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5
STREAMLINED AND OPTIMIZED

ENGLISH

SAO-­ENG05-­G2-­WK11-­19-­A
Quarter Two: I, as a Learner

Week 1

I AM A LEARNER

1
To the Student:

Welcome to Quarter 2 Modules!

You must be familiar with the use of the modules because you have worked on
several modules already. We hope you have learned from them and developed your skills
as you did the activities contained in the modules.

The modules in Quarter 2 will have the following icons which will serve as your
guide as you do the modules. Here they are:

WHAT YOU ARE EXPECTED TO LEARN FROM THIS MODULE.

This will tell you the objectives of the modules and guide you as you
work on the activities. This will give you some ideas about what to
focus on as you study the module.

THE PRE-TEST diagnoses what you have already known about the
topics in the module. You may not be able to answer all the questions
correctly, but this will not affect your grade in any way. After studying
the modules, you should improve your score in the posttest. If you still
find some difficulty you can always go back to the previous module to
check which part you may have missed or have some difficulty in. You
can also consult your teacher-proctor if you have really some difficult
problems.

THIS ICON INTRODUCES THE ACTIVITIES. The specific activities

are numbered and are also marked by different icons. This is done so
that you will not get lost! They are your guides on the different learning
activities you will undergo such as listening, speaking, reading and
writing, vocabulary development and writing exercises.

Try not to miss any of the activities. They are sequenced in such a
way that you will go from the easiest exercises and move on to the
more difficult ones.

After each activity, check your answers against the SELF-CHECK

SECTION. If you find that you have made errors in a particular
section, go back and re-read that section. Review some of the items
you may have missed.

2
 The following are the icons for the different activities from Quarter 2 modules.

A thinking activity

A listening activity

A speaking activity

A vocabulary activity

A reading activity

An activity to develop grammatical skills

A writing Activity

You should take the POST-TEST after you finish reading the module.
The purpose of the posttest is to give you a feedback on what you are
expected to have learned. If you answer all of the test items correctly,
you can go on to the next module. If not, you may need to go back and
re-read those lessons which you think you did not understand well
enough.

Remember you should not write on the modules, Use answer sheets,
which you will submit to your teacher later.
We wish you good luck as you read the modules and work on the exercises.
Enjoy reading the modules and learn from them!

3
WHAT IS THIS MODULE ABOUT?

This module will enable you to learn how to listen attentively and
intelligently. You will also learn “how to learn” so that you will become
good learners. You will find interesting articles and stories about young
people like you who have learned to conquer their inadequacies.

WHAT YOU ARE EXPECTED TO LEARN

After reading this module and doing the activities, you are expected to-

develop your listening skills to enable you to identify the speaker,

the addressee, the speech event and the type and objective of talk.
pronounce words clearly and use the correct intonation when you
convey ideas;
use the present tense of the verb correctly in stating universal
truths, habitual action or everyday occurrences.
note, recognize, compare and contrast supporting details when
reading a text;
realize that accepting one’s weaknesses is a positive value.
distinguish as a positive value of accepting one’s weaknesses;
use structural analysis and other skills to improve one’s vocabulary;
develop one’s ability to use correct English through reading texts.
write a summary of a text by putting together the significant details
of a selection, using the half-and-half method of comparison;
single out explicitly stated details to aid in comprehension and
enhance appreciation of the essay.

4
HOW TO LEARN FROM THIS MODULE

As you read this module and do the exercises, you will develop many
skills, which hopefully, make you a better learner. Before you start your
work, however, there are a few things you need to remember:

1. Read carefully the first two sections of this module. The first section
tells you what this module is all about and what to expect from it.
The second section tells you what you are expected to learn.

2. Never move on to the next page unless you have done what you
are expected to do, in the previous page.

3. Before you start working on the activities, take the pretest in the
Pretest Section.

4. Take note of the skills which each activity is helping you develop.

5. After each activity, go over the Self-Check Section that follows to

find out how well you understood the activity. Take note also of the
items you have missed.

6. Work on the Posttest in the “How Much Have You Learned”

section.

7. At this point you are now ready for a conference with your teacher-
proctor. This is the time you should ask her about any difficulty or
confusion you may have.

8. Finally, prepare and collate all your outputs. You are expected to
submit them to your teacher in “What You Are Expected” to
produce section. This usually is a learning portfolio, containing the
following:

All your tests

Your semantic web and/or graphic organizers
Your compositions and Journals.

5
HOW DO YOU WORK ON THIS MODULE?

Now that you know the different parts of this module, you will
benefit from it if you follow these steps.

