English 7

Activity Sheet
Quarter 3

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Published by the Department of Education – Schools Division of Tacloban City

Schools Division Superintendent: Mariza S. Magan EdD, CESO V
Assistant Schools Division Superintendent: Edgar Y. Tenasas

Development Team of the Activity Sheet

Writers: Bernie Jude R. Lamograr (Modules 1-4);
Maria Rose T. Soriano (Modules 5-7)
Evaluator: Arabella D. Bajar
Management Team:
CID Chief: Mark Chester Anthony G. Tamayo
Division EPS of LRMS: Gretel Laura M. Cadiong
Division Learning Area EPS: Annie D. Pagatpat

Department of Education - Region No. VIII – Schools Division Office of Tacloban

City
Office Address: Real St., Tacloban City

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 Table of Contents
Module 1 3
Activity 1…………………………………………………………………………. 3
Activity 2 ………………………………………………………………………… 5
Activity 3 ………………………………………………………………………… 7
Activity 4 ………………………………………………………………………… 9

Module 2 10
Activity 1…………………………………………………………………………. 10
Activity 2…………………………………………………………………………. 14
Activity 3…………………………………………………………………………. 17

Module 3 19
Activity 1…………………………………………………………………………. 19
Activity 2…………………………………………………………………………. 20
Activity 3…………………………………………………………………………. 22

Module 4 26
Activity 1…………………………………………………………………………. 26
Activity 2…………………………………………………………………………. 31

Module 5 34
Activity1…………………………………………………………………………. 34
Activity 2…………………………………………………………………………. 36
Activity 3…………………………………………………………………………. 38

Module 6 41
Activity 1…………………………………………………………………………. 41
Activity 2…………………………………………………………………………. 43
Activity 3…………………………………………………………………………. 45
Activity 4…………………………………………………………………………. 46

Module 7 47
Activity 1…………………………………………………………………………. 47
Activity 2…………………………………………………………………………. 48
Activity 3…………………………………………………………………………. 49
Activity 4…………………………………………………………………………. 51

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 ENGLISH 7
LEARNING ACTIVITY SHEET
QUARTER 3 WEEK 1

Name:_________________________________ Grade & Section: ______________

Activity 1
Task 1: Make a Smart Guess!

Directions: Read the dialog below and answer the questions that follow by writing the
letter of your choice on the Answer Sheet.

Mark: Hi! My name is Mark. What’s your name?

John: Hi Mark! I’m John. It’s a pleasure to meet you.
Mark: Where do you go home?
John: I live in Barangay Bagacay. How about you?
Mark: I live there, too.
John: Oh, what a small world! We meet here.
Mark: It’s true. Anyway, do you know Lovely Ann “Diday” de la Cruz?
John: Yes, she also went to our school when she was in elementary. But I only
know a few things about her.
Mark: Can you help me answer some questions about her? Mrs. De Paz
asked us to do an interview for our assignment.
John: Sure. I was in her class last year, and we also did the same assignment.
Mark: Cool! Is Lovely Ann “Diday” de la Cruz a native of Tacloban City or not?
John: She is a native of Tacloban. In fact she lives in Brgy. 107, Sta. Elena,
Tacloban City. She lives near our school.
Mark: Great! What are some of her achievements?
John: She won 1st Place in the 2018 Palarong Pambansa for wrestling. She also
won 1st Palce in 2015, 2016, and 2018 National Batang Pinoy. In 2017 she
placed second in the same event.
Mark: Wow! She is such a great wrestler.
John: I agree. She has proven that determination and perseverance really pay
off.
Mark: That is right. Thank you so much. You are really a big help.
John: You’re welcome. It’s an honor to help you.
Mark: Well, this is my stop. I’m getting off here. Para! Here’s my pasahe.
John: I’m getting off in the next block. Good-bye!
Mark: Bye! See you in school tomorrow!
- DLHTM Theme 5 Role Model for Achievements, Lovely Ann “Diday” de la Cruz

1. Where do you think did this conversation happen?

a. In the jeepney c. On campus
b. In the canteen d. In the park

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 2. Do John and Mark go to the same school?
a. Maybe b. Yes c. No d. Not mentioned

