2

Foreword
In an era characterized by rapid globalization and technological advancement, the
mastery of English has emerged as a critical competency. Recognizing the pivotal role of
language proficiency in shaping individual and national progress, the Lyceum of the
Philippines University-Batangas has embarked on a collaborative journey with the
Commission on Higher Education and other esteemed institutions to elevate English
language skills within the country.

The Global English Competitiveness Project is a testament to our commitment to

nurturing a generation of globally competent communicators. By focusing on the holistic
development of listening, speaking, reading, and writing abilities, we aim to bridge the
gap between current proficiency levels and the demands of a dynamic, interconnected
world.

This meticulously crafted curriculum, comprising fifteen units and forty-two

lessons, is aligned with the Common European Framework of Reference for Languages
(CEFR) at the B2 level, serving as a robust foundation for learners to attain the coveted
C1 proficiency. Through engaging modules and activities such as Reading Rendezvous,
Speak Up, Listening Labyrinth, Writing Workshop, Vocabulary Voyage, Level Up
Grammar, and Sound Like a Pro, students or English language learners will embark on a
transformative learning experience that empowers them to excel in academic,
professional, and personal spheres.

As we navigate the complexities of the 21st century, English proficiency stands as

a cornerstone of success. This module is more than just a course; it is an investment in
the future of our students and the nation.
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LPU-Batangas Committee
 4

LPU-Batangas Committee
 5

Module Content Page

Reading Art is important… 21
Writing Art writing using narrative tenses 12
MODULE 1 Speaking Talk About Your Artwork 24
ART: Moves Listening The Story of the Filipino… 17
& Grooves Vocabulary Art is… 11
Pronunciation Activity 2 Sound Like a Pro 16
Grammar Activity 1 Level Up Grammar 14
Reading Did you know that? 30
Writing Activity 4A Writing Workshop 52
MODULE 2 Speaking Activity 4B Speak Up 54
ART Attack! Listening How a Painting Started… 45
Vocabulary Elements of Art 32
Pronunciation Knowledge Check: Pronunciation 43
Grammar Mixed Conditionals Activity 35
Reading Beginner’s Guide 59
Writing Activity 1A Writing Workshop 61
MODULE 3 Speaking Oral Discussion 72
Forms and Listening Activity13 Listening Labyrinth 105
Styles Vocabulary Identifying sources 66
Pronunciation Activity 11 Sound Like a Pro 103
Grammar Linkers, Discourse Markers 90
Reading Albert Camus (The Plague) 114
Writing Writing Memo 123
MODULE 4 Speaking Sentence Expression 127
World Listening Activity 8 Listening Labyrinth 134
Masterpieces Vocabulary Colloquialism or Slang 129
Pronunciation Activity 14 Sound Like a Pro 146
Grammar Modals 145
Reading Elements of Film 164
Writing Activity 2 Writing Workshop 168
MODULE 5 Speaking Activity 23 Movie Pitch 201
Lights, Listening Activity 25 Listening Labyrinth 206
Camera, Vocabulary Activity 3 Vocabulary Voyage 169
Action! 175
Pronunciation Activity 8 Sound Like a Pro
Grammar Present vs Past Participle 170
 6

Module
ART: Moves and
Grooves
Introduction to Arts
Learn about:
1. Art expressions
2. Art values
3. Benefits of art… and more!
 7

Module Contents
Lesson Lesson Topic Page Time
Frame

All I Need to Know

1 Expressions of Art
10 5 hours

Living Life In a Colorful Way

2 Benefits of Art
18 5 hours

Module Objectives
By the end of this module, you will be able to accomplish the following:
1. Define art and explain how it can be used to express oneself.
2. Identify different forms of art and their expressive qualities.
3. Analyze how artists use different techniques and materials to create
expressive works of art.
4. Create original works of art that express personal feelings, ideas, or
experiences.
5. Reflect on the creative process and the role of art in society.
 8

Module Introduction
Art is a powerful form of expression. It can be used to communicate ideas,
emotions, and experiences. Art can also be used to challenge the status quo and to make
a difference in the world.
In this module, you will learn about the different ways in which art can be used to
express oneself. You will also learn about the different forms of art and their expressive
qualities. Finally, you will have the opportunity to create your own works of art that express
your personal feelings, ideas, or experiences.
 9

Let’s Get Started

The purpose of this pre-test is to help students get started thinking about art and
its expressive qualities. By completing this pre-task, students will be better prepared to
engage in the activities and discussions that will take place during the module.

Knowledge Check

What is art?
What do you think makes something a work of art?
What are different forms of art?

How can art be used to express oneself?

What are some ways in which artists use their work to communicate ideas,
emotions, and experiences?
How can art be used to challenge the status quo or make a difference in the world?

What are your personal thoughts and feelings about art?

What do you enjoy about art?
What challenges do you face when creating art?
 10

Lesson 1
All I Need to Know
In this lesson, you will learn to:

• Define art and explain how it can be used to express oneself.

• Identify different forms of art and their expressive qualities.
 11

Art is….
Art defies a singular definition, encompassing a plethora of manifestations. Broadly
construed, it encompasses any human endeavor or artifact with a communicative or
aesthetic intent, serving as a conduit for ideas, emotions, or overarching worldviews.
Embedded within cultures, art bears economic and social ramifications, reflecting its
multifaceted role in society.

Art finds expression through various mediums, including:

Visual arts: Encompassing painting, drawing, sculpture, and other visually oriented
forms, these mediums engage the sense of sight to convey artistic expression.

Performing arts: Comprising theater, dance, and music, these disciplines utilize
movement and sound as vehicles for creative expression and narrative.

Literary arts: Embracing poetry, fiction, and nonfiction, these forms harness language as
a medium for artistic exploration and communication.

Media arts: Encompassing film, television, and digital media, these mediums leverage
technology to create immersive and interactive artistic experiences.

Art serves diverse purposes, including:

Communication of ideas or messages, Expression of emotions, Elevation of

aesthetic beauty, Entertainment, Provocation of thought or challenge to the viewer's
perspective.

Art permeates myriad settings, including:

Museums, Galleries, Theaters, Dance studios, Music venues, Libraries,

Educational institutions, public spaces.
 12

Narrative Tenses

Narrative tenses are used to convey the order of events and to create a sense of
time. In art writing, narrative tenses can be used to describe the process of creating a
work of art, the history of a work of art, or the impact of a work of art. For example, a writer
might use the past tense to describe how a painter created a particular painting, or the
present tense to describe how a sculpture is currently displayed in a museum. The choice
of tense will depend on the specific purpose of the writing and the intended audience. The
most common narrative tenses are the past, present, and future tenses.

• The past tense is used to describe events that have already happened. It is the
most common tense used in narrative writing.

• The present tense is used to describe events that are happening now. It can be
used to create a sense of immediacy and urgency in the narrative.

• The future tense is used to describe events that will happen in the future. It is not
as common as the past or present tenses, but it can be used to create a sense of
suspense or anticipation in the narrative.
In addition to the three main tenses, there are also a number of other tenses that
can be used in narrative writing. These include the perfect tenses, the progressive tenses,
and the modal tenses.

• The perfect tenses are used to describe events that have been completed or that
have been going on for a period of time.

• The progressive tenses are used to describe events that are in progress or that
are happening repeatedly.

• The modal tenses are used to express possibility, necessity, or permission.

The choice of tense in narrative writing is important because it can affect the way
that the reader experiences the story. The past tense is often used to create a sense of
distance and objectivity, while the present tense can create a sense of immediacy and
involvement. The future tense can be used to create a sense of suspense or anticipation.
Here are some examples of how narrative tenses can be used in art writing:
 13

• Past tense: In 1950, Jackson Pollock created his iconic painting "One: Number 31,
1950." The painting is considered a masterpiece of abstract expressionism.

• Present tense: The painting "The Birth of Venus" by Sandro Botticelli is currently
on display at the Uffizi Gallery in Florence, Italy. The painting is a beautiful and
iconic work of Renaissance art.

• Future tense: In the future, I hope to create a work of art that will inspire and amaze
people.
By using narrative tenses effectively, art writers can help their readers to
understand and appreciate the power of art.
 14

Activity
Level Up Grammar
Direction: Choose the correct verb tense for the following sentence:
1. "Last year, Sarah ________ a beautiful landscape painting."
a. painted
b. is painting
c. has painted
d. paints

2. Which sentence correctly uses the past perfect tense?

a. "I will visit the art gallery tomorrow."
b. "She paints a stunning portrait."
c. "The artist had already finished the sculpture."
d. "They are drawing a sketch right now."

3. Choose the appropriate verb tense for the following sentence:

"As she entered the art exhibition, she amazed by the variety of artworks."
a. is
b. will be
c. was
d. has been

4. Which option correctly uses the present perfect continuous tense?

 15
a. "The painter will start a new project next week."
b. "He painted the masterpiece last night."
c. "They have been working on the mural all day."
d. "She will finish the sculpture tomorrow."

5. Choose the correct verb tense for the following sentence:

"When I visited the art museum, I a famous painting."
a. see
b. saw
c. have seen
d. will see

6. Which sentence correctly uses the past continuous tense?

a. "The sculptor finishes the clay model."
b. "We have been studying art history for hours."
c. "He will draw a portrait of his friend."
d. "They were working on the mural yesterday."

7. Choose the appropriate verb tense for the following sentence:

"By the time she arrived at the art class, the students _____ already started their
projects."
a. have
b. will have
c. are
d. had
8. Which option correctly uses the future perfect tense?
a. “The photographer is capturing stunning images."
 16
b. "We have visited the art gallery yesterday."
c. "They will have finished the sculpture by noon."
d. "She is painting a landscape scene."

9. Choose the correct verb tense for the following sentence:

"He ______ to art school for three years before becoming a professional painter."
a. goes
b. will go
c. went
d. has gone

10. Which sentence correctly uses the present perfect tense?

a. "She will perform a dance routine tonight."
b. "The artists are creating sculptures."
c. "They have visited many art museums around the world."
d. "He painted a beautiful portrait yesterday."

Activity 2
Sound Like a Pro
Identify six multisyllabic words from the video documentary that might be tricky to
stress correctly. Here are some examples taken from the Art is…article(p.11):
MEDia (noun) vs. meDIa (plural of medium)
The artist uses a variety of media in their work, including painting, sculpture, and video.
conVEY** (verb)
 17
The museum exhibit cleverly conveyed the artist's emotions through a mix of bold colors
and distorted figures.
immersive
The virtual reality experience transported viewers to a bygone era, creating an immersive
and historically accurate depiction of life in a medieval village.
veHIcles
The rapid development of autonomous vehicles raises complex ethical and legal
questions concerning liability in the event of accidents.
perME**ates
The influence of social media permeates every facet of modern life, shaping not only our
communication habits but also our self-perception and cultural values.

Learning Check

“The Story of the Filipino: Amazing Pinoy Artists”

Directions: Listen attentively as you watch the video documentary by CNN Philippines
through this link: https://www.youtube.com/watch?v=HakXyu-ti1s

Answer the following questions:

1. What different art forms were represented in the video?

2. How did the art make you feel?

3. What did you learn about art from the video?

4. How did the video inspire you to express yourself through art?

5. How can art help you to communicate your thoughts and feelings and connect with

others?
 18

Lesson : Living Life in

a Colorful Way
In this lesson, you will learn to:

• Identify the different benefits of art.

• Explain how art can benefit individuals and society.
• Create your own art that reflects the benefits of art.
 19

Let’s Get Started

Knowledge Check

Direction: Choose the BEST answer for the following questions.

1. How can art help us communicate our thoughts and feelings?
a. By providing a visual language to express emotions and ideas.
b. By creating a platform for social interaction and debate.
c. By offering a distraction from daily life.
d. By serving as a purely aesthetic experience.

2. How does art contribute to our understanding of different cultures?

a. By reflecting the values, beliefs, and customs of a society.
b. By providing a universal language that transcends cultural differences.
c. By creating a sense of competition among different cultures.
d. By promoting a singular global culture.

3. In what way can art be beneficial in problem-solving?

a. By offering a creative outlet for frustration.
b. By providing a visual representation of complex ideas.
c. By stimulating critical thinking and innovative solutions.
d. By serving as a distraction from the problem.

4. How does art help us to relax and reduce stress?

a. By providing a sensory escape from daily pressures.
b. By distracting us from our problems.
c. By offering a sense of accomplishment.
d. By providing a competitive outlet.

5. How can art contribute to self-expression?

a. By allowing individuals to share their unique perspectives.
b. By providing a platform for self-promotion.
c. By conforming to societal expectations.
d. By imitating the work of others.
 20
Art is a powerful tool that can benefit us in many ways. It can help us to express
ourselves, to understand ourselves and others, to learn about different cultures, to solve
problems, and to relax and de-stress. If you are looking for a way to improve your life,
consider adding art to your daily routine.

Benefits of Art

Art serves as an integral facet of human culture and societal fabric, offering
avenues for joy, enlightenment, and empathy. Moreover, it emerges as a potent catalyst
for effecting social transformation.
Here are several advantages of engaging with art:

• Art fosters comprehension of our surroundings, offering fresh perspectives and

illuminating novel facets of existence. Art facilitates self-expression, providing a
conduit for articulating thoughts, emotions, and lived experiences. Art engenders
interpersonal connections, fostering communal sharing of narratives and fostering
bonds among individuals. Art promotes emotional well-being, serving as a
wellspring of delight, motivation, and tranquility. Art stimulates creativity,
encouraging divergent thinking and the exploration of innovative concepts.

• Art stands as a pivotal component of our existence, enriching our lives in manifold
ways, underscoring the imperative of supporting artistic endeavors.
Here are some benefits of delving into the realm of arts:

• Enhanced critical thinking skills: Engagement with the arts cultivates analytical
prowess, honing the ability to dissect and interpret diverse artistic forms.
Augmented creativity: Immersion in the arts nurtures a fertile ground for unleashing
creative potential and embracing novel modes of self-expression. Elevated
emotional intelligence: Interaction with artistic expressions fosters a deeper
understanding and articulation of personal and collective emotions, nurturing
empathy and emotional literacy. Enhanced problem-solving aptitude: Involvement
in the arts cultivates lateral thinking and fosters the capacity to devise ingenious
solutions to challenges. Boosted self-esteem: Active participation in artistic
 21
endeavors imbues individuals with a sense of accomplishment and pride,
bolstering self-confidence and self-worth.
For those keen on delving deeper into the arts, myriad resources abound. Whether
through formal instruction at local institutions or self-directed exploration via literature,
films, or podcasts, avenues for artistic enrichment abound.
Regardless of the chosen path, receptivity to novel experiences and the free flow
of creativity are paramount. The arts hold boundless potential to enrich lives, beckoning
exploration and engagement with open arms.
If you are interested in learning more about the arts, there are many resources
available to you. You can take classes at a local community college or art museum, read
books and articles about art, watch films and documentaries about art, or listen to
podcasts about art.
No matter how you choose to learn about the arts, the most important thing is to
be open to new experiences and to let your creativity flow. The arts have the power to
enrich your life in many ways, so don't be afraid to explore them.

Art is important….

Art serves as a cornerstone of societal well-being owing to its multifaceted impacts.

It enhances our existence by imbuing it with beauty, joy, and inspiration, while also
fostering introspection and a deeper understanding of the world.
Art fosters creativity by encouraging innovative thinking and providing a platform
for novel expression. Through its diverse forms, it enables individuals to transcend
conventional boundaries and explore new ideas.
Furthermore, art acts as a unifying force, bringing together individuals from diverse
backgrounds and cultures. It promotes cross-cultural understanding and appreciation,
fostering a sense of solidarity and shared humanity.
Moreover, the arts industry plays a pivotal role in driving economic growth,
generating employment opportunities, and contributing significantly to the global
economy.
 22
Beyond its economic and aesthetic contributions, art cultivates civic virtues and
fosters social cohesion. By promoting tolerance, empathy, and compassion, it nurtures a
more inclusive and harmonious society.
Art's transformative potential is evident in various contexts:
Enriching our lives: Whether through captivating paintings, evocative music, or poignant
poetry, art enriches our lives by evoking a range of emotions and prompting reflection.
Fostering creativity: Art fuels imaginative exploration and problem-solving, empowering
individuals to generate innovative solutions and reimagine the world around them.
Building community: From community theater productions to citywide art festivals, art
fosters connections among people, transcending barriers and forging bonds of
understanding and appreciation.
Creating jobs: The arts industry encompasses a spectrum of professions, from
performing and visual arts to literature and media, offering employment opportunities and
contributing to economic vitality.
Nurturing citizenship: Through its capacity to provoke thought and inspire dialogue, art
fosters civic engagement and promotes a deeper understanding of social issues and
diverse perspectives.
In essence, art stands as a potent force for societal progress and individual
fulfillment, enriching lives, fostering creativity, building bridges across communities,
generating economic prosperity, and nurturing a more empathetic and enlightened
citizenry.
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Activity 3
Reading Rendezvous
Direction: Write TRUE if the statement is correct, then FALSE if otherwise.

___________ In the future, new grammar rules may be developed to reflect the way that
people use language today.
___________ New grammar tools may be developed to help people write more
effectively.
___________ Grammar and art may become more integrated in the future.
___________ Art enriches our lives by providing us with beauty, joy, and inspiration.
___________ Art promotes creativity by helping us think outside the box and come up
with new ideas.
___________ Art builds community by bringing people together from different
backgrounds and cultures.
___________ Art creates jobs and contributes to the global economy.
___________ Art can help us to understand the world around us.
___________ Art can help us to express ourselves.
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Activity 4
Speak Up
Talk About Your Artwork
Create a piece of art that expresses its benefits. Your piece of art can be in any
medium, such as painting, drawing, sculpture, or music.
Instructions:

• Think about the different ways that art can benefit people. For example, art can
help people to:

• Understand the world around them. Express themselves.

• Connect with others. Feel better.

• Be more creative.

• Choose a medium for your piece of art.

• Begin creating your piece of art. As you create, think about how your piece of art
can communicate the benefits of art.

• When you are finished creating your piece of art, talk about it and share it with
others.

This task is designed to help you understand the benefits of art by creating your
own art piece, verbalizing your feelings, and expressing yourself using the English
language.
 25

Learning Check

This activity invites you on a journey through the exciting world of art, combining
the visual elements of sculpture and painting with the evocative power of music. We'll
explore how these art forms interact and inspire each other, ultimately prompting you to
create your own unique masterpiece!

1. What different art forms were represented in the video?

a. Sculpture, painting, and music.
b. Literature, dance, and photography.
c. Drawing, film, and architecture.
d. Poetry, theater, and ceramics.

2. How did art make you feel?

a. It makes me feel nostalgic.
b. It made me feel inspired.
c. It is making me feel confused.
d. It made me feel bored.

3. What did you learn about art from the video?

a. I learned that art is subjective.
b. I learned about the history of various art movements.
c. I learned that art requires intense technical skill.
d. I learned that art is irrelevant in modern society.
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4. How did the video inspire you to express yourself through art?
a. It inspired me to experiment with new artistic techniques.
b. It made me want to critique established art forms.
c. It motivated me to abandon my artistic pursuits.
d. It didn't inspire me at all.

5. How can art help you to communicate your thoughts and feelings and connect with
others?
a. Art can provide a universal language for expressing emotions.
b. Art only serves to isolate individuals from each other.
c. Art has no role in interpersonal communication.
d. Art can only be appreciated by solitary reflection.
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Module
Art Attack!
Elements and Mediums of Art
Learn about:
1. Mixed conditionals
2. Narrative tenses for experience
…and more!
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Module Contents
Lesson Lesson Topic Page Time
Frame

Let’s Appreciate Art

1 Elements of Art
31 5 hours

Learn, Know, and Do It

2 Mediums of Art
44 5 hours

Module Objectives
By the end of this module, you will be able to accomplish the following:
1. Define narrative tenses and mixed conditionals and explain their purpose.
2. Identify the different types of narrative tenses and mixed conditionals, such as
past, present, future, past perfect, and mixed conditional.
3. Understand how to use narrative tenses and mixed conditionals to create a clear
and coherent story.
4. Apply narrative tenses and mixed conditionals to different types of writing, such as
personal essays, fiction, and nonfiction.
 29

Module Introduction
In this module, you will learn about the basic building blocks of art, as well as the
materials that artists use to create their work. By the end of this module, you will be able
to define the elements and mediums of art, identify them in a work of art, and use them
to create your own work of art.
The elements of art are the basic building blocks of art. They include line, shape,
form, value, color, texture, and space. The mediums of art are the materials that artists
use to create their work. They include painting, drawing, sculpture, printmaking,
photography, and filmmaking.
By learning about the elements and mediums of art, you will gain a better
understanding of how art is created. You will also be able to create your own works of art
that are more expressive and visually appealing.
 30

Let’s Get Started

Did you know that?

Qatar's university football field hosted the world's largest painting, "The story of the
ball," by Iranian artist Emad Salehi, covering 9,652 square meters. It depicts the history
of the ball, including past World Cups, host countries, winners, and notable players. The
previous record holder was Sasha Jaffery with a painting spanning 1,595.76 square
meters.
Read more here: https://tinyurl.com/ysrh5skj
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Lesson
Let’s Appreciate Art
In this lesson, you will learn how to:

• Define the elements of art.

• Identify the elements of art in a work of art.

• Use the elements of art to create their own work of art.

 32

Elements of Art

"The Spoliarium" by Juan Luna, a renowned Filipino artwork crafted in 1884,

stands as a monumental oil painting housed in the National Museum of Fine Arts in
Manila, measuring 4.22 meters in height and 7.675 meters in width. Luna's masterpiece
is revered for its dramatic composition, employing principles of balance and symmetry to
convey grandeur and gravity. The focal point portrays fallen gladiators being dragged from
the arena, evoking a profound sense of despair and tragedy.
Luna's deliberate use of a muted color palette, dominated by earthy tones and
deep shadows, sets a somber tone that enhances the painting's emotional impact.
Through expert manipulation of light and shadow, Luna employs chiaroscuro to create
stark contrasts, intensifying the drama and tension within the scene. Symbolism abounds
in "The Spoliarium," offering a powerful commentary on the human condition, exploring
themes of suffering, mortality, and oppression. Luna's technical prowess is evident in his
meticulous rendering of anatomy and architectural details, imbuing the painting with a
sense of realism and immediacy that draws viewers into its narrative.
 33
Above all, "The Spoliarium" resonates as a deeply emotive work, eliciting empathy
and compassion for its subjects. Luna's ability to confront harsh realities with poignant
imagery invites reflection on shared humanity. Thus, Luna's iconic masterpiece
transcends its historical context to speak to universal themes of resilience and the
enduring quest for justice and redemption, cementing its status as a timeless masterpiece
of Philippine art.

