Department of Education

Region VIII, Eastern Visayas

Division of Southern Leyte
District of Bontoc 1
BONTOC NATIONAL HIGH SCHOOL
San Ramon, Bontoc, Southern Leyte
School ID: 313403

LEARNING ACTIVITY SHEET

Englis 10
h

Week
QUARTER
1
7
Prepared
GENEVE T.
by:
GARZON
BONTOC NATIONAL HIGH SCHOOL ENGLISH 10
 Lesson 1:
Conjunctions in Spoken Texts

Name: _________________________________________________ Grade Level: _______________

Section: ________________________________________________ Date: _____________________

LEARNING ACTIVITY SHEET

Activity 1: Writing a Friendly Letter having Conjunctions

Learning Competency with Code (MELC)

Evaluate spoken texts using given criteria, e.g. fluency, tone, cohesion,
correctness

Remember: Please wash your hands with soap for twenty (20) seconds before and after handling
your module and worksheets.

Background Information for Learners

Spoken texts include oral stories, interviews, dialogues, monologues, phone
conversations, discussions, role plays or any other piece of spoken language. When
people are speaking to each other, their interaction is made up of series of utterances,
for example questions and replies, comments and suggestions, requests and
responses. When we speak or write, we expect that our listeners or readers
understand the message we try to convey. Having cohesion through the use of
conjunctions help us to communicate our message. Though it is not easily achieved,
constant practice and use is helpful. Its main goal is to equip you with communication
skills to become a well – rounded individual.
In the past lesson, you have learned the different properties of a well-written
text. These elements are also related to your lesson in this module. Spoken texts also
have similar qualities with written texts to achieve an effective written or spoken
conversation. Again don’t forget to sanitize.

Properties of
a Well-
written Text

In order for a reader to progress from one idea to the next idea, he/she must learn to
use words to connect sentences. Thus, he/she must learn to build clear and coherent
sentences.
Directions: Read the sentences below and study the function of the highlighted words.
1. I listened to the video attentively for I am attending an online lesson.
2. She didn’t speak to anyone and nobody spoke to her.
3. The teachers do not expect students to be late nor do they expect to be disobeyed.
4. I will tell her my secret if she will promise not to tell others.

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

5. I started singing when I was five years old.
6. I respect my parents because they give me life.

Questions:
1. What do you think is the function of the highlighted words in the sentences?
2. How do these highlighted words connect the ideas in the sentences?

In the previous activity, the identified words are what we call conjunctions. These
words act as a glue that hold words, phrases and clauses together. There are different
kinds of conjunctions serving its own distinct purpose, but all working to bring words
together. A spoken text contains conjunctions to make it cohesive. In evaluating a
spoken text, it is very vital to look into this quality.
Conjunction is a part of speech that sticks together words, phrases and
clauses. There are two types of conjunction: coordinating conjunction and
subordinating conjunction. Coordinating conjunction connects two independent
clauses while subordinating conjunction links dependent clause to an independent
clause. The common examples of coordinating conjunction are for, and, nor, but, or,
yet and so. While, subordinating conjunctions have the following examples like if,
when, because etc.
Cohesion is a text quality where words and sentences stick together. This word
originated from the term ‘cohere’ which means ‘to stick together’. It is important to
achieve cohesion since it will direct listeners’ or readers’ thoughts and interests to the
development of the presented argument. To link together the part of text (words,
sentences, and paragraphs), conjunctions as cohesive device can be used.

Exercises / Activities
Activity 1.1
Directions: Fill in the blanks with appropriate words that will complete the sentence.
Select your answers from the choices inside the box. (See Worksheet 1.2)
1. _______________ as a cohesive devise, stick together words, phrases and independent
clauses in the text.
2. When words, phrases and clauses stick together in a speech, the text has achieved
_______________.
3. A part of speech that functions as a glue to connect words and sentences are called
_______________.
4. ________is used in a sentence to present choices.
5. ________is used like “because” in a sentence.

Activity 1.2
Directions: Josie sent you a letter after the community quarantine was lifted.
Write your reply to her by using conjunctions to achieve cohesion in your
letter.
My dearest friend,

How are you? I have not heard anything from you for a long time. It has
been months since we talked. The quarantine we experienced limits our
movements and we are not able to visit each other. Can you tell me your
experiences during the quarantine period, too?
I am very excited to hear and know your story. I can’t wait to hear from
you.

