WORKSHEETS

NAME: __________________________________________________________________________
GRADE 10

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ENGLISH 10
 LESSON INFORMATIONAL LISTENING

1 WEEK 1

ENRICHMENT

ACTIVITY 1. FILL IT IN – Group Activity – Guided Practice

Directions: Listen to the audio recording of Emma Watson's speech about gender inequality through the link
https://www.youtube.com/watch?v=Q0Dg226G2Z8 and fill-in-the-blanks to complete the transcript. You may
choose your answers from the option box and verify them as you listen.

involved submissive true equal socially

of a man inequality unpopular secondary limit
gender feminism stereotypes triumph applaud
human hating advocates invitation inadvertent

Emma Watson Speech: Gender Equality

"I am reaching out to you because I need your help. We want to end gender 1.) __________ and to do
this we need everyone to be involved.
This is the first campaign of its kind at the UN: we want to try and galvanize as many men and boys
as possible to be 2.) ___________it, but make sure it is tangible for change. And we don't just want to talk
about, but make sure it is tangible.
I was appointed six months ago and the more I have spoken about 3.) __________ themore I have
realized that fighting for women's rights has too often become synonymous with man- 4.)
_____________ If there is one thing I know for certain, it is that this has to stop.
For the record, feminism by definition is: "The belief that men and women should have 5.)
__________ rights and opportunities. It is the theory of the political, economic and social equality of the
sexes.
I started questioning 6.) __________ - based assumptions when at eight I was confused at being called
"bossy," because I wanted to direct the plays we would put on for our parents — but the boys were not.
When at 14 l started being sexualized by certain elements of the media.
When at 15 my girlfriends started dropping out of their sports teams because they didn't want to
appear "muscly."
When at 18 my male friends were unable to express their feelings.
I decided that I was a feminist and this seemed uncomplicated to me. But my recent research has
shown me that feminism has become an 7.). ___________________ word.
Apparently, I am among the ranks of women whose expressions are seen as too strong, too aggressive,
isolating, anti-men and, unattractive even.
Why has the word become such an uncomfortable one?
I am from Britain and think it is right that as a woman I am paid the same as my male counterparts. I
think it is right that I should be able to make decisions about my own body. I think it is right that women be
8.) ________________ on my behalf in the policies and decision - making of my country. I think it is right
that 9.) ___________________ I am afforded the same respect as men. But sadly, I can say that there is no
one country in the world where all women can expect to receive these rights.

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 No country in the word can yet say that they have achieved gender equality.
These rights I consider to be 10.) __________ rights but I am one of the lucky ones. My life is a
sheer privilege because my parents didn't love me less because I was born a daughter. My school did not
11.)_________ me because I was a girl. My mentors didn't assume I would go less far because I might
give birth to a child one day. These influencers were the gender equality ambassadors that made me who I
am today. They may not know it, but they are the 12.) ____________ feminists who are changing the
world today. And we need more of those.
And if you still hate the word—it is not the word that is important but the idea and the ambition
behind it. Because not all women have been afforded the same rights that I have. In fact, statistically, very
few have been.
In 1997, Hilary Clinton made a famous speech in Beijing about women's rights. Sadly, many of
the things she wanted to change are still 13.) _________ today.
But what stood out for me the most was that only 30 per cent of her audience were male. How can
we affect change in the world when only half of it is invited or feel welcome to participate in the
conversation?
Men—I would like to take this opportunity to extend your formal 14.) _________ Gender equality
is your issue too.
Because to date, I've seen my father's role as a parent being valued less by society despite my
needing his presence as a child as much as my mother's.
I've seen young men suffering from mental illness unable to ask for help for fear it would make
them look less 15.) __________________ in fact, in the UK suicide is the biggest killer of men between
20-49 years of age; eclipsing road accidents, cancer and coronary heart disease. I've seen men made
fragile and insecure by a distorted sense of what constitutes male success. Men don't have the benefits of
equality either.
We don't often talk about men being imprisoned by gender 16.) ___________ but I can see that
that they are and that when they are free, things will change for women as a natural consequence.
If men don't have to be aggressive in order to be accepted women won't feel compelled to be 17.)
________________ If men don't have to control, women won't have to be controlled.
Both men and women should feel free to be sensitive. Both men and women should feel free to be
strong... It is time that we all perceive gender on a spectrum not as two opposing sets of ideals.
If we stop defining each other by what we are not and start defining ourselves by who we are—we
can all be free.
Be freer and this is what HeForShe is about. It's about freedom.
I want men to take up this mantle. So, their daughters, sisters and mothers can be free from
prejudice but also so that their sons have permission to be vulnerable and human too— reclaim those
parts of themselves they abandoned and in doing so be a more true and complete version of themselves.
You might be thinking who is this Harry Potter girl? And what is she doing up on stage at the UN.
It's a good question and trust me, I have been asking myself the same thing. I don't know if I am qualified
to be here. All I know is that I care about this problem. And I want to make it better.
In my nervousness for this speech and in my moments of doubt I've told myself firmly—if not me,
who? If not now, when? If you have similar doubts when opportunities are presented to you. I hope those
words might be helpful.

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 Because the reality is that if we do nothing it will take 75 years, or for me to be nearly a hundred
before women can expect to be paid the same as men for the same work. 15.5 million girls will be
married in the next 16 years as children. And at current rates it won't be until 2086 before all rural African
girls will be able to receive a 19.) ___________ education.
If you believe in equality, you might be one of those inadvertent feminists I spoke of earlier.
And for this | 20.) __________ you.
We are struggling for a uniting word but the good news is we have a uniting movement. It is
called HeForShe. I am inviting you to step forward, to be seen to speak up, to be the "he" for "she". And
to ask yourself if not me, who? If not now, when?
Thank you.

ACTIVITY 2. COMPLETE ME – Written Activity

Complete the information about listening by choosing your answer in the box.

Conflict better skill information influence

Listening is significant 1.) ________________ you should have. How well you listen as a
major 2.) ________________ on study effectiveness, and on the quality of your relationships with
others. For example, we listen to obtain 3.) __________________, to understand, for enjoyment
and to learn. Evidently, listening is a skill that we can all benefit from improving. By becoming a
4.) _________________ listener, you can develop your efficiency, as well as your ability to
influence, convince and negotiate. In addition, you’ll avoid 5.) _____________ and
misinterpretation.
ACTIVITY 3. LISTEN AND CHOOSE - Group Activity – Independent Work
Listen to the panel discussion entitled Bullying: Teen Panel Discusses the Issue through
the YouTube link https://www.youtube.com/watch?v=hfVxrtF8C88 and answer the questions of
the said panel discussion by choosing the letter of the correct answer.

