Senior High School

Grade 11

English 10: Celebrating Diversity through World Literature

ENGLISH LEARNING KIT

First Grading Period

Let’s talk about conversation

English 10: Celebrating Diversity through World Literature 1

Competency: Uses information from news report, speeches,
English 10: Celebrating Diversity through World Literature
informative
Competency: talks,
Uses panel discussion,
information etc.report,
from news in everyday conversations
speeches, andtalks,
informative exchanges. (EN10LC-la-11.1)
panel discussion,
etc. in everyday conversations and exchanges. (EN10LC-la-11.1)

(CS_EN11/12OC-Ia-2)
(CS_EN11/12OC-Ia-2)
 English – Grade 10
English Learning Kit
Let’s talk about conversation
First Edition, 2020

Published in the Philippines

By the Department of Education
Schools Division of Iloilo
Luna Street, La Paz, Iloilo City

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalties.

This English Learning Kit is published to be utilized by the Schools Division of

Iloilo.

ALL RIGHTS RESERVED. No part of this learning resource may be reproduced

or transmitted in any form or by any means electronic or mechanical without written
permission from the Schools Division of Iloilo.

Development Team of English Learning Kit

Writer: Joy Grace D. Demavivas, EdD

Illustrators: Armand Glenn S. Lapor, Ryan D. Orig, Mark T. Dasa

Layout Artists: Lilibeth E. Larupay,

Jun Victor F. Bactan
Merlo Ceasar O.Francisco

Division Quality Assurance Team: Lilibeth E. Larupay, Dr. Ruby Therese P. Almencion
Armand Glenn S. Lapor, Jun Victor F. Bactan, Dana
D. Detablan, Michael D. Elisteria

Management Team: Dr. Roel F. Bermejo, Dr. Nordy D. Siason

Dr. Lilibeth T. Estoque, Dr. Azucena T. Falales
Ruben S. Libutaque, Lilibeth E. Larupay
Dr. Ruby Therese P. Almencion

English 10: Celebrating Diversity through World Literature 2

Competency: Uses information from news report, speeches,
informative talks, panel discussion, etc. in everyday conversations and exchanges. (EN10LC-la-11.1)

(CS_EN11/12OC-Ia-2)
 Introductory Message
Welcome to English 10: Celebrating Diversity through World Literature.

The English Learning Kit is a product of the collaborative efforts of the Division
of Iloilo Secondary English Teachers Association (DISETA) and the Division English
Coordinators Association (DECA) writers, illustrators, layout artists, reviewers, editors,
and Quality Assurance Team from the Department of Education, Schools Division of
Iloilo. This is developed to guide you dear learning facilitators in helping our learners
meet the standards set by the K to 12 Curriculum.

The English Learning Kit aims to guide our learners in accomplishing activities
at their own pace and time. This also aims to assist learners in developing and achieving
the lifelong learning skills while considering their needs and situations.

For learning facilitator:

The English Learning Kit is developed to address the current needs of

the learner to continue learning in the comforts of their homes or learning centers. As
the learning facilitator, make sure that you give them clear instructions on how to study
and accomplish the given activities in the material. Lerner’s progress must be
monitored.

For the learner:

The English Learning Kit is developed to help you, dear learner, in your
needs to continue learning even if you are not in school. This learning material aims to
primarily provide you with meaningful and engaging activities for independent learning.
Being an active learner, carefully read and understand to follow the instructions given.

English 10: Celebrating Diversity through World Literature 3

Competency: Uses information from news report, speeches,
informative talks, panel discussion, etc. in everyday conversations and exchanges. (EN10LC-la-11.1)

(CS_EN11/12OC-Ia-2)
 Let’s talk about conversation

BEGIN

Greetings! We are happy to welcome you to the

new normal.

CONVERSATION is an oral exchange or

transmission of ideas and emotions between or among
individuals. Anyone wanting to be successful
professionally in any area of one’s life has to speak
informatively, persuasively and sometimes humorously.
As a person, you will face many situations that will require
you to talk, to ask, to converse, and to question. Your
effectiveness in communicating with other people will
depend on your communication skills.

This self-learning kit is geared towards developing

communication skills through the use of information from
news reports, speeches, informative talks, panel
discussions and many more.

TARGET

At the end of the lesson, you should be able to:

1. use polite expressions in conversation;
2. develop fluency through a range of writing and speaking activities; and,
3. use information from news reports, speeches, informative talks in everyday
conversations. EN10LC-la-11.1.

