Republic of the Philippines

Department of Education
SCHOOLS DIVISION OFFICE OF BALANGA CITY
ENGLISH 10

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2nd Quarter
Week 1 (Dec 1-4, 2020)

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OBSERVE CORRECT GRAMMAR IN MAKING DEFINITIONS
What are the different kinds of definitions?

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Definitions are an essential part of learning. Students are often required to define terms or
expressions as a way of showing how well they understand these terms or expressions.

Similarly, definitions are often necessary in writing. Writers must make sure that readers

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understand what certain words or concepts clearly mean. Misunderstanding a word or an
expression may lead to misinterpretation.

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Definitions may either be informal or formal. An informal definition consists of a word or
phrase, oftentimes a synonym.

Ziggurats, or massive temples, were built in ancient Mesopotamia.

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Examples of cuneiform, an ancient form of writing, were found written on ancient clay tablets.

A formal definition consists of a sentence which explains the meaning of a word or concert
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with more informative details.

Ziggurats were massive and towering temples constructed on stepped platforms in the center if
towns in many cities of the ancient Near East.

Cuneiform, from the Latin word cuneus meaning wedge, was the ancient Sumerian system of
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writing which used wedge-shaped strokes.

Source: Vibal Smart Class English 10, p. 9

Terms can also be defined in four ways:

1. Operationally
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It refers to a detailed explanation of the technical terms and measurements used during data
collection. This is done to standardize the data.

2. Technically
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It means a word that has a specific meaning within a specific field of expertise.

3. Lexically

It is also known as the dictionary definition, is the meaning of the term in common usage. ...
Lexical words are those that have independent meaning (such as a Noun (N), verb (V),
adjective (A), adverb (Adv), or preposition (P).

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 4. Contextually

It means the meaning of the word is depending on the context, or surrounding words,
phrases, and paragraphs, of the writing. An example of contextual is how the word "read" can
have two different meanings depending upon what words are around it.

Source: Descriptions for the four types of definitions were extracted from the internet

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To define words effectively, you may also follow this pattern below:
Connector

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Singular Plural
is defined as are defined as
Term to + is referring to are referring to + State the

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be defined is pertaining to are pertaining to definition
refers to refer to
pertains to pertain to
Means Mean

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Examples

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•
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Module refers to an educational unit which covers a single subject or topic.
Modules refer to an educational unit which covers a single subject or topic.
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Task A:
Directions: Underline and label the parts of the terms being defined in each item.
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Example:
TERM CONNECTOR DEFINITION
Deem means to come to think or judge. It is synonymous to the word consider.

1. Accolade is referring to an expression of praise.

2. Torrential is pertaining to a violent stream of liquid such as water or lava.
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3. Bedazzle means to impress forcefully.

4. Allegedly is defined as an accused but not proven or convicted.
5. Stumble means to trip in walking or running.

Task B
Directions: Each statement contains a definition. Classify each definition as formal or
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informal.

1. _______________ The statement was gratuitous or unnecessary.

2. _______________ His ambivalence, or inability to decide, displeased the gods.
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3. _______________ An amulet is an item or piece of jewelry worn by a person to

enhance his capabilities or to protect him from evil forces.
4. _______________ This piece of ancient literature resembles an elegy, a mournful
poem.
5. _______________ Shamash was the Babylonian god of justice, counterpart of
Sumerian God Utu.
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 Task C
Directions: Complete the definitions provided below by rearranging the jumble words.
Take note to write the terms alphabetically when you rewrite them.

1. a literary work, or expand, means, farce, to improve, something such as,

2. pertaining to, ability, prowess, is, extraordinary

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3. having, refers to, comely, a pleasing appearance
4. an occurrence, is referring to, or phenomenon, omen
5. quip, a clever, is defined as, usually taunting remark

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Task D
Directions: Refer back to the story “Orpheus” then pick out five (5) terms which are
unfamiliar to you or you would like to define. You may refer back to the discussion

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provided from the previous page. Take note to alphabetize the words.

1. _________________________________________________________________
2. _________________________________________________________________

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3. _________________________________________________________________
4. _________________________________________________________________
5. _________________________________________________________________

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ENGLISH 10
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2nd Quarter
Week 1 (Dec 1-4, 2020)
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OBSERVE THE LANGUAGE OF RESEARCH, CAMPAIGNS, AND ADVOCACIES

In writing research, several terms have to be mastered which include theory,

concept, operationalize, variables, hypothesis, and sample. Most languages used here
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are technical.

While writing campaign can be categorized into two: elections campaign or an

advertising campaign. Languages used in campaign are commonly direct, short, and
catchy.

Finally, an advocacy is the act or process of supporting a cause or proposal of

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something. This usually happens when a person hopes to help someone or something.

Task A
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Directions: The following items below are descriptions for the languages used in writing
RESEARCH, CAMPAIGN, or ADVOCACY. Choose only the letter of the correct answer.

A. Research B. Campaign c. Advocacy

1. _____It requires mastery.
2. _____It has to be direct.
3. _____It is done for a cause.
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 4. _____It uses technical terms.
5. _____It expresses support for something.

Task B
Directions: Read the given items below then categorize the language used as

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RESEARCH, CAMPAIGN, or ADVOCACY.

