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techfactors Inc.
The EnglishTek K-12 Series offers a holistic and fun approach to learning English. EnglishTek is
founded on the Communicative Language Teaching (CLT) approach to develop language
competencies. EnglishTek offers a blended learning program through the best practices in
language education inside the classroom combined with e-learning technologies in order to
make learning engaging and relevant for students. With EnglishTek, students become effective
communicators who can understand and produce meaningful discourse, all the while enjoying
rich and vibrant learning experiences.
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1
KS E R I E S
9
VOLUME 1
British and American
Literature
VOLUME 1
Series Coordinators
EnglishTek 9
9 789710 550944
B.EG9.1.14.1
ISBN 978-971-0550-94-4
Frances Paula L, Ibanez, M.A.
Alexander C. Maximo, M.A.
Authors
Anne Millaine T. Ambayec
Eunice V. Rivera
Ma. Regina B. Penarroyo
9
British and American
Literature
Vol. 1
Anne Millaine T. Ambayec
Eunice V. Rivera
Ma. Regina B. Peñarroyo
Series Coordinators
Alexander C. Maximo, M.A.
Frances Paula L. Ibañez, M.A.
First Edition
ET9-Vol. 1-Front Matter.indd 1
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TechFactors Inc.
Trademark of TechFactors Inc.
Philippine Copyright 2014 by TechFactors Inc.
All rights reserved. No part of this courseware may be reproduced or copied in any form, in whole, or in part, without written
consent of the copyright owner.
First edition, 2014
ISBN 978-971-0550-94-4
Published by TechFactors Inc.
Printed in the Philippines
Authors Anne Millaine T. Ambayec, Eunice V. Rivera, and Ma. Regina B. Peñarroyo
Series Coordinators Alexander C. Maximo, M.A. and Frances Paula L. Ibañez, M.A.
Creative Writer Angela Paula M. Temblor and Zenia P. Lazaro
Content and Editorial Cristina G. Saulo, Ma. Regina B. Peñarroyo, Eris Heidi L. Ramos,
and Jean Marie M. Romualdez
Creatives Julius Caesar G. Barredo, Darylle R. Cajucom, Regina M. Zapata, and Samboy M. Dela Torre
Illustration Julius Caesar G. Barredo and Darylle R. Cajucom
Systems Kim A. Benebese, Mark B. Abliter, Allan Nicole C. Celestino, Kenneth T. Salazar, Robie Marc R. Peralta,
Kadmiel D.G. Ramos, and Raymond P. Baguio
Exclusively distributed by TechFactors Inc.
101 V. Luna Road Extension
Sikatuna Village, Quezon City
1101 Philippines
Telephone number: (632) 929 8094
Email address: [email protected]
Website: www.techfactorsinc.com
The materials reprinted in this book, both literary materials and images, are obtained from open domain sources. The
copyrights of the literary materials have already expired, and thus are free from copyright in their respective countries and in
the Philippines.
Any lapse or oversight is unintentional and will be corrected in the next editions.
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FOREWORD
Filipino students face challenges in learning the English language. More than ever, changes in learning environment now
affect how we approach language education. Teaching approaches and methods have to fit 21st century learners.
The EnglishTek K to 12 series is TechFactors’ innovation in English learning. Based on the principles of Communicative
Language Teaching (CLT) and Blended Learning, EnglishTek incorporates current practices in language learning and
educational technology. Aside from developing communicative competence in students, EnglishTek meets the competency
standards of the Department of Education K-12 curricula and also focuses on honing vital 21st century skills, giving
graduates a competitive advantage.
Lessons in the EnglishTek 7 to 10 volumes are literature-based. They follow the Directed Reading Approach (DRA)
which provides students with various activities before, during, and after reading. These activities include schema activation,
vocabulary enrichment, comprehension exercises, and real-life application of values. Graphic organizers are also provided in
the book to help learners map their ideas and improve their learning strategies and information processing. These engaging
activities are all designed to target communication skills. They also create occasions for the students to hear and use the target
language.
Moreover, EnglishTek provides holistic learning by highlighting the Reading-Writing connection. Each reading selection
is followed by a literary analysis, as well as a discussion of a related grammatical point. The grammar lessons are then
connected to a writing lesson. This ensures that the learning of the students is applied. In these writing lessons, EnglishTek
provides students with support through model paragraphs and guided practice.
Most of all, learning is made relevant by situating learners in context and by using situations, examples, and texts that can
be found in the real world. Through authentic materials that reflect Filipino values, learners can develop connections between
their classroom learning and their life experiences.
We hope that, with this series, students become effective communicators in English and simultaneously enjoy the learning
process. By building these critical foundations of communication, we hope to produce effective communicators that think
critically and can create meaningful discourse.
TechFactors Inc.
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ABOUT THE AUTHORS
Anne Millaine Ambayec
Anne Millaine Ambayec holds a Master of Arts degree in Language and Literature from De La Salle University and a
Bachelor of Arts degree in Mass Communication minor in Broadcast Journalism from St. Scholastica’s College-Manila. She
was an assistant professor of Literature and Social Sciences at Mapua Institute of Technology. She is currently working as a
training officer and materials development specialist for a private financial institution.
Eunice Rivera
Eunice Rivera graduated from the University of the Philippines Diliman with a Bachelor of Arts in English Studies,
major in Anglo-American Literature. She is currently pursuing her Master of Arts degree in Reading Education at the same
university. She is also a LET passer. At present, she is an English teacher and a co-adviser of the Speech Arts Society at
Benigno “Ninoy” S. Aquino High School. She used to work as a copyeditor for local publishing houses and as a freelance web
content writer.
Ma. Regina B. Peñarroyo
Regina graduated from the University of the Philippines Diliman with a Bachelor of Arts in English Studies, major
in Language. For her research work, she studied children’s literacy, specifically, the effects of schema on the reading
comprehension and writing skills of young students. She is currently pursuing her Master of Arts degree in Educational
Technology at the same university. She is also working as Content Developer at TechFactors.
ABOUT THE SERIES COORDINATORS
Alexander C. Maximo, M.A.
Alex holds a Master of Arts degree and a Bachelor of Arts degree, magna cum laude in English Studies: Language, from
the University of the Philippines Diliman. He teaches with the Department of English and Comparative Literature of
UP Diliman where he has handled English courses in the undergraduate and graduate level. His research interests include
critical discourse analysis, corpus linguistics, organizational communication, and computer-mediated communication. With
technology as another passion, he is currently exploring the use of e-learning to develop language skills. He has co-authored
books on office productivity, multimedia, and business writing. He also currently serves as project manager for TechFactors.
Frances Paula L. Ibañez, M.A.
Frances graduated from the University of the Philippines Diliman with a Bachelor of Arts degree in Communication,
major in Journalism. She also earned her Master’s degree in Education, major in Language Education, from the same
institution. She worked as a technical writer in several computer firms for eight years, developing user guides and tutorials
on different software. She taught part-time in a preschool, where she handled the Nursery class, and in an English language
center, where she taught language teaching methodology. She heads the Content Group in TechFactors.