English 10: Celebrating Diversity through World Literature 4

Competency: Uses information from news report, speeches,
informative talks, panel discussion, etc. in everyday conversations and exchanges. (EN10LC-la-11.1)

(CS_EN11/12OC-Ia-2)
 1.
2.

TRY THIS

Hi! Welcome to the new normal.

It is a pleasure to meet you. We are
about to start our first lesson. Just follow
the instructions and of course don’t forget
to have fun.

Test I. Agree Or Disagree.

Directions: Write A if you agree with the statement and D if you disagree. Write your
answers in your activity notebook.
1. Conversation is a non-verbal exchange or transmission of ideas and emotions
between or among individuals.
2. Conversation is a verbal exchange or transmission of ideas and emotions between
or among individuals.
3. One must make an eye contact while speaking or listening.
4. Reading can develop diverse interests.
5. Polite expressions help soften our messages during conversations.

Test Ii. Polite Or Not?

Directions: Write PE (Politely Expressed) if the statement is expressed politely. If the
statement is not expressed politely, write NPE (Not Politely Expressed). Write your
answers in your activity notebook.
1. Send me the report.
2. Again.
3. That’s a bad idea.
4. I’m not too fond of the colors in the design.
5. Leave me alone.
English 10: Celebrating Diversity through World Literature 5
Competency: Uses information from news report, speeches,
informative talks, panel discussion, etc. in everyday conversations and exchanges. (EN10LC-la-11.1)

(CS_EN11/12OC-Ia-2)
 Activity 1. Self-Assessment For Speaking Proficiency
Directions: Please respond “Yes” or “No.”
To estimate your rating, start at Level 1 and see how many times you answered
“Yes.” If you answered “Yes” to each statement in the level, move on to the next level.
If you answered “No” to one or more statements, then you are not at that level.

If you answered “Yes” to all the statements at a level, but at the next level you
have a mixture of “Yes” and “No” answers, then you may be at the plus level. For
example, if you answered “Yes” to all the statements at Level 1, but have a mixture of
responses at Level 2, you may be at Level 1+ in speaking, provided that you had more
“Yes” answers than “No” at Level 2.
Write your answers in your notebook.

SELF-APPRAISAL FOR SPEAKING PROFICIENCY Yes No

S-1 I can tell/ask someone how to get from here to a nearby hotel,
restaurant, or post office.
I can order a simple meal
I can arrange for a hotel room or taxi ride.
I can buy a needed item such as bus or train ticket, groceries, or
clothing.
I can ask and answer simple questions about date and place of
birth, nationality, marital status, occupation, etc.
I can make social introductions and use greeting and leave-taking
expressions.

S-2 I can handle conversations about familiar topics in an organized

way.
I can produce speech with some organization on familiar topics
that extend beyond my daily routine
I can describe my present or most recent job or activity in some
detail.
I can give detailed information about my family, my house, and my
community.
I can interview an employee, or arrange for special services
(taking care of details such as salary, qualifications, hours,
specific duties).
I can give a brief autobiography including immediate plans and
hopes.
I feel confident that when I talk with native speakers on topics such
as those mentioned above, they understand me most of the time.
I can take and give simple messages over the telephone, or leave
a message on voice mail.
English 10: Celebrating Diversity through World Literature 6
Competency: Uses information from news report, speeches,
informative talks, panel discussion, etc. in everyday conversations and exchanges. (EN10LC-la-11.1)

(CS_EN11/12OC-Ia-2)
 I can describe in detail a person or place that is very familiar to me.
I can report the facts of what I have seen recently on television news
or read in the newspaper.

I can talk about a trip or some other everyday event that happened
in the recent past or that will happen soon.

s-3 I feel that I have a professional command, rather than just a

practical one, of the language.
There are few grammatical features of the language that I try to
avoid.
I rarely find myself unable to finish a sentence because of linguistic
limitations (grammar or vocabulary).
I find it easy to follow and contribute to a conversation among native
speakers.
I can speak to a group of educated native speakers on a
professional subject and be sure I am communicating what I want
to, without obviously irritating them linguistically.
I can, on a social occasion, defend personal opinions about social
and cultural topics.
I can cope with difficult situations such as broken-down plumbing,
an undeserved traffic ticket, or a serious social or diplomatic
blunder made by a colleague or me .
I can use the language to speculate at length about abstract topics
such as how some change in history or the course of human events
would have affected my life or civilization.
In professional discussions, my vocabulary is extensive and precise
enough to enable me to convey my exact meaning.
I am able to adjust my speech to suit my audience, whether I am
talking to university professors, close friends, employees, or others.

