Reading works!5 tm_unit1-watermark

Unit 1
Knowing Myself
Chapter 1
Appreciating 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 to
1. 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; and
5. write a poem about taking care of their bodies.

II. RSS Feed
A. Title of the Selection: I Am a Wonderful Creation
B. Values Integration:
1. appreciation of human life
2. 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 Streaming
1. 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.

Teacher’s Manual 1

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
1. 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; and
8. show the value of proper nutrition by making a commitment to start living a
healthy lifestyle.

2 Reading Works! 5

II. RSS Feed
A. Title of the Selection: Eat Right and Live Right!
1. respect for other people’s opinions
2. healthy lifestyle, sincerity in committing oneself to a better and healthier
living
3. patience in finding the words needed
4. concern for the family’s health, honesty in assessing one’s own health
habits
C. 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.


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. Hits
1. 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; and
4. compare and contrast their personalities with that of the main character in the
story using a Venn diagram.

II. RSS FEED
A. Title of the Selection: Andy’s Dilemma
1. appreciation of other people’s kindness
2. 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.

4 Reading Works! 5

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. Hits
1. 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; and
5. follow directions in making a postcard.


II. RSS Feed
A. Title of the Selection: The “Coolest” Summer Classes
1. patience and perseverance
2. respect for individual differences
3. genuine passion for a hobby or interest
C. Materials: sample postcards, promotional video of summer classes

III. Live Streaming
1. 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.

6 Reading Works! 5

Chapter 2
Exploring My Potentials and Gifts

Lesson 1 Recognizing My Strengths and Weaknesses

I. Hits
1. 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; and
8. classify classmates according to descriptions based on strengths and
weaknesses.

II. RSS Feed
A. Title of the Selection: Spotlight on Your Strengths and Weaknesses
1. acknowledgment one’s limitations and appreciation of one’s strengths
2. 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 Streaming
1. 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.


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
1. 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; and
7. present a skit showing the importance and beneﬁts of improving oneself.

8 Reading Works! 5

II. RSS Feed
A. Title of the Selection: Room for Improvement
1. acceptance of one’s limitations and weaknesses
2. 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.


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
1. 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; and
8. express appreciation for one’s talents through a journal entry.

II. RSS Feed
A. Title of the Selection: Lucy’s Melody
1. patience
2. honesty
3. faith
4. love for family
5. gratitude
6. 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.

10 Reading Works! 5

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.


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

Lesson 4 Appreciating Who I Am

I. Hits
1. 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; and
6. recognize the positive traits of other people.

II. RSS Feed
A. Title of the Selection: Take Time to Appreciate Yourself
1. appreciation of others and of oneself
2. 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.

12 Reading Works! 5

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


ANSWER KEY

Unit 1
Chapter 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.

14 Reading Works! 5

Link
Activity 1

Actions Body Parts Qualities People

stare backbone benevolence president
scribble ankle gratefulness editor in chief
mold jaw intelligence student
gallop nape joviality soldier
crawl thigh courteousness newscaster
construct navel patriotism 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


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

16 Reading Works! 5

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


Activity 2
English 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.

18 Reading Works! 5

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


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.

20 Reading Works! 5

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


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

22 Reading Works! 5

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


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

24 Reading Works! 5

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.


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.)

26 Reading Works! 5

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


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

28 Reading Works! 5

Reading works!5 tm_unit1-watermark

Recomendados

Recomendados

Más contenido relacionado

La actualidad más candente

La actualidad más candente (19)

Destacado

Destacado (16)

Similar a Reading works!5 tm_unit1-watermark

Similar a Reading works!5 tm_unit1-watermark (20)

Más de Diwa Learning Systems Inc

Más de Diwa Learning Systems Inc (14)

Último

Último (20)

Reading works!5 tm_unit1-watermark