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techfactors Inc.
The EnglishTek K-12 Series offers a holistic and fun approach to learning English. EnglishTek is
founded on the Communicative Language Teaching (CLT) approach to develop language
competencies. EnglishTek offers a blended learning program through the best practices in
language education inside the classroom combined with e-learning technologies in order to
make learning engaging and relevant for students. With EnglishTek, students become effective
communicators who can understand and produce meaningful discourse, all the while enjoying
rich and vibrant learning experiences.
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KS E R I E S
8
VOLUME 1
African and Asian
Literature
VOLUME 1
Series Coordinators
EnglishTek 8
ISBN 978-971-0550-91-3
B.EG8.1.14.1
9 789710 550913
Frances Paula L, Ibanez, M.A.
Alexander C. Maximo, M.A.
Authors
John Paolo V. Sandicho
Leovigilda M. Tumaneng
Cristina G. Saulo
8
African and Asian
Literature
Vol. 1
John Paolo V. Sandicho
Leovigilda M. Tumaneng
Filipina R. Santos
Cristina G. Saulo
Series Coordinators
Alexander C. Maximo, M.A.
Frances Paula L. Ibañez, M.A.
First Edition
ET8-Vol. 1-Front Matter.indd 1
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TechFactors Inc.
Trademark of TechFactors Inc.
Philippine Copyright 2014 by TechFactors Inc.
All rights reserved. No part of this courseware may be reproduced or copied in any form, in whole, or in part, without written
consent of the copyright owner.
First edition, 2014
ISBN 978-971-0550-91-3
Published by TechFactors Inc.
Printed in the Philippines
Authors John Paolo V. Sandicho, Leovigilda M. Tumaneng, Filipina R. Santos, and Cristina G. Saulo
Series Coordinators Alexander C. Maximo, M.A. and Frances Paula L. Ibañez, M.A.
Creative Writer Ma. Jendell Valin Kirong, Leovigilda Tumaneng, and Zenia P. Lazaro
Content and Editorial Cristina G. Saulo, Ma. Regina B. Peñarroyo, Eris Heidi L. Ramos,
and Jean Marie M. Romualdez
Creatives Julius Caesar G. Barredo, Darylle R. Cajucom, Regina M. Zapata, and Samboy M. Dela Torre
Illustration Julius Caesar G. Barredo, Nadine Bartolome, and Darylle R. Cajucom
Systems Kim A. Benebese, Mark B. Abliter, Allan Nicole C. Celestino, Kenneth T. Salazar, Robie Marc R. Peralta,
Kadmiel D.G. Ramos, and Raymond P. Baguio
Exclusively distributed by TechFactors Inc.
101 V. Luna Road Extension
Sikatuna Village, Quezon City
1101 Philippines
Telephone number: (632) 929 8094
Email address: info@techfactorsinc.com
Website: www.techfactorsinc.com
The materials reprinted in this book, both literary materials and images, are obtained from open domain sources. The
copyrights of the literary materials have already expired, and thus are free from copyright in their respective countries and in
the Philippines.
Any lapse or oversight is unintentional and will be corrected in the next editions.
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FOREWORD
Filipino students face challenges in learning the English language. More than ever, changes in learning environment now
affect how we approach language education. Teaching approaches and methods have to fit 21st century learners.
The EnglishTek K to 12 series is TechFactors’ innovation in English learning. Based on the principles of Communicative
Language Teaching (CLT) and Blended Learning, EnglishTek incorporates current practices in language learning and
educational technology. Aside from developing communicative competence in students, EnglishTek meets the competency
standards of the Department of Education K-12 curricula and also focuses on honing vital 21st century skills, giving
graduates a competitive advantage.
Lessons in the EnglishTek 7 to 10 volumes are literature-based. They follow the Directed Reading Approach (DRA)
which provides students with various activities before, during, and after reading. These activities include schema activation,
vocabulary enrichment, comprehension exercises, and real-life application of values. Graphic organizers are also provided in
the book to help learners map their ideas and improve their learning strategies and information processing. These engaging
activities are all designed to target communication skills. They also create occasions for the students to hear and use the target
language.
Moreover, EnglishTek provides holistic learning by highlighting the Reading-Writing connection. Each reading selection
is followed by a literary analysis, as well as a discussion of a related grammatical point. The grammar lessons are then
connected to a writing lesson. This ensures that the learning of the students is applied. In these writing lessons, EnglishTek
provides students with support through model paragraphs and guided practice.
Most of all, learning is made relevant by situating learners in context and by using situations, examples, and texts that can
be found in the real world. Through authentic materials that reflect Filipino values, learners can develop connections between
their classroom learning and their life experiences.
We hope that, with this series, students become effective communicators in English and simultaneously enjoy the learning
process. By building these critical foundations of communication, we hope to produce effective communicators that think
critically and can create meaningful discourse.
TechFactors Inc.
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ABOUT THE AUTHORS
John Paolo Sandicho
Paolo graduated cum laude from the University of the Philippines Diliman with a Bachelor of Arts degree in English
Studies, major in Language. He has taught Developmental Reading and Public Speaking at the JIL Colleges Foundation. He
is currently a full-time writer in the Education and Discipleship Department of the Jesus Is Lord Church Worldwide where
he is part of the team that develops and produces educational materials.
Leovigilda Tumaneng
Leovigilda Tumaneng is a graduate of the University of the Philippines, with a Bachelor of Arts degree in English Studies:
Language. She currently serves as editor in the Legal Affairs division of the Department of Agrarian Reform central office,
after working for a few years in the business process outsourcing industry.
Filipina R. Santos
Phnas is a reading specialist for an international school in the Philippines. She also worked as an assistant teacher at
International School Manila and Wordlab School Inc. She has undergone training for teaching students with special needs
and teaching in the content areas. She is currently finishing her Master’s degree in Reading Education at the University of the
Philippines Diliman.
Cristina Gonzales-Saulo
Cristina is a former lecturer of Literature and College English classes at De La Salle-College of St. Benilde and Mapua
Institute of Technology. She also worked as an English instructor and materials developer for several language centers for
foreign students.She graduated from the University of the Philippines Diliman with a Bachelor of Arts degree in English
Studies, major in Language. She is currently finishing her Master’s degree in Reading Education at UP College of Education.
ABOUT THE SERIES COORDINATORS
Alexander C. Maximo, M.A.
Alex holds a Master of Arts degree and a Bachelor of Arts degree, magna cum laude in English Studies: Language, from
the University of the Philippines Diliman. He teaches with the Department of English and Comparative Literature of
UP Diliman where he has handled English courses in the undergraduate and graduate level. His research interests include
critical discourse analysis, corpus linguistics, organizational communication, and computer-mediated communication. With
technology as another passion, he is currently exploring the use of e-learning to develop language skills. He has co-authored
books on office productivity, multimedia, and business writing. He also currently serves as project manager for TechFactors.
