants, trees, animals, birds, and so on, and
attempts at iconic representation would eventually only confuse. Jared Diamond
observes that the people living largely traditional lifestyle in New Guinea can name
hundreds of birds, animals, and plants, along with details about each of them. These
people are illiterate, relying on word of mouth to pass on information, not only about
potential foods, but also about how to survive dangers, such as crop failures,
droughts, cyclones, and raids from other tribes. Diamond suggests that the main
20
repository of accumulated information is elderly. He points out that humans are
unique among primates in that they can expect to live to a ripe old age, well beyond
the age of child bearing (although perhaps it was not always so). A slowing down of
senescence may well have been selected in evolution because the knowledge retained
by the elderly enhanced the survival of their younger relatives. An elderly,
knowledgeable granny may help us all live a little longer, and she can also look after
the kids.
(8) In the naming and transmission of such detailed information, iconic

representation would almost certainly be inefficient: edible plants or berries could be
confused with poisonous ones, and animals that attack confused with those that are
benign. This is not to say that gestural signs could not to do the trick. Manual signs
readily become conventionalized and convey abstract information. Nevertheless,
there may be some advantage to using spoken words, since they have virtually no
iconic content to begin with, and so provide a ready-made system for abstraction.
(9) I would be on dangerous ground, however, if I were to insist too strongly

that speech is linguistically superior to signed language. After all, students at
Gallaudet University seem pretty unrestricted in what they can learn; signed
language apparently functions well right through to university level- and still
requires students to learn lots of vocabulary from their suitably elderly professor. It
is nevertheless true that many signs remain iconic, or at least partially so and are
therefore somewhat tethered with respect to modifications that might enhance clarity
or efficiency of expression. But there may well be a trade- off here. Signed language
may easier to learn than spoken ones. Especially in initial stages of acquisition, in
which the child comes to understand the linking of objects and the action with their
linguistic representations. But spoken languages, ones acquired, may relay
messages more accurately, since spoken words are better calibrated to minimize
confusion. Even so, the iconic component is often important, and as I look the
quadrangles outside my office I see how freely the students there are embellishing
their conversations with manual gestures.
In The Dark
(10) Another advantage of speech over gesture is obvious: we can use it in the
dark! This enables us to communicate at night, which not only extends the time
available for meaningful communications but may also have proven decisive in the
competition for space and resources. We of the gentle species Homo sapiens have a
legacy of invasion, having migrated out of Africa into territories inhabited by other
hominins who migrated earlier. Perhaps it was the newfound ability to communicate
vocally, without the need for a visual component that enabled our fore-bearers to
plan, and even carry out, invasion at night, and so vanquish the earlier migrants.
(11) It is not only a question of being able to communicate at night. We can

also speak to people when objects intervene and you can’t see them, as when you
yell to your friend in another room. All this has to do, of course, with the nature of
21
sound itself, which travels equally well in the dark as in the light and wiggles its way
around obstacles. The wall between you and the base drummer next door may
attenuate the sound but does not completely block it. Vision, on the other hand,
depends on light reflected from an external source, such as the sun, and is therefore
ineffective when no such source is available. And the light reflected from the surface
of an object to your eye travels in rigidly straight lines, which means that it can
provide detailed information about shape but is susceptible to occlusion and
interference. In terms of the sheer ability to reach those with whom you are trying to
communicate, words speak louder than actions.
Listen to Me!
(12) Speech does have one disadvantage, though: it is generally accessible to

those around you and is therefore less convenient for sending confidential or secret
messages or for planning an attack on enemies within earshot. To some extent, we
can overcome this impediment by whispering. And sometimes, people resort to
signing. But the general alerting function of sounds also has its advantages. When
Mark Anthony cried, “Friends, Romans, countrymen, lend me ears.” he was trying to
attract attention as well as deliver a message.
(13) In the evolution of speech, the alerting component of language might have
consisted at first simply of grunt that accompany gestures to give emphasis to
specific actions or encourage reluctant offspring to attend while a parent lays down
the law. It is also possible that non-vocal sounds accompanied gestural
communication. Russell Gray has suggested to me that clicking one’s fingers as
children often do when putting their hands up in class to answer a question, may be
a sort of “missing link” between gestural and vocal language. I know of no evidence
that chimpanzees or other nonhuman primates are able to click their fingers as
humans can, although lip smacking, as observed in chimpanzees, may have played
a similar role. Sounds may therefore have played a similar and largely alerting role
in early evolution of language, gradually assuming more prominence in conveying
the message itself.
(14) For humans, visual signals can only attract attention if they occur within
a fairly restricted region of space, whereas the alerting power of sound is more or less
independent of where its source is located relative to listener. And sound is a better
alerting medium in other respects as well. No amount of gesticulation will wake a
sleeping person, whereas a loud yell will usually do the trick. The alerting power of
sound no doubt explains why animals have evolved vocal signals for sending
messages of alarm. Notwithstanding the peacock’s tail or parrot’s gaudy plumage,
even birds prefer to make noises to attract attention, whether in proclaiming territory
or warning of danger. Visual signals are relatively inefficient because they may elude
our gaze, and in any case we can shut them out by closing our eyes, as we vulnerable
to auditory assault.
22
(15) Speech has another, and subtler, attentional advantage. Manual gesture
is much more demanding of attention, since you must keep your eyes fixed on
gesturer in order to extract her meaning, whereas speech can be understood
regardless of where you are looking. There are a number of advantages in being able
to communicate with people without having to look at them. You can effectively divide
attention, using speech to communicate with a companion while visual attention is
deployed elsewhere, perhaps to watch a football game or to engage in some joint
activity, like building a boat. Indeed, the separation of visual and auditory attention
may have been critical in the development of pedagogy.
Three Hands Better than Two (16) Another reason why vocal language may
have arisen is that it proves an extra medium. We have already seen that most people
gesture with their hands, and indeed their faces, while they talk. One might argue
then, that the addition of vocal channel provides additional texture and richness to
the message.
(17) But perhaps it is not a simply a matter of being better. Susan Golden-
Meadow and David McNeill suggest that speech may have evolved because it allows
the vocal and manual components to serve different and complimentary purposes.
Speech is perfectly adequate to convey syntax, which has no iconic or mimetic aspect,
and can relieve the hands and arms of this chore. The hands and arms, of course,
well adapted to providing the mimetic aspect of language, indicating in analogue
fashion the shapes and sizes of things, or the direction of movements, as in the
gesture that might accompany any statement “he went that a-way.” By allowing the
voice to take over the grammatical component, the hands are given free rein, as it
were, to provide the mimetic component.
(18) But speech may have evolved, not because it gave the hands freer rein for
mimetic expression, but rather because it freed the hands to do other activities.
Charles Darwin, who seems to have thought of almost everything, wrote, “We might
have used our fingers as efficient instruments, for a person with practice can report
to a deaf man every word of a speech rapidly delivered at a public meeting, but the
loss of our hands, while thus employed, would have been a serious inconvenience.”
It would clearly be difficult to communicate manually while holding an infant, or
driving a car, or carrying a shopping, yet we can and do talk while doing these things.
(19) Speech has the advantage over manual gestures in that it can be
accomplished in parallel with manual demonstration. Demonstrations might
themselves be considered gestures, of course, but the more explanatory aspect of
pedagogy, involving grammatical structure and symbolic content, would interfere
with manual demonstration if they were too conveyed manually. Clearly, it is much
easier and more informative to talk while demonstrating than to try to mix linguistic
signs in with the demonstration. This is illustrated by a good TV cooking show, where
chefs is seldom at a lost for either word or ingredients. It may not be far fetch to
suppose that the selective advantages of vocal communication emerged when the
hominins began to develop a more advanced tool technology, and they could
23
eventually verbally explain what they were doing while they demonstrated tool-
making techniques. Moreover, if vocal language did not become autonomous until
the emergence of Homo sapiens, this might explain why tools manufacture did not
really begin to develop true diversity and sophistication, and indeed to rival language
itself in this respect, until within the last 100,000 years.
(20) Thus, it was not the emergence of the language itself that gave rise to the
evolutionary explosion that has made our lives so different from our near relatives,
the great apes. Rather, it was the invention of autonomous speech, freeing the hands
for more sophisticated manufacture and allowing language to disengage from other
manual activities, so that people could communicate while changing the baby’s
diapers, and even explain to a novice what they were doing. The idea that language
may have evolved relatively slow, seems much more in accord with biological reality
than the notion of linguistic “big bang” within the past 200,000 years. Language and
manufacture also allowed cultural transmission to become the dominant mode of
inheritance in human life. That ungainly bird, the jumbo jet, could not have been
created without hundreds, perhaps thousands, of years of cultural evolution, and
the brains that created it were not biologically superior to the brains that existed in
100,000 years ago in Africa. The invention of speech may have merely been the first
of many developments that have put us not only on the map, but all over it.
Use the graphic organizer below to list the advantages and disadvantages of
speech and gesture.
Speech
Advantages Disadvantages
24
Gesture
Advantages Disadvantages
A. Write the 2 main ideas from the “From Mouth to Hand” text and list down
at least 5 supporting details for each main statements.
Main Statement Supporting Details

1. a.
b.
c.
d.
2. a.
b.
c.
d.
25
B. Write a 250-word summary from your answers above. Evaluate your
answer based on the given rubric.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
RUBRIC
Criteria Excellent (4) Good (3) Fair (2) Poor (1) Score
Content Your response Your response Your response Your response
(Response to directly addressed directly addressed did not directly did not
the the question/s. the question/s. address the address the
question/s) You used a thesis You used a thesis question/s but question/s.
statement and statement. you provided
relevant supporting some relevant
details. information that
indirectly
addressed the
question/s.
Organization Your output is Your output is Your output is Your output
(Flow of well-organized. You organized. You mainly organized. lacked
Thoughts) connected all the often connected You seldom organization.
ideas smoothly. the ideas connected the
smoothly. ideas.
Mechanics You observed You somehow You barely You did not
(Output proper output observed proper observed proper observe proper
Format) format. output format. output format. output format.
Total:
*Note: Add 3 points to your total scores
26
27
Additional Assessment: What I Can Do:
Activities:
Answers Answers
Answers may vary. may vary.
may vary.
What I Know:
What’s More:
1. Read the
What I have What’s In:
Answers text.
Learned:
may Answers 2. Write the
Answers vary. may vary. main
may vary. idea.
3. List down
details.
4. Create a
Summary
and;
5. Adjust
Answer Key
References
DepEd (2016). English for Academic and Professional Purposes. Teachers Guide.
First Edition.
DepEd (2016). English for Academic and Professional Purposes. Learners Material.
First Edition.
DepEd (2020). Most Essential Learning Competencies (MELC). English for

Academic and Professional Purposes
28

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Inquiries, Investigations
and Immersion
Identifying the Problem and Asking
the Questions
Inquiries, Investigations and Immersion
Quarter 3 – Module 2: Identifying the Problem and Asking the Questions
First Edition, 2020
over them.

SENIOR HS MODULE DEVELOPMENT TEAM

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Telefax: (047) 237-2102
Inquiries, Investigations
and Immersion
Identifying the Problem and Asking
the Questions
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
What I Need to Know
In the previous module, you have learned that choosing a research topic needs
a lot of consideration and thinking. Not only that research should be focused
and well-defined, but it should also be well-timed and contributive to a field
or discipline. In accordance to the guidelines and steps discussed, you were
able to determine your topic to be investigated. Now that you have a research
problem in mind, this module will harness you on how to write the basic parts
of a research paper.
After this module, you are expected to:
1. identify the following parts of a research paper:

a. background of the study
b. statement of the problem
c. research hypothesis (for quantitative research)
d. significance of the study
e. scope and delimitation of the study
f. conceptual framework
g. definition of terms
2. describe the importance of each part of the research paper; and
3. formulate clearly the statement of the problem.
1
What I Know
Identify the basic parts of a research paper described in each statement.

Choose your answers from the word bank below and write them on your
notebook.
Introduction Notes in Chapter 1 Significance of the Study

Scope and Delimitation Definition of Terms Conceptual Framework
Statement of the Problem Hypothesis
This part…
1. serves as the plan or the blueprint of the study.
2. includes definitions of words operationally used in the study.
3. serves as an overview of the research topic under investigation.
4. sets the parameters of the study which narrow down the scope of inquiry.
5. states the concrete terms that a researcher expects to happen in the
study.
6. cites the benefits certain groups of persons will get from the outcome of
the study.
7. clearly expresses the specific direction or focus of the research problem
or inquiry.
8. elaborates the origin of the research problem which led to the conduct of
the study.
9. covers the general statement of the problem as well as the specific
research questions to be answered in the study.
10. gives the concepts to be covered in the study as well as its boundaries in
terms of the respondents/participants, sampling technique, locale and
the research methods to be used.
2
Lesson
Identifying the Problem and
1 Asking the Questions
Starting a research investigation is similar to embarking on a journey. First,
you have to project a clear picture of your destination. You have already
accomplished this initial step as you have trimmed down your area of interest
into a specific research problem in the previous module. The next step is to
strategize how to arrive at the destination.
One way to strategize is to pinpoint all the factors and considerations that
may affect the route towards your goal. This module discusses these
contributing elements which will also serve as the bedrock of your study.
What’s In
One of the purposes of research is to address the pressing issues in the

society. As a student who is a keen observer and is aware of the local, national
or international affairs, list down three crucial concerns and propose a
solution for each. Write your answers on your notebook. (5 points each)
For example:
Problem 1 (Local): Diesel price hike
Proposed Solution: Used Cooking Oil as a Substitute for Diesel
Problem 1: Local Issue 2: National Issue 3. International Issue
Proposed
Solution
3
This module will help the learners to understand the initial
parts of a research paper. For a better understanding of each
part, research samples are given which will also enable them
to write the parts accordingly.
What’s New
Read the given research scenario carefully and answer the questions that
follow. Choose the letter of the best answer. Write your answers on your
notebook.
A group of student-researchers from Jose C. Payumo Jr. Memorial High

School intends to conduct a study on the effectiveness of the Tobacco
Free Generation (TFG) program in Dinalupihan, Bataan. Medical doctors,
nurses and volunteers in Singapore started the said program in 2016 and
was adopted by Bataan in the same year. TFG founder, Dr. Koong Heng
Nung, considered Bataan as the first province in the Philippines to adopt
this campaign. According to Koong (2018), TFG aims to educate and
encourage the youths to be part of the tobacco free generation.
1. Where is the locale of the study?

