Reading works!5 tm_unit1-watermark

1Teacher’s Manual

Unit 1Knowing Myself

Chapter 1Appreciating the Wonders of Being Human

Lesson 1 Taking a Closer Look at Myself

I. Hits At the end of this lesson, the pupils should be able to1. identify the purpose of the author in writing the poem;2. classify words according to category;3. write related sentences using the given vocabulary words;4. write about their reflections in one paragraph; and5. write a poem about taking care of their bodies.

II. RSS FeedA. Title of the Selection: I Am a Wonderful CreationB. Values Integration:

1. appreciation of human life2. appreciation of one’s body and of one’s special abilities and talents

C. Materials: mirror, whole-body image of a boy and girl

III. Live Streaming1. Begin by showing the class a mirror and asking them the purpose of a mirror.

Wait for the pupils to give their insights. Ask this follow-up question: “Why do you need to look at yourselves in the mirror?”

2. Ask the pupils to do the activity in Connect. 3. Tell the class to share with a partner his or her answers to the Connect activity.

This will just be a simple and informal sharing of thoughts and opinions.4. Ask the pupils to answer the vocabulary items in Search. Check their sentences

after.

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7. Instruct the pupils to answer the questions in Click and then tell them to prepare for a recitation. Call on pupils to read their answers. Make sure to process all the answers given by the pupils.

8. Show groups of words through a PowerPoint presentation and ask the pupils what they have observed from these words. After somebody has noticed that the words in each group are related, discuss the items in Link. Then have the pupils answer the exercises after.

9. Explain the importance of knowing and appreciating oneself. 10. Ask the pupils about the things they have realized from the moment they read

the poem to the last activity. Refer the pupils to the activity in Upload. Give them time to write about their reflections. Solicit opinions and insights from the pupils and emphasize the importance of valuing oneself through one’s appearance, traits, and abilities, among other things.

11. As an assignment, tell the pupils to write a poem about taking care of their bodies. Have them share their poems with the class on your next meeting.

Lesson 2 Learning to Take Care of My Body

I. Hits At the end of this lesson, the pupils should be able to1. evaluate a statement based on whether they agree with it or not;2. identify the vocabulary word being defined;3. solve a word maze;4. identify the word described based on the given root as a clue;5. give the Greek or Latin roots of words and their meaning;6. write sentences using given words with Greek or Latin roots;7. create a healthy meal plan for their family for an entire week; and8. show the value of proper nutrition by making a commitment to start living a

healthy lifestyle.

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II. RSS Feed A. Title of the Selection: Eat Right and Live Right!B. Values Integration:

1. respect for other people’s opinions2. healthy lifestyle, sincerity in committing oneself to a better and healthier

living3. patience in finding the words needed4. concern for the family’s health, honesty in assessing one’s own health

habitsC. Materials: pictures of healthy food, healthy children, and healthy lifestyle

III. Live Streaming 1. Begin the lesson by asking, “How important are good health and proper

nutrition to you?” Wait for the pupils to give their insights about the question. Show pictures of people who have healthy lifestyles and those who have unhealthy lifestyles. Solicit observations from the pupils.

2. Tell the pupils to answer the exercise in Connect. Ask some pupils to share their answers with the class.

3. Proceed to Search and guide the pupils in finding the words related to health and nutrition in the maze using the given clues. After the activity, ask, “Do you think you’re living a healthy lifestyle?”

4. Ask the pupils to read the essay silently and tell them to highlight important terms, phrases, and sentences. Another way of presenting the essay is through a modified version of Directed Reading-Thinking Activity (DR-TA) where the selection is divided into parts and after each part, a comprehension check is done in a form of questions addressed to the pupils. Also, the pupils will be asked to make predictions regarding the content of the next paragraphs which, after reading, they will later validate.

5. Follow the reading with the comprehension questions in Click. Help the pupils figure out the intention of the author in writing the essay. Help them relate the health conditions of most Filipinos today to the great need for nutrition education among pupils.

