Fourth Quarter

AS Try this!

Directions: Choose the letter of the correct answer and write it on the space provided before the number.

________1. My parents had to think of a punishment for my sister after she got in trouble for fighting is an
example of:
a. Internal Conflict c. Internal and external conflict
b. External Conflict d. Conflict

________2. Identify the type of conflict in the following passage: "One morning I woke up earlier than
usual. Johnny and I slept huddled together for warmth - Dally had been right when he said it would get
cold where we were going."
a. Man vs Man c. Man vs Self
b. Man vs Society d. Man vs Nature

________3. Determine which type of conflict is represented in the following passage: "One of those
people'? You think Romiette is related to those kids from a million years ago?"
a. Man vs Man c. Man vs Self
b. Man vs Society d. Man vs Nature

________4. Determine which type of conflict is represented in the following passage: "Hey, Romi, did you
ever wonder who 'they' is? You know, how 'they' say something will happen, or 'they' think the world is
changing?" Destiney asked.
a. Man vs Man c. Man vs Self
b. Man vs Society d. Man vs Nature

________5. A/an __________conflict happens within one's own self.

a. Internal C. Expected
b. External D. Visionary

________6. Determine which type of conflict is represented in the following passage: "No, I'm not stupid,
but then again, maybe I am. I can't believe I've fallen stupid head over heels in love with Julio Montague."
a. Man vs Man c. Man vs Self
b. Man vs Society d. Man vs Nature

1 || English 7
 ________7. Determine which type of conflict is represented in the following passage: "Julio tried to twist
toward her, but the barrel of the gun pushed deeper into his neck. He was frantic and kicked his strong
legs at his attackers."
a. Man vs Man c. Man vs Self
b. Man vs Society d. Man vs Nature

________8. Determine which type of conflict is represented in the following passage: " Romi is a human
being, a beautiful, smart, fiery woman. And I don't care what my father says!".
a. Man vs Man c. Man vs Self
b. Man vs Society d. Man vs Nature

________9. Use the appropriate verb/verbs in the sentence.

If Sally _____ too much salt to the soup, Jenny ____ eat it.
a. adds / won't c. add / won't
b. adds / willn't d. add / wont

________10. Use the appropriate verb/verbs in the sentence.

If you _____ a book, it probably _____ to Chris.
a. finds / belongs c. finds / belong
b. find / belongs d. find / belong

________11. Use the appropriate verb/verbs in the sentence.

The actor and actress (smile/smiles) and (wave/waves) at the crowd.
a. smile and wave c. smiles and waves
b. smile and waves d. smiles and wave

________12. Either my mother or my father ____ coming to the meeting.

a. is c. was
b. are d. were

________13. George and Tamara _____ want to see that movie.

a. don’t c. doesn’t
b. does d. do

________14. One of my sisters _______ going on a trip.

a. is c. was
b. are d. were

________15. Benito _____ know the answer.

a. don’t
b. doesn’t
c. isn’t
d. aren’t

2 || English 7
 Lesson 1 Academic Writing
G This section aims to:
O  Distinguish academic writing
A  Distinguish features of academic writing
L
S  Compose an informative essay

Engage yourself

TASK 1: Watch the video presented in the link below and make an informative essay about it. Use the
space provide below for your output.

Link: https://www.youtube.com/watch?v=iIahXmO1HxQ

3 || English 7
Let’s dig deeper

READING TIME

The Centipede
Rony V. Diaz

When I saw my sister, Delia, beating my dog with a stick, I felt hate heave like a caged, angry beast in
my chest. Out in the sun, the hair of my sister glinted like metal and, in her brown dress, she looked like
a sheathed dagger. Biryuk hugged the earth and screamed but I could not bound forward nor cry out to
my sister. She had a weak heart and she must not be surprised. So, I held myself, my throat swelled,
and I felt hate rear and plunge in its cage of ribs.

I was thirteen when my father first took me hunting. All through the summer of that year, I had tramped
alone and unarmed the fields and forest around our farm. Then one afternoon in late July my father told
me I could use his shotgun.

Beyond the ipil grove, in a grass field we spotted a covey of brown pigeons. In the open, they kept
springing to the air and gliding away every time we were within range. But finally, they dropped to the
ground inside a wedge of guava trees. My father pressed my shoulder and I stopped. Then slowly, in a
half-crouch, we advanced. The breeze rose lightly; the grass scuffed against my bare legs. My father
stopped again. He knelt down and held my hand.

“Wait for the birds to rise and then fire,” he whispered.

I pushed the safety lever of the rifle off and sighted along the barrel. The saddle of the stock felt greasy
on my cheek. The gun was heavy and my arm muscles twitched. My mouth was dry; I felt vaguely sick. I
wanted to sit down.

“You forgot to spit,” my father said.

Father had told me that hunters always spat for luck before firing. I spat and I saw the breeze bend the
ragged, glassy threads of spittle toward the birds.

“That’s good,” Father said.

“Can’t we throw a stone,” I whispered fiercely. “It’s taking them a long time.”

“No, you’ve to wait.”

Suddenly, a small dog yelping shrilly came tearing across the brooding plain of grass and small trees. It
raced across the plain in long slewy swoops, on outraged shanks that disappeared and flashed
alternately in the light of the cloud-banked sun. One of the birds whistled and the covey dispersed like
4 || English 7
seeds thrown in the wind. I fired and my body shook with the fierce momentary life of the rifle. I saw three
pigeons flutter in a last convulsive effort to stay afloat, then fall to the ground. The shot did not scare the
dog. He came to us, sniffing cautiously. He circled around us until I snapped my fingers and then he
came me.

“Not bad,” my father said grinning. “Three birds with one tube.” I went to the brush to get the birds. The
dog ambled after me. He found the birds for me. The breast of one of the birds was torn. The bird had
fallen on a spot where the earth was worn bare, and its blood was spread like a tiny, red rag. The dog
scraped the blood with his tongue. I picked up the birds and its warm, mangled flesh clung to the palm of
my hand.

“You’re keen,” I said to the dog. “Here. Come here.” I offered him my bloody palm. He came to me and
licked my palm clean.

I gave the birds to my father. “May I keep him, Father?” I said pointing to the dog. He put the birds in a
leather bag which he carried strapped around his waist.

Father looked at me a minute and then said: “Well, I’m not sure. That dog belongs to somebody.”

“May I keep him until his owner comes for him?” I pursued.

“He’d make a good pointer,” Father remarked. “But I would not like my son to be accused of dog-
stealing.”

“Oh, no!” I said quickly. “I shall return him when the owner comes to claim him.”

“All right,” he said, “I hope that dog makes a hunter out of you.”

Biryuk and I became fast friends. Every afternoon after school we went to the field to chase quails or to
the bank of the river which was fenced by tall, blade-sharp reeds to flush snipes. Father was away most
of the time but when he was home he hunted with us.