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TABLE OF CONTENTS
Unit 1: Reflecting on Oneself
Lesson 1: Interests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Books vs. Cigarettes by George Orwell
Recognizing Author’s Purpose
Four Functions of Sentences
Cause and Effect
Lesson 2: Fortitude . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
15
A Day’s Wait by Ernest Hemingway
Recognizing Themes in Literature
Shifts in Sentences
When to Use Cause-and-Effect Development
Lesson 3: Achievements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
29
Luck by Mark Twain
Identifying Similes
Subject-Verb Agreement (Part 1)
How to Organize Cause-and-Effect Essay
Lesson 4: Decisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
The Lady, or the Tiger? by Frank Stockton
Understanding Idioms
Subject-Verb Agreement (Part 2)
Cohesive Devices
Lesson 5: Selflessness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
The Gift of the Magi by O. Henry
Identifying Allusions
Capitalization
Words that Signal Cause-and-Effect Relationship
Lesson 6: Deference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
68
The Last Leaf by Oliver Wendell Holmes
Interpreting Metaphors
End Marks
Strategies in Writing Effective Sentences
Lesson 7: Integrity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Thank You, M’am by Langston Hughes
Responding to Characters
Abbreviations
Key Points in Writing a Cause-and-Effect Essay
Lesson 8: Greatness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
It’s Not Talent; It’s Just Work by Annie Dillard
Words with Multiple Meanings
Affixes
Proofreading Strategies
Lesson 9: Maturity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Fifteen by William Stafford
Drawing Conclusions
Sentence Meaning
Proofreading Symbols
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Unit 2: Strengthening Relationships
Lesson 1: Friendship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
The Decay of Friendship by Samuel Johnson
Using Context Clues
Degrees of Comparison
Comparison and Contrast
Lesson 2: Passion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
An Appointment with Love by Sulamith Ish-Kishor
Recognizing Hyperbole
Objects and Complements
Comparison and Contrast ­– General Guidelines
Lesson 3: Counsel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
If by Rudyard Kipling
Inferring the Speaker’s Attitude
The Five Basic Sentence Patterns
When to Use Comparison and Contrast
Lesson 4: Admiration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Sonnet 43 by E.B. Browning & Sonnet 18 by W. Shakespeare
Connecting to the Writer’s Experiences
Sentence Patterns for Inverted Sentences and Questions
How to Organize a Comparison and Contrast Essay
Lesson 5: Empathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Scarlet Ibis by James Hurst
Foreshadowing
Misplaced Modifiers
Graphic Organizers for Comparison and Contrast
Lesson 6: Morality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
The Possibility of Evil by Shirley Jackson
Making Inferences about Characters
Dangling Modifiers
Words that Signal Comparison and Contrast
Lesson 7: Forgiveness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
The Cask of Amontillado by Edgar Allan Poe
Paraphrasing
Correcting Common Errors in the Use of Modifiers
How to Write an Effective Comparison and Contrast Essay
Lesson 8: Inspirations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
The Teacher Who Changed My Life by Nicholas Gage
How Purpose Affects Writing
Use of Commas in Sentences
Peer Editing – Definition and Steps
Lesson 9: Humanity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
Aha Moment by Julia Alvarez
Recognizing Contrast Clues
Uses of Quotation Marks and Parentheses
Peer Editing Guidelines
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UNIT 1: Reflecting On Oneself
Lesson 1: Interests
Lesson 2: Fortitude
Lesson 3: Achievements
Lesson 4: Decisions
Lesson 5: Selflessness
Lesson 6: Deference
Lesson 7: Integrity
Lesson 8: Greatness
Lesson 9: Maturity
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Lesson 1: Interests
Before Reading
Lesson Objectives
Important Words
• To instill the importance of
reading as a recreation
Fill in the missing letters of each word. Use the given meaning as clues.
Afterward, use each word in a sentence based on how it was defined.
• To develop interest and
passion for reading
Word
Meaning
r_ck_n
to establish by
calculation
d_ f _c _ d
vandalized; to
spoil an object’s
appearance
_ddm_nts
items that are
usually leftovers
_nfl_t_d
excessively high
c_mpl_m_nt_ry
given or supplied
for free usually out
of courtesy
r_cr_ _t _ _n
activity done for
enjoyment during
one’s spare time
p__s_nt
a person from low
social class
c_ns_m_pt__n
act of using
Your Sentence
• To identify the argument of
an essay and to realize the
importance of evidences to
make a strong argument
• To interview a professional
in a particular field
• To use critical thinking
when formulating questions
for an interview
• To learn and appreciate the
use of multimedia in creating
a campaign
• To understand the use of
contrast in an essay
• To determine and
understand the four sentence
functions
• To identify the causes and
effects of different scenarios
and to understand the
relationship between the
cause and the effect
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Knowledge Activation
Reading is probably one of the oldest recreations in the world. However, due to the advent of instant information
technology, it can be said that reading is also one of the most neglected activities. Is reading one of your interests? Watch
the video your teacher will play. This video highlights the importance of reading in the 21st century. Before watching, do
the first activity below. Accomplish the next two activities after watching the video.
Activity 1
Below is a checklist of stories that are popular among children and young adults. Check the number if you have read
the story. Share your list with a small group. Talk about similarities and differences in your answers.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
A Wrinkle in Time
Alice in Wonderland
Ang Kamatis ni Peles
Ang Pambihirang Buhok ni Raquel
Ang Unang Baboy Sa Langit
Anne of Green Gables
Black Beauty
Chenilyn! Chenilyn!
Christmas Carol
Chronicles of Narnia
Coraline
Diary of a Young Girl
Filemon Mamon
Holes
Ibong Adarna
Inkheart
Juan Tamad
Little Women
Mahiyaing Manok
Mariang Alimango
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
Matilda
Number the Stars
Pagong at Matsing
Peter Pan
Roll of Thunder, Hear My Cry
Sandosenang Sapatos
Serendipity
Si Langgam at Si Tipaklong
Pilandok Series
Si Pilong Patago-tago
The Bridge to Terabithia
The Giver
The Little Prince
The Lorax
The Secret Garden
The Wonderful Wizard of Oz
Tiktaktok at Pikpakbum
Tom Sawyer
Tuwing Sabado
Walk Two Moons
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Activity 2
The Reading Bill of Rights claims that “the ability to read is the door opener of young people to the 21st century.” Do
you agree with this claim? Why or why not? If you are to create the same Bill for the Philippines, what points would you
include in your own version of the Reading Bill of Rights?
Activity 3
Work with a partner and list down some of the reasons mentioned in the video about the importance of reading in
a young person’s life. Afterward, create a “promise to read” note to always remind yourself of why you should immerse
yourself in reading. When you are done, place your notes on your notebook, book, or diary so you will always be reminded
of the importance of reading in your life.
Oral Interaction
What are some of the activities that you enjoy? Would you consider reading a good book in your idle time? Share
your answers with a group. After the sharing activity, read the essay about books as one of the most inexpensive forms of
recreation and find out why the author thinks people should spend more time and money in books than in other things.
Literary Selection
Books vs. Cigarettes
by George Orwell
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A couple of years ago a friend of mine, a newspaper editor, was firewatching with some
factory workers. They fell to talking about his newspaper, which most of them read and
approved of, but when he asked them what they thought of the literary section, the answer
he got was: “You don’t suppose we read that stuff, do you? Why, half the time you’re
talking about books that cost twelve and sixpence! Chaps1 like us couldn’t spend twelve
and sixpence on a book.” These, he said, were men who thought nothing of spending
several pounds on a day trip to Blackpool.2
1. chaps – in old English,
refers to men; shortcut for
chapsmen
2. Blackpool – a town in
England popular for its
beach
This idea that the buying, or even the reading, of books is an expensive hobby and
beyond the reach of the average person is so widespread that it deserves some detailed
examination. Exactly what reading costs, reckoned in terms of pence per hour, is difficult
to estimate, but I have made a start by inventorying my own books and adding up their
total price. After allowing for various other expenses, I can make a fairly good guess at my
expenditure over the last fifteen years.
The books that I have counted and priced are the ones I have here, in my flat. I have
about an equal number stored in another place, so that I shall double the final figure in
order to arrive at the complete amount. I have not counted oddments such as proof copies,
defaced volumes, cheap paper-covered editions, pamphlets, or magazines, unless bound up
into book form. Nor have I counted the kind of junky books-old school text-books and
so forth—that accumulate in the bottoms of cupboards. I have counted only those books
which I have acquired voluntarily, or else would have acquired voluntarily, and which I
intend to keep. In this category I find that I have 442 books, acquired in the following
ways:
Bought (mostly secondhand)
251
Given to me or bought with book tokens
33
Review copies and complimentary copies
143
Borrowed and not returned
Temporarily on loan
Total
10
5
442
Now as to the method of pricing. Those books that I have bought I have listed at their
full price, as closely as I can determine it. I have also listed at their full price the books
that have been given to me, and those that I have temporarily borrowed, or borrowed and
kept. This is because book-giving, book-borrowing, and bookstealing more or less even
out. I possess books that do not strictly speaking belong to me, but many other people also
have books of mine: so that the books I have not paid for can be taken as balancing others
which I have paid for but no longer possess. On the other hand I have listed the review
and complimentary copies at half-price. That is about what I would have paid for them
secondhand, and they are mostly books that I would only have bought secondhand, if at
all. For the prices I have sometimes had to rely on guesswork, but my figures will not be
far out. The costs3 were as follows:
3. costs – in Orwell’s time
one pound (£) was equal
to 20 shillings (s.) and one
shilling was equal to 12
pence (d.) (from http://
orwell.ru/library/articles/
cigar/english/e_cigar,
accessed October 18,
2012)
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4. periodicals – publications
issued at regular intervals
(e.g. magazines, journals)
5. Penguin – a publishing
company that published
some of Orwell’s works
£
s.
d.
Bought
36
9
0
Gifts
10
10
0
Review copies, etc
25
11
9
Borrowed and not returned
4
16
9
On loan
3
10
0
Shelves
2
0
0
Total
82
17
6
Adding the other batch of books that I have elsewhere, it seems that I possess
altogether nearly 900 books, at a cost of £165 15s. This is the accumulation of about
fifteen years—actually more, since some of these books date from my childhood: but call
it fifteen years. This works out at £11 1s a year, but there are other charges that must be
added in order to estimate my full reading expenses. The biggest will be for newspapers
and periodicals,4 and for this I think £8 a year would be a reasonable figure. Eight pounds
a year covers the cost of two daily papers, one evening paper, two Sunday papers, one
weekly review, and one or two monthly magazines. This brings the figure up to £19 1s, but
to arrive at the grand total one has to make a guess. Obviously one often spends money on
books without afterwards having anything to show for it. There are library subscriptions,
and there are also the books, chiefly Penguins5 and other cheap editions, which one buys
and then loses or throws away. However, on the basis of my other figures, it looks as
though £6 a year would be quite enough to add for expenditure of this kind. So my total
reading expenses over the past fifteen years have been in the neighbourhood of £25 a year.
