This is the Grade 9 English Quarter 4 Module 12 self-learning module, “Use Varied Verbal and Non-Verbal Communication Strategies When Performing in a Full Length Play.” It is an Alternative Delivery Mode (ADM) module from the DepEd Division of Iligan City (First Edition, 2020), made for learners studying at home. After working through it, learners should be able to use both spoken words and body language when acting out scenes from plays and everyday situations.
What learners will learn
The module states one learning objective:
- Use varied verbal and non-verbal communication strategies when performing in a full length play.
Lessons in this module
The module has one lesson: Lesson 1: Types and Features of Verbal and Non-Verbal Communication. It starts with a review of multimedia, explains the difference between verbal and non-verbal communication, and then moves to performance tasks. Learners act out a short dialogue, react to real-life situations, and perform scenes from plays such as Les Miserables, Fences, and Hamlet.
Key ideas: multimedia review
The “What’s In” part reviews multimedia. The word comes from two Latin roots, multi- (many) and media (in the middle). Multimedia combines text, audio, still images, animation, video, and interactivity. Slides are one example, because they combine text and images. A multimedia system uses at least two of these:
- Text materials: still a main way to share information, and also used to support other forms, such as a caption for a photo.
- Photographs and other still images: perhaps the oldest form of media, going back to cave paintings.
- Audio files: sound such as background music or a spoken explanation.
- Video presentations: moving pictures that usually combine images, sound, and sometimes text.
A matching-type activity checks this review. Learners unscramble words such as “media,” “web based,” “education,” “dynamic,” and “static.”
Key ideas: verbal and non-verbal communication
The module explains that there are two ways to send a message:
- Verbal communication: sharing thoughts, feelings, or information through spoken words.
- Non-verbal communication: sending messages through wordless clues, with no spoken words. Examples in the module include crossed arms, a road sign, a hug, and a hand raised in a stop gesture.
Types of non-verbal communication
| Type | What the module says |
|---|---|
| Facial expressions | Expressions for happiness, sadness, anger, surprise, fear, and disgust are the same across cultures. |
| Body movements and posture | How you move and carry yourself, including posture, stance, and small movements. |
| Gestures | Waving, pointing, and beckoning. Their meaning can differ across cultures, so be careful to avoid misunderstanding. |
| Eye contact | How you look at someone can show interest, affection, hostility, or attraction. |
| Touch | A weak handshake, a warm bear hug, or a pat on the head each sends a different message. |
| Voice | It is how you say it: timing, pace, loudness, tone, and sounds like “ahh” and “uh-huh.” Tone can show sarcasm, anger, affection, or confidence. |
Practice tasks
- Task 1 “Picture Talk”: match faces and gestures with sentences such as “I’m happy,” “I’m bored,” and “That’s perfect!”
- Task 2 “Actions Speak”: describe the feelings shown in photos using words like angry, joyful, surprised, and sad.
- Task 3 “Taste Your Words”: say lines out loud and name the feeling. For example, “Okay. Sure. Fine. Whatever.” sounds disinterested.
- Task 4 “Let’s Practice”: act out a short dialogue about taking someone’s photo, using expressions, gestures, and posture.
- Task 5 “This Is Me”: choose one of three situations and react as you would in real life. The situations are seeing your brother being bullied, falling in front of your crush, and finding your old dog Iggy no longer breathing.
- Task 6 “The Play”: deliver Jean Valjean’s lines from “The Bargain” in Les Miserables with proper intonation and enunciation.
Performance outputs
- What I Have Learned: a video of a monologue from Fences by August Wilson. Boys perform Troy’s monologue and girls perform Rose’s. Learners then perform, with a partner, a scene from Hamlet (Hamlet and his father’s ghost) and a scene from Les Miserables (Javert and Valjean).
- What I Can Do: three everyday family scenes performed with people at home and recorded on video. The scenes are a sick child being asked to help sweep, siblings cooking beef sinigang when one cuts a finger, and a search for missing red slippers. The rating focuses only on the learner.
How to use this module
- Learners: Read each part in order, from “What I Need to Know” to “What I Can Do.” Write your answers on a separate sheet and do not mark the module. Tasks 4, 5, and 6 and the final activities need a phone video recorder and an internet connection so you can send your videos to your teacher for feedback. You do not have to memorize the Task 4 lines; you may read while acting. Check your written answers honestly with the answer key at the end.
