learners module

8/10/2019 learners module

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Learning Module

English 8

Module No. 2: Embracing My Heritage

Lesson 2 Employ appropriate listening skills when listening to descriptive

and long narrative texts

Listen to determine conflicting information aired over the radio

and television

Listen for clues to determine pictorial representation of what is

talked about in a listening text

Determine if the speaker is neutral, for or against an issue that

relates to the community

Ask for and give information, express needs, opinions, feelings,

and attitudes explicitly and implicitly in an informative talk

Make inuiries

!ive information obtained from mass media

Highlight important points in an informative talk using multimedia

resources

"se collocations of difficult words as aids in unlocking

vocabularydifficulties

Evaluate content, elements, features, and properties of a reading

or viewing selection using a set of criteria

Explain visual#verbal relationships illustrated in tables, graphs,

information maps commonly used in content area texts

Discern positive and negative messages conveyed by a programviewed

$eact appropriately and provide suggestions based on an

established fact

Decode the meaning of unfamiliar words using structural

analysis

%ollow task#based directions shown after viewing

&nterpret the big ideas'key concepts implied by the facial

expressions of interlocutors

(how understanding and appreciation for the different genres

with emphasis on types contributed by Asian countries )oint out the elements of plays and playlets

Determine the author*s tone and purpose for writing the essay

)oint out how the choice of title, space, allotment, imagery,

choice of words, and figurative language, among otherscontribute to the theme

+ommunicate thoughts and feelings in summary results and

notes, among others, using appropriate styles formal and

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informal-

"se appropriate modes of paragraph development to express

one*s ideas, needs, feelings and attitudes

"se a variety of cohesive devices to make the flow of thoughts

from one sentence to another smooth and effortless

Employ concept mapping circle, bubble, linear, etc.- as aids in

taking down notes and organi/ing ideas

"se outlines to sum up ideas taken from texts "se varied ad0ective complementation and formulate correct

complex, compound#complex sentences and appropriateparenthetical expressions

"se writing conventions to indicate acknowledgment of

resources

Lesson 3 Ask for and give information, and express needs, opinions,

feelings, and attitudes explicitly and implicitly in an informativetalk

+ommunicate thoughts and feelings in summary results and

notes, among others, using appropriate styles

Listen to determine conflicting information aired over the radioand television

Determine if the speaker is neutral, for or against an issue that

relates to the community

Look into the derivation of words

Define words from context and through word analysis

1rgani/e information illustrated in tables, graphs and maps

Decode the meaning of unfamiliar words using structural

analysis

&nterpret the big ideas'key concepts implied by facial expressions

)oint out how the choice of title, space, allotment, imagery,choice of words, and figurative language, among others,contribute to the theme

"se varied ad0ective complementation and formulate correct

complex, compound#complex sentences and appropriateparenthetical expressions

(tructure meaningful expanded sentences and conditional

statements

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M1D"LE MA)2

Here is the simple map of the lessons you will cover 2

E3)E+4ED (5&LL(2

4o do well in this module, you need to remember and do the following

$ead with understanding

$ead literary and informative texts critically

Enrich one*s life through literature

$ecogni/e meaningful sentences

&mprove and enrich one*s vocabulary

6rite with accuracy, clarity and coherence Adopt study strategies

)articipate actively and fully in class discussion

Engage in enterprising activities

Manage time well in performing individual and group task

+ollaborate fully in performing group task

(peak confidently and interact positively with the audience

)rovide immediate and constructive feedback

3

Embracing OurHeritage

Tracing Our Roots Revisiting OurRich Past

Appreciating OurOrigin

TwoBrothers(Egypt)

Makato &His

CowrieShells

(Thailand)

TheTaximans

Story

(Singapore)

In AnAquarium

(Malaysia)

TheLegend oBanyuwangi!TheCenturyCar"er

(Indonesia)

The #rigin o

An$ient

%ietnam!The

easant'The

Bualo and the

Tiger'The Tale o

Strength and

(isdom

(Vietnam)


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7e sensitive to other*s culture, traditions and literature

Accept and respect other cultures and traditions

Appreciate the importance of unity, harmony and peace

$eflect individually and collectively

&&&.PRE-ASSESSMENT

Let*s find out how much you know about the coverage of this module. Encircle the letter you thinkbest answers the uestion. )lease answer all items. 4ake note of the items as you go through thismodule.

1. &n a plot of the story, the logical arrangement of events is presented .&t has five essential partsexcept, a. denouement

b. exposition

c. atmosphere d. climax

8. (etting is one of the elements of a short story. &t refers to the time and location in which astory takes place. &t may be the following except, a. mood b. climax c. atmosphere d. social condition

9. 6hich of the following is considered one of the elements of a short story: a. character

b. denouement c. exposition

d. climax

;. 6hat element of the story shows the logical arrangement of events ,with a beginning , middle and end: a. exposition b. character c. plot d. conflict


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b. butc. ford. while

>. 6hich is synonymous to mood or atmosphere in the story :a. climaxb. denouement

c. setting

d. character

?. &n preparing an outline from a listening text, the initial step is...a. listen to note detailsb. listen to extract informationc. listen to get the central idea

@ d. listen to get the summary

. +onflict is the opposition of forces. &t maybe a conflict between man versus ,a. man

b. circumstancesc. societyd. internalBC. 4he point of view is defined as the angle from which a story is told except,a. first personb .innocent eyec. omniscientd. static

Learning Module

English 8

Module No. 2: Lesson 1: Tracing Our Roots

ntroduction and !ocus "uestion#s$:

Have you ever wondered why you have similar physical attributes and characteristics

as that of your Asian neighbors: Have you asked yourself why you look like a 4hai, apanese,

+hinese as well as Malaysian, &ndonesian, or Egyptian: Have you thought of discovering your

roots as an Asian and further know what customs, traditions, beliefs and values are being

treasured: Do you look forward to seeing, talking, and interacting with them: Do you think it is

possible that people of different races, culture and heritage can also be united and work towards

peace, harmony and progress: 6hat would you do if you were given a chance to meet and talk to

them in a gathering of Afro#Asian nationalities:

&n this module, you will know more about who your ancestors are, their beliefs and

traditions, their ideals and aspirations. Likewise, you will understand the cultural diversity of other

Afro# Asian countries through their literary texts that shaped and molded you as a %ilipino.

