Lesson 1 - TechFactors, Inc

Transcription

ET10-Vol1-Cover.pdf
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techfactors Inc.
The EnglishTek K-12 Series offers a holistic and fun approach to learning English. EnglishTek is
founded on the Communicative Language Teaching (CLT) approach to develop language
competencies. EnglishTek offers a blended learning program through the best practices in
language education inside the classroom combined with e-learning technologies in order to
make learning engaging and relevant for students. With EnglishTek, students become effective
communicators who can understand and produce meaningful discourse, all the while enjoying
rich and vibrant learning experiences.
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1
KS E R I E S
10
VOLUME 1
World
Literature
VOLUME 1
Series Coordinators
EnglishTek 10
9 789710 550951
B.EG10.1.14.1
ISBN 978-971-0550-95-1
Frances Paula L, Ibanez, M.A.
Alexander C. Maximo, M.A.
Authors
Ria Marinelle de Vera
Kristina Isabelle U. Dichoso
Eris Heidi L. Ramos
Jean Marie M. Romualdez
10
World
Literature
Vol. 1
Kristina Isabelle U. Dichoso, M.A.
Eris Heidi Ramos
Series Coordinators
Frances Paula L. Ibañez, M.A.
First Edition
ET10-Vol. 1-Front Matter.indd 1
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TechFactors Inc.
Trademark of TechFactors Inc.
Philippine Copyright 2014 by TechFactors Inc.
All rights reserved. No part of this courseware may be reproduced or copied in any form, in whole, or in part, without written
consent of the copyright owner.
First edition, 2014
ISBN 978-971-0550-95-1
Published by TechFactors Inc.
Printed in the Philippines
Authors Kristina Isabelle U. Dichoso, M.A., Ria Marinelle de Vera, Eris Heidi Ramos, and Jean Marie M. Romualdez
Series Coordinators Alexander C. Maximo, M.A. and Frances Paula L. Ibañez, M.A.
Creative Writer Angela Paula M. Temblor and Zenia P. Lazaro
Content and Editorial Cristina G. Saulo, Ma. Regina B. Peñarroyo, Eris Heidi L. Ramos,
and Jean Marie M. Romualdez
Creatives Julius Caesar G. Barredo, Darylle R. Cajucom, Regina M. Zapata, and Samboy M. Dela Torre
Illustration Julius Caesar G. Barredo and Darylle R. Cajucom
Systems Kim A. Benebese, Mark B. Abliter, Allan Nicole C. Celestino, Kenneth T. Salazar, Robie Marc R. Peralta,
Kadmiel D.G. Ramos, and Raymond P. Baguio
Exclusively distributed by TechFactors Inc.
101 V. Luna Road Extension
Sikatuna Village, Quezon City
1101 Philippines
Telephone number: (632) 929 8094
Email address: info@techfactorsinc.com
Website: www.techfactorsinc.com
The materials reprinted in this book, both literary materials and images, are obtained from open domain sources. The
copyrights of the literary materials have already expired, and thus are free from copyright in their respective countries and in
the Philippines.
Any lapse or oversight is unintentional and will be corrected in the next editions.
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FOREWORD
Filipino students face challenges in learning the English language. More than ever, changes in learning environment now
affect how we approach language education. Teaching approaches and methods have to fit 21st century learners.
The EnglishTek K to 12 series is TechFactors’ innovation in English learning. Based on the principles of Communicative
Language Teaching (CLT) and Blended Learning, EnglishTek incorporates current practices in language learning and
educational technology. Aside from developing communicative competence in students, EnglishTek meets the competency
standards of the Department of Education K-12 curricula and also focuses on honing vital 21st century skills, giving
graduates a competitive advantage.
Lessons in the EnglishTek 7 to 10 volumes are literature-based. They follow the Directed Reading Approach (DRA)
which provides students with various activities before, during, and after reading. These activities include schema activation,
vocabulary enrichment, comprehension exercises, and real-life application of values. Graphic organizers are also provided in
the book to help learners map their ideas and improve their learning strategies and information processing. These engaging
activities are all designed to target communication skills. They also create occasions for the students to hear and use the target
language.
Moreover, EnglishTek provides holistic learning by highlighting the Reading-Writing connection. Each reading selection
is followed by a literary analysis, as well as a discussion of a related grammatical point. The grammar lessons are then
connected to a writing lesson. This ensures that the learning of the students is applied. In these writing lessons, EnglishTek
provides students with support through model paragraphs and guided practice.
Most of all, learning is made relevant by situating learners in context and by using situations, examples, and texts that can
be found in the real world. Through authentic materials that reflect Filipino values, learners can develop connections between
their classroom learning and their life experiences.
We hope that, with this series, students become effective communicators in English and simultaneously enjoy the learning
process. By building these critical foundations of communication, we hope to produce effective communicators that think
critically and can create meaningful discourse.
TechFactors Inc.
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Philippine Copyright 2014
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ABOUT THE AUTHORS
Kristina holds a Masters of Arts degree in English Language and Literature Teaching from Ateneo de Manila University.
She has a Bachelor of Arts degree in Secondary Education major in English from the University of Santo Tomas, where she
is currently an instructor of English for Academic Purposes. She also taught English as a Foreign Language at the Ateneo
de Manila Language Learning Center, and Communication Arts in English at the Immaculate Conception Academy in
San Juan, Greenhills. Her research interests include language learning and teaching strategies, teacher cognition, reflective
teaching, and politeness discourse.
Ria de Vera is an ESL teacher at the Ateneo Language Learning Center. She has also previously taught basic
communication English courses at the Mapua Institute of Technology and La Salle College Antipolo. Her professional
interests include teaching English as a second language, business writing practices, materials design, and world literature.
Eris Heidi Ramos
Eris graduated with honors from the University of the Philippines Diliman with a degree in Creative Writing. She is
currently pursuing her Master of Arts degree in Language Education at the same institution. Her research interests include
second language acquisition, atypical language development, and the correlation of technology and language learning. She is a
published author, and is currently working as Content Developer at TechFactors.
Jean was a Reading Specialist at a reading clinic where she taught beginning reading to young children. She has also
trained foreign nationals in the use of Business English. Currently, she is working as Content Developer at TechFactors. She
holds a Geography degree from the University of the Philippines, Diliman.
ABOUT THE SERIES COORDINATORS
Alex holds a Master of Arts degree and a Bachelor of Arts degree, magna cum laude in English Studies: Language, from
the University of the Philippines Diliman. He teaches with the Department of English and Comparative Literature of
UP Diliman where he has handled English courses in the undergraduate and graduate level. His research interests include
critical discourse analysis, corpus linguistics, organizational communication, and computer-mediated communication. With
technology as another passion, he is currently exploring the use of e-learning to develop language skills. He has co-authored
books on office productivity, multimedia, and business writing. He also currently serves as project manager for TechFactors.
Frances graduated from the University of the Philippines Diliman with a Bachelor of Arts degree in Communication,
major in Journalism. She also earned her Master’s degree in Education, major in Language Education, from the same
institution. She worked as a technical writer in several computer firms for eight years, developing user guides and tutorials
on different software. She taught part-time in a preschool, where she handled the Nursery class, and in an English language
center, where she taught language teaching methodology. She heads the Content Group in TechFactors.
