Name: _______________________________ Grade Level & Section: ________________

Pre-test
A. Directions: Read and understand each statements and questions carefully. Then write the
letter of the correct answer on the space provided before the number.

___1. This refers to the use of one’s voice in a form of word to effectively deliver a speech.
A. facial expression B. gesture C. nonverbal strategy D. verbal strategy
___2. It is a form of communication where the speaker uses facial expression, gestures, body
language, posture and eye contact.
A. linear text B. nonlinear text C. nonverbal strategy D. verbal strategy
___3. It is a literary device in which overstatement is used for emphasis or effect.
A. alliteration B. hyperbole C. metaphor D. simile
___4. It is a literary device in which a writer gives an advance hint of what is to come later in
the story.
A. flashback B. foreshadowing C. media Res D. all of the above
___5. Often appears at the beginning of a story or a chapter and helps the reader develop
expectations about the coming events in a story.
A. flashback B. foreshadowing C. media Res D. none of the above
___6. The following are examples of linear text except:
A. short stories B. poems C. letters D. graphs
___7. The following are examples of nonlinear text except:
A. charts B. poems C. pictures D. graphs

B. Directions: For numbers 8 to 11, read the text (an excerpt from an editorial column of the
Philippine Star, May 22, 2020 entitled “Dodong and Debold”) closely and answer the questions
that follow.
Mang Dodong had spent 12 days in detention at the Navotas Sports Complex for
crossing over to the city from his home in Caloocan to buy fish from Navotas Fish port that he
could sell at a mini-market or talipapa. He had done this for a long time, but on May 7, he was
apprehended for the failure to present a quarantine pass. Without a mobile phone, Mang
Dodong could not inform his relatives about what had befallen him.
Hours after Mang Dodong regained his freedom on Tuesday, President Duterte
addressed the nation, saying that while “the law is the law,” he could not let go of the
commander of the National Capital Region Police Office, Major General Debold Sinas over a
gathering for NCRPO Chief’s birthday on May 8, a day after Mang Dodong’s arrest.
Sinas, who issued a public apology for the so-called maňanita was thankful and has
made no offer to step down, at least while he is facing multiple probes for administrative and
criminal offenses. The probes are being conducted by the Police Internal Affairs Service and
National Bureau of Immigration.
The law is the law-for children of a lesser God like Mang Dodong, but so far, not for
Debold.

___8. The text is about __________.

A. The arrest of Mang Dodong
B. PRRD’s statement, “the law is the law”.
C. The maňanita of NCRPO Chief Maj. General Debold Sinas
D. Comparison of the arrest of Mang Dodong and Chief Maj. Gen. Debold Sinas

1
___9. Mang Dodong’sfamily did not know of his arrest because __________.
A. He has no mobile phone. C. The police did not call his family.
B. He is afraid of his family D. He forgot the mobile phone number of his family.
___10. What does the last statement mean?
A. The law is bias. C. The law is implemented to the poor people only.
B. Justice is for the rich. The law is different between the rich and the poor.
___11. It is a sequence of two vowels or as Vowel + Glide.
A. Consonants B. Diphtongs C. Schwa D. Vowels

C. Directions: Read and understand each statements and questions carefully. Then write the
letter of the correct answer on the space provided before the number.

___12. What is a sonnet?

A. a fourteen line rhyming poem C. a sixteen line unrhymed poem
B. a longer version of the Haiku D. a type of villanelle
___13. Which of the following is NOT a type of sonnet?
A. English sonnet C. Italian sonnet
B. Draconian sonnet D. Petrarchan sonnet
___14. Which of the following is true?
A. Sonnets are a type of ballad C. Villanelles are simple, short poems
B. Ballads are often adapted to song D. Villanelles are a type of sonnet
___15. What is a characteristic of the sonnet?
A. It is iambic pentameter C. It has an octave and sestet
B. It rhymes D. All of the above
___16. The vantage point from which a story is told is 
A. chronological order B. conflict C. plot D. point of view
___17. A story that presents events in the time sequence in which they occurred one right after
the other is called
A. chronological order B. conflict C. foreshadowing D. plot
___18. A vignette provides insight about an important element of a story, such as
A. the setting B. a character C. an idea D. all of the above
___19. A vignette is a/n __________ scene.
A. long B. short C. iconic D. none of the above
___20. The time and place of a story, play, or narrative poem is called
A. point of view B. resolution C. climax D. setting

2
Name: _______________________________ Grade Level & Section: ________________
SECOND QUARTER ENGLISH 9 MODULE 1

Content Standards: The learner demonstrates understanding of how Anglo-American

literature and other text types serve as means of preserving unchanging values in a changing
world; also how to use the features of a full-length play, tense consistency, modals, active and
passive constructions plus direct and indirect speech to enable him/her competently performs
in a full-length play.
Performance Standards: The learner competently performs in a full- length play through
applying effective verbal and non-verbal strategies and ICT resources based on the following
criteria: Focus, Voice, Delivery and Dramatic Conventions.
Learning Competency:
Make connections between texts to particular social issues, concerns, or dispositions in
real life.
Objectives:
1. Identify verbal and nonverbal communication;
2. Distinguish between verbal and Nonverbal strategies; and
3. Appreciate the importance of verbal and nonverbal communication in delivering a
line or a presentation?
General Instructions: Use the worksheet with care. Read the instruction carefully before
doing the tasks. Write answers in the worksheets and answer HONESTLY. Finish the task on
time. If you encounter any difficulty in answering the tasks, do not hesitate to consult your
teacher. Always bear in mind that you are not alone. You can do it!

Discussion
Verbal strategy is the use of one's voice in a form of word to effectively deliver a
speech. A speaker should consider volume, tone, rate of delivery, projection, articulation,
pronunciation, and pausing.
Verbal delivery enhances understanding of your message. Examples of this are the
following: talk, speech, cheering, shouting, and singing. Issuing commands by voice and
offering questions by voice are also included.
On the other hand, non-verbal strategy includes facial expression, gestures, body
language, posture and eye contact.
Facial Expressions - Facial expressions are responsible for a huge proportion of nonverbal
communication. The look on a person’s face is often the first thing we see, even before we
hear what they have to say.
Gestures - Deliberate movements and signals are an important way to communicate meaning
without words. Common gestures include waving, pointing, and using fingers to indicate
numeric amounts.
Body Language - Research on body language has grown significant since the 1970’s, but
popular media have focused on the over- interpretation of defensive postures, arm- crossing
and leg- crossing.
Posture- Posture and movement can also convey a great deal of information.
Eye contact - Visual contact with another person's eyes.

