LESSON

1
Asking Permission

Learning Outcomes
At the end of this module, you are expected to:

related to asking for

permission with 70%
correctness.
3. After the lesson, the
students are able to tell
how create an oral
interpersonal
interaction
text related to asking
for permission with
coherent and
integrated sentences.

90
complete the missing
vocabulary in oral
interpersonal
interaction text related
to
asking for permission
with 70%
correctness.
3. After the lesson, the
students are able
to create an oral
interpersonal
interaction
text related to asking
for permission
91
with coherent and
integrated sentences.
Learning Objectives
1. Students are able to
complete the missing
vocabulary
2. Students are able to
use the right modals
3. In group students
are able to create a
dialogue and present it
related to asking for
permission with 70%
correctness.

92
3. After the lesson, the
students are able to tell
how create an oral
interpersonal
interaction
text related to asking
for permission with
coherent and
integrated sentences.
complete the missing
vocabulary in oral
interpersonal
interaction text related
to

93
asking for permission
with 70%
correctness.
3. After the lesson, the
students are able
to create an oral
interpersonal
interaction
text related to asking
for permission
with coherent and
integrated sentences.
Learning Objectives

94
1. Students are able to
complete the missing
vocabulary
2. Students are able to
use the right modals
3. In group students
are able to create a
dialogue and present it
related to asking for
permission with 70%
correctness.
3. After the lesson, the
students are able to tell

95
how create an oral
interpersonal
interaction
text related to asking
for permission with
coherent and
integrated sentences.
complete the missing
vocabulary in oral
interpersonal
interaction text related
to
asking for permission
with 70%
correctness.
96
3. After the lesson, the
students are able
to create an oral
interpersonal
interaction
text related to asking
for permission
with coherent and
integrated sentences.
Learning Objectives
1. Students are able to
complete the missing
vocabulary
2. Students are able to
use the right modals
97
3. In group students
are able to create a
dialogue and present it
Students are able to
complete the missing
vocabulary
Hi there! Yes, you can.

2. Students are able to

use the right modals
3. In group students
are able to create a
dialogue and present it
a. Use the modals may, could, can, do you mind, and would you mind in
asking for permission;
b. Show tactfulness when asking for permission.

Hello! Can I use your pen?

98
 Really? Why?

It’s because asking for permission is an

essential aspect of communication,
whether you are at work, school, or home.
It is a way to show respect and
consideration for others.

There are various ways to ask for permission, and it is essential to

know the appropriate approach depending on the situation.

One way to askStructures

for permissionofisAsking Permission
to use polite language. This
includes phrases such as can I, may I, could I, would you mind
and1. doCan
you +mind
subject
when+ verb
making a request. Using polite language
shows that you are respectful and considerate of the person you
Example:
are asking, which can increase the likelihood of them granting your
request.  Can I go out tonight?
 Can he have dinner with us?
Another way to ask for permission is to explain the reason for your
2. May
request. + subject
Providing + verb
context can help the person you are asking
understand why you need permission and can make them more
Example:
willing to grant it. For example, if you need to leave work early,
explaining thatMay
youIhave
haveaanother piece of pie?
family emergency may make your
 May we go out with our friends tonight?
request more understandable and increase the chances of it being
approved.
3. Could subject + please + verb
Do you think + subject + could + verb

Example:
Below are some tips on how you can use the
 Could you please come and see me tomorrow?
modals may, could, can, do you mind, and
 Could you please tell me what time will you arrive so
would you mind in asking for permission.
that I can prepare a food for you
 Do you think I could borrow your guitar?
 Do you think he will let me borrow his jacket?

4. Would you mind if + subject + verb in past 99

Example:
 Would you mind if I stayed a few more minutes?
100
 Wow! I have learned so much. Can you
teach me more?

Of course! Are you up for some

challenge? I have prepared some
activities to help you.

Let’s do it!

Try this!

Direction: Complete each sentence with the correct modals. Write

your answer on the blank.
1. I have a stomachache, _______________ I go home early?
2. I’m hungry, ___________________ buy me a burger?
3. Red has so many assignments to do, _________________ help him?
4. I forgot to bring my pen, ____________________ borrow your pen?
5. My laptop is not working, __________________ if I borrow your laptop?
6. My friends are outside, _________________ go out to meet my friends?
7. Almost every seat is taken, __________________ if I sit here?
8. I’m bored, ______________ use your headphone?
9. I need to discuss my project paper, ________________ see you at 5 p.m.
today?
10. When you were small, _______________ watch television every night?
101
 Well done, you have made it through the first
challenge! Are you still up for another one? You
can do it!