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Lesson No. 1: Tracing Our Roots #Thailand % Eg&'t$ Ma(ato and the )o*rie Shell #Thailand$ Sa*atdee..+ello , M& eautiul ang(o( #Thailand$ The T*o rothers #Eg&'t$

O/0ecties:

@Listen to note important information and details of a listening text

@Determine if the speaker is neutral, for or against an issue

@&nfer character traits from a reading text

@%ormulate responses to uestions

(how understanding and appreciation forthe different Asian literary texts

)oint out the elements of a short story

)oint out how the title contributes to the theme

@&dentify the meaning of words through visual context

@"se graphic organi/er to sum up ideas

@Evaluate content, elements,features, and properties of a reading or viewing selection

@Employ concept mapping as aids in taking down notes and organi/ing ideas

@"se graphic organi/er to sum up ideas

@"se appropriate idioms

@"se correct coordinators

@1bserve the correct format in bibliographical entries

@"se writing conventions to indicate acknowledgement of resources

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LESSON A)TTES MAP

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LEARNN OALS AN7 TARETS#7irections$ %or you to accomplish the tasks and perform well in the activities in this lesson, write yourgoals and targets in the box provided below.

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3no*

Let*s start working on this module by watching a film clip about 4hailand orsee the pictures below. As we go through the process, keep on thinking aboutthese uestions2 How does diversity contribute to unity? How dotraditions and beliefs bring about diversity and or harmony?

Lesson B 1 TRA)N OR ROOTS

4he 5ingdom of 4hailand is one of the fast#growing and developing countries in (outheast Asia. (he

is known as the JLand of the %ree.K

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4o further know this country, observe the pictures below and watch the film .

Source:https2''www.google.com.ph'search:thailandattractions

6hat did you notice in the pictures: 6hat did you learn from the film: +an you see some

connections: Do you think we have similarities in terms of culture, beliefs and traditions: Explain.

7e guided by the following uestions.

A)TT5 1. SA5 5O...SA5 ME..

#Paired 4or($

4or( *ith a 'artner and ans*er the ollo*ingguide Cuestions .

B. 6hat are their customs and traditions:

8. 6hat landmarks are they noted for:

9. Do they have a culture similar to us:

;. 6hat does this imply:

A)TT5 2. !A)E TO !A)E

10
https://www.google.com.ph/search?q=thailand+attractionshttps://www.google.com.ph/search?q=thailand+attractionshttps://www.google.com.ph/search?q=thailand+attractions


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%ind a partner and orally talk about the similarities of 4hais and %ilipinos in terms of customs,

traditions, beliefs and way of life as depicted in the pictures .

&n the process of your sharings , you may also bring out the differences of both countries in

terms of forms of government , religion and socio Neconomic status if you are familiar with.

A)TT5 6. P)3 and MAT)+

"sing Activity 8 ,K6hat & 6ant 4o 5nowK guide, find out whether the words or symbols you havewritten match with the following selection below. 7efore you proceed, connect the pictures under

+olumn A with the vocabulary under +olumn 7 and the meaning under +olumn +, using lines.

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+olumn A +olumn 7 +olumn +

B. recline paintings on walls

8. spire tilt backO lie back

9. murals tall ,pointed structure

;. mosaic picture of small colored pieces


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SA(AT)**++++H*LL#, B*A-TI.-L BA/01#1

B2 *TH*L S#LI%*/3 TIMB#L

Bangkok known as Krun !e"# w!$c! $s !a$ %or &'$t( o% )nge*s#+

,eckons w$t! $ts go*den roo%ed te-"*es and s"$c$*( curr$ed cu$s$ne. Seen

-$**$on $s$tors co-e to !a$*and eac! (ear s"end$ng an aerage o% s$/ to seen

da(s ,ecause t!ere $s so -uc! to see and to re*$s! $n t!$s &E/ot$c r$ent+ as one ena-ored trae**er

du,,ed t!e countr(.

ur agenda %or t!e %$rst da( o% our tour started w$t! a tour o% at Po. ne o% t!e 370

te-"*es $n Bangkok a*one# $t $s !o-e to t!e %a-ous ec*$n$ng Budd!a# w!$c! $s sa$d to ,e 46

-eters *ong. )*so wor*d%a-ous are t!e go*den Budd!a at t!e at r$n$g &wat+ ,e$ng !a$ %or

&te-"*e+ and t!e da*$ng E-era*d Budd!a. !ere are 2100 te-"*es $n a** o% !a$*and# w!ere 90

"ercent o% t!e "eo"*e are Budd!$sts.

ur *ouac$ous gu$de rega*es us w$t! t!e co*or%u* !$stor( o% Bangkok and !ow $t ,eca-e t!e

$-"er$a* c$t( 300 (ears ago# w!en t!e godk$ng a-a -oed t!e ro(a* res$dence to t!$s s$de o%

t!e '!ao P!ra(a $er. oda(# a ,oat e/curs$on takes $s$tors on a tour o% t!e o*d c$t(# w$nd$ng

down t!e &k*ong+ cana*s %or a g*$-"se o% t!e water dwe**ers and t!e anc$ent ed$%$ces# re-nants o%

an era w!en a-a d$$ded !$s c$t( $nto t!ree sect$ons: %or t!e !a$s# t!e '!$nese and t!e nd$ans.

!e ,est ,u(s o% !a$ s$*ks# s"$ces and cra%ts are st$** at t!e r$ers$de -arkets w!ere one can a*so

"roduce go*d# ade and ot!er "rec$ous ewe*r(.

;ot to ,e -$ssed are t!e e-"*e o% t!e


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Source: Eng*$s! %or Secondar( Sc!oo*s

>(rna S. orres

)da"ted %ro- !e >an$*a Bu**et$n# Aune 2# 1996.

A)TT5 ;. 4+ODS T+E NE9

!roup yourselves into five


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6e are embarking on the next activity by learning more about the countrywhose contributions to fellow Afro#Asian neighbors made an impact on theireconomic growth as well as onbridging unity and progress. 4he selectionenables you to deeply appreciate its customs and beliefs similar toours.%indout if your focus uestions, FHow does diversitycontribute to unity? andHow do traditions andbeliefs bring about diversityand or harmony? canbe answered.

1ne way of getting information and knowledge is through listening.

LetQs find out what listening is all about.

Listeningis receiving language through the ears. &t involves identifyingthe sounds of speech and processing them into words and sentences. 6hen

we listen, we use our ears to receive individual sounds letters, stress, rhythmandpauses-, and we use our brain to convert these into messages that we find meaning in.

