1. 1.

ENGLISH 8 LEARNING MODULE QUARTER III (OVERCOMING CHALLENGES)

LESSON NO. 2: Burmese/Myanmar Literature- Faith in Times of Challenges 1.
INTRODUCTION AND FOCUS QUESTIONS: Have you ever felt so down that you almost
wanted to give up? How did you cope with the challenges that came into your life? Have you
ever wondered how others overcome challenges? You are not alone. Everybody goes
through difficulties. And, it is possible to overcome these from the literary selections of
Burma or Myanmar. In this lesson, Burmese Literature-Faith in Times of Challenges, you will
find out how critical understanding and appreciation of Afro-Asian literary selections can help
recognize the temperaments (prevailing or dominant quality of mind that characterizes
somebody) and psyche (human spirit or soul and mind) of your Asian and African neighbors
in their response to the challenges of modernity. Hence, remember to search the answers for
the following focus questions: 2. What does literature reveal about Asian and African
character? 3. How do Asians and Africans respond to the challenges of modernity as
reflected in their literary selections? LESSON AND COVERAGE: Here, you will examine the
focus questions when you take the following lesson: LESSON TITLE: The Temperaments
and Psyche of the Burmese People in Response to the Challenges of Modernity In this
lesson, you will learn the following: Topics/Skills/ Domains Learning Competencies Listening
Comprehension *Determine the persons being addressed in an informative talk, the
objectives of the speaker and his/her attitudes towards issues *Note clues and links to show
the speakers stand and assumption *Listen for clues and links to reveal the speakers’ train of
thoughts *Determine the stand of the speaker on a given issue Speaking (Oral Language
and Fluency) *Use appropriate turn-taking strategies (topic nomination, topic development,
topic shift, turn-getting, etc.) in extended conversations *Use communication strategies
(paraphrase, translations, and circumlocution) to repair breakdown in communication
Vocabulary Development *Develop strategies for coping with unknown words and
ambiguous sentence structures and discourse
2. 2. *Use collocations of difficult words as aids in unlocking vocabulary Reading
Comprehension *Utilize varied reading strategies (covert dialogue with the writer and the
sectional approach) to process information in a text *Identify propaganda strategies used in
advertisements (bandwagon, testimonial, transfer, repetition, emotional words) and consider
these in formulating hypothesis *Note expressions that signal opinions (seems, to me, as I
see it) Viewing Comprehension *Analyze the elements that make up reality and fantasy from
a program viewed Literature *Discover Philippine and Afro Asian literature as a means of
expanding experiences and outlook and enhancing worthwhile universal human values
*Assess the Asian and African identity as reflected in their literature and oneself in the light of
what makes one an Asian or African (through the different genres) Writing and Composition
*Use specific cohesive and literary devices to construct integrative literary and expository
reviews, critiques, research reports, and scripts for broadcast communication texts, including
screenplays *Expand ideas in well-constructed paragraphs observing cohesion, coherence
and appropriate modes of paragraph development (expository, descriptive, narrative,
persuasive, creative) Grammar Awareness and Structure *Use varied adjective
complementation *Use appropriate idioms, collocations, and fixed expressions Study
Strategies *Derive information from various text types and sources using the card catalog,
vertical file, index, microfiche (microfilm), CD ROM, Internet, etc. Attitude *Express a different
opinion without being offensive MODULE MAP: Here is a simple map of the above lesson
you will cover:
3. 3. ACTIVITIES MAP ACTIVITIES FOR ACQUIRING KNOWLEDGE AND SKILLS
ACTIVITIES FOR MAKING MEANING AND DEVELOPING UNDERSTANDING ACTIVITIES
LEADING TO TRANSFER KNOW • Guess Who?/ Snapshots (I, Group) • CSI Form
/Character Study of an Individual
4. 4. • Featuring: Aung San Suu Kyi (I) • Inbox (map of conceptual change) (I) (G) • ComCon
(comparison and contrast) (G) PROCESS • Welcome to Burma aka Myanmar (G) •
Introducing, the Burmese People (G) • One’s Vision (complete me) (G) • Bull’s I (idiom) (G) •
