English 8 Acc
English 8 Acc
English 8 Acc
LEARNING MODULE
English G8 | Q2
Communing With
Nature
NOTICE TO THE SCHOOLS
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ENGLISH 8
In this module, you will examine these questions when you take the
following lessons:
MODULE MAP:
Here is a simple map of the above lessons you will cover:
Realizing
East Asian Influential
Literature Individuals
Communing with Nature
Strengthening
Environmental
Bonds
EXPECTED SKILLS:
To do well in this module, you need to remember and do the following:
LESSON 1:
Determine tone, mood, technique, and purpose of the author.
Predict the gist of the material viewed based on the title, pictures, and
excerpts.
Describe the notable literary genres contributed by East Asian writers.
Use appropriate grammatical signals or expressions suitable to each pattern
of idea development: general to particular, claim and counterclaim, problem-
solution and cause-effect and others.
Identify figures of speech that show emphasis (hyperbole and litotes).
Explain the literary devices used.
Listen to paraphrase information/ideas.
Discern positive and negative messages conveyed in a material viewed.
Use a variety of techniques to introduce a topic.
Develop related support sentences.
Use a variety of techniques to formulate a conclusion.
Use appropriate modes of paragraph development to express one’s ideas,
needs, feelings and attitudes
Develop paragraphs that illustrate each text type (narrative in literature,
expository, explanatory, factual and personal recount, persuasive).
Compose effective paragraphs.
LESSON 2:
Describe the notable literary genres contributed by East Asian writers.
Explain how a selection may be influenced by culture, history, environment, or
other factors.
Relate content or theme to previous experiences and background knowledge.
Employ appropriate listening skills and strategies suited to long descriptive
and narrative texts.
Infer dominant thoughts and feelings expressed in the text listened to.
Infer the theme of the text listened to.
Predict the gist of the material viewed based on the title, pictures, and
excerpts.
Discriminate between literal and figurative language.
Use appropriate non-verbal cues when delivering lines in an entertainment
speech.
Use the appropriate prosodic features of speech when delivering an
entertainment speech.
PRE-ASSESSMENT
Let’s find out how much you already know about this module.
Click on the letter that you think best answers the question.
Please answer all items. After taking this short test, you will see your
score. Take note of the items that you were not able to correctly
answer and look for the right answer as you go through this module.
2.
A. Personification
B. Litotes
C. Hyperbole
D. Metaphor
2. Your teacher gave the details (shown below) for the next reading selection
that will be discussed in the class, what do you think will be the selection all
about?
Growth Rings
by Deng Hainan
3. Which among the following is the best supporting statement given this topic
sentence:
There is a lot of work involved in maintaining a healthy body.
He was sitting in the corner felling so exhausted with all the eyes focused on him.
He was sweating so much that he felt the rush of his adrenaline. He was panting.
Then he heard a loud “tingggg”. He took his stance in the center and looked angrily
in the eyes of his opponent. He started to move closer and prepared for his final
bow. He took his aim. He victoriously punched his opponent to the floor. The
referee began to count 1..2..3..4..5..6..7..8..9.. And when the count reached 10, he
felt sound vibrations. He heard the crowd in up roar, vigorously shouting his
name.“Dan Khom!”“Dan Khom!”“Dan Khom!” He cried for joy. Never did he
experience such a feeling of success. Then he shouted, Yes!
In life, there are a lot of challenges that makes us feel bad and broken. It makes
feel weary as if it would never end. It seems gloomy all the time and life feels like
a new day won’t come.
5. In the given passage, the author signifies “a new day” to a fresh chance to begin
and be hopeful. What literary device is used by the author to forward such thought?
A. Foreshadowing
B. Flashbacking
C. Juxtaposition
D. Symbolism
Last night, I joined the kids in staying up late to watch a movie. When they were
already asleep, I left a note on the table for my kids to read in the morning because
6. Considering the given scenario, what could be the best reason why the persona
did not receive any call yet from her kids?
A. The note was blown away by the strong wind because the windows were
open.
B. The kids decided forgot to call their mother.
C. The kids were busy and did not notice the note on the table.
D. The kids were still asleep since they slept late last night.
7. Given the lines above, what thought is the author trying to tell the readers?
A. The beauty of being an actress
B. Freedom in one’s decision
C. Faithfulness to one’s lover
D. Excitement in staging a play
8. Given a folio with this as part of the cover, what insights can we draw about
its content?
10. Considering the rudiments of public speaking, what f makes the use of proper
grammatical signals essential?
A. In oral presentation, voice modulation is important which reflected through
word arrangement.
B. In oral presentation, body movements serve as aid of the uttered words.
C. In oral presentation, words signal the principle in inflections and articulations.
D. In oral presentation, grammatical signals assure humor to capture audience’s
attention.
11. In what way does the different rhetorical device aid in the crafting of speeches?
A. It provides options on how to address the topic given.
B. It enhances the process on how to deliver a speech.
C. It develops communicative skills.
D. It allows easier mastery of the piece.
12. Why is it important for the speaker to consider articulation in delivering the speech?
It allows the listener . . .
13. Why should the speaker be very mindful of his/her movement in delivering his/her
speech?
A. Gestures serve as an aid in communicating the message of the piece.
B. Gestures make the performance more interesting.
C. Gestures capture audience attention.
D. Gestures allow the speaker to establish authority.
14. Why is it difficult for readers to spot the references addressed by Matsuo Basho,
father of Haiku, in his works?
15. The DENR has invited you to deliver a talk on different pressing issues
during the World Awareness Day gathering. Considering the gathering,
what particular issue would best be addressed in your talk?
A. Price hike and other economic issues
B. Environmental concerns
C. Family health care
D. Political dynasty in different countries
16. You were assigned to be the Chair of the board of judges for a public
speaking competition. You are very much concerned on how the
participants will be able to communicate to the audience. What specific
criteria are you inclined with?
A. Voice
B. Stage Presence
C. Organization of ideas
D. Power of Expression
18. The Speakers’ Congress commissioned you to head the training program of
the aspiring public speakers. As the head trainer, you are to orient them
with what public speaking is. What important points would you address
especially to beginners?
A. Public speaking is a challenge, hence, only the brave ones will survive.
B. In being a speaker, you should be brilliant at all times.
C. Public speaking requires a high performance in all subject area.
D. In being a speaker, you have to have a purpose.
Write your thoughts about the module on the note below. For it to serve as your
guide, include your goals and objectives on the note.
In this lesson, you will be acquainted with different literary pieces from East
Asian Countries and unravel inspirations that their literature reveals. As you
immerse in the different selection, think about these questions:
Identify the word reflected by the pictures below and answer the questions that
follow.
E _ _ I_ _ _ M _ N _
Initial Answer:
Revised Answer:
Final Answer:
You are now oriented of the different task and outcomes that you have to
accomplish in this learning unit. You are also aware of the concepts that you need
to understand. It is important to be equipped with the strategies on how to achieve
one’s goal. To do this, respond to the questions in the My Learning Goals Form
graphic organizer.
Be familiar with the meaning of the following words that you will encounter in the
first reading selection. You can access this site www.dictionary.reference.com to
aid you with the definition. Fill in the third column by giving a sample sentence
using the words defined.
Constable
Hacked
Hubbub
Barrow
Rage
Exquisite
Your first selection is entitled The Wonderful Pear Tree. Considering the title of the
first literary piece, what do you think is the text all about? Write your answer on the
slate.
Reading 1
The Wonderful Pear Tree
(A Chinese Folktale)
Translated by Herbert A Giles
Once upon a time a countryman came into the town on market-day, and brought
a load of very special pears with him to sell. He set up his barrow in a good
corner, and soon had a great crowd round him; for everyone knew he always
sold extra fine pears, though he did also ask an extra high price. Now, while he
was crying up his fruit, a poor, old, ragged, hungry-looking priest stopped just in
front of the barrow, and very humbly begged him to give him one of the pears.
But the countryman, who was very mean and very nasty-tempered, wouldn't hear
of giving him any, and as the priest didn't seem inclined to move on, he began
calling him all the bad names he could think of. “Good sir," said the priest, “you
have got hundreds of pears on your barrow. I only ask you for one. You would
never even know you had lost one. Really, you needn't get angry."
"Give him a pear that is going bad; that will make him happy," said one of the
crowds. "The old man is quite right; you'd never miss it."
"I've said I won't, and I won't!" cried the countryman; and all the people close by
began shouting, first one thing, and then another, until the constable of the
market, hearing the hubbub, hurried up; and when he had made out what was
The old priest took the pear with a low bow, and held it up in front of the crowd,
saying, " You all know that I have no home, no parents, no children, no clothes of
my own, no food, because I gave everything up when I became a priest. So it
puzzles me how anyone can be so selfish and so stingy as to refuse to give me
one single pear. Now I am quite a different sort of man from this countryman. I
have got here some perfectly exquisite pears, and I shall feel most deeply
honored if you will accept them from me." “Why on earth didn't you eat them
yourself, instead of begging for one?" asked a man in the crowd. "Ah," answered
the priest, “I must grow them first." So he ate up the pear, only leaving a single
pip. Then he took a pick which was fastened across his back, dug a deep hole in
the ground at his feet, and planted the pip, which he covered all over with earth. "
Will someone fetch me some hot water to water this ? " he asked. The people,
who were crowding round, thought he was only joking, but one of them ran and
fetched a kettle of boiling water and gave it to the priest, who very carefully
poured it over the place where he had sowed the pip. Then, almost while he was
pouring, they saw, first a tiny green sprout, and then another, come pushing their
heads above the ground; then one leaf uncurled, and then another, while the
shoots kept growing taller and taller; then there stood before them a young tree
with a few branches with a few leaves; then more leaves; then flowers; and last
of all clusters of huge, ripe, sweet-smelling pears weighing the branches down to
the ground! Now the priest's face shone with pleasure, and the crowd roared with
delight when he picked the pears one by one until they were all gone, handing
them round with a bow to each man present. Then the old man took the pick
again, hacked at the tree until it fell with a crash, when he shouldered it, leaves
and all, and with a final bow, walked away.
All the time this had been going on, the countryman, quite forgetting his barrow
and pears, had been in the midst of the crowd, standing on the tips of his toes,
and straining his eyes to try to make out what was happening. But when the old
priest had gone, and the crowd was getting thin, he turned round to his barrow,
and saw with horror that it was quite empty. Every single pear had gone! In a
moment he understood what had happened. The pears the old priest had been
so generous in giving away were not his own; they were the countryman’s! What
was more, one of the handles of his barrow was missing, and there was no doubt
that he had started from home with two! He was in a towering rage, and rushed
as hard as he could after the priest ; but just as he turned the corner he saw,
lying close to the wall, the barrow-handle itself, which without any doubt was the
very pear-tree which the priest had cut down. All the people in the market were
simply splitting their sides with laughter; but as for the priest, no one saw him
anymore.
Ribo, L., Galvez, N., & Malicsi, M. (2013). Language in literature II Afro-Asian literature.
Philippines: Vibal Publishing House, Inc.
Questions to answer:
1. Who are the characters in the story and what are their roles?
2. Considering the types of people, the poor and the rich, oppressor and the
oppressed, etc., what type of people is present in the story? Support your
answer.
4. If you were the countryman, would you do the same thing as what he did?
5. If you were the priest, would you do the same thing as what he did?
Discover the folktale more by looking at the different elements through this
folktale matrix.
What is the
conflict in the
story?
How was the problem solved? How did the story end?
3 Things I Learned
______________________
______________________
______________________
You got acquainted with the characters in the tale; identify one character that you
felt overpowering over other characters.
Questions to answer:
3. Folktales keep the past alive. Did you encounter other texts reflecting the
same theme?
4. Why do you think some themes continue to be present in recent literary
text?
5. Based from your own idea, what is the purpose of the author in coming up
with such text?
6. What do you think influences the crafting of such text considering the
reflected theme?
You have identified a character that is dominant in the story. Support your claim
by sharing details.
Prove it!
Claim
Details
Folktales are part of oral tradition; hence, these are handed down through oral
story telling. It is important to be able to state in your words without changing the
thought of the text.
Paraphrasing
______________
Reading 2
Haiku 1
Summer grasses grow
On brave warriors’ splendid dreams ---
The afterglow comes.
Haiku 2
An old silent pond
A frog jumps into the pond,
Splash! Silence again.
Haiku 1
Haiku 2
Matsuo Basho, Japan’s greatest haiku poet, believed that real poetry
was leading a beautiful life with nature.
Haiku 1
Haiku 2
3. Why should one be familiar with the Japanese culture especially in looking
at haikus?
Lines from the Haiku allow the readers to create mental images. These images
allow the readers to visualize and therein more realistically experience the
author’s writing. What image is reflected in the poem? Describe the image by
responding to the sense chart.
What I See…
What I Feel…
Haiku 2
What I Hear…
What I See…
What I Feel…
4. Mention text that you have encountered which reflects the same theme as
the haikus.
5. Why do you think these poems and its theme are still appreciated until the
present?
Poems like Haikus are meant to be read aloud. Other literary pieces are also
meant to be read aloud for us to fully appreciate its structure. Other than poems,
speeches are also form of written text that is delivered to the crowd.
Be familiar with the purpose of the author in crafting his/her masterpiece and
consider the Japanese Haikus. Use the chart that follows and trace Basho’s
purpose.
Basho’s Purpose
Looking at the two literary pieces coming from Japan and China, which among
the genre would most likely use figurative language? Literal language? Support
your claim by citing an example. Access this link given before you do the activity.
http://www.readwritethink.org/files/resources/lesson-
docs/LiteralFigurativeHandout.pdf
Literal Figurative
3 Personification 4 Metaphor
A figure of speech in which an An implied comparison between
inanimate object or abstraction two unlike things that actually
is endowed with human have something important in
qualities or abilities. common.
5 Simile 6 Litotes
A stated comparison (usually A figure of speech in
formed with "like" or "as") between which understatement is employed
two fundamentally dissimilar things for rhetoric effect, principally
that have certain qualities in via double negatives.
common.
Reading 3
A Little Incident
by Lu Hsun
Six years have gone by, as so many winks, since I came to the capital from the
village. During all that time there have occurred many of those events known as
“affairs of the state”, a great number of which I have seen or heard about. My
heart does not seem to have been in the least affected by any of them, and
recollection now only tends to increase my ill temper and cause me to like people
less as the day wears on. But one little incident alone is deep with meaning to
me, and I am unable to forget it even now.
After a while, the wind moderated its fury, and in its wake the streets were left
clean of the loose dust. The puller ran quickly. Just as we approached the South
Gate, somebody ran in front of us, got entangled in the rickshaw, and tumbled to
the ground.
It was a woman with streaks of white in her hair, and she wore ragged clothes.
She had darted suddenly from the side of the street, and directly crossed in front
of us. My puller tried to swerve aside, but her tattered jacket, unbuttoned and
fluttering in the wind, caught in the shafts. Fortunately, the puller had slowed his
pace, otherwise she would have been thrown head over heels, and probably
injured. After we halted, the woman still knelt on all fours. I did not think she was
hurt. No one else had seen the collision. And it irritated me that the puller had
stopped and was apparently prepared to get himself involved in some foolish
complication. It might delay and trouble my journey.
But either he did not hear me or did not care, for he put down the shafts and
gently helped the old woman to her feet. He held her arms, supporting her, and
asked:
“I am hurt.”
I thought, “I saw you fall and it was not all rough. How can you be hurt? You are
pretending. The whole business is distasteful, and the rickshaw man is merely
making difficulties for himself. Now let him find his own way out of the mess.”
But the puller did not hesitate for a moment after the old woman said she was
injured. Still holding her arm, he walked carefully ahead with her. Then I was
surprised as, looking ahead, I suddenly noticed a police station, and saw that he
was taking her there. No one was outside, so he guided her in through the gate.
As they passed in, I experienced a curious sensation. I do not know why, but at
the moment, it suddenly seemed to me that his dust-covered figure loomed
enormous, and as he walked farther he continued to grow, until finally I had to lift
my head to follow him. At the same time, I felt a bodily pressure all over me,
which came from his direction. It seemed almost to push out from me all the
littleness that hid under my fur-lined gown. I grew week, as though my vitality had
been spent, as though the blood had frozen in me. I sat motionless, stunned and
“Get another rickshaw,” he advised. “This man can’t pull you anymore.”
Without thinking, I thrust my hand into my pocket and pulled forth a big fistful of
coppers. “Give the fellow these,” I said.
The wind had ceased entirely, but the street was still quiet. I mused as I walked,
but I was almost afraid to think about myself. Leaving aside what had happened
before, I sought an explanation for a fistful of coppers. Why had I given them? As
a reward? And did I think of myself, after my conduct, fit to pass judgment upon
the rickshaw puller? I could not answer my own conscience.
Till now that experience burns in my memory. I think of it, and introspect with
pain and effort. The political and military drama of these years is to me like the
classics I read in childhood: I cannot recite half a line of it. But always before my
eyes, purging me with shame, impelling me to better myself, invigorating my
hope and courage, this little incident is reenacted. I see it in every detail as
distinctly as on the day it happened.
Ribo, L., Cabanilla, J., Tapang, A., and Baylon, M. (2005). Language in literature for second year.
Quezon City: Vibal Publishing House, Inc.
After reading the text, in one paragraph, picture out the incident that happened in
the story. Considering descriptive writing, allow the reader to see what you saw
while reading the text.
Access the link below and read the material before proceeding to the
next activity.
http://www.tc.umn.edu/~jewel001/CollegeWriting/START/Modes.ht
m
Questions to answer:
IRF Worksheet
Having acquainted with literary pieces, respond to the question below. Write
your answer on the Revised Answer portion of the chart.
Initial Answer:
Revised Answer:
Final Answer:
Every writer has his/her purpose in coming up with a literary piece. Their main
goal is to be effective. Following the writing process especially for prose writing
will certainly achieve consistency. Guided by the cycle, tell the story of the writing
process.
Using the sample paragraph and the paragraph you have written on activity 15, let
us explore whether both covered the same elements. Identify the topic sentence,
supporting details and concluding sentence in each paragraph.
Topic Sentence
Supporting Details
Concluding Sentence
Topic Sentence
Supporting Details
Concluding Sentence
2. What ideas/concepts
do you need more
help with?
Crafting a
literary piece
I wonder how . . .
I wonder why . . .
I wonder if . . .
Considering the readings we had the previous section, answer the graphic
organizer below by stating the implications reflected in each of the literary piece.
The Wonderful
Pear Tree
Haiku
A Little Incident
Questions to answer:
3. What do you think influences the author to come up with such text?
As you go through the activity, focus on the implications of the different texts and
also take note of its origin. Read the given texts and answer the task that
follows.
What do you think is the What do you think is the What do you think is the
basis of the author in basis of the author in coming basis of the author in
coming up with the text? up with the text? coming up with the text?
3. Other than the purpose of the author, what influences the crafting of a
literary piece?
What I did
What I learned
End of DEEPEN
In this section, the discussion was centered on writing techniques especially
in coming up with a speech. Now that you are equipped, you are ready for
the culminating task.
https://www.youtube.com/watch?v=8xgFp7Afhlk
http://www.readwritethink.org/files/resources/lesson_images/less
on885/speech-analysis.pdf
Introduction
Conclusion
Learn more about how to write speeches in order to prepare you for the task at
the end of this lesson; you access these through the following links:
http://www.write.co.nz/site/writegroup/files/A-beginner's-guide-to-making-
a-speech%20-for-website.pdf
http://www.forbes.com/sites/jeffschmitt/2013/07/16/10-keys-to-writing-a-
speech/
1. Thinking and planning - Pick your topic carefully. A teacher may say ‘Choose
a topic you care about’. We recommend something extra—pick a topic that you
want your audience to care about. You’ll find it easier to be convincing.
Write a purpose statement and your main messages
Use the purpose statement to shape your speech, and your message to the
audience will be clear.
Know your audience and the setting
Grab a big sheet of paper and go for it. Make a mind map, do pictures, create lists.
Everyone has a different way to brainstorm—do what works for you.
Plan your structure
Take your scribbling and organize your ideas. Draw up a draft plan with a
beginning, three main messages, and an end.
2. Writing and editing - Write first, edit later. First of all, write without editing.
Don’t keep going over what you’ve written. Just let it flow.
Writing for listeners is different from writing for readers. Your audience will hear
your speech once.
Write as if you’re talking to someone—you are. Imagine a member of your
audience, and write just for them.
Be yourself. If you’re not good at making jokes, don’t try to be funny. Just be who
you are.
SELF-COMPOSED SPEECH
Excellent Satisfactory Developing Beginning
4 3 2 1
The written
The written
The written speech The written
speech reflects
speech reflects the speech does
minimally the
insightfully theme of the not reflect the
theme of the
reflects the training. theme of the
training.
theme of the The speaker training.
The speaker in
training. is able to The speaker is
some parts
Relevant The speaker is make real able to make
makes superficial
able to make world real world
real world
real world connections connections
connections and
connections and relate and relate
relates
and relate environment environmental
environmental
environmental al action action plans.
action plans.
action plans. plans.
The written
speech is
The written
clearly and
speech is
logically The written
organized The written
organized with speech lacks
with a speech shows
an engaging organization
sufficient inconsistencies in
introduction, a and there is
Well- introduction, organization and
logically no clear
develope a logically lack of sustained
sequenced transition.
d sequenced focus throughout
body with There is no
body with the speech with
appropriate clear
appropriate inconsistently use
transitions, and beginning,
transitions, transitions.
clear and middle or end.
and clear
convincing
and closure.
closure.
5. Do the claims you make in the second paragraph make logical sense with
your second argument?
IRF Worksheet
Reconsider the question and write your answers in the Final Answer portion
of the chart.
Initial Answer:
Revised Answer:
Final Answer:
End of TRANSFER
You have completed this lesson. Congratulations! You are now ready to
proceed to the next lesson.
East Asia Literature – these are literary pieces that come from East Asian
Countries (China, Hong Kong, Macau, Japan, North Korea, South Korea, and
Mongolia).
Folktale – are stories passed on from one person to another by word of mouth.
These tales were not written down, but existed only in the memory of mankind.
Haiku – is both a type of poetic pattern and a way of experiencing the world. This
short, 17-syllable form, usually written in three lines with a 5-7-5 syllable count,
focuses our attention on a single, insightful moment.
Literal language – refers to words that do not deviate from their defined
meaning.
Supporting Details – this refers to the ideas related to the theme of the text.
Syllable – a unit of spoken language that consists of one or more vowel sounds
alone, a syllabic consonant alone or any of these with one or more.
Topic Sentence – this refers to the road map of a paragraph. It reflects the main
idea of the text.
Guth, H. (1990). American English today: our common language. United States
of America: McGraw-Hill, Inc.
Ribo, L., Galvez, N., & Malicsi, M. (2013). Language in literature II Afro-Asian
literature. Philippines: Vibal Publishing House, Inc.
Ribo, L., Cabanilla, J., Tapang, A., and Baylon, M. (2005). Language in literature
for second year. Quezon City: Vibal Publishing House, Inc.
Let’s begin by reading this excerpt from Earth Song by Michael Jackson
Questions to answer:
3. What does the song say about the present state of the environment?
4. What lines in the song struck you? Why do you think these caught your
attention?
5. Why do you think the song was able to capture your attention?
My Thinking Box
Why do some themes remain as living influence to other genres?
Does presentation of these texts affect its content? Write your
answers on the IN THE BOX provided below.
IN THE BOX
6.
End of EXPLORE
You gave your initial ideas on how genres capture readers and
listeners attention. Before you get to know more about these things on
the next segment, answer
Rekindling the Rekindling
My Goal Matrix My Goal Matrix that follows.
Your goal in this section is to read texts which have environment as its
theme.
As you do so, keep in mind the following questions.
Ribo, L., Galvez, N., & Malicsi, M. (2013). Language in literature II Afro-Asian
literature. Philippines: Vibal Publishing House, Inc.
Questions to answer:
What images can you picture out based from the lines of the verse? Pick out
three lines from the verse and picture out the images through descriptive words.
Line 1
Line 2
Considering the thoughts forwarded by the verse, what do you think is the
purpose of such text? Write your answer on the callout.
One way to show understanding is by being able to restate what was heard or
what was read. In relation to the thought of the universe as everlasting, click the
link and watch the video clip. Be able to restate the message of the clip without
altering its real message.
Opening Speech
Dr. Ruben C. Umaly
Executive Director, ASEAN Foundation
I welcome with much honor and pleasure this opportunity to be with you this
morning, in the opening ceremony of the Regional Workshop on Networking and
Collaboration among Non-Governmental Organizations of Asian Countries in
Disaster Reduction and Response.
I am fairly new in this post of executive director of the ASEAN Foundation. Although
this is only my first month in office, I have already represented the ASEAN
Foundation publicly three times. The first was on sustainable development for
farming systems, and the second was also a similar NGO conference in Jakarta.
This NGO networking was very much involved in the promotion of the welfare of
deprived children. And this morning, I am very pleased to be associated with
another NGO that is tackling the very important problem of natural disasters.
Like Mr. Nishikawa, I would also mention that Asia is the area that has the highest
number of natural disasters, and therefore we need this networking and
cooperation in facing the problems that would result from such natural disasters.
These disasters have caused a lot of pain, loss of a lot of lives and also economic
resources. And it cannot be solved by one organization or by one country. We
need to work together, to cooperate, and to establish a network of international
organizations like the United Nations, UN-OCHA, UNDP, local governments,
different agencies involved in disaster alleviation, and also the NGOs. We have to
work together. Therefore, I am very pleased that the ASEAN Foundation is
affiliated with this kind of activity. I am inheriting this work from my predecessor,
Ambassador WisberLoeis, and I am very pleased to promise that I will continue
the support to the NGOs, especially to the ADRC, in this promotion.
In my previous work, I was in Thailand for ten years, before this new work in
Jakarta. I have also been associated with another organization that is involved in
disaster reduction. This is the Asian Disaster Preparedness Center, which is based
at the Asian Institute of Technology. My work there was more technological in the
sense that our emphasis was more on the use of technologies, like remote sensing
GIS, in the assessment of the extent of the damage. So, this one is very new to
me --- working at the grass-roots level with the NGOs. And I welcome this new
opportunity to be involved in this kind of activities.
The ASEAN Foundation also would like to take this opportunity to acknowledge,
with much appreciation and gratitude, the generous help that the government of
Japan has extended to the ASEAN Foundation in the form of the ASEAN-Japan
Solidarity Fund. This workshop has been made possible through funding support
from the Solidarity Fund. This cooperation has been with us for the last three years.
And as you have seen this morning, the ASEAN Foundation is still committed from
2001 to 2004 in supporting the ADRC activities. So we look forward not only to the
organization of meetings and networking as we have this morning, but also to really
rolling up our sleeves, working at the grass-roots level, and training the necessary
people that will be able to do the work that is necessary in alleviating the pain
caused by natural disasters.
So, again, I would like to express my sincerest gratitude to you, to UN-OCHA and
to ADRC for giving the opportunity to the ASEAN Foundation to be of service to
the community. And I look forward to working with you. My last request is: we are
very lucky to be here, but there are more NGOs and organizations that could not
be invited. So please share whatever experience, whatever expertise, whatever
new knowledge that you will get from this conference, with those who were not
able to join us. So, when you go back home, please propagate and share whatever
you have acquired in this conference. Thank you very much.
Regional Workshop on Networking and Collaboration among NGOs of Asian Countries in Disaster
Reduction and Response 20-22 February 2002
4. Considering yourself as one of the audience in the conference, do you feel that
the speaker was able to address his purpose?
5. What important points should you keep in mind to make a speech effective?
http://www.readwritethink.org/files/resources/lesson_images/lesson
885/speech-analysis.pdf
This link will provide you with guide questions in analyzing a speech.
Even if a speech is well composed, it will not be effective unless it is delivered well.
https://www.youtube.com/watch?v=tShavGuo0_E
This link will provide you with techniques on how to conquer your
fear of public speaking. Fill in the following graphic organizer.
Presentation Tip 1
http://www.washington.edu/doit/TeamN/present_tips.html
Presentation Tip 2
http://www.aresearchguide.com/3tips.html
Presentation Tip 3
http://www.toastmasters.org/mainmenucategories/freeresources/ne
edhelpgivingaspeech/tipstechniques/10tipsforpublicspeaking.aspx
Presentation Tip 2
Public
Speaking
Presentation Tip 3
Questions to answer:
1. What insights can we draw from the different speech presentation tips?
3. In what way does the manner of presentation affect the content of the written
speech?
http://www.learning-english-online.net/areas/pronunciation/stress-
and-intonation/
Questions to answer:
2. What factors can affect the use of proper stress and intonation?
5. How will you cope with the challenge in delivering your speech?
Comment Box
Kiselev, A. (March, 2012). Public speaking, Jim Key never too late.
Retrieved from https://www.youtube.com/watch?v=kBdWyzjrjK0
This link provides the video of Key’s speech.
Questions to answer:
1. Based from your observations, what was common among the speech
presentation?
2. How will you make sure that the audience will be able to convey your message?
4. What important points should you keep in mind to make a speech effective?
Verbal Strategies
1. Study the words in the written script and unlock
the meaning of those unfamiliar to you.
2. Read aloud the lines to yourself and determine
the mood.
3. Listen to your tone and intonation and figure out
the appropriateness of how you sound.
Non-verbal Strategies
1. Review your lines and apply the necessary and
appropriate facial expression, hand gestures,
and bodily movement.
2. Practice your lines with your non-verbal
gestures.
A. Choose a line or part from the script which appeals to you most. Using
verbal, and nonverbal strategies, animate your chosen part and record it.
Use your phones or cameras to record your performance. Create an
account and upload your video to this cite https://vimeo.com/. Send the
link of your uploaded video to your teacher.
The ASEAN Foundation also would like to take this opportunity to acknowledge,
with much appreciation and gratitude, the generous help that the government of
Japan has extended to the ASEAN Foundation in the form of the ASEAN-Japan
Solidarity Fund. This workshop has been made possible through funding support
from the Solidarity Fund. This cooperation has been with us for the last three years.
And as you have seen this morning, the ASEAN Foundation is still committed from
2001 to 2004 in supporting the ADRC activities. So we look forward not only to the
organization of meetings and networking as we have this morning, but also to really
rolling up our sleeves, working at the grass-roots level, and training the necessary
people that will be able to do the work that is necessary in alleviating the pain
caused by natural disasters.
Regional Workshop on Networking and Collaboration among NGOs of Asian Countries in Disaster
Reduction and Response 20-22 February 2002
What If am the one who will deliver the speech, what will help
me to ensure that I will be able to effectively deliver it?
8.
9.
10.
11.
12.
In this section, you will continue to engage yourself with activities in relation to
the previous literary and language focus activities. Keep in mind this question:
Questions to answer:
3. In what way can you address the things that need improvement?
4. How do you think the manner of presentation affects the message of the text?
Your sample video here URL of your sample video What do you think are your
areas for improvement?
https://www.youtube.com/wat
ch?v=XxR8lh9riFg&list=PL19
95FA96E3A311FD What makes a speech
effective?
This link provides an
explanation on the different
principles of effective
presentations.
https://www.youtube.com/wat
ch?v=-3ywrgCA-1I
In what way does the
This link provides a guide on manner of delivery
honing speaking skills by influences the content of
channeling it through the speech?
purposeful movements.
https://www.youtube.com/wat
ch?v=conLkx9GEUY
Rate It!
You are about to do the final task. Using the rating scale below, rate yourself in
terms of how ready you are to face the final task. Rate yourself, 1 as the lowest
and 5 being the highest.
1 2 3 4 5
PERFORMANCE TASK
SELF-COMPOSED SPEECH
SPEECH PRESENTATION
The speaker
The speaker
with his or her The speaker
The speaker in certain
enthusiasm cannot
maintains the parts loses
effectively maintain the
attention of the attention
sustains the attention of
the audience of the
Engaging attention of the audience
all throughout audience
the audience all throughout
the speech during the
all throughout the speech
presentation. speech
the speech presentation.
presentation.
presentation.
IN THE BOX
I think…
End of TRANSFER
As you are about to engage in different activities for the next quarter, continue
to explore other related concepts to what you have learned in this quarter.
Keep in mind these things as you will need them for the following quarter.
You have accomplished all the activities and tasks for this quarter. Before
another fun quarter begins, share your learning experience by filling in the star
tract below.
Solution . . .
Solution . . .
Challenges . . .
My Hesitations . . . I did it . . .
Let’s find out what you have learned in this unit. Answer the following
the questions.
1. I saw pile of books in your room and I heard the books shouted to be read.
A. Onomatopoeia
B. Metaphor
C. Personification
D. Litotes
2. In preparation for the next lesson, your teacher showed you this picture. What do
you think will be the lesson all about? The discussion will . . .
A. Most tree planting efforts over the last several decades have aimed at
increasing supplies of marketable timber, pulp, and fuel wood for cities—forest
products that yield obvious economic benefits. By contrast, reforestation for
reasons that lie outside the monetized economy has been vastly under
attended. Yet trees quite literally form the roots of many natural systems. With
the inexorable march of deforestation, the ecological integrity of many areas is
disintegrating – causing severe loss, aggravating droughts and floods,
disrupting water supplies and reducing the productivity of land.
B. Several English words dealing with numbers and measurement came originally
form Arabic. The Arabic word sifr, ‘empty,” became the English word for zero.
The word al-jabr, “bone-setting,” became algebra, a branch of mathematics
5. “He had no idea of the disastrous chain of events to follow”. Given the statement,
what literary device is used by the writer?
A. Foreshadowing
B. Flashbacking
C. Juxtaposition
D. Symbolism
6. Mark and his brother decided to go for a fishing trip. They prepared all the things
needed for fishing. They decided not to take much food with them on the trip.
When they arrived at the place, they were very excited to set things up and start
fishing. They had a lot of catch and ended the day with their tummy full. They had
a great time together and agreed to do it often.
7. Why did they decide not to take much food with them on the trip?
We have become untrue to ourselves, we have become traitors to the brave Filipinos who
fought and died so that liberty might live in the Philippines. We have betrayed the trust
9. You decided to watch a movie but when you opened the television it’s almost the
end of the film. The main character was lost in a jungle. She doesn’t have any idea
where she was and where could the rest of the campers be. She had left the map in
the tent and could not find any familiar landmark. As a viewer, what do you think is
the reason why she is in the jungle?
10. In any literary piece, how does language in relation to one’s culture becomes the
vehicle of expression?
A. The ideas of writer are transmitted through the use of language.
B. The tradition and beliefs carried out by a particular movement are acted out
through language.
C. The values of a certain community are passed on to the next generation
through the form of oral tradition.
D. The life of a society is handed down from generation to generation through
communication.
11. As a speaker, how does organization of your speech affect your audience?
12. Which among the following scenarios will most likely translate into an effective
speech presentation?
A. Mike prepared himself by reading the materials many times and planned out
the gestures to be able to convey the message of the speech.
13. How does one’s voice provide clues to one’s emotional state?
A. The speaker’s voice can command attention from the audience.
B. The speaker’s vocal production directs the content of the speech
C. The speaker’s voice changes as reflected in one’s understanding of the
piece.
D. The speaker’s personal history is reflected through the effect of breath on
voice and speech.
14. All but ONE are the core elements of vocal production that one needs to
understand to become an effective speaker.
A. When talking to a crowd, one should develop a strong voice rather than a
loud voice to consistently be heard by those furthest away.
B. To have a good articulation, open the mouth and give full benefit to each
sound you make.
C. In conveying feelings and emotions, one should use vocal variety to address
authority and confidence.
D. In addressing the crowd, one should consider speeding up to avoid
nervousness and achieve clarity.
18. It was Jake’s first time to deliver a speech and the audience notice that he was
nervous. Which among the following scenes reflect Jake’s nervousness?
A. Jake spoke slowly when he presented his speech.
B. Jake missed some lines but managed to be composed.
C. Jake showed a defensive posturing as he delivers the speech.
D. Jake maintained eye contact with the audience all throughout the delivery.
19. You were invited to judge a speech writing competition. You want to focus on how
the writer effectively conveys the appropriate tone given the purpose of the
speech?
A. Speech Delivery
B. Language Use
C. Content/Purpose
D. Organization
20. James knew that public audiences have a limited capacity to comprehend
complicated ideas and to take in long sentences and difficult or dense language.
He made sure that the three principles in public speaking are considered. Which
among the following is NOT part of it?
A. Audacity
B. Clarity
C. Repetition
D. Simplicity
Point of View – this refers to the perspective used by the author in delivering the
content of the text.
REFERENCES
Ribo, L., Galvez, N., & Malicsi, M. (2013). Language in literature II Afro-Asian
literature. Philippines: Vibal Publishing House, Inc.
Kiselev, A. (March, 2012). Public speaking, Jim Key never too late. Retrieved
from
https://www.youtube.com/watch?v=kBdWyzjrjK0
This link provides the video of Key’s speech.