1. Read the module title and the module introduction to get an idea of
what the module covers.

2. Read the section “What You Are Expected to Learn from this
Module” to have an idea of the skills you are to develop in this
module.

3. Take the Pre-Test. Check you answer against the Key to

Corrections on the Self-Check section at the back of the module.
Keep a record of your scores.

4. Do the activities. For the exercises, you are to check your answers
against the Self-Check section. Indicate the activities such as
Activity 1, Task 1, etc.

5. Take the Post-Test after you are done with all the activities in the
module.
Remember to check your answers against the key to correction on
the Self-Check section.

You are to write all your answers to the module, test and
exercises on a separate notebook. For this purpose, you should have
an English notebook or journal. Please do not write on the module
itself. Your notebook is an important record of your
accomplishments for English.

Good luck as you begin this module!

6
Quarter Two: I, as a Learner

Week 1

I AM A LEARNER

How do you fare in your studies? Do you usually get good grades,
or do you barely pass your subjects?

Do you find difficulty in doing your lessons and are often worried by
tests, homework and projects?

If you believe you belong to the group of students who find studies
a heavy burden, even a “torture” you might have problems with how to
study effectively.

To be successful in your studies, you need to learn how to study

effectively and spend your time wisely.

In this module, you will meet other young people who use their time
well, and those who don’t. In order to succeed, you should learn from
other people of your age. Aside from this, you will also learn many other
things that will help you become an effective communicator.

7
 Before you proceed to the activities found in this module,
do the pre-test below:

A. Naming the Addressee

Directions: Who do you think will present each type of talk listed below? (Write your
answers on the blanks at the left).

__________________ A homily
__________________ A campaign speech
__________________ A lecture
__________________ A newscast
__________________ A recitation of a poem

B. Identifying What a Good Learner does or does not do

Directions: Put a check mark ( ) before the items that tell what a good learner does and
an (X) mark on those that a good learner does not do.

(1) takes notes of notices

announcements
warnings

(2) takes down important ideas from readings

major points to remember
assignments given

(3) listens closely to what the teacher says

the questions she asks
the advice she gives

(4) takes part in discussions

group work
class activities

(5) resents criticism

advice
correction

(6) ignores greetings

8
 advice
remarks

(7) breaks rules

regulations
promises

(8) avoids work

responsibilities
challenges

C. Supplying an Appropriate response

Imagine that you are talking to your friend over the phone. What are the usual
responses that you will give to her questions? Here two girls are talking about an
assignment. Read the whole selection first before putting in your answers.

Directions: Here is a telephone conversation between Myla and Lea. Myla is the one
talking. If you were Lea, what will be your responses?

Myla: Hello! May I speak to Lea, please?

Lea: ________________________________

Myla: Yes! Oh Lea, what am I going to do?

Lea: _________________________________

Myla: I have to make a report on test-taking tomorrow, but I lost my

notes.

Lea: _________________________________

Myla: Go ahead, please. I’m listening.

Lea: A test measures how much a student has learned. It is the

teacher’s way of knowing how much a student has learned,
so that she can give you the appropriate grade. It is also a
way of finding out how much progress you have made.

Myla: That is all I need, Lea. I still have the rest of my notes.
Thanks.

Lea: _____________________________________________

Myla: Thanks again. You’re a big help.

9
Answer this question:

If Myla did not get some ideas

from the telephone conversation
with Lea, what do you think will
happen to her tomorrow?

D. Adding a Follow-Up Sentence

Directions: If the statement points out what a good learner does not do., mention in the
follow-up sentence what he does instead. If the statement gives what he does,
point out in the follow-up sentence what he does not do. Number 1 is done for
you.

1. A good learner does his own assignments.

He does not copy the work of others.

2. A good learner does not come late.

3. A good learner does not postpone working on his project.

4. He does not ask others to do it for him.

5. A good learner takes good care of his books and things.

6. He behaves in the library.

7. A good learner puts trash in the trash can.

8. A good learner does not give up when something gets rough.

9. He rejoices in the success of others.

10. He takes note of his mistakes.

10
Activity 1: Listening to a Talk

In this activity, you will listen to a pre-recorded text. If this is not available, please
read the selection orally, and pretend that you are listening to someone talk.

Pre-Listening

While you are listening to a tape-recorded message, or reading aloud, keep the
following in mind:

Directions: Think of a phrase or word that would describe each clustered words. Choose
your answers from the words/phrases below. Write your answers on the blanks
on the left.

