11 Abm Rasgo PDF

SENIOR HIGH SCHOOL
INSTRUCTIONAL MODULE
SCHOOL YEAR 2020-2021- FIRST SEMESTER
Name of student: ______________________________
Signature of Parent/Guardian over printed name:
_______________________________________________
Adviser: Ms. April Jane E. Rasgo

Email address: April.Rasgo@stjude.edu.ph
1|Page
TABLE OF CONTENT PER SUBJECT
ORAL COMMUNICATION IN CONTEXT ………………………………… 3
KOMUNIKASYON AT PANANALIKSIK
SA WIKA AT KULTURANG PILIPINO ……………………………… 38
21ST CENTURY LITERATURE OF THE PHILIPPINES

AND THE WORLD …………………………………………………... 78
GENERAL MATHEMATICS ………………………………………………… 102
EARTH AND LIFE SCIENCE ……………………………………………….. 138
PERSONAL DEVELOPMENT …………………………………………….… 167
UNDERSTANDING CULTURE, SOCIETY AND POLITICS ………………. 206
PHYSICAL EDUCATION ………………………………………………….. 262
ENGLISH FOR ACADEMIC PROFESSIONAL PURPOSES …………….. 301
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SENIOR HIGH SCHOOL
ORAL COMMUNICATION
in CONTEXT
Subject Teacher: Ms. Maelbic Marie C. Biyo

Email address: maelbic.biyo@st.jude.edu.ph
3|Page
TABLE OF CONTENTS
FIRST QUARTER
Lesson 1: Fundamentals of Communication.............................................. 5
Lesson 2: Intercultural Communication................................................... 16
Lesson 3: Types of Speech Context and Style.......................................... 18
SECOND QUARTER
Lesson 4: Types of Speech Act................................................22
Lesson 5: Types of Communicative Strategies....................... 27

Lesson 6: Speech Writing......................................................30
Lesson 7: Speech Delivery....................................................34
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LESSON 1: Fundamentals of Communication
I. Module Learning Competencies:
a. define communication
b. create and explain the communication process
c. differentiate the various models of communication
d. practice communication skills
II. Teaching Methods- Discussion of Topics:
Warm Up!
Activity 1:
Write ten-twenty (10-20) words or phrases on the box that
come to your mind when you hear the word communication. You
have only five (5) minutes for this warm up activity.
Activity 2:
Check the box that determines how often you practice what
the statements say. You have only five (5) minutes for this warm up
activity.
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USUALLY SOMETIMES SELDOM NEVER
1. I communicate to
convey my messages
and idea.
2. I describe
communication as
essential.
3. I understand that
communication can
be expressed in words
or through actions.
4. I can distinguish the
features of the
communication
process.
5. I can differentiate
the models of
communication.
6. I effectively convey
a message both in
words and actions.
7. I can identify the
elements of
communication.
8. I can explain the
cause of
communication
breakdown.
9. I can use strategies

to avoid
communication
breakdown.
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10. I know the functions
of communications.
TOTAL
GRAND TOTAL /30
Scoring Score Level of Profiency
Usually- 3 points 28-30 Advanced

Sometimes- 2 points 25-27 Proficient
Seldom- 1 point 23-24 Approaching Proficiency
Never- 0 21-22 Developing
20 and Beggining
below
Wonder and Learn!
Communication is a process of sharing and conveying messages

or information from one person to another within and across
channels, contexts, media and cultures. (McCornack,2014)
Nature of Communication
1. Communication is a process
2. Communication occurs between two or more people (the
speaker
and the receiver).
3. Communication can be expressed through verbal and non-
verbal
Elements of Communication
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1. Speaker- the source of information or message
2.. Message- the information or ideas conveyed by the speaker
3. Encoding- the process of converting the message into words or
actions.
4. Channel- the medium or the means, such as personal or non-
personal, verbal or non-verbal in which the encoded message is
conveyed
5. Decoding- the process of interpreting the encoded message of
the speaker by the receiver.
6. Receiver- the recipient of the message
7.Feedback- the reaction, responses, or information provided by
the receiver
8.Context- the environment where communication takes place
9.Barrier- the factor that affects the flow of communication
Process of Communication Example

❖ The speaker generates ❖ Daphne loves Rico, her
an idea. suitor, as a friend.
❖ The speaker encodes an ❖ She thinks of how to tell
idea or converts the idea him using their native
into words or actions. language.
❖ The speaker transmits or ❖ She tells him, “Rico
sends out a message. mahal kita bilang
❖ The receiver gets the kaibigan.”
message. ❖ Rico hears what Daphne
❖ The receiver decodes or says.
interprets the message ❖ He tries to analyze what
based on the context. she means based on the
❖ The receiver sends or content and their
provides feedback. relationship, and he is
heartbroken.
❖ He frowns and does not
say something, because
he is pain.
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Functions of Communication
1. Regulation/Control- functions to control one’s behavior.

Examples:
Parents’ Instruction to their child
“Wash the dishes or else I won’t allow you to go to go to the party
later.”
Friends giving advice on what to do
“Move on. He doesn’t love you anymore”.
2. Social Interaction- used to produce social relationships; used to
develop bonds, intimacy, relations: used to express preferences,
desires, needs, wants decisions, goals and strengths; used to giving
and getting information.
Examples:
Marriage Proposal
“Will you marry me?”
Invitation
Would you like some coffee, tea or me?”
3. Motivation- functions to motivate or to encourage people live
better.
4. Information- functions to convey information
Example:
Did you know that there’s a secret apartment at the top of the
Eiffel tower?”
5.Emotional Expression- facilitates people’s expression of their
feelings and emotions.
Examples:
Appreciation
“I’m so glad that you came into my life.”
“I like you so much!
“Are you false teeth? It’s because I can’t smile without you.”
Expressing prayers
“We pray for those who suffered a broken heart from their crush.
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Features of an Effective Communication
In their pioneer book Effective Public Relations, Professors
Broom, Cutlip, and Center (2012) list the 7 Cs of Effective
Communication. This list
is wideley used today, especially in public relations and
advertising.
1. Completeness – complete communication is essential

to
the qualtity of the communication should include
everything that the receiver needs to hear for him/
her to respond, react, or evaluate properly.
2. Conciseness- conciseness does not mean keeping
the message short, but making it direct or straight to
the point. Insignificant or redundant information
should be eliminated from the communication that
will be sent to the recepient.
3. Consideration – to be effective, the speaker should
always
Consider relevant information about his/her receiver
such
as mood, background, race, preference, education,
status, and needs, among others. By doing so, he/she
duild
rapport with the audience.
4. Concreteness- effective communication happens
when
the message is concrete and supported by facts,
figures and real-life examples and situations. In this
case, the receiver is more connected to the message
conveyed.
5. Courtesy- the speaker shows courtesy in
communication
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by respecting the culture, values and beliefs of his/
her receivers. Being courteous at all times creates a
positive impact on the audience.
6. Clearness- clearness in communication implies the
use of simple and specific words to express ideas. It is
also
achieved when the speaker focuses only on a single
objective in his/her speech so as not to confuse the
audience.
7. Correctness- correctness in grammar eliminates
negative impact on the audience and increases the
credibililty and effectiveness of the message.
Barriers to Communication
There are instances when miscommunication
occur because of certain barriers. To become
effective communicator, you should recognize the
barriers that
hinder the communication process. The table below
represents some barriers to effective communication
with responding solutions.
Barrier Example Solution
Emotional You are having Recognize

Barriers a bad day or these kinds of
you feel emotions and
frustarted. politely ask the
other person to
give you a
moment so you
can relax or
calm yourself.
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You sit in a Recognize this
meeting or kind of attitude,
class where you reset, and
think the reflect on how
speaker is you can be
boring. interested what
the speaker is
pointing out.
Use of Jargon You are scientist Jargon refers to

discussing a the set of
certain weather specialized
phenomenon vocabulary in a
with your certain field. To
neighbor who avoid
does not know communication
much about te breakdown due
topic. to lack of
clarity, adjust
your language;
use layman’s
terms or simple
words.
Lack of You are asked Develop self-

confidence to share confidence by
something joining
about your day organizations
or weekend, where you can
but you are share and
hesitant develop your
because you interests. Look
are shy. for
opportunities in
your school or
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community that
will help you
find your
strengths and
improve your
abilities.
Noisy You are having Recognize that

environment a conversation noise is a
with some common
friends when a barrier. Make
song was some
played loudly. adjustments by
asking
someone to
minimize the
volume or by
looking for a
quiet area
where you can
resume the
conversation.
Verbal Communication and Nonverbal Communication
Verbal Communication refers to an interaction in which words are

use to relay a message. For effective and successful verbal
communication, use words to express ideas which can be easily
understood by the person you are talking to.
1. Appropriateness – the language that you use should be appropriate

to the environment or occasion whether it is formal or informal.
2. Brevity- speakers who often use simple yet precise and powerful
words are found to be more credible. Try to achieve brevity by being
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more direct with you words. Avoid filters and insubstantial expressions
such as “uh, “you know,”I guess,” and others.
3. Clarity- The meanings of words, feelings, or ideas may be interpreted
differently by a listener, hence it is essential for you to clearly state your
ideas and feelings.
4. Ethics- words should be carefully chosen in consideration of the
gender, roles, ethnicity, preferences, and status of the person or people
you are talking to.
5. Vividnes- words that vividly or creatively describe things or feelings
usually add color or spice to communication. Hence, you are
encouraged to find ways to charm your audience through the use of
vivid words.
Nonverbal communication refers to an interaction where behavior is

used to convey and represent meanings. Examples of nonverbal
communication are stares, smiles, tone of voice, movements,
appearance, style of attire, attitude towards time and space,
personality, gestures, and others.
Nonverbal communication is important for several reasons:

1. It can communicate feelings, attitudes, and perceptions without
saying a word.
2. It serves as a channel to release tension and nervousness.
3. It can build a connection with the listeners.
4. It makes you a credible speaker.
5. It helps you vary your speaking style and avoid a monotonous
delivery.
II. Assessment of Learning
Task 1:
List down your daily activities and routines from morning to evening
where you can talk or communicate with someone either face to
face conversation, talk over the phone and other social
networking sites. (Use your work notebook)
Task 2:
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Create a situation where you can apply the communication
process and answer the following questions. (Use your work
notebook)
1. Who is the sender?
2. Who is the receiver?
3. What is the message?
4. What medium was used to convey to convey a
message?
5. What was the feedback?
6. Was there any barriers present to interfere with the
communication process?
Task 3:
Search and study about Shanon-Weaver Model and
Transaction Model. Compare and contrast the two
models using Venn Diagram, and explain their
strengths and weakness. (Use you work notebook)
‘’’’’’’’’’’
Use the given link as your reference
https://helpfulprofessor.com/shannon-weaver-model/
https://www.businesstopia.net/communication/transa
ctional-model-
communication#:~:text=Transactional%20Model%20C
oncept%20%26%20Example&text=For%20example%2
C%20transactional%20communication%20is,form%20o
f%20transactional%20model%20communication.
III. References:
https://kupdf.net/download/oral-communication-in-context-lm-
for-shspdf_59915b57dc0d603854300d1d_pdf
https://www.google.com/url?sa=t&source=web&rct=j&url=https://
www.slideshare.net/mobile/051477_eric/oral-communication-shs-
lesson-
1&ved=2ahUKEwil2JHK3uLqAhV_4nMBHYLhCpwQFjAAegQIAxAB&
usg=AOvVaw3wdJ-8KSlTEOG_i38mYpDM&cshid=1595485861465
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https://www.google.com/url?sa=t&source=web&rct=j&url=https://
oralcom.wordpress.com/2016/10/14/functions-of-
communication/&ved=2ahUKEwiqy6_quuPqAhVOeX0KHT3XAvUQF
jASegQIDhAW&usg=AOvVaw1l1EcCP73_i-TG7qCVKpnW
Lesson 2: Intercultural Communication

a. explain the importance of learning intercultural
communication;
b. enumerate effective communication skills for intercultural
communication
c. discuss the reason why there is a breakdown in
communication
d. reflect on your learning about intercultural communication
Warm up!
Activity 3:
Cite a scenario from the movie/s you watched and figure out the
communication misuderstanding. (Use your work notebook)
Wonder and Learn!
Culture is a complex concept which influences virtually every

aspect of our lives – both consciously and subconsciously. On the
more visible level, our culture impacts the way we greet each other,
the traditions we celebrate and the food we eat. Aspects of culture
which are less apparent include our beliefs, values and world views
which influence the visible parts of culture.
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Intercultural communication or communication between to or
among people from different cultures refers to what happens when
these culturally-different groups come together, interact and
communicate.
Reasons why intercultural communication is important to learn

1. Learn to interact with international partners as equals.
2. Become skillful at working with people from many
cultures simultaneously
3. Adapt comfortably to living different cultures
4. To better understand your own identity
5. To enhance you personal and social interactions
Below are some of the common barriers to effective communication:

1.Language differences are an obvious barrier to intercultural
communication.
2. Body language
People sometimes take offense because of differences in body
language across cultures.
3. Level of Context
Most English- speaking cultures are low context,meaning they put a
message into explicit words.
4. Value of time
Not all cultures think about time in the North America linear
fashion. In the U.S punctuality is important, but Latin and Middle Estren
cultures put a higher value on realtionsips.
5. Feelings and Emotions
Individuals from the United Kingdom and Japan typically
keep a tight control of their emotions, while Italians and French are
more comfortable showing their feelings.
III. Assessment of Learning:
Task 4:
Watch the short video clip, The Italian Man Who Went to Malta.
Answer the following. (Use your work notebook)
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1. List down the misunderstandings he will have with the people he
will meet.
2. Explain the importance of learning intercultural communication.
3. Why several conflicts in communication happen?
Task 5:
Draw a logo for your bussiness that will show an integration of the
cultures of the countries you are from. (Use you work notebook)
Task 6:
Reflect on what you have learned after taking up this lesson by
answering the given question. (Use your work notebook)
1. What new or additional ideas did you learn after taking up this
lesson?
IV. References:
https://www.communicaid.com/cross-cultural-training/blog/what-is-
culture/
Luijim S. Jose, Ronaldo R. Larioque, Ph.D, Oral Communication in
Context for Senior High School 2017
LESSON 3: Types of Speech Context and Style
a. Differentiate the types of speech context
b. Practice effective interpersonal and intrapersonal skills
c. Apply learning and thinking skills by creating own samples of types of speech style
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Warm Up!
Activity 4:
Write what information can be contained in each of the
following types of communication. Fill in each box with the
information needed. You have only five (5)minutes for this warp up
activity.
Communication with self Communication between two

persons
Communication in a small group Communication to the public
Work and Learn!
1.Intrapersonal – This refers to communication that centers on one

person where the speaker acts both as the sender and the receiver of
the message. The message is made up of your thoughts and feelings.
The channel is your brain, which processes what are thinking and feeling.
2. Interpersonal- This refers to communication between among people
and establishes personal relationship between and among them.
Types of Interpersonal Context
a. Dyad Communication – communication occurs between two people
Example:
You offered feedback on the speech performance of your classmate
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You provided comfort to a friend who is feeling down
b. Small group- This refers to communication that involves at least three
but not more that twelve people engaging in a face-to-face interaction
to achieve adesired goal.
Example:
❖ You are participating in a organizational meeting which aims to
adress
the concerns of your fellow students.
❖ You are having a discussion with your group mates on how to finish
the assigned tasks.
3. Public- This type refers to communication that requires you to deliver or
send the message before or in front of a group. The message can be
driven by informal or persuasive purposes.
Example:
❖ You deliver a graduation speech to your batc
❖ You participate in a declamation or debate watched by a number
of people.
4. Mass Communication- This refers to communication that takes place
through televisin, radio, newspapers, magazines, books,billboards,
internet, and other types of media.
Example:
❖ You are a student journalist articulating your stand on a current
issues through the school’s newspaper
Types of Speech Style
The context dictates and affects the way people communicate,

which results in various speech styles. According to Joos (1968), there are
five speech styles.
1. Intimate- This style is private, which occurs between or among
close family members or individuals. The language are used in this
style may not be shared in public.
2. Casual- This style is common among peers and friends, jargon or
the vernacular language are used.
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3. Consultative- This style is a standard one. Professional or mutually
acceptable language is a must in this style. Examples of situations are
communication beetween teachers and students, employers and
employees.
4. Formal- This style is used in formal settings. Examples are sermons by
priests, formal speeches.
5. Frozen- This style occurs in ceremonies. Examples are Preamble to
the Constitution, Lord’s Prayer and Allegiance to country flag.
Task 7:
Find any professional in your community, and conduct a written
interview on his/her strategies in developing interpersonal and
intrapersonal skills in the workplace. Please attach the picture of
your interviewee, after seeking a permission of your interviewee.
Consider the following in your interview. (Use you work notebook)
1.Planning
a. Determine the purpose of the interview
b. State the major points clearly
c. Choose the right person to be interviewed
d. Consider the date and time
e. Outline the interview
f. Prepare list of questions related to your written interview
Task 8:
Compose a Student’s Prayer. Your prayer should have the frozen
type of speech.
Task 9:
Create a scenario in the court. You should use formal type of
speech style in dialogues.
Task 10:
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Create a scenario in the hospital. You should use consultative type
of speech style in your dialogues
Task 11:
Write a free verse poem about love using intimate type of speech
and style.
IV. References:
culture/
Lesson 4: Types of Speech Act
I. Module Learning Competencies

a. identify the speech act
b. Analyze and explain the types of speech act
Warm Up!
Activity 5:
Check the box that determines how often you practice what the
statements say. There are no wrong answers. You have only five (5)
minutes for tis war up activity.
USUALLY SOMETIMES SELDOM NEVER
1. I know what speech

act is.
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2. I can distinguish the
types of speech acts
3. I recognize that to
fully understand acts, I
need to have
communicative
competence.
4. I respond
appropriately and
effectively to a speech
act.
5. I consider the various
social meanings
behind an utterance.
6. I understand why
speech acts are
difficult to perform
when using a second
languange.
7. I understand what
each type of speech
entails.
8. I try to decode
speech acts based on
the context of the
situation.
9. I understand the
intended meaning of
indirect speech acts.
10. I can tell when a
speech act is being
used during
communication.
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TOTAL
GRAND TOTAL /30
Scoring Score Level of Profiency
Usually- 3 points 28-30 Advanced

Sometimes- 2 points 25-27 Proficient
Seldom- 1 point 23-24 Approaching Proficiency
Never- 0 21-22 Developing
20 and Beggining
below
Wonder and Learn!
Speech Acts
A speech act is an utterance that a speaker makes to
achieve an intended effect. Some of the functions which carried
out using speech acts are offering an apology, greeting, request,
complaint, invitation, compliment, or refusal.
Example:
https://youtu.be/XiA6BdwLrG4
Three Types of Speech Act

According to J. L Austin (1962), a philosopher of language
and the developer of the Speech Act Theory, there are three (3)
types of acts in every utterance, given the right circumtances or
context.
1. Locutionary act is the actual of uttering

Example:
“Please do the dishes.”
2. Illuctionary act is the social function of what is said.
Example:
By uttering the locution “Please do the dishes.” The speaker
requests the addressee to wash the dishes.
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3. Perlocutionary act is the resulting act of what is said. This effect is
based
on the particular context in which the speech act was mentioned.
‘’Please do the dishes” would lead to the addressee wasing the
dishes.
Additional example:
https://youtu.be/cSvrWl-htAk
Searle’s Classification of Speech Act

1.Assertive- a type of illocutionary act in which the speaker
expresses belief about the truth or a proposition. Some examples
are suggesting, putting forward, swearing, boasting, and
concluding.
Example:
No one makes better pancakes that I do
2. Directive- a type of illocutionary act in which the speaker tries to
make addressee perform an action. Some examples are asking,
ordering,requesting, inviting, advising, and begging.
Example:
Please close the door
3. Commissive- a type of illocutionary act which commits the
speaker to doing something in the future. Examples commissive
act are promising, planning, vowing, and betting.
Example:
From now on, I will participate in our group activity
4. Expressive- a type of illocutionary act in which the speaker
expresses his/her feelings or emotional reactions. Some examples
are an expressive
act are thanking, apologizing, welcoming and deploring.
Example:
I am sorry for not helping out in our group projects and letting you
do all the work
5. Declaration- a type of illoctionary act which brings a change in
the external situation. Some examples of declarations are blessing,
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firing, baptizing, bidding,, passing a sentence and
excommunicating
Example:
You are fired!

By saying someone is fired, an employer causes or brings about the
person’s unemployment, thus changing his external situation.
III. Assessment of Learning
Task 11:
Identify the type of act in the item. Wrote your answer on the
space provided.
_____________1. Performing an act of saying something

_____________2. Performing an act in saying someting
_____________3. Performing an act by saying someting
Task 12:
Analyze the sentences. What do you think is/are the illocutionary
act/s of these sentences? Explain your answer. (Use your work
notebook)
a. Can you close the door?

b. Will you close the door?
c. Could you close the door?
d. Would you close the door?
e. Can’t you close the door?
f. Won’t you close the door?
IV. References:
culture/
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Lesson 5: Types of Communicative Strategy
a. give common expressions for each type of communicative

strategy
b. analyze and apply the communicative strategies by creating a
conversation.
Warm Up!
Activity 6.
Below is the link to “Tara Na Biyahe Tayo” an MTV performed by
various Filipino artists with the common goal of encouraging Pinoys
to visit and explore the wonderful places in the Philippines. While
watcing the video clip, think about what for you is a must-see in
the country. After watcing the video, decide on the “Most Exciting
Tourist Spot” in the country.
Share your decision and reasons for this with the class.
https://www.youtube.com/watch?v=gWsZu-
Mp4TE&feature=youtu.be
Wonder and Learn!
Seven Types of Communicative Strategy

1. Nomination- It refers to a speaker’s way of choosing someting
as a topic for conversation. The topic should should be
appropriate and interesting to the people involved in the
communication. When you employ this strategy, you try to start up
a convesation or open a topic
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With people you are talking to.
Examples:
“Have you heard the news about the bad effects of eatings oily
foods?”
“Have you find our novel interesting?”
“Does that makes sense to you?”
2. Restriction- It refers to a speaker’s way of limiting or controlling
the flow of a conversation. The participants of a communication
process should know the limitation of their conversation. Restricted
topics are often dictated by the culture or context of the situation
just like the examples before.
Examples:
a. In your class, you might asked by your teacher to brainstorm
about early teeanage pregnancy.
b. When you were asked to deliver a speech in a specific
language.
c. Doing a certain position paper on gender biases, teen
problems or political issues.
3. Turn-taking- This strategy pertains to the process by which
people decide who takes the conversation floor, and timing is
very important this aspect.
Examples:
a. “Can we all listen to the one who is talking in front of us?”
b. “Excuse me? I think we should speak one at a time, so we can
clearly understand what we want to say about the topic.”
c. “Go on with your ideas. I’ll let you finis first before I say
something.”
4. Topic control- This strategy is a speaker’s way of controlling the
flow of
a conversation about a certain topic by covering the procedural
formality and informality of the topic or conversation.
Examples:
a. “As I reflect from the Sunday service message, I can say that I
am revived and renewed.”
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b. ”I believe that all of us have personal struggles to face and I
know that each of us has a race to run.”
5. Topic shifting- It refers to a speaker’s way of shifting from one
topic to another. The speaker can shift to another topic if he is
uncomfortable
with the present topic. This should be done without offending the
other participants of the conversation. In other words, it is where
one part of a conversation ends and where begins.
Examples:
a. “By the way, there’s a new shop opening at the mall.”
b. “What about considering the ideas of our new classmates in
resolving the issues regarding our class project.”
6. Repair- This strategy refers to a speaker’s way of addressing the
problems or miscommunication in speaking, listening, and
comprehending that they may encounter in a conversation.
Gestures and other body language may also help in mending
miscommunication.
Examples:
a. “Excuse me, but there are 5 Functions of Communication not
4.”
b. “I’m sorry, the word should be pronounced as pretty not priti.”
7. Termination- This refers to a speaker’s way of bringing a
conversation to an end. Participants should know how to end a
conversation without being impolite.
Examples:
a. “Best regards to your parents” See you arround!
b. “It was nice meeting. Bye!”
Task 14.
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Create a conversation between two characters and write down the
strategies you used. (Use your work notebook)
Task 15.
Give at least five common expressions for each type of communication
strategy. (Use your work notebook)
a. Nomination
b. Restriction
c. Turn-taking
d. Topic control
e. Topic shifting
g. Repair
h. Termination
IV. References:
culture/
Lesson 6: Speech Writing
a. create a planner
b. apply the speech writing process
Warm up!
Activity 7.
You were assigned by your teacher to be a school’s events
planner. Now, your task is to organize a welcome program for a
foreign visitor. When done with the activity, answer the following
questions. You have only fifteen (15) minutes for this warm up
activity. (Use your work notebook)
30 | P a g e
1. How did you plan for the program
2. What difficulties did you encounter while planning?
Wonder and Learn
The Speech Writing Process

Components of a Speech: Main Points, Introduction, Conclusion, and
Transitions
Some students treat speeches like essays that will eventually be
read out loud--but that approach is seriously flawed. Listening to a
speaker is inherently different from reading a page, and public
speakers should keep that difference in mind as they prepare their
work.
Main Points
Thinking of “main points” rather than a “body” can help speakers
remember to keep it simple. A restless audience may not have patience
for the predictable, orderly progression of concrete details and
commentary that is typical in the body of an academic essay. Above
all, communicate a few important points!
Introduction
The introduction should get the audience's attention, describe the topic,
state the thesis or purpose, and give an overview of the speech and its
main points. Open with a detailed map of your speech--giving good
directions in the beginning will save your audience from getting lost
along the way.
Conclusion
The conclusion should summarize main points and state a strong thesis.
Remember that many people struggle with auditory learning, and
consequently have trouble focusing on spoken words. Your listeners may
not put everything together on their own, so you should make it easier
for them by summarizing your argument and reviewing central ideas in
the conclusion.
Transitions
A transition is a change or shift from one topic to another. It may be
surprising to see that transitions are one of the four key components of a
31 | P a g e
speech. Academic writers tend to think of transitions as important stylistic
elements rather than essential building blocks. However, transitions are
crucial for public speakers, since speakers need to compensate for the
loss of visual formatting. On a written page, formatting provides a helpful
road map: the reader sees topic headings, paragraph breaks, and other
visual cues that signal transitions naturally. Speakers can replicate these
cues and signal transitions using visual aids and body language, but it
will take more conscious effort than simply hitting “enter” to create a
paragraph break. Speakers can emphasize transition points with visual
aids, body language, vocal delivery, and transitional words and phrases.
Visual Aids for Transitions

Visual aids such as slides and handouts are a great way to guide the
audience through your transitions. A slide or handout with topic
headings printed on it is a good road map for a speech, preparing the
audience for any twists and turns that may come up.
Transition Words and Phrases
These words and phrases signal a change, giving the audience a "heads
up" about an upcoming transition:
Connecting:
❖ additionally
❖ also
❖ again
❖ moreover
❖ furthermore
❖ coupled with
❖ for example
❖ for instance
❖ likewise
❖ similarly
❖ specifically
❖ indeed
❖ in fact
Contrasting:
32 | P a g e
❖ however
❖ although
❖ but
❖ nevertheless
❖ on one hand
❖ on the other hand
❖ besides
❖ yet
❖ on the contrary
❖ conversely
❖ comparatively
Concluding:
❖ overall
❖ above all
❖ therefore
❖ thus
❖ accordingly
❖ consequently
❖ in conclusion
❖ finally
❖ in essence
❖ in other words
❖ in short
Note: Please check you teams for our written activity
IV. Refferences:
culture/
https://lumen.instructure.com/courses/218897/pages/linkedtext5422
3
33 | P a g e
Lesson 7: Speech Delivery
a. differentiate the types of speech delivery
b. apply and practice learning skills
Wonder and Learn
Types of Speech According to Purpose

1. Informative provides the audience with a clear understanding of a
concept or idea.
Example:
Lectures
2. Entertainment amuses the audience. The humorous speeches of
comedians and performers are the best example of this type.
3. Persuasive seeks to provide the audience with favorable or
acceptable ideas that can influence their decisions.
Example:
Campaign speeches
Types of Speech According to delivery
1. Extemporaneous
❖ Speaking with limited preparation
❖ Guided by notes or outline
❖ Delivered conversationally
2. Impromptu
❖ Speaking without advanced preparation
❖ Unrehearsed speech
❖ Spoken conversationally
34 | P a g e
3. Manuscript
❖ Speaking with advanced preparation
❖ Planned and rehearsed speech
❖ Reading aloud a written message
4. Memorized
❖ Speaking with advanced preparation
❖ Planned and rehearsed speech
❖ Reciting a written message word-for-word from memory
Delivery for Different Situations

As a public speaker you need to be ready to deal with the
common challenges in different speaking environments.
1. Speaking to a specific audience size

❖ Audience size depends on the venue size
❖ You can determine your approach with your audience
2. Speaking in an open-air venue or outside a building

❖ Examples are courts or grounds
❖ You will feel more relaxed due to the atmosphere of the venue.
3. Speaking with a microphone

❖ Increase the volume of your voice
❖ Easily get the attention of your audience
4. Speaking with podium

❖ A podium is a reading desk with a stand
❖ Notes can be placed
❖ You can hide or your nervousness or stage fright
Additional:
Tips for Effective Speec Delivery
35 | P a g e
www.hamilton.edu/academics/centers/oralcommunication/guides/tips-for-
effective-delivery
Task 16.
Differentiate the four types of speech delivery in terms of definition and
examples of speaking situations
Types Definition Examples
Extemporaneous
Impromptu
Manuscript
Memorized
36 | P a g e
Note: Please check your teams for the schedule of our practical/online
activity.
IV. References:
culture/
https://lumen.instructure.com/courses/218897/pages/linkedtext5422
3
www.hamilton.edu/academics/centers/oralcommunication/guides/t
ips-for-effective-delivery
37 | P a g e
SENIOR HIGH SCHOOL
KOMUNIKASYON AT PANANALIKSIK SA
WIKA AT KULTURANG PILIPINO
Ms. Jenelyn A. Amalia
Jenelyn.amalia@stjude.edu.ph
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TALAAN NG NILALAMAN
YUNIT 1
ARALIN 1: ANG WIKA …………………………………………………………. 40
YUNIT 2
ARALIN 2: WIKA, WIKANG PILIPINO, AT SITWASYON

PANGWIKA SA PILIPINAS .................................................... 66
ARALIN 3: INTRODUKSYON SA PANANALIKSIK SA WIKA
AT KULTURANG PILIPINO ..................................................... 71
39 | P a g e
TAMANG ARALIN
ARALIN 1: ANG WIKA
Layunin
a. Malaman ang kahulugan at iba pang aspeto ng wika
at komunikasyon.
b. Maisapuso ang pag-aaral ng kasaysayan ng wika at komunikasyon.
c. Maisabuhay ang kahalagahan ng wika sa pang-araw-araw na
pakikipagkomunikasyon.
Pagtatalakay Wika
Kahulugan ng Wika
➢ Ang salitang latin na lingua ay

nangangahulugang “dila” at “wika” o Dalubwika ang taong
“lenggwahe”. Ito ang pinagmulan ng salitang nagpapalalim at
Pranses na langue na nangangahulugang ding dila nagpapalawak ng
at wika. Kalaunan ito’y naging language na siya ring kaalaman sa wika.
ginamit na lenggwahe. Sa maraming wika sa buong Tinatawag
mundo, ang mga salitang wika at dila ay may halos na lingguwistika ang
na magkaparehong kahulugan. Ito marahil ay sa siyentipikong pag-
dahilan ang dila ay konekstado sa pasalitang aaral ng wika.
pagbigkas dahil ang iba’t ibang tunog ay nalilikha
sa pamamagitan ng iba’t ibang posisyon ng dila. Kaya naman, ang
wika ay may tradisyonal at popular na pagpapakahulugang sistema
ng arbitraryong vocal-symbol o mga sinasalitang tunog na ginagamit
ng mga miyembri ng isang pamayanan sa kanilang
pakikipagtalastasan at pakikipag-ugnayan sa isa’t isa.
Narito ang iba’t ibang pagpapakahulugan ng mga dalubwika:
▪ Ayon kay Hutch (1991), ang wika ay malimit na binibigyang-

kahulugan bilang sistema ng mga tunog, arbitrayo na ginagamit sa
komunikasyong pantao.
40 | P a g e
▪ Ayon kay Webster, ang wika ay kalipunan ng mga salitang
ginagamit at naiintindihan ng isang maituturing na komunidad. Ito ay
naririnig at
binibigkas na pananalita na nalikha sa pamamagitan ng dila at ng

kalakip na mga sangkap ng pananalita.
▪ Ayon kay Henry Allan Gleason Jr. (linguist at propesor sa University
of Toronto) – ang wika ay masistemang balangkas ng sinasalitang tunog
napinili at isinaayos sa paraang arbitraryo upang magamit ng tao na
nabibilang sa isang kultura.
Kahalagahan ng Wika
1. Pagiging instrumento ng komunikasyon.
2. Sa pagpapanatili, pagpapayabong at pagpapalaganap ng kultura
ng bawat grupo ng tao.
3. Nagpapakita ng pagiging malaya at pagkakaroon ng soberanya ng
isang bansa.
4. Nagsisilbing tagapag-ingat at tagapagpalaganap ng mga
karunungan at kaalaman.
5. Bilang tulay ng pagkakaunawaan ang iba’t ibang taong may kani-
kaniyang wikang gianagamit.
Limang Kalikasan ng Wika batay sa Depinisyon

ni Henry Gleason
Mayroong limang kalikasan ang wika batay sa depinisyon na ibinigay ni
Henry Gleason:
1. Ang wika ay masistemang balangkas dahil ito ay

organisado at may sinusundang proseso.
Halimbawa:
(a) Hindi puwedeng “ako tahol” dahil ang tahol ay para sa aso.
(b) Laging may gitling ang salitang inuulit gaya ng sari-sari at laksa-laksa,
kung walang buong diwa ang salitang inuulit kapag nag-iisa na lamang
ito.
41 | P a g e
2. Ang wika ay sinasalitang tunog. Lahat ng wika ay may
grammar (sinusundang proseso ng wika).
Isang halimbawa nito ay mula tunog /a/ ay magiging titik [a], mula
sa titik ay magiging pantig -- a, ang pantig ay magiging salita –
a|so,
ang salita ay magiging parirala, ang parirala ay magiging
pangungusap
Halimbawa:
/a/ --> [a] --> a -->
/s/ --> [s] --> s --> ASO
/o/ --> [o] --> o -->
3. Ang wika ay arbitraryo. Ibig sabihin, nagbabago-

bago ang kahulugan ng salita batay sa mga
sumusunod:
• Panahon
Halimbawa:
(a) Ang bakla noong siglo 1800 ay tumutukoy sa pagkaduwag ng
isang tao.
(b) Ang bakla sa kasalukuyang panahon ay tumutukoy sa
homosekswal na lalaki.
• Konteksto
Halimbawa:
(a) Sa larangan ng panitikan, ang salitang text ay
nangangahulugang panitikang binabasa at/o pinag-aaralan.
(b)Sa larangan ng telekomunikasyon, ang text ay
nangangahulugang mensaheng pinadadala o nababasa sa cell
phone.
• Gumagamit
Halimbawa:
(a) Uso sa kabataan ang akronim gaya ng LOL, OOTD, at iba pa.
(b) Sa matatanda, tinatawag nilang pridyider ang refrigerator,
samantalang sa kabataan, fridge ang tawag dito.
42 | P a g e
4. Ang wika ay ginagamit ng tao. May kakayahan ang
tao na makapagbigay ng ibang kahulugan sa isang
salita gayundin ay makabuo ng bagong salita.
Halimbawa:
(a) text, load, like, post, share lobat mula sa low batt, imba mula
sa
imbalance, DP mula sa default pic.
5. Ang wika ay bahagi ng kultura.

• Repleksiyon
Halimbawa: marami tayong katawagan sa bigas
• May mga salitang sa Pilipinas lang ginagamit
Halimbawa: inin: kanin na malapit nang maluto.
Komunikasyon
Kahulugan ng Komunikasyon
▪ Ayon kay Webster, ang Komunikasyon ay pagpapahayag,

paghahatid o pagbibigay ng impormasyon sa mabisang paraan. Isa
itong pakikipag-ugnayan, pakikipagpalagayan o pakikipag-ugnayan.
▪ Ayon kay Cruz (1988), Ito ay proseso ng pagbibigay at
pagtanggap, napapalipat-lipat sa mga indibidwal ang mga
impormasyon, kaalaman, kaisipan, impresyon at damdamin.
Nagbubunga ang ganitong pagpapalitan ng pagkakaunawaan at
kaunlaran ng lipunan.
Antas ng Komunikasyon
1. Ang Intrapersonal na antas ng komunikasyon ay nakatuon sa

sarili o paraan ng pakikipag-usap sa sarili sa pamamagitan ng dasal,
medistasyon at pagninilay-nilay.
2. Ang interpersonal na antas ng komunikasyon ay nagaganap sa
pagitan ng dalawa o higit pang kalahok.
3. Ang organisasyonal na antas ng komunikasyon ay nagaganap
sa loob ng isang organisasyon tulad ng paaralan, kompanya, simbahan
43 | P a g e
at pamahaalan sa pagitan ng mga taong may iba’t ibang posisyon,
obligasyon at responsibilidad. Kasama rin dito ang pakikipag-usap nila
sa kliyente o mamamayan sa labas ng kanilang organisasyon.
Uri ng Komunikasyon
1. Komunikasyong Pabigkas. Pinakapundayon ng

anumang wika at pagsasaling-kaliningan sa
mahabang henerasyon. Ang sinaunang kalinangan
ay nakabatay sa oral na tradisyon tulad ng ritwal ng
pananampalataya, pagtatanim, pag-aani, at
panggagamot. Umusbong din ang oral na naratibo
sa panahong ito tulad ng epiko, kwentong bayan,
panulaan at alamat.
2. Komunikatibong Pasulat. Mahalagang salik ng
kaalaman at eduksayon ng tao, Nakabatay sa
alpabeto, gramatika o estraktura ng wika at
kumbensiyong pangwika ang pagsulat ng isang
tao.
3. Pakikipagtalastasan sa pamamagitan ng Computer
o
Computer Mediated Communication (CMC).
Sa ngayon, kasama na ang computer-mediated communication
(CMC) dulot ng pagpasok ng internet.
Modelo ng Komunikasyon
FEEDBACK
MENSAHE TAGATANGGAP
TAGAPAGPADALA
(SENDER) (RECIEVER)
TSANEL
44 | P a g e
Ang tagapagpadala (sender) ang pinagmumulan ng mensahe.
Dumadaan ang mensahe sa isang tsanel (channel) upang
maihatid ito sa patutunguhang tao o destinasyon. Tagatanggap
(receiver) ang tao o institusyong pinapadalhan ng mensahe.
Nagkakaroon ng feedback ang tagatanggap hinggil sa
mensahe ng tagapagpadala. Ang feedback ay maaring tugon,
puna o reaksyon sa mensahe na bumabalik sa tagapagpadala.
Ang modelo ng komunikasyon ay nadadgdagan ng ilang
component ngunit hindi nababwasan ang generic na
component. Napapalitan ang mga katawagang generic
depende sa iba’t ibang komunikatibong sitwasyon.
Tingnan ang halimbawa ng komunikatibong sitwasyon sa ibaba:
Tugon/
Puna/
Reaksyon
Payo sa
Pag-ibig
DJ sa Radyo FM Tagapakinig
Radyo
Teorya ng Pinagmulan ng Wika
45 | P a g e
ANG TEORYANG BIBLIKAL
May dalawang tala mula sa Bibliya ang tumalakay tungkol sa

paglaganap ng iba't ibang wika sa panig ng mundo. Ito ay ang
kasaysayan ng Tore ng Babel na binabanggit sa Lumang Tipan, at
ikalawa ang Pentecostes na nasa Bagong Tipan naman.
Tore ng Babel
•Lalong kilala ito sa tawag na Teorya ng Kalituhan, hango ito sa

aklat ng Genesis na sinasabing noon ay may iisang wikang ginagamit
ang tao, iyon ang wikang Armaic.
• Dahil sa iisa ang wikang ginagamit ng mga tao, nagkaisa silang
magtayo ng isang tore sa kapatagan ng Shinar na sa paglalarawan sa
aklat ng Genesis ay aabot sa langit, at magiging tanyag sa daigdig.
• Ang kapangahasang ito ng mga tao ay nasaksihan ng Diyos,
kaya iniba-iba Niya ang wika (Carpio 2012).
Pentecostes
• Matatagpuan ito sa ikalawang aklat ng mga Gawa bersikulo 1-

12.
Tinutukoy nito ang Pentecostes ng pagsapit ng banal na Espiritu
•
Santo.
• Nakasaad dito na minsang nagtipon-tipon sa isang lugar ang
mga Apostol nang may narinig na ugong na nagmumula sa langit at
may tila apoy na hugis dila ang lumapag sa bawat isa, at sila ay
napuspos ng Espiritu Santo.
• Pagkatapos nito, nagsimula silang magsalita ng iba't ibang wika.
ANG TEORYANG SIYENTIPIKO O MAKAAGHAM
Nagsimula noong ika-12 siglo ang pag-aaral tungkol sa

pagkakaroon ng iba’t ibang wika sa mundo. Narito ang mga
sumusunod na teorya:
Teoryang Bow-wow
46 | P a g e
• Ipinagpapalagay ng teoryang ito na nagmula ang wika sa
pangagaya o panggagad ng tao sa mga tunog na nagmumula sa
kalikasan.
Halimbawa:
Tahol ng aso at tunog ng lagasgas ng tubig sa talon
Teoryang Ding-dong
• Tanyag din ang teoryang ito sa tawag na Teoryang Natibistiko.
• Ipinapalagay ng teoryang ito na nagmula ang wika mula sa

pagbigay ngalan ng tao sa mga bagay batay sa tunog na maririnig
mula rito, sa ibang salita buhat sa onomatopeia na maikakabit sa
bagay.
Halimbawa:
Tunog ng kampana ay ding-dong, habang tik-tak ang salita para sa
orasan
Teoryang Pooh-Pooh
• Tinataya ng teoryang ito na dahil sa matinding emosyon,

nakabubulalas ang tao ng tunog, na natuto ang tao na makipag-usap
sa kagustuhan niya na maipahatid ang kaniyang emosyon.
Halimbawa:
Sakit: Aray! Paghanga: Wow!
Teoryang Yo-he-ho
• Ang wika ay nagmula sa mga ingay na nalilikha ng mga taong

magkakatuwang at magkakasama sa kanilang paggawa gaya ng
pagbubuhat ng mabibigat na bagay.
• Ang teoryang ito ay nakatuon sa tunog na nalilikha ng tao na
nagmumula sa kaniyang puwersang pisikal.
47 | P a g e
Halimbawa:
• Ang wika ay nagmula sa mga tunog na nalilikha ng mga sinaunang

tao sa sinaunang sibilisasyon, sa kanilang mga ritwal at dasal.
Halimbawa:
Sa ritwal na sayaw ng mga Mangyang Alangan
Teoryang Sing-Song
• Iminungkahi ng linggwistang si Jesperson na ang wika ay

nagmula sa paglalaro, pagtawa, pagbulong sa sarili, panliligaw at iba
pang mga bulalas-emosyunal. Iminungkahi pa niya na taliwas sa iba
pang teorya, ang mga unang salita ay sadyang mahahaba at musikal,
at hindi maiikling bulalas na pinaniniwalaan ng marami.
Halimbawa:
Oyayi ang pampatulog sa bata. Diona ang awit sa kasal.
Teoryang Hey you!
• Hawig ito ng teoryang pooh-pooh. Iminungkahi ng linggwistang

si Revesz na bunga ng interpersonal na kontak ng tao sa kanyang
kapwa tao ang wika. Ayon kay Revesz, nagmula ang wika sa mga
tunog na nagbabadya ng pagkakakilanlan (Ako!) at pagkakabilang
(Tayo!). Napapabulalas din tayo bilang pagbabadya ng takot, galit o
sakit (Saklolo!). Tinatawag din itong teoryang kontak.
Halimbawa:
Pagkakakilanlan: Sila Pagbabadya:
Coo Coo
• Ayon sa teoryang ito, ang wika ay nagmula sa

mga tunog na nalilikha ng mga sanggol. Ang mga tunog daw na ito
ang ginaya ng mga matatanda bilang pagpapangalan sa mga
bagay-bagay sa paligid, taliwas sa paniniwala ng marami na ang mga
bata ang nanggagaya ng tunog ng mga matatanda.
Halimbawa:
ta-ta
48 | P a g e
Babble Lucky
• Ayon sa teoryang ito, ang wika raw ay nagmula sa mga walang

kahulugang bulalas ng tao. Sa pagbubulalas ng tao, sinuwerte lamang
daw siya nang ang mga hindi sinasadya at walang kabuluhang tunog
na kanyang nalikha ay naiugnay sa mga bagay-bagay sa paligid na
kalaunan ay naging pangalan ng mga iyon.
Halimbawa:
Weh
Hocus Pocus
• Ayon kay Boeree (2003), maaaring ang pinanggalingan ng wika

ay tulad ng pinanggalingan ng mga mahikal o relihiyosong aspeto ng
pamumuhay ng ating mga ninuno. Maaari raw kasing noo’y tinatawag
ng mga unang tao ang mga hayop sa pamamagitan ng mga mahikal
na tunog na kalaunan ay naging pangalan ng bawat hayop.
Halimbawa:
Eureka!
• Sadyang inimbento ang wika ayon sa teoryang ito. Maaari raw

na ang ating mga ninuno ay may ideya ng pagtatakda ng mga
arbitraryong tunog upang ipakahulugan sa mga tiyak na bagay. Nang
ang mga ideyang iyon ay nalikha, mabilis na iyong kumalat sa iba
pang tao at naging kalakaran sa pagpapangalan ng mga bagay-
bagay (Boeree, 2003).
Halimbawa:
Ta-ra-ra-boom-de-ay
• Likas sa mga sinaunang tao ang mga ritwal. Sila ay may mga
ritwal sa halos lahat ng gawain tulad ng sa pakikidigma, pagtatanim,
pag-aani, pangingisda, pagkakasal, pagpaparusa sa nagkasala,
panggagamot, maging sa paliligo at pagluluto. Kaakibat ng mga
ritwal na iyon ay ang pagsasayaw, pagsigaw at incantation o mga
bulong. Ayon sa teoryang ito, ang wika raw ng tao ay nag-ugat sa mga
49 | P a g e
tunog na kanilang nililikha sa mga ritwal na ito na kalauna’y
nagpapabagu-bago at nilapatan ng iba’t ibang kahulugan.
Halimbawa: Ang mga karaniwan na sinaunang ritwal bilang pag-aalay
ay
pagkain at pag-awit na may kasamang sayaw.
Mama
• Ayon sa teoryang ito, nagmula ang wika sa mga

pinakamadadaling pantig ng pinakamahahalagang bagay. Pansinin
nga naman ang mga bata. Sa una’ y hindi niya masasabi ang salitang
mother ngunit dahil ang unang pantig ng nasabing salita ang
pinakamahalaga diumano, una niyang nasasabi ang mama bilang
panumbas sa salitang mother.
Halimbawa: ma-ma / pa-pa
Wikang Pambansa
Ang wikang ito ang nagbubuklod sa atin bilang mamamayan ng
bansang Pilipinas. Iminungkahi nil Lope K. Santos na ang wikang
pambansa ay dapat ibatay sa isa sa mga umiiral na wika sa Pilipinas.
Sinusugan ito ni Manuel L. Quezon na noo’y Pangulo ng Pamahalaang
Komonwelt ng Pilipinas. Ang pagsusog na ito ni Pangulong Quezon ay
nagbigay-daan sa probisyong pangwika na nakasaad sa Artikulo XIV,
Seksiyon 3 ng Saligang Batas ng 1935 na nagsasabing:
“Ang kongreso ay gagawa ng mga hakbang tungo sa pagkakaroon
ng isang wikang pambansang ibabatay sa isa sa mga umiiral na
katutubong wika. Hangga’t hindi itinatakda ng batas, ang wikang
Ingles at Kastila ang siyang mananatiling opisyal na wika.”
Batay sa pag-aaral na isinagawa ng Surian, napili nila ang Tagalog
bilang batayan ng wikang pambansa dahil ang naturang wika ay
tumugma sa mga pamantayang kanilang binuo tulad ng sumusunod:
“Ang wikang pipiliin ay dapat…
• wika ng sentrong pamahalaan;