S-4 I consistently use the language in a sophisticated and nuanced way

to effectively communicate with great precision.
I practically never make a grammatical mistake .
I can carry out any job assignment as effectively as if in my native
language
I can persuade someone effectively to take a course of action in a
sensitive situation such as to improve his/her health, reverse a
decision or establish a policy.

English 10: Celebrating Diversity through World Literature 7

Competency: Uses information from news report, speeches,
informative talks, panel discussion, etc. in everyday conversations and exchanges. (EN10LC-la-11.1)

(CS_EN11/12OC-Ia-2)
 RECALL
If you can still remember there are
words that we use to express ourselves
politely. Let’s recall them.

Activity 2. Arrange Me.

Directions: Rearrange the letters or words to form polite expression.
Write your answers in your notebook.
1. seleap - _______________
2. ankth uyo - _______________
3. yrou lowceme - _______________
4. oryrs - _______________
5. idnm ulodw uoy - _______________

DO THIS

Do you have fun imagining yourself with friends?

Do you have difficulty answering personal questions?
Thoughts and emotions seem easy, natural and
spontaneous to share if it is personal and you are doing
interpersonally. However, if we are talking with
someone else, we need to develop our skills in
conversation. Let us do this.

Activity 3. The Conversation Starters

Directions: Picture yourself at school with friends.
There are guide questions for you to answer.
Write your answer in your notebook.

1. What makes someone a good friend?

_______________________________________________________________
2. What makes someone a bad friend?
_______________________________________________________________

English 10: Celebrating Diversity through World Literature 8

Competency: Uses information from news report, speeches,
informative talks, panel discussion, etc. in everyday conversations and exchanges. (EN10LC-la-11.1)

(CS_EN11/12OC-Ia-2)
 3. Do you prefer to have just one or two good friends, or do you have a large
group of friends?
_______________________________________________________________
4. Is there anyone at school that you would like to get to know better? Who is it?
_____________________________________________________________
5. Do you have any friends that you’re worried about right now? Why?
_______________________________________________________________

EXPLORE
E

Activity 4. GET ME?

Directions: Read the article and in your notebook, answer the questions that follow.
Write your answers in your activity notebook.

Greta Thunberg: What does a 17-year-old climate change activist want?

Greta Thunberg is a Swedish teenager who skipped school and inspired an

international movement to fight climate change.
Thunberg has become a leading voice, inspiring millions to join protest around the
world.
Greta has Asperger’s syndrome, a developmental disorder but had described it as
a gift, a “superpower.” She first learned climate change when she was eight.
In May 2018, aged 15, Greta won a climate change essay competition, three
months after she begun regularly missing lessons to go on strike on Fridays in front of
Swedish parliament building. She held a sign that reads “Schools Strike for Climate.”
Her protest went viral on social media and supporters for the cause grew from the
day she started alone up to having millions around the world spreading hashtags
#FridaysForFuture. She started speaking in climate conferences, fora calling
governments, banks, firms to invest on sustainable technologies, researches and in
restoring nature.
In a UN climate change conference, she said, “How dare
you? You have stolen my dreams and my childhood with your
empty words.”
But her message has not been well received by government
leaders. Her response was simple, “When haters go after your
looks and differences, it means they have nowhere to go. And
then you know you’re winning! I have Asperger’s and that means
I’m sometimes a bit different from the norm. And, given the right
circumstances, being different is a superpower.”
English 10: Celebrating Diversity through World Literature 9
Competency: Uses information from news report, speeches,
informative talks, panel discussion, etc. in everyday conversations and exchanges. (EN10LC-la-11.1)

(CS_EN11/12OC-Ia-2)
 Questions:
1. What is the news article about?
2. What happened in the article?
3. What is the main purpose of Thunberg?
4. Was her cause liked by all? Why or why not?
5. How did she respond to criticisms?
6. Do you think it’s proper to do protest at age 16? Why or why not?
7. Is it proper to skip schooling to do protest? Defend your stand.
8. If you were the father, would you allow your child to do protest at an early age?
9. If you were Greta, would you do the same? Why or why not?
10. As a student, how can you protect mother nature?

KEEP THIS IN MIND

Asking and answering questions are skills required in

any conversation. As early as kindergarten, you are expected
to ask and answer questions from a text, later, draw
inferences, and question the text you are reading and
generate ideas.
Therefore, you need to learn metacognition, to think
about your thinking, in order to pose and answer questions
that will propel your learning.
The information given will help you learn better. Please
read well and understand the insights that follow.

