A

English 4

WORKSHEET

1
 ENGLISH IV

Name Learner: ________________________Grade Level: ___________Section: _____________

School: ______________________________ Date: _________________

LEARNING ACTIVITY
The Parts of a Simple Paragraph
Title

I. Introduction
Do you still remember what is a paragraph? A paragaraph is composed of sentences and has
indention.In this worksheet you will learn more about the paragraph and its parts.

II. MELC with code

Recognize the parts of a simple paragraph

III.Strategy
A. Explore
Read the paragraph properly. Then answer the activity below

Sea Stars

Although sea stars are commonly called starfish they actually

not fish. Sea stars are echinoderms. Other echinoderms include sand
dollars, sea urchins and sea cucumbers. Unlike fish , sea stars have
arms. Fish swims through the water, whereas sea stars move by
using tiny tube feet. Sea stars and fish both live in the water, but
that is where their similarities end.

Write the following

1. Title of the paragraph_________________________

2
2TopicSentence________________________________________

3.Body
A.________________________________________________
B.________________________________________________
C._______________________________________________
D.________________________________________________

4. Closing
___________________________________________________________________________
___________________________

B. Learn

An effective paragraph contains three main parts: a topic sentence, the body,
and the concluding sentence.

1. A topic sentence is often the first sentence of a paragraph

2. The body of the paragraph usually follows, containing supporting details.

Supporting sentences help explain, prove, or enhance the topic sentence.

3. The concluding or closing sentence is the last sentence in the paragraph. It

reminds the reader of the main point by restating it in different words.

3
C. Engage/Magbahagi

DIRECTION: Look at the picture below. Write a 5-6 sentences paragraph about the topic "
Ways to Prevent Fire".

Ways to Prevent Fire

__________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

D. Apply
Write a paragraph composed of 3-4 sentences, about how you feel with this pandemic.
4
 RUBRICS
Ma in id e a is c le a r w it h re le v a nt su p p o rt in g d e t a ils. Pa ra g ra p h
5
is c o m p o se d o f 5-6 se n t e n c e s w h ic h a re st ru c t u ra lly c o rre c t .
Ma in id e a is c le a r b u t n ot w e ll-su p p o rt e d w it h d e t a ile d
4 in fo rm a t io n fe w e rro rs in g ra m m a r a n d sp e llin g . Pa ra g ra p h is
c o m p o se d o f 5 se n t e n c e s.
Ma in id e a is so m e w h a t c le a r a n d n o t w e ll su p p o rt e d w it h
3 d e t a ile d in fo rm a t io n . Pa ra g ra p h is c o m p o se d o f 3 se n t e n c e s
w it h st ru c t u ra l p ro b le m s.
Se v e ra l e rro rs in g ra m m a r a n d sp e llin g t h a t int e rfe re w it h
2
u n d e rst a n d in g . Pa ra g ra p h is c o m p o se d o f 2 se n t e n c e s.
No st a t e m e nt is st ru c t u ra lly c o rre c t . Nu m e ro u s e rro rs in
1
g ra m m a r a n d sp e llin g t h a t int e rfe re w it h u n d e rst a n d ing .

References: Test Item Bank Quarter 4 week 8 p.4

21 st Century Grade 4 Teachers (Rosalina B. Porciucula Tiaong E/S Guiguinto District)

Prepared by:
MABEL M. SEVILLANA
Teacher
Noted:
JULIET D. JONGAYA
Teacher-In-Charge

5
A

English 4

WORKSHEET

6
 Q1,Week 3-6 Use resources such as a dictionary, thesaurus, online sources to find the meaning of
word

ENGLISH IV

Name Learner: ________________________Grade Level: ___________Section: _____________

School: ______________________________ Date: _________________

LEARNING ACTIVITY
Finding the meaning of words using dictionary, thesaurus, and online sources
Title

I. Introduction
Many descriptive words have similar meanings. They also have
corresponding opposite words.
Read the following short sentences.
1. There are tiny pebbles in the garden.
2. An elephant is a big animal.
3. The sampaguita flower smells fragrant.
Now, replace the underlined words with the following words.
1. small
2. huge
3. sweet

II. MELC with code

Use resources such as a dictionary, thesaurus, online sources to find the meaning of
words.