3
 Guided Activities
Activity 1: Verbal or NonVerbal!
Directions: All the items below are written in verbal form. Underline all the non-verbal cues
you find in each sentence.
1. Cris greet Myra good morning while waving his hand.
2. Toni looks sad upon hearing the bad news.
3. Liza raises her brow upon seeing the mess in her room.
4. Randy is very happy while holding his new cell phone.
5. Mary looks nervous upon seeing the big snake in zoo.
Activity 2: Different Emotions!
Directions: Fill in the blanks with the correct facial expressions shown in the table below.
Choose your answer from the box.
surprised smug mixed emotions
doubt pain punch drunk
fear love flirtation

https://www.pinterest.ph/pin/649644314975434978/

Application
Activity 3: Feel Me!
A. Directions: Employ varied verbal and non-verbal strategies to the following lines below.
Lines were taken from a radio play “Sorry Wrong Number”. Choose your answer from the box.
Volume Eye Contact Facial Expressions
Body Language and Posture Gesture Tone
Rate of delivery Projection Articulation

___________1. (Shocked) Oh-hello! What number is this, please?

___________2. (Unnerved and breathless, into phone) Operator, I-I’ve just been cut off.
4
___________3. (Into phone. As though he had not heard) Hello. (Louder) Hello.
___________4. (Slow, heavy quality, faintly foreign accent) Hello.
___________5. Hello? (A little puzzled) Hello?
___________6. (Angrily raising a voice) You didn’t try to get that wrong number at all.
___________7. (Demanding-putting hand on waist) Can you trace it for me?
___________8. (Writing it down) And your telephone number?
___________9. (Looking at the phone) Disconnected!
___________10. (Coolly and professionally) This is the chief Operator.

Activity 4: Think and Reflect!

B. Direction: Answer the question that follows in 2-3 sentences (5 pts.).
1. What is the importance of using verbal and nonverbal communication in delivering a line or a
presentation?
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Name: _______________________________ Grade Level & Section: _______________

SECOND QUARTER ENGLISH 9 MODULE 2

5
Learning Competency:
Analyze literature as a means of understanding unchanging values in the VUCA
(volatile, uncertain, complex, ambiguous) world
Objectives:
1. Define the different literary devices used in a text;
2. Use literary devices and techniques to craft short prose forms; and
3. Appreciate the use of literary devices in making a synopsis of the prose being read.

Discussion
Literature portrays life experiences. To have a vivid portrayal to evoke emotions of every
reader, the authors have to use various literary devices to accurately convey specific emotions
felt by every character in a narrative prose. This will help the author achieve his/her purpose.
Few of these devices are useful in crafting a narrative prose. These are the following:
Foreshadowing, in which the writer gives an advance hint of what is to come later in the
story
Flashback, which are the interruptions of past relevant events inserted by writers to provide
background or context related to the current events of a narrative
Medias Res, which is taken from the middle part that gives specific description on how the
plot of a narrative started.

Here are other few literary devices used in prose.

Foreshadowing is a literary device in which a writer gives

FORESHADOWING an advance hint of what is to come later in the story.

Example: The hints are straightforward, which makes the reader aware of what’s going to
happen.

“I
am sure she is going to be our future daughter-in-law, Jack.”, Judy
said with a bright smile. 

This is the direct positive foreshadowing.

FLASHBACK It is a technique in which the present story, scene or event taking

place changes into a scene in the past.

As a mother takes pictures during her daughter’s graduation, she begins telling her
husband about memories she has of her daughter starting kindergarten. She has
interrupted the present action of graduation in order to tell about a past event.

IN MEDIAS RES
It is a technique that is in or into the middle of a narrative or plot.
6
 It is pronounced as [in ˈmēdēəs ˈres, ˈmādēˌäs]

Example: After showing why Bruce Wayne is so afraid of bats, the film flashes
forward to a scene with Bruce Wayne in 9 prison. There’s no explanation of why
he’s there, and soon he’s attacked by the other inmates. The film then goes back
in time to fill in the gaps leading up to that point.

Sources: https://literarydevices.net/flashback/
https://andromeda.rutgers.edu/~jlynch/Terms/inmediasres.html
https://www.britannica.com/art/in-medias-res-literature
https://literarydevices.net/foreshadowing/http://literarydevices.com/content/foreshadowing

Guided Activities
Activity 1: Match Me!
Directions: Match the definition in Column A with the right term in Column B. Write the letter of
the correct answer in the space provided before the number.
Column A Column B
___1.It is a literary device in which a writer gives A. Flashback
an advance hint of what is to come later in the
story.
___2.It is a transition in a story to an earlier time B. In medias res
that interrupts the normal chronological order of
events.
___3.It is a narrative work beginning opens in the C. Foreshadowing
midst of action
Activity 2: Read Me!
Direction: Read the selection, and then answer the questions that follow by writing the letter
on the space provided.
One fine sunny day, Cricket was hopping about in the field. As he chirped and
danced, he spied Ant carrying a big grain of rice to his nest. Cricket watched as Ant came
back, lifted another grain, then carried it to the nest as well. This happened repeatedly.
Finally, Cricket asked, "Ant, why do you work so hard on such a lovely day?"
"Soon it will be rainy day," replied Ant. "I'm gathering food for my family. I suggest
you do the same!"
"Why bother about rain?" asked Cricket. "There's plenty of food in the fields now!"
Ant remembered last time and how the flood covered everything. There had been
no way to get out, let alone try to find food! Now, an even worse storm was predicted. He
shook his head and walked away.
When rain came, Cricket had no food. The fields were covered with deep flood.
Cricket was very hungry and sad, knowing that Ant had food enough because he had
worked hard to prepare in advance.
___1. In this fable, the author uses flashback to have ___________.
A. Ant remembers where Cricket used to live.
B. Cricket remembers a song he used to sing.
C. Cricket remembers where he hid seeds during the summer.
D. None of the above
___ 2. Which best foreshadowed what might happen in the story?
7
 A. An even worse storm was predicted. C. Cricket chirped.
B. Ant walked away. D. Cricket hopped about in the field.
___ 3. Based on the story, which do you predict could NOT happen?
A. Cricket weakens without any food.
B. Cricket happily swims in the flood.
C. Cricket begs Ant for just a small bit of food.
D. Ant feels sorry for Cricket and gives him food.