Twenty-five pounds a year sounds quite a lot until you begin to measure it against
other kinds of expenditure. It is nearly 9s 9d a week, and at present 9s 9d is the equivalent
of about 83 cigarettes (Players): even before the war it would have bought you less than
200 cigarettes. With prices as they now are, I am spending far more on tobacco than I do
on books. I smoke six ounces a week, at half-a-crown an ounce, making nearly £40 a year.
Even before the war when the same tobacco cost 8d an ounce, I was spending over £10 a
year on it: and if I also averaged a pint of beer a day, at sixpence, these two items together
will have cost me close on £20 a year.
6. Woodbines – a brand of
cigarette made in England
This was probably not much above the national average. In 1938 the people of this
country spent nearly £10 per head per annum on alcohol and tobacco: however, 20 percent
of the population were children under fifteen and another 40 percent were women, so
that the average smoker and drinker must have been spending much more than £10. In
1944, the annual expenditure per head on these items was no less than £23. Allow for the
women and children as before, and £40 is a reasonable individual figure. Forty pounds a
year would just about pay for a packet of Woodbines6 every day and half a pint of mild
six days a week—not a magnificent allowance. Of course, all prices are now inflated,
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including the price of books: still, it looks as though the cost of reading, even if you buy
books instead of borrowing them and take in a fairly large number of periodicals, does not
amount to more than the combined cost of smoking and drinking.
It is difficult to establish any relationship between the price of books and the value
one gets out of them. “Books” includes novels, poetry, text books, works of reference,
sociological treatises, and much else, and length and price do not correspond to one
another, especially if one habitually buys books secondhand. You may spend ten shillings
on a poem of 500 lines, and you may spend sixpence on a dictionary which you consult at
odd moments over a period of twenty years. There are books that one reads over and over
again, books that become part of the furniture of one’s mind and alter one’s whole attitude
to life, books that one dips into but never reads through, books that one reads at a single
sitting and forgets a week later: and the cost, in terms of money, may be the same in each
case. But if one regards reading simply as a recreation, like going to the pictures,7 then it
is possible to make a rough estimate of what it costs. If you read nothing but novels and
“light” literature, and bought every book that you read, you would be spending—allowing
eight shillings as the price of a book, and four hours as the time spent in reading it—two
shillings an hour. This is about what it costs to sit in one of the more expensive seats in
the cinema. If you concentrated on more serious books, and still bought everything that
you read, your expenses would be about the same. The books would cost more but they
would take longer to read. In either case you would still possess the books after you had
read them, and they would be saleable at about a third of their purchase price. If you
bought only secondhand books, your reading expenses would, of course, be much less:
perhaps sixpence an hour would be a fair estimate. And on the other hand if you don’t buy
books, but merely borrow them from the lending library, reading costs you round about a
halfpenny an hour: if you borrow them from the public library, it costs you next door to
nothing.
7. pictures - movies
I have said enough to show that reading is one of the cheaper recreations: after
listening to the radio probably THE cheapest. Meanwhile, what is the actual amount
that the British public spends on books? I cannot discover any figures, though no doubt
they exist. But I do know that before the war this country was publishing annually about
15,000 books, which included reprints and school books. If as many as 10,000 copies of
each book were sold—and even allowing for the school books, this is probably a high
estimate——the average person was only buying, directly or indirectly, about three books a
year. These three books taken together might cost £1, or probably less.
These figures are guesswork, and I should be interested if someone would correct them
for me. But if my estimate is anywhere near right, it is not a proud record for a country
which is nearly 100 percent literate and where the ordinary man spends more on cigarettes
than an Indian peasant has for his whole livelihood. And if our book consumption
remains as low as it has been, at least let us admit that it is because reading is a less
exciting pastime than going to the dogs, the pictures, or the pub, and not because books,
whether bought or borrowed, are too expensive.
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Understanding Literature
Comprehension Questions
1.
2.
3.
4.
5.
6.
7.
8.
What was the factory workers’ reaction when asked what they thought about the literary section of the newspaper?
What idea did the author say was so widespread?
To what other kinds of expenditure was the expense of books compared?
How did the author identify the prices of his books?
Why did the author say that it is difficult to establish any relationship between the price of books and its value?
How did the author argue in favor of books? Provide specific instances from the essay to support your answer.
Is the author’s argument well-founded? Why do you say so?
Do you agree with the author’s argument that reading is the cheapest recreation next to listening to the radio?
Why or why not?
9. After reading the essay, would you consider reading as one of your to-do activities during your spare time? Why or
why not?
10. What do you think is the author’s purpose in writing this essay?
Literary Analysis
All essays have a purpose. Along with this purpose is the writer’s point of view or position
about the subject. This specific position, together with all the statements that support it, is
called the argument of the essay. An argument is a style by which the writer uses reasons to
win his readers’ support for his proposition.
An argument is usually made up of two kinds of statements: the claim and the evidence.
The claim is the statement that the author wants the readers to believe, accept, value, or do. The
evidence are reasons or statements that support the author’s claim.
To help you identify and understand the argument of an essay, you can do the following:
• identify the author’s position about the subject;
• identify the proofs, pieces of evidence, and reasons the author provides to support the position or claim.
Activity
A. What is George Orwell’s claim in his essay “Books vs. Cigarettes”? In which part of the essay is this claim stated?
B. What evidence or reasons did Orwell provide to support his claim?
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Responding to Literature
Oral Communication
How much does it cost to read? In the essay “Books vs. Cigarettes,” George Orwell argues that reading is the cheapest
form of recreation. Conduct an interview with one of your librarians in school and find out how much it costs to
maintain a well-stocked library. Some of the questions that you can ask are:
• How many books does the library house?
• On average, how many readers visit the library in a day?
• What are the most expensive and cheapest books in the library?
Report your findings to the class.
Research and Writing
Aside from reading, there are many other activities that are advantageous. Hiking, for
example, is a very common recreational activity in America and Canada. This activity has
been proven to have positive effects on one’s muscular and cardio-respiratory health.
Research on the different recreational activities that are enjoyed by people around the
globe. Which of these activities is the most popular? Which one is the least preferred?
Then, conduct a survey within your school and find out which of these activities teenagers
like you are truly interested in. Create bar graphs to illustrate your findings. Compare and
contrast your findings in class.
Skills Development:
Recognizing author’s purpose
The reasons for writing are varied. Some write to inform; others write to explain or persuade. The reason why authors
write something is called the author’s purpose. Recognizing the author’s purpose for writing allows us to examine the text deeper. We begin to see that every word
the writer wrote has been chosen deliberately. We also become aware that, in order to further his or her purpose, the
writer uses strategies or techniques to convince the reader the advantages of one point of view compared to another.
A. In his essay “Books vs. Cigarettes,” George Orwell compared and contrasted books to other forms of recreation.
Why do you think he did this?
B. George Orwell used a detailed table to catalogue his books purchase. As a reader, how did this organized
presentation of data affect your view of the article?
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Grammar Review:
Four Functions of Sentences
Sentences have different functions. Some sentences explain; some sentences command. Even the way we ask a
stranger for directions is different from the way we tell a secret to a friend. In short, our purpose for communication
determines the kind of sentences we use every day.
There are four kinds of sentences according to function: declarative, interrogative, imperative, and exclamatory. Our
ability to choose the appropriate kinds of sentences to suit our purposes facilitates clear communication.
A declarative sentence (also called indicative) states an idea and is used to make a statement. Declarative sentences
end with a period.
The books that I have counted and priced are the ones I have here, in my flat.
The school will be closed for the holidays.
An interrogative sentence asks a question and ends with a question mark. There are three kinds of interrogatives: YesNo questions, WH questions, and tag questions.
• Yes or No questions are asked using the helping verbs be (is, are, am, was, were), do (does, did, do), and have (has,
had, have).
Are you fond of reading books?
Did you like the story?
• WH-questions may start with any interrogative pronoun (who, what, when, where, why). The answer to this kind
of interrogative is never a yes or a no.
What is the actual amount that the British public spends on books?
• Tag questions are made up of a declarative and then followed by a yes or no question. Note that if the verb in the
declarative is positive, the tag is negative. If the verb in the declarative is negative, the tag is positive.
You don’t suppose we read that stuff, do you?
It was a productive day, wasn’t it?
