ENGLISH WEEK 1

DAY 1
Venus Sarte Patual
SST-III

Incomprehensible
Creator, the true
Fountain of light and
only Author of all
knowledge, help us in
our work today give us
concentration so that
we may listen,
understand, learn and
have a peaceful mind
and we may always

Objectives
a. relate the words in pre-assessment with
Contemporary Literature by constructing
meaning through it;
b. identify adjectives (describing words) from the
video; and
c. differentiate limiting and descriptive adjectives.

The Period
of
Contemporary
Literature

Pre-assessment
FOUR PICTURES ONE WORD ‘Task 1’
Group Activity
Each group will arrange the jumbled words
below.
Find a word that represents all four pictures
(refer to the handouts)
Clue/hint as to the number of letters the word
consists (refer to the boxes above the jumbled
words)

Choose one among these three tasks you would like to do in
your group after ‘Task 1’ activity:
•Form a mnemonic description of Contemporary Literature
For example:
PAST Group
P-
A-
S-
T –
• Quintet Poem-having 5 lines inserting and relating the word
with Contemporary Literature
• Compose a short rap connecting the word with
Contemporary Literature

Contemporary Period
Seeing a
“renaissance”
Reinstitution
of democratic
processes
Strong
Economy

Contemporary Literature
“see-sawing balance
between cosmopolitanism
and nationalism, elitism,
and democracy, art and
politics”

a. Let us recall your answers on the
first activity, what have you notice
with these words?
b. How did you come up with these
answers in the first activity? What
did you do with the pictures?
c. What part of speech does these
words belong?
d. What other term can you give out
of these words aside from
QUESTIONS

GET GET Adj ‘Task 2’
Individual work
Watch the video presentation
Jot down all adjectives you will see
in the video

PRESENT
REAL
INFORMAL
BELIEVABLE
QUALITY
CURRENT
POSTMODERN
SPECIFIC
VAST
CONVERSATIONAL
17 ADJECTIVES (from the video presentation)
BEST
THIS
REGIONAL
MANY
MUCH
WRITTEN
MOST
FEW
SYNONYMOUS

ADJECTIVES
(LIMITING AND DESCRIPTIVE)

Descriptive Adjectives
Remember: descriptive adjectives add details.
Adjectives that really describe nouns, instead of just
pointing to them like limiting adjectives.
They answer these questions:
 What kind?
 What is it like?
 Examples:
Long Red
Squishy Strong
Hilarious Rainy
Round Box-shaped
Faithful Canadian

Common Suffixes for Descriptive
Adjectives:
Note: A suffix is a word part that comes at the end
of a word.
ous-dangerous
ful-cheerful
able/ible-remarkable, incredible
y-rainy
ive-creative
less-priceless
al-national

Limiting Adjectives
 Remember: limiting adjectives make nouns and
pronouns more specific. They answer these
questions:
 Which one?
 How many?
 How much?
 Examples: This That Those My
Our Your His Its
Their First Right Left
One Ninety-six Many Few
Both No More Less
Which What All Some

LIMITING ADJECTIVES
•an adjective that limits a noun; they
include definite articles, indefinite
articles, possessive
adjectives, demonstrative
adjectives,indefinite
adjectives, interrogative
adjectives, cardinal adjectives, ordinal
adjectives, proper
adjectives and nouns used as adjectives

Definite & Indefinite Articles
There is only one definite article, the.
When used before a noun, it
specifies a particular noun as
opposed to any one.
Examples:
the dog (a specific, identifiable dog)
the walls (specific, identifiable walls)

There are two indefinite articles,
a and an. These are used with a
noun when a specific noun is
not being pointed at.
Examples:
a dog (any dog)
an apple (any apple)

Possessive adjective -
An adjective expressing possession.
"My", "its" and "his" are possessive
adjectives.
Possessive determiner
My, his, her, our, your, its and their

Demonstrative adjective
an adjective that points out
which person, object or concept is
being referred to; whether it
is singular or plural, and whether it is
near or far from the speaker or writer
Demonstrative determiner
this, these, that and those
In the sentence "I like this dictionary" the word
"this" is a demonstrative determiner.

Cardinal adjective
•a cardinal number used as an adjective
Cardinal number
•A number used to denote quantity; a counting
number.
The smallest cardinal numbers are 0, 1, 2,
and 3.
The cardinal number "three" can be
represented as "3" or "three".
"Three" is a cardinal number, while "third" is
an ordinal number.