Speaker Objective of Talk

Place Addressee
Type of Talk Speech Event

1. _____________ A church
A big, open space
A classroom
Over the radio
School auditorium

2. _____________ A priest
A politician
A teacher
A newscaster
A participant in a program

3.______________ Churchgoers
Voters
Students
Radio listeners or televiewers
Audience

4.______________ to spread the words of God

to convince voters
to instruct
to inform
to entertain

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 5.______________ a religious ceremony
a political rally
a class lecture
news broadcast on radio or TV
recitation of a poem

Back to School

Welcome to the Bonifacio High School! Today, you begin another

chapter in your life.

High School years are very important years. You learn to get along
with others; you learn to observe the rules of simple courtesy and good
sportsmanship whether on the athletic field, in the classroom, or at a party.
You will think seriously about your future and seek guidance in choosing
your courses.

Each of your teachers assigns homework and expects it to be

submitted on time. You will be asked to read books and references, solve
problems, and write compositions. I would strongly advise you, then, to
develop good study habits. Schedule your activities and use your time
wisely.

Every subject in your curriculum is planned to make you live a

fruitful life, prepare you for the future, and make you useful, reliable and
responsible citizens. You, the students of today, are the teachers, parents,
decision-makers, and leaders of tomorrow. How you spend those years in
high school will determine to a great extent the kind of nation and world
you will help shape in the future.

Directions: Think of a phrase or word that would describe each clustered words. Choose
your answers from the words/phrases below. Write your answers on the blanks
on the left.

While Listening

Directions: Listen to the tape-recorded listening text. Then answer the questions that
follow.

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 Questions:

Directions: Write your answers briefly on the blanks after each question.

1. What is the speech event? Support your answer by writing

down the sentence or phrase in the listening text that you
can recall.

2. Who do you think is talking? How can you tell?

3. To whom does the speaker address his talk? Why do you

think so?

4. What type of talk is it?

5. What is the objective of the talk?

Post-Listening

Directions: Read the following sentences taken from the Listening text. Observe the
proper intonation pattern for each.

1. You will be asked to read books and references, solve problems and write

compositions.

2. You, the students of today, are the teachers, parents, decision-makers

and leaders of tomorrow.

3. You learn to observe the rules of simple courtesy and good

sportsmanship whether on the athletic field, in the classroom or at a party.

4. Every subject in your curriculum is planned to make you live a truthful life,

prepare you for the future and make you useful, reliable and responsible

citizens.

13
Activity 2: Writing Follow-up Sentences Showing the Reasons or Causes.

In this activity, you will learn to write follow-up sentences to the ones given. Use
your imagination so that you will be able to give reasons or causes to the statements. Also
try to recall the uses of the simple present form of the verb that you learned when you were
in the elementary grades.

Directions: Read each sentence that gives reasons or causes. Use the present form of the
verb and underline them. Make sure that your verbs agree with the subjects of
the sentence.

1. Edna is an honor student.

She studies very hard.

2. Al is failing in two subjects.

3. Ed has difficulty in understanding the lessons.

4. Innah goes to the library after classes.

5. Yoko has no time to study.

6. Ellen always comes to class on time.

7. Mel studies hard.

8. Val knows what is happening in the Philippines and the rest of the world.

9. Luz speaks and writes well in English.

10. Marvin participates actively in class.

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 Form and Uses of the Simple Present Tense

a. The Simple Present tense is used to express-

A habitual action
Ex. He learns new words everyday
A general truth which is repeated periodically.
Ex. The sun sets every late afternoon.
A condition which is not repeated, but which is true.
Ex. My parents love music.

b. The verb in the present tense has two forms. The base form (V) and
the s-form (Vs). Thus, the present forms of learn are learn and learns.
The V form is used with the subjects I, you, they or plural count
nouns. The Vs is used with the third person singular subjects
such as she, he it, or with any singular count noun. The verb be has
three present forms: am, is, and are.

c. Adverbs of frequency like often, usually, always, everyday, every

week, every Sunday are signals that the present tense should be used.

Other uses of the simple present tense:

1. If you are talking about something which is scheduled or time

tabled to happen in the future, you may use the simple present
tense.

Example: The next train leaves at two-fifteen in the morning.

2. A future activity expressed in a subordinate clause.

Example: Nora dreams of going to America when she

finishes her nursing course.

3. The simple present tense normally has no auxiliary verb.

However, questions and negative statements are formed with
an auxiliary do for first or second person or plural forms. Does is
used all singular forms. In a verb phrase, this is followed by the
main verb in its base form.