III.Strategy
A. Explore

Direction A: Find at least two synonyms of the following words using the thesaurus.
1. durable
2. huge
3. beautiful

Direction B: Find at least two antonyms of the following words using the thesaurus.
4. thin
5. question

7
 B. Learn

Read the following short sentences.

This time, replace
1.There are tiny pebbles in the garden. the underlined
words with the
2.An elephant is a big animal.
following words.
small
3.The sampaguita flower smells fragrant
huge
Here are more examples of synonyms and antonyms: sweet

Synonyms: Antonyms:
cold - freezing young - old
large – big day - night
trash - garbage near - far
8 dry - wet
long - short
shout - yell
speak - talk

C. Engage/Magbahagi

A. Replace the underlined word with a synonym inside the parenthesis. Be

guided by context clues and the use of a thesaurus.

1.My aged grandmother can hardly stand on her own feet. (young, old)

2.This clever boy can explain his drawing instantly. (smart, dull)

3.Mother’s gold bracelet is costly. (cheap, expensive)

4.I want the house to be clean all the time. (tidy, messy)

5.The initial letter of her name Minerva is M. (last, first)

Take a look at the sample

thesaurus entry below. Study
it and answer the questions
that follow.

9
Main Entry: great
Part of Speech:
adjective
Definition: excellent,
skillful
Synonyms: absolute,
admirable, awesome,
best, exceptional, expert,
fantastic, good,
marvelous, wonderful,
tremendous
Antonyms: ignorant,
poor, stupid, unskilled,
weak

10
 1. What is the main entry on
this page of the thesarus?
2. What part of speech is
the word great?
3. What is the meaning of
the word great?
4. What are some synonyms
of great?
What are the antonyms of
5.

great?
Answer:

1.
2.
3.
4.
5.

D. Apply

Write the antonym of each word. Get your answer from the box.

messy hard sad noisy bad wide cold dry right rich

1.good __________ 6. soft ____________

2.wet ___________ 7. quiet ___________

3.clean __________ 8. wrong __________

11
4.narrow _________ 9. hot ____________

5.happy __________ 10. poor ___________

References: Test Item Bank Quarter 4 week 8 p.4

21st Century Grade 4 Teachers (Rosalina B. Porciucula Tiaong E/S Guiguinto District)
English 4 Teachers Guide pp. 416-420,190,248-249, thesaurus pp. 221-223

Prepared by:
MABEL M. SEVILLANA
Teacher
Noted:
JULIET D. JONGAYA
Teacher-In-Charge

12
A

English 4

WORKSHEET

13
 ENGLISH IV

Name Learner: ________________________Grade Level: ___________Section: _____________

School: ______________________________ Date: _________________

LEARNING ACTIVITY
The Parts of a Simple Paragraph
Title

I. Introduction

Answer the following questions:

1. What are the parts of the
hamburger?
2. Which part of the hamburger do
you see first, the moment you
look at it?
3. What are in the middle? The
bottom part?

II. MELC with code

Recognize the parts of a simple paragraph

III. Strategy

A. Explore

14
B. Learn

If letters are the smallest element of writing, then words, then sentences,
what comes next?

A paragraph is a series of related sentences developing a central idea,

called the topic. There are three main parts of the paragraph, The topic
sentence or the focus sentence which summarize the information in the
paragraph. It is usually the first sentence in the paragraph. Supporting
Sentence is a group of sentences which supports the topic sentence. It is also
called as the body sentences. It talks about the details and is usually found in
the middle of a paragraph. Concluding Sentence indicates that you are bringing
closure to a paragraph. It is the ending part. It usually contains signal words
like, Therefore, overall, thus, finally, lastly, of phrases like, in conclusion, as
expressed, in general for this reason.

