UNIT –IV ENGLISH

ENGLISH6 Learning Modules

English 6
4th Quarter - LM
Grade & Section: VI- B.F. SKINNER
Subject Teacher: MR. SILVERIO “RJ”VALDEZ ESTEVES

Name: _______________________________
WEEK 1
Date:_________________
The learner listens critically; communicates feelings and ideas orally
and in writing with a high level of proficiency; and reads variousPage|
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Grade Level
JOHN Standards
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purposes.
 UNIT –IV ENGLISH

UNIT IV

Most Essential Learning Competencies

 Compose clear and coherent sentences using appropriate grammatical structures (verb tenses,
conjunctions, adverbs)EN6G-Ig-4.4.1
 Compose a persuasive essay on self-selected topic EN6WC-IVb-2.2

Lesson 1 Composing Sentences Using Appropriate Verb Tenses

TARGET
At the end of this lesson, learners are able to:
 identify the verbs in the simple present, past and future tense; and
 compose clear and coherent sentences using the different tenses of the verb.

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Verb tenses identify the time period when an action occurs. The simple tenses (past, present, and future)
are the most basic forms. Simple tenses usually refer to a single action.
In general, simple tenses express facts and situations that existed in the past, exist in the present, or will
exist in the future.
Read the poem below about tenses. Understand the poem as there are questions to be answered
afterwards.

Tense up with English Tenses

Almost every day I learn my English
And it is not as easy as it seems
My brain really cannot finish
And now verbs are coming up in my dreams.
I was learning the past progressive
But that didn’t last
And I always turned aggressive
For, up jumped the simple past.
I had expected to be a little faster
The past perfect I had wanted to get
I would have been a real master
If the conditional had not made me upset.
The present perfect I hadn’t respected
Though you can believe me how I’ve tried
The progressive I have been attempting
To the rules I have myself tied.
They say the future won’t either be easy
Of that sentence I’m quite certain
But I’m going to make an effort, really
I don’t want it to be another burden.
But the thing that keeps me going
As I’m fighting with each tense
Is that maybe in the future
It will perhaps make some kind of sense.
(Seni77 2014)

 What is the poem about?

 What tenses of the verb were mentioned in the poem?
 Which of the underlined verbs express present action?
 What words express action done in the past?
 Which word expresses future action?

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Study the chart below to understand the way each tense of the verb is formed and used.

Simple Tenses Use Examples Form

Present Tense Repeated or habitual 1. Antonia visits her • Use the base form if the
action mother regularly. subject is plural.
Facts or general truths 2. Old people are prone to • Use the s form if the
Permanent illnesses. subject is singular.
Condition 3. Her grandmother is
Futurity Spanish.
4. She sees her later.

Past Tense • Expresses 1. Grandma suddenly • Add d or ed to regular

action or state of being, became ill. verbs.
which happened in the 2. Antonia was very upset • Follow rules in changing
past about it. forms of irregular verbs.

Future Tense • Indicates 1. She will recover fast if will or shall + base form
future time or action she rests. of the verb
which will still happen 2. Grandma and Antonia
will see each other soon

• What do the underlined words in the third column tell you?

(The verbs are in their simple tenses.)
• What specific conditions are expressed by these verbs?
(Visits, are, is, sees express present tense.)
(Became and was express past tense. Will recover and will see express future action.)
• When is the base form of the verb used?
(The base form of the verb is used if the subject is plural.)
• When do we use the s form of the verb?
(The s-form of the verb is used if the subject is singular.)
• How do we form the past tense of regular verbs? Irregular verbs?
(-by adding d or ed to regular verbs)
(-by following rules in changing forms of irregular verbs, e. g. think-thought, eat-ate, break-broke, write-
wrote)
• What do we add to the base form of the verb to show future action?
(we add will or shall)

▪ Verbs come in three tenses: past, present and future.

▪ The past tense is used to describe things that have already happened (e.g. earlier in the day,
yesterday, last week, three years ago).
▪ The present tense is used to describe things that are happening right now or things that are
continuous.
▪ The future tense describes things that have yet to happen (e.g. later, tomorrow, next week, next
year, three years from now).
SCORE
Learning Task No. 1

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A. Directions: Read each item carefully. Give the correct tense of the verb in parenthesis to complete the
sentence.
A. Simple Tense
1. My grandmother’s cooking (be) _______________ delicious.
2. She (prepare) _____________ sumptuous meals from scratch.
3. The entire family (marvel) ______________ at her cooking prowess.
4. We always (await) ____________ occasions when she cooks for us.
5. All the guests (praise) _____________ her incomparable culinary skills.
B. Past Tense
1. She (see) ___________ her grandparents last night.
2. Her grandfather (give) _____________ her a new book to read that time.
3. Grandpa (buy) ________________ that magazine last week from the bookstore.
4. He (seek) __________________ the help of Grandma to find out what she would like.
5. She (feel) _____________ so grateful that she hugged them both.
C. Future Tense
1. I (make) ____________ my grandparents a card to thank them.
2. I (give) _____________ it to them personally when I visit them tomorrow.
3. They (be) ______________ very glad to receive a card from me.
4. My Mom and Dad (bring) _______________ me to their place tomorrow.
5. Surely, they (support) _______________ this gesture of mine.
B. Directions: Compose clear and coherent sentences using the given phrases with the tense of the verbs
asked.
1. announce a meeting with the parents
(past) _____________________________________________________________________________
(present) __________________________________________________________________________
(future)____________________________________________________________________________
2. exhibit the students’ work
(past) _____________________________________________________________________________
(present) __________________________________________________________________________
(future)____________________________________________________________________________
3. write a plan
(past) _____________________________________________________________________________
(present) __________________________________________________________________________
(future)____________________________________________________________________________

