G7 english las finalized

7
English
First Quarter
LEARNING ACTIVITY SHEETS

Printed by: Curriculum and Learning Management Division
DepEd, Carig Sur, Tuguegarao City
Learning Activity Sheet in ENGLISH
GRADE 7
Copyright © 2020
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Practice Proper Hygiene Protocol At All Times i

Table of Contents
Competency Page Number
* Supply other words that complete an analogy ………………….…………… 1
* Identify the genre, purpose, intended audience
and features of various viewed texts such as movie
clip, trailer, news flash, internet-based program,
documentary, video ……………………………………….…………………..…… 9
* Use the passive and active voice meaningfully
in varied contexts …………............ 17
* Use the past and past perfect tenses correctly
in varied contexts …………..…......… 25
* Use direct and reported speech appropriately
in varied contexts ………..…….……….. 32
* Use phrases, clauses and sentences
appropriately and meaningfully ……………...…… 43
* Use appropriate reading strategies to meet one’s purpose
(e.g. scanning, skimming, close reading, etc.) ………………………………… 52
Practice Proper Hygiene Protocol At All Times ii

Practice Proper Hygiene Protocol At All Times 1
ENGLISH 7
First Quarter
Name of Learner: ____________________________ Grade Level: _______________
Section: ______________________________________ Date: _____________________
LEARNING ACTIVITY SHEET
ANALOGY
Background Information for Learners
One good analogy is worth an hour of teaching and learning in an English class.
Being armed with skills in analogy promises an array of benefits. The said
competency improves vocabulary skills, speeds up reading comprehension, addresses
higher order thinking skills and develops verbal reasoning abilities. Having
experienced these profits of learning, students like you, tend to increase interest in the
class while advancing academically in learning the subject.
Noting the following salient points enables you to supply appropriate expression
in completing an analogy vital in enhancing your vocabulary skills:
1. Analogy is being taught by the teacher and learned by the student to bridge the
gap between the previous topic and the present lesson. Hence, comparing two
things that are usually different from each other but have common traits
apparently defines an analogy.
2. The most commonly used types of analogy that can potentially harness your
vocabulary skills are synonym, part to whole, antonym and cause and effect
relationship.
Let us revisit the poem titled, God said, “I made a Man” by Jose Garcia Villa.
We will find out whether you still can recall the key ideas in the selection by
answering the following series of activities.
God said, I Made a Man
Jose Garcia - Villa
God said, "I made a man
Out of clay—
But so bright he, he spun
Himself to brightest Day
Till he was all shining gold,
And oh,
He was lovely to behold!
But in his hands held he a bow

Learning Competency
Supply other words that complete an analogy EN7V –IV –a- 23.1
Exercise 1: Discover What’s Inside the Box!
Directions: Provide synonymous words to the given terms needing appropriate expression
culled from the poem, God said, “I Made a Man” by Jose Garcia Villa to complete the sets of
analogy. Refer to the sentences provided to arrive at the correct answer. Find out the letters
inside the box that correspond to the numbers given on top. Arrange the jumbled numbers
that correspond to the alphabet letters to finally come up with the term being asked for.
Example: Boat: Ship :: Automobile: _________
Michelle was reaching for her husband’s suit before she heard an automobile roll up the
driveway.
18 3 1
- C A R
R C A
Aimed at me who created
Him. And I said,
‘Wouldst murder me
Who am thy Fountainhead! '
Then spoke he the man of gold:
‘I will not
Murder thee! I do but
Measure thee. Hold
Thy peace.' And this I did.
But I was curious
Of this so regal head.
‘Give thy name! '—‘Sir! Genius.'"
Sources: Management Team of Grade 7. (2017). English – Grade 7.Philippines: FEP
Printing Corp. Retrieved from https://www.poemhunter.com/poem/god-said-i-made-a-
man/

1. Peace : Serenity :: Behold : _______________
You are a wonder to behold!
5 5 18 16 3 22 5 9
2. God: Creator :: Man : _______________
Man is considered God’s beloved masterpiece.
15 13 18 1 20 12
3. Vivid : Bright :: Fountainhead: _______________
God is recognized as the fountainhead of everything that exists on earth and in heaven.
21 15 18 3 5 19
4. Brilliant : Gifted :: Inquisitive : _______________
Arjay stared at Olive with wondering and inquisitive eyes but said nothing.
9 15 21 21 3 18 19
5. Fascination: Imagination:: Aim: _______________
You must aim high to hit high!
7 1 12 15
Exercise 2: Finding God’s Creations
Directions: An analogy describes the relationship between words. In part/ whole analogies,
the first term is part of the second term, and the third term is part of the fourth. The poem,
God said, “I Made a Man”, features what God made. Loop all the creations of God that you
can spot from the pool of words based on the incomplete analogies given. Use the terms
spotted to fill in the incomplete analogies.
1. Tail is to dog as claw is to _____________.
2. Child is to family as student is to __________.

3. Sand is to beach as water is to __________.
4. Corn is to cob as pea is to__________.
5. Leaf is to flower as twig is to ___________.
D T D R D D L F S U
T T R E E E R H A K
I H K G P H D A D C
J G N J S G T D L L
G B V A H A E L I A
B A C A T J A F G S
E M J N J L C H H S
A O X L G N H R T N
N J B B N M E H N A
B T Q A M Q R F A K
N P E Z P P L J N I
M B X L F G M F M T
S S O T C F S L A D
D G N H A S H T L I
G H M P K O C E A N
Exercise 3: Fix Me, I am Incomplete!
Directions: The following terms are found in the poem, God said, “I Made a Man” by Jose
Garcia Villa. Supply the missing letters with the correct ones to come up with the appropriate
antonyms of the given words.
1. Imagined : Doubted :: Created : D _ _ m a _ _ _ _ d
2. Friend : Foe :: Murder : A _ _ m a _ _
3. Clever : Stupid :: Bright : D _ _ _
4. Brilliant: Gloomy :: Shiny : _ _ _ t
5. Calm : Violence :: Peace : C _ _ _ _ _ c t
Exercise 4: Tracing Reasons and Results
Directions: Read the following selection based on the poem titled, God said “I Made a Man”
by Jose Garcia Villa. Note the potential cause and effect present in the text to complete the
analogies provided. Use the sentence number indicated in each set of analogy as your clue.

He is Behind Every Genius
1
In today’s digitized era, technological advancement enables man not just to survive but
also to prosper. 2
Non - adherence to this way of life causes him to miss out what the
modernized world has to offer. 3
For his growth’s sake, he exhausts himself discovering ways
to make him the best labelled as “genius” .4
Thinking that he knows everything, he ignores the
creator who is behind all his triumphs. 5
Man indeed is in his oblivion of God being the alpha
and omega – the beginning and the end.
6
The man in the poem God said, “I Made A Man” is undoubtedly identical to who this
man is nowadays. 7
Despite being God’s masterpiece whom God holds dear in His bosom
since the time of creation, this man never thought twice of threatening God with a bow. 8
His
being ungrateful pained God reminding Him of man’s gratification. 9
The same pride that led
Adam to his downfall forgetting that behind every genius is his fountainhead – God.
1. Technological Reduction : Man’s Failure :: Technological Advancement : __________(s1)
2. Contentment : Peace :: Man’s Growth: __________ (s3)
3. Man’s Acknowledgement : Man’s Enlightenment :: Man’s Intelligence : __________ (s4)
4. Man’s Gratitude : God’s Joy :: _________ : God’s Tribulation (s8)
5. Humility : Salvation :: __________ : Downfall(s9)
Exercise 5: Begin and End the Puzzle!
Directions: Solve the puzzle with the words similar to the terms to complete the analogies
presented in Exercise A.
Across
1. self –regard, conceitedness
2. gratitude, appreciation
3. stupidity, bewilderment
Down
1. disturbance, conflict
2. victories, triumphs

Exercise 6: Craft Something from Nothing
A. Directions: Create 5 sets of analogies related to God and His creations which start with the
English alphabet provided. Use the example given as your guide.
A B C D
Synonym Antonym Part to Whole Cause - Effect
Arrogance : Egotism
Annoyance : Anger
Birth : Death
Blessing : Condemnation
Cherubim : Heaven
Man : Earth
Doom : Sufferings
Repentance : Redemption
B. Directions: Make a slogan or a saying of any topic marked with analogy of any type. Be
guided by the following examples and rubric.
Examples
1. If people were like rain, I was like drizzle and you were a hurricane.
2. Light within is released when opportunity in darkness we seize.
3. Disease is to body while resentment is to soul.
4. Reading fulfils a man.
5. Kindness ends bitterness.
6. Death gives birth to life.
7. All are equally foolish and wise in the eyes of God.
8. Sunshine is to flower while you are to me.
9. Losing can make you win.
10. If you want to be rich you must experience how to be poor.
Rubric for Creating Slogan/Saying
Component 4 3 2 1
Craftsmanship The slogan is
exceptionally
attractive, neat ,
and well
constructed.
The slogan is
acceptably
attractive, neat,
and well
constructed.
The slogan is
merely
attractive, not
well constructed
and a bit messy.
The slogan is not
so attractive and
distractingly
messy.
Creativity Slogan is
exceptionally
creative. A lot of
thought and
effort was used
Slogan is
creative and a
good amount of
thought was put
into decorating
Slogan is
creative and
some thought
was put into
decorating it.
The slogan does
not reflect any
degree of
creativity.