• wika ng sentro ng edukasyon;
• wika ng sentro ng kalakalan; at
• wika ng pinakamarami at pinakadakilang nasusulat na panitikan.”
50 | P a g e
Batay sa rekomendasyon ng Surian, noong Disyembre 30, 1937 ay
iprinoklama ni Pangulong Quezon na wikang Tagalog ang magiging
batayan ng wikang pambansa sa bisa ng Kautusang
Tagapagpaganap Blg. 134. Magkakabisa ang proklamasyong ito
pagkaraan ng dalawang taon. Noong ngang 1940, ipinag-utos ng
kalihim ng Public Instruction sa bisa ng Kautusang Tagapagpaganap
Blg.263 ang pagtuturo ng wikang pambansa sa mga paaralang
pampubliko at pribado. Nang ipagkaloob ng mga Amerikano ang
ating kalayaan, sa Araw ng Pagsasarili ng Pilipinas noong Hulyo 4, 1946,
ay ipinihayag din na ang mga wikang opisyal sa bansa ay Tagalog at
Ingles sa bisa ng Batas Komonwelt Bilang 570. Noong Agosto 13, 1959
ay pinalitan ang tawag sa wikang pambansa. Mula Tagalog ay
tinawag itong Pilipino sa bisa ng kautusang Pangkagawaran Blg. 7 na
ipinalabas ni Jose E. Romero, ang kalihim ng Edukasyon sa panahong
iyon. Sa Saligang Batas ng 1973, Artikulo XV, Seksiyon 3, Blg. 2: “Ang
Batasang Pambansa ay dapat magsagawa ng mga hakbang na
magpapaunlad at pormal na magpapatibay sa isang panlahat na
wikang pambansang kikilalaning Filipino.”Nakasaad sa Saligang Batas
ng 1987 Artikulo XIV, Seksiyon 6 ang probisyon tungkol sa wika na
nagsasabing:
“Ang wikang pambansa ng Pilipinas ay Filipino. Samantalang nililinang, `

ito ay dapat payabungin at pagyamanin pa salig sa umiiral na
mga wika sa Pilipinas at sa iba pang mga wika.”
Wikang Opisyal at Wikang Panturo
Ayon kay Virgilio Almario (2014) ang wikang opisyal ay ang

itinadhana ng batas na maging wika sa opisyal na
talastasan ng pamahalaan. Ibig sabihin, ito ang wikang
maaaring gamitin sa anumang uri ng komunikasyon, lalo
na sa anyong nakasulat, sa loob at labas ng alinmang
sangay o ahensiya ng gobyerno. Ang wikang panturo
naman ang wikang opisyal na ginagamit sa pormal na
edukasyon. Ito ang wikang ginagamit sa pagtuturo at
51 | P a g e
pag-aaral sa mga eskuwelahan at ang wika sa pagsulat
ng mga aklat at kagamitan sa pagtuturo sa silid-aralan.
Sa pangkalahatan nga ay Filipino at Ingles ang mga
opsiyal na wika at wikang panturo sa mga paaralan. Sa
pagpasok ng K to 12 Kurikulum, ang Mother Tongue o
unang wika ng mga mag-aaral ay naging opisyal na
wikang panturo mula Kindergarten hanggang Grade 3 sa
mga paaralang pampubliko at pribado man. Tinawag
itong Mother Tongue-Based Multi-Lingual Education (MTB-
MLE).
Ayon kay DepEd Secretary Brother Armin Luistro, FSC, “ang
paggamit ng wikang ginagamit din sa tahanan sa mga unang
baitang ng pag-aaral ay makatutulong mapaunlad ang wika at
kaisipan ng mga mag-aaral at makapagpapatibay rin sa
kanilang kamalayang sosyo-kultural.
Kasaysayan ng Wikang Pambansa

Panahon ng mga Katutubo
• Alibata o baybayin ang tawag sa katutubong paraan ng pagsulat

• Binubuo ito ng labimpitong (17) titik: tatlong (3) patinig at labing-apat
(14) na
Katinig
52 | P a g e
Alibata
Ang mga katinig ay binibigkas na may kasamang tunog

ng patinig na /a/. Kung nais basahin o bigkasin ang mga
katinig na kasama ang tunog na /e/ o /i/, nilalagyan ang
titik ng tuldok sa itaas. Samantala, kung ang tunog ng /o/
o /u/ ang nais isama sa pagbasa ng mga katinig, tuldok sa
ibaba nito ang inilalagay.
Gumagamit ng dalawang pahilis na guhit // sa hulihan ng

pangungusap bilang hudyat ng pagtatapos nito.
Panahon Ng Mga Kastila

• Maraming pagbabago ang naganap at isa na rito ang sistema ng
ating pagsulat.
• Ang dating alibata ay napalitan ng Alpabetong Romano na binubuo
naman ng 20 titik, limang (5) patinig at labinlimang (15) katinig.
53 | P a g e
• a, e, i, o, u b, k, d, g, h, l, m, n, ng, p, r, s, t, w, y
• Pagpapalaganap ng Kristiyanismo ang isa sa naging layunin ng
pananakop ng mga Kastila.
• Ngunit nagkaroon ng suliranin hinggil sa komunikasyon.
• Nagtatag ang Hari ng Espanya ng mga paaralang magtuturo ng
wikang Kastila sa mga Pilipino ngunit ito ay tinutulan ng mga prayle.
• Ang mga misyonerong Kastila mismo ang nag-aral ng mga wikang
katutubo.
1. Mas madaling matutuhan ang wika ng isang rehiyon kaysa ituro ito sa
lahat ang Espanyol.
2. Higit na magiging kapani-paniwala at mabisa kung ang isang
banyaga ay nagsasalita ng katutubong wika. Ang mga prayle’y
nagsulat ng mga diksyunaryo at aklat-panggramatika, katekismo at
mga kumpesyonal para sa mabilis na pagkatuto nila ng katutubong
wika
• Ang mga prayle’y nagsulat ng mga diksyunaryo at aklat-
panggramatika, katekismo at mga kumpesyonal para sa mabilis na
pagkatuto nila ng katutubong wika
• Ang mga prayle’y nagsulat ng mga diksyunaryo at aklat-
panggramatika, katekismo at mga kumpesyonal para sa mabilis na
pagkatuto nila ng katutubong wika
• Naging usapin ang tungkol sa wikang panturong gagamitin sa mga
Pilipino.
• Inatas ng Hari na ipagamit ang wikang katutubo sa pagtuturo ng
pananampalataya subalit hindi naman ito nasunod.
• Gobernador Tello – turuan ang mga Indio ng wikang Espanyol
• Carlos I at Felipe II – kailangang maging bilinggwal ang mga Pilipino
• Carlo I – ituro ang doktrinang Kristiyana sa pamamagitan ng wikang
Kastila
• Noong Marso 2, 1634, muling inulit ni Haring Felipe II ang utos tungkol sa
pagtuturo ng wikang Kastila sa lahat ng katutubo
• Hindi naging matagumpay ang mga kautusang nabanggit kung kaya
si Carlos II ay naglagda ng isang dekrito na inuulit ang mga probisyon
sa mga nabanggit na batas. Nagtakda rin siya ng parusa para sa mga
hindi susunod dito.
• Noong Disyembre 29, 1792, nilagdaan ni Carlos IV ang isa pang dekrito
na nag-uutos na gamitin ang wikang Kastila sa mga paaralang
itatatag sa lahat ng mga pamayanan ng Indio.
54 | P a g e
Panahon ng Propaganda
• Sa panahong ito, marami na ring mga Pilipino ang naging matindi ang
damdaming nasyonalismo. Nagtungo sila sa ibang bansa upang
kumuha ng mga karunungan.
• Dr. Jose Rizal, Graciano Lopez-Jaena, Antonio Luna, Marcelo H. del
Pilar
• Sa panahong ito ay maraming akdang naisulat sa wikang Tagalog.
Pawang mga akdang nagsasaad ng pagiging makabayan,
masisidhing damdamin laban sa mga Kastila ang pangunahing paksa
ng kanilang mga isinulat.
Panahon ng mga Amerikano
• Nagsimula na naman ang pakikibaka ng mga Pilipino nang dumating
ang mga Amerikano sa pamumuno ni Almirante Dewey
• Ginamit nilang instrumento ang edukasyon na sistema ng publikong
paaralan at pamumuhay na demokratiko
• Mga gurong sundalo na tinatawag na Thomasites ang mga naging
guro noon.
• William Cameron Forbes – naniniwala ang mga kawal Amerikano na
mahalagang maipalaganap agad sa kapuluan ang wikang Ingles
upang madaling magkaunawaan ang mga Pilipino at Amerikano
• Nagtatag ng lupon si Mc Kinley na pinamumunuan ni Schurman na ang
layunin ay alamin ang pangangailangan ng mga Pilipino
1. Isang pambayang paaralan ang kailangan ng mga Pilipino
2. Mas pinili ng mga lider-Pilipino na gamitin bilang wikang panturo ang
Ingles
• Jorge Bocobo – naniniwalang ang lahat ng sabjek sa primaryang
baitang, kahit na ang Ingles ay dapat ituro sa pamamagitan ng
diyalektong lokal
• N.M Saleeby, isang Amerikanong Superintende – kahit na
napakahusay ang maaaring pagtuturo sa wikang Ingles ay hindi pa rin
ito magiging wikang panlahat dahil ang mga Pilipino ay may kani-
kaniyang wikang bernakular na nananatiling ginagamit sa kanilang
mga tahanan at sa iba pang pang-araw-araw na Gawain
• Bise Gobernador Heneral George Butte – naniniwalang epektibong
gamitin ang mga wikang bernakular sa pagtuturo sa mga Pilipino
55 | P a g e
• Labag man sa iniutos ni Mc Kinley na gamiting wikang panturo ang
mga wikang bernakular sa mga paaralan ay nanatili pa rin ang Ingles
na wikang panturo at pantulong naman ang wikang rehiyonal
Panahon ng Hapones
• Sa pagnanais na burahin ang anumang impluwensiya ng mga
Amerikano, ipinagamit nila ang katutubong wika partikular ang wikang
Tagalog sa pagsulat ng mga akdang pampanitikan.
• Ito ang panahong namayagpag ang panitikang Tagalog.
• Ipinatupad nila ang Order Militar Blg. 13 na nag-uutos na gawing
opisyal na wika ang Tagalog at wikang Hapon
Panahon ng Malasariling Pamahalaan
• Saligang Batas noong 1935, Seksyon 3, Artikulo XIV – “Ang Kongreso ay
gagawa ng mga hakbang tungo sa pagpapaunlad at pagpapatibay
ng isang wikang pambansa na batay sa isa sa mga umiiral na
katutubong wika.
• Dahil sa probisyong ito, itinatag ni Pangulong Quezon ang Surian ng
Wikang Pambansa na ngayon ay Sentro ng Wikang Filipino upang
mamuno sa pag-aaral sa pagpili ng wikang pambansa.
• Nilikha ng Batasang Pambansa ang Batas Komonwelth Blg. 184 –

opisyal na paglikha ng Surian ng Wikang Pambansa noong ika-13 ng
Nobyembre 1936
• Ang tungkulin nito ay magsagawa ng pananaliksik, gabay at
alituntunin na magiging batayan sa pagpili ng wikang pambansa ng
Pilipinas
• Si Jaime C. de Veyra ang naging tagapangulo ng komite
• Napili nila ang Tagalog bilang batayan ng wikang tatawaging Wikang
Pambansa
• Ipinalabas noong 1937 ng Pang. Quezon ang Kautusang
Tagapagpaganap Blg. 134 – nag-aatas na Tagalog ang batayan ng
wikang gagamitin sa pagbubuo ng wikang pambansa
• Ilang dahilan kung bakit Tagalog ang napiling batayang wika :
1. Mas marami ang nakapagsasalita at nakauunuwa ng Tagalog
kumpara sa ibang wika
56 | P a g e
2. Mas madaling matutuhan ang Tagalog kumpara sa ibang wikain
sapagkat sa wikang ito, kung ano ang bigkas ay siyang sulat
3. Tagalog ang ginagamit sa Maynila at ang Maynila ang sentro ng
kalakalan sa Pilipinas
4. Ang wikang Tagalo ay may hostorikal na basehan sapagkat ito ang
wikang ginamit sa himagsikan na pinamunuan ni Andres Bonifacio
5. May mga aklat na panggramatika at diksyunaryo ang wikang Tagalog
• Dahil sa pagsusumikap ni Pang. Quezon hinirang siyang “Ama ng
Wikang Pambansa”
na magkaroon tayo ng wikang pagkakakilanlan,
• Kautusang Tagapagpaganap Blg. 263 noong Abril 1940 –
nagpapahintulot sa pagpapalimbag at paglalathala ng Talatinigang
Tagalog-Ingles at Balarila sa Wikang Pambansa.
• Pinasimulan ang pagtuturo ng wikang pambansa sa mga paaralan
pampubliko at pampribado sa buong bansa
• Pinagtibay ng Batas Komonwelth Blg. 570 na ang Pambansang Wika
ay magiging isa na sa mga wikang opisyal ng Pilipinas simula sa Hulyo
4, 1940
• Nilagdaan ni Pang. Ramon Magsaysay ang Proklamasyon Blg. 12
noong Marso 26, 1954 na nagpapahayag ng pagdiriwang ng Linggo
ng Wikang Pambansa ay magaganap mula sa ika-29 ng Marso
hanggang ika-4 ng Abril bilang pagbibigay-kahalagahan sa
kaarawan ni Balagtas (Abril 2)
• Nilagdaan ni Pang. Magsaysay ang Proklamasyon Blg. 186 noong
Setyembre 23, 1955 na nag-uutos sa paglilipat ng petsa ng Linggo ng
Wika mula ika-13 hanggang 19 ng Agosto bilang pagbibigay ng

kahalagahan sa kaarawan ni Pang. Quezon (Agosto 19)
• Noong Pebrero, 1956, nilagdaan ni Gregorio Hernandez, Direktor ng
Paaralang Bayan ang Sirkular 21 na nag-uutos na ituro at awitin ang
Pambansang Awit sa mga paaralan
• Nagpalabas si Kalihim Jose E. Romero ng Kagawaran ng Edukasyon ng
Kautusang Pangkagawaran Blg. 7 noong Agosto 13, 1959 na
nagsasaad na kailanma’t tutukuyin ang Wikang
• Pambansa, ang salitang Pilipino ang gagamitin
• Nilagdaan ni Pang. Ferdinand Marcos ang Kautusang
Tagapagpaganap Blg. 96 na nagtatadhana ng pagsasa-Pilipino ng
mga pangalan ng gusali, edipisyo at tanggapan ng pamahalaan
noong Oktubre 24, 1967
57 | P a g e
• Marso 27, 1968, nilagdaan ni Rafael Salas, Kalihim Tagapagpaganap,
ang Memorandum Sirkular Blg. 96 na nag-aatas ng paggamit ng
wikang Pilipino sa mga opisyal na komunikasyon sa mga transaksyonng
pamahalaan
• Memorandum Sirkular Blg. 488 noong Hulyo 29, 1972 na humihiling sa
lahat ng tanggapan ng pamahalaan na magdaos ng Linggo ng Wika
• Saligang Batas ng 1973, Artikulo XV, Seksyon 2 at 3 – “Ang Batasang
Pambansa ay magsasagawa ng mga hakbang tungo sa
pagpapaunlad at pormal na paggamit ng pambansang wikang
Pilipino at hangga’t hindi binabago ang batas, ang Ingles at Pilipino
ang mananatiling mga wikang opisyal ng Pilipinas”
• Hunyo 21, 1978, nilagdaan ng Ministro ng Edukasyon at Kultura, Juan
Manuel ang Kautusang Pangministri Blg. 22 na nag-uutos na isama ang
Pilipino sa lahat ng kurikulum na pandalubhasang antas
• Nabagong muli ag Konstitusyon nang sumiklab ang Edsa I noong
Pebrero 25, 1986 at nahirang na pangulo ng bansa si Gng. Corazon c.
Aquino
• Saligang Batas ng 1987, Artikulo XIV, nasasaad tungkol sa wika:
• Sek.6. Ang wikang pambansa ng Pilipinas ay Filipino
• Sek.7. Ukol sa mga layunin ng komunikasyon at pagtuturo, ang mga
wikang opisyal ng Pilipinas ay Filipino at hangga’t walang ibang
itinatadhana ang batas, Ingles
• Sek.8. Ang Konstitusyong ito ay dapat ipahayag sa Filipino at Ingles at
dapat isalin sa mga pangunahing wikang panrehiyon, Arabic at
Espanyol
• Sek.9. Dapat magtatag ang Kongreso ng isang komisyon ng wikang
pambansa na binubuo ng mga kinatawan ng iba’t ibang mga rehiyon
at mga disiplina na magsasagawa, mag-uugnay at magtataguyod ng
mga pananaliksik sa Filipino at iba pang mga wika para sa kanilang
pagpapaunlad, pagpapalaganap at pagpapanatili.
- w a k a s -
58 | P a g e
I. Paglalagom
I. PANUTO: Piliin at bilugan ang letra ng tamang sagot.
1. Ayon kay Henry Allan Gleason Jr. (linguist at propesor sa University

of Toronto) – ang wika ay ______________ ng sinasalitang ________ na
pinili at isinaayos sa paraang _________ upang magamit ng tao na
nabibilang sa isang kultura.
A. sistematikong – pagbigkas – maayos
B. masistemang balangkas – arbitraryo - tunog
C. masistemang balangkas – tunog - arbitraryo
D. may sistemang balangkas - tunog – arbitraryo
2. Ang salitang latin na lingua ay nangangahulugang….
A. dila
B. dila at wika
C. wika at lenggwahe
D. dila at wika o lenggwahe
3. Alin sa mga sumusunod ang hindi maituturing na kahalagahan
ng wika?
A. Ang wika ay ginagamit ng tao.
B. Pagiging instrumento ng komunikasyon.
C. Nagpapakita ng pagiging malaya at pagkakaroon ng
soberanya ng isang bansa.
D. Nagsisilbing tagapag-ingat at tagapagpalaganap ng mga
karunungan at kaalaman.
4. ___________ ang tawag sa taong nagpapalalim at
nagpapalawak ng kaalaman sa wika.
A. dalubhasa
B. patnugot
C. dalubwika
D. linggwistika
5. Alin sa mga nakalahad na halimbawa ang nagpapatunay na
ang wika ay arbitraryo?
A. May mga salitang sa Pilipinas lang ginagamit tulad ng inin.
B. Hindi puwedeng “ako tahol” dahil ang tahol ay para sa aso.
C. Uso sa kabataan ang akronim gaya ng LOL, OOTD, at iba pa.
D. Mula sa tunog /a/ ay magiging titik [a], mula sa titik ay
magiging pantig -- a, ang pantig ay magiging salita – a|so.
6. Organisasyonal : organisasyon, Intrapersonal : ______________
A. sarili
59 | P a g e
B. repleksiyon
C. isang grupo ng tao
D. dalawa o higit pang kalahok
7. Ayon kay Cruz (1988), ito ay proseso ng pagbibigay at
pagtanggap, napapalipat-lipat sa mga indibidwal ang mga
impormasyon, kaalaman, kaisipan, impresyon at damdamin.
Nagbubunga ang ganitong pagpapalitan ng pagkakaunawaan at
kaunlaran ng lipunan.
A. wika
B. pagbigkas
C. interaksiyon
D. komunikasyon
8. Anong uri ng komunikasyon ang ritwal ng pananampalataya,
pagtatanim, pag-aani, at panggagamot?
A. berbal na komunikasyon
B. komunikasyong pasulat
C. komunikasyong pabigkas
D. pakikipagtalastasan sa pamamagitan ng Computer o
Computer-Mediated Communication
9. Ano ang tamang pagkakaayos ng modelo ng komunikasyon?

A. tagapagpadala – tugon – tagatanggap - mensahe
B. mensahe – tagapagpadala – tugon - tagatanggap
C. tagapagpadala – mensahe – tagatanggap - tugon
D. tagapagpadala – tsanel –mensahe - tagatanggap
10. Alin sa mga sumusunod ang totoo tungkol sa modelo ng
komunikasyon?
A. Nababawasan ang generic na component.
B. Hindi dumadaan ang mensahe sa isang tsanel.
C. Ang modelo ay nadadagdagan ng ilang component.
D. Tagapagpadala ang tawag sa tao o institusyong
pinapadalhan ng mensahe.
11. Tore ng Babel : Genesis , Pentecostes : _____________
A. Gawa
B. Armaic
C. Bagong tipan
D. Bibliya
12. Alin sa mga sumusunod ang hindi teoryang siyentipiko?
A. Teoryang Ding-Dong
B. Teoryang Pooh Pooh
C. Teoryang Yow-hey-ho
60 | P a g e
D. Teoryang Ta-ra-ra-boom-de-ay
13. Ano ang tawag sa teorya ng wika na iminungkahi ng
linggwistang si Revesz kung saan sinabi niya na bunga ng
interpersonal na kontak ng tao sa kanyang kapwa tao ang wika?
A. Teoryang Hey you!
B. Teoryang Bow-wow
C. Teoryang Hocus Pocus
D. Teoryang Ta-ra-ra-boom-de-ay
14. Mula sa mga halimbawang nakasaad, piliin ang tumutukoy sa
teoryang Babble Lucky:
A. Ang tunog na nalilikha ng sanggol gaya ng dada.
B. Ang pagbulalas ng ahhhh dahil sa pagbuhat ng mabigat na
bagay.
C. Ang pagbulalas ng weh na di kalaunan ay naiugnay sa
pagsasabi ng hindi nga.
D. Ang paggaya ng matatanda sa mga tunog na likha ng bata
gaya ng mammam.
15. Teoryang Tore ng Babel : Teorya ng Kalituhan , Teoryang Ding-
dong : ________________
A. Teoryang Biblikal
B. Teoryang Natibistika
C. Teoryang Siyentipiko
D. Teoryang Natibistiko
16. Alin sa mga sumusunod na batayan sa pagpili ng wikang
pambansa ang hindi tama?
A. Ang wikang pipiliin ay dapat wika ng sentro ng industriya
B. Ang wikang pipiliin ay dapat wika ng sentro ng edukasyon
C. Ang wikang pipiliin ay dapat wika ng sentrong pamahalaan
D. Ang wikang pipiliin ay dapat wika ng pinakamarami at
pinakadakilang nasusulat na panitikan
17. Batay kay Virgilio Almario (2014), ang wikang opisyal ay….
A. ginagamit sa pagtuturo at pag-aaral sa mga eskuwelahan at
ang wika sa pagsulat ng mga aklat at kagamitan sa pagtuturo
sa silid-aralan.
B. nagbubuklod sa atin bilang mamamayan ng bansang Pilipinas
C. ginagamit din sa tahanan at sa mga unang baitang ng pag-
aaral
D. maaaring gamitin sa anumang uri ng komunikasyon, lalo na sa
anyong nakasulat, sa loob at labas ng alinmang sangay o
ahensiya ng gobyerno
18. Ang MTB-MLE ay nangangahulugang…
61 | P a g e
A. Mother Tongue-Based Millenial Education
B. Mother Tongue-Based Multi-Lingual Education
C. Mother Tongue-Based Monolingual Education
D. Mother Tongue-Based Multilingualism Education
19. Ayon sa kanya, “ang paggamit ng wikang ginagamit din sa

tahanan sa mga unang baitang ng pag-aaral ay makatutulong
mapaunlad ang wika at kaisipan ng mga mag-aaral at
makapagpapatibay rin sa kanilang kamalayang sosyo-kultural.”
A. Virgilio Almario
B. Jose E. Romero
C. Henry Allan Gleason Jr.
D. DepEd Secretary Brother Armin Luistro, FSC
20. Batay sa rekomendasyon ng Surian, noong Disyembre 30, 1937
ay iprinoklama ni Pangulong Quezon na wikang __________________
ang magiging batayan ng wikang pambansa.
A. Pilipino
B. Filipino
C. Tagalog
D. Katutubo
21. Alibata o __________ ang tawag sa katutubong paraan ng
pagsulat.
A. alpabeto
B. baybayin
C. mga letra
D. binabaybay
22. Ang tawag sa mga gurong sundalo noong panahon ng mga
Amerikano ay ________.
A. prayle
B. teachers
C. Thomasites
D. Thomasians
23. Siya ang nagpalabas ng Kautusang Tagapagpaganap Blg. 134
– nag-aatas na Tagalog ang batayan ng wikang gagamitin sa
pagbubuo ng wikang pambansa.
A. Pangulong Quezon
B. Pangulong Marcos
C. Pangulong Magsaysay
D. Pangulong Noynoy Aquino
24. Dito nakasaad na ang wikang pambansa ng Pilipinas ay
Filipino.
62 | P a g e
A. Pangulong Quezon
B. Pangulong Marcos
C. Pangulong Magsaysay
D. Pangulong Noynoy Aquino
25. Nilagdaan ni Pang. Ramon Magsaysay ang Proklamasyon Blg.
12 noong Marso 26, 1954 na nagpapahayag ng pagdiriwang ng
Linggo ng Wikang Pambansa ay magaganap mula sa ika-29 ng
Marso hanggang ika-4 ng Abril bilang pagbibigay-kahalagahan sa
kaarawan ni ____________________.
A. Jose Rizal
B. Francisco Balagtas
C. Pangulong Quezon
D. Jose P. Laurel
II. PANUTO: Tukuyin kung tama o mali ang mga sumusunod na

pahayag. Kung mayroong mali sa mga pahayag, isulat ang
salitang mali at ang salitang nagpapamali rito. Halimbawa: Mali -
Wika
_______________ 1. Ayon kay Bloomfield, masasabing bilingguwal ang

isang taong may sapat na kakayahan sa isa sa apat na makrong
kasanayang pangwika.
_______________2. Maituturing na multilingguwal ang isang tao kung

magagamit niya ang ikalawang wika nang matatas sa lahat ng
pagkakataon.
_______________3. Monolingguwalismo ang tawag sa pagpapatupad ng

iisang wika sa isang bansa.
_______________4. Ang Pilipinas ay isang bansang bilingguwal.
_______________5. Ang arterial na wika ay nangangahulugang unang

wika.
_______________6. Patakarang bilingguwalismo ang pinatutupad sa mga

bansang England, Pransya, South Korea at Hapon.
_______________7. Mayroon tayong mahigit 180 wika at wikain kaya

naman bibihirang Pilipino ang monolingguwal.
63 | P a g e
_______________8. Sa pagpapatupad ng DepEd ng K to 12 Curriculum,
kasabay na ipinatupad ang probisyon para sa magiging wikang panturo
partikular sa kindergarten at sa Grade 1, 2 at 3. Tinawag itong MTB-MLE o
Mother Tongue Based-Multilingualism Education.
_______________9. Balanced bilingual ang tawag sa mga taong

nakagagamit ng ikalawang wika nang matatas sa lahat ng pagkakataon.
_______________10. Sa Artikulo 15 Seksiyon 2 at 3 ng Saligang Batas ng 1975

mababasa ang probisyon para sa bilingguwalismo o pagkakaroon ng
dalawang wikang panturo sa mga paaralan.
_______________11. Isa sa mga mahahalagang probisyon sa bisa ng

Department Order No. 25, s. 1974 ang makalinang ng mga mamamayang
Pilipinong matatas sa pagpapahayag sa mga wikang Pilipino at Ingles.
_______________ 12. Epektibo ang pagkatuto ng mga magaaral kung

wikang Ingles ang kanilang gagamitin sa kanilang pag-aaral, ayon kay
Tucker (1977).
_______________ 13. Lumabas sa pag-aaral ni Lewis (2013) na may mga

pagkakataong napag-iiwanan ang unang wika sa edukasyon.
_______________ 14. Ipinaliwanag ni Sen. Pimentel na hangga’t hindi natin

pinangangalagaan ang ating sariling katutubong mga wika, unti-unti
itong mawawala sa ating kamalayan, sa ating pasalita at pasulat na
komunikasyon, gayundin unti-unti mamamatay ang mga wikang ito.
_______________ 15. : “When you lose communication, you lose a culture,

intellectual wealth, a work of art.” - Dr. Kenneth Hale
64 | P a g e
III. PANUTO: Isulat ang iyong buong pangalan gamit ang
BAYBAYIN/ALIBATA.
Gamitin ang espasyo sa ibaba.
II. Sanggunian
✓ Geronimo, Jonathan V. et al., Komunikasyon at Pananaliksik sa

Wika at Kulturang Pilipino, 2016, Rex Book Store Inc., Manila, Philippines
✓ Dayag, Alma M. at del Rosario, Mary Grace G., Pinagyamang
Pluma: Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino,
2016, Phoenix Publishing House, Quezon City, Philippines
✓ Valenzuela, Rogelio et al., Sidhaya 11: Komunikasyon at
Pananaliksik sa Wika at Kulturang Pilipino, 2016, C & E Publishing, Inc.,
Quezon City, Philippines
65 | P a g e
ARALIN 2: WIKA, WIKANG FILIPINO AT SITWASYONG
PANGWIKA SA PILIPINAS.
LAYUNIN
a. Malaman ang kahulugan at iba pang aspeto ng wika
at komunikasyon.
b. Maisapuso ang pag-aaral ng kasaysayan ng wika at
komunikasyon.
c. Maisabuhay ang kahalagahan ng wika sa pang-araw-araw na
pakikipagkomunikasyon.
Mga Sitwasyon Pangwika
SITWASYONG PANGWIKA SA TELEBISYON

• Ang telebisyon ang itinuturing na pinakamakapangyarihang media sa
kasalukuyan dahil sa dami ng mga mamamayang naabot nito.
• Ang mabuting epekto ng paglaganap ng cable o satellite connection
para marating ang malalayong pulo at ibang bansa.
• Wikang Filipino ang nangungunang midyum sa telebisyon sa bansa na
ginagamit ng mga lokal na channel.
• Mga halimbawa ng mga programang pantelebisyon na gumagamit
ng wikang Filipino ay mga teleserye, mga pantanghaliang palabas,
mga magazine show, news and public affairs, reality show at iba pang
programang pantelebisyon.
• ang pagdami ng mga palabas sa telebisyon partikular ang mga
teleserye o pantanghaling programa na sinusubaybayan ng halos
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lahat ng milyon-milyong manununood ang dahilan kung bakit halos
lahat ng mamamayan sa bansa ay nakakaunawa at nakakapagsalita
ng wikang Filipino.
SITWASYONG PANGWIKA SA RADYO AT DYARYO

• Wikang Filipino ang nangungunang wika sa radyo sa AM man o sa FM.
• Ang mga estasyon sa probinsya ay gumagamit ng rehiyonal na wika
ngunit kung may kapanayam sila ay karaniwan sa wikang Filipino sila
nakikipagusap.
• Sa dyaryo ay wikang Ingles ang ginagamit sa broadsheet at wikang
Filipino naman sa tabloid.
• Tabloid ang mas binibili ng masa o karaniwang tao sapagkat mas
naiintindihan nila ang wikang ginagamit dito. Ito ang mga katangian
ng isang tabloid:
o Nagtataglay ng malalaki at nagsusumigaw na headline na
naglalayong maakit agad ang mambabasa.
o Ang nilalaman ay karaniwang senseysyonal na naglalabas ng
impormalidad
o Hindi pormal ang mga salita.
SITWASYONG PANGWIKA SA PELIKULA

• Ingles ang kadalasang pamagat ng mga pelikulang Pilipino.
• Filipino ang lingua franca o pangunahing wika ang ginagamit.
• Ang pangunahing layunin ay makaakit ng mas maraming manunuod
na malilibang sa kanilang mga palabas at programa upang kumita ng
malaki.
• Malawak ang naging impluwensya dahil sa tulong nito mas marami ng
ng mamayan ng bansa ang nakauunawa at nakapagsasalita ng
wikang Filipino.
• Ang nananaig na tono ay impormal at waring hindi gaanong strikto sa
pamantayan ng propesyonalismo.
SITWASYONG PANGWIKA SA TEXT
• Ang pagpapadala ng sms (short messaging system) ay isang

mahalagang bahagi ng komunikasyon sa bansa.
• Humigit kumulang 4 na bilyong text ang ipinapadalaat natatangap ng
ating bansa kaya ito ay kinilala bilang “Text Capital of the World”.
• Madalas ang paggamit ng code switching at madala pinaiikli ang
baybay ng mga salita.
• Walang sinusunod na tuntunin o rule.
67 | P a g e
SITWASYONG PANGWIKA SA SOCIAL MEDIA AT INTERNET
• Ang tawag sa mga taong gumagamit nito ay netizen.

• Karaniwang may code switching.
• Mas pinagiisipang mabuti ang mga gagamiting salita bago I post.
• Ingles ang pangunahing wika dito.
• Naglalaman ng mga sumusunod
• Impormasyon sa ibat ibang sangay ng pamahalaan
• Mga akdang pampanitikan
• Awitin
• Resipe
• Rebyu ng pelikulang Pilipino
• Impormasyong pangwika
Mga Patakarang Pangwika

• Resolusyon Blg 92-1
NAGLALAHAD NG BATAYANG DESKRIPSYON NG FILIPINO
• Proklamasyon Blg 1041

NAGPAPAHAYAG NG TAUNANG PAGDIRIWANG TUWING AGOSTO 1-31
BILANG BUWAN NG WIKANG PAMBANSA
• Proklamasyon Blg 964

IPINAHAHAYAG NA ANG IKALAWANG ARAW NG ABRIL AT TAUN-TAON
PAGKARAAN NIYON AY ARAW NI FRANCISCO “BALAGTAS” BALTAZAR.
• ATAS TAGAPAGPAGANAP BLG 335

NAG-AATAS SA LAHAT NG MGA KAGAWARAN/ KAWANIHAN/ OPISINA/
AHENSYA/ INSTRUMENTALITI NG PAMAHALAAN NA MAGSAGAWA NG
MGA HAKBANG NA KAILANGAN PARA SA LAYUNING MAGAMIT ANG
FILIPINO SA OPISYAL NA MGA TRANSAKSYON, KOMUNIKASYON AT
KORESPONDENSYA

IPINAPASYA, GAYA NG GINAGAWANG PAGPAPASYA NGAYON, na
italagang Sentro ng Pagsasalingwika ang Komisyon sa Wikang Filipino,
alinsunod sa itinatakda....
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NAGPAPATIBAY NG KAUKULANG MGA HAKBANG PARA SA
IMPLEMENTASYON NG MGA KAPANGYARIHAN, MGA GAWAIN AT
TUNGKULIN NG KOMISYON.
Kakayahang Komunikatibo ng mga Pilipino

Kakayahang Lingguwistiko
Kakayahang Sosyolingguwistiko
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Kakayahang Pragmatiko
Kakayahang Diskorsal
70 | P a g e
PAGLALAGOM
Ayusin ang mga sumusunod na pangungusap upang makabuo ng

mga pahayag na nagtataglay ng pagkamagalang. Isulat ang sagot
sa patlang sa unahan ng bawat bilang.
1. Tumahimik na ang lahat at magsisimula na ang programa.

________________________________________________________________
2. Pahingi ng donasyon para sa proyekto ng paaralan.
________________________________________________________________
3. Isarado mo ang pinto.
________________________________________________________________
4. Gusto kong malaman ang opinyon mo sa isyung ito.
________________________________________________________________
5. Papasok ako sa bahay mo.
________________________________________________________________
ARALIN 3: INTRODUKSYON SA PANANALIKSIK SA WIKA AT

KULTURANG PILIPINO
LAYUNIN
▪ naipaliliwanag ang mga hakbang at prinsipyo sa
pagsulat ng saliksik;
▪ natatalakay ang mga paraan sa pagbuo ng mga
bahagi ng saliksik;
▪ nailalahd ang mga pamamaraan sa pagkilala sa
sanggunian.
Mga Hakbang at Prinsipyo sa Pagsulat ng Saliksik
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Kahalagahan ng Pananaliksik
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PAGLALAGOM
Gumawa ng salaring pananaliksik, ibase ito sa bawat aspeto ng

pananaliksik at ayusin ng pagkakasunod-sunod. At makikita ang
bawat kahalagahan ng Pananaliksik
77 | P a g e
SENIOR HIGH SCHOOL
SCHOOL YEAR 2020- 2021- FIRST SEMESTER
Name of Teacher: Mr. Kaezar C. Iso

Email address: kaezarlee96@gmail.com
Name: Jason B. Peñol

Email address: ernestopenol75@gmail.com
jason.penol@stjude.edu.ph
Name: Mr. Arlan Velasco
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TABLE OF CONTENTS
FIRST QUARTER
LESSON 1
The Study of Literature: Essence and Significance of Literature
Hallmarks of Literature
Division of Literature of Literature: Prose and Poetry
LESSON 2
Literary Genres: Fiction, Poetry, Essay and Drama
Elements of Fiction
Pyramid Structure of a Plot
Plot and Devices
Classification (Point of View)
Poetry
Elements of Poetry
Types of Poetry
Lyric Poetry
SECOND QUARTER
LESSON 1
Literary Devices in Poetry
Reasons for Studying Philippines Literatures
LESSON 2
Idiomatic Expression
Commomly use of idiomatic Expression
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LESSON PROPER

. Identify the genres, elements, and themes of various literary composition
And analyze literary texts that manifest the writer’s vision of life and craft
By relating them to their personal socio cultural registers of being Asian,
Anglo-American, European, Latin and African.
. Appreciate one’s literary heretage by showing eagerness and an interest

To further read fiction, poetry, essay, and Drama.
II. Instructions
Read the instruction carefully with understanding based on the given
Instructions by the teacher.
III. Pre-test
Answer the following questions about how does you understand
21st Century from the Philippine and the world.
Literature
1. What would be the importance of literature to the learners in their

Study?
2. Why we need to study literature?
3. Why we need to study the past, the present and the future in literature?
4. What would be the value of literature in everyday life?
IV. Teaching Methods- Discussion of Topics:
Guess me!
What Literature
is all about?
Module / Lesson 1- Essence and Significance of Literature
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1. Literature (origin of term)- litera which means letter) deals
With ideas, thoughts and emotions of man- thus it can be
said the literature is the story of man, (Kahayon, 1998, p.5,7
;Literature comes from the French phrase “belles-letter”
Which means beautiful writing. (Baritugo, et al. 2004, p.1)
2. Literature in its broadest sense, is everything that has ever
been written.
3. The best way to understand human nature fully and to know
A nation completely is to study literature. (Garcia, et al, 1993
p.3)
-Through literature, we learn the innermost feelings and thoughts of people- the
most real part of themeselves, thus
We gain an understanding not only of others, but more importantly, of ourselves
and of life itself. (Garcia, et al, 1993
4. Literature offers us an experience in which we should parti-
Cipate as we read and test what we read by our own experience.
5. Literature does not yield much unless we bring something
Of ourselves to it.
6. Literature is a faithful production of life...in a sense it is a
product and a commentary of life process.
7. Literature illuminates life.
8. Literature is our life’s story including its struggles, ideas,
failures, sacrifices and happiness. (Ang, 2006)
9. Literature appeals to man’s higher nature and its needs-
Emotional, spiritual, intellectual, and creative. Like other forms of art, literature
entertains and gives pleasure; it fires the imagination and
arouse noble emotions and it enriches
man by enabling him to reflect on life and by filling him with
new ideas. (Garcia, et al, 1993, pp. 1-3
10. Literature is one of the seven arts (i,e., music, dance,
painting, sculpture, theatre and architecture) and as such
, literature is a creative product of a creative work, the result
of which is form and beauty(_Nuggets,2004,p.2)
11. Why do people read literature?
For information, for amusement, for higher and keener pleasure, for cultural
upliftment and for discovery of broad
Dimensions in life. (_. Nuggets, 2004, p. 2-3)
Module/Lesson 2- Hallmarks of Literature
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13. The ability to judge of literature is based on the application of a certain
recognizable standards of good literature. Great literature
is distinguishable of the following qualities ( Garcia, 1993,
p.3)
A. Artistry (quality which appeals to our sense of beauty.)
B. Intellectual Value ( A literary work stimulates thought

Enriches our mental life by making us realize fundamental truths about life and
human nature)
C. Suggestiveness ( This is the quality associated with the

the emotional power of literature, such that it should
move us deeply and stir our creative imagination,
giving and evoking vision above and beyond the
plane of ordinary life and experience.)
D. Spiritual Value ( A good literature elevates the spirit by
Bringing out moral values which makes us better person
- This capacity to inspire is part of the spiritual value of
literature.
E. Permanence ( A great work of literature endures- it can
read again and again as each reading gives fresh
delight and new insights and open new worlds of
meaning and experience.
F. Universality ( Great literature is timeless and timely-
forever relevent in terms of its theme and conditions)
14. A literary text can be studied in several ways:
(Garcia, 1993, p.4)
a. for its thematic value, for entertainment value, for
Richness of its plot, for comparison with other works,
For the ideas it contains, for its emotional power, for
For the character analysis, as an appeal to move
Readers to action, for social reforms, for its repre-
Sentation of literary movements and technques, for
the author’ unique use of language(style) and most
importanlty for its reflection of life itself.
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Module/Lesson 3- Divisions of Literature: Prose and Poetry
15. All Literature falls under two main divisions: (Nuggets, 2004, p.8)
PROSE POETRY
Form Written in paragraph Written in stanza or

form verse form
Language Expressed in ordinary Expressed in metrical,

language rhytmical and
figurative language
Appeal To the intellect To the emotion
Aim To convince, inform, Stir the imagination

instruct, imitate and and set an idea of how
reflect life should be.
16. Prose
a. Prose Drama- a drama in prose form. It consists entirely of dialogues in
prose, and is meant to be acted on stage.
b. Essay- a short literary composition which is expository in nature. The au-
thor shares some of his thoughts, feelings, experiences or observations
on some aspects of life that have interested him.
Example: Carmen Guerrero Nakpil’s “ Where is the Patis’
c. Prose Fiction (something invented, imagined or feigned to be true
• Novel- a long fictitious narrative with complecated plot. It may
have a main plot and one or more sub-plots that develop with
the
• main plot. Characters and actions representative of the real life
of past or present times are portrayed in a plot. It is made up of
chapters.
Example: Without seeing the Down by Stevan Javellana
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• Short Story- A fictitious narrative compressed into one unit of
time,
Place and action. It deals with a single character interest, a
single
emotion or series of emotions called forth by a single situation. It
is distinguised from the novel by its compression.
Example: Dead Stars by Paz Marquez-Benitez
d. Biography and Autobiography
• Biography- a story of a certain person’s life written by another
who
knows him( the former) well. Example: Cayetano Arellano by
Socorro O. Alberto.
• Autobiography- a written account of man’s life written by
himself
Example: A woman with No Face by Ms. Pilar Pilapil
e. Letter- a written message which displays aspects of an author’s
psychological make-up not immediately apparent in his more
Public writings. It is a prose form which by the force of its style
and
The importance of its statement becomes an object interest in its
own right.
f. Diary- a daily written record or account of the writer’s own
experience
thoughts, activities or observations.
g. Journal- a magazine or periodical especially of a serious or learned
nature.
h. Other Prose Forms
• Historical Prose- a prose from dealing historical events
• Scientific Prose- a person form that deals with the subject
science
• Satirical Prose- a prose form that ridicules the vices and follies of
men.
• Current Publications- books, magazines, or newspapers that are
commonly known or accepted or in general usage at the time
specified or, if unspecified, at the present time.
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•Literary Criticism- the analysis, interpretation and evaluation of
literary works; it does not mean “ finding fault with”
• Book Review- an article dealing with the contents, literary worth,
etc. Of a book especially a recently published book.
• Philosophy- a prose form that deals with the processes
governing thought and conduct. It also deals with the theory of
the investigation of the principles or laws that regulate the
universe and underlie all knowledge and principles or laws that
regulate the universe and underlie all knowledge and reality.
• Travel – A written account of trips, journeys, tours, etc. taken by
the writer.
• Parody- an imitation of another author’s work, where ridicule is
the main objective.
Anecdote- a brief narrative concerning a particular individual or
incident.
Example: The Moth and The Lamp
• Character Sketch- a short description of the qualities and traits
of a person.
• Parable- a short tale that illustrates principle, usually by setting
forth the application of the principle to something familiar to the
hearer or reader.
• Pamphlet- a small book of topic of current interest.
• Eulogy- writing in praise of a dead person, event or thing.
• Speech- the general word for a discourse delivered to an
audience whether prepared or impromptu.
a. Address- implies a formal, carefully prepared speech and
usually attributes importance to the speaker or the speech.
b. Oration- suggests an eloquent, rhetorical sometimes merely
bombastic speech, especially one delivered on some special
occasion.
c. Lecture- a carefully prepared speech intended to inform or
instruct the audience.
d. Talk- suggests informality and is applied either to an
impromptu speech or to address or lecture in which the speaker
deliberately uses a simple conversational approach.
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e. Sermon- a speech by a clergy man intended to give religious
or moral instruction and usually based on Scriptural text.
Module/ Lesson- 3 Literary Genres: Fiction, Poetry, Essay and Drama
17. Literary Grenres

a. Fiction b. Poetry c. Essay d. Drama
Fiction
a. is an imaginative recreation and recreation of life.
b. includes short stories and novels
c. Short story- often referred to as “ slice of life” is a fictitious narrative
compressed into one unit of time, place and action; it deals with a single
character interest, single emotion called forth by a single situation
(Example: “ Dead stars” by Paz Marquez- Benitez)
d. Novel- is a fictitious narrative with a complicated plot; it may have
a main Plot and one or more sub-plots that develop with the main plot;
characters and actions representative of the real life of past or present
times are Portrayed in a plot; it is may up chapters. (Example:
“Dogeaters” by Jessicw-Ca Hagedorn)
Element of Fiction
a. Characters- are the representation of a human being; persons
involved in a conflict.
Five Ways of Reading Literary Characters:

1. What rhe character do along with the circumstances in which they do
It?
2. How the characters are described?
3. what the character say and think?
4. What other charactera say about them?
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5. What the author say about them
Types of Character
1. Round Character-
• Is a dynamic character who recognize changes in the
circumstances.
• Is a fully develop character, with many traits- bad and good-
shown in the story.
2. Flat Character
• Also known as the stock or the stereotype character who does not
grow and develop.
• A flat character is not fully develop.
Others
1. Protagonist- hero/heroine
2. Antagonist- a foil to the protagonist
3. Deuteroganist- second in importance
4. Fringe- one who is destroyed by his inner conflict
5. Typical or minor characters
b. Setting- The locale (place) or period of (time) in which the action of a

short story, play, novel or the motion picture takes place (also known as
the background of the story); local color described as local scenery,
the writer uses words, mention things in the native language gives
name
character’s lines to create a vivid picture of a native place.
c. Conflict- The struggle or complication involving the characters, the

oppo-sition of persons or forces upon which the action depends in drama
or fiction. [ There is conflict if there is a struggle which grows out of the
inter-play of opposing forces (ideas/interest)].
Types of Conflict
1. Internal Conflict
• Occurs when the protagonist struggles within himself or herself.
• The protagonist is pulled by two courses of action or by differing
emotions.
2. Interpersonal Conflict
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• Pits the protagonist against someone else.
• Person-against person.
3. External Conflict
III. Happens when the protagonist is in conflict with values of his or her
society.
d. Plot- a causally related sequence of events; what happens as a result
of the main conflict is presented in a structure format; the sequence of
events which involves the character in conflict. (Beginning,
Middle, Ending).
1. Narrative Order- the sequence of events is called the narrative order.