Application
Activity 3: Read and Comprehend!
Directions: Read and write a short synopsis or summary of the story “Everything Has a Name”
by using any of these literary devices; flashback, foreshadowing, or in Medias res. Write your
summary on the shape you have chosen and highlight the part that shows the device you use
to justify your answer.
Your Text
Find out how Helen’s teacher helped her perceive the world around her. Read the text.
Everything Has a Name
(An excerpt from “The Story of My Life”)
by Helen Keller
The most important day I remember in all my life is the one in which my teacher, Anne
Mansfield Sullivan, came to me. I am filled with wonder when I consider the immeasurable
contrast between the two lives, which it connects. It was the third of March 1887, three months
before I was seven years old.
On the afternoon of that eventful day, I stood on the porch, dumb, expectant. I guessed
vaguely from my mother’s signs and from the hurrying to and fro in the house that something
unusual was about to happen, so I went to the door and waited on the steps.
I felt approaching footsteps. I stretched out my hand as I supposed to my mother.
Someone took it, and I was caught up and held close in the arms of her who had come to
reveal all things to me, and, more than all things else, to love me
The morning after my teacher came she led me into her room and gave me a doll. The
little blind children at the Perkins Institution had sent it and Laura Bridgeman had dressed it;
but I did not know this until afterward. When I played with it a little while, Miss Sullivan slowly
spelled into my hand the word “d-o-l-l,” I was at once interested in this finger play and tried to
imitate it. When I finally succeeded in making the letters correctly, I was flushed with childish
pleasure and pride. Running downstairs to my spelling a word or even those words existed; I
was simply making my fingers go into monkey-like imitation. In the days that followed, I learned
to spell in this uncomprehending way a great many words, among them pin, hat, cup and a few
verbs like sit, stand, hand, walk. But my teacher had been with me several weeks before I
understood that everything has a name.
One day, while I was playing with my new doll, Miss Sullivan put my big rag doll into my
lap also, spelled “d-o-l-l” and tried to make me understand that “d-o-l-l” applied to both. Earlier
in the day we had a tussle over the words “m-u-g” and “w-a-t-e-r.” Miss Sullivan tried to
impress upon me that “m-u-g” is mug and “w-a-t-e-r” is water. But, I persisted in confounding
the two. In despair she had dropped the subject for a time, only to renew it at the first
opportunity. I became impatient at her repeated attempts and seizing the new doll, I dashed it
upon the floor. I was keenly delighted when I felt the fragment of the broken doll at my feet.
Neither sorrow nor regret followed my passionate outburst. I had not loved the doll. In the still,
dark world in which I lived, there was not strong sentiment of tenderness.
8
 I felt my teacher sweep the fragments to one side of the hearth and I had sense of
satisfaction that the cause of my discomfort was removed. She brought me my hat, and I knew
I was going out into the warm sunshine. This thought, if a wordless sensation may be called a
thought, made me hop and skip with pleasure.

Through which sense does Keller experience the water?

We
walked down the path to the well house, attracted by the fragrance of the honeysuckle with
which it was covered. Someone was drawing water and my teacher placed my hand under the
spout. As the cool stream gushed over one hand she spelled into the other the word water, first
slowly, then rapidly. I stood still, my whole attention fixed upon the motions of her fingers.
Suddenly, I felt a misty consciousness as of something forgotten – a thrill of returning thought:
and somehow the mystery of language was revealed to me. I knew then that “w-a-t-e-r” meant
the wonderful cool something that was flowing over my hand. That living word awakened my
soul, gave it light, hope, joy, set it free! There were barriers still, it is true, but barriers that could
in time be swept away.
I left the well house eager to learn. Everything has a name, and each name gave birth to
a new thought. As we returned to the house, every object which I touched seemed to quiver
with life. That was because I saw everything with the strange, new sight that had come to me.
On entering the door I remembered the doll I had broken. I felt my way to the hearth and
picked up the pieces. I tried vainly to put them together. Then my eyes filled with tears; for I
realized what I had done, and for the first time I felt repentance and sorrow.
I learned a great many words that day, I do not remember what they all were; but I do
know that mother, father, sister, teacher were among them – words that were to make world
blossom for me, “like Aaron’s rod, with flowers.” It would have been difficult to find a happier
child than I was as I lay in my crib at the close of that eventful day and lived over the joys it had
brought me, and for the first time I longed for a new day to come.

How do you think has Ms. Sullivan made Helen understand what love is?

I remember the morning that I first asked the meaning of the word, “love.” This was
before I knew many words. I had found a few early violets in the garden and brought them to
my teacher. She tried to kiss me, but at the time I did not like to have anyone kiss me except
my mother. Miss Sullivan put her arm gently around me and spelled into my hand, “I love
Helen.”
“What is love?” I asked.
She drew me closer to her and said, “It is here,” pointing to my heart whose beats I was
conscious for the first time. Her words puzzled me very much because I did not then
understand anything unless I touched it.
I smelt the violets in her hand and asked, half in words, half in signs, a question which
meant, “Is love the sweetness of flowers?”
“No,” said my teacher.
Again I thought. The warm sun was shining on us. “Is this not love?” I asked, pointing in
the direction from which the heat came. “Is this not love?”
It seemed to me that there could be nothing more beautiful than the sun, whose warmth
makes all things glow. But Miss Sullivan shook her head and I was greatly puzzled and
disappointed. I thought it strange that my teacher could not show me love.
9
 A day or two afterward, I was stringing heads of different sizes in symmetrical groups –
two large beads, three small ones and so on. I had made many mistakes, and Miss Sullivan
had pointed them out again and again with gentle patience. Finally, I noticed a very
obvious error in the sequence and for an instant I concentrated on the lesson and tried to think
how I should have arranged the Beads Miss Sullivan touched my forehead and spelled with
decided emphasis, “Think”.
Again, I asked my teacher, “Is this not love?” “Love is something like the clouds that
we’re in the sky before the sun came out,” she replied. Then in simpler words than these,
which at that time I could not have understood, she explained.
“You cannot touch the clouds, you know; but you feel the rain and know how glad the
flowers and the thirsty earth are to have it after a hot day. You cannot touch love either, but you
feel the sweetness that pours into everything. Without love you would not be happy or want to
play.”
The beautiful truth burst upon my mind – I felt that there were invisible lines stretched
between my spirit and the spirits of others.
From the beginning of my education Miss Sullivan made it a practice to speak to me as
she would speak to any hearing child; the only difference was that she spelled the sentences
into my hand instead of speaking them. If I did not know the words and idioms necessary to
express my thoughts she supplied them, even suggesting conversation when I was unable to
keep up my end of the dialogue.
This process was continued for several years, for the deaf does not learn in a month or
even in two or three years the numberless idioms and expressions used in the simplest daily
intercourse. The little hearing child learns these from constant repetition and imitation.
The conversation he hears in his home stimulates his mind and suggests topics and
calls forth the spontaneous expression of his own thoughts. This natural exchange of ideas is
denied to the deaf child. My teacher, realizing this, determined to supply the kind of stimulus I
lacked. This she did by repeating to me as far as possible, verbatim, what she heard, and by
showing me how I could take part in the conversation. But it was a long time before I ventured
to take the initiative, and still longer before I could find something appropriate to say at the right
time.
The deaf and the blind find it very difficult to acquire the amenities of conversation. How
much more this difficulty must be augmented in the case of those who are both deaf and blind!
They cannot distinguish the tone of the voice, without assistance, go up and down the gamut of
tones that give significance to words; nor they watch the expression of the speaker’s face and
a look is often the very soul of what one says.
Thus, I learned from life itself. At the beginning I was only a little mass of possibilities. It
was my teacher who unfolded and developed them. When she came, everything about me
breathed of love and joy and was full of meaning. She has never since let pass an opportunity
to point out the beauty that is in everything, nor has she ceased trying in thought and action
and example to make my life sweet and useful.
Source: Prototype Lesson Plans in English Third year DepED

