Snhl2wt 2nd Ed Final Proofs 8.16.19

So ring to New Heights
in Language
Second Edition
2
FOR EVALUATION PURPOSES ONLY. NOT FOR DISTRIBUTION.
Jocelyn C. Briones
Other authors in the series:
Carmelita C. Baygan
Milagros A. Dela Cruz
Maria Dolores M. Delos Reyes
Erlinda J. Lagera
Lourdesita E. Lozano
Rebecca C. Mendoza
Josefina S. Pano
Grace A. Talosig
Lana L. Vargas
Jocelyn C. Briones
Coordinator
Josefina S. Pano
Consultant
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Printed in the Philippines
ISBN 978-621-405-373-5
Contents
Preface................................................................................................ xvii
Acknowledgments........................................................................... xxi
unit
1 Life: A Gift to Cherish
lesson 1 It Is Great to Be Alive

(Kinds of Sentences)....................................................... 2
Listening : Identifying the Speaker in a Prayer

Listened To …………………………….......... 3
Inferring the Feelings and Traits
of the Speaker ................................................. 4
Asking and Answering Simple
Questions......................................................... 4
Relating Information and Events
in a Selection to Life Experiences
and Vice Versa................................................. 5
Identifying Rising and Falling
Intonations....................................................... 5
Grammar: Recognizing Different Kinds
of Sentences..................................................... 7
Speaking : Asking and Answering Simple Questions
with Correct Expression and Intonation .... 14
Writing : Writing a Prayer.............................................. 16
Spelling : Commonly Misspelled Words...................... 19

lesson 2 You Brighten My Day
(Kinds of Simple Sentences).............................................. 21
Listening : Following a Set of Verbal Two-Step

Directions ........................................................ 22
Activating Prior Knowledge Based
on New Knowledge Formed ........................ 23
Grammar: Recognizing Simple Sentences .................... 25
Speaking : Participating in Choral Speaking
and Echo Reading of Short Rhymes ........... 28
Writing : Writing a Phrase About an Illustration ....... 31
Spelling : Words with the Short a Sound ..................... 35
Words with Long a Sound Spelled
as a, ai, ay, a_e, ey, and eigh ........................ 36
lesson 3 What a Bundle of Joy Your Relatives Are!

(Complete Sentences and Nonsentences) .............................. 38
Listening : Identifying the Main Idea of

a Dialogue Listened To ................................. 39
iv
iv
Relating Story Events
to Your Experiences ....................................... 40
Noting Important Details
Pertaining to Events....................................... 41
Predicting the Possible Ending
of a Story ......................................................... 42
Grammar: Recognizing Sentences

and Nonsentences .......................................... 43
Speaking : Responding to Questions Using
Complete Sentences or Nonsentences ........ 47
Writing : Writing the Main-Idea Sentence
to Complete the Texts in Talk Balloons ....... 49
Spelling : Words with the Short e Sound ..................... 53
Words with the Long e Sound Spelled
as ee, ea, ei, ie, and y ..................................... 54
lesson 4 Thanks for Being There

(Kinds and Genders of Nouns) ............................................ 57
Listening : Identifying Important Details

in Expository Texts Listened To ................... 58
Grammar: Recognizing Names of People, Objects,
and Things ...................................................... 60
Recognizing Gender of Nouns .................... 64
Speaking
: Talking About a Person or Friend................ 67
Writing : Writing a How-to Paragraph ....................... 69
Spelling : Words with the Short i Sound ...................... 72
v
Words with the Long i Sound
Spelled as y, i_e, and i.................................... 73
lesson 5 Together Through the Years

(Plural Forms of Nouns) ................................................... 76
Listening : Identifying Polite Expressions

that Start, Keep, and End a Dialogue ......... 77

Grammar: Recognizing Singular and Plural
Nouns .............................................................. 79
Speaking : Using Polite Expressions in Common
Situations ........................................................ 89
Writing : Writing a Dialogue Using Appropriate
Expressions...................................................... 92
Spelling : Words with the Short o Sound ..................... 95
Words with the Long o Sound
Spelled as o, o_e, oa, ow, and ou ................. 96
lesson 6 The World Is Ours

(Possessive Form of Nouns) .............................................. 98
Listening : Noting Important Details

in Advertisements Listened To..................... 99
Grammar: Recognizing and Using Possessive
Nouns Correctly.............................................. 102
Speaking : Talking About Things
in Your Environment...................................... 106
vi
vi
Writing : Writing a Print Advertisement .................... 107
Spelling : Words with the Short u Sound..................... 110
Words with the /ü/ sound .......................... 111
unit
2 Living: A Gift to Offer

lesson 1 Look, What Busy Hands I Have!

(Subject and Object Pronouns) .......................................... 114
Listening : Noting Details that Answer Why

and How Questions in Interviews
Listened To ...................................................... 115
Asking and Answering Questions
About a Text Listened To .............................. 117
Sharing Information Through
a Role-Play ...................................................... 118
Grammar: Using Personal Pronouns ............................. 120
Speaking : Talking About Your Activities
at Home ........................................................... 126
Writing : Completing an Interview ............................. 129
Spelling : Words with the /k/ Sound
Spelled as c, k, and ck ................................... 132
vii
lesson 2 You Lift Me Up
(Demonstrative and Possesive Pronouns) .............................. 135
Listening : Noting Unexpressed Ideas

in a News Report Listened To ...................... 136
Relating Information
and Events to Life Experiences .................... 137
Grammar: Using Demonstrative Pronouns .................. 138

Using Possessive Pronouns .......................... 141
Speaking : Sharing Information Through
Summarizing Ideas ........................................ 145
Writing : Writing a News Report ................................. 149
Spelling : Words with the /s/ Sound
Spelled as s, ss, ce, cei, ci, and cy ................ 152
Lesson 3 Pets Cheer Me Up!

(Indefinite Pronouns) ...................................................... 156
Listening : Identifying What Happened Before

and After an Event in Poems
Listened To ...................................................... 157
Identifying Cause and Effect ........................ 159
Using Personal Experiences to Make
Predictions ...................................................... 161
Grammar: Using Indefinite Pronouns ........................... 162
Speaking : Talking About a Pet
or an Interesting Animal ............................... 167
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Writing : Writing a Poem About a Pet ......................... 169
Spelling : Words with the /j/ Sound
Spelled as g, dge, and j ................................ 171

lesson 4 Let Us Go Green
(Adjectives) ................................................................. 174
Listening : Identifying Parts and Elements

of a Story Listened To..................................... 175
Grammar: Using Simple Adjectives ............................... 178
Speaking : Talking About a Legend ............................... 182
Writing : Writing a Picture Book .................................. 184
Spelling : Words with the /f/ Sound
Spelled as gh, ph, f, and ff ............................ 188

lesson 5 This Whole Thing Rocks!
(Adjectives in a Series) ................................................... 192
Listening : Giving the Correct Sequence

of Events in a Story Listened To .................. 193
Grammar: Sequencing Adjectives in a Series ............... 195
Speaking : Talking About Topics That Interest
You Like Virtual Trips.................................... 201
Writing : Writing Sentences for a Comic Strip ........... 202
Spelling : Words with the /sh/ or /zh/ Sound
Spelled as ch, s, and z ................................... 205
ix
lesson 6 It Works
(Comparison of Adjectives) ............................................... 207
Listening : Identifying Information

Not Related to the Announcements
Listened To ...................................................... 208
Grammar: Using Adjectives and Their Forms .............. 209
Speaking : Talking About Your Responsibility

in School........................................................... 215
Writing : Completing a Lost and Found Poster
with a Written Announcement..................... 216
Spelling : Words Ending in -tion, -sion,
and -ssion ....................................................... 220
unit
3 Longing: A Gift to Treasure
lesson 1 Got to Get to the Goal

(Verbs: Action Words and Linking Verbs) .............................. 224
Listening : Making Inferences

from Selections Listened To ......................... 225
Grammar: Identifying and Using Common
Action Words and Linking Verbs ................ 227
Speaking : Talking About Your Ambition in Life ......... 231
x
x
Writing : Writing a Personal Narrative ....................... 232
Spelling : Words with the /ȯ/ Sound
Spelled as au and aw ..................................... 235
lesson 2 Wish Upon a Star

(Modal Verbs: Can and May) ............................................. 239
Listening : Drawing Correct Conclusions

from Situations Listened To.......................... 240
Grammar: Identifying and Using Modal
Verbs May and Can ....................................... 241
Speaking : Talking About Yourself
and Your Family.............................................. 251
Writing : Writing a Dialogue Journal .......................... 253
Spelling : Words with /ȯi/ Sound
Spelled as oy and oi ...................................... 256
lesson 3 We Made It!

(Regular and Irregular Verbs) ............................................ 258
Listening : Identifying Causes and Effects

in Selections Listened To .............................. 259
Grammar: Using Regular or Irregular Verbs
and Forming Their Past Tense ..................... 261
Speaking : Talking About Filipino Heroes .................... 268
xi
Writing : Writing a Wh- Story ...................................... 269
Spelling : Words with the /a / Sound
Spelled as ou and ow .................................... 271
lesson 4 Everyone’s Mission

(Singular and Plural Verbs)............................................... 273
Listening : Inferring Character Traits

Grammar: Identifying and Using Singular
and Plural Verbs ............................................. 276
Speaking : Talking About Great Persons
in Your Environment ..................................... 281
Writing : Writing a Biography ...................................... 283
Spelling : Words with Silent Letters gh ........................ 285
lesson 5 You Can, I Can, We Can

(Subject-Verb Agreement)................................................. 288
Listening : Identifying Similarities and Differences

Grammar: Recognizing Correct Subject-Verb
Agreement ...................................................... 292
Speaking : Talking About Real-life Events..................... 295
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xii
Writing : Writing a Descriptive Paragraph ................. 296
Spelling : Words with Silent Letters g, k,
h, p, and b ....................................................... 298
lesson 6 Think Bright, Go Right

(Verb Tenses) ............................................................... 301
Listening : Recognizing Descriptions

in a Story Listened To .................................... 302
Identifying the Problem
and Solution in a Selection............................ 303
Grammar: Identifying and Using the Simple
Tenses of Verbs ............................................... 303
Speaking : Telling a Story About Street Children
Clearly ............................................................. 309
Writing : Writing a Story ............................................... 310
Spelling : Words with Initial Blends ............................. 313
unit
4 Leisure: A Gift to Share
lesson 1 You Are My Best Bet

(Adverbs) .................................................................... 316
Listening : Forming Correct Evaluation

Based on Descriptions Listened To ............. 317
xiii
Grammar: Identifying and Using
Types of Adverbs ........................................... 319
Speaking : Talking About Yourself and Your Talents
or Abilities ...................................................... 323
Writing : Writing Captions for Pictures ...................... 325
Spelling : Words with Final Blends ............................... 328
lesson 2 Thumbs Up!

