MODULE 2

Embracing Our Heritage

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LESSON 1

REVISITING THE RICHNESS OF OUR PAST

INTRODUCTION

Is it important to discover our roots as Filipinos? What about knowing what

customs traditions, beliefs and values we adhere to? It is only when we trace
back our roots that we may appreciate our sense of being a Filipino. Knowing
where we came from and realizing how our ancestors lived give us a sense of
direction of the future.
In this module, you will trace your roots as a Filipino, discover who your
ancestors are, their customs, traditions, beliefs and values. Similarly, you will get
to know the culture of other Afro-Asian countries through reading literary texts
that shaped you as an Asian and as a Filipino.

LET’S LEARN
As you go through this lesson, you are expected to:

VIEWING COMPREHENSION
EN8VC-IIa-17: Discern positive and negative messages conveyed in a
material viewed
READING COMPREHENSION
EN8RC-IIa-2.22: Evaluate the personal significance of a literary text

LISTENING COMPREHENSION
EN8LC-IIa-7: Employ appropriate listening skills and strategies suited to
long descriptive and narrative texts

VOCABULARY DEVELOPMENT
EN8V-IIa-24.1: Distinguish between and among verbal, situational, and
dramatic types of irony and give examples of each.
LITERATURE
EN8LT-IIa-9.1: Describe the notable literary genres contributed by East
Asian writers

WRITING AND COMPOSITION

EN8WC-IIa-2.8: Compose effective paragraphs

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ORAL LANGUAGE AND FLUENCY
EN8OL-IIa-5: Use the appropriate prosodic features of speech when delivering
an entertainment speech

GRAMMAR AWARENESS
EN8G-IIa-9: Use appropriate grammatical signals or expressions suitable to
each pattern of idea development: general to particular, claim
and counterclaim, problem-solution, cause-effect and others

LET’S START

TASK 1: RETELL A TALE

Work with a partner. Have you experienced being outsmarted by someone

or the other way around? Recount a personal experience and share it with your
partner.

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 TASK 2: MAP MY MIND
Fill in the mind map with the necessary information about yourself. When
you are done, discuss with your partner how can you capitalize on your strengths
and improve your weaknesses.

Strengths Self Analysis

Weaknesses

Likes Dislikes

I can capitalize on my strengths by

_______________________________________________________________
_______________________________________________________________
______________________________________________________________
I can improve my weaknesses by
_______________________________________________________________
_______________________________________________________________
______________________________________________________________

LET’S READ

TASK 3. READ TO LEAD

Read a traditional Malaysian folktale, Outwitting a Crocodile. As you read
the story, evaluate the significance of the literary text to you.

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 Outwitting A Crocodile
(Kisah Sang Kancil dengan Buaya)
A Traditional Malaysian Folktale

Sang Kancil is a clever, tricky mouse

deer who is always finding himself in
predicaments with animals that want to eat
him or harm him, but he cleverly manages to
escape each time.
In this story, Sang Kancil outwits a big,
bad crocodile. Sang Kancil was a clever
mouse deer. Whenever he was in a bad
situation, he always played a clever trick to
escape. In this story, Sang Kancil outwitted Sang Buaya, a big, bad crocodile,
who wanted to eat him. There were many trees where Sang Kancil's lived
along the river, so he never had trouble finding food. There were always lots
of leaves. He spent his time running and jumping and looking into the river.
Sang Buaya, the big bad crocodile, lived in the river with other
crocodiles. They were always waiting to catch Sang Kancil for dinner. One day
when Sang Buaya was walking along the river, he saw some delicious fruit on
the trees on the other side of the river. Sang Kancil wanted to taste the tasty-
looking fruit because he was a little tired of eating leaves. He tried to think of
a way to cross the river, but he had to be careful. He didn't want to be caught
and eaten by Sang Buaya.
He needed to trick Sang Buaya. Sang Kancil suddenly had an idea. He
called out to the crocodile, "Sang Buaya! Sang Buaya!" Sang Buaya slowly
came out of the water and asked Sang Kancil why he was shouting his name.
He asked Sang Kancil, "Aren't you afraid I will eat you?" Then he opened his
big mouth very wide to scare Sang Kancil. Sang Kancil said, "Of course, I am
afraid of you, but the king wants me to do something. He is having a big feast
with lots of food, and he is inviting everyone, including you and all the other
crocodiles. But first, I have to count all of you. He needs to know how many of
you will come. Please line up across the river, so I can walk across your heads
and count all of you."

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 Sang Buaya was excited and left to tell the other crocodiles about the
feast with all the good food. Soon, they came and made a line across the river.
Sang Kancil said, "Promise not to eat me or I can't report to the king how many
of you are coming.” They promised not to eat him. Sang Kancil stepped on
Sang Buaya's head and counted one. Then he stepped on the next one and
said, "Two."
He stepped on each crocodile, counting each one, and finally reached
the other side of the river. Then he said to Sang Buaya,"Thank you for helping
me to cross the river to my new home." Sang Buaya was shocked and angry.
He shouted at Sang Kancil, "You tricked us! There is no feast, is there?"
All of the crocodiles looked at Sang Buaya angrily. They were angry
because he let Sang Kancil trick all of them. Sang Kancil loved his new home
on the other side of the river because he had a lot of tasty food to eat. Poor
Sang Buaya was not so lucky. After that, none of the other crocodiles ever
talked to him again.

TASK 4: PONDER THROUGH

Work in two groups. With your groupmates, answer the following

questions and present your output through:

Group 1: Talk Show

Group 2: Reporting

1. Do you admire Sang Kancil’s wit? How was wit demonstrated in the story?
2. What character in the story can you relate the most? Explain your answer.
3. What do you think is the importance of the story in dealing life circumstances?
4. What Filipino story is similar to the text you have read?

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 Indicator 1 2 3 4 Score
Preparation Did not prepare Some preparation A good amount The group
enough was done of preparation prepared
was done beyond level of
assessment
Speaking and The group did The group looked The group The group held
Audience not look the at audience some looked at the attention of the
Impact audience and of the time; spoke audience and audience and
did not speak clearly once in a spoke clearly. spoke very
clearly while. expressively.
Instilling The group The helped other The group The group other
Values in understand at students helped other students
Students least one understand at students understand at
important least two understands at least four
values and important values least three important values
traditions of and traditions of important values and traditions of
other countries. other countries. and traditions of other countries.
other countries.

Think About This

Verbal Irony is when words express something contrary to truth or someone says
the opposite of what they really feel or mean.
EXAMPLE:
Looking at her son's messy room, Mom says, "Wow, you could win an award for
cleanliness!"
Source: http://www.softschools.com/examples/grammar/verbal_irony_examples/122/

TASK 5: IRONIC FEELS

Work with a partner and complete the table by listing lines or situations
from the passage expressing something contrary to what the characters really
feel or mean.

Excerpt from the Story Character’s Intention

Example: “Of course I am afraid of Sang Kancil was not afraid of Sang
you, but the king wants me to do Buaya.
something.”
1.

2.

3.

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 TASK 6: VALUES GALORE
Infer the positive and negative traits/values of the two characters.

Positive Traits Negative Traits

_________________ _________________
_________________ _________________
_________________ _________________
_________________ _________________
_________________ _________________

Positive Traits
Negative Traits
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________

LET’S EXPLORE

Think About This

Transition words are used to link words, phrases or sentences. They

help the reader to progress from one idea (expressed by the author) to the
next idea. Thus, they help to build up coherent relationships within the text.
English transition words are essential, since they not only connect ideas, but
also can introduce a certain shift, contrast or opposition, emphasis or
agreement, purpose, result or conclusion, etc. in helping develop ideas
coherently.
Below are some transition words you can use in in developing coherent
ideas from general to specific:
General: in general, for this reason, generally speaking, given these
points, in a word, in short, in summary, in conclusion, to summarize, on the
whole, to sum up

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 Particular: in particular, in detail, for example, for instance, to
emphasize, to clarify, specifically, especially, particularly, another key point,
to point out

TASK 7: DO THE WRITE THING

Using transitional words, organize the information you gathered from
answering questions from the previous task ( Task 6) into a cohesive paragraph.
Be sure to underline the transition words used in your writing.

___________________________
__________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Think About This

In speech, intonation is the use of changing (rising and falling) vocal
pitch to convey grammatical information or personal attitude. Intonation is
particularly important in expressing questions in spoken English. For
example, take the sentence, "When does the meeting start?" The word
"start"—including the question mark—rises up or comes up in your voice
when you utter the word.

TASK 8: RISING AND FALLING

Read the following excerpt using proper intonation.

Teaching is the noblest of professions. A teacher has a sacred duty

to perform. It is he on whom rests the responsibility of molding the character
of young children. Apart from developing their intellect, he can inculcate in

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 them qualities of good citizenship, remaining neat and clean, talking
decently and sitting properly. These virtues are not easy to be imbibed. Only
he who himself leads a life of simplicity, purity and rigid discipline can
successfully cultivate these habits in his pupils.

Besides a teacher always remain young. He may grow old in age,

but not in spite. Perpetual contact with budding youths keeps him happy
and cheerful. There are moments when domestic worries weigh heavily on
his mind, but the delightful company of innocent children makes him
overcome his transient moods of despair.

Source: English 8 Learners’ Material

TASK 9: A DIFFERENT LOOK

Read the article below. With a partner, answer the process questions that
follow.

Heritage Literature as a Teaching Tool

Heritage literary passages are versatile tools for language study. They
illustrate HL in use (a wide range of styles, genres, registers, and varieties);
they provide meaningful and memorable contexts for vocabulary expansion
and grammar practice; they can serve as the basis for listening, reading,
speaking, and writing activities; and they develop students' ability to think
critically by inferring meaning, making interpretations, and expressing their
own ideas and emotions (Lazar 1993: 19)
.
Vocabulary comprehension and expansion. Heritage learners can
expand their vocabulary by reading a variety of literary selections. In each
text, the instructor will highlight the lexical items related to the chapter's topic
or theme. He/She may also point out idiomatic expressions (to foster
understanding of cultural commonalities and differences), literary words,
regionalisms, cultural connotations, words/phrases coined by the author
and adopted by the language, etc. Students will then be able to analyze the
key structural features of the language of the selection.