to make the
banner.
it.
Originality Exceptional use
of new ideas and
originality to
create slogan.
Good use of new
ideas and
originality to
create slogan.
Average use of
new ideas and
originality to
create slogan.
No use of new
ideas and
originality to
create slogan.
Source: https://www.rcampus.com/rubricshowc.cfm?code=N44828&sp=yes&
Reflection
Directions: Write a 5-sentence paragraph regarding the significance of acknowledging God as
our creator. Use at least five newly–derived words from the analogies learned.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________.
References:
Book:
Management Team of Grade 7. (2017). English – Grade 7.Philippines: FEP Printing Corp.
Online Sources:
Analogy (2020). Retrieved May 17, 2020 from https://www.merriam-
webster.com/dictionary/analogy.
Analogies: Part/Whole Analogies Quiz. (2005 - 2020). Retrieved May 19, 2020 from
https://www.softschools.com/quizzes/language_arts/part_whole_analogies/quiz471.html
Heick, Terry. (2014). A Guide for Teaching with Analogies. Retrieved May 18, 2020 from
https://www.teachthought.com/critical-thinking/types-of-analogies/

Answer Key
Exercise 1: Discover What’s Inside the Box!
1. e e r p c v e i – perceive
2. o m r a t l – mortal
3. u o r c e s – source
4. i o u u c r c – curious
5. g a l o – goal
Exercise 2: Finding God’s Creations
D T D R D D L F S U
T T R E E E R H A K
I H K G P H D A D C
J G N J S G T D L L
G B V A H A E L I A
B A C A T J A F G S
E M J N J L C H H S
A O X L G N H R T N
N J B B N M E H N A
B T Q A M Q R F A K
N P E Z P P L J N I
M B X L F G M F M T
S S O T C F S L A D
D G N H A S H T L I
G H M P K O C E A N
1. Cat
2. Class
3. Ocean
4. Bean
5. Tree
Exercise 3: Fix Me, I am Incomplete!
1. Dismantled
2. Animate
3. Dull
4. Matt
5. Conflict
Exercise 4: Tracing Reasons and Results
1. Success
2. Disturbance
3. Disregard
4. Gratitude/Gratefulness
5. Ego

Exercise 5: Begin and End the Puzzle
W
I G N O R A N C E
S N
T H A N K S
R
P R I D E
S
S
Exercise 6: Craft Something from Nothing
Answers may vary
Prepared by:
MICHELLE M. ASUNCION
JUN P. PAGTACUNAN
Writers
----------------------------------------------------------------------------------------------------------------

Do not Write on this Portion
FEEDBACK CARD
ACTIVITY 1
ACTIVITY 2
ACTIVITY 3
ACTIVITY 4
ACTIVITY 6
ACTIVITY 7
ACTIVITY 8
BADGE EARNED:
Comments of Teacher:
What’s your Badge?
AWESOME!- Completed and earned perfect
scores in all activities
GOOD JOB!- Completed the activities with
80-90% accuracy
IT’S OKAY.- Completed the tasks with 75-
79% accuracy
STRIVE FOR MORE. When need further
assistance and support

ENGLISH 7
First Quarter
Section: ____________________________________ Date: _____________________
GENRE OF MATERIALS VIEWED
Your Initial Task!
Learning Competency
Identify the genre, purpose, intended audience and features of various viewed texts
such as movie clip, trailer, news flash, internet-based program, documentary, video. EN7VC-
I-d-6
Exercise 1: Know-Want-Learn Chart
Directions: Fill in the KWL Chart below. On the first column, write what you know about the
genres of materials viewed, on the second column write what you want to know about this
topic. On the last column, write what you have learned, it will be filled in at the end of the
lesson.
Know
(What do you know about
this topic?)
Want
(What do you want to know
about this topic?)
Learn
(What did you learn?)
(To be filled in at the end of
this lesson.)
A news flash is a single item of important news that is aired separately and often
interrupts other programs.
A weather report is usually a part of an entire news program that tells and foretells
weather conditions on a specific area.
An internet-based program - that is informative and can be accessed through the
website.
Movie trailer – a short clip from a film
Documentary – a research-based reporting that deals with a specific topic and
format.

Exercise 2: Can you tell?
Directions: Look closely at the pictures. Identify what genre of a material viewed it was.
Write your answer on the box.
1. 2.
3. 4.
5. 6.
Exercise 3: Viewing Prelude
Directions: Using your cellular phone/computer, visit the following links of short clips taken
from the internet. After viewing, fill in the graphic organizer below.
1. https://www.youtube.com/watch?v=4mmIOS2a11c
2. https://www.youtube.com/watch?v=ibTSvR3CIps

What is the difference between the two clips?
Clip No. 1 Clip No. 2
What is the purpose of each?
Where and when do we usually see these clips?
Do you know how to make one?
Exercise 4: Organizing a Report
Directions: View the different materials from the internet using the given links. After
viewing, write and organize a report through a graphic organizer of your choice considering
the following data:
• What is the material about?
• What is the genre of the material viewed?
• What information did you get from the material?
• Are the information essential? Why?
• Are the information truthful? What made you say so?
1. Link https://www.youtube.com/watch?v=PXDUQd1l_h8
2. Link https://www.youtube.com/watch?v=kmPVo0kQCLA
3. Link https://www.youtube.com/watch?v=4semIadNgy4

Place your organizer here!
Rubric for Scoring
GRAPHIC ORGANIZER RUBRIC
Criteria 4 3 2 1 Total
Organization Extremely
well
organized.
Order and
structure of
information is
compelling
and flows
smoothly.
Organized.
Structure
allows reader
to move
through
content
without
confusion.
Flows
smoothly.
Somewhat
organized.
Structure
allows reader
to move
through some
of the content
without
confusion.
Flow is
sometimes
interrupted.
Poorly
organized. A
clear sense of
direction is not
evident. Flow is
frequently
interrupted.
Content Thorough and
insightful
understanding
of content
Complete
understanding
of content
Shows some
understanding
of content
Shows incompl
ete
understanding
of material
Creativity Enthusiasticall
y uses
materials and
ideas for
enhancement
Use of
materials and
ideas for
enhancement
Shows some
use of
materials and
ideas
Shows minimal
effort for
enhancement of
materials and
ideas

Ideas Insightful and
well
considered
ideas making
multiple
connections
Ideas are
considered;
more than one
thoughtful
connection is
made
Ideas are
somewhat on
topic; makes
some
connections
Ideas are
unclear; few
connections
Final Task!
Directions: Did you find the activities above interesting? It’s high time for you to note the
significant things that you have learned. Fill-up the third column of the KWL Chart of the
things that you have acquired.
Know
this topic?)
Want
about this topic?)
Learn
this lesson.)
Reflection!
Here’s to sum up what I’ve learned!
On this lesson, I did my best on
__________________________________________________________________.
I think internet-based programs and videos can help us
__________________________________________________________________.
I will apply what I’ve learned through this activity by
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Internet Links:
https://www.youtube.com/watch?v=4mmIOS2a11c
https://www.youtube.com/watch?v=ibTSvR3CIps
https://www.youtube.com/watch?v=PXDUQd1l_h8
https://www.youtube.com/watch?v=kmPVo0kQCLA
https://www.youtube.com/watch?v=4semIadNgy4
Images Sources:
Artistico (2020). www.gograph.com. Retrieved May 20,2020
from https://www.gograph.com/clipart/tv-weather-news-reporter-
gg86120497.html#bigCompModal
History-channel (February 6, 2018). www.variety.com. Retrieved May 20, 2020 from
https://www.variety.com/2018/tv/news/history-american-farmer-1202687762/amp/
Jdxyw (August 4, 2010). www.flickr.com. Retrieved May 20, 2020 from
https://www.flickr.com/photos/jdxyw/4860505562
Poemsuk.(2020). www.vectorstock.com. Retrieved May 20, 2020 from
https://www.vectorstock.com/royalty-free-vector/headline -or-breaking-news-man-tv-
reporter-vector-23119648
The Stuff of Success. www.pinterest.com. Retrieved May 20, 2020 from
https://www.pinterest.com/pin/7862300414478
U.S Air Force graphic (2010). www.vandenberg.af.mil. Retrieved May 20, 2020 from
https://www.vandenberg.af.mil/News/Article-Display/Article/339883/new-policy-authorizes-
social-media-acess-with-caveats/
References:
Book Source:
Department of Education- Bureau of Learning Resources (DepEd-BLR). DepEd English 7
Learner’s Material (pp. 90-92). DepEd Complex Meralco Avenue, Pasig City, Philippines
1600.
Rubric Source:
Regina Public Schools and Saskatchewan Learning (n.d.). Graphic Organizer Rubric.
Retrieved from
https://www.suprockart.com/TYPO2008GRAPHICORGANIZERRUBRIC.htm

Answer Key
Exercise 1: Know-Want-Learn Chart
Know
this topic?)
Want
about this topic?)
Learn
this lesson.)
Answer may vary Answer may vary Answer may vary
Exercise 2: Can you tell?
1. News flash
2. Weather Report
3. Internet-based Program
4. Movie Trailer
5. Internet-based Program
6. Documentary
Exercise 3: Viewing Prelude
What is the difference between the two clips?
Clip No. 1
Flash Report
Clip No. 2
Weather Report
What is the purpose of each?
To disseminate immediate report. To make everyone aware of the weather.
Where and when do we usually see these clips?
Where: Internet, Television
When: Always
Do you know how to make one?
Answer may vary

Exercise 4: Organizing a Report
Final Task
Know
this topic?)
Want
about this topic?)
Learn
this lesson.)
Answer may vary Answer may vary Answer may vary
Prepared by:
PERLA G. BANIQUED
MARYJANE A. LORENZO
Writers
Answers may vary

----------------------------------------------------------------------------------------------------------------
FEEDBACK CARD
ACTIVITY 1
ACTIVITY 2
ACTIVITY 3
ACTIVITY 4
ACTIVITY 6
ACTIVITY 7
ACTIVITY 8
BADGE EARNED:
80-90% accuracy
79% accuracy

ENGLISH 7
First Quarter
Section: ____________________________________ Date: _____________________
ACTIVE VS. PASSIVE VOICE
Source: (English Grammar Here , 2020)
Background Information for the Learners
The relationship of the subject to the verb in a sentence is called voice. A
sentence is written in the active voice if the subject is doing the action of the verb.
Example: Ms. Aniya delivered the Xerox machine.
The active voice is straightforward and clear. It focuses on the subject doing the
action.
On the other hand, a sentence is written on its passive voice if the subject
receives the action.
Example: The Xerox machine was delivered by Ms. Aniya.
Changing the voice of a sentence depends on the tense of a verb. See the chart
below:
Source: (English Grammar Here, 2020)

Learning Competency
Use the passive and active voice meaningfully in varied contexts. EN7G-III-c-2
Exercise 1: Tell me! Am I Active or Passive?
Directions: Read the sentences below then identify whether each sentence is in active
or passive voice. Write the corresponding sentence’ numbers in the table provided.
ACTIVE VOICE PASSIVE VOICE
1. A lullaby song will be sung by her.
2. The delivery boy will bring my orders later.
3. My younger sister cleans the house.
4. Ten construction workers built the house.
5. Ribbons and medals were always kept by Sophia.
6. The household chore is done by Brando.
7. Mrs. Olegario cares about the animals.
8. Teacher Kyla taught us meaningful lessons yesterday.
9. Every house was disinfected by the Department of Health.
10. A delicious cake was baked by my mother this morning.