C. Directions: Use the given verbs in your own sentence.

harvested 1._______________________ ____________________________________________________
sliced 2. ___________________________________________________________________________
listens 3. ___________________________________________________________________________
will help 4. ___________________________________________________________________________
will come 5. ___________________________________________________________________________

Lesson 2 Adverbs of Time and Place

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

 identify adverbs of time and place in sentences; and
 write/compose clear and coherent sentences using adverbs of time and place.

An adverb is a figure of speech that describes a verb, an adjective or another adverb.

Adverbs are helpful in adding extra information in a person’s writing. It can bring eagerness to a
passage or news article. And basically when speaking, adverbs will tell the listener more details about an
event.
Today, let us talk about the other kinds of
adverb. They are adverbs of time and place.

Adverbs of time tell when

something happened or when someone did something. Adverbs of time answer the question when. These
adverbs maybe a word or phrase. Have a look at the example:
The frontliners joined the health campaign last week.
If we ask the question, “When did the frontliners join the health campaign?”, we get the answer as last
week. Last week is the adverb of time since it tells us when the frontliners attended the health campaign. It
modifies the verb joined.
Adverbs of time have standard positions in a sentence depending on what the adverb of time is
telling us. Adverbs of time often work best when placed at the end of sentences. We can also change the
position of an adverb of time to give emphasis to a certain aspect of a sentence.
For example: Tomorrow, the pupils will attend a workshop.
If we ask the question, “When will the pupils attend a workshop?”, we get the answer as tomorrow.
Tomorrow is the adverb of time since it tells us when will the pupils attend the workshop. It modifies the
verb will attend.
Here are the most commonly used adverbs of time:
tonight , tomorrow, yesterday, last night, today, now, and a lot more.

Now, let’s talk about another kind of adverb. It is called Adverb of Place.

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Adverbs of place tell where the action has taken place. Adverbs of place answer the question
where or in which direction. Have a look at the
Example: Arabella puts the dolls inside the ice cream tent.
If we ask the question, “Where does Arabella put the dolls?”, we get the answer as inside the ice
cream tent . Inside the ice cream tent is the adverb of place since it tells us where Arabella places the
dolls. It modifies the verb puts.

Adverbs of place are normally placed after a

sentence's object or main verb. Adverbs of
place can be directional.
For example:
Most birds fly northward when the
farmers set a scarecrow.

If we ask the question, “Where do birds fly when the farmers set a scarecrow?”, we get the answer as
northward. Northward is an adverb of place and it shows direction. It modifies the verb fly.
Here are the most commonly used adverbs of place:
here, there, up, eastward, down, by the wayside, and a lot more.

WEEK 2
SCORE
Learning Task No. 2
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A. Directions: Identify what kind of adverb the italicized word or word group is. Write your answer
on the space provided.

_______________________1. I will do the experiment in science tomorrow.

_______________________2. After a long day at trip, we headed homewards.
_______________________3. My friend’s store is nearby.
_______________________4. Mr. Villywood the President, will chat you later.
_______________________5. We are going to tidy the classroom today.
_______________________6. Later, the film will be shown.
_______________________7. “Please move backward,” said the battalion commander.
_______________________8. My red balloon flew high in the breeze.
_______________________9. The new normal life will be back soon.
_______________________10. The delegates went upstairs.

B. Directions: Compose clear and coherent sentences using the adverb of time and place. Write your
answer on the space provided.

Adverb of Time
1._________________________________________________________________________________
2._________________________________________________________________________________
3._________________________________________________________________________________
4._________________________________________________________________________________
5._________________________________________________________________________________
Adverb of Place
1._________________________________________________________________________________
2._________________________________________________________________________________
3._________________________________________________________________________________
4._________________________________________________________________________________
5._________________________________________________________________________________

C. Directions: Answer the crossword puzzle. Read the clues below and fill in the correct answer.

Down Across
2. question used in
1. opposite of up
adverb of place
4. question used in 3. at the present time or
adverb of time moment
5. an adverb that tells
6. on the day before
where the action
today
takes place
7. an adverb that tells 8. describes a verb, an
tell when something adjective or another
happened adverb

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Lesson 3 Compose a Persuasive Essay on Self-selected Topic

TARGET
At the end of this lesson, learners are able to:
 identify the different types according to its purpose of essay; and
 compose a persuasive essay on self-selected topic.

Read the essay and answer the questions that follow.

Let’s Go Visit Thailand!

