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5
English
Quarter 1 - Module 6

(Compose clear and coherent sentences using appropriate

grammatical structures)
 Department of Education ● Republic of the Philippines

English- Grade 5
Alternative Delivery Mode
Quarter 1 - Module 6: Lesson 9 and 10
First Edition, 2020

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Published by the Department of Education – Division of Ozamiz City Schools

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 5
English
Quarter 2 - Module 2
(Lesson 4-7)

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Department of Education ● Republic of the Philippines

 Table of Contents
What This Module is About........................................................................................................................i
What I Need to Know...................................................................................................................................i
How to Learn from this Module................................................................................................................i
Icons of this Module....................................................................................................................................ii

What I Know.................................................................................................................................................iii

Lesson 9:
(Composing Clear and Coherent Sentences-Irregular Nouns-Verb Agreement)
What’s In.............................................................................................................................1

What I Need to Know............................................................................................................1

What’s New....................................................................................................................... 2
What Is It .......................................................................................................................... 2-3
What’s More .................................................................................................................... 3
What I Have Learned ......................................................................................... 3
What Can I Do ................................................................................................................ 3

Lesson 10:
(Composing Clear and Coherent Sentences-Collective Nouns-Verb Agreement)
What’s In.............................................................................................................................5

What I Need to Know............................................................................................................5

What’s New....................................................................................................................... 6
What Is It .......................................................................................................................... 6-7
What’s More .................................................................................................................... 7
What I Have Learned ......................................................................................... 8
What Can I Do ................................................................................................................ 9
Lesson 11:
(Compose Clear and Coherent Sentences Using Appropriate Grammatical
Structures: Collective Nouns and Verb Agreement)
What’s In.............................................................................................................................10

What I Need to Know............................................................................................................10

What’s New....................................................................................................................... 10
What Is It .......................................................................................................................... 11
What’s More .................................................................................................................... 11
What I Have Learned ......................................................................................... 12
What Can I Do ................................................................................................................ 12
Key to Answers......................................................................................................................................... 13-15
References................................................................................................................................................... 16
What This Module is About
This module is about composing clear and coherent sentences about inverted
sentences, intervening phrases, irregular noun and verbs agreement, and collective
nouns-verbs agreement.

What I Need to Know

After going through this module, you are expected to:

 Identify the correct subject-verb agreement in inverted sentences

EN5G-IIa-3.9
 Use correct grammatical structure in inverted sentences
 Compose clear and coherent inverted sentences using appropriate
grammatical structures

How to Learn from this Module

To achieve the objectives cited above, you are to do the following:

 Take your time reading the lessons carefully.
 Follow the directions and/or instructions in the activities and exercises
diligently.
 Answer all the given tests and exercises.

i
Icons of this Module
What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you.

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

Assessment This is an assessment tool for every module

to measure the knowledge and skills the
learners learned.

Answer Key This provides answers to the different

activities and assessments.

ii
 Lesson Composing Clear and Coherent Sentences
Using Appropriate Grammatical Structures
9 (Subject-Verb Agreement - Intervening
Phrases)

What’s In

Intervening Phrases
An intervening phrase is a group of words, not a complete sentence, that is added between the
subject and verb of a sentence. Intervening phrases often use prepositions such as to, for, with,
including and together. When these words are added to a phrase, it is often referred to as an
intervening clause.

Examples:
1. The team captain as well as his player, is anxious.
Intervening Phrase

2. The woman with all the dogs walks down my street.

Intervening Phrase

What I Need to Know

After going through this module, you are expected to:

 Identify the correct subject-verb agreement in sentences with

intervening phrases EN5G-IIb-3.9
 Use correct grammatical structure in constructing sentences with
intervening phrases
 Compose clear and coherent sentences having intervening phrases
using appropriate grammatical structures.

1
 What’s New
A verb should agree with its subject in number. A singular subject must have a
singular verb and a plural subject must have a plural verb. Intervening phrases and
clauses do not affect the subject - verb agreement.

Examples ,

1. The book, including all the chapters in the first section, is boring.
s intervening phrases v

2. The teacher, together with the students, submits a petition.

s intervening phrase v

What is It
Presentation:

An intervening phrase is a group of words, not a

complete sentence, that is added between the subject and
the verb of a sentence. Intervening phrases often use
prepositions such as to, for, with, including and together.
Activity 1
Directions: Underline the correct verb in the parenthesis to make the sentence correct.

