7

English
Quarter 1 – Module 7:
Using Phrases, Clauses and
Sentences Appropriately and
Meaningfully
English – Grade 7
Alternative Delivery Mode
Quarter 1 – Module 7: Using Phrases, Clauses and Sentences Appropriately and
Meaningfully

First Edition, 2020

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Published by the De partment of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Jelyn A. Palmes
Editors: Cathy G. Sua
Grace T. Lumingkit
Reviewers: : Evelyn C. Frusa, PhD, Delia B. Mabalot, Rolex H. Lotilla, Arvin Tejada
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 7
English
Quarter 1 – Module 7:
Using Phrases, Clauses and
Sentences Appropriately and
Meaningfully
Introductory Message

For the facilitator:

Welcome to the English 7 Alternative Delivery Mode (ADM) Module on Using Phrases,
Clauses and Sentences appropriately and meaningfully.

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:

Welcome to the English 7 Alternative Delivery Mode (ADM) Module on Using Phrases,
Clauses and Sentences appropriately and meaningfully.

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
This part includes an activity that aims to
What I Know
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In
the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent
What’s More
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned
sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities
to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
 What I Need to Know

Writing is one way to help you say clearly what you think or how you feel
about people, places, events or experiences. The words in the sentence must
be in the right order to make sense.

You’ll need to have a working knowledge of subjects, predicates, and

objects before you continue .

 Learning Objectives

After working on the activities in the module you will be able to:

1. Define phrase, clause and sentence

2. Differentiate phrase, clause and sentence from one another
3. Construct sentences using clauses and phrases

Most Essential Learning competency (MELC)

At the end of this learning module, student requires skill in using phrases,
clauses, and sentences appropriately and meaningfully.
 What I Know

The Sentence refers to a group of words that begins with a capital letter and ends
with any of these three punctuation marks: the period or full stop, the exclamation
mark and the question mark.

A simple sentence is one which has one main or independent clause.

Examples:

 This is my food.
 I love you so much.
 Choco has gone home
 Cathy bought a book this morning.
 The hardworking farmer reaped a bumper harvest last year.

Sentence has two parts; the subject, and the predicate.

The subject refers to the part of sentence that tells who or what the sentence is

Jade took the flower.

The children stayed at home now.

The predicate tells what the subject does with an action ve rb or describes the subject
using a linking verb and a complement.
Example: Kelly is walking down the street.

The predicate of a sentence includes the verb and everything that follows it. This
typically tells what the subject does with an action verb or describes the subject
using a linking verb and a complement.

Let's return to the first example sentence:

 Kelly is walking down the street.

In this sentence, "is walking" is the action verb that tells the reader what Kelly is
doing, and "down the street" is an adverb phrase that modifies the verb by
describing where she walked. All of these words make up the complete
predicate of the sentence. The verb alone is the simple predicate

In predicates that use linking verbs rather than action verbs, are known as
 complements. Complements modify the subject by describing it further.

For example:

 I am a teacher.
 The cat is the laziest creature.
 The woman seems smart.

In these cases, the words following the linking verb describe the subject, whet her
they are nouns, noun phrases or adjectives .

Let us see if you already know something that we are about to discuss. Answer the
pre-test on Phrases/Clauses/Sentences.

Task 1
A. Copy each of the following sentences in your activity notebook.
Underline the subject and encircle the predicate.
1. Ana is cooking chicken adobo.
2. Scrub the floor.
3. Oh no, It’s a big snake!
4. Reading is my hobby.
5. My teacher smiles at me.
6. I am worried now.
7. Teach me how to drive.
8. Are you afraid of the dark?
9. Daniel looks happy today.
10. How do you get here?

Task 2
B. Copy each of the following sentences in your notebook. Identify whether the
group of words is a sentence, a phrase or a clause. Write your answer on the
space provided for

_______ 1. My grandma's house

_______ 2. I love singing and dancing
_______ 3. When the Greg go marching in
_______ 4. We were discussing modules on the table
_______ 5. Leaving behind the dog
_______ 6. Smashing into a fence
_______ 7. She wanted to talk to my sister
_______ 8. When she got home
_______ 9. My friend got fainted
_______10. In the school
 Lesson Using Phrases, Clauses, and
1 Sentences appropriately and
meaningfully
Clauses and phrases are the building blocks of sentences. Every sentence must have
at least one clause to be considered grammatically correct. You’ll need to have a
working knowledge of subjects, predicates, and objects before you continue.

