8 English

Learning Activity Sheet

Quarter 3: Weeks 1-6

Division of Angeles City

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 ENGLISH 8
QUARTER 3: WEEK 1
FACT, OPINION OR BIAS

Name of Learner _____________________________________________________

Section: __________________________________ Date: ____________________

Background Information:

Fact generally refers to something that is true and verifiable.

Opinion is relative to someone’s feelings over a person, issue, or something. It is a belief or
attitude that may or may not be based on facts.
Bias is the tendency of an individual to have a positive or negative tendency or liking
towards or against something. Showing bias prevents an individual to approach an issue or
matter from neutral point of view.

Here is an illustration that would show how a fact, opinion, and bias differ from each other.

The Barangay San Miguel I think the Barangay San The Barangay San Miguel is
has won more games than Miguel is a better basketball the superior team compared
North Port Batang Pier. team than North Port Batang to North Port Batang Pier
Pier because of their because their uniform is my
uniform. favorite color.
This is a fact based on the
current status of PBA This is an opinion because This is a bias because it
standing. of the belief that color has shows the speaker’s liking
something to do with towards favorite color.
superiority.

A writer has an opinion that would affect how he or she deals with and discusses an issue.
Even a factual report can bear a modest judgement that would reflect the author’s bias over
one side of the issue or incident. Showing favorites and expressing preferences are an
example of bias.
What is Bias?
“Bias in writing can be defined as:
 A prejudice against something an author is writing about.
 Favoritism for something an author is writing about.
 An author letting feelings or emotions cloud his/her objectivity concerning something
he/she is writing about.
Recognizing Bias

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  Look for loaded words – words that are charged with emotion (whether positive or
negative) can reveal an author’s opinion about his/her topic.
 Watch out for stereotypes – if the author labels an entire group, the writing is
probably biased.
 Notice vague language or generalizations – if the author isn’t using specific
language, this could be an indicator of bias.
 Be on the lookout for one-sided arguments – if the author only presents one side of
an argument, his/her writing is probably biased.
 Does the author present facts or opinions? Facts are what they are – the truth. But
opinions can be based on feelings, emotions, or prejudices, which aren’t objective.

Here are some examples of words that denote bias. Biased words often are full of emotions.

awful better fun miserable terrible

amazing disgusting good more unbelievable
bad exciting great most ugly
beautiful favorite handsome smart very
best frightful horrible stupid
https://www.slideshare.net/mariaahmad82/media-text-analysis

The following are indicators of biases for you to keep in mind when reading.
 What is the author’s point of view on the issue?
 What does the author stand to gain?
 Does the author present the other side of the story?
o If yes, was the author objective in presenting the other side of the matter?
One important skill in critical reading is the ability to distinguish the author’s bias and
prejudice. When the author is biased on an issue, he or she becomes subjective and
presents only one side of the story, thus may lead to false impressions or worse inaccurate
information.

An Example of Bias

“When I met with Mayor Abu Bakkar, I noticed that he had a graceless (a loaded, negatively
charged word) appearance. He was unshaven and wearing dirty clothes (one-sided – notice
that the author doesn’t tell us why the Mayor was dressed this way. Maybe there was a good
reason). He spoke to me about his horrible plan to fix our city’s roads (vague language –
what specifically is horrible about it?). Anyone who knows the plan will tell you that it will
bankrupt our city (is this a fact or opinion? The author offers no supporting evidence). The
plan to fix our roads mostly benefits friends of the Mayor. He plans to pay his buddies in the
construction business millions of pesos over the next two years. I do not want to insult
anyone, but the Mayor is of Muslim descent, and we all know what reputation they have in
this part of the country. Need I remind you of Abu Sayyaf? (This is clearly a stereotype).”

Scenario #1:
You want to watch an upcoming thriller movie and so you read movie reviews online.
You came across the blog of the famous movie critic, Cameron Panis Jr. He isn’t a fan of
Vince Disel, the star of the movie “Pandemic Revolution” because of an incident when Vince
spilled sauce on Cameron’s shoes. Although Cameron enjoyed the movie, he didn’t put on a
good review and commented that Vince Disel is a lousy actor who just paraded his muscled
body.
Note: The critic is biased because he didn’t like the actor, thus the review is not believable.

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Scenario #2:
Minchin is interested in buying a new smartphone since it will be needed for his
online classes. She goes to the All Phone Store and inquires about the latest A Phone
series. Mr. Barnie, the manager, discourages Minchin from buying A Phone and stating its
limitations and keeps on showing Minchin different models of phones. Minchin finds out that
All Phone Store does not sell A Phone series. Obviously, Mr. Barnie is biased against
phones he doesn’t sell in his store.

Learning Competency with code:

Examine biases (for or against) made by the author. EN8RC-IIIg-3.1.12

Instructions:
ACTIVITY A. Determine each statement as Fact or Opinion. On the blank
before the number write F if the statement is based on facts and O if it is
an opinion.
________ 1. The quality of life has decreased in the last ten years.
________ 2.The written part of the driving test must be completed before the
practical driving part.
________ 3. Access courses are designed to prepare students for higher education.
________ 4. Rural living is the only way to live.
________ 5. Local councilors should spend more time listening to residents and less
time listening to each other.
________ 6. Local councilors are elected for three years.
________ 7. Finding somewhere to live is a long and frustrating business.
________ 8. According to the latest survey, families are purchasing more household
items on credit.
________ 9. The professor argues that the effect of carbon emissions on the
surrounding environment will only get worse.
________ 10. The research team has discovered a new method for conducting this
chemical analysis.

ACTIVITY B. FACT OR BIAS: Read the article, then identify

the statements by writing them on their appropriate column
for facts or biases.
“Cell Phones do not Contribute to Learning”
People are using cell phones everywhere, even in schools, leading
some school systems to ban them during the academic day. "Cell phones don't contribute to
learning and are potentially a distraction," says Thomas Sherman, Virginia Tech professor of
education. "There are already enough distractions; there's no need to add another."
"Cell phones mediate or 'stand between' people," he says. The words are sent but
the non-verbal information is not. Some consider the voice tone, facial expression, and
physical gestures as important to the meaning of a message as the words. When
communication is frequently mediated, it is possible children will not learn these subtle
aspects of communicating well. Today much communication is mediated with telephones,
computer e-mail, and video. It is appropriate to limit this mediated communication with young
children.
Modern cell phones are sophisticated devices that, like games, television sets, and
computers, operate from screens. The idea of excessive "screen time" worries many
educators. Children can spend two to four hours each day in front of screens. Much of this
time has limited physical and mental activity. Often solitary entertainment screen time can
occupy the majority of children's out of school free time. Educators recommend that children
engage in active play, read, play social board games, and fantasy play. "Screen time" should
be limited.

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 Sherman listed a few other reasons for not having cell phones in school including
that the ringing can be a distraction. Cellphones could contribute to social inequities creating
a new level of "have/have-not" distinction. There may also be a "keep up with Jones'"
response as new and fancier phone technology comes along. Cell phones are small and
getting smaller, thus, are easily lost and a potential target for theft.
"There are no good reasons for children to have cell phones," he says. One of the
reasons frequently given for youngsters to have cell phones is to allow them to be able to
contact someone in an emergency. "But schools are safe places so emergencies don't
happen often," Sherman says. "Schools are good about recognizing emergencies and
making the appropriate contacts. Besides, it is not good to give children the impression
schools are unsafe - exactly the opposite of the truth.
"There really are no clear learning-related uses," Sherman says, "and several
disadvantages."
It also is not accurate for families to think that the cell phone is making it easier for
daily planning. Sherman suggested that waiting until the last minute to make plans -thus
necessitating a call to the child - is a poor model for children. It is a better model for children
to be learning to plan and study with a longer perspective. Parents should keep children
informed and within a well-planned context.
"Young students don't need this electronic tether to home and parents. They should
learn to make decisions and experience the consequences. If children can't make, on their
own, the decisions needed at school, they may never learn to be independent thinkers. We
just don't need to be so 'connected,'" Sherman says.

