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English
Quarter 1 – Module 1
Journeying Towards Self Appreciation
English– Grade 7
Alternative Delivery Mode
Quarter 1 – Module 1: Journeying Towards Self Appreciation

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

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

Development Team of the Module

Writer: Angie A. Pasaforte
Language Editor: Hazel Sigrid D. Pederi
Reviewer: Maria Louisa Sapotalo
Illustrator: K D. Lim
Layout Artist: Kinna C. Hijara
Management Team: Arden D. Monisit
Nonale Q. Resoor
Susan T. Balbuena
Romel Victor A. Villahermosa

Printed in the Philippines by ________________________

Department of Education – Region VII, Division of Guihulngan City

Office Address: Osmeña Avenue, Poblacion, Guihulngan City, Negros Oriental

Telefax: 4069, (035) 910-4066
E-mail Address: guihulngan.city@deped.gov.ph
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English
Quarter 1 – Module 1
Journeying towards Self Appreciation
Introductory Message

For the facilitator:

Good day, dear parents, guardians, or elder siblings! My heart is delighted for you to have
shown your willingness to embrace the new normal by letting your child continue his or her
education despite the threat of the COVID-19 pandemic. And now, I would like to welcome
you to this Alternative Delivery Mode (ADM), which is believed to be the best option for learning
in this current situation. Also, I would like to inform you that anyone of you can help us bring
about the delivery of this learning material to your child. So, at this point, before you facilitate
let me ask you with a grateful heart to perform the following tasks before you let your son or
daughter, niece or nephew, or foster child to start working on this learning material. These are
as follows;

a. Please orient the learner and support the parents, elder siblings, etc. on how to use
the module.

b. Remind the learner to use activity notebook or separate sheets of paper in answering
the pretest, self-check exercises, and post test.

With your 100% participation and assistance, together we will realize the goals and
objectives of this modality.

For the learner:

Hi, there my dear 7th grader! Welcome to Grade 7. This first quarter, you are going to
discover more of yourself as this module is entitled “Journeying towards Self Appreciation.”
Activities which are about knowing yourself more and your ancestors are presented. Also,
significant information is laid down before you in various texts and with the use of technology
which will lead you to identify the genre, purpose, intended audience, and features of those
viewed texts. Furthermore, you will enhance more your skills in grammar with a focus on the
meaningful use of active and passive voice in varied contexts.

To ensure the correct usage of this module, I have here some reminders for you to read
and understand.

a. Please do not write anything in this module.

b. Use your notebook or a separate sheet of paper in answering the pretest, self-check
exercises, and post test.
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 c. Read and understand the directions before performing the activities.
d. Answer all the questions with the observance of HONESTY.
e. “I am yours but do not own me.” Have fun reading and answering and return this
module after performing all the activities.

This module has parts and icons that you need to know.

In this part, you will be able to know the things

What I Need to Know that you will learn in this module.

This is a test given to you to check how far you

What I Know know about the lesson to take.

This section gives activities that connect the

What’s In current lesson with the previous lesson.

This section gives an activity to present the new

topic. It also provides new concepts, skills
What’s New
insights for better learning.

This part elaborates further the content and

activity of the lessons for the learner to fully
What is It
understand.

This part provides dependent and independent

practices that will further enhance the learner’s
What’s More understanding on the topic. Correct answers of
the activities can be checked in the key answer
at the last part of the module.
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 This part gives the generalization of the lesson.
It somehow presents the important ideas of the
What I Have Learned
lesson presented in the module.

This section provides activities that will help the

learners internalize and apply the lesson he/she
What I Can Do
has learned into real-life situations.

This part evaluates the learner’s level of

Assessment mastery in achieving the learning objectives.

This part provides additional activities for

Additional Activities enrichment.

This section contains the correct answers of all

Answer Key the tests given in the module.

If you find it difficult to respond to the activities, don’t hesitate to ask your teachers,

parents, guardians, or someone from your household who can assist you in

performing/responding to the activities. Always remember you are not alone.

We hope that this module will help you to learn and to better understand the lesson.

You can do exactly that!

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 What I Need to Know

This module was crafted with you as the ultimate focus. It is here to help you master
the competencies in Quarter 1. Its scope is intended to be used in many different learning
situations. It uses language suited to your level. The lesson is supplemented with enough and
relevant activities for you to learn and to reflect on.