Topic Sentence

Supporting Sentence

Supporting Sentence

Supporting Sentence

Concluding Sentence

C. Engage

Beat the clock, sort this out!

Read the following jumbled sentences. Then sort out the following to
form a paragraph. You have to bear in mind and follow the correct parts.

-Finally, I went back to sleep. Thanks to the early suspension of classes.

-It started to rain at 3:00 AM.

-Water level started to rise and surfaced the ground and road.

15
-PAGASA announced that Rizal is under tropical storm signal No. 2.

-It rained hard yesterday, so classes were cancelled.

-The LGU monitored the condition.

-At around 5:00 AM classes were suspended.

D. Apply

Please read and understand the paragraph below. Identify the parts of a
paragraph you have just learned.

References: Test Item Bank Quarter 4 week 8 p.4

21st Century Grade 4 Teachers (Rosalina B. Porciucula Tiaong E/S Guiguinto District)
English 4 Teachers Guide pp. 434
Test Item Bank Quarter 4 week 8 p. 4
Prepared by:
MABEL M. SEVILLANA
Teacher
Noted:
JULIET D. JONGAYA
Teacher-In-Charge

Q1,Week 7 Note significant details of various text types

16
A

English 4

WORKSHEET

17
 ENGLISH IV

Name Learner: ________________________Grade Level: ___________Section: _____________

School: ______________________________ Date: _________________

LEARNING ACTIVITY
Noting Significant Details of Various Text Type
Title

I. Introduction
Let us take a look at the recipe of pinakbet written on a chart.Let us study the recipe
presented on the chart.
What is the purpose for writing the text?
What does the text show?
How are we going to prepare a recipe?
What do you notice about the format of the text?

II. MELC with code

Note significant details of various text types

III. Strategy
A. Explore

Pinakbet or pakbet is an Ilocano stewed vegetable dish.

The usual vegetables included in the dish are eggplant, bitter
gourd (ampalaya), okra, and tomatoes. The dish is seasoned
with bagoong isda or (fermented fish paste).
The Ilocanos cook pinakbet simply by layering the
vegetables in a pot with a little amount of water and fish
sauce in it. They set the pot on a low fire and let the food
simmer without stirring or mixing until the vegetables are
cooked.

18
 These days, many people come up with different versions. Here is
one way of cooking it.
Utensils:
pan knife chopping board
bowl ladle tablespoon/teaspoon
Ingredients:
• 2 pieces ampalaya, cut into 2” length
• 2 pieces eggplant, cut into 2” length wedges
• 6-8 pieces okra, tops trimmed off or cut diagonally
• 2 pieces tomatoes, cut in wedges
• pork slices
• 1 medium onion, chopped
• 1 tablespoon bagoong isda (salted fish sauce)

• 1 1/2 cup shrimp, fish, or pork broth

• 1 teaspoon ground pepper
• 2 tablespoons cooking oil, for sauteing
Cooking time: 25 minutes
Procedure:
1. Saute the garlic, onions, and tomatoes in the oil. Add the pork slices
and saute for a minute.
2. Turn the heat down and layer the vegetables from the bottom of the
pan in this order: ampalaya, okra, eggplant.
3. Add the broth and bagoong. Cover, let boil, then simmer for ten to
fifteen minutes until the vegetables are cooked but still firm.
4. Stir in the fish or shrimp. Season with ground pepper. 5. Serve with
rice.

B. Learn

1. What can you say about pinakbet? What region does this recipe come from?

The paragraph gives us some

2. What does the recipe tell us to do? Let’s read the procedure.
information about pinakbet. This
A recipe gives the procedure of cooking a dish. This is
called a procedural text.

text is called an informational

3. What are the ingredients and utensils needed in cooking pinakbet?
A list of ingredients and utensils is an example of a
text.
text that enumerates.

19
There are different types of texts.
1.Texts that give information about a topic are called informational texts.
Examples: news articles, travelogues, feature article, content area materials
like Mathematics, Science, etc.
2.Some texts tell the procedure, directions, or steps on how to do something.
These are called procedural texts.
Examples: recipe, steps in solving word problems, dance steps
3.Texts that show a list are called texts that enumerate.
Let us read and analyze the following texts. Identify the kind of text shown.

