ENGLISH 10- DAY 1

Lesson 1: Noting Important Information

Kofi Annan, a diplomat, said, “Knowledge is power. Information is liberating. Education is the
premise of progress, in every society, in every family.”

Learn About It!

Note-taking is the act or process of writing down information. Note-taking while listening is
significantly different from taking down notes while reading. These differences include the
following:

There are various methods that you may use for note-taking, some of which are the following:

a. Outlining – This involves illustrating the framework or development of ideas in the text.
It uses indention to denote the level of importance of information. This method is great for
organizing ideas, but it requires more thought and is not the best method to use if the lecture or
listening text is too fast.

b. Mapping – This involves creating a graphic representation of the content of a lecture,

discussion, speech, or other texts. This method makes it easy to illustrate the connection
between ideas.

c. Charting – This involves classifying information and noting them down in several columns.
This would be particularly helpful when the lecture format is distinct and the ideas discussed can
be classified into several categories. Once you have made the table and written the headings,
you can just note down information under each category.

d. Sentence method – This involves writing every new thought, fact, or detail on a
separate line. This would allow you to write much information down, but the connection or
relationship between ideas will not be readily apparent when you look at the notes you took
down using this method.

Below are some tips that may help you out when you need to note down information while
listening.
a. Be an active listener. Make a conscious effort not only to hear what the speaker is saying
but also to fully understand his or her message.

b. Be selective in noting down information. Do not write down everything you hear. Write
down only the most important points. You may also list down just the key words or phrases.

c. Be as specific and as concrete as possible. Try to be as precise as you can in noting down
details. This would make the information easier to understand.

d. Be attentive to the speaker’s nonverbal cues. A speaker’s gestures, intonation, and even
pauses can signal important information.

e. Avoid distractions. If possible, sit up front or as near to the speaker as you can so that you
can see and hear him or her better. Focus on the information as you listen to it, and make it a
point not to entertain distractions.

Check Your Understanding

Below is passage. Read the passage and take down important notes. Use the space below:

Blood is composed of cells and plasma. What gives its color is a protein called hemoglobin,
which turns reddish when it comes into contact with oxygen. It is important to our body for it
carries the nutrients to all the cells in the body. Red blood cells are the main transporters of
oxygen in the body. Without them, we would not survive, while white blood cells help us fight
infection. Both of them contain vitamins, minerals, and other things that the body needs.
 ENGLISH 10- LESSON 2
Lesson 2: Using Discourse Markers
Learn About It!
Discourse markers are words that are used to connect, manage, and organize what we say or
write. Examples of these include to begin with, as I was saying, and anyway.
Discourse markers often come from various word classes, some of which are the following:
a. Conjunctions – The coordinating conjunctions for, and, nor, but, or, yet, and so are used to
connect ideas in sentences.

The following are uses of coordinating conjunctions:

 for is used for stating reasons;
 and is used for connecting ideas that are equal in emphasis;
 nor is used to negate the following clause or phrase;
 but and yet are used for connecting ideas that are contradictory;
 or is used for options or alternatives; and
 so is used to express an effect or result.

To remember coordinating conjunctions more easily, memorize the acronym “FANBOYS” (for, and,
nor, but, or, yet, so).

b. Adverbs – The different types of adverbs may be used to signal the function of the statement
made.
 Words such as firstly, secondly, and lastly express the order of ideas.
 Adverbs such as primarily or secondarily also express order or the importance of ideas.
 Other adverbs such as totally, generally, or overall are used to sum up information.
 The adverbs absolutely, certainly, exactly, and sure may be used as positive responses.

c. Gambits – These are remarks that aim to start or redirect a conversation.