IV. Chronological –the most common type of narrative order in child-
ren’s books.
V. Flashbacks occurs when the authors narrates an event that took
place before the current time of the story.
PYRAMIDAL STRUCTURE OF A PLOT
Climax
Complication Denouement
Exposition Resolution
1. Exposition (beginning) introduces the time, setting and the main

characters.
2. Compilation (rising action) unfolds the problems and struggles that
Would be encountered by the main characters leading to the crisis.
3. Climax- (result of the crisis) part where the problem or the conflict is the
Higher peak of interest; the highest point of the story for the reader, fre-
quently, is the highest moment of interest and greatest emotion, also
known as the crisis or the point of no return.
4. Denouement- is the untying of the entangled knots, or the part that
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Shows a conflict or a problem is solved, leading to its downloads
moveMent or end.
5. Resolution- (end) contains the last statements about the story.
Qualities of the Plot

1. Exciting- It should be more exciting than the everyday reality
that surroUnds us.
2. Good Structrure- The episodes must be arranged effectively, but the
most important element of plot structure is tying all the incidents toge-
ther, so that onr leads naturally to another.
Plot Devices
1. Flashback- something out of chronological order; to reveal

information, tunderstand a character’s nature.
2. Foreshadowing- a device to give a sign of something to come its pur-
pose is to create suspense, to keep readers guessing what will happen
when.
3. Suspense- this is the feeling of excitement or tension in the reader’s ex-
Periences as the action of the plot unfolds.
4. Surprise Ending- this is an ending that catches the reader off quard with
with an unexpected turn of events.
5. In Media Res- the technique of beginning a story in the middle of
the action, with background information given later in flashbacks.
e. Point of View- writer’s feeling and the attitude toward his subject; deter-
mines who tells the story; it identifies the narrator of the story (the form
of narration also affects the story itself).
Classification (Point of View)
1. First Person- the writer uses the pronoun “I”. He/she could be a partici-
pant or a character in his own work; the narrator may be the protagonist
, an observer, a minor character, or the writer himself/herself.
2. Third Person- the writer-narrator is a character in the story. He/she narrates the
Based on what he observed/ his opinion.
3. Omniscient- the writer-narrator sees all; he can see into the mind of character
and even report everyone’s innermost thoughts.
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Name Characteristics Prounouns
Speaker part of the story, I, me, mine, we, us

can observe characters, ,our(s)
First Person but reveals things and
reactions only of self
Third Person Story told only as one He, him, his, she, her(s)
character can observe
Limited Third Person they, them, theirs
Narrator part of thr story.
Cannot read any

character’s mind He, him, his, she, her(s)
they, them, theirs
Omniscient Narrator/ author knows all He, him, she, her(s) they,
and sees all. them, theirs
f. Mood- the atmosphere or emotional effect generated by the words,

images, situations in a literary work(the emotional ambience of
the work for example, melancholy, joyius, tense, oppressive and so on.
g. Tone- a term used, sometimes broadly, to denote an attitude of feel-
ing of the speaker or author as conveyed by the language in its artful
arrangement ( for example, ironic, pensive, sly acerbic humurous)
h. Symbolisms- stand for something other than themselves, they bring to
mind not their own concrete qualities, but the idea or obstruction that
is associated with them.
i. Image- are usually characterized by concrete qualities rather than
abstract meaning these appeal to the senses of taste, smell, feel,
sound, or sight.
j. Theme- the central or dominating idea in a literary work; it is the topic
or subject of the selection, which is sometimes stated by a
character or by the writer himself, but sometimes, it is merely implied or
suggested.
Activity 1
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Instruction:
Make a short story about your life. Then, you will determine the
pyramidal Structure of a plot.
Self-
reflection
1. What are the parts of a Short Story? Explain each part. 10 pts
2. What is the importance of climax in the story? 10 pts
3. Explain flashback and foreshowing how they differ from it? 10 pts
4. Give an examples of internal conflict, Interpersonal conflict ? 10 pts
SECOND QUARTER
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Module /Lesson 4
19. Poetry
Poetry is derived from a Greek word poesis meaning “making or creat-
Ing.
Poetry is a kind of language that says it more intensely than ordinary
Language does.
a. Poetry is a concentrared thought.
b. Poetry express all the sense.
c. Poetry is a kind of word-music.
d. Poetry answer our demand foe rhythm.
e. Poetry is observation in plus imagination.
Elements of Poetry:
1. Sense- is revealed through the meaning of words, images and symbols.

a. diction- denotative and connotative meaning/symbols.
b. images and sense impression- sight, sound, smell, taste. Touch, mot-
ion.
c. figure of speech- simile, metaphor, personification, apostrophe
metonymy, synecdoche, hyperbole, irony, allusion, antithesis, para-
dox, litotes, oxymoron and onomatopaeia.
2. Sound- is the result of a combination of elements.
a. tone color- alliteration, assonance, consoance, repetition
b. rhythm- flow of sound
c. meter- stress, duration, number if syllabus per line, fixed metrical
pattern.
d. rhyme scheme- formal arrangement of rhymes in stanza or the
whole.
3. Structure- refers to (1) arrangement of words, and line to fit together,
And (2) the organization of the parts to the whole.
a. word order- natural and unnatural arrangement of a words
b. ellipsis- omitting some words for economy and effect
c. punctuation- abundance or lack of punctuation marks
d. shape- contextual and visual designs, jumps, omission of spaces,
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capitalization, lower case.
Explain Me!
1. How does the elements of poetry important in making a poem?
Types of Poetry
1. Narrative Poetry
a. Epic- a long narrative poem of the largest proportion. A tale
centering about a hero concerning the beginning, continuance, and
the end of event of great significance- war, conquest, strife among men
who are in such a position that their struggles take on tribal national
significance. Example: BIAG- Ni—Lam-Ang by Pedro Bukaneg
b. Metrical Romance-a narrative poem that tells a story of adventure,
love and chivalry. The typical hero is a knight on a quest.
c. Metrical Tale- a narrative poem consisting usually of a single series of
connective events that are simple idylls or home tales, love
tales, tales of the supernatural or tales written for a strong moral purpose
in verse form.
d. Ballad- the simplest type of narrative poetry. It is a short narrative
poem telling a single incident in simple meter and stanzas. It is inten-
ded to be sung.
e. Popular Ballad- a ballad of wide workmanship telling some simple
incidents of adventure, cruelty, passion, or superstition, an incedent
that shows the primary instinct of man influenced by the restraint of
modern civilization.
f. Modern or Artistic- created by a poet imitation of the folk ballad,
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makes use (sometimes with considerable freedom) of many of
its devices and conventions.
g. Metrical Allegory- an extended narrative that carries a second mea-
ning along with the surface story. Things and actions are symbolic.
2. Lyric Poetry
a. Ode- a lyric poem of some length serious in subject and dignified in
style. It is most the most majestic of the lyric poems. It is written in a spirit
praise of some persons or things. Example: Shelley’s Ode to the Wind”
b. Elegy- a poem written on the death of a friend of the poet. The
ostensible purpose is to praise the friend, but the death prompts the
writer to ask
,” If death can intervene, so cruelly in life, what is the point of living? By
the end of the poem, however, we can expect the poet will have
come to terms with his grief. Example: The lover’s Death by: Ricardo
Demetillo
c. Song- a lyric poem in a regular metrical pattern set to a music. These

have twelve syllables (dodecasyllabic) and slowly sung to the accom-
paniment of a guitar or bandura. Example: Florante at Laura by: Franci-
cisco Balagtas.
d. Corridos (kuridos)- these have measures of eight syllables

(octosyllabic) and recited to a material beat. Example : Ibong Adara by:
Jose DelaCruz (Husing Sisiw)
• Sonnet- a lyric poem containing fourteen iambic lines, and a
compliCated rhyme. Example : Santang Abad by: Alfonso P. Santos
Activity
Instruction: Read about the “ Ibong Adarna” then, give your insight and
Summary in 200 words.
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Literary Devices in Poetry
1. Figure of Speech
A word or phrase used in a non- literal sense for rhetorical a vivid effect.
a. Simile- consists of comparing two things using the words like or as.
Example :Your face is as big as seed, But you do not bear fruits.
b. Metaphor- uses direct comparison of two unlike things or ideas.

Example : She is an Angel.
He is my friend.
c. Personification- gives human traits to inanimate object or ideas.

Example: The trees are dancing through the winds.
The sun is looking down at me.
d Apostrophe- is a direct address to someone absent, dead, or

inanimate.
Example: Little sampaguita
With the wandering eye
Did a tiny fairy
Drop you where you lie?
(Lines from The sampaguita by: Natividad Marquez)
e. Metonymy
substitutes a word that closely relates to a person or a thing.
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Example : The pen is mightier than the sword.
He lives through the bottle.
I have read all of Shakespeare.
By the sweat of our brow, you will earn your food.
f. Synecdoche
uses a part to present the whole.
Example: No busy hand provoke a tear.
No roving foot shall crush thee here.
g. Hyperbole- makes use of exaggeration

Example: Today, I have a million things to do.
Yesterday, I walked a thousand miles.
h. Irony- says the opposite of what is meant.

Example : I am glad, you lost the game.
I am happy to live without you.
I. Allusion – refers to any literary, biblical, historical. Mythological, scientific

Event, character or place.
Example : The pendulum
Is a thing of thread
To nervous persons like me
It reminds one of swaying Iscariot-
Suspended from a tree.
(Lines from After Palanan by Rene A. Iturralde)
j. Antithesis- involves a contrast of words or ideas.

Example: “ Love is so short...Forgetting is so long”
“ You may be through ith the past but the past isn’t through
with you.”
Man proposes, God disposes. They promised freedom and pro-
vided slavery.
k. Paradox- uses a phrase or statement that on surface seems
contradictor, but makes some kind of emotional sense.
Example: My dear, canst thou resolve for me
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This paradox of love concerning thee
Mine eyes, when opened, with thy beauty fill-
But when they’re closed they see the better still.
( Lines from Paradox by A.E Litiatco)
l. Litotes- makes a deliberate understatement used to affirm by negating is
Opposite.
Example: War is not healthy for children
And other living things.
m. Oxymoron- puts together in one statement two contradictory terms.
Example: resident- alien

Silent scream
Living dead
Clearly misunderstood
Butt head
n. Onomatopoeia- inanimate of sound.
Example: The dog barking in the backyard arf arf arf...
o. Alliteration- repetition of consonant sounds

example: Gina gave gigiante gift.
p. Assonance – repetition of a vowel sounds.
Example : The groom brooms the rooms.
Self- Evaluation
Instruction: Give atleast two (2) examples in every part of Figure of speech
(20 pts)
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Self- Reflection
Instruction: Make a SHORT STORY using figure of speech (20 pts)
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Module/ Lesson 5
Topic: Idiomatic expression
Learning Competencies: at the end of the lesson the students will be able to;
a. Identify appropriate meaning of idiomatic expression

b. Familiarize with commonly use of idiomatic expression
c. Use idiomatic correctly
Subject Matter: Idiomatic Expression
Learning Activity:
Teacher willl post a pictures and let the student guess/ anlyze if what
the pictures re present.
Lesson Proper
What is Idiomatic expression ?
An idiom also called ( Idiomatic expression ) is an expression,

word or phrases that has a figurative conventionally understood
by native spaker. The meaning is different fromthe literal meaning of
idioms indiviidual elements. In other words, idioms dont mean
exactly what the word say. They have, however, hidden meaning.
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COMMON IDIOMATIC EXPRESSION AND MEANING
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Evaluation
Read the following sentences and fill in the blank with the correct
Idioms through analyzingthe given situation
Dog nap= a short sleep

Apple of the eye= center of attention
Keeps the pot boiling= avoid hunger
Cats hot one’s tongue=shyness
Far cry from= very different from
Evaluation:
Read the following sentences and fill in the blank with the corect idioms through
analyzing the given meaning.
a. Althogh allen and allan are twins, allen____________allan

b. He has been jobless for several months, and it is his wife who_________
c. Mark is our younger brother. He is the________in our family
d. I will get the ________at the back stage just wake me up if it is my turn
e. It looks like the __________lucy, are you always this quite.
https://www.ef.com/ca/english-resources/english-idioms/
http://walkisfree.blogspot.com/2011/03/module-8-idiomatic-expressions-and.html
21st Century Philippines and the World
by: Jaime Gutierrez-Ang
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SENIOR HIGH SCHOOL
GENERAL MATHEMATICS
MS. NIŇA A. SAMPAGA
MRS.TERESA C. BELLEZA
Subject Teacher
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TABLE OF CONTENTS
FIRST QUARTER
CHAPTER 1
➢ FUNCTIONS
✓ Ways of Representing Functions
✓ Evaluation of Functions
✓ Mathematical Operations Between Function
✓ Addition, Subtraction and Multiplication of Functions
SECOND QUARTER
CHAPTER 2
➢ POLYNOMIAL FUNCTIONS
✓ REMAINDER THEOREM
✓ FACTOR THEOREM
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LESSON PROPER

At the end of the lesson, the learners should be able to:
a. Evaluate a function.
b. Perform addition, subtraction, multiplication, division, and composition
of functions.
c. Solve problems involving functions.
d. Identify a polynomial Functions.
e. Distinguish a Polynomial Function from among different types of
functions.
f. Determine the degree of polynomial function.
g. Determine the value of the function with the use of the Remainder
Theorem.
II. Pre-test
Solve the following expression.
1. Simply
3+4(5+6) - 25(4-3(2))
2. Simply
3+4(5-6(2-4)/5-3(2)
3. Evaluate
3x² + 4x - 5
When x = 4
4. Evaluate
2x² + 13x - 4/ x-2 it
When x = 3
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5. Solve for x when x = -1
6 + 2x - x/x-2
6. Find the algebraic expansion of the expression:
12x + 4x - 15 at x= 2
7. Simply
12 + 46(8+ 28) - 25(17-9(4))
8. Simply
19-6(7+6(9-3))/ 6-4(2)
9. Evaluate
5x² + 16x -46
When x = 3
10. Simply
16+5(82-56(6-4))
III. Teaching Methods- Discussion of Topics:

✓FUNCTIONS
Mathematical models or equations provide the relationship between
two or more variables. Among the mathematical models, the relation is
formed if one variable is associated with another variable. Independent
variables are quantities that change it's values based on natural
phenomena. Dependent variables, on the other hand, are quantities that
change it's values by changing the magnitude of the independent variable.
A special type of relation between two variables is called a function.
•A function is a relation between a dependent and independent

variable/s wherein for every value of the dependent variable where the
function is defined, there exist a unique or a single value of the dependent
variable.
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•A relation is a rule that relates from a set of values (called the domain)
to a second set of values (called the range)
WAYS OF REPRESENTING FUNCTIONS
Let x be the first variable or the independent variable and y be the

second variable or the dependent variable, the different ways of writing y =
f(x),y as a function of x. The different ways of expressing f(x) (being as read
as f of x) are as follows:
1. ORDERED PAIR (x,f(x))
Example:
Which of the following relations are functions?
f = {(1,2),(2,3),(3,5),(4,7)}
g = {(1,3),(1,4),(2,5),(2,6),(3,7)}
h = {(1,3),(2,6),(3,9),...,(n,3n),...}
Solution:
The relations f and h are functions because no two ordered pairs have
the same x-value but different y-value. Meanwhile, g is not a function
because (1,3) and (1,4) are ordered pairs with the same x-value but
different y-value.
2. EQUATION y = f(x)
When all the points have been identified or the relationship between
the variables have been directly associated, the function can be expressed
in terms of an equation written explicitly, as y = f(x), where the dependent
variable y or f(x) is written in the left side and the a mathematical expression
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with the variable in terms of the dependent variable x is written on the right
side.
3. TABLE
All the points in the ordered pairs can be tabulated using two rows; the
independent variable and the dependent variable to show the relationship
between the two variables.
4. MAPPING
In the tabular form of representing the functions, the possible values of

x and y are arrange in chronological order and lines from the independent
variable is drawn going to it's corresponding dependent variable.
Example:
Express the function
f(x) = x² + 3x - 4 for x = -2,-1,0,1,2 in various forms.
Solution:
Tabular form:
Independent Solution Dependent

variable Variable
X f(x) y
-2 (-2)² + 3(-2) -4 -6
-1 (-2)² + 3(-2)-4 -6
0 (0) + 3(0) -4 -4
1 (1) + 3(1)-4 0
2 (2)² +3(2)-4 6
x -2 -1 0 1 2
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f(x) -6 -6 -4 0 6
Ordered pair: {(-2,-6),(-1,-6),(0,-4),(1,0),(2,6)}
Equation: f(x) = x +3x-4 for x= -2,-1,0,1,2
Mapping:
-2 -6
-1 -4
Z
0 0
1 6
EXERCISE:
Express the function.
1. f(x)= 2x² + 4x -9 for x = -2,-1,0,1,2
2. f(x)= 12x² - 8x + 3 for x = -3,-2,-1,0,1
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3. f(x)= 8x² + 3x + 5 for x = -1,0,1,2,3
4. f(x)= x² + 7x - 4 for x = -2,-1,0,1,2
5. f(x) = 3x² + 10x - 6 for x = -3,-2,-1,0,1
EVALUATION OF FUNCTIONS
It means replacing the variable in the function, in this case x, with a

value from the function's domain computing for the result. To denote that
we are evaluating f at x for some in the domain of f, we write f(x).
✓ When evaluating a function at the given point, the following

procedure may be considered:
1. Identify the independent variable and replace each independent

variable by a pair of parenthesis.
2. Plug in the given value of independent variable to the equation and

simply the expression using PEMDAS rule (Grouping Symbol first (P), followed
by exponentiation (E), then by Multiplication and Division with the same
precedence (MD) and then by Addition and Subtraction with the same
precedence (AS).
4. Ensure that there is no violation of rules in algebra like division by 0,

and negative radicand for even indexed radicals.
Example 1.
Evaluate the following functions at x = 1.5
(g) f(x) = 2x + 1
(h) g(x) = x² - 2x +2
(i) g(x) = √𝑥 + 1
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2𝑥+1
(j) r(x) = 𝑥−1
(k) f(x) = [x] + 1, where [x] is greatest integer function.
Solutions:
Substituting 1.5 for x in the functions above, we have:
(g) f(1.5) = 2(1.5) + 1 = 4
(h) g (1.5) = (1.5)2 - 2(1.5) + 2 =2.25-3+2= 1.25
(i) g(1.5) = √1.5 + 1 = √2.5

2(1.5)+1 3+1
(j) r(1.5) = (1.5)−1
= =8
0.5
(k) f(1.5) = [1.5] + 1= 1+1=2
Example 2.
Evaluate the following functions at x=3
(a) f(x)= x-3
(b) g(x)= x - 3x +5
3
(c) h(x) = √𝑥 3 + 𝑥 + 3
𝑥 2 +1
(d) p(x) = 𝑥−1
(e) f(x) = |x-5| where |x-5| means the absolute value of x-5
Solutions:
(a) f(3) = 3-3=0
(b) g(3) = (3)² - 3(3) + 5 = 9 - 9 + 5 = 5
(c) h(3) = √(3)3 + 3 + 3 = √27 + 6 = √33

3 3 3
(3)2 +1 10
(d) p(3) = =−1=-10
3−4
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(e) f(3) = | 3-5 |= |-2| = 2
CHECK POINT
A. Determine the domain and range of the following functions.
1. S = {(1,2), (3,5), (4,8), (2,9), (5,11)}
2. S = {(-5,8), (-3,2), (-1,9), (1,7), (3,11)}
3. S = {(-2,6), ( -1,5), (0,6), (1,8), (2,9)}
4. S = {(1,2), (4,8), (2,1), (3,9), (2,1)}
5. S = {(3,5), (1,8), (-2,6), (-5,3)}
B. Evaluate the following functions at the given conditions:
1. f(x) = 2x² - 3x +5
a. f(1)
b. f(-2)
c. f(-3)
d. f(a)
2. f(x) = √𝒙 + 𝟒
a. f(5)
b. f(-3)
c. f(2a)
MATHEMATICAL OPERATIONS BETWEEN FUNCTIONS
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✓ ADDITION AND SUBTRACTION
a. Find the least common denominator (LCD) of both fractions.
b. Rewrite the fractions as equivalent fractions with the same LCD.
c. The LCD is the denominator of the resulting fraction.
d. The sum or difference of the numerators is the numerator of the resulting

fraction.
Example 1.
Find the sum of 1/3 and 2/5
Solution:
The LCD of the two fractions is 15.
1/3 + 2/5 = 5+6/15 = 11/15
Example 2.
1 2
Find the sum of 𝑥−3 and 𝑥−5
Solution:
The LCD of the two fractions is (x-3) (x- 5) or x² - 8x + 15.

1 2 𝑥−5 2(𝑥−3) 𝑥−5+2𝑥−6 3𝑥−11
= 𝑥−3 + 𝑥 −5 = 𝑥 2 −8𝑥+15 + 𝑥 2 −8𝑥+15 = = 𝑥 2 −8𝑥+15
𝑥 2 −8𝑥+15
✓ MULTIPLICATION
a. Rewrite the numerator and denominator in terms of its prime factors.
b. Common factors in the numerator and denominator can be simplified

as " 1" (this is often called "cancelling").
c. Multiply the numerators together to get a new numerator.
d. Multiply the denominators together to get a new denominators.
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Example 1.
Find the product of 10/21 and 15/8. Use the cancellation of factors when
convenient.
Solution:
Express the numerators and denominators of the two fractions into their
prime factors. Multiply and cancel out common factors in the numerator
and denominator to reduce the final answer to lowest terms.
10 15 2 ·5 3 ·5 2·5·3·5 25
21
. 8= ·
3 ·7 2·2·2
= 3·7·2·2·2= 28
Example 2.
𝑥 2 −4𝑥−5 𝑥 2 −5𝑥+6
Find the product of and 𝑥 2 −3𝑥−10
𝑥 2 −3𝑥+2
Solution:
Express the numerators and denominators of the two rational expressions

into their prime factors. Multiply and cancel out common factors in the
numerator and denominator to reduce the final answer to lowest terms.
∆ Note the similarity in the process between this example and the previous
one on fractions.
𝑥 2 −4𝑥−5 𝑥 2 −5𝑥+6 (𝑥+1)(𝑥−5) (𝑥−2)(𝑥−3)

· 𝑥 2 −3𝑥−10 = (𝑥−2)(𝑥−1) ·
𝑥 2 −3𝑥+2 (𝑥−5)(𝑥+2)
(𝑥+1)(𝑥−5)(𝑥+2)(𝑥−3)
= (𝑥−2)(𝑥−1)(𝑥−5)(𝑥+2)
(𝑥+1)(𝑥−3)
= (𝑥−1)(𝑥+2)
𝑥 2 −2𝑥−3
= 𝑥 2 +𝑥−2
✓ DIVISION
To divide two fractions or rational expressions, multiply the dividend with

the reciprocal of the divisor.
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Example 1.
2𝑥 2 +𝑥−6 𝑥 2 −2𝑥−8
Divide by 2𝑥 2 −3𝑥−20
2𝑥 2 +7𝑥+5
Solution:
2𝑥 2 +𝑥−6 𝑥 2 −2𝑥−8 2𝑥 2 +𝑥−6 2𝑥 2 −3𝑥−20

÷ = 2𝑥 2 +7𝑥+5 ·
2𝑥 2 +7𝑥+5 2𝑥 2 −3𝑥−8 𝑥 2 −2𝑥−8
(2𝑥−3)(𝑥+2) (𝑥−4)(2𝑥+5)
= (2𝑥+5)(𝑥+1) · (𝑥+2)(𝑥−4)
(2𝑥−3)(𝑥+2)(𝑥−4)(2𝑥+5)
= (2𝑥+5)(𝑥+1)(𝑥+2)(𝑥−4)
2𝑥−3
= 𝑥+1
✓ Let f and g be functions:
1. Their sum, denoted by f + g, is the function denoted by (f + g)(x) = f(x) +

g(x).
2. Their difference, denoted by f - g, is the function denoted by (f - g)(x) =

f(x) - g(x).
3. Their product, denoted by f•g, is the function denoted by (f•g)(x) = f(x)

• g(x).
4. Their quotient, denoted by f/g, is the function denoted by ( f/g)/(x) =

f(x)/g(x), excluding the values of x where g(x) =0.
: Use the following functions below for example 1.
° f(x) = x + 3
° p(x) = 2x - 7
° v(x) = x² + 5x + 4
° g(x) = x² + 2x - 8
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𝑥+7
° h(x) = 2−𝑥
𝑥−2
° t(x) = 𝑥+3
Example 1
Determine the following functions.
(a) (v + g)(x)
(b) (f•p)(x)
(c) (f +h)(x)
(d) (p- h)(x)
(e) (v/g)(x)
Solutions:
(a) (v + g)(x) = (x² + 5x + 4) + (x² + 2x - 8) = x² + 5x + 4 + x² + 2x - 8 = x² + 7x -

4
(b) (f•p)(x) = (x + 3)(2x - 7) = 2x² - 7x + 6x - 21 = 2x² - x - 21
𝑥+7 2𝑥+6−𝑥 2 −3𝑥+𝑥+7

(c) (f +h)(x) = (x+3)+2−𝑥 = 2−𝑥
−𝑥 2 +2𝑥−3𝑥+𝑥+6+7
=
−𝑥 2 +2
−𝑥 2 +13
= -1 ⌈ ⌉
−𝑥+2
𝑥 2 −13
= 𝑥−2
(d) (p-f)(x) = (2x - 7) - (x + 3) = 2x - 7 - x - 3 = 2x - 10
𝑥 2 +5𝑥+4
(e) (v/g)(x) = (x² + 5x + 4) ÷ (x² + 2x - 8) = 𝑥 2 +2𝑥−8
: Use the following functions for example 2-7
° f(x) = 2x + 1
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° q(x) = x² - 2x + 2
2𝑥+1
° r(x) = 𝑥−1
Example 2
Express the function f1(x) = x² + 3 as a sum or difference of the functions

above.
Solution:
The solution can involve some trial and error. Add q(x) and f(x) and check
if the sum is x² + 3.
q(x) + f(x) = (x² - 2x + 2) + (2x + 1) = x² + 3 = f1(x)
Thus f1(x) = q(x) + f(x) ✓
Example 3
Express the function f2(x) = x² - 4x + 1 as the sum or difference of the given

functions.
Solution:
Again, the solution can involve trial and error. Check if q(x) - f(x) gives x² -
4x + 1.
q(x) - f(x) = (x² - 2x + 2) - (2x + 1) = x² - 2x + 2 - 2x - 1= x² - 4x + 1 = f2(x)
Thus f2(x) = q(x) - f(x)✓
Example 4
2𝑥 2 +𝑥
Express the function f3(x) = as a sum or difference of the given
𝑥−1
functions.
Solution:
2𝑥 2 +𝑥 2𝑥+1
Because 𝑥−1
has (x-1) as a denominator, the r(x) 𝑥−1
must be one of the
functions in our solutions. Let us try to add f(x) and r(x):
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2𝑥+1 (2𝑥+1)(𝑥−1)+2𝑥+1 2𝑥 2 −2𝑥+𝑥−1+(2𝑥+1)
f(x) + r(x) = 2x+1+ 𝑥−1 = =
𝑥−1 𝑥−1
2𝑥 2 −𝑥−1+2𝑥+1
= 𝑥−1
2𝑥 2 +𝑥
✓ f3(x) = 𝑥−1
Example 5
Write down the answers from the previous items in the notation denoted in
the definitions.
Solution:
(a) f1 (x) = q(x) + f(x) = (q+f)(x)

(b) f2 (x) = q(x) + f(x) = (q-f)(x)
(c) f3(x) = f(x) + r(x) = (f+r)(x)
Example 6
Express the functions g1(x) = 2x3-3x2+2x+2 as a product or quotient for the

given functions.
Solution:
Since 2x3- 3x2 +2x +2 is cubic then it is possibly the product of f(x) and g(x).
f(x)· g(x) = (2x + 1)(x2-2x+x
= X2-2x+2
2x+1
2x3-4x2+4x+x2-2x+2
g1(x)=2x3-3x2+2x +2
Thus g1(x)= f(x)· q(x) ✓
117 | P a g e
Example 7
Express the function g2(x)=x-1as a product or quotient of the given

functions.
Solution:
2𝑋+1
The function r(x) = involves x-1. The goal to get “get rid” of 2x+1. This is
𝑋−1
can be done by dividing f(x) by r(x):
𝑓(𝑥) 2𝑥 + 1 𝑥−1 2𝑥 + 1
= (2𝑥 + 1) ÷ = (2𝑥 + 1) ∙ = ∙ (𝑥 − 1) = 𝑥 − 1 = 𝑔2 (𝑥)
𝑟(𝑥) 𝑥−1 2𝑥 + 1 2𝑥 + 1
Thus, g2(x)=f(x)/f(x) ✓
‣ Let f and g be functions. The composite functions denoted by (f ∘ g)
Is defined by (f∘ g)(x)=f(g(x)). The process of obtaining a composite

function is called function composite.
For examples use the following functions:
° f(x)= 2x+1
° q(x)=x2 – 2x+2
° g(x)=√𝑥 + 1
° F(x) = [𝑥] + 1
2𝑥+1
° p(x)=
𝑥−1
Example 1
Find and simplify (g ∘ f)(x).
Solution:
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(g ∘ f)(x)= g(f(x))= √𝑓 (𝑥) + 1 = √(2𝑥 + 1) + 1 + √2𝑥 + 2
Example 2
Find and simplify (q ∘ f)(x).
Solution:
(q ∘ f))(x) = q(f(x))= [f(x)]2 - 2[f(x)] + 2 = (2x + 1)2 – 2(2x + 1) + 2
= (4x2 + 4x + 1) – (4x + 2) + 2
= 4x2 + 1
Example 3
Find and simplify (F ∘ p)(5)
Solution:
2(5)+1 11 11+4 15
(F ∘ p)(5) = F(p(5)) = [p(5)] + 1 = [ ] + 1 = [4] + 1 = =4
5−1 4
DEEPEN YOUR UNDERSTANDING.
Let f(x) = 3x2 – 2x – 1, and h(x) = f(x) + g(x).
a. (f-g)(x)
b. f (-1) · g(2) · h(0)

𝒈(𝒙)
c. 𝒇(𝒙)
d. 𝒉(𝒙 − 𝟏)
e. f (3) + g(2)
POLYNOMIAL FUNCTIONS
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❖ A function f(x) is a polynomial function of nth degree if f(x) is of the
form:
f (x) = anx2 + an-1xn-1 + an-2xn-2 + … + a2x2 + a2x2 +a1x+a0
where all the coefficients a1 for I = 0,1,…,n are all real numbers and
an ≠ 0 and n is any counting number.
Example
Identify the degree of the following polynomial functions:
a. f(x)=3x5 – x2 + 5x – 6
b. f(x)=2x6-3x4+ 7x3 – 2x+7
c. f(x)=3x4+6x6+7x9-2x2+6x+8
d. f(x)=8x2+3x4-x-9
e. f(x)=4x2-23x-5
REMAINDER THEOREM
❖ if a polynomial f(x) is divided by (x-a),the remainder is f(a).

f(x)=(x-a)Q(x) + f(a)
❖ To find the remainder of a polynomial divided by some linear factor,
we usually use the method of Polynomial Long Division or Synthetic
Division. However, the concept of the Remainder Theorem provides
us with a straightforward way to calculate the remainder without
going into the hassle. Why? Take a look at the summary below.
Remainder Theorem in a Nutshell
When the polynomial P\left( x \right)P(x) is divided by some linear
factor in the form of x - cx−c, then the remainder is simply the value
of P\left( x \right)P(x) evaluated at cc.
In symbol,
To show how this works, let’s go over some examples.
Examples of Using the Remainder Theorem
Example 1: Use Polynomial Long Division to find the remainder of the

problem below. Verify using the Remainder Theorem.
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Divide the top expression by the bottom expression. If you need a
refresher on how to divide polynomials using the Long Method, check
out my separate tutorial: Polynomial Long Division. The pattern is rather
simple.
These are the key steps:
• Divide the first term of the dividend by the first term of the divisor.
Place the partial quotient on top.
• Then, go down by multiplying that partial quotient you put up with
the terms of the divisor. Place the product below.
• Perform subtraction. Make sure to switch (alternate) the signs of the
bottom row. See the change of signs in red.
• Carry down the next “unused” term of the dividend.
• Repeat the process by performing division when you go up,
multiplication when you go down, subtraction and carrying down of
unused terms until you arrive at the remainder.
Finding the Remainder using Long Division Method
The long division of this problem is shown below. The remainder
equals 33.
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Finding the Remainder using the Remainder Theorem
Now, let’s check if the remainder we found using long division method is
indeed correct. To do that, we will need to substitute the value of “cc”
into the polynomial P\left( x \right)P(x), and simplify. The value of “cc” is
obtained when the linear factor is expressed in the form x - cx−c. Since
the divisor is x + 2x+2, we have x - \left( { - 2} \right)x−(−2) therefore c = -
\,2c=−2.
Evaluating c = - \,2c=−2 into the polynomial P\left( x \right)P(x)…
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It is great to see that the remainder obtained using the long method
division, came out to be equal with the remainder found using the
Remainder Theorem Method.
Example 2: Use Synthetic Division to find the remainder of the problem

below. Verify using the Remainder Theorem.
What we want this time is to show that the remainder found

using synthetic division matches with the remainder obtained using the
theorem.
These are the key steps involved in synthetic division:
• Take a look at the polynomial being divided (dividend). Make sure
that it is written in standard form which means that the exponents are
in decreasing order. Write down only the coefficients and constant of
the polynomial in the top row. Don’t forget to include zeroes for the
missing terms of the polynomial.
• Next, take a look at the divisor. Switch the sign of the constant and
place it in the “box” directly to the left of the list of coefficients found
in the previous step. For example, if the divisor is \left( {x + 2}
\right)(x+2) then you write - \,2−2. If the divisor is \left( {x - 5}
\right)(x−5), then you have + 5+5.
• Now, we can start with the actual synthetic division process. Bring
down the first coefficient below the horizontal line. Multiply that by
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the number in the “box”. Just above the horizontal line, place the
product under the next coefficient in the list.
• Add the column of constants and place the sum below the horizontal
line.
• Repeat the process of multiplying the number below the horizontal
with the number in the “box” and adding the columns of constants
until such time you reach the last column.
• The last number in the bottom row (below the horizontal line) is the
remainder!
The steps may sound “confusing” but wait until you see an example. You
should agree that it is very simple! It’s time to perform synthetic division
to the example above.
The synthetic division for this problem gives us a remainder of - \,2−2.
Checking our answer using the Remainder Theorem:

Since our divisor is \left( {x - 3} \right)(x−3), we have x - \left( { + \,3}
\right)x−(+3) and therefore c = + \,3c=+3.
Now we evaluate c = + \,3c=+3 into the given polynomial to get the

remainder using the theorem.
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Again, the remainder values from two different methods are equal!
Example 3: Find the remainder of the problem below. Choose the most
convenient method.
There are problems where you will be asked to find the remainder
without being specifically told what method to use. This is a great
opportunity for you to use your previous knowledge and apply them
appropriately.
Option 1: Use Polynomial Long Division

I hope that you quickly realize how tedious this problem can be using
the long division method because the exponent of the leading term is
relatively “large”. You may work this out using this method for more
practice.
Option 2: Use Synthetic Division

I find synthetic division to be appropriate in this problem. The large value
of exponent in {7{x^{12}}}7x12 doesn’t bother me because there will be
125 | P a g e
a lot of zeroes since there are many missing xx-terms! These zeroes should
make the arithmetic in synthetic division very manageable.
In fact, let me show you what I mean.
So the remainder using synthetic division is found to be equal to 1010.

Not bad.
Option 3: Use Remainder Theorem
The best method to find the remainder of this problem is the remainder
theore m. The number that will be substituted in the polynomial is { - 1}−1.
The value of { - 1}−1, when raised to some power, will simply alternate
either to positive 11 or negative 11.
Notice, that
and
This greatly simplifies the calculation!
Since the divisor is x + 1x+1, then we have x - \left( { - 1}

\right)x−(−1) which gives us c = - 1c=−1 to be substituted in the given
polynomial.
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As you can see, the remainder that came out using remainder theorem
is equal to the remainder found by synthetic division. It is nice to see the
connection!
Example 4: Determine if x - 1x−1 is a factor of
To answer this question, remember that when a number is divided by

another and the remainder is zero, that means the number dividing the
other is a factor of that number. This concept should apply here as well.
In order for x - 1x−1 to be a factor implies that the remainder of
equals zero.
In other words, applying the remainder theorem we must get P\left( c
\right) = 0P(c)=0.
Because the divisor is x - 1x−1, we have x - \left( { + 1} \right)x−(+1) which
gives us the value of “cc” to be c = + 1c=+1.
Evaluating c = + 1c=+1 into the given polynomial…
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By getting an answer of zero, this shows that x - 1x−1 is indeed a factor of
FACTOR THEOREM
What is the Factor Theorem?

When f(x) is divided by (x – a), we get
f(x) = (x – a)Q(x) + remainder
From the Remainder Theorem, we get

f(x) = (x – a)Q(x) + f(a)
If f(a) = 0 then the remainder is 0 and

f(x) = (x – a)Q(x)
We can then say that (x – a) is a factor of f(x)
The Factor Theorem states that

(x – a) is a factor of the polynomial f(x) if and only if f(a) = 0
Take note that the following statements are equivalent for any
polynomial f(x).
• (x – a) is a factor of f(x).
• The remainder is zero when f(x) is divided by (x – a).
• f(a) = 0.
• The solution to f(x) = 0 is a.
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• The zero of the function f(x) is a.
Example:
Determine whether x + 1 is a factor of the following polynomials.
a) 3x4 + x3 – x2 + 3x + 2
b) x6 + 2x(x – 1) – 4
Solution:
a) Let f(x) = 3x4 + x3 – x2 + 3x + 2

f(–1) = 3(–1)4 + (–1)3 – (–1)2 +3(–1) + 2
= 3(1) + (–1) – 1 – 3 + 2 = 0
Therefore, x + 1 is a factor of f(x)
b) Let g(x) = x6 + 2x(x – 1) – 4

g(–1) = (–1)6 + 2(–1)( –2) –4 = 1
Therefore, x + 1 is not a factor of g(x)
How to use the Factor Theorem and Remainder Theorem?

What the theorems are and how they can be used to find the linear
factorization of a polynomial?
The Remainder Theorem states that if a polynomial, f(x), is divided by x -
k, the remainder is equal to f(k).
The Factor Theorem states that the polynomial x - k is a factor of the
polynomial f(x) if and only if f(k) = 0.
Example:
Let f(x) = 2x3 − 3x2 − 5x + 6
Is x - 1 a factor?
Find all the other factors.
• Show Step-by-step Solutions

How to use the Factor Theorem to factor polynomials?
Examples:
1) Factor P(x) = 3x3 − x2 − 19x + 8
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2) Factor P(x) = 2x3 − 9x2 + x + 12
How to find remaining factors of a polynomial?

A lesson on the factor theorem and completely factoring a polynomial.
1. To learn the connection between the factor theorem and the
remainder theorem
2. To learn how to use the factor theorem to determine if a binomial is a
factor of a given polynomial or not.
3. To use synthetic division, along with the factor theorem to help factor
a polynomial.
Example:
Fully factor x4 − 3x3 − 7x2 + 15x + 18
Application of the Factor Theorem

How to use the factor theorem to determine if x - c is a factor of f. If it is
factor the polynomial?
Examples:
1. f(x) = 4x3 - 3x2 - 8x + 4, c = 3
2. f(x) = 3x4 - 6x3 - 5x + 10, c = 1
3. f(x) = 3x6 + 2x3 - 176, c = -2
4. f(x) = 4x6 - 64x4 - x2 - 16, c = 4
5. f(x) = 2x4 - x3 - 2x - 1, c = -1/2

How to explain the Factor Theorem?
If f(x) is a polynomial and f(p) = 0 then (x − p) is a factor of f(x)
If f(x) is a polynomial and f(−q) = 0 then (x + q) is a factor of f(x)

Description and examples of the Factor Theorem
Examples:
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Prove that (x + 1) is a factor of P(x) = x2 + 2x + 1
Is (x + 2) a factor of x3 + 4x2 − x − 3?
You can use the free Mathway calculator and problem solver below to
practice Algebra or other math topics. Try the given examples, or type in
your own problem and check your answer with the step-by-step
explanations. Click or open the for step-by solution or video tutorial
https://www.onlinemathlearning.com/factor-theorem.html
EXERCISE:
Determine the remainder when the foillowing functions are divided by

the second expression.
a. f(x)=3x3 +4x2-5x+6,x-3
b. f(x)=4x4+3x3-7x2+6x-1,x+1
IV- Assessment of Learning: (Summative Evaluation)
I. A. Determine whether the following relations are functions.
1. A = {(1,7), (2,11), (3,6),(4,8), (5,32)}

2. B = {(-5,3),(-4,5), (-3,7),(-2,5),(-4,12)}
3. C = {(x,y)|y=|x+1|;x € R}
4. D = {(x,y)|y=x2 – 4}
5. |y|= 16-x
6. Y=(x2-1)2
7. E = {(2,1),(2x-1),(5,9)}
8. T = {(2n,1),(2n,2),(1,7)}
9. O = {(-4,7),(-2,1),(3,5)}
10. L = {(1,1),(1,2),(5,-6)}
B. Express the function in various forms. (Tabular/table, ordered

pair, mapping and equation).
1. f(x)=3x2 – 2x + 5 for X= -1,0,1

2. f(x)= 2(x-3)-4 for x=2,3,4,5
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3. f(x)= x-2x2 for x=0,1,2,3
4. f(x) = x2 -3x-4 for x= -1,0,1,2
5. f(x) = 2x2 – 4x + 1 for x=1,2,3
6. f(x) = 4x2 -3x-2 for x=-2,-1,0,1
7. f(x) = x2 -4x -2 for x=-1,0,1
8. f(x) = x3 -3x-3 for x=-1,2,3
9. f(X) = 2x2 – 2x=2 for= -1,0,1
10. f(x)= x2 -4x + 1 for x=-2,-1,0,1
II. Evaluate the following functions at the given conditions.
1. f(x)=2x2 – 3x +5
a. f(1)
b. f(-2)
c. f(-3)
d. f(a)
e. f(1-a)
2. f(x)= √𝑥 + 4
a. f(5)
b. f(-3)
c. f(2a)
d. f(a2 + 4a)
1
e. f( )
𝑎
1
3. f(x) = 𝑥
a. f(2)
1
b. 3
132 | P a g e
c. f(2a)
3
d. 𝑎
e. f(1)
4.f(x) = √𝑥 2 + 3𝑥 − 4
a. f(a-2)
b. f(2)
c. f(-1)
d. f(4)
e. f(-3)
𝑥
5. g(x) = (𝑥+1)
1
a. g(𝑎)
b. g(3)
c. g(-1)
d. g(2)
e. g(5)
6. f(x) = 4x2 + 1
a. f(-5)
b. f(-7)
c. f(2)
d. f(-2)
e. f(1/2)
133 | P a g e
7. f(x) = 8x3 -16
a. f(-2)
b. f(-3)
c. f(a)
d. f(-1)
e. f(4)
8. g(x) = √𝑥 + 2
a. g(0)
b. g(-1)
c. g(a2 -2)
d. g(7)
e. g(a2-2a-1)
9. f(x) = √𝑥 2 + 2𝑥 − 4
a. f(a-2)
b. f(1)
c. f(-3)
d. f(4)
e. f(a)
10. g(x) = 4x2 + 2
a. g(-2)
b. g(1)
c. g(4)
134 | P a g e
d. g(-3)
e. g(a)
III. Solve the following.
1. Given f(x0 = 5-x and g(x) = x2 + 3x -2, evaluate each of the

following.
a. (f + g)(2)
b. (f-g)(1)
c. fg(3)
d. f/g(-1)
e. f ∘ g(2)
1
2. For the functions f(x0 = √𝑥 − 1, g(x) = x2 + 2 and h(x) = 𝑥, perform
the indicated operations:

a. (f + g)(10)
b. (g – f)(5)
c. (g + h)(1)
d. (f – h)(17)
e. (h – g)(1/4)
3. If f(x) = x – 2 and (x) = 2x2 – 3x -5, find
a. f(g(x))
b. g(f(x))
c. f(f(x))
d. g(g(x))
4. Given f(x) = 5 -x and g(x) = x2 + 3x – 2, evaluate each of the
following functions.
a. (f + g)(2)
b. (f – g)(1)
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c. fg(3)
d. f/g(-1)
e. f ∘ g(2)
f. g ∘ g(2)
5. For functions f(x) = √𝑥 − 1, g(x) = x2 + 2, perform the indicated

operations:
a. (f + g)(10)
b. (f + g)(1.25)
c. (g + f)(1)
d. (g – f)(5)
e. (f – h)(17)
IV. A. Determine the degree of each of the polynomial functions.

