Professional Documents
Culture Documents
English
First Quarter
Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
“No copy of this material shall subsist in any work of the Government of the Philippines. However, prior
approval of the government agency or office wherein the work is created shall be necessary for exploitation
of such work for profit.”
This material has been developed for the implementation of K to 12 Curriculum through the Curriculum and
Learning Management Division (CLMD). It can be reproduced for educational purposes and the source must
be acknowledged. Derivatives of the work including creating an edited version, an enhancement of
supplementary work are permitted provided all original works are acknowledged and the copyright is
attributed. No work may be derived from this material for commercial purposes and profit.
Consultants:
Regional Director : ESTELA L. CARIÑO, EdD., CESO IV, DepEd R02
Assistant Regional Director : RHODA T. RAZON, EdD,CESO V, DepEd R02
Schools Division Superintendent : CHERRY S. RAMOS, EdD,, CESO V, Santiago City
Asst. Schools Division Superintendent: CHERYL R. RAMIRO, PhD, CESE, Santiago City
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD
Chief Education Supervisor, CID : JANETTE V. BAUTISTA, EdD
Development Team
Writers: JEANIE J. VALDEZ & MERRY GRACE R. SELMO,, Divisoria HS , Santiago City
MA.ANITA T. LIBUNAO & JUN P. PAGTACUNGAN , Divisoria HS , Santiago City
NAOMI RUTH M. JANDOC , Patul National High School, Santiago City
JULIE P. TUBANG , Sagana National High School ,Santiago City
EDERLINA CARNETE & VILMA MINA ,Cabulay High School , Santiago City
CHERRY C. NAVARRO,Balintocatoc Integrated School , Santiago City
IVY JANE M. FALGUERA , San Jose Integrated School, Santiago City
PERLA G. BANIQUED , Rosario National High School , Santiago City
MARY JANE A LORENZO , Salvador Integrated School , Santiago City
MICHELLE M. ASUNCION, Rizal National High School , Santiago City
Layout Artists: JACQUELINE M. DIAZ, Rosario NHS, Santiago City, GLENDA B. AZURIN, Sagana NHS, JENELYN B.
BUTAC, Division Librarian
Content Editors: RECHELYN CONSTANTINO, Divisoria HS, MA. SOCORRO PASCUAL, Santiago City NHS
JOVILYN R. ALVAREZ, Bukig NATS, SDO Cagayan
JEFF ROBEN D. AGBISIT, Andarayan NHS, SDO Cagayan
Chief Editors: MARISSA B. PASCUA, Rizal NHS, MARIVIC M. HALOG, Patul NHS
Focal Persons: PERFECTA BAUSTISTA, Education Program Supervisor– ENGLISH
MARIVEL G. MORALES, Division LRMDS Coordinator
RONNIE F. TEJANO, Education Program Supervisor– ENGLISH, CLMD, DepEd R02
RIZALINO G. CARONAN, Education Program Supervisor–LRMDS, CLMD, DepEd R02
One good analogy is worth an hour of teaching and learning in an English class.
Being armed with skills in analogy promises an array of benefits. The said
competency improves vocabulary skills, speeds up reading comprehension, addresses
higher order thinking skills and develops verbal reasoning abilities. Having
experienced these profits of learning, students like you, tend to increase interest in the
class while advancing academically in learning the subject.
Noting the following salient points enables you to supply appropriate expression
in completing an analogy vital in enhancing your vocabulary skills:
1. Analogy is being taught by the teacher and learned by the student to bridge the
gap between the previous topic and the present lesson. Hence, comparing two
things that are usually different from each other but have common traits
apparently defines an analogy.
2. The most commonly used types of analogy that can potentially harness your
vocabulary skills are synonym, part to whole, antonym and cause and effect
relationship.
Let us revisit the poem titled, God said, “I made a Man” by Jose Garcia Villa.
We will find out whether you still can recall the key ideas in the selection by
answering the following series of activities.
Learning Competency
Supply other words that complete an analogy EN7V –IV –a- 23.1
Directions: Provide synonymous words to the given terms needing appropriate expression
culled from the poem, God said, “I Made a Man” by Jose Garcia Villa to complete the sets of
analogy. Refer to the sentences provided to arrive at the correct answer. Find out the letters
inside the box that correspond to the numbers given on top. Arrange the jumbled numbers
that correspond to the alphabet letters to finally come up with the term being asked for.
5 5 18 16 3 22 5 9
15 13 18 1 20 12
21 15 18 3 5 19
9 15 21 21 3 18 19
7 1 12 15
Directions: An analogy describes the relationship between words. In part/ whole analogies,
the first term is part of the second term, and the third term is part of the fourth. The poem,
God said, “I Made a Man”, features what God made. Loop all the creations of God that you
can spot from the pool of words based on the incomplete analogies given. Use the terms
spotted to fill in the incomplete analogies.
D T D R D D L F S U
T T R E E E R H A K
I H K G P H D A D C
J G N J S G T D L L
G B V A H A E L I A
B A C A T J A F G S
E M J N J L C H H S
A O X L G N H R T N
N J B B N M E H N A
B T Q A M Q R F A K
N P E Z P P L J N I
M B X L F G M F M T
S S O T C F S L A D
D G N H A S H T L I
G H M P K O C E A N
Directions: The following terms are found in the poem, God said, “I Made a Man” by Jose
Garcia Villa. Supply the missing letters with the correct ones to come up with the appropriate
antonyms of the given words.