An imperative sentence gives a command, order, or direction. Imperative sentences end with a period or an
exclamation mark when it conveys force or emotion.
Good luck!
Please call me.
Watch out!
Eat your vegetables.
Note that most imperative sentences have an implied “you” as the subject.
An exclamatory sentence expresses strong emotion and ends with an
exclamation mark. Exclamatory sentences often start with an interjection.
Fantastic!
Aha, I caught you!
Isn’t that marvelous!
The battle has begun!
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The last two examples are interrogative and declarative sentences respectively. Note that they can be classified as
exclamatory sentences when their primary purpose is to convey strong emotion.
Grammar Workout
A. Identify each sentence as declarative, interrogative, imperative, or exclamatory. Then, put the proper end
punctuation marks.
declarative More people should read more books.
_______________1. There is something peculiar about Martha
_______________2. For a girl of thirteen, she is pretty quiet and likes to keep to herself
_______________3. Our classmate talks about her behind her back, saying negative things about her behavior
_______________4. “She is smart, yes, but isn’t she a bit loopy”
_______________5. At one point, I got so fed up with our classmates’ gossiping that I raised my voice and
shouted at them
_______________6. Please stop talking about her like that
_______________7. Lo and behold
_______________8. Our classmates felt so guilty
_______________9. Martha thanked me after class that day
_______________10.The next day, she brought a copy of her favorite book and shared the story with me
_______________11.Apparently, she likes books more than she likes talking to people
_______________12.Books are good company, she said, but it’s so much nicer to have someone share my passion
for reading
_______________13.She is very much like me
_______________14.From then on we started swapping books and discussing fantastic make-believe worlds
_______________15.Everything turned out well, didn’t it
B. Using the underlined topic, write the given sentence function indicated before the number.
Books
Interrogative
1. ____________________________________________________________________________________
Imperative
2. ____________________________________________________________________________________
Literature
Declarative
3. ____________________________________________________________________________________
Exclamatory
4. ____________________________________________________________________________________
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Music
Declarative
5. ____________________________________________________________________________________
Interrogative
6. ____________________________________________________________________________________
Video Games
Exclamatory
7. ____________________________________________________________________________________
Imperative
8. ____________________________________________________________________________________
Movies
Interrogative
9. ____________________________________________________________________________________
Declarative
10. ____________________________________________________________________________________
Collaborative Task
Form a group with four members. Each member of the team should take a turn
telling the group about a time when he or she had a very bad day. Make sure to tell your
group members why that particular day was bad and what happened during that entire
day. Afterward, the group should pick which story to share to the class.
Writing Topic:
Cause and Effect
When you were identifying the reason why your classmates experienced bad days, you were actually looking for the
cause of an event. A cause is what makes something happen. To find the cause, ask yourself: Why did something happen?
On the other hand, an effect is what happens because of the cause. To identify the effect of a cause, ask yourself: What
happened afterwards? Chronologically speaking, the cause always happens before the effect. It is important to take note of
this, because some sentences state the effect before the cause.
Let us take a look at the following example:
There was an ongoing road construction along EDSA, so I was late for school again. My teacher told me that I was
to get detention because I had already incurred five instances of tardiness. He said that if I arrived late for class one more
time, he would have to invite my parents for a talk.
If we break this paragraph down and separate the cause from the effect, we will have something that looks like this:
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Cause
Effect
There was an ongoing road construction along EDSA,
so I was late for school again.
I had already incurred five instances of tardiness
I was to get detention.
If I arrived late for class one more time
he would have to invite my parents for a talk.
In reading and writing cause and effect essays, we must be aware of false causality, or the attribution of an effect to a
false cause.
To determine the real cause of something, first list down all the things which you think are causes. Then, for each
item on the list, imagine whether or not the effect would still have happened had the ‘cause’ been absent. Ask yourself,
“Without this, will that still have happened?” If you answer “Yes”, then the “cause” is a false one.
In “Books and Cigarettes”, George Orwell presents both false and real causes of why people don’t buy books. By
comparing and contrasting these false and real causes, Orwell highlights how trifle people’s excuses are against the
underlying true cause.
Guided Reading
Below is an example of a cause-and-effect paragraph that may help you in your writing activity. As you read, think of
what the author’s purpose may be, and how cause-and-effect helps the author achieve it.
Everyone has a hobby. It can be as extreme as skydiving or as obscure
as noodling. On the one hand, there are those people who turn their
passion into business and make it big. The late Steve Jobs, co-founder
and former CEO of Apple Inc., is an example of this. On the
other hand, there are people who get so addicted to a
hobby that they end up jeopardizing their lives.
The American Psychiatric Association set
seven criteria for the diagnosis of addiction.
One of these decisive factors states that
something is considered an addiction if it stops or reduces a
person’s important social, occupational, or recreational activities. In
other words, a person addicted to something starts to lose something vital:
sleep, money, or relationships. In worst cases, a person may even lose his or her life.
In February 2012, a man named Chen Rong-yu was found dead in a computer shop
after playing League of Legends for 23 hours straight. In July that same year, an 18-year
old boy identified only as Chuang, died after 40 hours of continuously playing Diablo III.
The author cites examples
of two extreme cases.
What is the author trying
to do here?
What do you think is the
author’s purpose?
How does cause and effect
help further the author’s
purpose?
These examples only show that something special—like a hobby—can corrupt
someone when it is done in excess.
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Individual Activity
A. Determine if the given statements are causes or effects. Write your answer on the blank before each number. Then,
write an appropriate phrase to complete each sentence.
______________1. When typhoon Sendong made a landfall, ________________________________________.
______________2. ___________________________ many people are deleting their social networking accounts.
______________3. My father had to work overseas ________________________________________________.
______________4. Since no one signed up for the talent show _______________________________________.
______________5. __________________________________ because our entire barangay experienced blackout.
B. Think of scenarios that have cause-and-effect relationships. Write a cause on the line of each arrow. Write its effect
on the target.
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ET9-Vol2-Cover.pdf
1
3/13/2015
4:06:11 PM
techfactors Inc.
The EnglishTek K-12 Series offers a holistic and fun approach to learning English. EnglishTek is
founded on the Communicative Language Teaching (CLT) approach to develop language
competencies. EnglishTek offers a blended learning program through the best practices in
language education inside the classroom combined with e-learning technologies in order to
make learning engaging and relevant for students. With EnglishTek, students become effective
communicators who can understand and produce meaningful discourse, all the while enjoying
rich and vibrant learning experiences.
2
1
KS E R I E S
9
VOLUME 2
British and American
Literature
VOLUME 2
Series Coordinators
EnglishTek 9
9 789710 550999
B.EG9.1.14.1
ISBN 978-971-0550-99-9
Frances Paula L, Ibanez, M.A.
Alexander C. Maximo, M.A.
Authors
Anne Millaine T. Ambayec
Eunice V. Rivera
Ma. Regina B. Penarroyo
9
British and American
Literature
Vol. 2
Anne Millaine T. Ambayec
Eunice V. Rivera
Ma. Regina B. Peñarroyo
Series Coordinators
Alexander C. Maximo, M.A.
Frances Paula L. Ibañez, M.A.
First Edition
ET9-Vol. 2-Front Matter.indd 1
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TechFactors Inc.
Trademark of TechFactors Inc.
Philippine Copyright 2014 by TechFactors Inc.
All rights reserved. No part of this courseware may be reproduced or copied in any form, in whole, or in part, without written
consent of the copyright owner.
First edition, 2014
ISBN 978-971-0550-99-9
Published by TechFactors Inc.
Printed in the Philippines
Authors Anne Millaine T. Ambayec, Eunice V. Rivera, and Ma. Regina B. Peñarroyo
Series Coordinators Alexander C. Maximo, M.A. and Frances Paula L. Ibañez, M.A.
Creative Writer Angela Paula M. Temblor and Zenia P. Lazaro
Content and Editorial Cristina G. Saulo, Ma. Regina B. Peñarroyo, Eris Heidi L. Ramos,
and Jean Marie M. Romualdez
Creatives Julius Caesar G. Barredo, Darylle R. Cajucom, Regina M. Zapata, and Samboy M. Dela Torre
Illustration Julius Caesar G. Barredo and Darylle R. Cajucom
Systems Kim A. Benebese, Mark B. Abliter, Allan Nicole C. Celestino, Kenneth T. Salazar, Robie Marc R. Peralta,
Kadmiel D.G. Ramos, and Raymond P. Baguio
Exclusively distributed by TechFactors Inc.
101 V. Luna Road Extension
Sikatuna Village, Quezon City
1101 Philippines
Telephone number: (632) 929 8094
Email address: [email protected]
Website: www.techfactorsinc.com
The materials reprinted in this book, both literary materials and images, are obtained from open domain sources. The
copyrights of the literary materials have already expired, and thus are free from copyright in their respective countries and in
the Philippines.
