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
vocabulary difficulties
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 program
viewed
$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 others
contribute to the theme
+ommunicate thoughts and feelings in summary results and
notes, among others, using appropriate styles ,formal and
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
1
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 appropriate
parenthetical 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 informative
talk
+ommunicate thoughts and feelings in summary results and
notes, among others, using appropriate styles
Listen to determine conflicting information aired over the radio
and 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 appropriate
parenthetical expressions
(tructure meaningful expanded sentences and conditional
statements
M1D"LE MA)2
Here is the simple map of the lessons you will cover 2
2
Embracing Our
Heritage
Tracing Our Roots Revisiting Our
Rich Past
Appreciating Our
Origin
Two
Brothers
(Egypt)
Makato &
His
Cowrie
Shells
(Thailand)
The
Taximans
Story
(Singapor
e)
In An
Aquarium
(Malaysia)
The
Legend o
Banyuwa
ngi!The
Century
Car"er
(Indonesi
a)
The #rigin o
An$ient
%ietnam!The
&easant'The
Bualo and the
Tiger'The Tale o
Strength and
(isdom
(Vietnam)
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
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 think
best answers the uestion. )lease answer all items. 4ake note of the items as you go through this
module.
1. &n a plot of the story, the logical arrangement of events is presented .&t has five essential parts
except,
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 a
story takes place. &t may be the following except,
a. mood
b. climax
3
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
<. 4he author may reveal a character in several ways.
a. his'her physical appearance
b. what he'she says, thinks and does
c. what he'she does or does not do
d. his'her views and opinions
=. 4he following are examples of coordinating con0unctions, except,
a. and
b. but
c. for
d. while

>. 6hich is synonymous to mood or atmosphere in the story :
a. climax
b. denouement
c. setting
d. character
?. &n preparing an outline from a listening text, the initial step is...
a. listen to note details
b. listen to extract information
c. listen to get the central idea
@ d. listen to get the summary
A. +onflict is the opposition of forces. &t maybe a conflict between man versus ,
a. man
b. circumstances
c. society
d. internal
BC. 4he point of view is defined as the angle from which a story is told except,
a. first person
b .innocent eye
c. omniscient
d. static
Learning Module
4
English 8
Module No. 2: Lesson 1: Tracing Our Roots
ntroduction and !ocus "uestion#s$:
Have you ever wondered why you have similar physical attributes and
characteristics as that of your Asian neighbors: Have you asked yourself why you look like a
4hai, Dapanese, +hinese as well as Malaysian, &ndonesian, or Egyptian: Have you thought of
discovering your roots as an Asian and further know what customs, traditions, beliefs and
values are being treasured: Do you look forward to seeing, talking, and interacting with them:
Do you think it is possible that people of different races, culture and heritage can also be united
and work towards peace, harmony and progress: 6hat would you do if you were given a
chance to meet and talk to them in a gathering of Afro#Asian nationalities:
&n this module, you will know more about who your ancestors are, their beliefs and
traditions, their ideals and aspirations. Likewise, you will understand the cultural diversity of
other Afro# Asian countries through their literary texts that shaped and molded you as a %ilipino.
Lesson No. 1: Tracing Our Roots #Thailand % Eg&'t$
Ma(ato and the )o*rie Shell #Thailand$
Sa*atdee.. +ello , M& -eauti.ul -ang(o( #Thailand$
The T*o -rothers #Eg&'t$
O/0ecti1es:
@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 for the 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
5
@"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
LESSON A)T2TES MAP
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TRANS!ER
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LEARNN8 8OALS AN7 TAR8ETS
#7irections$
%or you to accomplish the tasks and perform well in the activities in this lesson, write your
goals and targets in the box provided below.


3no*
Let*s start working on this module by watching a film clip about 4hailand or
see the pictures below. As we go through the process, keep on thinking about
these uestions2 How does diversity contribute to unity? How do
traditions and beliefs bring about diversity and or harmony?
Lesson B 1 TRA)N8 O:R 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
8
4o further know this country, observe the pictures below and watch the film .