A. Bataan
B. Dinalupihan
C. Philippines
D. Singapore
4
2. What is the objective of the study in the given selection?
A. to uncover the history of the TFG program
B. to measure the effectiveness of the TFG policies
C. to identify the effects of the TFG to the community
D. to solicit the experiences of smokers and non-smokers
3. Who do you think should be the respondents of the study?
A. residents of Dinalupihan
B. medical doctors and nurses
C. founder of the TFG program
D. All of the above.
4. Who do you think will benefit from this study?
A. community
B. local government
C. future researchers
5. Why do you think there is a need to conduct this study?
A. to gauge the status of the program
B. to see whether the program needs revision
C. to measure the compliance level of the residents
What is It
Now that you have clearly formulated a research problem, the next step is to
accomplish the baseline of your research paper. You must explain the context
of your study by giving its background. This may aid you in identifying your
specific questions for your statement of the problem as well as your hypothesis.
There is also a need to list down the beneficiaries of your research which will
be presented in the significance of the study. You must also set the boundaries
of your study by writing your scope and delimitation. A definition of terms must
also be furnished to facilitate understanding of your study. These parts are
discussed as follows:
A. The background of the study is an explanation of the context of study which

involves the current data or status of the problem, existing studies about
it and its history that paved way to the development of the research
problem. It explicates the rationale why you, as a researcher, are
conducting the study. Writing this particular part of the paper may lead
you to your research questions.
5
As you write the background of the study or introduction, take into
consideration the following guidelines:
1. It should clearly state the reason for conducting the study.

2. It should move from broad to specific.
3. It should state the current condition of the research problem.
Prior to writing and reading various literature and studies, making an outline
is a helpful tip to facilitate the process. Here is an example of an outline of the
background of the study:
Discuss the topic

in general. Start
Reading Skills and Its Importance
from a holistic or
world perspective.
Insert a condition
that is directly
related to the Poor Reading Skills
topic and to the
focus of your
study.
Identify the
Factors Affecting Poor Reading Skills in
factors
General
contributing to
the focus of your
study.
State the current

School’s Philippine Informal Reading Inventory
condition of the
topic in your
(Phil-IRI) result
school or locale.
State the reason

why you chose to Reason of the researcher
study the topic.
Source: Jerry C. Perello, presented at Learning and Development Activity for

Schools Research Committee Cum Crafting Research Write Ups, 2019.
6
Example of a Background of the Study
Title of the Study: Nami Plant Extract as Termite Repellent
Discussion from a holistic

or world perspective.
According to Eiseman (2010) in his article which focused
on termites, termites cause less than 75-80% of damage
economically due to home, wood and crop infestation in North
America. He stated that the reason is that termites are drawn
to their food source and that makes them drawn to any type of
wood like timber, logs, firewood and other wood made
topic or focus of the study
A condition related to the
structures. He also added that termites can be harmful to

humans due to its bites that may cause any allergic reaction.
Vulcan (2017) enumerated different tips that can help
in preventing termites from eating wood and one of it is using
a treatment like Rust Oleum, a named product used to paint
wood to prevent termite’s infestation. This has been proven
effective; however, the price is relatively expensive.
On the other hand, Onwueme (2016) published an
article about an intoxicating yam named Dioscorea hispida.
Yam is a root crop which contains poisonous alkanes that are
harmful to human’s health. It can cause nausea and vomiting
if its ripe fruit is ingested in the body. Although it has toxic
content; it can be a source of food. Due to food scarcity and
famine in some parts of the Philippines, this can be an
alternative to rice given its abundance. Its toxicity can be
removed once boiled.
Factors contributing to
the focus of the study
As described by Dukar (2012), intoxicating yam is a
twining vine, arising from tuberous roots, and reaching a
length of several meters. Juice of underground stems reported
to possess narcotic properties. It is found in the Himalayas,
from Nepal to Sikkim, at altitudes up to 1500m, and also in
the tropics of Asia from South India to Taiwan, Philippines,
New Guinea.
Mat (2013) conducted a study regarding Dioscorea
hispida Dennst which is the Malaysian term for “yam.” In their
previous ethnobotanical survey carried out on the Malay
villagers in Pulau Redang, Kuala Terengganu district of
Terengganu, it was found out that Dioscorea hispida tuber is
used as food, traditional medicines to treat diabetes and
shingle infestation, for de-worming as well as fish poison. On
the other hand, the villagers of Sainnamari and Thanarbaid,
Tangail, Bangladesh had used the poisonous tuber paste of
Dioscorea as poison in hunting.
7
Dioscorea as poison in hunting.
Current condition in the
While in the Philippines, Nami or intoxicating yam was

investigated to have some insecticidal properties. In the late
research locale
research of the Department of Science and Technology (DOST),

they had proven that this species of yam has various chemical
compositions that may negatively affect some various insects.
Moreover, the seed also has some poison mimicking cyanide
Reason of the conduct of

intoxication.
With this being said, the researchers aim to formulate a
product with this intoxicating yam by disregarding its toxicity
the study
and instead using it as an advantage. The researchers intend
to make a cheap, inorganic termite wood repellent.
Source: Ceejay S. Mallari, et al, “Nami Plant Extract as Termite

Repellent” paper presented at Jose C. Payumo Jr. Memorial High
School, 2020.
B. The next part to be accomplished is the statement of the problem. Aside

from being a tool in solving dilemmas in the society, another purpose of
research is to guide people towards a better understanding of phenomena,
human behavior, human interactions and other events in daily life. This
premise indicates the importance of meticulously crafting of the research
questions as it sets the focus and drives the course of the study.
The statement of the problem has two parts:
1. General statement of the problem/Objective

2. Specific research questions
➢ How to formulate general statement of the problem
The purpose of this ethnographic study (type of study) is to describe

(exploratory and non- directional verb) the training (central phenomenon of
the study) of Aeta teachers from Castillejos, Zambales (participants) for the
past ten years (when) to provide insights into the formulation of a continuing
education model for indigenous teachers (purpose). (Creswell and Clark,
2014)
8
➢ Guidelines in formulating specific question or sub-questions:
1. Begin the research questions with the “WHAT?” or “HOW”

explanation of the research design. (Qualitative)
2. “WHY?” implies an explanation of an occurrence and suggests a

cause- and-effect type of thinking. (Quantitative)
3. Focus on a single phenomenon or concept.
4. Qualitative research uses exploratory and non-directional verbs.

The study will: discover (grounded theory); seek to understand
(ethnography); explore the process of (case study); describe the
experiences of (phenomenology); report the stories (narrative
research).
5. Quantitative research uses directional verbs such as: affect; effect;

influence; impact; cause; relation; relate; and determine.
6. Expect research questions to evolve and change during the study

in a manner consistent with the assumptions of the emerging design.
7. Use open-ended questions without reference to the literature or

theory unless otherwise indicated by a qualitative strategy of inquiry.
8. Specify the participants and the research site of the study, if the
information is not yet given.
9
Example of Specific Research Questions
Title of the Study: Perpetuity of Family-owned Business in the Philippines: A Causal

Model
This study seeks answers to the following questions:
1. What external factors in the enabling environment influence the family

business perpetuity in terms of political, economic, social, technological,
environmental and legal?
2. What internal factors in the enabling environment influence the family business
perpetuity in terms of succession, planning, family stability, stewardship,
family constitution, innovation, flexibility, philosophy of commitment,
productivity-based management, governance power, and professional
education?
3. What causal model best explains the perpetuity of family-owned business using
the interplay and external factors?
Source: Alaine Marc Goles, “Perpetuity of family-owned business in the Philippines: A causal
model” Unpublished Doctoral Dissertation, University of Sto. Tomas, 2016.
C. A hypothesis is a preconceived idea, assumed to be true and is tested for

its truth or falsity. It has two types: the null hypothesis and alternative
hypothesis. The null hypothesis indicates that there is no significant
difference or relationship between specified populations or variables.
Significant difference is used when testing whether there is difference
between the means of two or more populations or variables while
significant relationship is used in situations where one is examining the
association between any two sets of variables (King’oriah, 2004). Null
hypothesis is the hypothesis the researcher will try to disprove or discredit.
An alternative hypothesis, on the other hand, is one that states that there
is a significant difference or relationship between specified populations or
variables.
10
Example of a Null Hypothesis: Example of an Alternative
Hypothesis:
There is no significant difference
between the reading There is a significant difference
comprehension skills of between the reading
controlled group and comprehension skills of
experimental group before and controlled group and
after the differentiated experimental group before and
instruction. after the intervention
differentiated instruction.
Note that not all studies test hypothesis. Sometimes a study is designed to
be exploratory. Exploratory research intends to investigate a problem that
is not clearly defined; hence will not provide conclusive results.
D. The significance of the study pinpoints the benefits certain groups of people
will gain from the findings of the study. It must start from the most to the
least benefitted ones.
Example of Significance of the Study
Title of the Study: Effects of Verbal Bullying to the Academic Performance of

Grade 9 Students in Jose C. Payumo Jr. Memorial High School
Significance of the Study
Verbal bullying is one of the leading causes of mental illnesses such as

depression, anxiety disorder and mood disorder. School, as studies reported,
is one of the places this type of bullying perpetuates in. Despite the many
policies implemented to reduce the cases of verbal bullying, still the problem
continuously takes place.
This study focuses on the effects of verbal bullying to the academic

performance of grade 9 students in Jose C Payumo Jr. Memorial High School
S. Y. 2019-2020.
The result of this study will be valuable to the following:
To the students, this will provide them knowledge about the forms of bullying
and how to deal with it once encountered.
11
To the school administrators, the result of this study may provide
information and may serve as a basis to encourage them to make regulations
about the problem. In addition, this may lead them to assuring the full and
strong implementation of the existing policies on bullying.
To the teachers, the findings of this study may help them to spread
awareness on how destructive verbal bullying can be. Constant guidance
from the teachers can also be an upshot of this study. Moreover, teachers
may conceptualize activities or other solutions to create a positive and
friendly atmosphere inside their classrooms.
To the parents, this study may inform them on the possible negative
circumstances like bullying that may happen to their children. As an effect,
this may encourage them to guide their children properly.
To the future researchers, this study will serve as a basis for related topics.
A continuation of this study may be done to fill in the gaps of this research
that may result to proactive solutions to counter any form of bullying.
Source: Jocelyn C. Gambas, et. al, “Effects of Verbal Bullying to the Academic
Performance of Grade 9 Students in Jose C. Payumo Jr. Memorial High School, School
Year 2019 – 2020” paper presented at Jose C. Payumo Jr. Memorial High School,
2020.
E. Scope and Delimitations of the Study states the coverage of the study. It
must answer the following parameters as much as possible:
What • the topic and the variables to be included
Why • the general objectives
Where • the specific locale
When • the time frame
How • research design,instrument and methodology
12
Example of Scope and Delimitation of the Study
Title of the Study: An Assessment on the Impact of Farm-to-Market Road
Projects in Pola, Oriental Mindoro
WHERE This study was conducted in six Barangays of Pola, Oriental

Mindoro, namely: Barangay Calubasanhon, Barangay Malibago, Barangay
Maluanlaun, Barangay Pahilahan, and Barangay Pula. WHO The population
considered was limited to those households who were directly affected by the
constructed INFRES farm-to-market Road Project.
WHAT AND WHY The study was concerned with (1) the impact of the
constructed INFRES Farm-to-Market Road Project on the respondents; and
(2) the relationship between construction of roads and its impact, only in
terms of the answered Household Survey Questionnaire and perception of
respondents and key officials. The condition of the respondents was to be
described also in terms of their demographic profile and other indicators
included in the Impact Assessment Household Survey Questionnaire.
HOW The study included an evaluation of the economic and social aspect of
the beneficiaries before and after the INFRES farm-to-market road project,
as well as of the respondents’ demographic profile, income and employment,
improved access, and perceived benefits after the INFRES road was
constructed. Key Informant Interview was also used to gather data,
especially unanswered items in the survey.
Source: Raynaldo Quitos, “An Assessment of Farm-to-Market Road Projects in Pola,

Oriental Mindoro” Unpublished Master’s Thesis, University of Sto. Tomas, 2013.
F. A conceptual framework serves as an outline or a blueprint that you can

follow in doing your research. It is presented in a flow chart, map, diagram
or narrative form. When using a diagram, it is still a must to include
narrative to explain the details. Here you show the variables that influence
your research. Variable is anything that has quantity or quality that varies
in a research. For example, if you are studying the COVID-19 outcomes,
you might study home life, school and community. For school, your
variables might be learning process and quality of learning. To make your
conceptual framework thorough, it is encouraged to make it more detailed.
13
Step by Step Guide on How to Write the Conceptual Framework
1. Choose your topic. It should be within the field of your

specialization.
2. Do a literature review. Go over relevant and

updated studies related to your own research.
Use reliable sources of information and use
appropriate documentation.
3. Isolate the important variables. Identify the

specific variables mentioned in the literature
and show their interrelationships.
4. Generate the conceptual framework. Build

your conceptual framework using the variables
studied in the scientific articles you have read.
Your problem serves as a reference in
constructing the conceptual framework. In
effect, your study will attempt to answer a
question that other researchers have not
explained yet.
Example of a Conceptual Framework
Home • relationship
Life • finance
Outcomes of • learning process

