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ENGLISH
Quarter 1
Module 5: Week6
VERBS, ADJECTIVES and
ADVERBS
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English
Quarter 1
Module 5: Week 6
Verbs, Adjectives and Adverbs
About the Module
This module consists of the following:
Pretest
Lesson 1 – Simple Tense of the Verb
Lesson 2 – Perfect Tense of the Verb
Lesson 3 – Adjective
Lesson 4 – Adverb
Lesson 5 – Emotional Response
Post test
General Direction: In answering the activities for this module, use a separate
sheet of paper.

Day 1

Pre-test
Read each question carefully, then choose the letter that corresponds to the best
answer.
For numbers 1-4, complete each sentence with the correct simple tense of the verb.
1. I __________ tennis every Sunday morning.
A. play C. will play
B. played D. playing
2. They _______________ to church on Sundays.
A. go C. will go
B. went D. going
3. Jane __________ her blue jeans yesterday.
A. wears C. will wear
B. wore D. wearing
4. The bell _____________ 30 minutes from now.
A. rings C. will ring
B. rang D. ringing
For numbers 5-8, complete each sentence with the correct perfect tense of the verb.
5. I _____________ awake for half an hour.
A. been C. had been
B. have been D. will have been
6. My father ____________ the same car for ten years.
A. driven C. had driven
B. has driven D. will have driven

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7. They ___________________ to her before.
A. spoken C. had spoken
B. have spoken D. will have spoken
8. I ________________ with the keys by the time you come in.
A. arrived C. had arrived
B. have arrived D. will have arrived
For numbers 9-12, identify the adjective and adjective phrase in the sentence.
9. Someone in my class lent me a wonderful story.
A. someone C. lent me
B. in my class D. wonderful story
10. The house that is so beautiful sits atop the hill.
A. The house C. sits atop
B. that is so beautiful D. atop the hill
11. Sandra responded in a very rude way.
A. responded in C. a rude way
B. in a very rude way D. Sandra responded
12. The tour guide talked about the buildings of the 19th century.
A. talked about C. the buildings
B. The tour guide D. of the 19th century
For numbers 13-15, identify the adverb clause in the sentence.
13. Although Tricia works hard, she always welcomes extra projects.
A. Tricia works hard C. extra projects
B. Although Tricia works hard D. she always welcomes
14. Andrew is thinner than he was the last time.
A. last time C. Andrew
B. Andrew is thinner D. than he was the last time
15. Should we go save seats after you buy some popcorn?
A. go save seats C. should we go
B. after you buy some popcorn D. after you buy

Lesson 1 Simple Tense of the Verb

What I Need to Know

After going through the process of discovery with the learning tasks, you are expected to:
1. determine the tenses of the verbs.
2. state the importance of using simple tenses; and
3. construct sentences using the simple tenses of the verb.

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 What’s In
Verb is a word used to describe an action, state, or occurrence, and forming the
main part of the predicate of a sentence, such as hear, become, happen.
Observe the sentences below.

Set A
1. Daniel plays baseball every day.
2. Daniel2played baseball yesterday.
3. Daniel will play baseball next week.

Set B
1. I eat nutritious food every morning.
2. I ate nutritious food yesterday.
3. I will eat nutritious food later.

What happens to the verb as the time changes? __________________________________

Tense is a distinction of form in a verb to express specific time distinction or duration of the
action or state it denotes.

What’s New
These are the things to remember about simple tense:

a. Present tense is the original verb form. It is expressing that something is currently
going on or habitually performed, or a state that currently or generally exists.
Example: I usually get the bus to work.
b. Past tense is used to talk about things that happened or existed before now.
Example: I got home from work at 6:30pm.
c. Future tense needs will (shall) + verb. It is used for activity or a future state of
being.
Example: I will get the keys in my car.
Simple Present Simple Past Tense Simple Future Tense
Tense
get got will (shall) get
stand stood will (shall) stand
arrive arrived will (shall) arrive

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 Points to Ponder:

The tense is an important part of English grammar. It shows the time of an action or
state of being that is usually shown by a verb. The verb ending is changed in order to
show the present, past or future time. Hence, a tense acts as a verb, so as to indicate
what happens when.