1. f(x) = 3x2 + 2x -4
2. f(x0 = 7x3 + 6x2 – 4x + 4
3. f(x) = 8x5 + 6x4 – 7x + 2
4. f(x) = 9x2 - 2x2 -+ 4x – 7
5. f(x) = 11x2 + 3x3 – 2x + 1
B. Determine the remainder when the following functions are

divided by the second expression.
1. f(x) = 3x3 + 4x2 – 5x + 6,x – 3
2. f(x) = 2x5 = 3x4 – 7x + 8, x-1
3. f(x) = 4x3 + 2x2 + 3x – 1, x + 2
4. f(x) = x3 – x2 – 3x + 5, x -2
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5. f(x) = x4 – 2x3 – 3x2 + 9x – 2, x - 2
V. References:
General Mathematics – Dan Andrew H. Magcuyao
https://www.academia.edu/36815004/General_Mathematics_Learners_Material_De
partment_of_Education_Republic_of_the_Philippines
https://www.chilimath.com/lessons/intermediate-algebra/remainder-theorem/
https://www.onlinemathlearning.com/factor-theorem.html
Student’s name
Grade and Section:

Passing of Modules’ Date:
Parent’s/Guardian’s Name with Signature:
Prepared by: Checked by:
Ms. Niña A. Sampaga Ms. Ma. Queserie B. Dramayo,LPT

SHS Teacher SHS Academic Asst. Principal
Noted by: Approved by:
Ms. Mary Jane E. Gula,LPT Mr. Kristoffer B. Villoria,LPT,MAEd

JHS Assistant Principal BED Principal
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SENIOR HIGH SCHOOL
EARTH AND LIFE SCIENCE
Ms. April Jane E. Rasgo
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TABLE OF CONTENTS
FIRST QUARTER
UNIT I- ORIGIN AND STRUCTURE OF THE EARTH
Lesson 1
(Origin of the Universe and the Solar system) ……………............... 144
LESSON 2
(Formation of the Universe , Solar System and the Planets)........... 148
UNIT II- EARTH MATERIAL AND PROCESS
LESSON 3
(Rock Cycle) …………………………….……….................................. 153
LESSON 4
(Astronomy) ................................................................................... 154
LESSON 5
(Natural Hazard).................................................................................. 156
SECOND QUARTER
UNIT III- CONCEPT OF LIFE
LESSON 1
(Biology)………………………………………………………………….. 157
LESSON 2
(Origin of Life) ................................................................................... 158
LESSON 3
(Cell Cycle) ...................................................................................... 159
LESSON 4
(Biochemistry)................................................................................... 160
139 | P a g e
At the end of the module the students will be able to;
a. State the different hypotheses explaining the origin of the universe.
b. Describe the different hypothesis explaining the origin of the universe.
c. Recognize the uniqueness of Earth, being the only planet in the solar
system, with the properties necessary to support life.
d. Explain that the Earth consist of four subsystems, across whose

boundaries matter and energy flow
e. Identify the common rock-forming minerals using their physical and

chemical properties
f. Classify rocks in Igneous, Sedimentary and Metamorphic rocks.
I. Identify and Describe the different hazards caused by geological

processess such as earthquakes, eruption and landslides) different
hazards caused by hydrometeorological Phenomena (like tropical
cyclones, monsoons and etc.,) and lastly Different hazards caused by
coastal processes includes waves, tides, sea level changes and etc.
j. Give practical ways in coping with the different natural hazards.
k. Learn the key characteristics shared by all living things.
l. Explore the different theories on how life began.
m. To distinguish the different types of cells- the basic unit of life.
140 | P a g e
II. Pre-test
1. The universe expansion occurred about how many years ago?
a. 100 years b. 10 billion years c.100 billion years d. 1 million years
2. A system which is made up of the sun and the heavenly bodies that
move around it is known as;
a. Lunar System b. Solar System c. Space d. Galaxy
3. Heavenly bodies which revolve around the sun are called;
a. Orbit b. Planets c. Stars d. Galaxies
4. Natural satellites of Planet are______
a. Moons b. Sun c. Spacecraft d. Hovecraft
5. The term "BIG-BANG" refers to:
a. Ultimate fate of the universe b. Formation of Planets
c. Supernova Explosion d. Origin of the universe
6. The following planets have rings around them except
a. Jupiter b. Saturn c. Uranus d. Mars
7. The correct ascending order of distance of planets from the sun is
a. Mars, Earth, Jupiter, Saturn. b. Earth, Mars, Saturn, Jupiter
c. Earth, Mars, Jupiter, Saturn d. Earth, Jupiter, Mars, Saturn
8. Which among the planet is not a gas giant?
a. Venus b. Neptune c. Saturn d. Uranus
9. Earth is the only planet in the solar system that has
a. Clouds b. a core c. Ocean of water d. an atmosphere
10. The Leading explanation about how the universe began is called
141 | P a g e
a. Universal Theory b. Solar Theory c. Milky Way Theory d.Big-
Bang Theory
11. Which is not one of the 4 major geological subsystems of the Earth?
a. Biosphere b. Hydrosphere c. Watersphere d. Geosphere
12. Which geological subsystem is comprised of all of the waters on earth

including subsurface and stmospheric water?
a. Geosphere b. Hydrosphere c. Biosphere d. Atmosphere
13. Which subsystem contains all living organism of earth including those
on land , in the water, and air?
a. Biosphere b. Hydrosphere c. Atmosphere d. Geosphere
14. What is Earth's sphere that contains oxygen, water vapor, nitrogen,
and other gases to help us survive?
a. Biosphere b. Atmosphere c. Hydrosphere d. Geosphere
15. What is the name of the thin layer of solid rock that makes up the
outermost part of the Earth?
a. Core b. Crust c. Mantle d. Biosphere
16. Geosphere is ________
a. All liquid water on Earth b. A 100 km thick layer of gases
c. Frozen water on Earth d. Earth's entire solid body
17. Igneous Rocks w/c formed from lava which erupted on Earth's surface
a. Intrusive rocks b. Extrusive Rocks c. Endotrusive rocks d.

Peritrusive rocks
18. Are small solid pieces of material that comes from rocks or living
things.
a. Debris b. Sediments c. Deposits d. Soil
142 | P a g e
19. The process in which dissolved minerals crystallize and give particles
of sediments together is also known as
a. Crystallization b. Compaction c. Cementation d. Melting
20.Scientists determine what Earth's interior looks like by using
a. Volcanoes b. Continental drift c. Plate tectonics d.

Seismic Wave
21. The basic Unit of life is called ______
a. Atom b. Cell c. Organ System d. Tissues
22. The chromosomes of a eukaryotic cell is found in the _________
a. Cytosol b. Mitochondria c. Nucleus d. Plasma Membrane
23. The following characteristics ate shared by all prokaryotes and

eukaryotes except.
a. Plasma membrane b. Cell wall c. Cytoplasm d. DNA e.

Ribosomes
24. A cell with DNA, ribosomes, plasma membrane, and mitochondria

could be cell from.
a. Plant b. Bacterium c. Plant, animal, and bacterium
d. animal e. A plant or an animal
25. Which of the ff is not a monomer of a biomolecule.
a. Amino acid b. Cholesterol c. Glycerol d. Nucleotides e.

Monosaccharides
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VI. Teaching Methods/ Discussion of Topics
Think About It
Have you ever wondered how universe began? How does solar system
formed? in this chapter we will investigate and explore the different
theories regarding the origin of the universe and solar system.
• What do these movements tell astronomers about how the universe

formed?
• How did the solar system form?
• What is the probability that there are planetary systems beyond our
own? How do you know?
Record the ideas about these questions in your notebook, prepared to
discuss your responses with your small group and the class.
INVESTIGATE
In this Investigate, you will explore how the universe formed and
continues to expand. You will then run a model that examines how
scientists measure the motion of stars and galaxies. Finally, you will
observe a model that demonstrates how the solar system formed.
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Part A: Evidence of Motion
1. Scientists have found that the motion of a star or galaxy relative to

Earth can be
determined by a shift in the wavelength of the light it emits. You will
model this effect using sound. One person from your group will swing an
alarm clock, buzzer, or constant-pitch noisemaker around on a string.
The other members of your group will stand outside the reach of the
swinging noisemaker.
a) How will the circular swinging of the noisemaker affect the sound it
produces? Record your prediction.
2. Turn on the noisemaker and observe the sound it makes when

stationary.
3. Attach a string securely to the noisemaker. Have one person from

your group swing the noisemaker around on the string while the other
members of your group stand outside its reach.
a) How does swinging the noisemaker affect the pitch of the sound that
is heard?
b) Explain your observations.
c) What other changes in pitch have you observed from an object in

motion?
d) How do you think the change in pitch that you observed compares
to a change in light produced by a moving star or galaxy?
Part B: Model of an Expanding Universe
1. Many astronomers theorize that our universe is expanding. They

support their ideas by observations of distant galaxies that appear to be
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moving away from our galaxy at enormous speeds. You will use a large
balloon, marker, and tape measure to model the movement of galaxies
away from each other as the universe continues to increase in size. Mark
10 dots on the surface of the deflated balloon.
Distribute the dots all over the balloon. Label the dots with letters. The
dots represent galaxies. Galaxy A is the Milky Way Galaxy.
a.) Predict what will happen to the distances between the galaxies as
the balloon is inflated.
2. Have one person from your group inflate the balloon until its diameter
is about 20 cm. Pinch the opening of the balloon to keep air from leaking
out.
3. Have another person use a tape measure to measure the distance

from the Milky Way to each of the other galaxies.
a) Record your measurements in a data table in a row labeled

“Expansion Time 1.”
4. Inflate the balloon until its diameter is about 28 cm. Pinch the opening
of the
balloon to keep air from leaking out.
a) Record the new distance from the Milky Way to each of the other
galaxies. Record your measurements in the data table in a second row
labeled “Expansion Time 2.”
5. Calculate the increase in distance between expansion times. Do this

by subtracting the distance for each galaxy at “Expansion Time 1” from
the distance for each galaxy at “Expansion Time 2.”
a) Record the increase in distances in the data table in a third row.
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6. Assume that the time between expansions was a period of 8 years.
Calculate the speed that each galaxy moved away from the Milky Way
using the equation:
speed = distance
time
a) Add a fourth row to your data table to record the rate of expansion.
7. Use the rates to calculate how far each galaxy will be from the Milky
Way after
24 years and after 32 years.
a) Record these distances in the table.
8. Use your results to help you answer the following questions:
a) How do the distances from the Milky Way Galaxy to the other galaxies
change over time?
b) What happens to the size of each galaxy over time?
c) If the universe is expanding, do galaxies that are close together move

apart faster or slower than galaxies that are far apart?
Part C: Formation of the Solar System
1. Scientists believe that the Sun and planets formed at the same time
froma large cloud of gas and dust. You will observe a model of the
formation of the solar system using a cup of hot chocolate and
powdered coffee creamer. The hot chocolate represents space and
the coffee creamer represents gas and dust.
a) Predict what will happen when you swirl the creamer on the surface
of the hot chocolate.luke warm water. Now, sprinkle some creamer onto
the surface of the hot chocolate.
3. Use a spoon to stir the liquid inside the cup in a gentle, circular motion.
4. Observe how the creamer moves in the cup.
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5. Use your observations to help you answer the following questions:
a) What is the effect of swirling on the creamer?
b) How does this model demonstrate how the Sun and planets formed
from a cloud of gas and dust?
FORMATION OF THE UNIVERSE, SOLAR SYSTEM,

AND PLANETS
Geology- the study of the Earth, a multi-disciplinary science that

aims to understand process occurring within and on the surface of the
planet. These process is important in explaining how the planet come to
be, the formation of materials we acquire from the earth and preparing
for the natural phenomena that may pose threat to our survival.
The Big Bang Theory

You just modeled how the universe formed and is expanding. You also
investigated how scientists track the motion of objects in the universe.
The Milky Way Galaxy formed about 10 billion years ago and is one of
billions of galaxies in the universe. According to a popular theory, the
universe itself formed somewhere between 12 and 14 billion years ago
in an event called the big bang. This is known as the big bang theory.
Big bang makes it sound like the universe began in an explosion.
However, it did not. Scientists call the beginning of the universe “time
zero.” At time zero, the universe consisted almost entirely of energy. The
energy was concentrated into a volume smaller than a grain of sand.
The temperatures were unimaginably high. Then the universe expanded
extremely rapidly. As it expanded, the temperature dropped. As the
temperature dropped, matter was formed from some of the original
energy.
Cosmologists are scientists who study the origin and dynamics of

the universe. Cosmologists think that most of the matter in the universe
was formed within minutes of time zero. Initially, this matter was too hot
to form into atoms.
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After a few hundred thousand years, the temperature of the universe
dropped to the point where atoms could exist.
The atoms were mostly hydrogen and helium. Eventually, under the
force of gravity, these atoms began to clump together. They clumped
into clouds of gas, which in time formed the first stars. As more stars
formed, they grouped together to form the earliest galaxies. The
expansion and cooling that started with the big bang continues to this.
Doppler Effect: Evidence of the Big Bang
Scientists point to shifts in the wavelength of light produced by distant

galaxies as evidence that the universe is expanding. This phenomenon
is known as the Dopplereffect. You experienced the Doppler effect in
the Investigate when you were swinging the noisemaker. You probably
noticed that the pitch of the noisemaker grew higher as it approached
you and then dropped suddenly as it passed by you. You may have had
a similar experience with the changing pitch in the tone of the siren of a
passing emergency vehicle. (See Figure 1.)
Light also occurs in waves. As a

result, the Doppler effect can be
used to determine whether a star
or galaxy is moving toward Earth or
away from it. Light from a star or
galaxy can be detected as a
spectrum of colors. You will learn
more about the spectrum of light in
a later section. Shorter wavelengths of light are blue or violet in color.
Longer wavelengths of light are red. If
a star or galaxy is approaching Earth,
the wavelengths of light it emits
become shorter. If a star or galaxy is
moving away from Earth, the
wavelengths of light are longer.
The Steady-State Theory
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There is strong evidence for the big bang theory. However, it
continues to be tested and examined. Another explanation is the
steady-state theory. It is also known as the infinite-universe theory. This
theory suggests the universe has always existed. It did not have a
moment of creation, or a time zero. The theory suggests that new matter
is continuously created out of empty space. The matter created out of
empty space is mostly hydrogen. The rate at which new matter appears
is in balance with the expansion of the universe. Therefore, the average
density of the universe remains constant.
The Fate of the Universe
What will ultimately happen to the universe? Historically,

cosmologists have considered three possible outcomes: it will expand
forever; it will expand to a certain size and stop; it will stop expanding
and begin to collapse. All three cases are based on the idea that the
rate of expansion of the universe has
slowed down since its beginning.
The Nebular Theory

If there was a big bang, how did the
solar system form? When you
made a scale model of the solar
system in Section 1, you probably
noticed howlarge the Sun is in comparison to most of the planets. In fact,
the Sun contains over 99 percent of all of the mass of the solar system.
Where did all this mass come from? According to current thinking, the
birthplace of our solar system was a nebula. A nebula is a cloud of gas
and dust. This particular nebula that gave rise to our solar system was
probably cast off from other stars that existed in this region of our galaxy.
More than 4.6 billion years ago, this nebula started the long process that
led to the formation of a star and planets. The idea that the solar system
evolved from such a swirling cloud of dust is called the nebular theory.
In the nebula that gave birth to our solar system, gravity caused the
gases and dust
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to be drawn together into a denser cloud. At the same time, the rate of
rotation (swirling) of the entire nebula gradually increased. The effect is
the same as when a rotating ice skater draws his or her arms in, causing
their rate of rotation to speed up. As the nebular cloud began to
collapse and spin faster, it flattened out to resemble a disk. Most of the
mass collapsed into the
center. You saw
something similar when
you sprinkled the
creamer onto the hot
chocolate. Initially, the
creamer spread out over
the surface of the liquid.
But, when you stirred the
chocolate in a circular motion, the creamer clumped together in the
center. Matter in the rest of the disk of the nebula clumped together into
small masses called planetesimals. The planetesimals gradually collided
together to form larger bodies called protoplanetary bodies.
EARTH'S SPHERES
Everything in Earth's system can be placed into one of four major

subsystems: land, water, living things, or air. These four subsystems are
called "spheres." Specifically, they are the "lithosphere" (land),
"hydrosphere" (water), "biosphere" (living things), and "atmosphere" (air).
Each of these four spheres can be further divided into sub-spheres.
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The Lithosphere--contains all of the cold, hard solid land of the planet's
crust (surface), the semi-solid land underneath the crust, and the liquid
land near the center of the planet. The surface of the lithosphere is very
uneven. There are high mountain ranges like the Rockies and Andes,
huge plains or flat areas like those in Texas, Iowa, and Brazil and deep
valleys along the ocean floor.The solid, semi-solid, and liquid land of the
lithosphere form layers that are physically and chemically different. If
someone were to cut through Earth to its center, these layers would be
revealed like the layers of an onion. The outermost layer of the
lithosphere consists of loose soil rich in nutrients, oxygen, and silicon.
Beneath that layer lies a very thin, solid crust of oxygen and silicon. Next
is a thick, semi-solid mantle of oxygen, silicon, iron, and magnesium.
Below that is a liquid outer core of nickel and iron. At the center of Earth
is a solid inner core of nickel and iron.
The Hydrosphere -- contains all the solid, liquid, and gaseous water of
the planet. It ranges from 10 to 20 kilometers in thickness. The
hydrosphere extends from Earth's surface downward several kilometers
into the lithosphere and upward about 12 kilometers into the
atmosphere. A small portion of the water in the hydrosphere is fresh
(non-salty). This water flows as precipitation from the atmosphere down
to Earth's surface, as rivers and streams along Earth's surface, and as
groundwater beneath Earth's surface. Most of Earth's fresh water,
however, is frozen.
The Biosphere --contains all the planet's living things. This sphere includes
all of the microorganisms, plants, and animals of Earth. Within the
biosphere, living things form ecological communities based on the
physical surroundings of an area. These communities are referred to as
biomes. Deserts, grasslands, and tropical rainforests are three of the
many types of biomes that exist within the biosphere.
The Atmosphere--contains all the air in Earth's system. It extends from less
than 1 m below the planet's surface to more than 10,000 km above the
planet's surface. The upper portion of the atmosphere protects the
organisms of the biosphere from the sun's ultraviolet radiation. It also
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absorbs and emits heat. When air temperature in the lower portion of
this sphere changes, weather occurs. As air in the lower atmosphereis
heated or cooled, it moves around the planet. The result can be as
simple as a breeze or as complex as a tornado.
INTERACTIONS BETWEEN THE 4 SPHERES
Although the four systems have their individual identities, there is

important interaction between them. Environmental scientists study the
effects of events in one sphere on the other spheres. Four of these
interactions are between the event and each of the earth's spheres. The
double-headed arrows indicate that the cause and effect relationships
of these interactions go in both directions. These four types of
interactions can be illustrated in Figure #1. The "event < >hydrosphere"
refers to the effects of the event on the hydrosphere, as well as the
effects of the hydrosphere on
the event. For example, a
volcanic eruption in the
geosphere may cause
profound direct and indirect
effects on the hydrosphere,
atmosphere and biosphere as
follows.
THE ROCK CYCLE

Minerals make up
rocks. Rocks are formed in
many environments upon
and within the Earth's
crust. There are three
types of rock, each
formed in a different way.
Igneous rock, formed by
the cooling of magma
(molten rock) inside the
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Earth or on the surface. Sedimentary rocks, formed from the products of
weathering by cementation or precipitation on the Earth’s surface.
Metamorphic rocks, formed by temperature and pressure changes
inside the Earth. All three types of rock make up the Earth’s lithosphere,
the outermost layer.
Rock Cycle
The rock cycle is a process in which rocks are continuously transformed
between the three rock types igneous, sedimentary and metamorphic.
Rocks of any type can be converted into any other type, or into another
rock of the same type, as this diagram illustrates. Conversion to
metamorphic rocks requires conditions of increased temperature
and/or increased pressure, conversion to sedimentary rocks occurs via
the intermediate stage of sediments, and conversion to igneous rocks
occurs via the intermediate stage of magma. Sediments are produced
when rocks are uplifted, weathered and eroded, and the resulting
detrital material deposited in marine or terrestrial basins. If the sediments
are buried under further layers of sediment, they can become lithified to
produce a sedimentary rock.
Magma is produced when rocks are melted. This melting can occur
when a lithospheric plate descends into the Earth’s crust at a subduction
zone, or when a mid-ocean ridge opens up and produces
decompression melting in the athenosphere under the ridge. When the
magma solidifies, it becomes an igneous rocK
ASTRONOMY
Astronomy is a growing science that celestial bodies and the process of
their formation and evolution to understand the Earth better.
Works of 5 notable scientist and astronomers in the field of astronomy
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Nicolaus Copernicus- an astronomer who
proposed a heliocentric system , that the
planets orbit around the Sun ; that Earth is a
planet which, besides orbiting the Sun annually,
also turns once daily on its own axis; and that
very slow changes in the direction of this axis
account for the precession of the equinoxes .
Tyco Brahe- His lunar theory was the

best ever devised, and he produced
data for the best star catalog that had
ever been compiled. His
outstandingly rigorous observations
enabled his one-time assistant
Johannes Kepler to discover that
planets move around the sun in
elliptical orbits.
Johannes Kepler- Kepler’s

improvement of Copernicus’s
heliocentric system led to its more
general acceptance, and his three
laws describing the way planets
move are fundamental laws of astronomy. However, this wasn’t his only
contribution to science. "Law of planetary motion"
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Galileo Galilei - is considered the father of modern science and made
major contributions to the fields of physics, astronomy, cosmology,
mathematics and philosophy. Galileo invented an improved telescope
that let him observe and describe the moons of Jupiter, the rings of
Saturn, the phases of Venus, sunspots and the rugged lunar surface.
Isaac Newton - he discovers the law of universal gravitation.
NATURAL HAZARDS
Naturally occurring physical phenomena
caused either by rapid or slow onset events
which can be geophysical (earthquakes,
landslides, tsunamis and volcanic activity), hydrological (avalanches
and floods), climatological (extreme
temperatures, drought and wildfires),
meteorological (cyclones and storms/wave
surges) or biological (disease epidemics and
insect/animal plagues).
Earthquakes are the result of forces deep

within the earth's interior. Sudden break
within the upper layers of the earth,
sometimes breaking the surface, resulting in the vibration of the ground,
which were strong enough will cause the collapse of buildings and
destruction of life and property.
Volcanic eruptions happen when lava and gas are discharged from a
volcanic vent. The most common consequences of this are population
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movements as large numbers of people are often forced to flee the
moving lava flow. Volcanic eruptions often cause temporary food
shortages and volcanic ash landslides called Lahar.
landslide is the movement of soil or rock controlled by gravity and the

speed of the movement usually ranges between slow and rapid, but not
very slow. It can be superficial or deep, but the materials have to make
up a mass that is a portion of the slope or the slope itself
tsunami is a series of waves caused by a rapid displacement of a body

of water (ocean, lake, etc)
Tropical storms, cyclones, hurricanes and typhoons, although named

differently, describe the same disaster type.
Essentially, these disaster types refer to a large-scale closed circulation

system in the atmosphere which combines low pressure and strong
winds that rotate counter clockwise in the northern hemisphere and
clockwise in the southern hemisphere.
The system is referred to as a "cyclone" in the Indian Ocean and and

South Pacific, "hurricane" in the Western Atlantic and Eastern Pacific and
"typhoon" in the Western Pacific.
BIOLOGY
Concept of life
Manifestation of life
Biology is branch of science that studies living things: their structure,

function, reproduction and interactions with one another and with their
non-living environment. LIVING THINGS are things that possess life and all
its inherent characteristics are called biological process. Biology
encompasses all studies about life. But what is "life" exactly?
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Characteristics of living things
2. Living things are organized into basic units of life called cell.
Cells are the basic unit of structure, function, and reproduction of living
things.
3. Living things use energy. Organisms use the energy to maintain and also
increased degree of orderliness of their bodies, to grow, and to reproduce
4. Living things are irritable. Living things respond to stimuli.
5. Living things develop1. Living things have an orderly structure.
Living organisms change as they grow in particularly complex way called

development.
6. Living things reproduce. Organisms produce their own kind, providing

continuity of life via sexual and asexual mechanism.
7. Living things are coded by genes. An organism's genetic material - its

chromosomes and genes in the form of deoxyribonucleic acid or DNA.
8. Living things evolve and adapt to their environment.
Critical thinking….
Why do living things require energy?
How does irritability contribute chances of survival?
Are viruses living organisms?
ORIGIN OF LIFE
How did life begin? The prevailing question for anyone who wants to
study life is that of its origin. There is only speculation and deduction of
plausible scenarios from the fossils and scientific proofs available. There
are three possibilities that have been either supported or refuted by many
scientist
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1. Special Creation- life may have been placed on earth by supernatural
divine forces. God created heaven and earth and give life to living
organism.
2. Panspermia- Life may

have been seeded by
life-forms from another
planet.
3. Spontaneous Origin-
also known as the
biochemical theory, life
may have been evolved
from inanimate matter.
Critical thinking……
With the recent discovery of water in Mars, can Mars be inhabited by

humans?
Cells
Cells are the basic unit of life, there 2 types of, Eukaryotes and prokaryotes
PARTS OF THE CELL
1. PLASMA MEMBRANE- A barrier that separates the cell from the

environment.
2. Cytoplasm- the gel-like content of the cell where intracellular materials

are suspended.
3. Nucleic Acids- Genetic material of a cell.
4. Ribosomes- factories that turn the information from nucleic acids into
proteins.
5. Endoplasmic reticulum - network of internal membrane.
6. Nucleus - holds DNA
7. Vacuoles- water storage of the cell.
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8. Mitochondria- the power house of the cell, the site of ATP synthesis, they
help turn energy we take from food into energy that cell can use.
9. Cell wall - provide structure, support and protection for the cell.
10. Lysosomes- helps in protein synthesis, fertilization, and intracellular

digestion.
11. Golgi body- modifies protein and lipids.
12, Chloroplast - produce energy, through photosynthesis
Biochemistry
All living things are made up of organic molecule. Organic essentially
pertains to the presence of carbon as the starting chemical elements in
living matter. Which is important in the foundation of life.
Biomolecules
Large organic carbon-

containing
compounds which
have unique properties
that impart essential
structure and function
to cells.
Monomers- the basic

unit of biomolecules
THE 4 MAJOR
BIOMOLECULES IN
LIVING ORGANISM
1. Carbohydrates- also known as sugar. The most abundant among all

organic compounds. The monomers of carbohydrates are
monosaccharides.
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Carbohydrates perform multitude of functions on their own such as storing
energy.
2. Proteins- proteins are the most versatile among the organic molecules
tasked with a wide array of functions: catalyze biological reactions
protect against infection and disease supply energy, binds cell together,
intercellular signaling and recognition. protein monomers are amino acid
3. Lipids- Lipids function for energy supply, protection, support and

communication. The monomer of lipids are Glycerol and fatty acids.
4. Nucleic Acid- Nucleic Acids are made up of monomers called

Nucleotides Nucleic Acids are repositories of cellular information that are
passed on from generation to generation.
Cell Cycle
An organism grows by increasing the number of cells. Each cell undergoes

rounds of the cell cycle where the cell prepares to divide by doubling its
genetic material and cell content then divides through mitosis. The stages
of mitosis illustrate how the genetic material is distributed between the
two-daughter cell. Cells that escape the control of the cell cycle become
cancer cells
Cell Cycle
G1 Phase- Cell increases in size Cellular contents duplicated.
S Phase- DNA replication, each of the 46 chromosomes (23pairs) is

replicated by the cell.
G2 Phase- Cell grows more, Organelles and protein develop in

preparation for cell division.
M Phase- Mitosis followed by cytokinesis (Cell separation), formation of

two identical daughter cells.
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G0 Phase- While
some cells are
constantly
dividing, some cell
types are at rest,
these cells may
exit G1 and enter
a resting state
called G0. G0 a
cell is performing
its function without
actively preparing
to divide.
Summative Evaluation
A Structured Essay
Introduction: In your own words, describe and explain the Big Bang
Theory. Use the following terms: Expansion, Distribution of Matter, Galaxy
Formation, Gravity,
Electromagnetic Spectrum (Light energy), WMAP, and Cosmic

Background Radiation.
Supporting Paragraph # 1: In your own words, use light spectra as

evidence to describe how scientists study the composition of stars and
matter in the Universe. Use the following terms: Radiation,
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Electromagnetic Spectrum, Absorption/Emission Spectrum,
Spectrometer, Wavelength, Frequency, Elements in stars, Fusion, Stars
(size and luminosity).
Supporting Paragraph # 2: In your words, use your knowledge of the red

and blue shift of light, to defend the idea of an expanding Universe. Use
the following terms: Red Shift, Violet Shift (aka Blue Shift), Wavelength,
Frequency, moving toward, moving away, Galaxies, Universe.
Supporting Paragraph # 3: In your own words, using your knowledge of

the future of the Universe, write about at least two of the scientific
theories, including the forces involved to create each future.
Concluding Paragraph: I can develop a conclusion that reflects on the

information from the unit, and I can form a prediction of the future of
the universe.
B. Chapter Activity and brain teasers
Direction: Answer the following questions.
1.Look for particular reclaimed area in your region or country. Observe

the structures that are built on this area. Do you think that they were built
with additional measures to resist the effects of subsidence coastal
erosion and tidal surges?
2. What areas in your region are most susceptible to tsunami and storm
surges?
Are there any mitigation and structures built in this area?
3. If fossils only represent the "preservable" portion on ancient life, what

do you think older, non-fossilized animals looked like?
4. Why do you think underwater volcanoes don' erupt as much as

surface volcanoes given? that they outnumber the latter?
5. Will landslides happen on planets with a very weak gravitational pull?

Why or Why not?
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6. What are the unique characteristics of Earth that allow the existence
of life? How is everyday life supported on Earth?
7.How do Earth Subsystem affect one another?
C. Enumeration
Direction: Enumerate what is being asked:
1-3. Give the 3 types of rocks
4-9- List down some natural hazards.
10-11 Theories on the origin of the universe
12-15. Enumerate the 4 basic Earth System
16-20 famous scientists and astronomers in the field of atronomy
21-22 two types of cell.
23-30. characteristics of living organism
D. Illustrate and explain the ff
a. Rock Cycle
b. Plant and animal cell

(label the parts and
state their functions)
c. Cell Cycle
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E. Identification
Direction: Identify the following statement, by choosing the correct

answer inside the box. Write the letter only.
____1. The scientist who proposed the law of gravity.
____2. The basic unit of life
____3. Layers of gases that surround the planet Earth such as nitrogen,
oxygen, argon, carbon dioxide including water vapor.
____4. A process involving the transformation and generation of igneous,

sedimentary, and metamorphic rocks.
____5. The father of the modern science, who invented the telescope.
____6. A cloud of dispersed interstellar gases and dust.
____7. The solid part of the planet Earth which composed of naturally
occurring solid aggregate of minerals, organic materials and rocks.
____8. The building blocks of rocks.
____9.it is the organic carbon containing compound which is essential

to structure and function of the cell.
____10. The study of stars, moons and other heavenly bodies.
____11. This theory presumes that the solar system is began as a cloud of
dispersed interstellar gases.
____12. It occurs when two tectonic plates move away from each other.
____13. The eruption of molten rock called magma onto earth’s surface
through a vent.
____14. Hottest layer of the Earth.
____15. A process of breaking down of rocks into small pieces.
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a. litosphere h. Isaac Newton o. Hydrosphere
b.atmosphere i. Minerals p. Solar Nebula Hypothec.
c. metamorphic rocks j. Weathering q. Mantle
d. Rock cycle k. biomolecules r. crust
e. Galileo Galilei l. Nebula s. core
f. Geology m. Geosphere t. Astronomy
g. Cosmology n. Volcanism u. Cell
References:
https://www.uu.edu/societies/inklings/books/scienceandfaith/Chapter
4.pdf
https://www.scielo.br/pdf/ea/v20n58/en_20.pdf
https://scholar.google.com/scholar_url?url=https://academic.oup.co
m/astrogeo/article-pdf/41/1/1.12/13148072/41-1-
1.12.pdf&hl=en&sa=T&oi=ucasa&ct=ufr&ei=2aT1XsDsDruB6rQPxbmDw
Ao&scisig=AAGBfm1nMh3W20QbmYKHMNR5wKPshRFTdg
https://subbie3science.files.wordpress.com/2020/05/1-3-origin-of-the-
universe-and-the-solar-system.pdf
Book- Earth and Life Science- Author: James Cesar Refran, Pamela
Louise Tolentino, and Ruth Marian Genuino.
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SENIOR HIGH SCHOOL
PERSONAL DEVELOPMENT
MS. MIRASOL D. JAMO

Subject Teacher
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TABLE OF CONTENTS
FIRST QUARTER
UNIT 1: SELF-DEVELOPMENT
LESSON 1: Knowing Oneself ………………………………………………..169
LESSON 2: Developing the Whole Person ………..………………….….174
LESSON 3: Developmental Stages and The Challenges of Middle
and Late Adolescence ………………………………………………..…..… 176
UNIT 2: ASPECTS OF PERSONAL DEVELOPMENT

LESSON 4: Coping with Stress …………………………………….…..….. 178
LESSON 5: The Powers of the Mind, Mental Health and
Well-being ……….……………………………………………………………... 181
LESSON 6: Emotional Intelligence ……………………………………….. 184
SECOND QUARTER
UNIT 3: BUILDING AND MAINTAINING RELATIONSHIPS
LESSON 1: Personal Relationships ………..……………………………… 187
LESSON 2: Social Relationships in Middle and Adolescence ……… 192
LESSON 3: Family Structures and Legacies ………….………….……… 193
UNIT 4: CAREER DEVELOPMENT

LESSON 4: Persons and Careers …………………………….…………… 198
LESSON 5: Career Pathways ………………………………...…………… 202
LESSON 6: Insights into One’s Personal Development ……………… 204
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FIRST QUARTER
LESSON 1:
“Knowing Oneself”
III. Module Learning Competencies:

Objectives: At the end of this module, you will be able to:
1. explain that knowing yourself can make you accept your strengths
and limitations and dealing with others better;
2. share your unique characteristics, habits and experiences; and,
3. start and maintain a journal.
IV. Teaching Methods:

Activity 1: SELF-CONCEPT INVENTORY
Take a look at your own self-concept and answer the following
self-concept inventory in your journal. Give yourself a rating using the
scale: 0 = very weak; 1 = weak; 2 = somewhat weak or somewhat
strong; 3 = strong; 4 = very strong
___1. I have strong sex appeal.

___2. I am proud of my physical figure.
___3. I am physically attractive and beautiful/handsome.
___4. I exude with charm and poise.
___5. I am easy to get along with.
___6. I can adjust to different people and different situations.
___7. I am approachable; other people are at ease and comfortable with me.
___8. I am lovable and easy to love.
___9. I am a fast learner, can understand with one instruction.
___10. I am intelligent.
___11. I have special talents and abilities.
___12. I can easily analyze situations and make right judgments.
___13. I can be trusted in any transaction.
___14. I have a clean conscience and carry no guilty feeling.
___15. I have integrity and good reputation.
___16. My friends and classmates can look up to me as a model worth
emulating.
___17. I can express my ideas without difficulty.
___18. I talk in a persuasive manner that I can easily get people to accept
what I say.
___19. I can express my ideas in writing without difficulty.
___20. I am a good listener.
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___21. I am emotionally stable and not easily rattled when faced with trouble.
___22. I am logical and rational in my outlook and decisions.
___23. I feel and act with confidence.
___24. I am a mature person.
Scoring: Copy this table in your journal. Write your score opposite each number
and get the subtotal.
Physical appeal Human Relations Intelligence

1 __________ 5 __________ 9 __________
2 __________ 6 __________ 10 __________
3 __________ 7 __________ 11 __________
4 __________ 8 __________ 12 __________
Subtotal: Subtotal: Subtotal:
Character Communications Maturity
13 __________ 17 __________ 21 __________
14 __________ 18 __________ 22 __________
15 __________ 19 __________ 23 __________
16 __________ 20 __________ 24 __________
Subtotal: Subtotal: Subtotal:
How do you perceive yourself?

Look at the results of your self-concept inventory and answer the
following questions.
1. In what areas do you consider yourself strong (with score 14-16 or
somewhat weak (score of 10-13) and very weak (below 10).
2. Are there qualities you consider as your weakness but other people consider
as your strength? What are these? Check with a partner.
Example: A lady can say “I`m ugly” yet other consider her very charming.
Or conversely, one can have the illusion of saying “I am very intelligent
or competent” when most of his ideas sound unreasonable or illogical to most
of the people. There is indeed a big difference between what you see in
yourself (real self-image) and what is projected in the eyes of the others
(your social image).
3. How realistic is your self- image?
4. To what extent does it reflect your real self?
Output No. 1 – Talent/Variety Show Presentation
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You shall have a presentation in front of the class. You can show your talent,
you may sing, dance, play a music, etc.
Criteria: originality (5 points), creativity/resourcefulness (5 points), and
audience impact (5 points).
Write about your experience in this activity.
Reading: PERSONAL EFFECTIVENESS

Personal effectiveness means making use of all the personal resources – talents,
skills, energy and time, to enable you to achieve life goals. Your knowledge of
yourself and how you manage yourself impacts directly on your personal
effectiveness.
Knowledge is required for setting goals, defining an action plan to achieve them
and risk assessment.
Here are some skills that will greatly increase the efficiency of any person who
owns them:
1. Determination. It allows you to focus only on achieving a specific goal without
being distracted by less important things or spontaneous desires.
2. Self-confidence. It appears in the process of personal development, as a result
of getting aware of yourself, your actions and their consequences.
3. Persistence. It makes you keep moving forward regardless of emerging
obstacles – problems, laziness, bad emotional state, etc. It reduces the costs of
overcoming obstacles.
4. Managing stress. It helps combat stress that arises in daily life from the
environment and other people.
5. Problem-solving skills. They help cope with the problems encountered with a
lack of experience.
6. Creativity. It allows you to find extraordinary ways to carry out a specific action
that no one has tried to use.
7. Generating ideas. It helps you achieve goals using new, original,
unconventional ideas. Idea is a mental image of an object formed by the human
mind, which can be changed before being implemented in the real world.
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Activity 2: MY BANNER – THE TREASURE WITHIN ME
In the spaces indicated by numbers, write down the following:

1 and 2 two things I do very well
3 and 4 my two greatest achievements in life
5 what in myself am I proudest of
6 my happiest moment
7 positive words that my friends use to describe me
8 a personal goal that I have already achieved
9 three blessings for which I am most thankful to God
10 three of my positive qualities
11 difficulties, challenges and problems that I was able to solve and
overcome
Output No. 2: Journal Reflection from My Banner

Write about your banner.
1. What do you consider as your weaknesses, abilities and talents?
2. What are the remedies you will take to improve or compensate for your
weakness?
3. How can you further enrich your assets and strengths? 4. Where and how do
you use it to your best advantage?
Reading: BUILD ON YOUR STRENGTHS AND WORK ON YOUR WEAKNESSES

Most failures emanate from weaknesses that are not recognized or probably
recognized but not given appropriate attention or remedy.
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This could be a weakness in communications, personality or ability. Instead of
giving up or indulging in self-pity, take action. Go for speech lessons, get skills
upgrading, attend personality development sessions or whatever appropriate
remedies to your perceived weakness.)
(Instead of simply focusing on your weaknesses, recognize your own talents and
abilities, build on them, utilize them to your greatest advantage. This is where you
can build your name and popularity. Handicapped people like Jose Feliciano and
other blind singers did not brood over their physical handicap. They recognized
that they have a golden voice so they search for ways to enrich that talent and
now they have won international fame in the field of music.
Reading: THE POWER OF JOURNAL WRITING: UNFOLDING YOUR PERSONAL
JOURNEY
The purpose of journal writing is to help you become the Scriptwriter of
your life. There are four (4) practical reasons to maintain a journal:
1. It is cost-efficient and available.

2. It is preventive and pro-active.
3. It is creative and productive.
4. Lastly, it is personal and private. You just need one (1) notebook to
maintain a personal journal.
You may use these questions as you write in your journal:

1. How do you find this day? What are the positive things that happened?
What are those things that made you irritated or upset
2. As you reflect the ups and downs of your day, what may be the
greatest lesson you can learn from them? What actions have you done well and
what actions you can do better?
3. What do you really want in life? What do you want to achieve for
yourself, your family, your community, and your country?
4. As you close the day, what are the small and big things you are thankful
of? Who are the people that made your day extra special?
V. Assessment of Learning: (Summative Evaluation)

Processing: Write your answers in your personal journal.
1. What have you discovered in yourself?
2. What are your core strengths?
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3. What are the qualities you want to hone and improve on?
VI. References:
K to 12 Senior High School Core Curriculum – Personal Development May 2016
https://buenavistanhs.weebly.com/uploads/7/2/2/8/7228051/personal_develo
pment_reader_v13_final_apr_28_2016.pdf
FIRST QUARTER
LESSON 2:
“Developing the Whole Person”

1. discuss the relationship among physiological, cognitive, psychological,
spiritual and social aspects of development, to understand your thoughts,
feelings, and behaviors,
2. evaluate your own thoughts, feelings and actions, and
3. show the connection of your thoughts, feelings and actions to actual life
situations.

Activity 3: ASSESS ASPECTS OF YOUR DEVELOPMENT
Draw a large circle on a blank sheet of paper. Divide the circle into 8 segments.
In each segment, write some descriptions of the different aspects of yourself as
follows:
1. Physical Self. Describe yourself.
2. Intellectual Self.
3. Emotional Self.
4. Sensual Self. Write how you feel as a sensual person.
5. Interactional Self. Include descriptions of your strengths and weaknesses in
intimate relationships and relationships to friends, family, co-students and
strangers in social settings.
6. Nutritional Self.
7. Contextual Self.
8. Spiritual Self or Life Force.
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Output No. 3:
A. Search and read the following stories:
a. https://www.kalibrr.com/advice/2015/05/manny-pacquiao-success-story-willl-
inspireyou/
b. http://successstory.com/people/pia-alonzo-wurtzbac
c. http://www.philstar.com/business-life/2014/06/30/1340085/love-affair-got-me-
closegreat-doctor
Processing Questions:
1. Can you identify with any of the characters mentioned – Manny, Pia and Dr.
Rose? In what way? 2. What lessons can you learn from the character you have
chosen?
3. How would you like your life story to be told?
Output No. 4:
Personal Recipe for Success with Reflection Review the success stories of Manny
Pacquiao, Pia Alonzo and Dr. Rose Zeta-Capeding. What do you think was the
recipe for the success of these well-featured individuals?
Now make your personal recipe for achieving personal goals. Identify your goal
(you may refer to the previous activity of aspects of self inspired by the success
stories) and break it down into a recipe. Here are two samples of recipes:
III. References:
Source: http://www.innerwisdom.com/aspect-of-the-self.htm
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FIRST QUARTER
LESSON 3:
“Developmental Stages in Middle and Late Adolescence”

1. Classify various developmental tasks according to developmental stage,
2. Evaluate your development in comparison with persons of the same age group,
and
3. List ways to become a responsible adolescent prepared for adult life.

A personal timeline portrays the influential events and happenings of a person’s
life so that he can understand where he has gone wrong and right in the past. It
helps to plan the future in a better constructive way.
Using a bond paper, write the major events in your life and the significant people
in your life. You may add your age, specific dates and places. You may draw the
timeline horizontally, vertically, diagonally or even using ups and down depending
on your imagination. Be creative in your representations. You may also use
symbols, figures and drawings. Think of a title for your personal timeline.
Output No. 5: My Personal Timeline with Reflection
Write about your Personal Timeline. Answer the following questions:
1. Is there a ‘center’ or a central theme in your timeline and life? If you will
give a title for your timeline what would it be and why?
2. Identify the turning points in your timeline. What were the thoughts,
feelings and actions that you experienced?
3. Who are/were the most significant people in your life? How did they
influence you?
4. What would you change or add, if you could? How would each of these
changes or additions affect your life, or even change its present course?
5. Where do you want to be in a year, 5 years, and 10 years? What do you
expect your future timeline will be?
Reading: DEVELOPMENTAL STAGES

Human Development focuses on human growth and changes across the
lifespan, including physical, cognitive, social, intellectual, perceptual,
personality and emotional growth.
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The Developmental Tasks Summary Table
Activity 4: WORKSHEET ON
DEVELOPMENTAL TASKS OF
BEING IN GRADE 11
Using the Developmental Tasks
Summary Table above, assess
your own level of development
as a Grade 11 student.
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What are the expected What are the expected tasks What are the expected
tasks you have you have partially tasks you have not
successfully accomplished? accomplished?
accomplished?
FIRST QUARTER
LESSON 4:
“Coping with Stress”

1. discuss that understanding stress and its sources during adolescence may help
in identifying ways to cope and have a healthful life,
2. identify sources of your stress and illustrate the effect of stress on your system,
and
3. demonstrate personal ways of coping with stress for healthful living.

