4. Read the following sentences and circle the letter of the word that
has the same meaning as the underlined words.
1. After the coach had given his instructions, we waited with apprehension
to take the field.
a. Confidence b. nervousness c.
eagerness
2. A slingshot dangled from his remaining hip pocket.
a. Hang down b. stick up c. tied up
3. He gladly shared his knowledge of the outdoors without intimidation.
a. Influences b. Techniques c. threats
4. He teaches me to fish without bragging about it.
a. boastful b. willful c. careful
5. Read the following sentences and circle the letter of the word that
has the same meaning as the underlined words.
5. Tazan's room was a wonderland of excitement and disarray.
a. Untidiness b. Cleanliness c. orderliness
6. My stomach was churning with pre-game nervousness when Tazan
strolle into my view.
a. Protesting b. sicking up c. grumbling
7. When the game was over, I felt too exhausted, too numb to move.
a. Tiring b. Acting c.
unfeeling
8. Tazan hitchhiked to see the football game.
a. Got a ride b. took a swim c. jog a mile
7. I still remember clearly. The first time I saw him was early June. Summer
days were over and school was about to open.
He was happily swinging himself on an old bamboo gate, wearing a tight t-
shirt and faded blue shorts. A slingshot dangled from one remaining hip pocket,
and with his bare foot he kicked the ground to send himself swinging. His
shoulders were broad and his deeply tanned legs and arms seemed overly
muscular for a nine year old.
As the new boy in the place, I studied him fearfully, trying to discover what
kind of welcome I would have in this little barrio of Alicante- boxing, wrestling,
foot racing, or talking. While I stood there uneasy and apprehensive, he stopped
swinging and calmly looked at me. He studied me intently, then with a grin that
seemed to split his face in half, he strolled over and squatted down a few yards in
front of me.
"I live over there," he said.
"My name's Tazan, T-a-z-a-n, short for Baltazar. What's yours?"
"Emil."
"Hello, Emil," he whispered. T
8. While my room at home was forever clean and neat, Tazan's was a
wonderland of excitement and disarray. There were trophies all around: tin cans
filled with marbles and unusual rocks, a bottle containing shells, another with all
kinds of seeds. There were half dozen kites in one stage of assembly or another.
Often there would be a bird with a broken wing, now set and mending; or a nest
with eggs resting on the desk under the warmth of the lamp.
Tazan and I parted in our early teens when my family moved to Victorias.
We attempted to keep our friendship alive with summer visits, exchanges of
Christmas gifts-mine generally purchased, but his always some handmade
wonder- and an occasional letter from me. "What can you tell a friend," he'd say,
explaining why he never wrote, "by putting words down on paper and not even
knowing if he understands what you mean? Besides, friends don't have to prove
anything to anybody, much less to each other."
Then, one day we had our provincial athletic meet. I sat on the bench near
the bleachers awaiting the opening of a high school championship football game.
My stomach was churning with pre-game nervousness when Tazan strolled into
my view. He had given up birthday dinner with his family and hitchhiked seven
kilometers to see the game. He had grown tall, and his legs and arms were overly
muscular for a 17-year-old.
9. After the coach had given instructions, we waited in apprehension to take
the field. Tazan leaned forward and with the grin that seemed to split his face in
half shouted,
"Watch them when they get the ball!"
It was enough to make me forget my nervousness. I went out untroubled by
the screams of the spectators or the beating of the drums.
When the game was over, I knelt near the center of the field, too exhausted,
too numb to move. One eye was red-rimmed with tears, the other already
swollen shut and turning blue-black. We lost, 19-18. I forgot everything until Tazan
slapped my shoulder and said,
"It won't be long when people won't even remember who won and who lost.
But you keep your score in your own head. You did better than your best today,
that's all you need to remember. The way I look at it, you won.".
We walked off the field together, one sweat stained and beaten, the other
striding as if with the champions. It has been more than twenty years since I've
seen Tazan or the old barrio of Alicante. It's been that long since I've already
listened to the creaking of a bamboo gate or a clatter of a tin can kicked by a
barefoot.
But it was only yesterday that I advised a youngster," Friends don't have to
prove anything to anybody, much less to each other."
10. INTERPRETING MEANINGS
1. Where is the setting of this story?
2. Describe the characters:
Character 1
Character 2
3. What did they love doing together as young boys?
4. What happened to their friendship as years
passed?
5. Describe their meeting after many years of not
seeing each other?
12. After watching a movie, you
sometimes feel you want to
recommend it to a family member or a
friend to see. If asked why you are
recommending it, what do you say?
What you say would be a very informal
short critique of the movie. Suppose,
for example, your teacher asks your
class to see a movie and write a
critique to be discussed in class.
How do you do write this critique?
13. 1. Background
a. Who is the writer of the film story?
b. Has the screenplay been adapted from another
work?
c.Who is the director?
d. When was the film made?