FORESHADOWING

10
 FLASHBACK

IN MEDIAS RES

11
 Rubrics for Summary Writing
Criteria 3 2 1
Organization of The summary is The story is pretty Ideas and scenes
Plot very well well organized. seem to be
organized. One One idea or scene randomly arranged.
idea or scene may seem out of
follows another in a place. Clear
logical sequence transitions are
with clear used.
transitions
Sentence All sentences are Most sentences Sentences lack
Structure well-constructed are well- structure and
(Fluency) with varied and constructed but appear incomplete
interesting have similar and or rambling.
structure patterns. uninteresting
structure patterns.
Use of Literary Literary device is Literary device is No literary device
Device clearly used not properly used has been used.

12
Name: _______________________________ Grade Level & Section: __________________
SECOND QUARTER ENGLISH 9 MODULE 3

Learning Competency:
Make connections between texts to particular social issues, concerns, or dispositions in real
life.
Objectives:
1. Interpret the non-linear text;
2. Differentiate linear and nonlinear texts; and
3. Appreciate the importance of linear and non-linear text in our daily communication.
Discussion

Texts can either be linear or nonlinear.

Linear text is the most common type of reading. Linear text
refers to traditional text that needs to be read from beginning to the
end. Generally, texts printed on paper are considered as linear texts.
Novels, poems, short stories, letters, educational texts, and all those
texts we read from the beginning to the end or left to right.
Nonlinear text is the opposite of linear text. As its name
suggests, it is nonlinear and non-sequential. In other words, the readers do not have to go through
the text in a sequential manner in order to make sense of the text. Oftentimes, non-linear texts
show visual presentations of data with the use of graphs, charts, graphic organizers, story maps
and flow charts. This is used to help understand large quantities of data and show its relationship
among its variables.
These are the five basic examples of Nonlinear Texts.
1. CONCEPT DIAGRAM. A diagram that shows suggested
relationships between concepts. “Typically represents
ideas and information as boxes and circle and uses lines
to show the relationship between them.”
When you draw a concept map you’re actually creating a
English
10 visual image of that subject.
5
(https://creately.com/blog/diagrams/concept-maps-for-studying/).
0
Category 1 Category 2 Category 3 Category 4

Series 1 Series 2
Series 3 2. LINE GRAPHS. A common type of chart which
displays the information as a series of data points
connected by line segments to show trends.

3. BAR GRAPH. May run horizontally or vertically. The important thing to know is that the
longer the bar, the greater its value. Bar graphs are better for comparing larger changes
or differences in data among groups.

Category 4

Category 3

Category 2 13

Category 1
0 1 2 3 4 5 6
 (https://www.smartdraw.com/bar-graph/)
Sales
4. PIE GRAPH. A circular chart which is divided into slices
1st Qtr
2nd Qtr or portions to illustrate proportion. A pie chart is a
9%
10% 3rd Qtr graphic that shows the breakdown of items in a set as
4th Qtr
23% 59% percentages by presenting them as slices of a pie. The
key to a pie chart is that all of the slices must equal
100%.

(https://www.smartdraw.com/bar-graph/).

5. VENN DIAGRAM. A Venn diagram is a visual depiction of the similarities and differences
between two or more different items. It consists of a series of shapes - usually circles - whose
edges overlap.

Venn
Diagram

Remember, that there are two types of

texts, these are Linear Texts ad Nonlinear Texts.
The difference between linear and nonlinear texts mainly depends on their reading paths.
Sine linear texts have a sequential order, they have only on reading path. However, nonlinear
texts have multiple reading paths since they are non-sequential. You have to understand that the
main difference between these two is their reading path – the manner on how we choose to read
and understand a text.

Guided Activities
Activity 1: Interpret Me!
Direction: Interpret the information found in the graph by answering the following questions.

5 FACTORS THAT CAUSES AIR POLLUTION

4.4
4.5
4
3.5
3 2.8
2.4
2.5
2 1.8
1.5
1
0.5
0
Smoke from Vehicles Smoke from Factories Cigarette Smoking Burning Garbage

14
1. What does the table present? _________________________________________

2. How many factors were presented? _________________________________________

3. What factor has the lowest number of report? ___________________________________

4. Among the reported factors, which has the highest number of reports? _______________

Activity 2: We Differ!
Directions: Give the similarities and differences between linear text and nonlinear text using a
Venn diagram. Write your answers in one whole sheet of paper with your name.
Linear Text Nonlinear Text

Application

ACTIVITY 3: It’s in the Box!

A. Directions: After a journey of differentiating and interpreting linear and nonlinear texts as well
as drawing conclusion based on the linear text and non-linear. Identify the enumerated features,
definitions, and characteristics given if it is linear or nonlinear texts. Write your answers in the box
provided.

Definition/Characteristics/Features Answer
1. Have a sequential order Ex. Linear
2. The most common type of reading
3. The readers do not have to go through
the text in a sequential manner in
order to make sense of the text
4. Texts which are graphs or charts, line
graphs, bar graphs, pie charts, and
tables.
5. Texts have multiple reading paths
15
 since they are non-sequential.
6. Comes from the word “line”
7. Text refers to traditional text that
needs to be read from beginning to
the end
8. Novels, poems, short stories, letters,
educational texts, and all those texts
we read from the beginning to the end.
9. We use to skim and find information
quickly
10. Texts use visuals to assist the reader
to capture their meaning.

Activity 4: You Explain!