94
Grammar identification and practice. Heritage literary texts can illustrate
grammatical structures taught in class. Students identify the target
structures in the passage and then practice them as they appear in that
context or give examples related to their own lives (personalization). A wide
range of grammatical structures, sentence types, and cohesive devices,
especially those characteristics of the written language, can be taught or
reviewed.
Spelling. Depending on the HL, "troublesome" words can be targeted in
literary texts to help learners improve their orthography or eliminate the
interference of English spelling.
Reading comprehension. Students can answer questions based on
content. They can fill in missing words, find synonyms for key words,
paraphrase sentences, summarize paragraphs or the text as a whole.
Literary characters can be matched to actions or facts related to them.
Student drawings or collages based on the text will help students visualize
and remember the characters in the story.
Oral and written literary assignments. A multitude of literary tasks
empower students to think and act critically and develop an appreciation of
literature while developing language proficiency (McKay 2001: 321-326).
Such tasks include: describing the features of a literary genre and
identifying them in the reading; analyzing the characters' and/or the author's
point(s) of view; relating the text to the work it has been excerpted from, and
the work to the personal/historical circumstances in which it was written;
analyzing the literary techniques/ language/style used by the author; placing
the text/author within the heritage literary tradition; writing a literary analysis
of the piece; describing the relevance of the selection for contemporary
readers in general and for heritage learners in particular; and writing an
argumentative essay about the literary passage.
Cultural understanding and appreciation. Heritage literature helps
students understand themselves, their families, and their communities
better as members of a particular culture. By reading folk tales and legends,
for example, they learn about "the origin of traditional cultural values and
beliefs" (Diamond & Moore 1995: 221).
95
 The understanding and appreciation of culture that results from the study of
literature helps students develop a positive self-image and attitude toward
their heritage language and culture.
If heritage literary works are compared to writings from the dominant culture
or other, heritage or non-heritage, cultures, students gain a deeper
understanding, acceptance, and respect for other systems of traditions,
beliefs, values, and behaviors.
Source: English 8 Learner’s Material

PROCESS QUESTIONS:
1. What is the text all about?
2. What are the subtopics? Enumerate them.
3. Can you find details for the subtopics? Write them together with the
subtopic it supports.
4. How did heritage literature, like Outwitting a Crocodile, help you learn
English? Cite an example.
5. Organize your answers from questions 1-3 in a graphic organizer and
prepare to present it in class.

LET’S DO IT

TASK 10: PROUDLY FILIPINO!

With the knowledge you have gained from this module, you are now ready
for your final task.
Work in five groups. Your task is to help promote Filipino heritage by
educating people about Filipino culture, beliefs, tradition and values through a
campaign/commercial. Plan the concept of your commercial and prepare your
script, technological aids, musical background and other materials needed for
your presentation.

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 RATING SHEET FOR CAMPAIGN/COMMERCIAL

Group Number __________ Date: ____________

Criteria Points Group’s Score Teachers’ Comment

Content 5

Relevance 5

Clarity 5

Impact 4

ICT Integration 3

Teamwork 3

Total 24

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LESSON 2
BUILDING UP THE KNOWLEDGE BANK

INTRODUCTION
Having a family is one of the best gifts given to us. They are important
factors of becoming a human being. You have them in times when you need
someone you can count on, share your problems and who will never fail you.
Most specially who will accept and will form your totality as a person. Have you
thought of sacrificing yourself, or any little thing? “What are you willing to
sacrifice for your family?” How do you show your love to them?
In this lesson, you will be provided with additional information about the
Chinese values and traditions on love of the family as reflected in the selection
you are about to read.

LET’S LEARN
As you go through this lesson, you are expected to:

READING COMPREHENSION
EN8RC-IIb-2.18: Relate content or theme to previous experiences and
background knowledge
VIEWING COMPREHENSION
EN8VC-IIb-1.3: Predict the gist of the material viewed based on the title,
pictures, and excerpts.
VOCABULARY DEVELOPMENT
EN8V-IIb-24.1: Distinguish between and among verbal, situational, and
dramatic types of irony and give examples of each
LITERATURE
EN8LT-Ib-8.1: Identify the distinguishing features of notable African chants,
poems, folktales, and short stories.
EN8LT-IIa-9.1: Describe the notable literary genres contributed by East Asian
writers
WRITING AND COMPOSITIION
EN8WC-IIb-2.8: Compose effective paragraphs

98
ORAL LANGUAGE AND FLUENCY
EN8OL-IIb-5: Use the appropriate prosodic features of speech when
delivering an entertainment speech
GRAMMAR AWARENESS
EN8G-IIb-9: Use appropriate grammatical signals or expressions suitable to
each pattern of idea development: general to particular ,claim and
counterclaim, problem-solution, cause-effect and others

LET’S START

TASK 1: SHOUT OUT ON MY THOUGHTS

Chinese people had so much influence on Filipino culture. Name some

of these influences and put them under the appropriate column below.

Food Clothing Language Music Tradition

..

TASK 2: PICTURE SPEAK

Look at the picture closely. What can you say about it? What do you
think is its use? Share your thoughts to the class.

99
 LET’S READ

Country Glimpse

China is the fourth largest country in the world in terms of land area with
Beijing as its capital city. The official language is Mandarin Chinese. As to population,
it reaches to 1.3 Billion. Chinese Painting and Calligraphy was highly developed in
the country. China has different folktales that feature their religious beliefs.

Source: www.google.com

TASK 3: SPEAK TO ME, OH MY SOUL….!

Form groups of six members, then read the passage below entitled, “The
Soul of the Great Bell” by Lafcadio Hearn. As you read, put emphasis on the
highlighted words using correct stress and intonation. Then, answer the
questions that follow.
The Soul of the Great Bell
by Lafcadio Hearn (1850-1904)

(1) Nearly five hundred years ago the Celestially August, the Son of
Heaven, Yong-Lo, of the “Illustrious” or Ming dynasty, commanded the worthy
official Kouan-Yu that he should have a bell made of such size that the sound
thereof might be heard for one hundred li. And he further ordained that the voice
of the bell should be strengthened with brass, and deepened with gold, and
sweetened with silver; and that the face and the great lips of it should be graven
with blessed sayings from the sacred books, and that it should be suspended in
the centre of the imperial capital to sound through all the many-coloured ways of
the City of Pe-King.

(2)Therefore the worthy mandarin Kouan-Yu assembled the master-

moulders and the renowned bell smiths of the empire, and all men of great repute
and cunning in foundry work; and they measured the materials for the alloy, and
treated them skilfully, and prepared the moulds, the fires, the instruments, and
the monstrous melting-pot for fusing the metal. And they laboured exceedingly,
like giants neglecting only rest and sleep and the comforts of life; toiling both

100
night and day in obedience to Kouan-Yu, and striving in all things to do the behest
of the Son of Heaven.

(3)But when the metal had been cast, and the earthen mould separated
from the glowing casting, it was discovered that, despite their great labour and
ceaseless care, the result was void of worth; for the metals had rebelled one
against the other—the gold had scorned alliance with the brass, the silver would
not mingle with the molten iron. Therefore the moulds had to be once more
prepared, and the fires rekindled, and the metal remelted, and all the work
tediously and toilsomely repeated. The Son of Heaven heard and was angry, but
spake nothing.

(4) A second time the bell was cast, and the result was even worse. Still
the metals obstinately refused to blend one with the other; and there was no
uniformity in the bell, and the sides of it were cracked and fissured, and the lips
of it were slagged and split asunder; so that all the labour had to be repeated
even a third time, to the great dismay of Kouan-Yu. And when the Son of Heaven
heard these things, he was angrier than before; and sent his messenger to
Kouan-Yu with a letter, written upon lemon-coloured silk and sealed with the seal
of the dragon, containing these words:

(5)“From the Mighty Young-Lo, the Sublime Tait-Sung, the Celestial and
August, whose reign is called ‘Ming,’ to Kouan-Yu the Fuh-yin: Twice thou hast
betrayed the trust we have deigned graciously to place in thee; if thou fail a third
time in fulfilling our command, thy head shall be severed from thy
neck.Tremble, and obey!”

(6)Now, Kouan-Yu had a daughter of dazzling loveliness whose name—

Ko-Ngai—was ever in the mouths of poets, and whose heart was even more
beautiful than her face. Ko-Ngai loved her father with such love that she had
refused a hundred worthy suitors rather than make his home desolate by her
absence; and when she had seen the awful yellow missive, sealed with the
Dragon-Seal, she fainted away with fear for her father’s sake. And when her
senses and her strength returned to her, she could not rest or sleep for thinking
of her parent’s danger, until she had secretly sold some of her jewels, and with

101
the money so obtained had hastened to an astrologer, and paid him a great price
to advise her by what means her father might be saved from the peril impending
over him.

So the astrologer made observations of the heavens, and marked the

aspect of the Silver Stream (which we call the Milky Way), and examined the
signs of the Zodiac—the Hwang-tao, or Yellow Road—and consulted the table
of the Five Hin, or Principles of the Universe, and the mystical books of the
alchemists. And after a long silence, he made answer to her, saying:

“Gold and brass will never meet in wedlock, silver and iron never will
embrace, until the flesh of a maiden be melted in the crucible; until the blood of
a virgin be mixed with the metals in their fusion.” So Ko-Ngai returned home
sorrowful at heart; but she kept secret all that she had heard, and told no one
what she had done.

(7)At last came the awful day when the third and last effort to cast the
great bell was to be made; and Ko-Ngai, together with her waiting-woman,
accompanied her father to the foundry, and they took their places upon a platform
overlooking the toiling of the moulders and the lava of liquefied metal. All the
workmen wrought at their tasks in silence; there was no sound heard but the
muttering of the fires. And the muttering deepened into a roar like the roar of
typhoons approaching, and the blood-red lake of metal slowly brightened like the
vermilion of a sunrise, and the vermilion was transmuted into a radiant glow of
gold, and the gold whitened blindingly, like the silver face of a full moon. Then
the workers ceased to feed the raving flame, and all fixed their eyes upon the
eyes of Kouan-Yu; and Kouan-Yu prepared to give the signal to cast.

(8) But ere ever he lifted his finger, a cry caused him to turn his head and all
heard the voice of Ko-Ngai sounding sharply sweet as a bird’s song above the great
thunder of the fires—“For thy sake, O my father!” And even as she cried, she leaped
into the white flood of metal; and the lava of the furnace roared to receive her, and
spattered monstrous flakes of flame to the roof, and burst over the verge of the
earthen crater, and cast up a whirling fountain of many-coloured fires, and subsided
quakingly, with lightnings and with thunders and with mutterings.

102
 (9) Then the father of Ko-Ngai, wild with his grief, would have leaped in
after her, but that strong men held him back and kept firm grasp upon him until
he had fainted away, and they could bear him like one dead to his home. And
the serving-woman of Ko-Ngai, dizzy and speechless for pain, stood before the
furnace, still holding in her hands a shoe, a tiny, dainty shoe, with embroidery of
pearls and flowers—the shoe of her beautiful mistress that was. For she had
sought to grasp Ko-Ngai by the foot as she leaped, but had only been able to
clutch the shoe, and the pretty shoe came off in her hand; and she continued to
stare at it like one gone mad.