Any lapse or oversight is unintentional and will be corrected in the next editions.
ET9-Vol. 2-Front Matter.indd 2
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FOREWORD
Filipino students face challenges in learning the English language. More than ever, changes in learning environment now
affect how we approach language education. Teaching approaches and methods have to fit 21st century learners.
The EnglishTek K to 12 series is TechFactors’ innovation in English learning. Based on the principles of Communicative
Language Teaching (CLT) and Blended Learning, EnglishTek incorporates current practices in language learning and
educational technology. Aside from developing communicative competence in students, EnglishTek meets the competency
standards of the Department of Education K-12 curricula and also focuses on honing vital 21st century skills, giving
graduates a competitive advantage.
Lessons in the EnglishTek 7 to 10 volumes are literature-based. They follow the Directed Reading Approach (DRA)
which provides students with various activities before, during, and after reading. These activities include schema activation,
vocabulary enrichment, comprehension exercises, and real-life application of values. Graphic organizers are also provided in
the book to help learners map their ideas and improve their learning strategies and information processing. These engaging
activities are all designed to target communication skills. They also create occasions for the students to hear and use the target
language.
Moreover, EnglishTek provides holistic learning by highlighting the Reading-Writing connection. Each reading selection
is followed by a literary analysis, as well as a discussion of a related grammatical point. The grammar lessons are then
connected to a writing lesson. This ensures that the learning of the students is applied. In these writing lessons, EnglishTek
provides students with support through model paragraphs and guided practice.
Most of all, learning is made relevant by situating learners in context and by using situations, examples, and texts that can
be found in the real world. Through authentic materials that reflect Filipino values, learners can develop connections between
their classroom learning and their life experiences.
We hope that, with this series, students become effective communicators in English and simultaneously enjoy the learning
process. By building these critical foundations of communication, we hope to produce effective communicators that think
critically and can create meaningful discourse.
TechFactors Inc.
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ABOUT THE AUTHORS
Anne Millaine Ambayec
Anne Millaine Ambayec holds a Master of Arts degree in Language and Literature from De La Salle University and a
Bachelor of Arts degree in Mass Communication minor in Broadcast Journalism from St. Scholastica’s College-Manila. She
was an assistant professor of Literature and Social Sciences at Mapua Institute of Technology. She is currently working as a
training officer and materials development specialist for a private financial institution.
Eunice Rivera
Eunice Rivera graduated from the University of the Philippines Diliman with a Bachelor of Arts in English Studies,
major in Anglo-American Literature. She is currently pursuing her Master of Arts degree in Reading Education at the same
university. She is also a LET passer. At present, she is an English teacher and a co-adviser of the Speech Arts Society at
Benigno “Ninoy” S. Aquino High School. She used to work as a copyeditor for local publishing houses and as a freelance web
content writer.
Ma. Regina B. Peñarroyo
Regina graduated from the University of the Philippines Diliman with a Bachelor of Arts in English Studies, major
in Language. For her research work, she studied children’s literacy, specifically, the effects of schema on the reading
comprehension and writing skills of young students. She is currently pursuing her Master of Arts degree in Educational
Technology at the same university. She is also working as Content Developer at TechFactors.
ABOUT THE SERIES COORDINATORS
Alexander C. Maximo, M.A.
Alex holds a Master of Arts degree and a Bachelor of Arts degree, magna cum laude in English Studies: Language, from
the University of the Philippines Diliman. He teaches with the Department of English and Comparative Literature of
UP Diliman where he has handled English courses in the undergraduate and graduate level. His research interests include
critical discourse analysis, corpus linguistics, organizational communication, and computer-mediated communication. With
technology as another passion, he is currently exploring the use of e-learning to develop language skills. He has co-authored
books on office productivity, multimedia, and business writing. He also currently serves as project manager for TechFactors.
Frances Paula L. Ibañez, M.A.
Frances graduated from the University of the Philippines Diliman with a Bachelor of Arts degree in Communication,
major in Journalism. She also earned her Master’s degree in Education, major in Language Education, from the same
institution. She worked as a technical writer in several computer firms for eight years, developing user guides and tutorials
on different software. She taught part-time in a preschool, where she handled the Nursery class, and in an English language
center, where she taught language teaching methodology. She heads the Content Group in TechFactors.
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TABLE OF CONTENTS
Unit 3: Overcoming Adversities
Lesson 1: Honor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Sir Gawain and the Green Knight by Cathy S. Mosley
Reading a Web Page
Voice of the Verb
Choosing a Topic for a Persuasive Essay
Lesson 2: Choices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Invictus by William Ernest Henley
Word Roots
Prepositional Phrases
Consider Purpose and Audience
Lesson 3: Determination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Jonathan Livingston Seagull (Part 1) by Richard Bach
Distinguishing Between Facts and Opinions
Gerunds
Developing Reasons and Evidence
Lesson 4: Self-Reliance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Excerpt from “Self Reliance” by Ralph Waldo Emerson
Taking Notes in Outline Form
Participial Phrases
Ordering of Arguments
Lesson 5: Repentance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Parable of the Prodigal Son from KJV Bible
Sequencing and Chronological Order
Infinitive Phrases
Recognizing Fallacies
Lesson 6: Endurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Verses Upon the Burning of Our House by Anne Bradstreet
Paraphrasing
Adjective Clause
Avoiding Gender-Biased Language
Lesson 7: Courage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Courage by Anne Sexton
Using a Dictionary
Adverbial Clause
Using Transition Words and Phrases
Lesson 8: Cooperation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
The Crisis, No. 1 by Thomas Paine
Reading and Interpreting Graphs
Direct and Indirect Speech
Writing a Draft for Your Persuasive Essay
Lesson 9: Ideologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Barbie-Q by Sandra Cisneros
Using Maps for Verification and Interpretation
Semicolon and Colon Rules
Evaluating and Revising Your Persuasive Essay
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Unit 4: Developing Leadership Skills
Lesson 1: Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
I Have a Dream by Dr. Martin Luther King Jr.
Text Organization
Faulty Parallelism
Choosing a Research Topic
Lesson 2: Dilemmas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Lather and Nothing Else by Hernando Tellez
Classifying Information
Faulty Coordination
Different Sources of Information
Lesson 3: Loss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
O Captain! My Captain! by Walt Whitman
Extended Metaphor
Excessive Coordination
Choosing Credible Sources
Lesson 4: Virtues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
13 Virtues from the Autobiography of Benjamin Franklin
Distinguishing Facts from Opinions
Recognizing Double Negatives
Basic Structure of a Research Paper
Lesson 5: Chivalry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
The Beginning from T.H. White’s The Once and Future King
Monitoring Comprehension
Expanding Sentences – Adding Other Elements
Ethics for Primary Research
Lesson 6: Persuasion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Julius Caesar by William Shakespeare
Logos, Pathos, Ethos
Expanding Sentences Using Nominals and Appositives
Unity and Coherence
Lesson 7: Rights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
I Chose to Remain by Rosa Parks with Jim Haskins
Chronological Order
Varying Sentence Beginnings
How to Avoid Plagiarism
Lesson 8: Archetypes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
The Odyssey by Homer
Summarizing Basic Events and Ideas
Combining Sentences
Preparing Note Cards
Lesson 9: Trust . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
The Most Important Day of My Life by Helen Keller
Understanding Abstract-Concrete Words
Dashes, Parentheses, Brackets
Writing Annotations
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UNIT 3: Overcoming Adversities
Lesson 1: Honor
Lesson 2: Choices
Lesson 3: Determination
Lesson 4: Self-Reliance
Lesson 5: Repentance
Lesson 6: Endurance
Lesson 7: Courage
Lesson 8: Cooperation
Lesson 9: Humanity
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Lesson 1: Honor
Before Reading
Lesson Objectives
• To listen attentively for
details
Important Words
Magic Squares
Find the magic number by matching the correct word and definition and
entering the number in the appropriate square on the grid. Hint: When added
across, down, or diagonally, the number always equals the same sum. The first
item has been done for you.
A:
9
B: _____
C: _____
The floor of a
fireplace
An attendant who
carries baggage
Pleasing through
beauty or
perfection
D: _____
E: _____
F: _____
A rounded hill
A withered old
woman
deep wrinkle
G: _____
H: _____
I: _____
to shake or wave
menacingly
to wound slightly
extraordinary
ability
• To define romance and give
examples of this narrative
form
• To talk critically about the
concept of honor
• To use one’s creativity and
technical know-how in
making an RSA Animate
video
• To gather information from
web pages
• To transform sentences in
the active voice to passive
voice
• To deliver persuasive
presentations
• To select a topic for
persuasive writing
The magic number is _______________.
List of Words
3 furrow
9 hearth
15 nick
4 brandish
10 crone
16 exquisite
5 porter
11 prowess
17 mound
Now, use the new words that you learned in sentences.