B. Direction: Answer the question that follows in 2-3 sentences. (5 pts.)
1. What is the importance of using linear and nonlinear texts in our daily communication?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Name: _______________________________ Grade Level & Section: __________________

SECOND QUARTER ENGLISH 9 MODULE 4
16
Learning Competency:
 Make connections between texts to particular social issues, concerns, or dispositions in real
life.
Objectives:
1. Determine the stand of a speaker on a given issue;
2. Use expressions of agreement and disagreement; and
3. Realize the importance of using these expressions in giving a stand and opinion on a
certain issue.

Discussion

In the current situation that we have, learning how to express successfully is a life skill.
Sometimes we are confronted with issues that we need to face and take a stand and it is
important to be able to reason why you are agreeing or disagreeing with certain issues. Others
may think it rude if you would simply say “I don’t agree” therefore you need to express your
opinion properly.
Notice the underlined phrases in the conversation between Markus and Sofia. They’re
stating opinion, agreement, and disagreement. In making a stand, you must be able to defend
your choice.

Markus: I believe that the government is doing their best to address the problem on Covid 19.
Sofia: I completely agree with you. The way I see it there are still people who are not satisfied with
the government’s response to this pandemic.
Markus: I am afraid I disagree with that. From my viewpoint, they’re not dissatisfied with the
national government itself but with the local government who are implementing these laws.
Sofia: I guess so.
Below are the different expressions which we can use when we agree, disagree, or even
give an opinion on different issues.
AGREEING DISAGREEING OPINION
I agree I don’t agree In my opinion
I agree with you 100 percent! I disagree The way I see it
I agree with you entirely! I beg to differ/ I beg to As far as I’m
Absolutely! /Definitely!/ disagree concerned!
Exactly! I don’t entirely agree with If you ask me!
Fair enough! you From my viewpoint
I am with you I am afraid I disagree From my point of
I feel the same I take a different view view
I guess so I totally disagree As for me
Suppose so! That’s not always true
I completely agree with you I think otherwise
I couldn’t agree with you Sorry I have to say “NO”
more!
The expressions above allow you to agree or disagree with somebody over different issues.
Furthermore, it is important that while you communicate, you can give your reasons over your
choice or your stand over different issues by expressing correctly your opinion using the above
expressions.
17
 Guided Activities
Activity 1: Read Backwards!
Directions: Find out the meaningful message hidden in this reading backward activity. Write your
answer in the space provided.

“. EFIL NI TNATROPMI TSOM SI THAT ERA UOY

TAHW TUB EVAH UOY TAHW TON SI TI”
_________________________________________________________________
Answer

Is it true? Explain your answer in 2-3 sentences.

______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________.
Activity 2: Food for My Ears!
Directions: Listen/Read the poem “It is not growing like a tree” by Ben Jonson, then
answer the following questions in the space provided. (https://www.youtube.com/watch?v=qyfMcsWF6nU)

IT IS NOT GROWING LIKE A TREE

Ben Jonson

1 It is not growing like a tree

2 In bulk, doth make men better be;
3 Or standing long on oak, three hundred years’
4 To fall a log at last, a day, bald and sere:

5 A lily of a day
6 Is fairer far in May
7 Although it fall and die that night.
8 It was the plant and flower of light.
9 In small proportions we just beauties see,
10 And in short measure life may perfect be.

1. List five lines from the poem that struck you most?
2. What is your opinion on these lines?

LINES FROM THE SONG MY OPINION

1.

2.

3.

18
 4.

5.

Activity 2: My Opinion!
Directions: Read the text in the box and answer the question that follows. Write your answer in
the table below.
Question: Which paragraph expresses an opinion, agreement, and disagreement?

I am with you when

Paragraph you would say that Agreement
Opinion you miss going out whenever you want,
Disagreement
go toNo.
malls when boredom strikes, go to beaches with friends and family.
You want the government to lift this ECQ or MECQ that you think is hindering you the
kind of freedom you have before. I take a different view. The government is doing what
it thinks is best for everyone. Our government’s efforts must not be put in waste
because we want to go back to the old lifestyle abruptly.
New normal it is. We are adapting to this new lifestyle. This brought us to the
consciousness of what we are doing, considering our health. Embrace this new lifestyle
as this will allow us to appreciate moments with family and loved ones. Be thankful if
we will be in a new normal state and let the next generation know the plight we endure
towards this new normal.

By: avalanche

Application
ACTIVITY 3: Choose the Best!
A. Directions: Choose the letter of the correct answer and write it in the space provided before
the number.
___1. If you are disagreeing with someone, it means you…
A. Have the same idea. C. Have different views over different topics
B. Your reason is correct D. All of the above
___2. Which of the situations below can make you listen to people agreeing and disagreeing
A. History Lecture B. Political Debate C. News report D. None of the above
___3. After you have shared your opinion, which expression shows that they strongly agree with
you?
A. Exactly! B. Fair enough C. I think so D. None of the above
___4. The following expressions states strong disagreement except:
A. I don’t think so C. Totally disagree
B. I don’t entirely agree with you. D. All of the above
___5. Which of the following expresses an opinion?
A. I beg to differ B. The way I see it C. That’s not always true D. All of the above
B. Directions: From the expressions of agreement and disagreement, use those expressions in
making a stand from these lyrics on the song “Imagine” by John Lennon.
“Imagine”
by John Lennon.
19
 Imagine there's no heaven It’s easy if you try
No hell below us Above us only sky
Imagine all the people living for today
Imagine there's no countries It isn't hard to do
Nothing to kill or die for And no religion too
Imagine all the people living life in peace, you
You may say I'm a dreamer But I'm not the only one
I hope someday you'll join us And the world will be as one
Imagine no possessions I wonder if you can
No need for greed or hunger A brotherhood of man
Imagine all the people sharing all the world, you

Answer the following:

1. Choose 2 lines from the song that strike you most.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_____________________________________________________________________.

2. What can you say to these lines? Do you agree or disagree, give your stand and opinion
one by one using the correct expressions.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_____________________________________________________________________.
3. After choosing the best lines and giving your stand and opinion on the issue, for you, how
important are these expressions in giving your stand and opinion on a certain issue?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_____________________________________________________________________.

20
Name: _______________________________ Grade Level & Section: __________________
SECOND QUARTER ENGLISH 9 MODULE 5

Learning Competency:
Analyze literature as a means of understanding unchanging values in the VUCA
(volatile, uncertain, complex, ambiguous) world
Objectives:
1. Identify sounds on vowels, consonants and/or diphthongs;
2. Use the correct production of English Sounds: vowel sounds, consonant sounds,
diphthongs; and
3. Relate the importance of having the correct production of English sounds in our daily
conversation.