Frances Paula L. Ibañez, M.A.
Frances graduated from the University of the Philippines Diliman with a Bachelor of Arts degree in Communication,
major in Journalism. She also earned her Master’s degree in Education, major in Language Education, from the same
institution. She worked as a technical writer in several computer firms for eight years, developing user guides and tutorials
on different software. She taught part-time in a preschool, where she handled the Nursery class, and in an English language
center, where she taught language teaching methodology. She heads the Content Group in TechFactors.
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TABLE OF CONTENTS
Unit 1: Remembering the Past
Lesson 1: Memories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
The Old Soldier’s Return (An Ancient Poem)
Making Inferences
Noun Phrase
Definition Essay
Lesson 2: Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
The Story of the Man ... by Yei Theodora Ozaki
Sequencing Events
Indefinite Articles with Count and Mass Nouns
How to Organize a Definition Essay
Lesson 3: Influences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
29
Teaching Begins by Sir Rabindranath Tagore
Relating to Your Own Experiences
Simple Present Tense
Transitional Devices
Lesson 4: Sacrifices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Rama’s Promise (Excerpts from The Rámáyan of Válmíki)
Questioning the Character’s Motives
The Verbs “Be” and “Have”
Strategies in Writing Effective Sentences for Definition
Lesson 5: Tribute . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
A Farewell to America by Phillis Wheatley
Reading in Sentences
Dependent and Independent Clauses
Denotation and Connotation
Lesson 6: Adventures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
The Story of Sinbad the Voyager from The Arabian Nights
Picturing the Action
Adjective Clauses
Avoiding Clichés
Lesson 7: Veracities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
The Sorrows of Han Acts I and II
Breaking Down Sentences
Restrictive and Non-restrictive Adjective Clauses
Foreign and Borrowed Words
Lesson 8: Tragedies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
The Sorrows of Han Acts III and IV
Evaluating a Character’s Decision
Reduction of Definitions
Coined Terms and Words with New Meanings
Lesson 9: Legacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
118
Dream of Lizards by Jose Y. Dalisay Jr., PhD
Clarifying Sequence of Events
Uses of Comma
Freewriting
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Unit 2: Comparing Histories
Lesson 1: Aphorisms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
On Learning from the Analects of Confucius, Book I
Paraphrasing
Parallel Structure
Illustration as a Pattern of Development
Lesson 2: Adages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
The Tao Te Ching by Lao Tzu, translated by D.C. Lau
Questioning Causes and Effects
Magnitude Statements
When to Use Illustration
Lesson 3: Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
Crime and Punishment by Kahlil Gibran
Challenging the Text
Functions of Prepositions in Sentences
Thesis Statement in an Illustrative Essay
Lesson 4: Images . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Haiku by Matsuō Basho, translated by Harold G. Henderson
Identifying Imagery in Poems
Common Collocations (Verb + Prepositions)
Three Ways to Illustrate a Point
Lesson 5: Legends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
The Legend of the Maha Naghkon
Drawing Inferences
Phrasal Verbs
Sources of Examples
Lesson 6: Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Language and Literature of Karens by Harry I. Marshall
Recognizing Patterns of Organization
Articles with Classified and Identified Nouns
Transitional Devices in an Illustration Essay
Lesson 7: Symbols . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
Korean Poems, translated by Brother Anthony of Taize
Interpreting Symbols
Active and Passive Voice
Analyzing Paragraphs that Use Examples
Lesson 8: Economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
The Interesting Narrative ... by Olaudah Equiano
Summarizing
Dashes and Hyphens
Strategies in Writing Paragraphs that Use Illustration
Lesson 9: Authorities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229
As Long as the Grass Shall Grow by Carlos Bulosan
Analyzing Word Choice
Parentheses and Brackets
Integrating Images in an Essay that Uses Illustration
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UNIT 1: Remembering the Past
Lesson 1: Memories
Lesson 2: Values
Lesson 3: Influences
Lesson 4: Sacrifices
Lesson 5: Tribute
Lesson 6: Adventures
Lesson 7: Veracities
Lesson 8: Tragedies
Lesson 9: Legacy
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Lesson 1: Memories
Before Reading
Lesson Objectives
Important Words
•
To reflect on one’s esteemed
or treasured moments with
loved ones
•
To complete a Frayer’s chart
model as a pre-listening
activity
•
To distinguish the different
types of rhyme used in
writing verses
•
To determine the various
tone maps used in reading
poetry aloud
•
To identify a noun phrase,
its parts, and its function in
sentences
We are planning to invite all of our kith and kin who are in the country
for Christmas dinner.
•
a.
b.
c.
To understand the basic
nature of a definition essay
•
To identify various
techniques in writing
definitions
•
To write definitions of
selected concepts and apply
the techniques in defining
Activity: Study the underlined word in each sentence, and then encircle the
letter that contains the correct meaning of the word.
1.
My family travels to Baguio every summer to experience a cooler clime.
a.
b.
c.
2.
climate
sound made by bells
to go up
Follow the map I gave you and surely you will never go astray in that
mountainous forest.
a. a small dish used for throwing away ashes
b. off the right path or route
c. lose something while traveling
3.
We saw a lot of children running down yonder to the foot of the
mountain.
a.
b.
c.
4.
5.
to make believe
a staff used to shepherd flocks
over there
friends and relatives
friends and foes
friends and classmates
Several fields have been lying fallow for almost two years because of
drought.
a.
b.
c.
to surrender
not active or productive
unskillful
6.
A group of teenagers traveled along a desolate stretch of muddy road.
7.
a. lacking people, plants, animals
b. to feel warm and welcomed
c. far from other roads
We commemorate the veterans of Bataan every 9th day of April.
a. owners of bank accounts in certain places
b. commoners who lead a victory
c. someone who fought in a war as a soldier or sailor
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8.
Some farmers furrow the fields before rain comes during the hot season.
a.
b.
c.
plant seeds using a machinery
make long and narrow cuts in the ground
develop skills needed in farming
Knowledge Activation
China is a country molded by wars. In fact, China’s most famous tourist attraction,
the Great Wall, is a testament to its tumultuous history. During the 7th century B.C., the
emperor ordered the construction of a high wall along the borders of the empire in order
to protect it from the constant invasion of nomads from the north. These invasions were
not the first, however. As early as 8th century B.C., ancient China has been the setting of
rampant wars. This period, now referred to as the Era of Warring Forces, is characterized
by alliances and betrayals of seven warring factions. In more recent times, China has
also engaged in war. From the 1920s onwards, China has witnessed civil war between
the Nationalist and Communist forces. This internal conflict has been halted during the
1930s to the 1940s, as the Chinese repeatedly fought against the Japanese during the
Second World War. When Japan withdrew its forces from the country in 1945, China’s
war became internal again. In 1949, the Chinese Nationalist Party (also known as the
Kuomintang) left China and established its base in Taiwan. To this day, China lives under
the leadership of the Communist Party.