COVID-19 School
• quality of learning
• economic aspect
Community
• social interaction
14
G. Definition of Terms lists down and defines the key terms as used in the
study in alphabetical order. An operational definition refers to a specific
definition of concept in a research study. This is necessary because it will
clarify the purpose and direction of the study.
Example of Definition of Terms

In order to enable better understanding of the study, the following terminologies
were operationally or conceptually defined:
Affixation. It is a morphological method whereby a bound morpheme, an affix, is

attached to a morphological base in order to create either a different form of the
morphological base or a new word with a different definition.
Coinage. It refers to the invention or creation of a new word or phrase. In this

paper, this word may refer to any process that involves making up of new terms,
phrases and expressions that are not usually found in the dictionary.
Contrastive Analysis. Conceptually, it is the systematic investigation of a pair of

languages with the purpose of identifying differences and similarities in their
structure.
Conversion. It is the process wherein the word’s function has been transformed
into another but with no overt change in form.
Facebook. It is an online social media or social networking service that makes easy
for people to connect and share with other people.
Source: Jan Adams D. Magtanong, “Morphological Analysis of the Language of the Netizens
in Social Media” Unpublished Master’s Thesis, Bataan Peninsula State University – Main
Campus, 2018.
15
What’s More
Formulate a null and an alternative hypothesis for each of the following. Write
your answers on your notebook. (5 points each)
For example: Taking of aspirins daily and heart attack risk
Null:
Taking aspirins daily does not affect heart attack risk. or
There is no significant relationship between taking aspirins daily and
heart attack risk.
Alternative:
Taking aspirins does affect heart attack risk. or
There is a significant relationship between taking aspirins daily and
heart attack risk.
1. Effect of temperature on plant pigmentation

Null: Alternative:
2. Effects of fertilizer on plant growth

Null: Alternative:
3. Salary and job satisfaction among the factory workers in Mariveles,

Bataan
Null: Alternative:
16
What I Have Learned
Based on the lessons discussed, answer each question in three or more

sentences. Write your answer on your notebook. (10 points each)
1. Why do we have to write the background of the study?
2. Why should we include the list of defined terms in our study?
3. Why do we have to set the limitations in our study?
17
What I Can Do
Accomplish the tasks below by following the instructions carefully. Base your
answers on your chosen research problem in the previous module. Write your
answers on your notebook.
A. Background of the Study (5 points)

Outline your background of the study by answering the following question
below. Answer in a complete sentence.
1. What is the status

of your research
___________________________________ problem on a holistic,
___________________________________ national or world
___________________________________ perspective?
2. What is the
___________________________ condition that is
___________________________
directly related to the
___________________________
focus of your study?
3. What are the factors

____________________ contributing to the
____________________
focus of your study?
__________________
_____________ 4. What is the current

_____________ status of your
__________ research problem in
your research locale?
__
5. Why did you choose
__ to study the research
_ problem?
18
B. Significance of the Study (5 points)
Write the title of your chosen study from the previous module. Afterwards,
identify at least four beneficiaries of your research and specify the benefits
they can get. Write your answers on your notebook.
Title of the Study: __________________________________________________
BENEFITS
Beneficiary 1:
__________________
Beneficiary 2:
__________________
Beneficiary 3:
__________________
Beneficiary 4:
__________________
C. Scope and Delimitation (10 points)

Answer the following questions below to set the parameters of your study.
Write your answers on your notebook.
1. What is the topic of your study

and the variables to be included?
19
2. Why should your study be
conducted? State the objective.
3. Where will your study be

conducted? State the locale.
4. When will your study be

conducted? State the time frame.
5. How will your study be

conducted? State the research
design, instrument and
methodology.
Assessment
A. Read the statements carefully and choose the letter of the best answer.
Write your answers on your notebook.
1. This refers to a proposed explanation for a phenomenon.

a. conceptual framework c. statement of the problem
b. significance of the study d. hypothesis
2. This is a structure that best explains the development of a study.

a. background of the study c. statement of the problem
b. conceptual framework d. hypothesis
3. This is an important part of a research paper where the key or important

terms in the study are clearly defined.
a. conceptual framework c. statement of the problem
b. significance of the study d. definition of terms
4. This provides context to the information that you are discussing in your
paper. It introduces your readers to the topic of your research.
a. background of the study c. statement of the problem
b. definition of terms d. hypothesis
20
5. This part explains the extent to which the research area will be explored
in the work and specifies the parameters within which the study will be
operating.
a. significance of the study c. statement of the problem
b. definition of terms d. scope and delimitation
B. With your chosen research problem, formulate the general objective

consistent with the pattern given by Creswell and Clark (2014). Write your
answers on your notebook. (10 points)
Research Title: ______________________________
The purpose of this ____________ (type of study) is to __________

(exploratory and non-directional verb) the ____________ (central
phenomenon of the study) of ___________ from ____________ (participants)
for the ____________ (when) to _______________________________ (purpose).
C. Develop at least two specific research questions that correspond to your

general statement of the problem. Write your answers on your notebook.
(10 points each)
Research Question 1:____________________________________________________
2: ____________________________________________________
21
Choose only one from the local, national and international issue that you have
written in What’s In. Using this, formulate a statement of the problem. Write
your answers on your notebook. (15 points)
Issue
General Statement of the Problem
Specific Research Questions
1.
2.
22
Rubric for What’s In
5 3 1
Criteria/ Excellent/ Satisfactory Needs
Indicators Outstanding Improvement
Relevance and The problem is The problem is The problem is

Timeliness of the very timely and timely and untimely and
Problem relevant relevant irrelevant
Significance of the The problem is The problem is The problem is

Problem highly significant at insignificant at
significant at this point in this point in
this point in time time
time
Specificity and The solution is The solution is The solution is
Feasibility of the specific, clear slightly specific, broad, unclear
Solution and doable clear and doable and
unattainable
Rubric for What I Have Learned

5 3 1
Quality of answer The answer The answer The answer

demonstrates shows adequate shows little
full knowledge of knowledge of the
understanding concept with few concept with no
of the concept details or detail or
elaboration elaboration
Sentence fluency Sentences are Sentences are Sentences are
complete and complete and incomplete or
they connect to able to be too long and not
one another understood easily
easily understood
23
Rubric for Assessment (B)
5 3 1
Appropriateness The elements The elements are The elements are

of elements are exactly appropriate to inappropriate to
appropriate to what is being what is being
what is being asked with few asked with many
asked misplaced details misplaced details
Specificity of The elements The elements The elements
elements clarify the point slightly clarify the make the point of
of the inquiry of point of the the inquiry of the
the research inquiry of the research vague
research and broad
Rubric for Assessment (C)

5 3 1
Relevance of The research The research The research

research question is question is question is
question directly relevant relevant to the irrelevant to the
to the research research problem research problem
problem
Specificity of The research The research The research
research question is clear question is clear question is
question and specific and specific with unclear and
few confusing broad with many
terms confusing terms
24
25
Additional Activity: Assessment: What I Can Do: What I Have
Learned:
A. This section will be
This section will be checked by the This section will be
checked by the 1. D teacher. checked by the
2. B
teacher. teacher.
3. D
4. A
5. D
B–C
This section will be
checked by the
teacher.
What’s More:
1. Null: There is no significant relationship between temperature and plant pigmentation.
Alternative: There is a significant relationship between temperature and plant pigmentation.
2. Null: There is no significant relationship between fertilizer and plant growth.
Alternative: There is a significant relationship between fertilizer and plant plant growth.
3. Null: There is no significant relationship between the salary of factory workers in Mariveles and
their job satisfaction.
Alternative: There is a significant relationship between the salary of factory workers in Mariveles
and their job satisfaction.
What’s New: What’s In: What I Know:
1. B This section will be 1. Conceptual
2. B checked by the Framework
3. A teacher. 2. Definition of
4. A Terms
5. D 3. Introduction
4. Scope and
Delimitation
5. Hypothesis
6. Significance of
the Study
7. Statement of
the Problem
8. Introduction
9. Statement of
the Problem
10. Scope and
Delimitation
Answer Key
References
Baraceo, Esther L. Practical Research 1. Manila, Philippines: Rex Book Store,

2016.
Cristobal, Amadeo P. and Maura C. Dela Cruz. Practical Research 1 for Senior
High School. Quezon City: C& E Publishing, Inc., 2017.
Gamba, Jocelyn C. et. al. “Effects of Verbal Bullying to the Academic

Performance of Grade 9 Students in Jose C. Payumo Jr. Memorial
High School, School Year 2019 – 2020” Paper presented at Jose C.
Payumo Jr. Memorial High School, March 17, 2020.
Goles, Alaine Marc. “Perpetuity of family-owned business in the Philippines:

A causal model.” Unpublished Doctoral Dissertation, University of
Sto. Thomas, 2016.
Jargnagin, Maria Dolores D. “The Specificity and Feasibility of Problem

Posed.” Unpublished Learner’s Module, 2017.
Kenpro.org. “Fundamentals of applied statistics.” Last modified January 27,

2020. https://www.kenpro.org/significant-relationship-versus-
significant- difference
LinkedIn Corporation. “Identifying and Stating the Problem.” Last modified

July 5, 2020.
http://www.slideshare.net/mobile/CarlaKristinaCruz/chapter-2-
identifying-and-stating-the-problem.
Magtanong, Jan Adams D. “Morphological Analysis of the Language of the

Netizens in Social Media.” Unpublished Master’s Thesis, Bataan
Peninsula State University – Main Campus, 2018.
Matir, Myna. Qualitative Research. 2014
Perello, Jerry C. “The Qualitative Research.” Presented at Learning and

Development Activity for Schools Research Committee Cum
Crafting Research Write Ups, Dinalupihan, Bataan, November 25,
2020.
26
Prieto, Nelia F., Naval, Victoria C., and Carey, Teresita G. Practical Research
2 for Senior High School. Metro Manila, Philippines: Lorimar
Publishing, Inc, 2017.
Quintos, Reyna Carolyn. “An assessment of farm-to-market road projects in

Pola, Oriental Mindoro.” Unpublished Master’s Thesis, University of
Sto. Tomas, 2013.
Salcedo, Raynaldo. “Conditional Cash Transfer: An Assessment of Pantawid

Pamilyang Pilipino Program’s Human Capital Investment Toward
Alleviating Poverty.” 2013.
27

Telefax: (047) 237-2102

Entrepreneurship
The Business Plan
Entrepreneurship – Grade 12
Quarter 1 – Module 2: The Business Plan
First Edition, 2020
over them.

Writer: Shirley E. Napana

Editor: Ara A. Reyes
Reviewer: Rose Darren G. Buenaventura
Illustrator: Blesmae G. Verde
Layout Artist: Shirley E. Napana
Management Team:
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Telefax: (047) 237-2102
Entrepreneurship
The Business Plan
Welcome to the Entrepreneurship – Grade 12 Alternative Delivery Mode (ADM)

Module on The Business Plan

body of the module:

As a facilitator, you are expected to orient the learners on how to use this
1
For the learner:
Welcome to the Entrepreneurship – Grade 12 Alternative Delivery Mode (ADM)

Module on The Business Plan!
learner.
module.

module.






2
competency.

learned concepts.

module.

this module.
not alone.
3
What I Need to Know
This module was designed and written to help you understand concepts,
underlying principles, and processes of developing a business plan.
At the end of this module, you are expected to:
1. Recognize a potential market (TLE_ICTAN11/12PC-Ia-1)
a. identify the different sources of business opportunities;
b. analyze the market need;
c. determine the possible product/s or service/s that will meet the market
need;
d. define a business plan;
e. determine the importance and parts of a business plan.
What I Know
Read and answer each question. Write your answers on your notebook.
1. Which of the following does not describe a socio-cultural environment source

of opportunity?
a. beliefs c. taste
b. customs d. licenses
2. Which of the following is characterized by the income level of a region or area?
a. economic c. technological
b. ecological d. political
4
3. Which of the following is not true?
a. The income level of a region dictates the purchasing power of the

customers.
b. In the Philippines, beliefs, traditions, and customs are the same from
one area to another.
c. The use of technology in a business venture is inevitable nowadays.
d. Environmental issues open doors for business opportunities.
4. What refers to a specific group of consumers at which a company aims its

products and services?
a. customers c. consumers
b. target market d. investors
5. What refers to integrated characteristic of a group of people or ethnic group?
a. cultural forces c. ecological forces
b. social forces d. economic forces
6. Which of the following elements belong to the social force?
a. climate c. physical resources
b. wildlife d. literacy level
7. Which of the following parts of the business plan is done last??
a. Financial Plan c. Executive Summary
b. Product/Service Plan d. Market and Sales Plan
8. Environmental awareness on the harmful effects of single-use plastics are

common nowadays. What particular environment is represented by this
situation?
a. economic c. ecological
5
b. social d. political
9. What does SWOT stand for?
a. Strengths, Weaknesses, Opportunities and Traits
b. Systems, Weaknesses, Opportunities and Threats
c. Strengths, Weaknesses, Opportunities and Threats
d. Strengths, Weaknesses, Observations and Threats
10. Which of the following is the process of dividing the whole market into smaller
groups that the business wants to serve?
a. Market Segmentation c. Market Division
b. Market Positioning d. Market Analysis
11. What opportunity environment includes the demographic and cultural factors
including beliefs, tastes, customs and traditions?
a. political c. economic
b. technological d. socio-cultural
12. Which of the following is not a reason for writing a business plan?
a. Avoid borrowing money from investors
b. Minimize risks
c. Avoid costly mistakes
d. Anticipate financial requirements
13. What includes the strategies of the company, the target market, value
proposition of the product or services to increase the company sales.
a. Executive Summary c. Market Plan
b. Financial Plan d. Management Plan
6
14. Which of the following is not included in the Management and Organizational
Plan?
a. Break-even Analysis c. Company Name and Logo
b. Vision and Mission Statements d. Key Personnel
15. What are business situations that must be exploited due to their potential in
terms of profit and growth.
a. Strengths c. Opportunities
b. Weaknesses d. Threats
Lesson
2 The Business Plan
Some people say that opportunities knock only once. But the truth is,
opportunities come in many forms and sometimes, in disguise. Whether any of these
two is true, do you need to wait for another knock on your door or will you be the
one out there chasing them? In this module, you will have an idea of the different
sources of opportunities that will help you as you take your first step in running your
own business.
What’s In
Read and answer each item. Write your answer on a separate sheet.
A. Match the core competency on the left with its description on the right.
1. hardworking a. ability to believe in oneself
2. disciplined b. ability to think quickly and make a wise

judgment towards the pre-determined set
objectives.
7
3. committed c. making sure that the business will
generate income
4. profit-oriented d. solid dedication
5. confident e. habitually working diligently for long

period of hours
f. urge to fight temptation
B. Fill in the blanks with words that will make each concept about advantages of
learning Entrepreneurship correct.
1. Entrepreneurship is an ______ and not a science thus, there is a constant

change.
2. Although ______ is a good indication of wealth, improving the life of an

entrepreneur are also priceless outcomes of entrepreneurship.
3. Products and services are considered valuable when they satisfy the ______
and wants of the customers.
4. Businesses which are managed by other people for the benefit of the owner
falls under ______.
5. ______ is a part of any entrepreneurial endeavor.
What’s New
Odd Man-Out!
Analyze the following set of words. Identify which does not belong to the group.
1. STEM ABM ICT HUMSS