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TABLE OF CONTENTS
Unit 1: Exploring Traditions
Lesson 1: Politics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Cleopatra, A Queen by Jacob Abbott
Reading Biographies
Avoiding Wordiness
Doing Research
Lesson 2: Hospitality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
The Passover Guest by Sholom Rabinovitch
Hypothesizing
This-cohesion
Print Sources: Exploring Types, Relevance, and Credibility
Lesson 3: Transformation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
La Grande Demoiselle by Grace Elizabeth King
Identifying with a Character
Compound Adjectives
Media Sources
Lesson 4: Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Excerpt from The Brief and Wondrous Life ... by Junot Diaz
Recognizing Author’s Purpose
Compound Adjectives from Proper Nouns
Online Sources
Lesson 5: Patriarchy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Head of the Family by Anton Chekhov
Drawing Conclusions
Using Quotation Marks
Finding Credible Online Sources
Lesson 6: Hierarchies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
A Real Durwan by Jhumpa Lahiri
Connecting to Social and Political Contexts
Uses of Comma
Correspondence: Letter, Email, Interview, Survey
Lesson 7: Otherness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Ruined by Lynn Nottage
Identifying Literary Context
Semicolon
Quoting and Paraphrasing
Lesson 8: Equality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Benediction by Lu Hsun
Making Inferences
Colon
Summarizing
Lesson 9: Stereotypes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Timbuctoo by Guy de Maupassant
Analyzing Cultural Differences
Words with new meanings
Outlining
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Unit 2: Broadening Horizons
Lesson 1: Visuals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
The Raven by Edgar Allan Poe
Reading Images in Poetry
Determiners and Noun Phrases
The Research Report
Lesson 2: Dialect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
The Sad Fortunes of the Rev. Amos Barton by George Eliot
Inferring the Author’s Meaning
Latinate Verbs and Phrasal Verbs
Avoiding Plagiarism
Lesson 3: Religions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
A Handful of Dates by Tayeb Saleh
Responding to Imagery in Prose
Sentence Units
MLA Documentation Style
Lesson 4: Advocacies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Remarks by the President On a New Beginning
Asking Critical Questions
Infinitives
MLA In-Text Citations
Lesson 5: Conflicts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Rashomon by Ryūnosuke Akutagawa
Internal Conflict
Capitalization
MLA Works Cited Page
Lesson 6: Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210
A Modest Proposal by Dr. Jonathan Swift
Interpreting Satire in Pop Culture
Abbreviations
APA
Lesson 7: Judgment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228
Candide by Voltaire
Evaluation of Character’s Decision
Combining Sentences through Coordination
APA In-text Citation
Lesson 8: Prophecy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
The Burial of the Dead by T.S. Eliot
Judging a Poet’s Message
Dashes, Parentheses, Brackets
APA Works Cited Page
Lesson 9: Ghosts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259
Ghosts by Henrik Ibsen
Challenging the Text
Ellipses, Slash, Hyphens
Recognizing Charged Words
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UNIT 1: Exploring Traditions
Lesson 1: Politics
Lesson 2: Hospitality
Lesson 3: Transformation
Lesson 4: Leadership
Lesson 5: Patriarchy
Lesson 6: Hierarchies
Lesson 7: Otherness
Lesson 8: Equality
Lesson 9: Stereotypes
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Lesson 1: Politics
Before Reading
Lesson Objectives
Important Words
Activity. Complete the chart below. Use a thesaurus to find synonymous words
to the underlined word in each sentence.
1.
Sentence from the text
Nor did either the war itself, or the derangements consequent upon
it, extend very far into the interior of the country.
Synonyms of the
underlined word
2.
Use of the underlined word in the
sentence
She availed herself, accordingly, of the revenues which poured in
very abundantly upon her, to enter upon a career of the greatest
luxury, magnificence, and splendor.
Synonyms of the
underlined word
3.
sentence
• To determine a synonymous
word using a thesaurus and
considering the context in
which a word is used
• To classify information using
an appropriate linear visual
organizer
• To appreciate grammar as
a guide for structure which
evolves in time
• To use technology,
specifically the Internet,
in updating individually
or collaboratively written
outputs in response to
societal and personal issues
• To formulate informed
assertions, claims, and
justifications using enough
and relevant primary
and secondary sources of
information
• To achieve clarity in the use
of words and expressions
Cleopatra suddenly raised to so conspicuous a position and to the
possession of such unbounded wealth and power, expended her
royal revenues in plans of personal display, and in scenes of festivity,
gaiety, and enjoyment.
Synonyms of the
underlined word
sentence
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4.
She had no conscientious scruples to interfere with the most full
and unrestrained indulgence of every propensity of her heart, and
the means of indulgence were before her in the most unlimited
profusion.
Synonyms of the
underlined word
5.
sentence
Antony, from whom the plans of the conspirators had been kept
profoundly secret, stood by, looking on stupefied and confounded
while the deed was done, but utterly unable to render his friend any
protection.
Synonyms of the
underlined word
sentence
Knowledge Activation
Even though ancient civilizations were ruled mostly by men, some
women ruled with them. Some women were given independent power while
others shared leadership roles with a husband, brother, son, or other close
male relatives. In Ancient Rome, women rulers were given the title Augusta.
In Europe, they are queens. In Asia, they are empresses. In Egypt, they were
called pharaohs. In the video clip you are about to watch, you will find the
influence of an Egyptian queen, named Cleopatra, in the political activities
of the Roman Empire.
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Activity 1
Watch and listen carefully to the video clip from YouTube entitled “Cleopatra’s Biography.” Complete the blanks
below by writing down the words given by the speaker.
Cleopatra was born at the beginning of 69 B.C. or at the end of 70 B.C. in Egypt.
Cleopatra, ___________ ___________ ___________ Egypt’s greatest Queen, had not even the
smallest drop of Egyptian blood. She and her entire family, which consisted of several
siblings, was what was called Macedonian Greek; Greek in customs, tradition, and
language. She also spoke several other tongues besides her own, including Arabic and
Egyptian. Egyptian was a language that her ___________, including her father who was
king of Egypt, didn’t even bother to learn. And she could also read hieroglyphs.
At the age of seventeen, Cleopatra ___________ co-regent or co-ruler of Egypt with
her ten-year-old brother Ptolemy and following his death after a massive civil war
she married her younger brother Ptolemy XIV who was only six years old. ___________
___________ ___________ Cleopatra, the eldest of the two, was the supreme ruler.
Cleopatra turned out to be very good at politics and was able to bring prosperity
and peaceful times to a country which ___________ ___________ poverty-stricken and torn
apart by war. But it was only the beginning.
Cleopatra met Julius Caesar when she was twenty-one years-old. Caesar was
charmed by the youthful and intelligent woman and took her to Rome with him.
And thus began the most famous affair in history. One historian states that ___________
___________ ___________ view, Cleopatra only allied with him because of shared political
views ___________ ___________ romantic love. Nevertheless, a year or two later she bore him
a son names Cesarion, though Caesar never publicly acknowledged him as his son much
to Cleopatra’s dismay.
A ___________ ___________ ___________, Caesar ___________ ___________ and Cleopatra left Rome
and returned to Egypt once more. ___________ ___________ ___________ have full power of the
throne and have sole control of Egypt, Cleopatra murdered her brother who ___________
___________ ___________ in her absence and appointed Cesarion, her son, to the throne.
In 41 B.C., one of Caesar’s most famous generals, Marc Antony, whom Cleopatra
___________ ___________ ___________ ___________ ___________ ___________, summoned her to meet
him in Tarsus. Thus began Cleopatra’s second love affair. However, historians do say
that her interest in Marc Antony was not purely political as it ___________ ___________
___________ Caesar, but was born of a true romantic interest him. It is shown in records
of the time that the two lovers returned to Egypt and were married in the Egyptian
tradition and had three children, two sons and a daughter, by their union. ___________
___________ ___________ Cleopatra had finally found her happiness, but sadly, it wasn’t to
last.
On September 2, a few years after they were married, Cleopatra and Marc Antony
combined armies to take on the forces of Rome that were controlled by Octavian, a
ruthless Roman general whom over time had become Cleopatra’s worst enemy.
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Facing defeat, ___________ ___________ ___________ ___________ ___________ until recently in an
act of incredible cowardice, Cleopatra turned and fled the battle. However, according
to records recently uncovered it is now said amongst historians that her escaping was
a part of a planned maneuver rather than cowardice on her part. Marc Antony, seeing
Cleopatra’s escape, ___________ ___________ ___________ his fleet and follow her as she made
her return to Egypt. There they lived in relative safety for nearly a year.
However, as ___________ ___________, Octavian was ruthless and pursued Marc Antony to
Egypt where Antony’s troops deserted him after Octavian’s appearance. Marc Antony
found himself in a hopeless situation and he chose to take his own life. Cleopatra
became a virtual prisoner of Octavian and he planned to parade her around Rome to
make sure everyone knew how great of a general he truly was. Cleopatra ___________
___________ ___________.
Just eleven days after Marc Antony’s death, Cleopatra herself committed suicide in
her chambers in Rome virtually ruining Octavian’s plans. ___________ ___________ ___________,
it was she who had the last word.
Though legend suggests that Cleopatra ended her life through the bite of an
Egyptian asp some historians ___________ ___________ ___________. There are some who debate
that she could have taken some kind of poison, possibly, to end her life. As for her
children, by Marc Antony, no one truly knows what became of them. Yet, another
enticing mystery in the life of one of the most extraordinary women in history.
Activity 2
Watch and listen closely to the clip from the National Geographic website entitled “Egypt: Cleopatra.” Based on the
information given in the clip, what are the duties and responsibilities of a queen in the time of Cleopatra? How does this
narrative differ from the one you saw earlier? What kinds of information do you think best constitutes a biography?
Oral Interaction
What are the roles of women within your barangay council? Compare
these responsibilities with the women who hold power in the executive,
judicial, and legislative branches of the Philippine government. How
do the two roles differ? In what way are they common? As you read the
narrative below, try to identify the writer’s attitude towards the subject.
Compare your opinion with those of the writer’s.
