ENGLISH

ACROSS
CONTINENTS 8

1
WEEK 1

Name: _____________________________________________ Date: _________________

Yr./Sec.: _________________
ACTIVITY #1
A. Do the following:
a. Write down all the unfamiliar/difficult words you will encounter.
b. Find a way to learn what each unfamiliar/difficult word means.
c. Use the given table on the next page to summarize your work.
Strategy Used to Learn its
Unfamiliar/ Difficult Word Meaning
Meaning

The Hands of the Blacks

An excerpt from “We Killed Mangy-Dog”
by Luis Bernardo Honwana

I can’t remember now how we got onto the subject, but one day Teacher said that the palms of the
black’s hands were much lighter than the rest of their bodies because only few centuries ago they walked
around on all fours, like wild animals, so their palms weren’t exposed to the sun, which made the rest of
their bodies darker and darker.
I thought of this when Father Cristiano told us after catechism that we were absolutely hopeless,
and that even the blacks were better than us, and he went back to this things about their hands being
lighter, and said it was like that because they always went about their hands folded together, praying in
secret. I thought this was so funny, this thing of the black hands being so lighter, that you should see me
now-I don’t let go of anyone, whoever they are, until they tell me why they think that the palms of the
black’s hands are lighter. Dona Dores, for instance told me that God made their hands lighter like that so
they wouldn’t dirty the food that they made for their masters, or anything else that they were ordered to
do that had to be kept quite clean. Senhor Antunes, the Coca Cola man, who only comes to the village
now and again when all the cokes in the cantina have been sold, said to me that everything I had been told
was a lot of baloney. Of course I don’t know if it was really, but he assured me it was. After I said yes, all
right, it was baloney, then he told me what he knew about this things of the black’s hands. It was like
this:-Long ago, many years ago, God, our Lord Jesus Christ, the Virgin Mary, St. Peter, many other
saints, all the angels were in heaven then, and some of the people who had died and gone to Heaven- they
all had a meeting and decided to make blacks. Do you know how? They got hold of some clay and
pressed it into some second- hand moulds. And to bake them of the creatures, they took them to heavenly
kilns. Because they were in a hurry and there was no room next to the fire, they hung them in the
chimneys. Smoke, smoke, smoke- and there you have them, black as coals. And now do you want to
know why their hands stayed white? Because their hands are tied. When he had told me this Senhor
Antunes and the other men who were around us were very pleased and then all burst out laughing. That
very same day, Senhor Frias called me after Senhor Antunes had gone away, and told me everything I had
heard from them there had been just pack of lies. Really and truly, what he knew about the black’s hands
was right, that God finished making men and told them to bathe in a lake in heaven. After bathing the
people were nice and white. The blacks, well, they were made very early in the morning, and at this hour
the water in the lake was very cold, so they only wet the palms of their hands and the soles of their feet
before dressing and coming into the world.
But I read in a book that happened to mention it, that the black hands are lighter like this because
they spent their lives bent over, gathering the white cottons of Virginia and I don’t know where else. Of
course, Dona Estifania didn’t agree when I told her this. According to her, it’s only because their hands
became bleached with all that washing.
Well, I don’t know what to think about all these, but the truth is that no matter how calloused and
cracked they maybe, a black’s hand are always lighter than all the rest of him. And that’s that! My mother
is the only one who must be right about this question of a black’s hands being lighter than the rest of his
 body. On the day that we were talking about it, I was telling her what I know about the question, and she
just couldn’t stop laughing. What I thought was strange was that she didn’t tell me at once what she
thought about all this, and she only answered me when she was sure that I wouldn’t get tired of bothering
her about it. And even then she was crying and clutching herself around the stomach who had laugh so
much that it was quite unbearable. What she said was more or less this: “ God made Blacks because they
had to be. They had to be, my son. He thought they really had to be…Afterwards, He regretted having
made them because other men laughed at them and took them off to their homes and put them to serve as
slaves or not much better. But because He couldn’t make them all be white, for those who were used to
seeing blacks would complain, He made it so that the palms would exactly like the palms of other men.
And do you know why that was? Of course, you don’t know, and it’s not surprising, because many, many
people don’t know. Well, listen: It was to show that what men do is only the work of men…That what
men do is done by hands that are the same- hands of people who, if they had any sense, would know that
before anything else they are men. He must be thinking of this when He made the hands of the blacks be
the same as the hands of those men who thank God they are not black!
After telling me all this, my mother kissed my hands. As I ran off into the yard to play ball, I
thought that I had never seen a person cry so much when nobody had hit them.