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6. Tell the pupils to recall the vocabulary items in Search and ask them how they think these words were formed. Entertain pupils’ guesses and assumptions and introduce them to the lesson in Link. Instruct them to answer the exercises after the discussion.

7. Refer the pupils to the sample meal plan in Upload. Give them time to make their own meal plans. This activity may be assigned as homework or a project. Be sure to check the pupils’ grocery lists.

IV. Update http://www.annies-annex.com/root_words.htm

Lesson 3 Recognizing My Personal Traits

I. HitsAt the end of this lesson, the pupils should be able to1. infer a character’s personality based on his or her statements;2. complete the given sentences by supplying the correct words based on context

clues;3. demonstrate an understanding of prefixes through exercises; and4. compare and contrast their personalities with that of the main character in the

story using a Venn diagram.

II. RSS FEEDA. Title of the Selection: Andy’s DilemmaB. Values Integration:

1. appreciation of other people’s kindness2. responsibility and humility

C. Materials: sample Venn diagram

III. Live Streaming 1. Begin the lesson by asking, “What does a person’s way of speaking reveal

about his or her character?” Get the opinions of pupils and process them.

5Teacher’s Manual

2. Tell the pupils to do the exercise in Connect. Then ask some pupils to explain their answers.

3. Tell the pupils to answer the exercise in Search. 4. Ask, “What makes an ideal person?” Draw insights from the pupils on the

factors they will consider in identifying an ideal child. After the sharing, direct the pupils to read the main selection. Tell the pupils to highlight the important events in the story.

5. Give them time to answer the comprehension questions in Click. Then discuss the answers with them.

6. Slowly introduce the lesson on prefixes and ask them to answer the exercises in Link.

7. Show the class a sample Venn diagram. Tell the pupils that a Venn diagram can be used to show similarities and differences between two things, ideas, or people.

8. Refer the pupils to Upload. Give them enough time to do the activity. You may assign it as homework. Call on volunteers to share their Venn diagrams with the class.

IV. Update• http://www.zunal.com/webquest.php?w=91893• http://www.affixes.org/typesofaffix.html

Lesson 4 Making Time for My Favorite Pastime

I. HitsAt the end of this lesson, the pupils should be able to1. enumerate things they do during their free time;2. derive the meaning of words using context clues;3. recognize the importance of engaging in activities that hone their skills and

abilities; 4. show respect for the different preferences and inclinations of people; and5. follow directions in making a postcard.

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II. RSS FeedA. Title of the Selection: The “Coolest” Summer ClassesB. Values Integration:

1. patience and perseverance2. respect for individual differences3. genuine passion for a hobby or interest

C. Materials: sample postcards, promotional video of summer classes

III. Live Streaming1. Begin the lesson by asking the pupils what they do during their free time.2. Tell the pupils to answer the survey in Connect. 3. Divide the class into five groups and make them tally, tabulate, present, and

analyze the results of the survey. Call on a representative per group to present the group’s output.

4. Ask the pupils to answer Search. Proceed by showing a promotional video of summer classes that pupils can take.

5. Ask the pupils to read the essay featuring some popular summer classes and activities.

6. Ask the class to answer the comprehension questions in Click and discuss the answers with the class.

7. Discuss suffix with the class. Refer them to Link for sample suffixes and words with suffixes.

8. Check the pupils’ comprehension by letting them answer the exercises in Link. Check their answers after.

9. Tell the class what a postcard is and what it is for. Show sample postcards. Then refer the class to the activity in Upload. Guide the pupils in creating their postcards. Call on volunteers to share their postcards with the class.

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Chapter 2Exploring My Potentials and Gifts

Lesson 1 Recognizing My Strengths and Weaknesses

I. HitsAt the end of this lesson, the pupils should be able to1. list down words associated with certain concepts;2. identify their strengths and weaknesses;3. recognize vocabulary words using context clues;4. enumerate syllabication and accentuation rules;5. syllabicate and accentuate words correctly;6. distinguish between nouns and verbs;7. formulate plans to further enhance strengths and work on weaknesses; and8. classify classmates according to descriptions based on strengths and

weaknesses.

