Q2 Eng 3

QUARTER 2
English G3
Republic Act 8293, section 176 states that: No copyright shall
subsist in any work of the Government of the Philippines. However,
prior approval of the government agency or office wherein the
work is created shall be necessary for exploitation of such work for
profit. Such agency or office may, among other things, impose as
a condition the payment of royalties.
Borrowed materials (songs, stories, poems, pictures, photos,

brand names, trademarks, etc.) included in this book are owned
by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and the authors
do not represent nor claim ownership over them.
This module was carefully examined and revised in

accordance with the standards prescribed by the DepEd
Regional Office 4A and CLMD CALABARZON. All parts and
sections of the module are assured not to have violated
any rules stated in the Intellectual Property Rights for
learning standards.
The Editors
PIVOT 4A CALABARZON English G3

PIVOT 4A Learner’s Material
Quarter 2
Second Edition, 2021
English
Grade 3
Job S. Zape, Jr.

PIVOT 4A SLMs Development Lead
Jhonathan S. Cadavido & Mylene M. Dimaculangan

Content Creator & Writer
Jhonathan S. Cadavido
Internal Reviewer & Editor
Fe M. Ong-ongowan & Hiyasmin D. Capelo

Layout Artist & Illustrator
Alvin G. Alejandro & Melanie Mae N. Moreno
Graphic Artist & Cover Designer
Ephraim L. Gibas
IT & Logistics
Rubie Sajise & Marietta Parungao
External Reviewers & Language Editors
Published by: Department of Education Region IV-A CALABARZON

Regional Director: Francis Cesar B. Bringas

Guide in Using PIVOT 4A Learner’s Material
For the Parents/Guardians
This module aims to assist you, dear parents, guardians, or

siblings of the learners, to understand how the materials and activities
are used in the new normal. It is designed to provide information,
activities, and new learning that learners need to work on.
Activities presented in this module are based on the Most
Essential Learning Competencies (MELCs) in English as prescribed by
the Department of Education.
Further, this learning resource hopes to engage the learners in
guided and independent learning activities at their own pace.
Furthermore, this also aims to help learners acquire the essential 21st
century skills while taking into consideration their needs and
circumstances.
You are expected to assist the children in the tasks and ensure
the learner’s mastery of the subject matter. Be reminded that learners
have to answer all the activities in their own notebook.
For the Learners
The module is designed to suit your needs and interests using the
IDEA instructional process. This will help you attain the prescribed
grade-level knowledge, skills, attitude, and values at your own pace
outside the normal classroom setting.
The module is composed of different types of activities that are
arranged according to graduated levels of difficulty—from simple to
complex. You are expected to :
a. answer all activities in your notebook;
b. accomplish the PIVOT Assessment Card for Learners on page
38 by providing the appropriate symbols that correspond to your
personal assessment of your performance; and
c. submit the outputs to your respective teachers on the time
and date agreed upon.

Parts of PIVOT 4A Learner’s Material
K to 12 Learning
Descriptions
Delivery Process
This part presents the MELC/s and the desired
Introduction
What I need to know learning outcomes for the day or week, purpose of
the lesson, core content and relevant samples. This
maximizes awareness of his/her own knowledge
What is new as regards content and skills required for the
lesson.
This part presents activities, tasks and contents of
What I know value and interest to learner. This exposes him/her
Development
on what he/she knew, what he/she does not know

and what he/she wants to know and learn. Most of
What is in
the activities and tasks simply and directly revolve
around the concepts of developing mastery of the
What is it target skills or MELC/s.
In this part, the learner engages in various tasks

What is more and opportunities in building his/her knowledge,
skills and attitude/values (KSAVs) to meaningfully
connect his/her concepts after doing the tasks in
Engagement
the D part. This also exposes him/her to real life

situations/tasks that shall: ignite his/ her interests
What I can do
to meet the expectation; make his/her
performance satisfactory; and/or produce a
product or performance which will help him/her
What else I can do fully understand the target skills and concepts .
This part brings the learner to a process where he/

she shall demonstrate ideas, interpretation,
What I have learned
mindset or values and create pieces of
information that will form part of his/her
Assimilation
knowledge in reflecting, relating or using them

effectively in any situation or context. Also, this
What I can achieve part encourages him/her in creating conceptual
structures giving him/her the avenue to integrate
new and old learnings.
This module is a guide and a resource of information in understanding the
Most Essential Learning Competencies (MELCs). Understanding the target contents
and skills can be further enriched thru the K to 12 Learning Materials and other
supplementary materials such as Worktexts and Textbooks provided by schools
and/or Schools Division Offices, and through other learning delivery modalities,
including radio-based instruction (RBI) and TV-based instruction (TVI).

WEEK BE-Verbs
1 Lesson
I
A verb tells an action or a state of being. One of the commonly
used verbs is be-verbs. Be-verbs show the state of being.
In this lesson, you are expected to use be-verbs (am, is, are, was,
were) correctly in sentences.
Claude, a transferee and your new classmate, was asked by
your teacher to introduce himself. Let us examine how he introduced
himself to the class.
Hi, classmates! My name is Claude

B. Reyes. I was born on May 8, 2012. I am
eight (8) years old. I am an only child.
English is my favorite subject. My hobbies
are playing basketball and singing. My
parents are very supportive. They are my
best buddies.
 What is the name of your new classmate?

 How old is he?
 When was he born?
 What are his hobbies?
 What are his descriptions about his parents?
D
Learning Task 1: Write BE if the underlined be-verb is correctly used in
each sentence. If it is incorrect, write the correct one. Write your
answers on your answer sheet.
_____1. The books were on the floor. Pick them up now.
_____2. My sister and my mother am both busy today.
_____3. Celia is in the hospital yesterday.
_____4. There are many items in our local supermarket. There are dairy
and farm products. There are also kitchen and other
household items.
_____5. I were in Manila last week.

