This thesis explores the development and validation of supplementary intervention materials aimed at enhancing the grammatical competence of Grade 7 students at Bacnotan National High School for the 2016-2017 academic year. The study found that students exhibited fairly competent grammar skills, but also identified a significant difference in pre-test and post-test scores, suggesting that the intervention materials were effective. Recommendations include providing more student-centered activities to improve communication skills, and advocating for the use of these supplementary materials across the province.

1. SUPPLEMENTARY INTERVENTION MATERIAL IN DEVELOPING
GRAMMATICAL COMPETENCE OF GRADE 7 STUDENTS
RYAN ADELANTE CORTEZ
ILOCOS SUR POLYTECHNIC STATE COLLEGE
GRADUATE SCHOOL
TAGUDIN, ILOCOS SUR
MASTER OF SCIENCE IN EDUCATION
MAJOR IN ENGLISH
DECEMBER 2016

2. APPROVAL SHEET
This thesis, Supplementary Intervention Material in Developing Grammatical
Competence of Grade 7 Students, prepared and submitted by Ryan A. Cortez in partial
fulfillment of the requirements for the degree Master of Science in Education, major in
English was examined and passed on December 23, 2016 by the Thesis Review Committee
composed of:
FEMARIE M. CAPISTRANO, MALL MARIA LOURDES F. JAVALDE, Ph. D.
Adviser/Critic External Expert
IMELDA N. BINAY-AN, Ph. D. GEMMA B. SOMERA, Ph. D.
Member Member
MA. LUISA M. ALLADA, Ph. D. FRANCISCO D. LOPEZ, Ph. D.
Statistician Chairman
Accepted and approved in partial fulfillment of the requirements for the degree,
Master of Science in Education, major in English.
IMELDA N. BINAY-AN, Ph. D.
Associate Dean, Graduate School
FRANCISCO D. LOPEZ, Ph. D.
SUC President II

3. ABSTRACT
CORTEZ, RYAN A. (2016). Supplementary Intervention Material in Developing
Grammatical Competence of Grade 7 Students. Master of Science in Education, major in
English. Ilocos Sur Polytechnic State College, Graduate School, Tagudin, Ilocos Sur.
Adviser: FEMARIE M. CAPISTRANO, MALL
This study dealt with the development and validation of a Supplementary Intervention
Material in developing grammatical competence of Grade 7 students of Bacnotan National
High School (BNHS) for the school year 2016-2017.
It involved forty nine (49) Grade 7 – Honesty students as respondents and it utilized
checklist and descriptive statistics.
The findings of the study show that the level of competence of Grade 7 students in
English grammar of BNHS is fairly competent. Furthermore, the level of adequacy of
instructional materials in English 7 is slightly adequate. The level of validity of the
Supplementary Intervention Material in English Grammar is very much acceptable. Lastly,
there is a significant difference between the respondents’ pre-test and post-test scores.
Based on the salient findings, the following conclusions were drawn: The Grade 7
students have not developed adequate and needed skills to master the different grammar
structures. Moreover, there is insufficient supply and provision of instructional materials
particularly in English. The Supplementary Intervention Material in English Grammar is
beneficial for use among the Grade 7 students of BNHS.
On the basis of the findings and conclusions drawn, the following recommendations
are offered: Student centered activities should be provided for drills and exercises to improve
the communicative skills of the students. The Supplementary Intervention Material in English
Grammar is highly recommended and beneficial for use among the Grade 7 students not only
in BNHS but for all Grade 7 students in the province.
Keywords: grammatical competence, supplementary intervention material, adequacy,
validity, effectiveness

4. ACKNOWLEDGMENT
The researcher wishes to express his sincerest gratitude and appreciation to the
following persons who had contributed much in helping him realize this study.
Mrs. Femarie M. Capistrano, his able thesis adviser for being supportive and for
always giving suggestions to make this study more comprehensive;
Dr. Francisco D. Lopez, the SUC President II of ISPSC and the chair of the panel of
examiners, for his generous advice that greatly inspired the researcher to finish this study;
Dr. Imelda N. Binay-an, the Associate Dean of the Graduate School for her valuable
critique and most especially for inspiring the researcher to finish this endeavor.
Dr. Ma. Luisa M. Allada, his statistician for her intellectual comments and
recommendations;
Dr. Gemma B. Somera, Dean of the College of Arts and Sciences and Dr. Maria
Lourdes Evelyn F. Javalde, Instructor of Saint Louis College, who served as member and
External Expert of the Thesis Review Committee respectively, for their brilliant thoughts;
Mrs. Elsie V. Mayo, Principal II of Bacnotan National High School for her moral
support and encouragement for the realization of this endeavor;
Dr. Maria Teresa M. Bautista, the Head Teacher III of the English Department of
BNHS for her constant encouragement to the researcher and for believing in him that he can
pursue this educational endeavor;

5. His friends in the academe, Mrs. Naty Jane M. Galvez, Mr. Rene Boy C.
Valmonte, Mrs. Elvira A. Delmendo, Mrs. Cathrina P. Roberonta and others for the
support and encouragement that kept the researcher determined;
The English teachers and validators of the Supplementary Intervention Material;
All Grade 7 students of Bacnotan National High School of the school years 2015-
2016 and 2016-2017 who actively participated in the conduct of this study;
and to the family of the researcher who served as his inspiration.
R. A. C
DEDICATION
Totheresearcher’s parents,EstebanandLudivina:

6. … youarethewings beneathmywings
… youhavesacrificed alotfor metohaveagoodeducation
… Iowetobothof youofwhoandwhat Iam today.
Totheresearcher’s siblings,Mark,Ethel,MarandLouiela:
…youaresosweet, soloving
…youhavesharedtears andlaughter withme
…becauseofyou, Ibecamestrong, andthis is for you.
Totheresearcher’s specialsomeone:
… you’remyinspiration despitetheodds thatcamealong theway
… mycompanionandfriend
…youinspiredme.
TotheAlmightyFatherinHeaven:
…Youaremylife
…Youaremystrength
…this is for thegloryof Your name.

7. TABLE OF CONTENTS
Page
TITLE PAGE ……………………………………………. i
APPROVAL SHEET ……………………………………………. ii
ABSTRACT ……………………………………………. iii
ACKNOWLEDGMENT ……………………………………………. iv
DEDICATION ……………………………………………. vi
TABLE OF CONTENTS ……………………………………………. vii
LIST OF TABLES ……………………………………………. ix
LIST OF FIGURES ……………………………………………. x
LIST OF PLATES ……………………………………………. x
CHAPTER
I INTRODUCTION
Background of the Study ………………………………………. 1
Framework of the Study ………………………………………. 6
Statement of the Problem ………………………………………. 14
Assumptions ……………………………………………………. 15
Hypothesis …………………………………………………….. 15

8. Limitations of the Study ………………………………………. 15
Significance of the Study ………………………………………. 16
Review of Literature …………………………………………… 17
II METHODOLOGY
Research Design ………………………………………………. 39
Population and Locale of the Study …………………………… 40
Procedures …………………………………………………….. 41
Research Instruments ………………………………………….. 42
Data Analysis and Treatment of Data ………………………… 43
III RESULTS AND DISCUSSION
Findings ……………………………………………………….. 53
Conclusions ……………………………………………………. 53
Recommendations ……………………………………………… 53
REFERENCES 54
APPENDICES
A Biographical Sketch…………………………………………… 60

9. B Teacher-Made Test……………………………………………. 61
C Pre-test/Posttest……………………………………………….. 65
D Questionnaire for the Adequacy of Instructional Materials in
English……………………………..………………………….
68
E Questionnaire for the Validity of the Supplementary
Intervention ………………..………………..………………..
69
F Request Letter to the Schools Division Superintendent………. 71
G Request Letter to the Principal of Bitalag Integrated School…. 72
H Table of Specification for Teacher-Made Test………………. 73
I List of Validators………………..……………………………. 74
LIST OF TABLES
Table No. Page
1 Level of Competence in English Grammar of Grade 7
students ………………..………………..…………………..
46

10. 2 Level of Adequacy of Instructional Materials in English 7 47
3 Level of Validity of the Supplementary Intervention
Material………………..………………..…………………..
50
4 Comparison between the pre-test and posttests scores of the
respondents………………..………………..………………..
52

11. LIST OF PLATES
Plate No. Page
1 Pilot Testing at Bitalag Integrated School……………….. 79
2 Administration of the Teacher-Made test
to the Grade 7 students for SY 2016-2017……………… 80
3 The Respondents………………..………………………. 81
LIST OF FIGURES
Figure No. Page
1 Canale and Swains’ Communicative
Competence Model………………..………………..…… 7
2 The Research Paradigm………………..……………….. 13

12. Chapter I
INTRODUCTION
Background of the Study
Education is a continuous and never ending process of responding to the needs and
demands of the times and conditions. In the past, people viewed education as a process of
only developing skills, attitudes and values required for citizenship and active participation in
society. Today, more people view education as a product to be used in a market place, to be
bought and sold by academic institutions, wherein the mark brand is quality, the mark for
global competitiveness. Being the primary education provider, the school system is put into a
great responsibility to cope with these changes and to enhance the quality of learning by
providing necessary ways to meet the goal of quality education.
English is one of the major subjects in secondary education both in private and in
public schools. As such, teachers contend that the role of English in the basic education is
indispensable. In fact, English has both utilitarian and disciplinary uses necessary for
everyone. By the very nature of the discipline, its application to both science and technology
and to the human sciences is easily recognized by the layman. For instance, the call center
agent, the broadcaster, and the news writer use English of varied complexities.
One cannot deny the importance of the English language. English is the language in
which man can communicate with his fellowmen in a small crowded and independent world.
It is the language of international politics, law, science, technology, business, literature, arts,
sports, music and aviation. English proficiency is a gateway to opportunity outside the
country; the ticket to conquer the intellectual world. It is an instrument for social and

13. economic mobility. English language proficiency is a gateway to opportunities in the global
arena (Behlol, 2009).
In the country, English is the second language for Filipinos. It is used as a medium of
instruction in most subjects. The 1987 Philippine Constitution particularly provides under
Article XIV, Section 7 that “For purposes of communication and instruction, the official
languages of the Philippines are Filipino and unless, otherwise provided by the law,
English” (De Leon, 2002). Through it, Filipinos, can find fulfillment of their dreams, their
aspirations as individuals and their roles in their immediate and wider community
(Fernandez (2010). The extent to which they have fully developed the English language
skills determines the degree by which they can maintain their social standing. A good
command of the English language is therefore essential, or else, the acquisition of
knowledge and the functional skills, one’s socio-economic status, one’s aspirations, one’s
role in his country and one’s human development may be adversely affected.
In addition, Department of Education (DepED) Order No. 36, Series of 2006 provides
that English language shall be used as the primary medium of instruction in all public and
private schools in the secondary level, including those established as laboratory and/or
experimental schools, and vocational/ technical institutions. As the primary medium of
instruction, the percentage of time allotment for learning areas conducted in the English
language should not be less than 70 percent of the total allotment of all learning areas in all
grade levels. The role of English in the holistic formation of every learner is vital.
Therefore, it is important for students to develop their potentials and capabilities in English
to the fullest in all possible means.

14. The K to 12 Basic Education Curriculum of the Department of Education in their
English Curriculum Guide explicitly presents its framework to provide necessary knowledge
and skills to its learners, to wit:
“The ultimate goal of the Language Arts and Multi-literacies
Curriculum is to produce graduates who apply the language
conventions, principles, strategies and skills in (1) interacting with
others, (2) understanding and learning other content areas, and (3)
fending for themselves in whatever field of endeavor they may engage
in”.
With these contents in the Secondary English Framework, quality secondary English
education, reflective in the best practices in instruction, would also entail the use of effective
approaches and instructional materials in teaching, which would equip each learner the
needed skills and competencies.
In the La Union Schools Division Office (LUSDO), quality English instruction had
been given much emphasis. Several trainings and seminars were conducted to update and
upgrade the competence of English teachers in teaching English particularly in grammar
aimed to increase the percentage of performance in the National Achievement Test (NAT).
Some of these trainings are: “Mass Training for Teachers on K to 12 Curriculum. Saint Louis
College, City of San Fernando (May 11-16, 2015); “National Seminar Workshop on Trends
and Issues in Teaching English, Science and Mathematics”; “K + 12 Mass Training G 7”
(May 19-23, 2013); “Division Workshop for Campus Journalists and School Paper
Advisers” (10/27.2014 – 10/29/2015)’; Mass Training for Grade 7 English Teachers”; these
are but a few. However, these seminars and trainings can be effectively applied and
facilitated inside the classroom with the aid of appropriate instructional materials like that of
intervention materials.

15. However, the researcher has observed that with the implementation of the K to 12
Basic Education Curriculum, the teachers are more at a loss. Training period for them is too
short and textbooks provided are not really written in accordance with the objectives in the
curriculum guides. Teachers have to look for references and make their own instructional
materials because these are scarce and do not meet the required one student: one textbook
ratio.
The Bacnotan National High School (BNHS) is not an exception to this dilemma.
Year in and year out, teachers complain about the inadequacy of instructional materials that
may help improve performance of students in each subject. In many quizzes, quarterly
assessments and in the achievement tests, performance on the subject is not very
commendable.
In the BNHS library, it was commonly observed that books, general references,
newspapers and magazines are the only instructional materials being read since there were no
learning modules, workbooks, supplementary intervention materials and review materials
available to offer more exercises to strengthen the student’s English competency. If ever
there are learning modules, workbooks and supplementary intervention materials, there are
only a few copies, at most, one or two copies, which is only a teacher’s copy. Textbooks do
not suffice the students’ needs. Students have to content themselves sharing books with one
another. They often visit computer cafes for their homework and project requirements.
In this regard, the dearth of instructional materials in English is a dilemma, with this,
the provision of instructional materials as intervention materials and review materials
wanting as remedy of this language dilemma particularly the declining performance of the
National Achievement Test.

16. The researcher, being a Grade 7 English teacher, observed that many students have
low grades in the subject as could be gleaned from the results of their written works,
quarterly assessments and even in oral participation. The researcher also noted the difficulty
of the learners in internalizing the rules of grammar. As such, they can hardly come up with
grammatically correct structured sentences. Likewise, they find difficulty in comprehension,
thus, could not fully understand what they read and listen to. They could not communicate
their ideas well in functional English. These observations were seconded by the other English
teachers as their students exemplify also low performance in the subject. These situations
bothered the researcher for he believes that the poor mastery of the competencies in English
7 will affect the students’ performance in the subject especially when they go to the next
higher grades and to college.
In the National Achievement Test (NAT), BNHS students have manifested
unfavorable performance in English with a rating of 37.3 MPS in the school year 2012-2013.
Previously, during school years 2013-2014 and 2014-2015, BNHS got 34.29 and 36.92 MPS
respectively for English, manifesting that the English competence of BNHS students is
deteriorating and needs immediate remediation.
The quality of education in Philippine schools is declining as proven by the low
performance of students in the tests conducted by the government like the National
Achievement Test. The Department of Education (DepED) cited dismal statistics showing
that our educational system produces inferior students. The results of the NAT for the past
two years showed that English fared low compared to other learning areas.
(http://philbasiceducation.blogspot.com/2013/07the-national-achievement-test
in.html/Retrieved on 08 October 2016).

17. Inevitably, it is then with these predicaments that the researcher embarked on the idea
to appraise and evaluate the grammatical competence of Grade 7 students of Bacnotan
National High School. The results, in turn, served as the foundation for a validated
Supplementary Intervention Material in English grammar for Grade 7 students of BNHS for
the school year 2016-2017.
Hence, this academic pursuit.
Framework of the Study
For clarity and emphasis, this study is anchored on Canale and Swain’s (1987)
communicative competence theory. According to Canale and Swain (1987), there is a need of
communicative competence as a synthesis of an underlying system of knowledge and skill
needed for communication. In their concept of communicative competence, ‘knowledge’
refers to the conscious or unconscious knowledge of an individual about language and about
other aspects of language use. According to them, there are three types of knowledge:
knowledge of underlying grammatical principles, knowledge of how to use language in a
social context in order to fulfill communicative functions and knowledge of how to combine
utterances and communicative functions with respect to discourse principles. In addition,
their concept of skill refers to how an individual can use the knowledge in actual
communication. According to Canale (1987), skill requires a further distinction between
underlying capacity and its manifestation in real communication or performance.

18. Ohno (2011) believes that the sociolinguistic work of Hymes is important to the
development of a communicative approach to language learning. Their work focuses on the
interaction of social context, grammar, and social meaning. Although Hymes said that there
are values of grammar that would less be useless without rules of language, Canale and
Swain maintain that there are rules of language use that would be useless without rules of
grammar. They strongly believe that the study of grammatical competence is as essential to
the study of communicative competence as is the study of sociolinguistic competence.
Canale and Swain’s four components of communicative competencies are grammatical
competence, discourse competence, sociolinguistic competence and strategic competence.
Figure 1. Canale
& Swains’ Communicative Competence Model used by Ohno (2011)
Ohno (2011) further pointed out that grammatical competence is the ability to
recognize and produce the distinctive grammatical structures of a language and to use them
effectively in communication and the ability to use the forms of the language such as sounds,

19. words, and sentence structure. It concerns the mastery of the language code itself - lexicon,
syntax and semantics. Canale and Swain (1987) pointed out that grammatical competence
will be an important concern for any communicative approach whose goals include providing
learners with knowledge of how to determine and express accurately the literal meaning of
utterances. They believe that knowledge of these rules will be crucial in interpreting
utterances for social meaning, particularly when there is a low level of transparency between
the literal meaning of an utterance and the speaker’s intention. While discourse competence
concerns the mastery of how to combine grammatical forms and meanings to achieve a
unified spoken or written text in different genres, the cohesion and coherence of utterances or
sentences. It is used to refer to two related, but distinct abilities. Textual discourse
competence refers to the ability to understand and construct monologues or written texts of
different genres, such as narratives, procedural texts, expository texts, persuasive (hortatory)
texts, descriptions and others. These discourse genres have different characteristics, but in
each genre there are some elements that help make the text coherent and other elements
which are used to make important points distinctive or prominent.
Learning a language involves learning how to relate these different types of discourse
in such a way that hearers or readers can understand what is going on and see what is
important. Likewise it involves being able to relate information in a way that is coherent to
the readers and hearers.
Ohno (2011) pointed out that the idea of communicative competence is originally
derived from Chomsky’s distinction between competence and performance. By competence,
Chomsky means the shared knowledge of the ideal speaker-listener set in a completely
homogeneous speech community. Such underlying knowledge enables the user of a language

20. to produce and understand an infinite set of sentences out of a finite set of rules. The
transformational grammar provides for an explicit account of this tacit knowledge of
language structure, which is usually not conscious but is necessarily implicit. Hymes says
that the transformational theory carries to its perfection the desire to deal in practice only
with what is internal to language, yet to find in that internality that in theory is of the widest
or deepest human significance.
Moreover, Ohno (2011) mentioned Widdowson’s view, saying that language learning
is not merely acquiring the knowledge of the rules, but also acquiring the ability to use
language to communicate. He says that knowing a language is more than how to understand,
speak, read, and write sentences, but how sentences are used to communicate.
Widdowson (1983, cited in Ohno, 2011) added the idea that once competence is
acquired, performance will take care of itself is false. He states that six or more years of
instruction in English does not guarantee normal language communication. He suggests that
communicative abilities have to be developed at the same time as the linguistic skills;
otherwise the mere acquisition of the linguistic skills may inhibit the development of
communicative abilities. Widdowson’s idea seems to be influenced by Hymes’ thought that
children acquire not only the knowledge of grammar, but also the knowledge of
appropriateness. Hymes points out that children acquire knowledge of sociocultural rules
such as when to speak, when not to speak, what to talk about with whom and in what
manner, at the same time as they acquire knowledge of grammatical rules. With this,
Widdowson (1983) strongly suggests that communicative competence be taught alongside
with grammatical competence. To make the decision of teaching both linguistic and
communicative competence clear, Widdowson distinguishes two aspects of performance:

21. “usage” and “use”. He explains that “usage” makes evident the extent to which the language
user demonstrates his knowledge of linguistic rules, whereas “use” makes evident the extent
to which the language user demonstrates his ability to use his knowledge of linguistic rules
for effective communication. He also distinguishes two aspects of meaning: “significance”
and “value”. Significance is the meaning that sentences have in isolation from the particular
situation in which the sentence is produced. Value is the meaning that sentences take on
when they are used to communicate.
Accordingly, acquisition of linguistic competence is involved in use. Widdowson
suggests that the classroom presentation of language must ensure the acquisition of both
kinds of competence by providing linguistic and communicative contexts. Linguistic context
focuses on usage to enable the students to select which form of sentence is contextually
appropriate while communicative context focuses on use to enable the students to recognize
the type of communicative function their sentences fulfill. He suggests that the selection of
content should be made according to its potential occurrence as an example of use in
communicative acts rather than as an example of usage in terms of linguistic structure.
Grammar must be based on semantic concepts and must help a learner to acquire a practical
mastery of language for the natural communicative use of language. The communicative
competence model emphasizes the importance of the four language skills since they are
viewed as manifestations of interpreting and producing a spoken or written piece. With this
framework as the basis and taking the intercultural component as the point of departure, a
variety of activities in the four language skills are presented for teaching learners
intercultural communicative competence.

22. Communicative competence is the interaction of the grammatical (formally possible),
psycholinguistic (implementationally feasible), sociocultural (contextually appropriate), and
probabilistic (actually done) systems of language.
The research paradigm of the study is shown in Figure 1 with the Input-Process-
Output-Outcome (IPOO) model. It illustrates the interplay between the input variables, the
process variables and with to the output and the outcome.
The input variables include the (1) level of grammatical competence of the
respondents along kinds of sentences according to uses, kinds of sentences according to
structures, subject and verb agreement, tenses of verb, active and passive voices and
conjunctions; and (2) level of adequacy of instructional materials in English.
The process variables include the (1) analysis and interpretation of the: (a) level of
English grammar competence of the respondents; (b) level of adequacy of instructional
materials in English; (2) preparation and development of the Supplementary Intervention
Material for Grade 7 Students; and (3) validity of the developed Supplementary Intervention
Material; and (4) computation on the significant difference of the pre-test and post-test of
respondents.
The output is a validated Supplementary Intervention Material aimed in developing
grammatical competence of Grade 7 Students of Bacnotan National High School and the
outcome is the improved grammatical competence of Grade 7 students through the
Supplementary Intervention Material.