1. Moderator: How are adults’ part of the problem?

a) Panel: Our reliance on technology isn't helping. DoSomething.org reports that 68% of
teenagers admit that cyber bullying is a real problem.
b) Panel: According to StopBullying.gov, one in four school aged children report that they
have been the victim of bullying in the past.
c) Panel: Adults either don't want to do anything about it as they're trying to make you
stronger or they try to take the whole situation to their hand and fix every problem with it. And,
when adults get in situations about bullying with kids, they usually end-up making it worst for the
victim.
d) Panel: Our children are under a great deal of stress, more so than past generations.
Recent research has shown that their pressures are equal to that of adults.
2. Moderator: How hard for school to deal with the issue?
a) Panel: Kids used to be victims of targeting outside of the home. Now they are being
tormented in the place where they should be safe: their own home.

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 b) Panel: With suicide being the second leading cause of death in young people, it is
critical that we do something.
c) Panel: Teenagers don't have the brain development, self-care knowledge, emotional
maturity or experience to deal with it in nearly as effective a way as adults do.
d) Panel: The parents need to back-up the school officials. If the school officials aren't
there, then it's nearly impossible to stop bullying on their own. This is a two-front war and you
can't just do it in a school environment.
3. Moderator: Is standing-up for yourself letting an adult know what's going?
a) Panel: If you respect yourself enough to realize that there is a problem, then you can
take the action necessary to get it solved.
b) Panel: What we can do is be proactive in teaching our kids to recognize and stand up to
bullying. By raising young people to be brave and firm in the face of this behavior, we can stop
bullying as it happens.
c) Panel: In my opinion, it's too early to say, the rise of reported bullying cases is a
consequence of the reporting requirements of the law. Bullying cases is rampant. However, it
remains under reported prior to the anti-bullying act. This is understandable, since no parents or
even school administration would like his/her family or school to be famous because of bullying
d) Panel: Outgoing and aggressive bully might make fun of you to your face or physically
hurt you.
4. Moderator: What effective methods do you think adults can use to help kids deal
with bullying and stand-up for themselves?
a) Panel: Bullying is unwanted, aggressive behavior among school aged children that
involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be
repeated, over time. Both kids who are bullied and who bully others may have serious, lasting
problems.
b) Panel: Kids who bully use their power such as physical strength, access to embarrassing
information, or popularity to control or harm others. Power imbalances can change over time and
in different situations, even if they involve the same people.
c) Panel: Bullying behaviors happen more than once or have the potential to happen more
than once.
d) Panel: All the extra-curricular activities that schools use to have like the clubs, dramas
and all those types of things, I think these always help kid's confidence and when you have kids
that have confidence in themselves, it's easier to make friends and do those same things like those
clubs. And the more people that are friends with each other, the less chance you have of being
bullied.
5. Moderator: Should school's teach kids about morals and ethical behavior like
discipline, respect, confidence, responsibility towards each other? Should that be a part of
school curriculum?
a) Panel: Schools, however, to mitigate the effects and reduce the incidence of bullying,
should comply with the Implementing Rules and Regulations of the Anti-bullying law of 2013 to
address the root causes of bullying.
b) Panel: If we are going to teach them at a young age then we should take it to the parents
as well and not just the kids.
c) Panel: Bullying includes actions such as making threats, spreading rumors, attacking
someone physically or verbally, and excluding someone from a group on purpose.
d) Panel: Bullying can occur during or after school hours. While most reported bullying
happens in the school building, a significant percentage also happens in places like on the
playground or the bus.
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 6. Moderator: Should teachers be required to pass a course on conflict resolution as
part of their accreditation so they understand how to deal with the situation?
a) Panel: As adults, parents, teachers and others who are involved in the lives of our
children, it is our job to help end this harmful epidemic. However, we can't be there 24-hours a
day. We can't protect our children from every hurt feeling or confront bullies when they appear.
b) Panel: Schools to have prevention program that is comprehensive, multi-faceted, and
shall involve all education stakeholders and personnel.
c) Panel: Cyberbullying is when bullies use the internet and social media and say things
that they might not say in person. This can include sending mean texts, posting insults about
someone on Twitter, or making rude comments on their Instagram pictures.
d) Panel: If they establish that at the beginning of the school year that they are the
dominant person in the classroom ang get the accreditation to solve any problems peacefully then
the whole problem right there can be eliminated.
7. Moderator: Why are the policies of bullying not working?
a) Panel: Physical bullying is when bullies hurt their targets physically. This might be
shoving, tripping, punching, or hitting.
b) Panel: I think the problem that it's not working as no one wants to enforce the rules. No
one wants to take the time, the effort. And, when they do the time, effort and punishment isn't
fitting the crime. It's picking-up trash or staying after school.
c) Panel: Some bullies don't understand normal social emotions like guilt, empathy,
compassion, or remorse. These people need help from a mental health professional like a
counselor, social worker, psychiatrist, or psychologist.
d) Panel: If you've been bullied with rumors or gossip, tell your friends so that they can
help you feel safe and secure. Avoid being alone, especially when the bullying is happening a lot.
8. Moderator: Why do we feel the need to judge other people?
a) Panel: I deeply believe that people bully people because they're bored. They have
nothing better to do because if you have something better to do like you had to go somewhere,
you wouldn't take the time to sit there and make fun of somebody-
b) Panel: Join your school's bullying or violence prevention programs. Peer mediation is
another way you may be able to work things out with a bully. If your school doesn't have these
programs, start one of your own.
c) Panel: Try talking to a trusted adult to talk about why you have become a bully. Ask
them for some advice on how you could change.
d) Panel: You're more likely to be hurt and get into trouble if you try to fight a bully.
Work out your anger in another way, such as exercising or writing it down.