Thailand is one country in Southeast Asia worth visiting if you are a culture-oriented person. Why?
There are countless reasons, but try considering some.
First, Bangkok, the capital city, is just three and a half hours of flight away from our country. The fare is
not that much compared to other nearby cities or countries like Hong Kong and Singapore. Second, there
are lots of sights, sounds, smells, and tastes to experience. Very interesting are the various types of statues
of Buddha in temples of worship. The floating markets are an awesome sight and place to be if you are to
spend your whole day with adventure and do are the shopping centers.
A four-day-three-night stay in Bangkok, Thailand may just be a dream, much like in our country.
However, it is its amazing culture that attracts you to always return for the second time, third time, and so
on.

_____1. What is the capital city of Thailand?

A. Tokyo B. Manila C. Bangkok D. Chiang-Ma
_____2. What can we infer from the essay, in relation to visiting Thailand?
A. Thailand’s culture offers a worthwhile experience to the tourists, both local and
international.
B. Thailand’s government offers free accommodation to the people who want to experience
Thailand.
C. Thailand is like the Philippines because it has same culture with it.
D. The fare going to Thailand is not that much compared to Singapore.
_____3. For the author, what makes him return to visit Thailand?
A. the country’s chaotic environment entices him
B. the country’s government asks him to come again
C. the country’s rich culture attracts him
D. the country’s cheap commodities makes him buy more
_____4. What do you think is the purpose of the author in writing this essay?
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A. to criticize the culture of Thailand

B. to inform the readers that Thailand is located in Southeast Asia
C. to persuade the readers to visit and experience Thailand
D. to describe the customs of the citizens of Thailand

There are different types of essays. These essays have different purposes. Examine the essay
below and identify its type according to its purpose.

Adopting a Pet from the Pound

Owning a pet from the pound or Animal Rescue League has many advantages. First of all, a
child feels good about rescuing an abandoned or abused animal and giving it a whole new life.
Besides, if the animals from the pound aren’t adopted right away, they might be put to sleep.
Having a pet also means lots of responsibilities. A child has to feed, clean up after, brush, and
exercise the pet.
Another great advantage of having a pet from the pound is the price of these cute and cuddly
animals. Pets from the pound cost a lot less than pets at a fancy pet store, which can cost hundreds
of dollars.
Once you adopt a pet from the Animal Rescue League, it will quickly become a part of your
family. If you are thinking of adopting a pet, you might consider choosing a dog or a cat. Dogs and
cats can bring lots of happy times to a family, and they can be excellent companions for a person
who lives alone or someone who has lost a loved one. Dogs are also a wonderful source of
protection. Cats are funny, and they may help to calm people down when they are sad or mad.
Please consider adopting an animal. If you remember all of the advantages of adopting a pet
from the pound, you might find the bird, mouse, hamster, dog, or cat of your choice.

Different types of essays according to its purpose.

a. It is a narrative essay because it narrates the various characteristics of the pets that can be adopted
from the Animal Rescue League.
b. It is a descriptive essay because it describes the different pets that can be adopted from the Animal
Rescue League.
c. It is a persuasive essay because it persuades the readers to adopt pets from the Animal Rescue League
by presenting the advantages of doing such.
It is an essay that entertains because it offers funny scenarios regarding adopting pets from the
Animal Rescue League.

What is a persuasive essay?

A persuasive essay is one in which you attempt to get the reader to
agree with your point of view. You are trying to present

arguments, research, and ideas in order to sway the

reader one way or the other.

What are the parts of a persuasive essay?

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 Introduction, where you will introduce the topic and expose your proposition.
 Body, where you will state the facts and prove the proposition with arguments.
 Conclusion, where you will bring all points and ideas down to a logical ending.
How will you write or compose a persuasive essay?
In composing a persuasive essay, it is important to remember the following points as guide in
writing a meaningful persuasive essay.

1. Choose a topic.
2. Choose your position regarding your topic.
3. Do a thorough research. Find strong evidence that supports your position.
4. Organize your evidence.
5. Write the Introduction.
6. Write the Body.
7. Craft the Conclusion.

In writing a persuasive essay, it is a requirement that one should gather the important pieces of
information regarding his or her topic in order to provide the accurate ones, in support to his or her
position regarding the topic. When this happens, he or she can effectively convince the readers.
SCORE
Learning Task No. 3
A. Directions: Going back to the essay entitled Let’s Go Visit Thailand, list down at least five (5)
reasons used by the author in order to persuade or convince the readers to visit Thailand.
Reasons:
1.__________________________________________________________________________________
____________________________________________________________________________________
2.__________________________________________________________________________________
____________________________________________________________________________________
3.__________________________________________________________________________________
____________________________________________________________________________________
4.__________________________________________________________________________________
____________________________________________________________________________________
5.__________________________________________________________________________________
____________________________________________________________________________________
B. Directions: Below is a persuasive essay. It lacks a conclusion. Read it carefully and give your own
conclusion. Write your conclusion on the space provided.
Why Students Should Eat Breakfast Every Day

