LEARNING

Activity Sheets
in
English 5
Name of Learner: ________________________________________________________
Grade Level: ________________________________________________________
Section: ________________________________________________________
Date: ________________________________________________________

LEARNING ACTIVITY SHEET

ENGLISH 5
FILLING-OUT FORMS ACCURATELY

Background Information for Learners

Forms are documents with spaces (also named fields or placeholders) in which to write or select, for
a series of documents with similar contents.

There are different kinds of forms you will encounter on your daily basis as you grow up some
example of forms you will encounter are the following:
1. Money Receiving and Sending Money Form
2. Bank Forms (Withdrawal and Deposit Slip)
3. Enrollment and Application Form
4. Bio-Data

Tips in Filling Forms Correctly:

1.In filling out any forms ,it is always a good idea to read the entire form before we start filling it out.
2.Make a draft of your answer before we write them into the form
3..Do not write in cursive when filling out forms. Read and follow the directions when filling out forms.
4.Write N/A or Not Applicable in blanks that do not apply to you.
5.Re-read or check your answers or the information you fill in before submitting it to avoid incorrect
information.
6. Don't be afraid to ask questions to the people where you get the form.

Learning Competency with code

Fill-out forms accurately (school forms, deposit and withdrawal slips, etc.) -EN5WC-IIj-3.7

Activities
A. DIRECTIONS. Read correctly the paragraph with your parent/guardian then, fill-out the bank
form correctly using the data given.

Andrea Suarez went to BPI Bank last June 11, 2019 and deposited Seven Thousand Fifty Pesos
(Php 7,050.00) cash in her account number 410-382564-0. Then on December 12, 2019, she came to
withdraw One Thousand Pesos (1,000) pesos to buy new clothes and shoes for the yuletide season.
B. DIRECTIONS. Fill out the sample Science Club Membership Form below.

SCIENCE CLUB MEMBERSHIP APPLICATION FORM

Name:

Last Name First Name M.I

Grade & Section:

Birthday: _ _ Birthplace:

Month/Date/Year No./Street/Municipality/Province

Address:

House No./ Street/ Barangay /Municipality/Province/Region

Sex: Age: _ Religion:

Color of Eyes: Color of Hair: Complexion:

Height: _ Weight: _ Citizenship:

Person to contact in case of emergency:

Name: Relationship:

Address: _ _ _

Contact Number/s __________________________________

Signature of the Member

Filling-out Forms Rubrics

Poor (2pt) Fair(3pts) Good(4pts) Excellent (5pts)
Holistic Poor Fair Good Excellent
Learner can Learner can Learner can
Learner is not complete the complete the complete the
able to complete the task with some task with task successfully
task. errors or difficulty. few errors. with no errors.
Required Poor Fair Good Excellent
Information Learner does Learner provides some Learner provides Learner provides all
not provide the of the required most of the required Required information.
required information. information. information.
Mechanics Poor Fair Good Excellent
Learner's writing is Learner's writing is Learner's writing is Learner's writing is
illegible, and many somewhat neat and mostly neat and legible. neat and legible.
errors are present. legible. Some errors Learner writes on lines and Learner writes on
present. follows form lines and follows form
instructions with few errors. instructions.
Spelling/Punctuation Poor Fair Good Excellent
Learner's Learner's Learner has mostly Learner has
spelling causes spelling causes correct spelling. Few errors. no spelling
problems with some problems No problems or spelling
comprehension. with comprehension. with punctuation. errors.

Reflection:
_____________________________________________________________________________

References: Angeles, Evelyn B. Joy in Learning English 5 Textbook edited by Kristine Erika C.
Castillo and Evelyn B. Angeles Quezon City: Book Media Press, Inc., 2016.
https://en.wikipedia.org/wiki/Form_(document)
https://www.affordablecebu.com/how-to-fill-up-bdo-withdrawal-slip

MAY ANN A. PARDO

Teacher
Name of Learner: ________________________________________________________
Grade Level: ________________________________________________________
Section: ________________________________________________________
Date: ________________________________________________________

LEARNING ACTIVITY SHEET

ENGLISH 5
Inferring the Meaning of Unfamiliar Compound, Blended, and Clipped Words through Context Clues

Background Information for Learners

Sometimes, when we read a given portion of text, we're not entirely sure what's going on. This is
where context clues come in. Context clues provide further information about a word or phrase that helps
readers understand its meaning. These clues offer insight - either directly or indirectly - into the portion of
text that's difficult to understand.