Let’s do this!

Direction: Use modals or polite phrases to ask permission for the items below.
1. Ask if you can borrow something.
___________________________________________________________

2. Ask if you can go out tonight.

___________________________________________________________

3. Ask if you can park your car here.

___________________________________________________________

4. Ask if you can open the window.

___________________________________________________________

5. Ask if you can use a friend’s laptop.

___________________________________________________________

6. Ask if you can change your flight.

___________________________________________________________

7. Ask if you can turn the music down.

___________________________________________________________

8. Ask if you can speak to someone.

___________________________________________________________

9. Ask if you can leave the class early.

102
 ___________________________________________________________

10. Ask if you can have another cup of coffee.

___________________________________________________________

Great job, little one! Be proud of

yourself. Are you ready for the last
challenge? Don’t give up!

Work on this!

Direction: Compose a sentence using polite phrases to ask permission for each
situation given.
1. You want to use your friend’s computer.
2. You want to borrow your friend’s phone.
3. You want to have another piece of cake.
4. You want to change the tv channel.
5. You want to use the bathroom.
6. You want to turn on the light.
7. You want to have a glass of water.
8. You want to borrow some money.
9. You want to sit with your friend.
10. You want to borrow a pen.

103
That was fun!

I hope you have learned a lot today.

Remember, when asking for permission,
you should always ask in a nice way. If the
person allows you to do so, don’t forget to
say thank you.

Thank you so much for helping

me learn so many things today!

You are welcome! See you on our

next lesson!

104
 LESSON
2
Responding to Questions

Learning Outcomes
At the end of this module, you are expected to:
a. Use the appropriate ways of responding to questions;
b. Show tactfulness in responding to questions.

related to asking for

permission with 70%
correctness.
3. After the lesson, the
students are able to tell
how create an oral
interpersonal
interaction
text related to asking
for permission with

105
coherent and
integrated sentences.
complete the missing
vocabulary in oral
interpersonal
interaction text related
to
asking for permission
with 70%
correctness.
3. After the lesson, the
students are able
to create an oral
interpersonal
interaction
106
text related to asking
for permission
with coherent and
integrated sentences.
Learning Objectives
1. Students are able to
complete the missing
vocabulary
2. Students are able to
use the right modals
3. In group students
are able to create a
dialogue and present it
related to asking for
permission with 70%
107
correctness.
3. After the lesson, the
students are able to tell
how create an oral
interpersonal
interaction
text related to asking
for permission with
coherent and
integrated sentences.
complete the missing
vocabulary in oral
interpersonal
interaction text related
to
108
asking for permission
with 70%
correctness.
3. After the lesson, the
students are able
to create an oral
interpersonal
interaction
text related to asking
for permission
with coherent and
integrated sentences.
Learning Objectives

109
1. Students are able to
complete the missing
vocabulary
2. Students are able to
use the right modals
3. In group students
are able to create a
dialogue and present it
related to asking for
permission with 70%
correctness.
3. After the lesson, the
students are able to tell

110
how create an oral
interpersonal
interaction
text related to asking
for permission with
coherent and
integrated sentences.
complete the missing
vocabulary in oral
interpersonal
interaction text related
to
asking for permission
with 70%
correctness.
111
3. After the lesson, the
students are able
to create an oral
interpersonal
interaction
text related to asking
for permission
with coherent and
integrated sentences.
Learning Objectives
1. Students are able to
complete the missing
vocabulary
2. Students are able to
use the right modals
112
3. In group students
are able to create a
dialogue and present it
Students are able to
complete the missing
vocabulary
2. Students are able to
use the right modals
3. In group students
are able to create a
dialogue and present i

Hello, are you ready to learn something

today?

113
 Yes, I am! What is our lesson
today?

Today, you are going to learn the

appropriate ways to respond to
questions. Are you ready?

That sounds fun! I am ready!

That’s the spirit!

114
 First, you need to know that there are three
basic question types. Take a look at the chart
below.

Three Basic Question Types:

1. Yes/No Questions:
 Common questions that can be answered with a
simple “yes” or “no”.

For example:

 Do you like this country?

 Can I call my sister?
 Are you hungry?

