Republic of the Philippines

Department of Education
Regional Office No. VIII
Division of Northern Samar
MONDRAGON AGRO INDUSTRIAL HIGH SCHOOL
Mondragon, Northern Samar

LEARNING ACTIVITY SHEET IN ENGLISH 7

QUARTER I – WEEK I

Analogy - a comparison between two things on the basis of their structure and for
the purpose of explanation or clarification and the comparison is used to determine
the relationship between different sets of things. Look at the following examples:
1. minute : hour :: petal : flower - Relationship: part to whole
"An hour is comprised of minutes, just like a flower is comprised of petals."

2. fork : eat :: pencil : write - Relationship: object to function

"You use a fork to eat, just like you use a pencil to write."

3. glasses : read :: crutches : walk - Relationship: object to function

"Glasses can help you read, just like crutches can help you walk."

Other relationships/types of analogy:

1. Synonym (happy : joyful :: sad : depressed)
2. Antonym (inflation : deflation :: frail : strong)
3. Characteristic (tropical : hot :: polar : cold)
4. Part/Whole (finger : hand :: petal : flower)
5. Degree (mist : fog :: drizzle : tropical storm)
6. Type (golden retriever : dog :: salmon : fish)
7. Tool/Worker (pen : writer :: voice : singer)
8. Action/Object (fly : airplane :: drive : car)
9. Item/Purpose (knife : cut :: ruler : measure)
10. Worker/Product (poet : poem :: baker :pie)

LEARNING COMPETENCY WITH CODE: Supply other words or expressions that complete an analogy . ( EN7V-IV-c-23.1)

DIRECTIONS/ INSTRUCTIONS:

GENERAL DIRECTION:
Follow the instructions carefully. Write the WORDS on the provided blanks in each of the items.
Merely writing the LETTER of your answer will be marked WRONG.

Task 1. Supply the WORD which will make each expression a complete analogy. Write your answer on
the blank.
Task 2. Supply a word to each number to complete the analogy. Write your answer on the blank.
Task 3. Choose a pair of words that best expresses a relationship similar to that of the original pair.
Task 4. Choose the correct word to complete each analogy. Then, identify the relationship expressed in
each analogy.

EXERCISES / ACTIVITIES:
TASK 1.
1. On is to off, as start is to____________. a. above b. begin c. stop d. jump
2. Nail is to finger, as hair is to ________. a. face b. head c. back d. arms
3. Eye is to see, as ear is to___________. a. touch b. smell c. hear d. taste
4. Fast is to deer, as slow is to _________. a. turtle b. ostrich c. rabbit d. eagle
5. Wool is to sheep, as egg is to ____________. a. chicken b. cat c. dog d. pig
6. Near is to far, as open is to _________. a. field b. eyes c. closed d. blank
7. Umpire is to baseball, as referee is to _________. a. music b. basketball c. shop d. party
8. Bird is to fly, as frog is to _______________. a. smile b. hop c. sing d. eat
9. Sister is to girl, as brother is to ____________. a. family b. boy c. doctor d. school
10. Wolf is to pack, as fish is to ____________. a. school b. sea c. kilo d. market

TASK 2.
1. fur : dog :: leaf:________________
2. chicken : farm :: lion:___________
3. driver : bus :: teacher:___________
4. warm : cold :: inside:____________
5. pen : writer :: wheelbarrow:_______________
6. red : tomato :: yellow: _________________
7. nose : smell : tongue: __________________
8. bird : chirp :: cow: _____________________
9. bed : sleeping :: chair: __________________
10. chihuahua : dog :: eagle: _______________

TASK 3.
1. teacher : educate :: ________________ :_________________
a. senator : represent b. lawyer : sing c. coach : sleep d. priest : count

2. mother : female :: ________________ :_________________

a. vegetable : expensive b. snake : dangerous c. rock : hard d. tree : old

3. helicopter : sky :: ________________ :_________________

a. boat : street b. truck : river c. motorcycle : bus d. submarine : water

4. nice : unkind :: ________________ :_________________

a. ugly : pretty b. safe : solid c. loud : noisy d. terrible : awful

5. television : watched :: ________________ :_________________

a. record : baked b. newspaper : cooked c. book : read d. comic : laughed

6. carrot : vegetable :: ________________ :_________________

a. doll : house b. electric fan : heat c. shoes : adidas d. mango : fruit

7. futsal : field :: ________________ :_________________

a. pingpong : table b. sugar : kilo c. husband : wife d. white : yellow

8. ship : ocean :: ________________ :_________________

a. feather : many b. food : delicious c. bus : road d. doctor : blood

9. tired : sleep :: ________________ :_________________

a. hamburger : fries b. running : sports c. ice cream : cold d. hungry : eat

10. singer : sing :: ________________ :_________________

a. actor : act b. box : crayons c. frogs : tadpole d. sad : smile

TASK 4.
1. Black is to white as love is to _______________. a. hate b. forgiveness c. boyfriend
Relationship: _____________________________________________

