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Developing Mastery In Understanding Sentences
 

Developing Mastery In Understanding Sentences

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A module presentation for Educational Technology subject.

A module presentation for Educational Technology subject.

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    Developing Mastery In Understanding Sentences Developing Mastery In Understanding Sentences Presentation Transcript

    • Next DEVELOPING MASTERY IN UNDERSTANDING SENTENCES Julie Anne C. Mendoza Maria Eden R. Gonzales Contents
    • Vision A premier university in CALABARZON, offering academic programs and related services designed to respond to the requirements of the Philippines and the global economy , particularly, Asian countries. Contents Next Previous
    • Mission The University shall primarily provide advanced education, professional, technological and vocational instruction in agriculture, fisheries, forestry, science, engineering, industrial technologies, teacher education, medicine, law, arts and sciences, information technology and other related fields. It shall undertake research and extension services, and provide progressive leadership in its area of specialization. Contents Next Previous
    • Goal In pursuit of the college vision/ mission the college of Education is committed to develop the full potentials of the individuals and equip them with knowledge, skills and attitudes in teacher education allied fields to effectively respond to the increasing demands challenges and opportunities for changing times for global competitiveness. Contents Next Previous
    • Objectives of the BSED Program Produce graduate who can demonstrate and practice the professional and ethical requirement for the Bachelor of Secondary Education such as: 1. To serve as positive and powerful role models in the pursuit of learning thereby maintaining high regards to professional growth. 2. Focus on the significance of providing wholesome and desirable learning environment. Contents Next Previous
    • 3. Facilitate learning process in diverse type of learners 4. Use varied learning approaches and activities, instructional materials and learning resources 5. Use assessment data, plan and revise teaching – learning plans 6. Direct and strengthen the links between school and community activities 7. Conduct research and development in Teacher Education and other related activities. Contents Next Previous
    • Foreword This teacher’s guide “Developing Mastery In Understanding Sentences” is part of the requirements in Educational Technology 2 under the revised curriculum for Bachelor of Secondary Education based on CHEd Memorandum Order (CMO)-30, series of 2004. Contents Next Previous
      • Educational technology 2 is a three (3) unit course designed to introduce both traditional and innovative technologies to facilitate and foster meaningful and effective learning where students are expected to demonstrate a sound understanding of the nature, application and production of the various types of educational technologies.
      Next Previous Contents
      • The students are provided with guidance and assistance of selected faculty members of the college through the selection, production and utilization of appropriate technology tools in developing technology-based teacher support materials. Through the role and functions of computers especially the internet, the student researchers and the advisers are able to design and develop various types of alternative delivery systems.
      Next Previous Contents
      • These kinds of activities offer a remarkable learning experience for the education students as future mentors especially in the preparation of instructional materials. The output of the group’s effort may serve as a contributionto the existing body of instructional material that the institution may utilize in order to provide effective and quality education. The lessons and evaluations presented in this module may also function as a supplementary reference for secondary teachers and students.
      Next Previous Contents
      • For-Ian V. Sandoval
      • Computer Instructor/ Adviser/Dean CAS
      • Prof. Ma. Filipina P. Ramos
      • CAS, Language Chairman/ Module Consultant
      • Prof. Lydia R. Chavez
      • Dean College of Education
      Next Previous Contents
    • Foreword This power point presentation “Developing Mastery In Understanding Sentences” is part of the requirements in Educational Technology 2 under the revised curriculum for Bachelor of Secondary Education based on CHEd Memorandum Order (CMO)-30, series of 2004. Contents Next Previous
      • Educational technology 2 is a three (3) unit course designed to introduce both traditional and innovative technologies to facilitate and foster meaningful and effective learning where students are expected to demonstrate a sound understanding of the nature, application and production of the various types of educational technologies.
      Next Previous Contents
      • The students are provided with guidance and assistance of selected faculty members of the college through the selection, production and utilization of appropriate technology tools in developing technology-based teacher support materials. Through the role and functions of computers especially the internet, the student researchers and the advisers are able to design and develop various types of alternative delivery systems.
      Next Previous Contents
      • These kinds of activities offer a remarkable learning experience for the education students as future mentors especially in the preparation of instructional materials. The output of the group’s effort may serve as a contributionto the existing body of instructional material that the institution may utilize in order to provide effective and quality education. The lessons and evaluations presented in this module may also function as a supplementary reference for secondary teachers and students.
      Next Previous Contents
      • Julie Anne C. Mendoza
      • Author
      • Maria Eden R. Gonzales
      • Author
      Next Previous Contents
    • Acknowledgement This module project would not be possible without the blessings, knowledge and wisdom from our dear Lord, the Authors are very grateful and are giving all the praises and honor only to Him . Next Previous Contents
      • The Authors also wish to thank the following persons:
      • Dr. Corazon N. San Agustin, for challenging the Authors to make a difference since the course educational 4A,;
      • Mr. For-Ian Sandoval, module adviser, for his guidance and eagerness to bring out the hidden abilities and talents of the students through Technology;
      Next Previous Contents
      • Prof. Ma. Filipina P. Ramos our module consultant, for giving us the best advice she could ever give to make our project well done;
      • Prof. Lydia Chavez, DEAN of the College of Education, for guiding us to be responsible and be a good model student;
      Next Previous Contents
      • The Authors family for the love, patience, prayers, moral & financial support, and for excusing them to household chores while busy in doing this project;
      • their classmates (BSE II-2, co-major in English ) who patiently support us even though they have their own project.
      Next Previous Contents
      • Special mention to the following persons:
      • Mark Loren and Mark Jhian Mendoza (Julie Anne’s family) for the inspiration to see the brightest side of life even at the darkest moment;
      • and to Edna Gonzales (Eden’s beloved Mother), for encouraging her to pursue and accomplish this project.