FACT BIAS
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

ACTIVITY C. BIASES ON LETTERS:

1. Look through pages of newspapers or articles on the web.
2. Find Letters to the Editor in the editorial page of a newspaper and find
one that contains bias.
3. Write a short paragraph. In writing the paragraph, consider the following
questions:
3.1. What is the title/topic of the letter?
3.2. Who is the writer of the letter to the editor?
3.3. From which newspaper it was published?
3.4. When was the letter published?
3.5. What are the biases shown in the letter? Why are these considered
bias/es?
For printed module: Write your answer on a separate sheet of paper.
For digital module: You may use the spaces provided below.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

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_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Rubric for Scoring the Paragraph

5 4 3 2
Content There is one There is clear There is Vague or unclear
clear, well- but supporting somewhat clear topic Inadequate.
focused topic. information is but more Paragraph
Paragraph general. supporting answered 0-2
answered all Paragraph details are guide questions
guide answered 4 needed. only about
questions guide questions Paragraph biases. 
about biases. about biases. answered 3
guide questions
about biases.

Organization Ideas are Ideas are in Ideas are Ideas are not in
connected and logical in order. somewhat in a logical order.
logical in order. logical.
Mechanics No errors in Few errors are Many errors of Dominated by
and spelling, observed in spelling, errors in spelling,
Grammar punctuation, spelling, punctuation, punctuation,
capitalization, punctuation, capitalization, capitalization,
sentence capitalization, sentence sentence
structure and sentence structure and structure and
grammar. structure and grammar; grammar;
grammar, but meaning meaning at times
meaning is not confused or unidentifiable.
obscured. obscured.

References for learners:

 VTresearch. “Cell Phones Don't Contribute to Learning.” EurekAlert!, July 12, 2002.
https://www.eurekalert.org/pub_releases/2002-07/vt-cpd071202.php.

 “Identifying Bias.” n.d.

https://www.gpisd.org/cms/lib01/TX01001872/Centricity/Domain/2148/Week
%209.pdf.

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  “Opinion - Dictionary Definition” Vocabulary.Com. n.d.
https://www.vocabulary.com/dictionary/opinion.
 “Opinion vs Bias - Google Search.” n.d. Www.Google.Com. Accessed October 26,
2020. https://www.google.com/search?
q=opinion+vs+bias&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjv--
2f1dHsAhUCZ94KHQZRC-
cQ_AUoAXoECBUQAw&biw=1536&bih=722#imgrc=53rGTXHi62S6sM.
 “Opinion vs. Fact - My Social Studies Teacher @ LearnSocialStudes.Org.” n.d.
Www.Learnsocialstudies.Org. Accessed October 26, 2020.
http://www.learnsocialstudies.org/wiki/index.php?title=Opinion_vs._Fact.
 RN, Alene Burke, Long Isl, et al. n.d. “Distinguishing Between Fact and Opinion,
Biases, and Stereotypes: TEAS || RegisteredNursing.Org.”
www.Registerednursing.Org. https://www.registerednursing.org/teas/distinguishing-
between-fact-opinion-biases-stereotypes/.
 “Writing@CSU.” n.d. Writing.Colostate.Edu.
https://writing.colostate.edu/guides/page.cfm?pageid=226&guideid=15.

Answer Key

ACTIVITY A
1. O 2. F 3. F 4. O 5. O 6. F 7. O 8. F 9. O 10. F

ACTIVITY B Possible answers: Cell Phones Don’t Contribute to Learning

FACTS BIASES

1. Leading some school systems 1. "Cell phones don't contribute to learning and
to ban them during the are potentially a distraction,"
academic day. 2. There are already enough distractions; there's
2. The words are sent but the non- no need to add another.
verbal information is not. 3. Some consider the voice tone, facial
3. Today much communication is expression, and physical gestures as important
mediated with telephones, to the meaning of a message as the words.
computer e-mail, and video. 4. It is possible children will not learn these subtle
4. Modern cell phones are aspects of communicating well.
sophisticated devices that, like 5. It is appropriate to limit this mediated
games, television sets, and communication with young children.
computers, operate from 6. Screen time" should be limited.
screens. 7. Cell phones could contribute to social
5. Children can spend two to four inequities creating a new level of "have/have-
hours each day in front of not" distinction.
screens. Much of this time has 8. There may also be a "keep up with Jones'"
limited physical and mental response as new and fancier phone
activity. Often solitary technology comes along.
entertainment screen time can 9. There are no good reasons for children to have
occupy the majority of children's cell phones.
out of school free time. 10. Schools are good about recognizing
Educators recommend that emergencies and making the appropriate
children engage in active play, contacts.

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 read, play social board games, 11. Besides, it is not good to give children the
and fantasy play. impression schools are unsafe
6. But schools are safe 12. There really are no clear learning related uses.
places so emergencies 13. It also is not accurate for families to think that
the cell phone is making it easier for daily
don't happen often, planning.
14. It is a better model for children to be learning to
plan and study with a longer perspective.
Parents should keep children informed and
within a well-planned context.
15. Young students don't need this electronic
tether to home and parents.
16. They should learn to make decisions and
experience the consequences.
17. If children can't make, on their own, the
decisions needed at school, they may never
learn to be independent thinkers. We just don't
need to be so 'connected’.

ACTIVITY C: Answers may vary.

Prepared:
Roxanne KynaParas-Ocaya
SST-III

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 ENGLISH 8
QUARTER 3: Week 2
Propaganda Techniques

Name of Learner: ____________________________________________________

Section: _______________________________________ Date: _______________

Background Information:

Propaganda, dissemination of information—facts, arguments, rumors, half-truths, or

lies—to influence public opinion. Propaganda is the more or less systematic effort to
manipulate other people’s beliefs, attitudes, or actions using symbols (words, gestures,
banners, monuments, music, clothing, insignia, hairstyles, designs on coins and postage
stamps, and so forth). Deliberateness and a relatively heavy emphasis on manipulation
distinguish propaganda from casual conversation or the free and easy exchange of ideas.
Propagandists have a specified goal or set of goals. To achieve these, they deliberately
select facts, arguments, and displays of symbols and present them in ways they think will
have the most effect. To maximize effect, they may omit or distort pertinent facts or simply
lie, and they may try to divert the attention of the reactors (the people they are trying to
sway) from everything but their own propaganda.

There are eleven types of propaganda techniques commonly used in propaganda

and persuasion.

1. Emotional appeal
Appealing to the emotions of your audience. For example, when a
propagandist warns members of her audience that disaster will result if they do not
follow a particular course of action, she is using fear appeal. This is also meant to
generate positive feelings in the minds of the masses. Words like ‘luxury’ or
‘paradise’ are used to evoke certain feelings in the minds of the people, which they
associate with the product.

Examples:

2. Glittering generalities

A glittering generality device seeks to make us approve and accept without

examining the evidence; Glittering generalities include phrases such as “We believe
in”, “fight for”, and “live by virtue”. They are often vague but positive ideas. An
example could be, “It’s cool!” What is cool is not specified. It implies the use of
appealing words giving no concrete idea of what the words are talking about.

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Examples of Glittering generalities:

3. Testimonials
Famous people or figures who will appear trustworthy speak to the audience.
This propaganda technique uses the words of an expert or a famous person to
promote a particular idea. For example, a sportsperson is shown recommending a
brand of shoes. A testimonial has to be reasonable. Advertisers are cautioned not to
use false testimonials, as they lack authenticity.

Examples:

4. Bandwagon
The basic theme of the bandwagon appeal is that "everyone else is doing it,
and so should you." It aims at persuading people to do a certain thing because many
other people are doing it. An example can be a soft drink advertisement wherein a
large group of people is shown drinking the same soft drink. People feel induced to
opt for that drink as it is shown to be consumed by many.

Examples:

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 5. Plain Folks
By using the Plain Folks technique, speakers attempt to convince their
audience that they, and their ideas, are "of the people.” In this propaganda
technique, common people are attracted based on their common values. The current
vernacular of the target audience is used. Scholastic speech seems artificial. So
errors are made on purpose to give the feeling of spontaneity. ‘Homey’ words, as
they are called, are used, so that the audience can connect to the propagandist.

