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Practical English 10 TG&AK

The document provides the objectives and procedures for Lesson 1 of a unit on "Passing through Life's Crossroads" from the textbook "Practical English for Global Competitiveness 10". The lesson objectives are to develop various English language skills like making inferences, identifying elements of speeches, distinguishing definitions, and more. The procedures describe analyzing a speech by Manuel L. Quezon about the policies and achievements of the Philippine government and regeneration of the Filipino people. Key topics that will be discussed include making inferences, public speaking techniques, using illustrations, analyzing a story, word meanings, and features of persuasive texts.

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Jhona May Floro
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0% found this document useful (0 votes)
369 views110 pages

Practical English 10 TG&AK

The document provides the objectives and procedures for Lesson 1 of a unit on "Passing through Life's Crossroads" from the textbook "Practical English for Global Competitiveness 10". The lesson objectives are to develop various English language skills like making inferences, identifying elements of speeches, distinguishing definitions, and more. The procedures describe analyzing a speech by Manuel L. Quezon about the policies and achievements of the Philippine government and regeneration of the Filipino people. Key topics that will be discussed include making inferences, public speaking techniques, using illustrations, analyzing a story, word meanings, and features of persuasive texts.

Uploaded by

Jhona May Floro
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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UNIT I

Passing through Life’s Crossroads

Lesson 1

I. Objectives

At the end of the lesson, the students are expected to:

1. Get information that can be used in everyday life


from news reports, speeches, informative talks, panel
discussions, etc.;
2. Identify the factors of public speaking;
3. Determine the effect of textual aids like advance
organizers, titles, non-linear illustrations, etc. on the
understanding of a text;
4. Explain how the elements specific to a selection build
its theme;
5. Differentiate formal from informal definitions of words;
6. Determine how connected events contribute to the
totality of a material viewed;
7. Use reflexive pronouns; and
8. Identify features of persuasive texts.

II. Reference

Practical English for Global Competitiveness 10, pp. 1–31

III. Topics

1. Making an Inference on the Listening Text


2. Public Speaking
3. Using Non-linear Illustrations
4. “Daedalus and Icarus” Retold by Nick Pontikis
5. Denotation and Connotation
6. Making an Inference on the Material Viewed
7. Reflexive Pronouns
8. Features of Persuasive Texts

Practical English for Global Competitiveness 10 1


IV. Procedure

1. Read the speech delivered by Manuel L. Quezon about


policies and achievements of the government and
regeneration of the Filipino. Then ask the student to
do “Listening Comprehension” on pp. 2–3. Discuss the
speech afterwards using the guide questions.

Address of His Excellency Manuel L. Quezon


President of the Philippines
On policies and achievements of the government
and regeneration of the Filipino
[Delivered before the faculties and student
bodies of public and private schools, colleges, and
universities, at the José Rizal Memorial Field,
August 19, 1938]

My Friends:

This unprecedented assemblage of the faculties


and students of all the universities and of the
teachers and pupils of the public and private
schools of Manila, for the purpose of doing me
honor on the occasion of my birthday, thrills me
with unbounded happiness, for I see in this fine
and generous tribute not only your kindly feelings
for me but also your approval of the policies
and achievements of my administration during
the last three years. This expression of your
friendship and support will spur me to go onward
with renewed faith in the policies I have pursued
and with redoubled determination to carry them
to a successful completion.
While it may be tedious to review the objective
and purposes or the accomplishments of my
administration, I feel it my duty at this time to
give a brief account of my stewardship of public
affairs during the first half of my term of office.
Since the inauguration of the Commonwealth,
it has been my task to erect the governmental
2 Practical English for Global Competitiveness 10
structure upon the broad and unshakeable
foundations of the Constitution. I have established
precedents which, I hope, will serve as signposts
in the administration of the public business. My
eager purpose has been to give vitality and power
to democratic processes and to adapt them to the
ever exacting demands of the complex social and
political problems of our day. We have succeeded, I
believe, in proving that representative government
in the Philippines can be as competent in action as
it is fundamentally sound in principle; that it can
act promptly and effectively in any emergency,
without sacrificing either its form or substance;
and that a régime of popular deliberation and
expression can promote social welfare and the
happiness of the people.

Keeping faith with the spirit of the


Constitution, as I understand it, I have acted as the
leader of the nation rather than as the spokesman
of a political party. I have chased narrow
partisanship from the councils of government. I
have scrupulously maintained religious freedom
and the separation of Church and State. I have
safeguarded free thought, free expression, and
the unabridgeable right of the people to work, and
to possess and enjoy the fruits of their toil. Every
possible precaution has been taken to insure
speedy and impartial justice, maintaining, in fact,
the equality of all men before the law. I have not
tolerated corruption, inefficiency, or injustice in
public office; and I pledge myself to persevere in
my efforts to sweep every nook and cranny of the
Government clean of every deleterious influence
that might impair the vitality of the body politic. I
have kept the public finance in a sound condition
and have succeeded materially in introducing
approved business practices in the management
of the people’s money.

Practical English for Global Competitiveness 10 3


Having set up the Government, the next
concern of my administration was to safeguard
it against possible dangers from within and
without. It was necessary to erect effective
defenses against subversive movements, the
possible tyranny of aggressive minorities, or the
danger of mob rule. That has been accomplished.
The Philippines is definitely secured against
lawlessness and disorder, and I shall offer no
quarter to any man or group of men who seek
to attain social or political aims through force or
resistance to legitimate authority, in preference
to the expeditious procedure guaranteed by the
Constitution to everyone who desires a redress of
grievances. The armed forces of the Nation will
be maintained free from politics and as clear and
unstained of pernicious influence as the courts of
justice.

Our national defense is being organized


without reference to any foreign aggressor. I can see
none now. We are surrounded by friendly nations
that, I believe, entertain no untoward designs
against us. It shall be to our lasting benefit to
maintain these friendly relations, avoiding every
act that may disturb them or which may entangle
us in the quarrels of others. After we shall have
attained the full stature of independence, I trust
that our foreign policy shall be fair and just to all
nations, granting special privileges to no one, and
seeking none for ourselves. As I look at the events
of these days, I am strengthened more and more
in my belief that if we follow this course we should
have no fear for our national integrity.

In the field of public welfare, I have been


unflagging in my effort to promote social justice and
to ameliorate social conditions among the masses
of our people. The attainment of these objectives
depends not only upon economic and moral factors,
4 Practical English for Global Competitiveness 10
but also upon the people themselves, for only
through productive work can social standards be
improved. Within the realm of government action,
I believe I have advanced towards these objectives
as far as the laws of the land or the circumstances
have allowed. We have built schools, hospitals, and
roads; we have extended the benefits of numerous
other social services, particularly to the poorer
classes of our population. We have endeavored
to maintain industrial peace by increasing
wages and improving working conditions. I have
stamped practically all the important activities of
the Government with a social purpose, because I
believe intensely in the principle that it is the duty
of the State not only to keep order, administer
justice, and safeguard individual rights and
property, but also to promote the people’s
welfare, assuring to everyone an equal economic
opportunity, wholesome living conditions, a
chance to work for a decent livelihood, a fair share
in the fruits of the country’s material progress,
and the enjoyment of a standard of living in
accordance with the basic needs of self-respecting
intelligent men. My ambition is to give to every
Filipino the opportunity to acquire through toil
his necessities in food, clothing, and shelter,
together with reasonable comforts, and a leisure
which will permit cultural self-improvement and
a participation in the blessings of an enlightened
civilization. I should like to give to all our
countrymen social security in youth as well as in
old age, for themselves and their families.

The task of economic preparation for


independence has not been overlooked. The
Government has done everything to stimulate
industry, help business, and promote material
progress. I sought to reopen the question of our
trade relations with the United States with a
view to obtaining a modification of the economic
Practical English for Global Competitiveness 10 5
provisions of the Independence Law. The
President of the United States lent a sympathetic
ear to my request and, in consultation with me,
he appointed the Joint Preparatory Committee
on Philippine Affairs, which committee has
already studied the question of our future
trade relations with America and submitted its
recommendations. With the income that we are
receiving from excise tax collections in the United
States, and with the expected changes in our
trade relations with America, I feel that we shall
be in fairly good position to face the problems of
economic readjustment and reconstruction, the
solution of which we cannot long delay. I propose
in the remaining years of my administration to
give impetus to economic development pursuant
to a carefully prepared plan.

I have briefly outlined my policies and


our achievements during the first half of my
administration, now about to close. I look upon
these accomplishments and these policies
as affecting merely the superstructure, the
framework, of our national edifice. But just as
a building of magnificent architectural design,
adorned with golden colonnade and arches, would
topple down and crumble to pieces when the
earth trembles in seismic activity, or when lashed
by the fury of the winds, unless it be built upon
solid foundations, so our national structure, if it
is to endure and be capable of resisting political
disorders and grave social upheavals, must rest
upon the rock–bottom of the character, the toil,
and the physical prowess of the people.

National strength can only be built on


character. A nation is nothing more nor less than
its citizenry. It is the people that make up the
nation and, therefore, it cannot be stronger than
its component parts. Their weakness is its failings,
6 Practical English for Global Competitiveness 10
their strength its power. Show me a people
composed of vigorous, sturdy individuals, of men
and women healthy in mind and body; courteous,
brave, industrious, self-reliant; purposeful in
thought as well as in action; imbued with sound
patriotism and a profound sense of righteousness;
with high social ideals and a strong moral fiber;
and I will show you a great nation, a nation that
will not be submerged, a nation that will emerge
victorious from the trials and bitter strifes of a
distracted world, a nation that will live forever,
sharing the common task of advancing the welfare
and promoting the happiness of mankind.

Wisdom and self-interest as well as a proper


regard for our future security and happiness
should induce us to entertain no illusions nor a
mistaken pride as to ourselves. We are engaged
in the epic task of building our nation, to live and
flourish, not for a day but for all time. We must
find the flaws, if there be any, in our concept of
individual and community life, as well as in our
character, and proceed at once to remedy them.

I have an abiding faith in our people. I know


that they have all the faculties needed to become
a powerful and enlightened nation. The Filipino is
not inferior to any man of any race. His physical,
intellectual, and moral qualities are as excellent as
those of the proudest stock of mankind. But some
of these qualities, I am constrained to admit, have
become dormant in recent years. If we compare our
individual and civic traits with those that adorned
our forefathers, we will find, I fear, that we, the
Filipinos of today, have lost much of the moral
strength and power for growth of our ancestors.
They were strong-willed, earnest, adventurous
people. They had traditions potent in influence in
their lives, individually and collectively. They had
the courage to be pioneers, to brave the seas, clear
Practical English for Global Competitiveness 10 7
the forest and erect towns and cities upon the
wilderness. They led a life of toil and communal
service. Each one considered himself an active
part of the body politic. But those traditions are
either lost or forgotten. They exist only as a hazy-
mist in our distant past. We must revive them,
for we need the anchorage of these traditions to
guide and sustain us in the proper discharge of
our political and social obligations.

The upward climb of mankind has not been


universal. In the human landscape there are
peaks and valleys and deep chasms. Generally,
there is need of potent social upheavals, volcanic
in proportions, to raise the lower levels to greater
heights.

There is no substitute for suffering and


privation to bring out the finer qualities in man,
just as physical struggle develops his sinews. This
is in accord with biological laws. The battle for
existence, the survival of the fittest, is ever the rule
of life in nature and among men. Stern necessity,
the urge that comes from fear of destruction, the
loss of honor or of freedom, reacting upon latent
human faculties brings out the best that is in
man. In this respect, humanity as a whole has
merely shown that it possesses the same degree
of adaptability exhibited by all species of nature.
But man, after sporadic periods of advancement,
has not been able to hold permanently to spiritual
gains, and very often has slid back to his former
stage when the pressure is wholly or partially
removed. This is occurring to our race. A period of
deterioration has started and, unless we check it,
we shall soon be on the down grade.

Freedom, no less than prosperity, has come


to us, much more as a gift of heaven than as
the fruit of our own hard efforts through a long
8 Practical English for Global Competitiveness 10
period of suffering and privation. During the last
forty years life has been too easy for us. We have
secured political rights almost for the asking, and
we have gained prosperity not only because of the
bounties of our extraordinarily fertile soil, but
also through the advantages that our economic
association with the richest and most generous
people in the world has given us. The youth of the
land that did not take part in the death-struggles
of their fathers nor have tasted the hardship
of their lives, have led, from childhood, a life of
ease and relative comfort, and are enjoying the
blessings of liberty for the achievement of which
they have done nothing and the lack of which they
have not felt.

Let us be realists. And let us above all be


true to ourselves. The stakes are too high—our
liberties, those very liberties for which the Filipino
of yesterday fought and died, our happiness, and
our very existence as a nation and as a race. We
cannot afford to suppress truth or to extenuate
our shortcomings. Let us cast away pretense and
futile pride. Let us look at ourselves stripped of
the veil and trappings with which in our vanity we
often cover ourselves. That we are at all capable
of doing this and detecting the weaknesses from
which we suffer is vindication enough of the
excellence of our race.

The Filipino of today is soft, easy-going.


His tendency is towards parasitism. He is
uninclined to sustained strenuous effort! He lacks
earnestness. Face-saving is the dominant note in
the confused symphony of his existence. His sense
of righteousness is often dulled by the desire of
personal gain. His norm of conduct is generally
prompted by expediency rather than by principle.
He shows a failing in that superb courage which
impels action because it is right, even at the cost of
Practical English for Global Competitiveness 10 9
self-sacrifice. His greatest fear is not to do wrong,
but of being caught doing wrong. He is frivolous
in his view of life. His conception of virtue is
many times conventional. He takes his religion
lightly. He thinks that lip-service and profession
are equivalent to deep and abiding faith. He
is inconstant; he lacks perseverance; the first
obstacles baffle him, and he easily admits defeat.
The patriotism of many Filipinos of today is skin-
deep, incapable of inspiring heroic deeds. There
are those who are apt to compromise with ethical
principles and to regard truth as not incompatible
with misrepresentation or self-deceit.

Among us social decorum is fast becoming


prostituted by a mistaken conception of modernity.
This is particularly true among the young. A wrong
adaptation of foreign customs creates in them a
feeling that politeness is commonplace and that
smartness and insolence are the equivalent of
good breeding. They do not realize that civility is
the consummate flower of culture and civilization,
for it embraces all the virtues and in turn sustains
and enhances them all.

Self-restraint is not an active power in


us. Those who are high-strung and emotional
seldom utilize this great source of energy for the
attainment of desirable objectives. Our nerves
snap into a frazzle when confronted with danger or
seemingly insurmountable difficulties. We abhor
discipline, either moral or physical, forgetting
that self-discipline is the most effective process to
build fortitude of body and spirit.

Socially, we are inefficient. We are loathe to


accept our social responsibilities. We look upon
our Government as the fountain source of living,
to which we are reluctant to give anything, but
from which we expect every bounty and help. We
10 Practical English for Global Competitiveness 10
work slowly and scantily. We are afraid to exert
ourselves in toil. We prefer a life of ease and take
pride in it, not knowing that there is dignity only
in work. We feel no compunction in living on the
labor of others. This is singularly true of that
numerous group of small land-owners who are
content with the meager income from the rent of
their land, instead of working it themselves, and
from their own sweat gain greater profits. These
are the people who constitute our middle class
who should be the back-bone of the body politic.
They are a liability in our social structure. Their
idleness is a drag upon the economic and social
advancement of our country, too heavy for any
people to carry. They form a stagnant pool which
breeds anemia into the blood streams of the body
politic and will cause its certain death unless they
awake to their responsibilities and realize their
ignoble existence.

This appraisal of the character of our people


today may sound too severe. You will realize that
I would be happier if I could only shower praise
upon my countrymen. But my responsibility as
head of this Nation compels me to face and state
facts, however disagreeable they may be to me
or to our people, for it is only thus that we can
remedy existing evils that threaten to destroy the
vitality and vigor of the race. Because I have not
lost faith that there is, within us, all the spiritual
and moral forces needed for the building of a great
nation, I am ruthless in pointing out our present
shortcomings. Our task—it is a heroic task—is
to awaken and apply these faculties so that our
people should become what of right they should
be: morally strong, virile, hard-working, refined,
enterprising, persevering, public-spirited.

Social and political conflicts have been


the crucible in which the dynamic faculties and
Practical English for Global Competitiveness 10 11
virtues of man have been tempered and fused.
Chivalry and the Bushido, as well as the industrial
revolution and the advancement of science and
art, are the offspring of death-struggles of man
against man or of man against nature. It is in
a sense our misfortune that God has not visited
such trials and vicissitudes upon our people
in adequate measure. We would be a stronger,
sturdier race if we had faced such ordeals. Much
as we have endured during our quest for liberty,
our sufferings are as nothing compared with the
price paid by other peoples. Nevertheless, while we
were engaged in our fight for freedom, our nation
produced men of great worth and character. But—
Bonifacio, M. H. del Pilar, Mabini, Luna—where
are their equals now? Who can compare with Rizal,
with his serene wisdom and his great courage, his
spirit of self-sacrifice preferring death to slavery?
Who is there that can tread the level of loyalty and
gallantry exhibited by Gregorio del Pilar who, like
a Spartan soldier, offered his life as a holocaust
to duty? There were many others, giants all, who
lived in those days and gave luster to our name.
They are dead, and it seems that their individual
and civic virtues were buried with them. But the
sparks still glow within us, and I know that in an
emergency they can be fanned into a flame that
will fire our souls with heroic determination.