 The answer can be a brief “yes” or “no”. Or, a

longer answer can also be given, such as “Yes, I
do” or “No, I don’t like this country”.

2. Wh-Questions:
 A wh-question uses a certain word at the
beginning of the sentence to ask a specific
question. The question words who, what, where,
when, why, how, how many, etc., are used to
begin the question.

For example:

 Where is he from?
 When did you come here?
 How did you meet her?
 What’s your name?

3. Choice Questions:
 Choice questions are questions that offer a
choice of several options as an answer. They
are made up of two parts, which are connected 115
by the conjunction or.
 Choice questions can be either general, open-
ended questions or more specific ones. If the
 Now, let us practice. Are
you ready?

Yes, let’s do it!

Try this!

Direction: Write an answer to each question. Use a complete sentence.

116
 1. Where do you live?
2. What kind of fruit do you like?
3. What kind of vegetable do you like?
4. What time do you get up in the morning?
5. What do you like to do after school?
6. Where do you want to go this summer?
7. How old are you?
8. Do you like ice cream or cake?
9. Do you prefer hot or cold weather?
10. How are you feeling today?

Great job, little one! Let’s try the next

activity. You can do it!

Let’s do this!

Direction: Fill the blanks with WH-question words to ask an appropriate

question.

1. ____________ are you doing?

2. ____________ are you?
3. ____________ is this possible?
4. ____________ is he?
5. ____________ is he going?

117
 6. ____________ are you going after school?
7. ____________ are you coming?
8. ____________ do you live?
9. ____________ are you going to do this?
10. ____________ will you go?

Well done! Take a deep breath. You are

about to take the last challenge. You can
do it!

Work on this!

A. Look at the picture below and answer the following questions using
complete sentences.

1. What is the
color of the Mother’s shirt?
2. How many people are there in the picture?
3. What are they doing?
4. What are they eating, pizza or burger?

118
5. Do you think they are happy?
6. How many trees do you see?
7. How many kids do they have?
8. Have you been to a picnic with your family too?
9. What are the foods that you want to bring?
10. Where do you want to go for a picnic, near the river or at the park?

Congratulations! You have made it through

the challenges! How was it? I hope you
have learned so much.

That was very challenging but fun! I

have learned a lot. Thank you!

See you on our next lesson!

119
 LESSON
3
Making Request

Learning Outcomes
At the end of this module, you are expected to:

related to asking for

permission with 70%
correctness.
3. After the lesson, the
students are able to tell
how create an oral
interpersonal
interaction
text related to asking
for permission with
coherent and
integrated sentences.
120
complete the missing
vocabulary in oral
interpersonal
interaction text related
to
asking for permission
with 70%
correctness.
3. After the lesson, the
students are able
to create an oral
interpersonal
interaction
text related to asking
for permission
121
with coherent and
integrated sentences.
Learning Objectives
1. Students are able to
complete the missing
vocabulary
2. Students are able to
use the right modals
3. In group students
are able to create a
dialogue and present it
related to asking for
permission with 70%
correctness.

122
3. After the lesson, the
students are able to tell
how create an oral
interpersonal
interaction
text related to asking
for permission with
coherent and
integrated sentences.
complete the missing
vocabulary in oral
interpersonal
interaction text related
to

123
asking for permission
with 70%
correctness.
3. After the lesson, the
students are able
to create an oral
interpersonal
interaction
text related to asking
for permission
with coherent and
integrated sentences.
Learning Objectives

124
1. Students are able to
complete the missing
vocabulary
2. Students are able to
use the right modals
3. In group students
are able to create a
dialogue and present it
related to asking for
permission with 70%
correctness.
3. After the lesson, the
students are able to tell

125
how create an oral
interpersonal
interaction
text related to asking
for permission with
coherent and
integrated sentences.
complete the missing
vocabulary in oral
interpersonal
interaction text related
to
asking for permission
with 70%
correctness.
126
3. After the lesson, the
students are able
to create an oral
interpersonal
interaction
text related to asking
for permission
with coherent and
integrated sentences.
Learning Objectives
1. Students are able to
complete the missing
vocabulary
2. Students are able to
use the right modals
127
3. In group students
are able to create a
dialogue and present it
Students are able to
complete the missing
vocabulary
2. Students are able to
use the right modals
3. In group students
are able to create a
dialogue and present a.
a. Differentiate requests from permission;
b. Use the correct modals in making requests;
c. Show courteousness when making requests.

