PASAY –EN5-Q1-07-D1

Name:__________________________________________ Section:_____________________

Grade Level:_____________________________________ Teacher:___________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN ENGLISH 5
First Quarter/ Week 7/ Day 1

OBJECTIVE: Fill out forms accurately. (Deposit slip, Withdrawal slip)

YOUR LESSON FOR TODAY:

This lesson will guide us on how to fill out deposit slips and withdrawal slips accurately.

●A Deposit slip is a form supplied by a bank for a depositor to fill out when depositing funds
to accounts.

● A Withdrawal slip is a printed piece of paper used in bank to withdraw money in cash
from account.

TRY TO DISCOVER!

Let’s Remember This

●In filling out any forms it is always a good idea to read the entire form before we start filling
it out.

●If we look over the whole form first, we will be able to put the required information in the
correct place
●Another way to avoid mistakes is to make a draft of our answer before we write them into
the form.

References for Further Enhancement:

GOOGLE:GOOGLE IMAGE
GOOGLE SEARCH

Page 1 of 25
 PASAY –EN5-Q1-07-D1

Name:__________________________________________ Section:_____________________

Grade Level:_____________________________________ Teacher:___________________

TRY TO DISCOVER!
Here is an example of a bank deposit slip. Let us study on how to fill it out accurately.

What are the parts of a bank deposit slip? What are the needed data?
1. Date _______________June 2, 2020
2. Account number_______4273472103270
3. Account name_________Joy E. Smith
4. cash denomination _________1,000
5. Number of pieces______5
6. Amount_______________5,000
7. Total cash deposit______5,000

Page 2 of 25
 PASAY –EN5-Q1-07-D1

Name:__________________________________________ Section:_____________________

Grade Level:_____________________________________ Teacher:___________________

Here is an example of a bank withdrawal slip. Let us study the parts.

What are the parts of a bank withdrawal slip? What are the needed data?
1.date_______________June 3,2020
2.savings____________put a check inside the box
3.peso______________put a check inside the box
4.account name_______Anabel W. Santos
5.account number_____6941307334988
6.amount in words____Five hundred pesos
7.amount in figures___500
8.signature__________affix your signature

Page 3 of 25
ARE YOU READY TO PRACTISE?
 PASAY –EN5-Q1-07-D1

Name:__________________________________________ Section:_____________________

Grade Level:_____________________________________ Teacher:___________________

PRACTICE EXERCISE 1:
DIRECTIONS: Fill out the bank withdrawal slip accurately using the given details
1. 7500 (amount to be withdrawn in figures)
2. Minda S. Almario
3. 5724310773245
4. Seven thousand five hundred pesos (amount to be withdrawn in words)
5. 7/11/2020

PRACTICE EXERCISE 2:
DIRECTIONS: Fill out correctly the bank deposit slip using the given details.

1. 5,000 2. 5 3. Jessa Lomibao

4. June 11,2020 5. 4375213327754 6.1000

Page 4 of 25
 PASAY –EN5-Q1-07-D1

Name:__________________________________________ Section:_____________________

Grade Level:_____________________________________ Teacher:___________________

REMEMBER:

●A Deposit slip is a form supplied by a bank for a depositor to fill out when depositing funds
to accounts.

● A Withdrawal slip is a printed piece of paper used in bank to withdraw money in cash
from account

EVALUATION:
DIRECTIONS: Fill out the bank forms accurately. Use the details below.

1. STEFAN DE LEON
2. 10,000
3. 2471527000337
4. TEN THOUSAND PESOS
5. JUNE 2,2020

Prepared by: Olivia E. Querubin

Maricaban Elementary School

Page 5 of 25
 Pasay-EN5-Q1-07-D2

Name:_______________________________ Grade and Section:_______________

Name of Teacher:______________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN ENGLISH V
First Quarter/Week 7/Day 2

OBJECTIVE: Uses compound sentences to show cause and effect.

YOUR LESSON FOR TODAY:

● Compound sentences are made up of two simple sentences or independent clauses

joined by coordinating conjunctions such as and, or, but and so. They maybe used to
show cause and effect relationship.

