FOREWORD

Learning is best when done through experience. English offers various

learning experience that make you a game changer.

I give you a tour – a life changing paper and pencil drills to be a tourist of
our own culture. With the help of this SELF-LEARNING KIT, you will be able
to develop the language of instruction and control.

Enjoy while studying and understanding literature.

Run, jump and swim in the boulders of knowledge.

1. CONTENT STANDARD

The learner demonstrates understanding of how world literature and other

text types serve as ways of expressing and resolving personal conflicts, also
how to use strategies in linking textual information, repairing, enhancing
communication public speaking, emphasis markers in persuasive texts, different
forms of modals, reflexive and intensive pronouns.

2. PERFORMANCE STANDARD

The learner composes a short but powerful persuasive text using a variety
of persuasive techniques and devices.

3. LEARNING COMPETENCY

In this lesson, you are expected to:

Evaluate spoken texts using given criteria, e.g. fluency, tone, cohesion,
correctness (EN10LC-IIe-13.2)

Evaluate listening texts in terms of accuracy, validity, adequacy, and relevance

This GOING PLACES consists of the following drills:
1. PICTURE DICTATION - initial drill
2. I AM LEGEND - listening drills

I. WHAT TO KNOW?

Preliminary Activity:
Brainstorm the meaning of the given lines.?

You have brains in your head

You have feet in your shoes
You can steer yourself
any direction you choose.
You’re on your own. And you know what you know.
And YOU are the guy who’ll decide where to go.

1. Picture dictation

 Use a space next to the script and get ready to carry out the
following instructions.
 Teacher reads the instructions, a sentence (or phrase) at a time.
Repeat each sentence twice (or more if necessary).
 Read through the whole set of instructions again when you’ve
finished.
 Teacher views your answers.
Dictation Script:
Draw a straight line across the middle of the page from left to right. Half
way along the line, and just above it, draw a small boat. In the top left-hand
corner of the picture draw three swimming ducks. Draw some small waves in
the river. In the top-right hand corner there is a fish jumping. Between the boat
and the bottom of the page, draw a man sitting near the river bank. Next to the
man, on your left, draw a hungry dog. On the other side of the man is a chicken.
Between the man and the bottom of the page there is a large sack. The word C-
O-R-N s written on it in capital letters.
  The man, Jose, has a problem. He has to cross a river with his two
animals and the sack of corn. But he can only take one item at a time with
him. He cannot leave the dog alone with the chicken. And he cannot
leave the chicken alone with the corn. How many trips across the river
does he have to make to get himself, the animals, and the corn safely to
the other bank?

II. WHAT TO KNOW?

A. A Little Bit of Research

In ancient times, our ancestors often made up stories called legends. Do

you know what legends are? Get a dictionary and look for the meaning of the
word legend. Or, look for someone who can tell you what legend is. Write
down what you find out about legends. (20 Points).

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B. Finding Substitute Words That Fit

Your teacher will be reading a story to you. It is a legend, retold by Landa

Jocano, about “Why the Philippines Has Many Islands.” In order to understand
the story better, do this activity first.
The set of sentences in this exercise are taken from the legend you will be
listening to. Notice the italicized words.
Using the sentences as clues, try to figure out the meanings of this words.
Then look at the other words listed below each set of sentences. Choose
the one that you think is the best substitute for the italicized word. Circle the
letter of your choice. (10 Points).

1. A long time ago, there lived in the hills of Samtoy, ancient name of the
Ilocos Region, two huge beings, Angalo and Angarab. These husband and
wife were so big that when they walked the entire island shook.
a. dark
b. gigantic
c. tall

2. When they open the clams to eat the meat, they found sparkling stones
inside. The luster of these pebbles caught the fancy of the couple.
a. fame
b. appearance
c. sheen

3. They gathered more clams and removed the brilliant stones. When they
had collected a considerable number of the glittering pebbles, they started
home.
a. large
b. thoughtful
c. small

4. Upon their arrival in the middle of the island, the question of who should
have more of the pearls arose between the couple. This question stirred a
quarrel which ended into a fight.
a. mixed
b. provoked
c. stopped
5. The pressure of their heavy steps, added to the vibration of their angry shouts,
sent the mountains and hills falling apart. The land leveled and cracked.
a. flattened
b. opened
c. shook

C. Guess the Story!

From the title and sentences given in the Activity B, can you rewrite what
happens in the legend? (20 Points)

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D. A Legend from Long Ago

Read again the sentences given in Activity B. Are you ready to share with
the class what you think happens in the legend?
Now listen as your teacher reads the story to you.

E. Recall the Story

The drawings below depict events in the legend. Number each drawing
according to the sequence in which the events happened. Write the
number in the oval figure above each picture. (7 Points)
 Did you get everything right? Listen to a second reading of the legend
and check your answers.

F. Something to Think About

How many other Philippine legends do you know? Our literature is rich
in stories like these. Look for them in Philippine story books. Or ask the elder
people in your family or community to tell you the legends that they remember.
(20 Points).
REFERENCES:

Pefianco, M. I., Lorenzo, E., Vilchez, M. L., & Wright, M. T.

Communicate Effectively Through Literature.

Seuss, Dr. Oh, the places you’ll go! Retrieved from Beginner
Books.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
DIVISION OF MANDAUE CITY
Mandaue City

NIMFA D. BONGO, Ed. D., CESO V

Schools Division Superintendent

ESTELA B. SUSVILLA, Ph.D., CESO VI

Assistant Schools Division Superintendent

JAIME P. RUELAN, Ed. D.

OIC-Chief Curriculum Implementation Division

ISMAELITA N. DESABILLE, Ph. D.

Education Program Supervisor-LRMDS

MERCEDITA M. DEMORAL, Ed. D.

Education Program Supervisor-English

DINDO T. ALILIN
Writer/Illustrator/Layout Artist