(Positions of Adverbs in Sentences) ..................................... 332
Listening : Noting Details in Quotations

Listened To ...................................................... 333
Grammar: Identifying the Positions
of Adverbs ...................................................... 336
Speaking : Participating in Group and Oral
Dramatic Activities ........................................ 343
Writing : Writing to Explain a Quotation
or Saying ......................................................... 345
Spelling : Words with Final Blends ............................... 349
lesson 3 Hats Off

(Comparison of Adverbs) .................................................. 351
Listening : Identifying Major Points
and Supporting Statements
in Descriptions Listened To .......................... 352
Grammar: Identifying and Using the Comparative
Degrees of Adverbs ....................................... 354
xiv
xiv
Speaking : Talking About Your Favorite
Child Star......................................................... 358
Writing : Writing a Friendly Letter .............................. 359
Spelling : Words with Consonant Digraphs ................ 363
lesson 4 I Love to Sing and Play

(Prepositions) ............................................................... 366

Listening : Recognizing the Difference Between
“Made Up” and “Real” in Texts
Listened To ...................................................... 367
Grammar: Using Prepositions ......................................... 369
Speaking : Talking About a Favorite Game ................... 375
Writing : Writing an Invitation Letter ......................... 376
Spelling : Homophones .................................................. 379
lesson 5 On Your Mark, Get Set, Go!

(Prepositional Phrases) ................................................... 381
Listening : Predicting Outcomes in Situations

Listened To ...................................................... 382
Grammar: Identifying and Using Prepositional
Phrases as Adjectives or Adverbs ............... 384
Speaking : Talking About a Sport.................................... 387
Writing : Writing a Learning Log ................................. 389
Spelling : Homonyms ..................................................... 392

xv
lesson 6 Dance for Fun
(Conjunctions)............................................................... 396
Listening : Distinguishing Fact from Opinion

in Materials Listened To ............................... 397
Grammar: Identifying and Using
Conjunctions ................................................... 400
Speaking : Convincing a Classmate to Join

a Club .............................................................. 405
Writing : Writing a Persuasive Paragraph .................. 406
Spelling : More Homographs ........................................ 408
About the Authors .......................................................................... 418
xvi
Preface
Dear Grade 2 Pupils,

Welcome to Abiva’s K to 12 compliant Language series

entitled Soaring to New Heights in Language Second Edition!
This is the second in the series of language worktexts meant
to develop to the maximum your linguistic competence. To
achieve this goal, we want you to put your heart into every
activity in this worktext. It gives a wide assortment of learning
tasks that will meet your needs and interests in language
learning as well as sharpen your skill to use English as a tool of
communication and expression to the fullest.
The worktext is divided into four units, with six lessons that
revolve around the theme of each unit. Every lesson opens with a
short introduction on what it is going to be about. It also gives a
summary of the concepts and skills to be taught.
Each unit has the following components:
Listening : This component includes varied texts like

stories, poems, prayers, dialogues, news reports,
advertisements, and letters that aim to exercise and
hone your listening skills. As you listen to the texts,
you are expected to develop several competencies
such as noting details, inferring the character’s feelings
and traits, retelling a story listened to following a set
of verbal two-step directions, and activating prior
knowledge based on new knowledge formed.
Grammar : This component begins with a teaching portion that
explains a part of speech or any concept regarding
grammar or language use. Exercises of varying
difficulty follow that will enable you to master what
you have learned from the lesson.
Remember: Found after the Grammar discussion, this
portion summarizes the concepts and/or rules tackled.
Speaking : This component gives you opportunities to express

yourself either individually or with peers. The
activities here will enable you to sharpen your skills
in oral communication and enable you to discuss real-
life topics like family celebrations, good nutrition,
community awareness and responsibilities, multiple
intelligences, and virtual experiences.
Writing : This component is a practical application of the other
skills. You will write sentences, narrative, descriptive,
expository, and persuasive paragraphs, dialogues,
interviews, comic strip, captions, journal, and poems.
Five different stages in writing are provided to make
sure your composition is well thought-out, organized,
meaningful, clear, neat and error-free. These writing
stages are as follows:
Before You Write: It creates high interest in the writing

task through a relevant springboard or motivational
activity.
As You Write: It provides a set of guidelines to help you
think of fresh ideas to write about and organize your
composition.
xviii
xviii
When You Rewrite: It gives you the chance to improve

your work through the positive comments of your
partner or your group mates and sometimes through a
checklist or set of reminders.
When You Check: It ensures that your composition
is well written and that you have considered margin
indention, spacing, good handwriting, spelling, correct
grammar, and punctuation before finally submitting

your written work to your teacher.
When You Share: It shows you several ways by which
you can present your composition to other people who
may also learn from what you have written, appreciate
your ideas, or make a good comment. Such practical
ways include posting your work on the bulletin board
and in the internet, writing a blog about your work, or
sending invitations through the web.
Spelling : This component aims to widen your vocabulary and
develop your spelling skills. The various exercises will
not only help you master the spelling words, but will
also enable you to enjoy and have fun while learning.
The worktext you are now holding offers a wide
range of lessons and bright new ways in learning them.
We hope that with this worktext, Soaring to New
Heights in Language Second Edition, learning English
will be a meaningful and pleasant experience.
The Authors
xix
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Acknowledgments
The author and the publisher wish to thank the

following people/sources/sites for the materials used in
this worktext:
Gayle’s Preschool Rainbow (http://www.preschoolrainbow

.org/helper-rhymes.htm) for the fingerplay “Five Little
Firefighters” on page 148
Ronnie Salvacion for the photo of Lea Salonga on page 326,

which appeared on the Theater Mania Website (http://www.
theatermania.com/new-york-city-theater/reviews/06-2011/
lea-salonga-new-york-in-june_37700.html)
Science Heroes (http://www.scienceheroes.com) for the milk

trivia on page 49
Shutterstock.com for the photos used in the unit openers
The Bus Songs Website (http://bussongs.com/songs/tiny-tim.

php) for the nursery rhyme “Tiny Tim”on page 168
Wikimedia Commons for the photos of Corazon Aquino on

page 326, Manny Pacquiao on page 327, “Unity” on page 295,
and the ostrich on page 327
xxii
Life: A Gift to Cherish

1
unit
lesson 1
It Is Great to Be Alive
(Kinds of Sentences)
What This Lesson Is About

Come and celebrate life! Even if you are a child, you can already
spread happiness. You can fill the hearts of the people around you with
joy. You can greet them nicely or smile at everyone. Your good actions
are enough to make this world bright and life worthwhile.
This lesson will show you how blessed you are. You have received
the gift of life. Through this lesson, you will learn to be thankful for this
gift and live life fully. You will also discover how great it is to be a child,
how wonderful it is to win friends, and how happy it is to be loved.
2
Listening
In this section, you will learn to
• identify the speaker in a prayer listened to;
• infer the feelings and traits of the speaker;
• ask and answer simple questions;
• relate information and events in a selection to life experiences
and vice versa; and

• listen to a prayer to identify rising and falling intonations.
Identifying the Speaker in a Prayer Listened To

The speaker in a story or poem is the one talking or telling the
events. It can be a person, a thing, or an animal.
Listen very well while your teacher reads to you a prayer. Try to
identify the speaker and pay attention to the things the speaker says as
he or she prays.
Draw the speaker inside the frame. Then fill in the blanks below
to name the speaker.
The speaker is a c ___ i ___ d.
3
Inferring the Feelings and Traits of the Speaker
The speaker in a story or poem can express different feelings
like joy and sadness. The words of the speaker may tell what kind of
person, thing, or animal he or she is. When a listener begins to know
the feelings and qualities of the speaker because of certain clues or
ideas from what he or she has heard, you may say that the listener has
made an inference or educated guess.
Based on the prayer you heard, complete the sentences that

follow to tell the feelings and qualities of the speaker.
The child who prays feels _____________.

He or she thanked the Lord for his or her
five senses.
I think this child is a _____________ person.
Asking and Answering Simple Questions

Good listeners can show they fully understand a story or a poem
they have listened to if they can ask and answer questions about it.
Pair up with a classmate. Think of a question you want to ask your
partner about the prayer you heard. Ask your partner to answer it.
My question: ____________________________________
My partner’s answer: ____________________________
____________________________
4
Relating Information and Events in a Selection
to Life Experiences and Vice Versa
A. Good selections always help listeners remember their experiences.
Fill in the boxes with the names of people or things you are
thankful for every time you pray.
Thank you
for all of these.
B. Write in each empty box a word that represents how you feel
every time you pray.
Identifying Rising and Falling Intonations

Intonation refers to the rising and falling of the pitch of the voice.
1. Your voice rises at the end of a yes-no question or a question that
needs a yes or no answer.
Examples:
Can you hear me? Are we late?
5
2. Your voice falls at the end of a Wh-question or a question that
begins with Who, What, When, Where, Why, and at the end of a
question that begins with How.
Examples:
Who is with him? What time is it?
3. Your voice also falls at the end of a telling sentence.
Examples:
I feel tired and sleepy. You are welcome.
Listen carefully as your teacher reads the prayer of the child again.
Pay attention to the intonation of every sentence in the prayer.
Write an upward arrow (↑) in the space provided if the sentence
is read with rising intonation. Write a downward arrow (↓) if it is read
with falling intonation.
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Grammar
• recognize different kinds of sentences; and
• capitalize the beginning letter of the first word of a sentence.
6
Recognizing Different Kinds of Sentences
A sentence is a group of words that expresses a complete thought
or idea.
Study each sentence.