But why wait for an emergency? Are we so


devoid of every sense of responsibility that we are
willing to let fate determine our course of action?
Such is unworthy of purposeful men. I want our
people to grow and be like the molave, strong and
resilient, rising on the hillside, unafraid of the
raging flood, the lightning or the storm, confident
of sits own strength. If we have the will to survive
and the will to achieve social efficiency, we cannot
delay this task of spiritual regeneration. Let us
begin to mold the typical Filipino.
12 Practical English for Global Competitiveness 10
Besides, we are truly facing an emergency. The
emergency is real. It is at hand. Unless we bring
out and use all the energies of which we are
capable, we shall not for long enjoy the blessings
of liberty and peace.

Some leaders of men have advocated


the strenuous life; others a life of danger and
adventure. I offer to you the useful life, devoted
to self-improvement and the service of the state.
It must be rooted on character, self-discipline,
and work. It should glorify productive enterprise,
a high sense of responsibility, and the ethical
virtues. Its objectives are personal perfection and
social efficiency.

Today the Filipino is a sad and unimaginative


man, perhaps because he has been too long
subjected to foreign domination. His sadness is
reflected in his speech and his songs. They are
of renunciation and disappointment. You see it
on the canvas that he paints; you read it in the
stories that he writes. If we regenerate his spirit
and change his outlook, his songs will be of joy, his
paintings of glory, his stories of achievement. Let
us endow him with optimism sand valor, and with
the love of adventure of his forebears.

To attain these aims, it is imperative to


fashion the culture and character of the people,
so as to provide them with spiritual and physical
energies of the highest order.

To insure the accomplishment of this task


of national spiritual reconstruction, we shall
formulate and adopt a social code—a code of ethics
and personal conduct—a written Bushido—that
can be explained in the schools, preached from
the pulpits, and taught in the streets and plazas,
and in the remotest corners of our land. We shall
Practical English for Global Competitiveness 10 13
indoctrinate every man, woman, and child in
its precepts. By every means and power at my
command, I shall strive to enforce its principles
and to require that they be so universally and
constantly observed, that our children may
breathe it in the air and feel it in their very flesh.
Every Filipino is a part and an objective of this
great national movement, the success of which
depends upon his own success in building up his
character and developing his faculties.

This undertaking—the regeneration of the


Filipino—constitutes the paramount interest of
my administration. My most cherished ambition
is to see it realized. It is the greatest prize that I
can crave for my life. I call upon all the teachers,
the ministers of every faith, the political and social
leaders, and particularly upon you the young men
and young women to be at the vanguard of this
crusade.

Every official of the Government will have


to cooperate, and ignorance of, or failure to live
up to, the rules of conduct established, will be a
bar to public office. There will be some superficial
men, self-appointed guardians of democracy,
who would brand this movement as the first step
towards totalitarianism. Let us not heed them. It
is the concern of democracy to raise the character
of the people to the highest peak, for democracy
itself can only survive and be effective to promote
the common welfare, if the people are intelligent,
virtuous, and efficient.

We have attained our freedom, but our spirit


is still bound by the shackles forged from the
frailties of our nature. We owe it to ourselves and
our posterity to strike them down.

14 Practical English for Global Competitiveness 10


We are Orientals. We are known for our
placidity and passivity. In the world of humanity
we are looked upon as a quiet and smooth lake from
which the adventurous and enterprising may reap
enjoyment and gain. I refuse to allow the Filipino
to be so regarded. We shall be a flowing stream,
a rippling brook, a deep and roaring torrent, full
of life, of hope, of faith, and of strength. Through
self-discipline we shall harness all our energies,
so that our power, spreading over the length and
breath of this Land will develop its resources,
advance its culture, secure social justice, give
puissance to the Nation, and insure happiness
and contentment for all the people, under the ægis
of liberty and peace.

Other peoples of the world are straining


themselves to attain higher levels of progress and
national security. We shall not lag behind.
The Filipino people are on the march, towards
their destiny, to conquer their place in the sun!

Source: https://www.officialgazette.gov.ph

2. Discuss “Public Speaking” in “Oral Language and


Fluency” and the factors to consider doing this
endeavor on pp. 3–5. Also, enumerate and tackle the
questions that can help the students assess themselves
when engaging to public speaking on pp. 5–7. Then ask
them to research on the existing anti-bullying policy of
your school. Have them present their findings through
public speaking. Grade their performance based on the
rubric on pp. 7–8.
3. Ask the students to read “Using Non-linear
Illustrations” in “Reading Comprehension” on pp.
8–10 and complete the non-linear illustration in
“Performance Task” on p. 11. Have a discussion on the
advantages and disadvantages of computer and the
Internet.

Practical English for Global Competitiveness 10 15


4. Give this essential question: “How can one’s talent be
helpful in overcoming personal challenges?” Then have
the students read Daedalus and Icarus Retold by Nick
Pontikis in “Literature” on pp. 11–15. Discuss the story
with the aid of “Activity 1–3” on pp. 15–18.
5. Explain the difference between “Denotation and
Connotation” in “Vocabulary Development” on p. 19.
Give other examples and ask the students for their
own ones. Then have them answer “Performance Task”
on pp. 19–20.
6. Have the students study the images in “Performance
Task 1” on p. 21 and answer the guide questions
that follow. Let them also do “Performance Task 2”
on pp. 22–23.
7. Discuss “Reflexive Pronouns” in “Grammar Awareness”
and how to use them on pp. 24–25. Then have the
students answer “Performance Task 1–4” on pp. 25–27.
8. Tackle “Features of Persuasive Texts” in “Writing and
Composition” on pp. 27–28. Guide the students as
they figure out the features reflected in the text Save
Manila Bay in “Performance Task 1” on pp. 28–30.
9. As an assignment, let the students do “Activity 4”
on p. 18, “Performance Task 3” on p. 23, “Performance
Task 2” on p. 31.

Answer Key

Activity 2 (pp. 16–17)

A. 1. Daedalus was banished from his home city of Athens.


Then he fled to the island of Crete.
2. Among the many inventions and creations crafted by
Daedalus were the wooden cow he constructed for the
Queen Pasiphae, the Labyrinth of the Minotaur at
Knossos on the island of Crete, and artificial wings for
himself and his son Icarus.
3. Daedalus worked for King Minos and Queen Pasiphae.
4. He built the Labyrinth.
5. Minos was enraged at the loss of his daughter, who
sought the help of Daedalus. The King’s pet, Minotaur,
was also killed by Theseus with the help of Daedalus.
16 Practical English for Global Competitiveness 10
6. To escape, Daedalus built wings for himself and Icarus,
fashioned with feathers held together with wax.
7. Daedalus warned his son not to fly too close to the sun,
as it would melt his wings, and not too close to the sea,
as it would dampen them and make it hard to fly.
8. Icarus got too close to the sun. The wax holding together
his wings softened and melted from the heat. Soon
no feathers at all were left, and he fell to his death,
drowning in the sea.

Performance Task 1 (p. 25)

1. herself
2. myself
3. himself
4. herself
5. themselves
6. yourselves
7. herself
8. herself
9. itself
10. ourselves

Performance Task 2 (p. 26)

Bill and I took ourselves to the aquarium last Saturday.


We saw many kinds of fish, seahorse, and even some penguins. I
bought myself a stuffed penguin at the gift shop. Then Bill took
a picture of himself next to a giant octopus. An aquarium worker
named Jim introduced himself and answered our questions. We
learned that octopus protect themselves from danger in many
interesting ways. For example, an octopus can protect itself
by changing colors to blend in with its surroundings. They are
amazing animals! Would you like to take yourselves to the
aquarium?

Practical English for Global Competitiveness 10 17


Lesson 2

I. Objectives

At the end of the lesson, the students are expected to:

1. Point out the effectiveness of the devices used by the


speaker to attract and hold the attention of the listener;
2. Describe and interpret the ethics of public speaking;
3. Determine the effects of textual aids like advance
organizers, titles, non-linear illustrations, etc. on the
understanding of a text;
4. Express appreciation for sensory images used;
5. Differentiate formal from informal definitions of words;
6. Express insights based on the ideas presented in the
material viewed;
7. Use intensive pronouns; and
8. Formulate a statement of opinion or assertion.

II. Reference

Practical English for Global Competitiveness 10, pp. 32–55

III. Topics

1. Making an Inference on the Listening Text


2. Ethics in Public Speaking
3. Using Textual Aids
4. “The Gorgon’s Head” As told by Anne Terry White
5. Formal and Informal Definition of Words
6. Determining Insights Presented in the Material
Viewed
7. Intensive Pronouns
8. Formulating Assertions or Opinions

IV. Procedure

1. Have the students watch and listen to the speech


Still Standing by Ramona J. Smith in “Listening
Comprehension” on p. 32. Ask them to answer the
18 Practical English for Global Competitiveness 10
guide questions on pp. 33–34. Then hold a discussion
on this topic.
2. Discuss “Ethics in Public Speaking” in “Oral Language
and Fluency” on pp. 34–35. Explain that this serves as
moral standards that need to be observed. Then have
the students write a short speech on how to handle
problems. Grade their performances based on the
given rubric.
3. Ask the students how they deal with their daily
problems and what traits a person should have in
order to beat life difficulties effectively. Then have the
students answer “Performance Task” on pp. 35–36.
Discuss their answers in the class.
4. Before reading the story from ancient Greece
The Gorgon’s Head in “Literature” on pp. 36–43, ask
the students first to answer the essential question
on p. 36. Then have them read the story on their own.
Use “Activity 1–5” on pp. 43–48 to discuss the story
more deeply.
5. Tackle “Formal and Informal Definition of Words” in
“Vocabulary Development” on pp. 48–49. After this,
give “Performance Task” on p. 49 as a short quiz.
6. Let the students watch the YouTube video This Is Me
from the film The Greatest Showman. Then have them
answer “Performance Task 1” on pp. 49–50. After this,
have them create small groups and make their own
posters on standing up against discrimination. They
may also be asked to explain their outputs.
7. Explain “Intensive Pronouns” and their main use in
“Grammar Awareness” on p. 51. Have the students
answer “Performance Task 1–2” on pp. 51–52.
8. Define what an assertion is. Then explain “Formulating
Assertions or Opinions” in “Writing and Composition”
on pp. 53–54. Have the students make their own
assertions on the social issues listed in “Performance
Task 1” on pp. 54–55. Have an in-depth discussion
about these topics.
9. As an assignment, have the students do “Performance
Task 3” on pp. 52–53 and “Performance Task 2”
on p. 55.
Practical English for Global Competitiveness 10 19
Answer Key

Activity 1 (pp. 43–45)

1. Acrisius, King of Argos, had received a dreadful oracle that


no sons shall be born to him, but he shall have a grandson,
and by his hand the king shall die.
2. The king shut Danae up away from the sight of men in
a house of bronze all sunk underground. But he was not
successful because Zeus saw Danae and stormed into her
chamber. Afterwards, a son was born to Danae.
3. Dictys, a fisherman, raised Perseus.
4. Perseus’ relationship with Polydectes was not good. The
King hated Perseus, so he urged to youth to have some bold
adventure of cutting off the Medusa’s head.
5. The Nymphs were willing to give him the winged shoes, the
helmet that would make him invisible, and the magic wallet
that would become the right size for whatever he wished to
carry.
6. Perseus could see statues of men and beasts whom the sight
of the Gorgons had turned to stone. They were scattered in
the fields and along the roads.
7. The Gorgons had scale-covered bodies glistened in the sun.
Their great wings were folded, and the snakes that were
their hair lay hideously coiled and intertwined.
8. Perseus swept down, and still gazing into the shield, boldly
swung his blade. With one stroke he cut off the grisly head.
9. The evil Gorgon’s head is beneficial to Perseus because
Medusa has the power to turn anything into stone just by
looking at her eyes. With Medusa’s head in the possession
of Perseus, he can use it against his enemies and turn them
into stone.
10. The oracle that was given to King Acrisius was fulfilled
when Perseus unknowingly hit him with a discus and killed
him as a result.

Activity 5 (p. 48)

1. Miranda Lorenzo

a. Miranda Lorenzo is being discriminated because she is


almost deaf and short for her age.
20 Practical English for Global Competitiveness 10
b. Miranda Lorenzo
c. She stood up against discrimination through responding
to the mean teasing by talking about her experience.

2. Abby

a. Abby is being discriminated because she is a lesbian.


b. Abby
c. Abby stood up against discrimination by turning to
a group that helps protect people’s rights. The school
and the group then helped each other to make things
better for Abby.

Performance Task (p. 49)

1. formal
2. informal
3. informal
4. formal
5. informal
6. formal

Performance Task 1 (p. 51)

1. yourself 6. myself
2. myself 7. themselves
3. herself 8. yourself
4. myself 9. ourselves
5. yourself 10. themselves

Performance Task 2 (p. 52)

1. ourselves 6. herself
2. himself 7. himself/herself
3. myself 8. himself/herself
4. themselves 9. herself
5. herself 10. himself

Practical English for Global Competitiveness 10 21


Lesson 3

I. Objectives

At the end of the lesson, the students are expected to:

1. Determine the roles of discourse markers (e.g.,


conjunctions, gambits, adverbs) in signaling functions
of statements made;
2. Describe the techniques in effective public speaking;
3. Determine the effect of textual aids like advance
organizers, titles, non-linear illustrations, etc. on the
understanding of a text;
4. Explain the literary devices used;
5. Differentiate formal from informal definitions of words;
6. Express insights based on the ideas presented in the
material viewed;
7. Use intensive and reflexive pronouns; and
8. Compose a persuasive text of three paragraphs
expressing one’s stand on an issue.

II. Reference

Practical English for Global Competitiveness 10, pp. 56–76

III. Topics

1. Determining the Roles of Discourse Markers


2. Techniques in Effective Public Speaking
3. Identifying Strengths and Weaknesses through
Textual Aids
4. “Orpheus” As told by Alice Low
5. Formal and Informal Definition of Words
6. Using Insights from the Material Viewed
7. Intensive and Reflexive Pronouns
8. Expressing One’s Stand Using Persuasive Essay

IV. Procedure

1. Before watching a video about a common interview


question, have a discussion on “Determining the Roles
22 Practical English for Global Competitiveness 10
of Discourse Markers ” in “Listening Comprehension”
on p. 56 so that the students will be able to spot them
and determine their roles in communication. After this,
let the students watch the video whose link is given
on the same page.
2. Ask this question: “During election campaigns, what
can you notice on the candidates?” The students may
give different answers, but wait for the answer that
is related to public speaking. From here, explain
that public speaking is a skill that can be learned by
anyone, including them, the students. Then discuss
“Techniques in Effective Public Speaking” in “Oral
Language and Fluency” on pp. 57–59. To assess their
learning, have the students write their own piece and
deliver it in front of their classmates.
3. Divide the class into groups and ask them to do an
activity in which they are to find out their strengths
and weaknesses as individual members and as a
group. Have them follow the instructions and answer
the questions in “Performance Task 1” on pp. 59–60.
4. Before proceeding to the story Orpheus as told by Alice
Low in “Literature” on pp. 64–66, have the pupils
answer the essential question on p. 64. After reading
the story, give them “Activity 1–5” on pp. 66–71 to
answer. Discuss the story using these activities.
5. Using their knowledge of the formal and informal
definition of words, have the students answer the
“Performance Task” on pp. 71–72.
6. Ask the students about what they know about
Hercules. Then have them watch the YouTube video
Hercules found in this link: https://m.youtube.com/
watch?v=zgnHF2wrpPs&t+6s. Ask them to answer
“Viewing Comprehension” on pp. 72–73. Hold a
discussion on this.
7. Discuss “Intensive and Reflexing Pronouns” in
“Grammar Awareness” on p. 73. Ask the students to
construct their own sentences using these pronouns.
Reinforce their knowledge of the grammar lesson by
answering “Performance Task 1–2” on pp. 73–74.

Practical English for Global Competitiveness 10 23


8. Have a review about persuasive essay (this is expected
to have been tackled in previous year levels). Then
discuss “Expressing One's Stand Using Persuasive
Essay” in “Writing and Composition” on p. 75. Have
them do “Performance Task 1” on pp. 75–76.
9. As an assignment, have the students do “Performance
Task 2” on pp. 61–63, “Performance Task 3” on p. 63,
and “Performance Task 2” on p. 76.

Answer Key

Activity 1 (pp. 66–67)

1. Orpheus’ father was Oeagrus and his mother was Calliope.


2. Orpheus had a remarkable talent for music.
3. Orpheus played his lyre so sweetly that he charmed all
things on earth. Men and women forgot their cares when
they gathered around him to listen. Wild beasts lay down
as if they were tame, entranced by his soothing notes. Even
rocks and trees followed him, and the rivers changed their
directions to hear him play.
4. Orpheus loved a young woman named Eurydice.
5. Eurydice stepped on a poisonous snake and died.
6. Orpheus longed for Eurydice so deeply that he decided to
follow her to the underworld.
7. Orpheus continued to play his lyre tenderly as he made his
way through the gloomy underworld.
8. Eurydice must follow Orpheus, and he must not look back
at her until they are on earth again.
9. Orpheus turned to make sure that she was still following
him.
10. Answers may vary.