A lot of people, especially young people, go through the day without having breakfast.
Many people believe that it is not necessary, or they say that they don’t have time for that, and
begin their day with no meal. I believe that everyone should eat breakfast before going to their
activities. The purpose of this paper is to show the importance of breakfast, especially for students.
The first reason why you should eat breakfast before going to school is for your health.
When you skip breakfast and go to school, you are looking for a disease because it’s not healthy to
have an empty stomach all day long. It’s very important to have a meal and not let your stomach
work empty. All you are going to get is gastritis and a lot of problems with your health if you don’t
eat breakfast.
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Another reason for eating breakfast is because you need food for to do well in your
classes. You body and your brain are not going to function as good as they could because you
have no energy and no strength. When you try to learn something and have nothing in your
stomach, you are going to have a lot of trouble succeeding. A lot of people think that they should
not eat because they are going to feel tired, but that’s not true. Breakfast is not a very big meal,
and on the contrary, you’re going to feel tired if you don’t have breakfast because you have spent
the entire previous night without food.
The last reason to have breakfast every day is because you can avoid diseases if you eat
some breakfast in the morning. If you don’t eat, you are going to get sick, and these diseases will
have a stronger effect on you because you’re going to get sick easier than people who have
breakfast every day.

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_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

C. Directions: Compose a persuasive essay. You are free to choose your desired topic. Pay attention to the
rubrics provided so that you will be guided on what to do.
__________________________________

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_____________________________________________________________________________________________
_____________________________________________________________________________________________
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Score Focus Content _____________________
Organization Style Conventions
The writing contains a There are many Writing has a clearly stated The writer’s feelings/opinions All sentences are complete. There
10 strong, are clear. Word choice helps
clear focus with an introduction with a are few or no errors in grammar,

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opinion or point of fully developed topic/opinion sentence. persuade the audience. usage, spelling and punctuation.
view. Supporting arguments in support Many supporting details/ Sentences vary in length and
details are written to of the writer’s arguments are evident. structure.
persuade the audience. opinion. Conclusion is clearly
defined.
The writing contains a There are some Writing has an introduction The writer’s feelings and Most sentences are complete. There
clear focus or opinion. arguments in support with a topic sentence. opinions are somewhat clear. are few errors in grammar, usage,
Supporting details are of the writer’s Some supporting details/ Word choice contains some spelling and punctuation, but they
8 limited in convincing opinion. arguments are evident. persuasive language. do not interfere with the meaning of
the audience. Conclusion is present. Sentences show some variety the writing.
in length and structure.

The writing states an Few Introduction, topic sentence The writer’s feelings and Many sentences are incomplete.
opinion, but arguments/ details, and/or conclusion may be opinions are not clearly There are many errors in grammar,
offers supporting with missing. Writing is expressed to the audience. usage, spelling and punctuation
6 details which are very limited disorganized with few Limited variety of sentence which sometimes make the writing
unclear or not development to supporting details/ structures and word choices. hard to read and understand.
developed. support the writer’s arguments.
opinion.
The opinion and There are no reasons No organization is evident. The writer’s feelings and Most sentences are incomplete.
supporting details are or arguments to Writing lacks supporting opinions are not apparent. Many errors in grammar, usage,
not clear. support the opinion. details/ arguments. Most of the sentences are spelling, and punctuation make the
4 short and choppy. Word writing hard to read and understand.
choice is very limited and may
be confusing.

Distinguish Text Types According to Purpose and

Lesson 4
Language Features: Problem and Solution

TARGET
At the end of this lesson, learners are able to:
 Identify the problem-solution relationship which could be explicitly or
implicitly stated in the following situations.
What stories of creation have you heard before? Find out how the following selection is different
from the ones you have already read.
Bathala and the Story of Creation
In the beginning of time, there were three powerful gods who lived in the universe. Bathala was the
caretaker of the earth, Ulilang Kaluluwa (lit. Orphaned Spirit), a huge serpent who lived in the clouds,
and the Galang Kaluluwa (lit. Wandering Spirit), the winged god who loves to travel. These three gods
did not know each other.

WEEK 3

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Bathala often dreamt of creating mortals but the empty earth stops him from doing so. Ulilang
Kaluluwa who was equally lonely as Bathala, liked to visit places and the earth was his favorite. One day

the two gods met. Ulilang Kaluluwa, seeing another god rivaling him,
was not pleased. He challenged Bathala to a fight to decide who would be the ruler of the universe. After
three days and three nights, Ulilang Kaluluwa was slain by Bathala. Insteadof giving him a proper burial,
Bathala burned the the snake’s remains. A few years later the third god, Galang Kauluwa, wandered into
Bathala’s home.

He welcomed the winged god with much kindness and even invited him to live in his kingdom.
They became true friends and were very happy for many years. Galang Kaluluwa became very ill.
Before he died,he instructed Bathala to bury him on the spot where Ulilang kaluluwa’s body was
burned. Bathala did exactly as he was told. Out of the grave of the two dead gods grew a tall tree with
a big round nut, which is the coconut tree. Bathala took the nut and husked it. He noticed that the inner
skin was hard. The nut itself reminded him of Galang Kaluluwa’s head. It had two eyes, a flat nose,
and a round mouth. Its leaves looked so much like the wings of his dear winged friend. But the trunk
was hard and ugly, like the body of his enemy, the snake Ulilang Kaluluwa. Bathala realized that he
was ready to create the creatures he wanted with him on earth.He created the vegetation, animals, and
the first man and woman. Bathala built a house for them out of the trunk and leaves of the coconut
trees. For food, they drank the coconut juice and ate its delicious white meat. Its leaves, they
discovered, were great for making mats, and brooms. Its fiber could be used for rope and many other
things.

