ET6 Sampler

Reading
KS-E1R2I E S
TechFactors, Inc., providing the Filipino students with premium English learning!
With the EnglishTek learning series, students will experience a holistic and fun approach to learning
6
English. The best practices in language education are integrated with examples from real life context,
helping students become globally competitive communicators in the English language.
Our vibrant materials and fascinating lessons also target and strengthen the most critical foundations
of oral and written communication. With EnglishTek, learning English has never been more fun and
relevant.
EnglishTek 6
3RD E D I T I O N
Series Editors
Grace M. Saqueton Frances Paula L. Ibanez, M.A.
Mario L. Mendez, Jr. Alexander C. Maximo, M.A.
Eris Heidi L. Ramos
ISBN 978-971-0550-89-0
B.ERG6.15.3
9 789710 550890
6
Reading
Third Edition
Grace M. Saqueton
Mario L. Mendez, Jr.
Eris Heidi L. Ramos
Series Editors
Alexander C. Maximo, M.A.
Frances Paula L. Ibañez, M.A.
ET6R Front Matter.indd 1 8/5/2015 2:01:13 PM

TechFactors Inc.
Trademark of TechFactors Inc.
Philippine Copyright 2015 by TechFactors Inc.
All rights reserved. No part of this courseware may be reproduced or copied in any form, in whole, or in
part, without written consent of the copyright owner.
Third edition, 2015

ISBN 978-621-8000-34-6
Published by TechFactors Inc.

Printed in the Philippines
Authors Grace M. Saqueton, Mario L. Mendez, and Eris Heidi Ramos

Series Editors Alexander C. Maximo, M.A. and Frances Paula L. Ibañez, M.A.
Series Consultant Lourdes R. Baetiong, PhD
Creative Writer Ria de Vera

Content and Editorial Ma. Regina B. Peñarroyo, Eris Heidi L. Ramos, Shechainah A. Pacariem,
Colleen O Abesamis, and Cristina G. Saulo
Creatives Jiyas P. Suministrado, Gilbert F. Lavides, Daryl E. Malabayabas, Samboy M. Dela Torre,
Regina M. Zapata, Mariel Keith Bersamin, Darylle R. Cajucom, and Julius Caesar G. Barredo
Systems Kim A. Benebese, Mark B. Abliter, Allan Nicole C. Celestino, Robie Marc R. Peralta, and
Raymond P. Baguio
Exclusively distributed by TechFactors Inc.

101 V. Luna Road Extension
Sikatuna Village, Quezon City
1101 Philippines
Telephone number: (632) 929 8094

Email address: info@techfactorsinc.com
Website: www.techfactorsinc.com
The materials reprinted in this book, both literary materials and images, are obtained from open domain
sources. The copyrights of the literary materials have already expired, and thus are free from copyright in
their respective countries and in the Philippines.
Any lapse or oversight is unintentional and will be corrected in the next editions.

FOREWORD
In today’s world, every graduate competes on a global scale. Thus, it is important

to equip learners with the proper skills to be competitive—one of which is excellent
communication skills in the English language.
The influence of English on the world can hardly be contested. It enables. It is the
language in which a great part of the world’s knowledge is stored and it is the language
in which business, trade, and diplomacy are conducted. A mastery of the language
provides access to information and opportunities.
The EnglishTek series is TechFactors’ innovation in English learning. As a learning

system, EnglishTek develops students’ communication skills by incorporating current
practices in language learning and technology.
We believe in providing a holistic approach to learning English by simultaneously

honing listening, speaking, reading, and writing skills to make students competent in
both oral and written communication.
Learning is also made relevant by situating learners in context and by using

situations, examples, and texts that can be found in the real world. In line with
TechFactors’ mission, learning is also made fun and enjoyable through colorful and
vibrant lessons and activities.
We hope that, with this series, students become effective communicators in English
and simultaneously enjoy the learning process. By building these critical foundations of
communication, we hope to provide them with tools to compete in higher education
and in life.
TechFactors Inc.
iii
Philippine Copyright 2015 Techfactors, Inc.

About the Authors
Grace M. Saqueton
Grace is a researcher and a teacher. She is an MA in English Studies candidate at the University of the
Philippines Diliman, where she is currently finishing her Master’s thesis entitled, “Identifying the Lexical
Features of Philippine English Through Students’ Writings.” She earned her bachelor’s degree in English
Studies in 2004, also from UP Diliman, where she graduated cum laude. She is currently the English
Learning Program Director of John Robert Powers. Prior to holding this post, she has taught at Asia Pacific
College (APC) and at Centre for International Education (CIE) in Cebu.

Em is a Psychology graduate and an MFA Creative Writing student at De La Salle University. He taught
English at OB Montessori Center Inc. and at the Mapúa Institute of Technology. Em now teaches Philippine
and World Literature at the De La Salle - College of Saint Benilde. Em received two national writing
fellowships from the UST and IYAS in 2009 and 2012. In 2012, his play “Ang Unang Regla ni John,” was
staged at the Cultural Center of the Philippines as part of the Virgin Labfest 8.
Eris Heidi L. Ramos

Eris graduated with honors from the University of the Philippines Diliman with a degree in Creative
Writing. She is currently pursuing her Master of Arts degree in Language Education at the same institution.
Her research interests include second language acquisition, atypical language development, and the
correlation of technology and language learning. She is a published author, and is currently working as
Content Developer at TechFactors.
About the Series EDItors

Alex holds a Master of Arts degree and a Bachelor of Arts degree, magna cum laude in English Studies:
Language, from the University of the Philippines Diliman. He teaches with the Department of English and
Comparative Literature of UP Diliman where he has handled English courses in the undergraduate level. His
research interests include critical discourse analysis, corpus linguistics, organizational communication, and
computer-mediated communication. With technology as another passion, he is currently exploring the use
of e-learning to develop language skills. He has co-authored books on office productivity, multimedia, and
business writing. He also currently serves as project manager for TechFactors.

