ENGLISH 8 FIRST QUARTER

UNIT 1 African Literature

Unit Objectives
In this unit, you should be able to:
● describe the notable literary genres contributed by African writers;
● identify the distinguishing features of notable African poetry, folktales, and short stories; and
● explain how the elements specific to a genre contribute to the theme of a particular literary
lesson.

Lesson 1: African History and Literature

Africa is a land blessed to have a rich and vibrant culture present through its art and most
especially its literature. As discussed in previous lessons on this matter, literature is a means for a
group (or groups) of people to share the story of their origins, existence, and even their hopes
and aspirations. Powerful and deeply moving, African literature chronicles the life and the
struggles of the continent’s inhabitants. Given Africa’s role in shaping human history and
civilization as we know it today, studying its literature is surely a wonderful and meaningful
journey to take as it also relates, in a parallel sense, to our own hardships and victories as
Filipinos.

Learn About It!

Africa at a Glance Africa is considered the world’s second largest and second most populated
continent, divided into sub regions: North Africa, West Africa, Central Africa, East Africa, and
Southern Africa. It is home to 54 countries, 10 small dependent territories still controlled by
former colonial powers, and two disputed territories. Ancient Africa Dated about 5 to 2.5 million
BCE, fossils and skeletal remains were discovered in the Rift Valley and surrounding areas. This
led to the theory that humans originated from Africa. Also, in 600,000 to 200,000 BCE, human
species, originated from Africa, spread throughout the continent, Asia, and Europe. This human
species, called Homo sapiens, are hunter-gatherers capable of making crude stone tools. In 6,000
to 4,000 BCE, river people emerged along Nile, Niger, and Congo Rivers. It is also within this
period that the first written documents were made. Ancient Egyptians began using burial texts to
accompany the dead.
Africans have mostly oral literature. Like in other ancient cultures, African orature is created and
transmitted orally as part of dance and music. African oral arts genres include proverbs and
riddles, epics, oration and personal testimony, praise poetry, songs, chants and rituals, legends,
and folktales. All these have religious, artistic, and social functions. African Empires The
expansion of the Roman Empire from 300 to 700 AD marked the rise of Axum (Ethiopia) and
the African conversion to Christianity. However, in 610 AD, Africa witnessed the advent of
Islam. In 639 to 641 AD, Khalif Omar conquered Egypt with Islamic troops and established
Islamic presence there through the promotion of written literature. Since the 700 AD, roughly 14
million Africans were sold through the Arab Slave Trade. The rise of Islamic empire in Africa
influenced the early written literature of sub-Saharan West Africa. More so, East African
literature emerged during the 14th to 15th century. Written in Arabic dated 1520, an anonymous
history of the city-state of Kilwa Kisiwani was discovered. “Message” poems, containing
religious viewpoints, also existed. In 1441, the European Slave Trade in Africa began. African
slaves were exported from Africa to Portugal. Even before the European invasion, slavery in
Africa already existed. However, ancient Africa's concept of slavery was based only on servitude
under the kinship system. The coming of the Arabs and the Europeans introduced the concept of
race and created large-scale human trade. African Slave Trade and European Imperialism After
Portugal, Spain joined the slave trade in 1479, followed by Britain in 1562, North America in
1619, Holland in 1625, France in 1642, Sweden in 1647, and Denmark in 1697. The 18th century
marked the height of Atlantic Slave Trade and was considered the “Black Holocaust” with the
slaughter of 28 million Africans. With African diaspora, Africans carry with them their oral arts.
African folktales, featuring the tortoise, hare, and spider, were widespread on the African
continent and were carried to the Caribbean, Latin America, and the United States. One of the
first slave narratives in English, written in 1789, was The Interesting Narrative of the Life of
Olaudah Equiano, or Gustavus Vassa. Slaved from Nigeria to the United States, Olaudah
Equiano wrote an autobiography under the pseudonym Gustavus Vassa. This fueled the
Abolitionist Movement in Europe and the United States.
Check Your Understanding
Answer the guide questions below:
1) When did Africans start writing their literature? How did they share their literary works before
that period?
2) What is the Negritude movement? What did it stand for?
3) Who were the African literary scholars who called for the abolition of the University of
Nairobi’s English department? What was their purpose?

Lesson 2: African Proverbs and Poetry

African literature is a body of literature of or from Africa, including oral and written literature.
While African literature has been present mainly in oral forms, written literature of some forms
emerged during the 600s.
Learn About It!
Proverbs and riddles are widely accepted in many African societies.

Proverbs and Riddles Nigerian writer Chinua Achebe wrote in Things Fall Apart: “Among the
Igbo… Proverbs are the palm-oil in which words are eaten.” Palm oil is an essential ingredient in
African food and is used and given as presents on special occasions. Referring to proverbs as
palm oil means words for them also sustain life, just like food does. Proverbs or words are
essential to the community. They are used and given in conversation to maintain good
relationships. This proverb implies the value that Africans, particularly the Igbo community, put
in good conversation.

Speaker A: I have a riddle.

Speaker B: Let it come.
A: A small house with many people.
B: Pawpaw.
Pawpaw (in the Philippines, a papaya fruit) is a small fruit with a lot of seeds inside.
This proverb and riddle reflects the hospitality of Africans
toward other people in the community. This reminds the
Duruma people the value of sharing what one has with
others. There is always a room for everyone who is in need.