1. The study used purposive sampling.

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2. Real Results, Not Empty Promises
3. They have helped their elementary school reconstruct its library by researching,
brainstorming, fundraising, giving speeches, lobbying, writing proposals and
receiving local, state and federal support.

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4. Taking Action, Getting Results.
5. A total of 200 secondary teachers were used for the sampling.
6. Through this program, students aim to address issues of racism, sexism,
prejudice and stereotyping. This program has many different activities, including

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an annual prejudice reduction conference, a service learning program, a cultural
awareness program, and other activities.
7. A Name You Know.
8. It’s time for Change.
9. It’s about You.
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10. As a result, it was revealed that administrators are aware of their own
personalities and characteristics prior to taking the position.
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Task C
Directions: Follow the given steps below to accomplish this task.

1. Write down your advocacy as a student. Explain. Use the space provided below
to present your answer.
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MY ADVOCACY AS A STUDENT

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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_________________________________________________________________________________

2. Create your campaign slogan/statement in order to endorse your advocacy as a

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student. Use the box below to present your slogan.

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 ENGLISH 10
2nd Quarter
Week 2 (Dec.7-11, 2020)

USE WORDS AND EXPRESSIONS THAT AFFIRM OR NEGATE

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Adverb of Affirmation or Negation is a word which declares that something is true or
an equivalent expression or negative statement, judgment or a logical proposition.
Some examples of affirmation and negation are- certainly, definitely, never, no, etc.

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The first two words are the Adverbs of Affirmation while the latter are the Adverbs of
Negation.

What is the Difference between Adverbs of Affirmation and Adverbs of Negation?

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Consider the sentence- ‘I will definitely do that’. Word ‘definitely’ affirms the listener
that the speaker is going to do the task which is being talked about. ‘Definitely’ is
therefore an Adverb of Affirmation.

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Consider another sentence- ‘I will never do that.’ In the sentence ‘never’ negates the
sentence by telling that the speaker is not going to do the particular task. ‘Never’ is
therefore an Adverb of Negation.

List of Affirmative Words

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Absolutely, affirmatively, assertedly, avowedly, clearly, truly, definitely, doubtlessly,
exactly, alright, obviously, positively, really, sure, surely, undoubtedly, yes, certainly,
by all means, verily, etc.
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List of Negation Words

Nothing, nowhere, not at all, contradictorily, almost, invalidly, never, no, not or words
ending in n’t such as haven’t, rarely, scarcely, etc.
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TASK A
Directions: Complete the following sentences with the appropriate adverb of negation
or affirmation. Choose only the letter of the best answer.
1. He pledged to ________ disrespect his elders.
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a. Never b. Ever c. surely 5. Sure

2. My sister almost never eats burgers and fries. She ________ eats healthy foods.
a. Never b. Almost c. Almost always d. Surely
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3. I always remember to do my homework. I _______ forget to do it.

a. Always b. Never c. Seldom d. Sometimes
4. The soldier should _______ get an award for bravery.
A. never b. Certainly c. Hardly d. Obviously
5. She ______ feels irritated after hearing the comment of the judges.
a. Certainly b. Never c. Surely d. Obviously

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 Task B
Directions: Read the sentences given below. Then, pick out the Adverbs of Negation or
Affirmation in them.

1. After the principal’s resignation the students can hardly be controlled.

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2. Teachers should never agree to the illogical demands of the students.
3. Eager to know his son’s progress, he will definitely attend the parent’s teacher
meeting.

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4. With the kind of dedication he has, he will surely be rewarded at work.
5. She is certainly going through hard times.
6. Things turned out to be exactly the same as expected.

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7. The moon is very clearly visible from the terrace of my house.
8. There was no visibility during the rains.
9. On all my visits to the beaches, I rarely spotted a dolphin.
10. I had hardly gone for few miles, when the car broke down.

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Task C
Directions: Complete the following sentences by adding appropriate Adverbs of
Affirmation or Negation.

1.
2. G
I am __________ going to the school today.
You have __________ to do with my business.
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3. I can __________ repay my parents for their blessings.
4. You can __________ consult a doctor if required.
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5. You ___________ give, don’t you?

ENGLISH 10
2nd Quarter
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Week 3 (Dec 14-18, 2020)

Formulate a statement of opinion or assertion

An assertion is a statement used to make a declaration or to express strong belief on a

particular topic, often without evidence. Fact is a statement that can be proven, may
be true or false, but can be proven. Opinion is based on facts, but is difficult to
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objectively verify because of the uncertainty of producing satisfactory proofs of

accuracy or reliability.
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In order to be guided on how to make effective assertions, here are some tips you have
to remember:

1. Be knowledgeable

Before making assertions, you have to ascertain if you have gained straight facts. Make
sure to do research. Collect relevant and necessary information. More so, be sure not

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 to be biased. Every topic has two sides. Remember to compare and contrast. Be extra
vigilant in searching for sources. Take note to trust only reputable references.

2. Back it all up

Assertions are different from opinions. Thus, you have to stabilize your stand. Build
and establish a strong foundation before making any assertions. One of the ways to

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achieve that is to provide research findings, evidences, and proofs.