23. INPUT PROCESS OUTPUT OUTCOME
(1) Analysis and
interpretation of
the:
a. Level of
English grammar
competence of the
respondents; and
b. Level of
adequacy of
instructional
materials in
English;
(2) Preparation and
development of the
Supplementary
Intervention
Material for Grade
Validated
Supplementary
Intervention
Material in
Developing
Grammatical
Survey Results
on the:
(1) Level of
competence
in English
grammar of
the
respondents
along: kinds
of sentences
according to
uses,kinds of
sentences
according to
structure,
subject and
verb
agreement,
Improved
Grammatical
Competence of
Grade 7
students
through the

24. Feedback Loop
Figure 2. The Research Paradigm
Statement of the Problem
This study aimed primarily to develop a Supplementary Intervention Material in
developing grammatical competence of Grade 7 students of Bacnotan National High School
(BNHS) for the school year 2016-2017.
Specifically, it sought answers to the following problems:
1. What is the level of competence in English grammar of Grade 7 students along
the following structures:
a. Kinds of sentences according to use;

25. b. Kinds of sentences according to structure;
c. Subject and verb agreements;
d. Tenses of verb;
e. Voices of verbs; and
f. Conjunctions?
2. What is the level of adequacy of the instructional materials in English grammar
for Grade 7 at BNHS library?
3. What instructional material can be proposed to improve the grammatical
competence of Grade 7 students?
4. What is the extent of validity of the Supplementary Intervention Material for
Grade 7 students?
5. Is there a significant difference between the level of performance of Grade 7
students in their pre-test and post-test results?
6. What is the level of effectiveness of the Supplementary Intervention Material for
Grade 7 students?
Assumptions
In this study, the following premised assumptions were thought about:
1. The level of competence in English grammar of the Grade 7 students of BNHS is
moderately competent.
2. There is a dearth of instructional materials in the BNHS library that is
contributory to low competence in English grammar among the students.
3. A Supplementary Intervention Material in developing grammar competence of
Grade 7 students can enhance their competence.

26. 4. The proposed Supplementary Intervention Material for Grade 7 Students of
BNHS is moderately valid.
5. The validated Supplementary Intervention Material for Grade 7 Students of
BNHS is effective.
Hypothesis
In this study, it was hypothesized that: “There is no significant difference between the
scores of Grade 7 students in their pre-test and post-test results”.
Limitations of the Study
This study focused on the development and validation of a Supplementary
Intervention Material in developing the grammatical competence of Grade 7 students of
Bacnotan National High School, Bacnotan, La Union during the school year 2016-2017.
Furthermore, the results of the evaluation as to the level of competence in English
grammar of the Grade 7 students and the level of adequacy of instructional materials were
the bases for proposing a Supplementary Intervention Material in English grammar.
Experienced English teachers and expert evaluators in the field of language and
instructional materials served as the evaluators of the output of this study.
Thereafter, the proposed Supplementary Intervention Material was subjected for the
determination of its effectiveness based on the performance of the respondents for the first
quarter with emphasis on the topic, Subject-Verb Agreement through t-test analysis on their
score results in their pre-test and post-test.
Significance of the Study
The results of this study are of great help to the following components of the society:

27. To the learners, the proposed Supplementary Intervention Material in English
Grammar makes learning individualized by providing them enough materials to direct and
guide their own learning experiences. Assistance will also be provided by the teacher when
questions from the learners arise. Thus, the value of self-direction and independence is
developed among learners.
This Supplementary Intervention Material can contribute to the efforts of improving
teaching and can help English teachers to be productive in their own way. It is utilized as an
instrument to make teaching effective and interesting. This Supplementary Intervention
Material would help the teachers lessen the burden of preparing enrichment exercises that are
congruent to the English learning competencies.
The development and use of the Supplementary Intervention Material will provide school
administrators direction on how classroom activities can be made interesting. Likewise, the
provision of textbook-based materials makes learning skills development of policy and
direction more intensive. Thus, teaching-learning effectiveness should not merely be based
on checking whether the teacher has or does not have an up-to-date lesson plan but how the
teacher seeks ways for more interesting and enjoyable teaching-learning process.
The effectiveness of the Supplementary Intervention Material can also be a basis for
administrators to include in their policies and programs seminars/trainings on material
preparation to develop such skills among teachers. Teachers’ productivity and creativity can
be enhanced through the construction of teaching materials.
To the researcher, this study will enrich his knowledge and skills in instructional
materials preparation and at the same time give him opportunity to contribute to the
strengthening of the learning resource capabilities of teaching Filipino students. This will

28. likewise serve as a challenge to him to become more creative to have wholesome teaching
and learning classroom activities.
This study will enrich the future teachers by allowing them to identify other possible
areas of research. It is hoped, therefore, that English teachers will try to adopt and to assess
the output to further develop it in the years ahead.
Review of Literature
The following are essential readings of the researcher which deemed relevant in the
progress of the study. Some are foreign and local researches that have been undertaken to
trace competency of students in English grammar and how to develop instructional materials.
English Grammatical Competence of Students
Throughout history, many have reflected on the importance of language. Whorf in
Chan (2011) has noted that language shapes thoughts, sentiments, and values characteristic of
the community. Further, Mill (2001) said that “Language is the light of the mind.”
It is an important concern for any communicative approach whose goals include
providing learners with knowledge. Canale and Swain (1987) pointed out that grammatical
competence whose goals include providing learners with knowledge of how to determine and
express accurately the literal meaning of utterances They believe that knowledge of these
rules will be crucial in interpreting utterances for social meaning particularly when there is a
low level of transparency between the literal meaning of utterances and the speaker’s
intention.

29. In language, the basic order of words that expresses meaning is the sentence. In
English, every sentence has two essential parts. Being aware of these parts and of how they
are related can help in speaking and writing.
Learning the meaning of words and phrases is equally important as to its sufficiency.
One must also understand how words function together to form correct thoughts which
constitute grammar. Its application must be deliberately learned in the beginning and applied
properly in speaking and in writing.
According to Noam Chomsky (2009), the ability to recognize and produce the
distinctive grammatical structure of a language is important to use them effectively in
communication. Communicative competence includes knowledge of socio-linguistic rules of
appropriateness of an utterance in communicative interactions (Chan, 2011). Grammatical
competence, on other hand, is the aspect of communicative competence that encompasses
knowledge of lexical items and the rules of phonology. It is the code of the language or the
competence associated with mastering the linguistic competence. It focuses also on sentence
level grammar.
According to Frodesen (2014), it is not for a good speaker of English to have
mastered grammatical features of the English language. The student should likewise know
the effective use of words, their appropriateness and their acceptability in their grammatical
construction.
The approach to English grammar includes two views: that a language can be
correctly used only through a thorough grounding in a grammar book, and that a language is
a logical system, whose symmetrical structure is exhibited in grammar books. While the goal
of speaking and writing is the communication of ideas, the goal of grammar is to keep

30. statements clerk through the precise expression of one’s thoughts with the right words to
convey specific meanings. Assuming one has selected the correct words to convey his
thoughts, thee words have to be arranged in their proper order.
Mastery of English grammar, knowledge and understanding of its usage are basic in
everyday communication with other people. A good knowledge of English grammar enables
the Filipino to communicate better his/her ideas to others. Grammatical errors distract the
attention of the reader from what one is saying to how he is saying it. In all cases, bad
grammar reflects on the competence of the writer. A good command of English grammar will
give poise and confidence to the writer. On the other hand, writing with angled grammar
exposes the writer to ridicule.
Indeed, grammatical competence is an important part of communicative competence
that could still preferred to address some aspects of grammatical competence separately from
or prior to the teaching of socio-linguistic rules of language use, especially in the early stages
of language learning.
However, second language learning will proceed more effectively when grammatical
usage is not abstracted from meaningful context and that facilitating the integration of
various competencies should be the primary goal of language teaching in any communicative
approach, an outcome that is not likely to result from overemphasis on one form of
competence over the others throughout a second language program.
On the other hand, grammar should be given emphasis in the teaching process.
Students need to be competent in all the macro skills in English not just to be competent
locally but globally.

31. In a study on Communicative Competence of Secondary School Students conducted
by Lasala (2013), findings showed that the level of communicative competence in oral and
writing skills of students is both acceptable. In terms of grammatical competence in oral skill,
the average rate is 3.10 while the respondents obtained an average rate of 2.91 in their
writing. In term of discourse competence in oral skill, the average rate is 3.0 while the
respondents obtained an average rate of 2.68 in their writing skill.
In recent years, the performance of graduates in government professional
examinations has been dismally low. It is common to register a national passing average
below 40 percent in the medical, dental, engineering and otter related fields. Results of bar
examinations and accountancy tests are more alarming. Many of the college graduates cannot
even find suitable employment. In the newspapers, there are some editorials, columns and
articles which are not even grammatically correct (Fernandez, 2010).
Many of the teachers in the field were observed to have difficulties in expressing
themselves in the English language. Prospective teachers in the different colleges and
universities fail to effectively communicate their ideas. These are signs of the declining status
of the school system in developing effective individuals and this status is believed to be
brought by one big factor- the English language dilemma (Somera, 2001).
In Tagudin National High School, Fernandez (2010) found that generally, the senior
students were weak in English grammar. Only 25.44 percent were Moderately Competent
and 5.38 percent were very highly competent.
Likewise, Orpilla (2007) found out that the English communication skills of the
fourth year students of Suyo National High School were moderate and needed immediate
attention. Likewise, Ricanor (2001) found out that the Lorma College freshmen students

32. were fairly to moderately competent in English grammar and that there was a need to hone
the grammar skills of these freshmen college students.
Use of Instructional Materials
Instructional materials are used by teachers to facilitate effective teaching and better
quality of learning by students. Instructional materials are created to suit the different ways
students learn. While some students learn and retain information that is fed to them through a
lecture, others learn better by reading. Others, however, absorb information with the aid of
visual cues in addition to lecture and reading. The use of different instructional materials
assures and provides students with different learning aids maximizing learning and retains
information given to them (Bone, 2011).
Teaching at any level requires that students be exposed to some form of simulation.
Adekunle (2008) noted that teaching resources can assist the teacher in promoting teaching
and learning. When the students are given the chance to learn through more senses than one,
they learn faster and easier. The use of instructional materials provides the teacher with
interesting and compelling platforms in conveying information since they motivate learners
to learn more. Furthermore, the teacher is assisted in overcoming physical difficulties that
could have hindered his/her effective presentation of a given topic.
The study conducted by Valerio (2011) described the present phenomenon of the
teachers’ abrupt adjustment to the English instruction of the K to 12 Curriculum Grade 7 in
Quirino Province, Philippines. Teachers as professionals are expected to respond to any
curriculum changes to make teaching and learning dynamic and effective. To keep abreast
with the demand of the world’s changing technology, the education curriculum in the
Philippines tried to keep in pace with the global trends. Finally, for the school year 2012-

33. 2013, the K to 12 Basic Education Curriculum was finally implemented in the Philippines.
Relevant to the teaching of English as one of the core subjects in this curriculum, the overall
goal of the Secondary Education Curriculum is to develop a functionally literate Filipino who
can effectively adjust to various communication situations. Generally, the dual goal of the
English Curriculum is to develop the leaners’ communicative and literary competence. Upon
the implementation of the new curriculum in the country, English learning packages of the
English 7 class has become the common instructional materials in the entire Philippines. The
use of modules and learning packages in Grade 7 K to 12 Basic Education Curriculum
becomes the tailored instructional technique that may suit best to the students’ ability. The
influence of instructional materials in promoting students’ academic performance is
indisputable. The teaching of English in secondary schools needs to be properly handled.
English contributes to the nation’s economic development; hence, there is a need to be taught
thoroughly. More so, English is one of the subjects in Junior and Senior Secondary Schools
and is a major subject. It cannot be taught effectively without the use of appropriate
instructional materials. The following were the highlights of the study: (a) Majority of the
teacher respondents were Ilocanos; (b) The respondents’ perception on the factors affecting
English instruction in the K to 12 Curriculum is “much affected ” in terms of module factor,
teacher factor, student factor, and parent factor; whereas, the school factor “moderately
affects” the English instruction.
According to Bautista, (2005) teachers as professionals are expected to respond to
any curriculum changes to make teaching and learning dynamic and effective. The use of
modules and learning packages become the tailored instructional techniques that would suit
best to the students’ ability. Gone are those days when teachers dominate the classroom

34. routine. As the twenty- first approaches, the demand for better teachers and better quality
instructions gets higher. As curriculum alters, instructional materials call for innovations
because teaching- learning process is a matter of personal response.
The importance of instructional materials in any teaching/learning process cannot be
over emphasized. This is for the reason that such materials enhance, facilitate and make
teaching/learning easy, lively and concrete. It also attempts to shed more light on the way
teaching/learning should be made to benefit from the modern technological advancement at
all levels of educational institutions. According to Lopez (2001), instructional materials are
essential aspects of the educative process. They comprise an indispensable factor in the
acquisition by the learner of desired educational outcomes in terms of knowledge,
understanding, habits and skills and attitudes. The content of the instructional materials and
the way this content is presented , developed, and otherwise managed determine in a large
measure the kind of behavior, whether intellectual, social or emotional, that will be
inculcated in the learner.
The purpose of instructional materials is to promote efficiency of education by
improving the quality of teaching and learning. Incorporating these tools and materials
present, support and reinforces teaching. According to Aduwa-Ogiegbaen and Imogie (2005)
these materials and resources including audio tape recorders, video tape recorders, slide
projectors, opaque projectors, over-head projectors, still pictures, programmed instruction,
filmstrips, maps, chart, graphs and many more offer a variety of learning experiences
individually or in combination to meet different teaching and learning experience.
In order to ensure an effective teaching learning process, it is important for the
teacher to be thoroughly acquainted with the teaching resources and services available to

35. him/her. The components of instructional materials available to teachers and students are in
large numbers and also vary according to the functions of each of them.
Gregorio (2007) suggested the following guidelines for teachers in the preparation
and use of instructional materials:
The order or system of the use of instructional devices should be well-planned by the
teachers. 1.) The teaching devices should serve some vital purposes well-established in
advance; 2.) The teacher should use a teaching device judiciously; 3.) S/He should be sure
that the teaching devices are within the types of devices; 4.) S/He should first analyze the
teaching situation to determine the need for a device; 5.) S/He must not consider devices as
ends in themselves, but as means to an end; 6.) S/He must consider devices as substitute for
teaching procedure or method; 7.) S/He must bear in mind that devices are effective for all
types of learning and in all situations; and, 8.) S/He should not use device as mere tricks.
Sulaimain Kamal-deen Olawale (2013) conducted a study to investigate the Islamic
point of view on instructional materials in the teaching/learning process. It was discovered
that instructional technology or instructional media is introduced to the Nigerian Educational
system with a view of promoting effective teaching/learning. As revealed in his study, the
availability of reference texts and instructional materials are very vital to high academic
performance while teachers should make efforts to improvise some of these materials. The
educational authority should play their own role by making these materials available in
schools if the set objective of the new educational system is to be achieved.
Balbalec (2009) believed that instructional materials are the main instruments for
effective and meaningful learning. Without these, all educational standards and principles are

36. far from being realized. Instructional materials should not only provide new body of
knowledge but also avenues to reinforce skills and master concepts in a certain discipline.
Dumo (2007) approved that the use of suitable instructional materials is a special
venue to transform and improve Philippine education. Such instructional materials hold
promise of helping the teacher achieve flexibility in meeting individual differences among
students. Gacusan (2011) likewise revealed that the adequacy of instructional materials
whether textbooks or audio-visual have both importance in determining quality instruction
and study habits of learners, respectively.
Relatedly, based from the observation of Guieb (2008), there is a dearth of
instructional materials in Mathematics. Pupils do not seem to be motivated in their lessons
due to the scarcity of instructional materials in the subject in the classroom. It is seen that
they could hardly demonstrate understanding of basic concepts and skills on whole numbers,
rational numbers, measurement and graphs, and could hardly apply the concepts learned in
solving problems.
Likewise, the study of Fernandez (2010) conducted at Tagudin National High School,
revealed that there is a dearth of instructional guides, workbooks and intervention materials
and computer-assisted instructional materials and this needed immediate attention by the
school administrators to alleviate the performance of the fourth year high school students.
The use of instructional materials greatly helps the students in remembering important
information. When properly used, they help gain and hold the attention of students. With the
availability of audio-video materials, it can be very useful in supporting a topic, and the
combination of both audio and visual stimuli is particularly effective since the two most
important senses are involved.

37. Utilizing instructional materials in English is one way by which the English teacher
or instructor can achieve continuous development. The use of workbook in English, for
instance, helps students become independent and self-directed learners; and provides for new
levels of individualization within the English program. Furthermore, adequate instructional
materials are excellent source of authentic language activities (Fernandez, 2010).
Manzano (2013) stressed that instructional materials reinforce and add effectiveness
to other teaching procedures. The teacher himself/herself is more effective when s/he has
many good strings which he/she could gain freshness and impact; and the multiple
approaches add up to whole that is actually greater than the sum of each part. He/she
emphasized likewise the significance of providing varied instructional materials for more
active study attitude and dramatic participation on the part of the learner, which is found to
be effective in all types of teaching.
All teachers aim to teach well so they do all sorts of preparations like lesson planning
and preparing appropriate instructional devices. Instructional materials are the specific items
experienced by the pupils within a lesson that influence their learning. These may include
mediated instructional materials particularly those which are computer-based and the
indigenous materials or traditional instructional materials as real objects, pictures,
illustrations, drawings, cartoons, posters, charts, flash cards and maps which have been used
in the past and which have been proven reliable (Garo, 2008).
To realize the goals of teaching, the teacher has to employ a variety of relevant
instructional materials. Instructional materials in the form of textbooks, supplementary
reading materials, audio-visual aids, pictures, tapes, computer programs and others are the
teachers’ effective instruments in stimulating the desire of every student to learn and a strong

38. drive for language mastery. They induce greater acquisition and longer retention of factual
information as these will have the way of giving the learners the opportunity to share an
experience.
Relatedly, Macaraeg (2004) affirmed that the high extent of utilization of
instructional materials contributes to excellent learning. Sales (2007) likewise pointed out
that teachers must be encouraged to prepare self-learning instructional aids in enriching
pupil’s activities and experience and at the same time, hasten their competence in learning
English. According to Perez (2015), a developed work text is considered to be more effective
in the teaching-learning process because important elements of different textbooks and
references were consolidated based on the nature, needs, learning pace and interests of the
learners, It is called customized curriculum material because the development is based on the
result of the needs assessment survey.
Instructional Material Preparation and Development
Lorenzana (2014) classified instructional materials into two: as visual materials which
are made up of reading and non-reading materials and audiovisual materials comprising
electrically operated and non-electrically operated materials. English is a subject that depends
on the use of a number of resources. Further, he summarized these resources as textual:
books, audio-visual and human resources. They stated that these resources are either used
individually or collectively in any meaningful teaching and learning situation.
The following guides cited by Corpuz and Lucido (2008) express the standards to
consider in the selection of instructional materials: a.) Instructional Materials give a true
picture of the idea/ subject presented; b.) Instructional Materials contribute meaningful
content to the topic; c.) The instructional materials help the teacher achieve the instructional

39. objectives; d.) The instructional materials are appropriate for the age, intelligence, and
experience of the learners; e.) The physical condition of the instructional material is
satisfactory; f.) Instructional materials help make students to be better thinker and develop
their critical faculties; and, g.) The instructional material is worth the time to expense and
effort involved.
Today, innovations in education recognize the individual student as the focus of the
teaching-learning process. Educational institutions should adopt innovative instructional
materials that seek to fit the curriculum.
Teachers should keep in mind that they often are salesmen of ideas, and many of the
best sales techniques that attract the attention of potential clients are well worth considering.
The instructional material should keep student attention on the subject; it should not be a
distracting device. A good instructional material also can help solve certain language barrier
problems considering the continued expansion of technical terminology in everyday usage.
This, coupled with culturally diverse backgrounds of today's students, makes it
necessary for instructors to be precise in their choice of terminology. Words or terms used in
an instructional material should be carefully selected to convey the same meaning for the
student as they do for the instructor. They should provide an accurate visual image and make
learning easier for the student. Another use of instructional material is to clarify the
relationship between material objects and concepts. When relationships are presented
visually, they often are easier to understand. For example, the subsystems within a physical
unit are relatively easy to relate with each other through the use of schematics or diagrams.
Symbols, graphs, and diagrams can also show relationships of location, size, time, frequency,
and value. By symbolizing the factors involved, it is even possible to visualize abstract

40. relationships. Instructors are frequently asked to teach more and more in a smaller time
frame. Instructional material can help them do this. Consequently, the student learns faster
and more accurately, and the teachers save time in the process.
(http://www.scribd.com/doc/19423301/InstructionalMaterials/Retrieved 05 August 2016).
The ADDIE model as presented by Vitasa (2006) shows the phases of material
development namely: 1.) The analysis phase can be considered as the “Goal-Setting Stage.”
The focus of the designer in the analysis phase is on the target audience. In this phase,
instructors distinguish between what the students already know and what they have to know
after completing the course. At the end of the program, instructional analysis will be
conducted to determine what subjects or topics are to be included. 2.) The next stage is
design where it determines all goals, tools to be used to gauge performance, various tests,
body, subject matter analysis, planning and resources. This is where all approach should be
done as planned while following a very specific set of rules. In the design phase focus is on
the learning objectives, content, subject matter analysis, exercise, lesson planning,
assessment instruments used and media selection. 3.) The development stage starts with the
production and testing of the methodology being used in the project. In this stage, designers
make use of the data collected from the two previous stages and use this information to create
a program that will relay what needs to be taught to participants. 4.) The implementation
stage reflects the continuous modification of the program to make sure maximum efficiency
and positive results are obtained. Since this stage gains much feedback both from IDs and
participants alike, much can be learned from and addressed. 5.) The last stage of the ADDIE
method is evaluation. This phase can be broken down into two parts: Formative and
Summative. The initial evaluation actually happens during development stage. The

41. evaluation stage main goal is to determine if the goals have been met and know what will be
required moving forward in order to further the efficiency and success rate of the project. All
of these steps were observed by this researcher in the preparation of his skill book.
Ellington as cited by Balce (2009) said that teachers can design their own materials
on the following conditions: 1.) When materials of the type one wants to use do not exist; 2.)
When suitable materials are not available from external sources; 3.) When alternative
materials do not serve one’s purpose equally well; and, 4.) When it would be practical for
one to produce his/her own materials.
Garo (2008) acknowledged the following procedures in using specific technology for
teaching as:
1. Previewing. This step requires that the teacher should be very familiar with the
technology or the material he/she has chosen. Before using it to class, he/she must view it
first so that she knows its merits and demerits. The teacher should have a rich background of
experiences or adequate knowledge about the devices he has chosen as slides, pictures, films,
multi-media presentation and others. He/she should know how to set them up and to do some
adjustments for better viewing. Previewing provides also the teacher an opportunity to
evaluate the materials as to physical condition and contents. He/she must be sure that the
materials (hardware and software) are going to function well. This is to avoid waste of time
and embarrassment especially if the administrators are around to observe.
2. Effective timing refers to the phase of the lesson where the instructional material
can be best used. Shall the instructional material be used to introduce a unit or a lesson; or
should it be for developing it; or for evaluating it? Is it best for the material to be used as
exhibit or as a material for the review? An imaginative and creative teacher who has control

42. over his teaching plans, may alter or chose the phase of the lesson for him/her to apply the
instructional material he/she has chosen. In as much as teaching materials are experiences
that deal with human beings and ideas, it is possible to use them in any phase of the learning
process.
3. Tying experiences together refers to the connection or relatedness that should be
built between and among experiences provided by various instructional materials. There
might be interesting segments and excellent episodes but were left as separate and isolated
experiences. There will be no meaning to the students unless they are tied together or
organized in themes and be integrated into the whole body of learning. This will enable them
to build concepts and continuity of thought. A short story, which was read by students, can
be supplemented by a movie; an educational trip can be linked to a project in the English
class while a multi-media presentation can be tied up with a poster. Through these, the
experiences supplement and complement each other. New meanings can be added and more
in-depth learning results.
4. The last step is re-viewing or follow-up. If the result is not satisfying, there is a
need for re-view or follow-up so that the next activity will be more rewarding than the
previous ones. The teacher has to structure another strategy or may add more questions as
guides for students to benefit from re-viewing and follow-up processes.
Instructional materials are employed effectively by following certain principles: 1.)
The materials should suit the age level and experience of the learner; 2.) They must bring
realities to the learner; 3.) The introduction should be carefully prepared for in advance by
the teacher and by the learners through study and investigation; 4.) The materials must
contribute to the learning process, they must not be allowed to become substitute for it; 5.)

