The lessons in this unit have been arranged according to an ever widening scope of experience. They should help you identify and resolve certain crises that usually happen as a series of stages that are part of the gradual development you go through from your younger years to the age you are in now. Through these, you can have a strong sense of roots by valuing family heritage; achieving a sense of identity and independence in your desire to break free; defining choices in life by rising to the challenges; and eventually, translating your visions into reality.
a.) explore opportunities for obtaining various views on a given issue by listening to panel discussion
b.) use varied ways of organizing information
c.) organize information from a written text into an outline
d.) express emotional reaction to what has been read
e.) use concept maps to show relationships between and among ideas abstracted from the text
f.) master the rules of Subject-Verb Agreement
g.) pronounce the words correctly
1.) Read each section carefully. If you have not read the first two sections, go over them first.
2.) Each module begins with a brief introduction or Overview followed by a list of Objectives you are expected to learn.
3.) Before working on the activities, answer the Pretest first. Find out how well you did by checking your answers against the answers given under the Self-check of the pretest.
4.) As you work on the activities, try to relate them to the objectives of this module. What skill or strategy does the activity develop?
5.) After working on all the activities take the Posttest.
Here’s China’s message that went with her note.
Later, the little boy asked his father, “Why does mother seem to cry for no reason?” “All women cry for no reason,” was all his dad could say.
The little boy grew up to be a man, still wondering why women cry. Finally, he put in a call to God. When God got on the phone, he asked, “God, why do women cry so easily?”
God said, “When I made to woman, she had to be special. I made her shoulders strong enough to carry the weight of the world, yet gentle enough to give comfort. I gave her strength to endure childbirth and the rejection that many times come from her children.
I gave her a hardness that allows her to keep going when everyone else gives up, and take care of her family through sickness and fatigue without complaining.
I gave her the sensitivity for her children under any and all circumstances.
I gave her strength to carry her husband through his faults and fashioned her from his rib to protect his heart.
And finally, I gave her a tear to shed. This is hers exclusively to use whenever it is needed.
You see son,” said God, “The beauty of a woman is not in the clothes she wears, the figure that she carries, or the way she combs her hair.
The beauty of a woman must be seen in her eyes, because that is the doorway to her heart – the place where love resides.”
_______________2. to find fault incessantly; to irritate by constant scolding or urging; complain
_______________3. a heavy concentration of fire
_______________4. uncommon; noteworthy; unique; extra
_______________5. last, persist; to suffer firmly or patiently
1.) What is the subject of the column?
2.) What answers to the boy’s question did not satisfy him?
3.) Whom did he ask finally?
4.) Where does the beauty of a woman lie?
5.) What is the aim of the columnist?
2. What does God mean when He said, “The beauty of a woman is not in the clothes she wears, the figure that she carries, or the way she combs her hair. The beauty of a woman must be seen in her eyes, because that is the doorway to her heart – the place where love resides”?
3. Why do you think God created women in a very special way?
___1. China’s mother were very happy.
___2. The boy in the article is wondering why women cry without reason.
___3. God explained how special the women are.
___4. Mothers most often experiences rejection.
___5. Mothers never ceases to love and care for their children.
___6. Love are seen in the eyes.
___7. God always put perfection in His works.
___8. The aim of the columnist are to pay tribute to mothers.
___9. The role of the mother is very difficult to understand.
___10. China loved her mother very much.
There are two basic rules of Subject and Verb Agreement that govern all of the other rules.
A singular subject must have a singular verb
A plural subject must have a plural verb
Fill each blank with either is, are, or am.
The famous restaurant ___ located at Greenbelt. Italian woodfire oven pizzas and freshly made pasta ___ the main attractions of the place. The manager and owner of the restaurant ___ always around to see if the customers ___ all satisfied. Everybody ___ given the best service which ___ the policy of the restaurant. Anyone ___ welcome to give suggestions for the good of the restaurant and for the satisfaction of the customers. One half of the area ___ allotted not only to eating but also listening to good music which ___ well-selected to relax everyone. The manager hopes that a customer can always say “I ___ a satisfied customer.”
Complete the following sentences with am, is, or are.
1.) The children ____ at the playground.
2.) The box ____ on the table.
3.) Memories ____ the title of the essay that I’m writing.
4.) Anybody ____ qualified to join the contest.
5.) Some ____ to be sent home later.
6.) Both ___ coming.
7.) Everybody ____ invited.
8.) Someone ____ using the phone.
9.) Either ____ correct.
10.) Several more ____ needed.
Underline the correct verb that agrees with subject.
1.) The people (prepare, prepares) for the town fiesta now.
2.) The child (is, are) happy about the celebration going on.
3.) Every Saturday, my classmates (comes, comes) to play basketball.
4.) He (lives, live) five kilometers away from our school.
5.) Everyday I (see, sees) him in the church.
6.) Right now, he (pray, prays).
7.) Mother (prepares, prepare) a nutritious breakfast right now.
8.) She always (report, reports) on time.
9.) The number of applicants (increases, increases) each year.
10.) The students (look up, looks up) the room now.
1. Develop a 3 paragraph composition about your mother – the things you like about your mother; the things you don’t like about her; and your relationship at present. Observe the parts of a paragraph – Introduction, Body, and Conclusion. Make your own title.
