8

English
Quarter 1 – Module 1:
Noting Context Clues
English - Grade 8
Alternative Delivery Mode
First Quarter-Module 1: Noting Context Clues
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Teresita O. Cole
Editors: Blessilda Pitogo, Imelda Lazaga
Reviewers: Sonia Lauronal, Christy Kimeiafar
Illustrator: Teresita O. Cole
Layout Artist: Jahara Alima, Resdale Venz R. Palabrica
Quality Assurance Team: Dr. Emma C. Olandria (Moderator, English-Key Stage 3)
Mr. Michael Angelo S. Magalso (Evaluator for Grade 8 English)

Management Team:
Schools Division Superintendent:
Dr, Marilyn S. Andales, CESO V
Assistant Schools Division Superintendents:
Dr. Cartesa M. Perico
Dr. Ester A. Futalan
Dr. Leah B. Apao
Chief, CID: Dr. Mary Ann P. Flores
EPS in LRMS: Mr. Isaiash T. Wagas
EPS in English: Dr. Ma. Chona B. Redoble

Printed in the Philippines by:

Department of Education – Region VII, Division of Cebu Province
Office Address: IPHO Bldg., Sudlon, Lahug, Cebu City
Telefax: (032) 255-6405
Email Address: [email protected]

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 8

English
Quarter 1 – Module 1:
Noting Context Clues

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 Key Message

For Educators:
Learning is a constant process. Amidst inevitable circumstances, the
Department of Education extends its resources and looks for varied ways to cater your
needs and to adapt to the new system of Education as a fortress of Learning Continuity
Plan. One of the probable solutions is the use of Teacher-made Educational Modules
in teaching.

You are reading the English 8 Quarter1 Alternative Delivery Mode (ADM)
Module on Noting Context Clues.

The creation of this module is a combined effort of competent educators from

different levels and various schools of Department of Education Cebu Province. In
addition, this module is meticulously planned, organized, checked and verified by
knowledgeable educators to assist you in imparting the lessons to the learners while
considering the physical, social and economical restraints in teaching process.

The use of Teacher-made Educational Module aims to surpass the challenges

of teaching in a new normal education set-up. Through this module, the students are
given independent learning activities, which embodies in the Most Essential Learning
Competencies based from the K-12 Curriculum Competencies, to work on in
accordance to their capability, efficiency and time. Thus, helping the learners acquire
the prerequisite 21st Century skills needed with emphasis on utmost effort in
considering the whole well being of the learners.

In addition to the material in the main text, you will also see this box in the body
of the module:

Notes to the Teacher!

This part of the module gives you helpful

tips, suggestions or strategies that will make
the learning process easy and efficient to
the learners.

As the main source of learning, it is your top priority to explain clearly on how
to use this module to the learners. While using this module, learner’s progress and
development should be recorded verbatim to assess their strengths and weaknesses
while doing the activities presented independently in safety of their homes. Moreover,

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you are anticipated to persuade learners to comply and to finish the modules on or
before the scheduled time.
For the Learners:
As a significant stakeholder of learning, Department of Education researched
and explored on innovative ways to address your needs with high consideration on
social, economic, physical and emotional aspects of your well being. To continue the
learning process, DepEd comes up with an Alternative Delivery mode of teaching
using Teacher-Made Educational Modules.

You are reading the English 8 Quarter 1 Alternative Delivery Mode (ADM)
Module on Noting Context Clues.

This module is especially crafted for you to grasp the opportunity to continue
learning even at home. Using guided and independent learning activities, rest assured
that you will be able to take pleasure as well as to deeply understand the contents of
the lesson presented and successfully recognize your own capacity and capability in
acquiring knowledge.

This module has the following parts and corresponding icons:

The first part of the module will keep you on

WHAT I NEED TO tract on the Competencies, Objectives and
KNOW Skills expected for you to be developed and
mastered.

This part aims to check your prior knowledge

on the lesson to take. If you answered this part
WHAT I KNOW
with full marks, you can decide to skip this
module.

WHAT’S IN This part helps you link the previous lesson to

the current one through a short exercise/drill.