Hi there! Are you ready for our lesson today?

128
 Yes, I am ready! What is our
topic for today?

Today, you are going to learn how to

properly make a request.
As individuals living in a society, being
courteous is always expected from us.
That is why having good manners is
essential to our lives.
In having good manners, you must be
able to differentiate requests from
permission.

Making a request means asking

someone politely for something. While,
asking for permission pertains to having
one’s consent or authorization.

But how can we make requests

and ask for permission?

We are going to use modals.

I’m sure you already know what modals
are but allow me to explain them again.

129
 Modals are verbs that go with other verbs in a sentence.

Here are some modals that you can use when you are making
requests or asking permission:

 Modals used for making requests:

 Can
 Could
 Will
 Would

Examples:
 Can you help me bring these boxes?
 Could you get me a glass of water?
 Will you please keep quiet?
 Would you please close the door?

 Modals used for asking permission:

 Can
 Could
 May

Examples:
 Can I borrow your notes?
 Could we please go on a trip this Sunday?
 May I go out?

Now, let’s try your skills by answering

these activities that I have prepared for
you. Are you ready?

Yes, let’s do it!

130
 Try this!

Direction: Write R if the sentence is a request and P if it is a

permission.

1. Can you pass me the sugar, please?

2. Can I turn off the radio?
3. I’m sorry, can I leave early today?
4. Could you please turn off the light?
5. Will you please keep your voice down?
6. May I be excused?
7. Can you close the door for me, please?
8. Can I use your pencil?
9. Could you get me another slice of pizza?
10. Can you please sit beside me?

Great job! You have made it through the first

activity. Let’s try the next one. You can do it!

131
 Let’s do this!

Direction: Fill out the blanks with the correct modals to complete the
sentences.

1. Hello, ________ you turn the music down please? could

2. I’m sorry, ____________ I leave early today? I’m going to take my dog to
see the vet. can
3. ___________ you get my phone for me please? I need to make a quick
call to my mother. could
4. I’m sorry, ___________ you mind speaking slowly please? would
5. ___________ you lend me your pen? I forgot to bring mine. Can
6. ___________ you carry these bags for me please? could
7. ___________ you come with me to the library? I just need some help. can
8. Forgive me, ___________ you please repeat the question? would
9. _________ I have another glass of water, please? can
10. ___________ you please pass me the sugar? can

Well done! You are doing great! Are you still

up for one more challenge?

Let’s do it!

132
 Work on this!

Direction: Make requests based on the situations given using the modals can,
could, will, would.

1. I need to go to the bank, but I don’t have a car.

2. I have to clean my room, but I’m tired.
3. I have to wash my car.
4. I need to pass the math exam, but I’m not good at math.
5. I have to pick up my friend from the airport, but I have an emergency so I
can’t go.
6. I feel sick and I need to go to the hospital.
7. I am going to the grocery store.
8. I forgot my wallet and I don’t have any money for lunch.
9. I have to walk my dog, but I don’t have time.
10. Someone’s knocking on the door, but I’m cooking at the kitchen.

That was fun!

Congratulations! I hope that you will be

able to use what you have learned
today. Remember, we always have to be
respectful.

Thank you for all of your

help.

133
 I’m happy to help. See you on
our next lesson!

LESSON Following and Giving Directions

4

Learning Outcomes
At the end of this module, you are expected to:
a. Follow and give series of directions;
b. Use appropriate expressions for giving directions in varied situations orally
and written.

Hello! Are you ready to learn something

new today?

134
 Hi, I’m ready!

That’s great! Today, you will learn to

follow and give series of directions as
well as its importance in our daily lives.

Wow, that sounds fun!

Following directions means to do what the

directions tell us to do, step by step, in the
correct manner.
Read the recipe for chunky tomato and green
onion sauce and let us answer the questions
below.

Ingredients:
 2 tablespoons corn oil
 2 cloves of garlic, finely chopped
 1% pounds plum tomatoes, cored, peeled, seeded, then
coarsely chopped
 3 green onions, cut in half lengthwise, then thinly sliced
 Salt
 Freshly ground pepper
Procedure:
 Heat oil in a heavy skillet over medium heat.
 Add garlic and cook until yellow, about 1 minute.
 Stir in tomatoes.
135
 Season with salt and pepper.
 Cook until thickened, about 10 minutes.
 Stir in green onions and serve.
 To see if you really have read and followed
the directions given, try answering the
questions below.

