ENGLISH WEEK 7

To begin another lesson for this week, today you will know how to infer the speaker’s tone, mood and purpose

Remember that tone in a written composition is generally conveyed through the choice of words or the
viewpoint of the speaker/writer on a particular subject. The tone can be formal, informal, serious, comic, sarcastic,
sad and cheerful or it may be any other existing attitudes.

Mood refers to the literary element that evokes certain feelings or vibes through words and descriptions.
Some examples of mood are cheerful, romantic, calm, angry, hopeful, fearful, tense and lonely.

Purpose is the reason an author decides to write a certain topic. Some common purpose of a speaker is to
inform, persuade, or entertain.

Now, let us try this activity to determine if you have any idea about inferring speaker’s tone, mood and
purpose before we proceed to the different learning activities I prepared for you.

Read the paragraph, then let us infer the speaker’s tone and mood expressed in each statement below

Miss Ranin politely excused herself and left the breakfast table. She was not feeling well. She had been resting in her
cabin for some time when she smelled smoke. She thought it was from the machine room. Then she heard an alarm.
“Maybe it’s just the fog horn,” she said to herself. But when she opened her cabin door, she saw people running and
going up the upper deck. Smoke was everywhere. She grabbed a life jacket from under her bed and put on her
overcoat. In a few minutes, she was outside her cabin. “This way!” a man said. “I must find my brother,” she said as she
followed the man. “There is no time!” the man said as he pushed her towards the lifeboat.

1. The smoke, people running and going up the upper deck, and the sound of the alarm are meant to give you
________.

2. “I must find my brother!” From this sentence you can conclude that Miss Ranin was_______.

3. She grabbed a life jacket and put on her overcoat. From this behavior you can say that Miss Ranin
was__________.

4. “There is no time!” the man said as he pushed her towards the lifeboat. From this sentence you can say that the
man wanted to _______.

In statement no. 1, we can say that it gives a frightened feeling based on the action of the people. In
statement no. 2, we can infer that Miss Ranin’s mood was worried and anxious because of what she said. As we read
statement no.3, we can infer that Miss Ranin was quiet and calm. Lastly, in sentence no. 4, we can infer that the man
wanted to help Miss Ranin. After discussing our example above, be ready in answering the activities I have prepared
for you.

A. Directions: Read the following lines with correct expression and give correct tone expressed. Write your
answer on the box provided before each number (angry, happy, afraid, scary, worried) to show the moods for each
sentence.

1. "I wonder where father and Arthur are, their boat is out of sight.”

2. “Who broke my new flower vase?”

3. “How could this be? At first, I hardly had room enough under the mushroom, and in the end, all
five of us were able to sit under it!”

4. “Oh, hide me!” he cried. “Save me! A fox is chasing me!”

5. “There is a rabbit smell around. Isn’t he hiding here?” said the fox
B. Directions: Read the story The Lion and the Mouse. Then infer the tone and mood expressed in each sentence.

One day a lion was sleeping in the forest. A little mouse was looking for something to eat. She ran over his paw.
The lion opened his eyes. He roared at the mouse. He put his paw over her. “I will eat you,” he cried. “I did not
know it was you,” said the mouse. “Please let me go. Someday I will help you.” “Foolish mouse!” said the lion.
“What can a little thing like you do? I am strong. How could you ever help me?” The lion laughed, but let the
mouse go. He did not think the little mouse could ever help him. Soon after this the lion was running in the forest.
Her ran into trap. The trap was net made of rope. The lion tried to break the net, but the rope was strong. The
mouse saw the lion in the net, she said, “I will help you.” It was hard to chew the strong rope. The mouse bit and
chewed for a long time. At last she chewed the rope enough so that the lion could break the net. “You have saved
my life. Thank you,” roared the lion, as he walked away into the forest. “A little mouse can help after all,” said the

1. The lion roared at the mouse, put his paw over her and said, “I will eat you.” The lion was _________.
A. playful B. powerful C . tearful
2. The mouse was _________ the lion.
A. afraid of B. angry with C. ashamed of
3. The lion laughed and said, “ I am strong. How could you ever help me?” The lion thought that the mouse
was__________.
A. foolish B. selfish C. serious
4. The lion tried to break the net, but the rope was strong. The lion felt ________.
A. careless B. friendly C. helpless
5. “You saved my life. Thank you,” said the lion to the mouse. The lion was ________.
A. cheerful B. thankful C. thoughtful
A. Directions: Each situation shows/ describes a mood. Infer the mood by writing on the blank the word chosen from
the box.

happy worry pity excited doubt sad anger helpless

__________1. “Your majesty, we must solve your problem,” the ministers told the king.

__________2. “I have tried everything but nothing worked.”

__________3. “But that’s not sleeping!” the king protested.

__________4. “Great!” the king said with excitement.

__________5. “I overslept!’ the king cried gleefully. He leaped out of his bed and danced around the room.

B. Directions: Read each statement carefully. Write the letter of the statement under the correct column of the
author/speaker’s purpose.