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_____6. This movie am not really good. It is time to go home.
_____7. My brother knows how to fly an airplane. He is a pilot.
_____8. The students is in the library.
_____9. December was the last month of the year.
_____10. I was late. She is not there anymore when I arrived.
Be-verbs are verbs that indicate the state of being. The basic be
-verbs take the following forms: am, is, are, was and were.
Let us examine the table below.
Pronoun Present Past

I am was
You (Singular) are were
He/She/It is was
We are were
You (Plural) are were
They are were
Examples: I am happy.
You are indeed a good friend.
You were at the cafeteria yesterday.
He is my new classmate.
It was the most beautiful park in the city.
We are cousins.
They are here to sell their farm products.
They were at the party.
Take note that be-verbs may also be used with noun subjects.
Examples: Claudia is our class president.

Claude and Van were seatmates.
The notebooks are in the bag.
My pen is new.

7
E
Learning Task 2: Identify the correct be-verb to be used in each
sentence below. Write the letters of your answers on your answer
sheet.
_____1. Where are you from? I _____ from Pagsanjan, Laguna.

a. are b. is c. am
_____2. What time _____ it now?
a. was b. is c. are
_____3. There _____ many animals in our farm.
a. am b. are c. is
_____4. Alex _____ the tallest in his class before.
a. was b. were c. is
_____5. How old _____ you when your mother left for the States.
a. were b. am c. is
_____6. The movie that we watched yesterday _____ quite boring.
a. were b. is c. was
_____7. The show was starting when we arrived. We ____ late.
a. were b. are c. is
_____8. Are you thirsty? Yes, I _____.
a. were b. was c. am
_____9. Marla and Marle _____ twins. They like to wear similar shirts.
a. are b. were c. was
_____10. January_____ first month of the year.
A
Using the format on page 6, introduce yourself to Claude. Say
something about your name, birthday, age, favorite
subject, hobbies and parents. Write your self-introduction on a
separate sheet of paper.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

8
Simple Tenses of Verbs WEEK
Lesson 2
I
A verb tells an action or a state of being. It describes an
action about something that happened, happens and will happen.
Verbs take different forms depending on the subjects and the time
references.
In this lesson, you are expected to use simple verbs (past,
present and future) in sentences.
Study the pictures below. Describe the things that the characters
do in each picture.
D
Learning Task 1: Using the verb written before each item, complete
each sentence by supplying the correct verb tense/form. Write your
answers on your answer sheet.
(plant) 1. Anthony _____ fruit-bearing trees in his farm

yesterday.
(bring) 2. Mia _____ the items to her clients next week.
(watch) 3. My friends _____ a movie this weekend.
(visit) 4. I _____ my grandparents every weekend.

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(sing) 5. Eunice _____ a song on my cousin’s wedding next
month.
(take) 6. Cardo _____ part in an online quiz show and won
the grand prize.
(fall) 7. The team rescued the boy who ____ into the river.
(win) 8. Last year, Jasmine _____ first prize in the 1000-meter
race.
(write) 9. I _____ songs during my free time.
(present) 10. The children _____ their favorite toys during the toy
fair last month.
Simple Tenses of Verbs

Verb tense expresses when the action happens. Verbs have
three simple tenses: past tense, present tense and future tense.
 Past tense is used to describe an action that happened in the
past. Regular verbs form their past by adding –d or –ed.
Meanwhile, past tense of irregular verbs are expressed by either
changing or not changing their spelling. Time
indicators used are yesterday, last week and two years ago,
among others.
Examples: We visited our grandparents last week.
Jayson submitted his project yesterday.
 Present tense is used to describe an action that is currently
happening. For singular subjects, present forms are expressed by
adding -s, while for plural subjects, the verbs are expressed in its
base form.
Examples: The sun shines brightly.
Jack and Jill love their parents.
 Future tense is used to describe an action that is about to
happen. The commonly used time indicators are tomorrow, next
week and later, to mention a few. The verb is commonly
preceded by the word will.
Examples: Andrei will visit his dentist next week.
Verbs Past Present Future
want wanted want will want
Regular walk walked walk will walk
Verbs jump jumped jump will jump
water watered water will water
eat ate eat will eat
Irregular draw drew draw will draw
Verbs set set set will set
put put put will put
10
E
Learning Task 2: On your answer sheet, copy and complete the table
below, then write the past, present and/or future forms of each
given verb.
Verbs Past Present Future
1 write
2 sing
3 plant
4 play
5 talk
6 sleep
7 watch
8 cry
9 kiss
10 hug
A
Complete the prompts below by supplying the
information being asked. Write your answers on your answer sheet.
Tell us what you did yesterday, what you do today, and what
you will do tomorrow.
Yesterday, I _______________________________________.
Today, I ___________________________________________.
Tomorrow, I will ____________________________________.