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 USING TEXTUAL AIDS TO UNDERSTAND
LESSON A TEXT

2 WEEK 1

ENRICHMENT

ACTIVITY 1. TRACE ME – Class Activity – Guided Practice

Directions: The students will read the following excerpt about the early years in the history of
ancient Rome. After reading the excerpt, the class will fill in the timeline table that will be presented by the teacher.
As legend has it, Rome was founded in 753 B.C. by Romulus and Remus, twin sons of Mars, the god of war.
Left to drown in a basket on the Tiber by a king of nearby Alba Longa and rescued by a she-wolf, the twins lived
to defeat that king and found their own city on the river’s banks in 753 B.C. After killing his brother, Romulus
became the first king of Rome, which is named for him. A line of Sabine, Latin and Etruscan (earlier Italian
civilizations) kings followed in a non-hereditary succession.
Rome’s era as a monarchy ended in 509 B.C. with the overthrow of its seventh king, Lucius Tarquinius
Superbus, whom ancient historians portrayed as cruel and tyrannical, compared to his benevolent predecessors.
A popular uprising was said to have arisen over the rape of a virtuous noblewoman, Lucretia, by the king’s son.
Whatever the cause, Rome turned from a monarchy into a republic, a world derived from res publica, or “property
of the people.”
In 450 B.C., the first Roman law code was inscribed on 12 bronze tablets–known as the Twelve Tables–
and publicly displayed in the Roman Forum. These laws included issues of legal procedure, civil rights and
property rights and provided the basis for all future Roman civil law. By around 300 B.C., real political power in
Rome was centered in the Senate, which at the time included only members of patrician and wealthy plebeian
families.
Though the Gauls sacked and burned Rome in 390 B.C., the Romans rebounded under the leadership of
the military hero Camillus, eventually gaining control of the entire Italian peninsula by 264 B.C. Rome then fought
a series of wars known as the Punic Wars with Carthage, a powerful city-state in northern Africa. The first two
Punic Wars ended with Rome in full control of Sicily, the western Mediterranean and much of Spain. In the Third
Punic War (149–146 B.C.), the Romans captured and destroyed the city of Carthage and sold its surviving
inhabitants into slavery, making a section of northern Africa a Roman province. At the same time, Rome also
spread its influence east, defeating King Philip V of Macedonia in the Macedonian Wars and turning his kingdom
into another Roman province.
Rome’s military conquests led directly to its cultural growth as a society, as the Romans benefited greatly
from contact with such advanced cultures as the Greeks. The first Roman literature appeared around 240 B.C.,
with translations of Greek classics into Latin; Romans would eventually adopt much of Greek art, philosophy and
religion.
Source: “Ancient Rome.” History. 14 October 2009.
http://www.history.com/topics/ancient-history/ancient-rome. Accessed 3 February 2019
753 BC
753-509 BC
509 BC
450 BC
390 BC
264 BC
240 BC
149-146 BC

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OPTIONS:
1. In the Third Punic War, the Romans captured and destroyed the city of Carthage and sold its surviving
inhabitants into slavery, making a section of northern Africa a Roman province.
Rome spread its influence east, defeating King Philip V of Macedonia in the Macedonian Wars and
turning his kingdom into another Roman province.
2. The Gauls sacked and burned Rome.
3. According to legend, Romulus and Remus founded the city of Rome, with Romulus becoming its first
king after killing his brother.
4. Under the military hero Camillus, Rome rebounded and eventually gained control of the entire Italian
peninsula.
5. The first Roman literature appeared with translations of Greek classics into Latin.
6. The first Roman law code was inscribed on bronze tablets known as the Twelve Tablets and displayed
publicly in the Roman Forum.
7. Rome’s era as a monarchy ended in 509 BC with the overthrow of its seventh king, Lucius Tarquinius
Superbus.
Rome turns from monarchy to republic.
8. A line of Sabine, Latin, and Etruscan kings followed in a nonhereditary succession.

ACTIVITY 2. IDEAS IN A DIAGRAM – Group Activity – Independent Work

Directions: The following excerpt, taken from the article published by the Center for Hellenic
Studies of Harvard University, contains a characterization of Achilles, the hero of Iliad from the Greek Mythology.
Read it carefully. Use the diagram below to arrange the ideas presented in the excerpt.

The Narrating of the Story of Achilles in the Iliad

Let us begin with Achilles. Here is a monolithic and fiercely uncompromising man who actively chooses
violent death over life in order to win the kleos ‘glory’ of being remembered forever in epic poetry (Iliad IX 413).
Here is a man of unbending principle who cannot allow his values to be compromised - not even by the desperate
needs of his near and dear friends who are begging him to bend his will, bend it just enough to save his own people.
Here is a man of constant sorrow, who can never forgive himself for having unwittingly allowed his nearest and
dearest friend, Patroklos, to take his place in battle and be killed in his stead, slaughtered like a sacrificial animal
- all on account of his own refusal to bend his will by coming to the aid of his fellow warriors. Here is a man,
finally, of unspeakable anger, an anger so intense that the poet words it the same way that he words the anger of
the gods, even of Zeus himself.
The gods of the Homeric Iliad take out their anger actively, and this anger is poetically visualized in the
form of destructive fires and floods unleashed by Zeus. The central hero of the Iliad at first takes out his anger
passively, by withdrawing his vital presence from his own people. The hero’s anger is directed away from the
enemy and toward his own people, whose king, Agamemnon, has insulted Achilles’ honor and demeaned his sense
of self. This passive anger of Achilles translates into the active success of the enemy in the hero’s absence, and the
enemy’s success is compared, ironically, to destructive fires and floods unleashed by Zeus. In this way, the passive
anger of the hero translates symbolically into the active anger of the god. This epic theme, as we will see, is linked
with cosmogonic and anthropogonic themes in myths about primal conflagrations and floods.
Then, in response to the death of Patroklos, Achilles’ anger modulates into an active phase - active no
longer in a symbolic but in a real sense. The hero’s anger is redirected, away from his own people and back toward
his enemy.
This new phase of Achilles’ anger consumes the hero in a paroxysm of self-destructiveness. His fiery
rage plummets him to the depths of brutality, as he begins to view the enemy as the ultimate Other, to be hated
with such an intensity that Achilles can even bring himself, in a moment of ultimate fury, to express that most
ghastly of desires, to eat the flesh of Hektor, the man he is about to kill. The Iliad is the story of a hero’s pain,
culminating in an anger that degrades him to the level of a savage animal, to the depths of bestiality. This same
pain, however, this same intense feeling of loss, will ultimately make the savage anger subside in a moment of
heroic self-recognition that elevates Achilles to the highest realms of humanity, of humanism. At the end of the