What I Can Do
Directions: Pick out the action verb in each sentence; and determine whether it is in
past tense, present tense, or future tense.
Example: I ran a marathon last year.
Answer: action verb: ran - past tense

1. Daniel will choose a baseball bat. _____________________________

2. He steps up to the plate. _____________________________

3. The pitcher tossed the ball. _____________________________

4. Daniel will swing hard. _____________________________

5. The ball struck the bat. _____________________________

What I Have Learned

Directions: Write the importance of the use of simple tenses of the verb by completing the
statement below.
The use of simple tenses of the verb is important because __________________
_______________________________________________________________________

What’s More
Directions: Change the forms of the following verbs. The desired tenses are in the
parentheses. Then, construct sentences using the transformed verbs.
1. see (simple present) - _______________________________________________
2. warn (simple past) - ________________________________________________
3. hear (simple future) - _______________________________________________

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Day 2

Lesson 2 Perfect Tense of the Verb

What I Need to Know

After going through the process of discovery with the learning tasks, you are expected to:
1. determine the perfect tense of the verb.
2. state the importance of using perfect tenses; and
3. construct sentences using the perfect tense of the verb.

What’s In
Let’s have a recap from the previous lesson. You learned about simple tenses.

Simple Present Simple Past Tense Simple Future Tense

Tense
come came will come
write wrote will write
sing sang will sing
climb climbed will climb
read read will read

What’s New
These are some of the basic forms of the verbs: present participle, past, and past
participle. Consider the following examples on the given base (present) form of the verb.

Present Present Past Past Participle

Participle
come coming came came
write writing wrote written
climb climbing climbed climbed

The perfect form is the verb tense used to indicate a completed, or "perfected," action
or condition. Verbs can appear in any one of three perfect tenses:

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 a. Present Perfect Tense – it takes the pattern, has/have + past participle of the
verb. It refers to:
❖ an action or condition just completed;
Example: They have written three letters already.
❖ an action or condition completed at an indefinite time in the past;
Example: Dan has called everyday this week.
❖ an action began in the past and continues to the present.
Example: Susan has lived here all her life.

b. Past Perfect Tense – it takes the pattern, had + past participle of the verb. It refers
to a time earlier than before now. It is used to make it clear that one event happened
before another in the past. It does not matter which event is mentioned first - the past
perfect tense makes it clear which one happened first.

Example: Dan had called before Ellen arrived.

c. Future Perfect Tense – will have + past participle of the verb. It expresses an
action that will be completed before the occurrence of a definite action in the future.

Example: Dan will have called before Ellen arrives.

Points to Ponder:
Present perfect tense is used to show a link between the present and past and is
commonly used in everyday conversations, in the news, on the radio, and when writing
letters.
Past perfect tense allows you to discuss or write about an event that took place in the
past, but before another past action.
Future perfect tense .
The future perfect tense refers to a completed action in the future. When we use this
tense we are projecting ourselves forward into the future and looking back at an action
that will be completed some time later than now.

What I Can Do

Pick out the perfect tense in each sentence and write Present pt for present perfect
tense, Past pt for past perfect tense and Future pt for future perfect tense.
Example: I have finished my homework already. have finished - Present pt
1. The film house has not developed the pictures yet. _______________________
2. Fred will have left before Erin’s arrival. _______________________
3. Andi had lost her transfer by the end of the bus ride. _______________________

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 4. Before the discovery of the buried chest, Joe had
not believed in buried treasure. _______________________
5. We have worked over an hour on one math problem. _______________________

What I Have Learned

Directions: Write the importance of the use of perfect tenses of the verb by completing the
statement below.
The use of perfect tenses of the verb is important because ___________________
_______________________________________________________________________

What’s More
Directions: Change the forms of the following verbs. The desired tenses are in the
parentheses. Then, construct sentences using the transformed verbs.
1. see (present perfect) -_______________________________________________
2. pack (past perfect) - ________________________________________________
3. visit (future perfect) - ________________________________________________

Day 3

Lesson 3 Adjectives

What I Need to Know

After going through the process of discovery with the learning tasks, you are expected to:
1. determine adjective, adjective phrase and adjective clause.
2. state the importance of adjective, adjective phrase and adjective clause in a
sentence.