3. Be clear and concise.

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Since making assertion is similar to making a stand on a particular topic, you have to
be clear and concise. Be direct and straightforward. Immediately state your claim from
the very beginning then use the succeeding statements to elaborate and expound your

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points extensively. Keep everything short. ideally, an assertion is only a one sentence
long, similar to a thesis statement.

4. Be thematic

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Remember to focus on your assertion as you develop your essay’s structure. As you
present evidences, be sure that they won’t be possible counter-arguments. Therefore,

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other points you state on your essay should support rather than contradict your claims.

Task A. Directions: Choose the letter of the best answer.

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1. A/An __________ can be proved or disproved and can be backed up by evidence.
A. Opinion
B. Assertion
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C. Factual claim
2. A/An __________ is a judgment, assertion, or belief that can change often. It
usually reflects ONE person.
A. Opinion
B. Assertion
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C. Factual claim
3. ________ is a statement that many people claim and make. It sounds true and
probable, but it may not always apply to each person and individual.
A. Fact
B. Opinion
C. Assertion
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4. An effective assertion has proofs and evidence.

A. True
B. False
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C. Maybe

5. You have to further readings to support your assertions.

A. True
B. False
C. Maybe

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 Task B. Directions: Read the situations below carefully. Then, choose the best
answer.

1. Schools spend too much time on standardized testing. This is an example of

a/an _________.
A. Opinion

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B. Assertion
C. Fact
D. None from the choices

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2. Taking vitamins everyday will keep you healthy. This is an example of a/an
_________.
A. Assertion
B. Opinion

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C. Fact
D. None from the choices
3. Dark chocolate is better for you than milk chocolate. This is an example of
a/an _________.

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A. Assertion
B. Opinion

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C. Fact
D. None from the choices
4. “Milk is good for your body” is an example of a/an __________.
A. Opinion
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B. Assertion
C. Policy
D. Factual claim
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5. “A can of coke contains 140 calories,” is an example of a/an __________.

A. Joke
B. Factual claim
C. Assertion
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D. Opinion
6. “What comes around goes around”, is an example of a/an __________.
A. Opinion
B. Assertion
C. Fact
D. Song
7. “Doctors are the smartest people on earth,” is an example of a/an __________.
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A. Assertion
B. Opinion
C. Fact
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D. None from the choices

8. Research, data, expert opinions and textbooks are all examples of a/an
__________.
A. Opinions
B. Factual claims
C. Assertion
D. None from the choices
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 9. Gossip magazines, fashion polls, blogs, celebrity magazines are all examples of
a/an__________.
A. Assertion
B. Opinion
C. Factual claim
D. None from the choices

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10. “All men are created equal,” is an example of a __________
A. Opinion
B. Assertion

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C. Fact
D. None from the choices

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ENGLISH 10
2nd Quarter
Week 3 (Dec 14-18, 2020)

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Formulate claims of fact, policy, and value

Claim of Fact

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It is a statement about how things were in the past and how they are in the
present, and how they will be in the future. A fact claim is not a fact. It only claims to
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be a fact. What makes it arguable is that the speaker has way of establishing the truth
of the claim. For example, “The earth is round” is a fact of claim. “In our right-handed
world, the left-handed people are discriminated against” is a fact of claim. A persuasive
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speaker must provide arguments which build a case in favor of the claim showing the
claim is probably true.

Claim of Value

Are arguable statements concerning the relative merits of something which is

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measured subjectively (e.g. “Baguio is a better place to go for summer vacation than
Tagaytay”) What makes a value claim arguable is that different people may disagree on
the criteria used to evaluate something.

(e.g. weather, live entertainment, water sports)

Depending a value claim involves offering a set of criteria for consideration

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depending the set of criteria as legitimate and showing how applying the criteria
justifies the claim. Often value claims are comparative.
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Claim of Policy

It is a statement regarding the merits of the action. What makes is arguable is

that, even though people may not be totally certain about the proper course of action
to take, they still must act. To argue in defense of a policy of claim is a state that, given
what we know now is the best to act in the manner proposed.

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 e.g. parents should motivate their children to continue learning even if they are
at home.

The sentence above is an example of claim of policy. It shows an action that

should be taken.

First of all, we feel uncomfortable in the uniforms. The parts are itchy by the end

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of the day. Our feet hurt from the school shoes. Secondary, wearing uniforms makes
us feel like robots. After a few weeks we got tired of seeing the same colors and outfits

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every day. I believe the students at our school are responsible enough to choose what
they wear. I think the principal should let the students have a say about the school
uniform policy.

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David Rauen Hope Lutheran
School Chicago Illinois

Task A

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Directions: Create a graphic organizer presenting the three types of claim. Use the
space provided below.

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Task B
Directions: Identify whether the given claim is a fact, policy, or value. Place a check (√)
on the appropriate answer.

FACT POLICY VALUE

1. Wearing uniform is a bad idea.
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2. It brings down the morale of the

students.
3. The principal should let students
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have a say about the school

uniform policy.
4. Wearing casual dress is more
comfortable than wearing uniform.
5. Students are responsible enough
to choose what they want to wear.

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 Task C
Directions: Study the text and determine the claim of fact, policy, and value.

“STUDENT MODEL”
I think wearing uniforms is a bad idea because it

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brings down the moral of the students.

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Task D
Directions: Identify whether the following statements is a claim of FACT, VALUE or
POLICY.