Poetry One of the most famous contemporary poems is “Africa” (1957)

by David Diop. Born in Bordeaux, France, David Diop (1927-1960)
was a French West African writer. He was one of the anti-colonial
writers who opposed the French policy of assimilation. He wrote
during Africa’s struggle for independence. His opposition to
European imperialism was strengthened through his visits to Africa
and teaching in Senegal and Guinea. He was also influenced by
Negritude founders Aime Cesaire and Leopold Senghor.
Read David Diop’s poem, Africa. In analyzing the poem, make sure to use the
elements of poetry such as persona, form, sound patterns, figurative language, tone, and theme.
Provide a sound interpretation by identifying lines from the poem that echoes the interpretation
you are giving.

The poem begins with the speaker or persona directly addressing “Africa” as if it
were a human being. Here, the poet effectively uses apostrophe, a figure of speech,
to commend and interrogate “Africa.” The use of personal pronoun in the phrase
“Africa, my Africa” that is slightly repeated in “Africa, tell me Africa” suggests
ownership and belongingness of the persona. The speaker, who may be the poet
himself or any African in diaspora, seems to be distant from the land. The lines
“distant river” and “I have never known you” imply that the persona speaks from
afar. At first, the speaker praises the land for its “proud warriors in ancestral
savannahs,” which recognizes the precolonial culture of Africa.

Check Your Understanding

What are the poetic devices used in the given poem?

Lesson 3: African Folktales and Short Stories

Among African prose forms are myths, legends, and folktales. Like in other cultures, myths talk
about the world’s creation, activities of the gods, and nature. African legends, on the other hand,
deal with human heroism and other laudable deeds, like those portrayed in epics. Folktales
involve stories about humans and animals meant to reinforce social norms in the community, as
well as to provide a source of moral guidance among the youth.

Learn About It!

The Beginnings of African Prose Like other early forms of African literature, prose started as an
oral tradition, i.e., an orator, best appreciated through storytelling, which is an art itself.
African performers who play in these storytelling
performances are called griots. The written literature of Africa was heavily
influenced by Islam and Christianity. In terms of language, the Arabic influence extends to
Central and East Africa with the use of the Swahili language. Christianity, through colonialism,
influenced African literature in English, French, and Portuguese.

Since the independence of African nations from the 1950s onward, literature reflects modern
societies or postcolonial problems. Analyzing African Prose Forms

In analyzing prose forms, use the elements of fiction such as characters, setting, mood, conflict,
plot, and theme.
1. Character – a person or animal who does the actions in the literary work. The following
terms are useful for describing characters:
a. A protagonist is the main character in a story.
b. An antagonist is a character who struggles against the main character.
c. A major character is one who plays an important role in a literary work.
d. A minor character is one who plays a lesser role.
2. Setting – the time and place in which a written work of prose happens. In fiction, setting is
often revealed through the description of the landscape, scenery, buildings, furniture, seasons, or
weather.
3. Mood or atmosphere – the emotion created in the reader by a piece of writing. Mood is
created through descriptions of the setting, characters, and events.
4. Conflict – a struggle between two or more people, things, or concepts in a literary work. One
side of the central conflict in a work of fiction is usually taken by the protagonist.
The protagonist might struggle against the antagonist (man vs. man),
against the forces of nature (man vs. nature), against a larger group of people (man vs. society),
or against a part of himself or herself (man vs. self).
5. Plot – a series of events related to a central conflict or struggle. A typical plot involves the
following elements:
a. The exposition tells about the setting and introduces the characters.
b. The rising action is the event that introduces the central conflict or struggle.
c. The climax is the point of highest interest and suspense.
d. The falling action is the part in which the story’s loose ends are tied.
e. The resolution and denouement (de-noh-mah) is the point at which the centralconflict, or
struggle, is ended, or in some cases, causes another inciting incident, which leads to another
story. The plot is usually illustrated by the Freytag Pyramid, named after the literary scholar
Gustav Freytag:
UNIT 2 Expository Texts
There are times when we turn to reading materials such as books, magazines, and even the
internet to gather information about topics that interest us. These materials are especially helpful
in providing us not just the facts but also ideas and insights that the writer may have. In this unit,
you will discover how to read, gather, and decipher information from these texts.

Unit Objectives
In this unit, you should be able to:
● scan for logical connectors to determine the text type;
● skim to determine key ideas;
● use the appropriate reading style (scanning, skimming, speed reading, intensive reading etc.)
for one’s purpose;
● read intensively to determine the author’s purpose;
● present ideas using a variety of graphic organizers; and
● organize ideas in one-step word, phrase, and sentence outline forms.

Lesson 1: Features of an Expository

Text Since there are many kinds of texts around us, it is best to learn how to look at how one
text differs from other texts that may be available.

Warm-up!
Pair Activity Find a partner. Go to the library and look for a short text from any material that
you believe you can get information from about the asteroid belt. Share this text in class and
explain why you and your partner chose this text.

Learn About It!