1
In today’s digitized era, technological advancement enables man not just to survive but
also to prosper. 2Non - adherence to this way of life causes him to miss out what the
modernized world has to offer. 3For his growth’s sake, he exhausts himself discovering ways
to make him the best labelled as “genius” . 4Thinking that he knows everything, he ignores the
creator who is behind all his triumphs. 5Man indeed is in his oblivion of God being the alpha
and omega – the beginning and the end.
The man in the poem God said, “I Made A Man” is undoubtedly identical to who this
6
man is nowadays. 7Despite being God’s masterpiece whom God holds dear in His bosom
since the time of creation, this man never thought twice of threatening God with a bow. 8His
being ungrateful pained God reminding Him of man’s gratification. 9The same pride that led
Adam to his downfall forgetting that behind every genius is his fountainhead – God.
Directions: Solve the puzzle with the words similar to the terms to complete the analogies
presented in Exercise A.
Across
1. self –regard, conceitedness
2. gratitude, appreciation
3. stupidity, bewilderment
Down
1. disturbance, conflict
2. victories, triumphs
A. Directions: Create 5 sets of analogies related to God and His creations which start with the
English alphabet provided. Use the example given as your guide.
A B C D
Synonym Antonym Part to Whole Cause - Effect
Arrogance : Egotism Birth : Death Cherubim : Heaven Doom : Sufferings
Annoyance : Anger Blessing : Condemnation Man : Earth Repentance : Redemption
B. Directions: Make a slogan or a saying of any topic marked with analogy of any type. Be
guided by the following examples and rubric.
Examples
1. If people were like rain, I was like drizzle and you were a hurricane.
2. Light within is released when opportunity in darkness we seize.
3. Disease is to body while resentment is to soul.
4. Reading fulfils a man.
5. Kindness ends bitterness.
6. Death gives birth to life.
7. All are equally foolish and wise in the eyes of God.
8. Sunshine is to flower while you are to me.
9. Losing can make you win.
10. If you want to be rich you must experience how to be poor.
Reflection
References:
Book:
Management Team of Grade 7. (2017). English – Grade 7.Philippines: FEP Printing Corp.
Online Sources:
Analogies: Part/Whole Analogies Quiz. (2005 - 2020). Retrieved May 19, 2020 from
https://www.softschools.com/quizzes/language_arts/part_whole_analogies/quiz471.html
Heick, Terry. (2014). A Guide for Teaching with Analogies. Retrieved May 18, 2020 from
https://www.teachthought.com/critical-thinking/types-of-analogies/
D T D R D D L F S U
T T R E E E R H A K
I H K G P H D A D C
J G N J S G T D L L
G B V A H A E L I A
B A C A T J A F G S
E M J N J L C H H S
A O X L G N H R T N
N J B B N M E H N A
B T Q A M Q R F A K
N P E Z P P L J N I
M B X L F G M F M T
S S O T C F S L A D
D G N H A S H T L I
G H M P K O C E A N
1. Cat
2. Class
3. Ocean
4. Bean
5. Tree
W
I G N O R A N C E
S N
T H A N K S
R
P R I D E
S
S
Prepared by:
MICHELLE M. ASUNCION
JUN P. PAGTACUNAN
Writers
----------------------------------------------------------------------------------------------------------------
BADGE EARNED:
Comments of Teacher:
Learning Competency
Identify the genre, purpose, intended audience and features of various viewed texts
such as movie clip, trailer, news flash, internet-based program, documentary, video. EN7VC-
I-d-6
Directions: Look closely at the pictures. Identify what genre of a material viewed it was.
Write your answer on the box.
1. 2.
3. 4.
5. 6.
Directions: Using your cellular phone/computer, visit the following links of short clips taken
from the internet. After viewing, fill in the graphic organizer below.
1. https://www.youtube.com/watch?v=4mmIOS2a11c
2. https://www.youtube.com/watch?v=ibTSvR3CIps
Directions: View the different materials from the internet using the given links. After
viewing, write and organize a report through a graphic organizer of your choice considering
the following data:
1. Link https://www.youtube.com/watch?v=PXDUQd1l_h8
2. Link https://www.youtube.com/watch?v=kmPVo0kQCLA
3. Link https://www.youtube.com/watch?v=4semIadNgy4
Final Task!
Directions: Did you find the activities above interesting? It’s high time for you to note the
significant things that you have learned. Fill-up the third column of the KWL Chart of the
things that you have acquired.
Reflection!
Images Sources:
U.S Air Force graphic (2010). www.vandenberg.af.mil. Retrieved May 20, 2020 from
https://www.vandenberg.af.mil/News/Article-Display/Article/339883/new-policy-authorizes-
social-media-acess-with-caveats/
References:
Book Source:
Department of Education- Bureau of Learning Resources (DepEd-BLR). DepEd English 7
Learner’s Material (pp. 90-92). DepEd Complex Meralco Avenue, Pasig City, Philippines
1600.
Rubric Source:
Regina Public Schools and Saskatchewan Learning (n.d.). Graphic Organizer Rubric.
Retrieved from
https://www.suprockart.com/TYPO2008GRAPHICORGANIZERRUBRIC.htm
Final Task
Prepared by:
PERLA G. BANIQUED
MARYJANE A. LORENZO
Writers
ACTIVITY 1
ACTIVITY 2 What’s your Badge?