11
WEEK Initial and Final Consonant Blends
3 Lesson
I
In English, there are 21 consonants. These consonants are
combined with vowels in forming words. Sometimes, they are also
clustered to form distinguished sounds. The distinguished sounds of
clustered consonants in words are known as sound blends.
In this lesson, you are expected to read words with initial and
final consonant blends.
Study and name the pictures below.
frog flag clap drum
SALT
hand tent lamp salt
D
Learning Task 1: Identify the consonant blend in each name of the
picture above. These blends may occur either in initial or final positions.
Write your answers on your answer sheet.
Consonant blends are also known as consonant clusters that

form distinguishing sounds. These blends may occur in initial or final
positions.
Initial and Final Consonant Blends
Initial consonant blend is a cluster of consonant sounds at the

beginning of a word.
Examples: play draw plan pray clay
clam swim glad trap trip

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Final consonant blend is a combination of consonant sounds at
the end of a word.
Examples: pink park sand bird raft
sink bend tank mark past
E
Learning Task 2: Identify the initial or final consonant blend that
matches the name of each picture below. Write your answers on your
answer sheet.
1. 4.
sp ft lt nk lt ft
2. 5.
fr st tr sk nt lt
3. 6.
bl tr pr nd nt ft
A
Read the words below. Then, identify the initial consonant blend
used in each word. Write your answers on your answer sheet.
1. black 6. glow 11. claw
2. glue 7. trap 12. trip
3. green 8. trail 13. clear
4. grow 9. prize 14. spot
5. flat 10. snow 15. trash
Read the words below. Then, identify the final consonant blend
used in each word. Write your answers on your answer sheet.
1. bark 6. hint 11. part
2. bulk 7. pink 12. child
3. plant 8. list 13. corn
4. cart 9. toast 14. bulb
5. sulk 10. camp 15. milk

13
Words and Phrases in Text
Lesson
I
Words are composed of letters and sounds while phrases are
formed by combining words together. In this lesson, you are expected
to read familiar words and phrases in texts.
Let us read the words and/or phrases below.
Group A Group B
park in the park
girl beautiful girl
tree huge tree
flag colorful flag
table on the table
mask wearing a mask
journey long journey
car new car
clock old tower clock
 What can you say abut the words listed in Groups A and B?
 Are there differences among them?
 How do they differ in terms of structure?
D
Words
Letters are combined to form words. Words vary in terms of
structure and number of letters. There are short and long words.
Examples: beautiful woman dress
disease alcohol medicine
Phrases
Phrases are formed by combining words together. These phrases
give descriptions or ideas about a particular topic or subject.
Examples: my black dress at the canteen
beautiful girl blue tent

14
E
Learning Task 1: Read the poem below. Identify if the underlined
group of letters compose a word or a phrase. Write your answers on
your answer sheet.
Trees
by Joyce Kilmer
1I think that I shall never see

2A poem lovely as a tree.
3 A tree whose hungry mouth is prest
4 Against the earth’s sweet flowing breast;
5 A tree that looks at God all day,
6 And lifts her leafy arms to pray;
7 A tree that may in Summer wear
8 A nest of robins in her hair;
9 Upon whose bosom snow has lain;
10 Who intimately lives with rain.
11 Poems are made by fools like me,
A
Read the story below. Identify if the underlined group of letters
compose a word or a phrase. Write your answers on your answer
sheet.
The Ants and the Grasshopper

by Aesop
One bright day 1 in late autumn, a family of Ants were bustling

about in the 2 warm sunshine, drying out the grain, they had stored up
during the summer, when a starving Grasshopper, his 3 fiddle under his
arm, came up and humbly begged for 4 a bite to eat.
“What!” cried the Ants in surprise, “haven’t you stored anything
away for the winter? What in the world were you doing last summer?”
“I didn’t have time 5 to store up any food,” whined the
Grasshopper. “I was so busy making music that before I knew it, the
6 summer was gone.”
The Ants shrugged their 7 shoulders in disgust.

“8 Making music, were you?” they cried. “Very well; now dance!”
And they turned 9 their backs on the Grasshopper and went on their
10 work.

15
WEEK Consonant Digraphs (CH and SH)
4 Lesson
I
Understanding various sounds is important in reading. Unique
sounds may be formed as a combination of various sounds. Digraphs
are important sounds produced after combining different sounds.
In this lesson, you are expected to read words, phrases,

sentences and short stories consisting of words with consonant
digraphs ch and sh.
Let us name the pictures below.
Group A Group B
 What sounds are produced by each group pictures above?

 How do you call these sound classifications?
D
Learning Task 1: On your answer sheet, copy and read the words,
phrases and sentences below.
church watch shop fish

chicken child shark shirt
the cheerful child the shirt shop

the cheesy chips fish, shell and shark
The child eats his lunch at the shop.

Trish and Sheena wish to buy new shoes at the shop.
Consonant Digraphs CH and SH

Consonant digraphs consist of two closest consonant sounds
that produce one sound. Common examples of consonant digraphs
include ch and sh. These consonant digraphs represent unique sounds
especially when used in words.

16
E
Learning Task 2: On your answer sheet, copy and read the words
below. Then, underline the consonant digraphs ch and sh.
1. check 6. sheet
2. chase 7. shovel
3. dish 8. chain
4. shampoo 9. chance
5. shark 10. squash
Learning Task 3: On your answer sheet, copy and read the phrases
below. Then, underline the consonant digraphs ch and sh.
1. cheerful churchmen 6. shaping the shoreline

2. sheep, sheet and shop 7. chilling cheese
3. shiny shoes 8. cheesy chicken
4. Shelton’s shell 9. shampoo and cash
5. rich child 10. chips for lunch
A
Read the passages below. On your answer sheet, copy the
words with consonant digraphs ch and sh.
1. Shelton, a famous churchman, owns a shop. He sells shells, chips,

cherry and cheese. His shop also has shoes and shirts. He loves to sit
in his chair which he uses while counting his cash. He is a cheerful
shop owner. He always chats with his employees Trish, Pash, Shem,
and Shane He also gives them checks for their salaries. He is indeed
a worker’s champion.
2. Cherious is a charming and responsible child. She cleans her room

everyday. She places her trash in proper bins. She changes her
sheets frequently. Whenever she has a chance, she helps her mom
in preparing chicken delicacies using her chopped secret
ingredients. They sell them and earn cash which they donate to the
Church and other charitable institutions.