A text may come in various forms that serve different purposes such as texts that explain, argue,
entertain, persuade, and inspire. A text that explains and gives facts is called expository text.
1. Characteristics of Expository Texts Expository texts should have the following characteristics:
a. Expository texts should provide information about a particular topic.
b. These types of texts are usually written in paragraphs. It should contain a main idea,
supporting details that explain the main idea, and a concluding paragraph.
c. Information presented in an expository text should be organized in a clear text structure.
d. Language used in expository texts is domain-specific in terms of vocabulary to precisely
explain the topic. Take a look at this example:
which are advocated by many organizations. They encourage people to recycle and repurpose
materials to reduce wastes thrown, prevent the emission of greenhouse gases, and at the same
time bring out creativity.
An example of upcycling and recycling products is repurposing plastic wastes to become
alternatives to hollow blocks. There are also programs that promote waste reduction such as
stores that encourage the use of eco bags to put grocery items instead of plastic bags. Some
stores also try to reduce selling products with containers or wrapping and instead encourage
consumers to bring containers as an alternative. There may be efforts exerted by government and
non-government organizations in terms of saving the environment in programs such as waste
management and waste reduction. The most important thing is that people should be fully
informed and involved in such activities in order to make a difference.
1. What are the programs that promote waste management?
2. What does “recycling and upcycling” mean?
3. What is the main idea of this text?
4. Why is waste management important?
5. How else can we promote waste management?

Lesson 2: Strategies in Reading Expository

Texts Expository texts are written to inform, describe, and explain a particular topic to the
reader. In order to fully understand and utilize the facts that can be extracted from these texts, let
us take a look at reading techniques and strategies.

Warm-up!
Quick Writes In three minutes, write one paragraph that answers the writing prompt. Afterward,
share your answer in class.

Learn About It!

Different people have different ways of understanding a particular text. Readers usually have
reading strategies and techniques which they use to get as much information as possible from
what they read.
1. Common Reading Techniques

Reading techniques may be helpful in deciphering information which the reader may find
difficult to understand. These reading techniques are:

a. Skimming - this reading technique looks into the overview of the text to identify the main idea
of the text to be read. You may look at the title, the headings and subheadings, and the first
paragraph to get an idea of the text and its structure.
b. Scanning - this reading technique looks into specific information that the reader will need. The
reader may have an idea of what to look for depending on the information they need such as
names, numbers, phrases, etc.
c. Extensive reading - this reading technique allows readers to enjoy reading for pleasure to gain
a deeper understanding of the text.
d. Intensive reading - this reading technique is often used for readers to understand specific
concepts and information.
e. Speed reading - this reading technique is often a combination of reading strategies that aims to
get as much information as possible in a given time. This involves looking into key sentences
and words which will help readers easily get information about the text.

2. Strategies in Reading Expository Texts

Since expository texts provide information, there are particular ways in which we can easily
go through to get these facts and understand the text in a deeper way.

Here are some strategies which can help you in reading these kinds of texts:

a. Scan for logical connectors to determine text structure.

In the previous lesson, we discussed text structures that are normally used in writing
expository texts. These structures have logical connectors. These logical connectors may be
in the form of subordinating conjunctions, prepositions, transitions and conjunctive adverbs.
Check Your Understanding
Identify the appropriate text structure in the sentences:
1. Everyone deserves to feel appreciated because we are all worth loving.
2. Although there are evidences of extraterrestrial encounters on Earth, scientists have not
gathered concrete proof on their existence.
3. They will give us the money provided that we give up a portion of our share.
4. By the time the Earth celebrates the new year, New Horizons will fly by the Kuiper Belt
Object.
5. They will finish the cycle despite the fact that they are tired. Read the following text and
answer the questions that follow:

Traditional Chinese makeup such as their own version of lip tint are from different
ingredients from nature. To create a bright red lip tint, they pound a couple of the outermost
petal of roses with white wine and lemon juice until it forms a paste. Filter the rose petal
paste. Once all the juices are filtered, heat it up until reduced to half. After that, soak pieces
of paper to the reduced juice and transfer it to a mat to dry.
1. What is the main idea of the text?
2. Which sentence gave you an idea about the main idea?
3. What text structure was used in the text?
4. Give three logical connectors that support your answer to #3. 5. How did the reading
strategies help you in understanding this text?

Lesson 3: Organizing Ideas from Expository Texts

Ideas and facts from various sources tend to become jumbled up in your head if you fail to
organize your thoughts properly. This may also create confusion in the minds of your
readers. In this lesson, we will discuss about some ways to organize ideas in your expository
text.

Warm-up!
Look at the following words. For two minutes, try to sort these words in a logical manner.

Learn About It!

Organizing ideas helps the reader or writer sort out and categorize ideas and facts in a more
logical manner. It will also allow the readers and writers to make sure that all the ideas they
discover in a text should be included in a particular category or main idea.
There are two ways to organize ideas. These are through graphic organizers and outlines.
1. Graphic organizers
Because graphic organizers need shapes and lines to interconnect ideas and facts
together, the text to be used should be a section of a whole text only. Graphic organizers
should not be bombarded with paragraphs or sentences. The picture representations will
show the relationships of the words with one another. Here are some graphic organizers
based on text structure.
Technology and communication are partners in making the world more connected. Do
not use technology to disconnect yourself to what is more important.
1. What is the main idea of the text?
2. Is the text an expository text? How can you say so?
3. What text structure was used in the text?
4. Device a graphic organizer that best represents the idea of the text.
 5. Write an outline based on the text.

UNIT 3 The Informative Speech

Unit Objectives
In this unit, you should be able to:
● use appropriate cohesive devices in composing an informative speech; ● use parallel
structures;
● deliver a self-composed informative speech; and
● use appropriate prosodic features of speech when delivering lines.