A sentence is word or group of words that expresses a complete thought or idea.

Typically a sentence contains a subject and a predicate.
The subject refers to the part of sentence that tells who or what the sentence is about.
The Subject could be a person, animal, place, thing, or concept that does an
action. Determine the subject in a sentence by asking the question “Who or what?”

There are a few different types of subjects. A simple subject is just one word,
without any modifiers, usually a noun or pronoun. A complete subject is the
simple subject plus all modifiers. A compound subject is made up of more than
one subject element.
For example :
 Simple subject: Kate is a thin girl.
 Complete subject: Jeffrey's poem about his mother made the class cry.
 Compound subject: Paul and Tommy joined the soccer team at the same time.

The predicate of a sentence includes the verb and everything that follows it. This
typically tells what the subject does with an action verb or describes the subject
using a linking verb and a complement.

Let's return to the first example sentence:

 Kelly walked down the street.

In this sentence, "walked" is the action verb that tells the reader what Kelly is
doing, and "down the street" is an adverb phrase that modifies the verb by
describing where she walked. All of these words make up the complete
predicate of the sentence. The verb alone is the simple predicate .
As with subjects, it's also possible to have a compound predicate that consists of
two different actions.
Take a look at the examples below to note the differences:
 Simple predicate: Harry cried.
 Complete predicate: The mouse slowly ran towards the food.
 Compound predicate: She laughed at the dog's tricks and decided to adopt him.

Predicates can contain a good deal of information and may be quite long. Predicates
often have several parts in addition to the verb, including objects and
complements.

There are various kinds of sentences according to structure of the sentence. (simple
sentence, compound sentence, complex sentence, and compound-complex
sentence)To know the various kinds of sentences according to structure it is
important to know what clauses are. Once the concept of a cl ause is clear in one’s
mind, there is no difficulty in understanding the different kinds of sentences
according to structure.

When communicating, we need to be able to convey the message in an appropriate

manner so that we will have meaningful communication. In this lesson you will learn
how to use phrases, clauses and sentences appropriately and meaningfully .

What’s In
Remember your previous lesson on the direct speech and reported speech. Hope
you paid attention to that lesson because it will really come in handy with our new
lesson today.

Task 3: Copy the following on your activity notebook.

Underline the group of words if it is a sentence and circle if it is a phrase.

1. John hit
2. Sam and Sherry went to class
3. Go to the movies
4. The animals live in the forest
5. Happy day
6. Jump for joy
7. The show keeper showed the animal
8. All day
9. I played basketball today
 What’s In

Remember your previous lesson on the direct speech and reported speech.
Hope you paid attention to that lesson because it will really come in handy
with our new lesson today.

Task 3: Copy the following on your activity notebook.

Underline the group of words if it is a sentence and circle if it is a phrase.
1. John hit
2. Sam and Sherry went to class
3. Go to the movies
4. The animals live in the forest
5. Happy day
6. Jump for joy
7. The show keeper showed the animal
8. All day
9. I played basketball today
10. I also enjoy playing baseball

Task 4: Copy the following sentences on your activity notebook.

Write YES if the underlined words in each sentence is a phrase and No if it is not.
Write your answer on the space provided each number.
____ 1. He was waiting for the rain to stop.
____ 2. She was upset when it didn't boil.
____ 3. You have been sleeping for a long time.
_____4. You might enjoy a massage.
_____5. He was eager to eat dinner.
_____6. Ivory is diligent in her studies.
_____ 7. Elvis always asks me a food.
_____ 8. They want me to go with them.
_____ 9. Maxene is a nice pet.
_____ 10. Are you done?
Were you able to answer the items correctly? What is the difference between the
clause and the phrase?

A phrase is a group of words that express a concept and is used as a unit within a
sentence. Eight common types of phrases are: noun, verb, gerund, infinitive,
appositive, participial, prepositional, and absolute.

.
 1. Noun Phrases

A noun phrase consists of a noun and all its modifiers.

Here are examples:

 The bewildered tourist was lost.