Discussion

There are 26 letters in the English alphabet, but there are 39 sounds (15 vowel sounds and
24 consonant sounds) produced by these letters.
A vowel is a sound where air coming from the lungs is not blocked by the mouth or throat.
All normal English words contain at least one vowel.
The vowels are: A, E, I, O, U, and sometimes Y.
“Y” can also behave as a consonant when it is at the beginning of a word.
A consonant is a sound formed by stopping the air flowing through the mouth.

21
 The consonants are: B, C, D, F, G, H, J, K, L, M, N, P, Q, R, S, T, V, W, Y, Z
In spoken English, there are two types of sound that can be
made, voiced sounds and voiceless sounds (also known as unvoiced). The difference
between the two is that the former sounds use the voice box (as well as mouth) to create the
sound whereas the latter can create the sound entirely with the mouth alone (lips, tongue & teeth).
Voiced Sounds are made by vibrating the voice box as well as using the mouth. These
sound softer than voiceless sounds and are made up of vowels (a, e, i, o, u) and voiced
consonants. You will be able to tell when you are using these sounds as if you touch your fingers
to your larynx (voice box) then you will feel it vibrate more.
Voiceless Sounds are made using just the mouth. These sound a lot harder than voiced
sounds and are made up of just voiceless consonants. Again, you will be able to tell if you are
using these sounds as your larynx will vibrate much less. 
In Exercise 1 when you read the vowels, you will feel vibration. Because English vowels
are voiced. And when your try the consonants, you will feel that some are vibrating while others
don’t because consonants are either voiced or voiceless.
In doing the Exercise 2., the paper in front of you will move if you read the voiceless letter.
Now, does your observation correct?
The complete lists of letters which are voiced and voiceless are on the chart below.

Vowels
Short I ʊ Ʌ ᶛ ǝ Ɛ/e æ
schwa
bit,fish took, mud, pot,hot bed,met man,last
good luck mother,
pilot
Long i: uː ᵅː ɔː ɜː
see,seat you,b arm, four,ca turn,hur
lue dark ll t
Diphth Iǝ ʊǝ ɑI ɔI ǝʊ/oʊ eǝ ɑʊ eI
ongs
beard,he fewer buy, boy,coi low,ton hair,rare found,to stay,
re ,cure mine n e wn state
❖ Schwa, is unstressed vowel.
❖ A diphthong is a sequence of two vowels or as Vowel + Glide.

Guided Activities
Words Answer
Activity 1: Stop and Answer
A. Directions: Provide boat 1. the appropriate symbol for the
vowel sounds in the following words. Write your
answer in the table eight 2. provided below.
dot 3.
22
bike 4.
pout 5.
 Practice with Consonants

Word Initial Consonant Sound

borrow /b/
chocolat /ʧ/
e
corn /k/ be careful here. Even though the spelling begins with the letter
“c”, the sound that it makes is /k/
may /m/
popcorn /p/
sorry /s/
sugar /ʃ/
thirsty /ɵ/
violin /v/
zebra /z/
B. Directions: Now, identify the initial consonants in the following words. Write your answer
on the table provided below.

Word First consonant sound

1. gnome /n/

2. ceiling

3. phone

4. psychology

5. camera

❖ Remember, when we represent speech sounds of English, we are concerned with the
sounds and not the spelling.
❖
Application
23
Activity 2: Stop and Think!
A. Direction: Identify the initial consonants in the following words.
Word Initial Final Consonant
Consonant Sound
Sound
Good 1. /g/ 1. /d/
Shadow 2. 2.
Chicken 3. 3.
Thought 4. 4.
There 5. 5.

B. Direction: Write (-V) if its voiceless and (+V) if its voiced.

Word Initial Sound Final Sound
Thud -V +V
Wham
Group
Zebra
Dark
King
Zero
Genre
Jump
Bigger

C. Directions: Read the following words. Fill in the blanks with the number of letters, syllables
number of sounds, and sound pictures.
Word Letters Syllable No. of Sound Pictures
s Sounds
Ex. house 5 1 3 h ou se
steam
pallet
statement
imported
blinded

24
D. Directions: Read the question carefully and explain your answer in 1-3 sentences. Write
your answer in the space provided.
1. How important it is to produce the correct English sounds in our daily conversation?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

25
Name: _______________________________ Grade Level & Section: __________________
SECOND QUARTER ENGLISH 9 MODULE 6

Learning Competency:
Analyze literature as a means of understanding unchanging values in the VUCA
(volatile, uncertain, complex, ambiguous) world.
Objectives:
1. Identify the features of sonnets, dramatic poetry, vignettes and short stories;
2. Write a 10-line poem by applying the a certain rhyme scheme on it; and
3. Recognize the importance of using the different features sonnets, dramatic poetry,
vignettes and short stories in real life.

Discussion

The sonnets of Petrarch and Shakespeare represent, in the history of this major poetic

form, the two most significant developments in terms of technical consolidation—by renovating the
inherited material—and artistic expressiveness—by covering a wide range of subjects in an
equally wide range of tones. Both writers cemented the sonnet's enduring appeal by
demonstrating its flexibility and lyrical potency through the exceptional quality of their poems.
The prominent characteristics of Anglo-American dramatic poetry include heroic actions
and codes of conduct, Christian ideals and various figures of speech to enhance the diction.
Vignettes—poetic slices-of-life—are a literary device that bring us deeper into a
story. It steps away from the action momentarily to zoom in for a closer examination of a particular
character, concept, or place.
Thus, a short story is a genre of English Literature which can be read in single sitting and is
quite less as compared to fiction.
Finally, studying Anglo-American literature encompasses understanding society who can
only improve by analyzing the writing in any culture. 
A. A Sonnet is a one-stanza, 14-line poem, written in iambic pentameter and with a strict
rhyme scheme. The primary difference between a Shakespearean sonnet and
a Petrarchan sonnet is the way the poem's 14 lines are grouped. Rather than employ quatrains,
the Petrarchan sonnet combines an octave (eight lines) with a sestet (six lines)
Take a look at the examples of sonnets in literature.
Italian or Petrarchan sonnet was introduced by 14th century Italian poet Francesco
Petrarch.
Petrarchan Sonnet
Francesco Petrarch

“Being one day at my window all alone,

So manie strange things happened me to see,
As much as it grieveth me to thinke thereon.
At my right hand a hynde appear’d to mee,
So faire as mote the greatest god delite;
Two eager dogs did her pursue in chace.
Of which the one was blacke, the other white:
With deadly force so in their cruell race
They pincht the haunches of that gentle beast,
That at the last, and in short time, I spide,