Reading: STRESS MANAGEMENT
Dictionary definitions do not quite capture the meaning of stress as it is seen
and experienced in the world of work. One of the Webster’s definitions
describes it as an “…emotional factor that causes bodily or mental tension.”
A practical way of defining stress is the feeling one gets from prolonged, pent-
up emotions. If the emotions you experience are pleasant and desirable – joy,
elation, ecstasy, delight – you usually feel free to let them show.
Causes and Effects of Stress
Just as there is great variety in the range of emotions you might experience,
there are many possible manifestations of stress – in your private life and in your
working life. Here are some words that describe the emotions associated (as
cause and effect) with stress.
Anxiety
Pressure
Misery
Strain
Desperation
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Tension
Anger
Panic
Dejection
A common cause of stress is dealing with life’s transitions

This is especially true when a person must cope with too many transitions all at
once.
Activity 5: WHAT CAUSES YOU TO “LOSE YOUR COOL”?

We all have certain things, situations, or people that cause us to lose our
composure from time to time. Determine what causes YOU to “lose your cool”
by completing this activity. When you begin to identify your stressors, you can
become skilled at preventing negative consequences. Place an X next to each
factor that causes you stress. There are blank spaces provided so you can add
your own.
______ being late ______ parents fighting
______ too much homework ______ getting detention
______ speaking in public ______ your job
______ babysitting ______ taking tests
______ going to the dentist ______ video games
______ arguments with friends ______ using a computer
______ restrictions at home ______ closed-in spaces
______ chores ______ commercials
______ lack of sleep ______ interruptions while busy
______ no date for a dance ______ getting an injection
______ pimples ______ arguments with parents
______ physical education class ______ fight with boyfriend/girlfriend
______ math class ______ losing
______ English class ______ careless drivers
______ other class ______ slow drivers
______ boredom ______ loud people
______ rude people ______ baby crying
______ no money ______ disrespectful children
______ no transportation ______ a friend betrays you
______ playing on a sports team
______ not being included in a sports
team
______ losing something valuable
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Reading: STRESS RESPONSE
Your stress response is the collection of physiological changes that occur when
you face a perceived threat—when you face situations where you feel the
demands outweigh your resources to successfully cope. These situations are
known as stressors.
When your stress response is triggered, a series of changes occur within your
body. They include:
Redirection of blood away from extremities and instead to major organs
The release of cortisol and other hormones, which bring other short- and long-
term changes.
The stress response is intended to give you a burst of energy so you’re able to
fight off attackers or run away from them effectively.
Reading: KEEP STRESS UNDER CONTROL

There are many effective ways to handle stress. Of course, you can’t avoid stress—
in fact, you wouldn’t want to avoid all stress, because you’d never grow.
• Understand the Causes of Stress
• Analyze your Stress Factors and Write Them Down
• Deal with the Stressors
• Learn to Work under Pressure or Unusual Conditions

Activity 6: STRESS SURVIVAL KIT
1. Choose 3 objects or symbols that make you feel relaxed to include in your kit.
2. You can make the symbols.
3. You can use words or pictures.
4. You can bring an object from home.
5. Think about how the symbol helps you when you are dealing with stress and
stressful situations.
6. Write a paragraph for each symbol or object in your kit and how it helps you
cope with stress in your everyday life.
7. Sharing a part of your kit with peers may be a follow up activity.
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FIRST QUARTER
LESSON 5:
“The Powers of the Mind, Mental Health and Well-being in Middle and Late
Adolescence”

At the end of this module, you will be able to:
1. discuss that understanding the left and right brain functions may help in
improving one’s learning,
2. explore mind-mapping techniques suited to right brain- or left brain-dominant
thinking styles, and
3. make a plan to improve learning using both left and right brain development.
4. interpret the concepts of mental health and psychological well-being in
everyday observations about mental health problems during adolescence,
5. identify your own vulnerabilities, and
6. create a plan to stay mentally healthy during adolescence

Activity 7: BRAIN DOMINANCE
Which of these apply to you?
___ I am very organized.
___ I remember faces more than names.
___ I think things through before making a decision.
___ If someone’s mad at me, I can tell even without the person saying a word.
___ I work best in a quiet space.
___ I daydream a lot.
___ I hate taking risks.
___ I tend to get emotional.
___ I make a to-do-list.
___ I trust my “gut instinct”.
If you have more “yes” answers from the left column, you are probably left-brain
dominant, while if you have more “yes” answers from the right column, you are
probably right-brain dominant.
Reading: THE DOMINANT SIDE OF THE BRAIN
Researchers believed that brain dominance determines a person’s preferences,
problem-solving style, personality characteristics, and even career choices.
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PERSONAL PREFERENCE
LEFT DOMINANCE RIGHT DOMINANCE
Classical Music Popular Music
Being on time A good times
Careful Planning To visualize the outcome
To consider alternative To go with the first idea
Being thoughtful Being active
Monopoly, scrabble, or chess Athletic, art, or music
Reading: CHANGE YOUR MIND ABOUT MENTAL HEALTH

Mental health. It’s the way your thoughts, feelings, and behaviors affect your
life. Good mental health leads to positive self-image and in-turn, satisfying
relationships with friends and others. Having good mental health helps you
make good decisions and deal with life’s challenges at home, work, or school.
Output No. 6: Media Influences

(How Ads Affected My Self-Esteem)
Name some ads that appear on TV, billboards, the internet.
1. What messages do these ads give to middle adolescents like you?
2. How have these ads affected your lifestyle, self-esteem, and values?
3. How has this lesson changed your perception about ads?
Reading: SELF ESTEEM AND BODY ESTEEM

Does any of this sound familiar? "I'm too tall." "I'm too short." "I'm too skinny." "If
only I were shorter/taller/had curly hair/straight hair/a smaller nose/longer legs,
I'd be happy."
Why Are Self-Esteem and Body Image Important?
Self-esteem is all about how much you feel you are worth — and how much
you feel other people value you. Self-esteem is important because feeling
good about yourself can affect your mental health and how you behave.
People with high self-esteem know themselves well. They're realistic and find
friends that like and appreciate them for who they are. People with high self-
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esteem usually feel more in control of their lives and know their own strengths
and weaknesses.
Body image is how you view your physical self — including whether you feel you
are attractive and whether others like your looks. For many people, especially
people in their early teens, body image can be closely linked to self-esteem.
What Influences a Person's Self-Esteem?
Puberty and Development
Media Images and Other Outside Influences
Families and School
Reading: HEALTHY EATING AND MENTAL HEALTH

Healthy eating nourishes the body, including the brain, and supports mental
health through:
Improved overall health and vitality
Increased ability to concentrate
Reduced irritability and mood swings
Lowered risk of mental illness
Physical Activity and Mental Health:

Physical activity can make you feel good physically and build confidence.
Evidence suggests that physical activity may contribute to improved mood
and increased self-esteem, self-confidence and sense of control.
Activity 8: DEAR ABBY

Dear Abby,
I fell asleep in class today – once again! When I go to bed at night, I just can’t
seem to fall asleep. I lie in bed for hours and it doesn’t seem to make a
difference. When I wake up in the morning, I feel like I don’t want to get up
and go to school. This is the time that I could really sleep. I wish that school
didn’t start until 10:00 a.m.
Please help me out! Give me some ideas on how I could get a better sleep, so
Mr. Gomez doesn’t get upset that I fall asleep in his class.
Tired at School
Output No. 7: Response to “Tired at School”

Pretend that you are Abby. Write an answer to the letter writer “Tired at
School”.
Week (date):
Day: Write in the rows below your activities before you went to sleep, starting
on the day in the week that you begin with: Sunday, Monday, Tuesday,
Wednesday, Thursday, Friday, Saturday.
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What was I doing before I went to Did this
bed? affect what
Examples: time you
Time went to
DAY Playing went to
sleep
Reading sleep?
Watching
Texting YES NO
1.
2.
3.
4.
5.
6.
7.
FIRST QUARTER
LESSON 6:
“Emotional Intelligence”

1. discuss that understanding the intensity and differentiation of your emotions
may help in communicating emotional expressions;
2. explore your positive and negative emotions and how you express or hide them,
and
3. demonstrate and create ways to manage various emotions.

Reading: EMOTIONAL INTELLIGENCE
More Than One Kind of Intelligence
You may have heard people mention "IQ" when talking about intellect and how
smart someone is. (For example, "My brother doesn't need to study as much as I
do because he has a really high IQ.") IQ stands for "intellectual quotient." It can
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help predict how well someone may do academically. IQ is just one measure of
our abilities, though.
What Is Emotional Intelligence?
Emotional intelligence is the ability to understand, use, and manage our
emotions.
Emotional intelligence is sometimes called EQ (or EI) for short. Just as a high IQ can
predict top test scores, a high EQ can predict success in social and emotional
situations. EQ helps us build strong relationships, make good decisions, and deal
with difficult situations.
Improving Your EQ
Emotional intelligence is a combination of several different skills:
1. Being Aware of Your Emotions
2. Understanding How Others Feel and Why
3. Managing Emotional Reactions
4. Choosing Your Mood
EQ: Under Construction

Emotional intelligence is something that develops as we get older. If it didn't, all
adults would act like little kids, expressing their emotions physically through
stomping, crying, hitting, yelling, and losing control!
Activity: INTRODUCTION TO EMOTIONS

Emotions are what you feel on the inside when things happen. Emotions are also
known as feelings.
1. Afraid: feeling fear and worry
2. Angry: feeling mad with a person, act, or idea
3. Ashamed: feeling bad after doing wrong
4. Confident: feeling able to do something
5. Confused: feeling unable to think clear
6. Depressed: feeling sad, blue, discouraged, and unhappy
7. Embarrassed: feeling worried about what others may think
8. Energetic: feeling full of energy
9. Excited: feeling happy and aroused
10. Glad: feeling joy and pleasure
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11. Jealous: feeling upset when someone has something that you would like to
have or they get to do something you wanted
12. Lonely: feeling alone and that nobody cares
13. Proud: feeling pleased for doing well
14. Relaxed: feeling at ease and without worry, calm
15. Stressed: feeling tense, tired, uneasy, and overwhelmed
EMOTION WHAT WAS HAPPENING WHEN YOU FELT THIS EMOTION?
Afraid
Angry
Ashamed
Confident
Confused
Depressed
Embarrassed
Energetic
Excited
Glad
Jealous
Lonely
Proud
Relaxed
Stressed
What are the top three feelings that you do not like to have most?
Activity 9: I AM…
Emotional self-awareness is the ability to recognize one’s own feelings. In your
journal, complete each statement based on how you feel. Use the blanks to add
your own feeling words.
Examples:
I am most happy when _________________.
I feel embarrassed when __________________.
I think negative thoughts about myself when ______________________________.
I am _________________ when ________________________________________.
I feel _______________________ when __________________________________.
I think ________________ about ________________ when ___________________.
I am _________________ when ________________________________________.
I feel ____________________ when __________________________________.
I think _______________ about _______________ when _____________________.
Dealing with Difficult Emotions
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Shyness and anger are two emotions that can be difficult to manage in some
situations. Let us learn about them and how we can manage them to be able
to be more effective in dealing with others.
Output No.8 : Reflection on “Exploring Emotions” and “I Am”

Write on:
1. The emotions you have felt recently and the circumstances in which you felt
them;
2. Your emotional self-awareness; and
3. What you learned through these exercises and how you can use these
learnings to improve your emotional development.
IV. References:
Source: http://kidshealth.org/en/teens/eq.html
SECOND QUARTER
LESSON 1:
“Personal Relationships”

a. know the dynamics of attraction, love, and commitment
b. discuss an understanding of teen-age relationships, including the acceptable
and unacceptable expressions of attractions
c. express his/her ways of showing attraction, love, and commitment

Activity 1: STATEMENTS ON RELATIONSHIPS
State whether these statements are True or False.
1. It is important to work on communicating our feelings in relationships.
2. To love someone, we must love our self first.
3. Trying to understand where other people are coming from rather than judging
them helps us build and maintain relationships.
4. Having a good relationship does not contribute anything to us having good
health.
5. When people listen deeply and let us know that they recognize the feeling
behind our words, more likely than not, our relationship is doing good.
6. In our relationships, it is vital that we practice forgiveness when a loved one
has hurt us.
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7. Our loved ones cannot help us when we deal with stress.
8. Using positive methods to resolve conflict will more likely help us maintain good
relationships.
9. Expressing gratitude to our friends and family help us maintain good
relationships.
10. Significant differences in core values and beliefs never create a problem in
relationships.
11. We are happy in our relationships when our loved ones stay connected by
spending time with us and letting us know that they love us.
12. Excessive reliance on social media can be a cause of tension in relationships.
13. Relationships are static; they are unchangeable.
14. Being compassionate, forgiving and grateful contribute to healthy
relationships.
15. To fully enjoy and benefit from relationships we need skills, information,
inspiration, practice, and social support.
Reading: WHAT DO WE MEAN BY PERSONAL RELATIONSHIPS?

The concept of relationship is very broad and complex. In our model, personal
relationships refer to close connections between people, formed by emotional
bonds and interactions. These bonds often grow from and are strengthened by
mutual experiences.
Relationships are not static; they are continually evolving, and to fully enjoy and
benefit from them we need skills, information, inspiration, practice, and social
support. In our model there are three kinds of personal relationships:
1. Family
The concept of "family" is an essential component in any discussion of relationships,
but this varies greatly from person to person. The Bureau of the Census defines
family as "two or more persons who are related by birth, marriage, or adoption
and who live together as one household.”
2. Friends
A friendship can be thought of as a close tie between two people that is often
built upon mutual experiences, shared interests, proximity, and emotional
bonding.
3. Partnerships
Romantic partnerships, including marriage, are close relationships formed
between two people that are built upon affection, trust, intimacy, and romantic
love.
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Reading: WHY PERSONAL RELATIONSHIPS ARE IMPORTANT
Healthy relationships are a vital component of health and wellbeing. There is
compelling evidence that strong relationships contribute to a long, healthy, and
happy life.
Research shows that healthy relationships can help you:
• Live longer.
• Deal with stress.
• Be healthier
• Feel Richer
• Depression.
• Decreased immune function.
• Higher blood pressure.
Reading: 25 MOST COMMON RELATIONSHIP PROBLEMS

Here is the list of the most common relationship problems most often
encountered by couples
1. Affairs / infidelity / cheating.
2. Sexual Issues,
3. Significant differences in core values and beliefs
4. Life stages
5. Traumatic and/or Life-Changing Events
6. Responses to prolonged periods of Stress, such as Work-Related Stress, long-
term illness, mental health issues, Financial Problems, problems with the
children, infertility and many more
7. Bored in or with Your Relationship
8. Dealing with a jealous partner
9. Having 'blended' family issues
10. Domestic violence, which includes verbal as well as physical abuse: THE
most serious relationship problem.
11. Knowing you should not have got married in the first place!
12. Lack of responsibility regarding finances, children, health and many other
issues
13. Unrealistic Expectations
14. Addictions
15. Excessive reliance on social media, at the cost of the relationship
16. Lack of support during particularly difficult times from people that matter to
you
17. Manipulation or over-involvement in your relationships with family or friends
18. Lack of communication about important matters
19. Poor division of and / or one-sided lack of responsibility for chores and tasks.
It is not always women who complain about this relationship problem!
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20. Perceived lack of concern, care and consideration / attentiveness
21. Significant personal disappointments and
22. Long term depression or other mental health issues suffered by one partner
or both
23. Significant differences in opinion on how to discipline / deal with the
children
24. Long-term stress
25. An unsupportive partner during pregnancy and/or significant problems
after the birth of your baby.
Reading: TEN RULES FOR FINDING LOVE AND CREATING LONG-LASTING

AUTHENTIC RELATIONSHIPS
1. YOU MUST LOVE YOURSELF FIRST
2. PARTNERING IS A CHOICE MUST NURTURE THE RELATIONSHIP FOR IT TO THRIVE
3. CREATING LOVE IS A PROCESS
4. RELATIONSHIPS PROVIDE OPPORTUNITIES TO GROW
5. COMMUNICATION IS ESSENTIAL
6. NEGOTIATION WILL BE REQUIRED
7. YOUR RELATIONSHIP WILL BE CHALLENGED BY CHANGE
8. YOU MUST NURTURE THE RELATIONSHIP FOR IT TO THRIVE
9. RENEWAL IS THE KEY TO LONGEVITY
10. YOU WILL FORGET ALL THIS THE MOMENT YOU FALL IN LOVE

Activity 2: HEALTHY RELATIONSHIPS ITEMS SET
Answer the following in your journal.
1. What should you consider when making decisions around sex and sexual
limits?
a. Your values
b. Your friends
c. Your family
d. All of the above
2. What is the best style of communication to use when making decisions about
sexual limits and boundaries?
a. Assertive
b. Passive
c. Aggressive
3. Name three important qualities of a healthy relationship.
4. Which of the following is NOT an element of a healthy relationship?

a. Trust one another
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b. One person makes all the decisions
c. Respect one another
d. Open and honest communication
5. Name a reason why you may not make healthy choices when it comes to sex.
6. Name three resources you can turn to if you are worried about abuse in your
relationship.
7. Name three characteristics of an unhealthy relationship.
8. What skills do you need to make healthy decisions in a relationship?

a. Intelligence, memory, ability to do public speaking
b. Assertive communication, active listening, and negotiation skills
c. Ability to persuade others, love,
d. passive communication
e. None of the above
9. Why would you choose abstinence? Give 3 reasons.
10. Which of the following are signs that you may be in an abusive relationship?
a. Bruises, scratches and other signs of injuries
b. Avoiding friends
c. Apologizing for your partner`s behavior
d. All of the above
Processing Questions:
1. What were your thoughts and feelings while answering the activity?
2. What did you discover about yourself after doing the activity?
3. With previous activities, how would you describe your relationship with your
parents? Siblings? Possible or current romantic relationship? Friends?
4. Which relationship is most important to you? Why?
5. In what ways do you express your feelings, whether positive or negative?
6. If your relationship is not doing very well, what can you do about it?
IV. References:
http://www.takingcharge.csh.umn.edu/enhance-your-wellbeing/relationships/what-do-
we-mean-personal-relationships
http://www.professional-counselling.com/common-relationship-problems.html
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SECOND QUARTER
LESSON 2:
“Social Relationships in Middle and Late Adolescence”

a. identify the different roles of leaders and followers in society
b. distinguish the various roles of different individuals in society and how they can
influence people through their leadership or followership

Reading: HOW CULTURE SHAPES MANY ASPECTS OF ADOLESCENT DEVELOPMENT
As you have known by now, the relationships adolescents have with their peers,
family, and members of their social sphere play a vital role in their development.
Adolescence is a crucial period in social development, as adolescents can be
easily swayed by their close relationships. Research shows there are four main
types of relationships that influence an adolescent: parents, peers, community,
and society.
Reading: TEENAGERS WHO JOIN YOUTH GROUPS AND OTHER CLUBS ARE HAPPIER
AND LESS LIKELY TO DRINK
Teenagers who belong to youth groups and other clubs lead happier lives and
are less likely to drink or smoke, a research shows. Although they may be exposed
to more peer pressure, researchers found they were also more socially able and
likely to be physically active. And the benefits increased the more groups that they
joined, the findings show.
Output No. 1: Description of My Social Group
Write about one of your social groups, it’s nature, activities, and benefits. Include
a photo of yourself with the group.

Activity 3: QUESTIONNAIRE ON ETHICAL AND SERVANT LEADERSHIP
Answer the following statements with a True or False.
1. Leaders can follow their whims and fancies.
2. Leaders are capable to do anything they like.
3. Leaders don’t need to mind their subjects.
4. Leaders should follow ethical principles.
5. Leaders are responsible.
6. Leaders are to serve others.
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7. An Ethical Leader is someone who works for other people’s interests and not
for his own hidden agenda or ulterior motives as guided by sound principles.
8. Servant leadership is the type of leadership that puts others first before one’s
own self.
9. A servant leader listens deeply to others and empathizes with the people
around him/her.
10. A servant leader puts others’ concerns first and foremost above own self-
interests and motives.
SECOND QUARTER
LESSON 3:
“Family Structures and Legacies”

a. discuss the impact of one’s family on his/her personal development during
middle and late adolescence
b. prepare a plan on how to make the family members firmer and gentler with
each other

Activity 4: GENOGRAM
A genogram or family tree is a useful tool to gather information about a person's
family. This visual representation of a family can help us to identify patterns or
themes within families that may be influencing or driving a person's current
behavior.
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Sample Genogram:
Output No.2: My Genogram

Make your own genogram
using the symbols and samples given. Be sure to write your name and the date
on your paper. Enjoy!
Reading: FAMILY STRUCTURE

The traditional family structure is considered a family support system which
involves two married individuals providing care and stability for their biological
offspring. However, this two-parent, nuclear family has become less prevalent,
and alternative family forms have become more common. The family is
created at birth and establishes ties across generations. Those generations, the
extended family of aunts, uncles, grandparents, and cousins, can all hold
significant emotional and economic roles for the nuclear family.
Different kinds of family structures:

Nuclear family:
Extended family:
Step families:
Single parent family:
Adoptive family:
Bi-racial or multi-racial family:
Trans-racial adoptive family:
Blended family:
Conditionally separated families
Foster family:
Gay or Lesbian family:
Immigrant family:
Migrant family:
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Activity 5: EMOTIONAL, SOCIAL AND SPIRITUAL LEGACY
Emotional Legacy Evaluation
Answer each question by writing in your journal the number that best reflects
the legacy you have received from your parents. Then add up your score.
1. When you walked into your house, what was your feeling?
1 Dread 4 Stability
2 Tension 5 Calm
3 Chaos 6 Warmth
2. Which word best describes the tone of your home?

1 Hateful 4 Serious
2 Angry 5 Relaxed
3 Sad 6 Fun
3. What was the message of your family life?

1 You are worthless. 4 You are respected.
2 You are a burden. 5 You are important.
3 You are okay. 6 You are the greatest.
4. Which word best describes the "fragrance" of your home life?

1 Repulsive 4 Sterile
2 Rotten 5 Fresh
3 Unpleasant 6 Sweet
5. Which was most frequent in your home?

1 An intense fight 4 A strong disagreement
2 The silent treatment 5 A kind word
3 Detached apathy 6 An affectionate hug
Results:
Above 24 = Strong emotional legacy
19 - 24 = Healthy legacy
14 - 18 = Mixed legacy - good and bad elements
10 - 13 = Weak emotional legacy
Below 10 = Damaged emotional legacy
Social Legacy Evaluation

1. Which words most closely resemble the social tone of your family?
1 Cruel and abusive 4 Non-communicative but stable
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2 Cutting sarcasm 5 Secure with open communication
3 Chaotic and distant 6 Loving and fun
2. What was the message of your home life with regard to relationships?
1 "Step on others to get your way." 4 “Mind your own business.”
2 "Hurt them if they hurt you." 5 “Treat others with respect.”
3 "Demand your rights." 6 “Put others before yourself.”
3. How were rules set and enforced in your home?

1 Independent of relationship 4 Inconsistently
2 In reaction to parental stress 5 Out of concern for my well-being
3 Dictatorially 6 In the context of a loving relationship
4. Which word best characterizes the tone of communication in your home?

1 Shouting 4 Clear
2 Manipulation 5 Constructive
3 Confusing 6 Courteous
5. How did your family deal with wrong behavior?

1 Subtle reinforcement 4 Severe punishment
2 Accepted in the name of love 5 Discussion
3 Guilt trip 6 Loving, firm discipline
Results:
Above 24 = Strong social legacy
14 - 18 = Mixed legacy — good and bad elements
10 - 13 = Weak social legacy
Below 10 = Damaged social legacy
Spiritual Legacy Evaluation

1. To what degree were spiritual principles incorporated into daily family life?
1 Never 4 Frequently
2 Rarely 5 Almost always
3 Sometimes 6 Consistently
2. Which word captures the tone of how you learned to view/relate to God?
1 Absent 4 Casual
2 Adversarial 5 Solemn
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3 Fearful 6 Intimate
3. How would you summarize your family's level of participation in spiritual

activities?
1 Nonexistent 4 Regimental
2 Rare 5 Active
3 Occasional 6 Enthusiastic
4. How were spiritual discussions applied in your home?

1 They weren't 4 To teach
2 To control 5 To influence
3 To manipulate 6 To reinforce
5. What was the perspective in your home regarding moral absolutes?

1 If it feels good, do it! 4 Dogmatic legalism
2 There are no absolutes. 5 Moderate conservatism
3 Let your heart guide you. 6 Clear boundaries
Results:
Above 24 = Strong spiritual legacy
14 - 18 = Mixed legacy — good and bad elements
10 - 13 = Weak spiritual legacy
Below 10 = Damaged spiritual legacy

Output No. 3: Insights on Relationships and Tribute to My Family
1. What have you learned in this unit about your personal relationships with family, friends,
partner, and organizations?
2. How do you assess the present state of your relationships?
3. What do you pal to do in order to improve and strengthen your relationships?
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SECOND QUARTER
LESSON 4:
“Persons and Careers”

a. set a personal career goal based on the results of self-assessment of various
personal factors
b. explain that through understanding of the concepts of career and life goals
can help in planning his/her career
c. take a self-assessment tool to know his/her personality traits and other personal
factors in relation to his/her life goals

Reading: TEN MYTHS ABOUT CAREER PLANNING BUSTED!
• Myth 1: Arts/humanities majors usually are unemployable after college
Fact: Skills matter in every stream
• Myth 2: Selecting what's 'hot' at the moment is safe
Fact: What's hot today may not necessarily be 10/20 years later
• Myth 3: Career assessments / counselors will not be of any use for me
Fact: You must know what your aptitude is before choosing a career
• Myth 4: If X is happy in a particular field, I will be happy too
Fact: You are not X
• Myth 5: If I wait long enough, luck will eventually bring me to the right career
Fact: Procrastination is no substitute for laziness
• Myth 6: Making a lot of money will make me happy
Fact: The ingredients of fulfilling career also includes passion and commitment
to growth
• Myth 7: Once I choose a career I’ll be stuck in it forever
Fact: You are never too old to switch careers
• Myth 8: If I change careers my skills will be wasted
Fact: Being multi-skilled allows you to learn and adapt accordingly
• Myth 9: I will decide after the results are out
Fact: Impulsive decisions lack planning and direction
• Myth 10: I love this hobby, but I don’t think I can make money out of it
Fact: If you love what you do, you will not feel like you are working
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Activity 6: THE CAREER WHEEL
Output No. 3: Career Wheel

Write about your career wheel. Answer the following questions:
1. How did you go about naming events, situations, needs and facts about
yourself? Were there challenges in doing this? If so, what are these challenges?
2. Looking at these many facets in your life, which among them do you think
are major considerations when deciding on future career options? Why would
you consider these as a source of great impact?
3. Which are the areas that will really work to your advantage in relation to the
career options that you are considering? How will these impact your choices?
4. What are you realizations after this exercise?
Reading: CAREER CONCEPTS

A career is defined as the combination and sequence of roles played by a
person during the course of a lifetime (Super, 1980). Your career basically
dictates a lot of things in your life – it can determine the kind of lifestyle that you
will be leading, the quality of relationships that you have with people around
you like your family and friends, the kind of balance you will be able to keep
with your life and your responsibilities.
There are two other concepts that we often associate with the concept of
career. One is a job. A job is a position an individual holds doing specific duties.
Another factor that could influence your success in a particular career field
would be your personality and interests. John Holland, a popular career
counselor proposed a theory that strongly believe that certain careers require
certain personality traits and must also fit our interests.
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Reading: WHAT INFLUENCES YOUR CAREER CHOICE?
Influence Factors
• Skills and Abilities
• Interest and Personality Type
• Life Roles
• Previous Experiences
• Culture
• Gender
• Social and Economic Conditions
Activity 7: THE BIG FIVE PERSONALITY TEST

This is a personality test, it will help you understand why you act the way that you
do and how your personality is structured. In the table below, mark how much
you agree with the statement on the scale 1-5, where 1=disagree, 2=slightly
disagree, 3=neutral, 4=slightly agree and 5=agree, in the box to the left of it.
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The scores
you calculate should be between zero and forty. Below is a description of
each trait.
Extroversion (E) is the personality trait of seeking fulfillment from sources
outside the self or in community. High scorers tend to be very social while low
scorers prefer to work on their projects alone.
Agreeableness (A) reflects much individuals adjust their behavior to suit
others. High scorers are typically polite and like people. Low scorers tend to ‘tell
it like it is’.
Conscientiousness © is the personality trait of being honest and hardworking.
High scorers tend to follow rules and prefer clean homes. Low scorers may be
messy and cheat others.
Neuroticism (N) is the personality trait of being emotional.
Openness to Experience (O) is the personality trait of seeking new experience
and intellectual pursuits. High scores may day dream a lot. Low scorers may be
very down to earth.
III. References:
Source: http://www.ncpn.info/2013handouts/Presentation-Career-Exploration.pdf
adapted from The Career Clusters – Pathways to College and Career Readiness by the
National Career Technical Education Foundation, as managed by NASDCTEc.
Source: http://personality-testing.info/printable/big-five-personality-test.pdf
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SECOND QUARTER
LESSON 5:
“Career Pathways”

a. discuss the external factors influencing career choices that may help in career
decision making
b. make a career plan based on his/her personal goal, and external factors
influencing career choices

Reading: WORK/OCCUPATIONAL ENVIRONMENTS AND INTERESTS
Psychologist John Holland classified jobs/careers/work environments into six:
Realistic, Investigative, Artistic, Social, Enterprising and Conventional. There are
no pure classifications, though. A person's job function may combine ESA
(Enterprising, Social and Artistic) or ISC (Investigative, Social and Conventional) or
any two or three other possible combinations.
Holland also classifies personalities or interests into the same six types: Realistic,
Investigative, Artistic, Social, Enterprising and Conventional. Again, there are no
pure interest types. A person may also be ESA (Enterprising-Social-Artistic) or ISC
(Investigative-Social-Conventional) or any two or three possible combinations.
Interests Work/Occupational
Types Environments
Realistic Realistic
Investigative Investigative
Artistic Artistic
Social Social
Enterprising Enterprising
Conventional Conventional
Reading: CHOOSE YOUR CAREER FIRST – NOT YOUR COLLEGE

Approximately 80 percent of college freshmen have not declared a college
major. Fifty percent of those who have declared a major will switch during
college. Seventy percent of all college students will change their major.
Output No. 4: Documented Interview with Preferred Career Practitioners

1. Name three (3) jobs/occupations that you feel so far you would want to
have in the future.
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2. Do background research on this job by actually interviewing individuals who
hold such jobs. Find out the following information from the interview:
Job Title/Position Title
Needed academic preparation
Skills, Knowledge, Abilities, expected competencies to succeed in the job
Demand for the Job
Perks of the job
Difficulties/Challenged
Expected compensation/remuneration package of a person occupying the
position
3. Write up the results of the research.
III. References:
Source: Santamaria, Josefina O. (2006). Career planning workbook, 4thEd. Pp. 38-41
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SECOND QUARTER
LESSON 6:
“Insights into One’s Personal Development”

a. analyze and synthesize his/her personal development as an important
component of setting career and life goals
b. explain the factors in personal development that may guide him/her in
making important career decisions as adolescents
c. construct a creative visualization of his/her personal development through of
the various stages he/she went through, stressors, influences, and decision-
making points, and a personal profile analysis

Reading: YOUR PERSONAL MISSION STATEMENT: YOU’RE NEVER TOO YOUNG
TO CLARIFY YOUR LIFE GOALS AND ASPIRATIONS
What’s your life mission? It’s not an easy question to answer, but an important
one. You can talk about your aspirations and goals all day, but when you write
them down, they become, well, more real. It’s a starting point to living the life
you want. When you write a personal mission statement, you’re clarifying what
you want to accomplish and how, and committing to it. Businesses and non-
profit organizations develop mission statements for the same reason.
What is a personal mission statement?

Most students, and adults, don’t realize the importance of writing their personal
mission statements. It’s more than just your goals.
Topics your personal mission statement may include:
Education
Career
Personal attributes, such as honesty, loyalty and dedication
Family and personal relationships
How you want to live your life
Sports
Faith and spirituality
Community service
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Output No. 5: Personal Mission Statement
Make your personal mission statement. It may include the following information:
Your name.
Your overall statement.
Who inspires you and why.
What qualities you want to obtain.
What roles you play and how you want to be known in those roles.
Specific goals you have.
Beliefs that you hold.
Anything else you might want to focus on.
Output No. 6: Personal Development: Hindsight and Foresight

Write an essay on your journey through this course on Personal Development.
How have you changed since the beginning of this semester? What have you
learned about yourself? What activities and reading were most useful to you?
What can you do in order to continue your personal development after this
course?
IV. References:
Source: Joe Villmow http://www.nextstepu.com/your-personal-
missionstatement.art#.Vrcv1kBQU3w
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SENIOR HIGH SCHOOL
Understanding Culture, Society and Politics
Mr. Ryan C.Mostajo
Subject Teacher
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TABLE OF CONTENTS
FIRST SEMESTER
LESSON 1
Understanding Social and Cultural Background……………………… 208
LESSON 2
Overview of Sociology…………………………..…………………………. 223
LESSON 3
Kinship, Marriage and Family……………………………………………… 232
LESSON 4
The Education, Religion ,Institution and Health ……………………….. 243
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MODULE 1
Module Code: UCSP Semester: (1st Semester)
Module Coordinator: Ryan C.Mostajo
Module/Lesson Name: Understanding of Culture, Society and

Politics
Lesson 1 Understanding Social and Cultural Backgrounds
VII. Module Learning Competencies:

• Articulate observations on human cultural variation,social differences,social
change, and political identities
• Demontrate curiosity and an openness to explore the origins and dynamics
of culture and society,and political identities.
• Analyze social,political, and cultural change.
VIII. Instructions
• Promote sociology as a social science discipline in the Philippines
• Facilitate and improve sociological teaching
• Develop and nurture sociological research
• Cultivate to contributions of sociology to society
IX. Pre-test
1.Explain, and analysing human cultural similarities and differences
2.How do you define social class when it come to writing about in the arts
3.How to analyse positive and negative impact of factors in decision making.
4.Explain human biological diversity today.
5.Do you believe in world universal values that is more important than a
certain cultural values.
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6.How does the distribution of economics and cultural resources within society
7.Does planning for safety and privacy promote segregation of social classes
in public spaces.
8.What kind of social status do you think you.
X. Teaching Methods- Discussion of Topics:
Understanding Social and Cultural Background

Cultural and social backgrounds vary widely in their degree of
cultural integration.I n small homogenous societies that have few contacts wit
h outsiders.cultural and social integration may be near-perfect.The different
elements of culture are synchronized.For many purposes people act and think
as one.In some traditional societies,there is no word for religion because what
we call religious rituals are woven into the fabric of everyday life. In complex,
modern societies like our own, this is rarely the case.Social and technological
change may occur too rapidly for norms to keep pace.Our dated norms may
remain in law books and in the language as figures of speech long after
they’ve lost their usefulness.
In complex modern societies people live in different habitants

from urban high rise to rural fram work different occupations, enjoy different
standards of living follow different educational paths, and so experience
different versions of their culture
Observation about Social Political, Cultural Behavior and Phenomena.
Our astonishing variety of customs,belief, and artifacts that have

devised to meet universal needs.If our culture is changing ,so is our
technology.Words like Google, Facebook, and texting were not in our
dictionary 20 years ago .But now because of advancement in technology it
is now a must to incorporate new technology jargon into our present
culture.Politics also undergoes change.The term Political Dynasty has already
been used for many years but just recently it reappears in our vocabulary.The
Population has also drastically increased as compared to the last
century.Women are more empowered to day than many decades
ago.Nothing really can stop into notion of social progress and sociocultural
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evolution.Some social scientists say that change comes from random while
others propose that it is rather systematic.Socisa and cultural involve a
combination of systematic factors along with some random or unique
factors.Tob able to understand these changes we need to study and
understand more in Social Sciences specially Anthropology, Political Science
and Sociology.
Anthropology, Political Science and Sociology
Anthropology provides a window to our past, a mirror for our

present and a lens through which we look to the future.Anthropologists
research, observe analyse, and apply what they learn toward an
understanding of the many variations of the human condition.
A grouping in past human adaptations, both biological and

cultural, contributes to our understanding of adaptations today.The word
anthropology comes from the Greek terms anthropos, meaning man,and
logos ,meaning science or study of.In other words ,anthropology literally
means the science or study of man.Man in this context refers to the human
species in its entirety.Anthropology, being the science of man, has put us in a
bit of an awkward position with the present focus on politically correct
terminology.
Relationship of Anthropology in other Disciplines
1.Anthropology and Sociology. Anthropology and sociology share an interest

in social lrealtions,organization, and behaviour.However, the important
differences between these discipline arose from the kinds of societies of each
traditionally studied.As the modern worls system grows, sociologists now do
research in developing countries and in other places that were once mainly
within anthropological orbit.As industrialization spreads, many anthropologists
now work in the industrial nations, where they study diverse topics ,including
rural decline, inner ,city life ,and the role of the mass media in creating
national cultural patterns.
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2.Anthropology and Psychology. Like sociologists, most psychologists do
research in their own society.But statement about “ human psychology
cannot be based solely on observations made in one society or in a single
type of society.Psychological Anthropology which focuses the studies about
different cultural and mental process of men.The discipline deals with the
deep understanding of one’s cognition ,emotion, motivation and
psychological process.A good example of this is the famous psychoanalytic
theory of Sigmund Freud which claims that the personality of one person is
composed of three different elements.
3.Anthropology and Education. Attention to culture also is fundamental to

anthropology and education, involving research that extends from
classrooms into homes, neighborhoods, and communities. In classrooms,
anthropologies have observed interactions among teachers, students,
parents ,and visitors. Anthropology views children as total cultural creatures
whose enculturation and attitudes toward education belong to a context
that includes family and peers. Sociolinguists and cultural anthropologists work
side by side in education research.
4.Anthropolgy and Business .For many years anthropologists have used

ethnography to study business settings. For example, ethnographic research
in an auto factory may view workers, managers, and executives as different
social categories participating in a common social system. Each group has
characteristics such as attitudes, values, and behaviour patterns. Each is an
individual with a personal viewpoint and a cultural creature whose
perspective
is, to some extent, shared with other members of a group.Anthropologists go

into people’s home to see how they actually use products.
THE FOUR MAJOR FIELDS OF ANTHROPOLOGY
1.BIOLOGICAL ANTHROPOLOGY . Also called Physical Anthropology it studies

Homo sapiens as biological beings both in the present and in the
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past.Scientists working in this subfiled seek to describe and explain the
biological evolutions in our species.To this end they also study the closely
related primates [ prosimians, monkey, and apes ] because their evolutionary
history is similar to and related to ours.
Major Areas in Biological Anthropology
a. Paleonanthropology – came from the root word paleo which means

ancient.It is the study of human biological through an examinationof the fossils
of our ancient ancestors and relatives. Paleoanthroplogy relies heavily on
comparative anatomy and evolutionay biology.Paleoanthropologists share
information and interact with archeologists as well as specialists from other
fields such as geology and chemistry.For example ,to understand the
environment occupied by a fossil ancestor who lived fifty thousand years ago,
the paleoanthropogists must collaborate with geologists who specialize in
reconstructing paleoclimates and archeologists who can reconstruct two this
fossil ancestor make the stone tools found in the site.
b. Primatology – is the study of our nearest animal relativers- the primates
.The area biological anthropology includes an investigation of the anatomy,
physiology, genetics, and behaviors of apes, monkeys, and prosimians.We
share many biological features with this group of animals, and data about
their adaptationsaid us in understanding. Homo sapiens.
2.Cultural Anthropology . Also called Social Anthropolgy, is the description
and comparison of the adaptations made by human groups to the diverse
ecosystem of the earth.We call these adaptations culture.Traditional ares of
focus within cultural anthropology include ethnographic and ethnographic
research.
Major Areas in Cultural Anthropology
a.Ethography – is the descriptive study of one, subculture, or

microculture baesd on fieldwork.The field situations can be quite diverse – in
your own city or on the other side of world; a whole community, a
neighborhood, or a work place.An enthographer usually spends a minmum

of one year in the field in oder to record a complete yearly cycle of the
culture.For example ,an anthropology who is studying decision making within
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a large business corporation may spend a period of seversl months collecting
data, reporting, making recommnedations. Often several anthropologists will
study one culture together.
b.Ethonology – the comparative study of cultures, presents

analytical generalizations about human culture.The process leading to these
generalizations involve explaining the similarities and differences in culture.The
subject of the comparison may be entire cultures or a particular aspect of
culture such as gender, economics, violence or shamanism.
3.Archeology – is the systematic study of the remains of previous cultures as a

means of reconstructing the lifeways of people who lived in the past.To put it
another way, archeologists focus on culture, the culture of people we cannot
interview or observe.Archeologists study how these people adapted to their
natural and sociocultural environments and how culture spread changed
through time.Prehistoric archeologists analyse the artifacts [ objects made or
altered by humans, such as spear points , baskets, or computers] ,features [
nonportable evidence of technology such as roadways, building foundations,
and fire hearths], and ecofacts [ natural material such as palnt or animal
remains –fossils , pollen, and soils ] that are found in archeological sites [
locations where evidence of human activity is found ]. This is oneof the fields
of anthropology that has most captured the imagination of the public.
Major Areas in Archeology
a.Historical Archeology - is the study of the remains of cultures and subcultures

that have written records but about which little, if anything, was recorded
.Historical archaeology, in other words, supplements historical evidence
about the past.For example, the everyday lives of people were seldom
recorded in colonial North America.Few if any written records ,exist to tell us
about certain segments of past populations, such as the poor,
disadvantaged, minorities, immigrants,and slaves.
b.Cultural Resources Management – is a growing field for individuals with

degrees in archaeology .Experimental archaeology plays an important part
in the analysis of prehistoric artifacts and technology.For example. Researches
try to duplicate the prehistoric techniques of manufacturing stone tools and
other artifacts to better understand and appreciate the technological
knowledge of prehistoric peoples.Ethnoarcheology also contributes to the
analysis of artifacts and ecofacts by observing present- day societies
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behaviour and uses of material objects. For example, studying how
comtemporary hunters and gatherers butcher and transport meat to their
camps helps the archeologists to interpret bones and their distribution in
prehistoric sites.
c.Applied Archeology- is a focus in archaeology that uses the methods

archaeology to study comtemporary material with the aim of solving specific
problems.Just as excavations of trash heaps by prehistoric archeologists
reveal information about the diet and artifacts of past peoples, the trash of
contemporary populations reveals information about societies today.These
studies of what people discard can give us information that helps direct social
programs and better understand waste disposal.
4.Liguistics – is the study of language.Anthropological linguists do not

necessarily speak several languages [ such a person is called a polyglot
]Rather, linguists study language- how language is formed and how it works,
the history and development of language and its relationship to other aspects
of culture.Liguistics became a part of anthropologu for two reasons.First
,language is the cornerstone of culture. Second to do ethnographic fieldwork,
anthropologists often had begin by wiring their own dictionaries and
grammars of a native language.
Major Areas in Linguistics
a.Descriptive Linguistics –focuses on the mechanics of language.The linguists

must first describe the sounds used in the language under study.Sounds can
be described according to the anatomical parts that are used to create them
,such as the teeth, tongue ,lips voice, or lack of voice. Morphology and syntax,
other aspects of describing a language, involve the identification of the
smallest meaning in a language , what would popularly be called grammar.
b.Historical Linguistics – works to reconstruct the history of languages,

including the development and relationship to other languages.There are
some limitations to historical linguistic research because not all contemporary
languages have written forms, and many languages of past peoples did not
have written records.Linguists can describe the comparative structure of
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contemporary related languages, however, and then use these comparisons
to reconstruct some aspects of earlier forms of the root language.
Interdisciplinary Fields of Anthropology
1.Applied Anthropology – applied anthropology did not appear during the