The lesson to be partaken is introduced in this

WHAT’S NEW part of the module creatively. It may be
through a story, a song, a poem, a problem
opener, an activity, a situation or the like.

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 A brief discussion of the lesson can be read in
this part. It guides and helps you unlock the
WHAT IS IT
lesson presented.

A comprehensive activitiy/es for independent

practice is in this part to solidify your
WHAT’S MORE knowledge and skills of the given topic. Check
the answers to the exercises using the Answer
Key at the end of the module.

This part of the module is used to process your

WHAT I HAVE LEARNED learning and understanding on the given topic.

A transfer of newly acquired knowledge and

WHAT I CAN DO
skills to a real life situation is present in this
part of the module.
This activity assesses your level of mastery
ASSESSMENT towards the topic.

In this section, enhancement activities will be

ADDITIONAL ACTIVITIES given for you to further grasp the lessons.

This contains answers to all activities in the

ANSWER KEY module.

At the end of this module you will also find:

References Printed in this part is a list of all reliable

and valid resources used in crafting
and designing this module.

In using this module, keep note of the fundamental reminders below.

1. The module is government owned. Handle it with care. Unnecessary
marks are prohibited. Use a separate sheet of paper in answering all
the given exercises.

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 2. This module is organized according to the level of understanding.
Skipping one part of this module may lead you to confusion and
misinterpretation.

3. The instructions are carefully crafted for you to understand the given
lessons. Read each item cautiously.

4. This is a Home-Based class, your reliability and honor in doing the

tasks and checking your answers are a must.

5. This module helps you attain and learn lessons at home. Make sure
to clearly comprehend the first activity before proceeding to the next
one.

6. This module should be returned in good condition to your

teacher/facilitator once you completed it.

If you wish to talk to your teacher/educator, do not hesitate to keep in touch with
him/her for further discussion. Know that even if this is a home-based class, your
teacher is only a call away. Good communication between the teacher and the
student is our priority to flourish your understanding on the given lessons.

We do hope that in using this material, you will gain ample knowledge and skills
for you to be fully equipped and ready to answer the demands of the globally
competitive world. We are confident in you! Keep soaring high!

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 WHAT I NEED TO KNOW

Have you experienced reading a story or text with unfamiliar words or

expressions? What was your initial reaction? Do you wish you were a walking
dictionary?

Worry no more, for this is the focus of this module, that is – to determine the
meaning of words and expressions that reflect the local culture by noting context clues
(EN8V-If-6).

After working on this module, you will be able to:

 identify unfamiliar words or expressions that reflect local culture;

 explain the meaning of words and expressions that reflect the local culture by
noting context clues;

 construct sentences using unfamiliar words or expressions that reflect local

culture whose meanings can be determined by noting context clues; and

 show self-reliance when working independently.

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 WHAT I KNOW

I. Directions: Identify the meaning of the underlined words by choosing the

appropriate words in the box.

showed a woman who has lost her spouse by death

comfort a group of people sharing a common interest
disrespectful misbehavior
hard hardworking
lazy thankful
In a small town in Catmon, there lived a (1) widow with two children. She had a
daughter and a son. She worked hard so she could always put food on the table.
Her son was in the 10th grade while her daughter, who was a year younger than
her son was in the 9th grade. The two children used to help her in doing household
chores. They were (2) diligent and obedient. However, when her son became a
member of a (3) fraternity, his behavior and attitude changed.
The son was always with his group mates. He loved hanging out with them.
Eventually, he became (4) negligent and (5) impolite which (6) reflected the kind of
people he always spent time with. More often than not, the mother cried for her son’s
(7) rudeness and bad attitude.
However, she was very (8) grateful for her daughter, the exact opposite of her
son, and who was always by her side. Her daughter was the only one who would (9)
console her during (10) grueling times and help her solve problems in the family.
II. Directions: Read the sentences, then identify how the meaning of the underlined
word is expressed. Write C/A for Contrast or Antonym, R/S for
Restatement or Synonym, D/E for Definition or Explanation, PC for
Punctuation Clue and GC for General Clue.
1. My brother is an aficionado, a person who is very knowledgeable and enthusiastic
about an activity, subject, or pastime.
2. That’s absolutely a ridiculous price for a sweater. I can’t find any reason for it to
become so expensive.
3. Her traumatic experience made her a self-centered and callous young woman.
She became hard-hearted and showed no sympathy for others.
4. Liza imitated the house design of her neighbor but her husband changed it to add
another window.
5. His stalwart (marked by outstanding strength and vigor of body, mind, or spirit)
son, applied to join the army.