43. They should take up a reasonable amount of time; 6.) The effectiveness of the use of the
materials should be evaluated by both teachers and pupils; 7.) The materials must give an air
of reality, not an artificial setting that cannot be understood by the learners; and, 8.) Materials
which take into account the differences in individual learners, where one sees relationship
much more quickly than another and yet all learners see some relationships which must be
used (Durell in Balce (2009).
Adequate instructional materials should contain basic information relayed to key
curricular ideas and subject matter. The teacher therefore, becomes an organizer of learning
activities and will facilitate the meeting of individual needs, interests and capabilities.
Further, she posited that instructional materials are aids to effective communication and in
turn effective teaching and learning. Instructional materials are important aids because they
are sensory objects and images utilized to promote meaningful communication.
Abrenica (2002) cited several principles that should be taken in consideration in
preparing instructional materials. Among these are: (1) the theme and content must be within
the experience of the learners; (2) The reading material must be suited to the reading level of
the learner; (3) The material should be varied in content; and (4) The materials should serve
as an instructional device for remedial lessons and enrichment activities.
Balce (2009) suggested the criteria for judging a workbook as follows: 1.) exercises
are related to abstract or new learning; 2.) exercises are interesting and maintain students’
interests; 3.) exercises exist in proper quantity- not too much or too few; 4.) students
understand the directions (young students and low achieving students often don’t understand
written direction; 5.) students can perform or answer the majority of the exercises (if they
cannot, frustration will mount and most students will no longer persist); 6.) teacher provides

44. needed direction and guided practice to help students learn the necessary skills and strategies
for workbook comprehension or performance; and, 7.) teachers use the exercises
discriminately (they supplement other instructional materials and methods).
Valerio (2011) identified some guidelines in constructing the right questions in
multiple choice tests or exercises as follows: 1.) Each item should be clearly stated, with the
central issue or problem in the stem; 2.) Avoid poor layout; 3.) Do not provide grammatical
or contextual clues to the correct answer; 4.) Keep the amount that students must read in a
question to a minimum; 5.) Write appropriate answers and decoys. 6) Make sure that items
are grammatically correct; 7.) Avoid the use of negatives such as not, except, and least and
double negatives; 8.) Avoid giving structural clues; 9.) Use “all the above” and “none of the
above” sparingly; 10.) Avoid using items directly lifted from the textbooks.
The following guidelines will help in composing better completion items. 1.) Give
clear instructions indicating whether synonyms will be correct and spelling will be a factor in
grading; 2.) Be definite enough in the incomplete statement so that only one correct answer
is possible; 3.) Avoid using statements directly lifted from books; 4.) If more than one blank
is used, make sure that all blanks for all items are of equal length and that they are long
enough to accommodate the longest response.
For essay tests, the following guidelines should be considered: 1.) Be explicit in
giving directions; 2.) Be certain that students have ample answering time; 3.) Give students a
choice of questions; 4.) Determine the worth of each question, and establish how much
weight will be given to components of each question.
Validity of Instructional Materials

45. Comay-ao (2012) devised a Reading Comprehension Workbook in Iloko for Grade I
pupils. Based on the findings, she concluded that (1) The proposed instructional materials are
highly reliable as attested by competent Grade I teachers; (2) The proposed material was
valid, appropriate and reliable and it facilitated the learning of the lessons and the
development of the skills.
Lopez (2001) developed supplementary instructional materials in composition writing
for the first year high school students of Balaoan National High School. The study
determined the area of weaknesses of the students based on the analysis of their compositions
in terms of rhetorical structure, paragraph structure, and sentence style and structure. The
proposed supplementary instructional materials contained two parts: Basic Principles of
Writing and Writing Compositions. The proposed supplementary instructional materials were
found to be valid and highly reliable. It was further concluded that the students possess poor
writing skills.
Another study which focused on instructional materials preparation was that of
Sabado (2004). The instructional materials prepared for the first year high school students in
English were intended to develop communicative competence in the areas of listening,
speaking, reading, writing and literature. They were meant to supplement the textbooks being
used at Calasiao Comprehensive National High School. However, the study negates the
present study for she found out that the materials did not provide adequate activities to
develop the students’ communicative competence.
On a quasi-experimental research, Yaranon (2005) prepared and determined the
effectiveness of modules in the teaching of Effective Writing to third year college students of
Northern Christian College. Her study revealed that the developed modules on general met

46. the criteria set for effective modules. Further, the prepared modules provide adequate and
appropriate activities needed to effectively develop the students’ skills in the writing of
personal/social letters, business letters, and narrative compositions.
The findings of Orpilla (2007) in her study showed that the instructional guide in
English IV that she proposed for Suyo National High School in teaching English IV
(Speaking) is very much acceptable.
The study presented by Valdez (2013) sought to prepare a journalism handbook to be
used by the campus paper advisers and journalism teachers in Bacnotan National High
School. She discovered that the handbook she prepared was very acceptable since it met the
set criteria for comprehensiveness, relevance, and adaptability to students.
In the study of Lorenzana (2014) he found out that the worktext which was developed
on English Grammar for Grade 8 of Tagudin National High School was very much
acceptable to alleviate the performance of the students in English grammar
Evaluation is a part of a prescribed process. It is an integral part of good teaching
and prescribed learning. It aids in revising more effective instructional materials and
procedure of instruction. It provides information to teachers on the effectiveness of their
instruction and to what extent they are improving. The effectiveness and success of any
undertaking is heightened by a valid and discriminating appraisal of all its aspects.
Teachers should know how to select and use a variety of assessment methods to
determine the degree to which students have acquired the targeted knowledge. Teachers
should know how to use assessment for formative purposes to make appropriate adjustments
to instruction for individual students or for groups of students. When they do so, students’
performance is likely to improve.

47. Gonzales (2001) considered the judgment of the validators as to the content validity
of the test material in the three modules she formulated. The findings affirm that the test
materials as a whole possessed very high content validity. The essence, appropriateness,
representativeness and usefulness of the items speak clearly of the validity of the test.
Nabalanan (2007) defined validity to refer to the appropriateness, meaningfulness,
correctness and usefulness of the inference a researcher makes. It is a degree to which a
measuring instrument measures what it tries or tends to measure on the degree to which
evidence supports any inferences a researcher makes based on the data he collects using a
particular instrument. Validation is the process of collecting and analyzing evidence to
support such inferences.
Bautista (2005) stressed that content validity of measure should be assessed as soon
as the items have been developed. This way, if items need revision, this can be done before
the researcher has made larger investments in the preparation and administration of the
questionnaire. This has to do with content validity and there is no statistical or quantitative
index of content validity. It is a number of judgment and of collecting evidence to prove the
content validity of the measure.
For content validity, Boado (2009) suggested that one way to gather evidence for the
validity of measurements is to examine the content of the test. Content validity is established
by showing that the behaviors sampled by the test itself are representative samples of the
attributes being measured. Thus, content validity depends on the test itself and the processes
involved in responding to the test. This type of validity is non-empirical and usually requires
the judgment of content experts.

48. The other aspect of content-related evidence validity has to do with the format (face
validity) of the instrument. This includes clarity of printing, size of type, adequacy of
workspace, appropriateness of language, clarity of directions, and so on. A common way to
obtain content-related evidence of validity is to have someone look at the content and format
of the instrument and judge whether or not it is appropriate. The “someone” should not be
just anyone, but rather an individual who can be expected to render an intelligent judgment
about the adequacy of the instrument, or someone who knows about what is to be measured
(Fraenkel and Wallen, 2006).
Nabanalan (2007) also mentioned that instructional materials when valid and reliable
may serve as a substitute in the absence of a teacher.
Finally, these reviewed studies and literature had helped in enriching the framework
of this study, and more importantly was very useful in coming up with an intervention
material.

49. Chapter II
METHODOLOGY
This chapter presents a discussion of the research design, sources of data, population
and locale of the study, procedure, research instrument and the analysis and interpretation of
data to accurately and comprehensively answer the research problems stated in Chapter I.
Research Design
This study utilized the descriptive-developmental- experimental methods of research.
According to Calmorin (2004), a descriptive research is used to obtain information
concerning the current status of the phenomena to describe "what exists" with respect to
variables or conditions in a situation. Furthermore, descriptive method is the process of
gathering, analyzing, classifying, and tabulating data adequately and accurately with the aid
of statistical method. Results of descriptive researches may come in the form of a new
knowledge, a new generalization, an increased insight into factors which are operating, as
well as a more accurate formulation of the problem to be solved which are valuable because
these provide facts on which scientific judgments maybe based and may provide essential
knowledge about the nature of objects and persons.
This study is descriptive because it purposely described the level of competence in
English grammar of Grade 7 students and the level of adequacy of instructional materials in
English grammar for Grade 7 at BNHS library.
In the same vein, this study is also developmental since it developed a Supplementary
Intervention Material in developing grammatical competence of Grade 7 students. According
to Acasio (2015), developmental research is a process that is used to prepare and develop

50. educational outputs so that these can be utilized over a vast area. Likewise, Ortillo (2010)
shared that developmental method of research is important as the same shall be used in the
formulation of the workbook. This is basically a research process intended to develop and
validate educational outputs such as workbook, learning packages, modules and among
others.
Also, this study used of the experimental method of research. The experimental
method of research is a method or procedure involving control or manipulation of conditions
for the purpose of studying the relative effects of various treatments applied to members of a
sample, or of the same treatment applied to members of different samples (Calderon, 1993).
Such method is best suited for this study since the researcher intended to find out the
level of effectiveness of the developed Supplementary Intervention Material. The pre-test and
post-test scores of the respondents Grade 7 students were used in the t-test.
Population and Locale of the Study
The respondents of this study were the 49 Grade 7-Honesty students of Bacnotan
National High School, Bacnotan, La Union during the school year 2016-2017. Moreover,
five experienced teachers and experts in instructional materials were tapped for the validation
of the developed Supplementary Intervention Material.
Procedure
Preparation and Validation of the Supplementary Intervention Material

51. In preparing the teacher-made test, the researcher reviewed and studied the
Curriculum Guide in English Grade 7 prescribed by DepED. The said guide is one of the
tools where teachers get their lessons and the same is being currently used. From the review,
the researcher constructed the said teacher-made test with the purpose of finding out the
competencies learned by the Grade 7 students along grammar.
The adequacy and inadequacy of instructional materials in BNHS library was gauged
through a 5-point Likert’s scale questionnaire. The results of the achievement test of the
respondents and the level of adequacy of instructional materials in English 7 served as the
bases of the development of the Supplementary Intervention Material. The said intervention
material was developed from February to May 2016.
Moreover, to evaluate the validity of the developed Supplementary Intervention
Material, another questionnaire checklist was used to determine the comprehensiveness,
relevance and adaptability. These were adopted from the study of Fernandez (2010) with
permission. Since the questionnaire was adopted, its validity was also adopted and it was
dispensed with in this study.
Determination of the Effectiveness of the Supplementary Intervention Material
To determine the effectiveness of the Supplementary Intervention Material, it was
tried out to 49 Grade 7-Honesty students during the first quarter (June 13-Auguest 28),
school year 2016-2017. Prior to the usage of the Supplementary Intervention Material, the
respondents had their pre-test. Results were then analyzed.
On the first day of the experiment, the researcher gave a brief orientation to the
students on how to use the Supplementary Intervention Material. Each student was given a
complete copy of the said material. They were given clear direction on the topic to be tackled

52. for the day. They also used the existing equipment and functional tools to perform the
required activities. The researcher supervised the students while they were reading the
material up to the execution of the laboratory activities. Whenever questions were raised, the
teacher would instruct the students to read a specific page in the material to answer their
queries. This guided the learners in performing the activities.
At the end of the programmed lessons, a posttest was administered to the respondents
to gather the final data needed for the analysis of the experiment and to determine the
effectiveness of the Supplementary Intervention Material.
Research Instrument
To gauge the level of competence in English grammar of the respondents, a teacher-
made test was used. It was administered to the former
Grade 7 students of Bacnotan National High School. The test was assessed as highly reliable
with a coefficient of 0.678. This proved that the researcher-made test was stable, self-
consistent and dependable.
Likewise, the questionnaires of Fernandez (2010) were adopted and used in
determining the adequacy and inadequacy of instructional materials in English and in
assessing the validity of the Supplementary Intervention Material. Since the said tools were
adopted, these were assumed reliable and valid.
The sixty-item teacher-made test used in the pre-test and posttest was constructed by
the researcher himself and it was checked by his adviser. The teacher-made tests composed
of questions in Subject and Verb Agreement and were administered to the respondents to

53. gather the final data needed for the analysis of the experiment and to determine the
effectiveness of the Supplementary Intervention Material.
Data Analysis and Treatment of Data
The data gathered were classified, tallied and tabulated accordingly using the
weighted mean. Responses were scored and categorized using the following range of scales,
ranges and descriptive equivalents.
The following were the various statistical limits to quantify the data needed in this
study.
The level of competence of the students in Grade 7 English was measured and
interpreted using the following numerical values:
Scores Descriptive Equivalent Rating (DER)
9.00-10 Very Highly Competent
7.00-8.99 Highly Competent
5.00-6.99 Moderately Competent
3.00-4.99 Fairly Competent
1.00-2.99 Poorly Competent
The level of adequacy of instructional materials was measured and interpreted using
the following numerical values:
Numerical Values Range Values Descriptive Equivalent Rating

54. The validity of the proposed Supplementary Intervention Material was measured and
interpreted using the following numerical values:
Furthermore, to determine the effectiveness of the Supplementary Intervention
Material, the respondents’ scores in their pre-test and post-test were computed. The
difference between the means was treated through t-test at 0 .05 level of significance using
Microsoft Excel Data Analysis 2013.
Chapter III
RESULTS AND DISCUSSION
5 4.21 – 5.00 Very Much Adequate
4 3.41 – 4.20 Very Adequate
3 2.61 – 3.40 Moderately Adequate
2 1.81 – 2.60 Fairly Adequate
1 1.00 – 1.80 Not Adequate
Numerical Values Range Values Descriptive Equivalent
5 4.21 – 5.00 Very Much Acceptable
4 3.41 – 4.20 Very Acceptable
3 2.61 – 3.40 Moderately Acceptable
2 1.81 – 2.60 Fairly Acceptable
1 1.00 – 1.80 Not Acceptable

55. This chapter reflects the discussion of the findings on the grammatical competence of
the Grade 7 high school students and the acceptability and effectiveness of the proposed
Supplementary Intervention Material in English grammar.
Level of Competence in English Grammar
of Grade 7 Students
Table 1 elucidates the competence of the students along the six structures of the
English Grammar. The data clearly shows that the student-respondents were moderately
competent along the use of the active and passive voice, as evidenced by the mean of 5.33.
This implies that the students could determine whether the subject in the sentence is the doer
of the action (active voice) or is the receiver of the action (passive voice).
On the other hand, the students were found to have difficulty on the use of
conjunctions (4.11), Subject and verb agreement (4.02); on the tenses of verbs (3.46); and
kinds of sentences according to use of purpose. These findings imply that the students could
make simple sentences but found difficulty in combining short, related phrases or clauses by
using the proper connectors, or conjunctions. Likewise, the respondents found difficulty in
determining whether a sentence was declarative, interrogative, a command or request, or an
exclamatory sentence, and fail to place the correct punctuation marks for each kind of
sentence. This is shown by the mean of 2.93 which means incompetent. As a whole, the
subject-respondents were observed to be fairly competent (3.86) in the areas of language
structures.
This finding corroborates with that of Fernandez (2010) who found out that
generally, the fourth year high school students in Tagudin National High School were weak
in English Grammar. Few of the respondents in the said study were very highly competent. It

56. likewise confirms Orpilla’s (2007) finding that the English communication skills of the
fourth year students of Suyo National High School were moderate and
Table 1. Level of Competence in English Grammar
Competencies in English Grammar Mean DER Rank
Kinds of sentences according to
purpose or functions
3.31 FC 5
Kinds of sentences according to
structure
2.93 IC 6
Subject and verb agreement 4.02 FC 3
Tenses of verb 3.46 FC 4
Active and passive voices 5.33 MC 1
Conjunctions 4.11 FC 2
Over-all Mean 3.86 FC
DER-Descriptive Equivalent Rating FC-Fairly Competent IC-Incompetent MC-Moderately Competent
needed immediate attention, and that of Ricanor (2001) who found out that the Lorma
College freshmen students were fairly to moderately competent in English grammar and that
there was a need to hone the grammar skills of these college freshmen.
Level of Adequacy of Instructional Materials in
English Grammar for Grade 7 Students
The use of instructional materials by the teacher is an integral part of the classroom
instruction. Without them learning will be futile. Table 2 presents the level of adequacy of
instructional materials in Bacnotan National High School.
As manifested, textbooks (2.89), computer assisted instructional materials (2.89),
instructional guides/manuals (2.78), modules (2.67) and Strategic Intervention
Materials/SIM (2.67) were “much adequate” The findings clearly state that instructional
materials like modules, workbooks, skill books and intervention materials enough for
students in case the teacher is out.
Instructional Materials in English Mean DER Rank

57. Table 2. Level of Adequacy of Instructional Materials in English 7
DER- Descriptive Equivalent Rating SA-Slightly Adequate MA- Moderately Adequate
Nine (9) items were rated “slightly available”. These are:
workbook/intervention material (2.56), skill books (2.44), pictures/poster (2.33), electronics
(DVDs, CDs, etc) (2.33), games/puzzles (2.22), newspapers (2.11), charts/graph (2.11),
magazines/pamphlets (2.00), almanac/atlas/biographs (1.89). This implies that there is
scarcity in the use of instructional materials.
The average mean value of 2.42 implies that the instructional materials for the
teaching of English grammar in Grade 7 in Bacnotan National High School were “Slightly
Adequate. This implies that the library resources of Bacnotan National High School are not
varied and substantial to hone the language skills of the Grade 7 students.
The findings of Fernandez (2010) confirm the need of intervention materials in
English for fourth year high school students when she proposed an intervention material in
English grammar and found out the inadequacy of instructional materials.
This finding confirms that of Lorenzana (2014) that there was inadequacy of
instructional materials used by teachers and students at the Tagudin National High School in
Textbooks 2.89 MA 1.5
Modules 2.67 MA 4.5
Instructional Guides/Manuals 2.78 MA 3
Charts/Graphs 2.11 SA 11.5
Magazines, Pamphlets 2 SA 13
Newspapers 2.11 SA 11.5
Almanac, Atlas, Biographs 1.89 SA 14
Games and Puzzles 2.22 SA 10
Pictures and Posters 2.33 SA 8.5
Computer Assisted Instructional Materials 2.89 MA 1.5
Workbooks/Intervention Materials 2.56 SA 6
Strategic Intervention Materials (SIMs) 2.67 MA 4.5
Skillbooks 2.44 SA 7
Electronics (DVDs,CDs.etc.) 2.33 SA 8.5
Over-all Mean 2.42 SA

58. teaching English 8 (grammar). It likewise strengthens that of Guieb (2008) of the dearth of
instructional materials although the study was on Mathematics. .
The researcher likewise, is in conformity with the words of Balbalec (2009) that
instructional materials are the main instruments for effective and meaningful learning.
Without these, all educational standards and principles are far from being realized.
Instructional materials should not only provide new body of knowledge but also avenues to
reinforce skills and master concepts in a certain discipline.
The DevelopedSupplementary Intervention Material
This section presents the proposed Supplementary Intervention Material in English
Grammar aimed in developing grammatical competence of Grade 7 students of Bacnotan
National High School. The formulation of the Supplementary Intervention Material was the
main substance and a great challenge of this investigation. This Supplementary Intervention
Material covers six lessons namely: Lesson 1 – Kinds of Sentences according to Use; Lesson
2- Kinds of Sentences according to Structure; Lesson 3- Subject and Verb Agreements;
Lesson 4- Tenses of Verbs; Lesson 5- Voices of Verbs and Lesson 6-Conjunctions.
Contextualized and localized activities and exercises were presented in a way that
they may be done individually or in group to enhance the students acquired competencies in
English Grammar.

60. PREFACE
This Supplementary Intervention Material in English Grammar is a comprehensive
and practical material which is primarily designed to improve the competence of the
freshmen students of Bacnotan National High School in the area of grammar. It aims to
strengthen the grammatical competence of the students for independent acquisition of
knowledge for academic study which is their tool for effective communication, both in oral
and in written communication.
As an intervention material, this assists students to acquire competence in grammar
as they put into practical use the different lessons therein. It contains plentiful exercises for
practice and reinforcement. Activities are presented in a creative fashion graded to suit the
different learning abilities of the students and every effort was made by the author to
contextualize, localize and indigenize the different activities to make the learning of English
grammar easier and enjoyable. The author believes that a learner understands concepts and
acquires skills if lessons are within his experience.
It is then the author’s greatest hope that this supplementary intervention material
will enable learners to become competent in the use of English language.
So, Enjoy while you are learning!
-R. A. Cortez

61. ACKNOWLEDGMENT
The author wishes to express his sincerest gratitude and warm appreciation to the
following persons who had contributed much in helping him shape and reshape this valuable
piece of work.
Mrs. Femarie M. Capistrano, his able and patient adviser, for always giving suggestions
to better this research;
Mrs. Elsie V. Mayo, the School Principal II of Bacnotan National High School and Dr.
Maria Teresa M. Bautista, the Head Teacher III of the English Department, for their valuable
advice, and most especially, for inspiring the researcher;
All English teachers of Bacnotan National High School for their help in scrutinizing the
content of this Supplementary Instructional Material and suggestions to make this material
comprehensive;
Mr. and Mrs. Esteban & Ludivina Cortez, the researcher‘s parents, for always being
there when the researcher needed some push;
All students of BNHS for the inspiration;
And lastly, to God Almighty for giving the needed strength in the pursuit of this
endeavour.
-R. A. C.

