QUARTER 1 ENGLISH 8

Lesson 1 – CONTEXT CLUES

Learning Competency:
• Determine the meaning of words and expressions that reflect the local
culture by noting context clues.

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ACTIVITY 1
INSTRUCTIONS: Read and figure out the meaning of each italicized word using context clues.

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ACTIVITY 2
INSTRUCTIONS: Give five types of context clues and use them in sentences.

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ACTIVITY 3
INSTRUCTIONS: Determine the meaning of the underlined words based on context by
choosing the letter of your answer. Write it on your paper.

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QUARTER 1 ENGLISH 8

Lesson 2 – WRITING A BIBLIOGRAPHY

Learning Competency:
• Use conventions in citing sources

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ACTIVITY 1
INSTRUCTIONS: Use the clues below to fill in the crossword puzzle.

• Which item mentioned in the crossword puzzle is an example of an online source?

_____________________________________________________________________________
• Which item numbers refer to the definition of a bibliography?
_____________________________________________________________________________

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ACTIVITY 2
INSTRUCTIONS: Arrange and write the following list of sources or references to form a correct
bibliography.

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ACTIVITY 3
INSTRUCTIONS: Read the questions carefully and write the letter of the correct answer.
1. The word "bibliography" originated from the Greek words ‘biblion’ meaning a book and
‘graphia’ meaning to _______.
A. copy B. listen C. read D. write
2. What does the Latin phrase et al. mean?
A. among others B. and others C. for example D. with others
3. What punctuation is used to separate the information in a bibliography entry?
A. comma B. period C. exclamation point D. quotation mark
4. Which of the following print materials refers to a scholarly published periodical containing
articles written by researchers, professors, and other experts?
A. books B. journals C. magazines D. newspapers
5. Which of the following refers to any materials or information taken from the internet?
A. Instagram B. Online C. social media D. YouTube
6. Why is it important to cite the sources of information that you used in your research? It is
important because it ___________.
A. gives credit to the author B. is required by the teacher
C. is generally a part of an essay D. shows you made an effort in doing your assignment
7. Which part of a report can bibliography be found? It can be found in the _______.
A. middle of a research C. beginning of a research
B. last page of a research D. introduction part of a research
8. When a learner is required to do research on his/her assignment, which of the following
should be the most appropriate action? A learner __________.
A. posts his/her question on Ask.com and waits for someone to answer it.
B. does the research on the internet and directly copies what is immediately posted on
Google.
C. gets in formation from various websites and acknowledges the author by writing the
sources found.
D. waits for his/her classmates to do their assignment first so he/she could copy it
9. Which should NOT be a purpose for creating an annotated bibliography? It should not be
created to ________.
A. avoid plagiarism B. help other researchers
C. burden writers in doing their research D. show respect to the author of the source used
10. Maria is annotating or marking a book source which she used for her report in Human
Body Parts. In which part of the book can she find the year of publication?
A. back cover C. copyright page
B. cover page D. table of contents
11. Which of the following statements is TRUE about bibliography? It is a ________.
A. sample of books to read later B. list of sources used in a research
C. place to go and check out books D. list of books students need to buy

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12. One of the reasons why a learner needs to cite sources of information used in his/her
research is to show his/her credibility as a writer. This means that the learner_______.
A. made his/her own research
B. used reliable information in his/her research
C. copied his/her work from his/her classmates
D. read a lot of books to include in his/her research

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QUARTER 1 ENGLISH 8

Lesson 3 – MODALS

Learning Competency:
• Use modals appropriately

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ACTIVITY 1
INSTRUCTIONS: Determine the function of the underlined modal verb as used in the sentence.
Write the letter of your answer on a separate sheet of paper.

ACTIVITY 2
INSTRUCTIONS: Choose the correct word that would best complete the sentence. Write the
letter of your answer on a separate sheet of paper.

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ACTIVITY 3
READING SELECTION

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ACTIVITY 4
INSTRUCTIONS: Choose the correct answer to the questions based on the story.

