WEEKLY LEARNING ACTIVITY SHEET IN ENGLISH 9

Most Essential Learning Competency (MELC) Express permission, obligation, and

CG CODE: EN9G-IIe-20 prohibition using modals

Quarter: 1 Week: 1

DAY 1 OBJECTIVES:
 summarize the brief article read
 make inference from what was read
 identify modals from the selection and its functions

LEARNING TASK 1: FILL ME!

Directions: Read the article below and fill out the 3-2-1 chart found after the article. Use a separate
paper/sheet in answering the activity.

Regrets
As we get older and when we think about our past we sometimes ponder the things that
we should have done. And we also may regret those things we did badly and the mistakes we made. In
reality, we can always learn from our mistakes and hope to never make them again. For example, if I failed
a test because of a lack of study, the next test I will hope to pass because of hard work. Remember too that
some regrets are not based in reality and we may waste time thinking that they are. Would I have really
not have been involved in a car crash if I had been driving more slowly? After all, the other driver ought
to have been concentrating and not playing with their radio. We have to be honest with ourselves and live
in the now. The only things we can control are the things happening now, in this moment.

3 Things You Found

Out
2 Interesting Things
You Discovered
1 Question You Still
Want to Ask
1 Issue You have
Discovered from the
Text

LEARNING TASK 2: MODAL MODE

Directions: Copy the seven (7) bold-faced words in the first column of the diagram below. Then,
identify each modal function as permission, obligation, and prohibition.

Modals Function/s
1.
2.
3.
4.
5.
6.
7.

DAY 2 OBJECTIVES:
 define modals of obligation
 use the correct modals of obligation in the sentence

LEARNING TASK 3: HELLO OBLIGATION!

Remember:
There are two types of modal verbs of obligation; those that primarily express a firm obligation
or necessity –must and have to, and those that express a recommendation or moral obligation –should
and ought to.

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 Directions: Read about modal verbs of obligation written inside the box. Then, use must, have to,
should, ought to correctly in the following sentences below. Use a separate paper/sheet in answering the
activity.
1. Children _____ obey their parents.
2. Anna _____ exercise everyday to keep her body healthy.
3. Ben _____ study hard to improve his performance in school.
4. Parents _____ send their children to school.
5. I _____ clean my room.
6. You _____ wear a helmet while riding a motorcycle.
7. You wear a mask every time you go outside.
8. I _____ go to sleep early.

LEARNING TASK 4: PLAYER OBLIGATION

Directions: Imagine yourself as an athlete, and in this modals of obligation game, make five (5)
sentences about what an athlete must do or be if he or she wants to win a game.

1.____________________________________________________________________________
2.____________________________________________________________________________
3.____________________________________________________________________________
4.____________________________________________________________________________
5.____________________________________________________________________________

DAY 3 OBJECTIVE:
 construct sentences about one’s obligation to be Covid-free community

LEARNING TASK 5: “KEEP SAFE OBLIGATION”

Directions: Watch or read an article regarding COVID-19 in the Philippines and write a 5-sentence
explanation on what to do in order to protect your family from getting infected. Use modals of obligations
in constructing the sentences. Use a separate paper/sheet in answering the activity.

DAY 4 OBJECTIVES:
 read and understand the poem “The Battle with Grendel”
 identify the correct modals of prohibition
 create one’s ending of “Beowulf story” with modals of prohibition

LEARNING TASK 6: TAKE the EPIC

Directions: Read the epic poem “Beowulf” (“The Battle With Grendel”) on your LM pp.34-38.

Beowulf is said to be the greatest poem ever written in a modern European language four centuries
before the Norman Conquest .Beowulf shows an interaction of Christian and ungodly beliefs. The original
writer remains unknown.

LEARNING TASK 7: YES or NO

Directions: Write Yes or No to the given statement. Be sure to support your answer with details
from the text by pointing out what stanza number.

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 QUESTIONS YES/NO STANZA
NUMBER
1. Grendel was a greedy monster.
2. He was considered the foul enemy of God.
3. Beowulf and Grendel had enormous strength.
4. The weapons of the warriors could easily kill the monster.
5. Grendel was afraid of Hrothgar.
6. Grendel swallowed his victims.
7. The Danes were not allowed to celebrate the defeat of Grendel.
8. Grendel was able to escape from Beowulf’s hands.
9. Hrothgar gave Beowulf gifts.
10. Beowulf was considered the hero of Heorot.

LEARNING TASK 8: USE YOUR PROHIBITIONS

Directions: Read and study the definition about modals of prohibition. Then, use the correct
modals of prohibition in each of the sentences below. Use a separate paper/sheet in answering the activity.

Remember:
Both can’t and mustn’t are modals used to show that something is prohibited – its not allowed.

Can’t tells us that something is against the rules.

 You can’t drive here.
 You can’t wear a hat in class.
 You can’t smoke in the office.

Mustn’t is usually used when the obligation comes from the person who is speaking. It means that it is
the speaker who is setting the rule.
 You must not use a cell phone.
 You must not write with pencil.
 You must not play music.

1. I stay with the group? 6. Baggages be left unattendend.

2. You park here, ma’am. The parking lot is full. 7. Guests allowed to go
anywhere.
3. You wear jeans in the pool. 8. We seel this medicine without
prescription.
4. You make noise while the session is ongoing. 9. He is still very young so he walk.
5. You be late to class. 10. I let that happen again.

LEARNING TASK 9: SHARE YOUR PROHIBITIONS

Directions: If you were to end the story, what might be the other characters do in order not to let
Beowulf, the hero, die after successfully fighting against the dragon yet he still died due to his old age and
fatally wounded.

To make Beowulf live happily ever after with his people,

1. Beowulf can’t
2. The dragon mustn’t
3. Wiglaf shouldn’t
4. His men don’t have to

DAY 5 OBJECTIVES:
 watch the video and answer the questions
 identify the different modals of permission
 write sentences using modals of permission

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LEARNING TASK 10: WATCH AND LEARN

Directions: Watch the video on youtube

(https://www.youtube.com/watch?v=avMCZt0PIt8&t=204s) and answer the questions below. Use a
separate paper/sheet in answering the activity.

1. Who are the characters in the video?

2. What was Anne doing?
3. Describe Anne’s room
4. Why did the boy go to Anne’s room?
5. What were the things that the boy do inside Anne’s room? Give at least 5.

LEARNING TASK 11: TRY THIS!

Remember:
Modal verbs can be used to give or ask for permission. This modal verbs for permission
lesson shows you how to use may, can, and could.
May
 May is a polite modal verb used to ask for permission. Here are some examples:
 May I use a calculator on the test?
 May I have another piece of cake?
Could
Could is also used to ask for permission. It is less formal than using may. Here are some examples
with could:
 Could I have some more juice?
 Could I bring a friend to the party?
Can
Can is the least formal of the modal verbs used to ask permission. Here are some examples with can:
 Can I play music?
 Can I wear shorts?
The examples above are all with “I”. This is because it is most common to ask permission for
yourself. However, it is possible to ask permission for another person:
 May she bring a friend?
 Could he try again?
 Can they sleep here?

The examples are also all questions. These are very common. But you can also give
permission. Here are some examples:
 You may sleep on the sofa.
 You can wear my jacket.

LEARNING TASK 12: YOUR PERMISSION

Directions: Make or compose a polite request for each situation below using the modals can, could,
and may. Use a separate paper/sheet in answering the activity.

SITUATION POLITE REQUEST

1. You want to leave the class early. You are speaking
to your teacher.
2. You call your cousin. Someone else answers the
phone.
3. You want your brother to answer a phone call from
your friend while you are away.
4. It is getting late, but you are still at your friend’s
house. You want to use the phone to inform your
parents.

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LEARNING TASK 13: REVIEW YOUR MODALS 1

Directions: Fill in the blanks with CAN/CAN’T or MUST/MUSTN’T. Use a separate paper/sheet
in answering the activity.

1. She is ill, so she _____ see the doctor.

2. It’s raining heavily. You ____ take your umbrella.
3. We _____ pick the flowers in the park.
4. Mike is nine months old. He _____ nuts.
5. I am very tall. So I _____ play basketball.
6. I’m sorry but we ____ come to your party tomorrow.
7. You are speaking very quietly. I _____ understand you.
8. _____ I use your phone?
9. We _____ go to the bank today. We haven’t got any money.
10. My hands are dirty. I _____ wash them.
11. It’s late. I _____ go now.
12. You ____ stop at red traffic light.
13. Tourists ____ take their passports when they go abroad.
14. _____ you play the guitar?
15. I ____ come with you now because I am studying my lessons.
16. If you want to lose weight, you _____ eat so much chocolates, so many candies or drink beer every
night.
17. I _____ listen to the music I like at home. My parents like it, too.
18. You ____ forget what I told you. It’s very important.
19. You ____ use the computer as long as you want.
20. ______ you please lend me a pen?

LEARNING TASK 14: REVIEW YOUR MODALS 2

Directions: Underline the modals used in the sentence and identify its function (obligation,
permission, prohibition.) Use a separate paper/sheet in answering the activity.

Eg. Anna can use my phone. – permission

1. You can come with us.

2. Students can sit anywhere.
3. You may go home now, if you like.
4. Students may travel free.
5. Could I have your attention, sir?
6. You can't go into that restaurant without a tie.
7. You can't drive in this country unless you are over eighteen.
8. You mustn't use your phone in class.
9. We have to be at the airport at least two hours before the flight.
10. I must hand in my thesis by tomorrow.
11.I really must call my parents
12.You can smoke in here.
13.You don’t have to work on a holiday
14. You have to eat more vegetables.
15. You may come tomorrow if you want.

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 WEEKLY LEARNING ACTIVITY SHEET IN ENGLISH 9
Most Essential Learning Competency (MELC) Use conditionals in expressing arguments
CG CODE: EN9G-IIe-20

Quarter: 1 Week: 2 (Literature)

DAY 1 OBJECTIVES:
 know the author’s background
 read the poem silently;
 use definition to arrive at meaning of words

LEARNING TASK 1: Knowing the Roots

Directions: Read the poem silently and find out how the poem will help you achieve more insights
on how to make life better if not best.
IF
BY RUDYARD KIPLING If you can make one heap of all your
winnings
(‘Brother Square-Toes’—Rewards and Fairies) And risk it on one turn of pitch-and-toss,
If you can keep your head when all about you And lose, and start again at your beginnings
Are losing theirs and blaming it on you, And never breathe a word about your loss;
If you can trust yourself when all men doubt you, If you can force your heart and nerve and
But make allowance for their doubting too; sinew
If you can wait and not be tired by waiting, To serve your turn long after they are gone,
Or being lied about, don’t deal in lies, And so hold on when there is nothing in you
Or being hated, don’t give way to hating, Except the Will which says to them: ‘Hold
And yet don’t look too good, nor talk too wise: on!’

If you can dream—and not make dreams your If you can talk with crowds and keep your
master; virtue,
If you can think—and not make thoughts your aim; Or walk with Kings—nor lose the common
If you can meet with Triumph and Disaster touch,
And treat those two impostors just the same; If neither foes nor loving friends can hurt you,
If you can bear to hear the truth you’ve spoken If all men count with you, but none too much;
Twisted by knaves to make a trap for fools, If you can fill the unforgiving minute
Or watch the things you gave your life to, broken, With sixty seconds’ worth of distance run,
And stoop and build ’em up with worn-out tools: Yours is the Earth and everything that’s in it,
And—which is more—you’ll be a Man, my
son!
LEARNING TASK 2: VOCABULARY GAME
Directions: Go over with the definitions below and identify the “term or word” it describes. You
can find the terms and words in the lines of the poem. Use a separate paper/sheet in answering the activity.
Answer directly.
1. It means “misfortune” or” bad luck. “
2. In other words, they are your “enemies” or “opponents.”
3. It means “stack” or “bundle.”
4. They are called “fakes” or “pretenders.”

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5. They are also called the “playing cards.”
6. It means “strength.”
7. This means “to bow” or “to bend.”
8. It is a “trick” or “setup” or “deception”
9. This calls for “good quality” or “morally good”
10. In other words, these are your “achievements” “accomplishments” or “successes”

DAY 2 OBJECTIVE
 Determine the insights conveyed in the poem

LEARNING TASK 3: POSITIVE SIGNS FOR SUCCESS

Directions: Place a check mark () if the following lines are conveyed in the poem, if NOT, mark
X. Use a separate paper/sheet in answering the activity.

1. The poem is inspirational but it does not provide advice on how we should live one’s life.
2. The speaker gives the reader only one scenario to both positive and negative, along with a glimpse into
how one should conduct oneself.
3. Overcome challenges and obstacles in life; don’t let them beat you.
4. Follow your dreams and set your goals.
5. When something we’ve put effort into has broken, we should not try to work it again.
6. We should make ourselves liked by everyone, even to the point of obsession.
7. Know the value of self-worth without being too proud of your own qualities.
8. Be true to oneself.
9. We should let our dreams control us.
10. The poem has a personal, emotional and scary tone which is intended to inspire its readers.

DAY 3 OBJECTIVE
 Express your thoughts and views on what the subject of the poem would be

LEARNING TASK: LINE EXPANSION

Directions: Explain the line from the poem in 5 sentences. Use a separate paper/sheet in answering
the activity.
“If you can dream - and not make dreams your master.”

DAY 4 OBJECTIVE
 Identify the given conditions in the poem

LEARNING TASK: GIVEN CONDITIONS

Directions: Give atleast 10 conditions stated in the poem in order for one to become a better
person. Use a separate paper/sheet in answering the activity.

DAY 5 OBJECTIVES:
 Select and copy a song about or starting with “If”
 Give the message of the song in five lines


LEARNING TASK 6: LET’S SING

Directions: Copy and select an English song which starts with “If” .Then, explain the song in five
lines.

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 WEEKLY LEARNING ACTIVITY SHEET IN ENGLISH 9
Most Essential Learning Competency (MELC) Use conditionals in expressing arguments
CG CODE: EN9G-IIe-20

Quarter: 1 Week: 3 (Grammar)

DAY 1 OBJECTIVES:

 define conditionals
 use present conditionals in expressing arguments

Conditionals are often called as ‘if clauses’. They describe the result of something that might
happen (in the present or future) or might have happened but didn't (in the past). They are made using
different English verb tenses.

ZERO CONDITIONALS
The PRESENT CONDITIONAL OR ZERO CONDITIONAL is used to talk about what you
normally do in real-life situations. We can make a zero conditional sentence with two present
simple verbs (one in the 'if clause' and one in the 'main clause'):
 If + present simple, .... present simple.
This conditional is used when the result will always happen.

So, if water reaches 100 degrees, it always boils. It's a fact. I'm talking in general, not about
one particular situation. The result of the 'if clause' is always the main clause.

The 'if' in this conditional can usually be replaced by 'when' without changing the meaning.
For example: If water reaches 100 degrees, it boils. (It is always true, there can't be a different result
sometimes). If I eat peanuts, I am sick. (This is true only for me, maybe, not for everyone, but it's still
true that I'm sick every time I eat peanuts)

Here are some more examples:

 If I go to a friend's house for dinner, I usually take a bottle of wine or some flowers.
 When I have a day off from work, I often go to the beach.
 If the weather is nice, she walks to work.
 Jerry helps me with my homework when he has time.
 I read if there is nothing on TV.
 If people eat too much, they get fat.
 If you touch a fire, you get burned.
 People die if they don't eat.
 You get water if you mix hydrogen and oxygen.
 Snakes bite if they are scared.
 If babies are hungry, they cry.

LEARNING TASK 1: ZERO CONDITIONALS

Directions: Match the clauses below. Use a separate paper/sheet in answering the activity. Write
the sentence completely.

1 If I am late for class, (A) if they don’t eat.

2. When he stays up very late, (B) I always look left and right.
3. People get hungry (C) my teacher gets angry.
4. If you study hard, (D) when he is happy.
5. When she watches a movie, (E) I take a taxi to work.
6. When I cross the street, (F) he is very tired the next morning.
7. I can’t do my homework, (G) the librarian gets angry.
8. He always smiles (H) if you want to lose weight.
9. If I miss the bus, (I) she likes to eat popcorn.
10. When you make lots of noise, (J) when it rains.
11. Tea tastes sweet (K) I watch a funny movie.

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 12. You should eat less (L) he listens to music.
13. I always take my umbrella (M) you get good grades in school.
14. When I’m sad, (N) if you add some sugar.
15. When he cleans the house, (O) if I don’t have my glasses.

DAY 2 OBJECTIVES:

 identify first conditionals

 write the correct first conditional form

LEARNING TASK 2: FIRST CONDITIONALS

FIRST CONDITIONALS

The first conditional has the present simple after 'if', then the future simple in the other clause:
 if + present simple, ... future simple (will)
It's used to talk about things which might happen in the future. Of course, we can't know what will
happen in the future, but this describes possible things, which could easily come true.
Examples:
 If it rains, I won't go to the park.
 If I study today, I'll go to the party tonight.
 If I have enough money, I'll buy some new shoes.
 She'll be late if the train is delayed.
 She'll miss the bus if she doesn't leave soon.
 If I see her, I'll tell her.

Directions: Put the verb into the correct first conditional form. Use a separate paper/sheet in
answering the activity. Answer directly.

Eg. If I _____ (see) her, I _____ (tell) her. Ans. see – will tell or I’ll tell

1. If I __________________ (go) out tonight, I __________________ (go) to the cinema.

2. If you __________________ (get) back late, I __________________ (be) angry.
3. If we __________________ (not / see) each other tomorrow, we __________________ (see) each
other next week.
4. If he __________________ (come), I __________________ (be) surprised.
5. If we __________________ (wait) here, we __________________ (be) late.
6. If we __________________ (go) on holiday this summer, we __________________ (go) to Spain.
7. If the weather __________________ (not / improve), we __________________ (not / have) a picnic.
8. If I __________________ (not / go) to bed early, I __________________ (be) tired tomorrow.
9. If we __________________ (eat) all this cake, we __________________ (feel) sick.
10. If you __________________ (not / want) to go out, I __________________ (cook) dinner at home.
11. I __________________ (come) early if you __________________ (want).
12. They __________________ (go) to the party if they __________________ (be) invited.
13. She __________________ (stay) in London if she __________________ (get) a job.
14. He __________________ (not / get) a better job if he __________________ (not / pass) that exam.
15. I __________________ (buy) a new dress if I __________________ (have) enough money.

DAY 3 OBJECTIVES:

 identify second conditionals

 write the correct second conditional form

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LEARNING TASK 3: SECOND CONDITIONALS
SECOND CONDITIONALS

The second conditional uses the past simple after if, then 'would' and the present simple:
 if + past simple, ...would + present simple
(We can use 'were' instead of 'was' with 'I' and 'he/she/it'. This is mostly done in formal writing).
It has two uses.
First, we can use it to talk about things in the future that are probably not going to be true.
 If I won the lottery, I would buy a big house.(I probably won't win the lottery)
 If I met the Queen of England, I would say hello.
 She would travel all over the world if she were rich.
 She would pass the exam if she ever studied.(She never studies, so this won't happen)

Second, we can use it to talk about something in the present which is impossible, because it's not true.
Is that clear? Have a look at the examples:
 If I had his number, I would call him. (I don't have his number now, so it's impossible for me
to call him).
 If I were you, I wouldn't go out with that man.

Directions: Complete the following sentences with the correct verb tense. Use a separate
paper/sheet in answering the activity. Answer directly.

Eg. If I (am) you, I wouldn’t go out with that man. Ans. were

1. What would you do if you suddenly (win) half a million pounds?

2. If he (get up) up earlier, he’d get to work on time.
3. If we (have) more time, I could tell you more about it.
4. If you (sell) more products, you’d earn more money.
5. I could help you if you (trust) me more.
6. His car would be a lot safer if he (buy) some new tires.
7. The children could be better swimmers if the (go) swimming more frequently.
8. I wouldn’t mind having children if we (live) in the country.
9. If I (be) you, I wouldn’t worry about going to university.
10. If I (have) any money, I’d give you some.

DAY 4 OBJECTIVES:

 identify third conditionals

 write the correct third conditional form

LEARNING TASK 4: THIRD CONDITIONALS

THIRD CONDITIONALS

We make the third conditional by using the past perfect after 'if' and then 'would have' and
the past participle in the second part of the sentence:

 if + past perfect, ...would + have + past participle

It talks about the past. It's used to describe a situation that didn't happen, and to imagine the result of this
situation.

 If she had studied, she would have passed the exam (but, really we know she didn't study and
so she didn't pass)
 If I hadn't eaten so much, I wouldn't have felt sick (but I did eat a lot, and so I did feel sick).
 If we had taken a taxi, we wouldn't have missed the plane
 She wouldn't have been tired if she had gone to bed earlier
 She would have become a teacher if she had gone to university
 He would have been on time for the interview if he had left the house at nine

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 Directions: Put in the correct third conditional verb form. Use a separate paper/sheet in answering
the activity. Answer directly.

Eg. If you ____ (not/be) late, we ____ (not/miss) the bus. Ans. hadn’t been late – wouldn’t have
missed

1. If she ______________ (study), she ______________ (pass) the exam.

2. If we ______________ (arrive) earlier, we ______________ (see) John.
3. If they ______________ (go) to bed early, they ______________ (not / wake) up late.
4. If he ______________ (become) a musician, he ______________ (record) a CD.
5. If she ______________ (go) to art school, she ______________ (become) a painter.
6. If I ______________ (be) born in a different country, I ______________ (learn) to speak a different
language.
7. If she ______________ (go) to university, she ______________ (study) French.

8. If we ______________ (not / go) to the party, we ______________ (not / meet) them.

9. If he ______________ (take) the job, he ______________ (not / go) travelling.
10. He ______________ (be) happier if he ______________ (stay) at home.

DAY 5 OBJECTIVE:

 Analyze sentences/arguments using conditionals and complete the different task provided.

LEARNING TASK 5: WHAT IF?

Directions: Complete the sentences with the correct form of past conditional (second) verbs in
parenthesis. Use a separate paper/sheet in answering the activity. Answer directly.

Eg. If you ____ (watch) the game, you ____ (understand) us. Ans. watched – would understand

1. If Rodrigo (exert) more effort, he (pass) the test.

2. If Daisy (go) on ahead, you (be) able to reserve seats for all of us.
3. If they only (ask) Jane, she (give) the tickets to the ballgame.
4. If money not (blind) Jean, she (marry) her childhood sweetheart.
5. If Shakespeare (write) nothing but this sonnets, he still (become) one of England’s greatest poets.
6. If Girlie (follow) the doctor’s advice, she still (be) alive today.
7. If Cris (walk) more slowly, he not (stumble)
8. If Nelson (campaign) more vigorously, he (win).
9. If freedom of speech not (be) curtailed, incidence of graft (report) by the press.
10. If Francis not (offend) Ms. San Diego, his teacher, he (go) home sooner.

LEARNING TASK 6: PAST, PRESENT OR FUTURE CONDITIONAL?

Directions: This is a mastery test on the conditional sentence –the past, present, and future
conditionals. Complete the sentence with the correct form of the verb in parenthesis. Use a separate
paper/sheet in answering the activity. Answer directly.

Eg. If you ____ (watch) the game, you would understand us. Ans. watched

1. If I like the book, you (buy) it for me?

2. How would you feel if someone (treat) you like a trash?
3. If Nelson had asserted himself, he not (feel) so bad.
4. If you exercise and not overeat, you (live) longer.
5. If he had borrowed the magazine, you (lend) it to him?
6. You (allow) me to attend the school dance if I (promise) to come home early?
7. It would have been better if she not (give) up.
8. If you treated unfairly, how you (respond)?
9. If the worst possible thing had happened to you, how you (feel)?
10. If you knew that smoking causes lung cancer, heart disease, and emphysema, you still (go) ahead and
smoke?

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 WEEKLY LEARNING ACTIVITY SHEET IN ENGLISH 9
Most Essential Learning Competency (MELC) Determine the vocabulary or jargons
CG CODE: EN9G-IIe-20 expected of a communicative style

Quarter: 1 Week: 4 (Grammar)

DAY 1 OBJECTIVES:
 read and comprehend an article
 agree or disagree to the material viewed
 find the meaning of words and identify whether it’s a formal or informal language in
English

LEARNING TASK 1: OPRAH’S GRADUATION DIGITAL MESSAGE

A. Directions: Read and analyse the speech.

Oprah Winfrey is a talk show host, media executive, actress

and billionaire philanthropist. She’s best known for being the host of
her own, wildly popular program, The Oprah Winfrey Show, which
aired for 25 seasons, from 1986 to 2011. In 2011, Winfrey launched
her own TV network, the Oprah Winfrey Network (OWN).

Oprah to Class of 2020: ‘What Will Your Essential Service Be?’

Hello, everyone.
I know you may not feel like it, but you are indeed the chosen class for such a time as this — the class of
2020. You’re also a united class, the pandemic class that has the entire world striving to graduate with you.
Of course, this is not the graduation ceremony you envisioned. You’ve been dreaming about that walk
across the stage, your family and friends cheering you on — woop! woop! — the caps flung joyously in the
air. But even though there may not be pomp because of our circumstances, never has a graduating class
been called to step into the future with more purpose, vision, passion, and energy and hope.
Your graduation ceremony is taking place with so many luminaries celebrating you on the world’s
Facebook stage. I’m just honored to join them and salute you. You know, the word “graduate” comes from
the Latin gradus, meaning “a step toward something,” and in the early 15th century, “graduation” was a
term used in alchemy to mean a tempering or refining. Every one of us is now being called to graduate, to
step toward something, even though we don’t know what. Every one of us is likewise now being called to
temper the parts of ourselves that must fall away, to refine who we are, how we define success and what is
genuinely meaningful. And you, the real graduates on this day, you will lead us.
I wish I could tell you I know the path forward. I don’t. There is so much uncertainty. In truth, there always
has been. What I do know is that the same guts and imagination that got you to this moment — all those
things are the very things that are going to sustain you through whatever is coming. It’s vital that you learn,
and we all learn, to be at peace with the discomfort of stepping into the unknown. It’s really OK to not have
all the answers. The answers will come for sure, if you can accept not knowing long enough to get still and
stay still long enough for new thoughts to take root in your more quiet, deeper, truer self. The noise of the
world drowns out the sound of you. You have to get still to listen.
`For me, it’s always been talking and sharing stories. For you, well, that’s for you to discover. And my hope
is that you will harness your education, your creativity and your valor, your voice, your vote — reflecting
on all that you’ve witnessed and hungered for, all that you know to be true — and use it to create more
equity, more justice and more joy in the world. To be the class that commenced a new way forward, the
class of 2020. Bravo. Brava, brava, brava.

B. Directions: Read and find out whether the following lines are based from the selection. If you
agree, mark check (), if not, put an X.
1. The youth has already envisioned to have a pandemic on their graduation ceremony.
2. The youth never dreams to have this kind of graduation ceremony due to COVID ’19 crises
3. Each dreams to walk across the stage with family and supportive friends during graduation ceremony.
4. The latin word “gradus” means to step backwards.
5. The real graduates must lead the people.
6. The tone of Oprah Winfrey’s message is inspiring to all of us

12
7. The speaker says that the new graduates must create more equity, more justice, more joy in the world
sounds very impossible to happen and too ambitious.

C. Directions: Look for the meaning of the following words. Then, identify if each word is formal
or informal language.

8. woop
9. ok
10. bravo
11. brava
12. commence

DAY 2 OBJECTIVES:
 know the meaning of jargon
 identify types of jargons and examples
 match jargons and its corresponding meaning

LEARNING TASK 2: LEARN JARGONS

Jargon is the language, especially the vocabulary, peculiar to a particular trade, profession, or group.
The term covers the language used by people who work in a particular area or who have a common interest.

TYPES OF JARGONS and EXAMPLES

Medical Political Internet Business Education
Analgesic: A drug Trapo: "Dirty rag" Selfie – A ASAP. This means Competencies -
that relieves pain. in Tagalog, photograph that you’re in panic the knowledge,
traditional one has taken of mode; you need it skills, and
politician oneself usually so fast you don’t attitudes
with a hand-held even know when necessary to be
digital camera or you need it!! Spare competitive in
camera phone. us the theatrics and the workforce.
just provide a due
date.
Benign: Non- Partisan: Nosebleed – An Buy-in. Try Computer
cancer or non- Something that expression used by support or Assisted
malignant only works toward someone who’s agreement instead. Instruction
the goals of one having a difficulty (CAI) -
political party, and in understanding supplementing
often works the English words instruction by
against the goals of spoken by the having students
the other. person whom he’s engage in
talking with. learning
in learning
activities with a
computer.
Antibiotics: A Reform: To No filter – It Big bang for the Critical
drug used to treat change a law or a means no filters buck. A sleazy thinking -The
or prevent an system to make it were used to fast-talker’s way of ability to analyze
infection better or more enhance a certain saying this or that information.
efficient. photo posted on product or service
social media. has exceptionally
high value
STD - Flip flopper: A ATM – At this Check the box. Interpersonal
abbreviation for candidate or Moment Replace with intelligence- The
sexually politician who complete the task. ability to work
transmitted disease changes his mind effectively with
on certain other people.
important issues
over time.

13
 CBC - Partisan: HBD – Happy At the end of the Evaluation- A
abbreviation for Something that Birthday day. Any time you method of
white blood cell only works toward write this phrase, determining if
count, used to the goals of one your next step is to students learned
determine how political party, and delete it. what they were
many white blood often works taught. It is
cells there are in against the goals usually
the body to defend of the other. conducted at the
against bacteria end of a lesson.

LEARNING TASK 3: JARGONS MASTERY

A. Directions: MATCHING TYPE. Match the political jargons in Column A to its correct meaning
in Column B. Write only the letter.

COLUMN A COLUMN B
1. bias an Act of Congress that has been signed by the President or passed over his
veto by Congress
2. campaign government by the people, through free and frequent election
3. constituent a person who is a member of a country or state
4. citizen having the right to vote or elect, any of the voters represented by a particular
official
5. incumbent a leaning in favour of against something or someone
6. poll a public statement of the principles, objectives, and policy of a political party,
plan
7. independent series of planned actions for getting someone elected
8. democracy a candidate not belonging to one of the major political parties
9. platform a person now holding an office
10. law a place where votes are cast

B. Directions: Find the meaning of the following medical jargons:

11. RX 14. Osteoporosis
12. BMI 15. Cephalgia
13. HBP

C. Directions: Give the correct complete word of the following acronyms in education jargons:
16. HR 21. EQ
17. A.K.A. 22. MANCOM
18. IQ 23. DTR
19. Ph.D. 24. AWOL
20. CESO 25. STEM

DAY 3 OBJECTIVES:
 give correct internet jargon vocabularies
 identify types of jargons and examples

LEARNING TASK 4: JARGONS MORE ON BUSINESS AND INTERNET

A. Directions: Look for the meaning of the following business jargons.

1. viral 6. reach out

2. upstream 7. food chain
3. trim the fat 8.authentic
4. war room 9. on the runway
5. new normal 10. beef up

B. Directions: Number your paper 1-10, list down 10 internet jargons and its vocabularies.

DAY 4 OBJECTIVES:
 differentiate jargon and slang language
 select the appropriate answer about
jargons
14
LEARNING TASK 5: DIFFERENCE IS THE KEY
Directions: Read and understand the difference between jargons and slang words.
KEY DIFFERENCES BETWEEN JARGON AND SLANG
Jargon Words Slang Words
specific terminologies of some particular slang words are social words used in social life.
professions
have solid meaning in the English dictionary are local words that may or may not have a
specific meaning in the English dictionary.
do not change over time evolve with time.
are understood globally on the flip side are understood locally
stay in the language forever do not stay in the language for a long time as
they are varied.
LEARNING TASK 6: JARGON AND SLANG IN DUO
Directions: Identify the following language description as JARGON or SLANG.
1. It is a vocabulary which can be of science, technology, trade, art, etc.
2. It is casual and can’t be used in a specialized context.
3. It can be used in writing as well as in a verbal context.
4. Slang is a funny language that people use socially.
5. It has uncountable scientific terms.
6. Many words evaporate, and new words take their place.
7. It is only used in spoken language.
8. It is an ordinary vocabulary people cannot use and understand.
9. It is an everyday variability of the language used in highly informal situations.
10. It is used by people who share similar social backgrounds and age groups.

DAY 5 OBJECTIVE:
 recognize more details about jargons
LEARNING TASK 7: JARGON EXTENSION
Directions: Choose the best answer. Write the letter only.
1. Jargon is formally defined as: 6. The phrase “please be advised that” sounds
a. Overly complex technical terminology. polite and is, therefore, not considered jargon:
b. Big words people use to sound smart. a. True.
c. Language which is still written, but no longer b. False
spoken…..
d. Language which is spoken, but no longer 7. The word “via” is:
written. a. Not jargon.
b. Is best replaced with the word “by.”
2. Jargon should never, ever be used. c. A train company.
a. True. d. Jargon, but there is no replacement for the
b. False. word.

3. The rule for jargon is: 8. An easy way to say “commence” is to use the
a. If you wouldn't speak it, don’t write it. word:
b. If you wouldn't write it, don’t speak it. a. Commensurate.
c. If you wouldn't email it, don’t write or speak b. Communicate.
it. c. Start/begin.
d. If you wouldn't email it, don’t write it. d. Begin.

4. The word “henceforth” is jargon for: 9. In general, jargon should not be used because:
a. Tomorrow. a. It’s often unclear.
b. Soon. b. It’s old-fashioned.
c. Ongoing. c. It’s often confusing.
d. From now on. d. All of the above.

5. The phrase “in the event that” can simply be 10. To avoid jargon in an email, your closing line
replaced with: should say:
a. When. a. Please contact the undersigned.
b. If. b. Do not hesitate to contact me.
c. In case of. c. Please contact me by phone or email.
d. Just in case. d. Please connect with me.

15
 WEEKLY LEARNING ACTIVITY SHEET IN ENGLISH 9
Most Essential Learning Competency (MELC) Determine the vocabulary or jargons
CG CODE: EN9G-IIe-20 expected of a communicative style

Quarter: 1 Week: 5

DAY 1 OBJECTIVES:
 recognize the difference between formal and casual language
 match formal language to casual language

LEARNING TASK 1: FORMAL VS. INFORMAL

Directions: Read the following examples.

Formal Language Casual Language

1. I have not thought about it. I haven’t given much a thought.
2. They have been arguing all day. They’ve been arguing all day.
3. She is very busy. She’s very busy.
4. Many different outcomes were planned for the I planned many different outcomes for the party.
party.
5. We need to tell everybody about this thing. We need to go public with this thing.
6. It is easy. It’s a piece of cake.
7. They are going to start living together. They’re moving in together.

A. Directions: Identify the following as formal or informal.

1. Can I have your attention, please?

2. It is my great pleasure to welcome you to this place.
3. Let’s make a start.
4. I’m going to talk about “Life.”
5. If anyone still has any questions, I’ll be happy to answer them individually.
6. My presentation will last for approximately 30 minutes.
7. We’ll now move on to the Q & A stage.
8. Thank you for listening.
9. Please feel free to interrupt me at any time.
10. We see to have run out of time.

B. Directions: Match the following formal expressions below to their corresponding informal
expressions inside the box. Write only the word.

live at first ask for show get in touch begin

kids need chance cheap in the end wrong
tell so get seem

11. Obtain 19. Initially

12. Request 20. Appear
13. Inexpensive 21. Opportunity
14. Finally 22. Demonstrate
15. Inform 23. Therefore
16. Reside 24. Commence
17. Contact 25. Require
18. Incorrect

DAY 2 OBJECTIVE:
 match formal language to casual language

16
LEARNING TASK 2: FORMAL AND INFORMAL AND VICE-VERSA

A. Directions: Match the formal expressions on the left with their informal expressions on the
right. Write only the letter.

Column A (Formal Expressions) Column B (Informal Expressions)

1. Dear Mrs.Collins, a. Thanks
2. I apologize for not getting in contact with you b. See you soon.
3. I am writing to inquire about c. Sorry, I haven’t written for ages but
4. Please accept my apologies d. Love,
5. This is a result of… e. I’m very sorry about
6. I very appreciate your… f. I’ve attached…
7. I look forward to hearing from you g.This is because of…
8. Please find attached my report h.Hello Sabrina,
9. I am writing to express my dissatisfaction with… i.I am not happy about
10. Yours faithfully, j. I’m writing to find out about…

B. Directions: Some words are fine for informal conversations and discussions. For formal writing,
however, they should not be used. Numbers 1-3 are done for you as examples. Answer sentences numbers
4-10.

Informal Formal
1. Oh yeah, I sure do like turkey. Yes, I do like turkey.
2. Hey Prez, I want to ask you about education. Mr.President, I would like to ask about education.
3. Slow down already, would you? Would you please slow down?
4. They bought an awesome house there.
5. There were lots of people at the museum.
6. Jane ain’t going to tell anyone.
7. Oscar started freaking out about the test.
8. When the cops arrived,the crook ran outside.
9. The family chilled by the pool all afternoon.
10. She bought a bunch of stuff at the mall.

DAY 3 OBJECTIVE:
 familiarize formal language to casual language

LEARNING TASK 3: FILLING IN OF WORDS TO EMAILS

A. Directions: Match the informal expressions in the first column with the formal expressions in
the second column.

1. Let us know if you’re coming a. Do not hesitate to…

2. Feel free to… b. Regards..
3. Can you please… c. As requested
4. Best wishes d. I look forward to seeing you
5. I won’t be able to attend e. Could you please confirm your attendance
6. As asked… f. I will be unable to attend
7. I’m looking forward to seeing you g. We would be grateful if you could

17
 B. Directions: In the following emails, there are some missing words. Try to fill in the gaps with
appropriate words from the blank lines. There are two extra words in each email. Decide which of the emails
is more formal and which is more informal.

1. Appointment could unable hesitate faithfully

afraid grateful please sincerely forward
due to

Dear Mr. Perkins,

I am writing in response to the email I received from you on the 21 st july 2002. I am a. _________I will
be b. ____________ to attend our meeting c. __________ a work meeting arranged on the same day.
The only solution to discuss our differences would be to meet another day. d. ____________ it be
possible to arrange another e. _____________? Do not f. ______________to contact me whenever you
find a free day for our meeting. I would be g. _____________ if you could inform me about the day as
soon as possible.
I look h. _________ to hearing from you.
Yours i. _____________
Malcom Brass

Feel free Regards happy can sorry hello

2. asap won’t be able looking tell because

Dear Peter,
I write you because I read your last email. a.___________ but I b.__________ to go our meeting
c.__________ I have a work meeting on the same day. We can only talk about differences if we meet
another day d.__________________ we see each other another day? e.___________ to call me when
you find a free day to meet. I would be f. ____________ if you could g.____________ me about the
day h._____________ .
i. forward hearing from you.
j.___________________.
Malcom

DAY 4 OBJECTIVE:
 change informal writing to formal writing

LEARNING TASK 4: DRAFTING INFORMAL to FORMAL

A. Directions: The words in capital letters each have an informal equivalent. Drag from the list on
the right a suitable informal word to substitute so that the account still makes sense.

The patients food became 1.farm

INADVERTENTLY  2.large-scale
CONTAMINATED  with the 3.very
HIGHLY  TOXIC  4.concern
Chemical FLUID  which he was 5.vital
Spraying on his SMALLHOLDING  6.accidentally
Only the ENORMOUS  7.tainted
RESILIENCE  of the PATIENT  and his willpower 8.stamina
Helped him to SURVIVE  9.live
MASSIVE  blood transfusions have 10.release
been ESSENTIAL. His 11.liquid
CONDITION  no longer gives 12.great
CAUSE  for 13.state
ANXIETY , and we hope to 14.reason
DISCHARGE  him in a few days’ 15.sufferer
time 16.poisonous

18
 B. Which of the following sentences is the most formal in style?
A B C
1 We regret to inform you that We are sorry to tell you that We are sorry to say that
2 Thanks a lot for telling me Thanks for bringing this to my I appreciate you bringing this
about this. attention. matter to my attention
3 I’m writing to give you you I want to tell you about I’d like to tell you about
some details regarding
4 I am very unhappy about the I am extremely dissatisfied I’m not happy with the
service they gave me. with the service I received. service I received.
5 I have a ton of experience in I have a considerable amount I have a lot of experience in
this area. of experience in this area. this area.
6 I can’t come to your party I won’t be able to come to I will be unable to attend
tomorrow. your party tomorrow. your party tomorrow
7 Awesome! That’s great! Wonderful!
8 How’s life? How are you? How’s it going?
9 This movie stinks! I do not enjoy this movie. I love not this movie.
10 They had an experiment. The experiment was carried They had an experiment.
out or performed.

DAY 5 OBJECTIVES:
 create a funny comic strips about fake news interaction using informal expressions;
 find the meaning of slang words and phrases and use each in sentence

LEARNING TASK 4: LET’S BE NOT FORMAL

A. Directions: Make a funny a comic strips about fake news using informal expressions.

B. Directions: Research the meaning of the following common slang words and phrases and use
each in sentence.

1. Awesome 7.My Bad

2. What’s up 8. Twenty-four Seven
3. Hang out 9.ATM
4. Cool 10. FYI
5. ASAP 11.Bestie
6. LOL 12.OMG

19
 WEEKLY LEARNING ACTIVITY SHEET IN ENGLISH 9
Most Essential Learning Competency (MELC) Determine the vocabulary or jargons
CG CODE: EN9G-IIe-20 expected of a communicative style

Quarter: 1 Week: 6

DAY 1 OBJECTIVE:

 Distinguish types of speech styles for various situations

LEARNING TASK 1: IDENTIFYING TYPES OF COMMUNICATIVE STYLES

TYPES OF SPEECH STYLE – In this topic, we will now discuss about the five different types of speech
style or communicative style. But a speech style, according to Martin Joos (1976), a linguist and German
professor, it refers to the form of language that the speaker utilized which is characterized by the level of
formality. Every person has a unique communication style, a way in which he interacts, exchanges
information with others. It is important to understand each communication style, and why individuals use
them.

Communicative Description Examples

Types
1. Intimate Style It is used in talks between two very close Couple talking about their
individuals. It is described by an economy of future plans, family
words, with a high chance of nonverbal sharing ideas, very close
communication. Like casual, there is also a free and friends sharing secrets, etc.
easy participation of both speaker and listener
2. Casual Style Also known as informal style, it is usually used phone calls, everyday
between, friends, or even insiders who have things conversation with friends,
to share. In this type, there is a free and easy chats, etc
participation of both speaker and listener things to
share. In this type, there is a free and easy
participation of both speaker and listener
3. Conversational The speaker sounds spontaneous, relaxed and Everyday
Style natural. The secret to developing a conversational communication,dialogue
style is to learn the ideas of your speech
4. Consultative It is basically unplanned speech since the speaker regular classroom
Style uses the participation and feedback of the listener. discussions, doctor-
The speaker will supply background information, patient, teacher-
while again, the listener participates student.counsello-
continuously.It is a semi-formal communication client,lawyer-
client,lawyer-judge

5. Frozen style Also known as fixed speech, it is the highest form formal ceremonies like
of communicative style.The listener or reader is not Shakespearean plays,
allowed to question the speaker or writer weddings, funerals, Pledge
of Allegiance,
Lord’sPrayer, Preamble of
the Constitution,the Alma
Mater, a bibliographic
reference

20
 DAY 2 OBJECTIVE:
 Write a five-line dialogue with intimacy about the recent worldwide crises

LEARNING TASK 2: INTIMATELY YOURS

Directions: Supply the following speech bubble cartoon with a five-dialogue among intimately
related people about their ideas, feelings on COVID’19.

DAY 3 OBJECTIVES:
 Give the message of the song;
 Express your own feelings, emotions, insights upon learning the song

LEARNING TASK 3: SING WITH ME CASUALLY

Directions: Read and listen to the the lyrics of the song “When You Say Nothing At All”. Then,
give the possible message of the song and the feelings/emotions you felt after listening to the song.

When You Say Nothing At All The smile on your face let's me know that you need
Ronan Keating me
There's a truth in your eyes saying you'll never leave
It's amazing how you me
Can speak right to my heart The touch of your hand says you'll catch me
Without saying a word wherever I fall
You can light up the dark You say it best (you say it best)
Try as I may I could never explain When you say nothing at all
What I hear when you don't say a thing
the smile on your face let's me know that you need
The smile on your face let's me know that you need me me
There's a truth in your eyes saying you'll never leave There's a truth in your eyes saying you'll never leave
me me (ooh)
The touch of your hand says you'll catch me wherever I The touch of your hand says you'll catch me
fall wherever I fall
You say it best You say it best (you say it best)
When you say nothing at all When you say nothing at all
All day long I can hear that smile on your face
People talking out loud (ooh) (You say it best when you say nothing at all) the
But when you hold me near (you hold me near) truth in your eyes
You drown out the crowd (drown out the crowd) (You say it best when you say nothing at all) the
Try as they may they can never define touch of your hand let's me know that you need me
What's being said between your heart and mine (You say it best when you say nothing at all) nothing
at all

Message of the song Feelings for the Song

1. 1.

21
 DAY 4 OBJECTIVE:
 Make a comic strip about the latest societal issue of the country

LEARNING TASK 4: LET’S CONVERSE

Directions: Fill in the comic strip blanks with a conversation between two front liners talking about
people who violate the Enhanced Community Quarantine (ECQ) rules.

DAY 5 OBJECTIVES:
 Read a short dialogue silently;
 Respond to the comprehension questions

LEARNING TASK 5: CONSULT ME

Directions: Read the following dialogue between a patient and a nurse either with a partner or
silently, and then test your understanding with the quiz below. Write only the correct word in your paper.

Patient: Nurse, I think I might have a fever. It's so cold in here!

Nurse: Here, let me check your forehead.
Patient: What do you think?
Nurse: You feel a bit warm. Let me get a thermometer to check.
Patient: How do I raise my bed? I can't find the controls.
Nurse: Here you are. Is that better?
Patient: Could I have another pillow?
Nurse: Certainly, Here you are. Is there anything else I can do for you?
Patient: No, thank you.
Nurse: OK, I'll be right back with the thermometer.
Patient: Oh, just a moment. Can you bring me another bottle of water, too?
Nurse: Certainly, I'll be back in a moment.
Nurse: (coming in the room) I'm back. Here's your bottle of water. Please put the thermometer
under your tongue.
Patient: Thank you. (puts the thermometer under the tongue)
Nurse: Yes, you have a slight fever. I think I'll take your blood pressure as well.
Patient: Is there anything to worry about?
Nurse: No, no. Everything's fine. It's normal to have a bit of fever after an operation like
yours!
Patient: Yes, I'm so glad everything went well.

Nurse: You're in good hands here! Please hold out your arm.

22
1. We don't need to take Peter to the hospital. He only has a ________ fever. (slight, teeny, high)

2. What problem does the patient think she has? (fever, vomiting, a broken bone)

3. You can use these __________ to raise and __________ the bed. (levers-higher, controls-lower,
button-lower)

4. What does the nurse think?

 That the patient has a slight fever
 That the patient needs to see the doctor immediately
 That the patient should eat something

5. Could you check my ___________ to see if it feels warmer than usual? (elbow, wrist, forehead)

6. Don't forget to put a soft ____________ under your head before you go to bed. (rabbit, pillow, stone)

7. What other problem is the patient having? (very hungry, can’t find bed controls, can’t sleep)

8. What request does the patient make? She asks for ( a magazine, an extra blanket, extra pillow)

9. What other problem might the patient have?

 She's hungry because she asks for food.
 She's thirsty because she asks for a bottle of water.
 She's very old because she mentions her 80th birthday.

10. I'd like to take your __________. Please hold out your arm. (blood, fortune, blood pressure)

23
 WEEKLY LEARNING ACTIVITY SHEET IN ENGLISH 9
Most Essential Learning Competency (MELC) Determine the vocabulary or jargons
CG CODE: EN9G-IIe-20 expected of a communicative style

Quarter: 1 Week: 7

DAY 1 OBJECTIVES:

 Know the author’s background;

 Show appreciation for the significant human experiences highlighted from the selection;
 Use synonyms and antonyms to arrive at the meaning of words

LEARNING TASK 1: BIOGRAPHY OF HENRY WADSWORTH LONGFELLOW

Henry Wadsworth Longfellow was the most loved poet in America
during his time. He is the poet of the home, the poet of love, of grief and of the
heart.” He was known as America’s household poet because his poetry reflects
the situations, incidents and emotions of every human being. He wrote about
the beauty of simple affections and pleasures of the home, and about common
experiences of common people. His poems reflect his faith and confidence in
God.

A Psalm of Life In the world’s broad field of battle,

BY HENRY WADSWORT H In the bivouac of Life,
LON GFE LLOW Be not like dumb, driven cattle!
Be a hero in the strife!
What The Heart Of The Young Man Said To
The Psalmist. Trust no Future, howe’er pleasant!
Let the dead Past bury its dead!
Tell me not, in mournful numbers, Act,— act in the living Present!
Life is but an empty dream! Heart within, and God o’erhead!
For the soul is dead that slumbers,
And things are not what they seem. Lives of great men all remind us
We can make our lives sublime,
Life is real! Life is earnest! And, departing, leave behind us
And the grave is not its goal; Footprints on the sands of time;
Dust thou art, to dust returnest,
Was not spoken of the soul. Footprints, that perhaps another,
Sailing o’er life’s solemn main,
Not enjoyment, and not sorrow, A forlorn and shipwrecked brother,
Is our destined end or way; Seeing, shall take heart again.
But to act, that each to-morrow
Find us farther than to-day. Let us, then, be up and doing,
With a heart for any fate;
Art is long, and Time is fleeting, Still achieving, still pursuing,
And our hearts, though stout and brave, Learn to labor and to wait.
Still, like muffled drums, are beating
Funeral marches to the grave.

LEARNING TASK 2: THE SYNONYMS

Directions: Read each sentence below and note the italicized word. From the choices given, select
the word or phrase that most nearly means the same as the italicized word. Write only the letter of the word
in your paper.

1. For the soul is the dead that slumbers and things are not what they seem.
a. waits b. lingers c. haunts d. sleeps
2. Life is real! Life is earnest! And the grave is not its goal.
a. depressing b. valuable c. serious d. interesting

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3. Art is long, and Time is fleeting.
a. passing b. deceiving c. uncertain d. demanding
4. And our hearts, like muffled drums, are beating funeral marches to the grave.
a. echoing b. confused c. weary d. silent
5. In the bivouac of Life, be not like dumb, the driven cattle!
a. shelter b. parade c. complexity d. symbol
6. In the world’s broad field of battle be a hero in the strife!
a. crowd b. journey c. trial d. fighting
7. Lives of great men all remind us we can make our lives sublime.
a. noble b. simple c. joyful d. secure
8. A forlorn and shipwrecked brother shall take heart again.
a. grieving b. hopeless c. injured d. solitary

LEARNING TASK 3: THE OPPOSITES

Directions: Look for words in poem which are opposite in meaning to each of the following.

1. Open _____________________ 6. Cheerful _____________________

2. Harmony __________________ 7. Moves _____________________
3. Ridiculous__________________ 8. Insincere _____________________
4. Uncertain __________________ 9. Loud _____________________
5. Built __________________ 10. Permanent _____________________

DAY 2 OBJECTIVES:

 Understand the message of the poem by stanza;

 Show appreciation for the significant human experiences highlighted from the selection

LEARNING TASK 4: LINE-BY-LINE ANALYSIS

Directions: Identify which stanza in the poem suggests the following line analysis below.
Line Analysis of Each Stanza Stanza
Number
1. The poet compares the world to a vast battlefield, where we human beings come
temporarily in the camps to fight the battle of our life
2. It conveys the poet’s positive attitude towards life that life is serious, not baseless
or useless.
3. The poet instructs us not to trust the future, however pleasant it may seem, because
we often get carried away by the happy dreams about our future and forget to act in
the present
4. The poet compares the world to a vast battlefield, where we human beings come
temporarily in the camps to fight the battle of our life.
5. It conveys the poet’s positive attitude towards life that life is serious, not baseless
or useless.
6. The poet instructs us not to trust the future, however pleasant it may seem, because
we often get carried away by the happy dreams about our future and forget to act in
the present.
7. The poet urges us not to mind the consequences, or to make our mind prepared for
any fate
8. To him, grave is not the ultimate goal of life; life does not end with death.
9. The poet reminds us of a very popular quote, “Learn from the past, live in the
present, and hope for the future.”
10. The work given to us is vast and time consuming, but the time is running away fast
with every moment.
11. We will not be living forever here, but we can leave our marks on the infinite flow
of time through our good work.
12. A person who spends all his time sleeping is already dead.
13. The poet suggests that neither enjoyment, nor sorrow should be our ultimate aim or
way of life.
14. He also tells us to forget the past events, as they are dead, and they should not haunt
us anymore and affect our present action.
15. We must learn to labour, to work hard, to act wisely, and wait for the rewards
patiently.

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 DAY 3 OBJECTIVE:

 Point out correct responses by drawing conclusions and generalization to the selection

LEARNING TASK 5: THINK ABOUT

Directions: Choose the best answer. Write only the letter.

QUESTIONS CHOICES
A B C D
1. What type of values did Positive Values Religious Values
Longfellow endorse forces in the based values based on his
making of solely on love of
American the Bible nature
character
2. Who is the speaker in Narrator Young man Psalmist God
Longfellow’s poem?
3. The main thing the young man think act pray quote
advises is to
4. The young man does not want to complicated Empty hard short
hear that life is dream
5. Life is real! Life is _______! happy complex earnest hard
6. “Our destined end or way is
neither sorrow pain pleasure death
enjoyment nor _______
7. Heartbeats are compared to lightning waves footsteps drums
8. What animal does the young man
not want to be like? pig sheep cattle donkey
9. Which of the following statements Act as heroes People’s Our purpose Wait for the
tells about the lesson we can get amidst goal is to in life is to perfect
from “ A Psalm of Life” earth’s strife. live be happy. timing.
happily
before they
die.
10. We should live in the _______ present past future after life
11. Who reminds us- “We can make Biblical Our We do Great men
our lives sublime.” teachers Fathers

12. What do great men leave behind ideas footprints shipwrecked words
(metaphorically)?
13. The young man says we should be questioning asking thinking pursuing
still achieving, still _________
14. The tone of the poem is bleak confused optimistic angry
15. Which line is an allusion to a bible Art is long, Dust thou For the soul Be hero in
verse time is art, to dust is that the strife
fleeting returnest slumbers

DAY 4 OBJECTIVE

 Express one’s intimate conversation to God through writing

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LEARNING TASK 6: WRITE YOUR OWN PSALM

Directions: Fill in the blanks and share your thoughts around the page as you talk to God.

God You Are: In My Life You Have:

Help Me To: I Struggle With This:

I Trust That You Are:

DAY 5 OBJECTIVE:

 Share one’s philosophy in life or your personal view about life

LEARNING TASK 7: SELFIE WITH LIFE PHILOSOPHY

Directions: Have a “selfie” with your personal view about life. Then print your output using an A4
bondpaper.

Example:

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