1

Philippine Copyright 2024

All rights reserved.

No portion of this book may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopy, recording, or any information storage or
retrieval system, for for-profit or commercial purposes, without permission in writing from
the copyright owners.

This online education resource (OER) is a CHED grant to the University of the Visayas,
Centro Escolar University, and LPU Batangas.

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Page 3
 Preface

In today's globalized world, communicating effectively in English is crucial, not only

in business, education, or personal relationships but also in the workplace. The need for
individuals to be proficient in English has become a critical issue, as many companies invest
in globalizing their teams. Having a good command of the English language can be a
significant advantage in finding a job, as many companies require English proficiency, even
if the job itself does not involve direct communication with English-speaking clients or
partners. To address this issue, a CEU team of experts under a CHED grant has created an
online open resource (OER) called "Global English Competitiveness," which provides a
comprehensive guide to improving English language proficiency required in the workplace.
This Global English Competitiveness ebook is divided into 15 modules, each covering
various topics across different fields, from personal development to current events, that can
enhance your understanding of the English language and culture. Each module contains
four lessons relevant to the theme, integrating the five macro-skills, 21st-century skills, and
competencies that B2 CEFR level learners need, such as vocabulary, grammar, syntax, and
language functions.
For both self-paced and teacher-led modalities, there are various activities available.
If you are a self-paced student, you can select the activities that suit your learning needs.
Similarly, teachers can choose activities that are appropriate for the classroom modality.
Both self-paced learners and teachers have the flexibility to choose activities that fit their
respective learning and teaching styles.
This Global English Competitiveness ebook is a valuable resource for you to improve
your English language proficiency, whether for personal or professional growth. It provides
practical strategies and valuable insights to enhance knowledge, skills, and competencies
in various areas of life.
The Authors

Page 4
Table of Contents

MODULE TITLES CONTENTS PAGE

NOS.

1. Personality, Lesson 1 - Discovering Myself 11

Character and Lesson 2 - Managing and Expressing my Feelings 20
Habits Lesson 3 - Showing Sympathy towards others 28
Lesson 4 - Opening up Myself to Others 39
References 51
2. Dreams and Lesson 1 - Expressing Interests 56
Passion
Lesson 2 - Managing and Expressing my Feelings 72
Lesson 3 -Interacting Formally: Sharing Experiences 83
and Passion
Lesson 4 - Reacting and Relating to Others: Mastering 97
Colloquial Communication
References 108
3. Family and Lesson 1 - Family and Parenting Styles 112
Parenting
Lesson 2 - Managing and Expressing my Feelings 135
Style
Lesson 3 -Describing Hopes and Plans: Planning to 147
Have Own Families
Lesson 4 - Evaluating of One's Hopes and Dreams of 159
Planning to Have Family
References 179
4. Health and Lesson 1 - Understanding Health and Fitness 187
Fitness Lesson 2 - Stating Opinions about Health and Fitness 194
Lesson 3 - Agreements and Disagreements about 200
Health and Fitness Practices
Lesson 4 - Speculating on Articles about Health and 205
Fitness Practices
References 213
5. Local and Lesson 1 - Local and Foreign Cuisine 218
International Lesson 2 - Developing Recipes of Food Fusions 231
Cuisines Lesson 3 - Sharing Ideas with Others 240
Lesson 4 - Evaluating Ideas of Others 250
References 267

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 Glimpse into the content
In this preview, you will find the essential components of this e-book.
Modul Module Less Lesson Titles Language Grammar Vocabulary
e Nos. on
Titles Nos.
Functions Focus

1 Discovering Myself ● Evaluating ● “Would” ● Collocations

personality, ● Second related to
2 Managing and Expressing my
feelings, Conditional personality
Feelings
emotions and ● Third Condition ● Colloquial
Personality,
3 Showing Sympathy towards experiences ● Phrasal verbs Language
1 Character others ● Expressing ● Modals ● Expressions of
and Habits
4 Opening up Myself to Others sympathy sympathy
● Taking the
initiative in
interaction
1 Describing Emotions and ● Adjectival ● Adjectives
Expressing Feelings ● Describing expressions ● Modals to express
2 Expressing Interests
dreams and ● Modals interests and
passions ● Collocations passions
Dreams and 3 Interacting Formally: Sharing ● Expressing ● Colloquial terms ● Collocations
2 Experiences and Passion interests
Passion ● Colloquial terms
● Interacting
informally in
4 Reacting and Relating to conversation
Others:Mastering Colloquial
Communication
1 Family and Parenting Styles ● Analyzing the ● Using Modifiers ● Adjectives and
types of family ● Adjectives Adverbs related to
2 Describing Hopes and Plans: and parenting ● Adverbs family and
Planning to Have Own styles. parenting styles
Families ● Evaluating the ● Using ● Conjunctive
different views Conjunctive adverbs and
3 Expressing Agreements and
about hopes and Adverbs Collocations
Disagreements on the
Various Parenting Styles dreams of ● Collocations related to Hopes
parents about and dreams of
Family and 4 Evaluating of One's Hopes having their own ● Adjectives that having a family
3 Parenting and Dreams of Planning to family. Compares ● Degrees of
Have Family
Style ● Enhancing their Comparison
understanding ● Collocation and
about parenting other ● Collocations and
styles and Conjunctive conjunctive
expressing their Adverbs adverbs related to
agreements and evaluating hopes
disagreements. and dreams of
● Classifying and having a family.
critiquing their
hopes and

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 dreams of having
a family.

1 Understanding Health and

Fitness ● Communicating ● Expressing ● Vocabulary words
personal insights Opinions using related to health
2 Stating Opinions about
● Interacting Modals and fitness
Health and Fitness
logically about ● Using Can’t Have
3 Agreements and various topics
Health and and Needn’t
4
Fitness Disagreements about Health● Creating
conclusions or have
and Fitness Practices
speculations ● Making
based on speculations and
4 Speculating on Articles about observed details. deductions
Health and Fitness Practices

1 ● Glossing ● Indicating
Information about Preferences
Local and Foreign Cuisine Local and Using Like,
2 Developing Recipes of Food Foreign Cuisine Prefer, Would
Fusions ● Expressing Ideas Rather
coherently
3 Sharing Ideas with Others ● Creating recipes
Local and ● Using Sequential
● Interacting/Sharin
5 International Linkers
4 Evaluating Ideas of Others g Ideas
Cuisines ● Evaluating/Critiqu
ing recipes ● Relative Clauses

● Using Would in
Expressing
Habits in the
Past

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Page 8
 INTRODUCTION
Good day, everyone! Welcome to a transformative experience in our Global English
Competitiveness Class. I'm Dr. Arlene Salve Opina, your guide throughout Module 1. I'm
truly excited to begin this journey with you.

I've designed four enriching lessons in Module 1 that are poised to empower you.

The lessons are as follows:

Lesson 1 Discovering myself
Lesson 2 Managing and expressing my feelings
Lesson 3 Showing sympathy towards others
Lesson 4 Developing empathy towards others

The key language functions, which determine the type of language used, the
structure of sentences, and the overall context of the conversation or text, include evaluating
personality traits, expressing feelings and emotions, offering sympathy, and even taking the
initiative in interactions.
As a self-paced learner, you have the flexibility to select activities that align with
your learning style and needs. In the same vein, teachers can choose activities that are
suitable for the classroom modality, taking into account the diverse learning styles of their
students.
By allowing you to have the flexibility in the choice of activities based on your
preferences and needs, your learning experience will ultimately lead to a more engaging
and effective learning process.
Speaking of grammar, you’ll learn the nuances of adjectives, adverbs, colloquial
language, collocations, and modal verbs.

Throughout this course, your learning experience will be an interactive one. You will
engage in various exercises and activities meticulously crafted to elevate your skills, boost
your confidence, and set you up for effective communication in various contexts.

So, get ready to embark on this linguistic journey, elevate your language skills, and
unlock new avenues for expressing yourself confidently.

Let's begin this enriching adventure in Module 1.

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 This module focuses on describing and evaluating personality, character, and habits
using a range of English grammar components including adjectives, adverbs, and modals.
In addition, collocations and colloquial language to express feelings and emotions are
integrated into these topics. Throughout the course, you will be guided through various
exercises and activities that will help you build your skills and confidence in an effective way.
By the end of the module, you will be able to confidently express your thoughts and feelings
using a range of appropriate language structures and vocabulary.

At the end of this module, you should be able to

1. demonstrate positive feelings toward another;

2. create meaningful exchanges to foster interactions with others in various social and
professional settings;
3. express sympathy and understanding towards those who are suffering from grief or
mental health issues;
4. evaluate your personality, feelings, emotions, and experiences to discover and develop
yourself better.

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 Lesson One
Discovering Myself

Welcome to Lesson 1. Today, we’ll begin our voyage of self-awareness and personal
growth. We'll be tackling the different aspects of who we are—our strengths, passions, and
values. It's all about getting to know ourselves better and embracing our unique features.
So, let's enjoy the process of self-discovery in the class!

In this lesson, you are expected to

1. describe your personality, character, and habits within your Johari window using
adjectives;
2. evaluate your traits in the Johari four-window model to improve your personality and
character using the modal verb “would.”

Unlocking New Perspectives

The Johari Window Model

The Johari Window is a model of interpersonal awareness developed by Joseph Luft
and Harrington Ingham in 1955. You can learn self-awareness and social skills from the
Johari Window's four panes:
Open Area/Arena: These are your qualities that are known to public. ⁤⁤Open
communication and feedback can help you realize your strengths, weaknesses, and
others' perceptions. ⁤⁤
Blind Spot: This is your inaccessible traits. ⁤⁤You are encouraged to seek criticism from
peers, teachers, and mentors to discover blind spots and improve self-awareness. This

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can lead to increased confidence, improved peer and teacher relationships, and improved
goal-setting and success. ⁤
⁤The Mask/Hidden Area/Facade: This represents information you know about yourself,
but you don't share. Increasing student transparency fosters trust and connections. ⁤
⁤Unknown Area: This refers to your undiscovered ability. ⁤⁤Self-reflection, goal-setting,
and new experiences can uncover hidden talents and potential. ⁤
⁤ The goal of the Johari Window is to increase self-awareness and interpersonal
communication by expanding the open pane and reducing the blind, hidden, and unknown
panes (Luft & Ingham as cited in Johari Window - the Decision Lab, 2024).
The Johari Window has been used as a tool for improving communication and
soliciting feedback in various fields, such as business, education, and psychology (Kline,
2013). By sharing information about oneself and receiving feedback from others, you can
gain a more accurate understanding of yourselves and your relationships with others. This
can lead to increased trust, empathy, and cooperation in personal and professional
relationships (Hogan & Warrenfeltz, 2003).

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M1-L1- Activity 1: This is Me

Study this Johari Window and answer the questions after the breakout session.

affable gullible languid

amiable harsh loquacious
bewildered haughty obnoxious
conscientious impudent obsequious
cultured insipid pandemonium
dauntless intrepid pensive
effervescent jovial petulant
eloquent lackadaisical taciturn

Directions:

A. Work in groups to prepare your Johari window (in break-out rooms).

1. From the word bank, select three or more descriptions of your personality for each
window and post them in the designated pane.
2. In your list, include the positive, neutral, and negative descriptions, which you will
write for each category. In your list, include the positive, neutral, and negative
descriptions which you will write for each category. Make sure each pane is filled
out.
3. In your group, talk about these chosen modifiers. Elaborate them by providing
examples to support your choice of adjectives and adverbs.
4. You may use Google slides, Jamboard, Google docs, or whiteboard to post your
windows. If your list is lengthy, use one slide per category.
5. You are given 15 mins. to fill in all the windows with descriptive words and explain
them to your team.
6. Later, present your Johari window that is full of modifiers to the class. Choose your
rapporteur.
B. The assigned rapporteur will summarize the following about your group’s Johari
windows presentations:
1. Common panes chosen to share
2. Type of adjectives (neutral, positive, negative) chosen to share
3. Conclude about the group’s common personalities.

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 Below is a sample Johari window.

M1-L1- Activity 2: Answer the questions below.

1. What was the inspiration behind the development of the Johari window model?
A) Based on group dynamics at the University of California
B) Inspired by a study on personal development
C) Influenced by a book on communication
D) Following a workshop on self-awareness
2. Which quadrant of the Johari window model represents information known to
both the individual and others?
A) Blind area
B) Hidden area
C) Unknown area
D) Open/self-area or arena
3. How can the blind spot be reduced for more effective communication?
A) It can be reduced through seeking feedback from others.
B) It can be reduced through self-disclosure.
C) It can be reduced through active listening.
D) It cannot be reduced.
4. How can the hidden area in the Johari window model be reduced for more
effective communication?

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 A) It can be reduced through self-disclosure.
B) It can be reduced through seeking feedback from others.
C) It can be reduced by revealing more information about oneself.
D) It can be reduced by moving the information to the open areas.
5. How can the unknown area in the Johari window model be reduced for more
effective communication?
A) It can be reduced through active listening.
B) It can be reduced through self-discovery and observation of others.
C) It can be reduced through seeking feedback from others.
D) It cannot be reduced.
6. How relevant is it to be able to discover yourself using this model?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
7. Was there anything in my hidden area that I had not previously considered or
thought about before? How can I work on improving in these areas?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
8. Did any feedback that I received from others surprise me? If so, how can I use
this feedback to grow and develop as a person?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
9. What new words were added to your memory bank? In what real-life scenarios
will you use the terms so you won’t forget them?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
10. From the pre-task, which personalities match yours? Identify a classmate who
has similar descriptions to yours. What feelings or emotions have been evoked
in you after having known each other?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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Elevating your Understanding

“Would”
“Would” is commonly used to express emotions in conversation. Expressing
emotions is an essential component of communication and language use. In this lecture, we
will discuss how to use the modal verb 'would' to help accurately express our thoughts and
emotions.

Uses of “would”
“would” + Verb (base form)
1. To describe past habits or repeated actions.
o “When I was a child, I would often spend hours playing outside.”
o “Every weekend, I would take a long bike ride during summer vacations.

2. To soften a "no" answer or to let someone down gently.

o “I'm sorry, I don't think I would be able to meet your request this time.”
o "I would be honored to work with you in the future, but right now I have to decline your
offer."

3. To express a wish.
o "I wish they would have a happy and successful marriage.
o "I wish she would find the job of her dreams."

4. To express regret.
o “Would you please forgive me for what I said earlier?”
o “I wouldn't have done that.”
o "I would have done it differently."

5. To express a future action in the past.

o “She knew she would be excited when she got her acceptance letter to college.”
o "Yesterday, I predicted I would have a busy day today."

6. To make polite requests or offers.

o "I would be glad if you showed your winsome smile."
o "I would be deeply delighted if you shared a seat."
o “Would it be okay if I asked a question?”
o “Would you mind if I looked at that for a moment?”

7. To use in the ‘if-clause’ (Conditionals)

● Second conditional: This type of conditional is used to talk about hypothetical or unlikely
events or situations in the present or future. It is formed using the past simple tense in the ‘if-
clause’ and "would" + base form in the result clause.
o If I had millions of pesos, I would study abroad.
o If I were you, I would be upset too.

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 ● Third conditional: This type of conditional is used to talk about hypothetical past events or
situations that did not happen. It is formed using the past perfect tense in the ‘if-clause’ and
"would have" + past participle in the result clause.
o If I had studied hard, I would have passed the exam. (If+had+past participle…,
would+have+past participle)

M1-L1- Activity 3: Can you identify the uses of “would” in the following items?

1. _________________ Whenever she watched Netflix series, she would laugh loudly.
2. _________________ When he was a child, he would always get scared during hefty
rainfall.
3. _________________ Would you mind closing the window?
4. _________________ If I were you, I would be angry too.
5. _________________ She said she would be nervous about her job interview
tomorrow.
6. _________________ Whenever he was happy, he would dance.
7. _________________ If she had known the truth, she would have been angry.
8. _________________ Had you known about the traffic, would you have left earlier?
9. _________________ If he had seen the movie, he would have been sad.
10. _________________ If I had more time, I would go for a walk every day.

Note: “Would” used for past habits is slightly more formal than "used to."

M1-L1- Activity 4: Supply the appropriate verbs on the blanks. A clue is provided
after each sentence.

1. Example: When I was younger, I ________ (go) out of my way to help others, even
if it meant sacrificing my own time and energy. (past habit)
Answer: When I was younger, I would go out of my way to help others, even if it
meant sacrificing my own time and energy.
2. _____ you mind passing the sauce, please? (polite request)
3. "I really appreciate your invitation, but I _____ attend the party this time as I'm more
of an introvert and prefer quieter settings." (let someone down gently)
4. "I wish I _________ the confidence to speak in public like she does; her outgoing
personality is truly inspiring." (express a wish)

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 5. "If he had a more outgoing personality, he ______in his sales job." (hypothetical
situation)

6. "If he had been more honest about his actions, his reputation ________ tarnished."
(Third conditional)
7. "_______ you kindly consider helping me with this project? Your expertise and
dedication would be greatly appreciated." (polite request)

8. "I imagine that someone with his calm and composed character ______ handle the
crisis well." (second conditional)
9. "She said she ________ her day with a cup of coffee when she was working from
home." (a future action in the past)
10. "I wish I _______ the patience to understand her better; I regret my impatience and
its impact on our relationship." (express regret)

M1-L1- Activity 5: Pair and Share

Construct your sentences. Think of your emotional experiences and write sentences
about something that made you sad, angry, or happy. Share your sentences with a partner
and vice versa. For example, student 1 says the “if clause” and student 2 continues the
“result clause.”

Student 1 Student 2

(Second conditional) If I didn't have to work, I would go on vacation.

Ex. ( Third conditional) If I had won an award, I would have been thrilled.

The use of adjectives in evaluating your personality, feelings, emotions, and experiences
builds up your vocabulary for expressing yourself.

1. Your Johari windows indicate four areas of your personality: Open Area or Arena,
Blind Spot, Hidden area or mask, and the unknown.

2. "Would" is often used to describe hypothetical or imaginary situations, polite

requests or offers, or past habits and actions.

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 3. The second type of conditional is used to express hypothetical or unlikely events or
situations in the present or future. It is formed using the past simple tense in the if-
clause and "would" + base form in the result clause.

4. The Third type of conditional is used to talk about hypothetical past events or
situations that did not happen. It is formed using the past perfect tense in the if-
clause and "would have" + past participle in the result clause.
I will give feedback on the weaknesses and strengths of your performance in general.
Correction of grammar uses, pronunciation and enunciation, word stress, delivery, and the
like will be addressed. For self-paced learners, you may post prompts to Generative AIs for
feedback.

What are your takeaways from lesson 1?

1. What are some next steps that I can take to improve my self-awareness and
develop more open and honest communication with those around me?
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________
2. What traits in the Johari four-window model should you improve? Use the modal
verb “would” in evaluating your personality and character.
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________

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 Lesson Two
Managing and Expressing My Feelings

Welcome to Lesson 2. Managing and expressing feelings are important skills for
our mental and emotional well-being. Feelings are natural and inevitable responses to our
experiences, but sometimes they can be overwhelming, confusing, or difficult to
communicate. Learning how to manage and express our feelings can help us cope with
stress, improve our relationships, and make better decisions. Let’s explore some
strategies and techniques for managing and expressing feelings. You will also practice
these skills and apply them to your own life.

At the end of the lesson, you should be able to

1. use phrasal verbs in managing and expressing feelings;
2. create a cinquain about feelings using phrasal verbs.

Unlocking New Perspectives

M1-L2- Activity 1-Listening
Listen to the conversation between Rory and Ebidemi. titled “Introverts and
Extroverts.” (Elllo Productions, 2022) Take the two quizzes found on the same
page. Screenshot your score and submit it along with a brief reflection on it.

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M1-L2- Activity 2: Reading

Managing and Expressing Feelings

Managing and expressing feelings can be challenging, but it is an essential part of
emotional intelligence. Managing and expressing your feelings is a skill that takes practice
and patience. Don't become discouraged if you find yourself struggling with this process. It's
normal to seek professional help, such as therapy or counseling, if you find it challenging to
manage your emotions effectively. Additionally, what works for one person may not work for
another, so it's essential to find the strategies that work best for you personally.
1. Self-Reflection: Take time to reflect on your emotions. Try to understand what you're
feeling and why you're feeling that way (Tartakovsky, 2022). Give a name to your emotions.
Naming some basic emotions can help you distinguish them from your thoughts
(Lyubchenko, 2023). This self-awareness is a crucial step in managing your feelings.
Explore your emotional curiosity and become more aware of your emotional state and how
it connects to your thoughts and behaviors(Emotional Acceptance: 3 Steps to Acknowledge
Your Emotions, n.d.) Humans can feel so many emotions that we get confused about what
we're experiencing. Some feelings are disguised as others, like anxiety that looks like anger
at first. However, sometimes our feelings are very clear and we just need to find the right
word for them (How to Express Your Feelings: 7 Tips, n.d.).You can use journaling or
mindfulness techniques to help with this process.
2. Talk to Someone You Trust: Sharing your feelings with someone you trust can be
incredibly cathartic. Choose a trusted group of loved ones to share your feelings with, and
be as clear as possible by using your vocabulary of feelings and "I" statements (Lyubchenko,
2023). It not only helps you express your emotions but also provides an opportunity for
emotional support and perspective. Choose a friend, family member, or therapist who can
listen and offer guidance. Communication is critically important to the expression of feelings
(Lyubchenko, 2023).
3. Use "I" statements: When you need to express your feelings to someone else, use
"I" statements to communicate effectively. For example, instead of saying, "You make me
feel angry," say, "I feel angry when you do that." "I feel hurt when..." rather than using
accusatory language. This approach helps you express your emotions without blaming or
shaming others. When expressing your feelings to someone else using "I" statements, you
promote connection and do not make the other person feel attacked (Lyubchenko, 2023).
4. Practice Emotional Regulation: Learn techniques for managing intense emotions.
This can include deep breathing exercises, meditation, or mindfulness practices. These
methods can help you stay calm and rational during emotionally charged situations.
Exploring your emotional curiosity can help you manage your emotions (Hillers, E., n.d.).
When you pause to accept that an emotion is present, you can begin to put a label on it
(Hillers, E., n.d.). Being mindful of your feelings and how they connect to your mental and

Page 21
physical state allows you to potentially shift your focus onto something more positive the
next time similar feelings emerge (Hillers, E., n.d.).
5. Engage in Creative Outlets: Many people find that creative activities like art, music,
or writing are effective ways to express their feelings. These outlets allow you to channel
your emotions into a tangible form of expression, which can be both therapeutic and
productive (Kaimal, G., Ray, K., & Muniz, J., 2016).

Comprehension Questions: M1-L2- Activity 2

1. What does the text define as a crucial component of emotional intelligence?

A) Controlling and communicating emotions
B) Ignoring feelings
C) Repressing emotions
D) Masking feelings

2. What, according to the text, is an essential stage in managing your emotions?

A) Keeping your feelings in check
B) Hiding your feelings
C) Neglecting your feelings
D) Labeling your feelings

3. What method, according to the text, can assist you in maintaining composure
and reason in the face of emotionally charged situations?
A) Language that accuses
B) Practice deep breathing
C) Placing the blame elsewhere
D) Refusing to feel

4. As stated in the text, how should you communicate your feelings to someone
else?
A) Employing "you" expressions
B) Leveling charges on others
C) Employing the "I" clause
D) Yelling

5. How can one effectively convey emotions in accordance with the text?
A) Using artistic expression
B) Ignoring feelings
C) Repressing emotions
D) Placing the blame elsewhere

6. How do you manage and express your feelings in various personal and
professional situations? Cite a specific scenario.

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 __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
7. What are some common barriers people face in openly expressing their
feelings, and how can these barriers be overcome for healthier emotional
communication?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________________________________________
8. Can cultural factors influence how people manage and express their emotions?
How do these cultural variations impact interpersonal relationships and
communication?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
9. What role does gender play in the expression of emotions? Are there societal
expectations and stereotypes that influence how men and women manage and
express their feelings?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

10. What therapeutic techniques and interventions would you most likely use in
managing and expressing your emotions, particularly in the context of mental
health and well-being?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Phrasal verbs are combinations of a verb and one or more prepositions or adverbs,
creating a single semantic unit with a meaning that may not be easily deduced from the
individual words. The additional prepositions or adverbs often contribute to the overall sense
of the verb, altering or specifying its meaning. Phrasal verbs are common in English and
can be separable or inseparable, depending on whether the object of the verb can be placed
between the verb and its preposition or adverb.

Page 23
 "Phrasal verbs may also be called idioms. The link brings words describing emotional
and personality changes. For example:

● I really lightened up after my vacation in my home city. (lightened up = became more

relaxed)
● She has been feeling down lately, but I think she's starting to pick up. (pick up =
become more positive)

Phrasal verbs related to feelings and habits

● Break out of - to escape from a habit or pattern of behavior.

● Cut down on - to reduce the amount of something one does or consumes.
● Cope with - to deal with or manage something, usually a difficult situation.
● Fall into - to develop a habit or pattern of behavior over time.
● Get into - to develop an interest or habit in something.
● Give up - to stop doing something habitually.
● Look after- to take care of
● Pick up - to develop a habit or skill over time.
● Pitch in - to start helping as part of a group
● Put off - to delay doing something habitually.
● Stick to - to adhere to or maintain a particular habit or routine.
● Take up - to start a new habit or activity.
● Work on - to focus on improving or breaking a habit.
● Result in - to cause or bring about a particular outcome
● Result from - to be caused by or to have its origin in something

M1-L2- Activity 3: Phrasal verbs

Choose the letter of the correct phrasal verb on each item.

1. When a bully was making fun of me, only my brother _______.

a. backed me up b. broke me down
c. called me around d. cleaned me up

2. She had to break ____ of her habit of procrastination to meet the deadline.
a. off b. in c. away d. out

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 3. He ______ a habit of snacking while watching TV.
a. fell for b. fell out c. fell into d. fell away

4. She ______ running as a way to stay fit.

a. got into b. got for c. got in d. got out

5. She _________ the habit of reading every night before bed.

a. picked out b. picked up c. picked in d. picked down

6. He often _________ exercising until the last minute.

a. puts out b. puts up c. puts off d. puts away

7. She ________ her daily meditation practice to manage her stress levels.
a. sticks in b. sticks to c. sticks on d. sticks for

8. After the unexpected loss of her job, Sarah struggled to ______ the stress and
uncertainty of her situation.
a. cope by b. cope up c. cope d. cope with

9. I prefer coffee ________ tea, especially when I need a quick energy boost in the
morning.
a. to b. than c. better than d. more than

10. Failing to follow the safety guidelines can ________ serious injury or even death.
a. result from b. result to c. result in d. result on

What is a cinquain?

Sophie
Petite, precious
Cooing, cuddling, and gurgling
Infusing delight into our hearts,
Niece, I’ll eagerly pitch in to look after you.
Miracle

A cinquain [sing.cane] refers to a poetic form that consists of five lines. Each line has
a specific structure, and the overall structure of a cinquain can be used as a creative and
concise way to express emotions.

The cinquain was created by Adelaide Crapsey, an American poet, in the early 20th
century. She developed the cinquain as a poetic form with a specific structure. Her cinquains
often focused on nature and the changing seasons. Different kinds of cinquains have
developed over the years, such as the American cinquain, the didactic cinquain, and the
limerick. Now, it has inspired poets to experiment with variations and adaptations of the
structure. Some people may find cinquains fun to write or read because they are simple,

Page 25
concise, and expressive.

Another example

Love
Complex, varied
Expressing, hiding, changing
Letting it out somehow
Talk it over; write it down; and breathe it in.
Release

M1-L2- Activity 4: Writing a Cinquain

Write a cinquain expressing your feelings about something you have experienced
lately.

Follow this format for a cinquain:

Title: One-word title (a noun) representing the subject of the poem.

Line 1: Two adjectives describing the title.

Line 2: Three participles (verb+ing or Verb+ed) related to the title.
Line 3: A short participial phrase that provides more information about the title.
Line 4: A sentence using phrasal verb/s related to the title.
Line 5: One-word synonym or word about the title.

My Cinquain

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 1. Phrasal verbs are verbs paired with one or more prepositions or adverbs, forming a
unified meaning that may not be apparent from the individual components.

2. A cinquain is a five-line poem which follows a specific pattern. It is a simple and

expressive way to write or read poetry.

Was it fun to write a cinquain? How did your phrasal verbs affect the rhythm, tone, and
clarity of your cinquain?

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 Lesson Three
Showing Sympathy Towards Others

Welcome to Lesson 3. Sympathy is the ability to feel sorry for someone else’s
misfortune or suffering. It is a common human emotion that can motivate us to help others
in need or comfort them in their distress. Let’s show compassion and kindness to others
with more confidence and sincerity.

At the end of the lesson, you should be able to

1. use collocations, colloquial language, and modals in complex texts.

2. write a letter of sympathy to a friend.

Unlocking New Perspectives

Reading
Read the letter and answer the questions that follow:

August 4, 202_

Dear Jonathan,

I am absolutely devastated to hear about the passing of your family member. I can’t even
begin to imagine how much pain you must be feeling right now, and I wish there was
something I could do to take it all away.

I just wanted to reach out and let you know that I’m here for you, no matter what. You might
need someone to vent to, cry with, or just sit in silence with, and I’m your girl. You don’t have
to go through this alone.

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 I know that we’ve had some amazing memories with Emily, and I want you to know that I’ll
always remember them. We should keep these memories alive by sharing stories and
reminiscing about the good times we had together.

Please don’t hesitate to call or text me anytime, day or night. I may not have all the answers,
but I will do my best to be there for you through this incredibly difficult time.

I am sending you all the love, hugs, and support in the world.

With deepest sympathy,

Arlene

M1-L3- Activity 1 - Comprehension Questions: Answer the following questions.

1. What is the main purpose of the message?
A) To share condolences and offer support;
B) To ask for help;
C) To reminisce about past memories;
D) To provide solutions to the pain.
2. How does the sender express her availability for the recipient?
A) By offering to solve all his problems;
B) By reminiscing about past memories;
C) By promising to always be there;
D) By avoiding contact.
3. What does the sender suggest about dealing with grief?
A) Ignoring it and moving on quickly;
B) Sharing stories and memories to keep them alive;
C) Avoiding contact with friends and family;
D) Handling it with friends and family.
4. How does the sender offer support in the message?
A) By providing all the answers to the recipient's questions;
B) By being available for calls or texts anytime;
C) By avoiding any mention of the loss;
D) By asking the recipient to seek support from family.
5. What tone does the sender convey in the message?
A) Strength and perseverance;
B) Sympathy, empathy, and support;
C) Frustration and annoyance;
D) Hope and moving forward.
6. How does the writer empathize with the recipient?
__________________________________________________________________
__________________________________________________________________

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 ___________________________________________________

7. What resources does the author recommend for comfort during the grieving process?

__________________________________________________________________
__________________________________________________________________
___________________________________________________
8. What emotions are considered normal during the grieving process?
__________________________________________________________________
__________________________________________________________________
___________________________________________________
9. What components of the letter are evident?
__________________________________________________________________
__________________________________________________________________
___________________________________________________

10. What is the letter format?

__________________________________________________________________
___________________________________________________

Modal verbs
Modal verbs are an essential part of English grammar, and they are used in everyday
conversation and writing (Admin, 2023).
Modals are a type of auxiliary verb that express various meanings such as ability,
permission, obligation, necessity, possibility, and probability. They are also called modal
auxiliaries. Using modals correctly is important for effective communication in English.
Modals can change the meaning and tone of a sentence, so it's important to understand
their various uses and nuances.
In the letter above, you must have noticed several modals that have added to the
overall tone of the letter. Here they are:
1. Can't: "I can’t even begin to imagine how much pain you must be feeling right now."
- Here, "can't" expresses the speaker’s inability to imagine the extent of the pain.

2. Could: "and I wish there was something I could do to take it all away." - "Could" is
used to express a hypothetical ability or willingness to do something to alleviate the
pain.

3. Might: "You might need someone to vent to, cry with, or just sit in silence with, and
I’m your girl." - "Might" suggests a possibility or potential need for support.

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 4. Should: "We should keep these memories alive by sharing stories and reminiscing
about the good times we had together." - "Should" implies a suggestion or
recommendation to preserve and cherish memories.

5. Don't: "Please don’t hesitate to call or text me anytime, day or night." - "Don't" is used
to express a lack of hesitation, encouraging the person to reach out without
reservation.

6. Will: "I will do my best to be there for you through this incredibly difficult time." - "Will"
expresses a commitment or promise to provide support.

Other Uses of Modal Verbs

● Certainty (must and have):

o Your friend must be going through a tough time after the loss of a loved one.
o I have heard about the situation, and I understand that your emotions must be
overwhelming.
● Possibility (can, could, and might):
o I can offer my support if you need someone to talk to during this difficult time.
o You could find solace in sharing memories with friends and family.
o It might help to seek professional counseling to cope with the grief.
● Requests (can, could, and would):
o Can I help with anything practical, like arranging meals or running errands for you?
o Could you let me know if there's anything specific you need assistance with?
o Would you consider letting me be there for you during this challenging period?
● Obligation (should and ought to):
o In times like these, you should take care of yourself and prioritize your well-being.
o You ought to allow yourself the time and space to grieve and heal.
● Advice (should and ought to):
o You should give yourself permission to feel and express your emotions without
judgment.
o You ought to consider joining a grief support group to connect with others who have
experienced similar losses.

● Link to more explanations and examples.

M1-L3- Activity 2 - Choose the letter of the appropriate modal verb in the sentence.

1. During difficult times, you ______ reach out to friends and family for support; they
can provide comfort and understanding (Recommendation)..
a) should b) can c) will d) may

2. "It ______ help to seek professional counseling to cope with the grief." (possibility)
a) should b)must c)might d) ought to

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 3. "____ you mind sharing your thoughts and feelings with me? I want to be a
supportive presence for you." ( Request) a) should b)must
c)can d) Would

4. "During times of grief, you should give yourself the space to heal and _____
consider seeking support from friends, family, or professionals to navigate through
the emotional challenges." (Advice)
a) can b) might c) would d) ought to

5. Which sentence uses a modal verb to express certainty?

a) "I can give my time if you need someone during this tough time."
b) "Your friend must be going through a tough time after losing a loved one."
c) "It might help to seek professional counseling to cope with the grief."
d) "In times like these, you should take care of yourself and prioritize your well-
being."

Collocations
Collocation refers to the habitual juxtaposition of a particular word with another word
or words in a language. It is the way certain words tend to naturally go together in a
language to create a specific meaning. It can be a combination of two or more words that
are not awkward-sounding.
Collocations are not just random combinations of words; rather, they have a natural
and predictable pattern of use. For example, in English, when we want to express sympathy
for someone who is going through a hard time, we often use the collocation “I’m sorry”
instead of “I apologize” or “I regret” because “I’m sorry” is the more common and natural
way of expressing this feeling. These collocations indicate the different ways that we can
communicate our sympathy to someone who needs it.
Using collocations correctly can help you sound more fluent and natural in a
language. Additionally, collocations can also be an important aspect of learning a language
because they can be difficult to predict or understand based on the individual words alone.
Therefore, it is important to study and practice collocations as part of learning a new
language.
Here are some examples of collocations related to personality, character, feelings,
emotions, experiences, habits, and sympathy:

● Personality: strong personality, quiet personality, outgoing personality

● Character: good character, strong character, weak character
● Feelings: happy feelings, mixed feelings, negative feelings
● Emotions: intense emotions, deep emotions, powerful emotions
● Experiences: rich experiences, positive experiences, life experiences
● Habits: good habits, bad habits, healthy habits

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● Sympathy: show sympathy, express sympathy, feel sympathy, have sympathy, and
offer sympathy.

Sympathy Collocations
M1-
There are many collocations that are used in a letter of grief, depending on the L3-
writer's tone, relationship with the person who has passed away, and cultural context. Here
are a few collocations that can be used in a letter of sympathy:

● Cherished memories
● Deeply missed
● Unbearable sorrow
● Devastating loss
● Eternal rest
● Fond memories
● Forever in our hearts
● Heartbreaking loss
● Heartfelt condolences
● Heart-wrenching news
● Inexpressible pain
● Irreplaceable loss
● Overwhelming grief
● Painful absence
● Peaceful passing
● Precious time together
● Profound sadness
● Shared grief
● Unforgettable presence

These collocations are often used to express sympathy, empathy, and a sense of
shared experience with the grieving person. They can also be used to express respect
and honor for the person who has passed away and to offer hope and comfort to those
who are left behind. Moreover, they can convey the depth of emotions that people feel
during times of loss and express the importance of memories and love in helping heal and
remember those who have passed away.

Activity 3: Choose the correct collocation to complete the sentence.

1. She sent a _______ card to her friend who had lost his father.

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 a) sympathy b) compassion c) pity d) condolence
2. He felt a _______ of sympathy for the homeless man.
a) drop b) pinch c) touch d) bit
3. The judge showed no _______ for the convicted criminal.
a) mercy b) pity c) sympathy d) all of the above
4. She was in _______ with her sister, who had just broken up with her boyfriend.
a) understanding b) empathy c) harmony d) dissonance
5. The jury had no _______ for the defendant who had committed a heinous crime.
a) pity b) mercy c) compassion d) all of the above

Colloquial Language
Colloquial [kә’lōkwēәl] language is a type of informal language that is used in
everyday conversation. It is often characterized by its simplicity, directness, and use of
slang, idioms, and regional expressions. Colloquial language can vary widely depending on
the speaker's age, gender, social status, and cultural background, and it can differә
significantly from the standard or formal language in terms of vocabulary, grammar, and
pronunciation.
Colloquial language is generally used in informal situations, such as casual
conversations with friends and family, and it may not be appropriate for more formal or
professional contexts, such as academic writing, business correspondence, or legal
documents. However, using colloquial language can help speakers to connect with others,
express emotions and opinions more freely, and create a more relaxed and friendly
atmosphere in social situations.

Colloquial Language of Sympathy

While a letter of grief is generally a more formal type of writing, it may not be appropriate
to use informal language. However, if you are writing a casual letter of sympathy to a friend
or family member, you might consider using some informal language to express empathy and
support. It is still possible to include some elements of colloquial language to make it more
personal and heartfelt.

Here are some examples of colloquial language that you can use in a letter of
sympathy:
● "I'm so sorry for your loss. It's just not fair."

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 ● "I'm so sorry for your loss."
● "Whether you need to talk or simply a shoulder to cry on, I am always available to
support you."
● "I'm here for you, no matter what. Just let me know how I can help."
● "I can't even imagine how hard this must be for you right now."
● "I can't imagine how much this must hurt. My heart goes out to you."
● "I know it's tough, but remember that you're not alone in this."
● "I know it's not much, but I wanted to send you something to let you know I care."
● "I'll always remember the good times we had with your mom."
● "I'll never forget the good times we all had together. Let's keep the memory alive."
● "It's okay to not be okay right now. Just take all the time you need to grieve."
● "Please don't hesitate to call me if you need someone to vent to."
● "Please know that I'm thinking of you and keeping you in my prayers."
● "Sending you lots of love and hugs during this tough time."
● "I'm sending you lots of love and virtual hugs right now."
● "The world won't be the same without your sister. She was one of a kind."
● "I was thinking of you and wishing there was something I could do to take the pain away."
● "Your dad was such a great guy. So many people miss him."

It's important to note that using informal language may not be appropriate for all situations or
relationships. Use your best judgment and consider the nature of your relationship with the recipient before
using colloquial expressions in a sympathy letter.

By using colloquial language, the writer can convey a sense of empathy, comfort, and
understanding to the grieving person. It can also help create a more informal and intimate tone, which can
be especially important when connecting with someone during a difficult time. However, it is still important
to be respectful and sensitive to the person's feelings and to avoid language or expressions that might be
inappropriate or offensive.

M1-L3 - Activity 4: Write the correct colloquial expression to complete the

sentence.
1. I’m so sorry to hear about your loss. You have my ____________________.
2. That’s ______. I can’t imagine how you must be feeling right now.
3. I’m here for you if you need anything. You’re not ______ in this.
4. That’s really tough. I hope things get _______ for you soon.
5. I know this is a hard time for you. You’re in my _________________.

M1-L3- Activity 5: Answer what is being asked in the items below:

1. Which of the following sentences is the most appropriate way to express
sympathy to someone who has lost their pet?

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 a) That’s a bummer. You can always get another one. b) That’s terrible. I know how
much you love your pet. c) That’s not a big deal. It was just an animal. d) That’s funny. I
never liked your pet anyway.
2. Which of the following sentences is the most appropriate way to express
sympathy to someone who has lost their job?
a) That’s too bad. You should have worked harder. b) That’s great. You can finally
relax and enjoy life. c) That’s unfortunate. I hope you find a new opportunity soon. d)
That’s hilarious. I always hated your boss.
3. Which of the following sentences is the most appropriate way to express
sympathy to someone who is going through an annulment?
a) That’s awesome. You’re free to date whoever you want now. b) That’s terrible.
You must have done something wrong. c) That’s sad. I’m sorry you’re going through this
hard time. d) That’s none of my business. I don’t want to hear about it.
4. Which of the following sentences is the most appropriate way to express
sympathy to someone who has been diagnosed with a serious illness?
a) That’s awful. You must be so scared and angry. b) That’s unfortunate. But you
know, everything happens for a reason. c) That’s terrible. But you have to stay positive
and fight this. d) That’s hard. I’m here to listen and support you in any way I can.
5. Which of the following sentences is the most appropriate way to express
sympathy to someone who has lost a home in a fire?
a) That’s tragic. I can’t believe you lost everything you worked for. b) That’s sad. I’m
sorry for your loss. c) That’s horrible. How are you going to rebuild your life? d) That’s
devastating. I’m so glad you’re safe and sound.