In this learning activity sheet, you will learn about compound words.

Compound Words are formed by putting together two or more words to form a new word with a new
meaning.

Compound words can be written as one word. It is called Closed compound word.
Example: backpack, overpass, notebook

Compound words can be written as two words. It is called Open compound word.
Example: front door, flower pot, boxing ring

Compound words can also be written with a hyphen. It is called Hyphenated compound word.
Example: mother-in-law, hand-in-hand,attorney-at-law

Let's explore various examples of unfamiliar compound words and let’s infer their meanings based on given
context clues to see how they work.

Learning Competency with code

Infer the meaning of unfamiliar words using text clues

Activities

A. DIRECTIONS. Read each sentence below and identify the compound word or words.

1. In the afternoon I will immediately arrange a meeting with my friend.

2. She is a part-time teacher.
3. Sarah was excited to go on a roller coaster ride.
4. Meanwhile, can you wait for me in the front of the school?
5. The line at the post office snaked all the way out the door and around the corner. 
6. The real estate agent had to take a test to get her license. 
7. I have a concern because the zipper on my backpack got stuck.
8. He was seventy-two years old.
9. I had to apply to work at the hamburger restaurant.
10. I climbed the mountain even though my backbone hurt.
B. DIRECTIONS. Choose a compound word from the word box below to complete each sentence.

baseball butterfly babysitter football eyeballs

earthquake underdog anyone nowhere bookcase

butterfly
1. I saw a ____________________ in my backyard fly on the flowers.
bookcase
2. I put all my school books on my new ________________________.
3. My parents hired a _______________________
babysitter to look after me.
baseball
4. To play ______________________ you need a bat and a ball.
earthquake
5. We felt a small _______________________ today in the morning.
eyeballs
6. My ____________________ itched because of all the chemicals in the air.
underdog
7. My team was the ______________________ because we played the champions.
8. Does ____________________
anyone know where I misplaced my backpack?
9. I watch _____________________
football every Sunday with my father.
10. The golf ball came out of _________________
nowhere when we were driving.

C. DIRECTIONS. Write the compound words that mean the following.

________________1.
doorbell bell by the door
backpain
________________2. ache or pain at the back of the body
________________3.
pancake cake fried on a pan
________________4.
classroojm room where classes are held
________________5.
covercloth cloth to cover

D. DIRECTIONS. Using your own understanding of the words, define the following words and
compound words. Use the compound words in meaningful sentences.

1. boxing - _________________________________________________________________
ring - __________________________________________________________________
boxing ring - ______________________________________________________________

2. finger - __________________________________________________________________
print - ___________________________________________________________________
finger print - ______________________________________________________________

Reflection:
_________________________________________________________________________
_________________________________________________________________________

References: Angeles, Evelyn B. Joy in Learning English 5 Textbook edited by Kristine Erika C.
Castillo and Evelyn B. Angeles Quezon City: Book Media Press, Inc., 2016.
https://examples.yourdictionary.com/examples-of-context-clues.html

MAY ANN A. PARDO

Teacher
Name of Learner: ________________________________________________________
Grade Level: ________________________________________________________
Section: ________________________________________________________
Date: ________________________________________________________

LEARNING ACTIVITY SHEET

ENGLISH 5
Inferring the Meaning of Unfamiliar Compound, Blended, and Clipped Words
through Context Clues 2

Background Information for Learners

Sometimes, when we read a given portion of text, we're not entirely sure what's going on. This is
where context clues come in. Context clues provide further information about a word or phrase that helps
readers understand its meaning. These clues offer insight - either directly or indirectly - into the portion of
text that's difficult to understand.

In this learning activity sheet, you will learn about blended and clipped words.

Blended Words are sometimes called portmanteau words (French word for suitcase), blended words
consist of two words whose parts are “folded” into one forming a new word with another meaning.