BADGE EARNED:
Comments of Teacher:
The active voice is straightforward and clear. It focuses on the subject doing the
action.
On the other hand, a sentence is written on its passive voice if the subject
receives the action.
Changing the voice of a sentence depends on the tense of a verb. See the chart
below:
Source: (EnglishSource:
Grammar Here , Grammar
(English 2020) Here, 2020)
Use the passive and active voice meaningfully in varied contexts. EN7G-III-c-2
Directions: Transform each sentence from active voice to passive voice. Write only
the verb for Set A and complete sentence for Set B.
It looks like you are about to finish your task. Here’s more! In order for you to fully
understand this topic about the active and passive voice of a sentence, here’s what you are
going to do.
Directions: Copy sentences in the active and passive voice from the text
below and write them in the corresponding column in the table provided
below.)
SUSPICIOUS BOX
Last Friday, it was around 12:30 in the afternoon when a suspicious box was found by
Miss Mendez on her table. The suspicious box wasn’t opened by the teacher at that moment
because she was afraid to see what’s inside and who gave it because it doesn’t even have a
short note. The box was wrapped in a red silk paper, a little bit heavy, having a yellow ribbon
and tied properly.
The box was taken to the faculty room by Miss Mendez and showed it to her co-
teachers. When they’re about to open the box, loud and big voices were heard outside the
faculty room and greeted her… “Happy Birthday Miss Mendez!” When she took a look
around, it was her students in the 7th grade. They brought balloons, flowers and cake for her
birthday. In great surprise, she gladly embraced them. She cried tears of joy when they sang
happy birthday. When she opened her gift, she saw her photo turned into a sketch and kept in
a shimmering frame. A series of messages too were written by her thoughtful students.
Meanwhile as she randomly reads the messages, one of her bright students in class, Pio,
the guitarist, started to play his instrument while the rest of his classmates started to sing a
song. Not just a song but it was their teacher’s favorite song entitled “A Smile in Your
Heart”. It is a song sung by his favorite singer of all time. Absolutely, having those ideas and
plans tickled the bones of their adviser for it all worked out.
As they finished the song, Miss Mendez blew her cake, made a wish, and thanked
everyone for the surprise they had prepared. In the end, a meaningful message was delivered
by her for her wonderful birthday surprise. According to Miss Mendez, it was her most
remarkable birthday celebration with unforgettable people.
We hope you understand the passage. Now it’s your turn to do the task. Good luck!
Reflection:
Complete this statement:
Book Source:
Lesson Exemplar Grade 7 English (2018). Quarter 3 Asserting Myself Lesson 1 Wallowing
for Freedom (page 74). DepEd English Curriculum Tayabas City Division, Tayabas City
Website Source:
Images Source:
Answer Key
2. Active 1. Passive
3. Active 5. Passive
4. Active 6. Passive
7. Active 9. Passive
8. Active 10. Passive
2.) were always kept Ribbons and medals were always kept by Sophia.
3.) was fed The animals in the farm was fed by Brando.
1.) She was afraid to see what’s inside and who 1.) A suspicious box was found by Ms.
it came from. Mendez on her table.
2.) They brought balloons, flowers and cake 2.) The box was wrapped in a red silk paper, a
for her birthday. little bit heavy, having a yellow ribbon and
tied properly.
3.) She gladly embraced them and cried in tears 3.) The suspicious box wasn’t opened by the
of joy. teacher at that moment.
4.) She cried tears of joy when they sang a 4.) The box was taken to the faculty room and
happy birthday song. showed it to her co-teachers by Ms.
Mendez.
5.) Pio, the guitarist, started to play his 5.) A series of messages too were written by
instrument. her thoughtful students.
6.) The rest of his classmates started also to 6.) A meaningful message was delivered by her
sing a song. for her wonderful birthday surprise.
7.) Having those ideas and plans tickled the
bones of their adviser for it all work out.
8.) Ms. Mendez blew her cake, made a wish,
and thanked everyone for the unexpected
surprise.
9.) It was her most remarkable birthday
celebration with unforgettable people.
Prepared by:
CHERRY C. NAVARRO
IVY JANE M. FALGUERA
ACTIVITY 1
ACTIVITY 2 What’s your Badge?
BADGE EARNED:
Comments of Teacher:
Writers
The Simple past and Past perfect tenses are both used to talk about things
that happened in the past. However, we use past perfect to talk about something
that happened before another action in the past, which is usually expressed by the
past simple. The following pointers shall be remembered when using these two
tenses:
1. Use the simple past when the action started in the past, finished in the
past, and is not continuing now. Use the present perfect when the action started in
the past and is continuing now. The simple past tells us that an action happened at
a certain time in the past, and is not continuing anymore.
2. The past perfect tense is used to show that something happened before
another action in the past. It can also be used to show that something happened
before a specific time in the past.
3. The present perfect tells us that an action started in the past and it is still
happening now, or it is something that happens regularly. We may need more
information to tell us how long it has been going on. It may also tell us that the
time period it started in is still going on.
4. To form the past perfect tense you use the past tense of the verb "to
have," which is had, and add it to the past participle of the main verb. For
example: subject + had + past participle = past perfect tense.
Learning Competency
Use the past and past perfect tenses correctly in varied contexts. EN7G-III-h-3
Directions: The given pictures indicate two actions that happen in the past. Choose the letter
of the sentence that expresses the actions shown in each picture. Write the letter of your
choice on the blank provided before each item.