What is conversation?

Conversation is defined
as intercourse, a talk or
exchanges of thoughts in
words. In other words, it is
simply talking with someone
else, usually informal.

English 10: Celebrating Diversity through World Literature 10

Competency: Uses information from news report, speeches,
informative talks, panel discussion, etc. in everyday conversations and exchanges. (EN10LC-la-11.1)

(CS_EN11/12OC-Ia-2)
 The Four Types of Conversations:

• Debate is a competitive, two-way conversation. The goal is to win an argument or

convince someone, such as the other participant or third-party observers.
• Dialogue is a cooperative, two-way conversation. The goal is for participants to
exchange information and build relationships with one another.
• Discourse is a cooperative, one-way conversation. The goal to deliver information
from the speaker/writer to the listeners/readers.
• Diatribe is a competitive, one-way conversation. The goal is to express emotions,
browbeat those that disagree with you, and/or inspire those that share the same
perspective.

When talking to someone, it is helpful to know what

type of conversation you are in. You can do so based on a
conversation’s direction of communication (a one-way or
two-way street) and its tone/purpose (competitive or
cooperative).

How to improve conversation skills?

1. Be Friendly and Polite. Have a slight smile as you start a conversation. Use the
eyebrow flash (Hyper-quick-up-and-down movement of the eyebrows).

2. A little eye contact. Make an eye contact while speaking or listening. Wait for
the other person to look away then look away slightly until you notice him looking
back at you.

3. Have a wide range of interest. Develop diverse interest through reading,

listening and watching one new thing at a time.

4. Be an active listener. Listen carefully when someone is talking. Mind your body
language, it could send visual signs that you’re interested or not.

5. Ask questions. Asking deeper question can make people think and will hook
them in the conversation

English 10: Celebrating Diversity through World Literature 11

Competency: Uses information from news report, speeches,
informative talks, panel discussion, etc. in everyday conversations and exchanges. (EN10LC-la-11.1)

(CS_EN11/12OC-Ia-2)
 English phrases you can use to refer to or give your opinion
Introducing the subject:
Have you seen the story about…? I’ve just read about…
Have you heard about the guy who…? The paper’s reporting a story about…
Did you read the story of…?
Commenting:
Wait til you hear this! They’ve just said on the news that…
I can’t believe this… They’ve just announced…
You’ll never believe it, but… That’s just sensationalist!
They should check their facts!

Polite expressions used to sound more polite and diplomatic.

Saying No
(Declining an invitation)
That sounds great , but…
I’m sorry, but really can’t. I have to…
I really appreciate the invite, but…

(Can’t provide assistance)

I’d love to help, but now I’m really busy with …
I wish I could, but right now I need to focus on…
Normally I’d be able to, but right now I have to…

(Saying no to a suggestion/Idea)
I’m not sure that would work. I don’t know if that would work.
That might not be the best solution. That might be a little ambitious

(Pointing out mistake)

It looks like… I thought we had agreed to/on…
It seems… I seem to remember that we…
Didn’t we agree on…? Didn’t we decide…?

(Request)
Could you/can you…? Would it be okay if…?
Would you mind...? Do you think you might be able to …?
I was hoping you could…
I was wondering if you could…

(Permission)
I was hoping I could… Do you think I might be able to...
I was wondering if I could… Would it be a problem if…

(Offer)
Would you like me to… Sure, that would be great.
Can I help you with… Yes, thank you.
If you’d like, I can…

English 10: Celebrating Diversity through World Literature 12

Competency: Uses information from news report, speeches,
informative talks, panel discussion, etc. in everyday conversations and exchanges. (EN10LC-la-11.1)

(CS_EN11/12OC-Ia-2)
 (Interrupting)
I’m sorry, you were saying. I’m sorry, go ahead.

(Disagreeing)
That’s not necessarily true. I don’t know that I agree.
I’m not so sure I agree with you. That’s not always true.

(Redirecting)
What about if… One thing we might want to consider
Maybe we could… is…
I thought it might be a good idea to… I think…
I seems to me that we sould… I feel like…

(Giving advice)
You may/might want to consider… Have you thought about…?
It might be a good idea to…

(Invitation)
I was wondering if you’d like to… If you’re on (day/date),…
Would you like to…? If you aren’t doing on (day/date)…

(Apologizing)
I’m sorry, I didn’t mean to… I apologize. That was my fault.
I’m sorry , I didn’t know…

(Ending a conversation/Excusing yourself)

We’ll , I’d better get back to … I have to run/I have to get going. I’ll
I’ll let you get back to…. see you soon.
I have to run/I have to get going. It
was nice talking to you.