Interrogative adjective
•an interrogative pronoun used as an adjective
Interrogative pronoun
•(grammar) A pronoun used in a question. In English,
the five interrogative pronouns
are what, which, who, whom, and whose (also used
as relative pronouns). These require no antecedent.
What did you say?
Who said that?
To whom was that said?
Which trapeze artist fell?
Whose question was that?

Indefinite pronoun
•(grammar) A pronoun that does
not specify the identity of its referent.
In English, the suffixes -ever and -soever may be added
to what, which, who, and whom to obtain indefinite
pronouns.
•Example: "any" and "some" in
“If there's any more, I want some.”
•Example: "whomever" in "Bring whomever you wish."

Ordinal adjective
•a ordinal number used as an adjective
Ordinal number
•(grammar) A word that expresses
the relative position of an item in
an ordered sequence.
First, second and third are the ordinal
numbers corresponding to one, two and three.

Proper Adjectives
Adjectives derived from proper names are
called proper adjectives. They are easily
recognizable in that they are always
capitalized.
Examples:
French bread
Shakespearean sonnet

Nouns used as Adjectives
Sometimes nouns can be used as adjectives
to define or describe another noun.
Examples:
the porch light
a house fly

Limiting or Describing ‘Task 3’
Individual work
¼ sheet of paper
Put dash after the word (adjective) and
then write LA for Limiting adjectives
and DA for Descriptive adjectives

The correct answers:
17 ADJECTIVES
Limiting Adjectives DescriptiveAdjectives
This
Most
Few
Much
Many
Written
Regional
Best
Vast
Current
Specific
Quality
Postmodern
Believable
Present
Real
Informal

a.Research and read about
Adjectival Phrase
b.In a ½ sheet of paper, construct
10 sentences using adjectives

THANK YOU
FOR
LISTENING
THANK YOU
FOR
LISTENING 

Objectives
a. locate the adjectival phrase in the sentence-
sentence- Peer evaluation;
b. construct orally a grammatically correct
sentences with adjectival phrase; and
c. Identify/spot the adjectival phrase in the given
given sentences.

Look Inside ‘Dicovery Tasks’
Put all your constructed sentences written in
your ¼ sheet of paper in the box
All students will pick one work
All of them will locate and underline the adjectival
phrase in the sentence made by their classmate.

Questions:
1.Where is the adjective phrase
in the sentence?
2.When can you say that it is
an adjective phrase?
3.Based in your answers, what
is adjective phrase means?

Adjective phrase is a group of words that
serve the same function as an adjective.
The group of words, as a whole, describes a
noun.
For example:
The clock with a brown color.
Adjective phrase
• A group of words that describe the noun
“clock”

Adjective phrases usually
begin with a preposition
(with, for, to) or
sometimes, intensifiers
(very, really, etc.) can
create an adjective
phrase as well.

Adjective Phrases
PP 12-28
Function as modifiers of nouns or
pronouns and may be infinitive phrases,
participial phrases, or prepositional
phrases.
To avoid pain in my wrists, I wear a wrist support.
Having no break from working on the computer, I
noticed that my eyes were dry.
The wireless mouse from Computer Town was highly
recommended.

SPOT THE ADJECTIVAL PHRASE
• The man by the car is my father.
• My grandfather is a man of great
wisdom.
• Tom is a man with good instincts.
• She brought a cake made of nuts and
fruit.
• His friends are sailors living on the
sea..
• They are a couple with no children.
• The price of the boots was too high.

SPOT THE ADJECTIVAL PHRASE
• We are collecting money for children
born with heart defects.
• The big bug under the blanket is
moving towards me.
• The brownies smell deliciously sweet.
• She wanted to paint her room lemony
yellow.
• The very small kitten jumped at the
big dog.

BOX FULL
OF
SURPRISES
‘Task 2’
B y group
Leaders will draw an
object from the box
Make a short
advertisement out of that
object
5 minutes for you to think
(criteria will be presented)

Criteria
Content-30%
Presentation-25%
Techniques and Audience-
20%
Creativity and Neatness-25%
Total: 100%

a. Provide feedback
b. Ask students about the
techniques they used in
promoting/advertising the
product and how did
adjectives can be applied
into it.
c. Sharing of thoughts

Basic Rule:
SINGULAR SUBJECT
TAKES SINGULAR VERB
&
PLURAL SUBJECT TAKES
PLURAL VERB

PLAY WITH WORDS
a. Rewrite the grammatically incorrect
sentences to make it right.
b. Explain the Rules in Subject-verb
Agreement assigned.