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Knowledge Activation
The Queen of England dubs men as knights if they have contributed something significant to society. Some examples
of modern knights are Sir James Paul McCartney, an English singer and composer; Sir David Frederick Attenborough, a
British broadcaster and naturalist; and Sir Bill Gates, founder of Microsoft.
King Arthur and his Knights of the Round Table are probably the most famous knights in the world of literature.
The concept of knighthood originated in the Medieval Ages. You will find out more about knights as you listen to your
teacher read to you about medieval knights.
Activity 1
As you listen, complete the sentences below by encircling the correct word.
1. The war horse alone could cost the equivalent of a small (airplane, chicken, pony).
2. In the late Middle Ages, many prospective knights began to pay (military services, shield money, professional fee)
to their lord so that they wouldn’t have to serve in the king’s army.
3. When a boy was eight years old, he was sent to the neighboring castle where he was trained as a (page, cabbage,
salvage).
4. He practiced against a wooden dummy called a (quintain, fountain, curtain).
5. At the age of fifteen or sixteen, a boy became a (squirrel, squire, square) in service to a knight.
6. When he was about (twelve, twenty, twenty-five), a squire could become a knight after proving himself worthy.
7. Knights believed in the code of (heraldry, rivalry, chivalry).
8. They were also expected to not “talk too much.” In other words, they shouldn’t (bow, bully, boast).
9. A suit of (chain, fur, air) mail could have more than 200,000 rings.
10. Knights decorated their shields with their family (enamel, emblem, embroidery) or crest and the family motto.
Oral Interaction
Color the Knight whatever color you think represents you as
a person. Then, face your seatmate and explain to him/her why
you chose that color and what it represents. After sharing your
answers with your partner, tell the class what you have learned
from your partner’s explanation.
Now, read “Sir Gawain and the Green Knight” and find out
what kind of person Sir Gawain is.
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Literary Selection
Sir Gawain and the Green Knight
Retold by Cathy S. Mosley
In a time well past when Camelot was young, King Arthur and his Queen, Guinevere, presided over a New Year’s
feast; a merry feast for the Knights of the Round Table and their ladies. Yet their King, being young and restless, would
not eat until something marvelous happened—something astounding!! And if Arthur would not eat then none in the hall
would touch their food, and so they kept themselves amused with jests and courtly conversation.
However, before the food turned cold the doors to the great hall burst open, and coming in with the icy wind rode a
proud knight. A great man all of green, riding upon a green horse; he lacked armor, and in one carried a sprig of holly,
and in the other he carried a great, green battle axe. “Who presides over this feast?” he bellowed.
King Arthur stood and declared, “I do! If you come in peace you are welcome in this hall ... but if you come for
battle....”
The Green Knight laughed—a sound that rumbled through the hall—and said, “I come in peace. If I came for battle
none of your children would be able to stand against me.”
The King turned red with anger, and there was a shuffling of chairs as the knights stood. “Why do you come?! And
who are you?!” he demanded.
“I am the Green Knight, and I come to offer you a challenge,” the stranger said. He held his battle axe aloft, and
continued, “I offer you the chance to swing this axe and take my head. However, in one year’s time you must bow your
head to me and let me behead you.”
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His emerald gaze swept the assembly and he said, “Who takes my offer?”
And beyond the shuffling of bodies no sound was heard.
Again the Green Knights laughter rumbled through the hall. “Children indeed. And
cowards to boot!”
“I will swing the axe!” King Arthur declared, and he stepped forward to lift the
weapon.
From Queen Guinevere’s side Sir Gawain stood; as handsome and fine a knight as any
would hope to see. He hurried to his King, dropped to his knee, and said, “Your Highness,
please allow me the honor. Your life is too precious to give to this knight.”
Arthur shrugged and handed over the axe. “Make the blow count,” he told Gawain,
and stepped aside.
The young knight rose to his feet and turned to the giant stranger. “Where are you
from, Good Sir?”
The Green Knight looked at the young man approvingly and said, “I will tell you once
you have struck the blow.”
Gawain seemed puzzled, but once the giant had bowed his head the young knight
raised the axe. And swung down—hard!
Nose over crown the head, with its green mane, rolled across the hall, making many
a lord and lady step back from the grizzly1 prize. They scattered even further when the
massive torso2 of the strange knight stood. The Green Knight easily found his head and
tucked it under his arm.
Then the head spoke, “Meet me in a year’s time at the Green Chapel.”
The Green Knight swung to his horse—head and all—and rode from the feasting hall;
leaving Sir Gawain holding the emerald battle axe.
And whatever King Arthur might have felt at such a display he did not show; instead
he said to his Queen, “Do not look downcast, My Lady, such cunning3 plays well become
a Christmas tide.” He started to head back to his throne, but stopped and added to Sir
Gawain, “Hang up the battle axe. It has hewn enough this day.”
1. grizzly - also grisly, causing
horror or fear
2. torso - the main part of
the human body not
including the head, arms,
and legs
3. cunning - getting what
is wanted in a clever and
often deceptive way
Winter swiftly turned to Spring, and Spring with the same speed became Summer,
and with equal swiftness Summer turned to Fall. And Sir Gawain knew that now he
needed to go seek the Green Chapel, since he knew not what direction it lay. So, on All
Souls’ Day he bid his King And Queen, and all the Knights of the Round Table, farewell
and set off on his quest.
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The way was hard, and Gawain met with many adventures, but no one he met along
the way could tell him where the Green Chapel lay. At last, with the snow piling high,
and his horse so tired that it barely could put one hoof before the next, he saw the walls of
the castle through the thick trees of the woods. Sir Gawain dismounted and struggled to
the gate to ask for hospitality.
4. crone - an ugly and cruel
woman
The porter swung the great gates open and let the frozen young knight, and his horse,
into the courtyard. Servants ran to help the Gawain out of his armor, and to take his
steed off to the stable; others ran to alert the lord of the manor. Nor was it long before a
splendidly portioned man, with thick russet hair and beard, came to greet the knight and
escort him to the hall and the hearth. The owner of the castle introduced himself as Lord
Bertilak, and he is delighted when Gawain introduced himself as a Knight of Arthur’s
Round Table. As they approached the fire of the great hearth they met with Lady Bertilak
and an old crone;4 the older woman was as ugly as the lady of the castle was beautiful.
And with all of his knightly grace the young man greeted each lady with great courtesy.
Lord Bertilak invited Sir Gawain to the feast that was to be held that night, and when
the time came the Knight was given the place of highest honor at the table. And once
they had eaten well, and were comfortably engaged in conversation Lord Bertilak asked,
“Why, my friend, do you ride so far into this forest? Few travel this way, and even less in
the winter.”
“I seek the Green Chapel by the New Year,” Sir Gawain answered simply.
“Ah ha!” the Lord laughed, “That is easy enough!! That Chapel is not far from here.”
“You would have my deepest gratitude,” the young knight said, “if you could show me
the way.”
“All in good time,” Bertilak answered. “It is still four days from the New Year. Rest
here and regain your health before following such a rough path into the wilds.” He rose
and added, “Now is time for bed. Tomorrow I go hunting and must rise before the sun.”
“A hunt?” Gawain asked. “May I join you?”
“Nay, nay,” said Lord Bertilak. “Sleep in tomorrow.” He gestured towards his wife, and
added, “And when you rise for food my good Lady can entertain you.” His good humor
reached his eyes, and the Lord said, “But so you do not feel left out I offer you a small
contest.”
“Yes?” the young knight asked.
“Whatever I catch, said the Lord of the castle, I will give to you and whatever you gain
tomorrow you can give to me.”
“Agreed,” said Gawain.
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Long past the time that Lord Bertilak had gone to hunt deer Sir Gawain awakened to
the sound of someone in his room, and a door bolt being shot. He peered from beneath
his covers as the lovely Lady Bertilak came to stand by his bed, and when she did not go
he pretended to be just waking.
The Lady offered him many pleasures, but Sir Gawain being an honorable man refused
all of her advances as graciously as he could. And at last, so as to not insult the lady, he
accepted one kiss from her exquisite5 lips.
5. exquisite - very beautiful
or delicate
That night Lord Bertilak and his men returned with horses piled high with the meat
of the hind, and the Lord of the castle had his share laid at Sir Gawain’s feet. “There,”
Bertilak laughed, “Is what I found this day. And what of you?”
“Only a kiss, My Lord,” Sir Gawain said.
“And where did you gain such a pleasant prize?” the Lord of the castle asked.
The young knight laughed and said, “That, Sir, was not in our bargain.”
“True,” Bertilak said, clapping the knight on the shoulder.
The next day passed much the same, except that Lord Bertilak brought home the head
of a boar, and Sir Gawain had two kisses to exchange.