Examples:

6. Scientific approach
Using scientific jargon (i.e. numbers, statistics, data, etc.) to convince your
audience.

Examples:

7. Snob appeal
Giving the impression that people of wealth and prestige are on board. It is
the reverse of the bandwagon. It indicates that buying a certain product will make you
stand out from the rest, as the masses won’t afford to buy it.

Examples:

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 8. Card stacking
Only presenting one side of the issue/situation. This propaganda seeks to
manipulate the audience perception of an issue by emphasizing one side and
repressing another.

Examples:

9. Transfer
Transfer is a device by which the propagandist carries over the authority,
sanction, and prestige of something we respect and revere to something he would
have us accept. In this technique, the qualities of a well-known person are associated
with a product to promote or demote it. Linking an item to a respected person is
positive transfer. Creating an analogy between a disliked person and a product is
negative transfer.

Examples:

10. Name-calling
The name-calling, also called stereotyping or labeling, links a person, or idea,
to a negative symbol. The propagandist who uses this technique hopes that the
audience will reject the person or the idea based on the negative symbol, instead of
looking at the available evidence.

Examples:

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 11. Repetition
It is when the product name is repeated many times during an advertisement.
This technique may use a jingle, which is appealing to the masses and fits in their
minds.

Examples:

Learning Competency with code:

Analyze the intention of words or expressions used in propaganda techniques.
EN8V-IIIg-26

Activity A. Determine the propaganda technique used in each item by writing your answers
on a separate sheet of paper.

A. Emotional Appeal E. Plain Folks I. Transfer

B. Glittering Generalities F. Scientific Approach J. Name-Calling
C. Testimonials G. Snob Appeal K. Repetition
D. Bandwagon H. Card Stacking

_______ 1. “The best coffee for the you”

_______ 2. “Lemonade, just like grandma used to make”
_______ 3. “Open the happy can”
_______ 4. “Over 100 billion served. Buy yours now”
_______ 5. “Say no to ANNOYING trackpad clicks”
_______ 6. “NON-TRANS FAT Milk”
_______ 7. “I go for simple and timeless bag styles that have surprising modern touch.”
_______ 8. “The polls show our candidate is ahead.”
_______ 9. “When only the very best will do, buy…”
_______ 10. “SALE! Sale! Sale!”

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Activity B. Using the following pictures, analyze the intention of the propaganda technique
used in each item. Write your answer on separate sheet of paper.

Example:

Propaganda Technique: Transfer, Testimonial

Intention: Adam Levin is persuading you to use Proactiv+ because he says it has helped
him and it can help you. However, all of the statements that he says about Proactiv+ may
not be true.

1. Propaganda Technique: ______________________________________________

Intention: ___________________________________________________________
___________________________________________________________________

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 2. Propaganda Technique: ______________________________________________
Intention: ___________________________________________________________
___________________________________________________________________

3. Propaganda Technique: ______________________________________________

Intention: ___________________________________________________________
___________________________________________________________________

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 4. Propaganda Technique: ______________________________________________
Intention: ___________________________________________________________
___________________________________________________________________

5. Propaganda Technique: ______________________________________________

Intention: ___________________________________________________________
___________________________________________________________________

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Activity C. Create your own example of a propaganda technique based on the given picture
by writing your answers on a separate sheet of paper.

Example: Glittering Generalities - Things go better with Coke________________________

1. _____________________ - ____________________________________________

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 2. _____________________ - _____________________________________________

3. ___________________ - ______________________________________________________

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 4. ___________________ - ______________________________________________________

5. ___________________ - ______________________________________________________

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 RUBRIC FOR SCORING PROPAGANDA TECHNIQUE USED

Needs
Excellent Good
Improvement
Category
3 2
1

The work demonstrates The work demonstrates The work does not
an overt and implied message and have a clear
Impact
message in order to somewhat entices the message and does
entice readers. readers. not entice readers.
References for learners:
Bandwagon. n.d. Propaganda on Food Products. Accessed October 20, 2020.
https://propagandafoodcomms9.weebly.com/bandwagon.html.
Card Stacking. 2019. Propaganda on Food Products. 2019. Accessed October 20,
2020.https://propagandafoodcomms9.weebly.com/card-stacking.html.
CogBlog – A Cognitive Psychology Blog » Hop on the Bandwagon…. or Don’t! n.d.
Accessed October 20, 2020. https://web.colby.edu/cogblog/2018/04/26/hop-on-the-
bandwagon-or-dont/.
Dtrusso. 2019. The Colgate Effect. Dallin’s Family Blog. May 5, 2019. Accessed October 20,
2020. https://dallinssportsblog.home.blog/2019/05/05/the-colgate-effect/.
Emotional Appeal Ads Happy | Emotions, Rhetoric, Happy. n.d. Pinterest. Accessed October
20, 2020. https://www.pinterest.ph/pin/557953841331910541/.
Gentile, Dan. n.d. Jollibee Has the Most Unusual Fast Food in the Country. Thrillist.
Accessed October 20, 2020. https://www.thrillist.com/eat/nation/jollibee-facts-filipino-
fast-food.
Glittering Generality. 2019. Propaganda on Food Products. 2019. Accessed October 20,
2020. https://propagandafoodcomms9.weebly.com/glittering-generality.html.
Image Result for Diet Coke Ad Taylor Swift | Taylor Swift Diet Coke, Advertising Techniques,
Persuasive Techniques. n.d. Pinterest. Accessed October 20, 2020.
https://www.pinterest.ph/pin/518688082081610937/.
Jackson, Danielle. 2017. Starbucks Reveals New Drinks For New Year’s Eve. Delish.
December 27, 2017. Accessed October 20, 2020. https://www.delish.com/food-
news/news/a57402/starbucks-black-white-mocha/.
Latest Pinoy TV Commercials Hub. 2019. Nescafe & Coffee Mate Commercial. YouTube
Video. YouTube. Accessed October 20, 2020. https://www.youtube.com/watch?
v=AY0eExzKeow.
Lucky Me! - Plain Folks. 2017. Lucky Me! - Plain Folks. YouTube. August 3, 2017. Accessed
October 20, 2020. http://youtube.com/watch?v=CNJFPuH8fS4.
Masud, Marvi. n.d. Review of 7 Types & Examples of Propaganda Techniques to Blow Your
Mind. Advergize. Accessed October 20, 2020.
https://www.advergize.com/advertising/examples-of-propaganda/.
Proactive. Digital Image. Propaganda Project, 2014. Accessed October 20, 2020.
http://propagandaproject2013.weebly.com/commercial.html

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Propaganda and Spin. NC Civic Education Consortium, 2017. Accessed October 20, 2020.
http://studylib.net/doc/8877067/spin—database-of-k
Shopee Launches Manny Pacquiao as Its Newest Brand Ambassador for Shopee 11.11 -
12.12 Big Christmas Sale. 2019. Manila Bulletin. October 14, 2019. Accessed October
20, 2020. https://mb.com.ph/2019/10/15/shopee-launches-manny-pacquiao-as-its-
newest-brand-ambassador-for-shopee-11-11-12-12-big-christmas-sale/.
Smith, Bruce L. Propaganda. Encyclopædia Britannica, 2020. Accessed October 20, 2020.
https://www.britannica.com/topic/propaganda.
The Best Coffee for the Best YOU | Mind Over Media. n.d.
Propaganda.Mediaeducationlab.com. Accessed October 20, 2020.
https://propaganda.mediaeducationlab.com/rate/best-coffee-best-you.
The Consensus Project. n.d. Www.Theconsensusproject.com. Accessed November 11,
2020. Accessed October 20, 2020.
http://theconsensusproject.com/#sharePagehttp://www.keywordsuggests.com/F2V2.
Thevisualcommunicationguy.com. 2019. Accessed October 20, 2020.
https://thevisualcommunicationguy.com/2017/09/28/personalemotional-appeal-
advertising/.
Thevisualcommunicationguy.com. 2019. Accessed October 20, 2020.
https://thevisualcommunicationguy.com/2017/10/05/snob-appeal-advertising/.
Types of Propaganda Techniques: A Detailed Explanation. 6789 Quail Hill Pkwy, Suite 211
Irvine CA 92603: iBuzzle & Buzzle.com, Inc. Accessed October 19, 2020.
https://ibuzzle.com/types-of-propaganda-techniques.