(10) But in spite of all these things, the command of the Celestial and
August had to be obeyed, and the work of the molders to be finished, hopeless
as the result might be. Yet the glow of the metal seemed purer and whiter than
before; and there was no sign of the beautiful body that had been entombed
therein. So the ponderous casting was made; and lo! when the metal had
become cool, it was found that the bell was beautiful to look upon and perfect in
form, and wonderful in colour above all other bells. Nor was there any trace found
of the body of Ko-Ngai; for it had been totally absorbed by the precious alloy, and
blended with the well-blended brass and gold, with the intermingling of the silver
and the iron. 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; and yet also
like some vast voice uttering a name, a woman’s name, the name of Ko-Ngai.
And still, between each mighty stroke there is a long low moaning heard; and
ever the moaning ends with a sound of sobbing and of complaining, as though a
weeping woman should murmur, “Hiai!”

11)And still, when the people hear that great golden moan they keep
silence, but when the sharp, sweet shuddering comes in the air, and the sobbing
of “Hiai!” then, indeed, do all the Chinese mothers in all the many-coloured ways
shoe! That is Ko-Ngai calling for her shoe!”

-----THE END------- Source: ENGLISH 8 Teaching Guide

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 TASK 4: FEED YOUR MIND!

Answer the following question comprehensively.

1. What is the passage all about?

Answer:

2. What Chinese culture and tradition is reflected in the passage?

Answer:

3. What Filipino cultures which involved the use of bell?

Answer:

4. Do Filipino and Chinese have similar values? Why?

Answer:

Think About This

A Situational Irony is a literary device in which the outcome is
significantly different from what was expected.
EXAMPLE: A fire station burns down. A pilot has a fear of heights.
The police station gets robbed.
Source: www.google.com

TASK 5: BUILDING UP VOCABULARY

Based from the story, ”The Soul of the Great Bell”, compose at least three (3)
sentences expressing situational irony.
Example: Mighty Yong-Lo commanded the bell smiths to form a perfectly-
shaped bell so Ko-Ngai sacrificed herself by jumping into the big melting pot.

Sentence 1:

Sentence 2:

Sentence 3:

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 Think About This

Stress refers to the prominence given to a syllable or word which

makes the word or syllable stand out above the adjacent syllable or word.
Two things that you should remember when stressing the syllable or a
word:
* raise your voice and pause a little.
1st syllable stress 2nd syllable stress
tálented evácuate
ámicable Utensil
1. The tálented Coco Martin waves to his fans as he promotes “Ang
Panday”, a Filipino teleserye.
2. The earthquake-victims in Surigao evácuate safely in the nearby
schools.
Source: www.google.com

TASK 6: SAY IT FROM YOUR SOUL!

Pair Work. These words are from the passage presented. With a partner, take
turns in pronouncing the words in the list correctly. Which of these words are
stressed in the first syllable? In the second syllable? Write them in the correct
column.
4. consult
1. 3. comfort
command 5.
2. rebel complain

First Syllable Stress Second Syllable Stress

TASK 7: STRESS ME NOT!

Put a stress (‘) mark on the appropriate syllable in the words inside the
parentheses.
1. The (command) given by President Rodrigo Roa-Duterte has to obey by the
military.
2. The (rebel) hid in the mountain provinces of Lanao.

105
3. The (comfort) given to the earthquake-victim in Surigao was consoling.
4. The government agencies in the Philippines have to (consult) first their
proposal projects to the President before giving the budget.
5. The activists cannot (complain) due to the restraining order by the
Department of Labor in the Philippine.

Think About This

Grammatical signals or expressions are specific words that you
can use to transition between the different ideas in your paper clearly and
organically.

Source: ENGLISH 8 LM

TASK 8: SIGNALS TO CONNECT!

Pair work. Below are the highlighted scenes from the story, “The Soul
of the Great Bell”. Discover how these words connect the paragraphs in the
story.
Therefore the worthy mandarin Kouan-Yu assembled the master-moulders
and the renowned bell smiths of the empire, and all men of great repute and
cunning in foundry work…

But when the metal had been cast, and the earthen mould separated from
the glowing casting,…

A second time the bell was cast, and the result was even worse.

Now, Kouan-Yu had a daughter of dazzling loveliness whose name—Ko-

Ngai—…

At last came the awful day when the third and last effort to cast the great
bell was to be made;

But ere ever he lifted his finger, a cry caused him to turn his head and all
heard the voice of Ko-Ngai

106
 Then the father of Ko-Ngai, wild with his grief, would have leaped in after
her, but that strong men held him back

But in spite of all these things, the command of the Celestial and August
had to be obeyed, and the work of the moulders to be finished

And still, when the people hear that great golden moan they keep silence,
but…

Think About This

GENERAL & SPECIFIC STATEMENTS
General ideas
➢ broad categories or groups of people or things and usually express the
overall aspects, characteristics, or elements of these categories or groups
➢ needs to elaborate further by the speaker to understand the thought
➢ Usually expresses the main point or main idea.
Specific ideas
➢ It clarifies, explain and illustrate ideas and statements by referring to an
individual, ideas or things.
➢ provide evidence to further define the general or the main idea and
prove that is valid.
Source: www.google.com

List and identify sentences which are general and specific. Classify according
to its column.

GENERAL STATEMENTS SPECIFIC STATEMENTS

EXAMPLE: A second time the bell was
cast, and the result was even worse.

107
 TASK 9: CONNECT ME IF I’M WRONG!

Complete the thought of the paragraph below. Connect each idea using
signal words in the chain.

on time finally

therefore immediately

until but

_________, in the province of Pe-King, Kouan-Yu was commanded to make a

huge, perfectly-shaped bell. He _________ gather all the renowned bell smiths
in town. With fear of failing the task, they laboured exceedingly and toil day and
night. _____ when the metal had been cast, the result was void of worth.
_______ they have to cast once more and up to second try. ________ Ko-Ngai,
the lovely and dazzling daughter of the bell smith sacrificed herself as her flesh
and blood mixed in the muttering fire. _______,the casting of the bell turned out
a beautiful, perfectly-shaped bell like Ko-Ngai.

TASK 10: EXPRESS TO IMPRESS

Form a group of five (5) with ten (10) members, develop a paragraph with
5-6 sentences about what will be your own stand/ view if you were Ko-Ngai using
grammatical signals or expressions. Select 5 members to present your output.
Use the rubrics given to guide you.

108
 Rubric for Writing and Composition

Criteria Outstanding (4) Satisfactory (3) Developing (2) Beginning Rating

(1)
CONTENT Presented Presented Presented Presented
information in- essential essential minimal or
depth and knowledge about knowledge about there were
comprehensive Afro-Asian Afro-Asian several factual
and strongly countries and countries but errors and
adhered to the adheres to the there are 1 to 2 does not
theme. theme. factual errors and adhere to the
inadequately theme.
adheres to the
theme
Creativity/ Made an excellent Made use of Made use of Made use
Visual use of effects, effects, style and effects and style effects and
Effect style, and artistry artistry to to enhance the style to
to enhance the enhance the exhibit but these enhance but
content. content. occasionally these often
distract the distract the
viewers viewers
Writing Wrote with Included all Included all Missed one or
extensive required required more required
interpretation and elements/criteria criteria/elements criteria/element
discussion. in writing with in writing but may , OR, may be
clear discussion. be missing some missing
required extensive
information from required
within elements. information
within element.
Adapted from ENGLISH 8 TG,Q1,Pages 32-33

LET’S DO IT

TASK 11: FROM CONNECTING TO ACTING

Form groups with 5 members. Dramatize a scene taken from the story.
Use the following samples of situational irony below as the situations for you to
act. Then, employ correct stress and intonation in the lines the character is
throwing and appropriate signal words to express each of the ideas.

EXPECTED OUTCOME
The renowned bell smiths in the town of The result of the casting was void of worth
Pe-King were gathered to obey the task and that causes Yong-Lo to get mad.
of Yong-Lo.

109
To have a perfectly-shaped bell, a blood Ko-Ngai jumped into the furnace.
of a virgin must be mixed with the metals
in their fusion.
The command has to be obeyed. The bell smiths laboured exceedingly, like
giants neglecting only rest and sleep and
the comforts of life; toiling both night and
day in obedience to Kouan-Yu, and
striving in all things to do the behest of the
Son of Heaven.
The casting of the bell has to be perfectly The Son of Heaven heard and was angry,
done. but spoke nothing.

RUBRICS FOR DRAMATIZATION

Criteria 4 3 2 1 TOTAL

Voice was loud Student spoke Voice and Could not

and clear; clearly but it was language was understand
VOICE words were difficult to not very clear; what was
easily understand some could’ve been being said due
understood of the script; much louder. to unclear and
could’ve been low speech.
louder.
SCRIPT/ Enticing vivid Script/dialogue Some detail Script/dialogue
detail used in was well-written; used in contained no
PURPOSE/ script/dialogue; considerable script/dialogue; purpose and
CONTENT evident detail with good needed more very little
reasons for the purpose. of a purpose. detail.
performance.
Script was fully Script was Script was Script was not
memorized; almost fully partially at all
MEMORIZATION/
student memorized-some memorized; memorized; no
IMPROVISATION improvised in improve used to student did not improvisation
place of lines. make up for attempt used.
missed lines. improvisation.
FACIAL Great use of Contained some Needed more Contained little
EXPRESSION/ gestures, facial facial expression, facial to no facial
expression and gestures & body expressions expression,
BODY
body movement. gestures & gesture or
LANGUAGE
movement! movement. movement.
Committed, Semi-committed, Almost No
cooperated & concentrated & committed, commitment,
OVERALL concentrated- cooperative- cooperative & cooperation or
WOW! GREAT! concentrated- concentration
NOT TOO MORE
BAD… REHEARSAL!
Adapted: ENGLISH 8 TG

110
LESSON 3
APPRECIATING OUR ORIGIN

INTRODUCTION
How much do you know of your origin as a Filipino? Have you ever sought
answers to the questions: Where do I come from? What is my cultural identity?
It is no doubt, the Philippines is a melting pot of cultures, in which, rich customs,
traditions and values are mostly embedded and handed down through the
numerous works of literature such legends, folktales, short stories, myths, and
poetry. In addition to the country’s rich heritage, there are many foreigners who
occupied the Philippines and have become influential in our evolving cultural
identity as Filipino people.
In this lesson, we will have the opportunity to appreciate our origin as a
Filipino, as well as recognize the similarities of other neighboring countries share
in terms of culture, traditions, customs and values. As we discover the beauty of
Afro-Asian literature, let us accept the challenge how we can best appreciate our
origin as a Filipino and as an Asian.