It focuses on the following competencies;

• Competency number 1 – Use the passive and active voice meaningfully in varied
contexts (EN7G-III-c-2)
• Competency number 2 – Identify the genre, purpose, intended audience, and features
of various viewed texts such as movie clip, trailer, news flash, internet-based program,
documentary, video (EN7VC-I-d-6)

After going through this module, you are expected to:

1. explain what a passive or active voice of the verb is;

2. use the passive and active voice meaningfully in varied contexts (EN7G-III-c-2);
3. rewrite the sentences from active to passive and vice versa;
4. identify the genre, purpose, intended audience, and features of various viewed texts
such as movie clip, trailer, news flash, internet-based program, documentary, video
(EN7VC-I-d-6); and
5. demonstrate an appreciation of one’s roots through a creative presentation.

What I Know

General Instructions: Proceed with the module if your score is 14 and below. Skip the
module if your score is 15. Write your answers on a separate sheet of paper.
Part 1 Active and Passive Voice

Directions: Write ACTIVE if the sentence is in its active form and PASSIVE if it is not.

1. The Japanese soldiers attacked the Philippines.

2. The Filipinos were attacked by the soldiers.

3. The Americans helped the Filipinos in this war.

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 4. The wounded were healed by the Filipino doctors.

5. President Quezon ensured an efficient and effective government.

6. The Philippines was invaded by the Japanese government.

7. The conquerors conquered the Philippines.

8. The invaders were banished from the country.

Part 2 Literature

Directions: Read the story below and answer the questions that follow. Choose the letter of

the best answer.

Once upon a time in the Philippines, there was an old woman with strange
magical qualities. The local villagers had noticed her house seemed brighter at night
even though there was no electricity. According to rumors, some had even seen dwarfs
helping a mysterious and beautiful girl at night. No one ever discovered the source of
the mysterious nighttime glow.

She lived in the forest on the outskirts of a fishing village and was famous for
her beautiful flowers. The fisherman would barter their treasured catch for her flowers.

A young couple came to visit the village. They were haughty and were not from
around here. A proud pair that hated anything they thought was ugly. They would make
fun of anything they thought was ugly.

They were out exploring the village one day and came upon the old woman in
the forest. Since they found her ugly, they mocked her. After making fun of her, the old
woman asked them to leave but they refused.

To punish them, she said, “Since you only like beautiful things I will turn you into
the most beautiful insect.” She tapped them with her cane, and they became the first
two butterflies.

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9. Who is the main character in the story?

a. Old woman c. Young couple

b. Many villagers d. Colorful butterflies

10. Who is the intended audience of the story?

a. Men and Women c. Children

b. People of all ages d. Adults

11. What do you think is the purpose of the story?

a. To entertain the readers

b. To capture a moment or event and immortalize it

c. To share significant information

d. To instill moral values

12. The young couple made fun of the old woman. This part of the plot is the ________

of the story.

a. Resolution b. Introduction c. Climax d. Falling Action

13. The young couple played as the _______ in the story.

a. Protagonists b. Antagonists c. friends d. heroes

14. What kind of story is this?

a. Novel b. legend c. epic d. myth

15. Can this story be a possible topic for a documentary film?

a. Yes b. No c. Maybe d. Not at all

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 Lesson
Active and Passive Voice
1

In this lesson, you will learn how our ancestors interpreted the natural phenomena
when they constructed tales of the creation or the beginning of life. You’ll also address the
question, “How can I learn from my beginnings?” While you’re on this path, you’ll learn skills
that will assist you in your final task of organizing information from a viewed content through
a graphic organizer and with the application of the use of the passive and active voice of the
verbs.

What’s In

Task 1: A Humble Beginning

Think of an appropriate diagram and make your family tree. You can also design one.
Place pictures, dates, and other highlights in your diagram. Answer the following questions on
your notebook.

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 1. How many are you in the family?

2. What is your pastime as a family?

3. Do you go out and watch movies?

4. Do you watch the same TV Programs?

5. What other information about your family would you like to share?

What’s New

Task 2: Language Connections: Read the excerpt below and take note of the statements
used. Write at least two sentences in the active and passive form on the appropriate column.

Animated movies have changed a lot over the last 100 years. Winsor McCay is
considered the father of animation. In the early 1900s, McCay animated his films by himself.
He drew every picture separately and had them photographed, one at a time. Hundreds of
photographs were needed to make a one-minute film. Sometimes it would take him more than
a year to make a five-minute cartoon.

In 1914, the development of celluloid (a transparent material) made animation easier.

Instead of drawing each picture separately, the animator could make a drawing of the
background, which remained motionless, while only the characters moved.

Walt Disney took animation to a new level. He created Mickey Mouse, added sound
and music to his movies, and produced the first full-length animated film, Snow White and
the Seven Dwarfs. Many people think he was a great cartoonist, but he wasn’t. Instead, he
was a great story editor and clever businessman who had other artists do most of the
drawings.

Today most animated films are not drawn by hand. The animation is done by
computer software. Also, special effects for movies, such as Star Wars, are done by computer
animation.

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 To create the illusion of movement, an image is put on the computer and then quickly
replaced by a similar image with a small change. While this technique is similar to hand-drawn
animation, the work can be done much faster by computer. In fact, anyone with a home
computer and special software can create a simple animation. (National Geographic Learning
n.d.)

Statements in Active Voice Statements in Passive Voice

What’s is it

Guide Questions:
1. What have you observed with the statements you have written in the first column? How

about in the second column?

2. Are the structures the same?

Mini Lesson
Part 1

A news flash is a single item of important news that is aired separately and often
interrupts other programs.

A weather report is usually a part of an entire news program that tells and foretells
weather conditions on a specific area.

An internet-based program is a program that is informative and can be accessed

through the website.

Movie trailer is a short clip from a film.

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 Documentary is a research-based reporting that deals with a specific topic and format.

A movie or film clip is a strip of motion-picture film, especially an excerpt from a longer
film or one inserted as part of another presentation, as of telecast or full-length motion picture.
(dictionary.com)

A movie is a story or event recorded by a camera as a set of moving images and

shown in a theater or on television. (google.com)

Part 2

Active Voice
1. When the subject does or “acts upon” the verb, the sentence is said to be in the active
voice. These examples show that the subject is doing the verb’s actions.

➢ The old father (subject) gives (verb) the money to the boy.

➢ Carlos Bulosan (subject) revealed (verb) the reality about social discrimination in the

text.

➢ The rich man (subject) accused (verb) the poor family of stealing the spirit of his

family’s food by smelling.

➢ The judge (subject) pounded (verb) the gavel.

➢ My brothers (subject) threw (verb) a small change in a straw hat.

Passive Voice
2. When the subject receives the action of the verb, the sentence is said to be in the passive

voice. These examples show that the subject-verb relationship has changed.

➢ The money is given by the old father to the boy.

(active verb- gives: passive verb- is given)

➢ The reality about social discrimination was revealed by Carlos Bulosan in the text.

(active verb-revealed: passive verb- was revealed)

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 ➢ The poor family was accused by the rich man for stealing the spirit of his family’s food

by smelling.

(active verb-accused: passive verb- was accused)

➢ *The gavel was pounded by the judge.

(active verb- pounded: passive verb- was pounded)

➢ A small change was thrown by my brothers in a straw hat.

(active verb- threw: passive verb- was thrown)

Because the subject is being “acted upon” (or is passive), such sentences are said to be in

the passive voice.

What’s More

Activity 1 Transforming sentences from active to passive

Directions: Transform the following sentences from active to passive. Use a separate sheet

of paper for your answers.

1. President Aquino visits the victims of the typhoon.

2. Volunteer students initiated a Feeding Program in remote public schools.

3. The Department of Health spearheaded the clean-up drive to fight against dengue.

4. The Grade 7 students receive the award in the poster making contest.

5. DOST scholars volunteered to mentor some students in public schools.

6. The poor but deserving students request financial support from the Alumni Foundation.

7. The teacher explains the rubrics in comic strip making.

8. Red Cross accepted some donations of goods from the OFWs.

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9. A group of parents donated books during the Book campaign.

10. Pope Francis reminded the Filipinos to be prayerful especially at this critical time.

Activity 2
Directions: Choose whether the following sentences are written in the active or passive
voice. Write your answers on a separate sheet of paper.

1) Thomas feeds his dog.

2) The dog is fed by Thomas.

3) The family went to the beach.

4) The letter was written by Marshall.

5) The game had been won by the blue team.

6) The problem was solved.

7)The stunt man risked his life.

8) The fire was extinguished.

9)The car was being cleaned by its owner.

10) It gets cold here during the winter.

Activity 3
Directions: Rewrite the passive voice sentences as active voice sentences.

Passive: The dog was hit by the car.

Active: _________________________________________________________

Passive: The house will be built by the construction crew in five months.

Active: _________________________________________________________

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Activity 4
Directions: Transform the following active voice into passive voice.

Active: Julie answered the question.

Passive: ___________________________________________________________

Active: Regine sang the song.

Passive: ___________________________________________________________

Activity 5

Directions: Write one sentence using the active voice, and one using the passive voice.

Active: ______________________________________________________________

Passive: _____________________________________________________________

Activity 6

Directions: Complete the following sentences using appropriate active or passive verb forms.
Choose your answers from the given options. Use a separate sheet of paper for your answers.