2. Write a letter to your mother thanking her for her care.
SPEAKING PRACTICE
/ İ / and / І / sounds
To produce / i / sound, the tongue is bunched forward with its tip pressing the lower front teeth. The teeth and the lips are slightly parted as in a smile. The tongue, lips, and jaw are all rigid as the air is pushed from the mouth.
The / i / sound is the highest of all the front vowels and it is voiced like all other vowels.
Exercise 1
grieve
legalize
cheese
leisure
screen
easel
To produce the / I / sound, keep the tongue bunched up toward the front of the mouth. The tip of the tongue is behind the lower front teeth. Lips and teeth are very narrowly parted. The lips are more relaxed than those for / i /. As the air moves through the mouth, the mid part of the tongue is arched upward toward the hard palate.
Exercise 2
limb
hiss
limousine
timid
city
myth
dwindle
civic
Exercise 3
1. Go back to your seat and sit down.
2. I have to leave this place if I want to live longer.
3. Do you think it is a sin to watch that violent scene in the film?
4. Peel the fruit and swallow it like a pill.
5. The old man slipped in the bathroom and fell into a deep sleep.
Activity 1
Read each word correctly. Then group them according to the sounds / i / and / I /.
Beat
Deer
Fifth
Dream
Thief
Mitten
Seed
Scene
Skillet
Eat
Seize
Sick
Beach
Liquid
Chill
Thick
Victor
Foetus
Win
Big
Activity 2
Box the word which does not belong to the group.
1. heat, seat, feet, knit
2. fill, till, skill, neat
3. niece, here, fear, hill
4. still, kiss, bill, wheel
5. heat, heals, bee, myth
6. chick, little, chips, women
7. plea, speak, dean, win
8. skin, pin, thin, heal
9. fleet, clean, bean, sin
10. fill, in, it, eat
Activity 3
Choose the right word in the parenthesis to complete the sentence. Underline your answer.
1. They want to (pitch, peach) the tent under the (pitch, peach) tree.
2. Cut the sugar (bits, beets) into small (bits, beets).
3. Did a (chick, cheek) kiss him on the (chick, cheek)?
4. When your foot (heals, hills) you can climb those (heals, hills).
5. Let us (slip, sleep) out quietly so that he can go to (slip, sleep).
6. In the (heat, hit) of the argument, he will (heat, hit) the target.
7. Have a (dip, deep) in the lake but do not go to the (dip, deep) side.
8. They will (sheep, ship) the (sheep, ship) to New Zealand.
9. The (reach, rich) have a higher (reach, rich).
10. (Feel, fill) it with air and then (feel, fill) it.
POST TEST
Read the poem below and answer the questions that follow.
The Runaway
Robert Frost
Once when the snow of the year was beginning to fall,
We stopped by a mountain pasture to say, “Whose colt?”
A little Morgan had once one forefoot on the wall,
The other curled at his breast. He dipped his head
And snorted at us. And then he had to bolt.
We heard the miniature thunder where he fled,
And we saw him, or though we saw him, dim and gray,
Like a shadow against the curtain of falling flakes.
“I think the little fellow’s afraid of the snow.
He isn’t winter-broken. It isn’t play
With the little fellow at all. He’s running away.
I doubt if even his mother could tell him, “Sakes,
It’s only weather. He’d think she didn’t know!
Where is his mother? He can’t be out alone.”
And now he comes again with clatter of stone,
And mounts the wall again with whited eyes
And all his tail that isn’t hair up straight.
He shudders his coat as if to throw off flies.
“Whoever it is that leaves him out so late,
When other creatures have gone top stall and bin,
Ought to be told to come and take him in.”
Ref: English Expressways III page 79
I. Vocabulary and Comprehension
A. Vocabulary
Given are the definitions of the words found in the article you read. Read each carefully and find the words being defined in the article.
________________1. land or plot of a land used for grazing
________________2. a young male horse
________________3. a copy on a much reduced scale
________________4. comrade, associate, one of a pair
________________5. tremble, quake
B. Comprehension
1. What is a runaway?
2. Why do you think Robert Frost called the poem The Runaway?
3. What is the colt running away from?
4. How does the speaker feel about the person who has left the colt?
5. How will the experience of the colt contribute to his maturity as a stallion someday?
II. Critical Thinking
1.) What made you similar and different with the colt in the poem? Develop 3 paragraphs to expound your answers.
III. Grammar
Read each sentence carefully. Put a ( √ ) if the sentence is grammatically correct. Put an ( X ) if it is not grammatically correct.
___1. The kitchen, as well as the dining room, are the busiest part of the house.
___2. The stove with four burners are located far from the refrigerator.
___3. The grocery items have their own place for storage.
___4. The council are debating on the proposed measures.
___5. The faculty believe in academic freedom.
___6. The panel of judges is unable to come to a decision.
___7. Each are entitled to his own opinion.
___8. The children seeks attention from their teacher.
___9. The boy studies in our school.
___10. The basket of eggs is on the table.
REFLECTION JOURNAL
1.) What did you learned from this lesson?
2.) How can I use this knowledge?
3.) What is then my challenge?
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