Your friend,

Josie
Lesson 2:

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

 Fluency Awareness on Spoken Texts

Name: _________________________________________________ Grade Level: _______________

Section: ________________________________________________ Date: _____________________

LEARNING ACTIVITY SHEET

Activity 2: Complete Me!

Learning Competency with Code (MELC)

Evaluate spoken texts using given criteria, e.g. fluency, tone, cohesion,
correctness

Remember: Please wash your hands with soap for twenty (20) seconds before and after handling
your module and worksheets.
Background Information for Learners
In the previous lesson, you have learned about the role of conjunctions to
achieve cohesion in spoken texts. Achieving cohesion both in spoken or written text
makes it easy to understand.

Below is an excerpt taken from the essay written by Divina L. Fabiana, an

English teacher. Using your comprehension skills in reading, try to go over the two
paragraphs below and tell which of the paragraphs has a clearer meaning and explain
why.
Paragraph A
What is waste management and what important role does it play in our
environment today Waste Management is increasingly considered one of the most
crucial environmental challenges on a worldwide basis nowadays Municipal solid
waste and packaging waste in specific is an important and growing movement in our
community It has been widely recognized that recycling practices should be adopted
in order to achieve sustainable management of municipal solid waste and efficient
resource use

Paragraph B
What is waste management and what important role does it play in our
environment today? Waste Management is increasingly considered one of the most
crucial environmental challenges on a worldwide basis nowadays. Municipal solid
waste and packaging waste in specific is an important and growing movement in our
community. It has been widely recognized that recycling practices should be adopted
in order to achieve sustainable management of municipal solid waste and efficient
resource use.

Process Questions:
1. Compare the two paragraphs. What is in paragraph B that is not found in
paragraph A?
2. Which of the two paragraphs contains a clearer message? Why?

Fluency refers to a student’s ability to write with a natural flow in rhythm.

Fluent writers use appropriate punctuation marks. The use of punctuation marks is
important in achieving clarity of ideas expressed in the sentence. In achieving fluency
in spoken texts, a learner has to grasp a full knowledge on Sentence Endings:

Three of the fourteen punctuation marks are appropriate for use as sentence endings.
They are the period, question mark, and exclamation point.

A Period (.) is placed at the end of declarative sentences, statements thought to be

complete and after many abbreviations. Also known as a Full Stop (.)

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

A Question mark (?) is used to indicate a direct question when placed at the end of a
sentence.
An Exclamation point (!) is used when a person wants to express a sudden outcry or
add emphasis.
Exercises / Activities
Activity 2.1
Directions: Complete the following statements to show your understanding of our
lesson.
1. Fluency is the ability to ____________________________________________________.

2. We use a question mark when ______________________________________________.

3. Punctuation marks are used to _____________________________________________.

4. We use a period to _________________________________________________________.

5. An exclamation point is ____________________________________________________.

Activity 2.2
Direction: Use the appropriate punctuation marks in the dialogue below. Answer this
task on a separate sheet.
Nana: Angela
Angela: May I know who is this
Nana: This is Nana
Angela: Oh yes How’s life there in Manila
Nana: It’s very hot in here
Angela: Oh By the way let’s continue talking on the messenger because
Claude is already calling me We are going to go somewhere
Nana: Okay Send my regards to Aunt Odette and to your brother Molina

Congratulations! You’re done with the second lesson. Be ready for another adventure
of learning tomorrow.

Lesson 3:
Analyzing Tone in Spoken Texts
Name: _________________________________________________ Grade Level: _______________
Section: ________________________________________________ Date: _____________________

LEARNING ACTIVITY SHEET

Activity 3: Poem Composition

Learning Competency with Code (MELC)

Evaluate spoken texts using given criteria, e.g. fluency, tone, cohesion,
correctness

Background Information for Learners

In the previous lesson, you have learned about the importance of using correct
punctuation marks to end the sentences. The ideas expressed in the sentences that
you write become clear and understandable if correct punctuations are used. Take
note that your knowledge on this topic will help you achieve competence in spoken
text.
Read the poem of Petrarch and pay attention to the details and the emotions
expressed by the author in his poem. Answer the processing questions on the space
provided.

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

 LAURA
Translated by Morris Bishop
She used to let her golden hair fly free
For the wind to toy and tangle and molest;
Her eyes were brighter than the radiant west.
(Seldom they shine so now.) I used to see
Pity look out of those deep eyed on me.
(“It was false pity,” you would now protest)
I had love’s tinder heaped within my breast;
What wonder that the flame burned furiously?
She did not walk in any mortal way,
But with angelic progress; when she spoke,
Unearthly voices sang in unison.
She seemed divine among dreary folk
Of earth. You say she is not so today?
Well, though the bow’s unbent, the wound bleeds on.