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 WHAT’S IN

Directions: Complete each sentence by using a word in the word bank.

reiterate probe stance bulk contemplate

furnish pertinent gloss over spur rhetorical

1. Informative essays must never express your opinion or try to convince others
to take a certain action or ________ (position).
2. The introduction is used to introduce the main idea, provide any ________
(appropriate) definitions, and briefly describe what will be covered.
3. The introduction must clearly state what readers are about to ________
(explore).
4. The body will be several paragraphs long, comprising the ________ (in large
quantities) of the essay.
5. This is where you'll ________ (provide) further details about the main idea.
6. It should ________ (encourage) the reader to want to learn more about the
topic.
7. Be sure to ________ (repeat) the thesis statement clearly
8. After that, offer up a few closing remarks that ________ (describe) the most
important elements
9. End on a high note, encouraging your readers to learn more or ________
(study) on the most important elements of your essay.
10. You may even pose a ________ (asked merely for effect) question.

WHAT’S NEW

Directions: Read the passage and answer the questions that follow.

The Municipality of Catmon was under ECQ (Enhanced Community

Quarantine), a total lockdown, restricting the movement of the population except
for necessity, work, and health circumstances, in response to the growing
pandemic of coronavirus disease 2019 (COVID-19) in the country. In one of the
barangays of this town, a widow lived in a small house with her son and
daughter.

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 She had a problem with her son, whom she considered a pasaway, for
being ill-mannered.
Reting : Ma, I will go out to buy drinks.
Betty : No! You are not allowed to go out or do other activities outside.
We are placed under quarantine. Haven’t you remembered the
‘direktiba’ given by our barangay captain that guides us on what to
do during ECQ?
Reting : Who cares, I want to drink a bottle of soft drink right now! It’s so
hot in here.
Betty : Ting, listen to me!
Reting : Ay ambot nimo! I’m tired of listening to your story.
Reting banged the door shut as he left the house which produced a sharp
noise when it was struck, and immediately headed toward Nilo’s store.
Reting : Noy Nilo, I want to buy a cold soft drink, do you have it?
Nilo : Yes!
Nilo got the soft drinks from the refrigerator and handed it to Reting.
Nilo : Where’s your mask? If you get caught for not wearing it, for sure
you will be obliged to do community service.
Reting : ‘Simbako’ (knocked on wood). I have it here inside my pocket.
Wa kay labot! It’s not that important.
After saying that, Reting walked away. Nilo got irritated by such show of
disrespect, his anger triggered him to call the barangay captain and reported
Reting’s disobedience. Instantaneously, the barangay captain, together with a
barangay councilor, went to Nilo’s store and saw Reting walking down the
street.
Brgy. Councilor: Ting, you should be staying at home. What are you doing
out here?
Instead of answering, Reting ran as fast as he could to evade them,
thinking that they would just let him escape. But the barangay officials ran after
him, asked him to stop, yet he never listened to them. So, they decided to talk
to the mother.
Brgy. Captain: Betty, we have to teach your son a lesson. Take him to
the barangay hall tomorrow.
Betty : Puhon, sir, hopefully we will be there first thing in the morning.

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 When Reting arrived home, he was taken to the barangay hall by his
mother.
Reting : Sir, forgive me. I will not do it again.
Brgy. Captain: The problem with you Ting – is that, you are disobedient
to persons in authority. You love to be chased. It seems you
need attention always. Patagad kaayo ka!
Reting was asked to pray, after which he was assigned to clean the prayer
room. When his task was done, he went home with her mother and pledged not
to disobey the order again. Betty had only one wish for her son – that Reting
would keep his promise and change for the better.