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Literary Selection
Cleopatra, A Queen
by Jacob Abbott
(1) The war by which Cæsar reinstated Cleopatra upon the throne was not one of
very long duration. Cæsar arrived in Egypt in pursuit of Pompey about the 1st of August;
the war was ended and Cleopatra established in secure possession by the end of January;
so that the conflict, violent as it was while it continued, was very brief, the peaceful and
commercial pursuits of the Alexandrians having been interrupted by it only for a few
months.
1. verdant - green with
growing plants
2. prosperous - marked
by success or economic
well-being
(2) Nor did either the war itself, or the derangements consequent upon it, extend very
far into the interior of the country. The city of Alexandria itself and the neighboring coasts
were the chief scenes of the contest until Mithradates arrived at Pelusium. He, it is true,
marched across the Delta, and the final battle was fought in the interior of the country. It
was, however, after all, but a very small portion of the Egyptian territory that was directly
affected by the war. The great mass of the people, occupying the rich and fertile tracts
which bordered the various branches of the Nile, and the long and verdant1 valley which
extended so far into the heart of the continent, knew nothing of the conflict but by vague
and distant rumors. The pursuits of the agricultural population went on, all the time, as
steadily and prosperously2 as ever; so that when the conflict was ended, and Cleopatra
entered upon the quiet and peaceful possession of her power, she found that the resources
of her empire were very little impaired.
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(3) She availed herself, accordingly, of the revenues which poured in very abundantly
upon her, to enter upon a career of the greatest luxury, magnificence, and splendor. The
injuries which had been done to the palaces and other public edifices3 of Alexandria by the
fire, and by the military operations of the siege, were repaired. The bridges which had been
broken down were rebuilt. The canals which had been obstructed were opened again. The
sea-water was shut off from the palace cisterns4; the rubbish of demolished houses was
removed; the barricades were cleared from the streets; and the injuries which the palaces
had suffered, either from the violence of military engines or the rough occupation of the
Roman soldiery, were repaired. In a word, the city was speedily restored once more, so far
as was possible, to its former order and beauty. The five hundred thousand manuscripts
of the Alexandrian library, which had been burned, could not, indeed, be restored; but,
in all other respects, the city soon resumed in appearance all its former splendor. Even in
respect to the library, Cleopatra made an effort to retrieve the loss. She repaired the ruined
buildings, and afterward, in the course of her life, she brought together, it was said, in a
manner hereafter to be described, one or two hundred thousand rolls of manuscripts, as
the commencement of a new collection. The new library, however, never acquired the fame
and distinction that had pertained to the old.
(4) The former sovereigns of Egypt, Cleopatra’s ancestors, had generally, as has already
been shown, devoted the immense revenues which they extorted5 from the agriculturalists
of the valley of the Nile to purposes of ambition. Cleopatra seemed now disposed to
expend them in luxury and pleasure. They, the Ptolemies, had employed their resources in
erecting vast structures, or founding magnificent institutions at Alexandria, to add to the
glory of the city, and to widen and extend their own fame. Cleopatra, on the other hand,
as was, perhaps, naturally to be expected of a young, beautiful, and impulsive woman,
suddenly raised to so conspicuous a position, and to the possession of such unbounded
wealth and power, expended her royal revenues in plans of personal display, and in scenes
of festivity, gaiety, and enjoyment. She adorned her palaces, built magnificent barges for
pleasure excursions on the Nile, and expended enormous sums for dress, for equipages,6
and for sumptuous entertainments. In fact, so lavish were her expenditures for these
and similar purposes during the early years of her reign, that she is considered as having
carried the extravagance of sensual luxury and personal display and splendor beyond the
limits that had ever before or have ever since been attained.
(5) Whatever of simplicity of character, and of gentleness and kindness of spirit
she might have possessed in her earlier years, of course gradually disappeared under
the influences of such a course of life as she now was leading. She was beautiful and
fascinating still, but she began to grow selfish, heartless, and designing. Her little
brother—he was but eleven years of age, it will be recollected, when Cæsar arranged the
marriage between them—was an object of jealousy to her. He was now, of course, too
young to take any actual share in the exercise of the royal power, or to interfere at all in
his sister’s plans or pleasures. But then he was growing older. In a few years he would be
fifteen—which was the period of life fixed upon by Cæsar’s arrangements, and, in fact, by
the laws and usages7 of the Egyptian kingdom—when he was to come into possession
of power as king, and as the husband of Cleopatra. Cleopatra was extremely unwilling
that the change in her relations to him and to the government, which this period was to
bring, should take place. Accordingly, just before the time arrived, she caused him to be
3. edifices - a large or
massive structure
4. cisterns - an artificial
reservoir (as an
underground tank)
for storing liquids and
especially water (as
rainwater)
5. extorted - to obtain
from a person by force,
intimidation, or undue or
illegal power
6. equipages - material used
in making outfits
7. usages - firmly established
and generally accepted
practice or procedure
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8. profusion - lavish
expenditure
9. quell - to thoroughly
overwhelm and reduce to
submission or passivity
10. ascendency - governing or
controlling influence
poisoned. His death released her, as she had intended, from all restraints, and thereafter
she continued to reign alone. During the remainder of her life, so far as the enjoyment of
wealth and power, and of all other elements of external prosperity could go, Cleopatra’s
career was one of uninterrupted success. She had no conscientious scruples to interfere
with the most full and unrestrained indulgence of every propensity of her heart, and the
means of indulgence were before her in the most unlimited profusion.8 The only bar to her
happiness was the impossibility of satisfying the impulses and passions of the human soul,
when they once break over the bounds which the laws both of God and of nature ordain
for restraining them.
(6) In the meantime, while Cleopatra was spending the early years of her reign in all
this luxury and splendor, Cæsar was pursuing his career, as the conqueror of the world, in
the most successful manner. On the death of Pompey, he would naturally have succeeded
at once to the enjoyment of the supreme power; but his delay in Egypt, and the extent to
which it was known that he was entangled with Cleopatra, encouraged and strengthened
his enemies in various parts of the world. In fact, a revolt which broke out in Asia Minor,
and which it was absolutely necessary that he should proceed at once to quell,9 was the
immediate cause of his leaving Egypt at last. Other plans for making head against Cæsar’s
power were formed in Spain, in Africa, and in Italy. His military skill and energy, however,
were so great, and the ascendency10 which he exercised over the minds of men by his
personal presence was so unbounded, and so astonishing, moreover, was the celerity with
which he moved from continent to continent, and from kingdom to kingdom, that in a
very short period from the time of his leaving Egypt, he had conducted most brilliant and
successful campaigns in all the three quarters of the world then known, had put down
effectually all opposition to his power, and then had returned to Rome the acknowledged
master of the world. Cleopatra, who had, of course, watched his career during all this time
with great pride and pleasure, concluded, at last, to go to Rome and make a visit to him
there.
(7) The people of Rome were, however, not prepared to receive her very cordially.
It was an age in which vice of every kind was regarded with great indulgence, but the
moral instincts of mankind were too strong to be wholly blinded to the true character of
so conspicuous an example of wickedness as this. Arsinoë was at Rome, too, during this
period of Cæsar’s life. He had brought her there, it will be recollected, on his return from
Egypt, as a prisoner, and as a trophy of his victory. His design was, in fact, to reserve her as
a captive to grace his triumph.
11. ovations - a ceremony
attending the entering of
Rome by a general who
had won a victory of less
importance than that
for which a triumph was
granted
12. plunder - to take by force
or wrongfully
(8) A triumph, according to the usages of the ancient Romans, was a grand
celebration decreed by the senate to great military commanders of the highest rank,
when they returned from distant campaigns in which they had made great conquests or
gained extraordinary victories. Cæsar concentrated all his triumphs into one. They were
celebrated on his return to Rome for the last time, after having completed the conquest
of the world. The processions of this triumph occupied four days. In fact, there were
four triumphs, one on each day for the four days. The wars and conquests which these
ovations11 were intended to celebrate were those of Gaul, of Egypt, of Asia, and of Africa;
and the processions on the several days consisted of endless trains of prisoners, trophies,
arms, banners, pictures, images, convoys of wagons loaded with plunder,12 captive princes
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and princesses, animals, wild and tame, and everything else which the conqueror had been
able to bring home with him from his campaigns, to excite the curiosity or the admiration
of the people of the city, and illustrate the magnitude of his exploits.13 Of course, the
Roman generals, when engaged in distant foreign wars, were ambitious of bringing back
as many distinguished captives and as much public plunder as they were able to obtain,
in order to add to the variety and splendor of the triumphal procession by which their
victories were to be honored on their return. It was with this view that Cæsar brought
Arsinoë from Egypt; and he had retained her as his captive at Rome until his conquests
were completed and the time for his triumph arrived. She, of course, formed a part of the
triumphal train on the Egyptian day. She walked immediately before the chariot in which
Cæsar rode. She was in chains, like any other captive, though her chains, in honor of her
lofty rank, were made of gold.