Use conjunction and to join simple sentences with parallel or related ideas.
Use conjunction or to suggest choice.
Use conjunction but to join simple sentences with contrasting ideas.
Use conjunction so to show cause and effect relationship.

● Cause is the reason for action.

● Effect is the result of the action.

TRY TO DISCOVER!

A. Study the sentences below. Underline the coordinating conjunctions used.

1. I read a book in Astronomy and I become interested in the subject.

2. Would I follow him or I will follow my dream?
3. I wanted to be an astronomer, but father said no.

The three sentences are examples of compound sentences. They consist of two
simple sentences or independent clauses joined by conjunctions and, or, but to form a
compound sentence.

Page 6 of 25
 Pasay-EN5-Q1-07-D2

Name:_______________________________ Grade and Section:_______________

Name of Teacher:______________________

B. Study the sentences below. Find out what they show or express.

1.The astronauts successfully landed so they spent a day on the moon.

What relationship does the sentence show? What is the cause in this sentence?
What is the effect? How are these ideas connected? What conjunction is used to connect
these two ideas?

2. This astronomy book caught my interest a lot so I read more books about it.

What relationship does the sentence show? What is the cause in this sentence?
What is the effect? How are these ideas connected? What conjunction is used to connect
these two ideas?

ARE YOU READY TO PRACTICE?

Is our lesson today clear to you? If not go back to our discussion. If our lesson is
clear to you, then you are now ready for more practice. Enjoy working and learning!

PRACTICE EXERCISES 1:

A. Read the selection and circle all the conjunctions used.

The Fiesta
The bands paraded on the village of Barrio Sampaguita and children followed them
everywhere.

There were games in the plaza so the children went there to compete with other boys
and girls. People went around to see the fine sights. Many things were sold but some
people came just to look at them. Others went home carrying heavy bundles of bags.

One could smell the delicious food being cooked in the houses. There was much
food to eat, so each one, especially the children was happy.

Some people went to the town fiesta early or they would stay until dawn.

Page 7 of 25
 Pasay-EN5-Q1-07-D2

Name:_______________________________ Grade and Section:_______________

Name of Teacher:______________________

B. Tell what two sentences are combined to form each compound sentence below. Circle
the conjunctions used in each sentence.

1. Children follow the bands and people happily listened to their music.
2. There were games in the plaza so the children came to compete with other boys
and girls.
3. There was so much food to eat but no one was hungry.
4. Many people must go to the town fiesta early or they would stay until dawn.
5. The fiesta in our town is very colorful and many tourists come to see it.
.
C. Which of the following compound sentences show cause and effect? Underline the
cause once and the effect twice.

1.You train as an astronaut or you take further studies on Astronomy.

2.On that night, I opened my window so I could watch the twinkling stars.
3.The training for space study was a struggle, but my friend survived.
4.Take the first learning module or leave it if you are not interested.
5.The doors of the aircraft closed automatically and some passengers got locked out.

PRACTICE EXERCISE 3:

Match the effect in column A to the cause in column B. In column C, write the matched
sentences to form compound sentences.

A Cause B Effect C Compound sentence

1. Marissa got good a. she gave extra work to
grades so her students.
2. The teacher got mad
and b. many people love it.
3. Shirley mastered her
piece for the Oratorical c. she failed to perform
contest or well.
4. Smoking is bad but
d. she became an orphan.
5. Rosemarie’s parents
died and e. she deserves a treat.

Page 8 of 25
 Pasay-EN5-Q1-07-D2

Name:_______________________________ Grade and Section:_______________

Name of Teacher:______________________

Whathave
What HaveI ILearned?
Learned?

A compound sentence consists of two or more simple sentences joined together

by a conjunction. A conjunction is a word that joins or connects words or group of
words.

Use conjunction and to join simple sentences with parallel or related ideas.
Use conjunction or to suggest choice.
Use conjunction but to join simple sentences with contrasting ideas.
Use conjunction so to show cause and effect relationship.

A compound sentence also tells about the cause which is the reason of the
action and effect, the result of the action.