1950’s and 1960’s but academic anthropology did most of the growing after
World War II.The baby boom, which began in 1946 and peaked in 1957,
fuelled expansion of the world educational system and thus of academic
jobs.New junior, community, and four-year colleges opened and
anthropology became a standard part of the college curriculum.During the
1970’s ,and increasing thereafter, although most anthroplogists still worked in
academia, others found jobs with international organizations, business,
hospitals, and school.This shift toward application, though only partial, has
benefited the profession the profession.It has forced anthropologists to
consider the wider social value and implications of their research.
2.Development Anthropology- development anthropology is the branch of

applied anthropology that focuses on social issues in, and the cultural
dimensions of,economic development.Development anthropologists do not
just carry out development policies planned by others; they also plan and
guide policy.It is spent on political, economic, and strategic priorities as
international donors, political leaders, and powerful interest groups
perspective them.Planners’ interests don’t alaways coincide with the best
interests of the local people.Although the aim of most development projects
is to enhance quality of life, living standards often decline in the target area.
3.Urban Anthropology- cities have a long been influenced by global forces,

including world capitalism and colonialism,However, the roles of cities in the
world system have changed recently as a result of the time-space
compression made possible by possible by modern transportation and
communication systems. People live in particular places ,but their
imaginations and attachment don’t have to be locally confined.People
migrate to cities partly for economic reasons, but also to be where the
action is.People seek experiences available only in cities, such as live theatre
or busy streets.About one million people, one-sixth of Earth’s population, live
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in urban slums, mostly without water, sanitation, public services and legal
security.If current trends continue, urban population will increase and the
concentration of people in slums will be accompanied by rising rates of
crime ,along with water ,air and noise pollution.
4.Medical Anthropology – medical anthropology examine such questions as

which diseases and health conditions affect particular populations and how
illness is socially constructed, diagnosed ,managed, and treated in various
societies.Disease refers to a scientically identified health threat cuased
genetically or by a bacterium , virus, fungus, parasite, or other
pathogen.Perceptions of good and bad health,along with health threats
and problem are culturally constructed.Various ethnic groups and cultures
recognize different illness, symptoms, and causes and have developed
different health-care system and treatment strategies.In many areas, the
world system and colonialism worsened the health of indigenous peoples by
spreading diseases, warfare, servitude, and other stressors.Epidemic diseases
such as cholera, typhoid, and bubonic plague thrive in dense populations
and thus among farmers and city dwellers.Certain diseases, and physical
conditions, such as obesity, have spread with economic development and
globalization.
Over of Political Science
Political Science – is the study of politics.It seeks answers to a number of

important questions.What attitudes abd values produce political conflict
and dissent? What political organization are active in the struggle to
achieve political consensus? What is the nature of the socioeconomic
relationships inside a policy? How adequate are resources to meet needs,
how equitably are resources distributed, and how are material interests
pursued, protected, or
changed by the course of public policy?What are the constitutional

structures and the decision-making procedures of each nation , and how
well suited are they to that nation’s needs? What internal structures and
procedures exist for the debate and resolution of problems with other
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nations? What assistance is available from international agencies and the
international community at large?
Political science does not have all the answers to those questions ,but it
does have some ,and what is more important, it has the means of finding
others.Becoming a political scientist means joining a community of people
who work on just these sorts of questions.To our original study of political
philosophy [ now more commonly termed political theory] we have added,
one by one, constitutional law, public administration, international
raelations.American government, comparative government [ by which we
really mean the study of foreign governments] political behaviour [ the study
of political attitudes as well as political acts] political economy, political
organization, and urban politics.
Aristotle and the Politics
Aristotle was born on 383 B.C. in Stagira , Chalcidice, Greece.He was an

ancient Greek philosopher and scientist ,one of the greatest intellectual
figures of Western history.He was the author of a philosophical and scientific
system that became the framework and vehicle for both Christian
Scholasticism and medieval Islamic philosophy.Even after the intellectual
revolutions of the Renaissance, the Reformation ,and the
Enligtenment.Aristotle which means “ the best purpose “ was the first
genuine scientist in history.Aristotle is famous for his saying . “ Man is by
nature a political animal”.Aristotle conceived of politics as being like an
organism rather than like a machine and as a collection of parts none of
which can exist without the others.
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Aristotle, the Father of Political
Science
Control and Politics and Relationship
Engagng in politics means engaging in efforts to control the acts of

others.Many of the key concepts of political science have to do with
rleationships of control .Here we will briefly consider five:power ,influence,
authrority, legitimacy, and linkage.
1.Power – we are usually ready to endorse such glib comments as “ Power is

the very heart of politics.” The “ lump –of –power “ fallacy is the mistaken
assumption that power comes in lump sums and cannot be shared , so all
one needs to ask is: Who’s in charge? “Confounding power with resources” is
what we do when we take literally such aphorisms as.” Money is
power”.Money may be a resource on which power rests, but the two are
different entities.
2.Influence – whether exercised by threat or use of force, power is a limited

method, one that cannot be used effectively in all relationships.Political
scienctists have lately been giving more attention to a broader relationship
of control: influence.As just noted, power is a form of influence.But influence
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can take place without the threat of sanctions or use of force, as well as
without the promise of personal rewards.Where does influence come
from?.Why do some people have the form of influence we call
power?Organized groups of voters can make threats [ such as refusing to
help with campaign costs] that have the effect of changing policy;
revolutionaryyy or torrist movements can succed in changing the allocation
of resources by their treats of continued violence.
3.Authority –authority is the right to exercise the power and influence of a

given position that comes from having been placed in that
positionaccording to regular, known, and widely accepted procedures.Wer
sometimes speak of “ the authorities” as if they are remote figures ,self-
created, hopelessly beyond our reach.Citizen in such a system who are not
content with the performance of “ the authorities” have means of redress
that go considerably beyond angry expostulation about remote figures of
power. If enough of them agree,they can throw the rascals out.
4.Legitimacy – legitimacy means having the approval of others.It is the

condition of being regarded as correctly placed in a particular role and as
carrying out the function of that role correctly.Political legitimacy means
having widespreads approval for the way one exercises political power.The
authority to rule and the power to rule legitimately may rest in different
hands.They will worry later about who should be “ authorized” to take
charge of the little policy they may be forced to create.
Types of Major Political Ideologies
Ideology justifies the status quo.But ideology also may be

used by reformists or rebel to attack the status quo.While the governments
may sanction their oppression of citizens by citing the “ divine right of kings “
or “historical inevitability,”rebellious citizens may legitimate their own acts
of violence by appealing to principles of “ natural right” or the “ consent of
the governed”.An ideology that is identified with the apparent interests of
the working class may be used to challenge the authority of the bourgeois
state, and ,subsequently, the same ideology may be used to legitimaze
dictatioral control over the working class. The following msjor political
ideologies are:
1.Anarchism – the word anarchism comes from the Greek word anarchy,
which means literally “ having no government.”T he first premise of
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anarchism is simple, but its implications can be devastating.The only
authority that has moral and legitimate force is the authority that each
individual gives to himself.Nobody can be constrained t operform any act
unless the act comes from his or her own independent will.The administration
of law may be delegated, but not he making of law. Legislation and policy
making are the exclusive right of each individual as he or she reflects on his
or her own interests and needs.”Each citizen is his own legislator”would be
an apt characterization of the anarchist position.
2.Communism – The common associations that derive from the

contemporary use of “communism “ are more misleading than helpful in
understanding an ideology of anarchism.Confirming the utility of our nation
of a continuum of ideologies, we may begn by identifying what communism
has in common wit habarchism.Communism also is more elaborate than is
anarchism in its attack on the contaminating consequences of private
property.For the coomunist, private property inevitably leads to inequality-
social ,economic and political inequality.Where wealth and social status are
unequally distributed, so too is political power.And where there is inquality,
inevitsbly there will be a few who exploit and oppress the many.The essential
prerequisite of individual freedom, then is economic equality.
3.Socialism – Socialism is the least specific of all the labels used in poltics.This
is partly because “ socialism” is sometimes used to designate every ideology
to the left of liberalism and conservatism.Thus “socialism” might subsume
anarchism, communism, and some other leftist ideologies as well, including
syndicalism [ where political organization is based on trade unions ].Many of
those political thinkers who are identified with other leftist ideologies also
may be credited with providing important inspiration for the development of
modern socialisam.
XI. Assessment of Learning:

Multiple Choice: Encircle the letter of the best answer.
1.The word anthropos came from a Greek word which means_________
a.animal b.nature c. man d. civilization
2.It is a science that shares an interest in Anthropology in social relations,

organization, and behavior.
a.education b.sociology c.business d.psychology
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3.A branch of Anthropoloigy which tells the description and comparison of
the adaptations made by human groups to the diverse ecosystems of the
earth is
a.Biological Anthropology
b.Cultural Anthropology
c.Archeology
d.Linguistics
4.It is one of the major areas of Cultural Anthropology which describes the
study of one culture, subculture, or microculture based on fieldwork.
a.Paleonanthropology
b.Primatology
c.Ethnography
d.Ethnology
5.One of the interdisciplinary branches of Antrhopology that focuses on social

issues, cultural dimension and economic aspects.
a.Applied Anthropology
b.Development Anthropology
c.Urban Anthropology
d.Medical Anthropology
6.He is a Greek philosopher who is regarded as one of the greatest intellectual

figures of Western history and known as the “ The Father of Political Science”.
a. Aristotle b.Plato c. Socrates d.Archimedes
7.It is the right to exercise the power of a given position that comes from
having been placed in that position.
a. power b.influence c.authority d.legitimacy
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8.According to this political ideology ,when wealth and social status are
unequally distributed, so too is political power and where there is inequality
there inevitably will be a few who exploit and oppress the many.
a.anarchism b.communism c.socialism d.fascism
9.This is already been used for many years but just recently in our vocabulary.
a,Politcal Dynasty b.Politcal Sceince c.Facebook d.Social Sciences
10.A comparative study of cultures, presents analytical generalizations about

culture.
a,Primatology b.Ethnology c.Archeology d.Ethnography
XII. References:
Grace M. Saqueton,English for Academic Professional Purposes,REX 2016
Edition
Student’s Name:
Grade & Section:
Parent’s/ Guardian’s Name with Signature:
Mr.Ryan C.Mostajo Ms. Ma. Queserie B.

Dramayo, LPT
SHS Teacher SHS Academic

Assistant Principal
222 | P a g e
Ms. Mary Jane E. Gula, LPT Mr. Kristoffer B. Viloria,

LPT, MAEd
NKP –JHS Academic Assistant Principal BED Principal
MODULE 2
Module/Lesson Name: Understanding of Culture, Society and

Politics
Lesson 2 Overview of Sociology
I.Module Learning Competencies:
• Recognize the common concerns or intersections of Anthropology, Sociology

and Political Science with respect to the phenomenon of change
• Identify the subjects of inquiry and goals of Anthropology, Political Science
and Sociology
II.Instructions
• Promote sociology as a social science discipline in the Philippines

• Facilitate and improve sociological teaching
• Develop and nurture sociological research
• Cultivate the contributions of sociology to society
• Seek ,encourage, and maintain links with sociologists around the world.
223 | P a g e
III.Pre-test
I. Essay. Answer briefly the following.

1.Why do you think we need to understand our own culture, society and
politics?
__________________________________________________________________________
__________________________________________________________________________
2.How does Anthropology and Sociology relate to each other?
__________________________________________________________________________
__________________________________________________________________________
3.Explain the meaning of Aristotle’s quote that “ Man is by nature a political

animal”
__________________________________________________________________________
__________________________________________________________________________
IV.Teaching Mehods- Discussion of Topics
Overview of Sociology
The goal of science is to find order in apparent chaos.They look for

regularity, something that appears over and over, across time and
space.Observation is usually a key element in this search.It is true that scientists
,like everyone else, have preconceived ideas, beliefs and values and they use
intuition to understand the world.Aset logically related hypotheses that
explains the relationship among various phenomena is called theory.A good
theory will apply to a wide range of existing observations and suggest testable
predictions about what can be observed in the future.
The Development of Sociology as a Science
Sociology as a formal field of study has a very short story.Of

course, centuries before Christ wa born, thinkers such as Plato and Socrates
make systematic observations to test their speculations against reality.They
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were social philosophers, not sociologists.They confronted problems such as
the exploitation of factory workers, the migration of people from farms to
cities, congestion and poverty in cities, crowded and squalid housing
,broken families and rising crime.As sociology developed ,these two urges- to
improve the world and to apply scientific methods to the study of society-
continued to motivate sociologists.
Sociology can Change and Enrich our Lives
Sociology can be used for at least three major purposes.First ,it can
be used as an intellectual exercise, pursued for its own sake, for the pleasure
of tickling our curiosity, or for producing scientific knowledge.Second
,sociology can be used as the society in which we live, actively participating
in it while critically evaluating its popular assumptions, understanding in race
and ethnicity, gender, sexual orientation and other social
characteristics.Third, sociology can be used to pursue a specific career in
government [ to help fight crime, improve education, reduce ,poverty, or
solve some other social problem] or in the private sector [as sociology
teacher, social researcher, social critic, political analyst ,political
lobbyist,sociological consultant, or some other position that requires
sociological knowledge] However it is used, sociology can enrich our lives
with its perspective and insights.One of the most useful insights to be gained
from sociology is that problems, whether intellectual, personal, societal, or
global can be seen as opportunities.Common sense cuases us to see
problems as problems but we can avoid this negative view of problems by

letting the global perspective in sociology transport us to another
culturE.Similarly, if we believe that problems are full of opportunities, we will
probably find and use these opportunities to solve the problems and
achieve success in our lives.
Relationship of Sociology in other Social Sciences
Sociology – is one of the disciplines that studies human social behaviour in a

scientific, systematic manner.Over time, the divisions between the social
sciences have become less distinct.The related disciplines that study various
aspects of human social behaviour are called the social sciences.In addition
to sociology, the social sciences include anthropology, psychology,
economics, political science, and history.
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1.Anthropology – the comparative study of various aspects of past and
present is the social science closest to sociology in its subject
matter.Anthropologists traditionally have concentrated on examining past
cultures and present simple societies.Sociology , on the other hand is most
interested in group behaviour in complex societies.
2.Psychology- the social science that deals with the behaviour and thinking
of organisms os Psychology.Psychology differs from sociology primarily
because it focuses on individual behaviour rather than on group behaviour
and draws more heavily on the tools of the natural sciences.Areas of interest
to psychologists include personality, perception, motivation, and
learning.Despite differences in emphasis, sociology and psychology are the
study of how an invididual’s behaviour and personality are affected by the
social environment.Social psychology departments and in sociology
derpartments and people in both discipline claim the title of social
psychologist.
3.Economics- it is the study of the choices people make in an effort to satisfy

their wants and needs.Economists examine the processes by which goods
and services are produced, distributed, and consumed.They also examine
the effects of government policies on economic growth and
stability.Sociologists share many areas of interests with economists.The effect
of economic factors on the lives of various groups in society, for instance ,
has attracted the attention of sociologists since the earliest days of the
discipline.
4.Political Science – the examination of the organization and operation of

governments is the focus of Political Science ,The interests of Sociology and
Political Science often overlap.Areas of mutual interest include voting
patterns ,the concentration of political power, and the formation of
politically –based groups.
5.History- it is the study of past events. Sociologists also are interested in the
past.Like many social historians, sociologists study past events in an effort to
explain current social behaviors and attitudes.
The Pioneers of Sociology
1.Auguste Comte [ 1798- 1857 ]. He is called the Father of Sociology.He

coined the term sociology in 1838 to refer to the scientific study of society.
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Comte believed that every society goes through thre stages of
development: religious, metaphysical, and scientific in his work The Course in
Positive Philosophy, he also called it the Law of Three Stages.According to
Comte, reliance on superstition and speculation characterizes the religious
and metaphysical stages and neither is adequate for understanding society.
Auguste Comte, the Father of Sociology
Source: Encyclopaedia Britannica .com
2.Harriet Martineau [ 1802-1876 ]. She is the first woman sociologist who agreed
wit h Comte. She thought it useful to translate Comte’s ideas into English for
wider accessibility. .The result is considerably more lucid and forceful than the
original and Comte was so impressed that the original and Comte was to
impressed that he wanted Martineau’s version translated back to
French.Some works of Martineau are Society in America [1837] where she
criticzed the state women’s education during her time and How to Observe
Morals and Manners [1838]These two sociological works of Martineau are
considered signicant contributions to the then-emerging field of sociology.
Harriet Martineau, the first woman sociologists
3.Herbert Spencer [ 1820 -1903 ]- an Engishmen he had a different view of how

society works.Hebelieved that a society can be compared to a living
organism.Each part of an animal its heart ,lungs ,brain, and so on had its won
227 | P a g e
function to perform ,yet all the parts affects all the others.If one organ
becomes diseased, others adapt by working harder to ensure the animal’s
survival.Similarity , in Spencer’s view ,each part of a society performs its won

function and contributes tto the survival and stability of the whole.The
family,religion, government, and industry are all seen as parts of one “
organism”, society.Spencer concluded that society, if left alone ,corrects its
own
problems; it tends naturally toward health and stability.Social problems work

themselves out thought the process of natural selection called Survival of the
Fittest.If government interferes with this natural suffer because the efforts of its
successful people will be wasted.
Herbert Spencer, “Survival of the Fittest”
4.Karl Marx [1818-1883 ] – wrote the Communist Manifesto which has been
recognized as one of the world’s most influential political manuscripts.It
presents an analytical apparoach to the class struggle.marx observed the
underlying conflict, exploitation, and the seeds of revolution.The primary
features of society ,Marx claimed, are not stability and interdependence but
conlflict and competition.He saw every conflict , past and present as marked
by social conflict.These two classes ,he said, are inevitably locked in
conflict.The laborers, far from becoming naturally unfit, are destined to
overthrow the capitalists to ability and receive according to need.He is the
proponent of Marxism, a worldview anfd method of societal analysis that
focuses on class relations and societal conflict.Marx did not believe, as did
Spencer that the differences between laborers and capitalists are determined
by natural selection.
228 | P a g e
Karl Marx, known for his societal
analysis called Marxism
5.Emile Druheim [ 1858 – 1917 ] – He pioneered the systematic application of

scientific methods t osociology.He published the first truly sociological
research entitled Suicide in 1897.It is the first classic sociological study and
pioneered modern social research .His ideas about suicide were not based
on speculations.In his study of suicide , he made a research plan and
collected a large mass of statistical data on suicide in various Europian
countries.Then he analysed the data in order to discover.They should not look,
he said to the “notions” of the people in oder to explain society.” The Division
of Labour in Society” in 1893 as his doctoral dissertation.He believed that
crimes is an act that “ offends strong and defined states of the collective
conscience” though he viewed crime as a normal social fact.
Emile Durkheim,he pioneers the modern

social research
6.Max Weber [ 1864- 1920 ] this a German sociologist must go betond what
people do ,beyond what can be observed directly.He argued that individuals
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always interpret the meaning of their own behaviour and act according to
these interpretations.Sociologists must therefore find out how people feel or
what they think about their own behaviour.Sociologists should adopt a
method and emphatic understanding of their subjects ,sociologists could
obtain an “interpret understanding of the meanings of particular
behaviour.Then ,he said ,they should test this understanding through careful
observation.A ccording to him the characteristics of bureaucracy include
specialized roles, recruitment based on merit, uniform principles of placement,
carrerism with systematic salary structure,hierarchy, responsibility and
accountability, subjection of official conduct to strict rules of discipline and
control ,supremacy of abstract rules ,impersonal authority and political
neutrality.
Max Weber , he is known for his bureaucratic

model
V.Assessment of Learning: Answer briefly the following
1.Explain fully how sociologists attempt to help us understand how society

functions.
2.How is social media/ technology affecting the rising teenage depression

rates and teenage suicide?
3What are relationship between Asian concepts of”Face and Risk of failure,
failure and innovation?
4.How does sociology influence our lives?
5.Why is sociology help me in the future
6.Why is sociology so important in this changing society
230 | P a g e
7.What is the potential impact of understanding sociology on society.
VI.References:

Edition
Paolo Nnio M. Vldez,PhD.English for the Globalized Classroom Series.
Student’s Name:
Grade & Section:
Mr.Ryan C.Mostajo Ms. Ma. Queserie B.

Dramayo, LPT
SHS Teacher SHS Assistant Principal
Ms. Mary Jane E. Gula, LPT Mr. Kristoffer B. Viloria,

LPT, MAEd
NKP- JHS AcademicAssistant Principal BED Principal
MODULE 3
231 | P a g e
Module/Lesson Name: Understanding Culture, Society and Politics
Lesson 3 Kinship, Marriage and Family
• Trace kinship ties and social networks.

• Value the importance of one’s family.
• Compare different social forms of social organization according to their
manifest and latent functions.
II.Pre-test
Guide Questions:
1.What is Kinship?
2.How important is family to you?
3.Why the family important?
4.Are your parents strict?
5.Are you pressured by your family to act in a certain way?
6.What do you like the most about your family?
7.Are your parents permissive or authoritative?
8.Who has the most power in your family?
9.Do you think that money is one of the most important requirements for
having a happy family
10.How can parents combine authority with giving children freedom?
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11.What is everyone’s greatest fear?
12.Describe what someone in your family looks like.
III. Teaching Methods / Discussion of the topic
Kinship is a universal that is recognized by all cultures.Since kinship is

recognized in all societies,as a social institution, it may also be regrded as one
of the main organizing principles of society.These relationships may be used
on marriage and production.
Kinship is the socially recognized relationships between people in a

culture, who are either held to be biologically related or given the status of
relatives by opinion, adoptation, or other rituals.
Kinship is a system of dynamic relations between person and person in a

community the behaviour of any two persons in any of these relations being
regulated in some ways, and to a greater or less extent by social usage.
Characteristics of Kinship
1.The extent to which genelogical and affinal relationships are recognized for
social purposes.
2.The ways in which relatives so recognized are classified or group in social

categories.
3.The particular customs by which the behavior of these relatives in regulated

in daily life.
4.The various rigths and obligations which are mediated through kinship
5.The linguistics forms which are used to denote the varoius categories of kin.
Bases of Kinship
1.Blood Relationship [ Consanguineal ] – consanguineal or the bond of blood

called consanguineous kinship.Kin are related through blood .
Examples: the bond between parents and their children and between
siblings is consanguineous kinship.
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Likewise, son, brother, sister, uncle, nephew, cousin are also consanguineous
kin because they are related through blood.This may be referred as actual
blood relationship.An adopted child may also be treated as biologically
produced child thus, relationship may be established through social
recognition.
2.Marriage [ Affinal ] – the bond of marriage is called affinal kinship.In this

relationship ,once a man marries another, he establishes a realtionship not
only with his wife but also wit h the family of the woman including that of his
family members.It is clear that other of the woman including that of his family
members.It is clear that other relationships are created after the marriage.The
husband now becomes a brother- in –law and a son – in –law and the wife
becomes a sister- in –law and a daughter –in –law.This established relationship
is called affinal kin.
Degree of Kinship
Kin relationship may be classified into primary, secondary, and tertiary.
1.Primary Kin
a.Husband and wife d.Mother and son
b.Father and son e.Mother and daughter
c.Father and daughter f.Brother and sister
2.Secondary Kin – they are the primaryt kin or related through primary kin.In
other words, they are not our primary kin of our primary kin.
a.Father’s brother
b.Sister’s husband
For example, you ,your father, and your fathe’s brother. Between you and
your father, you father is your primary kin.Between your father and his brother,
they are primary kin.However, between you and your father’s brother, who is
primary kin of primaray kin, we establish the secondary kin between you and
your father’s brother.
3.Tertiary Kin – they are the secondary kin of our primary kin or primary kin of
our secondary kin.
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You and your sister are primary kin.If your sister has a husband, the husband
of your sister [ brother- in –law ] is your secondary kin and those primary kin of
your brother – in- law tertiary kin.
Relationship A ccording to Descent
Lineage or line of descent is important in determining membership in a

particular kiship.Lineage may also include the question of authority in a family
and on deciding where married couples should reside.
1.Patrilineal descent - a lineage which is traced through males.
2.Martrilineal descent - a lineage which is traced through females.
3.Bilateral descdent - a method of tracing the lineage of children equally

through ancestors of both mother and father.
Relationship According to Authority
1.Patrichal – a group in which the father or eldest male is regognized as the

head of the family, kinship group, or tribe.
2.Matriachal – a group in which the mother or eldest female is recognized as

the head of the family, kinship group ,or tribe.
3.Equalitarian - -equal sharing of practical responsibilities and decision making

by men and women.
Relationship According to Place Residence
1.Patrilocal – the married couple is required to live with the family or near the
residence of the parents of the groom.
2.Matrilocal – the married couple is required to live with the family or near the
residence of the parents of the bride.
3.Bilocal - the newlywed has the freedom to select where to live [ either with
or near the parents of the groom or the bride ]
4.Neolocal – the newlywed can decide independently where to live.
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5.Avunlocal - the newlywed should live with or near the maternal uncle of the
groom.
Marriage – defines as “: legal union of one man and one woman as husband
and wife.It is the legal status, condition, or relation of one man and one
woman united in law for life. Article 1 of the Family Code of the Philippines
defines marriage as “ a special contract of permanent union between a man
and woman entered into in accordance with law for the establishment of
conjugal and family life.”
Marriage - is by nature a multifaceted institution and is defined as the

emotional and legal commitment of two people to share emotional and
physical intimacy, various tasks, and economic resources.
Marriage - is apartnership between a man and a woman formalized by either

a religious or civil ceremony and having a particular status in law as in social
custom.
Marriage – is sexual relationship between two adults who cooperate

economically, which is marked by a cerenomy or ritual that is publicly
recognized as cahnging the social status of the partners involved.
Four Basic Forms of Marriage
1.Monogamy - is the marriage of one man and one woman while polygamy
os plural marriage or having several husbands or wives at the same
time.Polygamy may be further classified polygyny, polyandry and group
marriage.
2.Polygyny – is the marriage of one man to two or more women at the same
time.This particularly popular in the Middle, East, Asia, and Africa.
3.Polyandry - is the marriage of two or more men t otwo or more women.This

form of marriage is rather rare and preferred in societies such as Tebetans, the
Toda of India, and the Marquesians of Polynean Islands.
4.Group marriage - is the marriage of two or more men.Tihs type of marriage

women .This form of marriage requires a minimum of four individuals but really
rare and common only in societies that allow polygamy or plural marriage.
• The Family Code of the Philippines , Article 1 talaks about the two aspects
marriage: as a contract and as a status.
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Marriage as an Inviolable Social Institution
1.only man and women can enter into such contract.
2.it is permanent and can only be dissolved by the death of one of the parties
or when it is annulled for legal causes by the court.
3.rigths and duties of the parties are fixed by the law and not subject to
stipulation, wxcept when there is marriage settlements as in the case of pre-
nuptial agreements
4.breach of the obligation of husband and wife does not give rise to an action
for damages but the law prescribers penal and civil sanctions for cases like
adultery.
Requirements of a Valid Marriage
The Family Code of the Philippines, Article 2 provides the essential

requirements of a valid marriage.These are: legal capacity of the contracting
parties who must be male and female; and consent freely given in the
presence of the solemnizing officer.Meanwhile ,Article 3 provides the formal
requirements of marriage which are: authority of the solemnizing officer ,
marriage license, and marriage ceremony.
Trends in Marriage
Marriage as we said is an inviolable institution, albeit separation is

becoming more and more obvious nowadays.The following are the common
trends now in marriage: divorce [ not yet legal in the Philippines ]; annulment;
legal separation; single parenthood; remarriage [ for countries that allow
divorce ] ; cohabitation; and birth and child rearing outside marriage.
1.Divorce - it is the legal separation of man and wife , affected by the

judgment or decree of a court, and either totally dissolving the marriage
relation, or suspending its effects so far as concerns the cohabitation of the
parties,
While divorce is legal in most countries, the Philipines has no law

yet passed on this.It is good to note however, that Article 26 of the Family
Code of the Philippines provides for the validity of divorce as applied to Filipino
spouse once divorce is obtained abroad by a foreign spouse
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Article 26, paragraph 2 states that : “ Where a marriage between a Filipino
citizen and a foreigner is validly celebrated and a divorce is thereafter validly
obtained abroad by the alien spouse capacitating him or her to remarry, the
Filipino spouse shall likewise have capacity to remarry under Philippine law”
2.Annulment – as regards marriage, it means to nullify, to abolish, to make void

by competent authority [ the marriage ].An annulment differs conceptually
establishes that a martial status never existed [ Black Law Dictionary
].Annulment is legal in the Philippines however ,there are certain requirements
before a marriage is declared null and void or annulled.
Instances where Marriage is Void from the Beginning
Article 35 of the Family Code of the Philippines provides instances where

marriage is void from the beginning:
1.Those contracted by any party below eighteen years of age even with the
consent of parents of guardians.
2.Those solemnized by any person not legally authorized to perform marriages

unless such marriages were contracted with either ot both parties believing in
good faith that the solemnizing officer had the legal authority to do so
3.Those bigamous or polygamous marriages not falling under Article 41
4.Those contracted through mistake of one contracting party as to the identify

of the other
5.Those subsequent marriages that are void under Article 53.
Another instance of voidable marriage is found in Article 36.The law provides

that “ A marriage contracted by any party who, at the time of the
celebration, was psychologically incapacitated to comply with the essential
marital obligations of marriage, shall likewise be void even if such incapacity
becomes manifest only after its solemnization”
Meanwhile, Article 37 also states that marriages
1.between ascendants and descendants of any degree
2.between brothers and sisters, whether of the full or half- blood ,are
considered incestous and void from the beginning.
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Void Marriages from the Beginning for Reasons of Public Policy
Article 38 considers the following marriages as void from the beginning for
reasons of public policy:
1Between collateral blood relatives ,whether legitimate or illegitimate, up the

fourth civil degree.
2.Between ste-parents and step-children.
3.Between parents- in –law and children – in –law
4.Between the adopting parent and the adopted child
5.Between the surviving spouse of the adopting parent and adopted child
6.Between the surviving spouse of the adopted child and the adopter
7.Between an adopted child and a legitimate child of the adopter
8.Between adopted children of the same adopter
9.Between parties where one with the intention to marry the other, killed that
other person’s spouse or his her own spouse.
Legal Separation
This is also known as “: relative divorce” ,which means separation from bed
and board, but the parties remain married.
In the Handbook on the Family Code of the Philippines, Justice Sempio-Diy [

1995 ] distinguishes legal separation from annulment of marriage:
1.In legal separation the marriage is not defective; in annulment , the

marriage is defective.
2.In legal separation, the grounds arise after the marriage; in annulment, the
grounds must exist at the time of or before the marriage
3.In legal separation, the parties are still married to each other cannot
remarry. In annulment, the marriage is set aside and the parties can marry
again.
Cohabitation
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This refers to two people living together in as sexual relationship without
marriage.
Family – defines as two or more people who are committed to each other
and who share intimacy, resources, decision- making responsibilities, and
values.Consisting of two or more people related through blood, marriage,
adopted ,legal custody, or an ongoing sexual relationship who share a
common residence.
Article 149 of the Civil Code of the Philippines defines family as being the
foundation of the nation, a basic institution which public cherishes and
protects.
Kinds of Family
1.Nuclear Family – Basic or elementary family, usually consists of two parents

anfd their dependent children.
2.Extended Family - it consists of a nuclear family and those people related

to its members by blood ties .Extended family may either be conjugal family
which considers the spouses and thechildren important than unimportant
relativers or consanguineal family which considers the kin more important
than the spouse.
Qualities of Strong Families
Six major qualities that are commonly present in strong families
1.Commitment 4.Enjoyable
2.Appreciation and affection 5.Spiritual well-being
3.Positive communication 6.Ability to cope with stress and crisis
V.Assessment of Learning:
Answer the following:
1.What are the bases of kinship?
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2.What are the different degrees of kinship?
3.Give the meaning of the following and explain your idea in each number.
a..Patrilineal descent
b.Matrilineal descent
c.Bilateral descent
d.Patriachal
e.Matriachal
f.Equalitarian
g.Patrilocal
h.Matrilocal
i.Bilocal
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j.Neolocal
k.Avunlocal
4.What are the four basic forms of marriage.Explain each [ 5 points each ]
a.________________________________________________________________________
__________________________________________________________________________
b.________________________________________________________________________
__________________________________________________________________________
c.________________________________________________________________________
__________________________________________________________________________
d.________________________________________________________________________
__________________________________________________________________________
VI.References:

Edition
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MODULE 4
Module/Lesson Name: Understanding Culture, Society and Politics
Lesson 4 The Education, Religion Institutions and Health
XIII. Module Learning Competencies:
• Evaluate how functions of education affect the lives of people in society.

• Promote primary education as a human right
• Conduct participant observation [ e,g., attend, describe, and reflect on a
religious ritual of a different group; observe elections practices ]
• Recognized the practice of medical pluralism in light of cultural and
relativism.
XIV. Pre-test
Guide Questions:
I.On the space provided for you, name as many religions as you can from the
picture below.
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1-________________________________ 4._________________________________
2.________________________________ 5._________________________________
3.________________________________ 6._________________________________
A.Why do we need to know the different symbols of different religious group?
B.In your own perception, how do you define religion?
__________________________________________________________________________
__________________________________________________________________________
C.Why do we use symbol?
__________________________________________________________________________
__________________________________________________________________________
XV. Teaching Methods / Discussion of the topic
Education Institution
Our society today gives emphasis on the important of
education, most of the companies preferred to hire a college graduate which
indeed put a lot pressure to the government and to families.In the Philippines,
a family is willing to sacrifice their needs and wants just to send their children
to school.Education is regarded as a wealth to every family in every society.
The Beginning of Education
In the early society, there is no separate social institution called

education.When children are growing up ,it is the responsibility of the adults
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to teach them necessity of life.In a society of hunters, the fishermen the grown-
ups must teach them skills in fishing.People in the society who posses the skills
must teach the children how to survive.Education in this period is associated
with apprenticeship.When the society became industrialized and surplus
developed, countries like Arabia, China, North Africa and Greece developed
a separate institution where people can devote themselves to teaching.The
need of the workforces to know how to read, write and work accurately with
figures challenged the society and education.This time ,the development of
the 3R’s [ writing, reading and arithmetic ] answers the challenges in the
society.
Function of Education
1.The Functionalist Perspective - education performs a number of important

services that contribute to the operation and maintenance pf society.A
functionalist believes that when a part are working properly, each contribute
in the well- being or stability of the society.The positive things that people
intend their actions to accomplish are known as manifest function.
a.Socialization – as society becomes more technologically complex and

advanced,young people need to be informed,need to acquire new skills.And
in this situation, school plays a very important role in the socialization of the
youth.
b.Cultural Innovation – schools transmit cultural values and norms: examples

are civic classes.In the Philippines, subject like NSTP [ National Service Training
Program ] is integrated in the curriculum of the students in the college level.This
is to encourage the students to do community service and researches. In
some universities, they include in their curriculum community immersion to rural
areas.
c.Social Integration – schools help to forge a mass of people into a unified

whole.This is seen by sociogist as important since it tries to control hostility to
one another.The school uses language as a means of social
integration.establishing common language to encourage communication.
d.Social Placement - formal education helps young people to assume

culturally approved status and perform roles that contribute to the on going
life in the society.Students who posses the “ best and the brightest, “ will pursue
to advanced study while students who belong to the “ pedestrian abilities”
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are guided into the educational program and occupation suited to their
talents.Scool becomes a supporters of meritocracy linking social position to
personal merit
e.Latent Function – one function of the school that sometimes is not visible but
has an effect is the child care.The school becomes vital in relieving parental
duties in some child care.School does not only provide good friendship but
links for valuable career opportunities and resources.
2.Social Conflict Perspective – social conflict analysis links formal education to

social inequalities, schools develop people’s individual talents andskills, but
promote social inequalities based on sex, race, ethnicity and social class.
a.Hidden Curriculum – this refers to the attitude, values and unwritten rules of
behaviour that schools teach and develop among the studentsin addition to
the formal curriculum.This ideas and behaviour actually support social
stratification because schools have a unique way of teachings these
behaviour and ideas to students- it ideas are taught in the most subtle way.
b.Testing and Social Inequalities – when the Americans arrived in the

Philippines ,the first teachers were the soldiers and then the
Tomasites.Establishment of public schools made use of American text books
in teaching the school children.Students with low IQ test are sent to lerss
demanding courses which will lead them to low paying jobs in their adult life.It
is viewed that IQ test is another weapon which maintains the social class
structure across the generation.
c.Credential Society – is a society that requires a person to have a particular

diploma or degree as a condition for employment.A credential society, a
diploma and degree is an evidence for a person to prove that he/she can
perform some specialized occupational role.It is a society where people give
more importance to degree rather than skills and talent of a person.
3.Symbolic Interactionism Perspective
a.Labelling - is another form of inequality; students are being ranked

according to how competent and intelligent they become.In grade school,
teachers usually placetheir fast learners in the first row, the average learners
in the middle and the slow learners in the last row.This labelling can create a
serious significance to the learners; labelling a
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person may lead to self-fulfilling prophecy where people begin to conform to
the label attached to them.
b.Ability grouping -means clustering of people together into classes or track.
Formal and Non-formal Education
1.Formal education – is guided by a systematic ,organized educational

model, structured and administered based on a given set of laws ,rules,
norms, which offers content and methodology.Formal education institutions
are administratively, physically and curriculary organized thus it requires
students a number of days for attendance.It has a program which both
teachers and students must follow ,one of which is the assessments given to
students in order to advance to the next level or stage.
2.Non-formal education - does not require student attendance ,decrease in

the contact between student and teacher and most of the time, activities
take place outside an institution.Time is not controlled; it depends on the
working time and pace of the student.
Four Characteristics of Non-Formal Education:
1.Relevance to the needs of disadvantaged groups.
2.Concern with specific categories of person.
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3.A focus on clearly defined purposes
4.Flexibility in organization and methods.
Types of Non- formal Education
1.Correspondence course – participants are found in all age brackets and

economic-social classes. Activities are planned and structured based on the
preparation of the printed materials which are forwarded to students who are
physically away from the teachers’ supervision.Correspondence learning is an
individualized learning system that allows students to proceed at their own
pace, according to their interests.
2. Distance Learning – it based on non-contiguous communication which

means that the teacher and learner are far and without reach.This is different
from correspondence course because distance learning is wider and it
incorporates media other than print materials.
3.Open Learning System – defined as those which offer students flexible and
self-governing way to study the program of their choice when and where they
wish, and at a pace to suit their circumtances.
Ideal – Type Models of Formal and Non-Formal Education:
Formal Non-Formal
Purpos Long-term & Short-term &specific

es general credential non-credential -
-based based
Timing Long cycle / Short cycle /

preparatory / full- recurrent / part- time
time
Conten Standard/input Individualized/outpu

t centered t
academic
Centered practical
Entry/requirement
Clientele determine
s determine
entry
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clientele requirements
Deliver Institution- Environment –based

y based,isolated
Community, related
system from
Flexible learner-
Environment
centered
Rigidly structured
And resource saving
Teacher-centered
and
intensive
Control External/hierarchi Self-

cal governing/democra
tic
Alternative Learning System in the Philippines
In the Philippines, the government created the Alternative Learning System

[ ALS ]
The goal of this program is to give chances for the out-of-school-youth to finish
their school in their most convenient time.It is a parallel learning system that
provides a practical option to the existing formal instruction.When one does
not have or cannot access formal education in schools.The Governance Act
for Basic Education known as the Republic Act 9155 stipulates the
establishment of the Alternative Learning System [ ALS ] to provide out- of-
school children ,youth and adults population with basic education.ALS N on-
formal Education happens outside the classroom, community-based, usually
conducted at community learning centers, barangay multi-purpose hall.
Libraries or at home, managed by ALS learning facilitators, such as mobile
teachers, district ALS Coordinators, instructional managers at an agreed
schedule and venue between the learners and facilitators.
The following are some outcomes of education:
1.Productive citizenry - education in the 21st century should allow people to

learn, unlearn and relearn. One of the purposes of education is to create
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responsible, productive and socially contributing citizen.These are the people
who can earn for themselves and for their family and eventually help the
economy.
2.Self-actualization - What a man can be, he must be.This need we may call
self-actualization.It refers to the desire for self-fulfillment, namely to the
tendency for him to become actualized in what he is potentially.One reason
that a person cannot attain self-actualization is because of the hindrances
positioned by the society.For example, education can act to inhibit a
person’s potential [ though also of course it can promote personal growth ]
family and culture which act to condition and funnel an individual into a role
that is not fulfilling.
3.Human Rights Education [ HRE ] can be defined as education, training and

information aimed at building a universal culture of human rights through the
sharing of knowledge, imparting of skills and molding of attitudes to prompt
action directed at strengthening respect for human rights, fundamental
freedom, tolerance, equality and peace, among individuals, within societies
and among nations.
In the Philippines,according to the 1987 Constitution, Article XIV section 1:
The State shall protect and promote the right of all citizens to quality
education at all levels, and shall take appropriate steps to make such
education accessible to all.
On December 10, 1948 ,the Universal Declaration of Human Rights [ UDHR ]
Everyone has the right to education and that it should be free at least at
the primary level.Not only does everyone have the right to a free and
compulsory primary education, that education should focus on full human
development, strengthen respect for human rights , and promote
understanding, tolerance and friendship [ UDHR Article 26 ] It sets or
preference that is based on race, color, sex, language, religion, political or
other ,opinion, national or social origin, economic condition or birth.
Barriers to Education
These are some of the challenges that our education today is trying to
resolve by new programs assistance coming from the government.
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1.Poverty – os one reason why in developing countries many of the children
do not attend primary education.For parents who send their children to school
must consider the direct and indirect cost.Direct cost are primarily fees that
families pay to send their children to school.Indirect costs include the value of
children’s time and effort, typically measured as foregone earnings.Children
time is considered a cost because instead money for the family they have
spend time in school.
2.Gender inequality – is considered as barrier to education.Most of the time

girls are the victim of these inequality.Over time, girls’ education has
improved, but there are still countries where girls’ education continue to lag
behind boys in terms of completion of eduction and acquisition of basic skills
as literacy.
3.Infrastructure – a quality education includes spacious classroom, proper

ventilation, enough seats and books for the student, water for drinking and
comfort rooms.Classrooms and schools must ensure safe and comfort to the
students.A universal factor for out of school children in rural and densely
populated urban settings, particularly where internal migration is high ,in
remote areas, and for girls enteting who have started menstruating.
Education for All
The Education for All - is one of the programs of UNESCO regarding

primary education.A country’s vision of inclusive growth and development
entails investment in human capital, particularly through the provision of
quality basic education, competitive technical vocational skills training, and
relevant and responsive higher educations stated in the Philippine
Development Plan.
Overall Goals & Objectives of Philippine EFA 2015
1.Universal coverage of Out of School Youth [OSY ] and adults in the provision
of basib learning needs.
2.Universal school participation and elimination of drop outs and repetition in

first’s thre grades.
3.Universal completion of full cycle of basic education schooling with

satisfactory achievement levels by all at every grade or year.
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4.Total community commitment to attainment of basic education
competencies.
Larger Risks to the Nation
1.Language – education for all should enable everyone to speak in the

vernacular, Filipino and English.
2.National Identity – education should not only develop critical thinking, but
also enlarge horizons and inspire self-reflection and hope in every generation.
3.Social Capital – education for all builds social capital.It makes possible the
achievement of certain ends that would not otherwise be attainable in its
absence.
4.Cultural Practices – cultural values can be a highly productive component

of social capital, allowing communities and the whole country to efficiently
restrain opportunism and resolve problems of collective action such as
individual refusal to serve the public good.etc.
5.Individual Freedom – education for all is really about assuring the capacity
to fully exercise freedom by all.This plan includes provisions for a broad
strategy, funding, and monitoring and evaluation that will ensure the
implementation of the acceleration plan in the country.
Religion and Belief System
Religion is important in the formation of society ;it is the oldest human

institution , as old as the cave men thousand years ago.Religion as defined by
Giddens, : as a cultural system of commonly shared of ultimate meaning and
purpose by creating an idea of reality that is shared ,all –emcompassing
supernatural.”
The Sociological Perspective on Religion
1.Sociologist are more concerned with the people rather than the divine
aspect of religion.
2.Sociologists are concerned with how different religious institution and

organization function in the society.
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3.Sociologists believe that religion provides social stability.If a society practices
various religions, the society will experiencedestabilization and conflict.For
example, India has numerous religious practices, like Islam, Christianity,
Jainism, Buddism, Hinduism and many others.Because of this cases of
discrimination and hate crimes emerge in this country.
4.Sociologists explains religion in the light of social rather than the personal,
spiritual or psychological forces.
Function of Religion
1.Religion provides answers to questions like: purpose of life, why people suffer,
why people die, meaning of existence, existence of afterlife and the like.
2.Religion provides comfort and meaning to life suffering.
3.It promotes social solidarity.
4.It provides guidelines for everyday life.
5.Religion sets limit on people’s behaviour
6.Although religion is not campaigner of change, in some instances it leads

some changes in the society.One good example is the EDSA I in 1986.
Belief System
Belief system – is an organized way of trying to explain the wolrd arouns

us.It is something that distinguishes human beings and becomes an integral
part of sculture.Examples of these are the following:
1.Animism – has been a practice since ancient times.Accounts like the Bible
mentioned some instances that people believed in animism.People
worshiped “ the gods of gold and silver, bronze, iron, wood and
stone”.Animists offer sacrifices, prayes, dances or other forms of devotions to
these spirits in hope of blessing upon areas of life.
2.Monotheism – come from the Greek monos, which means one, and theos,
which means god.Thus monotheism is a belief in the existence of a single
god.Today some believe that the Mormons are a modern example of
monolatry [ recognition of the existence of many gods, but with the consistent
worship of only one deity ] because they teach the existence of many gods
of many worlds, yet worship only one of this planet.
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3Polytheism – refers to the belief in, or worship, multiple gods or deities.This
mode of belief is an extremely common form of religious expression.Typically
,polytheistic cultures include belief in many demonic and ghostly forces in
addition to the gods, and some supernatural beings will be malevolent, even
in monotheistic religions there can e in many demons, as in New Testament
Christianity.
Institutionalized Religious
Institutionalized religion – is viewed as a social institution in which belief

systems and rituals are analytically arranged and formally
established.Typically characterized by an official doctrine ,a hierarchical or
bureaucratic leadership structure, and a codification of rules and
practices.There are more than a hundred of religion in the world but Islam,
Christianity and Hinduism are the most embraced religion by the people.
1.Christianity – is the most wide spread religion in the world with 2.1 billion
followers which is almost1/3 of the population on earth.The pope is the highest
authority on earth.Christianity spread out because of colonization done by
the European countries to Africa, Asia and North and South America.
2.Islam – is the second largest and fastest growing religion in the world.There
are about 1.5 billion muslims in the world, and 25 m increase each year.Muslim
is the name for those who practice al-Islam, Arabic term which means
submission without reservation to God’s will.The principles of Islam are
believed to be revealed to Muhammad and are dictated to his followers in a
sacred book called Koran which means “ recitation”.
Islam spread rapidly after the death of Muhammad but all Muslims accept
and practice the Five Pillar of Islam.
a.Recognizing Allah as one God and Muhammad as God’s messenger
b.Ritual prayer
c.Giving alms to the poor
d.Fasting during Ramadan
e.Pilgrimage to Mecca
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And as non-Muslim one must understand that not all Muslims are Arabs
because most of the Muslims belong to North Africa and Western Asia.
3.Hinduism – is the oldest religion that dates back to 4,500 years ago.The
religion started in the Indus River Valley and for centuries Hinduism remains to
be dominant religion in India and Pakistan.Hinduism also spread outside India,
some followers can be found in Africa and Indonesia.Hindu beliefs and
practices vary from one society to another ,but all of them believe and follow
the dharma – a duty to act in connection with the traditional caste
system.Karma – a belief in the spiritual progress of the human soul.Nirvana – it
is the state of spiritual perfection.Hinduism is apowerful force in offering both
explanation and guidance to life.
Healthy and the Society
Health is a state of physical, mental and social well-being.It is the absence

of disease or pain but it does not mean that in the absence of disease, a
person is healthy.According to World Health Organization [ WHO ]. Better
health is central to human happiness and well –being.It also makes an
important contribution to economic progree, as healthy population live
longer they are more productive and happy.people are the wealth of the
nation, they are the drivers towards progress and development.To advance
in life and reap the advantages of this development, what we need is good
health.
Culture- Specific Syndrome and Illness
A culture- bound syndrome, culture –specific syndrome or folk illness is a

combination of psychiatric and somatic symptoms that are considered to be
a recognized disease only within a specific or tribe.The disease is not known
or believed in other society or tribe.
A Culture- Specific Syndrome is characterized by:
1.Classification as a disease in the culture
2.Widespread familiarity in the culture
3.Complete lack of familiarity or misunderstanding of the condition to people

in other cultures.
4.No objectively demonstrable biochemical or tissue abnormalities
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5.The condition is usually recognized and treated by the folk medicine of the
culture.
System of Diagnosis, Prevention and Healing
Philippine Folk Medicine
1.Albularyo – is referred to as general practitioner; he/she is knowledgeable in

most folkloric modalities and is very familiar with the use of medicinal
plant.His/her understanding is usually based in hand-me-down practices and
tradition.Method of healing is usually through prayers, bulong, orasyon, pulse-
taking and herbal plants.
2.Manghihilot – concentrates on methods and treatments applicable to

injuries, fractures and musculoskeltal.Hilot in the Philippines is a therapy
massage used in the ancient time. It is a therapeutic manipulation that has a
good effect on the viens, bones and muscles.This is different from the others
because it uses medicinal plants such as various herbs and banana leaves.
Bentosa cupping massage - is a healing method adapted from the Chinese

over 300 years ago.It is used to drain excess fluids anttoxins stimulate the
peripheral nervous system; bring blood flow to stagmant muscles and skin;
and loosen adhesion .connective tissue and stubborn knots in soft tissue.
Dagdagay – is a traditional Filipino foot massage that originates from the

