LADY OF LOURDES HOSPITAL AND COLLEGES OF

CAYBIGA INC.
COLLEGE OF EDUCATION
ENGLISH DEPARTMENT

ENGLISH
MODULE

PREPARED BY

ESQUIVEL, JHON FRANCIS C.

ESTAPIA, JOCELYN

ESTEVES, JOYCE ANN

WRITING
ACTIVITIES
ACTIVITY 1

Direction: Find the appropriate result in column B from the condition given in Column
A. Rewrite the complete conditional sentence and identify whether it uses zero, first,
second, or third conditional. Write your answer on a ½ crosswise sheet of paper.

Column A Column B
_______1. If Eve was a superstar, o the examinees will refrain asking
_______2. Unless the proctor questions.

clarifies the instruction, o people would watch her concert.

_______3. If you slice an onion, o I would grab the chance to perform

her songs.
_______4. If the board had
approved the proposal, o I will come to her wedding
celebration.
_______5. If you keep reading
o I would have attended the Faye’s
books,
debut.
_______6. Unless the crow turned
o the sales would have increased at
white, least a bit.
_______7. If an animal has spine, o you will improve your vocabulary.
_______8. If I were Lisa,
o it is a vertebrate.
_______9. If the gifts had arrived
o your eyes will shed tears.
before the party,
o the secret would be told.
_______10. If she sends me an
invitation,
ACTIVITY 2

Instructions: Below are verbs written on their base forms. Complete the table by writing
the correct tense the table asks for.

Base Form Present Tense Past Tense Future Tense

accrue accrue 1. will accrue
add 2. added 3.
bet 4. 5. will bet
bring bring will bring
check check checked 6.
fly fly 7. will fly
give give gave will give
know 8. 9. will know
pack pack 10. will pack
read 11. 12. will read
shake 13. shook will shake
toast toast toasted 14.
tell tell 15. 16.
vanish vanish vanished 17.
wash 18. 19. will vanish
yell yell 20. will yell
ACTIVITY 3

Instruction: Read each sentence, carefully. Identify whether the sentence used active
or passive voice. Write AV if it is active and PV if it is passive. Then, revert the sentence
depending on the voice used.

1. The ball hit the glasses on the table.

2. Anthony reported the case to the police.

3. The poem was written by Maine.

4. Teacher Sam taught biology yesterday.

5. He plays the piano.

6. Florence gave John his pen.

7. The papers are printed by John.

8. The class performed a dance.

9. Sheena brought a new dress.

10. The cookies were baked by her mother.

ACTIVITY 4

Instructions: Read the following sentences. Name the verbal used in each sentence
by writing them on a ¼ sheet of paper. Then, identify whether it is a gerund, participle,
or infinitive.

_______1. Playing sport is John’s weekend routine.

_______2. The occupied seats are for the guests.

_______3. Our teachers allowed reviewing before the test.

_______4. The falling leaves at the backyard were swept by Grace.

_______5. To paint was Jessy’s childhood favorite hobby.

_______6. He gave her a written love letter.

_______7. Christy is afraid of reporting in class.

_______8. The cast started filming the movie.

_______9. The jeweler loved the shining diamond ring she wore.

_______10. To waste food is unpleasant behavior.

ACTIVITY 5

Instructions: Write an essay of your chosen subject from the themes indicate below.
Make use of cohesive devices in expressing your ideas such as compare, contrast,
emphasis, addition, and clarification to name a few. Observe proper writing mechanics
and use the rubric below as your guide.

Themes
1. What it feels to love someone?
2. Is reason important than emotion?
3. Tell us how you feel about climate change.
4. What is your greatest travel experience?
5. Will you advise me to have a pet?

Rubric
Criteria Percentage
Use of Cohesive Devices 30%
Grammar 30%
Cohesion 20%
Relevance to the theme 10%

TOTAL: 100%
ACTIVITY 6

Instructions: Create a dialogue between two characters that includes at least five
idiomatic expressions from the list below. Make sure the idioms are used correctly in
context to convey their meanings.

Idiomatic Expressions:

1. Spill the beans

2. Beat around the bush
3. Under the weather
4. Cost an arm and a leg
5. Hit the sack

Rubric
Criteria Percentage
Use of Idioms 30%
Grammar 30%
Cohesion 20%
Relevance 10%

TOTAL: 100%
ACTIVITY 7

Instructions: Below are five short paragraphs that use excessive noun repetition.
Rewrite each paragraph by replacing the repeated nouns with the appropriate
pronouns to make them cohesive and concise.

1. Paragraph 1:
Anna loves reading books. Anna reads books every night before Anna goes to
bed. Anna’s favorite genre of books is fantasy.

2. Paragraph 2:
The cat chased the mouse around the garden. The cat tried to catch the
mouse, but the mouse was too quick for the cat.

3. Paragraph 3:
Mr. Lopez teaches science. Mr. Lopez always explains topics clearly, and Mr.
Lopez uses fun experiments in Mr. Lopez's lessons.

4. Paragraph 4:
The students are excited about the field trip. The students packed their
lunches and brought their cameras. The students can’t wait to explore the
museum.

5. Paragraph 5:
My brother is great at basketball. My brother practices every afternoon. My
brother's coach says my brother has great potential.
ACTIVITY 8

Instructions: Students will classify the given sentences into their respective text
types: narrative, descriptive, expository, persuasive, or procedural. Match each
sentence to the correct type.

1. Once upon a time, a brave knight set out on a journey to rescue the princess.

2. The house was painted in shades of warm yellow, with a cozy garden in the
front.

3. To bake a cake, first gather all the ingredients and preheat your oven to 350°F.

4. Studies show that regular exercise improves mental health.

5. You should recycle more because it helps save the planet for future
generations.
ACTIVITY 9

Instructions: Students will create a vivid description of their favorite food using all five
senses: sight, smell, taste, touch, and sound. Write a paragraph that incorporates at
least one descriptive sentence for each sense.

Activity Example:

Describe your favorite food using sensory imagery.

Sample Answer:

The golden-brown crust of the apple pie glistened under the light. The warm, sugary
aroma wafted through the room, making my mouth water. As I took a bite, the tangy-
sweet taste of the apple filling mingled with the buttery crust, melting in my mouth. The
flaky pastry felt delicate and crisp between my fingers. A soft crunch echoed as I bit
into it, a sound that promised pure comfort.
ACTIVITY 10

Instructions: Students will identify the propaganda technique used in each

advertisement or statement below. Match the example to its correct propaganda
technique: bandwagon, testimonial, glittering generalities, name-calling, or plain folks.

1. “Join millions of satisfied customers who’ve switched to Eco Clean detergent!”

2. “This toothpaste is recommended by 9 out of 10 dentists.”