1. This is a prayer of a child. 3. Feel its power.
2. Did you listen well? 4. What a nice prayer it is!
Which sentence tells you about something? Which sentence asks

a question? Which sentence gives a command? Which sentence
expresses a strong feeling? How does each sentence begin? How
does each sentence end?
Sentence 1 tells something about the prayer and ends with
a period (.). It is a declarative sentence.
Examples:
I pray every day.
Liza brought her new crayons.
Sentence 2 asks a question and ends with a question mark (?).
It is an interrogative sentence.
Examples:
Did you finish your homework?
Who is that lady wearing a red dress?
Sentence 3 gives a command and also ends with a period. It is an
imperative sentence. An imperative sentence also makes a request.
Examples:
Color your project neatly.
Please help me set the table.
7
Sentence 4 expresses a strong feeling and ends with an
exclamation point (!). It is an exclamatory sentence.
Examples:
Wow! What a wonderful painting this is!
Congratulations! You won first place!
These are the different kinds of sentences. Each sentence begins
with a capital letter and ends with the correct punctuation mark.
Remember
A sentence is a group of words that expresses a complete
thought or idea.
The four kinds of sentences are declarative, interrogative,
imperative, and exclamatory sentences.
A declarative sentence tells about something. It ends with a
period (.).
An interrogative sentence asks a question. It ends with a
question mark (?).
An imperative sentence gives a command or makes a
request. It also ends with a period.
An exclamatory sentence expresses a strong feeling or
emotion. It ends with an exclamation point (!).
Each kind of sentence begins with a capital letter and ends
with the correct punctuation mark.
8
Exercise 1
Read each group of words. If it is a sentence, color the body part
beside it. If not, copy the body part in the box.
1. You are a special child!

2. Your five wonderful

senses
3. Helping you learn about

your surroundings
4. Look around you now.
5. Do you feel God’s

goodness?
9
Exercise 2
Read each sentence. What kind of sentence is it? Write D in the
space provided if it is declarative. Write I if it is interrogative. Write Im
if it is imperative. Write E if it is exclamatory.
_________ 1. Your eyes help you see.
_________ 2. Can you hear without your ears?
_________ 3. What a pleasant smell that is!

_________ 4. Come, taste this sweet cookie.
_________ 5. Touch the soft skin of the baby.
Exercise 3
Complete the following dialogues between Ted and Trina. In the
space provided, write the correct sentence to answer each question.
Use the words in the box in your sentence. Use the given punctuation
mark to end your sentence.
1.
pupil of my eye .

10
4.
3.
2.
foul odor
eardrums
sunscreen lotion

.
!
11
5.
please stop !

Exercise 4
Look at each picture. Write a sentence about it in the space provided.
Use the kind of sentence asked for. Capitalize the beginning letter of
the first word of your sentence. End your sentence with the correct
punctuation mark.
1. declarative sentence

2. interrogative sentence

12
3. imperative sentence (giving a command)

4. imperative sentence (making a request)

5. exclamatory sentence

.
Speaking
• ask and answer simple questions with correct expression and
intonation; and
• speak clearly using appropriate pitch or intonation.
13
Asking and Answering Simple Questions
with Correct Expression and Intonation
A. Recall your most unforgettable experience. Then pair up with
a classmate. With correct expression and intonation, take turns
asking and answering questions about your memorable experience
using the words in the gift boxes.
When asking When answering

yes-no questions: yes-no questions:
Do you . . .? Yes, I do . . .
Can you . . .? No, I cannot . . .
Will you . . .? No, I will not . . .
Have you not . . .? No, I have not . . .
Are you not . . .? Yes, I am . . .
When answering
wh-questions:
I think . . . When asking
Well . . . wh-questions:
It was . . . What . . .?
Because . . . Who . . .? When expressing
At the . . . When . . .? a strong feeling:
Why . . .? Wow!
Where . . .? Ouch!
Yes!
What a . . .!
How . . .!
14
B. Ask your father, mother, or guardian each question in the bio-
board below. Write the answer under each question. In class, get a
partner and take turns reading the answers with correct expression
and intonation.
My Round-the-Clock Bio-Board
Where was When was I Which word How did I
I born? baptized? did I first learn to walk?
say—Mama
or Papa?
Whose looks Why was When did my What was

do I have? I given this first tooth the first solid
name? come out? food I had?
When was Who was my Was my first What was the

my first day first teacher? playmate a first book I
in school? girl or a boy? ever liked?
Writing
• participate in prewriting activities to generate ideas in writing a
prayer;
• write a thank-you prayer by following the steps in the right order; and
• check and rewrite your work to make it clearer.
15
Writing a Prayer
Before You Write
Your senses tell you how fully alive you are. Take the time to thank
God for these gifts. Read this wonderful prayer.
Dear Father God,
What beautiful parents I have!

The smiles on their faces make me glad.
Can I see them without my eyes?
Thank You, Lord, for the gift of seeing things that are nice.
Amen.
Think of people who are very important to you. Think of the

happy times when you embraced them, watched them danced, heard
them sing, smelled their perfume, or tasted the food they cooked for
everyone in the family. You may express your gratitude to God for
them through a poem, a doodle, or a drawing. Post your work on the
classroom wall.
As You Write
Start writing your own prayer. Follow the directions in each box.
My Special Prayer
Write your greeting.

End it with a comma.
16
Write the things or
people you are thankful
for and why you are
grateful for them.
Use different kinds of
sentences in your prayer.
Write ways by which

you can show your
gratitude. End your
sentences wth the
correct punctuation
mark.
Write the closing word

for your prayer.
When You Rewrite

Show your prayer to your partner. Ask him or her to identify
the topic or main idea of the prayer you have written. Then allow
him or her to say something about it. Ask your partner to put a check
mark (3) in the box of the sentence that describes your prayer.
The first letter of names referring to God is capitalized.
17
A comma is placed at the end of the greeting.
The beginning letter of each sentence is capitalized.

Different kinds of sentences are used.
Each sentence ends with the correct punctuation mark.
The closing word is written correctly.
Rewrite your prayer based on the comments of your partner.
When You Check

Check your work for any errors in spelling, capitalization, and
punctuation. Make the necessary corrections, if any.
When You Share
Read your final prayer to your partner again. Say it with the right
speed, intonation, and pause. Then keep it in your writing folder or
envelope.
18
Spelling
• spell correctly commonly misspelled words;
• identify the word by giving another word in Filipino or in the
mother tongue; and
• spell words related to Science.
Commonly Misspelled Words

A. Your teacher will group the class into pairs. Play the game below
with your partner. Each of you will write the correct spelling
of the misspelled word in the box. Whoever finishes first and
has more correct answers wins the game. Be guided by the
words in the mother tongue or in Filipino when writing the
correct spelling of the word. Take note of the time you started
and the time you ended.
Pogo and Togo Spelling Game
1. maganda : byutiful 3. na : wich
2. alam : noh 4. bukas : tomoro
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5. ginagawa : das 8. nagtanong : askt
6. nakasulat : riten 9. mayaman : ritch

7. tahimik : kwayet 10. sumusunod : falowing
Time Started: _______ Time Ended: _______
B. Write in the blanks the missing letters of the word in each sentence.
1. We should take care of our sense of s __ __ __ l.
2. We use our ears for h __ __ __ __ __ g.
3. We taste our food with our t __ __ __ __ e.
4. We can tell if an object is hot or cold because of our sense

of t __ __ __ h.
5. We breathe in air through our n __ __ __ __ __ __ s.
C. Form a group with five members. Think of words in your mother

tongue for the words in exercise B. Assign a word to each member
of the group. After this, spell aloud the science words you have
learned in this lesson.
20
lesson 2
You Brighten My Day
(Kinds of Simple Sentences)

You live in a wonderful world. You are surrounded by living
and nonliving things that shape and add color to your life. Best of
all, you belong to a family. You have parents, brothers, and sisters
who love and take good care of you.
This lesson will help you appreciate everything you have,
especially your family. You will experience how good it feels to
have caring people around you and the things you need. You will also
feel proud to have been born to a Filipino family.
21
Listening
• follow a set of verbal two-step directions;
• activate prior knowledge based on new knowledge formed; and
• connect the lesson with what you already know.
Following a Set of Verbal Two-Step Directions

Following directions is an important skill. Find out how well you
can do something just by listening. Listen as your teacher reads the
directions in the rhyming riddles. Do as you are told. Then answer
each question. Put a check mark (3) in the box of the right answer.
What am I?
1. a family picture
a class picture
What am I?
2. a father seahorse with his son
an underwater adventure
22
What are we?
3. chirping birds in a nest
branches of a tall tree

What am I?
4. a Surinam “supermom” toad
a large slimy female frog
What are we?
5. ants in a row
bugs in a row
Activating Prior Knowledge

Based on New Knowledge Formed
Listen again to the rhyming riddles. Are they poems or stories?
Write your answer on a sheet of paper. Give three reasons for your
answer. Then tell what a rhyming riddle is.
A riddle is a puzzle that is meant to be solved. It can be in a form
of sentences or short rhyming lines. It usually asks questions about
anything and requires a thoughtful answer.
23
Now that you know what riddles that rhyme are, recall the ideas
in the speech balloons and give an example for each.
24
Grammar
• recognize simple sentences; and
• recognize the use of subject and predicate in a sentence.
Recognizing Simple Sentences

Read and study these sentences.
1. Many things have life.
subject predicate
2. Viruses and molds grow fast.

subject subject predicate
3. A virus also moves and multiplies.

subject predicate predicate
4. Virus and germs make people sick and make them very weak.
subject subject predicate predicate
5. Scientists and researchers grow and study bacteria to find the right
subject subject predicate predicate
medicine to cure most illnesses.

predicate
6. Doctors and sick people hope and pray for the success of these studies.
subject subject predicate
The sentences above are simple sentences. Each sentence

expresses a single idea. A simple sentence has only one complete
idea or thought. It contains at least one subject and one predicate.
The subject tells who or what is being talked about in the sentence.
The predicate tells something about the subject.
25
Sentence 1 has one subject and one predicate. Notice that
sentences 2 and 3 have either two subjects or two predicates, while
sentences 4 to 6 have two subjects and two predicates.
Remember
A simple sentence expresses only one complete thought or

idea. It contains a subject and a predicate.
The subject tells who or what is being talked about in the
sentence. The predicate tells something about the subject.
Exercise 1
Underline the subject or subjects and box the predicate or
predicates in each sentence.
1. My family loves me.
2. Father works hard.
3. Ate and Kuya always play with me.
4. Ate and Kuya also clean the table and wash the dishes.
5. Mother shops and cooks.
6. The members of our family love and respect one another.
7. Father and Mother speak calmly.
8. I study quietly.
9. Kuya listens to his MP3 player.
10. My family talks about our concerns peacefully.
26
Exercise 2
Study the simple sentences again in exercise 1. Count the
number of subjects and predicates in each sentence. If the sentence
has one subject and one predicate, write the corresponding number
of the sentence under the first column. If it has two subjects and one
predicate, write the number of the sentence in the second column. If it
has one subject and two predicates, write the number of the sentence
in the third column. If it has two subjects and two predicates, write the
number of the sentence in the fourth column.
1 subject + 2 subjects + 1 subject + 2 subjects +

1 predicate 1 predicate 2 predicates 2 predicates
Example:
Sentence 1
Exercise 3
Complete each simple sentence with an appropriate subject or
predicate as shown in parentheses.
1. Living things .
(predicate)
2. and are living things.