Frances graduated from the University of the Philippines Diliman with a Bachelor of Arts degree in
Communication, major in Journalism. She also earned her Master’s degree in Education, major in Language
Education, from the same institution. She worked as a technical writer in several computer firms for eight
years, developing user guides and tutorials on different software. She taught part-time in a preschool, where
she handled the Nursery class, and in an English language center, where she taught language teaching
methodology. She headed the Content Group in TechFactors.
iv

Table of Contents
Unit 1 1
Lesson 1: Childhood 2
Anne of Ingleside by L.M. Montgomery, an excerpt
Visual Media
Greetings
Intonation
Lesson 2: Friendships 13

On Friendship by Kahlil Gibran
Asking for and Giving Advice
Being Tactful
Maintaining Conversations
Lesson 3: Study Habits 23

Jane Eyre by Charlotte Brontë, adapted from an excerpt
Study Group
Learning Strategies
Critical Questions
Lesson 4: Opinions 32

The Garden of Live Flowers from Through the Looking Glass
by Lewis Carroll, an adaptation
“Expressing Opinions
Facts and Opinions
Impromptu Speech”
Lesson 5: Leadership 44

In Flanders Fields by John McCrae
Meetings
Minutes of the Meeting
Maintaining Relevance in Discussions
Lesson 6: Time 52

Finding Tranquility from Jane Eyre by Charlotte Bronte, adapted from an excerpt
Study Habits
Review
Impromptu Speech
v

Lesson 7: Cooperation 61
The Story Club is Formed from Anne of Green Gables by L. M. Montgomery,
adapted from an excerpt
Words with Multiple Meanings
Summarizing
Announcement
Lesson 8: Money 72

Starting a Newspaper: An Experience of Mr. John Jones by T. S. Arthur,
an adaptation
Keeping a Budget
Dictation
Giving and Handling Criticism
Lesson 9: Class Project 84

If — by Rudyard Kipling
Working with a Group
Detecting Biases
Expressing Preferences
Unit 2 92
Lesson 1: Entreprenuership 93
Little Women by Louisa May Alcott, an excerpt
Figures of Speech
Relevant Information
Complex Commands and Instructions
Lesson 2: Waste Management 108

Saving Our Environment by Ria De Vera, an essay
Note-taking
Sequencing Events
Photos as Prompts
Lesson 3: Environmentalism 119

Waste Not, Want Not by Maria Edgeworth, an adaptation
Synonyms and Antonyms
Collaboration
Anecdotes
vi

Lesson 4: Water Conservation 129
Ripple, the Water-Spirit by Louisa May Alcott, an adaptation
Story Grammar
Survey
Report
Lesson 5: Electricity 142

The Master Key by Frank L. Baum, adapted from an excerpt
Mood
Retelling
Group Discussion
Lesson 6: Nature 153

The Light of Life by Margaret Gatty from Parables of Nature, an adaptation
Literary Techniques
Idioms
Main Idea and Supporting Details
Slogan
Lesson 7: Active Lifestyle 165

Atalanta and the Golden Apples
Explicit and Implicit Details
Reality and Fantasy
Informative Speech
Lesson 8: Rules and Laws 173

The Colors of the Road
Traffic Signs
Following Directions
Giving Directions
Lesson 9: Emergency Preparedness 181

The Earthquake at Charleston by Ewing Gibson from Southern Stories: Retold
from St. Nicholas, an adaptation
Electronic Resources
Noting Important Details
Clarifying Information
vii

Unit 3 191
Lesson 1: Tourist Spots 192
The Tale of Akong and Anita, A Legend
Maps
Direct and Indirect Speech Acts
Giving Directions
Lesson 2: Beliefs 204

The Taboo by Herman Melville from Typee, an adaptation
Literary Criticism
Oral Tradition in Literature
Reciting a Poem
Lesson 3: Export Products 212

Jagor’s Travels in the Philippines from The Former Philippines thru Foreign Eyes
by Fedor Jagor, an adaptation
Advertisements
Lesson 4: Heritage 220

The Unique Burial Tradition, an essay
Predicting Outcomes
Cause and Effect
Lesson 5: Ecotourism 229

Understanding Ecotourism in the Philippines, an essay
Inferences
Arguments
Lesson 6: Natural Resources 239

An Afternoon Cruise
Analyzing Poems
Sound Devices
Giving Descriptions
Lesson 7: Children’s Rights 249

The Rights of A Child, Ria de Vera
Evaluating Characters
Comparison and Contrast
Agreeing and Disagreeing
viii

Lesson 8: Global Filipinos 258
The Truth Behind Our Overseas Workers, an essay
Filipino Traits and Values in Films
Text-to-Text Relationships: Stories and Songs
Arguing for a Point
Lesson 9: Scientists 266

Conquering the Moon, an essay
Borrowed Words
Domain-Specific Words
Colloquial Expressions
Unit 4 276
Lesson 1: Geography 277
Quivira by Arthur Gulterman
Media Literacy
Podcasts
Video Blogs
Lesson 2: Global Warming 285

Global Warming Awareness
Text Types According to Purpose
Propaganda Techniques
Persuasive Speech
Lesson 3: Going Green 295

Grain and Chaff from an English Manor by Arthur H. Savory, an adaptation
Gathering Information from Sources
Relevant Information
Interview
Lesson 4: Animal Extinction 305

The White Seal from The Jungle Book by Rudyard Kipling, an adaptation
Stereotypes
Characterization
Gender Neutral Language
ix