Source: https2''www.google.com.ph'search:LthailandMattractions
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)T2T5 1. SA5 5O:...SA5 ME..
#Paired 4or($
4or( *ith a 'artner and ans*er the .ollo*ing guide 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)T2T5 2. !A)E TO !A)E
%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 .
9
&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)T2T5 6. P)3 and MAT)+
"sing Activity 8 ,K6hat & 6ant 4o 5nowK guide, find out whether the words or symbols you
have written 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.
+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
<. louacious talkative
10
PRO)ESS
$ead the following selection below .%ind out what %ilipino culture , traditions and
beliefs are practiced by 4hais as depicted in this selection. Discover, too, the attractions in
4hailand that captivated the heart of the writer while telling the story.
SA(AT)**++++H*LL#, B*A-TI.-L BA/01#1
B2 *TH*L S#LI%*/3 TIMB#L
Bangkok known as Krun !e"# w!$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. Se.en
-$**$on .$s$tors co-e to !a$*and eac! (ear s"end$ng an a.erage o% s$/ to se.en
da(s ,ecause t!ere $s so -uc! to see and to re*$s! $n t!$s &E/ot$c 0r$ent+ as one ena-ored tra.e**er
du,,ed t!e countr(.
0ur agenda %or t!e %$rst da( o% our tour started w$t! a tour o% 1at Po. 0ne o% t!e 370
te-"*es $n Bangkok a*one# $t $s !o-e to t!e %a-ous 2ec*$n$ng Budd!a# w!$c! $s sa$d to ,e 46
-eters *ong. )*so wor*d3%a-ous are t!e go*den Budd!a at t!e 1at r$n$g 4&wat+ ,e$ng !a$ %or
&te-"*e+5 and t!e da66*$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!$sts.
0ur *o7uac$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$t( 300 (ears ago# w!en t!e god8k$ng 2a-a 9 -o.ed t!e ro(a* res$dence to t!$s s$de o%
t!e '!ao P!ra(a 2$.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 2a-a 9 d$.$ded !$s c$t( $nto t!ree sect$ons: %or t!e !a$s# t!e '!$nese and t!e 9nd$ans.
!e ,est ,u(s o% !a$ 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 -$ssed are t!e e-"*e o% t!e <awn a*ong t!e '!ao P!ra(a# a s!owcase o% '!$nese
"orce*a$n -osa$cs# and t!e e-"*e o% t!e =$ant Sw$ng %or so-e o% t!e %$nest -ura*s. 0n*( %or
strong knees $s t!e e-"*e o% t!e =o*den >ount# ato" a c*$-, o% 300 ste"s# !ous$ng one o% t!e
*argest ,ron6e ,udd!as $n t!e wor*d.
!e 2ec*$n$ng Budd!a was s!$""ed %ro- '!$na ,( K$ng 2a-a 9# w!o a*so ,u$*t t!e 1at Po
e-"*e on a 208!ectare co-"ound ad:acent to t!e 2o(a* Pa*ace# c$rca 1782# $n t!e 22228o*d
'!$nese sect$on. !e K$ng !ad a*so ,roug!t w$t! !$- e/ce**ent sa-"*es o% "orce*a$n# w!$c! t!e
court art$sans used to decorate "agodas us$ng t!e$r e*a,orate s"$res. )t t!e -a$n te-"*e# de.otees
,u( one3$nc! go*d *ea% s7uares w!$c! t!e( st$ck to s-a**er ,udd!as as o%%er$ng to t!e$r god.
E.er(da(# -orn$ng cere-on$es are !e*d at an ad:acent te-"*e surrounded ,( %our
-agn$%$cent -onu-ents: t!e %$rst $n red ,u$*t ,( 2a-a 9? t!e second $n (e**ow# ,( 2a-a 99? t!e
t!$rd $n green ,( 2a-a 999? and t!e %ourt! $n ,*ue# ,( 2a-a 9@. Aust as %asc$nat$ng $s t!e sa*a tree
under w!$c!# accord$ng to *egend# Budd!a was ,orn 4a*t!oug! $n 9nd$a5. 9ts "$nk and red %*owers
are sweet8s-e**$ng# a contrast to t!e ,rown gourd w!$c! are t!e &%ru$t &o% t!e sa*a tree.
11
o ca" a !ect$c %$rst da(# we !ad d$nner at t!e Baa !a$ 2estaurant w!$*e watc!$ng !ea.$*(
costu-ed %o*k dancers %ro- t!e *ow*and and !$g!*and .$**ages# $nc*ud$ng %a.or$te dest$nat$ons# *$ke
'!$ang >a$# t!e second *argest c$t( u" nort!# %ro- w!ence one can .$s$t t!e w$nter "a*ace o% t!e
2o(a* Ba-$*( and t!e tra$n$ng sc!oo* %or work$ng e*e"!ants.
)-a6$ng*(# Bangkok $s c*ean# es"ec$a**( t!e da( a%ter 1ednesda(# w!$c! $s &'*ean C" <a(+
accord$ng to our gu$de. So t!e s$dewa*k eater$es are re*at$.e*( san$tar(# a*t!oug! %ore$gn .$s$tors
are ad.$sed to st$ck to ,ott*ed -$nera* water or so%t dr$nks. 9n s"$te o% t!e co*ossa* tra%%$c :a-s# no
t!anks to t!e u,$7u$tous &toktok+ "ed$ca,s # t!e a$r s-e**s c*eaner and *ess "o**uted t!an $n >an$*a.
Source: Eng*$s! %or Secondar( Sc!oo*s
>(rna S. orres
)da"ted %ro- !e >an$*a Bu**et$n# Aune 2# 1996.
A)T2T5 ;. 4+ODS T+E NE9E
!roup yourselves into five ,<- and you will be assigned names such as 6H1, 6HA4,
6HE$E, 6HE, and H16. Each group will construct uestions that begin with the name of the
group. Eour uestions will be taken from the selection read, and these will be thrown to the group
of your choice. Eour performance as a group will depend on how well you have responded to the
uestions asked.
Example2 !roup 6HA42 6hat is the mood of the writer while telling the story: !roup
6HE$E:
Answer2 4he mood of the writer while telling the story is happy and excited.
A)T2T5 <. 7RA4 OR S3ET)D
Draw on this canvas interesting customs, traditions and culture or even landmarks
distinctive of the country. 7e able to explain or discuss your drawing in a <#sentence paragraph.
)rovide your own title.