2. Pail : water :: ______________ : blood a. needle b. vein c. spoon

Relationship: _____________________________________________

3. Asia : _________________ :: Europe : Italy a. Taiwan b. Africa c. Hawaii

Relationship: _____________________________________________

4. Intimidate :_________________ :: smile : befriend a. hungry b. exam c. scare Relationship:

_____________________________________________

5. Failure : success :: life : __________________ a. anniversary b. death c. enjoy

Relationship: _____________________________________________

Reflection (Reflect on the difficulties you encountered in this lesson. How do you think you can more easily complete
a missing analogy? Also, how can analogy help improve your vocabulary?)
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
References for Learners:
http://educationalprojams.weebly.com/uploads/1/0/2/3/102353042/english_gr_7_learners_matls__q1_2_.pdf

Republic of the Philippines

Department of Education
Regional Office No. VIII
Division of Northern Samar
MONDRAGON AGRO INDUSTRIAL HIGH SCHOOL
Mondragon, Northern Samar

Name of Learner _________________________________________________________________

Grade Level Seven (7) Section ____________ Date_______________

LEARNING ACTIVITY SHEET IN ENGLISH 7

QUARTER I – WEEK 2

Do you know that TV programs are categorized into different types? Below are some of the basic
genres of TV Programs:
TELEVISION PROGRAM CATEGORIES
1. NEWS
News covers newscasts, newsbreaks, and headlines. It also includes
programs reporting on local, regional, national, and international events.
Such programs may include weather reports, sportscasts, community
news, and other related features or segments contained within "News
Programs."

2. SPORTS
Sports cover programs of live or live-to-tape sports events and
competitions, including coverage of professional and amateur
 tournaments. The category also includes programs reviewing and analyzing professional or amateur
competitive sports events/teams (i.e. pre- and post-game shows, magazine shows, scripted sports, call-
in and talk shows, etc.).

3. DRAMA AND COMEDY

Drama and comedy are entertainment productions of a fictional nature,
including dramatizations of real events. They must be comprised
primarily of (i.e. more than 50%) dramatic performances.

4. MUSIC AND DANCE

Music and dance programs comprise primarily (i.e. more than 50%) of
live or pre-recorded performances of music and/or dance, including
opera, operetta, ballet, and musicals. The performance portion
excludes video clips, voice-overs or musical performances used as
background.

5. GAME SHOWS
Game shows are programs that feature games of skill and chance as well as
quizzes.

6. GENERAL ENTERTAINMENT AND HUMAN INTEREST

General entertainment and human interest programs primarily focus on
the world of entertainment and its people. These programs include
celebrity profiles that may use promotional footage, talk or interview
shows, award shows, galas and tributes. They also include entertainment-
oriented magazine shows; fund-raising shows which include entertainers
(i.e. telethons); human interest programs consisting of live or live-to-tape footage without significant
portions devoted to in-depth analysis or interpretation; and coverage of community events such as
carnivals, festivals, parades and fashion shows.

LEARNING COMPETENCY WITH CODE: Identify the genre, purpose, intended audience and features of various viewed
texts such as movie clip, trailer, newsflash, internet-based program, documentary, video. - EN7V-IV-I-d-6

DIRECTIONS/ INSTRUCTIONS:

Task 1. Identify the genre of the following TV programs. Choose the letter of the best answer.
Task 2A. Identify the genre of the following TV programs. Explain your answer.
Task 2B. Identify which TV show does NOT belong to the group. Explain your answer.

Task 1.
_______1. UAAP
a. News b. Sports c. Drama/Comedy d. Music and Dance
______ 2. Minute to Win It
a. News b. Sports c. Music and Dance d. Game shows
______ 3. Rated K
a. Music and Dance b. Game shows c. Sports d. General Entertainment and Human Interest
_______4. GMA Flash Report
a. General Entertainment and Human Interest b. News c. Drama/Comedy d. Music and Dance
______ 5. ASAP/Sunday Pinasaya
a. General Entertainment and Human Interest b. News c. Drama/Comedy d. Music and Dance
______ 6. Umagang Kay Ganda
a. News b. Sports c. Drama/Comedy d. Music and Dance
______ 7. Philippine Basketball Association
a. News b. Sports c. Drama/Comedy d. Music and Dance
______ 8. Maalala Mo Kaya
a. General Entertainment and Human Interest b. News c. Drama d. Music and Dance
______ 9. Banana Sundae
a. News b. Sports c. Comedy d. Music and Dance
______ 10. Encantadia
 a. General Entertainment and Human Interest b. News c. Drama d. Music and Dance

Task 2A.
1. I-Witness - _________________________________________________________________________
______________________________________________________________________________________________.
2. Minute to Win It - _________________________________________________________________________
______________________________________________________________________________________________.
3. Rated K - _________________________________________________________________________
______________________________________________________________________________________________.
4. GMA Flash Report - _________________________________________________________________________
______________________________________________________________________________________________.
5. ASAP/Sunday Pinasaya -________________________________________________________________________
______________________________________________________________________________________________.