Performance Task 1 (pp. 73–74)

1. reflexive 6. intensive
2. reflexive 7. intensive
3. intensive 8. intensive
4. reflexive 9. intensive
5. reflexive 10. intensive
24 Practical English for Global Competitiveness 10
Lesson 4

I. Objectives

At the end of the lesson, the students are expected to:

1. 1. Make generalizations;
2. Employ the techniques in public speaking in a sample
public speaking situation;
3. Compare new insights with previous learnings;
4. Determine tone, mood, technique, and purpose of the
author;
5. Differentiate formal from informal definitions of words;
6. Draw generalizations and conclusions based on the
materials viewed;
7. Use modals; and
8. Compose a persuasive text of three paragraphs
expressing one’s stand on an issue.

II. Reference

Practical English for Global Competitiveness 10, pp. 77–96

III. Topics

1. Making Generalizations
2. Public Speaking
3. Sharing Lessons Learned from Previous Learnings
4. “Arachne” Translated by Olivia Coolidge
5. Formal vs. Informal Definitions of Words
6. Making Generalizations and Conclusions from a Video
7. Modals
8. Writing a Persuasive Text

IV. Procedure

1. Group the students into six and assign the songs to them
on p. 77. After listening to the song assigned to them,
have them answer “P” in “Listening Comprehension”
on pp. 77–78. Hold a discussion on personal challenges.
Practical English for Global Competitiveness 10 25
2. Ask the students to prepare a three-minute speech
discussing their platform on improving your
school. Assess their performance using the rubric
on pp. 79–80.
3. Have the students do an activity that makes them
share their learnings about stories they have read
on pp. 80–81.
4. Before reading the story Arachne translated by
Olivia Coolidge in “Literature” on pp. 83–86, have
the students answer the essential question on p. 83.
Lead their answers to reading the story. After this,
have them answer “Activity 1–8” on pp. 86–92. Hold a
discussion about the story.
5. Guided by their knowledge of formal and informal
definition of words, have the students answer
“Performance Task” on pp. 92–93.
6. Let the students watch a YouTube video using this link:
https://www.youtube.com/watch?v=2MGMvEnoD6U
and answer “Viewing Comprehension” on pp. 93–94.
7. Explain the uses of “Modals” to express mood in
“Grammar Awareness” on pp. 94–95. Then ask
the students to answer “Performance Task 1–2”
on pp. 95–96.
8. Review the students on what a persuasive essay is and
its parts and features. Afterwards, have them write
their own essay expressing their stand on a latest
social issue.
9. As an assignment, have the students do “Performance
Task 2” on pp. 81–82.

Answer Key

Activity 1

A. (pp. 86–87)

1. Arachne was quick and graceful in spinning the fleecy


wool into a fine, soft thread and weaving it into cloth.
2. Her products were known all over Greece because of
her soft thread, fine cloth, and gorgeous embroidery.
26 Practical English for Global Competitiveness 10
3. Soon her products were known all over Greece. No one
had ever seen the like of them before. \
4. The graceful nymphs would steal in from stream
or forest and peep shyly through the dark doorway,
watching her in wonder.
5. Athena became angry at Arachne’s foolishness. Despite
being blessed with excellent weaving skills, Arachne
was too arrogant. She made a mistake by mocking
Athena. This made Athena furious because she was
one of the best in weaving skills.
6. Athena disguised herself as an old woman to warn
Arachne of the consequences of provoking the wrath of
the gods.
7. The two of them set up their looms in the same room
and they wove from early in the morning until late at
night. Still it was clearly that Arachne had a better
weaving than Athena.
8. Athena had woven a beautiful cloth showing the gods
and goddesses sitting together on Mt. Olympus and
doing good deeds for people. Arachne wove a cloth
making fun of the gods and goddesses, showing them
getting drunk and falling down and making a mess of
things.
9. Arachne planned to hang herself because she was
depressed that she just lost in a weaving competition.
10. Since Athena did not want anyone to die, as a
punishment, she turned Arachne into a spider.

Performance Task 1 (pp. 95–96)

1. shouldn’t 6. couldn’t
2. must 7. can’t
3. might not 8. shouldn’t
4. can 9. would
5. can 10. can’t

Practical English for Global Competitiveness 10 27


Lesson 5

I. Objectives

At the end of the lesson, the students are expected to:

1. Examine how spoken communication may be repaired


or enhanced;
2. Employ the techniques in public speaking in a sample
public speaking situation;
3. Compare new insights with previous learnings;
4. Draw similarities and differences of the featured
selections in relation to the theme;
5. Differentiate formal from informal definitions of words;
6. Draw generalizations and conclusions based on the
materials viewed;
7. Use modals; and
8. Compose short persuasive texts using a variety of
persuasive techniques and devices.

II. Reference

Practical English for Global Competitiveness 10, pp. 97–120

III. Topics

1. Enhancing Spoken Communication


2. Public Speaking Techniques
3. Determining New Insights from Previous Learnings
4. “How Odin Lost His Eye” Retold by Catherine F. Sellew
5. Formal and Informal Definitions of Words
6. Drawing Generalizations and Conclusions of a Material
Viewed
7. Using Modals
8. Writing Process for Persuasive Essays

IV. Procedure

1. Let the students watch a talk show entitled Philippine


Business TV Talk Show Host and Motivational Speaker
28 Practical English for Global Competitiveness 10
Lloyd Luna using this link: https://www.youtube.com/
watch?v=hzfKPuhW7YY. Then have the students
answer “Listening Comprehension” on pp. 97–98.
2. Review the students on the techniques used in public
speaking and have them answer “Performance Task
1–2” on p. 99.
3. Talk about the school challenges faced by the students.
Use the activity in “Reading Comprehension” on p. 100
to hold a discussion.
4. Before reading the story How Odin Lost His Eye
retold by Catherine F. Sellew in in “Literature”
on pp. 100–103, ask the students to answer the
essential question on p. 100. Then have them read the
story individually. Afterwards, give “Activity 1–6” and
“Activity 8” on pp. 104–109 for the students to answer
and accomplish.
5. Have the students study the image in “Performance
Task 1” on p. 110 and answer the guide questions that
follow. Discuss their answers.
6. Discuss “Using Modals” in “Grammar Awareness”
on p. 113. Then give Performance Task 1–2”
on pp. 114–116 for the students to answer.
7. Tackle “Writing Process for Persuasive Essays” in
“Writing and Composition” on pp. 117–119. Then have
the students write a persuasive essay about a social
issue.
8. As an assignment, have the students do “Activity 2” on
p. 106, “Activity 7” on p. 108, and “Performance Task
2” on p. 111

Answer Key

Activity 1

A. (pp. 104–105)

1. Odin was a king sitting on his throne in the most


beautiful palace in Asgard. On his head he wore a
helmet shaped like an eagle. On his shoulder perched

Practical English for Global Competitiveness 10 29


two black ravens called Memory and Thought. And at
his feet crouched two snarling wolves.
2. Odin had made the green land that stretched out before
his eyes. With the help of the other gods he had made
men and women who lived on that earth.
3. He considered the men and women of the earth his
children.
4. The frost giants were to bring trouble to Odin’s children.
They hated Odin and all the works of the gods.
5. No one, not even the great Odin, could see the pictures
in the well unless he first drank some of its water. Only
Mimir could give the magic drink.
6. The price of a drink must be a great sacrifice––one of
Odin’s eyes. Odin agreed because he thought it was
just a small sacrifice to win knowledge of how to help
his children.
7. Odin watched the pictures passing across its still and
silent surface. He had seen sorrow and death as well as
joy.
8. It was only the glorious promise at the end that gave
Odin courage to go on.
9. Answers may vary.
10. Answers may vary.

Performance Task 1 (pp. 114–115)

You are at the toughest moment of your life I bet. No other


image appears in front of you except for uncertainty and fear—
uncertainty of what this pandemic can bring and fear of how to
survive day by day.

I know it pisses you off every time the idea of the “new
normal” sinks into your consciousness. You can no longer do
the usual things as part of your routines. You can no longer
express your affection through huge beso or handshakes or any
close physical contacts for you can transfer the invisible enemy.
Sneezing in front of your barkadas as part of your joke or just
to simple free your lungs is no longer allowed. If you think you
can still come in and out of the house without changing clothes,

30 Practical English for Global Competitiveness 10


disinfecting your stuff or washing your hands, well, not anymore.
It pains you to realize that some actions which can be socially or
culturally valid is now invalid. It is now a matter of “obey-or-die”
law which can be difficult at the beginning but for sure, it can
get easier as you get used to it.

Make sure you are always informed on the latest


happenings around you. You should update yourself on the
current community guidelines for you to know how to behave
properly. Following the existing rule is a must or you might post
danger to yourself or to the people around you.

You can possibly focus on the positive side of staying at


home rather than investing so much pain on cancelled tours,
appointments which should have brought you heaven on earth.
Think that this is the best and right time to make things right.
You can bridge communication gap, spend more time with
the family, strengthen the bond among family members, and
perform your role as a father, son, husband, or friend better.

Staying at home should not cripple you in helping the


frontliners. You owe them your safety, so grab every opportunity
which can allow you to offer a helping hand. You could opt to
include their needs in your grocery lists, give donations to the
legitimate foundation, offer them home-made meals or other
forms of charity to show your support and compassion. But an
effortless yet the biggest help you can extend is staying at home.

Most of all, amidst this pandemic, you should not forget to


communicate to the Creator through prayers. You have to armor
yourself with deep faith, hope, and love like what famous biblical
did whenever they ask for a favor.

You are at the imperfect moment of your life but you have
the perfect time to upgrade yourself—mentally, emotionally,
socially, or spiritually.

Practical English for Global Competitiveness 10 31


Unit II
Moving along with Others

Lesson 1

I. Objectives

At the end of the lesson, the students are expected to:

1. Switch from one listening strategy to another to extract


meaning from the listening text;
2. Employ appropriate pitch, stress, juncture, intonation,
etc.;
3. Transcode information from linear to non-linear texts
and vice versa;
4. Explain how the elements specific to a selection build
its theme;
5. Give technical and operational definitions;
6. Assess the effectiveness of the ideas presented in the
material viewed taking into account its purpose;
7. Observe correct grammar in making definitions; and
8. Identify parts and features of argumentative essays.

II. Reference

Practical English for Global Competitiveness 10, pp. 121–144

III. Topics

1. Extracting Meaning from the Listening Text


2. Speech Essentials
3. Linear and Non-linear Texts
4. “CANTO 111 The Vestibule of Hell The Opportunists”
5. Technical and Operational Definition
6. Assessing Effectiveness of Ideas Presented in the
Material Viewed
7. Writing Definitions
8. Argumentative Essay

32 Practical English for Global Competitiveness 10


IV. Procedure

1. Let the students listen to a YouTube clip about karma,


after which they will extract the meaning of karma
from the clip in “Listening Comprehension” on p. 121.
Discuss their answers.
2. Have a quick review about the different prosodic
features of speech as “Speech Essentials” in “Oral
Language and Fluency” on p. 122. Then have the
students answer “Performance Task” on the same
page.
3. Discuss how non-linear texts can be helpful to present
large quantities of information in an orderly way in
“Reading Comprehension” on p. 123. Then have the
students answer “Performance Task” on the same
page.
4. Before reading CANTO 111 The Vestibule of Hell The
Opportunists in “Literature” on pp. 124–129, ask the
students to answer the essential question on p. 124.
Guide them as they go along the text. Then have them
answer “Activity 1–6” on pp. 129–134.
5. Discuss “Technical and Operational Definition”
in “Vocabulary Development” on p. 135. Ask the
students for their own examples. Then assess their
understanding of the lesson by letting them answer
“Performance Task” on pp. 135–136.
6. Have the students do “Performance Task 1–2” on
“Assessing Effectiveness of Ideas Presented in the
Material Viewed” in “Viewing Comprehension”
on pp. 136–138. Discuss their answers to these
activities.
7. Tackle the guidelines in “Writing Definitions” in
“Grammar Awareness” on p. 138. Then have the
students do “Performance Task” on p. 139.
8. Discuss the important features of an “Argumentative
Essay” in “Writing and Composition” on pp. 139–140.
Have them study the examples given on pp. 141–144.
9. As an assignment, have the students do “Activity 4”
on p. 132, “Activity 7” on p. 135, “Performance Task”
on p. 144.
Practical English for Global Competitiveness 10 33
Answer Key

Performance Task (pp. 135–136)

1. O
2. T
3. O
4. T
5. O
6. O
7. T
8. O
9. O
10. T

34 Practical English for Global Competitiveness 10


Lesson 2

I. Objectives

At the end of the lesson, the students are expected to:

1. Assess the effectiveness of a material listened to in


taking into account the speaker’s purpose;
2. Assess whether the speaker’s purpose is achieved or
not;
3. Use the correct sound of English when delivering an
extemporaneous speech;
4. Present information using tables, graphs, and maps;
5. Express appreciation for sensory images used;
6. Give technical and operational definitions;
7. Assess the effectiveness of the ideas presented in the
material viewed taking into account its purpose;
8. Observe correct grammar in making definitions; and
9. Formulate different kinds of claims.

II. Reference

Practical English for Global Competitiveness 10, pp. 145–162

III. Topics

1. Assessing the Effectiveness of a Listening Text


2. Extemporaneous Speech
3. Using Tables, Graphs, and Maps
4. “The Song of Roland” (Summary)
5. Technical and Operational Definitions
6. Correct Grammar in Making Definitions
7. Different Kinds of Claims

IV. Procedure

1. Listen to the song Prayer of St. Francis of Assisi and


have the students answer the questions of “Assessing
the Effectiveness of a Listening Text” in “Listening
Comprehension” on p. 146.
Practical English for Global Competitiveness 10 35
2. Discuss the structure of an “Extemporaneous Speech”
and the tips for its effective delivery in “Oral Language
and Fluency” on pp. 147–148.
3. Have the students do “Performance Task” on p. 148.
Grade their performance based on the rubric given on
pp. 148–149.
4. Ask the students to answer “Performance Task 1–2”
on p. 150 related to using tables, graphs, and maps.
5. Before reading the summary of The Song of Roland in
“Literature” on pp. 151–153, have the students answer
the essential question on p. 151. Then after reading
the text, ask them to answer “Performance Task 1–4”
on pp. 153–157.
6. Ask the students to answer “Performance Task” on
“Technical and Operational Definitions” in “Vocabulary
Development” on pp. 157–158.
7. Have a quick review about the guidelines in making
definitions. Also, emphasize that correct grammar is
essential when writing effective and comprehensive
definitions. Have the students answer “Performance
Task” on pp. 158–159.
8. Discuss “Different Kinds of Claims” in “Writing and
Composition” on pp. 159–161. Emphasize that an
opinion should not be equated to a claim.
9. As an assignment, have the students do “Performance
Task” on pp. 161–162.

Answer Key

Activity 1”

A. (pp. 153–154)

1. The last king to stand his ground against Charlemagne


was King Marsile.
2. Ganelon thought he had been nominated by Roland
for a dangerous mission in an attempt to be rid of him
(Ganelon) for good. Ganelon had long been jealous of
Roland.

36 Practical English for Global Competitiveness 10


3. Ganelon, with the Saracens, plotted of getting rid of
Roland. Ganelon told them that they could ambush
Charlemagne’s rear guard as Charlemagne would
leave Spain and that Roland would undoubtedly lead
the rearguard.
4. Oliver urged Roland to blow the horn to call back
Charlemagne’s main force.
Erratum: The question question should be: “Who
urged Roland to blow the horn? Why was it
needed to be done?”
5. The Franks fought valiantly, but in the end, they were
killed to the man. It was a massacre.
Erratum: The question question should be: “What
happened after Roland had refused to blow the
horn?”
6. Charlemagne’s interpretation of the sound was that
Roland needed help. Charlemagne returned and
avenged them.
7. Roland’s temples burst from the force required, and he
died soon afterward. He died facing the enemy’s land,
and his soul was escorted to heaven by saints and
angels.
8. Answers may vary.
9. Answers may vary.
10. Answers may vary.

Practical English for Global Competitiveness 10 37


Lesson 3

I. Objectives

At the end of the lesson, the students are expected to:

1. Evaluate listening texts in terms of accuracy, validity,


adequacy, and relevance;
2. Use the correct sound of English when delivering an
impromptu speech;
3. Scan for needed information;
4. Explain the literary devices used;
5. Give technical and operational definitions;
6. Detect bias and prejudice in the material viewed;
7. Observe correct grammar in making definitions; and
8. Use patterns and techniques of developing an
argumentative claim.

II. Reference

Practical English for Global Competitiveness 10, pp. 163–179

III. Topics

1. Factors in Evaluating a Listening Text


2. Impromptu Speech
3. Scanning
4. “She Walks in Beauty” by Lord Byron (George Gordon)
5. Definitions of Words
6. Detecting Prejudice and Bias in the Material Viewed
7. Developing an Argument Claim

IV. Procedure

1. Discuss the “Factors in Evaluating a Listening Text”


in “Listening Comprehension” on p. 163. Then read the
text below and have the students evaluate it in terms
of accuracy, validity, adequacy, and relevance.