12
Eou may start your sentence by saying, J1ne of the most interesting customs and traditions
in 4hailand which attracted me is...PPPPPPPPPPPPPP.K $ead orally your work in class



6e are embarking on the next activity by learning more about the country
whose contributions to fellow Afro#Asian neighbors made an impact on their
economic growth as well as on bridging unity and progress. 4he selection
enables you to deeply appreciate its customs and beliefs similar to ours. %ind
out if your focus uestions, FHow does diversity contribute to unity? and
How do traditions and beliefs bring about diversity and or harmony? can
be answered.
1ne way of getting information and knowledge is through listening.
LetQs find out what listening is all about.
Listening is receiving language through the ears. &t involves identifying
the sounds of speech and processing them into words and sentences. 6hen
we listen, we use our ears to receive individual sounds ,letters, stress, rhythm
and pauses-, 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 to
work 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.
-e.ore 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.
13
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.
T+ALAN7 AT T+E T:RN O! T+E )ENT:R5 #.or T8$
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 <B9,BB< s. kms. and en0oys a climate
typical of countries in the tropicsO thus, its* traditional proclivity for agrarian#based economic
activity.
9 Fotwithstanding, a shift from agriculture to manufacturing, 4hailand continues to edge out
its neighbors in terms of natural resources, what with the bounty of its land and sea which has
made it the world*s foremost exporter of tapioca and rice. &n addition, it is also a leader in the
production of mai/e, fro/en shrimp, canned pineapple, natural rubber and sugar.
; However, in the late ?C*s and the AC*s, 4hailand restructured its economy to adapt to the
demands of an urbani/ing international community.
< As a result, the share of the agricultural sector in 4hailand*s national income has declined
from a high of ;C percent in BA=C to B> percent during early AC*s.
= +oncomitantly, the manufacturing sector experienced strong growth, expanding rapidly in
its share of the national income from B9 percent in BA=C to over 9C percent in the AC*s. 6ith the
implementation of the first industrial )romotion Act in BA=C and various promotional programs
undertaken by 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 AC*s, 4hailand has developed heavily into export promotion, notably textiles and garments,
which accounted for 9;.< per cent of principal exports in BAA; 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 was
14
its 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.
A &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.
BB %rom BA??#BAAB, 4hailand*s growth rate averaged B8.< percent, the highest in the world.
(ince BAA9 when its economy rebounded from a worldwide recession in the early AC*s, the 4hai
economy has experienced steady gains reminiscent of the growth patterns of developed countries
in the 6est.
Moving Ahead in English && ,pp 9C#9B,Myrna (.4orres.

A)T2T5 =. LA5 5O:R )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)T2T5 >. -:L7 ME :PG