(subject) (subject)
27
3. and
(subject) (subject)
and .
(predicate) (predicate)
4. Nonliving things and .

(predicate) (predicate)
5. are nonliving things.

(subject)
Speaking
• participate in choral speaking and echo reading of short rhymes;
• dramatize a rhyming poem;
• create and participate in an oral dramatic activity; and
• follow and give one to two-step directions clearly.
Participating in Choral Speaking

and Echo Reading of Short Rhymes
A. A rhyming poem is a set of lines that end with the same sound. It
is usually short. It is also fun to recite.
With the help of your teacher, form small groups. Each
group will recite together a popular nursery rhyme. Follow the
instructions below.
Read aloud as a group a popular nursery rhyme.
Recite it together with actions and without looking at your copy.
You may also act it out or dramatize as if asking someone to do

what you say.
28
You can ask simple questions about this rhyming poem.
You can also create and recite together your own rhyming
poem that tells someone to do something.
B. With the help of your teacher, you will play “Be My Little Puppet.”
Your teacher will randomly ask a pupil to give one to two-step
directions which everybody will follow like puppets on strings.
Below are examples of the instructions your teacher will give.

Examples:
1. One-Step 3. Two-Step
First, stand straight. Jog in place.
Two-Step Two-Step
Then walk properly. Put your hands on your waist.
Finally, sit tall on your
chair. Do the jumping jack thrice.
2. One-Step
Shake your hands down.
Two-Step
Shake your hands up.
Shake your hands around.
29
C. Write in the boxes any one- or two-step directions. Then pair up
with a classmate. With your partner, take turns reading aloud and
following the directions you have written.
One-Step Direction
Step 1
Two-Step Direction
Step 1
Step 2
30
Writing
• write a phrase or a sentence about an illustration on preparing a
dish; and
• use numbers, fractions, and short form of measurements to
complete the recipe.
Writing a Phrase About an Illustration

Before You Write
Write in the box the numeral for each number word that is
underlined once. Then write in the box the short form of each word
that is underlined twice. The first set has been done for you.
Ingredients for Pizza Bread
eight 8 pieces pcs of bread
six ounces of pizza sauce
three hundred grams
of pepperoni
one-fourth kilogram
of sweet ham or hot dog
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three-fourths cup
of grated cheese
five tablespoons
of pineapple tidbits
As You Write
Complete the recipe using the phrases in the box below. Be guided
by the pictures you see. Capitalize words that begin a sentence. Change
the number words to figures and the words that talk about quantity
or measurement to their short form.
First, _______________ of bread into halves.
_______________ some of the six _____ ounces _____ of

pizza sauce on the bread.
32
Next, _______________ with slices of three hundred
_____ grams _____ of pepperoni and one-fourth
_____ kilogram _____ of ham or hotdog.
Then _______________ of quick-melt cheese over

them and sprinkle five _____ tablespoons _____ of
pineapple tidbits.
Finally, heat the bread in the oven and

_______________ with lemonade.
When You Rewrite
Go around and form groups with three members each. Exchange

works with your group mates. Give comments about what your group
mates have written. Then rate each of your group mate’s work using
the guide below. Box the number that tells how your group mates did
their work.
0 1 2 3 Phrases are written to complete the recipe.
0 1 2 3 Fractions and numbers are written correctly.
0 1 2 3 Each sentence begins with a capital letter.
33
0 1 2 3 The complete sentence matches the picture.

0 1 2 3 The sentences make sense.
Rewrite your work if your work has received a rating of 0 or 1.
When You Check

Go over the recipe you have rewritten. Does it now satisfy the
guide given earlier? If something is not right, try to improve or correct
your recipe again.
When You share
Form groups of four. Then share your recipe with your group
mates. Read it aloud following correct intonation and expression.
Post your output on any social media site. Ask the help of an elder
to do this.
Spelling
• spell words with the short a sound;
• spell words with the long a sound spelled as a, ai, ay, a_e, ey,
and eigh;
• spell words related to Home Economics and Livelihood Education
(HELE) and Mathematics; and
• use words that are related to concepts such as measurements
or numbers in both mother tongue and English.
34
Words with the Short a Sound
Circle the correctly spelled word that names the picture with the
short a sound.
rottle
rattle
mattress
muttress
tablet
tublet
deddy
daddy
padlock
pidlock
35
Words with the Long a Sound
Spelled as a, ai, ay, a_e, ey, and eigh
A. Study the word puzzle on the next page. Find words with the
long a sound. Highlight them with crayon. Then write them in the
space provided.
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
36
B. Arrange the letters in the box to form a word that completes
the sentence. Begin the word with the underlined letter. Be guided
by the word in the mother tongue or in Filipino in parentheses
when writing the correct spelling of the word. Write your answer
in the blank.
1. Here, have some stpaobolnes (kutsara)

of margarine. This will make those
rice cakes more delicious.
2. Can you give me a hundred mrgsa (gramo)
of dried mangoes?
3. Nanay, how many neusco (onsa)
are there in this glass of calamansi
juice?
4. Would you like to have a liesc (hiwa)
of egg pie?
5. The baker sprinkled a flahndu (dakot)
of sugar over the pie crust.
37
lesson 3
What a Bundle of Joy Your Relatives Are!
(Complete Sentences and Nonsentences)

Spending time with your family is fun. It is also wonderful to
share happy moments with your relatives who care so much for you.
This lesson will help you understand your special needs as a growing
child and make you see the good things that your grandfathers,
grandmothers, uncles, aunts, and cousins do for you.
38
Listening
In this section, you will learn to:
• identify the main idea of a dialogue listened to;
• relate story events to your experiences;
• relate the events in the selection to your personal experience
or life experience and vice versa;

• note important details pertaining to events,
• give the correct sequence of three events, and
• predict possible ending of a story heard.
Identifying the Main Idea of a Dialogue Listened To

A. It is good to listen to pieces of advice from people older than you.
You will learn a lot from what they say because they already have
experienced a lot of things in life. Listen as your teacher reads
a dialogue among elders. Find out what they have to say about
growing up healthy and strong.
B. Based on the dialogue you just heard, answer the questions

that follow. Put a check mark (3) inside the box of the correct
answer.
1. What was Lolo Pedring talking about?
How to stay young and healthy
How to keep a good posture
39
2. What was Lola Pacita talking about?
The importance of eating go, grow, and glow foods
How to make a nutritious native fruit salad
3. What was Tita Judith talking about?

Why children should avoid eating junk food
What foods are rich in vitamin C
4. What was Tito Jaime talking about?
Exercise and how to stay fit
What healthy hobbies to have this summer
5. What was Justin talking about?
The need to rest after play
The need to sleep eight hours a day
Relating Story Events to Your Experiences

A. Listen to your teacher read the dialogue again. Then answer the
following questions orally.
1. Do you also visit your relatives? When do you visit them?
What happened during your last visit?
40
2. Are your relatives just like the ones you heard about in this
dialogue? If your answer is yes, how are they similar to the
characters in the dialogue? If your answer is no, how are they
different?
3. Who among the characters is just like your favorite relative?
What qualities do the character and your favorite relative
have in common?
B. In your listening circles, pay attention to one another as you relate

your own experience about a memorable trip with your loved
ones. Listen well to know how this experience relates to the events
in the selection you heard.
Noting Important Details Pertaining to Events

A. An event is what happens in a story. Events are arranged
sequentially to make the story clear. Listen carefully to the dialogue
between Nigel and Nikko. Then identify the event described in
the selection. Put a check mark (3) inside the box of the correct
answer.
1. Nigel and Nikko are happy children. They love to play.
2. Nigel and Nikko learned many things from their

relatives about keeping their bodies healthy.
3. Nigel and Nikko visited their grandparents. They felt

happy.
41
B. Recall the selection. Give the sequence of three events in the
dialogue or story you listened to.
• What happened first?

Event 1
• What happened next?

Event 2
• What happened last?

Event 3
Predicting the Possible Ending of a Story

After listening to the story of Nigel and Nikko, answer the
following questions.
• How do you think will the dialogue end?
• Who will be the last person to speak?
• What will this character say?
Grammar
• recognize complete sentences from nonsentences or sentence
fragments; and
• use complete sentences or nonsentences to answer questions.
42
Recognizing Sentences and Nonsentences
Recall the story of Nigel and Nikko through the following questions
and answers. How do the answers differ? Do they both make sense?
Q: Where did Nigel and Nikko spend their weekend?
A: Complete sentence — Nigel and Nikko spent their weekend in
Bulacan.
Nonsentence — At the fish farm of their grandparents

Q: What did the children do after lunch?
A: Complete sentence — They had family bonding.
Nonsentence — raced to the nipa hut and played a game
Q: With whom did Justin play every day?
A: Complete sentence — He played with his friends.
Nonsentence — With Luisito and Paeng
Notice that each question was answered in two different ways.

All the first answers are complete sentences. All the second answers
are nonsentences. A complete sentence contains a subject and a
predicate, and expresses a complete thought.
A nonsentence or sentence fragment is a group of words that
begins with a capital letter and ends with a punctuation mark, but does
not express a complete thought. It contains part of a complete sentence.
It can be the subject or the predicate, or merely part of the subject or
the predicate. Although it does not express a complete thought or idea,
its meaning can still be understood if it is used to answer a question.
43
Study this sentence.
subject predicate
Nigel and Nikko spent their weekend in Bulacan.
Who are spoken about What is said about them

This sentence is complete because it has a subject and a predicate.

It tells exactly who are spoken about and what is said about them.
Compare the complete sentence above with this sentence
fragment.
At the fish farm of their grandparents.
Notice that the group of words above is only a part of a complete
sentence. In fact, it is a part of the predicate. Although a nonsentence
does not express a complete thought, its meaning can still be
understood if it is used to answer a question.
Remember
A complete sentence contains a subject and a predicate,
and expresses a complete thought.
A nonsentence or sentence fragment is a group of words
that begins with a capital letter and ends with a punctuation
mark, but does not express a complete thought. It contains part
of a complete sentence. It can be the subject or the predicate,
or just a part of the subject or the predicate. Although it does
not express a complete thought or idea, its meaning can still be
understood if it is used to answer a question.
44
Exercise 1
Write CS in the space provided if the group of words is a complete
sentence. Write NS if it is a nonsentence.
_______ 1. Every day when Mother
and Father are away.
_______ 2. Our lolo and lola take
good care of us.