II. RSS FeedA. Title of the Selection: Spotlight on Your Strengths and WeaknessesB. Values Integration:

1. acknowledgment one’s limitations and appreciation of one’s strengths2. commitment (to improve oneself)3. optimism, positivism

C. Materials: pictures of people doing certain activities in sports, dancing, and singing, among other things

III. Live Streaming1. Begin the lesson by showing pictures of people who excel in different fields.

Ask the pupils how they feel when they excel in a certain field. Draw insights from their answers.

2. Ask the pupils what they would feel if they could not do certain things. Ask them to share their experiences.

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3. Pose the motive question, “What do strengths and weaknesses mean to you?”

4. Tell the pupils to answer the concept maps in Connect. Then tell them to answer the vocabulary items in Search.

5. Assist the pupils in reading the essay silently. Then have them answer the comprehension questions in Click after reading.

6. Discuss with the class their answers to the comprehension questions. If additional questions will help in deepening the discussion, feel free to ask critical questions.

7. Process the important points of the essay by asking the pupils what they have realized after reading the essay.

8. Discuss the topics in Link (syllabication and word stress). Monitor the pupils’ work as they answer the exercises. Be sure to ask for the practical applications of the lesson to a real-life setting.

9. Tell the pupils to accomplish the activity in Upload. Ask some pupils to share their outputs with the class.

10. As an assignment, tell the pupils to write a “reflection” in their journals about what they have learned from the lesson.

IV. Update

http://www.annies-annex.com/syllabication_rules.htm

Lesson 2 Improving Myself

I. Hits At the end of this lesson, the pupils should be able to1. accomplish a K-W-L chart;2. identify related words;3. complete word clusters through word association;4. enumerate the three important aspects of self-improvement;5. identify the author’s purpose in writing the essay;6. discuss the importance of self-improvement through group sharing; and7. present a skit showing the importance and benefits of improving oneself.

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II. RSS FeedA. Title of the Selection: Room for Improvement B. Values Integration:

1. acceptance of one’s limitations and weaknesses2. determination and commitment (in overcoming weaknesses)3. motivation and inspiration (in encouraging others to improve

themselves)C. Materials: sample K-W-L chart for pupils, sample word association cluster

III. Live Streaming 1. Begin the lesson by posing the question, “Do people need to improve?” Discuss

the answers with the class. 2. Show a sample K-W-L chart and briefly discuss what to write in it. Then tell the

pupils to answer the first two columns of the chart. 3. Tell the pupils to answer the exercise in Search. Then explain the meaning of

“room for improvement.” Afterward, ask the pupils if they know what areas in their academic life have “rooms for improvement.”

4. Tell the pupils to silently read the essay. Ask them to make marginal notes while reading it. Encourage them to highlight the main points in the essay.

5. Ask the pupils to answer Click and then discuss the important points of the essay. Encourage active participation from the pupils.

6. Refer the pupils to the discussion in Link. Tell them to answer the exercises after. Monitor their progress regularly. Answer the exercises with the pupils and ask for immediate feedback.

7. Tell the pupils to answer the last column of the K-W-L chart. Then ask them to reflect on some aspects of their lives as pupils which they need to improve. Call on volunteers to share their charts with the class.

8. Group the pupils. Tell each group to brainstorm various possible ways they can relay the importance of self-improvement to people. Instruct them to prepare a short presentation that will encourage people to improve themselves. Discuss the criteria and guidelines with the pupils.

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IV. Update• http://englishwithjennifer.wordpress.com/2008/12/29/vocabulary-activity-

word-association/• http://www.mcli.dist.maricopa.edu/ocotillo/retreat03/words.php?id=2

Lesson 3 Discovering My Special Talents

I. Hits At the end of this lesson, the pupils should be able to1. name famous Filipinos who have succeeded in their fields of expertise;2. look up the meaning of words using the dictionary;3. use given vocabulary words in sentences;4. recognize synonyms; 5. use synonyms correctly in sentences;6. write an alternative ending to the selection;7. present a talent show with group mates; and8. express appreciation for one’s talents through a journal entry.