Listening in any language reuires focus and attention. &t is a skill that some people need towork on harder than others. )eople who have difficulty concentrating are typically poor listeners.Listening in a second language reuires even greater focus.

Listen to your teacher as s'he reads the article entitled Thailand at the Turn of the Centur(.

%ind out what facts or information are presented by the speaker and determine if the speaker is for

or against an issue.

eore listening,take note of the following guidelines when listening2

B. Listen to get the general ideas of the text.8. 4ake down notes to help you recall important ideas.

7e guided by the following uestions2

B. 6hat is 4hailand*s goal at the end of the century:

8. Enumerate the plans of action of 4hai government and its people in achieving their goals.

Listen carefully as your teacher reads the listening text. After a pause in every third

paragrap!, be able to answer the uestions in the uestion cards. 7e guided by the pauses in

order to answer the uestions. (o, tune in, listen and give your responses.

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T+ALAN7 AT T+E TRN O! T+E )ENTR5 #or T$

B 4hailand, for one, as a pillar of the fast#growing Asian region, has made sure and steady

strides over the years to ensure its place in the global community.

8 A country often compared with the )hilippines for a score of reasons, 4hailand, like the

)hilippines, is a nation of =C million. &t has an area of percent during early C*s.

= +oncomitantly, the manufacturing sector experienced strong growth, expanding rapidly in

its share of the national income from B9 percent in B=C to over 9C percent in the C*s. 6ith the

implementation of the first industrial )romotion Act in B=C and various promotional programs

undertakenby the 7oard of &nvestment, the way was paved for the remarkable growth of the

manufacturing sector.

> &nitially, industrial activity focused on food processing and import substitution. However, in

the C*s, 4hailand has developed heavily into export promotion, notably textiles and garments,

which accounted for 9;.< per cent of principal exports in B; against the B8.> percent output of

canned food in the same year. 1n the whole, the industrial sector*s creditable performance

became a plus factor for 4hailand because policy#makers knew exactly where there was a need to

put on weight to achieve an ideal balance among the various diversified industries that the

changing economy helped to bring about.

? &t is eually worth noting that at the highest point of 4hailand*s growth at the close of the last

decade, the highest income generator and largest foreign exchange contributor for 4hailand wasits tourism sector. 6ith the full backing of the $oyal 4hai !overnment extended to the 4ourism

Authority of 4hailand, the sector grew by a hefty B= percent per annum.

&n addition to glowing figures posted by 4hailand in the area of manufacturing, tourism and

foreign investment, much of its success can also be attributed to the growing independence of

countries in the Association of (outheast Asian Fations A(EAF- and in the burgeoning Asian#

)acific region.

BC4hailand rides high in this era of growth and is well on its way to an age of prosperity at

the turn of the century.

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BB %rom B??#BB, 4hailand*s growth rate averaged B8.< percent, the highest in the world.

(ince B9 when its economy rebounded from a worldwide recession in the early C*s, the 4hai

economy has experienced steady gains reminiscent of the growth patterns of developed countries

inthe 6est.

Moving Ahead in English && ,pp 9C#9B,Myrna (.4orres.

A)TT5 =. LA5 5OR )AR7S

Answer the uestions below based on the listening text.

" )ard B " )ard 2 " )ard 6 " )ard 4

%rom this activity, you were able to know the unfolding of 4hailand*s growth in economy through

its diversified cultural and socio#economic innovation, which contributed in bridging and shaping

the success of Asian countries.

A)TT5 >. L7 ME PG

&

%ill up this diagram, and explain your answers.

A)TT5 8.SM P T+E 4+OLE

"sing the graphic organi/er in Activity >, compose a paragraph of >#BC sentences tosummari/e the text listened to.

17

!a$*ands

=oa*s

!at are t!e

s$-$*ar$t$es o%

!a$*and and

P!$*$""$nes F

!at are !a$*ands

reasons %or s!$%t$ng

to -anu%acture F

!at are t!e

d$ers$%$ed

$ndustr$es $n

!a$*and F

!at are t!e

causes o%

econo-$c

growt! o%

!a$*andF


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%rom this activity, you have learned the similarities of )hilippines and 4hailand in terms of

socio# economic goals. 6hat other insights can you extract: +an unity be possible in diversity of

culture, beliefs and traditions:

A)TT5 ?. TE T+E T+EME

6rite your reflections and insights in relation to the theme of the listening text.)rovide your

own title.

PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP

PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP



$eading literature is like looking at a painting or a mural .&t is seeing beyond one*seyes .&n

paintings, we find meanings as interpreted by the artist. 4he artist has a way of interpreting his

sub0ect. 4his is the role of literature. &t is to make the reader interpret and imagine what he is

reading and to identify himself with it .7y a skilful use of language, the writer places realism and

uniueness in his stories, poems or essays, as if making the reader feel as if he has experienced it

in his life.

(hall we now study the different elements of a short story:

ELEMEF4( 1% A (H1$4 (41$

1. SETTN

4he setting refers to place, time, weather condition, social condition, and even mood oratmosphere. 4o recogni/e the setting of the story, you may ask these uestions2

6here is the action taking place:

6here is the story taking place: &s it during the day, night, what year, what period:

6hat is the weather condition: &s it sunny, rainy, and stormy:

6hat is the daily life of the character: 6hat are his customs and status in life:

6hat is the feeling created at the beginning of the story: &s it bright, cheerful, dark or

frightening:

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Example 2 My sister and & had a funNfilled vacation last summer.6e stayedatour grandparents*house,which was near the beach. 6e swam in the sea every morning, climbedthe trees in theafternoon and fed the animals before dark. 6hen the moon was bright, we playedpatintero.

"sing the guide uestions above, provide the answers2

1. !ere $s t!e act$on tak$ng "*aceF

2. !ere $s t!e stor( tak$ng "*aceF

3. !at $s t!e weat!er cond$t$onF

8.PlotN &t is the seuence of events in a story or play. 4he plot is a planned, logical series ofevents having abeginning, middleand end. 4he short story usually has one plot,and it could beread in one sitting .4here are five essential parts of a plot2

a. EH'ositionIntroduction

&n the introduction, the setting and the characters are revealed.

b. Rising Action

4his is where the events in the story become complicated and the conflict in the story isrevealed .4his is where events between introduction and climaxtake place.

c.)liJaH

&t is the turning point of the story and the highest point of interest. &t is where the reader askswhat will happen next. 6ill the conflict be resolved or not:

d.!alling Action

4he problems and complications begin to be resolved.

e.7enoueJent

4his is the final outcome or untangling of events in the story.