15
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s$-$*ar$t$es o%
!a$*and and
P!$*$""$nes F
1!at are !a$*andEs
reasons %or s!$%t$ng
to -anu%acture F
1!at are t!e
d$.ers$%$ed
$ndustr$es $n
!a$*and F
1!at are t!e
causes o%
econo-$c
growt! o%
!a$*andF
&
%ill up this diagram, and explain your answers.
A)T2T5 8. S:M :P T+E 4+OLE
"sing the graphic organi/er in Activity >, compose a paragraph of >#BC sentences to
summari/e the text listened to.
%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)T2T5 ?. -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
PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
$eading literature is like looking at a painting or a mural .&t is seeing beyond one*s eyes .&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$4 (41$E
1. SETTN8
4he setting refers to place, time, weather condition, social condition, and even mood or
atmosphere. 4o recogni/e the setting of the story, you may ask these uestions2
16
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:
Example 2 My sister and & had a funNfilled vacation last summer. 6e stayed at our grandparents*
house, which was near the beach. 6e swam in the sea every morning, climbed the trees in the
afternoon and fed the animals before dark. 6hen the moon was bright, we played patintero.
"sing the guide uestions above, provide the answers2
1. 1!ere $s t!e act$on tak$ng "*aceF
2. 1!ere $s t!e stor( tak$ng "*aceF
3. 1!at $s t!e weat!er cond$t$onF
8. Plot N &t is the seuence of events in a story or play. 4he plot is a planned, logical series of
events having a beginning, middle and end. 4he short story usually has one plot, and it could be
read 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 is
revealed .4his is where events between introduction and climax take place.
c. )liJaH
&t is the turning point of the story and the highest point of interest. &t is where the reader asks
what 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(.
17
B. (uddenly, the boat tilted to the left. J(teadyHK cried our teacher, Jstay where you areHK 6e
kept 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.K
4hen, he went away.
Answer2 ######################################################################################
9. 1nce there was a child who liked summer best. He lived on a farm and every summer, he
en0oyed harvesting corn, vegetables and fruits.
Answer2 ######################################################################################
9.)on.lict # &t is the opposition of forces which ties one incident to another and makes the plot
move.
4here are two types of conflict2
EHternal N refers to outside forces that may cause conflict, like another human being,
circumstances, environment, etc.
nternal # refers a struggle within oneself. 4he character maybe debating inside himself
about what to do.
;.)haracter N there are two meanings for the word character2 the person in a work of fiction and
the characteristics of a person. He may be the protagonist, the good#natured character, or the
antagonist, the opponent of the main character.
4he author may reveal a character in several ways2 his physical appearance, what he'she
says, thinks, feels and dreamsO what he'she does or does not do Oand what others say about
him'her .
<.Point o. 2ie* N the angle from which the story is told
=.TheJe N it is the controlling idea or value in a piece of fiction. 4he theme maybe the author Qs
idea about a topic or view of human nature.
,%or further information, visit http2''hrsbstaff.ednet.ns.ca:engram0a'elements.html.-
A)T2T5 1@. MAT)+N8
%rom the pool of words below, choose the appropriate answer to the following descriptions.
PPPPPPPPPPPB. 4he setting and characters are revealed.
PPPPPPPPPPP8. 4he highest point of interest in the story
PPPPPPPPPPP9. 4he main character faces a conflict or problem.
PPPPPPPPPPP;. 4he ending where the final outcome of the story is shown
PPPPPPPPPPP<. 4he problems and complications are resolved.
18
)liJaH ntroduction 7enoueJent
!alling Action Rising Action



Language Recall:
Language !orJ and !unction: )oordinate )on0unctions
1bserve the following sentences2
B. Makato never idled and never complained.
8. He did every kind of work, yet he remained cheerful.
9. Makato had no sister or a brother to take care of him.
;. He tried his luck in a far#off land, so he became successful.
<. Makato was an orphan, but he was able to achieve his goals.

Let*s answer the following uestions below.
B. 6hat words are connected by and in sentence B:
PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
8. 6hat are the two clauses that are 0oined by yet in sentence 8:
PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
9. 6hat are the phrases that are connected by or in sentence 9:
PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
19
;. 6hat are the clauses that are 0oined by so in sentence ;:
PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
<. 6hat are the clauses that are 0oined by but in sentence <:
PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
(entence B uses and to show addition of thought or ideas.
(entence 8 uses yet to show contrast of idea.
(entence 9 uses or to 0oin nouns of eual rank.
(entence ; uses so to show result.
(entence < uses but to show contrast of idea.
4herefore, when you want to link and 0oin words, phrases and clauses, use a con0unction.