Process Questions:
1. Which lines from the poem indicate positive emotions?
2. What is the attitude or emotion implied in the poem?
Tone in a spoken or written text, is an attitude of a writer toward a subject or
an audience. Any emotion, any attitude, and any perspective can lay the foundation
for a specific tone in writing. It is generally conveyed through the choice of words, or
the viewpoint of a writer on a particular subject. In this lesson, you will learn about
the basic types of tone in writing.
9 Basic Types of Tone in Writing
1. Joyful: This tone in writing focuses on the positive emotions that are experienced in
the moment of an action. If you eat something you like, then you feel joy. When you
experience reciprocal love, you feel joy. Writers use this tone to create relationship-
building experiences between their readers and their characters.
2. Serious: This tone in writing creates a level of suspense within the reader. It
increases their focus because the concepts being offered are important.
3. Humorous: Being funny does more than make people laugh. It also makes them
begin to think about difficult concepts in a way that feels safe. This tone in writing is
often intended to draw the reader into a story or narrative so they can engage with
certain facts or opinions the author feels are important to share.
4. Sad: Sadness is a very real part of the human condition. In many ways, our saddest
days define who we are as people. When incorporated as a tone in writing, the reader
become sympathetic with the characters or the author and this empathy will keep
them engaged with the narrative.
5. Formal: This tone in writing is often seen from an academic standpoint. It requires
structured language, higher reading skills, and presents more facts that can be proven
than the opinions of the writer.
6. Informal: The goal of this content is to have an informal tone. It’s conversational,
but still conveys a certain sense of expertise within the subject material.
7. Optimistic: There’s a lot of bad stuff going on in the world today. Yet there is also a
belief that the world can and will be a better place one day if we’re willing to work for
it. This would be an example of an optimistic tone.
8. Pessimistic: When there’s a lot of bad stuff going on in the world, it can feel like
that bad stuff will only get worse. That kind of tone would be an example of being
pessimistic. Pessimism is not realism. Being pessimistic means having a belief that
something will never get better, even if the facts may seem to indicate otherwise.
9. Horror: This tone of voice is threatening in nature. It speaks to the core fears that
people have and forces them to confront those fears.

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

 Exercises / Activities
Activity 3.1
Direction: Identify the tones that can be found in the poem entitled “Notification” by
picking some lines or words. Answer this on the given worksheet.

Notification
By Norsil John P. Hilaga
1. What is
the tone of When you hear that pop up sound,
stanza I hope it’s you, and the world goes round
number 1? It happens for a few second
But memorable that will last all year round

I don’t know why 2. What is the emotion

But the feeling’s different oh why
expressed in stanza two,
It’s hard to get over
line four.
But US? Its over

3. What words/phrases Your sweet words that were read

in stanza three Last month, week, today already faded
express/es a sad What happened to the old us
emotion. It’s already in the trash

But as what they’re saying

Move on, and reserve yourself a thing
4. What attitude of the
Cause at the end of the day
author portrayed in the
No one’s there but hey!
last stanza?
Only yourself!

Activity 3.2
Directions: Compose at least two-stanza poem of any topic. Each stanza must
consist of four lines each. You can use any of the tones among the given types.
Use the rubrics provided as your guide in writing your poem.
Category 5 4 3 2
Creativity The poem consists The poem contains The poem There is little
of many creative a few creative contains a few evidence of
details and/or details and/or creative details creativity in
descriptions that descriptions that and/or the poem. The
contribute to the contribute to the descriptions, but author does
reader’s reader’s enjoyment. they distract from not seem to
enjoyment. The The author has the poem. The have used
author has really used his author has tried to much
used his imagination. use his imagination.
imagination. imagination.
Spelling There are no There is one spelling There are 2-3 The poem has
and spelling or or punctuation spelling and more than 3
Punctuatio punctuation error. punctuation spelling and
n errors. errors. punctuation
errors
Title Title is creative, Title is related to Title is present, No title.
sparks interest the poem and topic but does not
and is related to appear to be
the poem topic. related to the
poem topic.
Imagery Many vivid, Some vivid, The reader can The reader has
descriptive words descriptive words figure out what to trouble
are used. The are used. The picture in the figuring out
reader can picture reader can poem, but the what imagery
the imagery in the somewhat picture author didn’t the poem is
poem. the imagery in the supply much using and

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

 poem. detail. what the
author wants
him/her to
picture.