 The lost puppy was a wet and stinky dog.
 The flu clinic had seen many cases of infectious disease.
 It was a story as old as time.
 The sports car drove the long and winding road.
 Saturday became a cool, wet afternoon.

2. Verb Phrases

A verb phrase consists of a verb and all its modifiers.

Here are examples:

 He was waiting for the rain to stop.

 She was upset when it didn't boil.
 You have been sleeping for a long time.
 You might enjoy a massage.
 He was eager to eat dinner.

3. Gerund Phrases

A gerund phrase is simply a noun phrase that starts with a gerund

Examples include:

 Taking my dog for a walk is fun.

 W alking in the rain can be difficult.
 Strolling along a beach at sunset is romantic.
 Getting a promotion is exciting.
 Signing autographs takes time.
 Going for ice cream is a real treat.
 Singing for his supper was how he earned his keep.
 Getting a sore back was the result of the golf game.
 Pulling an all-nighter did not improve his test scores.
 Sailing into the sunset was the perfect end to the book

4. Infinitive Phrases

An infinitive phrase is a noun phrase that begins with an infinitive verb

Here are some examples:

 To make lemonade, you have to start with lemons.

 I tried to see the stage, but I was too short.
 She organized a boycott to make a statement.
 To see Niagara Falls is mind-boggling.
 He really needs to get his priorities in order.
 The company decided to reduce hours for everyone.
 To donate time or money is an honorable thing.
I went to Spain to study the language and culture

5. Appositive Phrases

An appositive phrase restates and defines a noun. It consists of one or more

words.

Examples are:

 My favorite pastime, needlepoint, surprises some people .

 Her horse, an Arabian, was her pride and joy.
 My wife, the love of my life, is also my best friend.
 A cheetah, the fastest land animal, can run 70 miles an hour.
 My idea, a recycling bin for the office, was accepted by the boss.
 The Florida panther, the state animal of Florida, is an endangered species.

6. Participial Phrases

A participial phrase begins with a past or present participle.

 Examples are:

 W ashed with my clothes, my cell phone no longer worked.

 Knowing what I know now, I wish I had never come here.
 I am really excited, considering all the people that will be there.
 We are looking forward to the movie, having seen the trailer last week.
 Grinning from ear to ear, she accepted her award.
 The happy dog ran the entire length of the park, pausing only to sniff the
dandelions.
 Painted a brilliant white, the small room appeared bigger.
The lake, frozen over all winter, was finally thawing

7. Prepositional Phrases

A prepositional phrase begins with a preposition and can act as a noun, an

adjective or an adverb.

Examples are:

 The book was on the table.

 We camped by the brook.
 He knew it was over the rainbow.
 She was lost in the dark of night.
 He was between a rock and a hard place.
 I waited for a while.
 She smelled of strawberries and cream.
He won the challenge against all odds.

8. Absolute Phrases

An absolute phrase has a subject, but not an action verb, so it cannot stand
alone as a complete sentence. It modifies the whole sentence, not just a
noun.

Examples are:

 His tail between his legs, the dog walked out the door.
 Picnic basket in hand, she set off for her date.
 The guys attacked the pile of nachos, their fingers getting the last bit of cheese
off the plate.
 Their heads hanging down, the whole group apologized.
 The entire team, their uniforms muddy and stained, shouted for joy.

Phrases provide additional information about subjects, predicates, and / or

objects, and understanding how they work is helpful to building and
analysing sentences

On the other hand, the clause-are group of words that have both subjects and
predicates. Unlike phrases, a clause can sometimes act as a sentence . This type of
clause is called an independent clause.

An independent clause is a group of words that contains both a subject and

a predicate. It expresses a complete thought and can stand alone as a sentence. It
can also be joined to other dependent or independent clauses to make a more
interesting and complex sentence.

Examples:

 I enjoy sitting by the fireplace and reading.

 Waiting to have my car's oil changed is boring.
 She wants to travel the world and see wonderful sights.
 Our planets revolve around the sun.
The professor always comes to class fully prepared.

Here are examples of two independent clauses joined together in one

sentence by a comma and a coordinating conjunction:

 The beach is a lot of fun, yet the mountains are better.

 A group of us went to the movie, and we agreed it was enjoyable.
 I went to the store, but I forgot to bring my shopping list.
 He went to the theme park, and he went on all the rides.

