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LEARNING OUTCOME 1:

IDENTIFY QUESTION REQUIREMENT

Question Requirement

​ -refers to what the question asks you to do or find.

A.​ Wh-questions

-questions that start with wh- question indicate that you need to find a piece of information in
the passage.

Examples:

I.​ What did Meng do when the pain got worse?

II.​ In line 29, Why did Meng feel ‘strangely cold’?

B. Verb

-​ questions that begin with a verb ask you to do a certain action in order for you to answer the
question.

Examples:

1.​ Pick an expression in Paragraph 3 that suggests Mr. Bumble’s arrogant attitude.

2.​ Explain what the writer means by the expression, ‘ never harbour a grudge’
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CHECKPOINT

Instructions:

1.​ Identify the requirement of the following questions.

2.​ Answer the questions based on the given information in the text.
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1.​ What made Tom decide to climb the hill?

2.​ Why did the writer have to be extra careful?

3.​ Explain the meaning of 'panoramic view'(line 8).

4.​ Why did they stop after climbing about thirty metres?

5.​ How did the writer get trapped in the snow?

6.​ Why did Tom's fear turn to panic?

7.​ What was the 'nightmare that had come true'(lines 19-20)?

8.​ What does 'encased' in line 21 mean?

9.​ Why did Ben have to get help from the town?

10.​ How do you think Tom felt when it started to snow again? Explain your answer.
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CHECKPOINT B
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1.​ What was the boy doing in line 1?

2.​ How was the old man related to Hafifi?

3.​ What had happened to the old man?

4.​ How was the old man feeling in lines 3-4?

5.​ Why did the old gardener not send Hafifi home to get help?

6.​ Why did they fear staying in the forest?

7.​ What was the task' (line 17) the boy had to do?

8.​ Explain why the boy was terrified of using the ax.

9.​ Why was the boy's mind 'frozen' (line 22)?

10.​ Explain the phrase ‘He studied the small figure..,'(lines 29-30).
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CHECKPOINT C
Plants and animals will find it difficult to escape from or adjust to the effect of global warming.
Scientists have already observed shifts in the life cycles of many plants and animals, such as
flowers blooming earlier and birds hatching earlier in the spring. Many species have begun shifting
where they live or their annual migration patterns due to warmer temperatures.

With further warming, animals will tend to migrate toward the poles and up mountain sides toward
higher elevations. Plants will also attempt to shift their ranges, seeking new areas as old habitats
grow too warm. In many places, however, human development will prevent these shifts. Species
that find cities or farmland blocking their way north or south may become extinct. Species living in
unique ecosystems, such as those found in polar and mountaintop regions are especially at risk
because migration to new habitats is not possible.For example, polar bears and marine mammals
in the Arctic are already threatened by dwindling sea ice but have nowhere farther to go.

Projecting species extinction due to global warming is extremely difficult. Some scientists have
estimated that 20 to 50 percent of species could be committed to extinction with 2 to 3 Celsius
degrees of further warming. The rate of warming, not just the magnitude, is extremely important for
plants and animals. Some species and even entire ecosystems, such as certain types of forest,
may not be able to adjust quickly enough and may disappear.

Ocean ecosystems, especially fragile ones like coral reefs, will also be affected by global warming.
Warmer ocean temperatures can cause coral to "bleach", a state which if prolonged will lead to the
death of the coral. Scientists estimate that even 1 Celsius degree of additional warming could lead
to widespread bleaching and death of coral reefs around the world. Also increasing carbon dioxide
in the atmosphere enters the ocean and increases the acidity of ocean waters. This acidification
further stresses ocean ecosystems.
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Question 1: Scientists have observed that warmer temperatures in the spring cause flowers to

A. die instantly​ ​ B. bloom earlier ​ ​ C. become lighter ​ ​ D. lose color

Question 2: According to paragraph 2, when their habitats grow warmer, animali tend to move

A. south - eastwards and down mountainsides toward lower elevations.

B. north - westwards and up mountainsides toward higher elevations.

C. toward the North Pole and down mountainsides toward lower elevations.

D. toward the poles and up mountainsides toward higher elevations.

Question 3: The pronoun "those" in paragraph 2 refers to

A. species ​ ​ B. ecosystems ​ ​ C. habitats ​ ​ D. areas

Question 4: The phrase "dwindling sea ice" in paragraph 2 refers to _______.

A. the frozen water in the Artie.

B.the violent Arctic Ocean.

C. the melting ice in the Arctic.

D.the cold ice in the Arctic.

Question 5: It is mentioned in the passage that if the global temperature rose by 2 or 3 Celsius
degrees,

A. half of the earth's surface would be flooded.

B. the sea level would rise by 20 centimeters.

C. water supply would decrease by 50 percent.

D. 20 to 50 percent of species could become extinct.

Question 6: According to the passage, if some species are not able to adjust quickly to warmer
temperatures,

A. they may be endangered

B.they can begin to develop

C. they will certainly need water.

D.they move to tropical forests.

