7

English
Quarter 1 – Module 1
Intensive Reading
English – Grade 7
Intensive Reading

First Quarter – Module 1: Intensive Reading

First Edition, 2020

Republic Act 8293, Section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Bulacan State University-College of Education

Dean: Emelita G. Laganao

Subject Teacher: Angelo Vincent T. Del Rosario

Development Team of the Module

Author/s : Cariemae R. Fajardo

Jhon Conrad Bernardino

Illustrator : Cariemae R. Fajardo

Jhon Conrad Bernardino

Precious Onate
Evaluator/s : Upper Bicutan National High School

Liezel Galang Torres

Calumpit National High School

2
Bulacan State University, College of
Education Curriculum Writing
Course
Preparation and Evaluation of Instructional Materials – English 413a

3
 7

English
Quarter 1 –Module 1:
Intensive Reading
INTRODUCTORY MESSAGE

For the learner

In this generation, we are exposed to different kinds of gender and our society is
now more open to homosexuality. This module will help you connect to the past and
understand the roots and history of homosexuality.
This module will help you extract important information from the text and be able to
take greater control of the language, speech, and writing.
This module will provide you activities that will require you to have a higher degree
of understanding to develop and refine word study skills, enlarge passive vocabulary,
reinforce skills related to sentence structures, and increase active vocabulary.

For the facilitator

This module will help you facilitate learning in extracting specific information from
the text. You will emerge the learner in intensive reading to be able to develop a higher
comprehension skill and refine their vocabulary.
Please guide the learner in exploring each activity. Answers are written at the back
of this module. A constant reminder of the word “honesty” will make their learning reliable
and valid.
 What I Need toKnow

This module is about Intensive Reading which is one of the reading styles. It
is expected that you will be able to develop your skill in reading. In this module, you
will encounter different activities that will give youthe opportunity to enhance your
comprehension.

At the end of this module, you are expected to:

1. Discover the literature as a means of connecting to a significant past by
reading the short history of the male homosexuality in the Philippines;
(EN7LT-I-a-1)
2. Understand the use of intensive reading by: (EN7RC-I-c-7.1)
a. finding the answers to specific questions; and 
b. putting events into chronological order; 
3. Employ intensive reading by reading an article and identifying the main points
of it.

What IKnow

A. Directions: Identify the underlined words for each sentence and you can look at the
antonym as your clue. Circle your answer.

1. Local men dressed up in women’sapparel and acting like women were called, among
other things, bayoguin, bayok, agi-ngin, asog, bido and binabae.
Antonyms: undress, uncover
a. the act of disclosing
b. clothing of a particular kind
c. the process of decorating

2. When visitors to the Philippines remark that Filipino openly tolerate and/or accept
homosexuality, they invariably have in mind effeminatecross dressingmen (bakla)
swishing down streets and squealing on television programmes.
Antonyms: manly, macho
a. having or showing characteristics like a typical woman
b. having qualities traditionally associated with a man
c. showing aggressive pride in one's masculinity.
3. The effeminate bakla is also the‘homosexual’ : a genitally male man whose identity is
defined as a function of his sexual desire for other men.
Antonyms: heterosexual, straight
a. a person who is sexually attracted to people of one's same sex
b. a person who is sexually attracted to people of the opposite sex
c. an individual's personal sense of having a particular gender.

4. To the Spanish, they were astonishing, even threatening, as they were respected
leaders and figures of authority.
Antonyms: ordinary, unimpressive
a. no special characteristics
b. not interesting
c. extremely surprising or impressive

5. This was the state of affairs when the Spanish arrived, over the centuries, as the
status of women progressivelydeteriorated, gender crossing in the traditional sense
became more and more difficult.
Antonyms: development, improvement
a. to put or keep in a stablecondition
b. to become worse
c. to improve the value

B. Directions: Read the paragraph and guess what happens next.

 During the pre-colonial community in the Philippines, local men dressed up in
women’s apparel and acted like women. They were respected leaders and figures of
society. Also, they were granted social and symbolic recognition as ‘somewhat-women.’
Gender crossers enjoyed a comparatively esteemed status in pre-colonial Philippine
society simply because women enjoyed a similar status.

What happened to the gender crossers when the Spanish which has
a manly culture arrived in the Philippines?