What’s In
Directions: Pick out the number of the correct picture that matches the given
descriptive word in each item below.

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 1 2 3

1. warm

2. scary

3. old

What’s New
What do we call these descriptive words? Adjectives
An adjective modifies noun, pronoun, noun phrase or describes its referent.
An adjective phrase, or an adjectival phrase, is more than a group of words with an
adjective in it. It's actually a group of words that describes a noun or pronoun in a sentence;
thus, functioning as an adjective.
An adjective clause—also called an adjectival or relative clause—will meet three
requirements: First, it will contain a subject and verb. Next, it will begin with a relative
pronoun [who, whom, whose, that, or which] or a relative adverb [when, where, or why].
Let's take a look at an example with an adjective, adjective phrase and adjective
clause:

• The beautiful house sits atop the hill. (adjective; beautiful which modifies the house)
• The house with wide windows sits atop the hill. (adjective phrase; with wide
windows which modifies the house)
• The house that is so beautiful sits atop the hill. (adjective clause; that is so beautiful
which modifies the house)
Again, these sentences mean the same thing. However, the first one has an
adjective, the second one had an adjective phrase, while the last has an adjective clause.

Points to Ponder:
Adjectives, adjective phrases and adjective clauses give us information about
the noun that it's modifying.

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 What I Can Do
Pick out the adjective phrase in each of the sentences below.
Example: The man with the glass eye winked at me.
1. Her new purse in her bag was expensive.
2. The woman at the ticket window started to get upset.
3. The cost of the car was too high.
4. He forgot about the books under the bed.
5. The man in the car is my friend Peter.

What I Have Learned

Directions: Write the importance of the identifying adjectives, adjective phrases and adjective
clauses by completing the statement below.

The use of adjectives, adjective phrases and adjective clauses is important because
_______________________________________________________________________

What’s More
Pick out the adjective clause in each sentence. Then, identify the word or phrase it
modifies.
1. I know the student who is sitting in front row of the theatre.
2. The boy that is chosen to be the captain has played for three years.
3. Nancy likes restaurants which are serving spicy food.

Day 4

Lesson 4 Adverbs

What I Need to Know

After going through the process of discovery with the learning tasks, you are expected to:
1. identify adverb phrase and adverb clause in the sentences; and
2. state the importance of adverb, adverb phrase and adverb clause in a sentence.

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 What’s In
Directions: Complete the sentences below by using the appropriate form of words in
the parentheses. Write your answers on the puzzle.
1

2 4

3 6

ACROSS
1 The baby rubbed her eyes _________________. (tired)
3 She plays the piano _________________. (beautiful)
5 She answered _________________. (clever)
7 She sang _________________. (happy)
8 I speak English _________________. (good)
9 She performed ____________________. (magnificent)

DOWN
1 He put the dishes away _________________. (tidy)
2 She cooks _________________. (terrible)
4 I ran _________________ to the station. (quick)
6 John held the plate _________________. (careful)

What words were you able to form? What do we call them?

They are called Adverbs. Adverb is a word or group of words that modifies or
qualifies an adjective, verb, or other adverb or a word group, expressing a relation of place,
time, circumstance, manner, cause, degree, etc. (e.g., gently, quiet, then, there).