Biryuk scampered off and my sister flung the stick at him. Then she turned about and she saw me.

“Eddie, come here,” she commanded. I approached with apprehension. Slowly, almost carefully, she
reached over and twisted my ear.

“I don’t want to see that dog again in the house,” she said coldly. “That dog destroyed my slippers again.
I’ll tell Berto to kill that dog if I see it around again.” She clutched one side of my face with her hot, moist
hand and shoved me, roughly. I tumbled to the ground. But I did not cry or protest. I had passed that
phase. Now, every word and gesture she hurled at me I caught and fed to my growing and restless hate.

My sister was the meanest creature I knew. She was eight when I was born, the day my mother died.
Although we continued to live in the same house, she had gone, it seemed, to another country from
where she looked at me with increasing annoyance and contempt.

One of my first solid memories was of standing before a grass hut. Its dirt floor was covered with white
banana stalks, and there was a small box filled with crushed and dismembered flowers in one corner. A
doll was cradled in the box. It was my sister’s playhouse and I remembered she told me to keep out of it.
She was not around so I went in. The fresh banana hides were cold under my feet. The interior of the hut
was rife with the sour smell of damp dead grass. Against the flowers, the doll looked incredibly heavy. I
picked it up. It was slight but it had hard, unflexing limbs. I tried to bend one of the legs and it snapped. I
stared with horror at the hollow tube that was the leg of the doll. Then I saw my sister coming. I hid the
leg under one of the banana pelts. She was running and I knew she was furious. The walls of the hut
suddenly constricted me. I felt sick with a nameless pain. My sister snatched the doll from me and when
she saw the torn leg she gasped. She pushed me hard and I crashed against the wall of the hut. The
flimsy wall collapsed over me. I heard my sister screaming; she denounced me in a high, wild voice and
my body ached with fear. She seized one of the saplings that held up the hut and hit me again and again
until the flesh of my back and thighs sang with pain. Then suddenly my sister moaned; she stiffened, the
sapling fell from her hand and quietly, as though a sling were lowering her, she sank to the ground. Her
eyes were wild as scud and on the edges of her lips, drawn tight over her teeth, quivered a wide lace of
froth. I ran to the house yelling for Father.

5 || English 7
She came back from the hospital in the city, pale and quiet and mean, drained, it seemed, of all
emotions, she moved and acted with the keen, perversity and deceptive dullness of a sheathed knife,
concealing in her body that awful power for inspiring fear and pain and hate, not always with its drawn
blade but only with its fearful shape, defined by the sheath as her meanness was defined by her body.

Nothing I did ever pleased her. She destroyed willfully anything I liked. At first, I took it as a process of
adaptation, a step of adjustment; I snatched and crushed every seed of anger she planted in me, but
later on I realized that it had become a habit with her. I did not say anything when she told Berto to kill
my monkey because it snickered at her one morning, while she was brushing her teeth. I did not say
anything when she told Father that she did not like my pigeon house because it stank and I had to give
away my pigeons and Berto had to chop the house into kindling wood. I learned how to hold myself
because I knew we had to put up with her whims to keep her calm and quiet. But when she dumped my
butterflies into a waste can and burned them in the backyard, I realized that she was spiting me.

My butterflies never snickered at her and they did not smell. I kept them in an unused cabinet in the living
room and unless she opened the drawers, they were out of her sight. And she knew too that my butterfly
collection had grown with me. But when I arrived home, one afternoon, from school, I found my
butterflies in a can, burned in their cotton beds like deckle. I wept and Father had to call my sister for an
explanation. She stood straight and calm before Father but my tear-logged eyes saw only her harsh and
arrogant silhouette. She looked at me curiously but she did not say anything and Father began gently to
question her. She listened politely and when Father had stopped talking, she said without rush, heat or
concern: “They were attracting ants.”

I ran after Biryuk. He had fled to the brambles. I ran after him, bugling his name. I found him under a low,
shriveled bush. I called him and he only whimpered. Then I saw that one of his eyes was bleeding. I sat
on the ground and looked closer. The eye had been pierced. The stick of my sister had stabbed the eye
of my dog. I was stunned. ,For a long time I sat motionless, staring at Biryuk. Then I felt hate crouch; its
paws dug hard into the floor of its cage; it bunched muscles tensed; it held itself for a minute and then it
sprang and the door of the cage crashed open and hate clawed wildly my brain. I screamed. Biryuk,
frightened, yelped and fled, rattling the dead bush that sheltered him. I did not run after him.

A large hawk wheeled gracefully above a group of birds. It flew in a tightening spiral above the birds.

On my way back to the house, I passed the woodshed. I saw Berto in the shade of a tree, splitting wood.
He was splitting the wood he had stacked last year. A mound of bone-white slats was piled near his
chopping block When he saw me, he stopped and called me.

His head was drenched with sweat. He brushed away the sweat and hair from his eyes and said to me:
“I’ve got something for you.”

He dropped his ax and walked into the woodshed. I followed him. Berto went to a corner of the shed. I
saw a jute sack spread on the ground. Berto stopped and picked up the sack.

“Look,” he said.

I approached. Pinned to the ground by a piece of wood, was a big centipede. Its malignantly red body
twitched back and forth.

“It’s large,” I said.

“I found him under the stack I chopped.” Berto smiled happily; he looked at me with his muddy eyes.

“You know,” he said. “That son of a devil nearly frightened me to death”

I stiffened. “Did it, really?” I said trying to control my rising voice. Berto was still grinning and I felt hot all
over.

“I didn’t expect to find any centipede here,” he said. “It nearly bit me. Who wouldn’t get shocked?” He
bent and picked up a piece of wood.

“This wood was here,” he said and put down the block. “Then I picked it up, like this. And this centipede
was coiled here. Right here. I nearly touched it with my hand. What do you think you would feel?”

6 || English 7
I did not answer. I squatted to look at the reptile. Its antennae quivered searching the tense afternoon air.
I picked up a sliver of wood and prodded the centipede. It uncoiled viciously. Its pinchers slashed at the
tiny spear.

“I could carry it dead,” I said half-aloud.

“Yes,” Berto said. “I did not kill him because I knew you would like it.”

“Yes, you’re right.”

“That’s bigger than the one you found last year, isn’t it?”

“Yes, it’s very much bigger.”

I stuck the sliver into the carapace of the centipede. It went through the flesh under the red armor; a
whitish liquid oozed out. Then I made sure it was dead by brushing its antennae. The centipede did not
move. I wrapped it in a handkerchief.

My sister was enthroned in a large chair in the porch of the house. Her back was turned away from the
door; she sat facing the window She was embroidering a strip of white cloth. I went near, I stood behind
her chair. She was not aware of my presence. I unwrapped the centipede. I threw it on her lap.