Exercise 2: Changing from Active to Passive
Directions: Transform each sentence from active voice to passive voice. Write only
the verb for Set A and complete sentence for Set B.
SET A: Active to Passive (VERBS only)
1.) Active: She saves her money in the bank.
Passive: Her money __________ by her in the bank.
2.) Active: Sophia always kept her ribbons and medals.
Passive: Ribbons and medals ___________ by Sophia.
3.) Active: Brando feeds the animals in the farm.
Passive: The animals in the farm ___________ by Brando.
4.) Active: My mother bakes a delicious cake.
Passive: A delicious cake ___________ by my mother.
5.) Active: Kelly will wash her toys tomorrow.
Passive: Her toys ___________ by Kelly tomorrow.
SET B: (Complete Sentence)
1.) Active: She saved her money in the bank.
Passive: ______________________________________
2.) Active: Sophia always kept her ribbons and medals.
Passive: ______________________________________
3.) Active: Brando feeds the animals in the farm.
Passive: ______________________________________
4.) Active: My mother bakes a delicious cake.
Passive: ______________________________________
5.) Active: Kelly will wash her toys tomorrow.
Passive: ______________________________________
Exercise 3: Changing from Passive to Active
Directions: Transpose sentences from passive voice to active voice.
Write only the verb for Set A and complete sentence for Set B
SET A: Passive to Active (VERBS only)
1.) Passive: My orders will be brought by the delivery boy later.
Active: The delivery boy ___________ my orders later.
2.) Passive: The house is cleaned by my younger sister.
Active: My younger sister _________the house.
3.) Passive: Their house was built by ten construction workers.
Active: Ten construction workers ________their house.
4.) Passive: Meaningful lessons were taught to us by teacher Kelly.
Active: Teacher Kyla _________ to us meaningful lessons.
5.) Passive: A lullaby song was sung by her.
Active: She ________ a lullaby song.
SET B: (Complete Sentence)
1.) Passive: My orders will be brought by the delivery boy later.
Active: ________________________________________

2.) Passive: The house is cleaned by my younger sister.
Active: _________________________________________
3.) Passive: Their house was built by ten construction workers.
Active: _________________________________________
4.) Passive: Meaningful lessons were taught to us by teacher Kelly.
Active: _________________________________________
5.) Passive: A lullaby song was sung by her.
Active: _________________________________________
It looks like you are about to finish your task. Here’s more! In order for you to fully
understand this topic about the active and passive voice of a sentence, here’s what you are
going to do.
Exercise 4: Let’s Read and Classify
Directions: Copy sentences in the active and passive voice from the text
below and write them in the corresponding column in the table provided
below.)
SUSPICIOUS BOX
Last Friday, it was around 12:30 in the afternoon when a suspicious box was found by
Miss Mendez on her table. The suspicious box wasn’t opened by the teacher at that moment
because she was afraid to see what’s inside and who gave it because it doesn’t even have a
short note. The box was wrapped in a red silk paper, a little bit heavy, having a yellow ribbon
and tied properly.
The box was taken to the faculty room by Miss Mendez and showed it to her co-
teachers. When they’re about to open the box, loud and big voices were heard outside the
faculty room and greeted her… “Happy Birthday Miss Mendez!” When she took a look
around, it was her students in the 7th grade. They brought balloons, flowers and cake for her
birthday. In great surprise, she gladly embraced them. She cried tears of joy when they sang
happy birthday. When she opened her gift, she saw her photo turned into a sketch and kept in
a shimmering frame. A series of messages too were written by her thoughtful students.
Meanwhile as she randomly reads the messages, one of her bright students in class, Pio,
the guitarist, started to play his instrument while the rest of his classmates started to sing a
song. Not just a song but it was their teacher’s favorite song entitled “A Smile in Your
Heart”. It is a song sung by his favorite singer of all time. Absolutely, having those ideas and
plans tickled the bones of their adviser for it all worked out.
As they finished the song, Miss Mendez blew her cake, made a wish, and thanked
everyone for the surprise they had prepared. In the end, a meaningful message was delivered
by her for her wonderful birthday surprise. According to Miss Mendez, it was her most
remarkable birthday celebration with unforgettable people.
We hope you understand the passage. Now it’s your turn to do the task. Good luck!
Active Voice Passive Voice

It seems that you are on the last part of this activity. At this point, it’s your turn to do
your challenging yet fulfilling task. Read and follow the instructions below.
Exercise 5: Try and Write!
Directions: Using the table below, write five sentences in the active voice and
five sentences in the passive voice. Be guided with the example and rubrics
below.
Example: Active: My classmate borrows a book in the library.
Passive: A book was borrowed by my classmate in the library.
Rubric for Scoring
Written Presentation Rubric
10 pts 8 pts 6 pts 4 pts 2 pts
Organization of
ideas
Excellent
organization.
Very good
organization.
Good
organization.
Organization
could be
better.
Organization
needs
improvement.
Content
(Includes
number of
sentences in
active and
passive voice)
9-10
sentences for
both active
and passive
voice.
7-8 sentences
for both
active and
passive
voice.
5-6 sentences
for both
active and
passive
voice.
3-4 sentences
for both active
and passive
voice.
1-2 sentences
for both active
and passive
voice.

Clarity
(Includes
grammar
awareness and
punctuation
correctness)
Sentences
have no error
at all.
1-2 sentences
have errors.
3-4 sentences
have errors.
5-6 sentences
have errors.
7 and more
sentences
have errors.
Uniqueness
(Includes
originality and
creativity)
Originally
constructed
and unique.
Very creative
but most of
the sentences
don’t reflect
uniqueness.
Creative but
some
sentences are
not originally
constructed.
Somewhat
creative but
lacks
originality.
Needs
improvement
in
constructing
sentences.
Total score: _______
Reflection:
Complete this statement:
What I have learned in this activity is that _________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Book Source:
References:
Book Source:
Lesson Exemplar Grade 7 English (2018). Quarter 3 Asserting Myself Lesson 1 Wallowing
for Freedom (page 74). DepEd English Curriculum Tayabas City Division, Tayabas City
Website Source:
English Grammar Here . (2020, May 28). Retrieved from www.englishgrammarhere.com :
https://englishgrammarhere.com/active-passive-voice/100-examples-of-active-and-passive-
voice-in-english/
Images Source:
Bitmoji . (2020, June 06). Retrieved from
http://play.google.com/store/apps/details?id=com.bitstrips.imoji&hl=en
Answer Key
Exercise 1: Tell me! Am I Active or Passive?
2. Active
3. Active
4. Active
7. Active
8. Active
1. Passive
5. Passive
6. Passive
9. Passive
10. Passive
Exercise 2: Changing from Active to Passive
SET A- VERBS ONLY SET B- COMPLETE SENTENCE
1.) was saved Her money was saved by her in the bank.
2.) were always kept Ribbons and medals were always kept by Sophia.
3.) was fed The animals in the farm was fed by Brando.
4.) was baked A delicious cake was baked by my mother.
5.) will be washed Her toys will be washed by Kelly tomorrow.

Exercise 3: Changing from Passive to Active
SET A- VERBS ONLY SET B- COMPLETE SENTENCE
6. will bring The delivery boy will bring my orders later.
7. cleans My younger sister cleans the house.
8. built Ten construction workers built their house.
9. taught Teacher Kyla taught to us meaningful lessons.
10. sings She sings a lullaby song.
Exercise 4: Let’s Read and Classify
Active Voice Passive Voice
1.) She was afraid to see what’s inside and who
it came from.
1.) A suspicious box was found by Ms.
Mendez on her table.
2.) They brought balloons, flowers and cake
for her birthday.
2.) The box was wrapped in a red silk paper, a
little bit heavy, having a yellow ribbon and
tied properly.
3.) She gladly embraced them and cried in tears
of joy.
3.) The suspicious box wasn’t opened by the
teacher at that moment.
4.) She cried tears of joy when they sang a
happy birthday song.
4.) The box was taken to the faculty room and
showed it to her co-teachers by Ms.
Mendez.
5.) Pio, the guitarist, started to play his
instrument.
5.) A series of messages too were written by
her thoughtful students.
6.) The rest of his classmates started also to
sing a song.
6.) A meaningful message was delivered by her
for her wonderful birthday surprise.
7.) Having those ideas and plans tickled the
bones of their adviser for it all work out.
8.) Ms. Mendez blew her cake, made a wish,
and thanked everyone for the unexpected
surprise.
9.) It was her most remarkable birthday
celebration with unforgettable people.
Exercise 5: Try and Write!
Answers may vary.
Prepared by:
CHERRY C. NAVARRO
IVY JANE M. FALGUERA