ANSWER KEY

ACTIVITY A ACTIVITY B:

1. Glittering Generalities 1. Bandwagon

2. Plain Folks 2. Glittering Generalities
3. Emotional Appeal 3. Snob Appeal
4. Bandwagon 4. Scientific Approach
5.Name Calling 5. Name-calling
6. Card Stacking
7. Testimonial
8. Scientific Approach
9. Snob Appeal
10. Transfer

ACTIVITY C: answers may vary

Prepared:

JEREMIA C. GALANG
SST-I

21
 ENGLISH 8
QUARTER 3: WEEK 3
Social, Moral, and Economic Issues

Name of Learner : _________________________________________________

Section : ________________________________ Date: _________________

Background Information:
An issue is an important question or topic that is in dispute and must be settled.
There are three types of issues: social, moral, and economic.

A social issue or problem is an issue that has been recognized by society as a

problem that is preventing it from functioning at an optimal level.
Four factors that characterize a social issue or problem:
1. The public must recognize the situation as a problem.
2. The situation is against the general values accepted by society.
3. A large segment of the population recognizes the problem as a valid concern.
4. The problem can be corrected or reduced through the joint action of citizens and/or
community resources.

Common Examples of Social Issues/ Problems:

1. Poverty and Homelessness 6. Gender Inequality
2. Climate Change 7. Health Care Availability
3. Overpopulation 8. Childhood Obesity
4. Immigration Stresses 9. Bullying
5. Civil Rights and Racial Discrimination 10. Poor Leadership

A moral issue is any issue with the potential to help or harm anyone, including oneself.
These issues are those which involve a difference of belief and not a matter of preference.

Examples of Moral Issues/ Problems:

1. Altruism – To what extent should we consider the well-being of others when we make our
decisions?
2. Crime - What is the moral way to react to crime in society?
How should a crime be defined?
What punishment is fit and what is cruel and unusual?
3. Killing - Is it ever all right to kill?
Are executions, euthanasia, self-defense, abortion to be classified as killing?
Are they moral or immoral?
4. Religion - Does a group of people get the right to exercise moral authority based on their
divine revelation?
5. Slavery - Is it ever permissible for one person to own another as his/her property?

An economic issue or problem is any issue that asserts that there is scarcity, or
that the limited resources available are insufficient to satisfy all human wants and needs.

22
 Examples of Economic Issues/ Problems:
1. Best way to produce and distribute scarce resources
2. Limited supply of goods and raw materials
3. Unlimited wants to the number of goods and services people would likely consume

Learning Competency with code:

Determine various social, moral, and economic issues discussed in the text
listened to. (EN8LC-IIIh-7.4)

Directions: The parent or the guardian reads the selection or listening

text found on page 27 titled “Listening Text for Activity A.”

ACTIVITY A. Listen as your guardian/parent reads the text and answer the questions that
follow. Write the letter of your answer on the blank before the number.
_____ 1. What social issue is discussed in the text?
A. Bullying C. Informal Settlers
B. Drug Addiction D. Unemployment

_____ 2. What topic should a program must have when administrators or teachers see a
pattern of prejudicial bullying in their school or classroom?
A. online etiquettes
B. how to be prayerful
C. how to be responsible
D. tolerance for differences

_____ 3. Why do bullies target others? They __________.

A. are different. C. are afraid of others.
B. pity themselves. D. want to be popular.

_____ 4. What does the phrase “to be addressed right away” in the text mean?
A. to be forgotten C. to be solved
B. to be received D. to be left

_____ 5. What can be inferred from the selection about bullying?

A. Lack of tolerance may lead to bullying.
B. Bullies target others to become superior.
C. Bullying is an important issue to be addressed right away.
D. Eliminating fear and increasing one’s knowledge is the best way to combat
bullying.

Directions: The parent or the guardian reads the selection or listening text found on
page 28 labeled “Listening Text for Activity B.”

ACTIVITY B. Listen closely as your guardian/parent reads the excerpt “Equal Partnership in
Marriage.” As you listen, write down your answers to the following questions:

23
1. Give one of the social issues presented in the listening text “Equal Partnership in
Marriage.”
_________________________________________________________________________

2. What is the speaker’s stand on the issue?

_________________________________________________________________________
_________________________________________________________________________

3. Do you agree with the speaker’s stand? Why or Why not?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

4. How do husbands and wives benefit from equal partnership in terms of domestic work?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
5. What is the importance and value of the ideas that the speaker presented?

_________________________________________________________________________

ACTIVITY C. Accomplish the table by studying the issues/ problems presented under
column 1. Second, identify where these issues fall (Social, Moral, Economic) in column 2.
Finally, write a suggestion or a possible solution on how one can best deal with these issues.
For printed modules: Draw this table on your answer sheet.

COLUMN 1 COLUMN 2 COLUMN 3

Where does this
Issues/ issue fall (Social,
How can one best deal with this?
Problems Moral, or
Economic)?

1. Bullying

24
2. Cheating

3. Depression

4. Family
Problems

5. Financial
Problems

6.
Homelessness

7. Peer
pressure

8. Poverty

9. Sibling
rivalry

10. Sickness

RUBRIC FOR SCORING THE POSSIBLE SOLUTIONS

Needs
Very Good Good
Improvement
(3) (2)
(1)

Provides an Provides an
Provides a thorough understanding of the understanding of the
Focus understanding of the problem from a problem from a
problem. slightly different totally different
perspective. perspective.
Demonstrates the ability to Demonstrates some Has trouble
Analysis analyze the problem ability to analyze the analyzing the
thoroughly and adequately. problem. problem.
Solution Presents appropriate Presents a common Has trouble

25
 presenting a
suggestions or solutions suggestion or reasonable
that directly address the solution to the suggestion or
problem. problem. possible solution to
the problem.

References for learners:

De Vera, Estrella, Nelda Francisco, Carolina Gonzales, and Pilar Yu. English for 21st
Century Learning: Afro-Asian Textbook (Sampaloc, Manila: Rex Bookstore Inc, 2018).
Collins, “issue,” Vocabulary.com, October 17, 2020,
https://www.vocabulary.com/dictionary/issue

“Social Issues: Definition & Examples,” Study.Com, October 17, 2020,

https://study.com/academy/lesson/social-issues-definition-examples.html

“Engineering Ethics – Moral Issues,” TutorialsPoint, October 18, 2020,

https://www.tutorialspoint.com/engineering_ethics/engineering_ethics_moral_issues.htm

“What is a moral issue?,” p.l.e, October 18, 2020,

https://philosophy.lander.edu/ethics/issue.html#:~:text=Hypothesis%204%3A%20Moral
%20issues%20are,or%20harm%20others%20or%20ourselves.&text=On%20this
%20definition%2C%20very%20few,or%20harming%20ourselves%20or%20others.

“Definitions for Economic Problem,” Definitions and Translations, October 19, 2020,
https://www.definitions.net/definition/economic+problem

“Common Examples of Social Issues,” Your Dictionary, October 19, 2020,

https://examples.yourdictionary.com/common-examples-of-social-issues.html

“What are examples of moral issues faced today?,” Quora, October 19, 2020,
https://www.quora.com/What-are-examples-of-moral-issues-faced-today

“Basic Economic Problem,” Economics Help, October 19, 2020,

https://www.economicshelp.org/blog/glossary/basic-economic-problem/

“Urgent need for investment in nursing,” WHO, October 19, 2020,

https://www.who.int/philippines/news/detail/07-04-2020-urgent-need-for-investment-in-
nursing

Adrian Selle, “Equal Partnership in Marriage,” BYU, October 20, 2020,

https://foreverfamilies.byu.edu/equal-partnership-in-marriage

26
Listening Texts:

Listening text for Activity A:

Lack of knowledge and understanding about the traditions, beliefs,

and etiquette of different people can lead to bullying. Generally, bullies
target others because they are different. They point to these differences
as a reason to harass and target the victims.

When administrators or teachers see a pattern of prejudicial

bullying in their school or classroom, it is important for these issues to be
addressed right away. One way to do this, is to implement a program,
which not only teaches tolerance for differences but also educates
students about those differences. Eliminating fear and increasing
knowledge, understanding and empathy should be the goals of the
program.