2. Lamao Orion Abucay Bagac
3. January February March May
4. square rectangle pentagon rhombus
5. tinapa kalamay bagnet kasuy
8
Answer the following questions.
1. What was your basis in choosing the “odd man-out” in each set of words?
2. What is common among the remaining words in each group?
3. How are you going to apply the same concept in deciding on your own business
venture?
What is It
Identifying your entrepreneurial traits, skills and competencies is a

significant factor before you start a business venture but having been able to
identify these, can you start an enterprise right away? The answer is NO. An
entrepreneurial venture starts with an opportunity that an entrepreneur needs to
exploit.
The ways for you to uncover or discover these opportunities are limitless: from
noble ideas through utilization of new technologies or ideas to observing emerging
trends and patterns and identifying specific customer segments.
Market refers to a group of people or organizations that has an interest on a

product or service (satisfying their needs and wants), has resources and, permitted
by law and other regulations to purchase the given product or service.
One way to recognize a potential market is to analyze the market need and
opportunities through its environment.
Macro Environmental Sources of Opportunities
This refers to the big (external) forces that affect the area, the industry, and the
market which the enterprise belongs to. This is categorized as follows (Morato, 2016):
9
1. Socio Cultural Environment
This includes the demographic and cultural factors

including beliefs, tastes, customs and traditions.
a. Social forces – These are elements of the society

resulting from human interactions that can influence
the thoughts, behaviors, attitude, actions, and even
the beliefs and customs of the people. This may include
values, traditions, literacy level or consumer psychology.
Feminism, the advocacy of gender equality that supports giving

women significant tasks in the community. Subsequently, some
religious groups which follow certain doctrines such as non-
consumption of blood or pork may affect the customers’ purchase
of products.
b. Cultural forces – These basically refer to the integrated characteristics

of a group of people or ethnic group in a particular society.
Cultural diversity is clearly manifested in the Philippines due to the

presence of different ethnic groups with different languages and
traditions. A certain practice of one group might be unacceptable with
another group.
Pinikpikan of the Cordillera region is a chicken dish wherein

during the preparation, the chicken is slightly hit on its neck and
wings for its blood to coagulate. This process is considered a tribal
ritual that their people use to identify the fate of their tribe
regarding a particular course of action. However, this preparation
might not be acceptable to some animal advocates.
2. Political Environment
This depicts the governance system of an area or

the local region of the business enterprise. It
includes but not limited to laws, rules, and
regulations that control their business practices
along with permits, approvals, and licenses required
to manage a business.
In some cases, voluminous documentary requirements in every

government office and the amount of fees and taxes in processing them
may contribute to the loss of interest of the entrepreneur on opening a
venture.
10
3. Economic Environment
This is characterized by the income level of

a region which in turn dictates the purchasing
power of the customers. Competitiveness of its
industries and enterprises also defines this type of
environment.
Bataan is known to be an industrial province with all

the industries that can be seen here: from garments to fuel to power
plants. This in turn creates employment to its citizens, improving the
quality of their lives. This opens opportunities for business such as food,
transportation, house rentals or laundry services.
4. Ecological Environment
This includes living and non-living things around us. A

growing environmental awareness for taking care of our
planet and prolonging of lives opens opportunities for
business. Drives for a clean and green earth and healthier
living gives birth to ideas such as air filters, energy saving
devices and the likes.
Envirotech Waste Recycling gathers plastic trash such as chips

packaging, plastic straws, shampoo sachets, plastic bags, candy
wrappers and the likes and transform them into building materials
and even furniture.
a. Climate
This refers to the average weather in a particular area over a long

period of time. Philippines as a tropical-maritime country has a climate
characterized by relatively high temperature, high humidity and
abundant rainfall visited by several typhoons in a year.
Batanes is frequently visited by typhoons making it difficult for

farmers to grow crops such as corn or rice. Instead, they grow root
crops like ube, gabi, garlic, ginger and onions that have lower
destruction risk.
b. Physical Resources
These include tangible items that are necessary and available for
a business to function.
11
Abundance of seafoods in Bataan gives birth to business
opportunities such as fish trading, bagoong, dried fish and
smoked fish (tinapa) making and similar products.
c. Wildlife
This pertains to flora (plants) and fauna (animals). Wildlife

preservation must also be taken into consideration during opportunity
seeking. Continuous cutting of trees and hunting animals cause
imbalance in the ecosystem.
Paper, as simple as it seems, brings damage to the environment.

Trees are being cut down to be used as material for paper
production. Even after use, it emits carbon dioxide in the
atmosphere when burned and releases methane when rotten.
Business enterprise such as Countryside Trading manufactures
newsprint (recycled papers) as an alternative to the usual papers
that we use for printing and writing.
5. Technological Environment
One of the nightmares of entrepreneurs is to be left

behind by the newest trends and technological discoveries
that will make their own products obsolete. Thus,
technological offerings for the improvement of their own
ventures is unavoidable for them. From upgrading of
systems, processes or new equipment integrated in your
product, it will surely be a blast.
Online applications Paymaya or GCash are widely used for cashless

payments. Brought about by the current situation we are in (You might
have experienced washing money you received when you went to a
grocery store, right?) and the ease it brings on transacting with online
stores, utilization of these apps is a huge advantage among businesses
nowadays.
12
Let us analyze the example below.
Relevant Opportunities and Threats

to a Small-Scale Food Enterprise
Factors Opportunities Threats

1. Social
 Pandemic brings about  Increase in the  Health of
awareness on healthy demand of healthier entrepreneurs might
living to improve body food. be at risk.
resistance.
 Community  Food to be delivered
quarantines obliged at doorsteps is
people to stay at home. attractive to the
customers.
2. Political
 Tax exemption to online  Exempted amount  Increased competition
sellers with earnings may be utilized for since the exemption is
not exceeding ₱ 250 other expenses of the attractive to other
000 yearly enterprise budding small-scale
enterprises
3. Economic
 Fast growing  Ease of access to  Increased competition
community of online online market for
sellers purchase of raw
materials
4. Ecological
 Environmental  Opportunity to start  Increased risk in
awareness on the use of a “greener” advocacy product handling.
ecobags and the New packaging might
removal of plastic affect profitability in
straws and utensils terms of cost incurred
on the use of new
packaging
5. Technological
 Increased usage of  Utilizing social media  Potential for customer
gadgets platforms to increase disappointments and
market reach in bashing of netizen’s
terms of marketing on poor product and
and food delivery service quality
services
13
Now that you have an idea of the different sources of business opportunities
that you may explore, you are ready to plan your own business venture.
“If you fail to prepare, you are preparing to fail”. This is a famous statement
of Sir Benjamin Franklin, one of the Founding Fathers of the United States. Our
“Pambansang Kamao”, Manny Pacquiao prepares for months before any fight for him
to be ready with no other goal in mind but to win. This is also true in starting any
business venture. This can be done through writing a business plan.
A business plan is a formal written description of your business future

by defining your goals, strategies to meet the goals, and the
timeframe for the achievement of those goals.
Is it necessary for you, as an entrepreneur, to write your own

business plan? As cited by Edralin (2016), the Department of Trade
and Industry through the Bureau of Small and Medium Enterprise Development
mentioned the following reasons of writing a business plan.
1. Minimize or remove risk of losing money. Investment on poorly researched

business that may result to financial instability should be avoided. You must
see all sides of the venture before letting go of any resources.
2. Avoid costly mistakes. Unplanned decisions may result to negative outcomes

that may hurt the business.
3. Anticipate the financial requirements. Futuristic view of the increase or

decrease of demand on the given product/service will prepare you in meeting
business obligations.
4. Organize the activities beforehand. Thinking in advance, you must look at the
near and distant future. Contingency plans must be present for anticipated
concerns that may arise.
5. Assess actual performance against set goals. Having a clear goal will help you
achieve your target in terms of sales, revenues or even expenses.
6. Apply for financing from lending institutions. There are cases that financial
assistance from other people or organization is needed to start a business. A
good business plan may encourage investors to entrust you their resources
but remember to be wise whenever you are lending money and make sure to
use the money for its intended purpose for the growth of the business.
In writing a business plan, you must have a specific audience in mind and
answers to possible important questions that may arise. To start, you may follow the
format below (Edralin, 2016).
14
Parts of a Business Plan
I. Executive Summary
II. Management and Organization
III. Product/Service Plan
IV. Market Plan
V. Financial Plan
Let us discuss the individual parts and its contents.
I. Executive Summary
This part can be found at the beginning of the plan but is the last to be
accomplished since this synthesizes the whole plan. This contains a brief
introduction and summarizes everything that is relevant and important
to the prospect business audience.
These are the information needed to guide you:
 description of your proposed business and business model
 description of the market opportunity you want to capture or market problem

the business solves
 reasons why this is an attractive business opportunity
 key distinctions or differentiators of your business versus competitors
 overview of the sales, marketing, and operations strategy and plan
 description of your executive planning timeline
 overview of the projected financials containing revenues, cost, profits, and

assumptions of your business
II. Management and Organization
This part includes all the basic information of your business.

This also describes the workflow (organizational structure; the
background, experience and role of each) of your business
from the highest position up to the lowest.
 Company Name, Logo, and Address
15
 Vision and Mission Statements
 Key Personnel
 Organizational Chart
 Ownership Capitalization, Compensation, and Incentives
 External Management Support
III. Product/Service Plan
This part describes the highlight of the product or service offered

to the customers so that they will be encouraged to patronize your
product or service. It also explains how the products or services will be
accepted and carried by the distribution channels.
 Purpose of your Product or Service
 Product’s/Service’s Unique Features
 Material Requirements and Sources of Supply
 Processing Equipment that will be Used to Manufacture the Product or Render

the Service
 Production or Service Process and Controls
 Distribution Logistics
 Regulatory and Other Compliance Issues
IV. Market Plan
This includes your business strategies, the target market,

value proposition of your product or services that may increase the
company sales (Chen, 2019).
 Market Analysis
 Marketing and Sales Strategies
16
 Product or Service Characteristics
 Pricing Policy
 Sales Projection
Market Analysis
This includes the process of how you divide the total market into smaller
groups seeking similar needs and wants (market segmentation) and the
characteristic analysis of the business in relation to internal and external
factors. (SWOT Analysis)
An example of market segmentation is shown below.
Food is a physiological need, but the cravings depend on each consumer.