17
Consonant Blends and Consonant Digraphs
Lesson
I
Unique sounds are formed by combining individual sounds.
These unique sounds may be produced in the form of consonant
blends and consonant digraphs.
In this lesson, you are expected to spell one– to two-syllable

words with initial and final consonant blends (e.g. pl, tr) and
consonant digraphs (ch and sh).
Let us read the words below.
trap play share chair

trip plain wish cheer
track plum mash chance
train place shame chart
trail plow shadow cheek
 How are the words formed?

 What sound features are used in each word?
D
Consonant Blends
Consonant blends are composed of letters blending their sounds

together. Each letter is pronounced individually forming a blend of
sounds. These blends may occur either in initial or final position. Some
of these blends include pl, tr, gl, fl, bl, cl, sl, br and dr.
Examples: glue black clay sleep brain drop

gloves blood clean slay brown dry
Consonant Digraphs CH and SH
Consonant digraphs consist of two closest consonant sounds

that produce one sound. Common examples of consonant digraphs
include ch and sh. These consonant digraphs represent unique sounds
especially when used in words.
Examples: chill champ dish sheer

18
E
Learning Task 1: On your answer sheet, copy the words below. Then,
underline the consonant blend and/or consonant digraph used in
each item.
1. breeze 6. slice 11. break

2. blame 7. slip 12. glaze
3. clean 8. please 13. plus
4. drive 9. share 14. cash
5. flow 10. change 15. hush
A
Name each picture below using consonant blends and
digraphs. Write your answers on your answer sheet.
1. 6.
t
o
2. 7.
y e
3. 8.
a e
4. 9.
o i
5. 10.
e a

19
WEEK Possessive Pronouns
5 Lesson
I
In English, there are words that are used to replace nouns. These
are called pronouns. These pronouns may also be used to show
possession. Showing possession is necessary to emphasize ownership of
something.
In this lesson, you are expected to identify commonly used

possessive pronouns and use them in sentences.
Let us study the conversation below.
Hi, Charmie! Hello, Leo!

This is my new Look at my bag.
bag where I My books are
place my here.
modules.
Oh, yes! I wrote

Oh, have you my answers in
finished our my English
assignment ? notebook.
 Who has a new bag?

 What did Charmie write in her notebook?
 Which notebook did she use in writing her answers?
 What can you say about the highlighted words?
D
Learning Task 1: Identify the possessive pronoun/s used in each
sentence below. Write your answers on your answer sheet.
1. My family visited my grandparents last weekend.

2. Their father has been working hard to support their needs.
3. His sister passed the performance task.
4. I will submit my assignment tomorrow.
5. The teacher checked our test papers.
6. The farmer harvested his crops.

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7. My uncle planted fruit-bearing trees in our backyard.
8. This pen is mine not yours.
9. My module contains different lessons and activities.
10. The company issued a memorandum to its employees.
Possessive Pronouns
Possessive pronouns show ownership or possession. They state

that something belongs to someone. Unlike nouns which use
apostrophes (and –s) in showing possession, pronouns do not.
Possessive pronouns include my (mine), our (ours), your (yours), his, her
(hers), its and their (theirs).
Examples: my phone your table

his books her scissors
its decision their crops
This pen is mine.

The oldest shop in the city is ours.
Some books are missing. Can I borrow yours?
That new bicycle is his.
That beautiful dress is hers.
The machine in the corner is theirs.
E
Learning Task 2: Identify the possessive pronoun/s used in each
sentence below. Write your answers on your answer sheet.
1. These shoes are not yours. They are mine.

2. Place these books on his table.
3. The company sells its products in low prices.
4. Mr. and Mrs. De Chavez bought plants for their house.
5. Your new phone looks expensive.
6. My mother owns the new car outside. It is hers.
7. Everyone likes his attitude. He is really an admirable employee.
8. Can you submit your report tomorrow?
9. We regularly visit our grandparents in their farm.
10. Our teacher explains his lesson well.

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Learning Task 3: Identify the correct possessive pronoun/s to be used in
each sentence below. Write your answers on your answer sheet.
1. Cherry Anne submitted (his, her) report on time.
2. The company released the benefits to (its, their) employees.
3. Felipe donated (his, its) salary to the foundation.
4. Carla and Carlo cooked (its, their) favorite dish.
5. (Yours, Your) test will be administered tomorrow.
A
Re-write the sentences below using the correct possessive
pronouns of the underlined nouns. Write your answers on your answer
sheet.
Example: Raquel’s bag is new.

Her bag is new.
1. School’s mission has been achieved.

____________________________________________________
2. Maria borrowed Jessa Mae’s laptop.

____________________________________________________
3. The contractor has started building my friends’ house.

____________________________________________________
4. I stayed at Jayson’s house.

____________________________________________________
5. Which one is my table?

____________________________________________________

22
Cause and Effect WEEK
Lesson 6
I
One of the ways used in sentence development is by
identifying the cause-and-effect relationship. This sentence
development helps you in enhancing your critical thinking skills.
In this lesson, you are expected to identify cause-and-effect

relationship.
Let us study the picture below.
 What does the picture above show ?

 What do you think are the possible effects of a typhoon?
D
Learning Task 1: Copy the sentences below on your answer sheet.
Then, underline the cause and encircle the effect.
1. It was raining hard so I used my umbrella.