27
 Listening Text for
Activity B:

Equal Partnership in
Marriage

What are the

benefits to men? Men
benefit emotionally from
the equal partnership
because there is greater
openness and they feel
better about their
marriage. They also
benefit from the greater
physical intimacy that
comes with the equal
partnership. Physical
intimacy improves
physical health and
reduces stress. Men in
happy marriages also
are more productive at
work because they are
less distracted by
concerns at home.

What are the

benefits to
women? The closer
communication and
emotional intimacy in an
equal partnership
greatly benefit women.
Research shows that

28
Answer key:

Exercises
A.2.
1. A
2. D
3. A
4. C
5. D

B. Answers may vary. Possible answers

1. Gender Equality, Benefits of men and women in equal partnership, equal
partnership
2. Women domestic chores should be changed to partnership domestic
chores.
3. Answers may vary
4 Husbands in happy marriages are more productive at work because they are
less distracted by concerns at home. Wives are happier when their husbands
appreciated them for the work they do in the home and when their husbands
are copartners in home matters.
5. The ideas that the speaker presented are valuable in raising awareness on
the benefits of having equal partnership in marriage. Knowing these benefits
can motivate husbands and wives in promoting gender equality, especially in
doing domestic chores.

C. (Column 2)
1. Social 6. Social
2. Moral 7. Social
3. Moral 8. Social
4. Social 9. Moral
5. Economic 10. Social

C. (Column 3)
Answers may vary

Prepared:
PRICILA P. VILLEGAS
SST-II
29
 ENGLISH 8
QUARTER 3: WEEK 4
LITERATURE AS A MIRROR TO SHARE HERITAGE OF PEOPLE WITH
DIVERSE BACKGROUND

Name of Learner: ____________________________________________________

Section: ________________________________ Date: ______________________

Background Information:

The Literature of Myanmar (formerly called Burma)

Myanmar literature began as early as the Bagan period in the eleventh century and
was inscribed on stones called kyauksa which are still in existence. Works like Yakhaing
Minthami Eigyin (Cradle Song of the Princess Arakan), Maniratanapum (a collection of
traditions), and Hatthipala Pyo ( long poems on the life of Buddha) were heavily influenced
by India and Thailand.
In the 15 th century, literature was religious in nature. There were the Jataka tales told
by Buddha to his disciples to answer particular questions. War poems composed by
monarchs called kagyin were also popular. Myanmar’s written prose consists of works on law
and history. Also, many dramas were written during the sixteenth to eighteenth centuries.
The style and form evolved when Myanmar literature was influenced by the British in
the nineteenth century. Although poems, drama, and chronicles were produced, much of the
traditional literature still grew. The written place for the court was not performed but was
meant to be read.
Modern literature in Myanmar began in the 1930s and its first novel was an adaptation
of Alexander Dumas’ “The Count of Monte Cristo.” Two of Myanmar’s notable authors are Dr.
Htin Aung, who wrote “Burmese Drama and Burmese Folk Tales” and U Zhan Kaw, a poet
and short story writer, who wrote the biography, “Burma in My Lifetime.”

CONNECT YOUR EXPERIENCE

Have you heard folk songs about planting rice?

The Filipinos have songs for planting rice, while the People of Myanmar have songs
for pounding rice.
Discover Myanmar’s culture through its harvest songs. As you read, you will find that
each stanza is independent of the rest of the song. Find out the message of each item.

Rice Pounding Songs

(Folk Songs from Myanmar)
Translated by U Khan Saw

1
Set down the mortars, line them up neatly.
Girls of She Noun, take up the pestle – stones;
Then we sing Shwe Nyaung and chant it merrily in time,
As gracefully as we pound away.

2
What means that noise, that bustle we hear?
Oh, a lady of She Noun is giving alms,

30
 With the music of drums and gongs.

3
There is a red – gold radiance over there;
Perhaps the sun has risen.
No, it’s the dyed robes of the monks
On their rounds with their begging bowls.
Come fill them with alms – food!

4
This Chicrkransia which I planted
Isn’t it lovely? Tiny buds on slender stems
But if you pluck them before they flower,
My plant will wither away, you know.

5
Hey there, maiden at the loom,
What the cloth are you weaving?
Oh, need you ask, in these thin times?
It’s cotton coverlet for me.

6
I live in a house of teak,
Bright at Night with torches,
It’s true my parents are strict;
Yet if you dare not come yourself,
You can at least send a letter.

7
The poor man is moping in the house,
Feeling out of sorts and shaky
Because he’s short of opium.
Very well, wry,
Sell my fine gold earplugs if you must,
But make sure you get a good price for them!

8
My handsome brother, a word with you
Before you leave for lower country;
If you find a wife there do not leave her;
Bring her to us, we’ve use for her.
She can fetch us water, gather firewood,
And pound our rice – oh, lots of uses!

9
I’ve bought a pair of sandals,
Such pretty red sandals.
But I shan’t wear them yet.
When you and I are truly wedded,
Then I shall wear them.

31
 Learning Competency:
Analyze literature as a mirror to share the heritage of people with a diverse
background.

ACTIVITY A. Read the selection, “Rice Pounding Songs” and answer the following
questions.

1. What does pounding rice mean?

A. breaking the seeds to release from their husks using the hands
B. plucking the seeds to release from their husks using the hands
C. winnowing the seeds to release from their husks using winnower
D. allowing the seeds to release from their husks using the mortar and pestle

2. Who are pounding rice referred to in the folk song?

A. boys B. girls C. men D. women

3. Which particular group of Buddhist monks is referred to in the third stanza?

A. monks who are wearing red C. monks who are wearing black
B. monks who are wearing white D. monks who are wearing orange

4. What do you think is Chicrkransia in stanza 4?

A. banana B. cereal C. corn D. rice

5. What is the occupation of the maiden in stanza 5?

A. beautician B. cook C. dressmaker D. weaver

6. What is the meaning of the word teak in stanza 6?

A. floor made of tiles C. hard wall made of marble
B. hard durable plastic D. hard durable timber used in making
furniture

7. What is the condition of the poor man in stanza 7?

A. He is busy. B. He is drunk. C. He is insane. D. He is a drug user.

8. Which stanza tells about the role of wives in the folk song?
A. stanza 9 B. stanza 8 C. stanza 5 D. stanza 1
9. What does the color red signify in stanza 9?
A. goodbye B. good harvest C. good looking D. good luck
10. What is the special occasion which may be gleaned in stanza 9?
A. Christmas Day B. New Year’s Day C. Valentine’s Day D. Wedding Day

ACTIVITY B: VOCABULARY SKILLS ON LITERARY DEVICES

The chart below shows the common literary devices used in poetry. Review
“Rice Pounding Songs,” and find out which of these devices were used by the writer:

Literary Devices Meaning EXAMPLES

Assonance The repetition of the same 1. Clap your hands and stamp your feet!
vowel sound in words 2. Hear the mellow wedding bells.
3. It's hot and it's monotonous.
Alliteration The repetition of the initial 1. She sells seashells by the seashore.
letter in successive words 2. Peter Piper picked a peck of pickled
for effect peppers

32
 3. I saw a saw that could out saw any other
saw I ever saw.
Consonance The repetition of the same 1. She hugged the big dog.
consonant sound in words 2. Mike likes his new bike.
3. It will creep and beep while you sleep.

B.1 Write AS if it is assonance, AL if it is alliteration, and CO if it is consonance on the

space provided before the number. Use the underlined vowel or consonant sounds
repetition as your guide.
_________1. Oh, a lady of She Noun is giving alms!
_________2. There is a red – gold radiance over there.
_________3. No, it’s the dyed robes of the monks.
_________4. My plant will wither away you know.
_________5. Hey there maiden at the loom.

B.2. Determine the literary devices used in the sentence. Write assonance,
alliteration, or consonance on the space provided before the number.
_________6. Oh, need you ask, in these thin times? It’s cotton coverlet for me.
_________7. When you and I are truly wedded, then I shall wear them.
_________8. I live in a house of teak, bright at night with torches.
_________9. If you find a wife there do not leave her; bring her to us, we’ve use of her. She
can fetch us water, gather firewood.
________10. I bought a pair of sandals, such pretty red sandals.