LET’S LEARN
To give you an overview of the things you need to learn in this lesson, you will
be guided by the following objectives:
Reading Comprehension:
EN8RC-IIc-2.22: Evaluate the personal significance of a literary text
EN8RC-IIc-2.1.7: React to assertions made by the author in the text
Listening Comprehension
EN8LC-IIc-7: Employ appropriate listening skills and strategies suited to long
descriptive and narrative texts
EN8LC-IIc-2.13: Determine the tone and mood of the speaker or characters in
the narrative
Viewing Comprehension
EN8VC-IIc-1.3: Predict the gist of the material viewed based on the title,
pictures, and excerpts
EN8VC-IIc-17: Discern positive and negative messages conveyed in a material

111
Vocabulary Development
EN7V-IIc-24.1: Distinguish between and among verbal, situational, and
dramatic types of irony and give examples of each
Literature
EN8LT-IIc-2.2: Explain how the elements specific to a genre contribute to the
theme of a particular literary selection
EN8LT-IIc- 2.2.1: Express appreciation for sensory images used
Writing and Composition
EN8WC-IIc-2.8: Compose effective paragraphs
EN8WC-IIc-2.2.1: Develop related support sentences
Grammar Awareness
EN8G-IIb-9: Use appropriate grammatical signals or expressions suitable
to each pattern of idea development: claim and
counterclaim

LET’S START

TASK 1: MEET AND GREET

Read the common greetings in the speech bubbles. Identify which
dialect in the box does each greeting belong to.

Magandang Maayong
Fye Flafus!
Umaga! Buntag!

Mapya Naimbag
Mapita! nga Bigat!

Tagalog Maguindanao Ilocano Bisaya Blaan

112
 TASK 2: PHOTONALYSIS
Look closely at the pictures presented below. What are the positive
messages conveyed in these pictures?

TASK 3: SNAP SHOTS

Think-Pair-Share: With your partner, study and discuss the pictures
below. Write a short photo essay highlighting the values and the roles of the
people depicted in the picture.

_______________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
______________________________

113
 TASK 4: WORD MAP
With your partner, fill in each word map with the information about the
vocabulary word using a dictionary. Remember the definition of these words
when you read the text in the next part of the lesson.
Task 3: Vocabulary Map Task 3: Vocabulary Map

Definition Use it in sentence Definition Use it in sentence

DESPOTIC MANDATE
Synonyms Antonyms Synonyms Antonyms

Task 3: Vocabulary Map Task 3: Vocabulary Map

Definition Use it in sentence Definition Use it in sentence

ANXIOUS SUMMIT
Synonyms Antonyms Synonyms Antonyms

Task 3: Vocabulary Map Task 3: Vocabulary Map

Definition Use it in sentence Definition Use it in sentence

BARBAROUS DREAD
Synonyms Antonyms Synonyms Antonyms

114
 LET’S READ

TASK 5: JAPANESE FOLKTALE

Listen attentively as your teacher reads the Japanese folktale, The Story
of the Aged Mother by Matsuo Basho. Study how the organization of the
paragraphs helps develop the story. Examine the resemblance of Japanese
culture and values to your own as a Filipino.

The Story of the Aged Mother

by Matsuo Basho
A Japanese Folktale

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

115
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, shriveled hands all scratched and soiled by their work of love. His heart
smote him and bowing to the grounds, he cried aloud: “Oh, honorable

116
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.
Source: English 8 Learner’s Material

117
 TASK 6: DIGGING DEEPER
Form groups with five members and take turn in answering the questions
below.
1. Where did the story happen?
2. Who are the characters in the story? Describe them briefly.
3. What is the governor’s proclamation all about? What do you think is the reason
behind the proclamation?
4. After hearing the governor’s mandate, what did Shinano do?
5. How did Shinano show his love for his mother? If you were Shinano, would
you also do the same? Why or why not?
6. Is abandoning aged people a good or bad practice? What similarities do
Japanese and Filipino culture share when it comes to taking care of the older
people?

TASK 7: PLOT SUMMIT

With the same grouping, fill in the graphic organizer below by tracing each
element of the plot in the text. Be sure to discuss with your groupmates the
significance of each element in the development of the story.

CLIMAX

RISING ACTION FALLING ACTION

EXPOSITION DENOUEMENT

118
 LET’S EXPLORE

TASK 8: CULTURALLY JAPAN

Group Task: In the chart below, identify the Japanese tradition and
cultural values you can derive from reading the selection, The Story of the Aged
Mother. Provide supporting details to back up your main idea.

The Story of the Aged Mother

Tr

Supporting Details Supporting Details

__________________________
________________________
__________________________
________________________
__________________________
________________________
________________________ __________________________
__________________________
________________________
__________________________
________________________ Tradition and
__________________________
________________________ cultural values
________________________ of Japan __________________________
__________________________
________________________
______________________
______________
______________________
________________________
______________________
_______ ______________________
Supporting Details ______________________
______________________ Supporting Details
______________________
__________________________ ____________________________
______________________
__________________________ ____________________________
______________________
______________________
__________________________ ____________________________
______________________
__________________________ ____________________________
______
__________________________ ____________________________
__________________________ ____________________________
__________________________ ____________________________
__________________________ ____________________________
__________________________ ________________________
______________

119
 Country Glimpse
Many Japanese traditions stem from their deep roots in religions.
Two main religions dominate the Japanese culture: Buddhism and
Shintoism.
The Japanese Tea Ceremony is a
cultural tradition that originated in China. The
tea was considered medicine that promoted
physical and spiritual health and was consumed
for enjoyment purposes primarily. The spiritual
aspect involves harmony between the persons
participating in the ceremony, respect for those involved in the ceremony,
and purity.
Japanese Theater : Noh & Kabuki Drama
Noh drama is rigidly traditional Japanese
drama which in it's present form dates back to the
early 14th century. Noh plays are short dramas
combining music, dance, and lyrics, with a highly
stylized ritualistic presentation. Kabuki drama
combined elements of no drama and folk theater.
The Japanese New Year Celebration (January 1-15)
In Japan, the celebration of the New Year is the most significant and
important holiday. During this time they begin the New Year with a clean
slate, spend time with family and friends and prepare for the events of the
New Year. After the cleaning, houses are decorated with straw ropes and
pine bough that is burned in a ceremonial bonfire at the
end of the New Year‘s celebration.
Kimono and Yukata are traditional Japanese
clothing. Kimono are made of silk and are usually very
expensive. Nowadays they are worn at formal or
traditional occasions such as funerals, weddings or tea
ceremonies. The Yukata, on the other hand, is more of informal leisure
clothing.

120
 Sumo is a Japanese style of wrestling and Japan's national sport. It
originated in ancient times as a performance to
entertain the Shinto gods. Many rituals with
religious background are still followed today.
Most houses in Japan
have tatami mats. Tatami
were originally a luxury item for the nobility. During the
Heian period, when the shinden-zukuri architectural
style of aristocratic residences was consummated, the
flooring of shinden-zukuri palatial rooms were mainly wooden, and tatami
were only used as seating for the highest aristocrats It is said that prior to
the mid-16th century, the ruling nobility and samurai slept on tatami or
woven mats called goza, while commoners used straw mats or loose straw
for bedding.
Source: English 8 Learners’ Material

TASK 9: CROSSING BRIDGES

After reading the text, fill out the Venn diagram below by identifying the
similarities and differences of Japan and Philippines in terms of tradition,
culture and values. Then, answer the succeeding questions with your group
and prepare to present your output in class.

Process Questions:
1. Do you find the tradition, culture and values of Japan and the Philippines
similar? In what way are they similar or different?

121
2. What do you like most about the tradition, culture and values of the
Japanese people?
3. As a neighboring country, why do you think it is important for Filipinos to
know their tradition, culture and values?

TASK 10: LET’S MAKE SENSE

Look for words or phrases from The Story of the Aged Mother that
appeal to your senses. Copy and write them on your notebook.

SIGHT HEARING
TOUCH
G

TASTE SMELL

Think About This

Situational irony occurs when an expected outcome does not happen, or its
opposite happens instead. Situational irony is also sometimes called an irony
of events. The outcome can be tragic or humorous, but it is always
unexpected.
Examples The Harry Potter series by J.K. Rowling
(Throughout the books, Harry Potter is expected to kill Voldemort, but he
eventually realizes he must allow Voldemort to kill him instead. This is a major
reversal in what was expected throughout the books.)

Source https://examples.yourdictionary.com/examples-of-situational-
irony.html April, 2019

122
 TASK 11: EXPECT THE UNEXPECTED
Identify the situational irony that you can infer from the selection, The
Story of the Aged Mother.

How I expected How the story ended…

the story will end…
___________________________________
__________________________ ___________________________________
__________________________ ___________________________________
__________________________ ___________________________________
__________________________ ___________________________________
__________________________ _____
__________________________
________________________
TASK 12: TEXT REACT
Pair up and read the statements taken from the selection, The Story of the
Aged Mother. Write in the box the author’s attitude toward topic or the feelings
conveyed in the statements.

____________________________
____________________________
The poor farmer loved his aged mother
____________________________
with tender reverence, and the order ____________________________
filled his heart with sorrow. ____________________________
____________________________
____________________________
____________________________
_____________________________
____
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.” _____________________________
_____________________________
_________________________
____________________________
“Shinano needs more than strength of
____________________________
youth.”
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____

123
 Think About This

Conjunctive adverbs are words that join independent clauses

into one sentence. A conjunctive adverb helps you create a shorter
sentence. It is good to remember that when you use a conjunctive
adverb, put a semicolon (;) before it and a comma (,) after it. Below are
some examples of conjunctive adverbs:
Claim: in fact, accordingly, therefore, thereafter, thus, undoubtedly, indeed
Counter Claim: However, on the other hand, in contrast, conversely, otherwise

In a sentence:
1. The due date for the final paper has passed; therefore, I could not submit
mine on time.
2. There are many history books; however, none of them may be accurate.
3. The law does not permit drinking and driving anytime; otherwise, there would
be many more accidents.
Source: http://ru.talkenglish.com/grammar/conjunctive-adverbs.asp

TASK 13: CONNECT THE DOTS

Match two related clauses by connecting the dots. Complete the thought
of each sentence by writing the correct conjunctive adverb in the space
provided.

1. I studied hard for the final __________, I needed to

exams; study for the finals.
2. Some people thought she is __________, he refuses to
bad; eat junk foods.
3. A severe drought hit Gensan; __________, I failed.
4. The storm was forecast to __________, the sun was
leave Soccsksargen soon; shining the very next day.
5. I wanted to go to the festival; ___________, she is kind.
6. Mario wants to be healthy; ___________, the farmers
harvested their crops earlier
than expected.

