Bhs-Las English 8 Week 1, Week 2
Bhs-Las English 8 Week 1, Week 2
Bhs-Las English 8 Week 1, Week 2
Department of Education
Region V
SCHOOLS DIVISION OF CAMARINES SUR
Freedom Sports Complex, San Jose, Pili, Camarines Sur
I. Introductory Concept:
In line with the Covid 19 Pandemic that the world is battling in this present
time, people who are working as front-liners never stop to look into the solutions
that will eliminate the virus most particularly in the area of medicine. Doctors,
Scientists and other experts are continuously conducting research studies in
order to produce vaccines to fight the Covid 19 Virus.
As citizens and members of a community, everyone is expected to take part
in the prevention and control of the Covid 19 Virus. Hence, in this activity, the
learners are tasked to make an Information Education Campaign Material in
order to contribute in the prevention and control of such virus though. The IEC
materials to be submitted must be based on the research that they have
conducted using different resources such as but not limited to the following:
Newspaper, Websites, Video, Images, Podcast, Printed Based Materials and etc.
An Information Education Campaign materials are used to convey public
health messaging in order to support the overarching behavior change
strategy developed to respond to a public health problem. In simple words,
it means that the material to be made by the learners provides information
or health protocols in order to prevent and control the of the Covid 19
Virus.
Code: EN7VC-IV-c-15
V. Answer Key
VI. References:
Prepared By:
WINSTON T. YUTA
Teacher
Reviewed By:
ROSEMARIE A. BACASIN
Department Chairperson – English
Noted By:
HERNANI A. MAYOR
Secondary School Principal I
Introductory Concept:
Context clues are hints found within a sentence, paragraph, or passage that a reader can use to
understand the meanings of new or unfamiliar words. Learning the meaning of a word through its use
in a sentence or paragraph is the most practical way to build vocabulary, since a dictionary is not
always available when a reader encounters an unknown word. Even without a dictionary, you can
determine the meaning of a new or unfamiliar word through the clues or hints provided by the
surrounding words and as aided by your prior knowledge. In other words, how the word is used in
context helps you understand it therebygetting its meaning. Authors also tend to use words or
expressions that reflect the local culture usually in personal narratives, stories, and poems. Local
color, a writing device that depicts local culture, makes use of the raw qualities of a particular
locality/region or time and the characteristics and language of its inhabitants to lend authenticity to a
literary piece. Through the writer’s choice of words and expressions as well as style of writing,
readers get glimpses of the culture of the place from which a piece of writing originates. Interestingly,
some of these words have even made it into the mainstream English language. As a reader, you can
always decode or extract the meanings of these words and expressions that reflect local culture by
studying how they are used in context through the clues provided by the surrounding words in the
sentences or in the text. Consider the following examples :Sentence 1. Could she not, alone among all
women, dance like a bird tripping for grains on the ground, beautifully timed to the beat of the
gangsas?
Sentence 2. The woman was soaking her sparse gray hair with the gogo suds. -From The Witch by
Edilberto K.Tiempo
After studying carefully the contexts in which the words gangsas and gogo are used, you
would understand that gangsas (in sentence 1) refers to a kind of musical percussion instrument as
hinted clearly by the words dance and beat, and that gogo (in sentence 2) is used to cleanse the hair as
indicated by the words soaking and hair. Both words gangsas and gogo are strongly reflective of the
distinct local culture of the places in which the texts they are used in are written. As you read these
terms and their corresponding uses in people’s lives as reflected in the literary texts, you come to have
glimpses of their lifestyle; hence, you get an idea of an aspect of their culture. Gangsas are flat sided
gongs indigenous to the cultures of places in Cordillera in Northern Luzon. On the other hand, the
gogo is used as shampoo in rural areas in the country, an idea which you, as a reader, would have
upon reading the local term and the context in which it is used.
Here are specific steps that you can do to build your skill in using context clues in reading :
➢ Skim the context of an unfamiliar word-words or phrases surrounding the word that might
provide clues to its meaning.
➢ Search for explanations or descriptions, definitions, restatements, synonyms, antonyms
and examples in the context
➢ Consider the ideas presented in the sentences before or after an unfamiliar word or phrase.
Determine a meaning consistent with the entire passage.
Can you now determine words and expressions that reflect local culture, get their meanings through
context clues, and also use them in your own sentences? Develop this vocabulary skill
as you work on the exercises below.
Read the short excerpts below taken from Afro-Asian narratives. Then, study the words or
expressions written in bold. Using context clues, give your guesses as to the meanings of the words or
expressions. Write your responses in the table provided.