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1. __________A cellphone with internet access can help learners to continue their
studies.
2. __________Education is important to one’s life.
3. __________Staying at home is safer in today’s situation.

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4. __________People should strictly observe social distancing all the time.
5. __________Face to face learning is better than online or distance learning.
6. __________COVID-19 is airborne.

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7. __________A lot of learners don’t have access to internet connection.
8. __________Amidst of this pandemic, no learner should be left behind.
9. __________Webinars help teachers to think of strategies on how they can deliver
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their lessons despite of our current situation.
10. __________We need to find ways for learning to continue.
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ENGLISH 10
2nd Quarter
Week 4 (Jan. 4-8, 2021)
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Detect Bias and Prejudice in the material viewed

Bias is any opinion that influences a person’s thoughts, feelings, or actions. A person
can be biased against something or have a bias for something. It expresses favoritism,
being one-sided or partial.
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Prejudice is an unjustified or incorrect attitude (usually negative) toward an individual

based solely on the individual’s membership of a social group, race, gender, etc. It
expresses irrational dislike of someone. It is baseless and often negative preconception
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or attitude toward members of a group.

Common features of prejudice include negative feelings, stereotyped beliefs, and a

tendency to discriminate against members of a group. In society, we often see
prejudices toward a group based on race, sex, religion, culture, and more. While specific

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 definitions of prejudice given by social scientists often differ, most agree that it involves
prejudgments that are usually negative about members of a group.

When people hold prejudicial attitudes toward others, they tend to view everyone who
fits into a certain group as being "all the same." They paint every individual who holds
particular characteristics or beliefs with a very broad brush and fail to really look at

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each person as a unique individual.
Source: https://www.socialtalent.com/blog/diversity-and-inclusion/9-types-of-bias

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Task A
Directions: Classify each description below as BIAS or PREJUDICE.
1. It expresses prejudgment dislike toward someone. ___________

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2. It is about playing favoritism. ___________
3. It tends to generalize. __________
4. It is oftentimes baseless negative perception toward others. ___________
5. It practices partial judgment toward someone or something. ___________

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Task B

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Directions: Read the questions below carefully, then choose the letter of the best
answer.
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1. Which of the following pertains to prejudice?
A. It is any kind of bias or inclination toward anything or anyone that may
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be considered inherently irrational.
B. It is about positive attitudes of a special kind.
C. It refers to a usually negative attitude toward the members of some social
group.
D. It pertains to attitudes of a majority toward a minority.
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2. Can contact between group help lessen prejudice?

A. Yes
B. No
C. Maybe
D. Never
3. Why does contact between groups work to reduce prejudice?
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A. Contact may increase the perception of similarity of members belonging to

the different groups.
B. "mere exposure" leads to liking regardless of the circumstances
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C. contact promotes the illusion that groups are all alike

D. None from the choices.
4. What should parents do to their children when they model prejudice for them?
A. Praise them.
B. Fill them with fear, anxiety, and anger.
C. Make them less prejudice.
D. Make them indifferent.
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 5. If someone is prejudice against Blacks, but is placed in a job situation where
he has to work with Blacks, what do you expect him/her to show?
A. more prejudice immediately
B. more prejudice over time
C. less prejudice immediately
D. less prejudice over time

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Task C
Directions: Use the T-DIAGRAM below to present the differences of bias and prejudices

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and what can be done to reduce/solve them.

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What can be done to reduce/solve biases and prejudices?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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BIAS PREJUDICE

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ENGLISH 10
2nd Quarter
Week 5 (Jan. 11-15, 2021)

Distinguish multimodal texts and their features

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What is Multimodal text?

A text may be defined as multimodal when it combines two or more from the following:
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▪ Linguistic: vocabulary, structure, grammar of oral/written language

▪ Visual: color, vectors and viewpoint in still and moving images
▪ Audio: volume, pitch and rhythm of music and sound effects
▪ Gestural: movement, facial expression and body language
▪ Spatial: proximity, direction, position of layout, organization of objects in space.

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 Multimodal text can be print, physical or digital.

Paper-based multimodal texts include picture books, text books, graphic novels,
comics, and posters.

Live multimodal texts, for example, dance, performance, and oral storytelling, convey
meaning through combinations of various modes such as gestural, spatial, audio, and

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oral language.

Additional examples of multimodal texts are newsletters, newspapers, print

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advertisements, brochures or blogs; comics with captions/graphic novels; picture
books, storyboards; posters; digital slideshows or PowerPoint presentations; content
for social media; e-posters, e-books; and signages, welcome packs.

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Sources:

- Creating multimodal texts. (2019). Victoria State Government.

- https://sites.google.com/site/aismultimodaltext/1-what-is-multimodal-text

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Task A
Directions: Read the statements below critically. Then, classify as TRUE or FALSE.

1. ___________It cannot be printed.

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2. ___________It can be in physical and digital form only.
3. ___________It uses technology.
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4. ___________One of its examples is a brochure.
5. ___________Newsletters and posters are not examples of multimodal texts.
6. ___________Audio can also be added when making multimodal texts.
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7. ___________You can create multimodal text even without gadgets.