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Iliad, as he begins to recognize the pain of his deadliest enemy, of the Other, he begins to achieve a true recognition
of the Self. The anger is at an end. And the story can end as well.
Source: Nagy, Gregory. “The Epic Hero Center for Hellenic Studies. 2006
https://chs.harvard.edu/CHS/article/display/1302.Accessed 27, April 2019

ASPECT OF ACHILLES DESCRIPTION

1. Uncompromising Nature
2. Passive Anger
3. Impact on Own People
4. Active Anger
5. Brutality
6. Self-Recognition
7. End of Anger

ADDITIONAL ACTIVITY:
ACTIVITY 3. YOUR LIFE HISTORY. After learning the concepts of using textual aids to enhance
understanding, it is now your turn to make some graphic illustrations. Make a timeline of your life history in a
1/4 illustration board. You may include important events and dates in your life that you think is remarkable like
some of your achievements. Be as creative as possible.
RUBRICS:
Criteria Excellent (5) Good (4) Satisfactory (3) Needs Poor (1)
Improvement
(2)
Content Includes Includes several Includes some Includes few Includes
numerous important important important minimal events,
important events and events and events, some many dates are
events and achievements achievements dates may be inaccurate or
achievements with accurate with mostly inaccurate missing
with accurate dates accurate dates
dates
Creativity Highly creative, Creative, uses Some creativity Limited Lacks
uses various colors, shapes, shown, uses a creativity, creativity, no
colors, shapes, and images few colors and minimal use of use of colors or
and images to effectively images colors and images
enhance the images
timeline
Organization Events are Events are Events are Events are Events are not
clearly and mostly somewhat poorly organized,
logically organized in organized, some organized, many
organized in chronological chronological several chronological
chronological order errors chronological errors
order errors
Neatness Very neat, easy Mostly neat, Somewhat neat, Messy in places, Very messy,
to read and easy to read, some areas are difficult to read hard to read,
follow, no few minor difficult to read many errors
errors errors
Presentation Timeline is Timeline is Timeline is Timeline has Timeline lacks
visually visually somewhat limited visual visual appeal
appealing and appealing but visually appeal
engaging not as engaging appealing

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ACTIVITY 4. IDENTIFY ME – Written Work
Directions: Identify the correct textual aid based on the descriptions provided.

1. This textual aid provides an initial idea of what the text is about and represents the key concepts
and supporting ideas.
o Answer: Titles and Subtitles
2. A visual representation of a subject that facilitates better retention of the information presented.
o Answer: Illustration
3. Information organized in columns and rows to show patterns and relationships that appeal to the
readers’ verbal system.
o Answer: Tables
4. Used when a simple table cannot adequately demonstrate important relationships within data.
o Answer: Graphs
5. A type of graph that uses vertical or horizontal bars to show data, with bars not touching each
other.
o Answer: Bar Graph
6. A type of graph used to show how numerical data has changed over time, best for showing trends.
o Answer: Line Graph
7. A graph that shows how a whole is divided into parts.
o Answer: Pie Graph
8. A graph similar to a bar chart but uses pictures to symbolize a countable unit of items.
o Answer: Pictograph
9. Visual representations of selected characteristics of a place, usually drawn on a flat surface.
o Answer: Maps
10. A type of map that includes labels for features such as mountain ranges and bodies of water.

• Answer: Physical Map

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 WRITER’S PURPOSE
LESSON WEEK 2

3
ENRICHMENT

ACTIVITY 1. IN CHARACTER: THE ICONIC LINES – Written Work

Directions: Good acting of good actors results in good characterization. In this activity try to get into character.
Recite these famous lines from movies and guess what film genre they belong to. Write the letter of your choice
only.
A. Horror B. Thriller C. Romance
D. Science Fiction E. Action F. Drama

1. "Be afraid. Be very afraid."

2. There's no crying in baseball."
3. "E.T. phone home."
4. "With great power comes great responsibility."
5. "Dead or alive, you're coming with me."
6. "But know this, you have nothing to fear, if you having to hide."
7. "To me, you are perfect."
8. "Love means never having to say you're sorry."
9. "You're nothing but a second-rate, trying hard copycat!"
10. "I see dead people."

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ACTIVITY 2. Class Activity – Guided Practice
A. THE STORY BEHIND THE SETTING
A lot of times, the setting used in a film has its own
story to tell. So, apart from being entertained in
watching a film, you can also learn a thing or two of the
settings used in the development of the story.
The Titanic, as the movie poster shows, does not only
tell you the title of the film but the main setting of the
story. Write a one-paragraph description on why the
setting of the story is Titanic? What does the author
want the audience to discover about this ship?

WHY TITANIC?

B. IT’S MORE THAN AN ADVERTISEMENT

For better appreciation of this digital advertisement, you can watch it on Youtube.
Just type in the search bar, Kwentong Jollibee: Parangal (Tribute).

This digital advertisement is a play up of a graduation ceremony in a school auditorium where

the stage sports a sign that says, "21« Commencement Exercises." A teenage boy, dressed in his graduation
toga, is focused on the screen as he walks toward the lectern applauded by his teachers and the audience.
He then delivers his graduation speech.

Read the transcript of his speech written in the vernacular.

Tagal kong hinintay ang araw na ito hindi para tumanggap ng mga medalyang ito. Gusto
kong ibigay ang karangalan sa taong nagdala sa akin dito. Ma, narito ako ngaun dahil sa walang
katulad mong pagmamahal. Yung pagmamahal na kayang tisin ang pagod mapagtapos lang ako.
Yung pagmamahal na kayang tisin ang sariling gutom maibigay lang ang gusto ko.
Yung pagmamahal na kayang itago ang lungkot para maging masaya lang kami. Yung
kayang sabihing okay lang ang lahat huwag lang bumigat ang loob ko. Alam kong hindi naging
madali para sa iyo. Ma, mula nang nawala si papa, ikaw na ang tumayong mama at papa ko.
Kinaya mo ang lahat lahat dahil nangako ka sa akin ng gabing iyon - "Joey, anak kakayanin ko
ang lahat para sayo." Kaya Ma, alam kong sasabihin mo saking proud ka, pero mas gusto kong
sabihin sa lahat na masproud ako sa mama ko.
Answer these questions on your answer sheet.
1. How did the setting contribute to the overall impact of the storyline?
2. Imagine yourself on the shoes of the actor who delivered his graduation speech, how
will you deliver it? Will your words be spoken with a grateful heart? Describe it.
3. What does the graduation speech reflect with regards to Filipino values?