 Answer the following questions about the selection.

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1. Who are the characters in the story?

Bathala, Galang kaluluwa and Ulilang kaluluwa were the characters from the story.
2. What made two of the gods in the story lonely?
They were lonely because the earth was empty.
3. Who initiated the challenge to fight? Why?
Ulilang Kaluluwa initiated the challenge in order toknow who would be the ruler of the universe.
4. Why do you think Bathala was kinder to Galang kaluluwa than Ulilang kaluluwa?
Bathala was kinder to Galang kaluluwa because he did not challenge him for a fight.
5. Why did Galang Kaluluwa died?
Galang Kaluluwa died because he became very ill.
6. What grew on the two god’s grave?
A coconut tree grew on the two god’s grave.
7. What made Bathala realize that he was ready to create what he needed?
Bathala realized that he was ready to create what he needed when the two gods died. He realized
that he has no one to be with on earth.
8. What is the significance of the coconut tree in the story of creation?
A coconut tree is considered tree of life. It signifies that there is a life even after death, that
there is hope even after a big challenged faced by one person.
 Guided Practice
Let’s try this as practice exercise.
Rewrite the following situations taken from our story in the proper columns to show problem-solution
relationship.

PROBLEM
Ulilang kaluluwa seeing another god
rivaling him,was not pleased.
Bathala often dreamt of creating
mortals,but the empty earth stops him
from doing so.
The three gods did not know each other
which resulted to fighting of Bathala and
Ulilang kaluluwa.
SOLUTION
He challenged Bathala to a fight to decide
who would be the ruler of the Universe
The two gods have to die,and Bathala
realized that he was ready to create the
creatures he wanted with him on earth.
Bathala was so kind that he welcomed
Galang Kaluluwa (winged god) and even
invited him live in his kingdom.

Remember that, a problem-solution relationship describes a problem and discusses possible solutions
to the problem. It is usually either an argument for a specific solution to a problem, or a strong case for
the urgent need to solve a problem
Always Remember

God created heaven and everything on earth. “So God created man in His own image, in
the image of God he created him, male and female He created them “(Genesis 1:27). God created us
for purpose. We are also given this gift of creativity to appreciate and enhance what we have.
SCORE
Learning Task No. 4
A. Directions: The following sentences show problems in the class. Propose a solution to ease this
concern, by choosing the best solution inside the box.
A. The teacher should give the students activity before leaving the class.
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B. Sleep on time/early
BASIC EDUCATION DEPARTMENT-ELEMENTARY at night.
ENGLISH 6
C. The teacher should come earlier than her/his students.
 D. Attend good manners and right conduct workshops/seminars.

UNIT –IV ENGLISH

______1. Students are noisy when teacher is out.

______2. The children are running and talking loudly when they come early to school.
______3. Weak and malnourished pupils.
______4. Latecomer students.
______5. Misbehaving students.

B. Directions: Identify the problem-solution relationship which could be explicitly or implicitly stated in
the following situations

LJ wants to join her local community service volunteer group, but her Mom thinks her grades
are too low. LJ decides that she will work hard to bring her grades up so that her Mom will allow her to
join the group.

Problem Solution

Wilbur was the most popular pig in the farm,until the day Alfred the horse came.Alfred was
big,brown and had silky hair.Not to mention that he was loud and too friendly. All the animals like
Alfred.Wilbur’s owner fed Alfred better.He rode Alfred most of the time,too.Wilbur was jealous.
Alfred tried to be friends with him but Wilbur didn’t like him.Wilbur got sick and his owner was too
busy to care.It was Alfred who took care of Wilbur.

Problem Solution

C. Directions: Identify the problem and solution, by underlining the problem and circling the solution.
1. Francine waited for hours, she couldn’t bear the pain. She walked to the clinic near their house.
2. Angelo is a not so bright boy in their class. He studies his lessons everyday.
3. Nica helps her mom in doing the house chores. Her mom is ill for weeks.
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4. Arlo doesn’t have enough money for his project. He tried to sell his old stuff.
5. Many are staying home and following health protocol, because of Corona virus disease.

D. Directions: Create a problem-solution organizer for the following topic.

1. Student life
Problem Solution

2. Friend’s Conflict
Problem Solution

3. Siblings rivalry
Problem Solution

Composing a Three-Paragraph Persuasive Essay on

Lesson 54
WEEK Self-Selected Topic

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

 identify the structure of persuasive essay: and
 recognize how to composing a Three-Paragraph Persuasive Essay on Self-
Selected Topic.

A persuasive essay
is a type of academic writing where you use logic and arguments to
convince readers of your point of view, using solid evidence such as
research, stating facts, examples, and quotes from experts.