Those polite expressions mentioned above help

soften our messages, ensure the listener(s) are not
offended, make smooth transitions, and alert the listeners
of any situation.
I have this feeling that you are already excited and
capable of conversing using polite expressions.
The succeeding activities are for you to develop and
enhance your understanding skills in conversation.

English 10: Celebrating Diversity through World Literature 1

Competency: Uses information from news report, speeches,
informative talks, panel discussion, etc. in everyday conversations and exchanges. (EN10LC-la-11.1)

(CS_EN11/12OC-Ia-2)
 SUM UP

Remember this :

In conversation you have to be friendly and

polite, have little eye contact, have wide range of
interests, be an active listener and ask
questions.

In everyday conversations and exchanges

using information from news reports, speeches,
informative talks, panel discussions, remember to
use polite expression to soften messages, ensure
the listener(s) are not offended, make smooth
transitions, and alert the listeners of any situation.

APPLY WHAT YOU HAVE LEARNED

Activity 5. Polite Expressions

Directions: Rewrite the statements to make it polite. Write your answers in your
notebook.
1. I want another milk tea. 6. Open the door.
2. What? 7. Eat some of this food
3. You’re wrong. 8. Go away.
4. Hey, where’s the Bathroom? 9. I don’t like it.
5. Come here. 10. No.

Did you find it easy rewriting statements into polite

sentences? Have you used those sentences before
without knowing it is not polite at all? Let us find out the
polite expressions used.

English 10: Celebrating Diversity through World Literature 2

Competency: Uses information from news report, speeches,
informative talks, panel discussion, etc. in everyday conversations and exchanges. (EN10LC-la-11.1)

(CS_EN11/12OC-Ia-2)
 Activity 6. Find Me
Directions: Let us examine your answer. Based on your answer in activity 2, identify
the polite expressions used. Write your answers in your notebook.

POLITE EXPRESSIONS USED

1. 6.

2. 7.

3. 8.

4 9.

5. 10.

By now, you know that there are expressions used

to express ourselves politely. Let us see how well you will
do with this next activity on polite expressions.

Activity 7. Would You

Directions: Turn the rude expressions into polite expressions by adding , “Would
you…” “Could you…”, “Would you mind..? Write your answers in your notebook.
1. Give me the money.
2. Help me sit down.
3. Don’t touch me.
4. Don’t mess with my heart.
5. Hold my laptop.
6. Give me avocado ice cream.
7. Turn off your phone.
8. Wake up early.
9. You smell bad.
10. Get out!

English 10: Celebrating Diversity through World Literature 2

Competency: Uses information from news report, speeches,
informative talks, panel discussion, etc. in everyday conversations and exchanges. (EN10LC-la-11.1)

(CS_EN11/12OC-Ia-2)
 Activity 8. Anticipation-Reaction Guide
Directions: Accomplish the anticipation-reaction guide below. You are to read the
news article in Activity 9. Before reading the article, read the statement and check the
column that corresponds to your answer. After reading, review your answer and write
on the last column whether you are right or wrong. Write your answers in your
notebook.

Disagree Agree Statement Were you right?

Covid-19 is not infectious.
Teenagers more likely to develop
serious illness.
To protect yourself, you only have to
wear mask.

Activity 9. Ask Me
Directions: Read the article and answer the questions that follow. Write your answers
in your notebook.

Coronavirus disease (COVID-19) is an infectious disease caused by a newly

discovered coronavirus in Wuhan China in December 2019.

Most people infected with the COVID-19 virus will experience mild to moderate
respiratory illness and recover without requiring special treatment. Older people, and
those with underlying medical problems like cardiovascular disease, diabetes, chronic
respiratory disease, and cancer are more likely to develop serious illness.

The best way to prevent and slow down transmission is to be well informed
about the COVID-19 virus, the disease it causes and how it spreads. Protect yourself
and others from infection by washing your hands or using an alcohol or sanitizers and
not touching your face.

The COVID-19 virus spreads primarily through droplets of saliva or discharge

from the nose when an infected person coughs or sneezes, so it’s important that you
also practice respiratory etiquette (for example, by coughing into a flexed elbow).

At this time, there are no specific vaccines or treatments for COVID-19.

However, there are many on-going clinical trials evaluating potential treatments. The
World Health Organization (WHO) will continue to provide updated information as
soon as clinical findings become available.