Activity
Vocabulary Voyage
Direction: Based on what you read, notice the underlined words. Answer the following
questions below and choose the best answer.
1. What does the term "monumental" mean in the context of the passage?
a. Small and insignificant
b. Grand and imposing
c. Easily movable
d. Simple and plain

2. What does the word "revered" suggest about Luna's masterpiece?

a. Hated and despised
b. Critically acclaimed and respected
c. Ignored and overlooked
d. Unnoticed and forgotten

3. How does Luna employ chiaroscuro in "The Spoliarium"?

a. To create a sense of monotony
b. To enhance drama and tension through contrasts of light and shadow
c. To highlight colorful elements in the painting
 34
d. To obscure the focal point of the artwork
4. What does the term "technical prowess" refer to in the passage?
a. Lack of skill and expertise
b. Mastery and proficiency in artistic techniques
c. Inability to manipulate materials effectively
d. Theoretical knowledge of art history

5. What is the primary emotion evoked by "The Spoliarium"?

a. Joy and happiness
b. Sorrow and tragedy
c. Indifference and apathy
d. Excitement and exhilaration

Mixed Conditionals in the

Past, Present, And Future

Mixed conditionals are used to talk about situations that are both hypothetical and real.
They are formed by combining elements of the past, present, and future conditionals.

Past mixed conditionals are used to talk about hypothetical situations that happened in
the past. They are formed by using the past subjunctive in the if-clause and the past
perfect in the main clause.
 35
For example:
If I had studied harder, I would have passed the test.
If I had attended that art workshop last year, I would have learned advanced techniques
by now.
If I had visited the Louvre when I was in Paris last summer, I would have marveled at
masterpieces like the Mona Lisa.

Present mixed conditionals are used to talk about hypothetical situations that could
happen in the present. They are formed by using the present subjunctive in the if-clause
and the modal verb "would" in the main clause.
For example:
If I had more time, I would paint more.
If I am painting a landscape, I typically blend colors to create depth and realism.
If I am discussing art with friends, I often share my favorite artists and explain why their
work resonates with me.
Future mixed conditionals are used to talk about hypothetical situations that could
happen in the future. They are formed by using the future subjunctive in the if-clause and
the modal verb "would" in the main clause.
For example:
If I won the lottery, I would buy a painting by Picasso.
If I become a famous artist someday, I will use my influence to support emerging talents
in the art world.
If I achieve my goal of becoming an art historian, I will educate others about the cultural
significance of different art movements.
Mixed conditionals can be used to talk about a wide range of topics, including art. For
example, you could use them to talk about:

• How a work of art would have been different if the artist had made different choices.

• What you would do to improve a work of art.

• What you would create if you had the resources.

 36
Mixed conditionals can be a helpful way to express your thoughts and ideas about art.
By understanding how they work, you can use them to communicate more effectively.
Here are some additional examples of mixed conditionals used in a sentence about art:
If I had studied art history, I would know more about the different styles of painting.
If I had more money, I would buy more art.
If I had more time, I would paint more often.

Activity
Level Up Grammar
Direction: Choose the BEST answer for the following questions.

1. If she had studied art history, she _________ able to appreciate the paintings at
the museum more deeply.
a. would be
b. will be
c. would have been
d. will have been

2. If you had seen the sculpture exhibition, you _________ amazed by the intricate
designs.
a. would be
b. will be
c. would have been
d. will have been
 37
3. If the artist had attended the gallery opening, he _________ his works being
admired by art enthusiasts.
a. would see
b. will see
c. would have seen
d. will have seen
4. If they hadn't taken art classes in school, they _________ the techniques and
skills needed to create stunning artwork.
a. would know
b. will know
c. would have known
d. will have known

5. If I were a famous painter, I _________ my own art studio in Paris.

a. would have
b. would
c. will have
d. will

6. If the curator were here, she _________ us interesting insights into the artist's
creative process.
a. would give
b. will give
c. would have given
d. will have given
 38
7. If they had studied abstract art, they _________ the meaning behind the
unconventional paintings.
a. will understand
b. would understand
c. will have understood
d. would have understood

8. If the art exhibition is canceled, the attendees _________ disappointed as they

were looking forward to it.
a. will be
b. would be
c. will have been
d. would have been

9. If she had pursued a career in art, she _________ more exhibitions of her artwork
by now.
a. would have had
b. would have
c. will have
d. will have had

10. If the museum offers guided tours, visitors _________ a chance to learn about the
historical context of the artwork.
a. will have
b. would have
c. will be having
d. would be having
 39

Activity
Level Up Grammar
Direction: Fill in the blanks with the correct mixed conditional form:
1. If I __________ (know) about the event earlier, I would have attended it.

2. If she __________ (study) harder in high school, she might have gotten into her
dream college.

3. If they __________ (save) more money last year, they would be able to afford a
vacation now.

4. If he __________ (not miss) the train, he would have arrived at the meeting on
time.

5. If we __________ (not have) plans for tonight, we could have gone to the concert.

6. If you __________ (ask) for help, someone would have assisted you.

7. If it __________ (rain) tomorrow, we won't be able to go hiking.

8. If she __________ (not break) her leg, she would be competing in the
championship next month.

9. If they __________ (win) the lottery, they would be living in a mansion now.

10. If I __________ (be) born in a different country, my life would have been completely
different.
 40

Learning Check

Direction: Listen attentively as you watch the video “How A Painting Started A Revolution”
through this link, https://tinyurl.com/bdh9cxwv, and then answer the following questions.

1. What historical event inspired the Philippine Revolution?

a. The Spanish-American War
b. The Filipino-American War
c. The declaration of independence from Spanish rule

2. Who were some of the prominent figures associated with the Filipino reformist
movement?
a. Juan Luna and Felix Hidalgo
b. Jose Rizal and Graciano Lopez Jaena
c. John Silva and Jose Rizal

3. What significant achievement did Juan Luna accomplish in Madrid in 1884?

a. He won a gold medal at the National Exhibition of Fine Arts.
b. He organized a revolutionary movement against Spanish rule.
c. He published a manifesto advocating for Filipino independence.
 41
4. According to Jose Rizal, what does Juan Luna's painting, the Spoliarium,
represent?
a. The celebration of Spanish colonialism
b. The struggles of Filipino society against oppression
c. The triumph of reason over prejudice and injustice

5. What impact did Juan Luna's Spoliarium have on Filipino nationalists?

a. It reinforced their belief in the superiority of Spanish art.
b. It provided evidence against claims of Filipino inferiority.
c. It discouraged them from pursuing revolutionary activities.

6. How does the Spoliarium depict the scene it portrays?

a. With vibrant colors and joyful characters
b. With dark tones and scenes of death and suffering
c. With abstract shapes and surreal imagery

7. What is the significance of the central composition in Juan Luna's Spoliarium?

a. It represents the triumph of the gladiators over their oppressors.
b. It draws the viewer's attention to the heart of the painting.
c. It symbolizes the unity of the Filipino people in the face of adversity.

8. According to the passage, what additional elements are depicted in the

Spoliarium?
a. Scenes of celebration and victory
b. Scenes of mourning and despair
c. Scenes of peace and tranquility
 42
9. How does the identity of Juan Luna as a colonial subject influence the
interpretation of his painting?
a. It reinforces the colonial narrative of Spanish superiority.
b. It adds depth to the social commentary on colonial cruelty.
c. It undermines the credibility of the artwork as anti-colonial.

10. What statement does the size and recognition of Juan Luna's Spoliarium make,
according to the passage?
a. It asserts the dominance of Spanish art over Filipino art.
b. It highlights the talent and genius of a colonial subject.
c. It reinforces the idea of Filipino inferiority in the arts.
 43

Let’s Get Started

Knowledge Check
Direction: Identify the type of art of the following illustrations and then pronounce each
word correctly (using the provided pronunciation guide) and sound like a pro.

Surrealism Architecture Cubism Land Art

/sr·ee·uh·li·zm/ /aar·kuh·tek·chr/ /kyoo·bi·zm/ /ˈlænd ˌɑːrt/

Pop Art Music Photography Abstract Art

/ˈpɑːp ˌɑːrt/ /ˈmjuː.zɪk/ /fəˈtɑː.ɡrə.fi/ /ˈæb.strækt ɑːrt/

Optical Illusion Art Performance Art Minimalism Sculpture

/ˌɑːp.tɪ.kəl ɪˈluː.ʒən ɑːrt/ /pɚˈfɔːr.məns ˌɑːrt/ /ˈmɪn.ə.məl.ɪ.zəm/ /ˈskʌlp.tʃɚ/
 44

Lesson 2
Learn, Know, and Do It
In this lesson, you will learn to:

• Define the term "medium" in art.

• Identify different mediums of art.

• Describe the characteristics of different mediums of art.

• Choose the appropriate medium for a specific artistic purpose.

• Create a work of art using a variety of mediums

 45

Mediums of Art

Art encompasses a diverse array of mediums, each offering unique avenues for
creative expression and exploration. Painting, sculpture, performance art, and
photography stand as prominent mediums in the world of art, each with its own distinct
characteristics and methods of communication.

Painting, perhaps one of the oldest and most traditional forms of visual art, involves
the application of pigment onto a surface such as canvas or paper. Filipino artists have
made significant contributions to the realm of painting, showcasing a wide range of styles
and techniques. For instance, Fernando Amorsolo, a renowned Filipino painter, is
celebrated for his vivid depictions of Philippine landscapes and rural life. His masterpiece
"Lavanderas" (Laundry Women) exemplifies his mastery of oil painting, capturing the
beauty and simplicity of everyday life in the Philippines with vibrant colors and meticulous
attention to detail.
 46

Sculpture, on the other hand, involves the creation of three-dimensional artworks

using materials such as wood, metal, clay, or stone. Filipino sculptors have produced a
diverse array of sculptures that range from traditional religious icons to contemporary
abstract forms. One notable example is Guillermo Tolentino's "The Oblation," an iconic
sculpture that symbolizes selfless service and sacrifice. Located at the University of the
Philippines Diliman campus, this monumental bronze statue depicts a man with
outstretched arms, embodying the spirit of freedom and nationalism.
 47

Performance art transcends traditional notions of visual art by incorporating

elements of time, space, and the body. Filipino performance artists have utilized this
medium to explore themes of identity, politics, and social issues. Artist Carlos Celdran, for
instance, is known for his immersive performances that engage audiences in discussions
about Philippine history and culture. His "Livin' La Vida Imelda" performance, which
critiques the excesses of the Marcos regime, sparked dialogue and controversy within the
Philippine art community.
 48

Photography, a relatively modern medium, involves capturing images using light-

sensitive materials such as film or digital sensors. Filipino photographers have captured
the beauty and diversity of Philippine culture and landscapes through their lens. Neal
Oshima, for example, is renowned for his documentary-style photographs that document
the lives of indigenous communities in the Philippines. His series "Baguio and the
Cordilleras" offers a glimpse into the rich cultural heritage of the region, highlighting the
resilience and traditions of its people.
In conclusion, painting, sculpture, performance art, and photography represent just
a few of the many mediums through which Filipino artists express themselves and engage
with their audiences. From the vibrant colors of Fernando Amorsolo's paintings to the
thought-provoking performances of Carlos Celdran, Filipino artists continue to push the
boundaries of artistic expression, contributing to the rich tapestry of global art history.
 49

Activity 3
Reading Rendezvous
Direction: Choose the BEST answer for the following questions.
1. What characteristic distinguishes performance art from other forms of visual art?
a. Use of pigment on a surface
b. Creation of three-dimensional artworks
c. Incorporation of time, space, and the body
d. Capturing images using light-sensitive materials

2. Which Filipino artist is celebrated for his vivid depictions of Philippine landscapes
and rural life?
a. Guillermo Tolentino
b. Carlos Celdran
c. Neal Oshima
d. Fernando Amorsolo
e.
3. What does Guillermo Tolentino's sculpture "The Oblation" symbolize?
a. The resilience of indigenous communities
b. The excesses of the Marcos regime
c. Selfless service and sacrifice
d. The beauty and simplicity of everyday life
 50
4. What is the main theme of Carlos Celdran's performance "Livin' La Vida Imelda"?
a. The traditions of indigenous communities
b. The excesses of the Marcos regime
c. The resilience of the Cordilleras region
d. The history of Philippine rural life
5. What is the focus of Neal Oshima's series "Baguio and the Cordilleras"?
a. Vivid depictions of Philippine landscapes
b. Abstract contemporary forms
c. The lives of indigenous communities in the Philippines
d. Discussions about Philippine history and culture

Formal and
Informal Register
Formal register is a way of speaking or writing that is appropriate for formal
settings, such as academic papers or museum exhibits. Formal register is characterized
by the use of specific vocabulary, grammar, and sentence structure. It is also
characterized by the avoidance of slang, contractions, and colloquialisms.
Informal register is a way of speaking or writing that is appropriate for informal
settings, such as casual conversations or personal emails. Informal register is
characterized by the use of everyday language, including slang, contractions, and
colloquialisms.
When discussing art, it is important to choose the right register for the situation.
For example, if you are writing an academic paper about a painting, you would use formal
register. However, if you are talking to a friend about a painting you saw in a museum,
you would use informal register.
 51
Here are some examples of formal and informal language about art:
1. Formal:
a) "The artist used a variety of techniques, including chiaroscuro and
foreshortening, to create a sense of depth and realism in the
painting."
b) “The painting is a masterful example of the artist's skill and
technique.” “The painting is a powerful and moving depiction of
human emotion.”
c) “The juxtaposition of light and shadow in Leonardo da Vinci's "Mona
Lisa" exemplifies the artist's mastery of chiaroscuro technique,
evoking a sense of enigmatic allure that has captivated viewers for
centuries.”
d) “The avant-garde nature of Pablo Picasso's "Les Demoiselles
d'Avignon" challenges traditional artistic norms, pioneering a new era
in modern art characterized by fragmented forms and bold
experimentation.”
2. Informal:
a) "The painting was really cool. The artist used a lot of shadows and
made the people look like they were really far away."
b) "The painting was totally awesome. The artist was a total badass."
"The painting was really sad. I felt bad for the people in the painting."
c) “Have you seen the way the colors pop in Van Gogh's "Starry Night"?
It's like the sky's dancing with energy!
d) “That Banksy piece on the wall, it's like a slap in the face to
conformity, you know? It's just so raw and real.”

It is important to note that there is no right or wrong way to discuss art. The most
important thing is to be clear and concise in your communication.
 52

Activity 4A
Writing Workshop

Direction: Practice formal and informal register in writing. Choose the BEST answer for
the following questions.

1. Which of the following written phrases is an example of formal language?

a. "What's up?"
b. "How are you doing?"
c. "Greetings, how are you today?"
2. In formal writing, which pronoun should be used to refer to an individual in the third
person?
a. "he/she"
b. "they"
c. "one"
3. Which of the following is a formal written greeting?
a. "Hey!"
b. "Hi there!"
c. "Good morning!"
4. Which written sentence uses formal language?
a. "I wanna go to the museum."
b. "I would like to visit the museum."
c. "I'd like to hit the museum."
 53
5. In formal writing, how should you address someone whose name you don't know?
a. "Hey, you!"
b. "Sir/Madam."
c. "Yo!"
6. Which of the following phrases is an example of written informal language?
a. "I apologize for the inconvenience."
b. "Sorry about that."
c. "I'm deeply regretful for the disruption."
7. In informal writing, which pronoun is commonly used to refer to a group of people?
a. "he/she"
b. "they"
c. "one"
8. What is an informal way through writing to ask someone how they're feeling?
a. "How are you?"
b. "How's it going?"
c. "How's your day been?"
9. Which sentence uses informal language?
a. "I intend to go to the cinema."
b. "I'm planning to hit the movies."
c. "I'm gonna catch a flick."
10. In an informal written message, how might you greet a friend you haven't seen in
a while?
a. "Hello, how have you been?"
b. "Hey, long time no see!"
c. "Greetings, it's been a while."
 54

Activity 4B
Speak Up
Direction: The following are art related verbal responses and reactions. Speak your mind
by writing F if the statement is in Formal Register, then I if Informal Register.
_____ 1. "I don't get art, but I like this one because it's, like, really pretty."
_____ 2. "I have no idea about art, but I can't stop staring at this masterpiece."
_____ 3. "I saw this painting, and it blew my mind. Seriously, it's crazy good."
_____ 4. "I'm no expert, but I think the colors in this painting are just so cool together."
_____ 5. "I'm not an art expert, but I just love the way this sculpture looks, you know?"
_____ 6. "I'm not artsy, but this piece just speaks to me, you know what I mean?"
_____ 7. "The art historian's analysis provided valuable insights into the cultural and
historical context of the painting."
_____ 8. "The artist totally nailed it with this one; it's just, like, awesome."
_____ 9. "The artist's oeuvre encompasses a wide range of styles and mediums."
_____ 10. "The artist's work has been critically acclaimed and is highly regarded within
the art community."
_____ 11. "The brushwork and technique employed in this painting are indicative of
the artist's profound skill."
_____ 12. "The composition demonstrates a meticulous attention to detail and a
mastery of chiaroscuro."
_____ 13. "The exhibition curator meticulously curated a collection of artworks that
span centuries."
_____ 14. "The juxtaposition of form and color in this piece evokes a profound
emotional response."
_____ 15. "The use of symbolism in this sculpture imbues it with layers of meaning
and significance."
 55
_____ 16. "This artwork exemplifies the enduring legacy of Impressionism in the realm
of fine art."
_____ 17. "This artwork here is pretty neat – it's got this whole vibe going on."
_____ 18. "This painting is super cool because it's all vibrant and stuff."
_____ 19. "This particular artwork epitomizes the pinnacle of Renaissance aesthetics."
_____ 20. "This sculpture is wild – it's like something out of a dream or a sci-fi movie."

Learning Check

Direction: Watch the video “Is graffiti art? Or vandalism - Kelly Wall” through this link:
https://tinyurl.com/45u4kptu.Then answer the following questions.

1. Analyze the historical roots of graffiti and discuss how its perception has evolved
over time. How have different societies and historical events shaped the current
debate on whether graffiti is art or vandalism?
2. Examine the relationship between graffiti and counterculture movements. How
have graffiti artists used this form of expression to challenge societal norms and
political boundaries? Provide examples from the text to support your analysis.
3. Discuss the dual nature of graffiti as both a form of artistic expression and an act
associated with destruction. How do contemporary graffiti artists navigate this
dichotomy, and what impact has this had on the acceptance of graffiti in
mainstream culture? Use specific details from the text to illustrate your points.
 56

Module
Academic Study
Research Writing
Learn about:
1. Critiquing and reviewing constructively
2. Expressing reactions
3. Defending a point of view persuasively
…and more!
 57

Module Contents
Lesson Lesson Topic Page Time
Frame

Workable Research
1 What to Write?
Formal vs. Informal Registers
60 3 hours

Identifying sources
2 Information Required
Emphasizing a Point, Feeling, & Issue
84 3 hours

Writing the Paper

3 All set, ready, write!
Critiquing and reviewing constructively
96 4 hours

Module Objectives
By the end of this module, you will be able to:
1. Understand formal over informal registers in writing.
2. Emphasize a point, feeling or issue.
3. Use narrative tenses to narrate experiences.
4. Express attitudes and feelings precisely.
 58

Module Introduction
The word research has been a by-word in the academic community, specially
among students. The perception upon hearing the word could either be positive or
negative depending on how the student takes it. However, research shall not be seen as
a high-hat term. For students who do not love research writing, give this module a try for
you to appreciate the very fulfilling task; and for students with positive perception, sustain
your enthusiasm because you are on the right tract.
This module also includes discourse skills emphasize on expressing ideas fluently
and spontaneously, including listening for main points in lectures and presentations,
introducing narrative tenses for experiences, mixed conditionals in the past, present and
future, and using formal registers and transition words in academic writing.
Enjoy writing and learning!
 59

Let’s Get Started

Are you ready?

Before you start, here is a quick guide to the research writing process.

Beginner’s Guide: How to Write a Research Paper

1. Understand the assignment.
2. Choose a research paper topic.
3. Conduct preliminary research.
4. Develop a thesis statement.
5. Create a research paper outline.
6. Write a first draft of the research paper.
7. Write the introduction.
8. Write a compelling body of text
9. Write the conclusion

Now, remember:
Determining the difference between formal and informal register is essential in
academic writing, specifically in doing workable research. The researchers must also
distinguish the difference between primary and secondary source to achieve a scholarly
and effective output.
These are the significant lessons you are going to learn in this module.
 60

Lesson
Workable Research
In this lesson, you will learn to:

• Distinguish formal from informal register

• Express reactions on topics using tenses, adjectives, and

adverbs.
 61

Activity A
Writing Workshop
Please pay attention to this YouTube video. Listen carefully as you watch it.
Click the link to watch the video about formal and informal register
https://www.youtube.com/watch?v=Xh7lrudBzh8&ab_channel=VOALearningEnglish

The formal register is for formal publications and follows grammar rules carefully.
This type of register avoids slang or colloquial terms, never ends a sentence with a
preposition, and refrains from using contractions.
The formal register is characterized by its adherence to strict grammar rules and
avoidance of slang or colloquial terms. It prioritizes longer paragraphs and typically uses
the third person point of view. Additionally, it spells out numbers less than 100 , utilizes
active voice and refrains from starting sentences with words like “ because,”, “so” “but” or
“also”. This type of register is commonly employed in formal publications and is
sometimes referred to as the consultative register. The informal register on the other hand
is more casual and spontaneous with friends or family and is marked by its relaxed
grammar and vocabulary.
 62

Questions:
1. What is one characteristic of the formal register mentioned in the passage?
a. Uses contractions
b. avoids slang and colloquial terms
c. Prefers shorter paragraphs
d. Uses passive voice

2. Which register uses primarily the third person point of view?

a. Formal register
b. Informal register
c. Both
d. Neither

3. What type of writing typically employs the formal register?

a. Texting friends
b. Writing a letter to a friend
c. Academic publication
d. Casual conversations

4. Which sentence exhibits characteristics of the informal register.

a. ” When the researchers heated the mixture, it combusted.”
b. “We can’t go to the store right now.”
c. “Please read the following terms and conditions carefully.”
d. “The CEO would like to request a meeting to discuss the terms of the
contract. “
 63
5. What is a key difference between the formal and informal register registers
mentioned in the passage?
a. Vocabulary complexity
b. Paragraph length
c. Use of contractions
d. Point of view usage

Formal and
Informal Register

Examples of Formal register:

• Dear Sir, The CEO would like to request a meeting to discuss the terms of the
contract.

• When the researcher heated the mixture, it combusted.

• Choice of words and verbs in a sentence has a direct impact on the register.

• Please read the following Terms and Conditions carefully as they affect your
legal rights. These terms and conditions contain an arbitration agreement that
requires the use of arbitration on an individual basis to receive disputes rather
than jury or any other court proceedings or class actions of any kind.

Examples of Informal Register

1. The informal register is easy to spot. Some examples include:
2. We can’t go to the store right now.
3. Hi Nancy!!! How are You?
4. Have you heard what we’re doing this weekend?
 64
5. I’m gonna tell you my idea because it’s awesome.
6. Hello! It looks like you’re hanging out on our website, and possibly even during
some retreats or courses or other things we offer.
7. First thing first by using our site you’re agreeing to these T&C. If you don’t like
them, you can opt out by pressing the tiny little X at the top of your browser. Bye
bye.