Chicken wings offered by The Wing Hub of Limay even come in different
flavors. Consumers who crave for samgyupsal may turn to Super Boink
of Balanga City while those who want to have a taste of Vietnamese food
would probably go to Loleng’s Hu Tieu-An in Morong.
SWOT Analysis, on the other hand, is a popular tool to evaluate the internal
environment pioneered by George Albert Smith Jr. and Ronald Christensen,
two Harvard business professors (Aduana, 2016). SWOT stands for Strengths,
Weaknesses, Opportunities and Threats.
Strengths refer to strong attributes or capabilities of the business that

provide great advantage in exploiting the business opportunity. Weaknesses are
poor attributes or deficiencies that give disadvantage to the business. Both strengths
and weaknesses are considered internal origins, meaning they are attributes inside
the business venture.
On the other hand, opportunities are business

situations that must be exploited due to their potential in
terms of profit and growth. Threats are possible external
factors that may harm the business. Both opportunities
17
and threats are outside origins and are attributes outside the
business.
Below is a sample SWOT Analysis of a Small Online Bakeshop.
Strengths Weaknesses Opportunities Threats
 Reasonable  New in the  Growing  Other

Price of Industry population Bakeshops
Products  No of  Other online
 Wide Variety of Reputation customers food
Cakes and yet online businesses
Cupcakes
 Homemade
 Products are
for delivery
with minimal
delivery fees.
Marketing and sales strategies
These are also known as the product PUSH. These have three key
characteristics that allow to perform marketing function of persuading
customers to buy right away. (Go, 2010)
1. Temporary – Sales promotions are conducted at short periods

creating a sense of urgency on the part of the customers.
2. Better value – Sales promotions are used to create short-term

differentiation by offering a better product value.
3. Beneficial – Sales promotions promote growth sometimes even at

artificial level.
7-11 stores offer promotional sales, such as “Buy1-Take1” of products at

particular period. At the same time, they offer Cliqq Rewards to loyal
customers by getting Cliqq points in every purchase which in turn can be
exchanged to free or discounted items.
Product/Service Characteristics
This includes value proposition of the product/service. Value

proposition answers the question, why should your customers buy from you
18
and not from other similar businesses? These contain the convincing reasons
that buyers should see that will make them purchase your products/services.
BDO: “We find ways”. Before this pandemic, while other banks operate
from 8AM-3PM Mondays to Fridays, BDO offers services until 6PM and
even operates during weekends fulfilling their promise of “finding ways”
for the customers.
Pricing Policy
This part specifies the price of the product/service. It must be noted

that quality and price cannot be separated in marketing (Aduana, 2016). You
must be careful in setting the price of your product/service considering the
costs of production, competitors’ pricing, and customers’ perception.
Filipinos are generally price conscious. We tend

to check the price tag of a product first before
whether to buy or not to buy a commodity.
“SALE” and “PROMO” tags are consumer
magnets. In cases wherein the prices of the product cannot be decreased,
the entrepreneur should be able to give emphasis on the benefits of
his/her product to convince the customer of its value.
Sales Projection
This is also called sales forecast or the prediction of the amount of

revenue your company expects to earn at some point in the future. This shows
the quantity of product sold or service rendered and its corresponding amount
within a given period.
V. Financial Plan
This is a document containing your current financial situation as an

entrepreneur and long-term monetary goals, as well as tactics to attain those
objectives. You may create a financial plan on your own or with the assistance of
someone who is knowledgeable about handling finances such as certified financial
planner.
 Start-up costs requirements – These are expenses that you will be needing
during the course of creating a new business.
19
 Financial projections – These are estimates of your future profits and
expenses.
 Break-even analysis – This is a financial tool that will help you

determine at what stage (or period) your company will start gaining
profit.
 Budget – This includes the amount needed for business operations

as well as sources of such funds (equal shares or through a creditor).
What’s More
A. Puzzle Time
Would you believe that the first known entrepreneurs can be tracked back to
nearly 20,000 years ago where first ever known transaction between individuals took
place. Do you know who are these first entrepreneurs?
Find the answer by solving puzzle by supplying the corresponding letter in each
number below. Match the term on the left with the group of words or clues on the
right. Best of luck!
___ ___ ___ ___ ___ ___ - ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
8 2 5 1 6 7 4 3 1 8 6 7 6 7 1 7 9 10 6
(1) macro environment W – opportunity seeking

(2) cultural environment H – average weather
(3) social environment I – tangible items
(4) political environment B – flora and fauna
(5) Economic environment G – governance system
(6) ecological environment A – human interactions
(7) technological environment S – target market
(8) climate R – new trends and discoveries
(9) physical resources E – living and nonliving
(10) wildlife N – income level and purchasing power
T – big external factors
U – group of people or ethnic groups
20
B. Identify the part of the business plan defined in each item below. Choose your
answer from the choices in the box. Write the letter that corresponds to your
answer in your notebook.
a. Executive Summary b. Management and Organization

c. Product/Service Plan d. Marketing and Sales Plan e. Financial Plan
1. This includes your business strategies, the target market, value proposition
of your product or services that may increase the company sales.
2. This synthesizes the whole plan and though found at the beginning, this is
done last.
3. This part describes the highlight of the product or service offered to the
customers so that they will be encouraged to patronize your product or
service
4. This is a document containing your current financial situation as an

entrepreneur and long-term monetary goals, as well as tactics to attain those
objectives.
5. This part includes all the basic information of your business. This also
describes the workflow of your business from the highest position up to the
lowest.
“Give a man fish and he will eat for a day.

Teach him how to fish and he will eat for a lifetime.”
21
What I Have Learned
The current situation we are in cause unemployment to a large population of

the country. Social Amelioration Program (SAP) implemented the Emergency Subsidy
Program (ESP) granting an amount of ₱ 5000 to ₱ 8000 to the beneficiaries who
suffered the greatest impact of the implementation of the quarantine.
Given that you are one of the beneficiaries, how will you utilize the given
amount to start a small business?
List at least three opportunities that can be found in your area. For each
opportunity, provide two business proposals and state the reason for choosing such
proposals.
You may brainstorm with your family members for the possible opportunities
that you have in mind.
Use the format below to present your answer.
Opportunity Reason/s Proposed Business
What I Can Do
22
Answer the given question briefly and comprehensively.
Prior to COVID 19, the world witnessed different outbreaks that caused
fear and anxiety among nations: from SARS in 2002, H1N1 in 2009, MERS in
2012, and Ebola in 2018. Among these, COVID 19 has the widest range
affecting almost 66 countries and territories with almost 10 million cases
worldwide at present. In the country, the number of cases increases each day.
This caused businesses, schools, and even churches to stop operations and
communities to be under quarantines. Strict precautionary measures are
implemented as to stop the spread of the virus. What do you think are the
opportunities posed by this threatening condition?
Assessment
Read and analyze each item. Write your answers in your notebook.
A. Write TRUE if the statement is correct. Otherwise, write FALSE.
1. Income levels of a community affects the buying capability of its citizens.
2. Contingency plans must be included in a business plan for anticipated

concerns that may arise.
3. Poorly researched business poses lower risk.
4. Once entrepreneurial skills and competencies are identified, one can start a
business venture right away.
5. Business profit includes the quantity needed for business operations as well
as sources of such amount.
6. Executive summary is found at the beginning of the plan but is done last.
23
7. A business plan is also written for the sake of the investors from whom the
entrepreneur may ask for financial assistance.
8. Market segmentation is a process of analyzing the internal and external

factors that affect a business enterprise
9. A financial plan must be written solely by someone who is knowledgeable

about handling finances such as certified financial planner.
10. Weaknesses and threats are both harmful and external factors that may affect
the business.
B. Identify the macro environment source of opportunity shown in each situation.

Choose your answer from the box below and write its corresponding letter on your
paper.
a. socio – demographic b. economic c. ecological

d. technological e. political
11. Miss Macy Pag hired a website developer to create an online website for her
business to expand her market.
12. Ms. Dee S. Carte started investing in a candle making business since she
knows that months from now it will be in demand as “All Souls Day” is fast
approaching. This is the day of the year wherein people including Filipinos visit
their dead loved ones.
13. Mr. Matt T. Pid registered his business to Department of Trade and Industry
(DTI) for legal purposes. In return, he received free workshops and trainings
and had easier transactions in government offices. DTI also helped him market
his products thus, making his products known in the province.
14. Based on what he learned about electronics and the desire to help lessen their
energy consumption as to help in issues regarding taking care of the
environment, Mr. Lou Dy made a DIY (do-it-yourself) solar charger made up of
low-cost materials. Eventually, this does not only help him achieve his goals as
an environment enthusiast but also gives him an opportunity to earn.
15. Different industries and companies can be found in Bataan such as FAB in
Mariveles, Bataan Petron Refinery in Limay, and EcoPark in Hermosa which
create employment for its residents. Ms. Paz Centia saw an opportunity to start
a laundry business due to the large population of workers who do not have time
to wash their own clothes.
24
Label the entrepreneur below with the sections of the business plan that can
be associated with his body part. Justify your answer by giving concrete examples.
(Example: Hands – Financial plan. The hands are used for handling things. In
business, the hands are responsible for giving and receiving resources such as money.)
Rubrics for Assessing Open-ended Questions
Needs Improvement:
Excellent: 5pts Average: 3pts.
2pts.
The answer is clear and The answer is Answer is not well-
focused. Relevant understandable, even defined and/or there
Ideas
details were given. though statement is are too many
still basic or general. irrelevant details.
The structure of The organizational Sentences contained
information is structure is strong in the paragraphs
Organization compelling and moves enough and there is make sense, but the
the reader through the not too much sequence of
text. confusion. paragraphs does not.
The form and The answer is The answer is only
presentation of the understandable in this seldom
answer enhances the format. understandable, and
ability for the reader to paper is messily
Presentation
understand and written.
connect with the
message. It is pleasing
to the eye.
25
26
Assessment: What I
Additional Have
Activities: 1. True 6. True 11. D Learned:
2. True 7. True 12. A
Answers
3. False 8. False 13. E may vary.
Answers 4. False 9. False 14. C
may vary. 5. False 10. False 15. B
5. B
What I 4. E What’s New:
Can Do: 3. C
6. ICT
7. Lamao
2. A
Answers B. 1. D
may TRIBE 8. February
vary. GATHERER 9. pentagon
A. HUNTER- 10. bagnet
Essay: Answers may
What’s More: vary.
What’s In:
What I Know:
A. B. 1. D 6. D 11. D
1. E 1. art 2. A 7. C 12. A
2. F 2. wealth 3. B 8. C 13. C
3. D 3. needs 4. B 9. C 14. A
4. C 4. 5. A 10. A 15. C
intrapreneurship
5. A 5. Risk
Answer Key
References
Aduana, Nick L. (2016). Entrepreneurship in Philippine Setting for Senior High School.
C&E Publishing, Inc. Quezon City
DepEd (2016). K to 12 Curriculum Guide. Entrepreneurship.
Edralin, Divina M. (2016). Entrepreneurship. Vibal Group, Inc. Quezon City
Go Josiah and Go Chiqui E. (2010). Fundamentals of Marketing in the Philippine

Setting (2nd Edition). Pages 60 – 88. Josiah and Carolina Go Foundation Inc.
Chen, James (2019). Marketing Plan. Investopedia.

https://www.investopedia.com/
Morato, Eduardo Jr. (2016). Entrepreneurship. Pages 41-58. Rex Bookstore. Quezon
City.
27
28

Telefax: (047) 237-2102
29
Applied Economics
Differentiate Various
Market Structures
Applied Economics – Grade 12
Quarter 1 – Module 5: Differentiate Various Market Structures
First Edition, 2020
over them.

Writer: Raynie E. Navarro

Editor: Janina Mae V. Malibiran
Reviewer: Charina A. Morales, EdD
Illustrator: Raynie E. Navarro
Layout Artist: Raynie E. Navarro
Management Team:
Education Program Supervisor, ABM : Danilo C. Caysido
District Supervisor, Samal : Jeolfa G. Reyes, EdD
Division Lead Book Designer : Rogelio M. Olegario
District LRMDS Coordinator, Samal : Milyn B. Alcaide
School LRMDS Coordinator : Milyn B. Alcaide
School Principal : Charina A. Morales, EdD
District Lead Layout Artist, ABM : Emmanuel S. Gimena Jr.
District Lead Illustrator, ABM : Mark Edson Fajardo
District Lead Evaluator, ABM : Jeolfa G. Reyes, EdD

Telefax: (047) 237-2102
Applied Economics
Differentiate Various
Market Structures
Welcome to the Applied Economics – Grade 12 Alternative Delivery Mode

(ADM) Module on Differentiate Various Market Structures!

body of the module:

ii
For the learner:
Welcome to the Applied Economics – Grade 12 Alternative Delivery Mode

(ADM) Module on Differentiate Various Market Structures!
learner.
module.

module.





sentence/paragraph to be filled into process

iii
competency.

learned concepts.

module.

this module.
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
iv
What I Need to Know
In this module, you will be able to differentiate the number of sellers, types of
products, entry/exit to market, and pricing power of the following:
Lesson 1: Market Structures
Lesson 2: Monopoly
Lesson 3: Monopolistic Competition
Lesson 4: Perfect Competition
Lesson 5: Oligopoly
What I Know
Directions: Read each question carefully. Choose the correct answer below each
question and encircle its corresponding letter.
1. It is one of the numerous infrastructures, systems, institutions, social relations,

and procedures wherein buyers and sellers usually interact with each other to
exchange goods and services.
a. market
b. economy
c. business
d. malls
2. It deals with strategic decision making and focuses on both economics and
marketing, making professional entrepreneurs precisely judge industry, policy
changes, and market news.
a. market
b. market structures
c. business
d. economy
3. Which of the following are the types of market structures?
I. Monopoly
II. Business
III. Oligopoly
IV. Economy
1
V. Market
VI. Monopolistic Competition
VII. Perfect Competition
a. I, II, III, VII

b. I, III, VI, VII
c. II, IV, V, VI
d. All of the above.
4. It usually emerges because there is a high barrier to enter and exit in a particular
market.
a. business
b. market
c. monopoly
d. economy
5. Are monopolists price setters?
a. Yes, because they are the only producer of the product they sell.
b. Yes, because they are NOT the only producer of the product they sell.
c. No, because the government doesn’t allow them.
d. No, because no one will buy.
6. Do monopolies cause deadweight loss in the economy?
a. Yes, because they are illegal businesses.
b. Yes, because they are not price setters.
c. Yes, because they can minimize their output production to put higher prices
and gain more profit.
d. No, they uplift the economy.
7. It pertains to the situation where several companies sell the same yet slightly
different products.
a. monopoly
b. trade
c. monopolistic competition
d. market
8. In a monopolistic competition, can every firm set the price?
a. Yes, because their products are different in their own way.
b. No, because that is not allowed.
c. No, because no one will buy if they increased the price.
d. Yes, because are not included in the market.
9. In a monopolistic competition, can consumers prefer one product over another?
a. Yes, it’s their right.
b. No, that’s not allowed.
c. No, their preference does not matter.
d. Yes, but they are not allowed to buy it.
10. Is there a type of market structure wherein the market has full control over
implying prices?
a. Yes, but that is only if there are uniform prices that depend on the demand
and supply.
b. No, the market doesn’t have the power to do that.
c. No, different companies will protest if that happened.
d. Yes, but only in foreign countries.
2
11. What do you call the market structure where many products are similar that may
substitute each other since they have the same features, price and, quality?
a. market
b. perfect competition
c. monopolistic competition
d. economy
12. Can companies manufacture identical products that are not branded?
a. Yes, there is a specific market structure for that.
b. No, companies won’t agree with producing identical products and not
branding it.
c. No, that is not allowed.
d. Yes, but that is only for a free trial.
13. It is a type of market structure where firms dominate the market by supplying
either similar or differentiated products.
a. similar market
b. monopoly
c. oligopoly
d. differentiated market
14. Are the participants in oligopolies price setters or takers?
a. They are price setters.
b. They are price takers.
c. They are both.
d. None of the above.
15. Can different firms be interdependent with each other?
a. Yes, what a single firm does can significantly affect the firms.
b. No, they have their own businesses.
c. No, that’s not allowed.
d. Yes, but that is illegal
Lesson
1 Market Structures
What’s In
A market is one of the numerous infrastructures, systems, institutions, social

relations, and procedures, wherein buyers and sellers usually interact with each
other to exchange goods and services. In relation to that, this lesson will enlighten
you of the different market structures that distinguish an economy.
3
You can let the learners give an example situation they notice in
the market to easily engage themselves with this lesson.
What’s New
Tune: Twinkle, Twinkle, Little Star