With the coming of the third day, and the third hunt, Sir Gawain awakened to a gray
day; his sleep had been troubled by dreams of the Green Knight. Nor was he pleased to
see that Lady Bertilak had again come to his room.
Again she pressed her offer, and when he refused just as adamantly6 as she demanded,
“Are you pledged to another Lady?”
6. adamant - not willing to
change an opinion or
decision
“No,” he said, “nor can I be with what awaits me tomorrow.”
“Then,” she said, “let me have a token to remember you by.”
“I have nothing,” Gawain answered, “only my horse and my armor, and those are
needed to take me to the Green Chapel.”
She pulled a ring from her finger and held it out to him. “Then remember me with
this.”
Gawain shook his head and said, “I have nothing of value to give in return.”
Lady Bertilak’s lovely brow furrowed in thought, and finally she pulled from her waist
a green, silk sash. “This,” she said, “is trivial.7 Please take it.”
“I cannot,” the young knight protested.
7. trivial - of little worth or
importance
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“But it has magical properties that will protect you from harm,” she murmured as she
leaned closer.
He fingered the sash and thought of the fate that awaited him the next day. He could
not put his head back on his body like the Green Knight did. “Thank you,” he said, and
did not protest too much when she claimed three kisses from him.
“Promise me, though,” she said as she left, “do not tell my husband of the sash.”
“I shall not,” Gawain promised. And when she had gone he dressed, and went to the
castles chapel to pray and confess.
When evening came, and Lord Bertilak returned with a fox pelt, Sir Gawain hurriedly
offered the three kisses—even before the lord of the castle had said a word about the fox.
On New Year’s Day, Sir Gawain was led by a servant up a cruel, windy trail, and before
they reached its peak the servant begged the young knight to reconsider, telling of all the
horrible stories about the Green Knight’s cruelty. And when the servant offered to lie
that Sir Gawain had gone to the Chapel, so that the young man could flee unharmed, the
knight angrily sent the man back down the trail.
Alone Gawain rode the remainder of the way; until he came to a desolate mound, with
only one opening. Much like a fairy mound. Or maybe it had been a Chapel—sometime
in ancient times? As the knight entered the doorway he heard the terrible, echoing sound
of the grinding of an axe, and he followed the sound into the heart of the mound. There
he found the Green Knight, sitting amongst torches, grinding a new green axe.
“Ah, excellent,” he declared. “You’ve come! Now rid yourself of your cloak and helmet
and let us be at our game!!”
“One blow is your only right,” Sir Gawain growled, laying his head on the waiting
block.
But when the axe was brought down the young man flinched.8
8. flinch - to move suddenly
because you are afraid of
being hit
“What is this?!” the Green Knight declared, “Do you so fear the axe that you would
pull from it? I did not flinch when you struck your blow!”
“I will not flinch or move again,” Sir Gawain said.
The second blow stopped just short of his neck.
“A test,” the Green Knight laughed, “to see if your heart was set.”
“Strike the blow!” Sir Gawain demanded.
“So I shall,” the Green Knight said, and let swing.
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Yet the axe only nicked young Gawain’s neck, and when he saw the trickle of blood upon the dirt he leapt to his feet,
brandishing his sword. “That was your one blow!” he cried, “Now we are done!”
“Indeed we are,” the Green Knight said, leaning calmly upon his axe. “Much worse could have befallen you, but you
proved yourself a worthy knight.”
“Who are you?” the young knight demanded.
“I am Lord Bertilak and with the help of my Lady Wife we tested you. I stayed my hand on the first two blows
because you refused the temptations that Lady Bertilak offered you. And gave you only a nick because you hid the sash
from me, though I could not blame you for wishing to save your own life. But the fact that you came here and laid your
head upon the block is what saved your life. A worthy man.”
Sir Gawain’s cheeks had grown red with shame, and he tore the sash from about his waist. Throwing it to the ground.
“No, no,” Lord Bertilak said, “Take it up and wear it to prove that you faced the Green Knight and lived. And that we
parted friends.”
“Friends ... yes. But I will wear it to remind me not to be too proud in my prowess—that I too am a flawed man,” the
young knight answered while he picked up the sash. When he straightened he asked, “But why this test?”
“The old woman is Morgan le Fay, and half-sister to King Arthur. She is also your aunt,” Lord Bertilak said, “And
she laid this enchantment upon me so that Queen Guenevere’s heart would be troubled, and so that the Knights of the
Round Table could prove their mettle.” He held out his great, green hand and said, “Which you have. So come as our
friend to our hall and feast in the New Year.”
“I thank you,” said Sir Gawain, “But now my quest is done I must return to Camelot.”
He did return, and told King Arthur and the court of his quest and his trials. And while he wore the green sash to
remember humility, the other knights wore green sashes to remember Sir Gawain’s bravery.
Understanding Literature
Comprehension Questions
A. Answer the following questions.
1. Who are the characters in the story? Describe each character.
2. What challenge did the Green Knight present to Arthur and his knights?
3. What was the reason Sir Gawain requested Arthur that he be the one to accept the Green Knight’s challenge?
What qualities of a knight did he, therefore, exhibit?
4. How many times did Lady Bertilak attempt to seduce Sir Gawain? Was she successful in her attempts?
5. Why did the Green Knight raise his axe three times over Gawain’s neck?
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B. With a group, discuss the following questions:
1. Gawain put his life at risk twice: once at the beginning of the story when he took Arthur’s challenge as his
own, and again at the end of the story when he met the Green Knight in the woods. Do you think Gawain
did the right thing when he risked his life (1) at the beginning of the story, (2) at the end of the story, (3) both
times, or (4) neither time? Choose one of the four and say why.
2. Is Gawain’s flaw of cherishing his own life more than his honesty honorable? Use the discussion web on the
next page.
Yes, because ...
No, because ...
• _______________________
• _______________________
• _______________________
• _______________________
Is Gawain’s flaw of
cherishing his own
life more than his
honesty honorable?
• _______________________
• _______________________
• _______________________
• _______________________
• _______________________
• _______________________
Conclusion
3. Both the Green Knight and King Arthur forgave Gawain for keeping the girdle and not telling his host about
it, but Gawain did not forgive himself. Do you forgive Gawain for taking the girdle and not telling his host?
Answer YES or NO and discuss why.
4. Why do you think the author used green as the color of the Knight? If you were the author of the story, what
color would you give the Knight? Why?
5. If Sir Gawain did not accept the sash from Lady Bertilak, how would the story have ended? Give your own
ending to the story.
Literary Analysis
Medieval Romance
“Sir Gawain and the Green Knight” is an example of medieval romance literature.
Medieval romance is a prose or verse narrative popular in Europe that features the
following:
• a knight-errant - the word “errant” meaning “wandering” relates how the
knight wanders in lands and kingdoms in search of adventures
• adventure - quests that test the prowess of the hero
• supernatural - often involves monsters and giants
• chivalry - the code of conduct of medieval knights
• love - winning the favor of a lady
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Activity
With a group, do the following:
A. Explain how “Sir Gawain and the Green Knight” is considered a romance. Use the following questions to guide
you.
• Identify the elements in “Sir Gawain and the Green Knight” that makes it a medieval romance.
• Identify characteristics of Sir Gawain that makes him an ideal hero in a medieval romance.
• Characterize Sir Gawain according to the ideals of chivalry. Does he fulfill the ideals or fall short of them?
B. List down TV programs, movies, and literary works that have the characteristics of romance.
Responding to Literature
Oral Communication
Imagine that you are one of the characters in the story and your classmates are the guests in the feast and the other
Knights of the Round Table. Pick a character and task from the following and create a presentation.
• King Arthur – Deliver a speech honoring Sir Gawain for fulfilling his quest.
• Queen Guinevere – Deliver a speech thanking Sir Gawain for saving King Arthur by taking the challenge of the
Green Knight.
• Sir Gawain – Deliver a speech apologizing for his cowardice in taking the sash of Lady Bertilak.
• The Green Knight – Deliver a speech making amends with King Arthur and his knights.
Research and Writing
Form five groups. Research about one of the following topics then
do an RSA Animate style video about it.
A.
B.
C.
D.
E.
Medieval tournaments
The real and the legendary King Arthur
Medieval weapons
The Knights of the Round Table
Code of Chivalry
An RSA Animate video is filmed with a
dry erase marker writing words, pictures,
and ideas. The footage is sped up and
edited with narration. This style of video
requires two additional steps after the
filming: speeding up the footage and
providing the voice over. Here is an example
of an RSA Animate video: http://www.
youtube.com/watch?feature=player_
embedded&v=XBmJay_qdNc
In order to do the RSA Animate video, you need to use
storyboard sheets to plan the image for each scene. Add notes below each scene. You also need to make a script that
allows you to completely write out what you will say in each scene. Assign tasks to each members of the group. Then,
shoot the video. It is highly encouraged that you have a rehearsal before filming.