B. Did you…
a. go back to the story and examine how the word was used in context?

b. analyze the word by breaking it down into smaller parts?

c. think of a word that either looks like or sounds like the word whose meaning you are
trying to learn?

d. use a dictionary?

2
Reference: https://drive.google.com/file/d/1cq6OpFPydny2HH3_zjVBJu8KDyHMtlMB/view?
usp=drivesdk
Name: _____________________________________________ Date: _________________

Yr./Sec.: _________________

ACTIVITY #1
Read the following Japanese folktale. Study how the organization of the paragraphs helps
develop the story. You will also have to deduce from the selection some of the Japanese
traditions and values.

The Story of the Aged Mother

A Japanese Folktale
by Matsuo Basho
Long, long ago there lived at the foot of the mountain a poor farmer and his aged,
widowed mother. They owned a bit of land which supplied them with food, and their humble
were peaceful and happy.
Shinano was governed by a despotic leader who though a warrior, had a great and
cowardly shrinking from anything suggestive of failing health and strength. This caused him to
send out a cruel proclamation. The entire province was given strict orders to immediately put to
death all aged people. Those were barbarous days, and the custom of abandoning old people to
die was not common. The poor farmer loved his aged mother with tender reverence, and the
order filled his heart with sorrow. But no one ever thought a second time about obeying the
mandate of the governor, so with many deep hopeless sighs, the youth prepared for what at that
time was considered the kindest mode of death.
Just at sundown, when his day’s work was ended, he took a quantity of unwhitened rice
which is principal food for poor, cooked and dried it, and tying it in a square cloth, swung and
bundle around his neck along with a gourd filled with cool, sweet water. Then he lifted his
helpless old mother to his back and stated on his painful journey up the mountain. The road was
long and steep; the narrowed road was crossed and recrossed by many paths made by the hunters
and woodcutters. In some place, they mingled in a confused puzzled, but he gave no heed. One
path or another, it mattered not. On he went, climbing blindly upward – ever upward towards the
high bare summit of what is known as Obatsuyama, the mountain of the “abandoning of aged”.
The eyes of the old mother were not so dim but that they noted the reckless hastening
from one path to another, and her loving heart grew anxious. Her son did not know the
mountain’s many paths and his return might be one of danger, so she stretched forth her hand
and snapping the twigs from brushes as they passed, she quietly dropped a handful every few
steps of the way so that they climbed, the narrow path behind them was dotted at frequent
intervals with tiny piles of twigs. At last the summit was reached. Weary and heart sick, the
youth gently released his burden and silently prepared a place of comfort as his last duty to the
loved one. Gathering fallen pine needle, he made a soft cushion and tenderly lifting his old
mother therein, he wrapped her padded coat more closely about the stooping shoulders and with
tearful eyes and an aching heart said farewell.
The trembling mother’s voice was full of unselfish love as she gave her last injunction.
“Let not thine eyes be blinded, my son.” She said. “The mountain road is full of dangers. Look
carefully and follow the path which holds the piles of twigs. They will guide you to the familiar
way farther down”.
The son’s surprised eyes looked back over the path, then at the poor old, shrivelled hands
all scratched and soiled by their work of love. His heart smote him and bowing to the grounds, he
cried aloud: “Oh, honorable mother, thy kindness thrusts my heart! I will not leave thee.
Together we will follow the path of twigs, and together we will die!”
Once more he shouldered his burden (how light it seemed no) and hastened down the
path, through the shadows and the moonlight, to the little hut in the valley. Beneath the kitchen
floor was a walled closet for food, which was covered and hidden from view. There the son hid
his mother, supplying her with everything needful and continually watching and fearing. Time
passed, and he was beginning to feel safe when again the governor sent forth heralds bearing an
unreasonable order, seemingly as a boast of his power. His demand was that his subject should
present him with a rope of ashes. The entire province trembled with dread. The order must be
obeyed yet who in all Shinano could make a rope of ashes?
One night, in great distress, the son whispered the news to his hidden mother. “Wait!” she
said. “I will think. I will think” On the second day she told him what to do. “Make rope twisted
straw,” she said. “Then stretch it upon a row of flat stones and burn it there on the windless
night.” He called the people together and did as she said and when the blaze had died, behold
upon the stones with every twist and fiber showing perfectly. Lay a rope of whitehead ashes.
The governor was pleased at the wit of the youth and praised greatly, but he demanded to
know where he had obtained his wisdom. “Alas! Alas!” cried the farmer, “the truth must be
told!” and with deep bows he related his story. The governor listened and then meditated in
silence. Finally he lifted his head. “Shinano needs more than strength of youth,” he said gravely.
“Ah, that I should have forgotten the well-known saying, “with the crown of snow, there cometh
a wisdom!” That very hour the cruel law was abolished, and the custom drifted into as far a past
that only legends remain.

Directions: In the middle of each Word Chart are different words. Give the definition of the
word in focus. Then, give examples of words with similar meanings (SYNONYMS) and words
that have opposite meaning (ANTONYMS). Finally, use the word in a sentence. Write in the
circle below.

DEFINITION

SYNONYMS ANTONYMS

DISPOTIC

DEFINITION

SYNONYMS ANTONYMS

MANDATE

DEFINITION

SYNONYMS ANTONYMS

GOURD
 DEFINITION

SYNONYMS ANTONYMS

SUMMIT

DEFINITION

SYNONYMS ANTONYMS

WISDOM

References: https://drive.google.com/file/d/1cq6OpFPydny2HH3_zjVBJu8KDyHMtlMB/view?
usp=drivesdk
1
WEEK 2

Name: _____________________________________________ Date: _________________

Yr./Sec.: _________________

ACTIVITY #1
Complete the table by inserting the appropriate citation. (2 pts. each)
 APA MLA
In-text citations
Title of reference list
Author names in
references
Capitalization of source
titles
Title page
Running head

Name: _____________________________________________ Date: _________________

Yr./Sec.: _________________

ACTIVITY #1
Complete the following citation search.
 Source 1: Book
Book Cover Book Title Page

1. Title:_________________________________________________________________

2. Author:_______________________________________________________________

3. Publisher:______________________________________________________________

4. Publication Date:________________________________________________________

Source 2: Website
1. Website/ URL Name: ______________________________________________

2. Title of Website/URL Page:________________________________________________

3. Author:_______________________________________________________________

4. Publication Date:_____________________________________________________

5. Website/URL Address:__________________________________________________

Source 3: Periodical
1. Title of Periodical: _______________________________________________________

2. Title of Article:_______________________________________________________

3. Author:____________________________________________________________

4. Publication Date:_________________________________________

5. Page Number:_________________________________________

Source Four: Photograph

1. Title:______________________________________________________________

2. Photogrpaher:_______________________________________________________

3. Publication Date:__________________________________________

4. Institution that owns the Photograph:_______________________________

Source Five: Interview

Excerpt from Oral History Interview with Douglass Bibuld (DB), May 31, 2004.
Interviewed by Brian Purnell (BP).

This excerpt is taken from the start of a conversation about Operation Cleansweep, which
Douglas Bibuld participated in as a child.
BP: What do you remember of that demonstration?

DB: I remember I followed eight, ten, it might have been more cars with U-Hauls driving around
Gates Avenue in Bedford Stuyvesant, going into yards, picking up box springs and all kinds of
junk and throwing it on the back of the U-Haul - - driving across, I think it was Brooklyn Bridge,
into Lower Manhattan - - driving up on City Hall steps, dumping all of that stuff out, [Laughs]
and then driving quickly on before the police could get there. I remember doing all of that. And I
remember the explanation for it was that they had cut garbage collection I think from two a week
to once a week, and garbage was piling up. It was the summer time. That happened I think at the
end of the summer. But people had complained, there had been complaints about rats going
crazy and so forth and I knew it was to dramatize the need to resume garbage collection. And I
think it was cut in Bedford Stuyvesant, specifically it wasn’t cut in other areas, and that it was a
protest against that.

BP: Wow I didn’t know that you had participated; I didn’t know that children were there.

DB: Yes. Because I mean there was no place to leave us. [Laughs] At least I certainly, and Carl
and Melanie, we participated in a lot of what was going on.

1. Name of Interviewer (person asking the questions): _____________________________

2. Name of Interviewee (person being interviewed) ______________________________

3. Date of Interview:____________________________________

4. Interview type (email, phone, personal interview): ______________________________

References: http://www.readwritethink.org/files/resources/lesson-docs/30899CitationExample.pdf

1
WEEK 3

Name: _____________________________________________ Date: _________________

Yr./Sec.: _________________

ACTIVITY #1
There are different pictures below. Make a sentence from it. Use the following words in the box.

