Republic of the Philippines

Marinduque Midwest College

Dili, Gasan, Marinduque

School of Education

Workbook
in
English 6
Jannah S. Salazar
BEEd III-B
 Objectives
Quarter 2 Week 4

 GRAMMAR (EN6G-IVd-1.10)
 Use various types and kinds of sentences for
effective communication of
information/ideas (compound, complex
sentences)
 WRITING/COMPOSITION (EN6WC-IVd-
1.1.6.1)
 Plan a composition using an outline/other
graphic organizers
 VOCABULARY DEVELOPMENT (EN6V-
IVd-12.4.2.3)
 Acknowledgemen
t

I want to express my heartfelt gratitude to those who were so

generous with their time and expertise.
To our Almighty God for the knowledge, strength, and
wisdom, His guidance leads me to the success of this workbook.
To my parents for their unwavering love, financial and endless
support, encouragement, and for being my inspiration to go on
amidst of all the hard works in life.
Most of all to our instructor, Mr. Joey Semilla, for giving me
an opportunity to accomplish such great achievement on making a
challenging task like this one, for his exemplary guidance and
monitoring, for his constant encouragement throughout the course
of this workbook and for molding me to be competent and
knowledgeable regarding this kind of matter which can
greatly aid me in overcoming all the difficulties I might encounter
along my life’s journey.
 WRITING/COMPOSITION
(EN6WC-IVd-1.1.6.1)

Plan a composition using an

outline/other graphic
organizers
Time to Study
Using an Outline and Other Graphic Organizers
in Writing Composition

Directions: Read the paragraph below based on the outline.

Birds

Birds come in all shapes and sizes, but they all have wings and feathers.
The ostrich is the largest bird. It can weigh more than 150 kg. The smallest bird,
the bee hummingbird, weighs about 1.8 grams.
Birds developed from scaly reptiles that lived about 180 million years ago.
Their scales changed into feathers and their front legs became wings. Birds have
hollow bones for lightness in the air and strong breasts for their wings. Large
birds can flap their wings slowly and float on air currents. Small birds have to flap
their wings harder to stay in the air.
All birds lay eggs. Most are busy parents who work hard to rear their
young. Some lay their eggs in other bird’s nests for foster parents to rear. Other
birds bury their eggs in warm places and leave them. Most birds are wild but
some, such as chickens, ducks, pigeons and canaries, have been domesticated.
 The details of a paragraph or selection can be best remembered when
you prepared an outline.
 An outline is a lettered or numbered list that notes down the
important points of composition.
Writing a Composition Based on an Outline
  A composition should start with the introduction, proceed with the
body and end with a conclusion.
 The introduction is going to present the topic you will be discussing
and give an overview of it.
 The body will elaborate on the topic
 The conclusion will summarize the important points and/or leave a
message for the readers to ponder on.
 In writing paragraph observe indention and punctuation.
 The outline is brief and may contain phrases or keywords, but
composition must make use of complete sentences. You may also
elaborate on ideas and add details.

T Time to Write

Activity 1
Directions: Study the outline below then write a three paragraph composition
about it.

Topic sentence: My Pet Goldfish

I. My pet goldfish
A. Its name is Hagrid
B. Its name is inspired by one of the characters from the movie Harry
Potter
C. It is golden orange with a silver belly

II. Why I like it

A. It was given by my aunt as a birthday gift
B. Hagrid is a very lively fish
C. Moves its tail during mealtimes

Conclusion: He may not be a dog or a cat. He is my pet and I love him.

Activity 2
Directions: Write the paragraphs based on the outline given below.
The Student Center
Topic Sentence: Eating in the Student Center is a pleasant experience.
I. Food is excellent
A. Food is well-prepared and delicious
B. Many different foods (hamburgers, tacos, pizza and chicken)
C. You can select the food that you want
 .

Activity 3
Directions: Copy the outline. Rewrite it in paragraph form.
I. Germs grow easily
A. Grow in dirty places
B. Grow in places of different temperature
C. Grow in bright or dark places

II. Germs are spread in many ways

A. Spread when people sleep together
B. Spread by using common things
C. Spread by sneezing, coughing or kissing
Activity 4

Directions: Please write about a member of your family.