Activity B
Writing Workshop

Direction: Identify which statement is a formal register and which expression is an

informal register.
_____ 1. The goal of critical reading is to examine not only what message is conveyed
but also how message is conveyed as well as its purpose and target audience.

_____ 2. Hello, who will gonna listen to the speaker now?

_____ 3. Hi, I missed you!
_____ 4. Please read the terms and conditions in the Special Power of Attorney
document to avoid legal conflicts.
_____ 5. When the researcher conducted the questionnaire, the respondents were all
vigilant.
_____ 6. I am coming home soon, my love.
_____ 7. Please go home now, you are needed badly.
_____ 8. According to Article XIV of the Philippine Constitution, all Filipinos are entitled
to quality education.
_____ 9. This is to request permission to hold a meeting about the extension program of
our organization.
_____ 10. No one is above the law.
 65

Activity C
Writing Workshop

Formal vs. Informal Language

Direction: Read the dialog below and choose whether the speaker is using formal or
informal language based on the context.

Speaker 1: "Good morning, everyone. I hope you're all doing well today. Before we begin
our meeting, I'd like to remind you of the upcoming deadline for the project proposals.
They are due by the end of this week, so please make sure to submit them on time. Also,
if you have any questions or concerns, feel free to reach out to me or your team leader.
Thank you."
Speaker 2: "Hey, guys! How's it going? I just wanted to give you a heads up about the
project stuff. So, like, the proposals are due by the end of the week, so make sure you
get them in on time. And if you need anything, just hit me up, alright? Cool, let's get this
show on the road!"

Questions:
1. Which speaker is using formal language?
a) Speaker 1
b) Speaker 2

2. What is the main difference in language use between the two speakers?
a) Tone
b) Vocabulary
c) Sentence structure
 66

3. How does Speaker 1 suggest contacting for questions or concerns?

a) Send an email
b) Call on the phone
c) Reach out personally

4. What phrase does Speaker 2 use to express readiness to begin?

a) "Thank you."
b) "Let's get this show on the road!"
c) "Feel free to reach out."

5. Which speaker is likely addressing a formal meeting or professional setting?

a) Speaker 1
b) Speaker 2

Identifying Sources

The terms below are keywords for our lesson in identifying sources. Try to analyze the
words given. Comprehension questions are provided also for you to understand better.

• Primary Source: The original materials or evidence directly related to a topic,

event, or phenomenon. These include documents, diaries, interviews, artifacts,
etc.

• Secondary Source: Interpretations or analyses of primary sources by scholars

or experts. These can include books, articles, documentaries, etc.
 67

• Tertiary Source: Compilations or summaries of primary and secondary

sources, such as encyclopedias, textbooks, databases, etc.

• Peer-reviewed Journal: Academic journals where articles are evaluated by

experts in the field before publication.

• Scholarly Article: An article written by a researcher or scholar, typically

published in a peer-reviewed journal, presenting original research or analysis.

• Popular Article: Articles published in magazines, newspapers, or websites

aimed at a general audience. They may offer insights into a topic but may not
always be rigorously researched.

• Credible Source: A source that is trustworthy, reliable, and authoritative. It is

based on evidence, expertise, and factual accuracy.

• Bias: Prejudice or inclination towards a particular viewpoint that may influence

the interpretation or presentation of information in a source.

• Primary Research: Original research conducted by the author, often involving

experiments, surveys, interviews, or observations.

• Secondary Research: Research that relies on existing sources, such as

literature reviews, meta-analyses, or data analysis.

• Plagiarism: Using someone else's work, ideas, or words without proper

attribution or permission, which is considered unethical and academically
dishonest.

• Copyright: Legal protection granted to the creators of original works, giving

them exclusive rights to reproduce, distribute, and adapt their work.

• Quoting: Using the exact words of a source in one's own work, properly
attributed and enclosed in quotation marks.

• Paraphrasing: Rewriting information from a source in one's own words while

retaining the original meaning, properly citing the source.

• Summarizing: Condensing the main points or ideas of a source in a brief and

concise manner, giving credit to the original author.
Comprehension questions are provided for you to understand the term better.
Primary Source:

• What distinguishes a primary source from other types of sources?

 68

• Can you provide examples of primary sources relevant to historical research?

Secondary Source:

• How do secondary sources differ from primary sources in terms of their content
and purpose?

• Why might researchers consult secondary sources when conducting a literature

review?
Tertiary Source:

• What role do tertiary sources play in academic research?

• Can you identify examples of tertiary sources commonly found in libraries or online
databases?
Peer-reviewed Journal:

• Why is peer review important in scholarly publishing?

• How can you determine if an article comes from a peer-reviewed journal?

Scholarly Article:

• What criteria distinguish scholarly articles from popular articles?

• Why is it important for researchers to cite scholarly articles in their own work?
Popular Article:

• How might popular articles differ in content and style from scholarly articles?

• In what situations might it be appropriate to reference a popular article rather than

a scholarly one?
Credible Source:

• What factors contribute to the credibility of a source?

• How can you evaluate the credibility of a source before incorporating it into your
research?
Bias:

• Why is it important for researchers to be aware of bias in sources?

• Can you provide examples of how bias might manifest in different types of
sources?
 69
Primary Research:

• What are the advantages of conducting primary research as opposed to relying

solely on secondary sources?

• What methods can researchers use to collect primary data?

Secondary Research:

• How does secondary research contribute to the advancement of knowledge in

various fields?

• What are some common sources of secondary data in academic research?

Plagiarism:

• Why is plagiarism considered unethical in academic and professional contexts?

• What are some strategies for avoiding plagiarism when using sources in your own
work?
Copyright:

• What rights does copyright law grant to creators of original works?

• How does copyright protection impact the use and dissemination of information in
academic research?
Quoting:

• When is it appropriate to quote directly from a source in your own writing?

• How should you format a quotation to indicate that it comes from another source?
Paraphrasing:

• What are the benefits of paraphrasing information from a source rather than
quoting it directly?

• How can you ensure that your paraphrase accurately represents the original
source?
Summarizing:

• Why is summarizing an important skill for academic writers?

• What strategies can you use to create an effective summary of a source?

 70

Activity A
Vocabulary Voyage
Direction: Answer the test questions given below. Write the letters only of the best
answer.
1. What defines a primary source?
a. A source that analyzes and interprets original research.
b. Original materials or evidence directly related to a topic.
c. A compilation of information from various secondary sources.

2. Which of the following is an example of a secondary source?

a. A diary written by a historical figure.
b. An article analyzing the effects of climate change on agriculture.
c. A documentary film depicting life in ancient civilizations.

3. What role do tertiary sources typically serve in research?

a. They provide original evidence and data.
b. They offer interpretations and analyses of primary sources.
c. They compile and summarize information from primary and secondary
sources.

4. Why are peer-reviewed journals considered important in academia?

a. They contain articles written by non-experts.
b. They undergo evaluation by experts in the field before publication.
c. They prioritize sensationalism over accuracy.
 71
5. What distinguishes a scholarly article from a popular article?
a. Scholarly articles are written for a general audience.
b. Scholarly articles undergo peer review and present original research.
c. Popular articles are always more credible and reliable.

6. Which factor contributes to the credibility of a source?

a. Its popularity among the general public.
b. Its alignment with the reader's personal beliefs.
c. Its trustworthiness, reliability, and authority.

7. What is bias in the context of sources?

a. The absence of any viewpoint or perspective.
b. A tendency towards a particular viewpoint that may influence the information
presented.
c. The objective and impartial presentation of information.

8. What distinguishes primary research from secondary research?

a. Primary research relies on existing sources, while secondary research
involves original data collection.
b. Primary research presents original data and findings, while secondary
research analyzes existing information.
c. Primary research is conducted by experts, while secondary research is
conducted by amateurs.
 72
9. Why is plagiarism unethical in academic and professional contexts?
a) It promotes collaboration and sharing of ideas.
b) It undermines the integrity of scholarship by claiming others' work as one's
own.
c) It encourages critical thinking and creativity.

10. What rights does copyright law grant to creators of original works?
a) The exclusive right to reproduce, distribute, and adapt their work.
b) The obligation to share their work freely with others.
c) The right to plagiarize and use others' work without attribution.

Activity
Speak Up

Oral Discussion: Differentiate the way you speak

• when you talk with your friends

• when you talk with your classmates

• when you talk with your family

• you talk with your teacher

• when you talk with audience as a lecture

 73

Activity C
Speak Up
Direction: Present a-10-minute lecture for college students about sources of information
using formal language. Please use the rubric below.
 74

Activity A
Writing Workshop

This activity will enable you to choose the topics that interest you most.
Direction: Choose three topics that interest you most. Out of those topics, pick one that
you like best.

• Book • Music

• Computer • Games

• Fashion • Gossip

• TV • Work

• Politics • School

• Food • Religion

• Family • News

• Travel • Movies

• Vacation • Sports

• Shipping • relationships
 75

Activity B
Writing Workshop
Direction: Write a reflective essay on why you chose the specific topic based on the list
above.
In doing this activity, you need to correctly use the proper tenses in expressing your ideas.
Appropriate modifiers like adjectives and adverbs must be used to achieve effective
academic output.

The rubric below is your basis for your grade in this activity.

Features 4-Expert 3-Accomplished 2-Capable 1-Beginner

Piece was Piece had
written in an Piece was written little style or Piece had no
extraordinary in an interesting voice style or voice
Quality of style and voice style and voice Gives some Gives no new
Writing Very Somewhat new information and
informative informative and information very poorly
and well- organized but poorly organized
organized organized

So many
Virtually no Few spelling and A number of spelling,
Grammar, spelling, punctuation spelling, punctuation and
Usage & punctuation or errors, minor punctuation or grammatical
Mechanics grammatical grammatical grammatical errors that it
errors errors errors interferes with
the meaning
 76

Theory of Personality

Exploring the Theory of Personality

Personality theory and the study of formal and informal register are interconnected
through the concept of individual differences in language use.
Personality is a multifaceted aspect of human existence that has intrigued
psychologists and researchers for decades. At its core, personality refers to the unique
pattern of thoughts, feelings, and behaviors that distinguish one individual from another.
Understanding personality involves delving into various theories that attempt to explain
its complexities.
One prominent theory is the psychodynamic approach, pioneered by Sigmund
Freud. According to Freud, personality is shaped by unconscious drives and conflicts,
such as the id, ego, and superego. These elements interact to influence our behaviors
and motivations, often manifesting in defense mechanisms like repression and projection.
Another significant theory is the trait approach, which emphasizes identifying and
measuring specific characteristics that define an individual's personality. Traits such as
extraversion, neuroticism, and openness to experience are thought to be relatively stable
over time and across situations, providing insight into how people typically behave.
Additionally, the humanistic perspective, championed by Carl Rogers and
Abraham Maslow, focuses on the innate drive for self-actualization and personal growth.
This theory highlights the importance of subjective experiences and the pursuit of fulfilling
one's potential in shaping personality development.
Furthermore, the cognitive-behavioral approach underscores the role of cognition
and learning in shaping personality. This perspective emphasizes how individuals'
thoughts, beliefs, and experiences influence their behaviors and emotional responses to
various situations.
In contemporary psychology, integrative approaches combine elements from
multiple theories to provide a more comprehensive understanding of personality. These
approaches recognize the dynamic interplay between biological, psychological, and
social factors in shaping who we are as individuals.
 77
In conclusion, the study of personality is a rich and complex endeavor that
encompasses various theories and perspectives.

Assessing Theories of Personality

Evaluating theories of personality involves a nuanced examination of their strengths,
weaknesses, and applicability in understanding human behavior. Each theory offers
unique insights into different aspects of personality, contributing to a multifaceted
understanding of this complex phenomenon.
The psychodynamic approach, pioneered by Freud, provides valuable insights into the
influence of unconscious processes on behavior. It highlights the role of early childhood
experiences and internal conflicts in shaping personality dynamics. However, critics argue
that Freud's theories lack empirical support and overemphasize the role of sexuality and
aggression.
In contrast, the trait approach offers a systematic framework for assessing and measuring
personality characteristics. Traits such as the Big Five (extraversion, neuroticism,
openness to experience, agreeableness, and conscientiousness) provide a
comprehensive overview of individual differences. Yet, this approach may oversimplify
the complexity of human personality and overlook situational influences on behavior.
The humanistic perspective emphasizes the inherent drive for self-actualization and
personal growth. It emphasizes the importance of subjective experiences and the
individual's unique potential. However, critics suggest that this approach may lack
empirical rigor and overlook the darker aspects of human nature, such as aggression and
conflict.
The cognitive-behavioral approach focuses on how thoughts, beliefs, and learning
experiences shape personality. It provides practical strategies for understanding and
modifying maladaptive behaviors. However, some argue that this approach may neglect
the role of biology and genetic factors in personality development.
Integrative approaches aim to synthesize insights from multiple theories to provide a more
comprehensive understanding of personality. By incorporating biological, psychological,
and social factors, these approaches offer a holistic perspective on human behavior.
However, implementing integrative theories may present challenges in terms of
complexity and practical application.
In conclusion, assessing theories of personality involves recognizing their unique
contributions and limitations. No single theory can fully capture the complexity of human
personality, but by integrating insights from various perspectives, one can gain a more
nuanced understanding of this intriguing aspect of human existence.
 78

Activity
Reading Rendezvous
Direction: Choose the BEST answer for the following questions.

1. Which theory of personality emphasizes unconscious drives and conflicts?

a. Cognitive-behavioral approach
b. Trait approach
c. Psychodynamic approach
d. Humanistic perspective

2. According to the trait approach, which of the following is NOT one of the Big Five
personality traits?
a. Extraversion
b. Neuroticism
c. Perfectionism
d. Agreeableness

3. Who is considered the pioneer of the humanistic perspective in personality

psychology?
a. Sigmund Freud
b. Carl Rogers
c. B.F. Skinner
d. Albert Bandura
 79
4. The cognitive-behavioral approach emphasizes the role of:
a. Unconscious conflicts
b. Subjective experiences
c. Learning and cognition
d. Self-actualization

5. Integrative approaches to personality psychology aim to:

a. Oversimplify human personality
b. Synthesize insights from multiple theories
c. Disregard biological factors
d. Emphasize unconscious processes

Let’s recall the meaning of

adjectives, fellows.
Adjectives play a crucial role in language and communication as they provide
descriptions, qualities, and attributes to nouns and pronouns. They enhance our
understanding around us by adding depth , color and specificity to our expressions.
Adjectives are powerful linguistic tools that allow us to provide descriptions, add depth,
and express nuances in our communication.
 80

Activity
Writing Workshop
Direction: Compose reflective essays on what you have learned in this lesson and how
it can be applied in your writing and everyday communication. You may compose 250-
300 words.
Use the rubric below for your reference.

Features 4-Expert 3-Accomplished 2-Capable 1-Beginner

Piece was Piece was written Piece was Piece was

Quality of written in an in an written in an written in an
Writing extraordinary extraordinary extraordinary extraordinary
style and voice style and voice style and voice style and voice

Grammar, Very Very informative Very Very

Usage & informative and and well- informative and informative and
Mechanics well-organized organized well-organized well-organized
 81

Activity
Level Up Grammar
Let us now go to tenses!
Direction: Which tense is used in each of these sentences? Refer to the guide on the
next page
1. Why do you live in France?
a. Present Perfect
b. Present Continuous
c. Present Simple

2. You are visiting an English Club.

a. Present Perfect
b. Present Continuous
c. Present Simple

3. I haven’t had breakfast yet.

a. Present Perfect
b. Present Continuous
c. Present Simple

4. Would you like a coffee?

a. Conditional
b. Present Simple
c. Future Simple
 82
5. Were you working at 9 0’ clock?
a. Past Simple
b. Past continuous
c. Past Perfect

6. Did Tara phone you yesterday?

a. Past Simple
b. Past Continuous
c. Past Perfect

7. The train had already left.

a. Past Simple
b. Past continuous
c. Past Perfect

8. We’ll have finished by 6 pm.

a. Future Perfect
b. Future Continuous
c. Future Simple

9. Will he still be travelling this evening?

a. Future Perfect
b. Future Continuous
c. Future Simple
83
 84

Lesson
Identifying Sources
In this lesson, you will learn to:

• Identify primary and secondary sources in doing credible

academic writing.

• Express feelings and attitudes towards work using discourse

skills.
 85

Knowledge Check
 86
Direction: Look at these pictures. Observe the nonverbal cues then answer the questions
below.
1. What do you think the people in the group are doing?
2. Why are these people together?
3. What tasks do they need to complete?
4. If you were to create a group, what do you think would be an ideal number of
members?
5. How would you ensure that your group can finish an assigned task?

Primary and
Secondary Sources
Primary Sources are immediate, first-hand accounts of a topic, from people who had a
direct connection with it. It can include texts of laws, newspaper reports by reporters who
witnessed the event or who quote people who did. Speeches, diaries, letters, interviews,
- what the people involved said or wrote It also includes original research, datasets,
survey data, such as census, or economic statistics. Photographs, audio or video that
capture an event. Raw data is also considered as primary source.
Secondary Sources are one step removed from primary sources. They can cover the
same topic but add a layer of interpretation and analysis. It can include most books about
a topic. interpretation of data and documentaries.
Examples of Primary Sources
1. Diaries and journals
2. Autobiographies
3. Speeches
4. Historical documents
5. Birth Certificates
6. Government records
7. Deeds
8. Court documents
 87
9. Military records
10. Tax records
11. Census records
12. Art
13. Published first-hand accounts
14. sound/audio recordings
15. Photographs

Examples of Secondary Sources

• Biography
• Almanacs
• History books
• Encyclopedias

Newspaper and Magazine articles can be a primary or secondary sources.

Think about it
like this….
If I tell you something, I am the primary source.
If you tell someone else what I told you, you are
the secondary source.
Secondary source materials can be articles in
newspapers, magazines, books or articles found
that evaluate or criticize someone else's original
research.
 88

Activity 6A
Vocabulary Voyage
Direction: Put two checkmarks (//) if the item is primary source of information and a
checkmark (/) if the item is a secondary source of information.

____ 1. Certificate of Live Birth

____ 2. Passport
____ 3. Harry Potter Book 1
____ 4. Encyclopedia Americana
____ 5. Pasyong Mahal by Fr. Guido
____ 6. Straight from the Heart by Fr. Ladra
____ 7. The Diary of Anne Frank
____ 8. Scopus Journal
____ 9. Philippine History and Government by Zaide
____ 10. Textbook in Communication
 89

Activity 6B
Reading Rendezvous
Direction: Choose the BEST answer for the following questions.
1. What defines a primary source?
a. They are interpretations of events.
b. They are one step removed from firsthand accounts.
c. They provide immediate firsthand accounts of a topic.
d. They primarily include books and encyclopedias.
2. Which of the following is considered a primary source?
a. Biography
b. History book
c. Autobiography
d. Encyclopedia
3. What distinguishes secondary sources from primary sources?
a. They provide immediate accounts of events.
b. They add interpretation and analysis to firsthand accounts.
c. They are created by people who witnessed the events.
d. They include raw data and original research.
4. Which of the following would be categorized as a secondary source?
a. Diaries and journals
b. Government records
c. History books
d. Birth certificates
 90
5. According to the text, what can newspaper and magazine articles be classified as:
a. They can only be primary sources.
b. They can only be a secondary source.
c. They can be both primary and secondary sources.
d. They are neither primary nor secondary sources.

Linkers and
Discourse Markers
In academic writing, it is important to present an argument clearly and cohesively.
In addition, you may be required to discuss and evaluate existing research or ideas about
the topic under discussion. Developing the language to connect ideas in academic writing
will help you with these tasks. This is where linkers or ‘linking words’ within sentences
and between paragraphs, and alternative vocabulary choices are use in connecting ideas
in writing.
Linkers are words or phrases that we use in our daily lives to connect link ideas in two
sentences. Take the quiz below and see whether you’re an expert or you still need some
more practice.
Discourse markers can be used to introduce new information, provide clarification,
express contrast, show cause and effect, indicate time or sequence, agreement or
disagreement and so on.
Examples:
however , On the other hand , in contrast > to indicate contrast
moreover, furthermore, in addition to > to add information
therefore, thus, consequently > to show cause and
effect firstly, secondly, thirdly, finally > to indicate sequence
in conclusion, to sum up, in summary > to signal the end of a discourse
well, you know, I mean > to express hesitation or to fil pauses
in conversation
 91

Activity
Level Up Grammar
Direction: Use an appropriate linker in the following sentences. Identify the incorrect
connector.
_____ 1. the rain, they continued the match.
A. Due to B. In spite of C. Because D. In the event of

_____ 2. she saw the snake, she ran away.

A. Despite B. As soon as C. Through D. Nevertheless

_____ 3. he is poor, he is happy.

A. Though B. Due to C. As soon as D. In order to

_____ 4. Walk carefully you will fall down.

A. in order to B. or else C. despite D. when

_____ 5. you work hard, you cannot get good marks.

A. Unless B. Or else C. But D. Though
 92

Activity 7B
Level Up Grammar

Direction: Match each transitional device on the left with its corresponding function on
the right.
1. However a. Introducing a contrasting idea
2. Furthermore b. Adding information
3. On the other hand c. Summarizing
4. In addition d. Showing cause and effect
5. Therefore e. Conceding a point
6. In conclusion f. Showing sequence

Activity 7C
Level Up Grammar
Direction: Fill in the blanks with the appropriate transitional device.
1. __________, I believe that implementing stricter regulations is necessary to
mitigate environmental damage.
2. Sarah loves classical music; __________, she attends concerts regularly.
3. John wants to travel to Japan; __________, he's been learning Japanese for the
past year.
4. The company's profits have been declining steadily; __________, they decided to
restructure their marketing strategy.
5. __________, it's essential to consider both sides of the argument before reaching
a conclusion.
 93

Activity 7D
Level Up Grammar

Sentence Transformation
Direction: Rewrite the following sentences using transitional devices.

1. The team worked hard; they won the championship. The team worked hard;
__________, they won the championship.
a. Therefore
b. Consequently
c. However

2. She enjoyed her trip to Paris. She found the city beautiful. She enjoyed her trip to
Paris. __________, she found the city beautiful.
a. Furthermore
b. Consequently
c. However

3. The lecture was fascinating. I learned a lot from it. The lecture was fascinating.
__________, I learned a lot from it.
a. In addition
b. Consequently
c. However
 94
4. He missed the train. He arrived late for the meeting. He missed the train.
__________, he arrived late for the meeting.
a. Therefore
b. Consequently
c. However

5. The weather was terrible. __________, we decided to stay indoors.

a. Therefore
b. Consequently
c. However

Activity 7E
Level Up Grammar
Direction: One connector is incorrect in the context of the sentence; can you identify
them?
1. Being the better player, Richard lost the match.
a. in spite of
b. Despite
c. Even though

2. Laila’s mother-in-law was a very difficult woman. _________ couldn’t help liking
her.
a. However
b. Nevertheless
c. Consequently
 95
3. We left at dawn. _________ avoid the rush hour traffic.
a. because of
b. in order to
c. so as to

The discourse skills emphasize on expressing ideas fluently and spontaneously,

including also listening for main points in lectures and presentations, introducing narrative

tenses for experiences, mixed conditionals in the past, present and future and using

formal registers in academic writing.