Persuasive essay has the following structure:

1. Introduction
- it is where you will introduce the topic and expose your thesis statement (Thesis statement is the
sentence that states the main idea of a writing assignment and helps control the ideas within the paper. It
is not merely a topic. It often reflects an opinion or judgment that a writer has made about a reading or
personal experience);
2. Body
- it is where you'll state your facts and prove your thesis with arguments, and disprove the arguments
of your opponents;
3. Conclusion
- it is where you will bring all points down to a logical ending. What stories of creation have you heard
before? Find out how the following selection is different from the ones you have already read.
An outline for a persuasive essay might look like this:
1. Introduction Paragraph
 Hook
 Background Points
 Thesis Statement

2. Body Paragraph
1. Topic Sentence
 Supporting fact 1
 Supporting fact 2
2. Transition Sentence
3. Conclusion Paragraph
 Re-statement of Thesis
 Summary of Main Point
 Challenge to the Reader
You could structure persuasive essay paragraphs according to this outline:

1. Introduction Paragraph
Ocean as Dumpsite
1. Hook
Is there no solution for dumping waste in the ocean?
2. Background Points
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1. Explain why trash is dumped in the ocean

Wastes were frequently dumped in coastal and ocean waters based on the assumption that marine
waters had an unlimited capacity to mix and disperse wastes.
2. Statistics about dumping trash in the ocean
An estimated 14 billion pounds of trash-most of it plastic, is dumped in the world's oceans every year.
3. Thesis Statement

Dumping waste in the ocean is a problem because it spells disaster for the ecosystem, leading to
problems on land.
Paragraph One: Introduction
Is there no solution for dumping waste in the ocean? In the past, communities around the world used
the ocean for waste disposal. Wastes were frequently dumped in coastal and ocean waters based on the
assumption that marine waters had an unlimited capacity to mix and disperse wastes. An estimated 14
billion pounds of trash-most of it plastic, is dumped in the world's oceans every year. Dumping waste in the
ocean is a problem because it spells disaster for the ecosystem,
leading to problems on land

2. Body Paragraph

1. Topic Sentence
One of those problems might play itself out as food scarcity where humans live.

1. Supporting fact 1
Garbage dumped into the ocean affects the oxygen level in the water and could be depleted. According
to experts, this results in poor health for marine life due to lack of oxygen. Animals such as seals, dolphins,
penguins, sharks, whales, and others could all die. This could result to poor supply or to no supply of
marine products for human consumption because of the imbalance in the ecosystem.
2. Supporting fact 2
In addition, garbage debris harms physical habitats, transports chemical pollutants, threatens aquatic
life, and interferes with human uses of river, marine and coastal environments. Plastic trash like plastic
bags and bottles suffocate or choke sea creatures and has the greatest potential to harm the environment,
wildlife and humans.

2. Transition Sentence
In the past, little attention was given to the negative impacts of waste disposal on the marine
environment. Only now, upon documenting cases of fish become tangled and injured in the debris, and some
sea animals mistake items like plastic bags for food and eat them and die, people realized the harm of their
garbage in the water system.
Paragraph Two:
Body One of those problems might play itself out as food scarcity where humans live. Garbage dumped
into the ocean affects the oxygen level in the water and could be depleted. This 10 results in poor health for
marine life due to lack of oxygen. Animals such as seals, dolphins, penguins, sharks, whales, and others could
all die. This could result to poor supply or to no supply of marine products for human consumption because of
the imbalance in the ecosystem. In addition, garbage debris harms physical habitats, transports chemical
pollutants, threatens aquatic life, and interferes with human uses of river, marine and coastal environments.
Plastic trash like plastic bags and bottles suffocate or choke sea creatures and has the greatest potential to
harm the environment, wildlife and humans. In the past, little attention was given to the negative impacts of
waste disposal on the marine environment. Only now, upon documenting cases of fish become tangled and

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injured in the debris, and some sea animals mistake items like plastic bags for food and eat them and die,
people realized the harm of their garbage in the water system.
3. Conclusion Paragraph
1. Re-statement of Thesis
For these reasons, dumping waste in the ocean or water system is a problem that we should not ignore.
Everybody is responsible and accountable for the ecological balance for this would affect all living creatures.
We should do something about it. There is a solution for dumping waste in the ocean.
2. Summary of Main Point
We should be a part of the solution in the marine pollution prevention and clean up. Changing society’s
approach in dumping wastes especially plastics, chemicals and other wastes would help the environment. We
should protect our oceans for we will reap what we sow in the long run.
3. Challenge to the Reader
Clean up, in contrast, may be impossible for some items, for many types of debris (including some
plastics) do not float, they are lost deep in the ocean. So let’s be united in supporting the government’s
campaign on waste management and disposal. Let’s reduce, re-use or recycle and dump our wastes properly.
Let’s save our oceans.
Paragraph Three: Conclusion
For these reasons, dumping waste in the ocean or water system is a problem that we should not ignore.
Everybody is responsible and accountable for the ecological balance for this would affect all living creatures.
We should do something about it. There is a solution for dumping waste in the ocean. We should be a part of
the solution in the marine pollution prevention and clean up. Changing society’s approach in dumping wastes
especially plastics, chemicals and other wastes would help environment. We should protect our oceans for we
will reap what we sow in the long run. Clean up, in contrast, may be impossible for some items, for many
types of debris (including some plastics) do not float, they are lost deep in the ocean. So let’s be united in
supporting the government’s campaign on waste management and disposal. Let’s reduce, re-use or recycle
and dump our wastes properly. Let’s save our oceans.
When writing your essay, make sure to include the following: Definitions of key ideas or terms;
Descriptions and analyses of specific examples included in your essay; Summary and evaluations of
conflicting opinions about the topic; Comparisons and contrasts of the examples you’ve given and how they
relate to the thesis statement; Connections of the examples to each other and to the main idea; and if needed
and if appropriate, use a lot of quotations from experts. Just make sure that they support your arguments and
analyses; Cite all information you use properly; Before submitting, make sure to proofread your essay to
ensure that it doesn’t contain any errors.
To wrap everything up that we have talked about in this lesson, let us always remember that:
 Persuasive essay is a type of academic writing where you use logic and arguments to convince readers
of your point of view, using solid evidence such as research, stating facts, examples, and quotes from
experts.
 The introduction of persuasive essay is where you introduce the topic and expose your thesis
statement.
 The thesis statement is the sentence that states the main idea of a writing assignment and helps control
the ideas within the paper.
 The body is where you state your facts and prove your thesis with arguments, and disprove the
arguments of your opponents.
 The conclusion is where you bring all points down to a logical ending.