1. She was smiling at him, and I stopped in the act of tying the sinta across Labang's neck to the
opposite end of the yoke because her teeth were very white, her eyes were so full of laughter, and
there was the small dimple high up on her right cheek. -From How My Brother Leon Brought Home a
Wife, Manuel E. Arguil
2. Lobola, the brideprice or dowry, is normally paid in the form of cattle by the groom’s father and
would be paid by the community in Justice’s case and in my own by the regent himself.- From Long
Walk To Freedom, Nelson Mandela
3. A servant interrupted our conversation by placing a large tray bearing bowls of white rice, hot
chicken curry, roasted turtle eggs, vegetables and namprick , a spicy sauce made from beetles and
fish paste. -From The Golden Harvest, A Thai Folktale
4. And when they sounded the bell, its tones were found to be deeper and mellower and mightier than
the tones of any other bell,—reaching even beyond the distance of one hundred li, like a pealing of
summer thunder. -From The Soul of the Great Bell, Chinese Folktale
5. Tokyo was a long way off and the roads were rough. The father would have to walk every step of
the way for he had no horse. There were no railways or even jinrikishas
to travel on. -From The Happy Mirror, A Japanese Folktale
1. sinta
2. lobola
3. namprick
4. li
5. jinrikish
Now, let’s see how well you can use those words in your own sentences!
1. sinta
___________________________________________________________________
2. lobola
___________________________________________________________________
3. namprick
___________________________________________________________________
4. li
__________________________________________________________________
5. jinrikishas
Final Task :
People around the world are still in quarantine due to the COVID-19 pandemic. We are tasked
to stay at home to help combat the disease. Think of your favorite dish or your comfort food.
Through a 5-10 minute vlog, give significant details about it especially in your local culture.
Share how it has become your favorite food. Then, enumerate the ingredients and with the help
of your mother (only if necessary), show how it is prepared and cooked. Use words that reflect
your local culture
1 2 3 4
The vlog The vlog The vlog presents The vlog presents thorough
presents little presents the moderate information and and substantial information,
information necessary insight about the insight, and understanding of
Content about the dish. information preparation and cooking of the preparation and cooking of
about the the dish and its the dish as well
preparation and personal significance to the as its significance to the
cooking of the vlogger. vlogger and in the local
dish. culture.
There are many There are a few There is a consistent effort Good command of the
errors in errors in in observing rules language is evident; there is
grammar; there grammar; there of grammar; the strong use of words that reflect
is no attempt to is an attempt to presentation is sprinkled local culture and
use words that use words that with words that reflect local the vlogger is spontaneous and
reflect local reflect local culture, and the vlogger is enthusiastic indicating that
culture and the culture and the spontaneous. s/he enjoys the activity.
Language and vlogger sounds vlogger keeps
Fluency choppy in the an effort to keep
presentation. the presentation
going despite
some dead air.
It is difficult to A part or two of The vlog shows The vlog shows
follow the flow the vlog is clear transition clear and
of the vlog. comprehensible. from beginning to engaging
Organization end. transition from
beginning to end.
The vlog shows The vlog shows The vlog shows The vlog boosts
no attempt at an attempt at creativity with the viewing
Creativity creativity. creativity with a use of props, experience with
minimum use of screen texts and maximum
props. background creativity in the
music. use of props,
screen texts,
background
music and
efficient slide
transitions.
Reflection
Complete this statement :
I have learned in this activity that
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Prepared By:
WINSTON T. YUTA
Teacher
Reviewed By:
ROSEMARIE A. BACASIN
Department Chairperson – English
Noted By:
HERNANI A. MAYOR
Secondary School Principal I
Answer Key
Exercise 1
Answers may vary.
Suggested answers :
1. sinta – rope used to control the animal
2. lobola – the brideprice or dowry
3. namprick - a spicy sauce made from beetles and fish paste.
4. li – unit of distance in China
5. jinrikishas – a kind of vehicle in Tokyo
Exercise 2
Answers may vary
References:
Cruz, I., Sabanpan-Yu, H. et.al. (2019). Reading the Regions: Teaching Philippine Literature
from Multi-Perspectives. National Committee on Literary Arts. Intramuros, Manila: National
Commission on Culture and the Arts
Gonzales, C., Francisco, N., De Vera, E., Yu, P. (2018). English for 21st Century
Learning(Afro-Asian) DepEd Textbook. Sampaloc, Manila: Rex Book Store, Inc.
Uychoco, MT. A. (2016). 21st Century Literature from the Philippines and the World.
Sampaloc, Manila: Rex Book Store, Inc.
Sandicho, J., Santos, F., Saulo, C., Tumaneng, L. (2014). EnglishTek 8 African and Asian
Literature. Techfactors, Inc.