1. What is the last thing the cook does to prepare the tomatoes before
cooking them?
2. What kind of oil does the cook heat in the heavy skillet?
3. How long should the garlic be cooked?
4. What does the cook do to the tomatoes right before removing the
seeds? Yay! You did a great job by
5. Is the sauce served hotanswering
or cold? all of the level and
helping Grasshopper!

Are you done? Don’t worry if you didn’t get all the
correct answers. The preceding activities will help
you give and follow directions correctly.
Before you learn to follow/give directions correctly,
you must know why it is important to give/follow
directions. Take a look at the chart below.

Importance of giving/following directions

 Directions are important. They tell people the things they need to
know and do.
 To be able to follow directions is an indication of good 136
comprehension. One’s ability to follow directions can draw the
difference between success and failure in a task.
 When giving directions, make sure to include all necessary
 Listen to each step in the directions and the sequence of steps.
 Ask questions if the directions seem unclear.
 Repeat the instruction to yourself or to the speaker to make sure
you have understood them.
 Take notes to help you remember information.

When you are the one asking for directions,

how do you make sure you hear everything
correctly? Here are some listening guidelines.

To test your skills, try answering these

activities. Are you ready?

I am ready!

Try this!
137
Direction: Read and follow the directions.

1. Draw a big square.

2. Draw a vertical line from the top mid-point of the square to the bottom mid-
point of the square.
3. Draw a horizontal line from left mid-point to the right mid-point of the
square.
4. Draw to intersecting lines in each of the two smaller squares so they are
equally divided into four quadrants.
5. Draw a triangle-shaped roof on top of the big square.

Great job! Let’s try the next

one.

Let’s try this!

Direction: Arrange the steps in their proper order. Use number 1 for
the first step, 2 for the second step and so on.

Set I
______ Mail your letter.
______ Put the letter in an envelope.
______ Seal or close the letter.

138
______ Write the letter.
______ Get an envelope and write the name and address of the person you are
writing to.
______ Affix the stamp on the envelope.

Set II
______ Second, bring the book to the librarian’s desk.
______ It is easy to borrow a book from the library.
______ Then, give the book and your borrower’s card to the librarian.
______ Lastly, wait for the librarian to give them back.
______ First, find the book you want to read.

Set III
______ Take two slices of bread.
______ Then, spread the other piece with jelly.
______ Spread peanut butter on one piece of bread.
______ Get the peanut butter and jelly ready.
______ Put the pieces together.

Good job! Just one more

activity and you’re done.

139
 Work on this!

Direction: Fill out the form below. Read and follow the instructions.
1. Read the instructions carefully and follow them.
2. Try out your answers on a sheet of paper before writing them into the
form.
3. Write the needed information clearly.
4. Write legibly and neatly.

INFORMATION SHEET
Name

Surname First Name Middle Name

Date of Birth

Date Month Year

Home Address

Street Barangay Town/City Province

School Last Attended

Name and Address

Are you done?

Great job, little one!
140
 That was fun!

I hope you have learned a lot today.

Remember to always read and follow
directions carefully and correctly.

Thank you so much for

helping me today!

You’re welcome. See you on

our next lesson!

141
 LESSON Expressing Opinions
5

Learning Outcomes
At the end of this module, you are expected to:
a. Use appropriate introductory phrases in expressing opinions;
b. Write clear and coherent sentences expressing opinions.

Hi there, it’s me again! Are you

ready for our lesson today?

Hello! I am ready! What

is our lesson for today?

Today, our new lesson is all about

sentences expressing opinions.

What is an opinion?

Good question! Let’s read

the text below.

142
Opinion – A view or judgement formed about something, not necessarily
based on fact and knowledge.

What kind of sentence is used in

expressing opinions?

There are different types of sentences that

we use for different purposes. Like for
example, Interrogative sentences ask
questions. Imperative sentences tell
someone to do something. Today, we are
going to use Declarative sentences to
express opinions.

A Declarative Sentence can express an opinion. It ends

with a period (.).

Basic Introductory Phrases used when expressing

opinions:
 I believe (that)
 I think (that)
 I feel (that)
Examples:
 I believe I have all the necessary skills for this job.
 I believe that I have all the necessary skills for this
job.