Lesson 1: Features of Informative Speech

What makes informative speech different from other types of speeches?
You will find out in this lesson.
Warm-up!
Have you heard of someone learn how to play the guitar by watching a video on a video-sharing
website? I guess you also did in one of your tasks. “Vlog” is a blog in video form. Others post
their videos on websites to teach and inform. To see a sample, check the video made by Quipper
entitled, “Getting started with Quipper School!”. Here is the URL
https://www.youtube.com/watch?v=pO4uoNKY-NA

Learn About It!

A Vlog is a form of an informative speech. It is a fact-based speech intended to teach its
audience about a specific topic. It aims to provide useful information to its audience. A good
informative speech conveys accurate information to the audience in a way that is clear and keeps
the listener interested in the topic. This type of speech is intended for the delivery of knowledge,
thus, expressing an opinion should be avoided.

1. Structure An informative speech contains three sections:

 ● The introduction presents the topic in a captivating manner to draw people to the
importance of your message. In the video, “Getting Started with Quipper School”, the
prompt gives us a brief background of what Quipper School is all about and its
importance.
● The body provides greater details about the topic or subject. It is delivered in
sequence or in order to avoid confusion. Detailed points do not mean wordiness; it only
means completeness in the necessary information. In the same video, the prompt presents
clear and detailed instructions on how to create an account.
● The conclusion summarizes the subject. The prompt summarizes the presentation
on the features of the application.

2. Other Features of an Informative Speech

● Topic As already discussed, the sole purpose of an informative speech is to inform

the audience about a topic that is useful, unique, and engaging. Therefore, the topic that
one should choose for this type of speech should be something that creates interest. It
should also be presented in a manner that the audience can relate to.

● Another characteristic of an informative speech is organization. When a person

writes this type of speech, he or she should research the topic thoroughly and organize the
information in a clear and logical manner.

● Details Speeches of this type use relevant examples and utilize smooth transitions.
They are delivered in a conversational tone. Providing examples either orally or through
the use of visual aids helps the audience understand the main point.
Check Your Understanding
Identify what is being described in each number.
1. What part of an informative speech includes a summary of the points explained?
2. Which feature of an informative speech refers to the clear and logical order of details?
3. Which category of informative speech refers to the series of activities that end in a result?
4. What is needed in informative listening that requires you to having the right mindset?
5. What kind of disposition in listening is shown when one judges the information immediately
after listeningcarefully
Lesson 2: Writing an Informative Speech
In Lesson 1, you learned about what makes up an informative speech
and what available types there are. You are now ready to write your own
informative speech. This lesson will guide you on how to do it.
Warm-up!
As a listener, what do you expect from an informative speaker? What are the things you expect
to see in the manuscript of his/her speech? Write down as many expectations in the spaces
below.
1. _______________________________
2. _______________________________
3. _______________________________
4. _______________________________
5. _______________________________

Learn About It! An informative speech may explain something most readers would not know. It
can present the recent research on a topic. It may define an intricate word, evaluate a cause and
effect relationship or teach readers how to solve a problem or acquire knowledge to solve a
problem.
Check Your Understanding
Identify the cohesive device used in the following sentences:
_________1. Myrna is a studious person. She is known to be very bookish. _________2. The
White House gave a statement this morning.
_________3. My mother thinks it was sweet but my brother said it was sour. _________4. Theo
made an apple pie; however, it was eaten by his sisters. _________5. More heads are needed to
make this project work.

Correct the following sentences to make them parallel:

1. Fiona’s ideas are sound and of great sense.
2. She likes to party and sleeping late.
3. The have discussed adjectives, adverbs, and using prepositions.
4. Rea works as a makeup artist and taking pictures.
5. Romeo, who drove a BMW and loves Juliet, attended the party. Write a paragraph with at

least 10 sentences about your favorite hobby using at least three cohesive devices. Make sure that
your sentences observe parallel structures.

Lesson 3: Delivering an Informative Speech

Writing an informative speech is one thing, but delivering the speech is another story. It can even
be a more challenging one as you face an audience to whom you will share your ideas with.
Agree or disagree ?

This lesson will guide you on how to ace delivering your informative speech.

Warm-up!
Think of an effective informative speaker you heard recently.
What made you listen to his/her speech all throughout?
Share your answers with a seatmate.

Learn About It!

Unlike written informative essays, delivery is a key part in the effectiveness of informative
speeches. Speaking too quickly or softly and losing pace during the delivery of speech are
common pitfalls when delivering an informative speech. For some, delivering a speech is an
intimidating aspect, but one can make himself or herself much more comfortable by following a
few basic delivery guidelines.