English 8 Learner’s Material
2010 Secondary education Curriculum(English II)
Zorfass, J., Gray, T. PowerUp WHAT WORKS. Using Context Clues to Understand Word
Meanings. Retrieved from https://www.readingrockets.org/article/using-context-clues
understand-word-meanings
Context Clues. Retrieved from
https://www.mdc.edu/kendall/collegeprep/documents2/context%20cluesrev8192.pdf
MELCs of the K-12 Curriculum
Prepared By:
WINSTON T. YUTA
Teacher
Reviewed By:
ROSEMARIE A. BACASIN
Department Chairperson – English
Noted By:
HERNANI A. MAYOR
Secondary School Principal I
Republic of the Philippines
Department of Education
Region V
SCHOOLS DIVISION OF CAMARINES SUR
Freedom Sports Complex, San Jose, Pili, Camarines Sur
I. Introductory Concept:
Transitions or signals are words and phrases that show the connection between ideas
and
help the reader follow the direction of a writer’s thought. The use of transition signals, along
with repeated words and reference words, is one of the many ways to achieve good cohesion
and coherence in writing. Transitions clarify and convey sequence and signal shifts.
Transitions help students understand the relationship between sentence parts, sentences and
paragraphs This lesson is designed to teach students what transitions are, what their purpose
is, and how to use them, more importantly.
Examples
III. Activities:
ACTIVITY 1 Directions:Read the biography of Benjamin Pogrund. As you read, look for
cohesive devices used and write them on your notebook.
Benjamin Pogrund was brought up in Cape Town. In particular, he began his career as
a journalist in 1958, writing for The Rand Daily Mail in Johannesburg. Eventually, he
became deputy-editor of the The Rand Daily Mail which was the only newspaper in South
Africa at that time to report on events in black South African townships. In the course of his
work, he came to know the major players in the apartheid struggle and gained the respect and
confidence of leaders such as Nelson Mandela. Soon, Pogrund was a reporter at the
Sharpeville massacre on 21 March 1960. Then, he wrote about the1965 series on beating and
torture of black inmates and maltreatment of white political prisoners. During his career
reporting on apartheid in South Africa, he was put on trial several times, put in prison once,
had his passport revoked and was investigated as a threat to the state by security police.
Source: Wikipedia
ACTIVITY 2
Directions: Circle the transitional expressions in the selections that follow. The
number in parentheses tells you how many signal words to look for in each case.
Also, write in the margin beside each signal whether it shows emphasis, addition,
comparison, contrast, illustration, or cause-and-effect.
1. Many of the restless and dissatisfied sons and daughters of these middle, upper-middle,
and
upper-class homes had never known poverty. Consequently, they could not understand their
parents’ emphasis upon money, status, and work. Parents, on the other hand, could not
understand how some of their children could be indifferent, even hostile, to such practical
things as formal education and preparation for work. (2 signal words)
2. The greatest value of play technique is in the study of personality. Children often cannot or
will not explain themselves in the first person. However, they may reveal much of their inner
lives in play. The child who will not tell about his or her own fears and conflicts may readily
project these feelings into dolls. Feelings of rejection, insecurity, ambivalent attitudes toward
parent, repressed hatred, fears, and aggressions may all be freely revealed in play. As a result,
the play technique, when properly handled, offers opportunities for understanding the child
that
are otherwise difficult to create. (3 signal words)
3. Energy is used to cause chemical changes. For example, a chemical change occurs in the
electroplating of metals when electrical energy is passed through a salt solution in which the
metal is submerged. A chemical change also occurs when radiant energy from the sun is
utilized
by plants in the process of photosynthesis. Moreover, as we say, a chemical change occurs
when heat causes mercuric oxide to decompose. Chemical changes are often used to produce
energy rather than new substances. The heat or thrust generated during the combustion of
fuels
is more important than the products formed. (5 signal words)
4. Along with food production, human beings found time to develop the arts and sciences.
Some hunter-gatherers, as was already pointed out, must have had considerable leisure
without
making any notable movement toward civilization. A difference between the hunter-gatherers
and farmers that is important to note is that the former are usually nomadic; whereas, the
latter
are sedentary. But even those pre-agricultural people who had fairly stationary living sites did
not develop in civilized ways comparable to the farmers. Agriculture probably required a far
greater discipline than did any form of food collecting. Seeds had to be planted at certain
seasons, some protection had to be given to the growing plants and animals, harvests had to
be
reaped, stored, and divided. Thus, we might argue that it was neither leisure time nor a
sedentary existence that produced great changes in human culture. The cause was rather the
more rigorous demands associated with an agricultural way of life. Humanity was changing
plants and animals to suit its needs, and living in close relation with plants and animals was
changing humans’ way of life. (8 signal words)
ACTIVITY 3
Directions: Read the following passages carefully. Then, choose from the
parentheses the appropriate transitional device that completes each idea. Write the correct
word
of your choice.