Activity 1
Complete the Frayer’s chart below to write down what you know about soldiers.
Definition
Facts/Characteristics
Examples
Non-examples
Activity 2
What emotions and moral issues do soldiers face upon signing up for battle? Do you think they really want to fight
other people? Why or why not? Would you consider fighting for your country if necessary? Justify your answer.
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Oral Interaction
Have you ever been away from home for a span of time? How did you feel upon coming back home? Read the poem
below and find out how this soldier felt upon returning home after a long time.
Literary Selection
The Old Soldier’s Return
An Ancient Poem
I was but fifteen when I left my friends
For distant climes to fight our Country’s foe,
And now I’m eighty—back for the first time
To see the home I left so long ago.
Where is the house? I should be near it now,
Yet possibly I may have gone astray;
Long years abroad have blurred the youthful brain,
I’ll ask this countryman to point the way.
‘The house is yonder—midst those grassy mounds,
Beneath the shade of fir and cypress1 trees,
And there lie buried all the kith and kin
Of former tillers of these fallow leas.’
1. cypress - may refer to
Chinese Swamp Cypress
which is native to
subtropical southeastern
China
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The veteran sighed and wandered to the house,
And found it overgrown and desolate;
A startled hare fled through the kennel’s hole,
And pheasants2 flew from ceiling beams ornate.
2. pheasants - any of
numerous large often
long-tailed and brightly
colored Old World
gallinaceous birds,
including many raised as
ornamental or game birds
Exhausted by the journey and his grief,
The old man plucked some grain from patches wild,
And mallows from around the courtyard well,
As in the days when but a little child.
But when the homely fare3 was cooked and spread,
And not a friend to cheer the lonely place,
He rose, and going out to eastward gazed,
While tears flowed down his worn and furrowed face.
3. fare - material provided
for use, consumption, or
enjoyment
Understanding Literature
Comprehension Questions
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Who is speaking in the poem? Write three things about him or her.
Does the soldier feel victorious after coming home from the war? Explain your answer.
Why is the word “country” in the first stanza capitalized? What does this signify?
Notice the shift in point of view used by the writer. What do you think is the significance of shifting from the first
person to the third person?
Who is the veteran? Is the veteran also a speaker in the poem?
Have you ever felt exhausted and lonely? Share this experience with a partner and tell how you coped with fatigue.
What is the theme of the poem? How do you relate this to your own life as a teenager?
Do you know anyone who is working as a police or a soldier? What are your first impressions about him or her?
What are your opinions about nations fighting other nations? What can you do to help in maintaining peace?
In your opinion, how does literature help people understand the importance of maintaining peace?
Literary Analysis
Rhymes are similar sounds that repeatedly occur among a group of words. In poetry, rhymes are often used to
facilitate rhythm. Contrary to popular belief, rhymes are found not only at the end of lines. Rhymes can be positioned at
the beginning or middle of a line, and can occur within the line, or between two lines.
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The tables below shows some of the common types of rhymes. The first set shows the types of rhyme according to
position.
Type of Rhyme
1.
2.
Explanation
Example
Beginning
rhyme
(also called
alliteration)
This refers to the use
of the same consonant
sound at the
beginning of words in
a line or verse.
The nursery rhyme “Peter Piper” illustrates beginning rhyme.
Internal rhyme
Internal rhyme occurs
between a word in a
line and another word
either in the same line
or the next.
A good example of internal rhyme is “The Raven” by Edgar Allan
Poe.
Peter Piper picked a peck of pickled peppers. If Peter Piper picked
a peck of pickled peppers, where’s the peck of pickled peppers Peter
Piper picked?
Once upon a midnight dreary, while I pondered weak and weary,
Over many a quaint and curious volume of forgotten lore,
While I nodded, nearly napping, suddenly there came a tapping
3.
End rhyme
This is a rhyme that
occurs at the last
words of the lines of a
poem.
“Stopping By Woods On a Snowy Evening” by Robert Frost is a
popular example of end rhyme.
The woods are lovely, dark and deep.
But I have promises to keep,
The second set shows the types of rhyme according to the nature of their similarity to each other.
1.
2.
3.
Type of Rhyme
Explanation
Perfect rhyme
(also called full
rhyme or true
rhyme)
This kind of rhyme is exact, meaning the two words contain the exact same sound. Usually, a
perfect rhyme is immediately recognizable because of spelling of the rhyming words.
Imperfect
rhyme
(also half rhyme,
or near rhyme)
This term refers to rhymes that are close but not exact.
Eye rhyme (also
called visual
rhyme or sight
rhyme)
Eye rhyme is a rhyme where two words look alike but do not sound alike. Some of these
words reflect historical changes in pronunciation because at one point, they may have been
pronounced similarly.
Rest when you reach the top of the mountain,
take off your hat and drink from the fountain.
Emily Dickinson’s “Hope is the thing with feathers” uses imperfect rhyme.
Hope is the thing with feathers
That perches in the soul,
And sings the tune without the words,
And never stops at all.
And the town after the flood
buried in mud, steel, and wood
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4.
5.
Identical rhyme
(from French
rime riche)
When the same word is used twice to complete a rhyme, it is called an identical rhyme. The
example below is taken from “Bells” by Edgar Allan Poe.
Rich rhyme
In a rich rhyme, a word rhymes with its homonym.
In a clamorous appealing to the mercy of the fire,
In a mad expostulation with the deaf and frantic fire
“A First Attempt in Rhyme” by Thomas Hood uses rich rhyme.
Partake the fire divine that burns,
In Milton, Pope, and Scottish Burns,
Who sang his native braes and burns.
Activity 3
A. Re-read “The Old Soldier’s Return” with a special attention to rhyme. Below, list down three kinds of rhymes used
in the poem. Give an example of the specific lines that use the particular kind of rhyme.
Kind of rhyme
Lines showing the kind of rhyme
B. Try your hand at composing rhymes about memory. If you want, you can focus on specific memories of your
childhood. You may also want to write about the memories of another person. Be prepared to share your rhymes
with the rest of the class.
Kind of rhyme
1.
Identical rhyme
2.
Eye rhyme
3.
Imperfect rhyme
4.
Perfect rhyme
5.
Rich rhyme
Your own rhyme
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Responding to Literature
Oral Communication
Research about tone maps when reading poetry. On your own, try to label the different tones you recognize in the
poem “The Old Soldier’s Return.” Afterward, form a group with five members and read the poem aloud using the tone
maps. To evaluate how well you did on recognizing tone and mood in poetry, distribute a set of criteria that will grade
your performance among the audience. Invite the audience to comment on your performance.
Research and Writing
Find a video that presents interesting facts about Chinese soldiers during the ancient war. Show this video to the class
and prepare five questions that you would want your classmates to answer about what they have watched. The questions
should be geared towards understanding the advantages and disadvantages of getting involved in the military.