(9) The effect, however, upon the Roman population
of seeing the unhappy princess, overwhelmed as she
was with sorrow and chagrin, as she moved slowly along
in the train, among the other emblems and trophies of
violence and plunder, proved to be by no means favorable
to Cæsar. The populace were inclined to pity her, and
to sympathize with her in her sufferings. The sight of
her distress recalled, too, to their minds the dereliction
14
from duty of which Cæsar had been guilty of in his
yielding to the enticements of Cleopatra, and remaining
so long in Egypt to the neglect of his proper duties
as a Roman minister of state. In a word, the tide of
admiration for Cæsar’s military exploits which had been
setting so strongly in his favor, seemed inclined to turn,
and the city was filled with murmurs against him even in
the midst of his triumphs.
(10) Cleopatra, during her visit to Rome, lived openly with Cæsar at his residence, and
this excited very general displeasure. In fact, while the people pitied Arsinoë, Cleopatra,
notwithstanding her beauty and her thousand personal accomplishments and charms, was
an object of general displeasure, so far as public attention was turned toward her at all.
The public mind was, however, much engrossed by the great political movements made by
Cæsar and the ends toward which he seemed to be aiming. Men accused him of designing
to be made a king. Parties were formed for and against him; and though men did not dare
openly to utter their sentiments, their passions became the more violent in proportion
to the external force by which they were suppressed. Mark Antony was at Rome at this
time. He warmly espoused Cæsar’s cause, and encouraged his design of making himself
king. He once, in fact, offered to place a royal diadem upon Cæsar’s head at some public
celebration; but the marks of public disapprobation15 which the act elicited caused him to
desist.
13. exploits - a notable or
heroic act
14. dereliction - intentional or
conscious neglect
15. disapprobation condemnation
(11) At length, however, the time arrived when Cæsar determined to cause himself
to be proclaimed king. He took advantage of a certain remarkable conjuncture of public
affairs, which can not here be particularly described, but which seemed to him specially to
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favor his designs, and arrangements were made for having him invested with the regal power by the senate. The murmurs
and the discontent of the people at the indications that the time for the realization of their fears was drawing nigh,
became more and more audible, and at length a conspiracy was formed to put an end to the danger by destroying the
ambitious aspirant’s life. Two stern and determined men, Brutus and Cassius, were the leaders of this conspiracy. They
matured their plans, organized their band of associates, provided themselves secretly with arms, and when the senate
convened, on the day in which the decisive vote was to have been passed, Cæsar himself presiding, they came up boldly
around him in his presidential chair, and murdered him with their daggers.
(12) Antony, from whom the plans of the conspirators had been kept profoundly secret, stood by, looking on stupefied
and confounded while the deed was done, but utterly unable to render his friend any protection.
(13) Cleopatra immediately fled from the city and returned to Egypt.
Understanding Literature
Comprehension Questions
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
How did Cleopatra gain her role as the Queen of Egypt? Support your answer.
Who helped her attain this position? Is he a wise political leader himself ? Why?
What was her country’s disposition after the war? How did she respond to the country’s needs at that time?
How does Cleopatra fare as a queen? What do you think makes a good and wise queen?
Was she fair and just to her constituents and relatives in her time as a Queen? What is fairness and justice in the
eyes of Cleopatra?
Do you agree or disagree with her actions? Explain your answer.
What influenced your answer in question number 6? What made your choice right?
Which local female political icon could you find closely compares with her? How do decisions made by political
leaders affect or influence the people?
What elements make a successful biography? Give examples.
What pieces of information are relevant to assure the credibility of a good biography? Provide specific types of
information.
Literary Analysis
The Biography is a type of prose that narrates significant aspects in a person’s life. It is
usually used as a tribute to an important mover or person in a specific industry or in the
general notion of society. Biographers try to remain objective by keeping their facts straight;
however, they are challenged in gaining readership interest by using a personal creative
writing style. These styles are observed in the following kinds of reading materials:
• Encyclopedia
• Magazines
• Feature section of a broadsheet
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Activity 1
These sentences are taken from the biography above. Write F if the underlined phrases present an objective
perspective or information and O if it is otherwise.
1. Whatever of simplicity of character, and of gentleness and kindness of spirit she might have possessed in her
earlier years, of course gradually disappeared under the influences of such a course of life as she now was leading.
2. Cleopatra, during her visit to Rome, lived openly with Cæsar at his residence, and this excited very general
displeasure.
3. Two stern and determined men, Brutus and Cassius, were the leaders of this conspiracy.
4. Cleopatra, who had, of course, watched his career during all this time with great pride and pleasure, concluded, at
last, to go to Rome and make a visit to him there.
5. Cleopatra immediately fled from the city and returned to Egypt.
Activity 2
How did Jacob Abbott’s attitude in his discussion of Cleopatra’s political career influence his presentation of historical
facts? What does this tell us about writing biographies?
Responding to Literature
Oral Communication
In “Cleopatra A Queen,” Jacob Abbott incited much attention on Cleopatra’s strong political ambitions which
resulted in her lack of moralistic actions. Focusing on the issue of power and morality, discuss with a small group your
position on the issues of Cleopatra’s affair with Caesar, murder of a kin, and extravagant lifestyle. Consider as well the
good changes she did on Egypt after the war. Using these as bases in making your own set of rules and standards of what
constitutes the actions of a wise and just political leader, make a list of the things you should find in a candidate before
voting for your class officers. Be prepared to share your answers with the class.
Research and Writing
Recalling your position on the aforementioned issues, choose one issue which you deem
as most relevant today. Suggest specific solutions which you and others can do in order
to resolve such problem. Focusing on this topic, write a blog following the form of an
argumentative essay that supports your contention. Make sure to use credible information
taken from the library or the Internet. Cite your sources carefully.
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Skills Development:
Reading Biographies
Reading biographies may be tedious since these are not as adventurous as other forms of writing, but they provide us
three good benefits. First, biographies help us learn about the life of an important person. These can be used to identify
influences of external and internal aspects on a person’s life. Finally, these help us identify the relationships between
causes and effect of an event or action that took place.
To gain these benefits, practice reading the biography of Cleopatra from an encyclopedia by answering the guide
questions below. Note your answers in your reading journal.
1.
2.
3.
4.
5.
What were the unique perspectives in the biographies you selected?
Does the biography offer more of the same old information?
Does it perpetuate myth?
How did the person address the adversities he or she experienced?
What experiences, events, or people influenced change in him or her?
Grammar Review:
Avoiding Wordiness
Editing for conciseness is necessary in achieving a good material. Most students struggle in focusing on one idea
when writing. They tend to use a lot of words that end up being removed from the draft based on the teacher’s or peer’s
comments. Some are guilty of writing the same idea with different words in order to fill up the page.
These reasons justify the importance of writing ahead of the deadline to give yourself enough time to leave it for a few
hours or a day before editing the draft for content and mechanical improvements. Doing so will allow you detachment
from your ideas and a clearer perspective of your goal and audience. Aside from leaving ample time to let your ink dry, the
following are common mistakes committed by both experienced and novice writers. • Doubling of Words:
mutual agreement (use the word agreement instead)
whether or not (simply use whether)
consensus of opinion (the word consensus will suffice)
reconsider again (using the word again is redundant)
future prospects (use prospects instead)
inadvertent error (the word error will suffice)
• Intensifiers, Qualifiers (INSTEAD, omit or give specific details):
WEAK a considerable amount of time
IMPROVED in a minute
WEAK IMPROVED very extremely pliant
tenacious
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• Formulaic Phrases (INSTEAD, use a one-word form or omit)
for the purpose of (to) at this point in time (now)
as the case may be (---)
with regard to (about) due to the fact that (because) in the near future (soon) in view of the fact that (because) basically . . . (---)
• Catch-all Terms (INSTEAD, omit wherever possible):
WEAK A notable aspect of wise decision-making is the quality of fairness.
IMPROVED Wise decision-making requires fairness.
WEAK The truth of Caesar’s death had the effect of causing devastating changes in the national government, commerce, and economy of Ancient Egypt.
IMPROVED Caesar’s death caused many devastating changes in Ancient Egypt. Specifically, the Romans imposed their influence in the areas of governance, commerce, and economy.
• Padded Verbs (INSTEAD, use a one-word form):
to have an expectation, hope, wish, understanding, etc... (to expect, hope, wish understand, etc.)
to make an arrangement, plan, decision, inquiry, acquisition, etc…
(to arrange, plan, decide, inquire, acquire, etc.)
• Unnecessary “to be” and “being” (INSTEAD, omit):
WEAK because of the leaders being fair
IMPROVED because of the fair leaders
WEAK IMPROVED Her leadership is considered to be a failure.
Her leadership is considered a failure.
• Passive Verbs (INSTEAD, use active voice, preferably with a personal subject):
WEAK It is felt that Cleopatra’s end should be noted by biographers before any criticism is given on her means.