1.The members of the most successful soccer team in the history of the school (has,
have)
thanked the coach for his help.
2. An orange with brown spots (is, are) probably rotten.
3. The small boat on the angry waves (bob, bobs) up and down.
4. The holidays on the calendar in the den (has, have) been printed in red.
5. The dog with the newborn puppies (was, were) very productive.
6. The bench in the park overlooking the beaches (are, is) a peaceful place to relax.
7. That iPod with a thousand songs (play, plays) all day long.
8. The girl’s story about the howling wolves (send, sends) shivers up my spine.
9. The moonlight shining on the lake waters and through the trees (make, makes) me
feel like I am in a fairy tale.
10. The singing of the blue jays and the cardinals (create, creates) a happy mood.

2
Activity 2
Directions: Put a smiling face ( )if the subject-verb agreement is correct and mark
X if the sentence is wrong.

1. Folk literary forms from our regions are varied.

2. The researcher, with all of his assistants, explain such claim to be true.
3. It was emphasized that the number of folk literary forms have increased.
4. The research center which published related reports supports the observation.
5. The researcher, accompanied by local translators, were able to gather proverbs.
6. There are still many questions about folk literature that needed to be answered.
7. Folk literature, including oral forms, remain a source of ethnic knowledge.
8. The translations of folk literature help us overcome difficulties in understanding.
9. A compilation that contain folk literature has to be given recognition.
10. The government with the help of private groups promotes folk literature research.

What’s More

Directions: Underline the correct verb in the parenthesis to make the sentence correct.
1. Linda, one of my good friends, (visits, visit) England every year.
2. Bilbo Baggins, who faces goblins, trolls, and dragons, (is, are) the protagonist of J. R. R.
Tolkien’s The Hobbit.
3. A mask from the South Seas, along with two feather capes made in Peru, (was, were)
featured
in the museum.
4. The doctor, together with his nurses, (is, are) attending a conference.
5. The actress signing autographs (has, have) won two awards.
6. The car factory’s greatest asset (is, are) its employees.
7. The best part of the movie (was, were) the chase scenes.
8. These pearls (appears, appear) to be one of Aunt Gracie’s heirlooms.
9. Aunt Gracie’s farms (is, are) a quiet retreat for the entire family.
10. The highlight of the Fourth of July celebration (remains, remain) the fireworks.

What I Have Learned?

A verb
should agree with its subject in number. A
singular subject must have a singular verb and a plural
subject must have a plural verb. Intervening phrases and
clauses do not affect the subject.

Example: The discovery of mummies, including

different artifacts, interests many people.

3
 What Can I Do

Directions: Compose five (5) clear and coherent sentences with intervening phrases.

1. __________________________________________________________________

2.__________________________________________________________________

3.__________________________________________________________________

4. __________________________________________________________________

5. __________________________________________________________________

4
Lesson Composing Clear and Coherent Sentences
Using Appropriate Grammatical Structures
10 (Subject-Verb Agreement – Irregular nouns
and verb agreement)

What’s In

Irregular Nouns
An irregular noun is a noun that becomes plural by changing its spelling in other ways than
adding an “s” or “es” to the end of the word. This change can happen in a variety of ways.
The Simple Rule For Irregular Nouns
When it comes to other parts of speech, many English nouns are irregular in nature. This
means, they don’t form their plural by the usual addition of an s–ending. Therefore, when
an irregular noun is the subject of a present tense verb, the decision to implement an s–
ending verb is not always an easy one.

Let’s take a look at the plural forms of these nouns:

Singular Plural
man men
child children
woman women
Each of these three plurals ends in en. By the way, this should hopefully make it simpler
for you to remember the correct plural form of some irregular nouns. So, when each one of
these plural nouns is used as a subject of a present tense verb, there is no s–ending.
For example:
1. The men seem taller.
2. The children speak foreign languages.
3. The women are washing clothes.

What I Need to Know

After going through this module, you are expected to:

 Identify the irregular nouns EN5G-IIc-3.9

 Use correct grammatical structure in constructing sentences with
irregular nouns
 Compose clear and coherent sentences with irregular nouns using
appropriate grammatical structures

5
 What’s New

Irregular Nouns and Verb Agreement

Irregular Noun-Verb Agreement
Many nouns have irregular plural forms. Some of these nouns have a singular meaning,
while others have a plural meaning. This can make noun and verb agreement challenging and
often confusing.
I. Plural Form Nouns With a Singular Meaning
Some nouns always appear in a plural form but have a singular meaning. Subjects of
study that end in -ics follow this rule. Since these nouns are singular, they use singular verbs.
II. Plural Form Nouns With a Plural Meaning
Some nouns always a have fixed plural form. They are not used as singular noun, or if
they are, they have a different meaning. Items that have two separate sides or come in pairs,
such as pants or glasses, follow this rule. Notice that these nouns always have a plural verb
agreement as well.