Skills Development:
Making Inferences
When reading, we often take note of important details to make sure we understand what we are reading. Usually,
these details are directly mentioned in the text, but there are instances when we have to read between the lines or infer
from the text to grasp the real message.
Inferences are the judgment and conclusions we draw after reading a text and connecting its details to our own
experiences.
A. Reread the poem “The Old Soldier’s Return Home” and take note of three important statements. Write these
statements in the chart below and complete the statements with your knowledge and inferences.
Details or Statements
from Poem
What I Know from
Reading or Experience
Inference
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B. Study the following excerpts from the poem “Distaste for Official Life” by Tao Tsien written during the T’sin
Dynasty. Make inferences about the italicized lines in each stanza. Create a chart similar to the one used in the
first activity.
1. Far from the busy mart and huckstering crowd,
Striving for gold or place with brawlings loud—
From youth to middle age I’ve passed my days
Midst flowers and fields hearing what Nature says.
2. And now, alas! I’m on this boat and bound
For far King-chow, with rank and office crowned;
To village home and friends I’ve bid farewell,
And of life’s peace, I fear, I’ve tolled the knell.
3. I cannot sleep, the future weights my mind,
The calls of office—cares of every kind
Oppress me with a sense of coming woes—
A forlorn hope against unnumbered foes!
4. How can I leave my former happy life
To mingle in ambition’s worldly strife!
What care I for the spoils of rank and power,
The petty triumphs of the passing hour!
5. My office I’ll resign and homeward turn
To till my farm beside the rippling burn,
Where I in happy freedom may once more
The Muses and the Book of Nature pore.
Grammar Review:
Noun Phrase (NP)
One of the fundamental concepts in language, whether in written or spoken form, is the noun phrase or NP.
A noun phrase is a group of words which include a noun and the modifier(s) that describe(s) it. It is important to learn
to distinguish noun phrases in sentences since the subjects of sentences are usually found in the noun phrase. Below are
the various formations of noun phrases.
Formation
Samples
article + noun
the family, a cousin
possessive pronoun + noun
their vacation, my gift
demonstrative pronoun + noun
that house, this picture
adjective + noun
exciting adventure, memorable week
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The basic forms given on the previous page can also be combined in order to form more complex noun phrases.
Formation
Samples
the artistic family
article + adjective + noun
a generous cousin
their long vacation
possessive pronoun + adjective + noun
my personal gift
that well-designed house
demonstrative pronoun + adjective + noun
this colorful picture
Noun phrases also take the form of noun + modifiers, but this will be discussed in later chapters of the book.
Grammar Workout
A. Underline the noun phrase in each sentence below. Write the underlined words on the second column. Afterwards,
identify the parts of each noun phrase by writing the formation in the last column.
Sentence
1.
The Santos family decided to
have a reunion one Saturday.
2.
Mrs. Lina Santos called the
children to tell them about the
plan.
3.
Efren, who was a reputable
doctor, promised to arrive at
the house early.
4.
Ann, a passionate teacher,
became very excited upon
hearing the plan from her
students’ parents.
5.
On the appointed day, they
all went out for lunch at their
favorite restaurant.
6.
After the sumptuous lunch,
they visited the amusement
park, which was a memorable
part of their childhood.
NP
Parts
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7.
After enjoying the rides,
they sat down on one of the
benches and talked about their
funny experiences in the past.
8.
Their father, Mr. Fred Santos,
surprised them with old
pictures from their photo
albums at home.
9.
After looking at the pictures,
Ann took out her camera and
requested a passerby to take a
picture of them.
10. All of them assured one
another that they would have a
reunion again and treasure the
moments they spent together.
B. Give examples of noun phrases with the specified formations. Use your given noun phrases in meaningful
sentences.
1. adjective + noun
________________________________________________________________________________________
________________________________________________________________________________________
2. demonstrative pronoun + adjective + noun
________________________________________________________________________________________
________________________________________________________________________________________
3. pronoun + noun
________________________________________________________________________________________
________________________________________________________________________________________
4. article + noun
________________________________________________________________________________________
________________________________________________________________________________________
5. possessive pronoun + adjective + noun
________________________________________________________________________________________
________________________________________________________________________________________
Collaborative Task
Form a group with five members. As a group, take a photograph of people which shows the importance of
relationships among loved ones. You may also choose to think of a scene which you can draw or paint. Be prepared to
present your work before the class and to explain the message that your work conveys.
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Writing Topic:
Definition Essay
In the collaborative activity, you used the basic principles of defining
something. As a group, you thought about how to explain the background and
message of the output of your group in order for the audience to understand it.
As a basic preparation for writing a definition essay, you must first learn
how to define terms. Of course, there are words that can be easily defined,
especially those that are concrete nouns such as desktop computer, suspension
bridge, and national parks. However, when it comes to defining abstract terms
such as love and justice, you must go through a lot of steps in order to help your
reader understand the words.
To help you define terms effectively, here are some reminders:
•
•
•
Choose a specific term—broad topics are hard to define;
Look for reliable sources that can help you define the term;
Think of illustrations and examples that can help readers comprehend the definition.
You can also employ different strategies in defining a specific term. You can:
•
•
•
Define the term by explaining what it does
Define the term by comparing it with other related terms or concepts
Define the term by showing its opposite
Guided Reading
To further help you define terms, the sample paragraphs below will demonstrate the different strategies you could use
when you write your definition essay.
Paragraph 1 - Defining the term by explaining what it does
A war is a formally declared battle between two opposing forces. It uproots men from
their otherwise peaceful lives and hurls them into the field of battle to kill other men. A
war injures people physically and mentally. It instills fear. It breaks families. It destroys
homes.
Paragraph 2 - Defining the term by comparing it with other
related terms or concepts
Although the terms ‘house’ and ‘home’ are sometimes used interchangeably, the latter
term carries a sense of fondness that is somewhat lacking in the first term. To say an
architectural structure is a house is to merely describe it as a shelter. However, to refer to
it as a ‘home’ implies that people live in that shelter and that these people consider each
other family.
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Paragraph 3 - Defining the term by showing its opposite
During a time of war, soldiers are responsible for protecting their country. They are
deployed into the battlefield and are expected to engage in combat whether on air, on
land, or at sea. Members of the armed forces who don’t engage in these activities but are
instead responsible for tending the wounded and the sick are called non-combatants.
Individual Activity
A. Read each paragraph below and determine what kind of strategy the writer used in defining each concept.
1
A society under the state of dystopia does not exhibit any of the paradisiacal qualities which
characterize a utopia. The word utopia was first used in 1516 by Sir Thomas More in his novel
of the same title. In a utopian society, everyone lives in perpetual harmony. There are neither
catastrophic natural disasters nor wars. There is also no moral, intellectual, or financial poverty.