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ACTIVITY 3. SPEC SCRIPT– Group Activity – Independent Work
TASK: A guided Spec Script
A ‘spec script’ is short for “speculation screenplay.” You write a spec on the speculation
that what you wrote is good enough to be taken by the film producers and eventually be used to
produce a like. Look at the example below.

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 DIRECTIONS: For this activity, compose your spec script for an existing television series of your
choice. This means that you may use existing characters and settings of your chosen TV series. However,
you will just compose a sample of it. A major criterion for your sample spec script is that it should have a
subtext.
FOLLOW THE GIVEN TEMPLATE FOR YOU SPEC SCRIPT. BE GUIDED BY THE
PROVIDED RUBRICS AS WELL.

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 MOVIES VS. TEXT
LESSON WEEK 3

4
ENRICHMENT

ACTIVITY 1. "Gorgon's Head VS Clash of the Titans" – CLASS ACTIVITY – Guided Practice

Direction: Look for the similarities and differences of the two (2) stories. Use any graphic
organizers you want as long as it shows the similarities and differences of the two stories.

ACTIVITY 2. The Real McCoy – Written Work

Direction: Read the article "The Real Story of Medusa: Protective Powersfrom a Snake-
haired Gorgon" at this site: "https:/ /www.ancient-origins.net/myths-legends-europe/legend-
medusa-and-gorgons-002773". Then answer the following question.
1. How would you describe Medusa before everything happened?
2. What did Poseidon do after seeing Medusa?
3. What made Athena angry?
4. What did Athena do to Medusa?
5. Is what Athena did a punishment or protection for Medusa?
6. Would you prefer to be beautiful but weak or horrifying but strong?
7. Which do you like better, the story or the article?
8. Which one is easier for you to access, is it the text or the film? Explain why.
9. Which one is easier to understand, is it the article of the film? Explain why.

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ACTIVITY 3. COMPARE AND CONTRAST– Group Activity – Independent Work

Instruction: The class will be divided into 4 groups. Now draw and accomplish the
graphic organizer showing the similarities and differences of Medusa from the story "The
Gorgon's Head" and Medusa from the article. Be guided by the rubrics given below.

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 EVALUATING INFORMATION SOURCES
LESSON WEEK 4

5
ENRICHMENT

ACTIVITY 1. Evaluating Web Sources – Class Activity – Guided Practice

A. Direction: View and analyze the website of Rappler and answer the questions that
follow.

Source: Rappler at RAPPLER | Philippine & World News | Investigative Journalism | Data | Civic Engagement |
Public Interest

1. Which link on the website would you click to check the Authority?
a. Side advertisement
b. Join Rappler Plus
c. About Rappler
d. Twitter / Facebook

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 2. Who are mostly the target audience of the website?
a. Politicians
b. General public
c. High school students
d. Government employees

3. What type of website is Rappler based on its domain?

a. Government site
b. Non-Profit Organization site
C. Network Organization site
d. Business or Commercial site

B. Directions: Analyze the information below and answer the questions that follow.

Source: Rappler at FALSE: 'DepEd announces Grade 13' (rappler.com)

The DepEd did not announce that there will be a Grade 13 and Briones did not say the
quote attributed to her.

The supposed screenshot of a news report has a watermark that says

“breakyournews.com.” The website is a meme generator that allows users to customize a news
report template by changing the headline, ticker, and image.

A reverse image search returns memes with the same format or images of Briones on
other news reports. The reports don’t mention an announcement of Grade 13.

There are no official reports on the possibility of an additional year to the government’s K to 12
basic education program.

There are no official reports or recordings of Briones saying the quote that was attributed
to her. – Vernise L Tantuco/Rappler.com

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4. Which among the following did the fake information violate the most?
a. Currency.
b. Authority
c. Accuracy
d. Relevance

5. What is the main purpose of the article?

a. To spread fake news.
b. To clarify misleading information.
c. To inform the people on the additional grade level.
d. To persuade the people to enroll on the new grade level.

ACTIVITY 2. Mastery Check – Written Work

Direction: Match the letter of your choice in Column B with its appropriate description in
Column A by placing the letter on the blank provided before the number.

Column A Column B
_______1. This is a criterion that checks A. Relevance
whether a source is up to date. B. Currency
_______2. This is a criterion that checks C. Purpose
whether the sources of information are reliable. D. Accuracy
_______3. This is a criterion that check whether E. Authority
the source of information is too opinionated.
_______4. This is a criterion that check whether
for functional or broken links.
_______5. This is a criterion that checks
whether a source of information is selling or informing
_______6. This is a criterion that checks whether an author
is qualified to write about a certain topic or issue.

ACTIVITY 3. Evaluating Sources – Group Activity – Independent Work

Direction: Read and carefully analyze the article below. Afterwards, evaluate the given
article based on the given rubric by checking the appropriate box. The score will validate the
reliability of the given information. Write your final evaluation in the text box whether it is a
good source or not.

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 Philippines is Most Gender-Equal Country in Asia - report
Source: CNN Philippines at https://www.cnn.ph/news/2018/12/18/Philippines- Global-
Gender-Gap-Report-2018.html

