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ENGLISH
Fourth Quarter – Module 4
Week 4

SDO TAGUIG CITY AND PATEROS

Introductory Message
For the facilitator:

This module was collaboratively designed, developed and evaluated by the

Development and Quality Assurance Teams of SDO TAPAT to assist you in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Do not forget to answer Let’s Try before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 Let’s Learn

This module was designed and written with you in mind. It is here to help you
use correct grammar in writing. This will offer information and exercises on how to
clarify sentences and specifically discuss subject-verb agreement.

The scope of this module permits you to be used in many different learning
situations. The language used recognizes the varied vocabulary levels. The lessons
are organized to follow the standard structure of the Enhanced K to 12 Curriculum.
The sequence of the lessons given will help you to clearly understand and use the
English Language in your everyday communication and lifestyle.

The module discusses:

● Lesson 3 – Observe grammar in Making Definitions

After going through this module, you are expected to:

1. understand how various subjects agree with their verbs in English;
2. construct grammatical sentences in relation to subject-verb agreement; and
3. proofread paragraphs using the correct agreement in its subject and its verb.

Let’s Try

Complete the following sentences with the correct form of the verb by encircling
the letter of the correct answer.

1. Either my sister or my brother ______________ my math textbook.

A. has C. having
B. have D. have got

2. Does the sentence contain the correct verb? The reason for my decisions is
complicated.
A. Yes. Because the word ‘reason’ is a singular subject, it calls for a
singular verb.
B. No. Because the word ‘decisions’ is a plural subject; it should be
followed by a plural verb.
C. No. Because the word closest to the verb is a plural, the verb should
also be plural.
D. Yes. Because there is a compound subject, the verb is singular.

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 3. Everyone ____ at the carnival.
A. were B. was C. is D. are going to be

4. Most of the milk _________ gone bad. Six gallons of milk __________ still in the
refrigerator.
A. has… are C. had… was
B. have... is D. have… is

For items 5-8, encircle the letter in which the subject and the verb agree.

5. A. Every one of the shirts has a green collar.

B. Every one of the shirts have a green collar.
C. Every one of the shirts have had a green collar.
D. Every one of the shirts had green collar.

6. A. The president or the vice president are speaking today.

B. The president or the vice president is speaking today.
C. The president or the vice presidents is speaking today.
D. The president or the vice president were speaking today.

7. A. Either Cassie or Marie pays the employees this afternoon.

B. Either Cassie or Marie pay the employees this afternoon.
C. Either Cassie or Marie have payed the employees this afternoon.
D. Either Cassie or Marie were payed the employees this afternoon.

8. A. Sandals and towels are essential gear for a trip to the beach.
B. Sandals and towels is essential gear for a trip to the beach.
C. Sandals and towels was essential gear for a trip to the beach.
D. Sandals and towels had essential gear for a trip to the beach.

9. Neither the boys nor Mary _______________.

A. were C. is
B. was D. are going to be

10. Two schools of fish _________(or, are, is, was) swimming in the lake.
a. or c. is
b. are d. was

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 Let’s Recall
Directions: Edit the following sentences to eliminate problems with subject-verb
agreement and write the edited sentence. If a sentence is correct, write “correct”
below.

Jack’s first days in the infantry was grueling

Jack’s first days in the infantry were grueling
1. One of the main reasons for elephant poaching are the profits received from
selling the ivory tusks.

2. Not until my interview with Dr. Chang were other possibilities opened to me.

3. Batik cloth from Bali, blue and white ceramics from Cambodia, and a bocce ball
from Turin has made Hannah’s room the talk of the dorm.

4. The board of directors, ignoring the wishes of the neighborhood, has voted to
allow further development.

5. Measles is a contagious childhood disease.

6. The presence of certain bacteria in our bodies are one of the factors that
determines our overall health.

7. Leah is the only one of the many applicants who has the ability to step into this
job.

8. Neither the explorer nor his companions was ever seen again.

Lesson Observe Correct Grammar in Making

4 Definitions

The concept of pattern is one of the essential principles of modern methods of

language teaching. English has basic sentence patterns and grammatical structures
which Filipino students like you would do well to master in order that you can
understand, speak, and write English well. You should know them thoroughly and
make sentences according to these patterns.

Pattern is an arrangement that reveals or suggests a design; it is the

framework of an utterance. In your study of language, you must deal with patterning
on every level of linguistic analysis. The study of language has a long history,
although language, science, or linguistics as we know it came into being only in the
last century and a half.