More Practice:

A. DIRECTIONS: Underline the cause once in the following compound sentences and
underline the effect twice. Circle the conjunctions used.
1. Children followed the bands and the people happily listened to their music.
2. There were games in the plaza so the children came to compete with others
3. There was much food to eat so everybody was happy.
4. Many things were sold but some came just to look at them.
5. It was five o’clock so the villagers were preparing to join the procession.

Page 9 of 25
 Pasay-EN5-Q1-07-D2

Name:_______________________________ Grade and Section:_______________

Name of Teacher:______________________

B. DIRECTIONS: Combine the two sentences to form a compound one. Use the
conjunctions and, or, but, and so.

Example: It was the town fiesta. There were classes.

It was the town fiesta but there were class.

1. Bunting decorated the streets. Some houses were not prepared for the occasion.
2. The hostess of the house prepares sumptuous food. Visitors are expected to eat
heartily.
3. The guests tasted only a bit of each dish in the houses they visited. They would
have a stomach ache when the when the day is over
4. The day is over. Some houses still have some guests.
5. They were all tired. They went home early.

EVALUATION:

DIRECTIONS: Form a compound sentence using the conjunctions and, or, but, and so to
show cause and effect relationship. Underline the cause and circle the effect.

1) Filipinos love to entertain people ___________they hold fiestas.

2) Listen to the instructions _____________ you will lose the game.

3) The streets were decorated ______________ their houses are all ready for the
fiesta.
.
4) Some people bought only a few items in the fair __________ they would be
penniless.

5) The people welcomed the guests warmly ____________ the celebration of the
fiesta was very happy.

Prepared by:
OLIVIA E. QUERUBIN
Maricaban Elem. School
References:
1.Online References: www.Have fun teaching com.
2.Books:Joy in Learning English pp.276_277
3.Workbooks: Teachers guide in English page 178
4. Language Encounters 5, pp. 50-53
5. Basic Communication Skills, pp.56-57

Page 10 of 25
 Pasay-EN5-Q1-W7-D3
Name:____________________________Grade and Section:_________

Name of Teacher:____________________

DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF PASAY CITY

MODULE IN ENGLISH V
First Quarter/Week 7/Day 3
Objective: Uses compound sentences to show problem and solution relationship of
ideas. (EN5G-IVc-1.8.2)

YOUR LESSON FOR TODAY:

Compound Sentence with the appropriate transition words or phrases can be used to show
problem-solution relationships. Coordinating conjunctions are used like for, and, nor, but, or,
yet, and so. (FANBOYS).

For- to join two clauses when the second clause is the reason for the first clause (Example:
He felt cold, for it was snowing.)

And- to join two clauses which have equal value, shows related ideas. (Example: Mary
bought milk tea, and she likes it very much.)

Nor – to join two alternative clauses when a first clause is negative. (Example: Alice never
wrote a letter, nor did she call him.)

But- shows contrast. (Example: Mary runs fast, but she cannot catch John.)

Or- suggests choice. (Example: Will Mary go, or will John go?)

Yet- is similar to but. It means something like, but at the same time, but nevertheless
(Example: I have known him for a long time, yet I have never understood him.)

So- means something like therefore and for this reason. We use so to join two clauses when
the first clause is the reason for the second clause. (Example: He was feeling sick, so he
went to the doctor.)

Problem is a matter or situation regarded as unwelcome or harmful and needing to be dealt

with and overcome.

Solution is a means of solving a problem or dealing with a difficult situation.

REFERENCES FOR FURTHER ENHANCEMENT:

1.ONLINE REFERENCE (www.mit.edu>21.guide>tran-cwp
2.BOOKS:JOY IN LEARNING ENGLISH PG. 290

Page 11 of 25
 Pasay-EN5-Q1-W7-D3
Name:____________________________Grade and Section:_________

Name of Teacher:____________________

Transitions are words and phrases that provide a connection between ideas, sentences and
paragraph. Transitions help to make a piece of writing flow better. They can turn disconnected
pieces of ideas into a unified whole and prevent a reader from getting lost in the story line.

Common transition words and phrases used in cause and effect are the following:
consequently, therefore, accordingly, as a result, because, for this reason, hence, and
thus.