_______ 3. They teach us important
lessons in life.
_______ 4. Like kissing the hands
of our parents.
_______ 5. Our grandparents are really such a lovable couple!
Exercise 2
Write S in the space provided if the underlined group of words in
the sentence is the subject. Write P if it is the predicate.
_______ 1. Growing children should sleep eight to ten hours a day.
45
_______ 2. Enough sleep gives children lots of energy.
_______ 3. A comfortable rest relaxes the body.
_______ 4. Rest and relaxation improve the health of children.
_______ 5. Afternoon naps also make children strong.

Exercise 3
Answer each question asked by Professor Strong in a complete
sentence or in a nonsentence. Write your answer in the space provided.
1. What do you do to make yourself healthy?

(complete sentence)
2. What do you usually do when you relax?

(complete sentence)
3. When do you rest or take naps?

(nonsentence)
4. How do you keep your energy level high?

(nonsentence)
5. How will you encourage other children to be healthy like you?

(complete sentence)
46
Speaking
• ask simple questions and respond to clarify meaning using
complete sentences or nonsentences;
• share information through retelling;
• talk about yourself and your family or relative; and
• create and participate in an oral dramatic activity.
Responding to Questions Using Complete Sentences

or Nonsentences
A. With a partner, take turns asking the following questions. Answer
each question in a complete sentence or in a nonsentence as shown
in the box.
1.
Answer in a complete sentence:
2. Answer in a nonsentence
or sentence fragment:

47
3. Answer in a complete sentence:
4. Answer in a nonsentence
or sentence fragment:

5.
Answer in a complete sentence:

B. Retell the information below to your seatmate. Use complete

sentences.
1. Drinking coffee every day can lessen important nutrients in
the body such as vitamin A and vitamin B.
2. Vitamin D makes your bones and teeth healthy. Too
much intake of vitamin D can be harmful to your body.
48
3. When milk is left under sunlight for a long time, it will
lose its flavor and nutrients.
C. Form groups of three. Share among your group mates stories

about your parents, grandparents, or relatives. How did they
teach you to become a healthy and smart child? Describe it. Then
decide among your group mates which story is the best. Dramatize
it in class.
Writing
• write the correct main-idea sentence to complete texts in talk
balloons; and
• read aloud texts or compositions with correct intonation,
expression, and punctuation marks.
Writing the Main-Idea Sentence

to Complete the Texts in Talk Balloons
Before You write
Read the paragraph. Then choose the main-idea sentence. Circle

the letter of your answer.
1. Children need to take a bath every day. They need to shampoo
their hair, wash their body with soap and clean water, rinse and
dry themselves well after bathing. This way children can become
healthy.
a. Children need to take a bath every day.
b. Being clean is important in keeping oneself healthy.
c. Shampoo and soap help clean the body.
49
2. Children also need clean and comfortable clothes. They should
wear dry and well-pressed undergarments. Children should also
avoid wearing clothes that are too tight or too loose.
a. Children should wear clothes that are not too tight or too loose.
b. Children need clean and comfortable clothes.
c. Dry and well-pressed undergarments are clean clothes.
As You Write
Complete the following texts in talk balloons with the correct

sentence that gives the main idea. Choose your answer from the box.
Write it in the space provided.
a. Children should eat more go food.

b. Children also need time to rest and relax.
c. Junk food is bad for your health.
d. Children undergo different changes.
e. Exercise helps keep you fit.
1. 2.
.
Their bodies, thoughts,
feelings, and kind of friends
change. These changes
happen fast. It is important
to help growing children as
they experience significant
changes.
Lolo Pedring
50
2. 3.
Lola Pacita Tita Judith
4. 5.

Tito Jaime Cousin Justin
51
When You Rewrite
Form groups with four members each. Take turns sharing with
each other your answers in Writing. To start with, recite “Eeny, Meeny,
Miny, Moe” to know the first group mate who will share his or her
answers. Do the same for the next group mates who will share. Then
color the star if your group has done what is written beside each.
Bright Ideas from a Brilliant Group
All of us completed the dialogues.

We wrote the main-idea sentences on the lines.
Our sentences made sense.
We capitalized the first letters of our main-idea sentences.
All of us wrote the sentences clearly.
Rewrite your work if you need to complete a star or stars.
When You Check
Check your work to see if there are any errors. Read your work
again after you have made all corrections.
When You Share
With correct expression and intonation, read your work aloud

to your group mates. Display your work on your desk for your
classmates to view it as you walk them through your composition just
like viewing a painting in a gallery.
52
Spelling
• spell words whit the short e sound;
• spell words with the long e sound spelled as ee, ea, ei, ie, and y;
• think of what you already know to give or explain the meanings of
new or difficult words; and

• spell words related to Science and Health.
Words with the Short e Sound

Cross out the picture with a name having the short e sound. Write
the word in the space provided.
1. 2. 3.
4. 5. 6.
53
7. 8. 9.
1. 4.
2. 5.
3. 6.
Words with the Long e Sound

Spelled as ee, ea, ei, ie, and y
A. Write in each blank the missing letter to complete each word with
the long e sound. Be guided by the words in the mother tongue
or Filipino when filling out the lines to form the correct word.
1. b ___ ___ tle : insekto
2. sl ___ ___ p : tulog
3. l ___ ___ sure : pahinga
4. rec ___ ___ pt : resibo
5. l ___ ___ fless : walang dahon
6. n ___ ___ t : malinis at maayos
54
7. spic ___ : maanghang
8. juic ___ : makatas
9. rel ___ ___ f : ginhawa
10. n ___ ___ ce : pamangkin (babae)

B. Fill in the blank with the missing word to complete the sentence.
Choose from the English words in exercise A.
1. My cousin always looks .
2–3. The fried chicken of Mang Donaldo is

and .
4. Her ate a slice of cheesecake.
5–6. The is on a plant.
7. They early during the week when there

are classes.
8. She gives a sigh of when she passes the

test.
9. Playing basketball is Paeng’s activity.
10. Always ask for a when buying something

from the supermarket.
55
C. Fill in the boxes with the correct letters to form the word.
Underline the words in the numbers that give a clue to the
meanings of the words in the boxes.
1–2. A n p is a b b grasshopper.
3–5. To be e a y , eat
g t e and do
e r c every day.
56
lesson 4
Thanks for Being There
(Kinds and Genders of Nouns)

What is a friend? A friend makes you smile. A friend can tickle
you and laugh with you. A friend is like a warm pillow you can hug.
Most of all, a friend is somebody you can depend on. A friend will
always be at your side, whether you are happy or sad. A good friend
is somebody who protects you and cares so much about you.
57
This lesson is all about the joy of being and having a friend.
It is about loving the friends you have, caring for them, and wishing
them good fortune and good health.
This lesson will also teach you to give importance to your body
as if it were your friend. Like a good friend, your body will remain
strong. It will be able to protect you in return for the care and attention
you give it. Love your body. It is your true friend!
Listening
• identify important ideas and details in expository texts listened to.
Identifying Important Details in Expository

Texts Listened To
An expository text is a paragraph that explains a topic. This kind
of paragraph is made up of big and small ideas, are called details.
Big ideas are different from small ideas. A big idea is the key
sentence or the topic sentence. A small idea is an example that makes
the big idea clearer.
Learn to identify these two ideas through this exercise that talks
about the human body.
Listen as your teacher reads three selections. For each selection,
choose the main idea from the choices that follow. Put a check mark (3)
in the space provided of the correct big (main) idea. Draw a star ( ) in
the space provided of the small idea (details).
Text 1
1. The human body is made up of three main parts.
58
2. The head is on top of the body.
3. The trunk is the middle part of the body.
4. The limbs are the parts extending from the trunk.
Text 2
1. These three parts of the body do special works.
2. The head enables a person to think, talk, and breathe.

3. The trunk and the limbs are used by a person to move.
Text 3
1. A person should take care of his or her body.
2. A person should take a bath daily.
3. A person should also wash his or her hands after
work and play.
Grammar
• recognize names of people, objects, and things;
• recognize the use of a/an + noun;
• recognize common and proper nouns in simple sentences;
• capitalize the beginning letter of proper nouns; and
• recognize the gender of nouns.
59
Recognizing Names of People, Objects, and Things
Little Nonoy Noun has several friends. Color the boxes to tell who
Nonoy’s friends are.
place idea
person
t
insec
event
think
thing
fast
l
anima
plant
60
Take note that only the words think and fast do not belong to
the group. The rest are name words. Name words are called nouns.
Nouns are introduced by a or an. If a noun starts with a
consonant, a is written before it. If a noun starts with a vowel, an is
used to introduce it. Write a noun in place of the given word. Use a or
an correctly with it. Two examples are given below.
1. person – a man 5. thing – _____________

2. place – an ocean 6. event – _____________
3. idea – _____________ 7. plant – _____________
4. insect – _____________ 8. animal – _____________
Nouns are also used to express or to name another nouns. Study

the given examples below.
Name of a/an . . . Common Proper
1. person child Jairus Aquino

2. place church Manila Cathedral
3. thing book The Lord of the Flies
4. animal dog Bantay
5. plant orchid Doña Aurora
6. event holiday Christmas
7. idea law The Ten Commandments
Look at how the words in the table are written. Those that name
any person, place, thing, animal, plant, event, or idea begin with a small
letter. These are called common nouns. Those that speak of a particular
name begin with a capital letter. These are called proper nouns.
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Remember
A noun is a name word. It names a person, a place, a thing,
an animal, an event, or an idea. It is usually written with a or
an before it.
There are two kinds of nouns. They are common nouns
and proper nouns.
Common nouns name any person, place, thing, animal,

event, or idea. They begin with a small letter.
Proper nouns name a particular person, place, thing,
animal, event, or idea. They begin with a capital letter.
Exercise 1
Encircle the character whose card has a noun or a name word
written on it.
quick
duty
birthday
because
Palawan Kabayan
the Eagle
stapler Christmas
orchid peace
but
Jose Rizal
always
them Philippines
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Exercise 2
A. Write CN in the space provided if the word is a common noun.
Write PN if it is a proper noun. Note that all the first letters of the
words are in small letters.
1. fort santiago 9. quiapo church
2. taal 10. tarsier
3. mongol 11. mt. kanlaon

