PASIG CITY SCIENCE HIGH SCHOOL

F. Legaspi St., Rainforest Park, Maybunga, Pasig City,

Senior High School
Academic Year 2020-2021

General Instructions : Read and follow directions carefully. Be able to read and understand the
questions and reading selections before choosing your answer.

I. LANGUAGE AND TEXT STRUCTURE

Read again the story of Ugly Duckling.

On a farm long ago, a Mama Duck sat on her nest. “How long must I wait for my babies
to hatch?” she said. “I have to sit here all alone! And no one comes to visit me.” But what
could she do? A Mama duck must keep her eggs warm till they hatch.
At last, the eggs began to crack. One by one, yellow ducklings stepped out of their
shells. They shook their wings and said, “Quack, quack!”
“Look at all of you!” said Mama Duck with joy. “You are all so cute!”
“Quack, quack!” they said.
Mama Duck said, “Come and line up. We will go down to the lake for your very first
swim.” She counted – one, two, three, four, five. “Oh dear!” she said. “I should have six
ducklings!”
But one large egg was still in the nest. “Well," said Mama Duck, "it looks like that big
egg will take more time.” So she had to go sit on her nest again and wait some more.
The next day, the big egg started to hatch. Out came a baby boy bird. But if one may
say so, it was an odd-looking thing. This bird was much bigger than others. He was not
yellow at all - he was dark-gray from his head to his feet. And he walked with a funny
wobble.
One of the yellow ducklings pointed. “What is THAT? He cannot be one of us!”
“I have never seen such an ugly duckling!” said another.
“How can you say such a thing?” said Mama Duck in a stern voice. “You are only one
day old! Your brother hatched from the very same nest as you did. Now line up. We will go
to the lake for your very first swim.”
Yet the other ducklings quacked, “Ugly! Ugly! Ugly!” The Ugly Duckling did not know
why the other ducklings were yelling at him. He took the last spot in the line.
Each yellow duck jumped in the river and swam behind Mama Duck. When it was his
turn, the Ugly Duckling jumped in and started to paddle, too. “At least he can swim,” Mama
Duck said to herself.
When they left the water and started to play, the Ugly Duckling tried to play with his
brothers and sisters, too. They yelled, “Go away! We will not play with you! You are ugly.
And you walk weird, too!” When Mama Duck was close by, she would not let them talk in
this way. “Be nice!” she would scold. But she was not always close by.
One day, one of the yellow ducklings said to the Ugly Duckling, “You know what? You
would do us a big favor if you just went away from here!” All of them started to quack, “Get
out! Get out! Get out!”
“Why won’t they let me stay here?” said the Ugly Duckling to himself. He hung his head
down low. “Ah, they are right. I should go.”
That night, the Ugly Duckling flew over the farmyard fence. He flew till he landed on the
other side of the lake. There he met two grown-up ducks.
“Can I please stay here for awhile?” said the Ugly Duckling. “I have nowhere else to
be.”
“What do we care?” said one of the ducks. “Just don’t get in our way.”
“Woof! Woof!” Suddenly a big hungry dog came tearing by, chasing the two ducks.
They quickly flew up in the air, and their feathers fell down on the ground. The poor Ugly
Duckling froze in fear. The dog sniffed and sniffed at the Ugly Duckling, then turned away.
“I am too ugly even for the big hungry dog to want,” said the Ugly Duckling with his head
hung low.
The sky turned dark. Crack! A bolt of lightning. Then came a big storm, with heavy
rains pouring down from the sky. In just moments, the Ugly Duckling was soaked through
and through. Then a cold wind started to blow.
“Brrr!” he said with both wings held close to his chest. “If only there was a place I could
get dry.”
 All at once, a tiny light blinked far off in the woods. “Could it be someone’s hut?”
He flew to the door. “Quack?” said the Ugly Duckling. The door of the hut creaked
open.
“What is all this noise?” said an old woman, looking right and left. Her eyes were not
that good. Then she looked down. “Ah, look at that, it’s a duck!” She picked up the Ugly
Duckling and dropped him inside her hut. “You can stay here, but only if you lay eggs,” she
said.
A tomcat and hen crept up to the Ugly Duckling. “Who do you think you are, coming in
here and taking up room by the fire!” said the tomcat.
“Squawk!” said the hen. “I do not need anyone else in this hut laying eggs.”
“Do not worry about that,” said the Ugly Duckling. “I am a boy duck.”
“Then why are you still here?” said the tomcat. “Did you not hear what the old woman
said?”
“Get out of here, pretender!” clucked the hen.
“Get out! Get out!“ hissed the tomcat.
The door was still a bit open, so our poor Ugly Duckling slipped out the door, and back
into the storm.
“No one ever wants me,” said the Ugly Duckling with a tear in his eye.
The storm ended. Soon he found a new lake. Looking into the water, the Ugly Duckling
saw the reflection of a flock of large white birds flying. He looked overhead and could not
believe what he saw. There, above him, were the most beautiful birds he had ever seen!
Their long white bodies and slender necks seemed to just glide through the sky. He
watched until the very last bird had winged its way out of view.
He stayed at that lake all by himself, and time passed. The leaves of the trees turned
deep red and gold, and then the leaves fell to the ground. Winter came, setting a blanket of
white snow all over. The cold wind and the dark clouds made the Ugly Duckling feel even
more sad.
He had to go into the cold, cold lake to fish, but it was getting harder to swim. The lake
was turning to ice. One day, it was all he could do was to paddle the water to keep it from
freezing around him, and trapping him in the lake.
“I am so tired!” he said, paddling with all his might. The ice got thicker and drew closer
to him.
In a moment, two giant hands swept him up. “You poor thing!” said a farmer. He held
the Ugly Duckling close to his thick wool jacket and took the bird to his home.
Never was a warm fireplace more welcome! For the rest of the winter, the farmer cared
for the Ugly Duckling. Then spring came. Tips of green covered the trees. Short, bright
flowers popped up from the ground.
“It is time for you to go to the lake to swim again, as you were born to do,” said the
farmer. He took the duckling back to the lake where he had found him, and set him with
care on the water.
“Gosh, I feel strong,” said the young bird, flapping his wings. “Why, I never felt as
strong as I do right now!”
He heard quiet splashing sounds behind him, and turned around. A flock of those same
beautiful birds he had seen in the sky before landed behind him on the water.
“Do not worry!” he said to them, holding out one wing. “I will go now. I will not make
trouble for you.” A big fat tear rolled down his cheek. He turned to go away. When he
opened his eyes, he saw a reflection in the water of one of those beautiful white birds. Why
was it so close to him? He jumped back. And the reflection jumped back, too.
“What is this?” he said. He stretched his neck, and the reflection of the beautiful bird
stretched its neck, too.
“Why are you going so soon?” said one of the beautiful birds.
“Stay here, with us!” said another. “We’ll be great friends.”
Then, the bird who used to be the Ugly Duckling knew what had happened! He was no
longer an ugly gray bird that wobbled when it walked.
At one moment, all the swans flapped their wings and took off into the sky. “Come with
us,” one called back. “Take the lead!” So he flapped his wings fast and took his place in
front of the whole flock. All his new friends flapped their wings behind him.
“Say!” he said, gliding and dipping through the sky as he sped on. “Who’s an ugly
duckling now? Surely, Not I!”