Can Could Shall Should

May Might Will Would
Must
 https://www.google.com.ph/amp/s/www.lonel
https://radionursery.com/sneaky-vegetables/
yplanet.com/amp/germany/berlin/travel-tips-
and-articles/20-tips-for-travelling-
solo/40625c8c-8a11-5710-a052-1479d2751884

http://www.stardanceschool.com/ballroom
-dance-show-boston-ma.html

https://www.alamy.com/stock-image-lets- https://www.shutterstock.com/search/family+g
go-to-the-beach-169220412.html oing+to+church?image_type=illustration

Name: _____________________________________________ Date: _________________

Yr./Sec.: _________________

ACTIVITY #1
A. Think of someone you know that you think should do the things in the first column. Then,
write their name on the second column and the other things in last. You can use the words inside
the parenthesis.
ADDITIONAL INFORMATION
NAME
(Who, What, When, Where, Why, How)
…should get a haircut soon.
…should feed a pet cat.
 …should try to relax more
often.
…should watch less TV
…should learn how to drive.
…should stop playing
mobile legends.
…should treat you after
lockdown.

B. Make the modal verb negative in each sentence.

Example: You can speak Italian. You can’t speak Italian.
1. You could catch a fish.
2. You may go dancing.
3. You can go next.
4. You may turn off the radio.
5. You must be freezing.
6. You would believe it.
7. You might get lucky.
8. You should be quieter.
9. You can go if you want.
10. You can make it.

C. Write a sentence with each modal verb.

Can ________________________________________________________________________

Could ________________________________________________________________________

May ________________________________________________________________________

Might ________________________________________________________________________

Must ________________________________________________________________________

Will ________________________________________________________________________

Would ________________________________________________________________________

Shall ________________________________________________________________________
1
WEEK 5
Should ________________________________________________________________________

Name: ____________________________________________
References: Date: _________________
http://www.depednegor.net/uploads/8/3/5/2/8352879/english_9_lm_draft.pdf
Yr./Sec.:_______________________________

ACTIVITY #1
Link: https://youtu.be/CIeNxJIBjck
Listen to the link above. Notice how the speaker puts emphasis to some important words
in the sentences to communicate the message more effectively.

PROCESS QUESTIONS:
1. Did the speaker give emphasis to all words in the sentence?

2. Can you recall the words that were stressed? What do we call those words?
 3. What words were not stressed? Why do you think they were not stressed?

4. What do we call this emphasis or prominence which is given only to a syllable of

certain words in a sentence?

Name: ____________________________________________ Date: _________________

Yr./Sec.:______________________________

ACTIVITY #1
Identify the correct word that has correct stress. Shade the box beside the correct answer.

1. Can you pass me a plastic knife?

PLAS-tic
Plas-TIC
2. I want to be a photographer.
PHO-to-graph-er
 Pho-TO-graph-er
3. Which photograph do you like the best?
PHO-to-graph
Pho-TO-graph
4. He was born in China.
CHI-na
Chi-NA
5. Whose computer is this?
Com-PU-ter
Com-pu-TER
7. Couldn’t you understand what she was saying?
Un-DER-stand
Un-der-STAND
8. Voting in elections is your most important duty.
Im-POR-tant
Im-por-TANT
9. We had a really interesting conversation.
Con-VER-sa-tion
Con-ver-SA-tion
10. How do you pronounce this word?
PRO-nounce
Pro-NOUNCE

Name: _____________________________________________ Date: _________________

Yr./Sec.:______________________________

ACTIVITY #1
Identify the correct answer in each sentence. Shade the box beside the correct answer.

1. Which words in a sentence are usually stressed?

Content words
Structure words
2. Which words carry little meaning but make a sentence grammatically correct?
Content words
Structure words
3. When speaking English, we try to create a rhythm in which the time between stressed words is
__________.
The same
Different
4. Which is a list of content words?
They, should’ve, through
Donald’s, eyes, small
5. Which are NOT usually stressed?
Prepositions, articles, pronouns, conjunctions
Nouns, main verbs, adjectives, adverbs
6. Which is the normal neutral stress pattern?
If you CAN, CALL me in the MORNING.
If you can, call ME in the MORNING.
7. Which is the normal neutral stress pattern?
THEY went TO London to VISIT the QUEEN.
They WENT to LONDON to VISIT the QUEEN.
8. Which is the normal neutral stress pattern?
If we COOK, could you WASH the DISHES?
If WE cook, could YOU wash the dishes?
9. An exception to the rule: We can also stress structure words in order to _____ wrong
information.
Provide
Correct
10. Which stress pattern corrects this statement? “I’m sure they work for the police.”
THEY don’t, but WE do.
They don’t, BUT we do.