______3.
d. I had just sat down to have lunch when I heard a
knock on the door.
______4.
e. When John arrived at the bus stop, the bus had
already left.
______5.
Directions: Each sentence below has two verbs. Identify which is used in the simple past and
which one is used in the past perfect. Write them in the corresponding column in the table
below.
1. After Fred had spent his holiday in Italy, he wanted to learn Italian.
2. Jill had phoned Dad at work before she left for her trip.
3. Susan turned on the radio after she had washed the dishes.
4. When she arrived, the match had already started.
5. After the man had come home, he fed the cat.
6. Before he sang a song, he had played the guitar.
7. She watched a video after the children had gone to bed.
8. After Eric had made breakfast, he phoned his friend.
9. I was very tired because I had studied too much.
10. They had ridden their bikes before they met their friends.
Exercise 3: My Connection
Match column A with column B to form a sentence that indicates two past actions.
A B
1. After Sofie had finished her work, a. she went to lunch.
2. I washed the floor b. until she had finished talking.
3. Harold had known situation c. before he decided to leave.
4. I didn’t say anything d. she had run out the door.
5. After she had moved out, e. I found her notes.
6. Before I knew it, f. everyone had gone home.
7. We’d just gotten home g. I didn’t notice.
8. By the time Doris got to the party, h. he travelled so far
9. After I’d used the phone, i. I paid the bill.
10. It’d happened so quickly, j. when the painter had gone.
k. when we heard the blast outside.
Exercise 4: Complete Me
Directions: Fill in the blank/s with the correct form of the verb/s given in each of the
following sentences.
1. After the company _____Joe, he began to work on his first project. (hire)
2. _____ you _______ the news before you saw it on TV? (hear)
3. Michael didn’t want to see the movie because he _______ the book yet. (not read)
4. The concert ______ already _______when we _______ the stadium. (begin/enter)
5. Until Anne ________ Mark, she ____ never ______in love. (meet, be)
6. Bill __________ for years before he finally _______. (smoke/quit)
7. _______ Sara ever _______to London by herself before then? (drive)
8. How many fish ______ the boys _____ by the time it started raining? (catch)
9. You ________ them to go to the beach, hadn’t you? (forbid)
10. The girls _______ in weeks? That’s why they ______ so much afterwards. (exercise/
hurt)
Directions: Rewrite the following sentences using the simple past or past perfect tense.
Directions: Using the simple past and past perfect tense of a verb, relate a story about your
most treasured vacation with your family.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Criteria 10 8 6 4
Organization All of the Most of the Some of the Important ideas
of Ideas important ideas important ideas important ideas and points are not
and points are and points are and points are organized.
well-organized. well-organized. organized.
Proper Use of The application The application The application The application of
Past and Past of the language of the language of the language the language
Perfect Tense skills learned is skills learned is skills learned is skills learned is
most effective. more effective. not so effective. not effective.
Content and Content is Content is Content is Content has no
Theme clearly relevant clearly relevant clearly relevant relevance to the
to the topic and to the topic and to the topic and topic and there is
the message is the message is the message is no message.
very clear. clear with some not so clear.
confusing
points.
Word Choice The writer’s Specific nouns, Specific nouns, General and
exceptional strong verbs, strong verbs, are overused words
word choice and well-chosen used. Modifiers do not create a
captures the modifiers create are needed to clear picture
experience. vivid pictures create a clearer
and express picture.
feelings.
Reflection
https://www.gingersoftware.com/content/grammar-rules/verbs/the-past-perfect-simple-
tense/Retrieved on June 3, 2020
Images Sources:
https://encrypted-tbn0.gstatic.com/images?q=tbn%3AANd9GcR1zmXOUDo_bq-
pPOPO20qBSXwmJ_tnD6f3KsDWnCeAhd4SScaO&usqp=CAU. Retrieved on June 1, 2020
https://c1.wallpaperflare.com/preview/612/709/169/stop-school-school-bus-stop-sign.jpg.
Retrieved on June 1, 2020
https://c0.wallpaperflare.com/preview/422/374/572/baby-boy-child-cry.jpg. Retrieved on
June 1, 2020
https://images.pexels.com/photos/545013/pexels-photo-545013.jpeg?cs=srgb&dl=cooking-
hands-handwashing-health-545013.jpg&fm=jpg Retrieved on June 1, 2020
Answer Key
Exercise 4: Complete Me
1. had hired 6. had smoked/quit
2. had/heard 7. had/driven
3. hadn’t read 8. had/caught
4. had/begun/entered 9. had forbidden
5. met/had/been 10. hadn’t exercised / hurt
Prepared by:
BADGE EARNED:
Comments of Teacher:
Communication is a vital day to day activity that you do when you are talking
with your friends, classmates, and teachers. You are pleased when you can clearly
express your thoughts and feelings through a meaningful conversation.
Have you ever tried passing messages or quoting an important statement from
a speaker? How well did you do it? Remember that, it is essential to pass a significant
message without changing its thought so you can avoid any misunderstanding.
What can you observe in the sentences? The first example is a direct speech.
It is a sentence that reports a speech or thought using the exact words that a person
used. The words spoken are enclosed between quotation marks (“ ”).
Let’s see if you have fully grabbed the information above by answering series of
activities.
Directions: Analyze the given sentences. Identify whether the sentence below is direct or
reported speech. Write DIRECT if the statement is the exact words spoken by the speaker;
write REPORTED if the statement was expressed without quoting the exact words of the
speaker. Write your answer before the number.