A subordinate clause (or dependent clause) is a clause that cannot stand alone as
a complete sentence because it does not express a complete thought.

Examples:

1. A musicologist is a man who can read music but can't hear it.
2. Always be nice to those younger than you because they are the
ones who will be writing about you.
3. Personally I'm always ready to learn, although I do not always like
being taught
In the examples, the independent clauses are not underlined. Notice
how they could all be standalone sentences.

While clauses, phrases and sentences might seem very similar at first, on
closer look you can start to see how they function very differently. To make
sure you use them correctly, it’s important to practice identifying them.
 Let’s find out the use of phrases, clauses and sentences appropriately
and meaningfully. Let’s go!

Notes to the Teacher

Tell the students that they must pay attention on how to

use the phrases, the clauses, and sentences
appropriately and meaningfully. Their knowledge on the
use plays a great role in understanding the current
lesson.

What’s New

New York is known as “The City That Never Sleeps.” Read the lyrics of the song and
find out why:
Song: New York, New York

By: Frank Sinatra

Start spreading the news, I’m leaving today

I want to be a part of it__ New York, New York
These vagabond shoes, are longing to stray
Right through the very heart of it __ New York, New York

I wanna wake up in a city that doesn’t sleep

And find I’m king of the hill__ top of the heap

These little town blues, are melting away

I’ll make a brand new start of it in old New York
If I can make it there, I’ll make it anywhere
It’s up to you __New York, New York

Task 5:
Classify the underlined words above whether they have a complete or incomplete
thought. Write your answers on the table below.

STATEMENTS WITH COMPLETE STATEMENTS WITHOUT

THOUGHT COMPLETE THOUGHT

What is It

Now, you are ready to take off to explore deeper analysis on a phrase, a
clause and a sentence. Try to check whether your answers and observations on the
previous activity match with the answers below.
Statement A Statement B

Statements with complete thought Statements without complete

thought
1. I’m leaving today. 4. If I can make it there
2. I want to be a part of it. 5.These vagabond shoes
3. It’s up to you. 6.in old New York
 Let’s take a look at statements 1 I’m leaving today, 2 I want to be part of it and
statement 3 It’s up to you from the table above, these statements have a complete
thought and they are called Independent Clause or Simple Sentence.

An independent clause is a group of words that contains both a subje ct and

a predicate. It expresses a complete thought and can stand alone as a sentence. It
can also be joined to other dependent or independent clauses to make a more
interesting and complex sentence.

Examples:
 Today is Thursday, and the test is on Friday.
 She had just bought two gorgeous dresses, so she needed to get matching shoes.
 I really want to see the game, but the mall is having a huge sale today.
 She interviewed for three jobs, but she really wants to work here.

Now let’s take a look at statement 4 from the table above. That statement also does
not have complete thought though they have a subject and a predicate. This
statement is what we call a Dependent Clause.

A dependent clause is a group of words that has both a subject and a verb but
(unlike an independent clause) cannot stand alone as a sentence. It's a clause that
implies that there is more to come and is incomplete .

Examples:
Although she is hungry …
Whoever is hungry …
Because I am feeling well

The statements in column B do not have complete thoughts. Do you know what these
group of words are?
Let’s take a look at statements 5 and 6 in the table, the se group of words are called
phrases.

A phrase refers to a combination of two or more words, that are related to one another
and acts as a single unit, but does not contain a subject-verb pairing. It forms a part
of a clause or sentence which is used to provide further information.

A phrase does not carry any meaning of its own, due to the absence of subject and
verb, but it clarifies the context, of the sentence when added to a clause.

Note:
There are two types of words that can be used as connectors at the beginning of an
independent clause: coordinating conjunctions and independent marker words.

1. Coordinating conjunctions coordinate or join two or more sentences, main

clauses, words, or other parts of speech. Also known as coordinators,
coordinating conjunctions are used to give equal emphasis to a pair of main
clauses.
 Coordinating conjunctions are the most popular category of conjunctions.
Simply put, they bring ideas together. They can join words, phrases,
and clauses.

Coordinating conjunctions always connect phrases, words, and clauses.