Study these compound sentences.:

1. He failed in the test last time, so he studied hard to pass the examination.

2. Sunlight that crept into our classroom through the windows was glaring, but we put up dark
curtains.

What kind of relationship do these compound sentences show?

What two related ideas are compacted in each sentence?

What is the problem stated in the first sentence? In the second sentence?

What is the solution presented in each sentence?

Remember that compound sentences with the appropriate

transition words and phrases can be used to show problem - solution relationship.

PRACTICE EXERCISE 1:

DIRECTIONS: With a partner, agree on a compound sentence that combines each pair of
problem solution ideas. Use the appropriate transition/signal words.

1. Problem: The school library becomes so warm if it is full of users.

Solution: The school installs more electric fans.

2. Problem: The school campus becomes dirty during lunch, recess, dismissal.
Solution: The pupil government launches an anti-littering campaign.

3. Problem: Liza needs to buy materials for her project.

Solution: She saves part of her allowance to have enough money to buy
the materials she needs.

Page 12 of 25
 Pasay-EN5-Q1-W7-D3
Name:____________________________Grade and Section:_________

Name of Teacher:____________________

4. Problem: Kyle fails to wake up early for the field trip.

Solution: His mother calls up the school to inform Kyles teacher.

5. Problem: The pupils need a venue for the badminton tournament.

Solution: The principal request for the rise of the barangay plaza.

PRACTICE EXERCISE 2:
DIRECTIONS: Form a compound sentence by combining the two simple sentences below
showing problem and solution. Use the coordinating conjunctions and, but, so, for, and yet.
Underline the problem once and the circle the solution.

Example: I like to buy new pair of shoes. I worked hard to earn money.

Answer: I like to buy a new pair of shoes, so I worked hard to earn money.

1. She did no cheat on the test. It was the right thing to do.

2. I am counting my calories. I really want dessert.

3. I really need to go to work. I am too sick to go.

4. They got there early. They got really good seats.

5. He ran out of money. He had to stop going to the computer shop.

PRACTICE EXERCISE 3:
DIRECTIONS: Circle the correct conjunction that completes each compound sentence below
that show problem solution.
1. I have fifty dollars, (yet/ and / so) I still can’t afford the new video game. I will save
money.
2. I didn’t study hard enough, (yet/ and / so) I didn’t pass my latest exam. I will focus on the
lesson.
3. You are a new student, (yet/ and / so) you have to learn the class routine. I need to
observe their practices.
4. Do all your homework, (and/ or/ but) else you will fall behind. Be responsible as students.
5. He disrespects elders, (yet/ and / so) he must be taught of good manners and right
conduct.
.

Page 13 of 25
 Pasay-EN5-Q1-W7-D3
Name:____________________________Grade and Section:_________

Name of Teacher:____________________

PRACTICE EXERCISE 4:
DIRECTIONS: Complete the sentence to make a compound sentence that shows problem
solution relationship of ideas.

1. Their new house is small __________________________________.

2. They are hungry _________________________________________.
3. They are drowning________________________________________.
4. She cheated in the test____________________________________.
5. The class did not start on time ______________________________

REMEMBER:
Compound Sentence with the appropriate transition words or phrases can be used to
show problem-solution relationships. Remember to use the FANBOYS coordinating
conjunctions (FOR, AND, NOR, BUT, OR, YET, SO). Use a comma (,) to separate the two
sentences and it comes before the coordinating conjunctions.

MORE PRACTICE!

DIRECTIONS: Read the short paragraph and find all and the compound sentences that show
problem-solution relationship of ideas.

One day, Daskol had to pound a greater quantity of palay than usual. He was
irritated because every time he raises the pestle, it would hit the sky. His anger added to his
strength so he raised the pestle higher. Every time it hit the sky, the sky would be raised. In his
hurry, Daskol did not notice that the sky was rising. When he finished pounding rise, he looked
up and discovered that the sky had risen, and it is where it is today.

Page 14 of 25
 Pasay-EN5-Q1-W7-D3
Name:____________________________Grade and Section:_________

Name of Teacher:____________________

EVALUATION:

DIRECTIONS: Complete the sentence by using the appropriate conjunctions to form a

compound sentence that shows problem-solution relationship of ideas. Use the coordinating
conjunctions for, and, nor, but, or, yet, and so.