      • THE AUTHORS
      Next Previous Contents
    • Introduction Sentence is the basic component of a paragraph. It is the basic element of a composition, literary works and other forms of communication. It is very important that an individual understands what others express as well as his own way of expressing his thoughts. Developing one’s understanding of sentence is very important. It helps one individual to study easily, to learn quickly and to write properly. It also provides easier acquisition of doing such writing and reading works. Next Previous Contents
      • To work effectively in a career or job, one must use sentence to communicate with others. Understanding sentences helps in making communication easier to understand, especially to foreign people that one may encounter in the field of his chosen career. It is also a good way to maintain a good relationship with others, if an individual understands well how to express ideas in a right way, living with others is easy and harmonious.
      Next Previous Contents
      • This module is created for an easier way to learn basic ideas about understanding sentences. It is created as simple as possible to be understood easily. It aims to meet the supporting ideas needed by a student, not only to understand, but also to master the proper uses and construction of a sentence .
      Next Previous Contents
      • Meanings and explanations during discussions are based from different reliable and related books, some are from internet sites, and other components like pictures, colors and designs are added to make the learning process fun and attractive to the readers.
      Next Previous Contents
    • GENERAL OBJECTIVES The authors created their own style of motivating a student to let them enjoy while they are learning. Through this module they are expected to be more eager to understand sentence and other related terms that they will use within their lives. Other purposes are: to view complicated terms as simple as possible for the beginners; Next Previous Contents
      • to give the essential facts that are related for a better understanding of the topic;
      • to explain how to construct sentences in a proper pattern; and
      • to let the students express their thoughts and ideas regarding of what they learned, through the activities given every chapter.
      Next Previous Contents
    • TABLE OF CONTENTS COVER PAGE VISION, MISSION, GOAL & OBJECTIVES ACKNOWLEDGEMENT FOREWORD INTRODUCTION GENERAL OBJECTIVES PREVIOUS NEXT CHAPTER I Defining Sentence
    • LESSON 1 What is a Sentence Activity 7 Activity 6 Activity 5 LESSON 2 Parts of a Sentence PREVIOUS NEXT Activity 4 Activity 3 Activity 2 Activity 1 LESSON 3 Simple Subject and Simple Predicate Activity 8 Activity 9 Activity 10
    • CHAPTER TEST Activity 12 Activity 11 CHAPTER II Identifying Kinds of Sentences According To Use LESSON 4 Declarative Sentence PREVIOUS NEXT Activity 14 Activity 13 LESSON 5 Imperative Sentence
    • Activity 15 LESSON 7 Declarative Sentence Activity 16 LESSON 6 Interrogative Sentence Activity 17 Activity 18 Activity 19 PREVIOUS NEXT CHAPTER TEST II CHAPTER III Constructing Sentences Using Basic Sentence Pattern LESSON 8 S-IV- ADVERB Pattern
    • Activity 21 Activity 20 PREVIOUS NEXT Activity 23 Activity 22 LESSON 9 S-TV-DO Pattern Activity 25 Activity 24 LESSON 10 S-TV-IO-DO Pattern Activity 26
    • Activity 28 Activity 27 LESSON 11 S-TV-DO –OC Pattern PREVIOUS NEXT Activity 30 Activity 29 LESSON 12 S-LV–SC Pattern CHAPTER TEST III LESSON 13 Clause CHAPTER IV Identifying Kinds of Sentence According to Form
    • Activity 32 Activity 31 PREVIOUS NEXT LESSON 15 Compound Sentence Activity 36 Activity 35 Activity 37 LESSON 14 Simple Sentence Activity 34 Activity 33
    • LESSON 16 Complex Sentence Activity 38 Activity 39 PREVIOUS NEXT LESSON 17 Compound- Complex Sentence Activity 40 Activity 41 CHAPTER TEST IV REFERENCES ABOUT THE AUTHORS
    • Defining Sentence
      • In this chapter, the students are expected to:
      • learn and understand the meaning of a sentence;
      • identify the parts of a sentence and differentiate them;
      • give example of sentences based on their understanding.
      CHAPTER I Next Previous Contents
    • Lesson 1 What is a Sentence? In this lesson the students are expected to: 1. know what is a sentence; 2. understand the meaning and purpose of a sentence; and 3. use grammatically correct sentences. Next Previous Contents
      • Before you make a paragraph about something, you should first know how to create a sentence and begin to coordinate with other sentence.
      • Remember this:
      • A sentence is a word or group of words having a complete thought, which states, ask, commands and exclaim something. It is conventionally written with a capital letter at the beginning and ends with a punctuation mark.
      Next Previous Contents
      • Study the following sentences:
      • You are pretty.
      • What is your name?
      • Please introduce yourself.
      • Thanks.
      Next Previous Contents
    • Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________
      • Instruction: Arrange the scrambled letters to form the corresponding word for the meaning on opposite side.
      • 1. Ecetsnne - expresses complete thought
      • 2. Mmdcaon - telling something to do
      • 3. Kas - waiting for an answer
      • 4. Xlcimae - instant reaction
      • 5. Esatt - giving information
      Activity 1 Next Previous Contents
        • Answers:
        • ________________________________________
        • ________________________________________
        • ________________________________________
        • ________________________________________
        • ________________________________________
      Next Previous Contents
      • Instruction: Write T if the statement is true and F if it is wrong. Write answer on the space provided.
      • ___ 1. Sentence always starts with capital letter.
      • ___ 2. One word can be called as a sentence.
      • ___ 3. Sentence always ends with a punctuation mark.
      • ___ 4. Expression of thoughts is one function of a sentence.
      • ___ 5. Sentence does not contain complete thought.
      Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Activity 2 Next Previous Contents
      • ___ 6. Sentence can start with a small letter.
      • ___ 7. Sentence always contains many words.
      • ___ 8. Sentence is expressing complete thought.
      • ___ 9. Sentence is a medium for communication.
      • ___ 10. Sentence is not a part of a composition.
      Next Previous Contents
      • Instruction: Put a check (/) before the number of the statement that are expressed in the form of sentence. Cross out (x) the wrong ones.
      • ___1. Good job.
      • ___2. How are you?
      • ___3. very nice dress
      • ___4. beautiful place
      • ___5. Congratulations!
      Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Activity 3 Next Previous Contents
      • ___6. The streets are flooded.
      • ___7. freely flying
      • ___8. Joy to the world
      • ___9. understanding your friend
      • ___10. begin to study hard
      Next Previous Contents
      • Instruction: The following sentences are in incorrect form. Change it to correct form.
      • 1. should always pray.- __________________________
      • 2. god loves you. - __________________________
      • 3. scary movie is not good for children.
      • -___________________________
      • 4. people live harmoniously-_______________________
      • 5. Do your responsibility?- _______________________
      Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Activity 4 Next Previous Contents
      • 6. Be kind to animals!-______________________
      • 7. how can you help your parents.
      • -______________________
      • 8. love your parents. -______________________
      • 9. Did you respect your elders.
      • -______________________
      • 10.Oh, I’m sorry for hurting you
      • -______________________
      Next Previous Contents
    • Lesson 2 Parts of a Sentence In this lesson the students are expected to: 1. know the parts of a sentence; 2. understand the function of each part; and 3. construct correct form of sentences. Next Previous Contents
      • Subject- what or whom the subject is about Predicate - tells something about the subject
      Remember this: Next Previous Contents Subject Predicate The girl jump so high Music is my first love He plays basketball
    • To determine the subject of a sentence, first identify the verb and then make a question by placing "who?" or "what?" before it -- the answer is the subject. Next Previous Contents
    • Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________
      • Instruction: Underline the subject of the following sentences:
      • 1. Pillows help people sleep comfortable.
      • 2. Garbage collectors are very important in a community.
      • 3. Those who are in favor of divorce are liberated.
      • 4. Multi- tasking is one of the advantages of new technology.
      • 5. Dog barks.
      Activity 5 Next Previous Contents
      • Instruction: Underline the predicate of the following subject
      • 1. There are many fishes in the sea.
      • 2. What you see is what you get.
      • 3. Love God above all.
      • 4. Follow the leader.
      • 5. Everything’s going to be alright.
      Activity 6 Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Next Previous Contents
      • Instruction: Tell whether the underlined word/words are subject or a predicate. Write the answer on the space provided.
      • 1. The Sahara desert is the largest desert in the world.
      • Answer:
      • 2. Many four-wheel cars floated because of flood.
      • Answer:
      Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Activity 7 Next Previous Contents
      • 3. Every person has good heart for each other.
      • Answer:
      • 4. Butterflies play a role in pollination.
      • Answer:
      • 5. Books are our friends.
      • Answer:
      Next Previous Contents
    • Lesson 3 Simple Subject and Simple Predicate In this lesson the students are expected to: 1. know the different components of a sentence; 2. explain the difference of each components; and 3. compare simple subject and simple predicate to complete subject and predicate. Next Previous Contents
      • The simple subject of a sentence is the essential noun or pronoun of a group of words acting as a noun that cannot be left out of the complete subject .
      • Example: The girl is pretty.
      • The girl -complete subject
      • girl - simple subject
      Remember this: Next Previous Contents
      • The simple predicate of a sentence is the essential verb or verb phrase that cannot be left out of a complete predicate.
      • Example: The boy jumps out of the window. Jumps out of the window – complete predicate
      • Jumps- simple predicate
      Next Previous Contents
      • Instruction: Can you tell which is the simple subject and simple predicate? Encircle the simple subject and underline the simple predicate.
      • 1. Life on earth is very mysterious.
      • 2. Our mother is our best friend.
      • 3. The first section has a very strict teacher.
      • 4. That girl is young and very pretty!
      • 5. Her brother is taking care of her.
      Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Activity 8 Next Previous Contents
      • The strict secretary calls the next interviewee.
      • Your beautiful girlfriend snob me when out of your sight.
      • Politics in the Philippines is very risky.
      • Can you give me your number?
      • I tried to speak in front of the crowd.
      Next Previous Contents
      • Instruction: Underline the simple subject of the following sentences:
      • Some boys are arrogant.
      • Many places are affected by the typhoon.
      • Even rich people lost some of their treasure.
      • Plastic materials are non bio-degradable.
      • Different people of different places have different culture.
      Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Activity 9 Next Previous Contents
      • Instruction : Write the simple predicate of the given sentences:
      • The night is very quiet.
      • 2. Cat jumps over a high fence.
      Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Activity 10 Next Previous Contents
      • 3. Millions were lost due to calamity.
      • 4. Different companies contributed to relief operations.
      • 5. Other country sympathizes to the poor victims.
      Next Previous Contents
      • 6. We were drinking beer when the police came.
      • 7. Shiela was eagerly studying before she graduated.
      • 8. How will you explain what really happen?
      Next Previous Contents
      • 9. Nightlife was a bad influence to the youth.
      • 10. Toys are not really important to buy.
      Next Previous Contents
    • Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________
      • Instruction: Find the following words inside the box
      • Sentence
      • Predicate
      • Subject
      • Thought
      • Word
      Chapter Test Next Previous Contents Q W T H O U G H T G E O R T Y U I O L S P R E S S A D A U C R D A N L D J B P O E G H X T F J H L M D G J C V E G J K P I V N G C B N Y P L C F M T A S B C R E A S D H P X W U E T T I L L I F O I D E E M P I T G R O I R O P U H A K D T C U N L I Y L J S N A P E E T Y U I R F T E E C N E T N E S E W Y Y V C N M S X D D
    • II. Instruction: Explain the given illustration; write your answer on the space provided. Sentence Subject Predicate Simple Subject Simple Predicate Next Previous Contents
    • ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Next Previous Contents
      • In this chapter, the students are expected to:
      • understand the different kinds of sentence according to use;
      • be able to use appropriate sentence within daily conversation; and
      • communicate with effectiveness and correctness using different kinds of sentences.
      CHAPTER II Kinds of Sentence According To Use Contents Next Previous
    • Lesson 4 Declarative Sentence In this lesson the students are expected to: 1. know how to define declarative sentence; 2. explains the form and function of a declarative sentence ; and 3. construct sentences using this kind of sentence. Contents Next Previous
      • Sentences are constructed in different ways to indicate its meaning and purpose. It is important to know the different kinds of sentence according to use, for the easy and understandable communication.