The English language has seven coordinating conjunctions, and they're easy to

remember if you can just memorize the acronym FANBOYS:

For - Explains reason or purpose (just like "because")
I go to the park every Sunday, for I long to see his face.
And - Adds one thing to another
I like to read, and I write faithfully in my journal every night.
Nor - Used to present an alternative negative idea to an already stated negative idea
I neither love nor hate to watch TV.
But - Shows contrast
Television is a wonderful escape, but it interferes with my writing.
Or - Presents an alternative or a choice Would you rather read a book or watch a
good TV show?
Yet - Introduces a contrasting idea that follows the preceding idea logically (similar
to "but")
I always take a book to the beach, yet I never seem to turn a single page .
So - Indicates effect, result or consequence
I like to read, so my grammar is always on-point.

For example:
 Joan teaches science and algebra at the community college.
 The parents are busy storing food for the lockdown.
 Peter and Elaine could not decide if they wanted to elope or have a big wedding.
 The team persevered and finally broke the tie.

The fact is, you can begin sentences with coordinating conjunctions as long as you
follow these three rules for doing so:

 Ensure that the coordinating conjunction is immediately followed by a main

clause
 Don’t use coordinating conjunctions to begin all of your sentences. Do so
only when it makes your writing more effective.
 Although commas typically follow coordinating conjunctions used in areas
other than the beginning of a sentence, they should not be used after
coordinating conjunctions used to open sentences unless an interrupter
immediately follows.

2. Independent Marker W ord

An independent marker word is a connecting word used at the
beginning of an independent clause. These words can always begin a
sentence that can stand alone. When the second independent clause in
a sentence has an independent marker word, a semicolon is needed
before the independent marker word.
 Example:

Jim studied in the Sweet Shop for his chemistry quiz; however, it was hard to
concentrate because of the noise.

Some common independent markers

are: also, consequently, furthermore, however, moreover, neverthe
less, and therefore.
Connecting dependent and independent clauses
Subordinating conjunctions allow writers to construct complex
sentences, which have an independent clause and a subordinate (or
dependent) clause. Either clause can come first.
The students acted differently whenever a substitute taught the class.
W henever a substitute taught the class, the students acted different.
Note that the clauses are separated with a comma when the dependent
clause comes first.
Some common subordinating conjunctions
are: after, as, before, once, since, until, and while

W hen Jim studied in the Sweet Shop for his chemistry quiz . . . (What
happened when he studied? The thought is incomplete.)

Jim studied in the Sweet Shop for his chemistry quiz; however, it was
hard to concentrate because of the noise

De pe ndent clauses can often be identified by words called subordinating

conjunctions. If a clause be gins with one of the se words, it is de pendent
and ne e ds to be attached to an indepe ndent clause. (Common
subordinating conjunctions are: after, as, although, be cause, be fore, e ven
though, if, once, rather than, since, that, though, unless, until, when,
whe never, whereas, while, among others.)

Some subordinating conjunctions are:

also, consequently, furthermore, however, moreover, nevertheless,
and therefore.

Example: My mother is sleeping; however my father is reading a book.

Independent marker words are another way to connect clauses. These words are
used at the beginning of an independent clause .

In this part of the lesson, it is your task to practice what you have learned from the
previous activities and discussions.
Be sure to read all the instructions carefully and answer correctly what is being
asked in each of the task. Be ready with your paper and pen.

Task 5: Write IC if the statement is independent clause and DC if it is dependent

clause. Write your answer before the number.
 1. Whenever I look deeply into your eyes.
2. I get dizzy.
3. The children are doing the household chores and stay safe at home.
4. The campus is ready for the virtual learning.
5. Which is the perfect solution to every problem?
6. Pandemic is the worst experienced I ever had.
7. When I am away
8. Nevertheless I was away.
9. While watching the news
10. If I tell you the truth about this question.

Task 6: Identification
Identify whether the group of words is a phrase, a dependent clause, or an
independent clause/simple sentence.
1. My friend was at my grandma's house.
2. We were watching TV while peeling the peanuts.
3. The old brown one
4. When the phone rang
5 Jan wanted to talk to Cathy.
6 My sister’s friend
7 Almost fainted
8 Who walk on the gym
9 I'm not really a fan of Kathniel.
10. The mall was packed with XO fans

Task 7: Matching Type

Match the sentence in column A with the sentence in column B to have a complete
sentence.