Market structures, what are those?
Send me help ‘coz I don’t know.
Is it needed for me to learn?
If that was the case then start the lesson.
What is It
Market structures are the key points in evaluating business’ economic

environments. It deals with strategic decision making and focuses on both economics
and marketing, making professional entrepreneurs precisely judge industry, policy
changes, and market news. The significant operational definition of market structure
is a concern to both economists and marketers since they have different
methodological approaches in this, and each of them has their strengths and
weaknesses.
Moreover, these are the most notable characteristics of market structures:
• The relationship between a seller to another seller, a seller to his/her buyer,

and many more.
• The product that has been sold and the extent of product differentiation,
which affects cross-price elasticity of demand.
• The number of companies or corporations, including the scale and range of
international competition, in the market.
• The concerns in entering and exiting the market.
4
• The dissemination of market shares for the largest firms.
• The number of buyers and how they behave to mandate a product’s price and
quantity.
• The turnover of customers which can be affected by the extent of consumer or
brand loyalty and the influence of persuasive advertising and marketing.
The interactions and variations in these aspects provided the existence of

different market structures, which are the following:
• Monopoly. Herein, there is a single merchant of a product for which there is

no close alternative.
• Monopolistic Competition in which differentiated product has many
vendors.
• Perfect Competition, wherein, a similar product has many sellers.
• Oligopoly, whereupon, there are few sellers of a standardized or a
differentiated product.
These market structures will further be discussed in the subsequent lessons.
What’s More
Directions: Choose the answer from the box. Write the letter of the correct one on the
space provided before each number.
a. market f. oligopoly
b. interaction and variations g. monopolistic competition
c. business professionals h. perfect competition
d. market structures i. monopoly
e. economics and marketing j. economists and marketers
___ 1. These are the key points in evaluating business’ economic environments.
___ 2. What do you call the type of market structure in which there is a single
merchant of a product for which there is no close alternative?
___ 3. It is one of the social relations wherein people exchange goods and services.
___ 4. Market structures deal with strategic decision making and focus on what?
5
___ 5. It is a type of market structure wherein a similar product has many sellers.
___ 6. Who are the people concerned about market structures because they have
different approaches in this said matter?
___ 7. What do you call the type of market structure in which differentiated product
has many vendors?
___ 8. Who can precisely judge industry, policy changes, and market news?
___ 9. What provides the existence of different market structures?
___ 10. It is a type of market structure wherein there are few sellers of a
standardized or a differentiated product.
What I Have Learned
Directions: Complete the statement by writing what you have learned in this lesson.
Cite also at least 3 to 5 concepts you have learned.
In this lesson, I have learned that market structures are
What I Can Do
Directions: Identify at least 5 characteristics of market structures you observe every

time you go to the marketplace. (3 points each)
1.
2.
3.
4.
5.
6
Lesson
2 Monopoly
What’s In
In the past lesson, you have learned that market structures are the key points
in evaluating business’ economic environments. Its interactions and variations in
different aspects provided the existence of monopoly, monopolistic competition,
oligopoly, and perfect competition. In this lesson, you will find out more about the
first one, which is a Monopoly.
Let your students guess what a ‘monopoly’ is all about by reading

the poem below.
7
What’s New
Take some time to read this poem:
Monopoly
Mono, mono, mono,
you are the only one.
You can manipulate the entire realm,
and can be surrogated by none.
Mono, mono, mono,
how does it feel to have the power?
By merely doing your job,
you make everyone cower.
Mono, mono, mono,
your might has its own drawbacks.

What is It
Only a few compete with you,
but you need not worry, hence, keep on track!

A monopoly pertains to a situation wherein there is only a single company
that produces a certain product in the entire market. Because of that, they have
the power or the authority to manipulate their products, such as minimizing their
outputs to put higher prices in it and to gain more profit. In this situation,
consumers have a lesser benefit, especially when the product is essential to them,
making them buy it despite being expensive.
8
Monopolies commonly emerge because there is a high barrier to entry and exit in
a particular market. The three main factors that can become the reason for it are the
following.
• Ownership of a fundamental resource - If the key resource is solely owned by

a firm, the firm can limit the access to this source, therefore creating a
monopoly.
• Economies of scale – In some sectors, a single firm can sustain products or
goods at a lower price than two or more firms could, resulting in a natural
monopoly, which arises even without the intervention of the government.
• Government Regulation – To suffice the interest of the public, the government
usually restricts market entries in a legal way, which is through copyright
laws and patents.
Frankly said, monopolies are usually unwelcomed to society because it can cause
deadweight loss by producing lesser outputs than the competitive ones, yet still, have
higher prices. However, the government can react to these by demanding price
regulations, establishing competition laws, nationalizing the monopolies, or by not
doing anything at all.
What’s More
Directions: Read each question carefully and write TRUE or FALSE on the space
provided before each number.
______ 1. In a monopoly, many companies sell the same product.
______ 2. The government’s action can cause monopolies to emerge.
______ 3. The consumers benefit more in buying monopolized products.
______ 4. You are not allowed to buy a monopolized product.
______ 5. The entry and exit are blocked in monopoly.
______ 6. The firm’s ownership of a fundamental source can cause a monopoly.
______ 7. There are substitutes or alternatives to monopolized products.
______ 8. A natural monopoly can arise even without the government’s intervention.
______ 9. Monopolies are usually welcomed to society.
______ 10. Monopolies can cause a deadweight loss to the economy.
______ 11. The government can demand price regulations for monopolies.
______ 12. Monopolies are illegal businesses.
9
______ 13. Competitive markets produce lesser outputs than monopolies.
______ 14. The government cannot nationalize monopolies.

______ 15. The monopolist can set the product’s price.
What I Have Learned
In this lesson, I have learned that monopoly is
What I Can Do
Directions: State if the given situation is a MONOPOLY or NOT. (3 points each)
_____________ 1. Barbara went to the market yesterday to look for a cosmetic product.
She bought 5 pieces of it and they all have different brands.
_____________ 2. Your mom asked you to buy a Brand A Pancit Canton in Aling Nena’s
Store. Sadly, they ran out of it so you just bought Brand X Pancit
Canton.
_____________ 3. Achilles owns the only Art Shop in their town that’s why he raised
each material’s price and limited the products they make.
_____________ 4. Jason went to the mall last week to purchase a gift for Clara. He
then noticed that there was a newly opened accessory shop and
bought a necklace for her despite being too expensive.
_____________ 5. Your friend opened a cake shop. He then asked you to come and buy
some. You can’t complain so you ended up buying one.
10
Unexpectedly, it tasted good. When you came back there the
following week, the cake you bought last time was already
unavailable.
Lesson
3 Monopolistic Competition
What’s In
In the previous lesson, you learned that a monopoly pertains to a situation
wherein there is only a single company that produces a certain product in the entire
market. Moreover, you also found out that they have the power to control their
products, such as minimizing their outputs to put higher prices in it and to gain
more profit. On the other hand, this lesson will make you aware of the second type
of market structure: Monopolistic Competition.

You can provide other examples of companies in a monopolistic
competition for better retention in the learner’s mind.
11
What’s New
Isabela went to the grocery store earlier along with her 7-year-old daughter
named Chelsea. When they arrived at the powdered milk’s corner, she asked her
daughter.
Isabela: Baby, what milk do you want? Milk A or Milk B?
A question then popped out of Chelsea’s mind, making her answer her mother with
another question.
Chelsea: Mom, why do I need to choose? Both are the same kind anyway. Why
do we have different brands?
What is It
When there is a numerous quantity of small firms competing against each

other, it is called a Monopolistic Competition. However, in this type of market
structure, several companies sell the same product but they have their differences.
Those differences give them market power which lets them charge higher prices for
a product, but is within a certain range. These key factors can include style, brand
name, location, packaging, advertisement, and pricing strategies, which became
every firm’s basis in marketing.
You can assume the following when discussing the monopolistic competition:
• Every firm is a price setter and can maximize their profit.
• They sell similar yet slightly different products.
• The consumers can favor a product more than the other one.
• There are easy entrances and exit in this market.
This type of market structure can be observed in reality. Some of the common
examples are:
• Cap’n Crunch, Lucky Charms, Froot Loops, and Apple Jacks, which are all
companies that sell breakfast cereals with small differences.
• McDonald and Burger King, which both sell slightly different burgers
• Nike and Adidas, which both sell running shoes, but are different in some
ways.
12
What’s More
Directions: Read each question carefully. Fill in the blanks and choose the correct
answer from the box.
similar/same difference
price prefer/choose
entry/entrance monopolistic competition
basis profit
slightly different exit
(1) A _______________ is a type of market structure wherein there is a numerous

quantity of small firms competing against each other. In this market structure,
several companies can sell (2) _____________ yet (3) _____________ products. Moreover,
any firm can set the (4) __________, but only with a certain range. They can also
maximize their own (5) _____________. The (6) _____________ in their products can be
in style, brand name, location, packaging, advertisement, and pricing strategies,
which became every firm’s (7) _____________ in marketing. There is also an easy (8)
_____________ and (9) _____________ in this market. On the other hand, the consumers
can (10) _____________ a certain product over the other one.
What I Have Learned
In this lesson, I have learned that monopolistic competition is
13
What I Can Do
Directions: Read each question carefully. Write MC if it is an example of a

monopolistic competition and NMC if it is NOT. (3 points each)
______ 1. Cynthia recently opened her milk tea shop. A few weeks later, her friend,
Vilma, also opened one. They both sell the same product, which is milk tea,
but it is different in terms of style, packaging, and advertisement.
______ 2. Edward owns a pizza shop, and it is the only one in their town. Due to that,
he decided to lessen the pizzas they produce every day to put a higher price
on it.
______ 3. You went to the market to buy a dress for your sister. A floral dress and a
sexy dress caught your attention. You are sure that those are exactly your
sister’s type, but they are from different shops. In the end, you chose the
floral one because you trust its brand.
______ 4. Elsa wants to buy shoes for her son, but she can’t choose whether it should
be Nike or Jordan. She then called her son to ask him, and he said he
prefers Jordan.
______ 5. Alfredo owns the only butchery shop in their village. Every morning,
customers line up in front of his store to buy one because it easily gets out
of stock.
14
Lesson
4 Perfect Competition
What’s In
In the previous lesson, you have learned about monopolistic competition

which is another type of market structure. You have learned that it is a type of
imperfect competition where producers offer products that are distinguished from
each other but not perfect substitutes.
In this lesson, you will also encounter another type of market structure that
involves competition. This structure is known as perfect competition.
To introduce this lesson, you can ask the students what does the
term ‘perfect’ means to them.
What’s New
Visualize yourself as a seller of bubble tea in a food court. Your bubble tea
includes tapioca pearl, cream cheese, and cookies. In the same food court, two other
bubble tea stalls are offering the same product as yours. Among you and the other
sellers, no one can change the price of the product since everyone is aware that it
costs 85 pesos each large bubble tea. Once you have increased the price of your
product, the consumers may tend to buy on other stalls since they are also selling
the same item at a cheaper price. In this situation, it shows a perfect competition
market structure.
15
What is It
Perfect competition is a type of market structure where many products are

similar and may substitute each other since they have the same features, price and,
quality. There are many sellers and consumers in this type of market with almost
the same products. Moreover, a perfectly competitive market requires few barriers to
enter and it is easy for producers to quit whenever they want. They also have uniform
prices that depend on the demand and supply which means that the market has full
control over implying prices.
Perfectly competitive markets show these characteristics:
• Both the producers and consumers have perfect knowledge without

information failures. The details and information in this market are easily
accessible to all participants. Thus, risk-taking is not necessarily important
and the power of an entrepreneur is limited.
• Producers and consumers are making coherent decisions for their benefit. For
instance, producers make decisions to maximize their profits, and consumers
make decisions to maximize their utility.
• There are no hindrances to enter nor exit from this type of market.
• Companies manufacture identical products that are not branded.
• Producers don’t have the power to influence the market price nor the
condition.
What’s More
Directions: Determine whether the following characteristics are describing a perfectly

competitive market. Write YES if it describes it, while NO if it does not.
1. There are no barriers to entering a perfectly competitive market.
2. There are no barriers to exiting a perfectly competitive market.
3. Entrepreneurs have control over implying prices.
4. The products are almost similar to each other.
5. It is easy to enter this market.
6. All information is accessible to all.
7. Neither the producers nor consumers have perfect knowledge.
8. Producers make decisions for the benefit of the consumers.
9. Producers make decisions to maximize their profits.
10. Consumers make decisions to minimize their utility.
11. Sellers can easily increase the price of their products.
12. Entrepreneurs have uniform prices for their products.
13. Companies produce different branded products.
14. Taking risks in this market is important.
15. The power of producers is unlimited.
16
What I Have Learned
In this lesson, I have learned that perfect competition is
What I Can Do
Directions: Read each question carefully. Tell whether it is an example of a perfect

competition market or not. Put a check on the column of your answer.
SITUATIONS PERFECT NOT