Metro Manila (CNN Philippines, December 18) - The Philippines remains the top Asian
country with the narrowest gap between men and women, according to a global report released
Tuesday.
The World Economic Forum (WEF)'s Global Gender Gap Report for 2018 also ranked the
Philippines eighth among 149 countries in achieving gender equality. It said the country got its
record-high score of 0.799, which means it has closed almost 80 percent of its overall gender gap.
The country also improved two notches from being on the 10th spot in 2017. The report listed the
Philippines among the five countries that have achieved full parity in political and economic
leadership - with women legislators, senior officials and managers. Other countries with the same
achievement are Laos, Bahamas, Colombia, and Jamaica. The Philippines' gender gap in the
educational attainment pillar remains closed, like last year. This means the literacy rate and enrolment
in schools are almost the same for men and women.
Meanwhile, the report noted that the Philippines managed to narrow its Economic
Participation and Opportunity gender gap "due to increases in wage equality for similar work and
women's estimated earned income," the report noted. Based on the WEF's annual Executive Opinion
Survey, the Philippines closed 79 percent of the gap on wage equality this year, from 75 percent in
2017. The Philippines, however, got the lowest score of 0.416 in the area of political empowerment,
which means it has yet to close almost 60 percent of the gap. and it is not alone. "Political
Empowerment is where the gender gap remains the widest (globally): only 23% of the political gap
- unchanged since last year - has been closed, and no country has yet fully closed political
empowerment gaps," the report said. This indicator measures the gap between men and women at
the highest level of political decision-making, either as head of state or in key parliamentary and
ministerial positions.
In the Philippines, President Rodrigo Duterte has publicly said he prefers to appoint men in
government, saying they can get his many orders done.
Globally, a lot more needs to be done. "Today, the Global Gender Gap score stands at 68 percent.
This means that, on average, there is still a 32 percent gap to close," the report said.

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 Score Equivalent
0-5 This source is highly questionable. Should not be used in research without suitable justification.
6-9 The site may be an acceptable starting point for gathering information but might not be suitable as a
cited source in a research project.
10-11 Good source for research. Information should be confirmed in other sources.
12-15 Excellent source for research purposes.

TOTAL SCORE: ___________________

EVALUATION:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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 ANALYTICAL LISTENING IN PROBLEM SOLVING
LESSON WEEK 5

6
ENRICHMENT

ACTIVITY 1. Armed with Optimism - Written Work / Guided Practice

Direction: Listen to the speech of Jack Ma, a Chinese billionaire and the co-founder of
Alibaba.com. Then, answer the questions indicated below.

Source: How I Overcame Failure | Jack Ma | 馬雲/马云 (youtube.com)

1. Which of the evidences indicated below is invalid on how Jack Ma experienced failure?
A. He applied for the university three times but failed.
B. He applied for Harvard 10 times but failed.
C. He applied for a job 30 times but was rejected.
D. He thinks differently, and others believe that his ideas will work.

2. What can be concluded in this statement? "The best assets you have is that you are young."
A. There are more chances of pursuing one's dream in life at a young age.
B. Young age determines quality accomplishments in life.
C. Achieving success in life is determined by age.
D. Health is wealth.

3. "The opportunity lies where people complain" - Jack Ma

Which of the following supports the point raised in the speech?
A. Thinking differently on how to make things common.
B. Doing things after other people do.
C. Being prompt in everything you do.
D. Being brave to try new discoveries.

4. Which of the statements below was not done by Jack Ma and his co-founders for their proposed
business?
I. They tried to borrow money in the bank.
II. They talked to venture capitalists.
IlI. They were encouraged by their customers through emails.
IV. They were shaken by several rejections.
A. IV B. I C. II D. III

5. What life attitude Jack Ma wanted to impart in his message?

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 A. Optimism offers much opportunity.
B. Competition must be backed up with financial resources.
C. Failure is an excuse in achieving goals in life.
D. Believe in your capability to achieve your dreams in life.

ACTIVITY 2. News Baits – Group Activity – Guided Practice

Direction: Listen to the message of Sinan Aral in a TED talk "How we can protect truth
in the age of misinformation" then answer the following questions.

Source: How we can protect truth in the age of misinformation | Sinan Aral (youtube.com)

1. What would most likely be the reason why fake news "Two explosions at the White House and Barrack
Obama has been injured" spread fast?
A. It is a political propaganda.
B. It is the place of the president of the country.
C. It is an alarming news and a threat to the national security.
D. All of the above

2. What implication could be drawn on the widespread circulation of fake news?

A. Readers have their own political biases.
B. Articles that speak of one's position is shared easily.
C. Misinformation has become widespread and widely accepted.
D. Truthfulness of news reports are not verified by readers before sharing.

3. Which details mentioned in the listening text were used to validate the comparison of the spread of true news
to the spread of false news?
A. People who spread false news have more followers or follow more people, or tweet more often.
B. People who spread true news are more often 'verified' users of Twitter, with more credibility.
C. People who spread false news have been on Twitter longer.
D. Researchers looked at the information and the sentiment contained in the replies to true and false tweets
through novelty hypothesis.

4. "With the rise of fake news, the rise of fake video, the rise of fake audio, we are teetering on the brink of the
end of reality, where we cannot tell what is real from what is fake." Which evidences mentioned in the listening
text best supports this statement?
A. People who spread false news have more followers or follow more people.
B. The tweet which was retweeted 4,000 times in less than five minutes and went viral thereafter.
C. A study on the speed and breadth of diffusion of true and fake news and how many people become entangled
in information cascade.
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D. A study by Oxford University showed that in the recent Swedish elections, one third of all of the information
spreading on social media about the election was fake or misinformation.

5. What is the message of the speech?

A. People must be vigilant in defending the truth against misinformation through technologies, policies and,
most importantly, individual responsibilities, decisions, behaviors and actions.
B. People must have the desire to check for accuracy before sharing tweets, posts in different social media
platforms.
C. People must read content of what they received before circulating to others.
D. People must be conscious on the impact of false news.

4.2 As an analytical listener, give evidence and solutions enumerated by the speaker on how to protect
truth in the age of misinformation.

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 MAKING JUDGMENTS ABOUT A RANGE OF TEXTS
LESSON WEEK 6

ENRICHMENT

ACTIVITY 1. Judgmental Reading – Class Activity – Guided Practice

Direction: Read the following excerpts and answer the following questions that follows.

THE TWO BROTHERS

Leo Tolstoy

Two brothers set out on a journey together. At noon they lay down in a forest to rest. When they
woke up they saw a stone lying next to them. There was something written on the stone, and they tried to make
out what it was.

"Whoever find this stone," they read, "let him go straight into the forest at sunrise. In the forest river will
appear; let him swim across the river to the other side. There he will find a she-bear and her cubs. Let him take the
cubs from her and run up the mountain with them, without once looking back. On the top of the mountain, he will
see a house, and in that house, he will find happiness."

When they had read what was written on the stone, the younger brother said: "Let us go together. We can
swim across the river, carry off the bear cubs, take them to the house on the mountain, and together find happiness.