63. DEDICATION
Thisworkof mindandheart
is
humbly
dedicated
to
the
students
of
Bacnotan National High School
in particular
and

64. to
the Filipino learners
in general.
-R. A. C.
TABLE OF CONTENTS
PRELIMINARIES PAGES
Title Page…………………………………………………………………………………….……………………1
Preface………………………………………………………………………………………………………………2
Acknowledgment…………………………………………………………………………………………….....3
Dedication………………………………………………………………………………………………………….4
Table of Contents…………………………………………………………………………………………...…..5
LESSON1|KINDSOF SENTENCES ACCORDING TOUSES|…………………..8
Activity 1……………………………………………………………………………..............12-13
Activity 2…………………………………………………………………………………….…14
Activity 3……………………………………………………………………………………….15
Activity 4……………………………………………………………………………………….16
Activity 5……………………………………………………………………………………….17
Activity 6……………………………………………………………………………………….18
Activity 7……………………………………………………………………………………….19

65. Activity 8……………………………………………………………………………………….20
Activity 9……………………………………………………………………………………….21
Activity 10………………………………………………………………………..……………22
LESSON2|Kindsof SentencesAccording to Structures|……………….…...23
Activity 1…………………………………………………………………………………….....25
Activity 2………………………………………………………………………………………..26
Activity 3………………………………………………………………………………….…….29
Activity 4…………………………………………………………………………………….….30
Activity 5…………………………………………………………………………….………….31
Activity 6………………………………………………………………………………….…….32
Activity 7………………………………………………………………………………….…….33
Activity 8……………………………………………………………………………….……….34
Activity 9………………………………………………………………………………………..35
Activity 10………………………………………………………………………………..…….36
LESSON3|Subjectand VerbAgreements|………………………………………..........37
Activity 1……………………………………………………………………………...............45
Activity 2……………………………………………………………………………………….46
Activity 3……………………………………………………………………………………….47
Activity 4……………………………………………………………………………………….48
Activity 5………………………………………………………………………………….........49
Activity 6………………………………………………………………………………………..50
Activity 7………………………………………………………………………………………..51
Activity 8………………………………………………………………………………………..52
Activity 9………………………………………………………………………………………..53
Activity 10………………………………………………………………………………………53

66. Activity 11………………………………………………………………………………………54
LESSON4|Tensesof Verb|…………………………………………………………………………..55
Activity 1…………………………………………………………………………….................62
Activity 2…………………………………………………………………………………………63
Activity 3…………………………………………………………………………………………64
Activity 4…………………………………………………………………………………………65
Activity 5…………………………………………………………………………………………66
Activity 6………………………………………………………………………………………….67
Activity 7………………………………………………………………………………………….68
Activity 8………………………………………………………………………………………….69
Activity 9………………………………………………………………………………………..69
Activity 10………………………………………………………………………………………70
Activity 11……………………………………………………………………………………….71
LESSON5|ActiveandPassiveVoices|…………………………………………………………76
Activity 1………………………………………………………………...................................77
Activity 2………………………………………………………………………........................78
Activity 3……………………………………………………………………………….……….79
Activity 4………………………………………….…………………………………………….80
LESSON6|Conjunctions|…………………………………………………………...............................81
Activity 1……………………………………………………..................................................84
Activity 2………………………………………………………………………………………..85
Activity 3………………………………………………………………………………………..86
Activity 4………………………………………………………………………………………..87
Activity 5………………………………………………………………………………………..88

67. KeyAnswers……………………………………………………………………………………………….….89
References……………………………………………………………………………………………………...96
Notes…………………………………………………………………………………………………………………97
AbouttheAuthor…………………………………………………………………………………………….100

68. Things to
Remember:
Subject-is the
person or thing
being described
Predicate-
expresses what is
said about the
subject
LESSON 1
KINDSOF SENTENCE ACCORDING
TO USE
a. define sentence;
b. identify the kinds of sentences according to use;
c. use sentences appropriately and meaningfully; and
d. give example of sentences according to use.
LET’S DISCUSS!
SENTENCE
A sentence is made up of two parts: the subject and the predicate. These two parts combine
to make a complete sentence. What are the subject and predicate?
In a normal sentence, the subject appears at the beginning of the sentence, while the
predicate comes after it.
Examples:
Birds sing.
Subject Predicate
The sun shines.
Subject Predicate
Rumours spread fast.
Subject Predicate
The warden of the building checked every visitor with great care.
Subject Predicate

69. Things to
Remember:
Auxiliary verb-
An auxiliary verb
helps the
principal verb to
form a
particular tense
or voice.
The subject is often a noun or noun-equivalent.
In sentences (1) to (3), the subjects “birds, the sun and rumours” are all nouns.
In sentence (4) the subject “the warden” is a noun with an adjective phrase “of the building”.
As for predicate, it may have one item or more. If it has only one item, that item must be the
verb.
The simplest sentence is therefore a sentence with “one subject + one verb”.
SENTENCES ACCORDING TO FUNCTION
A– DECLARATIVE SENTENCES
A declarative sentence states a fact. It always ends with a period (.). For positive statement,
the sentence is affirmative. For negative statement, the sentence is negative, indicated by
the word not, no, none and never.
The following sentences are affirmative sentences.
Example:
a. Pedro lives far from the school.
b. All of us go to school early.
c. I have seen your teacher once.
d. Pedro’s father is a farmer.
e. They are now in Manila.
The following sentences are negative sentences.
a. Pedro does not live far from my house.
b. None of us go to school late.
c. I have never seen your teacher before.
d. Pedro’s father is not a farmer.
e. They are not in Manila.
B- INTERROGATIVE SENTENCES
An interrogative sentence is used to ask question. It is simply called a question. The
punctuation mark used is a question mark (?).
1. Most of the questions are general questions, which take ‘Yes’ or ‘No’ as
answers. Hence, general questions are also called ‘yes-no questions’.
Examples:
a. Are you a student? Yes, I am.
b. Does Lucia know English? No, she doesn’t.
2. The second type of question is alternative questions in which two answers
are provided for your choice through the use of the conjunction ‘or’.

70. Examples:
a. Is June a cook or a maid? She is a cook.
b. Will you stay for a night, or must you leave now? I shall stay for a night.
The second part of the question may be elliptical.
Examples:
a. Did they go to Manila or (did they go to) Ilocos Sur?
b. Will they come by bus or (will they come) by taxi?
c. Can you be there on Monday or (can you be there) on Tuesday?
3. The third type of question is asking about information known as ‘informative
questions’ formed with WH questions such as ‘where, when, who, what, why, how+
auxiliary verb + subject + principal verb.
Examples:
a. Where do you live?
b. When will you come?
c. What is your name?
4. The last type of commonly seen question is tag questions. Tag question is formed by
‘a statement + a question tag’ with a comma in between.
If the statement is affirmative, the question is negative, and vice versa.
Also, the pronoun and the auxiliary/modal verb in the tag must be the same as they are in
the statement. Finally, the tense in the tag must also agree with that in the statement.
Examples:
a. Letty is sad, isn’t she?
b. The students will come, won’t they?
c. She is not happy, is she?
d. They won’t go, will they.
The answer of ‘Yes’ or ‘No’ to a tag question is based on the nature of the statement. If the
statement is positive, the answer is positive; if the statement is negative, the answer is
negative.
Hence, the answers to the above examples are as follows:
a. Yes, she is.
b. Yes, they will.
c. No, she isn’t.
d. No, they won’t.
C- IMPERATIVE SENTENCES

71. An imperative sentence is used to make a request or give an order using please or kindly. It
ends with a period (.).
1. The verb of an imperative sentence is in the present tense, and the subject is the
second person ‘you’, which is often omitted.
Examples:
a. Stand there!
b. Take a seat, please.
c. Please close the door.
2. To express the indirect order for the first or third person, we have to begin the
imperative sentence with ‘let’.
Examples:
a. Let me do it.
b. Let him tell us.
c. Let the boy come in.
D- EXCLAMATORYSENTENCES
An exclamatory sentence is used to express emotional feelings like surprise, joy, anger and
others. It ends with an exclamation mark (!).
An exclamatory sentence usually introduced by ‘what’ + noun or ‘how’+ adjective/adverb.
Examples:
1. What a beautiful woman Rica is!
2. What a nice man you are!
3. How happy you look!
4. How sweetly Irene sings!
Note the difference between an exclamatory sentence and an interrogative sentence in word
order.
Exclamatory Sentence Interrogative Sentence
1. How smart he is!
2. How far you have run!
3. What a good prize Jocelyn gets!
How smart is he?
How far have you run?
What prize does Jocelyn get?

72. 1. Mrs. Valdez is my favorite teacher.
________________________
2. Bring out one-fourth sheet of paper.
________________________
3. The child remains in Bacnotan but his parents knew it not.
________________________
4. Where did you spend your summer vacation?
________________________
5. Take the back road and you will arrive sooner.
________________________
6. Will you spend your allowance or save it?
_______________________
7. Wow! He got the highest score in the examination.
_______________________
8. Last May 9, 2016, high ranking officials were elected.
_______________________
9. It was a remarkable performance from BNHS!
_______________________
10. Mr. Avecilla is one of the ten most outstanding teachers in the Division of La
Union.
______________________
A. Directions: Identify the following sentences whether
Declarative, Interrogative, Imperative or Exclamatory
sentence. Write your answer on the space provided.

73. 1. Declarative
a.)____________ ______________________
b.)__________________________________
c.)__________________________________
2.
2. Interrogative
a.)_________________________________
b.)_________________________________
c.)_________________________________
3. Imperative
a.)_______________________________
b.)_______________________________
c.)_______________________________
4. Exclamatory
a.)_________________________________
b.)_________________________________
c.)_________________________________
B. Directions: Write three (3) sentences based on the following
pictures below. Be guided by the kind of sentence.

74. 1. Did you finish your homework last night?
a. Interrogative b. imperative c. exclamatoryd. declarative
2. Watch the ball.
a. Interrogative b. imperative c. exclamatoryd. declarative
3. Mr. Cortez can be very strict.
a. Interrogative b. imperative c. exclamatoryd. declarative
4. Sally never finishes her homework.
a. Interrogative b. imperative c. exclamatoryd. declarative
5. Who helped you answer the test?
a. Interrogative b. imperative c. exclamatoryd. declarative
6. I can’t believe they won the game.
a. Interrogative b. imperative c. exclamatoryd. declarative
7. Wash the dishes before dinner.
a. Interrogative b. imperative c. exclamatoryd. declarative
8. I am so excited, we are going to Hong Kong!
a. Interrogative b. imperative c. exclamatoryd. declarative
9. Did you see Mrs. Agas?
a. Interrogative b. imperative c. exclamatoryd. declarative
Directions: Identify what kind each of the following sentences.
Circle the letter of the correct answer.

75. 10. Ms. Valdez needs help watering her welcome plants.
a. Interrogative b. imperative c. exclamatoryd. declarative
___________________1. Are you aware of the celebration tomorrow
___________________2. Eat your meals
___________________3. Oh, what a beautiful morning
___________________4. Today is my birthday
___________________5. What gifts did you receive for your birthday
___________________6. Pay the bill
___________________7. Shh, don't make any noise
___________________8. Have you finished your homework
___________________9. Debby, turn off the light
___________________10. Brian participated in the basketball tournament
___________________11. Who was the first female president in the Philippines
___________________12. Fasten your seatbelt
___________________13. What an amazing story it was
___________________14. Give us some examples
___________________15. Hon. Francis L. Fontanilla is the mayor of Bacnotan, LaUnion
Directions: Write down the type of each sentence. There are no
end punctuations on these sentences because that may give you the
answer. Decide the function of the sentence and mark down the
end punctuation.

76. 1. Peter gave me a good book last week.
a)___________________________________________________________________
b)___________________________________________________________________
c)___________________________________________________________________
2. Mary asked David to answer a question.
a)___________________________________________________________________
b)___________________________________________________________________
c)___________________________________________________________________
3. The fisherman crossed the river by boat this morning.
a)___________________________________________________________________
b)___________________________________________________________________
c)___________________________________________________________________
4. Henry has driven 50 miles in an hour.
a)___________________________________________________________________
b)___________________________________________________________________
c)___________________________________________________________________
5. They swam in the lake last Monday.
Directions: Construct three questions using the Wh questions. Be
guided that the underlined words are the answers in the questions.
Example: Ethelbert bought a beautiful painting yesterday.
Answer: (a) Who bought a beautiful painting yesterday?
Answer: (b) What did Ethelbert buy yesterday?
Answer: (c) When did Ethelbert buy a beautiful painting?

77. a)__________________________________________________________________
b)__________________________________________________________________
c)__________________________________________________________________
1. All roads lead to Tarlac. (Gereral)
2. Lorna has never been there before. (General)
3. They enjoyed the activity in English very much. (How? Who?)
4. Mrs. Oreiro goes shopping every Saturday afternoon. (When? Where?)
5. Mang Boy painted the wall yesterday. (General)
6. We can send Romy a letter or give him a phone call. (Alternative)
7. Sam agreed to help us. (Tag question)
8. Helen did not want to join us. (Tag question)
Directions: Change each of the following sentences to a question
according to the type of question indicated in the brackets.
Example: John likes her. (General)
Answer: Does John like her?

78. 9. I may start finding a job or go abroad for further studies. (Alternative)
10. Some people worked mainly for the sake of money. (General)
1. She will come, ______________________________?
2. He has seldom tried hard, __________________________?
3. Lucia is very sad today, _________________________?
4. I can help you with the work, ___________________________?
5. Mary and Susan aren’t classmates, _____________________?
6. I laughed cheerfully, __________________________?
7. Jake doesn’t like it, __________________________?
8. His business wasn’t good last year, _______________________?
9. Most of us loathe dishonest people, ___________________________?
10. You must do it now, __________________________?
Example: She isn’t tired, _____________________?
Answer: is she
Directions: Complete each of the tag questions below.

79. 1. She won’t come today, can she?
2. He is never late, was he?
3. You look exhausted, aren’t you?
4. Darwin made an effort to complete the work on time, doesn’t he?
5. You haven’t said it, do you?
6. You can speak English, don’t you?
7. We couldn’t expect miracles, could you?
8. I don’t know how to help you, did you?
9. It’s a long, long journey, wasn’t it?
10. We have seldom been there, isn’t it?
11. The farmers have cleared the land for growing rice, didn’t they?
Directions: The questions below are all wrong. Correct them.
Example: You’ll become a good athlete, aren’t you?
Answer: You’ll become a good athlete, won’t you?

80. 12. He will become a good sportsman, can’t he?
13. The English teachers of BNHS are working hard, don’t they?
14. You don’t know that gentleman, isn’t it?
15. He can hardly expect her to help him, could you?
1. You are a hardworking boy.
2. Students should study hard.
________________________________________________________________________
3. Children should not waste their time.
4. Brian is a diligent student.
________________________________________________________________________
5. Dominic will tell you all about it.
________________________________________________________________________
6. You should be careful when you do this exercise.
Directions: Change each of the declarative sentences below into an
imperative sentence.
Example: Jaime put on his hat.
Answer: Put on your hat, Jaime.

81. ________________________________________________________________________
1. Our school garden is beautiful.
2. This young man is clever.
3. It is a hot day today.
__________________________________________________________________
4. These are interesting stories.
5. The old man has a long beard.
6. It is a silly question.
7. You are smart today.
_____________________________________________________________________
Directions: Turn each of the following declarative sentences into
an exclamatory sentence.
Example: He is a good teacher.
Answer: What a good teacher he is!

82. 8. These are excellent essays.
___________________________________________________________________
9. Diana has a sweet face.
10. Louella Artel is a writer. She is marvellous.
11. It is a wonderful celebration.
12. Michael looks tired.
___________________________________________________________________
______________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_________________________________________________________
Directions: Write a two- paragraph composition about your childhood.

83. ______________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________

84. Things to
Remember:
Linking verb-
indicates the
condition or
manner of a
person or thing.
It is followed by
a complement,
not an object.
Phrase-a group
of two or more
words that
express a single
idea but do not
usually form a
complete
sentence.
LESSON 2
KINDSOF SENTENCE ACCORDING
TO STRUCTURE
a. Differentiate dependent clause from independent clause;
b. Identify the kinds of sentences according to structures; and
c. Use different types of sentences in a meaningful context.
LET’S DISCUSS!
SENTENCESAND FRAGMENTS
A sentence contains a subject and a verb and expresses a complete thought.
Fragments are not sentences. They are only sentence parts. Some
fragments don’t have subjects, some don’t verbs. They can be phrases only.
Examples:
Playing during break time
Marissa under the tree
In August 2015
To make the above phrases into sentences, they can be written in the following ways.
Darla is playing basketball during break time. (The linking verb is and the subject Darla are
added to complete the sentence.
Marissa has been under the tree for an hour. (Has been is added to complete the idea.)

85. We shall meet in August 2015. (The fragment is only a phrase, so it is completed by adding
We and the verb shall meet).

86. _______________ 1. Staying throughout the season
_______________2. Maribel went to a distant place for the annual recollection
_______________3. Through the years, the grade 7 students have been visiting the
orphanage.
_______________4. On January 3, 2015, the family grieving
_______________5. Trying to investigate the issue, a police officer discovered the main
cause of the crime.
_______________6. Memories of yesteryears haunting us
_______________7. In the middle of the night, the sound of the rushing ambulance startled
us.
_______________8. Losing the last game, the leader managed to smile
_______________9. At the school lobby waiting for the guests
_______________10. Crying for help from the authority
Directions: Identify if the groups of words are fragments or
sentences. Write F if the group of words is a fragment and S if it is a
sentence. Write your answer on the space provided.

87. His Indian costume visited us last month
The street children waited for almost a day
The woman with the blue shawl received comments from the critics
The speedy trial offered them drinks
The Asian women of today are admired by foreigners
My cousin from the province looks dirty and unkempt
The man standing on the street corner are becoming overripe
His long, curly hair will attend an inauguration
Their friends at the party collected rubbish from a mall
Mangoes inside a big carton attracted the audience
Drove carelessly
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
4. _______________________________________________________________
5. _______________________________________________________________
6. _______________________________________________________________
7. _______________________________________________________________
8. _______________________________________________________________
Directions: Combine the complete subject on the left with the
predicate on the right to make a logical sentence. Write each
sentence on the line.

88. Things to
Remember:
Independent
Clause- group of
related words that
has a subject and a
verb and makes
sense by itself.
Subordinating
clause- A group of
related words that
has a subject and a
verb, but does not
make sense by itself
because it needs the
independent clause
to make sense.
Conjunction-a word
that connects
words, phrases,
clauseor sentences.
9. _______________________________________________________________
10. ____________________________________________________________
FOUR KINDS OF SENTENCES ACCORDING TO STRUCTURES
A-SIMPLE SENTENCE
A simple sentence is composed of a subject and a verb, and expresses a complete thought. It
is also called an independent clause. Sometimes, a single verb is already considered a simple
sentence.
Examples:
Go!
Move
Independent clauses:
He lives in a big house.
Jane is a teacher.
All of us learn English.
Now that we have dealt with the simple sentence, let us now discuss
compound sentence.
B- COMPOUND SENTENCE
A compound sentence is composed of two (2) independent clauses
joined by a conjunction. These conjunctions are the following: and, but, or, nor, for, so and
yet.
Examples:
Deborah suddenly came, and all we all got wet.
Control your passion, or they will control you.
Tony ran fast, so he arrived first.
We will accept your project for it looks good.

89. Mrs. De Guzman was late in coming to class, yet she still gave the long quiz to them.
Manny Pacquiao tried hard, but he still could not make it against Mayweather.
Such sentences are known as coordinate clauses because they are of the same rank and
equal in importance.
C-COMPLEX SENTENCES
This sentence consists of one (1) independent clause and one (1) or two (2)
dependent or subordinating clauses joined by a subordinating conjunction.
Examples:
Because the mountains have been denuded, there is a possibility of flash floods.
If there are no more trees, other creatures will also die.
The subordinating conjunctions because and if introduce the dependent clauses.
According to function in the sentence, a subordinate clause may do the job of a noun,
adjective, or adverb and is also called noun clause (sentences 1 and 2) adjective clause
(sentences 3 and 4) or an adverb clause (sentences 5 and 6)
Examples:
1. James said that he could not come tonight.
2. Flory denied that she had criticized Jacky.
3. The time which is lost is lost forever.
4. Do you know the teacher who is talking to Ryan?
5. Do it before you forget!
6. She could not come because she was sick.
D-COMPOUNDCOMPLEX
This sentence has two (2) or more independent clauses and one or more dependent
clauses.
Examples:

90. The family members plant trees in their backyard, and they encourage their
neighbour to plant trees in theirs, so they can all breathe clean air.
The subordinating clause is introduced by a subordinating conjunction so. In writing a
compound-complex sentence, construct a compound sentence and add to it one or more
dependent clause.

91. 1. Everyone looked on his document.
2. Dancing is her favourite past time.
3. The frame itself is expensive.
4. Dr. Ma. Teresa M. Bautista received a scholarship grant in USA.
5. Bacnotan National High School is categorized as big school.
6. Baguio which is the summer capital of the country is an industrialized city.
7. They are the ones that are late.
8. The team shouted their approval in yell.
9. The teacher delivered his lesson eloquently.
10. Maricel was able to compose her best poem last night.
Directions: Underline the subject once and the predicate twice.

92. 1. This is a simple sentence.
a. Simple b. Compound c. Complex d. Compound-Complex
2. I like reading books, and my brother likes listening to music.
a. Simple b. Compound c. Complex d. Compound-Complex
3. I will help you if you will help me.
a. Simple b. Compound c. Complex d. Compound-Complex
4. Her name is Rodrigo and he comes from Davao.
a. Simple b. Compound c. Complex d. Compound-Complex
5. My mother cooked dinner while I was doing my homework.
a. Simple b. Compound c. Complex d. Compound-Complex
6. While I was doing my homework, my father cooked the dinner and my mother
was asleep in front of the television.
a. Simple b. Compound c. Complex d. Compound-Complex
7. Do you want to go swimming tomorrow, or would you prefer to play
instruments?
a. Simple b. Compound c. Complex d. Compound-Complex
8. I’ve brought my umbrella with me in case it rains.
a. Simple b. Compound c. Complex d. Compound-Complex
9. I don’t know why he did that.
a. Simple b. Compound c. Complex d. Compound-Complex
10. My family came from Nueva Ecija when I was in grade 5, but I never learned
to speak Iloco well.
a. Simple b. Compound c. Complex d. Compound-Complex
11. I am so please that you can come to my party.
a. Simple b. Compound c. Complex d. Compound-Complex
12. He told me that he is returning to Manila next summer.
a. Simple b. Compound c. Complex d. Compound-Complex
13. I’ve not seen my mother since I came here.
a. Simple b. Compound c. Complex d. Compound-Complex
14. We are answering an English test when the bell rang yesterday.
Directions: Choose the letter of the correct answer.

93. a. Simple b. Compound c. Complex d. Compound-Complex
15. She walks every day, so she is fit.
a. Simple b. Compound c. Complex d. Compound-Complex
1. Identify the following sentence as simple, compound or complex: We can
wait here until Jane calls us.
a. Simple b. compound c. complex
2. Identify the following sentence as simple, compound or complex: Either
the car starts, or we will remain here all night.
a. Simple b. compound c. complex
3. Identify the following sentence as simple, compound or complex: A group
of my classmates studied the problem and solved it in a few minutes.
a. Simple b. compound c. complex
4. Identify the following sentence as simple, compound or complex: The old
car was in fairly good operating condition, but the condition of the body
was poor.
a. Simple b. compound c. complex
5. Identify the type of dependent clause in the following sentence: The small
streams that run through the areas are loaded with fish.
a. Adverb clause b. adjective clause c. noun clause
6. Identify the type of dependent clause in the following sentence: When
the lives begin to fall, we will harvest the last crops.
a. Adverb clause b. adjective clause c. noun clause
7. Identify the type of dependent clause in the following sentence: Your
sister said you haven’t sleep in two or three nights.
a. Adverb clause b. adjective clause c. noun clause
8. Identify the type of dependent clause in the following sentence: People
who have poor diets are likely to catch colds.
a. Adverb clause b. adjective clause c. noun clause
9. Identify the following sentence as simple or compound: The crew checked
the ship and prepared it for sea.
a. Simple b. compound
Directions: Choose the letter of the correct answer.