124
 LET’S DO IT

TASK 14: THE WHYs

With your knowledge from this week’s lesson, you are now ready to
compose and deliver a persuasive speech through panel discussion. To expand
your ideas and experiences, group yourselves intro three and perform a panel
discussion on the topics:
Group 1: Why Filipino should patronize local than foreign products
Group 2: Why people should not judge based on skin color
Group 3: Why cellphones should be allowed in schools

Communication Beginning Developing Good Skills Excellent

(1) (2) (3) Skills (4)
Correct Sentence Coherence of Still requires a Errors do not Few
Construction argument lot of work on interfere with grammatical
suffers from the part of the the errors and no
many listener to meaning— stress on the
grammatical understand. listening part of the
errors stress is listener.
less.
Pronunciation Errors interfere Errors still Errors do not Pronunciation
strongly with require a lot or interfere with is good with
meaning. Very work on the the few or no
difficult to part of the meaning— errors. Easy
follow. listener to listening to listen to.
understand. stress is
less.
Gives information Rarely Sometimes Usually Always
with supporting supports supports supports
supports
argument with arguments arguments
argument with evidence with with
evidence. evidence.
evidence
Demonstrates Never asks Make short Attempts Can
understanding of other panelists simple more formulate
other panelists’ for clarification comments detailed precise
views/able to or makes a other clarification comments
clarify comment o panelists’ or comments and
their argument. arguments. on other clarification of
panelists’ other
arguments. panelists’
arguments

125
 TASK 15: Let’s Reflect
Reflect on this week’s lesson by completing the chart below.
Part of the lesson that…
I enjoyed…

I found helpful

I considered difficult…

I hope to improve the next lesson…

126
LESSON 4

SHARING THE KNOWLEDGE LEARNED

INTRODUCTION
A philosopher once said, “ A good teacher knows how important it is to
connect with students and understand our culture. Along with this, this lesson
aims to learn and embrace unique traditions you will experience a roller coaster
ride. You will learn to understand uniqueness of culture. Hence, brace yourselves
and let’s enjoy reading and learning.

LET’S LEARN

As you go through this lesson, you are expected to:

READING COMPREHENSION
EN8RC-IId-2.22: Evaluate the personal significance of a literary text
LISTENING COMPREHENSION
EN8LC-IId-7: Employ appropriate listening skills and strategies suited to long
descriptive and narrative texts
EN8LC-IId-2.13: Determine the tone and mood of the speaker or characters in
the narrative listened to;
VIEWING COMPREHENSION
EN8VC-IId-1.3: Predict the gist of the material viewed based on the title,
pictures, and excerpts
EN8VC-IId-17: Discern positive and negative messages conveyed in a material
viewed
VOCABULARY DEVELOPMENT
EN8V-IId-24.1: Distinguish between and among verbal, situational, and
dramatic types of irony and give examples of each
LITERATURE
EN8LT-IId-2.2: Explain how the elements specific to a genre contribute to the
theme of a particular literary selection
WRITING AND COMPOSITION
EN8WC-IId-2.8: Compose effective paragraphs
EN8WC-IId2.8.9: Use a variety of techniques to formulate a conclusion

127
ORAL LANGUAGE AND FLUENCY
EN8OL-IId-3.11: Produce the sounds of English correctly and effectively when
delivering an entertainment speech

LET’S START

TASK 1: WHAT’S THE POINT?

Find a partner. Discuss about the teleserye titles below.

“Ngayon at “Pangako
Kailanman.” Sa’yo”
Guide Questions:

1. Who are the major/ minor actors and actresses in the teleserye?

2. What Filipino values, culture, and or traditions are depicted in the teleserye?

3. What theme is similar to both teleserye?

TASK 2: TAP THE GAP

Observe the pictures below. Distinguish the positive and negative

message of the illustrations below.

128
 TASK 3: LISTEN TO RIPEN

Listen as the teacher reads the Korean contemporary literary piece

entitled, “Shhh” by Moon In-soo. Try to focus on the tone and mood of the few
characters introduced in the selection.

Shhh*
by Moon In-soo

I have been to his father‘s funeral. He told me a story: he, who had
passed his sixtieth year, held his father, beyond 90 and helped him urinate.
Even though life‘s important controls had left the old body, his mind was still
like a lantern. Afraid that the old man might feel hopeless, he helped him, half
joking and half playing the baby, saying ―Father, shhh, shhh, all right, all,
right, you must feel good. When he held his father, it was as if he entered
deep into the whole body. When he held his father like that as though giving
back to the body, how much might the old man have tried to shrink himself to
make himself smaller and lighter? His urine thread cut off frequently, but such
a long thread that the son again and again tried to tie it down to the earth
pitifully, but the father with difficulty might sever it now. Shhh, Shhh! The
universe must be quiet.
(from http://jaypsong.wordpress.com/)

Process Questions:

1. What is the tone or mood of the literary piece? Why?

2. How did you feel before, during, and after reading Shhh?
3. What is the message inferred?

129
 TASK 4: EXPLORE TO ADORE

Read the circumstantial transcript about Korea.

Country Glimpse
Korea’s Beliefs, Social Structures, and Practices
The Choson Dynasty, also known as the Yi Dynasty, has long been
celebrated for its artistic, scientific and intellectual achievements, including the
1443 invention of the Korean alphabet (han'gul) by the greatest of all Choson
kings, King Sejong. The Choson Dynasty, which means the kingdom of
morning serenity, is one of modern
history's longest dynastic rules, lasting
over 500 years. This achievement is even
more impressive in light of Korea s
strategic and, some might say, precarious
geopolitical location at the center of the
East Asian corridor. How did Korea
achieve such political stability? What
social forces were at work?. The Choson
Dynasty adopted Confucianism as its
state religion and developed concomitant
social structures, ultimately establishing
cultural values, which supported
continuous dynastic rule. These cultural
values of the Choson Dynasty,
centerpieces to the Ch'unhyang story, still resonant in contemporary Korean
life.
The idea of an interdependent, collective self rather than an
independent, autonomous self, of role dedication rather than self-fulfillment,
and the privileging of harmony and order rather over justice or progress are all
typically Confucian cultural values that have carried over from the Choson era
into the present.
Choson Dynasty officially began in 1392 when Yi Songgye, an army
general, was declared king, following his successful coup against the Koryo
government. With the support of Neo-Confucian scholar-officials, he and the
twenty-six Yi kings that followed him adopted and enforced the principles of

130
 Confucianism, a belief system founded by the Chinese philosopher Confucius,
as the for guide their actions as well as virtually every citizen of their dynasty.
Confucius taught that men of wisdom and virtue, chosen for their knowledge
and moral quality, should lead the government. They were to rule, not by force
or law, but by example. This theory of government was an ideal held for
centuries by many countries of East Asia; the application of the theory,
however, was less than ideal. Korean rulers during the Chosen reign
established social structures and institutions to enforce Confucian ideology and
practice. King T aejo (Yi Songgye) instituted the Chinese examination system
to recruit wise and moral men into government. Men that could demonstrate
through rigorous examination that they understood proper governance, classic
literature, and morality, as it was taught in the sacred books of Confucian
philosophy, were appointed to government positions. Once in place, they were
expected to lead by moral example.
Source: Learning Module for English. 8, p. 302.

Share your own insights about Korean beliefs and practices.

I like Korean’s culture because

What I dislike about Korean’s
__________________. I want
practices/beliefs are
to __________ in Korea
_________________________
because ________________
_________________________
because ________________

PROCESS QUESTIONS
With a partner, discuss your answers to the following questions:
1. What is with Koreans that makes them strong in responding to the
challenges of modernity?
2. Do you think they are stronger than the Filipinos? Why or why not?
3. What do Koreans have that we Filipinos should emulate?

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 TASK 5: VOCAB SO FAB
Arrange the jumbled letters in every item in Column A. Write the correct
word on the space below. Then, match it with its definition in Column B.

Column A Column B
1.
a. Officially authorized Korean female
performers or sometimes prostitutes. They
are artists who amuse others such as
yangbans and kings

TTAAMGISRE
b. Portion of the old-style ruling class or nobles
__________
of dynastic Korea throughout the Joseon
2.
Dynasty

c. A civil officer or places judge who orders the

law
GSKANEI
_______
3.

GNNAAYNB

LET’S READ

Witness how love surmounts everything. Read on.

The Song of Chunhyang, or 'Chunhyang ka' in Korean, is one of

Korea's favorite folk tales. Koreans of all ages and professions will
instantly recognize it as a beautiful love story about a wife's constancy
to her husband, and her characters as Korea's Romeo and Juliet.

132
 Tale of Ch’unhyang
by: Kim Mee Sook

The oldest version of the tale was written in Chinese by Yu Chin Hahn in
1754, but it was told much earlier by bards, called 'kwangdae', roaming the
Korean countryside, in a rhythmic chanted narrative which later became known
as Pansori.
Chunhyang is the daughter of a Kisaeng and an aristocrat (who in some
versions has split for Seoul and in others he has died). This places her in a
very precarious position. On the one hand, as a Kisaeng, she is the lowest of
the low as far as Confucian thought goes. On the other hand her mother raised
her as if she was an aristocrat's daughter. She taught her to observe the many
virtues of a proper woman.
On the first day of Spring, Tano day, Chunhyang goes out to play escorted
by her valet. In the distance, Mongnyong sees her and instantly falls in love. He
knows he must have her. Chunhyang and Mongnyong are both the tender age
of 15, the same age as Romeo and Juliet.
Mongnyong tried to court Chunhyang, though she obstinately rejects him,
saying 'you are mistaken if you think I will just obey you. Although I am a
kisaeng, I am also a proper woman!'Mongnyong changes his strategy. "I'll
exchange poetry with her," he thinks. And so they begin to write each other.
Soon Mongnyong goes to see Chunhyang's mother to ask for her hand in
marriage.
Chunhyang's mother comments that her daughter is a proper woman,
and that she constantly writes poetry suggesting her determination to remain
faithful to her husband. But Mongnyong is persistent in professing his pure and
innocent love. Soon her mother gives the O.K., and they are married, in secret
of course.

Soon after, Mongnyong's father receives a promotion to an office in

Seoul, and the entire family must move. Mongnyong and Chunhyang tearfully
say their good-bye's and promise to be faithful to each other, and with that they
part. The next mayor to come to the town was a righteous man and soon he
too receives a promotion to Seoul. At that point, a corrupt official named Pyon
takes office. He typifies the evil and corrupt officials who torture and exploit the
commoners.

133
 He calls all the village kisaeng, yet none of them please him. He finally finds
out that there is one beautiful kisaeng named Chunhyang. The magistrate advises
against that, as she is already married to the former mayor's son. "No matter," says
Pyon, "a kisaeng after all is a kisaeng!" With that he summons her.
Chunhyang refuses all Pyon's attempt to seduce her and adamantly repeats
the Confucian maxim for womanly virtue, "A servant cannot serve two masters, a
wife cannot serve two husbands!" Enraged, Pyon has her beaten and thrown into
prison.
Meanwhile, Mongnyong has finished his studies and passes the Confucian
Examination with the highest accolade. He is given his choice of any job.
Mongnyong chooses to become the Secret Royal Inspector who must travel the
countryside incognito and expose corrupt governors and
officials. In the disguise of a beggar, he makes it back to his hometown. His mother
in law sees Mongnyong in tattered rags and looks at him with disdain, as if to say
"How dare you show up like that!" She escorts him to Chunhyang's cell where they
are reunited. She is scheduled to be executed the following morning.
Although happy at being reunited, Chunhyang is also saddened by
Mongnyong's appearance. Selflessly, Chunhyang says to her mother, 'when I
die, sell all my clothes and possessions. Buy my husband the finest clothes to
wear and a ring to put on his finger.' They part once more, and Mongnyong
goes off into the night.
The next morning Pyon holds a great feast in honor of his birthday.
Chunhyang is brought out and is asked if she will become his concubine. She
refuses and is sentenced to death. Just before she is killed a beggar appears
and says, 'stop.' He then takes off his costume and shows his royal inspector's
seal. He saves Chunhyang and punishes Pyon. They live happily ever after.
Source: Learning Module for English. Overcoming Challenges 8, p. 294-298

TASK 6: THINK-PAIR-SHARE…
Process Questions
1. What are the qualities of Ch'unhyang and Yi Mong-Yong do you really like?
Are these philosophical of the psyche and temperament of the Koreans?
2. Despite of the challenges experienced by Ch'unhyang and Yi Mong-Yong, do
you think love is worth fighting for? Explain.