      • Remember this:
      • Declarative sentence is the most used kind of sentence. It expresses statements. It ends with a period.
      • Example:
      • His sister prays sincerely.
      • She lives a simple life.
      • Let us help each other.
      Contents Next Previous
      • Instruction: Write a paragraph composition using declarative sentence. Write something about your idea of Filipino culture.
      Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Activity 11 Next Previous Contents
    • ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Next Previous Contents
      • Instruction: Write a composition about this picture, using declarative sentences.
      Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Activity 12 Contents Next Previous
    • Contents ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Next Previous
    • Lesson 5 Imperative Sentence
      • In this lesson the students are expected to:
      • know the meaning and function of imperative sentence;
      • understand the proper usage of this kind of sentence; and
      • construct proper form of this kind of sentence.
      Contents Next Previous
      • Remember this:
      • Imperative sentence is a sentence that expresses a command or request.
      • Examples:
      • Request: Please get inside the room.
      • Command: Get inside the room.
      • Request: Please call for an ambulance.
      • Command: Call for an ambulance.
      Contents Next Previous
      • Instruction: Give 5 examples of imperative sentence you may hear at home.
      • 1._______________________________
      • 2._______________________________
      • 3._______________________________
      • 4._______________________________
      • 5._______________________________
      Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Activity 13 Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Contents Next Previous
      • Instruction: Give 5 examples of imperative sentence you may hear at school.
      • 1 .___________________________
      • 2.___________________________
      • 3.___________________________
      • 4.___________________________
      • 5.___________________________
      Contents Next Previous
      • Instruction: Choose a topic and make 10 imperative sentences about it.
      • Topics:
      • Requesting for assistance during telephone conversation.
      • Commanding your younger brother to do the household chores.
      Activity 14 Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Contents Next Previous
      • ___________________________________
      • ___________________________________
      • ___________________________________
      • ___________________________________
      • ___________________________________
      • ___________________________________
      • ___________________________________
      • ___________________________________
      • ___________________________________
      • ___________________________________
      Contents Next Previous
    • Lesson 6 Interrogative Sentence In this lesson the students are expected to: 1. know what is interrogative sentence; 2. understands the proper usage of this kind of sentence; and 3. construct correct interrogative sentences according to proper form. Contents Next Previous
      • Remember this:
      • Interrogative sentence ask a question and it is followed by a question mark.
      • Example:
      • How was the child saved?
      • Does everybody have a cellular phone?
      • What is the essence of being human?
      • Where can you find the country Alaska?
      Contents Next Previous
      • Instruction: Make a simple conversation.
      • Situation: An Old lady was asking for a direction with the young lady.
      Activity 15 Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Contents Next Previous
    • __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Next Previous Contents
      • Instruction: Choose a topic and make ten Interrogative sentences about it.
      • Topic:
      • Asking for a direction with a young lady on how to reach the police station.
      • A mother who is asking for an instruction on how to cook “Pinakbet” dish.
      Activity 16 Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Next Previous Contents
      • __________________________________________
      • __________________________________________
      • __________________________________________
      • __________________________________________
      • __________________________________________
      • __________________________________________
      • __________________________________________
      • __________________________________________
      • __________________________________________
      • __________________________________________
      Next Previous Contents
      • Remember this:
      • Exclamatory sentence is a sentence that expresses sudden or strong feelings.
      • Example:
      • No! I can’t do it!
      • Yes! I won!
      • Stop talking!
      Lesson 7 Interrogative Sentence This lesson let the students know how to integrate different feelings with the sentence. Next Previous Contents
      • Instruction: Make a short dramatic note in which you are saying you’re mad with your best friend.
      Activity 17 Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Next Previous Contents ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
      • Instruction: Pick up the exclamatory sentences you encounter on the comic strip. Write it on the space provided on the next page, as if you are story- telling. HUMOR
      Activity 18 Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Next Previous Contents
    • ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Write your story here: Next Previous Contents
      • Instruction: A. Cite at least 5 examples of expressions that are use to show a strong feeling.
      Activity 19 Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ 1. _________________ 2. _________________ 3. _________________ 4. _________________ 5. _________________ Instruction: B. Use those expressions to form or to make an exclamatory sentence. 1. _________________ 2. _________________ 3. _________________ 4. _________________ 5. _________________ Next Previous Contents
    • Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Chapter Test
      • I. Instruction: Find the following words inside the box.
      • Declarative
      • Imperative
      • Interrogative
      • Exclamatory
      • Sentence
      Next Previous Contents Q E T H O U G H T G E X C L A M I T O I D C E S S A M A M I E L A N L D P P P N C A H X T F E H L T L M J C V R R J K E R A N G A B A Y P R A T M T A S T C R R T O I H P X I U E O I R L L I F V I D G V Y P I T G E O I A E P U H A K E T C T N L I Y L J S N A I E E T Y U I R F T V R E X C L A I M E E E C N E T N E S D D
      • II. Instruction: Explain the Illustration shown. Write your answer on the space provided
      Kinds of Sentence Declarative Interrogative Imperative Exclamatory Next Previous Contents
    • _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Next Previous Contents
      • Philippine is a rich country.
      • ___________________
      • 2. Do you love your country?
      • ___________________
      • 3. Respect your culture and traditions.
      • ___________________
      • 4. Viva Philippines!
      • ___________________
      • 5. Let’s fight for our freedom!
      • ___________________
      • 6. There are three main islands in the Philippines.
      • ___________________
      III. Instruction: Analyze the following sentences. Describe how the sentence is expressed. Choose your answer from the box below. Next Previous Contents
      • 6. There are three main islands in the Philippines.
      • ___________________
      • 7. Have you learned the Philippine culture?
      • ______________
      • 8. Filipinos are very hospitable.
      • ______________
      • 9. Be proud of being Filipino.
      • ______________
      • 10. Study your own culture.