2. Joy was so hungry because she did not eat her breakfast.
3. It was almost dark so Brix hurried in order to arrive home on time.
4. The streets were flooded because of the heavy rain.
5. There is a huge wildfire. It causes wildlife to be homeless.
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CAUSE-AND-EFFECT
Sentences may be developed using cause-and-effect

relationship. This sentence development shows clear relationship
between ideas showing the cause why a certain thing happens and
an effect of the identified cause.
cause effect
When you sneeze , you may blow the virus into the air.
effect cause
Claude missed his flight because he did not arrive on time.
E
Learning Task 2: Identify at least two (2) possible effects for each
picture below. Write your answers on your answer sheet.
1. 3.
_____________________________ _____________________________
_____________________________ _____________________________
2. 4.
_____________________________ _____________________________
_____________________________ _____________________________
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Learning Task 3: On your answer sheet, copy the sentences below.
Then, underline the cause and encircle the effect.
1. I have cavities. I do not usually brush my teeth.

2. He spends a lot of money in buying cigarettes. He has lung cancer
now.
3. There was a strong typhoon causing the ship to sink.
4. Mario is considered an obese child because he eats too much.
5. Many fish died due to oil spill.
6. My parents were late for work because my father forgot to set the
alarm.
7. Due to the implementation of various community quarantines, the
spread of the virus is now under control.
8. Many employees were laid off due to economic shutdown.
9. Due to increase in price, the sales decrease.
10. Martin was promoted. He did his best to satisfy the company’s
demands.
A
Complete each statement below by supplying the
correct cause or effect. Write your answers on your answer sheet.
1. The child got sick because _____________________________________.

2. The ice in the freezer melted because __________________________.
3. I spilled my juice on the floor so _________________________________.
4. A large meteor hit the planet so ________________________________.
5. Because of global warming, ____________________________________.
6. Laarni completed all her office tasks so _________________________.
7. Since the script of the story has been edited, ___________________.
8. When the teacher arrives, ______________________________________.
9. __________________________________________ so she passed the test.
10. _____________________________________________ due to air pollution.

25
Making Inferences and Drawing Conclusions
Lesson
I
In reading texts, you have to be very careful in analyzing details.
These details will give you deeper understanding on the content and
context that a picture or text provides. Making inferences and drawing
conclusions will help you further enhance your critical thinking skills.
In this lesson, you are expected to make inferences and draw

conclusions based on texts (pictures, title, and content words).
Let us study the picture below.
 Can you tell what each character does in the picture?

 Where are the children in the picture?
 What time of the year is shown in the picture?
D
Learning Task 1: Identify the work portrayed by each picture below.
Write your answers on your answer sheet.
1. 2. 3.

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4. 5. 6.
Learning Task 2: On your answer sheet, write the job/task of each

character portrayed in Learning Task 1.
Making Inferences
An inference tells an assumption based from what has been

read, seen or observed. Making inferences relies on the examination of
facts based on given pictures and/or texts. Inferences are made by
determining what each picture or text suggests.
Drawing Conclusions
A conclusion is a final information or statement drawn from

pictures viewed or texts read. Conclusion also relies on facts. It allows
the reader to think of what could be the output or end-result based on
reading and/or observations.
E
Learning Task 3: Infer the location or place described by each
statement. Choose from the options below. Write your answers on your
answer sheet.
zoo restaurant garden school mall
1. I took my shovel and started digging the soil. I planted the seed-
lings. I watered them. They grew well. After several months, they
produced bountiful harvests.
2. The security guard checked our body temperature and our bags.
When I got inside, I immediately went to a shop to look for a jacket.
I moved from one shop to another until I found one.

27
3. Shane sat on her chosen spot. She called the waiter and asked for
the menu. The waiter immediately approached her. She requested
that her food be served right away. She was really hungry.
4. Jay invited his friends to join him in a special tour. During their tour,
they were fascinated by different animals. Some were small while
others were really huge. Among the animals they saw, the white
tigers were his favorite.
5. Our teacher asked us to read a story as our activity. She also asked
us to answer some questions about it. During our discussion, we
learned a lot from her comprehensive and lively session.
A
Reach each statement below. Then, write the most appropriate
conclusion. Write your answers on your answer sheet.
1. Arthur went to the canteen and bought a meal. He sat down

beside his friend, Angelo. They prayed first.
2. Carlota sang a beautiful song during the competition. The
audience applauded her performance. Everybody congratulated
her after the host announced the winners.
3. The school bus has arrived. Rebecca quickly finished her breakfast.
She then took her bag and ran fast.
4. When Rina got home, she opened her bag and took her pen,
notebook and books. She read her homework.
5. The teacher checked the attendance. Afterwards, she asked the
pupils to sit and bring out their assignment.

28
Distinguishing Fact from Opinion WEEK
Lesson 7
I
In improving your critical thinking skills, it is also essential that
you are able to examine every detail of a statement or text. One of
the ways used in examining a statement or text is by evaluating its
factuality.
In this lesson, you are expected to distinguish fact from opinion.
Let us read the short paragraph below.
Fruits are important

sources of vitamins. They vary
in sizes, colors and shapes.
Grapes are better than
pineapples in terms of size
and taste. Meanwhile, apples
and mangoes are
considered as the most
important fruits. They can be
used as ingredients in
different recipes. They are
also sweeter and cheaper as
compared to other fruits.
 What can you say about fruits?
 Which of the statements in the paragraph about fruits are
factual?
 Which of the details in the paragraph state an opinion?
D
Learning Task 1: Tell whether each statement below is a fact or an
opinion. Write your answers on your answer sheet.
1. Watermelon tastes better than any other watery fruits.