1. The Five-Step Method for Improving Delivery

a. Read aloud your full sentence outline. Listen to what you are saying. If there is a need,
adjust your language to achieve a good, clear, simple sentence structure.
b. Practice the speech repeatedly from the speaking outline. Become comfortable with
your keywords to the point where what you say takes the form of an easy, natural
conversation.
c. Practice the speech aloud. Recite it until you are confident you have mastered the ideas
you want to present. Once you know the content, you will find the way that is most
comfortable for you.
d. Practice in front of a mirror, record your delivery, and present your speech to a friend.
Ask for feedback on your rate of delivery, volume, pitch, non-verbal cues, and eye
contact.
e. Do a dress rehearsal of the speech under conditions as close as possible to those of the
actual speech. Practice a day or two before. Be sure to incorporate as many elements as
possible in the dress rehearsal, especially visual aids.
2. Carriers of Meaning
 In public speaking, it is not just words that convey meaning. We convey feelings, moods,
and attitudes through a variety of voice qualities or features. These qualities or features
also serve as carriers of meaning. Consider the following when delivering an informative
speech:
● Volume A slight increase in loudness indicates stress. Volume is used to show
emotions such as fear or anger.
● Projection It is a technique used to command respect and attention such as a king
giving orders to his subjects.
● Pitch Changes in pitch are known as inflections. Different pitch levels, or intonation,
can affect meaning. An example is a way in which speakers raise the pitch at the end of a
question. Patterns of rising and falling can indicate feelings of astonishment, boredom, or
puzzlement.
● Stress At word level, stress can differentiate between the noun re´cord or verb record´,
a distinction which cannot be shown in writing. At the sentence level, which word is
stressed can alter the meaning of the sentence.
Consider the sentence “Mary had a little lamb.”

● Juncture Disregarding juncture can make your speech hard to understand. If you tell a
carpenter to build a greenhouse, make sure that you don’t end up with a green house or a
house that is green. If you ask someone to give you the night rate, see to it that it does not
sound like nitrate.
● Speech rate Speech rate is calculated in the number of words spoken in a minute. Slow
rate projects calmness, acceptance of others, and formality, while too slow projects an
image of dullness, listlessness, apathy, laziness, and lack of intelligence. A fast rate
projects animation, enthusiasm, excitement, and informality, while too fast suggests
nervousness, tension, anxiety, or a flighty personality.
UNIT 4 Understanding Words and
Expressions
While reading an article or watching your favorite movie, do you often come
across an unfamiliar word? Do you know that you can understand an
unknown word or expression based on the context of the passage?
Context clues refer to the words or phrases around the unfamiliar word.
Taking note of these words or phrases can hold the key to unlocking the
meaning of unknown words.

Unit Objectives
In this unit, you should be able to:
● determine the meaning of idiomatic expressions by noting context clues and
collocations; and
● determine the meaning of words and expressions that reflect the local culture by noting
context clues.

Lesson 1: Idiomatic Expressions

While most of the phrases that we say have literal meanings, some have figurative
meanings. They should not be understood by looking at their individual words.

This lesson will make you familiar with common idiomatic expressions and their
figurative meanings.

Warm-up!
Draw what you understand of the following sentences with underlined phrases.
1. Jessica hit the sack as she was so tired doing her homework.
2. Michael has to think on his feet to finish his Math problem in 5 minutes.
3. The Math homework is just a piece of cake for Jenna.
4. Joana and Karen are in the same boat having a hard time with the Biology class.
5. This time, Matthew hit the books seriously so he could pass the History exam.

Learn About It!

Idiomatic expressions, also called idioms, are a group of words that have a figurative
meaning conventionally understood by native speakers. The meaning of an idiomatic
expression is different from the literal meaning or definition of the expression’s
individual words.
Lesson 2: Collocations
In Lesson 1, you learned about idioms and how to figure out their meanings through
context clues. In this lesson you will learn about collocations to further enrich your
vocabulary.

Warm-up!
What words usually go with these words?
1. ______________ pain
2. ______________ wine
3. ______________ door
4. walk _____________
5. snake __________

Learn About It!

A collocation is a combination of words that plainly sounds right to native
English speakers. Other combinations that may mean the same thing would
seem unnatural. It is important to learn collocations because:
• Learning collocations help you broaden your scope of expression;
• The use of collocations makes your language more natural and easily
understood;
• Physiologically, it is easier for our brains to remember and use language in
chunks rather than as single words.
Lesson 3: Words and Expressions
Reflecting Local Culture Have you encountered words in an English text that is in a
different language, or words that refer to an unfamiliar culture? You will notice them
since they are usually italicized by the author.
You will find more about these local expressions in this lesson.
Learn About It!
According to James L. Watson, a professor of Anthropology, “the term local
culture is commonly used to characterize the experience of everyday life in
specific, identifiable localities. It reflects ordinary people’s feelings of
appropriateness, comfort, and correctness—attributes that define personal
preferences and changing tastes.”

Different culture may have a different vocabulary and other different ways
of expressing their thoughts and emotions. All societies have their own
jargon, slang words, or expressions that are shared within the culture.
Learning such words or expressions is the key not only to understanding the
local culture and language but also to expanding your vocabulary.

Idioms and collocations are words and expressions that reflect local culture.
Collocations There are times when language learners make mistakes called
literal translation. This happens because they are not familiar with the
collocations that exist in the target language for a particular word.
Let’s take a look at the examples below:
Check Your Understanding
Read the passage below and answer the questions that follow:

Before, women do not choose to become a geisha. They are usually bought by zegens from poor
farming families who could use a few thousand yens for new farming equipment or for feeding
the rest of their family. When the girls sold look beautiful or have talent in dancing or singing,
they were taken to a geisha okaasan to be sold. Once accepted, they live in an okiya together
with 2 or 3 more geisha. These girls would start off as maids who took care of the household
work, run errands for the okaasan, and assist in preparations for their onee-san’s work in the
evening. These girls are expected to respect the okaasan as she is considered as the head of their
household and should be treated like their mother in the house. The younger members of the
okiya should also respect the senior geisha like their older sisters.