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ACTIVITY 5
INSTRUCTIONS: Complete the paragraph by writing down the things that you have learned
about modal verbs.

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QUARTER 1 ENGLISH 8

Lesson 4 – TRANSITION SIGNALS

Learning Competency:
• Use emphasis markers for persuasive purposes

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ACTIVITY 1
INSTRUCTIONS: Fill in the blanks with the appropriate transition signals.

ACTIVITY 2
INSTRUCTIONS: Look for the words in the given puzzle below.

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QUARTER 2 ENGLISH 8

Lesson 1 – VISUAL-VERBAL RELATIONSHIP

Learning Competency:
• Explain visual-verbal relationships illustrated in tables, graphs, and
information maps found in expository texts.

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ACTIVITY 1
INSTRUCTIONS: Match the definition found in column A with the appropriate illustration
found in column B.

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ACTIVITY 2
INSTRUCTIONS: Put a check mark (✓) if the statement is true. Put an (X) mark if the statement
is false.

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ACTIVITY 3
INSTRUCTIONS: Read and take note of the important details mentioned in the selection below

ACTIVITY 4
INSTRUCTIONS: Based on the selection “Early Warning”, identify the people you can contact
with in case of emergencies by filling in the concept map below.

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ACTIVITY 5
INSTRUCTIONS: Fill in the concept map below with your tips on staying healthy in times of
pandemic.

ACTIVITY 6
INSTRUCTIONS: What are your realizations as you journey through this lesson? Before moving
forward, reflect on the important points that you found helpful and challenging by completing
the sentences.

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QUARTER 2 ENGLISH 8

Lesson 2 – OPINION-MARKING SIGNALS

Learning Competency:
• Share ideas using opinion-marking signals

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ACTIVITY 1
INSTRUCTIONS: Read the essay below that tells different opinions about the Philippines. While
reading, list the opinion-marking signals used in the essay.

ACTIVITY 2
INSTRUCTIONS: Express your learnings in this module by completing the sentences below. Be
guided with the given opinion-marking signals.

1. I learned that .

2. I believe that

3. I think that .

4. I discovered that .

5. I am now certain that

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QUARTER 2 ENGLISH 8

Lesson 3 – Compare and Contrast Same Topic in

Different Multimodal Texts

Learning Competency:
• Compare and contrast the presentation of the same topic in different
viewing genres

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ACTIVITY 1
INSTRUCTIONS: Fill in the graphic organizer below with the similarities and features of the
information presented in the picture collage and word cloud. Use words or phrases in
answering.

ACTIVITY 2
INSTRUCTIONS: Fill in the bubbles with your description of the similarities and differences of
each multimodal texts.

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ACTIVITY 3
INSTRUCTIONS: Look at the brochure and infographic below.

• What is the topic of the brochure and infographic?

• How is Kuala Lumpur described in the brochure?
• What information about Kuala Lumpur can you get from the infographic?
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ACTIVITY 4
INSTRUCTIONS: This is a task which aims to evaluate your level of mastery about comparing
and contrasting different multimodal texts. Encircle the letter of your answer.

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QUARTER 2 ENGLISH 8

Lesson 4 – Comparing and Contrasting Own Opinions

Learning Competency:
• Compare and contrast one’s beliefs/convictions with those presented in
a material viewed.

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ACTIVITY 1
INSTRUCTIONS: Below are the traditions and practices of Thais and Filipinos. Read closely and
find out the similarities and differences.

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ACTIVITY 2
INSTRUCTIONS: Compare and contrast the conditions of two neighboring countries: Singapore
and Vietnam in facing the COVID-19 pandemic. Draw opinions based on the latest situations of
the two countries. Use the process questions as your guide in formulating your opinion/s
which are found after the reading text.

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ACTIVITY 3
NSTRUCTIONS: Read the following questions carefully and choose the correct letter of your
choice.

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QUARTER 2 ENGLISH 8

Lesson 5 – Editorial Cartooning

Learning Competency:
• discern the positive and negative message conveyed in the presented
Editorial cartoon

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ACTIVITY 1
INSTRUCTIONS: Match the following words with their common symbols. Write the letter on
the space before the number.