M1-L3 - Activity 6
Write a letter of sympathy to a friend. Remember to use modals, collocations, and
colloquial language appropriately in your letter. Include the following parts in your letter:
Date (Current)
Salutation,
Body
Complimentary close,
Signature (sign your letter)

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 ___________________

___________________,

_____________________________________

______________________________________________________
___________________________________________________________
___________________________________________________________
___

______________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
______________________________

______________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
_____________

___________________,

___________________

1. Modals are a type of auxiliary verb that expresses different degrees of meanings,
such as ability, advice, certainty, necessity, obligation, permission, possibility, and
probability.
2. A collocation is a combination of two or more words that are often used together in
a language, and whose meaning is not predictable from the meanings of the
individual words. Collocations can include verb + noun combinations (e.g. "make a
decision"), adjective + noun combinations (e.g. "heavy rain"), and adverb +
adjective combinations (e.g. "deeply disappointed"). Understanding and using
collocations correctly is important for achieving natural and accurate language use.

Page 37
 3. Colloquial language is a type of informal language that is used in everyday
conversations and informal settings, such as among friends, family, or colleagues. It
often includes regional expressions, idioms, slang, and other informal expressions
that may not be appropriate in formal or academic settings.

Reflection Questions
1. Are there any common expressions used in everyday language that could be
inappropriate in a letter of grief?

2. What was the feeling after having written a letter of sympathy to ease the pain of your
friend?

Sharing: Share your answers with your partner.

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 Lesson Four
Opening up Myself to Others

Welcome to lesson 4. Opening yourself up to others is not always easy, but it can be
rewarding in many ways. When you share your thoughts, feelings, and experiences with
others, you can build trust, deepen relationships, and learn from different perspectives.
Opening up also helps you to express yourself, cope with stress, and grow as a person.
However, opening up also involves some risks, such as being misunderstood, rejected, or
judged. Therefore, you need to be careful about who you open up to, how much you share,
and when you do it. Let’s learn how to effectively and appropriately open ourselves up to
others.

At the end of the lesson, you should be able to

1. integrate future expressions, particularly “will and going to,” in delivering a Pecha
Kucha;
2. deliver a lightning talk (Pecha Kucha) about yourself following the Johari window
framework.

Unlocking New Perspectives

Reading

Opening up Myself
By Anonymous

Revealing myself to others,

Resembles unlocking a portal,

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 Welcoming a fresh realm,
And departing from the past.
I might feel exposed initially,
As I unveil my innermost self,
Yet with each fleeting moment,
I discovered a sense of abundance.
A depth in the conversations held,
A richness in the connections forged,
A warmth in the shared laughter,
That imbues my heart with passion.
No more solitary in this existence,
Surrounded by individuals I can confide in and depend on,
I've unearthed a sense of belonging,
And a space to truly flourish.
Hence, I opt to disclose my true self,
To embrace both joy and sorrow,
To narrate my tale to others
And allow love to course through my being.
For within this openness and vulnerability,
Resides the essence of life's beauty,
And by baring myself to others,
I've discovered a world devoid of conflict.

The poem speaks about the experience of opening up to others and the rewards
one can reap as a result. The poem comes as an inspiration for how vulnerability and
connection can impact our lives.
M1-L4- Activity 1
Comprehension questions
A. Choose the letter of the correct answer based on the given questions

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 1. What does revealing oneself to others resemble?
A) Opening a window
B) Unlocking a portal
C) Closing a door
D) Building a wall

2. How does the speaker feel initially when exposing his innermost self?
A) Confident
B) Vulnerable
C) Joyful
D) Indifferent

3. What does the speaker discover with each passing moment?

A) A sense of loneliness
B) A sense of abundance
C) A sense of fear
D) A sense of emptiness

4. What imbues the speaker's heart with passion?

A) Shared secrets
B) Laughter
C) Silence
D) Solitude

5. What has the speaker found in his newfound community?

A) Isolation
B) Belonging
C) Disconnection
D) Hostility

B. Answer the comprehension questions below:

1. Why does opening up to others feel vulnerable?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What benefits does the speaker gain from opening up to others?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. How does the speaker feel about the newly found sense of community?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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4. What is the tone of the poem?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
5. What message is the speaker trying to convey through the poem?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Elevating your Understanding

"Will" vs "Going to"

When delivering a self-introduction speech, you can use future expressions such as
"will" and "going to" to talk about future plans or intentions.
The difference between will and going to is mainly related to the degree of certainty
or planning involved in the future action or event. Will is used when referring to the future
with certainty and for recent, rapid decisions. Going to is used to refer to events that have
been previously planned or are based on present evidence (Gina, 2022). It is used to talk
about future plans that have already been decided or arrangements that have already been
made.
Examples

Will Going to

● I will open up to my best friend about my ● I am going to join a support group for people
problems. (A decision at the moment of who have similar issues as me. (A decision
speaking). before the moment of speaking).

● He will not disclose to his parents about his ● She is going to divulge to her therapist about
feelings. He is afraid that they will judge him or her trauma. She knows that she is getting close
get angry (A prediction based on opinion). to healing (A prediction based on something
that can be seen (or felt) now.

Also for promises / requests / refusals / offers

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M1L4-Activity 2: Fill in the blanks with will or (be) going to.

1. I ______ open up to my teacher about my difficulties with math. Maybe he can help
me improve my skills.
2. She ______ relay to her boyfriend about her past. She trusts him and wants him to
know everything about her.
3. They ______ inform their parents about their plans to get married. They hope that
they will support their decision and be happy for them.
4. He ______ (not) tell his boss about his dissatisfaction with his job. He is afraid that
he will lose his position or get a bad reputation.
5. You ______ divulge to me about your dreams and goals. I am your friend and I
want to encourage you and help you achieve them.
6. He ______ narrate to his doctor about his symptoms. He knows that it is
important to be honest and get the right diagnosis and treatment.
7. We ______ discuss with each other about our fears and insecurities. We believe
that it will make us stronger and closer as a couple.
8. She ______ (not) let her classmates know about her hobbies. She thinks that they
will make fun of her or think that she is weird.
9. You ______ not disclose to your brother about your feelings. You think that he will
not understand you or care about you.
10. I ______ admit to myself about my mistakes and failures. I accept that they are
part of my learning process and I will not let them define me.

Speech Delivery
When delivering a speech about self-introduction, it's important to use future
expressions appropriately and to make sure they are consistent with your tone and
message. Using these expressions can help you convey your goals and aspirations for the
future, as well as demonstrate your commitment and motivation to achieve them.

Tips on speech delivery

Here are some tips to deliver a speech with conviction:

1. Believe in your message and be passionate about it (Beebe, Beebe, & Redmond,
2021).
2. Speak clearly and loudly, but avoid shouting (Beebe et al., 2021).

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3. Maintain eye contact with your audience to connect with them (Lucas, 2018).
4. Use confident body language, such as standing up straight and using natural gestures
(Lucas, 2018).
5. Practice your speech multiple times, focusing on the key points and the overall flow to
feel more confident and natural (Lucas, 2018).
6. Use visual aids or props to enhance your message (Lucas, 2018)
7. Use vocal variety, including pitch, tone, and pace, to keep your audience engaged
(Beebe et al., 2021).
8. Use stories, examples, and humor to connect with your audience (Beebe et al., 2021).

By following these tips, you can deliver a speech with conviction that is engaging, inspiring,
and memorable.

M1L4-Activity 3: Lightning Talk (45 second speech)

A lightning talk is a brief and captivating presentation at a conference or similar event.
It aims to spark interest in a topic by highlighting its key points in a short time span. Lightning
talks have various formats, such as PechaKucha and Ignite, that set strict limits on the
number and timing of slides (Lidgey, 2018). Scientists, technologists, and agile leaders often
use lightning talks to communicate their knowledge, insights, challenges, or calls to action
in an effective and engaging manner (Batt, 2021). In June 2000, Mark Jason Dominus
coined the term "lightning talk."
A Pecha Kucha is a storytelling format in which a presenter shows 20 slides with 20
seconds of commentary each. Each slide appears for 20 seconds while the presenter
speaks (20:20). Architects Astrid Klein and Mark Dytham of Tokyo's Klein Dytham
Architecture created this format in Tokyo in 2003 to promote their space and connect
designers. It's now popular worldwide and used in many settings, from schools to
businesses to parties.
For this presentation, we shall reduce the number of slides and time allocated per
speaker to ensure that everyone can present within the day.

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Observe the following mechanics:
1. Instead of the 20:20 format (pecha kucha), which equals 6 minutes and 40
seconds, create your Lightning Talk in a concise 45-second MP4 format,
which equals 5 slides with 9 seconds of commentary per slide.
2. Upload the video to your YouTube or Google Drive account and share the
link with me, ensuring that I have access to view it.
3. Following the Johari Framework, introduce yourself, including your future
plans for the next five to ten years, using "will" and "going to"
appropriately.

Criteria for Evaluation

1. Open Area: The speaker shared information that is known in the open area, such as positive
attributes or strengths. (5 points)
2. Hidden Area: The speaker shared information that may not be known to others but is
something they are working on. (5 points)
3. Blind Area: The speaker acknowledged feedback from others that he/she may not have
been aware of and showed a willingness to learn and grow from it. (5 points)
4. Unknown Area: The speaker expressed excitement about the potential to discover new
things. (5 points)
5. Delivery: The speaker delivered the speech in a clear and engaging manner that held the
listener's attention. The future plans were emphasized using “will” or “going to.” (10 points)
6. Time: The speaker delivered the lightning talk within the time limit. (5 points)
7. Overall Presentation: The speaker demonstrated an understanding of the Johari Window
Framework and how it applies to personal growth and development. (5 points)

Total Possible Score: 40 points

Scoring Key:

34-40: Excellent - The speaker excelled in all criteria and delivered a well-structured and
engaging speech that demonstrated a clear understanding of the Johari window framework.

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 26-33: Good - The speaker met most of the criteria and delivered a good speech that could be
improved with more practice and refinement.

20-25: Average - The speaker met some of the criteria, but the speech lacked structure or
engagement.

12-19: Below Average - The speaker struggled to meet the criteria, and the speech lacked
organization and clarity.

0-11: Poor - The speaker did not meet the criteria, and the speech was difficult to follow or
understand.

1. Will is used when referring to the future with certainty and for recent, rapid
decisions.
2. Going to is used to refer to events that have been previously planned or are based
on present evidence.
3. A lightning talk is a brief and captivating presentation that highlights its key points
in a short time span.
4. Pecha Kucha is a storytelling format created by architects in Tokyo in 2003, used
in various settings to promote spaces and connect designers.

A. Reflection Questions
1. What did I learn about myself through the process of creating this self-introduction
speech in a Pecha Kucha format?
________________________________________________________________________
________________________________________________________________________
______________________________________________________________________
2. How can the Johari window framework be useful in better understanding ourselves
and our interactions with others?
________________________________________________________________________
________________________________________________________________________
______________________________________________________________________
B. Sharing: Share your answers with your group members; then with the class.
C. Find out your English Proficiency level.

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D. Circle or underline the object of your answer. My overall experience in this module has
been

uninteresting; O.K.; very good; great

ANSWERS TO MODULE 1 ACTIVITIES

Lesson 1

M1-L1- Activity 2: Answer the questions below.

1. A) Based on group dynamics at the University of California
2. D) Open/self-area or arena
3. A) It can be reduced through seeking feedback from others.
4. A) It can be reduced through self-disclosure.
5. B) It can be reduced through self-discovery and observation of others.
M1-L1- Activity 3: Can you identify the uses of “would” in the following items?
1. Past habit or repeated action
2. Past habit or repeated action
3. Polite request or offer
4. Second conditional
5. Expressing a future action in the past.
6. Past habit or repeated action
7. Third Conditional
8. Third Conditional
9. Third Conditional
10. Second conditional

M1-L1- Activity 4: Supply the appropriate verbs on the blanks. A clue is provided
after each sentence.

1. When I was younger, I would go out of my way to help others, even if it meant
sacrificing my own time and energy.
2. Would you mind passing the sauce, please? (polite request)
3. "I really appreciate your invitation, but I wouldn’t attend the party this time as I'm
more of an introvert and prefer quieter settings." (let someone down gently)
4. "I wish I would have the confidence to speak in public like she does; her outgoing
personality is truly inspiring." (express a wish)

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 5. "If he had a more outgoing personality, he would be in his sales job." (hypothetical
situation)

6. "If he had been more honest about his actions, his reputation wouldn’t have been
tarnished." (Third conditional)
7. "Would you kindly consider helping me with this project? Your expertise and
dedication would be greatly appreciated." (polite request)
8. "I imagine that someone with his calm and composed character would handle the
crisis well." (hypothetical situation) (could is also correct)
9. "She said she would start her day with a cup of coffee when she was working from
home." (a future action in the past)
10. "I wish I would have the patience to understand her better; I regret my impatience
and its impact on our relationship." (express regret)
Lesson 2

M1-L2- Activity 2: Reading

1. A) Controlling and communicating emotions
2. D) Labeling your feelings
3. B) Practice deep breathing
4. C) Employing the "I" clause
5. A) Using artistic expression

M1-L2- Activity 3: Phrasal verbs

1. A) When a bully was making fun of me, only my brother backed me up.
2. D) She had to break out of her habit of procrastination to meet the deadline.
3. C) He fell into a habit of snacking while watching TV.
4. A) She got into running as a way to stay fit.
5. B) She picked up the habit of reading every night before bed.
6. C) He often puts off exercising until the last minute.
7. B) She sticks to her daily meditation practice to manage her stress levels.
8. D) After the unexpected loss of her job, Sarah struggled to cope with the stress and
uncertainty of her situation.
9. A) I prefer coffee to tea, especially when I need a quick energy boost in the
morning.
10. C) Failing to follow the safety guidelines can result in serious injury or even death.

Lesson 3
M1-L3- Activity 1 - Comprehension Questions: Answer the following questions.
1. A) To share condolences and offer support;
2. C) By promising to always be there;
3. B) Sharing stories and memories to keep them alive;
4. B) By being available for calls or texts anytime;

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 5. B) Sympathy, empathy, and support

M1-L3- Activity 2 - Choose the letter of the appropriate modal verb in the sentence.
1. A) should
2. C) might
3. D) Would
4. D) ought to
5. B) "Your friend must be going through a tough time after the loss of a loved one."

M1-L3- Activity 3: Choose the correct collocation to complete the sentence.

1. D) Condolence - This word specifically conveys sympathy and support in times of

bereavement, making it the most suitable choice in this context.
2. C) Touch. “a touch of sympathy” - the collocation "a touch of sympathy" is
commonly used to convey a small or slight amount of sympathy or compassion felt
towards someone.
3. D) All of the above - the words "mercy", "pity", and "sympathy" are all appropriate
collocations that can be used to describe the judge's lack of empathy or
understanding for the convicted criminal.
4. B) Empathy - Empathy refers to the ability to understand and share the feelings of
another. In the given scenario, the person was emotionally connected and
understanding towards her sister who had just experienced a breakup, which aligns
with the concept of empathy.
5. B) mercy - The word "mercy" is the most suitable collocation to describe the lack of
leniency or compassion shown by the jury towards the defendant who had
committed a serious offense. It is used in legal contexts, particularly in relation to
judgments and decisions made by juries.

M1-L3 - Activity 4: Write the correct colloquial expression to complete the sentence.
Suggested answers for 1-5
Any synonymous words in the context of the answers may be acceptable.

1. condolences.
2. awful
3. alone
4. better
5. thoughts and prayers

M1-L3- Activity 5: Answer what is being asked in the items below:

1. Answer: B

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Explanation: The correct answer is B, because it shows that you understand the person’s
feelings and care about their loss. The other options are insensitive, rude, or sarcastic,
and would not be appropriate ways to express sympathy.
2. Answer: C
Explanation: The correct answer is C, because it shows that you care about the person’s
situation and wish them well. The other options are insensitive, sarcastic, or inappropriate,
and would not be suitable ways to express sympathy.
3. Answer: C
Explanation: The correct answer is C, because it shows that you empathize with the
person’s feelings and offer support. The other options are rude, judgmental, or dismissive,
and would not be respectful ways to express sympathy.
4. Answer: D
Explanation: The correct answer is D, because it shows that you care about the person’s
feelings and needs, and that you are willing to help them cope. The other options are
either too intrusive, too dismissive, or too prescriptive, and might make the person feel
worse.
5. Answer: D
Explanation: The correct answer is D, because it focuses on the positive aspect of the
situation, which is the person’s safety and well-being. The other options are either too
negative, too vague, or too overwhelming, and might add to the person’s stress and grief.

Lesson 4

M1-L4- Activity 1
Explanations to the Correct Answers:
1. B) Unlocking a portal
Explanation: This analogy suggests that revealing oneself is akin to opening up to
new experiences and possibilities, just like unlocking a portal leads to new
opportunities.

2. B) Vulnerable
Explanation: The text mentions feeling vulnerable initially, indicating a sense of
exposure and sensitivity when revealing one's innermost self.

3. B) A sense of abundance
Explanation: The speaker finds a sense of abundance as time progresses, implying
a growing richness or fullness in their experiences and connections.

4. B) Laughter

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 Explanation: Shared laughter is highlighted as something that fills the speaker's
heart with passion, indicating the joy and warmth found in shared moments of
humor.

5. B) Belonging
Explanation: The speaker has discovered a sense of belonging in their newfound
community, emphasizing the feeling of being accepted and part of a supportive
group.

M1L4-Activity 2: Fill in the blanks with will or (be) going to.

1. will
2. will
3. going to
4. will
5. will
6. going to
7. not going to
8. will
9. will
10. will

Admin. (2023). Modal Verbs – Meaning, Usage & Examples. BYJUS.

https://byjus.com/english/modal-verbs/

Batt, K. (2021). What are lightning talks? The Enterprisers Project.

https://enterprisersproject.com/article/2021/9/what-are-lightning-talks

Elllo Productions, T. B. E. (2022). ELLLO views #1397 Introverts and extroverts.

https://www.elllo.org/english/1351/T1397-AbidemiRory-01-Personality.htm

Gina. (2022). Will vs. Going To—How To Use Them. Blog.

https://languagetool.org/insights/post/will-vs-going-to/

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 Grammarly. (2023). Modal verbs: Definition and usage examples | Grammarly Blog.
https://www.grammarly.com/blog/modal-verbs/

Hillers, E. (n.d.). Emotional Acceptance: 3 steps to acknowledge your emotions.

https://www.confidanthealth.com/managing-stress-and-emotions/how-can-i-
manage-and-accept-my-emotions

How to express your feelings: 7 tips. (n.d.). https://www.betterup.com/blog/how-to-

express-your-feelings

Kaimal, G., Kendra Ray, K. , & Muniz, J. (2016). Reduction of cortisol levels and
participants’ responses following art making. National Library of Medicine.
Retrieved February 27, 2024, from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5004743/

Lidgey, B. (2018). What is a lightning talk? - Ben Lidgey - Medium. Medium.

https://medium.com/@benlidgey/what-is-a-lightning-talk-6344fe239e3e

Lile, S. P. (2021). Lightning Talks and Ignite Talks: A beginners guide| The Beautiful
Blog. https://www.beautiful.ai/blog/lightning-talks-and-ignite-talks-a-beginners-guide
Lyubchenko, J. (2023, July 29). How to Express Your Feelings (with Pictures) -
wikiHow. wikiHow. https://www.wikihow.com/Express-Your-Feelings

Modal verbs. (2023). Hello Vaia.

https://www.hellovaia.com/explanations/english/english-grammar/modal-verbs/

My English Language. (2020, May 28). Modal Verbs - Grammar Guide - My English
Language. https://www.myenglishlanguage.com/english-grammar/modal-verbs

“Will” or “be going to”? (n.d.). https://www.perfect-english-grammar.com/will-or-be-

going-to.html

Seonaid (n.d.). “Will” or “be going to”? https://www.perfect-english-grammar.com/will-or-

be-going-to.html

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 Sympathy collocations. Sentence collocations by Cambridge Dictionary. (2023).
https://dictionary.cambridge.org/collocation/english/sympathy

Tartakovsky M. (2022, March 30). How to express your emotions in a romantic

relationship. Psych Central. https://psychcentral.com/blog/how-to-express-
emotions-in-relationships

Van Dyke, K. (2021). Feeling stuck? How to express your feelings. Psych Central.
https://psychcentral.com/lib/feeling-stuck-how-to-express-your-feelings#sharing-
your-feelings

Page 53
Page 54
 Welcome to module 2. In this module, you will be delving into the complex world of
human emotions, using carefully selected adjectives to help you articulate and understand
your feelings and those of others. This module aims to provide you with a comprehensive
understanding of the various emotional states, including joyful, melancholic, anxious, and
many more. By learning to identify and express your emotions in a nuanced and
sophisticated way, you can gain greater insights into your lives, as well as foster deeper
connections with the people around you. So, let's start exploring the rich tapestry of
emotions that make us human!

Watch this video clip Module 2 Dreams and Passion

This module is designed to enhance your language skills in personal expression and
communication. Throughout this course, you'll learn to describe your dreams and passions
effectively, express your interests formally, and engage in conversations using phrasal
adjectives, modals, collocations, and colloquial expressions. By the end of this module, you
will gain a deeper understanding of how to effectively express yourself and interact with
others in an informal and conversational way.

At the end of this module, you should be able to

1. articulate your dreams and passions with precision by expressing your interests
formally and conversationally;
2. engage in conversations confidently by employing modals, collocations, and
colloquial expressions effectively; and
3. interact with others in a more relaxed and natural manner using colloquial
expressions.

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 Lesson One
Describing Emotions and
Expressing Feelings

At the end of the lesson, you should be able to

1. distinguish between Emotions and Feelings;

2. categorize diverse emotions based on Paul Ekman’s research;
3. utilize the Anger Iceberg Model for Deeper Emotional Understanding.

Good day, class. Today's lesson delves into the intricate realm of emotions and the
art of expressing feelings effectively. Our primary objectives are twofold: to differentiate
between emotions and feelings and to categorize these emotions based on the insightful
research of Paul Ekman. Additionally, we'll navigate the Anger Iceberg model to unravel the
connection between specific feelings and their underlying fundamental emotions.

Why is this exploration significant? Understanding our basic emotions not only allows
us to be more in tune with ourselves but also equips us with the tools to articulate our feelings
through adjectival phrases. This skill is crucial, not only for personal self-awareness but
equally important for fostering meaningful connections with others. When we can convey
our emotions, those around us can better comprehend our present emotional states,
facilitating a more harmonious and responsive environment.

To kick-start our journey, let's first grasp the distinction between emotions and
feelings. Another insightful article is also found here. Let's embark on this exploration

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together, unraveling the intricacies of our emotional landscape and gaining valuable insights
that will serve us in various aspects of our lives.

M2L1-Reading Activity

http://www.differencebetween.net/miscellaneous/difference-between-feelings-
and-emotions/

Emotions VS Feelings:

Emotions are complex, involuntary responses to specific stimuli or situations. They

involve physiological changes, such as changes in heart rate or facial expressions, and are
often considered to be universal across cultures.

Emotions are typically brief and intense, occurring in response to a particular event
or stimulus.

Emotions are thought to have evolutionary roots, serving adaptive functions related
to survival and decision-making.

Examples: Joy, anger, fear, sadness, surprise, and disgust are considered basic
emotions.

Feelings are subjective experiences that arise from emotions. They are conscious,
cognitive interpretations of emotional responses and are influenced by personal and cultural
factors.

Feelings are generally longer-lasting than emotions and may persist over time as we
reflect on or interpret our emotional experiences.

Feelings are shaped by individual experiences, beliefs, and thought processes. They
can vary widely between individuals and cultures.

● Examples: Happiness, contentment, unease, and satisfaction are examples of

feelings.

1. Happiness radiated from her as she danced around the room, her face
beaming with joy.
2. She felt happiness when she saw her friends at the party.
3. Despite the challenges, a sense of contentment enveloped him as he sat by
the fireplace, savoring the quiet moment.
4. After a long day, he found contentment in a good book and a cup of tea.

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 5. Unease crept in as she walked down the dimly lit alley, her senses on high
alert.
6. Unease filled the room as the storm approached.
7. Upon completing the project, a wave of satisfaction washed over him, knowing
his hard work had paid off.
8. The student's satisfaction was evident when she received an A on her exam.

To capsulize, emotions are the immediate and involuntary responses to stimuli, while
feelings are the conscious and subjective experiences that arise from these emotional
responses. It's important to note that not everyone agrees on a clear distinction between
these terms, and they are often used interchangeably in everyday language.

M2L1-A Reading Comprehension

From the reading link above, answer the following questions:

1. How do emotions and feelings differ in terms of their definition and triggers?

2. What are the five emotions that are similar to all cultures?

3. How are thoughts, emotions, and feelings interconnected?

4. What is the role of the limbic system in regulating emotions?

5. How do thoughts influence our emotions and feelings?

M2 L1B:

Following are pictures of individuals whose countenances depict the seven

emotions. You will notice that under each picture (REFER TO THE ATTACHMENT
BELOW) is a link that will lead you to further reading about each of these universal human
emotions. Click the link for these further readings

1. ANGER
2. DISGUST
3. ENJOYMENT
4. FEAR
5. SADNESS
6. SURPRISE
7. CONTEMPT

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 The figure below uses the metaphor of an iceberg to imply the relationship between
emotions and feelings. Your task is to figure out the feelings that emanate from the basic
emotions through the use of the Anger Iceberg as a model.

Fill out the table below by indicating feelings that emanate from each of the
basic emotions.

HAPPINESS

SADNESS

DISGUST

FEAR

SURPRISE

CONTEMPT

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 1. Ecstatic:
○ Definition: Extremely happy or joyful.
○ Example: She was ecstatic when she received the job offer.
2. Apprehensive:
○ Definition: Anxious or fearful about something that might happen.
○ Example: He felt apprehensive before the important presentation.
3. Resigned:
○ Definition: Accepting a situation that is undesirable with a sense of calm or
without protest.
○ Example: After the initial disappointment, she became resigned to the decision.
4. Pensive:
○ Definition: Deeply thoughtful, often with a hint of sadness.
○ Example: As the sun set, he became pensive, reflecting on the day's events.
5. Indignant:
○ Definition: Feeling anger and surprise because you feel insulted or unfairly
treated.
○ Example: She was indignant about the way she was treated by her colleague.

M2L1C - Quiz on Vocabulary: Fill in the blanks with the appropriate emotion or
feeling from the vocabulary.

1. The news of her promotion made her ____________.

2. Despite the challenges, he approached the task with a ____________ attitude.
3. As the movie reached its climax, the audience became ___________.
4. After the unexpected delay, passengers grew ____________ with the airline's service.
5. He was ____________ about the upcoming exam, unsure of what to expect.

M2-L1-PreTask A: Expressing Emotions

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Page 61
 The Anger Iceberg is a concept developed by the Gottman Institute that describes
anger as an iceberg, with the visible tip being the outward expression of anger, such as
yelling, stomping, or raised voices. However, beneath the surface, there are other emotions
involved, like frustration, hopelessness, disappointment, pain, jealousy, loneliness, or fear.
This model helps individuals understand the underlying feelings that contribute to their anger
reactions, fostering a deeper understanding of their emotional responses. By identifying and
addressing these underlying emotions, individuals can better manage their anger and
develop healthier coping mechanisms. The Anger Iceberg model is particularly helpful in
various situations, such as when feeling frustrated at work, arguing in a relationship, or
dealing with family issues. It promotes emotional intelligence and encourages open
expression of a full range of emotions, regardless of gender. By understanding the anger
iceberg, individuals can improve their emotion regulation, communication, and empathy in
interpersonal relationships, leading to better conflict resolution and emotional well-being.

Now, your task is to share your personal experiences applying emotions and feelings.

M2 L1 Pre-task B: Adjectival Expressions

When it comes to adjectival expressions, they're a vital component of the English language.
They give us the ability to modify or add depth to nouns and pronouns, making our
sentences more detailed and descriptive.

Adjectival expressions can come in different forms. For example, you might have an
adjective phrase, which is a group of words that includes an adjective and any other words
that modify or complement it. Or, you might have an adjectival participle, which is formed
from a verb and functions as an adjective, describing or modifying a noun.

Let's take a look at an example of an adjective phrase. In the sentence "The man with short
hair is running in the park," the words "with short hair" are an adjective phrase. This phrase
gives us more information about the noun "man," making the sentence more vivid and
engaging.

Another example is an adjectival participle. In the sentence "The broken vase is on the
table," the word "broken" is an adjectival participle. It's formed from the verb "break" and
functions as an adjective, describing the noun "vase."

Adjectival expressions can be placed before or after the noun they modify, and they can also
be used to form comparative or superlative degrees. For instance, in the sentence "This
book is more interesting than that one," the adjective "interesting" is used to a
comparative degree to compare two books.

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In short, adjectival expressions are a crucial part of the English language, allowing us to
modify and add depth to nouns and pronouns. They can come in different forms, such as
adjective phrases or adjectival participles, and can be used to form comparative or
superlative degrees.

The phrases/expressions highlighted in the article are called adjectival expressions. They
are phrases that act as adjectives by describing or modifying nouns in a sentence. These
expressions typically begin with a preposition and provide additional information about the
noun they are referring to. In the context of the article, the examples demonstrate how
adjectival phrases can be used to describe people, objects, or situations within sentences,
showcasing their role in adding detail and specificity to the nouns they modify.

Delving deeper into our lesson on feelings and emotion, Paul Ekman, a renowned
psychologist, defines emotions as automatic appraisals. According to Ekman, emotions are
rapid, automatic responses to specific events or stimuli. These appraisals happen almost
instantaneously, often before conscious thought.

Emotions, in Ekman's view, serve as adaptive responses to environmental stimuli. These

automatic appraisals help individuals to quickly assess and respond to situations,
contributing to survival and well-being.

● Ekman conducted extensive cross-cultural research and identified seven universal

emotions that transcend cultural differences. These emotions are considered
innate and recognizable across diverse societies.
1. Joy
2. Sadness
3. Anger
4. Fear
5. Disgust
6. Surprise
7. Contempt
● Cultural Universality:
○ Regardless of cultural backgrounds, people can recognize and express
these emotions in similar ways, supporting the idea that certain emotions
have biological and evolutionary underpinnings.

Discussing the Link Between Emotions, Stimuli, and Personal Experiences:

● Emotions and Stimuli:

○ Emotions are often triggered by specific stimuli or events. For example,
the sight of a loved one may evoke joy, while a threatening situation may

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 trigger fear. These emotional responses are part of the automatic appraisal
process.
● Personal Experiences:
○ Personal experiences shape how individuals perceive and respond to
stimuli. Two people may have different emotional reactions to the same
event based on their unique histories, beliefs, and personal contexts.

Discussing Emotional Awareness and the Role of Dr. Ekman in Understanding Emotions

● Emotional Awareness involves recognizing and understanding one's own

emotions and the emotions of others. It plays a crucial role in effective
communication, interpersonal relationships, and overall well-being.
● Dr. Ekman's work has significantly contributed to our understanding of emotions,
their universality, and the role of facial expressions in conveying emotional states.
His research has practical applications in fields such as psychology, sociology,
and communication.
● Ekman is also known for his work on micro-expressions, fleeting facial
expressions that reveal true emotions. These micro-expressions, often
subconscious, can provide valuable insights into a person's emotional state.

Paul Ekman's theory of emotions as automatic appraisals, the identification of universal

emotions, and the recognition of the link between emotions, stimuli, and personal
experiences have significantly advanced our understanding of human emotions and
behavior. Ekman's contributions continue to shape the fields of psychology and emotional
intelligence.

M2-L1 Activity 2:

While there are differing views among experts, most emotion scientists agree that
there are at least five core emotions. Dr. Ekman’s research shows the strongest evidence
to date of seven universal facial expressionsLinks to an external site. of emotions.

Which emotions are universal?

Even though the images below depict the seven universal emotions separately, no
emotion exists as a single affective or psychological state. Instead, emotions are a family of
related emotional states which are variations on a shared theme.

Name the 7 universal emotions according to Dr. Ekman by analyzing the following items:

1. Which of the following emotions is considered universal according to Dr.

Ekman?
a. Joy

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 b. Contempt
c. Surprise
d. Envy
2. Which emotion is characterized by a feeling of intense displeasure or
hostility?
a. Happiness
b. Anger
c. Sadness
d. Fear
3. What universal emotion is associated with a sense of revulsion or aversion?
a. Disgust
b. Surprise
c. Contempt
d. Happiness
4. Which emotion is often triggered by a perceived threat or danger?
a. Joy
b. Fear
c. Sadness
d. Surprise
5. What emotion is characterized by a feeling of deep sorrow or unhappiness?
a. Happiness
b. Sadness
c. Anger
d. Contempt
6. Which universal emotion is associated with an unexpected event or
situation?
a. Fear
b. Surprise
c. Disgust
d. Joy
7. What universal emotion is often expressed through a sneer or disdainful
look?
a. Joy
b. Contempt
c. Anger
d. Sadness
8. Which emotion is characterized by a feeling of great pleasure or
contentment?
a. Fear
b. Happiness

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 c. Disgust
d. Sadness
9. What emotion is associated with a feeling of superiority or scorn?
a. Anger
b. Contempt
c. Fear
d. Surprise
10. Which universal emotion is often expressed through tears?
a. Joy
b. Sadness
c. Fear
d. Disgust

Putting it all together

Emotions can be complicated. Some might feel intense, while others seem mild in
comparison. You might feel conflicting emotions at any given time.

But emotions can serve a purpose, even when they’re negative. Instead of trying to change
the emotions you experience, consider how you react to them. It’s usually the reactions that
create challenges, not the emotions themselves.

Adjectival expressions, which are phrases that function as adjectives, provide more
information about nouns. Adjectival expressions often consist of adjectives and other words
that modify nouns.

Prepositional phrases, infinitive phrases, and participial phrases are all types of phrases that
function as adjectives in a sentence.

A prepositional phrase is a group of words that begins with a preposition and ends with a
noun or pronoun. The preposition connects the noun or pronoun to the rest of the sentence,
and the entire phrase functions as an adjective, modifying a noun or pronoun in the
sentence. For example, "The book on the table is mine" contains the prepositional phrase
"on the table," which modifies the noun "book."

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An infinitive phrase is a group of words that includes an infinitive (a verb preceded by the
word "to") and any modifiers or complements associated with it. Infinitive phrases can act
as adjectives, adverbs, or nouns in a sentence. For example, "The man to fix the car is here"
contains the infinitive phrase "to fix the car," which modifies the noun "man."

A participial phrase is a group of words that includes a present or past participle (a verb
ending in "-ing" or "-ed") and any modifiers or complements associated with it. Participial
phrases always act as adjectives, modifying a noun or pronoun in the sentence. For
example, "The dog, barking loudly, scared the mailman" contains the participial phrase
"barking loudly," which modifies the noun "dog. "Here's a review with examples:

1. Prepositional Phrases:
a. "The child, bursting with excitement, couldn't wait to open her birthday
presents."
b. "The musician, consumed with fear, struggled to perform on stage."
c. "The couple, filled with love, exchanged vows in a beautiful ceremony."
d. "The athlete, overwhelmed with joy, hugged his teammates after winning
the championship."
e. "The artist, paralyzed with doubt, couldn't finish his painting."
2. Participial Phrases:
a. "The student, anxious to succeed, studied for hours before the exam."
b. "The writer, frustrated with the rejection, put his manuscript in a drawer."
c. "The activist, inspired by the cause, organized a protest rally."
d. "The dancer, elated by the applause, took a bow after the performance."
e. "The entrepreneur, motivated by the challenge, launched a new product line."
3. Infinitive Phrases:
a. "The actor, eager to impress, took extra classes to improve his skills."
b. "The teacher, determined to help, stayed after school to tutor struggling
students."
c. "The traveler, excited to explore, booked a ticket to a far-off destination."
d. "The artist, driven to create, spent hours in the studio perfecting his craft."
e. "The couple, desiring to connect, turned off their phones during their date
night."

These adjectival expressions add more details to the sentences, making them more
descriptive and interesting, especially when talking about dreams and passions.

M2 L1 Activity 5:

Oral Expression Task: Complete the statements below by using the provided
phrases to express various feelings.

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 buzzes with a vibrant
truly exceptional performance
atmosphere

designed to maximize efficiency demonstrates exceptional

leadership

near the picturesque lake was painted by a talented artist

the most beautiful in the quite an interesting storyline

collection

more challenging than expected handled by our experienced

team

M2L1E: Quiz on adjectival expression

1. The music festival (prepositional phrase), colorful lights, lively crowds, and pulsating
beats energized everyone. It was a fun and festive celebration.
a. with a vibrant atmosphere
b. and a vibrant atmosphere
c. was a vibrant atmosphere
d. because of vibrant atmosphere
2. The portrait, (participial phrase), captures the subject’s essence with remarkable skill
and precision. It motivates artistic expression.
a. was painted by a talented artist
b. painted by a talented artist
c. of a talented artist
d. by a talented artist
3. (infinitive phrase), the escape room challenge pushed our problem-solving abilities to
the limit. It provided thrills to the participants.
a. having more challenges than expected

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 b. more challenging than expected
c. with more challenges than expected
d. to be more challenging than expected
4. (participial phrase) our new scheduling software allows us to allocate resources
effectively and reduce waiting times. This lessens stress and anxiety to users.
a. to maximize efficiency
b. with maximized efficiency design
c. designed to maximize efficiency d. its maximized efficiency design
5. The cozy cabin (prepositional phrase) offered a peaceful retreat away from the chaos of
city life. It offers a relaxing mood.
a. in the serene forest
b. to make it serene
c. located in the serene forest
d. with the serene forest
6. The complex engineering project (participial phrase) ensures seamless execution and
timely delivery. This ensures satisfied customers.
a. by our experienced team
b. handled by our experienced team
c. of our experienced team
d. to be handled by our experienced team
7. (infinitive phrase), our team leader motivates us to achieve our best results. The team
now works with confidence and shows credibility.
a. demonstrating exceptional leadership
b. to demonstrate exceptional leadership
c. with exceptional leadership
d. to exceptional leadership
8. The sun-kissed beach (prepositional phrase) beckoned with its golden sands and
crystal-clear waters. It provided a tranquil escape.
a. under the warm sun
b. by the warm sun

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 c. with the warm sun
d. to the warm sun
9. The ancient ruins (participial phrase) stood as a testament to a bygone era. They
inspired awe and wonder in all who visited.
a. unearthed by archaeologists
b. by archaeologists
c. of archaeologists
d. for archaeologists
10. (infinitive phrase), the culinary class expanded our cooking skills and palate. It
introduced new flavors and techniques.
a. to explore diverse cuisines
b. exploring diverse cuisines
c. with diverse cuisines
d. for diverse cuisines
11. The starlit sky (prepositional phrase) mesmerized with its twinkling constellations
and celestial beauty. It evoked a sense of wonder.
a. on a clear night
b. under a clear night
c. with a clear night
d. for a clear night
12. The innovative technology (participial phrase) revolutionized how we communicate
and connect globally. It enhanced productivity and efficiency.
a. developed by our research team
b. by our research team
c. of our research team
d. for our research team
13. (infinitive phrase), the charity event aims to raise awareness and support for
underprivileged communities. It fosters a sense of unity and compassion.
a. to help those in need
b. helping those in need
c. with those in need
d. for those in need
14. The majestic waterfall (prepositional phrase) cascaded down the rocky cliffs with
thunderous power. It created a mesmerizing spectacle.
a. in the lush valley
b. by the lush valley
c. of the lush valley
d. for the lush valley
15. The intricate design (participial phrase) showcases the craftsmanship and attention
to detail of the artisan. It exemplifies creativity and skill.
a. crafted by a master artisan
b. by a master artisan

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 c. of a master artisan
d. for a master artisan

1. Exploration of Emotions: Today, we delved into emotions, with a focus on Paul

Ekman’s theory of seven universal emotions.

2. Importance of Expressing Feelings: We emphasized the significance of expressing

feelings for self-awareness and effective communication. Expressing feelings aids in
understanding our emotional responses, values, needs, and boundaries. For
instance, acknowledging frustration can lead to self-reflection and problem-solving.

3. Role of Emotions in Communication: Emotions play a crucial role in

communication. Sharing our feelings allows others to understand us better, fostering
empathy and effective communication. Expressing emotions such as joy, sadness,
or concern invites deeper understanding from others.

4. Application of Concepts: I encourage you to apply these concepts in your daily life.
Make an effort to consciously express your feelings in emotional situations, either
privately or with someone you trust. This practice can enhance your self-awareness
and interpersonal relationships.

Expressing feelings is more than just communication; it’s a journey of self-discovery

and relationship building. Each emotional expression contributes to your personal
growth and the quality of your relationships.

Quote for Reflection: Here’s a quote for you to ponder: “Feelings are much like
waves, we can’t stop them from coming but we can choose which one to surf.” -
Jonatan Mårtensson. This quote beautifully encapsulates the essence of our
discussion today. Remember, acknowledging and expressing your emotions is a
significant step towards self-awareness and building meaningful relationships. 😊

Thank you for joining this discussion on emotions. I hope your journey towards self-
awareness and effective communication is enlightening and fulfilling. Take care

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 Lesson Two
Expressing Interests

Welcome to this language lesson on expressing interests! In this lesson, we will focus
on the functions of modal verbs and how they can be used to express interests and passions
in a variety of contexts. Modal verbs are essential in the English language as they can
change the meaning of a sentence by indicating likelihood, ability, permission, obligation, or
advice. As we explore the use of modal verbs, we will discover how changing the modal
verb can significantly impact the message conveyed. By the end of this lesson, you will have
a greater understanding of how to use modal verbs to express your interests and passions
effectively. Let's get started!