94. 10. Identify the following sentence as simple or compound: We must prepare
the youth, or they will lose.
a. Simple b. compound
_________1. Although few of the actors had experience, they performed quite well.
_________2. I want all of you to return to your seats now.
_________3. If ever her group agrees on the two new proposals, we shall consider them, and
we shall be willing to integrate them in our report.
_________4. Do not be discouraged by difficulties, which will occur from time to time.
_________5. Go to the library and meet Mrs. Sumaya at the entrance.
_________6. When I first read that magazine, I found it hard to understand.
_________7. Birds fly, but fishes swim.
_________8. Our group leader read the new proposal, and she agrees to it right away.
_________9. Our organization is happy about the outcome of the project.
_________10. My group members worked hard for the completion of our project.
Directions: Identify each of the following sentences. Write S if it is
simple sentence, C if it is compound sentence, CX if it is complex
and CCx if it is compound complex on the line.
Example: Joan is my best friend.
Answer: S (simple sentence)
Example: Joan used to be my neighbour, but she is not now.
Answer: C (compound sentence)

95. 1. The pupils and their parents will join the program. ____________
2. Please get my number and call me at home tonight.____________
3. I took the test but I did not pass._____________
4. We should always maintain our surrounding clean and green.___________
5. Mike went to the library to research for the answer._____________
6. The SARS infected children were confined at Lorma Medical Center in La
Union._____________
7. Which do you prefer, a sandwich or a pasta?_____________
8. Gary regularly waters his mango tree and it bears fruits. ___________
9. Mrs. Celso asked us to read the story and she told us to answer the
questions.______________
10. There was a loud cheer for the blue team. _____________
Directions: Write S if the given sentence is simple and C if
compound on the blank .

96. 1. The neighbourhood stores are very convenient because a variety of goods are
sold at low prices.
2. Price is the value of an article for sale that a retailer sets.
3. Mark-up refers to the margin or difference between the cost price and the
selling price of an item which is determined by a retailer.
4. After getting the cost price of materials, determine the profit or mark-up price
of an article for sale.
5. The store owner can still make some profit if he sells his good fast.
6. Selling contributes to the national economy because it helps in the wise use of
resources.
7. If you were assigned to sell lanterns made by your class, how much would you
price your merchandise?
8. When people are engaged in business, they are obliged to pay taxes to the
government.
9. Our country has abundant material resources which entrepreneurs
manufacture into marketable goods and services.
10. The manufacture of material into goods depends on the nature of the product
that the entrepreneur wants to offer to customers.
Directions: Underline the independent clause once and the
dependent clause twice in the following complex sentences.

97. 1. The human body is like the engine of a gear, thus it needs fuel to work.
2. The body needs food to make its parts run well.
3. If an essential nutrient is lacking in a person’s diet, he is likely to develop a
deficiency disease.
4. Body-building foods supply amino acids for growth and they repair body
tissues.
5. Energy-giving foods supply calories for the external activities of the body.
6. Regulating foods supply vitamins and minerals or they regulate body
processes.
7. The improvement of one’s nutrition can only take place after an
assessment of his nutritional status.
8. Nutrition and health are not the same because without good nutrition,
health cannot be at its best.
9. An adolescent’s food needs is greater than that of the adults.
10. Nutritious snacks are needed to make one healthy and look good to
others.
11. While studying, Kris watches TV, or he listens to music.
12. If you arrive on time, I promise that we will have more time for
interaction.
13. Our group chose to present a dance number, group 2 to have a skit, group
3 decided to have a dramatic monologue, while group 4 chose to present
a pantomime.
Directions: Label each sentence whether it is simple, compound or
complex.

99. 1. Buy the ingredients for the fettucini. Try to bake it yourself.
___________________________________________________________________________
__________________________
2. Paula was absent for two weeks. She easily caught up with the class.
___________________________________________________________________________
__________________________
3. Melly made a beautiful sculpture. Everyone appreciated it.
___________________________________________________________________________
__________________________
4. I woke up early. I got a perfect attendance in school.
___________________________________________________________________________
__________________________
5. The master has no pity in his heart. He is a tyrant.
___________________________________________________________________________
__________________________
6. Carlos got a very high mark in Mathematics. His father bought him a new
cellphone.
___________________________________________________________________________
__________________________
7. We really not know how the alphabet began. We may uncertain by saying that
this is probably how the people learned to write.
___________________________________________________________________________
__________________________
8. Naty wanted to go with her friends on a picnic. She knew she would have a grand
time.
___________________________________________________________________________
__________________________
9. It was bitingly cold outside. I did not bring a jacket.
___________________________________________________________________________
__________________________
10. I hear the church bells ringing. The mass is about to start.
Directions: Make each pair of sentences a compound sentence. Use
an appropriate connector.

100. ___________________________________________________________________________
__________________________
LESSON 3
SUBJECTAND VERB AGREEMENT
a. identify subject verb agreement;
b. choose the correct forms of the verb in the sentence; and
c. correct the sentences with the proper form of the verb.
LET’S DISCUSS!
In English, if the verb in the predicate is in the present tense, it agrees with the
subject in person and number.
RULES:
1. A singular subject takes a singular verb.
Example:
My certificate means a great deal to me.
certificate-subject (noun, singular)
means-verb (singular)

101. 2. A plural subject takes a plural verb.
Example:
The suggestions are commendable.
suggestions-subject (noun, plural)
are-verb (plural)
3. A compound subject (or a series of nouns) linked with AND requires a plural verb.
Example:
Inflation and unemployment increase the risk of global conflict.
Inflation and unemployment-compound subject (plural)
increase-verb (plural)
4. A compound subject takes a singular verb if the two nouns are (a)taken as one and (b)
are modified by each, every, many a.
Examples:
Rice and fish is my favourite dish.
Rice and fish-compound subject taken as one singular)
is-verb (singular)
Every mountain and hill is alive with the laughter of children.
Mountain and hill-compound subject taken as one because of the modifier every
is-verb (singular)
Many a man or woman is expected to be humane.
Man/woman- compound subject taken as one because of the modifier many a
is-verb (singular)
5. Compound subjects joined by correlatives (either-or, neither-nor, not only-but also,
both-and) require (a) a singular verbs if both subjects are singular and (b) a plural verb
if the both subjects are plural.
Examples:
Not only the ecologist but also the demographer is concerned with world problems.
Ecologist/demographer-compound subject both singular
not only-but also-connector
is-verb (singular)

102. Either the ecologists or the demographers are concerned with the world problems.
Ecologists/demographers both plural
either-or-connector
are concerned-plural
6. If the compound subjects differ in number, the verb agrees with the nearer subject.
Examples:
Neither the procedure nor the materials are wrong.
procedure (singular), materials (plural)-compound subject
materials-nearest subject (plural)
are-verb (plural)
Neither the materials nor the procedure is wrong.
Procedure (singular), materials (plural)-compound subject
Procedure-nearest subject (singular)
is-verb (singular)
7. If the compound subjects differ in person, recast the sentence in order to avoid an
awkward construction.
Example:
Wrong:
Either you or the computer is wrong.
You (second person); computer (third person)-compound subject
Reconstructed:
Either you are wrong or the computer is.
8. The verb after the expletives THERE or HERE agrees with the subject that follows them.
Examples:
There are factors that affect societal change.
There-expletive
are-verb (plural)
factors-subject (plural)

103. Here is the key.
Here-expletive
is-verb (singular)
key-subject (singular)
9. Intervening words introduced by AS WELL AS, TOGETHER WITH, ALONG WITH,OF THE,
ESPECIALLY, do not affect the number of the subject.
Examples:
One of the transferees has dropped.
One-subject (singular)
has dropped-verb (singular)
of the transferees-intervening words
The application letter along with the other important documents was submitted
for approval.
letter-subject (singular)
was submitted-verb (singular)
along with other important documents-intervening words
10. A NUMBER takes a plural verb; THE NUMBER takes a singular verb.
Examples:
A number of countries have considered their values in the face of changing
world conditions.
A number-subject
have considered (plural)-verb
The number of enrolees in the SHS has tremendously increased.
The number-subject
has increased-verb
11. Compound indefinite pronouns- NO ONE, ANYBODY, SOMEBODY, EVERYONE,
EVERYBODY, ANYTHING, SOMETHING-are followed by singular verbs.
Examples:
Something is missing in the test paper.
Something –subject
is missing- verb (singular)

104. Everyone is unique.
Everyone-subject
is-verb (singular)
12. Use singular pronouns with EITHER and NEITHER.
Examples:
Two fresh graduates applied for the vacant position. Neither was accepted.
Neither-subject
was accepted-verb (singular)
Two fresh graduates are applying for the vacant position. Either is very much
qualified.
Either-subject
is qualified-verb (singular)
13. Expressions of quantity, amount, distance, duration take singular verbs.
Examples:
Two hundred pesos is my allowance.
Two hundred pesos-subject (amount)
is-verb (singular)
Two hundred miles is a long way.
Two hundred miles-subject (distance)
is-verb (singular)
14. Collective noun has either a singular or a plural verb.
a. Singular if it is taken as a whole
b. Plural if it refers to the individual members
Examples:
The team leaves for IRAA for today.
Team-subject (taken as a whole)
is-verb (singular)
The team are going to separate ways once they are there.
Team-subject (referring to the individual members)
are-verb (plural)
15. The pronoun YOU always takes a plural verb whether it is used in the singular or plural.

105. Examples:
You (to a student) are a good leader.
You (to students) are good leaders.
You-subject
are-verb (plural)
16. The pronoun IT whether it is used as a pronoun or an expletive always takes a singular
verb.
Examples:
Pollution is a serious problem. It is affecting us so much.
It (referring to pollution)-subject
is-verb (singular)
It is useless to argue.
It-expletive
is-verb (singular)
to argue-subject
17. Fractions and expressions such as NONE, PART OF, HALF OF takeeither a singular or a
plural verb depending on the kind of a noun introduce by OF.
a) Singular if OF is followed by a mass noun.
b) Plural if OF is followed by a count noun
Examples:
Half of the milk is used for the salad.
Half-subject
is-verb (singular)
milk is a mass noun introduced by OF THE
Half of the books were donated by Mrs. Celso.
Half-subject
are-verb (singular)
books is a count noun introduced by OF.
One-fourth of the rice is consumed.

106. One-fourth-subject
is consumed-verb (singular)
rice is a mass noun introduce by OF.
One-fourth of the seminar participants are from BNHS.
One-fourth-subject
are-verb (plural)
participants is a count noun introduced by OF.
18. The indefinite pronouns ALL, and some take either a singular or a plural verb
depending on the kind of noun they stand for.
a) Singular if they stand for mass nouns
b) Plural if they stand for the count nouns
Examples:
All of the information is true.
All-subject (stands for information)
is-verb (singular)
All of the documents are valid.
All-subject (stands for documents)
are-verb (plural)
Some of the perfume is spilled.
Some-subject (stands for perfume)
is spilled-verb (singular)
Some of the bottles are broken.
Some-subject (stands of bottles)
are broken-verb (plural)
19. A positivesubject and not a negative subject agrees with the verb in number.
Examples:
The leader, not the followers, presides the meeting.
Leader-subject (positive; singular)
presides-verb (singular)
The followers, not the leader are present.

107. Followers-subject (positive; plural)
are-verb (plural)
20. NONE (No ONE) takes either a singular or a plural verb.
a) Singular if it is followed immediately by a verb.
b) Plural if it is followed by an of-phrase with a plural count noun
c) Plural if it is followed by an adjective understood as a noun
Examples:
None if exempted.
None-subject
is-verb (singular)
None of the members are exempted.
None-subject
are exempted-verb (plural)
members-noun of the phrase (count noun)
None but the brave have survived the crisis.
None-subject
have survived- verb (plural)
brave-following adjective understood as a noun

108. 1. Behind the door (stand, stands) ____________ a table with a flower.
2. Ten kilometres (is, are) _____________exhausting to jog.
3. Many a man (feels, feel)_______________ happy about the result of the beauty pageant.
4. A number of notorious politicians (was, were) _______________reprimanded.
5. The committee (has, have)_____________ made a good plan for the organization.
6. Antique pieces of furniture (is, are) __________sold in the auction.
7. Above the tall bamboo (appear, appears)_______________ the golden sun.
8. Ryan’s house (has, have) _____________just been back to its original place.
9. Chicken adobo and rice (is, are)_______________ my favourite meal.
10. Some of the sugar (was, were)_______________ spilled on the floor.
11. Half of the money (is, are)______________ yours.
12. Here (comes, come)______________ the bride.
13. A large number (is, are) ________________expected.
14. Either all the students or Cecile (is, are) ______________asked to answer the question.
15. Rain (helps, help) the crops and (clean, cleans) _______________the air.
16. Optometrists (prescribe, prescribes)____________ correctional spectacles.
17. Grade nine students (is, are) _____ required to deliver a declamation piece as a subject
requirement.
18. Either the doctors or the hospital director (find, finds)_____ way on how to improve the
hospital facilities.
19. The secretary and the treasurer of the clubs (is, are) ____ assigned to prepare the welcome
party.
20. Frozen avocado and milk (make, makes)________ a delicious and nutritious dessert.
21. Coffee and milk (start, starts)__________ my day.
22. The discipline of the policemen (is, are) _________deteriorating.
23. Neither the captain nor the seamen (doesn’t, don’t) ______know what to do in case of
emergency.
Directions: Choose the correct form of the verb in the
parentheses.

109. 24. Bread and butter (was, were)_____ among the commodities which (was, were) ___sent to
refugees.
1. The horse and the carriage ______________ (was, were) destroyed in the fire.
2. Neither of the brothers _______________ (is, are) clever.
3. To get money and not to work __________(seems, seem) unfair to me.
4. Rubber as well as tin_______________(is, are) imported from Malaysia.
5. The jury ________(has, have) made its decision.
6. Neither Jose nor Juan ______________ (lives, live) in Bacnotan.
7. For those who want to join the English club, there ______________ (is, are) the
theatre club, creative writing club and choir.
8. The meaning of “success” for many people _________________(is, are) making more
and more money.
9. The loss of a friend and a job _____________(was, were) the price Dennis had to pay
for his recklessness.
10. Fish ball and fried rice ______________(is, are) most popular at parties.
11. Your mail along with our cheque______________(has, have) reached me safely.
12. Beside the cottage ______________(stands, stand) a pine tree.
13. Both boys ______________ (takes, take) language and literature.
14. Our radio and television set ____________(is, are) getting old.
15. The food cooked by Gemma ____________(tastes, taste) delicious.
Directions: Complete each sentence with a correct verb from the
parentheses.

110. 1. People (has, have) different likes and dislikes.
2. Health (is, are) the greatest riches.
3. Appearance often (deceive, deceives).
4. Every man (make, makes) mistakes.
5. Cowards (die, dies) often.
6. Truth (lies, lie) at the bottom of a well.
7. Misery (love, loves) company.
8. Unpalatable advise (benefit, benefits) conduct.
9. Need (causes, cause) one to work hard and fulfil it.
10. Waste (make, makes) want.
11. A person who (has, have) a good memory (learn, learns) easily.
12. (Make, Makes) full use of what you possess.
13. Success (belong, belongs) to the persevering.
14. Those who (has, have) the will (is, are) never short of power.
15. Facts (are, is) stronger than arguments.
16. What one (does, do) not like, another (does, do).
17. All rivers (do, does) what they can for the sea.
18. Virtue and honesty (go, goes) hand in hand.
19. Skills (help, helps) us succeed.
20. Good looks (is, are) not lasting.
21. Noble deeds (are, is) the most lasting monuments.
Directions: Choose the correct form of the verb in parentheses.

111. 22. Never (does, do) things half way.
23. He who (teach, teaches), (learn, learns).
24. Misfortunes (come, comes) unexpectedly.
25. One’s words (reflect, reflects) one’s thinking.

112. (Train) 1. The basketball players _____ every Friday for the finals.
(be) 2. Walt Disney films _______ mostly watched by little children.
(attract) 3. The animals in the zoo _________ allot of attention.
(symbolize) 4. The ten plagues ____________ the power of God.
(ride) 5. The pupils ____________ a school bus in going to school everyday.
(dance)6. The children ___________ very lively to entertain their parents
during the convocation program.
(help) 7. The lay ministers __________ the priest during the Mass.
(offer) 8. The rich people ___________ alms to the poor.
(study) 9. In the library, the graduating students ______ for their final exams.
(be) 10. Nowadays, computers __________ very useful in every household.
(undergo) 11. The soldiers _________ comprehensive training.
(be) 12. The popular band __________ having a concert.
(play) 13. Michael, Ryan and Bert ___________ basketball.
(be) 14. The Boy Scouts __________ always ready to help.
(be) 15. The freshmen students __ rehearsing for the cheering competition.
(attend) 16. The journalists __________ the press conference yesterday.
(be) 17. The books on the shelf ________ very thick.
(honor)18. The Filipinos ___________ their loved ones during November.
(solicit)19. She ___________ her friend from Canada.
(upload) 20. I _____________ my photos in Facebook.
Directions: Write on the blank the correct form of the verb in the
parenthesis.

113. 1. The municipal officials and the policemen (help, helps) each other to lessen if not
totally eradicate crime.
2. Coke and Sprite (is, are) Coca-Cola products.
3. Coco and Martin (play, plays) billiards at the mall.
4. Courage and true greatness (is, are) God’s gifts from God.
5. The proud parents and active pupil participants (enjoy, enjoys) the show.
6. Pride and overconfidence (bring, brings) people to their own downfall.
7. Books and notebooks (is, are) important tools for learning.
8. The guitar and piano (is, are) ideal music instruments to play the major and
minor chords.
9. Compassion and competence (is, are) virtues taught in school.
10. Envy and jealousy (is, are) sin.
11. Honesty and integrity (make, makes) an ideal government official.
12. In the boardroom(meet, meets) the principal of the schooland the stockholders.
13. Gold and silver (is, are) essential metals.
14. My mom and my sister (visit, visits) their dentist regularly.
15. In the gymnasium (practice, practices) the grade 9 and grade 10 for their
promenade.
16. Active participation in class discussion and high score in the test (give, gives) you
good grade.
17. The principal and the departmenthead (attend, attends) a seminar on the Kto12.
18. The solicitor and the sponsor’s names (appear, appears) in the program.
19. Rosana and Rose (like, likes) browsing the internet.
20. The Supreme Student Government officers and class officers (join, joins) the
International Coastal Clean-up Drive.
Directions: Encircle the correct answer.

114. 1. A number of men (has left, have left) their jobs and joined the project SMILE.
2. In the seminar room (attend, attends) a number of participant on Children’s Congress
session.
3. The number of teachers in BNHS (is, are) approximately 105.
4. A number of supporters of Marcos (join, joins) the prayer rally at the Luneta Park.
5. The number of overseas Filipino workers who went back to the Philippines (is, are) not
yet confirmed.
6. A numberof innocent victims (was, were) killed after the encounter between soldiers and
some Abu Sayaff.
7. A number of women (was pulled, were pulled) out of their jobs after joining the protest.
8. The number of trees in the forest (is, are) diminishing.
9. The number of scouts that will join the camping (was increasing, were increasing) in
numbers as days passed by.
10. The number of congressional representatives (attend, attends) the meeting.
11. A number of men (was caught, were caught) stealing at the store.
12. The number of animals (was, were) bought from the pet shop.
13. A number of computer programmers (has left, have left) this building just right after the
web designing contest.
14. The number of employees in the company (is, are) demanding for salary increase.
15. The number of unregistered voters in the country (was, were) about 2, 000, 000.
16. A number of OFW in the Middle East countries (has, have) come back to the Philippines.
17. In Europe, the number of child abuse cases (is, are) very low.
18. A number of tourists (is, are) scared to go to Palawan.
19. A number of soldiers (was, were) killed during the encounter.
20. A number of contestants (was, were) staying in hotel.
Directions: Underline the verb that gives the correct answer.
Directions: Applying all the discussed rules in SVA, answer
the following exercises with the correct answers.

115. 1. Each of these eggs (has, have) been inspected.
2. Somebody (is, are) hacking into my computer files.
3. Nobody (has, have) emerged to claim the bag.
4. Everybody (is, are) required to meet the deadline.
5. Many a man (wish, wishes) that he had gone to college.
6. Several of the prisoners (has, have) acquired the dreaded disease.
7. Each computer and printer (was, were) hidden.
8. A few (was, were) supporting us.
9. (Are, Is) there any water flowing in the faucet?
10. All of my friends (is, are) gone.
11. Some (was, were) not interested.
12. We needed a volunteer but none (was, were) willing.
13. All of my gasoline (is, are) gone.
14. Mathematics (are, is) a very challenging subject.
15. The news regarding 2016 elections (are, is) boring.
16. A pair of scissors (are, is) all I need.
17. A number of doctors (is, are) waiting for you.
18. Ham and Egg (is, are) opposing the cementing of this road.
19. The community (is, are) opposing the cementing of this road.
20. Shiela (does, do) not want to go to school today.

116. 1. Some (thinks, think) more logically than others.
2. Students graduating with flying colors (earns, earn) good salaries.
3. People have many characteristics in common, but many (does, do) things
differently.
4. To be happy, a person first (accepts, accept) himself.
5. After accepting himself as he is, he (tries, try) to improve.
6. Preparation for college (requires, require) much planning.
7. Most students, however, (knows, know) that they must study some of the time.
8. My brother, not my sisters, (is, are) in college.
9. Their most difficult task (is, are) English.
10. There (is, are) many ways to study.
11. Every one of these men (plays, play) guitar.
12. Neither Martin nor Marta (is, are) promoted to grade 7.
13. There (was, were) several reasons for his failure.
14. Neither wealth nor fame (brings, bring) happiness to me.
15. A dictionary and an atlas ( belongs, belong) in the BNHS library.
16. The committee (works, work) hard for the foundation celebration.
17. Philippines (is, are) a progressive country in Asia.
18. Mary An and her parents (visit, visits) each other often.
19. Here (comes, come) the brides and grooms.
20. A magazine and a book (was, were) on the table.
Directions: Circle the correct verb choice in the following
sentences.

117. 1. Bread and butter (is, are) my favourite breakfast.
2. My mother and mentor (help, helps) me in my problems.
3. My best friend and classmate (walk, walks) with me to school.
4. Ham and cheese (is, are) a popular sandwich.
5. The new captain and manager (is, are) in our class.
6. Jack and Poy (is, are) a Filipino game.
7. Room and board (cost, costs) P 6, 500 a month.
8. Crab and corn soup (is, are) my favourite kind of soup.
9. The president and commander-in-chief (is, are) a good leader.
10. Our teacher and adviser (teach, teaches) reading and penmanship.
1. (be) The president and chief executive _____ an honest fellow.
2. (give) The general manager and president ______ free board and
lodging for all employees of the company.
3. (love) The responsible mother and wife _______ her children and
husband.
4. (go) The owner and manager of this shop_________out for a trip.
5. (be) Peaches and cream _______ a nice dessert.
6. (be) The cathedral and monastery _________ built during the 15th
century.
7. (contain) The natural site and park ________ancient rock formation
and landscape.
8. (be) The architect and designer of that house _________ featured
in KMJS.
9. (implement)The owner and CEO of the company ______________ an
Directions: Circle the correct form of the verb.
Directions: Write on the blank the correct form of the verb in the
parenthesis.

118. across the board wage increase for all employees.
10. (be) Pancake and syrup ___________ served for breakfast.