 Odds on Ads (advertisements) (I) • Listen and be Heard (I) • Think as a Butterfly (G) •
Meeting You (table) (G) • Literary Carousel (G) • Character Analysis Model (G) • I Draw (I) •
The Propaganda (G) • Shout Out (chart) (G) • Speak Up, Let’s Talk about it (G) • Frequency
Word List (I) • First Impressions (impression writing) (I) REFLECT AND UNDERSTAND •
Your Mission (I) • The F’s (Faith and Fight for Freedom) (G) • Frequency Word List (G) •
Character Revelation Figure (G) • Soldier Simulation/ Role-play (G) • 3-2-1 (map of
conceptual change) (I) • PS at your Fingertips (précis/ summary) (I) • Lend me your Ears
(editorial article) (I) TRANSFER • Outbox (I) • Lesson Closure (I) • Handing in your
Evaluation Paper (I) EXPECTED SKILLS: • To do well in this lesson, you need to remember
and do the following: • Listening/Writing: Write an editorial article concerning an issue raised
by the speaker listened to • Speaking/Reading: Engage in a conversation based from a
selection or text read using communication strategies and expressions that signal opinions •
Reading/Literature/Vocabulary/Study Strategies: Produce a frequency word list and
Construct a paragraph containing impressions from a text or passage read • Viewing/Writing:
Write an evaluation paper of a program viewed • Grammar/Reading/Literature: Write a
précis/summary regarding a text or passage read
5. 5. LEARNING GOALS AND TARGETS: For your expectations, write your own possible goals
and targets for this lesson in the box below. * KNOW: Let us begin this lesson by reflecting
on what you know so far about Asian and African literature, in particular, Burmese literature.
• Activity 1: GUESS WHO?/SNAPSHOTS To start the lesson, look at these pictures.
6. 6. Camera-coloring-page.jpgsupercoloring.com Now, answer the following questions: 1. Do
you know any of the people in the pictures? Give the names of those whom you recognize.
2. What did they contribute in their countries? Provide examples. 3. Specifically, why are
they considered as heroes or icons? • Activity 2: FEATURING: AUNG SAN SUU KYI Since
you are already somewhat familiar with the above mentioned persons, wherein one is Aung
San Suu Kyi, study more information about her from this short essay. Your teacher can read
it through storytelling while you read silently and follow. Aung San Suu Kyi Aung San Suu Kyi
was born in Rangoon (now named Yangon). Her father, Aung San, founded the modern
Burmese army and negotiated Burma's independence from the British Empire in 1947; he
was assassinated by his rivals in the same year. She grew up with her mother, Khin Kyi , and
two brothers, Aung San Lin and Aung San Oo , in Rangoon. Aung San Lin died at age eight,
when he drowned in an ornamental lake on the grounds of the house. Her elder brother
emigrated to San Diego, California, becoming a United States citizen. After Aung San Lin's
death, the family moved to a house by Inya Lake where Suu Kyi met people of very different
backgrounds, political views and religions. She was educated in Methodist English High
School (now Basic Education High School No. 1 Dagon) for much of her childhood in Burma,
where she was noted as having a talent for learning languages. She is a Theravada
Buddhist. Suu Kyi's mother, Khin Kyi, gained prominence as a political figure in the newly
formed Burmese government. She was appointed Burmese ambassador to India and Nepal
in 1960, and Aung San Suu Kyi followed her there, she studied in the Convent of Jesus and
Mary School, New Delhi and graduated from Lady Shri Ram College in New Delhi with a
degree in politics in 1964. Suu Kyi continued her education at St Hugh's College, Oxford,
obtaining a B.A. degree in Philosophy, Politics and Economics in 1969. After graduating, she
lived in New York City with a family friend and worked at the UN for three years, primarily on
budget matters, writing daily to her future husband, Dr. Michael Aris. In 1972, Aung San Suu
Kyi married Aris, a scholar of Tibetan culture, living abroad in Bhutan. The following year she
gave birth to their first son, Alexander Aris, in London; their second son, Kim, was born in
1977. Subsequently, she earned a PhD at the School of Oriental and African Studies,
University of London in 1985. She was elected as an Honorary Fellow in 1990. [26] For two
years she was a Fellow at the Indian Institute of Advanced Studies (IIAS) in Shimla, India.