      • ______________
      Next Previous Contents
    • Expressing idea Expressing feelings Asking opinion Commanding / Requesting Next Previous Contents
    • Constructing Sentence Using Basic Sentence Pattern In this chapter, the students are expected to: 1. be familiar with the different basic sentence patterns; 2. help the students determine the meaning of more complex sentences; and 3. develop the ability of a student, to use grammatically correct sentences, orally, through mastering the basic sentence pattern. CHAPTER III Constructing Sentence Using Basic Sentence Pattern CHAPTER III Constructing Sentence Using Basic Sentence Pattern In this chapter, the students are expected to: 1. be familiar with the different basic sentence patterns; 2. help the students determine the meaning of more complex sentences; and 3. develop the ability of a student, to use grammatically correct sentences, orally, through mastering the basic sentence pattern. CHAPTER III Constructing Sentence Using Basic Sentence Pattern Next Previous Contents
    • Lesson 8 Interrogative Sentence In this lesson the students are expected to: 1. Distinguish the sentence pattern presented here; 2. Interpret the composition of sentences; and 3. Construct a sentence using this pattern. Next Previous Contents
    • In S-IV pattern, Intransitive verb needs an adverb to modify the verb. Examples: 1. Gregorio del Pilar fough t gallantly . 2. The students walk silently. 3. The teachers teach English language fluently. Notice that adverbs were added to modify the sentences. Remember this: Next Previous Contents
      • Instruction: Underline the intransitive verb and box the transitive verb from the following sentences.
      • The plane landed safely.
      • Mother will take my brother to the zoo.
      • Pearl drives their new car.
      • The clock ticked silently.
      • The moon glows brightly .
      Activity 20 Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Next Previous Contents
      • 6. Jr eats his breakfast.
      • 7. Bell draws the portrait of her mother.
      • 8. The monkey giggles loudly.
      • 9. Rey avenged the loss of his pet.
      • 10.The program starts hurriedly.
      Next Previous Contents
      • He sleeps
      • He laugh
      • I follow
      • She trembled
      • They wept
      Activity 21 Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ 6. The woman screams 7. Students walk 8. John paints 9. People ran 10. I sat Instruction: Complete each sentence below to come up with S-IV pattern. Next Previous Contents
    • Lesson 9 S-TV- DO Pattern
      • In this lesson the students are expected to:
      • identify the usage of a sentence pattern;
      • familiarize with the sentence components; and
      • build more effective sentences
      Contents Next Previous
      • In S-TV-DO pattern, the direct object is the part of the sentence which receives or is affected by the action of a transitive verb.
      • Ex. Riza l wrote the “Noli Me Tangere. S TV DO
      Remember this: Contents Next Previous
      • 1. Capitan Tiago in Rizal’s Noli appeared ______________
      • 2. The rights off the unborn need ______________
      • 3. Visiting the sick and the imprisoned teaches________
      • 4. To hit below the belt is_________
      • 5. Her priority needs includes___________
      Activity 22 Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Instruction: Complete the following sentences by adding appropriate direct objects. Contents Next Previous
    • 6. What I want most sounds____________ 7. The poor may have peace seems_____________ 8. Rizal’s novels exposed __________ 9. The 1896 revolution and the 1986 People Power Revolution made the Filipinos ___________ 10. That some students get high scores give teachers __________ Contents Next Previous
      • Instruction: Construct S-TV-DO sentences with the following phrases, clauses, as direct objects.
      • 1. . . . surpassing expectations.
      • ___________________________________
      • 2. . . . that appropriate technology is brought to the countryside.
      • ___________________________________
      • 3. . . . if the cooperative movement will decelerate.
      • ___________________________________
      • 4. . . . overcoming the tallest odds.
      • ___________________________________
      Activity 23 Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Contents Next Previous
      • 5. . . . to rediscover his roots.
      • ___________________________________
      • 6. . . . why investors remain bullish about the economy.
      • ___________________________________
      • 7. . . . when urban blight will disappear.
      • ___________________________________
      • 8. . . . whether the rivers will come alive again.
      • ___________________________________
      • 9. . . to win an Olympic medal.
      • ___________________________________
      • 10. . . . what mediocrity can destroy.
      • ___________________________________
      Contents Next Previous
    • Lesson 10 S-TV- IO-DO Pattern
      • In this lesson the students are expected to:
      • identify the usage of a sentence pattern;
      • familiarize with the sentence components; and
      • build more effective sentences
      Contents Next Previous
      • In S-TV-IO-DO pattern, the Indirect object is a noun, pronoun or word affected by the action of the transitive verb but not directly upon on by it.
      • Examples:
      • Tandang Sora gave the Katipuneros food . S TV IO DO
      Remember this: Contents Next Previous
      • Bring -_____________________________
      • Buy -_____________________________
      • Give -_______________ ______________
      • Lend -_____________________________
      • Make-_____________________________
      Activity 24 Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Instruction: Write S-TV-IO-DO sentences using the given verbs. Use the appropriate verb tense whenever necessary. Write about how to search for harmony. Example: I bring you good news. Contents Next Previous
    • 6. Promise-__________________________ 7. Show -___________________________ 8. Teach -___________________________ 9. Tell -___________________________ 10. Write-___________________________ Contents Next Previous
      • Instruction: Underline the Indirect Object in each sentence.
      • Many colleges offer students bowling as an elective course.
      • The instructor teaches each class basic rules.
      • My father lent John and me his bowling balls.
      • My friend gave me a wrist brace to help keep my wrist straight as I bowled.
      • Mr. Neil taught us the history of bowling.
      Activity 25 Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Contents Next Previous
      • Instruction: Supply an indirect object that logically completes each sentence.
      • Phillip told _______ the time of the match.
      • I gave __________ a call to remind her to come.
      • She asked ________ a question about the ticket.
      • I said that I had given _________, _________ & __________ the excess coin.
      • We all enjoyed the matched and cheered loudly when the sponsor awarded the first-place trophy.