Describe how you picture him or her and how you feel about him or her.

Here are some questions you might ask yourself:

•What does this person look like?
• What work does he or she do?
• What are his or her interests?
• What do you admire about this person?
• What have you learned from him or her?
• What is your favorite activity with this family member?

Activity 5
Directions: Write about your summer vacation. These are some questions that you might
want to ask yourself:
• What are some of the places you visited?
• Who are some of the people you met?
• What are some of the activities you participated in?
• What new adventures did you have?
• Did you learn any new and interesting things?
• What are some of your feelings about your summer vacation?
• What would you like to do next summer vacation (especially
if it is something that you did not get to do this past summer
vacation)?

Activity 6

Directions:
A. A student began this cluster diagram. Expand the diagram by adding details and
attaching them to the cluster.

My Community

B. Drafting Use the cluster diagram you created in Part A to draft a paragraph. You
may use only a part of the cluster diagram. Remember to organize the details in your
paragraph and to include a topic sentence.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
 ______________________________________________________________________
_________

C. Using All Your Senses

Directions: Think about the last time you drank a cold glass of milk, bit into an apple,
polished off a hamburger, or ate your favorite snack. Try to recall a way the experience
affected all your senses. Did you hear the hamburger sizzle as it cooked, for example?
Below, list the food or drink of your choice and a descriptive word or phrase beside
each sense it affected.
Food or drink:_________________________________________________
How it looked:__________________________________________________
How it sounded: ________________________________________________
How it felt: ______________________________________________________
How it smelled: _____________________________________________________
How it tasted: _____________________________________________________

D. Using Details in Your Writing Use your recollections in Part A to write a brief
description about the food or drink— for example, “I am peeling a bright, round
orange. . . .”

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
 VOCABULARY
DEVELOPMENT
Infer meaning of borrowed words using
(EN6V-IVd-12.4.2.3)
prefix

Infer meaning of borrowed

words using prefix
 Read and Learn
Identifying Meanings of Words through their Prefixes

A prefix is a syllable placed before a root word to change its

meaning or form a new word.

Examples:

prefix meaning

super means superior

ex means former

over means too much

Study the chart.

(Prefix)
Syllables
Meaning of
Word Root Word added before Meaning of the word
the prefix
the root
word
inattentive attentive in not not attentive
impossible possible im not not possible
unbelievable believable un not not believable
misunderstood understood mis not not understood
replaced placed re again placed again

Activity 1
Directions: Underline the prefix in each word. Then write the meaning of the
prefixed words in your notebook.

1. supergirl 5. ex-performer
2. ex-mayor 6. superferry
3. overweight 7. ex-member
4. superhighway 8. overcrowded

Activity 2
Directions: Read each sentence. Add one of the prefixes to the italicized word to
complete the meaning of each sentence. Use a separate sheet.

super ex over

1. Lea Salonga, a child prodigy, an acclaimed singer actress and Laurence

Olivier awardee is now a _________star.
2. As a performer, she is indeed a talented and intelligent _________ girl who
achieved much in a very short time.
3. Lea does not like to perform in an _______crowded auditorium.
4. After audition, Lea flew to London via ___jet to play Miss Saigon.
5. She was an ___ member of Repertory Philippines.
6. Being an ______ movie star helped her in stage acting.

Find Out and Learn

Activity 3
 Directions: Study the chart. Fill in each box with the correct answers. The first row
was done for you.

Meaning of
Word Root Word Prefix Meaning of the word
the prefix
untrue true un not not true, false
disobedient not not obedient
disrespectful dis no, not rude
misbehave mis not
unprepared prepare not
immature
incorrect correct not

Try and Learn

Activity 4
Directions: Decide whether to add the prefix im-, dis-, or –un to the following root
words. Make sure the new words are the opposite of the given word.
1. decided undecided
2. partial ___________
3. moral ___________
4. material ___________
5. measurable ___________
6. able ___________
7. connected ___________
8. tamed ___________
9. continue ___________
10. respect ___________

Do and Learn
Activity 5
Directions: Add a prefix to the root word in the parentheses to make the
sentence correct. Write the newly formed word on the blank.
1. Alden was a strange boy. He is an (usual) ______________ boy.
2. Richelle does not listen to her Music teacher. She is (attentive)
_____________________.
3. Many pupils did the wrong thing because they (understood)
_____________ the instructions.
4. He was not neat. He is (tidy) _______________.
5. A four-year old child is (capable) _______________ of going to
school alone.