What’s In

Directions: Observe the following pictures below. What do you think about it and
try to specify each picture.

SOURCE:https://www.pinterest.ph/pin/350717889737135056/
SOURCE:https://www.pinterest.ph/pin/584412489134567810/

___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
__ __
 What’s New
A. Read the article below By J. Neil C. Garcia.

Male Homosexuality in the Philippines: a short history

By J. Neil C. Garcia

The folk wisdom

that Filipinos are a
gay-friendly people
must have first been mouthed by a
wide-eyed tourist one lazy orange
afternoon, assaulted by the vision of
flamboyant transvestites sashaying
down Manila’s busy sidewalks in
broad daylight. Swiveling their hips
from side to side, nothing seemed
to threaten these chirping damsels
except their heavy pancake
makeup, which could run at any
moment under the sweltering
tropical sky.

When visitors to the Philippines

remark that Filipinos openly tolerate
and/or accept homosexuality, they
invariably have in mind effeminate,
cross dressing men (bakla) swishing down streets and squealing on television programmes with
flaming impunity. This is sadly misinformed. To equate Philippine society’s tolerance for public
displays of transvestism with wholesale approval of homosexual behavior is naive, if not
downright foolish. While cross dressing exists in the Philippines, it is allowed only in certain
social classes and within certain acceptable contexts, among entertainers and parloristas
(beauticians) for instance, and during carnivalesque celebrations and fiestas. In fact, Filipinos
have yet to see transvestism as legitimate in ‘serious’ professions – male senators filibustering
from the podium wrapped in elegant, twotoned pashminas, or CEOs strutting around open-air
malls wearing power skirts and designer leather pumps. Second, and more importantly, cross
dressing is very different from homosexuality: the one does not necessarily entail the other.
Observed more closely, the two have very different stories to tell.
Tolerance
If their society was truly tolerant of (male) homosexuality, then Filipinos would see not just
flaming transvestites shrieking their heads off in TV sitcoms and variety shows, but local men,
sissy or otherwise, frenching and erotically manhandling each other in steamy ‘gay telenovelas’.
There would be as many gay pick-up bars as straight bars, and both the femmy pa-girl and
butchy pa-mhin would be able to display affection in public.

At the heart of the idea of homosexuality is sex, no matter the sartorial style of the persons
indulging in it. Thus, to historicize homosexuality in the Philippines, we must recognize the
fundamental difference between gender and sexuality. More specifically, we need to
disarticulate the presentist and commonsensical connection between gender transitive
behaviors and the identities of bakla, bayot, agi, and bantut1 on the one hand and the discourse
and reality of homosexuality as typically ‘gay’ same-sex orientation and/or identity on the other.
The history of the former stretches into the oral past not only of the Philippines, but the whole of
Southeast Asia. The latter is a more recent development, a performative instance and
discursive effect of the largely American-sponsored biomedicalization of local Filipino cultures.

Gender crossing
We know from Spanish accounts of encounters between conquistadores and the archipelago’s
various indios that gender crossing and transvestism were cultural features of early colonial and
thus, presumably, pre-colonial communities.

Local men dressed up in women’s apparel and acting like women were called, among other
things, bayoguin, bayok, agi-ngin, asog, bido and binabae. They were significant not only
because they crossed male and female gender lines. To the Spanish, they were astonishing,
even threatening, as they were respected leaders and figures of authority. To their native
communities they were babaylan or catalonan: religious functionaries and shamans,
intermediaries between the visible and invisible worlds to whom even the local ruler (datu)
deferred. They placated angry spirits, foretold the future, healed infirmities, and even reconciled
warring couples and tribes.
Donning the customary clothes of women was part of a larger transformation, one that redefined
their gender almost completely as female. We may more properly call them ‘gender crossers’
rather than cross dressers, for these men not only assumed the outward appearance and
demeanor of women, but were granted social and symbolic recognition as ‘somewhat-women.’
They were comparable to women in every way except that they could not bear children.
Cronicas tell us they were ‘married’ to men, with whom they had sexual relations. These men
treated their womanish partners like concubines; being men, they had wives with whom they
had their obligatory children.
Gender crossers enjoyed a comparatively esteemed status in pre-colonial Philippine society
simply because women enjoyed a similar status. Women were priestesses and matriarchs who
divorced their husbands if they wanted, chose their children’s names, owned property and
accumulated wealth.

Spanish machismo
This was the state of affairs when the Spanish arrived. Over the centuries, as the status of
women progressively deteriorated, gender crossing in the traditional sense became more and
more difficult, with the gender crosser suffering from the ridicule and scorn which only the
Spanish brand of medieval Mediterranean machismo could inflict. From being likened to a
naturally occurring species of bamboo called bayog, the native effeminate man (bayoguin) in the
Tagalog-speaking regions of Luzon slowly transmogrified into bakla, a word that also meant
‘confused’ and ‘cowardly.’ Unlike his formerly ‘destined’ state, kabaklaan was a temporary
condition away from which he might be wrested, using whatever persuasive, brutally loving
means. Nonetheless, despite Catholicism – with its own sacramental frocks worn by its ‘men of
the cloth’ – and three-hundred years of Spanish colonial rule, cross dressing, effeminacy and
gender transitive behavior never really disappeared in Philippine society.

Western Sexualization
The American period, in which arguably the Philippines remains, saw the expansion of the
newly empowered middle class, the standardization of public education, and the promulgation
and regulation of sexuality by means of academic learning and the mass media. This discursive
regulation inaugurated a specific sexological consciousness, one that was incumbent upon a
psychological style of reasoning hitherto unknown in the Philippines.

We can reasonably surmise, following academic accounts of how Western psychology took root
in the Philippines,2 that this ‘sexualization’ of local mentality, behavior and personality
accompanied English-based education in America’s newly acquired colony at the beginning of
the twentieth century. The force of this imported ‘psychosexual logic’ has grown and become
entrenched since then; present generations are subjected to levels of sexual indoctrination
unheard of in previous decades. In other words, by virtue of American colonialism and
neocolonialism, Filipinos have been socialized in Western modes of gender and sexual identity
formation, courtesy of a sexualization that rode on different but complementary discourses of
public hygiene, psychosexual development, juvenile delinquency, health and physical
education, family planning, feminist empowerment, gay and lesbian advocacy, and the
corporally paranoid discourse of AIDS.

The new sexual order

The result is a deepening of sexuality’s perverse implantation into the local soil, accompanied
by the exorbitation of the ‘homo/hetero’ distinction as the organizing principle in the now heavily
freighted sexual lives of Filipinos, especially those in large urban centers where Westernized
knowledges hold sway. Thus, the effeminate bakla is also the ‘homosexual’: a genitally male
man whose identity is defined as a function of his sexual desire for other men.

Nonetheless, it’s important to qualify that residual valuations of gender persist, and have simply
served to modify the new sexual order. For instance, though the bakla has sex with the lalake
(‘real man’), for many Filipinos it is only the former who is ‘homosexualized’ by the activity. This
means that the process of sexualization, while increasing in alacrity and perniciousness, has not
been consistent. In fact, the process has been skewed towards the further minoritization of what
had already been an undesirable, effeminate, ‘native’ identity: the bakla. While the terms bakla
and homosexual are far from congruent, many Filipinos use them interchangeably because they
entail the same social effect: stigmatization.
While his effeminacy and transvestic ways place him in a long line of exceptional and ‘gender
anomalous’ beings in Philippine history, the present-day bakla is unlike any of his predecessors
in at least one respect: he is burdened not only by his gender self-presentation, but also, and
more tragically, by his ‘sexual orientation’, an attribute capable of defining his sense of self.
During the Spanish period, a religious discourse of ‘unnatural acts’ grouped under the rubric of
sodomy was halfheartedly propagated through the confessional. Such acts were nevertheless
temporary and surmountable, a weakness to which heirs to Eve’s original transgression were
vulnerable. Sodomy was not a discourse of identity but of acts: non-procreative, non-conjugal
and ‘non-missionary’ acts that were committed by men with men, women with women, and men
and women with animals. Even so, the gender crosser’s sexual predilections for and acts with
men simply attended – and did not determine – her redefined status as ‘woman-like.’ This status
denoted what was more properly a gendered rather than a sexualized form of social being.

By contrast, as though coping with his swishy ways in a helplessly macho culture was not
enough, the bakla must now contend with the private demons of pathological self-loathing,
primarily on account of his intrinsically ‘sick’ desire. Nonetheless, the pathologizing of the bakla
into and as a homosexual has resulted in encouraging narratives of hybridity, appropriation and
postcolonial resistance from ‘politicized’ Filipino gay writers and artists. These ‘gay texts’
demonstrate how the very people who have been pathologized by the American sexological
regime are ironically enabled by this very stigma.
We may therefore conclude that ‘gay identity’ and ‘gay liberation,’ as Filipino gays currently
understand, live and champion them, are as much the ascriptions of these histories of cross
gender behavior and homosexuality as the expressions of the various freedoms and desires
these selfsame histories have paradoxically conferred.

B. Answer the following questions.

1. What was the new word for “bayoguin” which means confused and cowardly?
______________________________________________________________________
______________________________________________________________________

2. When the Spanish arrived, why was gender crossing in the traditional sense became
more difficult?
______________________________________________________________________
______________________________________________________________________

3. Why is the present-daybakla different from any of his predecessors?

______________________________________________________________________
______________________________________________________________________

4. How did the Spanish Machismo and Western Sexualization affect the male
homosexuality in the Philippines?
______________________________________________________________________
______________________________________________________________________

5. What could be the purpose of the text?

______________________________________________________________________
______________________________________________________________________
What is It

Intensive reading

Intensive reading involves learners reading in detail

with specific learning aims and tasks. It can be
compared with extensive reading, which involves
learners reading texts for enjoyment and to develop
general reading skills.

These are the following Intensive Reading Activities:

1. Finding the answers to specific questions.

Example:

Read the text and answer the following questions.

Today a dentist came to visit our classroom. He was there to teach us how
to take care of our teeth. The dentist gave us all new toothbrushes,
toothpaste, and dental floss! He was nice!

1. Where did a dentist come to visit us?

2. What did the dentist teach us?
3. What three things did the dentist give us?

2. Skimming a text for specific information to answer true or false questions.

Example:

Read the text first and identify if the statement is true or false.

On Sunday, Tom gets up at 10 o'clock. Then he reads his newspaper in

the kitchen. He has breakfast at 11.30 and then he telephones his mother
in Scotland. In the afternoon, at 1.00, Tom plays tennis with his sister and
after that, they eat dinner in a restaurant. At 6.00, Tom swims for one hour
and then he goes by bike to his brother´s house. They talk and listen to
music. Tom watches television in the evening and drinks a glass of warm
milk. He goes to bed at 11.30.

_____ 1. Tom gets up at 10am on Sundays.

_____ 2. Tom reads the newspaper in the lounge.
_____ 3. Tom and his sister eat before playing tennis.
3. Reading a short text and putting events from it into chronological order.

Example:

Read the story. Then put the events in order.

Buying Makeup
Jill went to the mall to buy makeup. She wanted a lipstick, but when she
got into the makeup store, there were so many nice kinds of makeup, in so
many shades and colors, that she lingered near the shelves. Jill picked up
a case of eyeshadow. Then she picked up a compact of blush. She looked
at the lipsticks. She went to the mirror and tried out the test tube of pink
lipstick. I look great in this, she thought. Jill picked out half a dozen things
and carried them to the counter. “Did you find everything you were looking
for?” the clerk asked. “I found more than I was looking for!” Jill told her.
The clerk rang up Jill’s purchases and Jill gave her the money. Then Jill
walked down the mall, swinging her shopping bag happily. She was happy
with her purchases. She was so happy that she stopped in the food court
and got a milkshake. It was a great shopping trip!

____ Jill picked up a case of eyeshadow.

____ Jill talked to the clerk.
____ Jill carried her selections to the counter.
____ Jill went to the mall to buy makeup.
____ Jill gave the clerk her money.
____ Jill tried on the pink lipstick.
____ Jill picked up a compact of blush.
____ Jill stopped for a milkshake.

4. Making a prediction based on the given part of a text.

Example:

What do you think happens next? Explain your answer using evidence
from the text.

Jim wants to win the big race. He goes running every day after school. As
the weeks go by, he gets faster and faster. On the day of the big race, he
is neck-in-neck with Joe, who has always been the fastest boy in school.
The finish line appears before them. Jim has been saving his last burst of
energy for just this moment...
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
 What’sMore

Guided/Controlled Practice

Match column A with that of column B. Write only the letter of the correct answer on the space
provided before each number.

COLUMN A COLUMN B
____ 1. Religious functionaries and shamans, intermediaries a. Homosexual
between the visible and invisible worlds to whom even
the local ruler (datu) deferred. b. Sexual Orientation

____ 2. A genitally male man whose identity is defined as a c. confused and

function of his sexual desire for other men. cowardly
____ 3.Local men dressed up in women’s apparel and acting
d. Babaylan or
like women were called… Catalonan
____ 4. An attribute capable of defining “sense of self”
e. pa-mhin
____ 5. The word “bayoguin” were transmogrified into “bakla”
which also meant… f. bayoguin

Guided/Controlled Assessment
Based on the given text, match each paragraph to its corresponding headings. Choices are also
given inside the box below, write your answers to the space provided at the top of each
paragraph.

Tolerance Gender Crossing

Spanish Machismo Western Sexualization
The New Sexual Order

1.___________________ 2.____________________ 3.____________________

_ _ _

Over the centuries, as the The effeminate bakla is also Visitors of the Philippines
status of women the ‘homosexual’: a genitally thought that our society was
progressively deteriorated, male man whose identity is truly tolerant of ‘male’
gender crossing in the defined as a function of his homosexuality, if it was true,
traditional sense became sexual desire for other men. then Filipinos would see not
more and more difficult, It’s important to qualify that just flaming transvestites
with the gender crosser residual valuations of gender shrieking their heads off in
suffering from the ridicule persist, and have simply TV sitcoms and variety
and scorn which only the served to modify the new shows, but local men, sissy or
Spanish brand of medieval sexual order. For instance, otherwise, frenching and
Mediterranean machismo though the bakla has sex with erotically manhandling each
could inflict. From being the lalake (‘real man’), for other in steamy ‘gay
likened to a naturally many Filipinos it is only the telenovelas’. There would be
occurring species of former who is as many gay pick-up bars as
bamboo called bayog, the ‘homosexualized’ by the straight bars, and both the
native effeminate man activity. This means that the femmypa-girl and butchypa-
(bayoguin) in the Tagalog- process of sexualization, while mhin would be able to display
speaking regions of Luzon increasing in alacrity and affection in public.
slowly transmogrified into perniciousness, has not been
bakla, a word that also consistent. In fact, the process
meant ‘confused’ and has been skewed towards the
‘cowardly. further minoritization of what
had already been an
undesirable, effeminate,
‘native’ identity: thebakla.

4.____________________ 5.____________________

Local men dressed up in women’s apparel The force of this imported ‘psychosexual logic’ has
and acting like women were called, among grown and become entrenched since then; present
other things, bayoguin, bayok, agi-ngin, asog, generations are subjected to levels of sexual
bido and binabae. They were significant not indoctrination unheard of in previous decades. In
only because they crossed male and female other words, by virtue of American colonialism and
gender lines. To the Spanish, they were neocolonialism, Filipinos have been socialized in
astonishing, even threatening, as they were Western modes of gender and sexual identity
respected leaders and figures of authority. To formation, courtesy of a sexualization that rode on
their native communities they were babaylan different but complementary discourses of public
or catalonan: religious functionaries and hygiene, psychosexual development, juvenile
shamans, intermediaries between the visible delinquency, health and physical education, family
and invisible worlds to whom even the local planning, feminist empowerment, gay and lesbian
ruler (datu) deferred. advocacy, and the corporally paranoid discourse of
AIDS.
Independent Practice
Read the following sentences. If the statement is correct, write TRUE but if it is incorrect,
CHANGE the underlined word/s to make the statement correct. Write your answers on the
space provided before each number.

_______________ 1. Filipinos have yet to see transvestism as illegitimate in ‘serious’

professions – male senators filibustering from the podium wrapped in elegant, two toned
pashminas, or CEOs strutting around open-air malls wearing power skirts and designer leather
pumps.

_______________ 2. We know from Spanish accounts of encounters between conquistadores

and the archipelago’s various indios that homosexuality and transvestism were cultural
features of early colonial and thus, presumably, pre-colonial communities.

________________ 3. The native effeminate man (bayoguin) in the Tagalog-speaking regions of

Luzon slowly transmogrified into bakla, a word that also meant ‘confused’ and ‘cowardly.’

_______________ 4. We can reasonably surmise, following academic accounts of how

Northern psychology took root in the Philippines, that this ‘sexualization’ of local mentality,
behavior and personality accompanied English-based education in America’s newly acquired
colony at the beginning of the twentieth century.

_______________ 5. During the Spanish period, a religious discourse of ‘unnatural acts’

grouped under the rubric of sodomy was halfheartedly propagated through the confessional.

Independent Assessment
List five (5) events from the text and put them in chronological order.

Male Homosexuality in the Philippines: a short

history
1 2

3 4

5
What I Have Learned

It is important to understand the male homosexuality in

the Philippines and its history because

I have learned that intensive reading is

Moving forward, I will

Moving forward, I will

 What I Can Do

Read the articles below: What are the main points of the articles? Write your answer on the
space provided.

With no national law, can we rely on local ordinances to protect LGBTQs

against discrimination?
In the 2000 LGBT pride march, Task Force Pride, a network of lesbian, gay, bisexual,
transgender, and queer (LGBTQ) organizations entrusted with organizing the yearly Metro
Manila Pride, marched on the streets of Manila carrying a colorful banner with the words
“Fight Discrimination Now.” It was not the first time LGBTQ+ Filipinos took to the streets to
demand for equality before the law. But it was timely — a reiteration of a call made more
significant by the filing of the first Anti-Discrimination Bill (ADB) on January 26 of that year.
This first version of ADB, House Bill 09095, filed by then-Akbayan Representative Etta
Rosales sought to proscribe discrimination on the basis of sexual orientation. Though the
bill may have been limited in terms of its coverage, its mere filing marked the start of the
long crusade of LGBTQ+ Filipinos towards legal protection against discrimination.

Since then, ADB has been filed and re-filed in each Congress. Through the efforts of the
LGBTQ+ community, led by LAGABLAB Network — a network that focuses its advocacy
on passing the ADB — the bill has grown and evolved to become more inclusive and far-
reaching.
The community has made progress in the last 18 years. The version of the Anti-
Discrimination Bill filed by Rosales in 2003 included gender identity as one of the protected
classes. That same bill was even approved on third reading in the lower house with 118
affirmative votes, with no opposition or abstention. However, when it was passed on to the
Senate, no action was taken by the latter.

Equality Bill Rally: ‘Hindi lang naman LGBT people ang may SOGIE —
everyone has SOGIE.’
As the sun went down, a sea of rainbow-colored flags filled up the People Power
Monument on Saturday, March 17. A sign sparked to life, spelling out “EQUALITY” but
missing the “I.” “Ikaw ‘yung ‘I’ sa ‘equality,’” said the hosts. The gathering, attended by
allies and members of the LGBTQ+ community, was a rally for the passing of the Sexual
Orientation, Gender Identity, and Expression (SOGIE) Equality Bill.

Previously known as the Anti-Discrimination Bill, the SOGIE Equality Bill has finally
reached the Senate after nearly 20 years of being put on the backburner. But the bill has
met staunch opponents in legislators like Manny Pacquiao, Tito Sotto, and Joel Villanueva,
who often cite religious rights as reason for barring it from moving forward.
 Assessment

A. Directions: Circle the correct answer for each number.

1. It is a reading style which requires learners to read for enjoyment.

a. Skimming
b. Intensive
c. Extensive
2. It is a reading style which requires learners to read in detail with specific learning aims
and tasks.
a. Skimming
b. Intensive
c. Extensive
3. Rose must read the passage again to identify the statement in question number 1is
correct or not. What kind of intensive reading activity is this?
a. Finding the answers to specific questions
b. Skimming a text for specific information to answer true or false questions
 c. Reading a short text and putting events from it into chronological order
4. John needs to retell a story and he must know which event comes first, second, and so
on. What kind of intensive reading activity is this?
a. Finding the answers to specific questions
b. Skimming a text for specific information to answer true or false questions
c. Reading a short text and putting events from it into chronological order
5. Grace must read the passage again so she can answer specific questions. What kind of
intensive reading activity is this?
a. Finding the answers to specific questions
b. Skimming a text for specific information to answer true or false questions
c. Reading a short text and putting events from it into chronological order

B. Directions: Read the passage and answer the following questions.

Food Around the World

We often forget that people in other countries eat different things from us. Rice,
for example, is the staple food of more than half the world’s population. In other words, it
is a basic and important part of their diets. In many Western countries, such as Britain
and America, bread made from wheat is the most important item of food. In many
African countries a kind of corn called maize is the staple food.
Most countries have dishes that were first created there. In China such dishes as
shark's fin soup and fried rice are very common. In Thailand and India people eat many
different curries. They like theft food hot and spicy. In England, a favourite dish is roast
beef. The Italians eat pasta, which is a kind of noodle made from wheat. French food is
very famous everywhere. It is often very rich. In recent years fast food - sometimes
called 'junk food' - has become very popular all over the world. It was invented in the
USA and the first fast food was the hamburger, which is usually made from minced beef.
Today there are restaurants and take-away places selling hamburgers in most cities of
the world.
Perhaps the most international food is Chinese. There probably isn't a city
anywhere that does not have at least one Chinese restaurant. This is because there are
so many different dishes from so many different parts of China that there is something
for everyone, whatever their favourite kind of food.

True or False
1. Do people in different countries eat the same things? True | False
2. Is bread an important food in Britain? True | False
3. Is fast food popular around the world? True | False
4. Is hamburger usually made of chicken? True | False
5. Is Chinese food popular around the world? True | False
Answer the following questions.
6. What is maize? ___________________________________________________
7. Where is bread a staple food? ________________________________________
8. Where do people eat curries? ________________________________________
9. Where was fast food invented? _______________________________________
10. What kind of food has something for everyone? __________________________
 AdditionalActivity
This is an excerpt of the text for our next lesson. Read and identify the descriptive
words and put in the box below.

YOUTH is the first dance you have

had, the first stealthy date, the first nervous
kiss. It’s passions burning like fire. It’s
holding hands in a semiprivate room and
talking with your eyes, because mere
words have miserably failed. It’s tossing in
bed, remembering stolen scenes and
sleepless nights. It’s the first reluctant
parting between young lovers. It’s
possessiveness and jealousy and pretty
quarrels. But all this, I told my boy is just a
small part of youth.
 AnswerKey

What IKnow
What I Can Do A.
Answers may vary. 1. b
2. a
Assessment 3. a
Answersmayvary. 4. c
A. 5. b
1. b B.
2. a Answersmayvary.
3. a
4. c
5. b
What’s In
Answersmayvary.
B.
6. It is a kind of corn.
7. In many Western countries such What’s New
as America and Britain. Answers may vary.
8. People eat curries in Thailand and
India.
9. It was invented in the USA. What’sMore
Guided Practice
10. Chinese food has something for
1. d
everyone.
2. a
3. f
4. b
AdditionalActivity 5. c
1. stealthy Guided Assessment
2. nervous 1. Spanish machismo
3. reluctant 2. The new sexual order
4. small 3. Tolerance
4. Gender crossing
5. Western sexualization
Independent Practice
1. legitimate
2. gender crossing
3. True
4. Western
5. Spanish period
Independent Assessment
Answers mayvary.

What I Have Learned

Answers mayvary.
Firstly, the vocabulary activity is rich and in context, promotes learning by the use of context clues. The
pre-activity had vague directions, but served well as motivational activity for
the lesson. Take note that the text's level is too high for grade 7 students, an excerpt from the text could
have be an alternative or a summarized version of the text could have been adapted to make it more
suitable for the learners. Although, the theme of the text is very relevant, timely, and promotes social
awareness at young age. Most of the comprehension questions were very difficult right at the start, and
required much of the higher order thinking skills immediately, gradual increase in difficulty of the
assessment must be observed. In the application activity, the assessment required to take down the main
points of the article, this is problematic because it seems to have no correlation with intensive reading, if
there was, it wasn't instructed or included within the module. In result, it made the activity incongruent.
Overall, it was still an informative, self-sufficient and challenging module, one that has a very important and
progressive text. The layout is proper and attractive; I would recommend using more pictures, and
lessening the text per page.