At the end of the lesson, you should be able to

1. explain the concept of modal verbs and their different functions in a sentence;
2. analyze the impact of changing modal verbs on the meaning and tone of a
sentence;
3. synthesize a paragraph expressing personal interests and passions using modal
verbs in various contexts.
M2L2 - Film Viewing

From Hobby to Career: My journey with photography

https://www.youtube.com/watch?v=mc39eKG-4ug

The Quest for Excellence by Gordon Hinckley https://speeches.byu.edu/talks/gordon-b-

hinckley/quest-excellence/

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The Pursuit of Happyness: Job Interview
https://www.youtube.com/watch?v=UUDKEbX5OQw

M2L2A-Group Work

"What are some of your biggest dreams or passions?" "Why do you think it's important to
pursue your dreams?" The movie clips showcase a series of inspiring stories about
individuals who have pursued their dreams with passion and persistence. These stories
highlight the challenges faced, sacrifices made, and triumphs achieved in the pursuit of their
passions.

You will be divided into three groups. The first group is assigned for the movie clip, From
hobby to career; the second group is the quest for excellence; and the last group is for the
pursuit of happiness.

You will watch the story together in your groups and discuss the main ideas, key events, and
any vocabulary or phrases you find interesting or challenging. When you’re done, prepare to
share your observations to the big group.

"Alright, everyone, let's take a moment to reflect on the incredible stories we've just
explored together. As we wrap up our discussion, it's important to draw connections
between these stories and the objectives of our lesson today.

What we've witnessed through these narratives is the power of passion,

perseverance, and resilience in the pursuit of our dreams. Each character faced their own
set of challenges and obstacles, but they refused to let those challenges define their journey.
Instead, they embraced their dreams with unwavering determination and pushed through
adversity with courage and conviction.

Now, let's think about how these lessons apply to our own lives and the goals we've
set for ourselves. Just like the individuals in these stories, we too encounter obstacles and
setbacks along the way. But it's in those moments of challenge that our determination and
resilience are truly put to the test.

So, as we move forward from today's lesson, let's remember the importance of
staying committed to our dreams, even when the road ahead seems difficult. Let's approach
our aspirations with the same level of passion and perseverance we've seen in these stories,
knowing that with dedication and resilience, anything is possible.

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 I encourage each of you to take these lessons to heart and continue pursuing your
dreams with unwavering determination. Remember, the journey may not always be easy, but
the rewards of seeing our dreams come to fruition are immeasurable.

Let's transition from our reading/watching activity to the exciting main activities
planned for today's lesson, where we'll dive deeper into expressing our dreams and
passions.

As we've seen in the stories, pursuing our dreams often involves navigating through
challenges and obstacles. But it's in overcoming those challenges that we truly discover our
strength and resilience. Let us harness that inspiration and dive into our next activities. We'll
start by practicing modal verbs related to dreams and passions, using language to express
our desires, aspirations, and intentions with clarity and conviction.

Afterward, we'll engage in role-plays or discussions where you'll have the opportunity
to share your own personal aspirations with your peers. This is a chance to not only practice
your language skills but also to connect with one another on a deeper level, sharing in each
other's dreams and offering support and encouragement along the way.

Finally, we'll wrap up with a reflective writing task where you'll have the opportunity
to explore your own dreams and passions more deeply. This is your chance to put pen to
paper and articulate what truly ignites your soul, setting intentions for how you'll continue to
pursue those dreams with purpose and determination.

Get ready to engage your minds and hearts as we embark on this journey together.
Remember, today's activities are not just about language practice—they're about tapping
into the fire within you and fueling your dreams with the power of your words and actions.

Let's dive in and make today's lesson one to remember! Are you ready? Let's do this!"

M2L2-Grammar: Modal Verbs

Modal verbs are a category of auxiliary verbs used to express the attitude of the speaker
towards the likelihood, necessity, permission, ability, or willingness of an action. These verbs
don't have a specific meaning on their own but modify the meaning of the main verb in a
sentence. Here are some common modal verbs and their functions:

1. Can/Could:
○ Ability: "She can inspire others with her passion for dance."
○ Permission: "Could I share my dream of becoming a painter with you?"
○ Possibility: "It could be possible to achieve your dreams if you work hard."
2. Will/Would:

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 ○ Future tense: "I will make my dream of becoming a musician a reality."
○ Willingness: "He would do anything to achieve his dream of becoming a
pilot."
○ Polite requests: "Would you help me pursue my dream of learning a new
language?"
3. Shall/Should:
○ Suggestion: "You should follow your passion for cooking and become a
chef."
○ Obligation: "You shall not let your fears stop you from chasing your dreams."
○ Future actions: "I shall continue to work on my dream of starting a business."
4. Must:
○ Necessity: "You must take risks to achieve your dreams."
○ Certainty: "It must be her dream to become a successful artist."
5. May/Might:
○ Permission: "May I join you in pursuing your dream of traveling the world?"
○ Possibility: "It might be a good idea to pursue your dream of writing a book."
6. Ought to:
○ Duty or obligation: "You ought to pursue your dream of becoming a doctor."
7. Used to:
○ Past habits: "I used to dream of becoming an astronaut when I was a
child."he piano."
8. Need to:
○Necessity: "You need to believe in yourself to achieve your dreams."
9. Dare:
○ Challenge: "How dare you say that my dream of becoming a singer is
unrealistic?"
10. Would rather:
○ Preferences: "I would rather pursue my dream of becoming a writer than
take a stable job.

Modal verbs are often used to add nuance to the meaning of a sentence and indicate
the speaker's perspective on the action or situation. They play a crucial role in expressing
shades of meaning such as obligation, possibility, ability, and permission. The specific
modal verb chosen can influence the overall tone and implication of a statement or question.

Modal verbs are essential in English, indicating likelihood, ability, permission,

obligation, or advice. Changing the modal verb significantly impacts the message conveyed.

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 M2 L2 Vocabulary:

M2 L2 Activity 1: Rewrite the sentences using a different modal verb with a similar
meaning.

1. You need to follow your dreams to achieve your goals.

2. I couldn’t understand why he gave up on his passion.

3. She ought to apologize for belittling his dreams.

4. We are going to have a brainstorming session about our passions next week.

5. You cannot give up on your dreams without trying.

M2 L2 Activity 2: Choose the correct modal verb to complete each sentence.

1. You (would rather, must) follow your dreams, no matter how big they seem.

2. I (used to, will) pursue my passion for painting when I was younger.

3. They (must, can) achieve their dreams if they work hard.

4. She said she (will, would) quit her job to follow her passion.

5. He (will, might) overcome any obstacle to fulfill his dream.

M2 L2 Activity 3: Below are the most used modal verbs. Use the correct form of the
modal verb in the following sentences.

CAN COULD

WILL WOULD

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 MAY MIGHT

SHALL SHOULD

MUST OUGHT TO

1. I wish I __________ follow my dreams without fear.

2. By this time next year, they __________ have made significant progress in their
passion project.

3. You __________ apologize for belittling someone’s dreams.

4. We __________ start a business based on our passion next month.

5. She __________ be ready to present her passion project by 3 PM.

M2 L2 Activity 4: Create sentences using modal verbs based on the given situations.
Use the first person point of view.

1. You have a dream of becoming a successful _______ and you’re planning to take
the first step towards it. (should)

2. You’re passionate about music and there’s a possibility of forming a band with
your friends. (might)

3. Your friend is feeling discouraged about pursuing their passion for writing. You
want to give them advice. (could)

4. You used to be passionate about painting but haven’t been able to paint due to
your busy schedule. (should)

5. You have a choice between a high-paying job that you’re not interested in and a
lower-paying job that aligns with your passion. (must)

M2 L2 Activity 5:

Instruction: Change the underlined words with your personal answers. Whose
encouragement would you like to hear?

Student 1 - Sarah (Passionate about Art):

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Sarah: Hi, everyone! I'm really passionate about art. I can spend hours drawing and
painting. Last weekend, I visited a local art gallery, and it was so inspiring. I think everyone
should explore their creative side.

Teacher: That's wonderful, Sarah! It sounds like you had a great experience. Can you share
more about the art gallery? What kind of art did you see?

Student 2 - Alex (Passionate about Technology):

Alex: Hey, everyone! I'm passionate about technology. I believe it will shape our future. I
should learn programming, and I might even develop my own app someday.

Teacher: That's an exciting passion, Alex! Developing your own app sounds ambitious.
What kind of app do you envision creating, and how do you think it could impact people's
lives?

Student 3 - Mia (Passionate about Travel):

Mia: Hi, everyone! I'm passionate about traveling. I think everyone ought to experience
different cultures. Last summer, I could travel to Europe, and it was amazing. I think more
people should explore the world.

Teacher: That sounds like an incredible experience, Mia! Can you share a memorable
moment from your trip? And do you think everyone should travel, or are there situations
where it might not be suitable?

Student 4 - Jake (Passionate about Music):

Jake: Hey, everyone! I'm really into music. I can play the guitar, and I would love to start a
band. I think everyone ought to appreciate different music genres.

Teacher: That's fantastic, Jake! Starting a band sounds like a fun idea. What kind of music
do you play, and how do you think playing music could positively influence people's lives?

Great job, everyone! Today, we've heard about some amazing passions, and we've used
modal verbs to express possibilities, abilities, and preferences. As we continue with our
lesson, we'll delve deeper into modal verbs and their various functions. Keep up the
enthusiasm, and let's explore the world of modals together!

M2 L2 Activity 7:

Orally complete sentences using modals to express permission, possibility, certainty, ability,
and necessity.

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 1. I __________ speak three languages. (ABILITY)
2. If you study hard, you __________ succeed. (FUTURE EVENT BASED ON
CONDITION)
3. She said she __________ come to the party, but she's not sure. (EXPRESS
POSSIBILITY OR CERTAINTY)
4. You __________ ask for permission before leaving. (INDICATE NECESSITY
OR OBLIGATION)
5. He looks tired; he __________ take a break. (GIVE ADVICE OR SUGGEST)
6. __________ I borrow your pen for a moment, please? (ASK PERMISSION
POLITELY)
7. We __________ go to the concert if we finish our work on time. (FUTURE
EVENT BASED ON CONDITION)
8. You __________ eat more vegetables for a balanced diet. (GIVE ADVICE OR
MAKE A RECOMMENDATION)
9. They _____ be at the meeting by 9 AM. (INDICATE NECESSITY OR
OBLIGATION)
10. He said he _____ help us with the project. (FUTURE ACTION IN A REPORTED
SPEECH)

M2 L2 Activity 6: "Passion Presentation"

You will give a short speech presentation/discussion on a topic you are passionate
about, utilizing modals. Make sure to share why you are enthusiastic about the subject, its
significance, and any personal experiences related to it. Remember the modal verbs you've
learned (can, could, will, would, shall, should, must, may, might, or ought to). It's crucial to
integrate these modals into your presentation to express abilities, possibilities, obligations,
and preferences. I encourage you to engage in interaction and reflection by incorporating
modals into your interactions.

For example:

● "Could you tell us more about...?"

● "What might be the impact of...?"
● "Should we consider alternative approaches?"

After all presentations are complete, engage in a reflective discussion. Share what you
learned from your classmates' presentations and discuss how modals were effectively used
to convey ideas.

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 RUBRIC FOR THIS ACTIVITY

Criteria Excellent (4) Good (3) Fair (2) Poor (1)

Content The presentation The presentation The presentation The presentation

is well-organized is mostly well- is somewhat is poorly
and includes organized and disorganized and organized and
relevant and includes some includes limited or includes little to
interesting relevant and irrelevant no relevant or
information. The interesting information. The interesting
presenter shows information. The presenter shows information. The
a deep presenter little presenter shows
understanding of demonstrates understanding of no
the topic and some the topic and understanding of
effectively understanding of struggles to the topic and
communicates the topic and communicate fails to
their passion for communicates their passion for communicate
it. their passion for it. their passion for
it. it.

Delivery The presenter The presenter The presenter The presenter

speaks clearly speaks clearly speaks hesitantly speaks hesitantly
and confidently, and confidently or unclearly at or unclearly
using appropriate for the most part, times, and may throughout, and
tone and body but may be have difficulty fails to engage
language to somewhat engaging the the audience.
engage the monotone or use audience. The The presentation
audience. The limited body presentation may goes significantly
presentation is language. The go over or under over or under the
delivered within presentation is the time limit, and time limit, and
the time limit and delivered within may lose the loses the
holds the the time limit and audience's audience's
audience's generally holds attention at times. attention.
attention the audience's
throughout. attention.

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Interaction The presenter The presenter The presenter The presenter
encourages attempts to does not does not attempt
interaction and encourage effectively to encourage
effectively interaction, but encourage interaction, and
responds to may struggle to interaction, and fails to respond
questions and respond to may struggle to to questions and
comments from questions and respond to comments from
the audience. comments from questions and the audience.
The audience is the audience. The comments from The audience is
actively engaged audience is the audience. The disengaged and
and participates somewhat audience is does not
in the discussion. engaged and somewhat participate in the
participates in the disengaged and discussion.
discussion. participates
minimally in the
discussion.

Overall The presentation The presentation The presentation The presentation

Effectiveness is highly is engaging, is somewhat is not engaging
engaging, informative, and engaging and or informative,
informative, and somewhat informative, but and fails to
inspiring. The inspiring. The does not inspire inspire the
presenter presenter the audience. The audience. The
effectively effectively presenter may presenter does
communicates communicates struggle to not effectively
their passion for their passion for effectively communicate
the topic and the topic, but may communicate their passion for
leaves a lasting not leave a their passion for the topic.
impression on lasting impression the topic.
the audience. on the audience.

M2L2 -QUIZ ON MODAL VERBS

Fill in the blanks with the correct modals

1. She ____ express her feelings through art.

2. He _____ pursue a career in music.
3. You _____ follow your heart.
4. We _____ believe in our dreams.
5. _____ you share your aspirations with the class?
6. It ____ take time, but dreams can come true.
7. She ____ overcome her fears to achieve her goals.
8. He ____ dedicate himself to acting.

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 9. I ____ love to travel the world.
10. _____ we discuss our passions?

Today, we explored modal verbs and their functions, practiced using them through a
“Passion Presentation” activity, and learned about each other’s passions. We reviewed
various modal verbs, heard inspiring presentations about diverse interests, and engaged in
interactive discussions. You demonstrated your understanding of modal verbs in a quiz.
Remember, mastering modal verbs enhances your language skills. Keep practicing and
bring any questions to our next session. Thanks for your participation today. Have a great
day!

Reflection Question: “How has your understanding of modal verbs improved after this
lesson, and how do you plan to apply this knowledge in expressing your dreams and
passions?”

Quote: "Language shapes our behavior and each word we use is imbued with multitudes
of personal meaning. The right words spoken in the right way can bring us love, money
and respect, while the wrong words—or even the right words spoken in the wrong way—
can lead a country to war. We must carefully orchestrate our speech if we want to achieve
our goals and bring our dreams to fruition.” — Dr. Andrew Newberg, Words Can Change
Your Brain

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 Lesson Three
Interacting Formally: Sharing Experiences
and Passion

Welcome to Module 2, Lesson 3 - "Interacting Formally: Sharing Experiences and

Passion." In this session, we delve into the art of effective communication, focusing on the
formal sharing of personal experiences and passions. Communication is a cornerstone of
success in both personal and professional realms, and the ability to convey one's thoughts
and emotions with clarity and resonance is a skill worth honing.

Today's lesson is designed to elevate your communication skills by incorporating

colloquial expressions and collocations. We understand that using language effectively is
not just about correctness but also about injecting life and authenticity into our interactions.
As we explore the power of sharing personal stories, we'll weave in expressions that add
color and nuances, making your communication more vibrant and engaging.

Whether you are crafting a written piece or engaging in spoken communication, the
goal is to connect with your audience authentically. We will explore the impact of language
on building rapport, credibility, and fostering meaningful connections. Through practical
activities, writing tasks, and spoken exercises, you will not only enhance your language
proficiency but also discover the transformative potential of sharing your experiences and
passions in a formal setting.

So, let's embark on this journey of self-expression and connection, where your words
become the bridge that brings people closer.

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At the end of the lesson, you should be able to

1. share experiences and passion formally using colloquial expressions and

collocations;
2. facilitate constructive feedback in written and spoken task;
3. cultivate effective communication skills for building rapport and credibility; and
4. demonstrate the importance of sharing personal experiences to connect with
others.

Effective communication is essential in personal and professional life. This lesson

focuses on formally sharing experiences and passions, emphasizing on our connections
through personal stories.

Our focus is on expressing ourselves formally, weaving in the vibrant fabric of language.
Now, I know you're no strangers to the power of words. They can be more than just carriers
of information; they're bridges that connect us, vehicles for our experiences and passions.
So, let's embark on a journey where your words become the brushstrokes by painting vivid
pictures and making your communication truly impactful.

In our exploration today, we're not just using language; we're crafting it. We'll be reaching
into our linguistic toolbox, specifically at the B2 level, to pull out colloquial expressions and
collocations. Think of it as adding a touch of flair to your language canvas, making your
expressions more dynamic and engaging.

But why stop there? Effective communication isn't a one-way street. It involves not just
sharing but also listening actively and providing thoughtful feedback. It's a dance, a give-
and-take, and we're here to master the steps.

As we delve into the intricacies of formal interaction, we'll uncover the art of building
rapport and credibility. Language, when used skillfully, becomes a bridge between
individuals, connecting on a deeper level. So, let's learn not just to speak but to communicate
in a way that resonates, in a way that forges connections.

Remember, your experiences and passions are uniquely yours, and today, we're
equipping you with the linguistic tools to express them authentically and powerfully. Hence,
without further ado, let's jump into the heart of our lesson - "Sharing Experiences and
Passion: The Art of Formal Communication." Get ready to paint with words!

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M2L3-Vocabulary: Colloquial Terms related to pursuing dreams and passion

List of Colloquial Terms

1. dream big: To have ambitious hopes or plans

2. follow your heart: To pursue what you love or what you’re passionate about
3. chase your dreams: To actively pursue your dreams or goals
4. burning desire: A very strong or passionately felt need or desire
5. on cloud nine: Extremely happy or satisfied when a dream or passion is realized
6. sky’s the limit: There is no limit to one’s dreams or potential
7. pipe dream: An unattainable or fanciful hope or scheme
8. fuel the fire: To feed or stir up one’s passion or enthusiasm.
9. go the extra mile: To go above and beyond in the pursuit of a dream or passion
10. get the ball rolling: To start or initiate a plan or dream
11. hit the ground running: To start a project quickly and energetically
12. in the zone: Completely focused or immersed in a task, particularly one that
involves a passion or dream
13. dream come true: A dream or aspiration that has become a reality
14. bite the bullet: To face a difficult or unpleasant task, like pursuing a challenging
dream or passion
15. pull oneself up by one’s bootstraps: To succeed through hard work and
perseverance, often in pursuing a dream or passion
16. the world is your oyster: You have the ability and the freedom to do whatever
you want, including pursuing your dreams and passions
17. throw in the towel: To give up on a dream or passion, often due to difficulties or
challenges
18. back to the drawing board: To start a task all over again, especially after a
setback in pursuing a dream or passion
19. go for broke: To risk everything in pursuit of one’s dreams
20. take the bull by the horns: To face a challenge directly and bravely, especially
when going after your dreams

List of Collocations

1. Pursue a dream: To actively work towards achieving a dream.

2. Fulfill a dream: To achieve or realize a dream.
3. Dream come true: A dream or aspiration that has become a reality.

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 4. Chase a dream: To actively pursue a dream.
5. Dream big: To have ambitious hopes or plans.
6. Live the dream: To experience in reality what one has long wished for.
7. Dream up: To invent or imagine something, especially an idea, plan, or excuse.
8. Beyond one’s wildest dreams: More than one could ever imagine or hope for.
9. In your dreams: Used to say that something one is hoping for is not likely to happen.
10.Passion for: A strong liking or desire for or devotion to some activity, object, or
concept.
11.Stir up passion: To provoke or incite strong feelings or enthusiasm.
12.Passion project: A project or activity one does for enjoyment or relaxation rather
than money.
13.Burning passion: A very strong or passionately felt need or desire.
14.Fuel the passion: To feed or stir up one’s passion or enthusiasm.
15.Passion fades: When the strong feeling or enthusiasm for something decreases
over time.
16.Share a passion: To have the same strong interest or enthusiasm as someone else.
17.Driven by passion: Motivated or led by a strong feeling of enthusiasm or excitement
for something.
18.Passion turns into: When a strong interest or enthusiasm evolves or changes into
something else.
19.Passion meets purpose: When one’s strong interest or enthusiasm aligns with their
sense of meaning or intention.
20.Passion takes over: When one’s strong interest or enthusiasm becomes the
dominant or controlling factor.

M2L3A-Quiz on Colloquial Expressions and Collocations

Instructions: Fill in the blanks with the appropriate colloquial expressions or collocations from
the provided list. After completing the exercise, review the answers and discuss how each
expression fits in the given context.

Sentence 1: After weeks of intense preparation, the team was ready for the big presentation.
Everyone knew it was a __________, and the pressure was on.

Sentence 2: When discussing your career goals in an interview, it's crucial to not only share
your ambitions but also to __________ with the company's mission and values.

Sentence 3: The unexpected success of their new product launch came completely
__________. No one anticipated such a positive response from customers.

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Sentence 4: I was about to give up on my fitness journey, but my friend encouraged me to
__________ and keep pushing through the challenges.

Sentence 5: In the world of business, it's essential to __________ on industry trends to stay
ahead of the competition.

M2L3D-Dream Journaling

Instructions:

1. Recall a day when you felt you did something related to the fulfillment of your dream or passion.

2. Write a journal entry using the following terms. Bold or underline them in your sentences.

burning desire

on cloud nine

sky's the limit

dream come true

beyond one's/my wildest dreams

3. Exchange journal with a classmate. Write your comments as appreciation to your classmate's journal
entries. Use the following terms.

dream big

follow your heart

go the extra mile

bite the bullet

the world is your oyster

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Rubric: Dream Journaling (Dreams & Passion)

Criteria Excellent (4 Good (3 pts) Developing (2 Needs

pts) pts) Improvemen
t (1 pt)

Recalling a - Clearly - Identifies a day - Mentions a day - Entry lacks

Dream/Passi identifies a and action related to a clear
on specific day related to dream/passion, connection
and action fulfilling a but action is to
related to dream/passion. unclear. - Lacks dream/passi
fulfilling a - Details may be context or on or
dream/passion. lacking. significance. specific
- Details action.
provide
context and
significance of
the event.

Journal Entry - All five - Three to four - One or two - Vocabulary

(Vocabulary) vocabulary vocabulary vocabulary terms are
terms are used terms are used terms are used missing or
boldly or boldly or boldly or not used
underlined underlined and underlined, but correctly.
and integrated mostly may not be well-
naturally. - integrated well. - integrated. -
Sentences Some Limited
demonstrate understanding understanding
understanding of term meaning of term meaning
of term is shown. is shown.
meaning.

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Journal Entry - Entry conveys - Entry describes - Entry lacks - Entry does
(Content) strong fulfilling a strong emotional not clearly
emotions and dream/passion, connection or describe
details about but emotions details about fulfilling a
the experience and details are fulfilling a dream/passi
of fulfilling a somewhat dream/passion. - on.
dream/passion. limited. - Entry Entry uses
- Entry uses uses some minimal
vivid language descriptive descriptive
and reflects on language and language and
the significance reflects on the lacks reflection
of the experience to a on the
experience. lesser extent. experience.

Peer - All five - Three to four - One or two - Vocabulary

Feedback vocabulary vocabulary vocabulary terms are
(Vocabulary) terms are used terms are used terms are used, missing or
appropriately in appropriately in but may not be not used
written written used correctly. - correctly in
comments. - comments. - Comments are comments. -
Comments are Comments are brief or lack Feedback is
encouraging mostly encouragement lacking or
and specific, encouraging, but for pursuing unhelpful.
offering may lack dreams/passion
suggestions for specifics or s.
pursuing suggestions.
dreams/passio
ns.

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 Peer - Feedback - Feedback - Feedback is - Feedback is
Feedback focuses on acknowledges basic or lacks absent or
(Content) appreciating the classmate's specific negative.
the classmate's effort and offers encouragement
effort and some for pursuing a
provides encouragement dream/passion.
thoughtful for pursuing their
encouragemen dream/passion.
t for continuing
to pursue their
dream/passion.

Presentation - Entry is neat, - Entry is mostly - Entry may be - Entry is

well-organized, neat and messy or difficult to
and easy to organized. disorganized. read and
read. All terms Underlining/bold Underlining/bold understand.
are ing of terms may ing of terms may
underlined/bol be inconsistent. be missing or
ded inconsistent.
consistently.

M2L3E-Narrating a Collaborative Task

Instructions:

1. Have you been part of a group?

2. Narrate a detailed account of a task or project you did with a group or team.
3. Use the following terms in your narration. Bold or underline them in your narration.
pipe dream
get the ball rolling
in the zone
dream come true
throw in the towel
back to the drawing board

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 Criteria Excellent (4 Good (3 pts) Developing (2 Needs
pts) pts) Improvement
(1 pt)

Introduction - Clearly - Mentions - Briefly - Omits

establishes the having been in mentions mentioning
context of a group, but groups, but group
group work by lacks clarity on doesn't participation.
answering context. specify
"Have you participation.
been part of a
group?"

Narration - Provides a - Provides an - Briefly - Description

(Detail) clear and account of a describes a of group
detailed group group task/project is
account of a task/project, task/project, unclear or
group but may lack but lacks key missing. -
task/project, details in details. - Roles Roles and
including: - some areas. - and responsibilitie
Goal/Objective Roles and responsibilitie s are absent.
- Roles and responsibilitie s are not
Responsibilitie s might be mentioned.
s - Challenges unclear.
Faced -
Strategies
Used

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Narration - All five - Three to four - One or two - Vocabulary
(Vocabulary) vocabulary vocabulary vocabulary terms are
terms are used terms are used terms are used missing or not
boldly or boldly or boldly or used correctly
underlined underlined underlined, in relation to
and integrated and mostly but may not be group work.
naturally. - integrated well-
Sentences well. - Some integrated. -
demonstrate understanding Limited
understanding of term understanding
of term meaning is of term
meaning in the shown in meaning in
context of relation to context of
group work. group work. group work is
shown.

Narration - Narration is - Narration - Narration is - Narration is

(Engagement) engaging and describes the basic and unclear or
clearly conveys group project, lacks details lacks details
the speaker's but may lack that capture about the
experience in details that listener's group
the group fully engage interest. - experience.
project. - Uses the listener. - Descriptive
vivid language Descriptive language is
to describe language is minimal.
challenges, somewhat
strategies, and limited.
the overall
experience.

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Conclusion - Ends with a - Provides a - Lacks a clear - Conclusion is
clear reflection brief concluding missing.
on the conclusion statement or
value/benefits that mentions reflection on
of working in a the the group
group. - May completion of experience.
mention the project.
lessons learned
or skills
developed.

Rubric: Narrating a Collaborative Task (M2L3E)

M2 L3B-Writing Activity

Instructions: Write a five sentence paragraph about dreams and passions using five from
the lists of colloquial terms and/or collocations. Bold or underline the used terms.

M2L3C-Speaking Activity

Memorize the written paragraph and deliver it as a speech. You may add a personal
experience/anecdote as your attention-getting device and end with a quotation.

M2L3F-Group Work: The Company

Instructions:

1. Assign the following roles among the members of your group:

Marketing Manager

Sales Representative

Project Manager

Human Resource Manager

Chief Information Officer

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 2. Research your assigned roles, understanding the typical language used in
your respective professions.
3. Create a professional profile or ‘About Me’ page for your assigned role. This
should include a brief introduction, your professional experiences, skills, and
aspirations.
4. You may use the following terms/expressions in your profile:

chase my dreams

go for broke

pursue a dream

fulfill a dream

dream big

dream up

passion for

stir up passion

5. Put all together the profiles and as a group formulate the mission statement
and the vision statement of the company.

Take Away/reflection

Below are quotations/famous lines related to dreams and passions. Pick one and explain
the one that you like the most.

1. "The future belongs to those who believe in the beauty of their dreams." - Eleanor
Roosevelt (As quoted in BrainyQuote, n.d.)
2. "The only way to do great work is to love what you do. If you haven't found it yet,
keep looking. Don't settle." - Steve Jobs (Commencement Address at Stanford
University, 2005)
3. "Where there is no vision, the people perish." - Proverbs 29:18 (New International
Version, Biblica, 2011)
4. The cave you fear to enter holds the treasure you seek." - Joseph Campbell (The
Power of Myth, 1988)
5. "Twenty years from now you will be more disappointed by the things that you
didn’t do than by the ones you did do. So throw off the bowlines. Sail away from

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 safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover." - H.
Jackson Brown Jr. (P.S. I Love You, 1990)
6. "The mind is everything. What do you think you will become." - Buddha (As quoted
in Walshe, 2012)

Collocation and colloquial terms are both important aspects of language use, but they have
different meanings and applications.

Collocation refers to the way words are used together in a language. It's all about the
tendency of certain words to occur together more often than would be expected by chance.
Collocations are based on the syntagmatic relationships between words, which means the
way words are arranged and combined in a sentence. Collocations can be strong or weak,
and some can even become fixed expressions or idioms. Collocations are important in
language learning and usage because they can affect the grammar and the "feel" of a
sentence. Using typical collocations can make speech or writing sound more natural and
familiar.

Colloquial terms, on the other hand, refer to informal language that is used in everyday
conversation by a specific geographical region or group of people. Colloquialisms are like
the language that you use with your friends and family, but not necessarily in formal or
academic settings. Colloquial language can include slang, jargon, idioms, and other informal
expressions that are unique to a particular region or group. Colloquialisms can add
authenticity and informality to writing, but they can also make writing less accessible or
understandable to people who are not familiar with the specific region or group that uses
them.

In summary, collocation and colloquial terms are two different but important aspects of
language use. Collocation is about the way words are used together, while colloquial terms
refer to informal language used in everyday conversation. Both are important in making
language sound natural and authentic, but they have different applications and effects.

For continuous skill development, consider resources like “Crucial Conversations”, “Talk
Like TED”, “The Charisma Myth”, “Nonviolent Communication”, online courses, language
exchange groups, and Toastmasters International. Remember, communication is a lifelong
skill that evolves with practice and learning.

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Reflect on a recent conversation you had, either personal or professional. Consider the
following points:

1. How effectively did you use language to express your thoughts and feelings?

2. Did you build rapport and credibility with the person you were communicating
with? How?

3. Did you feel a connection with the person due to the language used?

4. How did your communication skills contribute to the success of the conversation?

5. Were there any misunderstandings or conflicts during the conversation? If so, how
could you have used language more effectively to prevent them?

Write down your reflections and consider how you can apply the lessons learned in future
conversations. Remember, effective communication is a continuous learning process. 😊

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 Lesson Four
Reacting and Relating to Others through
Communication Styles

Welcome language enthusiasts to an exciting journey into the world of colloquial

expressions related to dreams and passion! In today’s session, we’ll explore these linguistic
gems that add authenticity and flair to our communication.

Our focus is “Mastering Colloquial Communication” related to dreams and passion. We’ll
delve into effective communication, focusing on employing colloquial language and fostering
essential skills for giving and receiving feedback.

We’ll explore several intriguing colloquial expressions related to dreams and passion,
unpack their meanings, and unravel their usage in everyday scenarios. We’ll also engage
in interactive activities where you get to apply these expressions in a conversational setting.

By the end of our session, the goal is to internalize these expressions, allowing them to
become a natural part of your linguistic toolkit. So, fasten your seatbelts, language explorers!
We’re about to embark on a lively linguistic adventure. Let’s dive in!

At the end of the lesson, you should be able to

1. 1. describe the different communication styles,

2. 2. use colloquial and collocations that fit the different communications styles,
3. 3. write dialogues/script using the colloquial and collocations for a project proposal,
and

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 4. 4. create a presentation describing the communication styles of the team members
that contribute to its success as a team.

M2 L4 Activity 1:

Watch English Conversation at a Café (Coffee Shop) | Useful Phrases

https://www.youtube.com/watch?v=2VeQTuSSiI0 and observe their communication
styles. Here are some styles you might notice:

1. Passive Communication: This style is like tiptoeing around issues, not wanting to
rock the boat. People who communicate passively often find it hard to speak up for
themselves or share their thoughts and feelings openly. They might agree to things
they don't really want to, just to avoid conflict.
2. Aggressive Communication: Picture someone bulldozing their way through a
conversation, not really caring about how others feel. Aggressive communicators
tend to dominate discussions, often at the expense of others' feelings or opinions.
They can come across as confrontational or intimidating.
3. Passive-Aggressive Communication: This style is a bit sneaky. It's like saying one
thing but meaning another, or subtly getting back at someone without being direct.
Passive-aggressive communicators might smile to your face but then undermine you
behind your back.
4. Assertive Communication: This is like the sweet spot of communication styles.
Assertive communicators are like good jugglers - they can express their own
thoughts and feelings clearly and respectfully while also listening to others and
considering their perspectives. They're able to stand up for themselves without
trampling over anyone else.
Recognizing these different styles in yourself and others can help you navigate
conversations more effectively. It's all about finding that balance between expressing
yourself honestly and respectfully, while also being open to understanding and
valuing the thoughts and feelings of those around you.

After watching the English Conversation at a Café], identify the communication styles
used by the speakers in the video. Write a brief analysis of each speaker, noting specific
instances where they exhibited a particular style. Consider how their style affected the
conversation and the relationship between the speakers. Reflect on your own dominant
communication style and how you might adapt it in different contexts for more effective
communication. Remember, the goal is to understand and improve your own communication
skills. Enjoy the task!

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M2L4-Post Task: Communication Styles

Option 1 - Dream Team

1. Prepare a presentation introducing your Team.

2. You may use slides presentation with audio, a video presentation, or any other means
of showcasing your team.
3. Who are the members of your team and what are their communication styles?
4. What makes your group considered as a “Dream Team?”

Rubric

1. Identification of Communication Styles (40%)

● Correctly identifies the communication styles used by the speakers in the video.
● Provides specific instances where each style was exhibited.
● Explains how each style affected the conversation and the relationship between the
speakers.

2. Reflection on Personal Communication Style (20%)

● Identifies own dominant communication style.

● Reflects on how this style might be adapted in different contexts for more effective
communication.

3. Presentation of Team (Dream Team Option) (40%)

● Provides a clear and engaging introduction of the team.

● Identifies the communication styles of each team member.
● Explains why the group is considered a “Dream Team”.

Option 2 - Dynamic Duo

1. Prepare a presentation introducing you and your partner.

2. You may use slides presentation with audio, a video presentation, or any other means
of showcasing your pair.
3. Who are you and what are your communication styles?
4. What makes your team considered as a “Dynamic Duo?”

Rubric

1. Identification of Communication Styles (40%)

● Correctly identifies the communication styles used by the speakers in the video.
● Provides specific instances where each style was exhibited.

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 ● Explains how each style affected the conversation and the relationship between the
speakers.

2. Reflection on Personal Communication Style (20%)

● Identifies own dominant communication style.

● Reflects on how this style might be adapted in different contexts for more effective
communication.

3. Presentation of Team (Dream Team Option) (40%)

● Provides a clear and engaging introduction of the team.

● Identifies the communication styles of each team member.
● Explains why the group is considered a “Dream Team”.

Post Task: Storyboard – “JOURNEY TO A DREAM"

Create a short comic strip about “Dreams and Passion”. A storyboard is a powerful tool for
you to plan and organize your ideas before creating a project, whether it's a video, a
presentation, or even a written essay. The best value of a storyboard is that it provides a
structured framework for organizing your ideas and helps you communicate your thoughts
and concepts more effectively. It also fosters creativity, collaboration, and time management
skills, which are essential for success - academically or professionally. You may use any of
the following websites to create your storyboard.

1. Boords
2. Canva
3. Storyboard That
4. Storyboarder
5. gocomics

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Mechanics

Reflect on a dream or passion that you have. This could be a personal goal, a
professional aspiration, or a hobby that you are deeply passionate about.

Plan out your storyboard. Think about the different stages of your journey towards
your dream or passion. This could include the moment you discovered your passion, the
challenges you’ve faced, the milestones you’ve achieved, and your future plans.

On a piece of paper or a digital platform, create a storyboard with at least six frames.
Each frame should represent a different stage of your journey. Draw a simple sketch and
write a caption for each frame. The caption should include a colloquial term, a collocation, a
modal verb, and an adjectival expression related to dreams and passion.

Prepare a short presentation about your storyboard. You should be able to explain
what each frame represents and the language elements used.

After completing your storyboard and presentation, reflect on this activity. Did it help
you visualize your journey? Did it make you more motivated to pursue your dream or
passion? How did using language elements enhance your storyboard and presentation?

That brings us to the end of our activity on “Journey to a Dream”. We’ve explored our dreams
and passions, visualized our journey through a storyboard, and practiced using colloquial
terms, collocations, modal verbs, and adjectival expressions. We’ve also shared our
storyboards and received valuable feedback.

We have also learned the different communication styles such as:

1. Passive Communication: Tiptoeing around issues, avoiding conflict, and struggling
to express thoughts and feelings openly.
2. Aggressive Communication: Bulldozing through conversations, dominating
discussions, and disregarding others' feelings and opinions.
3. Passive-Aggressive Communication: Saying one thing but meaning another, or
subtly undermining others without being direct.
4. Assertive Communication: Finding the sweet spot, expressing thoughts and
feelings clearly and respectfully while listening to others and valuing their
perspectives.

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Each style offers a unique approach to expressing ourselves and interacting with others.
Remember, effective communication is key to building strong relationships and
understanding one another.

Reflect on how you communicate and strive to find a balance that allows you to express
yourself authentically while respecting others. Your journey to self-discovery and improved
communication skills is ongoing, and every step you take brings you closer to becoming a
more confident and empathetic communicator.

Keep exploring, keep learning, and keep growing. Your voice matters, and sharing your
thoughts and dreams enriches not only your own life but also those around you. Embrace
your uniqueness, express yourself with confidence, and continue to evolve as a skilled
communicator.

Safe travels on your linguistic adventures, and until we meet again, remember to
communicate with the grace and clarity of a true language explorer. Your journey is filled
with endless possibilities – embrace them all!

What is your communication style?

What makes you an asset for any team?

1. Find out your English Proficiency level.

2. My overall experience in this module has been

uninteresting O.K. ; very good ; great

ANSWERS TO MODULE 2 ACTIVITIES

M2L1C – QUIZ ON VOCABULARY

1. The news of her promotion made her ecstatic.

2. Despite the challenges, he approached the task with a resigned attitude.

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 3. As the movie reached its climax, the audience became pensive.
4. After the unexpected delay, passengers grew indignant with the airline’s service.
5. He was apprehensive about the upcoming exam, unsure of what to expect.

M2L1-PRE TASK B ADJECTIVAL EXPRESSIONS

POSSIBLE ANSWERS:

When I opened the door, I was greeted by a beautiful bouquet of flowers. My heart
swelled with joy and gratitude as I realized that they were a surprise gift from my best
friend. I felt so touched and appreciative of their thoughtful and generous gesture.

The vibrant colors of the flowers, ranging from bright yellows to deep purples, were a feast
for my eyes. I could feel the love and care that went into selecting each bloom, and I was
overwhelmed with happiness. I felt like the luckiest person in the world to have such a
wonderful friend who would go out of their way to make me feel special.

I immediately called my friend to thank them for the beautiful gift. Their voices were filled
with excitement and joy as they told me how much they wanted to make me feel loved
and cherished. I could hear the smile in their voice, and it made me feel even more
grateful and appreciative.

I spent the rest of the day basking in the warmth of my friend's thoughtful gift. I felt so
grateful and thrilled to have such a special friend in my life. The flowers were a
constant reminder of their love and support, and I felt so lucky to have them in my life.

M2-L1 Activity 2:

Name the 7 universal emotions according to Dr. Ekman by analyzing the following items:
Which of the following emotions is considered universal according to Dr.
Ekman?

1. Joy
2. Contempt
3. Surprise
4. Envy
2. Which emotion is characterized by a feeling of intense displeasure or
hostility?
1. Happiness
2. Anger
3. Sadness
4. Fear
3. What universal emotion is associated with a sense of revulsion or aversion?
1. Disgust
2. Surprise

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 3. Contempt
4. Happiness
4. Which emotion is often triggered by a perceived threat or danger?
1. Joy
2. Fear
3. Sadness
4. Surprise
5. What emotion is characterized by a feeling of deep sorrow or unhappiness?
1. Happiness
2. Sadness
3. Anger
4. Contempt
6. Which universal emotion is associated with an unexpected event or situation?
1. Fear
2. Surprise
3. Disgust
4. Joy
7. What universal emotion is often expressed through a sneer or disdainful look?
1. Joy
2. Contempt
3. Anger
4. Sadness
8. Which emotion is characterized by a feeling of great pleasure or contentment?
1. Fear
2. Happiness
3. Disgust
4. Sadness
9. What emotion is associated with a feeling of superiority or scorn?
1. Anger
2. Contempt
3. Fear
4. Surprise
10. Which universal emotion is often expressed through tears?
1. Joy
2. Sadness
3. Fear
4. Disgust

M2L1E-QUIZ ON ADJECTIVAL EXPRESSIONS

1. a. with a vibrant atmosphere
2. b. painted by a talented artist
3. d. to be more challenging than expected
4. c. designed to maximize efficiency
5. c. located in the serene forest

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 6. b. handled by our experienced team
7. b. to demonstrate exceptional leadership
8. a. under the warm sun
9. a. unearthed by archaeologists
10. a. to explore diverse cuisines
11. a. on a clear night
12. a. developed by our research team
13. a. to help those in need
14. a. in the lush valley
15. a. crafted by a master artisan

M2 L2 Activity 1: Rewrite the sentences using a different modal verb with a similar
meaning.

