Grade

11
Self-Learning Module
ORAL COMMUNICATION IN CONTEXT
in
Lesson: Intercultural Communication and Functions of Communication
Quarter: II Week: 4 Day and Time: See Class program

Learning competency/ies:
• Examines sample of oral activities
Learning Tasks:
Week 4
Study Notebook Activity Sheet
 Pre-Test, pp. 1- 2  Developmental Activity, Activity 1, p. 8
 Post Test, p. 8
Worksheet
 Activity 1 &2

I. INTRODUCTION
Good day students! Now that you have learned about the nature, process, various models of
communication and even the strategies to avoid communication breakdown let us explore further and widen
your knowledge as we are about to tackle intercultural communication, functions of communication,
importance of verbal and non-verbal cues, types of oral texts and the characteristic and strategies of effective
oral communication.
Plato once said, “Wise men speak because they have something to say.” Every time a person thinks
of an idea and opens his/her mouth to share this idea, he/she is already giving meaning to communication.
Every action has their function in any communication.
In this third module, you are expected to attain the following:
1. Identify the Developmental Model of Intercultural Sensitivity
2. Differentiate the Functions of Communication
3. Determine Oral Texts
4. Integrate the characteristics and Strategies of Effective Oral Communication

II. PRE-TEST. Choose the letter that corresponds to the best answer.
1. Which of the following is NOT an example of oral communication?
a. Videoconferencing b. Meetings c. E-mail d. Telephone
2. Which of the following is NOT a main function of communication?
a. emotional expression b. motivation c. network d. control
3. A single arm crossed over the chest more than likely indicates:
a. confidence b. boredom c. mannerism d. insecurity
4. Verbal and nonverbal actions that carry out prejudiced attitudes, is a sign of what?
a. discrimination b. racism c. stereotype d. ethnocentrism
5. What is the answer of this riddle: “I have a tail, and I have a head, but I have no body. I am NOT a
snake. What am I?”
a. hat b. snake c. coin d. human
6. Nonverbal cues can _____ the verbal message; this is a form of leakage, or hiding how we really
feel.
a. illustrate b. regulate c. contradict d. complement
7. “Si Matsing at si Pagong”, is an example of what kind of story?
a. myth b. fable c. legend d. parable
8. Which type of oral narrative tackles about the gods and goddesses?
a. proverb b. legend c. myth d. fable
9. What do you call a communication without words through multiple communication channels?
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 a. haptics b. proxemics c. paralanguage d. nonverbal
10. What communication is the sending and receiving of messages across languages and cultures?
a. nonverbal b. intercultural c. verbal d. interactional

III. A. DISCUSSION OF CONCEPTS

LESSON 1: INTERCULTURAL COMMUNICATION

Intercultural communication happens when individuals interact, negotitae, and create meanings
while bringing in their varied cultural backgrounds (Ting-Toomey, 1999)
For some sholars, intercultural communication pertains to communication among people from
different nationalities (Gudykunst, 2003). Still, others look at intercultural communication as communication
that is influenced by different ethnicities, religions, and sexual orientations.
When you speak, your speeceh is continuously accompanied by gestures, facial expressions, and
other body movements that add to what you are saying in different ways. For example, nodding means “yes”
in the Indian subcontinent, Iran, most of Europe, Latin America, and North America. However in Greece,
Lebanon, Syria, Palestine, Turkey, Macedonia, Bulgaria, and Albania, nodding indicates disagreement.
Moreover, in th ecase of japanese culture, silence as a form of communication is more integrated in their
customs than in Western languages. It is therefore important for you to acknowledge and understand the
many communication patterns present in other cultures.

The Developmental Model of Intercultural Sensitivity

The developmental Model of intrcultural Sensitivuty (DMIS) offers a structure that explore how
people experience cultural differences. According to Bennett (2004), it has six stages. These are the
following
Stage 1: Denial. The individual does not recognize cultural differences.

An individual in the denial stage might be heard saying:

“All cities are the same; they all have tall buildings, fast food chains, and coffee shops.

Stage 2: Defense. The individual starts recognize cultural differences and is intimidated by them, resulting
in either a superior view on own culture or an unjustified high regard for the new one.

An individual in the denial stage might be heard saying:

“This culture does not view life the way we do; our culture is certainly better”.