SCORE
Learning Task No. 5
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A. Directions: Choose the letter of the correct response about persuasive essay. Write the letter on the
space provided.
_____ 1. Which of the statements could be the best introductory part of a persuasive essay?
A. It is certain that a lot of people, especially young people, go through the day without having breakfast.
B. The purpose of this paper is to show the importance of breakfast, especially for students.
C. The first reason why you should eat breakfast before going to school is for your health.
D. Another reason for eating breakfast is because you need food for you to do well in your classes.
_____2. Which is the thesis statement among the sentences?
A. The last reason to have breakfast every day is because you can avoid diseases.
B. Many people believe that it is not necessary to have breakfast or they don’t have time for it, and begin their
day with no meal.
C. Another reason for eating breakfast is because you need food for to do well in your classes.
D. The first reason why you should eat breakfast before going to school is for your health.
_____3. The following statements are the supporting facts and could be found in the body of persuasive essay
except one.
A. Your body and your brain are not going to function as good as they could because you have no energy and
no strength.
B. All you are going to get is gastritis and a lot of problems with your health if you don’t eat breakfast.
C. Breakfast is not a very big meal.
D. It is better to wake up early and have a good breakfast than run to school without eating anything for your
good health.
_____4. Which statement is not persuasive?
A. It is time for you to do something for your health, and eating breakfast is the better way to start your day.
B. Take mom’s advice and eat your breakfast.
C. You should not skip your breakfast and be sorry in the future.
D. Skipping breakfast is linked to other harmful habits which can lead to hypertension, obesity and high blood
pressure.

Performance Task No. 1

SHOW TIME! Execute/ Apply the outlining on making Persuasive Essay Paragraph Research:
Materials:
 Laptop
 Internet signal
 Provided topic to each group
An outline for a persuasive essay might look like this:
1. Introduction Paragraph 2. Body Paragraph 3. Conclusion Paragraph
 Hook 1. Topic Sentence  Re-statement of Thesis
 Background Points  Supporting fact 1  Summary of Main Point
 Thesis Statement  Supporting fact 2  Challenge to the Reader
 2. Transition Sentence
Score Focus Content Organization Style Conventions
9.8 The writing There are many Writing has a clearly The writer’s All sentences are complete.
contains a clear strong, stated introduction feelings/opinions are There are few or no errors in
focus with an fully developed with a topic/opinion clear. Word choice helps grammar, usage, spelling and
arguments in persuade the audience.
opinion or point of sentence. Many punctuation.
support of the Sentences vary in length
view. Supporting supporting details/
writer’s opinion. and structure.
details are written arguments are evident.
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to persuade the Conclusion is clearly

audience. defined.
The writing There are some Writing has an The writer’s feelings and Most sentences are complete.
contains a clear arguments in introduction with a opinions are somewhat There are few errors in
focus or opinion. support of the topic sentence. Some clear. Word choice grammar, usage, spelling and
9.5 Supporting details writer’s opinion. supporting details/ contains some persuasive punctuation, but they do not
are limited in arguments are evident. language. Sentences show interfere with the meaning of
convincing the Conclusion is present. some variety in length the writing.
audience. and structure.
The writing states Few Introduction, topic The writer’s feelings and Many sentences are
an opinion, but arguments/ details, sentence and/or opinions are not clearly incomplete. There are many
offers supporting with conclusion may be expressed to the audience. errors in grammar, usage,
9.3 details which are very limited missing. Writing is Limited variety of spelling and punctuation
unclear or not development to disorganized with few sentence structures and which sometimes make the
developed. support the supporting details/ word choices. writing hard to read and
writer’s opinion. arguments. understand.
The opinion and There are no No organization is The writer’s feelings and Most sentences are
supporting details reasons or evident. Writing lacks opinions are not apparent. incomplete. Many errors in
are not clear. arguments to supporting details/ Most of the sentences are grammar, usage, spelling, and
9.0 support the arguments. short and choppy. Word punctuation make the writing
opinion. choice is very limited and hard to read and understand.
WEEK 5 may be confusing.

Lesson 6 Revising Writing for Clarity: Transition/ Signal Words

TARGET
At the end of this lesson, learners are able to:
 identify transition or signal words used in sentences;
 use appropriate transition words; and
 appreciate the importance of using transition words in paragraphs.