What’s New
Adverb phrases and clauses are both group of words that are collectively used to
modify the verb of the sentence; they tell when, where, why, how, to what extent, or how much
about the word it modifies. However, the two have a distinct difference. Adverb clauses have
both a subject and a verb in the modifying text, while adverb phrases do not.
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 Examples of Adverb phrase:
❖ The flowers will bloom in spring. (in spring modifies the verb will
bloom, answers when?)
❖ John ran down the street. (down the street modifies the verb ran,
answers where?)
Every adverb phrase is introduced by a _____________________.
While every adverb clause is introduced by a subordinating conjunction.
➢ Adverb Clause Modifying Verbs
We left the bicycle where we had found it. (where)
When the rain began, we were six miles from home. (when)
I could hardly hold my head up because I was so sleepy. (why)
➢ Adverb Clause Modifying Adjectives
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Bob is taller than any other boy I know. (to what extent)
The public library is bigger than it used to be. (how much)
Adverb Clause Modifying an Adverb
Felix ran faster than the other track stars did. (how much)

Points to Ponder

Adverb Clause adds information that elaborates on when, where, why, how, how much or
under what condition the action in the sentence takes place

What I Can Do
Directions: Pick out the adverb clause in each sentence then opposite it, identify the
word it modifies.
Example: Frank ran the race as though his life depended on it.
Answer: as though his life depended on it - ran

1. We need to find the bar where they asked us to wait.

2. We can swim in the pool as soon as you put on sunscreen.
3. You must keep practicing the song until you get it right.
4. The fireworks show will start after the sun goes down.
5. Now that everyone has left the party, we need to start cleaning.

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 What I Have Learned
Directions: Write the importance of the identifying adjectives, adjective phrases and adjective
clauses by completing the statement below.

The use of adjectives, adjective phrases and adjective clauses is important because
_______________________________________________________________________

What’s More
Directions: Pick out the adverb clause in each sentence; then identify the word it modifies.
Example: As we approached the intersection, we saw the Nelson’s car.
Adverb clause: As we approached the intersection
Word it modifies: we

1. When we delivered the newspaper, I saw Mrs. Sanchez at the window.

2. Because that clerk was so helpful, I praised her to the store manager.
3. You may play outside until it’s dark.

Day 5

Lesson 5 Emotional Response

What I Need to Know

After going through the process of discovery with the learning tasks, you are expected to:
1. use verbs, adjectives and adverbs to convey emotional responses;
2. write your emotional reactions to the given statements; and
3. describe the characters of the story using adjectives, adjective phrases and adjective
clauses.

What’s In
Directions: Look at the picture below, consider it as your own family picture. See the
emotion you are showing through your facial expressions. How do you maintain the joy in
your family even with this pandemic crisis?

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Write and explain your answer.
___________________________________________________________________
___________________________________________________________________

What’s New
If there is unity, understanding and cooperation in the family, it’s really possible to still
maintain joy and harmony even if problems and trials arise. Now try to identify how the
brothers Anpu and Bata react to the difficult situations that happen within their family. Read
the story.
The Two Brothers
Egyptian Folktale

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Once, there were two brothers. Anpu was the elder and Bata was the younger.
When their parents died, Anpu was already married and had a house of his own, so he took
his little brother to live with him and treated him like a son. When the lil' bro grew into a
young man, he was an excellent worker. He did the plowing and harvested the corn; there
was not an equal in the land. Behold the spirit of a god was with him.

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Every morning, the younger bro followed his oxen and worked all day in the fields
and every evening he returned to the house with vegetables, milk, and wood. He laid all
these before his elder brother and at dawn, he took the bread with him which he had baked
and laid it before his elder brother; and he took with him his bread and drove the cattle into
the field.

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Because Anpu loved his brother very much, his wife became jealous and wanted to
destroy Bata. One day when Anpu and Bata were in the fields, they needed some corn so
Anpu sent Bata home to get some. The younger brother found the wife combing her hair and
said, "Get up and give me some corn so that I may run to the field for my elder brother is in a
hurry. Do not delay."

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 4
At eventide, Anpu returned home earlier than his brother because Bata had much
work to do in the fields. Anpu was met by his wife who was crying bitterly. She showed him

her arms and legs which she had painted black and blue, and accused Bata of having
beaten her. She pretended to be in great pain. She didn't give him water to wash his hands
with, she didn't light the fire for him, she pretended that she was very sick. And Anpu
became very angry; he sharpened his knife and waited for Bata in the stable.