ACTIVITY C: Recall the things that you have learned about Myanmar and answer the
following in complete sentences.

1. How did the “Rice Pounding Songs” mirror the heritage of Myanmar?

2. What economic issue was discussed in the “Rice Pounding Songs” How do you think can
this issue be solved?

3. Give the similarities and differences between Myanmar and Filipino women based on the
“Rice Pounding Songs” by completing the chart below. Answer in complete sentences.

SIMILARITIES
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
4. ___________________________________________________________________

CHARACTERISTICS OF MYANMAR CHARACTERISTICS OF

WOMEN FILIPINO WOMEN

1. 1.
33
 2. 2.

3. 3.

RUBRIC FOR SCORING ANSWERS IN ACTIVITY C

LEVEL SCORE SCORING CRITERIA

Student answers each question correctly and
Advanced 10 completely. The sentences are all grammatically
correct.
Student shows some prior knowledge in answering
Proficient 8 questions. There are minimal grammatical errors in
his/her sentences.
Student attempts to answer the question but does not
Approach Proficiency 6 show evidence to support the answer. Many errors in
grammar are also observed
Student tries to answer the question but reveals
Developing 4 misconception about the topic. The sentences are
poorly constructed.
Student tries to answer the question but the answers
Beginning 2 are incorrect. The sentences are incomprehensible

References for learners:

Carolina T. Gonzales, et.al, English for 21st Century Learning :Afro-Asian, ( Manila: Rex
Book Store ,Inc.,2018), 207-211.

Carolina T. Gonzales and Nelda R. Francisco, Essential English: Worktext in Literature and
Language, (Manila: Rex Book Store,Inc.,2017),183.

“Examples of Consonance.” Example Articles & Resources. Accessed November 4,

2020. https://examples.yourdictionary.com/examples-of-consonance.html.

Parent, Beth. “Alliteration Examples.” Example Articles & Resources. Accessed

November 4, 2020. https://examples.yourdictionary.com/alliteration-examples.html.

34
Answer Keys:

Activity A Activity B Activity C

1. D 6. D 1. AS 6. AL Answers may vary.

2. B 7. D 2. CO 7. AL
3. A 8. B 3. AS 8. AS
4. D 9. D 4. AL 9. AS
5. D 10. D 5. AS 10. AS

Prepared:

ROSALIA M. ORDOÑEZ
SST- II

35
 ENGLISH 8
QUARTER 3: WEEK 5
USING COHESIVE DEVICES IN VARIOUS TYPES OF SPEECH

Name of Learner_____________________________________________________
Section: __________________________________ Date:____________________

Background Information:

Importance of Cohesive Devices in Writing a Speech

Cohesive devices are words or phrases that are used to link or clarify the
relationships among ideas in sentences or paragraphs. They help the reader to understand
the relationships between parts of sentences, between sentences and between paragraphs
easily. They also help the reader to identify the flow of ideas in a sentence or paragraph.

Below are some of the signal words or phrases that are used as cohesive devices.

1. WORDS THAT SIGNAL TIME AND SEQUENCE

before first as long as

finally when at the same time

2. WORDS THAT SIGNAL PLACE AND POSITION

above here closer to

below there elsewhere

3. WORDS THAT SIGNAL COMPARISON

like similarly
likewise compared with

4. WORDS THAT SIGNAL CONSEQUENCES

because so as a result
consequently therefore for this reason

5. WORDS THAT SIGNAL DIFFERENCE

although however
but on the contrary

6. WORDS THAT SIGNAL ADDITION

and furthermore moreover

besides indeed in addition to

7. WORDS THAT SIGNAL IMPORTANCE

especially particularly above all

36
SPEECH is any type of formal/informal discourse intended to be delivered or orated to
audiences.  It is the production of sounds that make up words and sentences. These sound
units are combined so that they make up words and sentences. Speech involves the co-
ordination of our breathing, vocal cords, vocal tract, nasal tract, tongue, jaw, and lips.

3 Main Components:

1. Voice — the use of our breath and vocal cords to make sounds
2. Articulation — the way sounds are produced by the structures in our vocal tract
3. Fluency — the rhythm that is required so that we speak without hesitation or
repetition of sounds, syllables, words or sentences

Parts of a Speech

1. Introduction
The introduction should get the audience's attention, describe the topic,
state the thesis or purpose, and give an overview of the speech and its main
points. Start with a detailed map of your speech—giving good directions in the
beginning will save your audience from getting lost along the way. When
writing the introduction, personal anecdotes can be used to help the audience
become more familiar with you. In the introduction, you should also deliver the
boiled-down, stripped-down core message.

2. Body
The body of the speech is where you deliver the full story of your
message. Try to stay close to your core message by adding detailed
information or anecdotes as needed to illustrate the points you are making.
This is where most speeches fall flat; this is where most audiences zone out.
So it’s most important that in this crucial section, you infuse passion into your
message.

3. Conclusion
The conclusion should summarize main points and state a strong
thesis. Remember that many people struggle with auditory learning, and
consequently have trouble focusing on spoken words. Your listeners may not
put everything together on their own, so you should make it easier for them by
summarizing your argument and reviewing central ideas in the conclusion.

As you write your conclusion, remember that the last words the
audience hear are likely the ones that they will remember the most. Be
compelling. Restate your core message. Be passionate. Be grateful for their
time and attention. Depending on the type of speech you are delivering, you
may want to provide action items for the audience to do as they leave or
provide a way for them to obtain additional information. But wrap your speech
up with something that inspires your audience and leaves them with positive
feelings about the speaker.

37
Factors to be Considered in Writing A Speech

1. Know your audience

To make your content more effective, you should first consider your
audience. Who will be listening to you speak? Why are they interested in what
you are saying? How large is your audience? Are you delivering news that
they will be glad to hear?
The more you understand your audience, the easier it will be to put together
content that will work.

For example, if you’re writing a commencement address, you know

your entire audience have in common the fact that they are graduating, that
they are feeling a huge sense of accomplishment (and possibly relief). They
may be much more receptive to what you have to say than a roomful of
stockholders who are being told that their company’s estimated sales for the
quarter are far less than expected.

2. Essential message to be delivered

Before you can write effectively, you must know the core content of
your message. Everything you put in what you will say must support that core
content.

3. Goal of the speech

Before you write your speech, you must know whether you are trying to
inspire, inform, entertain, or persuade.

4. Main Points
Thinking of “main points” rather than a “body” can help speakers
remember to keep it simple. A restless audience may not have patience for
the predictable, orderly progression of concrete details and commentary that
is typical in the body of an academic essay. Above all, communicate a few
important points!

5. Transitions
A transition is a change or shift from one topic to another. On a written
page, formatting provides a helpful road map: the reader sees topic headings,
paragraph breaks, and other visual cues that signal transitions naturally.
Speakers can replicate these cues and signal transitions using visual aids and
body language, but it will take more conscious effort than simply hitting “enter”
to create a paragraph break. Speakers can emphasize transition points with
visual aids, body language, vocal delivery, and transitional words and
phrases.

Types of Speech According to Purpose

1. Exploratory/Informative Speech
This type of speech provides information history, theories, practical applications, etc.
that can help the listeners understand something that is unknown to them or already known
but not yet clearly understood.

38
 It is also meant to help the listeners understand a topic in a more in-depth manner by
providing the following in an organized way:
 new data
 data that are not readily available to everyone
 data already known to the audience but perceived in a different way

Some examples of informative speeches:

 A teacher telling students about COVID -19
 A student talking about her research
 A travelogue about the Nayong Pilipino
 A computer programmer speaking about a new software

2. Persuasive Speech
A persuasive speech is written to persuade or convince the listeners of the validity of
the speaker’s argument. This might involve persuading someone to change his/her opinion
or at the very least to take into account some elements that have not really been considered
before.
Persuasion is the use of speech to influence the values, beliefs, attitudes or behavior
of others through reasoning, credibility and identification.
Some examples of persuasive speeches:
 Become an organ donor
 Television violence is negatively influencing our children
 Become a volunteer and change the world

3. Entertainment Speech
It is a speech that intends to captivate an audience’s attention and amuse them to
have the audience laughing throughout the speech. The purpose of which is not only to tell
jokes but also deliver a message.
Some examples of entertaining speeches:
 Lead a toast at a friend’s wedding party
 Deliver remarks at a colleague’s birthday party

Learning Competency:
Use appropriate cohesive devices in various types of speeches.