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 Let’s Elaborate
Subject-Verb Agreement

In all English sentences the number of the subject controls the form of the verb. The
basic idea behind sentence agreement is simple: all the parts of your sentence should
match (or agree). Verbs need to agree with their subjects in number (singular or
plural) and in person (first, second, or third). To check agreement, you simply need
to find the verb and ask who or what is doing the action of that verb.

1. A verb must agree with its subject in person and in number.

Singular noun Singular verb Plural noun Plural verb

Rita listens. We listen.

Mario explains They explain.

She reads novels. The girls. read novels.

He writes poetry. The boys write poetry

He is carefree. They are carefree.

The singular verbs listens, explains, reads, writes, and is tie with Rita, Mario, She,
and He in the singular.

The plural verbs listen, explain, read, write, and are tie with plural subjects we, girls,
boys, and they.

You will recall that singular verbs have the -s or -es endings and that plural verbs
lack the -s or -es suffixes.

2. You always tie with a plural verb form.

You are sweet.

You have been very kind.

3. Singular pronouns tie with singular verbs. These pronouns are singular:
each, everybody, anyone, anybody, someone, somebody, no one, nobody,
one, many, a one, another, anything, either, neither.

Each of them is responsible.

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 Everyone is concerned about high taxes.
No one is exempted from the test.

4. Words joined to a subject by with, together with, in addition to, and

including do not affect the verb.

The machine with all its parts sells for five hundred pesos.
His property, including two cars and a lot is for sale.

5. A collective noun ties either with a singular or plural verb, depending on

whether the group is thought of as a whole or as individuals.

Our class sings very well.

Our class do not agree on the songs for the program.

6. Nouns plural in form but singular in meaning tie with a singular verb.

Dramatics is fascinating.
Measles is sometimes serious.

7. When the word number is used in the sense of “many” it is plural; when it
refers to an arithmetical number, it is singular.

A number of students are waiting outside.

The number of students on the waiting list is small.
A number is assigned each student.

8. Fractions and words such as all, none, some will be singular if bulk or a
total number or amount is implied, and plural if individuals are considered.

9. If two subjects are joined by or, either…or, neither…nor, the verb agrees
with the subject nearer it.

Neither the President nor the other officers have come.

Either they or I am to blame.

10. If one subject is used affirmatively and the other negatively, the verb agrees
with the subject that is used affirmatively.

She, not I, is responsible.

You, not he, are at fault.

11. The verb ties with a relative pronoun used as subject, the relative pronoun
ties with the number of the person of its antecedent.

He is one of ten students who are suspended.

She is one of the most attractive girls who are active.

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 12. A compound subject joined by and ties with a plural verb except when the
subjects refer to the same person or thing.

My English instructor and adviser is absent. (Same person)

My English instructor and my adviser are absent. (Two persons)

Use this link for further information about the passage:

https://courses.lumenlearning.com/styleguide/chapter/subject-verb-agreement/

Let’s Dig In
Directions: Read the passage. Then answer the questions on the next
page.

The destructive process of mountaintop removal mining (MTR) has caused

permanent damage to Appalachia. Although the law requires that mining companies
restore the mountaintops after the mining has been completed, the 1.5 million acres
of mountains that have already been removed cannot be regrown, re-built, or
replaced. The companies do secure the rock formations to prevent erosion and
landslides, but their efforts cannot recreate the once-beautiful mountain landscape.
Furthermore, while companies are usually vigilant about securing the rock
formations, they seem less interested in restoring the native vegetation. MTR
operations clear enormous tracts of forest; some experts estimate that over 2000
square miles of forests in the Appalachian region will have been razed by mining
companies by 2012. Instead of replanting the native trees and shrubs that have been
cleared, many companies opt to plant cheap, fast-growing, non-native plants, such
as Lespedeza cuneata, which is officially classified by the USDA as an invasive weed.
Environmental hazards are not only created in preparing a mountaintop for
mining, but they also continue once the coal has been extracted. After the blast, the
excess mountaintop—which miners refer to as “overburden”—is usually dumped into
nearby valleys or streams. The overburden contains a variety of toxic substances,
including explosive residue, silica, and coal dust. These substances are filled with
sulfur, lead, mercury, and other chemicals. Over 700 miles of streams in Appalachia
have been contaminated by this dumping. Although the mining companies have built
structures known as “sludge dams” that are intended to contain the toxic runoff,
these dams can burst or leak, sending thousands of gallons of toxic chemicals into
municipal drinking water.
While the Endangered Species Act, the Clean Water Act, and other
environmental protection bills can theoretically be enforced to protect Appalachia,
local lawmakers have been reluctant to act for fear of upsetting those who believe
that the jobs created by MTR are vital to the community. However, instead of bringing
jobs and prosperity to poor Appalachian communities, MTR companies bring