Lesson 5: United Nations 317
The United Nations
Setting and Location
Relating a Song to a Movie
Compare and Contrast
Lesson 6: Sportsmanship 325

Mary Lou Retton: The Story of an Olympiad
Tone and Purpose
Helpful Criticism
Lesson 7: Dining 334

The Guest by Lord Dunsany, an adaptation
Culture in Film
Relating a Text to a World Event
Practices and Customs Around the World
Lesson 8: Literary Icons 343

A Day With Robert Burns
Cross-Reference
Adage
Slam Poetry
Lesson 9: Music 352

Ludwig Van Beethoven: Life and Times
Critiquing a Song
Sound Cues and Background Music
Radio Show
Works Cited 360
x

UNIT 1
Lesson 01 Lesson 02 Lesson 03

Childhood Friendships Study Habits

Opinions Leadership Time

Cooperation Money Class Project
1
ET6R U1.indb 1 6/8/2015 2:41:32 PM

Lesson 01 Childhood
Lesson Outline Lesson Targets

• Visual Media • Connect information from visual media to
personal experiences
• Greetings
• Recognize formal and informal greetings
• Intonation
• Use proper intonation in conversations
Start Up
Activity. Read the sentences, and write down what you think the meaning of the italicized word
is. Then, look up the meanings of the italicized words in the dictionary. Compare the two
meanings.
Sentence My meaning Dictionary meaning
1. I always feel adventurous

when a west wind blows,
and we’re going to have
a perfect ramble.
2. Sometimes they peppered

their conversation with do-
you-remembers.
2 Reading
ET6R U1.indb 2 6/8/2015 2:41:32 PM

3. Anne always maintained
that two people as
sympathetic as she and
Diana could feel each
other’s thoughts.
4. We’re only fifteen years

old and kindred spirits.
5. The little ring of birch

saplings in Idlewild where
they had had a playhouse
long ago had grown into
big trees.
Fun Facts
• Lucy Maud Montgomery, born in Canada in 1874, was known as

the creator of the famous book character Anne Shirley. As a child,
Montgomery was raised by strict grandparents. Her lonely childhood
led her to have many imaginary friends. This, she said, inspired her to be
creative. Her writing career began as early as 1890, when she was 16.
However, it was not until 1908 when she earned wide success. This was
when she published Anne of Green Gables, a story about an orphan
named Anne. Anne of Ingleside was one of the ten books in the Anne of
Green Gables series. Montgomery also worked as a teacher. She died in
1940.
Childhood 3
ET6R U1.indb 3 6/8/2015 2:41:32 PM

Snapshot
Reading Selection
Who was your childhood best friend? What did you usually do when you were together? Do you
still see each other?
In the story you are about to read, Anne meets her childhood best friend. Find out the name of
her best friend, and discover what they usually did when they were kids.
Anne of Ingleside
by L. M. Montgomery
an excerpt
“How white the moonlight is tonight!” said Anne Blythe to herself, as she went up the walk of the
Wright garden to Diana Wright’s front door, where little cherry blossom petals were coming down
on the salty, breeze-stirred air.
4 Reading
ET6R U1.indb 4 6/8/2015 2:41:34 PM

She paused for a moment to look about her on hills and woods
she had loved in olden days and still loved. Dear Avonlea! Glen St.
Mary was home to her now and had been home for many years,
but Avonlea had something that Glen St. Mary could never have.
Ghosts of herself met her at every turn . . . the fields she had roamed
in welcomed her . . . unfading echoes of the old sweet life were all
about her . . . every spot she looked upon had some lovely memory.
There were haunted gardens here, and there where all the roses of
yesteryear bloomed. Anne always loved to come home to Avonlea
even when, as now, the reason for her visit had been a sad one. She
and Gilbert had come for the funeral of his father and, Anne had
stayed for a week. Marilla and Mrs. Lynde could not bear to have her
go away too soon.
Her old porch room was always kept for her and when Anne had
gone to it the night of her arrival, she found that Mrs. Lynde had put a
big, homey bouquet of spring flowers in it for her . . . a bouquet that,
when Anne buried her face in it, seemed to hold all the fragrance of
unforgotten years. The Anne-who-used-to-be was waiting there for 1. stir - to be active
her. Deep, dear old gladness stirred in her heart. The gable room was
1
putting its arms around her, enclosing her, enveloping her. She looked
lovingly at her old bed with the apple-leaf spread Mrs. Lynde had
knitted and the spotless pillows trimmed with deep lace Mrs. Lynde
had crocheted . . . at Marilla’s braided rugs on the floor . . . at the
mirror that had reflected the face of the little orphan with her unwritten
child’s forehead, who had cried herself to sleep that first night so long
ago. Anne forgot that she was the joyful mother of five children. She
was Anne of Green Gables once more . . .
2. pet - having
“Such a lovely day . . . made for us,” said Diana. “I’m afraid it’s a a disagreeable
pet2 day, though . . . there’ll be rain tomorrow.” appearance
“Never mind. We’ll drink its beauty today, even if its sunshine is
gone tomorrow. We’ll enjoy each other’s friendship today even if we
are to be parted tomorrow. Look at those long, golden-green hills,
those mist-blue valleys. They’re ours, Diana. It’s ours, today. I always
feel adventurous when a west wind blows, and we’re going to have a
perfect ramble.”
Childhood 5
ET6R U1.indb 5 6/8/2015 2:41:34 PM