Here are three different parts of a story. 1n the blank after each paragraph, write whether the

given part is the beginning, middle and end of the stor(.

B. (uddenly, the boat tilted to the left. J(teadyKcried our teacher,Jstay where you areK6ekept calm .6e prayed hard and followed all of our teacher*s instructions.

Answer2 #####################################################################################

8. %inally, the fox grumbled. J& don*t want those grapes anyway.& know they must be sour.K4hen, he went away.

Answer2 ######################################################################################

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9. 1nce there was a child who liked summer best. He lived on a farm and every summer,heen0oyed harvesting corn, vegetables and fruits.

Answer2 ######################################################################################

9.)onlict # &t is the opposition of forces which ties one incident to another and makes the plotmove.

4here are two types of conflict2

EHternalNrefers to outside forces that may cause conflict, like another human being,circumstances, environment, etc.

nternal # refersa struggle within oneself. 4he character maybe debating inside himselfabout what to do.

;.)haracterN there are two meanings for the word character2 the person in a work of fiction andthe characteristics of a person. He may be the protagonist, the good#naturedcharacter, or the

antagonist, the opponentof the main character.

4he author may reveal a character in several ways2his physical appearance, what he'shesays, thinks, feels and dreamsO what he'she does or does not do Oand what others say abouthim'her .


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(entence B uses andto show addition of thought or ideas.

(entence 8 uses yetto show contrast of idea.

(entence 9 uses orto 0oin nouns of eual rank.

(entence ; uses soto show result.

(entence < uses butto show contrast of idea.

4herefore, when you want to link and 0oin words, phrases and clauses, use a con0unction.

)oordinating )on0unctions0oin words, phrases and clauses of eual rank.

Andis used to connect words, phrases and clauses of which are eual.

Or/Norimpliesa conseuence or choice.

But /Yetis used to express contrast of idea. &t 0oins an affirmative and negative sentencepattern.

ois used to show a result .

A)TT5 11. 4OR3 4T+ )OOR7NATES

$ead the sentence carefully and encircle the con0unction."nderline the words, phrases andclauses it0oins.

B. )hilippines and 4hailand are both Asian countries.

8. 4hailand shifted from agriculture to manufacturing,so she gained a thirty percent economicgrowth.

9. )hilippines, like 4hailand, en0oys a tropical climate,so both are tourist destinations in Asia.

;. 4he tourism sector is 4hailand*s highest income generator and largest foreign exchangecontributor.


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B. Makato had no brother norsister to take care of him. His father and mother died.PPPPP8. He never idled, fed the pigs, and cleaned the forests.PPPPPPPPP9. He never complained and was satisfied. PPPPPPPPPPPP;. He did every kind of work, like carrying heavy things.PPPPPPPPPP. He picked up the shell and handed it to the king.PPPPPPP?. He planted the ground with more seedlings.PPPPPPPPP. He knelt down and gave the king lettuces.PPPPPPPPPPPP

6ord )ool

Honest orphaned good#natured ambitiousHardworking proactive adventurous grateful&ndustrious naturalist

A)TT5 1;. )onstructing

+onstruct sentences using the words found in the word pool. 6ork with your seatmate and do

peer checking .%ind out if the words were used properly in the sentence.

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4he selection which you are about to read is a 4hai folktale. &ts theme is centered on the

7uddhist principle of suppressing one*s earthly desire to achieve enlightenment.

Draw out the %ilipino values and traits of the character which enable him to become

successful and better person. %ind out the author*s purpose of writing this selection.

Discover also 4hai*s traditions and beliefs,aswell as its diversity of culture which shaped

you as a %ilipino.

Ma(ato and the )o*rie Shell

#A Thai !ol(tale $

Su'anee 3hanchanathiti

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1nce upon a time, there was a boy whose name was Makato. He was

an orphan, for his father and mother died when he was very young. He had

no brothers, sisters, cousins or friends to take care of him, so he had to

make a living for himself. He did every kind of workRcarrying heavy things, clearing away the

forest, or feeding pigs. He never idled. Although he was paid only small wages, he was satisfied.

He knew that if he would not work, he would starve. 6herever he went, his employers praised him

for being sensible, hardworking, good#tempered and cheerful.

1ne fine evening after he had finished chopping up a big pile of wood, he sat down to rest

and thought of all he would like to do in the future. He wanted to try his luck in farNoff strange

lands, for he longed for exciting adventures.

J6hat are you thinking about so deeply, my boy:K asked his employer.

J& would like to go on a 0ourney for adventure,K said Makato, pointing to the northeast. J&

heard that the land is fertile and the people are kind. & wish & could see the land for myself.K His

eyes sparked with excitement.

J4he land you wish to go to is called (ukhothai,K said his employer. J4hey say )ra $uang of

(ukhothai is a very kindNhearted king. ou might be lucky if you could go there.K

(ometime later, Makato decided to try his fortune. He left his village and set out in the wide

world .He walked along cheerfully, en0oying new insights and talking to the people he met on the

way. After a month*s 0ourney, he reached a village on the boundary of the 5ingdom of (ukhothai.

J)lease, can & have some water to drink:K Makato asked an old woman with a big water pot

on her head. J&*m so thirsty.K

J6here did you come from: 6hy are you here alone: ou look as if you*ve come a longway,K said the old woman, pouring cold water from her pot into a small cup and handling it to

Makato.

J4hank you so much,K said the boy.

J6ho are your father and mother: Haven*t you any family:K the old woman asked again.

J& come from the +ity of Mon over there,K replied Makato.

J!ood heavens Have you really come from MSn: How is it that you are travelling alone,

such a young boy as you are:K

J& wanted to see )ra $uang of (ukhothai,K replied Makato.K4hey say he is a very kind#

hearted king.K

Jou are a very determined boyK said the woman.K+ome along with me .6ho knows: ou

might see )ra $uang someday.K

Makato was glad to go with her. &f he could work with this kind of woman, he would have a

place to sleep, some food to eat and perhaps someday, he might be lucky enough to see the king.

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4he old woman was one of the )ra $uang Mahouts, which meant that she helped the

mahout find the food for the elephant and clean out the elephants* sheds. He worked hard and

well, and the mahout and his wife grew fond of him.