8. ___________Colors to be used have to be considered in making multimodal texts.
9. ___________Combining spatial and linguistic is an example of multimodal texts.
10. _______You have seen multimodal texts.
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 Task B
Directions: Fill the graphic organizer below to present the different examples of
multimodal texts.

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MULTIMODAL TEXTS

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PRINTED DIGITAL PHYSICAL

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1.______________ 1.______________

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2. _____________ 1.______________
2. _____________
3. _____________ 2. _____________
3. _____________
4. _____________
5. _____________

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Task C
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Directions: Write a 5-10 sentence paragraph sharing your experience as a student
using and/or making multimodal texts.

MY EXPERIENCE AS A STUDENT USING AND/OR MAKING MULTIMODAL TEXTS

____________________________________________________________________________________
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____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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SD

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 Task D
Directions: Create a multimodal text (poster, brochure, or digital slides, etc.) presenting
how education continues in spite of pandemic. Be guided by the rubric provided below.

5 4 3

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All the data Some data Most of the data
included in the included in the included in the
Content prepared material prepared material prepared material

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are valid and are not valid and are not valid and
meaningful. not meaningful. not meaningful.

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The information The information The information
Relevance used in the used in the used in the
presentation in presentation in presentation in

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the multimodal the multimodal the multimodal
are 100% related are 90% related are 85% related

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to the topic given. to the topic given. to the topic given.
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The multimodal The multimodal The multimodal
texts made texts made texts made did
Creativity portrays somehow not portray
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creativity and portrays creativity and

artistry. creativity and artistry.
artistry.
BA

ENGLISH 10
2nd Quarter
Week 6 (Jan. 18-22, 2021)
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Language Features and Structure of an Exposition

The term expository comes from the word “expose.” It means explaining and clarifying
something with great detail. In this type of essay, a specific topic is researched and
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then explained.

An expository writing is objective in nature and it is entirely based on presenting and

explaining plain hard facts. These facts are explored and presented with the help of a
number of types of evidence. Especially the visual presentation of data like charts,
statistical data, graphs and presentations work best to explain the facts clearly.

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 Purpose of an exposition

It is written to inform, explain, or describe. In order to do that, you may follow the
following steps below:
1. Understand your topic, learn about it as much as you can
2. Go through similar expository essay samples.

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3. Look for supporting evidence
4. Develop an outline
5. Come up with a writing style

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6. Create the rough draft
7. Edit and update
8. Write the final version

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What about argumentative text?
It is written to persuade reader to adopt your position, beliefs, or behavior. It aims to
convince the reader that your point or opinion is correct. The opinion of the author is

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clearly stated, rather than appearing neutral.

Exposition or arguments can be presented as:

▪ Essays
- cause and effect
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- descriptive,
- compare and contrast, and
- problem and solution
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▪ editorials
▪ letters to the editor
▪ speeches.
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Language features
An exposition or argument includes particular language features. Aim to include
some of these features in your exposition.

Feature Example
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Conjunctions (or joining words) join one so, and so, because, therefore, if, and,
part of a sentence to another. They link but
the flow of the argument.
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Modal verbs express the writer’s attitude can could may might would
to the topic will used to need should must
shall ought to had to used to

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 Modals differ from regular verbs because they do not take on a plural form and
they accompany other verbs to express tense and different modalities. They
are also used for certain conditions.
Here are the different conditions for using modals in sentences:

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Probability – must, may, and might, and can are used when you want to express
speculations, certainty, or assumptions.

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Examples:
▪ It is raining, so it must be very slippery outside.
▪ Classes have already started so you must have missed the enrollment.
▪ I might take up education in college.

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▪ It can be done.
Ability – can and could show skill and ability.
Examples:
▪ You can create artworks using recycled materials.

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▪ Dinah could write the most beautiful poetry if she is inspired.
Obligation and Advice – must, should, and ought to are used to show something

Examples:
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that’s necessary or unnecessary or to give advice to someone.

▪ Students must do their tasks if they want to get high grades.

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▪ Everyone should contribute to the betterment of society.
▪ The deadline is nearing, so you ought to finish writing that paper soon.
Permission – can, could, and may are used to ask for something, or to give or deny
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permission.
Examples:
▪ Could I assist you in serving the guests?
▪ Erika may not use the computer tonight.
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▪ Can you suggest a good way to beat the heat?

Habit – will, would and used to show something that you usually do or used to do
in the past.
Examples:
▪ Patricia will always be successful in everything she does because she is
patient, talented, and determined.
O

▪ Back In elementary, my friends and I would play in the old playground that
is now a supermarket.
Evaluative language suggests the degree important, best, most, truth, largest,
SD

of approval or helps compare ideas. more popular

Thinking verbs know, believe, feel, people think, agreed

Connective words link ideas in an firstly, for that reason, for example, as a
argument consequence, because of this, in
particular, therefore, finally

18
 Rhetorical question is a figure of o “Why are we here?”
speech in which the person who is o “What are you, insane?”
asking the question is trying to make a o “How can we expect him to give
point. He or she is not interested in more than we ourselves are willing
getting an answer to the questions. The to give?”
effects of using rhetorical questions are o “How could you?”
the following:

Y
o “Is this a joke?”
• Draws the reader into the text. o “Why is this happening to me?”
• Introduces ideas/topics. o “Who cares?”