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destruction and poverty. MTR does not involve the amount of human labor required
by traditional subsurface mining. Even though coal production has increased
between 1950 and 2004, the human labor force working in these mines has
drastically decreased. In the 1950’s, there were approximately 130,000 people
employed by the mining companies; by 2004, that number had dwindled to 16,000.
Moreover, while the coal companies may make enormous profits from MTR,
Appalachian communities located near the mines suffer increased rates of kidney
cancer, brain cancer, lung cancer, chronic pulmonary disorders, hypertension, and
vision problems. A variety of studies published in top medical journals link these
health problems to the fact that the victims lived near the mines.

Visit this link for more details:

https://englishforeveryone.org/PDFs/Level_10_Passage_5.pdf

1) This passage would most likely be found in

A. the introduction to a larger work on the history of Appalachia
B. the conclusion to a study on the links between coal mining and health
problems
C. a chapter of a coal miner’s autobiography
D. a section providing supporting evidence in a larger work on MTR E. a
section evaluating the results of a previously proposed course of action in
a larger work on MTR

2) As used in paragraph 1, which is the best antonym for vigilant?

A. cowardly B. frustrated C. displeased D. careless

3) Based on information in the passage, it can be inferred that the author

A. used to be employed by an MTR company, but left because he or she was
frustrated with its environmental practices
B. is more concerned about the environment than he or she is about human lives
C. believes that MTR companies care little for the environment or for the
Appalachian community
D. works for an environmental protection group or agency

4) Which of the following statements from the passage represents an opinion, as

opposed to a fact?
A. “Although the mining companies have built structures known as ‘sludge
dams’ that are intended to contain the toxic runoff, these dams can burst
or leak, sending thousands of gallons of toxic chemicals into municipal
drinking water.”
B. “However, instead of bringing jobs and prosperity to poor Appalachian
communities, MTR companies actually bring destruction and poverty.”
C. “The overburden contains a variety of toxic substances, including explosive
residue, silica, and coal dust.”
D. “While the coal companies may make enormous profits from MTR,
Appalachian communities located near the mines suffer increased rates of

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 kidney cancer, brain cancer, lung cancer, chronic pulmonary disorders,
hypertension, and vision problems.”

5) In paragraph 1, the author mentions Lespedeza cuneata in order to

A. provide an example of the natural vegetation that grew on the mountains
before MTR companies cleared the forests
B. identify one type of plant that is likely to flourish on the newly-blasted
mountaintops
C. argue that the MTR companies are more interested in saving money than
addressing the damage they have caused to the environment
D. convince readers that the MTR companies’ attempts at replanting the
forests may not be perfect, but they do represent a respectable effort

6) According to the passage, the way in which MTR companies dispose of the
overburden is hazardous BECAUSE
I. the mining companies continue extracting coal from the overburden, thus putting
additional pressure on the environment
II. the sludge dams are not a failsafe containment system
III. MTR companies often dump toxic waste directly into the municipal water supply
A. l only
B. II only
C. I and II only
D. II and III only

7) Which piece of evidence, if true, would best strengthen the author’s argument in
the final paragraph?
A. Mining counties in West Virginia are some of the poorest in the nation.
B. Less than 8% of the coal produced in the United States of America comes
from MTR operations in the Appalachian Mountains. More than 400
mountaintops in Appalachia have been destroyed for this coal.
C. MTR is a wholly unsustainable process; the reserves of coal located in the
Appalachian Mountains will likely last less than 20 more years.
D. The Appalachian forests are home to one of the highest concentrations of
biodiversity in North America; animals that call Appalachia home include
flying squirrels, freshwater mussels, and more different types of
salamanders than can be found in one place anywhere else on earth.

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 Let’s Remember

Directions: Analyze each paragraph and fill out the underline with the right word to
complete the sentences.

1. Singular subjects take ___________ verbs. Plural subjects take _________ verbs.
This is easy to do in simple sentences, but it's harder in complex sentences.
2. Usually the subject comes _________ in a sentence. When the sentence order
is reversed, you have to look carefully for the __________ and verb to be sure
they agree.
3. If the subject is joined with another noun using expressions such as
"______________", "____________", "along with", and "besides", the verb agrees
with the subject. Unlike "and", these expressions don't act as coordinating
conjunctions and have no impact on the subject.
4. When the subject of a sentence is an indefinite pronoun, we use a singular or
plural verb based on certain rules.
Use ________ verbs with singular indefinite pronouns. Examples of singular
indefinite pronouns are "nobody", "everybody", "either", and "something".
Use ________ verbs with plural indefinite pronouns. Examples of plural
indefinite pronouns are "many", "few", and "both".
5. When the compound subject contains both a singular and a plural noun
joined by or or nor, the verb agrees with the part of the subject that is
______________ the verb.