“Their ways are better than my own; I wish I were one of them.”

Stage 3: Minimization. Although individuals see cultural differences, they bank more on the universality of
ideas rather rather than on cultural differences.

An individual in the denial stage might be heard saying:

“Once we see through the cultural differences, we really are just the same!”

Stage 4: Acceptance. The individual begins to appreciate important cultural differences in behaviors and
eventually in values.

An individual in the denial stage might be heard saying:

“These people and I have different values and experiences, and I think we can learn from one another.”

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Stage 5: Adaptation. The individual is very open to world views when accepting perspectives.

An individual in the denial stage might be heard saying:

“To address our issue, I have to adjust my approach to consider both my own and my counterpart’s
background.”
Stage 6: Integration. Individuals start to go beyond their own cultures and see themeselves and their actions
based on multifarious cultural viewpoints.

An individual in the denial stage might be heard saying:

“I can look at things from the perspective of various cultures.”

Once you understand these stages, you may apply it to 1) recognize communicatiob behaviors which
differ from your own, 2) take into account what can influence these types pf behaviors, and 3) try to analyze
how linguistic and cultural communities differ in terms of communication behavior and influencing factors
(Allwood, 1958).

Characteristics of Competent Intercultural Communicators

World Bank (2010) identifies the following traits that define a competent intercultural communicator.
1. flexibility and the ability to tolerate high levels of uncertainty
2. reflectiveness or mindfulness
3. open-mindedness
4. sensitivity
5. daptability
6. ability to engage in divergent thinking (or thinking creatively) and systems-level thinking (or
thinking how each one in a system or organization influences each other)
7. politeness

Note that in addition, to culture, other elements such as gender, age, social status, and religion must
also be taken into consideration when communicating with others. Refrain from showing bias when talking
to someone by following the tips below.
1. Avoid stereotypes, i.e., generalizations about a certain group.
2. Challenge gender norms; avoid using “he” and “man” to refer to a general group of people. To
remedy this, you may use plural pronouns or rewrite sentence to avoid using pronouns. The useof his/her is
also acceptable.
3. Do not talk down on younger people and the elderly.
4. Be sensitive to the religious practices of others.
5. Be polite at all times; do not belittle people you perceive to be on a lower social class than you.

LESSON 2: FUNCTIONS OF COMMUNICATION

1. Regulation Control in Communication

The control or regulation function occurs when an individual is quite uncertain towards another’s
expected behavior that may be unusual from the usual friendly, initial encounters. Most initial encounters are
expected to involve polite, friendly interaction. In order to create a more pleasant environment, people my
increase the frequency and duration n of various nonverbal, immediacy behaviors (e.g. talk initiation, gaze,
smiling of laughter, friendly facial expression, hoping the other person will reciprocate the increased level of
involvement and thereby create a more pleasant interaction context.
At times, behaviors increase or become uncontrollable thereby reducing uncertainty as the interaction
happens. The regulatory function shows how signals or symbols interact with others in the environment
which may trigger higher perceptions. This function proves that humans are the only living creatures that can
control their behavior towards others, things or situations. The regulatory function comprises three
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developmental stages; (1) the regulation of self by others (a person is being controlled by others); (2) the
regulation of self by self (a person is controlling himself or herself); (3) the regulation of others by self (a
person is controlling others).
Example: In a job interview, a sensitive applicant in this situation is likely to manage his or her behavior
very carefully in order to create a desirable impression to the employer.

2. Social Interaction and Emotional Expression

Emotions coordinate social interaction. A person’s emotional expression serves as a social expression
which suggests prepared responses in others. For example, anger elicits fear-related responses. Another
example is distress which elicits sympathy from observers. Emotional expression has facilitated several new
insights into human emotional communication through facial muscle movements, vocalization, posture and
touch. Emotional expression coordinates rapidly shifting social interactions. It displays information about the
person’s emotional state where it conveys critical information about the person’s social intention whether to
strike, play or comfort. Hence, emotional expression helps individuals in relationship (such as parent-child,
teacher-student, etc.) to respond to the demands and opportunities of their social environment. Emotional
expression is the basic element of social interaction.
On the other hand, individuals who lack perception or generation of emotional messages may experience
difficulty in social relationship.
 Lack of expression provides others with less information on their mental state and receives less
social interaction. For example, a depressed person smiles less which may elicit anxiety or
misunderstanding from others.
 Lack of perception of emotion can be a problem to social interaction. Insensitivity to other’s
feelings may elicit lack of concern to social relationship.