1ne day, the sky was clear and the weather so fine, it seemed to Makato that it must be a

lucky day. As he worked in the elephants* sheds, a tall young man in a splendid costume, followed

by attendants, came in. &t was )ra $uang himself. Makato bowed low at once with his hands

clasped together before him.

His heart beat fast.

J6here did the boy come from:K the king asked the mahout, who was attending him.

JHow old is he:K the king asked further.

JB8 years old, your Ma0esty,K replied the mahout.

JA good#looking and hardworking boy,K said the king. J4ake good care of him.K

As the king walked away, Makato saw a little cowrie shell lying on the ground .He ran to

pick up and held it to the king, but the king said with a smile, Jou may keep it.K

JHow wonderfulK Makato thought, Jthe king has given me a cowrie shell.K

At the time, the people of (ukhothai used cowrie shells as money. Although one cowrie had

little value, Makato wanted to make as much use of it as possible, for it was the king*s gift. %or a

long time, he could not think of a way to use it so that it would earn money for him.

1ne day, he passed by a stall in the market where the seeds of many different plants were

sold. He looked along the stall and caught sight of a basket full of lettuce seed. Lettuces He couldgrow small plants like that. He asked the 0oyful woman at the stall, J+an & buy some lettuce seed:K

J1h yes, my boy. How much do you want:K said the old woman.

J& have one cowrie shellK said Makato.

J1ne cowrie shellK said the woman, laughing.K4hat won*t buy anything. & can*t even

measure that much.K

JLookK said Makato eagerly. J& will dip my finger into the pile of seeds. 4hen, & will take the

seeds that stick to it. 4hat must be right for one cowrie shell.K

J6ell, why not:K said the amused woman at his suggestions. JAll right boy. Help yourself.K

Makato paid the woman his one cowrie shell .4hen, he dipped his finger into the pile of

seeds. 6hen he pulled his wet finger out, it was covered with seeds. He carefully scraped them of

his finger into the palm of his hand and went away, happily clutching the seeds.

Fow that he had seeds, Makato broke the soil and sowed them at once. He watered the

seed bed every day and soon, the young plants appeared. Day by day, he cleared more ground

and planted more lettuce seedlings until the kitchen garden was covered with them. He was veryproud of himself because he had done so well.

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J& wish & could give the king some lettuces,K he thought.

1ne day, the king passed by the elephants* sheds again. Makato waited for an opportunity,

then knelt down and proudly presented his biggest lettuces to the king.

J6here did you get this:K the king asked, surprised.

J& grew them from the cowrie shell you gave me, our Ma0esty,K answered Makato,

beaming with a smile.

JHow could you do that:K asked the pu//led king.

Makato told the king the whole story. 4he king was impressed with his intelligence and

industry, (o much so that later on, he gave Makato a 0ob in the palace.

As the years passed, Makato grew tall and handsome. He mastered every grace and

served the king well. He was so loyal that the king trusted him absolutely. He was promoted to

higher positions until he was given a title of 5un 6ang, which meant that he was the most

important person in the king*s court. He was also happily married to the beautiful young daughterof the king. After that, the king made him the ruler of the Mon.

(o it was that Makato, who had once been a poor orphan, became the king of that

prosperous kingdom.

)oJ'rehension )hec(2

Answer the following guide uestions.

B. Describe Makato. 6hat character traits does he possess:8. 6hat could be the reason why Makato left his place:9. 4hrough inferring what the character says, does and thinks, onecan recogni/e the traits of

a literary character .+ite lines, actions and thoughts which show Makato*s traits..;. 6hat were those changes in Makato*s life after meeting the king:Enumerate.. 6hat lessons in life does the author want to convey to you: Are these true to all ages and

races:

A)TT51= . PANT A P)TRE

6hat are Makato*s character traits:Describehis appearance, attitude, action and speech.%ill up

the character web with your answers and explain each trait.

Action A''earance

6hat the 6hat the character

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character does looks like

6hat the How the character

character says feels

Articulation Attitude

A)TT5 1>. )OMPARE AN7 S+ARE

"sing the Genn Diagram, compare yourself with Makato. 7e guided by the following uestions.

1.!at tra$ts do (ou ,ot! s!areF r$te (ouranswers ,etween two c$rc*es.

8.6rite your character traits, which are different from Makato*s,inside the right circle.

9. 6rite Makato*s character traits, which are different from yours,inside the left circle.

;. 6hich of those traits would you like to improve: Explain.

28

)haracter

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A)TT5 18. LA5 T+E ROA7MAP

"sing the timeline, plot the events which led to Makato*s success. 7e guided by the following key

uestions.

B. 6hat kind of life didhe have at the beginning of the story: Describe.

8. 6hat motivated him to leave his place:

9. How did the king recogni/e him: +ite the incident that showedit.

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9. 6hat is the climax of the story:

;. 6hat is the falling action:


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A)TT5 21. )ONNE)TN...PARN

+ompose sentences describing the character traits of Makato using coordinate con0unctions. 6orkwith a partner and brainstorm ideas to come up with a sentence paragrap!.

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ou are going to read your work orally in front of the class.

ou may choose from the following topics2

B. Makato, the 4eenager8. My 7rief Encounter 6ith Makato9. Makato*s Dream and My Dream;. How Makato &nfluenced My Life


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Discover this country by observing the pictures on top or watching a documentary film.

Activate your senses to draw out information.

A)TT5 22. PARE7 APPROA)+

6ork with a partner and discuss relevant issues. 7e guided by the following uestions.

B. 6hat country is described in the film'pictures:8. 6hat knowledge and information did you get after watching'observing:9. Describe what you see, feel, hear and'or touch.;. 6hat attracted you most about this country: Do you think you have common interests, culture,

or similar customs and traditions: 6hat make Egyptians different from %ilipinos or 4hais:

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A)TT5 26. SENSE TG

"sing the sense web below, fill in the boxes with your answers and compare your work with

your seatmate. Do you have similar answers: 6hat impressed you most about this countr(:

SENSE 4E

A)TT5 2;. SMMN PG

6rite a sentence paragraph describing Egypt using the information you placed in the sense

web. %ind a partner and discuss relevant information about the countr(.

A)TT5 2


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Fow, you are slowly going deeper into understanding human nature and the experiences of

other people of different races. Have you reali/ed something: Are human thoughts, feelings and

emotions universal: Do they manifest in every race and culture:

Let us see how you will work on the next activity.