1. What does a zengen do for a living?

2. How should a geisha look like?
3. What kind of a building is an okiya?
4. Why should geishas respect the okaasan?
5. What kind of relationship should a geisha have with her onee-san?

UNIT 5: Into the World of Poetry

“A poet's work . . . to name the unnamable, to point at frauds, to take sides, start arguments,
shape the world and stop it from going to sleep.” -Sir Ahmed Salman Rushdie, British-Indian
Poet and Novelist Poetry plays a vital role in the development of language and literature, as well
as in the growth and shaping of a society. It goes beyond the study of grammar and semantics of
a language as poetry is an art produced by emotional sincerity, imagination, and perception.

When we analyze a poem, it is almost impossible not to examine the history, society, and even
the life of the poet behind each poem.

Poetry is, indeed, considered as one of the best avenues to express emotions, especially if
everyday words cannot fully describe one’s particular view about the world.
Once you probe deeper into the realm of poetry, you will discover the wonderful possibilities
that it has to offer.

Unit Objectives
In this unit, you should be able to:
● use the appropriate prosodic features of speech when reading a poem;
● distinguish between and among verbal, situational, and dramatic types of irony and give
examples for each;
● evaluate the personal significance of a literary text;
● identify the distinguishing features of notable East Asian poems and use appropriate
grammatical signals or expressions suitable to each pattern of idea development; and
● show appreciation for the aesthetic value of poetry by reading a poem with proper emotions,
diction, and enunciation.

Lesson 1: Delivering a Poem with Excellence

A poem is best appreciated and conveyed if the person reading it articulates the appropriate
emotions, knows where to pause, and captures the attention of the audience. To be able to deliver
a poem properly, there are three main elements that you have to consider: intonation, stress, and
rhythm.
Learn About It!
Intonation is the collective term used to describe the variations in pitch, loudness, tempo, and
rhythm in reading. It encompasses the rising and falling intonation in reading the poem, which is
observed in the volume of voice as someone reads.
Examples:

Rhythm
pertains to a strong regular repeated pattern of sounds or movements. It is strongly linked
with stress and intonation, and it is mostly determined by the beats of stressed syllables of certain
words in sentences or phrases. Taken together, stress, rhythm, and intonation are necessary
components to be able to deliver a poem properly.
Learning about these elements can actually be fun, and applying them can make a poem come to
life.

Read the poem “Regret” by Olivia Ward Bush-Banks. Apply the appropriate intonation, rhythm,
and stress as you read it out loud.

Check Your Understanding

Read this excerpt from John Rollin Ridge’s poem,

“The Still Small Voice”:

There is a voice more dear to me Than man or woman’s e’er could be-- A “still small
voice” that cheers The woes of these my darker years. I hear it in the busy crowd,
Distinct, amid confusion loud; And in the solemn midnight still, When mem’ries sad my
bosom fill. I hear it midst the social glee, A voice unheard by all but me; And when my
sudden trance is seen, They wondering ask, what can it mean?

1. Based on the given excerpt, what do you think is the poem “The Still Small Voice”
about?
2. What emotion should the reader convey while reading the poem out loud?
3. What do you think is being referred to by the still small voice in the poem?
4. Based on the third stanza, who can hear the still small voice?
5. On a sheet of paper, copy the poem and highlight all the syllables that are supposed to
be stressed.
Lesson 2: Types of Irony
At some points in our lives, we have encountered someone who has said something that
is different from what he or she actually meant, or we have experienced an event that was
quite contrary to what was expected to happen. This kind of occurrence is called irony.

Warm-up!
Form six large groups in class and listen to Alanis Morissette’s song “Ironic.” A copy of
the song as well as its lyrics can be found online. Identify the ironies present in the lyrics
of the song and classify each of them as dramatic, situational, or verbal irony.

Learn About It!

Irony is a figure of speech in which words are used in such a way that is contradictory to
what the words actually mean.
There are three types of irony: dramatic irony, situational irony, and verbal irony.

1. Dramatic irony occurs when the audience is aware of something that the characters
in the story are not aware of. Either one or more of the characters is left in the dark,
having no idea of what is about to come. This type of ironyis very common in films
and plays.
An example of dramatic irony is in the movie, Titanic. The audience is fully aware
that the ship is sinking after it hits the iceberg, but the characters are not aware of it.

2. Situational irony occurs when the exact opposite of what is expected to happen,
happens. This means that both the audience and the characters in the story are
unaware of the consequences of the situation.
An example of situational irony is when a fire station burns down. Anyone would
expect that a fire station is a structure that contains all equipment to extinguish fire
and with firefighters who take all precautions necessary in order to prevent fire from
starting or occurring.

3. Verbal irony is saying something that is contradictory to its intended meaning. It

occurs when a speaker aims to be understood as meaning the opposite of what he or
she is actually saying. This type of irony is very common in novels and poems. What
makes verbal irony different from the other two types is that the speaker uses irony
intentionally.
An example would be of a man who just got into a car accident and utters, “This is
my lucky day!” This shows how the persona uses irony to express how bad his day
was.