3. Communication and Motivation

Every communication starts with a motivation. The key to communicative competence of a person is
finding motivation to communicate better than heshe currently does. People are motivated to communicate in
two ways- by approach or by avoidance- which show the positive and negative sides of motivation.

Positive Motivation
Communication goals are the speaker’s objectives or purposes in communication. The speaker’s
motivation to reach his/her communication goals is the bridge to his/her self-assessment of effectiveness,
confidence, skills, knowledge, etc.

Types of Negative Motivation

A. Communication apprehension is the fear or anxiety that a person experiences as a result of either real or
anticipated communication with a person or group of persons. Common signs of apprehension are shaky
hands, sweaty palm or a feeling of upset stomach. These physical signs motivate one to avoid
communication or suffer from anxiety more when forced to communicate.
B. Context apprehension is anxiety of communicating in a particular context such as interpersonal, small
group or public speaking.
 Social anxiety is the anxiety present in an interpersonal communication. For some, social situations
can seem very threatening because they are scared of what others would think about them.
 Shyness in small group communication is a social anxiety at an extended period. Shy people are less
likely to initiate or actively participate in a small group communication.
 Public speaking anxiety is also known as stage fright. It is a common anxiety among people who
seldom speak to a big group of listeners or audience.
4. Communication and Information
Information appears often in the definitions of communication. Some say that in order to define
communication, information must be considered. So, they say, communication is the transmission of
information between among people. But it is not as simple as that. The link between communication
and information is complex. Identifying it in human actions especially presents a challenge.
Information and communication are ever present and connected. Individuals may try to
control information for their own purposes, yet their goals are partially frustrated since no
information is completely proof against communication. For information to exist, the potential for
communication must be present.

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 1. They are social constructions. The idea of communication and the idea of information suggest
analysis of cultural values that help or hinder foundations in the society. These ideas contribute to
the formation of the society from its history to its future.
2. They share common concepts. Inquiry in respective areas is employed in communication and
information. The following concepts are shared ideas in the process of communication and
information: symbol, cognition, content, structure, process, feedback, interaction, technology, and
system.
3. They form dual aspects of a broader observable fact. Measuring the amount of information
present in a situation may present difficulties because communication acts to prevent complete
measurement. Information is present in so many different forms that it is impossible to know with
certainty that no communication is taking place. The importance of concepts related to information
and communication across the physical, biological, and social sciences indicates the value of the
activity.

Importance of Verbal and Nonverbal Cues

Cues are prompts that listeners and speakers say or show how to expect a response or reaction.
Speakers usually use verbal cues while listeners are expected to show nonverbal cues.

Verbal cues are commonly used in giving instructions, asking questions or delivering a speech since
they are clearly articulated in words.
Types of Verbal Cues Examples
1. Direct cues are clearly articulated statements of Communication of parents to children, teacher to
instructions. These are used to make very clear students, boss to subordinates, etc.
that the listener is expected to o or say something in
response.
2. Indirect cues are prompts that tend to be less Communication in job interviews, pageants, open
obvious about what is expected and might come in forum, etc.
the form of a question.
Meanwhile, nonverbal cues are nonverbal behavior or objects to which meaning is assigned. The intentional
assignment of meaning by a sender, receiver, or social group to any nonverbal behavior or objects makes the
nonverbal cues. Language comes out of human’s ability to use nonverbal cues. People use them to
accomplish many communication goals.