7efore we start working on the next activity , let us recall our lessons on idioms or idiomatic

expressions to be able to fully appreciate the beauty of these in the next reading text you are

about to read.

English idioJ or idioJatic eH'ressions are ree( in origin. 4he word idiom means Ja

private citi/en, something belonging to a private citi/en, personal,K and, by extension, something

individual and peculiar. &diomatic Expressions, then, conform to no laws or principles describing

their formation. 4hey may also violate grammar or logic or both and still be acceptable because

the phrase is familiar, deep#rooted, widely used, and easily understandable# for the native born.

JHow do you do:K is, for example, an accepted idiom, although an exact answer would be absurd.

4here are many idiomatic expressions in our language. 1ne is that several words are

combined which lose their literal meaning and express something very remotely suggested such

as O birds of a feather, blacklist, lay up, toe the line, make out, bed of roses, dark horse, heavyhand, open house, read between the lines, no ax to grind, hard row to hoe.

A second statement about idioms is that parts of the human body have suggested many of

them2 burn one*s fingers, all thumbs, fly in the face of, stand on one*s own feet, keep body and

soul together, keep one*s eyes open, step on someone*s toes, rub elbows with, get one*s back up,

keep one*s chin up.

A third generali/ation is that hundreds of idiomatic phrases contain adverbs or prepositions

with other parts of speech. Here are some examples2 walk off, walk over, walk#upO run down, run in

run off, run outO get nowhere, get through, get off.

agree to a proposal

on a plan

with a person

contend for a principle

with a person

against an obstacle

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"sage should conform to the idiomatic word combinations that are generally acceptable.

Examples of &diomatic expressions are 2 accord with ,according to , acuaint with ,adverse to , and

aim to prove.

A)TT5 2=. 4OR3N 4T+ 7OMS

.

+hoose the appropriate idiomatic expressions to be used in the following sentences. 6rite a

piece of ca!e, odds and ends,pros and consor ups and do"nsin the blanks provided.

B. 4he teacher asked us to talk about the PPPPPPPPPPP of industrial development.8. Don*t worryabout the problems you have in your business .ou know there are

always PPPPPPPPPPP in business.9. 4he police found nothing special in the house of the criminal as he had taken all the

important documents with him leaving 0ust PPPPPPPPPPPPP.

;. &f you think that doing this math problem is PPPPPPPPPP, 0ust try it.

+hoose the appropriate word to complete the meaning of the idiom. 6rite ocean, #usic,

ra$s, coldandpiein the blanks provided.

B. All these promises the politicians make are 0ust PPPP in the sky.8. 4he small amount of money donated is 0ust a drop in the PPPPP compared to the

large sum of money needed.9. He has been successful in life. He went from PPPP to riches.;. 4hey had a dispute yesterday. 4hatQs why she gave him a PPP shoulder.. 7OMAT) E9PRESSONS

!uess what idiomatic expressions are used below and give the correct meaning. After giving the

correct meaning, use them in the sentences.

B. 7ata makes hay "hile the sun shines.PPPPPPPPPPP8. 4he wife of Anpu was beaten blac! and blue.PPPPPPP

9. 5nowing the wife*s dishonesty, blood pours into his face.PPPPPPP;. After killing the wife, Anpu was blue in the face.PPPPPPPPPP


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4he selection which you are about to read is considered the oldest literary piece

believed to have been written 9CCC years before +hrist.

%ind out the similarities of Egyptians and %ilipinos in terms of culture, beliefs, respect

and love for family and reverence to !od as depicted in this selection.

T+E T4O ROT+ERS

Eg&'tian !ol(tale

1nce there were two brothers. Anpu was the elder, and 7ata was the younger. 6hen their

parents died, Anpu was already married and had a house of his own, so he took his little brotherwith him and treated him like his son. 6hen the little brother grew to be a young man, he became

an excellent worker. He did the plowing. He harvested the corn, and there was no one his eual in

the whole land. 7ehold, the spirit of the god was within him.

Every morning, the younger brother followed his oxen and worked all day in the fields, and

every evening, he returned to the house with vegetables, milk, and wood. He laid all these before

his elder brother, and he took with him his bread, and he drove the cattle into the field.

7ecause Anpu loved his younger brother very much, his wife became very 0ealous and she

wanted to destroy 7ata. 1ne day, when Anpu and 7ata were in the fields, they needed some corn,so Anpu sent 7ata home to get some. 4he younger brother found the wife combing her hair and

said to her, J!et up and give me some corn that & may run to the field for my elder brother is in a

hurry. Do not delay.K

At eventide, Anpu returned home earlier than his brother because 7ata had much work to

do in the fields. Anpu was met by his wife, who was crying bitterly. (he showed him her arms and

legs which he had painted black and blue and accused 7ata of having beaten her up. (he

pretended to be in great pain. (he did not give him water to wash his hands with. (he did not light

the fire for him. (he pretended that she was very sick.

Anpu became very angry. He sharpened his knife and waited for 7ata in the stable.

6hen the sun went down, 7ata came home as usual, loaded with herbs, milk and wood. As

he entered the door, he saw the feet of his brother and the sharp knife hanging by his side. 4he

brother sprang from him and 7ata fled praying to the god $a. JMy good Lord (ave me from death,

thou who divines the evil from the good.K $a heard his cry. He made a river flow between one

brother and the other and filled it with crocodiles.

7ata asked his elder brother, J6hy do you seek to kill me: Am & not your brother and have

you not always treated me as if you were my father: Has not your wife been as mother to me:Fow since you want to kill me, & shall go to the Galley of the Acacia.K

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Anpu answered, J6hy did you beat up my wife and almost kill her.K

7ata answered, J& did not do such thing. Have & told you that & have always looked upon her

as my mother:K

(o, Anpu went home. He found his wife near the river washing off the black and blue dye

with which she had painted herself. %illed with great anger, Anpu killed his wife and cast her to the

dogs. 4hen, he sat down, poured ashes on his head and mourned for his younger brother.

Bata reac!ed t!e @a**e( o% )cac$a. S$nce t!ere was no one w$t! !$-# !e s*ew w$*d ,easts

%or %ood# ,u$*t !$-se*% a !ouse and -et t!e ;$ne =ods w!o knew o% !$s $nnocence and goodness. a

sa$d to t!e god K!unu-u# &Be!o*d# %ra-e a wo-an %or Bata t!at !e -a( not re-a$n a*one.+So

K!unu-u -ade %or Bata a w$%e to dwe** w$t! !$-. S!e was $ndeed -ore ,eaut$%u* t!an an( ot!er

wo-an $n t!e w!o*e *and. S!e was *$ke a goddess# and Bata *oed !er er( -uc!.