38 Practical English for Global Competitiveness 10


100 days of COVID-19 in the Philippines:
How WHO supported the Philippine response

Exactly 100 days have passed since the first


confirmed COVID-19 case was announced in
the Philippines on 30 January 2020, with a 38-
year old female from Wuhan testing positive for
the novel coronavirus. On the same day, on the
other side of the world at the WHO headquarters
in Geneva, WHO activated the highest level of
alert by declaring COVID-19 as a public health
emergency of international concern.

The Philippine government mounted a multi-


sectoral response to the COVID-19, through the
Interagency Task Force (IATF) on Emerging
Infectious Diseases chaired by the Department
of Health (DOH). Through the National Action
Plan (NAP) on COVID-19, the government aims
to contain the spread of COVID-19 and mitigate
its socioeconomic impacts.

The Philippines implemented various actions


including a community quarantine in Metro
Manila which expanded to Luzon as well as other
parts of the country; expanded its testing capacity
from one national reference laboratory with the
Research Institute of Tropical Medicine (RITM)
to 23 licensed testing labs across the country;
worked towards ensuring that its health care
system can handle surge capacity, including for
financing of services and management of cases
needing isolation, quarantine and hospitalization;
and addressed the social and economic impact
to the community including by providing social
amelioration to low income families.

The World Health Organization (WHO)


has been working with Ministries of Health
worldwide to prepare and respond to COVID-19.
Practical English for Global Competitiveness 10 39
In the Philippines, WHO country office in the
Philippines and its partners have been working
with the Department of Health and subnational
authorities to respond to the pandemic. The
country level response is done with support from
the WHO regional office and headquarters.

Surveillance

Surveillance is a critical component and is


used to detect cases of COVID-19 as well as to
understand the disease dynamics and trends and
identify hotspots of disease transmission. The
Department of Health included COVID-19 in the
list of nationally notifiable diseases early in the
outbreak to ensure that information was being
collected to guide appropriate response actions.
Existing surveillance systems were capitalized
upon to speed up identification of cases as well as
identify unusual clusters. Laboratory confirmation
is a critical component of the surveillance system
but cannot be the only sources of information. The
non-specific symptoms and the novel nature of the
disease means that the DOH, with support from
WHO, are looking at all available information
sources to guide response decision making. WHO
also provided technical assistance to selected local
government units to strengthen field surveillance
for timely data for action at the local level.

Contact tracing

Contact tracing is crucial to the response. It


is a system to detect and isolate cases and identify
close contacts who will be advised for quarantine.
It allows the investigation the system to track the
chain of infections as well as the settings, places,
events or other avenues that where transmission
have occurred or may have been amplified. A major
bottleneck to doing this is the availability of timely
and complete information from the hospitals for
40 Practical English for Global Competitiveness 10
suspected, probable and confirmed COVID-19
cases. WHO assisted the DOH Epidemiology
Bureau in developing COVID KAYA, a case and
contact tracing reporting system for epidemiology
and surveillance officers, health care providers and
laboratory-based users, expanding the capacity
of the previous COVID-19 information system.
WHO also continued to support the government
to establish the system and improve capacity for
contact tracing at the city and municipal levels.

Infection prevention and control

Patients and health workers must be


protected from the possible transmission of
COVID-19 inside health facilities. Infection
prevention and control (IPC) is vital in minimizing
the harm caused by the spread of infection in
these facilities. In the early part of the response,
WHO supported the DOH with the provision of
personal protective equipment (PPE) for health
workers. To strengthen IPC, WHO, and DOH
developed modules and conducted online IPC
training of trainers for frontline health workers in
health care and community settings. The training
has since been rolled out more widely by partners
USAID-MTaPS and UNICEF to cover over 5,500
health workers to date.

Laboratory and therapeutics access

Laboratory testing for COVID-19 is critical


to be able to rapidly identify, treat and isolate
the positive patients, and be able to see the
bigger picture of how many people are infected
and ultimately stop the transmission of the
virus. Since the beginning of the response,
WHO provided support to the DOH’s Research
Institute for Tropical Medicine with laboratory
supplies and extraction kits. WHO also assisted
Practical English for Global Competitiveness 10 41
the DOH in the accreditation of COVID-19
testing laboratories. To date, 23 real-time reverse
transcription polymerase chain reaction (rRT-
PCR) laboratories nationwide are now conducting
COVID-19 diagnostic tests. The Philippines has
also recently joined the WHO Solidarity trial to
find effective COVID-19 treatment.

Clinical care

With a new disease, there are a lot of unknowns


regarding the proper clinical management of
suspect and confirmed cases. But when clinicians
are armed with the necessary knowledge and skills
to care for sick patients, the more the patients are
likely to recover. WHO supported the frontline
health workers through a webinar series on
clinical management, providing up-to-date WHO
clinical perspectives. At the same time, WHO
also supported the DOH and the Department
of Interior and Local Government in preparing
policies to form health care provider networks
for COVID-19, from primary care that includes
telemedicine and community management, to
tertiary care linking to referral hospitals.

Non-pharmaceutical interventions and


mental health

Non-pharmaceutical interventions (NPIs) refer to


public health measures, which are not related to
medicines or vaccines, that people and communities
can do to prevent the spread of infections like
COVID-19. These interventions involve personal
protective measures, environmental measures,
physical distancing measures and travel-related
measures. WHO supported the DOH in the
development of a policy on NPIs as well as assisted
in rapid assessment on local government capacity
on NPIs and policy-gap analysis.
42 Practical English for Global Competitiveness 10
In times of extreme experiences brought by
COVID-19, it is likely that people feel fearful
and anxious. Providing mental health and
psychosocial support (MHPSS) during the time of
COVID-19 pandemic is important. WHO assisted
the DOH in developing policy guidance and advice
on integrating MHPSS within health and social
services and increasing access to care to these
services.

Risk communication and community


engagement

Effective communication and engagement


with communities is essential for people to
understand the situation, know the situation
and practice protective measures to protect their
health, their family and the larger community.
WHO supported and amplified DOH messaging
by releasing various communication materials on
the risk of COVID-19 and how people can protect
themselves through social media and traditional
media. WHO also worked with partners such
as UNICEF and OCHA in reaching vulnerable
groups, getting their feedback and understanding
their information needs.

Logistics support

With lots of moving equipment and supplies


required for COVID-19, logistics support is an
important part of the response. WHO provided
technical support to the DOH in the recalibration
of PPE requirements by using WHO projection
tools, provided cost estimates, and advised on
streamlining the distribution flow of PPEs and
other essential supplies. WHO also supported
DOH in the development of a commodities
dashboard that provides real-time PPE stocks at
the facility level, as well as assisted in building
Practical English for Global Competitiveness 10 43
an information system for tracking essential
COVID-19 commodities.

Subnational operations support

Aside from national support to the DOH,


WHO is also providing subnational support in
the Philippines by working with the DOH Field
Implementation and Coordination Team (FICT)
and the Centers for Health Development (CHDs)
at the regional level. WHO conducted scoping
missions in 10 out of 16 regions outside the
National Capital Region to assess the needs and
capacity of CHDs in responding to COVID-19.
WHO staff have also been deployed in specific
high-risk subnational areas in the country to
provide technical support for the response. At
the same time, contact tracing in subnational
areas is also being strengthened with WHO, DOH
Epidemiology Bureau, and UP College of Nursing
developing a training programme and learning
resource materials on contact tracing to build the
capacity of epidemiology and surveillance officers
and local contact tracing teams.

Responding to outbreaks in high risk areas

Closed settings like prisons and hospitals


have seen clusters of confirmed cases. WHO, the
DOH Epidemiology Bureau and the International
Committee of the Red Cross (ICRC) worked with
prison authorities and hospitals in joint contact
tracing and infection prevention and control
investigations. The teams provided them with
guidance to prevent the further spread of infection
to ensure the protection of persons deprived of
liberty, hospital patients, and people with mental
health conditions.

44 Practical English for Global Competitiveness 10


WHO also supported the strengthening of
community-based interventions and social support
and addressing the needs of specific populations
such as people with pre-existing mental and
substance use disorders.

Moving forward with the response

Much more needs to be done to break the


chain of COVID-19 transmission. Some of the
challenges that the Philippines continues to
face are containing transmission of infection,
mitigating the impact in high risks communities
and confined settings, as well as ensuring the
uniform enforcement of non-pharmaceutical
interventions that are already in place. The
continuation of the community quarantine will
have substantial social and economic impact and
thus a heightened effort to control transmission
of infections through rigorous contact tracing,
isolation of cases, quarantine of contacts while
ensuring timely and adequate treatment to save
lives will continue to be the primary public health
measure. In addition, while the government is
exerting all its efforts in this current situation, it
also needs to prepare its health systems for surge
capacity in the event that a wide-scale community
transmission occurs.

In the next few days, the government will


carefully consider the next steps, especially
on deciding whether or not the community
quarantine will be lifted or levels of quarantine
will be differentiated based on the situation of
provinces. WHO strongly recommends that when
the government considers adjusting public health
and social measures in the context of COVID-19,
the following requirements must be in place.

Practical English for Global Competitiveness 10 45


1. COVID-19 transmission is controlled through
two complementary approaches—breaking
chains of transmission by detecting, isolating,
testing, and treating cases and quarantining
contacts and monitoring hot spots of disease
circulation.
2. Sufficient public health workforce and health
system capacities are in place.
3. Outbreak risks in high-vulnerability settings
are minimized.
4. Preventive measures are established in
workplaces.
5. Capacity to manage the risk of exporting and
importing cases from communities with high
risks of transmission.
6. Communities are fully engaged.

Source: https://www.who.int/
philippines/news/feature-stories/
detail/100-days-of-covid-19-in-the-
philippines-how-who-supported-the-
philippine-response

2. Define an “Impromptu Speech” and discuss some tips


in preparing this kind of speech in “Oral Language and
Fluency” on pp. 164–165. Then have the students do
“Performance Task 1–2” on pp. 165–166.
3. Discuss “Scanning” as a reading technique and
enumerate some tips when scanning for information
in “Reading Comprehension” on p. 166. Then have the
students answer “Performance Task” on p. 167.
4. Before letting the students read the text She Walks in
Beauty by Lord Byron (George Gordon) in “Literature”
on p. 168, ask them the essential question on the same
page. Lead the discussion to the text. Then ask them
to answer “Activity 1–5” on pp. 168–172. Some of these
activities may be given as assignments.
5. Review the students on making definitions. Then ask
them to answer “Performance Task” on p. 174.

46 Practical English for Global Competitiveness 10


6. Discuss “Detecting Prejudice and Bias in the Material
Viewed” in “Viewing Comprehension” on p. 175. Then
ask the students to answer “Performance Task” 1–3
on pp. 175–177.
7. Discuss “Developing an Argument Claim” in “Writing
and Composition” on pp. 178–179. Then have the
students watch news about a national topic. They will
then select issues on which they will base their claims
of fact, value, and policy to answer “Performance Task”
on p. 179.
8. As an assignment, have the students do “Activity 6” on
pp. 172–173 and “Performance Task 4” on p. 177.

Answer Key

Performance Task (p. 167)

1. Romantic poet
2. George Gordon Byron
3. Captain John Byron and Catherine Gordon
4. Gordon
5. 10 years old
6. “Childe Harold’s Pilgrimage”

Activity 1 (pp. 168–169)

1. beauty
2. The speaker compares the woman to a lovely night with
a clear starry sky, and goes on to convey her beauty as a
harmonious “meeting” between darkness and light.
3. Lines 5 and 6 imply that the light of the night has the
qualities of skin; it can be touched (tender), and that she
has developed a naturally relaxed, softened approach to it.
Daylight in comparison is vulgar and lacking (gaudy).
4. The focus on the positive physical attributes leads to the
conclusion that morally she is also faultless—her love is
innocent—she spends her time doing good, suggestive of
saintly pursuits and behavior. (Lines 10–15)
5. Lines 10–18

Practical English for Global Competitiveness 10 47


Performance Task (p. 174)

1. d
2. h
3. e
4. f
5. i
6. c
7. g
8. a
9. j
10. b

48 Practical English for Global Competitiveness 10


Lesson 4

I. Objectives

At the end of the lesson, the students are expected to:

1. Detect biases and prejudices;


2. Observe the correct stance and proper stage behavior
as deemed necessary;
3. Establish eye contact;
4. Read closely to get the author’s purpose;
5. Determine tone, mood, technique, and purpose of the
author;
6. Give technical and operational definitions;
7. Detect biases and prejudices in the material viewed;
8. Use words and expressions that affirm or negate; and
9. Use quotation marks or hanging indentations for direct
quotes.

II. Reference

Practical English for Global Competitiveness 10, pp. 180–204

III. Topics

1. Examining Biases and Prejudices on the Listening


Text
2. Correct Stance and Proper Stage Behavior
3. Purpose in Writing: Empathy
4. “Federigo’s Falcon” Translated by G. H. McWilliam
5. Definitions of Words
6. Detecting Bias and Prejudice in the Material Viewed
7. Expressions of Affirmation and Negation
8. Rules in Using Quotation Marks

IV. Procedure

1. Let the students listen to the song Flight Song by


Rachel Platten while reading its lyrics “Listening
Comprehension” on pp. 180–182. Afterwards, have
Practical English for Global Competitiveness 10 49
them answer the guide questions on p. 182. Discuss
their answers in the class.
2. Enumerate “Correct Stance and Proper Stage
Behavior” when in public speaking in “Oral Language
and Fluency” on p. 183. Then have them watch a
YouTube clip entitled 2016 World Champion of Public
Speaking, Darren Tay Wen Jie using this link: https://
www.youtube.com/watch?v=v26CcifgEq4. Notice if the
speaker has observed the correct stance and proper
stage behavior discussed. Hold an in-depth discussion.
3. Have a quick review on the purpose of writing.
Say: “Purpose is the goal or aim of a piece of writing.”
Ask the students the common purposes why we are
writing. Then have them answer “Performance Task”
on pp. 184–185.
4. Before reading the text Federigo’s Falcon translated
by G. H. McWilliam on pp. 185–191, ask the students
the essential question on p. 185. You may give them a
short background about The Decameron and say: “ ‘The
Decameron’ is structured with a frame story containing
a hundred tales told by a group of 10 young men and
women sheltering in a villa just outside Florence to
escape the Black Death, which had struck the city.”
5. Give them time to read the story and then have them
answer “Activity 1–5” on pp. 191–197 and “Activity
7–8” on p. 198.
6. Have a review on technical and operational definition of
words. Then ask the students to answer “Performance
Task” on pp. 199–200.
7. Ask the students to detect the bias and prejudice
presented in the image in “Viewing Comprehension”
on p. 200. Have them answer the questions that follow.
Discuss the answers in the class.
8. Tackle “Expressions of Affirmation and Negation”
and when they are used in “Grammar Awareness”
on p. 201. Have the students answer “Performance
Task” on p. 202.
9. Discuss the “Rules in Using Quotation Marks” in
“Writing and Composition” on pp. 202–204).

50 Practical English for Global Competitiveness 10


10. As an assignment, have the students answer
“Activity 6” on p. 198 and “Performance Task”
on p. 204.

Answer Key

Activity 1

A. (pp. 191–193)

1. Federigo rode at the ring, tilted, gave sumptuous


banquets, and distributed a large number of gifts,
spending money without any restraint whatsoever.
2. Monna Giovanna was considered one of the loveliest
and most adorable women to be found in Florence.
3. Federigo moved out to Campi, where his little farm
was situated. Having settled in the country, he went
hunting as often as possible with his falcon, and,
without seeking assistance from anyone, he patiently
resigned himself to a life of poverty.
4. The husband of Monna Giovanna fell ill and died. He
left everything to their son, who was just growing up.
Monna and her son went away to their country estate,
which was very near Federigo’s farm. The son became
friendly with Fedrigo. Afterwards, the boy was ill.
5. The son requested her mother if she could arrange
for him to have Federigo’s falcon, after which the son
believed he should soon get better. The mother did not
argue, but she was somewhat taken aback and began
to consider what she could do about it.
6. Monna made her way to Federigo’s little cottage to
fulfill her promise to her son of getting the falcon for
her son.
7. Federigo happily rushed to greet Monna and received
her with a deep bow.
8. Federigo was determined to entertain the gentlewoman
to some sort of meal (breakfast). He prepared a
sumptuous dish made of his prized falcon.

Practical English for Global Competitiveness 10 51


9. Monna chose to remarry with Federigo though her
brothers were against the idea because he was poor
and she was with immense wealth.
10. Answers may vary.

Performance Task (p. 202)

1. certainly
2. no
3. never
4. definitely
5. clearly
6. exactly
7. rarely
8. hardly
9. scarcely
10. definitely

52 Practical English for Global Competitiveness 10


Lesson 5

I. Objectives

At the end of the lesson, the students are expected to:

1. Determine unsupported generalizations and


exaggerations;
2. Make and deliver impromptu and extemporaneous
speeches with ease and confidence;
3. Read closely to get explicitly and implicitly stated
information;
4. Draw similarities and differences of the featured
selections in relation to the theme;
5. Give technical and operational definitions;
6. Use previous experiences as scaffold to the message
conveyed by a material viewed;
7. Use words and expressions that affirm or negate; and
8. Use in-text citations.