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When the sun went down, Bata came home as usual loaded with herbs, milk, and
wood. And as he entered the door, he saw the feet of his brother and the sharp knife
hanging by his side. The brother sprang at him and Bata fled praying to Ra, "My good lord!
Save me from death, thou who divines the evil from the good." And Ra heard his cry; he
made a river flow between one brother and the other and filled it with crocodiles. And Bata
said to his elder brother, "Why do you seek to kill me? Am I not your brother and have you
not always treated me as if you were my father?

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And has not your wife been as a mother to me? Now, since you want to kill me, I
shall go to the Valley of the Acacia." Anpu answered, "Why did you beat up my wife and
almost kill her?" Bata answered, "I did no such thing. Have I not told you that I have always
looked upon her as my mother?" So Anpu went home. He found his wife near the river
washing off the black and blue dye with which she had painted herself. Filled with great
anger, Anpu killed his wife and cast her to the dogs. Then he sat down, poured ashes on his
head, and mourned for his younger brother. Bata reached the Valley of the Acacia. There
was no one with him; he slew wild beasts for food and built himself a house under the acacia
tree, which is sacred to the gods.

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One day as he walked out of his house, he met the Nine Gods who knew of his
innocence and goodness. Ra said to the god Khunumu, "Behold, frame a woman for Bata
that he may not remain alone. And Khunumu made for Bata a wife to dwell with him. She
was indeed more beautiful than any other woman in the whole land. She was like a goddess
and Bata loved her very much.

--Author Unknown

Process questions:

1. Describe the relationship between Anpu and Bata at the beginning of the story.
2. What destroyed their good relationship?
3. What were the reactions of Bata towards his brother knowing that his brother did not
listen to him?

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 What I Can Do
Activity A
Directions: The lines below are extracted from the story. Reread each and give attention to
the italicized parts. Give your emotional reaction by choosing from the emoticons. Choose
the letter of your answer. One emoticon may be used twice.

A. B. C. D.

1.

Anpu was met by his wife who was crying bitterly. She showed him her arms and legs
which she had painted black and blue, and accused Bata of having beaten her.

2.

The brother sprang at him and Bata fled praying to Ra, "My good lord! Save me
from death, thou who divines the evil from the good."

3.

And Ra heard his cry; he made a river flow between one brother and the other
and filled it with crocodiles.

4.

And Bata said to his elder brother, "Why do you seek to kill me? Am I not your
brother and have you not always treated me as if you were my father?

5.

Anpu answered, "Why did you beat up my wife and almost kill her?" Bata answered, "I did
no such thing. Have I not told you that I have always looked upon her as my
mother?"

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Activity B
Directions: Below are the two statements taken from activity A. Verbalize (write in exact
words) what you want to say as your emotional reactions to these statements. In writing your
reactions, make use of adjectives and adverbs, adjective/ adverb phrases and adjective/
adverb clauses.

Statement from The Two Brothers Your Verbalized Emotional Reactions

1. Anpu was met by his wife who was
crying bitterly. She showed him her arms
and legs which she had painted black and
blue, and accused Bata of having beaten
her.
2. The brother sprang at him and Bata fled
praying to Ra, "My good lord! Save me
from death, thou who divines the evil from
the good."
(using appropriate adjectives and adverbs,
adjective/ adverb phrases and adjective/
adverb clauses.)
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________

What I Have Learned

Directions: Put yourself in the shoes of Bata. Write your feeling towards your brother who
didn’t listen to you by completing the statement below.

If I were Bata, knowing that my brother didn’t listen to my explanations, I will feel
________________ because ________________________________________________
_______________________________________________________________________

What’s More
Copy the table below. Using an adjective, adjective phrase and adjective clause,
describe the three characters in the story The Two Brothers.