2. Orange juice is a better source of vitamins than pineapple juice.
3. Mount Taal is considered as the world’s smallest volcano.
4. Philippines is composed of three major island groups known as
Luzon, Visayas and Mindanao.
5. Tagaytay City is the most beautiful city in the Philippines.
6. There are three stars in the Philippine flag.
7. Alcohol is the most effective disinfectant in killing coronavirus.

29
8. It is fun being the youngest in class.
9. People wear facemasks and face shields to protect themselves
from COVID-19.
10. Children love to watch animated films.
Fact vs. Opinion
A fact is a statement that is based on information or details

that can be proven. It refers to an information that is sensed as
factual.
Examples: Manila is the capital city of the Philippines.

Malacañan Palace is the official residence
of the Philippine President.
An opinion is an expression that is based from a person’s

personal feelings, emotions and perceptions. This kind of statement
may be true to some but not to all.
Examples: My mother’s cake tastes better than any other

cakes.
I am satisfied with the government’s response
against COVID-19.
E
Learning Task 2: Write F is the statement states a fact and O if it tells an
opinion. Write the letters of your answers on your answer sheet.
_____1. My school is better than your school.

_____2. Christmas season is the most exciting celebration of the year.
_____3. In the Philippines, a city or municipality is led by a mayor.
_____4. There are 12 months in a year.
_____5. Wearing uniform can make an employee more productive.
_____6. Ballad is the most beautiful music genre.
_____7. Islam is the most common religion in Middle East.
_____8. The United States of America is the greatest country in the
world.
_____9. Buying house and lot is a good investment.
_____10. A student must pass all his subjects to earn a diploma.

30
A
Copy the table below, then, group the sentences as to fact or
opinion. Write the letters of your answers on your answer sheet.
Fact Opinion
A. Heart is part of the circulatory system.

B. The year 2015 has the most advanced Philippine TV series
C. Blood recipient and blood donor should have the same blood type.
D. Catriona Gray is the most beautiful Miss Universe ever.
E. Our test in Mathematics was quite easy.
F. There are 81 provinces in the Philippines.
G. Talking with this girl irritates me.
H. Sun is the center of the solar system.
I. The old name of Luneta is Bagumbayan.
J. You will enjoy working abroad.

31
WEEK Sources of Information
8 Lesson
I
There are different ways on how you can gather information.
Information can be gathered from books, journals, magazines and
other references. Each source provides specific information. You may
enrich your informational skills using various information sources.
In this lesson, you are expected to use different sources of

information in reading.
Let us study the given example below.
TABLE OF CONTENTS
Preface………………………………………………………….…...ii
Chapter I - Skeletal System……………………………………...1

Chapter II - Nervous System…………………………………….5
Chapter III - Circulatory System………………………………..9
Chapter IV - Respiratory System……………………………….13
Chapter V - Digestive System…………………………………..17
Chapter VI - Excretory System………………………………….21
Chapter VII - Reproductive System…………………………...24
Chapter VIII - Muscular System………………………………...28
 What source of information is presented above?

 What information can it provide?
D
Sources of Information
Information may be gathered in various sources. A table of

contents, an index and even a book cover may provide significant
information. However, detailed information may be gathered using
the following:
1. A book is a source of information that presents topics in chapters.

2. A dictionary is a collection of words which are chronologically
arranged. It also provides meanings to various word items.
3. An encyclopedia is a collection of short factual entries about
various subjects or topics.
32
4. A newspaper provides discussion on updated and current issues
and trends.
5. A magazine is a collection of articles and images on various topics
and interests.
6. A journal is a collection of articles written by scholars and/or
researchers.
7. The Internet allows you to search information through a browser.
E
Learning Task 1: Match each statement in column A with its correct term
in column B. Write the letters of your answers on your answer sheet .
Column A Column B
_____1. collection of short factual entries A. Book
_____2. topics presented in chapters B. Magazine
_____3. articles written by scholars/researchers C. Internet
_____4. updated and current issues D. Journal
_____5. collection of articles and images E. Newspaper
_____6. search information through a browser F. Dictionary
_____7. collection of words and their meanings G. Encyclopedia
A
On your answer sheet, complete the table below by
finding the meaning and/or explaining the terms using any available
source of information.
Meaning/Details/ Source
Terms
Explanation of Information
1 Condensation
2 Humility
3 Jose P. Rizal
4 CALABARZON
5 Coronavirus
6 Volcano
7 COVID-19

33
Common Abbreviations
Lesson
I
There are various techniques used in writing. One of these
techniques is by abbreviating words and/or terms. Through
abbreviations, repetition of long words may be avoided. At the same
time, the use of abbreviations may also be helpful in saving space.
In this lesson, you are expected to recognize some words

represented by common abbreviations.
Let us study the months of the year below.
January - Jan. July - July

February - Feb. August - Aug.
March - Mar. September - Sep./Sept.
April - Apr. October - Oct.
May - May November - Nov.
June - June December - Dec.
Source: MLA Citation Style (8th Edition)
 How are the months written in their shorter versions?