Learn Some More

Activity 6
Directions: Study the prefix of the words in the box. Write each word under the
proper column. Study the given example.

im un dis re in mis
immortal
unusual discomfort misspell impolite
unpaid disobey misplace incorrect
untidy incomplete immature unreal
immortal invalid impatient rewrite
disconnect misuse reuse recycle

Activity 7
Prefix Chart: What’s the Meaning?
Directions: Complete the chart below. For each word write the prefix and its
meaning in the spaces provided.

Prefix Prefix Meaning

1. unlucky
2. tricycle
3. nonsense
4. misunderstand
5. disobey
6. international
7. rebuild
8. prevent
Activity 8
Prefix Meaning Match
 Directions: Match the prefix to its meaning by writing the letter in the blank.
Use the words after each prefix as a hint.

_______1. ex export A. again

_______2. bi bicycle B. not
_______3. pre preschool C. after
_______4. mis misspelling D. out or away from
_______5. un unhappy E. two
_______6. ped pedal F. wrong
_______7. tri triangle G. before
_______8. re rebutton H. across
_______9. trans transport I. three
_______10. post postdate J. foot

Activity 9
Match the Prefix and Root
Directioins: Combine each root word in the bank with the
correct prefix. Use each prefix only once.

Root Prefix
active
agree dis
behave ex
air il
im im
legal in
in mis
pert pre
mis un
1. _____________________________________

2. _____________________________________

3. _____________________________________

4. _____________________________________

5. _____________________________________

6. _____________________________________

7. _____________________________________

8. ___________________________________
 Activity 10

Prefix Meaning Example

dis- not dislike
im- not impossible
in- not inactive
mis- wrong or badly misunderstood
pre- before prepay
re- again or back redo
un- not untied
Write a single word with a prefix that matches each definition.

example: to pay back - repay

1. not polite - ___________________

2. charge again - ________________

3. not safe - ____________________

4. spell wrong - _________________

5. behave badly - ________________

6. tie again - __________________

Activity 11

Directions: Highlight the prefix in each word. Then write a definition for each
word.

example: refill- to fill again

1. unusual ________________________________________________________
2. misunderstand_______________________________________________
3. reheat _________________________________________________________
4. preview______________________________________________________

Activity 12
Prefixes: dis- and un-
The prefixes dis- and un- mean not.

Arlene does not like peas. It’s not safe to ride a

in a busy street.

Arlene dislikes peas. It’s unsafe to ride a bike in

a busy street.

Directions: Write a single word with dis- or un- to complete each sentence.

1. My shoe is ____________________. (not tied)

2. Carl ________________________ with Paul. (does not agree)

3. Abby is ____________________ to beat me in the video game. (not able)

4. Will ________________________ his parents. (does not obey)

5. Mrs. Wu said she does not want ________________________ homeworks

handed in. (not finished)
GRAMMAR (EN6G-IVd-
1.10)
 Use various types and kinds of
sentences for effective
communication of information/ideas
(compound, complex sentences)

Time to Study
A. Using Conjunctions in Simple Sentences
 Sajid and Zarinah are just two of our many Muslim brothers and sisters in
Mindanao.

Sajid and Zarinah are neighbors and over the years they have become good
friends. They live near the sea which Sajid calls “waters”.

Another neighbor has a boat and the two children are allowed to use it any time
they like. They sail the boat or spend their afternoons swimming. Sajid loves
fishing but Zarinah finds it boring. She just swims or gathers shells.

On Saturdays and Sundays they often have beach picnics with their friends. Theh
boys including Sajid make a charcoal bonfire and the girls set a picnic mat on the
sand. Most of their friends prefer fish but sometimes they have roast chicken.