II. Reference

Practical English for Global Competitiveness 10, pp. 205–221

III. Topics

1. Supported and Unsupported Generalizations


2. Writing an Argumentative Speech
3. Delivering Speech Effectively
4. “The Hunchback of Notre Dame” by Victor Hugo
(Summary)
5. Definitions of Words
6. Explicit and Implicit Information
7. Interpreting the Message in the Material Viewed
8. Words of Affirmation and Negation
9. In-text Citation

Practical English for Global Competitiveness 10 53


IV. Procedure

1. Differentiate “Supported and Unsupported


Generalizations” in “Listening Comprehension”
on p. 205. Then have the students do “Performance
Task 1–2” on pp. 205–207.
2. Have a quick review on argumentative essay. Then
lead the discussion to “Writing Argumentative Speech”
in “Oral Language and Fluency” on pp. 208–209.
3. Ask the students to read the summary of
The Hunchback of Notre Dame by Victor Hugo
in “Literature” on pp. 209–211. But before that, have
them answer first the essential question on p. 209.
Give them time to ready the summary. Discuss the
text with the aid of “Activity 1–2” on pp. 211–213.
4. Have the students give the technical and operational
definitions of the words found in the story and let them
answer “Performance Task” on pp. 213–214.
5. Explain the difference between “Explicit and Implicit
Information” in “Reading Comprehension” on p.
214 and have them answer “Performance Task”
on pp. 214–215.
6. Let the students watch the YouTube video TV 2 | All
That We Share and interpret its message in “Viewing
Comprehension” on pp. 215–216.
7. Review the students on words of affirmation and
negation and have them answer “Performance
Task 1–2” on p. 217.
8. Discuss “In-text Citation for MLA and APA Format” in
“Writing and Composition” on pp. 218–220.
9. As an assignment, have the students do “Performance
Task” on p. 209 and p. 221, respectively.

54 Practical English for Global Competitiveness 10


Answer Key

Activity 1

A. (pp. 211–212)

1. Quasimodo, the hunchback of Notre Dame, was elected


the Pope of Fools for being the ugliest person in Paris.
2. Gringoire admired the graceful beauty of La Esmerelda,
a gypsy street dancer, and decided to follow her home.
After rounding a corner, she was suddenly attacked by
Quasimodo and Frollo.
3. Gringoire rushed to help La Esmerelda. She offered to
save his life by “marrying” him for four years only.

Practical English for Global Competitiveness 10 55


Unit III
Looking into Nature’s Perspective

Lesson 1

I. Objectives

At the end of the lesson, the students are expected to:

1. Listen to simplify, reorganize, synthesize, and evaluate


information to expand, review, or update knowledge;
2. Use the correct stage stance and behavior when giving
a roast and a toast and when paying tribute to someone
in a eulogy;
3. Give the overall artistic value of the structure and
elements of the selection (structuralist/formalist);
4. Explain how the elements specific to a genre contribute
to the theme of a particular literary selection;
5. Give expanded definitions of words;
6. Raise questions to clarify issues covered in the material
viewed;
7. Use pronouns effectively; and
8. Expand ideas using principles of cohesion and
coherence.

II. Reference

Practical English for Global Competitiveness 10, pp. 222–247

III. Topics

1. Making an Inference on the Listening Text


2. Correct Stance and Behavior: Giving a Eulogy
3. Structure and Elements of a Selection
4. “A Day in a Country” by Anton Chekhov
5. Expanded Definitions of Words
6. Raising Questions on the Material Viewed
7. Pronouns
8. Cohesion and Coherence

56 Practical English for Global Competitiveness 10


IV. Procedure

1. Have a quick review about inference. Say: “Inference


is using observation and background to reach a logical
conclusion.” Then you may give this as an example:
“If you see someone eating a new food and he or she
makes a face, then you infer he does not like it. Or
if someone slams a door, you can infer that she is
upset about something.” Then have the students do
“Performance Task 1–2” on pp. 223–224.
2. Explain “Correct Stance and Behavior: Giving a
Eulogy” and how to write and deliver the same speech
in “Oral Language and Fluency” on pp. 224–225.
Also, you may read a eulogy dedicated to Princess
Diana on pp. 225–228.
3. Have the students do “Performance Task 1–2” on
pp. 229–230 about the structure and elements of a
selection.
4. Ask the students the essential question on p. 231.
Discuss their answers and give them time to read
the story A Day in a Country by Anton Chekhov
in “Literature” on pp. 231–237 on their own. Then
hold a discussion about the story with the aid of
“Activity 1–4” on pp. 238–241.
5. Discuss “Expanded Definitions of Words” in
“Vocabulary Development” on p. 241. Then have the
students do “Performance Task” on p. 242.
6. Explain what a case is and enumerate the cases
of “Pronouns” in “Grammar Awareness” on p. 243.
Assess their understanding of the grammar lesson
by asking them to answer “Performance Task 1–3”
on pp. 243–245.
7. Differentiate “Cohesion and Coherence” and explain the
use of cohesive devices in “Writing and Composition”
on p. 246. Then have the students do “Performance
Task 1–2” on p. 247.
8. As an assignment, let the students do “Performance
Task 1” on pp. 228–229, “Performance Task 2”
on p. 229, and “Performance Task 4” on p. 245.

Practical English for Global Competitiveness 10 57


Answer Key

Activity 1

A. (pp. 238–239)

1. There would be a spurt of May rain and a real storm


would begin.
2. Fyokla, was looking for Terenty to tell that Danilka
had been in an accident.
3. In the count’s copse, Danilka stuck his hand into a hole
in a tree, and he could not get it out.
4. Some of the ideas about nature imparted by Terenty to
the kids were:
a. The grass and the trees are fed by the rain, as we
are by bread.
b. It thunders because one cloud runs against the
other.
c. The nightingale is a singing-bird, without sin. He
has had a voice given him in his throat, to praise
God and gladden the heart of man. It’s a sin to
disturb him.
d. The sparrow doesn’t matter, he’s a bad, spiteful
bird. He is like a pickpocket in his ways. He doesn’t
like man to be happy. When Christ was crucified
it was the sparrow brought nails to the Jews, and
called ‘alive! alive!’
e. Bees were flying looking for a home, and when
the rain came down upon them they settled. If
a swarm is flying, you need only sprinkle water
on them to make them settle. Now if, say, you
wanted to take the swarm, you would bend the
branch with them into a sack and shake it, and
they all fall in.
5. Danilka was very curious and threw questions to
Terenty, all of which Terenty answered. Danilka
looked at Terenty and greedily drank in every word.
6. They lived in a deserted barn near a riverbank.
7. The number of Danilka’s impressions, together with
exhaustion and hunger, were too much for him; he was
58 Practical English for Global Competitiveness 10
as hot as though he were on fire, and tossed from, side
to side. He longed to tell someone all that was haunting
him now in the darkness and agitating his soul.
8. Terenty put bread under their heads.
9. It was not mentioned in the story why he was doing it
discreetly. But he had become the guardian of the two
orphans.
10. the bountiful resources of nature

Performance Task 1 (pp. 243–244)

1. me
2. he
3. us
4. he
5. you
6. I
7. you
8. us
9. hers
10. its

Performance Task 2 (p. 244)

1. you – objective
2. his – possessive
3. him – objective
4. his – possessive
5. them – objective
6. I – nominative
7. her – possessive
8. her – objective
9. mine – possessive
10. its – possessive

Practical English for Global Competitiveness 10 59


Lesson 2

I. Objectives

At the end of the lesson, the students are expected to:

1. Distinguish the important points from less important


ones in a text listened to;
2. Employ the appropriate prosodic features of speech in
dramatic monologue;
3. Express appreciation for sensory images used;
4. Give expanded definitions of words;
5. Share viewpoints based on the ideas presented in the
material viewed;
6. Use pronouns effectively; and
7. Use a variety of informative, persuasive, and
argumentative writing techniques.

II. Reference

Practical English for Global Competitiveness 10, pp. 248–271

III. Topics

1. Distinguishing Important from Less Important Points


of a Listening Text
2. Prosodic Features of Speech in Dramatic Monologue
3. Prosodic Features of Speech
4. Sensory Images
5. “The Story of Keesh” by Jack London
6. Expanded Definition of Words
7. Sharing Viewpoints on Material Viewed
8. Pronouns
9. Types of Writing Techniques

IV. Procedure

1. Read the short text below and ask the students to list
the important and less important points in “Listening
Comprehension” on p. 248.
60 Practical English for Global Competitiveness 10
Save Mother Earth is the popular slogan that
creates awareness about saving the Earth from
destruction. We all know that Earth is the only
planet that has life on it. As of now, it is clear that
this planet has been a gift for us humans and other
living things that have all the facilities we need,
naturally. From air to water to food, everything is
provided to us by Earth and thus we call it Mother
Earth.

We are exploiting our so-called Mother Earth


for many years by using its resources vulgarly
and without giving back anything for its further
growth. For example, to live we are exploiting
many lands by cutting down trees to build
home, industry and more. But we don’t bother
about the destroyed trees or plants and we don’t
bother about planting them again. We pollute the
atmosphere through vehicles and industries, then
we live our future being diseased. It’s high time
that we realize the need to save mother Earth.

To deal with the above problems and to save


Mother Earth, we need to adopt various measures
of conservation. Ways to save Mother Earth
includes planting more and more trees, using
renewable sources of energy, reducing the wastage
of water, saving electricity, reducing the use of
plastic, conservation of non-renewable resources,
conserving the different flora and faunas, taking
steps to reduce pollution, etc.

Creating awareness among the public


through different programs, dramas, etc., can also
be helpful to save Mother Earth.

To save our Mother earth, it is important


to move on to a more sustainable way of living.
Sustainable means we should keep the resources

Practical English for Global Competitiveness 10 61


and use them wisely keeping in mind that our
future generations should also be getting a part of
it. This type of thought will help us to use nature,
care for it more and ultimately save Mother Earth.

Source: https://bit.ly/33edksQ

2. Discuss “Prosodic Features of Speech in Dramatic


Monologue” in “Oral Language and Fluency”
on p. 249. Ask the students to do “Performance
Task 1–2” on p. 250.
3. Define sensory images. Say: “Sensory imagery is a
literary device that writers employ to engage a reader’s
mind on multiple levels. Sensory imagery explores
the five human senses: sight, sound, taste, touch, and
smell.” Then have the students do “Performance Task”
on p. 251.
4. Ask the students the essential question on p. 252 before
having them read the story The Story of Keesh by Jack
London in “Literature” on pp. 252–259. Then discuss
the story with the aid of “Activity 1–5” on pp. 260–264.
5. Have a quick review about expanded definitions. Say:
“An expanded definition is the meaning of an idea or
word that has components of both informal and formal
definitions but is presented in a longer, paragraph
format. It is also called extended definition.” Then have
the students do “Performance Task 1” on pp. 264–265.
6. Let the students watch the YouTube video His Epic
Message Will Make You Want to Save the World, Short
Film Showcase using the link: https://www.youtube.
com/watch?v=B–nEYsyRlYo and ask them to share
their viewpoints on this material in “Performance
Task 1–2” on pp. 266–267.
7. Review the cases of pronouns as discussed in the
previous lesson. Then have the students answer
“Performance Task” on pp. 268–269.
8. Discuss “Types of Writing Techniques” in “Writing and
Composition” on p. 270. Say: “A writing technique is a
style an author uses to convey their message in a manner
that is effective and meaningful to their audience.”
62 Practical English for Global Competitiveness 10
Then ask the students to answer “Performance Task”
on pp. 270–271.
9. As an assignment, “Performance Task 2” on p. 266

Answer Key

Activity 1

A. (pp. 260–261)

1. Keesh lived so long ago that only the old men remember
his name, his name and the tale, which they got from
the old men before them, and which the old men to
come will tell to their children and their children’s
children down to the end of time.
2. Keesh’s father had met his death in a time of famine.
He saved the lives of his people by taking the life of a
great polar bear.
3. Keesh was determined to honor and replace his father.
4. The people forgot the deed of his father; and Keesh
being but a boy, and his mother only a woman, they,
too, were swiftly forgotten, and ere long came to live in
the meanest of all the igloos.
5. Keesh, being a child, was speaking against the
members of the council. He was a child talking like a
grown man and saying harsh things to their very faces.
6. One instance that Keesh got discriminated was
when he was told that he should not talk to men and
graybeards. (“Shall the babes in arms tell us men the
things we shall do? Am I a man that I should be made
a mock by every child that cries for meat?”)
7. Keesh said that he shall never speak in the council
igloo again and that he shall go hunt meat like his
father.
8. There was a talk of magic and witchcraft in the village.
The people believed that Keesh hunted with evil spirits
and that maybe his father’s spirit hunted with him.
9. The council decided to spy on him. On Keesh’s next
trip, two young hunters, Bim and Bawn, followed him.

Practical English for Global Competitiveness 10 63


After five days, they returned. The council met to hear
their story.
10. The secret behind Keesh’s success in hunting was the
headcraft. In using this technique, first make a circle
with a sharp, thin piece of whale bone. Put the circle
of bone inside some seal meat. Put it in the snow to
freeze. The bear eats the ball of meat with the circle of
bone inside. When the meat gets inside the bear, the
meat gets warm, and the bone goes snap! The sharp
points make the bear sick. It is easy to kill then.

Performance Task (pp. 268–269)

1. his – possessive
2. he – nominative
3. he – nominative
4. they – nominative
5. they – nominative
6. him – objective
7. his – possessive
8. them – objective
9. they – nominative
10. he – nominative
11. them – objective
12. he – nominative
13. their – possessive
14. he – nominative
15. his [smile] – possessive
16. he – nominative
17. his – possessive
18. his [trembling hands] – possessive
19. [in] his [cracked, ancient voice] – possessive
20. he – nominative

64 Practical English for Global Competitiveness 10


Lesson 3

I. Objectives

At the end of the lesson, the students are expected to:

1. Summarize important points discussed in the text


listened to;
2. Use polite expressions when giving a roast;
3. Explain the literary devices used;
4. Give expanded definitions of words;
5. Evaluate the information contained in the material
viewed in terms of accuracy and effectiveness;
6. Use structures of modification; and
7. Use quotation marks or hanging indentations for direct
quotes.

II. Reference

Practical English for Global Competitiveness 10, pp. 272–290

III. Topics

1. Summarizing Important Points on the Listening Text


2. Roast Speech
3. “Song of Autumn” by Charles Baudelaire
4. Expanded Definitions of Words
5. Evaluating Information of a Material Viewed
6. Structures of Modification
7. Using Quotation Marks Properly

IV. Procedure

1. Let the students listen to the song Earth Song by


Michael Jackson while following the lyrics in “Listening
Comprehension” on pp. 272–273. Then ask them to
summarize the points on this listening text.
2. Discuss “Roast Speech” and how to write and deliver it
in “Oral Language and Fluency” on pp. 275–276. Have
them imagine that you were retiring and they had to
Practical English for Global Competitiveness 10 65
give a roast for you. Now ask them to write a roast and
deliver it in the class.
3. Give a brief background about Song of Autumn
by Charles Baudelaire in “Literature” on p. 277.
Say: “The poem is a ballad revolving around the
concept of seasons symbolizing life and death.” Give
the students some time to read and understand the
text. Then discuss its content using “Activity 1–3” and
“Activity 5” on pp. 278–281.
4. Have the students answer the activities in expanded
definition of words in “Performance Task 1–2”
on pp. 281–283.
5. Let the students watch the YouTube video entitled She
is Dying (Save Mother Earth) and ask them to evaluate
the information found in “Performance Task 1”
on pp. 284–285.
6. Discuss “Structures of Modification” in “Grammar
Awareness” on pp. 286–288. Assess the
students’ understanding of the grammar lesson
by having them answer “Performance Task”
on p. 289.
7. Have a quick review on how to use quotation
marks properly. Then ask the students to
revise the sentences in “Performance Task”
on pp. 289–290.
8. As an assignment, have the students do “Activity 4” on
p. 281 and “Performance Task 2” on p. 286.

Answer Key

Activity 1

A. (p. 278)

1. Autumn is a beautiful season, but to this speaker it


brings dark and depressing times in his or her life.
2. Soon we shall plunge into the cold darkness;
Farewell, vivid brightness of our short-lived summers!
3. The poet expects happiness and joy as represented by
the warmth of summer. (“My heart will be no more
than a frozen red block.”)
66 Practical English for Global Competitiveness 10
4. The human feelings or emotions can be affected by
season, weather, or environment.
5. Answers may vary.

Performance Task 2 (p. 283)

1. darkness
2. dew
3. fog
4. mountain
5. rainbow
6. river
7. tree
8. air

Performance Task (p. 289)

1. adjective as noun modifier


2. noun as noun modifier
3. verb as noun modifier
4. qualifier as adverb modifier
5. adverb and adverb
6. noun as adverb modifier
7. prepositional phrase as adverb
8. adjective as noun modifier
9. verb as noun modifier
10. adjective as noun modifier

Performance Task (pp. 289–290)

1. “Did you see the new teacher?” asked my friend.