C. Engage

A. The Grade IV class president posted an announcement

TO ALL GRADE IV PUPILS:

There will be a Poster Making Contest on Friday, October 15. It will be held in the
auditorium at 9 o’clock in the morning. All interested pupils, see Miss Reyes in Room 8.

What text-type is shown this activity? _________________

B. What type of text is given here?

Birds build their own nests. They use their bills to build them. They use grass. They
use roots, too. They use soft things in their nest.

Answer______________________________________

C. What type of text is presented in this selection

38 Session Road,
Baguio City
October 25, 2015
Dear Mrs. Cruz,
I am sorry I cannot come to school today because I have a
toothache. Please excuse me. I will try to come tomorrow.
Thank you so much.

Your pupil,
April
Answer___________________________________

20
D. Apply

Write an example of a text that enumerates.

References:
21st Century Grade 4 Teachers (Rosalina B. Porciucula Tiaong E/S Guiguinto District)
English 4 Teachers Guide pp. 253-254

Prepared by:
MABEL M. SEVILLANA
Teacher
Noted:
JULIET D. JONGAYA
Teacher-In-Charge

21
A

English 4

WORKSHEET

22
 ENGLISH IV
Q1,Week 8

Name Learner: ________________________Grade Level: ___________Section: _____________

School: ______________________________ Date: _________________

LEARNING ACTIVITY
Identifying the structure, purpose and language features of different text types,
e.g. narrative, information report, procedure, argument
Title

I. Introduction
You have learned the various text type from the last topic that you have studied. In
this worksheet you will learn the structure, purpose, and language features of different text
types.
II. MELC with code
Identify the structure, purpose and language features of different text
types, e.g. narrative, information report, procedure, argument.

III. Strategy
A. Explore

.What type of text is presented in this selection

38 Session Road,
Baguio City
October 25, 2015
Dear Mrs. Cruz,
I am sorry I cannot come to school today because I have a
toothache. Please excuse me. I will try to come tomorrow.
Thank you so much.

Your pupil,
April
Answer___________________________________

23
What type of text is presented in this selection
These days, many people come up with different versions. Here is
one way of cooking it.
Utensils:
pan knife chopping board
bowl ladle tablespoon/teaspoon
Ingredients:
• 2 pieces ampalaya, cut into 2” length
• 2 pieces eggplant, cut into 2” length wedges
• 6-8 pieces okra, tops trimmed off or cut diagonally
• 2 pieces tomatoes, cut in wedges
• pork slices
• 1 medium onion, chopped
• 1 tablespoon bagoong isda (salted fish sauce)

Answer___________________________________

B. Learn

Different text types

1.Narrative

24
2.Information Report

3. Procedure

4. Argument

25
 C. Engage

Identify the kind of text. Write your answer on the blank.

_______1. Recipe of pinakbet

_______2. The legend of Mt. Msakiling

_______3.Argue with the author

_____ 4. Lectures

______5. Direction on how to go to school

______6. Beauty and the Beast

_____ 7. Lecture in English

______8.Instruction on how to assemble the electric fan

_____ 9. Romance Novels

_____ 10.Why pineapple Has Many Eyes

D. Apply
Complete the table below. Identify to what type of text each word belongs.
Example Narrative Information Procedure Argument
Type Report
1. recipe
2.chapter in textbook
3.fairytales
4.debate
5.directions
6. lectures
7.romance novels
8.myths
9. argue with the author
10. How to Make a Pie

26
References:
21st Century Grade 4 Teachers (Rosalina B. Porciucula Tiaong E/S Guiguinto District)
TAGA-DEPED AKO GRADE 4 (Inkay Peralta)
Prepared by:
MABEL M. SEVILLANA
Teacher
Noted:
JULIET D. JONGAYA
Teacher-In-Charge