They had. All the dear spots were revisited: Lover’s Lane, the
Haunted Wood, Idlewild, Violet Vale, the Birch Path, Crystal Lake. There
were some changes. The little ring of birch saplings in Idlewild where
they had had a playhouse long ago had grown into big trees; the Big
3. bracken -a large fern Path, long untrodden, was matted with bracken3; the Crystal Lake had
entirely disappeared, leaving only a damp mossy hollow. But Violet
Vale was purple with violets and the seedling apple tree Gilbert had
once found far back in the woods was a huge tree peppered over
with tiny, crimson tipped blossom-buds.
They walked bareheaded. Anne’s hair still gleamed like polished

mahogany in the sunlight and Diana’s was still glossy black. They
exchanged gay and understanding, warm and friendly glances.
Sometimes they walked in silence. Anne always maintained that
two people as sympathetic as she and Diana could feel each
other’s thoughts. Sometimes they peppered their conversation
with do-you-remembers. “Do you remember when we jumped on
Aunt Josephine?” “Do you remember our Story Club?” “Do you
remember Mrs. Morgan’s visit when we stained your nose red?” “Do
you remember how we signaled to each other from our windows
with candles?” “Do you remember the fun we had at Miss Lavender’s
wedding and Charlotta’s blue bows?” “Do you remember the
Improvement Society?” It almost seemed that they could hear their
old peals of laughter echoing down the years.
The A.V.I.S. was, it seemed, dead. It had petered out soon after
Anne’s marriage. “They just couldn’t keep it up, Anne. The young
people in Avonlea now are not what they were in our day.”
“Don’t talk as if ‘our day’ were

ended, Diana. We’re only fifteen
years old and kindred spirits.” “I
feel just that way, too,” Diana said,
forgetting that she had tipped the
scale at one hundred and fifty
that morning. “I often feel that I’d
love to be turned into a bird a little
while. It must be wonderful to fly.”
6 Reading
ET6R U1.indb 6 6/8/2015 2:41:34 PM

Reading Comprehension
A. Answer the following questions in complete sentences.
1. Where does Anne live at the beginning of the narrative? What is her reason for coming
back to Avonlea?
_____________________________________________________________________________________
_____________________________________________________________________________________
2. How does Anne feel whenever she visits Avonlea?
_____________________________________________________________________________________
_____________________________________________________________________________________
3. What do you think is Diana’s relationship with Anne? What made you think so?
_____________________________________________________________________________________
_____________________________________________________________________________________
4. What are some of the changes that Anne and Diana noticed in the places they used to
visit?
_____________________________________________________________________________________
_____________________________________________________________________________________
5. Why do you think Diana wants to be turned into a bird and be able to fly?
_____________________________________________________________________________________
_____________________________________________________________________________________
6. Who is Gilbert? Do you think he is an important character in the story? Why?
_____________________________________________________________________________________
_____________________________________________________________________________________
Childhood 7
ET6R U1.indb 7 6/8/2015 2:41:34 PM

7. Do you have an unforgettable experience with your childhood friends? What is it? Share
this experience with your classmates.
_____________________________________________________________________________________
_____________________________________________________________________________________
B. Rewrite the story from Diana’s perspective. What do you think Diana says and feels about
Anne’s visit? Think about how you would feel if your best friend left and then returned to visit
you in the place where you had spent your childhood. Write your answer in a separate sheet
of paper.
Skills Builder
Visual media is a form of mass communication that relies heavily on images. Visual media
can be printed or electronic. Books, magazines, and pamphlets are examples of printed media.
Films, television shows, advertisements, and the Internet are examples of electronic media.
However, there are now books and magazines that are published electronically because of the
development of computers and the Internet.
When you watch a film or television show, you may find connections between what happens
on the screen and what you experience in your life. Relating visual media to personal experiences
helps you understand and evaluate the information that you encounter. Here are some questions
that you may ask when you relate your experiences to visual media:
How do you feel about a film or a TV show?
• Why does the film or TV show make you feel that way?
• What details or events in the story make you feel that way?
Do you have a similar experience as the characters in the film or TV show?
• Does the film or TV show remind you of how you act, think, or feel in real life?
• Does the film or TV show remind you of a person or an event in your life?
• Why does the film or TV show remind you of these persons or events? Can you
cite specific examples of the film or show?
8 Reading
ET6R U1.indb 8 6/8/2015 2:41:34 PM

How does your personal experience help you understand the film or TV show?
• Do you now understand why the characters responded that way?
• If you were one of the the characters, what would you do in that situation? How would
you react to the events that happen?
A. Think of your favorite film and your favorite TV show. Make connections between the
visual media and your personal experiences. Fill in the graphic organizer below with your
observations.
Film: _______________________________________________________________________________
Do you have a similar

How does your personal
How do you feel about experience as the
experience help you
the film? characters in the film?
understand the film?
Explain.
TV Show: ___________________________________________________________________________
Do you have a similar

How does your personal
How do you feel about experience as the
experience help you
the TV show? characters in the show?
understand the show?
Explain.
Childhood 9
ET6R U1.indb 9 6/8/2015 2:41:34 PM

B. Write a short paragraph explaining why you like that film and TV show.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
All Ears
Greetings are ways in which we begin conversations. There are appropriate greetings to say
for every situation and occasion. There are even appropriate greetings to use during formal and
informal situations. Compare the two conversations below:
1 2
Juliene: Hey, Heidi! How are you? Regina: Good morning, Sir Alex!
Heidi: I’m OK. What about you? Sir Alex: Good morning, Regina.
Juliene: I feel fine. Where are you Regina: We have finished our project,
going? and we want to submit it early.
Heidi: I’m going to the library. Sir Alex: All right, that’s great.
Want to come along?
Regina: Thank you, sir!
Juliene: Sure!
The first conversation is informal because it is an exchange between peers. The second
conversation is a bit more formal because it is an exchange between a student and a teacher. The
context of the conversation can also determine whether you shall use formal or informal greetings.
Informal greetings include hello, hey, and hi. Formal greetings include good morning, good day, or
good evening.
10 Reading
ET6R U1.indb 10 6/8/2015 2:41:35 PM

Here are some other greetings that you can use depending on the situation.
Situation Greeting
When someone visits your home Welcome!