Let’s Apply
A. Directions: Find and correct the errors in agreement in the
following sentences by rewriting the statements on a separate sheet of paper. Make
sure that both the verb and the pronoun are correct.

1. Every student must submit their research paper by Monday.

2. Have everyone passed their examination booklet.
3. If a person is trusted, you will develop a sense of responsibility.
4. When a girl is interviewed for a job, you should wear neat clothes and avoid gaudy
jewelry.
5. Each of the students in the various classes have their own personal problem.
6. Either Dora or Jane left their prayer book here.
7. Both of the twins seems interested in electronics.
8. Most of the students like the new adviser.
9. There are three members of the class who has won prizes.
10. Here are the two new fabrics of the kind that resists moisture.

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B. Directions: Underline the right form of the verb from those in parenthesis.

1. The high cost of goods often (come, comes) as a surprise.

2. The police findings along with the photograph, (is, are) very convincing.
3. The ceremony, together with the pageantry, (impress, impresses) the
audience.
4. The members of the board of trustees (want, wants) to construct a new
building.
5. The lights across the bay (look, looks) like tiny jewels.
6. The pilot, in addition to the crew, (has, have) the safety of the passengers in
mind.
7. The instructor, as well as her class, (were, was) surprised by Thelma’s report.
8. It is now thought that Saturn as well as Mars, (has, have) some form of life.
9. Misunderstanding between students and players (is, are) the cause of fight.
10. The lack of policemen at dangerous intersections (cause, causes) accidents.

Let’s Evaluate
Directions: These two proofreading exercises will give you practice in
applying the rules of subject-verb agreement. Write paragraphs using the correct
agreement in its subject and its verb.

The following paragraph contains seven errors in subject-verb agreement. Identify

and correct the faulty verb forms by rewriting the paragraph on a separate sheet of
paper.

The sheep-liver fluke is a parasitic flatworm with a very complex life cycle. The fluke
start life by hatching inside a snail. The fluke is then ejected from the snail in a ball of
slime. These balls of slime is eaten by ants. The fluke digs its way through the ant's
body until it reaches the ant's brain. There, the fluke takes control of the ant by
manipulating its nerves, thus turning the ant into its personal robot. Under the
command of the fluke, the ant climb to the top of a blade of grass. If the fluke is in luck,
the ant is eaten by a passing sheep. From the sheep's stomach, the fluke work its way
home--to the liver.

More of this passage here: http://prism.scholarslab.org/prisms/44e9c072-6c42-11e9-9881

005056b3784e/visualize?locale=de

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 Let’s Extend
Directions: The following paragraph contains seven errors in subject-
verb agreement. Identify and correct the faulty verb forms by rewriting the
paragraph on a separate sheet of paper.

Anomie Plaza, like all shopping plazas, were designed for automobiles rather than
human beings. All-natural life has been extinguished; even the weeds along the curb
appears artificial. But somehow, amidst all the plastic, steel, and concrete, a solitary
shrub manage to survive. The shrub, not in vigorous bloom but certainly alive, stand a
few yards away from the entrance to Huxley's department store. It grows straight up
through the concrete. Now and then a shopper pause to examine this odd life form, not
for sale in any of the 67 stores. Occasionally, someone will glance around furtively and
then break off a twig, slip it into a shopping bag, and hurry back to the parking lot.
Why people do this are a mystery to me. Are such people intent on preserving life or
destroying it? Whatever the case may be, the shrub so far have managed to survive all
assault

Development Team of the Module

Writer: Bernie P. Echapare

Editors:
Content Evaluator: Gladeline Lou Gonato
Language Evaluator: Arcel Pili
Reviewers: Name
Illustrator: Bernard Marc E. Codillo
Layout Artist: Michael N. Evans
Management Team: Dr. Margarito B. Materum, SDS
Dr. George P. Tizon, SGOD – Chief
Dr. Ellery G. Quintia, CID Chief
Mr. Noel T. Balubal, EPS- English
Dr. Daisy L. Mataac, EPS- LRMS/ALS

For inquiries, please write or call:

Schools Division of Taguig City and Pateros, Upper Bicutan, Taguig City
Telefax: 838-4251
Email Address: sdo.tapat@deped.gov.ph

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