1. The cinema ticket was sold out, ___________we watched a movie on TV.

2. I will go to my father’s province, _________ I will go to my grandmother’s house.

3. I really need a computer for my online studies, _________ I don’t have money to buy.

4. He doesn’t like to eat vegetables, ________ he needs to eat to recover from sickness.

5. Our car broke down, _______ we took a taxi.

6. Our bus left in Pasay on schedule, ___________ we arrived in Bicol early.

7. There are no eggs in refrigerator, ___________ is there any bread on the table.

8. I would have passed the examination, ______ I didn’t study hard.

9. Should I take the test now, _________ should I wait until the next month?

10. The pain was really bad, ___________ he refused to see the doctor.

Prepared by: Olivia E. Querubin

MARICABAN ELEM. SCHOOL

Page 15 of 25
 PASAY –EN5-Q1-W7-D4

Name:__________________________________________ Section:_____________________
Grade Level:_____________________________________ Teacher:___________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN ENGLISH 5
First Quarter/ Week 7/ Day 4

OBJECTIVE: Uses complex sentences to show cause and effect. (EN5G-IVe-1.9.1)

YOUR LESSON FOR TODAY:
●A complex sentence has one independent clause and at least one dependent clause.

●An independent clause (unlike a dependent clause) can stand alone as a sentence.

A dependent clause cannot stand alone.

●Complex sentences maybe used to show cause and effect relationship. The words that
show this relationship are so, consequently, because, due, due to, and that’s why.

TRY TO DISCOVER!

Read the sentences below.

1. He got an award because of his perseverance and dedication.

2. The boy is malnourished that is why he needs to eat healthy foods.

Ask: What do you call the underlined words? (They are called independent clause)
What do you call the encircled words? (They are called dependent clause)

What word combines the independent clause and the dependent clause? (because, that
is why). The word because and that is why are examples of subordinating
conjunctions.

References for Further Enhancement

JOY IN LEARNING ENGLISH PAGES 303-30

Page 16 of 25
 PASAY –EN5-Q1-W7-D4

Name:__________________________________________ Section:_____________________
Grade Level:_____________________________________ Teacher:___________________

You learned that a complex sentence is made of a main clause or independent

clause and at least one dependent clause. The two clauses are joined by subordinate
conjunctions such as after, although, as if, before, because, that is why.

ARE YOU READY

PRACTICE TO PRACTICE?
EXERCISES 1:
Is todays lesson clear to you? If not go back to our discussion. If our lesson is clear to
you, then you are
DIRECTIONS: Usenow readysentence
complex for more to
practice…Enjoy
show cause andworking
effect.and learning!
Write the complete
sentence on your paper.
1. We cannot enter the theatre because _____________________.

2. She will fail the driving test that is why__________________________.

3. Hurry up, before _________________________.

4. The teacher will explain to you so ________________________

5. All living things will die unless __________________________

PRACTICE EXERCISES 2:

DIRECTIONS: Choose the correct subordinating conjunctions to form a complex sentence

showing cause and effect.

1. He cannot run fast (so that, because) his foot hurts.

2. All the shops are closed (due to, so that) COVID19 pandemic.

3. My car broke down (because, so) I need to bring it to the shop.

4. He was not feeling well (that is why, due to) he is absent today.

5. She did not buy the dress (so, because) it is too expensive.

Page 17 of 25
 PASAY –EN5-Q1-W7-D4

Name:__________________________________________ Section:_____________________
Grade Level:_____________________________________ Teacher:___________________

PRACTICE EXERCISES 3:

Spot the misspelled word and rewrite the paragraph for clarity. Identify the complex
sentences, then underline the independent clause once and the subordinate clause twice.

A.