----------------------------------------------------------------------------------------------------------------
FEEDBACK CARD
ACTIVITY 1
ACTIVITY 2
ACTIVITY 3
ACTIVITY 4
ACTIVITY 6
ACTIVITY 7
ACTIVITY 8
BADGE EARNED:
Writers
80-90% accuracy
79% accuracy

ENGLISH 7
First Quarter
Section: ____________________________________ Date: _____________________
PAST AND PAST PERFECT TENSE
Learning Competency
Use the past and past perfect tenses correctly in varied contexts. EN7G-III-h-3
The Simple past and Past perfect tenses are both used to talk about things
that happened in the past. However, we use past perfect to talk about something
that happened before another action in the past, which is usually expressed by the
past simple. The following pointers shall be remembered when using these two
tenses:
1. Use the simple past when the action started in the past, finished in the
past, and is not continuing now. Use the present perfect when the action started in
the past and is continuing now. The simple past tells us that an action happened at
a certain time in the past, and is not continuing anymore.
2. The past perfect tense is used to show that something happened before
another action in the past. It can also be used to show that something happened
before a specific time in the past.
3. The present perfect tells us that an action started in the past and it is still
happening now, or it is something that happens regularly. We may need more
information to tell us how long it has been going on. It may also tell us that the
time period it started in is still going on.
4. To form the past perfect tense you use the past tense of the verb "to
have," which is had, and add it to the past participle of the main verb. For
example: subject + had + past participle = past perfect tense.

Exercise 1: Actions Mean a Lot
Directions: The given pictures indicate two actions that happen in the past. Choose the letter
of the sentence that expresses the actions shown in each picture. Write the letter of your
choice on the blank provided before each item.
______1.
______2.
______3.
______4.
______5.
Exercise 2: Know My Roles
Directions: Each sentence below has two verbs. Identify which is used in the simple past and
which one is used in the past perfect. Write them in the corresponding column in the table
below.
1. After Fred had spent his holiday in Italy, he wanted to learn Italian.
2. Jill had phoned Dad at work before she left for her trip.
3. Susan turned on the radio after she had washed the dishes.
4. When she arrived, the match had already started.
5. After the man had come home, he fed the cat.
6. Before he sang a song, he had played the guitar.
7. She watched a video after the children had gone to bed.
8. After Eric had made breakfast, he phoned his friend.
9. I was very tired because I had studied too much.
10. They had ridden their bikes before they met their friends.
a. The baby had cried before his father came.
b. She had washed her hand before she cooked
their dinner.
c. She had cleaned the room when I got home.
d. I had just sat down to have lunch when I heard a
knock on the door.
e. When John arrived at the bus stop, the bus had
already left.

Sentence number SIMPLE PAST PAST PERFECT
Exercise 3: My Connection
Match column A with column B to form a sentence that indicates two past actions.
A B
1. After Sofie had finished her work, a. she went to lunch.
2. I washed the floor b. until she had finished talking.
3. Harold had known situation c. before he decided to leave.
4. I didn’t say anything d. she had run out the door.
5. After she had moved out, e. I found her notes.
6. Before I knew it, f. everyone had gone home.
7. We’d just gotten home g. I didn’t notice.
8. By the time Doris got to the party, h. he travelled so far
9. After I’d used the phone, i. I paid the bill.
10. It’d happened so quickly, j. when the painter had gone.
k. when we heard the blast outside.
Exercise 4: Complete Me
Directions: Fill in the blank/s with the correct form of the verb/s given in each of the
following sentences.
1. After the company _____Joe, he began to work on his first project. (hire)
2. _____ you _______ the news before you saw it on TV? (hear)
3. Michael didn’t want to see the movie because he _______ the book yet. (not read)
4. The concert ______ already _______when we _______ the stadium. (begin/enter)
5. Until Anne ________ Mark, she ____ never ______in love. (meet, be)
6. Bill __________ for years before he finally _______. (smoke/quit)
7. _______ Sara ever _______to London by herself before then? (drive)
8. How many fish ______ the boys _____ by the time it started raining? (catch)
9. You ________ them to go to the beach, hadn’t you? (forbid)
10. The girls _______ in weeks? That’s why they ______ so much afterwards. (exercise/
hurt)

Exercise 5: The Other Side of Me
Directions: Rewrite the following sentences using the simple past or past perfect tense.
1. When he (wake up), his mother (already / prepare) breakfast.
________________________________________________________________
2. We (go) to London because the Queen (invite) us for tea.
________________________________________________________________
3. He (hear) the news, (go) to the telephone and (call) a friend.
________________________________________________________________
4. When she (start) to learn English, she (already / learn) French.
________________________________________________________________
5. Jane (already / type) ten pages when her computer (crash).
________________________________________________________________
6. By the time he (arrive) at the pub, they (run) out of beer.
________________________________________________________________
7. Before that day we (never / think) of going to Japan.
________________________________________________________________
8. I (know) him for a long time before I (meet) his family.
________________________________________________________________
9. They (not / know) where to meet because nobody (tell) them.
________________________________________________________________
10. It (be) cloudy for days before it finally (begin) to rain.
________________________________________________________________
Exercise 6: Reminiscing the Past
Directions: Using the simple past and past perfect tense of a verb, relate a story about your
most treasured vacation with your family.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Rubrics for Writing a Story
Criteria 10 8 6 4
Organization
of Ideas
All of the
important ideas
and points are
well-organized.
Most of the
important ideas
and points are
well-organized.
Some of the
important ideas
and points are
organized.
Important ideas
and points are not
organized.
Proper Use of
Past and Past
Perfect Tense
The application
of the language
skills learned is
most effective.
The application
of the language
skills learned is
more effective.
The application
of the language
skills learned is
not so effective.
The application of
the language
skills learned is
not effective.
Content and
Theme
Content is
clearly relevant
to the topic and
the message is
very clear.
Content is
clearly relevant
to the topic and
the message is
clear with some
confusing
points.
Content is
clearly relevant
to the topic and
the message is
not so clear.
Content has no
relevance to the
topic and there is
no message.
Word Choice The writer’s
exceptional
word choice
captures the
experience.
Specific nouns,
strong verbs,
and well-chosen
modifiers create
vivid pictures
and express
feelings.
Specific nouns,
strong verbs, are
used. Modifiers
are needed to
create a clearer
picture.
General and
overused words
do not create a
clear picture
Reflection
Complete the statement below.
What I have learned in this activity is that…
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

References:
English 7 Learner’s Material
https://www.ego4u.com/en/cram-up/grammar/simpas-pasper/exercises. Retrieved on June 2,
2020
https://www.examplanning.com. Retrieved on June 3, 2020
https://www.gingersoftware.com/content/grammar-rules/verbs/the-past-perfect-simple-
tense/Retrieved on June 3, 2020
Images Sources:
https://freesvg.org/img/apartment-cleaning.png. Retrieved on June 1, 2020
https://encrypted-tbn0.gstatic.com/images?q=tbn%3AANd9GcR1zmXOUDo_bq-
pPOPO20qBSXwmJ_tnD6f3KsDWnCeAhd4SScaO&usqp=CAU. Retrieved on June 1, 2020
https://c1.wallpaperflare.com/preview/612/709/169/stop-school-school-bus-stop-sign.jpg.
Retrieved on June 1, 2020
https://c0.wallpaperflare.com/preview/422/374/572/baby-boy-child-cry.jpg. Retrieved on
June 1, 2020
https://images.pexels.com/photos/545013/pexels-photo-545013.jpeg?cs=srgb&dl=cooking-
hands-handwashing-health-545013.jpg&fm=jpg Retrieved on June 1, 2020
Answer Key
Exercise 1: Actions Mean a Lot
1. c
2. d
3. e
4. a
5. b
Exercise 2: Know My Roles
SIMPLE PAST PAST PERFECT
1. Wanted had spent
2. left had phoned
3. turned had washed
4. arrived had already started
5. fed had come
6. sang had played
7. watched had gone
8. phoned had made
9. tired had studied
10. met had ridden

Exercise 3: My Connection
1. a 6. d
2. j 7. k
3. c 8. f
4. b. 9. i
5. e. 10. g
Exercise 4: Complete Me
1. had hired 6. had smoked/quit
2. had/heard 7. had/driven
3. hadn’t read 8. had/caught
4. had/begun/entered 9. had forbidden
5. met/had/been 10. hadn’t exercised / hurt
Exercise 5: The Other Side of Me
1. When he woke up, his mother had already prepared breakfast.
2. We went to London because the Queen had invited us for tea.
3. He heard the news, went to the telephone and called a friend.
4. When she started to learn English, she had already learned French.
5. Jane had already typed ten pages when her computer crashed.
6. By the time he arrived at the pub, they had run out of beer.
7. Before that day we had never thought of going to Japan.
8. I had known him for a long time before I met his family.
9. They did not know where to meet because nobody had told them.
10. It had been cloudy for days before it finally began to rain
Exercise 6: Reminiscing the Past
Answers may vary
Prepared by:
EDERLINA CARNATE &
VILMA MINA
Writers

----------------------------------------------------------------------------------------------------------------
FEEDBACK CARD
ACTIVITY 1
ACTIVITY 2
ACTIVITY 3
ACTIVITY 4
ACTIVITY 6
ACTIVITY 7
ACTIVITY 8
BADGE EARNED:
80-90% accuracy
79% accuracy

ENGLISH 7
First Quarter
Section: ____________________________________ Date: _____________________
DIRECT AND REPORTED SPEECH
Communication is a vital day to day activity that you do when you are talking
with your friends, classmates, and teachers. You are pleased when you can clearly
express your thoughts and feelings through a meaningful conversation.
Have you ever tried passing messages or quoting an important statement from
a speaker? How well did you do it? Remember that, it is essential to pass a significant
message without changing its thought so you can avoid any misunderstanding.
Analyze the following sentences:
1. “We must fight for what we believe in”, said President Rodrigo Duterte.
2. President Rodrigo Duterte said that we must fight for what we believe in.
What can you observe in the sentences? The first example is a direct speech.
It is a sentence that reports a speech or thought using the exact words that a person
used. The words spoken are enclosed between quotation marks (“ ”).
Look at sentence number 2. The second example is a reported speech. It is a
sentence that focuses on the content of what someone said without quoting the exact
words of that person like what is done in a direct speech. When you want to report
what someone said, we do not use quotation marks. It usually talks about the past so
tense may change.
Let’s see if you have fully grabbed the information above by answering series of
activities.

Learning Competency
Use direct and reported speech appropriately in varied contexts. EN7G-III-e-3
Exercise 1: Direct or Indirect
Directions: Analyze the given sentences. Identify whether the sentence below is direct or
reported speech. Write DIRECT if the statement is the exact words spoken by the speaker;
write REPORTED if the statement was expressed without quoting the exact words of the
speaker. Write your answer before the number.
_______1. “Where does Maria live?” he asked.
_______2. Kuya suggested that we have get something to eat.
_______3. My mother said that festivals are occasions to celebrate.
_______4. “I am proud of your achievements’’, the father said to his son.
_______5. The teacher said, “Wash your hands properly.”
_______6. “Please sanitize your hands using alcohol before entering the mall,” the security
guard reminded.
_______7. My mother pointed out that it was necessary to maintain physical distancing
because of the virus.
_______8. Jose stated that he was ready to come back to school.
_______9. Mang Victor mentioned that his wife and two children were nurses.
_______10. The police officer at the checkpoint told me to show my quarantine pass.
Exercise 2.1.: Who Said What?
Directions: Match the parts of sentences from Column A with the phrases from Column B to
form logical sentences.
Column A Column B
1. Joseph mentioned that his mother...
2. Jane warned us that...
3. Laura said her principal...
4. The secretary promised she...
5. The news reporter announced that...
a. wanted her to complete the report by
Friday.
b. would be visiting him soon.
c. the DOH Undersecretary was going to
make a public briefing about the updates
on corona virus.
d. it was very risky to climb the mountain
without guide.
e. would make an appointment.

TENSE TENSE CHANGE DIRECT SPEECH REPORTED
SPEECH
Present Simple Past Simple She always wears a
face mask.
She said that he
always wore a face
mask.
Present Continuous Past Continuous I’m looking for my
hand sanitizer.
He said that he was
looking for his hand
sanitizer.
Past Simple Past Perfect My friend gave me a
digital thermometer.
He said that his friend
had given him a digital
thermometer.
Past Continuous Past Perfect
Continuous
We were living in
Manila.
They said that they
had been living in
Manila.
Present Perfect Past Perfect She has written
letters of reminders
for her children.
She said that she had
written letters of
reminders for her
children.
Changes in Person, Place, Time, and Possessive Words
When we use indirect speech, we are reporting what someone else said in a different time
and situation. Logically, we need to change some of the words from the original statement. This
happens with person, place, time, and possessive words.
For example:
DIRECT SPEECH: "You are a very responsible student."
REPORTED SPEECH: He said I was a very responsible student.
(We need to change the person word.)
DIRECT SPEECH: "It is raining here."
REPORTED SPEECH: She said it was raining there.
(We need to change the place word.)
DIRECT SPEECH: "I went to the library yesterday."
REPORTED SPEECH: She said she went to the library the day before.
(We need to change the time word.)
DIRECT SPEECH: "Brownie is our pet dog."
REPORTED SPEECH: She said Brownie is their pet dog.
(We need to change the possessive word.)

Exercise 2.2.: Reported Statements
Directions: Analyze the following sentences. Change the direct speech into reported speech
using the introductory phrase in the given statement.
1. The teacher said to Jenny: “You have to learn your grammar.”
The teacher told Jenny ___________________________________________
2. He told me: “You are the most beautiful girl I have ever seen.”
He told me_____________________________________________________
3. The little child said: “I salute and thank all the frontliners for their sacrifices.”
The little child said______________________________________________
4. Lily said: “I went to bed early last night.”
Lily said_______________________________________________________
5. The reporter said: “There is a drastic increase of COVID-19 cases.”
The reporter said________________________________________________
Exercise 3. Read Aloud!
Directions: Read the passage below. Then, complete the table by identifying the direct and
reported speech used in the selection.
Past Perfect Past Perfect The price of basic
commodities had
gone up.
She said that the price
of basic commodities
had gone up.
The boss said some very nice things about you at the meeting this morning. He
said that your sales were way up this month, and he mentioned that you will be the
salesperson of the year. Good work! You know, Max is really impressed, too. He asked
me, “Do you think Kevin will tell us how to make more sales?” I’m actually wondering
the same thing. I asked Max, “Do you think it’s just luck?” Well, I guess you’re really
motivated right now since you’re going to be a new parent in a few months. Max told
me that you need to get a bigger apartment. He also said you’ll have to buy a lot of
things for the baby. I hope you meet your sales goals!
(Source:https://www.cambridge.org/grammarandbeyond/wp-content/uploads/2012/09/Communicative_Activity_Hi-IntAdvanced-Direct_Indirect_Speech.pdf

Would you like to
see a movie today
Maria?
I’m afraid I can’t
Berto because I
got some
homework to do.
Direct Speech Reported Speech
Exercise 4: Let’s Talk!
Directions: Turn the following dialogues into reported speech and vice versa for direct
speech. Write your answer inside the boxes or speech balloons provided.
Would you like
to go to the park
Jose?
I would love to
play there, Tatay.

Lolo said that he wanted to go to the
restroom.
Pedro replied that he would help him go
there.
She mentioned that she bought five kilos of
rice for three hundred twenty pesos.
He replied that it was quite expensive.
Tatay told me he was happy to give me
something.
Tatay, I like this
balloon you gave
me.

Exercise 5: Community Hero
Directions: Choose a person from your community who has shown selflessness, generosity
and value in helping other people in times of need (e.g. police, barangay chairman, health
workers). Make a list of his or her good deeds and prepare a short explanation using direct
and reported speech. You may quote his or her famous lines. Accomplish this task guided by
the rubric given.

Rubric for Scoring
Simple Paragraph Rubrics
Criteria 5 4 3 2 1
Content All sentences
in the
paragraph are
related to the
topic.
Only 5
sentences in
the
paragraph
are related
to the topic.
Only 4
sentences in
the
paragraph
are related
to the topic.
Only 3
sentences in
the
paragraph
are related
to the topic.
All sentences
in the
paragraph are
not related to
the topic.
Organization
of Ideas
The
paragraph
shows a
logical
arrangement
of ideas.
The
paragraph
shows 1-2
sentences
which are
not properly
organized.
The
paragraph
shows 3-4
sentences
which are
not properly
organized.
The
paragraph
shows 5
sentences
which are
not properly
organized.
The paragraph
shows more
than 5
sentences
which are not
properly
organized.
Mechanics of
Writing
All rules on
capitalization,
spelling,
grammar, etc.
are perfectly
observed.
Any 1-2
rules are not
properly
observed.
Any 3-4
rules are not
properly
observed.
Any 5 rules
are not
properly
observed.
More than 5
rules are not
properly
observed.
Reflection
Complete the statement:
I have learned in this activity_______________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

References:
Book/s:
Management Team of Grade 7. (2017). English – Grade 7.Philippines:FEP Printing Corp.
Management Team of Grade 7 Teacher’s Guide. (2017). English – Grade 7.Philippines:FEP
Printing Corp.
Online Sources:
Grammar and Beyond Communicative Activities (September 2012) Retrieved May 22, 2020
from
https://www.cambridge.org/grammarandbeyond/wpcontent/uploads/2012/09/Communicative
Activity_Hi-IntAdvanced-Direct_Indirect_Speech.pdf
Images Source:
Microsoft Icons. Retrieved on May 24, 2020
Answer Key
Exercise 1: Direct or Indirect
1. DIRECT
2. REPORTED
3. REPORTED
4. DIRECT
5. DIRECT
6. DIRECT
7. REPORTED
8. REPORTED
9. REPORTED
10. REPORTED
Exercise 2.1.: Who Said What?
1. b
2. d
3. a
4. e
5. c
Exercise 2.2.: Reported Statement
6. The teacher told Jenny that she had to learn her grammar.
7. He told me that I was the most beautiful girl he had ever seen.
8. The little child said that he saluted and thanked the frontliners for their sacrifices.
9. Lily said she had gone to bed early last night.
10. The reporter said that there was a drastic increase of COVID-19 cases.

Exercise 3: Read Aloud!
Direct Speech Reported Speech
• Do you think Kevin will tell us how
to make more sales?
• Do you think it’s just luck?
• Your sales were way up this month.
• You will be the salesperson of the year.
• You need to get a bigger apartment.
• You’ll have to buy a lot of things for the
baby.
Exercise 4: Let’s Talk!
Dialogue 1
Berto asked if I would like to see a movie
today.
Maria replied that she couldn’t because she
got some homework to do.
Dialogue 2
Tatay asked if I would like to go to the
park.
Jose said that he would love to play there.
Dialogue 3
Dialogue 4
Dialogue 5
I want to go to
the restroom
Pedro.
I’ll help you go
there Lolo.
I bought five kilos
of rice of three
hundred twenty
pesos.
It was quite
expensive.
Tatay, I like this
balloon you
gave me.
I was happy to
give you
something.

The boy said that he liked the balloon his
Tatay/father gave him.
Tatay told me he was happy to give me
something.
Exercise 5: Community Hero
Answers may vary
PREPARED BY:
NAOMI RUTH M. JANDOC
& JULIE P. TUBANG
Writer

----------------------------------------------------------------------------------------------------------------
FEEDBACK CARD
ACTIVITY 1
ACTIVITY 2
ACTIVITY 3
ACTIVITY 4
ACTIVITY 6
ACTIVITY 7
ACTIVITY 8
BADGE EARNED:
80-90% accuracy
79% accuracy

ENGLISH 7
First Quarter
Section: ____________________________________ Date: _____________________
PHRASES, CLAUSES AND SENTENCES
A phrase is a group of words that stands together as a single unit, typically as part
of a clause or a sentence. It is also a group of related words (within a sentence) without
both subject and verb.
A noun phrase consists of a noun and other related words (usually modifiers and
determiners) which modify the noun. It functions like a noun in a sentence.
A noun phrase serves the same purpose as a noun. That means it can be the subject
or object of the verb. It can also be the object of the preposition.
Example: Victoria had a weak heart. (The phrase a weak heart is considered a
noun phrase, heart is the noun and weak is a modifier.)
A verb phrase is a combination of the main verb and its auxiliary (helping verb) in
a sentence. Some examples of helping verbs are the following: am, is,
are, be, has, have, do, does, may, might, must, can, shall and will.
Example: The shot did not scare Gracee. (The phrase did not scare is a verb
phrase, scare is the main verb and did is the helping verb.)
A group of words in a sentence, which contains a subject and a predicate
within the group, is called a clause.
Examples: When the President spoke everybody was listening.
Yesterday I saw the speech of the President which was aired the
other day.
There are two basic kinds of clauses: Independent clauses and Dependent
clauses.
An independent clause can stand by itself as a complete sentence while a
dependent clause cannot stand by itself as a complete sentence: it can only be a part of a
sentence.
An example is given below to differentiate an independent clause and a dependent
clause.

Learning Competency
Use phrases, clauses and sentences appropriately and meaningfully. EN7G-II-a-1
Exercise 1: Identify Me
Directions: Let us recall the kinds of phrases by answering this activity. Read each sentence
carefully and differentiate a noun phrase from a verb phrase. Underline the phrases in the
sentences and write NP on the lines provided for noun phrase and VP for verb phrase.
1. I saw three pigeons fall to the ground. ________
2. I offered him my bloody palm. ________
3. Eddie had passed that phase. _________
4. It was a big centipede. __________
5. He wished to talk to his manager. ________
6. My sister was the most compassionate creature. ________
7. The boy wants to go home. ________
8. I tried to solve the puzzle. __________
9. The accused refused to answer the question. _______
10. The COVID-19 pandemic gives confusion to people. ______
Exercise 2: Reflect and Evaluate
Directions: Read each sentence carefully and encircle the phrase/s in each sentence. Before
the number, write if it is a NOUN PHRASE or VERB PHRASE.
_____________1. Our principal would probably leave for Santiago today.
_____________2. He hates having to punish his servants.
_____________3. He denied taking the money.
_____________4. The parent answered the questions of all the kids.
_____________5. He promised to get me something.
_____________6. The hardworking students received awards.
_____________7. The poor man wanted to pay back every penny he owed.
_____________8. Jenny is not going to the market.
_____________9. He promised to get me something.
_____________10. Joshua will be playing his guitar at the church.
I went to the pharmacy where I purchased personal protective equipment.
I went to the pharmacy – is an independent clause.
Where I purchased personal protective equipment – is a dependent clause.
A sentence is made up of words and expresses a complete thought and in order to express
a complete thought; a sentence must contain a subject and a predicate.

Exercise 3: Common Sense or Non Sense
Dependent clauses don’t make any sense. They should be combined with independent
clauses in order to form complete thought.
Directions: Underline the independent clause once and the dependent clause twice.
See the example: The doctors were rattled when the patients cried for help.
1. Everyone should wear his mask when he goes out.
2. People were impatient while waiting for their food supplies.
3. We won’t feel safe until the COVID-19 is over.
4. When someone has a great heart, she always feels happy to help.
5. Stay here under the shade and wait for the service bus to arrive.
6. Many people are worried because they lost their jobs unexpectedly.
7. Just pray to God when you feel unsafe.
8. When I went to the supermarket, I met one of my students.
9. While the families are at home, they find time to clean their houses.
10. He takes vitamins because he is weak.
Exercise 4: Locate, Reflect and Assess
Clauses are building blocks of sentences. This means that a single sentence can be
made up of a single clause or of several clauses.
Directions: Read the selection below entitled “Doing Household Chores and Helping the
Family”. Identify the clauses used by underlining all the dependent clauses.
Doing Household Chores and Helping the Family

Any task done at home by a child while on school vacation is a great help to parents.
It is kind to help the family do the household chores when there is enough time to do so.
Doing simple tasks like washing the dishes and sweeping the floor can be an excellent job.
Make plans for the day and schedule time for playing. Learning to program your activities
when creating a simple list of the things that you want to do would be necessary. While you
do simple task at home, it will prepare you to become a responsible and disciplined
individual. Each person must be independent at an early age in order to become a successful
grown up.
Read the four main types of sentences and their examples below.
Types Examples
Use a period at the end of a declarative
sentence.
COVID-19 is very contagious.
Use a question mark at the end of an
interrogative sentence.
Does proper washing of hands need to be
safe from the virus?
Use an exclamation mark at the end of an
exclamatory sentence.
What a scary disease that is!
Use a period at the end of an imperative
sentence.
Tell me more about proper precautions.
Exercise 5: Punctuate and Evaluate
Directions: Add the correct end punctuation in the following sentences and write declarative,
interrogative, exclamatory, or imperative after each sentence.
1. A family that prays together stays forever ____________
2. Have you ever seen a doctor who is not willing to help __________
3. Frontliners are living day heroes___________
4. Help your parents at home________________
5. What a frightening pandemic that is _____________
6. They say that the virus came from China ___________
7. Do you know when is the school opening this year ___________
8. Did the children like to play all day _____________
9. Many people are quarantined at home ___________
10. Imagine helping your parents, what a great feeling____________

Exercise 6: Use and Complete Me
Directions: Write a short paragraph about your conversations in school activities using the
four kinds of sentences; declarative, interrogative, exclamatory and imperative sentences. Be
guided with the rubrics provided.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Rubrics
Category 3 2 1
Setting
Ample vivid
descriptive words
are used to tell the
readers about the
conversation.
Some vivid
descriptive words
are used to tell the
readers about the
conversation
The readers can’t
figure out when and
where the
conversation
happened.
Sentences
Connections
between events,
ideas and feelings
in the
conversation are
creative, clearly
expressed and
appropriate.
Connections
between events,
ideas and feelings
in the
conversation are
clearly expressed
and appropriate.
Connections between
events, ideas, and
feelings in the
conversation are
sometimes hard to
figure out.
Grammar
There are no
grammatical
mistakes in
sentences.
There are 1-2
grammatical
mistakes in
sentences.
There are 3-4
grammatical mistakes
in sentences.
Total points ________

Reflection
Complete this statement:
What I have learned in this activity is that…
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

References:
Palma, J/ Mongol M. (1989) Grammar and Composition. Anvil Publishing Inc., 3rd
floor
Rogen Building # 17 Show Boulevard, Pasig Metro Manila.
Fermin, A./ Papango M. (2017) Grade 7 English Learners Material. Department of
Education- Bureau of Learning Resources (DepEd- BLR). DepEd Complex, Meralco
Avenue, Pasig City Philippines 1600.
Image Source:
Gustavo Fring. https://www.pexels.com., Retrieved on June 4, 2020 from
https://www.pexels.com/photo/small-kid-attentively-dishwashing-at-kitchen-3867611/
Answer Key:
Exercise 1: Identify Me
1. three pigeons to the ground- NOUN PHRASE
2. bloody palm- NOUN PHRASE
3. had passed- VERB PHRASE
4. big centipede- NOUN PHRASE
5. to talk to his manager- NOUN PHRASE
6. compassionate creature- NOUN PHRASE
7. to go home- NOUN PHRASE
8. to solve the puzzle-NOUN PHRASE
9. to answer the question NOUN PHRASE
10. gives confusion to people-NOUN PHRASE
Exercise 2: Reflect and Evaluate
1. would probably leave- VERB PHRASE
2. having to punish his servants- VERB PHRASE
3. taking the money- NOUN PHRASE
4. all the kids- - NOUN PHRASE
5. to get me something-- NOUN PHRASE
6. The hardworking students-- NOUN PHRASE
7. to pay back every penny he owed-NP
8. is not going- VERB PHRASE
9. to get something- - NOUN PHRASE
10. will be playing- VERB PHRASE
Exercise 3: Common Sense or Non Sense
1. Everyone should wear his mask when he goes out.
2. People were impatient while they wait for their food supplies.

3. We won’t feel safe until the COVID-19 is over.
4. When someone has a great heart she always feels happy to help.
5. Stay here under the shade and wait for the service bus to arrive.
6. Many people are worried because they lost their jobs unexpectedly.
7. Just pray to God when you feel unsafe.
8. When I went to the supermarket, I met one of my students.
9. While the families are at home, they find time to clean their houses.
10. He takes vitamins because he is weak.
Exercise 4: Locate, Reflect and Assess
Doing Household Chores and Helping the Family
Any task done at home by a child while on school vacation is a great help to
parents. It is kind to help the family do the household chores when there is enough
time to do so. Doing simple task like washing the dishes and sweeping the floor can
be an excellent job. Make plans for the day and schedule time for playing. Learning to
program your activities when creating a simple list of the things that you want to do
would be necessary. While you do simple task at home it will prepare you to become
a responsible and a disciplined individual. Each person must be independent at an
early age in order to become a successful grown up.

Exercise 5: Punctuate and Evaluate
1 . declarative
2 ? interrogative
3 . declarative
4 . imperative
5 ! exclamatory
6 . declarative
7 ? interrogative
8 ! exclamatory
9 . declarative
10 ! exclamatory
Exercise 6: Use and Complete Me!
Answers may vary
Prepared by:
MERRY GRACE R. SELMO MA. ANITA T. LIBUNAO
G-7 WRITER G-7 WRITER
Teacher III Teacher III
Divisoria High School Divisoria High School

----------------------------------------------------------------------------------------------------------------
FEEDBACK CARD
ACTIVITY 1
ACTIVITY 2
ACTIVITY 3
ACTIVITY 4
ACTIVITY 6
ACTIVITY 7
ACTIVITY 8
BADGE EARNED:
80-90% accuracy
79% accuracy

ENGLISH 7
First Quarter
Section: ____________________________________ Date: _____________________
READING STRATEGIES
What are Reading Strategies?
Since you started to read, you have already learned reading strategies
unknowingly. This is true during your childhood days where you enjoyed
looking at the pictures before you read the words in the book and recognized
what you usually hear from the stories told to you.
As you grow, you learn more strategies on how to read and comprehend texts better.
Most of you tend to read those which reading materials are of your interests. But aside from
it, speed reading should also be learned for this is done in your school during classwork. Here
are the four reading strategies you have to use to make your reading productive. Just
remember the key words in each of the types so you can easily master them.
1. Scanning
• Scanning involves looking only for specific information (such as keywords,
numbers, names, etc.) while omitting other details. If your purpose of reading is to
search for specific information that may be somewhere a text or graph, scanning is
appropriate to use.
2. Skimming
• Skimming involves reading to get the main idea of the material before looking for
certain details that back it up. If your purpose is to read quickly through a text to
gain an overview of its content, you are going to use skimming strategy.
3. Intensive
• Intensive reading involves learners reading in detail with specific learning aims
and tasks. If you aim to read a text thoroughly to understand and remember what
you’ve read and get the meaning of it, you are having the intensive reading
strategy.
4. Extensive
• Extensive reading involves learners reading texts for enjoyment and developing
general reading skills. If you want to develop your independence, comprehension,
and general knowledge, extensive reading is needed.
Having learned all these like other skills, you can use them effectively and guarantee
you amazing learning experiences. No hassle, just have fun if you know when to use them in
everyday scenarios. Bear in mind each purpose so you can use it appropriately.
Learn more about them by doing all the exercises below.

Learning Competency
Use appropriate reading strategies to meet one’s purpose (e.g. scanning, skimming,
close reading, etc.) EN7RC-I-a-7
Exercise 1: Find Time
Directions: Locate and encircle the four main types of reading strategies or styles hidden in
the grid. Each of them may be written from left to right, right to left, horizontally, vertically
or diagonally.
Reading Strategies
SCANNING SKIMMING INTENSIVE EXTENSIVE

Exercise 2: Read Strategically
Directions: In your previous task, you have known the four main reading strategies. Now
study each of the situations below then identify the reading style applied in them. Write your
answer on the blank provided before the number.
_____________1. Maria looks for her friend’s number in her phonebook. What reading style
does she use?
_____________2. Joselito will be having a long quiz the next day. He needs to review the
lessons discussed but he doesn’t want to reread everything. Which reading
style is appropriate to use?
_____________3. Ana loves reading novels, short stories, journals, magazines, and
newspapers. What reading style does she have?
_____________4. Tonio picks a poem “To The Filipino Youth” by Jose Rizal for him to
interpret. He translates every difficult word, thinks about the meaning of
it, and relate with the poem and its author. What is his reading style?
_____________5. Elena and Liza are both sports lovers. So they keep on waiting for the
results of their favorite volleyball team game on the newspaper’s
sportspage. They only look for the score of the winning team. Which
reading style do they apply?
_____________6. Manang Nena reads just the title and the leading sentence in the first
paragraph of the text. She gets already the point of the author. What
reading strategy does she use?
Exercise 3: Time to Classify
Directions: At some point, you may get confused on the uses of reading strategies. To
deepen your understanding on the topic, accomplish this task and decide which reading
strategy you would use in the following cases. Write only the number of your answer in the
box where you think each of them belongs.
1. Looking for the top 10 hits in the MYX Facebook Fan Page
2. Checking your inbox if there are unread or new messages
3. Doing a quick research by collecting information, reading a couple of paragraphs and
taking the main ideas of each
4. Reading the school’s rules and regulations in a student handbook
5. Reviewing the opinions of the customers about the services rendered by the crews
from the evaluation sheets
6. Choosing different reading materials for free and most especially those that are
interesting
7. Replying to emails
8. Reading a lot of articles in magazines and stories in Wattpad for fun
Scanning Skimming Intensive Extensive

Have you started
reviewing our lessons for
tomorrow’s exam?
Yes! I started _________them last
night. It is easier to do than reread
everything in my notes.
Good day! Did you answer
our assignment in English?
What are we going to do
again with the short story?
Read _________ the text and retell
it with the correct sequence of
events. Start reading it in details.
Exercise 4: True or False with Correction
Directions: Read carefully the given sentences. On the blank, write TRUE if the statement is
valid and FALSE if otherwise. If the statement is FALSE, change the highlighted word/s to
make it correct.
Intensive reading
Example: Skimming is the most time-consuming of all the reading techniques.
_____________1. Scanning includes looking for the main ideas of the article.
_____________2. Looking up the synonym of the word “boisterous” in the dictionary is an
example of scanning.
_____________3. Skimming is quickly reading over a text to find a specific piece of
information.
_____________4. Extensive reading style doesn’t work for those who find reading
uninteresting and tiring.
_____________5. Intensive reading does not focus on closely following a shorter text, doing
exercises with it, and learning it in detail.
_____________6. It is good to scan a story if you want to read it slowly.
_____________7. Key words and numbers can help with skimming.Ex
Exercise 5: Fill It In
Directions: Using the terms in the word pool below, complete the statement in the speech
balloon that best fits the meaning of the sentence as a whole. Apply what you’ve learned
about the reading strategies. Answer this task in your notebook.
1.
.
2.
intensively skimming extensively scan

Jose, what will you do
with those books?
I enjoy borrowing these books
from the library. I _________
read the incredible stories, facts
about science, discoveries and
a lot more.
Of the total 10,463 confirmed COVID-19 cases in the country, meanwhile, 54% are
male, with 30 to 39 years old as the most affected age group at 21.3%, followed by the 20 to
29 age group at 16.9%, according to the report released on Friday (May 8, 2020).
Of the 696 deaths recorded, 65% are also males with the most affected age group over
70 years at 36.6%, followed by the 60 to 69 years group at 32.6%.
Most of the COVID-19-related deaths reported are from Luzon, with Metro Manila
having the most number of fatalities at 71.8%, followed by Calabarzon at 12.3% and Central
Luzon at 4.1%.
https://newsinfo.inquirer.net/1272241/86-7-of-coronavirus-cases-in-ph-are-mild-who
86.7% of coronavirus cases in PH
are mild–WHO
By: Ian Biong - @inquirerdotnet
INQUIRER.net / 10:50 AM May 09, 2020
Hi Allan. What are you
doing? You seem so
serious with it.
Not really! I’m just trying to
________ the dictionary to find
the meaning of the unfamiliar
word I came across in the poem.
3.
4.
Exercise 6: Ready to Scan
Directions: Having known the four strategies, apply now the use of the first one which is
scanning. Scan the given items below and find out the answers for the questions that follow.
_____________1. What percentage of coronavirus cases in the Philippines is mild?
_____________2. Whose statement is the situation report on coronavirus?
_____________3. When is the news reported/published?
_____________4. In what age group of the 54% male is the most affected of COVID-19?
_____________5. What particular place in Luzon has the most number of fatalities at 71.8%?
_____________6. Which area has the least at 4.1%?

Image from: https://shopee.ph/
_____________7. How much load would the Smart, Globe, Sun, and TNT subscribers buy to
get 5% discount?
_____________8. How many subscribers can avail the 5% discount on mobile load or data of
P250 and above?
Image from: https://shopee.ph/
_____________9. In what TV program can you watch the SHAKE & WIN?
_____________10.When will this program live on GMA?
Exercise 7: Quick Scanning
Directions: In exercise 6, you have tried to scan headline, news text, and advertisements.
This time try to have this long text. Use a watch to time yourself as you scan it to find the
answers to these short questions. This task should take only three minutes. Write your
answers in your notebook.
1. To what animal are the Filipino people compared?
2. How many indigenous ethnic groups compose the Filipino people?
3. In what year did the Constitution of the Philippines name Filipino as the national
language?
4. What musical instruments were introduced by the settlers from Spain to the Filipinos?
5. About how many percentage of the Philippine population has Christianity religion
according to Wikipedia?
6. As part of the New Year’s celebration, Filipinos are wearing dotted clothes and
preparing round fruits on the table which symbolize ___________.
7. Because of the uniqueness and variety of their food, Philippines is known as
___________
8. What kind of house structure does the families in the rural areas live?