Mountain Provinc.It is a therapeutic foot massage that uses sticks.This way of
massage helps the person to attain good blood circulation and to strengthen
its immune system.It is the reason why many old people in the Mountain
Province can still carry logs or can travel up to the next mountain.
3.Medico – is an albularyo but adopts western way of healing.He/she uses the

traditional way of healing and at the same time gives prescriptions of
medicines.But sometimes problem arises because these medicos do not have
a formal education in medicine.
4.Magtatawas- detects illness through a ritual called tawas. It is a popular

diagnostic ritual performed by most alternative healers that provide clues to
the nature and cause of the illness.
Western Way of Healing
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Western medicine is far from the traditional healing that we known in the
Philippines.It is the method of treatment which involves research through a
scientific process.It is the treatment of medical conditions with medication.by
doctors, nurses and other conventional healthcare providers.It differs from the
other eastern traditional medication since it relies more on industrially-
produced medications and has gone through a formal scientific process.
AlternativeMedication
Alternative medicine means any form of medicine not recognized and

practiced by the western medicine or conservative medicine as practiced by
a majority of doctors today.Alternative medicine exists in all cultures to some
degree and terms such as traditional medicine, indigenous medicine or folk
medicine etc.are used to describe such practices.These medicines date
hundred or even thousands of years defending on the country and culture.
These are some alternative medicines very popular today:
1.Acupressure – is similar to acupuncture but in here it is the use of finger to

treat ailments such as tension and stress, aches and pains menstrual cramps
,arthritis.
2.Acupuncture – is the use of fine needles inserted at specific points to

stimulate, disperse, and regulate the flow of vital energy, and restore a
healthy energy balance.
3.Aromatherapy – is the use of “essential oils”distilled from plants

.Aromatherapy treats emotional disorders such as stress and anxiety as well as
a wide range of other ailments.Oils are massaged into the skin in diluted form
, inhaled ,or placed in baths.
Health is a human right imbedded in every individual in the society.According

to the General Comment, the right to health contains four elements.
1.Availability – a sufficient quantity of functioning public health and health

care facilities, goods and services, as well as programs.
2.Accessibility – health facilities, goods and services accessible to everyone.
Accessibility has four overlapping dimensions:
a.non-discrimination
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b.physical accessibility
c.economical accessibility [ affordability ]
d.information accessibility
3.Acceptability – all health facilities, goods and services must be respectful of

medical ethics and culturally appropriate as well as sensitive to gender and
life –cycle requirements.
4.Quality – health facilities, goods and services must be scientifically and

medically appropriate and of good quality.
What are the key aspects of the Right to Health?
1.The right to health is an inclusive right and it includes the following:
a.Safe drinking water and adequate santation
b.Safe food
c.Adequate nutrition and housing
d.Healthy working and environmental conditions
e.Health-related education and information
f.Gender equality
2.The right to health contains freedoms.These freedoms include the right to be

free from non-consensual medical treatment, such as medical experiments
and research or forced sterilization and to be free from torture and other cruel,
inhuman or degrading treatment or punishment.
The right to health contains entitlements like:
a.The right to a system of health protection
b.The right to prevention, treatment and control of diseases
c.Access to essential medicines
3.Health services, goods and facilities must be provided to all without any
discrimination.
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4.All services ,goods and facilities must be available, accessible, acceptable
and of good quality.
Worksheet No.1
I.Read the questions below and look for the answers on the box below.Write
your answer on the space provided for you.
A.Formal Education F.Non-Formal Education K..Social

Conflict Perspective
B.Virtual Destruction G.Greece L.Ability

Grouping
C.Education H.Apprenticeship M.Distance

Learning
D.Dark Ages I.Education Act of 1901 N.Corresponding

Course
E.Industrial Period J.Functionalist Perspective O.Symbolic

Interactionism
______1.Formal instruction is given under the direction of trained teachers
______2.It is institution where an individual obtain knowledge and skills, learn

cultural and norms and values
______3.People in the society who possessed the skills must teach the children
on how to survive.
______4.Education is exclusively for the monks
______5.Science and philosophy only to upper class boys
______6.It means for the development of the 3R’s
______7.It is the eradication of tribal religion, political and economic system
______8.A law which support the foundation of education in the Philippines.
______9.It believes that when a society are working properly, each contribute
in the well-being or stability of the society.
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______10.Link formal education to social inequalities.
______11.It means clustering of people together into classes or track
______12.Guided by a systematic and organized educational model.
______13.It does not require student attendance, decrease contact between

student and teacher.
______14.Activities are planned and structured based on the preparation of

the printed materials.
______15.It is based on non-contiguous communication
II.Identification.Write your answer on the space provided for .
____________________1.It is a cultural system of commonly shared beliefs and

rituals that provide a sense of ultimate meaning and purpose.
____________________2.He/she is mediator between the world and the gods

and goddesses.
____________________3.They gave the freedom to choose religion among the

Filipinos during their colonization.
____________________4.It recognizes the liberty and equality of all the

separation of the Church and state
____________________5.This religion started in the Indus River Valley and for

centuries it remains to be the dominant religion in India and Pakistan
___________________6.The second largest and fastest growing religion in the

world.
___________________7.At first this religion was regarded as sect which is

different from the religious practices of the Jews and the Romans
___________________8.It is a social institution in which belief systems and rituals

are analytically arranged and formally established.
___________________9.It refers to belief in, or or worship of, multiple gods or

deities this mode of belief is an extremely common form of religious expression
___________________10.It refers to belief in the existence of a single god.
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___________________11.It is a belief of the people that objects had spirits which
could help or harm the people.
___________________12.He believed that religion represents human

selfalienation because people accepted inequalities and injustices because
of a promise of better life after death
___________________13.He wrote the book Protestant Ethjc, he defined

protestant ethic as process of life- which is based on discipline, thrift and a
desire to carry out God’s will on earth –work is a device to change.
___________________14.He believes that the sacred lies at the heart of the

society as people develop religious belief they celebrate the awesome power
of their society.
__________________15.It is the oldest human institution.
C.Explain each religion into one paragraph on a separate worksheet:
XVI. References:
Edition
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SENIOR HIGH SCHOOL
PHYSICAL EDUCATION 11
JEZANIAH JOY B. PEREZ

Email address: jezaniah.perez@stjude.edu.ph
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TABLE OF CONTENTS
FIRST QUARTER
LESSON 1: EXERCISE FOR FITNESS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265

Aerobic Exercises
Anaerobic Exercises
Flexibility
LESSON 2: HOW TO ACHIEVE HEALTH-RELATED FITNESS . . . . . . . . . . . . . 269
Muscular Strength
Muscular Endurance
Flexibility
Cardiorespiratory Endurance
Body Composition
LESSON 3: LET’S BE HEALTHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273
Eating Habits, Sleep, and Stress Management
LESSON 4: NUTRITIONAL GUIDELINES FOR ADOLESCENTS. . . . . . . . . . . 277
Six types of Nutrients found in Foods
Food Guide Pyramid
SECOND QUARTER
LESSON 5: HOW TO TEST ONE’S LEVEL OF FITNESS . . . . . . . . . . . . . . . . . 280

Muscular Strength and Muscular Endurance
Cardiorespiratory Endurance
Flexibility; Health Fitness Zones
LESSON 6: SETTING FITT GOALS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285
Components of Exercise
Keeping a Fitness Log
Components of Skill- Related Fitness
Principles of Conditioning
LESSON 7: PHILIPPINE PHYSICAL ACTIVITY PYRAMID. . . . . . . . . . . . . . . 289
Understanding the Philippine Physical Activity Pyramid
LESSON 8: PERSONAL SAFETY STRANDARDS . . . . . . . . . . . . . . . . . . . . . . 392
Warm-up and Cool-down Exercises
Body Conditions during Moderate to Vigorous Physical Activities
Proper Use of Equipment and Facilities
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Module Learning Competencies
✓ distinguishes aerobic from muscle-and bone strengthening activities

;
✓ explains how to optimize the energy systems for safe and improved
performance;
✓ relates health behaviours (eating habits, sleep and stress
management) to health risks factors and physical activity
assessment performance ;
✓ differentiates types of eating (fuelling for performance, emotional
eating, social eating, eating while watching tv or sports events) ;
✓ recognizes the role of physical activity assessments in managing
one’s stress;
✓ self-assesses health-related fitness (hrf). status, barriers to physical
activity assessment participation and one’s diet;
✓ sets frequency intensity time type (fitt) goals based on training
principles to achieve and/or maintain health-related fitness (hrf);
✓ engages in moderate to vigorous physical activities (mvpas) for at
least 60 minutes most days of the week in a variety of settings in-
and out-of school;
✓ analyses physiological indicators such as heart rate, rate of
perceived exertion and pacing associated with mvpas to monitor
and/or adjust participation or effort;
✓ observes personal safety protocol to avoid dehydration,
overexertion, hypo- and hyperthermia during mvpa participation;
✓ identifies school and community resources in case of an injury or
emergency
✓ demonstrates proper etiquette and safety in the use of facilities
and equipment;
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LESSON 1 EXERCISE FOR FITNESS
Objectives:
At the end of the lesson, the students should be able to:
1. Distinguish aerobic from muscle and bone-strengthening activities
2. Discuss the health benefits in participating in different aerobic, anaerobic,
and flexibility exercise
3. Explain how to optomize the energy systems for safe and improved
performance
Types of Fitness Exercises

There are three types of exercises that can help maintain or improve one’s
physical fitness:
a. Aerobic Exercises
b. Anaerobic Exercises
c. Flexibility Exercises
AEROBIC EXCERCISES is a system of

physical condition involving exercises that
are strenuously performed so as to cause
marked temporary increase in respiratory
and heart rate. Aerobic exercise refer to
how your body uses oxygen to sufficiently
meet energy demands during exercise.
Aerobic exercise improves your cardiorespiratory endurance. It strengthens

your heart and lungs and trains your cardiovascular system to manage and
deliver oxygen more quickly and efficiently throughout your body
Benefits of Aerobic Exercises
Regular exercises can bring about positive health benefits. In addition to

stregthening of the cardiovascular system, the following benefits can also
be achieved:
1. Improve circulation and help the body use oxygen better.

2. Increase the number of red blood cells in the body.
3. Increase energy, stamina, and mental health.
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4. Develope endurance, which means that one can work out longer
without experiencing fatigue.
5. Help reduce the risk of developing heart diseases and other
ailments.
6. Helps reduce body fat for weight loss.
7. Help reduce stress, tension, anxiety, and depression.
Types of Aerobic Activities
There are two types of aerobic activities: (1) the moderate-intensity
aerobics, and (2) the vigorous-intensity aerobics. Find out which aerobic
activity will suit your personality and interest.
1. Moderate-intensity Aerobics
Even simple house chores may be considered as moderate-
intensity aerobics. Examples are sweeping, moving a forniture,
pushing a vacuum cleaner or a lawn mower.
Other activities of this type also include active recreation or
outdoor activities like brick walking, biking, running, jogging,
skatebording, skating, and even hiking and mountain climbing.
2. Vigorous- Intensity Aerobics

Your heart will beat much faster, and breathing will be much
harder than normal when you participate in this type of activities.
Examples of vigorous-intensity aerobics activities are (a) Active
Games that involve running and chasing, such as flag football,
distance running, and jumping rope; (b) sports such as soccer,
basketball, and tennis; (c) vigorous dancing, and (d) martial arts
such as arnis, teakwondo, and karate-do.
ANAEROBIC EXERCISE are exercises that
are done quickly for short periods of
time. It usually involves pushing against
a source of resistance to increase
strength. Doing this kind of exercise can
improve your muscular strength and
muscular endurance.
Example of activities that use

strength is short bursts are push-up, pull-ups, weight lifting, and sprinting.
Even simple exertions, like carrying heavy boxes or bags of groceries are
forms or anaerobic activities that can build your mascular strength.
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Benefits of Anaerobics Exercises
Anaerobic exercise, when properly performed, can provide the

following functions:
1. Increase bone and muscle strength

2. Improve endurance and joint functions
3. Reduce the risks of injuries due to weak muscles
4. Improve cardiac functions
5. Enchance “good” HDL-cholesterol
6. Help maintain lean body mass which is important for persons
wishing to lose weight
7. Minimize the risk of osteoporosis
8. Develop coordination and balance
FLEXIBILITY EXERCISE involve
stretching activities that improve the
range of your muscles and joints. It
makes your muscles more flexible.
These exercise enable you to reach,
bend, and turn better.
Stretching exercises include toe

touching, side stretching, and sit and
reach. Other physical activities which are great in developing your flexibility
are yoga, martial arts, rhythmic activites, and gymnastics.
References
• Health and Physical Education ( for fitness and wellness) –Henry G.

Gadiano
• https://depedligaocity.net/PE11LM.pdf
Name: __________________________________ Date:________________

Strand: __________________________________ Grade 11
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Assessment
A. Identify the following exercises whether they are aerobics(AE),

anaerobic(ANA), or flexibility exercises(FLE).
_______1. Weight Lifting _______6. Pull-ups
_______2. Dance _______7.Gymnastics
_______3. Baseball _______8.Mountain Climbing
_______4. Biking _______9.Jumping Rope
_______5. Sprinting _______10.Pushing a lawn mower
B. Answer the following questions.

1. What are the three types of exercise? Explain how each types is
undertaken.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________________________________
2. Give the benefits that can be derived from these types of exercise.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________________________
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LESSON 2 HOW TO ACHIEVE HEALTH-RELATED FITNESS
Objectives:
1. Describe the five components of physical fitness
2. Explain how one can achieve one of the five components of physical
fitness
Component of Physical Fitness

Physical fitness is the ability to execute
everyday task without getting short of breath,
tired, or sore. It is the capacity of the heart,
lungs, muscles, and joints to perform well.
There are five component of physical

fitness. You can learn to omprove all of the
following areas.
A. Muscular Strength is the amount of force

that muscles employ when they are used. You
need to have strong muscles to support your bones and joints. Muscular strength
can translate into the capacity of lift, push, kick, and throw with power.
B. Muscular Endurance is the ability to use a group of muscles for a long
period of time with out getting tired easily. You need muscular endurance when
you ride a bicycle up and down a hilly track. Pedaling without stopping requires
muscular endurance.
C. Flexibility is the ability to bend, twist, reach and move the joints easily. You
utilize flexibility when you strike a tennis ball or touch your toes while being
seated.
D. Carodiorespiratory Endurance refers to the ability to perform activities
that need increased oxygen for a period of time. There are many physical
activities that can improve your cardiorespiratory endurance. Running, walking,
biking, and swimming are examples of activities you can engage in.
Take note of the following terms in connection with cardiorespiratory
endurance.
✓Heart Rate refers to the number of times your heart beats per minute.
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✓Resting Heart Rate (RHR) refers to your
You can use RHR and
heart rate when you are resting or not
recovery time to gauge your
doing any physical activity. cardiorepiratory endurance.
✓Recovery Time refers to how long it
takes your heart rate to return to RHR after engaging in physical activity.
Heart Rate Monitoring
One technique to see how hard you are exercising is by monitoring your
heart rate. Try checking your heart rate before, during, and after an exercise. To
know your heart beat:
1. Press your index and middle fingers on your neck or wrist.

2. Count your heartbeats for 10 seconds.
3. Multiply it by 6 to find your heart rate.
You need to work out within your target heart rate zone to improve your
fitness. The target heart rate zone is 60% for the lower limit and 85% for the upper
limit of your maximum heart rate.
The maximum heart rate is the greatest number of times your heart beats per
minute while exercising. To get your maximum heart rate, subtract your age from
220 (beats per minute).
Study the following equations in estimating the target heart rate zone of
a 15 year old student.
A. MHR = 220 - age

60% of MHR = MHR x 0.6
85% of MHR = MHR x 0.85
B. MHR = 220 – 15 = 205
60% of MHR = 205 x 0.6 = 123
85% of MHR = 205 x 0.85 = 174.25
So, a 15 year old student’s target heart rate zone is between 123 and 174
beats per minute.
E. Body Composition the fifth component of fitness, compares the weight

of your body fat to the weight of your muscles, bones, and organs. A healthful
body composition has a high ratio of lean tissue to fat tissue in the body. Good
body composition can make the joints move efficiently. It also makes the heart
and lungs work efficiently during physical activity.
Good Body Composition
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Body Composition is the proportion of fat tissues to the lean tissues in the
body. Some health profesionals use a standard called the Body Mass Index (BMI)
to determine if a person’s weight is healthful.
Study the example below in determining the BMI of a person who is 5 feet
7 inches tall and weighs 140 pound.
First: Multiply the weight by 703

140 x 703 = 98420
Second: Multiply height in inches squared

5 feet, 7 inches = 67 x 67 = 4489
Third: Divide weight by height BMI Ranges

98420 ÷ 4489 = 21-22 = Healthiest
BMI =140 x 703 ÷ 672 = 21.92 25+ = Overweight
BMI = 21.92 30+ = Obese
Figure Out Body Types
1. Ectomorph – having a thin and lean body build

2. Mesomorph – having a muscular and sturdy body build
3. Endomorph- having a round and heavy body build
Persons of each body type can attain a healthful weight and image. A
person’s weight depends on his/ her lifestyle choices.
If you are unsure of your body types, you can figure it our by taking a
measurement of your wrist.
1. Small Build- if your wrist measures under 14 cm (5.5 inches)

2. Medium Build- if your wrist measures 15 cm (6 inches)
3. Large Build- if your wrist measures 17cm (6.5 inches)
References

Gadiano
Name: __________________________________ Date:________________
Strand: __________________________________ Grade 11
•
Assessment
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Acitivity 1
Direction: Identify the components of health- related fitness that you use in
tha following activities.
_____________1. Twisting you body
_____________2. Lifting weights several times
_____________3. Moving a fruniture
_____________4. Lifting boxes
_____________5. Touching your toes while standing up
_____________6. Carrying heavy luggage
_____________7. Pushing a grocery cart
_____________8. Reaching for something
_____________9. Participating in an aerobics class
_____________10. Riding a bicycle up and down a hilly tack
Acitivity 2
Answer the following questions
1. What is a healthful body composition?
________________________________________________________________________
________________________________________________________________________
_____________________________________
2. How can you maintain a healthful weight?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________
3. Determine your Body Mass Inder (BMI). Use the formula indicated in the
lesson. What does your BMI indicated about yout weight?
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LESSON 3 LET’S BE HEALTHY
Objectives:
3. Enumerate the effects of bad health habits
4. Enumerate and explain best practices in maintaining good health habits
5. Write a persuasive essay about maintaining healthy habits
Pre-test
Directions: Describe the person in the picture below. Use the space
provided for their thoughts. What may have caused the person to be
that way?
Many of us try to live a healthy lifestyle. We do various things to become

fit and to achieve our desired physique — oftentimes without first knowing and
understanding the consequences. Our health becomes at risk and prone to
different risks that can affect our capacity to do daily physical activity. We
need to realize that there are some common health practices — particularly
when dealing with stress— that need to be corrected right away, especially
among the young ones. Some stress- coping measures affect or show in a
person’s eating or sleeping habits.
Eating Habits, Sleep, and Stress Management

Eating Habits
We can always eat the food that we want. There is nothing wrong with
eating. It only goes wrong if we consume less or more than what our body
needs; also when we eat unhealthy food. This can lead to being underweight,
overweight, or even obese. It is alarming to see that many are suffering from
malnutrition, overweight, and obesity.
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Underweight people are often found to suffer from malnutrition due to lack
of adequate nutrients in the body. Many of them do not get the right amount
of calories to fuel their bodies thus, they tend to lack the energy to do regular
tasks at home, school, and work. Their immune system also gets weak and
compromised, making them prone to health risk issues such as anemia and
osteoporosis.
Anorexia nervosa is an eating disorder wherein a person is abnormally underweight, has an

intense fear of gaining, and an abnormal understanding of body weight, often due to coping with
emotional problems stemming from self-worth.
People with anorexia use extreme efforts to prevent weight gain and keep on losing weight by
restricting food intake, exercising excessively, or misusing diet aids, diuretics, and laxatives.
These tend to significantly interfere with activities in their lives.
(http://www.mayoclinic.org/diseases-conditions/anorexia/home/ovc-20179508)
Overeating is also found to be one of the leading causes of overweight

and obesity. Eating too much, especially processed food and sugary drinks,
coupled with a sedentary lifestyle contribute significantly to weight gain.
Overweight and obese people often encounter a lot of physical and

emotional struggles in their daily lives. They often have a hard time doing simple
tasks such as tying their shoelaces or walking up a short flight of stairs.
Sleep Management
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Sleep is essential to everyone’s
health. Normally, we need about 6 to 8
hours of night sleep everyday to allow
the body to rest and regenerate. When
we wake up in the morning after a good
night’s sleep, we feel fresh and
energetic. We become effective and
productive in our daily activities.
However, a lot of people, in particular
teens, practice bad sleeping habits such as the following:
3. Staying up all night - This is the most common bad sleeping habit of
most people. In order to submit a project, a paper, or some other work at the
last minute, they cram to finish it, staying up all night until they are done.
Some people just spend the night reading or doing other stuff that they just
do not want to postpone for another time.
4. Internet Addiction - Social media is

massively addictive. Many people would
spend a lot of their time browsing social
media sites such as Facebook and YouTube.
They are awake all night to converse and play
with their friends and forgo sleeping on time.
This results in tiredness and unproductiveness in
work, in school, and even at home.
5. Eating Before Sleeping - Eating could be one of the things we do that

give us comfort—but should be discouraged just before bedtime. Eating
before sleeping can cause discomfort preventing us from falling asleep easily.
When we eat too close to our bedtime, it means that we go to our bed while
digesting. This can cause acid reflux which makes a person lose sleep. It is best
to eat 4 hours before falling asleep so we can be sure that our digestive system
has done its job.
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Stress Management
We need to deal with the fact that stress is part of our
lives. Stress happens for many reasons –
environmental factors, fatigue, too much work, illness,
and loneliness. It is inevitable; hence, needs to be
handled properly. Handling stress seems to be tough
to do but we need to learn how to cope with it the
right way. If not properly dealt with, it can lead to
many health concerns—difficulties in sleeping, poor
immunity, hypertension, and even heart disease. One
may also perform poorly in physical activities because of stress. However, while
some may be able to deal with stress, others may not and resort to ineffective—
or worst, unhealthy—means of dealing with stress.
Examples of such means that can be detrimental to health are the

following:
1. Smoking
2. Bad Eating Habits – Skipping meals and/or overeating
3. Excessive alcohol intake
4. Excessive sleeping
5. Procrastinating – Trying to hide and escape the problem
using delaying tactics rather than facing the problem
References
Name: __________________________________ Date:________________
Strand: __________________________________ Grade 11
Assessment
Directions: Imagine that you are a writer in a Health Magazine.
Write a persuasive essay that talks about health awareness. Emphasize
on article the bad health habits and ways to change them.
_____________________________________
Title
____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________
LESSON 4 NUTRITIONAL GUIDELINES FOR ADOLESCENTS
Objectives:
1. Explain the need to select food, based on the nutritional needs during
adolescence
2. Follow the Food Guide Pyramid for adolescencents and nutritional
guidelines for Filipinos in choosing foods to eat.
Six Types of Nutrients Found in Foods
A healthy, well balanced diet is important for the whole body. As you enter
adolescence, your body changes rapidly. In this case you will need more servings
for each food group than do younger children or older adults.
The following are the six types of nutrients found in foods. Each product certain
substances that your body needs.
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1. Proteiens are essential nutrients needed for the continuous growth and
repair of body tissues. They help make up muscles, organs, and other cells.
They can be obtained from meats, fish, eggs, milk, cheese, nuts, peas,
beans, lentils, and other legumes.
2. Carbohydrates are the body’s main source of heat and energy. They also
suply the necessart roughage that assist in digestion. Thay can be obtained
from both starch and sugar sources. Starch sources are cereals, breads, rice,
potatoes, and pasta. Sugar sources are fruits, vegetables, honey, and syrup.
3. Fats provide another sources of heat and energy and help the body store
vitamins. They are found in meats, butter, cream, cheese, margarine, and
other vegestable oils.
4. Vitamins are essential to many different bodily functions. They help the body
use carbohydrates, proteins, and fats.
• Vitamin A is for growth, good eyesight, and healthy skin.
• Vitamin B is good for building resistance to infection, healing,
developing healthy gums, and providing good blood circulation.
• Vitamin D is needed by the body for developing healthy bones and
teeth.
• Vitamin E is neede for the diffenrent functions of the nerves and
muscles.
• Vitamin K promotes blood clotting by increasing the prothrombin
content on the blood.
5. Minerals are nutrient that are needed in many body processes.
• Calcium
• Iron
• Zinc
• Potassium
• Selenium
6. Water is a nutrient that serves many purposes. It is needed for the building
and repair of body tissues. It makes up blood and other body fluids, helps
digest food, regulates the body temperature, assists in the efficient
elimination of wastes, and cushions joints and the spiral cord.
The Food Guide Pyramid
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The Food and Nutrition Research Institute (FNRI) of the Department of
Science and Technology (DOST) has design a daily nutritional guide for filipinos
of all ages. Below is the foof guide pyramis designed by FNRI for Filipino
Adolescents.
The food guide

pyramid shows how
many servings do you
need to eat from
each food group
every day.
References
• Health and Physical
Education ( for fitness and wellness) –Henry G. Gadiano
• Food and Nutrition Research Institute- Department of Science and
Technology
Name: __________________________________ Date:________________
Strand: __________________________________ Grade 11
Assessment
Direction: Create a poster that encorages everybody to be

healthy by following the Food Guide Pyramid.
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LESSON 5 HOW TO TEST ONE’S LEVEL OF FITNESS
Objectives:
1. Self-assess health-related fitness statues, barries to physical activity
participation, and one’s diet.
2. Set fitness taining goals based on training principles to achieve and maintin
health-related fitness
The following are simple tests for each area of fitness. Before taking the tests,
you should know the correct precedure for each test.
Fitness Testing
A. For muscular strength and muscular endurance
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1. Pull-ups- to measure the strength and endurance of upper body
muscles.
Material – Horizontal bar
Procedure
1. Reach up to grab the horizontal bar
with understand or overhand grip.
2. Hang from the bar with arms fully
extended. Feet should not touch the
floor.
3. Raise tour body so that your chin

clears above the bar.
4. Finish each pull-up by lowering your
body to the starting position.
Avoid kicking, bending your legs,

or swaying your body during a
pull-up.
2. Curl-ups – to measure abdominal stength and endurance.

Material- Mat, stopwatch or ordinary watch.
Procedure
1. Sit with flex or bend legs together.
2. Cross arms and place hands on opposite shoulders.
3. On a given signal, lie back to touch shoulders to the floor; and then,
raise trunks to touch thighs with elbows.
4. Work in pairs, each taking turns in holding the feet of the other and
counting each successful curl-ups.
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Developing your muscular strength and endurance is important. Doing pull-ups
and curl- ups will improve the ability of your muscles to work repeatedly without
getting tired easily.
B. For Cardiorespiratory Endurance
Endurance Run/ Walk (one
mile run/walk) – to measure
speed and cardiorespiratory
endurance. To cover a mile as
quickly as possible.
Material- Stopwatch, a
track with a distance of
more than 1 mile.
Procedure
1. Runner starts from the starting line.
2. Timer stands at the finish line.
3. At a given signal, runner runs to the finish line.
C. For Flexibility
V-sit Reachi/ Sit and Reach- to measure the flexibility of the lower back and
calf muscles.
Material- Tape measure placed on the floor for V-sit Reach a special box
for sit and reach.
Procedure
1. Sit straight with the back
against the wall.
2. Spread feet 8 to 12 inches
apart.
3. Put fingers of one hand on
top of the other.
4. Slowly reach forward as fas as possible along a measuring line.
Healthy Fitness Zones

The table below shows the fitness zones for your age group. Try to meet the
following standards for healthy physical fitness.
Healthy Fitness Zones for Ages 14 to 16

Activity 14 yrs old 15 yrs old 16 yrs old
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Pull-ups Boy 2-5 3-7 4-8
(no.of time) Girls 1-2 1-2 1-2
Curl- ups Boy 24 - 45 24 - 47 25 - 48
(no.of times) Girls 18 - 32 18 - 35 18 - 35
Sit and Reach Boy 8 8 8
(in inches) Girls 10 12 12
1-mile run Boy 9:30 - 7:00 9:00 - 7:00 9:00 - 7:00
(in minutes
and seconds) Girls 11:00 - 8:30 10:30 - 8:00 10:30 - 8:00
References
Gadiano
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Name: __________________________________ Date:________________
Strand: _________________________ ________ Grade 11
Assessment
How can you improve your physical fitness?
Direction: Make a personal plan to improve the following areas of your

body to stay in shape.
a. Upper Body Stryength
b. Lower Body Strength
c. Flexibility
d. Cardiorespiratory Endurance
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LESSON 6 SETTING FITT GOALS
Objectives:
3. Set FITT goals based on training principles to achieve and/ or maintain
health-related fitness
4. Analyze physiological indicatiors such as heart rate, rate of perceived
exertion, and pacing assiciated with moderate to vigorous physical
activities (MVPAs) to monitor and/or adjust participation or effort
Components of Exercise
Improving fitness is an
important goal for achieving
optimum health. If carefully
planned, performed,
monitored, and evaluated,
positive health–related
outcomes will be achieved
and that reduces their risks to
acquiring health problems.
To maximize the results of a

physical fitness program there is a need to be acquainted with the Principles
of Exercise and appropriate modification of the FITT— Frequency, Intensity,
Type, and Time.
1. Frequency refers to how often you excercise. Your fitness will improve
greatly if you exercise more often.
2. Intensity refers to how hard you exercise. Your strength will improve if you
exercise harder. Intensity improves your endurance too.
3. Type refers to the form or mode of your excercise. It implies that specific
physical activity improves particular components of your fitness. This
component if exercise is called specificity of exercise.
When we say specificity of exercise, it refers to the particular exercise that
you need to do to improve a particular part of fitness or a specific skill.
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4. Time refers to how long you exercise. It denotes the duration you spend in
executing an exercise program. Your fitness will improve if you spend more
time exercising.
Keeping a Fitness Log
It is good idea to keep a fitness log. It can help you monitor your progress
when exercising. Having a fitness log is like keeping a diary or a journal. You can
include information about the activities that you have done, and how you have
done, and how you felt during the workout.
Example of a fitness log
Curl- ups Log
October 10
Made 20 successful curl-ups in one minute. I’m still having trouble

rising and touching my thighs with my elbow, but I’m improving.
October 11
October 12
Components of Skill-related Fitness
Skill- related fitness focuses on skills that enhance your performance in

physical activities, athletic routines, or sports events.
The six basic components of sports skills are as follows.

1. Speed is the ability of the body to perform quickly. Sprinters and
cyclists need speed for racing.
2. Power is the ability to move the body parts swiftly while applying
force; or the result of strength and force combined. Power helps you
to hit a home run.
3. Reaction Time means how quickly you react or respond to
something. A good reaction time helps you play sports like table
tennis.
4. Coordination refers to the ability to use the body parts and senses
together to do tasks accurately.
5. Balance is the ability to stay steady. When you walk on a balance
beam, you use balance.
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6. Agility is the ability of the body to change position and/or directing
in space with quickness and accuracy of movements.
Principles of Conditioning
An exercise that
enhances fitness for sports is
called conditioning.
Conditioning enables your
body to adjust to regular
exercise by becoming more fit.
Through conditioning
exercises, your muscles will
become stronger, your
endurance will get better, and
your heart and lungs will
become more efficient.
You need to work hard when conditioning in order for your fitness to
improve. When conditioning, keep in mind the following principles: Overload,
Progression, and Specificity.
• Overload means exercising your body more than you normally do to

improve your fitness. By exercising harder, longer, or more than usual,
your fitness will improve. Keep in mind to increase overload gradually for
you to improve and to avoid injury.
• Progression is the gradual increase of overload over time. This

conditioning principle keeps you from exercising too much too soon. You
can attain your fitness gradually.
• Specificity refers to the idea that the kind of exercise you do affects the
improvement of your fitness. You need to do the proper exercise if you
want to improve a particular part of fitness or a specific skill. For example,
weight lifting improves your strength.
References
Gadiano
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Name: __________________________________ Date:________________
Strand: _________________________ ________ Grade 11
Assessment
Direction: Read the following situation. Then, answer the quation

afterward. Minimum of 200 words.
Kyle believed that he isn’t doing well at footcall as he wants him

to be. If kyle wants to run faster and longer during football
games, how can he design a FITT program for himself?
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LESSON 7 PHILIPPINE PHYSICAL ACTIVITY PYRAMID
Objectives:
1. Decribe the Philippine Physical Activity Pyramid
2. State the importance of engaging in physical activity to one’s fitness and
health
3. Assess one’s participation and enjoying in physicial activities
Analyzing tha Philippine Physical Activity Pyramid

The Philippine Physical Activity Pyramid works similarly to the Food Guide
Pyramid. The bottom of the Pyramid indicate the activities that must be done
everyday. These include day-to-day activities, such as walking, stretching, and
doing household chores. The activities at the top, are those that must be done
minimally because thay do not provide physical activity that promote good
health. These include watching televesion while being seated or laid on a
couch, playing computer games, and using mobile phone most of the day.
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The Philippin Physical Activity Pyramid is based on the Filipino Activity Guide
Pyramid conceptualized by the Philippine Associated for the Study of
Overweight and Obesity (PASOO). According to the association, good health
results from proper nutrition and regular physical activity.
It must be noted that the Philippin Physical Activity Pyramid is designed not
only for losing weight. It is recommended also for thin and slim individuals who
musht engage in physical activities in order to be physically fit and healthy.
Being physically active makes you fit and strong. Engaging in physical
activities is beneficial for your health and overall well-being.
References
Gadiano
• https://obesity.org.ph/wp-content/uploads/2018/08/projects2-
1024x767.jpg
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Name: __________________________________ Date:________________
Strand: _________________________ ________ Grade 11
Assessment
Direction: Fill up the pyramid with the activities that you do habitually,
regularly, often, and minimally
Which level are you able to fill with the most activities you are familiar with and
interests in?
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LESSON 8 PERSONAL SAFETY STRANDARDS
Objectives:
1. Observe personal safety protocol to avoid dehydration, overexertion,
heatstroke and hypothermia during moderate to vigorous physical activity
participation
2. Display initiative, reponsibility, and leadership in fitness activities
3. Realize one’s potential for health and fitness related career opportunities
Warm-Up and Cool-Down Exercise

There are important things to consider whenever you participate in any
physical activity.
A. Warm-up Exercises
One factor that must be emphasized is the need for a warm-up before
participating in any activity. A warm-up is any activity that prepares your
muscles, joints, and your entire body system for strenuous activity. warm-up
exercises help to prepare your body mentally and physically in different
activities.
B. Cool-Down Exercises
In order to prevent injuries during physical activity, it is important to start
and finish properly. You also nee to be cool-down activities after you
exercise. A cool-down is a period of three to five minutes of activities with
lesser intensity. A cool-down helps your body return to normal state resting
rate.
Your Body Conditions During Moderate to Vigorous Physical

Activities
Your body may experience different feelings or conditions while you are
engaging in moderate to vigorous activities. Take note of there body
conditions.
Dehydration
This refers to excessive loss of water from the body, usually through
perspiration or sweating, urination, or evaporation.
During participation in physical activities, the body regulates its

temperature depending on the intensity of the activity. During moderate to
vigorous physical activities, the body perspires or sweats and you get thirsty.
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Sweating- on a normal day, the body loses about 2.5 liters of water
from the lungs and skin, from urine and feces, and from perspiration. The
body must replace this through proper hydration. To offset fluid losses, it is
suggested that 150 to 250ml of fluid should be taken every 15 minutes.
Thirst- is a sensation of dryness in the mouth and throat

associated with a desire for liquids. Maintaining water balance is an
important consideration during exercise. Physical activity results in
increased heat production, and evaporation of sweat from the skin
allows the body to dissipate this heat and maintain a normal body
temperature. The amount of fluid lost as sweat varies according to
factors such as the intensity and duration of activity and the air
temperature or humidity.
Hyperthermia
This is an alarming rise in body temperature, which is an effect of
exercising in a very humid environment. It sets the stage for heat stress and
even heat stroke, the potentially fatal collapse of the temperature-regulating
mechanism.
In hot environments, the body is able to maintain temporary thermal

balance during exercise through circulatory adjustments and evaporation of
sweat. However, the body responds differently in a hot, dry environment. The
body actually gains heat when the air temperature exceeds the temperature
of the skin. Under these conditions, the evaporation of sweat allows the
maintenance of thermal equilibrium. When humidity is also high and
evaporation cannot take place, the body temperature continues to rise, and
performance is severely impaired.
• Is it safe to exercise in hot weather?

Prolonged, vigorous exercise can be dangerous in hot and humid
weather. Heat from exercise is released in the form of sweat, which cools
the skin and the blood circulating near the body surface as it evaporates.
The hotter the weather, the more water the body loses through sweat; the
more humid the weather, the less efficient the sweating mechanism is at
lowering body temperature.
If you lose too much water or if your body temperature rises too high,
you may suffer from heat disorder such as heat exhaustion or heat stroke.
Use caution when exercising if the temperature is above 80 F or if the
humidity is above 60%. To exercise safely, watch for the signals of heat
disorder, regardless of the weather.
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Tips when Exercising in the Heat/Hot
Weather
✓ Slow down exercise and add rest breaks to maintain prescribed target heart
rate. As you become acclimatized, you can gradually increase intensity and
duration.
✓ Drink 2 cups of fluids 2 hours before you begin exercising and drink 4-8
ounces of fluid every 10-15 minutes during exercise (more frequently during
high intensity activities).
✓ Wear clothing that “breathes,” allowing air to circulate and cool the body.
Wearing white or light colors will help by reflecting rather than absorbing heat. A
hat can keep direct sun off your face. Do not wear rubber, plastic, or nonporous
clothing.
✓ Rest frequently in the shade.
✓ Slow down or stop if you begin to feel uncomfortable. Watch for the signs
of heat disorders. If they occur, act appropriately.
Hypothermia
Excessively low body temperature, characterized by uncontrollable
shivering, loss of coordination, and mental confusion
This occurs when the body begins to lose heat faster than it can be
produced. Prolonged exertion leads to progressive muscular fatigue. As
exposure continues and additional body heat is lost, the cold reaches the
brain. One loses judgment and the ability to reason. Speech becomes slow
and slurred and control of the hands is lost.
Signs, Symptoms, and Treatment of

Hypothermia
Signs and Symptoms Treatment
Early signs • If the victim is unconscious, open
• Shivering airway and check for breathing.
• Pale, cold skin • If the victim is conscious, bring to
• Cold environment shelter or keep in warm room.
• Replace wet clothes with dry ones.
As the condition worsens • Give high energy foods and warm
• No shivering, even though the drinks.
person is cold • Cover the head, hands, and feet
• Increasing drowsiness because heat is lost through the
• Irrational behavior and confusion extremities.
• Slow, shallow breathing • Do not let the victim lie down and
• Slow, weak pulse rest since the core temperature is
• Walking becomes clumsy and
dropping. Without treatment, one
tendency of wanting to lie down
and rest escalates might lose consciousness and die.
• Transport the victim to a medical
facility as quickly as possible
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Constricting blood vessels (vasoconstriction) increases the stimulating
capacity of the skin, but it also results in a marked reduction in the
temperature of the extremities. Protective vasoconstriction often leads to
discomfort in the fingers and toes. Blood is rerouted to the deeper, more vital
body organs.
To relieve pain, it is necessary to warm the affected area or raise the

core temperature. While shivering may cause some increase in temperature,
gross muscular activity is far more effective in restoring heat to the troubled
area. Shivering is the defense mechanism of the body against cold.
Core temperature is the temperature of the deep organs. The

temperature of the body is normally at 37 degrees Celsius or 98.6 degrees
Fahrenheit. It adjusts to enzyme activity within the muscles. Changes in core
temperature can be reflected in the skin.
Overexertion or Overtraining
This refers to the detrimental cause of excessive training.
Some individuals engage in too much physical activity. Some

exercisers and athletes often push themselves too hard in their
pursuit of high-level performance. Thus, they are susceptible to a
variety of hyperkinetic conditions known as overload syndrome. This
condition is characterized by fatigue, irritability, and sleep problems,
as well as increased risks for injuries.
In an over-trained status, performance is known to decline sharply and
this can cause individuals to train even harder. This dip in performance may
be mistaken for dip in physical effort so the exerciser or athlete increases
the effort to pull up the performance.
A useful physical indicator of overtraining is a slightly elevated morning

heart rate (4 or 5 beats more than normal values). Essentially, an elevated
morning heart rate reveals that the body has to work too hard to recover
from the exercise and is not in its normal resting mode.
When doing resistance training, an individual is likely overtraining and

may not reap the full benefits of the program if the body is not allowed to
recover completely in 2 or 3 days after maximal effort. Decrease in total
number of sets or exercises, or both, is recommended.
You also need to pace your workout properly to avoid staleness.

Staleness, or getting bored or uninterested, is usually a consequence of
overtraining.
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When you engage in aerobic, muscle-, and bone-strengthening activities,
you are likely to make use of different equipment and facilities. These
resources help in your enjoyment and participation so you have to care for
them. As a courtesy to other individuals who also make use of these
equipment and facilities, you always need to observe the proper manners or
etiquette inside a gym.
Depending on the venue or facility, there is a specific decorum expected

from those who use them. The following are the different venues with its
commonly expected etiquette.
Proper Use of Equipment and Facilities

Playing court or field
A playing court or field may be found indoors or outdoors, depending on
the sport. Venues and facilities are usually ready-to-use where minimal setup
is needed since these are specifically catered to a certain sport (e.g.
basketball, football). However, some venues need to set up some equipment
first, like volleyball, tennis, badminton, table tennis, taekwondo, judo, etc.
Depending on the venue arrangements (i.e., rented or otherwise), those

who utilize and set up equipment are expected to properly fix, return, or store
the equipment after use. It is common manners to keep the venue clean and
as orderly as possible after use. Here are some examples:
✓ Wipe off wet spots caused by drinks and sweat
✓ Throw away used supplies and equipment like empty water
bottles, athletic tapes, shuttlecock feathers in badminton, etc.
Dance areas or studios

These are either open or enclosed spaces
with full-sized mirrors on one or more sides. They
usually cater to different types of dancers,
which is why most have wooden or metal
railings called barres. Speakers and music
players are usually available for use and are set
up in strategic locations (i.e., at the corners or
center).
Like in playing courts and fields, depending

on the venue arrangements, users of dance
area or studios are expected to keep music
players after use, turn off lights and ventilation when not in use, and maintain
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the venue orderly for the next users. Below are other expectations when using
dance areas or studios:
✓ Keep footwear and other belongings on the sides or designated

spots (i.e. lockers, benches, tables)
✓ Wipe off wet spots caused by drinks and sweat on the floor.
✓ If it is an open area, keep music at accepted volume so as not
to disturb other users.
✓ Know the studio schedule every time so that you will not be
rushed to move out for the next users.
Gym or weights area

These are usually indoor facilities with
different types of equipment such as
machine weights, free weights, balls,
exercise machines (e.g. treadmill,
stationary
bike, rower, stair climber), mats, etc.