Make yourself at home.
When someone is ill How are you feeling?

Get well soon.
When greeting someone who is celebrating Happy birthday!

his/her birthday
When attending a funeral or greeting a I am sorry for your loss.

person whose relative just passed away My deepest condolences.
When someone receives an award or wins a Congratulations!

contest
Activity. Listen closely as your teacher reads a few dialogues. Write down the greetings that you
hear. Then, answer whether the greeting is used appropriately or not. If not, write the
proper greeting for that situation.
Sound Off
When giving personal information, make sure that you give accurate details and provide all the
information needed. The use of proper intonation is important when asking questions.
There are two common patterns of intonation: rising and falling.
Rising intonation is used when asking questions that can be answered with yes or no. The rising
intonation is applied to the last word in the sentence.
Are you new here?
Do you like music?
Have you been to the new theme park?
Childhood 11
ET6R U1.indb 11 6/8/2015 2:41:35 PM

Falling intonation is used when asking WH-questions like who, what, when, where, why, and
how. The falling intonation is also applied to the last word in the sentence.
What is your name?
Where do you live?
Who is your best friend?
Activity. Find a partner. Then, perform a short skit about making a new friend and talking about
your interests in front of the class.
12 Reading
ET6R U1.indb 12 6/8/2015 2:41:35 PM

Language
KS-E1R2I E S
TechFactors, Inc., providing the Filipino students with premium English learning!
With the EnglishTek learning series, students will experience a holistic and fun approach to learning
6
English. The best practices in language education are integrated with examples from real life context,
helping students become globally competitive communicators in the English language.
Our vibrant materials and fascinating lessons also target and strengthen the most critical foundations
of oral and written communication. With EnglishTek, learning English has never been more fun and
relevant.
EnglishTek 6
3RD E D I T I O N
Series Editors
Grace M. Saqueton Frances Paula L. Ibanez, M.A.
Mario L. Mendez, Jr. Alexander C. Maximo, M.A.
Eris Heidi L. Ramos
ISBN 978-971-0550-89-0
B.ERG5.15.3
9 789710 550890
6
Language
Third Edition
Grace M. Saqueton
Eris Heidi L. Ramos
Series Editors
ET6L Front Matter.indd 1 8/5/2015 11:33:38 AM

TechFactors Inc.
Trademark of TechFactors Inc.
Philippine Copyright 2015 by TechFactors Inc.
All rights reserved. No part of this courseware may be reproduced or copied in any form, in whole, or in
part, without written consent of the copyright owner.
Third edition, 2015

ISBN 978-621-8000-33-9
Published by TechFactors Inc.

Printed in the Philippines
Authors Grace M. Saqueton, Mario L. Mendez, and Eris Heidi Ramos

Series Editors Alexander C. Maximo, M.A. and Frances Paula L. Ibañez, M.A.
Series Consultant Lourdes R. Baetiong, PhD
Creative Writer Ria de Vera

Content and Editorial Ma. Regina B. Peñarroyo, Eris Heidi L. Ramos, Shechainah A. Pacariem,
Colleen O Abesamis, and Cristina G. Saulo
Creatives Jiyas P. Suministrado, Gilbert F. Lavides, Daryl E. Malabayabas, Samboy M. Dela Torre,
Regina M. Zapata, Mariel Keith Bersamin, Darylle R. Cajucom, and Julius Caesar G. Barredo
Systems Kim A. Benebese, Mark B. Abliter, Allan Nicole C. Celestino, Robie Marc R. Peralta, and
Raymond P. Baguio
Exclusively distributed by TechFactors Inc.

101 V. Luna Road Extension
Sikatuna Village, Quezon City
1101 Philippines
Telephone number: (632) 929 8094

Email address: info@techfactorsinc.com
Website: www.techfactorsinc.com
The materials reprinted in this book, both literary materials and images, are obtained from open domain
sources. The copyrights of the literary materials have already expired, and thus are free from copyright in
their respective countries and in the Philippines.
Any lapse or oversight is unintentional and will be corrected in the next editions.

FOREWORD
In today’s world, every graduate competes on a global scale. Thus, it is important

to equip learners with the proper skills to be competitive—one of which is excellent
communication skills in the English language.
The influence of English on the world can hardly be contested. It enables. It is the
language in which a great part of the world’s knowledge is stored and it is the language
in which business, trade, and diplomacy are conducted. A mastery of the language
provides access to information and opportunities.
The EnglishTek series is TechFactors’ innovation in English learning. As a learning

system, EnglishTek develops students’ communication skills by incorporating current
practices in language learning and technology.
We believe in providing a holistic approach to learning English by simultaneously

honing listening, speaking, reading, and writing skills to make students competent in
both oral and written communication.
Learning is also made relevant by situating learners in context and by using

situations, examples, and texts that can be found in the real world. In line with
TechFactors’ mission, learning is also made fun and enjoyable through colorful and
vibrant lessons and activities.
We hope that, with this series, students become effective communicators in English
and simultaneously enjoy the learning process. By building these critical foundations of
communication, we hope to provide them with tools to compete in higher education
and in life.
TechFactors Inc.
iii

About the Authors
Grace M. Saqueton
Grace is a researcher and a teacher. She is an MA in English Studies candidate at the University of the
Philippines Diliman, where she is currently finishing her Master’s thesis entitled, “Identifying the Lexical
Features of Philippine English Through Students’ Writings.” She earned her bachelor’s degree in English
Studies in 2004, also from UP Diliman, where she graduated cum laude. She is currently the English
Learning Program Director of John Robert Powers. Prior to holding this post, she has taught at Asia Pacific
College (APC) and at Centre for International Education (CIE) in Cebu.

Em is a Psychology graduate and an MFA Creative Writing student at De La Salle University. He taught
English at OB Montessori Center Inc. and at the Mapúa Institute of Technology. Em now teaches Philippine
and World Literature at the De La Salle - College of Saint Benilde. Em received two national writing
fellowships from the UST and IYAS in 2009 and 2012. In 2012, his play “Ang Unang Regla ni John,” was
staged at the Cultural Center of the Philippines as part of the Virgin Labfest 8.
Eris Heidi L. Ramos

Eris graduated with honors from the University of the Philippines Diliman with a degree in Creative
Writing. She is currently pursuing her Master of Arts degree in Language Education at the same institution.
Her research interests include second language acquisition, atypical language development, and the
correlation of technology and language learning. She is a published author, and is currently working as
Content Developer at TechFactors.
About the Series EDItors

Alex holds a Master of Arts degree and a Bachelor of Arts degree, magna cum laude in English Studies:
Language, from the University of the Philippines Diliman. He teaches with the Department of English and
Comparative Literature of UP Diliman where he has handled English courses in the undergraduate level. His
research interests include critical discourse analysis, corpus linguistics, organizational communication, and
computer-mediated communication. With technology as another passion, he is currently exploring the use
of e-learning to develop language skills. He has co-authored books on office productivity, multimedia, and
business writing. He also currently serves as project manager for TechFactors.

Frances graduated from the University of the Philippines Diliman with a Bachelor of Arts degree in
Communication, major in Journalism. She also earned her Master’s degree in Education, major in Language
Education, from the same institution. She worked as a technical writer in several computer firms for eight
years, developing user guides and tutorials on different software. She taught part-time in a preschool, where
she handled the Nursery class, and in an English language center, where she taught language teaching
methodology. She headed the Content Group in TechFactors.
iv

Table of Contents
Unit 1 1
Lesson 1: Childhood 2
Model Text: Comics
Sentences and Fragments
Autobiography
Lesson 2: Friendship 12

Model Text: Social Media Site
Declarative and interrogative Sentences
Forms
Lesson 3: Studies 18

Model Text: Flyer for a Tutorial Center
Imperative Sentences
Resolutions
Lesson 4: Opinions 23

Model Text: Magazine Article
Exclamatory Sentence
Social Commentary
Lesson 5: Leadership 28

Model Text: Poster for a training course
Subjects
Transition Words
Lesson 6: Time 35

Model Text: Letter to the editor
Action and Linking Verbs
Timetable
Lesson 7: Cooperation 41

Model Text: Announcement poster
Helping Verbs
Modals
v

Lesson 8: Money 47
Model Text: Magazine Quiz
Noun Phrases
Functions of Nouns
Lesson 9: Class Project 54

Model Text: Event Poster
Pronoun-Antecedent Agreement
Unit 2 60
Lesson 1: Entrepreneurship 61
Model Text: Book Cover
Subject-Verb Agreement for Indefinite Pronouns
Subject-Verb Agreement for Numbers
Lesson 2: Waste Management 67

Model Text: Magazine Article
Subject-Verb Agreement for Gerunds and Infinitives
Subject-Verb Agreement for Compound Subjects and Subjects with
Intervening Phrases
Persuasive Essay
Lesson 3: Environmentalism 72

Model Text: Poster
Verb Tense
Verb Aspect
Editorial
Lesson 4: Water Conservation 79

Model Text: Checklist for water conservation
Simple Tenses
Cause and Effect Essay
Lesson 5: Electricity 86

Model Text: Electricity bill
Progressive Tenses
Problem and Solution Essay
vi

Lesson 6: Nature 93
Model Text: Flyer
Perfect Tenses
Predicting Outcomes and Endings
Lesson 7: Active Lifestyle 99

Model Text: Poster
Verbals: Participles, Infinitives, Gerunds
Comparison and Contrast Essay
Lesson 8: Rules and Laws 105

Model Text: Rules for Commuting
Active Voice and Passive Voice
Rules
Lesson 9: Emergency Preparedness 112

Model Text: News on Social Media
Direct and Indirect Speech
Paraphrasing
Unit 3 118
Lesson 1: Tourist Spots 119
Model Text: Flyer
Prepositions
Paragraph
Lesson 2: Beliefs 126

Model Text: Horoscope
Adjectives
Degree of Adjectives
Descriptive Essay
Lesson 3: Export Products 132

Model Text: Print Advertisement
Order of Adjectives
Advertisement
vii

Lesson 4: Heritage 138
Model Text: Poster
Adverbs
Informative Essay
Lesson 5: Ecotourism 144

Model Text: Poster for a Photography Contest
Adverbs of Degree
Feature Article
Lesson 6: Natural Resources 149

Model Text: Poster
Adjective Clauses
Adverbial Clauses
Poems
Lesson 7: Children’s Rights 154

Model Text: A Store
Clauses
Simple and Compound Sentences
Sentence Outlines
Lesson 8: Global Filipinos 162

Model Text: Poster
Complex and Compound-Complex Sentences
Subordinating Conjunctions
Profiles
Lesson 9: Scientists 169

Model Text: Poster
Correlative Conjunctions
Conjunctive Adverbs
Definition Essay
Unit 4 177
Lesson 1: Geography 178
Model Text: Game Instructions
English Varieties and Register
Research Paper
Formal and Informal Language
viii