143
Formal Phrases used when expressing opinions:
 From my perspective,
 In my opinion,
 From my point of view,
 The way I see it,
 As I see it,
 To my mind,
 In my view,
 From my standpoint,
 If you ask me,
Examples:
 From my point of view, classes shouldn’t start in
August.
 From my perspective, this option is better than the
first one.
 In my opinion, chocolate is the best flavor of ice
cream.
 The way I see it, it was a fair trade.
 As I see it, she got what she deserves.

All the sentences above are normal declarations

used to convey a message, thought, information,
etc. These sentences are called declarative
sentences.

And these sentences end in

a period!

That’s correct!
It seems that you are now ready to practice.
Let’s try your skills by answering these
activities. 144
 Try this!

Direction: Fill the blanks with appropriate phrases from the box to
form declarative sentences.

1. ________________________, people watch too much television.

2. ________________________, Florence is a wonderful city.

3. ________________________, your sister is too thin.

4. ________________________, travelling by plane is faster than by train.

5. ________________________, New York is more exciting than Barcelona.

6. ________________________, we should look after old people.

7. ________________________, everybody needs somebody to love.

8. ________________________, school exams are important.

9. ________________________, milk is better than coffee.

10. ________________________, too much sweets are not good.

11.

145
 Good job! Let’s continue to
the next one.

Let’s try this!

Part I: Read the following phrases and decide if they are: giving
personal opinion, asking for someone’s opinion, agreeing, disagreeing. Write the
letter of your answer on the space provided.
A. Giving personal opinion
B. Asking for someone’s opinion
C. Agreeing
D. Disagreeing
Phrases:
______ 1. In my opinion
______ 2. Don’t you agree?
______ 3. Exactly
______ 4. What do you think?
______ 5. I don’t agree with you.

Part II: Choose a phrase from PART 1 to inset into the following sentences.
1. But I think the blue shirt is nicer, ___________________________
2. ________________. That’s what I’m going to say.
3. ___________________, every classroom needs a smart television.
4. No, I’m sorry but ____________________________.
5. This is better than the first one, ____________________________

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 Well done! Just one more activity. You can
do it!

Work on this!

Direction: Tell whether you agree or disagree with the following statements.
Share your opinions regarding the responses you had chosen.

1. Household chores are important.

Your take: __________________________________________________
___________________________________________________________

2. Watching a movie is better than playing outside.

Your take: __________________________________________________
___________________________________________________________

3. Schools should have more field trips.

Your take: __________________________________________________
___________________________________________________________

4. Reading books is fun.

Your take: __________________________________________________
___________________________________________________________

5. Working on a project individually is better than working with others.

Your take: __________________________________________________
___________________________________________________________

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6. Playing outside is more fun than playing computer games.
Your take: __________________________________________________
___________________________________________________________

7. Ice cream is the best dessert.

Your take: __________________________________________________
___________________________________________________________

8. Summer is the best season of the year.

Your take: __________________________________________________
___________________________________________________________

9. Jollibee is the best-selling fast food-chain in our country.

Your take: __________________________________________________
___________________________________________________________

10. Computer is the most useful invention.

Your take: __________________________________________________
___________________________________________________________

Wow, that was very challenging.

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Great job today! I hope you have
learned a lot. See you on our next
lesson!

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 LESSON Assertion
6

Learning Outcomes
At the end of this module, you are expected to:
a. Identify sentences that makes assertions;
b. Recognize the type of assertion of a sentence;
c. React to what is asserted or expressed in a text by completing a dialogue.

Hey there! Are you ready to learn

something new today?

Hi, what is our lesson today?

In our previous lesson, you have

learned about expressing opinions.
Today, our lesson is all about
assertion.

What is an assertion?

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 When somebody says something and
putting his solid faith in it, as though it is
valid, however it may not be, he is making
an assertion.

Assertion

 An artistic approach or technique expressing a strong

declaration, a forceful or confident and positive statement
regarding a belief or a fact.
 Often, it is without proof or any support.
 Its purpose is to express ideas or feelings directly.

Example:

 “I have put my every effort to complete this task today.”

Four types of assertion:

1. basic assertion
2. emphatic assertion
3. escalating assertion
4. language assertion

Basic Assertion

 A simple and honest statement for expressing feelings, opinions,

and beliefs.
For example:
 “I felt really sad because I was not allowed to join the
feast last night.”
 “In my opinion, we have the bravest warriors and hunters
in our village.”
 My mother is the best cook ever!”

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Empathetic Assertion

 Expresses sympathy to someone, and it mostly has two parts.