There are three major kinds of verbal irony: sarcasm, exaggeration

(overstatement), and understatement.

a. The word sarcasm was derived from the French word sarcasmor, as well as from
the Greek word sarkazein, which means “to tear flesh” or “to grind the teeth.”
Sarcasm is a literary and rhetorical device that has an intention to mock or insult
using satirical or ironic remarks.
c. Understatement is a figure of speech employed by writers or speakers to
intentionally make a situation seem less important than it really is. An
understatement usually has an ironic effect given that an equally intense response
is expected in severe situations but the statement in response to it is the opposite
of what was expected. It is less intense but, of course, with an ironic tone.
Examples:

Check Your Understanding

Interpret the situation in the poem “Life is Fine” by Langston Hughes:

I went down to the river,

I set down on the bank.
I tried to think but couldn’t,
So I jumped in and sank.
I came up once and hollered!

I came up twice and cried!

If that water hadn’t a-been so cold
I might’ve sunk and died.
But it was Cold in that water!
It was cold!

I took the elevator Sixteen floors above the ground.

I thought about my baby
And thought I would jump down.
I stood there and I hollered!
I stood there and I cried!

If it hadn’t a-been so high

I might’ve jumped and died.
But it was High up there! It was high!
So since I’m still here livin’,
I guess I will live on.

I could’ve died for love— But for livin’

I was born
Though you may hear me holler,
And you may see me cry—
I’ll be dogged, sweet baby, If you gonna see me die.
 Life is fine!
Fine as wine!
Life is fine!

Here are some guide questions to help you interpret the poem:
1. Based solely on the tile of the poem, what do you think is the poem about?
2. What was the persona trying to do?
3. What are the ways by which the persona tried to accomplish his goal?
4. Was the persona able to accomplish his or her goal? Why or why not?
5. What type(s) of irony is/are used in the poem?

Lesson 3: Reading Comprehension

Poetry can lead us to discovering how some details in our lives can
prove to be meaningful no matter how small they are.
Warm-up!
Recall your favorite poem or the last poem you read on your own. On a sheet of paper, write
down your answers to the following questions:
1. What lines do you remember from the poem?
2. Why do you think are those lines the ones that you remember?
3. What is the significance of the poem/ lines of the poem to you?

Learn About It!

Now, let us read an excerpt from one of the poems of National Artist for Literature,
Jose Garcia Villa, which is included in his work “Anchored Angel: Selected
Writings.”

An Excerpt from "Have Come Am Here" Lyrics (1942)

In my desire to be Nude I clothed myself in fire – Burned down my walls, my roof,
Burned all these down. Emerged myself supremely lean Unsheathed like a holy
knife. With only His Hand to find To hold me beyond annul. And found Him
found Him found Him Found the Hand to hold me up! He held me like a burning
poem And waved me all over the world. The given excerpt talks about the author’s
journey to self-discovery and being aware of the purpose that he has in life. He
vividly showed it in the first stanza of the poem, In my desire to be Nude I clothed
myself in fire – Burned down my walls, my roof, Burned all these down. where he
compared all his sacrifices to the process of burning everything he possesses. The
poem talks about the author’s desire to be used according to the purpose of his
Creator’s will as it was reflecting on the third stanza of the poem,
Check Your Understanding Read the poem “Sorrow” by Edna St. Vincent Millay: Sorrow like a
ceaseless rain
Lesson 4: Transitional or Signal Words
In order to understand the message of a poem at the basic level, we have to take
into consideration the words and phrases that help carry one thought from a
sentence to another. The transitions or signal words help the readers follow the
direction of a writer’s thoughts and the pattern of development used in his work.

Like the signposts on the road that guide a traveler on his journey, transition words
show the reader the link between ideas. There are different patterns by which the
author’s ideas are developed. In determining the pattern of development in a text,
look for transition words. These words may help us identify the pattern of
development, leading to a better understanding of the meaning of the text.

Learn About It!

Read the following sentence:

I love reading books.

It keeps me awake at night.

These two sentences imply that the writer loves reading books because it keeps him or her
awake at night.
To improve the sentence, the transition word because can be used. To change the relationship
between the sentences, however, other transition words can also be used.  Transition words and
phrases have the power to show and change the connection between ideas. To show how
transitions guide us, we will use the words even though. I love reading books even though it
keeps me awake at night. In this example, the writer now tells how he loves reading books
despite the fact that it keeps him or her awake at night. Notice how the connection between two
ideas relies heavily on transition words. It gives the reader more information about the writer’s
thoughts, whether the intention of the writer is to show emphasis, addition, comparison or
contrast, illustration, or cause and effect. Transition words can be classified according to the type
of transition it provides. They are classified as follows:
Lesson 5: East and Southeast Asian Poems
“A poem should not mean, but be.“ – Archibald MacLeish on “Ars Poetica” Archibald
MacLeish, a prominent American poet and writer, conveyed his idea on how to criticize a poem
using his poem “Ars Poetica.”

He stated that there is a naked meaning of a poem, as if it is the ultimate expression of the art-
for-art’s-sake principle.

Following the perspective, a poem can defy the “hair splitting analysis of literary criticism,”
which means that poets are allowed to go beyond and violate the grammatical rules of a language
especially when they have to express their thoughts and emotions in a poem.

According to MacLeish, a poem should be “motionless in time;” that it has no relation to

generalities of truth and historical fact, but instead should be seen in its truth, beauty, and
goodness.