2. Structure/Form
a. What does the title suggest in relation to the film as
a whole?
b. How are the opening credits presented? Do they
relate to the meaning?
c. Why does the film start in the way that it does?
d. Are there any motifs (scenes, images, dialogue)
that are repeated? What could be the purpose for
this?
e. What three sequences are most significant in the
film? Why?
f. Is sound used in any vivid ways to enhance the film?
(i.e. enhance
drama, heighten tension, disorient the viewer)
14. g. How does the film use color or light/dark shades to
suggest tone and mood in different scenes?
h. Are there any striking uses of perspective (seeing
through a character's eyes, camera angle, etc.) How
does this relate to the meaning of the scene?
i. How and when are scenes cut? Are there any
patterns in the way the cuts function?
j. What specific scenes constitute the film's climax?
How does this scene resolve the central issue of the
film?
k. Does the film leave any disunities (loose ends) at
the end? If so, what does it suggest?
l. Why does the film conclude on this particular
image?
15. 3. Theme
a. How does this film relate the issues and questions
evoked by your topic?
b. Does the present clear point of your topic? How?
c. Are there any aspects of theme are confusing the
end? Why?
d. How does the film relate to the other literary texts
you have read on your topic?
17. Sometimes, we use two words to express action or being in a sentence. For
example, before leaving the Philippines at the start of World War II, Marc Arthur told the
Filipino people, “I shall return." The subject is and predicate shall return which made the
modal shall and the main verb return.
Read sentences below encircle the VERB PHRASE; then underline the modal once
and the verb twice. Remember: Sometimes there is not or other words between the
modal and the main verbs.
1. We must try to understand their fears aspirations.
2. If he is really friend, shall not him.
3. My friend Raymond Swing said, “I should rather believe something wrong than
believe and right."
4. We must not criticize people at their even if they appear unfriendly.
5. I can be a friend you if it’s your desire.
6. Do feel frustrated if a friend hurts you; find out the reason for it.
7. Friendship may bloom like flowers the sunshine.
8. Friends should support each other’s dreams.
9. To stay in contact with your friends, you must keep communication lines open.
10. I will forever treasure my friends.
18. Modal verbs are helping verbs that express various meanings. Study the chart below.
Meanings Modals
capability Can, could, will be able to
I can study with my group mates tonight.
I could study with my group mates last Saturday but they did not
inform me.
I will be able to study with you tomorrow.
necessity Has/have/had to, need to, needed to, will need to, must
I need to pass the qualifying test.
I had to cancel my appointment due to a family emergency.
You must attend the meeting.
advisability Should, should have, ought to, ought to have
He should apologize before sundown.
You ought to have your eyes examined.
Strong advice, warning Had better
He had better submit his project or else it will not be accepted
19. Modal verbs are helping verbs that express various meanings. Study the chart below.
Meanings Modals
obligation Ought to, ought to have, need to, needed to
I need to attend the seminar tomorrow.
They ought to have asked for permission before they went out.
possibility May, might, could, must, Past tense: might/could, must + have +
past participle of the main verb
You may join the group now.
I might join your party tonight.
I must have forgotten to leave a note for you.
Intention to do
something
Shall, should
I shall recommend you for the scholarship program.
We should spend time with each other more often.
Strong intention Will, would
You will recover from these setbacks.
I would finish college. Would rather, would rather have
20. Modal verbs are helping verbs that express various meanings. Study the chart below.
Meanings Modals
Expressing preferences Would rather, would rather have
I would rather get some sleep than do a movie marathon.
I would rather have a cup of coffee than a bottle of soda.
Get across a plan or
obligation
be form + supposed to + simple form of verb
The students are supposed to submit their projects today.
She was supposed to sing in the concert was she did not because
of her tonsillitis.
21. Exercise A: Put a check mark (✔) if the meaning indicated matches the
modal verb; if not, write (*).
____1. Anna had better (strong advice) forgive her erring friend to save their
friendship.
____2. He said he can repair (strong intention) the broken faucet.
____3. I would rather (possibility) eat vegetables than red meat.
____4. I have to see (necessity) the assigned movie for critique.
____5.You are not supposed to (strong intention) drink soft drinks.
____6. Clare might (possibility) enroll in the dance class.
____7. Paulo will be able to (capability) finish the project if he has complet
materials.
____8. You need to (obligation) spend time to know each other.
____9. Shiela's cell phone was broken so she had to (intention to do
something) bring it to the service center.
____10. I can (possibility) never betray a friend's trust.
22. Exercise B. Supply the missing modals in the following sentences. Write
your answer on the blank.
1. I ____ (capability) be the leader in the group
2. You ____ (possibility) inform them of the coming field trip.
3. Students _____(necessity) observe the guidelines of the school fair for
the Foundation Day.
4-5. He _____ (warning) come home on time or he ______ (possibility)
be scolded.
6. China_____ (possibility) left for the States if not for the strong typhoon.
7. John ______(capability) be able to go with us to Baguio.
8. I _______(strong intention) join the singing contest.
9. It _______(capability) be hard to find the right words to say.
10. I _______ (advisability) listened to my parents' advice.
23. CREDITS: This presentation template
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icons by Flaticon, and infographics &
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