[1] Sins I was five years old, I have read in bed at night. [2] For my twelfth
birthday I received A Light in the Attic, which is a book of poems. [3] Befor I go to sleep, I
sometymes read my favourite poms to my little bruther. [4] As he listens to me, he closes
his eyes and falls asleep. [5] When he wakes up in the morning, he usualy asks about the
ending of a poem. [6] I may be a writer or an editor when I grow up. [7] My Aunt Sabrina,
who lives in Dallas, is a copy editor for a newsfaper. [8] If I study hard, I can become an
editor, too. [9] A job as an editor meykes sense for me becuse I love words. [10] The
books that I love most sit on a speciall shelf in my room.

B.

[11] As I read, I learned about Arachne, a charactir in a famous Greek

myth. [12] In the stories, she weves tapestries that are very beautiful. [13] Because
Arachne is such a good weaver, she begins to boast about her skill. [14] Athena, who is
the godess of arts and crafts, hears about Arachne’s bostfulness and decides to pay
Arachne a visit. [15] After Athena arrives, she warns Arachne not to be so
boastful. [16] Because Arachne refuses to listen, the goddess Athena chalenges her to a
weaving contest. [17] When the contest that Athena proposis ends in a draw, Athena
destroys Arachne’s tapistry and loom. [18] Becuse she feels both gilty and insulted,
Arachne dies. [19] Because Athena feels sorry for Arachne, she brings Arachne back to
life and turns her into a spider. [20] According to the mith, spiders, who are also excelent
weavers, are desended from Arachne.

Page 18 of 25
 PASAY –EN5-Q1-W7-D4

Name:__________________________________________ Section:_____________________
Grade Level:_____________________________________ Teacher:___________________

GENERALIZATION

●A complex sentence has one independent clause and at least one dependent clause.

●An independent clause (unlike a dependent clause) can stand alone as a sentence.

●Complex sentences maybe used to show cause and effect relationship. The words
that show this relationship are so, consequently, because, due, due to, and that’s why.

LET’S HAVE MORE FUN!

Use a complex sentence to show cause and effect for each situation.

1. Why do you think some people fight?

2. What is the effect of good study habits?

3. What is the result of good roads and good traffic scheme?

4. Why there is peace and order in your school?

_______________________________________________________________

Page 19 of 25
 PASAY –EN5-Q1-W7-D4

Name:__________________________________________ Section:_____________________
Grade Level:_____________________________________ Teacher:___________________

EVALUATION:
DIRECTIONS: Construct a complex sentence to show cause and effect relationship. Use
the given pairs of cause and effect. Use the appropriate coordinating conjunctions.
1. Cause-sleepless night
Effect- sleepy in class.

2. Cause- too much plastic waste

Effect- clogged drainage.

3. Cause-review hard for the exam

Effect- high score

4. Cause-surrounded by soldiers
Effect-afraid
_______________________________________________________________________
5. Cause- good friend
Effect-save life
_______________________________________________________________________
:

Prepared by: Olivia E. Querubin

Maricaban Elementary School

Page 20 of 25
 Name: _____________________________ Section: ____________________
Grade Level: _______________________ Teacher: ____________________

PASAY-EN5-Q1-W7-D2

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN ENGLISH 5
Second Quarter/ Week 1/ Day 2

OBJECTIVE: Compose clear and coherent sentences using appropriate grammatical

structures: -subject-verb agreement (intervening phrases)

YOUR LESSON FOR TODAY:

Observing Agreement of Subject -Verb Agreement in Sentences

with Intervening Phrases

 A word or phrase coming between the subject and verb does not go against the subject-
verb agreement.

 The intervening word or phrase functions as a modifier that modifies the preceding
subject.

 Examples of the intervening word or phrase include: including, like, plus, with,
accompanied by, along with, as well as, in addition to, one of, and together with. The
intervening word or phrase does not mean the same as and so does not compound the
subject and make it plural. The subject still determines whether the verb is singular or
plural in order to adhere to the subject-verb agreement.

References for further Enhancement:

1. Joy in Learning 5, pp 122-123
1. https://www.google.com/search?q=subject+verb+agreement+with+intervening+phrases&oq=&a
qs=chrome.0.69i59l3.356895104j0j15&sourceid=chrome&ie=UTF

Page 21 of 25
Name: _____________________________ Section: ____________________
Grade Level: _______________________ Teacher: ____________________

TRY TO DISCOVER!