27
A

English 4

WORKSHEET

28
 ENGLISH IV

Name Learner: ________________________Grade Level: ___________Section: _____________

School: ______________________________ Date: _________________

LEARNING ACTIVITY
Identifying meanings of unfamiliar words through structural analysis (words
and affixes: prefixes and suffixes)
Title

I. Introduction
Read the following sentences.
1. “No, don’t pick it up, Mylene. It’s unsafe,” warned father.
2. The children were unwilling to let go of the jar.
3. All around they saw roofless houses and buildings destroyed by the typhoon.
4. Lifeless bodies of men, women, children, and animals were scattered along the
way.

II. MELC with code

Q1, Week 8 Identify meanings of unfamiliar words through structural
analysis (words and affixes: prefixes and suffixes). EN4V-IIc-32

III. Strategy
A. Explore
Look at the highligtened words that you have read.Can you separate this
words into parts? How many parts will you have? What are these parts?
Unsafe = un + safe
Unwilling = un + willing
Roofless = roof + less
Lifeless = life + less

B. Learn

Study the underlined words.

1. They were inseparable friends. They always go together.

2. As the frog talked, his friend saw the birds fly through his mind like a large
feathered fish. “What else?” asked the fish impatiently

REMEMBER
29
 A prefix is a letter or group of letters added before
a word. It changes the meaning of the word.
Among the commonly used prefixes are in- and im-
which both mean “not.”

Read the sentences with the underlined words. Give the meaning of the words.

1. The sea became peaceful once more.

2. The whales were helpless against the visitors.

How did you find the meaning of the word?

In the first sentence, the word peaceful is from the

word peace. The suffix -ful is added at the end. The
new word formed is peaceful which means “full of
peace.”

In the second sentence, the word helpless has a

suffix -less which means without. What do you think is
the meaning of the word helpless?

C. Engage

The underlined words in the sentences below have the prefix which means “not.”
Choose the meaning of the underlined words from the words in the box.Write
your answer on the blank.

cheap wrong indirect short-tempered rude

1.Jason’s score in the English test was almost perfect. He has one incorrect
answer. ________________

2. While the teacher was talking, Jason called out his friend. He is impolite.
__________

30
3.Ben thought he was immortal.__________

4. The dress she bought is inexpensive. ________________

5. The young boy is impatient. He always crying ._____________

Complete the chart. Write down the words asked for. Use the suffix -less or
-full. The first one is done for you.

Word New Word Meaning

1. fearless fearless Without fear
2. hope
3.home
4. child
5. help
6. grace
7. thank
8. cheer
9. boast
10. seed

D. Apply

Complete the table below.

Word Root Word Prefix / Meaning of Meaning of

Suffix the Prefix / the word
Added Suffix added
impossible possible 1. 2. Not possible
unbelievable 3. un not 4.
misunderstoo understood 5. 6. Not
d understood
powerfull 7. ful 8. Full of power
careless care 9. without 10.
References:
21st Century Grade 4 Teachers (Rosalina B. Porciucula Tiaong E/S Guiguinto District)
English 4 Teachers Guide pp. 132-133, 381-382, 394-395
Prepared by:
MABEL M. SEVILLANA
Teacher
Noted:
JULIET D. JONGAYA
Teacher-In-Charge

31
A

English 4

WORKSHEET

32
 ENGLISH IV
Q1 WEEK 9

Name Learner: ________________________Grade Level: ___________Section: _____________

School: ______________________________ Date: _________________

LEARNING ACTIVITY
Meaning of words through word association ( analogy) and classification
Title
I. Introduction

An analogy is a comparison of two things that may

have similar or opposite characteristics or
features. Ex. Apple: tree, milk: cow

II. MELC with code

Get the meaning of words through word association (analogy) and classification.
EN4V-IIIh-39

III. Strategy
A. Explore
Finish each analogy using the Word Bank. Write the word on the line.
Choose the correct word to end each sentence. Write the word in the space.
a. Large is to small as full is to ______________. Empty