Grade 11-English for Academic and Professional Purposes 2

Competency: Define what a concept paper is
(CS_EN11/12A-EAPP-lg-j-19)
 Questions:

1. What news story is in the article?

2. What happened? And, when did it happen?
3. What is the virus called?
4. What is the effect of the virus?
5. How to protect oneself from the virus?

Activity 10. Dialogue

Directions: In your notebook, create a conversation, a dialogue or a comic strip based
from the article in Activity 8. Consider the rubric below for rating your output. Choose
one from the following interlocutors: Write your answers in your notebook.
A. mother and child E. a doctor to a patient
B. friends talking over the phone F. a welder to a client
C. a teacher and a students G. a graphic artist to a client
D. a big brother /big sister to a H. a tricycle driver to a passenger
younger sibling

Rubric for Activity 10

Criteria 4 3 2 1 0

Factual Four or Three facts Two facts One fact is No facts are
Information more facts are included are included included in included in
are included in the in the the the dialogue.
in the dialogue. dialogue. dialogue.
dialogue.

Accuracy All facts are Three facts Two facts One fact is All facts are
accurate. are are accurate. inaccurate.
accurate. accurate.

Organization All Information Information Information All

information is well is well is poorly information is
is well organized organized organized disorganized
organized in with one with two with more and difficult
a logical minor error. errors. than two to follow.
order. errors.

Polite Four or Three polite Two polite One polite No polite

expressions more polite expressions expressions expression expression
expressions used. used. used. used.
used.

Grade 11-English for Academic and Professional Purposes 3

Competency: Define what a concept paper is
(CS_EN11/12A-EAPP-lg-j-19)
 REFLECT
REFLECT

I hope you learned from this conversation

activity. Let us see how you remembered and
understood our lesson.

Directions: Fill in the blanks with the necessary words or statements to

complete the sentence. In your notebook, copy the paragraphs and write
your answers.

The discussion is about___________________________________.

To talk with someone or to converse with someone successfully, you

need to improve you conversation skills like
_________________________, _________________________,
_________________________, _________________________,
_________________________, _________________________.

Likewise you need to learn the expressions used in conversation like

_________________________, _________________________,
_________________________, _________________________,
_________________________, _________________________,
_________________________,_________________________,
_________________________, _________________________,
_________________________.

The most important thing of all, for you to have a meaningful conversation
with anyone, in any topic, one must be a _________________________.

Grade 11-English for Academic and Professional Purposes 4

Competency: Define what a concept paper is
(CS_EN11/12A-EAPP-lg-j-19)
 LEARN MORE

The following activities reinforce you

in the skills you are learning. Are you
ready?

Common Mental Health Conditions Faced By Teenagers

By Amy Morin , LCSW

Educate yourself about the most common mental health issues teens face. Be
on the lookout for potential problems and seek professional help when necessary.
Early intervention can be the key to getting your teens the help they need.

Depression

Approximately 8 per cent of children between

the ages of 12 and 17 have had a major depressive
episode during the past year, according to
SAMHSA’s National Survey on Drug Use and Health
published in 2015. Girls are more likely to experience
depression than boys.

There are four main types of depression. And

about half of all teens who meet the criteria for
depression reports that their symptoms severely
impact their social or academic life.

Depression is usually quite treatable. Sometimes therapy alone is helpful, and

sometimes a combination of therapy and medication can offer the best symptom relief.
Left untreated, depression can get worse.

Anxiety

Approximately 8 percent of teens between 13 and 18

have an anxiety disorder, according to the National Institute
of Mental Health.

Anxiety can severely impact a teen’s life as well. It

often interferes with a teen’s ability to socialize with friends. It
can also interfere with a teen’s education. Severe cases of
anxiety can even prevent a teen from leaving his house.

Grade 11-English for Academic and Professional Purposes 5

Competency: Define what a concept paper is
(CS_EN11/12A-EAPP-lg-j-19)
 Anxiety comes in several forms. Generalized anxiety, for example, can cause
a teen to feel anxious in all areas of life but social anxiety disorder may make it difficult
for a teen to speak up in class or attend social events.

Talk therapy is usually the preferred form of treatment for anxiety. Teens may
benefit from learning skills to manage their symptoms and face their fears.

Attention Deficit Hyperactivity Disorder

Approximately 9% of children between the ages of 2 and 17 have

been diagnosed with ADHD, according to the Centers of Disease
Control and Prevention.