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Question 7: The word “fragile” in paragraph 4 most probably means

A. very large

B. easily damaged

C. rather strong

D. pretty hard

Question 8: The bleaching of coral reefs as mentioned in paragraph 4 indicates

A. the water absorption of coral reefs.

B.the quick growth of marine mammals.

C. the blooming phase of sea weeds.

D.the slow death of coral reefs.

Question 9: The level of acidity in the ocean is increased by

A. the rising amount of carbon dioxide entering the ocean.

B. the decrease of acidity of the pole waters.

C. the extinction of species in coastal areas.

D. the loss of acidity in the atmosphere around the earth.

Question 10: What does the passage mainly discuss?

A. Influence of climate changes on human lifestyles.

B. Effects of global warming on animals and plants.

C. Global warming and possible solutions

D. Global warming and species migration.

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CHECKPOINT D

Overpopulation, the situation of having large numbers of people with too few resources and too little
space is closely associated with poverty. It can result from high population density, or from low
amounts of resources, or from both. Excessively high population densities put stress on available
resources. Only a certain number of people can be supported o a given area of land, and that
number depends on how much food and other resources the land can provide. In countries where
people live primarily by means of simple farming, gardening, herding, hunting, and gathering, even
large areas of land can support only small numbers of people because these labor - intensive
subsistence activities produce only small amounts of food.

In developed countries such as the United States, Japan and the countries of Western Europe,
overpopulation generally is not considered a major cause of poverty. These countries produce large
quantities of food through mechanized farming, which depends on commercial fertilizers, large -
scale irrigation, and agricultural machinery. This form of production provides enough food to support
the high densities of people in metropolitan areas.

A country's level of poverty can depend greatly on its mix of population density and agricultural
productivity. Bangladesh, for example, has one of the world's highest population densities, with
1,147 persons per sq km. A large majority of the people of Bangladesh engage in low - productivity
manual farming, which contributes to the country's extremely high level of poverty. Some of the
smaller countries in Western Europe, such as the Netherlands and Belgium, have high population
densities as well. These countries practice mechanized farming and are involved in high - tech
industries, however, they have high standards of living.

At the other end of the spectrum, many countries in sub - Saharan Africa have population densities
of less than 30 persons per sq km. Many people in these countries practice manual subsistence
farming, these countries also have infertile land, and lack the economic resources and technology
to boost productivity. As a consequence, these nations are very poor. The United States has both
relatively low population density and high agricultural productivity; it is one of the world's wealthiest
nations.

High birth rates contribute to overpopulation in many developing countries. Children are assets to
many poor families because they provide labor, usually for farming. Cultural norms in traditionally
rural societies commonly sanction the value of large families. Also, the governments of developing
countries often provide little or no support, financial or political, for farming planning; even people
who wish to keep their families small have difficulty doing so. For all those reasons, developing
countries tend to have high rates of population growth.

Question 1: Which of the following is given as a definition of paragraph 1?

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A. Overpopulation

B. Population density

C. Simple farming

D. Poverty

Question 2: What will suffer when there are excessively high population densities?

A. Available resources

B. Skilled labor

C. Farming methods

D. Land area

Question 3: The phrase "that number" in paragraph 1 refers to the number of

A. people ​ ​ B. densities ​ ​ C. resources ​ D. countries

Question 4: In certain countries, large areas of land can only yield small amounts of food because

A. there is lack of mechanization

B. there are small numbers of laborers

C. there is an abundance of resources

D. there is no shortage of skilled labor.

Question 5: Bangladesh is a country where the level of poverty depends greatly on

A. its population density only

B. both population density and agricultural productivity

C. population density in metropolitan areas.

D. its high agricultural productivity.

Question 6: The phrase "engage in" in paragraph 3 is closest in meaning to

A. escape from ​ B. look into ​ ​ C. give up ​ ​ D. participate in

Question 7: The word "infertile" in paragraph 4 probably means

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A. disused ​ ​ B. impossible ​ C. unproductive​ D. inaccessible

Question 8: Which of the following is a contributor to overpopulation in many developing countries?

A. High - tech facilities

B. Economic resources

C. Sufficient financial support

D. High birth rates

Question 10: Which of the following could be the best title for the passage?

A. High Birth Rate and its Consequences.

B. Overpopulation: A cause of poverty.

C. Overpopulation: A worldwide problem.

D. Poverty in Developing Countries.

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LEARNING GOAL 2:
IDENTIFY THE MEANING OF UNFAMILIAR WORDS AND
PHRASES USING WORD CLASS AND CONTEXT

➔​ Word classes

-​ also known as parts of speech, are the different categories of words used in grammar.

The major word classes are nouns, verbs, adjectives, and adverbs, but there are also

minor word classes like prepositions, pronouns, conjunctions, and interjections.

➔​ Context

​ ​ -is the set of facts and circumstances that surround a word or phrase in a text. Context
sometimes changes the meaning of words.