3. Are they in the same grade level?

a. Maybe b. Yes c. No d. Not mentioned

4. Did Lovely Ann “Diday” de la Cruz also go to the same school as the two
boys?
a. Maybe b. Yes c. No d. Not mentioned

5. Based on the selection, who is Lovely Ann “Diday” de la Cruz?

a. A student athlete c. A student journalist
b. A student leader d. An artist

Key Points
Making Inferences
Inference is sometimes called “reading between the lines”. When you
make an inference, you use all of the information that you have available at a time
to guess what is behind the literal information of a text. In other words, you go
beyond what is stated explicitly in the text to infer the intended message by
paying attention to certain “clues”.

When you infer, make observations and use:

Clues from the text What you already know

(words and pictures) (your knowledge and experiences)

So you can make a smart guess!

- https://www.slideshare.net/My_CoMiCaL_RoMaNcE/making-inferences-43302850

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 Key Points
Intonation Patterns
Intonation is a pattern of changing pitch during an utterance (a phrase,
clause, sentence) to convey linguistic information. It is the rising and falling of the
pitch when speaking. There are two intonation patterns in the English language.

1. Rising Intonation is used in Yes-No questions (questions answerable

by yes or no)
Example:
Do you know Lovely Ann “Diday” de la Cruz?
Can you help me answer some questions about her?

2. Rising-Falling Intonation is used in:

a. Wh-questions
Example: What is your name?
Where do you go home?
b. Alternative questions (questions with alternatives, introduced by
“or”)
Example: Is Lovely Ann “Diday” de la Cruz a native of
Tacloban City or not?
c. Declarative sentences
Example: You are really a big help.
d. Commands
Example: Follow your parents’ advice.
- English 7 Learner’s Material

Task 2: Find the Clues!

Directions: Read the dialog below and answer the questions that follow by writing the
letter of your choice on the Answer Sheet.

Myla: Hello! May I speak with Lea please?

Lea: Speaking. Is this Myla?
Myla: Yes! Oh Lea, what am I going to do?
Lea: Are you okay? What’s the matter?
Myla: I have to report on test taking tomorrow. I lost my notes! Do you have
them?
Lea: Give me a second. I will get my notes. Okay. Here they are. Just take
down the most important words. Are you ready with your pen?
Myla: Go ahead. I’m listening.
Lea: A test measures on how much you have learned. It is the teacher’s way of
finding out how much you have been able to learn. It is also your way of
finding out for yourself the progress you have made. That’s it. Do you
want me to say it again or not?
Myla: That was fine. This is all I need. I have the rest of my work.

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 Lea: Is that all?
Myla: Yes, thanks Lea.
Lea: You’re welcome. See you in class tomorrow.
Myla: Thanks again. Bye!
Lea: Bye!
- Prototype Lesson Plans in English I p. 177

1. Where do you think did this conversation happen?

a. Over the phone c. In the jeepney
b. In the car d. On messenger
2. What will Myla do the next day?
a. She will take a test the next day. c. She will rest.
b. She will do a report on test taking. d. She will not go to school.
3. Does Myla have complete notes?
a. Maybe b. Yes c. No d. Not mentioned
4. Are Myla and Lea in the same class?
a. Not mentioned b. Maybe c. No d. Yes
5. If Myla did not get notes from Lea, what do you think would happen to her the
following day?
a. Myla would not be able to do her report.
b. Myla would not be able to take the test.
c. Myla would be sick.
d. Myla would report another topic.

Task 3: Extra Rise or Sana Fall?

Directions: Notice that some of the sentences in the dialog in Task 2 are in bold letters.
Identify what intonation is used in the following sentences. Write R if it uses rising
intonation, and RF if falling intonation.

1. Is this Myla?
2. Oh Lea, what am I going to do?
3. Are you okay?
4. What’s the matter?
5. Do you have them?
6. Give me a second.
7. Are you ready with your pen?
8. Do you want me to say it again or not?
9. Is that all?
10. See you in class tomorrow.