Symptoms of ADHD may become apparent

by age 4 but sometimes those symptoms don't
become problematic until the teen years.

Children may not experience academic

problems until the work becomes more difficult,
such as during the high school years.

There are three subtypes of ADHD–

hyperactive type, inattentive type and impulsive type.
It’s also possible to have a combination of types.

Teens with the hyperactive type have difficulty sitting still, can’t stop talking and
struggle to complete a project. Teens with the inattentive type lack focus and become
easily distracted.

ADHD is often treated with both therapy and medication. Parent training may
also be part of treatment to help the family manage symptoms at homes.

Oppositional Defiant Disorder

Anywhere from 1 to 16 per cent of adolescents have

oppositional defiant disorder, according to the American
Academy of Child and Adolescent Psychiatry. ODD often first
emerges during early elementary school. Left untreated, it can
lead to a conduct disorder, which is a much more serious
behavioral disorder.

Oppositional defiant disorder is characterized by

extreme defiance, verbal and physical aggression and
spitefulness. Teens with ODD tend to struggle to maintain
healthy relationships and often their behavior interferes with
their education. Treatment for ODD may include parent training
programs and therapy.

Grade 11-English for Academic and Professional Purposes 6

Competency: Define what a concept paper is
(CS_EN11/12A-EAPP-lg-j-19)
 Eating Disorders

Eating disorders include anorexia, bulimia, and binge eating

disorder. Among teens between 13 and 18, approximately 2.7 per
cent suffer from an eating disorder, according to the National Institute of
Mental Health. Although eating disorders can occur in both males and
females, the prevalence is higher in females.

While anorexia is characterized by extreme food restriction and

weight loss, bulimia involves binge eating and purging, either by
vomiting or through the use of laxatives. Binge eating disorder
involves eating massive quantities of food at one time without purging.

Eating disorders can take a serious toll on a teen’s physical

health. Treatment often requires both physical health monitoring and
intensive therapy.

Activity 11. Facts And Details

Directions: Answer the following questions. Write your answer in your notebook with
corresponding activity number.
1. What are the common health conditions faced by teenager?
2. Who are more likely to experience depression?
3. Is depression treatable? How can it be treated?
4. What is the preferred treatment for anxiety?
5. What are the three types of ADHD? Differentiate one from the other.
6. What is Oppositional Defiant Disorder?
7. What are the three types of eating disorder?

Activity 12. What’s Going On?

1. Why do we need to orient ourselves with the common mental health faced by
teens?
2. What would happen if teens with mental health problem are not guided well?

Activity 13. Dig It!

1. In a short paragraph, describe how will you feel if
you are aware of the mental health issues faced by
the teens today?
2. Do you think your parents can help you if they know
the mental health conditions you are facing? Explain
your answer.
3. Which from the common mental conditions have
you experienced?
4. How did you help yourself overcome it?

Grade 11-English for Academic and Professional Purposes 7

Competency: Define what a concept paper is
(CS_EN11/12A-EAPP-lg-j-19)
 Activity 14. Search Me
Direction: Research online on how to cope with the following conditions. Write
outputs in your notebook.
_____________________________________________
Depression _____________________________________________
_____________________________________________
_____________________________________________
Anxiety _____________________________________________
_____________________________________________
_____________________________________________
ADHD _____________________________________________
_____________________________________________
_____________________________________________
Oppositional
Defiant Disorder _____________________________________________
_____________________________________________
_____________________________________________
Eating Disorder _____________________________________________
_____________________________________________

ASSESS WHAT YOU HAVE LEARNED

Activity 15. What’s Mine?

Directions: Choose one from the eight choices that suits you well and accomplish
the task. Consider the rubric for rating your output.
A. (Logical –Mathematical)
Make a survey within your house on how disciplined your family members
are?
-using the following scale:
Well disciplined, Moderately Disciplined, Not Disciplined
-in areas such as:
using of cell phone , watching tv, reading books,
doing household chores, showing respect
-Make a tally of your data.
-Construct a graph of your data.
-Make a conclusion.
Grade 11-English for Academic and Professional Purposes 8
Competency: Define what a concept paper is
(CS_EN11/12A-EAPP-lg-j-19)
 B. (Verbal-Linguistic) Write an inspirational message for the learners of this
school-year 2020-2021.

C. (Naturalistic) Imagine that you were mother earth, what will you say to the kids
your age. Write a letter.

D. (Intrapersonal) Make a list of your plans. Use the table as your reference.
My Plan What should I do? What are the hindrances?