COMPETITION
1. You went to a bazaar to buy a pair of shoes. You noticed
that the products from different stalls are similar then you
asked for their prices. All of the sellers answered you at
the same price.
2. A producer decided to increase the price of his product
without considering the prices from other stores.
3. An entrepreneur wants to start a cosmetic shop.
However, she needs to comply with the requirements and
acquire legal documents such as permits and licenses.
4. You decided to create a small snack house. Before you
established your stall, you considered first the products
and prices of your competitors.
5. Nena wants to buy a new smartphone for her online
classes. However, when she asked how much does it cost,
it is expensive. Now, she is stuck between purchasing the
product or not at all.
6. Unlike other booksellers, Alfredo increased the price of
the books he sells.
7. In Manila, a lot of milk companies manufacture
identical products that are all branded.
8. You and your sister have different milk tea stalls in the
market. However, the product you both sell and its price
are the same as hers.
9. You walked around the whole mall and you found out
that there were 10 photo booth stalls. You also noticed
that they all have the same fees.
10. Kristine is the only seller of graham balls in their
school that’s why she increased its price.
17
Lesson
5 Oligopoly
What’s In
In the previous lesson, you have learned about the market structure perfect
competition. You were able to know its characteristics such that it involves many
producers with almost the same products and prices. Besides, an individual cannot
increase the price of his/her product as the customers will turn to other producers.
After knowing those, you will be able to understand another market structure
in this lesson. You will encounter the last market structure which is an oligopoly.

Emphasize the characteristics of this market structure for the
students to determine its difference from the other types.
What’s New
Imagine yourself starting to build an automobile business. Since you are just
a beginner, you will set your price lower than your competitors. In this way, you can
attract more customers as they may notice the difference in price. Once you already
have more customers compared to other companies, they would be forced to lower
their prices for them to gain more clients and sales. This situation shows an oligopoly
market structure.
18
What is It
An oligopoly is a type of market structure where firms dominate the market

by supplying either similar or differentiated products. There are only a few companies
in this structure and they have control over price implying. It is also difficult to enter
this market since there are a lot of barriers. Moreover, participants in oligopolies are
price setters rather than takers. Some examples of oligopoly companies are the
automobile industry, the steel industry, aircraft manufacturing industry, etc.
Oligopoly markets show these characteristics:
• Entrepreneurs maximize profits.

• Oligopolies set prices rather than take price.
• There are a lot of barriers. It includes government licenses, economies of scale,
patents, and access to expensive and complex technology. Also, some
government policies are favoring the current companies in the industry so it
is hard to enter for beginners.
• Interdependent. Like for example, if one firm change and decreases its price,
it will significantly affect the other firms.
• Rampant advertising since most companies use national media to promote
their products.
What’s More
Directions: Identify whether the example companies are oligopolies or not. Write YES
if it is and NO if not.
1. Automobile industry ______12. Airlines
2. Bubble tea shop ______13. Sari-sari store
3. Snack house ______14. Network providers
4. Mass media company ______15. Aircraft manufacturing industry
5. Oil and gas industry
6. Cellular phones company
7. Taco stall
8. Pharmaceuticals company
9. Poultry shop
10. Aluminum and steel company
11. Computer company
19
What I Have Learned
In this lesson, I have learned that oligopoly is
What I Can Do
Directions: Read the situations carefully. Tell whether it is an example of oligopoly

market or not. Put a check on the column of your answer.
SITUATIONS OLIGOPOLY NOT

1. A businessman started his pizza store. He looks at
the prices of pizza in the market. After knowing it, he
also imposes the same price to his products.
2. An aircraft manufacturing company imposes a
30% discount for all their products as part of their
holiday promo. They have gained more customers
than normal days. Due to this, other competitors
decided to reduce their prices as well.
3. In Quezon City, a newly established automobile
company created a grand opening promo. They are
selling their products with several discounts.
Meanwhile, other companies also created a promo to
maintain their high sales despite the promo of the
newly established company.
4. In the mall, there are only few stalls which sell
shakes. You noticed that one of the stalls have higher
price than the others.
5. Unlike Jake and other competitors, Sarah did not
increase the price of the salad she sells.
20
Assessment
Directions: Read each question carefully. Encircle the letter of the correct answer.
1. Can different firms be loss in the economy?
interdependent with each other?
a. Yes, because they are illegal
a. Yes, what a single firm does can businesses.
significantly affect the firms. b. Yes, because they are not price
b. No, they have their own setters.
businesses. c. Yes, because they can minimize
c. No, that’s not allowed. their output production to put
d. Yes, but that is illegal. higher prices and gain more
2. It deals with strategic decision profit.
making and focuses on both d. No, because they uplift the
economics and marketing, making economy.
professional entrepreneurs precisely 6. In a monopolistic competition, can
judge industry, policy changes, and every firm set the price?
market news. a. Yes, because their products are
a. market different in their own way.
b. market structures b. No, because that is not allowed.
c. business c. No, because no one will buy if
d. economy they increased the price.
d. Yes, but that is illegal.
3. It is one of the numerous 7. Is there a type of market structure
infrastructures, systems, institutions, wherein the market has full control
social relations, and procedures, over implying prices?
wherein buyers and sellers usually
a. Yes, but that is only if there are
interact with each other to exchange
uniform prices that depend on
goods and services.
the demand and supply.
a. market b. No, the market doesn’t have the
b. economy power to do that.
c. business c. No, different companies will
d. malls protest if that happened.
4. It usually emerges because there is d. Yes, but that is illegal.
a high barrier to enter and exit in a 8. Are the participants in oligopolies
particular market. price setters or takers?
a. business a. They are price setters.

b. market b. They are price takers.
c. monopoly c. They are both.
d. economy d. None of the above.
5. Do monopolies cause deadweight 9. What do you call the market
21
structure where many products are 12. Can companies manufacture
similar that may substitute each other identical products that are not
since they have the same features, branded?
price and, quality?
a. Yes, there is a specific market
a. market structure for that.
b. perfect competition b. No, companies won’t agree with
c. monopolistic competition producing identical products
d. trade and not branding it.
c. No, that is not allowed.
10. It pertains to the situation where
d. Yes, but they cannot sell it.
several companies sell the same yet
slightly different products. 13. In a monopolistic competition, can
consumers prefer one product over
a. monopoly
another?
b. trade
c. monopolistic competition a. Yes, it’s their right.
d. market b. No, that’s not allowed.
c. No, their preference does not
11. Which of the following are the
matter.
types of market structures?
d. Yes, but they are not allowed to
I. Monopoly buy it.
II. Business 14. It is a type of market structure
III. Oligopoly where firms dominate the market by
supplying either similar or
IV. Economy
differentiated products.
V. Market
a. similar market
VI. Monopolistic Competition b. monopoly
VII. Perfect Competition c. oligopoly
d. differentiated market
15. Are monopolists price setters?
a. I, II, III, VII
a. Yes, because they are the only
b. I, III, VI, VII producer of the product they
c. II, III, V, VI sell.
b. Yes, because they are NOT the
d. All of the above.
only producer of the product
they sell.
c. No, because the government
doesn’t allow them.
d. No, because that is illegal.
22
Directions: Match the corresponding definition or characteristics to the market

structures. Write the letter of the appropriate answer from the box below.
A. Monopoly C. Perfect Competition
B. Monopolistic Competition D. Oligopoly
1. Composed of few companies.
2. Type of imperfect competition.
3. Products don’t have close alternatives.
4. Producers cannot influence the price in the market.
5. Products can substitute each other.
6. Merchants have the power or the authority to manipulate their products.
7. Entrepreneurs are price setters but within a certain range.
8. Entrepreneurs are price takers.
9. Products are differentiated but not perfect substitutes.
10. The firms are interdependent with each other.
11. Information are easily accessible.
12. Products are almost similar.
13. Contains a single firm.
14. It is usually unwelcomed to society.
15. Most companies use national media for advertisements.
23
24
Lesson 3: Lesson 2: Lesson 1: Market What I
MONOPOLISTIC MONOPOLY Structures Know:
What’s What can I do:
COMPETITION Any of the following: 1. A
more:
What’s More 2. B
1. FALSE
• The relationship between 3. B
2. TRUE
a seller to another seller, a 4. C
3. FALSE
1. monopolistic seller to his/her buyer, 5. A
4. FALSE
competition and many more. 6. C
5. TRUE
• The product that has 7. C
2. similar/same 6. TRUE
been sold and the extent of 8. A
7. FALSE
3. slightly different 9. A
8. TRUE product differentiation,
4. price 10. A
9. FALSE which affects cross-price
11. B
5. profit 10. TRUE elasticity of demand.
12. A
11. TRUE • The number of
6. difference 13. C
12. FALSE companies or
7. basis 14. A
13. FALSE corporations, including
15. A
8. entrance/entry 14. FALSE the scale and range of
Lesson 1:
9. exit 15. TRUE international competition,
Market
in the market.
10. prefer/choose Structure
Lesson 2: • The concerns in entering s
MONOPOLY and exiting the market.
Lesson 3: What can I • The dissemination of What’s
do: market shares for the More:
Monopolistic
largest firms. 1. D
Competition 1. NOT
• The number of buyers 2. I
What can I do: 2. NOT
and how they behave to 3. A
3.
1. MC mandate product’s price 4. E
MONOPOLY
2. NMC and quantity. 5. H
4.
• The turnover of 6. J
3.MC MONOPOLY
customers which can be 7. G
4. MC 5.
affected by the extent of 8. C
MONOPOLY consumer or brand loyalty 9. B
and the influence of
10. F
persuasive advertising and
marketing.
Answer Key
25
structures/.
Zeder, R. (2016). Quickonomics. Retrieved from https://quickonomics.com/market-
market-structures/
Online, A. (2017). AU Online. Retrieved from https://online.aurora.edu/types-of-
Leano, R. Applied Economics for Senior High School.
Avila-Bato, J., & Viray, E. Applied Economics. Anvil Publisher.
References
Lesson 4: Perfect
Lesson 1-
Lesson 5: Competition
5:
Lesson 5: Oligopoly What’s more:
Additional
Oligopoly What’s 1. YES 6. YES 11. NO
Activity:
What can I do: More: 2. YES 7. NO 12. YES
1. YES 3. NO 8. NO 13. NO
1. D
1. NOT 2. NO 4. YES 9. YES 14. NO
2. B
2. OLIGOPOLY 3. NO 5. YES 10: NO 15. NO
3. A
3. OLIGOPOLY 4. YES
4. C
4. NOT 5. YES Lesson 4: Perfect
5. C
5. NOT 6. YES Competition
6. A
7. NO What can I do:
7. B
Lesson 1-5: 8. YES
8. C
Assessment: 9. NO 1. Perfect Competition
9. B
10. YES 2. Not
10. D
1. A 6. A 11. B 11. YES 3. Not
11. C
2. B 7. A 12. A 12. YES 4. Perfect Competition
12. C
3. A 8. A 13. A 13. NO 5. Not
13. A
4. C 9. B 14. C 14. YES 6. Not
14. A
5. C 10. C 15. A 15. YES 7. Not
15. D
8. Perfect Competition
9. Perfect Competition
10. Not
Answer Key

Telefax: (047) 237-2102

Business Ethics and
Social Responsibility
The Core Principles Underlying
Fairness, Accountability, and
Transparency in Business
Operation and Stewardship
Business Ethics and Social Responsibility – Grade 12
Quarter 3 – Module 2: The Core Principles Underlying Fairness, Accountability, and
Transparency in Business Operation and Stewardship
First Edition, 2020
over them.

SENIOR HS MODULE DEVELOPMENT TEAM
Author : Gina R. Bagtas

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Printed in the Philippines by the Department of Education –

Schools Division of Bataan
Telefax: (047) 237-2102
Business Ethics and
Social Responsibility
The Core Principles
Underlying Fairness,
Accountability, and
Transparency in Business
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
What I Need to Know
Being an Accountancy, Business, and Management (ABM) student, you can

be employed later in an enterprise or even in a big corporation. Hence, it is important
for you to know the ways on how fraud or problems can be prevented in work areas
or offices. As such, the core principles of fairness, accountability, and transparency
should be learned so that you can apply the knowledge in case you encounter those
fraudulent or problematic situations in the future.
After going through this module, you are expected to:

1. classify the situation if is shows fairness, accountability,
or transparency;
2. explain the core principles of fairness, accountability, and transparency;
and
3. illustrate how fairness, accountability, transparency and stewardship is
observed in business and non-profit organizations.
1
What I Know
Directions: Identify what is defined or described by choosing the letter of your

answer. Write your answers on a separate sheet of paper.
1. It is the explication and justification process.

A. accountability B. fairness C. transparency D. efficiency
2. It is giving to a person what is due to him/her.
3. This act should be done accurately to the company’s investors.
A. hiring B. reporting C. organizing D. auditing
4. This approach makes a person more honest and sincere.
5. This means that the standard of judging is free from bias.

Directions: Identify whether the statement is True or False.
6. When a manager is not bias, he/she is fair.