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 TASK 7: CONCLUDE TO APPLAUD

Analyze the following lines of every character. Make a conclusion about it.

"Alas!" exclaimed Ch'unhyang. "How unhappy are the

Chunyhang
poor people of this country!
• Conclusion

"The blue sea may become a mulberry field, and the

mulberry fields may become the blue sea, but my heart
for Ch'unhyang shall never change. Heaven and earth
Yi-Mong-Yong
and all the gods are witnesses."
• Conclusion

Think About This

The Paragraph

A paragraph contains a group of sentences arranged in a certain order. A sentence

states an idea. A paragraph has three basic parts, the introduction which
introduces the topic, the body which presents ideas that support the topic and the
conclusion which ties up all the ideas presented.

Source: English Learner’s Material. This is Good to Know, p.82

135
 LET’S
TASK EXPLORE
9. IMPOSE TO COMPOSE (WC)

TASK 8: COMPLETE ME!

Make a summary about the Tale of Ch’unhyang. Write your answer on the space
provided.

____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
___________________
____________________________
____________________________ Introduction
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
___________________

________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
___________________________________

136
 TASK 9. CREATE TO RELATE

Think of a person you know or a character from Philippine teleserye who

have the same personality of Chunyang”. Using the Venn Diagram, compare
and contrast each of their traits, values, and appearance. Explain why you had
chosen such person/ character.

Your Explanation here

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

LET’S DO IT

Think About This

Entertainment Speech

In broad terms, an entertaining speech is a speech designed to captivate an

audience’s attention and regale or amuse them while delivering a message. Like
more traditional informative or persuasive speeches, entertaining speeches should
communicate a clear message, but the manner of speaking used in an entertaining
speech is typically different. Entertaining speeches are often delivered on special
occasions (e.g., a toast at a wedding, an acceptance speech at an awards
banquet, a motivational speech at a conference), which is why they are sometimes
referred to as special-occasion speeches. However, they can also be given on
more mundane occasions, where their purpose is primarily to amuse audience

137
 members or arouse them emotionally in some way. Remember, when we use the
word “entertain,” we are referring not just to humor but also to drama. The goal of
an entertaining speech is to stir an audience’s emotions.

Source: www. google.com

TASK 10: “HUGOT” LINES

Work with a partner. Think of some “Hugot Lines” that would recount about
the theme “Love surmounts everything”. Observe proper pronunciation when
delivering the entertainment speech. Use the rubric below as your guide.

Grading Criteria Excellent Acceptable Minimal Unacceptable

Preparation Gathers Gather information Gathers Gathersinformation
information from from three or four information from from only one source;
varied sources; sources; prepares one or two may not be able to
makes note cards notes and visual sources; writes complete task
to use as cues aids to use during presentation because of lack of
during presentation accurately preparation
presentation;
creates attractive
visual aids to
illustrate
presentation
Content Used an Used adequate Used some Used information that
abundance of information about information not has little connection to
materials clearly the topic; made connected to the topic
related to topic; good points; used topic
Made points some variation in
clearly; used varied use of material
materials

Organization Organized Presented most Presented loosely Did not use a logical
information and information in a connected ideas; order in presentation
ordered ideas logical order; Presented a
logically; Presented Presented choppy and
easy -to-follow generally clear and difficult-tofollow
argument; Stated a easy-tofollow organization
clear conclusion arguments

Speaking Skills Well-poised, Engaged during Had little or no Appeared

enthusiastic, and presentation. expression; Did disinterested during
confident during not enunciate presentation
the presentation; clearly
enunciated clearly.

TASK 11: LOCALIZED TO PATRONIZE

Make your own version of the story by portraying it in front of the camera.
Record every scenes and come up with a short video presentation.

138
LESSON 5
BUILDING UP THE KNOWLEDGE BANK
INTRODUCTION

It could not be denied that problems come your way and you could not
cope with the challenges. However, instill in mind that it is normal to experience
all these troubles. Have you ever wondered how did you overcome the
challenges in your life?

In this lesson, you will learn how Koreans embrace challenges. You will
also appreciate and understand the Korean literary pieces which would help you
recognize and reveal their temperament and attitude in response to the
challenges of their modernity.

Your goal in this section is to learn and understand key concepts

regarding Korean Literature and their family’s background and practices. You will
also learn how to simplify sentence structures, as well as respect other’s
perspectives without compromising your own values, cultures, beliefs and
traditions.

LET’S LEARN

As you go through this lesson, you are expected to:

READING COMPREHENSION
EN8RC – 11b – 2 .18: Explain visual – verbal relationships illustrated in tables,
graphs and information maps found in expository texts.
EN8RC – 11e – 11: Transcode information from linear to non- linear texts and vice
– versa.
LISTENING COMPREHENSION
EN8LC – 11e – 7: Employ appropriate listening skills and strategies suitable to
long descriptive and narrative texts..
EN8LC – 11e – 2 .17 – 3: Infer the theme of the text listened to.

139
VIEWING COMPREHENSION
EN8VC-11e-1.3: Predict the gist of the material viewed based on the title, pictures,
and excerpts.
EN8VC – 11e – 17: Discern positive and negative messages conveyed in a
material viewed.
VOCABULARY DEVELOPMENT
EN8V – 11e – 24: Discriminate between literal and figurative language.
LITERATURE
EN8LT – 11e – 9: Appreciate literature as an art form inspired and influenced by
nature.
WRITING AND COMPOSITION
EN8WC – 11e – 2 – 2: Develop paragraphs that illustrate each text type (Narrative
in literature. Expository, Explanatory , factual and personal recount .persuasive )
ORAL LANGUAGE AND FLUENCY
EN8OL – 11e – 2 .6: Use appropriate non – verbal cues when delivering lines in an
entertainment speech.
GRAMMAR AWARENESS
EN8G – 11e -9: Use appropriate grammatical signals or expressions suitable to
each pattern of idea development.

LET’S START
.
TASK 1. PICTURE TALK
Pair up and look closely at the drawing. Discuss what the drawing is all about.
Answer the given guide questions.

• What do you think the drawing is all about?

• What message is being conveyed to you by this drawing?
• Does it answer the focus question: “How does culture shape one’s
identity?”?

140
TASK 2: K-W-L
Group Work. Fill out the K-W-L chart below then, present your output to the class.
Remember that you will not be able to accomplish the L column yet. You will go back to
this part before the end of this unit.
What do I Know about What I Want to Know What I Learned about
Korean Culture and about Korean Culture and
traditions Korean Culture and traditions
traditions

You have already listed the topics you want to find out about Korean culture and
traditions. As you go through the entire module, you will try to clear out vague notions
about the country’s culture and her people. In particular, you will focus on the question:

HOW DOES CULTURE SHAPE ONE’S IDENTITY?

Your goal in this section is to learn and understand key concepts regarding
Korean literature and their family practices. You will also learn how to simplify
sentence structures, as well as, respect others’ perspectives without
compromising your own. You may now start.

Think About This

Figurative Language – uses figures of speech to be more effective,
persuasive, and impactful. It makes use of some
figures of speech like simile and metaphor.
Figures of Speech – is a word or phrase used in a non-literal sense for
rhetorical or vivid effect.
Literal Language – means exactly what it says.
Examples:
Figurative Language Literal Language
1. His skin is as brown as 1. His skin is brown.
chocolate. 2. The soldiers are courageous
2. Soldiers are Tamaraws in the and brave.
fight. 3. Life is short.
3. Life is like a vapor that
appeared awhile.

141
 TASK 3: FIGURATIVE VS. LITERAL
Tell whether the statements use figurative or literal Language. Put a check (/)
mark on its corresponding column of your answer.

Statements Figurative Literal

Language Language
1. The Sun is the most powerful.
2. Wherever Mr. Wind blows, I must go.
3. I can make a big tree fall over or blow down a house.
4. I am powerless when he covers me.
5. They climbed up a nearby mountain.

Country Glimpse
SOUTH KOREA: Culture and Tradition

Korea is a small peninsula located between China and Japan. As a result of

the Allied victory in World War II in 1945, Korea was divided into two sovereign states
with different political ideologies: the Republic of Korea to the south and the
Democratic People’s Republic of Korea to the north. This ended Japan’s 35 year
rule of Korea.

Hangul is the name of the Korean alphabet. Although the spelling, alphabet
and vocabulary differ slightly between the two countries, Korean is the official
language of both South Korea and North Korea.

Despite the political unrest that resulted in the division of the region, these
two countries still share the same culture and traditional values. Korea is divided by
boundaries, but still united by culture.

Korea is greatly influenced by the Chinese and Japanese cultures. This

influence can be seen by Confucianism, which established many traditions that can
be seen in modern Korea today. These traditions include the ethical code of conduct
in social life and showing respect to the elders and family.

142
 Koreans also believe in sincerity and loyalty and follow certain codes of
conduct while meeting, eating, praying and even celebrating. At times when many
other cultures would shake hands, Koreans bow. They bow as a sign of gratitude
and respect to the person they are meeting.

Family is the most important part of Korean society and the father is the
leader of the family. They also believe in a hierarchical structure and children help
their parents and must obey them and show respect to the elders. As Confucius
teachings have a deep influence on Koreans lives, they believe in duty, loyalty, honor
and sincerity. That’s why children live with their parents after they became adults as
they believe it is their duty to take care of their parents.

Source: https://www.globalizationpartners.com/2017/10/09/south-korea-culture-and-tradition/

LET’S READ

Our family is a part of our existence. In fact they are the reasons why we work
hard in order to live and enjoy life to the fullest. They are the source of our inspiration
and aspirations. Korean people, just like Filipinos, give high regard to their family,
especially to their parents, siblings and kins.

TASK 4: HEAR YE

Listen carefully as your teacher reads to you a Korean fable and find out how
this fable depicts their belief in marriage.
Motive Question: Should parents interfere with their children in choosing their
partners in life?

The Vanity of the Rat: Korean Folk Tale

A long time ago, there lived a rat couple who had one daughter. Since
they had no other children, they gave her everything. When it became time
for their daughter to marry, they wanted only the best husband for her. They
thought about all of the rats that they knew, but none of them were good
enough for their daughter.

