1

MODULE 1.1
Lesson Title: Completing an Analogy

What I Need To Know

A great day to you student! How are you after the earthquake? I hope everyone is okay now.
So, before you go on to the lesson, it would be better to start it with a prayer.
Your journey from elementary to secondary school has opened a new chapter in your life. I
hope your heart and intellect are dedicated to your studies even if you may not be in class. I
understand that everything seems new to you, especially the new way that your lessons are
organized, but don't worry; with this module, studying will still be engaging and enjoyable.
This self-learning module is intended to help you comprehend analogies better. Practicing
analogies is a powerful tool, not only to challenge you but encourages you to think creatively. In
order to understand analogies, you must create practical learning techniques that will aid in your
comprehension of the connections between words. You need to consider how the terms are
connected. You will be able to concentrate on the words' fundamental relationship as a result.

Learning Objectives
As you go through this module you are expected to:
• Identify analogy and its basic types
• Analyze relationships presented in analogies and identify what type of analogy is used
• Supply other words or expressions to complete an analogy

What I Know
This activity prepares you for another concept that will deepen your knowledge regarding
analogies. Make sure to answer them honestly to know how equipped you are to get started with our
new lesson.

Direction: Choose from the given options the word that will complete the analogy. Write your
answer on the provided worksheet.
empress rolling pin pan deceitful silk

1. cotton : soft :: ____________ : smooth

2. ____________ : cook :: plate : eat
3. emperor : ____________ :: gentleman : lady
4. honest : ___________ :: angry : calm
5. ___________ : baker :: pliers : electrician

What’s New
An analogy compares two things that are generally dissimilar to one another yet have certain
similarities. Writers sometimes use a main option you already know about to assist convey
something crucial about a first thing by drawing a connection between the two. This lesson will
teach you how to construct analogies whether they follow a pattern of text or images. What are you
still holding out for? Now go ahead and begin learning.

What’s In It

What is Analogy?
An analogy is a comparison between two things that are usually thought to be different from
each other, but have something in common.
An analogy shows the relationships between words. It states the likeness between two things that
are otherwise unlike. Analogies may enable one to learn new words by recognizing the relationship
between words/figures.
 Example: rough : scratchy :: smooth : silky
The above stated example vividly shows the connection between rough and scratchy and smooth
and silky.
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 The term that means “word relationship” is called Analogy. It always contains two pairs of
words. The single colon (:) represents the phrase “is to”, and the double colon (::) represents
the word “as”. Thus, it is read as rough is to scratchy as smooth is to silky.

These are the common types of relationships in analogy:

a. Synonyms- These are analogies in which both terms have the same meaning.
e.g. slow : sluggish :: quick : swift
b. Antonyms- words opposite to each other in terms of meaning
e.g. old : new :: fast : slow
c. Part and Whole - where several objects comprise or make up a group
e.g. heart : circulatory :: lungs : respiratory
d. Characteristics - mostly comprises descriptions of items
e.g. smart : teacher :: board eraser : dusty
e. Cause and Effect- showing cause and effect relationship
e.g. study : graduate :: hard work : success
f. Function- shows what a certain object is for or explains its use
e.g. keyboard : type :: stove : cook

For more information about Analogies refer to your ECAS 7 textbook on pages 207 and 272.

What’s More
Let’s check if you really understood our lesson or not by answering the following
activities.

ACTIVITY 1
Direction: Analyze the relationship in each analogy and identify its type from the choices inside the
box. Write your answers in your work sheet.
Synonyms characteristics
Example: Night : Day :: Right : Left Antonyms cause and effect

Answer: Part and Whole function

Type: Antonyms

Your turn!

1. Wet : Dry :: Hot : Cold 6. towel : wipe :: pencil : draw

2. obese : fat :: slender : thin 7. light : plant growth :: generosity :

3. right : left :: hot : cold
4. ice : cold :: fire : hot
5. battery : flashlight :: mouse :
computer
kindness
8. sloth : slow :: cheetah : fast
9. umbrella : rain :: frame : picture
10. happy : joyful :: entertainment :
amusement

ACTIVITY 2
Direction: Study the first set of images to help you identify the object that belongs in the third
image. Choose the letter that best describe your answer.

1. : :: : ?
a. b. c.
 3

2. : :: : ?
a. b. c.

3. : :: :?

a. b. c.

4. : :: : ?

a. b. c.

5. : :: : ?
a. b. c.

ACTIVITY 3 – Exercise 3
Direction. Open your ECAS 7 textbook on page 207 and answer Exercise 3 items 1-5 ONLY.
Write your answer on a separate worksheet provided. ANSWERS ONLY!

What I Have Learned

I have learned that:
An analogy shows the relationships between words. It states the likeness between two things
that are otherwise unlike. Analogies may enable one to learn new words by recognizing the
relationship between words/figures.
There are also several types of analogies and these are some:
a. Synonyms - words possessing the same meaning
b. Antonyms - words opposite to each other in terms of meaning
c. Part and Whole - where several objects comprise or make up a group
d. Characteristics - mostly comprises descriptions of items
e. Cause and Effect - showing cause and effect relationship
f. Function - shows what a certain object is for or explains its use

What I Can Do
How are you now? I'm sure that you are knowledgeable with our topic and that you are
prepared to handle any analogy-related tasks. Do this as your last task!

ACTIVITY 4 - Exercise 4
Direction: Open your textbook on page 273 and answer Exercise 4 letter B and C “Complete the
Analogy”. ANSWERS ONLY! Write your answer on a separate worksheet provided.
 4

REFERENCE:
Lapid, Milagros G., Serrano, Josephine B. et al, 2018. English Communication Arts and Skills through Philippine Literature, 927
WORKSHEET - ENGLISH 7
Quezon Avenue, Quezon City, The.Phoenix Publishing House Inc.

SUBMIT THIS PAGE ONLY

MODULE 1.1

NAME: ________________________________________ SECTION: _______________________

Lesson Title: Completing an Analogy
Teacher: Mrs. Cristal A. Chan
What I Know
Direction: Choose from the given options the word that will complete the analogy. Write your
answer on the line.
1. ____________________ 4. ____________________
2. ____________________ 5. ____________________
3. ____________________
What’s More
ACTIVITY 1
Direction: Analyze the relationship in each analogy and identify its type. (1 pt. each)
1. ______________________ 6. ______________________
2. ______________________ 7. ______________________
3. ______________________ 8. ______________________
4. ______________________ 9. ______________________
5. ______________________ 10. _____________________
ACTIVITY 2
A. Direction: Study the first set of images to help you identify the object that belongs in the third
image. Choose the letter that best describe your answer. (1 pt. each)
1. _____
2. _____
3. _____
4. _____
5. _____
B. Open your ECAS 7 textbook on page 207 and answer Exercise 3 items 1-5 ONLY. (1 pt. each)
1. _________________________
2. _________________________
3. _________________________
4. _________________________
5. _________________________
What I Can Do
Activity 3
Direction: Open your textbook on page 273 and answer Exercise 4 letter B and C “Complete the
Analogy”.
B. (1 pt. each) C. (1 pt. each)
1. _____________________________ 1. _____________________________
2. _____________________________ 2. _____________________________
3. _____________________________ 3. _____________________________
4. _____________________________ 4. _____________________________
5. _____________________________ 5. _____________________________

I declare under oath that this Worksheet has been accomplished by me with honesty and
integrity, and is true, correct and complete.

_________________________________
 5

(Signature over printed name of student) Received by: _____________________

Submitted by: ____________________ Date: ___________________________

MODULE 1.2
Lesson Title: Identifying the Genre of a Material Viewed

What I Need To Know

A good day to you, my dear student! How are you doing today? How did you cope with
your first week of school? Was it challenging or easy? I want you to know that you are doing well,
whatever it may be!
The objective of this week's lesson is to improve your fifth macro skill in learning the
English language which is viewing. You will learn to recognize the genre of the different resources
you are viewing as you proceed through your lesson. Also, this includes the analysis of videos'
genres, contents, and features.

Learning Objectives
As you go through this module you are expected to:
• Identify the genre, purpose, intended audience and features of various viewed text such as
movie clip, trailer, newsflash, internet-based program, documentary, video
• Determine the genres of viewing by examining the details/examples presented
• Organize information from a material viewed

What I Know
Before we begin with our lesson, I want you to complete the activity below.
Direction. Complete the slam book entries found below. Write your answer on the provided
worksheet.
 What is your all-time favourite movie?
 What is the genre/type of the movie?
 Do you think other people your age will like it? Why or why not?
 If you were to give it a rating, how many stars would you give it and why? (One star being
the lowest and five stars, the highest.)

What’s New
Depending on their platforms and genres, different materials can be accessed.
Movies, TV shows, and web shows are all widespread in the modern age of media. We will discuss
6 types of viewed material in this lesson: movie clip, trailer, news flash, internet-based program,
documentary and video. I'm sure you've actually watched programs in these genres, so you may
move on to the lesson properly to learn more about it.
What’s In It
The movie that you recently watched has a specific genre, purpose, intended audience, and
features. You will learn all of them in this lesson. Let’s begin our lesson by defining the word
“genre”.
We can tell stories through visual materials, so we enjoy viewing videos and films through
numerous platforms – television, cinemas, computers, and smartphones. Knowing the conventions of
the genre of a material viewed is important for viewers to better understand the objectives of the
material.

What is Genre?
 The word genre, which has French origins, refers to a category in art, film, music, and
literature. It means group or kind. It is pronounced as “jon-ra”. Identifying the genre helps
the audience identify the purpose why the material was created – to inform, to persuade, or to
entertain.
Read the tale below to know the different genres of text.
Narrative Nonfiction Poetry
The main purpose of a The main purpose of Poetry has many different
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narrative is to tell stories. nonfiction is to present a purposes. It is often written or

Normally, it has an opening balanced overview of an issue spoken for an intended reader
that establishes setting and or controversial topic. These or listener. They use various
characters, a complication and texts are wide-ranging and poetic features such as rhyme,
the resulting event, and a occur in different forms in meter, and imagery.
resolution or ending. everyday life.
Examples:
Examples: Examples: Free verse
Legends Discussion texts Visual poems
Myths Instructional texts Structured poems
Fairy tales Explanatory texts
Fable Persuasion texts
Adventure Recounts
Mystery
Dialogue, play, scripts, film
narratives

Aside from the genre, purpose, and intended audience, you need to identify its features to
better understand the material that you view. Study the features of a news item and a documentary in
the table below.
A news report has the following features… A documentary has the following features…
1. headline 1. observation
2. by line 2. interview
3. photo/s 3. dramatization
4. lead or orientation 4. exposition
5. body
6. column
7. direct quotation

Moreover, authors have a purpose for writing using these genres. It is important that you, as a
reader, can identify the purpose so you can better understand and appreciate what you are reading.
Below are the different purposes of an author.
To inform To entertain To persuade
Some authors write to give Some authors write to entertain Some authors write to
information or facts to the readers – to make them laugh, convince readers to believe
readers. cry, or scream. their stance. Sometimes they
want readers to think or act
Examples: Examples: based on what they wrote.
textbooks, news article, short stories, comics,
encyclopedia, dictionaries, poems, novels Examples:
pamphlets columns, editorials,
persuasive speeches

Viewing refers to perceiving, examining, and interpreting meaning from visual images. It is
classified according to its purpose and type of information presented. The classification of viewing is
called genres of viewing.
 What are the Genres of Viewing?
There are 6 genres of viewing: news flash, weather report, internet-based program, movie
trailer, documentary and video.

1. News Flash – These are informative programs that are frequently broadcast on television or the
internet to provide timely information about the state of the community, the country, and the world.
This is where a viewer can be updated on what is happening around.
A storm with heavy rain might come your way, or your favorite television programs like teleserye
and movies might be interrupted by breaking news. When there are current issues that the news
organizations like the KAPAMILYA CHANNEL, GMA, CNN and PTV feel the warrant of
interrupting their scheduled programming in television, news flash is aired.
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2. Weather report – A segment of a news broadcast that provides updates and forecasts for local
weather. Information about the atmosphere's present condition at a certain location are gathered to
create weather predictions. You may watch the weather report on the news show like the "I am
ready" program of GMA and the “Weather News Report" for KAPAMILYA channel to get the most
recent forecast when you needed to know the weather for the upcoming day.
3. Internet-based program – It gives the audience educational content that may be accessed via
websites with an internet connection. Shows that are heavily reliant on the internet are presented
through Netflix, iWant TV, Google and many other online-based services. Accessibility would also
need to be made possible through cellphones, laptops, and desktop PCs.
4. Movie clip/trailers – Whenever a new movie is coming out, a portion of the entire film usually
cut to pick specific scene or highlight of the movie. These movie trailers are often brief to prevent
spoilers since they draw you in with their thrilling, entertaining, or interesting aspects of the movie.
5. Documentary – The finest sources for knowledge, inspiration, and entertainment. They convey
significant, frequently untold tales and raise awareness to a larger audience. They have also evolved
into essential aspects and motivators of social issue campaigns. It is also a genre of movie making
that uses video & film scenes, photographs and/or sound of real people and real events which when
edited together creates a particular story, viewpoint, message or experience.
Examples of these are I-Witness, Imbestigador, Kapuso Mo Jessica Soho, Rated K, for Philippine
televisions.
6. Video – Video is the visual part of a movie or recorded program, or something recorded to watch in
the future. An example of a video is something you ‘d watch on Youtube such as blogs, recordings and
music videos.
For more information about the genres of viewing refer to your ECAS 7 textbook on page 21.

What’s More
I know you are now ready to apply what you have learned about our topic. Let’s test if you
understand the lesson by answering the following activities.

ACTIVITY 1
A. Direction: Below are different examples of programs, shows, and other viewing materials that
are viewed on the televisions and internet. Identify what Genres of Viewing does each item belongs.
Write your answer on the given worksheet.

1. Wish Ko Lang –
2. TV Patrol -
3. Weather Forcast -
4. Yahoo -
5. Heart of a Lion Trailer -
6. “Only love can hurt like this” Music video on Youtube -
7. Inquirer 990 Television -
8. Cong tv vlog -
9. Wish 107.5 playlist -
10. Discovery Channel

B. Direction. Determine the type of viewing genre by analyzing the details of the
following video segments.

1. A Drug Called Social Media

Details: It is a detailed narrative about why we should reconsider the ways we interact with
smartphones and social media the way we do today. (Length 9:40)URL:
https://www.youtube.com/watch?v=o-vkRamQZ4E

2. Cloudy with a Chance of Meatballs

Details: When Flint accidentally destroys the town rockets up into the clouds, he thinks his
inventing career is over. Then something amazing happens as delicious cheeseburgers start
 8

raining from the sky. But when people greedily ask for more and more food, the machine
starts give spaghetti tornadoes and giant meatballs that threaten the world! (Length:
2:17)URL: https://www.youtube.com/watch?v=h1itUkiEqgg

3. Inbound int'l commercial flights expected to resume

Details: The Ninoy Aquino International Airport (NAIA) will resume international flight
arrivals on May 11, with chartered and commercial planes scheduled on specific days. The
airport remains to operate on limited capacity, with a cap on passenger arrivals. (Length:
5:06) URL: https://www.youtube.com/watch?v=nD67fiid3d4

4. Weather update today AM | THURSDAY – June 4, 2020

Details: Partly cloudy to cloudy skies with isolated rain showers Caused by Easterlies /
Localized thunderstorms Possible flash floods or landslides during severe thunderstorms
(Length: 2:51) URL: https://www.youtube.com/watch?v=zPSBZnGWutE

5. Coronavirus - Seven Steps to Prevent the Spread of the Virus

Details: Even if you are at home, COVID-19 virus could possibly endanger you. Take
these simple steps to protect yourself and your loved ones. (Length: 30 seconds) URL:
https://www.youtube.com/watch?v=8c_UJwLq8PI

ACTIVITY 2
Direction. In each type of genre of viewing, provide at least one television show or
program that you know which you can view from your television sets or through the
internet. Please proceed to your worksheet.

What I Have Learned

I have learned the 6 Genres of viewing namely:
a. news flash- a single item of important news that is aired separately and often interrupts
other programs
b. weather report- is usually part of an entire news program that tells and foretells weather
conditions on a specific area
c. Internet-based program - is a program that is informative and can be accessed through
website
d. Movie trailer - is a short clip from a film while movie itself is the long version
e. Documentary - is a research-based reporting that deals with a specific topic and format
f. Video is the visual part of a movie or recorded program, or something recorded to watch in
the future. An example of a video is something you ‘d watch on youtube such as blogs,
recordings and music videos.
What I Can Do
You’ve come so far. Congratulations! For your final activity, do this!

Direction: Using the provided link, analyze the video and respond to the questions. Write your
answers at the back of the provided worksheet.

Questions https://youtu.be/MzNoR2gpbqU
(Earthquake: A Documentary about
the earthquake that happened in
Abra, Philippines)
1. What is the material all about?
2. What is the genre of the material viewed?
3. What is the purpose of the author?
4. Who do you think is the intended audience of the
video? Why?
5. What information do the materials provide?
6. Are these details of information essential? Why?
7. Are the presented information truthful? Explain
8. What did you learn from it?
 9

REFERENCES
 Lapid, Milagros G., Serrano, Josephine B. et al, 2018. English Communication Arts and Skills through Philippine Literarture,
927 Quezon Avenue, Quezon City, The.Phoenix Publishing House Inc.,
 https://www.scribd.com/document/434225118/Identify-the-Genre-of-a-Material-Viewed
 https://youtu.be/MzNoR2gpbqU WORKSHEET - ENGLISH 7
SUBMIT THIS PAGE ONLY
Module 1.2

NAME: _____________________________________SECTION: __________________________

Lesson Title: Identifying the Genre of a Material Viewed
Teacher: Mrs. Cristal A. Chan

What I Know
 What is your all-time favorite movie? ________________________________________________
 What is the genre/type of the movie? _________________________________________________
 Do you think other people your age will like it? Why or why not?
_______________________________________________________________________________
_______________________________________________________________________________
 If you were to give it a rating, how many stars would you give it and why? (One star being the
lowest and five stars the highest.)
_______________________________________________________________________________
_______________________________________________________________________________

WHAT’S MORE
ACTIVITY 1
A. Direction: Below are the different examples of programs, shows, and other viewing materials
that are viewed on the televisions and internet. Now, answer the following items by giving its
“GENRES of Viewing” to the following. Write your answer to the given worksheet. (1 pt. each)

1. _______________________ 5. _______________________
2. _______________________ 7. _______________________
3. _______________________ 8. _______________________
4. _______________________ 9. _______________________
5. _______________________ 10. ______________________
B. (1 pt. each)
1. _____________________________
2. _____________________________
3. _____________________________
4. _____________________________
5. _____________________________

ACTIVITY 2 (1 pt. each)

Genres of Viewing Example television shows or Purpose
programs
News flash
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Weather reports

Internet-based program

Movie trailers

Documentary

What I Can Do
ACTIVITY 3
Copy the table, use the back page for your answers.

Questions https://youtu.be/MzNoR2gpbq
U
(Earthquake: A Documentary
about the earthquake
happened in Abra,
Philippines)
1. What is the material all about? (1 pt.)
2. Where is the setting? (1 pt.)
3. What is the genre of the material viewed? (1 pt.)
4. What is the purpose of the author? (1 pt.)
5. Who do you think is the intended audience of the video?
Why? (2 pts.)
6. What information do the materials provide? (1 pt.)
7. Are these details of information essential? Why? (3pts.)
8. Are the presented information truthful? Explain (3 pts.)
9. What did you learn from it? (2 pts.)

I declare under oath that this Worksheet has been accomplished by me with
honesty and integrity, and is true, correct and complete.
 11

_________________________________
(Signature over printed name of student)
Submitted by: ________________________
Received by: __________________________
Date: ____________________

MODULE 1.3 ENGLISH 7

Lesson Title: Active and Passive Voice

What I Need To Know

Happy day! How are you doing? I' hope everything is well. In all of these fewer times, as a young
citizen of our society, are you actively contributing in the welfare of our community? If not, you may start by
doing small things to help others. Being a "doer and a performer" is better than being a "passive" person who
just sits about the home doing nothing. Always keep in mind that being "active" is always greater to being
"passive."

The grammatical characteristics and forms of the verb's voice are discussed in this lesson. This
focuses on factors to take into account while changing from active voice to passive voice and inversely.

Learning Objectives
As you go through this module you are expected to:
• Differentiate active and passive voice of the verb
• Transform statements from active voice to passive voice and vice versa, and
• Use active and passive voice in varied contexts

What I Know
To check your prior knowledge regarding active and passive voices of the verb before you go deeper to our
lesson.

Direction: Read the following statements below. Write A if the statement is in active voice and P if it is in
passive form. Write your answer on the separate worksheet provided for you.
_____1. My younger sister spends a lot of time watching TV.
______2. Sometimes, she watches TV for hours on end.
______3. Jay Jay painted my room.
______4. My room was painted by Jay Jay.
______5. Ana gave her old shoes to me.

What’s New
Our lesson will focus on the Active and Passive Voice, as you have already read in the first section of
your module. I'll let you respond to an exercise that highlights our topic as support. Start by reading the
“What's In It” part of the lesson proper, which will provide you with adequate information about our lesson.

What’s In It
VOICE OF VERBS
Voices of the Verb focus on the function of the subject being either the doer/performer or the
receiver of the action. They are classified as to: a. active and b. passive.
Active Voice occurs when the subject of the sentence acts as the performer or doer of the action while
Passive Voice indicated that the subject of the sentence is the receiver of the action. Though it is not always
present, the doer of the action in passive voice is introduced by the preposition by.
Examples:
Active: The teachers prepared the materials for their classes.
subject predicate
doer of the action receiver of the action

Passive: The materials were prepared by the teachers for their classes.
subject predicate
receiver of the action doer of the action
 12

In the given example for the active voice, the subject teachers is the doer of the action.
In the example for the passive voice, the subject materials is not the doer of the action but the
receiver of the action as the doer is already found in the predicate.
In transforming a verb from active to passive or vice versa, take note of the tense of
the verb. If the verb in active voice is in present tense, the passive voice should also be in
passive voice and vice versa. However, the form of the verb as to – s or simple forms vary
depending on the number of the subjects. In passive voice, the main verb is usually introduced
by an auxiliary verb.

a. Simple Present Tense

Active: Mom prepares my breakfasts.
Passive: My breakfasts are prepared by Mom.

b. Simple Past Tense

Active: The school hired new teachers last month.
Passive: New teachers were hired by the school last month.

Simple Future Tense

Active: The students will submit their modules tomorrow.
Passive: Their modules will be submitted by the students tomorrow.

c. Present Perfect Tense

Active: They have already discussed the topic.
Passive: The topic has already been discussed.

d. Past Perfect Tense

Active: He had delivered the parcel properly.
Passive: The parcel had been delivered properly.

For further reading about the Voice of Verbs refer to your ECAS 7 textbook on pages 204-205.
e. Future Perfect Tense
Active: Mama will have called my sister
Passive: My sister will have been called by Mama.
*Active and passive voices of the verb may also occur in the progressive tense.

What’s More
How was the lesson? Did you find it confusing? If yes, that’s normal, so it is better if you
keep on reading your notes until you familiarize yourself with the topic. Let’s see if you understood the lesson
by answering these activities.

ACTIVITY 1 – Exercise 2
Direction. Open your ECAS 7 textbook on page 206 and answer Exercise 2 Letter A. Write your answer
on a separate worksheet provided. ANSWERS ONLY!

ACTIVITY 2
Direction: There are 5 objects below that you can easily see in your house or surroundings.
You have to use these words to create sentences in both active and passive voice. Write your answer on the
worksheet provided.

Example: shoes
Active: He is buying a Gucci shoe.
Passive: A Gucci shoe is being bought by him.

Your turn…
1. Table 3. Cellphone
2. Slippers 4. Towel
 13

5. Book

What I Have Learned

I have learned that:
Voice of Verbs focus on the subject's role as either the doer/performer of the action. They are
categorized as follows: a. active and b. passive.
Active Voice occurs when the subject of the sentence acts as the performer or doer of the
action while Passive Voice indicated that the subject of the sentence is the receiver of the action.
Though it is not always present, the doer of the action in passive voice is introduced by the
preposition by.

What I Can Do
Congratulations on reaching the last part of your modules. Do this one last time and you’re done for
the week.

ACTIVITY 3
Direction: For this activity, answer Exercise 2 Letter B and C. Refer to your ECAS 7 textbook on pages
206 – 207. Write your answers on the provided worksheet.

REFERENCES
 Lapid, Milagros G., Serrano, Josephine B. et al, 2018. English Communication Arts and Skills through Philippine
Literarture, 927 Quezon Avenue, Quezon City, The.Phoenix Publishing House Inc.,
 English 7 Learner’s Material
 Grade 7 Teacher’s Guide
 14

WORKSHEET - ENGLISH 7
SUBMIT THIS PAGE ONLY
MODULE 1.3

NAME: __________________________________________SECTION: _____________________

Lesson Title: Active and Passive
Teacher: Mrs. Cristal A. Chan

What I Know
Direction: Read the following statements below. Write A if the statement is in active voice and P if it is in
passive form. Write your answer on the separate worksheet provided for you.

1. _____
2. _____
3. _____
4. _____
5. _____

What’s More
ACTIVITY 1 – Exercise 2
A. Write AV on the line if the sentence is in active voice and PV if it is in the passive voice. (1 pt. each)
1. ______ 4. _____
2. ______ 5. _____
3. ______

ACTIVITY 2
Direction: There are 5 objects below that you can easily see in your house or in your surroundings.
You have to use these words to create sentences in both active and passive voice. Write your answer on the
worksheet provided. (1 pt. each)
Example: shoes
Active: He is buying a Gucci shoe.
Passive: A Gucci shoe is being bought by him.
Your turn…
1. Table
Active: __________________________________________________________________________
Passive: _________________________________________________________________________
2. Slipper
Active: __________________________________________________________________________
Passive: _________________________________________________________________________
3. Cellphone
Active: __________________________________________________________________________
Passive: _________________________________________________________________________
4. Towel
Active: __________________________________________________________________________
 15

Passive: _________________________________________________________________________
5. Book
Active: __________________________________________________________________________
Passive: _________________________________________________________________________

What I Can Do
ACTIVITY 3

B. (1 pt. each)

1. ______________________________________________________________________________

2. ______________________________________________________________________________

3. ______________________________________________________________________________

4. ______________________________________________________________________________

5. ______________________________________________________________________________

C. (1 pt. each)

1. ______________________________________________________________________________

2. ______________________________________________________________________________

3. ______________________________________________________________________________

4. ______________________________________________________________________________

5. ______________________________________________________________________________

I declare under oath that this Worksheet has been accomplished by me with honesty
and integrity, and is true, correct and complete.

_________________________________
(Signature Over Printed Name of Student)

Submitted by: ____________________

Received by: _____________________
Date: ___________________________
 16

MODULE 1.4 ENGLISH 7

Lesson Title: Past and Past Perfect Tenses

What I Need To Know

Good day student! Welcome to module 4! I can assure you that this topic will teach you to enhance
your English communication skills. For this module, you will learn how to correctly utilize the past tense and
past perfect tense of a verb in a variety of contexts in this week's lesson. As a result, this subject gives you
speaking and writing skills—specifically in English—you'll need to succeed in your challenging role as a
student.
You will be able to communicate using the appropriate Simple Past and Past Perfect Tenses of the
verb after reading this session.

Learning Objectives
As you go through this module you are expected to:
• Indicate past actions using past and past perfect tense of the verb
• Use the past and past perfect tenses correctly in varied contexts, and
• Compose a personal anecdote using the past and past perfect tense

What I Know
In an English grammar, tenses of the verb is one of the confusing topics. Therefore, it is only essential
to learn this topic to avoid miscommunication. Before we start, solve first the crossword puzzle below.

Direction: Solve the crossword puzzle below. Write your answer on the worksheet provided for you.
1. 2. 3.

4.

5.

6. 7.

8.

Across – Past Tense of Down – Past Tense of

2 find 1 rise
4 write 2 feel
5 have 3 do
6 spend 5 hit
8 take 7 put

What’s New
This lesson focuses on the grammatical features of past and past perfect tenses. This lesson
also highlights clear distinction between the two and how they interact in forming clear and coherent
sentences. Let’s find out more!

What’s In It
Let’s begin with our lesson this week!

What is Tense?
 17

Tense refers to time. The tense of a verb indicates whether the action occurs in the present (tell, tells),
occurred in the past (told used to tell), or will occur in the future (will tell, is going to tell).
There are different tenses of verbs that we are using, but today we will focus on the past tense and
past perfect tense.

SIMPLE PAST AND PAST PERFECT TENSES

Simple past tense of the verb is used to express an action that happened and ended in the past. For
regular verbs, past tense verbs end with –d or –ed while irregular verbs form their past usually by either
changing or retaining their spelling. Commonly, simple past is signaled by time indicators in the past, e.g.,
last week, yesterday, a year ago, etc.
Examples: Victor and Helen visited their grandparents yesterday.
Alma and Maria bought grocery items
Past Perfect Tense is used to indicate an action that was completed before another action happened.
It follows this form:
Ordinary Form: had + past participle of the verb
Continuous Form: had been + verb- ing
Examples: Merlyn had eaten her breakfast before Juanita asked her to do so.
past perfect tense simple past tense
In the given example, both actions happened in the past. However, one action took place first before
another one happened. In this context, the past perfect tense portrays an earlier action before another action
happened as portrayed by the simple past tense.
There are time expressions used in indicating past perfect tense. After, as soon as, the moment that,
and until are used before the past perfect tense while before, when, and by the time are used before the
simple past.
Examples: When Flora called him, Nestor had been planting the seeds.
simple past past perfect continuous

Celia had prayed the rosary by the time Jen arrived.

Jay had finished the movie before Susie told him to sleep.
After Ester had finished the dress, Frances sold the item.
The moment that Mac had left his house, Mia prayed for his safety.
As soon as Gina and Dado had received their license, they started driving their own car.

For further reading about Past tense and Past Perfect tense of verb refer to your ECAS 7 textbook on
page 213-219, 221-222.

What’s More
Having a hard time? Don’t worry you can always go back to the previous page to relearn it.
For you to master it, here are activities for you. Have fun!

ACTIVITY 1- PAST TENSE IN USE

Direction: Answer Exercise 4 Letter B in your textbook on pages 220-221. Write your answer on the
separate worksheet provided for you. ANSWERS ONLY.

ACTIVITY 2
Direction: Answer Exercise 5 Letter A in your textbook on page 222. ANSWERS ONLY. Write your
answer on the separate worksheet provided for you.

What I Have Learned

I have learned that:
Simple past tense of the verb is used to express an action that happened and ended in the
past while Past Perfect Tense narrates past actions and events. A sentence that uses past perfect tense
provides two actions in the past wherein the first past action or condition is completed ahead of
another past action.
 18

What I Can Do
You’re doing great! I have one last activity for you for this week. Do it gladly.

ACTIVITY 3 Writing a Personal Anecdote

To help you with this activity you can read the topic about Writing a Personal Anecdote on pages
222-223 of your ECAS 7 textbook.

Direction: Think of an experience, whether simple or extraordinary, that you remember well or is a fond
memory for you. Write it down and encircle the verbs used. Observe the use of past and past perfect tenses in
your sentences. Use at least 7-10 verbs.

Criteria:
Content and Relevance 5
Organization 3
Mechanics 2
TOTAL 10

REFERENCES
 Lapid, Milagros G., Serrano, Josephine B. et al, 2018. English Communication Arts and Skills through Philippine
Literarture, 927 Quezon Avenue, Quezon City, The.Phoenix Publishing House Inc.,
 English 7 Learner’s Material
 Grade 7 Teacher’s Guide
 19

WORKSHEET - ENGLISH 7
SUBMIT THIS PAGE ONLY
MODULE 1.4

NAME: __________________________________________SECTION: _____________________

Lesson Title: Past and Past Perfect Tenses
Teacher: Mrs. Cristal A. Chan

What I Know
Direction: Solve the crossword puzzle below.
1. 2. 3.

4.

5.

6. 7.

8.

What’s More
ACTIVITY 1

Exercise 4 B (1 pt. each)

1. _______________________ 6. _______________________
2. _______________________ 7. _______________________
3. _______________________ 8. _______________________
4. _______________________ 9. _______________________
5. _______________________ 10. _______________________

ACTIVITY 2 Exercise 5 (1 pt. each)

1. _______________________
2. _______________________
3. _______________________
4. _______________________
5. _______________________

What I Can Do

ACTIVITY 3 Writing a Personal Anecdote

______________________________________________
(Title)
 20

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
_________________________________________________________________________________

I declare under oath that this Worksheet has been accomplished by me with honesty
and integrity, and true, correct and complete.

_________________________________
(Signature Over Printed Name of Student)

Submitted by: ____________________

Received by: _____________________
Date: ___________________________
 21

MODULE 1.5 ENGLISH 7

Lesson Title: Direct and Reported Speech

What I Need To Know

Welcome to Module 5! How are you? Communication is a process of transmitting
information from a sender to a receiver. It involves one speaker, a message, and listener. Brian
Tracy said that “Communication is a skill that one can learn. It resembles to learning how to ride a
bicycle. If you’re willing to work and learn for it, you can quickly improve the nature of all aspects
of your life.”
In this module, we will focus on Direct and Reported Speech. This session aims to give you
fun and meaningful opportunities to enhance your communication skills. While becoming an active
learner, you will be instructed on how to comprehend the information in the learning resources.

Learning Objectives
As you go through this module you are expected to:
• Recognize the difference between direct and reported speech
• Use direct and reported speech appropriately in varied contexts, and
• Change statements from direct speech to reported/indirect speech and vice versa

What I Know
This lesson is an interesting one though you may be confused if not learned properly. I want
you to take this lesson as seriously as you did with your other lessons, to avoid using improper
language while speaking and writing. Complete this exercise first to assess your prior knowledge of
our topic.

Direction: Read the following statements below. Write DS if the statement is in direct speech and
RS if it is in reported speech form. Write your answer on the separate worksheet provided for
you.
__________1. Ericka said, “I baked cookies yesterday.”
__________2. Justine said that he ate boiled egg every morning.
__________3. Marie said, “I bought my own cellphone.”
__________4. Angeline said that he joined the Tiktok Dance Challenge.
__________5. He announced that he would marry next month.

What’s New
This lesson describes the importance and differences between direct and reported
speech. This also explains different ways and processes to be considered in converting direct speech
to reported speech and vice versa. So, if you want to be an expert on this, start learning it seriously
now with this module.
What’s In It
DIRECT AND REPORTED SPEECH
A direct speech is a sentence that gives a statement or thought in its original form according
to how the original speaker said that. It gives the exact words of the speaker.
Direct Speech- has two parts:

1. The introductory part which is usually set off by a comma.

2. The quoted part which gives the exact words of the speaker. This is enclosed in a quotation
mark.
Examples:
1. “My brother Kiko had a peculiar chicken,” he said.
 22

2. “Teniente, please give us an answer,” Kiko said.

3. “Is the chicken a hen or a rooster?” Kiko asked.

A reported speech gives the words of the speaker as reported by another person. Quotation marks
and the comma will be omitted. The word “that” was added. The tense of the verb was changed also
the pronoun.
Examples:
1. He said that his brother Kiko had a peculiar chicken.
2. Kiko requested the Teniente to give them an answer.
3. Kiko asked the teniente whether the chicken was a hen or a rooster.
Change Direct Speech to Reported Speech and vice versa.
When changing direct speech to reported/indirect speech, the following should be observed.
1. The quotation mark and the comma are no longer used in the reported speech.
Example:
Direct Speech Reported/Indirect Speech
“Mother teaches me how to cook Adobo,” Jane said that her mother taught her how to
Jane said. cook Adobo.

2. Follow the format of the introductory words in the Reported Speech: noun/pronoun + said.
Examples:
Direct Speech Reported/Indirect Speech
“Mother teaches me how to cook Adobo,” Jane said that her mother taught her how to
Jane said. cook Adobo.
“Mother teaches me how to cook Adobo,” she She said that her mother taught her how to
said. cook Adobo.

3. The word that is used to introduce the reported statement.

Example:
Direct Speech Reported/Indirect Speech
“Mother teaches me how to cook Adobo,” Jane said that her mother taught her how to
Jane said. cook Adobo.

4. The verb form is changed in the direct speech to the reported/indirect speech:

a. Present Tense to Past Tense.

Examples:
Direct Speech Reported/Indirect Speech
“Mother teaches me how to cook Adobo,” Jane said that her mother taught her how to
Jane said. cook Adobo.
“The student knows the answer,” Letty said. Letty said that the child knew the answer.

b. Past Tense to Past Perfect Tense

Examples:
Direct Speech Reported/Indirect Speech
“Mother taught me how to cook Adobo,” Jane Jane said that her mother had taught her how
said. to cook Adobo.
“The student knew the answer,” Letty said. Letty said that the child had known the
answer.

c. Present or Future Modals to Past Modals

Direct Speech Reported/Indirect Speech
“I can sing,” the boy said. The boy said that she could sing.
“They will clean the restroom,” Josh said. Josh said that they would clean the restroom.
“The visitor may come in our school,” the The principal said that the visitor might come
principal said. in their school.

5. The pronoun also changes.

Examples:
 23

Direct Speech Reported/Indirect Speech

“Our friend is sick and he stays at home,” Jay Jay said that their friend was sick and he
said. stayed at home.

“We visited our classmate in the hospital,” Ken said that they had visited their classmate
Ken said. in the hospital

When changing the reported/indirect speech back to its direct speech, follow the steps below:

1. Analyze the sentence first. Underline the thought of the sentence.

Example: The class monitor said that the students were all present.
*The underlined words is the thought of the sentence.

2. Capitalize the letter of the first word of the underlined words. Enclose quotation marks (“”)
and put comma before the close quotation.
Example: “The students were all present,”

3. a. Change the verb past tense to present tense; past perfect tense to past tense.
Examples: “The students were all present,”
Answer: “The students are all present,”

b. Change also the modal: from past to present or future modal.

Example: the girl said that she could dance.
Answer: The girl said that she can dance.

Note: Replace the pronoun she with a pronoun I in the sentence.

Example: The girl said that she could dance.
“I can dance,”

4. After doing all the steps, add: noun/pronoun + said then put a period.
Examples: “The students are all present,” the class monitor said.
“I can dance,” the girl said.

*For further reference, open your textbook on pages 227-228 and read
the topic “Using Direct and Indirect Speech”.

What’s More
This lesson is quite difficult right? But I know you are intelligent enough to understand
everything that’s written here. So, to assess what you have learned, answer the following activities
below.

ACTIVITY 1
Direction: Identify which sentences below are Direct Speech and which are Reported/Indirect
Speech. Write your answer on the separate worksheet provided for you. (1 pt. each)

1. Cherry said “I went to the park yesterday”.

2. She said “We went to the river last weekend”.
3. Mom said “I will visit my friend today”.
4. “I have a surprise for you” Jane said.
5. He said he will attend to the party.

ACTIVITY 2
Direction: UNDERLINE the direct speech and BOX the reported/indirect speech. Please proceed
to the worksheet for this activity. (1 pt. each)
 24

The National Power Corporation said that for as long as waterfalls don’t run dry, we
can be assured of hydroelectric power. “We can make awesome heat energy from the Earth, feared
so much in volcanoes, and work to our advantage,” Arturo P. Alcaraz said.
People opposed to the nuclear plants remark that we should learn from the mistakes
of other countries and not run the risk of radiation leaks which have proven to be deadly.

What I Have Learned

To wrap up our lesson, complete the statements below. Write your answers in the worksheet provided.

Let’s start!
A _______________ is a sentence that gives a statement or thought in its original form according to
how the original speaker said that. ____________ gives the words of the speaker as reported by another
person. Quotation marks and the comma will be omitted. A ___________ is usually set off by a comma.
__________ gives the exact words of the speaker. The _____________ which gives the exact words of the
speaker.

What I Can Do
You’re doing great! I have one last activity for you for this week. Do it excellently.

ACTIVITY 3
A. Direction. Change the following statements from direct speech to reported speech. Write your answers
in the provided worksheet. ANSWER ONLY! (1 pt. each)
1. “Conversation can be made more interesting if we use a variety of words,” the teacher said.
2. She added, “A person with a limited vocabulary is a very dull conversationalist.”
3. “A book on synonyms and antonyms will help you increase your vocabulary,” said the teacher.
4. “Please read them aloud,” requested the teacher.
5. The teacher told Marco, “Give the antonyms of good.”

B. Direction. Change the following statements from indirect to direct speech. Write your answers in the
provided worksheet. ANSWER ONLY! (1 pt. each)
1. She said she worked in Ford headquarters in Europe.
2. They told us they would start the voyage the following day.
3. We called them that we were walking in the Central Park.
4. He claimed that someone had screamed in the garden.
5. Moira admitted that she would rather stay at home.

REFERENCES

 Lapid, Milagros G., Serrano, Josephine B. et al, 2018. English Communication Arts and Skills through Philippine
Literarture, 927 Quezon Avenue, Quezon City, The.Phoenix Publishing House Inc.,
 English 7 Learner’s Material
 Grade 7 Teacher’s Guide
 25

WORKSHEET - ENGLISH 7
SUBMIT THIS PAGE ONLY

MODULE 1.5

NAME: __________________________________________SECTION: _____________________

Lesson Title: Direct and Reported Speech
Teacher: Mrs. Cristal A. Chan

What I Know
1. __________
2. __________
3. __________
4. __________
5. __________

What’s More
ACTIVITY 1

1. __________
2. __________
3. __________
4. __________
5. __________

ACTIVITY 2
Direction: UNDERLINE the direct speech and BOX the reported/indirect speech.

The National Power Corporation said that for as long as waterfalls don’t run dry, we
can be assured of hydroelectric power. “We can make awesome heat energy from the Earth, feared
so much in volcanoes, and work to our advantage,” Arturo P. Alcaraz said.
People opposed to the nuclear plants remark that we should learn from the mistakes
of other countries and not run the risk of radiation leaks which have proven to be deadly.

What I Have Learned

 26

To wrap up our lesson, complete the statements below. Write your answers in the worksheet
provided.

Let’s start!
A _______________ is a sentence that gives a statement or thought in its original form
according to how the original speaker said that. ______________________ gives the words of the
speaker as reported by another person. Quotation marks and the comma will be omitted. A
______________________ is usually set off by a comma. ____________________ gives the exact
words of the speaker. The _____________ which gives the exact words of the speaker.

What I Can Do

A.

1. ______________________________________________________________________________

2. ______________________________________________________________________________

3. ______________________________________________________________________________

4. ______________________________________________________________________________

5. ______________________________________________________________________________

B.
1. ______________________________________________________________________________

2. ______________________________________________________________________________

3. ______________________________________________________________________________

4. ______________________________________________________________________________

5. ______________________________________________________________________________
 27

I declare under oath that this Worksheet has been accomplished by me with
honesty and integrity, and is true, correct and complete.

__________________________________
(Signature Over Printed Name of Student)

Submitted by: ____________________

Received by: _____________________
Date: ___________________________

MODULE 1.6
Lesson Titles: Literature – The Prowess of Aliguyon
Grammar – Phrases, Clauses, and Sentences

What I Need to Know

Welcome to your final module for the first quarter. This week we will read a Philippine epic as well
as discuss about Phrases, Clauses, and Sentences. Phrases, Clauses, and Sentences are the most important
structural units of language. These topics are also the ingredients in crafting or writing literary pieces. They
provide structure and meaning to almost all the languages. The phrases and clauses provide a sense to a
sentence.
Here we will discuss and learn about the constituents of a sentence structure with the help of
interesting example sentence for each.

Learning Objectives
As you go through this module you are expected to:
• Define phrase, clause, and sentence
• Understand and appreciate Filipino regional epic
• Differentiate phrase, clause, and sentence from one another
• Use phrases, clauses, and sentences appropriately and meaningfully

What I Know
It is very important to know the difference of phrase, clause, and sentences. So, this activity
will test what you know about the topic.

Direction: Read each group of words. Identify each group as to phrase, clause or sentence. Write
your answers on the separate worksheet provided for you.
1. an empty room
2. Joseph is sick
3. horror movies lately
4. while you were sleeping
5. James found my coin purse under my bed

What’s New
Philippines is known to be rich in literary pieces, this literature depicts the way of life
of our ancestors. Today we are going to read one of the epic of the Philippines. Moreover, this lesson
explains the forms, differences and relationship among phrases, clauses and sentences. This also
highlights the ways in writing and forming phrases, clauses, and sentences. Proceed now to start
learning new things.

What’s In It
Before we read the selection, let us define first the word epic.

What is an epic?
 28

EPIC is a long narrative poem recounting heroic deeds, although the term has also been
loosely used to describe novels, such as Leo Tolstoy's War and Peace, and motion pictures, such as
Sergey Eisenstein's Ivan the Terrible. In literary usage, the term encompasses both oral and written
compositions.

Please open your ECAS 7 textbook on pages 40-44 read and analyse the epic “The Prowess
of Aliguyon”. Afterwards answer the comprehension questions.

PHRASE, CLAUSE, and SENTENCES

A. Phrase
A phrase is a group of words that stands together as a single grammatical unit, typically as part
of a clause or a sentence. It cannot stand alone as it does NOT contain a subject and a verb. It does
NOT give a complete idea. It usually consists of an article, preposition, or noun. A phrase acts as a
noun, an adjective, or an adverb in a sentence so it can also be defined as a group of related words
which lacks a subject and a verb that acts a single part of speech in a sentence.
Examples: on the table (no subject, no verb)
Finished the task (no subject)
Kristine and her friends (no verb)
B. Clause
A clause is a group of words having both subject and a verb. It can sometimes act as a
sentence but is not always the case.

Two Types of Clauses

a. Independent Clause- is one that can stand alone as a sentence. It requires no extra
information to understand. It has a subject, a verb, and a complete thought.
Examples: (in bold letters)
After I die, I will be forgotten.
I love my country, so I will make sure to protect its sovereignty.
When we pay our taxes diligently, it shows that we love our country.
b. Dependent Clause- is one that cannot stand alone as a sentence. It is called dependent clause
because it needs to be attached or joined to an independent clause. It is a supporting part of a
sentence. Dependent clauses begin with subordinating conjunction such as before, if, when,
after, so, hence, therefore, since, because, so that, etc. The boldfaced clauses have a subject
and a verb but the idea or thought is incomplete.
Examples: After I did my best to study, I received high remarks.
Because I woke up late, I was not able to pass my projects on time.
Before you leave the classroom, make sure to turn off all the lights.
C. Sentence
A sentence is a set of words that contains a SUBJECT and PREDICATE. As such, a
sentence contains a subject and a predicate. It expresses a complete thought and begins with
a capital letter and ends with a full stop-a period, a question mark or an exclamation point.
Examples: Everyone needs food.
Are you okay?
Look out!
I like you.
I study hard.
When the teacher makes the subject fun, we learn a lot.
I was very tired so I decided to stay at home.

What’s More
Learning those was fun right? I know you have acquired enough knowledge to know the
differences of the three. So to test your knowledge, answer the following activities.
 29

ACTIVITY 1
Direction. Read and understand following questions drawn from the epic “The Prowess of
Aliguyon”. Answer briefly and substantively the questions. Write your answers in the worksheet
provided.

1. What is one gift that you would like to have over everything else? (1 pt.)
2. Why would a child make Amtulao and Dumulao happier than any form of material
possession? (2 pts.)
3. How could enemies eventually like each other? (3 pts.)
4. If you were Aliguyon, why would you have gone out to Daligdigan? If you were
the warriors, what would have convinced you? (5 points)
5. This scenario shows that fixed marriage was common then. If you were the girl,
would you have agreed? Would you think this lessened your freedom? How would
you react? (4 pts.)

ACTIVITY 2
A. Direction: Identify whether the group of words is a sentence, a phrase or a clause. Write your
answers in the separate worksheet provided for you.
1. My grandma’s house
2. Jane loves singing and dancing
3. When the saints go marching in
4. Kent and John were discussing modules on the table
5. Leaving behind the dog

B. Direction: Use the given phrases in a sentence. Write your answer in the given worksheet.
1. take it easy
2. better late than never
3. never mind
4. sounds great
5. excuse me

C. Direction. Fill in the blanks with a phrase or a clause to complete the sentence. Proceed to your
worksheet.
1. Summer has been extremely hot, but I think __________________________________________.
2. Because my car has no air conditioning, I’ve
been_______________________________________.
3. __________________, we shall all be complaining about the cold weather.
4. Fred was concerned about his daughter’s cough; however, it turned out to
be____________________________.
5. Her alarm didn’t go off this morning because ____________________________________.

What I Have Learned

PHRASE
group of words
incomplete thought or idea
no subject and verb
part of a sentence
Phrase vs. Clause vs. Sentence
CLAUSE
group of words
almost complete thought or idea
has subject and verb
part of a sentence
SENTENCE
group of words
complete thought or idea
has subject and verb
phrase + clause = sentence

What I Can Do
Congratulations for having gone this far! That was a roller coaster ride for the first quarter, I
can sense that you are really willing to learn.

This will serve as your Performance Task. Your output will be graded based on the rubric on
the next page.

GOAL The school wants to foster appreciation and promotion of Philippine literature
among students.
 30

ROLE You are an artist.

AUDIENCE The English Club advisers and students.
SITUATION In today’s generation some students are slowly forgetting how to appreciate the
rich culture and literature of our country or the literature of the past, thus
schools address this arising problem through conducting a contest in poster
slogan. This way the students will appreciate more the literature of the past and
promote it for cultural heritage.
PRODUCT Poster Slogan
STANDARDS Connected to theme or topic
Creativity
Neatness

Rubric

Category 4 3 2 1
Required The poster includes all All required elements All but 1 of the required Several required
Elements required elements as are included on the elements are included elements were missing.
well as additional poster. on the poster.
information.
Labels All items of importance Almost all items of Many items of Labels are too small to
on the poster are clearly importance on the importance on the view OR no important
labeled with labels that poster are clearly poster are clearly items were labeled.
can be read from at least labeled with labels that labeled with labels that
3 feet away. can be read from at least can be read from at least
3 feet away. 3 feet away.
Graphics - All graphics are related All graphics are related All graphics relate to Graphics do not relate
Relevance to the topic and make it to the topic and most the topic. One or two to the topic OR several
easier to understand. All make it easier to borrowed graphics have borrowed graphics do
borrowed graphics have understand. Some a source citation. not have a source
a source citation. borrowed graphics have citation.
a source citation.
Attractivenes The poster is The poster is attractive The poster is acceptably The poster is
s exceptionally attractive in terms of design, attractive though it may distractingly messy or
in terms of design, layout, and neatness. be a bit messy. very poorly designed. It
layout, and neatness. is not attractive.
Grammar There are no There are 1-2 There are 3-4 There are more than 4
grammatical/mechanical grammatical/mechanical grammatical/mechanical grammatical/mechanical
mistakes on the poster. mistakes on the poster. mistakes on the poster. mistakes on the poster

REFERENCES
 Lapid, Milagros G., Serrano, Josephine B. et al, 2018. English Communication Arts and Skills through Philippine
Literarture, 927 Quezon Avenue, Quezon City, The.Phoenix Publishing House Inc.,
 English 7 Learner’s Material
 Grade 7 Teacher’s Guide
 31

WORKSHEET - ENGLISH 7
SUBMIT THIS PAGE ONLY

MODULE 1.6

NAME: ________________________________SECTION: _______________________________

Lesson Title: Phrases, Clauses, and Sentences
Teacher: Mrs. Cristal A. Chan

What I Know
1. ______________________
2. ______________________
3. ______________________
4. ______________________
5. ______________________

What’s More
Activity 1
1. __________________________________________________________________________
2. __________________________________________________________________________
__________________________________________________________________________
3. __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4. __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
5. __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
 32

Activity 2
A.
1. _____________________
2. ______________________
3. ______________________
4. ______________________
5. ______________________
B.
1. __________________________________________________________________________
2. __________________________________________________________________________
3. __________________________________________________________________________
4. __________________________________________________________________________
5. __________________________________________________________________________

C.
1. Summer has been extremely hot, but I think ___________________________________________
______________________________.
2. Because my car has no air conditioning, I’ve been ______________________________________
_________________________
3. ___________________________________________________________________, we shall all
be complaining about the cold weather.
4. Fred was concerned about his daughter’s cough; however, it turned out to be ________________
_________________________________________________________________.
5. Her alarm didn’t go off this morning because __________________________________________
_____________________________________________________

What I Can Do
Activity 3

Direction: Use long bond paper for your output. Attach your output to
your worksheet.
 33

I declare under oath that this Worksheet has been accomplished by me with
honesty and integrity, and is true, correct and complete.

__________________________________
(Signature Over Printed Name of Student)
Submitted by: ____________________
Received by: _____________________
Date: ____________________________