7. Ted showed transparency when he reimbursed his expenses without showing
official receipts.
8. An employee is accountable to pay whatever company property he/she has
damaged or lost.
9. Fairness is shown when one listens to the two sides of a story.
10. Accountability is shown when one admits his/her mistake and is responsible
for it.
11. Betty exercised fairness when she paid the right amount for an item purchased.
12. Transparency is shown when the accountant hides the records from the other
shareholders of the company.
13. Bobby is exhibiting transparency when he holds an open bidding for
the company’s next project.
14. Mina should pay the money collection that she lost in the restaurant, being the
treasurer of the lending company where she works.
15. A boss may choose who among his employees will be given 13th month pay.
2
Lesson
The Core Principles Underlying
Fairness, Accountability, and
1 Transparency in Business
What’s In
Directions: Answer the following questions. Write your answers on a separate sheet
of paper.
Recall your On-the-Job Training. Share your observation in the employees’

performance of their duties. Explain your answers briefly.
1. Were the employees fair in the performance of their duties?

___________________________________________________________________________
___________________________________________________________________________
2. Were they accountable when they lost something?

___________________________________________________________________________
___________________________________________________________________________
3. Were the records transparent?

___________________________________________________________________________
___________________________________________________________________________
Notes to the Teacher / Facilitator

For the sharing of their On-the-Job (OJT) training
experience, explain to the students that they need not mention the
name of the company or office where they had their OJT for
confidentiality reason. What is important here is their answer or
their observation.
3
What’s New
Activity 1
Directions: Read the text below and follow the given instructions. Write your answers
on a separate sheet of paper.
Miguel works as an accountant in a big corporation. For 2019, the tax payable
by his company to the Bureau of Internal Revenue (BIR) is more than
Php 10,000,000.00 pesos. Since he is assigned to transact business with the BIR, he
connived with the revenue officer where they both agreed to lower the tax to Php
5,000,000.00 only. Then, the Php 2,000,000.00 was given to the collecting officer
and the Php 3,000,000.00 went to Miguel’s own pocket.
Supposing you work with Miguel at the accounting department and you
suddenly discovered what he did, what would you do?
Put check (/) if the action is acceptable. If not, leave it as it is.
_____ I will talk to Miguel and tell him that I will not report him provided that
he shares with me his part.
_____ I will immediately report him to the manager.
_____ I will not do anything because I do not want to be involved in the issue.
_____ I will share the information to my closest officemate, but we will never
disclose it to others.
Activity 2
Directions: Answer each of the following questions in two to three sentences. Write
your answers on a separate sheet of paper.
1. Have you been blamed for something you did not do?
Explain what happened.
___________________________________________________________________________
2. Have you gotten a grade that you think you did not deserve?
Explain what happened.
___________________________________________________________________________
3. Have you lost somebody else’s property which you just borrowed? Explain
what happened.
__________________________________________________________________________
4
What is It
To help the business organization get on the right track, there are three core
principles that should be implemented in its operation - fairness, accountability, and
transparency.
Fairness
This is the standard of judging which is exempted from bias or prejudice.
When someone displays fairness in making decision, he/she pleases all involved
parties and offers a solution that is beneficial to everyone. In business context,
fairness means balancing the interests involved in all decision-making including
those related to hiring, firing, and the compensation and reward system. Employees
think of their organizations as just when the rewards and the way they are
distributed are fair.
Fairness is giving to a person what is due to him/her. It has something to do

with justice because the employer checks whether the members have the benefits
and burdens distributed evenly to them.
Examples of fairness:
1. A boss listening to both sides of the story before judging who is right
and who is wrong.
2. An employer giving 13th month pay to all his/her employees.
3. A person paying the right price for a product purchased or for a service
received.
Accountability
The most important aspect of preventing and detecting corruption is the
sound accountability structures. A civil society organization without proper systems
of accountability is fragile and open to rumors of mismanagement and abuse of
authority. Worst of all, lacking it will prevent the organization from enjoying full
respect and legitimacy in the eyes of its stakeholders, including those bearers of
duties that it intends to advocate with.
Accountability is the explication and justification process. It is about testing,

forming a judgment, and taking an action if necessary. It also comes with
responsibilities. Holding people to account for those actions which they are
responsible for is fair.
Accountability is therefore an obligation to demonstrate that work has been

carried out in accordance with agreed rules and standards, or to report on
performance results fairly and accurately in relation to mandated roles and/or plans.
5
Examples of accountability:
1. A cashier admits he/she lost the company’s collection and it is his/her
mistake.
2. An engineer who is assigned on a project is the one to be blamed if the
project did not meet the deadlines.
3. Employee A recommended his cousin to be their company janitor, but the
latter stole the cellular phone of their secretary. Therefore, Employee A may
be blamed for recommending his/her cousin and should pay or replace the
lost cellphone.
Transparency
Transparency, at the individual level, considers intrinsic or ethical salience as
an important feature of the relational dimension of a person. It is described as a
personal quality which is necessary to develop unity between and among individuals.
A transparent approach makes a person more honest and sincere in his/her
relationships, in communicating his/her points of view, and in working actively to
find shared meanings and goals.
Organizationally speaking, the instrumental salience of transparency is

identified as an important mechanism for ensuring social responsibility. For
example, adequate disclosure is required to inform donors of how an organization
uses its money.
Transparency helps people to consider how the actions of social organizations

such as multinational agencies and non-governmental groups offer meaningful
support to civil society and whether funding is being properly spent.
More examples of transparency:

1. Reporting accurately the company’s financial situation and risks to investors
2. Holding and selecting bids according to an open pre-defined process
3. Having an open process of decision-making such as in hiring additional
employees
6
What’s More
A. Directions: Classify each situation below whether it shows fairness,

accountability, or transparency by putting a check in the proper column. An
example is given below. Write your answers on a separate sheet of paper.
Situation Fairness Accountability Transparency

Cindy, the treasurer, accommodates
the inquiries as to the cash on hand /
of their cooperative.
1. While fixing his table, Arthur
accidentally dropped the electronic
calculator provided by the company.
2. XYZ Enterprises gave all its
employees 13th month pay.
3. Sonia and Rita fought inside the
office. Hence, both were suspended
for three days.
4. The cashier took her noon break
but forgot to lock her drawer. To her
dismay, all her collections the whole
morning were stolen.
5. The book of sales of XYZ
Corporation is open for those who are
interested.
6. The employee discovered that
his/her salary was short by P1,000
and asked the payroll officer who, in
turn, showed him/her the records.
7. The purchaser of the company
paid the exact amount for the
supplies.
8. The teller was short by P2,000.
9. The driver forgot to get the
baggage.
10. The boss shows the receipt to the

accountant.
7
B. Directions: Cite two situations on how you can apply fairness, transparency,
and accountability in dealing with your teachers and family/parents. Copy
the table below and write your answers on a separate sheet of paper.
Criteria Teachers Family/parents

Fairness
Transparency
Accountability
8
What I Have Learned
Directions: Construct a short paragraph for each number below beginning with the
given phrase. Write your answers on a separate sheet of paper.
1. I could show fairness by __________________________________________________

___________________________________________________________________________
___________________________________________________________________________
2. I could show accountability by ____________________________________________

___________________________________________________________________________
___________________________________________________________________________
3. I could show transparency by _____________________________________________

___________________________________________________________________________
___________________________________________________________________________
Rubrics:
Writing mechanics/Content 3 pts.
Grammar 2 pts.
Total 5 pts. for each number
9
What I Can Do
Directions: Assume that you formed a non-profit organization during this time of
pandemic. It aims to accept donations from concerned individuals or groups and
distribute to those who are in need. As its founder, think of ways on how you could
show fairness to your members and to the beneficiaries, accountability with the office
properties and donations, and transparency in the transactions of your organization.
Describe briefly what you would do. Write your answers on a separate sheet of paper.
Plan of Actions:
Fairness
To Members To Beneficiaries
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
Accountability
To Office Properties To Donations

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
Transparency in Transactions
1.
2.
3.
4.
5.
10
Assessment
Directions: Match the term in Column A to its definition/description in Column B.

Write only the letter of your answer on a separate sheet of paper.
A B
1. transparency A. It is the explication and justification process.
2. reporting B. It is giving to a person what is due to him/her.
3. fairness C. This act should be done accurately to the
company’s investors.
4. decision-making D. This approach makes a person more
honest and sincere.
5. accountability E. An example of this act involves hiring of
workers.
Directions: Complete each sentence below by filling in the blank/s . Choose your
answers from the box and write them on a separate sheet of paper.
Efficiency Fairness Transparency

Bias Accountability
6-8 _____________, _________________, and _______________ are the three

important core principles in business organization.
9. _________ is shown when one listens to the two sides of a story before
giving his/her judgment.
10. _________ is shown when one admits his/her mistake and is responsible
for it.
Directions: Read each sentence carefully and identify whether it is correct or

incorrect. Write your answers on a separate sheet of paper.
11. One exercises fairness when he/she pays the right amount for an item
purchased.
12. Transparency is shown when one hides the records from the other
shareholders of the company.
13. Bong is exhibiting transparency when he holds an open bidding for
company’s next project.
14. Lito should pay the money collection which he lost in the restaurant, being
the treasurer of the lending company where he works.
15. A boss may choose who among his/her employees will be given Christmas
bonus
11
Directions: Recall your On-the-job training experience. Were there violations on the
following principles? Write your answers on a separate sheet of paper. Explain your
answers briefly.
1. Fairness
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Accountability
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Transparency
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
12
13
What I Know What’s In What’s New
1. A Answers may vary __ ___ I will
2. B
3. B immediately report
4. C him to the manager.
5. B
6. True
7. False
8. True
9. True
10. True
11. True
12. False
13. True
14. True
15. False
What’s More What I Have Learned What I Can Do
A. Answers may vary Answers may vary
1. Accountability
2. Fairness
3. Fairness
4. Accountability
5. Transparency
6. Transparency
7. Fairness
8. Accountability
9. Accountability
10 Transparency
B. Answers may vary
Assessment Additional Activities:
1. D Answers may vary
2. C
3. B
4. E
5. A
6-8 may be in any
order
6. Fairness
7. Accountability
8. Transparency
9. Fairness
10. Accountability
11. Correct
12. Incorrect
13. Correct
14. Correct
15. Incorrect
Answer Key
References
DepEd 2016. DepEd’s Curriculum Guide for Business Ethics and Social
Responsibility, s. 2016
DepEd 2020. DepEd’s Most Essential Learning Competencies MELC for Business
Ethics and Social Responsibility, s. 2020
Racelis, Aliza. 2017 Business Ethics and Social Responsibility. Manila: Rex Book
Store, Inc.
Rescorrection.com. 2020. Photography of a Person Pointing Something. Retrieve from
https://www.pexels.com/photo/photography-of-a-person-pointing-on-
something-684387/.
Roa, Floriano. 2011. Business Ethics and Social Responsibility. Manila: Rex Book
Store, Inc.
Shimazaki, Sora. 2020. Judgment Scale and Gavel in Judge Office.
https://www.pexels.com/photo/judgement-scale-and-gavel-in-judge-office-
5669602/.
Spacey, John. 2016. 11 Examples of Transparency. Retrieved from
https://simplicable.com/new/transparency.
14

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Physical Education

Published by the Department of Education

Development Team of the Module

Writer: Melanie P. Cortez

Printed in the Philippines by Department of Education – Schools Division of Bataan

Welcome to the Physical Education – Grade 12 Alternative Delivery Mode

(ADM) Module on FITT ON GOAL!

This module was collaboratively designed, developed and reviewed by

while overcoming their personal, social, and economic constraints in schooling.

consideration their needs and circumstances.

body of the module:

Notes to the Teacher

the learners as they do the tasks included in the module.

Welcome to the Physical Education – Grade 12 Alternative Delivery Mode

This module has the following parts and corresponding icons:

What I Know This part includes an activity that aims to

What’s In This is a brief drill or review to help you link

What’s New In this portion, the new lesson will be

What is It This section provides a brief discussion of the

What’s More This comprises activities for independent

What I Have Learned This includes questions or blank

What I Can Do This section provides an activity which will

This is a task which aims to evaluate your

In this portion, another activity will be given

This contains answers to all activities in the

At the end of this module you will also find:

References This is a list of all sources used in developing

The following are some reminders in using this module:

1. Definitions of Physical Fitness

Specific Learning Objectives for this module:

1. Learners demonstrate an understanding of the concepts and principles

Examples: cardiorespiratory endurance/aerobic fitness, musculoskeletal fitness,

training principles, FITT (frequency, intensity, time, type) principle

2. Design, implement, evaluate, and revise an exercise routine that contributes

Examples: resistance training, walking, zumba dance program, running

Prediction Results Remarks

Physical fitness is a complex concept related to the effects of physical activity

My Physical Fitness Terminologies

INSTRUCTION: Rearrange the following jumbled words related to Physical Fitness

1. Hetalh-rlaedte sisneft -_____________________________________

Basics of Physical Fitness

Physical fitness is more easily understood by examining its components, or

Skill-related fitness components include

Health-Related Fitness Components

The five health-related physical fitness components are cardiorespiratory endurance,

1. Cardiorespiratory endurance (CRE) the capability of the cardiovascular

2. Muscular strength is the ability of a muscle, or a group of muscles, to exert

4. Flexibility is the capability of joints to move thoroughly to its full range of

Fitness Rating of Common Activities

Designing My Exercise Routine

Participant Stage of Change Resistance Muscular

Intermediate: Action  1 or 2 exercises Endurance and

Advanced: Maintaining  1 to 3 exercises Endurance and

(As one becomes

The FITT Principle

 Cardiorespiratory endurance (CRE): At least three 20- to 30-minute bouts

To ensure safety, the following need to be considered:

 Know how to calculate target heart-rate zone.