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 Activity 2

Task 1: Read Between the Lines

Directions: Read the dialog below and answer the questions that follow by writing the
letter of your choice on the Answer Sheet.

TV Host: What happened that Friday morning?

Victim: I was awakened by the strong wind and heavy rains shaking my
house.
TV Host: What was your initial reaction? Did you ask for help?
Victim: At first, I was shocked! I screamed! I asked for help.
TV Host: What did your neighbor do?
Victim: He told me not to panic. He accompanied me to get out of the
house and screamed for help. He was at the top of his voice
shouting, “Help! Please help us here!”
TV Host: Where did you go after that?
Victim: We went to a nearby church where other residents also stayed. The
Parish Priest was so accommodating. He told us “Please come in.
Get inside and have a rest.”
TV Host: What happened to your house?
Victim: It was damaged and totally devastated.
TV Host: Was your house the only one swept by the strong winds?
Victim: No! Around 98% of the residents are homeless.
TV Host: Do you have anything to say to the government officials? To the
private sectors?
Victim: I am appealing to our local officials to please help us all here.
We need financial assistance for the repair of our house. To the
private groups, we are in need of blankets and other beddings,
toiletries and medicine for children. If you can spare more canned
goods and instant noodles, please do so. Thank you very much.
- Prototype Lesson Plans in English I pp. 274-275
1. What happened on Friday morning?
a. There was a typhoon. c. There was an earthquake.
b. The house caught fire. d. There was a virus outbreak.
2. What did the victim feel that time?
a. He was very happy.
b. He was scared to death and was panicking.
c. He did not care about what was happening.
d. He was excited to see his neighbors.
3. What happened to the church?
a. The typhoon destroyed it.
b. A holy mass was celebrated.
c. It became a temporary shelter for the typhoon victims.
d. It became a permanent house for the victims.

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 4. Did the residents have a house to go back to after the typhoon?
a. Not mentioned b. Maybe c. Yes d. No

5. On which type of media will this interview appear?

a. TV b. Radio c. Newspaper d. Print

Task 2: Pitch Perfect!

Directions: Notice that some of the sentences in the dialog in Task 1 are in bold letters.
Identify what intonation is used in the following sentences. Write R if it uses rising
intonation, and RF if falling intonation.

1. What happened that Friday morning?

2. Did you ask for help?
3. What did your neighbor do?
4. Please help us here!
5. Where did you go after that?
6. Get inside and have a rest.
7. What happened to your house?
8. Was your house the only one swept by the strong winds?
9. Do you have anything to say to the government officials?
10. I am appealing to our local officials to please help us all here.

Activity 3

Task 1: Making Inferences

Directions: Read the dialog below and answer the questions that follow by writing the
letter of your choice on the Answer Sheet.
Waiter: Hi! How are you doing this afternoon?
Customer: Fine, thank you. Can I have the menu?
Waiter: Certainly, here you go.
Customer: Thank you. What’s today’s special?
Waiter: Grilled tuna and cheese on rye.
Customer: That sounds good. I’ll have that.
Waiter: Would you like something to drink?
Customer: What do you have?
Waiter: Do you like soda or tea?
Customer: I’d like a coke.
Waiter: Coke it is.

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Returning with the food…

Waiter: Here you go. One order of grilled tuna and cheese on rye and one
glass of coke. Enjoy your meal!
Customer: Thank you.
Waiter: Can I get you anything else?
Customer: No thanks. I’d like to have the check, please.
Waiter: That will be P250.00.
Customer: Here.
Waiter: I received P300.00.
Customer: Thank you for your service. Keep the change!
Waiter: Oh, thank you! Have a good day!
Customer: I’ll bring my friends next time.
- https://www.thoughtco.com/beginner-dialogues-at-a-restaurant-1210039

1. Where did this conversation happen?

a. In a restaurant c. At the supermarket
b. In a shopping mall d. In an office
2. Was the customer alone?
a. Not mentioned b. Yes c. No d. Maybe
3. Was the customer satisfied with the service?
a. Not mentioned b. Maybe c. Yes d. No
4. How much tip did the waiter receive from the customer?
a. P20.00 b. P10.00 c. P5.00 d. P50.00
5. Will the customer come visit the restaurant next time?
a. Yes b. Not mentioned c. Maybe d. No

Task 2: Identifying Intonation Pattern

Directions: Notice that some of the sentences in the dialog in Task 1 are in bold letters.
Identify what intonation is used in the following sentences. Write R if it uses rising
intonation, and RF if falling intonation.

1. How are you doing this afternoon?

2. Can I have the menu?
3. What’s today’s special?
4. Would you like something to drink?
5. What do you have?
6. Do you like soda or tea?
7. Coke it is.
8. Enjoy your meal!
9. Can I get you anything else?
10. I received P300.00.

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 Activity 4

Task 1: Making Inferences Identifying Intonation

Directions: Read the dialog below and answer the questions that follow by writing the
letter of your choice on the Answer Sheet.

Vendor: Uy suki, what can I help you with?

Customer: I would like some tomatoes, please.
Vendor: Okay, how many?
Customer: Not too many, six tomatoes are enough.
Vendor: Are you having tinola for dinner?
Customer: Yes, it’s perfect for a rainy weather like this.
Vendor: You’re right. Anything else?
Customer: No, that’s all. How much?
Vendor: P30.00.
Customer: Here you go. Good bye!
Vendor: Thank you, good bye!

1. Where does this conversation usually happen?

a. At the market c. In an office
b. In a restaurant d. In a shopping mall

2. Is the buyer a regular customer?

a. Not mentioned b. Yes c. No d. Maybe

3. What is the price of each of the tomatoes?

a. P6.00 b. P10.00 c. P5.00 d. P30.00

4. Which of the following sentences uses the Rising Intonation pattern?

a. What can I help you with? c. How many?
b. How much? d. Are you having tinola for dinner?

5. Which of the following sentences DOES NOT use the Rising-Falling

Intonation pattern.
a. Anything else? c. You’re right.
b. How many? D. Good bye!

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Task 2: Making Inferences Identifying Intonation
Directions: Read the dialog below and answer the questions that follow by writing the
letter of your choice on the Answer Sheet.

Salesperson: Can I help you?

Gloria: Yes, I’m looking for a sweater – medium size.
Salesperson: Let’s see…here’s a nice white one. What do you think?
Gloria: I think I’d rather have it in blue.
Salesperson: Okay, here’s blue, in a medium. Would you like to try it on?
Gloria: Okay, yes. I love it. It fits perfectly. How much is it?
Salesperson: P599.00.
Gloria: Perfect! I’ll take it. Do you accept card?
Salesperson: Yes, we do.
- Everyday Conversations: Learning American English pp. 40-41
1. Which of the following sentences uses the Rising-Falling Intonation pattern?
a. What do you think? c. Would you like to try it on?
b. Can I help you? d. Do you accept card?
2. Which of the following sentences uses the Rising Intonation pattern?
a. Perfect! c. How much is it?
b. Would you like to try it on? d. What do you think?
3. Where does this conversation usually happen?
a. At the market c. In an shopping mall
b. In a restaurant d. In an office
4. Did Gloria like the white sweater?
a. Not mentioned b. Yes c. Maybe d. No
5. Did Gloria have cash to pay for her sweater?
a. Not mentioned b. Yes c. No d. Maybe

Task 3: Identifying Intonation

Directions: Read the sentences below and identify the intonation pattern used by
writing the R for rising intonation, and RF for rising-falling intonation.

1. Where are you going?

2. Close the door.
3. How old are you?
4. This cake is really tasty.
5. Are you coming or not?
6. Is this your phone?
7. Can you sing?
8. Do you always wear your mask?
9. Are you ready?
10. Did you answer all the items correctly?

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 ENGLISH 7
LEARNING ACTIVITY SHEET 2
QUARTER 3 WEEK 2

Name:_________________________________ Grade & Section: ______________

Activity 1
Task 1: English Expressways
Directions: Read the dialog below and answer the questions that follow by writing the
letter of your choice on the Answer Sheet.

Karla: How are you?

Matthew: I am fine, how about you?
Karla: Fine too thanks.
Mathew: Hey, what do you think about my new bag?
Karla: Wow, I think it is a good bag with the newest style. Where did
you buy it, Matthew?
Matthew: My auntie bought it as my birthday gift. What’s your opinion
about the color?
Karla: Hmm in my opinion, it has a bad color.
Matthew: Why? You know it’s my auntie’s choice.
Karla: Because the color looks too over for someone like you, but I
appreciate it.
Matthew: Yeah, Thanks for your honest opinion, Karla.
Karla: No problem.
- https://www.slideshare.net/windymoet/expressions-of-asking-and-giving-opinion

1. How does Matthew feel about his new bag?

a. Sad b. Happy c. Disgusted d. Scared
2. What does Karla think about its color?
a. She thinks it is perfect for Matthew. c. She thinks the color was too much for
Matthew.
b. She thinks it was just fine. d. She did not like Matthew’s bag
3. Which of the following sentences asks for an opinion?
a. How about you? c. Where did you buy it?
b. How are you? d. What do you think about my new bag?
4. Which of the following sentences expresses an opinion?
a. I think it is a good bag with the newest style.
b. My auntie bought it as my birthday gift.
c. What’s your opinion about the color?
d. No problem.

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5. Which of the following sentences DOES NOT express an opinion?
a. Thanks for your honest opinion, Karla.
b. Hmm…in my opinion, it has a bad color.
c. I think it is a good bag with the newest style.
d. The color looks too over for someone like you, but I appreciate it.

Key Points
Useful Expressions to Ask for One’s Opinion

An opinion is what you think about something. Everyone has opinions on

lots of different topics, but the cool thing about opinions is that they’re different.
You might like the color blue, but your friend might like red. That’s an opinion,
because it’s different from person to person. Opinions are different from facts,
because facts are always true. Even though opinions can be based on facts, they
differ from person to person.
Many of our conversations prompt us to ask and offer an opinion about
certain topics. To ask for an opinion, we need to take note of these useful
expressions:

What do you think about…? (What do you think about my new bag?)
What’s your opinion about…? (What’s your opinion about the color?
Do/Did you like…? (Did you like the movie?)
Have you given some thought to…? (Have you given some thought to
his offer?)
What’s your take on…? (What’s your take on the city’s new rerouting
scheme?)
What are your thoughts on…? (What are your thoughts on the school’s
new policy?)
What are your views/ideas on…? (What are your views on the proposed
policies?)
What can you say about…? (What can you say about putting the whole
city on lockdown again?)
Do you have anything to say about…? (Do you have anything to say
about Marisa’s suggestion?)
How do you feel about…(How do you feel about Kris’ official statement on
Facebook?)
- https://www.youtube.com/watch?v=ms4BENrmvTY

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 Key Points
Useful Expressions to Express your Opinion

To express our view, we need to take note of these useful expressions:

I think… (I think you need to consider all your options.)

In my opinion… (In my opinion, it has a bad color.)
To my mind… (The room has pink walls and a green carpet, which to my
mind looks all wrong.)
From my point of view… (From my point of view, he is talented, strong,
and effective executive.)
I would say that… (I would say that we have about a 50-50 chance of
winning this game today.)
As for me… (As for me, I want to go with her to help her sister.)
I find… (I find the movie interesting.)
I believe… (I believe the management can do better this.)
I feel that… (I feel that our teachers are doing more than enough this
pandemic.)
As I see it… (As I see it, we need stricter policies this time.)
As far as I am concerned… (As far as I’m concerned, the students come
first.)
- http://www.franglish.fr/methodo/opinion

Task 2: English Expressways

Directions: Read the dialogs below and identify the expressions that ask for or give an
opinion. Write your answer in the table.

Selection 1

Kyle: Karla says I should quit my job if I’m unhappy. What do you think?
Via: I think you shouldn’t rush into any decision. If you’re really serious
about quitting, you need to have a plan.
Kyle: That makes sense.

Asking for opinion Giving opinion

1. What do you think about it?

Selection 2

Joel: What a great movie! Did you like it?

Anna: Yeah. I liked it overall, but I feel the casting was a little off. I don’t
think they got the right people for the supporting roles.

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 Joel: Perhaps. But as for me, the writing was brilliant.

Asking for opinion Giving opinion

a.

2. b.

c.

Selection 3

Kent: Have you given some thought to Bess’ offer?

Camille: Yes. I thought a great deal about it over the weekend. And all
things considered, I would say it’s my best option.
Kent: That’s terrific news. You’re making a good decision.

Asking for opinion Giving opinion

3.

Selection 4

JP: AJ sent us an email. He’s proposing something entirely

different this time.
Donn: Yeah, I read his message. What’s your take on that?
JP: Well, in my opinion, it’s not an easy solution, but it’s worth
considering. What are your thoughts? Is it too risky?
Donn: Not at all. It’s bold, but I believe it’s doable.

Asking for opinion Giving opinion

a. a.

b. b.

- https://www.youtube.com/watch?v=ms4BENrmvTY

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 Activity 2
Task 1: Express Lanes!

Directions: Read the dialog below and answer the questions that follow by writing the
letter of your choice on the Answer Sheet.

Remy: The city is going to build a new parking site under the park over
there. What’s your take on that?
Cedie: Oh no, why are they going to do that? I don’t think it’s a good idea.
Remy: You think so? I think it’s a very good idea, actually.
Cedie: On the contrary, I think it’s a disaster.
Remy: A disaster? I think we need more parking sites.
Cedie: Well, I agree with that, but not under the park.
Remy: Why not? It’s the best place.
Cedie: Do you think so? I totally disagree. Why the park?
Remy: Well, you need a big open space for that.
Cedie: I see your point, but don’t you think trees are more important than
cars?
Remy: Of course I agree, but we all have cars, and we need a place to
park them?
Cedie: Yes, you’re right. But they can do it near the station.
Remy: Oh no but that’s too far away. We need a parking site in this area.
Cedie: Well, that’s true but maybe walking a bit wouldn’t hurt anyone.
Remy: A bit? The station is at least 10 minutes away. Just imagine, on a
rainy day.
Cedie: You could be right, but I still think trees are more important than
cars.
Remy: You’ve got a point there, but maybe they can plant trees near the
station.
Cedie: Oh, that sounds very good, but we’re talking about very old and big
trees.
Remy: Yes but we have to choose, don’t we? We can’t have everything.
Cedie: Yes, I suppose you’re right, but still, I think it’s a very bad idea.
- https://multimedia-english.com/grammar/expressing-opinions-57

1. How does Remy feel about the new parking site the city is going to build?
a. Anxious b. Excited c. Sad d. Angry
2. How does Cedie feel about the city’s project?
a. Happy c. Excited c. Sad d. Glad
3. Which of the following sentences asks for an opinion?
a. I think we need more parking sites. c. I totally disagree
b. I think it’s a disaster. d. What’s your take on that?

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 4. Which of the following sentences expresses an agreement?
a. I think it’s a very good idea, actually.
b. I totally disagree.
c. I don’t think it’s a very good idea.
d. I think it’s a disaster.

5. Which of the sentences below expresses a disagreement?

a. Yes, you’re right. c. Of course, I agree.
b. I totally disagree. d. You’ve got a point there.

Key Points
Useful Expressions to Express Agreement

I agree with… That’s just what I was thinking.

I really think so. I couldn’t agree more.
You’re right! I hear you.
I have no objection. That’s exactly what I think.
I am with you 100%. That’s a very good point.
It’s true. Exactly.
I share your view. You’re absolutely right.
I think so too.

Useful Expressions to Express Disagreement

I see your point, but…

Sorry, I don’t agree with the idea.
I don’t see it that way.
That’s not entirely true.
That’s partly true but…
I’m sorry to disagree with you, but…
I totally disagree.
I think that’s not the same at all.
On the contrary…
Well, I’m not so sure about that.
Sorry, I think that’s wrong.
Yes, but the problem is that…
I take a different view / I don’t share your view.
I think otherwise
- https://multimedia-english.com/grammar/expressing-opinions-57

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Task 2: Express It!

Directions: Read the dialogs below and identify the expressions/sentences that
express agreement or disagreement. Write your answer in the table.

Selection 1

Patrick: Have you heard about our school’s plan to ban smartphones in the
school?
Karyll: Yes, I have.
Patrick: What do you think about it?
Karyll: Well, I think that’s fair enough.
Patrick: I don’t agree with you on that. Why do you say that?
Karyll: You see, smartphones have caused so much trouble in our class.
Remember yesterday’s history class? Our teacher got very angry
because the class was interrupted by the noisy ringing phone.
Patrick: I see your point, but what about for emergencies?
Karyll: We have telephones in the faculty rooms. I think you we can use
them. Another thing, smartphones have caused a kind of crazy
competition.
Patrick: What do you mean?
Karyll: You know, everyone seems to compete to have the latest model.
Patrick: Yeah, I agree with you on that.
Karyll: So it’s a good idea if the school doesn’t allow students to use
their smartphone in the school.
- https://englishclas.com/10-contoh-dialog-asking-and-giving-opinion-singkat/

Agreeing Disagreeing

a. a.

b. b.

c.

Selection 2

Alma: What did you guys think of the game last night? I thought our team
played really well even though they lost. I’m really proud of the
players.
Lilibeth: I agree with you 100%. They tried so hard and were so close to
winning. I really enjoyed it because it was so exciting all the way to
the very end.
Alma: That’s exactly how I feel.
Leslie: I disagree.

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 Alma: You don’t agree?
Leslie: Not at all! Well I can understand your praise for their effort, but I’m
afraid that the team did not played well. To be honest, I think it was
an embarrassing performance, which was not close to the standard
we expect from them.
Marjorie: I don’t know Leslie, I have to side Alma on this one. It was clear
that they were doing their best right until the end. I think it was a
great performance.
Alma: Exactly, I couldn’t agree more.
Leslie: Are you serious? I’d say it was the exact opposite. I think it was a
really bad performance. They made so many basic mistakes, and
the coach made extremely poor decisions. In fact, I think most of
the blame should be directed at him. It made me embarrass to be a
fan of the team.

Agreeing Disagreeing

a. a.

b. b.

c. c.

d.

Activity 3

Task 1: Expressing Agreement and Disagreement

Directions: Read the dialog below and fill in the blanks with the appropriate
expressions found in the Express Box. Write the letter of your choice on the Answer
Sheet.
1-5

Express Box
a. Me too.
b. I think what we need to do is change some of the habits
c. You’re so right. And we let it happen without noticing, didn’t we?
d. I can’t argue with that, it’s not just right.

e. I couldn’t agree more.

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 Cathy: Ah, I’m so glad we decided to take a vacation.

Francis: ___________________________________________________.

Cathy: You know sometimes it’s easy to forget what’s really important, like
finding time to relax.

Francis: ___________________. Basically, we’ve let our work take over our
lives.

Cathy: ___________________________________________________.

Francis: Yeah, we did. _________________________________________,

like doing e-mail at bedtime and over breakfast. It’s not just right to
bring so much work home.

Cathy: ___________________________________________________.

Task 2: Expressing Agreement and Disagreement

Directions: Read the dialog below and fill in the blanks with the appropriate
expressions found in the Express Box. Write the letter of your choice on the Answer
Sheet.

6-10

Express Box
a. Okay, I’ll take on that challenge.
b. I have to be honest and say I’m not fully on board with the idea,
c. Sorry, but I feel like slide presentation are overrated.
d. I think
e. I can’t help but disagree.

Gillian: I like the idea of using a slide presentation.

Kenneth: _____________________________________________.
Gillian: ___________________ it depends on how visually strong the
slides are.

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Kenneth: __________________. Most slides create information overload.
Even with colorful graphs, slides can be visually confusing.
Gillian: You’re forgetting that slides can use any media, not just text and
graphs. And we could limit the content on each side. Images just
support what we say. The focus will mostly be on us, not the sides.
Kenneth: _______________________________________________, but
if you want to put a few sample slides together and try to convince
me, I’ll try to keep an open mind.
Gillian: _____________________________________________.

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