- Parents and guardians: Several scenes need family members to play other roles, so your help makes the activities possible. You may also help your child record and send the videos.
- Teachers: Tell learners how to send their videos, because the module’s Task 4 instruction does not print a contact. The answer key covers the matching type and Tasks 1 to 3.
Frequently asked questions
What grade and quarter is this English module for?
It is for Grade 9 English, Quarter 4, Module 12.
What is the difference between verbal and non-verbal communication?
Verbal communication uses spoken words to share thoughts, feelings, or information. Non-verbal communication sends messages through wordless clues such as facial expressions, gestures, posture, eye contact, touch, and voice.
What plays are used in the module?
Learners perform lines and scenes from Les Miserables, monologues from Fences by August Wilson, and a scene from Hamlet.
Does the module have an answer key?
Yes. The answer key at the end covers the matching-type activity and Tasks 1, 2, and 3. The performance tasks are submitted as videos for teacher feedback.
What do learners need to complete the performance tasks?
They need a phone with a video recorder and an internet connection to send their recorded performances to the teacher. Some scenes also need family members to play other roles.
Full text of the module
The text below is a transcription of the PDF above, as printed.
English Quarter 4 Module 12 Use Varied Verbal and Non-Verbal Communication Strategies When Performing in a Full Length Play
9
[illustration: students studying outdoors under a tree and at home with a lamp, a globe, and a notebook]
CO_Q4_English 9_Module 12
English – Grade 9 Alternative Delivery Mode Quarter 4 Module 12: Use Varied Verbal and Non-Verbal Communication Strategies When Performing in a Full Length Play
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio
DEVELOPMENT TEAM
Writer/s: STEPHANIE LEVITA, AVA MAUREEN M. CASTILLON MERCEDITA B. TONGSON Content and Language Evaluators FROILAN T. ESCALANTE, CARLITO A. ABARQUEZ, JEAN T. WALID Design and Lay-out Evaluators: JOAN A. ENAD Illustrator/Layout Artist: REZZEL MAE A. MONTECILLO Management Team Arturo B. Bayocot, Victor G. De Gracia Jr, Roy Angelo E. Gazo, Shambaeh A. Abantas-Usman, Henry B. Abueva, Rustico Y. Jerusalem, Myra A. Ambalong, Meriam S. Otarra, Charlotte D. Quidlat
Printed in the Philippines by ________________________
Department of Education – Division of Iligan City Office Address: General Aguinaldo, St., Iligan City Telefax: (063)221-6069 E-mail Address: iligan.city@deped.gov.ph
9
English Quarter 4 Module 12 Use Varied Verbal and Non-Verbal Communication Strategies When Performing in a Full Length Play
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
What I Need to Know
[illustration: hand with a finger pointing at a touch point]
The preliminary aim of providing varied mode in performing full length play must always be considered. In relation, the following objectives must be comprehensively understood and used by the student by the end of this module.
Learning Objective:
- Use varied verbal and non-verbal communication strategies when performing in a full length play.
Lesson 1: Types and Features of Verbal and Non-Verbal Communication
What’s In
In the recent development of using technology in distant learning, it is a must that you will be able to identify and use different forms of media communications and varied platforms in expressing ideas.
Read and understand carefully the different platforms and media technology that follows.
The word multimedia comes from two Latin roots, multi and media: multi-, meaning several or many, and media-, meaning in the middle. Multimedia is a broad term for combining multiple media formats. Whenever text, audio, still images, animation, video and interactivity are combined together, the result is multimedia. Slides, for example, are multimedia as they combine text and images, and sometimes video and other types.
A multimedia system consists of at least two, and perhaps all, of the following types of communication.
1. Text Materials It takes us back quite a bit further, as pretty much every office memo ever written has mostly consisted of text. Text is still a primary way to transmit information, although nowadays, it is also used to augment other forms of communication, such as a text description of a photograph.
2. Photographs and Other Still Images Illustrations are perhaps the oldest form of media, harking back at least as far as the prehistoric paintings on cave walls found in various locations around the world. The growth of electronic communications has meant that older text-only forms of communication could be enhanced with photographs and images as well.
3. Audio Files Your website or presentation can add sound, from a musical background to a spoken explanation, by including audio files.