Lesson 4:
Integrating Cohesion, Fluency, Tone, and Correctness in a Spoken Text
Name: _________________________________________________ Grade Level: _______________
Section: ________________________________________________ Date: _____________________

LEARNING ACTIVITY SHEET

Activity 4: Make It Real!

Learning Competency with Code (MELC)

Evaluate spoken texts using given criteria, e.g. fluency, tone, cohesion,
correctness

Background Information for Learners

The effectiveness of spoken texts can be assessed in terms of cohesion, fluency,
tone and correctness. The first three concepts were already discussed in the previous
lessons.
In the same manner, the correctness of a spoken text refers to the mechanics of
language which is characterized by clear and articulate speaking or writing, free from
grammar errors and misspelled words and is also appropriate to the situation or
context.
By expressing ideas in a clear and effective way, we will be able to avoid
misunderstanding.
In the previous lessons, you have learned about achieving cohesion in spoken
texts. One of the best ways to do this is by having enough knowledge on conjunctions.
Conjunctions help us connect ideas clearly and coherently. Fluency on the other hand
refers to the student’s ability to write with a natural flow and rhythm. Tone is also an
essential quality of a spoken text. In our discussion, it refers to the attitude of the
author in writing that he or she wants to convey to the readers.

Here is a poem from an English teacher. Indicate your observations in the text by
checking either yes or no and provide details or issues about it.
Fade Off
By Norsil John P. Hilaga

Whenever I see them

It gives me so much pain,
ungleam
It really hurts
Like cursed

But this day, differs

Didn’t feel all the glitters
Passing each other’s
Never felt any chances

I know this day would come

Forgetting them has overcome
All the pain is gone
No Feelings, I’m done

Goodbye to our closeness

Close like cases
We’re like strangers now

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

 No talk, no smiles somehow

Thank you for making me strong

I know this is not wrong
Few months left
And hope pain won’t demand to be felt

CATEGORY YES NO ISSUES/DETAILS FOUND

1. The poem is free
from grammatical
errors.
2. The poem
contains
misspelled words.
3. The idea is
clearly and
coherently written.
4. The use of
language is
appropriate to the
situation.

Spoken texts include oral stories, interviews, dialogues, monologues, phone

conversations, discussions, role plays or any other piece of spoken language. When
people speak to each other, their interactions are made up of stories of utterances like
questions and replies, comments and suggestions, requests and responses.
The correctness of a spoken text can be assessed in terms of the following areas:
1. Clarity. The clarity of a spoken text refers to its quality of being easily understood.
Clarity is a characteristic of spoken or written text that communicates effectively with
its intended audience. In general, the qualities of clearly written texts include a
carefully defined purpose, logical organization, well-constructed sentences, and
precise word choice.
2. Articulateness is the ability to express thoughts and feelings easily and clearly. We
can say that a text possesses this quality if it expresses an idea in a clear and effective
manner.
3. Spelling. This is a set of conventions that regulate the way of using graphemes (the
smallest functional unit of a writing system) to represent a language in its written
form. Simply put, spelling is the rendering of speech sound into writing.
4. Language Appropriateness. This quality is evident in a spoken text if it uses a
language that is fitting or suitable to the situation or purpose. In linguistics and
communication studies, appropriateness is the extent to which an utterance is
perceived as suitable for a particular purpose and a particular audience in a particular
social context.
5. Grammar. This refers to the set of rules that explains how words are used in a
language

Exercises / Activities
Activity 4. 1:
Directions: Answer the following questions to show your learning from our
lesson.

1. Why should we observe correctness in writing spoken texts?

______________________________________________________________________________
2. How can we achieve cohesion, fluency, tone, and correctness in writing spoken
texts?