ACTIVITY A. Choose the appropriate cohesive device within the parentheses for each of
the numbered sentences in the following example of an informative speech by encircling the
correct answer.
For printed modules: Write your answers on a separate sheet of paper.

Coronavirus (COVID-19) is an infectious acute respiratory disease that has become

a major threat to humankind infecting millions worldwide 1.(especially, latter) our country. It
was 2. (first, second) identified in Wuhan, China and rapidly became a global pandemic as
of January 30, 2020. Phylogenetic analysis suggested that SARS‐CoV‐2 has originated in
animals, probably bats, and was transmitted to other animals 3. (before, after) crossing into
humans at the Huanan wet market in Wuhan City. Some evidence shows that the
intermediate vector may have been Pangolin which carried a coronavirus very similar to
SARS‐CoV‐2 4. (but, and) differs in a crucial region that determines viral infectivity and host
range. 5. (Then, Therefore) there was a possibility that it was passed into humans through
adaptation as it infected more people and mutated to acquire the characteristics that made it
spread so quickly.

39
 The virus was mainly transmitted through respiratory droplets generated 6. (when,
soon) an infected person coughs, sneezes, or exhales. These droplets may persist on
surfaces for a day or two and contacting contaminated surfaces and touching one’s face
may also indirectly lead to infection. Aerosol transmission can occur in specific settings,
particularly indoors, crowded and inadequately ventilated spaces, where an infected person
spends long periods with others, such as restaurants, choir practices, fitness classes,
nightclubs, offices, and/or places of worship.
7-8. (So, Because) of this enormous global challenge, the World Health Organization
strictly implemented health protocols [like, also] frequent hand washing and two-meter social
distancing in all settings. 9. (Moreover, As a result) people are required to always wear face
masks and face shields in public places. 10. (Finally, Consequently) full cooperation of each
individual is required to reduce the risk of further spreading the virus.

ACTIVITY B. Analyze the persuasive speech below. Fill in the blanks with the most
appropriate cohesive devices from the given list. Choose the answer from the chart
by using each signal word only once.

at the same time closer to so far although

compared with consequently elsewhere in the future

similarly on the contrary for this reason alongside

“The youth is the hope of the fatherland” is a statement which cannot be heard
(1) _____ except in the very own words of our great national hero. (2) ____________ this
adage has become widely popular, its real essence has not been fully realized because our
youth themselves are losing hope in their land due to disheartening practices in our country.
(3) ___________, we cannot help but doubt whether these words from our great hero would
ever come to pass since they have seemingly turned into an ironic situation in which our so-
called hope are now the hopeless. (4) ____________ this view, we see our youth robbed of
their own hope (5) ______________ they are stripped of any vestige of hope from our own
government system. (6) ________________ our neighbors in the Asian region, it is
undeniable that we run our government far behind them in terms of economic and public
policies. (7) _______________, our judicial system is grossly incapable of bringing out
justice that seriously condemns wrongdoings in the government. (8) _______________, it is
still far unlikely that our youth would fulfill their heralded duty to their fatherland. (9)
____________, from any moment we commit ourselves especially our leaders to an organic
change to create a government that delights in truth, integrity, peace, and justice; it is never
too late for every one of us to see a light at the end of the tunnel. (10) ____________, we
have not done anything yet beyond this wishful thinking.

ACTIVITY C. Write a short informative speech on how you will work well to improve your
school performance and develop effective study habits. Use cohesive devices in the table in
your speech. You can research from the internet/books in order to support your ideas. (At
least 50-60 words)

again also and above all

below besides furthermore however

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 here indeed in fact likewise
next though as long as as a result

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

RUBRIC FOR SCORING THE INFORMATIVE SPEECH

LEVEL SCORE SCORING CRITERIA

Organization of complex ideas is substantially logical, coherent and
Advanced 10 relevant which helps convey message clearly. Cohesive devices are
used appropriately and correctly.
Organization of complex ideas is somehow logical, coherent and
Proficient 8 relevant which helps convey message. Cohesive devices are used
appropriately and correctly.
Organization of complex ideas is slightly logical, coherent and
Approach
6 relevant which somehow helps convey message. Cohesive devices
Proficiency
are used inappropriately and incorrectly.
Organization of complex ideas is slightly illogical, incoherent and
Developing 4 irrelevant which helps a little to convey message. Cohesive devices
are not present.
Organization of complex ideas is illogical, incoherent and irrelevant.
Beginning 2
Cohesive devices are not present.

References for learners:

Carolina Gonzales, Nelda R. Francisco, Estrella E. De Vera, English for 21st Century
Learning. Manila: Rex Bookstore Inc., 2018. 21-22
Components of a Speech: Main Points, Introduction, Conclusion, & Transitions
Accessed on October 27,2020

41
 https://lumen.instructure.com/courses/218897/pages/linkedtext54223
Shabir, Osman “How is Covid-19 Spread” News Medical Life Sciences.Accessed on October
20, 2020 https://www.news-medical.net/health/How-is-COVID-19-Spread.aspx
Elements of a Great Speech. Franchetti Communications. Linked in. Accessed on October
27,2020 franchetti.com/elements-of-a-great-speech/

Answer Key

ACTIVITY A: ACTIVITY B:
1. especially 1. elsewhere ACTIVITY C: Answers may vary
2. first 2. although
3. before 3. consequently
4. but 4. closer to
5. therefore 5. at the same time
6. when
6. compared with
7. because
8. like 7. similarly
9. moreover 8. for this reason
10. finally 9. on the contrary
10. so far

Prepared:

Ruthy B. Alvarez
SST- III

42
 ENGLISH 8
QUARTER 3: WEEK 6
PARALLEL STRUCTURES

Name of Learner ____________________________________________________

Section: __________________________ Date: __________________________

Background Information:

Parallel structure is the use of the same pattern of words in order to add symmetry or
balance in sentences. Study the examples of parallel structures in the sentences below.

parallel structures

Singing and dancing are some of her favorite hobbies.

In this sentence, the subjects, singing and dancing are both gerunds (verbs
functioning as nouns) that is why the structure of the sentence is parallel.

I collect bags and shoes.

parallel structures
In this sentence, the direct objects, bags and shoes are both nouns that is why the
structure of the sentence is parallel.

She likes to write but not to talk.

parallel structures
In this sentence, the direct objects of the sentence, to write and to talk are both
infinitives that is why the structure of the sentence is parallel.

You will see my new books in the bookshelf or on my study table.

parallel structure
In this sentence, in the bookshelf and on my table are both prepositional phrases that
is why the sentence is parallel in structure.

Please turn off the computer after you have browsed your email inbox or when
you have finished your computer tasks.

parallel structures
In this sentence, after you have browsed your email and when you have finished
your computer tasks are both independent clauses that is why the sentence is parallel in
construction

How can you observe parallelism in constructing expanded sentences? Study the
principles and examples and then answer the practice exercises that follow.

Using Parallel Structures

Parallel structure (also called parallelism) means using the same pattern of words to
show that two or more ideas have the same level of importance. This can happen at the
word, phrase, or clause level.

43
 The use of parallel structures can add to the effectiveness of your writing. This
involves presenting your thoughts in an orderly manner so that your reader can easily follow
your thoughts.

Examples:

 Nouns
Not Parallel: Mr. Garcia is a lawyer(noun), a politician (noun) and he teaches (clause).
(This sentence is not parallel in structure because the first two underlined words are nouns
while the third is a clause.)

Parallel: Mr. Garcia is a lawyer (noun), a politician (noun), and a teacher (noun).
(This sentence is parallel in structure because all the underlined words are nouns.)

 Verbs
Not Parallel: Martin joined (simple past tense) the office, worked (simple past tense) hard,
and is getting (present continuous) a pay raise.
(This sentence is not parallel in structure because the first two underlined verbs are in the
simple past tense while the third is in present continuous form.)