4. Video Presentations Video presents moving pictures and typically combines images and sound for a compelling multimedia experience. Of course, videos can include text as well, which often appears as captioning for spoken words or as text in an image, as in the case of a slide presentation.
Matching Type. Answer the following questions below to see how far you have understood the previous lesson.
First, unscramble the letters in Column B and write the word on the line next to it. Match the words in Column B to the questions in Column A. Write the letter of your answer before each blank.
| A | B |
|---|---|
| _____ 1. Multimedia means the use of more than one _____ in communication. | A. anydcim _______________ |
| _____ 2. _____ multimedia is a combination between multimedia technology and Internet technology. | B. cationedu _______________ |
| _____ 3. A combination of _____ and entertainment makes learning enjoyable in schools. | C. adime _______________ |
| _____ 4. Video, audio and animation are moving objects. We call it _____ elements. | D. ebw sedba _______________ |
| _____ 5. Text is a _____ element | E. citats _______________ |
What’s New
How do you know how a person truly feels? Do you look at a person’s face or do you listen to the words that a person says? Our answers could really depend on a lot of things. Let’s take a look at the pictures below.
Task 1 “Picture Talk”
What do the pictures tell you? Choose from the following sentences and write them on the box opposite the picture.
That’s perfect! That’s okay! I’m bored. I’m sad. I’m happy I’m angry!
[illustration: smiling girl’s face] _____________________________.
[illustration: girl with a sad, frowning expression] _____________________________.
[illustration: man with a skeptical look giving a thumbs-up] _____________________________.
[illustration: hand forming an OK sign] _____________________________.
[illustration: man resting his chin on his hand, looking bored] _____________________________.
[illustration: girl with arms crossed and an angry expression] _____________________________.
Why do you think it is important to read other people’s actions and expressions? Do these actions tell us a message? Can we communicate through these actions and expressions? Find out in the next activity.
What is It
There are two ways we can send or express a message (or communicate) to someone. It could either be VERBAL or NON-VERBAL COMMUNICATION. In verbal communication, thoughts, emotions or information are exchanged by individuals through the use of speech (spoken words), as shown in the pictures below:
[illustration: students seated at a classroom table talking, with speech bubbles reading “??” and “I think…”; label printed at top left: “IN THE CLASSROOM”]
[illustration: people seated around a conference table, one person standing and pointing while speaking]
[illustration: three people smiling and talking to one another]
In a non-verbal communication, (https://www.youtube.com/watch?v=Nhg1_6NdDfo) , sending of messages and information is done by wordless clues, which means there are no spoken words involved. Take a look at the pictures below.
[illustration: cartoon woman with arms crossed and a stern expression]
[illustration: no-left-turn road sign]
[illustration: cartoon couple hugging]
[illustration: woman in a white shirt holding up her hand in a stop gesture; watermark “alamy stock photo”]
TYPES OF NON-VERBAL COMMUNICATION
There are many different types of nonverbal communication. Together, the following nonverbal signals and cues communicate your interest and investment in others.
[illustration: cartoon faces showing a range of eye and mouth expressions]
Facial Expressions
Unlike some forms of nonverbal communication, facial expressions are universal. The facial expressions for happiness, sadness, anger, surprise, fear, and disgust are the same across cultures.
Body Movements and Posture
The way you move and carry yourself communicates a wealth of information to the world. This type of nonverbal communication includes your posture, bearing, stance, and subtle movements.
[illustration: rows of cartoon women standing, sitting, and gesturing in different postures]
Gestures
We wave, point, beckon, and use our hands when we’re arguing or speaking animatedly—expressing ourselves with gestures often without thinking. However, the meaning of gestures can be very different across cultures and regions, so it’s important to be careful to avoid misinterpretation.
[illustration: hands holding and pointing at phones, tablets, a magnifying glass, and a megaphone]
Eye Contact
Since the visual sense is dominant for most people, eye contact is an especially important type of nonverbal communication. The way you look at someone can communicate many things, including interest, affection, hostility, or attraction.
[illustration: a young man and a young woman facing each other with dotted lines between their eyes]
Touch
We communicate a great deal through touch. Think about the messages given by the following: a weak handshake, a timid tap on the shoulder, a warm bear hug, a reassuring slap on the back, a patronizing pat on the head, or a controlling grip on your arm
[illustration: a woman sitting on a bed with her arm around a young child who holds a teddy bear]
Voice
It’s not just what you say, it’s how you say it. When we speak, other people “read” our voices in addition to listening to our words. Things they pay attention to include your timing and pace, how loud you speak, your tone and inflection, and sounds that convey understanding, such as “ahh” and “uh-huh.” Think about how someone’s tone of voice, for example, can indicate sarcasm, anger, affection, or confidence.
[illustration: cartoon girl shouting with her mouth wide open; watermark “shutterstock”]
Nowadays, modern technology allows us to communicate in so many ways. Can you name a few? Now that you know the different types of non-verbal expressions, what do you think is the most effective way in sending a message? Why do you think so?
Task 2: “Actions Speak”
Use words from the list as well as any others you can think of to describe e these pictures
Bored, uninterested, frightened, angry, sad, happy annoyed, disgusted, joyful, pleased, elated, excited surprised, welcoming, pleased
[photo: man with clenched fists and a furious expression] This person is; _____________________
[photo: smiling man in a suit extending his hand] This person is; _____________________
[photo: bearded man with glasses, hand raised, looking exasperated] This person is; _____________________
[photo: woman with arms raised outdoors, looking joyful] This person is; _____________________
[photo: woman with both hands raised, frowning] This person is; _____________________
[photo: woman with her hand on her cheek, looking bored] This person is; _____________________
[photo: young child with mouth open and hands raised] This person is; _____________________
[photo: boy with head lowered and a pouting expression] This person is; _____________________
[photo: smiling baby lying down] This person is; _____________________
Task 3: “Taste Your Words”
What feelings are evoked in the lines below? Try saying them out loud and figure out how it feels to say them. Choose your answers from the words listed inside the box and write it on the blank just beside the dialogue box.
disinterested annoyed proud worried angry excited
Oh my, these puppies are so lovable! Can I keep them?
How can you do this to me? You said you will always be my friend!
Okay. Sure. Fine. Whatever.
Can you please stop calling me? I am busy working on my paper.
How come she’s not here yet? It’s late. Could something have happened to her?
What is It
Do you think verbal and non-verbal expressions play a vital role in our daily interactions with family and friends? You are definitely right! In fact, we use these expressions no matter where we are and who we are with. Let us try to use them in varied situations.
Note to the learner: In Tasks 4, 5 and 6, you will be using a video recorder in your mobile phone and an internet connection so you can send them to your teacher for feedback).
Task 4: “Let’s Practice”
Read and familiarize the dialogue below. Act out the whole dialogue using expressions, gestures and posture. Use the rubric below as your guide. Give plenty of time for thought and rehearsal.
You don’t have to memorize the lines. You can read while reading and acting. When you are ready, record your performance using your smart phone. Send the file to your teacher at for feedback. [transcriber’s note: the printed text ends “at” with no email address or contact given]
Dialogue:
A: Excuse me. Can you take a picture of me?
B: Yeah, sure.
A: Just press that button.
B: Er, which one?
A: The one on the top.
B: OK, right. Er…. can you move back a bit.
A: Is this OK?
B: Fine, now smile. That’s it. Very nice.
A: Thanks.
B: Not at all. You’ve got a lovely smile. Er… fancy a drink?
A: OK, but I’ve got no money on me.
B: That’s OK. I’ll pay.
How would you rate your performance? Do you think you have used appropriate non- verbal expressions? Whose role is easy to perform?
In the next activity, you will find yourself in a particular situation. React to that situation as you would in real life. Feel free to use verbal and non-verbal expressions. Good luck and have fun!
Task 5: “This Is Me”
Reactions to different situations illustrate the different modes of communication such as verbal or non-verbal. Showing your reaction to a given situation will enrich your skill in verbal and non-verbal communication.
How would you react if you were in the situations cited below? Record your performance. You can ask a few members in the family to play the other roles, if not, then you could always act on your own. Choose one situation only.
Situation 1: You are now 28 years old. On your way home from work, you saw your little brother being bullied by 3 boys bigger than him. You can see your younger brother, helpless and crying for help. What would you do?
Situation 2: You are now in grade 10. Your English teacher just said goodbye and requested you to bring her things to the office. You were surprised to see a lot of books and folders, but you managed to carry every bit of it. You almost made it to the office, when all of a sudden, you stumbled on a rock and fell on your knees. All the books and papers went thru the air and down the muddy ground. You cannot afford to stand on your own because of embarrassment, but then someone came to help you and offered his/her hand. It was your crush.
Situation 3: You have a pet dog named Iggy. He is a labrador given to you by your parents as a gift on your 5th birthday. You grew up with Iggy and now he is 10 years old and he has grown weak of old age. He doesn’t play a lot anymore and prefers to stay by your bedside. One day, you came home from school. You immediately went to your room to check on Iggy. He was there lying on his favorite spot near your bed, no longer breathing.
What’s More
In this activity, you will master expressing yourself verbally and non-verbally through a scene from a play, “Les Miserables”.
Task 6: “The Play”
Jean Valjean is one of the characters of the play “Les Miserables” written by Victor Hugo. Set in early 19th-century France, Les Misérables is the story of Jean Valjean, a French peasant, and his desire for redemption after serving nineteen years in jail for having stolen a loaf of bread for his sister’s starving child. Valjean decides to break his parole and start his life anew after a bishop inspires him by a tremendous act of mercy, but he is relentlessly tracked down by a police inspector named Javert. Along the way, Valjean and a slew of characters are swept into a revolutionary period in France, where a group of young idealists attempt to overthrow the government at a street barricade in Paris (https://en.wikipedia.org/wiki/Les_Mis%C3%A9rables_(musical))
The scene below tells us of how the character, Jean Valjean, finds the child, Cosette and his desire to love her and keep her as his own. Try your best to say the character’s lines with the appropriate intonation and enunciation. Feel free to express yourself also with the use of non-verbal expressions.
Les Miserables (Act 1a)
The Bargain
Valjean:
I found her wandering in the wood This little child, I found her trembling in the shadows And I am here to help Cosette And I will settle any debt you may think proper I will pay what I must pay To take Cosette away. There is a duty I must heed, There is a promise I have made For I was blind to one in need I did not see what stood before me Now her mother is with God Fantine’s suffering is over And I speak here with her voice And I stand here in her place And from this day and evermore
What I Have Learned
This activity will sum up your learning in the previous activity.
Submit A video output of the tasks below. Make sure to deliver the lines properly and portray gestures and actions well.
Activity! An Actor/Actress at Work
These monologues are from “FENCES” by August Wilson. (BOYS )should do only the monologue for boys , as well as the girls)
(BOYS)
TROY: A man’s got to do what’s right for him. I ain’t sorry for nothing I done. It felt right in my heart. (To the baby.) What you smiling at? Your daddy’s a big man. Got these great big old hands. But sometimes he’s scared. And right now your daddy’s scared cause we sitting out here and ain’t got no home. Oh, I been homeless before. I ain’t had no little baby with me. But I been homeless. You just be out on the road by your lonesome and you see one of them trains coming and you just kinda go like this…
(GIRLS)
ROSE: You can’t be nobody but who you are, Cory. That shadow wasn’t nothing but you growing into yourself. You either got to grow into it or cut it down to fit you. But that’s all you got to make life with. That’s all you got to measure yourself against that world out there. Your daddy wanted you to be everything he wasn’t… and at the same time he tried to make you into everything he was. I don’t know if he was right or wrong… but I do know he meant to do more good than he meant to do harm. He wasn’t always right. Sometimes when he touched he bruised. And sometimes when he took me in his arms he cut.
ACTIVITY 2. Ask someone to do the scenes below with you . Video your work and submit.
SCENE 1 PLAY: Hamlet
Enter Ghost and Hamlet.
Hamlet. Whither wilt thou lead me? Speak! I’ll go no further
Father’s Ghost. Mark me.
Hamlet. I will.735
Father’s Ghost. My hour is almost come, When I to sulph’rous and tormenting flames Must render up myself.
Hamlet. Alas, poor ghost!
Father’s Ghost. Pity me not, but lend thy serious hearing To what I shall unfold.
Hamlet. Speak. I am bound to hear.
Father’s Ghost. So art thou to revenge, when thou shalt hear.
Hamlet. What
SCENE 2 PLAY : LES MISERABLES
Javert approaches Jean Valjean.
JAVERT Now Prisoner 24601. Your time is up And your parole’s begun. You know what that means?
VALJEAN Yes. It means I’m free.
JAVERT No! It means you get Your yellow ticket-of-leave.
He hands Valjean a folded yellow paper.
JAVERT This badge of shame You’ll show it everywhere. It warns you’re a dangerous man.
VALJEAN I stole a loaf of bread My sister’s child was close to death And we were starving.
What I Can Do
The activity that will follow will further your knowledge of verbal and non- verbal communication by performing the tasks below.
The scenes below are real day to day experiences. Portray it together with people at home and make sure that face and body gestures accompany the lines you deliver ( Focus of rating will be on you and not on anyone else ) Submit a video for these.
ACTIVITY 1
SCENE : Mother is sweeping the floor while you are sitting comfortably and busy with your cellphone.
Mother: Can you please help me in cleaning all these mess?
You : But Mama, I feel so tired.
Mother: Hmmm, I know that you slept very late last night . I could hear you squirming like a pregnant cat.Are you not feeling well.
You : Yes mama ,I have this persistent headache and colds .My throat feels like it is burning.
Mother: What? Why didn’t you tell me .
You: I just don’t want to alarm you . I hope I’d be okay after taking my medecines . I;m so sorry I cannot help you now mama.
ACTIVITY 2
SCENE : In the kitchen , you and your sister / brother are cooking something for lunch.
Sister / Brother: What are we going to cook ? Papa loves something with soup especially during lunch.
You : Okay , beef sinigang .
Sister / Brother: Do you know how to do it?
You : Yes ,Mama taught me.
Sister / Brother: Good . What should we prepare first?
You. Find some vegetables in the ref while I’ll cut these beef into cubes.( Get the chopping board and knife ) Ouccch ! This knife is so sharp I cut my finger ! My God ! ( Blood trickling from the fingers )
Sister / Brother: You should have been careful ! Okay , wash it with wter and soup ,while I look for some first aid .( Gets out of the kitchen and returns right away with some medecine) Here, let me help you.
You : Thank you so much ! I could have been nervous without you.
Sister / Brother: Hmmm , it’s what siblings are for.
ACTIVITY 3
SCENE : In the sala or living room , you are looking for your slippers everywhere. Your father is watching tv with your mama and little sister/brother.
Sister / Brother: Ate / Kuya what are you looking fpr?
You : My slippers . Did you see it?
Sister / Brother: No I don’.
You : Ohhh ! Where is it ? I leave it here at the back of the door.
Papa: Is it a red slippers?
You: Yes papa, did you see it?
Papa: Yes ,I put it in the kitchen .
You : Okay .Thank you papa. I’ll go get it.
Mama: Wait ? The red slippers in the kitchen ? I know it’s yours so I put it in your room.
Sister / Brother: You should have asked us . Theres’s no harm in asking .
You : Yes ,so foolish of me. Thank you everyone.
Answer Key
[transcriber’s note: the answer key table is printed upside down on the page; it is transcribed here in its logical reading order]
| Pretest | What’s In – Matching Type | What’s New – Task 1 | What Is It – Task 2 | What Is It – Task 3 | Post Test |
|---|---|---|---|---|---|
| 1. D | 1. C media | 1. I’m happy | 1. angry | 1. excited | 1. D |
| 2. B | 2. D web based | 2. I’m sad | 2. joyful, pleased | 2. angry | 2. A |
| 3. A | 3. B education | 3. That’s perfect/That’s okay | 3. surprised | 3. disinterested | 3. C |
| 4. D | 4. A dynamic | 4. That’s perfect | 4. joyful | 4. annoyed | 4. D |
| 5. B | 5. E static | 5. I’m bored | 5. angry | 5. worried | 5. B |
| 6. D | 6. I’m angry | 6. bored, uninterested | 6. B | ||
| 7. A | 7. surprised, elated | 7. D | |||
| 8. A | 8. sad | 8. A | |||
| 9. C | 9. joyful | 9. A | |||
| 10. B | 10. B | ||||
Reference
file:///C:/Users/Acer/Dropbox/My%20PC%20(User)/Desktop/Fences%20-%20Troy%20-%20Lullaby.pdf
For inquiries or feedback, please write or call:
Department of Education – Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
Leave a Reply