Wrap It Up
In conducting workable research, it is important to utilize higher order thinking skills

. These skills are cognitive processes that involve critical thinking which are provided in

the activities painlessly. You are also provided activities in identifying the primary and

secondary sources for the credibility and relevance of your sources. These skills will

enable you to identify reliable source that will contribute to the overall quality and

credibility of your work. Grammar lessons were included for your references.
 96

Lesson
Writing The Paper
In this lesson, you will learn to:

• Distinguish formal from informal register.

• Formulate thesis statement.

• Develop an argument systematically using transitional phrases.

• Critique and review constructively.

 97

Let’s Get Started

Writing an academic paper requires the use of a more formal language register,
which determines the vocabulary, structure and grammar in writing. Look into the short
description below and notice the use of formal register.

Using Formal Register

An academic or scholarly paper has to pass an academic quality assessment

before it can be published in an academic journal. Additionally, before an article is
accepted for publication, it has to be reviewed by researchers working in the same field.
This control process is called peer- reviewing, which is designed to guarantee the
academic standard of an article.
Also, an academic paper is not a social commentary, an opinion or a blog. It begins
with a thesis where the writer aims to persuade readers of an idea or solution to a problem
based on evidence.
Another key point is that academic writing should present the reader with an
informed argument. To construct an informed argument, the writer has to sort out what
he/she knows about the subject from what he/she thinks and feels about it. It can begin
by posing a question that will lead to the idea, or the writer can make a thesis statement.
Moreover, the research process is not simply collecting data, evidence or facts and
putting the information onto paper. Instead, the research process is about investigation –
asking questions and developing answers through serious critical thinking and thoughtful
 98
reflection. In fact, most research involve at least a survey or questionnaire soliciting
perceptions from a reasonable sample of participants.

Activity 8
Writing Workshop
Passage:
An academic or scholarly paper must pass through a rigorous process before it
can be published in an academic journal. This process includes peer-review, where
researchers in the same field assess the quality of the paper. Unlike social commentary
or blogs, academic papers present informed arguments based on evidence to persuade
readers of a specific idea or solution.
Here are some key points of academic writing. First, the thesis statement. The
writer introduces their main argument or idea they want to convince the reader of. Second,
the informed argument. The writer uses evidence and differentiates between facts and
opinions. Third, the research process. Research involves investigation, critical thinking,
and reflection, not just collecting data.

Directions: Write the letter of the best answer for each question.

1. What is the main purpose of peer-review in academic publishing?

a. To share the author's opinions
b. To ensure the quality of the research
c. To promote the author's ideas
d. To entertain the reader

2. How does an academic paper differ from a blog post?

a. Academic papers are shorter.
b. Academic papers are based on evidence and research.
 99
c. Blog posts are reviewed by peers.
d. Blog posts are more formal.

3. What is the role of a thesis statement in academic writing?

a. To ask a question about the topic
b. To present the author's main argument
c. To summarize the research process
d. To state the author's qualifications

4. What is NOT part of the research process described in the passage?

a. Data collection
b. Critical thinking
c. Personal opinions
d. Reflection

5. Which of the following best describes how academic writing uses evidence?
a. Evidence is used to tell a story.
b. Evidence is used to support the author's claims.
c. Evidence is used to express the author's feelings.
d. Evidence is not used in academic writing.
 100

Activity 9
Writing Workshop
Consider this question: What are some of the rules of formal language register?
Instructions: Write F if the italicized words are in formal register; otherwise, I.

_____ 1. One of the first things you'll discover as a college student is that writing in
college is different from writing in high school.
_____ 2. Certainly, a lot of what your high school writing teachers taught you will be
useful to you as you approach writing in college.
_____ 3. The first thing that you'll need to understand is that writing in college is for the
most part a particular kind of writing, called "academic writing."
_____ 4. Writing done by scholars for scholars. Doesn't that leave you out?
_____ 5. Academic writing is writing done by scholars for other scholars.
_____ 6. Academic writing is devoted to topics and questions that are of interest to the
academic community.
_____ 7. But how do you know when a topic is relevant and appropriate?
_____ 8. She will certainly be giving you a context into which you can place your
questions and observations.
_____ 9. Academic writing is devoted to topics and questions that are of interest to the
academic community.
_____ 10. Academic writing should present the reader with an informed argument.

Good job! Let’s learn some more. Shall we try understanding writing a thesis statement?
 101

Thesis Statement

In academic writing, a thesis statement acts as a concise summary, typically

formulated in one or two declarative sentences. It goes beyond simply identifying the topic
at hand. It encapsulates the paper's entire purpose, including the author's specific stance
or argument.
Essentially, it conveys the core idea the researcher intends to prove or investigate
throughout the study. Stemming from the research proposal's structure, the thesis
statement represents the crux of the argument or analysis. While conventionally
positioned in the opening paragraphs, some authors strategically place it towards the
introduction's conclusion.
Another key point is that crafting a thesis statement is a culmination of significant
intellectual effort. In other words, before solidifying a thesis, the author must engage in
thorough research and gather evidence to substantiate their argument or analysis.
Firstly, formulating a research question is a crucial initial step. A well-defined
research question allows you to conduct more focused research, ultimately aiding in the
development of your thesis statement. Secondly, once you have established your
research question, you can embark on preliminary research. This exploration of the topic
will equip you to construct a tentative thesis statement. If your work requires taking a
stance on the issue, your thesis statement should explicitly convey your position.
The next step is to bolster your statement with evidence and sound reasoning. As
your research progresses and you uncover supporting data and facts, you can
concurrently refine and develop your initial thesis. The final thesis statement should
encapsulate the key points of your argument, potentially incorporating your conclusion as
well.
Finally, anticipate counterarguments. Anticipating potential counterarguments to
your research will help you further refine your thesis statement. Aside from adding a level
of complexity to the thesis statement, these counter-arguments also help you develop the
key arguments to make them stronger.
 102

Activity 10
Writing Workshop
Direction: Evaluate each statement whether it is True or False.
_____ 1. The thesis statement communicates the stand of the writer on an issue.
_____ 2. The thesis statement captures the central idea of the research.
_____ 3. The thesis may be put in the beginning or end of the Introduction.
_____ 4. Preliminary research is needed in writing a thesis statement.
_____ 5. Determine the research question to do more research.
_____ 6. Start formulating a thesis by constructing the answer to the research question.
_____ 7. A paper that provides a position on the issue may exclude the claim in the
tentative thesis.
_____ 8. When writing the thesis statement, do not include part of the question in the
statement.
_____ 9. The thesis statement may no longer be refined.
_____ 10. Counter-arguments are considered in making the key arguments stronger.
 103

Activity 11
Sound Like a Pro
Direction: Fill in the gaps with the most appropriate words. Then, read aloud the entire
passage with emphasis on the correct pronunciation of every word you have answered
on each number.
conclusion contention investigation proposal
discourse introductory proposition stance
rationale forthright main thesis
A thesis statement comprises one or two 1) _____________ sentences that
summarize the main point of a paper. It does not only identify the 2) _________ to be
discussed, but also the 3) _________ of the paper itself. Most importantly, it clearly
makes an 4) __________ and communicates with the reader the 5) ___________ the
author has taken on the topic. Also, the thesis statement is derived from the structure of
the 6) ________________, as it encapsulates the 7) _____________ that the researcher
aims to prove or explore in the study. Due to its nature as a condensation of the 8)
___________ or analysis, the thesis is usually placed in the 9) ____________ paragraphs
of a paper; however, many authors also place this toward the 10) _________ of the
introduction.
To check the English Pronunciation of the words. Visit this link:
https://dictionary.cambridge.org/us/dictionary/english/
Keep it up! Let’s go for more…

In academic writing, cohesive devices, also known as transition words or

phrases, play a pivotal role. They act as linguistic bridges, seamlessly connecting
disparate ideas within your text and ensuring a logical flow of arguments.
It is worth noting that the spectrum of transition words and phrases extends far
beyond what has been covered here. For a multifaceted exploration of this topic, you can
refer to the section on "What are the transition words in academic writing?"
 104

Activity 12
Vocabulary Voyage
Let’s practice some more.

Direction: Fill in the gaps with the correct transition words.

The significance of strong English writing skills transcends borders. 1)

__________ , proficiency in written English is a prerequisite for many professions. 2)

____________, multinational corporations often restrict hiring to individuals with

exceptional written and spoken English abilities. 3) ____________ , gaining admission

to most universities in English-speaking countries hinges on clear and concise writing

skills in English. 4) ___________ , the ability to craft clear and comprehensible English

sentences demonstrably enhances your prospects of securing a well-paying job.

Well done! You must be ready for the real challenge.

 105

Activity 13
Listening Labyrinth
Direction: Watch this video and listen carefully to learn “How to write the best
argumentative essay”.
From: https://www.youtube.com/watch?v=doCeh_8QJDIv
To check your understanding, answer each question correctly based on the video you
watched and listened to.

1. What is the PRIMARY structure of an argumentative essay, according to the video?

a. Introduction, Thesis Statement, Body Paragraphs
b. Introduction, Body Paragraphs (Arguments & Counter-arguments),
Conclusion
c. Introduction, Topic Sentences, Conclusion
d. Introduction, Research Findings, Discussion

2. What types of transitions are mentioned as being useful for connecting arguments
and counterarguments?
a. Time transitions only (e.g., after, before)
b. Similarity transitions only (e.g., also, likewise)
c. Similarity and difference transitions (e.g., also, conversely)
d. All the transitions listed in the passage

3. Based on the information provided, what is the MAIN focus of the video?
a. Effective transitions in academic writing
b. Argumentative writing for O Level English exams
c. Tips for improving one's writing style
d. The importance of research in argumentative essays
 106
4. Which of the following topics is NOT likely to be covered in the video based on the
information provided?
a. Formulating strong arguments in an essay
b. Analyzing a practice argumentative writing question
c. The appropriate use of timestamps in essays
d. Strategies for crafting a compelling introduction

Ready for the real thing?

Take the Challenge. Critique this argumentative essay as to task response, coherence
and cohesion, lexical resource and grammatical range and accuracy. Use transition words
and apply the mechanics of writing. Limit your essay in 150 words.
Task response. It examines the candidate's ability to answer the question in its complete
sense and how well he/ she develops the ideas to support the answer.
Coherence and Cohesion: Coherence means the connection of ideas on a larger scale,
while cohesion means connection at a sentence level.
Lexical Resource. It refers to the ability to use a wide range of vocabulary correctly
(without errors) and appropriately (in the proper context) in writing.
Grammatical range and accuracy. Being able to use a variety of sentence structures,
tenses, and other items to convey intended meaning; and the ability to use correct and
precise grammar with control.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
 107

Activity 14
Writing Workshop
Try this argument essay question about access to a university education. It is very
important that you write a balanced argument before giving your opinion.
It is sometimes argued that too many students go to university, while others claim
that a university education should be a universal right.
Discuss both sides of the argument and give your own opinion. Limit to 250-350
words.
For your essay to be graded, please submit it to Chatgpt 4.0 with this prompt:
Please grade my essay from A-F using Stanford University Writing Rubric. Provide
grammatical corrections and suggestions.

Sample Argumentative Essay

In some advanced countries, it is not unusual for more than fifty percent of young adults to
attend college or university. Critics, however, claim that many university courses are worthless
and young people would be better off gaining skills in the workplace. In this essay, I will examine
both sides of this argument and try to reach a conclusion.

There are several reasons why young people today believe they have the right to a university
education. First, growing prosperity in many parts of the world has increased the number of
families with money to invest in their children’s future. At the same time, falling birthrates mean
that one- or two-child families have become common, increasing the level of investment in each
child. It is hardly surprising, therefore, that young people are willing to let their families support
them until the age of twenty-one or twenty-two. Furthermore, millions of new jobs have been
created in knowledge industries, and these jobs are typically open only to university graduates.

However, it often appears that graduates end up in occupations unrelated to their university
studies. It is not uncommon for an English literature major to end up working in sales, or an
engineering graduate to retrain as a teacher, for example. Some critics have suggested that
young people are just delaying their entry into the workplace, rather than developing
professional skills. A more serious problem is that the high cost of a university education will
mean that many families are reluctant to have more than one child, exacerbating the falling birth
rates in certain countries.
 108
In conclusion, while it can be argued that too much emphasis is placed on a
university education, my own opinion is that the university years are a crucial time for
personal development. If people enter the workplace aged 18, their future options may
be severely restricted. Attending university allows them time to learn more about
themselves and make a more appropriate choice of career. (320 words)

Wrap It Up
The cultivation of effective academic writing presents a persistent obstacle for
many college students. However, the contemporary workplace's escalating demands for
sophisticated English writing skills necessitate that every student confront this challenge
head-on. Beyond introductory guidance, success in navigating the writing task hinges on
consistent training in various facets of academic writing. This includes a nuanced
understanding of the genre's inherent characteristics and expectations, the strategic
deployment of a formal register, the crafting of trenchant and succinct thesis statements,
the seamless integration of transitional language to ensure logical flow, and a thorough
grasp of established essay structures.
Marvelous! Congratulations for having completed this lesson. Keep enhancing
your writing prowess.
 109

Module
World Masterpieces
The Plague by Albert Camus
Learn about:
• Expressing oneself spontaneously
• Narrative tenses for experiences
• Formal expression
…and more!
 110

Module Contents
Lesson Lesson Topic Page Time
Frame
The Plague
1 Synthesizing and Glossing Information,
Discourse Markers, Formal and Informal
117 2.5 hours

Registers

Quarantine in the City

2 Formal and Informal Registers, Collocations
126 2.5 hours

What Critiques Say

3 Modals in the Past, Past Narrative
Tenses
141 2.5 hours

Module Objectives
By the end of this module, you will be able to:
1. Express attitudes and feelings precisely through synthesizing and glossing
information
2. Use simple past, and past perfect as narrative tenses for experiences
3. Express certainty, probability and doubt
4. Write papers using formal registers and logical markers to show cohesion
5. Synthesize and evaluate information
 111

Module Introduction
There are many reasons why people love reading novels. Some people enjoy the
escape that novels provide. When you read a novel, you can forget about your own
problems and enter the world of the story. You can experience the characters' emotions,
travel to new places, and learn about different cultures.
Other people love reading novels because they are intellectually stimulating.
Novels can challenge your thinking and make you see the world in new ways. They can
also teach you about history, science, and other subjects. In extensive reading, learners
can practice using grammar in a meaningful context.
The module focuses on understanding a wide range of demanding, longer texts
and recognizing implicit meaning. The discourse skills emphasize expressing ideas
fluently and spontaneously, also listening for main points in lectures and presentations,
introducing narrative tenses for experiences, actions in the past, past perfect and modals
likewise using formal registers in academic writing.
Each lesson provides starters and in forms of graphics and/or videos with
interesting activities to hold readers’ attention.
 112

Let’s Get Started

Knowledge Check

Let’s see how many novels you have read.

Direction: Recall how many good times you have spent reading classics and got lost with
them. Quickly write your wise guess as you answer these questions:

1. What is the main theme of the novel "To Kill a Mockingbird"?

a. The importance of courage and compassion
b. The dangers of racism and prejudice
c. The power of words and literature
d. The importance of family and friendship

2. In the novel "One Hundred Years of Solitude", what is the significance of the
banana plantation?
a. It represents the exploitation of the Colombian people by foreign
corporations.
b. It symbolizes the greed and corruption of the ruling class.
c. It represents the destruction of the natural world.
d. It is a metaphor for the cycle of life and death.
 113
3. What is the main message of the novel "1984"?
a. The dangers of totalitarianism and government surveillance.
b. The importance of individual freedom and thought.
c. The power of language to control and manipulate people.
d. The importance of love and friendship in a world that is increasingly
dehumanized.

4. In the novel "The Catcher in the Rye", what is Holden Caulfield's biggest fear?
a. Being trapped in a meaningless life.
b. Being like the adults around him.
c. Being alone and isolated.
d. Failing to live up to his own expectations.

5. In the novel "The Great Gatsby", what is the significance of the green light at the
end of Daisy Buchanan's dock?
a. It represents Gatsby's unattainable dreams.
b. It symbolizes the American Dream.
c. It is a metaphor for Gatsby's hope and desire.
d. It is a symbol of Gatsby's love for Daisy.

The level of formality or informality in a piece of writing is known as register. This

is important to reach the needs of the audience, as to purpose and subject. Choosing
the more formal alternative when selecting a verb, noun, or other part of speech is a
distinctive feature of academic writing style.
 114

Albert Camus

Albert Camus's novel, The Plague, published in 1947, tells the story of a fictional

Algerian city called Oran struck by a deadly bubonic plague. The narrator, who remains

anonymous for most of the story, observes the city's descent into chaos as the illness

spreads. People grapple with fear, isolation, and loss.

Dr. Rieux, a central character, tirelessly treats the sick, embodying a sense of duty

and compassion even in the face of the absurd situation. He's joined by a group of

volunteers, including Tarrou, who fight the plague alongside him. The novel explores

themes of human resilience, solidarity, and the search for meaning in a world seemingly

devoid of inherent purpose.

While the story revolves around a fictional plague, it's widely seen as an allegory

for the suffering endured during World War II, which Camus himself had experienced.

Through the characters' struggles, the novel asks profound questions about humanity's

capacity for good and evil, and the importance of fighting for what's right even in the face

of overwhelming adversity.
 115

Activity
Reading Rendezvous
Direction: Read each passage carefully and answer the following questions. Choose the
answer that best reflects the information in the passage.

Passage 1: The Plague is set in the fictional Algerian city of Oran. A deadly bubonic
plague sweeps through the town, causing fear and chaos. The narrator, who remains
unnamed, observes the city's struggle as the illness spreads.
Question 1: What is the main setting of The Plague?
a. An unnamed European city during a pandemic
b. A fictional Algerian city facing a deadly disease
c. A hospital in France during World War II
d. A research facility battling a new strain of virus

Passage 2: The novel explores the characters' reactions to the plague, including fear,
isolation, and loss. Dr. Rieux, a central character, becomes a symbol of hope as he
tirelessly treats the sick despite the seemingly hopeless situation.
Question 2: How does Dr. Rieux respond to the plague outbreak?
a. He abandons the city to save himself.
b. He becomes overwhelmed by fear and despair.
c. He dedicates himself to treating the sick.
d. He focuses on researching a cure for the plague.
 116
Passage 3: Albert Camus's novel, The Plague, published in 1947, tells the story of a
fictional Algerian city called Oran struck by a deadly bubonic plague.
Question 3: What type of disease strikes the city of Oran in The Plague?
a. A common cold
b. The bubonic plague
c. A new and unidentified virus
d. A chronic illness

Passage 4: The narrator, who remains anonymous for most of the story, observes the
city's descent into chaos as the illness spreads. People grapple with fear, isolation, and
los
Question 4: What is the impact of the plague on the people of Oran according to the
passage?
a. They experience a sense of community and hope.
b. They become more productive and efficient.
c. They grapple with negative emotions and social disruption.
d. They celebrate the arrival of medical help.

Passage 5: Dr. Rieux, a central character, tirelessly treats the sick, embodying a sense
of duty and compassion even in the face of the absurd situation.
Question 5: What can be inferred about Dr. Rieux's character based on the passage?
a. He is easily discouraged by difficult situations.
b. He prioritizes his own safety over his patients.
c. He feels a strong sense of responsibility to help others.
d. He believes the situation is humorous and absurd.
 117

Lesson : The Plague

In this lesson, you will learn to:

• Distinguish formal from informal expressions

• Use discourse markers correctly

• Write e-mail expressing feelings precisely

 118

Activity 2
Vocabulary Voyage
Direction: Identify each of the italicized word in the box whether Formal or Informal.
a. The book tells the story from the point of view of a narrator of a plague
sweeping the French Algerian city of Oran.
b. Mind you, the narrator remains unknown until the start of the last chapter.
c. The novel presents a snapshot of life in Oran as seen through the author's
distinctive absurdist point of view.
d. The Plague is considered an existentialist classic despite Camus' nobjection to
the label.
e. Camus used as source material the cholera epidemic that killed a large
proportion of Oran's population in 1849, however situated the novel in the
1940s.

FORMAL INFORMAL

sweeping
 119

Markers

How about referring again to the statements 1-5?

What classification of sentences are they as to structure?
You will notice that 1-4 sentences no matter how long or short they can be
classified as simple statements, while the 5th is a complex sentence. The variation in
length of a sentence is shown through the use of subordinating conjunctions that maybe
either signaling at the beginning or at the middle.

Can you identify the markers to structure and signpost both formal and informal writings?
1. Those markers or signposts are vital to understand whether thoughts subordinate
or coordinate in a discourse.
2. Transitional expressions or linkers, referred to as logical markers manage the flow
and structure of discourse.

Interpersonal markers are used to indicate the relationship between the speaker and
the listener.
Perception: "look", "believe me"
Agreement: "exactly", or disagreement: "I'm not sure", “certainly”
Amazement: "wow"

Referential markers, usually conjunctions, are used to indicate the sequence, causality,
and coordination between statements.
Sequence: "now", "then", “moreover”, “in so far as”
Causality: "because", “consequently”,
Coordination: "and", or non-coordination: "but", however”, despite”
 120
Structural markers indicate the hierarchy of conversational actions at the time in which
they are spoken. These markers indicate which statements the speaker believes to be
most or least important. : "first of all", “nevertheless”, “whereas”
Introduction: "so", “hence”, “
Summarization: "in the end", “on top of that”, “therefore”
Cognitive markers reveal the speaker's thought process
Processing information: "uhh", “mind you”
Realization: "oh!"
Rephrasing: "I mean"

Discourse markers are words or phrases that help to organize and connect ideas in a
sentence or paragraph.

Activity 3
Level Up Grammar
Direction: These markers can be used to add emphasis, show relationships between
ideas, or signal a change in topic. In the examples above, the discourse markers
"furthermore," "in addition," "on the other hand," "despite," and "consequently" are all
used to help organize and connect the ideas about the epidemic. Complete the following
sentences using an appropriate discourse marker.