      Activity 26 Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Contents Next Previous
    • Lesson 11 S-TV-DO-OC Pattern In this lesson the students are expected to: 1. know how each sentence pattern is expressed; 2. deduce the properties of sentence pattern being; and 3. develop their skill in formulating sentences. S-TV-DO-OC Pattern Contents Next Previous
      • In the S-TV-DO-OC pattern, the objective complement is an adjective or noun that follows the direct object & describes or renames.
      • Examples:
      • Rizal called Ferdinand Blumentritt , a loyal friend . S TV DO OC
      Remember this: Contents Next Previous
      • You learned that an objective complement is usually an adjective or an adverb that comes after the direct object in the S-TV-DO-OC sentence pattern.
      • Instruction: Think of the possible OC that will support the following sentences which is in the form of S-TV-DO sentence pattern.
      • I got additional documents _______________
      • That elusive visa will deplete all your resources________
      • I don’t enjoy my work anymore_____________
      • A bad workman blame his tools____________
      • I find self-fulfillment__________________
      Activity 27 Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Contents Next Previous
    • Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________
      • Instruction: Write the objective complement of each sentence
      • Track and field participants of the competition meet.__________
      • The track coach made Brian a sprinter in the track __________
      • He also called Brian as his best distance runner.
      • __________
      • 4. The sprint made Brian tired.________
      • 5. The coach classifies Sue as a high jumper.
      • __________
      Activity 28 Contents Next Previous
      • 6. Sue made 6 feet jump, the new school record. __________
      • 7. The judges considered Sue qualified for the finals.___________
      • Qualifying in the event made Sue happy.
      • ____________
      • The coach made the last track meet Saturday.
      • ____________
      • 10. The newspaper name Joe Klepak coach of the year.____________
      Contents Next Previous
    • In this lesson the students are expected to: 1. classify the differences of each sentence pattern; 2. express the ideas being implied in each sentence; and 3. formulate sentences using this pattern effectively. Lesson 12 S-LV-C Pattern Lesson 12 S-LV-C Pattern Contents Next Previous
    • In the S-LV-SC pattern, the subjective complement is a noun, pronoun or an adjective that comes after a linking verb. It refers back to the subject of the sentence. Ex. Graciano Lopez Jaena was a great orator . S LV SC Remember this: Contents Next Previous
    • Name: ____________________________Date:______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Instruction: Use the following word phrases and clauses as subjective complement in S-LV-SC sentences. 1. ….. showing my light to others. 2. ….. to take stock of my giftedness. 3. ….. indomitable 4. ….. when the weak became liberated. 5. ….. why the kulintang is captivating. Activity 29 Contents Next Previous
      • 6. ….. enamored with folk music.
      • 7. ….. whether indigenous sports should be promoted.
      • 8. ….. attaining academic excellence.
      • 9. ….. to love the unlovable.
      • 10. ….. community builder.
      Contents Next Previous
    • Name: ____________________________Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Instruction: Choose two topics and write a paragraph with at least 5 sentences using the S-LV-SC- pattern. 1. Planning an outing or a birthday party. 2. Advising a friend who has some family problem. 3. Requesting a teacher to reconsider a late project. 4. Telling a younger sister/brother how to maintain the house clean. 5. Relating a movie seen or story read. Activity 30 Name: ____________________________Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Contents Next Previous
      • _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
      Contents Next Previous
    • 1.Subject 2. Verb 3. Intransitive 4. Transitive 5.Linking Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Chapter Test 6. Direct 7. Object 8. Complement 9. Simple 10. Pattern
      • Instruction: Find the following words inside the box.
      Contents Next Previous Q O B J E C T H T G E P A T T E R N O I D W E S S A M A M I E R A N L C P P P I C G H X T O E H G T L G J C V M R N D T R S N G A P I Y I R A F U T A K T C R A T S I B N E I U E N I I L I J M V I C S V M L I T E V O T I E P U H B N C T C T N L I R L T S T A I E E E Y U I R F T V R V X C L A I M E E C O M P L E M E N T
      • II. Instruction: Explain the following illustration.
      S-LV-C S-TV-IO-DO S-TV-DO-OC S-TV-DO Basic Sentence Pattern S-IV-ADV Contents Next Previous
    • __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Contents Next Previous
    • III. Instruction: Identify the following:
      • It is a sentence pattern wherein the direct object receives the action of a transitive verb.
      • In S-TV-DO-OC, what is the complement that follows the direct object?
      • In S-LV-SC, what complement comes after a linking verb.
      • A sentence pattern wherein the object is affected by the action of the verb but not directly on by it.
      • A sentence pattern wherein the verb needs an ad verb to modify the verb.
      Contents Next Previous
    • IV. Instruction: Construct at least 3 sentences in each different sentence patterns.
      • S-IV
      • Topic: Student’s life
      • 1.
      • 2.
      • 3.
      • S-TV-DO
      • Topic: Computers
      • 1.
      • 2.
      • 3.
      • S-TV-IO-DO
      • Topic: Family
      • 1.
      • 2.
      • 3.
      Contents Next Previous
      • S-TV-DO-OC
      • Topic: Philippine Heroes
      • 1.
      • 2.
      • 3.
      • S-LV-SC
      • Topic: Cell phone
      • 1.
      • 2.
      • 3.
      Contents Next Previous
    • In this chapter, students are expected to: 1. define the different forms of sentence; 2. identify the forms of sentence; and 3. give example of their own sentences of different forms. CHAPTER IV Identifying Sentence According to Form Contents Next Previous
      • In this lesson the students are expected to: identify what makes a sentence form: understand the difference of kinds of clause: and construct sentences using clauses.
      Lesson 13 Clause Contents Next Previous
      • Clause is a group of words that has a subject and predicate.
      • There are two kinds of clause: independent or main clause and dependent or subordinate clause.
      • 1. Independent or main clause - it contains a subject and predicate and it can stand alone.
      • Examples:
      • I am doing my best
      • music is loud
      • the people are screaming
      Remember this: Contents Next Previous
      • 2. Dependent or subordinate clause - it has a subject and predicate but it cannot stand alone as a complete sentence.