Ater Reading

A)TT5 28. )+ARA)TERKATON

Describe the three characters through a Genn Diagra-.

B. 6hy did the wife get 0ealous of 7ata:8. 6hat did the wife do to get the attention of Anpu: Do you agree with what she had done:

6hy so:9. &f you were 7ata, what would you do: Do you agree with him in leaving the house: 6hy so:;. &f you were Anpu, would you believe your wife*s explanation:


39/49

A)TT5 2?. SOLN

6hat problems are faced by the two brothers: Are these problems happening in todayQs

world: "sing the problemNsolution chart, identify the problems and provide solutions to these

based on the selection you 0ust read.

Pro/leJ-Solution )hart

A)TT56@. L7N

"sing the plot organi/er, enumerate the events in the story by filling in the rectangles.

Explain your work to the class.

EH'osition Rising Action )liJaH !alling Action 7enoueJent

39

ro4lems Solutions

!e wo Brot!ers


40/49

A)TT5 61.7RA4N OT...4+AT

6hat traditions and beliefs of Egyptians can contribute to and shape you as a %ilipino:

6hat cultural diversity brought unity, peace and progress:

+ompose a sentence paragraph.

PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP

PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP




i/liogra'h& containsa list of books or articles, or both, relating to a particular

sub0ect. &n a research paper, a bibliography is an alphabetical list, sometimes grouped

into categories, containing the names of all works uoted from or generally used in its

preparation. Every formally prepared research paper should contain a bibliography

placed at the end and begun on a separate page.

7ibliographical items should be arranged correctly and consistently. Let*s take a look at the

following examples below.

oo(s

One Author

4ompkins, !ail E. 8CCC. Teachin$ &ritin$9rded.- Few ersey2 )rentice#Hall &nc.

T*o Authors

Dorn, Linda . T (offos, +arla. 8CC


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Magaine Article

Hackworth, +ol. David H. JTer#s of +or$i,eness.K Fewsweek. 8; Apr. B>- 9=#;8.

Ne*s'a'er

Hunt, Albert $. UClinton Needs +e"er .ein,entions and ore Consistency.

4orld 4ide 4e/

Abilock, Debbie. UChoose The best search en$ine for your infor#ation.K88 March

Whttp2''www.nueva.pvt.kB8.ca.us'Xdebbie'library'research'adviceengine.htmlW B8 Apr.

B

!at !ae (ou o,sered $n t!e e/a-"*es a,oeFn wr$t$ng t!e %or-at o% ,$,*$ogra"!$ca*

entr$es#w!at are t!e t!$ngs (ou are su""osedto re-e-,erF

Gets tr( answer$ng t!e uest$ons ,e*ow.

ACTI%IT2 56+ .#7MATTI/0

1. !at $s t!e %or-at $% t!e aut!or $s on*( oneF E/"*a$n.

HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH

2. or two aut!ors # !ow wou*d (ou wr$te t!e ,$,*$ogra"!(F E/"*a$n.HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH

3. !at words are used to -ean seera* aut!orsF E/"*a$n and g$e an e/a-"*e.HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH

4. n wr$t$ng t!e to"$cs %or enc(c*o"ed$a#-aga$ne and news"a"er art$c*es# w!at s!ou*d (ou

o,sereF

HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH5. n wr$t$ng t!e t$t*es o% t!e ,ook# w!at s!ou*d (ou re-e-,erF E/"*a$n.HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH

6. !at s!ou*d co-e %$rst w!en wr$t$ng t!e "*ace and na-e o% t!e "u,*$s!erFHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH

P;S E>E>BE:1. )** na-es o% aut!ors s!ou*d start w$t! t!e %a-$*( na-e#%o**owed ,( t!e %$rst na-e.2. or two aut!ors# t!e second aut!orIs na-e s!ou*d ,e wr$tten w$t! t!e %$rst na-e %$rst

and not w$t! t!e %a-$*( na-e.3. or seera* aut!ors# use t!e words et .a*. #to -ean -an( or seera* aut!ors.

4. )** t$t*es o% t!e ,ooks# -aga$nes# enc(c*o"ed$a and news"a"er art$c*es s!ou*d ,eunder*$ned.

41
http://www.nueva.pvt.k12.ca.us/~debbie/library/research/adviceengine.htmlhttp://www.nueva.pvt.k12.ca.us/~debbie/library/research/adviceengine.html


42/49

5. $t*es o% to"$cs o% -aga$nes# news"a"er art$c*es and enc(c*o"ed$a -ust ,e enc*osed $n

uotat$on -arks.6. ,sere correct "unctuat$on -arks#suc! as "er$od#a%ter t!e aut!ors na-e# t$t*e o% t!e

,ook# enc(c*o"ed$a# -aga$nes and news"a"er art$c*es .7. P*ace a co--a a%ter t!e aut!ors %a-$*( na-e to se"arate $t %ro- t!e %$rst na-e and use

$t a*so to se"arate $t %ro- t!e na-e o% t!e "u,*$s!er.

A''endiH

An appendixrefers to an JaddendumKorany addition to a document, such as a book orlegal contract. &t is a collection of supplementary materials, usually appearing at the end of areport, proposal, or a book.&t may come in the form oftables and charts, sample uestionnaires,budgets and cost estimates, correspondence about the preparation of the report, case histories,

transcripts of telephone conversations, among others.

RE!LE)T and N7ERSTAN7

(hall we move on to the next challenge by taking you off from the text and allowing

you to explore your outside world: How about experiencing and translating your

understanding in discovering who you are as a %ilipino and one who treasured his

roots:our performance will depend on how well you can perform the activity.

rou' Actiities:

A. Multi'le ntelligence Actiities

ou are asked to perform the indicated activities.

!roup B N the 7raJatistsN )resent a scene that highlights the theme of the story, J4he

4wo 7rothersK or JMako and the +owrie (hell.K

!roup 8 N the NaturalistsIEnironJentalists N )resent a problemNsolution chart

showing your ability to address environmental problems.

!roup 9 N the 7ancersN )resent a 4hai or Egyptian dance showcasing its culture.

!roup ; N the SingersN (ing a song or perform a rap related to the selection. )rovideyour own lyrics depicting unity and diversity.