 What is the process of shortening words?
D
Learning Task 1: Match the days of the week in Column A with their
abbreviations in Column B. Write the letters of your answers on your
answer sheet.
Column A Column B
_____1. Monday A. Sat.
_____2. Tuesday B. Mon.
_____3. Wednesday C. Thurs.
_____4. Thursday D. Sun.
_____5. Friday E. Wed.
_____6. Saturday F. Tues.
_____7. Sunday G. Fri.
Abbreviations
Abbreviations refer to shorter versions of words. Words are

shortened to avoid repetition of long words and save space and time.
A word may have more than one abbreviation since rules in
abbreviations are complex and may differ.
34
E
Learning Task 2: From the options below, identify the abbreviations of
the listed terms in the box. Write the answers on your answer sheet.
Jr. St. Sr. in. Ms.
lb. mL Engr. Mr. Fr.
cm km ft. pt. Dr.
__________1. Saint __________9. Junior

__________2. inch __________10. Senior
__________3. pound __________11. Doctor
__________4. Engineer __________12. Father
__________5. Mister __________13. Miss
__________6. centimeter __________14. foot
__________7. kilometer __________15. milliliter
__________8. point
A
Identify the terms referred to by the abbreviations
below. Write your answers on your answer sheet.
__________1. Gen. __________9. tsp.

__________2. yd. __________10. Ave.
__________3. m __________11. Blvd.
__________4. mm __________12. Prof.
__________5. mi. __________13. Sen.
__________6. no. __________14. Pres.
__________7. qty. __________15. Hon.
__________8. tbsp.

35
36 PIVOT 4A CALABARZON English G3
A Learning Task 3 Learning Task 2
1. Shelton, churchman, 1. cheerful church- 1. check A Learning Task 1
shop, shells, chips, men 2. chase 1. phrase 1. word
cherry, cheese, 2. sheep, sheet 3. dish 2. phrase 2. phrase
shops, shoes, shirts, and shop 4. shampoo 3. word 3. phrase
chair, which, cash, 3. shiny shoes 5. shark 4. phrase 4. phrase
cheerful, shop, chats, 4. Shelton’s shell 6. sheet 5. phrase 5. word
Trish, Pash, Shem, 5. rich child 7. shovel 6. word 6. phrase
Shane, checks, 6. shapi ng the 8. chain 7. word 7. word
champion shoreline 9. chance 8. phrase 8. phrase
2. Cherious, charming, 7. chilling cheese 10. squash 9. phrase 9. word
child, she, she, trash, 8. cheesy chicken 10. word 10. word
she, changes, sheets, 9. shampoo and 11. word
she, chance, she, cash 12. phrase
chicken, chopped, 10. chips for lunch
cash, which, Church,
charitable
CONSONANT DIGRAPHS (CH AND SH) WORDS AND PHRASES IN TEXT
A A Learning Task 2 Learning Task 1
1. bark 1. black
2. bulk 2. glue 1. sp frog
3. plant 3. green 2. st hand
4. cart 4. grow 3. tr flag
5. sulk 5. flat 4. lt tent
6. hint 6. glow 5. sk clap
7. pink 7. trap 6. ft lamp
8. list 8. trail drum
9. toast 9. prize salt
10. camp 10. snow
11. part 11. claw
12. child 12. trip
13. corn 13. clear
14. bulb 14. spot
15. milk 15. trash
INITIAL AND FINAL CONSONANT BLENDS
Learning Task 2
Past Present Future
1 wrote write will write
2 sang sing will sing
3 planted plant will plant
Learning Task 1 Learning Task 2 Learning Task 1
4 played play will play
1. planted 1. C 1. are
5 talked talk will talk 2. will bring 2. B 2. are
3. will watch 3. B 3. was
6 slept sleep will sleep 4. visit 4. A 4. BE
5. will sing 5. A 5. was
7 watched watch will watch
6. took 6. C 6. is
8 cried cry will cry 7. fell 7. A 7. BE
8. won 8. C 8. are
9 kissed kiss will kiss 9. write 9. A 9. is
10 hugged hug will hug 10. presented 10. B 10. was
SIMPLE TENSES OF VERBS BE-VERBS
Key To Correction
37
Note: Learning Tasks with no key answers require varying answers.
1. B Learning Task 1
1. General 9. teaspoon 1. St. 9. Jr. 2. F
2. Yard 10. Avenue 2. in. 10. Sr. 1. G
3. E 2. A
3. Meter 11. Boulevard 3. lb. 11. Dr. 4. C
4. Millimeter 12. Professor 4. Engr. 12. Fr. 3. D
5. G 4. E
5. Mile 13. Senator 5. Mr. 13. Ms. 6. A
6. Number 14. President 6. cm 14. ft. 5. B
7. D 6. C
7. Quantity 15. Honorable 7. km 15. ml
8. tablespoon 8. pt. 7. F
COMMON ABBREVIATIONS SOURCES OF INFORMATION
1. O 1. opinion
Fact: 2. O 2. opinion
A, C, F, H, I 3. F 3. fact
4. F 4. fact Learning Task 3 Learning Task 1
Opinion: 5. O 5. opinion 1. garden 1. doctor
B, D, E, G, J 6. O 6. fact 2. mall 2. teacher
7. F 7. opinion 3. restaurant 3. farmer
8. O 8. opinion 4. zoo 4. nurse
9. O 9. fact 5. school 5. fisherman
10. F 10. opinion 6. policeman
DRAWING CONCLLUSIONS
DISTINGUISHING FACT FROM OPINION MAKING INFERENCES AND
Learning Task 3 Learning Task 1
1. I have cavities. I do not usually brush my teeth. 1. I t w a s r a i n i n g h a r d
2. He spends a lot of money in buying cigarettes. so I used my umbrella.
He now has a lung cancer. 2. Joy was so hungry because she did not eat
3. There was a strong typhoon causing the ship to sink. her breakfast.
4. Mario is considered an obese child because he eats too much. 3. I t w a s a l m o s t d a r k
5. Many fish died due to oil spill. so Brix hurried in order to arrive home on time.
6. My parents were late for work 4. The streets were flooded because of the
because my father forgot to set the alarm. heavy rain.
7. Due to the implementation of various community quarantines, 5. T h e r e is a huge wildfire.
the spread of the virus is now under control. It causes wildlife to be homeless.
8. Many employees were laid off due to economic shutdown.
9. Due to increase in price, the sales decrease.
10. Martin was promoted.
He did his best to satisfy the company’s demands.
CAUSE AND EFFECT
Learning Task 4 Learning Task 3 Learning Task 2 Learning Task 1 A Learning Task 1
1. Its mission has 1. her 1. y o u r s , 1. my, my 1. plant 1. breeze
been achieved. 2. its mine 2. their, their 2. tray 2. blame
2. Maria borrowed 3. his 2. his 3. his 3. glass 3. clean
her laptop. 4. their 3. its 4. my 4. flower 4. drive
3. The contractor 5. your 4. their 5. our 5. shovel 5. flow
has started build- 5. your 6. his 6. blood 6. slice
ing their house. 6. my, hers 7. my, our 7. sleep 7. slip
4. I stayed at his 7. his 8. m i n e , 8. dress 8. please
house. 8. your yours 9. climb 9. share
5. Which one is 9. our, their 9. my 10. chain 10. change
mine? 10. our, his 10. its 11. break
12. glaze
13. plus
14. cash
15. hush
CONSONANT DIGRAPHS
POSSESSIVE PRONOUNS CONSONANT BLENDS AND
Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best