)oordinating )on0unctions 0oin words, phrases and clauses of eual rank.
And is used to connect words, phrases and clauses of which are eual.
Or/Nor implies a conseuence or choice.
But /Yet is used to express contrast of idea. &t 0oins an affirmative and negative sentence
pattern.
o is used to show a result .
A)T2T5 11. 4OR3 4T+ )OOR7NATES
$ead the sentence carefully and encircle the con0unction. "nderline the words, phrases and
clauses it 0oins.
B. )hilippines and 4hailand are both Asian countries.
8. 4hailand shifted from agriculture to manufacturing, so she gained a thirty percent economic
growth.
9. )hilippines, like 4hailand, en0oys a tropical climate, so both are tourist destinations in Asia.
20
;. 4he tourism sector is 4hailand*s highest income generator and largest foreign exchange
contributor.
<. 4hailand focused on food processing, but she developed heavily in export promotion.
=. Much of 4hailand*s success was attributed to the growing independence of countries in the Asia
N)acific $egion and the shift to the area of manufacturing and tourism.
A)T2T5 12 .)OM-NEI!:SE
+ombine the following sentences below using the coordinate con0unctions. 6rite your sentences
in the blanks provided.
B. Most cars are now euipped with radial tires. 4he chances for common blowouts are reduced .
################################################################################################################
8. 4he maga/ine contained only six articles .4hey were all about politics or sports.
################################################################################################################
9. 4he meat was spoiled by the time & returned home .& had forgotten to put it in the refrigerator
when & left.
################################################################################################################
;. )hilippines and 4hailand are members of the A(EAF. 4hey work for unity, peace and progress
in the region.
###############################################################################################################################
<. 7oth countries have diversity of culture. 4heir traditions and beliefs bring harmony and unity.
###############################################################################################################################
A)T2T5 16. S:PPL5 T+E PARTS
+omplete the sentences by supplying additional words, phrases and clauses .6rite your
sentences on the blanks .
B. 4hais love spicy food and +hinese #########################################################################.
8. %ilipinos and 4hais have water dwellers so ##############################################################.
9. $iverside markets are attractions for small businessmen and ######################################
;. (idewalk eateries mushroomed along the streets yet ################################################.
<. 4raffic 0ams and pedicabs are both a sight to see and to experience and #######################
21
##########################################################################################################################.
-e.ore Reading
A)T2T5 1;. 8:ESS 4+ATE
$ead each sentence carefully and choose from the word pool the character traits are inferred in
the following lines. 6rite your answer at the end of the statements.
B. Makato had no brother nor sister to take care of him. His father and mother died.PPPPP
8. He never idled, fed the pigs, and cleaned the forests.PPPPPPPPP
9. He never complained and was satisfied. PPPPPPPPPPPP
;. He did every kind of work, like carrying heavy things.PPPPPPPPPP
<. He tried his luck in a far#off land.PPPPPPPPPPPPPPPPPP
=. Makato thought about what he liked to do in the future.PPPPPPPPPP
>. He picked up the shell and handed it to the king.PPPPPPP
?. He planted the ground with more seedlings.PPPPPPPPP
A. He knelt down and gave the king lettuces.PPPPPPPPPPPP

6ord )ool
Honest orphaned good#natured ambitious
Hardworking proactive adventurous grateful
&ndustrious naturalist
A)T2T5 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.
#################################################################################################################################
################################################################################################################################
##################################################################################################################################
##################################################################################################################################
##################################################################################################################################
##################################################################################################################################
##################################################################################################################################
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.
22
Discover also 4hai*s traditions and beliefs, as well 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
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. Eou 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: Eou look as if you*ve come a long
way,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 heavensH 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
23
JEou are a very determined boyHK said the woman.K+ome along with me .6ho knows: Eou
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.
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, JEou may keep it.K
JHow wonderfulHK 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. LettucesH He could
grow 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 shellHK said Makato.
J1ne cowrie shellHK said the woman, laughing.K4hat won*t buy anything. & can*t even
measure that much.K
JLookHK 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.
24
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 very
proud of himself because he had done so well.
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, Eour 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 daughter
of 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, one can 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.
<. 6hich of Makato*s traits are similar to yours:
=. How would you nurture and enhance your positive traits: &n what ways:
>. 6hat lessons in life does the author want to convey to you: Are these true to all ages and
races:
A)T2T5 1= . PANT A P)T:RE
6hat are Makato*s character traits: Describe his appearance, attitude, action and speech. %ill up
the character web with your answers and explain each trait.
Action A''earance
25

6hat the 6hat the character
character does looks like
6hat the How the character
character says feels
Articulation Attitude

A)T2T5 1>. )OMPARE AN7 S+ARE
"sing the Genn Diagram, compare yourself with Makato. 7e guided by the following uestions .
1. 1!at tra$ts do (ou ,ot! s!areF 1r$te (our answers ,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.