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!roup < N the MatheJaticians N 4hrough a mathematical formula, show the age of

Makato when he became a king .

. DJ FPunch Lining. )an 5ouOral Actiit&

B. 6ork as a group and interpret this passage2 J"nity in diversity is the highest

possibleattainment of a civili/ation, a testimony to the most noble possibilities

of the human race. 4his attainment is made possible through passionate

concern for choice in an atmosphere of social trust.K NMichael Fovak8. "sing the key ideas presented in the passage, provide dialogs appropriate for

the following pictures found below. 4hen, deliver the dialogues.9. our performance will be scored through a rubric.

7e guided by the following2 Deliver your lines well.

Enunciate the words with articulation.

1bserve proper stress, tone and voice level.

"se appropriate facial expressions and hand and body movements.

Leaders of three nations talking about national issues and problems

&nternational beauties 0oining the contest

4wo different nationalities in a boxing bout

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Men worshipping in a church or a mosue

Meeting of A(EAF Leaders in a (ummit

www.google.com.ph

6hat can you say about the presentations made: 6hat have you learned: &s there a

connection between the words diersit&and unit&:Traditions and/elies: !ive your

generali/ations and conclusions.

). 4riting Actiit&"sing comparison and contrast, fill in the grid with the )ositive#&nteresting#Fegative

aspects of %ilipinos, 4hais and Egyptians in terms o%2a. Love for %amily

b. $everence to !odc. Desire to (ucceed in Life

$eport to the class afterward.

Positie nteresting Negatie

%ilipino

4hai

Egyptian

7. More Readings

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6ith your group, look for some readings related to the topics below. +ome up

with BC bibliographies, using on line resources for additional information.B. Multi#+ultural Dialects of %ilipinos8. $eligious 7eliefs of %ilipinos9. %ilipino 4reasured Galues;. %ilipino 4raditions and 7eliefs

TRANS!ERou are asked to be the representative of the outh +ommission in a 6orld outh

+onference to speak on their behalf on the topic, J4he $ole of the outh in Establishing "nity in a

Diversified Multi#+ultural (ociety.K our task is to prepare your speech by scouting reliable

resources from the internet and other library resources to address the concerns. Make sure that

the suggestions you will cite can be done by young people like you.Make a list of bibliographical

sources and present it to class.

Ru/ric or Assessing an Oral Presentation

rading )riteria EHcellent Acce'ta/le MiniJal nacce'ta/le

Pre'aration !athersinformation fromvaried sourcesOmakes note cardsto use as cuesduringpresentationOcreates attractivevisual aids to

illustratepresentation

!athersinformation fromthree or foursourcesOprepares notesand visual aids touse duringpresentation

!athersinformation fromone or twosourcesO writespresentationaccurately

!athersinformation fromonly one sourceOmay not be ableto complete taskbecause of lackof preparation

)ontent "sed anabundance ofmaterials clearlyrelated to topicOMade pointsclearlyO usedvaried materials

"sed adeuateinformation aboutthe topicO madegood pointsO usedsome variation inuse of materials

"sed someinformation notconnected to thetopic

"sed informationthat has littleconnection totopic

Organiation 1rgani/edinformation and

ordered ideaslogicallyO)resented easy#to#followargumentO (tateda clearconclusion

)resented mostinformation in a

logical orderO)resentedgenerally clearand easy#to#follow arguments

)resented looselyconnected ideasO

)resented achoppy anddifficult#to#followorgani/ation

Did not use alogical order in

presentation

S'ea(ing S(ills 6ell#poised,enthusiastic, andconfident duringthe presentationOenunciatedclearly.

Engaged duringpresentation.

Had little or noexpressionO Didnot enunciateclearly

Appeareddisinterestedduringpresentation

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Pearson Education, nc., 'u/lishing as Pearson Prentice +all. All rights reseredhtt':II***.scri/d.coJIdocI2@8?1=


47/49

emerald N a rich green gemstone

enamoured N to inspire with love

exotic N foreignO strangeO excitingly different or unusual

exposition N a public show or exhibitionO a detailed explanation

eventide N evening

!

fiction N an invented storyO any literary work with imaginary characters and events

+

hefty N large and strong

heritage N something inherited at birth

innovation N new methods or ideas

0ourney N travelling from one place to another

L

louacious N talkative

M

mahouts N an elephant driver

mai/e N cornO a light yellow color

monument N a statue or building that commemorates a person or an event

mosaic N a surface decoration made by inlaying small pieces of glass or stone

mural N a picture or a design painted directly onto a wall

N

naturalist N one who studies natural historyO an advocate of naturalism

P

populous N densely inhabited

proclivity N inclinationO tendency

protagonist N the main character in a story or drama

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pyramid N a solid figure having a polygon as a base, and whose sides are triangles

sharing a common vertex

R

realism N practical outlookO the ability to represent things without concealment

rebounded N bounced back

recession N a downturn in economic activity

recline N to lie down on the back or side

reminiscent N recalling the past

remnants N small remaining fragments

S

shift N to change position

sphinx N a monster with a lions body and human head

spire N the tapering point of a steeple

splendid N brilliantO magnificent

T

tapioca N a glutinous starch extracted from the root of the cassava and used in

puddings

theme N the main sub0ect of a discussion

ubiuitous N omnipresentO universal

unfolding N displayO open

uniueness N exceptionalO matchlessO unexampled

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Reerences:

1. )ar'io, Rustica ). 2@@>. )riss)rossing Through Aro-Asian Literature, )o'&right

/& Anil Pu/lishing, nc.2. La'id, Milagros . and ose'hine Serrano. 2@@@. English )oJJunication Arts and

S(ills Through Aro-Asian Literature,PhoeniH Pu/lishing )o., nc.6. Torres, M&rna S. 1??>. English or Secondar& Schools. )o'&right, !N

Educational, nc.;. Torres, M&rna S. 2@@@. Moing Ahead in English . !N Educational, nc.

.!und or Assistance to Priate Education.

=. English EH'ress*a&s, TeHt/oo( or Second 5ear. 2@@>. S7 Pu/lications, nc.

On Line Sources:

1. htt':II***.edu'lace.coJ.Igraa'hicorganier2. htt's:II***.google.coJ.'h.6. htt's:IIhrs/sta.ednet.ns.caIengraJ0aIeleJents,htJl;. htt':II***./c's.orgIoicesIlisIJodelsIti'sI/i/orJ.htJI

learners module

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