She also worked for the government of the Union of Burma. In 1988 Suu Kyi returned to
Burma, at first to tend for her ailing mother but later to lead the pro-democracy movement.
Aris' visit in Christmas 1995 turned out to be the last time that he and Suu Kyi met, as Suu
 Kyi remained in Burma and the Burmese dictatorship denied him any further entry visas. Aris
was diagnosed with prostate cancer in 1997 which was later found to be terminal. Despite
appeals from prominent figures and organizations, including the United States, UN Secretary
General Kofi Annan and Pope John Paul II , the Burmese government would not grant Aris a
visa , saying that they did not have the facilities to care for him, and instead urged Aung San
Suu Kyi to leave the country to visit him. She was at that time temporarily free from house
arrest but was unwilling to depart, fearing that she would be refused re-entry if she left, as
she did not trust the military junta 's assurance that she could return. Aris died on his 53rd
birthday on 27 March 1999. Since 1989, when his wife was first placed under house arrest,
he had seen her only five times, the last of which was for Christmas in 1995. She was also
separated from her children, who live in the United Kingdom, but starting in 2011, they have
visited her in Burma. On 2 May 2008, after Cyclone Nargis hit Burma, Suu Kyi lost the roof of
her house and lived in virtual darkness after losing electricity in her dilapidated lakeside
residence. She used candles at night as she was not provided any generator set. Plans to
renovate and repair the house were announced in August 2009. Suu Kyi was released from
house arrest on 13 November 2010. A short essay on life of Aung San Suu
Kyiwww.meritnation.com/discuss/question/2463138 - India
7. 7. Activity 3: CSI (Character Study of an Individual) • Then, find a partner and fill out the CSI
form based on her background information. Be ready to share your output, which can be
folded in accordion style, in class for interactive discussion. Name of Character • Personality
Traits Actions which Support Traits Illustrations by: Amarjeet Malik 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. •
Relate the previous activities to the focus questions: 1. What does literature (Burmese)
reveal about Asian and African character? 2. How do Asians and Africans (Burmese)
respond to the challenges of modernity as reflected in their literary selections? • Activity 4:
INbox The-Box.jpgblog.hiredmyway.com Now, refer to the map of conceptual change below,
wherein you will be giving your personal ideas and opinions about the focus questions. For
this part, you will write on the “I Think” section of IN THE BOX. Make sure you connect it with
the literature of Burma/Myanmar and Burmese people, for example, Aung San Suu Kyi. IN
THE BOX I Think…
8. 8. Activity 5: ComCon (Comparison Contrast) • Feel free to exchange information with your
classmates and take turns by comparing and contrasting your ideas using this graphic
organizer. Graphic Organizers Comparison & Contrast www.slideshare.net/.../graphic-
organizers-comparison-contrast-6865 As a review, you gave your initial ideas on the focus
questions and Burmese literature. This time, let us find out how others would answer the
questions and compare their ideas to your own. As you compare, you will also learn other
concepts which will help you complete the required project. This project is about an
evaluation paper of a program viewed. You will go on by doing the next activity.
9. 9. PROCESS: Your goal in this section is to learn and understand key concepts regarding
Burmese literature focusing on the temperaments and psyche of the people of Burma in their
response to challenges of modernity. burma-myanmar-name.jpgblog.burma-center.org
Activity 6: WELCOME TO BURMA AKA MYANMAR! • Take note of the words used in
context that you will encounter in reading the informative text. Beforehand, do the unlocking
of difficulties through wordles. Your teacher can use the manual way or refer to this website
for examples and instructions: *Wordle
Instructionswww.smsd.org/custom/StaffDev/Wordle%20QRG.pdf - United States wordle-
znjcxc.jpgteacherchallenge.edublogs.org • Frequency Word List a. extant specimen b.
dedicatory inscriptions c. eloquent poems d. Buddhist piety e. educated courtiers f. panegyric
odes g. letter of an abbot h. foreign literature was transplanted For the manual way, go over
the example given done in acrostic: Eloquent M O T I O N Include the said words in your
frequency word list.