2
Nostalgia is an intense feeling of longing for the past. Nostalgia renders the past beautiful
and perfect, and a person experiencing nostalgia yearns to return to those blissful moments that
are long gone. Nostalgia turns a person melancholic as well as sentimental.
3
Some families have a treasured object that gets passed down from generation to generation.
This object is called an heirloom. Usually, an heirloom is an antique that plays a significant role
in the family’s history. It may also be of considerable monetary value, like jewelry or furniture.
More than an inheritance, however, an heirloom is a gift.
B. Define any of the following terms using one strategy discussed in this lesson.
•
•
•
•
•
Memory
Longing
Grief
Loss
Reunion
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ET8-Vol2-Cover.pdf
1
3/13/2015
4:05:06 PM
techfactors Inc.
The EnglishTek K-12 Series offers a holistic and fun approach to learning English. EnglishTek is
founded on the Communicative Language Teaching (CLT) approach to develop language
competencies. EnglishTek offers a blended learning program through the best practices in
language education inside the classroom combined with e-learning technologies in order to
make learning engaging and relevant for students. With EnglishTek, students become effective
communicators who can understand and produce meaningful discourse, all the while enjoying
rich and vibrant learning experiences.
2
1
KS E R I E S
8
VOLUME 2
African and Asian
Literature
VOLUME 2
Series Coordinators
EnglishTek 8
ISBN 978-621-8000-02-5
B.EG8.1.14.1
9 786218 000025
Frances Paula L, Ibanez, M.A.
Alexander C. Maximo, M.A.
Authors
John Paolo V. Sandicho
Leovigilda M. Tumaneng
Cristina G. Saulo
8
African and Asian
Literature
Vol. 2
John Paolo V. Sandicho
Leovigilda M. Tumaneng
Filipina R. Santos
Cristina G. Saulo
Series Coordinators
Alexander C. Maximo, M.A.
Frances Paula L. Ibañez, M.A.
First Edition
ET8-Vol. 2-Front Matter.indd 1
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TechFactors Inc.
Trademark of TechFactors Inc.
Philippine Copyright 2014 by TechFactors Inc.
All rights reserved. No part of this courseware may be reproduced or copied in any form, in whole, or in part, without written
consent of the copyright owner.
First edition, 2014
ISBN 978-621-8000-02-5
Published by TechFactors Inc.
Printed in the Philippines
Authors John Paolo V. Sandicho, Leovigilda M. Tumaneng, Filipina R. Santos, and Cristina G. Saulo
Series Coordinators Alexander C. Maximo, M.A. and Frances Paula L. Ibañez, M.A.
Creative Writer Ma. Jendell Valin Kirong, Leovigilda Tumaneng, and Zenia P. Lazaro
Content and Editorial Cristina G. Saulo, Ma. Regina B. Peñarroyo, Eris Heidi L. Ramos,
and Jean Marie M. Romualdez
Creatives Julius Caesar G. Barredo, Darylle R. Cajucom, Regina M. Zapata, and Samboy M. Dela Torre
Illustration Julius Caesar G. Barredo, Nadine Bartolome, and Darylle R. Cajucom
Systems Kim A. Benebese, Mark B. Abliter, Allan Nicole C. Celestino, Kenneth T. Salazar, Robie Marc R. Peralta,
Kadmiel D.G. Ramos, and Raymond P. Baguio
Exclusively distributed by TechFactors Inc.
101 V. Luna Road Extension
Sikatuna Village, Quezon City
1101 Philippines
Telephone number: (632) 929 8094
Email address: info@techfactorsinc.com
Website: www.techfactorsinc.com
The materials reprinted in this book, both literary materials and images, are obtained from open domain sources. The
copyrights of the literary materials have already expired, and thus are free from copyright in their respective countries and in
the Philippines.
Any lapse or oversight is unintentional and will be corrected in the next editions.
ET8-Vol. 2-Front Matter.indd 2
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FOREWORD
Filipino students face challenges in learning the English language. More than ever, changes in learning environment now
affect how we approach language education. Teaching approaches and methods have to fit 21st century learners.
The EnglishTek K to 12 series is TechFactors’ innovation in English learning. Based on the principles of Communicative
Language Teaching (CLT) and Blended Learning, EnglishTek incorporates current practices in language learning and
educational technology. Aside from developing communicative competence in students, EnglishTek meets the competency
standards of the Department of Education K-12 curricula and also focuses on honing vital 21st century skills, giving
graduates a competitive advantage.
Lessons in the EnglishTek 7 to 10 volumes are literature-based. They follow the Directed Reading Approach (DRA)
which provides students with various activities before, during, and after reading. These activities include schema activation,
vocabulary enrichment, comprehension exercises, and real-life application of values. Graphic organizers are also provided in
the book to help learners map their ideas and improve their learning strategies and information processing. These engaging
activities are all designed to target communication skills. They also create occasions for the students to hear and use the target
language.
Moreover, EnglishTek provides holistic learning by highlighting the Reading-Writing connection. Each reading selection
is followed by a literary analysis, as well as a discussion of a related grammatical point. The grammar lessons are then
connected to a writing lesson. This ensures that the learning of the students is applied. In these writing lessons, EnglishTek
provides students with support through model paragraphs and guided practice.
Most of all, learning is made relevant by situating learners in context and by using situations, examples, and texts that can
be found in the real world. Through authentic materials that reflect Filipino values, learners can develop connections between
their classroom learning and their life experiences.
We hope that, with this series, students become effective communicators in English and simultaneously enjoy the learning
process. By building these critical foundations of communication, we hope to produce effective communicators that think
critically and can create meaningful discourse.
TechFactors Inc.
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ABOUT THE AUTHORS
John Paolo Sandicho
Paolo graduated cum laude from the University of the Philippines Diliman with a Bachelor of Arts degree in English
Studies, major in Language. He has taught Developmental Reading and Public Speaking at the JIL Colleges Foundation. He
is currently a full-time writer in the Education and Discipleship Department of the Jesus Is Lord Church Worldwide where
he is part of the team that develops and produces educational materials.
Leovigilda Tumaneng
Leovigilda Tumaneng is a graduate of the University of the Philippines, with a Bachelor of Arts degree in English Studies:
Language. She currently serves as editor in the Legal Affairs division of the Department of Agrarian Reform central office,
after working for a few years in the business process outsourcing industry.
Filipina R. Santos
Phnas is a reading specialist for an international school in the Philippines. She also worked as an assistant teacher at
International School Manila and Wordlab School Inc. She has undergone training for teaching students with special needs
and teaching in the content areas. She is currently finishing her Master’s degree in Reading Education at the University of the
Philippines Diliman.