1. The novel presents a picture of life in Oran _________ the author's distinctive
absurdist point of view.
a. as seen through
b. according to
c. Moreover
 121
2. Albert Camus was a French philosopher, journalist and dramatist; ___________,
he became the bestselling author of “The Plague” during the worldwide
coronavirus pandemic in 2020.
a. therefore
b. hence
c. Moreover

3. It was Rieux who treated the first victim of plague ______ first used the word
‘plague’ to describe the disease.
a. also
b. and
c. now

4. _________the epidemic, Rieux heads an auxiliary hospital and works long hours
treating the victims.
a. Meanwhile
b. During
c. since

5. What interests Tarrou, he tells Rieux, is how to become a saint ____________ he

does not believe in God.
a. More so
b. Even though
c. Meanwhile
 122
6. When the plague happened, Rambert found himself trapped in a city with which
he felt he has no connection. _____________, he decided to stay in the city and
continued to help fight the disease.
a. Meanwhile
b. During
c. Consequently
7. The epidemic has caused widespread economic damage. ________these
challenges, the government is working hard to contain the epidemic.
a. Despite
b. Because
c. In the end

8. As the death toll began to rise, more desperate measures were taken.
___________, the epidemic has led to a shortage of medical supplies.
a. In addition
b. On the other hand
c. In summary
9. Violence and looting broke out on a small scale. ____________, there is hope that
a vaccine will be developed soon.
a. On the other hand
b. Consequently
c. Furthermore

10. _________ the epidemic's recovering ending, Tarrou contracted the plague and
died after a heroic struggle.
a. Despite
b. Because
c. In the end
 123

Writing Memo

Here is a memo reminding about the safety of its employees during the pandemic.

Subject line: Coronavirus preventive measures

Hi all,

We’re closely monitoring the updates around the coronavirus (COVID-19)

outbreak. Although for the time being our region is mildly affected, we want to
act fast and ensure we’re taking all the precautionary measures to avoid any
risks.

This is why we’d like you all to pay extra attention and implement the following
guidelines for Sick Leave:

If you’re feeling sick, leave the office immediately and stay at home until you’re
completely asymptomatic. Common COVID-19 symptoms are coughing,
difficulty in breathing and fever, but we ask you to use your sick leave even if
you have the slightest symptoms in order to prevent potential infection in the
workplace.

If you are diagnosed with COVID-19, use your sick leave as usual. You can refer
to our sick leave policy for more details on the process. You can return to the
office only after you’ve fully recovered, with a doctor’s note confirming your
recovery.

There’s no need to panic – let’s all contribute to keeping our workplace safe.
Feel free to reply to this email or stop by HR if you have any questions or
concerns.

Thank you.
 124

Activity 4
Writing Workshop

Direction: Refer to the memo, formal or informal writing? You notice contractions? How
does it help the purpose of the writer.
1. Who might have posted this memo?
a. A concerned employee
b. The Human Resources Department
c. The Company Doctor
2. What is the present status of the organization regarding the outbreak?
a. The memo doesn't provide enough information.
b. The organization is experiencing a widespread outbreak.
c. The organization is taking precautions to prevent an outbreak.
3. What is the main purpose of the advice?
a. To diagnose and treat COVID-19
b. To advise employees on how to prevent the spread of COVID-19
c. To announce company closure due to COVID-19
4. Is an absence excuse? What is a Sick Leave?
a. An absence excuse is a casual explanation for missing work, while Sick
Leave is a formal policy allowing paid time off for illness.
b. There is no difference, both terms mean the same thing.
c. An absence excuse is a doctor's note, while Sick Leave is a company policy.
5. What is a doctor's note? Is it appropriate in this communication? Why/ why not?
a. A doctor's note is a written statement from a doctor confirming a medical
condition. It is not appropriate in this memo as the focus is on preventative
measures, not diagnosis.
 125
b. A doctor's note is a company form employees need to fill out when taking
sick leave. It may or may not be required depending on the company policy.
c. A doctor's note is a formal apology for missing work. It's unnecessary in this
communication.
6. How do you feel about the ending or the last paragraph?
a. The ending clearly summarizes the key takeaways and provides resources
for further information.
b. The ending could be improved by providing more specific examples or
instructions.
c. The ending feels abrupt and lacks a sense of closure.

Sentence Expression

While you express ideas, sometimes you are at a loss of words, C1 speakers fill
the gap.
You may go through the process of getting the main idea, summarizing the text,
making connections or inferences. These are ways that can be used to enhance incidental
vocabulary learning.
For example: To recap on what has been written, we are either allowed to stay
home or use our leaves when we feel like sick.
To cut the long story short, after many hours waiting for a bus to work, we ended
up walking until we reach the terminal; only to find out no transport buses still available.
In a nutshell, all things considered, another way of putting this, … are some of the
phrases that help speakers to express themselves instead of wrong guesses, learners
get the help of knowing the meaning of a new word.
More sample sentence expressions:
To sum up, the government will need to cut spending for the next five years.
All in all, it was a miserable performance.
 126

To be fair, it was his own fault for parking where he shouldn’t have.t, they were
better than us a promoting their ideas.

Lesson
Quarantine in the City
 127

Let’s Get Started

The passage below, taken from a blog, uses informal language to effectively
communicate with its audience, demonstrating a shared understanding of information in
a casual setting. While colloquialisms may seem relaxed, mastering them along with
collocations can significantly enhance your fluency and precision. Embracing these
linguistic nuances will not only refine your language skills but also lend a more authentic
tone to your speech and writing.

Activity 5
Reading Rendezvous
Try pointing out the informal usage of words and substitute more appropriate ones.

Greetings, esteemed readers of my blog,

In this particular entry, I aim to recount my firsthand encounters during the period of community
quarantine in Luzon and Manila, commonly referred to as the regional lockdown.

The onset of the lockdown marked an unparalleled level of stress. As the initial day unfolded, the
prevailing sentiment was one of discontent. While some individuals grappled with confusion, others
adhered to the governmental directive urging citizens to remain indoors and maintain composure.
Within my social circle, there circulated a disconcerting forecast indicating a potential surge of 76,000
positive cases of COVID 19, coupled with an anticipated 3,500 fatalities within a mere five-week span.
Upon digesting this information, I refrained from succumbing to panic; however, my psyche and
morale underwent a discernible shift. A sense of apprehension gripped me, as the plausibility of this
projection loomed large, contingent upon our collective compliance with governmental advisories:
staying home, refraining from unnecessary travel within the metropolis, and observing self-
quarantine measures. Yet, adhering to these directives proved to be a formidable challenge, as
defiance seemingly prevailed among segments of the Filipino populace. The road ahead appears
daunting; we find ourselves in a precarious situation.
 128
Direction: Choose the BEST answer for the following questions.
1. What is the purpose of the blog entry mentioned in the text?
a. To discuss the economic impact of the lockdown
b. To recount personal experiences during the community quarantine
c. To analyze government policies during the pandemic
d. To provide a guide on how to cope with stress during lockdown

2. According to the text, what was the prevailing sentiment on the initial day of the
lockdown?
a. Joy
b. Discontent
c. Relief
d. Indifference

3. What is the main concern mentioned regarding the forecast of positive COVID 19
cases?
a. The accuracy of the forecast
b. The potential impact on the healthcare system
c. The economic consequences
d. The availability of vaccines

4. How did the author react upon learning about the forecast of positive COVID 19
cases?
a. They panicked immediately
b. They remained calm but concerned
c. They ignored the information
d. They became angry with the government
 129
5. What proved to be a challenge for many people in complying with governmental
advisories?
a. Lack of information
b. Fear of punishment
c. A sense of defiance
d. Inability to understand the advisories

Colloquialism or slang

Colloquialism or slang is vocabulary (words, phrases, and linguistic usages) of

an informal register, common in verbal conversation but avoided in formal writing. It also
sometimes refers to the language generally exclusive to the members of particular in-
groups in order to establish group identity, exclude outsiders, or both.
Any first impressions? How about the lapses in ‘s to show possession? Try
pointing out the informal usage of words and substitute more appropriate ones.
The use of the word “circle” for example, generally forms via deviation from a
standard form.
This "spawning" of slang occurs in much the same way that any general semantic
change might occur. The difference here is that the slang term's new meaning as “friends”
or “associates” take on a specific social significance having to do with the group the term
indexes.
You can also notice the use of approximating which is a sign of vague language
that weakens the use of formal registers in communication.
 130

Activity 6
Vocabulary Voyage
Direction: Choose the letter of the closest meaning to the italicized word.
1. His absurd point of view sparked the majority's different response to the issue.
a. Positive
b. Unreasonable
c. Intelligent
d. Unclear

2. This epidemic suspended the services of the nearby towns and provinces.
a. disease affecting a large number in a community
b. disease spread over multiple countries and continents
c. an outbreak consistently presents in a particular region
d. an isolated case of illness or a sporadic occurrence.

3. Many families were helplessly struck at home.

a. affected
b. neglected
c. entertained
d. attacked
 131
4. Pestilence is an existential proof that nothing can be predicted.
a. unpractical
b. unproven
c. experiential
d. fictional

5. Albert Camus objects to the label of other writers regarding the plague as a
punishment to mankind.
a. protests
b. supports
c. approves
d. ignores

6. The people accepted their powerlessness in the face of many deaths that besieged
their city.
a. inability
b. stranded
c. inadequate
d. helpfulness

7. Paneloux can hear the resonating cries of the little children who suffer on their
bedside.
a. reverberating
b. unechoing
c. deadening
d. quieting
 132
Now, see the exchange of conversations below and notice how informal they
are.
The choice of vocabulary, the contractions and pronouns help serve the purpose
of the organization. These conversations help to develop the characters and to explore
the themes of the novel.
Here is an example of an informal conversation between Rieux and Tarrou:

Activity 7
Reading Rendezvous

Direction: Read again conversation b. Complete notes how many times they used
contractions.
 133

Rieux Tarrou

I’ve

Don’t

Look closely, how does Tarrou express his feeling about death? What about
Rieux?
Look at how expressions ‘not afraid anymore’, ‘not sure I agree with you’, ‘don’t
know’, ‘all right’, ‘never understand’ make the information given became more precise.

Please take note also in the previous conversations, how important narrative
tenses are in using to explain past events. Using correct narrative tenses is an important
part of effective grammar. By using the correct forms, we can communicate our ideas
clearly, accurately, and professionally.

Narrative Tenses
for Experiences
Narrative tenses are common in conversation when we talk about past
experiences.
These tenses are used to talk about past events and to tell stories. There are four
tenses that we often use for talking about past events.
The most common of these is the past simple.
 134
The other three tenses, the past continuous, the past perfect simple and the past
perfect continuous, can help us to say what we want more efficiently.
It is useful to look at these tenses together in the context of the function narrating
- relating past events.
Subject + past tense

In 1949, Albert Camus began writing a novel.

Subject + be (past) + verb -ing

He was working in the novel “La Peste.”

Subject + had + past participle

Dr. Rieux had gone to the hospital.

Subject + had + been + verb -ing

He had been treating the sick patients.

Activity 8
Listening Labyrinth

Direction: Albert Camus, the author of “The Plague” narrated his thoughts. Listen well as
you watch this video. Here is the link:
https://www.youtube.com/watch?v=vSYPwX4NPg4
Find the appropriate verbs used in narrating the experiences taken from the box for the
sentences that follow:

Were Were Were Were

Had killed Had killed Had killed Had killed

 135

started started started started

1. In 1941, Camus _____________ work on a novel about a virus that spread

uncontrollably from animals to humans.

2. It _____________ first _____________ “La Peste” and frequently _____________

as the greatest European novel of the post war.

3. Camus _____________ that people’s lives are fundamentally on the edge of the
absurd.

4. He _____________that people _____ unconscientiously in a widespread, silent,

invisible disease that _____________ anyone at anytime and _____________ the
lives people _____________ _____________ solid.

Activity 9
Listening Labyrinth
Direction: Based on the audio-video about Alber Camus, choose the BEST answer for
the following questions.
1. What is the name of the town where the plague strikes?
a. Marseille
b. Oran
c. Paris
d. Algiers
 136
2. Who is the doctor who leads the fight against the plague?
a. Dr. Rambert
b. Dr. Tarrou
c. Dr. Bernard Rieux
d. Dr. Grand

3. What is the name of the journalist who chronicles the events of the plague?
a. Raymond Rambert
b. Joseph Grand
c. Tarrou
d. Raymond Rieux

4. Who is the former priest who becomes a leader of the plague victims?
a. Father Paneloux
b. Dr. Bernard Rieux
c. Dr. Tarrou
d. Raymond Rambert

5. Who is the Arab who helps Dr. Rieux and his team?
a. Joseph Grand
b. Raymond Rambert
c. Dr. Tarrou
d. Joseph

6. What is the name of the plague bacillus?

a. Yersinia pestis
 137
b. Bacillus anthracis
c. Clostridium botulinum
d. Staphylococcus aureus

7. What is the name of the disease that the plague bacillus causes?
a. Bubonic plague
b. Cholera
c. Smallpox
d. Influenza

8. What is the name of the quarantine zone that is set up around Oran?
a. Quarantine Zone Alpha
b. Zone Rouge
c. Quarantine Zone Oran
d. The Quarantine
9. What is the name of the day when the plague finally ends?
a. Liberation Day
b. Independence Day
c. Victory Day
d. It's not specified

10. What is the name of the book that Dr. Rieux writes about the plague?
a. The Plague
b. The Struggle
c. The Epidemic
d. The Quarantine Chronicles
 138

Picture 3. By Patrickroque01 - Taken using own camera Canon EOS M100, CC BY-SA
4.0, https://commons.wikimedia.org/w/index.php?curid=129316999

Activity 10
Speak Up
Direction: Refer to picture and try to complete the expressions.
Expressing attitudes and feelings is one important function in English language

learning. This concerns social behavior and request describing the intention of the

speaker or writer, like advising, warning, threatening; they can be approximately equated

with the communicative acts that are carried out through language considering also how

the human mind thinks.

Try these statements. Express how you feel using these prompts.
 139
1. I don’t really feel comfortable with __________________________________.

2. Well, authorities are slow to accept that the situation is serious; to our surprise,
official notices are posted and announced; but, we have a bit of problem because
______________________________________________________.

3. We couldn’t care less whether …_________________________________ or not.

4. I’m positive ___________________________ which I feel quite strongly about.

Activity 11
Speak Up
Scenario: The picture shows a deserted city street during a daytime lockdown. Shops
are closed with metal gates down. There are a few parked cars and empty benches. The
sky is a clear blue.
 140

Questions:
1. What do you think the people inside these buildings are doing?
a. Arguing about the government's handling of the crisis.
b. Celebrating the break from their usual routines.
c. Working from home or completing essential tasks.
d. Planning a mass gathering to protest the lockdown.

2. Were you happy about the total cancellation of classes during that time?
a. Absolutely! It was a welcome break from the stress of schoolwork.
b. Definitely not. I missed the social interaction and learning environment.
c. It depended on the quality of the online learning provided.
d. It was a complex situation with both positive and negative aspects.

3. How about your trust in the government, how positive were you?
a. My trust completely vanished due to the perceived mismanagement.
b. My trust remained unchanged; I believe they did the best they could.
c. My trust fluctuated depending on the information available.
d. The impact on trust was minimal as I don't follow politics closely.

4. How can the color in the picture help to express the attitude and feeling of the
reader?
a. The bright blue sky suggests a sense of hope and optimism for the future.
b. The lack of color creates a sense of sterility and disconnection.
c. The muted tones imply a feeling of resignation and acceptance.
d. The vibrant colors represent the chaos and disruption of the pandemic.
 141
5. In the described scenario of a deserted city street during a daytime lockdown, what
is the most likely reason for the shops being closed with metal gates down?
a. The shops are closed for renovation.
b. It's a national holiday.
c. There's a city-wide power outage.
d. The lockdown measures due to the pandemic.
 142

Lesson
What Critiques Say
In this lesson, you will learn to:

• Express certainty

• Talk about probability and doubts

• Synthesize and evaluate information

 143

Activity 12
Vocabulary Voyage

Instructions: Match the words in the box with pictures 1-8.

Sanitarium Face masks Vaccination Contagious

Transmission Social Distancing Volunteerism Mortality rate

1. 2.

3. 4.
 144
5. 6.

7. 8.

Write your answer here.

1.

2.

3.

4.

5.

6.

7.

8.
 145

Modals

Watch the video

https://www.youtube.com/watch?v=grxngdJSU-o

Learn other phrases to express modals in the past.

Degrees of certainty, Affirmative or Positive

Negative Modals
probability and doubt Modals

Not 100% sure or

Must have + V ( past Must not have + V (past
Almost sure
participle) / must’ve participle)
Making a strong guess

may have + V (past May not have + V (past

participle) participle)
Not sure at all
might have Might not have
Making a guess
could have Couldn’t have
must have Must not have
 146

Activity 13
Level Up Grammar
Direction: Simple past, perfect tenses and modal verbs have multiple uses and there is
no 1-1 correlation between verb and use.
One verb can have many uses, and each use can be expressed by multiple
verbs. Try to explore how narratives change. Let us try these sentences:

1. Homes were (quarantine) _________ and burials were strictly supervised

___________. Cases (might decrease) _________________ if the supply of
serum vaccines (arrive) _____________ earlier.
2. The narrator of the chronicle (must) _____________worried at the first spread of
the bubonic plague.
3. Dr. Rieux (live) _________ comfortably in his apartment but yesterday in the
morning, he (look) _______ like he ( terrify) ________; Michel, his confidante (has)
_________ a headache. Then in the evening, he ( show)not _________ up. So
Dr. Rieux thought he (must) ____________ sick. He (should) ___________
warned him not to visit a friend in the hospital because he ( might ) ___________
gotten fever there. It ( probably ) ________ take some weeks before he ( report
) ___________ to him again.

Look at the previous sentences. Complete the rule:

To express the modal affirmative certainty in the past, we use:

_____ +_____+ Verb in the past participle

To show the modal affirmative probability in the future, we use:

________ + _______ + verb in the simple future tense

 147

Activity 14
Sound Like a Pro

Listen to the speaker again. Notice the pronunciation of ‘must have’ in each given

example sentence. Can you hear both words clearly? Repeat them out loud.

Activity 15
Speak Up

Tick ( / ) three kinds of vaccines that you had chosen given the opportunity to use or

recommend with others.

 Moderna

 Pfizer

 AstraZeneca

 Johnson&Johnson

 Novavax
 148

Activity 16
Vocabulary Voyage
Direction: Choose the answer that best describes the after effects associated with each
vaccine.
1. Moderna's mRNA vaccine has been shown to cause ______ post-vaccination
reactions, such as fatigue and soreness at the injection site.
a. tranquil
b. transient
c. tangible
d. tedious

2. Pfizer's mRNA vaccine is generally well-tolerated, with most side effects being
______ and resolving within a day or two.
a. intrusive
b. inconspicuous
c. incessant
d. incurable

3. AstraZeneca's viral vector vaccine has been linked to a ______ risk of blood clots,
although this is extremely rare.
a. negligible
b. neglectful
c. nebulous
d. negotiable
 149
4. Johnson & Johnson's viral vector vaccine has been associated with a ______ risk
of the same rare blood clotting condition.
a. commensurate
b. complementary
c. commensurable
d. commodious

5. Novavax's protein subunit vaccine is designed to elicit a more ______ immune

response compared to other vaccine types.
a. temperate
b. tumultuous
c. targeted
d. inclement

6. Moderna's vaccine may cause ______ lymph node swelling in some individuals,
particularly younger patients.
a. palpable
b. paltry
c. palliative
d. obscure

7. Pfizer's vaccine is considered to be ______ effective against severe illness and

hospitalization from COVID-19.
a. waning
b. accumulating
c. waxing
d. escalating
 150
8. The aftereffects of all these vaccines are generally considered to be ______ and
outweighed by the benefits of protection against COVID-19.
a. onerous
b. benign
c. belligerent
d. burdensome

9. Consulting a healthcare professional is always advisable if you experience any

______ side effects following vaccination.
a. unassuming
b. unsettling
c. unscathed
d. calming

10. Ongoing research is crucial to ensure the continued ______ of these vaccines in
the fight against COVID-19.
a. efficacy
b. inefficiency
c. ineptitude
d. ineffectuality
 151

Activity
Writing Workshop
Directions: Present here your 150- word reaction towards Covid-19 Vaccine.
For your reaction to be graded, please submit it to ChatGPT 4.0 with this prompt:
Please grade my essay from A-F using Stanford University Writing Rubric. Provide
grammatical corrections and suggestions.

Example:

After getting vaccinated, I felt completely

relieved. Many medical practitioners
confirmed positive effects of Moderna over
other Sinopharm products.
 152

Navigating Certainty: Reflecting on

COVID- Vaccines

Here’s a sample of a 220-260 essay about your respective attitudes and feelings
towards COVID-19 vaccines, clearing your probability and doubts and express certainty.
In the wake of the global pandemic, COVID-19 vaccines emerged as the beacon
of hope, promising an end to the relentless spread of the virus. Reflecting on my journey
with these vaccines, I traversed a path fraught with skepticism and uncertainty, yet
ultimately arrived at a place of resolute conviction and certainty.
Initially, like many, I harbored reservations about the vaccines. Doubts lingered in
my mind, fueled by misinformation and apprehensions about the speed of their
development. The unprecedented pace at which these vaccines were produced left me
questioning their safety and efficacy. Concerns echoed through conversations and media,
amplifying my hesitancy.
Yet, as time progressed and more data surfaced, my perspective shifted. Rigorous
clinical trials unveiled the vaccines' remarkable effectiveness in preventing severe illness
and mortality. Witnessing healthcare professionals and frontline workers embrace
vaccination bolstered my confidence. Their unwavering dedication to safeguarding public
health served as a poignant reminder of the stakes at hand.
Moreover, as I delved deeper into the science behind the vaccines, my
understanding expanded. I grappled with concepts of immunology and epidemiology,
unraveling the intricate mechanisms by which these vaccines confer protection. The
meticulous scrutiny by regulatory agencies further reassured me of the stringent safety
protocols in place.
Crucially, personal experiences also played a pivotal role in solidifying my stance.
Instances of friends and family members receiving the vaccine and subsequently avoiding
infection instilled a sense of optimism. Their stories underscored the tangible impact of
vaccination in curbing the spread of the virus and restoring a semblance of normalcy to
daily life.
Today, my attitude towards COVID-19 vaccines is one of unwavering certainty and
conviction. I stand firm in my belief in their efficacy and safety, rooted in a foundation of
 153
scientific evidence and real-world outcomes. As the global vaccination effort continues to
progress, I am filled with hope for a future liberated from the grips of the pandemic.
In conclusion, my journey with COVID-19 vaccines has been characterized by a
transformation from doubt to certainty. Through education, experience, and reflection, I
have navigated through the sea of uncertainty to emerge with unwavering faith in the
power of vaccination to overcome this formidable adversary.

Activity
Reading Rendezvous
Direction: Choose the BEST answer for the following questions.