Parallel: Martin joined (simple past) the office, worked (simple past) hard, and got (simple
past) a pay raise.
(This sentence is parallel in structure because all the underlined words are verbs in the past
tense.)

 Adjectives
Not Parallel: This book contains poems which are romantic (adjective), soothing (adjective),
and can be enjoyed(phrase).
(This sentence is not parallel in structure because the first two underlined words are
adjectives while the third is a phrase.)

Parallel: This book contains poems which are romantic (adjective), soothing (adjective), and
enjoyable (adjective).
(This sentence is parallel in structure because all the underlined words are adjectives.)

 Adverbs
Not Parallel: Students were asked to do their assignments quickly (adverb), accurately
(adverb), and in a detailed manner (phrase).
(This sentence is not parallel in structure because the first two underlined words are adverbs
while the third is a phrase.)

Parallel: Students were asked to do their assignments quickly (adverb), accurately (adverb),
and thoroughly (adverb).
(This sentence is parallel in structure because all the underlined words are adverbs.)
 Gerunds
Not Parallel: Andrea enjoys reading (gerund), cooking (gerund) and to sing (infinitive).
(This sentence is not parallel in structure because the first two underlined verbals are
gerunds while the third is an infinitive.)

Parallel: Andrea enjoys reading, cooking, and singing.

(This sentence is parallel in structure because all the underlined verbals are gerunds.)

44
  Infinitives
Not Parallel: I like to run (infinitive), to swim (infinitive), and surfing (gerund).
(This sentence is not parallel in structure because the first two underlined verbals are
infinitives while the third is a gerund.)

Parallel: I like to run (infinitive), to swim (infinitive), and to surf (infinitive).

(This sentence is parallel in structure because all the underlined verbals are infinitives.)

 Phrases
Not Parallel: The baby flung spaghetti strands on the walls (prepositional phrase), under the
table (prepositional phrase) and the counters (phrase).
(This sentence is not parallel in structure because the first two underlined group of words are
prepositional phrases while the third is a phrase that does not have a preposition.)

Parallel: The baby flung spaghetti strands on the walls, on the counters, and under the table.
(This sentence is parallel in structure because all the underlined group of words are
prepositional phrases.)

 Clauses
Not Parallel: Dad told me that I should study a lot (clause), that I should not eat fast food
(clause), and to maintain a strict routine before the exam (phrase).
(This sentence is not parallel in structure because the first two underlined group of words are
clauses while the third is prepositional phrase.)

Parallel: Dad told me that I should study a lot (clause), that I should not eat fast food
(clause), and that I should maintain a strict routine before the exam (clause).
(This sentence is parallel in structure because all the underlined group of words are
clauses.)

Learning Competency with code:

Use parallel structures. (EN8G-la-7)

Activity A: Underline the group of words in the sentence that shows

parallelism.
For printed module: Copy the following sentences on a separate sheet of paper.
1. I love eating and exercising.
2. She is lovable and friendly.
3. Ana prefers watching movie and reading stories.
4. She keeps sending emails and responding to queries.
5. My dad decided to replace our old sofa, cabinet, and bed.
6. Peter grilled pork, prepared salad, and brewed coffee as he was waiting for the visitors to
come.
7. The employees were reminded by their boss to fulfill their duties and responsibilities
efficiently, conscientiously, and enthusiastically.
8. While her mother is on a vacation, Paula started beautifying her room, sorting her clothes,
and cleaning her shoes.
9. Franchezka looks attractive with her long, shiny, and black hair.
10. This PS5 contains games which are exciting, enjoyable, and thrilling.

45
Activity B: Choose the underlined word or phrase that needs to be changed
to make the sentence parallel in structure.
For printed module: Write the letter of the correct answer on separate sheet
of paper.
For digital module: Write the letter of the correct answer on the blank before
the number.

_____ 1. Ivan likes swimming, hiking, and to ride a motorcycle.

A B C
_____ 2. Benefits of coaching include: knowing each player, helping that player improve
A B
and to get to see that person succeed in life.
C
_____ 3. Exercises that I enjoy doing are to swim lengths in a pool, riding my bicycle in the
A B
park, and walking along the trails in a forest.
C
_____ 4. He is smart, industrious and has sense of humor.
A B C
_____ 5. The protestors were gathering outside, started shouting loudly and stopped the
A B C
speaker from being heard.

_____ 6. To my horror, my wedding dress looked it had wrinkles, dirty and stained.
A B C
_____ 7. Grandpa walked carefully, in a slow way, and haltingly.
A B C
_____ 8. I like strolling, eating and to chat with friends.
A B C
_____ 9. Celine looked behind the door, the bed, and in the laundry basket
A B C
but she could not find her lost wallet.

_____ 10. At the party, my sister gathered the kids for games, cleaned up the mess, and
A B
to drive some kids home.
C
Activity C:
C.1. Complete the sentences using parallel words or phrases for numbers 1-
5.
1. When Patricia was a child, she loved flying a kite, catching a butterfly and
______________________.
2. The students spent the morning reading books, writing notes and
______________________.
3. This summer, I look forward to visiting Singapore, buying a cellphone and
_____________________.
4. My mother usually spends her day cooking delicious food, washing dirty clothes
and _____________________.
5. To have a healthy body, you need to eat nutritious food, drink eight glasses of
water and _____________________________.

46
C.2. Construct sentences with parallel structures using the following
phrases/words for numbers 6-10.

6. to work hard, to pursue one’s dreams

_________________________________________________________________.
7. jogging, biking
_________________________________________________________________.
8. in the library, in the garden
_________________________________________________________________.
9. living life to its fullest, accepting challenges
_________________________________________________________________.
10. to perform tedious tasks, to accept new responsibilities
_________________________________________________________________.

REFLECTION
Put a check mark (✔) inside the box which corresponds to how well you have learned
the lessons in Quarter 3.

Always Sometimes Never

I can appreciate literature as a mirror of people with

diverse backgrounds

I can cite the importance of having knowledge about

biases and intentions of propaganda techniques

I can react to what is asserted or expressed in a text

I can judge the relevance and worth of ideas presented

in a text

I can use cohesive devices in various types of speech

appropriately

I can construct sentences with parallel structures

Reference for learners:

De Vera, Estrella E., Nelda R. Francisco, Carolina T. Gonzales, and Pilar R. Yu.
English for 21st Century Learning (Afro-Asian). Manila: Rex Book Store, Inc.,
2018.
Kearney, Virginia. “Faulty Parallelism Exercises With Answers - Owlcation - Education.”
Owlcation, May 20, 2017. https://owlcation.com/humanities/Easy-Faulty-Parallelism-
Examples-and-Exercises.

47
“Parallel Structure: Definition & Examples: Learn English.”
https://www.learngrammar.net/. Published By LearnGrammar.Net. Accessed
November 4, 2020. https://www.learngrammar.net/english-grammar/parallel-structure.
“Parallel Structure and Prepositions.” Grammarly, May 13, 2019.
https://www.grammarly.com/blog/parallel-structure-prepositions/.
Purdue Writing Lab. “Parallel Structure // Purdue Writing Lab.” Purdue Writing Lab.
Accessed November 4, 2020.
https://owl.purdue.edu/owl/general_writing/mechanics/parallel_structure.html.

Answer Key:

Activity A Activity B
1. I love eating and exercising. (Answers may vary)
2. She is lovable and friendly. Possible answers
3. Ana prefers watching movie and reading stories. 1. C
4. She keeps sending emails and responding to 2. C
queries. 3. A
5. My dad decided to replace our old sofa, cabinet, 4. C
and bed. 5. A
6. Peter grilled pork, prepared salad, and brewed coffee as he 6. A
was waiting for the visitors to come. 7. B
7. The employees were reminded by the boss to fulfill their 8. C
duties and responsibilities efficiently, conscientiously, and 9. B
enthusiastically. 10. C
8. While her mother is on a vacation, Paula started beautifying
her room, sorting her clothes, and cleaning her shoes. Activity C.1
9. Franchezka looks attractive with her long, shiny, and black (Answers may vary)
hair. Activity C.2
10. This PS5 contains games which are exciting, enjoyable, (Answers may vary)
and thrilling.

Prepared:

VILMA S. TANTAMCO
SST- III

48