2. When she saw her mansion, she exclaimed: “What a
beautiful house!”
Erratum: claimed should be exclaimed
3. Did the mother really say “It’s not my responsibility”?
4. She asked, “Is ‘Time’ a magazine you read regularly?”
Erratum: The comma should be removed in the sentence as
it should be included in the punctuation marks to supplied
by the student.

Practical English for Global Competitiveness 10 67


5. “Tristan is trying hard in school this year,” his father said.
Erratum: her should be his
6. When did Arriane say “We have nothing to fear but fear
itself”?
7. “Certainly,” Mr. Corpuz said, “I shall explain the whole
situation to him. I know that he will reconsider me.”
8. “No,” the driver said curtly, “I cannot get you to the venue
in fifteen minutes.”
9. “If you’re going to the store,” she said, “please buy some
more eggs.”
10. “Do you know the song ‘All of Me’?”

68 Practical English for Global Competitiveness 10


Lesson 4

I. Objectives

At the end of the lesson, the students are expected to:

1. Raise questions and seek clarifications on issues


discussed in the text listened to;
2. Use the correct and appropriate language when giving
a toast or a tribute to someone and when delivering
welcome and closing remarks;
3. Determine tone, mood, technique, and purpose of the
author;
4. Give expanded definitions of words;
5. Disclose the personal significance of a material viewed;
6. Use modifiers properly; and
7. Use in-text citations.

II. Reference

Practical English for Global Competitiveness 10, pp. 291–314

III. Topics

1. Raising Questions and Seeking Clarifications on a


Listening Text
2. Parts of a Toast
3. “To Build a Fire” by Jack London
4. Expanded Definition of Words
5. Determining the Significance of a Material Viewed
6. Modifiers
7. Using In-text Citation

IV. Procedure

1. Let the students watch the YouTube video Nature Is


Speaking then have them raise questions and seek
clarifications on this listening text on pp. 291–292.
2. Discuss “Parts of a Toast” in “Oral Language
and Fluency” pp. 292–293. Then let them do the
“Performance Task” on p. 293.
Practical English for Global Competitiveness 10 69
3. Ask the students this question: “If you were to travel
alone, where would you want to go?” Lead the discussion
to the short story To Build a Fire by Jack London in
“Literature” on pp. 294–297. Then have them answer
“Activity 1–3” on pp. 297–301 and “Activity 5” on p. 302.
4. Have a review on expanded definition. Say: “An
expanded definition is the meaning of an idea or word
that has components of both informal and formal
definitions but is presented in a longer, paragraph
format. It is also called extended definition.” Then
have them do “Performance Task 1–2” on pp. 304–305.
5. Let the students study the pictures in “Performance
Task 1” on p. 305. Then have them answer “Performance
Task 2–3” on pp. 306–308.
6. Discuss “Modifiers” in “Grammar Awareness”
on pp. 308–309 and ask the students to answer
“Performance Task 1” on pp. 309–310.
7. Have a review about “Using In-text Ccitation” in
“Writing and Composition” on pp. 310–314. Say
that this is important because it adds credibility to
the students’ paper and helps to protect them from
plagiarism.
8. As an assignment, have the students do “Activity 4” on
p. 302 and “Activity 6” on p. 303.

Answer Key

Activity 1

A. (pp. 297–299)

1. The man was on his way to a camp near Henderson


Creek.
2. No one accompanied him on his way to the camp.
3. An underground spring flowed under the ice. It made
the ice thin. If the man stepped there, he might break
through the ice into a pool of water. To get his boots
wet in such cold weather might kill him. His feet would
turn to ice quickly. He could freeze to death.

70 Practical English for Global Competitiveness 10


4. He built a fire. He gave it larger pieces of wood so that
it would burn more strongly.
5. He thought of the old men as weak. He believed that a
real man could travel alone and that if a man stayed
calmed, he would be all right.
Erratum: old men should be old man
6. The man’s boots were covered with ice. The strings on
his boots were as hard as steel. He felt that he was
freezing.
7. He failed to build a fire the second time because his
fingers were frozen; he could not hold the matches
until they fell onto the snow.
8. The man got an idea of killing the dog and burying
his hands inside its warm body, and when the feeling
came back to his fingers, he could build another fire.
9. He could not feel his nose or fingers or feet. Yet, he
was feeling quite warm and comfortable. He realized
he was going to die. He decided he might as well take
it like a man. There were worse ways to die.
10. The dog sat facing the man, waiting. It moved closer
to the man and caught the smell of death. The animal
threw back its head. It let out a long, soft cry to cold
stars in the black sky.

Performance Task 1 (pp. 309–310)

1. qualifier as adjective modifier


2. qualifier as adjective modifier
3. adverb as adjective modifier
4. qualifier as adjective modifier
5. noun as adjective modifier
6. verb as adjective modifier
7. adverb as adjective modifier
8. verb as adjective modifier
9. prepositional phrase as adjective modifier
10. adjective as adjective modifier

Practical English for Global Competitiveness 10 71


Lesson 5

I. Objectives

At the end of the lesson, the students are expected to:

1. React to the falsity or soundness of an argument;


2. Deliver special speeches like toast and roast speeches,
tributes, welcome and closing remarks, speeches
to introduce guest speakers/resource persons etc.
effectively in varied speech situations;
3. Draw similarities and differences of the featured
selections in relation to the theme;
4. Give expanded definitions of words;
5. Raise questions to clarify issues covered in the material
viewed;
6. Use structures of modification; and
7. Compose an independent critique of a chosen selection.

II. Reference

Practical English for Global Competitiveness 10, pp. 315–338

III. Topics

1. Reacting to the Falsity or Soundness on a Listening


Text
2. Symposium
3. Similarities and Differences of a Featured Selection
4. “The Voice of the Mountain” by Stephen Crane
5. Expanded Definition of Words
6. Raising Questions in Clarifying Issues of a Material
Viewed
7. Structures of Modification
8. Critiquing a Selection

IV. Procedure

1. Let the students listen to Annie’s Song by John Denver


while reading its lyrics in “Listening Comprehension”
72 Practical English for Global Competitiveness 10
on pp. 315–316. Then have them react to the falsity or
soundness of a listening text.
2. Discuss “Symposium” and its format in “Oral Language
and Fluency” on p. 317. Then ask the students to do
“Performance Task” on p. 318.
3. Provide a brief background about the story The Voice
of the Mountain by Stephen Crane in “Literature”
on pp. 324–327. Say that the story revolves around the
hungry Popocatepetl, which is a very huge creature
that is not allowed by the King of Everything to move
in search for food in fear of making the earth a land of
holes. Then give the students time to read the story on
their own. Afterwards, discuss the story using “Activity
1–4” on pp. 327–332.
4. Have a quick review on expanded definitions of words.
Say: “An expanded definition is the meaning of an
idea or word that has components of both informal
and formal definitions but is presented in a longer,
paragraph format. It is also called extended definition.”
Then have the students do “Performance Task”
on p. 333.
5. Ask the students to accomplish “Performance Task
1–2” about clarifying issues on the materials viewed
on pp. 334–336. Afterwards, have an in-depth
discussion of the topics at hand.
6. Review “Structures of Modification” in “Grammar
Awareness” on p. 336. You may refer to the previous
lessons. Then ask the students to answer “Performance
Task” on p. 337.
7. Discuss “Critiquing a Selection” in “Writing and
Composition” on pp. 337–338. It may also be helpful
to define a critique first. Say: “A critique is a detailed
analysis and assessment of something, especially
a literary, philosophical, or political theory. In a
more strict sense, a critique is a formal analysis and
evaluation of a text, production, or performance—
either one’s own (a self-critique) or someone else’s.”
It is also important to differentiate a critique from a
review or from an argumentative essay. After this, let
the students do “Performance Task” on p. 338.
Practical English for Global Competitiveness 10 73
8. As an assignment, have the students do “Performance
Task” on pp. 318–323, “Activity 5” on p. 332, and
“Activity 6” on p. 332.

Answer Key

Activity 1

A. (pp. 327–328)

1. The old man Popocatepetl, the little eagle, the little


animal
2. The King of Everything had forbidden the old man
Popocatepetl to move at all, because he feared that
every footprint would make a great hole in the land.
So the old fellow was obliged to sit still and wait for his
food to come within reach.
3. He summoned the tiny animal with two arms, two legs,
one head, and a very brave air.
4. The little animals asked for payment in exchange for
his service.
5. The little animal instantly bowed himself and prayed
for Popocatepetl to forgive him.
6. The little animal offered Popocatepetl a pair of wings.
7. Popocatepetl allowed the little animal and its kind to
dwell on the plains under the condition that they would
make a pair of wings for him. However, they made no
wings for Popocatepetl.
8. He felt betrayed.
9. The little animal merely placed his finger beside his
nose and winked.
10. Answers may vary.

Performance Task (p. 337)

enough – somewhat
middle – very
inside – almost
much – very
yet – never
above – high
74 Practical English for Global Competitiveness 10
Unit IV
Walking along the Society

Lesson 1

I. Objectives

At the end of the lesson, the students are expected to:

1. Distinguish the important points from less important


ones in any listening text;
2. Use appropriate language when delivering campaign
speeches;
3. Use locational skills to gather information from
primary and secondary sources of information;
4. Explain how the elements specific to a genre contribute
to the theme of a particular literary selection;
5. Get familiar with technical terms used in research;
6. Compare and contrast the contents of the materials
viewed with outside sources of information in terms of
accessibility and effectiveness;
7. Observe the language of research, campaigns, and
advocacies; and
8. Identify the steps in writing a research paper.

II. Reference

Practical English for Global Competitiveness 10, pp. 339–363

III. Topics

1. Distinguishing Important from Less Important Points


on the Listening Text
2. Campaign Speech
3. Primary and Secondary Sources
4. “The Little Prince” by Antoine de Saint-Exupéry (An
excerpt)
5. Technical Terms in Research
6. Comparing and Contrasting Contents of a Material
Viewed
7. What Is Research?
Practical English for Global Competitiveness 10 75
IV. Procedure

1. Let the students listen to the song Born This Way


by Lady Gaga while reading the lyrics in “Listening
Comprehension” on pp. 340–342. Then ask them to
answer the questions on pp. 342–343. Discuss their
answers in the class.
2. Ask the students how they define a campaign
speech. Lead their answers to the discussion on
“Campaign Speech” and its structure and tips on its
effective delivery in “Oral Language and Fluency” on
pp. 343–344. Then have them do “Performance Task”
on pp. 344–345.
3. Differentiate “Primary and Secondary Sources” in
“Reading Comprehension” on p. 346. Then have
the students answer “Performance Task 1–2”
on pp. 346–347.
4. Before reading the summary of The Little Prince
by Antoine de Saint-Exupéry in “Literature”
on pp. 348–352, write this saying on the board and
ask for the students’ interpretation: “It is only with
the heart that one can see rightly; what is essential
is invisible to the eye.” Give them time to read the
summary on their own. Then discuss it using “Activity
1–4” on pp. 352–355.
5. Ask the students to answer “Performance Task” about
technical terms in research on pp. 359–360. Explain
each term.
6. Let the students watch the YouTube video Planting
the Seeds of Peace: Exploring and Celebrating Our
Differences in “Performance Task” on p. 360. Then
compare and contrast the contents of this materials
with outside sources of information in terms of
accessibility and effectiveness on the same page.
7. Discuss the initial steps in writing a research and
the essential parts of Chapter 1 in “Writing and
Composition” on pp. 360–362. After this, guide the
students as they create their own working titles,
research questions, objectives, scope and delimitations,
and the benefits one can get from their research.
76 Practical English for Global Competitiveness 10
8. As an assignment, have the students do “Activity 5”
on p. 356 and “Activity 6” on pp. 357–359.

Answer Key

Performance Task 1 (pp. 346–347)

1. primary
2. secondary
3. primary
4. primary
5. primary/secondary (depending on the content)
6. secondary
7. secondary
8. secondary
9. secondary
10. primary

Activity 1

A. (pp. 352–353)

1. the Fox, the Little Prince


2. The fox explained that “tame” is creating links and
becoming unique one for the other and “ritual” is what
makes that day different from other days.
3. As the Prince departed, the fox said that he would
always remember him and think about him when he
sees wheat, for the Prince’s hair was the same color.
4. The fox told the Little Prince a threefold secret: that
only the heart can see clearly because the eyes miss
what is important; that the time the prince has spent
on his rose is what makes his rose so important; and
that a person is forever responsible for what he has
tamed.
5. The Little Prince realized that the rose actually loved
him, but he knew he was too young and inexperienced
to know how to love her.

Practical English for Global Competitiveness 10 77


Performance Task (pp. 359–360)

1. d
2. g
3. b
4. e
5. f
6. a
7. c

78 Practical English for Global Competitiveness 10


Lesson 2

I. Objectives

At the end of the lesson, the students are expected to:

1. Summarize important points discussed in the text


listened to;
2. Show courtesy and politeness when delivering
campaign speeches;
3. Get vital information from various websites on the
Internet;
4. Express appreciation for sensory images used;
5. Get familiar with technical terms used in research;
6. Appraise the unity of plot, setting, and characterization
in a material viewed to achieve the writer’s purpose;
7. Observe the language of research, campaigns, and
advocacies; and
8. Accomplish review of related literature as part of the
research writing.

II. Reference

Practical English for Global Competitiveness 10, pp. 364–379

III. Topics

1. Summarizing Important Points of a Listening Text


2. How to Deliver a Campaign Speech
3. Sensory Images
4. “A Martian Sends a Postcard Home” by Craig Raine
5. Technical Terms in Research
6. Achieving the Writer’s Purpose of a Material Viewed
7. Research Paper: Review of Related Literature

IV. Procedure

1. Read the article below about possible life on Mars. Ask


the students to get their own partner and summarize
the important points discussed in in “Listening
Comprehension” on pp. 364–365.
Practical English for Global Competitiveness 10 79
Is there life on Mars?

Some of our friends at the Lakeview Museum


of Arts and Sciences in Peoria, Illinois, wonder
whether there is life on Mars. This is an idea that
has intrigued people for centuries, and one that I,
perhaps like you, have wondered about for most of
my own life.

Earth is the only place that we know for


certain supports life. Many claims have been made
by observers who thought they saw evidence of
life on Mars, but we now know they were tricked
by the very difficult measurements. From Earth,
even with our most powerful telescopes, we just
cannot see enough detail on Mars to answer this
question. We need a close-up look at the planet.

While robotic spacecraft have given us


wonderful views, no humans have ever tried to
journey to Mars, and no such missions will be
attempted for many years. In fact, whoever will
turn out to be the first people on Mars may be your
age today, and when you are an adult, perhaps
you will watch––or even participate!––as people
make the first voyage to that planet.

In the meantime, NASA is working hard


now to discover whether there is life on Mars.
The United States and other countries have been
sending spacecraft to orbit or land there since the
1960s, and each mission teaches us more about
this fascinating planet. We have learned that
even though Mars is more similar to Earth than
anywhere else in the solar system, and therefore
is a good place to look for life, it is still different
from Earth in many ways.

A compass points to the north pole on Earth


because our whole planet acts like a giant magnet,
but Mars does not act this way. Besides turning
80 Practical English for Global Competitiveness 10
a compass needle, Earth’s magnetic field turns
away dangerous particles of space radiation.
Without a magnetic field on Mars and with much,
much less air than on Earth, more harmful space
radiation reaches its surface. Although some
measurements tell us there probably is water on
Mars, there is far less than on Earth. And it is so
cold there that most of the water is probably not
liquid but rather is ice. Overall, Mars would be a
pretty uncomfortable place to try to live!

In 1976, NASA landed robotic spacecraft


named Viking 1 and Viking 2 on Mars. One of
these landers worked there for nearly 4 years
and the other lasted more than 6 years. Think of
spending that much of your life studying another
world! Among their scientific experiments were
the only ones so far specifically designed to
discover whether there was something tiny (like
bacteria) living in the soil.

Most scientists agree that the results do


not reveal any signs of life. The spacecraft had
cameras that returned thousands of images of the
surface, showing the changing seasons and details
of the rocks and dirt near the stationary landers.
While not officially part of the life experiments, the
cameras did show us that there weren’t any large
creatures wandering around! Future landers will
probe underneath the surface to try to find out if
there is anything living below ground.

But where is the best place to look for life?


Although Mars is smaller than Earth, it is still
a very, very big place, so where should scientists
aim landers to give them the best chance of finding
evidence of life? All life on Earth depends upon
water, so spacecraft in orbit and the next few
landers will search for more signs of water to help
guide later missions to promising locations.

Practical English for Global Competitiveness 10 81


Even if there were no life on Mars, it would
be exciting to know whether there used to be life
there. So in addition to looking for living bacteria,
NASA will be searching for tiny fossils that might
indicate life got a start early in Mars’ history but,
unlike on our home planet, it did not survive and
evolve into larger life forms.