10. 10. • A ct ivi ty 7: THINK AS A BUTTERFLY 1. Pair up with another partner and fill up the
butterfly organizer on main idea with supporting details based from the same text. Respond
also to the enumerated questions and use this as a basis for group dynamics. 1. What does
 prose usually contain? How about poetry? 2. What can you say about Burmese literature? 3.
What is considered as the first example of Burmese literature? 4. Why is the founding of the
University of Rangoon very significant in their literature? 5. How does their literature reveal
the character of the Burmese people? • THE LITERATURE OF MYANMAR The literature of
Myanmar, formerly Burma, has a long history. The Mayazedi inscription (A.D. 1113) is the
earliest extant specimen of Burmese literature. It narrates the dedication of the Golden
Buddha by a prince and the gift of slave-villages to the image, ending with a prayer for the
donor and his friends. Over a thousand such dedicatory inscriptions were set up in the next
700 years, containing eloquent poems and prayers of poetic merit. In the fifteenth century up
to the nineteenth century, palm-leaf (scratched with a stylus) and folded-paper literature
became common. Such works were filled with Buddhist piety and courtly refinement of
language. The authors were monks, educated courtiers, and court poetesses. Prose works
during this period were few, mostly Buddhist scriptures and chronicles of kings. Poetry was
varied: there were historical ballads, panegyric odes, the pyo (Buddhist story in verse), and
the ya-du (poems of love or nature). The writers also used the “mixed style” or prose and
poetry together. Examples of this are the Yagan, a serio-comic epic, and the Myil-Ta-za, a
letter of an abbot to the king. Modern fiction began with the novel. An example is Tet-Pon-
gyn, a classical novel. With the founding of the University of Rangoon in 1920 came an
increase in output of Burmese literature. Foreign literature, especially English works, was
transplanted. With independence in 1948, Burmese has gradually replaced English as the
medium of instruction, and literature has become nationalistic. English Communication Arts
and Skills through Afro-Asian Literature
11. 11. 1. ayearofmanyfirsts.blogspot.com Make your organizers creative by coloring, designing
the edges and the like and post these on one area of the room or wall/board for English
corner. Activity 8: INTRODUCING, THE BURMESE PEOPLE…
burma_main_image.jpghrw.org To continue, here is a written copy of a speech for more
information about the Burmese people, including their temperaments and psyche. For the
unlocking of difficulties, look for the functional definitions of the words below, meaning, how
they were used in the text. Your teacher can do this through text twist. • Activity 9: MEETING
YOU One of your classmates or a representative will read the said speech for you to follow.
Form groups with five (5) members and assign each to identify what are asked from the
table. Be creative in presenting your output. Evils that Effects on Inevitables How Statements
that Frequency Word List a. inevitables f. utilitarian b. fleeting g. exploit c. transitory h.
rampant d. amass i. inexhaustible e. insatiable j. wallow
12. 12. Plague Humanity the Lives of People in Life Science Conquers each Indicate Reality
(actual, exists) and Fantasy (dream, imagination) 1. 2 3. ON THE THREE EVILS (The
people of Myanmar are peace-loving and hardworking. Most of them live in villages and work
as farmers. This speech of then Prime Minister U Nu serves to remind the Myanmar people
to pursue peace and unity among them) Humanity has been led astray by three evils –
greed, hatred and ignorance. Whether we are Buddhists, Hindus, Muslims, Christians,
Animists, or Atheists, we cannot escape the three inevitables: old age, disease, and death.