143
 One day, Mr. Rat said to his wife "I know who will make the perfect
husband for our daughter, the Sun." "The Sun?" asked Mrs. Rat. "Why do
you think the Sun would make a good husband." "Because there is none
more powerful in the world than the Sun" said the husband. "Yes, Yes. Yes.
The Sun is the most powerful. He's bright as well. Let's ask him at once"
said Mrs. Rat.
The two rats went out into their garden where the Sun was shining.
"Oh, Mr. Sun!" they called, trying to keep their eyes open as they looked up
into the sky. "Yes, what can I do for you?" replied the Sun. "Should you
accept, my wife and I would like to offer you our daughter's hand in
marriage," said Mr. Rat proudly. "I'm honored" said Mr. Sun, But why do you
want me to marry your daughter?" "Because you are so powerful and
magnificent!" said Mr. Rat, while Mrs. Rat nodded her head in agreement.
"Well, I'm pleased that you think so highly of me" said Mr. Sun. "But
there is one that is more powerful than me." "Who might that be?”, asked Mr.
Rat. "Why, Mr. Cloud, of course! I am powerless when he covers me." "Yes,
so true" said Mr. Rat, nodding over and over. "Come on dear,” he said, taking
his wife by the hand. "Let's go see Mr. Cloud."
They climbed up a nearby mountain, over which a big cloud hung in
the sky. They called to Mr. Cloud and telling him what Mr. Sun had said,
offered their daughter's hand in marriage. Again, the couple received a much
different answer that what they were expecting. Mr. Cloud said "What the
Sun says is true. However, I am powerless when I meet Mr. Wind. Wherever
he blows, I must go." "Yes. Yes. Of course, of course" said Mr. and Mrs. Rat.
They then set out to find Mr. Wind.
Coming down the mountain, they found Mr. Wind in a grove of trees.
"I am strong" he told them on hearing their story. "I can make a big tree fall
over or blow down a house. I can shake up an ocean. But try as I may, I can't
move a stone buddha." "Then, we'll just have to ask a stone buddha" said
Mr. Rat. So, Mr. and Mrs. Rat hurried down the mountain to the stone buddha
standing near their village.
"Well, I'm flattered that you want me to marry your daughter" said Mr.
Stone Buddha. "But I don't think I'm right for her either. I am indeed strong
and Mr. Wind can't move me, but I am no means the strongest of them all.

144
 There is one that can make me fall over easily. The very thought of it is
making me shake already." "Please Mr. Stone Buddha" said Mr. Rat.
"Please tell us who." "None other than you and your cousins the moles" said
Mr. Stone Buddha. "You and your cousins are very strong. Why, if you
burrow under my feet, I'll fall over and land on my head. I'm no match for
you" said Mr. Stone Buddha. "Thank you" said Mr. Rat, "You've been very
helpful.”
After the long search for a suitable suitor, the rat's daughter married
a rat.

TASK 5: COMPREHENSION CHECK

Answer the following questions to check how well you understood the
listening text.
1. What characteristics of a prospective husband does Mr. Rat want for his
daughter?
2. Was Mr. Rat‘s choice of a husband for Rena really the best? Why or Why
not?
3. Do the characters in the fable behave somewhat the same as real human
beings? Why? Why not?
4. What particular character trait of a Korean family is implicitly revealed in
the fable?
5. How is their practice similar/different from the Filipinos? Explain.
6. What theme can be inferred in the story?

145
 TASK 6: CHARACTER WEB
Complete the web by listing at least three (3) characters from the story
and provide characterization for each character.

Name of Character:
____________
Characterization:
_________________
__________
Name of Character:
____________
THE VANITY
Characterization:
OF THE RAT
_________________
__________
Name of Character:
____________
Characterization:
_________________
__________

LET’S EXPLORE

TASK 7: LEND ME YOUR EARS

Listen to your teacher as she reads an article about an arranged marriage.

Write down the important concepts being presented in this article. Share your
outputs to the class.

LISTENING TEXT:
A brand of arranged marriage is popular in South Korea. Koreans usually

refer to this type of marriage as seon (선). Generally, parents arrange a meeting,

but it is ultimately up to the couple to decide if they want to marry. However, the

146
 parental pre-screening means that the meeting has a much higher chance of
success than a typical blind date, should the couple decide to wed. The reason
why this type of marriage is prevalent in Korea is that marriage in Korea is not just
a matter of a bride and groom but a merging of two families. Because the potential
spouses are pre-screened by the family, there is much less of a chance of family
opposition to the marriage.
It is rare that a single seon leads to a marriage; many succeed in finding a
suitable spouse only after dozens of seon meetings with different individuals.
Following the initial meeting, the couple typically date for several months to a year
before the actual marriage. The distinction between an arranged marriage and a
"love" marriage is therefore often blurred, although in an arranged marriage the
families tend to be more closely involved throughout.
Matchmakers are also common in South Korea. Families present their son
or daughter to a matchmaker, or a single man or woman arranges a meeting with
a matchmaker, to analyze their résumé and family history for the purpose of
finding a marriage partner who is compatible in social status and earning
potential. Koreans keep precise lineage records, and these are listed on the
matchmaking résumé.
Source: https://en.wikipedia.org/wiki/Marriage_in_South_Korea

Think About This

What are grammatical expressions and signals?

They are specific words that you can use to indicate transition between
the different ideas.
Example: and, but , however . yet, so, hence, therefore . etc.

TASK 8: YOU BUILD ME UP

Arrange the sentences to form a meaningful paragraph using the appropriate
grammatical signals or expressions.
1. He does not agree with the notion that failure to produce male children is
contrary to filial duty.
2. Few students call for the total abrogation of some Korean rituals.

147
3. They also want to abandon the custom that prescribed ―circumspection
in penance for sin (the death of parents was attributed to the sins of the
sons and daughters)
4. Korean students have a preconceived notion that Confucian moral
philosophy is absolute.
5. They believe that even if they live on the verge of starvation, they will
become just and honest men.
6. Korean student agrees in principle that he should uphold filial duties.
7. It has undergone drastic changes.
8. Another characteristic peculiar to Korea ‘s traditional moral values
conditioned by Confucianism and Buddhism is the predominance of
spiritual values over material or physical values.
9. They are very skeptical about formal democracy or sham democracy
which brings only hardship.
10. They believe man‘s inherent noble spirit is in conformity to rule by virtue
and democracy.

Think About This

What is Nonverbal Communication?
Non-verbal communication occurs without using any oral or written word.
Instead of written or oral words, it relies on various non-verbal cues like physical
movements, tasks, colors, signs, symbols, signals charts etc. to express feelings,
attitudes or information.
Although no word is used in non-verbal communication, it can effectively
communicate many human feelings more accurately than verbal methods of
communication.
Types of Nonverbal Communication
Eye contact Para-linguistic
Facial expressions Humor
Gestures Touch
Posture and body orientation Silence
Body Language Personal Appearance
Space and Distance Symbol
Proximity Visual Communication
Source: https://iedunote.com/nonverbal-communication

148
 TASK 9: FOR BETTER OR FOR WORSE
The class will be divided into two groups. You will stage an informal debate
on the proposition: “Arranged marriage is better than love marriage”. One group
is the affirmative group and the other is the negative group. Use grammatical
signals and expressions in your arguments. List down the non-verbal cues you
have observed from the speakers.

LET’S DO IT

TASK 10: THAT’S ENTERTAINMENT

The class is divided into four (4) big groups. Each group shall discuss on
the topic “Should parents interfere in choosing their children’s future
partners in life?”. Compose a 5-stanza poem containing the group’s stand on the
topic. Choose a representative to present your poem through spoken poetry. Use
the rubric below to guide you.
Rubric for Spoken Poetry
Group Name: _________________ Score: __________
Components Exceeds Meets Approaches Inconsistently Does not
Expectation Expectation Expectation Meet Meet Basic
(10+) (9-10) 8 Expectations Expectation
(7-6) (5-0)
Content
• Use of Figurative
Language
• Use of Grammatical
signals or expressions
• Use of cultural values
(20 points)

Delivery
• Pronunciation
• Strength of voice
(15 points)
Poise and Confidence
• Eye-contact
• Use of non-verbal cues
( gestures etc.)
(10 points)
Time
( 5points)
TOTAL (50 POINTS)

149
LESSON 6

APPRECIATING OUR ROOTS

INTRODUCTION
Have you ever wondered why do we have different colors of hair, eyes
and complexion? As you continue your journey, you will learn that we are mixed
products of the past. You will also value the contributions of our ancestors
especially that of our Afro-Asians neighbors. Will there be a chance for us to be
united despite of the different races and culture that we have?

LET’S LEARN
In the course of your journey, you are expected to:

VIEWING COMPREHENSION
EN8VC-IIf17: Distinguish the negative messages of the material viewed

GRAMMAR AWARENESS
EN8G-IIf-9: Use appropriate grammatical signals or expressions in idea
development in problem-solution

READING COMPREHENSION
EN8RC-IIf-11: Transcode information from linear to non-linear text and vice-versa
EN8SS-IIf-1.2: Explain visual-verbal relationships illustrated in the graph

LISTENING COMPREHENSION
EN8LC-IIf-7: Employ appropriate listening skill when listening to a descriptive text
EN8LC-IIf-2.5: Formulate predictions

VOCABULARY DEVELOPMENT
EN8VC-IIf-1.3: Predict the gist of the material viewed based on the excerpts
EN8VC-IIf-10.1.4: Identify figures of speech that shows emphasis on hyperbole

LITERATURE
EN8LT-IIf-2.2.3: Determine the author’s tone and mode for writing the literary text
EN8LT-IIf-2.2: Explain how the elements specific to a genre contribute to the
theme of a literary selection

WRITING AND COMPOSITION

EN8WC-IIf-2.2: Develop an expository paragraph

ORAL LANGUAGE AND FLUENCY

EN8OL-IIf-2.6: Deliver an entertainment speech

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 LET’S START

TASK 1: STEPPING BACKWARD

Fill in the concept map below by writing the names asked. This map will help
you recall your roots.

Grand Parents Grand Parents

(Father Side) (Mother Side)

Name of Father Name of Father

Name of Mother Name of Mother

You will then be grouped into four (4). Share your output to the class. What do
you think is the importance of tracing our grandparents?

TASK 2: GRAPH-IT-OUT
Look at the graph below and answer the questions that follow.

Population
120 106.5 107.53
100

80
59.09
60 51.16

40

20

0
Korea Philippines Tanzania Ethiopia

1. What is the graph all about?

2. Which country has the lowest population?
3. Which country has the highest population?
4. Base on the graph, what generalization can you make?

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 Country Glimpse
South Korea

GEOGRAPHY
Korea is a 750-mile-long (1,200-kilometer-long) peninsula located in the
easternmost part of the Asian continent. Today, the country is split into South and
North Korea, but in the minds of most of its citizens, it remains a single nation that
cannot be divided.