Functions of Nonverbal Cues Examples

1. Substituting for and repeating words using
emblems.

An emblem is a nonverbal cue that can generally be A teenager runs into a friend who asks, “So, how
translated into words or phrase. Most people within do you like your new job?”
a group or culture agree on their assigned The teenager just rolls his eyes, using nonverbal
meanings. cues in place of words.
2. Complementing and accepting words using
illustrators.
Illustrators are movements that complement verbal An employee’s head is bowed and his body posture
communication by describing or accenting or is slouched as his lady boss tells him how unhappy
reinforcing what the speaker is saying. People use she is with his job performance. His nonverbal cues
illustrators to indicate the size of an object or to provide clues to the employee-boss relationship
draw a picture in the air or emphasize a key word in which also help convey the employee’s attitude
what they are saying. toward his boss.
3. Contradicting words using mixed message.
Mixed message is when a nonverbal cue contradicts A man’s face is contorted into a grimace. His eyes
a verbal message. Interestingly, when nonverbal are narrowed and eyebrows furrowed. Yet, he is
and verbal messages contradict one another, most yelling, “I am not upset!”
of the people believe the nonverbal message. He is sending a mixed/double message.
4. Regulating verbal interactions using regulators.
Regulators are nonverbal messages that accompany
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speech to control or regulate what the speaker is After explaining the candidate’s stance on an issue,
saying. They are often associated with turn-taking she raises and then lowers her intonation as she
in conversation, influencing the flow and pace of says,” And that’s why I feel the way I do.” This,
discussion. together with her silence signals she is finished
speaking and another person may comment. Her
behavior influences the flow of verbal interaction.
5. defining the social and emotional aspects pf
many interactions and relationships using accent.
Accent is a nonverbal cue to emphasize or to
intensify the verbal message to express emotions An old man waves his finger accusingly to a young
and relationships. man and raises hs voice to demonstrate his anger as
he says, “It is your fault, not mine.” His behavior
intensifies his utterance in the interaction.

Oral Texts

Oral texts are often intended as signs of written texts of literature. The word literature is more
commonly used to refer to creative texts that appeal to human imagination and emotions such as stories,
plays and poems. Oral literature started in Africa that reflects community life, the spirit of ancestors and the
process of development in changing societies. The texts come from the hearts, minds, and memories of
individual artists and other tradition bearers who are not just in touch with reality but the changing dynamics
in the modern society.

The oral text is performed and verbally transmitted using arts and language to showcase
cultural information and values from one generation to another. It is a powerful performance medium
because it is dependent on the performers who accentuate their words and meanings with gestures, facial
expressions, intonation and mimicry. Performances of various oral texts provide education, socialization,
recreation and identity in a group or community.

Types of Oral Texts

A. Proverb is one of the common forms of oral expressons.it can be used to address a subject, or
criticize an individual who, because of social and political restrictions, cannot be named directly. It
is usually a short saying, popularized by a society or particular groups in a society that expresses a
truth, offers a guide to goo conduct and warns against foolish acts.
B. Poetry is another way to animate the words in metric form. One poetry can be done to achieve
political power, economic reward and cooperation, religious satisfaction, describe nature, love and
other powerful forces on earth.
C. Song is characterized by the highest degree of musicality and of other aspects of performance.
Lyrics and notes become meaningful when they are sung. Similar to poetry, song can be delivered
for different purposes and meanings.
D. Riddle is a question in a form of a statement or even a one-word hint for the brainteaser to be
identified by the listeners. It is comically performed at a play in an entertaining atmosphere.
E. Oral narrative is a story delivered by an orator or performer. An oral prose can be in the form of a
myth (story of gods and goddesses). Legends (story of renowned figures in history of a people),
fable (Story lead by animals), and fantasy (story of supernatural beings).
F. Mixed genre is a performance with the combination of one or more types of oral texts. Usually the
interaction of song and oral narrative, like a musical presentation, is the best example of this.

Effective Oral Communication: Characteristics and Strategies

Oral communication is creating messages that stimulate in listener’s meanings that ring about the
desired change in their understanding or opinions. Whether the oral communication is formal or
informal, through conversation or public speaking, it must be done effectively and strategically.
It takes a responsible speaker and active partners to make a good conversation. People generally
judge a good conversation based on the following characteristics:

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1. A good conversation is vocal. It invites people to speak out and challenge the received wisdom from
the conversation.
2. A good conversation is reciprocating. It gives the opportunity for everyone to participate and be
heard.
3. A good conversation is issue-oriented. It focuses on specific concerns and rightful resolutions rather
than subjective criticism.
4. Good conversation is rational where reasons are intelligent and well-argued.
5. Good conversation is honest for it speaks the truth with objectivity.
Characteristics of a Good Speech
1. A good speech is socially responsible. Speech is a powerful tool to inform and persuade the
audience. It is the obligation of the speaker to include in his/her speech the welfare and interests of the
members of the society based on facts and truthfulness.
2. A good speech is compelling. Speakers with competitive and qualified background oftentimes endow
a good speech. As a result, the listeners find them credible and influential to be heard.
3. A good speech is purposeful. Speech is delivered to serve a specific purpose. The speaker should be
rooted in his/her and reasons for facing the audience. He/she should not go beyond the objectives he/she
set in the speech.
4. A good speech is analytical. The speaker is expected to share useful and meaningful topic. He/she
should be able to display logical explanation of his piece.
5. A good speech is interesting. The enthusiasm and inspiration of the speaker in his/her speech should
build interest for his/her audience. Rapport between the speaker and listener should be established.
6. A good speech is audible and animated. Voice and body language are the tools for the speaker to
make his/her speech successful. A well-modulated voice and spontaneous but controlled body
movements convey effective and sensitive meanings to his/her audience.
7. A good speech is excellently spoken. Language and words used in the speech reveal the personality
of the speaker. Thus, the speaker should be careful with his/her choice of words, diction and
pronunciation.

The following strategies will contribute to the effective oral communication of the conversant,
speaker and listener.
1. Listen actively. Oral communication needs an active and efficient listener. A partner in a
conversation or any communication can only respond to the listener when he/she listens and understands
the message.
2. Speak precisely. Oral communication involves a speaker who thinks before he/she speaks. The
tongue is a very powerful tool and sword, so be tactful. Avoid discussing controversial issues that may
lead to unnecessary arguments.
3. Speak clearly. Oral communication involves a speaker with clear and well-articulated words. This
must be accompanied by good voice quality, intonation and pausing (paralanguage0. Improper use of
paralanguage may result to misunderstanding and misconception in a conversation.
4. Speak simply. Oral communication involves a speaker who uses common and uncomplicated words.
A speaker may use informal vocabulary during casual conversation and formal language when delivering
a speech before an audience.
5. Speak with appropriate pauses. Oral communication involves a speaker who considers his/her rate
of speaking. Speaking too quickly during casual conversation and formal language when delivering a
speech before an audience.
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 6. Speak politely and friendly. Oral communication involves people with courteous expressions and
manner of speaking. This is more applicable when giving instructions and request; be mindful to use the
polite expressions such as “please”, “could”, “may”, and “kindly”. Courtesy in oral communication may
gain trust among listeners.
7. Speak flexibly. Oral communication involves people who are adjustable to the topic and parties
involved in the interaction. People in oral communication should have a changeable approach to
maintain the smoothness of the communication process.
8. Do not argue. Oral communication involves people who never argue during conversation or speech
delivery. Everyone has a right to express his/her views and everyone should respect that. Disagreements
and reservations during the conversation or a speech delivery should be expressed in a friendly and
polite way.
9. Be interested. Oral communication needs honest speakers and listeners. Truthful words beget truthful
feedback. People should practice communicating honest statements whether in private or public
speaking. Sincerity demonstrate the true meaning of communication.

III. B. DEVELOPMENTAL ACTIVITIES

Activity 1
Directions: Design a logo for your business that will show an integration of the cultures of the countries
you are from. Draw it on a short coupon bond.

IV. POST-TEST. Choose the letter that corresponds to the best answer.
1. Which functions of communication was described in this situation:
Doctor’s Prescription: “Take your medicine 3 time a day.”
a. Social interaction b. Motivation c. Control d. emotional expression
2. Which function of communication was described in this situation: “Would you like some coffee, tea, or
me?” “It’s been a while since we talked.”
a. Social interaction b. Motivation c. Control d. emotional expression
3.Which function of communication was described in this situation: “Did you know that there’s a secret
apartment at the top of the Eiffel tower?”
a. motivation b. information dissemination c. Control d. social interaction
4. Kim has learned that the new culture to which he will be moving is a low-contact culture. In order to fit in,
Kim knows that she must do less or fewer ________.
a. hand gestures b. touching c. eye contact d. interaction with strangers
5. Which function of communication was described in this situation: “To all of you dear graduates, I
encourage you to chase your dreams and don’t ever give up in reaching them through your hard work and
faith in God.”
a. motivation b. information dissemination c. Control d. emotional expression
6. Which functions of communication was described in this situation:
Parents’ instruction to their child: “Wash the dishes now, or else I won’t allow you to go to the party
later.”
a. control b. Motivation c. social interaction d. emotional expression
7. “Absence makes the heart grow fonder”, is what type of oral texts?
a. riddle b. proverb c. myth d. legend
8. “What are the two things people never eat before breakfast?”, is what type of oral texts?
a. proverb b. fable c. myth d. Riddle
9. Which developmental model of intercultural sensitivity where he/she might say, “Their culture and
practices are better than ours, I wish I were one of them”?
a. defense b. adaptation c. acceptance d. denial
10. Which developmental model of intercultural sensitivity where individuals start to go beyond their own
cultures and see themselves and their actions based on multifarious viewpoints?
a. Adaptation b. integration c. denial d. defense