 Phrases such as “What I mean is . . .” or “In other words . . .” signal that a previously made
statement is going to be said in another way.
 Saying “You know” or “You see” indicates that the speaker thinks what he or she is about
to say is knowledge that is shared by the listener.
 Gambits may also be used to express emotion. The interjection “Oh really!” expresses
surprise, while the remark “That’s terrible” expresses sympathy.
 Words such as perhaps, presumably, or probably make a speaker’s statement less direct,
while the word anyway may be used to change the topic or manage the flow of the
conversation.
 ENGLISH 10- LESSON 3 MAKING GENERALIZATIONS

A generalization is a statement that presents a conclusion drawn only from a small amount of
information.

Characteristics of Generalizations

a. It asserts that a statement is true in general.

b. Often, generalizations use keywords such as all, everyone, no one, some, most, or none.
c. A generalization may be valid or invalid.
 A generalization is valid if it is supported by facts.
 It is considered faulty or invalid if it can be disproven or if it is not supported by facts.

Generalizations fall under the following categories:

a. Universal generalization – This kind of generalization claims that all the members of a
particular group share the same certain attributes or characteristics.
 All books written by Nicholas Sparks are about love and relationships.
 Every friend she has loves sports.
 All the women he loved ended up breaking up with him.

b. Statistical generalization – This kind of generalization makes a claim that a percentage or

part of a group share a certain attribute or characteristic.
 Eight out of ten fans of Anne Rice are female.
 Most people will leave you if you are no longer beneficial to them.
 Five out of seven people do not know how to manage stress in the workplace.

c. Contingent generalization – This kind of generalization is based on conditions or

qualifications that need to be met for the generalization to be considered true. Often, a
generalization of this kind mentions a particular time, place, or situation.
 This 2018, Many teenage readers enjoy reading fiction books, particularly young adult
novels.
 Many people are busy a day before Christmas.

Below are some guide questions that will help you come up with your own
generalizations when reading or listening to a particular text:

a. What is the topic being discussed?

b. What are the similarities among the details in the text?
c. What general idea will cover the points made by the author in the text?
d. What are the characteristics shared by the texts written by a certain author?
ACTIVITY
Base from the lesson. Give one example for each generalization categories. Use your notes as a
guide.

a. Universal generalization
b. Statistical generalization
c. Contingent generalization

ACTIVITY
Read the poem by William Butler Yeats and come up with your own generalizations
about it.
The Four Ages of Man
He with body wages a fight,
But body won; it walks upright.
Then he struggled with the heart;
Innocence and peace depart.
Then he struggled with the mind;
His proud heart he left behind.
Now his wars on God begin;
At stroke of midnight God shall win.
 ENGLISH 10- LESSON 4 EVALUATING MATERIALS
Learn About It!
Every time you think beyond what you have read, watched, or listened to, you are evaluating it.
Evaluating a material involves carefully studying and analyzing it in order to assess its worth or
significance and to form opinions, conclusions, and generalizations about it.

Below are the elements that affect the overall quality of a material:

a. Purpose – A reading, listening, or viewing material has a particular purpose or goal that it
aims to achieve.

 This purpose is met through the use of elements that make the material
understandable to its readers, listeners, or viewers.
 For example, a radio advertisement aims to persuade listeners to buy a particular product
or avail a certain service, while a news report on television may aim to simply inform
viewers of a particular current event.

b. Target audience – This refers to the particular group of people that the material is aimed
at. The target audience may be determined according to characteristics such as age, gender,
ethnicity, and economic status.

c. Language – This refers to the words used in the material. A particular material may make use
of the following to appeal to readers, listeners, or viewers:

1. Sensory words – These are words that appeal to one’s sense of sight, taste, touch,
smell, or hearing. These make the material more interesting and appealing.

2. Paralanguage – This refers to the vocal features—such as volume, intonation, and

pitch—that accompany speech. The usage of these features add to the impact of the
material—particularly listening texts—as they can emphasize certain information.

3. Technical vocabulary – The use of jargon or technical vocabulary may add to the
material’s ability to convince the audience or to make the material seem more credible to
the target audience.
d. Organization – This refers to the way that the elements in the material are arranged. The
organization of the persuasive text may enhance its meaning or detract from it. Reading,
listening, and viewing materials may have one or more of the following elements:

1. Text – This refers to the words, either printed or spoken, used in the material. Often, a
material relies on text to convey its message to its audience.