_______1. “Where does Maria live?” he asked.
_______2. Kuya suggested that we have get something to eat.
_______3. My mother said that festivals are occasions to celebrate.
_______4. “I am proud of your achievements’’, the father said to his son.
_______5. The teacher said, “Wash your hands properly.”
_______6. “Please sanitize your hands using alcohol before entering the mall,” the security
guard reminded.
_______7. My mother pointed out that it was necessary to maintain physical distancing
because of the virus.
_______8. Jose stated that he was ready to come back to school.
_______9. Mang Victor mentioned that his wife and two children were nurses.
_______10. The police officer at the checkpoint told me to show my quarantine pass.
Directions: Match the parts of sentences from Column A with the phrases from Column B to
form logical sentences.
Column A Column B
a. wanted her to complete the report by
1. Joseph mentioned that his mother... Friday.
b. would be visiting him soon.
2. Jane warned us that...
c. the DOH Undersecretary was going to
3. Laura said her principal... make a public briefing about the updates
on corona virus.
4. The secretary promised she...
d. it was very risky to climb the mountain
5. The news reporter announced that... without guide.
e. would make an appointment.
When we use indirect speech, we are reporting what someone else said in a different time
and situation. Logically, we need to change some of the words from the original statement. This
happens with person, place, time, and possessive words.
For example:
DIRECT SPEECH: "You are a very responsible student."
REPORTED SPEECH: He said I was a very responsible student.
(We need to change the person word.)
Directions: Read the passage below. Then, complete the table by identifying the direct and
reported speech used in the selection.
The boss said some very nice things about you at the meeting this morning. He
said that your sales were way up this month, and he mentioned that you will be the
salesperson of the year. Good work! You know, Max is really impressed, too. He asked
me, “Do you think Kevin will tell us how to make more sales?” I’m actually wondering
the same thing. I asked Max, “Do you think it’s just luck?” Well, I guess you’re really
motivated right now since you’re going to be a new parent in a few months. Max told
me that you need to get a bigger apartment. He also said you’ll have to buy a lot of
things for the baby. I hope you meet your sales goals!
(Source:https://www.cambridge.org/grammarandbeyond/wp-content/uploads/2012/09/Communicative_Activity_Hi-IntAdvanced-Direct_Indirect_Speech.pdf
Directions: Turn the following dialogues into reported speech and vice versa for direct
speech. Write your answer inside the boxes or speech balloons provided.
She mentioned that she bought five kilos of He replied that it was quite expensive.
rice for three hundred twenty pesos.
Directions: Choose a person from your community who has shown selflessness, generosity
and value in helping other people in times of need (e.g. police, barangay chairman, health
workers). Make a list of his or her good deeds and prepare a short explanation using direct
and reported speech. You may quote his or her famous lines. Accomplish this task guided by
the rubric given.
Reflection
Book/s:
Online Sources:
Grammar and Beyond Communicative Activities (September 2012) Retrieved May 22, 2020
from
https://www.cambridge.org/grammarandbeyond/wpcontent/uploads/2012/09/Communicative
Activity_Hi-IntAdvanced-Direct_Indirect_Speech.pdf
Images Source:
Answer Key
• Do you think Kevin will tell us how • Your sales were way up this month.
to make more sales? • You will be the salesperson of the year.
• Do you think it’s just luck? • You need to get a bigger apartment.
• You’ll have to buy a lot of things for the
baby.
Dialogue 1
Berto asked if I would like to see a movie Maria replied that she couldn’t because she
today. got some homework to do.
Dialogue 2
Tatay asked if I would like to go to the Jose said that he would love to play there.
park.
Dialogue 3
Dialogue 4
Dialogue 5
PREPARED BY:
ACTIVITY 1
ACTIVITY 2 What’s your Badge?
BADGE EARNED:
Comments of Teacher:
A phrase is a group of words that stands together as a single unit, typically as part
of a clause or a sentence. It is also a group of related words (within a sentence) without
both subject and verb.
A noun phrase consists of a noun and other related words (usually modifiers and
determiners) which modify the noun. It functions like a noun in a sentence.
A noun phrase serves the same purpose as a noun. That means it can be the subject
or object of the verb. It can also be the object of the preposition.
Example: Victoria had a weak heart. (The phrase a weak heart is considered a
noun phrase, heart is the noun and weak is a modifier.)
A verb phrase is a combination of the main verb and its auxiliary (helping verb) in
a sentence. Some examples of helping verbs are the following: am, is,
are, be, has, have, do, does, may, might, must, can, shall and will.
Example: The shot did not scare Gracee. (The phrase did not scare is a verb
phrase, scare is the main verb and did is the helping verb.)
There are two basic kinds of clauses: Independent clauses and Dependent
clauses.
An independent clause can stand by itself as a complete sentence while a
dependent clause cannot stand by itself as a complete sentence: it can only be a part of a
sentence.
An example is given below to differentiate an independent clause and a dependent
clause.
A sentence is made up of words and expresses a complete thought and in order to express
a complete thought; a sentence must contain a subject and a predicate.
Learning Competency
Exercise 1: Identify Me
Directions: Let us recall the kinds of phrases by answering this activity. Read each sentence
carefully and differentiate a noun phrase from a verb phrase. Underline the phrases in the
sentences and write NP on the lines provided for noun phrase and VP for verb phrase.