4. coach 12. manny pacquiao
5. independence day 13. anniversary
6. garfield 14. puncher
7. wikipedia 15. sulu
8. mall
B. There are ten proper nouns in exercise A. Write these nouns

correctly in the space provided.
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
C. Underline the common noun once and the proper noun twice.
1. St. Lorenzo Ruiz became the first Filipino saint in 1987.
2. Fr. Joseph Galdon was a very active priest.
3. Vice President Leni Robredo helps President Rodrigo Duterte
run the government.
4. Senator Miriam Defensor Santiago authored several laws.
5. President Ramon Magsaysay was also called the champion
of the poor.
6. Corazon Aquino is the first woman president of the
Philippines.
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7. One of the duties of the Department of Health Secretary is to
support good health practices.
Recognizing Gender of Nouns

Study the table. How are the nouns grouped? What are these
groups or classifications?
Feminine Masculine Common Neuter
daughter son child chair

grandmother grandfather grandparent coconut
hen rooster chicken narra
The nouns in the table are arranged according to gender. The

nouns daughter, grandmother, and hen are female in gender. These
are feminine nouns. The nouns son, grandfather, and rooster
are male in gender. These are masculine nouns. The nouns child,
grandparent, and chicken are words that can be used for both female
and male in gender. These are common nouns. The nouns chair,
coconut, and narra do not have gender. These are neuter nouns.
Neuter nouns name plants and nonliving things.
Remember
Nouns have four genders. They are feminine, masculine,
common, and neuter.
Feminine nouns are for females.
Masculine nouns are for males.
Common nouns are for both females and males.
Neuter nouns are for plants and nonliving things. They
have no gender.
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Exercise 3
A. Complete each series of words with two more examples. Choose
your answers from those in the box. Use the word in parentheses
as your guide. Write your answer in the space provided.
vendor clip wire lawyer peahen

gander duke dog sheep stallion

mistress steward sow heroine

(masculine) 1. priest, hero, king,
,

(feminine) 2. nun, maiden, lady,

,
(masculine) 3. boar, rooster, peacock,

,
(feminine) 4. goose, mare, duck,

,
(common) 5. nurse, pupil, owner,

,
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(common) 6. pig, chicken, horse,
,
(neuter) 7. cap, socks, basket,

,
B. Write the feminine noun for each masculine noun.

1. hero
2. king
3. master
4. prince
5. nephew
Rewrite the sentence and use the opposite gender of the

underlined noun.
1. My aunt gave me a picture book.
___________________________________________________________
2. The groom looks excited and happy.
___________________________________________________________
3. Several cows roamed contentedly on the field.
___________________________________________________________
4. A lion in a cage roared at a cat.
___________________________________________________________
5. All Nanny goats bleat and run when frightened.
___________________________________________________________
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Speaking
• talk about a person or friend in your environment;
• recite and dramatize a memorized poem; and
• create and participate in oral dramatic activities.
Talking About a Person or Friend

A. Imagine your friend. Be ready to tell a seatmate everything you
know about your friend based on the ideas below. After this, tell
a wonderful story about your friend.
Dreams and Likes and

Achievements Dislikes
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B. Choose a topic below. Think of small ideas that will fit in the
boxes and support the main-idea sentence. Then form groups
with four members each. Share with your group mates what you
have thought out. Read your work with correct intonation and
expression. Allow your group mates to ask questions about your
work. The first boxes have been filled in for you.
How to Be a Good What Games Friends

Friend Play Together

C. Sing with your classmates the song “Ten Little Indians.” Recite
and act out together a stanza patterned after this song which your
teacher will show you. Create a similar poem about your friends.
Be ready to recite or dramatize the poem in front of the class.
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Writing
• write a how-to paragraph; and
• write a good composition.
Writing a How-to Paragraph

Before You Write

Work by rows. Your teacher will give your group paper strips
with sentences. Arrange the paper strips to form a paragraph. What is
the main-idea sentence? How many sentences of small ideas support it?
The paragraph you just formed is a how-to paragraph. It tells
how something is done. When writing this kind of paragraph,
remember the following:
1. Think of a topic related to the subject matter of the paragraph.
Make this your title.
2. Begin the paragraph with a main-idea sentence. Make sure you
indent the paragraph.
3. Add two to four more sentences of small ideas about the topic.
Make sure the steps are in the right order.
4. Write a closing sentence.
Below is an example of a how-to paragraph. It talks about caring
for the parts of your body like caring for your friends.
Care for the Feet

Like the other parts of your body, you should also take care of
your feet properly. When they are sore, dip them first in lukewarm
water. Then dry your feet with a clean cloth. Afterward, apply a
cool balm or lotion on your feet and massage them well. Before
you know it, your feet will feel much better.
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As You Write
Write your own paragraph using this format. Complete the title.
Follow the steps in Before You Write as you complete the boxes.
Care for the

Main Idea Sentence
It is easy to take care of the . . .
Small Idea Sentences
When You Rewrite

Pair up with a classmate. Exchange the paragraph you have
written with that of your partner. Take turns reading your paragraphs
correctly with the right speed, intonation, and pause. Check each
other’s work using the list below. Put a check mark (3) in the box of
the sentence that describes the paragraph of your partner.
1. My partner chose a good topic for his or her

paragraph.
2. The paragraph starts with the main-idea sentence.
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3. The first sentence is indented.
4. The paragraph has two to four more sentences with small

ideas about the topic.
5. The paragraph ends with a good closing sentence.
Rewrite your work if a number in the guide above has no check.
When You Check
Go over your paragraph. Check for misspelled words, indention,

capitalization, and punctuation.
When You Share
Read your paragraph to your partner again. Ask him or her to tell
the main idea of your paragraph. Type your work using a computer.
Then submit your work to your teacher for posting on the bulletin
board. Keep your work in your writing folder or envelope after.
Spelling
• spell words with the short i;
• spell words with the long i sound spelled as y, i_e, and i; and
71
Words with the Short i Sound
Below are pictures of words with the short i sound. Write these
words in the space provided.
Beginning
Short i Sound
Middle
Short i Sound
Final
Short i Sound
1. 6.
2. 7.
3. 8.
4. 9.
5.
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Words with the Long i Sound Spelled as y, i_e, and i
A. Find a partner. Decide who will be Red Fox or White Dove. Toss
the ball to the other side to win the game Spellers’ Volleyball.
The first player should write the correct spelling of the word
on the other side of the net after the same number in his or her
partner’s book. If the spelling is correct, the player colors two
circles under his or her team’s name and places his or her marker
on the next spelling word. If the spelling is wrong, the player earns
no point. His or her marker stays in the same number until the
player turns in the right answer. The next player takes his or her
turn. The game continues until all the words are spelled correctly.
White Dove
1. 5. pai
2. 4. sandrayd
3. 3. craying
4. 2. spraite
5. 1. whry
1. ikon 5.
2. ayland 4.
3. lise 3.
4. slayd 2.
5. neckty 1.
Red Fox
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B. The eye in the picture word or rebus represents the long i sound.
Write in the space provided the correct spelling of each word.
1. wr
: unpleasant comment
2. spr te
: a fairy or elf
3. cr ing
: shedding tears
4. sun-dr d
: placed under the sun to dry
5. p
: dish or dessert with filling and crust
6. neckt
: something worn around the neck and
tied in front
7. sl de
: to move smoothly on the surface
8. l ce
: parasites found on the head
9. sland
: a piece of land surrounded by water
10. con
: a picture or image
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C. Write in the blank the correct spelling of the word represented by
the picture.
1. The begins from the

neck to the hips.
2. The are the arms

and the legs that extend from the body.
3. protect our bodies

from heat and cold.
4. The of the eyes

prevent dust from hurting the eyes.
5. Regular exercise firms up the

.
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lesson 5
Together Through the Years
(Plural Forms of Nouns)

In one’s life, there comes a good person who generously helps
others in need. You and your neighbors can be good examples of that
person. You can help each other. Each one can return a good deed for a
favor or good action done.
This lesson will remind you of your duty toward your neighbors
and your community. You will see that with giving comes the blessing
of receiving from equally good people aside from your family,
relatives, and friends.
76
Listening
• identify polite expressions that start, keep, and end a dialogue;
and
• identify other polite expressions for a given expressions.
Identifying Polite Expressions

that Start, Keep, and End a Dialogue
Asking and answering puzzling questions or trivia like in a game
show can be lots of fun. It makes you think. It keeps you informed.
It also gives you the chance to use polite expressions. You become
smarter, and at the same time, learn to be more courteous.
Your teacher will read a selection. Listen very well to the
comments of the game hosts in the selection to identify some courteous
expressions. Then do the exercises that follow.
A. In the space provided, write 1 if the courteous expression is used
to start a conversation. Write 2 if it is used to keep a conversation
going. Write 3 if it is used to end a conversation.
1. Good day!
2. I am sorry.
3. Thank you.
4. Please.
5. Good-bye.
77
B. You must have heard of other polite words in conversations you
have listened to. Recall other polite expressions for the words in
the talk balloons. Listen well to the new expressions your partner
will say as he/she mentions the given polite words. Do this
activity alternatively.
78
Grammar
• recognize singular and plural nouns;
• learn the correct spelling of nouns in their singular and plural
forms; and
• use singular and plural nouns in a sentence.
Recognizing Singular and Plural Nouns

Which of the nouns in the maze below refer to only one in
number? Which nouns refer to many? How can you tell the difference?
hoof banjos pass
louse
loaves
mangoes
trolleys
wishes insect
cameos
boxes
booth
berries
stories ray
79
Nouns can be singular or plural. The nouns hoof, louse, pass, ray,
booth, and insect indicate only one. These nouns are in singular form.
A singular noun names one person, place, animal, or thing.
The nouns banjos, trolleys, loaves, wishes, mangoes, berries,
cameos, boxes, and stories refer to more than one. These nouns are in
plural form. A plural noun names more than one person, place, animal,
or thing.
You can tell the difference between the two forms of nouns by
looking at their last letters. Most plural nouns end in -s or -es. Singular
nouns do not end in these letters. Plural nouns that end with -s or -es
are called regular nouns.
There are also nouns that change or retain their spelling to form
their plural. These are called irregular nouns. Study the words in the
table.
Type of Irregular
Singular Form Plural Form
Noun
A. Nouns that mouse mice

change their child children
spelling man men
goose geese
tooth teeth
B. Nouns that luggage luggage

retain or do sheep sheep
not change salmon salmon
spelling trout trout
jewelry jewelry
80
These are the rules to follow when forming plural nouns.
rule 1. Add -s to a singular noun to show its plural form.
Examples:
pencil—pencils flower—flowers
insect—insects train—trains
boy—boys girl—girls
cloud—clouds hill—hills
shell—shells toy—toys
spoon—spoons fork—forks
Exercise 1
Write the plural form of the noun in the space provided. Follow
the first rule on forming the plural of nouns.
1. bag 6. cup
2. ruler 7. desk
3. eraser 8. fan
4. can 9. truck
5. pin 10. wall
rule 2. When a singular noun ends in -s, -ch, -x, -z, -ss, or -sh,
add -es to the end of the word.
Examples:
bus—buses buzz—buzzes
peach—peaches glass—glasses
box—boxes lash—lashes
81
Exercise 2
A. Which of the two given plural forms of the noun is correct? Copy
it in the space provided.
1. busess buses
2. churches churchs
3. taxes taxeses
4. watches watchs
5. glasses glases
6. gases gasess
7. benches benchs
8. boxss boxes
9. pasess passes
10. brushes brushses
B. Draw a line to connect the word in the box to its correct plural
form.
foxes rashs
1. fox 4. rash
foxs rashes
matchess topazs
2. match 5. topaz
matches topazes
class princesses
3. class 6. princess
classes princess
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rule 3. When a singular noun ends in -f, simply add -s
or change f to v and add -s or -es.
Examples:
hoof—hoofs thief—thieves
handcuff—handcuffs belief—beliefs
Exercise 3
Write in the space provided the letter of the correct plural form of
the noun.
1. reef a. reefs b. reeves
2. puff a. pufves b. puffs
3. wolf a. wolfs b. wolves
4. chief a. chiefs b. chieves
5. leaf a. leafs b. leaves
6. elf a. elfs b. elves
7. roof a. rooves b. roofs