Cristina Gonzales-Saulo
Cristina is a former lecturer of Literature and College English classes at De La Salle-College of St. Benilde and Mapua
Institute of Technology. She also worked as an English instructor and materials developer for several language centers for
foreign students.She graduated from the University of the Philippines Diliman with a Bachelor of Arts degree in English
Studies, major in Language. She is currently finishing her Master’s degree in Reading Education at UP College of Education.
ABOUT THE SERIES COORDINATORS
Alexander C. Maximo, M.A.
Alex holds a Master of Arts degree and a Bachelor of Arts degree, magna cum laude in English Studies: Language, from
the University of the Philippines Diliman. He teaches with the Department of English and Comparative Literature of
UP Diliman where he has handled English courses in the undergraduate and graduate level. His research interests include
critical discourse analysis, corpus linguistics, organizational communication, and computer-mediated communication. With
technology as another passion, he is currently exploring the use of e-learning to develop language skills. He has co-authored
books on office productivity, multimedia, and business writing. He also currently serves as project manager for TechFactors.
Frances Paula L. Ibañez, M.A.
Frances graduated from the University of the Philippines Diliman with a Bachelor of Arts degree in Communication,
major in Journalism. She also earned her Master’s degree in Education, major in Language Education, from the same
institution. She worked as a technical writer in several computer firms for eight years, developing user guides and tutorials
on different software. She taught part-time in a preschool, where she handled the Nursery class, and in an English language
center, where she taught language teaching methodology. She heads the Content Group in TechFactors.
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TABLE OF CONTENTS
Unit 3: Analyzing Perspective
Lesson 1: Love . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
The Gift by Li Young Lee
Connotations
Noun Compounds
Classification Essay
Lesson 2: Honor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Muh-Lan
Analyzing Poetic Effects
Other and Its Relatives
Finding a Basis and Purpose for Classifying Items
Lesson 3: Truth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
In A Grove by Ryunosuke Akutagawa
Characterization
Coordination
Creating Distinct Categories
Lesson 4: Death . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
The Watch by William Alfred Wood
Responding to the Story
Subordination
Using Graphic Organizers to Visualize Classification
Lesson 5: Casualties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
The Diameter of the Bomb by Yehuda Amichai
Explaining Understatements
Conditional Sentences
Organizing a Classification Essay
Lesson 6: Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Interpreter of Maladies by Jhumpa Lahiri
Judging the Character’s Actions
Most and Its Relative
Achieving Coherence in a Classification Essay
Lesson 7: Gender . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Cut by Ma. Celeste Flores-Coscolluela
Evaluating Advertisements
Articles with Generic Noun Phrases
Writing the Introductory Paragraph for Classification Essay
Lesson 8: Strength . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Excerpt from Things Fall Apart by Chinua Achebe
Explaining Proverbs
Uses of Semicolon
Developing Supports in a Classification Essay
Lesson 9: Beauty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Beauty: The Korean Way by Julia Yoo
Using the Thesaurus
Uses of Colon
Writing the Concluding Paragraph for a Classification Essay
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Unit 4: Challenging Generalizations
Lesson 1: Fortitude . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
The Swamp Dwellers by Wole Soyinka
Analyzing Editorials
Verb Structure Parallelism
The Process Analysis Essay
Lesson 2: Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
The God Stealer by F. Sionil Jose
Reading Comic Strips
Verbals
Directional and the Informational Process Analysis Essays
Lesson 3: Equiality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
The Taj Mahal by Sahir Ludhianvi
Analyzing a Feature Article
Prepositions of Time
Writing a Complete Process Analysis Essay
Lesson 4: Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Poem by Taufiq Rafat
Analyzing a Music Video
Nondefining Adjective Clause in Simple Past
Writing a Coherent Process Analysis Essay
Lesson 5: Dichotomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Piano and Drums by Gabriel Okara
Analyzing a Documentary
Nondefining Adjective Clauses in Past Continuous
Writing a Process Paragraph
Lesson 6: Parity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
The Pillow Book: Women in High Office by Sei Shōnagon
Analyzing a Stage Play
Nondefining Adjective Clauses in Perfect Tenses
Practicing Process Analysis in Small Groups
Lesson 7: Prejudice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
By Any Other Name by Santha Rama Rau
Analyzing a Political Speech
Capitalization
Practicing Writing a Process Analysis Essay
Lesson 8: Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
Sing to the Dawn: Chapter 1 by Minfong Ho
Reviewing a Panel Discussion
Contractions
Analyzing Writer’s Strategies
Lesson 9: Survival . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
All This Weight by An Na
Reviewing a Public Service Announcement
Abbreviations
Compiling a Portfolio
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UNIT 3: Analyzing Perspectives
Lesson 1: Love
Lesson 2: Honor
Lesson 3: Truth
Lesson 4: Death
Lesson 5: Casualties
Lesson 6: Identity
Lesson 7: Gender
Lesson 8: Strength
Lesson 9: Beauty
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Lesson 1: Love
Before Reading
Lesson Objectives
Important Words
•
To use antonyms and
synonyms as context clues
in finding the meaning of
unfamiliar word
•
To enumerate related and
synonymous words for a
concept by creating a word
map
•
To analyze how a poet’s
choice of words affect the
mood and meaning in poetry
•
To determine points for
emphasis in a piece for
oration
•
To create a collection of
poem in an eBook format
•
To evaluate a word’s
connotative meaning and
how it affects the overall
meaning of a sentence or
passage
•
To use different noun
compounds in sentences
effectively
•
To review ways of classifying
ideas
•
To evaluate how an author
uses classification to forward
an argument about a topic
Read each sentence and take note of the underlined word. Then choose
another sentence that uses the word similarly.
1.
2.
3.
4.
Witnesses said that after the explosion, everything in the store just
exploded into splinters.
a.
When she heard that her husband is very sick, Amy’s heart seemed
to break into splinters.
b.
After the accident, I felt a sudden pain in my right ring finger. I
checked it and saw a splinter of wood that penetrated my skin.
The blast site was in shambles as shards and slivers of glass and debris
scattered the affected area.
a.
After the typhoon, a lot of the evacuees returned to their
homes with a sliver of hope even as they faced their future with
uncertainty.
b.
The sliver of wood that you found in your things came from the
neighbor’s old house that is being demolished when you left your
window open.
Mila looks at her newborn child with so much tenderness that it is
almost heart-wrenching.
a.
Nurse Celia is very popular in that hospital because her patients
always experienced her dedication and tenderness when they
need her the most. In honor of her, they prepared a little party to
express their gratitude and the hospital authorities to commend
her for Nurse Celia’s exemplary performance.
b.
I think you should let the doctor see your right backside. The
tenderness you felt and the pain that you mentioned earlier on
that part is very alarming.
The lead guitarist was really in high spirits during the concert that
when he suddenly smashed his guitar sending shards of wood
flying through the air, the crowd just went wild and got even more
aggressive.
a.
You are too young to get your heart broken into shards so you
must focus on your studies first.
b.