26
 Under a rocke, where she alas, opprest,
Fell to the ground, and there untimely dide.
Cruell death vanquishing so noble beautie
Oft makes me wayle so hard a desire.”
The rhyme scheme of a Petrarchan sonnet features the first eight lines, called an octet,
which rhymes as abba–abba–cdc–dcd. The remaining six lines are called a sestet, and might
have a range of rhyme schemes.
A Shakespearean sonnet is generally written in iambic pentameter, in which there are 10
syllables in each line. The rhythm of the lines must be as below:

Shakespearean Sonnet

“From fairest creatures we desire increase,

That thereby beauty’s rose might never die.
But as the riper should by time decease,
His tender heir might bear his memory:
But thou, contracted to thine own bright eyes,
Feed’st thy light’s flame with self-substantial fuel,
Making a famine where abundance lies,
Thyself thy foe, to thy sweet self too cruel.
Thou that art now the world’s fresh ornament
And only herald to the gaudy spring,
Within thine own bud buriest thy content
And, tender churl, mak’st waste in niggarding.
Pity the world, or else this glutton be,
To eat the world’s due, by the grave and thee…”
The rhyme scheme of the Shakespearian sonnet is abab–cdcd–efef–gg, which is difficult to
follow. Hence, only Shakespeare is known to have done it. https://www.masterclass.com/articles/what-are-the-
different-types-of-sonnets-4-main-types-of-sonnets-with-examples

B. Dramatic poetry encompasses a highly emotional story that's written in verse and meant to be
recited. It usually tells a story or refers to a specific situation. This would include
closet drama, dramatic monologues, and rhyme verse.

“My Last Duchess” is a dramatic monologue written by Victorian poet Robert Browning in
1842. In the poem, the Duke of Ferrara uses a painting of his former wife as a conversation piece.
The Duke speaks about his former wife's perceived inadequacies to a representative of the family
of his bride-to-be, revealing his obsession with controlling others in the process. Browning uses
this compelling psychological portrait of a despicable character to critique the objectification of
women and abuses of power. http://acip.sd79.bc.ca/vocab_sheets/short_story_terms.pdf
C. Vignette is a French word that means “little vine.” The printers, during the nineteenth-century,
would decorate their title pages with drawings of looping vines. Hence, the derivation of this term
is that source of drawings. Contemporary ideas from the scenes shown in television and film
scripts also have influenced vignettes.

27
Sample vignette:
In Our Time (By Ernest Hemingway)
“Maera lay still, his head on his arms, his face in the sand. He felt warm and sticky from the
bleeding. Each time he felt the horn coming. Sometimes the bull only bumped him with his head.
Once the horn went all the way through him and he felt it go into the sand … Maera felt everything
getting larger and larger and then smaller and smaller. Then it got larger and larger and larger and
then smaller and smaller. Then everything commenced to run faster and faster as when they
speed up a cinematograph film. Then he was dead.”

In this impressionistic sketch, the author gives an illustration of the character Maera, who is
a bullfighter that dies from injures inflicted by a bull. https://literarydevices.net/vignette/

D. Short stories tend to be less complex than novels. Usually, a short story will focus on only
one incident, has a single plot, a single setting, a limited number of characters, and covers
a short period of time. http://acip.sd79.bc.ca/vocab_sheets/short_story_terms.pdf

Elements of a Short Story

1. A character is a person, or sometimes even an animal, who takes part in the action of a short
story or other literary work.

2. The setting of a short story is the time and place in which it happens. Authors often use
descriptions of landscape, scenery, buildings, seasons or weather to provide a strong sense of
setting.
3. A plot is a series of events and character actions that relate to the central conflict.
4. The conflict is a struggle between two people or things in a short story. The main character is
usually on one side of the central conflict.
On the other side, the main character may struggle against another important character, against
the forces of nature, against society, or even against something inside himself or herself (feelings,
emotions, and illness).
5. The theme is the central idea or belief in a short story.
https://users.aber.ac.uk/jpm/ellsa/ellsa_elements.html#:~:text

Guided Activities
Activity 1: Fill in the Chart!
Directions: Read a certain Shakespearean or Petrarchan sonnet below and fill-in information in
the chart as asked. Copy and write the answers in the space provided.
Sonnet Characteristics Chart

28
 Sonnet Title
Number of Lines
Number of
Stanzas
Rhyme Scheme
Meter
Other
Observations
Cite one (1)
importance in any
of these features
in a poem.
God's Grandeur
By: Gerard Manley Hopkins

The world is charged with the grandeur of God.

It will flame out, like shining from shook foil;
It gathers to a greatness, like the ooze of oil
Crushed. Why do men then now not reck his rod?
Generations have trod, have trod, have trod;
And all is seared with trade; bleared, smeared with toil;
And wears man's smudge and shares man's smell: the soil
Is bare now, nor can foot feel, being shod.

And for all this, nature is never spent;

There lives the dearest freshness deep down things;
And though the last lights off the black West went
Oh, morning, at the brown brink eastward, springs —
Because the Holy Ghost over the bent
World broods with warm breast and with ah! bright wings.
https://www.poetryfoundation.org/poems/44395/gods-grandeur

Application
Activity 2: Prose into poetry
Directions: Write a 10-line poem and observe a rhyme scheme on it. Write your answer on the
space provided.

29
 PORTFOLIO ASSESSMENT

My Creative Connection

Share your creative or analytical side by

creating any of this form (poem, story, poster/drawing,
letter writing, comic strips, puzzle, bookmark, etc.) as
long as it is YOUR work and RELATED to the lessons
for the week.

Note: This portfolio will serve as your project as well. Do your best. You can do it!!