1
WEEK 6

Name: ______________________________________________ Date: _________________

Yr./Sec.:______________________________

ACTIVITY #1
Number the sentences in an appropriate order to form a well-structured paragraph. Write the
numbers in the space provided.

_____a. This spot, which lies in New York Harbor, was the first American soils sell or touched
by many migrants.
_____b. Between its opening in 1892 and its closing in 1945, about two-thirds of all immigrants
were detained there before taking up their new lives in the United States.
_____c. Ellis Island has reopened for business, but now the customers are tourists.
_____d. Though other places also served as ports of entry for foreigners, none has the symbolic
power of Ellis Island.

Name: ______________________________________________ Date: _________________

Yr./Sec.:______________________________

Underline the repeated words in every sentence.

1. No heart is so hard as the timid heart.

2. Every person had a star, every star had a friend, and for every person carrying a star there
was someone else who reflected it, and everyone carried this reflection like a secret
confidante un the heart.
 3. I had known loneliness before, and emptiness upon the moor, but I had never been a
nothing, a nothing floating on nothing, known by nothing, lonelier and colder than the
space between the stars.
4. If you can do it, you can do it.
5. When they came out of the cinema hall they all agreed, the film was a waste of time, the
film was a waste of money, it was a waste of time and energy.

Use the words that you underlined in making sentences.

1.

2.

3.

4.

5.

Name: ____________________________________________ Date: _________________

Yr./Sec.:______________________________

Underline the transitional expressions in every sentence.

1. I ran home, and I got there just in time.

2. I went to the mall after he gave me my paycheck.
3. On the contrary, he liked animals that could fly, such as sparrows and falcons.
4. During the evening, you can review your work.
5. As a result, you should be a happy person.
Use the words that you underlined in making sentences.
1.

2.

3.

4.

5.

ASSIGNMENT

Underline the pronouns used in every sentence.

1. Margaret wants to hire a carpenter who will build a new ant farm for her pets.
2. Mrs. Santos wanted to build a bake shop. She contacted the owner of the lot that she saw
to check if it is still available.
3. Amy read the book that had a thousand pictures in it.
4. The paper map, which we plan to use to take over the world, stuck to Wilbur’s shoe.
5. Cassy and her classmates went to Batanes for their field trip. They are required to make
an essay about their experiences.
Use the words that you underlined in making sentences.
1.

2.

3.

4.

5.

1
WEEK 7

Name: ____________________________________________ Date: _________________

Yr./Sec.:______________________________

Underline the synonyms of the bold words in every sentence.

1. His animosity of his sister divided the family. It shows that hatred won’t do good things
in our life.
2. The crime he committed was egregious; he’ll never recover from this horrendous
scandal.
3. Bill felt remorse for his harsh word. He couldn’t look at Jeff because of shame.
 4. This situation is a conundrum, a puzzle that’s difficult to solve.
5. It was idyllic day – sunny, warm, and perfect for a walk in the park.

Use the words that you underlined in making sentences.

1.

2.

3.

4.

5.

Name: ____________________________________________ Date: _________________

Yr./Sec.:______________________________

Underline the parallel structures in every sentence.

1. Ashley likes to ski, to swim and to jump rope.

2. Joey loves running, walking and being active.
3. The teacher told them that they need to study and that they should practice their words
every night.
 4. Marry wanted to make sure that she made her presentation creatively, effectively, and
persuasively.
5. Tim was considered to be a good employee because he was always on time, he was very
motivated and he was a good leader.

Use the words that you underlined in making sentences.

1.

2.

3.

4.

5.

SMALL PROJECT
Find a partner. Create a script about two heroes having conversation using modals.

BIG PROJECT
From the script you made, make a video presentation. You will be graded based from the
following criteria:

Points Earned Points

 Logical presentation
 Clarity of the topic
Content 10
 Technical content
 Documentary sources
  Originality
Creativity 10
 Technical resources
 Audio quality
How well did the video  Image quality
10
Communicate message  Cadence and rhythm
 Language and vocabulary
 The length of the video
Setting the expected
does not exceed 10 10
time
minutes
Submission with the specified  The final submission is
10
time made on time
TOTAL 50

Adapted from:
https://www.researchgate.net/figure/Criteria-used-for-the-video-assessment_tbl2_282151258