8. half a. halfs b. halves
9. calf a. calfs b. calves
10. loaf a. loaves b. loafs
rule 4. When a singular noun ends in -y and a consonant comes

before it, change y to i and add -es. When a vowel comes
before y, just add -s to the end of the word.
83
Examples:
daisy—daisies bay—bays
fly—flies tollway—tollways
berry—berries holiday—holidays
belfry—belfries blue jay—blue jays
Exercise 4
Put a check mark (3) in the space provided if the noun is in the
correct plural form. Put a cross mark (7) if it is not.
1. dutys 6. french fries
2. monkeys 7. strawberrys
3. buoys 8. turkeyies
4. worries 9. hallways
5. Sundaies 10. dragonflies
rule 5. When a singular noun ends in -o and a consonant comes

before it, add -es. When a vowel comes before -o, just
add -s to the end of the word. Words related to music
ending in -o take an -s to show their plural form.
Examples:
cargo—cargoes cameo—cameos
tomato—tomatoes piccolo—piccolos
grotto—grottoes banjo—banjos
84
Exercise 5
Write in the space provided the correct plural form of the noun.
1. echo 6. trio
2. soprano 7. potato
3. hero 8. cello
4. duo 9. piano
5. rodeo 10. alto
rule 6. When a singular noun is irregular, it changes or retains

its spelling to form its plural.
Examples:
sheep—sheep ox—oxen
woman—women tooth—teeth
Exercise 6
A. Put a check mark (3) in the space provided if the plural form of
the noun is correct. If not, write the correct plural form.
1. baggages 6. geese
2. lice 7. sheeps
3. oxs 8. trouts
4. grasses 9. tooths
5. mans 10. jewelries
85
B. Write in the blank the correct plural form of the noun in
parentheses.
1. Some people think that (turtle) can see
clearly at night.
2. Head (louse) lay their eggs called nits on hair
openings close to the scalp.
3. (Trout) have different colors and patterns

that protect them as these fish move from one place to
another.
4. At birth, (wolf) can neither see nor hear yet.
5. Did you know that (housefly) taste with
their feet?

Exercise 7
Read the paragraphs that tell how Filipinos help one another in
times of crisis. Complete the sentences with the singular or plural form
of the nouns in parentheses. Write your answers in the blanks.
The Ruins of Reming
Several (typhoon) 1. hit our country years ago.

One of them was Reming. With a wind speed of 195–250 kilometers
per hour, Reming swept the Bicol region without mercy. It left
thousands of (person) 2. without (home)
3. . (Family) 4. cried over the loss
of (life) 5. and (property) 6. .
The sudden mudflow caused by heavy rains buried some
(community) 7. down the (slope)
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8. of Mayon Volcano. Even (calf) 9. ,
(ox) 10. , field horses, and (poultry) 11.
drowned. The electric power was cut off as a result.
As a quick answer to the immediate needs of Bicolanos, many
caring groups sent (box) 12. of medicine, clothes,
canned goods, and noodles to the region. (Sack) 13.
of rice were also shipped. Other groups had to pray the whole day
and held (mass) 14. for the (victim) 15. .
The barangays and their (chief) 16. were thankful
for the relief goods. This all-out support lifted the hopes of
(man) 17 , (woman) 18. , and (child)
19. alike.
Broadcasts on radio and television announced the need for more
unity and relief (operation) 20. .
Remember
Nouns can be singular or plural.
A singular noun names only one person, place, animal, or
thing.
A plural noun names more than one person, place, animal,
or thing.
These are the rules to follow when forming plural nouns:
Rule 1: Add -s to a singular noun to show its plural.
Rule 2: When a singular noun ends in -s, -ch, -x, -z, -ss, or
-sh, add -es to the end of the word.
87
Remember
Rule 3: When a singular noun ends in -f, simply add -s or
change f to v and add -s or -es.
Rule 4: When a singular noun ends in -y and a consonant
comes before it, change y to i and add -es. When
a vowel comes before y, just add -s to the end of

the word.
Rule 5: When a singular noun ends in -o and a consonant
comes before it, add -es. When a vowel comes
before o, just add -s to the end of the word. Words
related to music ending in -o take an -s to show
their plural form.
Rule 6: When a singular noun is irregular, it changes
or retains its spelling to form its plural.
Speaking
• use polite expressions in common situations;
• use polite expressions to start, keep, and end conversations; and
• interact with others using correct intonation in greetings and
leave-takings.
88
Using Polite Expressions in Common Situations
A. You can be a good Samaritan in your own little way. Complete the
dialogue with the appropriate courteous expression. Choose your
answer from the expressions in the box.
Thank you I am sorry to interrupt you

Oh, that is easy Hello

Certainly Bye
Do not mention it I just want to know
As I was saying Please
(1)
(3)
(2)
89
90
(6)
(4)
(5)
(7)
(8) (9)
(10)
Then pair up with a classmate. Read with correct intonation

the completed dialogue. Remember, you can always get a little
help from your neighbor or friend.
B. Find a different partner and role-play each situation. Use the

appropriate polite expressions you learned.
1. At the library, you want to ask the busy librarian where the
periodical section is. What will you say?
2. Somebody talks to you on the street where a big noisy parade
is marching. You want to ask the person to repeat what he or
she said. Which polite expression will you use?
3. At the mall, you want to ask the retail staff to give you a pack
of paper towels placed on top of the shelf which you cannot
reach. After this, you thank the staff. How will you say it?
91
Writing
• write a dialogue using appropriate expressions.
Writing a Dialogue Using Appropriate Expressions

Before You Write

A. In this activity, draw and write as your teacher gives you a set of
instructions.
B. Study the following steps. These steps will help you write an
interesting dialogue.
q Write the name of a person or your name at the beginning
of what is being said.
q Place a colon (:) after the name.
q Think of an interesting topic.
q Start your dialogue, keep it going, and end it with courteous

expressions.
q Capitalize the first letters of proper nouns and the

beginning words of your sentences. Write neatly.
92
As You Write
Write a dialogue between you and your neighbor using courteous

expressions. Use the courteous expressions in the box if you like. Write
your dialogue in the space provided.
Good Morning!
Do you know
Your Name
that . . .
Really?
That’s a nice . . .
His or Her Name
Can you . . .
Of course . . .
Your Name
It sounds
interesting.
His or Her Name That reminds
me . . .
See you
tomorrow.
Your Name
Have a nice day.
93
When You Rewrite
Read your dialogue. Put a check mark (3) in the box before each
step in Before You Write if you followed it correctly. Rewrite your
dialogue if you missed a step
When You Check
Read your work again. Check if you have done all the corrections
like using a colon after a name, capitalizing proper nouns, and spelling
all the words correctly.
When You Share
Share your work with a seatmate or with a friend. You may also
share your work online.
Spelling
• spell words with the short o sound;
• spell words with the long o sound spelled as o, o_e, oa, ow,
and ou;
• classify common words into thought or idea groups; and
• spell words related to Values Education.
94
Words with the Short o Sound
The table shows words with the short o sound and their pictures.
In the empty box, draw a picture of a word with this sound and write
the word in the next box.
olive
orange
dolphin
octopus
95
Words with the Long o Sound
Spelled as o, o_e, oa, ow, and ou
A. Build a word pyramid. Write in the space provided the missing
letters of each word. Choose from the letters in the box. Then
identify if the spelling words are name words or action words. Color
the box with yellow or green to tell the group where the spelling
words belong.
These are These are

all name t__ __d all action
words. words.
p__ ny sl__ p__

c__ __ch st__ n__ pill__ __

ph__ t__s sh__ __lder scarecr__ __ b__ __lder

96
B. Supply the missing vowels to spell the word correctly. Be guided
by the given meaning and the word in the mother tongue or
Filipino. Write the word in the space provided.
magalang 1.
p l t
respectful
matapang 2.
b r v
courageous
mapagpasalamat 3. t h n k f l
grateful
matapat 4.
l y l
faithful
masipag 5.
h r d w r k n g
industrious

97
lesson 6
The World Is Ours
(Possessive Form of Nouns)

In this world, everyone needs everybody. Everyone has a role to
play in each other’s lives. Even as a child, you can do something good
for other people. With your talent, you can inspire other children or
even adults.
This lesson will teach you what the world is made of. You will
discover that a big world is out there that needs to be taken care of by
everybody.
98
Listening
• note important details in advertisements listened to; and
• connect the lesson with what you already know.
Noting Important Details in Advertisements Listened To

Noting details is important when listening. When you listen to
details, the pieces of information you hear give you an idea about what
you are listening to.
A. Listen very well to each advertisement your teacher will read.
Note important details in the advertisements. Then answer the
following questions. Shade the box that corresponds to the correct
answer to each question.
1. a. What is the advertisement about?
fabric softener
washing machine detergent
b. Why is this product special?
It has minimum lather.
It has strong rinsing power.
99
2. a. How often does this product care for you?
every day
for all seasons
b. Which scent or smell does this product offer?