II. RSS FeedA. Title of the Selection: Lucy’s MelodyB. Values Integration:

1. patience2. honesty3. faith4. love for family5. gratitude6. creativity

C. Materials: sample fable to be read in class, definition and elements of a fable on PowerPoint

III. Live Streaming 1. Begin the lesson by asking the pupils who among them have already discovered

their talents. Ask some pupils to share their experiences.

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2. Pose the question, “Is it difficult to discover your talent?” 3. Tell the pupils to do the activities in Connect and Search. 4. Ask the pupils if they know what fables are. Then discuss briefly the elements

and characteristics of a fable. 5. In reading the selection, employ the DR-TA technique. Direct the pupils’ attention

to the title and ask them what the story could be about. Allow them to make inferences and justify them. Then divide the selection into three or four parts (depending on the time allotted). Before they read the fable aloud, ask the pupils to highlight words that catch their interest or passages that they think are important. Make them read the first part of the story aloud and then ask them to pause for a while. Ask questions about the part of the fable that was read and encourage the pupils to make predictions on what would happen next. Afterward, resume the reading activity and pause again to validate the predictions they made. Do the same procedure of reading-asking and answering-predicting and verifying until you are done reading the fable.

6. After they have read the fable, ask the pupils to answer the comprehension questions in Click and facilitate the synthesis of the fable and the lesson it imparted.

7. Ask the pupils to go back to the words they highlighted in the selection. Ask some volunteers to read aloud the words they highlighted. Then ask them to provide words similar in meaning to the words in their list.

8. Lead the pupils to the discussion on synonyms. Then make them answer the exercises in Link.

9. Direct the pupils to the writing activity in Upload by asking them to think of an alternative ending to the fable. Encourage them to be creative. Set guidelines in writing.

10. Divide the class into groups of six to seven members. Tell them that they will prepare for a talent show. Everyone has to participate in it. Give them time to brainstorm the concept of the show and the talents to be showcased. Instruct them to submit an initial plan. Go around and make yourself available for consultation. As a post-show activity, ask the pupils to prepare a journal entry about their reflection on the lesson and the group activity.

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IV. Update http://www2.cmcss.net/~MartinP/AnSyWebQuest/teachers.html

Lesson 4 Appreciating Who I Am

I. HitsAt the end of this lesson, the pupils should be able to1. recognize what antonyms are;2. give reasons why they appreciate who they are;3. provide the synonyms and antonyms of words;4. read a poem interpretatively;5. affirm the positive traits of their classmates; and6. recognize the positive traits of other people.

II. RSS FeedA. Title of the Selection: Take Time to Appreciate YourselfB. Values Integration:

1. appreciation of others and of oneself2. patience

C. Material: sample thank-you poem

III. Live Streaming 1. Begin the lesson by posing the question, “What do you love most about

yourself?”2. After asking some pupils to share their thoughts, tell them to answer Connect.

Give them time to reflect on what they truly appreciate about themselves. Then ask them to share their answers in Connect. Make them read their answers aloud and process their answers by directing them to the idea that no matter how flawed they are, they are still worth loving and appreciating.

3. Instruct them to answer Search and allot time for the checking of answers. 4. Ask them to read the poem aloud with visible emotions. Tell them to answer

the comprehension questions in Click and facilitate a discussion afterward.


5. Ask the pupils’ opinion on the impact of reading the poem based on the way they look at themselves.

6. Refer the class to Link. Discuss antonyms. Then have the class answer the exercises. Discuss the guidelines of the activity “Circle of Affirmation”:a. Divide yourselves into groups with seven members. b. Prepare one-fourth sheet of paper.c. Write your name on the paper.d. Each of you will write a positive trait about each member of your group.e. Pass the pieces of paper to your group mates counterclockwise. Everyone

will have a chance to write on your group mates’ paper.f. Focus on the positive traits of your group mates.g. Reflect on the comments made by your group mates afterward.