Milo was so nervous that his father will punish him that he
accidentally stepped into the shards of broken glass lying on the
floor.
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Knowledge Activation
Among Filipinos, the adage “Kung anong puno, siya ang bunga” represents
their belief that whatever the parents teach their sons or daughters in childhood
would definitely affect their attitude and perspective in life. However, based on
sociological studies, this view about the influence of parents on children is shared
among Asian countries.
Listen as your teacher reads an article entitled “Impacts of Korean Fathers’
Attachment and Parenting Behavior on Their Children’s Social Competence,” a
study by Jin-Young Chae and Kang Yi Lee published in an international journal.
In this article you will learn the similarities between Korean and Filipino culture
regarding parenthood.
Activity 1
Before listening, define the following terms as a class: attachment, parenting, and social competence. How are these
terms defined when studying about society and culture? Write down the definition that the whole class will come up with
for these terms and write them on the spaces provided below.
attachment:
parenting:
social competence:
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Activity 2
A. Complete the chart below with details about the research article you listened to. The chart presents the important
parts of a research:
Parts of a Research
Guide Questions
Statement of the Research
Problem
What did the study aim to find out?
Significance of the Research
How does the study contribute to Korean culture in academic and social
aspects?
Definition of Terms
How did the researchers define the terms:
attachment
parenting
social competence
Review of Literature
What did the researchers mention about the following topics:
child-mother relationships
role of fathers in a family
Korean fathers and their parenting behavior
B. Reflect on the study and list down new and important details you learned about Korean parenting or father-son
relationship in Korea. How do you think this information will help you understand the poem you were assigned
for this lesson?
Oral Interaction
If you see a child crying in front of his or her father, what reasons would you initially think of ? How did you come up
with such notions? Read the poem “The Gift” by a Li-Young Lee and find out why the speaker in the poem cried in front
of his father.
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Literary Selection
The Gift
by Li-Young Lee
About the Author. Li-Young Lee was born to Chinese parents in 1957 in Jakarta, Indonesia. His father served under
Mao Zedong as physician in China. Later on, he moved the family to Indonesia and helped found Gamaliel University.
In 1959, the Lee family fled the country and after settling for quite some time in Hong Kong, Macau, and Japan, they
finally settled in the United States in 1964.
Lee went to college at the Universities of Pittsburgh, where he developed his love for writing. His poems’ recurring
themes are those of simplicity, strength, and silence. Lee’s works include The Winged Seed: A Remembrance (BOA
Editions, 2013), Behind My Eyes (Norton, 2008), Book of My Nights (2001), The City in Which I Love You (1991), and
Rose (1986).
He has been a recipient of several awards and fellowship grants like the Lannan Literary Award and Fellowship from the
Academy of American Poets among others. He also received the honorary degree of Doctor of Humane Letters from
State University of New York at Brockport in 1998.
Critical Viewing. Create a narrative about the illustration. What do you think is happening in the picture? What are the
two characters talking about? Why do you say so?
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During Reading. As you read each stanza of the poem, write down the words that you think are related to one another.
Write these words down on each of the boxes and try to show how closely related these words are through word
mapping. How did these words help you in telling the theme, mood, and message of the poem?
Understanding Literature
Comprehension Questions
3.
4.
5.
6.
7.
What are the two stories that the persona narrated in the poem? How are these stories different?
How is the theme of love explored by the writer? What kind of love was depicted in the poem?
Describe the persona’s father based on the details from the poem. Why do you say so?
Describe the persona as a husband. What kind of husband and father do you think he grew up to be?
Notice how the persona describe the metal splinter that hurt him when he was a child. What names did he call it?
What are the significances of mentioning these names?
8. What was the gift given to the persona? Why do you think he considers it a gift?
9. Do you agree that gifts may come in various forms and they are not limited to material things? Why?
10. In Asian cultures, how important do you think is the influence of a father in a family? Is a father’s influence similar
to a mother’s influence? Explain your answer.
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Literary Analysis
Mood and meaning in poetry are established by the poet through his or her choice of words, figurative language,
sentence structure, length of poetic line, and punctuation marks. Mood refers to the feeling conveyed in the whole poem
and meaning refers to the message that the poet wants to communicate.
Read the first two lines of the poem “The Gift” by Li-Young Lee:
To pull the metal splinter from my palm
my father recited a story in a low voice.
From these two lines, how do you think the poet established the initial mood of the poem? In the first line, the letters
m and l set an initial quiet mood for the poem and this quietness is confirmed as the poet used the phrase low voice.
Imagine if the poet used the word pluck instead of pull and hand instead of palm. Do you think he will be able to establish
the same mood? This is one way of looking at how the author’s choice of words affect the mood and meaning in poetry.
Imagine, too, if the poet used another word for recited. Some synonyms for these words are narrate, recount, rehearse,
and say. Do you think one of these words will create the same effect as the word recite in the phrase recite a story?
Definitely not. Although these words are synonymous, the meaning of each word actually gives the writer a hint as to
what can be appropriately used to maintain the established mood. To recite means to give an oral or written account of
in detail. The persona in the story is not narrating or simply recounting a story but reciting it which connotes seriousness
and sincerity.
Read the lines again and ask yourself, what did the father used “to pull the metal splinter?” Was an instrument
mentioned? If you carefully analyze the structure of the sentence, you would find out that instead of mentioning a real
medical instrument, the poet referred to the “story” recited by the father as the instrument used for pulling the splinter.
Notice how the poet created a metaphor in these lines.
Additionally, why do you think the poet chose to place a prepositional phrase first before the independent clause?
The subject or doer of the action is not emphasized by doing this and thus, the poet was able to maintain, once again, the
quietness of the narration.
Notice, too, the poet’s choice of not using a comma after the word palm. In writing, we usually use a comma when we
write a prepositional phrase first before the main clause as in:
To pull the metal splinter from my palm, my father recited a story in a low voice.
Compare this if we simply write the whole sentence without the comma.
To pull the metal splinter from my palm my father recited a story in a low voice.
Did you notice how dramatic the phrases “my palm my father” becomes? With these analyses for the first two lines of
the poem, what conclusion can you draw about the message the poet wants to communicate?
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Activity
A. Read the whole poem again and analyze if the poet was able to maintain the initial quiet mood throughout the
piece. If there has been a change of mood, explain below how the writer established a new mood through his
choice of words, figurative language, and sentence structure.
B. What do you think is the message of poem? What does the author want to tell its readers not only about his father
but also about the concept of “fatherhood” in Korea? Explain your answers below.
Responding to Literature
Oral Communication
Obtain a copy of US President Barrack Obama’s speech for Father’s Day last June 2013. Read it carefully and prepare
to present an oratorical speech using this piece. Submit an annotated copy of the speech to your teacher before you speak
in front of your classmates. Your copy should show which sentences you will emphasize in your oration and the reasons
for it.