26
)haracter
PPPPPPPPPPPPPPPPPPP
)haracter
PPPPPPPPPPPPPPPPPPP

A)T2T5 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 did he 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 showed it.
27
;. 6hat did he do with the cowrie shell:
<. 6hat was his reward from the king:
Past

!uture
A)T2T5 1? .7ARE TO )LM-E
)lot the events in the story by writing them inside the space provided. 7e able to answer the guide
uestions below. Explain your work.
B. 6hat is the beginning of the story:
8. 6hat is the rising action:
28
9. 6hat is the climax of the story:
;. 6hat is the falling action:
<. 6hat is the denouement:


A)T2T5 2@ . NTROSPE)TN8..
6hat lessons in life have you learned from Makato*s experiences: 6rite a <#> sentence
paragraph. )rovide your own title.
29
)liJaH
)liJaH
9ntroduct$on
9ntroduct$on
Ba**$ng )ct$on
Ba**$ng )ct$on
$ising Action
$ising Action
<enoue-ent
<enoue-ent
##################################################################################################################################
A)T2T5 21. )ONNE)TN8...PARN8
+ompose sentences describing the character traits of Makato using coordinate con0unctions. 6ork
with a partner and brainstorm ideas to come up with a <#> sentence paragrap!.
##################################################################################################################################
Eou are going to read your work orally in front of the class.
Eou may choose from the following topics2
B. Makato, the 4eenager
8. My 7rief Encounter 6ith Makato
9. Makato*s Dream and My Dream
;. How Makato &nfluenced My Life
<. &n 6hat 6ays +an & 7uild )eace and "nity
-e.ore Reading
Let us discover and explore one of the most interesting Arab countries. %ind out its uniue
culture, traditions and beliefs.
Egypt is famous for its )yramid at !i/a and the !iant (tatue known as 4he (phinx. (he is
considered a modern nation in an ancient land and considered the most populous country .
30

6e are embarking on the next activity by learning about another Asian neighbour, Egypt. 4he
selection enables you to deeply appreciate its customs and beliefs which are similar to ours.
%ind out if your focus uestions, FHow does diversity contribute to unity? and
How do traditions and beliefs bring about diversity and or harmony? can be
answered.

Discover this country by observing the pictures on top or watching a documentary film.
Activate your senses to draw out information.
A)T2T5 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:

31
A)T2T5 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)T2T5 2;. S:MMN8 :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)T2T5 2<. 4+AT ELEMENTE
4o prepare you to fully understand the text you are about to read, review the elements of a short
story by doing the next activit(.
$earrange the letters of the words below.
B. 4$A+$EHA$ # PPPPPPPPPPPPPP
8. 4L1) # PPPPPPPPPPPPPP
9. !&4E4F( # PPPPPPPPPPPPPP
;. 4+%&1+FL # PPPPPPPPPPPPPP
<. E4L&4 # PPPPPPPPPPPPPP
32
Sound
Sound
Sight
Sight
*02&T
*02&T
Tou$h
Tou$h
Taste
Taste
Smell
Smell


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 8ree( 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, heavy
hand, 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
33
"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)T2T5 2=. 4OR3N8 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 cons or ups and do"ns in the blanks provided.
B. 4he teacher asked us to talk about the PPPPPPPPPPP of industrial development.
8. Don*t worry about the problems you have in your business .Eou 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, cold and pie in 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.
<. & had to face the PPPP all by myself, although & was not the only responsible for the
problem.
A)T2T5 2>. 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.PPPPPPPPPPP
8. 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
<. 7ata had made an easy "ay out to the #ountains.PPPPPPPP
=. %n $ood faith, 7ata supported his brother Anpu.PPPPPPPP
>. Anpu felt a pain in the nec! when he heard his wife*s explanation.PPPPPPPP
?. (he bent her !nees for forgiveness.PPPPPPP
A. Anpu*s wife accepted the dose of her o"n #edicine.PPPPPPPP
BC. 7ata kept company with god# $a to see! consolation.PPPPPPP
BB. Anpu too! the la" into his hands.PPPPPPPP
34
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 brother
with 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 LordH (ave me from death,
thou who divines the evil from the good.K $a heard his cry. He made a river flow between one
brother and the other and filled it with crocodiles.
7ata asked his elder brother, J6hy do you seek to kill me: Am & not your brother and have
you not always treated me as if you were my father: Has not your wife been as mother to me:
Fow since you want to kill me, & shall go to the Galley of the Acacia.K
35
Anpu answered, J6hy did you beat up my wife and almost kill her.K
7ata answered, J& did not do such thing. Have & told you that & have always looked upon her
as my mother:K
(o, Anpu went home. He found his wife near the river washing off the black and blue dye
with which she had painted herself. %illed with great anger, Anpu killed his wife and cast her to the
dogs. 4hen, he sat down, poured ashes on his head and mourned for his younger brother.
Bata reac!ed t!e @a**e( o% )cac$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 $nnocence and goodness. 2a
sa$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 *o.ed !er .er( -uc!.
A.ter Reading
A)T2T5 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:
<. Do you agree with the beliefs and traditions they practice: 6hich of those bring unity and
harmony: 6hich do not:
=. Enumerate those traditions of Egyptians which are similar to you as %ilipinos.
6rite them down on this canvas. 4hen, compare and contrast them to our culture.
36
A)T2T5 2?. SOL2N8
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)T2T5 6@. -:L7N8
"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