IMPROVED Biographers should note Cleopatra’s end before criticism of her means.
WEAK IMPROVED The Egyptian asp is described by zoologists to be poisonous.
Zoologists describe the Egyptian asp as poisonous.
• Overuse of Relative Structures (“who,” “which,” “that”) (INSTEAD, omit):
WEAK The drama, which is entitled Antigone, takes place . . .
IMPROVED The drama Antigone takes place…
WEAK IMPROVED It was Caesar who said “I came, I saw, I conquered.”
Caesar said, “I came, I saw, I conquered.”
WEAK IMPROVED I think that if John’s ethical malpractice is the case...
If John’s ethical malpractice is the case, as this evidence shows…
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WEAK There seems to be a general tendency among some writers who may be observed to display certain signs of lack of confidence that their sentences will be overwhelmed with adverb clauses and other words that are generally insignificant in use.
Some hesitant writers crowd their sentences with adverb clauses and other IMPROVED unnecessary words.
Grammar Workout
A. Revise these sentences by eliminating wordiness.
1. Some of the Roman government leaders during the time of Caesar’s administration decided to conspire
against Caesar by plotting his murder.
2. Even though the life of Cleopatra is widely known by students, in-depth study of her significant contributions
to the ancient world has been a seldom topic that they want to undertake.
3. Cleopatra murdered her brother on account of the fact that it was urgent for her to keep her power as
pharaoh.
4. It has been expected that the sinister plan will be plotted by the conspirators within the weakening of Caesar’s
influence in Rome.
5. There are countless ways in which a historiographer or a biographer who is familiar in the routine of
researching great political leaders may come to know one.
6. It is extremely unusual to find a credible biographer who has kept sensitive information on purpose.
7. War is caused when people disagree on ideas that have been established for a specific group of people.
8. After the death of Caesar, a number of desperate and tragic events occurred in Egypt as they were being
conquered by Octavian. Cleopatra committed suicide while the rest of the people are left on their own
without a pharaoh to lead them.
9. Cleopatra’s relationship with Caesar is considered as most controversial to the Romans by the biographer
Jacob Abbott.
10. At the end of Egyptian royalty, the Egyptians must have been made aware of the fact that there is a need for
them to accept changes implemented by the Roman empire under Octavius’ rule concerning the matter of
religion.
B. Revise the following passage, avoiding wordiness, and undesirable repetition. Write you answer on your notebook.
A small number of young people like reading biographies regularly. As assumed, these readers are not
themselves biographers, nor would these readers really ever enjoy reading about someone directly irrelevant
in their lives, nor would most of them actually enjoy trying to solve the problems encountered by the subject
of the biography. They are probably enticed to read biographies because of this reason: they have found a
way to live vicariously in the exciting life of a government leader or rebel, a celebrity, an artist or a religious
icon which results to escapism from the monotonous, boring routine of dull everyday existence. To such
people, the conflict in the biography seems realistic fantasy. It is realistic because the people in the biography
are, as a general rule, real people. The people mentioned are not just made-up images from the head of the
writer. It is also realistic because the character who is the hero or heroine goes through the same issues in life
and solves these problems not usually by haphazard methods but by exercising a remarkable degree of logic
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and reason. It is entirely and totally essential that readers who enjoy biographies have an admiration for the
human faculty of logic. But biographies are also fantasies. The people who read such books of literature play
a role. It is a role in which they suspend certain connections in their lives. One of these connections that they
suspend is the relationship of the people involved with the subject. If the reader stops to feel affinity for each
and every person that is related to the subject, that person will never enjoy reading biographies. The devoted
reader of biographies keeps uppermost in mind at all times the goal of arriving through logic and observation
at the final solution to the conflicts and challenges offered in the narrative. It is a fact of life and changes.
Biographies hopefully help the reader to hide from the extreme cases of tragedies of actual life and death in
the real world.
Collaborative Task
In a group with at least five members, brainstorm on current issues in
your school (for example, weak student leadership, absence of a campus
journal, poor facilities, or unbalanced teacher-student ratio). Then,
choose one major problem you want to solve as a group. Next, write an
action plan that suggests the goals of your project, the specific actions
your group will take and the desired results of the project. Finally, present
the plan in class to involve other members in your project.
Writing Topic:
Doing Research
As a student, you will receive homework that requires research. This word may sound like a heavy task to complete,
but it can be done when you follow a series of steps suggested below.
Primary research refers to any type of research that you go out and collect yourself. Examples include surveys,
interviews, observations, and ethnographic research. A good researcher knows how to use both primary and secondary
sources in her writing and to integrate them in a cohesive fashion. Conducting primary research is a useful skill to acquire
as it can greatly supplement your research in secondary sources, such as journals, magazines, or books. You can also use it
as the focus of your writing project. Primary research is an excellent skill to learn as it can be useful in a variety of settings
including business, personal, and academic.
What types of projects or activities benefit from primary research?
• When you are working on a local problem that may not have been addressed before and little research is there
to back it up. For example, you are conducting research on a proposed smoking ban in a city. Little information
has been published about the topic other than a few editorials and letters to the editor in the local paper. You can
conduct primary research by surveying individuals in the surrounding community and local decision makers to
gain more information.
• When you are working on writing about a specific group of people or a specific person.
• When you are working on a topic that is relatively new or original and few publications exist on the subject.
• To confirm or dispute national results with local trends.
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Types of Primary Research
Interviews. Interviews are one-on-one or small group question-and-answer sessions. Interviews will provide a lot of information from a small number of people and are useful when you want to get an expert or knowledgeable opinion on a
subject.
Surveys. Surveys are a form of questioning that is more rigid than interviews and that involve larger groups of people.
Surveys will provide a limited amount of information from a large group of people and are useful when you want to learn
what a larger population thinks.
Observations. Observations involve taking organized notes about occurrences in the world. Observations provide you
insight about specific people, events, or locales and are useful when you want to learn more about an event without the
biased viewpoint of an interview.
Analysis. Analysis involves collecting data and organizing it in some fashion based on criteria you develop. They are
useful when you want to find some trend or pattern. A type of analysis would be to record commercials on three major
television networks and analyze gender roles.
Where do I start?
Consider the following questions when beginning to think about conducting primary research:
•
•
•
•
•
•
•
What do I want to discover?
How do I plan on discovering it? (This is called your research methods or methodology.)
Who am I going to talk to, observe, or survey? (These people are called your subjects or participants.)
How am I going to be able gain access to these groups or individuals?
What are my biases about this topic?
How can I make sure my biases are not reflected in my research methods?
What do I expect to discover?
Guided Reading
To help you write your paper, below is an example of how research methods can be applied to a written output.
The following paragraph offers a concise description of Corazon Aquino’s presidency. As you read, try to formulate the
writer’s biases.
The Accidental President
Is the third sentence free
of bias? What makes you
say so?
What may the source of
information tell you about
this sentence?
Corazon Aquino was the eleventh president of the Republic of the Philippines, and the
first female president in Asia. Despite having no prior background in politics, she took
her husband’s place as opposition candidate to the infamous dictator Ferdinand Marcos.
The elections that took place reeked of fraud, and both Marcos and Aquino swore oaths as
presidents of the republic. However, overwhelming support from the people forced Marcos to
finally relent and go into exile. As president, Cory’s first move was to abolish the Parliament.
She called for a constitutional convention that drafted and passed a new constitution. Cory
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also freed political prisoners from the Marcos era, the most notable of whom is Jose Ma.
Sison, the chairperson of the Communist Party of the Philippines. These acts showed the
world that the Philippines, indeed, was rightful of being called Asia’s first independent
democracy. On the other hand, Aquino had been criticized for some major decisions she
either made or failed to make. Coming from a family of landlords, Aquino had been
accused of protecting her family’s possession when she was unable to legislate land reform
during her term. Moreover, her decision to decline the repudiation of national debts by
the World Bank was met with negative reaction by different sectors. Of all the Philippine
presidents, Aquino faced the most number of coup attempts. She experienced several
military uprisings in her six-year term, but none of these triumphed. Cory attributed this
to her strong faith in God, but her detractors viewed her as being religious to a fault.
Why do you think was this
sentence included? What
purpose does it serve?
How can the fourth to
the last sentence be
improved?
Focus on the last
statement. How objective
is this observation?
Individual Activity
A. Brainstorm on a current issue in your school. Then, break down the topic by completing the chart provided below.
SUBJECT
FIELD
AREA
ISSUE
B. Conduct a preliminary reading on the topic you have chosen. Make sure that the topic is approved by your teacher
before searching books and electronic sources found in the library and online data. To assure a workable research,
you should have at least five available references for each type of reference material. Make sure to keep a list of the
data you gathered. Complete the table below.