II. Convert any part of the story to an academic text.

III. Be guided by language use and choice of text structure.
 IV. Text structure maybe:
 Cause and Effect
 Chronological
 Compare and Contrast
 Description
 Problem-Solution
V. Be guided by the elements of the text structure of your choice. These things need not to be itemized
since you are very much familiar with the different logical organization types.
VI. Your academic text should:
 have one paragraph of not less than 10 sentences
 follow language rules for academic writing
 exhibit needed elements for chosen structure
VII. Use the boxes below for your answer.
VIII. Be guided by the rubric tool for grading.

Rubric Tool for Academic Text

Criteria Highest Possible Score Attained Score
Text Structure: Content 10
Text Structure: Transitional and Connecting Devices 5
Language: Formality 5
Language: Objectivity 5
Language: Explicitness 5
Language: Caution 5
TOTAL 35

II. TECHNIQUES IN SUMMARIZING ACADEMIC TEXT

Summarize the text below by choosing one (1) technique in summarizing academic text (Cornell
Method, Summarizing Experimental Report and Summarizing Argumentative or Theoretical Text).

Why Do They Say That Our English Is Bad? (An Excerpt)

Grace M. Saqueton

English teachers in the Philippines often find themselves in a very frustrating situation-no matter how
hard they try to teach the rules of written English to their students, the students still commit errors in
word order, word choice, subject-verb agreement, tenses, prepositions, articles, punctuations, and
the like. Teachers get frustrated when they hear or read sentences such as “They decided to got
married,”
“What did the students watched?” or “Ana go to the canteen.” It is also alarming because the rules
that apply to these sentences are supposedly simple rules that the students should have learned in
grade school. Yet, here they are in college, still committing those same errors.

Teachers and linguists alike have sought and (probably) are still seeking for ways and strategies to
teach English effectively especially in the light of teaching English as a second language or as a
foreign language. Different research studies have been conducted and different theories have been
used to address the situation. One of the topics that the researchers have explored is the recurring
errors in phonology, morphology, syntax, semantics, and discourse of second language learners.
They believe that studying these recurring errors is necessary to address the supposed grammar
problems of the Filipino college students.

RUBRIC
10 6 2
Accuracy All ideas are Most ideas are accurate Some ideas are
accurate opinions
Focus Contains main idea Contains main idea and Contains main idea
and important some minor details and only minor
details details
Summary Used the technique Used the technique Used the technique
technique perfectly with a few errors with many errors