describes your experience in working on each given task.
Draw it in the column for Level of Performance (LP). Be
guided by the descriptions below.
- I was able to do/perform the task without any difficulty. The task helped
me in understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still
helped me in understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need
additional enrichment activities to be able to do/perform this task.
Learning Tasks
Week 1 LP Week 2 LP Week 3 LP Week 4 LP
Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1
Week 5 LP Week 6 LP Week 7 LP Week 8 LP


38
References
Action Factor. (2020). Consonant digraphs. https://www.actionfactor.com/pages/

lesson-plans/v1.07-consonant-digraphs.html#:~:text=Digraph%20ch%3A%
20children%2C%20chair%2C,%2C%20sign%2C%20design%2C%20reign
Aesop. (n. d.). The ants and the grasshopper. http://read.gov/aesop/052.html
Gallagher, E. (n.d.). Making inferences versus drawing conclusions. https://

mx.unoi.com/2015/08/04/making-inferences-versus-drawing-conclusions-part
-ii/#:~:text=Inferences%20also%20rely%20on%20facts,facts%20suggest%
20about%20the%20situation
Kilmer, J. (1913). Trees. https://www.poetryfoundation.org/poetrymagazine/

poems/12744/trees
Modern Language Association. (n.d.). MLA citation style (8th ed.). https://
natureofwriting.com/courses/mla-citation-style/lessons/abbreviations/

39
For inquiries or feedback, please write or call:
Department of Education Region 4A CALABARZON
Office Address: Gate 2, Karangalan Village, Cainta, Rizal
Landline: 02-8682-5773, locals 420/421
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QUARTER 2

Borrowed materials (songs, stories, poems, pictures, photos,

This module was carefully examined and revised in

PIVOT 4A CALABARZON English G3

Job S. Zape, Jr.

Jhonathan S. Cadavido & Mylene M. Dimaculangan

Fe M. Ong-ongowan & Hiyasmin D. Capelo

Published by: Department of Education Region IV-A CALABARZON

PIVOT 4A CALABARZON English G3

For the Parents/Guardians

This module aims to assist you, dear parents, guardians, or

For the Learners

PIVOT 4A CALABARZON English G3

on what he/she knew, what he/she does not know

In this part, the learner engages in various tasks

the D part. This also exposes him/her to real life

This part brings the learner to a process where he/

knowledge in reflecting, relating or using them

PIVOT 4A CALABARZON English G3

Hi, classmates! My name is Claude

 What is the name of your new classmate?

PIVOT 4A CALABARZON English G3

Let us examine the table below.

Pronoun Present Past

Examples: Claudia is our class president.

PIVOT 4A CALABARZON English G3

_____1. Where are you from? I _____ from Pagsanjan, Laguna.

PIVOT 4A CALABARZON English G3

(plant) 1. Anthony _____ fruit-bearing trees in his farm

PIVOT 4A CALABARZON English G3

Simple Tenses of Verbs

PIVOT 4A CALABARZON English G3

frog flag clap drum

hand tent lamp salt

Consonant blends are also known as consonant clusters that

Initial and Final Consonant Blends

Initial consonant blend is a cluster of consonant sounds at the

PIVOT 4A CALABARZON English G3

PIVOT 4A CALABARZON English G3

Let us read the words and/or phrases below.

PIVOT 4A CALABARZON English G3

1I think that I shall never see

The Ants and the Grasshopper

One bright day 1 in late autumn, a family of Ants were bustling

The Ants shrugged their 7 shoulders in disgust.

PIVOT 4A CALABARZON English G3

In this lesson, you are expected to read words, phrases,

Let us name the pictures below.

 What sounds are produced by each group pictures above?

church watch shop fish

the cheerful child the shirt shop

The child eats his lunch at the shop.

Consonant Digraphs CH and SH

PIVOT 4A CALABARZON English G3

1. cheerful churchmen 6. shaping the shoreline

1. Shelton, a famous churchman, owns a shop. He sells shells, chips,

2. Cherious is a charming and responsible child. She cleans her room

PIVOT 4A CALABARZON English G3

In this lesson, you are expected to spell one– to two-syllable

Let us read the words below.

trap play share chair

 How are the words formed?

Consonant blends are composed of letters blending their sounds

Examples: glue black clay sleep brain drop

_1. Where are you from? I _ from Pagsanjan, Laguna.