Example: Do you live near this place?

Does your father work in an office?

15
Activity 3: Reading a Text on “How to Study Effectively”

Do you get high grades in school? If your answer is a “no”, then perhaps you have
not learned how to study effectively. Would you like to excel in your studies? Then read on,
and learn about studying well.

Pre-Reading

Direction: Before you read the text in this activity, answer the questionnaire below. Place a
check mark ( ) in the column that tells how often you do these things when you
study.

Do you….. Always Seldom Never

1. study in a quiet room?
2. sit straight on a chair at your table or desk?
3. have good lighting ?
4. have enough fresh air?
5. concentrate on your studies?
6. plan your study time?
7. take down notes?
8. ask questions as you read?
9. summarize the materials in your own words?
10. study and at the same time watch TV?

While Reading

Directions: Read the essay entitled “How to Study Effectively, and answer the following
questions:

1. What is the main purpose of the selection?

2. Who are compared in this selection?

3. What are the points of comparison.

4. Does the writer compare the two persons one point at a time
(running composition), or does he talk first about one person
and tell everything about him before moving on to tell about the
other person (half-and-half comparison.

16
How to Study Effectively

“Read Chapter Three in your textbook and review Chapters One and Two. You
will be tested on these three chapters tomorrow.” The teacher has just announced
homework. How does one study effectively?

Joey begins to study right after supper. He sits in the most comfortable chair in
the living room where his parents are watching television. And his older sister and
friends are listening to jazz music played over the radio. Joey opens his textbook
and stops. He does not know what to study. He forgot to write down the
assignment given by the teacher. It took him three telephone calls and an hour of
conversation to find out what the assignment is.

Joey goes back to the noisy living room and begins to read. He turns a few
pages, and then starts to think about the basketball game on Friday. Will the coach
allow him to play? Will he score? Joey imagines himself the top scorer and school
hero. After this pleasant day dream, he felt hungry, so he made a sandwich. While
eating a sandwich, Joey asks some pointers from his Dad about how to play
basketball.

It is ten o’clock and Joey has not yet finished rereading Chapter One. He still
has to reread Chapter Two and read Chapter Three, which is completely new.
Joey quickly turns the pages and reads without remembering what he has read. By
the time he finishes, it is very late. He has been half-asleep for the last hour while
reading the new material in Chapter Three.

Several houses away, Andy is sound asleep. He finished studying several

hours ago. Andy played basketball first for an hour after supper. He knows that he
can never study well right after he has eaten. By eight o’clock, Andy goes back to
his room, and sits in a straight chair at his desk. The window is open, and a light
breeze is wafting in. The desk lamp and a ceiling light are both turned on.

How does Andy usually study? He has written down his assignment, so he
begins right away. He decides what he will study first, and starts reading the new
chapter, and follows it with a review of his notes, which he has taken from the first
two chapters. He skims through the new chapter by reading the introduction,
subheads, the first sentence in every paragraph and the conclusions and summary
at the end of the chapter.

He reads the first few paragraphs, and writes down the important words,
formulas and phrases in his notebook. He labels it “Notes on Chapter Three.” Then
he reads the chapter carefully.

He looks for the main idea in each paragraph that he reads. He adds these to
his notes, and summarizes them in his own words. Andy will be able to use these
notes for review later, especially for the final examination. He does not need to
take notes on the first two chapters, because he has already done this a few

17
weeks ago. After he finished reading Chapter 3, he writes a summary,
underscoring the important points. Then he answers the questions found at the
end of the chapter.

Next, Andy skims through the previous chapters assigned this morning. He
reads the introduction, subheads, and the first sentences in each paragraph. He
also reads the summary and conclusions found at the end of each chapter. Then,
he reads his notes on the first two chapters. Lastly, he reads the notes he has
taken down on these two chapters.

Finally, Andy tries to imagine what questions the teacher will ask in the test.
Whatever these questions will be, he is confident that he will be able to answer
them satisfactorily. He then goes to bed, knowing that he needs a good night’s
sleep so that he will be alert for the many activities he will face tomorrow.

18
Post Reading

Did you understand the selection? Now you should know what the study habits of
Andy and Joey are. Study the diagram below and answer the questions found in each box.

Joey Andy

Where does he sit? Where does he sit?

In which room does he study? In which room does he study?

What kind of room is it? What kind of room is it?

Where does he study? Where does he study?

How does he study? How does he study?

Is he better than Andy? Is he better than Joey?

Now it is time to answer the questions asked previously.

1. Who do you think is the more successful student? Why?

2. How do you study? Are you like Joey or Andy?
3. Who of the two boys do you think can give you a good advice on
studying? Why?
4. Which of the two ways of studying is more effective? Why?

19
Activity 4: Creating a flowchart Based on the Text Read

Now we will learn to draw a flowchart, so that the paragraph that you will write later
will be coherent. The flow chart will be your guide in writing. With the help of this chart, you
will also learn to organize your ideas well.

Directions: Recall Andy’s way of studying his lessons. Then complete the flow chart below
by the tracing the steps that Andy does while studying.

Andy’s way of Studying Skims through a Chapter

20
Activity 5: Writing a summary of a Text

Now that you have filled in a flow chart, you are ready to write a summary of text.
You may refer to the flow chart to write your summary.

Directions: Write a summary of the text you have just read. Use the statements of the
main ideas as your starting point in writing your summary.

The passage tells us about the study habits of Joey and Andy.

Joey_______________________________________________________________
______________________________________________________________
______________________________________________________________
___________________________________

Andy______________________________________________________________
______________________________________________________________
______________________________________________________________
___________________________________

21
Activity 6: Using a Semantic Web as a Guide in Writing

Now, we will fill out a Semantic Web. Do you know what a Semantic Web is? It is an
illustration to describe a central idea: a thing, a concept, a process. Information and details
are clustered around a central idea.

Pre-Writing

Direction: Think of some of the qualities of what you consider to be a good teacher.
Add these qualities to complete the semantic web below:

Cares about
students
Gives positive
feedback

A good
Teacher

22
Writing Activity

Are you ready to write a short essay about the topic, “The Qualities of a Good
Teacher?” Using your semantic web as your guide, write your essay below. (Use a clean
sheet of paper for your essay. Remember, you should not write anything in the module.)

Before you write you essay, here are some tips:

The Parts of a Paragraph

The topic sentence is the main idea sentence. It is the most

general and the most important sentence of the paragraph. It tells about
the following:

The topic: what the paragraph is about

Controlling idea: the writer’s attitude or idea about the topic.

The supporting details in a paragraph explain or develop the topic

sentence. They may include narratives, details, facts, examples,
explanation or statistics. All of the “support” relates to the main idea stated
in the topic sentence and shows why the topic sentence is true.

The conclusion of a paragraph summarizes or comments on the

main idea. In a composition having only one paragraph, the conclusion is
stated in only one or two sentences. Often, the concluding sentences
close the paragraph by returning to the main idea in the paragraph.

23
Directions: Refer to the semantic web that you made. Use them to write a short paragraph
about the topic, following the structure of the paragraph shown below.

(Topic sentence with controlling Idea)______________

____________________________________________
____________________________________________
____________________________________________

(Supporting details)_____________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________

(Concluding sentence)__________________________
____________________________________________
____________________________________________
____________________________________________

Post writing

You may now submit the paragraph that you have written to your teacher for her
comments and suggestions. After doing that, rewrite your paragraph according to the
suggestions made by your teacher.

__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

24
Activity 7: Reading an Essay Entitled “An Escape from a Curse”

Have you written your essay carefully? Are you happy with what you wrote? The
activity that follows will be an example about how to write a good essay. You will also learn
some new words.

Pre-Reading

Task 1

Directions: Answer the following questions and complete the instructions that follow.

1. Have you taken a good look at yourself in front of the mirror lately?

2. Do you believe that everything you are is not only what people see on the
outside?

My looks

My
strengths

My
ME weaknesses

3. Do you find it difficult to think of what is special and unique about yourself?

4. What prevents you from feeling proud about yourself?

25
Task 2: Matching Synonymous Words

Directions: Match the words in column A with their synonyms in column B. You may have
to look at the meaning of some of the words in a dictionary if you are not sure
of your answer.

Column A Column B

Futile painfully
Ambled thought
Introversion evil
Pondered useless
Inferior content
Sprint run
Complacent walked leisurely
Vile rebelliously
Excruciatingly shyness
Defiantly lowly

While Reading

Directions: As you read the selection entitled “The Escape from the Curse, try to answers
to the questions that follow:

Comprehension Questions

1. What event was the narrator dreading at the beginning of the essay?

2. What would usually happen during occasions like this?

3. How would this make the narrator feel?

4. What curse do you think did the narrator get?

5. Why did he suffer from this curse?

6. What incident made him realize this?

26
Read the selection that follows. Keep in mind the questions given you as your guide in
reading.

The Escape from the Curse

Jason Cabanes

(1)1987. It was an early December morning. The sun had been up for
some time, but the wind was still chilling. I sat at the back of the school
bus in solitude and in silence. I was trying to knot the straps of my
backpack, but my hands were shaking uncontrollably. I also tried whistling
“Life Dance”, but it was terribly out of tune. Everything I tried was futile.
There was nothing I could do but surrender to the fear that was swiftly
enveloping me.

(2) I really did not want to face the day. I did not want to go to the
Christmas party. It would not matter anyway. No one would ever notice if
“Quiet Boy” was there or not. If only Mom’s word was not the law, I would
just spend my morning watching Inspector Gadget on the TV instead. But
as it was, I had to attend the party.

(3) My knees knocked at each other as I slowly descended the bus.

With small, scared steps, I ambled towards the auditorium. I was shaking
so much, I wanted to crawl (I probably would have done so if it was not so
shameful an act). As I got closer and closer to the auditorium, the gleeful
voices of my classmates screaming in delight grew louder and louder as
well. I began shaking even more. Horrific thoughts flooded my mind. I
could picture it. They would have fun again. I’d be left all alone again. I’d
be an outcast again. But I braved these thoughts and I continued until I got
to the auditorium gate. It took ten eternal minutes and the Death March
was over. But my agony has yet to come.

27
 (4) Everything that happened in the party went as I expected it to
(although I certainly did not hope for it). My classmates had so much fun
from the parlor games, from playing “tag” and “hide-and-seek, and from
chatting about the newest G.I. Joe figures. The teachers, the parents who
were there, and I guess everyone else had a grand time, too, except me.
Throughout the whole time, I sat in one corner of the auditorium and
twirled spaghetti noodles with my fork. I pretended to have fun with my
own little game. Deep inside me though, I was crying. I felt so alone. I
wanted to reach out to my classmates. I wanted to tell them, “I wanna
join!” But I was too excruciatingly shy. I was cursed with introversion.

(5) Throughout my grade school life, the Christmas party

experience reincarnated itself in many different situations. Sometimes it
would be during a classmate’s party, sometimes during sleepovers, and
most of the time, during recess and lunch breaks. It was always the same
painful experience of being an outcast for always the same reason- I was
too shy. All of these pained me extremely. But they helped me to become
aware of my introversion. As my awareness heightened, my want to
discover the reason for the curse grew. I believed that knowing where my
introversion was rooted was the first step I needed to overcome it.

(6) The search was indeed a climb to Mt. Everest. I pondered about
the problem day in and day out, but I could not come up with a clear
reason as to why I was such a person. That was until one early October
morning. I was then a high school sophomore.

(7)There was only one bathroom ritual left before I could sprint to
school- combing my hair. I took my brush and started fixing my hair. But it
was too stubborn. When I wanted a strand of hair to go left, it went right
and vice-versa. I began to curse my hair. I had such stupid hair. It was stiff
and all curly and dry. It looked so awful in the mirror. I caught a glimpse of
my nose. I cursed my nose, too. Why wasn’t it like my Dad’s pointed,
Spanish nose? I saw my lips. They were too big. I cursed them as well. I
went on cursing everything about me. Then, I stopped. And I smiled. It
was the most painful smile in my entire life, but I just had to smile. I had
finally realized why I was an introvert. I felt inferior to my peers. I felt that I
was not good enough to be with them.

(8) As I had discovered where the curse came from, escaping it

became easy. Throughout high school, I persevered to prove to myself
that I was as good as everyone else. I devoured books, promptly did my
assignments and researches, and developed my passion for writing poetry
and prose. And it paid off. I reaped honor medals, constantly ensured
myself of being in the top three in my class, and modesty aside, got
recognized by my classmates for my English writing and speaking skills.
By the end of my junior year in high school, I was ranked 29th in the whole
batch and my self-confidence was at an all time high (although I assure

28
 you I never crossed the line between being confident and complacent).
But more important than this, is that I finally had friends to be with. Nikko,
the modern Mozart, Allen, the Math wizard, TJ and Gau, the tennis
champions- all of them became curious about how “Quiet Boy” could
function so silently, yet so efficiently. So, they started getting to know me. I
guess they liked the person they found because I became part of the
group. Finally, I was not in the painful silence of solitude.

(9) I had escaped the curse, although not completely. Sometimes I

still shake in fear of not being able to reach out to other people, especially
when I’m at functions where I know no one. But I’m no longer the young
Jason, the “Quiet Boy” who always succumbed to the curse. I have
learned the magic words – “I’m as good as anyone else”. Whenever
introversion comes to haunt me, I use the magic words to defiantly battle
against the vile curse… and triumph.