Observing Subject -Verb Agreement in Sentences with Intervening Sentences

Study the sentences and notice the italicized and bold phrases.

1. The government, together with some non-government organizations,

finds ways on how to protect our forests,

2. The call of the government and other volunteer groups to protect our
forests moves the entire nation.

3. People in the whole country support programs that promote

Conservation of Philippine forests.

The italicized phrases are the intervening phrases. They come between the subject and the
verb. Notice that these intervening phrases do not affect the agreement of the subject and the verb.

Subject Intervening Phrase Verb Number

government together with some non-government finds singular

organizations

call of the government and other volunteer moves singular

groups to protect our forests

people in the whole country support plural

Note that some intervening phrases are set off by commas, as in Sentence 1 above.

Page 22 of 25
Name: _____________________________ Section: ____________________
Grade Level: _______________________ Teacher: ____________________

ARE YOU READY TO PRACTICE?

Is today’s lesson clear to you? If not, go back to our discussion. If our lesson is clear to you, then
you are now ready for more practices…. Enjoy working and learning!

PRACTICE EXERCISE 1

DIRECTIONS: Mark out any intervening phrases and clauses. Underline the subject. Then circle
the correct form of the verb from the choices in parentheses.

1. The paper in those boxes (is, are) for the copy machine.

2. Her computer plus her purse (was, were) left in her car.

3. The London Bridge, as well as several other bridges, (spans, span) the Thames River.

4. A traffic light in front of steady streams of traffic (keeps, keep) the movement of vehicles
under control.

5. Each entry within the guidelines (receives, receive) a thorough reading.

PRACTICE EXERCISE 2

DIRECTIONS: Write subjects and intervening phrases in the chart and use them in sentences.

Subject Intervening Phrase

Example: Our family Of five adults and three children

1.

2.

3.

4.

5.

Page 23 of 25
Name: _____________________________ Section: ________________
Grade Level: _______________________ Teacher: ________________

Sentences

Example: Our family of five adults and three children has decided to plant trees every year.

1. ______________________________________________________________________

2. ______________________________________________________________________

3. ______________________________________________________________________

4. ______________________________________________________________________

PRACTICE EXERCISE 3

DIRECTIONS: Complete each sentence by supplying an appropriate predicate verb phrase.

Write it on the blanks provided.

Example: Our school, in cooperation with the pupil government, is launching a school-wide
campaign to promote environmental awareness.

1. The campaign, which involves everyone in school, -------------------------------------------

______________________________________________________________________.

2. Class officers of every section --------------------------------------------------------------------

______________________________________________________________________.

3. All section in the primary and intermediate levels --------------------------------------------

______________________________________________________________________.

4. Some of the activities of the campaign ----------------------------------------------------------

______________________________________________________________________

5. Our class, together with some of our parents ---------------------------------------------------

--------------------------------------------------------------------------------------------------------.

Page 24 of 25
 Name: _____________________________ Section: ____________________
Grade Level: _______________________ Teacher: ____________________

GENERALIZATION

Remember:

 Do not let intervening phrases misled or confuse you when applying

the rule of subject-verb agreement.

 Disregard the intervening words or phrase when following subject-

verb agreement rule.

 The verb agrees with its subject, not with any modifiers the subject
may have.

EVALUATION
DIRECTIONS: Read each item carefully. Underline the correct verb inside the parenthesis
in each sentence.

1. The head of state (arrive, arrives) for the conference.

2. A shipment of clothing (is, are) expected soon.

3. A practice in the afternoons (help, helps) us play better.

4. A package from my grandparents (was, were) left on the front porch.

5. The problems in the Math Workbook (has, have) to be solved.

Integrated Development of the Following Learning Skills:

1. Communication 4. Character
a. Responding to ideas a. Self-Satisfaction
b. Compose clear and coherent sentences using
appropriate grammatical structure b. Respecting one’s opinion
c. Being united as family
2. Creativity 5. Critical Thinking
Construct sentences using S-V agreement Determining appropriate responses
3. Collaboration
a. Bond with parents/siblings
b. Dealing with people appropriately

Prepared by: GRACE P. VALDEZ

Kalayaan Elementary School

Page 25 of 25