33
 cold
nothing
b. Soft is to hard as light is to _____________. Sleepy
heavy
easy
c. All is to none as many is to _____________. Few
a lot
dark
d. Open is to closed ass awake is to ___________. Sunshine
bright
asleep
e. Day is to night as bright is to ____________. Dark
shiny
happy
f. Rich is to poor as full is to ______________. Eating
hungry
tired
g. Easy is to hard as seeing is to ____________. Blind
sick
sweet

B. Learn
Synonym and Antonym Analogies
A. Complete each analogy by writing the correct word on the line. Then,
write whether the words in the analogy are synonyms or antonyms.
Example:
Open is to closed as near is to far. (far, closed, shut)
The pairs of words in this analogy are antonyms

1. Soft is to Load as Slow is to __________ (quiet, quick, sluggish )

The pairs of words in this analogy are ______________.
2. Little is to Small as Large is to ___________. (tiny, huge, medium )
The pairs of words in the analogy are ______________.
3. Smart is to Intelligent as Shy is to _____________. (sneaky, dumb, genius)
The pairs of words in this analogy are ________________.
4. Dishonest is to Honest as Always is to _____________. (usually, never,
sometimes)
The pairs of words in this analogy are ________________.
5. In is to Out as Up is to ________. (down, above, beside)
The pairs of words in this analogy are ______________.

B. Complete each analogy by writing the best word.

34
1. nurse is to patient aas teacher is to ________________.
Doctor teacher dentist student
2. red is to tomato aas yellow is to ___________________.
Lettuce orange beet banana
3. magic is to tricks as ccomedy is to _________________.
Singing dancing jokes clapping
4. banana is to fruit as pork chop is to ________________.
Dessert meat vegetable water
5. finger is to hand as petal is to ____________________.
Flower stem buds leaf

C. Engage/Magbahagi
Animal Analogies
Finding the relationship between one pair of the analogy gives you the key to
solving the second pair. Choose the word that best completes each analogy
below. The first one has been done for you.
Example: frog is to amphibian as bear is to __mammal____.
Reptiles mammal tiger
Relationship: ___These are classes of animals.___

1. cat is to feline as dog is to _________________.

Wolf puppy canine
Relationship: ____________________________________
2. fish is to gills as tiger is to _______________.
Paws lungs tail
Relationship: ____________________________________
3. elephant is to trunk as pig is to ______________.
Snout tail oink
Relationship: ____________________________________
4. turtle is to unhurried as cheetah is to ________________.
Slow quick tired
Relationship: ____________________________________
5. gaggle is to geese as herd is to _______________.
Chickens cows fish
Relationship: ___________________________________
6. joey is to kangaroo as cub is to _____________.
Mother shark bear
Relationship: ___________________________________

35
7. tree is to monkey as water is to ______________.
Cat octopus goose
Relationship: __________________________________
8. lizard is to crawl as shark is to _____________.
Swim slide jump
Relationship: ________________________________
9. dog is to run as bird is to _________.
Fly fall swim
Relationship: ______________________________
10. worm is to plant as rabbit is to ______________.
Carrot grass fruits
Relationship: ______________________________

D. Apply

Complete the analogy below and use it in a sentence.

Example: nice: rude:: calm: panic
Sentence: Nice is to rude as calm is to panic.

1. car: road:: boat : _______

Sentence: __________________________________________________.
2. remote: television:: mouse: _______________
Sentence: __________________________________________________.
3. on: off:: light : _________
Sentence: __________________________________________________.
4. nose:smell:: mouth: ___________
Sentence: __________________________________________________.
5. sun: day :: moon: __________
Sentence: __________________________________________________.
6. ring: finger:: necklace: ________
Sentence: __________________________________________________.
7. green : go :: red : _________

36
Sentence: __________________________________________________.
8. tropical: hot:: polar : _________
Sentence: __________________________________________________.
9. driver: car :: pilot : _______________
Sentence: __________________________________________________.
10. bee: hive :: bird: _________
Sentence: __________________________________________________.