My sister shrieked and the strip of white sheet flew off like an unhanded hawk. She shot up from her
chair, turned around and she saw me but she collapsed again to her chair clutching her breast, doubled
up with pain The centipede had fallen to the floor.

“You did it,” she gasped. “You tried to kill me. You’ve health… life… you tried…” Her voice dragged off
into a pain-stricken moan.

I was engulfed by a sudden feeling of pity and guilt.

Source: https://www.sushidog.com/bpss/stories/centipede.htm

1.1 Academic Writing

What is academic writing?

Academic writing is a formal style of writing used in universities and scholarly publications. You’ll
encounter it in journal articles and books on academic topics, and you’ll be expected to write your
essays, research papers, and dissertation in academic style.

Academic writing is teaching students how to write essays. That sounds pretty simple, but there is a lot
more to it than that.

Essay writing is the process of sharing complex ideas, thoughts, or opinions. Writers learn to construct a
rather complicated argument or explanation by combining sentences into paragraphs and paragraphs
into an essay.

Academic writing follows the same writing process as other types of texts, but it has specific conventions
in terms of content, structure and style.

Academic writing is…

 Formal and unbiased
 Clear and precise
 Focused and well-structured
 Well-sourced
 Correct and consistent

Academic writing is not…

 Personal
 Long-winded
 Emotive and grandiose

7 || English 7
 10 Features of Academic Writing Style

Academic writing is a formal style of writing. This means it is different to other types of writing, and
different from spoken English. There are 10 features you can apply to make your own writing more formal
and professional.

Feature What you need to do

Use formal language rather than every day common language. Start
1. Use formal
by checking the Academic Word List. This is a list of the most
vocabulary
frequently used words in academic writing.
Use formal verbs and avoid two-word verbs. For example, use
2. Use formal verbs
‘establish’ instead of ‘set up’, and ‘decrease’ instead of ‘go down’.
Use the full form of verbs and avoid using contractions. For example,
3. Use full verbs
use ‘cannot’ instead of ‘can’t’, and ‘will not’ instead of ‘won’t’.
Use formal structures/more complicated sentences such as clauses
and noun phrases not just short simple sentences. For example: “It is
4. Use formal grammar
important to consider all shareholders in this matter, they have the
structures
final vote.” and “The internationalization of the economy has created
growth opportunities.”
Make very clear and definite statements. Avoid using rhetorical
5. Use statements
questions because they make the writing seem weak.
6. Use impersonal Use language such as ‘there is’ or ‘it is likely that’ rather than ‘I think’
language or ‘I feel’.
Provide concise, clear, and accurate statements, avoid vague or
ambiguous statements. Use data wherever possible. For example,
7.Be precise use “The Coalition was formed in 1923, some 24 years ago, and have
a conservative ideology” rather than “The Coalition has been
destroying the country for about a century”
Support your statements with evidence, and ensure you reference
8. Use references and these clearly. Check the Library referencing guide here:
evidence https://libguides.jcu.edu.au/referencing

Use hedging statements or tentative language such as ‘may’, ‘it’s

possible that’, ‘appears to’ to qualify statements. This avoids absolute
9. Use hedging
statements, which may be in error: “It is possible that the
statements
Liberal government is responsible for increased habitat destruction
and environmental degradation”.
Use transition words at the start of some sentences to connect ideas
10. Use transition
together in an explicit and logical way. ‘In addition’, ‘In contrast’, ‘For
words
this Reason’. Do not use ‘but’, ‘and’, ‘so’ at the start of a sentence.
This document modified from original source document: https://www.eapfoundation.com/writing/style/

What is Academic Style in English?

Academic English, like any writing, has its own conventions or 'style'. It is a formal, written style, which means
that it has aspects which make it different from 'spoken' academic English, and at the same time, being
'formal', it is quite different from ordinary writing which you might use in letters, emails, or stories.

This section considers 10 'rules' for good academic writing in English. Although rules are never a good idea for
any form of study (because there are always exceptions), they are usually a good place to begin. These rules
are concerned with the use of:

Formality (rules 1-5);

Objectivity (rule 6);
Precision (rules 7-8);
Tentative Language (rule 9);
Explicit Links (rule 10).

8 || English 7

Rule 1
Use formal vocabulary, such as
words from the academic wordlist
(AWL), and words for numbers up
to ten. Avoid less formal or
idiomatic vocabulary.
✓ Many fathers nowadays...
✗ Many dads these days...
✓ Major urban centers, such as London and Beijing...
✗ Major urban centers, like London and Beijing...
✓ There are a significant number of people who believe...
✗ There are lots of people who believe...

✓ There are three main reasons for this.

✗ There are 3 main reasons for this.
✓ increase, decrease, discuss, improve, deteriorate, continue,
Rule 2 raise
Use formal verbs instead of two- ✗ go up, go down, talk about, get better, get worse, go on, bring
word verbs. up

Rule 3
Use the full form of verbs, not
✓ do not, cannot, will not, did not
contractions.
✗ don't, can't, won't, didn't

✓ The increasing pollution of the environment is a global

concern.
Rule 4
✗ The environment is increasingly polluted. This is a global
Use formal grammar structures,
concern.
such as nominalization (noun
phrases) and clauses, rather than too
✓ Note-taking, which is an important skill for EAP students, is
many simple sentences.
difficult to master.
✗ Note-taking is an important skill for EAP students. It is
difficult to master.
Rule 5
Use statements. Avoid rhetorical ✓ There were four main reasons for the decline.
questions, which are less formal ✗ What were the reasons for the decline?
(though these are common in
spoken academic English, i.e. ✓ Written English is different from spoken English.
lectures and presentations). ✗ How are written and spoken English different?

Rule 6 ✓There are three main problems.

Use impersonal language, such as ✗I can think of three main problems.
'There is...', 'It is...', or passive voice.
Avoid personal pronouns (I, we, ✓ In the experiment, the water was heated...
you, etc.) and adverbs which show ✗ In the experiment, I heated the water...
your feeling (e.g. luckily,
remarkably, amazingly). ✓ There were very few errors in the experiment.
✗ Amazingly there were very few errors in the experiment.

✓ There are three main reasons for this.

Rule 7
✗ There are several reasons for this.
Be as precise as possible. Use exact
figures or values wherever possible,
✓ The turning point was in the late 1980s.
rather than 'about' or 'several'. Use
✗ The turning point was about 30 years ago.
words such as 'factor', 'issue', 'topic',
'aspect' instead of vague words such
✓ There were three factors which led to this result.
as 'thing'.
✗ There were three things which led to this result.

9 || English 7
 ✓ Russell (2001) states that over 50% of the population are
Rule 8 unaware of the problem.
Be sure to cite your sources. Avoid ✗ Everybody knows that most people are unaware of the
making vague claims. problem.
✗ Most people are unaware of the problem.