1. What initially fueled the author's doubts about COVID-19 vaccines?

a. Overwhelming scientific evidence
b. Misinformation and apprehensions
c. Clinical trials results
d. Frontline workers' endorsement

2. What aspect of the vaccines' development caused the author to question their
safety and efficacy?
a. The speed of their production
b. Rigorous clinical trials
c. Regulatory agency scrutiny
d. Personal experiences of friends and family
 154
3. What contributed to the author's confidence in COVID-19 vaccines?
a. Media skepticism
b. Healthcare professionals' endorsement
c. Lack of scientific data
d. Regulatory agency negligence

4. What played a pivotal role in solidifying the author's stance on COVID-19

vaccines?
a. Friends and family members avoiding infection after vaccination
b. Media misinformation campaigns
c. Regulatory agency inefficiency
d. Lack of real-world outcomes

5. How does the author currently feel about COVID-19 vaccines?

a. Uncertain and skeptical
b. Filled with doubt and hesitation
c. Certain and convinced
d. Indifferent and apathetic

Wrap It Up
By now, you have reflected on the situations that trigger strong feelings in you.
How do you typically react? Is there a more effective way to express yourself? When
expressing yourself verbally, be mindful of your word choice. Consider the context and
the impact your words might have on others.
Remember, clear and effective communication is crucial in building strong
relationships. By understanding and expressing your own emotions, while also being
sensitive to the feelings of others, you can navigate any situation with confidence.
 155

Learning Check
Write a 300-350 word narrative essay reflecting on your personal experiences
during the quarantine period. Focus on a central theme that emerged from your time in
isolation. Develop your essay by presenting a timeline of significant events, detailing
challenges you encountered and how you overcame them. Conclude by explaining the
personal relevance of these experiences.
Narrative Essay Rubric: Personal Experience During Quarantine

Criteria Excellent (4) Good (3) Fair (2) Poor (1)

The essay
The essay lacks
demonstrates a deep The essay
The essay presents a meaningful
and insightful attempts to reflect
a thoughtful reflection on the
reflection on the on the personal
reflection on the personal
personal experience experience during
personal experience experience during
during quarantine. quarantine, but the
Content and during quarantine. quarantine. The
The writer explores reflection may lack
Depth of The writer offers writer may offer
their thoughts, depth or clarity.
Reflection some insights and vague or
feelings, and insights The writer provides
observations, superficial
in a compelling and limited details or
supported by insights, and the
meaningful way, examples to
relevant details and essay lacks
providing vivid details support their
examples. specific details or
and specific reflection.
examples.
examples.

The essay has a The essay is

clear and engaging The essay lacks a poorly organized
structure that clear and lacks
effectively captures The essay is well- organizational coherence. The
the reader's attention organized and structure, making it narrative may be
and maintains generally follows a difficult for the disjointed or
coherence logical structure. The reader to follow the fragmented,
throughout. The introduction narrative. The making it
Organization
introduction sets up effectively introduces introduction may challenging for
and
the narrative the narrative, and the be weak, and the the reader to
Structure
effectively, and the body paragraphs are body paragraphs understand the
body paragraphs flow mostly cohesive. may lack sequence of
logically, building Transitions between coherence. events.
towards a compelling paragraphs are Transitions Transitions
conclusion. adequate. between between
Transitions between paragraphs are paragraphs are
paragraphs are choppy or absent. unclear or
seamless. nonexistent.
 156

Criteria Excellent (4) Good (3) Fair (2) Poor (1)

The essay
demonstrates a
The essay's
sophisticated
The essay uses clear The essay's language is dull
command of
and descriptive language is and uninspired,
language and
language to convey functional but lacks hindering the
employs vivid
the personal flair or creativity. reader's
imagery, descriptive
experience during The writer may rely engagement with
Language language, and
quarantine. The on clichés or the narrative. The
and Style figurative devices to
writer's voice is generic writer's voice may
engage the reader.
generally effective, descriptions, be inconsistent or
The writer's voice is
though there may be detracting from the unclear, making it
strong and consistent
occasional lapses in overall impact of difficult to
throughout,
style or tone. the narrative. connect with the
enhancing the overall
story.
impact of the
narrative.

The essay
demonstrates a The essay exhibits The essay is
The essay
strong command of generally correct riddled with errors
contains several
grammar, grammar, in grammar,
errors in grammar,
punctuation, and punctuation, and punctuation, or
Mechanics punctuation, or
sentence structure. sentence structure. sentence
and sentence structure,
There are minimal There may be structure, making
Conventions which may
errors, if any, and occasional errors, it difficult to
occasionally
they do not detract but they do not understand or
distract the reader
from the clarity or significantly impede follow the
from the narrative.
readability of the comprehension. narrative.
narrative.

The essay leaves a

The essay has a
powerful and lasting The essay has The essay fails to
notable impact on
impression on the some impact on make a
the reader and
reader, evoking the reader but may significant impact
effectively conveys
empathy, lack originality or on the reader,
the personal
understanding, or creativity in its lacking creativity
experience during
Overall insight. The writer presentation of the or originality in its
quarantine. The
Impact and demonstrates personal depiction of the
writer demonstrates
Creativity creativity and experience during personal
creativity in their
originality in their quarantine. The experience during
storytelling, though
approach to the narrative may feel quarantine. The
there may be some
personal experience somewhat narrative may feel
reliance on
during quarantine, predictable or mundane or
conventional
resulting in a clichéd. uninspired.
narrative techniques.
compelling narrative.

This rubric provides clear criteria for assessing the quality of a narrative essay on
a personal experience during the quarantine period, covering aspects such as content,
organization, language, mechanics, and overall impact.
 157

Module
Lights, Camera,
Action!
 158

Module Contents
Lesson Lesson Topic Page Time
Frame

Let’s Go to the Movies!

1 Differentiated Meaning of Words
159 2.5 hours

How Films are Made

2 Voices of the Verbs
177 2.5 hours

My Kind of Movies
3 Writing Analysis
192 2.5 hours

Module Objectives
By the end of this module, you will be able to:
• Apply vocabulary usage
• Differentiate meanings in a semantic field/domain.
• Illustrate the use of verb tenses
• Develop higher order comprehension skills.
• Express one's opinions
• Develop communicative skills
• Use the voice of the verb and adjectives
• Write a film review/film analysis
• Create and present a dialogue
• Identify and differentiate film genres
• Writing a short film analysis.
 159

Module Introduction
Film is a complex art form and cultural institution whose influence spans and
transcends the 20th century. The cinema not only contributed to a mass culture of
entertainment and celebrity but also provided a forum for education and critique.
Many film lovers value movie spectacles that transport them to a magical world of
romance, drama, and adventure. Others seek out challenging films that provide a rigorous
intellectual and aesthetic experience.
This module would provide readers with the analytical tools needed to interpret
films. These tools would include identifying the elements of film art and the terminology
that film scholars and filmmakers use to describe film techniques. It would also include
the understanding the five components of film: narrative form (the way the story is
structured),mise-en-scene (or cinematic staging), cinematography, editing, and sound.
 160

Lesson
Let’s Go to The Movies
In this lesson, you will learn to:

• Enhance/apply vocabulary usage.

• Differentiate meanings of certain words and phrases that belong
in a semantic field.
• Use the different verb tenses.
• Develop reading with comprehension skills.
• Express opinions.
 161

Let’s Get Started

Knowledge Check

How Much of a Film Buff are You?

Put your knowledge to the test and see how many movie trivia questions you can get
right! Ready for the challenge? If so, sit back, grab the popcorn and test your film IQ.

Direction: Choose the BEST answer for the following questions.

1. Which is the first movie in the Bourne franchise?
a. The Bourne Legacy
b. The Bourne Supremacy
c. Jason Bourne
d. The Bourne Identity

2. What is the highest-grossing movie of all time?

a. Titanic
b. Avatar
c. Avengers: Endgame
d. Star Wars: The Force Awakens
 162
3. If you watch the Marvel movies in chronological order, which movie would you watch
first?
a. Iron Man
b. Captain America: The First Avenger
c. Doctor Strange
d. Captain Marvel

4. Which movie is this famous line from: “I wish I knew how to quit you.”
a. Love Actually
b. How to Lose a Guy in 10 Days
c. Brokeback Mountain
d. The Notebook

5. What is the name of the fictional land where Frozen takes place?
a. Arendelle
b. Naples
c. Florin
d. Grimm
6. Which country does Forrest Gump travel to as part of the All-American Ping-Pong
Team?
a. Vietnam
b. China
c. Sweden
d. France

7. Who drew the sketch of Rose in Titanic?

a. Leonardo DiCaprio
 163
b. Billy Zane
c. James Cameron
d. Kathy Bates

8. Where were The Lord of the Rings movies filmed?

a. Ireland
b. Iceland
c. New Zealand
d. Australia

9. Which movie musical stars Meryl Streep and Amanda Seyfried as a musical mother
and daughter living on a Greek island?
a. Mamma Mia!
b. Burlesque
c. Chicago
d. La La Land

10. Briar Rose is the pseudonym for which Disney princess?

a. Cinderella
b. Belle
c. Aurora
d. Ariel
 164

Knowledge Check

Direction: Let’s have a quick word check by filling in the word puzzle below. Hints are
given, so it’s easy peasy!

Down:
1. The director stayed __ the scenes and gave advice to the actors. (B_H_N_)
2. The film "Braveheart" was __ In Scotland. (S_T)
3. We got some wonderful ___ of Tania's wedding. (_H_T)
4. The soldier cut off his enemy's head with his ____. (S_ _ RD)
5. Although the actor's ___ film had been a great success, his late one was a failure. (P_
_V_O_S)
6. The production ___ made wonderful sets in the film "Titanic". (D_S_ _N_ _)
Across:
7. The film was finished in 1997 but wasn't ___ until 1998. (_ _L_S_ D)
8. He had a look of __ on his face when he read the critic's bad review. (D_S_A_)
9. Julia Roberts will ___ in Italy until the film "Eat, Pray, Love" is completed. (RE_ _ AI_)
 165

Elements of Film

1. NARRATIVE
A narrative is an account of a string of events occurring in space and time. Not
merely a cluster of random elements, a narrative presents an ordered series of events
connected by the logic of cause and effect. Narrative films generally focus on human
characters and their struggles.

2. MISE-EN-SCÈNE
The term mise en scène (pronounced meez ahn sen) originated in the theater and
literally means staging a scene through the artful arrangement of actors, scenery, lighting,
and props-everything that the audience sees. It influences the viewer's experience of the
story, characters, space, and time. In a film, the mise en scene is designed by a
production designer, working in collaboration with the film director.
As a result, mise-en-scène elements in movie reviews may include:
a. Exposure is a state of control of lights that must be used for movie reviews.
In this case, exposure depends on settings of used camera and vision of
cinematography of the director or directors.
b. Composition means a scene as a screenshot of the situation that can be
covered in movie reviews. In simple words, if people see a picture, they
consider different elements that they see in it, including objects, subjects,
background, main elements, and others.
c. Music is an element of the mise-en-scène that helps to highlight specific
elements. For example, if a person is happy, it can be supported by funny
sounds.
d. Lights mean levels of lights that are used to manipulate the emotions of the
audience. The different levels of lights lead to specific emotions..
e. The angles of the camera serve to represent characters or scenes and
highlight something important or hide unnecessary things.
 166
f. Colors may mean not only the quality of frames but also represent bright
examples of different aspects. For example, if people see beautiful blue
mountains or green wood, they can feel the glory of nature.
g. Characters or all people involved in the movie with their roles are actors. In
this case, their play, costumes, dialogues, and other aspects define the
success of feelings or ideas that they want to present to the audience.
h. Actors are people who play characters in the films. Their plays define
success or failure of the designed scene.
i. Speed of frames means speed in changes of scenes. For example, if many
events constantly change at high speed, people may not understand what
they watch. However, in order to highlight the speed of the scene, frames
can be accelerated.
j. Costumes mean clothes in which actors are dressed. For example, if the
film is a historical work, costumes must correspond to the time of the plot.
3. CINEMATOGRAPHY
Filmmakers use cinematography to develop characters, tell a story, produce a
distinctive look, suggest ideas, and evoke emotions. Cinematography involves both the
spatial characteristics of the frame and the temporal, or time-dependent, character of the
film medium.

4. EDITING
What is film editing and the editing process?
The term film editing refers to the review process during post-production in
filmmaking where the film editor selects film footage from the raw footage to assemble
sequences of shots into a finished motion picture, according to an edit decision list or the
director’s vision.

What does a film editor do?

• Cuts, splices, (re)arranges raw footage to create shots, scenes, and more.

• Makes choices that affect the film’s pace, atmosphere, narrative, music, etc.

• Works with the director and producers to make a final cut.

 167
5. SOUND
Diegetic sound is those whose source is visible on the screen or whose sound is
implied to be present by the action in the film; also characterized by offscreen or on-
screen.
Non-diegetic sound, also called commentary or nonliteral sound, is any sound that
does not originate from within the film’s world. The film’s characters are not able to hear
non-diegetic sound. All non-diegetic sound is added by sound editors in post-production.

Activity
Reading Rendezvous

Direction: Choose the BEST answer for the following questions.

1. Which element of filmmaking involves presenting an ordered series of events
connected by cause and effect, often focusing on human characters and their
struggles?
a. Mise-en-scène
b. Cinematography
c. Narrative
d. Editing
e. Sound

2. What does mise-en-scène primarily involve?

a. Selecting film footage during post-production
b. Arranging actors, scenery, lighting, and props
c. Developing characters and storytelling
d. Creating the final cut of the film
e. Adding sound effects in post-production
 168
3. How do filmmakers use cinematography?
a. To arrange actors and props
b. To select film footage for editing
c. To evoke emotions and suggest ideas
d. To add non-diegetic sound
e. To manipulate the pace of the film

4. What is the role of a film editor?

a. Arranging actors and scenery
b. Selecting film footage for editing
c. Creating non-diegetic sound
d. Developing characters and storytelling
e. Cutting and arranging raw footage to create the final film

5. Which type of sound originates from within the film's world and is visible on screen
or implied by the action?
a. Diegetic sound
b. Non-diegetic sound
c. Commentary sound
d. Post-production sound
e. Offscreen sound
 169

Activity
Writing Workshop

Direction: Write your thoughts about the questions below.

1. Describe the oldest film you’ve seen. What can you say about its presentation?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

2. Compare it with the films that are being shown today in cinemas. To what extent has
the art of film viewing changed over the years?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
 170

Activity
Vocabulary Voyage

Direction: Below are some terminologies used in film making. Unscramble the words to
fit the definition given.
1. Sound whose source is visible on the screen or whose sound is implied to be
present by the action in the film. (CIEGDITE) ________________.
2. An element of the mise-en-scène that helps to highlight the specific elements
particularly mood and emotions. (CSUMI) ________________.
3. Written by a screenwriter that is based on fictional events or non-fiction source
material. Its is the narrative of the story. (YLPRCSNEEA) ________________.
4. Staging a scene through the artful arrangement of actors, scenery, lighting, and
props-everything that the audience sees. (EISM NE EESCN) ________________.
5. Filmmakers use cinematography to develop characters, tell a story, produce a
distinctive look, suggest ideas, and evoke emotions. (NHYEMICOGPRATA)

Activity
Vocabulary Voyage

Direction: Identify the differences between the pairs of words below.

1. series / serial
2. episode / scene
3. dialogue / plot
4. actor / role
5. director / producer ‘
 171

Present Participle
Vs. Past Participle

The Challenge:
Fill in the blanks in sentences about Charlie Chaplin with the correct form
(present participle or past participle) of the verbs in parentheses.
Understanding the Difference:
Present Participle: The present participle is formed by adding "-ing" to the base
verb (e.g., walking, talking, reading). It describes an ongoing action, a state of being, or
a function.
Past Participle: The past participle is usually formed by adding "-ed" to the base
verb (e.g., walked, talked, read) or by using an irregular verb form (e.g., known, married,
entertained). It describes a completed action or the result of an action.
Let's Analyze the Examples:
The movie was very good. It wasn't boring at all. (bore)
Here, "boring" is the present participle because it describes the state of the
movie (not being boring).
I liked the ending of the movie. I felt very satisfied with the ending. (satisfy)
"Satisfied" is the past participle because it describes the feeling resulting from the
ending (the completed action).

Now, It's your turn.

 172

Activity
Level Up Grammar

Direction: Fill in the blanks with the correct form of the verbs in parentheses:

1. He was well-_________all over the world. (know)

2. When he left the U.S. in 1952, he was not _________ to re-enter. (allow)
3. Chaplin was _________ four times. (marry)
4. I am never _________ during one of his movies. (bore)
5. I didn't like the movie I saw last week. I was very _________ in it. (disappoint)
6. The movie theater is _________on Saturday night. (crowd)
7. I was _________ when I saw Friday the 13th. (frighten)
 173

Activity
Reading Rendezvous

Direction: Practice your reading skills here through scanning and skimming the text for
information and answer the short quiz that follow.

TASK 1
WARM UP!

What kind of event

do you think the
Cannes Film
Festival is?

What do you think

happens during the
festival?

Discuss your ideas

with your
classmate.

TASK 2
READING PROPER

Skim read the text

on the right.
 174

Activity 6B
Reading Rendezvous

Direction: Choose the answer you think is correct for each question based on the text
you’ve read.
1. Where does the Cannes Film Festival take place?
a. A.USA
b. France
c. Canada

2. When did the 2017 Cannes Film Festival begin?

a. The text doesn’t say
b. Wednesday, 17 May 2017
c. Sunday, 14 May 2017

3. When did the Cannes Film Festival end?

a. Sunday, 28 May 2017
b. Wednesday, 17 May 2017
c. Thursday, 18 May 2017

4. True or False. The festival has been running for over 70 years?
a. false
b. The text doesn’t say
c. true

5. The main purpose of the festival is to:

a. Showcase Hollywood blockbusters.
b. To attract tourists.
c. To raise for funds.

6. How often is the Cannes Film Festival held?

a. bi-annually
b. twice a year
c. once every 10 years.

7. Who won the award for Best Director in 2017?

a. Pedro Almodovar
b. Quentin Tarantino
c. Ken Loach
 175
8. How many British films won awards in 2017?
a. two
b. one
c. the text doesn’t say

Activity
Speak Up

Directions: Calling all movie and TV buffs! Get ready to test your knowledge and
deduction skills in this guessing game.
The Challenge:
Imagine you're playing a guessing game with yourself, but instead of teammates, you
have a mysterious movie or TV show in mind. Your goal is to uncover its identity by asking
yourself a series of questions.
Step 1: Pick Your Mystery
Think of a movie or TV show that you enjoy. The more obscure the title, the trickier
the guessing game becomes!
Step 2: Question Time!
Use the following prompts as a starting point to guide your investigation:
Genre: Is it a comedy, drama, action, thriller, sci-fi, animation, or something else?
Time Period: Does the story take place in the past, present, or future?
Setting: Where does the movie/show take place? Is it in a specific city, country, or
even another world?
Main Character: Can you describe the main character? What are their goals or
motivations?
Plot: Is there a central conflict or mystery? What kind of challenges do the
characters face?
 176
Step 3: Yes or No Only!
Just like in the group activity, you can also ask yourself additional questions, but
there's a twist! These questions must all be answerable with a simple "yes" or "no."
Does the title of the movie/show have a number in it?
Is the movie/show based on a book or comic book?
Did this movie/show win any major awards?
Is there a sequel or prequel to this movie/show?
Step 4: The Reveal!
Once you feel confident you've narrowed down the possibilities, take a guess at
the movie or TV show's title. Were you right?
Bonus Challenge:
Try increasing the difficulty by picking a movie/show you haven't seen in a while.
Time yourself and see how quickly you can solve the mystery.
Once you've guessed the title, try summarizing the plot or describing a memorable
scene from the movie/show.

Activity 8
Sound Like a Pro

Direction: This activity focuses on the pronunciation of some key film terms from the
passage.
Let's Practice!
1. Narrative (NAIR-uh-tiv): This describes the story structure of a film.
2. Mise-en-scène (mee-zuhN SAHN): This French term refers to the visual
arrangement of elements within a shot.
 177
Focus on the "en" sound: It's not pronounced like "en" in English ("pen"). It's a nasal
vowel sound similar to "an" in "can."

Can you identify any other terms in the passage that might be challenging to pronounce?

Here are some additional examples:

1. Cinematography (sin-uh-muh-TUHG-ruh-fee): This refers to the art of filming a
movie.
Pay attention to the "thu" sound - it's similar to the "th" in "thin."
2. Diegetic (die-uh-GET-ik): This describes sound that originates from within the
film's world.
3. Non-diegetic (non-die-uh-GET-ik): This describes sound added in post-
production that doesn't come from the film's world.

Bonus Activity:
1. Find a short film clip (trailer or scene) and practice describing the mise-en-scène
elements you see.
2. Choose a scene and discuss how the use of sound (dialogue, music, sound
effects) contributes to the film's atmosphere and story.
3. By practicing pronunciation and analyzing these film elements, you'll gain a deeper
appreciation for the filmmaking process!
 178

Lesson
How Films Are Made
In this lesson, you will learn to:

• Differentiate meaning of words and phrases.

• Review grammar skills on voice of the verb and adjectives.
• Expand writing skills by creating a film review.
 179

Who’s Who on A Film

Crew?
Producer
This is the person, or group of people, who see through a film from start to finish. They
will supervise the budget and typically are tasked with bringing on board several of the
other key crew members such as the Director and Screenwriter.
Director
The Director is known for shaping the performances of their actors. They often have a
hand in the writing, shooting, and editing of a movie as well.
Line Producer
The Line Producer is the person who creates the budget breakdown for a film. He/She
provides a cost for every single element associated with a movie and oversee how the
production sticks to that budget throughout the filmmaking process.
Screenwriter
The Screenwriter is responsible for the creation of the script that the rest of the film crew
will realize during the entire filmmaking process.
Cinematographer
The Cinematographer leads the camera team and decides how the film will be shot and
how the movie will look in terms of lighting, angles, and other elements used to create a
visually and emotionally compelling story.
Casting Director
The Casting Director makes the initial decisions about which actors may suit the various
roles that must be cast for a film.
Production Designer
The Production Designer leads the creative team responsible for the appearance of the
locations and sets used for a film.
 180
Costume Designer
The Costume Designer provides the creative vision for what the actors will wear in a given
film and makes sure that their costumes both inform the characters and work in harmony
with the rest of the movie’s visuals.
Storyboard Artist
As the project is readied for production, the Storyboard Artist will help in the realization of
the script’s scenes by drawing storyboards that represent future camera shots.
Location Scout
Unless a film is shot entirely on a sound stage, actual locations will be needed. The
Location Scout is the person who seeks out locales that fit the descriptions used in the
script and determines their viability for the shoot.
1st Assistant Director
The 1st Assistant Director (1st AD) works alongside the Director. He/She help in making
sure that the shoot is running on time from shot to shot and act as the coordinator between
the Director and other figures on the film set.
Script Supervisor
The Script Supervisor helps to ensure the consistency of a film in terms of dialogue, actor
blocking, and any other element that may disrupt the continuity of a movie from take to
take.
Camera Operator
The Camera Operator–is the person who physically mans the camera during each shot.
Gaffer
The Gaffer is the head Electrician on a set and is responsible for all usability and safety
issues related to the electricity during a shoot.
Key Grip
The Key Grip is the person in charge of the film crew members who positions the camera
and support equipment.
Hair & Makeup Artist (HMU)
The Hair & Makeup Artist is tasked with making each actor look both presentable on
camera and believable as their character.
 181
Post-Production Supervisor
As the name implies, the Post-Production Supervisor oversees the post-production stage
of the filmmaking process, including the people and tasks related to it.
Editor
The Editor is the person responsible for how the film will unfold from shot to shot and
scene to scene. This person determines the shots used, their order, and their duration to
help in telling a cohesive and captivating story.
Sound Editor
A Sound Editor is the person responsible for integrating the audio elements of a film and
adjusting their volume to create an audio track that supports the visual elements of a film.
Foley Artist
Should a particular sound be needed for a film that cannot be captured in real-time on set
or pulled from a computer library, a Foley Artist will be used to recreate that sound effect
through other means in a studio.
Composer
The Composer is the person who creates an instrumental soundtrack or music that helps
in conveying the emotional tone of the film from shot to shot and scene to scene.
Sound Designer
A Sound Designer is someone who oversees the creative integration and impact of the
audio elements in a film.
VFX Artist
The VFX Artist is a person who helps in the creation of a shot that cannot be produced in
its totality either on a sound stage or location. Using computer animation and design,
he/she realizes the required shot for the film.
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Activity
Reading Rendezvous
Direction: Choose the BEST answer for the following questions.
1. What is the primary focus of narrative films?
a. Random events and elements
b. An ordered series of events connected by cause and effect
c. The manipulation of lighting and props
d. Non-linear storytelling techniques

2. Which of the following is NOT considered an element of mise-en-scène?

a. Lighting
b. Music
c. Costume
d. Dialogue

3. How does cinematography contribute to filmmaking?

a. By selecting film footage during post-production
b. By arranging scenes in chronological order
c. By developing characters and evoking emotions
d. By providing commentary on the film's narrative

4. What is the primary role of a film editor during post-production?

a. Directing the actors' performances
b. Designing the set and costumes
 183
c. Selecting and arranging raw footage into a finished film
d. Adding sound effects to the film's soundtrack

5. What distinguishes diegetic sound from non-diegetic sound in a film?

a. Diegetic sound originates outside the film's world.
b. Non-diegetic sound is implied by the action on screen.
c. Diegetic sound is added during post-production.
d. Non-diegetic sound is audible to the film's characters.