South Korea has many mountains, but they are small compared with others
around the world. Over millions of years, their peaks have been worn down by rain
and wind. Most summits are below 3,300 feet (1,000 meters).

On South Korea's Jeju Island and along a narrow strip in the south, high
humidity and rainfall give rise to tropical evergreen jungles. The peninsula is also
surrounded by about 3,000 volcanic islands.

Currency: South Korean won

Capital: Seoul
Dialing code: +82
President: Moon Jae-in

TASK 3: MY IMAGI-NATION

Draw the possible scenario that you are sure to happen when you get the chance
to go to South Korea. When you are done, share your drawing with your partner.

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 TASK 4: LET’S PREDICT!

On the picture are the two characters of the story, The Tale of the Woodcutter
and the Tiger which you are about to read. With a partner, discuss about the
picture and answer the following questions:

1. What do you think will the woodcutter

do to the tiger?
2. What do you think will the tiger do to the
woodcutter?
3. What is the message of the picture?

LET’S READ

TASK 5. READ-SET-GO
Form five (5) groups. Each group will be given two (2) minutes to read
the text and answer the questions below. The group will assign a reporter to
deliver the group’s answer to the given questions.

The Tale of the Woodcutter and the Tiger

(A Korean Folktale)
A woodcutter encounters a tiger in the woods. Fearing that he would
soon be the tiger ’s dinner, he exclaimed: “You must be my long lost brother.
Our mother cried for you when you left home. She had dinner ready for you
every night, waiting for your return. Sadly, our mother has just passed away.
How happy she would have been had she known you are alive and well!”

The woodcutter took out his handkerchief and pretended to wipe at his
eyes. The tiger turned away, as tears fell down his cheeks leaving the

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 woodcutter unharmed. Every year thereafter, on Chesa, the memorial day of
the woodcutter ’s mother ’s death, an offering appeared on her grave
sometimes a peasant, or even his mother ’s favorite mountain berries. The
woodcutter did not know where these offerings came from. One year after, the
woodcutter noticed that the customary offering had not been place on his
mother ’s grave, and he wondered what had happened. Out from the bush
three baby tigers appeared carrying offerings. They approached the
woodcutter and cried: “You must be our uncle. Mother tiger is gone now, and
we know how important it is for her to honor grandmother by bringing an
offering to her Chesa table beside her grave. We are here to bring offerings for
our grandmother.”

The woodcutter noticed that his face had turned suddenly warm and
realized that it was his own tears streaming down his cheeks.
Source: English 8 Learner’s Material

Process Questions:

1. Why did the woodcutter introduce himself as the tiger’s lost brother?
2. Did the tiger believe that they were truly brothers? Why?
3. Who brought flowers to the Chesa of the woodcutter’s mother?
4. In the last paragraph, why did the woodcutter shed tears?

Think About This

The tone is the way of the writer to show her/his attitude towards the
characters in the story. It may remain the same all throughout the story. However,
it can also change quickly based on the writer.
You will find it easy to identify the tone through looking closely at the
describing words and images used by the writer in the story.
Examples of tone: angry, depressed, joyful, serious, formal, informal
The mood is the feeling created in the reader. This feeling is the result of
both the tone and atmosphere of the story. The author's attitude or approach to a
character or situation is the tone of a story and the tone sets the mood of the
story.
Examples of mood: amused, calm, cheerful, energetic, sad, happy
The theme tells us the main idea or the insight in general of the narrative.
Source: https://examples.yourdictionary.com/examples-of-tone-in-a-story.html

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 TASK 6: TONE
Identify the tone and the mood of the story, The Tale of the Woodcutter
and the Tiger by completing the table below.

MOOD

The Tale of the

Woodcutter and
the Tiger

TONE

LET’S EXPLORE

TASK 7. NEGA-BLOCK BUSTER

Read the text below and answer the questions that follow.

In 2018, Spix’s Macaw was officially declared extinct in the wild, with
three other species possibly extinct.
The Philippines has a number of rare and endemic species that, while
not as popular as the Philippine eagle and the tamaraw, certainly deserve
attention.
Each species, no matter how small or seemingly insignificant, has an
important role to play in the ecosystem, and thus deserves our protection.
Source:https://www.flipscience.ph/news/features-news/features/pinoy-species-endangered-
2019/

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PROCESS QUESTIONS
1. What are the negative messages that the author conveyed?
2. What possible consequences will happen to the other species?
3. How will you help preserve our remaining endangered species?

Think About This Hyperbole

Hyperbole, from a Greek word meaning "excess," is a figure of
speech that uses extreme exaggeration to make a point or show emphasis.

Common Examples of Hyperbole

1. I've told you to clean your room a million times!
2. The car went faster than the speed of light.
3. He's as skinny as a toothpick.
Source: https://examples.yourdictionary.com/examples-of-hyperboles.html

TASK 8: EXAGGERATEDLY YOURS

Think of some members of your family. Describe each of them with the use
hyperbole in your sentences.
1. ____________________________________________________
2. ____________________________________________________
3. ____________________________________________________
4. ____________________________________________________
5. ____________________________________________________

Think About This

Expository paragraph gives information. You explain a subject, give
directions, or show how something happens. In expository writing, linking
words like first, second, then, and finally are usually used to help readers
follow the ideas.

This paragraph, like any other, organizes itself around three parts.
A topic sentence allows the reader to understand what you are writing
about. The middle part of the paragraph contains supporting sentences that
follow one another in a logical sequence of steps. The concluding

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 sentence closes your subject with an emphasis on the final product or
process desired by the topic.

Example:

Going to college can be expensive. First, college tuition and room and
board can cost anywhere from Php1,000 to more than Php5,000 per semester.
Other expenses make going to college even more expensive. For example,
books typically cost between Php5000 and Php25,000 each term. Second,
materials are also very expensive. Paper, notebooks, writing utensils, and other
supplies required often cost more at the college bookstore than at any local
discount department store. Finally, there are all kinds of special fees added onto
the bill at registration time. A college student might have to pay a Php150
insurance fee, a Php1,000 activity fee, a Php350 fee to the student government
association and a minimum of Php1,000 for cellphone/gadget loads for the
research. There is another fee if a student decides to add or drop classes after
registration. The fees required to attend college never seem to end.

Notice the use of transitional words to help the reader follow the
ideas. Also, notice the use of third person point of view in this
paragraph. The third person point of view (he, she, one) is most commonly
used for expository writing, technical writing, and any other sort of writing
that has a business-minded or persuasive intention or purpose. For our
purposes in this class, you will always use third person point of view when
writing expository paragraphs, unless otherwise directed. This means
there should be no “I” or “you” words anywhere in the paragraph.

Source:https://www.time4writing.com/articles-about-writing/expository-paragraphs/

TASK 9: EXPOSE
Listen as your teacher read the following example of an expository text
below. With your group, identify the topic, supporting and concluding sentences
in the text. Plot them on the graphic organizer given.

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 My Favorite Teacher

My favorite teacher is my history teacher, and he is by far the best teacher

that I have ever had. He has the ability to make a subject that many students find
incredibly boring come to life through his enthusiasm and passion for history, and
his love of being a teacher. Going to his lessons is something we look forward to,
not dread, like we do with most other lessons.
It’s ever so funny to watch him get excited about something, which happens
in every lesson. It’s easy to know that he’s getting excited because he begins
bouncing up and down slightly in a way that no other sixty-something year old
would ever managed without looking completely ridiculous. He has this dark (with
more and more grey streaks these days), springy hair that lines the edge of his
growing bald patch, and the hair bounces up and down with him like thousands of
tiny little springs. Then, he takes on his whole new persona, often going into role
and becoming the character or figure he is talking about, doing the voices, the
actions, and parading up and down the room gesticulating wildly, but all the while
there’s a gentle ‘bounce, bounce, bounce’, as though the springs are not just on
his head but on the soles of his shoes too.
A teacher that doesn’t take himself too seriously always will be a big hit
with teenagers, although he’s not afraid to impose his authority if he has to. I’ve
only ever heard him properly shout once (although thankfully it wasn’t it me), but it
isn’t an experience that I would like to repeat. When he lost it, the room suddenly
became more silent than I’d ever known it to be before. We all sat slightly
paralyzed, not even anting to breathe too loudly, because hearing such a jovial
and jolly little man lose his temper was a huge shock. It certainly had the right kind
of impact though, because he’s never needed to shout since.
It is actually this teacher that I have to thank for my love of history. In his
lessons, history does not mean copying out of textbooks and writing pages and
pages of notes. History is alive; history is something tangible, that you can see,
hear and feel, and we can live it through dressing up and acting out scenes or
taking trips to important places of historical interest. And although he’s getting on
in years and may not be teaching for much longer, he will have an important place
in history for many of his students, because there has never been a teacher able
to bring a subject to life in quite the same way he does.
Source:http://britishcourse.com/descriptive-text-complete-explanation.php

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 My Favorite Teacher

TOPIC SENTENCE:
________________________________________________
________________________________________________
________________________________________________
_

SUPPORTING
SUPPORTING SUPPORTING
DETAILS:
DETAILS: DETAILS:
____________________
____________________ ____________________
____________________
____________________ ____________________
____________________
____________________ ____________________
____________________
____________________ ____________________
____________________
____________________ ____________________
____________________
____________________ ____________________
____________________
____________________ ____________________
____________________
____________________ ____________________
____________________
____________________ ____________________
____________________
____________________ ____________________

CONCLUDING SENTENCES
________________________________________________
________________________________________________
________________________________________________

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 LET’S DO IT

TASK 10: ENTERTAIN ME

Your task is to write an entertainment speech (with topic sentence,
supporting details and conclusion) on any of the following topics::
My Most Embarrassing Moment
How I Got My Name
Best Pick-Up Lines of All Time
Why My Dog is My Best Friend
The Worst Thing I Did
Present your speech in class.

Rubric for Entertainment Speech Presentation

Fair Good Excellent

1 pts 2 pts 3 pts
Pronunciation 3-4 words were Good pronunciation. Or, 1-2 Excellent pronunciation. Or,
mispronounced words mispronounced no words mispronounced

Grammar/ Presentation may contain Presentation has no serious Presentation contains no

Mechanics some grammar or sentence grammar errors; sentences grammar errors; sentences
errors; sentences may are mostly jargon or slang- are free of jargon or slang,
contain jargon or slang or free, complete and complete, and easy to
are too long or hard to understandable understand
follow

Emotional The speaker showed some The speaker showed The speaker showed
Delivery emotion regarding the emotion & seemed emotion & seemed very
speech & topic. The speaker passionate about the speech passionate about the
seemed/sounded bored with & topic. The speaker used speech & topic. The
their own speech. Little vocal adequate vocal expression speaker used consistent
expression was shown. and rate. However, the vocal expression. The
audience may be left with audience could tell the
some doubt about how the speaker was enthusiastic
speaker feels. about or affected by the
topic.

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