✓ Education may reduce crime.

Rule 9 ✓ It appears that education reduces crime.
Use hedging (i.e. tentative ✗ Education reduces crime.
language), such as 'possibly',
'probably', 'may', 'might', 'appears ✓ This is possibly caused by the effects of global warming.
to', and 'seems to' to qualify ✓ This may be caused by the effects of global warming.
statements. Avoid absolute ✗ This is caused by the effects of global warming.
statements and words such as
'always'. ✓ Chinese students often make mistakes with tenses.
✗ Chinese students always make mistakes with tenses.

Rule 10
Use appropriate transition signals to
make explicit (i.e. clear) links
between ideas and to introduce new ✓ Turning to the question of inflation...
sections of an essay. Avoid ✗ 2. Inflation.
numbering or bullet points (except
in certain reports), and basic ✓ In addition, inflation is an important factor.
transitions to begin sentences (e.g. ✗ And inflation is an important factor.
'And', 'But', 'So'). Also be careful not
to use too many transitions (not at
the beginning of every sentence!).

Skills academic writing develops

Academic writing is useful, but what skills specifically does it instill in students? They are:

Strong communication
Students who can write a convincing and structured essay can speak in a clear and structured way, and with
confidence. Not only will these individuals write well, but they will speak and think using these same strategies.

Critical thinking and reasoning skills

The ability to move from one idea to the next and to understand the connection seems straightforward, but it is
surprising how few people ever actually train this capacity. Learning to write, however, teaches students how to
reason. In other words, writing teaches students “structured thinking”.

Furthermore, writing teaches students how to analyze, or what experts call “critical thinking”. Students learn to
ask, “does what I am saying make sense?” and “is what I am reading true?”. They learn to consider evidence,
appreciate detail and nuance, and ultimately develop the capacity for making up their own minds about things.
We think this is the entire purpose of education.

Understanding an audience
When you write an essay, you need to understand who it is meant to be read by, what they need or want to
hear, and how to present that information in the most convincing or approachable manner. By practicing
writing, students learn how to consider their audience and how to best reach them.

Language skills
Academic writing is a synthesis of all other language skills. You need strong grammar. You need an academic
vocabulary. You need to be able to listen to and comprehend instructions, and you need to be able to speak up
to ask questions and assert your opinions. And most importantly, you need to have read an awful lot.

10 || English 7
If developing advanced English skills is what you are after, there is no better way than learning academic
writing.

Research skills, because you learn a lot

Finally, writing teaches students how to do research. The fact is, students don’t know the answer to most of the
questions they are asked to answer in writing assignments. This means they need to go find out. The fancy
name for “going to find out” is “research”.

By doing research, students come to understand their writing topics on a deeper level than most people ever
consider. Whether they are writing about a scientific, cultural, or literary topic, by doing the research they learn
not only what they need to get a good grade, but they also come to understand that there is a tremendous
amount to learn about pretty much every topic.

1.2 Essay

An essay is generally a short piece of writing outlining the writer’s perspective or story. It is often considered
synonymous with a story or a paper or an article. Essays can be formal as well as informal. Formal essays are
generally academic in nature and tackle serious topics.

Types of Essays

The type of essay will depend on what the writer wants to convey to his reader. There are broadly four types of
essays. Let us see.

 Narrative Essays: This is when the writer is narrating an incident or story through the essay. So, these are
in the first person. The aim when writing narrative essays is to involve the reader in them as if they were
right there when it was happening. So, make them as vivid and real as possible. One way to make this
possible is to follow the principle of ‘show, don’t tell’. So, you must involve the reader in the story.

 Descriptive Essays: Here the writer will describe a place, an object, an event or maybe even a memory.
But it is not just plainly describing things. The writer must paint a picture through his words. One clever way
to do that is to evoke the senses of the reader. Do not only rely on sight but also involve the other senses of
smell, touch, sound etc. A descriptive essay when done well will make the reader feel the emotions the
writer was feeling at the moment.

 Expository Essays: In such an essay a writer presents a balanced study of a topic. To write such an
essay, the writer must have real and extensive knowledge about the subject. There is no scope for the
writer’s feelings or emotions in an expository essay. It is completely based on facts, statistics, examples etc.
There are sub-types here like contrast essays, cause and effect essays etc.
 Persuasive Essays: Here the purpose of the essay is to get the reader to your side of the argument. A
persuasive essay is not just a presentation of facts but an attempt to convince the reader of the writer’s
point of view. Both sides of the argument have to presented in these essays. But the ultimate aim is to
persuade the readers that the writer’s argument carries more weight.

Format of an Essay
Now there is no rigid format of an essay. It is a creative process so it should not be confined within boundaries.
However, there is a basic structure that is generally followed while writing essays. So let us take a look at the
general structure of an essay.

Introduction
This is the first paragraph of your essay. This is where the writer introduces his topic for the very first time. You
can give a very brief synopsis of your essay in the introductory paragraph. Some paragraph writing skills can
be a help here. Generally, it is not very long, about 4-6 lines.

There is plenty of scopes to get creative in the introduction of essays. This will ensure that you hook the
reader, i.e. draw and keep his attention. So, to do so you can start with a quote or a proverb. Sometimes you
can even start with a definition. Another interesting strategy to engage with your reader is to start with a
question.

11 || English 7
Body
This is the main crux of your essays. The body is the meat of your essay sandwiched between the introduction
and the conclusion. So, the most vital and important content of the essay will be here. This need not be
confined to one paragraph. It can extend to two or more paragraphs according to the content.

Usually, we have a lot of information to provide in the body. And the mistakes writers generally make is to go
about it in a haphazard manner which leaves the reader confused. So, it is important to organize your thoughts
and content. Write the information in a systematic flow so that the reader can comprehend. So, for example,
you were narrating an incident. The best manner to do this would be to go in a chronological order.

Conclusion
This is the last paragraph of the essay. Sometimes a conclusion will just mirror the introductory paragraph but
make sure the words and syntax are different. A conclusion is also a great place to sum up a story or an
argument. You can round up your essay by providing some moral or wrapping up a story. Make sure you
complete your essays with the conclusion, leave no hanging threads.

Tips for Essay Writing

 Give your essays an interesting and appropriate title. It will help draw the attention of the reader and
pique their curiosity
 Keep it between 300-500 words. This is the ideal length; you can take creative license to increase or
decrease it
 Keep your language simple and crisp. Unnecessary complicated and difficult words break the flow of
the sentence.
 Do not make grammar mistakes, use correct punctuation and spellings. If this is not done it will distract
the reader from the content
 Before beginning the essay organize your thought and plot a rough draft. This way you can ensure the
story will flow and not be an unorganized mess.

This is an example of an Essay:

Online Education

It seems everything is moving online these days. Even our education is transferring onto the internet.
Many people might squabble about the disadvantages of this phenomena, but today, I want to discuss the
advantages of getting an education online. This is a pertinent topic, as the future of education is moving more
and more towards shifting physical educational institutions online. There are reasons for this: many times, you
can learn whatever you want, it is more comfortable in a variety of ways, online courses often look good on
resumes, the pacing of learning is managed by the learner, and the cost of virtual education is often lower than
traditional education.

The freedom to choose your educational path is an enduring quality of online education. For more
creative people, or people who want to focus on a single activity, this can be a dream come true. According to
eLearning Industry, “You can pick the program of your dreams in traditional education, too, but that would
involve traveling away from home, living in a completely unknown city, and struggling in an extremely
competitive learning environment. With online education, you can take any program or course present in
traditional four-year universities” (Norman, Stephanie). So, the ease of access to the courses and majors you
are striving to study are widely available online. This increases opportunities to gain the education we desire
instead of making needless compromises.

Like the last point, comfort takes center stage for many students. Countless students choose online
education in order to avoid wasting time travelling and on many other activities in order to attend physical
education institutions. According to the Open Education Database, “Commercials that feature online students
studying in their pajamas only skims the surface of one of the benefits of online education: no physical class
sessions. Students listen to lectures and complete assignments sent to them electronically, with no need to
fight traffic, leave work early for class, or miss important family time. Rather than miss important class sessions
(due to weather conditions), students in online courses can always “attend” by participating in discussion
boards or chat sessions, turning in their work on time, and watching lectures or reading materials” (“10
Advantages of Taking Online Classes”). In other words, by being an online student, you circumnavigate many
of the issues that regular students endure on a daily basis.

In addition, many employers are happy to see online courses on resumes. Many recruiters see the
taking of online courses as a sign of taking initiative. As stated by Pongo Resume, “Employers respect a

12 || English 7
degree earned online as much as a degree earned from attending a brick-and-mortar school. They understand
that with the technological advances we have today, more and more employees are getting their education and
training online. Because hiring managers value continuing education and professional development, having the
relevant courses and programs in the education section of your resume will demonstrate that you are
resourceful and have taken the initiative to stay ahead of the curve and improve professionally” (“The
Advantages of Online Learning for You and Your Career”). Therefore, not only is online education seen as
equal to regular education by employers, but it is also viewed as being competent in the latest technologies
and trends.

Back to the students, one of the great advantages of online education is that learners can study at their
own pace. According to eLearning Industry, “This type of system does not require attending live sessions; you
can access the materials at any time that works for you. If you have to work or take care of your home and
children during the day, you can study at night. That’s an advantage the traditional educational system cannot
beat” (Norman, Stephanie). In addition, people who want to take a longer time to receive a degree can do so
without any pressure.

Finally, the cost of getting an online education is cheaper on average than receiving a traditional
education. According to the Open Education Database, “Though not all online degrees offer less expensive net
tuition prices than traditional colleges, associated expenses almost always cost less. For example, there are no
commuting costs, and sometimes required course materials, such as textbooks, are available online at no cost.
In addition, many colleges and universities accept credits earned via free massive open online courses
(MOOCs), the most recent advance in online education” (“10 Advantages of Taking Online Classes”). Thus,
there are a variety of reasons why an online education cost less.

Receiving an online education is becoming more and more popular due to a multitude of advantages it
has over traditional instruction. These advantages include, to name a few: students can learn whatever they
want, it is more comfortable, online courses often look great on resumes, the pacing of learning is managed by
the pupil, and the cost is often lower than traditional education. With these reasons, it is hard to not see why
this form of education is on the rise.

Source: https://academichelp.net/samples/academics/essays/persuasive/online-education-2.html

Think about this

TASK 2: Vocabulary (The Centipede)

Look for the meaning of the following unfamiliar words from the story, The Centipede by Rony V. Diaz and
use it in a sentence. Use the table provided below.

VOCABULARY MEANING SENTENCE EXAMPLE

Glint

Tramp

Glide

Lever

Twitch

Breeze

13 || English 7
 Wedge

Scuff

Yelp

Shrill

TASK 3: Academic Writing Practice

Distinguish whether the following phrases were written formally and accepted in academic writing or not.
Write a (✓) if it’s written formally and (✘) if it’s informal for academic writing.

______1. Also, a lot of the findings are a little unreliable.

______2. Moreover, many of the findings are somewhat unreliable.
______3. Researchers have been interested in this phenomenon for at least 10 years.
______4. People have been interested in this thing for a long time.
______5. This could perhaps suggest that…
______6. This suggests that…
______7. As a teacher, you must treat your students fairly.
______8. As a teacher, one must treat one’s students fairly.
______9. Teachers must treat their students fairly.
______10. I conducted interviews with…
______11. In my opinion…
______12. I argue that…
______13. I think that…
______14. I like/dislike…
______15. I hope to achieve…

Keep this in Mind

 Academic writing is teaching students how to write essays. That sounds pretty simple, but
there is a lot more to it than that.
 Academic writing follows the same writing process as other types of texts, but it has
specific conventions in terms of content, structure and style.
 Academic English, like any writing, has its own conventions or 'style'. It is a formal,
written style, which means that it has aspects which make it different from 'spoken'
academic English, and at the same time, being 'formal', it is quite different from
ordinary writing which you might use in letters, emails, or stories.

14 || English 7
 Extend your understanding

TASK 4: Importance of Academic Writing

As a student, discuss the importance of academic writing. Use the space provided below for your answer.
Write 5 – 10 sentences about it.
____________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

TASK 5: Writing an Essay

Compose and Informative essay/Expository essay of your chosen topic. The essay must be written formally.
Write 8-10 sentences about your essay. Use the space provided below.

15 || English 7
 Lesson 2 Conflict in Literature
G This section aims to:
O  Discover the conflicts presented in literary selections and the need to
A resolve those conflicts in non-violent ways
L  Distinguish conflict in literature
S  Distinguish the different types of literature

Engage yourself

TASK 6: Watch the video presented in the link below and identify the conflict of the story and find a way of
resolving it. Use the space provided below for your answer.

Link: https://www.youtube.com/watch?v=9HEkdFzHLHs

DISCUSSION PROPER:

16 || English 7
 Let’s dig deeper

READING TIME

My Father Goes to Court

Carlos Bulusan

When I was four, I lived with my mother and brothers and sisters in a small town on the island of Luzon.
Father’s farm had been destroyed in 1918 by one of our sudden Philippine floods, so several years afterwards
we all lived in the town though he preferred living in the country. We had as a next-door neighbor a very rich
man, whose sons and daughters seldom came out of the house. While we boys and girls played and sang in
the sun, his children stayed inside and kept the windows closed. His house was so tall that his children could
look in the window of our house and watched us played, or slept, or ate, when there was any food in the house
to eat.

Now, this rich man’s servants were always frying and cooking something good, and the aroma of the food was
wafted down to us form the windows of the big house. We hung about and took all the wonderful smells of the
food into our beings. Sometimes, in the morning, our whole family stood outside the windows of the rich man’s
house and listened to the musical sizzling of thick strips of bacon or ham. I can remember one afternoon when
our neighbor's servants roasted three chickens. The chickens were young and tender and the fat that dripped
into the burning coals gave off an enchanting odor. We watched the servants turn the beautiful birds and
inhaled the heavenly spirit that drifted out to us.

Some days the rich man appeared at a window and glowered down at us. He looked at us one by one, as
though he were condemning us. We were all healthy because we went out in the sun and bathed in the cool
water of the river that flowed from the mountains into the sea. Sometimes we wrestled with one another in the
house before we went to play. We were always in the best of spirits and our laughter was contagious. Other
neighbors who passed by our house often stopped in our yard and joined us in laughter.

As time went on, the rich man’s children became thin and anemic, while we grew even more robust and full of
life. Our faces were bright and rosy, but theirs were pale and sad. The rich man started to cough at night; then
he coughed day and night. His wife began coughing too. Then the children started to cough, one after the
other. At night their coughing sounded like the barking of a herd of seals. We hung outside their windows and
listened to them. We wondered what happened. We knew that they were not sick from the lack of nourishment
because they were still always frying something delicious to eat.

One day the rich man appeared at a window and stood there a long time. He looked at my sisters, who had
grown fat in laughing, then at my brothers, whose arms and legs were like the molave, which is the sturdiest
tree in the Philippines. He banged down the window and ran through his house, shutting all the windows.

17 || English 7
From that day on, the windows of our neighbor's house were always closed. The children did not come out
anymore. We could still hear the servants cooking in the kitchen, and no matter how tight the windows were
shut, the aroma of the food came to us in the wind and drifted gratuitously into our house.

One morning a policeman from the presidencia came to our house with a sealed paper. The rich man had filed
a complaint against us. Father took me with him when he went to the town clerk and asked him what it was
about. He told Father the man claimed that for years we had been stealing the spirit of his wealth and food.

When the day came for us to appear in court, father brushed his old Army uniform and borrowed a pair of
shoes from one of my brothers. We were the first to arrive. Father sat on a chair in the centre of the courtroom.
Mother occupied a chair by the door. We children sat on a long bench by the wall. Father kept jumping up from
his chair and stabbing the air with his arms, as though we were defending himself before an imaginary jury.

The rich man arrived. He had grown old and feeble; his face was scarred with deep lines. With him was his
young lawyer. Spectators came in and almost filled the chairs. The judge entered the room and sat on a high
chair. We stood in a hurry and then sat down again.

After the courtroom preliminaries, the judge looked at the Father. “Do you have a lawyer?” he asked.

“I don’t need any lawyer, Judge,” he said.

“Proceed,” said the judge.

The rich man’s lawyer jumped up and pointed his finger at Father. “Do you or you do not agree that you have
been stealing the spirit of the complaint’s wealth and food?”

“I do not!” Father said.

“Do you or do you not agree that while the complaint’s servants cooked and fried fat legs of lamb or young
chicken breast you and your family hung outside his windows and inhaled the heavenly spirit of the food?”

“I agree.” Father said.

“Do you or do you not agree that while the complaint and his children grew sickly and tubercular you and your
family became strong of limb and fair in complexion?”

“I agree.” Father said.

“How do you account for that?”

Father got up and paced around, scratching his head thoughtfully. Then he said, “I would like to see the
children of complaint, Judge.”

“Bring in the children of the complaint.”

They came in shyly. The spectators covered their mouths with their hands, they were so amazed to see the
children so thin and pale. The children walked silently to a bench and sat down without looking up. They stared
at the floor and moved their hands uneasily.

Father could not say anything at first. He just stood by his chair and looked at them. Finally, he said, “I should
like to cross – examine the complaint.”

“Proceed.”

“Do you claim that we stole the spirit of your wealth and became a laughing family while yours became morose
and sad?” Father said.

“Yes.”

“Do you claim that we stole the spirit of your food by hanging outside your windows when your servants cooked
it?” Father said.

“Yes.”

18 || English 7
“Then we are going to pay you right now,” Father said. He walked over to where we children were sitting on the
bench and took my straw hat off my lap and began filling it up with centavo pieces that he took out of his
pockets. He went to Mother, who added a fistful of silver coins. My brothers threw in their small change.

“May I walk to the room across the hall and stay there for a few minutes, Judge?” Father said.

“As you wish.”

“Thank you,” father said. He strode into the other room with the hat in his hands. It was almost full of coins. The
doors of both rooms were wide open.

“Are you ready?” Father called.

“Proceed.” The judge said.

The sweet tinkle of the coins carried beautifully in the courtroom. The spectators turned their faces toward the
sound with wonder. Father came back and stood before the complaint.

“Did you hear it?” he asked.

“Hear what?” the man asked.

“The spirit of the money when I shook this hat?” he asked.

“Yes.”

“Then you are paid,” Father said.

The rich man opened his mouth to speak and fell to the floor without a sound. The lawyer rushed to his aid.
The judge pounded his gravel.

“Case dismissed.” He said.

Father strutted around the courtroom the judge even came down from his high chair to shake hands with him.
“By the way,” he whispered, “I had an uncle who died laughing.”

“You like to hear my family laugh, Judge?” Father asked?

“Why not?”

“Did you hear that children?” father said.

My sisters started it. The rest of us followed them soon the spectators were laughing with us, holding their
bellies and bending over the chairs. And the laughter of the judge was the loudest of all.

Aguila, Augusto Antonio A., Joyce L. Arriola and John Jack Wigley. Philippine Literatures: Texts, Themes,
Approaches. Espana, Manila: Univesity of Santo Tomas Publishing House. Print.

Source: http://gabrielslibrary.blogspot.com/2010/04/my-father-goes-to-court-carlos-bulusan.html

19 || English 7
In literature, a conflict is a literary device characterized by a struggle between two opposing forces. Conflict
provides crucial tension in any story and is used to drive the narrative forward. It is often used to reveal a
deeper meaning in a narrative while highlighting characters’ motivations, values, and weaknesses. There are
six main types of literary conflict, each of which is detailed below.

Internal vs. External Conflict

All conflict falls into two categories: internal and external.

Internal conflict is when a character struggles with their own opposing desires or beliefs. It happens within
them, and it drives their development as a character.

External conflict sets a character against something or someone beyond their control. External forces stand
in the way of a character’s motivations and create tension as the character tries to reach their goals.

Including both internal and external conflict is crucial for a good story, because life always includes both.

The 6 Types of Literary Conflict

Just like it takes two to tango, it also takes two (or more) to create conflict. What you choose to pit your
characters against will have a significant effect on what kind of story you tell. Many stories contain multiple
types of conflict, but there is usually one that is the main focus.

1. Character vs. Self

This is an internal conflict, meaning that the opposition the character faces is coming from within. This may
entail a struggle to discern what the moral or “right” choice is, or it may also encompass mental health
struggles. All other types of conflict are external—meaning that a character comes up against an outside force
that creates the conflict.

2. Character vs. Character

This is a common type of conflict in which one character’s needs or wants are at odds with another’s. A
character conflict can be depicted as a straightforward fist fight, or as intricate and nuanced as the ongoing
struggle for power in the HBO series Game of Thrones.

3. Character vs. Nature

In a nature conflict, a character is set in opposition to nature. This can mean the weather, the wilderness, or a
natural disaster. For example, in Ernest Hemingway’s The Old Man and the Sea, the main character, Santiago
finally manages to reel in a fish after months and months of bad luck. He fends off sharks, who are trying to
steal his prized catch, but eventually they eat the fish—leaving Santiago with only a carcass. This is the
essence of the man versus nature conflict: man struggles with human emotions, while nature charges forth
undeterred. Learn more about character vs. nature conflict in our complete guide here.

4. Character vs. Supernatural

Pitting characters against phenomena like ghosts, gods, or monsters raises the stakes of a conflict by creating
an unequal playing field. Supernatural conflict also covers characters, like Harry Potter or Odysseus, who have
a fate or destiny and struggle to accept the sacrifices that come along with it. Learn more about character vs.
supernatural conflict in our complete guide here.

5. Character vs. Technology

In this case, a character is in conflict with some kind of technology. Think of the tale of John Henry, the African
American folk hero. In American folklore, Henry was a former slave who worked as a steel-driver on the rail
line. To prove his superiority over new technology, he raced a steam-powered rock drilling machine and won.
However, he suffered a heart attack after winning the race. Learn more about character vs. technology conflict
in our complete guide here.

6. Character vs. Society

A character vs. society conflict is an external conflict that occurs in literature when the protagonist is placed in
opposition with society, the government, or a cultural tradition or societal norm of some kind. Characters may
be motivated to take action against their society by a need to survive, a moral sense of right and wrong, or a
desire for happiness, freedom, justice, or love. Learn more about character vs. society conflict in our complete
guide here.

20 || English 7
 Think about this

TASK 7: Read each scenario. In the box below each scenario, write whether the conflict is internal or
external, and what kind of conflict it is.

1. A young African American girl attending a white elementary school at the onset of the Civil Rights
movement.

2. A farmer trying to get his scared animals out of a barn that was struck by lightning and has caught on
fire.

3. A policeman comes face to face with the criminal who killed his father.

4. A boy tries to tame a wolf cub as a pet, but it proves uncontrollable and becomes a menace to the
community

5. A boy wins a full scholarship to college, and he can’t decide whether or not he should go, or stay
home and work to help support his sick mother who was abandoned by his father several months
ago.

21 || English 7
 Keep this in Mind

 In literature, a conflict is a literary device characterized by a struggle

between two opposing forces.
 Conflict provides crucial tension in any story and is used to drive the
narrative forward.
 All conflict falls into two categories: internal and external.
 Many stories contain multiple types of conflict, but there is usually one that
is the main focus.

Extend your understanding

TASK 8: Read the brief summary of each Disney movie below. Can you identify the basic conflict in each movie? Explain
your answer.

1. The Incredibles - After losing a law suit for saving a man’s job, Mr. Incredible is forbidden to work
as a superhero anymore. For his family’s well‐being he tries to be a “normal” person, but he wants a
different kind of life and he is desperately unhappy. He starts working a second job at night, in
secret, being a superhero again with his best friend.

Type of Conflict:

Explanation:

2. The Lion King - Simba’s uncle, Scar, uses Simba to plot against and kill Simba’s father, then
makes Simba think that his father’s death is his own fault. Frightened and ashamed, Simba runs
away. When he grows up and learns how bad conditions have become at home, under Scar’s rule,
he returns to Pride Rock to confront scar and reclaim his rightful place as king.

Type of Conflict:

Explanation:

22 || English 7
3. The Jungle Book - Mowgli is abandoned in the jungle as an infant and raised by wolves. Most of
the jungle animals like and help take care of him, but some feel like he doesn’t belong. As he grows
up, Mowgli becomes the target of Shera Kahn, the tiger, who hates man. Mowgli has to defend
himself against Shera Kahn using man’s ultimate weapon, fire. Ultimately, Mowgli’s friends urge him
to return to the man village, where he belongs.

Type of Conflict:

Explanation:

TASK 9: Conflict Resolution

Reread the story “My Father goes to Court” and distinguish the conflict presented in the story.
Evaluate whether it is an internal or external conflict and determine its type and explain why you said
so and find another way to solve the conflict. Use the space provided below for your answer:

23 || English 7
Lesson 3 Subject Verb Agreements
This section aims to:
G  Discover literature as a tool to assert one’s unique identity and to better
O understand other people
A  Discover through Philippine literature the need to work cooperatively and
L
S responsibly in today’s global village
 Familiarize to the basic subject–verb agreement rules.

Engage yourself

TASK 10: Draw  if the sentence uses proper verb otherwise, draw  if the sentence does not.

________1. She like the flowers.

________2. Mark and Bert are looking for a book in the library.
________3. There is apples on the table.
________4. Working late in the malls is hard.
________5. A bouquet of flowers are given to me.
________6. The pilot together with his passenger are having a short meeting before the flight.
________7. Some of the students are busy.
________8. Linda and Jake are best friends.
________9. My mom was busy.
________10. Canada has two official languages, French and English.

24 || English 7
 Let’s dig deeper

READING TIME

The Parable of the Rainbow Colors

Juan M. Flavier

It all started as innocent statements by each of the colors. No attempt was made by anyone to denigrate the
others. There was even an element of restraint and humility.

But as time went on, the colors declarations became stronger and haughty with an overtone which tended to
out down the other colors. Their claim became very explicit as to who was the best color.

It reached the point when the colors were actually quarrelling.

Said the color Red, “I am the brightest, for red is the most striking. Why, Life-sustaining blood is colored red. I
represent courage and bravery. Even love symbols like the heart and the roses presented are red in color.”

The color Yellow retorted, “What can be brighter than my yellow exemplified by the sun? I am the color of
gaiety and of warmth. Without me, only the eye-glaring ones remain.”

“What an outlandish claim!” interposed the color Orange. “Sunrise is orange, not yellow. I am more important
because I represent health and strength. Look at the ripened fruits and vegetables, they are predominantly
orange.”

“Well, if you are talking about vegetables and leaves, you are referring to my color.” declared the color Green.
“I Am the symbol of life. All that thrives in the fields and the forests is the greenery I provide. I am the most
important color."

The color Blue could not help it anymore so it shouted. “What can be more expansive than the skies and the
seas? Do you forget that the farthest skies and the deepest seas are blue? I represent patriotism. I stand for
the depth of feelings and extensive spaces.”

The color Indigo came out with a statement, “You talk about wide areas. I hope you realized the largest area in
the world is silence and I represent that dimension with my color. It means thoughtfulness. It is prayer
expressed in the deepest of feelings.”

25 || English 7
“Aha! You forget the pomp of royalty and power is Violet.” shouted the color. “I am wisdom and authority. What
can be more overwhelming?”

Suddenly, the rain interrupted the contentious exchange of arguments. “Yes, you all have your unique features.
But all of you have a special role. And more importantly, you need each other to give the mix of colors for
beauty. Because of your quarrelling, God has asked me to inform you of a decision. From now on, you will not
be seen separately. When it rains, a strip of colors will appear in the sky. You will all appear together. You will
be called a rainbow. You will then represent cooperation and hope. The rainbow in the sky.”

With that, the rain disappeared.

Source: https://dokumen.tips/documents/the-parable-of-the-rainbow-colors.html

SUBJECT-VERB AGREEMENT

A sentence is made up of 2 parts:

SUBJECT tells us what the sentence is about. It can be either a noun or a pronoun. It can be either singular or
plural.

VERB represents the action of a sentence.

How to make the subject and verb agree:

1. Identify the subject of the sentence.
2. Decide if the subject is singular or plural.
3. Lastly, decide which verb form will match with the subject.

10 Rules of Subject Verb Agreement

RULE1: The subject and verb must agree in number: both must be singular, or both must be plural.

Example: The car belongs to my brother. (SINGULAR)

They also play football. (PLURAL)

RULE2: The number of the subject (singular or plural) is not changed by words (or a phrase) that come in
between the subject and the verb.

Example: One of the boxes is open.

Here, the subject “one” and the verb “is” are both singular.

RULE3: Some subjects always take a singular verb even though the meaning may seem plural.

Example: Someone in the game was (not were) hurt.

RULE4: The following words may be singular or plural, depending upon their use in a sentence: some, any, all,
most.

Example: Most of the news is good. (singular)

Most of the flowers were yellow. (plural)

RULE5: Subjects joined by “and” are plural. Subjects joined by “or” or “Nor” take a verb that agrees with the
last subject.

Example: Bob and George are leaving.

Neither Bob nor George is leaving.

RULE6: “There” and “here” are never subjects. In sentences that begin with these words, the subject is usually
found later on in the sentence.

Example: There were five books on the shelf. (were, agrees with the subject “book”)

26 || English 7
RULE7: Collective nouns may be singular or plural, depending on their use in the sentence.

Examples: The orchestra is playing a hit song. (Orchestra is considered as one unit—singular)
The orchestra were asked to give their musical backgrounds. (Orchestra is considered as separate units-
plural)

RULE8: Some nouns, while plural in form, are actually singular in meaning.

Example: Mathematics is (not are) an easy subject for some people.

RULE9: “Doesn’t” is a contraction of “does not” and should be used only with a singular subject. "Don't” is a
contraction of “do not” and should be used only with a plural subject.

Example: He doesn’t (does not) like it.

RULE10: Nouns such as ‘civics’, ‘mathematics', 'dollars’, and ‘news’ require singular verbs.

Example: A million dollars is needed to renovate that building.

Think about this

TASK 11: Listening Material

Listen to the audio of the story, The Parable of the Rainbow Color, and list down how every color
describe themselves and their importance. Use the space below for your answer.

Link: https://www.youtube.com/watch?v=7uobVCimW3g

Colors Claims

Red

Orange

Yellow

Green

Blue

Indigo

Violet

TASK 12: Listening Comprehension

Re-listen to the audio of the story, The Parable of the Rainbow Color, and answer the following
questions below.

1. What happened to the colors in the story?

2. What is the brightest and most striking color that implies courage, bravery and love?

3. What is the color that signifies health and strength?

27 || English 7
4. What is the color of gaiety and warmth that exemplified by the sun?

5. What is the color that symbolizes life and provides thrives in the fields and the forests?

6. What is the color that represents patriotism that stands in the depths of feelings and extensive
spaces?

7. What color has the largest area in the world and embodies thoughtfulness?

8. What is the color that epitomizes royalty and power?

9. Why do you think rain emphasized the need of cooperation?

Keep this in Mind

 A sentence is made up of 2 parts

 SUBJECT tells us what the sentence is about. It can be either a noun or a

pronoun. It can be either singular or plural.

 VERB represents the action of a sentence.

28 || English 7
 Extend your understanding

TASK 13: Self-Reflection

Answer the following questions related to the theme of the selection, The Parable of Rainbow Colors.

29 || English 7
TASK 14: Subject –Verb Agreement

A. Read each sentence and encircle the correct verb in parenthesis.

Example A: John (is, are) going to the mall after school today.
Answer: is
1. The players (are, is) going to the pizza restaurant after today’s game.
2. Jane (were, was) going to go with the team but she had chores to do.
3. Stephen (is, are) one of the best players on the team.
4. The coach (was, were) very excited that the team won the tournament.
5. They (is, are) one of the highest scoring teams in the league.
6. My best friend (were, was) there when I arrived.
7. Where (do, does) your parents live?
8. Alex (has, have) two older brothers who play baseball as well.
9. Each teammate (have, has) a trophy to take home now.
10. Making the pizza (are, is) a lot of work.
11. The team (have, has) only one last season left.
12. Derek (was, is) one of the smartest players on the team.
13. The coach (agrees, agree) that I should practice more in the off-season.
14. How (does, do) you feel about coming off the bench next year.

B. Use the present-tense form of the verb in parentheses that agrees in number with the subject.
Example A: John ________ going to the mall after school today. (are)
Answer: is
8. This basketball game _______ one of the most entertaining ever. (be)
9. She _______________ a lot of work to complete tonight for homework. (have)
10. All the players _____________ the game very excited. (start)
11. Today, players ____________ very excited to play all the time. (be)
12. The players _______________ all focused during the game. (is)
13. My family _____________ to see the games as much as possible. (go)
14. The teams ____________ always ready to put on a good show. (is)
15. The family ____________ to get popcorn before the game starts. (like)
16. The sport _______________ to make sure the fans feel welcomed. (need)
17. A few minutes ______________ enough time for everyone to sit down. (is)
18. The United States ______________ really good basketball players. (have)
19. Ten dollars _____________ the price of admission to the event. (are)
20. The coach ______________ to be very upset with the team. (appear)
21. The bus _________ ready to pick up the team after the game. (is)
22. The family _______________ watching movies together. (enjoy)
23. Susan ______________ a lot of helpful friends. (have)

30 || English 7