ACTIVITY 2
INSTRUCTIONS: Give the corresponding meaning of the following symbols. Choose the
answers inside the box. Write only the letter of the answer on the space provided.

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ACTIVITY 3
INSTRUCTIONS: Look at the picture below and discern the message conveyed in the picture by
giving your own interpretations

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ACTIVITY 4
INSTRUCTIONS: Make an editorial cartoon based on the editorial below. Apply the tips in
cartooning. Your output will be graded using the rubrics below.

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ACTIVITY 5
INSTRUCTIONS: Read each item carefully. Choose the letter of the best answer and write it on
the blank before the number

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 QUARTER 3 ENGLISH 8

Lesson 1 – DRAMA AND NOVEL

Learning Competency:
• Identify the distinguishing features of notable poems, short stories,
dramas and novels contributed by Southeast Asian writers.
Drama is one of literary genres or composition written in verse or prose. The term
“drama” comes from a Greek word meaning “dran,” which means “to do/act” or
“to perform.” It refers to the performance of written dialogue and stage action.
The person who writes drama for stage directions is known as a “dramatist” or
“playwright.”

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ACTIVITY 1
INSTRUCTIONS: Arrange the Jumbled Letters to form the word.

ACTIVITY 2
INSTRUCTIONS: Read the texts and fill the gaps. Choose the answer from the words inside the
box.

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QUARTER 3 ENGLISH 8

Lesson 2 – WHAT IS THE AUTHOR'S BIAS?

Learning Competency:
• Examine biases (for or against) made by the author.

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In finding for biases, the readers must note the following features for them not to be tricked

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ACTIVITY 1
INSTRUCTIONS: Identify whether the statements contain loaded words, opinion,
generalization, or exaggeration. Put a check mark under the correct answer.

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ACTIVITY 2
INSTRUCTIONS: Identify the biased and unbiased statement. Encircle the happy face if the
statement is unbiased and the sad face if otherwise.

ACTIVITY 3
INSTRUCTIONS: Read the paragraphs carefully and spot the words/phrases/sentences which
suggest bias.

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ACTIVITY 4
INSTRUCTIONS: Match Column A (definition of the word) to column B (word/concept defined).

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 QUARTER 3 ENGLISH 8

Lesson 3 – PROPAGANDA TECHNIQUES

Learning Competency:
• Analyze intention of words or expressions used in propaganda
techniques.

Propaganda is a form of communication that aims to influence the attitude of a community

toward some cause or position by presenting only one side of an argument. Propaganda is
usually repeated and dispersed over various media to create the chosen result in audience
attitudes. It is intended to make us accept or approve something without looking closely at the
evidence.
ACTIVITY 1
INSTRUCTIONS: Read the advertisement lines below. Which line do you think will capture the
attention of the audience?
A.
1. "Your hair is dull and frizzy. Shampoo it."
2. "For soft and silky hair, use Palm Alive Shampoo!"
B.
1. "Your kids are thin and weak. Give them milk."
2. "For strong and healthy kids, give them Nillo. The world's number one milk."
C.
1. "Buy a cheap but delicious burger steak."
2. "Beefy and saucy burger steak only 50 pesos each.
D.
1. "Your shoes are old. Buy a new one.
2." Don't be left behind. Buy Mike shoes now. Over 90 million people use it.
E.
1. "Make your clothes, fragrant!"
2. "Use the new and best fabric conditioner with scents that last longer than expected."

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ACTIVITY 2
INSTRUCTIONS: Read the following lines and identify the product it advertises.

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ACTIVITY 3
INSTRUCTIONS: Analyze each given situation and answer the questions that follow.

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ACTIVITY 4
INSTRUCTIONS: From the many advertisements you have seen, heard, and read, choose five
that are so striking to you and write the lines inside the box. Follow the format given as an
example. In this activity, you may google for information, listen to the radio, watch television
and read newspapers first if you can't remember any advertisement.

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QUARTER 3 ENGLISH 8

Lesson 4 – FACTS AND OPINIONS

Learning Competency:
• Distinguish facts from opinion cited in the text listened to

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ACTIVITY 1
INSTRUCTIONS: Listen to the song entitled “We are the World” in this link
http//www.youtube.com/watch?v=s3wnuru, or read the lyrics given below and understand
the meaning. Take note of the information given. Then, answer the activities that follow.

ACTIVITY 2
INSTRUCTIONS: Read and understand the statement. Answer O if it is an opinion and F if it is a
fact.

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ACTIVITY 3
INSTRUCTIONS: Choose the letter of your answer.

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 QUARTER 3 ENGLISH 8

Lesson 5 – TYPES OF PARALLEL STRUCTURE

Learning Competency:
• Use Parallel Structures
Parallelism is defined as the state of being alike, aligned, or corresponding in some way. In
grammar, parallelism is a similarity of grammatical form for similar meaning elements within a
sentence or among sentences.
Parallel structure (also called parallelism) is the repetition of a chosen grammatical form
within a sentence. By making each compared item or idea follow the same grammatical
pattern, parallel construction is created. Similarly, it means using the same pattern of words to
show that two or more ideas have the same importance level. This may happen at the word,
phrase, or clause level.

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ACTIVITY 1
INSTRUCTIONS: Read and understand the sentences. Correct the faulty sentences by using
parallel structure.
1. She likes cooking, jogging, and to read.

2. He likes baseball and running.

3. The dog ran across the yard, jumped over the fence, and sprinted away.

4. Dianna wants to eat boiled egg, spicy curls, bbq.

5. Rosita and Beth is my good neighbor.

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ACTIVITY 2
INSTRUCTIONS: Underline the parallel structure in each sentence.
1. I received a pocket-size cellphone and a branded pair of pants for my birthday.
2. I hope to go to that university and study under Dr. Yu.
3. In my spare time, I enjoy reading novels or watching television.
4. He should have broken his engagement to Beth and married Sue instead.
5. I looked for my book but couldn't find it

ACTIVITY 3
INSTRUCTIONS: Combine the sentences into one concise sentence that contains a parallel
structure.
Example: Our neighbor is generous.
Our neighbor is kind.
Our neighbor is honest.
Our neighbor is generous, kind, and honest.

1. The country lane was narrow.

The country lane was steep.
The country lane was muddy.
___________________________________________________________________________
2. I dislike living in a city because of air pollution.
I dislike living in a city because of crime.
___________________________________________________________________________
3. Hawaii has many interesting tropical trees.
Hawaii has many tropical flowers.
Hawaii has beautiful beaches.
___________________________________________________________________________
4. We discussed some of the social problems of the Philippines.
We discussed some of the political problems of the Philippines.
___________________________________________________________________________
5. Aravella is a dancer.
Aravella is a singer.
____________________________________________________________________________

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QUARTER 4 ENGLISH 8

Lesson 1 – GRAMMATICAL SIGNALS

Learning Competency:
• Use appropriate grammatical signals or expressions suitable to each
pattern of idea development: general to particular; claim and
counterclaim; problem-solution; cause-effect; and others

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ACTIVITY 1
INSTRUCTIONS: Complete the statements by filling in the blanks with the correct grammatical
signals from the box to connect the general idea to its supporting details.

1. When I go camping, I bring lots of things, _______________ a fishing rod, a match and a
sleeping
bag.
2. Do you have any hobbies _______________ reading or writing?
3. Korea has many beautiful cities _______________ Seoul and Busan.
4. Three students were mentioned, _______________ John, Sarah and Chris.
5. He’s not all exciting, _______________ he’s really rather ordinary.

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6. Martin has a bad eyesight, the doctor advised him to wear corrective lenses,
_______________
eyeglasses.
7. My grandfather loves collecting shiny stuffs, __________, when he sees anything shiny he
would
automatically approach that thing.
8. All requests for foreign purchases of a property must be routed through an authorized
dealer,
_______________ a registered banker.
9. I was annoyed, _______________ furious, over what happened.
10. She said the movie was a bit predictable. _______________, she didn’t like it.
ACTIVITY 2
INSTRUCTIONS: Read the sentences carefully and circle the grammatical signal used in each
item

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ACTIVITY 3
INSTRUCTIONS: Construct a paragraph of not more than 200 words about a topic you are
familiar with. It should contain a general statement and use the different grammatical signals
to add specific statements to support the topic. Underline the grammatical signals used in your
composition. This activity will be rated through a rubric.

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QUARTER 4 ENGLISH 8

Lesson 2 – USE OF GRAMMATICAL SIGNALS

Learning Competency:
• Use appropriate grammatical signals or expressions suitable to each
pattern of idea development: general to particular; claim and
counterclaim; problem-solution; cause-effect; and others

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ACTIVITY 1
INSTRUCTIONS: Read each item carefully and fill in the blanks by choosing the appropriate
grammatical signal provided inside the box.

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ACTIVITY 2
INSTRUCTIONS: Complete the sentences about you using the given grammatical signals

ACTIVITY 3
INSTRUCTIONS: Write sentences using the following grammatical signals provided below.
1. However ___________________________________________________________________
2. So that _____________________________________________________________________
3. Because ____________________________________________________________________
4. Otherwise __________________________________________________________________
5. Therefore __________________________________________________________________
6. To solve this ________________________________________________________________
7. In fact _____________________________________________________________________
8. Certainly ___________________________________________________________________
9. To address this_______________________________________________________________
10. Due to ____________________________________________________________________

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 QUARTER 4 ENGLISH 8

Lesson 3 – Expanding Content of an Outline

Learning Competency:
• Expand the content of an outline using notes from primary and
secondary sources.
What is an outline?
Creating an outline is a good step to take while writing your paper. It allows you to brainstorm
new ideas and make sure your paper will be organized, focused and supported. Many writers
find it easier to write from an outline instead of starting from a blank page.
Tips in writing an outline
✓ Identify your topic.
✓ Decide what points you would like to discuss on your paper.
✓ Put your points in numerical order.
✓ Write possible transitions between paragraphs.

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ACTIVITY 1
INSTRUCTIONS: Read the following report. Organize the information into a topic outline.

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ACTIVITY 2
INSTRUCTIONS: Below is an outline about learning modalities. All you need to do is to expand
more ideas in the template below.

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QUARTER 4 ENGLISH 8

Lesson 4 – PARAGRAPH COMPOSITION

Learning Competency:
• Compose effective paragraphs

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ACTIVITY 1
INSTRUCTIONS: Read the following sentences. Then write them in the organizer below
following the steps in writing a paragraph.

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ACTIVITY 2
INSTRUCTIONS: Read each item carefully and circle the letter of the correct answer

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QUARTER 4 ENGLISH 8

Lesson 5 – Delivering a Self-Composed Speech

Learning Competency:
• Deliver a self-composed speech using all the needed speech
conventions.

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ACTIVITY 1
INSTRUCTIONS: Before writing your self-composed speech, you must first create a topic
outline. This way you can easily arrange all the necessary subtopics and the supporting details
of your speech. First, decide which main topic you intend to deliver based from the previous
activity. Write the topic inside the template and fill in the blanks with the list of things you may
say about your chosen topic or the subtopics.

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ACTIVITY 2
INSTRUCTIONS: Check how prepared you are in delivering your speech by referring to the
checklist below. Answer each question with yes or no.

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ACTIVITY 3
INSTRUCTIONS: Complete your speech entries. Make sure that you have supplied each part
with the message that you truly wish to convey.

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ACTIVITY 4
INSTRUCTIONS: With the know-how on informative speech delivery, showcase how well you
can deliver an informative speech. Use your self-composed speech from the previous activity
and record a video of yourself delivering your speech. This will be submitted to your teacher
for evaluation. Be guided by the rubrics below:

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