Many of the studies of Mars will involve


robots, like the ones that have gone there before,
but getting more advanced with each flight.
Someday a spacecraft may pick up samples from
Mars and bring them back to Earth where they can
be studied in our best laboratories. Eventually,
humans may make the daring journey, but many
important problems have to be solved before
trying such an expensive, difficult, and exciting
voyage.

Source: https://spaceplace.nasa.
gov/review/dr-marc-solar-system/life-
on-mars.html

2. Discuss “How to Deliver a Campaign Speech” in “Oral


Language and Fluency” on p. 365 and then ask the
students to do “Performance Task 1–2” on p. 366.
3. Have a review on “Sensory Images” in “Reading
Comprehension” on pp. 366–367. After giving the
examples provided in the book, try to elicit examples
from the students. Then tell them to answer
“Performance Task 1” on pp. 367–368.
4. Ask the students what they know about Mars. Lead
their answers to reading A Martian Sends a Postcard
Home by Craig Raine in “Literature” on pp. 370–371.
Then ask them to do “Activity 1–3” on pp. 371–373.
5. Discuss more terms used in research paper after the
students have answered “Performance Task” on p. 374.
6. Let the students watch the movie Pete’s Dragon
and have them answer “Performance Task 1–2”
on pp. 374–375.
82 Practical English for Global Competitiveness 10
7. After you have discussed Chapter 1 in the previous
lesson, tackle Chapter 2 and its components in
“Writing and Composition” on pp. 377–378. Explain
each component and its importance in the research
paper. Then ask the students to do “Performance Task”
on p. 379.
8. As an asignment, have the students do “Performance
Task 2” on pp. 368–369, “Activity 4” on p. 373, and
“Performance Task 3” on p. 376.

Answer Key

Activity 1 (p. 371)

1. Written from the point of view of a Martian attempting to


describe what he sees on earth to his fellow Martians, the
poem employs a series of metaphors to explain both natural
and man-made phenomena. There is also a use of sensory
images. There are references of smells, visual ideas, objects
we can touch, things we can taste and eat, or even referring
to, probably, the so-called “sixth sense” when humans
dream at night.
2. The Martian is clearly a tourist and an amateur naturalist,
observing from an alien point of view. He thinks he has
made sense of these common activities and objects.
Erratum: This should just be Martian
3. Some of the funny descriptions are about the “haunted
apparatus” and why do adults go to a “punishment room”
with water? This playful, humorous, and ironic poem
ends with a beautiful, tender description of sleeping and
dreaming at night, when “all the colours die.”
Erratum: This should just be Martian
4. Answers may vary.
5. Connections were made between technology and nature,
with the Martian frequently describing nature or culture
in terms of a machine. For example, the speaker calls books
“mechanical birds with many wings” because he does not
know the word “book.” The effect of describing the world in
this way causes us, as readers, to experience the strangeness
of our own everyday lives—to see things the way that an
outsider would see them.
Practical English for Global Competitiveness 10 83
Performance Task (p. 374)

1. sources
2. review
3. documents
4. literature

84 Practical English for Global Competitiveness 10


Lesson 3

I. Objectives

At the end of the lesson, the students are expected to:

1. React intelligently and creatively to the text listened


to;
2. Demonstrate the appropriate stage stance and behavior
when persuading others in a campaign speech;
3. Distinguish facts from beliefs;
4. Explain the literary devices used;
5. Get familiar with technical terms used in research;
6. Share personal opinion on a material viewed;
7. Observe the language of research, campaigns, and
advocacies; and
8. Compose a methodology on a research problem.

II. Reference

Practical English for Global Competitiveness 10, pp. 380–401

III. Topics

1. Analyzing the Content of a Listening Text


2. Appropriate Stage Stance and Behavior in Delivering
a Campaign Speech
3. Distinguishing Facts from Beliefs
4. “Chapter VII. Cosette Side by Side with the Stranger
in the Dark” Excerpt from “Les Miserables” by Victor
Hugo
5. Technical Terms Used in Research
6. Sharing Personal Opinion on the Material Viewed
7. Research Writing: Methodology

IV. Procedure

1. Read the campaign speech below by Barack Obama.


Let the students analyze the content of the speech.

Practical English for Global Competitiveness 10 85


Barack Obama’s Campaign Speech

The Illinois senator this afternoon formally


announced he will seek the Democratic nomination
for president in 2008. Here is the full transcript of
his speech.

Let me begin by saying thanks to all you


who’ve traveled, from far and wide, to brave the
cold today.

We all made this journey for a reason. It’s


humbling, but in my heart I know you didn’t
come here just for me, you came here because you
believe in what this country can be. In the face of
war, you believe there can be peace. In the face of
despair, you believe there can be hope. In the face
of a politics that’s shut you out, that’s told you to
settle, that’s divided us for too long, you believe
we can be one people, reaching for what’s possible,
building that more perfect union.

That’s the journey we’re on today. But let


me tell you how I came to be here. As most of
you know, I am not a native of this great state.
I moved to Illinois over two decades ago. I was a
young man then, just a year out of college; I knew
no one in Chicago, was without money or family
connections. But a group of churches had offered
me a job as a community organizer for $13,000
a year. And I accepted the job, sight unseen,
motivated then by a single, simple, powerful
idea—that I might play a small part in building a
better America.

My work took me to some of Chicago’s poorest


neighborhoods. I joined with pastors and lay-
people to deal with communities that had been
ravaged by plant closings. I saw that the problems
people faced weren’t simply local in nature—
86 Practical English for Global Competitiveness 10
that the decision to close a steel mill was made
by distant executives; that the lack of textbooks
and computers in schools could be traced to the
skewed priorities of politicians a thousand miles
away; and that when a child turns to violence,
there’s a hole in his heart no government could
ever fill.

It was in these neighborhoods that I received


the best education I ever had, and where I learned
the true meaning of my Christian faith. After three
years of this work, I went to law school, because I
wanted to understand how the law should work for
those in need. I became a civil rights lawyer, and
taught constitutional law, and after a time, I came
to understand that our cherished rights of liberty
and equality depend on the active participation of
an awakened electorate. It was with these ideas
in mind that I arrived in this capital city as a state
Senator.

It was here, in Springfield, where I saw all


that is America converge—farmers and teachers,
businessmen and laborers, all of them with a
story to tell, all of them seeking a seat at the
table, all of them clamoring to be heard. I made
lasting friendships here—friends that I see in the
audience today.

It was here we learned to disagree without


being disagreeable—that it’s possible to
compromise so long as you know those principles
that can never be compromised; and that so long
as we’re willing to listen to each other, we can
assume the best in people instead of the worst.

That’s why we were able to reform a death


penalty system that was broken. That’s why we
were able to give health insurance to children in
need. That’s why we made the tax system more
Practical English for Global Competitiveness 10 87
fair and just for working families, and that’s why
we passed ethics reforms that the cynics said
could never, ever be passed.

It was here, in Springfield, where North,


South, East, and West come together that I was
reminded of the essential decency of the American
people—where I came to believe that through this
decency, we can build a more hopeful America.

And that is why, in the shadow of the Old


State Capitol, where Lincoln once called on a
divided house to stand together, where common
hopes and common dreams still, I stand before
you today to announce my candidacy for President
of the United States. I recognize there is a certain
presumptuousness—a certain audacity—to this
announcement. I know I haven’t spent a lot of
time learning the ways of Washington. But I’ve
been there long enough to know that the ways of
Washington must change.

The genius of our founders is that they


designed a system of government that can be
changed. And we should take heart, because
we’ve changed this country before. In the face of
tyranny, a band of patriots brought an Empire
to its knees. In the face of secession, we unified
a nation and set the captives free. In the face of
Depression, we put people back to work and lifted
millions out of poverty. We welcomed immigrants
to our shores, we opened railroads to the west,
we landed a man on the moon, and we heard a
King’s call to let justice roll down like water, and
righteousness like a mighty stream.

Each and every time, a new generation has


risen up and done what’s needed to be done. Today
we are called once more—and it is time for our
generation to answer that call.
88 Practical English for Global Competitiveness 10
For that is our unyielding faith—that in the
face of impossible odds, people who love their
country can change it.

That’s what Abraham Lincoln understood.


He had his doubts. He had his defeats. He had
his setbacks. But through his will and his words,
he moved a nation and helped free a people. It is
because of the millions who rallied to his cause
that we are no longer divided, North and South,
slave and free. It is because men and women of
every race, from every walk of life, continued to
march for freedom long after Lincoln was laid to
rest, that today we have the chance to face the
challenges of this millennium together, as one
people—as Americans.

All of us know what those challenges are


today—a war with no end, a dependence on oil
that threatens our future, schools where too many
children aren’t learning, and families struggling
paycheck to paycheck despite working as hard as
they can. We know the challenges. We’ve heard
them. We’ve talked about them for years.

What’s stopped us from meeting these


challenges is not the absence of sound policies and
sensible plans. What’s stopped us is the failure
of leadership, the smallness of our politics—the
ease with which we’re distracted by the petty and
trivial, our chronic avoidance of tough decisions,
our preference for scoring cheap political points
instead of rolling up our sleeves and building a
working consensus to tackle big problems.

For the last six years we’ve been told that our
mounting debts don’t matter, we’ve been told that
the anxiety Americans feel about rising health
care costs and stagnant wages are an illusion,
we’ve been told that climate change is a hoax,
Practical English for Global Competitiveness 10 89
and that tough talk and an ill-conceived war can
replace diplomacy, and strategy, and foresight.
And when all else fails, when Katrina happens,
or the death toll in Iraq mounts, we’ve been told
that our crises are somebody else’s fault. We’re
distracted from our real failures, and told to blame
the other party, or gay people, or immigrants.

And as people have looked away in


disillusionment and frustration, we know what’s
filled the void. The cynics, and the lobbyists,
and the special interests who’ve turned our
government into a game only they can afford to
play. They write the checks and you get stuck with
the bills, they get the access while you get to write
a letter, they think they own this government, but
we’re here today to take it back. The time for that
politics is over. It’s time to turn the page.

We’ve made some progress already. I was


proud to help lead the fight in Congress that led to
the most sweeping ethics reform since Watergate.

But Washington has a long way to go. And


it won’t be easy. That’s why we’ll have to set
priorities. We’ll have to make hard choices. And
although government will play a crucial role in
bringing about the changes we need, more money
and programs alone will not get us where we need
to go. Each of us, in our own lives, will have to
accept responsibility—for instilling an ethic of
achievement in our children, for adapting to a
more competitive economy, for strengthening
our communities, and sharing some measure of
sacrifice. So let us begin. Let us begin this hard
work together. Let us transform this nation.

Let us be the generation that reshapes our


economy to compete in the digital age. Let’s set
high standards for our schools and give them the
90 Practical English for Global Competitiveness 10
resources they need to succeed. Let’s recruit a new
army of teachers, and give them better pay and
more support in exchange for more accountability.
Let’s make college more affordable, and let’s
invest in scientific research, and let’s lay down
broadband lines through the heart of inner cities
and rural towns all across America.

And as our economy changes, let’s be the


generation that ensures our nation’s workers are
sharing in our prosperity. Let’s protect the hard-
earned benefits their companies have promised.
Let’s make it possible for hardworking Americans
to save for retirement. And let’s allow our unions
and their organizers to lift up this country’s middle
class again.

Let’s be the generation that ends poverty


in America. Every single person willing to work
should be able to get job training that leads to a
job, and earn a living wage that can pay the bills,
and afford child care so their kids have a safe
place to go when they work. Let’s do this.

Let’s be the generation that finally tackles our


health care crisis. We can control costs by focusing
on prevention, by providing better treatment to
the chronically ill, and using technology to cut
the bureaucracy. Let’s be the generation that says
right here, right now, that we will have universal
health care in America by the end of the next
president’s first term.

Let’s be the generation that finally frees


America from the tyranny of oil. We can harness
homegrown, alternative fuels like ethanol and
spur the production of more fuel-efficient cars.
We can set up a system for capping greenhouse
gases. We can turn this crisis of global warming
into a moment of opportunity for innovation, and
Practical English for Global Competitiveness 10 91
job creation, and an incentive for businesses that
will serve as a model for the world.

Let’s be the generation that makes future


generations proud of what we did here.

Most of all, let’s be the generation that never


forgets what happened on that September day and
confront the terrorists with everything we’ve got.
Politics doesn’t have to divide us on this anymore—
we can work together to keep our country safe.
I’ve worked with Republican Senator Dick Lugar
to pass a law that will secure and destroy some
of the world’s deadliest, unguarded weapons. We
can work together to track terrorists down with a
stronger military, we can tighten the net around
their finances, and we can improve our intelligence
capabilities. But let us also understand that
ultimate victory against our enemies will come
only by rebuilding our alliances and exporting
those ideals that bring hope and opportunity to
millions around the globe.

But all of this cannot come to pass until


we bring an end to this war in Iraq. Most of you
know I opposed this war from the start. I thought
it was a tragic mistake. Today we grieve for the
families who have lost loved ones, the hearts that
have been broken, and the young lives that could
have been. America, it’s time to start bringing
our troops home. It’s time to admit that no
amount of American lives can resolve the political
disagreement that lies at the heart of someone
else’s civil war. That’s why I have a plan that will
bring our combat troops home by March of 2008.
Letting the Iraqis know that we will not be there
forever is our last, best hope to pressure the Sunni
and Shia to come to the table and find peace.

92 Practical English for Global Competitiveness 10


Finally, there is one other thing that is not
too late to get right about this war—and that is
the homecoming of the men and women—our
veterans—who have sacrificed the most. Let us
honor their valor by providing the care they need
and rebuilding the military they love. Let us be
the generation that begins this work.

I know there are those who don’t believe


we can do all these things. I understand the
skepticism. After all, every four years, candidates
from both parties make similar promises, and
I expect this year will be no different. All of us
running for president will travel around the
country offering ten-point plans and making grand
speeches; all of us will trumpet those qualities we
believe make us uniquely qualified to lead the
country. But too many times, after the election
is over, and the confetti is swept away, all those
promises fade from memory, and the lobbyists
and the special interests move in, and people turn
away, disappointed as before, left to struggle on
their own.

That is why this campaign can’t only be


about me. It must be about us—it must be about
what we can do together. This campaign must be
the occasion, the vehicle, of your hopes, and your
dreams. It will take your time, your energy, and
your advice—to push us forward when we’re doing
right, and to let us know when we’re not. This
campaign has to be about reclaiming the meaning
of citizenship, restoring our sense of common
purpose, and realizing that few obstacles can
withstand the power of millions of voices calling
for change.

By ourselves, this change will not happen.


Divided, we are bound to fail.

Practical English for Global Competitiveness 10 93


But the life of a tall, gangly, self-made
Springfield lawyer tells us that a different future
is possible.

He tells us that there is power in words.

He tells us that there is power in conviction.

That beneath all the differences of race and


region, faith and station, we are one people.

He tells us that there is power in hope.

As Lincoln organized the forces arrayed


against slavery, he was heard to say: “Of strange,
discordant, and even hostile elements, we gathered
from the four winds, and formed and fought to
battle through.”

That is our purpose here today.

That’s why I’m in this race.

Not just to hold an office, but to gather with


you to transform a nation.

I want to win that next battle—for justice


and opportunity.

I want to win that next battle—for better


schools, and better jobs, and health care for all.

I want us to take up the unfinished business


of perfecting our union, and building a better
America.

And if you will join me in this improbable


quest, if you feel destiny calling, and see as I see,
a future of endless possibility stretching before us;

94 Practical English for Global Competitiveness 10


if you sense, as I sense, that the time is now to
shake off our slumber, and slough off our fear, and
make good on the debt we owe past and future
generations, then I’m ready to take up the cause,
and march with you, and work with you.

Together, starting today, let us finish the


work that needs to be done, and usher in a new
birth of freedom on this Earth.

2. After listening to a campaign speech, have the students


write their own speech and deliver it in front of their
classmates. Assess their performance using the rubric
on pp. 381–383.
3. Before reading an excerpt from Les Misérables by
Victor Hugo in “Literature” on pp. 385–389, give this
information background: “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.” Give time for the
students to comprehend the excerpt. Then discuss with
them its essence using “Activity 1–4” on pp. 390–393.
4. Discuss other research terms after the students have
answered “Performance Task” on p. 394.
5. Have the students answer “Performance Task 1–3”
on pp. 395–396 about sharing personal opinion on the
materials viewed.
6. Review Chapters 1 and 2 of research paper as
discussed previously, before going to Chapter 3. Then
explain each component of Chapter 3 in “Writing and
Composition” on pp. 397–401. Using the same topic
in Lesson 1, have the students do “Performance Task”
on p. 401.
7. As an assignment, have the students do “Performance
Task” on pp. 383–385.

Practical English for Global Competitiveness 10 95


Answer Key

Activity 1

A. (p. 390)

1. Cosette, the Thénardiers, the Man (Valjean)


2. The little girl was ordered to go to the woods to fetch a
bucket of water.
3. The man was shocked because Cosette was Fantine’s
daughter.
4. Cosette spent her childhood as a servant for the
Thénardiers in Montfermeil. She was treated cruelly.
5. She amused herself by playing a little lead sword.

