Expressing Opinions, Feelings, Beliefs

(Gerunds and Gerund Phrases)

Read the following sentence extracts from the selection. Pay attention to the
italicized phrases.
1. Striving to promote the cause of peace was foremost in her mind when she was still
living.
2. She love writing and speaking and made them her vehicle in telling the message that
peace would depend on international friendship.
3. Unlike her, previous first ladies dealt with the press only indirectly, by having a social
secretary who handed out bare lists of guests invited to White House dinners or
other gatherings.
4. One of her activities when she was nearly seventy was visiting peasants.
5. She thought she would have more time doing other activities outside of her busy
schedule, reading, relaxing, and perhaps, gardening.
What do you notice about the italicized phrases? You have learned that verbs
ending in -ing used as nouns are called gerunds. The phrases are introduced by
gerunds. What do you call these phrases?
Since gerunds function as nouns in a sentence, and nouns serve several
functions, what functions do the underlined phrases serve?
Phrases introduced by gerunds are called gerund phrases/ gerundial phrases.

Gerundial phrases may be used as:

1. Subject of the sentence as in :
Inspecting the disgraceful slums in Washington was one of the first few actions
we did.
2. Direct Object as in:

Development means creating jobs for people.

A direct object (DO) answer the question what in a S-TV -DO pattern

3. Subjective Complement as in:

Eleanor Roosevelt’s dream was uniting not only America but the whole world as
well.

4. Object of the Preposition (OP) as in:

She was admired for creating something of unique value… an example.

For is the preposition while creating something of unique value is object of the
preposition of.

5. Appositive (A) as in:

Everyone has one vision for the next century-raising the quality of living of all peoples of
the world.
 • An appositive identifies or explains a noun.

• Raising the quality of liv

Activity 1
Locate the gerund (gerund phrase) in each sentence. Then identify the gerunds function in
the sentence as subject, direct object, subjective complement, object of preposition, or
appositive.
Note: If the gerund is part of a gerund phrase, include the whole phrase in your answer.
1. The maintenance workers continued cleaning up the debris from the storm.
2. A problem that continually plagues me is remembering people’s names.
3. Clarence has a real talent for putting people at ease.
4. Keeping the crowds orderly during the celebration will be a difficult task.
5. The woman insisted on paying for her own meal.
6. His hobby, collecting stamps, keeps him busy.
7. Planning can make the difference between a good and a bad trip.
8. The decorator suggested papering the wall with a floral design.
9. By cooperating, you will encourage a friendly atmosphere at the office.
10. One attraction of this lake is fishing for large trout.
Activity 2
Directions: Complete each sentence with a gerund formed from the word before the
sentence.
(teach) 1) It is often said that ________ is the noblest profession.
(dive) 2) Leo loves _____ into deep pools.
(drink) 3) ______ eight to ten glasses of water is a healthy habit.
(smoke) 4) Most men’s hobby is ______ .
(attend) 5) _____ flag ceremony every day shows love for one’s country.
(sing) 6)Ana enjoy _____ at the park.
(use) 7) _____of cellphone inside the classroom is not allowed.
(watch) 8) My sister is _____ K-dramas every night.
(try) 9) There’s no harm in _____.
(do) 10) _____ the things I love makes me happy.
 Coordinating and Correlative
Conjunctions

An experienced Writer can craft sentences in an almost endless number of ways. In

this lesson, you will learn how to create varied forms of sentences using Conjunctions
NOTE: the Underlined words in the sentences. They show coordination of
grammatical structures they are Conjunctions. What are Conjunctions? How do these
Conjunctions Function in each sentences?
1. We pledge our best efforts to help them not because we seek their votes but
because it is right.
2. John F. Kennedy reminded the Americans about their responsibility to the nation
and he urged them to sacrifice for the country in the name of Justice and
freedom.
3. John F. Kennedy was a much loved president for he was a very humane person.
4. His speech was not only a dressed to the Americans but was meant for all
people’s of the world.
You may join ideas of equal importance using coordinating Conjunctions or Correlative
Conjunctions presented in the chart below.

Coordinating Conjunctions
Conjunctions What if may Join Use

Pure Coordinating Clauses word phrases These are used to connect

Conjunctions and but, for, equal parts of sentences.
not yet, or, so.

Correlative Conjunctions

But………. End These conjunctions are used in pairs, also to

connect equal parts of a sentences.
Either……. Or
Neither…… nor
Not only….. But also
 The Following sentence will show you how coordination is achieved with the use of
conjunction:
1. I am young and I passes many tapped Qualities.
2. I have often been downcast but I have never been in danger.
3. . My start has been so full of interest and that is the sole reason why I have to laugh
at humorous side of the most dangerous moments.
4. Since yesterday, we’ve changed over, and half lunch of half-past eleven in the
morning, so we have to last with one cupful of porridge.

Notice that the simple sentences have been combined to form compound sentences may
have.
1. Compound Subject
2. A compound predicate
3. A compound complement, or
4. A compound modifier

Observe these sentences and note where coordination is applied:

1. Economic stability and discipline are two important factors in attaining national
peace.
The sentences has a compound subject coordinated by and: Economic stability and
discipline
2. Most of us acknowledge and believe that we badly need peace in this ocountry.
The sentences has a compound predicate joined by and: acknowledge and believe.
3. Peace is very important, but sometimes elusive.
The sentences has complement coordinated by but: very important, but elusive.
4. The work slowly but surely.
The sentences has complement coordinated by but: slowly, but surely.

Activity 1: Complete each sentence with an appropriate conjunction.

A. Coordinating(For, And ,Nor, But, Or, Yet, So)

1. That Jacket cannot be mine _______________it is too big.
2. Hurry up_____________ you will be late for class.
3. I ate a huge breakfast _____________I still feel hungry.
4. She is on diet ______________she doesn’t eat rice.
5. I know her secret______________ I cannot tell you.
 B. Correlative. (use pair only once neither-nor, either-or, as-as, not only-but also,
Whether-or, both-and, not-but).
1. The teacher ____________ left the classroom ,________________slammed the
door.
2. _______________my mom_______________my dad graduated from college.
3. You have to keep the car________________close to the
curb_____________possible.
4. We cannot decide_____________ we should go to France______________Italy.
5. ________________my cousin______________and my grandma love to

Activity 2:
Coordinating of similar grammatical structures is found in the following sentences. Write
CS if it is of compound subject; CP if compound predicate; CDO if compound direct object;
CC if compound element; or CM if compound modifier, Do this on your notebook.
1. Our great efforts and fine performances are our best possible inputs to the international
market.
2. Kindness invites and creates good relationships.
3. Success requires determination and industries.
4. The pair danced beautifully and creatively.
5. Peace is prosperity and progress.
6. Mary sings and whistles to the song.
7. Neither Frank nor Steve likes coffee.
8. She played drum in a heavy metal band.
9.We ate turkey and Played games.
10.This rock-hard cake is absolutely impossible to eat.

Activity 3:
Read the following story and combine the sentences using and, but and yet. Then
write the story in the form of paragraph. (10 pts)

Once, a witch wanted to become a fairy she tried many types of spells.
None of them worked. Then someone taught her a spell to become a fairy. So the witch
collected herbs.
She collected flowers. She said “ turn me into a fairy.
“ she remained the same. The witch was surprised. She repeated the spell.
But this time she said, “please turn me into a fairy.” At once, she turned into a fairy. The witch
was very happy. She lived happily ever after.

_____________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____

To Build a fire
The man walked down the trail on cold, gray day. Pure white snow and ice covered the Earth
for as far as he could see. This was his first winter in Alaska. He was wearing heavy clothes
and fur boots. But he still felt cold and uncomfortable. the man was on his way to a camp
near Henderson Creek. His friends were already here. He expected to reach Henderson
Creek by six o’clock that evening. It would be dark by then. His friends would have a fire and
hot food ready for him.
A dog walked behind the man. He saw that was a big gray animal, half dog, and half wolf.
The dog did not like the extreme cold. It knew the weather was too cold to travel.
The man continued to walk down the trail. He came to a frozen stream called Indian Creek.
He began to walk on the snow-covered ice. It was a trial that would lead him straight to
Henderson Creek and his friends.
As he walked, he looked carefully at the ice in front of him. Once, he stopped suddenly, and
then walked around a part of the frozen stream. He saw that an underground spring flowed
under the ice at that spot. It made the ice thin. If he stepped there, he might break through
the ice into a pool of water. To get his boots wet in such cold weather might kill him. His feet
would turn to ice quickly. He could freeze to death.
At about twelve o’clock, the man decided to stop to eat his lunch. He took off the glove on
his right hand. He opened his jacket and shirt and pulled out his bread and meat. This took
less than twenty seconds. Yet, his fingers began to freeze.
His hands against his leg several times until he felt a sharp pain. Then he quickly put his
glove on his hand. He made a fire, beginning with small pieces of wood and adding larger
ones. He sat on a snow -covered log and started walking on the frozen stream again.
A half hour later, it happened. At a place where the snow seemed very solid, the ice broke.
The man’s feet sank into the water. It was not deep, but his legs got wet to the knees. The
man was angry. The accident would delay his arrival at the camp. He would have to build a
fire now to dry his clothes and boots.
He walked over to some small tress. They were covered with snow. In their branches were
pieces of dry grass and wood left by flood waters earlier in this year. He put several large
ieces of wood on the snow, under one of the trees. On top of the wood, he put some grass
and dry branches. He pulled off his gloves, took out his matches, and lighted the fire. He fed
the young flame with more woods. As the fire grew stronger, he gave it larger pieces of
wood.
He worked slowly and carefully. At sixty degrees below zero, a man with wet feet must not
fail in his first attempt to build a fire. While he was walking, his blood had kept all parts of his
body. His wet feet had frozen. He could not feel his fingers. His nose was frozen, too. The
skin all over his body felt cold.
Now, however, his fire was beginning to burn more strongly. He was safe. He sat under the
tree and thought of the old men in Fairbanks. The old men had told him that no man should
travel alone in the Yukon when the temperature is sixty degrees below zero. Yet here he
was. He had an accident. He was alone. And he had saved himself. He had built a fire.
Those old men were weak, he thought. A real man could travel alone. If a man stayed calm,
he would be alright. The man’s boots were covered with ice. The strings on his boots were
as hard as steel. He would have to cut them with his knife.
He leaned back against the tree to take out his knife. Suddenly, without warning, a heavy
mass of snow dropped down. His movement had shaken the young tree only a tiny bit. But it
was enough to cause the branches of the tree to drop their heavy load. The man was
shocked. He sat and looked at the place where the fire had been.
The old man had been right thought. If he had another man with him, he would not be in any
danger now. The other man could build the fire. Well, it was up to him to build the fire again.
This time, he must not fail.
The man collected more wood. He reached into his pocket for the matches. But his fingers
were frozen. He could not hold them. He began to hit his hands with all his force against his
legs.
After a while, feeling came back to his fingers. The man reached again into his pocket for the
matches. But the tremendous cold quickly drove the life out of his fingers. All the matches fell
onto the snow. He tried to pick one up but failed.
The man pulled on his glove and again beat his hand against his leg. Then he took the
gloves off both hands and picked up all the matches. He gathered them together. Holding
them with both hands, he scratched the matches along his leg. They immediately caught fire.
He held the blazing matches to piece of wood. After a while, he became aware that he could
smell his hands burning. Then he began to feel the pain. He opened his hands, and the
blazing matches fell on the snow. The flame went out in a puff of gray smoke.
The man looked up. The dog was still watching him. The man got an idea. He would kill the
dg and bury his hands inside its warm body. When the feeling came back to his fingers, he
could build another fire. He called to the dog. The dog heard danger in the man’s voice. It
backed away.
The man called again. This time the dog came closer. The man reached for his knife. But he
had forgotten that he could not bend his fingers. He could not kill the dog, because he could
not hold his knife.
The fear of death came over the man. He jumped up and began to run. The running began
to make him feel better. Maybe running would make his feet warm. If he ran far enough, he
would reach his friends at Henderson Creek. They would take care of him.
It felt strange to run and not feel his feet when they hit the ground. He fell several times. He
decided to rest a while. As he lay in the snow, he noticed that he was not shaking. He could
not feel his nose or his fingers or feet. Yet, he was feeling quite warm and comfortable. He
realized he was going to die.
2.
Well, he decided, he might as well take it like
a man. There were worse ways to die.
3 The man closed his eyes and floated into the
. most comfortable sleep he had ever known.
9.

5.
1 4. 6.
.

7. 8. 10.
The dog sat facing him, waiting. Finally, the
dog moved closer to the man and caught the
smell of death. The animal threw back its
head. It let out along, soft cry to the cold
stars in the black
sky.
And then it turned and ran toward Henderson
Creek…. where it knew there were food and
fire.

Assessment 1. Crossword Solver

Across:
1.What is the Title above?
3.The place where frozen stream is?
5.Atmospheric water vapors frozen into ice?
7.A short, thin piece of wood used to light a fire?
9.The action or fact of dying or killed
Down:
2.The place near the camp?
4.Who walked behind the man?
6.Flame with a gray smoke?
8.The man first winter in ____?
10.Continue to live or exist despite danger or killed?

PASSIVE VOICE
 Describing or Reporting an Experiment (The Passive Voice)
Most experimental reports use the passive voice of the verbs, which gives more
emphasis on the action being carried out than in the doer. The scientist never
mentions himself or herself when describing what took place. He or she does use I
in reporting or describing his or her experiment. In making his or her report, he or she
uses the passive voice.
Examples:
Active voice: I placed the glass of water in fron of this dark screen.
Passive voice: A glass of water was placed in front of the dark screen.
Read the following sentences and answer the questions in parentheses.
1. An infinite number of colors each blending with the next were detected. ( Who
detected the colors?)
2. No change in shape was recorded. (Who recorded that there was no change?)
3. The glass of water was placed in front of the black background. ( Who placed the
glass of water?)
Which verbs are in the passive voice? What tense is used?

Activity 1.
In the following sentences, pick out the verbs and indicate whether they are
active or passive voice in form.
Do this on your notebook.
1. The experiment was done in 30 minutes.
2. After the class, James verified the resulf of his science exam.
3. Soap and water were used in the experiment.
4. A thorough discussion of the result of the experiment was headed by
group leader.
5. After doing a series of procedures, the junior scientists made the appearance
 of the three colors on the paper possible.
6.The science teacher believed in the feasibility of the students' project.
7. The group that successfully conducted the experiment was recognized.
8. The procedures of the experiment were questioned by the teacher.
9. Norman, Romel, and Dante were recognized for representing their school in
the nationwide junior scientists' fellowship.
10. Pieces of paper of different colors were used in the experiment.
11. The researcher gathered enough reference materials for his science study.
12. Dennis resorted to internet research so that he could gather more materials
easily.
13. The annual science fair was held last july.
14. More than one hundred participants from different schools joined the science
fair sponsored by Newtoon High School.
15. An extensive promotion of their upcoming project was done by the members
of the science club.

KEY POINTS

The passive voice is used to report or describe an action whereby the subject or the
doer of the action is not as important as the action that is carried out.

The2.pronoun I is not used. The focus of the statement is not the doer of the action but
Activity
the each
Rewrite objectofbeing acted upon.
the following sentences into the passive form.
1. I saw white light shining through the prism.
The passive
2. Newton, one ofvoice
the is made up
fathers of be + past
of modern participle
science of the verb.
described the force of gravity.
3. I did a series of experiments with balls to find out why things fall to the earth.
4. I made an observation to explain that the sky had different colors.
5. I put a drop of milk in the water.
6. The class conducted an experiment to prove the solubility of salt.
7. Everyone expected Miriam to win in the science quiz bee.
8. She placed the gifts on top of the desk.
9. My cousins enjoyed their stay at the resort in Laguna.
10. Jen used the microscope to clearly see the components of bacteria.
 COMMUNICATION SKILLS
Using Infinitives and Infinitive Phrases
The following sentences have been abstracted from the journalistic text you read
earlier. Note the italicized phrases.
1. This very quality makes the Filipino tend to interpret personally any praise or criticism
2. The present socio-economic situation has also greatly influenced him to make use of
whatever materials….
3. The Filipino is reputed to dress beyond his state of life.
4. One sign that a nation has come of age is the ability to reflect, to contemplate. The
phrases are infinitive phrases. What is the structure of infinitive phrases? What
functions do they have in sentences?
Key points
An infinitive is a verb form made up of the word to and the base form of the verb. An infinitive
functions as noun, an adjective, or an adverb. An infinitive, its modifiers, and its
complements form an infinitive phrase. An infinitive phrase, like an infinitive, can act as a
noun, an adjective, or an adverb.
A. As a noun
1. Subject of the sentence
Example: To build bridges between heaven, earth, and men was Christ’s reason for
becoming a man 2,000 years ago.
2. Appositive
Example: There’s a gift that all of us can give even if we are poor in money-to reach out to
others.
3. Subjective complement
Example: To be brothers is to build bridges.
4. Direct object
Example: People need to rebuild bridges of brother- hood and love.
B. As an adjective
Example: The lesson to learn sincerely is brotherhood.
C. As an adverb
Example: The author wrote the essay to show our attitude towards others..
Sometimes, infinitives do not include the word to. After the verbs dare, hear, help, let, make,
please, see, feel, notice, observe, overhear, and watch, the word to in an infinitive is usually
understood than stated.
Activity 1
Underline the infinitive phrase in each sentence and identify the function. On the
space before each number, write S if it is used as a subject; DO if direct object, A if
appositive, SC if subjective complement, Adj. if adjective, and Adv. If adverb. If there is no
infinitive phrase, mark the sentence with an x.
____1. To establish better trade relationships with other nations is one of our visions.

____2. There’s one sure way of being acceptable in the world market to produce the best
outputs.

____3. The United Nations Organization was created to forge links of brotherhood, peace,
and goodwill among member nations.

____4. Building bridges instead of walls is the principle to uphold.

____5. It is a sad fact that some people love to build walls, instead of bridges.

____6. The purpose of the essayist is to remind us that love must be present in our hearts.

____7. The essay is addressed to all of us.

____8. To the essayist, love is the only commodity we can keep by giving it away.

____9. To be a brother to all is a great act of love.

____10. He wants to emphasize this point.

Activity 2
Transform each verb in parentheses into infinitives and use it in a sentence
according to the indicated function.
1. (believe) direct object
2. (see) subject
3. (dream) appositive
4. (feel) adverb
5. (call) adjective
6. (establish) subjective complement
7. (create) direct object
8. (follow) adjective
9. (show) adverb
10. (give) appositive
 Argumentative Essay
Read an example of an argumentative essay below. Have you ever taken a ride in a public
transportation with an aggressive driver? How did you feel? What did you do? Did you argue
with the driver?

Aggressive Driving Should Be Avoided

Aggressive driving is a phenomenon, which has only recently got the public worried. The
National Highway Traffic Safety Council (NHTSC) defines aggressive driving as the
"operation of a motor vehicle in a manner that endangers or is likely to endanger persons or
property." Actions such as running red lights, improper passing, overtaking on the left,
improper lane change, falling to yield, improper tums, running stop signs, tailgating, careless
driving, and speeding are examples of aggressive driving. Such actions are dangerous to
other road users. Aggressive driving should be avoided because it causes crashes, injuries
and fatalities,The first reason why aggressive driving should be avoided is it causes crashes
According to NHTSC, between 78 percent (excessive speed) and 100 percent (improper
passing) of the cases of aggressive driving resulted in traffic crashes and 96 percent of the
drivers cited for "following too closely" or taligaiting caused crashes as a result of their
aggressive driving Moreover, running red light." "improper passing." and "overtaking on the
left topped other categories of aggressive driving in contributing to traffic crashes.
Another reason why aggressive driving should be avoided is it causes injuries. NHTSC
states that the percentages of the injuries caused by aggressive driving are, in almost all
categories of aggressive driving, above 100 percent.
Aggressive driving also causes fatalities. "Overtaking on the left appears to be the most
important contributing factor in traffic fatalities as it relates to aggressive driving. "Improper
lane change." "running stop sign," and "running red light rank second through four in terms
of their contribution to traffic fatalities.
The above evidence shows that aggressive driving causes crash injuries and fatalities.
Hence, aggressive driving should be avoided. Since the opening on the North-South
Highway, the number of kilometers of roads in the country has increased by one percent
while the number of vehicle miles driven has increased by 35 percent. More cars and more
drivers are also on the road leading to more aggressive drivers.

What you just read is an example of an argumentative essay. To know more about it, read
the following details.
An argumentative essay tries to change the reader's mind by convincing the
reader to agree with the writer's point of view.

Characteristics of an Argumentative Essay

An argumentative essay attempts to be highly persuasive and logical. It usually assumes
that the reader disagrees with the writer, but it should be noted that the reader is no less
intelligent than the writer. Hence, an argumentative essay should be written objectively and
logically.
An argumentative essay has the following characteristics presents and explains the issue or
case gives reasons and supports these reasons to prove its point refutes (proves wrong)
opposing arguments.

Parts
1. Introduction
First is the introductory paragraph. It introduces the problem and gives the background
information needed for the argument and the thesis statement.
2. Body
The body of the essay contains the reasons. Each paragraph talks about one reason. The
reason is included in the topic sentence and is supported by details or materials. These
supporting materials can be examples, statistics, personal experiences, or quotations.
3. Conclusion
The conclusion restates the main claim and gives one or two general statements that exactly
summarize the arguments and support the main premise.

Write
Your conclusion should state your conviction strongly. Review your conclusion and tell your
audience what action you would like them to take; address and resolve Your conclusion
should state your conviction strongly. Revie the main points in your introduction.

Basic Components of an Argument

•The claim (typically answers the question: "What do I think?")
•The reasons (typically answer the question: "Why do I think so?")
•The evidence (typically answers the question: "How do I know this is the case?")

Suggested Organization for a Classic Argument

1. Introduction: Give the context and background of your issue. Establish the style, tone, and
significance of your issue.
2. State Your Case: Clarify your issue here. Give any necessary background for
understanding the issues. Define important terms or conditions here.
3. Proposition: State your central proposition. Be sure that your hook presents an issue that
is open to debate. Present the subtopics or supportive points to forecast your argument for
your reader.
4. Refutation: Analyze the opposition's argument and summarize it; refute or address the
points; point out faulty reasoning and inappropriate appeals.
5. Substantiation and Proof. Present and develop your own case. Carefully plan your
disclosure; avoid logical fallacies. Rely primarily on reasoning for your appeal and use
emotional appeals carefully; use examples, facts, experts, and statistics. Develop your
argument using the appropriate prose strategy, e.g., causal analysis, comparison, analogies,
or definitions.
6. Conclusion: Conclude with conviction. Review your main points and state claims strongly.
Make a strong plea for action or invite your readers to refute your argument.

Assessments
TASK 1
Select one topic below and create your own argumentative essay. Be guided by the rubrics
below.
 The importance of comprehensive sex education in schools".
 The impact of social media on personal relationships
 Should college education be tuition-free?
 The effects of climate change and the need for immediate action
 The role of technology in shaping the future of work
 Should parents be held legally responsible for the crimes of their children.

Criterion: Grammar and Mechanics

4 points: Excellent 3 points:Good 2 points: Fair 1 point: Poor

The essay The essay generally The essay has The essay contains
demonstrates a high maintains noticeable numerous
level of grammatical grammatical grammatical errors grammatical errors
accuracy and accuracy. that may affect that significantly
sophistication. comprehension or impede
Sentence structure clarity. comprehension and
Sentence structure is mostly clear and clarity.
is varied, with clear coherent, though Sentence structure
and coherent there may be may be repetitive or Sentence structure
expression of ideas. occasional instances unclear, hindering is consistently
of awkward phrasing the flow of ideas. flawed, making it
Grammar rules, or minor errors. difficult to follow the
including subject- Grammar rules are flow of ideas.
verb agreement, Most grammar rules inconsistently
pronoun usage, verb are applied correctly, applied, leading to Grammar rules are
tense consistency, with only a few errors in subject- frequently
and punctuation, are inconsistencies or verb agreement, disregarded,
consistently applied minor errors. pronoun usage, verb resulting in errors in
correctly. tense, or subject-verb
Spelling and punctuation. agreement, pronoun
Spelling and capitalization are usage, verb tense,
capitalization are mostly accurate, Spelling and or punctuation.
accurate throughout with occasional capitalization errors
the essay. minor errors. are present Spelling and
throughout the capitalization errors
The essay shows a The essay essay, occasionally are pervasive,
 strong command of demonstrates a impacting negatively impacting
language good command of readability. readability.
mechanics, language
enhancing overall mechanics, with The essay shows The essay
readability. minor improvements some weaknesses in demonstrates poor
needed for language command of
enhanced mechanics, requiring language
readability. improvement for mechanics, requiring
better readability. substantial
improvement for
enhanced
readability.

TASK 2
Claim vs. Statement
Statements are sentences that state facts, while claims are sentences that present an
arguable opinion that the author believes is true. All claims are statements, but not all
statements are claims
Here are some examples:
Statement: ''The price of food has increased since last year.'' This sentence is a statement
because it is simply stating a fact. It is not arguable, as this information can be easily fact-
checked.
Claim: ''The price of food will increase as the economy declines due to a rising inflation.''
This sentence is a claim and not merely a statement because it is debatable. Here is another
example:
Statement: ''This paper will consider the advantages and disadvantages of certain
restrictions on free speech.'' This isn't a claim because it isn't debatable. This sentence is
merely stating a fact.
Claim: ''Even though there may be considerable advantages to restricting hate speech, the
possibility of chilling open dialogue on crucial racial issues is too great and too high a price
to pay.'' This is a claim because it clearly states an opinion that can be debated.
A. Identify whether the sentence provided is a CLAIM or a STATEMENT.
1. Increased access to quality early childhood education leads to better academic
performance and long-term educational outcomes for children.
2. Global warming is an urgent and pressing issue that requires immediate attention
and concerted global efforts. The increasing emission of greenhouse gases,
primarily from human activities, is causing the Earth's temperature to rise, leading
to detrimental impacts such as extreme weather events, rising sea levels, and the
loss of biodiversity.
3. The Lord of the Rings is a timeless masterpiece that revolutionized the fantasy
genre in cinema.
4. Implementing a national free college education program in the Philippines will
lead to increased access to higher education and greater opportunities for socio-
economic advancement.
5. Heat waves are extreme weather events characterized by prolonged periods of
excessively hot temperatures, posing significant risks to human health,
infrastructure, and natural ecosystems.
 6. COVID-19, also known as the novel coronavirus, is a highly contagious
respiratory illness caused by the severe acute respiratory syndrome coronavirus
2 (SARS-CoV-2).
7. COVID-19 vaccines are unsafe or contain microchips.
8. The solar system has eight recognized planets, listed in order of their distance
from the Sun: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and
Neptune.
9. Solar system is that it formed approximately 4.6 billion years ago from a giant
molecular cloud of gas and dust.
10. The solar system is a vast and intricately interconnected cosmic neighborhood,
with the Sun at its center, illuminating and providing energy to a diverse array of
planets and celestial bodies.

ORPHEUS
Alice Low

There were nine goddesses called Muses. Born out of Zeus and a Titaness named
Mnemosyne, each muse presided over a different art or science.

Calliope, one of these sisters, was the inspiration of poets and musicians. She was the
mother of Orpheus (a mortal because his father was one) and gave to her son a remarkable
talent for music.

Orpheus played his lyre so sweetly that he charmed all things on earth. Men and women
forgot their cares when gathered around him to listen. Wild beasts lay down as they
gathered around him as if they were tame, entranced by his soothing notes. Even rocks and
trees followed him, and the rivers changed their direction to hear him play.

Orpheus loved a young woman named Eurydice, and when they were married, they looked
forward to many years of happiness together, But soon after, Eurydice stepped on a
poisonous snake and died.
Orpheus roamed the earth, singing sad melodies to try to overcome his grief. But it was no
use. He longed for Eurydice so deeply that he decided to follow her to the underworld. He
said to himself, “No mortal has ever been there before, but I must try to bring back my
beloved Eurydice. I will charm Persephone and Hades with my music and win Eurydice’s
release.”

He climbed Into a cave and through a dark passage that led to the underworld. When he
reached the river Styx, he plucked his lyre again, and Cerberus, the fierce three- headed dog
who guarded the gates, heard the sweet music and lay still to let him pass.

Orpheus continued to play his lyre tenderly as he made his way through the gloomy
underworld. The ghosts cried when they heard his sad music. Sisyphus, who had been
condemned to roll a rock uphill forever, stopped his fruitless work to listen. Tantalus, who had
been sentenced to stand in a pool of receding water, stopped trying to quench his thirst. And
even the wheel to which Ixion was tied as punishment stopped turning for one moment.

At last Orpheus came to the palace of Hades and Persephone, King and Queen of the
underworld. Before they could order him to leave, he began his gentle song, pleading for
Eurydice.

When stern Hades heard Orpheus’ song, he began to weep. Cold Persephone was so
moved that, for the first time in all her months in the underworld, her heart melted.
“Oh, please, my husband,” she said to Hades, “let Eurydice be reunited with Orpheus.”

And Hades replied, “I, too, feel the sadness of Orpheus. I cannot refuse him.” They
summoned Eurydice, and the two lovers clasped each other and turned to leave.

“Wait!” said Hades to Orpheus. “Eurydice is yours to take back to earth on one condition.”
“What is that?” asked Orpheus.

“She must follow you, and you must not look back at her until you are on earth

Again.”

“I understand,” said Orpheus, “and am forever grateful.”

Orpheus and Eurydice left the underworld and made their way through the
Dark passage that led to the upper world. At last, they reached the cave through which
Orpheus had descended. “I can see daylight ahead” called Orpheus to Eurydice. “We are
almost there.”
But Eurydice had not heard him, and so she did not answer.
Orpheus turned to make sure that she was still following him. He caught one last glimpse of
her arms stretched out to him. And then she disappeared, swallowed by darkness.
“Farewell,” he heard her cry as she was carried back to the underworld.

•If you were Orpheus, would you have looked back to see if Eurydice was following? Why or
why not?
Unlocking new knowledge!
•Noun
A noun is a word that name something, such as a person, place, thing, or idea. In a
sentence, nouns can play the role of subject, direct object, indirect object, subject
complement, object complement, appositive, or modifier.
Ex:
• dog • Eurydice
• Rizal Park • Orpheus
Activity 1
1. In the story entitled “Orpheus”, give at least 5 nouns.
2. What is the setting of the story?
3. How did Eurydice died?
4. Who is the King and Queen of the underworld?
5. Give 5 more examples of noun.
Activity 2: Crossword puzzle.
 1. Mother of Orpheus
2. Instrument played by Orpheus
3. Lover of Eurydice
4. Three-headed dog
5. Father of nine goddesses
6. Wife of Hades
7. Nine goddesses are also known as:
8. King of the underworld
9. Love one of Orpheus
10. River in the underworld

"The Analects"
Confucius translated by Arthur Waley

The Master said, "To learn and at due times to repeat what one has learnt, is that not after all
a pleasure? Those friends should come to one from afar, is this not after all delightful? To
remain unsoured even though one's merits are unrecognized by others is that not after all
what is expected of a gentleman?"
The Master said, "A young man's duty is to behave well to his parents at home and to his
elders abroad, to be cautious in giving promises and punctual in giving them, to have kindly
feelings towards everyone, but seek the intimacy of good. If, when that is done, he has any
energy to spare, and then let him study the polite arts."
The Master said, "The good man does not grieve that other people do not recognize his
merits. His only anxiety is lest he should fail to recognize theirs."
The Master said, "He who rules by moral force is like the Pole star, which remains in its
place where all the lesser stars do homage to it." The Master said, "If out of three hundred
songs I had to take one phrase to
cover all my teaching, I would say, Let there be no evil in your thoughts."
The Master said, "Govern the people by regulations, keep order among them by
chastisements, and they will flee from you, and lose all self-respect. Govern them by moral
force, keep order among them by ritual, they will keep their self-respect and come to you of
their own accord."
Meng Wu Po asked about the treatment of parents. The Master said, "Behave in such a way
that your father and mother have no anxiety about you, except concerning your health."
The Master said, "A gentleman can see a question from all sides without bias. The small
man is biased and can see a question only from one side."
The Master said, "You, shall I teach you what knowledge is? When you know
a thing, to recognize that you know it, and when you do not know a thing, to recognize that
you do not know it. That is knowledge." The Master said, "High office filled by men of narrow
views, ritual performed without reverence, the forms of mourning observed without grief-
these are things
cannot bear to see!"

The Master said, "In the presence of a good man, think all the time how you may learn to
equal him. In the presence of a bad man, turn your gaze within!"
The Master said, "In old days, a man kept hold on his words, fearing the disgrace that would
ensue should he himself fail to keep pace with them." The Master said, "A gentleman covets
the reputation of being slow in word but prompt in deed"
The Master said, "In old days, men studied for the sake of self-improvement;
nowadays men study to impress other people."
The Master said, "A gentleman is ashamed to let his words outrun his deeds." The Master
said, "He who will not worry about what is far off will soon find something worse than worry
close at hand."
The Master said, "To demand much from oneself and little from others is the way (for a ruler)
to banish discontent."

Critical Reading:
1. How was your feeling while reading the text?
2. What part in the selection you like the most? Why?
3. What have you learned about "From the Analects"
Meaningful Search:
Analects are literary extracts or selected passages from literary or philosophical works
especially from a published collection. They share a lot of qualities with other meaningful
pieces of writing, so expect to find words that are rich in meaning.
• Look for difficult words from the selection.
• List all of them, and give their denotative (specific, dictionary) meaning.
• Give also the connotative (suggested idea and feelings or overtone) meaning for each
word
Difficult words Denotative Connotative
Communication Skills
 Using If only and I wish in a Sentences Expressing Wish and Regret
There are times when you feel you should have done something but failed to, thus you either
regret or wish you had done it. Consider theses sentences. Study the underlined groups of
words .
1. If only we had been more concerned about marine life , our seas would not
have been polluted with toxic chemicals.
2. If only the sea had been spared from global overfishing , developing
countries dependent on marine life would not have been facing the dangers
of mass starvation.
3. I wish we had been more concerned about marine life……
I wish I could spare the marine life from toxic chemicals…..
4. I wish our seas had been spared from global overfishing…
I wish I could do something about the problem.
Notice the expression of regret in a sentence numbers 1 and 2 and wish in a sentence
number 3 and 4. What tense of the verb is used in the first two sentence ?
How about in the sentences using I wish?

KEY POINTS

If only

 Expresses the speaker’s regret for not doing something in the past
which should have done

I wish

 Expresses the speaker’s desire to do something but fails to do

To express past regret, use if only or I wish and the past perfect tense of the verb

To express regret over a present personal inability ,use I wish or If only …. Plus I
could …..

To express dissatisfaction over someone else’s behavior, use I wish or If only plus
I / You , he / she ,it /they plus would .
ASESSMENT:
Write sentences from the ones given starting with “I wish “ or “ If Only “
Example: I don’t eat a lot of vegetables.
I wish I ate more vegetables.
Example: I want to have a bigger Tv
If only I had a bigger Tv

1. I can’t travel to New York. I haven’t got enough money

I wish ______________________________________________________
2. I want to live with my brother
If only ________________________________________________________
3. My car is so small
I wish ______________________________________________________
4. . They lost the photo
I wish ________________________________________________________
5. I didn’t study hard at school
I wish __________________________________________________________
6. I want to have a curly hair
If only ___________________________________________________________

7. .I only have one child, so I’m lonely

If wish _________________________________________________________
8. I want to live near the sea . I love to swim
If only___________________________________________________________
9. They were not quiet last evening.
I wish __________________________________________________________
10. The train was late.
I wish ____________________________________________________________
11. They had an accident because of the bad weather
I wish _______________________________________________________
12. John was disappointed at not getting the job
I only _________________________________________________________
13. They didn’t score a goal
I wish__________________________________________________________
14. My sister invited me to her party but I didn’t go
I wish________________________________________________________
15. I’ve been looking for job since October and haven’t been able to find a Vacation

If only_________________________________________________________

Fill in the blanks

Activity 1.Express wishes. Fill in the blanks with the most appropriate verbs.

1. I wish I __________________ a millionaire.

2. I wish I __________________ a fast car.
3. I wish I __________________ a beautiful girl.
4. I wish she __________________ me.
5. I wish we __________________ married.
 Activity 2.Express If only. Fill in the blanks with the most appropriate verbs.

1. If only they_______you for advice before they started the project. You’re expert!
2. If only I _________ that to her. She’s not speaking to me now
3. If only he ________ here now. He’d know what to do
4. I’m starving. If only there___________ a restaurant open now
5. If only I _____________ the time off work, I’d come and visit you.

USING PERSONAL PRONOUNS (REACTING TO SITUATIONS)

Read the following paragraphs and note the underlined pronouns.

During the days of our forefathers, showing respect for elders was one of the rigid, unwritten
laws. Putting their elders on a pedestal, the offsprings and siblings regarded their elders’ words as
law that could never be broken. They believed that severe punishment would befall anyone who
dared go against his or her father’s will. In all their relations with their parents and elders, the
children always avoided any act that might offend them. It was considered very disrespectful for
them to utter their parents’ names. When a child talked with his or her elders, he or she took off his
or her putong (turban or headdress) and sat either on the ground or on his or her heel bones. He or
she addressed his or her superior in the third person and never the second.

In turn, the parents continued to support and protect the child from harm as he or she grew
older. Even when already married, he or she continued to live with the family, in the father’s house.
The father continued to provide support, if necessary, even if the married couple and their children
decided to live separately from them. The father believed that everything that was his was theirs.

Which pronouns are used as subject and as subjective complement?

Which pronouns are used as direct object and object of the preposition?
Which pronouns indicate possession?
Place them in a chart with headings similar to the one below. Study the use of the pronouns
in each sample sentence.

Used as Subject and Used as Direct Object, Used to Show

Subject Complement Indirect, and Object of the Possession
Preposition
(Nominative Case) (Possessive Case)
(Objective Case)
1. As subject 1. As direct object Ex.: This room is theirs.
Ex.: She comes. Ex.: We called him.

2. Predicate 2. As indirect object

nominative/ subject
complement Ex.: Sister sent me
the flowers.
Ex.: It is I.

3. As object of the
preposition
 Ex.: The teacher
talked to her.

Pronouns used as subjects are in the nominative case; those used as direct objects, indirect
objects, and object of the preposition are in the objective case; those used to show
possession are in the possessive case.

KEY POINTS
What should we remember when using pronouns in the nominative case? Objective case?
Possessive case?

1.Nominative Case
Use pronouns as subjects of verbs.

2.Objective Case
Use pronouns as object of verbs or prepositions.

3.Possessive Case
A. Use possessive pronouns to indicate ownership or belongingness.
B. Never use an apostrophe when writing possessive pronouns.

Activity 1
Identify all personal pronouns in the sentences that follow. Do these in your notebook.

1. I usually lay with two other children in the family.

2. She always reminded us that sleeping at noon enabled children to grow fast.
3. I picked up a pillow at my feet, gave it to him, and went back to our mat.
4. They were sure that the dons, including the guards and sentinels, were having their
siesta.
5. Only a few clerks were obliged to return to their stores and offices after lunch.
6. We had an urgent meeting last night.
7. I was sleeping when he called me.
8. Our teachers—they are our heroes.
9. Have you received my email?
10. There is no need for you to rush. They just had it first.

Activity 2
Choose the correct pronoun in the following sentences.

1. When Marissa offered to help me with my report,(she, her) and(I, me) chose to work on a
famous personality.
2. (He, Him) was someone who became a champion in basketball.
3. What impressed Marissa and (I, me) was that person never gave up amidst trials.
4.(He, Him) and many of his teammates play with a high degree of sportsmanship.
5. Marissa offered the use of (her, hers) computer for my report.
6. (She, her) took her stuff and left immediately.
7. I did not understand what (she, they) were saying in the video.
8. Why do (they, them) have to give so much task?
9. I am so confused about (himself, myself).
10. I told (him, her) to pick me up at 9. He arrived at 12.

Activity 3
Infer what situation is presented in the image below. Write a 2-paragraph story consisting of
5-8 sentences in each paragraph. Make sure to use different pronouns.

Using Clauses with If, Whether, and Information Questions.

In an earlier lesson, you learned about independent and subordinate/dependent clauses.
You can combine two independent clauses by changing one to a noun clause. Study the
charts below. Observe how each question is change into noun clauses with if, whether, and
information questions. What other expressions are added? Is there a change in the position
of the subject?

Yes/No Questions Noun Clauses with if, whether

1. Is the occurence of El Niño affecting the He asked if the occurrence of El Niño had
climate globally? affected the climate globally.
Do you know whether he has experienced
the El Niño phenomenon?
2. Has he experienced the El Niño
phenomenon?

Here is a simple rule for deciding whether to choose whether or if. If introduces one
condition, whereas whether introduces alternative possibilities, usually with or not implied or
expressed.
Examples:
1. If we save carefully for the next month, we can afford to spend next summer in Baguio
City.
2. Whether we have that much saved by next month or not, we plan to spend next summer
in Baguio City.
Information Questions Noun Clauses with Question Words
1. When does El Niño occur? She would like to know when El Niño occurs.
2. How can I prepare for it? Please tell me how I can prepare for it.

KEY POINTS
A. Yes or No questions may be changed into noun clauses by using if and whether. The
subject must come before the verb in the noun clause. Noun clauses with if and whether
are often used in polite requests.
B. Information questions may also be changed into noun clauses. Question words are
used to introduce them. The subject must come before the verb in noun clauses. These
clauses are often used in polite requests.

Activity 1.
Read the Following noun clauses and choose whether IF, WHETHER, and INFORMATION
QUESTIONS. Write your answers in a sheet of paper.
1. I wonder if she will visit us.
2. Who ate my chocolates?
3. It's okay whether he will join or not.
4. What types of woman do you love?
5. He want to know if you are still interested.
Activity 2.
Change the following questions into noun clauses with If, and Whether. Be guide in a correct
word order.
Example: Will there be an El Niño occurrence this year?
Answer: I would like to know whether (if) there will be an El Niño occurrence this year?
1. Are you going to spend your Summer Vacation in Baguio City?
2. Has she experienced being rejected?
3. Do I look like a celebrity?
4. Are you experienced Mountain climbing?
5. Is the River water is deep?
Activity 3.
Make atleast 5 sentences using IF, WHETHER, and INFORMATION QUESTIONS.
Answer Key:
Activity 1. 1. If 2. Information question 3. Whether 4. Information question 5. If
Activity 2. Answer may vary
Activity 3. Answer may vary

The Story of Keesh

Jack London

KEESH lived long ago on the rim of the polar sea, was head man of his village through many
and prosperous years, and died full of honors with his name on the lips of men. So long ago
did he live that only the old men remember his name, his name and the tale, which they got
from the old men before them, and which the old men to come will tell to their children and
their children’s children down to the end of time. And the winter darkness, when the north
gales make their long sweep across the ice-pack, and the air is filled with flying white, and
no man may venture forth, is the chosen time for the telling of how Keesh, from the poorest
IGLOO in the village, rose to power and place over them all.
He was a bright boy, so the tale runs, healthy and strong, and he had seen thirteen suns, in
their way of reckoning time. For each winter the sun leaves the land in darkness, and the
next year a new sun returns so that they may be warm again and look upon one another’s
faces. The father of Keesh had been a very brave man, but he had met his death in a time of
famine, when he sought to save the lives of his people by taking the life of a great polar bear.
In his eagerness he came to close grapples with the bear, and his bones were crushed; but
the bear had much meat on him and the people were saved. Keesh was his only son, and
after that Keesh lived alone with his mother. But the people are prone to forget, and they
forgot the deed of his father; and he being but a boy, and his mother only a woman, they,
too, were swiftly forgotten, and ere long came to live in the meanest of all the IGLOOS.
It was at a council, one night, in the big IGLOO of Klosh-Kwan, the chief, that Keesh showed
the blood that ran in his veins and the manhood that stiffened his back. With the dignity of an
elder, he rose to his feet, and waited for silence amid the babble of voices.
“It is true that meat be apportioned me and mine,” he said. “But it is ofttimes old and tough,
this meat, and, moreover, it has an unusual quantity of bones.”
The hunters, grizzled and gray, and lusty and young, were aghast. The like had never been
known before. A child, that talked like a grown man, and said harsh things to their very faces!
But steadily and with seriousness, Keesh went on. “For that I know my father, Bok, was a
great hunter, I speak these words. It is said that Bok brought home more meat than any of
the two best hunters, that with his own hands he attended to the division of it, that with his
own eyes he saw to it that the least old woman and the last old man received fair share.”
“Na! Na!” the men cried. “Put the child out!” “Send him off to bed!” “He is no man that he
should talk to men and graybeards!”
He waited calmly till the uproar died down.
“Thou hast a wife, Ugh-Gluk,” he said, “and for her dost thou speak. And thou, too, Massuk,
a mother also, and for them dost thou speak. My mother has no one, save me; wherefore I
speak. As I say, though Bok be dead because he hunted over-keenly, it is just That I, who
am his son, and that Ikeega, who is my mother and was his wife, should have meat in plenty
so long as there be meat in plenty in the tribe. I, Keesh, the son of Bok, have spoken. He sat
down, his ears keenly alert to the flood of protest and indignation his words had created
“That a boy should speak in council!” old Ugh-Gluk was mumbling.
“Shall the babes in arms tell us men the things we shall do?” Massuk demanded in a loud
voice. “Am I a man that I should be made a mock by every child that cries for meat?”
The anger boiled a white heat. They ordered him to bed, threatened that he should have no
meat at all, and promised him sore beatings for his presumption. Keesh’s eyes began to
flash, and the blood to pound darkly under his skin. In the midst of the abuse he sprang to
his feet.
“Hear me, ye men!” he cried. “Never shall I speak in the council again, never again till the
men come to me and say, ‘It is well, Keesh, that thou shouldst speak, it is well and it is our
wish.’ Take this now, ye men, for my last word. Bok, my father, was a great hunter. I, too, his
son, shall go and hunt the meat that I eat. And be it known, now, that the division of that
which I kill shall be fair. And no widow nor weak one shall cry in the night because there is no
meat, when the strong men are groaning in great pain for that they have eaten overmuch.
And in the days to come there shall be shame upon the strong men who have eaten
overmuch. I, Keesh, have said it!”
Jeers and scornful laughter followed him out of the IGLOO, but his jaw was set and he went
his way, looking neither to right nor left.
The next day he went forth along the shore-line where the ice and the land met together.
Those who saw him go noted that he carried his bow, with a goodly supply of bone-barbed
arrows, and that across his shoulder was his father’s big hunting-spear. And there was
laughter, and much talk, at the event. It was an unprecedented occurrence. Never did boys
of his tender age go forth to hunt, much less to hunt alone. Also were there shaking of heads
and prophetic mutterings, and the women looked pityingly at Ikeega, and her face was grave
and sad.
“He will be back ere long,” they said cheeringly.
“Let him go; it will teach him a lesson,” the hunters said. “And he will come back shortly, and
he will be meek and soft of speech in the days to follow.”
But a day passed, and a second, and on the third a wild gale blew, and there was no Keesh.
Ikeega tore her hair and put soot of the seal-oil on her face in token of her grief; and the
women assailed the men with bitter words in that they had mistreated the boy and sent him
to his death; and the men made no answer, preparing to go in search of the body when the
storm abated.
Early next morning, however, Keesh strode into the village. But he came not shamefacedly.
Across his shoulders he bore a burden of fresh-killed meat. And there was importance in his
step and arrogance in his speech.
“Go, ye men, with the dogs and sledges, and take my trail for the better part of a day’s
travel,” he said. “There is much meat on the ice – a she-bear and two half-grown cubs.”
Ikeega was overcome with joy, but he received her demonstrations in manlike fashion,
saying: “Come, Ikeega, let us eat. And after that I shall sleep, for I am weary.”
And he passed into their IGLOO and ate profoundly, and after that slept for twenty running
hours.
There was much doubt at first, much doubt and discussion. The killing of a polar bear is very
dangerous, but thrice dangerous is it, and three times thrice, to kill a mother bear with her
cubs. The men could not bring themselves to believe that the boy Keesh, single-handed, had
accomplished so great a marvel. But the women spoke of the fresh-killed meat he had
brought on his back, and this was an overwhelming argument against their unbelief. So they
finally departed, grumbling greatly that in all probability, if the thing were so, he had
neglected to cut up the carcasses. Now in the north it is very necessary that this should be
done as soon as a kill is made. If not, the meat freezes so solidly as to turn the edge of the
sharpest knife, and a three-hundred-pound bear, frozen stiff, is no easy thing to put upon a
sled and haul over the rough ice. But arrived at the spot, they found not only the kill, which
they had doubted, but that Keesh had quartered the beasts in true hunter fashion, and
removed the entrails.
Thus began the mystery of Keesh, a mystery that deepened and deepened with the passing
of the days. His very next trip he killed a young bear, nearly full-grown, and on the trip
following, a large male bear and his mate. He was ordinarily gone from three to four days,
though it was nothing unusual for him to stay away a week at a time on the ice-field. Always
he declined company on these expeditions, and the people marvelled. “How does he do it?”
they demanded of one another. “Never does he take a dog with him, and dogs are of such
great help, too.”
“Why dost thou hunt only bear?” Klosh-Kwan once ventured to ask him.
And Keesh made fitting answer. “It is well known that there is more meat on the bear,” he
said.
But there was also talk of witchcraft in the village. “He hunts with evil spirits,” some of the
people contended, “wherefore his hunting is rewarded. How else can it be, save that he
hunts with evil spirits?”
“Mayhap they be not evil, but good, these spirits,” others said. “It is known that his father was
a mighty hunter. May not his father hunt with him so that he may attain excellence and
patience and understanding? Who knows?”
None the less, his success continued, and the less skilful hunters were often kept busy
hauling in his meat. And in the division of it he was just. As his father had done before him,
he saw to it that the least old woman and the last old man received a fair portion, keeping
No more for himself than his needs required. And because of this, and of his merit as a
hunter, he was looked upon with respect, and even awe; and there was talk of making him
chief after old Klosh-Kwan. Because of the things he had done, they looked for him to
appear again in the council, but he never came, and they were ashamed to ask.
“I am minded to build me an IGLOO,” he said one day to Klosh-Kwan and a number of the
hunters. “It shall be a large IGLOO, wherein Ikeega and I can dwell in comfort.”
“Ay,” they nodded gravely.
“But I have no time. My business is hunting, and it takes all my time. So it is but just that the
men and women of the village who eat my meat should build me my IGLOO.”
And the IGLOO was built accordingly, on a generous scale which exceeded even the
dwelling of Klosh-Kwan. Keesh and his mother moved into it, and it was the first prosperity
she had enjoyed since the death of Bok. Nor was material prosperity alone hers, for,
because of her wonderful son and the position he had given her, she came to he looked
upon as the first woman in all the village; and the women were given to visiting her, to asking
her advice, and to quoting her wisdom when arguments arose among themselves or with the
men.
But it was the mystery of Keesh’s marvellous hunting that took chief place in all their minds.
And one day Ugh-Gluk taxed him with witchcraft to his face.
“It is charged,” Ugh-Gluk said ominously, “that thou dealest with evil spirits, wherefore thy
hunting is rewarded.”
“Is not the meat good?” Keesh made answer. “Has one in the village yet to fall sick from the
eating of it? How dost thou know that witchcraft be concerned? Or dost thou guess, in the
dark, merely because of the envy that consumes thee?”
And Ugh-Gluk withdrew discomfited, the women laughing at him as he walked away. But in
the council one night, after long deliberation, it was determined to put spies on his track
when he went forth to hunt, so that his methods might be learned. So, on his next trip, Bim
and Bawn, two young men, and of hunters the craftiest, followed after him, taking care not to
be seen. After five days they returned, their eyes bulging and their tongues a- tremble to tell
what they had seen. The council was hastily called in Klosh-Kwan’s dwelling, and Bim took
up the tale.
“Brothers! As commanded, we journeyed on the trail of Keesh, and cunningly we journeyed,
so that he might not know. And midway of the first day he picked up with a great he-bear. It
was a very great bear.”
“None greater,” Bawn corroborated, and went on himself. “Yet was the bear not inclined to
fight, for he turned away and made off slowly over the ice. This we saw from the rocks of the
shore, and the bear came toward us, and after him came Keesh, very much unafraid. And he
shouted harsh words after the bear, and waved his arms about, and made much noise. Then
did the bear grow angry, and rise up on his hind legs, and growl. But Keesh walked right up
to the bear.”
“Ay,” Bim continued the story. “Right up to the bear Keesh walked. And the bear took after
him, and Keesh ran away. But as he ran he dropped a little round ball on the ice. And the
bear stopped and smelled of it, then swallowed it up. And Keesh continued to run away and
drop little round balls, and the bear continued to swallow them up.”
Exclamations and cries of doubt were being made, and Ugh-Gluk expressed open unbelief.
“With our own eyes we saw it,” Bim affirmed.
And Bawn – “Ay, with our own eyes. And this continued until the bear stood suddenly upright
and cried aloud in pain, and thrashed his fore paws madly about. And Keesh continued to
make off over the ice to a safe distance. But the bear gave him no notice, being occupied
with the misfortune the little round balls had wrought within him.”
“Ay, within him,” Bim interrupted. “For he did claw at himself, and leap about over the ice like
a playful puppy, save from the way he growled and squealed it was plain it was not play but
pain. Never did I see such a sight!”
“Nay, never was such a sight seen,” Bawn took up the strain. “And furthermore, it was such a
large bear.”
“Witchcraft,” Ugh-Gluk suggested.
“I know not,” Bawn replied. “I tell only of what my eyes beheld. And after a while the bear
grew weak and tired, for he was very heavy and he had jumped about with exceeding
violence, and he went off along the shore-ice, shaking his head slowly from side to side and
sitting down ever and again to squeal and cry. And Keesh followed after the bear, and we
followed after Keesh, and for that day and three days more we followed. The bear grew
weak, and never ceased crying from his pain.”
“It was a charm!” Ugh-Gluk exclaimed. “Surely it was a charm!”
“It may well be.”
And Bim relieved Bawn. “The bear wandered, now this way and now that, doubling back and
forth and crossing his trail in circles, so that at the end he was near where Keesh had first
come upon him. By this time he was quite sick, the bear, and could crawl no farther, so
Keesh came up close and speared him to death.”
“And then?” Klosh-Kwan demanded.
“Then we left Keesh skinning the bear, and came running that the news of the killing might
be told.”
And in the afternoon of that day the women hauled in the meat of the bear while the men sat
in council assembled. When Keesh arrived a messenger was sent to him, bidding him come
to the council. But he sent reply, saying that he was hungry and tired; also that his IGLOO
was large and comfortable and could hold many men.
And curiosity was so strong on the men that the whole council, Klosh-Kwan to the fore, rose
up and went to the IGLOO of Keesh. He was eating, but he received them with respect and
seated them according to their rank. Ikeega was proud and embarrassed by turns, but
Keesh was quite composed.
Klosh-Kwan recited the information brought by Bim and Bawn, and at its close said in a stern
voice: “So explanation is wanted, O Keesh, of thy manner of hunting. Is there witchcraft in
it?”
Keesh looked up and smiled. “Nay, O Klosh-Kwan. It is not for a boy to know aught of
witches, and of witches I know nothing. I have but devised a means whereby I may kill the
ice-bear with ease, that is all. It be headcraft, not witchcraft.”
‘’And may any man?”
“Any man.”
There was a long silence. The men looked in one another’s faces, and Keesh went on
eating.
“And . . . and . . . and wilt thou tell us, O Keesh?” Klosh-Kwan finally asked in a tremulous
voice.
“Yea, I will tell thee.” Keesh finished sucking a marrow-bone and rose to his feet. “It is quite
simple. Behold!”
He picked up a thin strip of whalebone and showed it to them. The ends were sharp as
needle-points. The strip he coiled carefully, till it disappeared in his hand. Then, suddenly
releasing it, it sprang straight again. He picked up a piece of blubber.

“So,” he said, “one takes a small chunk of blubber, thus, and thus makes it hollow. Then into
the hollow goes the whalebone, so, tightly coiled, and another piece of blubber is fitted over
the whale-bone. After that it is put outside where it freezes into a little round ball. The bear
swallows the little round ball, the blubber melts, the whalebone with its sharp ends stands
out straight, the bear gets sick, and when the bear is very sick, why, you kill him with a spear.
It is quite simple.”
And Ugh-Gluk said “Oh!” and Klosh-Kwan said “Ah!” And each said something after his own
manner, and all understood.
And this is the story of Keesh, who lived long ago on the rim of the polar sea. Because he
exercised headcraft and not witchcraft, he rose from the meanest IGLOO to be head man of
his village, and through all the years that he lived, it is related, his tribe was prosperous, and
neither widow nor weak one cried aloud in the night because there was no meat.
Assessment: Give the meaning of the following words and then used them in the sentences
of your own.
1. Grapples
2. Reckoning
3. Mumbling
4. Unprecedented
5. Grumbling
6. Ventured
7. Wrought
8. Squealed
9. Tremulous
10. Hastily

The Voice of the Mountain

by Stephen Crane
The old man Propocatepetl was seated on a high rock with his white mantle about his
shoulders. He looked at the sky, he looked at the sea, he looked at the land –nowhere could
he see any food. And he was very hungry, too.
Who can understand the agony of a creature whose stomach is as large as a
thousand churches, when this same stomach is as empty as a broken water jar?
He looked longingly at some island in the sea. “Ah, those flat cakes! If I had them.
“He stared at storm-clouds in the sky. “Ah, what a drink is there. “But the King of Everything,
you know, had forbidden the old man Propocatepetl to move at all, because he feared that
every footprint would make a great hole in the land. So the old fellow was obliged to sit still
and wait for his food to come within reach. Anyone who has tried this plan knows what
intervals lie between meals.
 Once his friend, the little eagle, flew near, and Propocatepetl called to him. “Ho, tiny
bird, come and consider with me as to how I shall be fed. “
The little eagle came and spread his legs apart and considered manfully, but he
could do nothing with the situation. “You see, “he said, “this is no ordinary hunger which one
goat will suffice— “
Propocatepetl groaned an assent.
“ ---but it is an enormous affair,” continued the little eagle, “ which requires something
like a dozen stars. I don’t see what can be done unless we get that little creature of the earth
– that little animal with two arms, two legs, one head, and a very brave air, to invent
something. He said to be very wise. “
“Who claims it for him?” asked Propocatepetl.
“He claims it for himself,” responded the eagle.
“Well, summon him. Let us see. He is doubtless a kind little animal, and when he
sees my distress he will invent something.”
“Good!” The flew until he discovered one of these small creatures. “Oh, tiny animal,
the great chief Propocatepetl summons you!”
“Does he, indeed”
“Propocatepetl, the great chief,” said the eagle again, thinking that the little animal
had not heard rightly.
“Well, and why does he summon me?”
“Because he is in distress, and he needs your assistance.”
The little animal reflected for a time, and then said, “I will go.”
When Propocatepetl perceived the little animal and the eagle, he stretched forth his
great, solemn arms, “Oh, blessed little animal with two arms, two legs, a head, and a very
brave air, help me in my agony. Behold I, Propocatepetl, who saw the King of Everything
fashioning the stars, I, who knew the sun in his childhood, I, Propocatepetl, appeal to you,
little animal. I am hungry.”
After a while the little animal asked: “How much will you pay?”
“Pay? “said Propocatepetl.
“Pay? “said the eagle.
“Assuredly, “ quoth the little animal, “pay!”
“But, “demanded Propocatepetl. “were you never hungry? I tell you I am hungry, and
is your first word then ‘pay’!”
The little animal turned coldly away. “Oh, Propocateetl, how much wisdom has flown
past you since you saw the King of Everything fashioning the stars and since you knew the
sun in his childhood ? I said pay, and, moreover, your distress measures my price. It is our
law. Yet it is true that we did not see the King of Everything fashioning the stars. Nor did we
know the sun in his childhood.”
Then did Propocatepetl roar and shake in his rage. “Oh, louse—louse—louse! Let us
bargain then! How much for you blood?” Over the little animal hung death.
 But he instantly bowed himself and prayed: “Propocatepetl, the great, you who saw
the King of Everything fashioning the stars, and who knew the sun in his childhood, forgive
the poor little animal. Your sacred hunger shall be my care. I am your servant.”
“It is well,” said Propocatepetl at once, for his spirit was ever kindly. “And now, what
will you do?”
The little animal put his hand upon his chin and reflected. “Well, it seems you are
hungry, and the King of Everything has forbidden you to go for food in fear that your
monstrous feet will riddle the earth with holes. What you need is a pair of wings.”
“A pair of wings!” screamed the eagle in joy.
“How very simple, after all.”
“And et how wise!”
“But, said Propocatepetl, after the first outburst, “who can make me these wings?
The little animal replied: “I and my kind are great, because at times we can make one
mind control a hundred thousand bodies. This is the secret of our performance. It will be
nothing for us to make wings for even you, great Propocatepetl. I and my kind will come”—
continued the crafty, little animal—“we will come and dwell on this beautiful plain that
stretches from the sea to the sea, and we will make wings for you.”
Propocatepetl wished to embrace the little animal. “Oh, glorious! Oh, best of little
brutes! Run! Run! Run! Summon your kind, dwell in the plain and make me wings. Ah, when
once Propocatepetl can soar on his wings from star to star, then, indeed—“
Poor old stupid Propocatepetl! The little animal summoned his kind, they dwelt on the
plains, they made this and they made that, but they made no wings for Propocatepetl.
And sometimes when the thunderous voice of the old peak rolls and rolls, if you know
that tongue, you can hear him say: Oh, traitor! Traitor! Traitor! Where are my wings? My
wings, traitor! I am hungry! Where are my wings?”
But the little animal merely places his finger beside his nose and winks.
“Your wings, indeed, fool! Sit still and howl for them! Old idiot!”

Processing Question
1. Who are the following characters?
2. What does each word represent in our modern time?
3. Why do you think the little animal made a promise?
4. What type of literary device was dominant in the story?
5. How can you relate the story to your everyday experience? Give specific situation.

Unlocking new knowledge!

Verb
A ‘verb’ is defined as “a word or phrase that describes an action, condition, or experience
(such as eat), an event (such as happen) or a state (such as exist)”.
Verbs Referring to Actions
Verbs referring to action (action verbs) are those that involve the movement of one’s body
in one way or the other. Some examples of verbs referring to actions are as follows:

Walk Write Sing

Run Jog Drink
Talk Cough Teach
Sit Sleep Build
Read Jump Break

Verbs have multiple forms called tenses that tell us when an action occurs. The present,
past, and future tenses are called simple tenses.
Simple Tenses
Present Tense Past Tense Future Tense
Walk Walked Will walk
Jump Jumped Will jump

Present Tense
The present tense is used for actions that are happening now.
Example:
• I brush my teeth every morning and every night.
• Bret runs five miles every day.
• We visit my grandparents twice a year.

Past Tense
The past tense is more straightforward than the present tense—you only use it to talk
about actions, events, or feelings that happened at an earlier point in time.
Example:
• Olivia closed the door behind her.
• We pushed through the crowd to get a better view of the stage.

Future Tense
The future tense is one of the easiest tenses to learn because it has no irregular forms.
Just as its name suggests, it’s used to describe actions that will happen in the future. It is
formed by combining the helping verb will with the base form of the main verb.
Example:
• Tomorrow I will walk home from school.
 • Next week I will visit my grandmother.

Activity 1
Underline the verb in each sentence. In the blank write if it is past, present or future
tense.
_________1.Propocatepetl was seated on a high rock.
_________2.He stared at storm-clouds in the sky.
_________3.The eagle discovered the small creatures.
_________4. He stretch forth his solemn arms.
_________5. The little animals dwelling.
_________6.He perceived the little animal and the eagle.
_________7.The little eagle spread his legs apart.
_________8.Propocatepetl saw the King of Everything fashioning the stars.
_________9.The little animal turned coldly.
_________10. The old fellow was obliged to wait his food to come.

Activity 2
Here are the action word from the story. Match the words In column A with their meanings
in column B.
A B
1. Scream A. make (someone) legally or
2. Summon morally bound to an action
3. Dwell or course of action.
4. Outburst B. to look fixedly often with
5. Measure wide-open eyes
6. Bowed C. find unexpectedly or in the
7. Stretch course of a search
8. Discovered D. to reach out
9. Stare E. bent downward and forward
10. Obliged F. a standard unit used to express
the size, amount and degree of
something
G. a violent expression of feeling
H. to remain for a time
I. to call upon for specified action
J. to produce high tones

Activity 3
Locate at least 10 verbs in the story of “The voice of the Mountain “ and construct the
words into sentences using the tenses of the verb.

PARALLELISM
 Increasing sentence variety adds interest to a piece of writing and makes the reading
process more enjoyable for others. Using a mixture of sentence lengths and patterns
throughout an essay is an important writing technique. However, it is equally important to
avoid introducing variation within individual sentences. A strong sentence is composed of
balanced parts that all have the same structure. In this section, we will examine how to
create a balanced sentence structure by using parallelism.

What is parallelism?
 In English grammar, parallelism (also called parallel structure or parallel construction)
refers to the placement or use of similar words, clauses, phrases, sentence structure,
or other grammatical elements to express and emphasize parallel ideas in a
sentence.
 Parallel structures may be two or more words, two or more phrases, two or more
clauses of the same type, or two or more sentences of equal ideas.
 Maintaining parallel structure helps you avoid grammatically incorrect sentences and
improves your writing style and readability. Although lack of parallelism is not always
strictly incorrect, sentences with parallel structure are easier to read and add a sense
of rhythm and balance to your writing.
 Parallelism makes the sentence concise, clear, and easy to read.
 Faulty parallelism occurs when elements of a sentence are not balanced, causing the
sentence to sound clunky and awkward.

Below are examples of sentences that are parallel and sentences that are not.

 FAULTY PARALLELISM:
a. I like to jog, bake, paint, and watching movies.
b. The business accepts cash, credit cards, and you can even pay with a check.
c. Driving a car requires coordination, patience, and to have good eyesight.

All of these sentences contain faulty parallelism. Although they are factually correct,
the construction is clunky and confusing. In the first example, four different verb forms are
used. In the second example, the writer starts the sentence by using two nouns (cash, credit
cards) and ended the sentence with a phrase (you can even pay with a check). In the third
example, the writer begins the sentence by using a noun (coordination), but ends with a
phrase (to have good eyesight).

 CORRECT PARALLELISM:
a. I like to jog, bake, paint, and watch movies.
I like jogging, baking, painting, and watching movies.
b. The business accepts cash, credit cards, and checks.
c. Driving a car requires coordination, patience, and good eyesight.

When these sentences are written using a parallel structure, they sound more
aesthetically pleasing because they are balanced. Repetition of grammatical construction
also minimizes the amount of work the reader has to do to decode the sentence. This
enables the reader to focus on the main idea in the sentence and not on how the sentence is
put together.

Correcting Faulty Parallelism

 Words, phrases, and clauses joined by a coordinating conjunction (and, but, or,
nor, for, so, yet) need to have parallel grammatical construction.
Faulty parallelism: When I walk the dog, I like to listen to music and talking to friends on
the phone.
Correct parallelism: When I walk the dog, I like listening to music and talking to friends on
the phone.

The first sentence uses two different verb forms (to listen, talking). In the second sentence,
the grammatical construction on each side of the coordinating conjunction (and) is the same,
creating a parallel sentence.
The same technique should be used for joining items or lists in a series.

 Words, phrases, and clauses joined by a correlative conjunction (not only… but
also, both… and, either… or, neither… nor) need to have parallel grammatical
construction.

Faulty parallelism: We can neither wait for something to happen nor can we take
evasive action.
Correct parallelism: We can neither wait for something to happen nor take evasive
action.

When using a correlative conjunction, the words, phrases, or clauses following each part
should be parallel. In the first sentence, the construction of the second part of the sentence
does not match the construction of the first part. In the second sentence, omitting needless
words and matching verb constructions create a parallel structure. Sometimes, rearranging a
sentence corrects faulty parallelism.

 Words, phrases, and clauses joined by a comparative expression (as much as,
more than, less than) need to have parallel grammatical construction.

Faulty parallelism: I enjoy going out to a movie as much as I like to rent a movie and stay
home to watch it.
Correct parallelism: I enjoy going out to a movie as much as I enjoy renting a movie and
staying home to
watch it.

 TIP
Parallel words
 A simple way to check for parallelism in your writing is to make sure you have paired nouns
with nouns, verbs with verbs, prepositional phrases with prepositional phrases, and so on.
Underline each element in a sentence and check that the corresponding element uses the
same grammatical form.
 Conjoined items in a sentence must be in the same grammatical forms.
 Do not mix grammatical forms; you must use similar or parallel forms.

Incorrect:
The participants in the workshop learned how to communicate, negotiate, and
working collaboratively for the most effective outcome.

Mixing an infinitive (a verb beginning with to) with a gerund (a verb form ending in -ing)
breaks parallel structure.

Correct:
 The participants in the workshop learned how to communicate, negotiate, and work
collaboratively for the most effective outcome.
The participants in the workshop learned about communicating, negotiating, and
working collaboratively for the most effective outcome.

 Parallel phrase
Incorrect:
• Initial trials showed that exposure to the chemical caused memory problems,
intermittent dizziness, and deters sleep.

Parallel structure should be used to balance a series of phrases with the same grammatical
structure. Avoid mixing noun phrases (memory problems, intermittent dizziness) with verb
phrases (deters sleep).

Correct:
• Initial trials showed that exposure to the chemical caused memory problems,
intermittent dizziness, and insomnia.

 Parallel clauses
Incorrect:
• The report card stated that the student often talked in class, that he bullied other
students, and rarely finished his homework.
Correct:
• The report card stated that the student often talked in class, that he bullied other
students, and that he rarely finished his homework.
• The report card stated that the student often talked in class, bullied other
students, and rarely finished his homework.

 Parallel sentence
Incorrect:
• I ate in a Vietnamese restaurant, I bought flowers in a Vietnamese flower shop,
and hiring a Vietnamese gardener.
Correct:
• I ate in a Vietnamese restaurant, I bought flowers in a Vietnamese flower shop,
and I hired a Vietnamese gardener.

Exercise 1
Directions: Read carefully each text. Find the parallelism errors and rewrite each sentence to
fix all the parallelism errors. Do this on a whole sheet of paper.

1. The student brushed their teeth, packed their bag and catching the bus.
2. The teacher walked between the desks, across the classroom and ran away.
3. The professor enjoys running in the park, listening to music and to swim in the lake.
4. The lecturer asked the students to speak tutorials clearly, in a loud voice and not be
rude.
5. Success at university depends on attending classes, reviewing your notes and to
keep up with your readings.
6. The teacher expected that the students would present the seminar, be using
PowerPoint presentation and they would answer questions from the audience.
7. The student was scolded by her tutor, reprimands by her dad and telling off by her
mother.
 8. A friend of mine studies on weekdays, partying on Saturdays and relaxes on
Sundays.
9. The finale was illogical, rushed, and it disappointed.
10. The company is looking for a candidate who is friendly, organized, meticulous, and is
going to arrive to work on time.

Exercise 2
Directions: In a half sheet of paper, copy the exercise and underline the correct parallel
structure to complete a sentence.

1. To (go, come, went), to (see, saw, seen), to conquer are his objectives in visiting the
place.
2. The qualified candidate must be someone (who cares for the poor, whose caring for
the poor, who will care for the poor), (that values responsibility, whose valuing
responsibility, who values responsibility), and who delivers basic services to the
community.
3. Some citizens are misunderstood because of (the manner of how they live, the way
they live, the way of their living), the manner the talk, and the way they act.
4. He prefers (to talk with friends, talking with friends), (to mill around, milling around,
milled around), and getting along with people.
5. They have a swing near the gate, (an avocado tree at the backyard, the avocado tree
in the backyard, an avocado tree on the backyard), and (a big space at the right side
of the lot, the big space in the right side).
6. Her main duties were (to answer a phone call, answering phone calls, answered
phone call), filing records, and conducting visitor surveys.
7. Their son loved playing chess, video games, and (to soccer, soccer, playing soccer).
8. The Bach Sonata was beautiful, moving, and (inspirational, it inspired, inspiring).
9. I can paint (a car, cars, the cars), (a plane, plane, planes), and trains very well.
10. I plan to walk the dog, write a letter, and (go, goes, went) to bed.
Speech
Directions: Create a speech about your journey as a student. The sentence structure of your
speech must be parallel. Your speech must have at least five to ten (5-10) paragraphs and
eight (8) sentences each paragraphs. Submit your copy then present your speech.

COMMUNICATION SKILLS

 Expressing Gratitude/ Appreciation ( Clauses )

You have learned from the preceding lesson that a phrases is a group
of words that functions as a unit. It has no subject and finite verb. What do you know
about clauses? What are types of clauses? A clauses is a group of word containing a
subject and a predicate. It may be independent or dependent. An independent clause
is essentially a sentence. In the following example the independent clause is The
bridges had been destroyed. It can stand alone.

 The bridges that lead to other people had been destroyed. A dependent clause
cannot stand alone. It is connected to an independent clause by relative
pronoun, present or implied (who, which, that) or by a subordinating conjunction
( after, because, since while, etc. ), and function as part of these sentence as
 noun, adjective clause. Here are more examples of dependent clauses and their
functions:
 After a while, we find that there isn’t any love for our children either. (noun
clause, subject of verb)
 That love is lost when we keep it is a guiding principle that we ought to
remember always. (noun clause, subject )
 Try to spread love in whichever place or situation you are. (noun clause, object
of the preposition)
 We are happy when we make other happy. (adverbial clause)

Here are some subordinating conjunctions that introduce an adverb clause;

after before though whenever

although if unless where
as since until whereas
because than when where ever

Some words that introduce noun clauses follow;

how, however where. whose

that which, whichever why
what, whatever who, whom when

Words that usually introduce an adjective clause are called relative pronouns.
Here are some examples;

that which who whom

whose whoever what

Examples: The man who is wearing the funny hats.

The funny hat that is on his head.

KEY POINTS
An adjective clause is a subordinate clause that modifies or describes the noun or
pronoun in main clause of a complex sentence.
An adverb clause is a subordinate clause that modifies a verb, an adjective, or an
adverb.
A noun clause is a subordinate clause used as a noun.
 Types of Clauses: Identification Exercise
In this activity, you will check your knowledge regarding the types of clauses
presented in the lesson
Activity 1
For this activity, In the space to the left of each number write IC for independent,
and DC for dependent clause.

_____________1. James ate a lot of chocolate today.

_____________2. Sandwich and eggs are what I want for breakfast.
_____________3. Raeven’s excuse was that she had forgotten about the meeting.
_____________4. Gilbert teaches Oral Communication and Elective at Veritas
college.
_____________5. Every time the moon is in between the Earth and the Sun, an
eclipse is observed.
_____________6. Before he left
_____________7. Since Sunday John has disappeared
_____________8. Forgetting to do his assignment
_____________9. Please leave now
_____________10. Thousands of people go shopping everyday

Activity 2 : Follow the directions below;

Write two (2) sentence, each with two dependent clauses- one at the beginning and
one at the end.

1. ____________________________________________________________
_____________________________________________________________
_________________________________
2. _____________________________________________________________
_____________________________________________________________
________________________________

Write two (2) sentences with dependent clauses at the end.

 1._____________________________________________________________
_____

2._____________________________________________________________
______
Activity 3:
In the following exercises, underline the dependent clause once. Put comma in where
needed.
Remember! If a dependent clause comes before an independent clause, a comma must
separate the two clauses.

1. The letter that arrived yesterday had no stamp

2. The class that meets on Saturday is a popular one.
3. Although you passed this test our last exam counts fifty percent of your final grade.
4. Kayla did not like the photographer because she was not smiling.
5. Myka and I will be leaving as soon as the taxi arrives at our hotel.
6. I found a summer job that couldn’t be better.

The Hunchback of Notre Dame

Victor Hugo

During the 1482 festival of fools in Paris, Quasimodo the hunchback of Notre Dame is
elected the pope of fools for being the ugliest person in Paris. He is hoisted on a throne and
paraded around Paris by the jeering mob. Pierre Gringoire, a struggling poet and
philosopher, tries unsuccessfully to get the crowd to watch his plays intead of parade.
Archdeacon Claude Frollo appears and stop the parade in order Quasimodo back to notre
dame with him. looking for something to eat, Gringoire admires the graceful beauty of La
Esmeralda, a gypsy street dancer decide to follow her home, after rounding a corner, she is
suddenly attacked by Frollo gringoire and quasimodo rushes to help her but he is knocked
out by frollo as frollo run away. The king's Archers, led by Phoebus de Chateuapers arrive
just in time and capture the hunchback. later that night the group of beggars and thieves are
about to hang quasimodo when La Esmeralda comes and offer to save his life by " marrying
" him for four years only.

the next day, Quasimodo put on trial and sentenced for two (2) hours of torture in the place
de Greve . He suffer both the pain and being stretched and pulled apart as well as being
publicly humiliated by the crowd of people, who hate him for his ugliness. he begs for water
but no one answer his pleas until La Esmeralda comes forth and bring him something to
drink. Nearby a recluse called sister Gudule scream at La Esmeralda for being a "gypsy of
thieves " and blame her for her daughter's kidnapping for fifteen years earlier, a few months
later La Esmeralda dancing in front of Notre Dame and Phoebus call her over to him.She is
fallen in love with him and blushes when he ask to meet him later that night.frollo watching
them in top of Notre Dame and becomes insanely jealous of phoebus. his obsessive lust for
La Esmeralda has made him renounce God and study alchemy and black magic. is his
secret cell in notre dame, he plans to trap La Esmeralda like a spider cathing a fly with it's
web.later that night he follow phoebus to his trys to La Esmeralda and stab Phoebus
repeatedly.he escape and La Esmeralda captured by the king's guard.

after being turtore at her trial, La Esmeralda fasely confesses to killing Phoebus and being a
witch. she is sentenced to hang in the place de Greve Frollo visits her in jail and declares his
love , he begs her to love him and show him some pity but she call him " a goblin monks"
and a murderer, refusing to have anything to do with him. before her execution , la
Esmeralda is publicly humiliated in front of Notre Dame. looking across the square , she
suddenly sees Phoebus and call out his name.he actually survive the murder attempt , but
doesn't want anyone to know that he was injured. he turns away from la Esmeralda and
enters the house of his bride to be. just then, Quasimodo swing down on a rope from Notre
Dame and carries his back for the cathedral crying out "sanctuary " he had fallen in love with
her when she brought him water and had been planning her escape all along
La Esmeralda is safe from execution just as long as she stays inside the cathedral. at first
she finds it hard to even look at quasimodo but hey form an uneasy friendship, even though
he is deaf he enjoy being around him when she sing. meanwhile , a group of vagabonds
resolves to save La Esmeralda after hearing the parliament has ordered that she been
removed from Notre dame but when Quasimodo sees them attacked the csthedral he think
they come to kill La Esmeralda and he fend them off as best as he can , killing a large
number of them Frollo has used the attack as a diversions to sneak la Esmeralda out of the
csthedral. he offers her two choices : she can either say she loved him or to be hanged she
demand to be executed and he leaves with her sister Gudule.to their astonishments they
discover that they are the mother and daughter, gudule tries to protect la Esmeralda but it is
too late.
back at Notre Dame , Quasimodo goes to the top of the tower to find her . gazing off into the
distance , he sees the figure of la Esmeralda in a white dress hanging from the scaffold.he
bellows out to dispair and grabs Frollo by the neck.holding him up in the air , Quasimodo
sights with grief then throw Frollo down to his death looking at la Esmeralda hanging off in
the distance and Frollo wrangled corpse down below.quasimodo cries out" there is
everything I ever loved " Quasimodo never seen again . years later when a gravedigger
stumbles acrosss La Esmeralda's remain he finds the skeleton of a hunckback curled
around her.

Assessment No. 1
Choose the letter of the correct answer.
1.La Esmeralda's real name is:
A. The Egyptian
B. The Bohemian
C.Agnes
D. Andrew
2. In which part of Paris is Notre Dame located ?
A. The seine
B. The ville
C. The cite
D. The university
3. Who saves La Esmeralda in front of Notre Dame?
A.Archeodeon claude Frollo
B. Quasimodo
C. A priest
D.Phoebus de Chateaupers
4. What does the word Quasimodo means?
A. Half man
B. Half head
C. Half made
D. Half baked
5. Where is Pierre Gringoire from?
A. England
B. Gonesse
C. Paris
D.combray
6. In which period of french history does the novel takes place?
A. The old regime
B. The middle ages
C.The empire
D. The first Republic
7. What is Gringoire's play called?
A. The Arc de triompe
B.The good judgement of madame the virgin Mary
C. Candide
D.The hunchback
8.who Is elected pope of fools?
A. Quasimodo
B.La Esmeralda
C.Frollo
D.Clopin Troillefou
9. What does the word " Phoebus" mean in Greek?
A. Sun
B.The Man
C.The moon
D. The husband
10. Who kill Phoebus?
A. Frollo
B. Nobody
C. Quasimodo
D. La Esmeralda
Assessment No. 2
Write T if the statement is true and write F if the statement is False.
1. _____ Quasimodo is the Hunchback.
2. _____During the 1814 festival of fools in Paris.
3._____ Frollo si elected as a pope of fools.
4. _____La Esmeralda is a princess.
5.____ People hate Quasimodo because of his ugliness.
6. ___the next day, Quasimodo put on trials and sentenced for two( 2) hours of torture in the
place de Greve.
7.____ Archdeacon Claude Frollo appears and stop the parade in order Quasimodo back to
notre dame.
8. ___La Esmeralda is safe as long as she stay in the cathedral
9.___ Quasimodo loves La Esmeralda
10.____frollo killed Quasimodo.

Using Phrases and Clauses (Expressing Concession and Opposition)

You have learned in the previous lessons about phrases and clauses. A recall will help you
remember the structure of a phrase and a clause.
A phrase is a group of related words that does not contain a verb and its subject.
A clause is a group of words with its own subject and verb. In this lesson, you will study how
phrases and clauses are used to express opposite views of the same idea or information
that is different from our expectation.
Study the following examples.
Concession
Phrases and Clauses of Concession Example
With Phrases
 Despite Despite the greenhouse effect, factories still
 In spite of send gases such as carbon dioxide.
 As
 With Clauses
 Although Although the factory uses coal,the trees in
 Even though Central America will absorb the carbon
 Though dioxide.

Opposition
Phrases and Clauses of Concession Example
With Phrases
B. Instead of Instead cutting down trees, we should plant
more trees.

With Clauses
11. While While trees grow faster in Central America,
12. Whereas they grow slower in the other parts of the
United States.
Some people considered lock of tress a
problem, whereas the Guatemalan finds
way to plant more trees.

KEY POINTS
Despite and inspite of are followed by phrases, not clauses. The phrases may contain
nouns, pronoun, or gerunds. Although, even though, and though are commonly used in
speaking and writing, although is preferred in formal English. Instead of is followed by a
noun, phrase, or a gerund, not a clause. While and whereas are usually used to contrast
opposites. Note that in many cases the connecting word may begin either clause. The
focus of the sentence changes, but not the meaning.

Activity

Complete the following sentences in your own words. Example: Despite the information on
global warming, many people neglect their environment.

1. Although factories provide more jobs,

2. Despite the effects of environmental abuse,
3. While some people help in protecting the environment,
4. Even though we are leaming more and more about global warming..
5. Instead of using much coal and oil for cooking..
6. Some countries rely on coal as a fuel, whereas
7. Though the Guatemalan women plant many fruit trees,.
8. Instead of working in the factories,
9. These women Guatemala know their whereas
10. Even though many trees were cut,