7. Refer the class to Upload for directions on the activity on writing a thank-you poem. Call on volunteers to share their poems with the class.

IV. Update http://www2.cmcss.net/~MartinP/AnSyWebQuest/teachers.html

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ANSWER KEY

Unit 1Chapter 1

Lesson 1: Taking a Closer Look at Myself

Search

(Check the pupils’ sentences.)

Click

1. The body parts mentioned in the poem and their functions are as follows: Eyes for

seeing, nose for smelling, ears for hearing, mouth for speaking, hands for doing

things, feet for walking and dancing, mind for thinking, and heart for loving.

2. The mind is said to have the power to change the world because it is where

thoughts and ideas come from.

3. Possible answer: The author may be feeling overwhelmed, amazed, thankful, and

happy. (Check the pupils’ answers to the follow-up question.)

4. Possible answer: It is written in capital letters to emphasize the emotion of the

person speaking in the poem—that he or she is not an ordinary but an amazing

creation gifted with the ability to love and think.

5. (Check the pupils’ answers.)

6. Possible answer: The author conveys the message that human beings are created

by God. Because of this, they should regard their bodies as God’s creation and

use their capabilities to appreciate life, to love, and to change the world.


Link

Activity 1

Actions Body Parts Qualities People

stare

scribble

mold

gallop

crawl

construct

backbone

ankle

jaw

nape

thigh

navel

benevolence

gratefulness

intelligence

joviality

courteousness

patriotism

president

editor in chief

student

soldier

newscaster

diplomat

Activity 2

1. very (C), belong (C)

2. many (C), body (C), of (F)

3. include (C), work (C), in (F)

4. large (C), squeezes (C), to (F)

5. bones (C), from (F), vertebrae (C), spinal (C)

Lesson 2: Learning to Take Care of My Body

Connect

1. agree

2. disagree

3. disagree

4. agree

5. agree

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6. agree

7. agree

8. disagree

9. disagree

10. agree

Search

1. nutrition

2. obese

3. vitamin

4. mineral

5. exercise

6. energy

7. lifestyle

8. growth

N O O D L V I T A L

U S B M V I H T P I

T E E I I T T R S F

R I S N A A W Y M E

I R E E D M O G C S

T O A R Y I R R D T

I L K A L N G E E Y

O A O L U S H N F L

N C E S I C R E X E


Click

1. Possible answer: Healthy eating habits are necessary in the total growth and

development of a person.

2. The essential components of good health are eating healthy and sufficient food,

getting enough sleep, and keeping the body in shape through physical exercise.

3. Possible answers: affordability and availability of nutritious food; availability of

fast/junk food

4. Possible answer: We will become malnourished or undernourished, hampering us

from performing our daily tasks efficiently. If this continues, we will eventually die.

5. Possible answer: I can make sure I eat the right kind and amount of food

prescribed in the food pyramid. I can get enough sleep and can exercise daily.

6. Possible answer: The author wants the readers to realize at an early age that

good health is important and that children should be health-conscious so lifestyle-

related diseases can be avoided.

Link

Activity 1

1. biography

2. benevolence

3. nutritionist

4. cardiology

5. chronology

6. astronomy

7. contradict

8. lactose

9. geography

10. thermometer

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Activity 2English Word Root Meaning

2. geology geo earth

3. aeronautics aero air

4. census censere to assess

5. culinary culina kitchen

6. numeral numer number

7. decathlon deca ten

8. generate gener birth

9. punctual punc point

10. obstruct ob in the way


Lesson 3: Recognizing My Personal Traits

Search

1. crowded

2. explore

3. sarcastic

4. grin

5. alibi

6. guilty

Click

1. A computer game caught the attention of Andy and his friends.

2. Andy told his mother that he was doing a science project with his classmates.

3. Possible answer: Jack and Anton are not good influences. Anton told Andy to lie

to the school bus driver waiting for Andy.