      • Examples:
      • Because my sister borrowed my car
      • While we are eating
      • Unless you say sorry
      Contents Next Previous
      • if it will not rain
      • We will wash the dishes
      • They wanted to win the game
      • Because they wanted to win the game
      • As if I were a politician
      Activity 31 Name: ____________________________Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Instruction: Locate the following sentences to which type of clause they belong. Write your answer on the column at the next page. 6. I was waiting for you 7. When the rain falls 8. So that he will top the exam 9. He will top the exam 10. As fast as he can Name: ____________________________Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Contents Next Previous
    • Contents Next Previous Independent/ Main Clause Dependent/ Subordinate Clause ____________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________
    • Instruction: Use the following dependent/ subordinate clause in your own sentence.
      • 1. Being jolly person
      • 2. To the one I love
      • 3. In order to meet the standard
      • 4. After the school year
      Activity 32 Name: ____________________________Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Contents Next Previous
      • 5. Before I take a bath
      • 6. Than playing with computer
      • 7. Which is very expensive
      • 8. Unless you pay the bill
      • 9. Whenever the climate change
      • 10. Since you take your medicine
      Contents Next Previous
    • In this lesson the students are expected to: 1. know what is a simple sentence; 2. understand how it is constructed; and 3. construct own sentences based on their understanding. Lesson 14 Simple Sentence Contents Next Previous
      • Simple sentence is composed of one independent clause.
      • Example:
      • The baby knows how to crawl.
      • Lovers are very emotional.
      • The given sentences have subject and predicate like an independent clause, and expresses a complete thought, written with a capital letter from the beginning and a period at the end.
      Remember This: Before going to complicated sentences, one should first know the primary form of a sentence Contents Next Previous
      • Instruction: Write true or false before the number of a given sentence regarding simple sentence. If the statement is false, state the correct information.
      • 1. Simple sentence is a long sentence.
      • 2. Simple sentence express complete thought.
      • 3. Simple sentence needs a conjunction.
      • 4. Simple sentence contains many clauses.
      • 5. Simple sentence contains only one clause.
      Activity 33 Name: ____________________________Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Contents Next Previous
      • Instruction: Write at least 10 simple sentences about the given picture.
      Activity 34 Name: ____________________________Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Contents Next Previous
    • 1.___________________________________ 2.___________________________________ 3.___________________________________ 4.___________________________________ 5.___________________________________ 6.___________________________________ 7.___________________________________ 8.___________________________________ 9.___________________________________ 10.__________________________________ Contents Next Previous
    • In this lesson the students are expected to: 1. know the difference of compound sentence to other form of sentence; 2. understand how it is constructed; and 3. construct sentence s in compound form. Lesson 15 Compound Sentence Contents Next Previous
      • Compound Sentence contains two or more independent clause. Clauses are connected by a conjunction and transitional words.
      • Example:
      • The guys are playing basketball and the girls are playing tennis
      • Swimming is fun but basketball is popular for men and volleyball suits for women.
      • Notice the underlined words; those are examples of conjunction.
      Remember This: Contents Next Previous
      • Instruction: True or false, write answer on the space provided. If the statement is false state the correct information.
      • 1. Compound sentence is a short sentence.
      • 2. Compound sentence does not express complete thought.
      • 3. Compound sentence needs a conjunction.
      • 4. Compound sentence contains many clauses.
      • 5. Compound sentence contains dependent clause.
      Contents Next Previous Activity 35 Name: ____________________________Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________
      • Instruction: Extend the following sentences with underlined transitional words provided.
      • 1. Climate change is unpredictable, for this reason …
      • ______________________________
      • 2. People abuse the nature, as a result …
      • ______________________________
      • 3. Lily is keeping receipts, in any case …
      • ______________________________
      • 4. Mother loves to cook that is why …
      • ______________________________
      • 5. Joey jogs every morning, possibly…
      • ______________________________
      Contents Next Previous Activity 36 Name: ____________________________Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________
      • Instruction: The following statements are in the form of compound sentence, underline the independent clauses and encircle the conjunction used.
      • "A man may die, while nations may rise and fall, but an idea lives on.” (John F. Kennedy)
      • "Any jackass can kick down a barn, but it takes a good carpenter to build one.” (Lyndon B. Johnson)
      • "It was dawn outside, a glowing gray, and birds had plenty to say out in the bare trees; at the big window were a face and a windmill of arms.” (David Foster Wallace, Infinite Jest , 1996)
      Contents Next Previous Activity 37 Name: ____________________________Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________
      • 4. "Tell the truth, work hard, and come to dinner on time." (Gerald R. Ford)
      • 5. "I have often wanted to drown my troubles, but I can't get my wife to go swimming.” (Jimmy Carter)
      Contents Next Previous
    • In this lesson the students are expected to: 1. know what is a complex sentence; 2. understand how a complex sentence is formed; and 3. develop sentences using complex form.. Lesson 16 Complex Sentence Contents Next Previous
      • Complex Sentence contains one independent clause and one or more dependent clauses.
      • Example:
      • 1. She is smart , although she is not very pretty because she can carry herself well.
      • 2. Every Christmas , when family reunites, they are taking family pictures.
      • Complex sentences may contain comma and relative pronoun, as shown in the given examples.
      Remember This: Contents Next Previous
      • Instruction: Use the following conjunctions to make a compound sentence. Expand it to make it in complex form.
      • And ____________________________
      • But_____________________________
      • For _____________________________
      • Or _____________________________
      • Yet_____________________________
      Contents Next Previous Activity 38 Name: ____________________________Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________
      • Instruction: The following are in complex form of a sentence, categorize the independent clause and dependent clause, and write it inside the column that follows.
      • "Although volume upon volume is written to prove slavery a very good thing, we never hear of the man who wishes to take the good of it by being a slave himself." (Abraham Lincoln)
      • "When we remember we are all mad, the mysteries disappear and life stands explained." (Mark Twain)
      Contents Next Previous Activity 39 Name: ____________________________Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________
      • 3. "I think we ought to have as great a regard for religion as we can, so as to keep it out of as many things as possible." (Sean O'Casey, The Plough and the Stars )
      • 4. "Courage is rightly esteemed the first of human qualities because it is the quality which guarantees all others." (Winston Churchill)
      • 5. “Courage is rightly esteemed the first of human qualities because it is the quality which guarantees all others.”