37
&ro4lems Solutions
!e wo Brot!ers
A)T2T5 61. 7RA4N8 O:T...4+ATE
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
PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
-i/liogra'h& contains a 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$ ,9
rd
ed.- Few Dersey2 )rentice#Hall &nc.
T*o Authors
Dorn, Linda D. T (offos, +arla. 8CC<. Teachin$ for 'eep Co#prehension. Maine2
(tenhouse )ublishers.
Se1eral Authors
Lauengco, Aurea, et.al. BAAA. (n$lish C) for *i$h chools ,9
rd
ed.-. Makati2 7ookmark
&nc.
Enc&clo'edia
Helms, $onald. J(lectric Li$htK. 6orld 7ook Encyclopedia. BAA< ed.
38
MagaLine Article
Hackworth, +ol. David H. JTer#s of +or$i,eness.K Fewsweek. 8; Apr. BAA<2 9?#;C.
Aournal
+line, +.L. U -uasi Ad,entures in Literary cholarship. U 4exas Vuarterly. 8C ,BA>>- 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.
BAAA
1!at !a.e (ou o,ser.ed $n t!e e/a-"*es a,o.eF 9n wr$t$ng t!e %or-at o% ,$,*$ogra"!$ca*
entr$es# w!at are t!e t!$ngs (ou are su""osed to re-e-,erF
GetEs tr( answer$ng t!e 7uest$ons ,e*ow.
ACTI%IT2 56+ .#7MATTI/0
1. 1!at $s t!e %or-at $% t!e aut!or $s on*( oneF E/"*a$n.
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
2. Bor two aut!ors # !ow wou*d (ou wr$te t!e ,$,*$ogra"!(F E/"*a$n.
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
3. 1!at words are used to -ean se.era* aut!orsF E/"*a$n and g$.e an e/a-"*e.
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
4. 9n wr$t$ng t!e to"$cs %or enc(c*o"ed$a# -aga6$ne and news"a"er art$c*es# w!at s!ou*d (ou
o,ser.eF
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
5. 9n 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. 1!at s!ou*d co-e %$rst w!en wr$t$ng t!e "*ace and na-e o% t!e "u,*$s!erF
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
P09;S 0 2E>E>BE2:
1. )** na-es o% aut!ors s!ou*d start w$t! t!e %a-$*( na-e# %o**owed ,( t!e %$rst na-e.
2. Bor two aut!ors# t!e second aut!orIs na-e s!ou*d ,e wr$tten w$t! t!e %$rst na-e %$rst
and not w$t! t!e %a-$*( na-e.
3. Bor se.era* aut!ors# use t!e words et .a*. # to -ean -an( or se.era* aut!ors.
4. )** t$t*es o% t!e ,ooks# -aga6$nes# enc(c*o"ed$a and news"a"er art$c*es s!ou*d ,e
under*$ned.
39
5. $t*es o% to"$cs o% -aga6$nes# news"a"er art$c*es and enc(c*o"ed$a -ust ,e enc*osed $n
7uotat$on -arks.
6. 0,ser.e correct "unctuat$on -arks# suc! as "er$od# a%ter t!e aut!orEs na-e# t$t*e o% t!e
,ook# enc(c*o"ed$a# -aga6$nes and news"a"er art$c*es .
7. P*ace a co--a a%ter t!e aut!orEs %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 appendix refers to an JaddendumK or any addition to a document, such as a book or
legal contract. &t is a collection of supplementary materials, usually appearing at the end of a
report, proposal, or a book. &t may come in the form of tables 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:
Eour performance will depend on how well you can perform the activity.
8rou' Acti1ities:
A. Multi'le ntelligence Acti1ities
Eou are asked to perform the indicated activities.
!roup B N the 7raJatists N )resent a scene that highlights the theme of the story, J4he
4wo 7rothersK or JMako and the +owrie (hell.K
!roup 8 N the NaturalistsIEn1ironJentalists N )resent a problemNsolution chart
showing your ability to address environmental problems.
!roup 9 N the 7ancers N )resent a 4hai or Egyptian dance showcasing its culture.
!roup ; N the Singers N (ing a song or perform a rap related to the selection. )rovide
your own lyrics depicting unity and diversity.
40
!roup < N the MatheJaticians N 4hrough a mathematical formula, show the age of
Makato when he became a king .
-. DJ FPunch Lining.M )an 5ouE
Oral Acti1it&
B. 6ork as a group and interpret this passage2 J"nity in diversity is the highest
possible attainment 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 Fovak
8. "sing the key ideas presented in the passage, provide dialogs appropriate for
the following pictures found below. 4hen, deliver the dialogues.
9. Eour 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