4. Andy was first hesitant. He could not agree with Jack and Anton outright.

5. Aling Emily is really concerned with Andy. She is also very caring. She told Andy

that even if she was angry, she still understands him.

6. Possible answer: Lying cannot hide one’s faults.

Link

Activity 1

New Word

1. misinterpret

2. rediscover

3. resize

4. foreshadow

5. upgrade/retrograde

6. multitalented

7. antivirus

8. uninterested/disinterested

9. underweight

10. premature

Activity 2

1. foresee

2. uninterested

3. misinterpret

4. resize

5. antivirus

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6. upgrade

7. rediscover

8. multitalented

9. underweight

10. premature

Lesson 4: Making Time for My Favorite Pastime

Search

1. hobby

2. workshops

3. pursue

4. fulfillment

5. interest

Click

1. These are activities done in one’s free time.

2. One should consider his or her interests and resources.

3. Possible answer: Some choose to attend summer classes because they have

different interests and pursuits.

4. Possible answer: The people who are likely to enroll in a journalism class are

those who like to write, those who wish to write for the school paper and pursue a

career in writing, and those who want to witness events unfold.

5. Possible answer: They may want to find out the extent of their capabilities in doing

new things.

6. Possible answer: It also develops self-confidence. The more one develops his or

her talents, the more one builds belief in what he or she is capable of doing.


Link

Activity 1

1. dependable

2. foolish

3. selfless

4. fictional

5. perfectionist

6. calmness

7. encouragement

8. assistant

9. crosswise

10. difference

Activity 2

Possible answers:

1. enjoyment, enjoyable, enjoying, enjoyed, enjoyably

2. comfortable, comforting, comfortingly, comforted, comfortless

3. refreshment(s), refreshing, refreshingly, refresher, refreshed

4. paperless, papered, papering, papery

5. readable, reader, reading, readability

6. musical, musically, musician

7. fitness, fitting, fitted, fitter, fittest, fittingly

8. wonderful, wonderment, wondered, wondering

9. doable, doer, doing, does

10. columnist, columnar


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Chapter 2

Lesson 1: Recognizing My Strengths and Weaknesses

Search

1. excel

2. challenge

3. pledge

4. dread

5. mechanical

Click

1. Strengths are the strong and positive attributes of a person while weaknesses refer

to the limitations or flaws in his or her capabilities, personality, or character.

2. Weaknesses make us humble, knowing that we are not perfect.

3. Possible answer: The speaker recognizes his or her strengths and shares them with

other people.

4. Possible answer: No, weaknesses help a person strive harder so that he or she

can turn these into strengths.

5. Possible answer: It makes me realize that I have strengths and that I also need to

work on my weaknesses so I can turn them into strengths.

Link

Activity 1

1. ex-cel

2. weak-ness

3. ac-a-dem-ics

4. dis-cov-er


5. bet-ter-ment

6. o-ver-come

7. guid-ance

8. hum-ble

9. achieve-ment

10. fail-ure

Activity 2

1. ‘pre-sent

2. po-‘ten-tial

3. ‘hid-den

4. ‘cer-e-mo-ny

5. ad-‘dress

6. con-‘tent

7. re-‘cord

8. suc-‘cess

9. u-‘ten-sils

10. di-‘gest

Activity 3

1. noun — ‘prog-ress

2. verb — pro-‘gress

3. verb — con-‘duct

4. noun — ‘con-duct

5. verb — pro-‘jects

6. noun — ‘pro-jects

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7. verb — per-‘fect

8. adjective — ‘per-fect

9. noun — ‘pro-duce

10. verb — pro-‘duce

Lesson 2: Improving Myself

Search

1. elated

2. compliance

3. excludes

4. remove

5. worthlessness

Click

1. Some of them are the following: Albert Einstein, Michael Jordan, Bill Gates, and

Charice Pempengco. (Refer to the selection to see if the pupils’ description of each

person agrees with it.)