      • (Winston Churchill)
      Contents Next Previous
    • Contents Next Previous Independent/ Main Clause Dependent/ Subordinate Clause ____________________ ____________________ ____________________ ________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    • In this lesson the students are expected to: 1. identify the form other form of sentence; 2. understand how the compound- complex a sentenceis formed; and 3. give their own examples of sentence using this form. Lesson 17 Compound-Complex Sentence Contents Next Previous
      • Compound-Complex Sentence contains two or more independent clauses and one or more dependent clauses.
      • Example:
      • I like the guy that I met recently , but he already has a girlfriend and soon will get married .
      • In the above example, the independent clauses were underlined and the dependent clause was italicized.
      Remember This: Contents Next Previous
      • Instruction: Underline the independent clause and encircle the dependent clause on the following statements.
      • "In America everybody is of the opinion that he has no social superiors, since all men are equal, but he does not admit that he has no social inferiors, for, from the time of Jefferson onward, the doctrine that all men are equal applies only upwards, not downwards." (Bertrand Russell)
      Activity 40 Name: ____________________________Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Contents Next Previous
      • 2. "Hatred, which could destroy so much, never failed to destroy the man who hated, and this was an immutable law." (James Baldwin)
      • 3. "The Druids used mistletoe in ceremonies of human sacrifice, but most of all the evergreen became a symbol of fertility because it flourished in winter when other plants withered." (Sian Ellis, "England's Ancient 'Special Twig,'" British Heritage , January 2001)
      Contents Next Previous
      • 4. "For in the end, freedom is a personal and lonely battle; and one faces down fears of today so that those of tomorrow might be engaged." (Alice Walker)
      • 5. "We operate under a jury system in this country, and as much as we complain about it, we have to admit that we know of no better system, except possibly flipping a coin." (Dave Barry)
      Contents Next Previous
    • Instruction: Write 5 compound- complex sentences using the following conjunctions and transitional words.
      • And____________________________________________________________________
      • While___________________________________________________________________
      • But_____________________________________________________________________
      Activity 41 Name: ____________________________Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Contents Next Previous
      • 4. Although_____________________________ ___________________________________
      • 5. Or__________________________________ ___________________________________
      • 6. because______________________________
      • 7. for__________________________________
      • ___________________________________
      • 8. possibly______________________________
      • ___________________________________
      • 9. In case_______________________________ ___________________________________
      • 10. so that______________________________ ___________________________________
      Contents Next Previous
    • Name:____________________________ Date: ______________ Year level & Section: ________________ Teacher: ___________ Score: _____________ Chapter Test
      • I. Instruction: Find the following words inside the box.
      • Clause
      • Object
      • Simple
      • Intransitive
      • Transitive
      Contents Next Previous Q O B J E C T H T G E P A T T E R N O I D W E S S A M A M S E R A N L C P P P I C G H X T O E H G N L G J C V M R N D T R S N G A P I Y I R A F U T A K T C R A T S I B N E I U E N I I L I J M V I C S V M L I T E V O T I E P U H B N C T C T N L I R L T S T A I E E E Y U I R F T V R V X C L A U S E E C O M P L E M E N T
    • Compound Compound-Complex Complex 1 independent clause 2 independent clauses 1 independent clause plus 1 or more dependent clauses 2 or more independent clauses plus 2 or more dependent clauses Simple Forms of Sentence II. Explain the following illustration Contents Next Previous
    • _______________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Contents Next Previous
    • Reference Contents Next Previous
      • Books
      • Alabastro, Susana T., Panelo Teresa G. Bridges to Better Communication I
      • Acurantes, Dolores C.,Aranzano, Roberta C., Makaalinao, Angelita P., Villanueva, Perla M. English Skills for College Freshman
      • Cabrera, Simplicio R., San Diego, Ana Marie B., Santos, Bienvenido V. Moving Ahead in English IV
    • Contents Next Previous De la Cruz, Edna Montano, Florez, Magelende Magalona, Ladera, Helen Ponce de Leon. Ventures in Communication I Flauta Romeo A., Master English Grammar in 28 days “ Writing and Grammar” Communication in Action Prentice Hall.Gold Level, Low Price Edition.Copyright @ 2004
    • Contents Next Previous B. Electronic Sources - IMAGES 001 Image- http:// duc.queensu.ca/adaptech/queens/thinking.jpg - January 4, 2010 002 Image- http://www.istockphoto.com/file_thumbview_approve/6801696/2/istockphoto_6801696-child-thinking.jpg –January 4,2010 003 Image- http://3pts.files.wordpress.com/2009/12/christmas-eve.jpg -December 28,2010
    • Contents Next Previous 004 Image- http://www.mamasboyz.com/comics/strips/aids/1.gif - December 28,2009 005Image- http://psy2.ucsd.edu/~kang/child%20pictures/children-jump.jpg -December 28,2009
    • Julie Anne Canino Mendoza was born on September 13, 1983 in Pasig Metro Manila. She finished her Elementary level in Siniloan Elementary School and Secondary in Famy National High School. She is a graduate of a two-year course (Associate in Information Technology) and continues studying in Laguna State Polytechnic University Siniloan Host Campus, with the degree Bachelor of Secondary Education. She is now in second year, taking up English as her field of specialization.. Her family is presently residing at #15- A Bonifacio St. Siniloan, Laguna. Contents Next Previous About The Authors
    • Maria Eden Religioso Gonzales was born on October 11, 1990, in Siniloan, Laguna. She finishedher elementary level at Antonio Adricula Memorial Elementary School, and completed her high school in Famy National High School. She is now studying at Laguna State Polytechnic University, taking up a course of Bachelor of Secondary Education and decided to choose English as her field of specialization. Her family is residing at # 290 Brgy. Macatad Siniloan, Laguna. Contents Previous