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Key Information
Print
Electronic Data
Online Data
Print
Electronic Data
Online Data
Print
Electronic Data
Online Data
Author’s Name
Title of the Article, Chapter, or
Book
Publishing House and Place
Year of Publication
Key Information
Author’s Name
Book
Year of Publication
Key Information
Author’s Name
Book
Year of Publication
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Key Information
Print
Electronic Data
Online Data
Print
Electronic Data
Online Data
Author’s Name
Book
Year of Publication
Key Information
Author’s Name
Book
Year of Publication
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ET10-Vol2-Cover.pdf
1
4/20/2015
1:36:57 PM
techfactors Inc.
The EnglishTek K-12 Series offers a holistic and fun approach to learning English. EnglishTek is
founded on the Communicative Language Teaching (CLT) approach to develop language
competencies. EnglishTek offers a blended learning program through the best practices in
language education inside the classroom combined with e-learning technologies in order to
make learning engaging and relevant for students. With EnglishTek, students become effective
communicators who can understand and produce meaningful discourse, all the while enjoying
rich and vibrant learning experiences.
2
1
KS E R I E S
10
VOLUME 2
World
Literature
VOLUME 2
Series Coordinators
EnglishTek 10
9 789710 550968
B.EG10.1.14.1
ISBN 978-971-0550-96-8
Frances Paula L, Ibanez, M.A.
Authors
Kristina Isabelle U. Dichoso
Eris Heidi L. Ramos
10
World
Literature
Vol. 2
Eris Heidi Ramos
Series Coordinators
First Edition
4/2/2014 1:41:44 PM
TechFactors Inc.
Trademark of TechFactors Inc.
Philippine Copyright 2014 by TechFactors Inc.
All rights reserved. No part of this courseware may be reproduced or copied in any form, in whole, or in part, without written
consent of the copyright owner.
First edition, 2014
ISBN 978-971-0550-96-8
Published by TechFactors Inc.
Printed in the Philippines
Authors Kristina Isabelle U. Dichoso, M.A., Ria Marinelle de Vera, Eris Heidi Ramos, and Jean Marie M. Romualdez
Series Coordinators Alexander C. Maximo, M.A. and Frances Paula L. Ibañez, M.A.
Creative Writer Angela Paula M. Temblor and Zenia P. Lazaro
Content and Editorial Cristina G. Saulo, Ma. Regina B. Peñarroyo, Eris Heidi L. Ramos,
and Jean Marie M. Romualdez
Creatives Julius Caesar G. Barredo, Darylle R. Cajucom, Regina M. Zapata, and Samboy M. Dela Torre
Illustration Julius Caesar G. Barredo and Darylle R. Cajucom
Systems Kim A. Benebese, Mark B. Abliter, Allan Nicole C. Celestino, Kenneth T. Salazar, Robie Marc R. Peralta,
Kadmiel D.G. Ramos, and Raymond P. Baguio
Exclusively distributed by TechFactors Inc.
101 V. Luna Road Extension
Sikatuna Village, Quezon City
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Telephone number: (632) 929 8094
Email address: info@techfactorsinc.com
Website: www.techfactorsinc.com
The materials reprinted in this book, both literary materials and images, are obtained from open domain sources. The
copyrights of the literary materials have already expired, and thus are free from copyright in their respective countries and in
the Philippines.
Any lapse or oversight is unintentional and will be corrected in the next editions.
4/2/2014 1:41:44 PM
FOREWORD
Filipino students face challenges in learning the English language. More than ever, changes in learning environment now
affect how we approach language education. Teaching approaches and methods have to fit 21st century learners.
The EnglishTek K to 12 series is TechFactors’ innovation in English learning. Based on the principles of Communicative
Language Teaching (CLT) and Blended Learning, EnglishTek incorporates current practices in language learning and
educational technology. Aside from developing communicative competence in students, EnglishTek meets the competency
standards of the Department of Education K-12 curricula and also focuses on honing vital 21st century skills, giving
graduates a competitive advantage.
Lessons in the EnglishTek 7 to 10 volumes are literature-based. They follow the Directed Reading Approach (DRA)
which provides students with various activities before, during, and after reading. These activities include schema activation,
vocabulary enrichment, comprehension exercises, and real-life application of values. Graphic organizers are also provided in
the book to help learners map their ideas and improve their learning strategies and information processing. These engaging
activities are all designed to target communication skills. They also create occasions for the students to hear and use the target
language.
Moreover, EnglishTek provides holistic learning by highlighting the Reading-Writing connection. Each reading selection
is followed by a literary analysis, as well as a discussion of a related grammatical point. The grammar lessons are then
connected to a writing lesson. This ensures that the learning of the students is applied. In these writing lessons, EnglishTek
provides students with support through model paragraphs and guided practice.
Most of all, learning is made relevant by situating learners in context and by using situations, examples, and texts that can
be found in the real world. Through authentic materials that reflect Filipino values, learners can develop connections between
their classroom learning and their life experiences.
We hope that, with this series, students become effective communicators in English and simultaneously enjoy the learning
process. By building these critical foundations of communication, we hope to produce effective communicators that think
critically and can create meaningful discourse.
TechFactors Inc.
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ABOUT THE AUTHORS
Kristina holds a Masters of Arts degree in English Language and Literature Teaching from Ateneo de Manila University.
She has a Bachelor of Arts degree in Secondary Education major in English from the University of Santo Tomas, where she
is currently an instructor of English for Academic Purposes. She also taught English as a Foreign Language at the Ateneo
de Manila Language Learning Center, and Communication Arts in English at the Immaculate Conception Academy in
San Juan, Greenhills. Her research interests include language learning and teaching strategies, teacher cognition, reflective
teaching, and politeness discourse.
Ria de Vera is an ESL teacher at the Ateneo Language Learning Center. She has also previously taught basic
communication English courses at the Mapua Institute of Technology and La Salle College Antipolo. Her professional
interests include teaching English as a second language, business writing practices, materials design, and world literature.
Eris Heidi Ramos
Eris graduated with honors from the University of the Philippines Diliman with a degree in Creative Writing. She is
currently pursuing her Master of Arts degree in Language Education at the same institution. Her research interests include
second language acquisition, atypical language development, and the correlation of technology and language learning. She is a
published author, and is currently working as Content Developer at TechFactors.
Jean was a Reading Specialist at a reading clinic where she taught beginning reading to young children. She has also
trained foreign nationals in the use of Business English. Currently, she is working as Content Developer at TechFactors. She
holds a Geography degree from the University of the Philippines, Diliman.
ABOUT THE SERIES COORDINATORS
Alex holds a Master of Arts degree and a Bachelor of Arts degree, magna cum laude in English Studies: Language, from
the University of the Philippines Diliman. He teaches with the Department of English and Comparative Literature of
UP Diliman where he has handled English courses in the undergraduate and graduate level. His research interests include
critical discourse analysis, corpus linguistics, organizational communication, and computer-mediated communication. With
technology as another passion, he is currently exploring the use of e-learning to develop language skills. He has co-authored
books on office productivity, multimedia, and business writing. He also currently serves as project manager for TechFactors.
Frances graduated from the University of the Philippines Diliman with a Bachelor of Arts degree in Communication,
major in Journalism. She also earned her Master’s degree in Education, major in Language Education, from the same
institution. She worked as a technical writer in several computer firms for eight years, developing user guides and tutorials
on different software. She taught part-time in a preschool, where she handled the Nursery class, and in an English language
center, where she taught language teaching methodology. She heads the Content Group in TechFactors.
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TABLE OF CONTENTS
Unit 3: Appreciating Diversity
Lesson 1: Smallness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
A Heritage of Smallness by Nick Joaquin
Revising for Persuasive Language
Verb Tenses in Research Report (Part 1)
Defining the Research Problem
Lesson 2: Illness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Zaabalawi by Naguib Mahfouz
Distinguishing Order of Statements from Order of Events
Formulating the Supports
Lesson 3: Categories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
This Way for the Gas, Ladies and Gentlemen by T. Borowski
Reading for Implied Emotion
Comparisons
Consolidating Key Sources
Lesson 4: Imprints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Fear by Gabriela Mistral
Explaining Connotations
As and Like
Writing the Outline
Lesson 5: Peculiarities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
The Handsomest Drowned ... by Gabriel García Márquez
Analyzing the Use of Exaggeration
Numbers in Sentences
Writing the Introduction
Lesson 6: Emotions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Thoughts of Hanoi by Nguyen Thi Vinh
Comparing Poems
Italics and Underlines
Developing Supports and Strengthening Arguments
Lesson 7: Surrealism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Fable by Octavio Paz
Reading Verses for Meaning
Apostrophes
Arriving at a Conclusion
Lesson 8: Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
The Giver: Chapters 1 and 2 by Lois Lowry
Anticipating Events
Commonly Confused and Misused Words
Using Visuals
Lesson 9: Reforms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Dead Men’s Path by Chinua Achebe
Judging Character’s Actions
Common Preposition Combinations
Writing the First Draft: Using Transitions for Cohesion
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Unit 4: Taking a Stand
Lesson 1: Epiphany . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Araby By James Joyce
Writing an Advice Column
Varieties of English
Editing for Appropriate Language
Lesson 2: Voices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
The Speech of Aristophanes From the Symposium by Plato
Recognizing Author’s Bias
Prefixes
Editing for Accuracy
Lesson 3: Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
The Book of Sand by Jorge Luis Borges
Character Study
Suffixes
Editing for Style
Lesson 4: Modernization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
The Garden of Stubborn Cats by Italo Calvino
Evaluating Author’s Statement of Philosophy
Faulty Parallelism
Peer Review
Lesson 5: Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Photograph from September 11 by Wisława Szymborska
Doing Cultural Research
Faulty and Excessive Coordination
Preparing Presentation Notes
Lesson 6: Suspension of Disbelief . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
The Nine Billion Names of God by Sir Arthur C. Clarke
Idiomatic Structures
Double Negatives
Preparing the Presentation
Lesson 7: Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Girl by Jamaica Kincaid
Relating Structure to Theme
Unnecessary Shifts
Writing a Critical Response Paper
Lesson 8: Singularity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
A Room of One’s Own by Virginia Woolf
Analyzing Audience
Mixed Constructions
Revising
Lesson 9: Beginning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226
Sense of Something Coming by Rainer Maria Rilke
Inferring Speaker’s Attitude in Poems
Spelling Rules
Strategies for Editing
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UNIT 3: Appreciating Diversity
Lesson 1: Smallness
Lesson 2: Illness
Lesson 3: Categories
Lesson 4: Imprints
Lesson 5: Peculiarities
Lesson 6: Emotions
Lesson 7: Surrealism
Lesson 8: Structures
Lesson 9: Reforms
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Lesson 1: Smallness
Before Reading
Lesson Objectives
Important Words
Activity. Read each sentence, and take note of the underlined word. Use
context clues to determine the meaning of the word. Then, write a sentence that
uses the word in the same context.
1. The disparity of opinions among the three candidates for mayoralty
became evident when they laid out their platform for progress of our
town.
_________________________________________________________
_________________________________________________________
_________________________________________________________
2. The first candidate was a former movie star. He promised to wipe out
corruption, and he also used disparagement of his opponents as a
tactic to show that he was the better choice.
_________________________________________________________
• To use context clues in
determining the meaning of
an unknown word
• To evaluate the different
factors that affect
communication of a certain
message
• To determine validity of
a writer’s argument by
examining supporting
evidences
• To revise an opinion article
for a more persuasive use of
language
_________________________________________________________
_________________________________________________________
3. The second candidate was a pygmy, standing only four feet and ten
inches. He, on the other hand, swore to alleviate poverty and to give
more jobs.
_________________________________________________________
_________________________________________________________
_________________________________________________________
4. The third candidate was the current mayor. He was a commanding
man that petrified everyone with his intense stare.
_________________________________________________________
_________________________________________________________
_________________________________________________________
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5. At once, he launched into a litany of the things he had already done
for our town and how much we owe him.
_________________________________________________________
_________________________________________________________
_________________________________________________________
6. These pronouncements were meant to daunt us and intimidate us
into voting for him again.
_________________________________________________________
_________________________________________________________
_________________________________________________________
7. I started to wonder if anyone of the candidates were really up for the
job. What if all of them only want power? Would it be better if no one
ruled? What if we had anarchy instead?
_________________________________________________________
_________________________________________________________
_________________________________________________________
8. My thoughts did not go any further, however, because the night
quickly came to an end. Before voting, I decided on consolidating the
ideas presented by the candidates, as well as on researching about
their qualifications. I want to make my vote count.
_________________________________________________________
_________________________________________________________
_________________________________________________________
Knowledge Activation
In January 2013, the Sin Tax Law was implemented in the Philippines and the
government gave the public several reasons for setting off an act to restructure tax on alcohol
and tobacco products, and one of these is “to discourage the consumption of sin products”
(“Briefer on the Sin Tax Law,” Department of Finance, 2013). Despite this optimistic
intention, many individuals have commented on the law’s impact on the “tingi” system to
which many Filipinos are accustomed since this system makes goods affordable for them.
Learn more about the Sin Tax Law as you watch an interview from one of the biggest news channel in the
Philippines. As a preparation for listening, do the first activity on the next page.
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Activity 1
Reflect on your own opinion about the Sin Tax Law. Do you also think that the implementation of this law would
have positive effects on the health of many Filipinos? Discuss your answer with a small group.
MY OPINION
I think ...
Reason #1
Reason #2
Reason #3
Conclusion
Activity 2
Write a summary of the interview on the first box in the chart. Then, think about the connection of the video’s title
to the whole interview? What do you think is the implication of the title on the main point of the interview? Write your
answer to this question on the second box.
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Oral Interaction
What do you usually buy by tingi in a sari-sari store? Why do you prefer buying this by piece and not per pack? Read
the essay by Nick Joaquin and take note of his opinion about our “tingi” culture.
Literary Selection
A Heritage of Smallness
by Nick Joaquin
About the Author. Nick Joaquin is one of the National Artists of the Philippines in Literature. He was both a literary
writer and a journalist. He earned several awards for a number of his published short stories, novels, essays, and reportage.
He is considered one of the most important Filipino writers in English. Some of his notable works include the novel The
Woman Who Had Two Navels, and the short stories “May Day Eve” and “The Summer Solstice.”
Critical Viewing. What does the picture tell us about some Filipinos’ ways of coping with financial struggles?
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During Reading. The first column presents the arguments Joaquin discussed in his essay. As your read, write down the
supporting evidence he mentioned.
We have the habit, whatever our individual resources,
of thinking poor, of thinking petty.
Support 1
Support 2
Support 3
Because we cannot unite for the large effort,
even the small effort is increasingly beyond us.
Support 1
Support 2
Support 3
An honest reading of our history should rather force us to admit that
it was the colonial years that pushed us toward the larger effort
Support 1
Support 2
Support 3
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Understanding Literature
Comprehension Questions
1. What does the author mean by a “heritage of smallness”?
2. What are the evidence used to support this argument of smallness? Are the supporting arguments convincing or
not?
3. Do you personally agree with this argument made by the writer? Why or why not?
4. What is the author’s tone throughout the article? Was it consistent, or did it change at some point? If it did
change, what may account for this shift?
5. What do you think is the author’s purpose in writing the text? Cite specific passages to support your answer.
Literary Analysis
The purpose of a critical review is to summarize and evaluate a text. The
critical review can be of a book, a chapter, or a journal article. Writing the critical
review usually requires you to read the selected text in detail and to also read
other related texts so that you can present a fair and reasonable evaluation of the
selected text.
What is meant by “critical”?
To be critical does not mean to criticize in a negative manner. Rather, it requires you to question
the information and opinions in a text and present your evaluation or judgment of the text. To do
this well, you should attempt to understand the topic from different perspectives (i.e., read related
texts) and in relation to theories, approaches, and frameworks.
What is meant by “evaluation” or “judgment”?
Here you decide the strengths and weaknesses of a text. This is usually based on specific criteria.
Evaluating requires an understanding of not just the content of the text, but also an understanding
of a text’s purpose, the intended audience and why it is structured the way it is.
What is meant by “analysis”?
Analyzing requires separating the content and concepts of a text into their main components
and then understanding how these interrelate, connect, and possibly influence each other.
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Activity
Conclusion
Body
Introduction
In a critical analysis, it is important to look at all parts of the argument. One must zoom in on the introduction,
the body, and the conclusion of the article. Below, write down your first impressions of each part of “A Heritage of
Smallness.” These impressions can be about the main arguments or how the arguments are presented by the author. You
may also include suggestions on how to better explain the arguments. Give at least three criticisms per part.
Responding to Literature
Oral Communication
Form a group of three to five people. Together, come up with a skit that examines Filipino’s “tingi” culture. You may
be in favor of this practice, or you may be not. Negotiate with each other about which side you want to present to the
class. Your skit should inform the audience about your group’s view point regarding this concept. Be very clear about your
message.
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Research and Writing
Look for an article in newspapers or magazines that provide a review about culture. You may search for opinion or
feature articles. Then, evaluate the argument presented. Write a short reaction paper expressing your opinion and critique
of the culture review. This is, therefore, a review of a review of culture.
Here are possible questions that you may want to focus on:
• What is the author’s aim?
• To what extent has this aim been achieved?
Significance and
contribution to the field
• What does this text add to the body of knowledge?
(This could be in terms of theory, data, and/or practical application.)
• What relationship does it bear to other works in the field?
• What is missing/not stated?
• Is this a problem?
Methodology or
approach
• What approach was used for the research?
(eg., quantitative or qualitative, analysis/review of theory or current
practice, comparative, case study, personal reflection, etc …)
• How objective/biased is the approach?
• Are the results valid and reliable?
• What analytical framework is used to discuss the results?
• Is there a clear problem, statement, or hypothesis?
• What claims are made?
• Is the argument consistent?
Argument and
use of evidence
• What kinds of evidence does the text rely on?
• How valid and reliable is the evidence?
• How effective is the evidence in supporting the argument?
• What conclusions are drawn?
• Are these conclusions justified?
Writing style and
structure
• Does the writing style suit the intended audience?
• What is the organising principle of the text? Could it be better
organized?
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Skills Development:
Revising for Persuasive Language
Opinion article writers often use strong words to add to the persuasive force of their piece. They avoid using vague or
general words and phrases to compel readers to agree on their stance on an issue.
Activity
A. Below is a list of powerful sentences that Nick Joaquin used in his essay “A Heritage of Smallness.” Analyze his
use of the highlighted word or phrases in each sentence. How do you think this word adds to the persuasive force
of the sentence? How would the use of a general word affect its message?
The highlighted word can be
replaced with the general word...
Sentences
The highlighted word makes the
sentence more powerful by...
... we act on such a pygmy scale ...
... the depressing fact in Philippine
history is what seems to be our
native aversion to the large
venture ...
... used only to the small effort,
we are not, as a result, capable
of the sustained effort and lose
momentum fast ...
... our cultural history, rather than
a cumulative development, seems
mostly a series of dead ends ...
... the prospect is terrifying ...
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B. Read the essay below, and revise it by editing particular words and phrases that are too general or vague.
Remember that the main point of the essay is to review a beauty product and convince its reader about the
product’s effectiveness.
Beauty in Small Packages
People of today are very conscious on how they look, appear, and even feel about their selves. They
tend to seek help from beauty products hoping that they will become more beautiful and at the same
time to gain more confidence.
One of the few most loved beauty products in the country is POND’s. This product is a whitening
cream that promises to whiten the “morena” skin most Filipina women have.
Truly, indeed it was a very reliable product from a very reliable manufacturer. But what makes it lead
in the market are the effective television campaigns, testimonials from the users, and the exemplary
marketing strategies their distributors are doing. They are endlessly reaching out to the masses and
gives out samples for them to try. Through this, POND’s products can be tried and we can say be tested
by their target market. By giving out samples, their new products can be scattered, recognized, and be
tried by real people. And because POND’s definitely understand that Filipinos are quite keen on their
budgeting, they even have their products in small packages. Who would have thought that beautifying
one’s skin can be readily available in our nearby store for less than 10 pesos?
Through POND’s beauty products, we can say that now, beauty can come in small
packages.
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Grammar Review:
Simple Present Tense
The simple present tense is used when:
• describing an action that is happening now or when describing an action that occurs regularly
Example: I walk to school every morning.
• describing a fact or general truth
Example: The freezing point of water is zero degrees Celsius.
• making general statements about the topic or the view of other research scholars
Example: Everyday, Metro Manila generates six thousand tons of solid waste. (Duyanen and Heasley, 2002)
• presenting an aspect of your paper such as tables and charts
Example: Table 1 shows the items that high school students usually purchase in the mall.
• describing the implications of research results that are meaningful in the present
Example: These results suggest that junk food contribute to weight gain in children.
• describing fictional events that occur in literature
Example: In Shakespeare’s Romeo and Juliet, the couple’s relationship encounters opposition from their families.
• making interpretations of facts and interpretations of other sources in literature
Example: Odysseus represents the archetypal epic hero.
Simple Past Tense
The simple past tense is used when:
• describing actions that occurred in the past
Example: The basketball game yesterday was held in the school gym.
• describing the methods you used to gather data
Example: I found out about the solid waste management issues in the city when I interviewed the mayor.
• presenting the results of your research
Example: The survey showed that high school students like to spend their money on food.
• describing results or facts that are no longer valid
Example: Pluto is no longer considered a planet.
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Simple Future Tense
The future tense is used when:
• describing an action that will take place at a particular time in the future
Example: I will conduct a survey to gather data about the spending habits of high school students.
• writing your assumptions, speculations, predictions after the data has been analyzed
Example: Unless we start finding ways to lessen our garbage, we will eventually find ourselves living amidst heaps of
our own waste.
Present Progressive Tense
Structure: is/are + verb in –ing form
The present progressive is used when:
• describing an ongoing action
Example: She is attending an English class now.
• describing a temporary situation
Example: Regina is living with her grandmother.
• describing actions that are done repeatedly
Example: Joshua is dribbling a ball around the court.
Past Progressive Tense
Structure: was/were + verb in –ing form.
The past progressive is used when:
• describing a past action which was happening when another action occurred
Example: Christina was cleaning her room when the doorbell rang.
• describing actions that were done repeatedly in the past
Example: They were practicing the dance yesterday.
• describing an action that was being done at a specific point of time in the past
Example: She was exercising in the gym at 9:00 this morning.
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Future Progressive Tense
Structure: will be or shall be + verb ending in -ing.
The future progressive is used when:
• describing an ongoing or continuous action that will take place in the future
Example: Kate will be watching a game at 5:00 P.M. tomorrow.
• describing the duration of a specific action that will take place in the future
Example: They will be vacationing in Paris for the next two weeks.
Grammar Workout
A. Write two sentences for each verb tense.
Present:
1. ________________________________________________________________________________________
2. ________________________________________________________________________________________
Past:
1. ________________________________________________________________________________________
2. ________________________________________________________________________________________
Future:
1. ________________________________________________________________________________________
2. ________________________________________________________________________________________
Present Progressive:
1. ________________________________________________________________________________________
2. ________________________________________________________________________________________
Past Progressive:
1. ________________________________________________________________________________________
2. ________________________________________________________________________________________
Future Progressive:
1. ________________________________________________________________________________________
2. ________________________________________________________________________________________
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B. Rewrite the following sentences, and use the correct verb tense.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
He will be taking diving lessons now.
The doctor is talking to a patient when her husband called.
The orchestra practiced in the grand hall tomorrow.
Cindy and her friends were going to the mall every Saturday.
The first chart showed the preferred vacation spot of young professionals.
I was gathering data by interviewing people who live along the busy street.
The recent survey is showing that most teenagers interact with their friends using social media.
In the past, people was believing that the Earth is flat.
In James Joyce’s “Araby”, the narrator will be experiencing his first love. Every day in the city, thousands of people rode the MRT.
Collaborative Task
Form a group with at least five members. Work collaboratively to solve the lateral
thinking problem that will be assigned to your group. You may create a chart or a map
to visualize the problem and solve it fast. After the activity, reflect on how you were able
to find the solution and how helpful it was for you to visualize your ideas using charts
or maps.
Writing Topic:
Defining the Research Problem
In defining the research problem, the researcher has to create the research question and hypothesis. The research
question can be answered through gathering and analyzing data. The researcher makes a hypothesis which is the writer’s
best guess to the research question.
Here are steps to follow when defining your research problem:
1. Identify a broad topic. Choose a topic that is interesting and relevant to your readers. Read related literature to
identify what topic you would like to focus on and how you will research the topic.
2. Choose a specific topic. Narrow down your broad topic until you decide on a specific topic to research. When
choosing a specific topic, ask yourself the following:
• Is it narrow enough to discuss in one paper?
• Is it possible to conduct the research within the given time?
• Are there enough resources available to use for your research?
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3. Raise questions about your chosen topic.
• What do you want to learn about the chosen topic?
4. Formulate objectives.
• List down what you want to achieve in writing your paper. This will help you focus your paper and see if your
objectives are attainable.
5. Write your research question and hypothesis.
• Is your research question well-defined?
• Is it useful in answering the overall problem of your research?
Example
Broad topic: Environment
Specific topic: Solid Waste Management in Metro Manila
Objectives: To identify different solid waste disposals.
Research problem: What can we do regarding the solid waste problem in Metro Manila?
Hypothesis: Solid waste can be managed through recycling and reducing waste.
Guided Reading
Study the chart below, and look at how a general topic was narrowed down to a specific topic.
ENVIRONMENT
Environmental Problems
POLLUTION
WASTE
Air
Water
Smog
Acid Rain
Solid
Waste
Electronic
Waste
Medical
Waste
Solid Waste
Management
E-waste
Management
Medical Waste
Management
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Individual Activity
Think of a general topic that you would like to study. Create your own chart on the space below to narrow down the
general topic into specific topics. Choose one topic that you would like to research on.
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THIS IS A SAMPLE COPY
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Lesson 1 - TechFactors, Inc

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