30
Name: __________________________________ Grade Level & Section: ________________

SUMMATIVE TEST IN ENGLISH 9

A. Directions: Read the sentence carefully and choose the letter of the correct answer. Write your
answer on the space provided before the number.
___1. It is a transition in a story to an earlier time that interrupts the normal chronological order of
events.
A. flashback B. foreshadowing C. media Res D. all of the above
___2. When an author jumps back to a scene or event that happened in the past.
A. flashback B. foreshadowing C. media Res D. none of the above
___3. When an author gives hints or clues that suggest what will happen later in the story.
A. flashback B. foreshadowing C. media Res D. all of the above
___4. Often appears at the beginning of a story or a chapter and helps the reader develop
expectations about the coming events in a story.
A. flashback B. foreshadowing C. media Res D. none of the above
___5. Mike felt confident as ever when he started his boat engine that day. He noticed a few
clouds gathering overhead, but did not worry about them.
A. flashback B. foreshadowing C. media Res D. none of the above
___6. A scene within a story that interrupts the sequence of events to relate events that occurred
in the past.
A. flashback B. foreshadowing C. media Res D. none of the above
___7. The following are examples of nonlinear text except:
A. charts B. graphs C. pictures D. poems
___8. It refers to traditional text that needs to be read from beginning to the end.
A. charts B. graphs C. linear text D. nonlinear text
___9. Texts use visuals to assist the reader to capture their meaning.
A. charts B. graphs C. linear text D. nonlinear text
___10. The type of texts that have multiple reading paths since they are non-sequential.
A. charts B. graphs C. linear text D. nonlinear text
___11. It is the most common type of reading
A. charts B. graphs C. pictures D. poems
___12. If you are disagreeing with someone, it means you
A. Have the same idea. C. His/her reason is correct
B. Your reason is correct D. Have different views over different topics
___13. Which of the situations below can make you listen to people agreeing and disagreeing
A. History Lecture B. News report C. Political Debate D. Stage Play
___14. The following expressions states strong disagreement except:
A. I totally disagree C. I beg to disagree
B. I don’t think so D. I don’t entirely agree with you
___15. Which of the following expresses an opinion?
A. I beg to differ C. The way I see it
B. I totally disagree D. That’s not always true
___16. These sounds occur when the vocal cords vibrate when the sound is produced
A. Dipthongs B. Unvoiced sound C. Voiced sound D. Vowel sounds
31
___17.These sounds are made by vibrating the voice box as well as using the mouth. These
sounds are also softer than voiceless sounds and are made up of vowels (a, e, i, o, u)
and voiced consonants
A. Dipthongs B. Unvoiced sound C. Voiced sound D. Vowel sounds
___18.These sounds are made by vibrating the voice box as well as using the mouth. These
sounds are also softer than voiceless sounds and are made up of vowels (a, e, i, o, u)
and voiced consonants
A. Dipthongs B. Unvoiced sound C. Voiced sound D. Vowel sounds
___19.These sounds are made using just the mouth; these sound a lot harder than voiced
sounds and are made up of just voiceless consonants
A. Dipthongs B. Unvoiced sound C. Voiced sound D. Vowel sounds
B. Directions: For Numbers 20 to 22, read the dialogue carefully and choose the appropriate
answer to the questions. Write your answer on the space provided before the number.
___20. Jasmine: Do you think this community quarantine will end soon?
Dexter: I don’t think so. We just need to follow the rules for now.
The underlined sentence expresses:
A. Agreement B. Asking for opinion C. Disagreement D. Satisfaction
___21. Dennis: Do you agree that school will open in August this year?
Peter: No, … because it is better to have a vaccine on Covid 19 first.
The right expression for the sentence above is…
A. I guess so. C. I entirely disagree with you.
B. I suppose so D. I am 100 percent agree with you.
___22. It is a sequence of two vowels or as Vowel + Glide.
A. Consonants B. Diphtongs C. Schwa D. Vowels
___23. These sounds are made by vibrating the voice box as well as using the mouth. These
sounds are also softer than voiceless sounds and are made up of vowels (a, e, i, o, u)
and voiced consonants
A. Dipthongs B. Unvoiced sound C. Voiced sound D. Vowel sounds
___24. What is the appropriate symbol for the vowel sound in the word bike?
A. /ɑI/ B. /ɑʊ/ C. /eI/ D. /ǝʊ/oʊ/
___25. What is the appropriate symbol for the vowel sound in the word pout?
A. /ɑI/ B. /ɑʊ/ C. /eI/ D. /ǝʊ/oʊ/
___26. The Petrarchan sonnet is also known as the _______ sonnet.
A. Chinese B. English C. Italian D. Spanish
___27. The Shakespearean sonnet is also known as the ______ sonnet.
A. Chinese B. English C. Italian D. Spanish
___28. How many lines does a sonnet have?____
A. 13 B. 14 C. 15 D. 16
___29. If characters are the people or animals which are involved in the story, then, climax refers
to:
A. setting and characters C. events that make up a story
B. the solution to the problem D. the exploding part of story/turning point of story
___30. A vignettes usually has ______ short scenes, moments, or impressions
about a character, an idea, a theme, a setting or an object.
A. 1-2 B. 1-3 C. 1-4 D. 1-5
32
 Answer Key

Module 1
Activity 3

Pre-test Module 2
1. D 6. D 11. B 16. D Activity 1
2. C 7. B 12. A 17. A 1.Foreshadowing
3. B 8. D 13. B 18. D 2. Flashback
4. B 9. A 14. B 19. B 3. In medias res
5. B 10. C 15. D 20. D Activity 2 : 1. C 2. B. 3. C
Activity 3
Answers may vary

Module 3 Module 5
Activity 1 Activity 1. Stop and Answer
Answer may vary boat 1. /ǝʊ/oʊ/
Activity 2 eight 2. /eI/
1. Factors that Causes Air Pollution dot 3. /ᶛ/
2. Four factors bike 4. /ɑI/
3. Cigarette smoking pout 5. /ɑʊ/
4. Smoke from factories
Module 4 Module 6
Activity 1 – Answers may vary Activity 1
Activity 2 1. 5. vignettes 9. Point
Paragrap Opinion Agreemen Disagreement
h t sonnet of View
No. 2. plot 6. theme 10.
No. 4 / Short
No. 6 / Story
No. 7 / 3. 7. character
conflict
Application 4. 8.
A. setting Shakespearean
B. – Answers may vary Activity 2
Answers may vary
Activity 3
Answers may vary

References
33
Bermudez, V.E.; Ed.D. Gorgon R.; Nery, F. (2007). English Expressways III. SD
Publications, INC.
Department of Education. (2014). A Journey through Anglo- American Literature-Grade 9. Vibal
Group, INC.
De Vera, C.; Fernandez, L.; Dadufaliza, C.; Munoz, A.M. (2000). Functional English for Today III.
Dane Publishing House Inc.
Department of Education- Central Office. (2020). K to 12 Senior High School Core Subject – Oral
Communication in Context Curriculum Guide/lesson/communication.
Pinterest. (2020). Mixed pictures of Nonverbal Communication.
Liza R. Almonte et.al, “A Journey Through Anglo-American Literature,” English Learner’s Material
for Grade 9, (Pasig City: Vibal Group, Inc., 2014) 176-177.
“What are the differences of linear and nonlinear texts?”
brainly.ph/question/1864809
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