______________________________________________________________________________

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

References for Learners
Betterlanguageteaching.com. 2020. Accuracy. [online] Available at:
<https://www.betterlanguageteaching.com/esl-articles/90- accuracy>
[Accessed 25 June 2020].
GbR, L., 2020. English: General Information On Spoken Texts - Writing English.
[online] Ego4u.com. Available at:
<https://www.ego4u.com/en/cram-up/writing/spoken-text> [Accessed 22
June 2020].
Grammar.yourdictionary.com. 2020. What Are The 14 Punctuation Marks In English
Grammar?. [online] Available at:
<https://grammar.yourdictionary.com/punctuation/what/fourteen-
punctuation-marks.html> [Accessed 22 June 2020].
Khan Academy. 2020. Coordinating And Subordinating Conjunctions (Practice) |
Khan Academy. [online] Available at:
<https://www.khanacademy.org/humanities/grammar/parts-of-speech-the-
preposition-and-the-conjunction/introduction-to-conjunctions/e/coordinating-
and-subordinating-conjunctions> [Accessed 20 June 2020].
Patterson, A., 2020. 155 Words To Describe An Author's Tone | Writers Write.
[online] Writers Write. Available at: <https://www.writerswrite.co.za/155-
words-to-describe-an-authors-tone/> [Accessed 25 June 2020].
S, S., 2020. Difference Between Coordinating And Subordinating Conjunction (With
Comparison Chart) - Key Differences. [online] Key Differences. Available at:
<https://keydifferences.com/difference-between-coordinating-and-
subordinating-conjunction.html> [Accessed 23 June 2020].
Wilson, M., 2020. 9 Types Of Tone In Writing. [online] American Recruiters. Available
at: <https://www.americanrecruiters.com/2016/08/16/9-types-tone-writing/>
[Accessed 25 June 2020

ASSESSMENT

Name: _________________________________________________ Grade Level: _______________

Section: ________________________________________________ Date: _____________________

LEARNING ACTIVITY SHEET

Activity 5: Let’s Wrap it up!

Learning Competency with Code (MELC)

Evaluate spoken texts using given criteria, e.g. fluency, tone, cohesion,
correctness

I hope you had a good time going over this module. For you to determine how
much you’ve learned, please answer the questions given.

Directions: Multiple Choice. Choose the letter of the best answer. Write the chosen
letter on a separate sheet of paper.

1. Sentences can clearly express idea if they contain sentence endings. Which of the
following serves as sentence endings?
a. punctuation marks
b. words
c. clauses
d. word patterns
2. This quality is evident in a spoken text if it uses a language that is fitting or suitable
to the situation or purpose.
a. articulateness
b. clarity
c. grammar
d. language appropriateness

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

3. The ability to speak or write a language with a natural flow in rhythm is called
________.
a. cohesion
b. correctness
c. fluency
d. tone
4. This refers to the set of rules that explains how words are used in a language.
a. articulateness
b. clarity
c. grammar
d. language appropriateness

5. Which of the following punctuation mark is used when a statement indicates a

question or inquiry?
a. period (.)
b. comma (,)
c. exclamation point (!)
d. question mark (?)
6. Which subordinating conjunction is suited to the statement, “I am staying in ______
the place is very comfortable”.
a. and
b. because
c. when
d. even
7. When a written or a spoken text is free from spelling and grammar errors, that text
achieves_______.
a. cohesion
b. correctness
c. fluency
d. tone

8. What tone is associated in these lines taken from the poem Lycidas by John Milton.
He must not float upon his watery bier
Unwept, and welter to the parching wind,
Without the meed of some melodious tear.
a. formal
b. horror
c. pessimistic
d. sad
9. It is an attitude of the writer toward a subject or an audience.
a. figurative language
b. imagery
c. mood
d. tone
10. The principal just called to say that our son was in a fight. I can’t believe he would
do that. Identify the tone in this statement.
a. formal
b. informal
c. humorous
d. serious

11. This tone in writing creates a level of suspense within the reader.
a. joyful
b. optimistic
c. pessimistic
d. serious
12. What is used by speakers and writers to achieve cohesion?

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

a. coherence
b. cohesion
c. cohesive device
d. conjunction
13. Anna believes that helping one another is important, _________ she encourages her
siblings to help other people. What coordinating conjunction will complete the
sentence?
a. and
b. but
c. so
d. yet

14. A text quality where words, phrases and clauses are linked together is called
_________.
a. coherence
b. cohesion
c. cohesive device
d. conjunction

15. Which coordinating conjunction will complete the sentence below? Luis was asked
to choose only one gift for his birthday, a gadget ________ a book.
a. for
b. nor
c. or
d. so

For inquiries or feedback please

contact:
GENEVE T. GARZON
Contact Number: 09464438370
BONTOC NATIONAL HIGH Messenger:
SCHOOL Geneve Tesado Garzon ENGLISH 10
Email: genevetesado94@gmail.com