119. 1. (protect)The army __________ the people and the country from invaders.
2. (study)The class ____________ their lessons in English very seriously.
3. (play)The band ___________ their musical instruments daily.
4. (live)The old couple _______ in shanties.
5. (go)A crowd _________ wild each time a touchdown score.
6. (complete)The commission ____________ a new constitution.
7. (take)The audience ______________ their seats.
8. (win)Our team always _________ in the competition.
9. (decide)The board ___________ on the issue about pornographic materials.
10. (attend)The family __________ a Mass every Sunday.
1. You (come, comes) to school very early, Brian.
2. (Was, Were) you happy when you won the award?
3. I (enjoy, enjoys) the field trip so much.
4. (Is, Are) you excused from your class?
5. Where (was, were) you, Carlos, when the incident happened?
6. I (consult, consults) the dictionary every time I (encounter, encounters) a very
difficult word.
7. You (is, are) the most generous person in the world, indeed!
8. I (love, loves) my family and my neighbour.
9. I (donate, donates) clothes and canned goods to the orphan.
Directions: Write on the blank the correct form of the verb
in the parenthesis.
Directions: Underline the correct verb and circle the subject.

120. 10. You (open, opens) your book.
LESSON 4
TENSES OF VERBS
a. Define verbs and identify the tenses of the verbs;
b. Choose the correct tense of the verb in the sentence; and
c. Correct and revise the sentence with the correct tense of the verb.
LET’SDISCUSS!
VERB
Verb is an action word. A verb plays an essential role in written and spoken English.
Without it, the thought expressed in a sentence is incomplete and unclear because a verb
expresses the state of being, condition, or action of a subject. It tells what is happening to a
subject.
1. Verbs are action words
Examples:
dance interpret receive
work locate utilize
smell eat jog
gather collect teach
write enter affirm
explore pass love
2. Verbs denote condition or state of being.
Examples:
am is are
was were will be/shall be
become grow remain

121. stay seem
3. Verbs are marked by derivational suffixes.
Examples:
ify-solidify
fy-unify
en-stiffen
ise-supervise
ate-activate
Verbs can be classified according to form.
1. Regular verb forms its past and past participle by adding D/ED to its present form.
Present Past PastParticiple
Call Called Called
Increase increased increased
2. Irregular verb form its past and past participle by a change in its spelling.
Present Past PastParticiple
Break Broke broken
Take Took Taken
Catch Caught Caught
NB: Some irregular verbs maintain their spellings in all forms
Present Past PastParticiple
Hit Hit Hit
Put Put Put
Verbs can be also classified according to meaning.
1. Transitive verb needs an object (direct object) to complete its meaning.
Examples:

122. call the students submit the reports
TV D.O TV D.O
tell them gather the facts
TV D.O TV D.O
2. Intransitive verb does not need a direct object to complete its meaning.
Examples:
go move stand
3. Linking verb links the subject and the predicate
am
is
are
was
were
will be/shall be
Examples:
Ryan is busy.
S LV P
The class remains silent.
S LV P
4. Helping verb/Auxiliary verb helps the main verb to stand in order to make the
sentence complete and meaningful.
Examples:
An auxiliary verb ‘be’.
The boy is washing a car.
An auxiliary verb ‘have’.
All our staff have worked hard.

123. TENSES OF VERBS
Tense denotes the time of action.
A. Simple Tenses
a.1. Present
a.2. Past
a.3. Future
SIMPLE TENSES
A. PRESENT TENSE
Present tense indicates that the action is being carried out at the moment. It can
work with the present time adverbs, NOW and TODAY.
When we talk about the present tense, we generally mean the expression of one of the
following:
1. What is true at this moment
Examples:
The library is now open.
We enjoy English lesson.
2. Something that is done regularly.
Examples:
Joel visits her parents every Sunday.
They meet once a week.
3. Something that is always true.
Examples:
Sugar is sweet
The sun rises at the east.
Experience is the best teacher.
Forms of Present Tense
a. Ordinary Form
Verbs with ES/S ending are SINGULAR.
Verbs without ES/S ending are PLURAL.

124. Examples:
Singular Plural
dances dance
leads lead
criticizes criticize
b. Emphatic Form
do/does + ordinary form (plural)
Examples:
do supervise/does supervise
do answer/does answer
c. Progressive form
am/is/are + ing-verb
Examples:
am doing/is answering/are writing
d. Passive form
am/is/are + verb in the past participle
SAMPLE SENTENCES:
Ordinary: The students answer the examination.
Emphatic: The students do answer the examination.
Progressive: The students are answering the examination.
Passive: The examination is answered by the students.
The examination is being answered by the students.
B. PAST TENSE
This tense of the verb is used to indicate that the action took place at some previous time. It
can work with the following time adverbs: YESTERDAY, LAST MONTH, A WHILE AGO, etc.
Forms of the Past Tense
a. Ordinary Form
Verbs with ED/D endings (regular verbs)
Verbs with some vowel changes (irregular verbs)
Examples:
Regular Irregular
washed heard

125. delivered broke
helped chose
b. Emphatic Form
did + ordinary form of the verb (present, plural)
Examples:
did come did hear
did help did recognize
c. Used to Form
used to + ordinary form of the verb (present, plural)
Examples:
used to watch
use to play
used to sleep
d. Progressive Form
was/were + ing verb
Examples:
was talking/ were partying
was writing/ were singing
e. Passive form
Was/were + verb in the past participle
Examples:
was reported/ were casted
was presided/ were finished
SAMPLE SENTENCES:
Ordinary: The students followed the rules.
Emphatic: The students did follow the rules.
Progressive: The students were following the rules.
Used-to-Form: The students used to follow the rules.
Passive Form: The rules were followed by the students.
The rules were being followed by the students.

126. C. FUTURE TENSE
This tense of the verb is mainly used to express the speaker’s opinion and
assumption of the future. It is formed with the auxiliary verb “SHALL/WILL + the principal
verb”.
It can also work with the following adverbs of time like TOMORROW, SOON,
LATER, NEXT WEEK, etc.
Forms of Future Tense
a. Ordinary Form
will/shall + ordinary form of the verb (present, plural)
Examples:
will pass/ shall reply
will buy/ shall decide
b. Progressive Form
will be/shall be + ing verb
Examples:
will be rendering/ shall be signing
will be conducting/ shall be working
c. Going-to Form
am/is/are going to + ordinary form of the verb (present, plural)
Examples:
am going to attend
is going to buy
are going to vote
d. Passive Form
will be/shall be + verb in the past participle form
Examples:
Shall be written/ will be received
SAMPLE SENTENCES:

127. Ordinary: The teacher will prepare the test questions.
Progressive: The teacher will be preparing the test questions.
Going-to Form: The teacher is going to prepare the test questions.
Passive form: The test questions will be prepared by the teachers.
_____________1. The national president of Liga ng mga Barangay hails from our town.
_____________2. As a man with very strong character, he was able to get into the National
scene at a young age.
_____________3. His remarkable achievement proved that he is not just another pretty face
on the block but a man of great drive.
_____________4. He worked hard in the distribution of ambulance throughout the
archipelago.
______________5. He hosts the program “I-Barangay Mo” a nationwide TV program on
Channel 13.
_____________6. The Filipino viewers find the program informative and entertaining.
_____________7. The production staff spends tremendous effort to make the program
comprehensive and truly educational.
Directions: Circle the main verb in the following sentences. Identify
whether it is a regular or irregular verb. Write your answer on the
blank.

128. ______________8. A section merits the heroism manifested by some of our countrymen
especially of government officials.
______________9. Many viewers text him with the simplest to the most complex
community problem.
_____________10. He then gives them authentic and intelligent advice.
________________ 1. The boy studies his lesson every day.
_________________2. The students compute for the average of the given set of
numbers.
_________________3. My friend called me up last night.
_________________4. He spoke to me very kindly.
_________________5. The freshman girls bake a cake during their T.L.E class.
_________________6. The teacher checks the ID’s and nametags of the students.
_________________7. The choir sings very lively in the mass.
_________________8. Please maintain the cleanliness and orderliness of the
classroom.
_________________9. Turn off the lights when not in use.
Directions: Write R if the underlined verb is a regular verb and
write IR if the underlined verb is an irregular verb.

129. _________________10. The principal inspects classes regularly.
_________________11. I got my report card from the secretary of the principal.
_________________12. In the contest, Marianne won a trophy.
_________________13. We pray the rosary in the class every day.
_________________14. Ronavie shares her food to her friend, Cathrina.
________________15. The people in that village voted very wisely during the 2016
National and Local election.
1. The postman (deliver, delivers) the mail.
2. While in the field (come, comes) the storm so I reached for my raincoat.
3. God’s grace (work, works) in several ways.
4. At this time, the teachers (gather, gathers) in front of the school ground.
5. His wife, Aunt Lanie, (attend, attends) the party.
6. An agreeable person ( make, makes) many friends.
7. Mother (go, goes) to market to buy fruits.
8. During spring time, wild flowers ( cover, covers) that mountain.
9. The employees (demand, demands) a salary increase.
10. The students (bring, brings) with them their rosary and bible
Directions: Underline the correct simple present tense of the
verb in each sentence.

130. ________________ 1.John(visit) the chapel every morning.
__________________ 2. The parents (meet) with the principal of the schooltoday.
__________________ 3. Ruel (pay) hisdebts ontime.
__________________ 4. The examiners (claim) the results of their test.
__________________ 5. (Be) your brotherandyour sister in the showbusiness?
__________________ 6. Jose (believe) in superstitions.
__________________ 7. Ryanand Naty (walk) toschool together.
__________________ 8. The Catholic (hear) massevery Sunday.
__________________ 9. These bottles (contain) harmfulchemicals.
__________________ 10. The membersof the club (prepare) a dance numberfor the launching
program.
__________________ 11. The baby’ssmile(make) his lola’sday cheerful.
__________________ 12. Karen(give) her friends a goodandpleasant time.
__________________ 13. Sally (go) to the guidance office every afternoon.
__________________ 14. JamesandReed (play) Chinese checkers every weekend.
Directions: Write on the blank the correct form of the verb
inside the parenthesis.

131. __________________ 15. LUELCOand PLDT (be ) large companies.
__________________ 16. The researcher (make) outstandingcontributionstothecause of
environmentalprotection.
__________________ 17. The flowers in the garden (create) a lovely and sweet atmosphere.
__________________ 18. Life spentin the service of one’scountry (be) a worthy one.
__________________ 19. The citizens (show) an intense loyalty towardsa strongleader.
___________________ 20. The preschool class usually (go) on shorttrips, too.
___________1. The principal, together with the teachers, (hold) an educational tour last
year.
___________ 2. They (went) to different historical and commercial landmark in Luzon.
___________3. Mayor Fontanilla (welcome) them with a sumptuous dinner.
___________4. They (are) fascinated by Dr. Bautista’s intervention program which can
make them good readers.
___________5. Mayor Lopez (take) pride in introducing them the city’s new projects
such as Wack-Wack Condominium.
___________6. The mayor of San Fernando City (treat) them to his mansion-like
residence.
___________7. The Flower Festival in Baguio City (introduce) the delegates to a wide
array imported and local orchids.
___________8. President Benigno Aquino himself (cut) the ceremonial ribbon.
____________9. They (have) a good time taking pictures of Baguio’s finest places like the
Burnham Park.
___________10. The delegates (can) not but admire the smart
Directions: Give the past form of the verb in the
parenthesis. Write your answer on the blank.

132. ___________11. PMAers who (march) with precision.
___________12. Baguio City and our municipality (begin) their own project with the
exchange of symbolic keys.
___________13. Believing in the miraculous power of the Lady of Manaoag’s spring,
they (queue) to have at least a bottle of the miraculous water.
___________14. Devotees of the Lady of Manaoag (hope) that the Lady would grant
their petitions.
___________15. The educational tour (dub) as the Lakbay Aral
___________16. 2015 sponsored by the LGU Bacnotan.
___________ 17. The expenses (rumor) to have reached P 125, 000 and
_________ __18. (become) a controversial issue among the townspeoples.
___________ 19. However, they later (realize) its worth
____________20. when some of the projects (conceive) from the tour were launched in
the municipality.
1. Yesterday, the stray dog_____________ (bite) the man who was just passing by.
2. The team ______________(fight) confidently against the other school.
3. The philanthropist ______________ (choose) not to reveal his true identity.
4. Dad _____________(drive) me to school this morning.
5. John’s gift to Rey ________________ (cost) him nothing.
6. Before going to bed last night, Kyle ____________(drink) a glass of milk.
7. The teacher ____________(deal) with her uncooperative students objectively.
8. James _______________ (draw) the portrait of his mom beautifully.
9. Nadine ________________(enumerate) and _______________(explain) the
different tenses of verbs well.
Directions: Complete the sentences below by forming the past
tense of the verb in the parenthesis.

133. 10. Ric _______________ (apply) his knowledge on computers when his own PC
___________(do) not work.
11. Did you see that dog _________________(dig) the hole in that pot?
12. The troop ______________________(quit) the game.
13. My grandfather ___________________(forget) his eye glasses on the dresser.
14. During the party, I am __________________(mistake) by Shiela as her sister.
15. The crowd __________________ freeze upon seeing a man with a gun.
16. The president __________________(lead) the class in the mass.
17. The architech ________________(hide) his plan in his safe deposite box.
18. Garry and his friends ________________( kneel) reverently during consecration.
19. Each clip __________________(hold) the paper in its place.
20. Citiland __________________(build) three condominium in Pasig City.
1. The State of the Nation Address ______________(happen) sometime in July
next year.
2. The whole family ___________________(watch) the concert of ALDUB at the
Araneta Coliseum.
3. The principal ____________________(induct) the newly elected class and club
officers right after the flag ceremony.
4. My uncle ________________(run) this coming barangay election.
Directions: Write on the blank the future tense of the verb in
the parenthesis to complete the following sentences.

134. 5. The graduating students _________________(practice) their song right after
their math subject in the afternoon.
6. The Manilenos ________________(celebrate) the “Araw ng Maynila” in June
next year.
7. I _____________(copy) the notes during my free time.
8. We ______________(attend) the wedding of my aunt in Ilocos Sur on
Wednesday.
9. Jennybeth _________________(barrow) my travelling bag for the outing next
month.
10. The Cortez family ________________(hear) Mass at the St. Michael the
Archangel Parish on Friday.
1. The tour guide will give us an orientation about the field trip next week.
2. The businessman will deliver the goods in the house late tomorrow afternoon.
3. I will take a bath after playing basketball.
4. The program will begin in just a few minutes.
5. The top student will think about the solution to the problem.
6. The heavier and thicker book will fall after a while.
Directions: Box the verb in the future tense.

135. 7. Louella will ride the MRT when she goes home this after.
8. The students will wear their P.E shorts during the foundation Day on Monday.
9. My friends and I will go to the mall on weekend.
10. Roy will write his excuse letter tonight.
1. The class went to the museum yesterday.
2. Kevin studies his lessons every day.
3. Kian drew a picture of his favourite cartoon character.
Present Past Past Participle Forms
1.
2. lose
3.
4. hear
5.
6.
sang
captivated
spread
seized
Directions: In each of the following items, give the other two forms
of the verb. Indicate with “R” for Regular verbs and “IR” for
Irregular verbs.
Directions: Rewrite the given sentences to show future tense.
Make the necessary changes including the time signal.

136. 7. compete
8. grow
9.
10.
11. tear
12.
13.
14. shut
15. cast
16. shake
17.
18.
19. beat
20.
spent
stood
drank
took
suspended
fallen
accused
cut travels sail shine knits like come eat
Directions: Fill in of the blanks with a suitable verb from the list.
Use each word ONCE.

137. 1. Cow ____________ grass.
2. Mother ____________to the market once a week.
3. They often ________ all the way here to buy.
4. We _______________ on Mcdo drive.
5. Do you ___________ this food?
6. Bats cannot ______________very well.
7. Ana __________ with a pair of needles.
8. The goose often ______________ in the pond.
9. Stars ______________brightly at night.
10.Does the bus ____________ at this station?
11.Do the fishermen _________________ in that fishing boat every day?
12.Sparrow _______________nests for themselves.
13.She always __________________ by air.
14.Does your brother _________________ in the morning?
15.How often do you __________________ your hair?
THE PRESENT PERFECT TENSE
stop shave goes live make swims see

138. The present perfect tense is expressed by using has or have plus the past participle for
of the verb.
have frozen has stolen have stated has brought
have taken has awaken have grown has lost
USES:
a. To denote an action which happened at some indefinite time in the past
I have taken the course.
She has seen the movie several times.
b. To denote an action which started in the past and is still continuing up to the
present time.
Mrs. Valdez has taught in BNHS since 1985.
Jose Enrico has maintained his rank in the honor roll since grade seven.

139. 1. The Filipinos (demonstrated, have demonstrated) the first People Power in
1986.
2. I (saw, have seen) the movie several times.
3. The Lopez family (left, has left) for London last year.
4. Marianne (returned, has returned) to the Philippines for good.
5. Their adviser (announced, has announced) the list of candidates for
graduation.
6. Joan (graduated, has graduated) from DMMMSU in 1992.
7. The principal (has given, gave) them an ultimatum.
8. Many government officials (showed, have shown) their support to the new
president.
9. The installation to office of the president (was, has been) held last January
22.
10. The Mario brothers (attended, have attended) an acting workshop last
summer.
Directions: Underline the correct verb (simple past tense or
present perfect tense.

140. PAST PERFECT TENSE
The past perfect tense is expressed by using had plus past participle form of the
verb.
had given had driven had drawn had taught
It is used to express an action which happened before another past action.
We had arrived at the station before the train left.
The train left after we had arrived at the station.

141. 1. The lady asked her to pay for the necklace which she _________________
(lose)
2. When I arrived at the port, the ship __________________(leave)
3. The firemen _________________(put out) the fire before the chief
arrived.
4. The Filipinos __________________(honor) a culture of their own before
the Spaniards arrived.
5. The lady who ________________(win) the contest received the prize.
6. The newscaster __________________(broadcast) the news before Martin
came.
7. Father _______________(scold) me before my sister related the whole
truth.
8. The guest speaker arrived after the band _______________(play) the
National Anthem.
9. I had seen him before he ________________(leave) for Manila.
10. The coach talked to the disappointed athletes before they
__________(enter) the building.
Directions: Fill in the blank with the past perfect tense of the
verb indicated in the parenthesis.

142. LESSON 5
VOICES OF VERBS
a. Define active voice and passive voice;
b. Use the passive and active voice meaningfully in varied context;
and
c. Transform active voice into passive voice and vice versa
LET’SDISCUSS!
In a sentence in the active voice, the subject is the doer or the performer of the action
and the direct object is the receiver of the action. In a sentence in the passive voice, the
subject is the receiver of the action.
Examples:
Active voice: Ella eats the cake.
Passive voice: The cake is eaten by Ella.
Active voice: Ella ate the cake.
Passive voice: The cake was eaten by Ella.
Active voice: Ella will eat the cake.

143. Passive voice: The cake will be eaten by Ella.
1. (eat) At this moment, the food on the table ___________ by my
friends.
2. (read) I _______ the book several times.
3. (answer) Before my father arrived, the assignments ____________ by
me.
4. (cook) When the telephone rang, dinner _____________by my mom.
5. (rob) The robbers _____________ the pawnshop last week.
6. (do) Right now, my homework _____________ by me.
7. (take) By Tuesday, the high school entrance examination
___________ by the graduating class.
8. (play) In the field, football _______________ by the Magiting class.
9. (attend) For three years, the leadership training ________________ by
our class and club officers.
10. (arrange) Skits for the program _____________ by our teachers and
school administrators.
Directions: Write on the blank the correct form of the verb inside
the parenthesis to show active and passive voices.

144. 1. _________The captain hoisted the sails.
2. _________ The sails were hoisted by the pirate.
3. _________ The bat gulped the moth.
4. _________ The moth was gulped by the bat.
5. _________ The plane was flown by the pilot.
6. _________ The pilot flew the plane.
7. _________ A huge pot of spaghetti was cooked by the chef.
8. _________ The chef cooked a huge pot of spaghetti.
9. _________ The poodle chased the squirrel.
10. _________ The squirrel was chased by the poodle.
Directions: Write AV if the sentence is in active voice and write
PV if the sentence in in the passive voice.

145. 1. John recited the “Panatang Makabayan” during the flag ceremony.
2. The victims of Yolanda were given food by the citizens of Manila.
3. President Ferdinand Marcos declared Martial Law in 1972.
4. Trees in La Mesa Dam were cut by illegal loggers.
5. God will save humankind from sin.
6. Before father arrived, the television had been turned on by me.
7. My friends and I watched “Harry Potter” at the CSI Cinema yesterday.
8. My first test papers were fastened in my folder by my grandmother.
9. In the garden, our gardener watered all the plants and flowers.
10. The dead body is being examined by police experts right now.
Directions: Rewrite the sentences by changing the verbs from
active to passive voice or vice-versa.

146. 1. His mother bought the new cap.
___________________________________________________________
2. The carpenter made the furniture.
___________________________________________________________
3. The horse knocked down the lamp-post.
___________________________________________________________
4. Mr. Cortez teaches the subject.
___________________________________________________________
5. An experience reporter wrote that special article.
___________________________________________________________
6. A thief has stolen the jewels.
___________________________________________________________
7. The manager himself answered the phone call.
___________________________________________________________
8. Weeds often choke flowers in the garden.
___________________________________________________________
9. Our team will win the tournament.
___________________________________________________________
10. A truck damaged his small car.
Directions: In each of the following sentences, change the
active voice to passive voice.

147. ___________________________________________________________
LESSON 6
CONJUNCTIONS
a. Define conjunctions;
b. Identify the different uses of conjunctions; and
c. Connect sentences using conjunctions.
CONJUNCTION
LET’S DISCUSS!
Conjunctions are words that are used to connect words, phrases, clauses and
sentences.
Examples:
Rice and fish- words
Neither in the school nor market-phrases
I was busy when you came- clauses
There are three kinds of conjunctions: the coordinating, correlative and subordinating
conjunctions.
COORDINATING CONJUNCTIONS
There are seven coordinating conjunctions in the English language. These are: for,
and, nor, but, or, yet, and so. In short FANBOYS to easily remember these conjunctions.

148. For- is a conjuction used to indicate the reason why something happened.
Examples:
Naty loves to go to the hills, for she likes to watch the children who fly
kites.
James went to bed early, for he was not feeling well.
Rhian left, for it was late.
And- is a conjunction used to indicate connection or addition within the same class or
type.
Examples:
Last summer, Martin took up voice lessons and joined the church choir.
Martin is now good in singing and in playing instruments.
Nor- is a coordinating conjunction that is used to support a negative statement.
Examples:
Mark is healthy because he does not smoke nor does he drink liquor.
(Mark avoids smoking and drinking)
The audience can hardly see the performers, nor can they hear them well.
(The audience cannot see and they cannot hear the performers well.)
But- is a conjunction that is used to indicate contrasting idea in the sentence.
Examples:
The house is beautiful, but it is rather small.
We went to the museum, but it was already closed.
The pair of shoes is not durable, but I like them.
Or- is a coordinating conjunction that is used to indicate a choice, a possibility, or a
refinement of the idea/s presented earlier in the sentence.
Examples:
Marie will have to do part-time work, or she will have to quit schooling.
He either missed the 8 o’clock train, or he just decided not to join the trip anymore.
We can stop working and go on our separate ways, or we can put our
efforts together and rebuild our dreams as a team.

149. Yet- is a conjunction that is used in the same way as the conjunction but. It is used to
express contrast. It can be used to take the place of the word nevertheless or even.
Examples:
That piece of jewelry looks simpler than the one I bought, yet it is more expensive.
Maggies’s gown is plain and simple yet elegant.
So- is a coordinating conjunction that is used to indicate a consequence or result. It
can be used to replace the word “therefore”.
Examples:
The rain fell suddenly, so I was forced to buy an umbrella.
Anton decided to live on his own, so he tried to learn how to cook his own food.

150. Column A Column B
1. Dexter is good in athletics a. and you will win the trust of others.
2. Be truthful in whatever you do b. but it is not at all which is
important.
3. Life might not always be successful c. but it should still be practiced.
4. You might be able to buy all you d. or you will end up a beggar.
need and want e. and show interest in what
others say.
5. Using “po” and “opo” is an old custom f. and you will receive the respect, too.
6. Live according to your income g. but it always has its brighter side.
7. Be a good listener h. but he is academically weak.
8. Show concern and respect for othersi. or you will be tagged as ungrateful.
9. You better respect your parents j. and we should love them.
10. Parents are the best possessions k. or you will end up loser.
Directions: Connect the clauses in column A with the
clauses/phrases in column B to form sensible sentences. Write
the letters only.

151. we have
1. Is Johnny just pretending _____________ is he really sick?
2. Carl did not voice out his opinion ______________ he did intend to do so.
3. We can travel by sea trip __________________traveling by plane is more
convenient.
4. A cellphone used to be a luxury _______________ today it is necessary.
5. I was interested in the lecture ________________I listened carefully.
6. I know it is cold in Sagada _________________I brought my coat with me.
7. Irene is quite pretty _______________seems to be very aloof.
8. I usually make the bed __________________ my sister prepares breakfast.
9. Cecilia is very young _________________ very innocent.
10. Do you intend to join us _________________ do you intend to stay home all
day?
Directions: Supply the coordinating conjunction (and, but, or,
nor, too, and so) that best completes each sentence.

152. 1. The test was very easy _______________ the time it is not enough.
2. Solving math problems ________________ memorizing facts in Araling
Panlipunan challenge me a lot in my studies.
3. The World Trade Center bombing became a great threat to the Americans
_________ to the whole world.
4. Liezel __________ Mayet will join the trip tomorrow.
5. Rico had no points ______________ he assists in their last game.
6. James Yap was awrded the Most Valuable Player ____________ was
included in the international conference all-star team.
7. The residents ________________ the business owners hold a protest
against those abusive investors.
8. The most intelligent boy in class forgot to review for the exam
______________ he still got a perfect score.
9. Which should be given more importance for our country to move forward,
discipline ____________ strict implementation of laws.
10. Dale _________ Aldrin can represent our class.
Directions: Fill in the blanks with (and, yet, but, nor, or) to
complete each sentence.

153. Directions: Fill in each blank with a suitable conjunction.
Sometimes, more than one conjunction can be used.
1. _________________ I hear something. I will tell you.
2. John is___________ honest _________ kind-hearted.
3. It is late _________________we had better hurry.
4. The whole distance is six _________________ seven miles.
5. This piece of land is almost as inhabitable _______________it
was years ago.
6. ______________ he refused to join, I decided to go myself.
7. The speaker is so small ________________ you can hardly
see him from the back.
8. Both novel ________________ the show are popular.
9. _________________ he is stout, he is quite weak.
10. This word may be used _________ as a noun ____________
as a verb.
11. Tom was angry ___________ he listened to me patiently.
12. He took the food eagerly _______________ he had eaten
nothing since dawn.
13. When you graduate, you can ____________ get a job
________ go for further studies.
14. A vegetarian can eat ________ meat ____________fish.
15. Someone knocked on the door _____________ she was
eating.

154. 1. My teacher, Mrs. Cruz, has a severe cold, _________ she has to stay
in the clinic.
2. Mrs. Cruz tries to stay out of bed _________ she is feeling too weak.
3. We have bought her a bottle of cough syrup, _________ we have
given her fruits.
4. Ms. San Juan comes early, _________she will substitute for Mrs.
Cruz.
5. The doctor advises Mrs. Cruz that she should not stress herself too
much, ______ should she miss on her medicines.
6. We want to hear from Mrs. Cruz soon, ________ we will know if she
needs to rest.
7. The principal says we can meet for our project, __________ we can
just prepare for the history week.
8. Andew is absent, ___________ he is sick too.
9. There has been so much rain lately, _________ people develop fever
easily.
10. Even the band fest was reset to another date, ______ the
participants failed to practice regularly.
11. A new date for the performance will be set soon, __________ it will
certainly be on Sunday.
12. Those who have bought the ticket may return the tickets, _________
they may just wait for the new schedule.
13. The student council members do not like the show, ____________
do they like to change the concept of the show.
14. Hopefully, the weather will improve soon, __________ everybody
will accomplish all their plans.
15. Climate change is a real problem, _____________ it demands real
actions from the people.
but or yet so for nor and
Directions: Read each sentence carefully. Write on the line
the corresponding conjunction that will make each sentence
correct.

155. KeyAnswers
Lesson I-KINDS OF SENTENCE ACCORDING TO USE
Activity 1.A
1. Declarative
2. Imperative
3. Declarative
4. Interrogative
5. Imperative
6. Interrogative
7. Exclamatory
8. Declarative
9. Exclamatory
10. Declarative
Activity 1. B
Answers may vary
Activity 2
1. A
2. B
3. D
4. D
5. A
6. C
7. B
8. C
9. A
10. D
Activity 3
1. Interrogative ?
2. Imperative .
3. Exclamatory !
4. Declarative .
5. Interrogative ?
6. Imperative .
7. Imperative .
8. Interrogative ?
9. Imperative .
10. Declarative .
11. Interrogative ?
12. Imperative .
13. Declarative .
14. Imperative .
15. Declarative .
Activity 4
1. Who gavePeter a good book last week?
What did Peter giveyou last week?
When did Peter giveyou a good book?
2. Who asked David to answer thequestion?
Whom did Mary ask to answer a question?
What did Mary ask David to do?
3. Who crossed theriver by boat this morning?
How did thefisherman cross theriver this morning?
When did thefisherman cross theriver?
4. Who has driven 50 miles in an hour?
How many miles has Henry driven in an hour?
How long did it takeHenry to drive50 miles?
5. What did they do last Monday?
Wheredid they swim last Monday?
When did they swim in thelake?
Activity 5
1. Do all roads lead to Tarlac?
2. Has Lorna been therebefore?
3. How did they enjoy theactivity in English?
4. When does Mrs. Oreiro go shopping?
5. Did Mang Boy paint thewallyesterday?
6. Can wesend Romy a letter or givehim a phonecall?
7. Sam agreed to help us, didn’t he?
8. Helen did not want to join us, did she?
9. May I start finding a job or go abroad for further studies?
10. Did somepeoplework mainly for thesakeof money?
Activity 6
1. Won’t she
2. Has he
3. Isn’t she
4. Can’t I
5. Arethey
6. Didn’t I
7. Does he
8. Was it
9. Don’t we
10. Mustn’t you
Activity 7
1. Will she?
2. Is he?
3. Don’t you?
4. Didn’t he?
5. Haveyou?
6. Can’t you?
7. Could we?
8. Do I?
9. Isn’t it?
10. Havewe?
11. Haven’t they?
12. Won’t he?
13. Aren’t they?
14. Do you?
15. Can he?
Activity 8
1. Bea hardworking boy.
2. Don’t play therestudents.
3. Do not wasteyour timechildren.
4. Dea diligent student Brian.
5. Tell him allabout it, Dominic
6. Becarefulwhen you do this exercise.
Activity 9
1. How beautifulour schoolgarden is!
2. How clever this young man is!

156. 3. What a hot day today is!
4. How interesting thesestories are!
5. What a long beard theold man has.
6. What a silly question it is!
7. How smart areyou today!
8. How excellent theseessays are!
9. What a sweet faceDiana has!
10. What a marvellous writer Louella Artelis!
11. What a wonderfulfeast it is!
12. How tired Michellooks!
Activity 10
Answers may vary
LESSON II-KINDS OF SENTENCE ACCORDING TO STRUCTURE
Activity 1
1. F
2. S
3. S
4. F
5. S
6. F
7. S
8. S
9. F
10. F
Activity 2
1. His Indian costumereceived comments from critics.
2. Thestreet children collected rubbish from a mall.
3. The woman with the blue shawl will attend an
inauguration.
4. Thespeedy trial drovecarelessly.
5. TheAsian women of today areadmired by foreigners.
6. My cousin from theprovincevisited us last month.
7. Theman standing on thestreet corner waited for almost a
day.
8. His long, curly hair attracted theaudience.
9. Their friends at theparty offered them drinks.
10. Mangoes inside a big carton arebecoming overripe.
Activity 3
1. Everyone looked on his document.
2. Dancing is her favouritepast time.
3. Theframeitself is expensive.
4. Dr. Maria Teresa M. Bautista received a scholarship grant
in USA.
5. Bacnotan National High School is categorized as big
school.
6. Baguio which is the summer capital of the country is an
industrialized city.
7. They aretheones that arelate.
8. Theteam shouted their approvalin yell.
9. Theteacher delivered his lesson eloquently.
10. Maricel was ableto composeher best poem last night.
Activity 4
1. A
2. B
3. B
4. B
5. C
6. D
7. C
8. A
9. A
10. C
11. A
12. C
13. A
14. C
15. B
Activity 5
1. B
2. C
3. B
4. B
5. C
6. A
7. C
8. B
9. B
10. b
Activity 6
1. complex
2. simple
3. complex
4. compound
5. complex
6. compound
7. simple
8. complex
9. compound
10. complex
Activity 7
1. S
2. C
3. C
4. S
5. S
6. S
7. S
8. C
9. C
10. S
Activity 8
Answers may vary
Activity 9
1. Compound
2. Simple
3. Compound
4. Compound
5. Simple
6. Complex
7. Simple
8. Compound
9. Simple
10. Simple
11. Compound

157. 12. Compound
13. complex
Activity 10
1. Buy the ingredients for the fettucini and try to bake it
yourself.
2. Paula was absent for two weeks but sheeasily caught up
with theclass.
3. Melly made a beautiful sculpture and everyone
appreciated it.
4. I wokeup early so I got a perfect attendancein school.
5. Themaster has no pity in his heart becauseheis a tyrant.
6. Because Carlos got a very high mark in Mathematics, his
father bought him a new cellphone.
7. We really not know the alphabet began but we may
conjecture by saying that this is probably how thepeople
learned to write.
8. Naty wanted to go with her frriends on a picnic and she
knew shewould havea grand time.
9. It was a bitingly cold outsidebut I did not bring a jacket.
10. I hear the church bells ringing and the mass is about to
start.
LESSON III-SUBJECT-VERB AGREEMENTS
Activity 1
1. Stands
2. Is
3. Feels
4. Was
5. Has
6. Are
7. Appears
8. Has
9. Is
10. Were
11. Is
12. Comes
13. Is
14. Is
15. Helps/cleans
16. Prescribe
17. Are
18. Finds
19. Are
20. Makes
21. Starts
22. Is
23. Don’t
24. Was
Activity 2
1. Was
2. Is
3. Seem
4. Is
5. Has
6. Lives
7. Are
8. Is
9. Was
10. Are
11. Has
12. Stand
13. Take
14. Are
15. tastes
Activity 3
1. have
2. is
3. deceives
4. makes
5. die
6. lies
7. loves
8. benefits
9. causes
10. makes
11. has/learns
12. make
13. belongs
14. have/are
15. are
16. does/does
17. go
18. help
19. is
20. are
21. are
22. do
23. teaches/learns
24. come
25. reflect
Activity 4
1. train
2. are
3. attract
4. symbolize
5. ride
6. dance
7. help
8. offer
9. study
10. are
11. undergo
12. is
13. play
14. are
15. are
16. attend
17. are
18. honor
19. solicits
20. upload
Activity 5
1. help
2. are
3. play
4. are
5. enjoy

158. 6. bring
7. are
8. are
9. are
10. is
11. make
12. meet
13. are
14. visit
15. practice
16. gives
17. attend
18. appear
19. like
20. join
Activity 6
1. has
2. attends
3. is
4. join
5. is
6. was
7. was puled
8. are
9. wereincreasing
10. attends
11. was caught
12. has left
13. are
14. were
15. were
16. have
17. are
18. is
19. was
20. was
Activity 7
1. has
2. is
3. has
4. is
5. wishes
6. have
7. was
8. was
9. is
10. are
11. was
12. was
13. is
14. is
15. is
16. is
17. is
18. is
19. is
20. does
Activity 8
1. thinks
2. earn
3. do
4. accepts
5. tries
6. requires
7. know
8. is
9. is
10. are
11. plays
12. is
13. were
14. brings
15. belong
16. works
17. is
18. visit
19. come
20. were
Activity 9
1. is
2. helps
3. walks
4. is
5. is
6. is
7. is
8. is
9. is
10. teaches
Activity 10
1. is
2. gives
3. loves
4. goes
5. is
6. was
7. contains
8. is
9. implements
10. is
Activity 11
1. protects
2. studies
3. plays
4. lives
5. goes
6. completes
7. takes
8. wins
9. decides
10. attends
Activity 12
1. you
2. were
3. enjoy
4. are
5. were
6. consult

159. 7. you
8. love
9. donate
10. open
LESSON 4-TENSES OF VERBS
Activity 1
1. hails-regular
2. get-irregular
3. proved-regular
4. worked-regular
5. hosts-regular
6. find-irregular
7. spends-irregular
8. manifested-regular
9. text-regular
10. gives-regular
Activity 2
1. regular
2. regular
3. regular
4. irregular
5. regular
6. regular
7. irregular
8. regular
9. regular
10. regular
11. irregular
12. irregular
13. regular
14. regular
15. regular
Activity 3
1. delivers
2. comes
3. works
4. gather
5. attends
6. makes
7. goes
8. cover
9. demands
10. bring
Activity 4
1. visits
2. meet
3. pays
4. claim
5. are
6. believes
7. walk
8. hears
9. contain
10. prepare
11. makes
12. gives
13. goes
14. play
15. are
16. makes
17. create
18. is
19. show
20. goes
Activity 5
1. hold
2. went
3. welcomed
4. were
5. took
6. treated
7. introduced
8. cut
9. had
10. admired
11. marched
12. began
13. queued
14. hoped
15. dubbed
16. sponsored
17. rumored
18. became
19. realized
20. conceived
Activity 6
1. bitten
2. fought
3. chose
4. drove
5. cost
6. drank
7. dealt
8. drew
9. enumerated/ explained
10. applied/ did
11. dig
12. quitted
13. forgot
14. mistaken
15. froze
16. led
17. hid
18. knelt
19. hold
20. built

160. Activity 7
1. will happen
2. will watch
3. will induct
4. will run
5. will practice
6. Will celebrate
7. Will copy
8. Will attend
9. Will barrow
10. Will hear
Activity 8
1. Will give
2. Will deliver
3. Will take
4. Will begin
5. Will think
6. Will fall
7. Will ride
8. Will wear
9. Will go
10. Will write
Activity 9
1. Theclass will go to themuseum tomorrow.
2. Kevin will study his lesson.
3. Kian will draw a pictureof his favouritecartooncharacter.
Activity 10
1. Sing/sang/sung/irregular verb
2. Loose/lose/lose/irregular
3. Spread/ spread/spread/irregular
4. Hear/heard/heard/ regular
5. Captivate/captivated/captivated/regular
6. Seize/seized/seized/regular
7. Complete/completed/complete/regular
8. grow/grew/grown/irregular
9. spend/spent/spent/irregular
10. stand/stood/stood/irregular
11. tear/torn/torn/irregular
12. fall/fallen/fallen/irregular
13. drink/drank/drunk/irregular
14. shut/shut/shut/irregular
15. cast/casted/casted/regular
16. shake/shook/shaken/irregular
17. take/took/taken/irregular
18. accuse/accused/accused/regular
19. beat/beaten/beaten/irregular
20. suspend/suspended/suspended/regular
Activity 11
1. eats
2. goes
3. stop
4. travels
5. eat
6. see
7. knits
8. swim
9. shine
10. stop
11. make
12. knits
13. travels
14. shave
15. cut
Activity 1
1. demonstrated
2. haveseen
3. has left
4. returned
5. announced
6. has graduated
7. gave
8. haveshown
9. was
10. haveattended
Activity 1
1. has lost.
2. Has left
3. Put out
4. Honored
5. won
6. broadcasted
7. has scold
8. played
9. left
10. entered
LESSON 5-VOICES OF VERBS
Activity 1
1. was eaten
2. haveread
3. was answered
4. was cooked
5. robbed
6. was doing
7. was taken
8. was played
9. was attended
10. werearranged
Activity 2
1. AV
2. PV
3. AV
4. PV
5. PV
6. AV
7. PV
8. AV
9. AV
10. PV

161. Activity 3
1. The “Panatang Makabayan” was recited by John
during theflag ceremony.
2. The citizen of Manila gave foods to the victims of
Yolanda.
3. Martial Law was declared by President Ferdinand
Marcos in 1972.
4. Illegal loggers cut thetrees in La Mesa Dam.
5. Human kind willbesaved by God.
6. I turned on thetelevision beforemy father arrived.
7. The“Harry Potter” was watched by meandfriends at
theCSI cinema yesterday.
8. My grandmother fastened my first test papers in my
folder.
9. The plants and flowers in our garden werewatered
by our gardener.
10. Thepoliceexperts examined thebody of thedead.
Activity 4
1. Thenew cap was bought by his mother.
2. Thefurniturewas madeby thecarpenter.
3. Thelamp-post was knocked down by thehorse.
4. Thesubject was taught by Mr. Cortez
5. Thespecial report was written by an experiencereporter.
6. Thejewels werestolen by thief.
7. Thephonecallwas answered by themanager himself.
8. Flowers often choked by weeds in thegarden.
9. Thetournament willbewon by our team.
10. His smallcar was damaged by a truck.
LESSON 6-CONJUNCTIONS
Activity 1
1. Dexter is a good athletics but heis academically weak.
2. Be truthful in whatever you do and you willwin thetrust
of others.
3. Life might not always be successful but it has its brighter
side.
4. You might be able to buy all you need and want but it is
not at allwhich is important.
5. Using “po” and “opo”is an old custombutit should stillbe
practiced.
6. Live to according to your income or you will end up a
beggar.
7. Bea good listener and show interest in what others say.
8. Show concern and respect for others and you willreceive
therespect roo.
9. You better respect your parents and weshould lovethem.
10. Parents arethebest possessions wehaveso weshould be
thankful.
Activity 2
1. Or
2. And
3. Or
4. And
5. So
6. So
7. But
8. Nor
9. And
10. or
Activity 3
1. but
2. and
3. and
4. and
5. and
6. and
7. or
8. yet
9. or
10. or
Activity 4
1. if
2. and
3. so
4. or
5. and
6. because
7. so
8. and
9. Since
10. Or
11. Yet
12. But
13. Or
14. Or
15. but
***************END*******************

162. ILOCOS SUR POLYTECHNIC STATE COLLEGE GRADUATE SCHOOL
Tagudin, Ilocos Sur
References
Asis, Gloria J. (2006). Grammar Enhancers. Eureka Scholastic Publishing, Inc., Makati
City
Bayle, Ma. Teresa (2015) Everyday English that Really Works . Phoenix Publishing House.
Inc.
Cruz, Isagani A. and Camilo D. Quiason (2001). Fundamentals of English Grammar. Rex
printing Company, Inc. Quezon City
Lim Tan Cheng (2013). Strengthen English Grammar for Secondary Levels. Singapore
Asia Publisher. Ltd.

163. 163
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Tagudin, Ilocos Sur
Notes

164. 164
ILOCOS SUR POLYTECHNIC STATE COLLEGE GRADUATE SCHOOL
Tagudin, Ilocos Sur
Notes

165. 165
ILOCOS SUR POLYTECHNIC STATE COLLEGE GRADUATE SCHOOL
Tagudin, Ilocos Sur
Notes

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Level of Validity of the Supplementary
Intervention Material
Table 3 shows the summary of the validation of the developed Supplementary
Intervention Material as evidenced by its acceptability.
As shown in the table, the developed Supplementary Intervention Material is
highly valid and acceptable as evidenced by the overall mean of 4.73. This is likewise
proven by the item means ranging from 4.6 to 4.8. This implies that the Supplementary
Intervention Material meets all the criteria for a developed instructional material.
Furthermore, the proposed intervention material meets “the needs of the students to
develop their language skills”, “the activities in the intervention material are presented at
a variety of cognitive levels, the intervention material contains all the parts required of an
instructional material (printed) such as the title page, preface, table of contents, set of
activities, and bibliography”; “the font size used is readable”, “new concepts explicitly
link to the students’ previous knowledge”, “the instructions in the Supplementary
Intervention Material are simple and understandable”, “discussions of lessons are
substantial and easily understood by students”.
As a whole, the proposed intervention material is acceptable and is recommended
for use in the different grade seven sections of BNHS. All of these items were rated 4.8,
described as Very Much Acceptable (VMA).
This finding runs parallel with that of Lopez (2001) who developed
supplementary instructional materials in composition writing for the first year high
school students of Balaoan National High School. The proposed supplementary
instructional materials were found to be valid and highly reliable.

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Further, findings of this study affirms the finding of Yaranon (2005) that the
prepared modules provide adequate and appropriate activities needed to effectively
develop the students’ skills in the writing of personal/social letters, business letters, and
narrative compositions.
Table 3. Level of Validity of the Supplementary Intervention Material
Mean DER
The learning competencies of the proposed Supplementary
Intervention Material in English grammar conform to the K to 12
Basic Education Curriculum.
4.6 VMA
The arrangement of lessons matched with that of the BNHS
English 7 Curriculum Guide and Budget of Work.
4.6 VMA
The given activities found in the proposed Supplementary
Intervention Material are localized and realistic.
4.6 VMA
The proposed Supplementary Intervention Material is suited to
meet the needs of the students for further mastery.
4.8 VMA
The activities in the Supplementary Intervention Material are
presented at a variety of cognitive levels.
4.8 VMA
The proposed Supplementary Intervention Material has the
following parts:
a. Title page
4.8 VMA
b. Preface 4.8 VMA
c. Table of Contents 4.8 VMA
d. Set of Activities 4.8 VMA
e. Bibliography 4.8 VMA
The font style and font size used are readable. 4.8 VMA
The mechanics and presentation of topics are appropriate to the
students’ level.
4.6 VMA
The vocabulary used in the proposed Supplementary Intervention
Material is suitable with the learners.
4.6 VMA
New concepts explicitly link to the students’ previous knowledge. 4.8 VMA
The instructions in the Supplementary Intervention Material are
simple and understandable.
4.8 VMA
Discussions of lessons are substantial and easily understood by
students.
4.8 VMA
The proposed Supplementary Intervention Material is acceptable
and is recommended for use in the different grade seven sections
of BNHS.
4.8 VMA
Overall Mean 4.73 VMA
DER-Description Equivalent Rating VMA -Very Much Acceptable

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Relatedly, the findings of Orpilla (2007) in her study that the instructional guide
in English IV (Speaking Skills) that she proposed is very much acceptable. In the study
of Lorenzana (2014) he found out that the Strategic Intervention Material which was
developed on English Grammar for Grade 8 of Tagudin National High School was very
much acceptable to alleviate the performance of the students in English grammar.
Likewise, the workbook prepared by Susa (2016) on the grammatical competence
of Grade 10 and was evaluated by five experts in the subject as very much acceptable,
corroborates with the present study. Yaranon (2005) prepared and determined the
effectiveness of modules in the teaching of Effective Writing to third year college
students of Northern Christian College. Her study revealed that the developed modules,
in general met the criteria set for effective modules. Hence the finding of this study is
affirmed.
On the other hand, this study contradicts that of Sabado (2004), who prepared
instructional materials, that the materials did not provide adequate activities to develop
the students’ communicative competence. That of Sabado was intended to develop
communicative competence of first year students in the areas of listening, speaking,
reading, writing and literature.
Level of Effectiveness of the
Supplementary Intervention Material
Table 4 elucidates the level of effectiveness of the Supplementary Intervention
Material. The mean difference between the pretest and posttest is 16.11 in favor of the
posttest. The computed t-value is 10.88 as compared to the tabular value of 2.04 which is
much lower and this promted the researcher to reject the null hypothesis.

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Further, this shows that there is a great disparity between the pre-test scores and
post-test scores of the respondent students. It is shown in the table that the scores of the
respondents increased in their post-test.
Thus, inference dictates that there is an increase in the performance of the
respondents along grammar. Likewise, these results reveal that the Supplementary
Intervention Material is effective in developing the grammatical competence of Grade 7
students in Bacnotan National High School.
Table 4. Comparison between the Pre-test and Post Tests Scores of the Respondents
Mean Mean
Difference
Computed
t-test value
Tabular
Value
Decision Remarks
Pre-test Post test 16.11 10.88 2.04 Reject Ho Significant
33.11 49.22
* 0.05 level of significance
This finding attests the veracity of the findings of Lorenzana (2014) that his
developed Strategic Intervention Material was very effective in improving the
performance of his students in English grammar. The use of an intervention material in
English grammar helps students become independent and self-directed learners, and
provides for new levels of individualization within the English program. As stated by
Fernandez (2010), the use of teacher-made instructional materials such as an intervention
material greatly helps the students in remembering important information.

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Findings
The findings of the study show that the level of competence of Grade 7 students
in English grammar of Bacnotan National High School is fairly competent. Furthermore,
the level of adequacy of instructional materials in English 7 is slightly adequate.
The level of validity of the Supplementary Intervention Material is very much
acceptable. Likewise, there is a significant difference between the respondents’ pre-test
and post-test scores.
Conclusions
Based on the salient findings, the following conclusions were drawn:
The Grade 7 students have not developed adequate and needed skills to master the
different grammar structures. Moreover, there is insufficient supply and provision of
instructional materials particularly in English. The Supplementary Intervention Material
in English grammar is beneficial for use among the Grade 7 students of BNHS.
Recommendations
On the basis of the findings and conclusions drawn, the following
recommendations are offered:
Student centered activities should be provided for drills and exercises to improve
the communicative skills of the students. The Supplementary Intervention Material in
English grammar is highly recommended and beneficial for use among the Grade 7
students not only in BNHS but for all Grade 7 students in the province.

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Hidalgo, Fe. (2002) Tips on How to Teach Effectively. Rex Book Store.

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APPENDICES
Appendix A
BIOGRAPHICAL SKETCH
Ryan A. Cortez as they called him was born on
the 5th day of August 1992. He is the fourth child
among the five children of Mr. Esteban M. Cortez and
Mrs. Ludivina A. Cortez.
The author grew up in Jaen, Nueva Ecija wherein, he finished his Elementary at
Jaen Central School and graduated on April 2005. He also finished his Secondary
Education at San Jose High School on March 2009. Finally he obtained his degree,
Bachelor of Secondary Education, major in English at Ilocos Sur Polytechnic State
College-College of Teacher Education, Tagudin, Ilocos Sur on April 3, 2013 and passed
his Licensure Examination for Teachers in the same year with an average of 80.00 %.
Moreover, the author is not satisfied with his educational attainment so he decided
to continue his education and he enrolled his Master of Science in Education, major in
English Language at the locos Sur Polytechnic State College-Graduate School, Tagudin,
Ilocos Sur.
He was first employed at CICOSAT Colleges, City of San Fernando, La Union
from September 2013 to March 2015 where he was designated into various positions-- a
classroom teacher, and a school paper adviser and an academic coordinator. At present,
he is a Teacher III at Bacnotan National High School, Bacnotan, La Union.

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Appendix B
TEACHER-MADE TEST
Ilocos Sur Polytechnic State College
Graduate School
Tagudin, Ilocos Sur
Dear Student- Respondent:
The undersigned is a graduate student of Master of Science in Education, major in
English of the Ilocos Sur Polytechnic State College and presently undertaking a study
entitled, “Supplementary Intervention Material in Developing Grammatical Competence of
Grade 7”. It is with cause that your cooperation is sincerely solicited so this study can be
carried out and may greatly contribute to the improvement of the teaching-learning
process.
Please answer then this questionnaire very objectively. Please don’t leave an item
unanswered. Rest assured that all information obtained herein will be held confidential.
Thank you very much!
RYAN A. CORTEZ
Researcher
QUESTIONNAIRE IN ENGLISH GRAMMATICAL COMPETENCE FOR
GRADE 7
ON KINDS OF SENTENCES ACCORDING TO USES (10 PTS)
Change the following statements into general questions.
1. That small girl can sing very well.
2. The salesman comes here every day.
3. All of us enjoyed the meal very much.
4. The weather is fine today.
5. Richard will be back tomorrow night.
Change each of the declarative sentences below into an imperative sentence.
6. You are a hardworking boy.
7. Students should not play there.
8. Henry is a diligent student.
Turn each of the following declarative sentences into an exclamatory sentence.
9. Our school garden is beautiful.
10. These are interesting stories.

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ON KINDS OF SENTENCES ACCORDING TO STRUCTURES (10 PTS)
A. Convert the following simple sentences into compound sentences:
1. Being guilty he went into hiding.
2. Being lazy, he failed.
3. Being ill, he didn’t attend the party.
4. Besides being pretty, she is clever.
5. In spite of his illness he attended the class.
Transform the following compound sentences to complex sentences.
6. Take care of the pence and the pounds will take care of themselves.
7. You have to hurry or you will miss the bus.
8. The battle has been won but the war isn’t over yet.
9. The country has made huge progress, but we still have a long way to go.
10. You have to be 18 years old or you can’t vote.
ON SUBJECT AND VERB AGREEMENT (10 PTS)
In each of the sentences below, choose the correct verb from the brackets to agree with
the subject.
1. His excited reaction (reflect, reflects) the high degree of his worry.
2. The pre-school education centre (consist, consists) of five teachers only.
3. The compere often (introduce, introduces) the audience to the songs they (prefer,
prefers) singing.
4. The instructor (fix, fixes) all the rules and regulations and then (decide, decides) the
training methods.
5. The teacher usually (get, gets) angry if the pupils (refuse, refuses) to be obedient.
6. Although the tests (look, looks) difficult, Jason (feel, feels) confident and unworried.
7. Peter’s stay often (last, lasts) longer than expected; overstaying (make, makes) him
very unpopular.

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8. What I want to do next (is, are) to temper his hard-headed approach with a soft touch.
9. Subject-Verb agreement is a grammatical area which often (trouble, troubles)
inexperienced English users.
10. Amy is one of those strong-willed women who (require, requires) a powerful boss.
ON TENSES OF VERBS (10 pts)
In each of the following sentences, fill in the blank with the given verb in the simple
present tense or present continuous tense.
1. The student is _______________(read) at the moment.
2. A mosquito is _____________(buzz) somewhere in the bedroom.
3. My mother is______________(press) the clothes with an iron.
In each of the following blanks below, write the past tense form of the underlined verb.
4. Their meeting usually starts late. It ________ late this morning, too.
5. Some public lectures end late. Last night’s talk __________ earlier than expected.
Fill each of the blanks with suitable a verb in the past continuous tense.
6. Tom was __________ computer games all day yesterday. (play)
7. The maid was _________when the phone rang. (cook)
Put each of the verbs in the simple past or past continuous tense.
8. The farmer________ (light) the fire at 6 p.m. and it 9. ___________ (burn)
brightly when we 10. ____________(visit) him at 7 p.m.
ON CONJUNCTIONS (10 pts)
Fill in each blank with a suitable conjunction. Sometimes, more than one conjunction can
be used.
1. ______________ I hear something, I will tell you.
2. John is _____________honest
3. ___________________ kind-hearted.
4. It is late, ______ we had better hurry.
5. Both novel ________ the show are popular.
6. __________ he is stout, he is quite weak.

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7. Tom was angry, __________ he listened to me patiently.
8. When you graduate, you can get a job _______ go for further studies.
9. A vegetarian can eat neither meat _________ fish.
10. I like to talk to you, _________ not today.
ON ACTIVE-PASSIVE VOICE (10 pts)
In the following sentences, change the voice, that is, active to passive and vice versa.
1. His mother bought the new cap.
2. The carpenter made the furniture.
3. The horse knocked down the lamp-post.
4. Mr. Cortez teachers the course.
5. An experienced reporter wrote that special article.
6. A thief has stolen the jewels.
7. The manager himself answered the phone call.
8. Weeds often choke flowers in the garden.
9. Our team will win the tournament.
10. A truck damaged his small car.

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Appendix C
PRE-TEST/POSTTEST
Republic of the Philippines
Department of Education
Region I
La Union Schools Division Office
BACNOTAN NATIONAL HIGH SCHOOL
Bacnotan 2515
SUBJECT-VERB AGREEMENT
(1st Quarter SY 2016-2017)
Name:______________________________
Score:___________________
Grade & Section:______________________ GWA in English 6:________
Directions: Choose the correct verb from the parenthesis. Write your answer on the
blank space.
1. Behind the door (stand, stands) ____________ a table with a flower.
2. Ten kilometres (is, are) _____________exhausting to jog.
3. Many a man (feels, feel)_______________ happy about the result of the beauty
pageant.
4. A number of notorious politicians (was, were) _______________reprimanded.
5. The committee (has, have)_____________ made a good plan for the organization.
6. Antique pieces of furniture (is, are) __________sold in the auction.
7. Above the tall bamboo (appear, appears)_______________ the golden sun.
8. Ryan’s house (has, have) _____________just been reshingled.
9. Chicken adobo and rice (is, are)_______________ my favourite meal.
10. Some of the sugar (was, were)_______________ spilled on the floor.
Directions: Complete each sentence with a correct verb from the parentheses.
1. The horse and the carriage ______________ (was, were) destroyed in the fire.
2. Neither of the brothers _______________ (is, are) clever.
3. To get money and not to work __________(seems, seem) unfair to me.
4. Rubber as well as tin_______________(is, are) imported from Malaysia.
5. The jury ________(has, have) made its decision.
6. Neither Jose nor Juan ______________ (lives, live) in Bacnotan.

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7. For those who want to join English club, there ______________ (is, are) the
theatre club, creative writing club and choir.
8. The meaning of “success” for many people _________________(is, are) making
more and more money.
9. The loss of friend and a job _____________(was, were) the price Dennis had to
pay for his recklessness.
10. Fish ball and fried rice ______________(is, are) most popular at parties.
Directions: Choose the correct form of the verb in parentheses.
1. People (has, have) different likes and dislikes.
2. Health (is, are) the greatest riches.
3. Appearance often (deceive, deceives).
4. Every man (make, makes) mistakes.
5. Cowards (die, dies) often.
6. Truth (lies, lie) at the bottom of a well.
7. Misery (love, loves) company.
8. Unpalatable advise (benefit, benefits) conduct.
9. Need (causes, cause) one to work hard and fulfil it.
10. Waste (make, makes) want.
Directions: Write on the blank the correct form of the verb in the parenthesis.
(Train) 1. The basketball players _____ every Friday for the finals.
(be) 2. Walt Disney films _______ mostly watched by little children.
(attract) 3. The animals in the zoo _________ allot of attention.
(symbolize) 4. The ten plagues ____________ the power of God.
(ride) 5. The pupils ____________ a school bus in going to school every day.
(dance) 6. The children ___________ very lively to entertain their parents during
the convocation program.
(help) 7. The lay ministers __________ the priest during the Mass.
(offer) 8. The rich people ___________ alms to the poor.
(study) 9. In the library, the graduating students _________ for their final exams.
(be) 10. Nowadays, computers __________ very useful in every household.
Directions: Circle the correct answer.
1. The municipal officials and the policemen (help, helps) each other to lessen if not
totally eradicate crime.
2. Coke and Sprite (is, are) Coca-Cola products.
3. Coco and Martin (play, plays0 billiards at the mall.

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4. Courage and true greatness (is, are) God’s gifts from God.
5. The proud parents and active pupil participants (enjoy, enjoys) the show.
6. Pride and overconfidence (bring, brings) people to their own downfall.
7. Books and notebooks (is, are) important tools for learning.
8. The guitar and piano (is, are) ideal music instruments to play the major and minor
chords.
9. Compassion and competence (is, are) virtues taught in school.
10. Envy and jealousy (is, are) sin.
Directions: Underline the verb that gives the correct answer.
1. A number of men (has left, have left) their jobs and joined the project SMILE.
2. In the seminar room (attend, attends) a number of participant on Children’s
Congress session.
3. The number of teachers in BNHS (is, are) approximately 105.
4. A number of supporters of Marcos (join, joins) the prayer rally at the Luneta Park.
5. The number of overseas Filipino workers who went back to the Philippines (is,
are) not yet confirmed.
6. A number of innocent victims (was, were) killed after the encounter between
soldiers and some Abu Sayaff.
7. A number of women (was pulled, were pulled) out of their jobs after joining the
protest.
8. The number of trees in the forest (is, are) diminishing.
9. The number of scouts that will join the camping (was increasing, were increasing)
in numbers as days passed by.
10. The number of congressional representatives (attend, attends) the meeting.

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Appendix D
QUESTIONNAIRE FOR THE ADEQUACY OF INSTRUCTIONAL MATERIALS
IN TEACHING ENGLISH
Dear Fellow Educator,
Greetings!
The undersigned is presently enrolled in Master of Science in Education, major in
English (MSEE) at the Ilocos Sur Polytechnic State College-Graduate School, Tagudin,
Ilocos Sur and is conducting a research entitled “Supplementary Intervention Material
in Developing Grammatical Competence of Grade 7”.
The success of this research will greatly depend upon your honest assessment of
the different items included.
Thank you very much.
Very truly yours
(SGD) RYAN A. CORTEZ
Researcher
________________________________________________________________________
Directions: The following is a list of instructional materials which can be used in teaching.
English Grammarin grade 7. Please assess their level of adequacy in your school. Please be
guided by the legend below.
Rating Scale Point Value Scale Descriptive Value
5 4.51 – 5.00 Very Adequate (VA)
4 3.51 – 4.50 Adequate (A)
3 2.51 – 3.50 Moderately Adequate (MOA)
2 1.51 – 2.50 Slightly Adequate (SA)
1 1.00 – 1.50 Not Adequate (NA)
Instructional Materials 5 4 3 2 1
1. Textbooks
2. Modules
3. Instructional Guides/Manuals
4. Charts/Graphs
5. Magazines/Pamphlets
6. Newspapers
7. Almanac, Atlas, Biographs
8. Games and Puzzles
9. Pictures and Posters
10.Computer-Assisted Instructional Materials
11. Workbooks/Intervention Materials
12. Strategic Intervention Materials (SIMs)
13. Skillbooks
14. Electronics (DVDs, CDs, etc.

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Appendix E
QUESTIONNAIRE FOR THE VALIDITY OF THE SUPPLEMENTARY
INTERVENTION MATERIAL
Degree
Baccalaureate:____________________________________ Major:__________________
Graduate:_____________________________________Major:__________________
Post Graduate:____________________________________Major:__________________
Length of Service in DepED:____
DIRECTIONS: Please evaluate the proposed skillbook in English Grammar using
the scale below.
Scale Statistical Range Descriptive Rating
5 4.30-5.00 Very much acceptable (VMA)
4 3.50-4.20 Much acceptable (MA)
3 2.70-3.40 Acceptable (A)
2 1.90-2.60 Fairly Acceptable (FA)
1 1.00-1.80 Not acceptable ( NA)
CRITERIA 5 4 3 2 1
1. The learning competencies of the proposed
Supplementary Intervention Material in English
Grammatical Competence conform to the K to 12 Basic
Education Curriculum.
2. The arrangement of lessons matched with that of the
BNHS English 7 Curriculum Guide and Budget of Work.
3. The given activities found in the proposed Supplementary
Intervention Material are localized and realistic.
4. The proposed Supplementary Intervention Material is
suited to meet the needs of the students for further
mastery.
5. The activities in the Supplementary Intervention Material
are presented at a variety of cognitive levels.
6. The proposed Supplementary Intervention Material has
the following parts:
a. Title page
b. Preface
c. Table of Contents
d. Set of Activities
e. Bibliography
7. The font style and font size used are readable.

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Had attended seminars on Instructional Material Preparation and Development?
☐Yes ☐No
Suggestions:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________
Validator’s Signature:____________________________
Date:______________________
8. The mechanics and presentation of topics are appropriate
to the students’ level.
9. The vocabulary used in the proposed Supplementary
Intervention Material is suitable with the learners.
10. New concepts explicitly link to the students’ previous
knowledge.
11. The instructions in the Supplementary Intervention
Material are simple and understandable.
12. Discussions of lessons are substantial and easily
understood by students.
13. The proposed Supplementary Intervention Material is
acceptable and is recommended for use in the different
grade seven sections of BNHS.

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Appendix F
Request Letter to the Schools Division Superintendent

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Appendix G
REQUEST LETTER TO THE PRINCIPAL OF BITALAG INTEGRATED
SCHOOL
December 8, 2015
MARCIAL N. GAONA
Secondary School Principal II
Bitalag Integrated School
Bacnotan, La Union
Sir:
The undersigned is a Master of Science in Education, major in English (MSEE) student
and presently undertaking a study entitled “Supplementary Intervention Material in
Developing Grammatical Competence of Grade 7”. To arrive and attain with the
objectives that were set for the study, Descriptive-Experimental Research Design will be
utilized. This research design involves the collection, recording, experimenting and
analysis of data which is the primary concern of the descriptive statistics.
In connection with this, the researcher is respectfully asking permission from your good
office to please allow him to float his questionnaires to all Grade 8 students of Bitalag
Integrated School to get the reliability of the teacher-made test before administering it to
his respondents.
Rest assured that information that will be gathered from your school will be used purely
for academic purposes.
Thank you very much for your unparalleled support.
Very respectfully yours,
(SGD) RYAN A. CORTEZ
Researcher
Noted:
(SGD)FEMARIE M. CAPISTRANO, MALL.
Adviser
Approved:

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(SGD) MARCIAL N. GAONA
SS Principal II

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Appendix H
TABLE OF SPECIFICATION
TEACHER-MADE TEST
Learning
Competencies
Number
of Item
K C App An S E Placement
of Item
Kinds of
Sentences
According to
Use
10
6 4 1-10
Kinds of
Sentences
According to
Structure
10
5 5 11-20
Subject-Verb
Agreement 10
4 6 21-30
Tenses of
Verb 10
4 6 31-40
Conjunctions 10 10 41-50
Active and
Passive
Voices
10
4 3 3 51-60
Prepared by:
(SGD)RYAN A. CORTEZ
Teacher III
English Department
Bacnotan National High School
Noted:
(SGD)JACQUELYN C. CELSO
Master Teacher I
Officer-in-charge
English Department

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Appendix I
LIST OF VALIDATORS
Curriculum Vitae of Validator
Name: Shirley Ayala-Valdez
Address: Sto. Domingo Sur, Luna, La Union
Place of Birth: Luna, La Union
Date of Birth: 22 July 1964
Civil Status: Married
Educational Background
Graduate: Osias Educational Foundation, Balaoan, La Union
Master of Arts in Education
Tertiary: Saint Louis University, Baguio City
Bachelor of Science in Education Major in English
Secondary: Sta. Catalina Academy, Luna, La Union
Elementary: Luna Central School, Luna, La Union
Eligibility: PBET and CS Sub-professional
Length of Service:
Teacher I for 8 years
Teacher III for 15 years
Master Teacher I for 1 year (Present)
School: Bacnotan National High School

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CURRICULUM VITAE OF VALIDATOR
Name: Jacquelyn Cariaso-Celso
Address: Nagsaraboan, Bacnotan, La Union
Place of Birth: Ilagan, Isabela
Date of Birth: 03 October 1981
Civil Status: Married
Educational Background
Graduate: Saint Louis College, City of San Fernando, La Union
Master of Arts in Education (Academic Requirements)
Tertiary: Saint Louis College, City of San Fernando, La Union
Bachelor of Secondary Education Major in English
Secondary: Bacnotan National High School, Bacnotan, La Union
Elementary: Bacnotan Central School, Bacnotan, La Union
Eligibility: Licensure Examination for Teachers
Length of Service:
Teacher I for 3 years
Teacher II for 2 years
Teacher III for 4 years
Master Teacher I for 1 year (Present)
School: Bacnotan National High School

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CURRICULUM VITAE OF VALIDATOR
Name: Maricel Ocampo-Agas
Address: Cabugao, Bacnotan, La Union
Place of Birth: Bacnotan, La Union
Date of Birth: 23 September 1982
Civil Status: Married
Educational Background
Graduate: Saint Louis College, City of San Fernando, La Union
Master of Arts in Education (9 Units)
Tertiary: Saint Louis College, City of San Fernando, La Union
Bachelor of Secondary Education Major in English
Secondary: Bacnotan National High School, Bacnotan, La Union
Elementary: Bacnotan Central School, Bacnotan, La Union
Eligibility: Licensure Examination for Teachers and Civil Service
Length of service:
Teacher I for 7 years
Teacher II for 2 years
Teacher III for 3 years (Present)
School: Bacnotan National High School

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CURRICULUM VITAE OF VALIDATOR
Name: Elisabeth Mutia-Paragas
Address: Pandan, Bacnotan, La Union
Place of Birth: Calamba, Misamis Occidental
Date of Birth: 31 March 1971
Civil Status: Married
Educational Background
Graduate: DMMMSU-SLUC, Agoo, La Union
Master of Arts in Language Teaching-English (36 Units)
Master of Arts in Guidance and Counseling (9 Units)
Tertiary: Mindanao State University, Marawi City
Bachelor of Arts Major in English with 21 Education Units
Secondary: St. Nicholas High School
Elementary: Sta. Cruz Elementary School
Eligibility: Licensure Examination for Teachers and Civil Service
Length of Service:
Teacher I for 1.5 years
Teacher III for 5 years (Present)
School: Bacnotan National High School

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CURRICULUM VITAE OF VALIDATOR
Name: Naty Jane Medina-Galvez
Address: Poblacion, Bacnotan, La Union
Place of Birth: San Gabriel, La Union
Date of Birth: 14 August 1989
Civil Status: Married
Educational Background
Graduate: Saint Louis College, City of San Fernando, La Union
MAEd-English (Academic Requirements)
Tertiary: Saint Louis College, City of San Fernando, La Union
Bachelor of Secondary Education Major in English
Secondary: Bacnotan National High School, Bacnotan, La Union
Elementary: Bacnotan Central School, Bacnotan, La Union
Eligibility: Licensure Examination for Teachers and Civil Service
Length of Service:
Teacher I for 3 years
Teacher II for 1 year (Present)
School: Bacnotan National High School

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PLATES
PLATE NO. 1
Pilot Testing (Reliability) at Bitalag Integrated School

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PLATE NO. 2
Administration of the Teacher-made test to the Grade 7 students for SY2016-2017

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PLATE NO. 3
The Respondents (7-Honesty)