Context Clues as Synonym using Blended Words

Example: Those complicated songs I wrote was recorded in a multiplex cd.
multiplex complicated
Smassy rich children are smart but rude in TV interview last night.
Smassy smart
Context Clues as Antonym using Blended Words
Example: It is unwise to make jokes on a smassy girl during recitation.
smassyunwise
My multiplex personality does not show on my simple fashion style.
multiplexsimple
Clipped Word is a word formed by dropping one or more syllables from a longer word or phrase with no
change in meaning.
What are the types of Clipping?
1. Back clipping (Apocopation) is the loss of one or more syllables at the end of a word.
Examples:
• abs (abdominal muscle)
• app (application)
• bi (bisexual)
2. Fore clipping (Aphaeresis) refers to the omission of one or more syllables at the beginning of a word.
Examples:
• phone (telephone)
• sample (example)
3. Middle Clipping (Syncope) retains the middle part of a word, getting rid of the beginning and ending
parts.
Examples:
• flu (influenza)
• tec (detective)
4. Complex Clipping is the shortening of a compound word by preserving and combining its initial parts
(or first syllables).
Examples:
• sci-fi (science fiction)
• sitcom (situation comedy)
• forex (foreign exchange)

Learning Competency with code

 Infer the meaning of unfamiliar words using text clues
Activities

A. DIRECTIONS: Infer the meaning of the underlined word through context clues and word parts in
the sentence.

1. Anna must have an analysis with her urine. She will undergo urinalysis tomorrow

2. Everyone loves wifi for many reasons. This wireless fidelity is very useful nowadays.

3. Hospital use intercom in every room so that every patient’s concern may be paged in this international
communication for their convenience.

4. Many of us learn to express our feelings through blogs, we can write our concern in a web and then log
it in.
5. Wireless modem is a necessity among professionals. This wireless modulator and demodulator bring
convenience whenever the needs occur.

B. DIRECTIONS.Fill in the blended word needed to complete the sentence. Choose your answer
from the box below.
smog
1. The polluted skyline of most industrial cities is covered with __________.
pixel
2. The higher the number of _______________ a camera has, the better quality of a picture taken is.
3. A good number of ________________
paratroops participated in the recent air show at Luneta Park.
4. To __________________
twiddle your thumbs is to show that you are not interested in doing anything.
5. A _______________
hassle between the umpire and the players caused the suspension of the championship
game.
smog twiddle pixel paratroops hassle

C. DIRECTIONS. Give the original word of the given clipped word based on its meaning. Choose the
letter of the correct answer.

1. coke = carbonated drink flavored with extract from kola nuts

a. coconut b. cocaine c. cocain d. coca-cola e. choke
2. co-ed = schooling attended by members of both sexes
a. coedam b. coeddo c. coedit d. coeditor e. coeducational
3. grannie, granny = the mother of your father or mother
a. granary b. grand prix c. grande dame d. grandfather e. grandmother
4. vet = a doctor who practices veterinary medicine
a. veterinarian b. veteran c. vetchworm d. vestrywoman e. vegetarian
5. gent = a man of refinement
a. genealogist b. general agent c. general team d. genitals e. gentleman

Reflection:
_________________________________________________________________________
_________________________________________________________________________

References: Angeles, Evelyn B. Joy in Learning English 5 Textbook edited by Kristine Erika C.
Castillo and Evelyn B. Angeles Quezon City: Book Media Press, Inc., 2016.
LIFE (Learning and Intensifying English Today) Kto12 Curriculum Compliant, Phoenix
Publishing House

MAY ANN A. PARDO

 Teacher

Name of Learner: ________________________________________________________

Grade Level: ________________________________________________________
Section: ________________________________________________________
Date: ________________________________________________________

LEARNING ACTIVITY SHEET

ENGLISH 5
Using Compound and Complex Sentences to Show Cause and Effect and Problem and
Solution

Background Information for Learners

Clauses are building blocks of sentences. It has a subject and it has a predicate. It can have a
complete or incomplete thought. A clause that has a complete thought is called an independent clause or
a main clause, while a clause with an incomplete thought is called a dependent clause or a
subordinating clause.