What is It
A singular subject requires a singular verb; a plural subject requires a plural verb.
Irregular verbs do not follow a predictable pattern in their singular and plural forms. Common
irregular verbs are to be, to have, and to do. A compound subject is formed when two or more
nouns are joined by the words and, or, or nor.

Presentation:

Examples:
1. After doing such a great job, her boss offered her congratulations. ✔ Correct
After doing such a great job, her boss offered her congratulation. ✘ Not correct
2. Those jeans fit you perfectly. ✔ Correct
Those jean fit you perfectly. ✘ Not correct
3. Your new glasses are really nice! ✔ Correct
Your new glass are really nice! ✘ Not correct
4. After vacation, we didn’t have much savings left. ✔ Correct
After vacation, we didn’t have much saving left. ✘ Not correct
5. Participating in athletics is a great way to stay in shape.✔ Correct
Participating in athletics are a great way to stay in shape. ✘ Not correct
6. Linguistics is a complicated area of study. ✔ Correct
Linguistics are a complicated area of study. ✘ Not correct
7. The local news airs at 5. ✔ Correct
The local news air at 5. ✘ Not correct
8. Billiards is played at many bars throughout the city. ✔ Correct
Billiards are played at many bars throughout the city. ✘ Not correct

6
Activity 1
Directions: Box the noun used as a subject in each sentence and underline the correct verb
inside the parenthesis.
1.The mechanics of the Ambahan writing contest (require, requires) all entries to be
original and unpublished.

2.The criteria for judging (include, includes) adherence to form and relevance to theme.

3. Official statistics about the Mangyan (is, are) difficult to obtain due to the remoteness of
certain areas.

4. A lecture series (is, are) to be held by the university to discuss pre-Hispanic literature to
the public.

5. Selected alumni (has, have) been invited by the university as guests of honor.

6. The new Philippine Literature syllabus (incorporate, incorporates) the Ambahan among
other pre-Hispanic forms.

7. The theses that (tackle, tackles) the Ambahan as a cultural artifact are now displayed in
the library.

8. Several commercial aircraft (fly, flies) to San Jose twice a day.

9. Mathematics (has, have) always been my favorite.

10. Different coral species (is, are) found in the waters of Apo Reef.

What’s More
I. Directions: Circle the irregular noun in the parenthesis to make the
statement correct.

1. The (women/womans) went to go shopping at the mall.

2. The (mans/men) had to join the military in the 1960’s

3. There were a lot of (mice/mouses) in the attic.

4. I saw many (gooses/geese) in the lake.

5. At the zoo, I saw many (oxen, oxes).

7
 What I Have Learned?

8
 What Can I Do
Directions: Write a short story with irregular nouns observing the correct subject verb
agreement.

The short story is composed of 3 paragraphs with 3-5 sentences in each

paragraph.

9
 Lesson Compose Clear and Coherent Sentences Using Appropriate
Grammatical Structures: Collective Nouns and Verb
11 Agreement

What’s In
What do you call the words that describe?
Which of the following does not belong to the group?
1) Lipstick, nail polish, eye shadow, mascara, foundation
2) Car, train, submarine, bus, bicycle
3) Spoon, cooking pot, plates, cups, saucer
4) Father, mother, son, daughter, Manila
5) Dog, cat, elephant, snake, flower

What I Need to Know

After going through this module, you are expected to:

 Define collective nouns EN5G-IId-3.9

 Construct own sentences using collective nouns.
 Apply subject- verb agreement in using collective nouns in a
sentence.

What’s New

Collective nouns refer to the names of persons, places, or things taken as a

group, as a unit or as one.
Examples : team bunch family crew colony
If the collective noun is referring to a unit, it takes a singular verb. If it
refers to the individual members in the collective noun, the verb is plural.
Example: 1,) The staff is having a meeting. ( singular )
2.) The staff are arguing about an issue. ( plural )
Pick up the collective nouns found in the sentence.
1.) Has anyone seen a bunch of keys?
2.) She was attacked by a swarm of bees.
3.) The political party won the election.
4.) In the movie “ The Lion King”, Simba had a battle to take control of his pride.
5.) I received a bouquet of flowers from my Auntie.

10
 What is It
Presentation:
A - Underline the collective noun found in the sentence.
1. Group of boys celebrated the football championship.
2. The priest is sad to see his congregation getting smaller.
3. I give them a set of cutleries for their wedding.
4. Mrs. Lury gave me a bundle of relief goods for the fire
victims.
5. The cruise ship carries 195 passengers and a crew of 95.

B- Encircle the correct verb that agrees with the collective noun.
1. The class ( listen , listens ) carefully to their teacher’s instruction.
2. The class ( start, starts ) their projects while the teacher grades their papers.
3. The team ( is, are ) heading for practice this afternoon.
4. The team ( is, are ) eating with their families tonight.
5. The team ( is , are ) putting on their helmets.