There are five (5) words with scrambled letters below. Decode each word by arranging the letters in
proper order. Write your answers on the spaces provided.
1. N X E T _________________
2. L A R E T _________________
3. F I L A N L Y _________________
4. M A N W E I H L E _________________
5. M I E M I D A T L Y E _________________

Words like next, later, finally, meanwhile, and immediately are examples of transition or signal
words.
Today, let us talk about how to revise writing for clarity with the use of transition or signal words.
Transitions, which can be a word or a phrase, help the reader follow the thought of the writer. We
need transition words because sometimes while reading, we find it difficult to jump from one idea to the
next so transitions help us move smoothly through the ideas instead. Transition or signal words show a
connection between ideas. They link concepts in between phrases or sentences in such a way that the flow
of thought will be easy to understand.

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Transition words are of different categories. The following table shows a list of transition types and
some given examples:

Addition Emphasis Comparison Contrast

and, too, also, as indeed, of course, like, equally, in like However, otherwise, in
well as especially, in manner, in the same spite of, on the other hand
particular way
Order Example Cause & Effect Summary
First/ secondly…, Such as, for example, Therefore, so, because, In short, to sum up, to
finally, for as a result conclude, altogether
following, instance, in this case
previously

As you can see, we have transitions used to express addition, emphasis, comparison, contrast, order,
example, cause and effect and summary.
To better understand the use and importance of transitions, let us compare the two paragraphs.

Paragraph 1:
Maggie wants to learn how to bake. She bought some recipe books to know more about her
interest. She took an online baking course. Maggie learned the basic techniques. She started baking cakes
for her family and friends.
Paragraph 2:
Maggie wants to learn how to bake. Earlier, she bought some recipe books to know more about
her interest. Then, she took an online baking course. As soon as Maggie learned the basic techniques she
started baking cakes for her family and friends.
Words such as ‘earlier’, ‘then’, and ‘as soon as’ are transition words. With transition words, ideas
between sentences become clearer. From the writer to the reader, there is a smooth sharing of the idea
which is free from any misinterpretation. Likewise, the paragraph is more exciting to read and easier to
understand with transition words in it.
One more function of transition or signal words is that they can be used to precisely convey what the
writer wants to exactly express.
Let us look at the two given sentences and analyze each of them carefully.

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1. Maggie bought some basic baking ingredients such as flour,

eggs, sugar, and baking powder.
The first sentence uses the transition ‘such as’ and gives us
examples of some basic baking ingredients like flour, eggs,
sugar and baking powder.

2. Maggie bought some basic baking ingredients aside from

flour, eggs, sugar, and baking powder.
In the second sentence, the use of ‘aside from’ tells a message
that Maggie bought other baking ingredients, not just what were
mentioned.

These two examples show us that transition words are very useful in expressing precise and
clear-cut ideas. Likewise, using appropriate transitions saves us from being misunderstood.

Guided Practice
Look at the picture. Connect the sentence or phrase ideas by using the most appropriate transition
or signal words.

Here are the transitions to

choose from. You can only use each of the choices once.
(not just, but also, also, For instance, As a result )

Hiking is ___________________________ an exciting physical activity ____________________ an

opportunity for us to nurture our forests. _____________________________, while we are still up in the
mountain, we can plant more trees to replace the ones that have been cut down. We can
______________________ pick up trash such as plastic bottles and tin cans and bring them along with us as we
go down. ________________________, both our physical health and the environment can benefit from our
hobby called hiking.
SCORE
Learning Task No. 6
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A. Directions: Use the code inside the box to reveal each word/ phrase.

A=2 E=4 F=6 H=8 I-10 L=12 N=14

O=16 R=18 S=20 T=22 V=24 W=26 Y=28

1. ___ ___ ___ ___ ___ ___ ___ 2. ___ ___ ___ ___ ___ ___ ___ ___ ___

8 16 26 4 24 4 18 22 8 4 18 4 6 16 18 4

3. ___ ___ ___ ___ ___ ___ ___ ___

2 20 26 4 12 12 2 20

4. ___ ___ ___ ___ ___ ___ 5. ___ ___ ___ ___ ___ ___

6 10 14 2 12 12 28 4 24 4 14 10 6
B. Directions: Encircle the transition word/ phrase found in each item.

1. Pour a half-cup of milk in the bowl, then add two eggs.

2. Bertrand choreographed new dance steps; in like manner the rest of his friends did the same.
3. A male student must wear a pair of khaki pants and a collared shirt. Similarly, a strict dress code
requires a plaid skirt and blouse for the females.
4. Xavier is not going to agree with that plan. In fact, he believes that the idea of buying stocks this time
of crisis would surely fail.
5. Students have been adjusting to the school-at-home way of learning because they were used to
going to school and having personal interactions with other children.

C. Directions: Say YES if the sentence uses transitional expression/s or signal word/s and NO if it doesn’t.

______1. I love drinking coffee since it keeps me awake and active.

______2. There have been some corrections in the paper you submitted.
______3. Willie and I ate together before we parted ways.
______4. First, wash the potatoes thoroughly then peel them.
______5. The poor kitten came back. After a few days, it went missing again

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