References: Test Item Bank Quarter 4 week 8 p.4

21 st Century Grade 4 Teachers (Rosalina B. Porciucula Tiaong E/S Guiguinto District)
Google

Prepared by:
MARY JANE C. DACDAC
Teacher
Noted:
JULIET D. JONGAYA
Teacher-In-Charge

37
A

English 4

WORKSHEET

ENGLISH IV
Q1 WEEK 8

38
 Name Learner: ________________________Grade Level: ___________Section: _____________
School: ______________________________ Date: _________________

LEARNING ACTIVITY
DENOTATION & CONNOTATION
Title

I. Introduction

The denotation of word is its exact meaning as stated in a dictionary.

The connotation of a word is an added meaning that suggests something
positive or negative.
Example: Snake Denotation Connotation
Limbless, Evil, bad, a
reptile with person might
long scaly be called as
body real snake
Negative connotation: skinny means “too thin”
Positive connotation: slender suggests “attractively thin”

II. MELC with code

Identify different meanings of content specific words (denotation and connotation)

EN4V-IIIF38

III. Strategy
A. Explore
Read each of these statements about Ted’s Restaurant. Underline the word in
parenthesis
Direction: that has the more negative connotation.

Example: The beef at Ted’s Restaurant is (firm, tough) and juicy.

1. The pies are (rich, greasy) with butter.

2. The crust is so (crumbly, flaky) it falls apart.

3. A (moist, soggy) cake is also available for dessert.

4. A group of (loud, enthusiastic) regulars eats at Ted’s every Saturday night.

5. The steaks at Ted’s are cooked over a charbroiled (flame, inferno).

Read each of these statements about Ted’s Restaurant. Underline the word in
parenthesis that has the more positive connotation.
39
Direction:
Example: Ted’s Restaurant is furnished with (old, antique) furniture.

1. The servers are all (young, immature)

2. You can sit at a table or in a (cozy, cramped) booth.

3. The service at Ted’s is (slow, unhurried).

4. Ted’s serves very (simple, plain) food.

5. One of the specialties is (rare, undercooked) steak.

B. Learn

Connotation examples

Neutral- visitor
Positive connotation – guest
Negative connotation - intruder

Complete
Direction:
the table below.

Positive Neutral Negative

1.House, dump, home home house dump
2.Exotic, foreign,
strange
3.Babble, talk, chat
4.Dinner, feast, slop feast dinner slop
5.Fragrance, stench,
smell
6.Venerable, old, venerable decrepit old
decrepit
7.Sound, tune, noise
8. Beast, animal, pet.

C. Engage/Magbahagi

Direction:

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 Define each word using a dictionary. Read the word in
context. Then, write if the word has a positive or negative connotation.
Word Denotation Word in Context Connotation
cheap Low in price, not The guy I went on a date with was negative
expensive so cheap.
Economical The guy I went on a date with was
so economical.
Hideous shocking My mom wore a hideous outfit to negative
the movies.
Pleasing The room was decorated in a
pleasing way.
Audacious adventurous My brother is audacious because he positive
will try anything.
Vocal Spoke, uttered, voiced The dog next door was vocal all negative
night long.
Yapping Chatter, to talk in a shrill The dog next door was yapping at negative
insistent way night long.
Slender Kelly was slender for her height and
age.
Skinny Too thin Kelly was skinny for her height and negative
age.

D. Apply
Direction:
Write the denotation and check the type of
connotation of the words below. Use a dictionary for its denotation.

Connotation
Words Denotation
Positive Negative
1. slender Gracefully slight /
2. skinny
3. stubborn
4. stylish
5. pushy
6. determined
7. cheap
8. beast
9. dump
10. antique
References: Test Item Bank Quarter 4 week 8 p.4
21st Century Grade 4 Teachers (Rosalina B. Porciucula Tiaong E/S Guiguinto District)
Prepared by:
MARY JANE C. DACDAC
Teacher
Noted:
JULIET D. JONGAYA
Teacher-In-Charge
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