Task 2B.
1. Wansapanataym, Wowowin, Kwento ni Lola Basyang, Going Bulilit
______________________________________________________________________________________________.
______________________________________________________________________________________________.
2. Dear Uge, It's Showtime, Pepito Manaloto, Bubble Gang
______________________________________________________________________________________________.
______________________________________________________________________________________________.

3. 24 Oras, La Luna Sangre, ABS CBN Global News, TV Patrol

______________________________________________________________________________________________.
______________________________________________________________________________________________.

4. Reporter's Notebook, Kapag May Katwiran/Ipaglaban Mo, Matanglawin, Imbestigador

______________________________________________________________________________________________.
______________________________________________________________________________________________.

5. O Shopping, May Bukas Pa, Kadenang Ginto, Pangako Sa'yo

______________________________________________________________________________________________.
______________________________________________________________________________________________.

REFLECTION (What are the problems you’ve encountered during your readings? What are the new insights you’ve
met? )
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
____________________________________________________________________________

REFERENCES FOR LEARNERS:

http://educationalprojams.weebly.com/uploads/1/0/2/3/102353042/english_gr_7_learners_matls__q1_2_.pdf

Prepared by: Checked by: Noted by:

KEITH P. PUJANTE MA. ELENA A. JARITO, DALL NIMFA A. FLORANO, DVM

English 7 Subject Teacher Head, Related Subjects Department Principal II

RYAN BALDOZA
English 7 Subject Teacher
 Republic of the Philippines
Department of Education
Regional Office No. VIII
Division of Northern Samar
MONDRAGON AGRO INDUSTRIAL HIGH SCHOOL
Mondragon, Northern Samar

Name of Learner _________________________________________________________________

Grade Level Seven (7) Section ____________ Date_______________

LEARNING ACTIVITY SHEET IN ENGLISH 7

QUARTER I – WEEK 3

Active and Passive Voice

 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.
Example:
 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 how the
subject- verb relationship has changed.
Example:
 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)
 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.
Rules in changing Active voice into Passive voice:
1. Identify the subject, the verb, and the object of the sentence.
(STVDO)
2. Use the object as the subject of the sentence.
3. Add the appropriate linking verb. Take note of the tense and the
subject – verb agreement.
4. Change the verb into the past participle form.
5. You can add the preposition ―”by “then put the subject as its object.
If the subject is a pronoun, you need to change it into objective case.

EXAMPLE:
1. Linda bought a new dress. (Active)
2. A new dress was bought by Linda. (Passive)
3. She kicked the ball. (Active)
4. The ball was kicked by her. (Passive)

LEARNING COMPETENCY WITH CODE:

Use the passive and active voice meaningfully in varied contexts.
EN7G-III-c-2

DIRECTIONS/ INSTRUCTIONS:
Task 1. Identify if the sentence is in the active or passive voice.
Task 2. Rewrite the following changing the active sentences to passive
and passive sentences to active.

Task 1. Identify if the sentence is in the active or passive voice.

Write ACTIVE VOICE if the sentence is in active voice and write PASSIVE
VOICE if it is in passive voice.

1. The thieves were arrested by the police.

_________________
2. The marvelous performance delivered by the children enthralled us.
_________________
3. He has been invited to their party.
_________________
4. We have shipped your order.
_________________
5. The girl beautifully recited the poem.
_________________________________
6. The guests enjoyed the party.
_________________
7. The child impressed everyone with his polite manners.
_________________
8. A girl from Lagonoy, Camarines Sur won the first prize.
_________________
9. The readers like the latest book of the writer.
_________________
10. They paint the walls.
_________________

Task 2. Rewrite the following changing the active sentences to passive

and passive sentences to active.

1. The thieves were arrested by the police.

_______________________________________________________
2. The marvelous performance delivered by the children
enthralled us.
_______________________________________________________
3. He has been invited to their party.
_______________________________________________________
4. We have shipped your order.
_______________________________________________________
5. The girl recited the poem beautifully.
 _______________________________________________________
6. The guests enjoyed the party.
_______________________________________________________
7. The child impressed everyone with his polite manners.
_______________________________________________________
8. A girl from Lagonoy, Camarines Sur won the first prize.
_______________________________________________________
9. The readers like the latest book of the writer.
_______________________________________________________
10. They paint the walls.
_______________________________________________________

REFLECTION (What are the insights and problems you’ve encountered during your readings?)
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
________________________________________________________________________________