African religion is closely intertwined with African life. (1. In like manner, Hence),
African art is a vital part of the celebration of African life. (2.Furthermore, And), it is knit
tightly into the whole fabric of African tradition and culture. (3. Hence, Besides), art is (4.
indeed, in order to) an imitation of life ;
(5. thus, hen), a representation of it. Life flows. Man is born. He grows to sexual maturity,
reproduces and dies. (6. Moreover, Hence), he depends on the land, on vegetation, and on the
animal world for food and shelter. The farmer plants, cultivates, and harvests his crops in
seasonal rotation. (7. On the other hand, Similarly), the animal world has the same cycle of
birth, reproduction, and death. (8. And, So) the hunter counts on its continuity.
ACTIVITY 4
Directions: Read the following passages carefully. Then, choose from the pool of
words the appropriate transitional device that completes each idea. Write the letter
of your choice.
A. However B. Of course C. Moreover D. Meanwhile E Undoubtedly
B. F. As a result G. At the same time . H. In like manner I. For this reason
(1)______________ nearly all, if not all people believe in a Supreme Being. The name varies
(2)____________ because of the different languages in the world. God is the Creator. He is
transcendent, living in heaven whom men naturally look up to. Belief in life after death is
perhaps the most ancient religious belief of all mankind. God may be an abstract idea but he
cares and does not strike with terror.
(3) ____________ He sustains all things. It is generally agreed that in the earliest times,
God lived on earth but due to some fault, God got angry.
(4) ___________, he left the earth and went up to heaven. The Shiller of the Upper Nile
regions say that in the beginning man and woman lived in the land of God, but they ate the
forbidden fruit.
(5) ______________ God sent them away. The Africans may be asked why men must
pay attention to many spirits and not to one god alone. One answer may be that people
cannot afford to neglect any power that can influence their lives.
(6)______________, they do not pay attention to one person alone but to many officials with
whom they must deal. Belief in a spiritual power animating the earth is found all over Africa.
So,
(7)_______________the Africans worship god, they also must worship a lot of earth spirits.
(8)_______________new religions have come to Africa but much of the old remains.
ACTIVITY 5
Directions: Read each statement carefully. Choose and use the appropriate
transitions at the right. Capitalize when necessary.
WORD BANK
for example finally but so to the left beyond still
1. I would like to see you tomorrow, _____________ let’s have lunch together.
2. My sister loves to eat, ______________ I don’t care much about food.
3.When you begin an exercise program, you must be careful not to overdo it. My father,
_____________, hurt his back by exercising too hard without warming up first.
4.She had looked everywhere for a job; ___________, she was called for an interview.
WORD BANK
third similarly nevertheless however as a result then therefore
for instance
5. She had been studying for hours, _______________, she hoped to do well on the test.
6. First, Mary went to the store. _____________, she went to visit her mother.
7. I would like to read many books; _______________,I don’t seem to have enough time to
read.
8. John ate and ate; ________________, he never gained weight.
9. Joe ate too fast,____________, he had indigestion.
WORD BANK
in contrast consequently until then in fact third meanwhile
furthermore first
ACTIVITY 6
Directions: Write a 5-7 sentence paragraph about the importance of healthy lifestyle
using transitions to show coherence.
V. Answer Key
(Separate sheet is attached for this item)
VI. References:
Bloor, T., & Bloor, M. (2013). The Functional Analysis of English: A Hallidayan Approach
(3rd ed.). London: Routledge. pp.70-74
Gonzales, Carolina et.al., English for 21st Century Learning ( Afro – Asian ) Teacher’s
Manual pp. 86-89
Halliday, M. A. K., & Hasan, R.(1976). Cohesion in English. London: Longman. pp.52-55
Hasan, R. (1968). Grammatical Cohesion in Spoken and Written English: Part one.
University College pp.64-66
Ladera, Helen & Guevara, Eufrocina (2003). The New Dimensions in Learning English II
( For the Secondary Schools)pp.402-407
Tanskanen, s.-k. (2006): Collaborating Towards Coherence. Lexical Cohesion in English
Discourse. Amsterdam: Benjamins. pp.54-57
Wikepedia the free encyclopedia.
https://www.theschoolrun.com/what-are-cohesion-and-cohesive-devices-in- writing
https://www.cpp.edu/ramp/program-materials/recognizing-transitions.shtml
www.butte.edu/departments/cas/tipsheets/grammar/transitions.html
MELCs of the K-12 Curriculum
Prepared By:
WINSTON T. YUTA
Teacher
Reviewed By:
ROSEMARIE A. BACASIN
Department Chairperson – English
Noted By:
HERNANI A. MAYOR
Secondary School Principal I