Directions: Read each sentence carefully and encircle the phrase/s in each sentence. Before
the number, write if it is a NOUN PHRASE or VERB PHRASE.
Dependent clauses don’t make any sense. They should be combined with independent
clauses in order to form complete thought.
Directions: Underline the independent clause once and the dependent clause twice.
See the example: The doctors were rattled when the patients cried for help.
Directions: Read the selection below entitled “Doing Household Chores and Helping the
Family”. Identify the clauses used by underlining all the dependent clauses.
Read the four main types of sentences and their examples below.
Types Examples
Use a period at the end of a declarative COVID-19 is very contagious.
sentence.
Use a question mark at the end of an Does proper washing of hands need to be
interrogative sentence. safe from the virus?
Use an exclamation mark at the end of an What a scary disease that is!
exclamatory sentence.
Use a period at the end of an imperative Tell me more about proper precautions.
sentence.
Directions: Add the correct end punctuation in the following sentences and write declarative,
interrogative, exclamatory, or imperative after each sentence.
Directions: Write a short paragraph about your conversations in school activities using the
four kinds of sentences; declarative, interrogative, exclamatory and imperative sentences. Be
guided with the rubrics provided.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Rubrics
Category 3 2 1
Ample vivid Some vivid The readers can’t
descriptive words descriptive words figure out when and
Setting
are used to tell the are used to tell the where the
readers about the readers about the conversation
conversation. conversation happened.
Connections Connections Connections between
between events, between events, events, ideas, and
Sentences
ideas and feelings ideas and feelings feelings in the
in the in the conversation are
conversation are conversation are sometimes hard to
creative, clearly clearly expressed figure out.
expressed and and appropriate.
appropriate.
There are no There are 1-2 There are 3-4
grammatical grammatical grammatical mistakes
Grammar
mistakes in mistakes in in sentences.
sentences. sentences.
Palma, J/ Mongol M. (1989) Grammar and Composition. Anvil Publishing Inc., 3 rd floor
Rogen Building # 17 Show Boulevard, Pasig Metro Manila.
Fermin, A./ Papango M. (2017) Grade 7 English Learners Material. Department of
Education- Bureau of Learning Resources (DepEd- BLR). DepEd Complex, Meralco
Avenue, Pasig City Philippines 1600.
Image Source:
Answer Key:
Exercise 1: Identify Me
1. three pigeons to the ground- NOUN PHRASE
2. bloody palm- NOUN PHRASE
3. had passed- VERB PHRASE
4. big centipede- NOUN PHRASE
5. to talk to his manager- NOUN PHRASE
6. compassionate creature- NOUN PHRASE
7. to go home- NOUN PHRASE
8. to solve the puzzle-NOUN PHRASE
9. to answer the question NOUN PHRASE
10. gives confusion to people-NOUN PHRASE
Any task done at home by a child while on school vacation is a great help to
parents. It is kind to help the family do the household chores when there is enough
time to do so. Doing simple task like washing the dishes and sweeping the floor can
be an excellent job. Make plans for the day and schedule time for playing. Learning to
program your activities when creating a simple list of the things that you want to do
would be necessary. While you do simple task at home it will prepare you to become
a responsible and a disciplined individual. Each person must be independent at an
early age in order to become a successful grown up.
1 . declarative
2 ? interrogative
3 . declarative
4 . imperative
5 ! exclamatory
6 . declarative
7 ? interrogative
8 ! exclamatory
9 . declarative
10 ! exclamatory
Prepared by:
ACTIVITY 1
ACTIVITY 2 What’s your Badge?
BADGE EARNED:
Comments of Teacher:
As you grow, you learn more strategies on how to read and comprehend texts better.
Most of you tend to read those which reading materials are of your interests. But aside from
it, speed reading should also be learned for this is done in your school during classwork. Here
are the four reading strategies you have to use to make your reading productive. Just
remember the key words in each of the types so you can easily master them.
1. Scanning
• Scanning involves looking only for specific information (such as keywords,
numbers, names, etc.) while omitting other details. If your purpose of reading is to
search for specific information that may be somewhere a text or graph, scanning is
appropriate to use.
2. Skimming
• Skimming involves reading to get the main idea of the material before looking for
certain details that back it up. If your purpose is to read quickly through a text to
gain an overview of its content, you are going to use skimming strategy.
3. Intensive
• Intensive reading involves learners reading in detail with specific learning aims
and tasks. If you aim to read a text thoroughly to understand and remember what
you’ve read and get the meaning of it, you are having the intensive reading
strategy.
4. Extensive
• Extensive reading involves learners reading texts for enjoyment and developing
general reading skills. If you want to develop your independence, comprehension,
and general knowledge, extensive reading is needed.
Having learned all these like other skills, you can use them effectively and guarantee
you amazing learning experiences. No hassle, just have fun if you know when to use them in
everyday scenarios. Bear in mind each purpose so you can use it appropriately.
Learn more about them by doing all the exercises below.
Directions: Locate and encircle the four main types of reading strategies or styles hidden in
the grid. Each of them may be written from left to right, right to left, horizontally, vertically
or diagonally.
Reading Strategies
Directions: In your previous task, you have known the four main reading strategies. Now
study each of the situations below then identify the reading style applied in them. Write your
answer on the blank provided before the number.
_____________1. Maria looks for her friend’s number in her phonebook. What reading style
does she use?