Rules in subject-verb agreement
1. A compound subject joined by and
usually requires a plural verb.
2. A compound subject joined by or, nor,
either. . .or, neither. . .requires a
singular verb if each word in the
compound subject is singular.
Note: When the items of a compound
subject joined by or, nor, differ in number
or in person, the verb agrees with the

3. Intervening expressions like as well
as, in addition to, no less than, with,
together with, besides, along with, in
company with, accompanied by,
including, do not affect the number of
the subject.
4. Nouns plural in form but singular in
meaning such as economics, gallows,
mathematics, measles, civics, mumps,

5. Some nouns like pants, trousers,
jeans, shears, scissors, tweezers, and
pliers are always plural.
6. When a collective noun such as
audience, army, committee, company,
family, flock, swarm, group, herd, jury,
team, denotes a collection regarded as
a unit, it requires a singular verb. When
it refers to persons or things included in

7. Indefinite nouns, pronouns, and
adjectives such as each, every
other, any, one, either, neither,
anyone, each one, everyone,
someone, no one, anybody,
everybody, somebody, something
are singular and they require a
singular verb.
Note: All, none, and some may take

8. Nouns denoting quantity and
amount such as number, half,
part, portion, and plenty may
take a singular or plural verb
according to their meaning.
9. When a relative pronoun is
used as a subject of a verb, the
verb must agree in person and

10.There is (was, has been) should
be used when the subject that
follows is singular; there are
(were, have been), when the
subject that follows is plural.
11. Fractions take a singular verb if
the object of the following of-
phrase is singular; they take a
plural verb if the object of the

12. Quantities and sums or
multiples of numbers when
expressing a single idea may
take a singular verb.
13. If the subjects are affirmative
and negative, the verb agrees in
person and number with the
affirmative subject.
14. Remember that in the

WHAT’S ON YOUR MIND
a. Get ¼ sheet of paper
b. Construct 5 sentences applying the rules in
Subject-Verb agreement
c. Exchange paper with your seatmates
d. Identify which of the rules were used in every
sentence.

PARAHAMBURGER
Questions:
a. Why do paragraphs and hamburger are
being compared?
b. What are the three parts of paragraph?
c. In writing a paragraph, why do we need to
have supporting details?
d. What are the things we need to take heed
with the supporting details we put into our
paragraph?

Click to play
•Listen and watch the video
presentation and answer the questions
above.

Click on me
to learn
about good
paragraphs!

The Topic Sentence (Top Bun)
Very first sentence
of your paragraph.
Always needs to be
indented.
Tells what your
paragraph is going
to be about.
There are many reasons
that I love to teach. First of
all, I love to teach because I
love being at school. Another
reason I love teaching is that
the days go by quickly. A third
reason I love to teach is
because I love seeing a
student understand something
new. Finally, I love to teach
because I love to be around
kids. These are just a few
reasons I love to teach.
Click here to return to the hamburger

The First Detail (Lettuce)
 Should not be the most
important detail.
 Needs to follow directly
after the topic
sentence.
 Needs to be full of good
“lettucy” details!
that I love to teach. First of all, I
love to teach because I love
being at school. Another
reason I love teaching is that the
days go by quickly. A third
reason I love to teach is
because I love seeing a student
understand something new.
Finally, I love to teach because I
love to be around kids. These
are just a few reasons I love to
teach.

The Second Detail (Tomato)
Still should not be
the most important
detail.
Needs to follow
directly after the
lettuce sentence.
Needs to be full of
good “juicy” details!
love to teach because I love being
at school. Another reason I
love teaching is that the days
go by quickly. A third reason I
love to teach is because I love
seeing a student understand
something new. Finally, I love to
teach because I love to be
around kids. These are just a
few reasons I love to teach.

The Third Detail (Cheese)
Still not be the most
important detail.
Needs to start
differently than
other sentences.
Needs to be full of
good “cheesy”
details!
at school. Another reason I love
teaching is that the days go by
quickly. A third reason I love
to teach is because I love
seeing a student understand
something new. Finally, I love
to teach because I love to be
around kids. These are just a
few reasons I love to teach.

The Last Detail (Meat)
 Finally!! The most
important detail.
 Should start
differently than most
of the other
sentences.
 Needs to be full of
good “meaty” details!
quickly. A third reason I love to
teach is because I love seeing a

The Closing Sentence
(Bottom Bun)
Should look a lot like
the topic sentence.
Needs to summarize
the topic.
Needs to be an
obvious end to the
sentence.
quickly. A third reason I love to
teach is because I love seeing a
Click here to see a good paragraph on the web!

 Paragraph that gives example
 Paragraph that gives details
 Paragraph that shows cause and effect
 Paragraph of comparison and contrast
Developing a Paragraph

ENGLISH WEEK 1

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