3. “Freedom Flame Candles: The light of liberty in your home!”

4. “Don’t listen to Brand X—they are a scam!”

5. “Just like you, we believe in honest, hard work and family values. Choose
Farmer’s Choice Milk!”
ACTIVITY 11

Instructions: The class will be divided into 5 groups. In this activity, the group will write
a poem that uses analogies. The poem should have at least four lines, and each line
should have an analogy with the last word rhyming with the previous line. The
analogies can use synonyms, antonyms, or other word relationships. The poem should
have a theme or a message that connects the analogies.

Category Excellent Good Needs Not Yet Met

(5 points) (4 points) Improvement (2 points)
(3 points)

Analogy Each line contains a Most lines contain Some analogies Few or no
use clear and creative analogies but are present but analogies are
analogy using some may be they may be used or the
synonyms, antonyms, less creative or simplistic or not analogies are not
or other word not fully clearly connected relevant to the
relationships. The developed. to the poem's poem's message.
analogies are varied theme.
and effectively enhance
the poem's meaning.

Theme/ The poem has a clear The poem has a The poem has a The poem lacks a
Message and engaging theme or theme or vague or unclear clear theme or
message that is message but it theme or the message.
effectively conveyed may not be fully analogies do not
through the analogies developed or the connect to a
used. analogies may central message.
not fully support
it.

Creativity The poem is The poem is The poem is The poem is

and imaginative and original creative but it somewhat unoriginal and
Originality showcasing the group's may rely on creative, but it lacks creativity.
unique voice and common or may lack
perspective. predictable originality or be
analogies. overly simplistic.
ACTIVITY 12

Instructions: Think back to your childhood and choose your very favorite meal. It
could be something your grandma made, a dish you ate at a special restaurant, or
even a simple snack. Describe what it tasted like back then, using vivid language and
sensory details.

• Write on a 1 sheet of pad paper.

• Use your sense of taste as your primary focus.
• Be prepared to share your writing with the class.

Grading Rubric:
• Content (5 points)
• Language and Style (5 points)
• Organization and Structure (5 points)
• Total Points: 15 points
ACTIVITY 13

Directions: Create a short story using your imagination that includes all five basic
elements of a short story (character, setting, plot, conflict, and theme. Keep it short
and engaging.

Elements Excellent Good (3 points) Needs Not present

(4 points) Improvement (1 point)
(2 points)

Character Character is well- Character is Character is Character is

developed, present but lacks underdeveloped or missing or not
relatable, and has depth or unclear. described.
a clear motivation. motivation.

Settings Setting is vivid and Setting is present Setting is vague or Setting is

immersive, but lacks detail poorly described. missing or not
contributing to the or impact. described.
story's
atmosphere.

Plot Plot is engaging, Plot is present Plot is confusing or Plot is

with a clear conflict but lacks underdeveloped. missing or not
and resolution. complexity or described.
tension.

Conflict Conflict is well- Conflict is Conflict is weak or Conflict is

defined and drives present but lacks unclear. missing or not
the story forward. tension or described.
significance.

Theme Theme is clear Theme is present Theme is unclear or Theme is

and effectively but not fully not supported by the missing or not
conveyed through explored. story. described.
the story.
ACTIVITY 14

Directions: What prosodic feature of speech is being described in each sentence?

Choose your answer below and write it on the space provided.

Stress Pitch Intonation

Volume Juncture Projection and Rate

_______1. Jenny observes the loudness and softness of her voice during
speech class.
_______2. I like how she manages the highness and lowness of her tone.
_______3. Anthony uses force to a syllable in each word he utters.
_______4. The actor uses variations of pitch to express the emotion as he
delivers the script.
_______5. The speed and modulation of the speaker in speaking made the
speech more understandable.
ACTIVITY 15

Instructions: Match the following gestures/stances with their correct meanings or

effects.

Meaning / Effect Gesture / Stance

[Link] nervousness or lack of confidence A. Open palms

[Link] key points B. Standing stall

[Link] openness and honesty C. Crossing arms

[Link] seem aggressive or commanding D. Pointing with finger

[Link] confidence and attentiveness. E. Slouching

READING
ACTIVITIES
ACTIVITY 1

Directions: Read the ‘Gettysburg Address’ wrote and delivered by Abraham Lincoln.
Identify the modal verbs used in the speech after reading.

Gettysburg Adress by Abraham Lincoln

Four score and seven years ago our fathers brought forth on this continent, a
new nation, conceived in Liberty, and dedicated to the proposition that all men are
created equal.

Now we are engaged in a great civil war, testing whether that nation, or any
nation so conceived and so dedicated, can long endure. We are met on a great battle-
field of that war. We have come to dedicate a portion of that field, as a final resting
place for those who here gave their lives that that nation might live. It is altogether
fitting and proper that we should do this.

But, in a larger sense, we can not dedicate -- we can not consecrate -- we can
not hallow -- this ground. The brave men, living and dead, who struggled here, have
consecrated it, far above our poor power to add or detract. The world will little note,
nor long remember what we say here, but it can never forget what they did here. It is
for us the living, rather, to be dedicated here to the unfinished work which they who
fought here have thus far so nobly advanced. It is rather for us to be here dedicated
to the great task remaining before us -- that from these honored dead we take
increased devotion to that cause for which they gave the last full measure of devotion
-- that we here highly resolve that these dead shall not have died in vain -- that this
nation, under God, shall have a new birth of freedom -- and that government of the
people, by the people, for the people, shall not perish from the earth.
ACTIVITY 2

Instruction: Read the expressions below and carefully select the appropriate word from
the box that will complete the analogy. Identify what type of analogy is used in each
expression. Write your answer in a ¼ sheet of paper.

Anger Fins Poem Peace

Shout Frowning Night Light

Dessert Vendor

_______1. Death : Life :: Dark : ____

_______2. ____ : Sad :: Laughing : Happy
_______3. Sand : ____ :: Ice : Snow
_______4. Sun: Day :: Moon: ____
_______5. ____ : Fish :: Birds : Wings
_______6. Poet : ____ :: Musician : Music
_______7. ____ : Rage :: Fruitful : Lavish
_______8. Whisper : ____ :: Forget : Remember
_______9. Lion : Strength :: Dove : ____
_______10. ____: Sell :: Customer : Buy
ACTIVITY 3

Instruction: Read the short texts below. Identify whether the text is descriptive,
narrative, expository, persuasive, informative, or argumentative. Write your answer in
a ¼ sheet of paper.

Last Summer Memory

The tourists soaked themselves in the salty waves of the sea as the sky was
painted by orange and pink hues. The playful smiles in their faces and the fine white
sand that sticked to their bare feet exuded the enjoyment they felt last summer.

1. What type of text is the excerpt above?

2. What is the place being described by the text?
3. Write the words that describe the narrator’s memory.

Terrestrial Planets Vs. Gas Giants

The size difference between the inner and outer planets results from their
composition and formation history. The inner planets, also known as terrestrial planets,
consist of heavier materials like rocks and metals. These dense materials were more
prevalent in the inner regions of the solar system during its formation. Rocky planets like
Earth and Mars form around stars that contain a significant concentration of metals.

On the other hand, the outer planets or gas giants consist mainly of lighter
elements such as hydrogen and helium. These elements were more abundant in the outer
solar system and accumulated in larger quantities, leading to the formation of significantly
larger planets.

4. What type of text is the excerpt above?

5. What make inner and outer planets different from each other?
6. What are the rocky planets mentioned in the text?
ACTIVITY 4

Instructions: Read the sentences below. Underline the words or phrases where figures
of speech (simile, metaphor, personification, hyperbole, paradox, assonance,
alliteration, and onomatopoeia) are used. Identify the figures of speech that was used
in each statement.

_______1. His promises were as sweet as honey that made her fall in love.
_______2. The birds’ chirps echoed amidst the silence of the entire hall.
_______3. “Clang!”, the bell is repeatedly inviting people for the mass.
_______4. The fog embraced the summit of the mountain.
_______5. The only constant in Earth is change.
_______6. Life is a canvas that a person has to paint.
_______7. Edward runs like a cheetah.
_______8. His elation could take him above the clouds.
_______9. Eden was seen by Steven past eleven.
_______10. She will cry until her tears dry.
_______11. A door closing is not an ending but a beginning of something new.
_______12. Her words torn his heart apart.
_______13. May stays from far away.
_______14. Her hair is onyx.
_______15. I ran a thousand miles just not to be late.
ACTIVITY 5

Instructions: Below are sentences that consist sensory imagery. Read the sentences
and underline the word/s that make up sensory imagery. Determine what type of
sensory imagery is used in each sentence.

_______1. As I sleep on my bed, the soft pillows pressed under my hair.

_______2. The spicy noodles turned her face into crimson.
_______3. The howling of the wind heightened his fear.
_______4. His pale and dull skin makes him look sickly.
_______5. The orchestra plays endearing melodies, swaying the mood of the
wedding guests.
_______6. Last night, the moon was crescent and brightly shining.
_______7. The cold breeze and the strong aroma of coffee awaken my sleepy
mornings.
_______8. The yellow falling leaves and dark brown barks ignite the upcoming
autumn in town.
_______9. Cities are where the busy streets and the beeping buses appear.
_______10. It was so hot that even the ice melted instantly.
ACTIVITY 6

Instructions: Read the sentences below and identify the verb tenses used.
Underline the verbs and indicate whether they are in the past, present, or future
tense.

1. Yesterday, Sarah painted a beautiful landscape.

2. Sarah paints landscape every weekend.

3. Tomorrow, Sarah will paint another masterpiece.

4. The artist is painting in the studio right now.

5. Last year, Sarah had painted a mural for the community.

ACTIVITY 7

Instructions: Read the sentences below and choose the correct meaning of the
idiomatic expressions used.

1. “Let’s call it a day and go home.”

a. Finish the work and leave.

b. Name the day of the week.

c. Discuss tomorrow’s plans.

2. “He hit the nail on the head with his suggestion.”

a. He made a mistake.

b. He was exactly right.

c. He broke something.

3. “She let the cat out of the bag about the surprise gift.”

a. She released a pet.

b. She revealed a secret.

c. She dropped something.

4. “Don’t bite the hand that feeds you.”

a. Don’t offend someone who helps you.

b. Don’t take food from others.

c. Don’t argue about food.

5. “The new policy is a double-edged sword.”

a. It has both advantages and disadvantages.

b. It is dangerous.

c. It is useless.
ACTIVITY 8

Instructions: Read the paragraphs below and replace the repeated nouns with
appropriate pronouns.

1. John went to the store. John bought apples, and John carried John’s
groceries home.

2. Lisa and Maria are best friends. Lisa and Maria study together, and Lisa and
Maria share notes.

3. The cat chased the mouse. The cat jumped over a fence, but the mouse
escaped from the cat.

4. Mr. Cruz teaches English. Mr. Cruz explains lessons clearly, and Mr. Cruz
gives helpful examples.

5. The team celebrated their victory. The team cheered loudly, and the team
waved to their fans.
ACTIVITY 9

Instructions: Read the following sentences and determine whether they are first,
second, or third conditional. Write your answer next to each sentence.

1. If it rains tomorrow, we will stay indoors.

2. If I had known about the meeting, I would have attended it.

3. If I were you, I would apologize immediately.

4. If she studies hard, she will pass the test.

5. If they had practiced more, they could have won the match.
ACTIVITY 10

Instructions: Read the sentences below and identify the type of verbal used
(gerund, infinitive, or participle). Write your answer next to each sentence.

Activity:

1. Reading books is one of her favorite hobbies.

2. To succeed in life, one must work hard.

3. The shattered glass lay on the floor.

4. Swimming in the ocean is refreshing.

5. He wants to travel around the world.

ACTIVITY 11

1. Read the following passage aloud in front of the class:

"Wow! I'm so excited! We're going to the beach tomorrow! // I packed my sunscreen,
towel, and favorite book. // But, oh no! // The weather forecast says there's a chance
of rain. // Hmm... I hope it's not too gloomy."

2. As you read, pay attention to the prosodic features you use, such as:
➢ Stress: Emphasize certain words or syllables.
➢ Intonation: Use rising or falling pitch to convey meaning.
➢ Pitch: Vary your pitch to convey emotions.
➢ Volume: Adjust your volume to add emphasis.
➢ Pace: Vary your reading speed to convey excitement or concern.
➢ Pause: Use pauses to create drama or suspense.

3. After reading, discuss the following questions:

a) Which prosodic features did you use to convey excitement?
b) How did you use stress and intonation to convey concern?
c) How did the prosodic features enhance the meaning of the passage?
ACTIVITY 12

Instructions: Create scenarios that involve different situations where modal verbs are
used. (e.g., a student asking for permission to go to the bathroom, a friend offering
advice, a teacher giving instructions).

Group your class into 5. Each group chooses a scenario and role-plays the situation
with a script being used. Use the following modals (can, could, may, will, would, should,
or must).

Example:

Scenario: A student asks their teacher for permission to go to the bathroom.

Dialogue:

Student: "Excuse me, Ms. Smith, can I please go to the bathroom?"

Teacher: "You may go, but please be quick.”

ACTIVITY 13

Directions: Read the following advertisements, statements, and situations and

identify the propaganda technique used in each situation. Pick your answer from the
choices given and write it on a separate sheet of paper.

Glittering Generalities Plain Folks Bandwagon

Card Stacking Name-Calling Testimonial Transfer

1. Buy Al Shoes. These are the shoes that will match your classy style, your great
looks, and your strong personality! ________

2. Michael Jackstone, a well-known break-dancer, endorses Plasticman Magic Drink

that will make your body healthier and stronger. ___________

3. A candidate told his supporters not to vote for his rival. He says that his rival's grades
in elementary and high school were below 80. He also called his rival "cheap."
____________

4. Aling Doray only sends and receives money through "Kabagwakan Pawnshop: The
People's Pawnshop" because she believes that it welcomes ordinary people like her.
_______________

5. A salesman talked to my father about a new battery. The salesman enumerated 10

good things about the battery. He did not mention any negative quality of the product.
_____________

6. The jeepney driver says he is using Carabao Tires. He says that this brand of tire is
very much like a real carabao-it is durable and dependable, and it keeps working under
all weather conditions. ____________

7. Almost everybody in our city is using Hello Telecom. Buy one if you want to be one
of us. _____________
ACTIVITY 14

Instructions: Read the passage carefully, paying attention to how the ideas are
connected. Underline all the cohesive devices you find in the passage. Share your
findings with the class. Explain how the cohesive devices you identified connect the
ideas in the passage.

Maya's New Backpack

Maya was excited to start the new school year. She was excited to see her
friends again and to meet her new teacher. She was most excited about using her new
backpack. She sat down on the floor with all of her new school supplies and her bright
pink backpack.

First, Maya put her crayons in the backpack. She would use the crayons to draw
pictures for her new teacher, Mrs. Smith. Next, she put her scissors in the backpack.
She could use the scissors to cut out hearts for her best friend. Next, Maya put in her
new princess pencils. She thought of all the stories she would write with them. Finally,
Maya put a bottle of glitter glue in her backpack. It would make everything she made
sparkle.

When she had everything put in its place, Maya carefully zipped up the
backpack and put it next to the door. She smiled as she thought of what a great year
it would be.
ACTIVITY 15

Direction: Read each analogy. Choose one of the relationships provided below.

1. 1.______ is to write as knife is to cut.

unseen busy pen

2. crying is to pain as laughing is to _______.

happiness glare annoyed

3. cat is to kitten as bear is to________.

lamb pony cub

4. ______is to forward as down is to up.

reverse lift haul

5. Canary is to yellow as polar bear is to_______.

Brown black white

6. The cashier is to cash as the plumber is to______.

pipe wire basket

7. _______ is to fruit as steak is to dinner.

vegetable pear meat

8. segregate is to unify as repair is to______.

push damage pull

9. axe is to grind as spanner is to________.

grip bolt hammer

10. host is to hostess as _______ is to waitress.

waiter meal juice

LISTENING
ACTIVITIES
ACTIVITY 1

Instruction: The teacher will read a story to the class. The students are required to pay
attention and list down the idiomatic expression they recognized in the story. At the
end of the reading period, the teacher will ask students to check the idioms they listed
down as the teacher enumerates them and unlock their meanings.

Valentine's Day Going on a Date

This is a story all about love and kisses and how one's heart can be broken.

One day I was at home and I had butterflies in my stomach. I couldn't eat or sleep
because I was going to go on a blind date with a girl that I had a crush on. Well, it
wasn't exactly a blind date, I had seen her at the library, but she didn't know who I was
or what I looked like. So, for her it was a blind date. The date was going to take place
on Valentine's Day and I was really feeling the pressure. I was hoping to fall in love on
Valentine's Day! I hadn't been in love since my old flame and I had parted ways last
year. When I broke up with her, there was certainly no love lost between us. But right
now, I was walking on air because the Love Bug had bitten me. I certainly hoped that
this was not just puppy love. After all I was 14 years old. Surely, I was old enough to
fall in love for real. I also hoped that we might get a chance to neck while we are on
the date. No wonder I had butterflies! Oh well, they always say that love conquers all
and that once I started the date the butterflies would go away.
ACTIVITY 2

Instructions: Listen to the story of Arachne to be read by your teacher. Note the
important details while listening to the story. After reading, identify the elements of the
story by answering the questions below.

Arachne
In the kingdom of Lydia (an ancient area of Anatolia, which is in modern-day Turkey) there
lived a girl, named Arachne. She was very good at weaving, and her reputation for embroidery
soon spread. Athena, the goddess of (among many other things) spinners and embroiderers,
was considered by many to have been Arachne’s tutor, but Arachne refused to give the
goddess any credit for having taught her how to weave so beautifully.

Indeed, so sure of her own weaving abilities was she, that Arachne even boldly challenged
Athena to a weaving contest. Athena turned up in disguise as an old woman, advising the
young weaver to be more modest about her achievements. Arachne was scornful, so Athena
– angered by the girl’s arrogance – revealed her true identity and accepted the challenge
Arachne had proposed.

The two competitors chose the subject of their tapestries with care: while Athena showed the
twelve Olympian gods in hers, she wove in a little detail in each of the four corners, showing
what happens to uppity mortals who think they can defy the gods. Conversely, Arachne
depicted the most outrageous things the gods had got up to – in particular, Zeus’ track record
in ‘seducing’ or abducting young maidens to satisfy his own lust.

Arachne’s work was perfect, and Athena had to admit it. But, being a goddess, she didn’t have
to like it. What’s the use of being a deity if you can’t throw your weight about from time to time?
So, Athena tore up Arachne’s beautiful work and struck her down. Arachne was so downcast
by this, that she hanged herself.

Athena was vindictive, and refused to give Arachne peace in death. So, she turned the dead
girl into a spider, so that she would be doomed to weave and spin for all time.

1. Who are the characters in the story?

2. Where did the story take place?
3. What was the conflict in the story?
4. What was the ending of the story?
5. What is the moral of the story?
ACTIVITY 3

Instructions: The teacher will prompt the students by reading a statement. The students will
tell the appropriate conjunction to be used in the statement and repeat the whole statement
with the conjunction supplied.

1. I write songs _________ I cannot sing.

2. Mira was late _________ she missed the morning bus.
3. _________ people are kind to each other, _________, the world will be peaceful.
4. She was waiting there _________ her friend called that she will not come.
5. I have been thinking my fault _________ I opened up about my feelings.
6. Gian went to the grocery _________ the rain stopped.
7. Hanna likes to eat candies _________ chocolates.
8. Carlo is hiding behind the door _________ the old woman passes by their house.
9. Hanna will not attend the party _________ her mother did not allow her.
10. _________ Steve _________ Alden will be the host of the debut tonight.
ACTIVITY 4

Instructions: Make the class listen and watch the commercial. Observe the
propaganda technique/s used in the commercial and answer the questions below.

1. What propaganda technique is used in the advertisement? (Glittering

Generalities and Testimonial)
2. Do you know the product and its endorser? What did you observe about the
language used in the commercial?
3. Do you think the use of propaganda is positive or negative? Why?
ACTIVITY 5

Instructions: Listen to the statements to be read by the teacher. Examine how the
pronoun functions in each statement. Raise your hand if you want to answer.

1. He drove the car carefully.

2. Celine invited me to her debut celebration.
3. Thomas helped him carry the books.
4. We will check if the records are carefully kept.
5. They will come late according to Missy.
6. Sab called him after knowing the incident.
7. Is this pen yours?
8. The blue house you see is ours.
9. The guests thanked her for being hospitable.
10. The ribbon she borrowed is mine.
ACTIVITY 6

Instructions: Listen carefully to the audio recording that contains several

advertisements. For each example, identify the propaganda technique used (e.g.,
bandwagon, testimonial, glittering generalities, name-calling, plain folks). Write your
answer after each advertisement.

1. "Join the millions who use Glow Skin Cream for brighter, healthier skin!"

2. "As a professional athlete, I trust Super Fit Sports Drink to keep me

energized."

3. "Don't be fooled by Brand Z; their products break within days!"

4. "Our new detergent will give your clothes the sparkle of a thousand suns!"

5. "Just like you, we believe in family values. That's why our food is made with
care."
ACTIVITY 7

Instructions: Listen to the audio excerpts and identify the type of text being read
(narrative, descriptive, expository, persuasive, or procedural). Write your answer after
each excerpt.

1. "Once upon a time, in a small village, there lived a kind baker."

2. "The sunset was a brilliant display of reds and oranges, casting long shadows
across the field."

3. "The human brain is an intricate organ, responsible for controlling the body's
functions and emotions."

4. "You should vote for Alice because she cares about your community and has
a proven track record."

5. "To make a sandwich, first spread the butter on the bread, then add your
favorite toppings."
ACTIVITY 8

Instructions: Listen to the sentences read aloud and identify the prosodic feature
being emphasized (pitch, stress, or intonation). Write your answer after each
sentence.

1. "Can you believe it?!" (spoken with rising pitch)

2. "I didn’t say he stole the money." (stress on "he")

3. "The weather is lovely today, isn’t it?" (rising intonation at the end)

4. "That was an AMAZING performance!" (stress on "amazing")

5. "Are you coming?" (rising pitch at the end)

ACTIVITY 9

Instructions: Work in groups of 3-5 members. Listen to the passage read aloud by
the teacher. As a group, identify and list all the cohesive devices used in the passage
(e.g., conjunctions, pronouns, or transitional words). Once the listening session is over,
discuss your answers with your group and explain the role of each cohesive device in
connecting the ideas.

"Lisa loves baking, but she doesn’t like cleaning up the kitchen. Therefore, she usually
asks her brother to help. While he washes the dishes, Lisa prepares the next batch of
cookies. This way, they can finish faster and enjoy the treats together."
ACTIVITY 10

Instructions: Listen carefully as the teacher reads the analogies aloud. In each
analogy, a word is missing. Work in your group to fill in the blank with the most
appropriate word that completes the analogy. Once your group has completed all the
blanks, share and discuss your answers with the class.

1. Tree is to forest as star is to _______.

2. Cup is to drink as plate is to _______.

3. Ear is to hear as eye is to _______.

4. Knife is to sharp as pillow is to _______.

5. Book is to read as paintbrush is to _______.

ACTIVITY 11

Instructions: Read aloud the passage and the class will listen carefully.

"Yesterday, a special event was held at the community center. The organizers
decorated the hall with colorful balloons and lights. A local band performed several
songs. Delicious snacks were prepared and served by volunteers. After the event, the
chairs were stacked and the floor was cleaned by the staff."

Answer the following questions:

1. What was done to the hall before the event?

2. Who performed during the event?
3. What happened after the event?
4. Were any actions done by unnamed people?

Identify the voice: Write “Active” if the sentence is active voice or “Passive” if the
sentence is passive voice.

1. A special event was held at the community center. ______

2. The organizers decorated the hall. ______
3. A local band performed several songs. ______
4. Snacks were prepared and served by volunteers. ______
5. The floor was cleaned by the staff. ______
ACTIVITY 12

Instructions: Write down all the action verbs heard in the passage. And answer the
following questions.

(Read aloud in the class)

“It’s a busy day at the park. Maria is running along the path while her brother is riding
his bike. Their parents are sitting on a bench, talking and laughing. Nearby, a group of
children is playing soccer. One boy kicks the ball hard, and another chases it. A woman
is walking her dog, and an old man is feeding the birds.

Comprehension Questions:

1. Who is running?
2. What is Maria’s brother doing?
3. What are the parents doing?
4. What game are the children playing?
5. What is the old man doing?
ACTIVITIY 13

Instructions: Listen carefully to the audio clips of conversation. After listening, identify
which idiomatic words used. Write down the meanings of idioms used in the clip.

Conversation:

Person 1: "I'm really in a jam with all this homework. I don't know how I'm going to get
it all done."

Person 2: "Well, if you don’t want to get into hot water with your grades, you better
start working on it soon."

Person 1: "Yeah, I guess I need to get my act together and focus."

ACTIVITIY 14

Instructions:

1. Listen to a brief passage that includes several analogies.

2. After listening, identify all the analogies present in the passage.
3. Answer the following questions related to each analogy, explaining the
relationships between the items.
4. Create your own analogies: Base on the passage, create an analogy of your
own that compares two things you find related.

(Teacher read a short passage)

"Just like a compass that points north, our instincts guide us toward the right path. A
good leader is like a captain steering a ship through a storm, making decisions that
help everyone stay safe. Think of knowledge as a light in the darkness; it shows us
the way forward, just like a flashlight leading you through a dark hallway."

Scoring Rubric:

0-3 points: Answers are unclear or incomplete, with little understanding of analogy.

4-6 points: Clear understanding of analogy, but some explanations are weak or
incomplete.

7-10 points: Full, accurate identification and explanation of analogies with detailed
responses.
ACTIVITY 15

Directions: Listen carefully to the poem that the speaker will read. Identify the
different prosodic features and styles of speaking used (pitch, pace, volume and
pauses). Write it on a clean sheet of pad paper.

FIRE AND ICE

by Robert Frost

Some say the world will end in fire,

Some say in ice.

From what I’ve tasted of desire

I hold with those who favor fire.

But if it had to perish twice,

I think I know enough of hate

To say that for destruction ice

Is also great

And would suffice.

SPEAKING
ACTIVITIES
ACTIVITY 1

CHARADES

Instructions: The Class will be divided into two groups. Each group will select 2 actors
that will act in front for the class to guess the analogy they perform. Group 1 will guess
the analogy acted by Group 2 actors and Group 2 will guess the analogy acted by
Group 1 actors. The group who will have the most correct answer within 2 minutes will
be the winner.

GROUP 1 GROUP 2
dog : bark :: bird : chirp heart : love :: scales : justice
shocked : surprised :: short : brief words : book :: photo : album
pen : write :: printer : print shoes : foot :: gloves : hands
potato : fries :: ketchup : tomato singer : sing :: dancer : dance
court : basketball :: pool : swimming happy : sad :: exciting : boring
ACTIVITY 2

Instructions: The class will read the poem. After reading, the teacher will ask the
students to tell the phrases or words they encountered in the poem that used sensory
imagery and explain why do they say so.

The winter evening settles down

With smell of steaks in passageways.
Six o’clock.
The burnt-out ends of smoky days.
And now a gusty shower wraps
The grimy scraps
Of withered leaves about your feet
And newspapers from vacant lots;
The showers beat
On broken blinds and chimney-pots,
And at the corner of the street
A lonely cab-horse steams and stamps.
And then the lighting of the lamps.

II

The morning comes to consciousness

Of faint stale smells of beer
From the sawdust-trampled street
With all its muddy feet that press
To early coffee-stands.
With the other masquerades
That time resumes,
One thinks of all the hands
That are raising dingy shades
In a thousand furnished rooms.
ACTIVITY 3

Direction: Work with your pair to write the conditional sentences being asked in each
statement. Write the sentences on a ½ crosswise sheet of paper. The teacher will
collect the papers and will call four pairs to read and explain their work.

Zero Conditional (Any Fact, Truth, or Trivia)

1. ______________________________________________________________
2. ______________________________________________________________

First Conditional (Education and Success)

3. ______________________________________________________________
4. ______________________________________________________________

Second Conditional (Superpowers)

5. ______________________________________________________________
6. ______________________________________________________________

Third Conditional (Something you want to change in the past.)

7. ______________________________________________________________
8. ______________________________________________________________
ACTIVITY 4

EXTEMPORANEOUS SPEECH

Instructions: Divide the class into 4 groups. Each group should create a comprehensive
commentary about the social or political issue that are assigned to them. They will be given
10 minutes to write their views. Select a representative that will deliver the content of the
speech.

GROUP TOPIC
1 Climate Change and Heat Index
2 Dress Codes in Schools and Uniform Policy
3 Teenagers involved in street fights and Good Parenting
4 Academic Skills Versus Social Skills

RUBRIC

CRITERIA Percentage
Eye contact, gestures, and behavior 50%
Views and opinions 30%
Clarity of the voice 10%
Poise and Posture 10%
ACTIVITY 5

Instructions: Divide the class into 2 groups. Each group will be given the same short piece or
dialogue. Practice the dialogue with appropriate prosodic features and perform it to the
class. Be creative in your performance and add adlibs if necessary.

RUBRIC

CRITERIA Percentage
Use of prosodic features 60%
Creativity 30%
Audience Impact 10%
ACTIVITY 6

Instructions: Each student will be given a sentence in either active or passive voice.
Read your sentence aloud and then convert it to the other voice (active to passive or
vice versa). Once you’ve spoken, the teacher or class will provide feedback.

1. The chef cooked a delicious meal.

2. A letter was written by Sarah.

3. The children are planting flowers in the garden.

4. The homework was completed by the students.

5. The committee will announce the winner tomorrow.

ACTIVITY 7

Instructions: In groups of 4-5, each team will draw a card with a type of text (narrative,
descriptive, expository, persuasive, procedural). As a group, create a short dialogue
or speech showcasing that type of text. Each member should contribute at least one
sentence. Present your group’s work to the class.

CRITERIA Percentage
Appropriate Use of text 60%
Creativity 30%
Originality 10%
ACTIVITY 8

Instructions: Each student will be given a topic, and they must speak about it for 30
seconds using as many different verbs as possible. The class will listen and count the
number of verbs used.

Activity Topics:

1. A day at the park

2. Preparing for a school project

3. Your favorite hobby

4. A recent vacation

5. A typical morning routine

ACTIVITY 9

Instructions: In pairs, one student will be given a sentence with a verbal (gerund,
infinitive, or participle). They will read the sentence aloud and identify the verbal and
its type. The partner will create a follow-up sentence using the same verbal type. Take
turns until each pair has practiced all three types.

1. Swimming is my favorite activity. (Gerund)

2. I want to learn French. (Infinitive)

3. The broken vase was a family heirloom. (Participle)

4. Jogging early in the morning is refreshing. (Gerund)

5. She decided to take the risk. (Infinitive)

ACTIVITY 10

Instructions: In groups of 4-5, create a short advertisement using one assigned

propaganda technique (bandwagon, testimonial, glittering generalities, name-calling,
or plain folks). Each group will perform their pitch in front of the class. After each
presentation, the class will guess which propaganda technique was used.

Prompts:

1. Bandwagon: Create an ad for a popular new phone.

2. Testimonial: Advertise a skincare product endorsed by a celebrity.

3. Glittering Generalities: Promote a brand of bottled water.

4. Name-calling: Persuade others not to use a rival product.

5. Plain Folks: Convince the audience to buy a homemade jam.

CRITERIA Percentage
Use of Propaganda 60%
Creativity 30%
Level of Difficulty 10%
ACTIVITY 11

Instructions:

1. Divide the class into five groups.

2. Each group has a set amount of time 5-10 minutes to read the story of Little
Red Riding Hood.
3. After each group has had time to read the story, they will take turns retelling
the story to the class. Each group chooses one member to be the storyteller.
The storyteller must retell the story in their own words using their own voice
and style.
4. After each group has told their version of the story the rest of the class can
provide feedback.

Category Excellent Good (4 points) Satisfactory Needs

Improvement
(5 points) (3 points)
(2 points)

Comprehension Clearly understand Retells most events Retells the story Major parts of the
and accurately retell accurately with the missing the story are missing.
all key events in the important part.
story.

Creativity and Engaging to show a Some creative Mostly Lacks creativity or

Style unique voice or style. elements are straightforward originality.
evident retelling.

Clarity and Engaging to show a Some creative Mostly Lacks creativity or

Expression unique voice or style. elements are straightforward originality.
evident. retelling.

Group Clearly worked Some evidence of Not so much A little bit of

preparation together. preparation smooth evidence evidence
delivery. preparation seen. preparation.
ACTIVITY 12

Instructions: Briefly review the types of figurative language. A list of figurative

language types (simile, metaphor, personification, hyperbole, idiom, onomatopoeia,
alliteration).

Mechanics:

➢ Split the class into two groups. Each group will draw a card given a type of figurative
language by the teacher.
➢ Each group has 30 seconds to come up with a creative sentence using that type
of figurative language (ex: I'm so hungry I could die - Hyperbole).
➢ Explain which type is used in the sentence and why. The opposing group listens
and guesses if the use was correct.
ACTIVITY 13

Instructions:

➢ Each student will receive a card with one of the five sentence prompts.
➢ Students must read their prompt, then say a complete sentence aloud using a
gerund phrase correctly.
➢ After speaking, ask your partner a related question to keep the conversation going.
➢ Switch partners after each round.

Speaking Prompts:

1. Use staring as a subject.

Follow-up question: Do you like stargazing at night?

2. Use joking as a predicate nominative.

Follow-up question: What kind of jokes do you like?

3. Use driving as the object of a preposition.

Follow-up question: Are you a confident driver?

4. Use whispering as a direct object.

Follow-up question: Have you ever eavesdropped on someone?

5. Use sliding as a direct object.

Follow-up question: What was your favorite playground activity?

Scoring Rubric

➢ (4 pts.) Correct use of gerund phrases in a complete sentence

➢ (3 pts.) Use of strong expression or creativity in sentence
➢ (2 pts.) Ask a relevant follow up question
➢ (1 pt.) Responds appropriately to a partners follow up question
ACTIVITY 14

Instructions: Describe and Draw

1. Find a classmate and sit facing each other.
2. One partner will be the "Describer" and the other will be the "Artist." The Describer
will be given a picture or image that they cannot show to the Artist.
3. The Describer's job is to describe the image in detail without naming it. They can use
descriptive language, adjectives, comparisons, and even metaphors to help the Artist
visualize the image.
4. The Artist's job is to listen carefully to the Describer's description and draw the image
based on their words. They cannot ask any questions or look at the actual image.
5. Once the Artist has finished drawing, the Describer can reveal the actual image.
Compare the drawing to the original image and discuss how well the Artist was able
to capture the details.
6. After you've both had a turn as the Describer and the Artist, switch roles and repeat
the process.
ACTIVITY 15

Instructions:

1. Students form small groups (4-6 students per group). Each group receives a
scenario card.
2. Using modals (can, could, may, might, must, should, would) for advice,
possibility and permission.
3. Each group presents their top 3 pieces of advice to the class.

Scenario Cards:

1. I failed my English test. My mother will scold me.

2. My best friend is mad at me. What might be the reason?
3. I want to study abroad, but my parents won’t let me. What should I do?
4. I forgot my homework at home. How can I tell my teacher?
5. I want to get a part-time job, but I have no experience. What should I do?
6. I’m feeling very stressed about final exams. How can I ease my feeling?
7. I lost my phone. May I use yours?

CRITERIA Percentage
Use of Modals 60%
Appropriateness 30%
Relevance 10%
ANSWER KEY

WRITING ACTIVITIES

ACTIVITY 1

1. people would watch her concert.

2. the examinees will refrain asking questions.
3. your eyes will shed tears
4. the sales would have increased at least a bit.
5. you will improve your vocabulary
6. the secret would be told
7. it is a vertebrate
8. I would have attended the Faye’s debut.
9. I would grab the chance to perform her songs.
10. I will come to her wedding celebration.

ACTIVITY 2

1. Accrued 11. Read

2. Add 12. Read
3. Will add 13. Shake
4. Bet 14. Will toast
5. Bet 15. Told
6. Will check 16. Will tell
7. Flew 17. Will vanish
8. Know 18. Wash
9. Knew 19. Washed
10. Packed 20. Yelled
ACTIVITY 3

1. AV – The glasses on the table was hit by the ball.

2. AV – The case was reported by Anthony to the police.
3. PV – Maine wrote the poem.
4. AV – Biology was taught by Teacher Sam yesterday.
5. AV – The piano is played by him.
6. AV – John was given his pen by Florence.
7. PV – John prints the papers.
8. AV – A dance was performed by the class.
9. AV – A new dress was brought by Sheena.
10. PV – Her mother baked the cookies.

ACTIVITY 4

1. Gerund 6. Participle
2. Participle 7. Gerund
3. Gerund 8. Gerund
4. Participle 9. Participle
5. Infinitive 10. Infinitive

ACTIVITY 5

Rubric
Criteria Percentage
Use of Cohesive Devices 30%
Grammar 30%
Cohesion 20%
Relatedness to the theme 10%
TOTAL: 100%
ACTIVITY 6

Rubric
Criteria Percentage
Use of Idioms 30%
Grammar 30%
Cohesion 20%
Relevance 10%

TOTAL: 100%

ACTIVITY 7

1. Paragraph 1:
Anna loves reading books. She reads them every night before she goes to
bed. Her favorite genre is fantasy.
2. Paragraph 2:
The cat chased the mouse around the garden. It tried to catch it, but it was too
quick.

3. Paragraph 3:
Mr. Lopez teaches science. He always explains topics clearly, and he uses
fun experiments in his lessons.

4. Paragraph 4:
The students are excited about the field trip. They packed their lunches and
brought their cameras. They can’t wait to explore the museum.

5. Paragraph 5:
My brother is great at basketball. He practices every afternoon. His coach
says he has great potential.

ACTIVITY 8

1. Narrative

2. Descriptive

3. Procedural

4. Expository
5. Persuasive
ACTIVITY 9

Students’ answers may vary.

ACTIVITY 10
1. Bandwagon

2. Testimonial

3. Glittering Generalities

4. Name-calling

5. Plain Folks

ACTIVITY 11-13 – Rubric is provided.

ACTIVITY 14

1. Volume
2. Pitch
3. Stress
4. Intonation
5. Project and Rate

ACTIVITY 15

1. E

2. D

3. A

4. C

5. B
ANSWER KEY

READING ACTIVITIES

ACTIVITY 1 ACTIVITY 2

➢ Can 1. Light – Antonym

➢ Might 2. Frowning – Synonym

➢ Should 3. Desert – Part to Whole

➢ Cannot (3) 4. Night – Symbol

➢ Can 5. Fins – Function

➢ Shall not 6. Poem – Action

➢ Shall 7. Anger – Degree

8. Shout – Antonym
9. Peace – Symbol
ACTIVITY 3
10. Vendor – Action
1. Descriptive Text
2. Beach
ACTIVITY 4
3. Salty waves, orange and pink hues,
playful smiles, fine white sand 1. Simile
4. Expository Text 2. Onomatopoeia
5. Student’s answer may vary. 3. Onomatopoeia
6. Earth and Mars. 4. Personification
5. Paradox

ACTIVITY 5 6. Metaphor
7. Simile
1. Tactile
8. Hyperbole/Assonance
2. Gustatory
9. Alliteration
3. Auditory
10. Hyperbole
4. Visual
11. Paradox
5. Auditory
12. Hyperbole
6. Visual
13. Assonance
7. Tactile and Olfactory
14. Metaphor
8. Visual
15. Hyperbole
9. Visual and Auditory
10. Tactile
ACTIVITY 6 ACTIVITY 9

1. painted – past tense 1. First conditional

2. paints – present tense 2. Third conditional

3. will paint – future tense 3. Second conditional

4. is painting – present tense 4. First conditional

5. had painted – past perfect tense 5. Third conditional

ACTIVITY 7 ACTIVITY 10

1. a. Finish the work and leave. 1. Gerund (Reading)

2. b. He was exactly right. 2. Infinitive (To succeed)

3. b. She revealed a secret. 3. Participle (shattered)

4. a. Don’t offend someone who helps 4. Gerund (Swimming)

you. 5. Infinitive (To travel)
5. a. It has both advantages and
disadvantages.

ACTIVITY 8

1. John went to the store. He bought

apples, and he carried his groceries
home.
2. Lisa and Maria are best friends. They
study together, and they share notes.

3. The cat chased the mouse. It jumped

over a fence, but it escaped.
4. Mr. Cruz teaches English. He explains
lessons clearly, and he gives helpful
examples.

5. The team celebrated their victory.

They cheered loudly, and they waved
to their fans.
ACTIVITY 11-12

Students’ answers may vary.

ACTIVITY 13

1. Glittering Generalities
2. Testimonial
3. Name-Calling
4. Card Stacking
5. Transfer

ACTIVITY 14

Students’ answers may vary.

ACTIVITY 15

1. Pen
2. happiness
3. cub
4. Reverse
5. white
6. pipe
7. Pear
8. damage
9. bolt
10. waiter
ANSWER KEY

LISTENING ACTIVITIES

ACTIVITY 1 ACTIVITY 4
1. Glittering Generalities and
➢ had butterflies in my
Testimonial
stomach
2. Kathryn Bernardo;
➢ blind date
persuasive, descriptive,
➢ old flame
and/or catchy
➢ parted ways
3. Students’ answer may vary.
➢ puppy love
➢ a chance to neck
ACTIVITY 5

ACTIVITY 2
1. Subject
1. Athena and Arachne
2. Object
2. Kingdom of Lydia
3. Object
3. Arachne challenged the goddess
4. Subject
Athena to compete with her weaving.
5. Subject
4. Arachne turned into a spider.
6. Object
5. Do not be boastful. Respect the gods.
7. Possessive
8. Possessive
ACTIVITY 3 9. Object
1. and 10. Possessive
2. because
ACTIVITY 6
3. If, then
1. Bandwagon
4. until
2. Testimonial
5. since
3. Name-calling
6. when
7. and 4. Glittering Generalities

8. whenever 5. Plain Folks

9. for/because
10. Either, or
ACTIVITY 7 ACTIVITY 10
1. Narrative 1. Galaxy

2. Descriptive 2. Serve

3. Expository 3. See

4. Persuasive 4. Soft

5. Procedural 5. Paint

ACTIVITY 8 ACTIVITY 11
1. Pitch A.

2. Stress 1. The hall was decorated with colorful

balloons and lights.
3. Intonation
2. A Local band performed.
4. Stress
3. The chairs were stacked and the floor was
5. Pitch cleaned.
4. Yes, the snacks were prepared and served
ACTIVITY 9 by volunteers, and the floor was cleaned
1. but by the staff.
2. Therefore

3. she B.
1. Passive
4. While
2. Active
5. This way
3. Active
4. Passive
5. Passive
ACTIVITY 12

➢ is running
➢ is riding
➢ are sitting
➢ is playing
➢ kicks
➢ chases
➢ laughing
➢ is feeding
QUESTIONS

1. Maria is running.
2. Maria's brother is riding his bike.
3. The parents are sitting on a bench, talking and
laughing.
4. The children are playing soccer.
5. The old man is feeding the birds.

ACTIVITY 13 – 14

Students’ answers may vary.

ACTIVITY 15

➢ Pitch
➢ Volume
➢ Stress
➢ Intonation
➢ Pace
➢ Juncture
ANSWER KEY

SPEAKING ACTIVITIES

ACTIVITY 1
The group who has the most correct answer wins.

ACTIVITY 2
All lines are applicable. Students’ explanation may vary.

ACTIVITY 3

Rubric
Criteria Percentage
Correct use of Conditionals 40%
Grammar 30%
Relevance to the theme 30%
TOTAL: 100%

ACTIVITY 4
CRITERIA Percentage
Eye contact, gestures, and behavior 50%
Views and opinions 30%
Clarity of the voice 10%
Poise and Posture 10%

ACTIVITY 5
CRITERIA Percentage
Use of prosodic features 60%
Creativity 30%
Audience Impact 10%
ACTIVITY 6
1. A delicious meal was cooked by the chef.

2. Sarah wrote a letter.

3. Flowers are being planted by the children in the garden.

4. The students completed the homework.

5. The winner will be announced by the committee tomorrow.

ACTIVITY 7
CRITERIA Percentage
Appropriate Use of text 60%
Creativity 30%
Originality 10%

ACTIVITY 8
Students’ answers may vary.

ACTIVITY 9
1. Swimming keeps me healthy.

2. To learn French is my goal for the year.

3. The broken chair was repaired yesterday.

4. Jogging helps clear my mind.

5. To take a risk often leads to growth.

ACTIVITY 10
1. Bandwagon: Create an ad for a popular new phone.
2. Testimonial: Advertise a skincare product endorsed by a celebrity.

3. Glittering Generalities: Promote a brand of bottled water.

4. Name-calling: Persuade others not to use a rival product.

5. Plain Folks: Convince the audience to buy a homemade jam.

ACTIVITY 11

Rubric is provided.

ACTIVITY 12
Students’ answers may vary.

ACTIVITY 13

Scoring Rubric

➢ (4 pts.) Correct use of gerund phrases in a complete sentence

➢ (3 pts.) Use of strong expression or creativity in sentence
➢ (2 pts.) Ask a relevant follow up question
➢ (1 pt.) Responds appropriately to a partners follow up question

ACTIVITY 14

Students’ answers may vary.

ACTIVITY 15
CRITERIA Percentage
Use of Modals 60%
Appropriateness 30%
Relevance 10%