Nobody can deny that the five sense objects – pretty sight, delightful sound, fragrant smell,
savory taste, and nice touch – are only fleeting phenomena. They are neither lasting nor
permanent. Nor can anybody deny that property is transitory: no one can carry away his
property after death. Men have been chasing these transitory pleasures with a dogged
tenacity mainly because they hold false views regarding property. They forget that this life is
not even one millionth part of the whirlpool of Samsara (the cycles of rebirth), and go on
amassing wealth even though it never brings them full satisfaction. This insatiable greed for
wealth results in the profit motive which is not directed toward any utilitarian purpose. Once
upon a time all commodities were common property, and everybody had a right to use them
for his own benefit. But with the advent of the profit motive these commodities became
objects of exploitation. They became instruments of wealth and stimulus for greed. This led
to the following phenomena: 1. Human society was split into two classes: Haves and Have-
 nots. 2. The Have-nots had to depend on the Haves for their living, and thus the evil system
of exploitation of one class by another emerged. 3. With class exploitation, the poor became
poorer because they could not get adequate returns for their work. They had to resort to evil
ways like stealing, looting, and prostitution. 4. The Lord Buddha has taught us that there are
four causes of death: kamma, frame of mind, weather, and food. Under the system of class
exploitation, how can the Have-nots enjoy good food and protect themselves from extremes
of weather? Can there be any sense of happiness or contentment for them? Can even a
good kamma favor one who is cheerless? Thus one who is born into the class of Have-nots
is handicapped in all the above four factors, and disease is the inevitable result. 5. How can
the Have-nots care for education with their hard struggle for a bare living? Lack of education
breeds an ever-increasing band of ignoramuses and Mr. Zeros. 6. How can a country
abounding in ignoramuses and Mr. Zeros ever progress? It is evident that most of the evils in
the world can be traced to the advent of the profit motive. Do you remember the legend of
the Padaythabin (the tree of fulfillment) we heard as children? According to the legend, there
was once a time when men and women could get whatever they wanted from the
Padaythabin tree. There was no problem of food or clothes or housing, and there was no
crime. Disease was comparatively unknown. In course of time, however, the people fell
victim to greed and spoiled the tree of fulfillment which eventually disappeared. Then a class
of people who could not afford to eat well, dress well, or live well appeared, and crime
became rampant. Now I ask you to think of the Padaythabin as the natural wealth of our
country, both above and under the ground. If only this natural wealth is used for the common
good of mankind it will be inexhaustible, besides satisfying the needs of everybody. But
greed comes in the way. The poorest of the poor wants to become rich; the rich want to
become richer, and the process goes
13. 13. Activity 10: LITERARY CAROUSEL merrygoround_colorpage_july7.jpgspoonful.com
Likewise, have your own literary circle where each member will take turns in answering the
questions or explaining any of the following statements. Prepare and present your output
through broadcasting. 1. What lesson does the legend of the Padaythabin tree teach the
Burmese? 2. What does this excerpt reveal about the temperaments and psyche of the
Burmese? 3. Can you still lead a simple life today even amid the ongoing technological
advances? Elaborate. 4. Explain the line, “Live simply so that others may simply live.” 5. If
you were a parent, what would you teach your children to make sure that they do not grow
up to be greedy people? *Questions Adopted from English Communication Arts and Skills
through Afro-Asian Literature Activity 11: ONE’S VISION (Complete Me) Let us at the same
time, have poetry from Burma. Listen to your teacher read the said poem or its recorded
version. You will have the unlocking of difficulties through word match play. Your teacher will
distribute strips of paper, wherein one set includes words to be defined and the other for
definitions. Representatives/Volunteers from your class match the words with their definitions
for extra points. Frequency Word List Activity 12: CHARACTER ANALYSIS MODEL Form
triads, read the copy of the poem for the second time and answer the Character Analysis
Model based on the questions. Then, post your output on the board for checking as each
group goes over the work of others. gloominessbattereddespairforagingfleeing
spaciousvisionconcepts vast lotus A country of great beauty People so gentle and kind There
is also ugliness And cruelty Fleeing and hiding And foraging for food To survive Our people
are in pain Suffering like no hell on earth Darkness and despair Surround them And freedom
is out of reach Beaten and battered by life Death and diseases Of the mind and spirit
Swallowed up by gloominess And bitterness How can they carry on? Each of us has a role to
play To help our countrymen Not by hatred and blame Not by giving false hope Or ideas Or
concepts But to see the big vision A vision that’s not small or limited A vision that’s vast and
spacious So that Burma’s people may rise up Like a beautiful lotus From a muddy pond.