41

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 di1ersit& and unit&: Traditions and /elie.s: !ive your
generali/ations and conclusions.
). 4riting Acti1it&
"sing comparison and contrast, fill in the grid with the )ositive#&nteresting#Fegative
aspects of %ilipinos, 4hais and Egyptians in terms o% 2
a. Love for %amily
b. $everence to !od
c. Desire to (ucceed in Life
$eport to the class afterward.
Positi1e nteresting Negati1e
%ilipino
4hai
Egyptian
7. More Readings
42
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 %ilipinos
8. $eligious 7eliefs of %ilipinos
9. %ilipino 4reasured Galues
;. %ilipino 4raditions and 7eliefs
TRANS!ER
Eou are asked to be the representative of the Eouth +ommission in a 6orld Eouth
+onference to speak on their behalf on the topic, J4he $ole of the Eouth in Establishing "nity in a
Diversified Multi#+ultural (ociety.K Eour 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
8rading )riteria EHcellent Acce'ta/le MiniJal :nacce'ta/le
Pre'aration !athers
information from
varied sourcesO
makes note cards
to use as cues
during
presentationO
creates attractive
visual aids to
illustrate
presentation
!athers
information from
three or four
sourcesO
prepares notes
and visual aids to
use during
presentation
!athers
information from
one or two
sourcesO writes
presentation
accurately
!athers
information from
only one sourceO
may not be able
to complete task
because of lack
of preparation
)ontent "sed an
abundance of
materials clearly
related to topicO
Made points
clearlyO used
varied materials
"sed adeuate
information about
the topicO made
good pointsO used
some variation in
use of materials
"sed some
information not
connected to the
topic
"sed information
that has little
connection to
topic
OrganiLation 1rgani/ed
information and
ordered ideas
logicallyO
)resented easy#
to#follow
argumentO (tated
a clear
conclusion
)resented most
information in a
logical orderO
)resented
generally clear
and easy#to#
follow arguments
)resented loosely
connected ideasO
)resented a
choppy and
difficult#to#follow
organi/ation
Did not use a
logical order in
presentation
S'ea(ing S(ills 6ell#poised,
enthusiastic, and
confident during
the presentationO
enunciated
clearly.
Engaged during
presentation.
Had little or no
expressionO Did
not enunciate
clearly
Appeared
disinterested
during
presentation
43
N Pearson Education, nc., 'u/lishing as Pearson Prentice +all. All rights reser1ed
htt':II***.scri/d.coJIdocI2@8?1=<<IRu/ric-.or-Oral-Presentation
8lossar&
A
adventurous N daringO inclined to incur risk
ancient N very oldO dating from the distant past
antagonist N opponent
appendix N a section or a supplementary information at the back of a book
-
beckons N to summon by a gesture
bibliography N list of writings on a given sub0ect or by a given author
burgeoning N to start to increase rapidly
)
century N a period of BCC years
character N one of the element of a short storyO a person of marked individuality
civili/ation N advance stage of social culture
climax N most interesting part of the story
colossal N immenseO gigantic
conflict N to clashO a fightO emotional disturbance
coordinate N to integrate elements into an efficient relationship
cowrie shell N a marine mollusk with a glossy, brightly speckled shell
cultural N pertaining to culture
7
denouement N the solutionO the outcomeO the resolution or a plot or story
diversified N assortedO variousO differences
diversity N varietyO distinctionO difference
E
edifice N substantial building
44
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

A
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
45
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
46
Re.erences:
1. )ar'io, Rustica ). 2@@>. )riss )rossing Through A.ro-Asian Literature, )o'&right
/& An1il Pu/lishing, nc.
2. La'id, Milagros 8. and Aose'hine Serrano. 2@@@. English )oJJunication Arts and
S(ills Through A.ro-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@@@. Mo1ing Ahead in English . !N- Educational, nc.
<. English TeachersD 8uide, Second 5ear +igh School, Learning Pac(age 2. 2@@>.
!und .or Assistance to Pri1ate 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'hic organiLer
2. htt's:II***.google.coJ.'h.
6. htt's:IIhrs/sta...ednet.ns.caIengraJ0aIeleJents,htJl
;. htt':II***./c's.orgIo..icesIlisIJodelsIti'sI/i/.orJ.htJI
<. htt':IIgraJJar.a/net.coJIod.Ia/IgIa''endiH terJ.htJ
=. :nescodoc.unesco.org.Iciges
>. ***.scri/ct.coJIdoc.>2<6?>>>2Is&no'sis o. A.ro-Asian Literature
47