1. You must follow your dreams to achieve your goals.

2. I shouldn’t understand why he gave up on his passion.

3. She should apologize for belittling his dreams.

4. We will have a brainstorming session about our passions next week.

5. You must not give up on your dreams without trying.

M2 L2 Activity 2: Choose the correct modal verb to complete each sentence.

1. You must follow your dreams, no matter how big they seem.
2. I used to pursue my passion for painting when I was younger.
3. They can achieve their dreams if they work hard.
4. She said she would quit her job to follow her passion.
5. He will overcome any obstacle to fulfill his dream.

M2 L2 Activity 3: Below are the most used modal verbs. Use the correct form of the
modal verb in the following sentences.

1. I wish I could follow my dreams without fear.

2. By this time next year, they will have made significant progress in their passion
project.
3. You should apologize for belittling someone’s dreams.
4. We may start a business based on our passion next month.
5. She must be ready to present her passion project by 3 PM.

M2 L2 Activity 4: Create sentences using modal verbs based on the given situations.
Use the first person point of view.

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 1. You should take the first step towards your dream of becoming a
successful entrepreneur.
2. You might form a band with your friends since you’re passionate about music.
3. Your friend mustn’t give up on pursuing their passion for writing; they have great
potential.
4. I used to love painting, but my busy schedule prevented me from indulging in it.
5. You could choose the lower-paying job that aligns with your passion rather than the
high-paying one you’re not interested in.

M2 L2 Activity 7: Orally complete sentences using modals to express permission,

possibility, certainty, ability, and necessity.

1. can 2. may 3. might 4. must 5. should 6. may 7.

will 8. should 9. must 10. Would

M2L2 -QUIZ ON MODAL VERBS

1. COULD

2. MIGHT

3. SHOULD

4. MUST

5. COULD

6. MAY

7. MUST

8. WILL

9. WOULD

10. SHALL

LESSON 3

M2L3A-Quiz on Colloquial Expressions and Collocations

1. After weeks of intense preparation, the team was ready for the big presentation.
Everyone knew it was a pipe dream, and the pressure was on.

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2. When discussing your career goals in an interview, it’s crucial to not only share a
passion but also to align your passion with the company’s mission and values.
3. The unexpected success of their new product launch came completely out of the
blue. No one anticipated such a positive response from customers.
4. I was about to give up on my fitness journey, but my friend encouraged me to take
the bull by the horns and keep pushing through the challenges.
5. In the world of business, it’s essential to hit the ground running on industry trends
to stay ahead of the competition.
6. The cozy cabin, nestled in the serene forest, offered a peaceful retreat away from
the chaos of city life.
7. The complex engineering project, handled by our experienced team, ensures
seamless execution and timely delivery.
8. Driven by a burning desire to demonstrate exceptional leadership, our team leader
motivates us to achieve our best results.
9. The sun-kissed beach, under the warm sun, beckoned with its golden sands and
crystal-clear waters.
10. The ancient ruins, unearthed by archaeologists, stood as a testament to a
bygone era.
11. Eager to explore diverse cuisines, the culinary class expanded our cooking skills
and palate.
12. The starlit sky, on a clear night, mesmerized with its twinkling constellations and
celestial beauty.
13. The innovative technology, developed by our research team, revolutionized how
we communicate and connect globally.
14. Determined to help those in need, the charity event aims to raise awareness and
support for underprivileged communities.
15. The majestic waterfall, in the lush valley, cascaded down the rocky cliffs with
thunderous power.
16. The intricate design, crafted by a master artisan, showcases the craftsmanship
and attention to detail of the artisan.
17. Fueled by a passion for music, the band practiced tirelessly for their upcoming
performance.
18. The bustling city, alive with vibrant energy, offered endless opportunities for
adventure and exploration.
19. The peaceful garden, filled with fragrant flowers, provided a tranquil escape from
the hustle and bustle of daily life.
20. The challenging hike, up the steep mountain, tested our endurance and
determination.

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Atlas of Emotions. (n.d.). Five Main Categories of Emotion. https://atlasofemotions.org/

DifferenceBetween.net. (n.d.). Difference between feelings and emotions. Retrieved from

http://www.differencebetween.net/miscellaneous/difference-between-feelings-and-
emotions/

Ekman, P. (1970). Universal Facial Expressions of Emotions. California Mental Health

Research Digest, 8(4), 151-158.

Ekman, P. (1972). Universals and Cultural Differences in Facial Expressions of Emotions. In

Cole, J. (Ed.), Nebraska Symposium on Motivation (pp. 207-282). Lincoln, NB:
University of Nebraska Press.

Ekman, P. (2021, September 10). Mood vs. Emotion: Differences & Traits. Paul Ekman
Training. Retrieved from https://www.paulekman.com/blog/mood-vs-emotion-
difference-between-mood-emotion/

Ekman, P., Friesen, W. V., & Tomkins, S. S. (1971). Facial Affect Scoring Technique: A First
Validity Study. Semiotica, 3, 37-58.

Ekman, P., Friesen, W. V. (1971). Constants Across Cultures in the Face and Emotion.
Journal of Personality and Social Psychology, 17(2), 124-129.

Lamothe, C. (2019, June 14). How to Build Good Emotional Health. Healthline.
https://www.healthline.com/health/emotional-health#examples

Sophia, A. (2023, October 25). Useful Words and Phrases to Describe How You Feel in
English. ESL Buzz. https://www.eslbuzz.com/useful-words-and-phrases-to-describe-
how-you-feel-in-english/#Feelings_and_Emotions_with_Examples

Ryan, E. (2023, February 14). What Is a Modal Verb? | Definition & Examples. Published on
February 14, 2023. Revised on March 14, 2023. Retrieved from
https://www.scribbr.com/verbs/modal-verb/

English Conversation at a Café (Coffee Shop) | Useful Phrases. (n.d.).

https://www.youtube.com/watch?v=[VideoID]

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Page 109
Watch the video:

Module 3 Lesson 1 family and PARENTING STYLES

Family is considered to be the most important institution in society. It can exist in many
forms or structures. The love and care for every member of a family are important because
they can offer support and security bonded with unconditional love; they will always look to
see and they will bring out the best in you. Family is important because they will, for the
most part, be the only ones who can understand you and bring you back to that place of
peace.

Furthermore, family is also very crucial to guide you down the path of morality when it
comes to outside influences such as peer pressure, bullying, and many other negative
influences. Your family might not be able to shield you from everything, but they will also
assist you through the darkest part of your life. They provide you with a home and will point
you in the right direction so you can get back and stand on your two feet. The family will tell
you what you do not want to hear, but they do it out of love to help you grow.
In addition, family is also important because they teach you to know your family history,
which can shape your personality into something positive that will give you a sense of
direction. There is a clear understanding that growing up destitute can present academic
obstacles, reduced access to safe communities, and quality enrichment activities, and can
cause a heightened risk of physical, behavioral, and emotional issues.
Moreover, the family can make the impossible become possible, and give them a
fighting chance in this life. Any encounter may it be good or bad, nothing can surpass the
magic love , care, and passion a family can provide.
So, to conclude, parents, both married and single, and elders must hold each other
accountable for every action your children may face and encounter.

M3-L1 Family and Parenting Style

For you to be informed of the different parenting styles and various family structures, I have
prepared various discussions for you to ponder upon while you are at your stage of starting
to plan your own family in the future.

Here are the following lessons:

Lesson 1- Family and Parenting Styles

Lesson 2- Describing Hopes and Dreams of Having Own Family

Lesson 3- Expressing Agreement and Disagreement on the Different Parenting Styles.

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Lesson 4- Evaluating One’s Hopes and Dreams to Having Own Family

Describing your experiences of being raised in a family with different parenting styles
by observing the six macro-skills through the use of modifiers such as adjectives and
adverbs will help you develop your ability to determine their functions of modification to
specify the kind of referent ,quality, quantity,location of a referent. Also, you will know the
appropriate use of modifiers like adjectives, modifying a noun, in a noun phrase , adverb in
verb phrase ,adverb in an adjective phrase,adverb in adverb phrase,an adverb modifying a
noun phrase.

This new normal era can add pressure and stress, particularly to young learners. Having a
healthy family can have multiple benefits regardless of whether it is a biological family,
adoptive family, or chosen family. Families can provide many benefits for our well-being, no
matter what stage of life we are in; however, families can face challenges, and not everyone
has healthy connections. In this module, you will get to know the importance of your family
and become aware of the parenting styles being observed. Also, you can best describe them
through the use of modifiers such as adjectives and adverbs.

At the end of this module, you will be able to

1. identify the parenting styles being observed in your family and your experiences
being raised in a family using modifiers;
2. illustrate your hopes and dreams of having your own family utilizing modifiers;
3. demonstrate your agreement and disagreement on the different parenting styles
through the use of adjectives and adverbs;
4. write an academic paragraph about your ideal family and your preference of parenting
style by observing the different types of modifiers.
Let’s Get Started!

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 Lesson One
Family and Parenting Styles

In this lesson you are expected to

1. identify the types of family and parenting styles being observed in your respective
families.
2. use adjective and adverbs in describing your own family

Welcome everyone to a very fascinating topic which helps you identify the type of family
and parenting styles being observed in your respective families. In this lesson, you will get
to know the value of a family and become aware of everything that you need to know
about your own families.

Module 1-Lesson 1- Family and Parenting Styles

Option # 1
M3- L1 -Pre-Task- Listening
Listen to the song”A Mother’s Love” which was originally sung and popularized by
Gena Hill and performed by Flordeliza Coquia.
As you listen, pick out modifiers that best describe the mother in the song. Also, listen
carefully to the song, read between the lines because you can’t find the exact word, but if

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you look at the word bank, you can find an exact or appropriate word to describe the
mother.
Click the link below:
A Mother's Love -Dr. Flordeliza Coquia

Motive Questions
1.Who do you consider to be the most important person in your life or in your family?
Why?_______________________________________________.
2. What are the modifiers that best describe a mother which were reflected from the
song?__________________________________________________.
3. Read between the lines because you can’t find the words from the songs but you can
find its counterpart on the listed vocabulary words.

Comprehension Questions: Read the following questions and in one or two

sentences state your answer for each question.
1. What is the main theme of the song “ A Mother’s Love” by Gena Hill?
______________________________________________________________.
2. How does Gena Hill convey the message of appreciation towards mothers in the
song?
______________________________________________________________.
3. What emotions does the song evoke in listeners regarding the relationship between
a mother and her child?
_________________________________________________________________.
4. Are there specific lyrics in the song that stand out as particularly touching or
meaningful in relation to motherhood?
_________________________________________________________________.
5. How does the music and melody complement the lyrics in expressing the sentiment
of a Mother’s Love in the song?
_________________________________________________________________.
6. Has Gena Hill shared any personal inspiration or experiences that influenced the
creation of “A Mother’s Love”?
_________________________________________________________________.
7. How does the audience respond to the song, especially around occasions like
Mother’s Day?
________________________________________________________________.
8. Are there any unique musical elements or stylistic choices in the song that enhance
its emotional impact?
______________________________________________________________.
9. Has Gena Hill performed the song live in any special events–if so, how was it
received by the audience?
_____________________________________________________________.
10. In what way does “ A Mother’s Love” by Gena Hill contribute to the broader cultural
celebration of Motherhood through music?

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 _______________________________________________________________.

Multiple Choice: Choose the letter of the correct answer.

1.What is the primary occasion for which Gena Hill’s song “A Mother’s Love” is particularly
suited?
A) Father’s day
B) Mother’s day
C) Valentines day
D) Thanksgiving day
2.How does Gena Hill suggest showing appreciation for mothers in the song “Mother’s
Love”?
A) Sending flowers
B) Sharing the song with loved ones
C) Cooking a meal
D) Writing a letter.
3.Which social media platform does Gena Hill mention in connection with her music in the
search results?
A) Instagram
B) Twitter
C) Tiktok
D) Linkedin
4.In what year was the song “Mother’s Love” by Gena Hill shared on SoundCloud?
A) 2020
B) 2021
C) 2022
D) 2023
5. What is the main message conveyed in Gena Hill’s song, ‘’Mother’s Love”?
A) Gratitude and love toward mother
B) Celebration of friendship
C) Reflection on Childhood memories
D) Tribute to Mother’s beauty.

M3-L1- Activity 1. After listening to the song, prepare an Acrostics of your mother
or guardian.

Acrostics: If you consider your mother or guardian the most significant person in
your life or your family, kindly go to the list of vocabulary words and pick out modifiers that
best describe her. Make an acrostics of her first name by using modifiers to represent
each of the letters to complete your mother's name. Then, share it with the class.

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 Ex.

Option # 2
M3 -L1- Activity 2. Character Analysis: Listen to the song DAKILA KA INAY which
was sung and popularized by Rhodora Silva and performed by Flordeliza Coquia. Go to
the list of vocabulary words and choose modifiers that best describe her. Prepare a
character analysis for your own mother.
Click the link below:
Dakila Ka Inay
Dakila ka Inay
Mula ng isilang, at nagkamalay
Ikaw aking Inay ang aking gabay
Sa Landas ng buhay.
Sa aking pagtulog, nagbabantay
Kapag lumuluha ang mahal mong sanggol
Ikawý dumaramay
Pag may lamok, bubugawin
Masuyo mong hahaplusin
Sa buong magdamag, sa lamig ng hangin

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Akoý yayakapin.
Ang yaman ay di kailangan
Kung wala ka o aking Inay
Sa mundong ibabaw wala kang kapantay

Dakila ka Inay

Ang isang asawa, mga kasintahan

Kay daling hanapin, sa balat ng lupa
Ay matatagpuan, Ngunit ang isang ina
Kapag pumanaw upang makita mo
Upang makita moý muli kang isilang

At kung meron karamdaman,

Inay ikaw ay luhaan
Ang iyong gagawin ay hindi malaman
Sa anak mong mahal

Dakila ka Inay ko sa akin

Uliran at dapat mahalin
Sa mundong ibabaw wala kang kapantay.

Dakila ka Inay.

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Motive Questions:

1. Who is the persona being described in the song?/Who is speaking in the song?

________________________________________________________________________
________________________________________________________________________
_________________________________________

2. What are the remarkable and valuable actions/deeds that a mother can do for
her child? Enumerate some.

________________________________________________________________________
________________________________________________________________________
_________________________________________
3. How much love does a mother have for her child? Cite the lines that show the Love of a
mother for her child.
________________________________________________________________________
________________________________________________________________________
___________________________________________

4. What are the modifiers that best describe the mother? Name or state some.
________________________________________________________________________
________________________________________________________________________
___________________________________________

5. What are the sacrifices the mother makes for her child? Pick outlines that would show
the sacrifices of a mother for her child.
________________________________________________________________________
________________________________________________________________________
__________________________________________
6. How do you describe your own mother? Do you see the traits, sacrifices and so much
love of a mother for her child/ same with your parents to you?
________________________________________________________________________
________________________________________________________________________
__________________________________________

7. What Filipino cultural traits are reflected in the character of the mother?
________________________________________________________________________
________________________________________________________________________
__________________________________________

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8. What do you think is the theme of the song?
________________________________________________________________________
________________________________________________________________________
___________________________________________________

M3- L1 - Vocabulary Related to Family and Parenting Styles

1. Vocabulary related to family and parenting styles

optimistic incomparable splendid sympathetic enthusiastic

amazing endearing mindful intuitive thoughtful

gatekeeper dedicated essential luxurious pampering

glamorous influential appreciative generous supportive

extraordinary vigorous astounding awesome admirable

crafty memorable compassionate warmth cherished

Here are the IPA phonetics of some of the vocabulary words

optomistic: /ˌɒptәˈmɪstɪk/

amazing: /әˈmeɪzɪŋ/

glamorous: /ɡlæmәrәs/

splendid: /ˈsplɛndɪd/

endearing: /ɪnˈdɪәrɪŋ/

vigorous: /ˈvɪɡәrәs/

astounding: /әˈstaʊndɪŋ/

compassionate: /kәmˈpæʃәnәt/

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 awesome: /ˈɔːsәm/

warmth: /wɔːmθ/

enthusiastic: /ɪnθjuˈziæstɪk/

pampering: /ˈpæmpәrɪŋ/

admirable: /ˈædmɪrәbl/

cherished: /ˈtʃɛrɪʃt/

luxurious: /lʌkˈʃʊәriәs/

intuitive: /ɪnˈtuɪtɪv/

influential: /ˈɪnfluәnsɪәl/

Practice/Drill

Pick out at least 10 words and practice reading. Observe the correct utterance
and pronunciation for each word.

The International Phonetic Alphabet (IPA) is a standardized set of symbols used to

describe the sounds of spoken language. The IPA chart is a visual representation of
the sounds, organized by place of articulation and manner of articulation. The IPA
chart includes symbols for vowels and consonants, as well as diacritic marks that can
be added to the symbols to indicate variations in the sounds. The IPA chart is a
valuable tool for language learners, as it can help them to accurately pronounce
words and to understand the sounds of the language they are learning.
The International Phonetic Alphabet (IPA) is a standardized system of phonetic symbols
used to describe the sounds of spoken language. Here is a chart of the IPA symbols:
Consonants:
Labial Dental Alveolar Postalveolar Palatal Velar Glottal
Plosive pb td ʈɖ cɟ kg ʔ
Nasal m n ɲ ŋ
Fricative fv θð sz ʃʒ çʝ xɣ h

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Approximant l ɹ j w
Trill r

Vowels:
Front Central Back
Close iy ɨ u
Near-close ɪʏ ʊ
Close-mid eø ә o
Mid ɛœ ɔ
Open-mid æ
Open aɑ

Option # 3
M3 L1- Activity 3- Read the article “ Understanding Different Parenting Styles

Parenting styles play a crucial role in shaping a child’s behavior, development, and
overall well-being. Researchers have identified four main parenting styles:
authoritative, authoritarian permissive, and uninvolved. Each style has its unique
characteristics and impact on children.

Authoritative Parenting:
This style is characterized by high levels of warmth responsiveness, and clear
communication. Authoritative parents set reasonable expectations and boundaries while
also being supportive and nurturing. Children raised by authoritative parents tend to be
independent, self-disciplined, and socially competent.

Authoritarian Parenting:
Authoritarian parents are strict, demanding and often use punishment as a means of
control. They prioritize obedience over warmth and communication. Children raised in
authoritarian households may struggle with self-esteem, independence and social skills.
Permissive Parenting:
Permissive parents are lenient, indulgent, and have few demands on their children. They
are more responsive than demanding and often avoid confrontation, while permissive
parenting can lead to warm relationships, children may lack self-discipline and struggle with
boundaries.

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Uninvolved Parenting:
Uninvolved parents are disengaged, neglectful, and provide little emotional support or
guidance. They may be indifferent to their child's needs and activities. Children raised in an
uninvolved household may experience emotional and behavioral issues due to lack of
parental involvement.

M3-L1- Activity 4: Comprehension Questions. Read the following questions and

answer them using the vocabulary words above about family and parenting styles.
1. How do authoritative parents approach discipline and communication with their
children, and what are the potential outcomes for the children?
______________________________________________________________.
2. In what ways do authoritarian parents differ from authoritative parents in their
approach to discipline and communication, and what are the potential
consequences for the children?
______________________________________________________________.
3. How does permissive parenting differ from authoritative and authoritarian parenting
and what are the potential risks and benefits for the children?
_______________________________________________________________.
4. What are the characteristics of uninvolved parenting, and how does this approach
affect the children’s development and well-being?
_______________________________________________________________.
5. Can a parent’s parenting style change over time, and how might it impact the child’s
development?
________________________________________________________________.
6. How can parents determine their parenting style and make changes if necessary to
promote positive development outcomes for their children?
_________________________________________________________________.
7. What role does cultural context play in shaping parenting style and their impact on
children’s development?
__________________________________________________________________.
8. How can parents balance the need for structure and discipline with the need for
warmth and responsiveness in their parenting approach?
_________________________________________________________________.

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 9. What are the common challenges that parents may face in implementing an
authoritarian parenting style, and how can they overcome these challenges?
_________________________________________________________________.
10. How can parents ensure that their parenting style is developmentally appropriate
and tailored to their child’s unique needs and temperament?
_________________________________________________________________.

M3-L1- Activity 5 -Multiple Choice: Read the following questions and choose the
letter of your answer.
1.Which parenting style is characterized by high levels of warmth, responsiveness, and
clear communication?
A) Authoritative
B) Authoritarian
C) Permissive
D) Uninvolved
2. What is the common trait of authoritarian parenting?
A) High levels of warmth and Nurturing
B) Emphasis on independence and self- discipline
C) Use of punishment as a means of control
D) Avoidance of confrontation
3. What is the potential consequence of permissive parenting?
A) Lack of self-discipline
B) Strong boundaries and rules
C) High levels of obedience
D) Independence and social skills
4. How do uninvolved parents typically interact with their children?
A) Provide emotional support and guidance
B) Engage in nurturing and responsive behaviors
C) Show indifference and neglect.
D) Prioritize obedience and discipline

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M3 L1-Grammar: Prepositional Phrase as Adjectives and Adverbs

ADJECTIVES function differently from other modifiers in sentences in the following key
ways:

● ADJECTIVES are used to modify nouns and pronouns. They provide more
information about the noun and pronoun; such as its size, shape, color, or other
characteristics. ADJECTIVES answer questions like ‘’which one’’, ‘’What kind’’, and
‘’How many’’ about the noun or pronoun they modify.

● ADJECTIVES MODIFY NOUNS

For example:

1. "The authoritarian father" (modifies the noun "father")

2. "The supportive parent" (modifies the noun "parent")
3. "The indulgent grandparents" (modifies the noun "grandparents")
4. "The uplifting mother" (modifies the noun "mother")
5. "The self-sufficient child" (modifies the noun "child")

● ADJECTIVES MODIFY PRONOUNS

For example:

1. "They are incredibly supportive of each other."

(Here, "incredibly" modifies "supportive," which describes the pronoun "they.")
2. "She is exceptionally caring towards her children."
(In this case, "exceptionally" modifies "caring," which describes the pronoun
"she.")
3. "We are profoundly grateful for our family's love."
(Here, "profoundly" modifies "grateful," which describes the pronoun "we.")
4. "He seems remarkably proud of his achievements."
(In this example, "remarkably" modifies "proud," which describes the pronoun
"he.")
5. "You appear genuinely happy with the family gathering."
(Here, "genuinely" modifies "happy," which describes the pronoun "you.")

● ADJECTIVES PRECEDE NOUNS

In English, ADJECTIVES typically precede the noun they modify, though there are
some exceptions, when multiple adjectives are used to describe a single noun, there is
generally an accepted order.

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 For example:

1. The strict, authoritarian father enforced a rigid set of rules in the household.
2. The nurturing, authoritative parents created a supportive and communicative
environment for their children.
3. The lenient, permissive grandparents often indulged their grandchildren with few
limits or consequences.
4. The responsive,attachment-focused mother maintained a close, intuitive bond with
her infant.
5. The encouraging, positive parenting approach of the teachers helped the child feel
affirmed and motivated.
6. The independent, free range children were allowed to explore their neighborhood
with minimal adult supervision.
7. The emphatic, gentle-parenting style of the family promoted mutual respect and
understanding.
8. The demanding, controlling mother’s uncompromising rules led to a tense and
strained relationship with her teenage daughter.
9. The fair, flexible, authoritative father listened to his children’s perspectives before
setting reasonable boundaries.
10. The neglectful, uninvolved parent failed to provide the necessary guidance and
structure for their family.

In each of these examples, the adjectives precede the noun they modify, providing
more detailed information about the family members or parenting approaches being
described. This word is typical in English and helps to create a more vivid and descriptive
picture for the reader.

● ADJECTIVES HAVE LIMITED PLACEMENT

Adjectives have a more restricted placement within sentences compared to other

modifiers like adverbs. They are typically placed before the noun they modify, such as "The
caring mother nurtured her children." Adjectives cannot be placed after the verb in a
sentence, except in certain cases involving linking verbs like "to be," "to seem," or "to
appear." For example:
● "The father is remarkably supportive."
● "The siblings seem to embody a profound sense of happiness."
● "The grandmother appears wise, possessing considerable wisdom."
In these examples, the adjectives "supportive," "to embody a profound sense of
happiness," and " wise" follow the linking verbs "is," "seem," and "appears," respectively.
However, this placement is not possible with action verbs. You cannot say "The father
helped ‘’supportive" to mean he is supportive. Instead, you would need to say "The
supportive father helped."

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 ● ADJECTIVES PROVIDES OPINIONS AND JUDGMENTS

Adjectives that provide opinions and judgments are essential in expressing

subjective views about various subjects. These adjectives enable speakers to convey their
feelings, evaluations, or assessments, adding depth and nuance to their descriptions.
Whether discussing individuals, situations, or experiences, opinion-based adjectives
enhance the richness of language and allow for more nuanced communication.

Here are some sample sentences about adjectives that provide opinions and
judgments:

For example:

POSITIVE ADJECTIVE

1. My parents were incredibly loving and nurturing, always making me feel safe and
supported.

2. The family had a wonderfully close-knit dynamic, with each member deeply devoted
to one another.

3. Our household was a harmonious, joyful environment where creativity and laughter
flourished.

4. My grandparents were remarkably generous, frequently showering the grandkids with

thoughtful gifts and attention.

5. The new parents seemed exceptionally attentive, carefully tending to their baby’s
every need.

NEGATIVE ADJECTIVE

1. My siblings' constant bickering created a tense, unpleasant atmosphere in

the home.

2. The overbearing, controlling parenting style of my in-laws was a constant

source of stress.

3. The neglectful, irresponsible behavior of my cousin’s parents was deeply concerning

to the whole family.

4. My aunt’s volatile temper and abusive language make family gathering

extremely uncomfortable.

5. The spoiled, entitled attitude of my nephew was a frustration to everyone in

the family.

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 These sentences demonstrate how adjectives can be used to convey positive and
negative opinions and judgments about various aspects of family life and parenting. The
adjectives provide vivid descriptions that help the reader visualize and understand the family
dynamics being described.

M3 L1 Activity 6. Practice/Drill on the use of adjectives that modify nouns and pronouns.
Exercise 1. Underline the Adjectives Modifying Nouns
A. The loving parents watch their energetic children play in the backyard.
B. My caring grandparents have a warm smile and a kind word for the whole family.
C. The busy Mom juggled her demanding job and the needs of her four rambunctious
toddlers.
D. The proud mother beamed as she watched her talented son perform on stage.
E. Our close-knit family enjoys spending family time together, whether it’s a relaxing
movie right or adventurous like.
Exercise 2. Underline the Adjectives Modifying Pronouns
A. Her devoted husband surprised her with a romantic anniversary getaway.
B. Their mischievous little ones kept the entire household on their toes.
C. Though I am the youngest sibling, my older sisters are always there to offer their
wise guidance.
D. You should see our elderly neighbors dote on their adorable pet.
E. As the responsible parent, I must ensure my children’s safety and well-being.
Exercise 3. Underline Adjectives Preceding Nouns
A. The loving grandparents doted on their adoring grandchildren.
B. Our close-knit family enjoyed cozy movies right together.
C. The busy working Dad juggled his demanding schedule with grace.
D. The proud father beamed with joy at his talented daughter’s recital.
E. The mischievous toddler kept the entire household on their toes.
Exercise.4. Underline the Combined Multiple Adjectives Before Nouns
A. The kind, elderly neighbor offered the young, curious children homemade cookies.
B. The responsible hard working single mother provided a stable, nurturing home for
her children.
C. The patient, attentive mother soothed her fussy, newborn baby with gentle rocking.
D. The devoted, loving husband surprised his thoughtful wife with an expensive
celebration.

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 E. The quirky, eccentric aunt brought her unique,artistic flair to the family gathering.
Exercise 5. Underline the Adjectives Preceding Pronouns
A. Her devoted husband planned a special anniversary celebration.
B. Their mischievous little ones kept the entire household on their toes.
C. As the responsible parent, I must ensure my children’s safety and wellbeing.
D. Though I am the eldest sibling, my younger sisters are always there to offer their wise
advice.

Exercise 6. Underline the Adjectives with Limited Placement

A. The children were utterly exhausted after a long day of play.
B. The parents felt completely overwhelmed by the demands of raising four young kids.
C. The family had a simple wonderful time on their vacation together.
D. The teenager was extremely frustrated with the strict rules improved by their parents.
E. The grandparents were absolutely delighted to welcome their first grandchild in the
world.
Exercise 7. Underline the Adjectives expressing Opinions
A.The doting grandparents showered their precious grandchildren with affection.
B. The irresponsible teenager stayed out past curfew without informing his parents.
C. The devoted mother made countless sacrifices to ensure her children’s wellbeing.
D. The overbearing father imposed strict rules and high expectations on his family.
E. The caring aunt always had a listening ear and a comforting embrace for the nieces
and nephews.
Exercise 8. Underline the Adjectives Conveying Judgment
A. The neglectful parents failed to provide a nurturing environment for their children.
B. The selfish sibling refuses to share his resource material with his younger brothers.
C. The wonderful grandparents always made the family gatherings a joyous occasion.
D. The compassionate mother listened patiently to her daughter’s concern
Note: The adjectives, neglectful, selfish, wonderful, strict and compassionate convey
judgment about the family members and their behaviour.
Exercise 9. Underline the Adjectives Combining Opinions and Judgments
A. The loving but overbearing parents constantly criticize their daughter’’s
choices.
B. The irresponsible, yet charming, teenager managed to sweet talk their
way out of trouble.
C. The devoted, yet exhausted, mother needed a much-deserved break
from her demanding family responsibilities.

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 D. The strict, but fair, father set clear boundaries and expectations for his
children.
E. The caring, but sometimes intrusive, grandparents offered unsolicited
advice to the young parents.
Note: The adjective combines both opinion and judgments about family members,
providing a more nuanced and balanced perspective. By using adjectives that express
opinion and judgments, you can create more compelling and insightful sentences that delve
deeper into complexities of family dynamics and parenting experiences. This helps to
engage you and prescribes a richer understanding of the situations being described.
Note: If you notice, I used the song “A Mother’s Love’’ because Mother is considered
to be one of the significant members of a family ... .Also, mothers play an important role in
a family. Adjectives that modify and pronouns.
M3 L1- Quiz on Adjectives that modifies a noun and pronoun. Multiple Choice:
Instructions: For each question, select the most appropriate adjective that modifies the
underlined nouns and pronouns.
1. The___________ parents enforce clear rules and consequences, while still allowing
for open discussion with their children.
A. Authoritarian
B. Authoritative
C. Permissive
D. uninvolved
2.Her____________parenting style emphasizes independence and self-reliance in her
children.
A. Attachment
B. Free-range
C. Positive
D. Gentle
3.Their__________approach to discipline focuses on guidance through supportive
communication rather than punishment.
A. Authoritarian
B. Authoritative
C. Permissive
D. Gentle
4.The _________parents provide for their children’s basic needs but remain
emotionally distant and disengaged.

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 A. Authoritarian
B. Authoritative
C. Permissive
D. Uninvolved
5. His ______parenting style promotes a strong emotional bond with his children
through practices like co-sleeping and babywearing.
A. Attachment
B. Free-range
C. Positive
D. Gentle
Instructions: Fill in the blanks with appropriate adjectives that best complete the
sentences.
6.The _______( adjective) mother always finds time to support her children’s
interests, no matter how busy her schedule is.
7. His _______( adjective) approach to parenting has fostered a strong bond
between him and his children.
8.The children were excited to see their ___________(adjective) grandparents
during their family reunion.
9.She gave her son a____________( adjective) reminder to finish his homework
before playing video games.
10.He is known for his____________( adjective) advice, which has helped many
young parents navigate the challenges of raising children.
M3 L1-Quiz on Adjectives Precede nouns, With Limited Placement, Positive and
Negative Instructions: Fill in the blanks with appropriate adjectives that best
complete the sentences. For the multiple- choice questions, select the most suitable
adjective from the options provided.
Fill in the blanks:
1. The ________( adjective) father always encourages his children to pursue their
dreams, no matter how ambitious they may be.
2. Her_________( adjective) attitude towards parenting often leads to
misunderstandings with her more traditional relatives.
3. The ________( adjectives) toddler threw a tantrum when he couldn’t have his
favorite toy.
4. They live in a __________( adjective) neighborhood where families often gather for
community events.
5. His_______( adjective) comments about parenting styles that can sometimes hurt
the feelings of new parents.
Multiple Choice:

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 6. The couple adopted a _____________ child who had been waiting for a loving
home.
A. neglected
B. cheerful
C. special
D. difficult
7. Many parents find it____________ to balance work and family life.
A. easy
B. challenging
C. satisfying
D. boring
8. The ___________advice from her mother helped her navigate the complexities of
raising teenagers.
A. irrelevant
B. insightful
C. harsh
D. vague
9. Their ________family gatherings are filled with laughter and joy.
A. dull
B. chaotic
C. lively
D. awkward
10.She often feels___________ when comparing her parenting skills to those of her
friends.
A. confident
B. inadequate
C. proud
D. relaxed

M3 L1- Discussion: Activity 7- Let us watch the video clip about Family and
Parenting Styles
Click the link below:
5 Parenting Styles and Effects on life
Motive Questions:

1. What are the 5 parenting styles?

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________________________________________________________________________
____________________________________________________

2. How do you describe each? Observe the correct use of appropriate modifiers.
________________________________________________________________________
____________________________________________________

3. Which among the 5 parenting styles do you observe in your own family? Describe it
through the use of adjectives or adverbs.
________________________________________________________________________
____________________________________________________

4. If you were to choose aside from the one you have already observed in your family,
what would that be? Explain your answer and observe the use of modifiers.
________________________________________________________________________
____________________________________________________

5. Think of one modifier that has been used in describing each of the parenting
styles and use it in a sentence.
________________________________________________________________________
____________________________________________________________

6. What significant conclusion can you draw about the 5 parenting styles?
Multiple Choice: Read the following questions and choose a letter of the best
answer.
1. What is the primary focus of the video clip on family and parenting styles?
A) Traditional family structure
B) Nontraditional family portrayals in television
C) Evolution of Family dynamics in modern society
D) Impact of parenting styles on children’s development.
2. Which of the following is NOT mentioned as a variation in family structures portrayed
in television shows?
A) Unmarried and divorced parents
B) Gay couples
C) Multigenerational households
D) Single parent families with no siblings.

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3. How does TV show modern family?
A) Single parent raising adopted children
B) A divorced parents with no remarriage
C) An extended family with diverse relationships.
D) A traditional nuclear family with no variations.
4. According to the video clip, what are the key characteristics of an authoritative parenting
style?
A) Strict discipline and punishment
B) Leniency and avoidance of confrontation
C) Warmth, respect for individuality, and instilling social values.
D) Disengagement and neglect towards children.
5. How have family structures in television shows evolved over the years, as mentioned in
the video clip?
A) They have become more idealistic and traditional.
B) They have shifted toward portraying only nuclear families.
C) They now include a wider range of family compositions and characters.
D) They have focused more on single individuals without children.

M3 L1- Discussion: Activity 8- Family Structure

Family Structure

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 Source: https://freefamilytreetemplates.com/family-unit.chart/.

Types of Family

Motive Questions:

1. Choose the family structure you do observe in your own family and describe it using
some vocabulary words listed above.
________________________________________________________________________
____________________________________________________

2. Compare your family structure with the others and use modifiers.
________________________________________________________________________
____________________________________________________

3. What significant conclusion can you draw about the structure of family?
________________________________________________________________________
____________________________________________________________
M3 L1 Grammar Quiz: Adjectives/ Adverbs
Direction: Identify the use of the underlined word: adjective or adverb.
1. Authoritarian parents looked speedily at their children’s actions.
2. The queen and treasurer of the family appeared suddenly during the family reunion.
3. Permissive parents make very few demands on their children.
4. These parents rarely discipline their children because they have low expectations of
maturity and self-control.
5. Permissive parents are generally nurturing and communicative with their children.
6. These parents are comradely and wide awake but tend to set few rules
7. Authoritative parents are meritorious at setting standards and monitoring their
children’s behavior.
8. Uninvolved parents may seem indifferent, unexpressive and dismissive.
9. Permissive parents are credulous to their children but not demanding.
10. The rules are typically created by the parents with no input from the children.

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 1. Adjectives modify a noun or a pronoun.
2.Its semantic role is to change information given by a noun.
3.They were considered one of the main parts of the speech.
4 Adverbs are used to modify a verb, adjective and an adverb.
5. It is used to express a relation of place, time, circumstance, manner, cause, degree
and others.
6. Also, there are five parenting styles such as permissive, authoritative, authoritarian,
uninvolved and overinvolved.
M3 L1 Reflection Questions /Sharing/Feedback-
What have you realized upon learning the family structure and different parenting styles?
What came into your mind, do you now understand why sometimes you are different from
among your peers and classmates, what seems to be the reasons why? (3points)

M3-L1- Sharing
In a brief sentence or paragraph, share your takeaways(3points)

1. What part of the discussion caught your attention? ___________.

2. What significant insights did you gain from the discussion? _______.
3. How are those things you have learned from this lesson helping you?
______________________________________________________.

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 Lesson Two
Describing Hopes and Plans to
Have Own Families

At the end of this lesson, you should be able to

1. describe your hopes and dreams to have own families;
2. utilize collocation and adjectives that compare in a sentence.

Welcome to another engrossing lesson that will abet you to conceive about your hopes
and dreams of having your own family. Also, assist you to illustrate your future married
family life by utilizing collocation and appropriate modifiers and be able compare your pre-
planned type of family with that of other families you encounter and observe.

Before you watch the movie clip, kindly read the following:

1. What is your dream for your family? and Why?

2. What is your dream family in the future?
3. What are your plans for your dream family

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M3 L2-While Task–Reading/Listening

M3 L2- While Task-Activity 1.

About Plans and Hopes of Parents to their Children

Listening:
Direction: Watch and listen to the video clips about plans and hopes of every parent about
their children.
Motive Questions

1. What are the hopes and plans of every parent for their children?
2. How did each parent describe his /her hopes and plans for their children?
3. What modifiers did you spot while each parent described his/her hopes and dreams for
their children?
4. If you were to plan for your own , how would you describe your own family?
5. What seems to be the commonalities among the parents in the video about their plans
and hopes for their children? Did you see or hear from one among them that you have
something in common with your hope and plans for family?

M3 L2- While Task- Activity 2. Read an Article about 1.“Parents’ Hopes and
Expectations for their Children’s Future Occupation by S Irving, 2023
Sage Journals
https://www.researchgate.net/publication/264523707_Parents%27_Hopes_and_Expectati
ons_for_Their_Children%27s_Future_Occupations

Motive Questions:
1. What are the hopes and expectations of parents for their children's future
occupation?
2. What insightful ideas did you learn from the article? Did it give you a strong
conviction which you will employ when you have your own family in the future?

M3 L2 - While Task- Activity 3. Read an article about Parenting Style_ An Evidence-

Based, Cross Cultural Guide.
https://parentingscience.com/parenting-styles/
Motive Questions
1. How do these parenting styles help your future plans of having your own families?
2. Pick out collocations and adjectives that compare the different parenting styles?

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 3. What significant and essential information that it brought you which you can employ
in your future married life?
Comprehension Questions: Article about Parenting Style -An Evidence -Based, Cross
Cultural Guide
1.What are the four basic parenting styles?
2.How does the authoritative parenting style differ from authoritarian parenting style?
3. In what ways can parenting styles impact a child's development in social competence,
academic performance, psychological development and problem behavior?
4.How do cultural values and beliefs influence the effectiveness of parenting style across
different societies?
5. What are the potential consequences of parent-child relationships that do not adopt to a
child’s developmental stage?
M3 L2- While Task -Activity 4. Transferring Text to Illustration- Illustrate your hopes and
dreams of your future family based on the article above.

M3-L2- While Task- Discussion 1-ADJECTIVES THAT COMPARES

● Many adjectives have different forms to indicate their degree of comparison. The
positive form indicates no comparison. The comparative form compares 2 nouns or
pronouns. The superlative form compares more than two nouns or pronouns.
● Comparative adjectives are used to compare two things, expressing a difference in
degree or quantity between them. They are essential in daily conversations, allowing
people to express opinions and preferences. For example: “Which is better, English
or Filipino? or Who is smarter, your Dad or your Mom?
● Comparative Adjectives are formed by adding ‘’er’’ to the base form of the adjectives
for one-syllable adjectives, ‘’er’’ or’’more’’ for two or more syllable adjectives, and ‘’er’’
or ‘’most’’ for adjectives with three or more syllables. For example: ‘’exciting becomes
more exciting, ‘’pretty’’ becomes prettier, and ‘’diligent’’becomes ‘’more diligent’’.
● Comparative adjective questions can be used to compare three or more things, using
superlative adjectives. Superlative adjectives are formed by adding ‘’est’’ to the base
form of the adjective for one syllable adjectives’’est’’- ‘’most’’ for two syllable
adjectives, and ‘’ést’’ or ‘’most’’ for adjectives with three or more syllables. For
example: ‘’invaluable’’ becomes ‘’most invaluable’’. Superlative questions such as
‘’What is your most favorite subject’’? or ‘’ Who is your most favorite local singer?