Activity
Vocabulary Voyage

Direction: In this fun TV and film vocabulary game, students guess the names of people
involved in TV and film productions based on the clues given.
1. This person is known for their personality and ability to captivate audiences with their
hosting skills. _____________. (PESENERTR)
2. This person needs to be good at displaying a range of emotions. . _____________.
(ACOTR)
3. This person is in charge of the creative aspects of making a film or tv show.
_____________. (DOECRITR)
4. This person is in charge of the financial aspects of making a film or tv show.
_____________. (PRUCDOER)
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Activity
Writing Workshop

Direction: As a movie fan, answer the questions below:

1. Who is your favorite actor? Who is your favorite actress?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2. What movie/s of them have you seen recently or in the past that you like the most?
Why?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Activity
Writing Workshop

Direction: From the magazine article, list down the verbs in the active and passive
voice.
 185

Activity
Writing Workshop
Direction: You are going to write a film review from a movie you’ve seen. Complete the
following information.
 186
A. Write the details of the film.
Film name: _________________________________ Year of release: ________
Director’s name: ____________________________ Genre: _______________
Lead Actors: ________________________________
B. Write what you think of these aspects of the film.
A. The plot
________________________________________________________________
________________________________________________________________
__________________________________________________________
B. The story phase and development
________________________________________________________________
________________________________________________________________
__________________________________________________________
C. Cinematography
________________________________________________________________
________________________________________________________________
__________________________________________________________
D. Special effects (if any):
________________________________________________________________
________________________________________________________________
__________________________________________________________
E. Music and sounds:
________________________________________________________________
________________________________________________________________
__________________________________________________________
F. Costume and set design:
________________________________________________________________
________________________________________________________________
__________________________________________________________
G. Acting skills of lead actors:
________________________________________________________________
________________________________________________________________
__________________________________________________________
H. How it made you feel:
________________________________________________________________
________________________________________________________________
__________________________________________________________

C. What is your overall opinion of the film. Write a summary.

______________________________________________________________________
______________________________________________________________________
______________________________________________
 187

Activity
Writing Workshop
Direction: Discuss in writing the differences between the job descriptions of a film crew.

1. sound recordist / sound designer

________________________________________________________________
2. editor / sound editor
________________________________________________________________
3. composer / sound designer
________________________________________________________________
4. screen writer / script supervisor
________________________________________________________________
5. producer / line producer

Active Vs. Passive

Voice

Understanding the Difference:

Active Voice: The subject of the sentence performs the action expressed by the verb.
(e.g., The actress received an Oscar.)
Passive Voice: The subject of the sentence is the recipient of the action expressed by
the verb. (e.g., The actress was given an Oscar.)
 188
Let's Analyze the Examples:
The actress received an Oscar. (A)
"Actress" is the subject and performs the action of "receiving."
Halle Berry presented an Oscar. (A)
"Halle Berry" is the subject and performs the action of "presenting."

Now, It's Your Turn!

Activity
Level Up Grammar

Direction: Read the following sentences. Decide if the underlined verb is active (A) or
passive (P).

Examples: The actress received an Oscar. A

The actress was given an Oscar. P

_____ 1. The actress wore a beautiful gown.

_____ 2. Halle Berry presented an Oscar.
_____ 3. Halle Berry has been seen in many movies.
_____ 4. The director has been nominated many times.
_____ 5. Old movies were filmed in black and white.
_____ 6. Many actors live in California.
_____ 7. Many movies are made in Hollywood.
_____ 8. The names of the winners will be printed in tomorrow’s newspaper.
_____ 9. The actress thanked all the people who helped her win.
_____ 10. The actress was driven to the ceremony in a white limousine.
 189

Adjectives

Adjectives are the workhorses of vivid descriptions, adding detail and color to our writing
and speech. Let's delve into the world of adjectives and explore their different uses!

What are Adjectives?

Adjectives are words that describe or modify nouns or pronouns. They tell us more about
the person, place, thing, or idea we're talking about. Here are some examples:
The red car sped down the road. (red describes the car)
She wore a flowing blue dress. (flowing describes the dress)
The movie was thrilling. (thrilling describes the movie)

Types of Adjectives:
There are many different types of adjectives, each serving a specific purpose:
Descriptive: These adjectives provide details about appearance, size, shape, quality,
etc. (e.g., big, beautiful, old, funny)
Demonstrative: These adjectives point to specific things. (e.g., this, that, these, those)
Possessive: These adjectives show ownership. (e.g., my, your, his, her, its, our, their)
Interrogative: These adjectives are used in questions. (e.g., what, which, whose)
Articles: The definite article ("the") and indefinite articles ("a" and "an") specify nouns.

Placement of Adjectives:
Adjectives can appear in different positions in a sentence, depending on the type of
adjective:
 190
Attributive adjectives: These adjectives come before the noun they modify. (e.g., The
tall tree swayed in the wind.)
Predicative adjectives: These adjectives follow a linking verb (like "be," "seem,"
"appear") and describe the subject. (e.g., The tree seemed very tall.)

Using Adjectives Effectively:

Specificity: Choose precise adjectives that paint a clear picture. Instead of just saying
"big," use "enormous" or "gigantic" for a stronger impact.
Variety: Don't overuse the same adjectives. Explore a thesaurus to find interesting
synonyms.
Word Order: Experiment with adjective placement for emphasis. "The creepy old house"
creates a different feeling than "The old, creepy house."

Now, It's Your Turn!

Activity
Level Up Grammar

Task 1: Below are names of some famous actors/actresses. Unscramble the letters to
reveal their names.
Task 2: Pick amongst the unscrambled names of actors/actresses (or you may suggest
your own). Describe the actor based on his personality and performance in a movie of
them that you’ve seen. Use as many adjectives as possible to better emphasize the
characteristic of the actor/actress.
Example: PRDB ATTI Brad Pitt in Meet Joe Black
Brad Pitt’s character as Death himself is compelling and convincing to watch as he
expresses deep emotion of the character.
 191
1. LDRN MDSAEAA
2. GLNAJEIO IEANL
3. RRE YCMJIA
4. RCM TSIOME
5. NRDDCLR EOAOIAIOP

Activity
Sound Like a Pro

Direction: This activity focuses on pronouncing the names of some key film crew roles
mentioned in the passage.

Let's Practice!
1. Producer (pro-DOO-ser): This is the person or group overseeing the film's
production.
2. Director (di-REK-ter): The leader with creative control over the film's vision.
3. Line Producer (LIN pro-DOO-ser): Manages the film's budget and spending.

Pay attention to the difference between "Producer" and "Line Producer."

Here are some additional crew roles with pronunciation tips:

1. Screenwriter (SKREEN-ryter): Writes the film's script.
"Screen" can be tricky - it's not like "screen" in "scream." The "ea" sound is similar
to the "ee" in "feet."
 192
2. Cinematographer (sin-uh-muh-TUHG-ruh-fer): The head of the camera
department, responsible for the film's visual style.
3. Casting Director (KAS-ting di-REK-ter): Oversees the casting process for
actors.
4. Production Designer (pro-DUCK-shun di-ZINE-er): Designs the look of the
film's sets and locations.
"Production" can be a challenge - focus on the "duc" sound, similar to "duck."
5. Costume Designer (KOS-tume di-ZINE-er): Creates the costumes for the actors.
6. Storyboard Artist (STORY-bord AH-tist): Creates visual representations of the
film's scenes.
7. Location Scout (lo-KAY-shun skawt): Finds suitable filming locations.

Challenge Yourself!
Try pronouncing some of the more technical roles:

Gaffer (GAF-er): Head electrician on set.

Key Grip (kee GRIP): Leads the crew responsible for camera equipment.
Foley Artist (FOH-lee AH-tist): Creates sound effects in a studio setting.

Bonus Activity:
Choose a film you've recently seen. Can you name some of the key crew members who
likely worked on it?
Research a specific film crew role and learn more about their responsibilities in the
filmmaking process.
By practicing pronunciation and understanding these film crew roles, you'll gain a deeper
appreciation for the collaborative effort that goes into making a movie!
 193

Lesson
My Kind of Movies
In this lesson, you will learn to:

• Enhance speaking skills by presenting a dialogue thru role

play.
• Identify and differentiate various film genres.
• Apply critical thinking skills through writing a short film
analysis
 194

Genre in Movies

Movie genres classify film into distinct categories based on their core elements
encompassing facts as well as tone, theme, plot, characters and mood. Subgenres further
refine these classifications, representing a fusion of two distinct genres within a small
category of film.
1. Action films are characterized by their heightened pace and generally involves a lot of
action scenes including violence, like fighting or shoot-outs (with weapons), car chases
and often lots of explosions. The protagonist is often forced to fight a series of opponents
until ultimately confronting the primary foe toward the end of the film.
2. In an adventure film, the hero’s journey may take them across a variety of exotic
locales, where they must solve clues and engage in subterfuge. The adventure film can
intersect with other genres, including action, comedy, horror, and science fiction, as the
concept of a hero on a quest can be shaded in a myriad of ways.
4. Thrillers create a mood of heightened intensity that puts the audience on an emotional
roller coaster. These films usually feature a protagonist or their loved ones in constant
imminent danger. Thrillers bear many similarities to suspense films. Popular subgenres
cover the range of psychological, action, crime, mystery, and legal.
5. The goal of a comedy is simple: to make the audience laugh. The genre as a whole
emphasizes humor and encompasses many subgenres, including action comedy, “buddy”
picture, mockumentary, slapstick, romantic comedy, satire, farce, black comedy, and
parody.
6. A drama is characterized by conflict that builds and builds until ending in some sort of
resolution. Dramas are grounded in reality and often conclude with an emotional
payoff. Subgenres include the teen drama, legal drama, police drama, and melodrama.
7. The fantasy genre is defined by the presence of magical creatures (dragons, fairies,
elves), otherworldly situations (magic, the supernatural, myth), and other elements that
don’t exist in real life. Each fantasy has its own internal logic that may only exist within
the world of the film.
8. Horror films are intended to scare and disgust audiences, allowing them to live out
their worst nightmares in a safe way. Horror and sci-fi often experience crossover in
 195
content. Other subgenres include creature features, psychological horror, slashers, and
body horror.
9. A screen musical is defined by its multiple music numbers, replete with singing and
dancing. Some musicals are almost entirely song- and dance-based, with the plot being
narrated through music, while others have more straightforward narratives with
occasional musical numbers.
10. The romance genre is self-explanatory – it’s all about people finding love and
embarking on courtships. The protagonists dance around their mutual attraction, while
outside circumstances often force them apart until the final act.
11. The science-fiction film genre usually portrays advanced technology and speculative
science that does not currently exist in our world. The genre produced movies across a
landscape of subgenres including steampunk, space opera, dystopian, and post-
apocalyptic.

Activity
Reading Rendezvous
Direction: Choose the BEST answer for the following questions.

1. Which characteristic is typically associated with action films?

a. Multiple musical numbers
b. Heightened pace and frequent action scenes
c. Emphasis on courtship and romance
d. Grounded conflict leading to emotional resolution
 196
2. What distinguishes adventure films from other genres?
a. Focus on solving clues and engaging in subterfuge
b. Existence of magical creatures and otherworldly situations
c. Intention to scare and disgust audiences
d. Depiction of advanced technology and speculative science

3. What is a common feature of thriller films?

a. Emphasis on humor and comedic elements
b. Multiple music numbers and dance sequences
c. Mood of heightened intensity and imminent danger
d. Grounded conflict leading to emotional resolution

4. Which genre primarily aims to make the audience laugh?

a. Drama
b. Fantasy
c. Horror
d. Comedy

5. What is a defining characteristic of the fantasy genre?

a. Existence of advanced technology and speculative science
b. Resolution of conflicts through emotional payoff
c. Presence of magical creatures and otherworldly situations
d. Depiction of characters finding love and embarking on courtships
 197

Activity
Vocabulary Voyage

Direction: Match the films with the genre they belong to.

____ 1. Animation A. The Sound of Music

____ 2. Gangster B. The Mummy Returns
____ 3. Horror C. Star Wars
____ 4. Romance D. The Good, The Bad and The Ugly
____ 5. Drama E. The Lion King
____ 6. Rom-Com F. The Godfather
____ 7. Western G. Gone with the Wind
____ 8. Musical H. The Nightmare on Elm Street
____ 9. Adventure I. Pretty Woman
____ 10. Sci-fi J. Four Weddings and a Funeral
 198

Activity
Vocabulary Voyage

Direction: Choose from the box the correct words and film terminologies that would fill in
the gaps of a film review.

Which released misusing heroic

Character directed who sequels box
Critics cast based stars reviews

Spider-Man is a 2002 superhero film ________ on the fictional Marvel

Comics ________ Spider-Man. The film was written by David Koepp and ________ by
Sam Raimi. It ________ Tobey Maguire, Kirsten Dunst and Willem Dafoe.

The film was ________ on May 3, 2002 to good ________ from ________ and
went on to break ________ office records and became the highest grossing film of 2002.
The success of the film led to two ________ , Spider-Man 2 and Spider-Man 3, featuring
the same ________ and crew.

The film begins with Peter Parker, a high school student, being bitten by a
genetically altered spider. After ________ his newly given abilities, ________ indirectly
causes the death of his Uncle Ben, he becomes the ________Spider-Man. Peter hopes
to win the heart of Mary Jane Watson, the girl he has loved since he was a boy, and
battles the villainous Green Goblin, ________ is the father of Peter's best friend, Harry
Osborn.
 199

Activity
Level Up Grammar

Direction: Fill in the blanks with the correct participle, present or past, of the verb in
parentheses.
1. Last night my friend and I went to see a new movie. We thought it was
____________. (bore)
a. boring
b. bored
c. boredly
d. bores

2. It had a lot of stupid car chases, which were not __________ at all. (excite)
a. exciting
b. excited
c. excitingly
d. excites

3. And I didn’t like the characters. They weren’t very __________. (convince)
a. convinced
b. convincing
c. convincingly
d. convince
 200
4. We were pretty __________. (disappoint)
a. disappointing
b. disappointed
c. disappointedly
d. disappoints

5. Because the reviewers said it was a good movie. They said it had __________
visual effects. But for me, it wasn’t __________ at all.
a. interested / amazed
b. interesting / amazed
c. interesting / amazing
d. interested / amazing

6. I was __________ that I wasted $10 and a whole evening for such a __________
movie.
a. annoyed / disappointed
b. annoying / disappointed
c. annoyed / disappointing
d. annoying / disappointing

7. The only thing that was __________ was the popcorn.

a. satisfying
b. satisfied
c. satisfyingly
d. satisfies
 201

Activity
Writing Workshop

Direction: Get ready to become your own awards show host! Today, you'll be creating
your own set of Oscar nominations for the year.
Step 1: Nominate Away!
• Grab a piece of paper or open a document and write down your nominations
for each major Oscar category. Here are some to get you started:
o Best Picture
o Best Director
o Best Actor/Actress
o Best Supporting Actor/Actress
o Best Original Screenplay
o Best Animated Feature
o Best Documentary Feature
o Best Visual Effects
o Best Original Song
o And any other categories you find interesting!

Step 2: Be Your Own Critic

For each nomination you made, write a sentence or two explaining why you chose that
film, actor, or song.
• What makes your pick stand out for that category?
• Did a specific performance blow you away?

Step 3: Bonus Challenge - The Inner Circle

Imagine you have a small group of film buffs you discuss movies with regularly. Share
your nominations with them (pretend they're beside you!).
 202

• Briefly explain your choices for each category.

• Would they agree with your picks?
• Would they have any different nominations?

Step 4: Reflection
Once you've completed your nominations, take a moment to reflect on your choices.
• What trends do you see in your nominations?
• Are there any surprising picks?
• What would be your dream winner for Best Picture?

Bonus Challenge:
After creating your nominations, check out the actual Oscar nominees online and
compare your picks! How did you do?

Activity
Speak Up

The Movie Pitch Challenge

This activity will take you through the process of creating your own movie idea!
Imagine you're a filmmaker pitching your concept to a studio. Get ready to showcase your
creativity!
Step 1: Brainstorming
• Characters: Think of 3 different character types.
o You could try: A brilliant scientist, a clumsy adventurer, a wise old mentor,
a cunning villain, etc.
• Places: Imagine 3 unique locations for your movie to take place.
o Maybe a bustling cityscape, a hidden underwater temple, a spaceship
traveling through space, etc.
 203

• Events: Brainstorm 3 exciting events that could happen in your movie.

o These could be discoveries, challenges, conflicts, or even twists!

Step 2: Building Your Plot

• Take your chosen characters, places, and events and weave them into a movie
plot!
o How will the characters interact? Where will the events take place? How do
they all tie together?
• Give your movie a catchy title that reflects its tone or central theme.

Step 3: Scene Spotlight

• Choose one pivotal scene from your movie and write a short dialogue between two
characters.
o This scene should showcase your characters' personalities and give a
glimpse into the story's world.
Step 4: Pitching Time!
• Imagine you're presenting your movie idea to a film studio.
• Briefly summarize your plot, highlighting the key characters, locations, and the
main conflict.
• Perform the dialogue you wrote to bring your story to life.

Step 5: Reflection
• Once you've finished your pitch, take a moment to reflect on your movie idea.
o What makes it unique and interesting?
o What kind of genre would it fall under?
o Would you change anything if you were to develop it further?
Bonus Challenge:
After completing your solo pitch, share your movie idea with a friend or family
member. Get their feedback and see if they'd be interested in watching your film!
 204

Activity
Reading Rendezvous

A. Read the text about the TV program Black Mirror and decide if the following statements
are true (T) or false (F).

• Black Mirror deals with true events.

• It looks at how technology affects

society.

• It is a continuing story with many

episodes.

• It tends to have a pessimistic view of

the future.

• The creator was influenced by other TV

programs.

• It is set in the future, many years from

now.
B. Match the words from the text with the
meanings.
1. standalone without hope; evil
2. satirical causing
disagreement
3. dark critical in humorous
way
4. controversial awkward; not skillful
5. clumsy not part of a set
 205

C. Discuss the questions about the technologies listed below.

3d printing artificial intelligence big data drones

self-driving cars social media space travel virtual reality

1. Which of the technologies have changed or are changing our lives?

2. Which will probably change our lives soon?
3. What 'unexpected consequences' have these technologies had, or might they have
in the future?

D. You are going to watch a clip from a Black Mirror episode called Nosedive. Answer the
following questions.
1. In the clip, where is the woman located and what is she doing?
a. She is at a library, studying.
b. She is in the airport, trying to get on a flight.
c. She is at home, cooking dinner.
d. She is at work, typing on a computer.

2. What appears to bring happiness to the woman?

a. Receiving a text message
b. Spending time alone
c. Talking to strangers
d. getting on the flight

3. Based on the clip, what type of person might the woman be?
a. Outgoing and sociable
 206
b. Introverted and introspective
c. Adventurous and risk-taking
d. Impulsive and spontaneous

4. How does the portrayal of the world in the clip differ from today?
a. There are flying cars and advanced technology.
b. People communicate primarily through handwritten letters.
c. Society is more focused on outdoor activities and nature.
d. Social interactions occur mainly in person, not through screens.

5. How has technology influenced people's behavior in the clip?

a. It has made them more isolated and disconnected.
b. It has encouraged more face-to-face communication.
c. It has reduced stress and anxiety levels.
d. It has increased physical activity and outdoor engagement.

6. What do you believe is the main theme of the episode depicted in the clip?
a. The importance of friendship and community
b. The impact of technology on human relationships
c. The pursuit of happiness and personal fulfillment
d. The challenges of adapting to a changing world
 207

Activity
Listening Labyrinth

Get ready to dive into the exciting world of movies! This activity will help you improve your
listening skills and learn about different movie genres.

Warm-up: Pronouncing Movie Genres

1. Let's Get Speaking! We'll start by practicing how to pronounce different movie
genres.
2. Read Aloud: Try reading each genre name out loud, paying attention to the
pronunciation guide provided next to the word. (e.g., Action (AK-shun)).
3. Practice Makes Perfect: If unsure about a pronunciation, use the provided
dictionary link (https://dictionary.cambridge.org/dictionary/english/) to hear how
each genre is spoken. Click the "English Pronunciation" button, type in the word,
and then click the speaker icon to listen.

Let's Learn the Genres:

Now that we know how to pronounce the names, let's explore what each genre means:
1. Action (AK-shun): Fast-paced movies packed with exciting stunts and fights.
2. Adventure (ad-VEN-chur): Films featuring a hero who embarks on a thrilling
journey. (Focus on the "chur" sound like "church" at the end.)
3. Thriller (THRIL-er): Movies that build suspense and keep you on the edge of your
seat.
4. Comedy (KO-muh-dee): Films designed to make you laugh.
5. Drama (DRAH-muh): Movies that focus on serious themes and character
development.
6. Fantasy (FAN-tuh-see): Films set in imaginary worlds with magic and mythical
creatures. (Pay attention to the "ta" sound at the end, not "say".)
 208
7. Horror (HOR-er): Films designed to scare and disturb the audience.
8. Musical (myoo-zi-KUL): Films that tell a story through singing and dancing.
9. Romance (ROH-mahns): Films about love stories and relationships.