E. (Spatial) Create a drawing of what will be your future after graduating from
college.

F. (Bodily-Kinesthetic) Make a dance interpretation of the song “Try Everything” by

Shakira. You may create a video.

G. (Musical) Sing a song in line to any of the following:

-surviving
-hope
-nature
You may create a video.

H. (Interpersonal) Interview your mother/father/grandfather/grandmother about

how they deal with mental conditions.

Multiple Intelligences Rubric

Area Below Average Above average Excellent
average 10 15 20
5
Research Student spent Student research Research multiple Student research multiple
little time on learning styles but sources. sources. Student not only
research and was off-task some Directions were follow direction, but went
did not follow of the time. Some of followed. above and beyond.
the direction. the directions were
followed.
Creativity Little thought Some thoughts Student puts Student went above and
was put into were put into the serious thought beyond. Final outcome
this project. project. It was into the project. clearly proves student
Student clearly appropriate, but The final project worked hard, enjoyed the
did not try their clearly not a lot of was original and project and thought “ out of
best. time was spent into interesting. the box.”
this.

Grade 11-English for Academic and Professional Purposes 9

Competency: Define what a concept paper is
(CS_EN11/12A-EAPP-lg-j-19)
 Presentation Presentation Presentation was Presentation was Presentation was
was brief and brief and mostly thorough. It was thorough. It was evident that
not organized. organized. evident that student spent quality time in
student exerted a the process of developing
lot of efforts into the output.
this project.

GLOSSARY

ADHD - Attention Deficit Hyperactivity Disorder

Conversation - a talk or exchanges of thoughts in words.

Interlocutors – one who takes part in a dialogue or conversation

ODD - Oppositional defiant disorder

ANSWER KEY

Answers:
Pre-Test
Test I. Agree or disagree
1. D
2. A
3. A
4. A
5. A
Test II. Alternative Response
1. NPE
2. NPE
3. NPE
4. PE
5. NPE
Test III.
Answers may vary

Activity 1. SELF ASSESSMENT

- Answers may vary

Grade 11-English for Academic and Professional Purposes 10

Competency: Define what a concept paper is
(CS_EN11/12A-EAPP-lg-j-19)
 Activity 2. ARRANGE ME
1. Please
2. Thank you
3. Your welcome
4. Sorry
5. Would you mind

Activity 2.THE CONVERSATION STARTERS

-Answers may vary

Activity 3.GET ME?

-Answers may vary

Activity 4.POLITE EXPRESSIONS

1. I’d like another milk tea, please. 6. Would you mind opening the door?
2. Could you repeat that, please? 7. How about trying some of this
3. I think you might be mistaken. food?
4. Excuse me, could you tell me 8. Can we talk a little later?
where the bathroom is? 9. I don’t really like it, I’m afraid.
5. Could you come here? 10. No, thanks./I’m afraid not.
Activity 5. FIND ME
1. Please
2. Could you , please
3. I think you might
4. Excuse me, could you
5. Could you
6. Would you mind
7. How about
8. Can we
9. I’m afraid
10. I’m afraid,, No thanks
Activity 6-14 –Answers may vary

Post-Test

Test I. Agree or disagree

1. D
2. A
3. A
4. A
5. A
Test II. Alternative Response
6. Could you send me the report.
7. Could you say it again./ Could you do it again/etc
8. I have a few concerns…/I’m not so sure about that’s a good idea.
9. PE
10. Sorry-I’m a bit busy right now./Could you give me a minute.
Test III.
Answers may vary

Grade 11-English for Academic and Professional Purposes 11

Competency: Define what a concept paper is
(CS_EN11/12A-EAPP-lg-j-19)
 REFERENCES

Morin, A. (2019, November 8) How Adolescents Are Susceptible to Mental Illness.Retrieved

from https://www.verywellfamily.com/common-mental-health-issues-in-teens-
2611241.

SELF-ASSESSMENT OF SPEAKING PROFICIENCY. Retrieved from ://govtilr.org/Skills/

speakingassessment.pdf ·

SCAFFOLDS

https://worksheets.theteacherscorner.net/make-your-own/crossword/

https://www.slideshare.net/VanessaRamones/claims-of-fact-value-and-policy

https://medium.com/@DavidWAngel/the-four-types-of-conversations-debate-
dialogue-discourse-and-diatribe-898d19eccc0a

Grade 11-English for Academic and Professional Purposes 12

Competency: Define what a concept paper is
(CS_EN11/12A-EAPP-lg-j-19)