Questions:
1. Have you found unfamiliar words or expressions in the passage? What are they?
List down these words in your answer sheet.
2. What words or expressions in the passage that are local in nature?
3. Can you determine the meaning of the unfamiliar words or expressions?
4. When you want to know the meaning of an unfamiliar word, what are you going to
do most often?
5. What strategy or technique can we use to figure out the meaning of unknown
words and expressions in a text, without looking at a dictionary?

WHAT IS IT

Context clues are hints found within a sentence, paragraph, or passage that a reader
can use to understand the meaning of unfamiliar word/expression.
1. In this sentence:
She had a problem with her son, whom she considered a pasaway, for
being ill-mannered.
What is the underlined expression?
Possible Answer: pasaway
2. Which words give you the hint of what ‘pasaway’ means in this sentence?
Possible Answer: problem, ill-mannered

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 The words problem and ill-mannered are the context clues that will help you
understand the meaning of the word pasaway in this particular sentence.

Pasaway as used in the passage has something to do with local culture, since
the word is commonly used as a Tagalog expression.
What is Local Culture?

Local culture is everything that we create and share as part of our lives in the
place where we live or work.

Where is Local Culture?

Local culture is everywhere. It resides in our relations with the local

environment and landscapes, in our local music and artistic expressions, in our
community’s history and contemporary social issues, and in our family’s stories.

There are Different Types of Context Clues

Let’s study the following sentences:

Sample 1

Haberdashery, which is a store that sells men’s clothing, is becoming more

common today.

 What does haberdashery mean?

 What is the meaning of this unfamiliar word?
 How did you find its meaning?
 What is the role of this clause “which is a store that sells men’s clothing” to the
word Haberdashery in this sentence?
Explanation: Sometimes a word's or phrase's meaning is explained immediately after
its use. It is called Definition or Explanation Clues.
Sample 2

Lou was sent to the haberdashery to find a new suit. He needed to wear
one for his uncle’s wedding.

 Is the meaning of haberdashery presented in this sentence?

 How did you find its meaning, based on the given text?

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Explanation: Sometimes a word's or phrase's meaning is explained immediately after
its use. It is called Restatement or Synonym Clues.
Sample 3

Lou wanted to go to the haberdashery, but Ann wanted to shop at the

boutique.
 What idea is presented right after the word haberdashery?
 What signal word is used to present an opposing idea in this sentence?
Explanation: Sometimes a word or phrase is clarified by the presentation of the
opposite meaning somewhere close to its use. Look for signal words
when applying context clues. It is called Contrast or Antonym Clues.
Sample 4

The haberdashery was Lou’s favorite place. He loved shopping for nice
suits. The people who worked there were so kind and helpful.

 Is the meaning of haberdashery directly stated in this sentence?

 Is there a relationship implied among the three sentences?
 Where can you find the clues to the meaning of the word haberdashery?

Explanation: Sometimes a word or phrase is not immediately clarified within the same
sentence. Relationships, which are not directly apparent, are inferred or
implied. The reader must look for clues within, before, and after the
sentence in which the word is used. It is called Inference or General
Context Clues.

Sample 5

Tom's father was a haberdasher, or men’s shop keeper, in the story.

Tom's father was a haberdasher (men’s shop keeper) in the story.
In the story, Tom's father was a haberdasher – or men’s shop keeper.
Tom's father was a “haberdasher”. He had a clothing store for men.

 How did you find the meaning of haberdasher in each sample sentence?

Explanation: Readers can also use clues of punctuation and type style to infer
meaning, such as quotation marks (showing the word has a special
meaning), dashes, parentheses or brackets (enclosing a definition), and
italics (showing the word will be defined). This type is called
Punctuation.

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 WHAT’S MORE

Directions: Read the passage again under What’s New, then write the unfamiliar word
or expression and its context clue.

Unfamiliar Word/Expressions Context Clues

WHAT I HAVE LEARNED

Directions: Create a Context Clue Chart. In the chart, list and describe the types of
context clues with a sample sentence for each. Follow the format below.