Burma Digest VISION by Feraya What does he/she think?
14. 14. 1206559775279278925nicubunu_ Stick_figure_male_2.svg.hi.png Reflect on the activity
in relation to the Burmese people in their response to the challenges of modernity. Activity
 13: BULLS I! Here is another text, an excerpt from a post/blog. Read orally and take note of
the underlined phrases. What are they called? How does he/she act? What does he/she
say?What does he/she hear? What does he/she see? How does he/she feel? Bones Will
Crow: An Insider's View (An Excerpt) Posted by Arc, 17th October 2012 Bones will Crow
comes from Moe Zaw’s poem Moonless Night. Co-editors ko ko thett and James Byrne
thought the Burmese idiom fitting for their anthology of ‘15 Contemporary Burmese Poets.’
Bones will Crow means chicken comes home to roost — whatever you give, you get back.
The Burmese use it to express their resentment, the resentment against injustice. To be
honest I did not find it very tasteful when I heard it for the first time. Since then I have
acquired a taste for Bones. My ears have been tamed. My lips got used to saying it. Bones
Will Crow: An Insider's View - Arc Publications Blog
www.arcpublications.co.uk/blog.php?blog_id=166
15. 15. Yes, these are examples of idioms. What are idioms or idiomatic expressions? Idioms or
idiomatic expressions are words, phrases or expressions which are commonly used in
everyday conversation by native speakers of English and usually figurative. With this, give at
least 10 examples of idioms that you know or use. Activity 14: I DRAW As a follow up, your
teacher will distribute flash cards with idioms written on it. Make sense of the one you have,
draw or illustrate its meaning at the back and present it as a pop up. Below are additional
examples. ½ Give me a hand ½ Hit the books ½ Keep an eye on you ½ You're pulling my
leg ½ Cat's got your tongue ½ Zip your lip ½ Cold turkey ½ Wear your heart on your sleeve
½ In the doghouse ½ When pigs fly ½ Put your foot in your mouth ½ On pins and needles ½
I'll be there with bells on ½ Bite off more than you can chew ½ Toss your cookies Refer to
the sample pop up below. Pop-Up-Note-Card.JPGfavecrafts.com Activity 15: ODDS ON ADS
16. 16. Your teacher will show different pictures of products or services and relate to the images
and text below. What are these examples? You are right. The pictures, images and copy are
considered as advertisements. What do you think are applied in advertising so that
consumers will buy products or avail of its services? Why are consumers persuaded? What
words or part of speech made the ads more interesting? adaccessbh0690-
med1.jpegillinoispixels.wordpress.com Burma_Shave_slogans.jpgthe60sofficialsite.com
LUXURY PAINT AND PVC PIPING Celebrities perform a range of different social, cultural
and political functions. In Burma their social and cultural roles are no different, though they
have the added burden of maintaining an identity within a politically repressive and highly
media-controlled society. In this environment, advertising provides celebrities with a short-
term financial reward, and an opportunity to further promote their brand image. Though some
actors have used their fame to voice criticism against junta policies, most see advertising in
practical terms of maintaining a career. Many live near the relatively small Yangon CBD, in
some of the few middle class (by Burmese standards) suburbs, where they may find it
difficult to maintain anonymity. It is not uncommon see singers and actors in the street,
during social encounters or even whilst they are shooting a new TV commercial. The
localness of famous people in Burma, in this sense, gives their patronage an extra sense of
familiarity in advertising work. Advertising and Celebrity Endorsement in Burma Andrew King
- Flow flowtv.org/2011/01/advertising-and-celebrity-endorsement-in-burma/ Activity 16: THE
PROPAGANDA Well, from the examples, focus your attention on propaganda and
propaganda strategies in advertising. Propaganda can be utilized too, in texts, passages or
even literary selections. On the other hand, adjectives can likewise add appeal to ads.
