UNIT -II ENGLISH

WEEK 5

Name: ________________________________________ Date:

November 29, 2021
__________________________________
Grade & Section: VI- B.F. SKINNER Subject Teacher: MR. SILVERIO V. ESTEVES
Jr.

Composing Clear and Coherent Sentences using Appropriate

Lesson 8
Grammatical Structures (Adverbs of Intensity)

At the end of this lesson, learners are able to:

 TARGET
compose clear and coherent sentences using appropriate grammatical structures -
adverbs of intensity.

a. Words that tell how an action is done are called adverbs. There are different kinds of adverbs
 adverbs of manner answer the question “how the action is done”.
 adverbs of time answer the question “when”.
 adverbs of place answer the question “where” and
 adverbs of frequency answer the question “how often”.

This lesson is about adverbs of intensity or degree. They answer the question “to what extent”. Adverbs
of intensity are usually placed before the adjective, adverb, or verb that they modify.

What is an Adverb of intensity?

Adverbs of intensity or degree answer the question “to what extent”.
Adverbs of intensity are usually placed before the adjective, adverb, or verb that they modify, although
there are some exceptions. The words "too", "enough", "very", and "extremely" are examples of adverbs of
degree.
Let us study the following sentences.

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Examples
1. These discoveries are very important to all of us.
 The word very modifies the word important.
It answers the question to what extent. So, it is an adverb of intensity.

2. Science and Technology have greatly improved the methods and equipment used in medicine,
agriculture, industries, transportation and communication.
 The word greatly is an adverb of intensity.

Remember This!!!

 Adverbs of intensity modify adjectives or other adverbs. It used to show the intensity or degree to
which something is done. It answers the question “how much or “to what extent”. They normally go
before the adjective or adverb which they modify.
• These are some of the most common:
extremely not at all awfully
absolutely quite badly
completely a bit completely
totally very barely
fairly rather enough
indeed intensely deeply
positively pretty

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SCORE
Learning Task No. 11
A. Directions: Fill in the blank with the correct adverb of intensity to make the sentence coherent. Choose
your answer inside the parenthesis.

1. Later he admitted that the payment has been ______________ made. (truly, greatly)
2. An Indian black bear is identified with an __________ black color. (intensely, extremely)
3. He was ________________ shaken by the plight of the poor. (deeply, intensely)
4. He was thinking __________________ towards meeting his sales target. (positively, badly)
5. She was ______________ much involved in the financial matters. (pretty, barely)

B. Directions: Complete the following sentences by filling in an appropriate adverb of intensity. Choose
your answer from the box

rather least fully quite lot

1. Business community is ___________________ bothered about the society.

2. The house he rented is __________________ far from his school.
3. I would _____________________ choose to fight back than to sit back and do nothing.
4. There was a ____________________ more to it than what matched the eyes.
5. A child’s true potential needs to be ___________________ explored

C. Directions: Compose clear and coherent sentences using the following adverbs of intensity.

1. Deeply
____________________________________________________________________________________
____________________________________________________________________________________
2. Almost
____________________________________________________________________________________
____________________________________________________________________________________
3. Fully
____________________________________________________________________________________
____________________________________________________________________________________
4. Extremely
____________________________________________________________________________________
____________________________________________________________________________________
5. Quite
____________________________________________________________________________________
____________________________________________________________________________________

Lesson 9 Sources of Information

TARGET
OBJECTIVES Page| 3
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At the end of this lesson, learners are able to:

 identify the materials viewed from sources of information; and
 compare and contrast contents of materials viewed from sources of information
(print, online and broadcast).

Examine the pictures below.

What sources do you use in gathering information for your assignment and other school activities?

SOURCES OF INFORMATION

Print materials consist of all written/printed materials. Examples of these resources

are printed versions of textbooks, workbooks, reference books, magazines, newspaper
and journals.

Broadcast materials are resources transmitted to public through radio and

television. Public service announcements, daily news, weather forecasts,
interviews, documentaries, comedies, movies, sports and
advertisements/commercials are typical examples of broadcast materials.
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Online materials are learning resources that are made available online. Common
examples of online resources are blogs/vlogs, podcasts, audiobooks, e-books, videos,
mobile apps, webpages, social media, and emails/ electronic mails. In accessing online
materials, take note to be careful and vigilant with the authorship, credibility and
authenticity of internet documents since some sources may contain unverified information.
With the use of various sources of information, you may now compare and contrast the
information viewed from print, broadcast and online platforms. The skills on comparing
and contrasting are necessary in enriching your knowledge in finding reliable and credible
sources of information.

SCORE

Learning Task No. 13

A. Directions: Identify the material to be used in each situation below. Classify each as to PRINT,
BROADCAST or ONLINE. Write your answer on the space provided.
_______________________1. Miya needs to watch news on television.
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_______________________2. Mrs. De Chavez used the chart which she bought from the local bookshop in
explaining the water cycle.
_______________________3. Alex tours around Oriental Mindoro using the interactive map installed in his
cellphone.
_______________________4. The pupils watch available videos online on gardening.
_______________________5. My parents love to read newspapers every morning.

B. Directions: Identify which source of information does not belong to each group. Write your answers in
your notebook. Then, after eliminating the material which does not belong to each group, classify the
three (3) remaining materials as to print, online or broadcast materials.
1. textbooks, workbooks, reference books, daily TV news
2. TV documentaries, e-book, radio comedies, TV commercials
3. blogs/vlogs, written diary, videos, webpages,
4. printed magazines, printed newspaper, social media, printed journals
5. email, book, e-book, mobile app
Classifications of Materials
6. ________________________________
7. ________________________________
8. ________________________________
9. ________________________________
10. _______________________________

C. Directions: Complete the statements below by supplying the missing terms. Select from the given
choices below.
TV Ad Print Email Textbook sources examples Broadcast
Online

There are three basic (1) ____________________ of information: print, broadcast and online materials.
(2) _____________________ materials consist of all written/printed materials. (3) __________________ is an
example of a print material. (4) ___________________ materials, meanwhile, are resources transmitted to
public through radio and television. (5) ____________________ is an example of a broadcast material. (6)
______________________ materials, on the other hand, are learning resources that are made available online.
(7) ____________________ is an example of an online material. SCORE
Learning Task No. 14
A. Directions: Classify the materials below as to print, broadcast and online. Use the table provided .

printed magazines TV documentaries blogs

Tiktok TV news online journals
printed dictionary TV movies radio news websites
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Print Materials Broadcast Materials Online Materials

B. Directions: Compare and contrast TV, radio or printed advertisements of two shampoos you are familiar
with. Using a Venn diagram, note down their similarities and differences. Then, write a paragraph
explaining the content of the said diagram. Be guided by the rubric below.

Shampoo A. Shampoo B.
Name: ______________ Name: ______________

Similarities

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