Column A Column B
1. The beach is a lot of fun. A. and the test is on Friday.
2. A group of women went to the movie. B. but I forgot to bring my shopping list
3. I went to the store. C. but I need to rest
4. He went to the theme park. D. and he went on all the rides
5. I really wanted potato soup E. but the café served clam chowder
6. Today is Thursday. F. and we agreed it was enjoyable
7. She had just bought two gorgeous dresses. G. so she needed to get matching
shoes.
8.I really want to see the game. H. but the mall is having a huge sale today
9. I went to the Department of Motor vehicles today.
I. For Frank brought the main dish
10. Monica brought the drinks. J. And I took the written driving test.
K.Yet the mountains are better
What I Have Learned

CONGRATULATIONS! You have done

a great job. I believe that you have a
clear idea now on how to use
phrases, clauses and sentences
appropriately and meaningfully.
Complete the statements below to
show how much you have learned
from this lesson. Ready? Okay!

A . Fill in the blank with the correct word to complete

the sentence.

1._______is described as a group of two or more than

two words related to one another that constitute a single
2.________. On the other extreme, the 3.________ is a part
of a sentence that contains a subject (noun phrase) that
actively performs an action (finite verb form).

A 4.________ is a part of a clause or a _5.__________. As

against, a clause is a sentence fragment.

A clause has a 6._________ and 7._________, whereas a

phrase doesn’t.

A phrase cannot stand-alone, as it does not convey

meaning. In contrast, when a clause is an 8.__________
clause it is a stand-alone statement, which conveys a
thought or idea, but if it is a 9._______ clause, it is not
a stand-alone statement, as it requires something else
to 10. _______ it.
 What I Can
Do
It is now your chance to show off your expertise by applying the rules of clauses,
phrases and sentences.

Directions: Copy the sentences on your notebook. Put a comma to complete the
meaning of a sentence.

1. Before you begin dinner you should clean the kitchen.

2. Once people have tasted freedom they have a difficult time surrendering to
confinement.

3. I will type my paper before I read my history chapter.

4. Although the outcome of the election is uncertain an improvement in the
country’s
economy is expected.
5. I cannot imagine when the change will take place.
6. I will go on the trip with you even though I am terrified of flying.

7. As English grammar is often complex students must study the concepts

diligently.
8. While the likelihood of winning the Lottery is rare too many people squander
their
money on tickets.
9. Mimi laughed at the joke after she understood its punch line.

10. You will not be able to escape from this prison unless you sprout wings

Task 9: Expressing yourself

A. Make a paragraph using a phrase, a clause and a sentence

stating what you are doing inside your house during
quarantine. (Example: helping your mother doing the household
chores or cooking your favorite dish.)

You can begin with this sentence… Stay safe? Oh, I love staying at
home. I will cook my favorite dish which is…..

Please follow the Rubric below as your guide.

 Assessment

Excellent! You are now on the last stage of this module. Let us see how well you
digested everything discussed in this lesson. Be ready with a paper and pen.

Task 10:
Directions: Combine the independent clause using the given conjunctions.

(Although, So ) 1.______ it was very long, the movie was still enjoyable.

(Yet, because) 2. You should take your car in for a service _________ it's starting to
make weird noises.
(Even though, eventually)3. The actor was happy he got a part in a movie ________
the part was small.

(When, After) 4. ______ the tornado hit, there was very little left standing.

(So, as) 5. The museum was very interesting, _______ I expected.

(When, now) 6. ______ that he's rich and famous, people makes allowances for his
idiosyncrasies.
(Even though, While) 7. _______ he's thoroughly trained, he still makes a lot of
mistakes.

(Since, Before) 8. ______ rainy season is coming; I think I'll knit a warm sweater,
because I'm always cold.

(When, While) 9.______ she was younger, she believed in fairy tales.

(In case, since) 10. I have to save this coupon _______ I come back to the store
tomorrow.

Additional Activities

Hey there! Now that you are done with our

lesson today, you can use phrases and
clauses in forming sentences. Think wisely.
Enjoy!

Task 10: Use phrases and clauses in writing sentences.

1. When we got there, the mall was packed with Dance Boy fans.

2. Everyone wore Dance Boy shirts except me because I hate the Dance Boys.

3. While the Dance Boys sang, Jan danced, but I played games on my cell phone.
 Task 2: Task:1
1. F
2. F Task:1
3. F 1. sentence 6. sentence
4. S 2. sentence 7. Sentence
5. F 3. clause 8. clause
6. S 4. phrase 9. sentence
5. phrase 10. phrase
7. F
8. S
9. F
10. F
Answer Key
Since we went to the mall, I've been working on my moves, but I'm still bad 5.
I challenged one of the Dance Boys to a dance battle but he was scared. 4.
Task 8: Task 7: Task 6:
1. It’s getting cooler now. 1. C 1. Independent clause/sentence
2. Taking the bus. 2. F 2. Independent clause/sentence
3. When rainy season 3. B 3. Phrase
comes 4. E 4. Dependent clause
4. Nothing serious 5. D 5. Independent Clause/sentence
5. She set it for P.M 6. A 6. Phrase
7. G 7. Phrase
instead of A.M. 8. H 8. Dependent Clause
9. J 9. Independent Clause/sentence
10. I 10. Independent Clause/sentence
Task 5:
1. If you had helped us, we would have finished the work in next to no time .
2. I would have called you earlier if I had not lost your phone number.
3. They would not have gone to the theatre by car if the weather had been better.
4. If I had a compass, I would give it to you.
5. If he hadn’t ill, he would have run the marathon.
6. If you go to Ireland, you will need a raincoat.
7. We would not have missed the train if we had got up earlier.
8. If we lived in the country, the kids would play outside all day long.
9. If they had not eaten that much, they wouldn’t have got a stomachache.
10. I will not be able to write you if you do not give me your address.
Task 4: Task 3:
1. He was waiting for the rain to stop. 1. John hit
2. Sam and Sherry went to class.
2. She was upset when it didn't boil. 3. to the movies.
4. The animals live in the forest.
3. You have been sleeping for a long 5. Happy day
time. 6. He jumps for joy.
7. The show keeper showed the animal.
4. You might enjoy a massage. 8. All day
9. I played basketball today.
5. He was eager to eat dinner. 10. I also enjoy playing baseball
 https://www.englishpage.com/verbpage/pastperfect.html
Past Perfect Tense | ENGLISH PAGE. Retrieved 30 May 2020, from
Fact_Sheet_Direct_Speech_and_Reported_Speech.pdf
from http://www.dorcan.co.uk/media/literacy/Parts_of_Speech/Parts_of_Speech-
Fact sheet Direct Speech and Reported Speech. [Ebook]. Retrieved 02 June 2020
https://keydifferences.com/difference-between-phrase-and-clause.html.
Difference between phrase and clause. (2020, January 25). Key Differences.
References:
Task 10:
1. The mall was packed with Dance Boys fans when we got there.
2. Everyone wore Dance Boys shirts except me because I hate the Dance Boys.
3. Jan was dancing while the Dance Boys sang but I played games on my cell
phone.
4. I challenged one of the Dance Boys to a dance battle but he was scared.
5. I’ve been on my moves but I’m still bad since went to the mall.
Task 9:
A.
1. The circus came to town and tickets were cheap so I decided to go with my friends.
2. The clowns drove up in a little car although there were a bunch of them but I
didn’t think they would all fit.
3. The guy stuck his head in the lion’s mouth while bears were dancing in tutus and
an elephant rode a bike.
4. A man with a whip was beating the animals so the animals were sad but the man
fed them a snack.
5. A lady was selling snacks and I bought a popcorn and cotton candy so I always
have fun at the circus.
Robart, K. Quoted and Reported Speech (Direct and Indirect Speech) [Ebook].
Retrieved 30 May 2020 from
https://www.sjsu.edu/ajeep/docs/QuitedandReportedSpeech.pdf

Ph.search.yahoo.com. 2020. Clauses And Phrases - Avast Yahoo Search Results.

[online] Available at:
<https://ph.search.yahoo.com/yhs/search?hspart=avast&hsimp=yhs-
securebrowser&type=4150&param1=176d1704f2af452d8144e1f50fd6b976&param
2=20180719&param3=Avast%20Secure%20Browser|81.0.4127.130&param4=17|
PH|1.18.16.597|1.18.16.597&p=clauses+and+phrases> [Accessed 30 May 2020].
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