Lesson 2: Global Warming 186
Model Text: Poster
Sentence Patterns
Choosing a Topic for an Essay
Lesson 3: Going Green 194

Model Text: Print advertisement for recycled products
Run-ons and Comma Splice
Free Writing
Primary and Secondary Sources
Lesson 4: Animal Extinction 200

Model Text: Print advertisement for stuffed toys
Tense Shifts
Cause and Effect Essay
Outline
Lesson 5: United Nations 206

Model Text: A bust of Carlos P. Romulo
Faulty Parallelism
Comparison and Contrast
Introduction
Lesson 6: Sportsmanship 212

Model Text: Bracelet
Style and Tone
Invitation Letter
Organizing Information
Lesson 7: Dining 222

Model Text: Restaurant Website
Commas
End Marks
Conclusion
Lesson 8: Literary Icons 227

Model Text: William Shakespeare status update
Capitalization
Friendly Letter
Revising for Facts
ix

Lesson 9: Music 233
Model Text: Postage Stamp
Editing
Proofreading
Peer Reviewing
Works Cited 238
x

UNIT 1
1 Childhood
2 Friendship
3 Studies
4 Opinions
5 Leadership
6 Time
7 Cooperation
8 Money
9 Class Project
1
ET6L U1.indb 1 6/5/2015 11:26:52 AM

Lesson 01 Childhood
Model Text
Lesson Outline Lesson Targets

• Sentences and • Distingush sentences from fragments
Fragments
• Revise fragments and run-ons into clear
• Autobiography and coherent sentences

• Write a narrative paragraph about one’s
childhood
2 Language
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Grammar Points: Sentences and Fragments
The completeness of thought differentiates a sentence from a phrase. A sentence is a group of

words that expresses a complete thought. A phrase is just a group of words that does not express a
complete thought. A sentence has a subject, a predicate, and a complete thought. A phrase may
have a subject and a predicate, but not a complete thought.
Here are some examples of sentences:
Children are happy when they play.
I used to play the piano.
Jan wanted to be a model when she was six years old.
I got a bike for my 7th birthday.
Sometimes, we commit the mistake of writing fragments instead of sentences. Fragments are
incomplete sentences. They do not express a complete thought or idea. They may lack a subject, a
predicate, or a dependent clause.
Here are some examples of fragments:
While I was sleeping
Anna and Erika
Passed the entrance exam at Philippine Science High School
My favorite toy
How do we correct fragments?
Sheila passed the entrance exam at

By adding a subject
Philippine Science High School.
Anna and Erika have moved from

By adding a predicate
Quezon City to Cavite.
By adding another clause While I was sleeping, my parents arrived.
Childhood 3
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Now, take a look at this sentence:
Laura used to be scared of mascots she would always cry when she saw one.
The sentence has complete parts. It has a subject and a predicate. However, it expresses not
one thought but two.
This sentence is an example of a run-on sentence. A run-on sentence consists of two or more
sentences joined together without the proper use of punctuations or connecting words. There are
four ways we can correct run-on sentences.
How do we correct run-on sentences?
Way #1
Laura used to be scared of
Split the long sentence into two mascots. She would always cry when
short sentences. It is easier to read she saw one.
short sentences.
Way #2
mascots; she would always cry when
Put a semicolon after the first
she saw one.
sentence.
Way #3
Use a comma and one of the mascots, and she would always cry
following connecting words: for, and, when she saw one.
nor, but, or, yet, and so.
Way #4
Use a semicolon and one of Laura used to be scared of

the following words: therefore, thus, mascots; consequently, she would
however, consequently, furthermore, always cry when she saw one.
also, and nevertheless. Remember to
put a comma after these words.
4 Language
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Grammar Workout
A. Read the following. Write F if the groups of words are fragments and S if they are sentences.
Write your answer on the blank before each number. Then, add the missing parts to the
fragments to turn them into complete sentences.
_____ 1. Karen felt so tired after running.
_____ 2. My best friends and I loved playing with rag dolls when we were kids.
_____ 3. Playing sepak with boys.
_____ 4. Lovely balloons at the party.
_____ 5. Pretty girls in their petticoats.
_____ 6. My mom told me that I was sickly when I was a child.
_____ 7. Grandfather’s birthday at the beach.
_____ 8. Lito and Lino have been best buddies since grade school.
_____ 9. My Grade 1 teacher.
_____ 10. Bullied as a child.
_____ 11. My friends spent summer.
_____ 12. I love climbing the mango tree in Lolo’s backyard.
_____ 13. My pet poodle.
_____ 14. My family and I always celebrate Christmas in Pampanga.
_____ 15. Living far away.
_____ 16. My 11th birthday.
_____ 17. My cousin Janel is also my best friend.
_____ 18. The playground in the village.
Childhood 5
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_____ 19. The swimming pool in the clubhouse.
_____ 20. I took swimming lessons when I was eight.
B. Below are run-on sentences. Rewrite each sentence to make it correct.
1. Our family went to Boracay last summer it was my first time to go there.
_____________________________________________________________________________________
2. Lisa said she had a lonely childhood they had to move from one place to another.
_____________________________________________________________________________________
3. My father died when I was three years old I can’t remember how he looks like.
_____________________________________________________________________________________
4. My cousins and I always went to the beach I wish we could do that again.
_____________________________________________________________________________________
5. As a child, I thought that black-rimmed glasses are cool now, I don’t want to wear them.
_____________________________________________________________________________________
6. Lola always cooks champorado it is my favorite.
_____________________________________________________________________________________
7. Mika and I are very close we have been friends since childhood.
_____________________________________________________________________________________
8. I will never forget my teacher Elen she made me appreciate Filipino stories.
_____________________________________________________________________________________
9. Mark’s favorite place is the lake he always goes fishing there with his father.
_____________________________________________________________________________________
10. My classmate Kelly is very nice she always shares her baon with me.
_____________________________________________________________________________________
6 Language
ET6L U1.indb 6 6/5/2015 11:26:54 AM

11. Judy used to be a sickly child she is healthy now.
_____________________________________________________________________________________
12. Lester took piano lessons as a child he is a popular pianist now.
_____________________________________________________________________________________
13. My brothers and I used to play in the rain often we never got sick.
_____________________________________________________________________________________
14. The girls played tennis the boys played chess.
_____________________________________________________________________________________
15. I wanted to be a doctor when I was young now I want to be a pilot.
_____________________________________________________________________________________
C. Rewrite the following fragments as complete sentences.
1. When recess ended.
_____________________________________________________________________________________
2. My earliest childhood memory
_____________________________________________________________________________________
3. When I was five years old
_____________________________________________________________________________________
4. Playing outside our house
_____________________________________________________________________________________
5. My playmates and I
_____________________________________________________________________________________
6. My first pet was
_____________________________________________________________________________________
Childhood 7
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7. When I was in Grade 2
_____________________________________________________________________________________
8. In kindergarten
_____________________________________________________________________________________
9. When I was young I wanted to be
_____________________________________________________________________________________
10. My old clothes and toys
_____________________________________________________________________________________
Writing
An autobiography is a person’s written account of his or her life. It comes from three Greek
words:
autos bios graphein
self life to write
People write autobiographies for many reasons. Some people want to simply chronicle or
remember the old days, and some people want to find logic in the events of their lives. Whatever
anyone’s reason for writing it, an autobiography is a very personal task. This is why it is written using
the first person point of view.
Unlike blog posts which are written during or right after an event, autobiographical writing is
written after some time has passed. It is a recollection of memories.
There are no hard-and–fast rules in writing an autobiography. However, the general consensus is
that one should write as truthfully as possible.
8 Language
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Activity. This is a two-part writing activity that will help you get started on autobiographical writing.
A. First, brainstorm about the things you can remember from your childhood. In three minutes,
write down as many memories as you can. Write only fragments to make the most of your
three minutes. Write your answers inside the bubble.
Childhood 9
ET6L U1.indb 9 6/5/2015 11:26:55 AM

B. Go over the memories you have written down. Choose the most memorable fragments, and
expand those fragments into sentences. Below, write a three-paragraph narration about your
childhood. Do not forget to give a title to your essay.

_____________________________
Title
________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_____________________________________________________
________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_____________________________________________________
10 Language
ET6L U1.indb 10 6/5/2015 11:26:55 AM

________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_____________________________________________________
Childhood 11
ET6L U1.indb 11 6/5/2015 11:26:55 AM

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Philippine Copyright 2015 by TechFactors Inc.

Third edition, 2015

Published by TechFactors Inc.

Authors Grace M. Saqueton, Mario L. Mendez, and Eris Heidi Ramos

Creative Writer Ria de Vera

Exclusively distributed by TechFactors Inc.

Telephone number: (632) 929 8094

ET6R Front Matter.indd 2 8/5/2015 2:01:13 PM

In today’s world, every graduate competes on a global scale. Thus, it is important

The EnglishTek series is TechFactors’ innovation in English learning. As a learning

We believe in providing a holistic approach to learning English by simultaneously

Learning is also made relevant by situating learners in context and by using

ET6R Front Matter.indd 3 8/5/2015 2:01:13 PM

Mario L. Mendez, Jr.

Eris Heidi L. Ramos

About the Series EDItors

Frances Paula L. Ibañez, M.A.

ET6R Front Matter.indd 4 8/5/2015 2:01:13 PM

Lesson 2: Friendships 13

Lesson 3: Study Habits 23

Lesson 4: Opinions 32

Lesson 5: Leadership 44

Lesson 6: Time 52

ET6R Front Matter.indd 5 8/5/2015 2:01:13 PM

Lesson 8: Money 72

Lesson 9: Class Project 84

Lesson 2: Waste Management 108

Lesson 3: Environmentalism 119

ET6R Front Matter.indd 6 8/5/2015 2:01:13 PM

Lesson 5: Electricity 142

Lesson 6: Nature 153

Lesson 7: Active Lifestyle 165

Lesson 8: Rules and Laws 173

Lesson 9: Emergency Preparedness 181

ET6R Front Matter.indd 7 8/5/2015 2:01:13 PM

Lesson 2: Beliefs 204

Lesson 3: Export Products 212

Lesson 4: Heritage 220

Lesson 5: Ecotourism 229

Lesson 6: Natural Resources 239

Lesson 7: Children’s Rights 249

ET6R Front Matter.indd 8 8/5/2015 2:01:13 PM

Lesson 9: Scientists 266

Lesson 2: Global Warming 285

Lesson 3: Going Green 295

Lesson 4: Animal Extinction 305

ET6R Front Matter.indd 9 8/5/2015 2:01:13 PM

Lesson 6: Sportsmanship 325

Lesson 7: Dining 334

Lesson 8: Literary Icons 343

Lesson 9: Music 352

Works Cited 360

ET6R Front Matter.indd 10 8/5/2015 2:01:13 PM

Lesson 01 Lesson 02 Lesson 03

Lesson 04 Lesson 05 Lesson 06

Lesson 07 Lesson 08 Lesson 09

ET6R U1.indb 1 6/8/2015 2:41:32 PM

Lesson Outline Lesson Targets

Sentence My meaning Dictionary meaning

1. I always feel adventurous

2. Sometimes they peppered