A. Mobile phones are used for variety of purposes such as keeping in touch with family members or to have access
to telephone in the event of emergency.

B. KKK was a Philippine revolutionary society founded by anti-Spanish colonialism Filipinos in Manila in 1892.

C. Come and join the Pasayahan sa Lucena to experience the fun and taste the delectable food of Lucenahins.

D. Teacher: Tell me an example of a creature which can live on water as well as the land. Student: Frog. Teacher:
Another example. Student: Another frog.
ENGLISH WEEK 8

Are you fond or reading stories? When reading a story there are people or even animals who take part in the
action. Stories happen in different times and places. They indicate particular feelings. They could be joyful, brave,
afraid, sad, loving or threatening. After going through this lesson, you are expected to analyze a story in terms of its
story elements. When reading a story you should take note of the story elements for better understanding.

Let us read and understand the selection below.

What are the highlighted words in the story?

What are the encircled words in the story?
What are the underlined words in the story?
The highlighted words (one day, market, store, Francis’ bookshop, and old lady’s pet shop) in the story are the places
and time when the story happened. They are the setting of the story.

The underlined words are the series of events that gives the plot of the story. The plot of the story includes:
beginning, middle, and ending. It also includes the conflict and the resolution. The man’s lack of money for his wife’s
medicine is the conflict. On the other hand, selling the donkey becomes the resolution of the conflict/problem.
A story has three basic elements. These are the characters, the setting, and the plot which includes the
conflict and the resolution. A character is a person or animal who takes part in the action in a story.
The setting is the time and place wherein the story happens. A plot is a series of events and character actions
that relate to the central topic.
A. Directions: Read the story below and analyze it in terms of its story elements. Given in the following
numbers are the elements of the story, identify them as to Setting, Character or Plot.

1. Peter’s mother _______________________________________________________________

2. One Saturday morning _______________________________________________________________

3. Peter cooks breakfast to surprise his mother on her birthday. _________________________________________

4. Peter _______________________________________________________________

5. Peter’s mother was surprised to see her breakfast and birthday cake. ____________________________________
B. Directions: Read the story below and complete the table by analyzing the underlined story elements.

It was summer . The Solomom family wanted to go on a journey. Dad wanted to go to Cebu. Mom wanted to
go to Bohol. Mark and Benedict wanted to go to Boracay. They love going to the ocean. In the end, the family
decided to go to Boracay. They went to the seashore right away. The sand on the beach was fine and white. There
were boats with white sails on the blue sea. Mark built a sand castle. Benedict decided to ride a bike but he bumped
into a rock and fell. He got all bruised and blooded. Benedict was sad. He could not swim that day.

Directions: Read the story below and analyze its elements. Encircle the setting, underline the character and box the
plot or event in items 1-5.

At five o’clock in the morning, the sun came up. A friendly ladybug flew in from the left. It saw a leaf with many
aphids on it, and decided to have them for breakfast. But just then, a grouchy ladybug flew in from the right. It, too,
saw the aphids and wanted them for breakfast.
“Good morning,” said the friendly ladybug.
“Go away,” shouted the grouchy ladybug. “I want those aphids.”
“We can share them,” suggested the friendly ladybug.
“No. They’re mine, all mine,” screamed the grouchy ladybug.

Directions: Read the paragraph below and analyze the story by completing the diagram below.
Every Friday afternoon, the parents of Mayao Parada Elementary School go to their children’s learning
center. They submit the answer sheets to the teachers and at the same time get the new one for the following week.
They are making sure that they are observing health protocols by wearing face mask and face shield. They are also
spraying alcohol and following physical distancing. The situation is challenging for parents, teachers, and especially
the pupils, but they are working hand in hand to continue learning in this time of pandemic.