Answer the following questions: 1. What propaganda strategies were used in the
advertisements? 2. How were they integrated in the ad copies? Glamour and Ordinariness –
Actress Htet Htet Moe Oo singing the praises of ‘EVA Pipe’ (PVC Piping Suppliers)
17. 17. 3. Would you buy the said products? Why/Why not? Provide reasons. 4. What words or
part of speech were/was utilized in the advertisements? 5. How did these words make the
ads more effective? Propaganda Basic Propaganda Strategies 1. Bandwagon—persuading
consumers by telling them that others are doing the same thing 2. Testimonial—when a
product is sold by using words from famous people or authority figures i.e. Burmese
 celebrities promoting brands 3. Transfer—when a product is sold by the name or picture of a
famous person or thing but no words from the said person or thing 4. Repetition—when the
product’s name is repeated at least four times in the ad 5. Emotional Words—words that will
make a consumer feel strongly about someone or something are used
http://modernhumorist.com/mh/0004/propaganda/mp3.cfm Five Types of Propaganda Used
in Advertising hs.riverdale.k12.or.us/~dthompso/exhib_03/tianaa/propaganda.html --publicity
to promote something: information put out by an organization or government to promote a
policy, idea, or cause --misleading publicity: deceptive or distorted information that is
systematically--misleading publicity: deceptive or distorted information that is systematically--
misleading publicity: deceptive or distorted information that is systematically spread
Microsoft® Encarta® 2009. © 1993-2008 Microsoft Corporation. All rights reserved.
18. 18. Next to that, search for five other advertisements from newspapers and magazines,
identify the propaganda devices and adjective or adjective 1. Let us have examples for drill
or exercise. Identify the adjective complements in the sentences. Grammar/Language
Adjectives and Complements i.e. tough-whiskered yanks, heavy tanks, jaws as smooth as
guys Adjectives a. Add to the meaning of a noun or a pronoun b. Can be articles like “a” “an”
and “the”, or show possession such as your, his, my, their, our, or its c. Tell us more about
the noun or pronoun, for instance that, what, those, or these, or be interrogative, what,
where, or why d. Some modify by comparing, richer, whole or ideal impossible e. Others are
indefinite and include all, many, few, some, or several f. Also, some give physical
descriptions like big, old or brown g. Others consist of beautiful, Burmese and advertising
Adjective Complement Clause or phrase that adds to the meaning of an adjective or modifies
it, adjective complement always follows the adjective it complements and it is a noun clause
or a prepositional phrase a. Noun clause is simply two or more words that act like a noun, it
can be the subject of a sentence, an object of a verb or preposition, or they can complement
a subject or adjective i.e. what you see, that he is happy, and where the Burmese went b.
Prepositional phrase starts with a preposition and modifies nouns and verbs i.e. “It came with
the ad”, “I need a ride to Myanmar” What Is an Adjective
Complement?grammar.yourdictionary.com › ... › Adjectives • Subject Complement •
Adjectives and adjective phrases function as subject complements. A subject complement is
a word, phrase, or clause that follows a linking verb and describes the subject. • i.e.
Christmas cookies smell delicious. • • Object Complement Adjectives and adjective phrases
function as object complements. An object complement is a word, phrase, or clause that
directly follows and describes the direct object. i.e. Judeo-Christians consider Jerusalem
holy. What Do Adjectives and Adjective Phrases Do in English Grammar?
www.brighthubeducation.com › Homework Help › English Help Examples of Adjective
Complements Noun Clause and Prepositional Phrase: 1. She was hesitant to tell her
parents. 2. The boss was anxious to promote sales. 3. Are you afraid of spiders? 4. We were
shocked by the news. 5. I was delighted that she was chosen. 6. He is likely to be
nominated. 7. The child was eager for Christmas to arrive. 8. I am curious what color it is. 9.
It was wrong of her to go. 10. I am happy they got married. 11. We are all afraid that the
storm will be severe. What Is an Adjective Complement?grammar.yourdictionary.com › ... ›