A Teacher Support Material for a Lesson on the

Simile and Metaphor

o r

Anyone?

A resource produced through the support of AusAID PHILIPPINES-AUSTRALIA PROJECT IN BASIC EDUCATION (PA-PROBE)
on behalf of the Australian Government REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII)
 Published by the
PHILIPPINES - AUSTRALIA PROJECT IN BASIC EDUCATION (PA-PROBE)
REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII)
Department of Education, Culture and Sports
Region VII, Central Visayas
Cebu City
Copyright © 2000 by PROBE
Adopted 2009 by LRMDS

COPYRIGHT NOTICE

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the

Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such
work for profit.”

This material was developed within the Project in Basic Education (PROBE)
implemented by the Educational Development Projects Implementing Task Force
(EDPITAF) of the Department of Education, Culture and Sports (DECS) in
collaboration with the Bureau of Elementary Education, Bureau of Secondary
Education and the Commission on Higher Education. Prior approval must be
given by the PROBE Management Unit lodged at EDPITAF and the source
must be clearly acknowledged.

SENEN P. PAULIN
Writer/editor, Secondary English
Writer

The production of this Teacher Support Material (TSM) has been made possible with the
assistance of the P - A PROBE RLMC VII Staff.

This TSM package has been adopted for online distribution through the Learning Resource
Management Development System (LRMDS) Portal by Region VII under Project STRIVE for BESRA,
a project supported by AUSAID.
Worksheet S A Teacher Support Material for a Lesson on the
Simile and Metaphor
Instructions: As a group, complete the following statements with a simile.

1. Her skin was as smooth as _______________________.

2. Finding himself surrounded, the prisoner fought _____________________

to regain his freedom.

3. They were as swift _________________________.

4. Gloom hung like a _________________________ over the land.

5. When Cindy cut her finger, she squealed like a _____________________.

Worksheet M

Instructions: As a group, express the following in a metaphorical language.

S or M, Anyone?
(Teacher’s Guide)

1. Everyone in the schoolroom was busy.

2. The nuns are kind-hearted.

3. There were many great faces in front of me.

4. The warriors were brave in the fight.

5. He is a hard worker.

4
Spare moments are the gold dust of time.

He has a heart of stone.

Contentment is a pearl of great price.

The woman was a tigress in the defense of her

children.

Life is an isthmus between two eternities.

Thy soul was like a star and dwelt apart.

To listen to the advice of a treacherous friend

is like drinking poison from a golden cup.

Good nature like a bee, collects honey from

everywhere.

The human mind should be like a good hotel -

open the year round.

Writing is like pulling the trigger of a gun, if

you are not loaded, nothing happens.

3
 6. Let a sub-group representative present and explain the meaning of the
output to the whole class.
CONTENTS
Activity 2
1. Using the same grouping, give to the sub-group with the simile Worksheet
S and give to the sub-group with the metaphor Worksheet M.
2. As a group, let members cooperatively work on the task indicated in the Description 1
respective worksheets.
3. Have one representative from each sub-group read/present to the class the
output. Target Audience 1
4. Have each sub-group come up with its simile or metaphor, as the case
maybe, and let one representative present and explain to the whole class Subject Matter 1
the group output.
Learning Competency 1
Evaluation
The learning of the students gained from using this material can be measured
through the manifestation of students' skill in: Duration 1
· identifying, interpreting and/or explaining the figure of speech given to
them Objectives 1
· creating and using their own figure of speech (simile and metaphor) in their
own expressions/utterances.
Procedure 1
Resource List
S or M Envelope (containing strips of paper where expressions using the Evaluation 2
simile and metaphor are written)
Worksheet S
Resource List 2
Worksheet M
User's Guide
Appendices

Worksheet S 4

Worksheet M 4

2
Description
This Teacher Support Material (TSM) hopes to reinforce the building of
students' skill in identifying and using the simile and the metaphor as figures of
speech. Ideally, this material is to be used after a lesson on the simile and metaphor
when the concepts of these two figures of speech have already been introduced.
The tasks in this material are to be negotiated in groups to provide students with a
communicative setting.

TargetAudience
First year and Second year students

Subject Matter
Figures of Speech - the simile and the metaphor (Literature)

Learning Competencies
Literature (First Year)
1.2.6. Single-out and explain figurative language used

Literature (Second Year)

3.3. Interpret figurative language used
3.7. Explain the figurative language used to achieve certain effects

Duration
one (1) English class period (40 minutes)

Objectives
After using this material, the students are expected to:
· identify a simile and a metaphor
· explain the meaning of the figures of speech used
· use their own figure of speech (simile and metaphor) in expressions/utterances.

Procedure
Activity 1
1. Divide the class into groups of 10.
2. Give each group an envelope that contains strips of paper where expressions
using either a simile or a metaphor are written.
3. Have each member of the group take one strip of paper and identify whether
the expression found on the strip of paper contains a simile or a metaphor.
4. Let all members with the simile group together. Do the same thing with
members of the metaphor.
5. Have each sub-group come up with expressions/statements using a simile
or a metaphor, as the case may be.

1
Spare moments are the gold dust of time.

He has a heart of stone.

Contentment is a pearl of great price.

The woman was a tigress in the defense of

her children.

Life is an isthmus between two eternities.

Thy soul was like a star and dwelt apart.

To listen to the advice of a treacherous friend

is like drinking poison from a golden cup.
Good nature like a bee, collects honey from
everywhere.
The human mind should be like a good hotel
- open the year round.
Writing is like pulling the trigger of a gun, if
you are not loaded, nothing happens.
Worksheet S

Instructions: As a group, complete the following statements with a simile.

1. Her skin was as smooth as _______________________.

2. Finding himself surrounded, the prisoner fought

_____________________ to regain his freedom.

3. They were as swift _________________________.

4. Gloom hung like a _________________________ over the land.

5. When Cindy cut her finger, she squealed like a _____________________.

Worksheet S

Instructions: As a group, complete the following statements with a simile.

1. Her skin was as smooth as _______________________.

2. Finding himself surrounded, the prisoner fought

_____________________ to regain his freedom.

3. They were as swift _________________________.

4. Gloom hung like a _________________________ over the land.

5. When Cindy cut her finger, she squealed like a _____________________.

Worksheet M

Instructions: As a group, express the following in a metaphorical language.

1. Everyone in the schoolroom was busy.

2. The nuns are kind-hearted.

3. There were many great faces in front of me.

4. The warriors were brave in the fight.

5. He is a hard worker.

Worksheet M

Instructions: As a group, express the following in a metaphorical language.

1. Everyone in the schoolroom was busy.

2. The nuns are kind-hearted.

3. There were many great faces in front of me.

4. The warriors were brave in the fight.

5. He is a hard worker.