"I am not going into the forest after bear cubs," said the elder brother, "and I advise you not to go. In the
first place, no one can know whether what is written on this stone is the truth --perhaps it was written in jest. It is
even possible that we have not read it correctly. In the second place, even if what is written here is the truth --
suppose we go into the forest and night comes, and we cannot find the river. We shall be lost. And if we do find
the river, how are we going to swim across it? It may be broad and swift. In the third place, even if we swim across
the river, do you think it is an easy thing to take her cubs away from the she-bear? She will seize us, and, instead
of finding happiness, we shall perish, and all for nothing. In the fourth place, even if we succeeded in carrying off
the bear cubs, we could not run up a mountain without stopping to rest. And, most important of all, the stone does
not tell us what kind of happiness we should find in that house. it may be that the happiness awaiting us there is
not at all the sort of happiness we would want."

"In my opinion," said the younger brother, "you are wrong. What is written on the stone could not have
been put there without reason. And it is all perfectly clear. In the first place, no harm will come to us if we try. In
the second place, if we do not go, someone else will read the inscription on the stone and find happiness, and we
shall have lost it all. In the third place, if you do not make an effort and try hard, nothing in the world will succeed.

In the fourth place, I should not want it thought that I was afraid of anything." The elder brother answered
him by saying, "The proverb says: 'In seeking great happiness small pleasures may be lost.’ And also: ‘A bird in
the hand is worth two in the bush.’" The younger brother replied, "I have heard: ‘He who is afraid of the leaves
must not go into the forest.’ And also: ‘Beneath a stone no water flows.

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 The younger brother set off, and the elder remained behind.

No sooner had the younger brother gone into the forest, than he found the river, swam across it, and there
on the other side was the she-bear, fast asleep. He took her cubs, and ran up the mountain without looking back.
When he reached the top of the mountain the people came out to meet him with a carriage to take him into the city,
where they made him their king.

He ruled for five years. In the sixth year, another king, who was stronger than he, waged war against him.
The city was conquered, and he was driven out.

Again, the younger brother became a wanderer, and he arrived one day at the house of the elder brother.
The elder brother was living in a village and had grown neither rich nor poor. The two brothers rejoiced at seeing
each other, and at once began telling of all that had happened to them.

"You see, said the elder brother, "I was right. Here I have lived quietly and well, while you, though you
may have been a king, have seen a great deal of trouble,"

"I do not regret having gone into the forest and up the mountain,’ replied the younger brother. "I may
have nothing now, but I shall always have something to remember, while you have no memories at all."

1. What is the best description of 'happiness' based on the context of the story?
a. Happiness means living a simple life without any complications.
b. Happiness is achieved by being in power and having great wealth.
c. Happiness depends on what gives contentment and satisfaction to an individual.
d. Happiness requires heading towards a future without knowing what lies ahead.

2. What philosophy of life does the younger brother live by?

a. Life, with all its ups and downs, must be lived and enjoyed.
b. One's comfort zone is the safest and best place to grow.
c. One wrong decision will lead to a life full of regret.
d. Nothing is permanent in life.
3. What type of conflict is evident in the story?
a. Man versus man
c. Man versus society
b. Man versus himself
d. Man versus nature

4. What detail in the story hints the type of conflict present?

a. The title
c. The dialogues
b. The setting
d. The inscriptions on the stone

5. What challenge does the story want to leave to the readers?

a. Helping one's brother
b. Looking back to one's roots
c. Making life-changing decisions
d. Knowing the right time for everything

Homework Ban Yet Again

Homework is necessary, especially if it is reasonable, well-planned, and monitored or checked properly.

Students themselves agree to this, adding that doing homework keeps them away from gadget addiction. In fact,
based on the survey of American researcher Denise Letterman about the perception of students towards homework
assignments, 80 percent of the respondents said that the assignment is necessary to understand course material.
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 Homework can also encourage the involvement of parents, especially when they tutor or assist their
children in doing the task -- a bonding time of sorts. It also lets them see how the child is progressing and what
topics are taught in school.

In cases of class suspension due to inclement weather, or when a student incurs many days of absence
from school, homework assignments are important in ensuring that no student will be lagging behind in mastering
the necessary competencies.

Quite obviously, whether or not teachers should give homework assignments is not the million-dollar
question. It's about the quality of instruction.

If policy makers only intend to allow learners to have quality time with their families, or to help them
balance academic development and personal growth, perhaps they should look first into how homework
assignments can be regulated (not prohibited) so as not to compromise the students' family time. They could also
organize programs that would help educators in improving the quality of their instruction so that every discussion,
task and homework maximizes student learning.

6. Which of the following is the most accurate thesis statement for the passage?
a. Homework should be totally banned.
b. Home works are beneficial to students.
c. Home works promote bonding time among parents and children.
d. Home works do not improve the quality of instruction in the classroom.

7. Based on how the essay was written, which of the following is not among the intended audience?
a. Students
b. Parents
c. Teachers
d. Out-of-school Youth (OSY)

8. Which of these evidences could have further strengthened the writer's arguments?
a. scientific studies
b. specific examples
c. expert's testimonies
d. official documents

9. What details should have been included to make to make the arguments more balanced?

a. The parents' personal views about homework

b. Teachers' feedback about the quality of the homework submitted
c. The negative effects of homework and a counterargument about it
d. The DepEd memorandum banning the giving of homework on weekends

10. What is the greatest weakness of this essay if it intended to convince readers that homework should
not be banned?
a. It failed to present and refute opposing ideas.
b. There is not enough evidence to support the thesis.
c. It lacks a strong conclusion that reiterates the importance of homework.
d. The language and writing style is not appropriate for its intended audience.

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ACTIVITY 2. My Ideal Text - Written Work

Direction: Read the following statements and determine whether they are good characteristics of a
narrative or an opinion (persuasive/argumentative) article. Write YES up if it is, and NO otherwise.

1. It has a plot that is clear, predictable, and cliché.

2. It expresses meanings that are true for different groups of readers.
3. It contains themes about human nature and human experience, conveys messages that will appeal to any
generation of readers.
4. It presents arguments that are based on the opinion of the majority.
5. It helps readers think for themselves regarding an issue based on all available facts or evidence

ACTIVITY 3. Reading beyond the lines – Group Activity – Independent Work

Direction: In this activity you will accomplish 2 tasks. Go over the instructions and accomplish each
task.
Task 1: Answer the questions and justify your response by providing details based on the guides
enclosed in parentheses. Follow the tabular format shown as you write your answers on a separate sheet of paper.