powder fresh
sunrise fresh
3. a. When will you enjoy the world up close?
when you have mouth confidence
when you take vitamins
b. Which system will give you the confidence of a mouth

so fit to enjoy the world up close?
Fresh Active Gel System
Vitamin Fluoride System
4. a. How much milk is there in a big can?
410 mL
450 mL
100
b. How much more evaporated milk does it give?
10%
11%
5. a. What product is this?

insecticide
cooking oil
b. How is it different from other brands?
It has a specially formulated oil-based alcohol.
It has a stain-away formula.
B. In groups of three, listen to one another as you talk about

commercials that are aired on television, radio, or the internet
nowadays. Listen to the details given to you by your group mates
as they tell how commercials differ from one another. Find out if
their thoughts are the same as yours.
Grammar
• recognize possessive nouns;
• form possessive nouns correctly; and
• use possessive nouns to complete a sentence.
101
Recognizing and Using Possessive Nouns Correctly
Nouns can also show ownership or possession. When they do,
these nouns take the possessive form. There are many ways to show
this form. Study the following examples to discover these different
ways.
1. A child’s first duty is to obey his or her elders.
2. Father Jerry Orbos’s dream is for Filipino families to be more

prayerful.
3. The parents’ treasures are their children.
4. The children’s joy are their parents.
5. True happiness is the greatest desire of the heart.
As you may have noticed, possessives of nouns are formed by
adding ’s or an apostrophe (’) only, and by using the of phrase.
These are the rules to follow to show the correct possessive form
of nouns.
1. Add ’s to form the possessive of a singular noun.
Examples: a cat’s whiskers every child’s dream
the boy’s yoyo
2. Add ’s to all proper nouns.
Examples: Ms. Ness’s coin purse Moses’s sandals
Jesus’s followers
3. Add only an apostrophe (’) to form the possessive of a plural
noun.
Examples: the nurses’ station drivers’ association
those horses’ saddles
102
4. Add ’s to a plural noun that does not end in -s.
Examples: the oxen’s hoofs women’s magazines
children’s toys
5. Write the word of before a noun with a neuter gender.
Examples: the strap of the bag spokes of a wheel
the light of the star
Remember
These are the rules to follow to show the possessive form
of nouns:
1. Add ’s to form the possessive of a singular noun.
2. Add ’s to all proper nouns.
3. Add only an apostrophe (’) to make a plural noun
possessive.
4. Add ’s to a plural noun that does not end in -s.
5. Write the word of before a noun with a neuter gender.
Exercise 1
Put a check mark (3) in the space provided if the sentence
has a noun in the possessive form. Then underline the noun in the
possessive form in the sentence. Put a cross mark (7) in the space
provided if the sentence does not have a noun in the possessive form.
1. It is the young people’s world!
2. Children’s dreams make the world a happy place.
103
3. When there’s trouble, just look at the children’s
innocent smiles.
4. You will feel light like the angels’ feathers.
5. Children give hope to every person wherever these
children may be.
Exercise 2
Write in the space provided the possessive form of the noun in
parentheses.
1. (ladies) wallets
2. (monkey) hand
3. (Ulysses) adventure
4. (louse) bite
5. (entertainer) stunts
6. (Mrs. Cruz) eyeglasses
7. (elephants) tusks
8. (carpenter) hammer
9. (mice) hole
10. (horse) mane
11. (girls) skirts
12. (ant) trail
13. (insects) sting
14. (women) league
15. (Moses) leadership
16. (bees) honeycomb
104
17. (turtle) shell
18. (geese) honk
19. (Sabrina) magic wand
20. (oxen) smell
Exercise 3
Change each underlined noun to its correct possessive form. Note
that the underlined nouns are all neuter in gender. Write your answer
in the space provided.
1. the berries taste

2. the teeth enamel
3. the guitar strings
4. the world joys
5. the kites colors
Exercise 4
Fill in the box with of, ’s, or ( ’) to show the correct possessive
form of the noun before the box to complete the sentence.
The World’s Best Stars for All Seasons
1. The world boasts of every Star Scout dedication to service.
2. Everywhere, Star Scouts are the children role models.
105
3. Their love of work is the young leaders inspiration.
4. It was Josefa Llanes Escoda dream to see young girls become

world leaders.
5. A dedicated Star Scout is the pride of one community.
Speaking
• talk about things in your environment;
• talk about a product you like;
• write an advertisement for a product; and
• advertise a product.
Talking About Things in Your Environment

A. There are many things that can be found around you. Some of
these things are grocery items in the supermarket. Give five
different products and tell the class what these products are for.
106
B. Prepare for a grand show-and-tell advertisement. As your teacher
calls you, sell your favorite product in front of the class. Use
information or ingredients found in the real carton, sachet, can,
box, or bottle of the product as you advertise it.
Writing

• write a print advertisement; and
• use a slogan or an attention-catching line to introduce an
advertisement.
Writing a Print Advertisement

A print advertisement is challenging to write. To easily compose
one, remember the AIDA principle. It stands for Attention, Interest,
Desire, and Action.
Your advertisement should catch the attention of readers
immediately. It should be clearly written to attract readers to read
until the end. It should give them enough information to make them
want to buy the product. Lastly, it should tell them where and how
to get this product.
Before You Write
Make a collage of advertisements cut out from magazines. Share

your work with your classmates. Tell which advertisement you like
the most and why.
107
As you Write
Write an eye-catching advertisement on a piece of paper. Follow

these steps.
1. Think of a product that you want to advertise.
2. Start your advertisement with an attention-catching line, like a
slogan.
3. Emphasize the good qualities of the product. Tell what the product
offers your target customers.
4. End your advertisement with ideas that readers will need to
remember when they want to try or buy the product.
5. Make the background colorful and attractive.
6. Paste your advertisement on a frame like the one below.
108
When You Rewrite
Form groups with four members each. Share your advertisement
with your group mates as you do in show and tell. Check each other’s
work using the guidelines that follow. Put a cross mark (7) in the box
of the guideline that applies to your group mate’s work.
The product is clearly described.
There is an attention-catching sentence that starts the

paragraph.
There are several good words about the product.
There is an interesting sentence at the end of the advertisement.
There is a colorful, attractive background.
Rewrite your print advertisement to show that you have followed

the guidelines well.
When You Check

Go over your written work. Check if you have made all the
corrections needed.
When You Share

Post your advertisement on the bulletin board. Then keep it later
in your writing folder or envelope. If your parents have a social media
account, you may ask them to post your work there and see how many
viewers will react to your advertisement.
109
Spelling
• spell words with the short u sound;
• spell words with the /ü/ sound; and
Words with the Short u Sound

Locate in the BINGO card the words with the short u sound. Cross
out each word and study its spelling.
B I N G O
truth yukelele cupid flute duckling
fruit blue parachute puppy tulip
jumping uniform water jug glue umbrella
duke duty student truck fluid
unicorn amuse beauty coupon sunny
110
Words with the /ü/ Sound
A. Read each misspelled word with the /ü/ sound. Write the correct
spelling of the word in the space provided.
1. fyus
2. byugel
3. ultide
4. myusic
5. myus
6. refyus
7. confyus
8. myusium
9. myut
10. pyurity
B. Form groups. Talk about the meanings of words in exercise A.

Then as a group, write sentences using these words that form
a paragraph or short story.
C. Write in the space provided the missing letters of each word. Read
the meaning to help you guess the word. These words are related
to Science.
1. ___ at ___ ___ ___ — anything that occupies space and
has mass
2. l ___ q ___ ___ d — a fluid that has no definite shape
as in water
111
3. s ___ l ___ ___ — hard or firm; not in the form of liquid or gas
4. p ___ ___ ti ___ ___ e — any of the basic units of matter and
energy
5. ___ ___ lec ___ l ___ — the smallest particle of a substance
D. All of the spelling words in exercise C are nouns. Paste an example

of each word to show your understanding of its meaning.
1. 2.
3.
4. 5.
112

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So ring to New Heights

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Printed in the Philippines

1 Life: A Gift to Cherish

lesson 1 It Is Great to Be Alive

Listening : Identifying the Speaker in a Prayer

(Kinds of Simple Sentences).............................................. 21

Listening : Following a Set of Verbal Two-Step

lesson 3 What a Bundle of Joy Your Relatives Are!

Listening : Identifying the Main Idea of

Grammar: Recognizing Sentences

lesson 4 Thanks for Being There

Listening : Identifying Important Details

lesson 5 Together Through the Years

Listening : Identifying Polite Expressions

that Start, Keep, and End a Dialogue ......... 77

lesson 6 The World Is Ours

Listening : Noting Important Details

2 Living: A Gift to Offer

lesson 1 Look, What Busy Hands I Have!

Listening : Noting Details that Answer Why

Listening : Noting Unexpressed Ideas

Grammar: Using Demonstrative Pronouns .................. 138

Lesson 3 Pets Cheer Me Up!

Listening : Identifying What Happened Before

Listening : Identifying Parts and Elements

(Adjectives in a Series) ................................................... 192

Listening : Giving the Correct Sequence

Listening : Identifying Information

Speaking : Talking About Your Responsibility

3 Longing: A Gift to Treasure

lesson 1 Got to Get to the Goal

Listening : Making Inferences

lesson 2 Wish Upon a Star

Listening : Drawing Correct Conclusions

lesson 3 We Made It!

Listening : Identifying Causes and Effects

lesson 4 Everyone’s Mission

Listening : Inferring Character Traits

lesson 5 You Can, I Can, We Can

Listening : Identifying Similarities and Differences

lesson 6 Think Bright, Go Right

Listening : Recognizing Descriptions

4 Leisure: A Gift to Share

lesson 1 You Are My Best Bet

Listening : Forming Correct Evaluation

lesson 2 Thumbs Up!

Listening : Noting Details in Quotations

lesson 3 Hats Off

lesson 4 I Love to Sing and Play

(Prepositions) ............................................................... 366

lesson 5 On Your Mark, Get Set, Go!

Listening : Predicting Outcomes in Situations

Listening : Distinguishing Fact from Opinion

Speaking : Convincing a Classmate to Join

About the Authors .......................................................................... 418

Dear Grade 2 Pupils,

Welcome to Abiva’s K to 12 compliant Language series

Each unit has the following components:

Listening : This component includes varied texts like

Speaking : This component gives you opportunities to express

grammar, and punctuation before finally submitting

The author and the publisher wish to thank the

Gayle’s Preschool Rainbow (http://www.preschoolrainbow

The speaker is a c _ i _ d.

Time Started: _ Time Ended: _

1. We should take care of our sense of s __ l.

2. We use our ears for h __ g.

3. We taste our food with our t e.

5. We breathe in air through our n s.