IT
• Makes the readers think. o “Does money grow on trees?”
o The test was taken “by” the
Passive Voice is when the subject is students.
acted upon; he or she receives the action o Modular materials were prepared

C
expressed by the verb. “by” teachers.
o Outputs have been submitted “by”
the learners.

A
Structure of an Exposition
There are three main parts to an exposition. Your writing will be clear if you follow this
structure.

1. Statement of position
G
N
➢ Introduce the topic and make it clear what your position is. You need:
▪ a strong opening sentence that provokes your reader's interest or captures your
reader's attention
LA

▪ an overview of your thesis (or argument) on the topic and the points you will
make.

➢ Provide a brief outline of the key points to be covered by your argument. This gives
your reader a preview of where you are going to take them. This also enables you to
BA

show the reader that your exposition is structured logically.

2. Argument

In this section you can make a number of points. Begin each paragraph with a key
statement or general statement. Give supporting reasons in the rest of the paragraph.
O

Then make a new point in the opening sentence of the next paragraph and give
supporting reasons, and so on.
SD

3. Reinforcement of the statement of position

Sum up your argument. You could make a statement about what you see as a solution
to the problem or what might happen if the situation is not resolved. You could call for
some form of action from the audience.

19
 In writing an exposition, you may follow the pattern below.

Statement of position

Background information of the topic

Argument 1

Y
Argument 2

IT
Reinforcement of the statement
of position

C
Sources:
▪ Smart arguments – English Year 9. Australian Securities and Investments Commission
2015.
▪ English for the 21st Century Learners . (2016). Diwa Learning Systems Inc.
▪ Expository Essay - A Complete Guideline to Help You. (2020). 5StarEssays.com

A
Task A

G
Directions: Use the graphic organizer below to show the structure of an argument.
Arrange the parts provided in the box accordingly.
N
1
LA

▪ Argument 2
▪ Statement of position 2
▪ Background information
▪ Reinforcement of the 3
statement of position
BA

▪ Argument 1
4

5
O

Task B
Directions: Read the questions below critically then choose the best answer. Write only
SD

the letter of your choice.

1. What are the things to consider in writing an exposition?

a. argument
b. language
c. purpose
d. personal opinion
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 2. What is the purpose of an exposition?
a. to draw the reader into the text.
b. to introduces ideas/topics.
c. to make the readers think
d. to present one side of an argument and persuade the reader or listener
to agree or act to solve the problem.

Y
3. Which of the following is NOT an example of an exposition?
a. letters to the editor
b. story

IT
c. essays
d. editorials
4. What composed an exposition?
a. language, purpose, argument

C
b. structure, argument, purpose
c. statement of position, argument, reinforcement of the statement of
position
d. purpose, language, target audience
5. What does evaluative language do?

A
a. link ideas in an argument
b. express the writer’s attitude to the topic

G
c. suggest degree of approval or helps compare ideas
d. none from the choices
6. Which of the following refers to the summary of an argument in an exposition
writing?
N
a. Statement of position
b. Argument
c. Assertion
LA
d. Restatement of position
7. Which among the following is the logical structure of exposition writing?
a. statement of position, argument, reinforcement of the statement of
position
b. argument, reinforcement of the statement of position, statement of
BA

position
c. reinforcement of the statement of position, statement of position,
argument
d. statement of position, reinforcement of the statement of position,
argument
8. What language feature is used in “When are human beings going to accept
responsibility for the environment and for the survival of animal species”?
O

a. passive voice
b. modal
c. thinking verbs
d. rhetorical question
SD

9. What language feature is used in “We only have one earth. I believe we are its
sole hope.”?
a. conjunction
b. passive voice
c. thinking verbs
d. rhetorical question

21
 10. Is “I urge all people to take responsibility for this earth we share with other
creatures and which we hold in trust for our children and our children’s children.
We can do it if we work together” an example of an exposition?
a. Yes
b. No
c. Maybe
d. Somehow

Y
Task C
Directions: Read the expository essay below, then answer the questions after.

IT
The Rise of Teenage Gangs and Their Consequences

Teenagers constantly look for the place they belong. Isn’t it everyone’s dream to
belong to a certain group of people, to find like-minded individuals and feel

C
accepted? Unfortunately, a vast majority of teenagers take a wrong turn and get
lost on their path to acceptance. It is not uncommon for them to join teen gangs
feeling like their members understand them, but that is far from the truth. The
rise of teenage gangs is a major problem nowadays. But how serious this

A
problem really is? Consequences of gang membership can scar a person for life
in several ways.

G
Youth, teenage, or juvenile gang is defined as an organized group of adolescents
and/or young adults who rely on group intimidation and violence to commit
criminal acts with the purpose to gain power, recognition, and control. The rise
N
of teenage gangs is perfectly explained in a study published in the Journal of
Adolescent Health wherein researchers discovered there were 1,059,000 youth
gang members in the United States in 2010. Moreover, on a yearly basis 401,000
LA

juveniles join gangs. The primary reason why this staggering number of gang
members goes unnoticed is due to the fact that they may not conform to popular
perceptions of teen gang demographics.

Another potential reason why the total number of gangs and gang members
BA

keeps increasing is because a great majority of crimes they commit usually goes
unreported. As a result, government officials find it difficult to gather exact data
about this growing issue. Youth gang members primarily focus on their peers,
bully them, and force them to say nothing in order to avoid harsher
consequences.

When discussing the issue of youth crime groups, one must wonder how one
O

decides to join them. Risk factors that enhance a teenager’s odds of joining a
gang include drug or alcohol abuse, negative influences, peer pressure, a strong
desire for recognition and belonging, lack of parental supervision, and limited
SD

attachment to the community. Most adults do not take this problem seriously
enough and, usually, consider it as just another phase that the teenagers go
through. However, the American Journal of Public Health published a research
showing that gang membership in the adolescence has severe consequences in
adulthood, long after a person leaves the gang. Besides higher likelihood of
criminal activities, people who were gang members in the adolescence also
experienced financial issues and were in poor health in adulthood.

22
 While most teenagers have a strong urge to feel accepted by their peers, others
seek the solace and comfort or escape from their difficult family life in gangs.
Although the current data shows the staggering number of gang members it is
assumed the problem could be even more severs as most of them do not fit into
the gang demographics and many crimes are not reported. Finally, there is a

Y
growing need for the entire society to take necessary measures and work on this
issue. If not, the consequences could be far more severe.

IT
Source:

https://www.5staressays.com/blog/expository-essay/the-rise-of-teenage-gangs-and-
their-consequences.pdf

C
1. What is the essay about?
a. Rise of teenage pregnancy and their consequences
b. Rise of juvenile delinquency and their consequences

A
c. Rise of teenage gangs and their causes
d. Rise of teenage gangs and their consequences

a. Cause and effect

b. Problem and solution G
2. What type of expository essay was the text presented?
N
c. Descriptive
d. Comparison and contrast
LA

3. What language feature does the underlined word “finally” from the last
paragraph pertain to?
a. modal
b. connective word
BA

c. thinking verb
d. conjunction

4. From the five paragraphs, which present the background of the topic?
a. 1
b. 2
O

c. 3
d. 4
SD

5. What language feature does the underlined word “could” from the last paragraph
refer to?
a. modal
b. passive voice
c. thinking verb
d. conjunction

23
 Task D
Directions: As a student studying and learning in the “new normal”. State your stand
or argument regarding the learning modalities offered. Follow the format provided
below. Remember to use language features to create an effective expository essay.

Y
➢ Sir/Ma’am:

IT
_______________________________
➢ Statement of position

_______________________________

C
➢ State the issue/background of the topic
_______________________________
➢ Argument 1 (State your point)

A
_______________________________
➢ Argument 2 (State your points)

G
_______________________________
➢ Elaboration
N
______________________________
➢ Reinforcement of the statement of
position
LA

ENGLISH 10
2nd Quarter
BA

Week 6 (Jan. 25-29, 2021)

Deliver a prepared impromptu talk on an

issue employing the technique in public speaking

Public speaking may be accomplished in any of four ways: delivering a memorized

O

speech, by reading a manuscript, by presenting ideas from a written outline, or by

speaking impromptu on a topic.
SD

Few things to remember in public speaking:

1. Your primary goal is to convey your message to your audience as clear and as
effectively as possible.
2. Make sure you know your audience and support your message with material
that is appropriate, relevant, and compelling to them.

24
 3. Make your audience find themselves in your speech. Try tapping on you’re an
experience that you know is universal, such as having difficulties in a particular
subject or losing something important to you.
4. For many people, the act–or even the idea–of speaking in front of an audience
can be terrifying. This feeling is called speech anxiety or stage fright. A person
with stage fright experiences any or all of the following: fast heartbeat, butterflies

Y
in the stomach, a dry mouth, weak knees, sweaty palm, a cold sweat, and an
adrenaline rush. Stage fright is normal and believe it or not, even the most
seasoned speakers experience it, too, from time to time. It is usually caused by

IT
two things: the fear that something might go wrong and low confidence in one’s
speaking abilities. Sufficient preparation and practice can eliminate that fear
and raise your confidence. Practice handling or presenting your visual aids as

C
you talk. Imagine your audience in front of you. If you can, rehearse your speech
in the actual venue where you will be speaking so you can plan your movement
onstage. The more you familiarize yourself with the act of speaking, the less
likelihood of anything going wrong during your speech, and the more confident

A
you will be.

G
An impromptu speech is a speech that is delivered with very little to no preparation.
Often, the speaker is given only few minutes to compose himself or herself and to collect
his or her thoughts.
N
An Extemporaneous speech, on the other hand, is well-prepared speech that is
delivered with only a key word outline as guide. It is a cross between the
LA

read/manuscript speech and the impromptu speech in that it is well prepared and
rehearsed with only a key word outline to guide the speaker, ensuring a spontaneous
delivery. A teachers’ lecture is an example of an extemporaneous speech.

The following are tips in delivering an impromptu and extemporaneous speech.

BA

1. Relax and try not to panic. Focus on what you need to do. Do not forget to
breathe evenly. Doing so will help you relax.
2. Listen to the instruction or question carefully and do not hesitate to ask
clarifying questions if there is any aspect of the tasks or question you do not
understand.
3. If you need to stall for time as you think of what to say, you may use the following
O

techniques:
a. Smile and greet your audience first.
b. Address some questions to your audience.
SD

c. Restate the question in your own word to express how you understand it.
d. Pause briefly to collect your thoughts.
4. Determine right away what core message (thesis) you want to say about the topic
and then work your way from there. Flesh it out by giving examples. Marshall’s
suggestion on speech structure may be useful in this situation:

25
 a. PREP (Position, Reason, Example, Position). Start by stating your
position, followed by your explanation. Then, cite supporting examples.
Close by reiterating or repeating your position.
b. PEP (Point, Example, Point). Start by expressing your main point. Then
provide examples. Conclude by revisiting your point.
c. Use the most appropriate structure depending on the topic. For example,

Y
the speech organization may be topical (listing), spatial chronological
(past, present, future), problem-solution, or cause and effect.
5. You may introduce your speech by greeting your audience and commenting on

IT
the occasion.
6. Decide right away on the organization method of the body of your speech. Use
the most appropriate structure depending on the topic. For example, the speech

C
organization may be topical (listing), spatial chronological (past, present, future),
problem-solution, or cause and effect.
7. Be careful of giving facts you are not sure of. It is better to draw examples from
what is familiar to you, especially your own experiences to make the audience

A
relate.
8. Connect with your audience by making eye contact and asking direct and
rhetorical questions.
9. Keep your speech concise.

G
10. Conclude your speech by giving a brief summary of your main points or stating
N
the gist of your message.

Source: English for the 21st Century Learners. (2016). Diwa Learning System Inc. pp 3-4, 121-123
LA

Task A
Directions: Match column A with the correct answer on column B. Write only the
letter.
BA

A B

1. Public speaking a. It is another word for stage fright.

2. Extemporaneous b. It can be done in four ways.
speech c. It can be done to connect with
O

3. Impromptu speech your audience.

4. Speech anxiety d. It is one to conclude your speech.
5. Eye contact e. It is a well-prepared speech.
SD

f. It is delivered with very little to no

preparation.

26
 Task B
Directions: Supply each blank with the correct answer.

1. ______________is delivered with very little to no preparation.

2. ______________is a well-prepared speech.
3. ______________is experienced even by seasoned speakers.

Y
4. ______________refers to fear of the act–or even the idea–of speaking in front of an
audience.
5. _____________ is another word for stage fright.

IT
6. _____________ can be done in order to connect with your audience aside from
making eye contact.
7. ______________ should not be given if you are not sure of it.

C
8. ______________ can be used in your speech to make your audience relate.
9. ______________can be done to introduce your speech aside from commenting on
the occasion.
10. ______________ should be decided right away.

A
Task C

G
Directions: Read the items below carefully. Then, write only the letter of your
answer.
N
1. Which of the following is NOT experienced when you have stage fright?
a. fast heartbeat
LA
b. teary eyes
c. butterflies in the stomach
d. a dry mouth
2. What can be done to reduce your tension/nervousness in delivering a speech?
a. Make eye contact
BA

b. Relax and take a deep breath.

c. Know your audience
d. Conclude your speech
3. What is the main goal of public speaking?
a. to convey your message to your audience as clearly and concisely
b. to impress anyone who can hear you
O

c. to gain publicity
d. to show people how confident you are
4. According to Lisa Marshall, which of the following is the correct speech
SD

structure?
a. Position, Reason, Example, Position
b. Reason, Position, Example, Position
c. Example, Reason, Position, Position
d. Reason, Position, Position, Example

27
 5. Aside from fear that something might go wrong, what is the other reason people
experience stage fright?
a. They have phobia.
b. They lacked practice.
c. They have experienced bullying.
d. They have low confidence in public speaking.

Y
6. What is the purpose of rehearsing your speech in the actual venue?
a. to feel at ease with the area
b. so as to prove to everyone that you are practicing

IT
c. in order to plan your movement onstage
d. none from the choices
7. Which of the following is the result if you make yourself more familiar with the

C
act of speaking?
a. You will immediately become a good public speaker.
b. You will be similar to seasoned speakers.
c. You will improve your memory.

A
d. You will be more confident in delivering your speech.
8. Why do you have to smile, greet and address some questions to your audience?
a. It is because I am nervous.

G
b. It is for the reason that I have to establish good impression to the jury.
c. It is in order for me to stall time.
N
d. It is because I need to collect answers.
9. How can speech anxiety be reduced?
a. by consulting a speech trainer
LA

b. through sufficient preparation and practice

c. by watching speeches
d. none from the choices
10. Why you need to be careful of giving facts you are not sure of when delivering a
speech?
BA

a. You may mislead people of the wrong information you have provided.
b. You may anger people.
c. You may hurt or offend other people.
d. You may develop fear among your audience.
O
SD

28
 Task C
Directions: Fill in the T-diagram below to show the similarities and differences of
Extemporaneous and Impromptu speech.

Similarities

Y
Extemporaneous Impromptu

IT
C
A
Task D

G
Directions: After reading the things to be considered in public speaking, choose a topic
you are familiar with and write a 2-3-minute speech about it.
N
____________________________________________________________________________________
____________________________________________________________________________________
LA

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
BA

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
___________________________________________________________________________________
Note:

In lieu of public speaking as the final performance, speech writing may be employed so as to be
O

fair to students in online and modular modalities.

SD

29