2. Possible answer: One should study hard, thus getting a good education.

3. Possible answer: It means one has to strive harder to attain a goal, like improving

oneself. Employing effort in anything one does produces the best results. (Check

the pupils’ explanations and examples.)

4. Possible answer: Failure plays as a stimulator for one to become and to do better.


Link

Activity 1

1. weaknesses

2. strength


3. process

4. time and effort

5. acknowledgment of one’s weakness

Activity 2

(Check the pupils’ word clusters.)

Lesson 3: Discovering My Special Talents

Connect

(Check the pupils’ answers.)

Search

1. dwell – to remain for a time; to live as a resident

2. melody – tune

3. prominent – readily noticeable; popular

4. embarrass – to cause someone to feel nervous, worried, and uncomfortble

5. discovery – the process of finding an object, place, or thing


Click

1. Lucy’s problem was that she could not sing.

2. She was afraid that she would embarrass herself and her parents.

3. Possible answer: Mrs. Nightingale is a very supportive and doting mother to Lucy.

She raised Lucy’s self-esteem by assuring her that she would have her singing

voice soon.

4. Possible answer: Encouraging people enlivens the hope of others who may be

feeling bad and frustrated.

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5. Possible answer: Some values evident in the fable are having good family

relations, perseverance, honesty, acceptance of one’s weakness, and gratefulness.

(Check the pupils’ answers to the follow-up question.)

Link

Activity 1

1. music

2. famous

3. skill

4. humiliate

5. uplift

6. performance

7. value

8. symbolize

9. execute

10. declare

Activity 2

(Check the pupils’ tables––words, synonyms, and sentences.)

Lesson 4: Appreciating Who I Am

Connect

(Check the pupils’ answers.)

Search

(Consult a thesaurus for other possible synonyms. Check the sentences for grammar,

spelling, punctuation, and proper use of the given words.)


1. unique – peculiar; personalized; special; extraordinary; remarkable; striking;

exceptional; rare; odd

2. flaw – imperfection; defect; deformity; fault

3. distinct – distinguishable; diverse; dissimilar; particular

4. strength – energy; vigor; force; might; potency; sturdiness; firmness; power

5. pride – ego; self-esteem; self-regard; self-respect; dignity; honor; conceit; vanity;

arrogance

Click

1. Possible answer: The “you” being talked to in the poem can be the reader.

2. Possible answer: The persona is good at singing, excels in English, loves science,

plays volleyball well, and writes well.

3. Possible answer: The persona wants to improve his or her potentials more.

4. Possible answer: It is important because it means accepting that one cannot do

everything. This enables someone to work on parts that he or she can improve.


Link

Activity 1

(Consult the thesaurus for other possible antonyms.)

1. valuable – worthless; cheap; inexpensive

2. scarce – plentiful; abundant; ample; bountiful; liberal; generous; fertile;

fruitful; adequate; lavish

3. appreciate – abhor; detest; despise; condemn; dislike; disregard; scorn; ignore;

hate; loathe

4. energize – weaken; exhaust; wear out; suppress; dishearten; drain; debilitate;

burn out; sap

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5. boring – exciting; stimulating; exhilarating; amazing; astonishing;

astounding; awesome; interesting

6. thankful – ungrateful; thankless; unappreciative; thankless

7. despise – admire; desire; favor; adore; love; fancy; relish; revere; cherish

8. struggle – idle; laze; rest

9. popular – disliked; unknown; unpopular

10. different – conventional; correspondent; harmonious; normal; same; standard;

unified; united

Activity 2

(Check the pupils’ sentences for grammar, spelling, punctuation, and proper use of the

given words.)

Unit Test

A.

1. a

2. b

3. b

4. c

5. d

B.

1. b

2. a or c

3. a

4. a

5. d

Education

Reading works!5 tm_unit1-watermark