Activity 1 - Choose the appropriate collective noun in the parenthesis

to complete each sentence:
1. A _________ of geese follow their master. (gaggle, straggle, waggle)
2. _________ is to army as a staff is to a company (Platoon, Pack, Pile)
3. For the ice breaker activities, we had to work as a__________ (crew, company,
team).
4. A ________ of organized criminals had been sentenced to life imprisonment.
(slang, gang, bang)
5. A huge _________of _________ surrounded the vampires and devoured them.
(litter, kittens, gang, staff, pack, werewolves)

What’s More
Directions: Identify the collective noun found in the sentences below and
write your answers on the blank before each number.

___________1. The team are eating with their families tonight.

___________2. Our staff work hard to meet their goals and deadlines.
___________3. The mock trial team was happy with its presentations to the judge.
___________4. The committee meets here every Sunday.
___________5. The jury has finally reached a decision
___________6. The crowd is getting angry.
___________ 7. The majority rules most of the time.
___________ 8. The staff have gone their separate ways for the holidays.
___________ 9. How are the employees enjoying the new building?
___________ 10. A family of ducks were resting on the grass.

11
 What I Have Learned?

If the collective noun refers to the group as a unit, then it takes a

singular verb. If it refers to the individuals in the group or the parts that make
up the group, then the verb should be plural. The sentences decide whether the
collective noun requires singular or plural verb.

What I Can Do

Write the correct verb that agrees with the collective noun.
1. On the first day of school, the class ( describe , describes ) their vacation.
2. The jury ( agree , agrees ) that the state prosecutors did not provide
enough evidence.
3. The swarm of reports ( engulf, engulfs ) the famous actor all at once.
4. The audience ( cheer , cheers ) the winner of the million dollars.
5. The group who ( get , gets ) the highest score wins the activity.

12
 Key to Corrections- Lesson 9

Activity 1
1. geese
2. person
3. sheep
4. deer
5. men
6. cacti
7. teeth
8. dice
9. salmon
10. elk

Activity 2

1. requires
2. include
3. is
4. are
5. have
6. incorporates
7. tackle
8. fly
9. has
10. are

What’s More

1. women
2. men
3. mice
4. geese
5. oxen

13
Key to Corrections- Lesson 10

What’s In
1. nail polish

2. submarine
3. calderine
4. Manila
5. Flower

What New

1. Bunch of keys
2. Swarm of bees
3. Political party
4. Pride
5. Bouquet of flowers

What is It

A – 1. group
2. congregation
3. set
4. bundle
5. passengers - crew
B-
1. listens
2. starts
3. is
4. is
5. is

Activity 1- Choose the appropriate collective noun

1. gaggle
2. platoon
3. team
4. gang
5. pack – werewolves

What’s More 14
REFERENCES:

Lesson 4

 Verbs

15
 https://www.gedonlineclass.net/Curric/subjectverb4inverted.htm

Lesson 5
 Iglesia, Rachel (2015) Subject-Verb Agreement 01
https://www.slideshare.net/raniglesia/subjectverb-agreement-01

 Maine, Dewett ( ). Subject Verb Agreement Grammar Practice w/ Intervening

Phrases Distance Learning https://www.pinterest.ph/pin/702350504360897340/?
nic_v1=1aKvlvO6KkVS4nSRkeVHDFM5Htrg7gFql1FNc3lLnC5gdrIddyO8mQkXf
RgRz793lP

Lesson 6

 Irregular Nouns Worksheets I Irregular Plural Noun Worksheets by Stephen

englishlinx.com https://in.pinterest.com/pin/127789708155146925/?
nic_v1=1aoe9GOquCW5%2Fkzpqr4SKxvH1%2Bexq%2F59SGUEoNrvjc4yv
%2BExIn0IMrr9w61F7ZSAso

 Reading & Math for K-5. Non-Verb Agreement Grade 5 Verbs Worksheet
https://www.k5learning.com/worksheets/grammar/grade-5-noun-verb-agreement-
a.pdf

 Teaching Resources (2020) Nouns Worksheets / Irregular Nouns Worksheets

https://englishlinx.com/nouns/irregular_nouns/

Lesson 7

 https://examples.yourdictionarymeaning
 https://www.gingersoftware.com sentences
 Google images https://.google.com/search (all pictures in activities)

16
For inquiries and feedback, please write or call:

Department of Education - Division of Ozamiz City

Office Address: IBJT Compound, Carangan, Ozamiz City

Telefax: (088)545-09-90

Website: deped1miz@gmail.com

17