Performance Task (p. 394)

1. e
2. c
3. f
4. b
5. g
6. h
7. a
8. d

96 Practical English for Global Competitiveness 10


Lesson 4

I. Objectives

At the end of the lesson, the students are expected to:

1. Raise questions and seek clarifications on issues


discussed in the text listened to;
2. Deliver self-composed campaign speeches on advocacies
and social issues and concerns;
3. Draw conclusions from the set of details;
4. Determine tone, mood, technique, and purpose of the
author;
5. Get familiar with technical terms used in research;
6. Share personal opinion on a material viewed;
7. Observe the language of research, campaigns, and
advocacies; and
8. Identify presentation, analysis, and interpretation of
data.

II. Reference

Practical English for Global Competitiveness 10, pp. 402–417

III. Topics

1. Raising Questions and Seeking Clarification on a


Listening Text
2. Delivering a Campaign Speech
3. Drawing Conclusions from Details
4. “Kaffir Boy” by Mark Mathabane (An excerpt)
5. Technical Terms Used in Research
6. Sharing Personal Opinion on the Material Viewed
7. Research Writing: Presentation, Analysis, and
Interpretation of Data

IV. Procedure

1. Read Manny Pacquiao’s speech delivered in Oxford


University. Then in pairs, have the students raise
Practical English for Global Competitiveness 10 97
questions about the issues discussed in the speech.
Urge them to formulate their own opinion regarding
the issues on hand.

Speech delivered by
EMMANUEL D. PACQUIAO
Senator-Republic of the Philippines
before the Oxford Union, Frewin Court,
Oxford, OX1 3JB Great Britain
On 05 November 2018

President Horvath and the other esteemed


officials of the University of Oxford; distinguished
members of the Oxford Union, other dignitaries
in attendance and ladies and gentlemen, good
afternoon.

I am the only eight-division world boxing


champion in history, having won 11 major world
titles, ranging from Flyweight, which has an 8
stone limit, to Super Welterweight, which has an
11 stone limit. My tailor has been kept very busy
throughout my career, adjusting the waistbands
of my trunks.

I have fought some of the best fighters in


history. And yet I have to admit, as I stand before
you, I am intimidated when I think of the kind
of main event headliners who faced you over the
years: Sir Winston Churchill, American Presidents
Reagan, Nixon and Carter, Mother Teresa, the
Dalai Lama and Sir Elton John.

And here am I, Emmanuel Dapidran


Pacquiao, standing before you armed with just
the equivalent of a sixth form education, an
undisguised respect for what your group and your
university represent and a pretty fair left hook.

98 Practical English for Global Competitiveness 10


If this give-and-take today were a “tale of the
tape,” I would be a respectful underdog. But be
careful. I am not that easy to floor.

When I received your gracious invitation,


I asked myself, what could I talk about that
could possibly interest you? What could Manny
Pacquiao say that would be of any impact, much
more utility, to the men and women who enjoy the
highest standards of instruction at Oxford?

The answer came fast: I know what I should


speak about, something very few among you can
claim to know about: my education, certainly non-
traditional, non-formal, largely unstructured. I
will call it my education in the Open University of
Life.

It is a matter of record that I only had


traditional formal schooling until Secondary
School, Grade 12.

It was only recently that I reached University


level through the alternative education program.

We were dirt poor. I had to work since the age


of five, to help my mother feed my three siblings
and me. Many days, I was lucky to have one full
meal. On days when we had no food, I would drink
lots of water just to fill my stomach. But my mind
and spirit were never hungry. I read anything I
could get my hands on.

I even read the newspaper that my lunch or


dinner came wrapped in. I read signs everywhere,
even on moving vehicles. I learned measurements
and weights by constantly reading the rates and
tariffs at the warehouses where I worked as a
stevedore, a docker in your parlance.

Practical English for Global Competitiveness 10 99


At night when I could not sleep because of the
cold, I would read the labels on the carton boxes
that served as my bed on the street pavement.

The movements of the clouds, the tint of the


horizon, and the clarity of the stars taught me
when morning was about to come.

And for me, the morning did come. Warm,


bright, and simply amazing—a lesson in what
can be achieved if you have determination… if
you ignore the odds against you… and as you are
taught here at this magnificent institution never,
ever quit.

Think of David and Goliath. Look at me. I am


not very big and I never had five smooth stones
to throw at any obstacle, but determination is a
power tool. I won a lot of fights.

Since 2016, I have been a sitting member


of the Philippine Senate, having received the
direct vote of over 16 million Filipinos. As such,
I participate in debates that result in the passage
of legislation which determines the course of our
country’s history and, indirectly, the world’s.

I do not fault anyone who views me as


singularly ill-equipped for this role. Instead, I ask:
is there anyone more knowledgeable than this
humble civil servant about the hardships incident
to the way of life of the majority of our people?
Who among my colleagues has faced poverty face
to face from birth? Whose life’s work has it been to
battle illiteracy?

In crafting effective laws, there is no better


guide than the pulse of the masses.

100 Practical English for Global Competitiveness 10


I may not have financial acuity. I may not
be historically fluent. I may not even be socially
adept. But I am philosophically rooted in my
personal adversities, which morally bind me to
the general struggle of our people.

I am a fighter, not just because it is my


profession. I was a fighter long before I first set
foot in a boxing ring. All my life I have fought to
live. Every single day in my youth, I fought for
survival. Now, I do it and get paid for it. Then, I
was lucky to get a piece of bread for it.

But how are my struggles of any value to the


Filipinos? It cannot feed or clothe all of them. No
matter how much I give financially, hundreds of
thousands more remain wanting.

In 2013, in the aftermath of Category 5 super


typhoon Haiyan (locally remembered as Yolanda),
the deadliest typhoon to devastate my country,
leaving a record of more than 6,000 dead, I went
to Tacloban and visited a nightmare.

The place was a virtual ghost town. Everyone


had lost someone from their family; others, their
entire family. No property was spared. There
were bodies everywhere. There was no food, no
water, no electricity. Each face I looked into bore
the same expression: defeat. Not a single person
there thought that they could ever recover from
that tragedy.

I thought to myself, I can give millions, as


have many other donors from all over the world,
but no amount of money can give these people
hope. I, too, fought against despair.

Practical English for Global Competitiveness 10 101


But then I had an idea. We set up a makeshift
basketball court and I started shooting some
hoops. Then one boy picked up the ball after one of
my shots and tried a shot. Soon there were enough
of us to have a five on five matches, and we did

The smiles, the laughter, the whoops of joy of


those boys during that game are memories forever
etched in my heart. To have lost everything
overnight, including parents, siblings, friends, but
to still have the ability to rise above one’s personal
loss and reach out to your fellow man, even just in
play, to find joy together, there, at that point, in
those victims’ eyes, I found hope.

Those boys, who had nothing left, gave me


hope.

Four years later, I would see the same


physical and societal devastation in Marawi. Our
beautiful city of the South was reduced to ruins by
civil strife. Death and destruction broke the hearts
and backs of its residents. But not their spirit. One
year later, Marawi is now under rehabilitation.

These and other experiences like this


motivated me to answer the call of public service.
I believe, in all humility, that my life is just a
snapshot, it is a glorified blow-up of what millions
of Filipinos live through on a day to day basis—
the hardships, the challenges, the back-breaking,
hope-extinguishing despair. Yet, through the
ashes of destruction, the Filipino always manages
to rise up and fight another day.

I believe that I was destined to serve as an


inspiration for the average Filipino to fight, to
rise above adversity, to conquer and defy, and
to embrace life and all its difficulties. Manny

102 Practical English for Global Competitiveness 10


Pacquiao is the best fairy tale every Filipino could
tell and re-tell to all generations yet to come.
Manny Pacquiao’s story is incredible but true.

Miracles do happen. Dreams do come true.


Being poor does not mean one must die poor. Hard
work and persistence will set you free from the
shackles of poverty. But it is faith that will take
you to the very top.

That is Manny Pacquiao’s story so I ask you—


all of you—to never lose faith in what you can do
as a human being, belief in the loyalty of family,
and belief in the Almighty. It is not easy to believe
in the power of one. But I ask you to look around
you. Count the faces. Do the multiplication and
suddenly we are a power of 50 or 100 or 1,000.

You, with your education, determination,


and faith you can change the world.

Maraming salamat!

2. Ask the students to construct and deliver a campaign


speech about a problem that is related to education
and that might affect them as 21st-century students.
They have to deliver it in front of their classmates.
Then assess their performance using the same rubric
on pp. 381–383.
3. Have the students do “Performance Task 1”
on pp. 403–405.
4. Before reading the excerpt of the story Kaffir Boy by
Mark Mathabane in “Literature” on pp. 406–408, tell
some background information about its author. Say:
“Mark Mathabane was weaned on devastating poverty
and schooled in the cruel streets of South Africa’s
most desperate ghetto, where bloody gang wars and
midnight police raids were his rites of passage. Like
every other child born in the hopelessness of apartheid,

Practical English for Global Competitiveness 10 103


he learned to measure his life in days, not years. Yet
Mark Mathabane, armed only with the courage of his
family and a hard-won education, raised himself up
from the squalor and humiliation to win a scholarship
to an American university.” Then discuss the story’s
essence using “Activity 1–3” on pp. 409–411.
5. Discuss other terms used in research paper then
have the students answer “Vocabulary Development”
on p. 412.
6. Have the students read and study the article
“Performance Task” on pp. 413–415. Afterwards,
encourage the students to share their opinion about it.
Hold an in-depth discussion.
7. Discuss Chapter 4 of research paper, which includes
presentation, analysis, and interpretation of data in
“Writing and Composition” on pp. 416–417. Then ask
the students to accomplish “Performance Task 1–2”
on p. 417.
8. As an assignment, have the students do “Performance
Task 2” on pp. 405–406, “Activity 4” on p. 411, and
“Activity 5” on p. 412.

Answer Key

Activity 1 (p. 409)

1. The boy disliked school in the beginning because he knew


nothing about what actually went on there.
2. His mother encouraged him to go to school. His father did
otherwise because of tribal beliefs.
3. His mother said that things would be different for him if he
went to school. The boy then promised his mother that he
would go to school “forever.”
4. Education is the key you need to open up a new world and a
new life for yourself. It will open doors where none seem to
exist.
5. It’ll make people talk to you, listen to you and help you;
people who otherwise wouldn’t bother. It will make your
soar, like a bird lifting up into the endless blue sky, and

104 Practical English for Global Competitiveness 10


leave poverty, hunger, and suffering behind. It’ll teach you
to learn to embrace what’s good and shun what’s bad and
evil. Above all, it’ll make you somebody in this world. It’ll
make you grow up to be a good and proud person.

Vocabulary Development (p. 412)

1. e
2. a
3. d
4. b
5. f
6. c

Practical English for Global Competitiveness 10 105


Lesson 5

I. Objectives

At the end of the lesson, the students are expected to:

1. React to the falsity or soundness of an argument;


2. Deliver self-composed campaign speeches on advocacies
and social issues and concerns;
3. Distinguish between general and specific statements;
4. Draw similarities and differences of the featured
selections in relation to the theme;
5. Get familiar with technical terms used in research;
6. Appraise the unity of plot, setting, and characterization
in a material viewed to achieve the writer’s purpose;
7. Observe the language of research, campaigns, and
advocacies; and
8. Identify summary, conclusions, and recommendations.

II. Reference

Practical English for Global Competitiveness 10, pp. 418–429

III. Topics

1. Reacting to the Falsity or Soundness of an Argument


2. Campaign Speech
3. General and Specific Statements
4. “The United Fruit Co.” by Pablo Neruda
5. Technical Terms Used in Research
6. Achieving the Writer’s Purpose of a Material Viewed
7. Research Writing: Summary, Conclusions, and
Recommendations

IV. Procedure

1. Read the text below by Angel Gurría about the


observed gap between the rich and the poor. Then have
the students react to the falsity or soundness of the
arguments presented in the text.
106 Practical English for Global Competitiveness 10
Inequality is bad and getting worse. In the
1980s, the richest 10% of the population in OECD
countries earned 7 times more than the poorest
10%. They now earn nearly 10 times more. When
you include property and other forms of wealth,
the situation is even worse: in 2012, the richest
10% controlled half of all total household wealth
and the wealthiest 1% held 18%, compared to only
3% for the poorest 40%.

The poorest members of society suffer


immediately from inequality, but in the longer
term, the whole economy is also damaged. OECD
figures show that the rise in inequality observed
between 1985 and 2005 in 19 OECD countries
knocked 4.7 percentage points off cumulative
growth between 1990 and 2010.

To reduce inequality, we have to promote


inclusive growth. Create economies where every
citizen, regardless of income, wealth, gender, race,
or origin is empowered to succeed. Our approach
to doing this rests on four main pillars.

• Overcome gender inequalities. The fact that


more women have worked full-time and
earned higher wages since 1990 has limited
the rise of inequality, but we cannot be happy
with the slow pace of change, and we cannot
afford to waste the potential of the many
women who are excluded from the labour
market.
• Labour market policies need to address
working conditions as well as wages and their
distribution. In 2013, about a third of total
OECD employment was in “non-standard”
jobs: temporary jobs, permanent part-time
jobs and self-employment. Youth are the
most affected group: 40% are in non-standard
work and about half of all temporary workers
are under 30. Working conditions are often
Practical English for Global Competitiveness 10 107
precarious and poor, and can trap workers
at the bottom of the ladder. Among those
on temporary contracts in a given year, less
than half had full-time permanent contracts
three years later.
• A focus on education in early years is essential
to give all children the best start in life. This
investment needs to be continued throughout
life to prevent disadvantage, promote better
opportunities and educational attainment.
High inequality makes it harder for lower-
middle and working class families to invest
in education and skills.
• Governments should not hesitate to use taxes
and transfers to moderate differences in
income and wealth. Well-designed, prudent
redistribution need not harm growth. We do
not need new instruments; we simply need
to use better the ones we have: scaling back
tax deductions, eliminating tax exemptions,
making tax systems more progressive,
using property taxes batter and above all,
ensuring greater tax compliance. And let’s
not forget government transfers. They play
an important role in guaranteeing that low-
income households do not fall too far behind.

We argue that rising inequality can be


avoided if we take decisive action to promote
inclusive growth

Source: https://espas.secure.europarl.
europa.eu/orbis/sites/default/files/
generated/document/en/0115391e.pdf

2. Ask the students to create their own campaign speech


on poverty alleviation or economic equality. Their
speech should be relatable to millennials. Assess their
performance based on the rubric used in the previous
lesson.
108 Practical English for Global Competitiveness 10
3. Have a review on the differences between general and
specific statements. Then ask the students to answer
“Performance Task” on pp. 419–420.
4. Let the students read the poem The United Fruit Co.
by Pablo Neruda in “Literature” on pp. 420–421. Then
discuss its meaning with the aid of “Activity 1–4”
on pp. 421–425.
5. Discuss other terms used in research paper after
the students have answered “Performance Task” in
“Vocabulary Development” on pp. 426–427.
6. Let the students watch footages of the events during
the EDSA People Power Revolution in 1986. Then ask
the students to answer “Performance Task” in “Viewing
Comprehension” on p. 427.
7. Review the Chapters 1–4 of the research paper.
Then finally, discuss the last chapter, which consists
summary, conclusions, and recommendations in
“Writing and Composition” on pp. 428–429. As a
culminating activity, ask the students to collate their
research paper outputs from Lesson 1 to Lesson 4 of
this unit. Then have them complete it by writing the
Chapter 5. Ask them to submit their papers. Correct
their papers if needed.
8. As an assignment, have the students do “Activity 5”
on p. 426.

Answer Key

Activity 1

A. (pp. 421–423)

1. The poem begins with a sardonic tone mocking the


Creation, as God purposely bestowing the earth to
multinational companies like Coca-Cola, Inc. and
Anaconda Mining. The word “earth” is in small letter
“e,” which pertains to land, as opposed to world.
2. It symbolizes the fruit that the United States is
interested in obtaining. It is the symbol of sin just
like it is in the Bible and also results in lifelong
Practical English for Global Competitiveness 10 109
labor metaphorically represented by Latin America’s
exertion that only the United States’ capitalism is
profiting from.
3. The company took over the fruitful land of Central
America and renamed its territories as “Banana
Republics.”
4. Although this name may refer to the major produce of
most of these Latin American countries and the name
may sound euphemistic, there is a far, deeper cry of
foulness as the name may also be pejorative, derogatory
in the sense that these Latin American countries’ idea of
democracy had been reduced or belittled as something
limited and primitive and that these countries are
incapable of existing, if not surviving, if not by selling
off their natural resources as a means to lift them us
from their primitive conditions.
5. The land is plundered. To the poet his country is a
fresh, virginal fruit fleshed out and left aside to rot.
6. It presents democracy or free enterprise.
7. The repetition of the word “flies” illustrates the image of
Latin America as a fruit, rotting, and putrid, consumed
by the parasites whose other name is “capitalism.”
8. The Fruit Company depletes the country of its
resources.
9. The company influences a minority of the key decision-
makers to ensure that it is exempted from taxes and
that it gets significant profits at the expense of the
workers who do the real working and at the same time
promote poverty.
10. Answers may vary.

Performance Task (pp. 426–427)

1. b
2. d
3. c
4. a

110 Practical English for Global Competitiveness 10

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