Post Reading

Task 1: Identifying the Main Idea and Supporting Details

Directions: Reread the selection and try to find its main idea and minor details.

Main Idea:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Minor (Supporting) Details:

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

29
Task 2: Creating a motto

Do you know what a motto is? It is something that you believe in and follow consistently.

Here are some examples of mottos.

“I am a Christian, I will love my neighbor.”

“I will do my work diligently at all times.”

“I will be friendly to everyone.”

Do you get the idea? Are you ready to write your motto?

Directions: Write a motto which will inspire you to improve your self-image. You may also
refer to this motto when you feel lost and alone.

Have you finished reading the modules and accomplishing all the required
activities? Good!

You are now ready to take the Post Test.

If you got a high score, Congratulations!. If not, perhaps you need to

re-read the module to improve your score.

30
Post Test

A. Presenting your answers in a table

Directions: Present the experiences of the narrator and how he overcame his problems in
the table below. Show also the lessons he has learned from his experience.

Process of Overcoming
Experiences Lessons Learned
Weaknesses

B. Using the Present Tense of the Verb

Directions: Go over the following paragraph. Complete the paragraphs with the
appropriate form of the verb in parentheses. The verb should be in the present
tense.

The scientist and the poet use words quite differently, for each is
after a certain king of truth, and the truths are not the same. The scientist
1.__________(apply, use) words to describe, as accurately and
unemotionally as he/she can, what he/she 2.______________(observe,
look). What emotional effect his or her words may have on the reader is
utterly unimportant to him or her. He/She 3.__________ (decide, intend)
which words should be impersonal and which ones should be free of
emotion as the square root of nine.

31
 The same can be said of a poet, although the poet
4_____________ (use, put) words for something very different for us.
Often, the poet 6.__________(re-create, make) an experience of his or
her own, and 7.__________(pretend, try ) to involve us in it, and 8.
_______________ (carry, get) us involved in it. The scientist, concerned
with data, 9._________ (have, am) no concern about getting a response
from us. Therefore we can say that the differences between the ways of
the scientist and the poet often 10________(make, give) us wonder.

C. Completing Ideas in a Semantic Web

Directions: Recall what you have learned in your previous lessons, and complete the
semantic web below with your ideas about what a student as a good learner
should do:

Reads in a quiet and

well lighted place
Reviews past
lessons

A good
Learner

32
 Self – Check for Pretest

A.
1. A priest 4. A newscaster
2. A politician 5. A participant in a program
3. A teacher
B.
1. 5. X
2. 6. X
3. 7. X
4. 8. X
C.
Myla: Hello! May I speak to Lea, please?

Lea: Speaking. Is this Myla?

Myla: Yes! Oh Lea, what am I going to do?

Lea: What’s the matter?

Myla: I have to make a report on test-taking tomorrow, but I lost my

notes.

Lea: Give me a second. I will get my notes. Okay. Here they are. I
just took down the most important words.

Myla: Go ahead, please. I’m listening.

Lea: A test measures how much a student has learned. It is the

teacher’s way of how much a student has learned, so that
she can give you the appropriate grade. It is also a way of
finding out how much progress you have made.

Myla: That is all I need, Lea. I still have the rest of my notes.
Thanks.

Lea: Don’t mention it. See you in class tomorrow.

Myla: Thanks again. You’re a big help.

33
D. Possible Answers:

1. (This was done for you)

2. He always comes to school on time.
3. He does his projects right away.
4. He works on his project independently.
5. He does not destroy them.
6. He does not bother other students who are studying in the library.
7. He does not litter.
8. He keeps on trying until he achieves his goal.
9. He does not criticize others, nor does he feel insecure.
10. He does not ignore other students.

34
Self-Check for Activity 1

Pre-Listening

1. place 4. Objective of talk

2. speaker 5. speech events
3. Addressee 6. type of talk

While Listening

1. The text relates an event in an orientation for high school

freshmen. We know this to be true because of the following
sentences from the speakers:

“Welcome to Bonifacio High School?”

“High School years are very important years.”

2. It is the School Administrator or Principal who is talking. The

topic is about the rules and regulations of Bonifacio High
School. He also mentioned his subordinates: the teachers.

3. The speaker is addressing his message to the high school

freshmen.

4. The type of talk is “Welcome Remarks.”

5. The objective of the talk are the following”

To orient students about school rules and regulations.

To let students know the school’s expectations.
To inform students about activities they have to attend and
requirements they have to comply with.