_____________2. Joselito will be having a long quiz the next day. He needs to review the
lessons discussed but he doesn’t want to reread everything. Which reading
style is appropriate to use?
_____________3. Ana loves reading novels, short stories, journals, magazines, and
newspapers. What reading style does she have?
_____________4. Tonio picks a poem “To The Filipino Youth” by Jose Rizal for him to
interpret. He translates every difficult word, thinks about the meaning of
it, and relate with the poem and its author. What is his reading style?
_____________5. Elena and Liza are both sports lovers. So they keep on waiting for the
results of their favorite volleyball team game on the newspaper’s
sportspage. They only look for the score of the winning team. Which
reading style do they apply?
_____________6. Manang Nena reads just the title and the leading sentence in the first
paragraph of the text. She gets already the point of the author. What
reading strategy does she use?
Directions: At some point, you may get confused on the uses of reading strategies. To
deepen your understanding on the topic, accomplish this task and decide which reading
strategy you would use in the following cases. Write only the number of your answer in the
box where you think each of them belongs.
1. Looking for the top 10 hits in the MYX Facebook Fan Page
2. Checking your inbox if there are unread or new messages
3. Doing a quick research by collecting information, reading a couple of paragraphs and
taking the main ideas of each
4. Reading the school’s rules and regulations in a student handbook
5. Reviewing the opinions of the customers about the services rendered by the crews
from the evaluation sheets
6. Choosing different reading materials for free and most especially those that are
interesting
7. Replying to emails
8. Reading a lot of articles in magazines and stories in Wattpad for fun
Directions: Read carefully the given sentences. On the blank, write TRUE if the statement is
valid and FALSE if otherwise. If the statement is FALSE, change the highlighted word/s to
make it correct.
Intensive reading
Example: Skimming is the most time-consuming of all the reading techniques.
_____________1. Scanning includes looking for the main ideas of the article.
_____________4. Extensive reading style doesn’t work for those who find reading
uninteresting and tiring.
_____________5. Intensive reading does not focus on closely following a shorter text, doing
exercises with it, and learning it in detail.
Exercise 5: Fill It In
Directions: Using the terms in the word pool below, complete the statement in the speech
balloon that best fits the meaning of the sentence as a whole. Apply what you’ve learned
about the reading strategies. Answer this task in your notebook.
.
Good day! Did you answer
our assignment in English? Read _________ the text and retell
What are we going to do it with the correct sequence of
2. again with the short story? events. Start reading it in details.
Directions: Having known the four strategies, apply now the use of the first one which is
scanning. Scan the given items below and find out the answers for the questions that follow.
Of the total 10,463 confirmed COVID-19 cases in the country, meanwhile, 54% are
male, with 30 to 39 years old as the most affected age group at 21.3%, followed by the 20 to
29 age group at 16.9%, according to the report released on Friday (May 8, 2020).
Of the 696 deaths recorded, 65% are also males with the most affected age group over
70 years at 36.6%, followed by the 60 to 69 years group at 32.6%.
Most of the COVID-19-related deaths reported are from Luzon, with Metro Manila
having the most number of fatalities at 71.8%, followed by Calabarzon at 12.3% and Central
Luzon at 4.1%.
https://newsinfo.inquirer.net/1272241/86-7-of-coronavirus-cases-in-ph-are-mild-who
_____________7. How much load would the Smart, Globe, Sun, and TNT subscribers buy to
get 5% discount?
_____________8. How many subscribers can avail the 5% discount on mobile load or data of
P250 and above?
_____________9. In what TV program can you watch the SHAKE & WIN?
_____________10.When will this program live on GMA?
Directions: In exercise 6, you have tried to scan headline, news text, and advertisements.
This time try to have this long text. Use a watch to time yourself as you scan it to find the
answers to these short questions. This task should take only three minutes. Write your
answers in your notebook.
1. To what animal are the Filipino people compared?
2. How many indigenous ethnic groups compose the Filipino people?
3. In what year did the Constitution of the Philippines name Filipino as the national
language?
4. What musical instruments were introduced by the settlers from Spain to the Filipinos?
5. About how many percentage of the Philippine population has Christianity religion
according to Wikipedia?
6. As part of the New Year’s celebration, Filipinos are wearing dotted clothes and
preparing round fruits on the table which symbolize ___________.
7. Because of the uniqueness and variety of their food, Philippines is known as
___________
8. What kind of house structure does the families in the rural areas live?
Filipino people are known as settlers in many parts of the world. They are like the
chameleon who easily adapts to different environments. They thrive to survive. Survival of
the fittest is their banner.
The Republic of the Philippines was named to honor King Philip II of Spain in 1543.
Filipinos are originally from the southern part of Asia. People from countries like China,
India, the United States and Spain married Filipinos resulting in a great deal of stock
blending. 79 indigenous ethnic groups compose the Filipino people. According to
Wikipedia, the last five hundred years of eventful history of the country added an impact to
the cultural blend of the Asian and Western population. The colonial reign of the Spaniards
in 1570-1898 as well as the Americans in 1903-1946, resulted in the expansion of Christian
values, which gave an identity to every Filipino. And the interaction with other countries’
cultures, like the ones from China, India, Indonesia and Malaysia, gave a specific Asian
touch to the cultural heritage of the Philippines.
Language
There are 175 estimated languages spoken in the Philippines. Almost all are classified
as Malayo-Polynesian languages. Among those languages, there are 13 indigenous
languages with nearly 1 million speakers.