Character Description Using Description Using Description Using

Adjectives Adjective Phrases Adjective Clauses
1. Bata
2. Anpu
3. Wife

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Day 6

Post test
Read each question carefully, and then write the letter that corresponds to the best
answer.
1. She had extremely menacing eyes. “Extremely menacing” is ______________.
A. verb C. adverb clause
B. adjective phrase D. adverb phrase
2. The villagers fled the town before the volcano erupted. “before the volcano erupted is
a _________________.
A. verb C. adverb clause
B. adjective phrase D. adverb phrase
3. Jack _________________ basketball every Saturday.
A. plays C. playing
B. played D. will play
4. The earth ______________ round the sun.
A. move C. moved
B. moves D. will move
5. Sarah was hostile towards me. “Hostile towards me” is ____________________.
A. verb C. adverb clause
B. adjective phrase D. adverb phrase
6. Luisa has written to the mayor about the smog problem. What is the tense used in
this sentence?
A. simple past C. past perfect
B. simple present D. present perfect
7. Abdus gave Becky the pencil. The word “gave” is a __________________.
A. noun C. adverb
B. verb D. adjective
8. I __________________ all day unless I get a call from Dad.
A. work C. working
B. worked D. will work
9. I ___________ the letter before you arrived.
A. writing C. will write
B. written D. had written
10. When I was younger, I thought so. “When I was younger” is a/an ______________.
A. verb C. adverb clause
B. adjective phrase D. adverb phrase
11. Perhaps we ____________ Delhi next month.
A. visit C. visited
B. will visit D. had visited

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12. The teacher had to speak loudly to be heard over the children. The word “loudly” is
a/an ______________________.
A. noun C. adjective
B. verb D. adverb
13. By lunch time, I had read almost the entire book. What tense is used in this
sentence?
A. simple past C. past perfect
B. simple present D. present perfect
14. Whether you like it or not, you have to go to bed now. “Whether you like it or not” is
a/an ___________________.
A. verb C. adverb clause
B. adjective phrase D. adverb phrase
15. Tom bought a used car. The word “used” is ___________________.
A. noun C. adjective
B. verb D. adverb

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Answer Key

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References
Grade 8 English Competencies
Grade 8 Learner’s Material
DepEd Learning Portal
Internet Sources:
Adjective phrase

https://grammar.yourdictionary.com/parts-of-speech/adjectives/adjective-phrase.html
Adverb clause
https://www.gingersoftware.com/content/grammar-rules/adverb/adverb-clauses/
Simple tense
https://www.talkenglish.com/grammar/simple-tense.aspx#:~:text=Basic%20English%20Grammar-
,Simple%20Tense,perfect%2C%20and%20perfect%20progressive%20tenses.
Perfect tense
http://www.cws.illinois.edu/workshop/writers/perfectforms/#:~:text=The%20perfect%20form%20is%20
the,had%22%20%2B%20the%20past%20participle.

https://www.google.com/search?q=importance+of+future+perfect+tense+&rlz=1C1AVUC_enPH913PH913&sxsrf
=ALeKk02794Tvj2DTCk9pKHSKHz2X7TrXxQ%3A1628237870628&ei=LvAMYdfoJZKHoAT_laawBA&oq=import
ance+of+future+perfect+tense+&gs_lcp=Cgdnd3Mtd2l6EAMyCAghEBYQHRAeMggIIRAWEB0QHjIICCEQFhAd
EB4yCAghEBYQHRAeOgcIIxCwAxAnOgcIABBHELADOgUIABDLAUoECEEYAFDlMljWYWCIdmgCcAJ4AIABfIg
BsRSSAQQwLjIymAEAoAEByAEJwAEB&sclient=gws-wiz&ved=0ahUKEwjXt43f-pvyAhWSA4gKHf-
KCUYQ4dUDCA4&uact=5

Development Team of the Module

Contextualizer: Harriet Y. Repecio, T1, Talamban National High School

Content/ Language/ Roquesa B. Sabejon, PSDS – North District 7

Layout Editors: Ethel T. Aguanta, MT1, Pardo National High School

Venus G. Adolfo, MT1, Abellana National High School
Juan Khleint C. Duzon, Jr., T3, Barrio Luz National High School

Management Team: Rhea Mar A. Angtud, Schools Division Superintendent

Danilo G. Gudelosao, Assistant Schools Division Superintendent
Grecia F. Bataluna, Curriculum Implementation Division Chief
Norman R. Gabales, EPSvr-English
Vanessa L. Harayo, EPSvr-LRMS

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