Post Listening

Your teacher will model the proper intonation of some

sentences. Repeat after her.

35
Self-Check for Activity 2

Adding a Follow-Up Question

Possible Answers:

1. (This was done for you).

2. He does not study well.
3. He lacks comprehension skills.
4. She does her assignments in the library.
5. He likes to watch TV rather than study.
6. He leaves early for school.
7. He reviews his lessons as soon as he arrives home.
8. He reads newspapers everyday.
9. She likes to read English books and watch TV shows in English.
10. He wants to get high grades.

Self-Check for Activity 3

Pre-Reading

Simply count how many activities you “Always do”, “Seldom do” and “Never do”.

While Reading

1. The main purpose of the text is to show the students some effective
studying strategies.
2. It compares the study habits of Joey and Andy.
3. The article compares the two boys on the following aspects:

the place where they study

the schedule/time allotted for studying
the manner of studying

4. The writer used the half-and-half method of comparison. First, he wrote

about what Joey does, and later told about what Joey does.

36
Post Reading

Note: You need to confer with your teacher about your answers. Don’t hesitate to ask her
about any difficulty you may have,

Comparing the Study Habits of Joey and Andy

Joey Andy

1. He sits on his chair in the 1. He sits on his chair in his

living room. bedroom.

2. He studies in their living 2. He studies in his bedroom.

room.

3. A living room. 3. A bedroom.

4. He studies in the living 4. He studies in the bedroom.

room.

5. He doesn’t know what to 5. He writes his assignments

study. first.

6. He isn’t a better student 6. He is a better student

than Andy. than Joey.

37
Self-Check for Activity 4

Andy’s way of Studying Skims through a Chapter

Reads the material

carefully

Looks for the main idea in

each paragraph

Writes a short summary of

the entire chapter

Skims through the previous

chapter

Reads his notes on these

two chapters

Reads the two notes taken

in the new chapter

38
Self-Check for Activity 5

Submit you summary to your teacher for her comments. Then rewrite you draft if
necessary.

Self-Check for Activity 6

Submit you essay to your teacher for her comments. Then rewrite you draft if
necessary.

Self Check For Activity 7

Pre –Reading

Task 1

Column A Column B

futile painfully
ambled thought
introversion evil
pondered useless
inferior content
sprint run
complacent walked leisurely
vile rebelliously
excruciatingly shyness
defiantly lowly

39
While Reading

1. The narrator did not attend the Christmas party.

2. Students got involved in parlor games and talent presentation.

3. The narrator was excruciatingly shy to enable him to join any of the activities.

4. He could not socialize with his peers because he felt inferior.

5. He is not confident to face others because of his imperfect physical appearance.

6. When the narrator was a high school sophomore, he realized that he had to excel in
academics to be confident about himself, and accepted by his peers.

Post Reading

Task 1

Main Idea: The selection is about a high school sophomore who was once an introvert,
but later became strong and confident because he excelled in his academic
subjects.

Minor Details:

1. He was too shy to attend the class Christmas Party.

2. He related some incidents, which revealed his painful experiences as an

introvert.

3. He escaped the “curse of being an introvert by studying his lessons well, reading
and joining the different activities in school.

40
Task 2

After you have finished all the tasks, be sure to show your work to your teacher.

Assignment:

Directions: Complete this table which will show your own study plan.

Schedule How to Date

Activities
Place/ Time Prepare Accomplished

41
Self-Check for the Post Test:

Process of Overcoming
Experiences Lessons Learned
Weaknesses

Joining the Christmas - to became aware of - He learned to

Party and other his introversion. reach out to
functions in the people
elementary and high - came to know the - He learned to
school. source of that kind of motivate himself
attitude. by doing what he
could do best.
- read books - He learned how
to defiantly
- promptly did overcome his
assignments weaknesses

- developed a passion
for writing poetry and
prose.

B.

1. uses 6. re-creates
2. observes 7. tries
3. intends 8. gets
4. uses 9. has
5. uses 10. uses

42
C. Possible Answers:

Reads in a quiet and

well lighted place
Reviews past
Attends classes lessons
regularly

Submits projects on Listen to teachers

or before due date lecture attentively

A good Does his

Participates assignments
actively in Learner
efficiently
the class

Sleeps early and

wakes up early
Asks questions for
clarifications
Reads book/notes
Follows rules and regularly even
instructions carefully before or without a
Prioritizes activities test

43
 "$,/08-&%(.&/54

Philippine K to 12 Education
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Open Educational Resources Community

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