They are strategically positioned to allow
maneuverability and easy access for all
those who work out.
The different equipment are also accessible to all because the gym or
weights area is accessible to everyone who works out. Hence, it is expected
that you observe proper behavior during and after working out. Here are some
of them:
✓ Avoid monopolizing use of the equipment. Share it with others by taking

turns using them.
✓ Return equipment to its proper place.
✓ Do not slam or drop weights.
✓ Wipe off drinks and sweat off equipment and floor.
✓ Lower volume of music or wear earphones.
✓ Minimize grunting, refrain from yelling and using profanity.
✓ Wear appropriate clothes including footwear. Do not take them off to
look at your body in the mirror.
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Some gyms or weights areas have some reminders posted on strategic
locations so that users will always be reminded. Read them and make sure to
follow them to have a worry-free time working out.
References
Gadiano
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Name: __________________________________ Date:________________
Strand: _________________________ ________ Grade 11
Assessment
Activity 1: Donaire in Cebu
Directions: Watch the case of Nonito Donaire, Jr.’s April 23, 2016 title
defense fight against Zolk Bedak in Cebu. Around that time, the Philippines
was experiencing one of the hottest temperatures.
What the two boxers needed to do to be able to give out their best in
such hot temperature?
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Activity 2: Your Own Design
Directions: Make a signage about appropriate etiquette in the court.
Make sure to think about the size, color, and contents of the signage.
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SENIOR HIGH SCHOOL
ENGLISH FOR ACADEMIC PORFESSIONAL PURPOSES
Mr.Ryan C.Mostajo
Subject Teacher
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TABLE OF CONTENTS
FIRST SEMESTER
LESSON 1
Introduction of Professionalism …………………………………………… 303
LESSON 2
Aspects of Professional and Academic Language ………………… .307
LESSON 3
Writing the Paper/ Review / Critique ……………………………………..312
LESSON 4
Writing the Position Paper …………………………………………………318
LESSON 5
Writing the Report ………………………………………………………………326
LESSON 6
Writing the Research Paper…………………………………………..............328
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MODULE 1
Module Code: EAPP Semester: (1st Semester)
Module/Lesson Name: The development of communication skills in English

for Academic and professional purposes
Lesson I Introduction of Professionalism
XVII. Module Learning Competencies:

• Define professionalism in special situations.
• Develop and maintain a professional attitude and professional appearance.
• Explain how to adapt communication skills and professionalism.
XVIII. Instructions
• Forms opinions based on facts
• Present ideas convincingly
• Cites specific sources to support claims
• Uses the appropriate language
• Applies principles of professionalism
XIX. Pre-test
1.What really constitutes professionalism?
2.Who are considered professionals?
a.Are they those pass the board examinations given by the Professional Regulation
Commision?
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b.Are they those who are paid fees and salaries for the practice of their professions?
c.Are they those who are so committed to their jobs that they do not know tardiness
and absenteeism?
XX. Teaching Methods- Discussion of Topics:
”We often times say don’t judge a book by its cover”
But our human nature dictates otherwise, because first impressions last.
To be professionals need not be expensive Just remember the acronyms “

PALMS “
1. POISE AND POSTURE
A relative arrangement of the different parts of the human body. Sit straight
Stand erect. Never slouch nor slump. Don’t squat. Note that good poise
posture signify self-confidence.
2. ATTIRE
Dress up for school. While the school is your second home and you spend
more of your walking hours there than in your own homes, the school is your
place of work. Wear clean shirts, pants, and dresses. Whenever possible,
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wear your uniform, if any. Slippers, tattered pants, sandos, midribs, sleeveless
blouses and shirts, and miniskirts are taboo in formal settings. Women who
wear revealing clothes ( for example, sexy dresses with plunging necklines,
bare backs, and long slits) cannot expect to win the respect of men. If you
have a passion for fashion, remember that not all things fashionable become
you. You may not be wearing signature clothes but you become campus
crush if you dress properly. Don’t forget to complement your clothes with
enough appropriate accessories (belts, jewelry, ties, scarves, and the like).
3. LANGUAGE
Be tactful in your speech. You maintain a good relationship with others when
your language is pleasant . You win friends by avoiding the use of offensive
and insulting words. Develop a sense of humor, but refrain from toilet humor
or green jokes. Be moderate in your speech by speaking neither too fast nor
too slowly, and by talking neither too much nor too little.
4. MANNERS
Good manners and right conduct are the marks of an educated person. A
person who observes GMRC is admirable, but one who doesn’t is despicable.
Sitting on steps of stairs, squatting or standing on toilet bowls, committing
vandalistic acts such as writing graffiti on walls, screaming or yelling in public
, littering, loitering, making noise while classes are going on, not falling in line
when there is a queue, and not observing phonethics are bad manners that
need to be corrected. People who do these have no place in a civilized
society. They belong to a world inhabited by paleolithic men.
5. STYLE
Style refers to the way one does a thing. For example, your hairstyle is the
way you do your hair. Remember not to overdo your hair. For women, make
use of gel, clips, hair pins, hair bands, etc. to keep your hair in place. For men,
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have a regular haircut and always sport short hair. Long hair and egghead
are no-no’s in an office or any formal setting.
Lifestyle is the manner in which one spends his daily life. The following must
be part of your lifestyle. Talking a bath, eating breakfast before going to
school or work, preparing for the activities of the following day, engaging in
workouts or regular exercise, and enjoying a good rest, enough sleep, and
proper nutrition. These are meant not only to make you physically fit but also
to perk you up for the routinary and extraordinary tasks in school or at work
that you ought to accomplish. A healthy body is your weapon to combat
stress and the rigors concomitant with your day-to-day existence. You work
or perform better when you feel well than when you are ill.
XXI. Assessment of Learning:

Quiz and Worksheet – Professionalism in Workplace.
A.
1.Which of the following are ways to demonstrate professionalisms?
• Keeping your word
• Exceeding expectations
• Demonstrating loyalty
• All are correct
2.What is one way to demonstrate professionalism at work?

• Take many breaks to gossip with other employees
• Help with a project and make sure you get of the credit
• Tell everyone private personal details about your boss
• Treat others with respect
3.Why is keeping your words an important part of professionalism?
• True professionalism are trustworthy and dependable

• Professionals often make commitments they know can’t keep
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• Professional is keeping your word are not correlated
• It’s too difficult to remember different lies to different people
4.Professional development for educations for educators is important

because it allows to do what?
• Try new things in the classrooms

• Share what they have learned with others
• Network with other professionals
• All of the answer are true
B.Explain the acronym “ PALMS” in two or three sentences .In your

own words. [ 5 pts each number ]
XXII. References:
Grace M. Saqueton,English for Academic Professional Purposes,REX 2016 Edition
MODULE 2
Module/Lesson Name: The development of communication skills in

English for Academic and professional purposes
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Lesson 2 Aspects of Professional and Academic Language
• Define professional and Academic Language

• Develop and maintain a professional and academic language
• Explain how to adapt professional and academic language
II.Instructions
• There are four important features of language use you need to

know about
• Formality
• Objectivity
• Explicitness
• And Caution
III.Pre-test
The Internet has created a massive space for people to engage with others and to
share ideas at great speeds.Travel ,for instance ,is an activity that requires
preparation.Read the blog entry Life’s Beach by A j Poliquit https://ajpoliquit
.wordpress.com/2015/05/05/light-up-la-union/ about one person’s trip to La Union
and answer the questions that follow:
Guide Questions:
1.What are the activities in La Union that the writer described?
2.What is the purpose of this text?
3.What is the role of the writer in doing this piece?
4.Who are the possible audience for this piece?
5.Would you visit the place after reading the blog entry? Why or why not?
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IV..Four aspects of professional and Academic Language
1.Formality
Formality reflects your dignified stance in your writing as a member of the
academic community.This means that since your audience are fellow members of
the academic community.This means that since your audience are fellow members
of the academic community, the language you use requires precision to make it a
“ legitimate “ piece of academic writing.
Formality can be achieved through the following:
a.Choosing expanded modal forms over contracted forms,such as using

cannot instead of can’t ,do not instead of don’t.
b.Choosing one verb form over two-word verbs, such as damage

instead of mess up.
c.Choosing expanded terms over their abbreviated equivalents, such as

as soon as possible instead of ASAP.
D.Avoiding colloquial.trite/ idiomatic expressions, such as kind of like.as

matter of fact.I need to go to the John.
2.Objectivity
Academic writing requires special knowledge and use of more

complex language and objectivity.This means that the writing must be
impersonal and maintains a certain level of social distance.
Objectivity can be achieved by:
a. Avoiding the use of personal pronouns such as you,I, and we.
Poor example: You need to conduct the experiment.
Improved version: The researchers need to conduct the experiment.

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b.Avoiding rhetorical questions as it marks “ closeness” with the
reader,and constantly seeks his/her attention.
Poor example: How can these problems be solved?
Improved version: Certain measures must be discovered to solve the

problems.
c.Avoiding emotive language that shows biases and lessens

objectivity.
Poor example: The investigators were very shocked to see the outcome of
the tests.
Improved version: The investigators did not expect the results.
3.Explicitness
Academic writing demands the use of signposts that allow readers

to trace the relationships in the parts of a study.If you intend to show a
change in your line of argument,make it clear by using however.
Example: It is apparent that the government hopes to provide assistance

to the poor.However,giving dole outs to the “ poorest of the poor” does not
work in the long term.
4.Caution
Academic writing requires care since knowledge is built from

proven theories and concepts.Therefore caution is needed to avoid
sweeping generalizations.
Example: Government officials are corrupt.
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The statement is not completely true and the rhetorical impact of the
statement may be misleading.The statement can be improved through the
use of devices such as modal verbs, adverbs, or verbs.
Improved versions:
Some government officials may be corrupt. [ modal verb ]
Corrupt is commonly linked to some key government officials. [ adverb]
A number of government officials tend to be linked with cases of corruption.
[ verb ].
Substitute the single –word verb for the two-word verb in the following
sentences.
1.__________________ Senate set up the Meralco committee.
2.__________________Mothers cut down spending on rice.
3.__________________Oil price has gone up.
4.__________________ Students come up with a solution.
5.__________________ The dollar rate went up and down.
6.__________________ Students brought up the uniform issue.
7.__________________ The school gets rid of tuition hike.
8.__________________ Parents turned down the proposal.
9.__________________ The proposal turned out a positive result.
10._________________ Major oil players put off oil hike.

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11._________________ Employees did not put up with the company’s expectations.
12._________________ Parents could not put away money for their children’s
education.
13._________________ The chemical gives off a foul odor.
14._________________ Students looked into the problem.
15._________________ The class carried out a research on the frequency of using

SMS.
VI.References:

MODULE 3

Lesson 3 Writing the Paper/ Review / Critique
• Raise legitimate, contrary views in an appropriate manner.

• Use appropriate critical approaches in writing a critique
• Apply the principles of writing effective reviews and critique
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• Write objective/ balanced review or critique of a work
II.Instructions
• Your response to experiences ,opinions, event, or new information

• A chance to develop and reinforce writing skills
• A way of making meaning out of what you study
• Your response to thoughts and feeling
• A way to achieve clarity and better understanding of what you are
learning
III.Pre-test
Guide Questions:
1.How do you introduce a reaction paper
2.What are your feelings about ,What was said
3.Are you on the same page with the author
4.Hve you experienced anything that can be applied to the main ideas
5.Did you have a different opinion on the topic before reading the paper.Is the main
point supported by evidence
IV.Definition of a Reaction Paper
According to WikiHow, “ a reaction or response paper requires the writer to

analyse a text ,then develop commentary related to it.It is a popular academic
assignment because it requires thoughtful reading,research, and writing.” As the
term suggests, reaction paper is a written discourse which express the writer’s
reaction to a certain piece of writing or a response to an event, incident, program,
project etc.Even if it is primarily subjective because it manifests the writer’s ideas and
emotions regarding a certain thing, it is still objective because it is based on facts.
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Facts, Opinions, and Claims
A reader is bombarded with ideas as he reads an article or text.A good reader

is able to classify ideas encountered through reading into facts and opinions.
FACT – is a truth, a reality, or a thing that exists or existed whereas an

OPINION is a person’s view, appraisal judgment about ,or attitude toward a
certain thing.Truly ,one of his tasks is to distinguish between facts and opinions.
SOURCES to SUPPORT CLAIMS
Evidence to validate assertions and counterclaims can be gathered from

primary and secondary sources of information.
Primary Sources – are those which provide first-hand information to the

researcher; these include persons,organizations,plants and animals artifacts
documents and the like.
Secondary Sources – are those which provide second-hand information to the

researcher; these include books, periodicals [ newspapers and magazines]. Internet
or online materials and other sources not included among the primary sources.
LANGUAGE USE
Generally ,language use is associated with register, “ a term many modern

linguists use to describe what is also known as “ style”, that is the variations in
language which reflect such factors of “ use “ as whether the language used is
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spoken or written ,formal or informal, everyday or belonging to a particular
occupation.
REGISTER VARIETIES- are defined according to their social and occupational

origins; for instance, we can speak of a religious, a register of advertising, or a formal
register.
Registers may be identified and defined in terms of three dimensions:
1.FIELD – is the dimensions of register which is associated with occupational

varieties, also known as jargons. Broadly speaking, it refers to the subject matter of
the text.
2.TENOR- is the dimension of register which associated with the participants and
their relationship in the communication situation. It refers to the social roles filled by
the people taking part and the personal relationship between them.
3.MODE –is the dimension of register which is associated with the medium or
channel communication, that is primarily spoken or written.
PRESENTING VIEWS
The writer of a reaction paper ,review, or critique may have favourable and
unfavourable views. Regarding a literary piece, book, newspaper or magazine
article, film or movie, or artwork. Positive views may be presented ahead of the
negative ones, and vice versa. For example , in reviewing a movie a viewer-reviewer
finds the story ,the acting of the cast, the editing ,the dialogue, the direction, and
the production design commendable, but he finds the lightning, visual effects,
sounds effects, musical scoring, and cinematography detestable; his overall
impression must be favourable.
APRROACHES IN WRITING A CRITIQUE

To appreciate a literary work better, a student should learn the inventory of
approaches to literary study and choose one that is appropriate to the reading
selection. Asuncion David- Maramba, in her book Philippine Contemporary
Literature, offers seven of these approaches.Among then are cultural approach,
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moral or humanistic approach psychological approach ,and sociological
approach.
1.CULTURAL APPORACH – A student uses the cultural approach when he is

concerned about the culture of the race or group described in the selection. Every
ethnic group has a culture divided into two: material culture which consists
of the group’s tools ,implements, objects, artifacts, and other items that have
physical existence, and non-material culture which consist of the group’s language,
religion, beliefs, law, folkways, customs, traditions, and other items that have no
physical existence.
2.FORMALISTIC OR LITERARY APPROACH – A student employs the formalistic

or literary approach when he focuses on the structure or form of the reading
selection.Therefore, in studying a poetic or prose narrative, his concerns are the
elements such as setting, characters, plot, theme, point of view, conflict, symbolism,
and so on.. I studying a poem ,his concerns are sense [ denotative and connotative]
meanings, figures of speech, imageries, symbols, etc], sound [ rhyme and rhythm],
structure [ horizontal and vertical measures, parallelism, ellipsis etc.] In studying an
essay, his concerns are organization, structure, style or authors
‘s manner of writing , point of view and diction.
3.HISTORICAL APPROACH – A student make use of the historical approach if he

reading selection deals with events having historical significance. Some written
selections are based on actual happenings;however,writers modify real occurance
to create fiction.This approach is especially useful if the selection emphasizes an
event having great importance or influence or impact.
4.IMPRESSIONISTIC APPROACH – A student his impression of the entire reading

selection or of a portion or element of it,for example, his impression of the
protagonist.What makes a reading selection memorable is his primary concern.A s
he studies the selection, he looks for that thing regarding the selection which makes
a lasting imprint in his mind. In short, he looks for the unforgettable in the selection.
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5.MORAL OR HUMANISTIC APPROACH – A student concerned about morals or
the morality of a character or of his acts studies a reading selection moralistically or
humanistically. Whether a character is moral or immoral or whether his act is good
or evil is what matters to a student who uses the moral or humanistic approach.
6.PSYCHOLOGICAL APPROACH – A student investigates on the framework of

the author as he wrote the reading selection or on the psychological make-up of
one or some of the characters in the narrative uses the psychological approach.He
attempts to understand the behaviour/s of the character/s in the context of the
circumstances that surround him/them.He tries to answer this
question: What factors must have caused him/them to act or behave in a certain
manner?
7.SOCIOLOGICAL APPROACH – A student who is concerned about societal

problems or social relationship as they find expressions in a reading selection uses
sociological approach.He examines the kind of relationship that exists between two
characters, the degree of such relationship, and the factors that lead to their
good/bad relationship.Otherwise, he looks inot the problem affecting the society
described in ther selection, its cuase and its impact on the characters interacting in
it.
PRICIPLES OF EFFECTIVE WRITING [ AB5CDEO ]

To write effectively, an individual must be guided by the principles of
effective writing called AB5CDEO , which stands for:
1.Accuracy [ Preciseness or Correctness ]
2.Brevity [ Conciseness ]
3.Consistency [ Unity ]
4.Coherence [ sticking together of ideas ]
5.Concreteness [ Specificity ]
6.Completeness [ Thoroughness ]
7.Clarity [ Clearness ]
8.Diction [ Word of Choice ]
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9.Emphasis and
10 Order.
V.Assessment of Learning: Watch the movies ”The Granny “of Sarah

Geronimo,make a reaction of it.
VI.References:

MODULE 4

Lesson 4 Writing the Position Paper
• Define a position paper;
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• Identify situation in which a position paper may be effectively used in the present
society;
• Defend a stand on an issue by presenting reasonable arguments supported by
properly-cited factual evidence;and
• Write various kinds of position paper.
II.Instructions
• Introduce your topic with some basic background information

• Introduce possible objections to your position paper
• Support and acknowledge the opposing points
• Explain that your position paper is still the best one,despite the strength of counter-
arguments
• Summarize your arguments and restate your position
III.Pre-test
1.Who is the intended audience?
2.What do they believe?
3.Where do they stand on the issue?
4.How are their interests on the issue?
5.What evidence is likely to be effective with them
VI.Teaching Methods- Discussion of Topics
Definition of a Position Paper

A position paper is a composition in which the writer takes a side on a
particular controversial topic and defends hid side by presenting supports in the
form facts, statistics, and other evidence to convince the reader to take his position
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How to write a position paper
In the position paper you should:
1.Use evidence to support your position, such as statistical evidence or dates and
events.
2.Validate your position with authoritative references or primary source quotations.
3.Examine the strengths and weaknesses of your position.
4.Evaluate possible solutions and suggest courses of action.
Position papers are usually one to one- and- a-half pages in length.
Your position paper should include a brief introduction followed by a
comprehensive breakdown of your country’s position on the topics that are being
discussed by the committee.
A good positon paper will not only provide facts but also make proposals for
resolution.
The following steps are undertaken by a writer of a position paper.
1.SELECTING A TOPIC – Your position paper must focus on a topic supported by

research.Choose a topic that interests you.
2.CONDUCTING PRELIMINARY RESEARCH – Preliminary research is done to

determine the availability of supporting materials to back up your stance.If there
are no materilas available or if materials found are too limited to help you defend
your position, the best thing to do is to change your topic.
3.CHALLENGING YOUR OWN TOPIC – Try thinking of arguments opposed to

your views.If you challenge your topic, chances are you will know whether or not
you stand the chance to defend your stance convincingly such that the reader will
favour your position.
4.COLLECTING ADDITIONAL SUPPORTING EVIDENCE – Knowing that your

position can face up to challenges from opposing positions, you are still uncertain
about the strength of your position.It is important to gather more evidence from
various sources[ particularly primary sources such as experst or authorities in the field]
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to further strengthen your position.Include personal experiences to make your
position emotionally appealing.
5.CREATING AN OUTLINE – A position paper may allow the format below.
A..INTRODUCTION – contains a little background information and the thesis

statement.
- For decades ,the FDA has required that warning labels should be placed on certain
products that pose a threat to public health.
- Fast food restaurants are bad for our health.
- Fast food packages should contain warning labels.
B. POSSIBLE OBJECTIONS TO YOUR POSITION

- Such labels would affect profits of major corporations.
-Many people would see this as overreaching government control
-Whose job is it to determine which restaurants are bad? Who draws the line?
-The program would be costly.
C.SUPPORT AND ACKNOELEDGEMENT OF THE OPPOSING POINTS

-It would be difficult and expensive for any entity to determine which restuarants
should adhere to the policy
-Nobody wants to see the government over-stepping its boundaries
-Funding would fall on the shoulders of taxpayers.
D. EXPLANATION CITING THAT YOUR POSITION IS STILL THE BEST ONE

DESPITE STRENGTH OF COUNTER ARGUMENTS
-The cost would be countered through the improvement of public health.
_ Restaurants might improve the standards of food if warning labels were put into
place.
-One role of the government is to keep citizens safe.
- The government already does this with drugs and cigarettes.
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E. SUMMARY OF YOUR ARGUMENTS AND RESTAURANTS OF YOUR
POSITION
-Having the attitude.A position paper must be written with confidence, with
authority, with assertives.It must state your point clearly and must contain evidence
supporting point.
USES OF POSITION PAPERS
Position papers – are written to achieve a number of purposes which include

but are not limited to the following:
1.POLITICAL – adherence or non-adherence to a political party.government

program, etc.
2. ARTISITC- creation or abolition of an artistic movement.
3.SCIENTIFIC – acceptance or non-acceptance of a scientific theory.
4.EDUCATIONAL- conformity or non-conformity with educational reforms.
5.RELIGIOUS- conversion to or departure from religious sects.
6.PROFESSIONAL- commitment or non-commitment to professional
organizations.
7.TECHNOLOGY- application or non-application of a technological breaktrough.
8.BUSINESS- patronage or boycott of business products and establishments
MANIFESTOS AND ARGUMENTATIVE ESSAYS

A manifesto is a published verbal declaration of the intentions, motives, or
views issued by an individual, group, political party ,or government.It usually
accepts a previously published opinion or consensus and /or promotes a new idea
with prescriptive notions for carrying out changes the author believes should be
made.Often artistic or political in nature, it may present an individual’s position
regarding life in general.A manifesto which relates to a religious belief is referred to
as a creed.
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PERSUASIVE OR ARGUMNETATIVE ESSAYS
Persuasive or argumentative essays – are essays that convince [ make readers
take the writer’s point of view] and actuate [ make readers take a certain action]
.A persuasive essay has the following parts:
1.INTRODUCTION – introduces the thesis of the essay
2.BODY – discuss the pros [ views on favour of ] and cons [ views against ] the thesis
statement; for example, the first paragraph/s of the body might address the benefits
of your position, the middle paragraph/s of the body might address the limitations
of a counterposition, and the last paragraph/s of the body might offer a
compromise position between your position and the counterposition
3.CONCLUSION – summarize the state of the issue and restates.
KINDS OF POSITION PAPERS

Position papers are classified according to the purposes they serve.Thus ,the
list under the uses of position papers is the same list for the classification of positon
papers.
Notwithstanding the kind of positon paper you are going to do, the online
website Study Guides and Strategies offers the following guidelines in writing positon
papers.
1.Format should be consistent with guidelines determined by the sponsoring

organization or committee.
2.Include topic, date, purpose, etc, and should readily identify you as the author.
3.If the paper represents a group, organization, committee, do not write in the
person [ not I , my, mine, etc. but rather we ,our ,etc. ]
4.Limit yourself to two pages following the format established by previous successful
position papers.
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RESEARCH GUIDELINES
1.Develop supporting for both sides including factual knowledge, statistical

evidence, authoritative testimony.
2.Identify the issues and prejudices keeping in mind your audience.List these as
appropriate and anticipate counter claims.
3.Assume familiarity with basic concepts ,but define unfamiliar terms, concepts of
state meanings that define your point of departure.
4.Refer to those who agree with your position to assist you in developing your
argument.
5.Familiarize yourself with those who disagree with you to prepare your
defense.Summarize their argument and evidence then future.
Writing Guidelines
Introduction
Consider your audience.Start with a topic sentence or two that attracts attention
and summarizes the issue.Inform the reader of your point of view.
Body
Focus on the three main points to develop.Each topic is developed with;
1.A general statement of the position

2.An elaboration that references documents and source data
3.Past experiences and authoritative testimony
4.Conclusion restating the position
Conclusion
1.Summarize ,then conclude your argument

2.Refer to the first paragraph.opening statements as well as the main points:
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a. Does the conclusion restate the main ideas?
b. Reflect the succession and importance of the arguments
c. Logically conclude their development?
3.Share a draft with others to better develop the paper ensure that your argument
is clear.
4.Revise, spell-check, and succed in building your case
Topic for Position Papers. Write at least two topics for position papers
under the following fields or disciplines.
A
1.Art _________________________________________________________________
_________________________________________________________________
2.Business ________________________________________________________________
_______________________________________________________________
3.Education ______________________________________________________________
______________________________________________________________
4.General Academic ______________________________________________________
_______________________________________________________
5.Language/ Literature ______________________________________________________
_____________________________________________________
6.Law ______________________________________________________________________
______________________________________________________________________
7.Politics ____________________________________________________________________
___________________________________________________________________
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8.Religion ___________________________________________________________________
___________________________________________________________________
9.Sports _____________________________________________________________________
____________________________________________________________________
10.Technology ______________________________________________________________
________________________________________________________________
VI.References:
MODULE 5

Lesson 5 Writing the Report
• Determine the objectives and structures of various kinds of reports

• Design ,test, and revise survey questionnaires
• Conduct surveys, experiments ,or observations
• Gather information from surveys, experiments, or observations
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• Disseminate information from survey reports laboratory reports, or field reports
• Summarize findings and execute the narrative report with the required visual or
graphic aids
• Write various reports
II.Instructions
“ Hoe is this done? How can I do this? “ –These questions authors as they describe
processes.Learn how to write instructions and processes so that readers know how
to do something or understand how something is done .By viewing sample process
texts, note the focus on the objective voice, numbered steps, visual rhetoric, and
animations or video .Write a descriptive or prescriptive process report.
III.Pre-test
1.What ‘s my word count?
2.How do you want the report to look?
3.Should I use a particular style guide?
4.Who is my reader?
5.Why am I writing this report?
6.What’s my key message?
7.Where are the landmines?
IV.Teaching Methods- Discussion of Topics:
DEFINITION OF A REPORTS
Reports are written daily by technocrats, businessmen, and other
professionals.The volume of these reports increases as the number of technological
advances rises. Providing valuable information in the form of data collected,
analyzed, and presented well, a report is an objective and systematic
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communication about a specific subject addressed to a specific for a specific
purpose.This purpose may be to inform the reader regarding a particular subject, to
impart information as basis for decision-making or to persuade the reader to take
an action.
STRUCTURES OF REPORTS
For a report to be effective, it must be characterized as follows:
R – Reader-friendly. It is adapted to the reader’s needs, interests, and knowledge.
E – Error –free. It is devoid of errors in grammar ,mechanics, organization, and facts.
P – Prompt. It is completed and submitted within the allotted time frame.
O – Objective .It is not subjective, it has no biases nor prejudices.
R – Results- oriented . It is directed toward the attainment of the desired results
T – Thorough. It has no missing items.
S – Short and Straightforward. It is written in a short and direct manner.
Reports are grouped in various ways.The bases of classification are subject matter,
frequency,purpose ,function,authorship, readership, length, format ,and
formality.The classification is presented in the table below.
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CLASSIFICATION OF REPORTS
BASIS KIND MEANING AND EXAMPLES
Subject Matter Reports are classified into biological,

physical, chemical, geological,
psychological, sociological etc.
Frequency Regular/Periodic It is issued on a regular or periodic

basis [ daily, weekly, monthly, quarterly,
yearly, semiannually] e,g, sales report
and merchandise inventory report.
Special It is issued occasionally,eg, sales

calamity report and physical
and examination report
Function Informative It serves to inform ,eg, information

report and laboratory.
Persuasive It serves to persuave or to let the
reader take an action, e,g, proposal
report and recommendation report
External / Outside It is written by an author not belonging
to the same organization, e,g, external
audit report.
Internal / Inside It is written by an author belonging
to the same organization, e,g, dean’s
report and internal audit report.
Public It is written by a public official or
government personnel,e,g, COA report
and DEPED memorandum report.
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Private It is written by an individual in the private
sector, e,g, doctor’s examination report.
Readership Individual-reader It is addressed to an individual, e,g,

bank statement.
Group-reader It is addressed to a group of individual,
e,g, company’s annual report and
stockholder’s equity report.
Length Long It is more five pages,e,g, theses and

and dissertations.
Short It has five pages or less,e,g, laboratory
report and form report.
Format Printed-form It is written on ready-made printed form

,e,g, cash flow report and bank
reconciliation report.
Letter- form It is written in the form of a letter, e,g,
proposal report and recommendation
report.
Book-form It is written in the form of a book, e, g,
thesis and information booklet.
Purpose Information It imparts information on a periodic or

special basis, e,g, annual report and
monthly expense report.
Examination It states the results of an examination,e,g,
engineering, marketing,financial, and
administrative examination reports.
Research It gives the findings of an investigation, e,g,
investigate report and experimental
research report.
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Recommendation It suggests an action to be undertaken, e,g,
operation and construction
recommendation report,
Formality Informal It does not contain all the parts of a
conventional full-dress report, e,g, letter
report and one-page report.
Formal It contains the parts of a conventional
full-dress report, e,g, thesis and research
paper.
FORMAL REPORTS AND THEIR PARTS
A formal reports , as its name suggests, complies with the form of a

conventional full-dress report.It is considered full-dress because it contains almost
all, if not all, of the report parts listed in the table that follows.
PART OF A FORMAL REPORT
Part Meaning
Title page It bears the title of the report ,the writer’s name ,and
the date of the report transmission.The title may be
presented in any of the following styles: one-line,
parallel-line [ line of the same length], pyramid
[ lines increasing in length], and inverted pyramid
[ lines decreasing in length ].
Dedication page It is offering of the report to an individual or a group

of individuals.
Acknowledgement page It contains words of thanks to those who have helped

In the completion of the report.
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Preface It states the purpose and the scope of the report
Foreword It contains words of a person other than the writer

about the report.
Abstract It is a condensed version of the report; it is either

descriptive [ short ] or informational [ long ]
List of figures It is chronological list of tables, charts, maps, and other

graphic aids, with corresponding pages.
Table of It is a chronological list of the items contained in the

report with contents corresponding pages.
Body / Report It contains the introduction, discussion proper

[ presentation of data ] , proper and conclusion and
recommendation of the report.
Appendix It is a supplementary material added at the end of the

report.
Glossary It is alphabetical list of technical terms and their

corresponding meanings.
Bibliography It is alphabetical list of reference materials [ books,

magazines, newspaper, journals ,etc. ]used in the report
Index It is an alphabetical list of topics discussed in the report

corresponding pages.
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OBJECTIVES OF REPORTS
Reports have general and specific objectives.These objectives must have the
following characteristics.
Specific Objectives must not be broad; they must deal with a specific
question intended to be answered or a specific problem
intended to be solved.
Measurable Objectives must be quantifiable; they must involve variables or

data whose values can be measured with use of statistical tools.
Attainable Objectives must be capable of accomplishment so that the

report can serve its purpose.
Realistic Objectives must deal with real-life situations; therefore, the

Results of the report will have real-life applications.
Time-bound Objectives must be attained within the prescribed time limit.
EXPERIMENTATION, OBSERVATION, AND OTHER DATA-GATHERING

METHODS
A writer or reporter has to gather data for his paper.Because he is not

omniscient [ all-knowing ] as God ,he still needs to read books, interview people,
conduct a survey, and resort to other means of collecting information.Therefore
must have an ample knowledge regarding the ways of gathering data. These
methods of data –gathering include but are not limited to the following:
1.READING - books and periodicals are considered secondary sources of

information, yet they are always valuable sources of information especially for
someone doing a survey of related literature and studies for his thesis or
dissertion/Technical reports and the like are usually products of reading.A research
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paper is also termed reading report and library paper because a researcher spends
most of his time in the library, reading books and similar materials.
2.EXPERIMENTATION – when independent and dependent variables are

involved in the study ,the most likely approach to use is the experimental method.
A n experiment is conducted to show cause – effect relationship between
items.Specialists in the natural and social sciences have been using this method
through the years.
3.OBSERVATION – merely looking closely at surrounding things is a means to

gather
data .In fact, Galileo discovered gravity by simply observing two objects fall from
the Leaning Tower of Pisa.In the same manner, Archimedes discovered buoyancy
by observing objects float and sink in water.Observation is of two kinds:
participant.The participant observer takes part in the activities being observed,
while a non-participant observer does not.Taking field notes, missionary communing
with the Aetas is a participant observer, but a dean evaluating the teaching
performance of his faculty is a non-participant observer.
4.INTERVIWEWING – conducting an interview is another method.It can be done

in any of three ways: personal [ direct/ in person / tete-a-tete / face- to- face]
interview, in which the interviewer personally and directly asks questions of the
interviewee; mail [ letter ] interview in which the interviewer sends the interview
questionnaire through mail to the interviewee who in turn answers and returns it to
the former; and telephone [ phone ] interview, in which the interviewer asks
questions through the telephone of the interviewee who in turn answers the same
questions.
5.CONVERSATION /CHAT - opposed to the interview which is structured ,a

conversation is an unstructured way of gathering data.The data-gathering elicits
information from the conversation between him and the other party or parties. At
times ,he gathers more information from the people find more comfort in talking
about things during a chat or conversation than during an interview.
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6.INTERNET SURFING – in as much as online sources are a plenty. Students of
today’s generation [ computer generation ] are more at home with surfing the net
than any other method. The internet is a rich and good source of information
coming from all corners of the globe.Moreover, it is easier to browse the web
pages than to browse the pages of books.The convenience offered by the internet
is the very reason why students doing research work troop to computer centers
,instead of libraries.
7.CONDUCTING A SURVEY – surveys have become one of the more common

sources of data.The Social Weather Station and similar organizations have been
relied upon by the public for information pertaining to economy, politics,
entertainment, religion, and other aspects of society.Students doing research
papers ,feasibility studies ,and the like are prone to conducting surveys.
SURVEYS AND SURVEYS QUESTIONNAIRES
Besides reading ,conducting a survey and interviwewing are two common

methods if collecting data.Both methods require the use of the questionnaire, a list
of questions related to the topic and leading to the solution of the research
problem.Therefore ,the researchers have to posses the skill in constructing questions
to be used in the instruments, an interview sheet ,or a survey form.
Questions are classified into open-ended and closed-ended.Open-ended
questions are those require sentences and paragrahps as answers;’ closed –ended
questions require only words and phrases as answers, the second group is divided
into recall questions, in which the one answering is simply to recall to be written on
the blank.Recognition questions require the one answering to choose his answer
from the given options.If there are two options the question is considered
dichotomous; if there are three or more options,it is either multiple –choice[ the
answerer only one option ] or multiple-response [ the answerer chooses all possible
options].
In constructing questions ,the researcher must bear in mind the

Q’s questionnaire construction which this writer devised.These are:
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1.QUALITY – the researcher should ask questions which are clear, objective,
concise,relevant, ethical and simply worded.Double or multiple questions, the kinds
of questions containing two or more s in one interrogative sentence should be
avoided.For example,the question “ Are you a member of the CAS faculty and a
teacher of English?” causes confusion.Moreover qustions should be devoid of
biases, non-essentials, irrelevances, obscenities, and high-falutin words.Questions
should be within the comprehension of the respondents.
2.QUANTITY – a researcher should be concerned not only about the kinds of

questions, but also about the number of questions to be asked. He takes the time of
the respondent so he has to limit his questions to that number that serves his
purpose.It is imperative on his part to set a time limit for the answering of the survey
question in order to adequately limit his number of questions.
3.QUEST – a researcher is in search of answers to solve the problem he has in

mind.As a searcher, he must ask questions that are within the bounds of his quest.He
must not go beyond the limit set.Going further, he will spend additional time and
money; moreover, there is a possibility that he will not complete the research paper
[ survey report] within limited time.Hence ,only those questions that
have bearing upon the research study should be asked.Irrelevant ones should be
discarded from the questionnaire.
MATCHING TYPE: Match the items under Column A [ research reports

based on subject] with the items under Column B [ subjects ] by writing
the appropriate lowercase letters before the numbers.
COLUMN A COLUMN B
1.Academic report a.Airline industry
2.Aeronautic report b.Animals
3.Anthropological report c.Census

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4.Astronomical report d.Chilbirth
5.Botanical report e.Diseases
6.Dental report f. Drugs
7.Ecological report g.Earth science
8.Economic report h.Environment
9.Epidemiological report I. Food
10.Financial report j. Government affairs
11.Genetic report k. Heredity
12.Geological report l.Human behaviors
13.Gynecological report m. Human evolution
14.Historical report n. Ideas
15.Medical report o. Mental disorders
16.Nutritional report p.Microorganisms
17.Obstetric report q. Money matters
18.Pharmacological report r.Past events
19.Philosophical report s.Plants
20.Political report t.Resources
21.Psychiatric report u.School work
22.Psychological report v.Social behaviors
23.Sociological report w.Tooth disorders

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24.Statistical report x.Weather
25.Zoological report y.Wellness
z.Women’s disease
VI. References:
MODULE 6

Lesson 6 Writing the Research Paper
• Determine the purpose and features of various kinds of research

• Gather data through surveys ,experiments, and observation
• Use transitions to connect ideas
• Write various kinds of research effectively
II.Instructions
This lesson is the culmination of your journey to become proficient in writing

for academic and professional purposes. Do not be limited though; your primary
goal as a student- researcher when preparing research reports, such as a survey
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report,field report ,laboratory and scientific/technical report, is simply to have an
opportunity to learn so you may apply your knowledge in the future.
III.Pre-test
Work on these. Discuss the following questions through a video presentation.
1.In your opinion, what are the characteristics of a good research?
2.What are the habits of a good researcher?
3.What are the dos and don’ts when writing a research?
IV.Teaching Methods- Discussion of Topics:
RESEARCH – is a system and scientific way of investigating and

gathering information to answer a particular problem, establish facts, and
reach conclusions. Conducting a research can be done in various fields such
as arts, humanities, social sciences, natural sciences, technology, and health
sciences.
Some of the research papers in various fileds are the survey report, the
filed report, and the laboratory or scientific report.
1. Survey report – is a paper which presents the results of the author’s

research.
2.Field report – is usually used in the filed of social sciences to link theory
and application.I usually contains the author’s observation when out on the field
and an analysis using theoretical concepts from the discipline.A research papers
are formal in tone and style, field reports can be personal and simple.
3.Laboratory or scientific technical report – is written by those in the

sciences mainly to persuade others to accept or reject a hypothesis, record the
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details for future researches, and document a current phenomenon for the
future reference or comparison.
Remember: To begin a research, you have to determine your topic.Asking

questions is one useful way to focus on a topic easily and wuickly.
Sample Topics in Question Form
• How does the COVID-19 affect the econmy of the Philippines?

• What are the psychological effects of online games?
When choosing a topic, a researcher should consider the following

criteria.
• First ,a researcher topic should be relevant

A relevant topic addresses a particular problem or issue.
• It should also be interesting, especially for the researcher.
Interest and natural curiosity in the topic will encourage greater commitment
to the research.
• Finally, a topic should be manageable.
It should be something you can undertake within your ability and within the
time limit given to you.
It should not be too broad or too narrow ,and must be achievable using
available financial, human, and material resources.
Qualities of a Good Research Question
1.A good research question should be clear, especially to a layperson.
2.A good question should require the gathering of data to answer it.
3.A good question should address an observed problem or issue.
4.A good question should be manageable in terms of your skills and resources.
5.A good research question should be ethical.
6.A good research question should have a practical use.
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Some of the requirements needed to complete a research are the
following:
• Topic [ field specific or general]

• Type of paper [ journal format or thesis format ]
• Length
• Number of sources required [ usually at least 10 reputable references ]
• Types of sources [ books , journals, periodicals, and other online sources ]
• Documentation style [ APA, MLA, Chicago, IEEE]
• Deadlines
• Format [ depends on the documentation style
• Parts of the research
Parts of a Research Paper
Generally , a research includes the following sections: title page, abstract,

introduction, literature review, methodology, results, discussion, conclusion,
references, Each part will be discussed in detail.
1.Title page – contains informative title which describes the content of the paper,
name of the author/s and addresses or affiliation, date when it is submitted. The
following are some examples of informative titles.
• Effects of Facebook on Academic Achievement of Grade 11 GAS Students

• Development and Validation of a Software for Detecting Plagiarism
2.Abtract – contains the summary of the findings and conclusions.
• It briefly presents the context of the study, research questions or objectives,

methodology, major findings, conclusions, and sometimes implications, with
minimal number of citations and statistical data.
• Its length ranges from 100 to 250 words.
3.Introduction- explains the current state of the field of discipline and identifies
research gaps addressed by the research.
• It also presents the research focus in a way that it addresses the identified gaps
and puts the research topic in context.
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• Its length usually ranges from three to five paragraphs.
4.Literature review – contains the summary and synthesis of all available sources
directly related to the study.
• It is divided into two section: the related concepts and related studies which
both help the researcher explain the phenomena which may arise during the study.
• Related concepts – explain some of the fundamental concepts needed by
readers to better understand the study. In this section, some concepts and theories
are defined, explained, and described.
• Related studies – are based on previously conducted studies directly related to
the paper.
• This section ends with a paragraph that synthesizes all of the studies presented and
puts the study in context. Hence, the last paragraph may include the topic and
specific research problems.
• Its length may range from two to three pages. Note that in some cases ,the
literature review is integrated into the introduction.
5.Methodology – contains the processes and steps taken in gathering data for
the research.
• This section contains the context and participants, the instruments used, data
gathering procedure, and data analysis.
• The context and participants section explains the number and demographic
profile of participants involved as well as the place the environment where the
study was conducted.
• The instrument section presents the tools that you used in gathering the data.
These may include a questionnaire, interview, focus group discussion, and tests
among others.
• All of the instruments used, as well as the method of validating them, should be
described in detail.
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• Finally, the data gathering section presents the details on how the data were
collected whereas the data analysis section presents how the data are analysed,
whether it be qualitatively [ coding scheme] quantitatively [ statistical tools.]
6.Results – factually describes the data gathered.
• This section usually contains tables and graphs that summarize the collected data.
Along with the tables and graphs are their respective interpretations.
When interpreting graphs and tables, remember the following:
• Your first sentence should contain the figure or table number and the title.
• The succeeding sentences should focus on the most important information in the
table graph or table.
• The trends or the gaps that you notice may be included in the body of
interpretation.
7.Discussion – presents the why’s of the results.
• This section provides an explanation for all the results in relation to the previous
studies presented in the literature review.
• In this section, you need to restate your research problems or objectives in the first
paragraphs as well as the major findings.
• The succeeding paragraphs should explain whether the study supports or rejects
the previous findings and explain the reason for this.
• The new findings uncovered should also be stated here.
• As with the results section, the discussion must follow the flow of the research
problems or objectives.
8.Conclusion- contains the restatement of major findings, limitations of the study,

recommendations and implications.
• Note that in some cases, the conclusion is integrated into the discussion section.
9.References – section contains the different sources used in the study.These may
be academic books, journals, and other online sources.
• Its format depends on the school, teacher ,or field of study.
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Steps in Writing a Research Paper
1.Select and narrow down the topic.You may use any prewriting technique such
as freewriting, clustering, listing, and brainstorming to focus on a topic.
2.Conduct a preliminary research by gathering the initial references.
3.Formulate the thesis statement and research questions.
4.Prepare a preliminary outline.
5.Gather additional references. Use the preliminary outline as a guide for this stage.
6.Prepare the prefinal outline.
7.Prepare the necessary instruments for your research.
8.Pilot the instrument and revise accordingly.
9.Gather the data.
10 .Prepare the tables and graphs analyse the collected data.
11.Write the methodology and results section.
12.Write the introduction and literature review.
13.Write the discussion. Be sure to link the literature review to the discussion section.
14.Write the conclusion.
15.Write the abstract.
16.Prepare the reference list. List all items that are cited in the body of your paper.
17.Edit and format your paper.
Guidelines in Writing a Research Paper
1.Fifty to seventy-five percent of the paper should be devoted to results and

discussion.
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2.Be sure to cite all your sources wheter they are paraphrased or directly quoted.
3.Use direct quotation sparingly.Paraphrase as much as possible.
4.Strictly follow the required documentation style.
5.Topics should be relevant, interesting, current, and manageable in terms of

resources, skills needed, and time.They should not be too sensitive and
controversial as well.
6.Research questions directly address the given topic or thesis statement.
7.Use simple language and avoid verbose words.
I.Gather and interpret data
A.Write three specific questions on the topic “ Effects of COVID-19 on

Social Academic, and Physical Being of Senior High School
Students.”.Write your answers below.
Specific questions 1:__________________________________________________________
Specific question 2: __________________________________________________________
Specific question 3: __________________________________________________________
II..Individually, write a research report. Assume the persona of a student-

researher writing a research report for a government agency to address
current issues social or econmomic issues.
A.Select a general topic from your filed of interest by considering its

manageability and relevance, as well as your available resources and
level of interest.Once you have a topic, seek approval from your teacher.
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Once your general topic is approved, narrow it down by using any
prewiritng strategy such as freewriting, clustering , listing, and
brainstorming.
B.Set the context for writing your research report by completing the given
information.
Topic: _____________________________________________________________
General Purpose: _____________________________________________________________
Specific Purpose: _____________________________________________________________
Target Output: _____________________________________________________________
Audience : _____________________________________________________________
Writer’s Persona: _____________________________________________________________
Tone / Formality: _____________________________________________________________

Let’s Reflect
Reflect on the learning that you gained after taking up this lesson
1.What were your misconceptions about the topic prior to taking up this
lesson?
______________________________________________________________________
2.What new or additional learning have you had after taking up this lesson
in terms of skills, content, and attitude.
_____________________________________________________________________________
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VI. References:

Jessie Saraza Barrot ,Ph.D. English for Academic & Professional Purposes C& E ,Inc.
Student’s Name:
Grade & Section:
Mr.Ryan C.Mostajo Ms. Ma. Queserie B. Dramayo, LPT
SHS Teacher SHS Academic Assistant Principal
Ms. Mary Jane E. Gula, LPT Mr. Kristoffer B. Viloria, LPT, MAEd
NKP-JHS Academic Assistant Principal BED Principal
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SENIOR HIGH SCHOOL

Name of student: ______________________________

Signature of Parent/Guardian over printed name:

Adviser: Ms. April Jane E. Rasgo

ORAL COMMUNICATION IN CONTEXT ………………………………… 3

21ST CENTURY LITERATURE OF THE PHILIPPINES

GENERAL MATHEMATICS ………………………………………………… 102

EARTH AND LIFE SCIENCE ……………………………………………….. 138

PERSONAL DEVELOPMENT …………………………………………….… 167

UNDERSTANDING CULTURE, SOCIETY AND POLITICS ………………. 206

PHYSICAL EDUCATION ………………………………………………….. 262

ENGLISH FOR ACADEMIC PROFESSIONAL PURPOSES …………….. 301

Subject Teacher: Ms. Maelbic Marie C. Biyo

Lesson 1: Fundamentals of Communication.............................................. 5

Lesson 2: Intercultural Communication................................................... 16

Lesson 3: Types of Speech Context and Style.......................................... 18

Lesson 4: Types of Speech Act................................................22

Lesson 5: Types of Communicative Strategies....................... 27

Lesson 7: Speech Delivery....................................................34

I. Module Learning Competencies:

II. Teaching Methods- Discussion of Topics:

9. I can use strategies

GRAND TOTAL /30

Scoring Score Level of Profiency

Usually- 3 points 28-30 Advanced

Wonder and Learn!

Communication is a process of sharing and conveying messages

Process of Communication Example

1. Regulation/Control- functions to control one’s behavior.

1. Completeness – complete communication is essential

Emotional You are having Recognize

Use of Jargon You are scientist Jargon refers to

Lack of You are asked Develop self-

Noisy You are having Recognize that

Verbal Communication and Nonverbal Communication

Verbal Communication refers to an interaction in which words are

1. Appropriateness – the language that you use should be appropriate

Nonverbal communication refers to an interaction where behavior is

Nonverbal communication is important for several reasons:

II. Assessment of Learning

Lesson 2: Intercultural Communication

I. Module Learning Competencies:

II. Teaching Methods- Discussion of Topics:

Wonder and Learn!

Culture is a complex concept which influences virtually every

Reasons why intercultural communication is important to learn

Below are some of the common barriers to effective communication:

III. Assessment of Learning:

LESSON 3: Types of Speech Context and Style

I. Module Learning Competencies:

a. Differentiate the types of speech context

b. Practice effective interpersonal and intrapersonal skills

II. Teaching Methods- Discussion of Topics:

Communication with self Communication between two

Communication in a small group Communication to the public

Work and Learn!

1.Intrapersonal – This refers to communication that centers on one

Types of Speech Style

The context dictates and affects the way people communicate,

III. Assessment of Learning:

Lesson 4: Types of Speech Act

I. Module Learning Competencies

II. Teaching Methods- Discussion of Topics: