COMPREHENSIVE

ENGLISH
WORKBOOK

Kathleen C. Lumidao

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FIRST
GRADING

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 LESSON 1: Long Vowel “A” Sound
Learning Competencies

EN4F-Ia-6 Read words, phrases, poems, or stories with long vowel a sound

Lesson Guide

“Long A”

I am long A and I like to play

I run all day.
Sometimes I pair with “i”
And “y” to make train and way.
I always say my name
When you see _____a_____e.
I make words like cake and
Shake there’s no mistake!

================================================================
Practice 1

Direction: Listen as your teacher reads the words with a long vowel a sound.
Then repeat after her.

a-e ay ai
brake pay tail
shake ray snail
stake say claim
male way main
sale clay pain
game play chain
flame pray wain
tape fray wait
chase slay paint
gate stay faint
plate display waist
skate spray afraid

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Practice 2

Direction: Listen as your teacher reads the words with a long vowel a sound.
Then repeat after her.

Make lake fake Take cake

Bake sake make Rake wake
Lame name same Tame came
Fame game wage Cage sage
Pale male tale Sale pale
Date mate rate Hate Late
Pane lane cane Jane pane
Case vase maze Face pace

Practice 3

Direction: Study the picture. Write before the blank the name of the picture
using vowels with long a sound.

________________1 _______________6

________________2 _______________7

________________3 _______________8

________________4 _______________9

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________________5 ______________10

Practice 4

Direction: Listen as your teacher reads the poem. Then read the poem aloud.
Next, underline the words with long vowel a sound.

May I Play Outside Today?

May I play outside today?

I ask you in the sweetest way.
But “No!” you say- I cannot play.
Inside is where I have to stay.

You say it’s time I put away

The toys I played with yesterday.
I like my toys out on display.
I only tripped on one today.

Okay---okay, I’ll put away

The toys I played with yesterday,
If that is still the only way
That I may go outside to play.

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 https://www.google.com/search?
q=boys+and+messy+room&tbm=isch&hl=en&safe=active&chips=q:messy+bedroom+child+boys+and+messy+room,g_1:messy+bedroom,online_chips:child,online_chips:cartoon+vector&safe=
active&hl=en&ved=2ahUKEwj2j6bHh9XoAhVzHrcAHT4tC8kQ4lYoA3oECAEQHQ&biw=1079&bih=500#imgrc=-T_FCAQZdPpN1M

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 LESSON 2: Long Vowel “E” Sound
Learning Competency

EN4F-Ia-7 Read words, phrases, poems, or stories with long vowel e sound

Lesson Guide

Long “E”

Long E, Long E, yes that’s me!

I can be like a bee.
I can read under a tree.
As long E, I can jump like a flea
Or enjoy a cup of tea!

================================================================
Practice 1

Direction: Listen as your teacher reads the words with long vowel e sound.
Then read it aloud.

Seed Feed Need Reed Weed Jeep

Deep Keep Beep Weep Feet Teeth
Peel Heel Feel Reel Eel Meet
Bee Fee See Deer Sea Tea
Meal Real Peal Heal Seal Deal
Seat Neat Meat Heat Feat Beat
Beak Leak Peak Weak Dear Tear
Fear Pear Gear Dear Bead Leaf

Practice 2

Direction: Search and write on the board the long “e” words in the puzzle.

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Practice 3

Direction: Read the sentences with long vowel e sound. Underline the words
with long vowel e sound.

1. He fell into a deep sleep.

2. We may need to sweep the street.
3. I feel sick and want to go to sleep,
4. My teeth are neat and clean.
5. The bee is chasing me up the tree.
6. I will keep this seed.
7. I fear the eel.
8. I will dip my feet to the sea.

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 LESSON 3: Long Vowel “I” Sound
Learning Competency

EN4F-Ic-8 Read words, phrases, poems, or stories with long vowel i sound

Lesson Guide

Long “I”

Long I, long I
I have an idea!
I can ride my bike,
And fly a kite.
I can light the fire
In the moonlight.
I can bake a pie and cut
It into a slice
Can you give me a high five?

===============================================================
Practice 1

Direction: Listen as the teacher reads the words with long vowel “i” sound.
Read it aloud on your own after your teachers reads them.

Mice Rice Dice Lice Fine

Bite Kite Rite Site Dime
Vine Tile Pine Mine Mile
Line Nine Dine Time Wine
Bike Like Hike File Nice
Wise Size Rice Fire Ice
Life Wife Knife Dike Lies
Tide Nigh Vice White Knight

Practice 2

Direction: What word with long “i” sound is described below. Choose your
answer from the list in Practice 1.

1. The teeth is used to chew on food. ________________________

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2. A person who is intelligent. ________________________
3. The plural of mouse. ________________________
4. A number. ________________________
5. A toy that glides with the wind. ________________________
6. Food. ________________________
7. Color. ________________________
8. Something that is hot. ________________________
9. It is used for cutting. ________________________
10. It is cold. ________________________

Practice 3

Direction: Circle the picture with long vowel “i”.

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Practice 4

Direction: Complete the sentence with one of the words from the box. Do this
on your notebook.

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 LESSON 4: Long Vowel “O” Sound
Learning Competency

EN4F-Id-9 Read words, phrases, poems, or stories with long vowel o sound

Lesson Guide

Long “O”

Long O, long O
What do I know?
Without you I can’t
Make snow, go, or toe
You are a special letter
This much I can say
Because you even say
Your name with “o!”

===============================================================
Practice 1

Direction: Listen as the teacher reads the words with long vowel o sound. Then
read it aloud.

Lobe Pole Rome Cope Note Row

robe Role Bone Bore Cove Foam
Rode Sole Cone Hope Rove Roam
Hole Dome Hone Core Bow Boat
Mole Home Tone More Low Coat

Practice 2
Direction: Circle the word that starts with a long o sound.

1 Olive 3 Oats Opposite

Oboe

2 Opera Old 4 Okapi

Otter

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5 Ozone Omelet 8 Open Oxygen
6 Odd Ocean 9 Object Obey
7 Oxen Odor 1 Over Octopus
0

Practice 3

Direction: Circle the word with a long o sound.

1 Coal Dolphin 6 Slogan Monster

2 Stock Note 7 Hobby Phone

3 Lodge Whole 8 Topple Soldier
4 Throw Popping 9 Roach Pocket
5 Loathe Common 10 Globe Moss

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 LESSON 5: Long Vowel “U” Sound
Learning Competency

EN4F-Ie-10 Read words, phrases, poems, or stories with long vowel u sound

Lesson Guide

Long “U”

Long u loves June

Long u can sing a tune.
Long u can play the flute.
Long u is really cute!
Long u is never rude.
He has a good attitude.
And, he’s a cool dude!

================================================================
Practice 1

Direction: Listen as your teacher reads the words below. Then read it after your
teacher.

Tube Cube Rude Brute Unicorn

Mute Use Rule Yule Cupid
Muse Nude Tune Prune Music
Tune Fuse Luke True Duty
Tube Use Dude Huge Uniform
Cute Mule Pure Dune Chute
Cure Lube Duke Blue Fluke
June Cure Sure Plume Flute

Practice 2

Direction: Find the words with long u hidden in the puzzle.

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Practice 3

Direction: What do you call the words inside each box? Circle your answer

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16
 LESSON 6: Diphthongs
Learning Competency

EN4F-Ih-13 Read with accuracy words, phrases, poems, and stories with
diphthongs

Lesson Guide

Diphthong is a sound formed by the combination of two vowels in a single

syllable, in which the sound begins as one vowel and moves toward another.
Ex: coin, loud
(Oxford Dictionary)

-oy words -oi words -aw words -au words -ou words
Joy Boil Draw Sauce Mouse
Cowboy Coil Law Vault Out
Royal Oil Straw Gauze House
Annoy Coin Saw Aunt About
Toy Poison Yawn Auto Shout
Boy Toilet Gnaw Haul
Raw
Draw
Jaw
Lawn
Claw
Crawl

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Practice 1

Direction: Listen as your teacher reads the poem then read after her/him.

Oi! Oy! Shout the Girls and the Boys

Oy! Oy! Oy! Boys let’s make some noise!

Oi! Oi! Oi! Girls let’s shout for joy!
Oy! Oy! Oy! Ends words like coy, ploy and toy.
Oi! Oi! Oi! Is in words like boil, foil and coin.
Now let’s read the poem again as we point!

Answer the questions:

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1. What words ends with –oy?
2. What words has the –oi sound?
3. Underline all the words with diphthong –oy and –oi.

Practice 2

Direction: Listen as your teacher reads the poem then read after her/him.

The Boy Who was Annoyed

There once was a boy.

Who was bothered and annoyed
By any noise
The sound of coins, the toilet and
Even the sound of his own voice.
When he heard a noise, he boiled.
Until one day he said, “This is no fun!
This is stealing my joy!”
And decided to enjoy the noise.

Answer the questions:

1. Translate “annoy” in Filipino. ____________________________________________
2. What annoys the boy? ___________________________________________________
3. What did the boy realize?________________________________________________
____________________________________________________________________________
4. At the end of the poem, what did boy decide to do? _______________________
____________________________________________________________________________
5. Underline all the words with diphthong –oy and –oi.

Practice 3

Direction: Listen as your teacher reads the poem. Then, read it aloud. Finally,
box the words with diphthongs.

The Grouches

We are the grouches,

We don’t want a mouse!
We only want grouches
Around in our house!

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 We are the grouches,
And we like to pout.
We like to grumble
And grouse all about.

We are the grouches,

And we loudly shout,
Get out, little mouse!
Get out, out, out, OUT!

Practice 4

Direction: Complete each sentence by choosing the word that makes the most
sense. Underline your answer.

1. The meat will (coil, joyful, spoil) if you leave it out there.
2. You look (joyful, alloy, royal) when you dance.
3. He will (foil, toil, Roy) in the farmer’s field.
4. I will (join, soil, Roy) the two pieces of wood.
5. I didn’t like the way the (join, joy, boy) played at recess.
6. I am so happy! I am full of (joy, tail, foil).
7. The soldiers are (royal, loyal, decoy) to their leader.
8. The children will (royal, rejoice, toy) on the last day of school.
9. I will (broil, joyful, enjoy) my burger until it is done.
10. The plow will dig up the (joy, boy, soil).

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 LESSON 7: Compound Words
Learning Competency

EN4F-If-11 Read words, phrases, poems, or stories with compound words

Lesson Guide

What are compound words? Compound words are formed when two or
more words are joined together to create a new word that has an entirely new
meaning.

Ex: sun + flower= sunflower house + mate= housemate

There are three kinds of compound words:

1. one-word compound word
Ex: sunflower, housemate, notebook, handbag, classmate
2. two-word compound word
Ex: ball pen
3. hyphenated compound word
Ex: father-in-law, son-in-law, commander-in-chief

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Practice 1

Direction: Fill each blank in the sentences with an appropriate compound

word. Choose your answer from the word box. (English For You and Me Reading, pg. 40)

hairbrush eyeglasses classroom

sunlight
footprints classmate
headquarters roadside headache
warehouse

1. Mother was greatly disturbed by the loud music coming from her neighbor’s
house. The music gave her a terrible ______________________________________.
2. “I want to brush my hair,” said Lita. “Who got my _________________________?
3. The boy lost his eyesight when he met an accident. He is now wearing
colored __________________________________________.

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4. The children were walking on the seashore barefooted. Their
______________________________ were left in the sand.
5. The leaves of the plant turned yellow. We need to place them outside the
house. A healthy growing plant needs __________________________________.
6. Mila and Liza are in Grade 4. Their teacher is Miss Cruz. Mila and Liza are
_______________________________________.
7. There is a police ___________________________________near the barangay hall.
8. Trees and flowering plants were planted on the
_______________________________________________.
9. The newly-painted _________________________________________is for the Grade
1 pupils.
10. The grocery has a big _______________________________________where the
goods are kept.

Practice 2

Direction: Form the compound words by putting two words together. Write the
letter of the correct answer. (Reading Power Skillbook, pg. 112)

______1. Butter a. steps

______2. Grand b. wax
______3. Foot c. fisher
______4. Rain d. crumbs
______5. Book e. knob
______6. Floor f. shelf
______7. King g. mark
______8. Bread h. father
______9. Door i. flies
______10 Birth j. drops
.

Practice 3

Direction: What kind of compound word is shown below. Choose from the
choices inside the box.

One-word two-words hyphenated

1. handbag ___________________________________
2. watermelon ___________________________________

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3. house-and-lot ___________________________________
4. skill book ___________________________________
5. house bird ___________________________________
6. makeup ___________________________________
7. attorney-at-law ___________________________________
8. breadcrumbs ___________________________________
9. birthright ___________________________________
10. daughter-in-law ___________________________________

Practice 4

Direction: Use five compound words in a sentence. Write your answer on the
space provided.

Rubrics for checking

Rating 2 1 0
Description Comprehensive Comprehensive Not
Grammatically Grammatically comprehensive
correct correct Wrong grammar
Capitalization
Punctuation

1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
4. ____________________________________________________________
5. ____________________________________________________________

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 LESSON 8: Words with Silent Letters
Learning Competency

EN4F-Ii-14 Read with accuracy words, phrases, poems, and stories with silent
letters

Lesson Guide

There are words with silent letters. This means that we do not pronounce
those letters when we read them. Listen as your teacher reads the words then
read it on your own.

Silent B Silent T Silent H Silent K Silent W Silent L

Bomb Butcher Ghost Knee Answer Almond

Climb Castle Honest Knew Sword Palm
Comb Christmas Hour Knickers Two Yolk
Crum Fasten Mechanic Knight Whole Calm
Debt Hustle Rhythm Knit Wrack Salmon
Doubt Listen Scheme Knob Wrap Calf
Dumb Match School Knock Wrist Half
Lamb Nestle What Knot Wrinkle Chalk
Limb Often When Knife Wreck Talk
Numb Witch Where Knuckle Wren Walk
Wrong Folk
Write Would
Wrestling Could

===============================================================

Practice 1

Direction: Read the list of words. Box the words with silent letters.

knock wreath crumbs knit

knife wrap bombs design
plumber lamb wrenches comb
knight knotted gnome doubt
know knuckle wrong wrist

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thumb wreck knowledge kneel

Practice 2

Direction: Use the clues to complete the crossword.

Across:
1. I am a place where children learn.
2. I protect innocent people.
3. You use paper and pen to do this.
Down:
4. I think your answer is a mistake.
5. I can help you out with your vegetables.

4.

1.
5.
2.
3.

Practice 3

Direction: Write the word that completes each sentence.

Yolk hour knee climb
Knob wreck walk knit
Wrist knife

1. Don’t let your younger sibling play with the ___ ___ ___ ___.
2. My ___ ___ ___ ___ ___ is very painful.
3. My aunt taught me how to ___ ___ ___ ___ scarves.
4. Please ___ ___ ___ ___, don’t run!
5. My phone fell from the 6th floor, now it’s a ___ ___ ___ ___ ___.

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6. Kindly turn the door ___ ___ ___ ____ so I could go out.
7. Our teachers often tell us not to ___ ___ ___ ___ ___. Couse we might fall.
8. When Allan fell, he broke his ___ ___ ___ ___.
9. The movie will take an ___ ___ ___ ___ to finish.
10. My niece loves to eat egg ___ ___ ___ ___.

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 LESSON 9: Rising and Falling Intonation
Learning Competencies

EN4OL-Id1.14.4 Speak clearly using appropriate pronunciation and intonation

(poems, chants, rhymes, riddles)
EN4F-Ig-12 Read aloud grade-level texts with accuracy and proper expression

Lesson Guide

Intonation is the rise and fall of the voice in speech. The two kinds of
intonation are falling intonation and rising intonation.

A falling intonation is used at the end (1) a statement, a command, or a

request and (2) a question which cannot be answered by yes or no.

Ex: 1. Clean your room. (command)

2. Please clean your room. (request)
3. Who cleaned your room? (question)

A rising intonation is used (1) at the end of a yes/no question, (2) after a
phrase within a sentence, and (3) in enumerating persons, places, objects and
others. (Essential Language Skillbook, pg. 2)

Ex: 1. Did you clean your room?

2. Mother came to clean my room.
3. She not only cleaned my room, she also wiped the tables, wash and
dry my clothes.

Practice 1

Direction: Listen as your teacher reads the following sentences. Take note of
the intonation in each sentence. Then read it aloud. (Essential Language Skillbook, pg. 3)

I. Rising Intonation
a. At the end of a yes/no question
1. Is your best friend coming?
2. Are you ready for the school play?

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3. Did you do your homework?

b. After a phrase within a sentence

1. Mr. Cruz teaches industrial arts in high school.
2. Mrs. Tan, the new president, launched a livelihood project.
3. There are many books about the Philippines in the school library.

c. In enumerating persons, place, objects, etc.

1. The family went to Puerto Galera, Boracay, Bohol and Pagudpod.
2. We ate durian, marang, mangoes and mangosteen.
3. The teacher met the pupils, the parents, the guardians, and the school
administrator.

II. Falling Intonation

a. A statement, command, or request
1. The girls will serve as usherettes.
2. Please lend me your book.
3. My teacher is very patient.

b. A question which cannot be answered by yes or no.

1. How can you make a chocolate cake?
2. Who are going to the party?
3. When will the boys play the band?

Practice 2

Direction: Read the following sentences. Write a downward arrow (↓) if the
sentence has a falling intonation and an upward arrow (↑) if it has a rising
intonation.

______1. We all got high grades.

______2. May I see your assignment?
______3. The contestants qualified for the contest.
______4. Some people like to read books, play tennis, swim and watch movies.
______5. Did he recite the poem well?
______6. Who won the contest?
______7. Are you coming with us?
______8. The Kalingas like good quality noseflutes.
______9. There are many places to visit in Baguio, Itogon, Atok and La Trinidad.

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______10. Please seat beside each other.

Practice 3

Direction: Read the following sentences. If the sentence has a falling

intonation, write F; if it has a rising intonation, write R.

______1. There are wonderful places in the Baguio.

______2. Have you met our new principal?
______3. Girls are interested in dances, but boys are interested in sports.
______4. Where did you leave your bags?
______5. Mrs. Legaspi bakes tarts, cakes, cookies and breads.
______6. What will you wear for the party?
______7. Please come to my party.
______8. My mother bought rice, sayote, Baguio beans and guavas.
______9. Can you come with me?
______10. Together with his cousin, Krystal flew to Davao.

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 LESSON 10: Noting Details
Learning Competencies

EN4RC-Ib-2.1.1 Analyze a story in terms of its setting

EN4LC-Ia-17 Note details in a literary text listened to
EN4LC-Ic-18 Note details by asking/ answering questions about a story/poem
listened to

Lesson Guide

Noting details is testing how good your eyes and ears are, and how much
you can remember of what you see or hear. Details often answer a question
that begins with the words who, when, what, where, why, what or how. These
words can make details easier to understand and remember.

Ex: The Earth is in good hand if people are responsible, conscious and caring.

What? The earth

Why in good hands? If people are responsible
Who should be conscious of the earth? The people

Details are useful in describing somethings to create a picture with

words instead of with drawing.

Ex: Bennie gave one brown chocolate cookie to each of his friends.
The brown chocolate cookies tasted so good. (Reading Power Skillbook, pg. 18)

==============================================================
Practice 1

Direction: Read the story carefully and take note of the details. Write the
letter of your answer on the space provided before each number. Use CAPITAL
LETTERS in print. (Reading Power Skillbook, pg. 18)

The Fox Without a Tail

A fox once fell into a trap, and after a struggle managed to get free,
but with the loss of his tail.

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 He was then so ashamed of his appearance that he thought life was
not worth living unless he could persuade the other foxes to part with their
tails also and this diverted his attention from his own loss.

So he called a meeting of all the foxes and advised them to cut off their
tails: “They’re ugly things anyhow,” he said, “and besides they’re really heavy,
and its tiresome to be always carrying them with you.”

But one of the other foxes said, “My friend, if you hadn’t lost your own
tail, you wouldn’t be so keen on getting us to cut off ours.”

______1. Who fell into a trap?

a. a lion b. an old man c. a fox
______2. How did he free himself?
a. he cut his leg b. he struggled c. he called for someone to free him
______3. What happened when he managed to escape?
a. he lost his eye b. he lost his tail c. he lost his ear
______4. How did he feel with his appearance?
a. he felt proud of himself
b. he felt lonely
c. he felt ashamed of himself
______5. What did he think because of his appearance?
a. he thought life is not worth living
b. he thought of committing suicide
c. he thought of leaving the place
______6. What did he want the other foxes to do with their tails?
a. to part from their tails
b. to make their tails longer
c. to give him their tails

Practice 2

Direction: Read the paragraph below. Write the letter of your answer on the
space provided before each number. Use CAPITAL LETTERS in print.
(Reading Power Skillbook, pg. 20)

Vitamin C

For body building and repair, Vitamin C is needed to work with protein.
It is essential to make the connective tissue which acts like cement to link
the body tissues together, making bones, joints, skin and blood vessels firm
and strong. It also heals injuries such as burns and cuts. Children especially
need plenty of vitamin C because they are growing.

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 Complete or lack of vitamin C causes the disease called scurvy. Until
the last century sailors developed scurvy on long sea voyages because they
were not given good supplies of fresh fruits and vegetables containing vitamin
C. Then, it was discovered that if each sailor had some lemon, orange or lime
juice every day, they didn’t get scurvy.

People who don’t eat foods with enough Vitamin C can get very tired
muscles and pains in their joints. Their teeth can become loose and wounds
won’t heal up. They will have a lowered resistance to colds and diseases.
Children do not grow properly without sufficient vitamin C.

1. Vitamin C is needed to work with ________.

a. calcium b. protein c. mineral
2. Lack of vitamin C can cause _______.
a. cancer b. appendicitis c. scurvy
3. People who don’t eat food with Vitamin C can have ______.
a. sore eyes b. tired muscles c. stomach ache
4. _____can become loose if we don’t take vitamin C.
a. eyes b. nose c. teeth
5. _____do not grow well without sufficient vitamin C.
a. children b. dogs c. cats

Practice 3

Direction: Read the selection then answer the question that follow. Write the
letter of your answer on the space provided before each number. Use CAPITAL
LETTERS in print. (Developing Reading Power, pg. 36-39)

The Robin and the Blackbird

The weather was very cold but a robin was warm and comfortable in his
nest up in a tree. Soon a blackbird trembling with cold flew near the nest. He
placed his head inside the nest.

He said, “Friend Robin, may I put my head inside your nest? I will not
feel so cold if my head feels warm.”

“Certainly you may,” said the kind and friendly Robin.

Then the blackbird had another request. “Friend Robin, may I put my
wings inside your nest? I will not feel so cold if my wings feel warm.”

“Certainly, you may,” said the kind and friendly Robin.

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 But the nest was not a big one. It did not hold the two birds inside. The
robin was pushed into a tiny corner of the nest when the blackbird stretched
his wings.

“This is getting too far. Now he has the nest to himself,” said the Robin
not feeling friendly anymore.

When the blackbird closed his yes, the robin gave him a big push. The
blackbird lost his balance and fell out of the nest, down into the ground below.

“Friend Robin!” cried the blackbird.

“I am not friendly anymore!” answered the Robin.

______1. Where did the story happen?

a. in a nest up in a tree c. in a nest in a roof of a house
b. in a nest in the middle of a field d. in a nest inside a cave
______2. The story has _____
a. one main animal character c. an animal and people character
b. two main characters d. two main people characters
______3. Which character remained friendly up to the end of the story?
a. the Robin c. both the Robin and Blackbird
b. the Blackbird d. not one of them
______4. Who said, “Now he has the nest to himself.”?
a. the Robin c. both the Robin and Blackbird
b. the Blackbird d. not one of them
______5. How did the story describe the Robin?
a. kind and friendly in the beginning
b. kind and friendly throughout the story
c. not kind and friendly in the beginning
d. not kind and friendly throughout the story
______6. Which showed the Robin became angry with the blackbird?
a. He allowed the Blackbird to stay in the nest.
b. He told the Blackbird to leave the nest.
c. He kept to one small corner of the nest.
d. He pushed the Blackbird out of the nest.
______7. Which event is the beginning of the story?
a. The Robin was warm and comfortable in his nest even if it was cold outside.
b. The Blackbird asked permission to put his head in the nest.
c. the Robin realized the Blackbird has the nest to himself.
d. The Robin pushed the Blackbird out of the nest.
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______8. Which event is the end of the story?
a. The Robin was warm and comfortable in his nest even if it was cold outside.
b. The Blackbird asked permission to put his head in the nest.
c. the Robin realized the Blackbird has the nest to himself.
d. The Robin pushed the Blackbird out of the nest
______9. Which showed the Blackbird wanted to stay in the nest?
a. He put inside the nest only his head.
b. Slowly, he put his whole body inside the nest.
c. He stretched his wings inside the nest.
d. He pushed the Robin into a small corner in the nest.
______10. Why did the Robin become unfriendly at the end of the story?
a. The Blackbird become unfriendly to him first.
b. The cold weather changed his mood.
c. He wanted the blackbird to be afraid of him.
d. The blackbird abused his kindness.

Practice 3

Direction: Read the selection then answer the question that follow. Write the
letter of your answer on the space provided before each number. Use CAPITAL
LETTERS in print. (Developing Reading Power, pg. 45-48)

The New Samaritan

Margaret was applying for her first job. She had just graduated from a
secretarial course. She read an ad on a clerical position in a garment factory in
Malinta. She prepared all her papers.
It was a stormy and windy day. The road to the garment factory was
flooded. On the bus, Margaret saw young girls, prettier and better dressed than
she. She felt the girls were applying for the same job. She said a silent prayer.
She needed the job very badly. Her father was a contractual worker laid off by a
beer company.
The young girls alighted from the bus like her. A middle-aged woman
alighted too. She slipped on the muddy road and fell flat on the road. The
young girls walked pass her. Margaret wanted to ignore the woman too. But
she could not. She stopped, helped the woman to her feet, picked up her bag
and umbrella.
“Could you help me to my office, please?”
“Yes, you feel shaky. Are you hurt much?”
“No, I’m alright. My legs feel wobbly.”

33
 The old woman walked at a snail’s pace. Margaret felt she had lost her
chance to get the job. There were many others ahead of her. The woman
thanked Margaret and limped down the hall.
Margaret filled out an application form and waited to be called in the
manager’s office. When her name was called, she was ushered into an elegant
office. Behind the desk was the woman she had helped.
“I have been waiting for you. The opening is for a receptionist. I need a
kind and considerate girl like you.”

______1. What did the story mention about the setting?

a. the time when the story happened c. both the time and place
b. the place where the story happened d. none of the above
______2. The story has _______________
a. two main characters c. a main and a secondary character
b. two secondary characters d. no secondary characters
______3. How was Margaret described in the story?
a. prettier and better dressed than the other applicants
b. the least qualified among the applicants
c. smart and considerate
d. kind and considerate
______4. Who said, “Are you hurt much?”
a. Margaret c. Margaret’s father
b. the injured woman d. the other applicants
______5. Which best describes the manager of the factory?
a. weak and middle-aged
b. wants pretty girl in the office
c. wants kind and considerate people in the office
d. wants smart and intelligent employees
______6. Which event is the beginning of the story?
a. Margaret was applying for her first job
b. Margaret wanted to ignore the woman who slipped on the muddy road
c. Margaret helped the woman even if she would be late in filing her job
application.
d. Margaret was ushered in the manager’s office
______7. Which event is the end of the story?
a. Margaret helped the woman who slipped on the muddy road
b. Margaret was late in applying for the job
c. Margaret found out that the woman she helped was the manager of the
company
d. The woman who slipped on the muddy road was waiting for Margaret’s
application.
______8. Why did Margaret help the woman who slipped on the muddy road?

34
a. She knew the woman was the manager of the company
b. She could not ignore what happened to the woman
c. The woman asked Margaret’s help
d. The woman was somebody whom Margaret knew
______9. The title The New Samaritan refers to ______.
a. Margaret
b. the applicants who ignored the injured woman
c. the injured woman
d. the father who was laid off from work
______10. Why did the injured woman hire Margaret?
a. She wanted to repay Margaret’s kindness
b. Margaret was better prepared than the other applicants
c. Margaret was prettier than the other applicants
d. She needed a kind and considerate person in her office

MAPEH-Music Integration
Learning Competency: Identifies the different kinds of rests and notes MU4RH-
Ia-1
Direction: Read the selection. Then answer the questions that follow.

Notes and Rests

A musical composition is made up of notes and rests. Notes represents

the pitch to play and how long. Rests tells when to pause and not to play.
There are different kinds of notes. They are whole note with four beats, half
note with two beats, quarter note with one beat and eighth note with half beat.
But do you know there are more kinds of notes?
There are also different kinds of rests. Some of them are whole rest
which receives four beats, half rest with two beats, quarter rest with one beat
and eighth rest with half beat. And like notes, there are other kinds of rests as
well.

1. What is a rest?
2. What is a note?
3. What are the different kinds of notes?
4. What are the different kinds of rests?
5. How many beats does a whole note and whole rest have?
6. How many beats does a half note and half rest have?
7. How many beats does a quarter note and quarter rest have?
8. How many beats does a eighth note and eighth rest have?

35
 LESSON 11: Inferring Feelings and Traits of
Characters
Learning Competencies

EN4RC-If-25 Infer feelings and traits of characters in a story read

EN4LC-Ii-2.8 Infer feelings and traits of characters based on the story heard

Lesson Guide

Characterization is undertaking the traits and feeling of the characters in

the story as they act the way they do and predict how they will behave.
Whenever you read a story you always learn about the characters and their
feelings. (Reading Power Skillbook, pg. 66)
Ex: fearful courageous unfriendly coward

===============================================================

Practice 1

Direction: Listen as your teacher reads the story. Then answer the questions
that follow.

The Three Sisters

(English for You and Me Reading, pg. 150)

Mr. and Mrs. Garcia were the richest family in their town. Don Pablo was
a business man who was respected for his good service record as a former town
mayor and later as a provincial governor.

Doña Ana, his wife, was a woman of wealth in her own right. She
inherited from her parents a sugar cane plantation. The couple had three
children, all girls. None of the girls were attractive. Because of this, no young
men in town ever tried to court any of them. The men were afraid that people
might think they had selfish motives for wanting to marry a daughter of the
rich Garcia family.

36
 As the parents grew older and weaker, they prayed that their daughters
would get married. “I wish they would find husbands from our town where we
know every young man,” Don Pablo told his wife one evening.

Many years passed. Don Pablo died a year after Doña Ana met her death.
Before he died, Don Pablo had left a will giving the house to the eldest
daughter, Doris, and the rest of the property divided among the three. It had
been the plan of the father to keep his daughters together under one roof until
they got married. But he made a mistake. He had chosen Doris, his proud and
selfish daughter, to own the family house.

One evening, Doris told her sisters that they should learn to live by
themselves. “This house was given to me and I will keep it. You have money to
buy or build your own house. I expect both of you to leave the house as soon
as possible.”

The youngest sister, Nita, did not say any word. She went to her room
and cried. The second sister, Lorna, was able to say something to her sister.
“But, Ate Doris,” she began to speak, “could you live in this big house all by
yourself? I believe Papa and Mama wanted to…” her voice broke as she sobbed
and followed Nita to her room.

In a week’s time, Nita and Lorna bought a small but comfortable house.
To keep themselves busy, the two sisters put up a sarisari store and cultivated
garden in their backyard. They lived simply and quietly.

Doris, on the other hand, lived lavishly. She spent her wealth giving
expensive parties and buying luxurious things. After a couple of years, Doris
lost her wealth. Her friends stopped visiting her. She became poor and sickly.
Most of the time she stayed in her house alone. She was too proud to ask help
from her sisters.

Soon Nita and Lorna heard of their sister’s condition. They visited her.
They found her sick and penniless. They took pity on their sister. They
embraced her and cried.

“Come with us, Ate,” they said. “You are too sick to stay here by yourself.
We will take care of you.”

“How can I stay with you in your house after I drove you away from
mine?” Doris cried, burying her face in shame.

37
 “Ate, forget the past. You are sick and must be given not only medical
attention but also sisterly care,” Lorna said softly.

Doris looked up and expressed her thanks. The three sisters lived
together again.

What character traits is shown in each of the following situations? Underline

your answer.

1. Doris did not like her sisters to stay with her. She drove them away. Doris
was (selfish, angry, ambitious).
2. Nita and Lorna did not get angry with their sister. They cried and obeyed
their sister’s decision. They were (proud, humble, kind).
3. Nita and Lorna visited their sister. They took pity in her. They embraced her
and asked her to stay with them. Nita and Lorna were (loving, angry, happy).
4. Doris’ father gave her the big house. She was happy and liked to live alone.
Doris was (proud, kind, humble).
5. Doris spent most of her money in giving parties to her friends. She bought
expensive things. She was (thrifty, wasteful, kind).

Practice 2
Direction: Read each sentence. Select the word that best describes the person
referred to in the sentence. Write the answer on your paper. (English for You and Me
Reading, pg. 159)

1. I received a gift from my aunt. My aunt was (selfish, thoughtful, forgetful).

2. My brother lost my ball pen. My brother was (careful, careless, thoughtless).
3. My mother praise me for helping in the house. My mother was (unkind,
busy, appreciative).
4. I was reciting a poem before the class but I forgot one line. My classmate
laughed at me. My classmates were (funny, proud, thoughtless).
5. Jenny found a five-peso coin in the room. She picked it up and gave it to the
teacher. Jenny is (kind, honest, unselfish).

Practice 3

38
Direction: Read the following paragraphs. Underline the word that tells about
the traits of the character in each paragraph. (English for You and Me Reading, pg. 160)

1. John wakes up early in the morning. He feeds the ducks and the chickens.
He fetches water from the well. He waters the plants before he goes to school.
John is (polite, honest, industrious).
2. Brenda sells rice cakes for her aunt every Saturday. Her aunt gives her
twenty pesos every time she works for her. Brenda deposits what she earns in
a saving bank. She now has three thousand pesos. Brenda is (thrifty,
intelligent, beautiful).
3. Alex saw a little boy crying. The boy had lost his money. Alex helped the boy
look for it. Alex is (polite, helpful, honest).
4. A poor elderly woman came to Ben’s house. He offered the woman a chair.
He also gave her some food. He asked his mother to give her some old clothes
that could still be used. Ben is (kind, punctual, thrifty).
5. Nora’s mother has a visitor. They were talking near the door. When Nora
arrived home from school, she kissed the hand of her mother. She greeted her
mother’s visitor. She did not pass in front of the visitor without saying, “Excuse
me.” Nora is (honest, courteous, loving).

39
 LESSON 12: Using Graphic Organizers in
Sequencing a Story
Learning Competency

EN4SS-Ic2.15 Use graphic organizers to show understanding of texts (story

sequence organizers)

Lesson Guide

Vertical Process. Use to show a progression or sequential steps in

a task, process, or workflow from top to bottom.

===============================================================
Practice 1

Direction: Read the story entitled “The Robin and the Blackbird.” Then make a
vertical process of the events that had happened.

The Robin and the Blackbird

The weather was very cold but a robin was warm and comfortable in his
nest up in a tree. Soon a blackbird trembling with cold flew near the nest. He
placed his head inside the nest.

He said, “Friend Robin, may I put my head inside your nest? I will not
feel so cold if my head feels warm.”

“Certainly you may,” said the kind and friendly Robin.

Then the blackbird had another request. “Friend Robin, may I put my
wings inside your nest? I will not feel so cold if my wings feel warm.”

“Certainly, you may,” said the kind and friendly Robin.

40
 But the nest was not a big one. It did not hold the two birds inside. The
robin was pushed into a tiny corner of the nest when the blackbird stretched
his wings.

“This is getting too far. Now he has the nest to himself,” said the Robin
not feeling friendly anymore.

When the blackbird closed his yes, the robin gave him a big push. The
blackbird lost his balance and fell out of the nest, down into the ground below.
“Friend Robin!” cried the blackbird.
“I am not friendly anymore!” answered the Robin.

Event 1

Event 2

Event 3

Event 4

Event 5

Practice 2

Direction: Read the poem, “The Boy Who was Annoyed.” Write in the organizer
showing what the boy is annoyed at.

The Boy Who was Annoyed

There once was a boy.

Who was bothered and annoyed
By any noise
The sound of coins, the toilet and

41
 Even the sound of his own voice.
When he heard a noise, he boiled.
Until one day he said, “This is no fun!
This is stealing my joy!”
And decided to enjoy the noise.

1.

2.

3.

Practice 3

Direction: Read the story. Arrange the events in order as they happened in the
story. Use an organizer. (Essential Language, pg. 83)

The Boy Samuel

Once there was a man who had two wives, Peninnah and Hannah.
Peninnah had many children, but Hannah had none. Day in and day out,
Hannah had to listen to the sneers of Peninnah. At last, Hannah went to the
house of the Lord to pray for a son. There Eli the priest spoke to her.

Eli told her that God would answer her prayers. In return, Hannah
promised to give the son to be a servant of the Lord. Her son was Samuel.
When he was old enough, she took him to live in the house of the Lord with Eli
and be trained as a priest. Eli was a good man, but his two sons, who were also
priests, were wicked. They pretended to be doing the work of the Lord, but
really were stealing things for themselves. Eli knew this, but because the men
were his sons he did nothing about it.

One night, Samuel heard a voice calling his name. He thought it was Eli
and got out of bed to ask what he wanted.

Eli replied, “I did not call. Lie down again.”

Samuel went back to bed but the voice called again “Samuel.” It called a
third time, and again Samuel went to Eli. This time Eli understood that the

42
Lord was calling Samuel. Eli told Samuel to go back to bed and the next time
he heard the voice, he should say, “Speak, Lord, for your servant hears you.”

Samuel did this and the Lord told Samuel that Eli’s sons were wicked
and because Eli had not punished them, the family of Eli would come to end.
The next day, Samuel was sad when he told this bad news to Eli. But the priest
replied, “It is the Lord’s wish. Let Him do what seems good to Him.”

More years went by, and as Samuel grew up, everyone knew he would be
a great prophet.

1. Many years went by, Samuel grew up to be a great prophet.

2. Hannah went to the house of the Lord to pray for a son.
3. One night, Samuel heard a voice calling his name.
4. Hannah promised the Lord that her son will be His servant.
5. Eli told Samuel that if the Lord’s wish was for their family to come to an end,
let the Lord’s wish happen.
6. When Samuel was old enough, Hannah took him to live in the house of the
Lord with Eli and his two wicked sons.
7. The Lord spoke to Samuel and told him that Eli’s family will come to an end.

43
44
 LESSON 13: Sequencing Events
Learning Competency

EN4RC-Id-e-24 Sequence events in a story or narrative

Lesson Guide

To understand sequence, look for signal words and story clues that show
the order in which events happened in a story. Stories usually contain three or
more events that show what characters did or what happened to them. (Reading
Power Skillbook, pg. 34)

===============================================================

Practice 1

Direction: Read the story carefully. Then, number the sentences according to
how they happen in the story.

The Astronomer

There was once an astronomer whose habit was to go out in the middle
of the night and watch the stars.

One night, as he was walking outside the gate and gazing up into the sky
and not looking where he was going, he fell into a pit.

As he lay there groaning and moaning, someone passing by heard him

and coming to the edge of the well, looked down. Knowing what had happened,
he said, “If you really were looking at the sky and didn’t even see where you’re
going, then it appears to me that you deserve all you’ve got.

______The astronomer fell into the pit.

______Someone came and saw what happened.
______The astronomer went out of his gate.

45
______The astronomer looked at the sky not knowing where he’s going.
______The astronomer went out in the middle of the night.

Practice 2

Direction: Read the story. Number the sentence according to how they
happened in the story.

A poor hunter lived in a hut in the forest. His wife just died and his
pretty daughter decided to work for her living. She went to the king’s palace
and the queen gave her a job. The queen was very fond of her because she
worked hard. The other maids became jealous and told the queen she could
spin a pound of cotton in one night.

So the queen gave the girl a pound of cotton and told her to spin it into
thread. The girl cried the whole night for she knows she could not do it.
suddenly an old lady appeared and asked the girl to call her Aunt on her
wedding day. The girl agreed and the next morning the cotton were spun into
thread.

______The girl went to the king’s palace.

______The queen was fond of the girl.
______An old lady helped the girl to spin the cotton.
______The girl’s mother died.
______The girl worked hard to earn money.

Practice 3

Direction: Read the story. Number the sentence according to how they
happened in the story.

The Story of a Monkey

One day when a monkey was climbing a tree, he ran a thorn into his tail.
He tried to get it out, but he could not pull it. So he went to a barber shop.

“Friend Barber,” he said. “I have a thorn at the end of my tail. Please pull
it out and I will pay you.”

46
 The barber tried to pull the thorn out with his razor, but in in doing so
he cut off the end of the tail. The monkey was very angry and said, “Barber,
barber, either give me back my tail or give me your razor.”

The barber could not put back the end of the monkey’s tail, so he gave
him the razor.

On the way home the monkey met an old woman who was cutting wood
for fuel. He said to her, “Grandmother, grandmother, that is very hard wood.
Use the razor and you will cut the wood easily.”

The old woman was very much please with the offer and began to cut the
wood with the razor, but after using it for some time, it was broken. Then the
monkey cried. “Grandmother, grandmother, you have broken my razor. You
must give me a new one or else give me all your firewood.”

The old woman could not get a new razor, so she gave him the firewood.

The monkey took the bundle of wood and walked towards the town to sell
them. On his way, he saw another woman sitting beside the road making
cakes.

“Grandmother, grandmother,” he said, “your wood is almost gone. Take

this wood of mine and bake some more cakes.”

The woman took the wood and thanked him for his kindness. The
monkey stood beside her. When the last stick was burned the monkey cried
out, “Grandmother, grandmother, you have burned up my wood. Now you
must give me all your cakes to pay for it.”

The old woman could not cut more dry wood at once, so she gave him all
the cakes.

The monkey took the cakes and started for the town. On his way he met
a dog. The dog barked and bit him. The monkey fell and died. The dog ate all
the cakes.

______The monkey saw a woman cooking rice cakes.

______The monkey’s tail has a thorn.
______The old woman broke the razor.
______The barber cut off the tail of the monkey.

47
______The monkey got the wood in exchange for the broke razor.
______The dog barked at the monkey and bit him.
______The monkey offered his wood to the woman.
______The woman gave the cakes to the monkey.
______The monkey died.
______The dog ate all the cakes.
LESSON 14: Giving 2-3 Step Directions
Learning Competency

EN4WC-Id-33 Write 2–3 step directions using signal words

Lesson Guide

In giving and following directions, don’t mention the doer. Use the
expressions first, next, then, lastly, or finally. Each expression is followed by an
action word. (Fun in English Language, pg. 39)

Ex: Mark, open the can of sardines. First, open the can of sardines.
Mark, place the sardines on a pan. Next, place the sardines on a pan.
Mark, heat the sardines. Then, heat the sardines.
Mark, serve the sardines. Finally, serve the sardines.

===============================================================

Practice 1

Direction: Read the sentences and change them to directions by making them
shorter and easier to follow. (Fun in English Language, pg. 39)

1. You have to dig a hole.

You have to plant the seedling.
You have to water it.
You have to cover the seedling to protect it from the heat of the sun.

Answer:
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

48
______________________________________________________________________________

2. You should remove the dry leaves of the plants.

You should remove the aphids and worms.
You should use fertilizer to make the plants grow well.
You should water them every day.
Answer:
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. You have to pick the ripe papaya.

You have to wash it.
You have to slice it into pieces.
You have to serve it on the table for lunch.
Answer:
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

4. You should gather some flowers.

You should arrange them beautifully in a bundle.
You should tie it with a wide red ribbon.
You should give it to your mother for its Mother’s Day.

Answer:
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

49
 LESSON 15: Giving Directions
Learning Competency

EN4OL-Ie1.13.1 Give oral directions

Lesson Guide

In giving directions, remember the following rules: (Fun in English Language, pg. 46)

1. Keep directions easy, but give all the steps.

2. Give the steps in order using the connective words.
3. Ask if there are any questions.

In following direction, remember the following:

1. Listen to remember the directions in order.

2. Picture yourself doing each step.
3. Repeat the directions to yourself.
4. Ask questions if you need to.

================================================================

Practice 1

Direction: Read the steps and follow them.

1. First, on a scrap paper draw a big circle.

2. Next, inside the circle, write your nickname.
3. Lastly, give the paper to the person at your right.

Practice 2

Direction: Do you know how to make a peanut butter sandwich? Make a 3-step
direction about it.

50
 How to Make a Peanut Butter Sandwich

Step 1: _____________________________________________________________________

Step 2: _____________________________________________________________________

Step 3: _____________________________________________________________________

Practice 3

Direction: Get a partner. Give three-step direction for him/her to follow. Then
exchange places in giving and following directions.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Practice 4

Direction: Give directions using the map below.

https://www.google.com/search?q=giving+directions+using+a+map&safe=active&tbm=isch&source=iu&ictx=1&fir=DznIs2nLz2FgIM%253A%252CYHoF1nGALRI4PM%252C_&vet=1&usg=AI4_-
kTmQqQ30TfRTvZgK_G0TUsqzpN9WQ&sa=X&ved=2ahUKEwj_udGNq9XoAhXS73MBHd8ACckQ9QEwAnoECAkQHg#imgrc=DznIs2nLz2FgIM:

1. From the grocery to the sports center

______________________________________________________________________________

51
2. From the shopping center to the bar
______________________________________________________________________________
3. From the high school to the café
______________________________________________________________________________
4. From the sports center to the library
______________________________________________________________________________
6. From the drugstore to the shopping center
______________________________________________________________________________

MAPEH-Music Integration
Learning Competency: Organizes notes and rests according to simple meters
(grouping notes and rests into measures given simple meters) MU4RH-Ib-2

Direction: Follow the steps below. Do this on your paper.

1. Draw five horizontal lines to make a staff.

2. Divide the staff into four using bar lines. From one bar line to another bar
line is called a measure.
3. On the first measure, draw a G-clef and 2 time signature.
4
4. On the four measures, draw notes and rests equivalent to the time
signature.
5. Submit your work to your teacher.

52
 LESSON 16: Mastering the Use of Context Clues
Learning Competencies

EN4V-Ia-31 Use context clues to find meaning of unfamiliar words

EN4V-Ig-13.9 Use context clues to find meaning of unfamiliar words (definition)
EN4V-Ih-13.9 Use context clues (exemplification) to determine the meaning of
unfamiliar words

Lesson Guide

Context clues are words and sentences around an unknown word that
help you figure out the word’s meaning. It will help one to figure out the
meaning of unfamiliar and familiar words use in many ways. (Reading Power Skillbook,
pg. 80)

Ex: 1. Astronomy, the study of stars, help explain the different stars and
planets in the universe.

What is astronomy? It is the study of stars.

He/ she explains the different stars and planets
in the universe

2. A positive person is called an optimist, one who sees the good in every
person or situation.

What is an optimist? A positive person

He/she sees the good in every person or situation

===============================================================
Practice 1

Direction: Find the definition of the underlined word in the sentence. Write the
definition. (Reading Power Skillbook, pg. 80)

53
1. Ants live in colony, a group of ants living and working together.
_____________________________________________________________________________
2. A moving sheet of ice is called glacier creates waterfalls and lakes as it melts.
_____________________________________________________________________________
3. Bees stay in a hive, a house for bees. It is where they live and make honey.
_____________________________________________________________________________
4. The three boastful trees, proud of themselves paraded their qualities to all
other trees in the backyard.
_____________________________________________________________________________
5. “You have a humble heart Nino, meek as you are, people will surely like
you.”
_____________________________________________________________________________

Practice 2

Direction: Read the passage. Use context clues to figure out which word from
the box makes sense in each blank. Write those words. (Reading Power Skillbook, pg. 82)

The Koran clearly indicates that it is by one’s own

1)______________________ merit that 2) ________________________can reach the
state of perfection. It cannot be bought by 3) _________________________or by a
guru. The 4) _________________ to the door that opens to His presence is to live
the 5) _________________________ in accordance with the 6)
________________________. The special 7)______________
are those set going by one’s own efforts and checked or accelerated at every
step by one’s actions. No one can 8) ______________________ his progress except
himself.

Man Key Life Law

Personal Wealth Stop Gifts

Practice 3

Direction: Underline the meaning of the word written in bold letter. (Reading Power
Skillbook, pg. 82)

54
1. The clarinet is a musical instrument wherein the sound comes not from the
player’s lips but from a thin slice of a cane.
2. A gypsy class is a group of people who recognizes no hometowns, no sense
of community and does not care for respect.
3. A dynamite, a kind of explosive, is very dangerous to use in fishing.
4. Farmer Andro plans to plough his field to cultivate and till the soil.
5. We visited the grave which is the burial place of my grandfather.
6. The dungeon, an underground chamber, will be the hiding place of the
soldiers.
7. The dreary weather, which is gloomy, makes me feel lonely.
8. The diligent lady who is hardworking and energetic will get an award for her
good work.
9. The doctor tried to revive the patient to bring him back to life.
10. The king was ruthless in giving punishment to his men without pity.

55
 LESSON 17: Mastering Regular Nouns
Learning Competencies

EN4G-Ia-b2.3 Use the plural form of regular nouns

Lesson Guide

A noun names a person, place, or thing.

A singular noun names one person, place, or thing.

Ex: Mario likes to eat cake.
singular noun singular noun

A plural noun names more than one person, place, or thing.

Ex: Mario likes to eat cakes.
Singular noun plural noun

Nouns Rules

Vowels: a, e, i, o, u
Consonants: b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, x, z

Singular Noun Plural Noun Singular Noun Plural Noun

1. Most nouns form the plural by adding –s to the singular form.

Hill Hills Flower Flowers
Mountain Mountains Lake Lakes

2. Singular nouns that end in –s, -z, -ch, -sh, and –ss add –es to form the
plural.
Church Churches Glass glasses
Box Boxes Bus buses

56
 Dish Dishes

3. If a singular noun ends in –y preceded by a consonant, change –y to –i and

add –es.
City Cities Lily Lilies
Candy Candies Hobby hobbies

4. If a noun ends in –y preceded by a vowel, add –s to the word.

Valley Valleys Turkey turkeys

Some nouns ending in –f form the plural by adding –s.

Chief Chiefs Cliff Cliffs

5. Some nouns ending in –f or –fe form the plural by changing the –f to –v

and add –es.
Loaf Loaves Wife Wives
Leaf Leaves Elf elves
(Fun in English Language, pg. 87)

================================================================

Practice 1

Direction: Give the plural form of the following nouns. (Fun in English Language, pg. 88)

Singular Noun Plural Noun Singular Noun Plural Noun

1. box 6. key
2. branch 7. baby
3. city 8. class
4. dish 9. beach
5. church 10 loaf

Practice 2

Direction: Rewrite the sentences. Change the words in parentheses into their
plural form. Write your answer on the space provided before the number. (Fun in
English Language, pg. 89, 93)

____________________1. The (knife) are kept in the shelf.

____________________2. They use plastic (glass) for the juice.

57
____________________3. The foods are placed in (box).
____________________4. They bought some (toothbrush) for the children.
____________________5. The (church) were filled with people.
____________________6. Eden bought three (loaf) of bread.
____________________7. Grandmother placed the (handkerchief) in the drawer.
____________________8. The new (shelf) will be for books.
____________________9. The (wolf) are wild animals.
____________________10. A display of (doll) in different national costumes looked
stunning.

Practice 3

Direction: Write the correct plural form of each nouns in the parenthesis. Write
your answer on the blank.

(radish) 1. Mother bought some _______________________from the market.

(dwarf) 2. Snow White lived with the seven ____________________________.
(leaf) 3. The coconut ________________________________ are very useful.
(rose) 4. I like red __________________________________________________.
(monkey) 5. The __________________________________ in the zoo are playful.
(lily) 6. The _________________________________________ are in bloom.
(sky) 7. I love to see the blue _______________________________________.
(quiz) 8. Mina tries answering the __________________________________.
(candy) 9. I collected different kinds of _______________________________.
(book) 10. We have several kinds of ________________________ at home.

Performance Output

Direction: Write 5 sentences using nouns in their plural form.

Rubrics for checking

Rating 2 1 0
Description Comprehensive Comprehensive Not
Grammatically Grammatically comprehensive
correct correct Wrong grammar

58
 Capitalization
Punctuation

1. _______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
4. _______________________________________________________________________
5. _______________________________________________________________________

LESSON 18: Mastering Irregular Nouns

Learning Competencies

EN4G-Ib-2.4 Use plural form of irregular nouns

Lesson Guide

To form the plural of irregular nouns, change the spelling.

Ex: goose- geese tooth- teeth ox- oxen

child- children man- men foot- feet
woman- women mouse- mice

Some nouns have the same spelling in their singular and plural form.

Ex: sheep- sheep tuna- tuna deer- deer salmon- salmon

Trout- trout pike-pike bass- bass moose- moose
Elk-elk cod- cod

===============================================================

Practice 1

Direction: Give the plural form of the following words. Write your answer on the
board.

Singular Noun Plural Noun Singular Noun Plural Noun

1. tooth 6. woman
2. mouse 7. basis

59
3. hoof 8. foot
4. goose 9. man
5. child 10. sheep

Practice 2

Direction: Write the correct plural form of the underlined nouns. Write your
answer on the space provided before each number.

_______________1. The child are going with their parents.

_______________2. The woman are members of the committee.
_______________3. The goose were fed with grains in the yard.
_______________4. The basis for judging is announced before the contest proper.
_______________5. The children’s foot got very tired after running and playing.
_______________6. A salmon or a cod are not as easy for a child to catch.
_______________7. You might see an elk while you fish.
_______________8. The cold water can make your tooth chatter.
_______________9. The house is nine-foot high.
_______________10. Uncle went to catch trout in the lake.

Practice 3

Direction: Write sentences using irregular forms of nouns. Do this on the

board. Note: capitalization, punctuation, subject-verb agreement will also be
checked

Performance Output

Direction: Write 5 sentences using the plural form of irregular nouns.

Rubrics for checking

Rating 2 1 0
Description Comprehensive Comprehensive Not
Grammatically Grammatically comprehensive
correct correct Wrong grammar
Capitalization

60
 Punctuation

LESSON 19: Mastering Count and Mass Nouns

Learning Competencies

EN4G-Ie-34 Use clear and coherent sentences employing appropriate

grammatical structures (quantifiers of mass nouns)
EN4G-Ie-34.3 Classify nouns as mass or count nouns

Lesson Guide

Count nouns- nouns that can be pluralized or counted with number

Ex: one tomato, two tomatoes

Mass nouns- nouns that cannot be counted and cannot be pluralized

Ex: bread, cotton, wood, adolescence, cappuccino, oil, smoke, oxygen,
rice, sugar, salt, cement, gravel

================================================================

Practice 1

Direction: Tell whether the underlined noun is a count or mass noun. Write
your answer before the number.

________________1. Would you like some milk with your cereal?

________________2. You will need eggs and sugar for this recipe.
________________3. Devon asked for more time to finish his test.
________________4. Do you have enough information to write your report?
________________5. Matt should listen to his coach: he gives good advice.

61
________________6. The teacher wanted his students to put more effort into
their assignments.
________________7. Listen to good music makes your worries go away.
________________8. With enough determination, any task is achievable.
________________9. These books will help you in your research.
________________10. Our living room has so much furniture, there is nowhere to
move.

Practice 2

Direction: Decide if the noun is a count or mass noun. Write your answer on a
the space provided.

1. hand ________________ 6. backpack _______________

2. cup ________________ 7. excitement _______________
3. cheese ________________ 8. apple juice _______________
4. paper ________________ 9. phone _______________
5. advice ________________ 10. chair _______________

Practice 3

Direction: Classify the nouns as mass or count noun. Write the noun inside the
box under the correct column.

Oil milk water eggs salt

Sand flour mangoes soup blood
Onion coffee slippers oranges fruits
Sugar books vinegar candies spoons
Tomatoes balloon softdrinks ice cream
Count Nouns Mass Nouns

62
Performance Output

Direction: Write sentences using mass and count nouns following correct
grammatical structure.

Rubrics for checking

Rating 2 1 0
Description Comprehensive Comprehensive Not
Grammatically Grammatically comprehensive
correct correct Wrong grammar
Capitalization
Punctuation

1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
4. ________________________________________________________________________
5. ________________________________________________________________________

63
 LESSON 20: Mastering Quantifiers
Learning Competencies

EN4G-Ie-34 Use clear and coherent sentences employing appropriate

grammatical structures (quantifiers of mass nouns)

Lesson Guide

Quantifiers- words that can tell how much or how many a count noun or mass
noun has

Ex: a pack of, a plate of, a box of, a can of, a bundle of, a sack of, a jar of etc.

Quantifier Meaning Count Noun Mass Noun

A little Small X √
Minor
A few Small, almost √ X
none
Slight, not many
A lot of A large number √ √
or amount
Many Very numerous √ X
Much A lot X √
Any Never, at all √ √
Lots of A lot of √ √
Some An amount or √ √
number of

64
================================================================
Practice 1

Direction: Underline the better quantifier.

1. The baker ordered (a sack of, a jar of) all purpose flour.
2. He also ordered (a can of, a jug of) lard.
3. He makes cakes by putting (a cup of, a plate of) flour in a bowl.
4. He then proceeds to measure half (a cup of, a can of) brown sugar.
5. He puts (a teaspoon of, a jar of) baking powder.
6. He adds (a pinch of, a pack of) salt.
7. He stirs the mixture with wire whisk then adds (a few drops of, much)
vanilla extract.
8. He adds a melted (bar of, brick of) butter.
9. He folds in the white of eggs in (a bowl of, a plate of) dough.
10. Finally, he pours the (bowl of, pan of) dough into a cake pan.

Practice 2

Direction: Write on your paper the best quantifier. The cross-word puzzle will
serve as your clue.

65
Performance Output

Direction: Write 5 sentences using quantifiers.

Rubrics for checking

Rating 2 1 0
Description Comprehensive Comprehensive Not
Grammatically Grammatically comprehensive
correct correct Wrong grammar
Capitalization
Punctuation

1. _______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
4. _______________________________________________________________________
5. _______________________________________________________________________

66
 LESSON 21: Mastering Concrete and Abstract
Nouns
Learning Competencies

EN4G-Ig-36 Identify and use concrete nouns and abstract nouns

Lesson Guide

Concrete nouns are nouns that can be seen, heard, smelled, tasted, or felt.
Ex: cat birds stone water

67
Abstract nouns show virtues, traits, characteristics, or qualities. They cannot
be seen, heard, smelled, tasted, love, honesty, loyally, hate. (LM, pg. 71)

Ex: peace contentment happiness

================================================================

Practice 1

Direction: Underline the concrete nouns.

1. My mom complained of our washing machine.

2. She took her cellphone and called someone.
3. The repairman answered his phone.
4. Dad took the washing machine to the repairman.
5. He knocked at the closed door.
6. The repairman’s assistant turned the doorknob and let my father in the
shop.
7. The repairman opened the washing machine with his screwdriver.
8. He then fixed the electrical wires inside the machine.
9. The assistant offered dad a mug of black coffee.
10. Dad carried the washing machine home with our pick-up truck.

Practice 2

Direction: Box all the abstract nouns.

1. I respected the honesty my friend showed.

2. Can you believe that woman’s brilliance?
3. To my delight, everyone arrived on time.
4. She was in great despair when she lost her phone.
5. We have a lot of hope for the future.
6. My friend showed me a lot of loyalty.
7. He was showing compassion to my friend.
8. I have great pride in my work.

68
9. One must show respect to other people at all times.
10. There should be love in every one’s heart.

Practice 3

Direction: Determine if the underlined word is concrete or abstract noun.

Write the answer before the number.

_________________1. My grandfather likes to reminisce about his childhood.

_________________2. Mom and my sister are heading to the dentist for a
cleaning.
_________________3. Sissy gave her uncle a new coffee mug for his birthday.
_________________4. If you always tell the truth, you will be trusted by others.
_________________5. There are three kittens in the pet store and they are cute.
_________________6. Last October, we went pumpkin picking at the farm.
_________________7. Dad fell asleep on the couch last night after work.
_________________8. We sat and brainstormed ideas for the next talent show.
_________________9. Kyle chose blue and orange streamers to hang on the wall.
_________________10. The whole class wished me luck as I began the
tournament.

pumpkin couch streamer

LESSON 22 Understanding Collective Nouns
Learning Competency

EN4G-Ih-3.9 Use collective nouns

Lesson Guide

69
 A collective noun refers to a group or a whole unit of persons, animals,
places, or objects.

People Animals Things

A band of men A sloth of bears A batch of cakes
A cast of actors A colony of gulls A bottle of milk
A stack of librarians A brood of hens A bowl of rice
A sentence of judges A flight of birds A box of cereal
A galaxy of beauties A flock of turkeys A can of soda
A bevy of girls A group of guinea pigs A carton of milk
A choir of singers A litter of cubs A cup of tea6
A hack of smokers A kennel of dog

================================================================

Practice 1

Direction: Match the collective noun to the noun it goes with. Draw a line to
connect the words.

1. a bowl of a. coins
2. a collection of b. pizza
3. a bolt of c. hay
4. a bouquet of d. rice
5. a slice of e. lightning
6. a rim of f. flowers
7. a tube of g. dust
8. a cloud of h. papers
9. a stack of i. toothpaste
10. a flight of j. stairs

Practice 2

Direction: Fill in the blank with words from the word bank. Write your answer
on the blank.

swarm choir flock team litter

crowd army box basket class

1. My dog has a new _________________________ of puppies.

2. The _______________________________________ of sheep were in the valley.

70
3. The _______________________________________ of crayons goes on the shelf.

4. The _______________________________________ of people watched the parade.

5. He was chased by a ________________________ of bees.

6. The ________________________________________ of soldiers marched in line.

7. The ________________________________________ of students were working.

8. There is a __________________________________ of fruits on the table.

9. The church ________________________________ sang the hymns.

10. His hockey ________________________________made it to the finals.

Practice 3

Direction: Fill in the blanks with words at the bottom of the page. Write your
answer on your notebook.

1. a _________________ of birds 6. an _________________ of ants

2. a _________________ of oysters 7. a ___________________ of hay

3. a _________________ of 8. a ___________________ of fish

mountains

4. a _________________ of wolves 9. a ___________________ of cards

5. a _________________ of bees 10. a __________________ of lions

Stack pride school bundle army

Swarm flock bed range pack

LESSON 23: Mastering Possessive Nouns

Learning Competencies

EN4G-If-35 Compose clear and coherent sentences using appropriate

grammatical structures: Kinds of Nouns (Possessive Nouns)

71
 EN4G-If-35.1 Write the possessive form of nouns following the rules
EN4G-If-35.2 Compose simple sentences using possessive nouns

Lesson Guide

Nouns have different ways of showing possession. The following rules will
help you learn how nouns show possession.

Rules Examples
1. Add ‘s to the singular form of a Lady’s shirt
noun to show singular possession. Dog’s tail
2. Add apostrophe (‘) only to plural Ladies’ shoes
nouns ending in –s Boys’ hats
3. Add ‘s of the plural form of the Men’s bags
noun does not end in –s Fishermen’s nets
4. Add ‘s to proper nouns ending in – Carlos’s pets
s or –z

However, some speakers prefer not to Moses’ key

pronounce the –s. hence, they omit
the –s in spelling.
5. Add –s to the end of a compound Daughter-in-law’s house
noun to form possession Daughters-in-law’s house
(Fun in English Language, pg. 108)

================================================================

Practice 1

Direction: Write the possessive form of each singular noun. Write your answer
on the space provided. (Fun in English Language, pg. 108)

1. Rita book ________________ 6. fox tail ________________

2. woman hat ________________ 7. friend letter ________________

3. Mrs. Reyes bag ________________ 8. Emma box ________________

4. family car ________________ 9. teacher eraser ________________

5. fairy wand ________________ 10. Mr. Sanches ________________

cane

Practice 2

72
Direction: Change the phrases to another way of showing possession. Write
your answer on the space provided. (Fun in English Language, pg. 108)

Ex: clothes of my brother my brother’s clothes

1. fiesta of the town ___________________________________

2. Independence Day of the Philippines ___________________________________
3. the birthday of Rowena ___________________________________
4. the letter of Ruel ___________________________________
5. the gown of Mia
___________________________________
6. cap of the swimmer ___________________________________
7. seat of the driver ___________________________________
8. hat of the man ___________________________________
9. shoes of the children ___________________________________
10. hat of the men. ___________________________________

Practice 3

Direction: Fill in the blanks with the correct possessive form of the nouns in
the parentheses. Do this on your notebook. (Fun in English Language)

(town) 1. The ________________Santacruzan will be scheduled for

tomorrow.
(Father) 2. ___________________________________________________table is
near.
(baby) 3. The _________________________________toys were kept in his
room.
(girls) 4. The young _____________________plan is to visit her
grandmother.
(today) 5 We have to finish _________________________________________work.
(twins) 6. The ________________________________________clarinets look alike.
(musician) 7. The ____________________________________stand is made of metal.
(players) 8. The ____________________________________feet move to the music.

73
(singer) 9. The ___________________________________________voice is too soft.
(student) 10. The songs _________________________________were familiar to
us.

74
 LESSON 24: Writing a Friendly Letter
Learning Competencies

EN4WC-Ig-18 Write a friendly letter as a response to stories/poems read or

listened to
EN4WC-Ig-18.1 Identify the different parts of a friendly letter
EN4WC-Ig-18.2 Follow the correct form of the letter observing proper use
of capital letters, punctuation marks, margins and indention.

Lesson Guide

Parts of a friendly letter

Heading- contains the date and complete address of the sender

Greeting- contains the name of the person who will receive the letter
Body- contains the message of the sender
Closing- contains words like ‘Your friend,’ Very truly yours,’ or ‘Sincerely yours’
Signature- contains the name of the sender

January 16, 1984

555 Magsaysay, Loakan
Baguio City, 2600

Dear Donna,

Hello my dearest cousin. I hope you are all well. I’m writing to tell you that
my cat gave birth to four cute kittens. I know you love animals too. I hope you could
come home and see them by yourself.
Take care and write me soon.

Your cousin,

Katelyn

75
==================================================================================

Practice 1

Direction: Copy the letter correctly. Do this on a piece of paper.

June 16, 2010

Kias Elementary School
Purok 7, Kias, Baguio City

Dear Andrew,

Happy birthday! I wish I could come to celebrate your ninth birthday.

Unfortunately, my family can’t travel to your place because dad is sick. I will see
you next year on my birthday. Happy birthday again.

Your friend,

Matthew

Practice 2

Direction: Rewrite the letter. Do this on a piece of paper.

March 20, 1992

Blackberry St., Purok 8
Kias, Baguio City

Dear Ana

hello I want to thank you for the birthday gift you sent me. it was lovely My mother
liked it too She said that I should take good care of it

your friend

Jane

76
Performance Output

Direction: Write a letter of invitation inviting someone to your birthday. Do this

on a piece of paper. Use at least five sentences.

Rubrics for Checking

Description/Rating 2 1 0
Capitalization Capitalization 3 or less were Wrong use of
was used not capital
correctly in all capitalized letters.
parts of the correctly.
letter.
Indention and Correct Either one of No indention
spacing indention and the two was
spacing. not followed.
Punctuation Punctuation 3 or less were4 or more
marks was not usederrors in the
used properly properly use of
punctuation
marks
Grammar Grammatically 3 sentences All sentences
correct are are
throughout grammaticall grammatically
y correct wrong.
Content Comprehensiv Vague No effort
e

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

77
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

78
 SECOND
GRADING

Identifying the Elements of a Story

Learning Competencies

EN4LC-IIa-19 Identify the elements of a literary text listened to

EN4LC-IIa-19. 1 Identify the important story elements such as setting,
character, and plot

79
EN4WC-IIa15 Write 2–3 sentences about the characters in a literary text
listened to or read
EN4WC-IId20 Write a short story with its complete elements

Lesson Guide

The setting of a story tells where and when the story takes place. It also
introduces the main character. A story may be set in the past, present and
future. (Reading Power Skillbook, pg. 25)

==============================================================

Practice 1

Direction: Read the story then answer the questions that follow.

The Lion in Love

A Lion fell deeply in love with the daughter of a Cottager and wanted to
marry her. But the father refused to allow the Lion to marry his daughter for
the Lion was fearsome. But, he didn’t want to embarrass the Lion so he
thought of an idea. He went to the Lion and said, “I think you will make a very
ideal husband for my daughter but I cannot agree to your union unless you let
me pull your teeth and clip your nails, for my daughter is scared of them.”

The Lion was so much in love that he agreed at once to do what the man
told him. However, when he was disarmed, the Cottager was no longer afraid of
him and drove him away with his club. (Reading Power Skillbook, pg. 25)

1. Where did the story take place?

2. Who are the main characters of the story?
3. Describe the Lion.
4. Describe the Cottager.
5. What is the plot of the story?
a. Beginning: What is the problem?
b. Middle: What is the solution to the problem?
c. Ending: What is the ending of the story?

6. Let us describe the two main characters using the chart. Use 2-3 sentences
to describe them. Remember to use capital letter and punctuation marks
appropriately.

80
 Lion Cottager

Practice 2

Direction: Read the story. Then answer the questions that follow.

A miser melted down all his gold into a single lamp. Then he buried it in
a field. Every day, he would spend hours watching his buried treasure.

One of his men noticed his frequent visit to the spot and discovered his
secret. He went one night, dug up the gold and stole it.

The next day, the miser visited the place finding the treasure gone. He
was groaning with anger over its loss. He was seen by a neighbor and asked
what the trouble was all about. The miser told him and the neighbor replied,
“Don’t take it so much to your heart. Put a brick in a hole and look at it
everyday. You will find out the even when you had gold it didn’t make you any
better. (Reading Power Skillbook, pg. 25)

1. Where did the story happen?

2. Who are the main characters in the story?
3. Describe the characters using 2-3 sentences. Remember to use capital letter
and punctuation marks appropriately.

1. _____________________ 2. _____________________ 3. _____________________

First Character Second Character Third Character

81
4. What is the plot of the story?
a. Beginning: What did the miser do?

b. Middle: What happened to the miser’s treasure?

c. Ending: What happened at the end of the story?

Practice 3

Direction: Listen as your teacher reads the story. Be ready to answer the
questions below.

Rumpelstiltskin

There once was a miller, who lied to the king. “I have a sweet daughter
called Geraldine. She turns yellow straw into gold with one spin!”

The king locked the girl in a room full of straw. Saying, “Spin me gold or
you’ll die, for sure.” Geraldine wept. Then guess what she saw!

From a door in the floor a little man sprang, “Spin straw into gold? Why
do it I can!” “Give me your necklace and I am your man!”

Geraldine promise. And so he sang: “Yellow straw, threads of gold!

Spinning magic now behold!” and the straw turned to gold. Then he left
through the door in the floor.

The king was delighted with his golden thread. “Now spin this lot too,” he
greedily said. “In time for tomorrow or off with your head!”

The miller’s girl cried when she saw more straw. Then out came the man
from his magic trapdoor: “Give me your ring and I’ll help you once more.”

Geraldine promised. And so he sang: “Yellow straw, threads of gold!

Spinning magic now behold!” and the straw turned to gold. Then he left
through the door in the floor.

The king gave her more straw. “Here, have one last try!” then went off
again, as the girl gave a sigh. “I have nothing to pay with. I’ll have to die!”

82
 When the little man saw the straw in a pile, he gave her a look, both
cunning and wild. “Do it, I will, but I’ll have your first child.!”

Sadly, Geraldine promised. And so he sang: “Yellow straw, threads of

gold! Spinning magic now behold!” and the straw turned to gold. Then he left
through the door in the floor.

The girl married the king, had a baby next year, and she’d almost
forgotten the feeling of fear, when from his trapdoor, the man reappeared.

“I’ve come for the baby, asleep in the bed!’

“Not Gerald!” cried Geraldine. “Take me instead!”

“I’ll set you a test,” the little man said.

“For the three days at sunset, I’ll visit again, and give you three chances
to guess my real name. Get it wrong and the baby is mine all the same. And he
left through the door in the floor.

The queen sent servants to find out his name, but they had no answer
when he came again. “Is it Caspar,” she asked. “Or Bert? Or Elaine?”

“Wrong!” said the little man. And he left through the door in the floor.

Next day was no better and when he arrived, the queen couldn’t guess it,
hard though she tried! “Leonardo!’ she asked. “Or Jones? Or McBride?”

“Wrong again!” said the little man. And he left through the door in the
floor.

By now the queen thought her hopes were all shot, but then a
messenger, sweaty and hot. “My Lady!” he cried. “We’ve hit the jackpot! In a
house by the mountains, I saw a wee man, shouting with glee at his wild,
cunning plan. Singing, ‘Guess she will not. Rumpelstiltskin I am!”

That evening as Geraldine poured out some wine, the little gold spinner
appeared, right on time. “Last chance!” he said. “Then the boy will be mine! Or
if it’s too difficult, then just give in.”

83
 “Not so fast,” said the queen. “Let the wheel have a spin. Is it Boris? Or
Britney? Or Rumpelstiltskin!”

Rumpelstiltskin cried, “Noooooooooo!” Then he bounced round the room.

He swelled like a toad and his head turned maroon. And BANG!
Rumpelstiltskin burst like a balloon! (Ready to Read by Nick and Claire Page, 2006)

1. Who are the characters in the story? Describe each of the characters in 2-3
sentences.
2. Where did the story happen?
3. When did the story happen?
4. Plot
Beginning: What is the problem?
b. Middle: What is the solution to the problem?
c. Ending: What is the ending of the story?

Performance Output #1

Direction: Write a short story with its complete elements.

Rubrics for Checking

Description/ 5 4 3 2 1
Rating
Complete All 1 element 2 elements 3 4
elements elements missing missing element element
are present s s
missing missing
Comprehensiv Excellent Very Satisfactor Vague No effort
e satisfactor y
y
Use of Punctuatio 1 error 2 errors 3 errors 4 or
punctuation n marks more
was used errors
correctly
Use of capital Capital 1 error 2 errors 3 errors 4 or
letters letters was more
used errors
correctly
Understanding the Theme of a Literary Text
Learning Competencies

EN4RC-IIc-28 Identify the theme of the literary text read

84
EN4OL-IIc-12 Listen and answer questions about a story read/listened to

Lesson Guide

Theme is what the story is about on a deeper level than what is seen on
the surface. It’s the big meaning, a thread that is woven through the entire
story, and often it’s moral. Love, honor, family, redemption, and revenge are all
common, underlying themes. It is an idea-thread that winds through the story
and supports the plot.

===============================================================

Practice 1

Direction: Read the story silently. Then answer the questions that follow.

The Cat who Wanted to Become Human

By: Kathleen C. Lumidao

Once upon a time under a pine tree, slept a pussy cat. The cat’s name is
Contento and he is an unhappy cat.

One day Contento’s owner called him to go home but Contento who was
unhappy turned his back and sat beside the riverbank. Suddenly, a fairy
appeared before him and ask him why he is unhappy. Contento told tha fairy
that he wanted to become human. The fairy wanted to give Contento a lesson
so she granted his wish. Immediately, Contento became human and his owner
became a cat.

Everyday Contento left for work while his owner, now a cat, stayed home
and sleep the whole day. Contento realized that he is not happy at all. So he
went to sit near the riverbank in the hope of seeing the fairy again.

Alas, the fairy appeared and ask Contento why he is still unhappy.
Contento replied, “Please turn me back into a cat. I learned that I should be
content with what I already am.”
“I’m glad you have learned your lesson Contento,” said the fairy. And so,
Contento turned back into a cat and his owner turned into human.

1. Why is Contento not happy?

2. Why did the fairy turn Contento into human?
3. Why is Contento not happy being human?

85
4. What is the theme of the story?

Practice 2

Direction: Read the story silently. Then answer the questions that follow.

The Curse of Gold

By: Kathleen C. Lumidao

A long time ago, there was a young man named Ginta. Everyone loves
him because from his palm came precious gold.

“Ginta! Ginta!” shouted the young men.

“Ginta! Ginta!” shouted the young ladies.

Even the married couples go after Ginta.

Ginta was happy giving everything the people wants. The people started
drinking and making merry every day. The became lazy and fights broke
everywhere. It was a total chaos!

From heaven, Bathala noticed the disorder among his creation. He sent
his angel to investigate. The angel reported that Ginta was the cause of the
commotion. Bathala was very sad.

Bathala came down to earth and said, “From now on Ginta, you shall live
under the mountains so that those who want to see you must dig hard and
long.”

And from that day on, Ginta was called Ginto. And whoever wants it
must dig the earth.

1. What can you say about Ginta?

2. Why were the people in chaos?
3. What did Bathala do to Ginta?
4. What is the theme of the story?
Practice 3

Direction: Read the poem silently. Then answer the questions that follow.

Boasting

86
 By: Kathleen C. Lumidao

Look ye here!
Look ye here!
My shoes, my clothes, my hair.

This is mine!
This is mine!
See the beauty and the flare.

I’m not boasting

Don’t you dare
I am pretty, I am lovely, of all I care.

1. Why is the poem entitled boasting?

2. What is the poem boasting about?
3. Is boasting a good attitude? Why or why not?

Predicting Outcomes
Learning Competency

EN4RC-IIf-2.8 Predict outcomes of events in the story

87
Lesson Guide

Predicting means telling what will happen next, based on observation,

reading, experience, or scientific reason.
One of the reading skills for better is the ability to predict what will
happen next. (Enjoying English Workbook, pg. 125)

=============================================================

Practice 1

Direction: Read each event and predict what will most probably happen next.
Choose the letter of your answer. Write it on your paper. (Enjoying English Workbook, pg.
125)

1. A glass is full to the brim with fruit juice. You drop in an ice cube.
a. The cube will float.
b. The fruit juice will overflow.
c. The fruit juice will turn cold.

2. It’s examination day. Paolo did not study his lessons the night before.
Instead, he watched T.V.
a. Paolo will get low scores in the exam.
b. Paolo will get hungry.
c. Paolo will be in the Top Ten Honor List.

3. You see a snake crawling towards you.

a. You wait for it to come.
b. You run away.
c. You scream, “Fire! Fire!

4. It starts to rain while you are walking in the street.

a. Those with umbrellas will open them.
b. You keep on walking even without an umbrella.
c. Those without umbrella will buy an umbrella.

5. It’s your birthday. Your friends suddenly come to your house to greet you.
a. You run through the door and leave your friends.
b. You welcome them and prepare food.
c. You cry and shout with anger.

Practice 2

88
Direction: What do you think will happen next? Write your answer on your
paper. (Reading Power Skillbook, pg. 72)

1. It was a nice Saturday morning. The weather is quite fine. Father and Rico
prepared their packed lunch. They got their fishing rod and a can of bait and
went directly to the lake nearby.
2. Mrs. Santos ordered balloons and a cake and prepared a lot of food. She
decorated a long table and arranged the tray of food. Small chairs and tables
were all around their garden.
3. Jennie got her books. She read all her past notes. She memorized and tried
to understand every lesson which she took up during the period.
4. Martha got her basket. She carried her umbrella and started to walk to get a
ride in one corner of the street.

Practice 3
Direction: Read the following statement. Make predictions about what will
happen next by writing in your notebook the letter of your answer. (Reading Power
Skillbook, pg. 74)

______1. It had been raining for hours. The water in the river gradually begins
to flow faster as more and more water rises, creeping higher and higher up the
river banks. Finally, the swollen river bursts its banks and muddy water flows
out over the land that is normally dry. Now, it becomes covered in water. what
might happen to the water?
a. The water will dry.
b. The place will be flooded.
c. The water will subside.
_______2. The river overflows and covers the land where people are living.
a. The water can cause damage.
b. The water will clean the place where the people live.
c. The water will comfort the people.
_______3. The people living near the rivers should do something to protect
themselves from flood.
a. Their houses will be built low.
b. Their houses will be built strongly.
c. Their houses will be very near the river.

_______4. Other rivers are more dangerous. They sometimes rise and overflow
suddenly rushing over the land.
a. There will be drought.
b. There will be rainstorm.
c. There will be flood.

89
________5. In spring the show and ice high on the mountain starts to melt.
a. The water will make the stream larger.
b. The water will go directly to the roots of the plants.
c. The water will make the place clean.
_______6. The rain starts. It rains heavily as well. A huge amount of water
comes rushing down the mountainside.
a. There will be snowstorm.
b. There will come a thunderstorm.
c. There will be flood.
______7. The sea causes flood. When it happens, it is called flood. Violent
storms with strong winds sweep over the sea.
a. There will be huge wave up the beach.
b. The sea will be calm.
c. The sea will be rocky.
______8. The swollen river bursts its banks. Muddy water flows out over the
land that is normally dry.
a. There will be flood.
b. There will be snow.
c. There will be rain.
______9. Caina studied hard during the year. She tried everything to learn every
lesson taught to her.
a. Caina will get good grades.
d. Caina will repeat the grade level.
c. Caina will flunk.
______10. Toby loved to eat. He eats everything: pasta, rice, meat, chicken and
every food on the table.
a. Toby will have a good body figure.
b. Toby will grow fat.
c. Toby will be thin.

Restating or Retelling Information

Learning Competency

EN4OL-IIa-11 Restate or retell information from a text listened to

90
Lesson Guide

Restating or retelling information listened to requires listening. Listening

means remembering the WH- questions and the how question. This is
especially important when you listen to announcements and news reports.

===============================================================

Practice 1

Direction: Listen as your teacher reads the news report. Then in your own
words tell what the news is all about.

Plane going to Japan explodes on NAIA runway, killing all 8 people on board

By: Dexter Cabalza, Katrina Hallare - @inquirerdotnet

Team Inquirer / 09:30 PM March 29, 2020

Updated @10:25 p.m., March 29, 2020

ADVERTISEMENT

MANILA, Philippines — A Lionair West Wind 24 aircraft caught fire and exploded
on a runway of the Ninoy Aquino International Airport (NAIA) at 8 p.m. Sunday
night, killing all eight people on board.

“The runway has been temporarily closed, as investigators from the Aircraft
Accident Investigation Board of the Civil Aeronautics Authority of the Philippines
are now on-site to determine the cause of the incident,” the Manila International
Airport Authority (MIAA) said in a statement issued shortly after the incident.

The MIAA confirmed that no passenger survived the accident. The plane caught
fire then exploded as it was taking off on runway 24.  The fire was put out at 9:02
p.m.

The Lionair plane Flight RPC 5880 was carrying eight passengers — a flight medic,
nurse, doctor, three flight crew, a patient, and a companion. The flight was on a
medEvac mission to Haneda, Japan, MIAA said.

91
The plane belongs to Lionair Inc., which is owned by Archie Po and is different
from Lion Air, an Indonesian airline company.

The medical evacuation plane that caught on fire and exploded during takeoff at
the runway of Ninoy Aquino International Aiport in Pasay City, killing all eight
passenger. (Photo by RICHARD A. REYES / Philippine Daily Inquirer)

In tweets, Sen.  Richard Gordon said the Philippine Red Cross (PRC), of which he is
the chairman, had dispatched medic teams to the scene.

Practice 2

Direction: Listen as your teacher reads the news report. Then in your own
words tell what the news is all about.

200 stranded Japanese, SoKor students get travel permits

by PNA

92
More than 200 students from Japan and South Korea who are in Baguio to
learn English were allowed to leave for their country and beat the 72-hour
deadline set by President Rodrigo Duterte in his Luzon-wide enhanced
community quarantine for foreign students.

Mayor Benjamin Magalong signed on Tuesday a special permit for the foreign
students to travel from Baguio to Clark International Airport in Angeles City,
Pampanga to board a flight to their countries on March 18.

The students were ferried by chartered vans from Tarlac City that brought
them to to Angeles City, said Reuben Aslor, a representative of the Baguio
English School Association.

“We have about 200 foreign students with us, but we still do not know how
many are enrolled in the city,” Aslor told the councilors during a special
session of the city council.

Aslor, vice president for external affairs of the Pines International Academy,
said it had been a challenge for them since public transport has been
suspended in line with the quarantine declaration.

“We already contacted and agreed with private owned vans in Tarlac to
provide transport for our students,” he told members of the city council.

Travel would require passing through the provinces of Benguet, La Union,

Pangasinan, Tarlac, and Pampanga.

Magalong has signed Executive Order 67, amending EO 65, extending the
curfew hours from 10 p.m. to 4 a.m. with a 24-hour curfew in line with the
President Rodrigo Duterte’s Luzon-wide quarantine.

Practice 3

Direction: Listen as your teacher reads the news report. Then in your own
words tell what the news is all about.

Plane going to Japan explodes on NAIA runway, killing all 8 people on board

By: Dexter Cabalza, Katrina Hallare - @inquirerdotnet

Team Inquirer / 09:30 PM March 29, 2020

93
Updated @10:25 p.m., March 29, 2020
ADVERTISEMENT

MANILA, Philippines — A Lionair West Wind 24 aircraft caught fire and exploded
on a runway of the Ninoy Aquino International Airport (NAIA) at 8 p.m. Sunday
night, killing all eight people on board.

“The runway has been temporarily closed, as investigators from the Aircraft
Accident Investigation Board of the Civil Aeronautics Authority of the Philippines
are now on-site to determine the cause of the incident,” the Manila International
Airport Authority (MIAA) said in a statement issued shortly after the incident.

The MIAA confirmed that no passenger survived the accident. The plane caught
fire then exploded as it was taking off on runway 24.  The fire was put out at 9:02
p.m.

The Lionair plane Flight RPC 5880 was carrying eight passengers — a flight medic,
nurse, doctor, three flight crew, a patient, and a companion. The flight was on a
medEvac mission to Haneda, Japan, MIAA said.

The plane belongs to Lionair Inc., which is owned by Archie Po and is different
from Lion Air, an Indonesian airline company.

94
The medical evacuation plane that caught on fire and exploded during takeoff at
the runway of Ninoy Aquino International Aiport in Pasay City, killing all eight
passenger. (Photo by RICHARD A. REYES / Philippine Daily Inquirer)

In tweets, Sen.  Richard Gordon said the Philippine Red Cross (PRC), of which he is
the chairman, had dispatched medic teams to the scene.

95
 Using Timeline
Learning Competency

EN4SS-IIe-9 Use timeline to show order of events (Contextualized)

Lesson Guide

Using a time line is effective way to map out important events. It

arranges events in a chronological order that could help readers remember and
understand better.

Above, is a fishbone timeline. Start the timeline from the tail towards its
head in a chronological order.

Read the selection below then make a fishbone timeline.

A Brief History of Baguio City

The area now known as Baguio City was first called Kafagway and
occupied by the Kankaney and Ibaloi tribes of the Cordilleras.
Spanish Occupation. During their occupation of the Philippines, the Spanish
colonizers conducted a series of expeditions, led by Juan Salcedo in 1572
and Don Q. M. Quirante in 1694 to the cool mountains of Benguet.

A series of failed attempts to conquer the natives were made until foothold
was finally gained by Commandante de Galvey in 1846, when he was able to

96
establish a commandancia or military garrison in a beautiful stretch of fertile
flat land.
This he named after his wife, and is now known as La Trinidad. Galvey went
on to establish the province of Benguet with 31 'rancherias' (camps or rural
settlements). The area known as Kafagway was then a small rancheria
composed of about 20 houses. La Trinidad remains the capital of Benguet
province to this date. The 'presidentia' (civil government) was first
established in the Guisad Valley area. It was later moved to the present site
of the Baguio City Hall.

One of the notable contributions of the Spanish era was the introduction of
coffee, of the arabica variety, which is still grown in this area and known as
Benguet coffee.

American Occupation. When the Americans arrived in Baguio, after Spain ceded

the entire Philippine islands to the United States of America for $20,000.00,
they found the pine-covered hills and the cool heights ideal for retreats from
the sweltering heat of the lowlands. In what was termed a "supreme feat of
engineering" they carved Kennon Road from the mountains surrounding the
Bued River Canyon, connecting Kafagway to the Pangasinan and Ilocos
lowlands.

97
Japanese Occupation. After the Japanese attacked Pearl Harbor the war in the
Pacific broke out and the Philippines, being the only colony of the United
States, became a prime target. The Japanese bombed Baguio on December
8, 1941 and occupied it on December 27 of the same year, setting up their
headquarters at Camp John Hay. However, the war eventually changed
course and on September 3, 1945, General Yamashita formally surrendered
to the Americans at the US Ambassador's residence in Camp John Hay, after
which, Baguio immediately set to the task of rehabilitation.
Philippine Independence. When the Philippines was granted independence in
1946, Baguio City resumed  its role as the Summer Capital of the
Philippines, with Camp John Hay being retained by the Americans under the
RP-US Bases Agreement.
Today, the city is the seat of the Cordillera Administrative Region (CAR),
composed of the provinces of Benguet, Ifugao, Kalinga, Apayao and
Mountain Province, and kept the monicker "Summer Capital of the
Philippines."
==============================================================

Practice 1

Direction: Read the history of Baguio during the Spanish occupation. Show the
events using fishbone timeline. Do this on the board.

Spanish Occupation. During their occupation of the Philippines, the Spanish colonizers

conducted a series of expeditions, led by Juan Salcedo in 1572 and Don Q. M. Quirante in
1694 to the cool mountains of Benguet.

A series of failed attempts to conquer the natives were made until foothold was finally gained
by Commandante de Galvey in 1846, when he was able to establish a commandancia or
military garrison in a beautiful stretch of fertile flat land.
This he named after his wife, and is now known as La Trinidad. Galvey went on to establish
the province of Benguet with 31 'rancherias' (camps or rural settlements). The area known as
Kafagway was then a small rancheria composed of about 20 houses. La Trinidad remains the
capital of Benguet province to this date. The 'presidentia' (civil government) was first
established in the Guisad Valley area. It was later moved to the present site of the Baguio
City Hall.

One of the notable contributions of the Spanish era was the introduction of coffee, of the
arabica variety, which is still grown in this area and known as Benguet coffee.

Practice 2
Direction: Read the history of Baguio during the American and Japanese
occupation. Show the events using fishbone timeline. Do this on the board.

98
American Occupation. When the Americans arrived in Baguio, after Spain
ceded the entire Philippine islands to the United States of America for
$20,000.00, they found the pine-covered hills and the cool heights ideal for
retreats from the sweltering heat of the lowlands. In what was termed a
"supreme feat of engineering" they carved Kennon Road from the mountains
surrounding the Bued River Canyon, connecting Kafagway to the Pangasinan
and Ilocos lowlands.

Japanese Occupation. After the Japanese attacked Pearl Harbor the war in

the Pacific broke out and the Philippines, being the only colony of the United
States, became a prime target. The Japanese bombed Baguio on December 8,
1941 and occupied it on December 27 of the same year, setting up their
headquarters at Camp John Hay. However, the war eventually changed
course and on September 3, 1945, General Yamashita formally surrendered
to the Americans at the US Ambassador's residence in Camp John Hay, after
which, Baguio immediately set to the task of rehabilitation.

Performance Output

Direction: Make a fishbone timeline showing the entire history of Baguio. Do

this in a bond paper.

99
 Identifying Personal Pronouns
Learning Competency

EN4G-IIa4.2.1 Identify and use personal pronouns in sentences

Lesson Guide

A pronoun is a word used in place of a noun. A personal pronoun is a

pronoun that denotes the speaker, the person spoken to, or the person or thing
spoken of. (Grammar in Focus, pg. 41)

Singular Plural
Case First Person
Nominative I We
Possessive My, mine Our, ours
Objective Me Us
Second Person
Nominative You You
Possessive Your, yours Your, yours
Objective You You
Third Person
Nominative He, she, it They
Possessive His, her, hers, its Their, theirs
Objective Him, her, it Them

================================================================

Practice 1

Direction: Read the paragraph and circle or copy all the personal pronouns
used. There are 15 pronouns in all.

On our way home from the park, we found a brown envelope under the
bench near the tree. I looked around but nobody was there. We took the
envelope and opened it. In the envelope ware lots of money. At first, we were
hesitant to get it but on second thought, we felt we had to look for the owner. I
ran to the guard’s office. The officer in charge, surprised to see the money
inside the envelope, looked at the bills closely and them smiled. His assistant
told me the envelope belonged to one of the magicians, and that the money was
only play money which he used for tricky games. I was relieved to learn this
information, and ran off to tell the news to my companions. (Grammar in Focus, pg. 42)

100
Practice 2

Direction: Give the correct pronoun substitutes for the following nouns. Write
your answer on your paper.

1. Jose, John, and I

2. flowers
3. sister Martha
4. Timothy Pudlao
5. Rain
6. Ana, Karen, Nina
7. Mrs. Tami-ing
8. book
9. Randy Cayat
10. teachers

Practice 3

Direction: Fill in the blanks with the correct personal pronouns. Write your
answer on a piece of paper.

(She, Her, Hers) 1. Mary is my sister. _____is the eldest in the family.
(he, him, his) 2. Steve told him that _____ was mistaken.
(You, Your, Yours) 3. _____ may come with me to church.
(Me, My, I) 4. _____love to read comic books.
(him, his, he) 5. Thomas will not join the club unless_____ improves
his grades.
(she, her, hers) 6. Her sister told _____to buy etag in the market. (Etag is
dried meat popular in Cordillera)
(We, They, Us) 7. Donna, Kendra, and Chad are my cousins. _____live
in the U.S.
(They, Their, Theirs) 8. _____house in Kias was newly painted.
(Our, Ours, Yours) 9. _____flag ceremony starts at 7:30 A.M.
(me, mine, my) 10. Those boxes of clothes are _____.

Practice 4

Direction: Fill in the blanks with the appropriate pronouns. Do this in your
notebook.

1. Jude is a resident of Kias. _____is staying in Purok 7.

2. ____lives with his family.
101
3. His mother works in the community. _____works as a barangay health
worker.
4. Jude’s father works in Baguio. _____is a policeman.
5. Jude and siblings study in Kias Elementary School. _____are our
schoolmates.
6. His siblings and I walk home from school. _____like to exercise this way.
7. One day, Jude brought _____cat to school.
8. The cat’s name is Mia. _____is a female cat.
9. Mia meowed so loud. Teacher told us to take _____ home during lunch
break.
10. Jude and I took Mia home. _____have to do what our teacher wants for our
own good and for Mia’s too.

102
 Pronouns that Agrees with the Antecedent
Learning Competency

EN4G-IIb-37 Use the pronoun that agrees in gender, number with the
antecedent (Indigenized)

Lesson Guide

The nouns to which the pronoun refers is called the antecedent.

A pronoun should agree with its antecedent in number and gender.
(Essential Language, pg. 120)

Ex: Carlos water the plants every morning. He helps take good care of them.
Antecedent pronoun
Gender: Male
Number: Singular

Study the chart below:

Gender Singular Plural Example
Male He They Father works at the office. He is our
His Them breadwinner.
Fathers work for a living. They are
our breadwinners.

Female She Them Mother stays at home. She takes

Her They care of us.
Mothers stay home. They take care
of us.
Gender not know It They My cat wonders around at night. It
Ex: things You Them hunts rats.
Animals You My cats wonder around at night.
Numerous They hunt rats.

===============================================================

Practice 1

Direction: Copy the correct pronoun to complete each sentence. Write your
answer on the board. (Indigenized)

103
1. Writers want (his, their) works to be read.
2. Agent Eve wants (her, their) client’s work published.
3. The poets too want (her, their) poems publishes.
4. Even painters want (his, their) paintings displayed in galleries.
5. Jefferson Cablog had (his, her) paintings displayed in galleries abroad
through an exhibit.
6. Artists showcase (his, their) artworks in an exhibit.
7. Cordilleran Artist Jordan Mang-osan, showed (his, her) skill in art by using
the power of the sun.
8. As artists, writers, and poets exhibit their craft (they, their) become well
known.
9. The government ensures that the artistic ability of children are being
nurtured. Therefore, (it, they) included Arts in the curriculum.
10. Art is not just simply painting. (It, They) also includes writing, cooking and
others.

Practice 2

Direction: Read the following story. Fill in the blanks with the correct pronoun
that agrees with its antecedent. Choose from the box below. Do it on a piece of
paper, copy and answer. (Essential Language, pg. 122)

they his it he I them

her their she him you

Andrew was sick. _____had measles. _____had to stay home for two
weeks. The doctor advised _____to stay in _____room so that _____brother, sister
and friend would not get the measles, too.

“Andrew has to be in bed for many days,” Mother told ___other children.
“Don’t go near ____or ____will have measles, too.”
But when Mother was busy in the kitchen, Andrew’s brother and sister
went to _____room. Lito ate Andrew’s leftover food. Carmen slept beside Andrew
in his bed. After a few days, Mother didn’t know what to do with _____.

Practice 3

Direction: Fill in the blank with the correct pronoun of the italicized
antecedent. Do this in your notebook. (Fun in English Language, pg. 143)

1. Charlie is flying _____kit in the park. (his, her, him).

104
2. The park has a marvelous garden. The people enjoy the beauty of _____. (it,
her, I)
3. Children with _____parents play in the park. (you, them, their)
4. An old woman sits quietly on the bench. She enjoys the beauty that
surrounds _____. (he, her, she)
5. A young boy is playing with _____pet dog. (her, his, him)
6. The dog enjoys the tricks _____master plays on him. (it, its, him)
7. Young and old find the park a nice place. It is a peaceful place to pass
_____time. (them, their, they)
8. Boys and girls enjoy riding on _____bicycle. (them, their, they)
9. Children like to run around the park. _____like to play hide-and-seek too.
(He, Them, They)
10. Mang Tony looks after _____children while they play. (her, his, them)

105
 Using Courteous Expression
Learning Competency

EN2OL-IIb-1.5 Use courteous expressions

Lesson Guide

There are courteous expressions that can be used when asking or giving
information over the phone. Familiarity with the appropriate expressions is
necessary to be able to use the telephone properly and get the message of the
caller clearly. (Essential Language, pg. 27)

More Polite Expressions

Impolite Polite
I want another hamburger I’d like another hamburger.
What? Could you repeat that, please.
You’re wrong. I think you might be mistaken.
Hey, where’s the bathroom? Excuse me, could you tell me where
the bathroom is?
Do this today. It would be great if you could do this
today.
Who are you? May I have your name?
Could I ask for your name?
Can I barrow you pen? Could I barrow your pen?
Can I try this on? Would it be alright if I tried this on?
Can I use your phone? I wonder if I might use your phone.
Can you help me? I was wondering if you could help me.
Can you open the door? Would you mind opening the door?
Come here. Could you come here?

================================================================

Practice 1

Direction: Read the dialogue with a classmate. Read one part while your
classmate reads the other part. Take note of the courteous expressions used in
the conversation. List them down on a scrap paper. (Essential Language, pg. 27)

Anton: Hello, this is Anton. Can I speak to April, please?

Tricia: I’m sorry, she’s not home at the moment. Would you like to leave a

106
 message for her?
Anton: Yes, please ask April to return my call.
Tricia: Certainly, I will tell her your message.
Anton: Thank you. Goodbye.

1. Who is the caller?

2. Who does Anton want to talk to?
3. Who answered the call?
4. What is the message?
5. What courteous expressions were used?

Practice 2

Direction: Copy the dialogue below. Underline the courteous expressions use.
Do this on your paper.

Amy: Good morning! How may I help you?

Doris: I would like a spaghetti, please.
Amy: Please wait for a minute. (After two minutes. ) Here is your order.
Doris: Thank you. By the way, could you tell me where the bathroom is?
Amy: Sure. Just turn to your right.
Doris. Thank you.
Amy: You are welcome!

Performance Output

Direction: Write conversations using courteous expressions.

107
 Mastering Verbs
Learning Competencies

EN4G-IIc-38 Identify and uses form of verbs

Lesson Guide

Verbs are action words.

Ex: walk, talk, swim, read, sing, jump, laugh

Listen as your teacher reads the poem. Notice the words written in bold letter.
What do you call them?
My Busy Day

I run. I ride. I cut. I draw.

I read and write. My art I show.
I pick. I pull. I sit. I sing.
I fly a kite. Up, high, down low.

I open and close. I look. I jump.

I touch my nose. I find a nest.
I carry a sled I trip. I fall.
In case it snows. I need a rest!

I give a gift. From day to night

108
I tell a tale. I keep on the go.
I see a sign. I close my eyes
I shout, “for sale!” To sleep! Shh! Tiptoe!

I clean. I wash.
I eat so I’ll grow.
Who makes my food?
I want to know.

==============================================================

Practice 1

Direction: Find the verbs in each sentences. Write them on the board.

1. During summer I like to play.

2. I watch cartoons.
3. I read story books.
4. I cook simple food, too.
5. My sister learns to crochet.
6. My brother attends summer school.
7. Dad still goes to work.
8. And Mom waters her plants.
9. My little brothers practice writing their names.
10. Then, my cousins come to visit.

Practice 2

Direction: Copy all the verbs. Write them on a piece of paper.

Play

I jump, I shake, I dance. I hop.

I like to move. I cannot stop.
I scoot and roll across the floor.
I spin in circles out the door.

I run outside. I leap. I skip.

I bounce. I slide. I swing. I flip.
But I’m still careful!
I don’t trip!

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Practice 3

Direction: Copy the sentences. Underline the verb.

1. I wake up early everyday.

2. I fix my beddings carefully.
3. My eldest sister cooks our breakfast.
4. She boils water for our milk.
5. My elder brother takes a bath.
6. My younger brother sits on the chair.
7. After breakfast I take a bath.
8. I comb my hair.
9. My siblings and I wear our uniform.
10. Then we all go to school together.

Present Form of Verbs

Learning Competency

EN4G-IId3.2.1 Use the present form of verbs that agree with the subject
(Contextualized/Localized)

Lesson Guide

A verb in the present tense shows action that happens regularly or

habitually.
Verbs in the present tense that are used with singular nouns and
pronouns he, she, and it ends in –s or –es.

Ex:
1. He attends his class regularly.
pronoun -s form of verb
singular

2. Mark watches baseball after class.

pronoun -s form of verb
singular

Verbs in the present that are used with plural nouns and pronouns I,
we, you, and they do not add –s or –es.
Ex:

110
 1. I wash my hair everyday.
pronoun base form of verb
singular

2. We water our plants in the garden.

pronoun base form of verb
plural

3. Judy Ann and Sharon cook food for their family.

noun base form of verb
plural

4. Friends help each other in times of need.

noun base form of verb
plural

=============================================================

Practice 1

Direction: Write on the board the correct verb in the parenthesis to complete
the sentence. (Fun in English Language, pg. 153)

1. Tina (sell, sells) fruits everyday.

2. The children (buy, buys) different kinds of fruits.
3. Mia (choose, chooses) two big papayas for her mother.
4. I (eat, eats) a big red apple.
5. We (need, needs) to eat fruits everyday.
6. Mother (wake, wakes) up early morning.
7. She (cook, cooks) breakfast for all of us.
8. I (help, helps) Mother prepare sandwiches for our snacks in school.
9. My friends (live, lives) near the school.
10. They (walk, walks) in going to school.

Practice 2

Direction: Rewrite each sentence by writing the correct form of the verb in the
parenthesis. Do this on a piece of paper. (Contextualized/Localized)

1. Marcos (live) in Kias.

2. He (walk) to school everyday.
3. His friends (live) nearby too.
4. They also (walk) to school.
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5. Some pupils (live) far from the school.
6. They usually (ride) to school everyday.
7. Chloe (ride) with her uncle’s car.
8. She (bring) her huge bag with her.
9. In the afternoon her grandmother (pick) her up.
10. They both (ride) in a jeep home.

Practice 3

Direction: Choose the correct word in the parentheses to complete the sentence
and write it on your notebook.

1. The postman (bring, brings) us our letters.

2. The baker (sell, sells) breads, pies, and cakes.
3. I (feed, feeds) my pets before I go to school.
4. The children (play, plays) games during recess time.
5. You should (brush, brushes) your teeth everyday.
6. My class (begin, begins) at eight o’clock in the morning.
7. My father (listen, listens) to the newscast regularly.
8. He also (buy, buys) daily newspaper.
9. Some people (leave, leaves) their homes for work early in the morning.
10. Lina usually (wake, wakes) up late.

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 Using Time Expressions

Learning Competency

EN4G-IIf-10 Use correct time expressions to tell an action in the present

Lesson Guide

A verb in the present tense shows action that happen regularly or

habitually.

Ex: every day, every month, every year

Once a day, once a week, once a month, once a year
Twice a day, twice a week, twice a month, twice a year
Three times a day, three times a week…
In the morning, in the evening, in the afternoon
At night
Always, usually, often, sometimes, never
Today
On Monday, on Thursday…
In July, in August…

Study the examples below:

I drink milk every day.

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 Pronoun verb in base form time expression
(exemption)

They don’t go to the cinema once a week.

Pronoun verb in base form time expression
plural

She usually studies in the afternoon.

Pronoun time expression verb in –s form

Ambet watches television every night.

Noun verb in –s form time expression
singular

===========================================================

Practice1

Direction: Write the time expression used in each sentence. Write your answer
on the board.

1. She travels to Baguio City every year.

2. Rhoda tries to exercise every day.
3. My classmates do the cleaning in the morning.
4. Rhoda goes to bed late at night.
5. We usually hike mountains.
6. I play chess once a week.
7. My cousins play soccer twice a month.
8. My dad calls my mom four times a day.
9. Every once in a while our tribe does Cańao. (Cordilleran feast)
10. I visit my grandmother in La Trinidad once in a while.

Practice 2

Direction: On your paper copy the time expression used.

1. My classmates and I walk home every lunch.

2. Occasionally, as we walk home every day, we see meat wrapped in banana
leaves along the road home.
3. Sometimes, we see smoke coming from the hills.
4. In the afternoon, we see smoke accompanied by the sound of gongs.
5. During Cańao, they butcher pigs thus they eat meat three times a day.

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6. Some of my classmates who are Ibalois invite us to eat with them twice a
day.
7. The elders dance often during Cańao.
8. The younger generation dance sometimes.
9. But as for me, dancing during Cańao is something I never tried.
10. The elders, because they are old always take turns in playing the gong.

Performance Output

Direction: In your notebook. Write five sentences using time expressions in the
present tense.

Rubrics for checking

Rating 2 1 0
Description Comprehensive Comprehensive Not
Grammatically Grammatically comprehensive
correct correct Wrong grammar
Capitalization
Punctuation

115
 Mastering the Past Form of Regular Verbs
Learning Competency

EN4G-IIg-3.2 Use the past form of regular verbs

Lesson Guide

Most verb in the past tense end in –ed to the base form of the verb.
Ex: Work-worked play-played

Some verbs ending in –y form their plural by changing –y to –i and add –

ed.
Ex: cry- cried try- tried

Time expression such as yesterday, last night, last year, this morning,
this afternoon, long time ago denote past action.

==============================================================

Practice 1

Direction: Write on the board the past form of the following words.

1. jump 6. bake 11. open 16. wash

2. carry 7. help 12. call 17. skip
3. dry 8. work 13. close 18. hop

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 4. tap 9. erase 14. study 19. hurry
5. slam 10. gather 15. cook 20. clean

Practice 2

Direction: Change the verb of the sentence to its past form. Then on your
paper, rewrite the sentence using a past time expression. (Fun in English Language, pg.
167)
Ex: Julianne plays with her Barbie dolls.
Ans: Julianne played with her Barbie dolls last night.

1. Larry listens to the singer.

2. Father cleans the driveway.
3. My sister jogs around the block.
4. Mary counts the plant’s blossoms.
5. I walk along the pedestrian lane.

Practice 3

Direction: Complete the sentences with past form of the verb and write them on
a piece of paper. (Fun in English Language, pg. 167)

Ex: Thumbelina cries after her mother every night. Last night she ____again.
Ans: Last night she cried again.

1. Every morning Mother cooks breakfast. This morning, Mother _____some

delicious pancakes.
2. We always play after classes. Yesterday, we _____skipping rope.
3. We trim the grass every month. We _____it last week.
4. Peter waters the plants every day. He ____the plants last night.
5. We listen to Grandma’s stories before going to bed. Last night we ____to a
beautiful fairy tale.

Practice 4

Direction: Write the past tense of the verb in the parenthesis. Do this in your
notebook. (Fun in English Language, pg. 175)

1. She _____the trail last week. (mark)

2. The boys _____the boxes. (carry)
3. Edgar ____many interesting leaves. (pick)
4. The girls _____the dishes after lunch. (dry)
5. Carlos _____the dishes to the tent. (move)

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6. The children _____their dinner last night (like)
7. Their friend _____the trip last week. (enjoy)
8. Mother ____a delicious dinner last night. (cook)
9. We _____for school. (hurry)
10. Jerry _____his class. (miss)

Mastering the Past Form of Irregular Verbs

Learning Competencies

EN4G-IIh-11 Use the past form of irregular verbs

Lesson Guide

To form the past form of irregular verbs, we change some letters within
the word or change its entire spelling.

Ex: begin- began lend- lent catch-caught

Buy- bought sing- sang write- wrote

A few words have the same form either in the present tense or past tense.

Ex: set- set cut- cut put- put broadcast- broadcast

Study the chart below:

Present Past Present Past
Am, is, are Was, were drink Drank
Arise Arose dwell Dwelt
awake Awoke eat Ate
Bear Bore fall Fell
Beat Beat feed Fed
become Became feel Felt
Begin Began find Found
behold Beheld fight Fought

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Bend Bent flee Fled
beseech Besought fling Flung
Bet Bet fly Flew
Bid Bade forbid Forbade
Bind Bound forget Forgot
Bite Bit freeze Froze
Blow Blew get Got
break Broke give Gave
Breed Bred go Went
Bring Brought grind Ground
Build Built grow Grew
Burst Burst hang Hung
Buy Bought hear Heard
Catch Caught hide Hid
choose Chose hit Hit
Cling Clung hold Held
Come Came hurt Hurt
Cost Cost keep Kept
Creep Crept know Knew
Deal Dealt Lay Laid
Dig Dug leave Left
Do Did lie Lay
Draw drew lose Lost
Make Made sink Sank
Mean Meant sit Sat
Meet Met slay Slew
Put Put sleep Slept
Read Read slide Slid
Rent Rent slit Slit
Rid Rid slink Slunk
Ride rode speak Spoke
Ring Rang spend Spent
Rise Rose spring Sprang
Run Ran stand Stood
See Saw steal Stole
Sell Sold stick Stuck
Send Sent sting Stung
Shake Shook stride Strode
Shed Shed sweep Swept
Shine Shone swim Swam
shoot Shot take Took
shrink Shrank
Shut Shut
Sing Sang

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(Fun in English Language, pg. 175)

===============================================================

Practice 1

Direction: Write the past tense of the following verb. Write them on the board.

1. come 6. eat 11. grow

2. find 7. catch 12. be
3. see 8. know 13. drink
4. get 9. throw 14. forget
5. put 10. will 15. hear

Practice 2

Direction: Write the past form of verb on the parenthesis on your paper. (Fun in
English Language, pg. 169)

(grow) 1. Our sampaguita plant _____very well.

(give) 2. Last week, it ____its first bloom.
(be) 3. My mother _____happy to see the blooms.
(get) 4. She _____some sampaguita flowers and wove them into
garlands.
(come) 5. The rooster once ____upon a pearl.

Practice 3

Direction: Write on your paper the correct past form of the underlined verb.

1. The ceremony begin early yesterday.

2. The children build sandcastles an hour ago.
3. We catch a python last week.
4. The policeman drive that car to their station.
5. I forget to bring my art materials last Monday.
6. The cat hide under the bed a minute ago.
7. Last summer, the family leave for the province.
8. Norie hang wet clothes to dry this afternoon.
9. Mark sit on the coach an hour ago.
10. The earth shake last night.

Practice 4

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Direction: Write the past form of the verbs. Then use it in a sentence.

1. teach 2. go 3. tell 4. keep 5. speak

Rubrics for checking:

Rating 2 1 O
Description Correct verb form Correct verb form Incorrect verb
Grammatically Grammatically form.
correct incorrect
Capitalization
punctuation

Mastering Past Form of Regular and Irregular

Verbs

Learning Competency

EN4G-IIi-12 Use the past form of regular and irregular verbs

Lesson Guide

Past tense of regular verbs are formed by adding –d or –ed to the base
form.
Ex: relax- relaxed rate-rated

Past tense of irregular verbs are formed by changing the spelling of the
verb.
Ex: make-made arise-arose

Some irregular verbs have the same spelling both in the present and past
form.
Ex: read- read put-put

================================================================

Practice 1

Direction: Tell whether the present form of words are regular or irregular
verbs.

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1. ride 6. play 11. rum 16. talk
2. hop 7. sit 12. pick 17. shout
3. sing 8. read 13. write 18. sleep
4. move 9. bake 14. clean 19. buy
5. eat 10. climb 15. throw 20. jog

Practice 2

Direction: Write the past tense of the verbs below. Do this on your paper.

1. work 6. ask 11. begin 16. choose

2. pile 7. talk 12. bend 17. blow
3. rake 8. visit 13. bind 18. know
4. play 9. listen 14. bite 19. mean
5. suggest 10. explain 15. blow 20. fight

Performance Output

Graded recitation. Using the past tense of verb in Practice 2, make your own
sentence.

Rubrics for evaluation

Rating 10 8 7
Description Comprehensive Comprehensive The learner
Grammatically Grammatically made effort
correct correct
Audible Not audible

122
 Using the Dictionary
Learning Competencies

EN4SS-IId-8 Locate meaning of words from the dictionary

EN4V-IIh-35 Get the meaning of words using a dictionary
EN4SS-IIi-1.4 Use dictionary in getting the meaning of words

Lesson Guide

A dictionary is a reference source in print or electronic form containing

words usually alphabetically arranged along with information about their
forms, pronunciations, functions, etymologies, meanings, and syntactic and
idiomatic uses. (Merriam Webster)

===============================================================

Practice 1
Direction: Using the dictionary that you brought locate the words below.

1. ailment 6. gill
2. bone 7. larva
3. caterpillar 8. mimicry
4. exoskeleton 9. seed
5. fin 10. parasite

Practice 2
Direction: Rearrange the words below. Then find their meaning using your
dictionary. Do this on your paper.
123
kidney disease lungs heart brain

Performance Output
Direction: Find the meaning of the following words. Write your answer in a
bond paper.

1. parasitism 6. children 11. stroke 16. structure

2. mutualism 7. toddler 12. infant 17. skeleton
3. competition 8. puberty 13. habitat 18. stomach
4. adolescence 9. carnivore 14. environment 19. diarrhea
5. adulthood 10. cycle 15. camouflage 20. bruise
.
Filling Out Forms
Learning Competency

EN4SS-IIf-10 Fill out forms following instructions appropriately

Lesson Guide

As one grows, it is important that one knows how to fill out forms. To be
able to do this, one should be able to follow the instructions.
Forms usually ask the following information.

Last name- refers to your family name or apilyedo

First name- refers to your given name or the name you are called with
Middle name- refers to the last name of your mother when she was not yet
married
Middle initial (M.I.)- refers to the first letter of your middle name

Ex: KATELYN BINULWIAN MARIANO

First name Middle name Last Name

Or

MARIANO KATELYN B.
Last name First name M.I.

Birthday- your date of birth usually written in this manner

mm/dd/yyyy (month/day/year)- 01/16/1987
dd/mm/yyyy (day/month/year)- 16/01/1987

124
Place of Birth- refers to the place where you were born
Address- refers to the place where you are currently staying
Ex: 123 Magsaysay, Loakan Proper, Baguio City, 2600
House # Purok Barangay City Zip Code

===============================================================

Practice 1

Direction: Here is an enrolment form. Try and fill it out.

LRN:______________________________ Grade Level: _____________

Pupil’s Name: _________________________________________________________

Last Name First Name M.I.

Gender: _________ Age: _______ Ethnicity: ________Nationality: ______________

Religion: _____________________ Mother Tongue: __________________________

Address: __________________________________________________________________
House # Purok Barangay City Zip Code

Birthday: ________________________Birthplace: ____________________________

mm/dd/yyyy

Parent/Guardian’s Name: ________________________________________________

Relation: _________________________________________________________________

Practice 2

Direction: Let’s pretend that you have a bank account. You are going to deposit
five thousand pesos. You have with you four 1000 pesos, one piece of 500
pesos and five one hundred pesos. Try and fill out the cash transaction slip.

Follow the instruction step-by-step:

1. Check DEPOSIT
2. Check SAVINGS
3. Write your ACCOUNT NAME
4. Write your ACCOUNT NO.

125
5. At the right, write the DATE
6. Under CURRENCY, check PESO
7. Fill out DENOMINATION.
a. write the kind of bills you have
b. how many pieces of each bill
c. multiply the DENOMINATION x PIECES to get the AMOUNT
d. add the AMOUNT to get the TOTAL AMOUNT

Legend: Account name: Your name

Account number: The number given to you by the bank but for this
activity use 00001234567890
Denomination: refers to the bills or coins (1000, 500. 200, 100, 50, 20,
10, 5, 1, 25 cents)

Practice 3

Direction: Let’s pretend that we are going to withdraw three thousand pesos
from your SAVINGS account. Follow the instructions below.

1. Write the date

2. Check SAVINGS and PESO
3. Write your ACCOUNT NAME
4. Write your ACCOUNT NUMBER
5. The amount the you are going to withdraw under AMOUNT IN WORDS and
then IN FIGURES
6. Lastly, place your signature under PAYMENT RECEIVED BY at the lower
right of the withdrawal slip

126
Legend: Account name: Your name
Account number: The number given to you by the bank but for this
activity use 00001234567890

127
 Writing a Short Story
Learning Competency

EN4WC-IIe21 Write a short story with its complete elements

Lesson Guide

You have read a lot of short stories from first to second grading. Do you
think you can make your own short story? Here are some tips that could help
you make your own short story.

1. Think base on your experience. What do you know? What do you like to do?
2. Setting. Where will your story going to be? How many characters are you
going to use? Who are they?
3. Beginning. Write what happens at the beginning of the story.
4. Problem. What problems or conflicts happened in the story?
5. Resolution. What did the characters do to solve the problem? Write as many
events as you like.
6. End. What happened to the characters after they have solved the problem?

===============================================================

Practice 1

Direction: Let us make a story on the board. You may suggest events or
characters you like and we will see what kind of story we could make. The
teacher will serve as your secretary for this activity.

Practice 2

Direction: On a sheet of paper, make your own short story.

Performance Output

Direction: In a bond paper. Make your own short story. Use at least 5
sentences.

128
 THIRD
GRADING

Synonyms and Antonyms

129
Learning Competency
EN4V-IIIa-13.2 Use context clues (synonym and antonym) to find meaning of
unfamiliar words
Lesson Guide
Synonyms are words that mean the same thing.
Example: big and huge, tiny and small

Antonyms are words that mean the opposite.

Example: big and small, hot and cold

================================================================

Practice 1
Direction: Write on the board the synonym for each word. (Total Reading, pg. 23)

1. ugly- humbly hasty homely hosiery

2. mean- vicious vigorous various valiant
3. kind- generate generous genius general
4. beautiful- eloquent elevate element elegant

Practice 2
Direction: Write the synonym for each word. Choose from the list below. Do
this on your papage (Total Reading, pg. 24)

yell smile close stay stop under sick help

big start talk fix small hurry shy
WORD SYNONYM WORD SYNONYM
1. timid 7. grin
2. large 8. aid
3. rush 9. remain
4. ill 10. below
5. tiny 11. halt
6. repair 12. speak
13. scream 15. shut
14. begin

130
Practice 3

Direction: Complete each sentence with the correct word. Choose from the
words inside the parenthesis. (Total Reading, pg. 28)

(sweet, quiet, noisy, fast)

1. The blowing horns were _____.
2. It was ____ in the library.

(rough, empty, smooth, straight)

3. The cat’s fur felt ____.
4. The sandpaper was _____.

(close, wrong, near, right)

5. Never drive the ____ way on a one-way street.
6. Jan has the _____answer.

(bought, decorated, sent, sold)

7. I _____my old bike when I outgrew it.
8. Mom ____me a warmer jacket.

(laugh, sleepy, lose, find)

9. Did you ____the key I lost?
10. In a strange place, it’s easy to ____your way.

Practice 4

Direction: Choose the meaning of the underlined words from the given choices.
(English For You and Me Reading, pg. 113, 123)

______1. Lam-ang showed superhuman strength even when he was still very
young.
a. very brave b. very strong c. feeling weak
______2. In the olden times there were savages living in the forest. They ate
animals and people.
a. one who is brave and uncivilized
b. one who makes magic
c. one who possesses magic powers
______3. I could hardly elbow my way to get inside the building because there
were many people.
a. can pass easily
b. could not easily enter

131
c. people pushing each other
______4. The strong typhoon toppled down many houses to the ground.
a. stood up b. fell away c. washed away
______5. The people believed that there was an enchanted lady at the foot of the
mountain.
a. fairy b. an old woman c. a magician
______6. He will be late for his classes. He hastened out without eating
breakfast.
a. eat slowly b. left in a hurry c. run fast d. walk slowly
______7. I’ll visit you when I get a chance to go to the city.
a. opportunity b. lesson c. prize d. time
______8. The judge was a man of wisdom.
a. good character c. hard-headed
b. intelligent d. understanding
______9. the merchant and the restaurant owner went to the judge to settle
their problem.
a. solve the problem c. to borrow money
b. to ask questions d. make a decision
______10. The merchant seemed pleased with the decision of the judge.
a. sorry b. happy c. contented d. eager

132
 Multiple Meaning of Words

Learning Competency
EN4V-IIIc-36 Identify multiple meanings of words
Lesson Guide
A multiple meaning word is a word that has more than one meaning.
Figure out the meaning of the word by means of clues. Some multiple meaning
words are spelled the same but pronounced differently and have different
meanings. (Reading Power Skillbook, pg. 57)
===============================================================
Practice 1
Direction: Complete each sentence by using a word in two different ways.
cloud patient knock watch
judge trunk pound

1. Never _______________a book by its cover.

2. The head nurse is so ____________with the old patient.
3. The baby loves to _________________the cartoon characters on television.
4. The elephant’s ____________________is too long.
5. The bad man tried to _____________________the head of the boy who knocks
at the door.
6. The __________________will decide if the man will be convicted.
7. My Swatch _____________is new.
8. The teachers have to ___________________the naughty pupils.
9. Mother bought a ___________________of cheese from the supermarket.
10. The farmers _____________________the palay into rice.

Practice 2
Direction: Write a definition for each word. Use a dictionary.
1. lesson- ___________________________________________________________________

133
_____________________________________________________________________________
2. report- ___________________________________________________________________
_____________________________________________________________________________
3. passion- __________________________________________________________________
______________________________________________________________________________
4. patch- ____________________________________________________________________
_____________________________________________________________________________
5. beat- _____________________________________________________________________

Practice 3
Direction: Write the meaning of the underlined word.
1. The armed men blocked the way of the enemies.
_____________________________________________________________________________
2. Babies love to play with blocks.
_____________________________________________________________________________
3. There are plenty of beautiful plants in their nursery.
_____________________________________________________________________________
4. The nursery school is ready for enrolment.
_____________________________________________________________________________
5. The nurse will help the doctor in treating the sick.
_____________________________________________________________________________

134
 Mastering Adjectives

Learning Competencies
EN4G-IIIa-13 Identify and use adjectives in sentences
EN4WC-IIIa26 Write sentences describing persons, places, things, and animals

Lesson Guide

An adjective is a word that describes a noun or pronoun. It tells the size,

shape, qualities, characteristics or taste of a noun or pronoun. (Essential Language, pg.
174)
Example: size- big, small, large, tiny
Shape- rectangular, circular
Qualities- good, poor, bright
Characteristics- popular, old, glow
Taste- delicious, salty, bland

================================================================

Practice 1

Direction: Write the adjectives on the board. The number of adjectives used in
each sentence is indicated in parenthesis. (Essential Language, pg. 176)

1. Colorful posters will announce the big event. (2)

2. The concert will be held at a huge museum. (1)
3. I hope the star performers sing the popular tunes. (2)
4. They will make nice souvenirs. (1)
5. The audience will have a great time listening to good music. (2)
6. One song is named after a small river that runs beside the tracks. (2)
7. The concert tickets will be on sale tomorrow. (1)
8. I will buy two giant posters of the concert to cover the bare wall. (3)
9. The big pictures will be a great remembrance. (2)
10. I hope to become a famous singer. (1)

Practice 2

135
Direction: Underline the adjectives in the poem. (Essential Language, pg. 177)

Little Things
By: C.S. Canonigo

Tiny grains of dry light sand,

Make up the long broad strand;
Tiny drops of pattering rain,
The deep wide sea sustain.

Tiny drops of pearly dew,

Cool some drooping flower anew;
Little flashes of tiny light,
Brighten many a darksome night.

Little hands linked together,

Form a circle of love and laughter;
Little words in kindness spoken,
Can mend many heart that’s broken.

Practice 3
Direction: Read the sentences below. Then box all the adjectives. (Grammar in Focus,
pg. 91)

1. We ate hot crispy pizza and cheese-flavored ice cream.

2. Tall giraffes live in the African plain.
3. Caring parents guard their children against all dangers.
4. Alberto loves Asian food.
5. “If you leave a messy kitchen, you will have an angry father,” she warned
him.
6. He purchased a summer cottage.
7. The altar is covered with two white linen cloths.

136
8. Desert trees have deep roots.
9. A bloody battle was fought here.
10. The hardworking gardener planted sampaguita besides the statue.

Practice 4
Direction: Copy the adjectives in each sentence. (Grammar in Focus, pg. 92)

1. Filipinos are helpful, resourceful, fun-loving, and caring people.

2. The Philippines is famous for its natural wonders and scenic spots.
3. Diamond is the most precious stone.
4. Lilia’s parents are kind and understanding.
5. My cousin cut out a funny-looking puppet.
6. The blankets produced by Ilocanos are durable.
7. The blazing sun made me very thirsty.
8. A young traveler lost his way in a wide desert.
9. Japan is a mountainous country.
10. Sahara Desert is the largest in the world.

137
 Mastering Degrees of Comparison in Adjectives

Learning Competency
EN4G-IIIb-14 Identify and use words that show degrees of comparison of
adjectives in sentences

Lesson Guide
The three degrees of comparison of adjectives are:
1. Positive degree- has no comparison and it denotes quality
Ex: The dwarf is small.
Susie’s hair is long.

2. Comparative degree- denotes quality in a greater or lesser degree. We add

the suffix –er, -r, or –ier to the adjective. We also use than after the adjective.
Ex: A jet is faster than an airplane.
The patient is paler than that person.

3. Superlative degree- compares more than two persons, places or things. The
suffix –est, -iest, or –st is added to the adjective and word the is used before the
adjective.
Ex: The blue whale is the biggest living animal.
Nene is the tiniest child in the family.

There are some adjectives that do not use the suffix –er and –est in the
comparative and superlative degrees. Instead, more or most, less or least is
added to the positive degree.
Ex: 1. Positive- comfortable
Comparative- more comfortable
Superlative- most comfortable

2. Negative- talkative
Comparative- less talkative
Superlative- least talkative

138
 Some adjectives undergo total or different changes when the comparative
and superlative degrees are formed.
Ex:
Positive Comparative Superlative
Bad Worse worst
good Better best
Much More most
Little Less least
Many More most
(Essential Language, pg. 178)

================================================================
Practice 1
Direction: Use the correct rule to add –est to the words below. (Total Reading, pg. 187)

1. thin 6. kind 11. quick 16. red

2. skinny 7. dreamy 12. trim 17. happy
3. cheap 8. ugly 13. silly 18. high
4. busy 9. pretty 14. tall 19. wet
5. loud 10. early 15. glum 20. clean

Practice 2
Direction: Complete the chart below using the spelling rules you have learned.
(Total Reading, pg. 188)

Positive Comparative Superlative

1. weak
2. kind
3. easy
4. clear
5. close
6. noisy
7. large
8. red
9. pretty
10. hungry
11. big
12. happy
13. wet
14. cute
15. plain
16. busy
17. loud

139
 18. strong
19. fresh
20. hot

Practice 3
Direction: Complete the sentences with the correct form of the adjectives.
(Essential Language, pg. 181)

1. Our field trip this year is the (exciting) _______________________I have ever
had.
2. Last night, I read the (interesting) ______________________book from my
father’s collection.
3. The book contained my father’s (memorable) _____________________childhood.
4. Riding an airplane is (comfortable)______________________than riding a train.
5. The cheetah runs (fast) ________________________than all the animals in the
forest.
6. The winding road to Baguio was (adventurous) ____________________.
7. Mother is (careful)__________________________in treating wounds and bruises.
8. The fun rides at Enchanted Kingdom are (magical) _____________________than
that of Star City.
9. The Chocolate Hills in Bohol is the (attractive) ________________________spot
in the Philippines.
10. Rico’s attitude towards his classmates is the (childish)
__________________trait I have ever seen.

Practice 4

Direction: Write the comparative and superlative forms of each adjective using
more-most for numbers 1-4 and less-least for numbers 5-8. (Fun in English Language,
pg. 235)

Positive Comparative Superlative

1. radiant
2. fabulous
3. difficult
4. serious
5. helpful
6. difficult
7. expensive

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 8. frequent

Practice 5

Direction: Which adjective in the parenthesis completes each sentence. (Fun in

English Language, pg. 237)

1. This engine has (more, most) power than that one.

2. Jerry’s toy rocket had the (better, best) flight of all.
3. The second try was (worse, worst) that the first one.
4. Have you heard of a (better, best) idea than that?
5. I did the (less, least) work of all on this toy airplane.

Practice 6

Direction: Choose the correct word to complete the sentence. Underline your
answer. (Fun in English Language, pg. 240-241)

1. Going up the building is (more, most) fun than sailing a boat in the sea.
2. This is the (more, most) interesting place I have ever visited.
3. We had a (better, best) harvest of fruits this year than last year.
4. The (worse, worst) storm last year made many people homeless.
5. It is the (popular, most popular) of all tourist spots.
6. Native products are (less, least) expensive than the products from abroad.
7. Being on top of the tallest building is the (more, most) exciting experience of
all.
8. The younger group is (less, least) responsible that the older group.
9. Rizal Park is the (more, most) beautiful park in Metro Manila.
10. Lilia’s story is (less, least) interesting than Martha’s story.

141
 Mastering Series of Adjectives

Learning Competencies
EN4G-IIId-15 Identify and use the correct order of adjectives in a series in
sentences
EN4WC-IIId29 Write/ compose clear and coherent sentences using the correct
order of adjectives

Lesson Guide
Determine Number Quality Size Shape Color Nouns Noun
r as
Modifie
r
those Five Cute small brown Italian Puppies
her New big red rug

Ex: Those five, cute, small, brown Italian puppies.

Her new, big red rug.
================================================================
Practice 1

Direction: Rewrite the adjectives in their correct sequence or order.

1. some tall luxury hotels

Answer: ________________________________________________________________

2. ten-foot one dancing fountain

Answer: ________________________________________________________________

3. two green pretty parakeets

Answer: ________________________________________________________________

4. three wise old king

Answer: ________________________________________________________________

142
5. yellow three fragrant roses
Answer: ________________________________________________________________

6. brand new one black limousine

Answer: ________________________________________________________________

7. seven green huge tourists buses

Answer: ________________________________________________________________

8. a six-foot tall tour guide

Answer: ________________________________________________________________

9. white two handsome horses

Answer: ________________________________________________________________

10. twelve red luscious apples

Answer: ________________________________________________________________

Practice 2

Direction: Circle the phrase with the adjectives in the correct order.

1. big, red dog red, big dog

2. fluffy, small dog small, fluffy cat
3. thick heavy book heavy thick book
4. old blue house blue old house
5. tall green tree green tall tree
6. large marine animals marine large animals
7. leather brown couch brown leather couch
8. icy cold water cold icy water
9. salty square crackers square salty crackers
10. tasty sugary cake sugary tasty cake

Practice 3
Direction: Arrange the adjectives in the right order.
1. There was ______________________________________________outside the house.
(a, dog, black, terrifying, huge)
2. I gave her ______________________________________________for her birthday.
(some handkerchiefs, beautiful, white, cotton)

143
3. There was _____________________________________________hanging on the
wall.
(a, picture, old, wonderful, impressionist)
4. Have you seen a pair of ______________________________________lying on the
floor? (gloves, brown, leather)
5. She was wearing _________________________________________________________.
(a, sweater, winter, woolen)
6. There is __________________________________________________in this town.
(a, church, Gothic, very old)
7. My mother bought _______________________________________for the picnic.
(several, plates, plastic, blue, small)
8. The ___________________________________________didn’t feel comfortable living
with the British family. (girl, French, fifteen-year-old)
9. There were a lot of______________________________________________ on the
shelf.
(ornaments, China, little, useless)
10. Why can’t you wear your __________________________________? It’s rather
cold.
(coat, thick, fur)

Practice 4

Direction: Put a check (√) before the number with the correct order of
adjectives. (Grammar in Focus, pg. 111)

______1. Plastic red balloon

______2. New red Japanese cloth
______3. Long dark blue ribbon
______4. Five big brown German shepherds
______5. Yellow Chinese lovely vase
______6. Big rubber ball
______7. The French tall man
______8. Rich creamy butter
______9. The charming two babies
______10. Three new blue silk ribbons

Practice 5

Direction: Rearrange the adjectives. (Grammar in Focus, pg. 111)

1. tall kind Canadian thirty-year-old
____________________________________________________________________________
2. two graceful young females

144
____________________________________________________________________________
3. dark desolate and dirty place
____________________________________________________________________________
4. stiff small paper five plates
____________________________________________________________________________
5. round rich creamy butter
____________________________________________________________________________
6. a expensive black big umbrella
____________________________________________________________________________
7. the brick second building
____________________________________________________________________________
8. five white old neckties
____________________________________________________________________________
9. small shy Korean the and girl
____________________________________________________________________________
10. incomplete third Roy’s report
____________________________________________________________________________

145
 Mastering Adverb of Place

Learning Competencies
EN4G-IIIe-16 Identify and use adverbs of place in sentences

Lesson Guide
An adverb is a word that answers the questions when, where, how, or
how often.
An adverb of place tells where an action is done. Some adverbs of place
use the suffix –ward as in northward, homeward, and –where as in everywhere,
anywhere.
Adverbs of place can be phrases introduced by prepositions such as at
home, in school, near the river. (Essential Language, pg. 183)
An adverb may describe or modify a verb, an adjective, or another
adverb.

Place (where)
In, Up, Out, Over, Down, Here, There, Around, Inside, Outside, Between
At a place, Westward, Northward, Somewhere, Everywhere, By the river,
beside

================================================================

Practice 1

Direction: Write on the board the adverb of place in each sentence.

1. Mary’s grandparents live near the river.

2. Our house help cleans our service vehicle outside the garage.

146
3. Jose dropped her wallet somewhere.
4. Did you walk around the museum last week?
5. Turn right at the corner to find the church.
6. I will meet you down the road in an hour.
7. Joan went inside the bookstore.
8. The tourist stood outside the bookstore.
9. Harold was seen crying by the river.
10. The guard looked everywhere but did not find the lost keys.

Practice 2

Direction: On the board. Use the adverbs of place in a sentence.

In, Up, Out, Over, Down, Here, There, Around, Inside, Outside, Between
Beside, Westward, Northward, Somewhere, Everywhere, By the river

Performance Output

Direction: Use adverb of place out, here, there, around, and outside in a
sentence.

Rubrics for checking

Rating 2 1 0
Description Comprehensive Comprehensive Not
Grammatically Grammatically comprehensive
correct correct Wrong grammar
Capitalization
Punctuation

147
 Mastering Adverb of Time
Learning Competencies

EN4WC-IIIe30 Write/ compose clear and coherent sentences using adverbs of

time
EN4G-IIIf-17 Use appropriate adverbs of time in sentences

Lesson Guide

Adverb of time answers the question when.

Ex: Marlon takes a bath every morning.

Question: When does Mario takes his bath?

Answer: every morning

Time (when)
Now, Late, Soon, Next, Then, Later, Early, Never, Today, Tonight,
Long ago, Promptly, Next year, Sometimes, Tomorrow, Yesterday
Once upon a time

================================================================

Practice 1

Direction: Which sentences has an adverb if time? (Essential Language, pg. 185)

1. Yesterday, Andrea found her plants withered.

2. Annie walks elegantly on the stage.
3. It upsets me waking up late.
4. The flagpole rises in front of the hall.
5. The antique vases are displayed above the shelves.

148
6. Issay will be arriving in an hour.
7. The choir practices the whole day.
8. Mangroves are planted near the riverbanks.
9. The airplane flew westward.
10. The boy will compete in the final rounds of the boxing next Sunday.

Practice 2

Direction: Copy on your paper the adverbs of time.

1. The rain has stopped now.

2. Tonight, streams quickly carry the water to the sea.
3. The corn in the field will grow rapidly soon.
4. Soon, the orange trees in the orchard will blossom.
5. Baby ducks are swimming quietly tonight.
6. Lately, calves run playfully in the meadow.
7. Yesterday, new chicks were hatched.
8. Some boys played basketball nearby next summer.
9. We will see the game later.
10. We will play volleyball in summer.

Performance Output

Direction: Use adverb of time in a sentence.

Rubrics for checking

Rating 2 1 0
Description Comprehensive Comprehensive Not
Grammatically Grammatically comprehensive
correct correct Wrong grammar
Capitalization
Punctuation

149
 Mastering Adverb of Manner
Learning Competencies

EN4WC-IIIf31 Write/ compose clear and coherent sentences using adverbs of

manner
EN4G-IIIg-18 Use adverbs of manner in sentences
EN4WC-IIIg32 Write/ compose clear and coherent sentences using adverbs of
manner

Lesson Guide
Adverb of manner answers the question how.
Adverb of Manner (how)

Too, Well, Hardly, Very, Quite, Sadly, Easily, Calmly, Neatly, Nicely,
Partly, Largely, Slowly, Almost, Slightly, Greatly, Quickly, Speedily
Carefully, Hopefully

================================================================
Practice 1
Direction: Write on the board the adverb of manner.

1. Jessie answers the questions intelligently.

2. She teaches the children on how to use the library properly.
3. These children learn fast.
4. He walks quickly to look for it.
5. Mr. Rivera sees to it that he finishes his work well.
6. The robber walked slowly inside the empty house.
7. Batman greatly helped Gotham City.
8. Do you know that Flash can speedily untie his comrades?

150
9. I told my mom that I am almost home.
10. I am largely to blame for the mistake.

Practice 2

Direction: Copy the sentences. Underline the adverb of manner. Do this on a

piece of paper.

1. The turtle walked slowly on land.

2. But turtles swim rather fast.
3. Almost all creatures in water swim.
4. Is John well enough to join us during the play?
5. John can beat you easily in the game.
6. The cookies were placed nicely in the cookie jar.
7. The house shifted slightly to the right.
8. The movie moved me sadly to tears.
9. The man was quite angry with the woman.
10. Dad went to work smartly dressed.

Performance Output

Direction: Use adverb of manner in a sentence.

Rubrics for checking

Rating 2 1 0
Description Comprehensive Comprehensive Not
Grammatically Grammatically comprehensive
correct correct Wrong grammar
Capitalization
Punctuation

151
 Different Types of Texts

Learning Competency
EN4LC-IIIe-28 Recall the elements of informational text listened to
(autobiography, biography)
Lesson Guide
There are different types of texts.

Texts that give information about a topic is called informational texts.

Ex: news articles, travelogues, feature article, content area like
Mathematics, Science

Some texts tell the procedure, directions, or steps on how to do

something. These are called procedural texts.
Ex: recipe, steps in solving word problems, dance steps

Texts that show a list are called texts that enumerate.

================================================================
Practice 1
Direction: What kind of text is shown. Choose your answer from the choices
below.
a. informational text b. procedural texts c. texts that enumerate
______1. Mother went to market. In her list, she wrote the following:
Coffee, milk, sugar, flour, butter, tissue paper, cotton buds
______2. The Grade IV class president posted an announcement.

TO ALL GRADE IV PUPILS

There will be a Poster Making Contest on Friday, October 15. It will be held in the
152
auditorium at 9 o’clock in the morning. All interested pupils, see Miss Reyes in Room 8.
______3. Melvin found his mother’s pancake recipe. He followed the following
steps.
a. Sift dry ingredients such as flour, salt, sugar, baking powder, and baking
soda.
b. Pour a cup of water or milk and stir.
c. Heat the pan.
d. Add butter.
e. Pour the mixture on the heated pan.
f. Fry until golden brown.
Practice 2
Direction: Your group will have a recorder flute practice. Make an
announcement or informational text using the chart.

What:
Who:
When:
Where:

Practice 3
Direction: Write a text that enumerate showing the things that you need to buy
to start the school year.

153
154
 Denotation and Connotation

Learning Competency

EN4V-IIIg-38 Identify different meanings of content specific words (denotation

and connotation)

Lesson Guide
Denotation is the specific exact and concrete meaning of a word. This is
the meaning you will find in a dictionary
Connotation is an idea or quality that a word makes you think about in
addition to its meaning. It refers to the emotions associated with a word.
Sometimes it has socio-cultural implications. It can be positive or negative.
Denotation Connotation
Chicken A bird that is raised by Coward
people for its eggs and
meat
Owl A bird that usually hunt Symbolized intelligent or
at night wisdom
A person who stays
awake at night
Dove A small wild bird that is Symbolizes peace,
related to pigeons purity or freedom
Shark Any of numerous mostly A person who takes
marine cartilaginous advantage of others
fishes of medium to
large size that have a
fusiform body, lateral
branchial clefts, and a
tough usually dull gray
skin
Snake An animal that has a A worthless or
long, thin body and no treacherous fellow
arms or legs
Brutal Extremely cruel Violent to the point of
entertaining
Commitment A pledge to do An emotional
connection to another

155
 person
Scholarly learned favorable
Opinionated Having a closed mind unfavorable
Fork Eating utensil neutral

================================================================

Practice 1

Direction: Choose the word that best fits the sentence.

Home, house 1. A ___________________is where a family lives happily

and harmoniously.
Hungry, starving 2. Rene spent the whole day playing basketball with
his friends. When he arrived home he was
___________________to death.
Old, antique 3. Her _________________________collection of bottles
must be worth a fortune.
Small, minute 4. It has been found out that particles that are so
____________________, we can’t see by our eyes, can
cause allergies.
Thrifty, miser 5. Rex spends wisely and saves his allowance.
However, if there is someone in need, Rex helps that
person. He is a _____________________person.

Practice 2

Direction: Tell whether the sentence is connotation or denotation.

1. The man is a snake. He stole everything from his friend.

2. The cheetah runs fast in the Savanah.
3. You can’t change the strips of the cheetah.
4. He works like an owl. He sleeps during the day and works at night.
5. The man felt happy when he saw a dove soar beyond the jail bars. He was
thinking of his upcoming freedom.
6. The man is scholarly. He finished his college education.
7. It looks he enjoyed the brutality of the show.
8. Please pass me the fork.

156
9. He does seem like a scholarly fellow.
10. I made a commitment to always read my Bible.

Index

Learning Competency
EN4SS-IIIf-1.3 Locate information from indices
LESSON GUIDE
An index is a list of topics in a book that are arranged alphabetically. It
gives the pages where you can read about these topics.

INDEX
Acronyms, 286
Blended words, 240
Compound words, 6, 103, 277
Denotation, 137
Fantasy, 258
Glossary, 244
Parts of a book, 10
Prefixes, 230, 251
Synonyms, 18, 27

Practice 1
Direction: Study the given index. Answer the questions on the next page.
______1. On which page can you read about
INDEX following directions?
Adverbs, 166-171 a. 12, 18-19 c. 166-171
Biography, 130 b. 47-49 d. 130
Context Clues, 98, 158 ______2. On which pages can you read about
Descriptive words, 131 context clues?
Fact, 242 a. 115-117 c. 98, 158
Following directions, 12, 18-19
b. 18-19 d. 45-46
Homonyms, 156-157
______3. How many pages cover the
News stories, 45-46, 50
discussion on news stories?
Speech, 47-49
a. 1 b. 2 c. 3 d. 4
Writing, 33, 68, 115-117

157
______4. On which pages can you read about adverbs?
a. 130 b. 50 c. 18-19 d. 166-171
______5. What is the second topic in the index?
a. biography b. speech c. homonyms d. adverbs
______6. What is the topic on page 130?
a. descriptive words b. fact c. writing d. biography
______7. What is the last topic in the index?
a. writing b. context clues c. homonyms d. adverbs
______8. How many pages talk about speech?
a. 2 b. 3 c. 4 d. 5
______9. On which page can you read about descriptive words?
a. 100 b. 110 c. 120 d. 131
______10. What topic can you read on pages 156-157?
a. following directions c. homonyms
b. biography d. fact

Practice 2

Direction: Study the index. Then answer the questions that follow.
1. How are the main topics arranged?
INDEX
___________________________________________
Adjectives, 149
Comparison, 155-164
2. How Order
are the subtopics
of adjectives, arranged?
149-150
Following directions, 12; 18-19
___________________________________________
Intonation:
Falling, 3
3. WhatRising,
is the2 first topic?
Nouns
___________________________________________
Count nouns, 47
Mass noun, 46-48
4. WhatSingular
is theandlast topic?
plural, 40-44
Sentences
___________________________________________
Commands, 83-84
Declarative, 74-74, 78
5. WhatExclamatory,
do the number
85-88 after the main topics and subtopics refer to?
Interrogative, 74-76, 79
___________________________________________
Requests, 83-84
Verbs
Future, 140-145
Simple past, 130
Simple present, 120-126

158
Practice 3
Direction: Study the following index and answer the questions that follow.

INDEX
Density measurement, 103-105
Liquid, 12-13 metric conversion, 106-110
Regular, 10-11 temperature, 115-119
Graphs, 24-25 volume, 112-115
Bar, 27 Science
pie, 26 nature, 5
Pictograph, 29-30 Science methods, 51
Density, 28 collecting data, 51
Laboratory Safety, 17-19 experiments, 60-63
Metric System, 98-130 hypothesis, 57-59
Length, 100-102 looking at data, 53-54
Mass and weight, 103-105 science inquiry, 66-70

1. Where can we read about safety rules in the laboratory?

2. On which pages is density discussed?
3. What topic is discussed on page 26?
4. What is the first subtopic about scientific methods?
5. On which pages will you look for information about the metric system?
6. What is the last topic under science method?
7. What subtopics are under density?
8. At what page will you find bar graph?
9. How are the subtopics arranged?
10. How many topics are under Metric System?

159
 Mastering the Power of Analogy

Learning Competency
EN4V-IIIh-39 Get the meaning of words through word association (analogy)
Lesson Guide
An analogy is a comparison of two things that may have similar or
opposite characteristics or features.
Analogies show how words are related to one another. (Reading Power Skillbook,
pg. 39)

===============================================================
Practice 1

Choose from the box. Write the word that completes each sentence.

Church Santa Claus New Year Christmas heart

1. A lantern is to Christmas as fireworks is to ________________________________

2. A carabao is to a farmer as a reindeer is to ________________________________

3. Christmas is to Santa Claus as Valentine’s Day us to a ____________________

4. Repentance is to Lenten Season as merry making is to _____________________

5. Muslims is to mosque as Christians is to __________________________________

Practice 2

Direction: Choose the word that completes each sentence.

______1. A lion is to animal as rose is to ____.

160
 a. plant b. grass c. roots d. flower
______2. Grass is to soil as seaweed is to ____.
a. water b. garden c. air d. pot
______3. Elbow is to arm as knee is to ____.
a. walking b. finger c. leg d. stomach
______4. Heel is to foot as palm is to ____.
a. head b. hand c. leg d. stomach
______5. Feet is to walk as hands is to ____.
a. see b. smell c. hear d. touch
______6. A banana is to yellow as a grape is to ____.
a. red b. orange c. brown d. violet
______7. Fire is to hot as ice is to ____.
a. cold b. dry c. warm d. lukewarm
______8. A mango is to fruit as a squash is to ____.
a. toy b. vegetable c. tree d. animal
______9. Ring is to finger as shoes is to ____.
a. animal b. feet c. hair hands
______10. A kitten is to cat as kid is to ____.
a. pig b. dog c. cow d. goat

Practice 3

Direction: Write the word that correctly completes the analogy. (Reading Power
Skillbook, pg. 39)

1. Legs are to walking as wings are to __________________________________.

smiling flying standing
2. Book is to reading as pen is to _______________________________.
walking writing eating
3. Cheerful is to joyful as gloomy is to _____________________________.
sad glad mad
4. Doctor is to patient as teacher is to _____________________________.
lady man student
5. Mountain is to high as ocean is to ______________________________.
clear wide deep
6. Sugar is to sweet as tamarind is to _____________________________.
salty bitter sour

161
7. Buildings is to city as nipa hut is to ____________________________.
province state town
8. Science is to subject as Baguio is to ____________________________.
music place hobby
9. Wet is to dry as quiet is to ______________________________________.
sound whisper noisy
10. Petals are to flowers as feet are to _____________________________.
people pet tree

Practice 4
Direction: Encircle the correct word to complete the statement. (Reading Power
Skillbook, pg. 40)

1. A chair is for the table and pillow is for the (cushion, bed, sheet).
2. A book is for (writing, singing, reading) while food is for eating.
3. Money is for buying and goods are for (selling, buying, eating).
4. Counting is for (Science, Aralin Panlipunan, Mathematics) while penmanship
is for (writing, eating, reading).
5. Radio is for listening and television is for (watching, turning, closing).
6. Hill is to mountain and river is to (valley, cliff, ocean).
7. The trunk is for elephant and the fur is for (a bird, a lion, a butterfly).
8. A pew is for the (restaurant, classroom, chapel) and a chair is for the house.
9. Eggs is for chicken and milk is for (carabao, cat, dog)
10. Shells are to shore while plants are to (beach, river, forest)

Practice 5
Direction: Read the sentence. Supply the word to complete the analogies.
Choose the word from the space. (Reading Power Skillbook, pg. 41)
1. A paw is for wolf and fang is _________________________________.

cat pages snake barking deer anger

anchor toys peace player beggar

2. Whiskers are for ___________________________and a beak is for duck.

3. A petal is for the flower and __________________________are for books.
4. A crown is for the queen and a torn cloth is for a __________________________.

162
5. A violin is for musician, a bat is for a ________________________________.
6. Music is for the bird and ____________________________________is for the dog.
7. Bread is for bakeshop and ____________________________are from the toy
shop.
8-9. War is for _________________________and love is for ______________________.
10. _________________________________is for a ship and wings are for airplanes.

Word Classification
Learning Competency

EN4V-IIIi-40 Get the meaning of words through word classification

Lesson Guide
Word classification is a skill of grouping related words together. Words
can be classified or grouped together, according to ways in which they are
similar.
Ex: Fruits: mangoes, apple, avocado, guava
Vegetables: petchay, broccoli, cabbage
===============================================================
Practice 1

Direction: Read the words in each box. Write the classification of the words in
each set.

Profession Presidents Athletes School Heroes

1. engineer
Doctor
lawyer
2. Jose Rizal
Andres Bonifacio
Apolinario Mabini

3. Ferdinand Marcos
Corazon Aquino
Ramon Magsaysay
163
 4. pupil
Teacher
principal

5. Manny Pacquiao
Efren “Bata” Reyes
Paeng Nepomuceno
Practice 2

Direction: Underline the word or group of words that best describes the words
in the box.

1.
nephew baby teacher

a. children
b. people c. relatives

2.

magazine newspaper book

a. things to
wear b. things to clean c. things to read

3.
April December September

a. holidays
b. days c. months

4.
drum guitar piano
a. noise
b. instruments c. music

5.

rainy sunny cloudy

a. climate
b. weather c. typhoon

164
Practice 3

Direction: Find the best way to classify the words in each box. Write on your
paper the letter of your answer.