A compound sentence has two or more independent clauses. You can combine these independent
clauses by using coordinating conjunctions There are seven coordinating conjunctions: for, and nor, but, or,
yet, and so. They can be easily remembered through the acronym, FANBOYS.

The cause is the reason something happens, while the effect is what happens as the result of the cause.
CAUSE EFFECT
I really felt tired last night. I slept early.
The conjunction for introduces the clause that indicates cause.
Example: I slept early, for I felt really tired last night.
The underlined clause indicates the cause which was introduced by the conjunction for.

Compound sentences could show problem and solution relationships.

A problem and solution sentence is a sentence pattern where there is a concerning issue and a solution
or remedy to the said issue.

A complex sentence has an independent clause and one or more dependent clauses. You can
combine these clauses by using subordinating conjunction.
There are several examples of subordinating conjunctions or transition words that we can use.
‘Because’, ‘as’, ‘since’, ‘due to’, and ‘because of’ can be used to show the cause. ‘Therefore’, ‘hence’, ‘as a
result’, ‘consequently’, and ‘as a result’ are subordinating conjunctions or transition words that show the
effect.

Here are complex sentences that show cause and effect.

I helped him because I cared about him.
Since he had not paid the rent, he was told to vacate the room.
As it is raining again, we will have to stay at home.
Here are complex sentences that show problem and solution.
I helped him walk along the halls because he had weak legs.
Due to the incoming typhoon, the schools issued a suspension of classes.

Learning Competency with code

Use compound and complex sentences to show cause and effect and problem-solution
relationship of ideas (EN5G-IVa-1.8.1)

Activities

A. DIRECTIONS: Complete each sentence with the coordinate conjunction for or so to show the correct
cause and effect relationship.
 1. People should be informed on what to do before, during, after earthquakes, ___ they will be safe.
2. Knowing what to do, and taking immediate action can mean the difference between life and death,
___earthquakes happen so quickly.
3. You will need to move fast, ___ you have to plan in advance.
4. In case of a major earthquake, you must have a stock of canned goods, bottled water, ___ rescue
missions might take a while.
5. Falling objects are one of the primary dangers during a major earthquake, ___ find a table and get
under it.
B. DIRECTIONS. Which is the most probable solution of the events in column I? Write the letter of
your answer chosen from Column II.
Column I Column II
__b___1. You might not graduate  a.) I take the bus to school
so _________________.  b .) you should study well. 
__c___2. She would be late so 
____________________.  c.) Pearl had to run
__d___3. It started to rain so  d.) she should get up home. 
____________________. 
__e___4. It was a very hot day so  e.) we decided to cool off in a pool early. 
____________________. 
__a___5. The school is too far away f.) she gave her a call  
from home so ____________. 
C. DIRECTIONS. Analyze the following complex sentences. Underline the cause once and the effect
twice.
1. The thief was imprisoned because he stole the money.
2. The boy ate a lot because he was very hungry.
3. We are so many in our class so the principal decided to split it into two.
4. It rained so hard so classes are suspended.
5. The little boy left school early because he had a secret to tell his mother.
C. DIRECTIONS.Combine the clauses to create a complex sentence showing problem and solution
relationship.
1. Clause1: Martha is lost. Clause 2: She asked directions from a policeman.
Complex Sentence: Martha is lost, so she asked directions from a policeman.

2. Clause1: Ana forgot her project at home. Clause 2: She told her teacher the truth
Complex Sentence: Ana forgot her project at home, so she told her teacher the truth

3. Clause1: Steve can’t reach the book. Clause: He borrowed a small ladder book on the top shelf from the
librarian.
Complex Sentence: Steve can’t reach the book, so he borrowed a small ladder book on the top shelf from
the librarian.

Reflection:
___________________________________________________________________
___________________________________________________________________

References: Angeles, Evelyn B. Joy in Learning English 5 Textbook edited by Kristine Erika C.
Castillo and Evelyn B. Angeles Quezon City: Book Media Press, Inc., 2016.
https://www.academia.edu/36070399/ENGLISH_5_QUARTER_4_GRAMMAR_pdf
MAY ANN A. PARDO
Teacher