Task 2: Choose a
persuasive essay, or an editorial article from a local or national newspaper (or the essays given in this module),
and then rate its content using the rubric below. Justify your rating by writing a two to three-sentence feedback
about the essay, particularly on the arguments presented. (Note: If the total score is below 12 points, suggest
ways on how the persuasive essay can be improved.)

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 EVALUATING SPOKEN TEXTS
LESSON WEEK 7

8
ENRICHMENT

ACTIVITY 1. Evaluate me – Class Activity – Guided Practice

Directions: Below is a transcript of then Mayor Duterte's introduction during the Presidential Debate 2016 held
in Cagayan de Oro. (You can listen/watch in this link: https://www.youtube.com/watch?v=G5S4APX1TUE).
Listen/read the introduction and then answer the following questions in two to three sentences only.

Good day! It's good that Miriam is here. She's one of the two only qualified to run this country as
president. I am here because there is so much criminality, drugs are flooding the country, calling the attention of
the national government, and there is so much corruption in government. I propose that if I am president, I would
get rid of criminality, drugs, and corruption. Just give me 3-6 months and 1 will do it for you, 1 will deliver.
Again, I said we cannot go for economic growth unless we start with government. For as long as there are
incompetent and corrupt officials in our government, we would never reach our goal of a happy country. And so,
I say that you stand here, and you might consider what I've told you this afternoon.

1. Based on the introduction, aside from Duterte, who is the only person qualified to become president of the
Philippines?
2. What are the three things Duterte will eliminate if he wins?
3. Does the introduction shows fluency? Justify your answer.
4. Is there a smooth flow of words, sentences, and ideas? Justify your answer.
5. What is the speaker's tone?
6. Was the delivery of the speech correct in terms of grammar, pronunciation, and vocabulary? Justify your
answer.

ACTIVITY 2. Assess Me – Group Work – Independent Work

Directions: For this activity, you will evaluate a portion of Karen Davila's interview with
Sec. Harry Roque (You can access the full interview in this link:
https://pcoo.gov.ph/media-interview/interview-with-presidential-spokesperson=
harry-roque-by-karen-davila-anc-headstart-9/ you can listen to the audio file by clicking Audio on the left side of
the transcript.) Use the rubric below and explain why you have given that rating/score in two-three sentences.

DAVILA: All right. Now, one thing that's made the news is the President actually saying in one of his meetings
that it's possible to file maybe murder charges and then it goes as far as reckless imprudence which is two
charges that are so far apart from each other frankly against quarantine violators. And the one who gave this idea
as Secretary Sal Panelo during one of the meetings. You are a lawyer yourself, Secretary Roque, let's be honest,
can it actually be done in the Philippines?

SEC. ROQUE: Well, I think-I cannot speak for Secretary Sal Panelo. But as lawyers, you know we do have a
thousand interpretation of the same law. But I am with the opinion that perhaps reckless imprudence would be
more in point rather than murder. Because murder number one, you need definitely an intent to kill; and number

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two, you need to have qualifying circumstances such as you know treachery abuse of strength and all of that,
which you can't actually prove when you infect someone with a disease.

Now reckless imprudence could be, but my point of view there is although there is a penalty attached to it
because of our laws in probation and parole, wala rin kulong.

And that is why I have reiterated that we still need a quarantine law. To be moved once and for all the legal basis
for holding individuals liable, criminally liable for breaches of minimum health requirements.
Again, I stress the ideal is to have a separate quarantine law, but I think we do have functional equivalent, we do
have existing statutes for instance, there is a provision on the RPC also on disobedience to lawful orders given
by persons and authorities.

That could also be a basis in addition to reckless imprudence. And moreover, as far as the use and sale of drugs
is concerned which should not be sold, we do have a provision in the FDA law which prohibits and penalizes
individuals who will sell, distribute drugs which have not been given commercial use by the FDA.

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 Performance
Task

*This is your final task for the quarter but be reminded that this is more than just a performance task, as it is a
synthesis of all the things that you had learned in this quarter.

You are going to deliver a two-minute persuasive speech about your stance on the high construction cost
of the new Senate building. Do you agree or disagree, and why?

INSTRUCTIONS:

➢ Go back to our previous lessons and use them as a guide in your steps in doing the performance task.
➢ Before delivering your speech, you have to make a written draft first. Write down if you agree or disagree
and the reason why. Do not forget your goal in this speech: to persuade!
➢ To back up your claims, make some research about it. Watch videos, listen for information, and read
articles about it. Go back on how to evaluate the accuracy, relevance, and soundness of the information
you had gathered.
➢ Use words and expressions that emphasize a point in your speech.
➢ DO NOT PLAGIARIZE! Write this on your own instead of just searching the net and copying a speech
to deliver. I have a system that checks the percentage of plagiarism in your work and if it is detected that
you did that, YOUR WORK WILL NOT BE GRADED!
➢ Take note of the tips for improving your English-speaking skills in this quarter.
➢ Make use of the different verbal and non-verbal strategies in your speech.
➢ If possible, you may also use any textual aid that you think could help your audience understand your
speech better.
➢ Submit the written copy of your speech ONE DAY BEFORE you send your video. I will give an update
about the time and date it is supposed to be submitted and when the deadline is.
➢ You will be rated according to the criteria that follows:

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JOHN PAUL COLLEGE CORP.
BASIC EDUCATION DEPARTMENT-JUNIOR HIGH SCHOOL
ENGLISH 10
 Prepared by:

Reah T. Pedrosa, LPT

Subject Teacher

Checked by: Recommending Approval:

Alfredo R. Forio, Jr., LPT Maybell C. Gonzales, LPT

JHS-Head Teacher OIC-Principal Basic Education Department

Approved by:
Noted by:
Dr. Ramon E. Woo, Jr., CPA, LPT, DFRIEdr
Dean of Studies Rosalina S. Andaya, Ed.D. DFRIEdr
President

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JOHN PAUL COLLEGE CORP.
BASIC EDUCATION DEPARTMENT-JUNIOR HIGH SCHOOL
ENGLISH 10