1 Cup cakes a. They are made with meat.

Brownies b. They are made with vegetables.
Cookies c. They are made with sugar, flour, and milk.
2 Milk a. You can eat them.
Juice b. You can cook them.
Tea c. You can drink them.
3 Dentist a. They are mostly men
Teacher b. They are mostly women.
Scientist c. They are all professionals.
4 Banana a. They are all fruits.
Santol b. they are all sweet.
Orange c. They are all vegetables.
5 Cream a. They are all sour.
Butter b. They are all dairy.
Cheese c. They are all sweet.
6 Hammer a. They are all tools.
Saw b. They are all utensils.
Screwdriver c. They are all instruments.
7 Shark a. They are all fish.
Dolphin b. They are all birds.
Whale c. They are all farm animals.
8 Skirt a. They are all body coverings.
Pants b. They are all rainy day clothes.
Shirt c. They are all pieces of clothing.
9 Independence Day a. They are all months.
Ramadan b. They are all reunions.
Labor Day c. They are all holidays.
10. Shepherd a. They all sail in the ocean.
Farmer b. They all live in the desert.
Veterinarian c. They all work with animals.

Practice 4

Direction: Make a classification or the words listed below.

Tom Sawyer House Bird

165
Dog Cinderella
The Secret Garden Guava
Alnus A Little Princess
Pine Tree Snowhite and the Seven Dwarfs

Practice 5

Direction: Write Yes if the words are properly classified and No if not. If Yes,
write their classification.

1. Inquirer Answer:
Sun Star
Midland Courier
2 John Answer:
Peter
David
3 Sarah Geronimo Answer:
Kathyryn Bernardo
Nadine Lustre
4 Mayon Answer:
Pinatubo
Taal
5 Lea Salonga Answer:
Charis Pempenggo
Sarah Geronimo
Bamboo
6 Matthew Answer
Mark
Luke
John

166
7 Crayon Answer
Books
Pencil
Paper
8 Computer Answer:
Refrigerator
Television
Washing machine
9 Dog Answer:
Cat
Mouse
10 Kias Answer:
Pinesville
Atok Trail
Loakan Proper
Compare and Contrast Using Graphic Organizers
Learning Competencies

EN4RC-IIIa-34 Compare and contrast people, places, and events in texts read
EN4SS-IIIc-12 Use graphic organizers to organize information obtained from
various sources in preparation for reporting, etc

Lesson Guide

Comparison determines the similarities between or among persons,

places, things, animals, or ideas.
Words such as also, too, both, and similarly indicate comparison.

Contrast determines the difference between or among persons, places,

things, animals, or ideas.

Words such as but, get, still, and although signal contrast.

We may use the Venn Diagram to compare and contrast ideas.

____

______ _____

================================================================

167
Practice 1

Direction: Read the items below. Then compare and contrast the information
using the Venn Diagram in the space provided.

Methods of Heat Transfer

1. Conduction- heat transfer in solid materials
2. Convection- heat travels in air or water
3. Radiation- heat is transmitted across empty space or vacuum

Practice 2
Direction: Read the Lesson Guide on the comparison of adjectives. Show the
comparison and contrast using the Venn Diagram.

Degrees of comparison of adjectives.

1. positive degree- has no comparison and it denotes quality
2. Comparative degree- denotes quality in a greater or lesser degree. We add
the suffix –er, -r, or –ier to the adjective. We also use than after the adjective.
3. superlative degree- compares more than two persons, places or things. The
suffix –est, -iest, or –st is added to the adjective and word the is used before
the adjective.

168
Performance Output
Direction: Use a Venn Diagram in comparing your two friends. Give five
comparison and five contrast.
Rubrics of Checking
Rating 10 9 8 7 6
Description 5 statements 4 contrast 3 contrast 2 contrast 1 contrast
showing and 4 and 3 and 2 and 1
comparison comparison comparison comparison comparison
and contrast were given were given were given were given
were given
Making Requests

Learning Competency
EN4G-IIIh-19 Use a particular kind of sentence for a specific purpose (e.g.,
making requests)
Lesson Guide
A request is to ask, solicit or beseech someone for something you require.
It is a gentle and casual way to ask.
Ex:
Could you get some juice?
Would you please turn-on the radio?
Can you close the door, please?
Would you mind if you give me some water?

===============================================================
Practice 1
Direction: Write on the board the words that shows requests?

1. Andrew, could you get water?

2. Would you please open the window?
3. Can you please turn-on the light?
4. Could you change the channel?
5. Would you mind to carrying this basket?
6. Nala, could you bring the table here?
7. Would you open the freezer for me?
8. Can you please tie my hair?
9. Would you mind calling your friend for me?
10. Could you please clean the house?
169
Practice 2

Direction: Change the sentences to requests. Do it on your paper.

Ex: Cook our food.

Ans: Could you please cook our food?
Would you mind cooking our food?

1. Clean your room.

2. Ring the school bell.
3. Finish your seatwork.
4. Read your book.
5. Wash the dishes.
6. Wipe the teacher’s table.
7. Wax the floor.
8. Sweep the floor.
9. Comb your brother’s hair.
10. Buy groceries for me.

Performance Output

Direction: Write five sentences showing requests.

Rubrics for checking

Rating 2 1 0
Description Comprehensive Comprehensive Not
Grammatically Grammatically comprehensive
correct correct Wrong grammar
Capitalization
Punctuation

170
 Asking Permission

Learning Competency
EN4G-IIIi-20 Use a particular kind of sentence for a specific purpose (e.g., asking
permission)
Lesson Guide
Permission is to take one’s consent. It is a formal action
Ex:
Can I…(please)?
May I…(please)?
Would I be able to…?
Do you mind if I…?
I think I’m going to…Is that okay?
Don’t mind if I do.

================================================================

Practice 1

Direction: Read the sentences. Write on the board the sentences that ask for
permission.

1. May I use your laptop for a day?

2. Would you please open the window?
3. Can you please turn-on the light?
4. Teacher, can I bring may pet to school?
5. Would you mind to carrying this basket?
6. Would it be alright if I ask you your name?
7. Would you like me to accompany here?

171
8. Can you please tie my hair?
9. Would you mind calling your friend for me?
10. Mom, can I go with my friend?

Practice 2

Direction: Complete the sentences to show asking permission.

1. ____________ open the window?

2. ____________ close the door?
3. _____________use the computer?
4. _____________use your bathroom?
5. _____________sit here?
6. _____________come to the meeting late?
7. _____________take pictures inside the museum.
8. _____________go out, ___________?
9. _____________open your book?
10. Please, ______________taste that hot spicy dish?

Practice 3

Direction: Read the sentences below. Write a sentence asking permission based
on the situation stated.

Ex: You want to go out.

Ans: May I go out, please?

1. You need to go to the toilet.

2. You want to barrow your classmate’s eraser.
3. You want to clean your brother’s room.
4. You want to use your father’s computer.
5. You need to text your mom using your friend’s phone.

Rubrics for checking

Rating 2 1 0

172
Description Comprehensive Comprehensive Not
Grammatically Grammatically comprehensive
correct correct Wrong grammar
Capitalization
Punctuation

fourth
GRADING

Distinguishing Fact and Opinion

Learning Competencies

173
EN4OL-IVa-20 State a fact and opinion about a particular topic
(advertisements)
EN4OL-IVb-21 State a fact and opinion about a particular topic
(announcement)
EN4LC-IVa-30 Distinguish fact from opinion in informational text

Lesson Guide

Facts are true statements

Opinions are what a person thinks about something. People have different
opinions. (English for You and Me Reading, pg. 181)
=================================================================================================

Practice 1

Direction: Study the advertisement below. Write fact or opinion. Do this on the
board. Then discuss the answer.

1. Kool kids have street cred!

2. Kool kids can walk for miles.
3. Kool kids have cool feet!
4. Kool kids always wear KK designer footwear!
5. Shoes protect our feet.
174
Practice 2

Direction: Write F if the statement is a facts and O if it’s an opinion. Do this on

your notebook. (Total Reading, pg. 69)

______1. Our school baseball team had a winning season this year.
______2. Mom’s spaghetti is the best in the world.
______3. Rainy season is the nicest season of the year.
______4. Mrs. Burns took her class on a field trip last Thursday.
______5. The library always puts 30 books in our classroom book collection.
______6. They should put only books about horses in the collection.
______7. Our new MAPEH teacher is very strict.
______8. Everyone should keep take-home papers in a folder so they don’t have
to look for them when it is time to go home.
______9. I think the jeepney to the mall goes straight by Jane’s house at 7:45
a.m.
______10. Our new superintendent, Mr. Reyes, is very nice.

Practice 3

Direction: Here is an announcement. Study it then tell whether the item below
is a fact or an opinion based on the announcement.

What: General Parent-Teachers Association

Who: All parents or guardians, teachers
When: October 16, 20____
Time: 3:30 in the afternoon
Where: Kias Covered Court

1. The barangay officials will have a meeting.

2. The PTA officers will have a party.
3. The announcement is in the morning at 3:30
4. The meeting will be held at the Kias Covered Court
5. Teachers will join the meeting
6. The meeting will start at 3:30 P.M.
7. The meeting is scheduled on October 16, 20__
8. Parents and teachers only are invited.
9. Anyone can join the meeting.
10. The meeting will be about clean and green.

Practice 4

175
Direction: Read the letter then write F if the sentence is a statement of fact or
O if it is an opinion. (Total Reading, pg. 66-67)

March 15, 1405

Dear Father,

I miss you and the family, but I am happy to be living here and serving Sir
Stephen. Castle life is exciting while I learn the skills and behavior expected
of a knight.
Many things are required of pages like me. My duties include serving Sir
Stephen and caring for his horses. I am also learning to fight with a sword
and hunt with a falcon. I often play chess and other games that require great
skill and strategy.
I can hardly wait seven years until I
am sixteen. Then, I can become a
squire. A squire serves his master as
a valet and is trained to become a
mounted soldier. There are also
exciting things squires do to test
their skill in a contest, called jostling.
In this, one squire tries to knock
down another squire off his horse
with a long blunt lance.
My friend, Squire Robert, helps Sir
Stephen put on his armor for
contests before a battle. Almost all of Sir Stephen’s body is covered with this
metal suit. When he is covered in armor, we cannot recognize him; however,
his coat of arms, a cross, is on his shield and his cloak.

I remain your faithful son,

Arthur

______1. Pages are young boys who ______4. A squire goes to battle with
serve knights. his knight.
______2. Being a page is a hard job. ______5.Jousting is cruel to horses.
______3. Some knights hunt with ______6. All suits of armor are hot
falcons. and ugly.
______7. A squire is a young man ______9. A knight’s coat of arms is
sixteen or older. very beautiful.
______8. Being a squire is better than ______10. Pages learn to hunt with
being a page. falcons.

176
 Mastering Prepositions –to and -from
Learning Competency

177
EN4G-IVa-21 Identify prepositions in sentences
EN4G-IVb7.3 Use prepositions in sentences – to and from

Lesson Guide

A preposition connects a noun or pronoun to another word in the

sentence. It introduces a group of words called a phrase.

To is a preposition used to show where something is going.

Ex: Aron went to the grocery.

From is a preposition used to show the beginning of something.

Ex: This teddy bear is from my older sister.

==========================================================

Practice 1

Direction: Read the poem. Answer the questions that follow.

To and From Poem

Kathleen C. Lumidao

Prepositions oh how nice Here’s from me.

Talk to me That’s from you.
Talk from me A gift of grace.
How interesting it is to me. ‘Tis true.

From the North To our joy.

To the South To our laughter
Wind blows to and fro, God’s grace
Its up and about. From God to me and you!

1. What prepositions were used in the poem?

2. Where is the wind from?
3. Where is the going?
4. What gift did you and me received?
5. How gave the gift of grace?
Practice 2

178
Direction: Choose the correct preposition that will fit the sentences.

1. The package is (to, from) my mother who works abroad.

2. I go (to, from) town during weekends.
3. I received a letter (to, from) my cousin.
4-5. This gift is (to, from) me (to, from) you.
6-7. I walk (to, from) home (to, from) our school every day.
8. I was so scared! I run away (to, from) the haunted house.
9. The brave cadet jump (to, from) the helicopter.
10. (To, From) what place are you?

Practice 3

Direction: Use five sentences using –to and –from.

Rubrics for checking

Rating 2 1 0
Description Grammatically Grammatically Grammatically
correct incorrect incorrect
Capitalization No caps No caps
Punctuation Incorrect use of Incorrect use of
punctuation/no punctuation/ no
punctuation punctuation

Mastering Prepositions –among and -between

Learning Competency

179
EN4G-IVc-7.3 Use prepositions in sentences – among and between

Lesson Guide

A preposition connects a noun or pronoun to another word in the

sentence. It introduces a group of words called a phrase.
The preposition among is used if the subject is place among many other
objects.
Ex: Ana is among the many candidates.

Meanwhile between is used if the subject is placed at the middle of two

objects.

Ex: Ana sat between Karen and Nina.

==============================================================

Practice 1

Direction: Complete the sentence. Write your answer on the board.

1. Black Beauty, a horse stood (between, among) the other horses.

2. (Between, Among) the horses stood Black Beauty.
3. The owner of Black Beauty sat (between, among) two fat men.
4. The two fat men were (between, among) the crowd who came to watch the
race.
5. The race was schedule (between, among) March 30 and April 2.
6. When the whistle was blown, Black Beauty ran (between, among) two
horses.
7. The two horses were (between, among) those that were on the race.
8. Black Beauty’s jockey is (between, among) the riders who joined the race.
9. (Between, Among) the riders is the villain, Nicholas Skinner.
10. Not only was Nicholas Skinner (between, among) the riders, Reuben Smith
was also a jockey.
Practice 2

180
Direction: Which sentence is stated correctly. Use √ if the statement is stated
correctly and X if the preposition is not used properly. Then, rewrite the
erroneous sentence making the necessary correction.

1. Tom Sawyer sat among Huckleberry Finn and Becky Thatcher.

2. Huckleberry Finn is among Tom Sawyers’ friends.
3. Aunt Polly told Tom to start washing dishes among other thing that he needs
to do.
4. Tom places the broom between the other cleaning materials.
5. He then placed the paint roller between the paint and mixing plate.
6. He asked Becky to sit among the paint and mixing plate.
7. He proceeded to sit between the paint, mixing plate and Becky.
8. Huckleberry went to sit between Becky and Tom.
9. Tom told Huckleberry to sit among the other boys.
10. So, Huckleberry went his merry way and sit between the other boys.

Performance Output

Direction: Look at the pictures. Describe what you see using among or
between.

1. 2. 3.

4. 5.

Rubrics for checking

181
 Rating 2 1 0
Description Grammatically Grammatically Grammatically
correct incorrect incorrect
Capitalization No caps No caps
Punctuation Incorrect use of Incorrect use of
punctuation/no punctuation/ no
punctuation punctuation

Mastering Prepositions In, On, Under, and Above

182
Learning Competencies

EN4G-IVd7.3 Use prepositions in, on, under, and above in sentences

Lesson Guide

Above- in a higher position

Under- directly below something

In-

On-

==============================================================

Practice 1

Direction: Write on the board the best preposition for each picture.

1. The elf is (in, on, under, above) the box.

183
 2. The elf is (in, on, under, above) the box.

3. The elf is (in, on, under, above) the snare drum.

4. The elf is (in, on, under, above) the beach ball.

Practice 2

Direction: Choose the correct preposition.

1. The farmers work (in, on, under, above) the hot sun.
2. The fisher dives (in, on, under, above) the deep sea.
3. It is hot (in, on, under, above) the house because of the heat of the sun.
4. People and children sit (in, on, under, above) the benches.
5. They watch the boats (in, on, under, above) the sea.
6. I will join you (in, on, under, above) three days.
7. The tired farmer slept (in, on, under, above) the tree.
8. It is beautiful to see the clouds (in, on, under, above) the high mountains.
9. I left your packed lunch (in, on, under, above) top of your table.
10. Keep your books (in, on, under, above) your lockers when not in use.

Performance Output

Direction: Use preposition in, on, under, and above in a sentence.

Rubrics for checking

Rating 2 1 0
Description Grammatically Grammatically Grammatically
correct incorrect incorrect
Capitalization No caps No caps
Punctuation Incorrect use of Incorrect use of
punctuation/no punctuation/ no
punctuation punctuation

184
 Mastering Prepositional Phrases

Learning Competency

EN4G-IVe7.2 Use prepositional phrases in sentences

Lesson Guide

A prepositional phrase is made up of a preposition and a phrase.

Ex: outside the house in the garden over the table

In a moment in a year on a day

==============================================================

Practice 1

Direction: Write on the board the prepositional phrases in the following

sentences.

1. Black Beauty, a horse stood among the other horses.

2. Among the horses stood Black Beauty.
3. The owner of Black Beauty sat between two fat men.
4. The two fat men were among the crowd who came to watch the race.
5. The race was schedule between March 30 and April 2.
6. When the whistle was blown, Black Beauty ran between two horses.
7. The two horses were among those that were on the race.
8. Black Beauty’s jockey is among the riders who joined the race.
9. Among the riders is the villain, Nicholas Skinner.
10. Not only was Nicholas Skinner among the riders, Reuben Smith was also a
jockey.

Practice 2

Direction: Copy the sentence on your paper. Underline the prepositional

phrase.

1. Tom Sawyer sat between Huckleberry Finn and Becky Thatcher.

2. Huckleberry Finn is among Tom Sawyers’ friends.

185
3. Aunt Polly told Tom to start washing dishes among other thing that he needs
to do.
4. Tom places the broom among the other cleaning materials.
5. He then placed the paint roller between the paint and mixing plate.
6. He asked Becky to sit between the paint and mixing plate.
7. He proceeded to sit among the paint, mixing plate and Becky.
8. Huckleberry went to sit between Becky and Tom.
9. Tom told Huckleberry to sit among the other boys.
10. So, Huckleberry went his merry way and sit among the other boys.

Performance Output

Direction: Use the prepositional phrases in sentences.

1. under the stairs

2. in the trash can
3. between the chairs
4. on the cabinet
5. among the crowd

Rubrics for checking

Rating 2 1 0
Description Grammatically Grammatically Grammatically
correct incorrect incorrect
Capitalization No caps No caps
Punctuation Incorrect use of Incorrect use of
punctuation/no punctuation/ no
punctuation punctuation

186
 Using Prefixes un-, in-, im-, dis-, mis- and re-
Learning Competencies

EN4V-IVd-42 Identify meaning of words with prefixes un-, in-, im-, dis-, mis-
and re-

Lesson Guide
A prefix is a syllable or word added at the beginning of another word or
phrase to change its meaning.
Prefixes and their meanings:
1. un-lack of uncomfortable- feeling of discomfort
2. mis-wrong misbehave- to behave wrongly
3. di, dis- part, not dishonest- not honest
4. re-again rewrite- write again
5. in-not incorrect- not correct or wrong
6. im- not improper- not proper

Read the words with prefixes below.

Un- Mis- Dis-

Undo Misspell Dislike
Unhappy Misheard Dishonest
Unfinished Misinform Disown
Unfriendly Mistrust Disobey
Undone Misunderstand Distrust
Unknown Misconduct Disband
unlike Misread Disagree
Misinterpret
Misfire
Re- In- Im-
Reuse Incomplete Imperfect
Recap Inaccurate Impossible
Replace Incorrect Immature
Rewrite Inadequate Immobile
Return Inability improper
Rediscover Inactive
Reiterate Inexpensive
Reunite Intolerable
Recall Incapable
=============================================================

187
Practice 1

Direction: There are 10 words with prefixes inside the box. Find them and write
them of the board.

D I S L I K E S U B L N C K I
A I Y T M O S T N L I S D R N
R E S O U N D A D O V I M E A
B H W O Y O U R O R E M I M C
C I R U W O N T N N S M S N T
D J Q A R N B S E F N O T R I
I N C O M P L E T E G B E U V
E K P B H U N T E R S I Y T E
F L I N T O L E R A B L E E S
R E D I S C O V E R K E M R Y
G M O F A B C D E F G H I J K

Practice 2

Direction: Which prefix should be added to the base word?

1. tolerable 6. curable 11. complete

2. honest 7. proper 12. mobile
3. write 8. trust 13. active
4. spelled 9. known 14. turn
5. understood 10. friendly 15. like

Practice 3

Direction: Choose the correct word with prefix to complete the sentence.

1. Alex is (misheard, unheard, disheard) his teacher’s instruction.

2. He was to (rewrite, unwrite, diswrite) his homework.
3. Some of his classmates became (refriendly, unfriendly, misfriendly) with
him.
4. He copied the instruction (uncorretly, incorrectly, miscorrectly).
5. (Dislike, Mislike, Unlike) his classmates, Alex don’t pay attention.
6. The teacher warns them about (uncomplete, miscomplete, incomplete) tasks.
7. Alex sometimes engage in (improper, disproper, reproper) conduct when he
is angry.
8. His behavior is not (incurable, discurable, recurable) at all according to his
teacher.
9. It is just a matter of (retrust, mistrust, untrust) that made him that way.

188
10. (Misbehavior, Unbehavior, Rebehaviour) should be corrected as soon as
possible.

Performance Output

Direction: Write five sentences using any of the prefixes.

Rubrics for checking

Rating 2 1 0
Description Grammatically Grammatically Grammatically
correct incorrect incorrect
Capitalization No caps No caps
Punctuation Incorrect use of Incorrect use of
punctuation/no punctuation/ no
punctuation punctuation

189
 Suffixes
Learning Competencies

EN4V-IVe-43 Identify meaning of word with suffixes -ful and -less

EN4V-IVf-44 Identify meaning of words with suffixes -er and -or
EN4V-IVi-47 Identify meaning of words with suffixes -able and -ible
EN4V-IVh-46 Identify meaning of words with suffixes -ly and -y

Lesson Guide

A suffix is a syllable or syllables added at the end of a word or the base

form to form a new word.

SUFFIX MEANING EXAMPLE

-ful Full of Hopeful
-less Without Clueless
-er/-or More/ one who Trainer
-able Can be done Preventable
-ible Ability Flexible
-ly A characteristic of Bravely
-y Characterized by Brainy

================================================================
Practice 1
Direction: Add the correct suffix to the end of each base word.
New Word Meaning
1. fear_________________________ Without fear
2. care________________________ With care, full of care
3. do__________________________ Able to be done, able to do
4. singer______________________ One who sings
5. worth_______________________ Without worth
6. young_______________________ More young
7. joy__________________________ Full of joy
8. care_________________________ Without care
9. slow_________________________ More slow
10. read________________________ Able to read

190
Practice 2
Direction: Read the sentences below. Choose the proper word to complete each.
Beautiful wonderful careful thankful
Careless harmless worthless powerless
1. Mom always said to be _____________________when crossing the street.
2. The spider that is on your show is completely ____________________.
3. We are very ________________________for all the help that we received.
4. Last night’s sunset on the horizon was _________________________.
5. I dropped my cell phone into the tub and now it is ________________________.
6. Mark felt _____________________________against the strong winds on the bay.
7. The musical the kids performed yesterday was ___________________________.
8. Suzy was ____________________________and she broke mom’s favorite vase.

Practice 3
Direction: Read the sentence below. Choose the proper word to complete each.
Possible legible visible edible
Available agreeable noticeable adorable

1. I don’t think it is _________________________for us to travel to Mars yet.

2. I appreciate you being ________________________throughout all the problems.
3. The cold, undercooked meal the chef made is not __________________________.
4. Cindy’s new baby brother is absolutely __________________________.
6. Please rewrite the story as your hand writing is not _______________________.
7. Orion’s Belt is not ________________________ because of the clouds.

191
 Mastering Subjects and Predicates

Learning Competency
EN4G-IVf-22 Use simple sentence: Simple subject and simple predicate

Lesson Guide

The simple subject is the most important word in the complete subject. It
is a noun or pronoun that tells who or what the sentence is about.

The simple predicate is the most important word in the complete

predicate. It is a verb that tells what the subject is or does.

Simple subject simple predicate

Ex: Handmade pottery can be very beautiful.
Complete subject complete predicate
(Total Reading, pg. 180)

================================================================

Practice 1
Direction: Draw one line under the complete subject and two lines under the
complete predicate. (Total Reading, pg. 181)

1. The horses are racing to the finish line.

2. Mrs. Porter went to see Jack’s teacher.
3. Josh moved to Atlanta, Georgia.
4. Monica’s birthday is July 15th.
5. The ball rolled into the street.
6. Tammy planned a surprise party.
7. The winning team received a trophy.
8. The fireworks displays were fantastic.
9. The heavy rain drove everyone inside.
10. Adam looked everywhere inside.

Practice 2
Direction: Circle the simple subject. Underline the simple predicate.
1.My sister is a very happy person.
2. I wish we had more holidays in the year.

192
3. Laura is one of the nicest girls in our class.
4. John is fun to have as a friend.
5. The rain nearly ruined our picnic!
6. My birthday present was exactly what I wanted.
7. Your bicycle is parked beside my skateboard.
8. The printer will need to be filled with paper before you use it.
9. Six dogs chased my cat home yesterday!
10. Anthony likes to read anything he can get his hands on.

Performance Output

Direction: Write five sentences with simple subject and predicate.

Rubrics for checking

Rating 2 1 0
Description Grammatically Grammatically Grammatically
correct incorrect incorrect
Capitalization No caps No caps
Punctuation Incorrect use of Incorrect use of
punctuation/no punctuation/ no
punctuation punctuation

193
 Mastering Simple Sentences
Learning Competencies

EN4G-IVg-23 Use simple sentence: Compound subject + simple predicate

EN4G-IVh-24 Use simple sentences: Simple subject and compound predicate

Lesson Guide

To combine simple predicates to form compound predicates, study the

examples below:
(1) The store owner sells quilts.
(2) The store owner teaches quilting.
(3) The store owner repairs sewing machines.
(4) The store owner sells quilts, teaches quilting, and repairs
sewing machines.

Sentences 1,2, and 3 are sentences with simple subjects and simple
predicates (sells, teaches, and repairs). In the fourth sentence, the sentence
still shows simple subject but it now has a compound predicate. This shows
simple subject + compound predicate.

To form a compound subject and simple predicate, simply study the

examples below:
(1) Danny watched the movie.
(2) Harry watched the movie.
(3) I watched the movie.
(4) Danny, Harry, and I watched the movie.

The first three sentences show simple subject and simple predicate.
However, when the simple subjects were combined in the fourth sentence, a
compound subject was formed. This shows compound subject + simple
predicate.

================================================================

Practice 1

Direction: Read the items below. Which among them is a sentence? Write the
answer on the board.

1. John hit.

194
2. It was another ordinary day.
3. The cat naps on the chair.
4. Leila runs after the lizard.
5. All day.
6. Am sad.
7. I had to eat all my vegetables.
8. Baseball is a physical game.
9. Go to the movies.
10. I hid the card under the bed.

Practice 2
Direction: Write a simple sentence out of the given sentences.

Ex: Eficare is playing house. Ans: Eficare and Summer are playing
house.
Summer is playing house.

Your sentence:
1. Mari brushes her teeth.
Mari combs her hair.

2. Our family went to Burnham Park.

Our family went to Mines View.
Our family went to Botanical Garden.
3. May watched a horror movie.
Jane watched a horror movie.

4. Mom went to SM.

Dad went to SM.

5. Lala is playing hide-and-seek.

Matt is playing hide-and-seek.
Wren is playing hide-and-seek.

Practice 3
Direction: Write simple sentences about each picture.

Clue: compound subject +simple predicate

1.

195
 Clue: compound subject +simple predicate

2.
Clue: compound subject +simple predicate

3.
Clue: simple subject + compound predicate

4.
Clue: simple subject + compound predicate

5.

196
 Mastering Compound Sentences
Learning Competency

EN4G-IVi-25 Use compound sentences

Lesson Guide

A compound sentence has at least two independent clauses. Which

means that they have their own subject and predicate.

I drink green tea, but they drink coffee.

Subject predicate subject predicate

Compound sentences are joined together by conjunctions but, and, or,

for, nor, so, and yet.

===============================================================

Practice 1

Direction: Write S for simple sentences and C for compound sentences.

______1. Mark and James cleaned their room.

______2. They left early, so they arrived first.
______3. Danny practices the guitar everyday.
______4. They did not brush their teeth, nor did they comb their hair.
______5. This building has several elevators and stairwells.
______6. We took the city bus, but it was crowded.
______7. Some grocery stores are open every Sundays.
______8. I did not eat any cookies, yet there are none left.
______9. The ferry does not operate at night.
______10. He finished his book, and he has nothing left to read.

Practice 2

Direction: Combine each pair of sentence using a comma and the conjunction
inside the parenthesis.

1. She did not go to the park. It was too late in the evening. (for)
2. They arrived early at the show. They had great seats. (so)

197
3. My family has never been to Manila. We have seen La Union. (but)
4. I really like the chocolate cake. I am too full for dessert. (but)
5. We could start the movie now. We could wait for John and Mark. (or)
6. I am allergic to cats. I love to pet them. (yet)
7. Mark finished his homework. We can go play outside. (so)
8. You cannot go outside. It started to rain. (for)
9. They moved their toys to the side. They had room for the race track. (and)
10. She does not play the piano. She does play the flute. (but)

Practice 3

Direction: Use a check mark (√) if the sentence shows a compound sentence
and an X if it shows a simple sentence.

______1. Dolores rode her pony.

______2. Mike ate his birthday cake and a chocolate flavored ice cream.
______3. Anthony cleaned his room while Romy watched cartoons.
______4. Lily carries her bag to school every day but she rides home in the
afternoon.
______5. I will bring spaghetti and graham cake to the picnic on Saturday.
______6. ABS-CBN and GMA 7 showed the 2019 Sea Games opening on TV.
______7. Luisa hates brushing her teeth nor does she like combing her hair.
______8. Mike made his bed this morning and he cooks breakfast too.
______9. Sky, our dog sleeps outside but Leila, our cat sleeps inside.
______10. Please keep the ice cream inside the freezer at all times.

198
 Cause-and-Effect Relationship
Learning Competencies

EN4OL-IVh-27 State the effects of a given cause

EN4OL-IVi-28 State the cause of a given effect

Lesson Guide
A cause is an event of action that results in another event of action called
an effect. Cause-effect relationships are shown by words like because, since,
therefore, so, or as a result.
Ex: His grades went up since he studied his lessons consistently. (Reading Power
Skillbook, pg. 85)

================================================================
Practice 1
Direction: Write on the board the cause in each sentence. (Reading Power Skillbook, pg.
86)

1. The people became happy with Bell’s telephone invention.

2. Men all over the world immediately look for ways to make the invention
better that will help them make themselves better.
3. Bell is also interested in electricity because he hoped to help the deaf to
hear.
4. The campers of Grade Four felt happy at the presence of their dads.
5. Dad and his child were delighted with the bonfire because the fire was
majestic.
6. It was an unforgettable experience for father and son for they had lots of fun
together.
7. People love to watch the performance of the children in the Kindergarten
because they are cute.
8. We cannot pull the tree because it is quite heavy.
9. Josefa got wet because of the heavy downpour of rain.
10. All the teachers were amazed with the high result of the test in reading.

Practice 2
Direction: Copy the sentences. Underline the cause and box the effect. Do this
on your paper. (Reading Power Skillbook, pg. 87)

199
1. For Joy, Rita is a good friend because she lends money to their friends who
are in need.
2. The guy hit him on the head for he can’t bear his naughtiness.
3. She was deeply surprised with the gift she saw on her table.
4. The kids cried because of hunger.
5. The children studied well so they would get high grade in the test.
6. Jocelyn was liked by all because of her charm.
7. She danced perfectly during the party because she practiced day and night.
8. John went to the doctor. His body was shaking last night.
9. She passed the test, she was jumping with joy.
10. Arthur complained much about his stomach.

Practice 3
Direction: Read the selection first then complete the sentence by matching
correctly the causes in Column A with those in Column B. Write the letter only.
(Enjoying English Workbook, pg. 108-110)

Rhinoceros

In 1994 the African black rhinoceros, or rhino, was reported to be

facing extinction. Today, there are approximately 3, 000 black rhinos. In
1960s there were 65,000 to 100,000.
Rhino horn is used in Chinese medicine to reduce fever. This is why
the species is hunted and killed. In 1976, governments worldwide banned
trading in rhino horn, but his has not stopped the practice as it is extremely
lucrative. One kilogram of rhino horns costs about P588,000.
Some conservationists feel that legalizing the trade would cause the
price to drop and, therefore fewer rhinos would be killed. However, others
disagree. They say that most poachers are extremely poor and would kill
rhinos even if the price of rhino horns was drastically reduced.
African governments have attempted to save the rhinos by legalizing
de-horning of rhinos without killing them. One doesn’t have to kill a rhino to
get its horn. Poachers however still kill the rhinos because it is easier to
dehorn a dead rhino than a live one.
Plants can save rhinos. Many plants have similar medicinal properties
to that of rhino horn. They may be used instead of the rhino horn.

200
 Column A Column B
______1. The African black rhinos are a. they will still
facing extinction sell horn at a
lower price
______2. Chinese medicine use rhino b. would cause
horns the price to drop
______3. Poachers are extremely poor c. because they
were killed for
their horns
______4. Legalizing rhino trading d. they have
similar medicinal
properties
e. than a live one
______5. Plants can save rhinos f. one kilo of
rhino horn costs
P588, 000
______6. It’s easier to kill a dead rhino g. to reduce fever
______7. Rhino trading is lucrative

Practice 4
Direction: Write down the possible effects of the following causes. Use the
words because or so to connect the cause with its effect. (Enjoying English Workbook, pg.
111)

1. The people in our barangay throw garbage in the canal.

2. Robert watches TV instead of studying his lesson every night.
3. The illegal loggers continue to denude the forests.
4. Mary saves a part of her daily allowance.
5. The water in the faucet was left running all night.

Reality and Fantasy

201
Learning Competencies

EN4LC-IVc-31 Tell whether an action or event is a reality or a fantasy

EN4OL-IVc-22 Express whether an action or event is reality or fantasy
EN4RC-IVc-43 Distinguish reality from fantasy in stories read

Lesson Guide

Things that can happen in real life is reality. While those that cannot
happen in real life is fantasy.

Read the stories below. Which story do you think is possible in real life and
which is not?

Story A The Boy Who Cried Wolf

There was once a shepherd boy who often got lonely and bored out on
the hillside, so one day he thought of a plan to amuse himself. He rushed
toward his village shouting, “Wolf! Wolf!”
The villagers came running to help him but when they realized there was
no wolf, they went home grumbling. A few days later the naughty boy tried the
same trick and again the villagers came rushing to help him. They were very
angry, however, when they realized they had been tricked the second time.
Just a few days later, a wolf really did begin prowling around the sheep.
Of course the boy set off crying, “Wolf! Wolf!”
But the villagers thought that the boy was lying again, so nobody came
to his aid and the wolf ate the boy’s whole flock. (Grolier’s Story a Day)

What do you think about the story? Is it possible in real life?

What lesson did you learn from the story?

Story B The Wise Mamad Who Always Told the Truth

Once upon a time there lived a wise man called Mamad who never lied.
The king heard about him and decided to play a trick.
The king held his horse by the reins, place his left foot on the stirrup and
told Mamad to tell the queen he was going hunting. Mamad bowed and left.
Then the king laughed, and said, “We won’t go hunting and so Mamad will
have lied.”
But wise Mamad went to the queen and said, “The king said he was
going hunting but I don’t know if he finished mounting his horse after I left.”
202
 Then the next day the king told the queen, “The wise Mamad lied to you
yesterday.”
But the queen told him what Mamad had said, and the king realized that
the wise man only tells what he has actually seen. (Grolier’s Story a Day)

What do you think about the story? Is it possible in real life?

What lesson did you learn from the story?

================================================================

Practice 1
Direction: Read each sentence. Write an F by the ones that are fantasy. Write
an R by the ones that are real.

_____________1. The milk is cold.

_____________2. He bought some clothes at the mall.
_____________3. The sun winked at me as the day ended.
_____________4. The dog laughed as he chased the cat.
_____________5. I drove the car down the road.
_____________6. The toys played with each other when the kids left the room.
_____________7. The cat meowed loudly.
_____________8. When the car got tired, it stopped to take a rest.
_____________9. The water froze and turned into diamonds.
_____________10. The invisible kitten played with a ball of yarn.

Practice 2
Direction: From the list of phrases about pigs, write them under the correct
column.

They sing their A B C’s They dance They oink

They read newspaper They walk in fours They fly
They sleep upside-down They eat nuts They take a bath

REALITY FANTASY

203
Practice 3
Direction: Color the events below that show REALITY, blue. Color the events
below that show FANTASY, red.

Airplanes can A genie flew out of

fly A bird carried a the lamp
string to its nest

A cow can type

A koala can talk

Trees grow leaves
Elephant seals
swim in the ocean
Carl reads book
about volcano
A bird carried a
pillow to its nest
Mermaids swim in Humans can fly
The ocean
Cows produce
milk
Trees grow A koala eats
Money eucalyptus

Making an Outline, and a Paragraph Based on an

Outline

204
Learning Competencies

EN4WC-IVb35 Write a 2- point sentence outline

EN4WC-IVc36 Write a paragraph based on a 2-point outline

Lesson Guide
An outline is a blueprint or plan of your paper. It shows the order of the
various topics, the relative importance of each, and the relationship between
the various parts.
It is used to plan for writing, and improve organization.
Step 1: Read the and understand the paragraph.
The heart is a hollow muscular organ located near the lungs and is
protected by the rib cage. Its size is about the size of your fist. It is made up
of cardiac muscles which is an example of an involuntary muscle. Its
function is to pump blood to the different parts of the body.

Step 2: Make an outline.

I. The Heart (topic)
A. a hollow muscular organ located near the lungs and protected by the
rib cage. (subtopic)
B. the size of the fist (subtopic)
C. made up of cardiac muscle (subtopic)
D. it pumps blood to the different parts of the body (subtopic)

Step 3: Write a paragraph based on the outline.

The heart is a hollow muscular organ located near the lungs and
protected by the ribcage. It is the size of the fist. It is made up of cardiac
muscle. And it pumps blood to the different parts of the body.

================================================================

Practice 1

205
Direction: First read the selection inside the box. Then make an outline on the
space provided. Finally, make an outline based on your paragraph. Let’s do
this on the board.

Step 1
The human brain is a highly complex organ found in the head and is
protected by the skull and a soft tissue called meninges. It weighs 1.5 kg and
contains billions of neurons. Its main function is to process information and
receive and send instructions to the different parts of the body.

Step 2
I. ___________________________________________
A. _______________________________________________________
B. _______________________________________________________
C. _______________________________________________________

Step 3

Practice 2
Direction: First read the selection inside the box. Then make an outline on the
space provided. Finally, make an outline based on your paragraph. Do this on
your paper.

Step 1
There are materials that do not conduct heat very well. They are
called non-conductors or insulators. Most non-metals, liquids, and gases are
poor conductors. Their molecules are farther apart and do not allow heat
energy to spread quickly.

Step 2
I. ___________________________________________
A. _______________________________________________________

206
 B. _______________________________________________________
C. _______________________________________________________

Step 3

Practice 3
Direction: First read the selection inside the box. Then make an outline on the
space provided. Finally, make an outline based on your outline. Do this on
your notebook.

Step 1
The sun is the center of the solar system. It is the closes star nearest
our planet. The sun is the main source of heat and light. It is made up of
very hot gases.

Step 2
I. ___________________________________________
A. _______________________________________________________
B. _______________________________________________________
C. _______________________________________________________
D. _______________________________________________________

Step 3

Writing a Paragraph

207
Learning Competencies

EN4WC-IVd37 Write 5–6 sentence paragraph about a given topic (Prewriting)

EN4WC-IVe38 Write 5–6 sentence paragraph about a given topic (Writing)
EN4WC-IVf39 Write 5–6 sentence paragraph about a given topic (Editing)
EN4WC-IVg40 Write 5–6 sentence paragraph about a given topic (Rewriting/
Revising)
EN4WC-IVh41 Write 5–6 sentence paragraph about a given topic (Publishing)

Lesson Guide

What is a paragraph? A paragraph is a group of sentence with one idea.

A paragraph usually has 5 sentences. The first part of the paragraph is
indented.

Parts of a Paragraph

1. topic sentence- tells the main idea

Ex: Anna is an excellent student.
2. detail sentences- explain and support the main idea
Ex: She is intelligent.
She is responsible.
Anna always does her homework and is never late for class.
3. conclusion sentence- reminds us of the main idea
Ex: As a result of her hard work, Anna is one of the best students in
school.

Example:
Anna is an excellent student. She is intelligent. She is responsible.
Anna always does her homework and is never late for class. As a result of her
hard work, Anna is one of the best students in school.

Before writing a paragraph, here are the things that you should to.
1. Think about the topic.
Ex: I. Anna an excellent student.
2. Make an outline showing the details.
Ex: A. intelligent
B. responsible
C. does homework and never late.
D. best student in class

Once you are done making your outline, you are ready to begin.

208
================================================================
Practice 1
Direction: Write a paragraph about your best friend. Complete the sentences
for you to be able to talk about him/her. (Essential Language, pg. 197)

My Best Friend

My best friend is __________________________________. He/she is

______________years old. He/she lives in
______________________________________. I like him/her because he/she is
_________________________. He/she is also ______________________________. I will
never have another friend like ______________________________.

Practice 2
Direction: Make an outline about your family. Do this on a your paper.
I. ____________________________________
A. ____________________________________________
B. ____________________________________________
C. ____________________________________________
D. ____________________________________________

Practice 3
Direction: Write a 5-sentence paragraph about your family based on your
outline above. Remember that a paragraph has the following parts:

1. indention
2. topic sentence.
3. three detail sentences
4. conclusion sentence

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Practice 3

209
Direction: Rewrite the paragraph based on the corrections done by your
teacher. Refer to this guideline for checking.

Using the Glossary

210
Learning Competency

EN4SS-IVg-20 Use a glossary to get the meaning of words

Lesson Guide

What is a glossary?

A glossary is list that gives definitions of the hard and unusual words
found in a book. It is a dictionary of the special terms in a particular field or
job.

The words are written in alphabetical order or from A to Z. The glossary

is found at the back of a book. However, not all books have glossary. Check
your school books. Which book has a glossary? Which doesn’t?

================================================================

Practice 1

Direction: Locate the glossary from Mathematics for a Better Life textbook. Find
the meaning of the words below.

1. angle
2. congruent angles
3. decimal point
4. diameter
5. divisible
6. fraction
7. geometry
8. greatest common factor
9. googol
10. identity property

Practice 2

Direction: Rearrange the words below then find their meaning using
Mathematics for a Better Life textbook.

211
factors data numerator point triangle
graph cube perimeter square volume

Practice 3
Direction: Write the meaning of the words below. Use Musika at Sining book.
1. coda
2. forte
3. largo
4. prime
5. tempo
6. vocal
7. foreground
8. prinsipyo
9. pattern
10. watercolor

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https://www.google.com/search?
q=preposition+under&tbm=isch&hl=en&safe=active&chips=q:preposition+under,g_1:visual&safe=active&hl=en&ved=2ahUKEwjczsaq0M3oAh
W_8zgGHRHcDrMQ4lYoAXoECAEQFg&biw=771&bih=347#imgrc=QmevSP5JJwA1ZM

References
https://www.google.com/search?
q=verb+poem&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjYw5n2_LboAhXB7nMBHX8GBt8Q_AUoAXoECA8QAw&biw=1093&bih=500#imgrc
=RSVybv-VBYbMWM
https://www.google.com/search?
q=verb+poem&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjYw5n2_LboAhXB7nMBHX8GBt8Q_AUoAXoECA8QAw&biw=1093&bih=500#imgrc
=OU5Cmm4Pq_m_IM

213
https://www.google.com/search?
q=time+expressions+for+present+tense&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjL_fLqsbnoAhVCILcAHTIkBkwQ_AUoAXoECA4QAw&biw
=1093&bih=500#imgrc=Q74PYUO9nhuQeM
https://www.google.com/search?
q=time+expressions+for+present+tense&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjL_fLqsbnoAhVCILcAHTIkBkwQ_AUoAXoECA4QAw&biw
=1093&bih=500#imgrc=eX6H3XAfx6JIHMhttps://www.google.com/search?
q=time+expressions+for+present+tense&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjL_fLqsbnoAhVCILcAHTIkBkwQ_AUoAXoECA4QAw&biw
=1093&bih=500#imgrc=B3yU1QeB1pxDtM
https://www.google.com/search?q=bdo+deposit+form&tbm=isch&ved=2ahUKEwiEmvLTlLroAhXmJrcAHfi2CbkQ2-
cCegQIABAA&oq=bdo+&gs_lcp=CgNpbWcQARgBMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgIIADIECAAQQzIECAAQQ
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HObN3LUP-O2myAs&bih=500&biw=1093#imgrc=03CXOPEJ2vRutM
https://www.google.com/search?
q=courteous+expressions&safe=active&source=lnms&tbm=isch&sa=X&ved=2ahUKEwiPjp6l6bvoAhVRcCsKHbj0Do4Q_AUoAXoECA4QAw&biw=
1093&bih=500#imgrc=Y49eFzPX76ng5Mhttps://www.google.com/search?
q=short+stories+with+theme&safe=active&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjcn7L-
9rvoAhWyILcAHXShDb0Q_AUoAXoECA4QAw&biw=1093&bih=500#imgrc=mG30LuSSJe6sPM https://www.google.com/search?
q=short+stories+with+moral&tbm=isch&ved=2ahUKEwjw_J7997voAhXOK7cAHW-lCE8Q2-
cCegQIABAA&oq=short+stories+with+moral&gs_lcp=CgNpbWcQAzICCAAyAggAMgIIADICCAAyAggAMgIIADICCAAyAggAMgIIADICCAA6BAgAEBg
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XrD5Ac7X3LUP78qi-AQ&bih=500&biw=1079&safe=active&hl=en#imgrc=zFwSIIO8TAgQyM&imgdii=Ad65wXzh4pEnbM
https://www.google.com/search?q=writing+story+endings+worksheet&tbm=isch&safe=active&safe=active&hl=en&ved=2ahUKEwj-
http://www.baguiomidlandcourier.com.ph/city.asp?mode=archives/2020/march/3-22-2020/city4-200-stranded-Japanese.txt
https://sports.inquirer.net/390556/belingon-eyes-may-29-return-vs-lineker-in-manila
http://www.gobaguio.com/history-of-baguio-city.html

https://www.google.com/search?q=parts+of+a+letter&source=lnms&tbm=isch&sa=X&ved=2ahUKEwizu4eczJHoAhVkJaYKHY-
gBysQ_AUoAXoECA8QAw&biw=1093&bih=500&dpr=1.25#imgrc=YOu7_3Xelr45dMchttps://www.google.com/search?
biw=780&bih=357&tbm=isch&sa=1&ei=u88OXuerLuWU4-
EPr8eLkAw&q=face&oq=face&gs_l=img.3..0i67l5j0i131j0i67l3j0.205067.207171..207405...0.0..0.150.2860.6j20......0....1..gws-wiz-
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https://www.google.com/search?q=lame&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjiwd-
J2ubmAhXCb30KHdw8C8MQ_AUoAnoECBIQBA&biw=1242&bih=568#imgrc=V6QzFEXkmfu5rM:
https://www.google.com/search?
q=cage&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjw8eH42ebmAhVGeX0KHRq8BucQ_AUoAXoECBQQAw&cshid=1578029581343860&biw=
1242&bih=568&dpr=1.1#imgrc=EP0d7Yn7TuDLCM:
https://www.google.com/search?q=lane&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjimf-
z2ubmAhWBWX0KHUrdDoIQ_AUoAXoECBUQAw&biw=1242&bih=568#imgrc=4ScJ1MdczVjj9M:
https://www.google.com/search?q=gate&tbm=isch&source=iu&ictx=1&fir=qs1Dul3ypKYRIM%253A%252CzfZseWDJB_3HuM
%252C_&vet=1&usg=AI4_- https://www.google.com/search?
q=mass+and+count+nouns&source=lnms&tbm=isch&sa=X&ved=2ahUKEwiMkbHR2JHoAhVLE4gKHRvABQsQ_AUoAXoECBUQAw&biw=1093&bi
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Mg#imgrc=qs1Dul3ypKYRIM:
https://www.google.com/search?
q=pray&source=lnms&tbm=isch&sa=X&ved=2ahUKEwiXkrn_2ubmAhUDfX0KHch8AzUQ_AUoAXoECBEQAw&biw=1242&bih=568#imgrc=dO1tb
7aaAXWvbM:
https://www.google.com/search?q=Poems+with+long+vowel+a+sound&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjoqO2u2-
bmAhWGWX0KHSZUBaMQ_AUoAXoECAwQAw&biw=1242&bih=568#imgrc=55X4yjsbtNaRkM:
https://www.google.com/search?
tbm=isch&q=Poems+with+long+vowel+a+sound&chips=q:poems+with+long+vowel+a+sound,online_chips:grade+levels&usg=AI4_-
kR_YKvL9_sDP6Lc5o_JKORuWxQ_JA&sa=X&ved=0ahUKEwjug8-w2-
bmAhWrwjgGHec2DMoQ4lYILSgD&biw=1242&bih=568&dpr=1.1#imgrc=85PG6QVIOW8IXM:
https://www.google.com/search?tbm=isch&q=LONG+vowel+sound+E+words&chips=q:long+vowel+ea+words,g_1:rule&usg=AI4_-
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https://www.google.com/search?tbm=isch&q=long+vowel+sounds+e&sa=X&ved=0ahUKEwj9-eXF3-
bmAhXMXCsKHewJCuYQrNwCCEAoAQ&biw=1242&bih=568&dpr=1.1#imgrc=dSXY6Hp4gn5UyM:
https://www.google.com/search?q=POEms+with+long+vowel+E+sound&source=lnms&tbm=isch&sa=X&ved=2ahUKEwi00-
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214
https://www.google.com/search?
q=bee&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjHnaSC4ebmAhUHcCsKHboiDr0Q_AUoAXoECBMQAw&biw=1242&bih=568#imgrc=akMwi
l10CacPGM:
https://www.google.com/search?tbm=isch&q=flea&chips=q:flea,g_1:cartoon:K7AmhaYak9Q%3D&usg=AI4_-
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jAXzJa6gM:
https://www.google.com/search?
q=long+vowel+i+sound&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjO1rn45ebmAhV4xjgGHcUwAQAQ_AUoAXoECA4QAw&biw=1242&bih=5
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https://www.google.com/search?
biw=1242&bih=568&tbm=isch&sa=1&ei=R94OXoT5O9aFyAOc0Z7oAQ&q=long+vowel+i+sound+POEMS&oq=long+vowel+i+sound+POEMS&gs_
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https://www.google.com/search?
q=high+five&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjTveaL6ObmAhVVwjgGHcL_DZsQ_AUoAXoECBIQAw&biw=1242&bih=568#imgrc=qP
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https://www.google.com/search?
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https://www.google.com/search?q=long+vowel+o+words&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjtr-61h-
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https://www.google.com/search?q=long+vowel+o+words&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjtr-61h-
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https://www.google.com/search?
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