1. The problem ____________________ to the children. (explained / was explained)

2. Those pyramids __________________ around 400 AD. (built / were built)
3. All the trouble __________________ by your mother. (has caused / was caused)
4. The visitors _____________ (were shown / have shown) a collection of old manuscripts.
5. I__________________ him ten thousand pounds last year. (lend / lent / was lent)

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 What I Have Learned

Directions: Using a Venn diagram, compare and contrast the following;

a. Movie trailer and movie clip

b. News flash and weather report

c. Documentary and internet-based program

d. Active and passive voice

What I Can Do

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. Which of the following best describes a documentary?

a. It uses figures of speech. c. It is based on myths and

b. It has specific topic and legends.
format. d. It cannot be made as film.

2. Which of the following is a part of an entire news program that tells and foretells
weather conditions through the website?
a. News flash c. Weather report

b. A movie trailers d. Documentary

3. A movie trailer is a single item of important news that is aired separately and often
interrupts other programs.

a. True b. False c. Sometimes d. Never

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4. It is a short clip from a movie.

a. Documentary b. News Flash c. Trailer d. Film

5. Anyone can access the internet-based program even without an internet connection.

a. Yes b. No c. Maybe d. Sometimes

6. Which of the following sentences is in the active form?

a. The beauty of Maring was c. One day, Maring was espied

known far and wide. by the deer.
b. Innumerable suitors came to d. The deer was offered to her
woo her. as a token of their first
meeting.

7. Which of the following sentences is in the passive form?

a. Maring prayed to the gods for help.

b. The fate of the three royal suitors was grieved by the king and the spectators.

c. The marriage was consented by the king.

d. To mark the happy union of the two young people, the island kingdom was named

Marinduque, after Maring and Duque.

8. The active form of the verb is formed by the linking verb and the main verb.

a. True b. False c. Sometimes d. Never

9. In the passive form, the subject is the doer of the action.

a. True b. False c. Sometimes d. Never

10. Which of the following subjects receives the action?

a. The king gave her daughter the freedom to choose her husband.

b. The deer was offered as a token for their first meeting.

c. The spectators grieved over the fate of the three royal suitors.

d. The king consented the marriage.

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 Assessment

Directions: Rewrite the sentences from active to passive or vice versa. Use a separate

sheet of paper for your answers.

1. The teacher dismissed the class.

2. The boy watered the plants.

3. The marriage was announced by the king.

4. Duque offered the deer to Maring.

5. The three royal kings were named as Tres Reyes or Three Kings by the king.

Additional Activities

My Treasure
➢ Think of a thing or an object that will best remind you of the pre-Colonial Philippines.

➢ Draw/Write about this thing and about how proud you are of your beginnings.

➢ Observe the use of active and passive forms of the verb.

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 Answer Key

References

Almonte, L, et. Al (2015). Celebrating Diversity through World Literature- Grade 10.
Meralco Avenue, Pasig City. REX Book Store, Inc..
https://pt.slideshare.net/jenyx2/speech104extracredit/3?smtNoRedir=1
Google.com
Quizlet.com

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 15
Activity 3 (What’s More)
-The car hit the dog.
-The construction crew built the house.
Activity 4 (What’s More)
-The question was answered by Julia.
-The song was sung by Regine.
Activity 5(What’s More)
Answers may vary.
Activity 6 (What’s More)
1. The problem was explained to the children.
2. Those pyramids were built around 400 AD.
3. All the trouble was caused by your mother.
4. The visitors were shown a collection of old manuscripts.
5. I lent him ten thousand pounds last year
Task 2 (What’s New)
Activity 2 (What’s
More) Active: Walt Disney didn’t draw his cartoons.
1. Active Passive: His cartoons were drawn by studio artists.
2. Passive
3. Active Active Only:
4. Passive
Disney lived in Hollywood most of his life.
5. Passive
6. Active He became famous when he created Mickey Mouse.
7. Active
8. Active He worked with many artists.
9. Passive
10. Active What happened to the first Mickey Mouse cartoon? I’d
like to see it.
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References

Management Team of Grade 7 Learner’s Material. English Learner’s Material.

Meralco Avenue, Pasig City. FEP Printing Corp.

n.d. National Geographic Learning. Accessed August 8, 2020.

https://ngl.cengage.com/assets/downloads/grcontext_pro0000000013/in_context_3_su.pdf
.

n.d. English For Everyone. englishforeveryone.org. Accessed August 6, 2020.

https://www.englishforeveryone.org/PDFs/Active%20-
%20Passive%20Voice.pdf.

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For inquiries or feedback, please write or call:

Department of Education – Region VII, Division of Guihulngan City

Osmeña Ave., Poblacion, Guihulngan City

Telefax: 4069, (035) 910-4066

Email Address: guihulngan.city@deped.gov.ph