REFERENCES FOR LEARNERS:

http://educationalprojams.weebly.com/uploads/1/0/2/3/102353042/english_gr_7_learners_matls__q1_2_.pdf
https://www.youtube.com/watch?v=AQNvhUrAn7o
http://perfectyourenglish.com/blog/active-and-passive-voice-worksheet-for-class-7/

Prepared by: Checked by: Noted by:

KEITH P. PUJANTE MA. ELENA A. JARITO, DALL NIMFA A. FLORANO, DVM

English 7 Subject Teacher Head, Related Subjects Department Principal II

RYAN BALDOZA
English 7 Subject Teacher
Republic of the Philippines
Department of Education
Regional Office No. VIII
Division of Northern Samar
MONDRAGON AGRO INDUSTRIAL HIGH SCHOOL
Mondragon, Northern Samar

LEARNING ACTIVITY SHEET IN ENGLISH 7 – WEEK 4

NAME: ____________________________ SECTION: ________________ DATE: _______________

TOPIC: USE OF PAST AND PAST PARTICIPLE TENSE.

OBJECTIVE: At the end of the topic, the student shall:
1. Use the past and past perfect tenses correctly in varied contexts.

VOCABULARY LIST:
1. Simple Past – It refers to an action that happened in the past.
2. Past Perfect – It is used to demonstrate an action that occurred before another action in the past.
3. Past Perfect Simple – It refers to an action that happened before/up to a certain time in the past.
4. Past Perfect Negative – It is simply inserting not between had and [past participle].

LEARNING INFORMATION:
Use
We use Simple Past if we give past events in the order in which they occurred. However, when we
look back from a certain time in the past to tell what had happened before, we use Past Perfect.
Normal order in the past or looking back to an event before a certain time in the past?

NOTE:

"After" is only used as a signal word for Past Perfect if it is followed by a subject + verb, meaning that one
action had been completed before another action began (the new action is in Simple Past).

Example:
After the family had had breakfast, they went to the zoo.

However, if "after" is followed by object + subject + verb, the verb belongs to the new action and is therefore
in Simple Past.

Example:
After her visit to the zoo, Jane was exhausted.
More exceptions with signal words
When
 Depending on the situation, "when" can be used with Simple Past or Past Perfect. Compare the
following examples:

Example:
When Jane saw the elephants, she was amazed. (at the same time)

When Jane had seen the elephants, she wanted to see the giraffes.
(second action happened after the first action had been completed)

When Jane went to see the elephants, she had already seen the lions.
(second action had been completed when the first action took place)

Before
"Before" as well can either be used with Simple Past or Past Perfect. If the action after "before" is a
new action, use Simple Past. If the action after "before" started (and was not completed) before a certain time
in the past, use Past Perfect. Compare the following examples:

Example:
Jane had read a lot about elephants before she went to the zoo.
Jane went to the zoo before she had finished reading her new book about
elephants.

The Past Perfect Tense

We don't use the past perfect a lot in English, but it is useful, and it sounds very good if you
can use it correctly. Also, it's really easy to make - just the past simple of 'have' and the past
participle.

1. A finished action before a second point in the past.

 When we arrived, the film had started (first the film started, then we arrived). We usually use
the past perfect to make it clear which action happened first. Maybe we are already talking
about something in the past and we want to mention something else that is further back in
time. This is often used to explain or give a reason for something in the past.
 I'd eaten dinner so I wasn't hungry.
 It had snowed in the night, so the bus didn't arrive.
 If it is clear which action happened first (if we use the words 'before' or 'after', for example), the past
perfect is optional.
 The film started before we arrived / the film had started before we arrived.

2. Something that started in the past and continued up to another action or time
in the past. The past perfect tells us 'how long', just like the present perfect, but this time the action
continues up to a point in the past rather than the present. Usually we use 'for + time'. We can also
use the past perfect continuous here, so we most often use the past perfect simple with stative verbs.
  When he graduated, he had been in London for six years. (He arrived in London six years before he
graduated and lived there until he graduated, or even longer.)

 On the 20th of July, I'd worked here for three months.

3. To talk about unreal or imaginary things in the past. In the same way that we use the past simple to
talk about unreal or imaginary things in the present, we use the past perfect (one step back in time) to
talk about unreal things in the past. This is common in the third conditional and after 'wish'.

 If I had known you were ill, I would have visited you.

 She would have passed the exam if she had studied harder.
 I wish I hadn't gone to bed so late!

When to Use the Past Perfect

So, what’s the difference between past perfect and simple past? When you’re talking about some point in
the past and want to reference an event that happened even earlier, using the past perfect allows you to
convey the sequence of the events. It’s also clearer and more specific. Consider the difference between these
two sentences:
 We were relieved that Tootles used washable paint.
 We were relieved that Tootles had used washable paint.

It’s a subtle difference, but the first sentence doesn’t tie Tootles’ act of using washable paint to any
particular moment in time; readers might interpret it as “We were relieved that Tootles was in the habit of
using washable paint.” In the second sentence, the past perfect makes it clear that you’re talking about a
specific instance of using washable paint.

Another time to use the past perfect is when you are expressing a condition and a result:
If I had woken up earlier this morning, I would have caught Tootles red-handed.

The past perfect is used in the part of the sentence that explains the condition (the if-clause).
Most often, the reason to write a verb in the past perfect tense is to show that it happened before
other actions in the same sentence that are described by verbs in the simple past tense. Writing an
entire paragraph with every verb in the past perfect tense is unusual.
When Not to Use the Past Perfect
Do not use the past perfect when you’re not trying to convey some sequence of events. If your friends
asked what you did after you discovered the graffiti, they would be confused if you said:
 I had cleaned it off the door.

They’d likely be wondering what happened next because using the past perfect implies that
your action of cleaning the door occurred before something else happened, but you don’t say what
that something else is. The “something else” doesn’t always have to be explicitly mentioned, but
context needs to make it clear. In this case there’s no context, so the past perfect doesn’t make
sense.
How to Make the Past Perfect Negative
Making the past perfect negative is simple! Just insert not between had and [past participle].
 We looked for witnesses, but the neighbors had not seen Tootles in the act.
 If Tootles had not included his own name in the message, we would have no idea who was behind it.

How to Ask a Question

The formula for asking a question in the past perfect tense is had + [subject] + [past participle].
 Had Tootles caused trouble in other neighborhoods before he struck ours?
Learning Competency: Use the past and past perfect tenses correctly in varied contexts.
Task 1: In the following sentences, do we need the past simple form of the verb, or the past perfect? Encircle the
letter of the correct answer.

1. I can't believe she _________ my meryenda!

a. ate b. had eaten
2. I couldn't believe he __________ my meryenda!
a. had eaten b. ate
3. He ______________ his chores so he was allowed to play video games with his friends.
a. had done b. did
4. I ______________ of going to Disneyland this year before she suggested it.
a. didn't think b. hadn't thought
5. What _____________ today?
a. did you do b. had you done
6. We ______________ all our water before we realized there wasn't any nearby available store.
a. drank b. had drunk
7. We _______________ the game when he told us there wasn't any time left!
a. didn't even start b. hadn't even started
8. My pet ripped my shoes! I was so upset, I _______________ it!
a. had just bought b. just bought
9. My mother ________________ to the supermarket this morning to buy some groceries.
a. had gone b. went
10. I ___________ my work all day so I was really upset when I didn't do well.
a. revised b. hadn't revised

Task 2: Fill the blank with the correct form of the past perfect tense.
1. I ___________________ (saw) such a beautiful beach before I went to Manila.
2. I did not have any money because I _____________ (lost) my wallet.
3. Davy knew Davao City so well because he _____________ (visit) the city several times.
4. _____________ (have) Lucy ever ___________ (study)Visaya before she moved to Cebu?
5. He only understood the movie because he ___________ (read) the book.

REFLECTION (What have you learned from the topic? What are the difficulties you’ve met during your reading?)

________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Prepared by: Checked: Noted:

MS. KEITH P. PUJANTE DR. MA. ELENA A. JARITO NIMFA A. FLORANO, DVM
English 7 Teacher Related Subjects, Dept. Head School Principal - II
MR. RYAN BALDOZA
English 7 Teacher

Answer Key:
Learning Task 1
1. ate
2. had eaten
3. had done
4. hadn’t thought
5. did you do
6. had drunk
7. had even started
8. had just bought
9. went
10. revised

Learning Task 2:
1. I had never seen such a beautiful beach before I went to Manila.
2. I did not have any money because I had lost my wallet.
3. Davy knew Davao City so well because he had visited the city several times.
4. Had Lucy ever studied Visaya before she moved to Cebu?

Republic of the Philippines

Department of Education
Regional Office No. VIII
Division of Northern Samar
MONDRAGON AGRO INDUSTRIAL HIGH SCHOOL
Mondragon, Northern Samar

LEARNING ACTIVITY SHEET IN ENGLISH 7 – WEEK 5

NAME: ____________________________ SECTION: ________________ DATE: _______________

TOPIC: USE OF DIRECT AND REPORTED SPEECH

OBJECTIVE: At the end of the topic, the student shall:
 Use direct and reported speech appropriately in varied contexts.
VOCABULARY LIST
1. Direct – to say (something) to a particular person.
2. Indirect – stating what a real or supposed original speaker said with changes in wording that conform the
statement grammatically to the sentence in which it is included <indirect discourse> <an indirect question>.
3. Travelogue – a talk or lecture on travel usually accompanied by a film or slides.
4. Report – to relate the words or sense of (something said).
5. Speech – something that is spoken.
a. What do you observe about the lines of Mang Cesar? Pareng Crispin? How are the lines of Mang Cesar
presented? How about Pareng Crispin‘s?
b. What tense of the verb was used in the lines of Mang Cesar? Pareng Crispin? Which of the characters
used direct speech? Reported speech?

Discussion on converting direct to reported speech and vice versa:

A direct speech is a sentence that gives a statement or thought in its original form according to how the
original speaker said it.
Example:
 “He planted rice in our land”, replied Pareng Crispin.
 “Many men like to borrow rice from me”, Mang Cesar said.

A reported speech is a sentence that expresses the content of a statement quoting just like what is done in
direct speech.
Example:
 Pareng Crispin replied that he planted rice in their land.
 Mang Cesar said that many men like to borrow rice from him.

To change a direct speech to a reported speech and vice versa, you need to take note of the following details:
 Tense of the Verb (Is it in the past tense or present tense?)
 Pronouns (Do you need to change pronouns like ―I to ―he/she?)

Analyze the following sentences:

 “I already ate”, said Crispin.
 Crispin said that he already ate.

PRACTICE TASK 1
Analyze each sentence and tell whether if it’s direct speech (DS) or reported speech (RS).
1. The children mentioned that they played in the farm yesterday. ______
2. “I like to eat rice every morning,” Crispin’s son said. _____
3. His son pointed out that he was really hungry since yesterday. ______
4. Mang Cesar stated that that the rice was ready for harvesting. ________
5. Pareng Crispin said that he already fed Potro. -______
6. Rogie said, “I love this town.” _______
7. “Do you like soccer?” he asked me. _________
8. “Be nice to your brother,” he said. __________
9. “Where have you been? he asked me. _______
10. “You should revise your lessons, he said. _______
PRACTICE TASK 2
Change these direct questions into reported speech:
1. “Have you studied reported speech before?”
She asked me_____________________________________________________________________.
2. “Did you do your homework?”
She asked me_____________________________________________________________________.
3. “Is this the road to the station?”
She asked me_____________________________________________________________________.
4. “Do you like coffee?”
She asked me_____________________________________________________________________.
5. “Will you come later?”
She asked me_____________________________________________________________________.

ANSWER KEY:
PRACTICE TASK 1
1. RS
2. DS
3. RS
4. RS
5. RS
6. DS
7. DS
8. DS
9. DS
10. DS
PRACTICE TASK 2
1. She asked me if I had studied reported speech before.
2. She asked me if I did (had done) my homework.
3. She asked me if this was the road to the station.
4. She asked me if I liked coffee.
5. She asked me if I would come later.

Prepared by: Checked: Noted:

MS. KEITH P. PUJANTE DR. MA. ELENA A. JARITO NIMFA A. FLORANO, DVM
English 7 Teacher Related Subjects, Dept. Head School Principal - II

MR. RYAN BALDOZA

English 7 Teacher

Republic of the Philippines

Department of Education
Regional Office No. VIII
Division of Northern Samar
MONDRAGON AGRO INDUSTRIAL HIGH SCHOOL
Mondragon, Northern Samar

LEARNING ACTIVITY SHEET IN ENGLISH 7 – WEEK 6

NAME: ____________________________ SECTION: ________________ DATE: _______________
TOPIC: USE OF PHRASE, CLAUSES AND SENTENCES
OBJECTIVE: At the end of the topic, the student shall:
 Use phrases, clauses, and sentences appropriately and meaningfully.

VOCABULARY LIST
a. Phrase – It is a group of words that acts as a part of speech but cannot stand alone as a sentence.
b. Clause – It is a group of words that has a subject and a predicate.
c. Sentence – It expresses complete thought and contains a subject (a noun or a pronoun) and a
predicate (a verb or verb phrase).

UNFOLDING THE DIFFERENCES. Read the succeeding discussion about phrases, clauses, and
sentences. Bear in mind significant differences and examples.

Phrases are groups of words that act as a part of speech but cannot stand alone as a sentence. The
words in phrase act together so that the phrase itself functions as a single part of speech. Phrases can
function as nouns, verbs, adjectives, or adverbs.
Phrases can take many different forms, such as: Prepositional phrase, Verb phrases, Adjective phrases,
Adverb phrases, Noun phrases, and Verbial phrases.

 Prepositional Phrase: This group of words begin with a preposition. The preposition
precedes a noun or a pronoun or something which acts as a noun or a pronoun.

Christmas is a joyful occasion.

He was lost at sea.
 I am making this project for the entire class.
The entire prepositional phrase acts as an adverb or an adjective most of the time.

 Noun Phrase: This phrase acts as a noun in a sentence. A noun or a pronoun and its
modifiers make up a noun phrase.

The lady takes a jeep every day to work.

Danielle has a colorful bag with her.

 Verb Phrase: This phrase contains a main verb and one or more helping verb. These two will
have a link that connects them together to define the various times of the action in a sentence.

The speedboat is moving in a circle.

Will she be eating the entire plate of salad?
How are you doing?

These are some of the common examples and the structure is auxiliary/modal verb +
auxiliary verb + auxiliary verb + main verb (as in the sentence above).

Clauses are group of words that have a subject and a predicate. Independent clauses express a
complete thought and can stand alone as a sentence. Subordinate or dependent clauses can act as part
of speech but depend on the rest of the sentence to express a complete thought.

 Main or Independent Clause: The main clause is part of a sentence and it does not only
contain the subject and the predicate but also makes perfect sense if we take it out of the
sentence.
Cabusao Wetland is becoming popular at fast pace and this has surprised many
investors. (The clauses in bold are independent clauses.)

 Subordinate or Dependent Clause: A subordinate or a dependent clause must also contain

the subject and the predicate. The only condition is that these kinds of clauses won’t make
proper sense without another clause. The dependent clause depends on the main clause for
deriving a proper meaning.

The condition of our sea is turning from bad to worse.

He has an American bully who can stand on two legs.
This is the shoes which I bought online.
The words in bold are the subordinate clauses.

On the other hand, sentence expresses complete thought and contains a subject (a noun or a
pronoun) and a predicate (a verb or verb phrase). There are four basic types of sentences – simple,
compound, complex, and compound-complex – use phrases and clauses depending in the level of
complexity.

The sentence structure has the following basic parts:

Subject: About which something is being said.

Predicate: Tells us something about the subject.
Direct object: A person or thing that is affected by the verb.
Indirect object: Usually followed by direct objects.
The object of the preposition: Functions as a noun or pronoun and comes right after the
preposition.
Verbs: Indicates action, the occurrence of something or state of being.
Phrases: Makes sense but not complete sense, thus can’t stand alone.
Complements: It provides complete meaning to a subject, an object or a verb.

PRACTICE TASK I
Identify whether the following phrases is prepositional, participial, infinitive phrase.
1. Louise wants to make the classroom a better one. - ________________________________
2. Lying in her bed, Mariam felt healthier. - ________________________________
3. Jan Ronnie laughed in class. - ________________________________
4. Mr. Peter Parker planned to have watched the new movie. - ________________________________
PRACTICE TASK II
A. TRUE or FALSE: All of the following are independent clauses.
5. Lucas Jello smiled. - ___________________
6. The colorful parade of majorettes, with all their fancy dress and make up. - ___________________
7. To have been loved is to have known joy and pain. - ___________________

B. Identify whether the following statement is a dependent or independent clause.

8. Although she is hungry, - ___________________
9. she will give him some of her food. - ___________________
10. Whatever they decide, - ___________________
ANSWER KEY

1. Infinitive Phrase
2. Participial Phrase
3. Prepositional Phrase
4. Infinitive Phrase
5. True
6. False.
7. True
8. Dependent Clause
9. Independent Clause
10. Dependent Clause

Prepared by: Checked: Noted:

MS. KEITH P. PUJANTE DR. MA. ELENA A. JARITO NIMFA A. FLORANO, DVM
English 7 Teacher Related Subjects, Dept. Head School Principal - II

MR. RYAN BALDOZA

English 7 Teacher

Republic of the Philippines

Department of Education
Regional Office No. VIII
Division of Northern Samar
MONDRAGON AGRO INDUSTRIAL HIGH SCHOOL
Mondragon, Northern Samar

LEARNING ACTIVITY SHEET IN ENGLISH 7 – WEEK 7

NAME: ____________________________ SECTION: ________________ DATE: _______________
TOPIC: READING STYLES
OBJECTIVE: At the end of the topic, the student shall:
o Use the appropriate reading style (scanning, skimming, speed reading, intensive
reading, etc.) for one’s purpose

You will encounter the following words as you read The Crow and the Sparrow. This vocabulary
list will help you understand the story.
 sparrow - small bird, usually brown or gray in color
 nasty - bad or not pleasant
 beak - mouth of a bird
 potter - a person who makes pots or jars from clay
 fetch - to get
 rubbish - trash or garbage
 spade - a tool for digging; a shovel
 blacksmith - a person who makes and repairs things in iron by hand

LEARNING ABOUT IT!

 Different reading styles
include skimming (looking
at a text or chapter quickly
in order to have a
general idea of the contents).

Another type of reading is scanning. To scan is

to move your eyes quickly down the page, to find
one specific detail like a date, name or word in
a text.

Other types of reading are speed reading

(reading fast) and intensive reading (reading
thoroughly and comprehensively).

Now, read the following story and answer

the practice tasks that follow.

The Crow and the Sparrow

Once upon a time a sparrow made friends with a

crow. One day when they were hunting for food, the
crow spied some red peppers that were spread out on a
mat to dry.

“Look at those peppers,” said the crow to the

sparrow. “Let’s see who can eat the most.”

“All right!” answered the sparrow.

“Then the one who wins will eat the other,” said
the crow.

The sparrow laughed and agreed for he thought

the crow was joking. Friends do not eat each other. The
sparrow ate each pepper fairly, but the crow cheated.
For each pepper that he ate, he hid three more under
the mat without the sparrow’s seeing.
 “I’ve won! Now I’m going to eat you!” said the crow.

Then at last the sparrow realized that the crow was serious.

“All right,” he said, “I’ll keep my promise. But before you eat me you must wash your beak for
everyone knows that you’re a dirty bird and eat lots of nasty things.”

So the crow went to the river and cried.

“River! River!
Give me water
To wash my beak,
To make myself neat,
The sparrow to eat!”

The river replied: “You want water? Very well, but everyone says you eat nasty things. If you want
to wash your beak in my water, you must get a pot to put it in and then you can have as much water as
you like.”

The crow went to the potter in the village and cried:

“Potter! Potter!
Make me a pot
To fetch some water.
To wash my beak,
To make myself neat,
The sparrow to eat!”
The potter replied: “You want a pot? Very well, but I have no clay. Bring me some clay and “I’ll
make you a pot.”
The crow went to a field and began digging up clay with his beak. The earth said: “The whole
world knows that you eat rubbish and nasty things. I cannot allow you to dig up my clay unless you use a
spade.”
The crow went to the village blacksmith, who was working on a wheel. The crow said to him:

“Blacksmith! Blacksmith!
Make me a spade
To dig some clay,
To make a pot,
To fetch some water,
To wash my beak,
To make myself neat,
The sparrow to eat!”
The blacksmith replied: “You want a spade? Very well, but you see I have no fire in the forge. If
you want me to make a spade, you must bring me some fire.”

The crow went to a farmer’s house nearby. The farmer’s wife was cooking rice in the courtyard.
The crow cried:

“Dear farmer’s wife!

Give me fire
To make a spade
To dig some clay,
To make a pot,
To fetch some water,
To wash my beak,
To make myself neat,
The sparrow to eat!”

The farmer’s wife replied: “You want fire? Very well, but how
will you carry it?”

“You can put it on my back,” said the crow.

The farmer’s wife put the fire on the crow’s back and
immediately his feathers burst into flames.
 The greedy crow was burnt to ashes. But the honest sparrow lived to a ripe old age.

- Retold by Ashraf Siddigui

Task 1. Write T if the statement is true and F if it is false. Explain your answer.

1. The sparrow never thought that the crow was serious about the bet.
___________________________________________________________________________________
___________________________________________________________________________________

2. The crow cheated because he really wanted to eat the sparrow.

________________________________________________________________________________
________________________________________________________________________________

3. The river had a valid reason for not giving the crow water.
________________________________________________________________________________
________________________________________________________________________________
4. The earth gave clay to the crow but it was not enough for a pot.
________________________________________________________________________________
________________________________________________________________________________

5. The blacksmith’s request for fire from the crow was only an alibi.
________________________________________________________________________________
________________________________________________________________________________
Task 2. Scan the selection for answers to the following questions.
A. Answer the following:

1. Who are the characters in the story? Which of them is the cheat?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
2. What was the bet?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

3. When did the sparrow realize that the crow meant what he said?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

4. How did the sparrow save himself?

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

5. What happened to the crow at the end?

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Task 3. Read the story intensively and answer all the questions.
1. What kind of friend was the crow? Do you know of people like him?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
2. Would you like a friend like the crow? Why or why not?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
3. What is the lesson of the fable?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

COOLING DOWN
You used “speed reading” in answering practice TASK 1 and 2 while you used “intensive reading”
to answer practice TASK 3.
Now, give the similarities and differences of speed reading and intensive reading based on your
experience. You may write in paragraph form, or you may use a Venn Diagram for your answers.

Write the
similarities

Write the Write the

differences differences

ANSWER KEY

Task 1.
1. T. Friends don’t eat each other.
2. T. Crows are predators.
3. T. Its water will become dirty because the crow’s beak is dirty.
4. F. The earth did not give any clay to the crow.
5. T. There was no fire on his forge and he needed it to make a spade.
Task 2.

1. The sparrow and the crow. The crow cheated.

2. The bet was who can eat the most.
3. When the crow won.
4. By asking the crow to wash its beak first
5. The crow was burned to death.

TASK 3 & COOLING DOWN

ANSWERS MAY VARY

Prepared by: Checked: Noted:

MS. KEITH P. PUJANTE DR. MA. ELENA A. JARITO NIMFA A. FLORANO, DVM
English 7 Teacher Related Subjects, Dept. Head School Principal - II
MR. RYAN BALDOZA
English 7 Teacher