 The first comprises recognition of the feelings or situation of the
other person while the second is a statement that shows
support for the other person’s viewpoint, feelings, or rights.
For example:
 “I know that you feel sad because you were not allowed
to join the feast, but your mother did it to keep you safe
at night.”
 “I understand that you are frustrated for not catching that
wild pig on your own, but you are still too young to hunt
on your own.”

Escalating Assertion

 Used when someone is not able to give a response or reaction

to a person’s basic assertions, and therefore that person
becomes firm about him or her.
For example:
 “If you will disobey again the orders of our Bathala, then
you have to leave this village.”
 “It would really please me of you will stop your acts of
greediness.”

Language Assertion

 Involves the first-person pronoun “I”, and is useful for

expressing negative feelings. Nevertheless, it constructively
lays emphasis on a person’s feelings of anger.
For example:
 “I am really mad because you abused my kindness,
therefore, I must punish all people in this village!”
 “I blame all of you for our fate! We are now being
punished because of your greediness!”

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 Shall we now proceed to the
activities to practice your skills?

Let’s do it!

Try this!

Direction: Read each scenario below and decide if the response

demonstrates assertion or not. Write A if the response is assertive, and B if it is
not assertive. Write your answer on the space provided.

________1.
Situation: Your friend wants to borrow your favorite book, but you're currently
reading it.
Response: "I'm sorry, but I'm currently reading this book and I'm really enjoying
it, so I prefer not to lend it out right now."
________2.
Situation: Your group members are not listening to your ideas during a project
discussion.
Response: "Oh, it's okay, I guess my ideas aren't that important anyway."
________3.
Situation: Someone cuts in front of you in line at the cafeteria.
Response: "Excuse me, I was actually next in line. Would you mind waiting your
turn?"

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________4.
Situation: Your friend keeps cancelling plans with you at the last minute.
Response: "That's okay, I understand. Maybe we can try to meet up another
time."
________5.
Situation: Your classmate keeps copying your answers during a test.
Response: "I'm sorry, but I'm not comfortable with you copying my answers. I've
worked hard to prepare for this test, and I think it's important that we each do our
own work."
________6.
Situation: Your family wants you to join them for a movie night, but you have a
lot of homework to finish.
Response: "I appreciate the invitation, but I really need to focus on my
homework tonight. Maybe we can plan a movie night for another time?"
________7.
Situation: Your teacher assigns group work, and your group members assign
you all the difficult tasks.
Response: "Sure, I guess I can do all the hard stuff. It's fine."
________8.
Situation: Your friend keeps borrowing your clothes without asking.
Response: "Oh, it's no problem. You can borrow my clothes whenever you
want."
________9.
Situation: Your friend wants you to cover for them and lie to their parents about
their whereabouts.
Response: "I'm sorry, but I don't feel comfortable lying to your parents for you. I
think it's important to be honest with them."
________10.
Situation: Your classmate keeps interrupting you while you're trying to share
your ideas during a group discussion.
Response: "I'm sorry, but I'd appreciate it if you could let me finish speaking
before interrupting. I think it's important for everyone to have a chance to share

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their thoughts."

Good job! You’re done with the first

activity. Let’s continue to the second one.

Let’s try this

Direction: Identify the type of assertion of each sentence. Write your answer on
the space provided.

___________________1. “I told you not to cut the tree!”

___________________2. “I understand that you are overwhelmed by the
blessings, but it is never good to abuse Bathala’s kindness.”
___________________3. “If you don’t follow my instructions, then I will have to
punish your entire village.”
___________________4. “It would really please me if you will stop your acts of
greediness.”
___________________5. “I know it makes you sad because I have to leave and
hunt, but I promise I will be back soon.”
___________________6. “If you will obey me and change, then I might forgive
you.”
___________________7. “I believe that the people of this village can change for
the better.”
___________________8. “In my opinion, it is very unfair to be punished for a sin
that other villagers have committed.”
___________________9. “I am incredibly happy because we are given such
blessings from Bathala.”
___________________10. “I am really mad because you abused my kindness!”

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 Wow, you’re doing good! Are you ready
for the last activity? You can do it!

Work on this!

Direction: Think about a time when you had to assert yourself. How did it feel,
and what was the outcome?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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Congratulations! You have made it through all of
the activities! I’m proud of you!

I couldn’t have done all of it without

your help. Thank you!

Keep on practicing and learning.

See you on our next lesson!

Goodbye for now!

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