Sajid usually plays his guitar and everyone sings or dances. After every picnic they
clean up the beach and carry all the dishes and food back home. They go home
before dark or they wait for the beautiful sunset.

1. What do Sajid and Zarinah enjoy doing by the beach and at the sea?
2. How do Sajid, Zarinah, and their friends usually spend the weekends?
3. How do they spend an afternoon at the beach?

How are the words and phrases in the following simple sentences connected?

1. Sajid and Zarinah are good neighbors and friends.

2. You and I are the best of friends.
3. We sail on or swim in the sea.
4. Fishing is enjoyable but sometimes boring.
5. With friends, we have picnics either in the morning or in the afternoon.
 Words like and, but, and or connect words or phrases. They are called
conjunctions.

What words does the conjunction and connect in sentences 1 and 2?

Sajid and Zarinah, neighbors and friends, You and I. Sajid and Zarinah are nouns
used as compound subjects. You and I are pronouns used as compound subject, too.
Neighbors and friends are nouns used as predicate nouns. And expresses addition.

What words or phrases does the conjunction or connect in sentences 3

and 5? Sail and swim are used as compound predicate. In sentence 5, in the
morning and in the afternoon are prepositional phrases that denote time. The
conjunction either-or expresses choice.

In sentence 4, the conjunction but connects the adjectives enjoyable and

boring. But shows contrast.

SAVE AS…..

A simple sentence expresses a single idea or thought. A

compound sentence is made up of two or more independent clauses usually joined by
the conjunctions and, or, and but. And expresses addition, or tells choice, and but
shows contrast. Other conjunctions that may be used are yet, so, and for. Yet means
but at the same time, so means therefore, and for means because.
A comma is usually used before the conjunction in a compound sentence.

Time to Work Out

Activity 1

Directions: Read each sentence in the paragraph carefully. Identify

the conjunction used. Then, tell whether the sentence is a simple or a compound
sentence.

The girl scouts of Julian Felipe Elementary School camped for three days.
One night, they told stories after supper. Then , they went back to their tents and
they fixed their beddings. The scout leader visited each tent and the campers were
happy for that. The next day the girls got up early and all of them jogged around
the campsite. Their breakfast afterwards was simple but it was nutritious. Next, the
girls prepared for the hike uphill and down the rainforest.

Activity 2
Dierctions: Determine if the following sentence structures are simple or compound.

1. On Saturday we ate spaghetti.

2. Anne liked her doll and book best.
3. The rabbit went under the fence, and the wolf could not follow it.
4. Once every year, Gillian writes her teacher a thank you note for her help.
5. The sun set and the moon rose.
6. I can’t come over, for it’s after bedtime.
7. Every Wednesday the car drives down the road, and everyone runs.
8. We try to do our best in everything we do.
9. Who ate the last donut on the counter?
10. The chair rocked back and forth, and the windows slammed shut.

Activity 3

Writing Compound Sentences

A compound sentence is composed of at least two independent

clauses.

Directions: Create a compound sentence by combining the two simple sentences

below the conjunction (and, or, but).

Example A: David likes to swim. David likes to hike.

Answer: David likes to swim, and he likes to hike.

1. John likes video games. John likes reading.

______________________________________________________________

2. Stephen must study. Stephen will not pass the test.

3. Jill should show up on time. Jill will not be able to enter.

__________________________________________________________________
4. The boy plays basketball. The boy plays soccer.

__________________________________________________________________
5. My mom will sleep. My mom will rest.

Activity 4

Circling Compound Sentences

Directions: Circle the correct conjunction that completes each compound sentence
below.

Example A: John (and / or / but) Sam collected comic books, but they lost them.

Answer: and

1. Dan likes to race his car fast, (and / or / but) he should think about safety.

2. I knew exactly where I put my wallet, (and / or / but) I still couldn’t find it.

3. I love to draw, (and / or / but) my friend loves to design in art class.

4. We went to the hospital, (and / or / but) we found out it was closed early.

5. I have fifty dollars, (yet / and / so) I still can’t afford the new video game.

6. I didn’t study hard enough, (yet / and / so) I didn’t pass my latest exam.

Activity 5