The Philippines: Culture and Tradition
Country Specific
Filipino people are known as settlers in many parts of the world. They are like the
chameleon who easily adapts to different environments. They thrive to survive. Survival of
the fittest is their banner.
The Republic of the Philippines was named to honor King Philip II of Spain in 1543.
Filipinos are originally from the southern part of Asia. People from countries like China,
India, the United States and Spain married Filipinos resulting in a great deal of stock
blending. 79 indigenous ethnic groups compose the Filipino people. According to
Wikipedia, the last five hundred years of eventful history of the country added an impact to
the cultural blend of the Asian and Western population. The colonial reign of the Spaniards
in 1570-1898 as well as the Americans in 1903-1946, resulted in the expansion of Christian
values, which gave an identity to every Filipino. And the interaction with other countries’
cultures, like the ones from China, India, Indonesia and Malaysia, gave a specific Asian
touch to the cultural heritage of the Philippines.
Language
There are 175 estimated languages spoken in the Philippines. Almost all are classified
as Malayo-Polynesian languages. Among those languages, there are 13 indigenous
languages with nearly 1 million speakers.
For more than three centuries Spanish was the official language under Spain’s colonial
rule. It was spoken by 60% of the population as either a first, second or third language in
the early 20th century. However, the use of Spanish began to decline after the United
States occupation in the early 1900’s. In 1935 the Constitution of the Philippines named
English and Spanish the official languages. In 1939 the Tagalog language was named the
national language. The language was renamed “Pilipino” in 1959 and finally “Filipino” in
1973. The present Constitution names Filipino and English as joint official languages.
.

Culture
The Philippines is a country that has varied cultural influences. Most of these influences
are results of previous colonization, deriving mainly from the culture of Spain and the
United States. Despite all of these influences, the old Asian culture of Filipinos has been
retained and is clearly seen in their way of life, beliefs and customs. Wherever you go,
Filipino culture is very evident and has largely been appreciated and even applauded in
many parts of the world.
Music, Arts and Literature
Filipinos are very fond of music. They use various materials to create sound. They love
performing dances (Tinikling and Carinosa) and group singing during festive celebrations.
Settlers from Spain introduced to them a variety of musical instruments like the ukulele,
trumpet, drums and violin. Most of their music is contemporary and they have also learned
to write their own songs based on real life events. People are also fond of folklore, which
was influenced by the early church and Spanish literature. Jose Rizal, the country’s
national hero, is famous for his literature and novels inspired from the independence story
of the country.
Religion
The majority of Filipino people practice the Christian religion. Spain highly influenced
the people to the extent that the Philippines became one of the two predominantly Christian
nations in the Asia Pacific, the other being East Timor. According to Wikipedia, Christianity
is the religion of about 80% of the Philippine population (mostly Catholics) while Islam is
the religion of 11%, and other religions and beliefs comprise the 9% of the rest of the
population.
Celebrations
Christmas is one of the most loved celebration by Filipinos. Families and relatives gather
on the 24th of December, to celebrate food prepared for “Noche Buena,” a Spanish term
which means “midnight meal” to greet Christmas Day. New Year is another celebration that
gathers the Filipino families. Wearing dotted clothes and preparing round fruits on the table,
which symbolize prosperity, is one of the many customs of the Filipinos.
Sports
Filipinos are not only skilled when it comes to industry but also in sports. The national
sport of the Philippines is called arnis, a form of martial arts. Filipinos love watching
American games like basketball, football and recently boxing which made the Philippines
more famous all over the world. Filipino sport star, Manny Pacquiao, has been put on a
pedestal due to his skill in boxing and more Filipinos have risen to stardom in the sports
arena.
Family Structure
The basic social unit of the country is the family, which also includes the intermediate
family members (aunts, uncles, grandparents, cousins) and other outside relations
(godparents and close friends). As such, many children have several godparents and when
parents are out of the country to work, children are mostly left to the grandparents to watch
over them. It is common for members of the same family to work for the same company, a
practice which was influenced by the first Chinese settlers in the Philippines. Filipino
families live in different kinds of house structures depending on their status or area. For
families in rural areas, they live in a nipa hut which is made of bamboo and roofed with
leaves from palm trees or corrugated metal. Filipinos that are ranked as “middle class” live
in houses made of bricks and stones.

They also enjoy eating “halo-halo” for their afternoon snack which means “mixture,” a
popular dessert that consists of layers of cornflakes, ice cream, small pieces of gelatin, milk
and shaved ice.
During special occasions like a town’s big event in celebration of their saint’s feast, a
favorite food called “lechon,” a suckling pig that has been roasted until the skin turns crusty
is served. Some street foods are also common in the country like the famous “balut,” a
boiled duck egg with an embryo, and fish and squid balls on a stick that are dipped on spicy
and sweet sauces.
Conclusion
The Philippines has a very unique culture due to the influences of colonization and the
surrounding countries. Filipino people are very hardworking and strive to make life better
for the next generation of their family. The melting pot theory that is evident in this culture
makes this country a vibrant, exciting and diverse place to live and visit.
https://www.globalizationpartners.com/2015/02/20/the-philippines-culture-and-tradition/
Exercise 8: Show to Inspire
Directions: Pick one among the options which you think you can do for your performance
based output.
1. Post a picture of your reading activity with a caption that encourages your friends to
love reading.
2. Make a photo-essay on the usefulness of the reading styles in one’s learning.
3. Write an acrostic poem on reading styles.
Performance Task Rubric
Component 4 3 2 1
Content Shows a full
understanding of
the topic
Shows a good
understanding of
the topic
Shows a good
understanding of
parts of the topic
Does not seem
to understand
the topic very
well

Guide Questions:
1. When do we use the four main reading strategies?
a. Scanning
b. Skimming
c. Intensive reading
d. Extensive reading
2. How significant is the use of appropriate reading strategies in learning and in one’s
life?
Vocabulary Uses vocabulary
appropriate for the
audience. Extends
audience
vocabulary by
defining words
that might be new
to most of the
audience.
Uses vocabulary
appropriate for
the audience.
Includes 1-2
words that might
be new to most of
the audience but
does not define
them.
Uses vocabulary
appropriate for
the audience.
Does not include
any vocabulary
that might be new
to the audience.
Uses several (5
or more) words
or phrases that
are not
understood by
the audience.
Grammar Language
structures are used
correctly most of
the time
Language
structures are
used correctly
three quarters of
the time
Language
structures are
used correctly
approximately
half of the time
There is a very
high
proportion of
grammatical
errors
Quality Made in an
extraordinary style
Very informative
and well organized
Made in an
interesting style
Somewhat
informative and
well organized
Had little style
Gives some new
information but
poorly organized
Had no style
Gives no new
information
and very
poorly
organized

Reflection
In these activities I have learned that …
___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References:
Images Sources:
https://www.pxfuel.com/en/search?q=cartoon/Retrieved on June 06, 2020 3:00 p.m.
https://shopee.ph/ Retrieved on May 20, 2020 11:05 p.m.
https://commons.wikimedia.org/wiki/File:Research_or_Magnifying_Glass_Flat_Icon_Vector
.svg Retrieved on May 10, 2020 10:40 p.m.
Websites:
Antonio, C. (2017, January 6). Reference list: 4 Reading Techniques To Help You Read
More in Less Time. Retrieved from https://motivationgrid.com/4-reading-techniques-to-read-
more/May 08, 2020 11:37 p.m.
BBC. (2011). Reference list: Scanning text. Retrieved from
http://teach.files.bbci.co.uk/skillswise/en05skim-l1-f-what-is-scanning.pdf/May 08, 2020
11:37 p.m.
BBC. (2011). Reference list: Skimming text. Retrieved from
http://teach.files.bbci.co.uk/skillswise/en05skim-l1-f-what-is-skimming.pdf/May 08, 2020
11:37 p.m.
BBC. (2011). Reference list: Skimming and canning the news. Retrieved from
http://teach.files.bbci.co.uk/skillswise/en05skim-e2-f-skimming-and-scanning-the-
news.pdf/May 08, 2020 11:37 p.m.
Beale, A.M. (2013, February 4). Reference list: Skimming And Scanning: Two Important
Strategies For Speeding Up Your Reading. Retrieved from

✓
https://www.howtolearn.com/2013/02/skimming-and-scanning-two-important-strategies-for-
speeding-up-your-reading/May 09, 2020 9:25 p.m.
McDonald, K. (2012, August 23). Reference list: Different Reading Techniques And When
To Use Them. Retrieved from https://www.howtolearn.com/2012/08/different-reading-
techniques-and-when-to-use them/May, 13, 2020 12:01 p.m.
Biong, I. (2020, May 09). 86.7% of coronavirus cases in PH are mild–WHO. INQUIRER.net.
Retrieved from https://newsinfo.inquirer.net/1272241/86-7-of-coronavirus-cases-in-ph-are-
mild-who/May 16, 2020 10:50 p.m.
Answer Key
Exercise 1: Find Time
Exercise 2: Read Strategically
1. Scanning
2. Skimming
3. Extensive
4. Intensive
5. Scanning
6. Skimming
Exercise 3: Time to Classify
Scanning Skimming Intensive Extensive
1
2
3
5
4
7
6
8

✓
✓
Exercise 4: True or False with Correction
1. FALSE scanning x skimming
2. TRUE
3. FALSE skimming x scanning
4. TRUE
5. FALSE does not focus x focuses
6. FALSE slowly x quickly
7. FALSE skimming x scanning
Exercise 5: Fill it In
1. skimming
2. intensively
3. scan
4. extensively
Exercise 6: Ready to Scan
1. 86.7%
2. WHO
3. 10:50 AM May 09, 2020
4. 30 to 39
5. Metro Manila
6. Central Luzon
7. P250 and above
8. 4
9. Wowowin
10. May 18-June 6 at 5PM
Exercise 7: Quick Scanning
1. chameleon
2. 79
3. 1973
4. ukulele, trumpet, drums and violin
5. 80%
6. prosperity
7. Asia’s melting pot
8. nipa hut
Exercise 8: Show to Inspire
Performance Outputs
Guide Questions: Answers may vary
Prepared by:
JEANIE J. VALDEZ
Writer

----------------------------------------------------------------------------------------------------------------
FEEDBACK CARD
ACTIVITY 1
ACTIVITY 2
ACTIVITY 3
ACTIVITY 4
ACTIVITY 6
ACTIVITY 7
ACTIVITY 8
BADGE EARNED:
80-90% accuracy
79% accuracy

G7 english las finalized

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