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V. ANSWER KEY:

Item no. 1 2 3 4 5 6 7 8 9 10

Pre-test
REFERENCESC C A A C C B C D B

Dapat, Jose Rizal O., Sadorra, Bryan Eli B. and Lumabi, Bethany Marie C, Oral communication in
Focus for Senior High School. LORIMAR Publishing, Inc.
Phlippe John Fresnillo Sipacio and Anne Richie Garcia Balgos, Oral Communication in Context
TEXTBOOK. Quezon City: C & E Publishing, Inc.
https://www.postgradresources.info/student-resources14-topic.htm
https://quizzizz.com/admin/quiz/5ed49ec4b8d0ac001bd4e0a4/functions-of-communication

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 ROSALES NATIONAL HIGH SCHOOL
SENIOR DEPARTMENT
Don Antonio Village, Rosales, Pangasinan

INSTRUCTION: Detach and submit this Worksheet together with the activity sheets.

WORKSHEET

Name:
ORAL COMMUNICATION
Grade/ Subject:
IN CONTEXT
Section:
Subj. Teacher: Week: 4-5

I. FORMATIVE ASSESSMENT

Test/Activity Score
A. Pre-Test
B. Post Test

II. SUMMATIVE ASSESSMENT

Activity 1. Pic-Me-Up
Direction: Take a look at each item carefully. Identify which function of communication is evident in the
following pictures. Choose your answer from the box below.

Control/Regulation Social Interaction/Emotional Expression Motivation

1. 2.

____________________________ ________________________________
___ ____
3. 4.

____________________________ ____________________________
___ ___
5. 6.

_____________________________ _____________________________
__ __

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7. 8.

_____________________________ _____________________________
__ __
9. 10.

_____________________ _____________________________
__________ __

Activity 2. Name That Text

Direction: Examine the following statements carefully. Identify which type of oral text is being described in
each number. Choose your answer from the box below.

Proverb Poetry Song Riddle

_________ 1. “No sooner spoken than broken. What is it?” It is silence.

_________ 2. “He who answers is inferior to the one who asks the question.”
_________ 3. “Of all creatures that breathe and move upon the earth,
nothing is bred that is weaker than man.” (Homer, Odyssey)
_________ 4. “How many roads must a man walk down before you call him a man?
How many seas must a white dove sail before she sleeps in the sand?
Yes, how many times must the cannonballs fly before they’re forever banned?”
(Blowin’ in the Wind, Bob Dylan)
_________ 5. “What is light as a feather, but even the world’s strongest man couldn’t hold it for more than a
minute? His breath.”
_________ 6. “Ask about your neighbors before buying the house.”
_________ 7. “I have a face and two hands, but no arms or legs. What am I?” A clock.
_________ 8. “God could not be everywhere and therefore he made mothers.”
_________ 9. “Did you ever stop to notice
All the blood we’ve shed before?
Did you ever stop to notice
This crying Earth, these weeping shores?” (Earth Song, Michael Jackson)
_________ 10. “What has roots as nobody sees,
Is taller than trees
Up, up, up, it goes
And yet never grows?” (J.R.R Tolkien, The Hobbit)

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II. REFLECTIVE ASSESSMENT
1. What concepts or skills did you learn well?

2. What concepts or skills was difficult to understand?

3. What activities did you enjoy the most?

4. What activity was hard to execute?

5. Did you ask help from your teacher? (Yes or No).

If Yes, did you immediately receive the needed assistance?
Was the given assistance helpful for you to understand better the lesson?

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