Type
Description
Sentence
(underline the
unfamiliar word)

TYPES OF CONTEXT

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 WHAT I CAN DO

Directions: From this list of Cebuano words/expressions, choose only five (5) you are
most familiar with. Then do the following:

a. define each word/expression

b. share your ECQ (Enhanced Community Quarantine) experience by
constructing sentences using your chosen words/expressions
c. underline the context clue

1. Ayuda
2. Amping
3. Likayi
4. ECQ na sad
5. Pag-urong
6. Way laag
7. Gahi’g ulo
8. Gidili
9. Ikyas
10. Maskara

ASSESSMENT

Directions: Read the passage below. Make a list of the unfamiliar words or expressions
which show local culture. Give the meaning by noting context clues. Then,
use each in a sentence. Reflect your answers in the given table.

Shelam, my friends! Tenastalign? I hope you are all fine. I am Zala, an

Ethiopian girl, who speaks Amharic language. As an eight grade student, I love
to wear jewelries made of cowry shells and clothes made from a cotton called
shemma that is used to make habesha kemis, which is basically a cloth woven
in long strips sewn together. Like any other girl in Ethiopia, I like to listen to tizita,
a song of reminiscence. Nowadays, I am learning how to dance eskista which is
very known in Ethiopia. Since I am new in this school, I hope you will accept me
as your new classmate and friend. That’s all, Ameseginalehu for listening.

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 Unfamiliar
Meaning Sentence
Word/Expression

ADDITIONAL ACTIVITY

Directions: Match the sentences in Column A with their Context Clue Type in Column
B. Write the letter of your answer.
A B

1. A goldfish is a voracious animal. It is A. Restatement or Synonym Clues

known to eat anything including pellets,
ants and even broccoli. B. Contrast or Antonym Clues

2. Jaina is very garrulous. She loves to C. Definition or Explanation Clues

talk most of the time.
D. General Context Clues
3. The building was constructed a
E. Punctuation Clues
decade (a period of ten years) ago.

4. Mother felt so gratified. She thought

she would never be sad again.

5. Filipinos love the Tinikling, a

traditional Philippine folk dance which
is originated during the Spanish
colonial era.

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 ANSWER KEYS

What’s In What I Have

What I Know Learned
1. stance Answers may
I.
2. pertinent vary
1. a woman … 3. probe
2. hardworking 4. bulk What I Can Do
5. furnish Answers may
3. a group of …
6. spur vary
4. lazy 7. reiterate
5. disrespectful 8. gloss over
Additional
9. contemplate
6. showed Activity
10. rhetorical
1. d
7. misbehavior
2. a
8. thankful What’s New 3. e
9. comfort Answers may 4. b
vary 5. c
10. hard
II.
What’s More
1. D/E 4. C/A Answers may
2. GC 5. PC vary

3. R/S

Assessment

Unfamiliar
Meaning Sentence
Word/Expression
Shelam Hello
Tenastalign How are you? Answers
Amharic Ethiopian language may
Shemma cloth vary
Habesha kemis Cloth woven in long strip
Tizita Song of reminiscence
Eskista Ethiopian dance
Ameseginalehu Thank you

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References

“10 Greetings in 10 Languages,” Africa.com, accessed July 8, 2020,

https://africa.com/10-greetings-in-10-languages/.

“10 Common Cebuano Expressions,” The I Cebu(blog), Lola Pureza’s, January

21, 2018, http://www.peanutbrowas.com/blog/10-common-cebuano-
expressions.

“The Cebuano’s Culture, Customs and Traditions,” Living in the Philippines,

accessed June 29, 2020, https://www.livinginthephilippines.com/culture-and-
people/philippine-culture/culture-and-traditions/1326-the-cebuanos-culture-
customs-and-traditions

“The Five Types of Context Clues,” LDSD.org, accessed June 11, 2020,
https://www.ldsd.org/cms/lib/PA09000083/Centricity/Domain/18/5contextclu
es.pdf.

“What is Local Culture,” Wisconsin Teachers of Local Culture, accessed July 5,

2020,
https://wtlc.csumc.wisc.edu/what-is-local-culture/.

Wikipedia. “Culture of Africa,” accessed July 10, 2020,

https://en.wikipedia.org/wiki/Culture_of_Africa.

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Department of Education – Region VII,
Division of Cebu Province
Office Address: IPHO Bldg., Sudlon, Lahug, Cebu City
Telefax: (032) 255-6405
Email Address: [email protected]

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