2. Images – These refer to the pictures or illustrations that accompany reading or viewing
materials. The use of these enhances the meaning of the text and may help the audience
understand the material better.
 3. Graphic organizers – Often used to supplement reading materials, graphic organizers
refer to the tables, graphs, charts, or diagrams that visually represent information.

The elements of a material are what you need to look at and evaluate. In evaluating a material,
analyze whether or not it was able to achieve its purpose, reach and appeal to its target
audience, use appropriate language, and effectively organize the elements in it.

Activity

1. What is the subject or central idea of this material?

2. What is the purpose of the text?
3. Who are its target audience?
4. How does the combination of the images and the text enhance the message and appeal of the
material?
5. Would you say that this persuasive text is effective? Why or why not?
 ENGLISH 10
UNIT 2 THE KEY ELEMENTS OF GREEK MYTHOLOGY
LESSON 1 INTRODUCTION TO GREEK MYTHOLOGY

Learn About It!

Greek mythology is composed mainly of stories about gods and goddesses, but it is not an
account of Greek religion. Instead, these stories were written to serve as a way of explaining how
things came to be.

For example, there are stories to explain how the animals, the trees, the sun, the moon, and the
stars came to exist and why earthquakes, storms, and eruptions happen.

In Greek mythology, thunder and lightning occur when Zeus throws his thunderbolt. A volcanic
eruption happens because a terrible creature is trapped in the mountain and strives to break free
from time to time.

Some stories in Greek mythology were also written to teach about various subjects such as the
responsibilities of humans, right and wrong behavior, love and hate, emotions, strengths and
weaknesses of humans, family relationships, and rivalry and conflicts, among others.

However, there are also myths that do not serve to explain anything. These function as a form of
pure entertainment and were told by ancient Greeks to each other to pass the time. The story of
Pygmalion, for example, does not have any
connection with nature.

There are three works that served as the basis

for classical Greek Mythology. These are the
Theogony by Hesiod and the Iliad and the Odyssey, both of which were written by Homer.
These three works contain most of the basic themes and characters found in Greek mythology.

Among the prominent characters of Greek mythology are the divinities. The Greek divinities
may be divided into several groups, among which are the following:

A. Titans - earliest group. The Titans are led by Cronus. Below is the Titans’ family tree:
B. Olympians - the most powerful group. They are called Olympians because they lived on
Mount Olympus. The Olympians overthrew the Titans. This group consists of several ranks of
divinities, with twelve gods and goddesses making up the top rank.

C. Minor divinities - other gods and goddesses aside from the twelve Olympians, some of
whom are the following:
1. Eros – god of love; also known as Cupid in Latin
2. Dionysus – god of wine; son of Zeus and Semele (a mortal princess of Thebes)
3. Nymphs – beautiful maidens who were in charge of guarding various parts of nature

4. Fates – three goddesses who controlled the destiny of men

 5. Furies – responsible for punishing evildoers in the afterlife; they are three sisters named
Tisiphone, Megaera, and Alecto.

6. Muses – nine goddesses of different arts and sciences; daughters of Zeus and Mnemosyne

D. Aside from gods and goddesses, Greek mythology also featured the following:
1. Demigods - partly divine, partly mortal beings; one example is Heracles (Hercules in
Roman mythology), who symbolized strength and endurance
2. Heroes - mostly or fully mortal beings, many of whom had gods as ancestors
3. Monsters - terrifying creatures
4. Men – mortals

Let’s Check In!

Identify the Greek god or goddess described.

1. The god of wine and theater
2. The goddess of the hearth
3. The messenger of the gods
4. Muse of dance
5. Assigned each man his destiny
6. The goddess of love and beauty
7. The god of the sky and thunder
8. The god of fire
9. Spuns the thread of life
10. Punisher of moral crimes