Subgenres: Don't forget, there are also subgenres! These are smaller categories within
a larger genre, like a romantic comedy (combining comedy and romance) or a sci-fi thriller
(mixing science fiction with thriller elements).

Listening Challenge:
Now, let's put your listening skills to the test!
1. Find a Movie Clip: Search online for a short movie clip (trailer, scene excerpt) in
a genre you're unfamiliar with.
2. Listen Actively: Watch the clip attentively, paying close attention to the story,
visuals, and sound effects.
3. Genre Detective: Based on what you observed, try to identify the genre of the clip.
Use the information from the "Let's Learn the Genres" section to help you.
4. Research and Confirm: Once you have a guess, search online for the movie title
and genre information to confirm your deduction.
5. Expand Your Knowledge: If your initial guess was wrong, don't worry! Research
the actual genre and learn more about it. This will help you identify similar movies
in the future.
Bonus Challenge:
Repeat the listening challenge with clips from different genres to further develop your
listening skills and genre identification abilities.

By actively listening and understanding movie genres, you'll become a more informed
moviegoer, able to choose films that suit your preferences. You'll also be able to have
more engaging conversations about movies with others!
 209

Wrap It Up

Learning Check

Direction: Choose one among the questions below. Expand and discuss your answer.
You will be graded based on the rubrics given.
1. Write about an entertainment event that you have recently attended (such as a movie
in a theater, a concert, an art fair, or a museum exhibit). Did you enjoy it? Why or why
not? Was there anything surprising or unusual about it?
______________________________________________________________________
______________________________________________________________________
__________________________________________

2 Write a short summary of a movie you saw recently.

______________________________________________________________________
______________________________________________________________________
__________________________________________

3. Write about a famous person you admire. Give a short biography of this person and
tell why you admire him or her.
______________________________________________________________________
______________________________________________________________________
__________________________________________
 210
Event Description (1 point): Clearly identifies the type of
entertainment event attended (movie, concert, art fair, museum
exhibit, etc.) and briefly describes the event itself (title of
movie/exhibit, performer, etc.).
Enjoyment (1 point): States whether the event was enjoyed and
provides a clear reason why (or why not). Specific details about the
Content event that contributed to the enjoyment (or lack thereof) are
(4 points) included.
Surprise/Unusual Elements (1 point): Mentions at least one
surprising or unusual aspect of the event. This could be something
related to the performance, exhibit, venue, or audience.
Details and Insight (1 point): Provides additional details or insightful
observations about the event that go beyond a basic description.
Clear Introduction (1 point): Starts with a clear introduction that
hooks the reader and introduces the topic of the entertainment
event.
Structure and
Logical Flow (1 point): The writing follows a logical order, with a
Organization
clear beginning, middle, and end. Transitions are used effectively
(3 points)
to connect ideas.
Conclusion (1 point): The review concludes in a satisfying way,
potentially with a final thought or summary statement.
Vocabulary (1 point): Uses a variety of vocabulary words specific to
the type of entertainment event being described.
Language Sentence Fluency (1 point): Sentences are well-constructed and
(3 points) grammatically correct. The writing flows smoothly.
Engagement (1 point): Uses vivid language and descriptive details
to engage the reader and create a sense of the event.

Wow! You’ve done a great job!

Now it’s time to sit back, relax.
And enjoy the movie!
Have a great time!
 211

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 215
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 216

Answer Keys
Module 1
Pretest – Knowledge Check
Possible Answers:
What is art?
It is a complex and subjective concept that has evolved throughout history and across
cultures.
What makes something a work of art?
Ultimately, whether something is considered art is a combination of the artist's intention,
the viewer's interpretation, and its place within the broader cultural conversation about
art.
Different Forms of Art:
Art encompasses a vast and diverse range of creative expressions like
Visual Arts: Painting, sculpture, drawing, printmaking, photography, film, digital art, and
installation art.
Performing Arts: Music, dance, theater, opera, performance art.
Literary Arts: Poetry, fiction, drama, creative non-fiction.
Architecture: The design and construction of buildings and other structures.
Expressing Yourself Through Art:
Art provides a powerful outlet for expressing oneself. Here's how:
Exploring Emotions: Art allows artists to express a wide range of emotions, from joy and
love to anger, sadness, and frustration.
Sharing Experiences: Artists can share their experiences, tell stories, and connect with
others through their work.
Communicating Ideas: Art can be used to communicate complex ideas, political
messages, social commentary, or philosophical questions.
Developing Identity: Creating art can be a way for artists to explore their own identities
and perspectives.
 217
Artists Communicating Ideas and Experiences:
Artists use a variety of techniques to communicate with their audience:
Symbolism and Imagery: Using symbols, metaphors, and evocative imagery to convey
meaning.
Style and Technique: The choice of style (realistic, abstract, etc.) and technique can
shape the message of the artwork.
Form and Materials: The form (sculpture, painting, performance) and materials used can
influence the message and experience.
Emotional Impact: Evoking emotions in the viewer can lead to a deeper understanding of
the artist's message.
Art Challenging the Status Quo:
Artists have a long history of using their work to challenge the status quo and make a
difference in the world. Here are some ways:
Social and Political Commentary: Art can be used to critique social injustices, political
systems, or power structures.
Raising Awareness: Artists can bring attention to important social issues and inspire
action.
Sparking Dialogue: Art can provoke discussion and debate on important topics.
Inspiring Change: Art can inspire individuals and communities to work towards a better
future.
My Thoughts and Feelings About Art:
I can appreciate the immense creativity, imagination, and skill that goes into creating art.
I find it fascinating how art can evoke such a wide range of emotions and responses in
viewers. Art can be a powerful tool for communication, reflection, and social change.

What I Enjoy About Art:

The Diversity: I enjoy the vast range of artistic styles, techniques, and forms. There's
something for everyone in the world of art.
The Creativity: It's amazing to see the unique ways that artists express themselves and
their ideas.

Activity 1 – Level Up Grammar

1. Last year, Sarah painted a beautiful landscape painting.
 218
2. The artist had already finished the sculpture.
3. As she entered the art exhibition, she was amazed by the variety of artworks.
4. They have been working on the mural all day.
5. When I visited the art museum, I saw a famous painting.
6. They were working on the mural yesterday.
7. By the time she arrived at the art class, the students had already started their
projects.
8. They will have finished the sculpture by noon.
9. He went to art school for three years before becoming a professional painter.
10. They have visited many art museums around the world.

Posttest – Learning Check

Possible Answers
1. What different art forms were represented in the video?
• Visual Arts: Painting (including traditional styles like hablon textile painting),
sculpture (wood carving, bulul figures), printmaking, photography
• Performing Arts: Dance (various ethnic dances like Tinikling, Maria Clara dance),
music (kundiman, kulintang), theater (folk plays like komedya)
• Literary Arts: Poetry (spoken word, epics like the Hudhud), prose (short stories,
novels)
• Architecture: Traditional Filipino houses (bahay na bato), churches, historical
landmarks

2. How did the art make you feel?

• National Pride: The art reflects the rich cultural heritage and history of the
Philippines.
• Beauty and Creativity: Filipino art is known for its vibrant colors, intricate designs,
and unique expressions.
• Connection to Ancestors: Traditional art forms connect viewers to past generations
and cultural traditions.
• Emotions: Art can evoke a range of emotions depending on the specific piece and
the viewer's interpretation.
 219

3. What did you learn about art from the video?

• Cultural Significance: Filipino art is deeply rooted in the country's history, traditions,
and beliefs.
• Social Commentary: Some art forms address social issues or political themes.
• Storytelling: Art serves as a way to tell stories, preserve history, and pass down
knowledge.
• Expression of Identity: Art allows Filipinos to express their unique cultural identity
and perspective.

4. How did the video inspire you to express yourself through art?
• Try a new art form like sketching a traditional design or learning a folk dance.
• Appreciate the beauty and craftsmanship of Filipino art.
• Learn more about the stories and messages conveyed by Filipino artists.
• Consider how you might express yourself creatively, drawing inspiration from
Filipino art.

5. How can art help you to communicate your thoughts and feelings and connect with
others?
• Evoking Emotions: Art can evoke emotions in viewers, creating a shared
experience.
• Symbolism and Imagery: Artists use symbols and imagery to communicate
complex ideas.
• Personal Expression: Art allows individuals to express their inner thoughts and
feelings.
• Cultural Understanding: Art can bridge cultural divides and foster understanding
between people.

Let’s Get Started

1. A 2.A 3.B 4.A 5.A
 220
Activity 2 – Sound Like a Pro
Exquisite (ik-SKWI-zit) (adjective): Used to describe something exceptionally beautiful
and delicate. (e.g., The exhibit showcased exquisite pieces of embroidery from different
regions of the Philippines.)
Indigenous (in-DIG-en-us) (adjective): Referring to something native or originating from a
particular place. (e.g., The documentary explored the evolution of indigenous art forms in
the Philippines.)
Ephemeral (e-FEM-er-al) (adjective): Lasting for a very short time. (e.g., The sandcastle
sculptures were beautiful but ephemeral, washed away by the tide.)
Sculpture (SKULP-chur) (noun): A three-dimensional artwork. (e.g., The documentary
featured the work of renowned Filipino sculptors.)
Heritage (HER-i-tij) (noun): Traditions, customs, and achievements inherited from the
past. (e.g., Filipino art forms are a vital part of the country's cultural heritage.)
Tableau (TAB-lo) (noun): A scene or arrangement of figures or objects creating a dramatic
effect. (e.g., The dance performance concluded with a tableau depicting a historical
event.)

Activity 3 – Reading Rendezvous

All the statements are TRUE

Posttest – Learning Check 1

Creating a piece of art

Posttest 2 – Learning Check 2

1. a) Sculpture, painting, and music.
2. b) It made me feel inspired.
3. a) I learned that art is subjective.
4. a) It inspired me to experiment with new artistic techniques.
5. a) Art can provide a universal language for expressing emotions.
 221

Module 2
Activity 1 – Vocabulary Voyage
1. b) Grand and imposing
2. b) Critically acclaimed and respected
3. b) To enhance drama and tension through contrasts of light and shadow
4. b) Mastery and proficiency in artistic techniques
5. b) Sorrow and tragedy

Activity 2A – Level Up Grammar

1. would have been 2. would have been
3. would have seen 4.wouldn't have known
5. would have 6. would give
7. would have understood 8. would be
9. would have had 10. would have

Activity 2B – Level Up Grammar

1. If I had known (known - past participle) about the event earlier, I would have attended
it.
2. If she had studied (studied - past participle) harder in high school, she might have
gotten (gotten - past participle) into her dream college.
3. If they had saved (saved - past participle) more money last year, they would be able to
afford (afford - present infinitive) a vacation now.
4. If he hadn't missed (missed - past participle) the train, he would have arrived (arrived -
past participle) at the meeting on time.
5. If we hadn't had (hadn't had - negative past perfect) plans for tonight, we could have
gone (gone - past participle) to the concert
 222
6. If you had asked (asked - past participle) for help, someone would have assisted
(assisted - past participle) you.
7. If it rains (rains - present tense - referring to a future event), we won't be able to go (be
able to go - present infinitive) hiking.
8. If she hadn't broken (broken - past participle) her leg, she would be competing (be
competing - present continuous - referring to a future event) in the championship next
month.
9. If they had won (won - past participle) the lottery, they would be living (be living - present
continuous) in a mansion now.
10. If I had been (been - past participle) born in a different country, my life would have
been (been - past participle) completely different.

Posttest – Learning Check

1. c) The declaration of independence from Spanish rule
2. b) Jose Rizal and Graciano Lopez Jaena
3. a) He won a gold medal at the National Exhibition of Fine Arts.
4. b) The struggles of Filipino society against oppression
5. b) It provided evidence against claims of Filipino inferiority.
6. b) With dark tones and scenes of death and suffering
7. b) It draws the viewer's attention to the heart of the painting.
8. b) Scenes of mourning and despair
9. b) It adds depth to the social commentary on colonial cruelty.
10. b) It highlights the talent and genius of a colonial subject
Let’s Get Started
Pretest – Knowledge Check
1. sculpture 2. pop art
3. performance art 4. photography
5. cubism 6. music
 223
7. surrealism 8. optical illusion art
10. architecture 11. minimalism
12. abstract

Activity 3 – Reading Rendezvous

1. C) Incorporation of time, space, and the body
2. D) Fernando Amorsolo
3. C) Selfless service and sacrifice
4. B) The excesses of the Marcos regime
5. A) Vivid depictions of Philippine landscapes

Activity 4A – Writing Workshop

1. Greetings, how are you today?"
2. "he/she" or "one"
3. "Good morning!"
4. "I would like to visit the museum."
5. "Excuse me, sir/madam."
6. "Sorry about that."
7. "they"
8. "How's it going?" or "How's your day been?"
9. "I'm gonna catch a flick
10. "Hey, long time no see!" share

Activity 4B – Speak Up
Informal (I):
1. "I don't get art, but I like this one because it's, like, really pretty."
 224
2. "I saw this painting, and it blew my mind. Seriously, it's crazy good."
3. "I'm no expert, but I think the colors in this painting are just so cool together."
4. "I'm not artsy, but this piece just speaks to me, you know?"
5. "The artist totally nailed it with this one; it's just, like, awesome."
6. "This artwork here is pretty neat – it's got this whole vibe going on."
7. "This painting is super cool because it's all vibrant and stuff."
8. "This sculpture is wild – it's like something out of a dream or a sci-fi movie."
Formal (F):
1. "I have no idea about art, but I can't stop staring at this masterpiece." (Uses
stronger vocabulary "masterpiece")
2. "The art historian's analysis provided valuable insights into the cultural and
historical context of the painting." (Formal vocabulary and sentence structure)
3. "The artist's oeuvre encompasses a wide range of styles and mediums." (Formal
vocabulary "oeuvre")
4. "The artist's work has been critically acclaimed and is highly regarded within the
art community." (Formal tone and vocabulary)
5. "The brushwork and technique employed in this painting are indicative of the
artist's profound skill." (Formal sentence structure and vocabulary)
6. "The composition demonstrates a meticulous attention to detail and a mastery of
chiaroscuro." (Formal vocabulary and art terminology)
7. "The exhibition curator meticulously curated a collection of artworks that span
centuries." (Formal vocabulary and sentence structure)
8. "The juxtaposition of form and color in this piece evokes a profound emotional
response." (Formal vocabulary and phrasing)
9. "The use of symbolism in this sculpture imbues it with layers of meaning and
significance." (Formal vocabulary and sentence structure)
10. "This artwork exemplifies the enduring legacy of Impressionism in the realm of fine
art." (Formal vocabulary and reference to art movements)
11. "This particular artwork epitomizes the pinnacle of Renaissance aesthetics."
(Formal vocabulary and reference to art periods)
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Posttest – Learning Check

Possible Answer
Historical Roots and Evolving Perception:

• Graffiti has roots dating back to ancient civilizations, serving as a form of

communication and self-expression.

• The video likely discusses how Roman Empire graffiti evolved from everyday
messages to political commentary.

• The perception of graffiti likely shifted throughout history, with some societies
valuing it as a historical record and others viewing it as vandalism.
Graffiti and Counterculture:

• The video might mention how graffiti gained prominence in the 20th century,
aligning with counterculture movements.

• Artists likely used graffiti to challenge societal norms and express discontent with
political systems.

• Examples could include using murals to depict social injustices or slogans against
war.
Dual Nature and Contemporary Artists:

• The video might explore the ongoing debate about graffiti as art or vandalism.

• Contemporary artists likely navigate this by creating visually impactful pieces with
social or political messages.

• Street art movements that gain recognition could be mentioned as blurring the line
between vandalism and accepted art forms.

• Legal walls designated for graffiti could be another example of navigating the
dichotomy.
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Module 3
Activity 1A – Writing Workshop
1. B 2A 3.C 4. B 5.C

Activity 1B – Writing Workshop

1. Formal register 2. Informal register 3.Informal register

4. Formal register 5. Formal register 6. Informal register
7. Informal register 8. Formal register 9. Formal register
10. Formal register

Activity 1C – Writing Workshop

1. A 2. B 3.C 4. B 5A.

Activity 2A – Vocabulary Voyage

1. B 6. C
2. B 7. B
3 C 8. B
4. B 9. B
5. B 10. A

Activity 4A – Reading Rendezvous

1.C 2.C 3.B 4.C 5. B

Activity 5 – Level Up Grammar

1. C 6. A
2. B 7. C
3 A 8. A
4. B 9. B
5. B

ACTIVITY 65
1. C 2. B 3. A 4. A 5. B 6. A 7. C 8. A 9. B

Activity 2A – Vocabulary Voyage

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1. // 2 // 3/ 4/ 5/ 6/ 7/ 8/ 9/ 10 /

Activity 6B – Reading Rendezvous

1.C 2.C 3.B 4.C 5.B

Activity 7A – Level Up Grammar

1. B 2. B 3. A 4. B 5. A

Activity 7B – Level Up Grammar

1. A 2. B 3.E 4. B 5. D. 6. C

Activity 7C – Level Up Grammar

1. Therefore 2. Furthermore 3. Therefore 4. Consequently 6. However

Activity 7D – Level Up Grammar

1.B 2.A 3.A 4.B 5.A

Activity 7E – Level Up Grammar

1. B 2.B 3C

Activity 8 – Writing Workshop

1. B. To ensure the quality of the research
2. B. Academic papers are based on evidence and research.
3. B. To present the author's main argument
4. B. Personal opinions
5. B. Evidence is used to support the author's claims.

Activity 9 – Writing Workshop

1 I 2 F 3 I 4 I 5 F 6 F 7 I 8 F 9 F 10 F
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Activity 10 – Writing Workshop
1-6, 10 TRUE 7-9 FALSE

Activity 11 – Speak Like a Pro

1. forthright
2. discourse
3. rationale
4. contention
5. stance
6. investigation proposal
7. main thesis
8. proposition
9. introductory
10. conclusion

Activity 12 – Vocabulary Voyage

1. Across the globe, 2. For instance,
3. Furthermore 4. Conversely,

Activity 13 – Listening Labyrinth

1. B 2. C 3.B 4. C 5.

Activity 14 & Activity 15

to be graded using the Stanford University Writing Rubric
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Module 4
Pretest – Knowledge Check
1. A 2. A 3. A 4. C 5. C 6. A 7. A 8. A 9. C 10. A

Activity 1 – Reading Rendezvous

1.B 2.C 3.B 4.C 5.C

Activity 2 – Vocabulary Voyage

objection sweeping
Large proportion Mind you
snapshot

B. Classification of Sentence
1. A 2. A 3. A 4. A 5. D

C. Markers and Signposts

1. Mind you Informal speech marker

2. as seen through Informal speech marker

3. despite Formal speech marker

4. that Formal speech marker

5. however Formal speech marker

ACTIVITY 3 – Level Up Grammar

1. A 2. C 3. B 4. B 5. B 6. C 7. A 8. A 9. A 10.A
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Activity 4 – Writing Workshop
1. B 2. C 3. B 4. A 5. A 6. A

Activity 5 – Reading rendezvous

1. B 2. B 3. B 4. B 5. C

Activity 6 – Vocabulary Voyage

1. B 2. A 3. A 4. C 5. A 6. A 7. A

Activity 7 – Reading Rendezvous

Rieux Tarrou
Doesn’t It’s I’ve
Don’t I’m don’t
I’m It’s I’ve
Doesn’t that’s
Don’t it’s
Don’t we’ll

ACTIVITY 8 – Listening Labyrinth

1. Began 2. was called, viewed 3. Stated
4. assumed, were, has destroyed, had killed, described, had lived

Activity 9 – Listening Labyrinth

1. A 2. A 3. A 4. B 5. A 6. A 7. A 8. B 9. B 10. B

Activity 11 – Speak Up
1. c) Working from home or completing essential tasks.
2. d) It was a complex situation with both positive and negative aspects.
3. c) My trust fluctuated depending on the information available.
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4. a) The bright blue sky suggests a sense of hope and optimism for the future.
5. d) The lockdown measures due to the pandemic.

Activity 12 – Vocabulary Voyage

Match the words in the right column with pictures at the left

a. 1.transmission
b. 2.face mask
c. 3. fatality rate
d. 4.vaccination
e. 5.social distancing
f. 6.sanitarium
g. 7.contagious
h. 8.volunteerism

Activity 13 – Level Up Grammar

1. quarantined, supervised, might have decreased, had arrived
2. Must have been worried
3. Has lived, looked, was terrified, had, did not show, must have been sick, should have,
might have, will probably, reports

Activity 16 – Vocabulary Voyage

1.B 2.B 3.A 4.C 5.C 6.A 7.A 8.B 9.B 10.A

Activity 18 – Reading Rendezvous

1.B 2. A 3. B 4. A 5. C
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Module 5
Pre-Test – Knowledge Check 1
1. D 2. B
3. B 4. C
5. A 6. B
7. C 8. C
9. A 10. C

Pretest – Knowledge Check 2

1. behind 2. set
3. shot 4. sword
5. previous 6. designer
7. released 8. dismay
9. remain

Activity 1 – Reading Rendezvous

1. C 2. B 3. A 4. B 5. A

Activity 3 – Vocabulary Voyage

1. Diegetic 2. Music
3. Screenplay 4. Mise-en-scene
5. Cinematography

Activity 5 – Level Up Grammar

1. known 2. Allowed 3. Married 4. Bored 5. Disappointing 6. Crowded
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7. frightened

Activity 6B – Reading Rendezvous

1. b 2. b
3. a 4. a
5. c 6. d
7. a 8. c

Activity 9 – Reading Rendezvous

1. B 2. C 3. B 4. C 5. C

Activity 10 – Vocabulary Voyage

1. PRESENTER 2. ACTOR 3. DIRECTOR 4. PRODUCER

Activity 15 – Level Up Grammar

1. A 2. A 3. P 4. P 5. P
6. A 7. A 8. P 9. A 10. P

Activity 16 – Level Up Grammar

1. ADAM SANDLER 2. ANGELINA JOLIE
3. JIM CARREY 4. TOM CRUISE
5. LEONARDO DI CAPRIO

Activity 18 – Reading Rendezvous

1. B 2. A 3. C 4. D 5. C
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Activity 19 – Vocabulary Voyage
1. E 2. F 3. H 4. I 5. G 6. J 7. D 8. A 9. B 10. C

Activity 20 – Vocabulary Voyage

1. based 2. character
3. directed 4. stars
5. released 6. reviews
7. critics 8. box
9. sequels 10. cast
11. misusing 12. which
13. heroic 14. who

Activity 21 – Level Up Grammar

1. boring 2. exciting
3. convincing 4. disappointed
5. interesting 6. amazing
7. annoyed 8. disappointing
9. satisfying

Activity 24 – Reading Rendezvous

(Test B, Black Mirror)
1. not part of a set 2.critical in humorous way
3. without hope; evil 4.causing disagreement
5.awkward; not skillful