For more than three centuries Spanish was the official language under Spain’s colonial
rule. It was spoken by 60% of the population as either a first, second or third language in
the early 20th century. However, the use of Spanish began to decline after the United
States occupation in the early 1900’s. In 1935 the Constitution of the Philippines named
English and Spanish the official languages. In 1939 the Tagalog language was named the
national language. The language was renamed “Pilipino” in 1959 and finally “Filipino” in
1973. The present Constitution names Filipino and English as joint official languages.
Celebrations
Christmas is one of the most loved celebration by Filipinos. Families and relatives gather
on the 24th of December, to celebrate food prepared for “Noche Buena,” a Spanish term
which means “midnight meal” to greet Christmas Day. New Year is another celebration that
gathers the Filipino families. Wearing dotted clothes and preparing round fruits on the table,
which symbolize prosperity, is one of the many customs of the Filipinos.
Sports
Culture
Filipinos are not only skilled when it comes to industry but also in sports. The national
sportThe
of Philippines
the Philippinesis a country
is calledthatarnis,
has varied
a form cultural influences.
of martial Most of these
arts. Filipinos loveinfluences
watching
are resultsgames
American of previous colonization,
like basketball, footballderiving mainly boxing
and recently from the culture
which made of the
Spain and the
Philippines
more famous all over the world. Filipino sport star, Manny Pacquiao, has been put been
United States. Despite all of these influences, the old Asian culture of Filipinos has on a
retained due
pedestal and tois his
clearly
skill seen in their
in boxing andwaymoreof Filipinos
life, beliefs andrisen
have customs. Wherever
to stardom in theyou go,
sports
Filipino
arena. culture is very evident and has largely been appreciated and even applauded in
many parts of the world.
Family Structure
Music, Arts and
The basic Literature
social unit of the country is the family, which also includes the intermediate
Filipinos are
family members (aunts,very fond uncles,
of music.grandparents,
They use various materials
cousins) andto other
create outside
sound. They love
relations
performing and
(godparents dances (Tinikling
close friends).andAs Carinosa)
such, many and group singing
children duringgodparents
have several festive celebrations.
and when
Settlersare
parents from
out Spain
of the introduced
country to to themchildren
work, a variety
are of musical
mostly left instruments like the to
to the grandparents ukulele,
watch
trumpet,
over them.drums and violin.
It is common forMost of their
members music
of the sameis contemporary
family to workand forthey
the have
same also learneda
company,
to write which
practice their own wassongs based on
influenced by real
the life
firstevents.
Chinese People are also
settlers in thefond of folklore,Filipino
Philippines. which
was influenced by the early church and Spanish literature. Jose
families live in different kinds of house structures depending on their status or area. For Rizal, the country’s
national inhero,
families ruralis areas,
famousthey for live
his literature
in a nipaand hut novels
which inspired
is made from the independence
of bamboo and roofed story
with
leaves from palm trees or corrugated metal. Filipinos that are ranked as “middle class” live
of the country.
in houses made of bricks and stones.
Conclusion
The Philippines has a very unique culture due to the influences of colonization and the
surrounding countries. Filipino people are very hardworking and strive to make life better
for the next generation of their family. The melting pot theory that is evident in this culture
makes this country a vibrant, exciting and diverse place to live and visit.
https://www.globalizationpartners.com/2015/02/20/the-philippines-culture-and-tradition/
Component 4 3 2 1
Content Shows a full Shows a good Shows a good Does not seem
understanding of understanding of understanding of to understand
the topic the topic parts of the topic the topic very
well
Very informative
and well organized Somewhat Gives some new Gives no new
informative and information but information
well organized poorly organized and very
poorly
organized
Guide Questions:
2. How significant is the use of appropriate reading strategies in learning and in one’s
life?
Images Sources:
https://commons.wikimedia.org/wiki/File:Research_or_Magnifying_Glass_Flat_Icon_Vector
.svg Retrieved on May 10, 2020 10:40 p.m.
Websites:
Antonio, C. (2017, January 6). Reference list: 4 Reading Techniques To Help You Read
More in Less Time. Retrieved from https://motivationgrid.com/4-reading-techniques-to-read-
more/May 08, 2020 11:37 p.m.
BBC. (2011). Reference list: Skimming and canning the news. Retrieved from
http://teach.files.bbci.co.uk/skillswise/en05skim-e2-f-skimming-and-scanning-the-
news.pdf/May 08, 2020 11:37 p.m.
Beale, A.M. (2013, February 4). Reference list: Skimming And Scanning: Two Important
Strategies For Speeding Up Your Reading. Retrieved from
McDonald, K. (2012, August 23). Reference list: Different Reading Techniques And When
To Use Them. Retrieved from https://www.howtolearn.com/2012/08/different-reading-
techniques-and-when-to-use them/May, 13, 2020 12:01 p.m.
Biong, I. (2020, May 09). 86.7% of coronavirus cases in PH are mild–WHO. INQUIRER.net.
Retrieved from https://newsinfo.inquirer.net/1272241/86-7-of-coronavirus-cases-in-ph-are-
mild-who/May 16, 2020 10:50 p.m.
Answer Key
1 3 4 6
2 5 7 8
Prepared by:
JEANIE J. VALDEZ
Writer
ACTIVITY 1
ACTIVITY 2 What’s your Badge?
BADGE EARNED:
Comments of Teacher: