WEEK 1-2 PREPARED BY:

MARIA CARMINA G.
PANGHULAN
ORIENTATION
 ENGLISH CLASS RULES:

- Notebook covers
• female- yellow
• male- green
- MONDAY: Spelling Bee Day
- 5 words for vocabulary every week
Assignment:

Think of an adjective that describes yourself. Be ready to share

it with class.
I am (adjective) (your name). I want to be (your dream)
someday.

Example:
I am a procrastinator Mam Carmie. I want to be an astronaut
someday.
Topic: Filling-Out Forms
Forms are essential tools in gathering information. Essential
information are supplied in using the templates provided.
Some forms require detailed information while some ask for
limited ones. Your school also uses forms such as enrolment
slip. You are expected to identify basic forms that you use; fill-
out forms accurately and write legibly; and recognize the
importance of providing accurate data or information in
filling-out forms.
School Property Coordinator
Learning Task 1: In your notebook, copy the format of the borrower’s card
shown. Then, fill it out using your personal information.
Remember to:
write the information legibly using capital letters;
change Miss Maribel Parnada with the name of your
class adviser;
replace Miss April Rose S. Sabalza with the name of
your school property coordinator; and
change the name of the school and its address with
the name and address of your school.
 MONDAY IS:
SPELLING DAY
Spelling No. 1 September 5, 2022

1.
2.
3.
4.
5.
6.
7.
1. Monday
2. Tuesday
3. Wednesday
4. Thursday
5. Friday
6. Saturday
7. Sunday
DIRECTIONS: FILL OUT THE FORM BELOW. COMPLETE IT BY USING THE
POSSIBLE ANSWERS FOUND INSIDE THE BOX. USE THE FORM PROVIDED
TO YOU.
DIRECTIONS: FILL OUT THE FORM BELOW. COMPLETE IT BY USING THE
POSSIBLE ANSWERS FOUND INSIDE THE BOX. USE THE FORM PROVIDED
TO YOU.

Royce L. Cabrera
Grade V-Maagap 10 Male
Ms. Rina B. Macaraig
Catbalogan City, Samar
December 25, 2010 Philippines
San Roque Elementary School
ASYNCHRONOUS ACTIVITY:
ANSWER LEARNING TASK 2.
Answer Key: Learning Task 2

1. B
2. A
3. D
4. B
5. D
6. C
7. B
8. A
9. A
10.C
 WEEK 2 PREPARED BY:

SEPTEMBER 20, 2021 MARIA CARMINA G.

PANGHULAN
LEARNING TASK 3: FOLLOW THE DIRECTIONS CAREFULLY.

• Get your notebook and your pen.

• Then get ready for a meaningful learning experience.
• Tell yourself: “All is well”.
• Write your name in the upper left of your paper.
• Below your name, write your grade and section.
• On the upper right of your paper, write the date today.
• Lastly, opposite of your grade and section, write your teacher’s
name.
Juan Dela Cruz September 05, 2022
5- St. Lorenzo Ruiz Maria Carmina G. Panghulan
• Learner’s Information Sheet
– provides detailed
information about a learner.
This form is usually filled out
during enrolment period.
1. What details are asked in learner’s information sheet?
2. Why is it important to write accurate information in a blank or
space provided?
•Co-Curricular
Application Form is filled
out when a learner
wants to join in a
specific club like English
Club, Math Club, etc.
 LEARNING TASK 6:
CO-CURRICULAR
CLUB
APPLICATION
FORM.

1. What details are asked by a co-curricular application form?

2. When do you fill out this kind of school form?
• Aside from a Borrower’s Card,
Learner’s Information Sheet and Co-
Curricular Application Form, you
also need to know how to fill out
accurately other documents like
withdrawal slip and deposit slip.
• Withdrawal Slip is a printed piece
of paper used in a bank to withdraw
money in cash from one’s account.
The slip contains certain particulars
such as name of customer, date,
amount to be withdrawn in words
and in figure, signature of customer,
etc.
LEARNING TASK 7:
WITHDRAWAL SLIP.

1. What details are

presented in the
form?
2. When do you use
this kind of form?
• Deposit Slip is a form supplied by a
bank for a depositor to fill out,
designed to document in categories
the items included in the deposit
transaction. The teller keeps the
deposit slip along with the deposit
(cash and cheques), and provides the
depositor with a receipt.
• Denomination - is
the face value of a
banknote, coin, or
postage stamps, e.g.
500, 100, 50, 20, etc.
Reminder: Please bring 1
manila paper and 1
marker for each group on
Monday, Sept 12, 2022.
Asynchronous for Friday: In your notebook, copy and complete the
withdrawal slip below using the given information.
Juan Dela Cruz P20,000.00 September 7, 2022
Twenty Thousand Pesos 2304523318
Pretend that you are about to deposit on September 8, 2022, two (2) pieces of
P500.00 in your savings account with account number SA 4527-9863-05. Copy
and fill out the form accurately in your notebook.
 September 7, 2022

Juan Dela Cruz

2304523318

Twenty Thousand Pesos P20,000.00

Pretend that you are about to deposit on September 12, 2022, two (2) pieces of P500.00
and three (3) pieces of P50.00 in your savings account with account number SA 1234-4321-
12. Copy and fill out the form accurately in your manila paper. One output per group.
 St. Augustine
GROUP 1
1 Adao,Cristoff Angelo C.
2 Angeles, Cyrus Jay G.
3 Arboleda, Hender Jr. R.
4 Bagayawa, Ron Ezekiel G.
5 Simene, Vienmeer Anthony C.
6 Alvarez, Kathryn C.
7 Ambalong, Faith Khyla L.
8 Ambalong, Faye, Khylie L.
9 Arevalo, Michaela P.
10 Ballon, Nina Greishiella B.
11 Vicente, Samantha Leigh Summer E.(TI)
Group 2
1 Barbaza, Arkin Ely H.
2 Bayson, David Hartzell P.
3 Capule, John Andrie A.
4 Caragdag, Godffrey Tiffin V.
5 Villano, Ervin D.
6 Barleta, Charise P.
7 Belen, Catalina Aaliyah A.
8 Dagle, Elaine Janine W.
9 De Villa, Charm Althea G.
10 Dela Cruz, Jevonica V.
 St. Augustine
Group 3
1 De Asis, Patrick James Vincent B.
2 Gonzales, Ken Ondrei T.(TI)
3 Hufracia, Aaron Mark B.
4 Nojara, Lance Gester R.
5 Bas,
6 Doncillo, Dave Vina Rose D. (TI)
7 Estero, Ashley Joyce S.
8 Iligan, Gianelle Kzarina M. (TI)
9 Inmenzo, Princess Marie C.
10 Lopez, Jorenelle F.
Group 4
1 Olleres, Chad Alzent P.
2 Perez, Raffaele Rizo V.
3 Poticano, James Ivan M.
4 Rabe, Jhonnylor C.
5 Lopez, Ondrea Bliss V. (TI)
6 Mamburan, Briana Venice E.
7 Maravilla, Sophia Therese R.
8 Miranda, Kristen Myca
9 Montiveros, Zyrin Anne T.
10 Taborada, Patreesh Ann Eliz A. (TI)
 St. Augustine
Group 5
1 Reyes, John Javier R.
2 Reyna, John Mher I.
3 Santos, Jhon Rey M.
4 Sia, John Victor M.
5 Opena, Andrea P.
6 Panganiban, Kathleen Louise C.
7 Penalosa, Hannah Louise B.
8 Sabalvaro, Rose anne Y.
9 San Pascual, Samantha T.
10 Tambong Jonalyn
 St. Padre Pio
GROUP 1
1 ADA,MATT DWAYNE YALDUA
2 ALBURO,JHIDZ ZEDRIC GARCIA
3 ALLENEGUI,GLENN JACOB MAHAYAG
4 ALMOGUERRA,DASHI JAO ASUQUE
5 AQUINO,ARRON JR SERRANO
6 ZAFRA,JAZRYLLE JAMES URTULA
7 ABELLERA,AIYANA XUE MARQUEZ
8 ALZATE,GIAN ELA LOPEZ
9 AMALIA,ROXANNE CARDANO
10 AQUINO,JEISHA DEUZEL FERNANDEZ
Group 2
1 BAUTISTA,CYRUS VIEN ALANDY
2 BUBAN,ROBIE DELA CRUZ
3 CABUNIAG,NATHAN ROWE LAJO
4 CARMONA,VYRON JUSTIN GONZALES
5 CASTILLO,DHAN HAROLD DATINGUINOO
6 ARANAS,KATHERINE ANGELA BERJAMIN
7 BANGATE,RHIANNE MALABANAN
8 BAUTISTA,MIESHIA ANN NAVARRO
9 BRONZAL,JELYN DATINGGALING
10 CALDERON,MA JAMAICA VALENCIA
 St. Padre Pio
Group 3
1 CASTILLON,ARNOLD CASULLA
2 DEPACULA,JUSTINE BUELA
3 GEALON,JUNELL HARVEY JACABAN
4 ILAGAN CLARENCE SANCHEZ
5 JOVIDA,ARTH GUILLER MANALO
6 CAMACHO,ARGINE FERNANDEZ
7 CARANDANG,RHIAN REIN BUSLON
8 CATILO,ALTHEA CYANN RAMOS
9 ESCALANTE YSABEL MARIE PAMENIANO 9 MANABAN,KRISTEL DANA DEJAN
10 GARAY,SOPHIA AGATHA LUMANLAN
Group 4
1 LIRIO AKIHIRO BARRIOS
2 MALDIA,ANDREI SAN PEDRO
3 MALIPOL,JERICHO NACES
4 MANGUIAT,LANCE NIÑO AQUINO
5 MANZANO JOHN CHRISTOPHER HERNANDEZ
6 GORPE,ANGEL BARTOLATA
7 LEVINA,CATALEYA PAMPLONA
8 LIMBO,CAMIRYN GRACE MANJERON
10 MASANGCAY,MIKAELA NATSUKI CUBEROS
 St. Padre Pio
Group 5
1 MANTES,CHRIS NIJEL PEREZ
2 PALER SKY EUCLID LAYOG
3 SEACHON,ADAM NATHANIEL DELA CRUZ
4 SINFUEGO,J-RAHM BUCANA
5 TALLEDO,RAYMOND GUMARAD
6 MONTEREY,BREYNN LOGMAO
7 OCAMPO,CHARICE LEONEN
8 RAMOS,JUDEA KIETH AMALIA
9 SUAREZ,REGINA REGIS
10 TORINIA,MARY JANE RODRIGUEZ
 St. Francis
GROUP 1
1 ABERIA, CHRISTIAN REGOTA
2 ACYATAN, JOHN ALLEN ANTALAN
3 ALMONTE, LUKES HARVEY MAGBANUA
4 AMORGANDA, GIAN CARLO LAVAPIE
5 ANDIT, RAPHAEL SOLANO
6 YAMOMO, ALWYNNE JERVEE ANTEOLA
7 ABAO, EMPRESS ADEIA LONG
8 ANTIPORDA, JAMMEAH AMORGANDA
9 BARCIAL, MARY JOY INHOG
10 BUNAWOS, MARY GRACE MACABANIG
1 ATIENZA, VINFRED DANSEL DIAZ
2 BARRANTA, LYNDON RIEGO
3 BARTOLABAC, JAMES VANCEL BARABA
4 CALINGAO, ARDEL EVALLA
5 CRUZ, STEVEN JOHN GUPIT
6 CASAS, JANINE FAITH CAMANCE
7 ELOPRE, YANA SOLYN ELAYBA
8 ILAO, FRANCHESKA CARMONA
9 JOSE, ELIJAH TARRE
10 LACERNA, JELENA ZOFIA ALFANTE
 St. Francis
1 ESTRIBA, ALLAN, JR. B. 1 MANZANERO, PRINCE ALJUR MANG
2 GOBIS, DANILO III GARDON 2 MASA, JOHN RAFAEL
3 HORARIO, CEDRICK REDONDO 3 MONCOG, DEOS DAVE ISADA
4 JOYNO, JHON NICCO COBILO 4 PAPAGAYO, ARCH ANGELO NAVAR
5 LOPEZ, CLIFF MARION ARCENA 5 PASCUA, JOHN DERICK FLORENDO
6 LAVADIA, CHANTAL MIEN GAMAYA 6 OPEÑA, JASMINE GOTIS
7 MACHADO, GERHLYN VANNA PEDRO 7 PECAÑA, JASMINE MARIE BOLANTE
8 MAGBANUA, CHRISTINE VINLUAN 8 RABI, MARIE JOANA CARANYAGAN
9 MALIBIRAN, ALEXA FHATE ASI 9 RELAYO, HANNAH MAE CADAY
10 MAMBURAO, JELLIAN VALENCIA 10 RODRIGUEZ, PRINCESS ALTHEA MA
 St. Francis
1 REBAY, ALBERT ANGELO DURIN
2 ROQUERO, JARED IGNACIO
3 SERGIO, ARJAY DE PANES
4 SOMBRIO, ALEXIS GALLARDO
5 TASICO, CHRISTIAN JUREY TUASIC
6 SIDON, HAIDEE DARANG
7 TAMBALQUE, KATE CAILLIE VILLEGAS
8 TUPAL, DJ MARIE FUENTES
9 TUPAL, NICOLE MAE FUENTES
10 VASQUEZ, FE AKIZHA MARI AGUILAR
 St. Benilde
GROUP 1
1 Abella, Kurt Enzo F.
2 Aradan, Armand John R.
3 Buates, John Benedict C. (TI)
4 Cruz, Josh Emanuel C.
5 Tapao, Michael John C., Jr.
6 Abejero,Genesis Reign, T.
7 Alandy, Elliry Nicole A.
8 Alea, Kathleen, Q.
9 Ayuro, Myka, F.
10 Boquiron,Franchesca Rhia, N.
Group 2
1 De Castro, Dhan Rencewell R.
2 De Chavez,Therence Jacob P.
3 Dologuin, Zyrhl I.
4 Dubas, Matt Evan T.
5 Umali, John Harold L.
6 Bugaoan,Zai, D.
7 Caña,Jecah, P.
8 Del Rosario, Chloe Margarett B. (TI)
9 Dualan,Jem Kylie, G.
10 Granada,Tristine Mae, N.
 St. Benilde
Group 3
1 Estrael, John Cedierick C.
2 Garcia, Carl Joshua (TI)
3 Gavero, James Kerby S.
4 Huelgas, John Rey M.
5 Gianan, John Leonard
6 Gumobal, Mylene
7 Laroa,Rich Sandra, R.
8 Manalo,Princess Hinayana, R.
9 Nitafan,Princess Diane, B.
10 Olimpia,Princes Jillian, B.
Group 4
1 Intacto, Johan Reiver L.(TI)
2 Langa, Vincent Thirdy M. (TI)
3 Legarte, Jacob Emmanuel A.
4 Nanio, Joseph B.
5 Paclibar,Ezrah, -
6 Paguio,Cattleya Ren, B.
7 Peña, Zhyrine Mae I. (TI)
8 Popa, Leian Zoe, G.
9 Reyes,Gabriella Jullianne, L.
10 Valenzuela, Chloe Mae O.
 St. Benilde
Group 5
1 Nini,Chris Allen C.
2 Parales, John Ryan A.
3 Quinto, John Kyle M. (TI)
4 Rodriguez, Juan Carlos B.
5 Roblo,Catherine, L.
6 Rodriguez,Shane Alexa, -
7 Salcedo,Andrea, F.
8 Solano,Jemaima, -
9 Villapando, Kisha R.
10 Cantuba, Princess
 September 8, 2022
Maria Carmina G. Panghulan

/ SA 4527-9863-05
/

500 2 1000

1000.00
• Forms are useful tools in our community. They are
used to gather important information from individuals.
In filling out forms, one should be very careful by
following the instructions and providing accurate
information. In gathering information, the collecting
group or office should be very careful in keeping those
information and use them appropriately.
• Also, remember that supplying information in forms is
necessary but keep in mind that you should be careful
when and where to supply them. Be cautious especially
when you fill out online forms.
ASYNCHRONOUS ACTIVITY:
Learning Task 9: Copy and accomplish the
Learner’s Information Sheet in your
notebook. Be guided by the instructions
provided for each item. .
 WEEK 3-4 PREPARED BY:

SEPTEMBER 8, 2022 MARIA CARMINA G.

PANGHULAN
PRAYER
TOPIC: Context Clues
SPELLING NO. 2 SEPT 12, 2022
SPELLING NO. 2 SEPT 12, 2022

1. January 7. July
2. February 8. August
3. March 9. September
4. April 10. October
5. May 11. November
6. June 12. December
• Understanding a sentence or text is essential to
have the full grasp of the information embedded in
it. Context clues embedded in a sentence or text
help in comprehending the meaning it expresses.
Through context clues, words are associated to get
the meaning of the unfamiliar text or the whole
statement.
You are expected to infer meaning of
unfamiliar words based on context clues;
locate the meaning of unfamiliar words; and
analyze unfamiliar words based on context
clues.
What do you think is the profession of these people? How did you know it?
https://www.youtube.com/watch?v=_
W0bSen8Qjg&t=4s
• Context clues are important words or phrases
in a sentence that helps in identifying the meaning
of difficult word or items in a sentence. They
provide further information about a word or
phrase that helps the reader understand its
meaning. Context refers to the parts of a piece of
writing that precede or follow a word and
contributes to its whole meaning.
Directions: Infer the meaning of the underlined word in each
statement.

1.Leandro is an alumnus of this school. He graduated in 2019.

a. graduate b. student c. teacher d. principal

2.The stunning view of desert in Qatar invites tourists to

visit this oil-rich state.
a. disgusting b. beautiful c. normal d. forgotten
3. Emer invited all her friends to the bountiful banquet in her
garden. Lots of foods are served including my favorite leche
flan.
a. feast b. store c. shop d. pool

4. The scientists have discovered new species of edible fern.

They say that this really tastes well.
a. can be planted b. can be cultured
c. can be eaten d. can be poisonous
TYPES OF CONTEXT
CLUES
1. Synonym or Restatement Clue is a type of context clue
that provides the synonyms of words to provide the meaning
of an unfamiliar word or words.
Examples:
1. Lhovie shouts continuously, or all the time, and it makes me
uncomfortable.
2. The manager felt remorse, or shame, for hiring some
incompetent employees.
2. Definition or Statement Clue is a type of context clue
that provides direct statement or meaning of the unfamiliar
word/s.
Examples:
1.Ossicles are the three small bones in the middle ear.
2. Anton’s voice is inaudible; no one could hear it.
3. Antonym or Contrast Clue is a type of context clue that
tells the opposite meaning of the difficult word. It shows
contrast.
Examples:
1.Japoy is gregarious unlike his shy sister.
2.The feral dog would scratch the wall, unlike the friendly cat.
4. Explanation or Example Clue is a type of context clue
that provides readers with varying examples to allow them
fully examine the unfamiliar words. Words like including, such
as, and for example point out example clues.
Examples:
1. Mammals, including cows, carabaos and horses, are helpful
animals.
2. As a country in the Pacific Ring of Fire, the Philippines
always experiences different natural calamities such as
typhoons, earthquakes and tsunamis.
5. Cause-and-Effect or Reason-Result Clue is a type of
context clue that explains the reason and the result of an
event or action. Words like because, since, therefore, thus, so, etc.
may signal context clues.
Example:
The city government has implemented the community
quarantine because experts want to stop or slow down the
increase in the number of COVID-19 cases.
6. Comparison or Sameness Clue is a type of context clue
that presents the similarities in meaning or contexts. Words used
are like, as, similar to, in the same way, likewise, resembling, too and
also.
Examples:
1. I love the palate of menudo like my brother who loves the
taste of afritada.
2. Ethan is fond of mountain escapade the same way with Joy
who goes on beach adventure.
7. Inference or General Text Clue is a type of context clue
that provides the meaning of unfamiliar words that can be
inferred or guessed from the description of the situation. The
author provides non-specific clues, often spread over the
sentence or number of sentence.
Examples:
1. I wish I had earplugs to avoid vehicle’s vociferous noise.
2. The administrator’s belligerence led to the death of four
innocent children.
Spelling No. 3 September 19, 2022
Juan Dela Cruz
Grade and Section
1. palate 9. feral
2. inference 10. gregarious
3. synonyms
11.ossicles
4. antonyms
12. inaudible
5. remorse
13. alumni
6. vociferous
7. escapade 14. edible
8. quarantine 15. continuously
• https://docs.google.com/forms/d/
e/1FAIpQLSeO97zJ7tC-
E5GZJqE98pBRvvyoRlnH0Ro_37cu
tmh7EVTscA/viewform?usp=sf_link
ASYNCHRONOUS ACTIVITY:

Learning Task 5: Using the sentences in Learning Task 4, identify the type of context clue
used in each item.
 WEEK 5-6 PREPARED BY:

OCTOBER 12, 2021 MARIA CARMINA G.

PANGHULAN
 Learning Task 5: Answer Key

1. Inference
6. Definition
2. Comparison
7. Synonym
3. Cause and Effect
8. Synonym
4. Explanation
9. Definition
5. Antonym
10. Antonym
TOPIC:
Cause-and-Effect and
Problem-Solution
Sentences are important features of language. A
sentence is composed of a subject and a
predicate. It may be written in varied forms such
as simple, compound and complex. They are
differentiated based on how they are written.
Also, these sentences may contain varying
themes and are helpful in expressing one’s belief
and feeling.
You are expected to
differentiate compound and
complex sentence and use
them in showing cause-effect
and problem-solution
relationships of ideas.
 https://www.youtube.com/watc
WATCH THE
VIDEO CLIP
h?v=T7uq3g0TVpU
 CAUSE-AND-EFFECT

This sentence development shows clear relationship

between ideas showing the cause why a certain thing
happens and an effect of the identified cause.
Example:
The astronauts successfully landed so they spent a day on the moon’s surface.

CAUSE EFFECT
This astronomy book interests me a lot
and CAUSE

I read more books about it.

EFFECT
PROBLEM-SOLUTION portrays a relationship
of ideas in a sentence where one idea poses a
problem and provides possible solution to it.
 DIRECTIONS: ON YOUR ENGLISH NOTEBOOK, COPY THE
FOLLOWING SENTENCES. UNDERLINE THE CAUSE AND
ENCIRCLE THE EFFECT.

1. The astronauts successfully landed so they spent a day on the

moon’s surface.
2. This astronomy book interests me a lot and I read more books
about it.
3. It was almost dark, so she hurried in order to arrive home on
time.
4. The streets were flooded because of the heavy rain.
5. There is a huge wildfire and it causes wildlife to be homeless.
DIRECTIONS: ON YOUR ENGLISH NOTEBOOK, COPY THE
FOLLOWING SENTENCES. UNDERLINE THE CAUSE AND
ENCIRCLE THE EFFECT.

1. The astronauts successfully landed so

they spent a day on the moon’s surface.

2. This astronomy book interests me a lot and

I read more books about it.

3. It was almost dark, so

she hurried in order to arrive home on time.
DIRECTIONS: ON YOUR ENGLISH NOTEBOOK, COPY THE
FOLLOWING SENTENCES. UNDERLINE THE CAUSE AND
ENCIRCLE THE EFFECT.

4. The streets were flooded because of the heavy rain.

5. There is a huge wildfire and it causes wildlife to be homeless.

• Cause-and-effect shows clear relationship
between ideas showing the cause why a
certain thing happens and an effect of the
identified cause. Meanwhile, problem-solution
portrays a relationship of ideas in a sentence
where one idea poses a problem and provides
possible solution to it.
 https://www.softschools.com/quizzes/language_arts/sequ
LET’S PRACTICE encing/quiz1341.html
HTTPS://WWW.SLIDESHARE.N
ET/DAPDORON/CONJUNCTI
ONS-POWERPOINT-45574697
https://docs.google.com/forms/d/e/1FAIpQLSeGqz5sEnPVQqu5
bNLIKDZxCwh09uu4N6wGtdI4GDpdN9Y9Ww/viewform?usp
=sf_link
ASYNCHRONOUS ACTIVITY:

• Learning Task 7: Complete each compound sentence to show cause-and-effect

relationship.
• Learning Task 8: Complete each compound sentence to show problem-solution
relationship.
Assignment:
What is a compound sentence.
Examples of compound sentence.
END OF THE SLIDE
THANK YOU FOR
LISTENING!
 WEEK 6 PREPARED BY:

OCTOBER 25, 2021 MARIA CARMINA G.

PANGHULAN
HTTPS://WWW.YOUTUBE.COM/WATCH?V=RAJ38E7VRS8
CONNECT THE PICTURES
LEARNING TASK 1

Directions: Connect the pictures

then compose a sentence to
show cause-effect and problem-
solution relationship.
Sentences may be developed in cause-and-effect and
problem-solution forms. These sentences are usually
written in compound (a type of sentence composed of
two independent clauses combined by semi-colon,
comma or conjunctions) and complex (a type of
sentence composed on one independent clause and one
or more dependent clauses) sentences.
 What is a CLAUSE?
A clause is a grouping of words in English that
contains a subject and a verb. Clauses are the
building blocks of sentences. They can be of two
types: independent and dependent. It is important
for the purpose of sentence formation to be able
to recognize independent and dependent clauses.
Independent and Dependent Clause
 Independent Clause
- An independent clause is a group of words that contains a subject and a
verb.
- An independent clause is a sentence. Independent clauses are clauses
that express a complete thought.
- They can function as sentences. These are clauses that can function on
their own.
- They do not need to be joined to other clauses, because they contain all
the information required to be a complete sentence.
EXAMPLE:
• He ran fast.
• I was late to work.
• Tom reads.
• You need to sing up.
• I can run a mile in five minutes.
 Dependent Clause
- A dependent clause is a group of words that contains
a subject and a verb. A dependent clause cannot be a
sentence.
- They do not express complete thoughts, and thus
cannot function as sentences. They are usually
marked by dependent marker words.
 Dependent Clause
- It is a word that is added to the beginning of an
independent clause that makes it into a dependent
clause. Dependent clauses are dependent because of
the presence of a:
1. Marker Word (because, after, before, since, in order
to, although, though, whenever, wherever, whether,
while, even though, even if, etc.)
2. Conjunction (but, and, or, nor, yet, etc.)
EXAMPLE:
• Because I woke up late this morning… (what
happened?)
• When we arrived in class… (what occurred?)
• Because I forgot my homework, I got sent home.
• I was just getting into the bath when the phone rang.
Directions: Write IC if the statement is
Independent Clause and DC if Dependent Clause

1. English is my favorite subject.

2. When I grow old.
3. I want to be a doctor.
4. She is my best friend.
5. Because Joshua loves reading.
Directions: Write IC if the statement is
Independent Clause and DC if Dependent Clause

1. English is my favorite subject.- IC

2. When I grow old. - DC
3. I want to be a doctor. - IC
4. She is my best friend. - IC
5. Because Joshua loves reading. - DC
SENTENCE STRUCTURES

•Simple
•Compound
•Complex
A simple sentence is a sentence that
consists of just one independent clause. A
simple sentence has no dependent clauses.
(An independent clause (unlike a dependent
clause) can stand alone as a sentence.)
EXAMPLE:
• He ran fast.
• I was late to work.
• Tom reads.
• You need to sing up.
• I can run a mile in five minutes.
A COMPOUND SENTENCE has two independent clauses joined by

A. a coordinating conjunction (for, and, nor, but, or, yet, so),

B. a conjunctive adverb (e.g. however, therefore), or
C. a semicolon alone.

Examples:
a.Tom reads novels, but Jack reads comics.
b.Tom reads novels, however, Jack reads comics.
c.Tom reads novels; his friend reads comics.
A COMPLEX SENTENCE has one dependent clause (headed
by a subordinating conjunction) joined to an independent
clause.

Examples:
a.Although Tom reads novels, Jack reads comics.
b.Jack reads comics, although Tom reads novels
A COMPLEX SENTENCE has one dependent clause (headed
by a subordinating conjunction) joined to an independent
clause.
Independent Clause + Independent Clause
= Compound Sentence

Independent Clause + Dependent Clause

= Complex Sentence
SUPPLY THE CORRECT CONJUNCTIONS OR TRANSITION
SIGNALS.
1. Study your lessons well ____ you will get high grades.
2. Traveling is expensive _____ it can help you learn more
about people’s culture.
3. Life is difficult ________ it will teach you many lessons.
4. COVID-19 took the lives of many people _______ it has
also brought us closer to God.
5. Children are not allowed to go out during this pandemic
________ they will be punished.
LEARNING TASK 2
SUPPLY THE CORRECT CONJUNCTIONS OR TRANSITION SIGNALS.
1. Study your lessons well ____ you will get high grades.
2. Traveling is expensive _____ it can help you learn more about
people’s culture.
3. Life is difficult ________ it will teach you many lessons.
4. COVID-19 took the lives of many people _______ it has also
brought us closer to God.
5. Children are not allowed to go out during this pandemic ________
they will be punished.
LEARNING TASK 2
SUPPLY THE CORRECT CONJUNCTIONS OR TRANSITION SIGNALS.
so you will get high grades.
1. Study your lessons well ____
but
2. Traveling is expensive _____ it can help you learn more about
people’s culture.
but/though
3. Life is difficult ________ it will teach you many lessons.
yet
4. COVID-19 took the lives of many people _______ it has also
brought us closer to God.
or
5. Children are not allowed to go out during this pandemic ________
they will be punished.
LEARNING TASK 3
DIRECTIONS: CONNECT THE CAUSE IN COLUMN A WITH ITS EFFECT IN COLUMN
B TO SHOW CAUSE-AND-EFFECT RELATIONSHIP.
A B

1. Enough hour of sleep is important A. so you passed the test.

2. You reviewed well B. but only few participated.

3. Barangay Mayao Crossing had a clean up C. so Ana goes to bed at 8:00 in the evening.
drive campaign
4. Mother told me to be always positive D. but problems keep coming.

5. Many people didn’t have work during the E. so they asked help from their families and
lockdown friends.
LEARNING TASK 3
DIRECTIONS: CONNECT THE CAUSE IN COLUMN A WITH ITS EFFECT IN COLUMN
B TO SHOW CAUSE-AND-EFFECT RELATIONSHIP.
A B

1. Enough hour of sleep is important A. so you passed the test.

2. You reviewed well B. but only few participated.

3. Barangay Mayao Crossing had a clean up C. so Ana goes to bed at 8:00 in the evening.
drive campaign
4. Mother told me to be always positive D. but problems keep coming.

5. Many people didn’t have work during the E. so they asked help from their families and
lockdown friends.
https://docs.google.com/forms/d/e/1FAIpQLSeyQ9RYXoajsRn7
DEzKgwpyBFgfhehRdZcc8cGbTp-
PkqXgog/viewform?usp=sf_link
REFLECTIVE JOURNAL:

• https://docs.google.com/forms/d/e/1FAIpQLSex6Jyht2ULgoohAZpiJP
DJitMlEatqSC75iluP8qcwFwPynA/viewform?usp=sf_link
END OF THE SLIDE
THANK YOU FOR
LISTENING!
 WEEK 7-8 PREPARED BY:

OCTOBER 4, 2021 MARIA CARMINA G.

PANGHULAN
Grammatical
Features
in Clear and
Coherent
Sentences
Sentences are important features of language. As a second
language learner, you must learn the different conventions of
writing sentences. You should aim to be able to compose
clear and coherent sentences using appropriate grammatical
structures such as subject-verb agreement, kinds of
adjectives, subordinating and coordinating conjunctions, and
adverbs of intensity and frequency.
You are expected to determine the
features and uses of subject-verb
agreement, kinds of adjectives,
coordinating and subordinating
conjunctions, and adverbs of intensity
and frequency; compose clear and
coherent sentences; and recognize the
importance of using appropriate
grammatical structures in composing
statements.
DIRECTIONS: CLASSIFY THE SENTENCES ABOVE AS TO
CORRECT AND INCORRECT IN TERMS OF SUBJECT-VERB.

A. Cats and dogs love to run.

B. He doesn't like chocolate.
C. Her friends or Sarah excel at volleyball.
D. Each of these have been ruined.
E. Pants are baggy now.
F. The students, as well as the teacher, are nervous
about the test.
G. The news are on at 10:00 tonight.
H. My friend are a lot of fun.
I. Mathematics is hard for many.
J. The director, with all the cast members, works very
hard.
CHOOSE THE LETTER OF THE CORRECT ANSWER. WRITE YOUR
ANSWERS IN YOUR NOTEBOOK.

1. A word or a combination of words that indicates an action or a

state of being or condition.
a. noun b. pronoun c. verb d. adjective
 CHOOSE THE LETTER OF THE CORRECT ANSWER. WRITE YOUR
ANSWERS IN YOUR NOTEBOOK.

2. The _______of a sentence is the person, place, thing,

event, etc. being described or referred to in a sentence.
a. subject b. article c. clause d. predicate
 CHOOSE THE LETTER OF THE CORRECT ANSWER. WRITE YOUR
ANSWERS IN YOUR NOTEBOOK.

3.Venus ______the hottest planet in our solar system.

Choose the correct form of verb that agrees with the
subject.
a. is b. are c. be d. were
 CHOOSE THE LETTER OF THE CORRECT ANSWER. WRITE YOUR
ANSWERS IN YOUR NOTEBOOK.

4. The furniture I bought ____at my home now. Choose

the correct form of verb that agrees with the subject.
a. is b. be c. are d. will be
5. Jack and his son _____ visiting tomorrow. Choose the
correct form of verb that agrees with the subject.
a. is b. are c. was d. were
6. Forty percent of the students ____in favor of changing
the policy. Choose the correct form of verb that agrees
with the subject.
a. is b. be c. are d. am
A. SUBJECT-VERB
AGREEMENT
Subject-Verb Agreement portrays particular rules in terms of
agreement between the subject and the verb. The subject and
verb of the sentence must agree in number. If the subject is
plural, then the verb must be in its simple form. If the subject is
singular, then the verb must be in its –s form. Always remember,
the subject must always agree with the verb, thus, agreement.
The subject and verb must agree with each other in number.
Perhaps the most important thing for you to know is that
singular verbs end with -s with the exception of I am and
you are (second person singular). If the subject is plural in
number, it takes the simple form of the verb.
How to make the subject and the verb agree with each other?
Just follow these simple steps; First, identify the subject of the
sentence. Second, decide if the subject is singular or plural.
Lastly, decide which verb form will match with the subject.
Let us analyze the examples below.
1. The boy (singular subject) watches (-s form) the movie.
2. The boys (plural subject) watch (simple form) the movie.
3. The rain (singular subject) falls (-s form) at a steady rate.
4. The drops (plural subject) of rain fall (simple form) at a steady
rate.
5. Jack (singular subject) enjoys (-s form) playing golf every
Sunday.
Remember:
In the present tense, nouns and verbs form
plurals in opposite ways: nouns add an s to the
singular form; verbs remove the s from the
singular form.
 CHOOSE THE CORRECT FORM OF THE VERB TO
COMPLETE EACH SENTENCE.

1. My tennis shoes (is, are) on top of the suitcase.

2. Two noble lions (rest, rests) in a large cage at the zoo.
3. There (is, are) no clues to tell who the robber is.
4. A yellow ribbon (stretch, stretches) across the front windows.
5. The lion (roar, roars) in the jungle.
 UNDERLINE THE CORRECT FORM OF THE VERB TO
COMPLETE EACH SENTENCE.

1. Why (do, does) those two dead plants still sit on your desk?
2. The car keys (is, are) in your coat pocket.
3. What (is, are) you planning to wear on New Year’s Eve?
4. (Do, Does) anyone over six really believe in the Tooth Fairy?
5.In that barn (live, lives) four horses.
B. KINDS OF ADJECTIVES
1. DESCRIPTIVE ADJECTIVES TELL US ABOUT THE KIND OR
QUALITY OF A NOUN

Example: Examples:
nice dress 1. The house was wrecked by the strong wind.
2. The ball is under the big tree.
new house
3. Andrea is very happy because they have a
strong wind new house.
big tree
2. DEMONSTRATIVE ADJECTIVES POINT OUT NOUNS. THEY ARE
ALWAYS FOLLOWED BY THE NOUNS WHICH THEY POINT OUT.

This indicates a singular noun that is nearby.

That indicates a singular noun that is far away.
These indicates plural nouns that are nearby.
Those indicates plural nouns that are from a
distance.
2. DEMONSTRATIVE ADJECTIVES POINT OUT NOUNS. THEY ARE
ALWAYS FOLLOWED BY THE NOUNS WHICH THEY POINT OUT.

Examples:
I used to like this bag.
That car is expensive.
These collections have been here since 1992.
Can you pick those toys you played in your
room?
3. POSSESSIVE ADJECTIVES SHOW POSSESSION. THEY ARE ALWAYS
FOLLOWED BY A NOUN. A POSSESSIVE ADJECTIVE, ALSO CALLED A
POSSESSIVE DETERMINER, EXPRESSES POSSESSION OF A NOUN BY
SOMEONE OR SOMETHING BY MODIFYING THE NOUN.

Examples:
her friend
my car
his shoes
their house
4. INTERROGATIVE ADJECTIVE DEALS WITH QUESTION-
LIKE ADJECTIVE THAT REFER TO A NOUN.

Examples:
Which movie will you watch?
What item did she buy?
C. CONJUNCTIONS
ON OUR FACEBOOK GROUP PAGE,

1. Simple Present
2. Present Progressive
3. Present Perfect
D. ADVERBS OF INTENSITY AND
FREQUENCY
WHAT IS AN ADVERB?

a word or phrase that modifies or qualifies an

adjective, verb, or other adverb or a word
group, expressing a relation of place, time,
circumstance, manner, cause, degree, etc
An adverb of intensity gives information
about the degree. Adverbs of intensity can
describe a verb, an adjective or another
adverb. They may be classified as strong,
medium and weak.
Examples:
1. We watched a totally exciting film. (strong)
2. However, my friend said it was fairly interesting.
(medium)
3. But, Mica said that it was a bit boring. (weak)
An adverb of frequency tells how often
something happens, either definite/exact or
indefinite/does not specify exact times. Adverbs of
frequency are often used to indicate routine or
repeated activities. Adverbs such as always, hourly,
weekly, daily, yearly, sometimes, often, seldom,
frequently, never and rarely are some of the
examples.
Examples:
1. We attend mass weekly.
2. My family always prays that this
pandemic ends soon.
Pointers to Review for First Quarter/ Content of Exam in English 5
1. Spelling (5 items)
2. Reading Comprehension (5 items)
3. Types of Context Clues (5 items)
4. Context Clues (5 items)
5. Cause and Effect (5 items)
6. Subject-Verb Agreement (10 items)
7. Adjectives (5 items)
8. Conjunctions (5 items)
9. Adverbs (4 items)
10. 1 bonus question
Be ready for a review/recitation
on Monday. Attendance is a must!
Performance Task in English 5 (Due on Monday-October 24,
2022)
Directions: Compose a 4-STANZA poem about your
mother/father. Write it on a clean bond paper. Underline the
descriptive adjectives used in the poem.
How to present?
Option 1: Take a video of yourself while reciting the poem and send
it to my messenger (Maria Carmina G. Panghulan)
Option 2: Recite it to the class during English time on Tuesday.
SAMPLE POEM:
Super Mom
Joanna Fuchs
You're a dependable source of comfort;
Mom, you're a wonderful mother,
You're my cushion when I fall.
So gentle, yet so strong.
You help in times of trouble;
The many ways you show you care
You support me whenever I call.
Always make me feel I belong.

I love you more than you know;

You're patient when I'm foolish;
You have my total respect.
You give guidance when I ask;
If I had my choice of mothers,
It seems you can do most anything;
You're the master of every task. You'd be the one I'd select!
Format:
NAME: SCORE:
GRADE AND SECTION: TEACHER:

Title
____________________
____________________
____________________
_____________________
Remedial Activity for those who got zero (0) score in the
graded recitation and incomplete written works:
Creating a Learning Portfolio
Directions:
1. Use a bond paper/colored paper.
2. Choose a topic/topics discussed in English Quarter 1.
3. Make a summary of the chosen topic/topics (depending on
the number of missed written works and performance task)
4. Included in the summary are the following:
Topic 1: Cause and Effect
Definition: This sentence development shows clear relationship between ideas
showing the cause why a certain thing happens and an effect of the identified
cause.
Example 1:
cause effect
The astronauts successfully landed so they spent a day on the moon’s surface.
Example 2:
cause
This astronomy book interests me a lot and
I read more books about it.
effect