Research and Writing
Read more about poetry in Korean literature. Come up with a eBook collection of poems. Your collection should have
a short introduction that informs your readers about your rationale for putting together the poems you have chosen in a
collection.
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Skills Development:
Connotations
Connotations refer to the associations and emotional suggestions connected to a word used in a certain context.
It is contrasted with denotation which refers to a word’s literal or dictionary meaning. When reading, being able to
understand the meaning of words as used in context helps the reader “read between the lines” and thus learn about
implied ideas in a text. Analyzing connotations in a text can also help the reader understand the author’s attitude or
biases toward a topic.
The connotative meaning of a word can either be positive or negative. A positive connotation conveys a favorable
impression while a negative connotation conveys an unflattering impression. Study the following examples:
(2)
Noella loves to talk in class.
She always shares personal
stories in class.
(1)
Noella is a talkative student.
She always tells personal
stories in class.
Activity
A. Differentiate the following pairs of words by listing their connotative meanings.
WORDS
splinter - sliver
job - career
immigrant - alien
home - house
love - passion
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B. In this lesson, you read the poem entitled “The Gift.” How did the author define the concept of gift or giving in
the poem? If you were to write the poem using the point of view of the father, what title would you use? Are you
still going to use the same title? If yes, what connotations of the concept would you emphasize? If no, what new
title would you use? Explain your answer in the space below.
Grammar Review:
Noun Compounds
Noun compounds are two or more nouns that function as one to represent a new concept. These are common in
scientific writing. For example:
The scientist studied a cold virus.
Noun compounds are different from compound nouns. Noun compounds are composed of two nouns: the first noun
acts as a modifier for the second noun.
Compound Nouns
Noun Compounds
• greenhouse
gases
• fossil fuel
• placebo effect
•
•
•
•
•
bedroom
haircut
software
sunrise
breakfast
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Noun compounds can be classified according to their functions:
Functions
Examples
1.
Properties
What are its characteristics?
tablet computer
(a type of mobile computer)
2.
Material
What is it composed of?
carbon deposit
(the deposit is made of carbon)
3.
Mode of Operation
How does it work?
air brake
(a type of brake that uses compressed air)
4.
Purpose
What does it do?
water filter
(a filter for cleaning water)
5.
Location
Where is it used/ found?
internal combustion
(the burning of fuel happens inside the engine)
6.
Time
When is it used?
winter gear
(clothes used protection during winter)
7.
Shape / form
What does it look like?
cylinder pump
(a pump shaped like a cylinder)
8.
Inventor / user
Who discovered/ uses it?
Erlenmeyer flask
(a flask created by Emil Erlenmeyer)
Grammar Workout
A. Encricle the letter of the correct definition of the noun compounds.
long term survival techniques
blood sample
copper wire
a.
Techniques for survival over a long period of time
b.
Techniques for survival that takes a long period of time to learn
a.
a small amount of blood taken as a sample
b.
an example of what blood is
a.
Wire made of copper
b.
Copper made out of wire
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network applications
air filter
summer cottage
Doppler effect
disc brakes
laptop computer
horse doctor
a.
Applications that operate in a network
b.
A network that operates applications
a.
Filters out air
b.
Filter that cleans the air
a.
Cottage used during the summer
b.
Cottage built during the summer
a.
Effect proposed by Christian Doppler
b.
Effect of Christian Doppler on the frequency of a wave
a.
Brakes shaped like round discs
b.
Brakes that stop discs
a.
Computer that can be used on a person’s lap
b.
Computer used by your lap
a.
A doctor for horses
b.
A doctor who is a horse
B. Write the noun compound of the underlined words.
Sentence
1.
The truck used in construction uses an engine powered by diesel.
2.
She enrolled in two major subjects for the semester in the winter
Your answer
season.
3.
The economic growth experienced by the Philippines this year was
due to new businesses started with capital from foreign countries.
4.
Teenagers from our neighborhood spend their weekends cooking in
a big pot for soup to distribute to homeless people.
5.
Various items can be found in the holiday bazaar such as ornaments,
cakes, and gingerbread that is shaped like a house.
6.
In the next town lives an old man who specializes in repairing the
engines of sports cars.
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7.
In Math class this year, the students will be learning about a theorem
proven by Pythagoras.
8.
He makes it a point to incorporate exercise in his daily habit.
9.
Living in the desert means that you will encounter storms that are
composed of sand.
10. Some trains operate by levitating it using a magnet rather than using
wheels.
Collaborative Task
Study the image. Pretend that your group is part of the Room
Make-Over Teams. Your task is to suggest steps on what your team
will do first to make the room look better. Keep in mind that the
client still wants to use all of the things you can see inside the room;
nothing should be throwned out. The client just wants the room to look
organized. What steps do you think you can suggest? Present your plan
on a whole sheet of cartolina.
Writing Topic:
Classification Essay
Classifying is an important writing strategy for organizing ideas. When you classify, either you group related ideas or
you divide them. For instance, a writer working on the topic of love may start with grouping related ideas (agape, phileo,
storge, and eros) and then label this group with a general term (love).
phileo
storge
agape
eros
love
Or the writer may start with the general definition of love and then divide this topic into its different types.
love
agape
phileo
storge
eros
You can use classification in developing your essay, especially when you plan to talk about a lot of information. Your
reader will look for a logical organization of your thoughts.
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Guided Reading
Read the essay below and notice how the writer used classification in developing the essay. How did the writer
introduce the topic and how were each category discussed? Also, do you think the conclusion is appropriate?
Four Facets of Love
Modern day definitions of love are closely-related to relationships. There is love between a man and a woman, between a parent and a child, between friends, and love for oneself. Interestingly, there are actually four types of love and
it has existed from the time of the Ancient Greeks and they are the following: agape, phileo, storge, and eros.
Agape means deep and unconditional love that exists between parent and child or a married couple. It is a selfless
love that does not expect anything in return. It was also the Bible’s reference to God’s unwavering love for humanity that
requires sacrifice. Phileo, on the other hand, refers to love between friends and family and requires trust and loyalty.
Love with acceptance and familiarity is what the Greeks labeled as Storge. It is also unconditional and based on acceptance. This can also be seen between friends and family. Lastly, Eros is passionate love that exists between lovers. It is a
deep and strong attraction between a man and a woman. And this could be more familiar to most because of the Greek
god Eros, or Cupid, as he is known in Roman mythology.
Given these four types of love, one can deduce that man indeed, is a social being. He cannot live alone and needs
human interaction and affection that will be part of his life from the day he was born until his death.
Individual Activity
A. Tell whether or not the grouping of ideas makes sense. Explain in brief your argument for each.
B. Write down all ideas you can relate to each topic. Compare your list with that of you seatmate. Are there similar
ideas you have written? What does this say about your knowledge or experience about each topic?
types of people you meet
types of moviegoers
types of readers
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THIS IS A SAMPLE COPY
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