Once the video has been shot, import the video clips from the camera into a video editing software like MS Movie
Maker or iMovie. Remove the audio from the original video. The final video footage is then sped up to run two to three
times faster than the original footage, this give the video the appearance of extremely quick writing and drawing that can
be voiced-over later.
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Skills Development:
Reading a Web Page
Aside from going to the library, you may also use the Internet for faster and easier access to information. This why you
need to know how to get information from a web page. Here are some strategies to use when reading a web page:
The banner is an area at the top of the
page that is often the same on all the
pages of the web site. It may contain a
company logo. It often has a search box
located there and sometimes a hot spot to
take you back to the home page.
Look for the page’s Web address,
sometimes called a URL or Uniform
Resource Locator. If you think you
will return to the page, write down
the address or bookmark it.
Look for a menu bar along
the top, botttom, or side of
the page. This tells you about
other parts of the site.
The footer often contains
copyright notices, links to terms
and conditions, and a privacy
statement. Sometimes, it also
contains a hot spot.
Read the title of the
page to find out what
topics the page covers.
Watch for hyperlinks or links to related
pages. These links are often signaled by
underlined or colored words or images,
or both, on your web page.
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Activity
Study the web page on this link: www.themiddleages.net/life/dances.html then answer the questions that follow.
1. What is the page’s URL?
2. What is the banner of the page?
3. What information can you gather from this page?
4. Can you read information about modern dances from this page?
5. Enumerate the first five hyperlinks under the portion “The Dance Steps.”
6. If you want to learn the dance steps for Bransle Hay, what hyperlink will you click?
7. The hyperlinks on this page are in what color?
8. Does this page contain a search box?
9. Does this page contain a hot spot where you can go back to the main page?
10. What is the year of the copyright?
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Grammar Review:
Voice of the Verb
Voice is that form of the transitive verb which shows whether the subject acts or is acted upon. There are two kinds of
voice:
Active voice – if the subject of a sentence is the doer of the
action, the verb is in the active voice.
Passive voice – if the subject is the receiver of the action,
the verb is in the passive voice.
The Green Knight presents a challenge.
King Arthur took the Green Knight’s challenge.
Lord Bertilak will invite Sir Gawain to his castle.
Lady Bertilak gave Sir Gawain a sash.
A challenge is presented by the Green Knight.
The Green Knight’s challenge was taken by King Arthur.
Sir Gawain will be invited by Lord Bertilak to his castle.
Sir Gawain was given a sash by Lady Bertilak.
(OR A sash was given to Sir Gawain by Lady Bertilak.)
To change the active voice to passive voice, do the following:
1. Move the object of the active sentence to be the subject of the passive sentence.
2. Add the correct form of the verb “be” according to the tense of the verb and the number of the subject.
3. Place the past participle of the verb after the “be” verb. If there is a modal verb, it must be kept in this form: modal
verb + be + past participle.
4. Move the subject of the active sentence to the back of the passive sentence with the aid of the preposition “by.” If
the subject of the active sentence is not important, omit it.
e.g., He rode his horse.
à
His horse was ridden by him. OR His horse was ridden.
5. If there are two objects, use one of them (direct or indirect) to be the subject of the passive sentence; normally, the
indirect object is used.
6. When changing a sentence with a progressive tense verb to passive form, follow this pattern: + 'to be' verb + being
+ past participle
e.g., Lady Bertilak was kissing Sir Gawain.
à
Sir Gawain was being kissed by Lady Bertilak.
Some grammarians recommend that you avoid writing in the passive form because the passive voice has the tendency
to weaken the clarity of your writing. However, scientists are frequently encouraged to write in passive voice to lend their
writing a sense of objectivity.
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Grammar Workout
A. Tell whether the following sentences are in the active voice or in the passive. Write Active or Passive on the blank
before each number.
______________1.
______________2.
______________3.
______________4.
______________5.
______________6.
______________7.
______________8.
______________9.
______________10.
Knowledge gives power.
The Twilight Saga was written by Stephanie Meyer.
The song of the nightingale is heard in the grove.
The angels declare the glory of God.
The book was written by my father.
All students will undergo a health checkup.
The baby was awakened.
Mrs. Santos is teaching that subject.
Anna was being given an award.
The students will be given an assignment.
B. Change the following sentences to passive voice.
1. The robber stole some jewels.
________________________________________________________________________________________
2. His paper discusses the effects of unemployment.
________________________________________________________________________________________
3. Everyone admires Ms. Mendoza’s qualities.
________________________________________________________________________________________
4. The company made a huge profit.
________________________________________________________________________________________
5. The youth volunteers painted the bridge.
________________________________________________________________________________________
6. A garbage truck knocked his red car.
________________________________________________________________________________________
7. The manager is reviewing the employee’s report.
________________________________________________________________________________________
8. The police are investigating the accident.
________________________________________________________________________________________
9. The company will offer you a job.
________________________________________________________________________________________
10. The local church choir who won the contest is singing a Christmas song.
________________________________________________________________________________________
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Collaborative Task
Form five groups. Then, select one situation that you will act out in front of the class.
a.
b.
c.
d.
e.
persuade a teacher to give a homework extension
convince a baby to eat vegetables
persuade a classmate to lend you his favorite gadget
convince a parent to increase your allowance
encourage your friend to join a marathon
Writing Topic:
Choosing a Topic for a Persuasive Essay
You probably learned from the collaborative task that you did above that persuasion can accomplish results that you
want. Indeed, persuasion is one of the most effective tools you can use to make a difference in your world.
In persuasive writing, issues are important. An issue is a topic with at least two sides about which people disagree.
For example, if you were given a choice between wearing a uniform or civilian clothes, you will probably take a stand for
the one that you prefer. Of course, you may answer that you do not care about it. But if you have to write a persuasive
paragraph or essay, you need to take a stand on this issue.
Here are some good questions to ask yourself as you choose your topic:
QUESTIONS TO ASK WHEN CHOOSING A TOPIC
1. Is this really a controversial topic that people will have different opinions about?
2. Do I have a strong opinion about this topic?
3. Do I have enough knowledge about this topic?
4. Do I have a personal connection to this topic?
5. Will my readers be interested in this topic?
The issue you choose should be relevant to you. If you do not care about an issue, how can you convince your readers
to care about it? So, remember that when you pick a topic, ask yourself what issues affect your world. Aside from that, try
choosing an issue that gets people fired up. For example, “school hours” is a topic that can be explained, while “making the
school day longer” is an issue about which many people disagree.
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Guided Reading
Read the sample paragraph below written by a high school student.
No Homework on Weekends
Teachers should consider not giving homework on
weekends. Here are several reasons why. First, it takes away
our family time. If we bring it home, we will rush through
it so we could not spend time doing the things we like
such as playing video games or going to the mall with our
family. Instead of playing with our siblings or helping our
parents do some chores, we end up doing a mountain of
school work at home that could be done during class hours.
Second, we are only given two days to rest and do the
things we love doing. For five days, we burn our eyebrows
to understand new concepts. Then, when we get home,
we spend our weeknights doing homework already. If we
have our weekends free of school work, this would give us time to rest and recharge our
energies for the next school week. Third, we end up becoming fat because we cannot go
outside to play. Weekends are the best time to do sports activities that we love. Fourth, it
is better to do school work at school because we have better equipment there. Libraries
are closed on weekends. Besides, when we do our homework at home, it is irksome when
we cannot ask our teacher or other classmates questions for clarification. So sometimes,
we end up doing the homework in school before the class starts because that is the
place where we can find classmates who can help us clarify things. Lastly, it is harder to
concentrate at home when all we could think about is playing computer games with our
friends or sleeping the entire day. Therefore, teachers should be considerate enough not to
give homework on weekends.
What is the main
argument of the writer?
How did the writer explain
the argument? Do you
think the explanation is
logical and convincing?
Can you identify some
opinions that you think are
not well-founded? If you
were to rewrite this piece,
which points would you
revise? Why?
Individual Activity
A. Complete the following sentences to help you identify issues that matter to you.
1. I become upset when I see __________________________________________________________________
2. My community would be a better place if ______________________________________________________
3. The school would benefit from _______________________________________________________________
4. The RH Bill should be _____________________________________________________________________
5. I think cyber dating is ______________________________________________________________________
6. Others (choose your own topic) ______________________________________________________________
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B. Now, select one topic from the five listed above. Follow these steps to find arguments to support your topic.
1. Brainstorm about your topic using listing or freewriting.
2. Read through your brainstorming notes and circle any arguments that you can use to support your topic.
3. Lastly, use the space below to write down three arguments that you might use in your essay.
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Philippine Copyright 2014
ET9-Unit 3-Compiled.indb 18
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THIS IS A SAMPLE COPY
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