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POSITIVE COMPARATIVE SUPERLATIVE
more
empathetic empathetic most empathetic

Strenuous more strenuous most strenuous

invaluable more invaluable most invaluable

Encouraging more encouraging most encouraging
endearing more endearing most endearing
affectionate more affectionate most affectionate
distant more distant most distant
jolly jollier Jolliest
dysfunctional more dysfunctional most dysfunctional
close-knit more close-knit most close-knit

M3-L2 While Task-Activity 5. Interview at least 10 families in your place of residence

about their hopes and dreams of having their own families and compare their common
denominator of their hopes and plans of having their own families. Use collocation and
adjectives that compare their hopes and dreams.
M3-L2- While Task-Discussion 2- The Seven Types of Adjectives

1. Comparative Adjectives- Ex. Authoritarian parenting style focuses on discipline while

authoritative parenting focuses on limit setting with connection.
2. Superlative Adjectives - Ex. Authoritative parenting is the most recommended
parenting style.
3. Predicate Adjectives - Ex. That parenting style is ranked highly in a number of
ways.
4. Possessive Adjectives - Ex.The mother always looks after her children’s needs.
5. Demonstrative Adjectives- Ex. These parents rarely discipline their children because
they have relatively low expectations of maturity and self-control.symbolize the love of
man for nature.
6. Proper Adjectives Ex. Filipino permissive parents are responsive to their children
but they are not demanding.

7. Interrogative Adjective- Ex. Whose parenting style is sometimes referred to as indulgent

parents, makes very few demands of their children.

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M3 L2-While Task - Discussion 3 Type of Adjectives

Type of Adjectives

Collocation
It is a predictable combination of words, for example we say heavy rain but not strong
rain because it does not sound right’ likewise we can say’’do exercise but not do exercise.
Collocation can be made up of any kinds of words such as verbs, nouns, adverbs and
adjectives.

Examples of collocation
Get a call, do the shopping, take a picture
First love, carry cargo, grow hair
Go a rest, have a conversation, save energy
Make breakfast, break the rules, say nothing
Ask card, lose a game, take advice
Grow vegetables, play over, get married
Give evidence, tell a secret, pay well
Keep it to yourself, get drunk, have a hard time
Come right back, pay by credit card, fall in love
Ask somebody, out say, no more play music
Carry baby, take it apart, get pregnant
Take cover, take heart, take a sit
Make room, make changes, make a request

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Collocation for Family and parenting styles
Aspect of parenting, authoritarian parenting, authoritative parenting
Bad parenting, effective parenting, parenting class
Parenting skill parenting, dress parenting style
Parenting technique, poor parenting, positive parenting
Shared parenting, single parenting, immediate family
Extended family, family tree, family members
Distant relative, loving family, close-knit family
Carefree childhood, dysfunctional family, troubled childhood
Bitter divorce, messy divorce, divorce settlement
Broken home, custody of children, sole custody
Gets pregnant, single mother, have an abortion
Due date, baby is due, has the baby
Gives birth, adoptive parents, raise the child
Bringing up the child, adopted child, birth mother

Examples of collocation
1. Nuclear family: A traditional nuclear family consists of parents and their
children living together in one household.
2. Parental guidance: Effective parental guidance shapes a child's behavior
and values.
3. Quality time: Spending quality time together helps strengthen family bonds
and create lasting memories.
4. Parenting skills: Good parenting skills are essential for raising well-adjusted
and happy children.
5. Sibling rivalry: Sibling rivalry is a familiar family dynamic where siblings
compete for attention and resources.
6. Single-parent household: Single-parent households are those in which one
parent is responsible for raising the children.
7. Extended family: In many cultures, an extended family includes aunts,
uncles, grandparents, and cousins, who all provide support.

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 8. Parent-teacher conference: Regular parent-teacher conferences allow
educators and parents to discuss a child's progress in school.
9. Family values: Teaching and upholding strong family values helps instill a
sense of morality and ethics in children.
10. Empty nest syndrome: Empty nest syndrome refers to the feelings of
loneliness and loss parents may experience when their children leave home
for adulthood.

M3 L2- While Task- Quiz on Collocation

Directions: Read the following sentences and choose the letter of the best answer.
1. What is the term for the desire to have a child or children?
A) Childlessness
B) Childfree
C) Childwish
D) Childful
2. Which of the following is NOT a common hope or dream related to having a
family?
A) Having a healthy child
B) Having a child with special needs
C) Having a large family
D) Having a successful career instead of a family
3. Which of the following is a common hope related to having a family?
A) Hope for a successful career instead of a family
B) Hope for a happy and healthy family
C) Hope for a big wedding
D) Hope for a pet instead of a child.
4. Which of the following is a common dream to have a family?
A) Dream of having a big wedding
B) Dream of having successful career instead of having a family
C) Dream of having a happy and healthy family
D) Dream of having a pet instead of a child
5. Which of the following is a common fear related to parenting?
A) Fear of not being able to control the child
B) Fear of being too permissive
C) Fear of not being able to provide for the child
D) Fear of being an authoritative

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6. Which of the following is a common hope related to parenting?
A) Hope to be a strict parent
B) Hope to be a permissive parent
C) Hope to be a permissive parent
D) Hope to be an uninvolved parent
7. Which of the following is a common dream related to the family’s financial situation?
A.) Dream of having a big house
B) Dream of living in a safe and secure neighborhood
C) Dream of having enough money to provide for the family
D) Dream of being wealthy and successful
8. Which of the following is a common hope related to the family’s loving situation?
A) Hope to live in a big house
B) Hope to live in a safe and secure neighborhood
C) Hope to live in a foreign country
D) Hope to live in a mansion
9. Which of the following is a common dream related to family’s relationships?
A) Dream of having a close and supportive family
B) Dream of having a large and extended family
C) Dream of having a famous and influential family
D) Dream of having a wealthy and powerful family
10. Which of the following is a common hope related to the family’s relationship?
A) Hope to have a close and supportive family
B) Hope to have a large and extended family
C) Hope to have a famous and influential family
D) Hope to have a wealthy and powerful family

32 English collocations for talking about your family

M3 L2 -While Task-Discussion 4
Lecture/Discussion
A. Key to Have A Successful Family in the Future
1. It takes a village to raise a child, which means that an entire community of people must
interact with children for those children to grow in a safe and healthy environment.

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 2. Create your own support system. To initiate things by yourself, do it yourself, don't
leave it to anyone to do it for you.
3.Don't be afraid to ask for help. To ask for help does not show your incompetence, rather,
you only want confirmation from others whether your ideas are good or need a follow up or
enhancement.
4. Vocalize your goal. To express or articulate your goal. or purpose.
5. Don't feel guilty. To give rise to a feeling which does not go away easily.
B. SOME AREAS OF LIFE THAT YOU MIGHT HAVE HOPES AND DREAMS
1. Choice and Control
2. Daily Activities
3. Relationships
4. Home
5. Health and Wellbeing
6. Lifelong learning
7.Work
8. Social Community
C. HOPES AND DREAMS YOU SHOULD HAVE FOR YOUR OWN FAMILY AND
CHILDREN
1. Grow up to be a person with integrity
2. Realize your potential
3. Have a strong family
4. Have deep faith
5. Fulfill a purpose
M3 L2 -While Task-Activity 6. Write a 3 paragraph essay using collocation and
adjectives that compare. Choose one from among the 5 topics above. Observe
unity, coherence and emphasis in your essay.
M3L2- While Task- Quiz: Types of Adjectives (7points)
Direction: Identify the 7 types of adjectives in the following sentences.
1. Whose parenting style is sometimes referred to as indulgent parents and makes
very few demands among their children.
2. These parents rarely discipline their children because they have low expectations of
maturity and self-control.

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 3. Authoritarian parenting style focuses on discipline while authoritative parenting
focuses on limit setting with connection.
4. Authoritative parenting style is the most recommended parenting style.
5. That parenting style is ranked highly in a number of ways.
6. The mother always looks after her children’s needs.
7. Filipino permissive parents are responsive to their children but they are not
demanding.
M3 -L2- While Task-Activity 7. MY DREAM FAMILY.Make your dream family by writing
your plans and draw your dream family in the box intended for it.Below is a diagram,
explain why you choose your dream family.
Option#1
MY PLANS MY DREAM FAMILY
_____________________…………………._________________________
_____________________…………………__________________________
_____________________…………………___________________________
____________________………………….____________________________
____________________………………….____________________________
Option #2
Title: My Plans and Dreams of Having my Own Family
Section 1: Current status:[ insert your current status]
Age: [ insert your age]
Relationship: [ insert your relationship]
Occupation:[ Insert your occupation]
Education: [ insert your education]
Current Financial Situation: [ insert current financial situation]
Section 2:
Short Term Goals:[ Ex. Save for weddings, go on vacation with my future spouse etc.]
Long Term Goals:[ Ex. Have 2 children, buy a house etc]
Step3: Steps to achieve goals
Short Term Goals:
Step 1: [ Specific goal to take to achieve the goal]

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Step 2:[ Specific action to take to achieve the goal]
Step 3:[ Specific to take to achieve the goal]
Long Term Goal:
Step 1: [ Specific action to take to achieve the goals]
Step 2: [ Specific action tot tale to achieve the goal]
Step 3: [ Specific action to take to achieve the goal.]
Section 4: Potential Challenges and Solutions
Position Challenge: [ Example: financial stability, difficulty finding a partner]
Solutions: [ Example: create a budget, join a dating app etc]
Section Timelines:
Short Term Goals: [ Ex. 1 year- 2 years]
Long Term Goals: [ 5 years to 10 years]
This graphic aid can help your plans for having a family and the steps you need to take
you to achieve those plans. You can customize it to fit your specific needs and goals

1. The seven types of adjectives are very useful in describing a verb, a noun,an adjective
and adverbs.
2.Adjectives and adverbs also known as modifiers are important tools in the effective use
of language. Well chosen modifiers can transform dull sentences into interesting ones.
3. They can provide contrast, emphasis, and shades of meaning. An important use of
modifiers is to make comparisons.

M3 L2 - Reflections/ Sharing/Feedback/Takeaways
M3 L2 - Reflections/ Sharing/Feedback/Takeaways/Wrapping up

Reflection Questions

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1. What type of adjectives do you need to use to have a very meaningful description of
your family picture and the famous women you admire most?
Sharing:
Share your answer to the whole class.

1. What are the insightful ideas have you learned about our discussion?
Draw a robot and put those insights in your drawing.

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 Lesson Three
Expressing Agreement and Dis-
Agreements on the
Various Parenting Styles

Welcome to M3 L3. My pleasure to take you to another enthralling and gripping lesson about
agreement and disagreement on different parenting styles.

It is not usual for parents to have differences in opinions. If your parents argue about
everything from the baby’s sleep schedule, potty training, and timeouts, to homework
expectations, social media use, you are not alone. Nearly every relationship faces
challenges when kids first enter the scene. Although these parenting disagreements are
normal, it is important to address them. When parents have different opinions on raising
their children, it creates tension or anxiety in the home.

To properly address this issue about parenting styles, you can help solve it by
empowering yourself as their children, and for you to do that, you can write your suggestions
and make sure to use linkers to connect and combine your ideas.

At the end of the lesson, you will be able to

1. express your agreements and disagreements on the various parenting styles.

2. use appropriate modifiers in expressing agreement and disagreements on parenting
styles;
3. write sentences using linkers such as because, such, since, for and so in expressing
agreements and disagreements on various parenting styles.

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 Agreements and Disagreements on Parenting Styles:

Agreement Partial Agreement Disagreement

Exactly That’s partly true but…. I don't agree with you
That’s true I see your point but… I totally disagree
You are absolutely right Well, you could be right What I object to is…
I’m with you It is not as simple as it seems However…
I feel the same I’m not sure about that That’s different.
I totally agree That seems obvious, but… No way!
I couldn't agree more! I accept what you’re saying but. That is not the same thing at all
You’re right. It is only partly true that. I’m sorry, but I disagree.
That’s a good point To some extent I agree with you but
That’s is not always the case Me too! It sounds interesting but
With all due respect, No doubt about it That’s true but…I beg to differ

M3 L3 While Task- Activity 1- Watch and Enhance your Understanding

Direction: Watch the video clip about agreement and disagreement on the various
parenting styles. https://youtu.be/8p-Ibi-P9lM

Motive Questions

1. What type of parenting style do you think is best for you?

2. Which of the 4 parenting styles do you agree with and disagree with?

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3. What are appropriate linkers you can use in expressing your agreement or
disagreement?
4. What do you think are their reasons for choosing to agree or disagree with a certain
parenting style?

M3 L3-While Task-Activity 2. Comprehension Questions About Video Clip-

Agreement and Disagreement On Various Parenting Styles
1. What are the main parenting styles discussed in relation to disagreements
between partners?
2. How can the partners handle disagreements about parenting styles
effectively?
3. Why is it important for parents to address disagreements about parenting
styles as highlighted in the video?
4. What strategies are recommended for parents to cope with parenting
differences and disagreements?
5. How can parents ensure a united front in parenting despite disagreements?

M3 L3-While Task-Activity 3. Read the article about when parents clash managing
differences in parenting style and prepare or plan a symposium about agreement and
disagreement regarding Parenting Styles
When parents clash managing differences in parenting style

Motive Questions
1. What insightful information did you learn from the article? In what way could help
decide which to favor or disagree?
2. What conclusion can you draw which will give you a clear understanding of what to
follow?
Comprehension Questions
M3- L3- While Task- Discussion 1

Steps on How to Plan a Well-Organized Symposium

If you want to plan a well-organized symposium, it is essential to draw up a plan. Follow

these necessary steps to learn how to organize a successful symposium.

1. Choose a Topic for the Symposium

Before organizing a symposium, it is crucial to decide on a topic. Your decision on a topic

will be based on an idea you are interested in, a subject many experts are interested in, or
a concept relevant to a trending issue.

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2. Make a Choice of a Symposium Name

When picking a name for your symposium, you need to be creative about it so that it will
pique the interest of the attendees. It should include the name of the subject of discussion.

3. Draw up a Budget

Part of organizing any event is making a financial plan. Drawing up a budget will enable
you to discover your funding needs. Your budget should include funding for travel, venue,
welfare, and general logistics.

4. Decide on Symposium Speakers

The speakers you will invite for the symposium should typically be experts in the topic you
have chosen. You can seek them out by researching experts in the subject matter; check
out what they have written on the said topic, their interviews, podcasts, or their social
media posts.

In addition, the budget you are working with will also determine your choice of speakers.
Choosing speakers within the region of the symposium venue may cost less because you
may not need to pay for their airfares or accommodation fees. You may only have to
include their transportation fees to the venue.

5. Pick a Date

Choose a date that will be convenient for the speakers. This date should also include a
deadline for symposium registration and abstract submission. This will help you organize
better by knowing the number of attendees you would cater to in the symposium.

6. Online Registration Option

Choose an online registration option for attendees to register. This medium will also
enable you to manage the registration process easily.

7. Search for Sponsors

When you can detect the funding needs of your symposium, you can then proceed to the
next stage by looking for sponsors. Ideas for sponsors can include stakeholders, brands,
or institutions that have a shared interest in the subject of discussion or can fulfill a
particular need in the symposium. For instance, you can contact a drink manufacturing
company to provide drinks for the event or a printing press to handle the printing needs of
the symposium.

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8. Delegate Duties among your organizers/Volunteers

For a well-organized symposium, you need to delegate duties among your fellow
organizers or volunteers. That way, everyone knows their individual duties and what is
expected of them.

9. Promote the Symposium

You need to promote and create awareness about the symposium, so it can reach your
target audience, and this can be done through TV advertisements, radio jingles, or
newspaper advertisements.

You can also create social media pages for your symposium and promote it on the pages.

10. Design a Program Agenda

It is crucial to design a program schedule and allocate a particular time duration to every
program on the agenda. For example, each speaker or panel discussion should be aware
of the duration of time they have to present their idea. The time should also be allocated
for various things like tea break, dinner, or questions from the audience during the
presentations.

Now that you know the essential steps involved in organizing a symposium, put them into
practice by planning and managing your symposium to make it a resounding success.

M3 L3- While Task- Activity 4. Prepare a symposium on a topic: Expressing

Agreement and Disagreement based on the article you have read.

Linkers, also known as connectors, transition words, or conjunctions, are essential in

academic writing to connect ideas, sentences, or paragraphs in a coherent and organized
manner. They help guide you through the text, indicating relationships between different
content parts. They are crucial in making the writing flow smoothly and improving its
readability. Linkers can show contrast, addition, cause and effect, comparison, sequence,
and other relationships between ideas.
Examples of linkers include "however," "in addition," "because," "although," "similarly," "on
the other hand," "therefore," "meanwhile," "in conclusion," and many more.

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These words and phrases help create a logical structure and allow the writer to express
complex ideas more effectively. To use linkers effectively, it is important to vary them and
avoid repetition
Note:The following links provide information and discussions about the use of
linkers. These are just additional sources for you to refer to when you want to clarify
something about the use of linkers.
Links to an external site.
. Linkers can be used within sentences as coordinating conjunctions or between
sentences and paragraphs as discourse markers
Links to an external site.

. When editing a written assignment, it is helpful to ask questions such as whether the start
of the paragraph gives the reader enough information about what the paragraph will be
about, whether the paragraph adds to or elaborates on a point made previously, and
whether the paragraph introduces a completely new point or a different viewpoint to before
Links to an external site.
. By using linkers appropriately, writers can create a cohesive and well-structured piece of
writing that is easy to follow and understand.
Examples
1. While authoritarian parenting emphasizes strict rules and obedience,
permissive parenting allows more freedom for children's decisions.
2. In contrast to authoritative parenting, which combines warmth with clear
boundaries, neglectful parenting lacks emotional support and structure.
3. Similarly to authoritarian parenting, authoritative parents establish rules;
however, they also encourage open communication as opposed to limiting it.
4. On the other hand, helicopter parenting involves excessive control, whereas
free-range parenting promotes independence despite potential risks.
5. Moreover, attachment parenting emphasizes emotional closeness and
responsiveness alongside child-led routines.
6. Compared to tiger parenting, which focuses on high expectations and
achievement, gentle parenting prioritizes empathy and understanding.
7. While some parents opt for gender-neutral parenting, others adhere to
traditional gender roles when raising their children.
8. Despite cultural variations in parenting approaches, a balance between
discipline and affection remains essential in fostering healthy child
development.
9. Consequently, the chosen parenting style significantly impacts a child's self-
esteem, behavior, and overall well-being.

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 10. In conclusion, understanding the various parenting styles and their effects can
guide caregivers in making informed decisions that cater to their children's
individual needs.
● Linkers- are words or phrases that connect one sentence or idea with another.They
are used to show the relationship between ideas,and to make your writing clearer
and concise.
There are many different types of linkers but some of the most common ones.
Addition: and,also.furthermore, moreover, in addition,besides
Contrast: but, yet, however, on the other hand,although,even though
Cause and Effect: because , therefore,consequently,as a result, hence, so.
Sequence: first, second, third, next, then, finally.
Condition: if, unless, provided that, supposing that
Time: when, while, before, after, since,as soon as
Emphasis: indeed, in fact, certainly, of course, without a doubt
Restatement: in other words, to put it another way, that is to say
Clarification, to sum up, in summary

M3 L3-Quiz :Linkers: Supply the necessary or appropriate linkers to complete the

sentence.
1. _____________ parenting, there is a great deal of diversity among families
2. Authoritative parenting emphasizes warmth and understanding, _____ it maintains clear
boundaries to guide children's behavior.
3. Permissive parenting grants children the freedom to make decisions, ____ it may lack
the structure necessary for their development.
4. Both parents play essential roles in a child's upbringing, _____ their collaboration
fosters a nurturing environment.
5. Parenting styles vary, ____ understanding each family's unique dynamics is crucial.
6. Single parents face distinct challenges, ______ they often demonstrate remarkable
resilience in raising their children.
7. Balancing work and family life can be demanding, ______ effective time management
helps maintain harmony.
8. Modern parenting confronts the influence of technology, ______ it also offers
opportunities for learning and connection.

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9. Moreover, fostering open communication within families _____ encouraging mutual
respect creates a foundation for healthy relationships.
10. Neither strict rules ______ permissiveness guarantees optimal child development; a
balanced approach is essential.
M3 L3- While Task-Discussion 2- Conjunctions and its Types
● A conjunction is a word that joins single words or groups of words. Conjunction
plays a vital role in the English language by connecting words, phrases, clauses, or
sentences to create coherent and structured communication. They are versatile
tools that help establish relationships between different elements within a sentence.
● Conjunctions are categorized into various types including coordinating conjunctions,
subordinating conjunctions, correlative conjunctions and conjunctive adverbs.
● Coordinating conjunctions: These conjunctions such as ‘’ánd’’ ‘’but’’ connect ideas
of equal importance within a sentence. They are often remembered as FANBOYS
or BAFNOSY. They can join words, phrases, or sentences and they are typically by
a comma when connecting two independent clauses.
● Subordinating Conjunctions: These conjunctions introduce dependent clauses and
establish a relationship of dependence between the dependent clause and the
independent clause. They indicate various relationships like time, cause and effect,
condition, and contrast.
● Correlative Conjunctions: These conjunctions work in pairs to link equivalent
sentence elements. Common examples: include ‘’either, or, ‘’neither…. nor’’, both’’
and ‘’not only, but also’’
● Conjunctive adverbs, like ‘’however,’’ ‘’therefore, ‘’ consequently,’’ and ‘’moreover,’’
connect independent clauses and show relationships such as contrast, cause and
effect, and sequence.

Examples:
1. Some parents adopt a permissive approach, allowing children to make their own
decisions, for they believe in nurturing self-expression.
2. Attachment parenting emphasizes close emotional bonds and responsiveness
to a child's needs, and it often involves practices like co-sleeping and
babywearing.
3. Neglectful parenting lacks emotional engagement, nor does it provide the
necessary structure for children's development.
4. Strict rules and expectations characterize authoritarian parenting, and it often
lacks warmth, but permissive parenting, on the other hand, allows for greater
freedom and flexibility.
5. Parents can choose between authoritarian, permissive, or authoritative
parenting styles, each with unique characteristics and outcomes.
6. Helicopter parenting involves constant monitoring and control over a child's
activities, yet free-range parenting encourages independence and exploration
with minimal intervention.

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 7. Authoritative parenting combines clear guidelines with emotional support, so
children develop independence and a strong connection.

Correlative Conjunctions are pairs of conjunctions that connect equal parts of a

sentence. They are one of the three types of conjunctions, along with coordinating and
subordinating conjunctions. Correlative conjunctions always come in pairs, linking words
or phrases that are the same part of speech or serve the same function within a sentence.
Examples of correlative conjunctions include "either/or," "neither/nor," "both/and," "as/so,"
and "whether/or".
Correlative conjunctions link parts of speech with equal importance to make more complex
sentences. They can show contrast, addition, cause and effect, comparison, sequence,
and other relationships between ideas. Correlative conjunctions are a useful tool for
writers to create more complex and interesting sentences, making the relationship
between words or groups of words a little clearer than coordinating conjunctions.
Correlative Conjunctions
Both…and; just as..so; not only…but also; Either …or; neither…nor ; whether…or

Examples:
1. Both parents play a crucial role in a child's upbringing, and their collaboration
helps create a well-rounded environment for growth.
2. Just as effective communication is vital within a family, so is understanding
each member's unique perspective.
3. Not only do parents provide emotional support, but they also serve as role
models for their children's behavior.
4. Either parents need to find a balance between work and family life, or their
relationships might suffer from neglect.
5. Neither excessive control nor total permissiveness is ideal for parenting, nor do
they foster healthy child development.
6. Whether parents choose a structured routine, a more flexible approach, or a
blend of both, their decisions should align with their family values.
7. Both siblings need to learn how to resolve conflicts amicably, and parents can
guide them in developing these valuable skills.
8. Not only should parents encourage academic achievements, but also they
should promote emotional intelligence and social skills.

Subordinating Conjunctions
Subordinating conjunctions are words or phrases that join an independent clause (a
complete sentence) with a dependent clause (a sentence fragment that cannot stand
alone as a complete sentence). These conjunctions introduce a subordinate clause, which

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adds more information to the main clause and shows the relationship between the two
clauses.
Subordinating conjunctions are essential for creating complex sentences and conveying
various relationships between ideas, such as cause and effect, contrast, time, condition,
and more. They help provide context and depth to writing by showing how different ideas
are connected.
Examples:
1. When the children arrived home from school, their parents were there to greet
them with warm smiles and snacks.
2. Although they had differing opinions on discipline, the parents found a middle
ground that worked for them.
3. Because they wanted to provide a stable environment, the family decided to
move to a quieter neighborhood.
4. While some parents opt for homeschooling, others prefer to enroll their children
in traditional schools for social interaction.
5. Since becoming a parent, he has developed a newfound appreciation for his
parents' sacrifices.
6. If the children finish their chores early, they can have extra time to play in the
park.
7. Unless you communicate openly with your teenagers, you might find it
challenging to understand their concerns.
8. After the family dinner, they gathered in the living room to watch a movie
together.
9. Whether it's a family vacation or a simple weekend outing, spending quality
time together is essential.
10. As long as the grandparents visit, they often share stories of their past,
connecting the younger generations with family history.

Conjunctive Adverbs
● A conjunctive adverb is used to clarify the relationship between clauses of equal
grammatical weight in the sentence. They are usually stronger, more precise,and
more formal than coordinating conjunctions. When a coordinating conjunction is
used between clauses, a comma precedes the coordinating conjunction. When a
conjunctive adverb is used between clauses, a semicolon precedes the conjunctive
adverb, and a comma follows it.
● A conjunctive adverb is a versatile part of speech that plays a crucial role in
connecting ideas within sentences and improving the flow of writing. It serves as a
bridge between independent clauses, helping to show relationships such as
addition, contrast, cause and effect, time sequence, and more.
● A conjunctive adverb is not as strong as coordinating conjunctions like ‘’and’’ or
‘’but’’ but they are essential for creating smooth transitions between clauses.

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Example:

I don’t mind bright green kitchen walls myself; still, shouldn’t we ask your mother?

Conjunctive Adverbs have many uses, as the following examples:

To replace and………………….also, besides, furthermore moreover

To replace but………………….however, nevertheless
To state a result……………….accordingly, consequently, then, therefore, thus
To state equality………………equally, likewise, similarly

M3 L3 While Task -Activity 5- Watching /Writing

Direction: Watch the video clip about' 'When Parents Disagree on Parenting Styles.
https://youtu.be/1mjOb-B41rY?t=62
When parents disagree on parenting styles - Dr. Ann-Louise Lockhart

Write a three paragraph essay about your reflections and observe the use of appropriate
linkers in presenting your reflections. Also, Listen to some experts about family functions
and engagements activities and their parenting styles.

1. Using linkers such as conjunctions and conjunctive adverbs will help you come up
with meaningful outputs.
2.Conjunctive adverbs are used as conjunctions to connect complete ideas.
3. They are often used as transitions, creating bridges between different ideas by showing
comparisons, contrasts, or results.

M3 L3 Reflection
What essential insights have you gained from the video clip?
1. What significant conclusion can you draw from the video?

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Sharing:
Please observe the use of linkers such as because, so, for, nor, yet, since, such when
you share your insights and learn about the video.
What do you think you made yourself advance in ways like knowing parenting styles for
your future married life? Also, learning the appropriate grammatical use in expressing your
agreement and disagreement on various parenting styles.

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 Lesson Four
Evaluating of One’s Hopes and Dreams Of
Planning to have Family

Welcome to Lesson 4 - another captivating lesson about evaluating one’s hopes and dreams
to have a family. Dreams and goals and hopes are incredibly important for your future
because they give you direction and purpose. They help you to focus on what you want to
achieve and give you motivation to work on your aspirations. Without these things, life can
feel aimless and unfulfilling.

At the end of the lesson, you will be able to

1. evaluate your hopes and dreams of planning to have a family using conjunctive
adverbs.
2. create a family sketch using conjunctive adverbs.

Hopes and Dreams of Having a Family

Family Mother father family siblings younger generation

family siblings offspring envisage illusion imagination

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 fantasy intention aspiration stargaze reverie
conjure up scheme endeavor yearning hankering
visualize direction objective design ambition

Direction: Choose one from the following post tasks which you think are easy for
you to do or answer.
M3-L4- Post Task 1- Viewing/Listening

Direction: Watch the video clip about quotations on living your hopes and dreams in all
aspects of life, particularly of having your own family.
TOP 50 LIVE YOUR DREAMS QUOTES
Motive Questions:

1. What are the following quotations that you think can complete your dreams and hopes
of having a family?
2. How helpful are these quotations in planning to have a successful family life in the
future?
3. After reading and choosing the right quotations, what are your realizations about these
beautiful quotes? Does it motivate you to use them in realizing your future dreams and
hopes of planning to have a successful family?

M3-L4- Grammar Review / Lecture Discussion 1 - Evaluating Hopes and Dreams of

Having a Family

Grammar Review on Conjunctive Adverbs

Conjunctive Adverbs
Conjunctive adverbs are transitional words or phrases that connect independent
clauses or sentences. They serve as a bridge between ideas, indicating various
relationships between those ideas, such as cause and effect, contrast, comparison,
sequence, and more. Conjunctive adverbs are used to improve the flow of writing, making
it more coherent and organized.

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 Unlike coordinating conjunctions (such as "and," "but," "or") that only connect similar
sentence elements, conjunctive adverbs can move around within a sentence and are often
followed by a comma when connecting independent clauses.

Examples:

1. The parents had contrasting views on discipline; however, they managed to find
common ground and established a consistent approach.
2. Attachment parenting emphasizes emotional connection; likewise, it promotes
secure bonds between parents and their children.
3. Some families prefer structured routines; meanwhile, others embrace a more
flexible approach to daily activities.
4. Authoritative parenting encourages open communication; consequently, children
often feel comfortable sharing their thoughts and concerns.
5. Tiger parenting emphasizes academic achievement; on the other hand, it can
sometimes lead to heightened stress and anxiety in children.
6. Free-range parenting encourages independence; still, parents need to strike a
balance to ensure safety and guidance.
7. Single-parent households face unique challenges; nonetheless, they can provide
strong emotional support and nurturing environments.
8. Balancing work and family responsibilities can be demanding; thus, time
management becomes essential for maintaining harmony.
9. Neglectful parenting lacks engagement and structure; as a result, children may
struggle with emotional development and self-esteem.
10. Gender-neutral parenting challenges traditional stereotypes; moreover, it fosters
a sense of equality and respect within the family.

Conjunctive Adverbs have many uses, as the following examples:

1. He had a strict upbringing; however, he chose to adopt a more lenient parenting
style with his own children.
2. Moreover, creating a nurturing environment at home can significantly influence a
child's emotional development.
3. Family outings are essential for bonding; likewise, spending quality time at home
fosters close relationships.
4. Parents' involvement in school activities is crucial; therefore, many schools
encourage regular parent-teacher interactions.
5. Some parents prefer structured routines; meanwhile, others believe in allowing
their children more freedom to explore.
6. Effective communication builds trust within families; consequently, children feel
comfortable sharing their thoughts and concerns.

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7. Furthermore, introducing diverse cultural experiences to children can broaden
their understanding of the world.
8. Balancing work and parenting can be challenging; still, many parents find ways
to excel in both areas.
9. Gender-neutral parenting challenges stereotypes; similarly, it encourages
children to embrace a broader range of interests and activities.
10. Neglectful parenting can have lasting effects on children's self-esteem; hence,
emotional engagement is essential for healthy development.

M3 L4 -Quiz: Linkers
Directions: Read the sentences carefully and choose the correct linker with
their corresponding letter.

1.Permissive parenting grants children the freedom to make decisions, ____it may
lack the structure necessary for their development.
a. for b. but c. so d. nor
2. Parenting styles vary____ understanding each family’s unique dynamics is
crucial.
a. therefore b.but c.so d. yet
3. ________Authoritative parenting encourages independence and open
communication, it establishes clear boundaries to guide children’s behavior
effectively.
a. Before b. Moreover c. However d. Therefore
4. __________ every parent has a different approach interacting and guiding their
children, parenting styles have been grouped into three, four,five, or more
psychological constructs.
a. Since b.Although c. After d.Hence
5.Fostering a nurturing environment is crucial,__________, it promotes
emotional development and resilience in children.
a. moreover b. additionally c.although d. when
6. Permissive parenting style prioritizes being a child’s friend rather than a
parent:_________rules and boundaries maybe lacking.
a. since b. moreover c.hence d. after

7. __________their cultural backgrounds differed, they found common ground

in their approach to discipline.
a. Although b.Because c.However d. When
8. __________ parents strike a balance between rules and freedom, their
children often grow into well-rounded individuals.

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 a. Nevertheless b.Consequently c. When d.Moreover

9. Parenting styles impact children’s behavior___________ choosing the right

approach requires careful consideration.
a. yet b. so c.and d.therefore
10. ________ parents cultivate two senses or respect within the family, it becomes
a foundation for healthy relationships
a. After b. When c. Hence d. While

M3 L4- Lecture /Discussion 2- Evaluating Hopes and Dreams of Having a Family

I. Find your Family's Purpose, Values, Vision, and Goals
A. Why should you find your family's purpose, values , vision, and goals?
1. Happy and successful families are created with intention. They just don't happen.
2. Families that are successful require time, patience, and planning.
3. Setting goals allow your family to discuss with each other what your dreams are
and help to identify family values.
4. Value is defined as the quality or worth of a thing. Family values are often
reinforced by our spiritual or religious beliefs and ideas passed down from
generation to generation.
5. Involving family members in decisions gives everyone a voice and allows for an
opportunity to work through, clarify and resolve issues.
6. Family goal setting benefit children by allowing them to achieve success by seeing
their goal from beginning to end; provides individual focus, direction, and
purpose; helps them to feel important and listened to, and your children will use the
values they learn to develop an inner compass.
7. Benefits to parents who set goals include less pleading and punishing and more
cooperation with their children; removes them from an ''us against them 'role
and places them in the 'all of us' together role; and provides a greater awareness
of what is going on in their children' lives.
II. Powerful Questions for Helping Families, Identify their Purpose, Values and
Vision
A. What is Our Family Purpose?
1. Toward what end does our family exist?

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 2. What does our family do for its members?
3. What do its members do for the family?
4. What contribution does our family make in the world?
B. What are our Family Values?
1. What are my top five family values?
2. What are my spouse's top five family values?
3. What are our family's to find family values?
4. What are the values I hope my children will carry with them into the future?
C. What is our Family Vision?
1. What does our family's success look like in 10....20 years?
2. What kind of adult do I want my child to be?
3. What kind of parent do I want my child to be?
4. How do I want my children to remember me?
5. What is my vision for myself as a parent?
6. What is my vision for my relationship with my children?
7. What is my vision for the example I'd like to set for my children?
8. What experiences would I like to provide for my children?
9. What are the skills and abilities I hope my children will have?
10. How do I hope my children will approach life and relationships?

M3-L4- Review of Academic Paragraph Structure

• To review, the structure of an academic paragraph consists of a

topic sentence, supporting sentences, and a concluding sentence:
• Topic sentence (states the topic and controlling idea)
• Main point sentence (presents one of the main points)
• Details (proves the main point sentence is true with lots of
information)
• Main point sentence (presents another main point)

• Main point sentence (presents another main point)

• Details (proves the main point sentence is true with lots

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of information)
• Concluding sentence (repeats the topic and provides a
summary of the main points; and possibly offers a
comment)

Sample Essay

Centro Escolar University (CEU) Manila campus, its features, programs, and publications.
The university is a private, non-sectarian institution located in San Miguel, Manila, with over
20,000 students. CEU Manila is known for its philosophy, "Ciencia y Virtud" (Science is
Virtue), and offers various undergraduate and graduate programs. The campus spans 3.8
hectares and has 14 buildings named after prominent figures in CEU's history. CEU Manila
boasts many facilities, including state-of-the-art biological and physical science laboratories,
food laboratories, case presentation and discussion rooms, a semi-Olympic sized swimming
pool, an over 700-seater auditorium, a fully equipped library, a dental infirmary, a music
room, and Nursing Arts Laboratories (NALs). The university offers various degree programs,
including Medical Technology, Nursing, Dentistry, Optometry, Accountancy, Information
Technology, Education, Political Science, Hospitality Management, Nutrition and Dietetics,
Musical Performance, Cosmetic Science, and Pharmacy. CEU Manila also has its own
publications, such as The Rose and the Leaf, the official yearbook, Ciencia y Virtud, which
contains news and updates, and different publications from different colleges like OPTO in
Focus by the School of Optometry and PHARMA News by the School of Pharmacy. The
university aims to provide students with opportunities to grow and learn to become
professionals.

M3 L4- Post Task 2. Write a five-paragraph essay about the discussion above about
evaluating hopes and dreams of having a family observing the format of an
Academic Paragraph Structure. Use the RUBRICS provided and observe the use of
conjunctive adverbs.

RUBRICS

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M3-L4 - Lecture /Discussion 3- How to Conduct a Research
Basic Steps in the Process of Research
1. Identify and develop your topic
2. Do a preliminary search for information about the topic you are going to write about.
3. Find or look for materials which are available for you to use.
4. Evaluate your sources and make sure they are updated.
5. Make notes
6. Write your paper.

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M3 L4- Post Task 3
Survey and Descriptive Research about 21st Filipino Families and Parenting Styles: Its
Implication Towards the Academic and Social Life of their Children. Use modifiers and
conjunctive adverbs.

M3 L4- Post Task 4- Transferring text into Illustration/Drawing

1.Transfering text into illustration- Awit ng Anak sa Magulang
Awit ng Anak sa Magulang

M3-L4- Post Task 5- Prepare a script about the 5 Parenting Styles. Observe the
use of conjunctive adverbs.
M3 L4- Create your story concept. The first step is to create your story concept….
1. Brainstorm specific ideas…
2. Conduct background research…
3. Develop the characters…
4. Create an Outline…
5. Write a first draft…
6. Revise your draft…
7. Follow all technical guidelines

M3-L4- Post Task 6- Make a news story about the different parenting styles.
Observe the use of conjunctive adverbs.
M3-L4- Discussion-Lecture 3-How to Write A News Story.
How to Write A News Story
1. Choose a recent, Newsworthy Event or Topic.
2. Conduct Timely, In-Person Interviews with Witnesses
3. Establish the 6 Journalistic questions:5Ws and 1H.
4. Construct your Piece.
5. Insert Quotations
6. Research Additional Facts and Figures

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 7. Read your Article out Loud before Publication.

M3- L4- Post Task 7-Write a biographical essay about your mother and observe the
use of modifiers.
M3-L4- Lecture Discussion 4- How to Write an Essay
The Five simple Steps in Writing an Essay
Step 1: Building a foundation- focuses on the importance of a five paragraph essay
and touches on the basic essay structure to build foundation Knowledge.
Step 2: Pre-writing focuses on essay planning, picking a topic,identifying target audience,
brainstorming, research, writing an effective thesis statement and outlining with graphic
organizers.
Step 3: Drafting- focuses on writing the three main parts of a five-paragraph essay (
introduction, body paragraphs and conclusion.
Step4: Polish and Shine:-focuses on revising, editing, and proofreading.
Step 5: Going Above and Beyond-focuses on introducing four different essay types (
expository,descriptive,narrative, and persuasive).
How to Write a Biographical ESSAY
1. Get permission. Once you have chosen the subject of the biography seek
permission to write about their life. While in some cases it may not be necessary like
if the subject is a public figure or deceased), getting permission will make the
research portion of your writing process much easier. If the subject is willing to be
biographies, they may provide significant details about their own story up front that
will help make your writing about them more compelling.
2. Do your research.
Regardless of how much you know about your subject, an extensive amount of
research is necessary to paint a thorough picture of this person. If they are historical
figures, include information about the time period they lived in and how it affected the
way they lived their life.Primary sources are first hand accounts of your subjects’ life
and tend to be the most reliable sources.These include journal entries,
emails,interviews,or memoirs. Secondary sources like magazines or documentaries.
3. Form your Thesis
Your first paragraph or chapter should inform the reader what they will learn
about this person from this biography. A thesis makes a declaration about the
biography which the rest of the biography will provide relevant information to support.
4. Make a timeline. A biography usually structures the main points of a person’s life
in chronological order.

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 5. Use Flashbacks.While writing the text of your biography, you may want to
intercut between an experience from your subject’s adult life and one from their
high school days.Using flashbacks allows the author to introduce relevant past
information.
6. Include your Thoughts. A biography isn’t just a transaction of facts. A
biographer can share their own feelings and opinions on their subject's life.

1. Use conjunctive adverbs in expanding or combining your ideas in your composition

which will make you become confident by evaluating your dreams and hopes in planning
your own family.
2.Use a conjunctive adverb at the start of a sentence to provide transition from one idea
to the next.
3.If you want a really smooth transition, precede your conjunctive adverb with a semicolon.
4. Don’t precede your conjunctive adverb with a comma.

1. What is the significance of your research in building hopes and dreams of

having a family?
________________________________________________________________.
2. In what way your research can help your plans of realizing your dreams and
hopes of planning to have a successful family?
________________________________________________________________
________________________________________________________________.

SHARING:
Share your reflections on how your research helps you materialize your dreams and
hopes of having a successful family in the future by using apparently, evidently,
consequently, precisely and therefore in your sentences.

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 _________________________________________________________________
_________________________________________________________________
________________________________________________________________.

Evaluate how far you have become experts in your dreams and hopes of planning to
have a family?
_________________________________________________________________
_________________________________________________________________
________________________________________________________________.

