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English
 8
English
Quarter 1 – Module 1
Noting Context Clues
English – Grade 8
Alternative Delivery Mode
Quarter 1 – Module 1: Noting Context Clues
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Maribel Azote Cabalan - Buco

Editor: Tammy C. Catubig, Vanessa R. Natulla
Reviewers:Gladys S. Asis, Maria Dinah D. Abalos, Fe M. Dizon, Elnora T. Ordedor,
Grace H. Balagot, Kristoffer Ian F. Basco, Lucita G. Besonia, Venus Sheila O. Ayado,
Genalyn M. Dispo, Mark Joseph T. Delima,
Imie Concepcion C. Valdez, John Eric S. Bual, Joshua L. Albia Illustrator: Gil C. Dayot
Jr.
Layout Artist: Anselmo S. Osores Jr. Management Team: Francis Cesar B. Bringas
Isidro M. Biol, Jr. Maripaz F. Magno
Josephine Chonie M. Obseñares Bebelyn C. Corvera
Donald D. Orbillos,
Israel B. Reveche

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Department of Education – Caraga Region

Office Address: Learning Resource Development Center
Teacher Development Center
J.P. Rosales Avenue, Butuan City, Philippines 8600
Telefax: (085) 342-8207/ (085) 342-5969
E-mail Address: [email protected]
 What I Need to Know

This module is designed and written with you in mind to help you master the skills
that you can use in many different learning situations. The varied activities presented in this
lesson cater to your diverse vocabulary levels so that you will have a great time learning!

As you go through, you are expected to enhance your knowledge and improve your
vocabulary skills with the rich and varied traditions of the Afro-Asian countries by noting
context clues. It sounds interesting, isn’t it? I bet you are now very thrilled to launch
yourself into a fun-filled learning experience!

The most essential learning competency covered in this module is determine the
meaning of words and expressions that reflect the local culture by noting context clues,
EN8V- If-6.

Objectives:

As learner of this module, you are expected to:

1. identify the meaning of words through context clues;
2. give examples of the different types of context clues;
3. express appreciation to local culture; and
4. write a paragraph using one or more types of context clues.

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 What is It
In the previous part of the module, you have read the poem entitled “Context Clues.”
What are some of the words that you find difficult to understand? How do you unlock the
meaning of the words? What are the clues that help you solve them.?

This time, you study the sentences below. Take note of the underlined words. Can
you give their meanings?

1. As a writer, Dr. Jose Rizal used several pseudonyms so as not to reveal his
real identity.
2. We should always be prudent in what we say so as not to hurt the feelings of others.

Look at sentence number 1, what do you think is the meaning of the

word pseudonyms?

The answer is pen names.

How about in sentence number 2, what do you think is the meaning of the word
prudent? The answer is careful.

How did you know the answers? What words helped you identify the meanings of
those unfamiliar words?

The words not to reveal helped you identify the meaning of pseudonyms in sentence
number 1 while the words not to hurt helped you identify the meaning of prudent in
sentence number 2.

These words served as the clues in the sentences.

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Aside from using the dictionary, another way of learning the meaning of an unfamiliar word is
through noting context clues. Are you familiar of it? So, what are context clues?

Context clues are words that appear in sentences to help understand the meanings of
difficult words.

Context clues are of different types:

1. by Definition
 the unfamiliar word is defined in a sentence

Example:
A treasure hunter is a person who searches for treasures from sunken ships and
ancient tombs to obtain valuable relics and artifacts.
(definition: a person who searches for treasures)

2. by Synonym
 a similar word is placed in the same sentence to know the meaning of the
unfamiliar word

Example:
It is common for Filipinos to feel compassion or pity for the suffering of their
fellowmen.
(synonym: pity)

3. by Antonym
 an opposite word is placed in the same sentence

Example:
Among the siblings of thin body structure, Isabel is the only one who is portly.
(antonym: thin)

4. by Comparison
 a similar word with the same meaning of the unfamiliar word is placed with an
object to be compared

Example:
The stench of the garbage was like the smell of a rotten fish.
(comparison: rotten fish)

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 5. by Example
 samples are provided in the sentence to understand the meaning of the
unfamiliar word

Example:
In ancient times, some of our forefathers believed in amulets, such as pearl of the
crocodile, pearl of the ax, bullet necklace, and bag of herbs to protect them from
harm.
(example: pearl of the crocodile, pearl of the ax, bullet necklace, bag of herbs)

6. by Explanation
 a description is given to understand the meaning of the unfamiliar word

Example:
Matthew had few infractions of the house rules that he should have done as part
of his responsibilities.
(explanation: house rules that he should have done)

7. by Cause-Effect
 the meaning of the difficult word depends on the cause-effect relationship of
other words as expressed in the sentence

Example:
Since only a few followed the wearing of face mask, it was made mandatory by
the government.
(cause: only a few followed the wearing of face mask)

8. by List or Series of clues

 to understand the meaning of the unknown word, it is included in a series of
words given in a sentence

Example:
After the program, the rubbish left were souvenir programs, flyers, leaflets plastic
bottles, and food wrappings.
(list: souvenir programs, flyers, leaflets, plastic bottles, food wrappings)

9. by Inference
 to understand the meaning of the unknown word, one has to make a guess
based on the description given in the sentence

Example:
When one shows belligerence, harsh words, disruptive actions, and offensive
behaviors can be observed.
(description: harsh words, disruptive action, offensive behavior)

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