Warm-up!
Form groups of six or seven people each. Each group will look at Matsuo Bashō’s haiku below:
To the old pond A frog leaps in. And the sound of the water. In each group, discuss the following
questions:
1) What is the scene being captured in the haiku?
2) Does the haiku create a full picture of the scene being captured?
3) What senses does the haiku trigger in the reader?
4) Is this poetic form able to create enough imagery in the reader? Why or why not?

Learn About It!

Using his ideology, let us try to appreciate and analyze the aesthetic value of a Southeast Asian
poem titled “The Dead Crow,” a poem written by a Malaysian poet, Abdul Samad Muhammad
Said.

“The Dead Crow” discusses some of the things that will happen if the environment is destroyed. 

The persona in the poem is sad, as more people are becoming ill and having breathing problems
despite the fact that that their country is self-sufficient.
 
A crow is used as a symbol in this poem. A crow is a strong bird that feeds on rubbish or wastes
and is able to live in a dirty place.

But in this poem, the persona found a dead crow, which died due to a very bad environment.

This symbolizes that the country where the persona lives is badly polluted and can cause even a
tough crow to die.

The poem itself is comparable to the song “Heal the World” by Michael Jackson, wherein the
persona is really praying and hoping for a better place to live in.
UNIT 6: Folktales
Every nation, community, or place has a vast collection of stories that are passed down from one
generation to another.

These stories shared by people can bring closeness to one another, deepen one’s understanding
of himself and the world, and develop appreciation of one’s culture and identity.
A good example of stories in which people may learn a lot about their place are folktales.

Folktales are more than just ancient narratives. They reveal culture, traditions, and customs.
Thus, they carry with them the treasures of the past for us to understand and appreciate where we
are now.

This type of literary selection reflects the shared beliefs, practices, norms, and rules of a certain
group or community. It may either recount ordinary affairs or supernatural events in which moral
lessons are taught.

In this unit, we will learn about folktales and read a story from Chinese literature.

Unit Objectives
In this unit, you should be able to:
● evaluate the personal significance of a literary text through relating content or theme to
previous experiences and background knowledge;
● distinguish between and among verbal, situational, and dramatic types of irony and give
examples each; and
● use appropriate grammatical signals or expressions suitable to each pattern of idea
development: general to particular, claim and counterclaim, problem-solution, cause-effect, and
others.

Lesson 1: Folktales
In the previous lesson, we learned about the elements of a story and the different
types of prose text. In this unit, we will focus on one literary genre, which is
folktale.

Warm-up!
KWL Chart Answer the first two columns. Then, at the end of the lesson, complete the last
column.

Learn About It!

Every nation has a unique cultural heritage. Asia, being the world’s largest continent, has more
diverse customs and traditions than any other continent. It holds a collection of folktales in which
the heroes and saints are up to this date celebrated through festivals.

Undoubtedly, literature has the power to shape the beliefs and ways of these nations occupying
Asia. In fact, China at one point made a twenty-fourth century BC song its National Anthem.

Folktales are stories about traditions, beliefs, and practices of common people, which are passed
from one generation to another and preserved by word of mouth.

In Asia, the collection of folktales is comprised of Arabic, Chinese, Japanese, Indian, and
Filipino. During the early days, our ancestors used made-up stories to explain an occurrence, to
entertain themselves, and sometimes to frighten the children. (Like ungo², sigbin, aswang, chanak
and all)

Characteristics of a Folktale:
1. It displays primary beliefs and customs, such as the value of family and their
community, as well as respect for elders. An example is a story about conflict
between good and evil.
2. It has been handed down from one generation to another by word of mouth.
Therefore, folktales were part of oral tradition until the first people invented
writing.
3. It is a made-up story from the distant past.
4. It uses magic as its major theme.
Lesson 2: A Chinese Folktale
China has taken steps in preserving its literature. While preserving literary texts is common in
most cultures, the Chinese value their literature immensely and has maintained both its spoken
and written stories despite the differences in regional dialects within their country. Today, the
Chinese are well-known for writing a wide range of stories including their 104 folktales that
reflect the beliefs and traditions of the Chinese during the ancient times. In this lesson, you’ll
read and learn more about the Chinese folktale.

Learn About It!

As you read this folktale, know what it reveals about the Chinese people. Answer the questions
that follow.
Lesson 3: Claim and Counterclaim
In building arguments in rhetoric, it is very important to incorporate the correct grammatical
expressions that give signal to your audience on the type of expression you are making.

In this unit, you will learn about some common signal words that will help you in forming a
coherent argument or proposition.

Warm-Up!
Informal Debate If you were to choose among these three, wealth, beauty or brains, which one
would you choose and why? Write down your thoughts in your notebook. Then, upon your
teacher’s signal, go to the respective area assigned by your teacher representing your choice.
Anyone in your group can speak up and share his or her responses.
Learn About It!
The purpose of an argument is to persuade or convince a person or a group of people about a
certain case or situation. In order to win an argument, one must need to know its parts.

The four parts of an argument are claims, counterclaims, evidence, and reasons.

A claim is what one thinks is true about a topic based on knowledge and research. When you
make a claim, it must be argumentative since you are convincing someone to agree to your
interpretation or understanding of a subject. To establish this, we need evidence backed up by
reasons.
REFERENCES: Internet
Books
Quipper