Example:

1.​ When asked to take her seat, the impudent child refused.

A. young ​ ​ ​ ​ B. disrespectful ​ ​ ​ C. good-natured

2.​ The two old women sat reminiscing about their girlhood.

A. remembering​ ​ ​ B. crying​ ​ ​ ​ C. complaining

3.​ The ring was inexpensive because it contained faux gems.

A. fake​ ​ ​ ​ B. flawed​ ​ ​ ​ C. small

CHECKPOINT A
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Read the story. Use context and word class to figure out the possible meanings of the words
in bold. Then write them next to their meanings below.

CHECKPOINT B
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Read the story. Use context and word class to figure out the possible meanings of the words
in bold. Then write them next to their meanings below.

CHECKPOINT C
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Read the passage. Use context and word class to figure out the possible meanings of the
words in bold. Then write them next to their meanings below.
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LEARNING GOAL 3:
FORMULATE INFERENCES BASED ON A TEXT

Inferences and Conclusions

Example:
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CHECKPOINT
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Instructions:
1.​ Read the passage carefully then determine whether the given inference is correct.
2.​ Circle Yes if the inference is correct and No if it is incorrect.
3.​ Justify your answers using details from the text.

CHECKPOINT A
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CHECKPOINT B
Directions:
1.​ Read each passage and then respond to the questions.
2.​ Explain your answer by referencing the text.

A.​ Gina looked in the mirror at the bright red pustule on her nose. She poked at it carefully, afraid
that it might burst on her dress. It was large and painful. The more she prodded it, the larger it
got. This is not how it was supposed to go! Gina thought to herself. Then she began crying.
Her mother yelled up the stairs, "Gina! Eric is here!" This news made Gina even more
distraught. Now her makeup was running and just as she feared, some of it got on her dress.
"Why me? Why today?" Gina lamented to herself between sobs and gasps.

1. Why is Gina upset at the beginning of the passage?

_______________________________________________________________________________

2. Who is Eric?
_______________________________________________________________________________

B.​ Iggy squinted as he tried to see through the holes in the ski mask. He could make out the large
bag on the counter. The frightened woman who put it there now had both hands raised. As he
took the bag off of the counter, Iggy tipped an imaginary hat to the woman. The jest did not
brighten her demeanor. Iggy exited the first set of doors but stopped in the vestibule. Soon the
windows of the building pulsated with blue and red lights. Iggy hurriedly walked back into the
building.

3. What is Iggy doing in this building?

_______________________________________________________________________________

4. Why does Iggy tip "an imaginary hat to the woman"?

_______________________________________________________________________________

5. Why does Iggy return inside of the building after having left?

_______________________________________________________________________________
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C.​ Missy looked at her brother Kirk with burning eyes. Her hatred seared through him. Sensing
this, Kirk turned toward her and they met eyes. Kirk knew Missy well, but he had never seen
this particular expression on her face before and it startled him. He said, "Look, there's no use
wasting a bunch of energy fighting. Let's look for it. Where does it go anyway?" Missy fumed at
his nonchalance. She replied, "Look at the puzzle, Kirk. You can't miss it." Kurt looked at the
jigsaw representation of the Statue of Liberty that lay on the table. It was composed of 2,500
tiny pieces, well, only 2,499 really. The red and yellow piece that went in the center of the torch
flame was mysteriously absent. Missy sneered at him and said in a vitriolic tone, "I told you not
to move the puzzle pieces, but you insisted. You said that you had to have a better seat. Well, I
hope you're happy, Kirk." Kirk ran his index finger along the inside of his shirt collar. "Gee,
Missy… I'm sorry," he murmured.

6. Why is Missy in such a bad mood?

________________________________________________________________________________

7. Why is Missy specifically mad at Kirk?

_______________________________________________________________________________________

D.​ Pam clutched the steering wheel awkwardly. The man in the passenger seat looked at her from
behind wireframe glasses and then looked back at his clipboard and made some checks. Pam
attempted to pull out from the parking spot slowly, but her foot slipped and she pressed on the
gas too hard. The car jerked back suddenly and she almost crashed into a parked van. The
man scowled at her and made another check on his clipboard. He said dryly, "Turn right here."
Sweat beads gathered on Pam's brow. She timidly exited the parking lot. Now she was on a
thoroughfare and was travelling 15 MPH below the speed limit. Traffic accumulated behind her.
The man made a few more checks on his clipboard and wrote a comment. "Turn left at this
stop sign," he said. Pam slowly turned left, but she did not stop. Several cars honked, and then
she ran over a curb and bumped into a newspaper vending machine. The man hurriedly made
several more checks on his clipboard and said, "OK, we're done here. Please get in the
passenger seat. I will drive back to the facility."

8. What is Pam doing?

________________________________________________________________________________

9. Who is the man with Pam?

________________________________________________________________________________

10. What information is the man putting on his clipboard?

________________________________________________________________________________
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CHECKPOINT C