Circle the object of your answer. My overall experience in this module has been

uninteresting; O.K.; very good; great

ANSWERS TO MODULE 3 ACTIVITIES

MODULE 3- LESSON 1
M3-LESSON 1- PRE-TASK- LISTENING/MOTIVE QUESTIONS
POSSIBLE ANSWERS:
1.The most important members of the family are the parents. They are responsible for the
care, education, and well- being of their children. This is not to say that children are not
important, but rather that the parent-child relationship should be balanced with the husband
and wife relationship with both being given equal importance.
2. The modifiers which best describe the mother in the song “ A Mother’s Love”are loving,
compassionate,endearing,kind,protective, strong, extraordinary, intuitive,caring, and
mindful. These adjectives highlight the positive qualities of a mother, such as her love,
compassion, and ability to care for and protect her children.
M3-LESSON 1-Activity 2- Character Analysis
1. The mother

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 2. The lyrics applaud the role of a mother as a guide, protector, and caregiver. She
provides support, guidance, and comfort to her children, watching over them during
their sleep and offering comfort when they cry. The mother’s love and care are
essential to the well-being and development of her children, and her actions
demonstrate her commitment to their needs. The song highlights the importance of a
mother’s role in shaping the lives of her children and the enduring love and devotions
she has for them.
3. The song highlights the immense love and devotion that a mother has for her
child.The lyrics describe the mother as a guide, protector,and caregiver, always
present and watching over her child.It reinforces the high regard and appreciation for
the mother’s love.
4. These modifiers convey the mother’s role as a guide, protector,and caregiver,
highlighting her love and devotion to her child.
5. These sacrifices highlight the mother’s role as a protector, caregiver and source of
comfort for her child.
6. My mother is incomparable, endearing, loving and caring.
7. The Filipino cultural traits reflected in the song include the importance of a family,
respect for elders, and the roles of mothers as nurturing and supportive figures. The
song reflects the cultural values placed on family and the close-knit relationships that
are common in Filipino families.
8. The theme of the song is ‘’The profound love, guidance, and sacrifices of a mother
for her child.
M3 Lesson 1- Comprehension- “A Mother’s Love”
Possible Answers:
1. The theme of the song is Mother’s Love which is a universal and timeless theme.
2. Gena Hill conveys a message of appreciation towards mother in her song A Mother’s
Love by creating a heartfelt and catchy time that highlights the importance of mother’s
love. The song is a beautiful way to express love and appreciation towards mothers
and it is a message that resonates with many people.
3. The song “A Mother’s Love” by Gena Hill evokes a range of emotions in listeners
regarding the relationship between a mother and her child. The lyrics express
gratitude, appreciation, and love towards mothers highlighting their importance in our
lives.The song is beautiful and teaching tribute to the enduring bond between a
mother and her child.
4. The specific lyrics that stand out as particularly touching or meaningful in relation to
motherhood in the song ‘’A Mother’s Love”. The lyrics encapsulate the essence of
the deep and unconditional love that a mother provides. This line resonates with the
profound bond between a mother and her child emphasizing the unique and
irreplaceable role that a mother plays in nurturing, supporting, and shaping her child’s
life.
5. The music and melody in the song ‘’A Mother’s Love” complement the lyrics in
expressing the sentiment of a mother’s love by creating an emotional heartfelt
atmosphere. The gentle melody and soothing music enhance warmth, tenderness,
and gratitude. The music and melody work harmoniously with the lyrics to convey the
profound and enduring bond between the mother and the child.

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 6. There was no explicit information where Gena Hill shared her experience, however,
the song is described as a tribute to motherhood and a way to express gratitude
towards mothers, particularly on special occasions with mothers, sisters, aunts and
other members of the family members to show appreciation and love towards
mothers.
7. The audience responds positively to the song. It has received positive comments on
social media, with listeners praising its emotional impact and expressing their love for
the song.
8. The song, ‘’A Mother’s Love” is unique in its emotional input due to its focus on the
profound and enduring bond between a mother and her child.
9. The song towards them is also highlighted in news articles explaining the importance
of caring for others all year round.
10. A ‘’Mother’s Love”contributes to the broader cultural celebrations of motherhood
through music by highlighting the profound and enduring bond between a mother and
child.
M3 Lesson I- Multiple Choice - A Mother’s Love
1. B
2. B
3. A
4. B
5. A
M3 L1-Activity 3-Comprehension Questions-Possible answers:
1. Authoritative parents use a balanced approach of setting clear expectations while
being supportive and nurturing. They communicate openly with their children and
provide reasons for rules. Potential outcomes include children who are independent,
self-disciplined ,and socially competent.
2. Authoritarian parents are strict, use punishment as a means of control, and prioritize
obedience over warmth and communication. This can lead to children with lower self-
esteem, indulgence issues, and challenges in social skills.
3. Permissive parents are lenient, have few demands, and avoid confrontation, while
this can lead to warm relationships, children may lack self-discipline and struggle with
boundaries, imparting their development negatively.
4. Uninvolved parents are disengaged, neglectful, and provide little emotional support
or guidance. Children raised in such environments may experience emotional and
behavioral issues due to lack of parental involvement.
5. Yes, parents parenting style can evolve based on experiences, knowledge and
circumstances. Changes in parenting style can positively or negatively impact a
child's development depending on the nature of change.
6. Parents can assess their parenting style by reflecting on their behavior, seeking
feedback, and understanding the impact on their children.Making changes involves
self-awareness, education and seeking support if needed.
7. Cultural context influences parenting beliefs, practices, and values, shaping
parenting styles. It can impact children’s development by influencing expectations,
norms, and communication patterns with the family.

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 8. Balancing structure and warmth involves setting clear boundaries with empathy,
using positive discipline techniques, fostering open communication, and showing love
and support consistently.
9. Challenges may include consistency, managing emotions, and adaptability to
different situations. Parents can overcome these challenges by seeking guidance,
practicing self-regulation and focusing on building positive parent child relationships.
10. Parents can adapt their parenting style by considering their child’s age, temperament,
and developmental stage.Being responsive, flexible, and understanding individual
differences can help tailor parenting approaches effectively.

M3 L1- Grammar Quiz: Adverb or Adjectives

1. Adverb
2. Adverb
3. Adverb
4. Adverb
5. Adverb
6. Adjective
7. Adjective
8. Adjective
9. Adjective
10. Adverb

M3 Activity 3: Video clip about Family and Parenting Styles

Multiple Choice:
1.D 2.D 3.C 4.C 5C
M3 L1-OPTION 3 FIVE PARENTING STYLES
Possible answers:
1. Authoritative: This parenting style is considered lenient , with higher family satisfaction,
lower stress, better couple and family communication, better conflict resolution,fewer
problem behaviors per child and greater confidence in parenting.
2. Uninvolved: Parents with this style are generally not present in their child’s life, leading
to a lack of trust, insecurity, and difficulty forming healthy relationships.
3. Permissive: Parents are loving and receptive but undemanding, often resulting in children
who lack self-discipline, self-control,and the ability to follow rules.
4.Authoritarian: They are strict parents and are demanding and responsive., setting clear
rules and expectations for their children. However, they may struggle with being overly
controlling or rigid.

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5. Over involved Parents are highly involved in every aspect of their child’s life, often
removing obstacles and micromanaging. This can lead to children who lack perseverance
and struggle with solving difficult problems.

M3-L1 Activity 4- Bold the prepositional phrase and Identify the word it modifies:
Answers:
Prepositional phrase Word modified
1. in the nurturing embrace of a close-knit family- children
2. for children lifelong resilience and self-confidence lays
3. within a loving and inclusive familial environment youngsters
4. between parents and their offspring fosters
5. with the responsibilities of parenthood demands
6. of raising their children challenges
7. in a nurturing manner approached
8. through open communication maintain
9. active parenting role career
10. amidst the chaos of daily life moments

M3- L1 Activity 5- Motive Questions: On 5 Parenting Styles and Its Effect on Life:
Possible answers:
1. The five parenting styles are: authoritative, authoritarian, uninvolved. over
involved and permissive.
2. In my family, I observe parenting styles that can be described as authoritative.
Our parenting approach is characterized by a healthy balance of
demandingness and responsiveness. We strive to set clear rules and
expectations for our children while also being loving,supportive to their
needs.This style fosters higher family satisfaction, lower stress, and better
communication.
3. If I were to choose a parenting style aside from the balanced style observed
in my family, I would lean towards an authoritative approach.This parenting
style is characterized by high standards and guidance coupled with warmth
and responsiveness. Authoritative parents are known for engaging in open
communication, allowing children to express their opinion, and providing
explanations for rules. This style focuses on discipline as guidance rather than
strict control, fostering a nurturing environment when children feel , hear and
value.
4. The modifiers used for each parenting style:
Authoritarian: strict discipline style,little negotiation, common punishment,one
way communication,less nurturing,high expectations with limited flexibility.

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 Permissive: limited rules, children decide for themselves, warm and
nurturing, minimal expectations or not set.
Uninvolved: no particular discipline style, limited communication, little
nurturing, few or no expectations of children.
Authoritative: Reasonable and nurturing, high and clear expectations, self-
discipline, clear disciplinary rules, frequent and appropriate communication,
nurturing, clearly stated expectations with children having input into goals.
5. The significant conclusion drawn from the 5 parenting styles is that the
balanced or authoritative parenting style, which emphasizes a healthy balance
of demandingness and responsiveness, tends to lead to the healthiest
relationships within families.
M3 L1- Activity 6. Family Structure
Motive Questions; Possible answers:
1. The family structure I observe in my family is a nuclear family. A nuclear family is a
small family that consists of a married couple and their biological or adopted children.
This structure is commonly seen in modern western societies and is characterized by
a close-knit and supportive dynamic. In my family,my parents are married, and we
have a strong bond, which is a key aspect of a nuclear family.
2. Comparing the family structure in my family,with other family structures, my family is
a nuclear family. This structure is characterized by a married couple and their
biological and their adopted children. Regardless of family structure, keeping a
consistent , loving, caring, and patient parenting style is crucial for the emotional
being of children.
3. The family structure has an impact on the well- being of parents and children, but the
effect on the well -being of the parents and the children. The cumulative instability in
family structure is associated with lower quality parenting and certain types of
instability are less harmful than others.. Children living with single mothers do not
appear to gain from the stability of that family form. The idea of family complexity is
not new, and it is recognized as a source of difficulty for children, parents, and
stepparents alike. Although having a child in a new partnership was thought to
strengthen relations in stepfamilies, it appears that the added complexity is more
harmful than any relationship gain.
M3 L1- Types of Parenting Style
Multiple Choice: 1-4
1. A 2.C 3A 4.C

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M3 L1 -Quiz on adjectives modifying Noun and Pronouns
1.authoritative 6. nurturing
2.free-range 7. emphatic
3. gentle 8. beloved
4. uninvolved 9. gentle
5. attachment 10. Joyful

M3 L1 Quiz that precedes nouns, has limited placement, provides opinion and judgments.
1. supportive 6. special
2. unconventional 7. challenging
3. frustrated 8. insightful
4. friendly 9. lively
5. critical 10. inadequate

MODULE 3 -LESSON 2 - WHILE TASK ACTIVITY 1

Motive Questions- Video clips about hopes and plans for their children.
1.Parents hope that their children grow up to be people with integrity, realize their potential
, have a strong family. deep faith and fulfill a purpose.
Parents aspire for their children to be self-evolving learners, flexible and adaptable seek
meaning and purpose and joy in their worth, and develop creative thinking, critical
thinking, problem solving skills, character development, social emotional learning, and
intrinsic motivation.
Parents want their children to be happy, healthy, surrounded by people who see their
worth, and contribute to changing the world. Parents hope that the next generation of
children feel a sense of purpose, belongings accomplishment and reverence for the things
they build and create.
2. Parents express their hopes and plans by sharing profound thoughts about their child
and education in the world today. Parents describe their hopes and dreams in detail
covering various aspects of their children’s lives such as personal growth, relationships
career and contribution to society.
3. Parents use modifiers like: happy, healthy, successful, kind, loving, confident, creative,
curious, compassionate, wise, strong, thoughtful, resourceful, adaptable, respectful,
responsible, independent, empathetic, grateful, humble, authentic, joyful and peaceful.

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4.I would describe my family as a loving,supportive, and nurturing environment where
each member is encouraged to grow and develop their unique talents and potential. We
will prioritize open and honest communication, mutual respect, and shared experiences,
fostering a strong sense of belonging and connection.
5.Parents share a common desire for their children to be happy, healthy, and successful in
various aspects of their lives. Parents want their children to develop strong character,
social emotional learning, and critical thinking skills. Parents hope their children to
contribute positively to society and make a difference in the world. Parents emphasize the
importance of education, both academic and life skills, in preparing their children for the
future.
M3 -LESSON 2- While Task- Activity 2: Articles About Parent’s Hopes and Expectations
for Children’s Future Occupation by S. Irvings 2023.
Motive Questions:
1. Parents’ hopes and expectation for children’s future occupations provides insights
into the aspirations and concerns of parents regarding their children’s future careers.
Parents generally hope their children to have successful and fulfilling career that
align with passions and interests. However, they often have expectations for their
children to pursue established careers that provide stability and societal respect.
2. The article provides a valuable insights into planning for a family’s future, including
financial planning, creating memories, and being a good role model for children. Parents
should strive to create great memories with their family, aim to create the kinds of
memories that stand out and provide happiness, and the best for their family. Additionally,
parents have hopes and expectations for their children’s future occupation, such as
pursuing established careers that provide stability and social respect, and having a
successful career that aligns with their passion and interests.
M3- LESSON 2- While Task- Activity 3: Comprehension questions on ‘’Parenting Style-A
Evidence- Based, Cross Cultural Guide.
1.The four basic parenting styles according to Diana Baumrind are: authoritarian,
authoritative, permissive and uninvolved.
2.Authoritative parents are warm, nurturing and responsive. Children can seek autonomy
and independence. Rules are discussed and allow children to give and take discussions.
This type of parenting results in better outcomes with higher self-esteem and better
emotional control. On the other hand, authoritarian parenting discourages independence
and does not involve children in decision making. They only allow one-way
communication. They rely on threats, coercion, guilt and punishment.
3.Parenting style has a profound influence on child’s development, affecting social
competence, academic performance, psychological well -being and problem behaviors.

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Authoritative parenting is often linked to positive outcomes across these domains while
authoritarian, permissive, and uninvolved parenting styles can have varying negative
impacts on children’s overall development.
4.Cultural influences parenting style by shaping the beliefs, values, and norms that guide
parents ’behavior and interactions with their children.Different cultural background, and
social norms can influence the effectiveness of parenting styles on adolescents mental
health and academic outcomes. Cultural values, such as individualism and collectivism
can shape people’s values and beliefs.
5. The potential consequences of parent-child relationships that do not adapt to a child’s
developmental changes can include the following: emotional issues,behavioral problems,
educational challenges, parenting difficulties, attachment issues, social adjustment
problems and risk of mental health issues. Adapting to a child’s developmental changes is
crucial for fostering a healthy-parent child relationship and supporting the child’s overall
being, social adjustment, academic success and emotional stability.
M3- LESSON 2 - WHILE TASKS- QUIZ ON COLLOCATIONS
1.C 6. C
2.D 7.C
3.B 8.B
4.C 9.A
5.C 10. A
M3 -LESSON 2- WHILE TASK- QUIZ ON 7 TYPES OF ADJECTIVES
1. Interrogative adjective
2. Demonstrative adjective
3. Comparative adjective
4. Superlative adjective
5. Predicate Adjective
6. Possessive adjective
7. Proper adjective

M3 L3- QUIZ ON LINKERS

Answers:
1. with regard to 6. but
2. and 7.but
3. but 8.which
4. and 9.is
5. and 10.nor

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M3 L3 - Comprehensive Questions: Video Clip- Agreements and Disagreements About
Various Parenting Styles
Possible Answers:
1. The three main parenting styles discussed are authoritarian, authoritative and
permissive.
2. Partners handle disagreements by communicating respectfully, understanding each
other’s perspectives and making towards compromises that align with their
parenting goals.
3. Addressing disagreement about parenting style is crucial to prevent fractures in the
relationship, promote healthy discussion about values, and provide a stable and
secure environment for children.
4. The strategies include validating each other’s feelings, keeping an open mind,
seeking compromise, and working with a therapist if needed to improve
communication and understanding.
5. Parents can ensure a united front by discussing disagreements privately,
supporting each other’s decision in front of the children, and modelling positive
conflict resolution behaviors to create a stable and secure environment for their
children.

MODULE 3- LESSON 4
M3 L4 -QUIZ ON LINKERS:
1. B 6.C
2. A 7.A
3. C 8. C
4. A 9.D
5. B 10.B

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https://www.parentingforbrain.com/4-baumrind-parentingstyles/https://youtu.
be84f2mNSaESQ.

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Choosing Theraphy.( 2022 August 9) The 4 Types of Parenting Styles & their Effects
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Daniel Storage,Ph.D.( 2019 December 27) Parenting Styles and their Effects on
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Ferguson, Elizabeth (2014-2024) Linking Words for IELTS Writing Tasks
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Garey, Juiliann (2023 October 30) Conflict over Parenting styles
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Ginger Software( n.d) Grammar Rules: Conjunctions, Ginger Software.
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Good therapy.Org Staff(2018 June16) When Parents Clash: Managing Differences
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Google LLC (2024) NFL Sunday Ticket [Video] Youtu.be

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Hector, An (2010 January 8) And What are your Hopes and Dreams? for your Family..
for Yourself.
https://www.kiva.org/blog-and-what-are-your-hopes-and-dreams-for-your-family
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Lockhart, Ann Louis (2021 January 14) When Parents Disagree on Parenting Style
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Macobby, E. Marin John-Baumrind( 2024 February 3) Four Types of Parenting
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Page 184
 Good health and fitness are some of the fundamental needs to live a happier life.
Despite the progressive shift of the modern age, our physical and mental needs remain to
be the center point of all modern advancements in technology. Whether it's a new trend in
medicine, sports, an active lifestyle, or even food, human beings resort to different
knowledge, methods, and tools to preserve their health.
In this module, you’ll get to know trivial information about sports, health, and fitness,
as well as the essential language skills for writing and communication. Different game-
changing facts are being discovered every day about these topics, so one must learn to
share insights, reactions, opinions, and speculations in related areas of conversation. This
will enable you to gain meaningful information and have productive discussions with various
members of the sports or fitness communities.
Supported by a vast array of reading texts, videos, and activities in this module, you
will also acquire skills in expressing your opinions or insights effectively by using
grammatical aids such as basic modals, modals of deduction and speculation, and linkers.
An exciting and informative journey awaits you in this module.
Do your best!

By the end of this module, you will be able to

1. express reactions to health and fitness articles;

2. state your opinions on health and fitness articles;
3. participate in agreements and disagreements on certain health and fitness practices;
and
4. speculate based on reading articles about health and fitness.

Pre-Task: Let's Get Started!

Answer the following reflective guide questions below. Share your answer with the class
once you’re done.

Page 185
Page 186
 Lesson One
Understanding Health and Fitness

In this lesson, you will learn how to

1. engage enthusiastically in an active lifestyle;

2. express opinions about health and fitness topics;
3. communicate ideas using new vocabulary words in real-life scenarios.

Identify the meaning of the underlined vocabulary words by taking hints from the
context clues given. Write the letter of the correct answer on the space provided.
_________ 1. Marathon runners trained diligently to build endurance by gradually
increasing their mileage to prepare for the race. (2 pts)
a. The chemical processes occurring within a living organism to maintain life,
including converting food to energy.
b. Relating to or denoting exercise that improves or is intended to improve the
efficiency of the body's cardiovascular system in absorbing and transporting
oxygen.
c. The ability to sustain prolonged physical or mental effort.
d. A prescribed course of medical treatment, diet, or exercise for the promotion
or restoration of health.
e. The action of returning something to a former owner, place, or condition.

_________ 2. After a challenging workout, the athlete relied on restorative practices like
foam rolling and gentle stretching to alleviate muscle soreness and promote recovery. (2
pts)
a. The chemical processes occurring within a living organism to maintain life,
including converting food to energy.

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 b. Relating to or denoting exercise that improves or is intended to improve the
efficiency of the body's cardiovascular system in absorbing and transporting
oxygen.
c. The ability to sustain prolonged physical or mental effort.
d. A prescribed course of medical treatment, diet, or exercise for the promotion
or restoration of health.
e. The action of returning something to a former owner, place, or condition.

_________ 3. Following a strict exercise regimen, he managed to improve his

cardiovascular health and overall fitness level significantly.(2 pts)
a. The chemical processes occurring within a living organism to maintain life,
including converting food to energy.
b. Relating to or denoting exercise that improves or is intended to improve the
efficiency of the body's cardiovascular system in absorbing and transporting
oxygen.
c. The ability to sustain prolonged physical or mental effort.
d. A prescribed course of medical treatment, diet, or exercise for the promotion
or restoration of health.
e. The action of returning something to a former owner, place, or condition.

_________ 4. The doctor recommended aerobic exercises like jogging and swimming to
improve cardiovascular health and lower blood pressure. (2 pts)
a. The chemical processes occurring within a living organism to maintain life,
including converting food to energy.
b. Relating to or denoting exercise that improves or is intended to improve the
efficiency of the body's cardiovascular system in absorbing and transporting
oxygen.
c. The ability to sustain prolonged physical or mental effort.
d. A prescribed course of medical treatment, diet, or exercise for the promotion
or restoration of health.

_________ 5. Despite her healthy eating habits, her slow metabolism made it difficult for
her to lose weight. (2 pts)
a. The chemical processes occurring within a living organism to maintain life,
including converting food to energy.
b. Relating to or denoting exercise that improves or is intended to improve the
efficiency of the body's cardiovascular system in absorbing and transporting
oxygen.
c. The ability to sustain prolonged physical or mental effort.
d. A prescribed course of medical treatment, diet, or exercise for the promotion
or restoration of health.
PRONUNCIATION ACTIVITY:
Create sentences using the following vocabulary words presented in the previous
activity. Pick one and share it with the class afterward. Once you are done, call a classmate
and pick a word from the list. The student will share a sentence that he or she made using

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that word and call another student. This process will keep repeating until everyone in the
class shares their respective sentences.
1. Endurance: ____________________________________________________________
2. Metabolism: ___________________________________________________________
3. Aerobic: _______________________________________________________________
4. Regimen:______________________________________________________________
5. Restorative: ____________________________________________________________

READING AUTHENTIC TEXT:

Boost Your Mental and Emotional Health Through Exercise
BY: Ryan Morrondoz
Exercise has always been long-considered as an effective way of maintaining good
physical health. Many studies have proven that exercising improves our heart condition,
lowers cholesterol levels, activates muscles, and a lot more. People who regularly exercise
admit that it gives them a satisfying sense of well-being, motivation, and energy. But the
benefits of exercise are not limited to the body. There have been many pieces of research
that support the positive impact of exercise on our mental and emotional health. According
to Karmel Choi, a clinical and research fellow at Harvard T.H. Chan School of Public Health,
she stated that engaging in physical activity a day helps reduce the risk of suffering from
major depression by 26%. Choi found that body movement, regardless of whether it’s a 15-
minute run or a lower-intensity exercise like walking or doing house chores, can help keep
mental health concerns at bay. People who exercise are often seen as happier, satisfied, or
have a positive outlook on life.
Endocannabinoids are biochemical substances similar to cannabis but naturally
produced by the body. Dr. David Linden, a professor of neuroscience at the Johns Hopkins
University School of Medicine, affirms that exercising increases the levels of
Endocannabinoids in the body. These neuromodulators promote short-term psychoactive
effects such as reduced anxiety and feelings of calm. Aside from endocannabinoids, high-
intensity exercises like running help the body release hormones called Endorphins. Often
known by its cultural references as “happy hormones” or “runner’s high”, Endorphins aid in
discharging pain, and lessening emotional stress which often leads to a greater sense of
well-being. These hormones are short-lasting, deeply euphoric states caused by exercising.
Dr. Linden also mentioned that regular cardiovascular exercise produces new brain cells
through a process called neurogenesis. This phenomenon often leads to much-improved
brain performance and helps prevent the decline in cognitive functions. He also believes
that exercise’s antidepressant effect strengthens the brain’s response to emotional stress.
With countless other studies that support the enormous benefits brought by exercise,
it only proves that it should not be seen as an option but a priority in boosting one’s mental
and emotional health. You don’t have to run a marathon, participate in crossfit challenges,
or weight lift in the gym just to call your activity an effective form of exercise. Regular
movements or physical activity, no matter how small or simple, will help your body to be
physically, mentally, and emotionally healthy.
Amidst these benefits, it's essential to incorporate different forms of exercise into
your regimen to improve endurance and overall fitness levels. Including aerobic activities

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such as jogging, swimming, or cycling in your routine can enhance cardiovascular health
and metabolism. Additionally, integrating restorative practices like yoga or meditation can
promote relaxation and reduce stress, ensuring a balanced approach to physical and mental
well-being.

READING COMPREHENSION QUESTIONS:

Based on the given reading text, test your comprehension by answering the
following questions.
Test your reading comprehension skills by answering the following questions.
1. What happens to the body when the level of Endocannabinoids increases?
a. It helps prevent the decline of the cognitive functions of our brain.
b. It discharges pain and lessens emotional stress.
c. It gives short-term psychoactive effects such as reduced anxiety and
feelings of calm.
d. It provides more energy for additional physical workouts.
2. Which of the following is NOT an ideal benefit of exercising daily?
a. Exercising strengthens our brain’s response to emotional stress.
b. Exercising exhibits our perfect physical condition and attributes.
c. Exercising promotes a greater sense of well-being.
d. Exercising improves our muscle activation and cardiovascular
conditions.
3. Why are Endorphins called “happy hormones”?
a. It’s a natural hormone with biochemical substances similar to cannabis.
b. Endorphins cause a much-improved brain performance.
c. It’s a cultural reference derived from the running community.
d. These hormones create a short-lasting, deeply euphoric state in the
body
4. Which of the following can be considered a low-intensity physical activity?
a. Running for at least 45 minutes
b. Lifting heavy weights at the gym for 1-2 hours
c. Walking for 20 minutes
d. Doing a simple meditation for 30 minutes
5. What is the consensus among people who exercise daily?
a. They are happier, satisfied, or have positive outlooks in life.
b. They only exercise to avoid having serious ailments.
c. They treat exercise as a last option to improve physical condition.
d. They see crossfit, marathons, and weight lifting as the best forms of
exercise.

Lesson 1 - Grammar Focus - Expressing Opinions Using Modals

GEC Module 4 L1 Expressing Opinions

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 EXPRESSING OPINIONS
Expressing opinions requires certain words and phrases in establishing our
thoughts and ideas logically and explicitly. Most often than not, stating opinions involves
the use of modals. These are verbs that express ideas, thoughts, or possibilities.
Here are some of the useful word expressions that state opinions:
Can Will

Could Would

What’s the difference between “could” and “will”?

The modal “could” is used to express a scenario that has a low possibility of
happening. On the other hand, the modal “will” is used to indicate that a scenario is
100% bound to happen.
Example # 1:
Exercising could improve my sense of well-being, motivation, and physical
energy.
- In this example, it is expressed that there is a small chance of
obtaining the indicated benefits from exercising.
Exercising will improve my sense of well-being, motivation, and physical energy.
- In this example, all the benefits brought by exercising are going to
happen.
What’s the difference between “could” and “would”?
Both modals are used to express possibility. The contrast lies in the likelihood
of the actual action happening. The modal “could” is used to say that an action or
situation has a higher chance (but not assured) of happening. The modal “would” is
used for a possible or imagined situation, but with the notion that the possible
situation may not happen.
Example # 2:
Exercising could make people happier, satisfied, or have a positive outlook on life.
- This sentence indicates that exercising has a good chance of
making someone achieve positive benefits.
Yanyan would exercise this coming Friday.
- This sentence implies that there is a possible situation that Yanyan
wants to exercise on Friday, but maybe it’s not actually possible. He
might be thinking about doing the exercise but under favorable
conditions.
When should you use the modal “can”?
The modal can is used to express an ability or an informal request. It
also suggests a belief or knowledge that is certain or true.
Example # 3:
Physical activities can help reduce the risk of major depression by 26%.
Endocannabinoids can promote short-term psychoactive effects such as reduced
anxiety and feelings of calm.
- In the first sentence, it was expressed that the risk of depression
can be reduced by engaging in physical activities. The second

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 sentence enforces the fact that Endocannabinoids have beneficial
effects on the mind.
All these modals can be used in different situations. How you express your opinion
depends highly on your intended context and expression.
GRAMMAR ACTIVITY:
Select your best answer for each of the questions below.

1. What modal should you use if you are certain that a scenario is 100% going to happen?
a. Can c. Would
b. Could d. Will
2. Do you think exercising rarely ____ make someone happier? Which of the following
modals should be used to express uncertainty?
a. can c. would
b. could d. will
3. Which of the following sentences indicates the LOWEST possibility?

a. Running for 30 minutes a day will help avoid Type-2 diabetes.

b. Running for 30 minutes a day can help avoid Type-2 diabetes.
c. Running for 30 minutes a day would help avoid Type-2 diabetes.
d. Running for 30 minutes a day could help avoid Type-2 diabetes.
4. “______ you like to teach us how to use the gym equipment?” What modal best fits this
sentence?
a. can c. would
b. could d. will
5. What is the most suitable modal for the dialogue below?
Michell: Why don’t you like exercising outside?
Ryan: Exercising ____ be tiring and time-consuming.
a. can c. would
b. could d. will

WHILE TASK: Fitness Campaign Poster

Create a fitness campaign poster that highlights the benefits of exercising, sports,
and other fitness-related weekly activities to the body. Highlight the modals used in the texts.
Your work will be graded based on the following criteria:
Content (10 points):
Clarity of Message (5 points): Is the fitness campaign message clear and easy to
understand?
Relevance (2 points): Does the poster effectively address the target audience and
their fitness needs?
Information Accuracy (3 points): Are the fitness facts and statistics presented
accurately?

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Design and Visual Elements (10 points):
Layout (4 points): Is the poster well-organized, with a logical flow of information?
Images/Graphics (4 points): Are images and graphics high-quality and relevant to the
fitness campaign?
Balance (2 points): Is there a balance between text and visuals on the poster?
Spelling and Grammar (10 points):
Spelling (2 point): Are there any spelling errors on the poster?
Grammar ( 3point): Are there any grammatical mistakes in the text?
Application of Knowledge (5): Are the modals in the poster used correctly?

Expressing Opinions Using Modals

Expressing opinions involves using words and phrases to logically and explicitly
convey thoughts and ideas, often using modals.
1. Modals are verbs that express ideas and possibilities.
2. "Could" is used to indicate a scenario with a low probability of happening, while "will"
signifies a 100% certainty.
3. "Could" and "would" both express possibility, but "could" suggests a higher chance
of occurrence, though not guaranteed, while "would" implies a possible but uncertain
situation.
4. "Can" is used for ability or informal requests and suggests a certain or true belief.
The choice of modal depends on the intended context and expression when
expressing opinions.

1. What specific, real-life situations do you think expressing opinions becomes crucial
in improving your quality of life? Elaborate your answer.
2. Do you think being engaged in an active lifestyle will be helpful to your physical and
mental state nowadays?

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 Lesson Two
Stating Opinions about Health & Fitness

At the end of the lesson, you will be able to

1. express an opposing view using modals;

2. elaborate and evaluate acquired information from health and fitness resources by
watching health and fitness-related videos.

VOCABULARY BUILDER:

Identify the meaning of the underlined vocabulary words by taking hints from the
context clues given. Write the letter of your answer on the space provided.
__________ 1. The key to a healthy lifestyle is to enjoy everything in moderation,
including food, exercise, and leisure activities.(2pts)
a.) The ability of an organism to resist a particular infection or toxin by the action
of specific antibodies or sensitized white blood cells.
b.) Conditions or practices conducive to maintaining health and preventing
disease, especially through cleanliness.
c.) Hormones produced by the body that act as natural painkillers and mood
elevators.
d.) The state of being strong and active; energy or liveliness.
e.) The quality of avoiding excess or extremes.

__________ 2. Good hygiene habits, such as washing hands frequently and keeping
surfaces clean, can help prevent the spread of germs and illness. (2pts)

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 a.) The ability of an organism to resist a particular infection or toxin by the action
of specific antibodies or sensitized white blood cells.
b.) Conditions or practices conducive to maintaining health and preventing
disease, especially through cleanliness.
c.) Hormones produced by the body that act as natural painkillers and mood
elevators.
d.) The state of being strong and active; energy or liveliness.
e.) The quality of being moderate; avoiding excess or extremes.

__________ 3. After a challenging workout, the release of endorphins can create a sense
of euphoria and well-being known as the "runner's high." (2pts)
a.) The ability of an organism to resist a particular infection or toxin by the action
of specific antibodies or sensitized white blood cells.
b.) Conditions or practices conducive to maintaining health and preventing
disease, especially through cleanliness.
c.) Hormones produced by the body that act as natural painkillers and mood
elevators.
d.) The state of being strong and active; energy or liveliness.
e.) The quality of being moderate; avoiding excess or extremes.

__________ 4. Vaccinations help bolster the body's immunity against specific diseases
by introducing weakened or inactive forms of pathogens. (2pts)
a.) The ability of an organism to resist a particular infection or toxin by the action
of specific antibodies or sensitized white blood cells.
b.) Conditions or practices conducive to maintaining health and preventing
disease, especially through cleanliness.
c.) Hormones produced by the body that act as natural painkillers and mood
elevators.
d.) The state of being strong and active; energy or liveliness.
e.) The quality of being moderate; avoiding excess or extremes.

__________ 5. Regular exercise and a balanced diet are essential for maintaining vitality
and overall health, especially as we age. (2pts)
a.) The ability of an organism to resist a particular infection or toxin by the action
of specific antibodies or sensitized white blood cells.
b.) Conditions or practices conducive to maintaining health and preventing
disease, especially through cleanliness.
c.) Hormones produced by the body that act as natural painkillers and mood
elevators.
d.) The state of being strong and active; energy or liveliness.
e.) The quality of being moderate; avoiding excess or extremes.

PRONUNCIATION ACTIVITY:
Create sentences using the following vocabulary words presented in
the previous activity. Pick one and share it with the class afterward. Once you

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 are done, call a classmate and pick the word from the list. The student will
share with the class a sentence that he or she made using that word. This
process will keep repeating until everyone in the class shares their respective
sentences.

1. Vitality: _______________________________________________________________
2. Immunity: _____________________________________________________________
3. Hygiene: ______________________________________________________________
4. Endorphins:____________________________________________________________
5. Moderation: ____________________________________________________________

VIEWING ACTIVITY:
Watch the video in the given link. To further enrich your understanding, kindly
answer the given questions below. Encircle the letter of your answer.
Title: Vox – The science is in: Exercise isn’t the best way to lose weight.
Retrieved from: https://www.youtube.com/watch?v=eXTiiz99p9o

1. Which of the following is NOT true?

a. Majority of the calories being burned every day come from food breakdown
b. Physical activity only controls 50% of the body’s total calories.
c. Burning calories is directly connected to our body’s way of using energy.
d. Resting Metabolism burns the most calories every day.

2. What is metabolic compensation?

a. Food intake is doubled when experiencing hunger after exercise.
b. Resting metabolism becomes slower as the body slims down.
c. Calories burn faster when the body is under intense physical activity.
d. The body is exerting more effort to break down food.

3. Which of the following is a typical compensatory behavior after undergoing a workout?

a. Eating the usual amount of food served.
b. Resting for 7-8 hours a day for recovery.
c. Skipping a regular walk to the stairs to take an elevator.
d. Doing brisk walks instead of walking normally.

4. Which among the following is a FALSE conclusion derived from the research done on a
group of hunters called the Hadza?
a. Hadza hunters burn more calories than ordinary urban citizens.
b. Hadza hunters stay slim by not overeating.
c. There is no difference between the calories burned by Hadza hunters and urban
folks.
d. Being physically active without overcompensating for food is effective in keeping
the body lean.

5. Which of the following is TRUE about food and exercise?

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 a. Exercising more and eating less than usual is the best way to maintain a
healthy body.
b. Doing workouts while avoiding metabolic compensations is a good way to
keep a good weight.
c. Having more exercises on higher intensities speeds up the process of
reducing weight.
d. Focusing on a less diet intake works better than doing an exercise.

Lesson 2: Grammar Focus - Expressing Opinions Using Modals

EXPRESSING OPINIONS
Aside from the established expressions in the previous lesson, here are additional
modals that you could use to state your opinion effectively and with proper emphasis.

Must Might

Should Ought to

When should you use the modal “must”?

The modal “must” has the strongest degree in terms of expressing advice,
opinion, or call to action.
Example # 1:
To avoid complicating his injuries, the doctors told Yanyan that he must retire from
playing competitive team sports.
- In this sentence, there is a strong opinion about retiring early due to
the urgent need to heal Yanyan’s injuries.

When should you use the modal “might”?

The modal “might” is to indicate a possibility or uncertainty about a present or
future situation. Most sentences that utilize this modal often include the reasons or
conditional situations that could make the event possible or not happen at all.
Example # 2:
The team might win the championship if they keep playing at this level.
- In this example, it was made clear that winning the championship is
possible under a possible course of action. Unless the team complies
with this condition, winning the championship remains uncertain.

What’s the difference between the modal “should” and “ought to”?

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 The modals “should” and “ought to” are used to express advice, suggestion, or
obligation. Although they are similar in meaning, they have subtle differences.
Example # 3:
You should practice an active lifestyle to maintain a healthy body.
You ought to practice an active lifestyle to maintain a healthy body.
- Using these examples, the modal “should” expresses a stronger
degree of obligation as compared to “ought to”. The modal “ought to” is
often used to express personal preferences or expectations.

GRAMMAR EXERCISES
Answer the following questions by applying the concepts you've learned.
Choose the best answer for the following questions.

1. You might play badminton to burn more calories than before. Is this sentence using
the best modal applicable?
a. Yes, the sentence uses the most appropriate modal.
b. No, the sentence should have used the modal “ought to”.
c. No, the sentence should have used the modal “should”
2. Which of the following sentences uses its modal to the strongest degree?
a. Yanyan should ride his bike 3 times a week.
b. Macee might play volleyball with her friends on Sunday.
c. Yanyan ought to finish running the distance he trained for months.
d. Macee must practice swimming before joining triathlon events.
3. What is the most suitable expression for the dialogue below?
Michell: “I want to get slimmer and healthier.”
Ryan: “If that is a personal goal, then you ______ start joining workout classes to
achieve your personal goal.
a. might c. should
b. must d. ought to
4. “You ______ wear a helmet if you are planning to start cycling outdoors. Some cities
reprimand cyclists without helmets. Which of the following modals should be best
applied?
a. might c. could
b. must d. ought to
5. “I’m not sure if he’s going to compete in the soccer game next week. He sprained his
ankle pretty badly. He ______ sit this one out.” Select the correct modal for this sentence.
a. might c. should
b. must d. ought to

WHILE TASK: Persuasive Speech Video

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 Identify the common health-related malpractices or detrimental lifestyle habits that
exist in society nowadays. Choose one and create a 2-minute video that aims to persuade
the audience in embracing a healthier lifestyle.
Your video will be graded based on the following:
Content (8 points): Is the speech's message clear, concise, and relevant to the fitness
and motivation theme? Does it address the audience's needs and interests?
Information Accuracy (4 points): Are the fitness facts and statistics presented accurately
and supported with credible sources?
Application of Lesson (4 points): Were the modals used effectively in the presentation?
Did the speaker express his or her opinion effectively using the appropriate modals?
Confidence and Presence (2 points): Does the speaker exhibit confidence and a strong
presence during the speech? Are they poised and composed?
Clarity of Expression (2 points): Is the speech delivered clearly and audibly, with good
pronunciation and articulation?

Expressing Opinions Using Modals

"Must" is the strongest modal for giving advice, opinions, or making calls to action.
"Might" indicates possibilities or uncertainties and is often used with reasons or conditions
affecting the outcome. "Should" and "ought to" are for advice, suggestions, or obligations,
with "should" having a stronger sense of obligation than "ought to." "Ought to" is commonly
used for personal preferences or expectations.

1. How does knowing the different functions of modal expressions help us become
effective communicators?
2. Which modal expressions have you frequently used when giving advice or
suggestions to others in the past? Please explain.

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 Lesson Three
Agreements and Disagreements About
Health & Fitness Practices

In this lesson, you will learn how to

1. assess the validity of certain health and fitness practices;

2. express disagreement using modal verbs;
3. exchange ideas with others about health and fitness topics.

Identify the meaning of the underlined vocabulary words by taking hints from the
context clues given. Write the letter of your answer in the space provided.

________ 1. Yoga and stretching exercises can improve flexibility and range of motion,
reducing the risk of injury during physical activity. (2pts)
a.) the ability to withstand the action or effect of something.
b.) the degree or strength of something.
c.) the state of being comfortable, healthy, or happy.
d.) the process of returning to a normal state of health, mind, or strength after illness,
injury, or exhaustion.
e.) The quality of bending easily without breaking; the ability to adapt or be modified.
________ 2. Proper nutrition, hydration, and rest are crucial for optimizing recovery after
intense workouts or sports competitions.
a.) the ability to withstand the action or effect of something.
b.) the degree or strength of something.
c.) the state of being comfortable, healthy, or happy.

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d.) the process of returning to a normal state of health, mind, or strength after illness,
injury, or exhaustion.
e.) The quality of bending easily without breaking; the ability to adapt or be modified.

________ 3. High-intensity interval training (HIIT) involves short bursts of intense exercise
followed by brief periods of rest or lower-intensity activity.
a.) the ability to withstand the action or effect of something.
b.) the degree or strength of something.
c.) the state of being comfortable, healthy, or happy.
d.) the process of returning to a normal state of health, mind, or strength after illness,
injury, or exhaustion.
e.) The quality of bending easily without breaking; the ability to adapt or be modified.

________ 4. Strength training exercises using resistance bands or weights help build
muscle strength and improve overall physical resilience.
a.) the ability to withstand the action or effect of something.
b.) the degree or strength of something.
c.) the state of being comfortable, healthy, or happy.
d.) the process of returning to a normal state of health, mind, or strength after illness,
injury, or exhaustion.
e.) The quality of bending easily without breaking; the ability to adapt or be modified.

________ 5. Mental well-being is just as important as physical health, and practices like
mindfulness meditation can promote both.
a.) the ability to withstand the action or effect of something.
b.) the degree or strength of something.
c.) the state of being comfortable, healthy, or happy.
d.) the process of returning to a normal state of health, mind, or strength after illness,
injury, or exhaustion.
e.) The quality of bending easily without breaking; the ability to adapt or be modified.

PRONUNCIATION ACTIVITY:
Create sentences using the following vocabulary words presented in
the previous activity. Pick one and share it with the class afterward. Once you
are done, call a classmate and pick the word from the list. The student will
share with the class a sentence that he or she made using that word. This
process will keep repeating until everyone in the class shares their respective
sentences.
Vocabulary words:

1. Well-being: ___________________________________________________________

2. Resistance: ___________________________________________________________

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3. Intensity: ______________________________________________________________

4. Recovery:______________________________________________________________

5.Flexibility: ____________________________________________________________

SPEAKING ACTIVITY:
“The Expert Conversation”: Identify five (5) activities or skills that you are quite good at
and share them with the others.
Write down the skills or physical activities that you are good at. Encircle the three (3)
items that you think are best or interesting to share with the class. Once you are done, form
a group with 3 members. Each member of your group will have 2 minutes to share the items
encircled.
Change groupings with another set of members and repeat the process. You may
end the activity once you have switched 3 times. Share everything you learned from others
at the end of your session.

Lesson 3: Grammar Focus - Utilizing "Can't Have" & "Needn't Have" Modal Verbs

MODAL VERBS
Modal verbs enable a speaker to express advice, dictate obligation, invoke an order,
make suggestions, express request, ask permission and demonstrate ability, and others.
In this lesson, we will focus on the modals “can’t have” and “needn’t have”. These
modals are often used in statements to express disagreement.
The modal “Can’t have”
The modal “can’t have” is used to indicate the impossibility of an action that transpired
in the past. Using this modal often entails a short explanation about why such action cannot
happen. The form used for this modal is “Can’t have + Past participle”.
Examples:
Ryan can’t have been at a yoga practice yesterday. He was in the office the entire
time.
Macee can’t have eaten all those junk food because she follows a strict diet.
Michell can’t have done a yoga position. Her body is not very flexible.

The modal “Needn’t have”

The modal “needn’t have” is used to state that a completed action is unnecessary or
needless. Using this modal often entails a short explanation about why such action shouldn’t
have been done. The form for this modal is “Needn’t have + Past participle”
Examples:
Ryan needn’t have paid for a private yoga instructor. His company is planning to
sponsor a yoga class for its employees.
Macee needn’t have skipped her meditation time. She can always report to work at
any time.

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GRAMMAR EXERCISES
Complete the following statements below by choosing the BEST modal to use.

1. Michell _________ tried to exert so much effort. She’s still a new yoga practitioner.
a. can’t have b. needn’t have
2. She _________ executed the Taraksvasana pose. She said that body strength is one of
her weaknesses.
a. can’t have b. needn’t have
3. He __________ meditated last night. He was busy helping patients at the hospital.
a. can’t have b. needn’t have
4. Ryan ___________ brought his yoga mat. The facility is ready-to-use floor mats for
yoga sessions.
a. can’t have b. needn’t have
5. She ____________ forgotten the yoga practice today. She just texted me about it
earlier.
a. can’t have b. needn’t have

Shopping Mishaps Essay

Reflect on the previous purchases that you and your family have made in the past.
List 5 items you once thought you needed but didn’t. Explain the situation and how it ended
up being used today. Once finished, think of more productive investments you would have
done instead. Share your work with the class afterwards.
Your work will be graded based on the following:
Content (10 points):
Reflection Depth (8 points): The writer critically analyze his experiences, thoughts,
and feelings related to the subject matter
Relevance and Clarity (2 points):The reflection paper is clear and well-organized.
Organization and Writing Mechanics (5 points):
Structure (3 points): The essay is well-organized with a clear introduction, body
paragraphs, and conclusion.
Grammar and Style (2 points): The essay does not have major grammatical errors
and is written in a clear, concise, and appropriate style.

Using Modals “Can’t Have” and “Needn’t Have”

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 Modal verbs help express advice, obligation, orders, suggestions, requests,
permissions, abilities, and more. But they can be used to express other forms of discussions
as well. The modal "Can't have" is used to show that a past action is impossible, often with
a brief explanation. On the other hand, the modal "Needn't have" indicates that a completed
action was unnecessary, usually with a short explanation for why it shouldn't have been
done.

1. In your opinion, how does expressing your disagreement lead to a healthy form of
communication with others?
2. How does using modal verbs assist you become a critical thinker in observing
different scenarios?

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 Lesson Four
Speculating on Articles About Health &
Fitness Practices

In this lesson, you will learn how to

1. make speculations about the potential effects of food malpractices toward health;
2. formulate valid deductions using modals;
3. express personal responses that support the positive lifestyle and mental well-being of
others.

Identify the meaning of the underlined vocabulary words by taking hints from the
context clues given. Write the letter of your answer to the space provided.

_______1. Binge eating is common during holidays. With all the delicious food and
frequent celebrations, it’s hard to maintain a steady diet. What is the meaning of “binge” in
this sentence?
a. doing an action without thinking
b. remove an unwanted quality, condition, or feeling
c. suffering from anxiety, sorrow, or pain
d. an unrestrained or too much indulgence in an activity
e. an ongoing emotional state defined by negative reactions and feelings

______ 2. She rarely trusts anyone after experiencing bullying in high school. She’s
neurotic about people she doesn’t know. What does the word neurotic mean?
a. doing an action without thinking

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 b. remove an unwanted quality, condition, or feeling
c. suffering from anxiety, sorrow, or pain
d. an unrestrained or too much indulgence in an activity
e. an ongoing emotional state defined by negative reactions and feelings

________ 3. His sedentary lifestyle, spending most of the day sitting at a desk,
contributed to weight gain and a decline in physical fitness. (2pts)
a.) The condition of being grossly fat or overweight, often resulting from
excessive accumulation of body fat.
b.) Relating to the food someone eats or the regulation of the diet.
c.) Involving little physical activity; characterized by sitting or remaining inactive
for long periods.
d.) A substance that provides nourishment essential for growth and the
maintenance of life.
e.) A powerful desire for something, often something unhealthy like junk food or
sweets.

________ 4. Certain medical conditions, such as thyroid disorders, can affect obesity
rates and make weight management more challenging. (2pts)
a.) The condition of being grossly fat or overweight, often resulting from
excessive accumulation of body fat.
b.) Relating to the food someone eats or the regulation of the diet.
c.) Involving little physical activity; characterized by sitting or remaining inactive
for long periods.
d.) A substance that provides nourishment essential for growth and the
maintenance of life.
e.) A powerful desire for something, often something unhealthy like junk food or
sweets.

________ 5. The dietary guidelines recommend consuming a balanced mix of fruits,

vegetables, lean proteins, and whole grains for optimal health. (2pts)
a.) The condition of being grossly fat or overweight, often resulting from
excessive accumulation of body fat.
b.) Relating to the food someone eats or the regulation of the diet.
c.) Involving little physical activity; characterized by sitting or remaining inactive
for long periods.
d.) A substance that provides nourishment essential for growth and the
maintenance of life.
e.) A powerful desire for something, often something unhealthy like junk food or
sweets.

PRONUNCIATION ACTIVITY:
Create sentences using the following vocabulary words presented in
the previous activity. Pick one and share it with the class afterward. Once you

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 are done, call a classmate and pick the word from the list. The student will
share with the class a sentence that he or she made using that word. This
process will keep repeating until everyone in the class shares their respective
sentences.
Vocabulary words:

1. Obesity: ___________________________________________________________
2. Sedentary: ____________________________________________________________
3.Binge: _________________________________________________________________
4. Neurotic:______________________________________________________________
5. Dietary: ______________________________________________________________

Lesson 4: Grammar Focus- Modals for Deduction and Speculation

MODALS FOR DEDUCTION AND SPECULATION

To express deductions effectively, different modals could be used in sentences.

The modal “must”
This modal is used to express a strong obligation or recommendation. At times, it is
also used to state your certainty about something true.
Example:
He is severely overweight. He must be monitoring his diet from now on.
Early signs of eating disorders must be treated immediately.
The modals “could/might/may”
These modals are used to express the likelihood of something being true. It’s
possible but it remains uncertain.
Example:
She is afraid to gain weight despite being severely underweight. She might
be anorexic.
Impulsively eating large quantities of food could be a sign of a binge eating
disorder.
People who suffer from obesity may be at risk of depression.
The modals “should be/ought to”
The modals “should be/ought to be” are used to express a situation that can be
expected to happen in the present or future.
Example:
Her family and friends gave her all the support they can. She should be well by now.
People who suffer from anorexia nervosa ought to vomit after eating.
The modal “would have”
The use of would have adds a further comment about a possible consequence
based on a good or bad idea/action in the past. It implies a definite result. This is
sometimes used with “never”.
Example:
If his eating disorder was diagnosed sooner, he would have prevented the effects
from becoming severe.

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 The media should never have been careless in glorifying an ideal body shape. The
people would have never been judgmental about the physical appearance and body
weight of others.
The modals “Could have and Might have”
The use of could/might have adds a further comment about a possible
consequence based on a good or bad idea/action in the past. It implies a possible result.
Example:
You should have monitored your binge eating habits. You could have avoided
being diagnosed with obesity.
She shouldn’t have been too mindful of her weight. She might never have to
suffer from anorexia.

GRAMMAR EXERCISES
Complete the following statements below by choosing the BEST modal to use.
1. Studies have proven that some people diagnosed with anorexia nervosa _______ deny
that their bodies are underweight.
a. must c. could
b. ought to d. may
2. If only he listened to his doctor about refraining from eating too many sweets, he
________ avoided having diabetes.
a. may c. would have
b. might d. might have
3. You _______ ask for immediate help if you can’t stop yourself from eating. It could be a
sign of a binge eating disorder.
a. might c. may
b. could d. must
4. She should have given early support to her friend suffering from anorexia. That
_______ sped up the process of his friend’s recovery.
a. could have c.ought to
b. could d. might be
5. He kept coming back to the table to get more food. He _______ binge eating.
a. should be c. must be
b. ought to d. could be

Making Theories

Apply what you learned by making speculations or deductions about the following
real-life scenarios. Use your power of observation and critical thinking to determine the
possible story for each situation. Share your theories to the class afterwards.

1. He consumes a lot of sugary food and desserts every day.

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 He ____________________________________________________________.
2. If she didn’t drink too much alcohol last night,
she _____________________________________________________________
3. He doesn’t eat any food that has milk or any dairy product.
He ____________________________________________________________.
4. She hasn’t been sleeping well recently.
She ___________________________________________________________.
5. He should have sent his blood samples for analysis many years ago.
That ____________________________________________________________.

Using Modals of Speculation and Deduction

Modal verbs serve different functions in language: "Must" conveys strong obligations,
recommendations, and certainties about the truth. Modals such as "Could/might/may"
express the likelihood of something being true with an element of uncertainty. "Should
be/ought to be" are for expressing expectations in the present or future. "Would have"
discusses definite consequences of past actions, sometimes with a "never" element. "Could
have" and "Might have" discuss potential consequences of past actions, implying a possible
result.

1. How does speculating and deducing help us become better problem solvers and
logical thinkers?
2. Can you recall a real-life situation where you used modals of speculation and
deduction? Share your answer with the class

Healthy Week - Individual Task

Individual Task: 30 points

Healthy Week: Create your 5-Day Healthy Calendar of activities. Starting from morning
routines, exercises, dietary food, and sports, plan your activities!
Provide the time and detail that you would like to do on a particular period. You may

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do more than 1 activity per period. Make sure that all activities are unique and shall not be
repeated (You cannot do the same activity in any part of the week).
Refer to this example

Day Morning Noon Afternoon Evening

11:00 am – 3:00 pm –
Eating cabbage Listening to a 6:00 pm –
7:00 am – Jogging
MONDAY salad in a podcast Lifting weights
outdoors with my dog
Vietnamese about in the gym
restaurant Happiness

Use the template below and share them with the class once you are done.

Day Morning Noon Afternoon Evening

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

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 ANSWERS TO MODULE 4 ACTIVITIES
MODULE 4 LESSON 1
VOCABULARY BUILDER
1. C
2. E
3. D
4. B
5. A
READING COMPREHENSIION QUESTIONS
1. C
2. B
3. D
4. C
5. A
GRAMMAR ACTIVITY
1. D
2. B
3. D
4. C
5. A

MODULE 4 - LESSON 2

VOCABULARY BUILDER

1. E

2. B

3. C

4. A

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5. D

VIEWING ACTIVITY

1. B

2. B

3. C

4. C

5. B

GRAMMAR EXERCISE

1. C

2. D

3. C

4. B

5. A

MODULE 4 - LESSON 3

VOCABULARY BUILDER

1. E

2. D

3. B

4. A

5. C

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GRAMMAR EXERCISE

1. B

2. A

3. A

4. B

5. A

Advanced English Grammar – Modal verbs for speculation / deduction (2019). Vocatic.
Retrieved from http://advancedenglish.net/4a-advanced-english-grammar-modal-verbs-
for-speculation-deductionLinks to an external site.

American Psychiatric Association (2021) What Are Eating Disorders? Retrieved

from https://www.psychiatry.org/patients-families/eating-disorders/what-are-eating-
disordersLinks to an external site.

Blackburn, K. (2018). What Happens When You Overeat?. University of Texas – MD

Anderson Cancer Center. Retrieved
from https://www.mdanderson.org/publications/focused-on-health/What-happens-
when-you
overeat.h23Z1592202.html#:~:text=When%20you%20eat%2C%20your%20body,and%
20other%20chronic%20health%20problemsLinks to an external site.

Berry, J. (2018). Endorphins: Effects and how to increase levels. Medical News
Today. Retrieved from https://www.medicalnewstoday.com/articles/320839.phpLinks to
an external site.

Braverman, J. (2020). Calories Burned in an Hour of Badminton. Retrieved

from https://www.livestrong.com/article/297247-calories-burned-in-an-hour-of-
badminton/Links to an external site.

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Giving opinions (n.d.) Retrieved from https://www.englishclub.com/vocabulary/fl-giving-
opinions.htmLinks to an external site.

Chertoff, J. (2019). How to Use Zumba for Weight Loss. Retrieved

from https://www.healthline.com/health/fitness-exercise/zumba-for-weight-loss#How-
many-calories-can-you-burn-with-an-hour-of-ZumbaLinks to an external site.

Dayananda, Ilavarasu, Rajesh, et. al. (2014) Barriers in the path of yoga practice: An
online survey. Retrieved
from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4097919/Links to an external site.

Diranian, S. (2020). What Sport Burns the Most Calories Per Hour? Retrieved
from https://www.livestrong.com/article/474836-what-sport-burns-the-most-calories-
per-hour/Links to an external site.

Harvard Medical School (2019) “More Evidence that Exercise Can Boost Mood”. Harvard
Health Publishing – Retrieved from https://www.health.harvard.edu/mind-and-
mood/more-evidence-that-exercise-can-boost-moodLinks to an external site.

Haskins, J. ( 2018) Living Healthier with low impact exercise. American Public Health
Publication. Retrieved
from https://www.thenationshealth.org/content/48/7/16#:~:text=Not%20only%Links to
an external site. 20does%20low%2Dimpact
,great%20option%20for%20virtually%20everyone.

Lee, C (2010). Do Less, Relax More: Legs Up the Wall Pose. Retrieved
from https://www.yogajournal.com/practice/beginners/legs-up-the-wall-poseLinks to an
external site.

Linden, D. (n.d.) “The Truth Behind Runner’s High and Other Mental Benefits of Running.
John Hopkins Medicine. Retrieved
from https://www.hopkinsmedicine.org/health/wellness-and-prevention/the-truth-
behind-runners-high-and-other-mental-benefits-of-runningLinks to an external site.

National Eating Disorder Association (n.d.) Binge Eating Disorder. Retrieved

from https://www.nationaleatingdisorders.org/learn/by-eating-disorder/bedLinks to an
external site.

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National Insititute of Mental Health (2021) Eating Disorders: About More Than Food.
National Institutes of Health

NIH Publication No. 21-MH-4901. Retrieved

from https://www.nimh.nih.gov/health/publications/eating-disordersLinks to an external
site.
Nevins, N. (n.d.) The Benefits of Yoga. American Osteopatic Association. Retrieved
from https://osteopathic.org/what-is-osteopathic-medicine/benefits-of-yoga/Links to an
external site.

Nunez, K. (2019) 12 Exercise that Burns the Most Calories. Retrieved

from https://www.healthline.com/health/what-exercise-burns-the-most-caloriesLinks to
an external site.

Mandl, E. (2019) Bing Eating Disorder: Symptoms, Causes, and Asking for Help. Retrieved
from https://www.healthline.com/nutrition/binge-eating-disorderLinks to an external site.

Modals – Can’t have / Needn’t have (n.d.) Retrieved from https://englishacademy 101.com
/modals-cant-have-neednt-have/#:~:text=%E2%80%9CNeedn't%
20have%E2%80%9D%20expresses,Needn't%20have%20%2B%20Past%20Participle

Modal verbs of speculation and deduction (n.d.) Retrieved from https://test-

english.com/explanation/b2/speculation-deduction-modal-verbs-expressions/Links to
an external site.

Petre, A. (2019) 6 Common Types of Eating Disorders (and Their Symptoms). Retrieved
from https://www.healthline.com/nutrition/common-eating-disordersLinks to an external
site.

Upham, B. (2021). Are You Doing Too Much Yoga? Here’s How to Tell and Why It Can Be
Risky. Retrieved from https://www.everydayhealth.com/yoga/are-you-doing-too-much-
yoga-heres-how-to-tell-and-why-it-can-be-risky/Links to an external site.

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Page 216
 .

Food is more than just meals; it's a bridge that connects us to different cultures and
stories. From the spices in bustling markets to the dishes on our tables, each bite carries a
tale. It's not just about being full; it's about sharing joy and discovering new things about
the world. Every flavor and aroma speaks of traditions and places, reminding us of our
shared experiences and how food brings us all together.

In this module, you will discover and explore the world of food specifically, local, and
foreign cuisines. You will also learn to describe, create, and evaluate both local and foreign
cuisines using various language functions such as the verbs “like”, “prefer” and “would
rather”; sequential linkers, relative clauses, and the use of “would” in expressing past habits

At the end of this module, you should be able to

1. gloss information about local and foreign cuisine;

2. express ideas on local and foreign cuisine;
3. engage in meaningful discussion about local and foreign cuisine preference;
4. evaluate food recipes

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 Lesson One
Local and Foreign Cuisine

In this lesson, you will learn how to

1. gloss/synthesize information from local and international articles on food;
2. distinguish local and foreign cuisine;
3. state food preference using “like”, “prefer”, “would rather”.

Module 5 Lesson 1 Food: Foreign and Local Cuisine

Let's Get Started!

Option #1
Watch this video https://youtu.be/ then answer the questions below.
What food items/dishes did you see in the video?
1. Which food item/dish do you like?
2. Which of the food items/dishes in the video would you prefer to try, and which ones
would you rather avoid?
3. Which dish in the video would you rather try with friends or family rather than on
your own?
4. If you had to choose between a local and a foreign dish from the video, which one
would you prefer and why?

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Option #2
Look at the pictures of the different foods. Write a 2-3 sentence description/information
about each one. Be ready to talk about it for one (1) minute.

1.

2.

3.

4.

5.

6.

7.

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8.

9.

10.

M5-L1 VOCABULARY BUILDER

A. Each sentence below has hints within the passage or sentence to help you figure
out the meaning of the word in bold letters.. Read each sentence carefully and
choose the correct answer.

1. The Italian repertoire 🗣️includes a variety of pasta dishes, pizzas, and sauces
that are loved worldwide.
a. a variety or assortment of dishes offered or served
b. a type of musical composition
c. a list of tasks or items that need attention
d. a method or procedure for achieving something
2. The scrumptious 🗣️chocolate cake at the dessert table was irresistible, drawing
everyone to take a slice.
a. being very extravagant; luxurious
b. having a strong, spicy taste or smell
c. having a strong desire to be pampered or pleased
d. having a strong, sweet taste or smell
3. The piquant 🗣️flavors of the Thai curry left a spicy and tangy taste on our palates.

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 a. being very extravagant; luxurious
b. a large or excessive amount of something
c. having a pleasantly sharp taste or appetizing flavor; spicy
d. a range or collection of dishes available or performed
4. The plethora 🗣️of spices in the Indian curry gave it a distinct and flavorful taste.
a. extremely lavish preparation
b. an excessive quantity of something
c. a spicy taste or smell
d. an assortment of dishes
5. The chef's special concoction 🗣️ of fresh herbs and vegetables in the salad was
a delightful surprise.
a. a mixture of various ingredients or elements
b. a delectably pungent taste
c. a way of showing or demonstrating something
d. a range of meals
B. Using the vocabulary words in Activity A, prepare a 1 minute talk about your own
thoughts about Philippine Cuisine. Be sure to check how each word is
pronounced before you present your talk in class.

READING TEXT

Cuisine: A Gateway to Culture and Tradition

Cuisine goes beyond basic nourishment, providing insight into the identity and

traditions of a community. Cuisine serves as a reflection of a culture's history, geography,

and values. Through the use of materials, cooking techniques, and rituals, it offers

valuable insights into both the past and present, while also providing glimpses into the

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future.

Regional cuisine is heavily influenced by local foods, which reflect the geographical

features, climate, and natural resources of the area. Coastal cuisines are predominantly

characterized by seafood, whereas landlocked countries commonly rely on meat and dairy

products. The utilization of spices, herbs, and seasonings varies, resulting in unique and

discernible scents and fragrances.

Cuisine is shaped by cultural and historical influences, resulting in meals that

frequently include unique foods and rituals associated with religious or cultural occasions.

These events exemplify traditions and convictions, aiding in the conservation of cultural

legacy. Culinary techniques such as roasting, steaming, and stir-frying have a significant

influence on the taste and consistency of food, while utensils such as pots, pans, and grills

contribute to the distinctive nature of a cuisine. Cuisine encompasses more than just the

consumption of food; it serves as a manifestation of culture, identity, history, location, and

beliefs.

Philippine Gastronomy: An Integration of Palates

The Philippines showcases a rich and varied culinary panorama that harmoniously

fuses indigenous, Spanish, Chinese, and American elements. With a diverse array of

delectable dishes ranging from rich stews to indulgent desserts, Philippine cuisine

presents an unparalleled gastronomic adventure that is sure to captivate even the most

discerning palates.

Adobo and Sinigang, two renowned dishes, exemplify the culinary expertise of the

nation. Adobo, a delectable concoction of poultry or swine simmered in a harmonious

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blend of vinegar and soy sauce, holds its place in culinary repertoire alongside Sinigang, a

zesty soup infused with the tartness of tamarind and complemented by succulent meat

and vibrant vegetables. For connoisseurs of desserts, Halo-halo offers a delectable

assortment of saccharine components crowned with finely shaved ice and creamy milk.

Noodle dishes such as Pancit and Sotanghon contribute to the culinary diversity of

Filipino cuisine, providing a wide range of flavors and textures. Regional delicacies such

as Ilocos Empanada and Bicol Express exemplify the wide array of flavors present

throughout the nation, with each culinary creation showcasing distinct indigenous

ingredients and cooking techniques.

The culinary diversity of the Philippines is beautifully showcased through the

exquisite seafood delicacies found in the Visayas region, as well as the bold and spicy

flavors that tantalize the taste buds in Bicol and Mindanao. These regional preferences

and cultural influences have deeply rooted themselves in the rich culinary traditions of the

country.

Exploring Culinary Customs Across the Globe

International gastronomy encompasses a multitude of culinary customs

originating from various regions across the globe. The rise in popularity of international

cuisine can be attributed to the forces of globalization and increased travel. Global cuisine

encompasses a myriad of delectable tastes and gastronomic customs from various

regions across the globe. It exemplifies the vast array and heterogeneity of worldwide

gastronomy, encompassing everything from piquant Mexican cuisine to refined French

haute cuisine.

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 Chinese cuisine is widely acclaimed for its distinctive and vibrant flavors, making it

a highly sought-after culinary choice. Chinese cuisine offers a delectable array of dishes,

ranging from the tantalizing flavors of sweet and sour pork to the fiery kick of Szechuan

chicken. These dishes are crafted using high-quality ingredients such as ginger, garlic,

and scallions.

Mexican gastronomy has gained widespread recognition and acclaim. Renowned

for its robust flavors. Mexican cuisine encompasses a variety of delectable dishes such as

tacos, enchiladas, and burritos.

Italian cuisine is renowned for its exquisite selection of pastas, delectable sauces,

and mouthwatering pizzas. Italian sauces, ranging from velvety alfredo to zesty marinara,

enhance the flavors of lasagna, spaghetti, and chicken parmesan.

French cuisine is renowned for its opulence and refinement. Renowned for its

exquisite culinary techniques and the use of high-quality, locally-sourced ingredients.

Indian cuisine is renowned for its utilization of aromatic spices such as turmeric,

cumin, and coriander. Indian cuisine encompasses a variety of delectable dishes such as

biryani, tandoori chicken, and masala. These culinary delights consist of a harmonious

blend of aromatic spices served over a bed of rice or bread.

The diverse range of culinary traditions from around the world is a captivating

tapestry of intricate flavors and techniques, each intricately woven with its own unique

historical and cultural significance. The realm of international cuisine presents a plethora

of delectable choices that cater to a wide range of palates, encompassing everything from

robust and fiery flavors to indulgent and opulent delicacies.

M5-L1 READING COMPREHENSION

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A. Read each question carefully and choose the correct answer.
1. What does cuisine reveal about a community?
a. Its economic status

b. Its political landscape

c. Its identity and traditions

d. Its technological advancements

2. Which of the following is NOT a factor influencing regional cuisine?

a. Climate

b. Religious beliefs

c. Geographical features

d. Natural resources

3. What type of cuisine is predominantly characterized by seafood?

a. Mountain cuisine

b. Desert cuisine

c. Coastal cuisine

d. Jungle cuisine

4. What is Adobo?
a. A spicy soup

b. A rich stew

c. A delectable concoction of poultry or swine simmered in a blend of vinegar and

soy sauce

d. A type of dessert

5. Which dessert offers a delectable assortment of saccharine components

crowned with finely shaved ice and creamy milk?
a. Sinigang

b. Pancit

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c. Adobo

d. Halo-halo

6. What do Noodle dishes such as Pancit and Sotanghon contribute to Filipino

cuisine?
a. A variety of sauces

b. A wide range of flavors and textures

c. A range of seafood dishes

d. A variety of desserts

7. Which regional delicacy showcases a distinct indigenous ingredient in Filipino

cuisine?
a. Tacos

b. Ilocos Empanada

c. Szechuan chicken

d. Alfredo sauce

8. What has led to the rise in popularity of international cuisine?

a. Local traditions

b. Forces of globalization and increased travel

c. Economic stability

d. Technological advancements

9. Chinese cuisine is known for its use of which of the following ingredients?
a. Basil, rosemary, and sage

b. Ginger, garlic, and scallions

c. Cumin, coriander, and turmeric

d. Lemon, mint, and cilantro

10. What does Indian cuisine primarily consist of?

a. A harmonious blend of aromatic spices served over a bed of rice or bread

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 b. Sweet and sour dishes

c. Seafood delicacies

d. Exquisite pastas and pizzas

B. Answer the following questions based on the article “Cuisine: Gateway into Culture
and Traditions”.
1. What is cuisine and how does it reflect a culture’s identity, history,
geography, beliefs, and traditions?

2. What are some of the most popular dishes in Philippine cuisine? Give a brief
description of each one.
3. How does Philippine cuisine reflect the diverse cultural influences in the
country?
4. How has international cuisine become more prominent in the recent years?
5. How do the popular international cuisines mentioned in the article differ in
flavors and ingredients?

LESSON 1 – GRAMMAR FOCUS –

Indicating Preferences Using “like”, “prefer”, “would rather”

To indicate preference using LIKE, follow these patterns:

LIKE + noun + better than + noun

LIKE + verb (-ing) + better than + verb (-ing)

Examples:

1. College students like rice meals better than sandwiches for lunch.

2. I like homemade cookies better than store-bought bread.

3. My Granny likes steaming vegetables better than grilling them.

4. Chef Angelo likes making fresh pasta noodles better than buying them from the grocery.

To indicate preference using “PREFER”, follow these patterns:

PREFER + noun + to + noun

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 PREFER + verb (-ing) + to + verb (-ing)

Examples:

1. Some people prefer organic fruits and vegetables to conventionally grown ones.

2. Teenagers prefer fast-food to homecooked meals.

3. I prefer snacking several times a day to eating rice meals.

4. Chef Angelo prefers making his own pasta noodles to buying them from the grocery.

To indicate preference using “WOULD RATHER”, follow this pattern:

WOULD RATHER + verb

Examples:

1. Robert would rather have the savory yet inexpensive Adobo than eat the juicy but
extremely expensive Steak.

2. Grace would rather fry a chicken than roast it like a Peking duck.

3. Chef Angelo would rather make his own pasta noodles than buy them from the grocery.

M5-L1 GRAMMAR ACTIVITY

Complete the sentences using “like”, “prefer” or “would rather”.

1. Filipinos ________ have a cup of hot coffee than a slice of pizza.

2. I personally _______ cake better than ice cream.

3. Mexicans _______ bold and spicy flavors to mild and bland.

4. Very few Filipino chefs _______ using imported ingredients better than and utilizing those
that are locally grown.

5. Some teenagers ______ fast food to home cooked meals.

6. She __________ chocolate ice cream to vanilla.

7. They __________ eating at home better than dining out.

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8. He __________ savor a fruit salad for dessert than devour a rich chocolate cake.

9. My friend __________ the frozen meats to the fresh ones since she does not want to go
to the market.

10. They __________ hamburgers more than hotdogs.

Express Your Palate

Deliver a one-minute to talk about your local and international food preferences. Use the
expressions “like”, “prefer”, “would rather” to articulate your food choices and your reason/s
behind these preferences.

You will be graded based on the following criteria:

I. Expression of Food Preferences (10)

● Use of "like," "prefer," "would rather" (4 points): Does the student effectively utilize
these expressions to convey their food choices?
● Clarity of Reasons (4 points): Are the reasons behind the preferences clearly
explained within the time frame?
● Logical Presentation (2 points): Is the talk organized logically and coherently within
the one-minute limit?

II. Engagement and Conviction (10)

● Level of Enthusiasm (4 points): Does the student show genuine enthusiasm while
discussing his/her preferences?
● Demonstrated Interest (4 points): Is there evident interest in the topic, supporting
preferences with personal anecdotes or experiences?
● Convincing Delivery (2 points): How convincing and engaging is the student's
presentation style in expressing food choices?

Indicating Preferences Using like, prefer, would rather

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 To indicate preferences, language patterns utilizing specific verbs like "LIKE,"
"PREFER," and "WOULD RATHER" are employed. The patterns used are:

● LIKE + noun + better than + noun

● LIKE + verb (-ing) + better than + verb (-ing)
● PREFER + noun + to + noun
● PREFER + verb (-ing) + to + verb (-ing)
● WOULD RATHER + verb

Reflect on a personal scenario where you used one of these preference structures (LIKE,
PREFER, WOULD RATHER). How did this language pattern help convey your choice
effectively, and what impact did it have on the conversation or decision-making process?

Page 230
 Lesson Two
Developing Recipes of Food Fusion

In this lesson, you will be able to:

1. develop recipes of food fusions;
2. express ideas coherently using linkers.

M5-L2 VOCABULARY BUILDER

A. Each sentence below has hints within the passage or sentence to help you figure
out the meaning of the word in bold letters. Read each sentence carefully and choose the
correct answer.

1. The chef's innovation 🗣️ in creating a sushi-burrito is a perfect example of blending

Japanese and Mexican culinary techniques.
a. a new method, idea, or product
b. a traditional dish
c. a historical building
d. a variety of choices
2. The family's secret recipe for apple pie has been passed down through generations,
making it a heritage 🗣️ of their culinary practices.
a. a new method, idea, or product
b. a traditional dish
c. an architectural structure
d. an array of choices
3. The foundation 🗣️ of Italian cuisine lies in its emphasis on fresh, quality ingredients and
simple cooking methods.

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 a. an assortment of food
b. a culinary masterpiece
c. a fundamental basis
d. a variety of choices
4. The food truck offers a diverse 🗣️ menu, featuring dishes from various cultures around
the world.
a. a similar collection
b. a traditional dish
c. a distinct taste
d. a variety of choices
5. The hybridization 🗣️ of Korean BBQ tacos showcases a perfect blend of Korean and
Mexican flavors.
a. the process of combining
b. the utilization
c. the domination
d. the resurgence

B. Use the vocabulary words above in creating sentences about Food Fusion.
Write the sentences below.

1. _____________________________________________________________

2. ________________________________________________________________

3. __________________________________________________________________

4. __________________________________________________________________

5. ________________________________________________________________

Page 232
 READING TEXT

Food Fusion: A Delicious Combination of Culinary Traditions

Food is one of the most important determinants of our culture and identity. Our lives
are incomplete without food, which in turn gives us the opportunity to taste the world through
diverse cuisines. With the rise in popularity of food blends, people are now experimenting
with new techniques and flavors.

The term "food fusion/food hybrid" refers to combining two or more popular
ingredients or cooking methods to produce a new flavor or texture. This can be done by
having chefs experiment or by exchanging recipes from different cultures.

Hybrid dishes or fusion dishes can be made with different combinations of ingredients
or techniques, or they can be made with different cultures. Korean style tacos, for example,
can be made with the same ingredients. Another example of food hybridization is the
combination of traditional and new ingredients to create a portable food

The rise in popularity of food blenders has been attributed to the desire to try new
and interesting recipes. In a world of variety, fusion foods allow people to create unique and
delicious combinations.

In addition to innovation, fusion food is a way to celebrate and bring people together.
By combining multiple traditions, individuals can share their heritage and learn more about
other cultures.

Food fusions are becoming increasingly popular, thanks in part to the rise of social
media. To promote fusion, foodies, food bloggers/vloggers, foodies, and Instagram
influencers often post their culinary adventures and other food-related topics.

Making mixed food bowls is a breeze. Here are some helpful tips to help you get
through the process. Start by choosing a few things you are comfortable with and familiar
with. That said, feel free to explore different techniques or flavors to enhance the dish. Also,
think about your favorite foods. You can do this to lay the foundation for your experiments.
Finally, combine flavors in sweet and savory ingredients (which is the way to make a sweet
and savory blend) such as honey or sweeteners like fruits, flavors like meat and vegetables
and the latter experiments with different textures. Taste is an important consideration when

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creating unique and delicious food combinations. To ensure originality, it is important to
incorporate a variety of ingredients, including soft and delicate ingredients.

Exploring different cultures through blending can be a fun and creative way to create
unique new dishes. With creativity and imagination, anyone can create a delicious and one-
of-a-kind dish. So, try this process and see what creations you can come up with.

M5-L2 READING COMPREHENSION

A. Read each statement carefully and decide whether it is true or false based on the
information in the reading text "Food Fusion: A Delicious Combination of Culinary
Traditions". Provide a short explanation for your answer. Write the word TRUE or FALSE
before the sentence and your EXPLANATION after the sentence.

________1. Food is one of the least important determinants of our culture and identity.
________________________________________________________________________
________

_______2. Food fusion/food hybrid" refers to combining two or more popular ingredients or
cooking methods to produce a new flavor or texture.
________________________________________________________________________
________

_______3. Hybrid dishes can only be made with different combinations of ingredients from
the same culture.
________________________________________________________________________
________

_______4. Fusion food is primarily a way to divide people and keep them from sharing their
heritage.
________________________________________________________________________
________

_______5. The rise in popularity of food fusions has been attributed to the desire to try new
and interesting recipes.

________________________________________________________________________
________

B. Answer the following questions based on the article “Food Fusion: A Delicious
Blend of Culinary Traditions”.
1. What is the concept of Food Fusion?

2. What has contributed to the popularity of Food Fusion?

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 3. How does Food Fusion help one learn more about other people’s culture?

LESSON 2 – GRAMMAR FOCUS

Using “Sequential Linkers” to Achieve Coherence in Writing

Read the paragraph and answer the questions that follow.

There are many ways to start making your own food fusion dishes, and here are a
few suggestions to help you along the way. First, choose a couple of ingredients that you're
familiar with and are comfortable with. Then, try incorporating other techniques or flavors
into the dish. Second, take a look at the various types of cuisines that you're passionate
about. This will allow you to create a starting point for your experimentation. Third,(perhaps
one of the most common ways to create interesting and flavorful food fusion dishes) combine
sweet and savory flavors. For example, you can combine honey or fruit with savory
ingredients such as vegetables or meats. Last but not the least, play with texture. One of
the most important factors that you can consider when it comes to creating unique and
flavorful food fusion dishes is the texture of the dish. This can be done by adding various
types of textures to the dish, such as soft and crunchy.

1. What do you call those words written in boldface?

2. What function do they have in the paragraph? How do they contribute with the flow of the
text?

Sequential Linkers

Sequential linkers are words or phrases that are used to connect ideas or
information in a particular sequence or order. They help to show the relationship between
different parts of a sentence, paragraph, or larger text.

Using sequential linkers in can help to create a more cohesive and organized piece
of writing, making it easier for the reader to follow along and understand the writer's
message.

Examples of sequential linkers include:

First, next, then, finally - These words are used to indicate the order in which events or
ideas are presented.

In addition, furthermore, moreover - These words are used to add more information to an
idea or point that has already been made.

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However, on the other hand, nevertheless - These words are used to introduce a
contrasting idea or point.

Similarly, likewise, in the same way - These words are used to show that two ideas or
points are similar or related to each other.

https://youtu.be/sNz2Myt3Qbc

M5-L2 GRAMMAR ACTIVITY

Arrange the sentences using the sequential linkers like "First, next, then, finally etc" to
create a coherent paragraph that describes the process of baking a cake.

● Mix the dry ingredients (flour, sugar, and baking powder) in a bowl then add the wet
ingredients (eggs, butter, and milk) to mixture and beat until smooth.
● Preheat the oven to 350°F (180°C).
● Bake the cakes in the preheated oven for about 25-30 minutes or until a toothpick
inserted into the center comes out clean.
● Pour the batter evenly into the non-stick cake pans.
● Gather all the necessary ingredients such as flour, sugar, eggs, baking powder,
butter, and milk.

“How to Bake a Cake”

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Option# 1

Food Fusion

Get recipes of your favorite local and international dish/cuisine. Develop a new dish by
combining/fusing these recipes. You can draw inspiration from the video https://youtu.be/-

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KwlrQMhN74 or from the reading text “Fusion or Confusion” or from your own cultural
backgrounds. Write out the recipe, including ingredients and cooking instructions. Observe
coherence in writing by using the appropriate sequential linkers.

Fusion or Confusion?

Fusion Cuisine and Confusion Cuisine are terms that are commonly used
interchangeably, but they actually represent distinct approaches to cooking. The former
involves blending different cuisines and cultures, while the latter involves utilizing different
ingredients.

Fusion cuisine aims to create a synergy between the various ingredients and flavors
in a dish. This type of cooking involves using different cultures and techniques to create
something completely new. This type of cooking involves using various ingredients and
techniques from different cultures to create something completely new. It commonly involves
combining the elements of two or more cuisines to create a unique dish. For instance, in
fusion cuisine, the use of seaweed and Japanese ingredients such as miso is usually used
to enhance a dish's flavor.

Confusion Cuisine, in contrast with Fusion Cuisine, is a type of cooking that involves
using different techniques and ingredients without taking into account the traditional flavors
or cultural authenticity of the dish. This often ends up with an overwhelming and haphazard
appearance, and people often have a hard time consuming it. For instance, it may involve
using Thai curry with Italian pasta. The aim of confusion cuisine is to surprise the diner by
presenting unusual, unexpected and even unappetizing food combinations.

One of the key differences between Fusion Cuisine and Confusion Cuisine is the
level of skill and knowledge required to execute them successfully. Fusion Cuisine requires
a deep understanding of the techniques and ingredients of the different culinary traditions
being blended, as well as an understanding of how those ingredients and techniques can
be combined in a way that is harmonious and pleasing to the palate.

Another key difference between the two styles of cooking is the purpose behind them.
Fusion Cuisine is often created by professional chefs who are looking to push the
boundaries of traditional cooking and create something new and exciting. It is a deliberate
and intentional process that is designed to showcase the chef's creativity and skill.

Although Fusion Cuisine and Confusion cuisine involve the use of various ingredients
and techniques, the results may vary. For instance, while Fusion Cuisine is intentional and
deliberate, Confusion Cuisine is more likely to be created for the sake of shock value rather
than of culinary pleasure. So, the next time you come across a dish that combines various
techniques and ingredients, scrutinize it well to see if it is a result of Fusion or Confusion
Cuisine.

***rubric

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Recipe Creation Rubric

Option# 2

Dear Chef

Pretend that you are a culinary student developing recipes of food fusions. Write a letter to
Chef Gordon Ramsay or Chef Boy Logro (or any chef you know). Include the following
details in the letter:

- Information about the food fusion recipes you created

- Why you chose to reach out to him/her
- Request to critique and try your recipes in his/her kitchen

Observe coherence in writing by using the appropriate sequential linkers.

***rubric

Letter to a Chef Rubric

Option# 3

Masterchef Universe

Pretend that you are a contestant in Masterchef Universe. You are given one-two minutes
to talk to the judges. Convince them that your food fusion recipes are the best and are worth
trying in their own kitchens. Use the appropriate sequential linkers in your talk to make it
more cohesive and understandable for the judges."

***rubric

Master Chef Universe Rubric

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 Sequential linkers or linkers in general like “first, next, then, finally, in addition, furthermore,
moreover, however, on the other hand, nevertheless. similarly, likewise, in the same way”
and many more, play a crucial role in structuring written content. These words or phrases
connect ideas in a specific sequence or order, aiding clarity, coherence, and organization in
writing for better reader comprehension.

Reflect/react to this line.

"Food fusion is a beautiful collision of flavors, a celebration of diversity on a plate."

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 Lesson Three
Sharing Ideas with Others

In this lesson, you will be able to

1. interact with others
2. use relative clauses correctly.

M5-L3 VOCABULARY BUILDER

Unscramble the following letters to reveal the word/phrase that is being defined. Use the
word/phrase in a meaningful sentence.

1. DOOF NOISUF - The combination of techniques, ingredients, and flavors from

different culinary traditions.

Word ______________________________
Sentence
________________________________________________________________________
____________________________________________________________

2. YRANILUC SSORC - The blending of different culinary traditions from various

cultures.

Word ______________________________
Sentence
________________________________________________________________________
____________________________________________________________

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3. CALOL ODOF - The blending of traditional and contemporary dishes from a specific
region.

Word ______________________________
Sentence
________________________________________________________________________
____________________________________________________________

4. ITANORMGI - The movement of people from one region to another, bringing their
culinary traditions with them.

Word ______________________________
Sentence
________________________________________________________________________
____________________________________________________________

5. TOLGALBINOIZA - The process of interaction and integration among people,

companies, and governments worldwide.

Word ______________________________
Sentence
________________________________________________________________________
____________________________________________________________

READING TEXT

The Art of Culinary Cross-Culturalism: An Exploration of Local and International Food

Fusion

Over the years, food fusion has been gaining popularity. It is a reflection of the world's
interconnected nature and involves the use of various techniques and ingredients. This

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concept is a perfect depiction of the complexity of culinary cross-culturalism. In this essay,
we'll talk about the characteristics of international and local food fusion. We'll also provide
examples of its different types.

Local food fusion involves taking a traditional dish and adding modern ingredients
and techniques to it. Examples of this include the use of British ingredients and techniques.
For instance, instead of frying fish and chips in a batter that has been seasoned with a type
of beer, it can be transformed into a different dish. This type of fusion also creates a sense
of adventure and nostalgia. Examples of this type of cooking include the use of herbs and
spices, as well as the pairing of two classic dishes together.

International food fusion is a type of cuisine that involves the use of various cuisines
from different regions all around the world. It can result in bold and unique flavors that are
not commonly found in standard dishes. Examples of this include the use of Italian and
Japanese cuisine, which resulted in the creation of such dishes as sushi pizza and pasta
with a sauce called wasabi.

The influence of migration and globalization can also have an impact on food fusion.
People from different regions bring their traditions with them when they move to a new place.
This allows them to create new dishes with the help of local ingredients. The Korean-
Mexican fusion dish known as kimchi tacos was created in Los Angeles by immigrants from
this region. Their love for spicy and fermented food combined with the local culture of their
adopted home to create this unique dish. Similarly, due to the increasing popularity of sushi
rolls in Western countries, new types of rolls have been created. One example of these is
the California roll, featuring ingredients such as avocado and crabs. The various examples
of food fusion demonstrate how the blending of cultures can be facilitated by the movement
of people.

One of the most distinguishing characteristics of international and local food fusion is
how they incorporate the influences of different regions. While both types of cuisine highlight
the unique flavors and traditions of their respective countries, international dishes combine
the techniques and ingredients from different countries. This allows for unexpected and
exciting combinations.

The main difference between local and international cuisine is that the former is
driven by the desire to put a modern spin on traditional dishes. On the other hand, the latter
is due to the desire to explore and develop new ideas. Both types of cuisine require a lot of
knowledge and creativity to create their unique dishes.

One of the most notable examples of local cuisine is the reinvention of the American
burger. In the U.S., burgers have undergone numerous local transformations. From Juicy
Lucy in Minnesota to chili-topped patties in Texas, different regions have their own take on
this iconic dish. The traditional burger is still regarded as an iconic dish. However, in the
past few years, the trend toward higher quality ingredients has led to the creation of more

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innovative burgers. One of these is the ramen burger, which features a combination of
cheese and vegetables on a bed of ramen noodles.

Unlike local cuisine, international dishes are known to create unique and unexpected
dishes that are very tasty. For instance, the Korrito, which is a Korean-Mexican fusion meal,
combines various ingredients such as Korean BBQ meat, vegetables, and rice with a salsa
and Mexican cheese. The Hawaiian-inspired poke bowl, which is a type of dish that involves
raw fish served over a bed of rice, has been making waves around the world.

Food fusion is a great and versatile cuisine that can be used by chefs and food
enthusiasts to create new and interesting dishes. Both international and local cuisine share
many characteristics such as the use of different techniques and ingredients. However, they
also have unique attributes that distinguish them from one another. The increasing
popularity of food fusion demonstrates how food can bring people from varying backgrounds
together.

Watch the video below for more information.

Local and International Food Fusion - Lesson 3

M5-L3 READING COMPREHENSION

A. Read each question carefully then choose the correct answer based on the reading
text “The Art of Culinary Cross-Culturalism: An Exploration of Local and International
Food Fusion”.

1. What is food fusion primarily a reflection of?

a) A nation's culture
b) The world's interconnected nature
c) Traditional cooking methods
d) A specific culinary style
2. Local food fusion involves:
a) Using only traditional ingredients
b) Taking a traditional dish and adding modern ingredients and techniques
c) Exclusively using international cuisines
d) Focusing only on fast food
3. Which of the following is NOT an example of local food fusion mentioned in the
text?
a) Frying fish and chips in beer batter
b) Pairing two classic dishes together
c) Making sushi pizza
d) Using herbs and spices

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4. International food fusion is characterized by:
a) Using a single cuisine
b) Utilizing only local ingredients
c) Incorporating cuisines from different regions around the world
d) Focusing only on traditional dishes

5. Which dish resulted from the fusion of Italian and Japanese cuisines?
a) Kimchi tacos
b) Sushi pizza
c) Ramen burger
d) Juicy Lucy
6. The Korean-Mexican fusion dish, kimchi tacos, was created in:
a) Seoul
b) Tokyo
c) Los Angeles
d) New York
7. What is the main difference between local and international cuisine as per the
text?
a) Local cuisine focuses on fast food
b) International cuisine is driven by the desire to explore and develop new
ideas
c) Local cuisine only uses traditional ingredients
d) International cuisine is driven by the desire to put a modern spin on
traditional dishes
8. What distinguishes international dishes from local dishes in terms of influence?
a) Both types combine techniques and ingredients from different countries
b) International dishes use only local techniques
c) Local dishes only use ingredients from one region
d) international dishes only use traditional techniques
9. What is the main characteristic of the ramen burger?
a) A combination of cheese and vegetables on a bed of ramen noodles
b) A burger topped with chili
c) A burger with a beer-battered fish patty
d) A burger served with a side of fries
10. What is the primary purpose of food fusion as stated in the text?
a) To stick to traditional cooking methods
b) To create dishes that are familiar to everyone
c) To bring people from varying backgrounds together through food

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 d) To only use local ingredients in international cuisines

B. Answer the following questions based on the reading text “The Art of Culinary
Cross-Culturalism: An Exploration of Local and International Food Fusion”.

1. What are the characteristics of local and international food fusion, and how do they
differ from each other?
2. What are the motivations behind local and international food fusion, and how do
they differ in terms of their objectives?
3. What skills are required for chefs to create successful food fusion dishes?
4. How do local and international food fusion incorporate regional influences into
their dishes?
5. How can migration and globalization influence local and international food fusion?

LESSON 3 - GRAMMAR FOCUS

Relative Clause

A relative clause is a type of dependent clause. Although it has a subject and verb, it
cannot stand alone as a sentence. It is sometimes referred to as an “adjective clause”
because it gives more information about a noun just like what a typical adjective does. A
relative clause always starts with a “relative pronoun,” which replaces a noun, a noun
phrase, or a pronoun when sentences are joined together.

The relative pronouns which are used to introduce a clause are WHO, WHOM,
WHOSE, THAT, WHICH.

Here are some examples:

The chef who created the food fusion dish is from the Philippines.

She sought the advice of the nutritionist, whom her friends recommended,
for a balanced meal plan.

Chef Boy Logro, whose culinary skills is known worldwide, opened a new
restaurant in BGC.

I tried the buko pandan recipe that my friend gave me and it tasted so delicious.

The fresh vegetables which are all organic added a distinct flavor to the salad.

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Types of Relative Clauses

1. Restrictive/Defining Relative Clause

A restrictive/defining relative clause is a type of dependent clause that provides

essential information about the noun or pronoun it modifies. These clauses are typically
introduced by a relative pronoun such as "who," "whom," "whose," "that," or "which," and
they help to clarify or specify which person, thing, or idea is being referred to.

For example, consider the following sentence:

The ramen burger that I bought from the Japanese restobar was very interesting.

In this sentence, the relative clause " that I bought from the Japanese restobar " is a
restrictive clause that provides essential information about the noun "ramen burger."
Without this clause, the sentence would simply read "The ramen burger was very
interesting," which is a much less specific and informative statement.

Here are some more examples of sentences with restrictive relative clauses:

The dish that won the cooking competition was a fusion of Japanese and Mexican
flavors.

The restaurant that specializes in farm-to-table cuisine uses only locally sourced
ingredients.

The chef who created the famous ramen burger has opened a new restaurant in
downtown.

In each of these examples, the relative clause is necessary to clarify which specific
person, thing, or idea is being referred to. Without the relative clause, the sentence would
be less specific and less informative.

2. Non-Restrictive/Non-Defining Relative Clause

A non-restrictive/ non-defining relative clause is a type of dependent clause that

provides additional, non-essential information about the noun or pronoun it modifies. These
clauses are typically introduced by a relative pronoun such as "who," "whom," "whose,"
"which," or "that," and they provide extra descriptive details about the noun or pronoun.

For example, consider the following sentence:

The dish, which combines traditional Korean flavors with Mexican spices, is a
popular item on the menu.

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 In this sentence, the non-restrictive clause " which combines traditional Korean
flavors with Mexican spices " provides additional information about the noun "dish”" but it
is not essential to the meaning of the sentence. If the clause were removed, the sentence
would still make sense and convey the same basic information:

The dish is a popular item on the menu.

Here are some more examples of sentences with non-restrictive relative clauses:

The chef, who has trained in some of the top kitchens in Europe, brings a unique
perspective to her cooking.

The ingredients, which include local produce and sustainable seafood, are carefully
sourced to ensure the highest quality.

The restaurant, that specializes in fusion cuisine from around the world, is a must-
visit for foodies.

https://youtu.be/-lNKXzHFTTs

M5-L3 GRAMMAR ACTIVITY

Identify if the sentence uses a restrictive/defining relative clause or a non-restrictive/non-

defining relative clause. Write "R" for restrictive/defining relative clause and "NR" for non-
restrictive/non-defining relative clause.

_____1. The restaurant, which specializes in Asian fusion cuisine, is always packed with
customers.

_____2. The chef, who trained in Paris, creates unique and innovative dishes that blend
French and Japanese influences.

_____3. The sushi roll that is filled with cream cheese and topped with spicy mayo has
become a popular dish at many American sushi restaurants.

_____4. The dish, which is made with a blend of Indian and Thai spices, is a perfect example
of fusion cuisine.

_____5. The dessert, which is a fusion of traditional American apple pie and French tarte
tatin, is a delicious and unique creation.

_____6. The restaurant, where the menu features a mix of Mexican and Korean flavors,
offers a truly unique dining experience.

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 _____7.The sandwich that is made with a combination of Italian meats and Vietnamese
pickled vegetables is a perfect example of fusion cuisine.

_____8. The chef, whose cooking style is heavily influenced by his travels in Southeast Asia,
creates dishes that are both familiar and exotic.

_____9. The pizza, which is topped with Korean barbecue sauce and bulgogi beef, is a
fusion of two beloved cuisines.

_____10. The restaurant, which combines traditional Ethiopian spices with modern cooking
techniques, offers a new take on classic Ethiopian cuisine.

M5-L3 WHILE TASK Option# 1

Quiz on Relative Clauses.

https://www.canva.com/design/DAFbjHjC2fc/Q_oI77pPgBlg_NwtT47hiQ/edit?
utm_content=DAFbjHjC2fc&utm_campaign=designshare&utm_medium=link2
&utm_source=sharebutton

Option# 2

Food Fusion Vlog

Watch the clip https://youtu.be/z3-BLPY1J-0. Create a 1-2 minute vlog explaining why the
said recipe is considered an example of food fusion. Make sure that you use correct linkers
and relative clauses. Use the essay “ The Art of Culinary Cross-Culturalism: An Exploration
of Local and International Food Fusion” as basis for your explanation.

***rubric

https://drive.google.com/file/d/1ffkKqZOBX9ofEMMBMDKk72oanv4Jvneu/vie
w?usp=sharing

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 A relative clause, functions as a dependent clause that offers additional information
about a noun or pronoun. It comprises a subject and a verb but lacks the capacity to function
independently as a sentence. The clause begins with a relative pronoun like "who," "whom,"
"whose," "which," or "that," replacing a noun, noun phrase, or pronoun when linking
sentences.

There are two primary types of relative clauses: restrictive/defining and non-
restrictive/non-defining. The restrictive clause provides essential information about the noun
it modifies, using relative pronouns to specify or clarify the noun's identity. On the other
hand, the non-restrictive clause offers extra, non-essential descriptive details about the noun
or pronoun it refers to but can be omitted without altering the core meaning of the sentence.

Reflect or React to this statement.

“Food fusion is a double-edged sword, it may either enrich or deplete a country’s culinary
identity.”

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 Lesson Four
Evaluating Ideas of Others

In this lesson, you will be able to:

1. evaluate ideas;
2. use “would” in expressing habits in the past.

Option # 1

Watch the video and answer the questions that follow.

https://youtu.be/Of6o4PWKYEY

M5-L4 VOCABULARY BULDER

Identify the dish that is being described. Choose from the pool of words below.

_________1. A bowl of raw fish, rice, and vegetables that is popular in Hawaii.

_________2. Tacos that are filled with stir-fried Thai noodles, vegetables, and meat.

_________3. A Mexican-style quesadilla that is filled with spicy Korean kimchi and
cheese.

_________4. A large sushi roll that is wrapped in a tortilla instead of seaweed. It was
invented in San Francisco, California, USA.

_________5. A pizza that has taco toppings like ground beef, tomatoes, and lettuce. It
originated in the United States.

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 _________6. A burger patty made of ramen noodles that is sandwiched between two
buns. It was invented in Brooklyn, New York, USA.

_________7. A type of sushi that includes crab meat, avocado, and cucumber. It was
invented in California, USA, in the 1960s.

_________ 8. A cheeseburger that originated in Minnesota, USA. It has a molten cheese

center that oozes out when you bite into it.

_________9. Tacos that use crispy fried wonton wrappers as the shell, filled with various
toppings like pork, chicken, or shrimp.

________10. A Vietnamese sandwich that combines French baguette, pickled vegetables,

cilantro, and a variety of meats and spreads.

Hawaiian Poke Bowl Bahn Mi Sushirrito

Wonton Tacos Pad Thai Tacos Kimchi Quesadilla

California Roll Juicy Lucy Taco Pizza.

Ramen Burger

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Option #2

Look closely at the picture provided and identify the food fusion dish. In the answer blank,
write a 2-3 sentence description of the dish, including its name, main ingredients, countries
of origin etc.

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3

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5

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7

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9

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10

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__________________________________

COMPREHENSION QUESTIONS

1. Which food fusion recipe caught your attention the most? Why?

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 2. Do you think these fusion recipes are respectful to the cultures they are drawing
inspiration from? Why or why not?

3. How do you think food fusion can influence the way we think about culture and
identity?

4. If you had to create your own food fusion recipe, what cuisines would you
combine? Why?

5. What factors will you consider in creating your own fusion recipe? Why?

Watch this video for more information.

https://youtu.be/kGKhzhXPAXk

LESSON 4 - GRAMMAR FOCUS

Using “Would” in Expressing Habits in the Past

Use "would" to express past actions or describe habits or repeated actions that
happened in the past. The basic structure is "subject + would + base form of the verb".

Here are some examples:

When I was younger, I would always eat cereal for breakfast.

Every summer, my family would go on a road trip to visit relatives.

Robert and Rose would often go hiking in the mountains on the weekends.

Malia would frequently order sushi burritos or poke bowls from a local restaurant
that specialized in Japanese-Hawaiian fusion cuisine.

The First Family would host dinner parties where they would serve dishes that
combined flavors from different cuisines, such as Indian-Chinese fusion or African-
Caribbean fusion.

In these sentences, "would" indicates a repeated action or habit that occurred in the
past.

https://youtu.be/FwY5lLNFny8

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M5-L4 GRAMMAR ACTIVITY

For each question, choose the sentence that correctly uses "would" to express a past
habit or complete the sentence with the correct form of "would" and the correct food item.

1. Which sentence correctly uses "would" to express a past habit?

a) She used to cook Italian-Thai fusion dishes every weekend.

b) They would often eat sushi for lunch when they lived in New York.

c) He was used to order Indian takeout for dinner.

2. Which sentence correctly uses "would" to express a past habit?

a) We are used to eat French cuisine when we travel to Europe.

b) She was used to make tacos with Greek flavors.

c) He would always try different types of coffee when he visited new cities.

3. Complete the sentence: "When I lived in Japan, I _______ always _______ _______ for
lunch."

a) would / eat / ramen

b) would / cook / quesadillas

c) would / order / burgers

4. Which sentence correctly uses "would" to express a past habit?

a) He was used to order the same sandwich every day for lunch.

b) She used to always cook Italian food on Fridays.

c) They would have ice cream for breakfast every morning.

5. Complete the sentence: "When we visited Spain, we _______ always _______ _______
for dinner."

a) would / eat / paella

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 b) would / order / sushi

c) would / make / spaghetti

6. Which sentence correctly uses "would" to express a past habit.

a) They used to always have fast food for dinner.

b) She was used to cooking Mexican-Korean fusion cuisine.

c) He would eat the same thing for breakfast every day.

7. Complete the sentence: "When I was a kid, my American grandparents _______ always
_______ _______ for me."

a) would / bake / cookies

b) would / order / pizza

c) would / cook / sushi

8. Which sentence correctly uses "would" to express a past habit.

a) We used to always eat at the same restaurant every night.

b) She would try different types of tea from around the world.

c) He was used to always ordering the same thing at the coffee shop.

9. Complete the sentence: "When I lived in Thailand, I _______ always _______ _______
for breakfast."

a) would / cook / waffles

b) would / eat / rice porridge

c) would / order / bagels

10. Which sentence correctly uses "would" to express a past habit.

a) They used to always go to the same fast food restaurant every day.

b) She would always add extra spices to her dishes.

c) He was used to always ordering pizza for dinner.

II. Answer the following questions using WOULD + base form of the verb.

Page 259
 1. When you were a child, what would you do to keep yourself entertained during
long car rides or road trips?

2. When you were in still in school, what would you do to prepare for exams or tests,
and did you have any study habits that helped you succeed?

3. When you were feeling sad or upset, what would you do to cheer yourself up and
feel better?

4. When you were at home, what would you do to relax and unwind after a long day
at work or school?

5. When you were younger, what kind of activities would you do with your family on
the weekends?

6. What was your morning routine like when you were still single?

7. When you were younger, what would you do to avoid taking a bath?

8. Would you always make up funny excuses to get out of doing chores, and what
was the funniest excuse you ever came up with?

9. Did you have any favorite restaurants or cafes that your family would always go to,
and what dishes or drinks would you order?

10. Did you have a favorite game or activity that you would always play with your
family members during gatherings or events? what are they?

Food Fusion Recipe Video Presentation

Present the Food Fusion Recipe you created in Lesson 2 through a video presentation.
Include a discussion of the following:

Introduction: Begin by introducing yourself and your food fusion recipe. Explain the
inspiration behind it and any personal stories or experiences that motivated you to create
it.

Ingredients: Describe the ingredients that you used in the recipe and how they were
combined. Highlight any unique or unexpected combinations that you used and explain
how they work together to create a new flavor profile.

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 Technique: Explain any specific techniques or cooking methods that were used in
the recipe. Discuss how these techniques were used to enhance the flavors or textures of
the dish.

Creativity: Discuss the creative process behind your recipe and how you arrived at
the final version. Share any challenges or obstacles that you faced during the creation
process and how you resolved them.

Presentation: Share a photo or visual representation of the final dish and explain
how you chose to present it. Discuss any garnishes or plating techniques that you used to
make the dish visually appealing.

Taste: Share your thoughts on the taste of the dish. Discuss the flavor profile,
texture, and overall experience of eating the dish. If possible, share any feedback or
reactions that you have received from others who have tried your recipe.

Conclusion: End your talk by summarizing the key points about your food fusion
recipe and encouraging others to try it for themselves. You can also share any future plans
or ideas that you have for the recipe or any other food fusion creations that you are
working on.

***rubric

Food Fusion Vlog Rubric

The word "would" in English talks about things that often happened before. It shows habits
or repeated actions from the past. It tells us about things someone did regularly or customs
they had in earlier times.

Consider the impact of globalization on local cuisines. How has the integration of
international influences affected the authenticity or popularity of local dishes in your
community? Reflect on whether this change has been positive or negative for preserving
culinary traditions.

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 ANSWERS TO MODULE 5 ACTIVITIES

M5-L1 Vocabulary Builder

1. a. a variety or assortment of dishes offered or served
In this context, "repertoire" refers to a range or collection of dishes available or performed.
It describes the variety of Italian dishes, such as pasta dishes, pizzas, and sauces, that
are known and loved worldwide.
2. d. having a strong, sweet taste or smell
In this context, “scrumptious" means having a strong, sweet taste or smell. In the context of
the sentence, it describes the irresistible and delicious quality of the chocolate cake.
3. c. having a pleasantly sharp taste or appetizing flavor; spicy
In this context, "piquant" describes the spicy and tangy flavors of the Thai curry that left a
memorable taste on the attendees' palates.
4. b. an excessive quantity of something
In this context, "plethora" means a large or excessive amount of something or the abundant
variety of spices used in the Indian curry, which gave it a unique and flavorful taste.
5. a. a mixture of various ingredients or elements
In this context, "concoction" means a mixture of various ingredients or elements. It refers
to the chef's special combination of fresh herbs and vegetables used in the salad, which
was a delightful and surprising addition.

M5-L1 Reading Comprehension

1. c. Its identity and traditions
2. b. Religious beliefs
3. c. Coastal cuisine
4. c. A delectable concoction of poultry or swine simmered in a blend of vinegar and soy
sauce
5. d. Halo-halo
6. b. A wide range of flavors and textures
7. b. Ilocos Empanada
8. b. Forces of globalization and increased travel
9. b. Ginger, garlic, and scallions
10. a. A harmonious blend of aromatic spices served over a bed of rice or bread

M5-L1 Grammar Activity

1. would rather
2. like
3. prefer
4. like
5. prefer

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 6. prefers
7. like
8. would rather
9. prefer
10. like

M5-L2 Vocabulary Builder

1. a. a new method, idea, or product
In this context, "innovation" refers to the chef's creation of a new and unique dish by
combining elements from two different cuisines. It represents a new method or idea in
culinary practices, making option (a) the correct choice.
2. b. a traditional dish
"Heritage" in this sentence refers to a tradition or legacy that has been passed down
through generations. The family's secret apple pie recipe represents a traditional dish from
their culinary history, making option (b) the correct choice.
3. c. a fundamental basis
In this context, "foundation" means the fundamental basis or principle on which Italian
cuisine is built. It refers to the core elements or principles that define Italian cooking, making
option (c) the correct choice.
4. d. a variety of choices
"Diverse" in this context means varied or different. The food truck offers a range of dishes
from different cultures, providing customers with a variety of choices, making option (d) the
correct choice.
5. a. the process of combining
"Hybridization" in this sentence refers to the process of combining elements from two
different sources to create something new. Here, it signifies the blending of Korean and
Mexican culinary traditions to create the Korean BBQ tacos, making option (a) the correct
choice.

M5-L2 Reading Comprehension

1. False
The text states that food is one of the most important determinants of our culture and identity.
2. True
The text defines "food fusion/food hybrid" as combining two or more ingredients or cooking
methods to create a new flavor or texture.
3. False
The text gives an example of Korean style tacos, which are a blend of Korean and Mexican
flavors, showing that hybrid dishes can combine ingredients from different cultures.
4. False
Fusion food is mentioned as a way to celebrate and bring people together, allowing them to
share their heritage and learn about other cultures.
5. True
The text states that the rise in popularity of food fusions is due to the desire to try new and
interesting recipes.

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M5-L2 Grammar Activity
First, gather all the necessary ingredients such as flour, sugar, eggs, baking
powder, butter, and milk. Next, preheat the oven to 350°F (180°C). Then, mix the
dry ingredients (flour, sugar, and baking powder) in a bowl. After that, add the wet
ingredients (eggs, butter, and milk) to the mixture and beat until smooth. Finally,
pour the batter evenly into the non-stick cake pans and bake the cakes in the
preheated oven for about 25-30 minutes or until a toothpick inserted into the center
comes out clean.

M5-L3 Vocabulary Builder

1. FOOD FUSION
2. CULINARY CROSS CULTURALISM
3. LOCAL FOOD FUSION
4. MIGRATION
5. GLOBALIZATION

M5-L3 Reading Comprehension

1. b) The world's interconnected nature
2. b) Taking a traditional dish and adding modern ingredients and techniques
3. c) Making sushi pizza
4. c) Incorporating cuisines from different regions around the world
5. b) Sushi pizza
6. c) Los Angeles
7. b) International cuisine is driven by the desire to explore and develop new ideas
8. a) Both types combine techniques and ingredients from different countries
9. a) A combination of cheese and vegetables on a bed of ramen noodles
10. c) To bring people from varying backgrounds together through food

M5-L3 Grammar Activity

1. NR - (Non-restrictive/non-defining relative clause): The information about the
restaurant specializing in Asian fusion cuisine is additional and not essential to
identifying which restaurant is being talked about.
2. NR - (Non-restrictive/non-defining relative clause): The information about the
chef's training in Paris is extra information and doesn't restrict or define the chef
in the sentence.
3. R - (Restrictive/defining relative clause): The relative clause "that is filled with
cream cheese and topped with spicy mayo" is necessary to identify which sushi
roll is being discussed.
4. NR - (Non-restrictive/non-defining relative clause): The information about the dish
being made with a blend of Indian and Thai spices is additional and not essential
to understanding which dish is being talked about.

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 5. NR - (Non-restrictive/non-defining relative clause): The information about the
dessert being a fusion of traditional American apple pie and French tarte tatin is
extra information.
6. NR - (Non-restrictive/non-defining relative clause): The information about the
menu featuring a mix of Mexican and Korean flavors is additional and not essential
to identifying which restaurant is being talked about.
7. R - (Restrictive/defining relative clause): The relative clause "that is made with a
combination of Italian meats and Vietnamese pickled vegetables" is necessary to
identify which sandwich is being discussed.
8. NR - (Non-restrictive/non-defining relative clause): The information about the
chef's cooking style being influenced by his travels in Southeast Asia is extra
information.
9. R - (Restrictive/defining relative clause): The relative clause "which is topped with
Korean barbecue sauce and bulgogi beef" is necessary to identify which pizza is
being discussed.
10. NR - (Non-restrictive/non-defining relative clause): The information about the
restaurant combining traditional Ethiopian spices with modern cooking techniques
is extra information.

M5-L3 While Task Option #1

1. R
2. NR
3. R
4. NR
5. NR
6. R
7. NR
8. NR
9. NR
10. R
11. NR
12. NR
13. R
14. NR
15. R
16. NR
17. R
18. NR
19. R
20. NR

M5-L4 Vocabulary Builder

1. Hawaiian Poke Bowl
2. Pad Thai Tacos

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 3. Kimchi Quesadilla
4. California Roll
5. Taco Pizza
6. Ramen Burger
7. Sushiritto
8. Juicy Lucy
9. Wonton Tacos
10. Bahn Mi

M5-L4 Grammar Activity

1. b) They would often eat sushi for lunch when they lived in New York.
2. c) He would always try different types of coffee when he visited new cities.
3. a) would / eat / ramen
Ramen is a Japanese food item, quesadilla and burgers are not.
4. c) They would have ice cream for breakfast every morning.
5. a) would / eat / paella
Paella is a Spanish food item, sushi and spaghetti are not.
6. c) He would eat the same thing for breakfast every day.
7. a) would / bake / cookies
Cookie is an American food item, pizza and sushi are not
8. b) She would try different types of tea from around the world.
9. b) would / eat / rice porridge
Rice porridge is Thai, bagels and waffles are not.
10. b) She would always add extra spices to her dishes.

Circle the object of your answer. My overall experience in this module has been

uninteresting; O.K.; very good; great

Page 266
 WEBSITES

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Los Angeles Times. (1993, September 16). Title of Article [Webpage]. Los Angeles
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Nisbets. (n.d.). What Is Food Fusion? [Webpage]. Retrieved from

https://www.nisbets.co.uk/what-is-food-fusion

PreGel America. (n.d.). The Fusion Revolution: The Evolution of Fusion Cuisine
[Webpage]. PreGel AMERICA. Retrieved from
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of-fusion-cuisine/

Purdue Online Writing Lab. (n.d.). Relative Pronouns [Webpage]. Purdue OWL:
General Writing Resources. Retrieved from

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 https://owl.purdue.edu/owl/general_writing/grammar/relative_pronouns/index
.html

Tate, A. (2017). Title of Document [PDF document]. Cambridge University Press

ELT Blog. Retrieved from https://www.cambridge.org/elt/blog/wp-
content/uploads/2017/02/Amy-Tate-Downloadable.pdf

Unilever Food Solutions. (n.d.). [Homepage]. Unilever Food Solutions Philippines.

Retrieved from https://www.unileverfoodsolutions.com.ph/

Unilever Food Solutions. (n.d.). 5 Reasons Why Filipino Food Is the Next Big Thing
[Webpage]. Chef Inspiration - Funlasang Pinoy. Retrieved from
https://www.unileverfoodsolutions.com.ph/chef-inspiration/funlasang-pinoy/5-
reasons-why-filipino-food-is-the-next-big-thing.html

Wikipedia contributors. (2021). Fusion cuisine. Wikipedia. Retrieved from

https://en.wikipedia.org/wiki/Fusion_cuisine

IMAGES

Flickr User. (2005). Dimsum Shanghai [Photograph]. Flickr.

https://upload.wikimedia.org/wikipedia/commons/e/ef/Dimsum-shanghai.JPG

Flickr User. (Year). Sushi Roll [Photograph]. Flickr. [URL]

Google Images. (2018). Japanese Sushi [Photograph]. Google Images.

https://encrypted-tbn0.gstatic.com/images? q=tbn:ANd9GcRNR-
mRzDkJqYu8mGAUbXCRM5_L5OWNwwCSRQ&usqp=CAU

Rawpixel. (Year). Assorted International Cuisine [Photograph]. Rawpixel. [URL]

Wikimedia Commons. . Vietnamese Bánh Mì [Photograph]. Wikimedia Commons.

[URL]

Wikimedia Commons. (2009). Chicken Adobo [Photograph]. Wikimedia Commons.

https://upload.wikimedia.org/wikipedia/commons/3/38/Chicken_adobo.jpg

Wikimedia Commons. (2010). Sushi on Rectangular Plate [Photograph]. Wikimedia

Commons.
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ay_-_sushi_on_rectangular_plate.jpg

Wikimedia Commons. (2012). French Macarons [Photograph]. Wikimedia

Commons.
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_made_mini_cakes.JPG

Page 268
Wikimedia Commons. (2013). Mexican Tacos [Photograph]. Wikimedia Commons.
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055162205%29.jpg

Wikimedia Commons. (2014). Croissant [Photograph]. Wikimedia Commons.

https://upload.wikimedia.org/wikipedia/commons/3/3b/Croissant%2C_whole.j
pg

Wikimedia Commons. (2021). Shoyu Ramen [Photograph]. Wikimedia Commons.

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_Kasukabe_Station_%282014.05.05%29_1.jpg

Wikimedia Commons. (2022). Sinigang na Baboy [Photograph]. Wikimedia

Commons.
https://upload.wikimedia.org/wikipedia/commons/c/ce/Sinigang_na_baboy.jp
g

VIDEOS

Fusion cuisine in NYC. (n.d.). [YouTube Video]. Retrieved February 18, 2023, from
https://www.youtube.com/watch?v=cNi3XGYeC2g

Fusion cuisine in NYC. (n.d.). [YouTube Video]. Retrieved February 18, 2023, from
https://youtu.be/cNi3XGYeC2g

Fusion Food. (n.d.). [YouTube Video]. Retrieved March 9, 2023, from

https://www.youtube.com/watch?v=L5uJE1p0Dos

Good News: Pinoy fusion dish recipes, alamin. (n.d.). [YouTube Video]. Retrieved
February 18, 2023, from
https://www.youtube.com/watch?v=ctBjDD3i6ZI&t=65s

International Cuisine Introduction. (n.d.). [YouTube Video]. Retrieved March 9,

2023, from https://youtu.be/byDAkdPmHdY

International Cuisine Introduction. (n.d.). [YouTube Video]. Retrieved March 9,

2023, from https://www.youtube.com/watch?v=byDAkdPmHdY

RATATOUILLE - A classic Filipino version inspired vegetable stew prepared at

home. (n.d.). [YouTube Video]. Retrieved February 18, 2023, from
https://www.youtube.com/watch?v=z3-BLPY1J-0

What is Filipino Cuisine? (n.d.). [YouTube Video]. Retrieved March 9, 2023, from
https://youtu.be/scWgVq7XU1c

Page 269
About the authors

Dr. Arlene S. Opina is a professor and the head of the Languages

Department at Centro Escolar University (CEU) of its three campuses.
She has over 40 years of teaching experience in various subjects and
levels, and holds multiple degrees and certifications in language
education. She is also a researcher, a trainer, a reviewer, and a leader
in several academic organizations and projects, including GEO-Global
Educators’ Organization and GEO Academic Journal. Her team trained
the Manila Hotel employees and teachers of TEACH for the Philippines.
Her work has been recognized internationally and has inspired many
students and educators.
Arlene S.Opina, LPT, Ph.D.

Shirley M. Paguirigan-Aglibot, a seasoned educator with a focus

on English instruction, initiated her teaching career in 1993. She has
served at various institutions, including School of Our Lady of Atocha,
AMA CLC, La Salette of Jones, UPHS Isabela, and currently at CEU
in Makati since 2007. Beyond traditional education, she has taught
English to international students at Adamson University and served
as an adjunct professor at EAC Cavite.
Shirley P. Aglibot, LPT, M.A.
Holding a Master of Arts in Education with a major in English, Shirley
is currently advancing her academic pursuits with a Doctor of
Philosophy in Curriculum Studies at Centro Escolar University. In
addition to her studies, she serves as a Language Editor and Reading
Coordinator at CEU, demonstrating her dedication to enhancing
student lives. Her unwavering commitment to lifelong learning and
her relentless dedication to education underscore her passion for
teaching.

Dr. Flordeliza E. Coquia currently serves as a Faculty Member in the

Languages Department at CEU. She holds a Bachelor of Arts in English,
a Master of Arts in English Literature, and a Doctor of Philosophy in
Curriculum and Supervision. Additionally, she has earned 28 units in
Bachelor of Arts in Secondary Education, Major in English, and 30 units
in Juris Doctor. Dr. Coquia completed an online Intensive English Course
at Pittsburg State University in Kansas, USA.

In her role at CEU, Dr. Coquia serves as a language editor for both
undergraduate and graduate school and is the Reading Coordinator for
Flordeliza E. Coquia, Ph.D the CEU Reading Program. She also worked as a Mentor for TEACH for
the Philippines. With an impressive 32 years of teaching experience, Dr.
Coquia spent one year at Lyceum Northwestern University in Dagupan
City and has dedicated the past 31 years to Centro Escolar University in
Manila.

Page 270
 Ryan R. Morrondoz is an Assistant Professor at Centro Escolar
University-Manila. He graduated from the aforementioned university with
a Bachelor of Arts in Secondary Education, majoring in English, followed
by a Master of Arts in Teaching with a major in Technical English from
Marikina Polytechnic College. He also completed a 220-hour training
program at the International TEFL and TESOL Training Institute,
obtaining certifications to teach Business English and English for Young
Learners. His teaching experience in various schools has allowed him to
apply his expertise across different levels of education, including
Ryan R. Morrondoz, LPT, Elementary, Junior High School, Senior High School, and Tertiary
M.A. education. Additionally, he has served as a Language Trainer for
professionals in various organizations. Currently, he teaches Purposive
Communication and Expository Writing at CEU-Manila, Makati, and
Malolos.

Divina Gracia P. Pegenia is a faculty member of the School of

Education, Liberal Arts, Music, and Social Work. Her academic
credentials include a bachelor's degree in Secondary Education with a
major in English from Centro Escolar University, followed by a Master's
Degree in Literature from the same institution. She has a wealth of
experience and expertise in the field of education, with an extensive
career spanning over 30 years,
Divina Gracia P. Pegenia,
LPT, M.A.

Dr. Rosana Derain-Lucero is an Assistant Professor of Centro Escolar

University handling Purposive Communication and English major
subjects for BSED major in English students of School of Education-
Liberal Arts-Music and Social Work. She has been teaching in CEU for
32 years and had four years of teaching high school in Immaculate
Conception Academy of Manila after her bachelor’s degree in Education
major in communication arts at Pamantasan ng Lungsod ng Maynila.
She finished both her Master in English Literature and PhD in Southeast
Asian Studies in CEU in 1995 and 2011 respectively. At present, aside
Rosana D. Lucero, Ph.D., from teaching, she is the Assistant to the Vice President for Research,
LPT Innovation, and Institutional Development- University Publications
working on The Rose and the Leaf, the yearbooks and Ciencia Y Virtud,
the official University publications publishing three issues per school
year.

Page 271
 Lilebeth A. Longos is a faculty member of the Languages Department
in Centro Escolar University. She obtained a bachelor’s degree in
Secondary Education major in English, and earned 33 units in Master of
Arts in English Language Studies. She has also received various
certifications related to language and teaching which includes a
Certificate of Accomplishment in a short course on Technology for
Teaching and Learning, being the most recent. Currently, she is writing
a thesis on the topic, Linguistic Landscape of Heritage Towns in the
Philippines for her MA degree at the University of Santo Tomas, Manila.
Lilebeth A. Longos, LPT

Mediatrix Therese R. Galero is a faculty member of the School of

Education, Liberal Arts, Music, and Social Work. She finished her
bachelor’s degree in Secondary Education with a Major in English from
Centro Escolar University. Currently, she is pursuing her Master’s
Degree in Creative Writing at the University of the Philippines- Diliman.
Beyond the classroom, she also thrives in the world of Marketing as
CEU’s Website content writer and editor.

Mediatrix Therese R. Galero,

LPT

A lawyer by profession, Atty. Eduard M. Riparip has been teaching in

college since 2013. He graduated with a degree in BA Mass
Communication major in Broadcast from Centro Escolar University in
2011. In 2016, he completed his Master of Arts in Applied Linguistics
major in English from the same University. Likewise, he finished his Juris
Doctor degree from the CEU School of Law and Jurisprudence in 2020.
He is currently writing a dissertation in his Doctor of Education degree.

Atty. Riparip brings with him his rich experience in the media industry.
He was a news writer, TV producer, researcher, and online producer at
Eduard M. Riparip, M.A., J.D. GMA Network, Inc. Notable shows that he handled in various capacities
include Unang Hirit, Saksi, Bawal ang Pasaway kay Mareng Winnie,
Brigada, and On Call. He has produced segments, digital documentaries,
and video campaigns and has written articles in various publications.

As Assistant Professor, he handles English, Literature, Mass

Communication, and Law subjects. Concurrently, he is the Director of the
CEU School of Law and Jurisprudence-Office of the Legal Aid (CEUSLJ-
OLA), where he is also a law lecturer.

Page 272
 Arniel S. Castante is Instructor IV at the School of Education, Liberal
Arts, Music, Social Work at Centro Escolar University. He earned his AB
English degree from West Visayas State University, Iloilo City and his
Special Philosophy certificate from St. Vincent Ferrer Seminary where
he studied for two years as a seminarian. He earned 36 units in MAELLT
at the Ateneo de Manila University and has completed the academic
requirements for MA Education in English major in Linguistics at West
Visayas State University. He has taught for 25 years, here in the
Philippines and abroad, both in online and face-to-face modalities.
Arniel S. Castante, LPT

Richard M. Rillo is an Assistant Professor of the School of

Education, Liberal Arts, Music, Social Work, and a shared faculty
of the Graduate School of the Centro Escolar University-Manila.
He obtained a bachelor’s degree in Secondary Education major in
English and a minor in Mathematics, and a Master of Arts in
Applied Linguistics. Currently, he is writing his dissertation on the
topic, The Lexicon of Asian Englishes for his PhD in Applied
Linguistics at the De La Salle University, Manila. Further, he is a
teacher-educator, an English textbook author for basic education,
Richard M. Rillo, LPT, M.A.
and a linguist with over 200 international citations and an h- index
of 7 in Google Scholar and a Scopus h-index of 5.

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