CHAPTER 1

THE OLD EARTH

LESSON 1
Objectives:
 Learn new words
 Understand the message of the story
 Identify sentence fragment
SENTENCE FRAGMENT
ACTIVITY 1: WORD POWER

A. Match the words with their meanings. Write only the letters of the correct answers on the blanks
before the numbers.

_____ 1. Uprooted a. a rodent

_____ 2. Pickerel b. covered with soft wet earth
_____ 3. Muskrat c. removed by pulling up the roots
_____ 4. Briers d. small freshwater fish
_____ 5. Muddied e. thorny bushes

B. Use the new words learned above in meaningful sentences. Write your sentences on the blanks.

1. ______________________________________________________________________________
2. ______________________________________________________________________________
3. ______________________________________________________________________________
4. ______________________________________________________________________________
5. ______________________________________________________________________________

GRAMMAR CONNECTION: SENTENCE FRAGMENT

Sentences are like the infrastructures basic to a city’s needs. When sentences are not in good working order,
communication may grind to a halt.
A Sentence Fragment is a group of words that is punctuated like a sentence, but that not express a complete thought.
To correct a fragment, you can add information to complete the thought or combine the fragment with a nearby
sentence.
Problem 1: A fragment that lacks a SUBJECT
Error: Students tried out for different roles. Wanted to play the part of Scrooge or one of the ghosts.
Revision: Students tried out for different roles. Many wanted to play the part of Scrooge or one of the ghosts.
(Add a Subject to make the fragment a complete sentence.) Or
Revision: Students tried out for different roles, such as the part of Scrooge or one of the ghosts.
(Combine the fragment with a sentence.)
Problem 2: A fragment that lacks a VERB
Error: Several of my friends chose to be on the tech crew. The group in charge of scenery, lighting, and props.
Revision: Several of my friends chose to be on the tech crew. The group is in charge of scenery, lighting, and
props. (Make the fragment a sentence by adding a verb.) Or
Revision: Several of my friends chose to be on the tech crew, the group in charge of scenery, lighting, and props.
(Combine the fragment with a sentence)
Problem 3: A fragment that is a SUBORDINATE CLAUSE
Error: After everyone had read a passage. Our director announced his casting decisions.
Revision: After everyone had read a passage, our director announced his casting decisions.
(Combine the fragment with another sentence.) Or
Revision: Everyone read a passage. Our director then announced his casting decisions.
(Rewrite the fragment as a sentence)
Problem 4: A fragment that lacks both a SUBJECT and VERB
Error: Our schedule is going to be hectic. With only three weeks of rehearsals before the first performance.
Revision: With only three weeks of rehearsals before the first performance, our schedule is going to be hectic.
(Combine the fragment with a sentence)
ACTIVITY 4: APPLY IT
On the blanks, write Sentence or fragment for the following sentences.
_______________ 1. In the sky last night there was a strange light.
_______________ 2. Just before the end of the pageant.
_______________ 3. Down at the pharmacy at the end of the block.
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_______________ 4. Came up and spoke to us.
_______________ 5. The uprooted trees landed on our rooftop.
_______________ 6. We can rent a yacht.
_______________ 7. Before the end of the day.
_______________ 8. Suddenly, a fire siren screamed.
_______________ 9. Rain, wind, and storm.
_______________ 10. Were reflected in the mirror.
ACTIVITY 5
EXTRA PRACTICE
Revise the following sentence fragments by combining the fragment with the preceding sentence. Write the
sentences on the blanks.
1. At home, I enjoy watching TV Entertainment and comedy shows, which are two of my favorites.
____________________________________________________________________________________________
2. She stood in line for hours in the freezing rain. To get tickets for the rock concert.
____________________________________________________________________________________________
3. After a tough class, I took a long shower, dried my hair, and put on my slacks. Then I walked into the living room.
____________________________________________________________________________________________
Because I thought no one was home. I was surprised to discover my parents talking with my class adviser.
____________________________________________________________________________________________
4. Their camping trip. Started from their old hometown.
____________________________________________________________________________________________
LESSON 2
Objectives:
 Recall the previous lesson
 Understand the message of the story
 Identify the different kinds of clause
CLAUSES
GRAMMAR CONNECTION
Sentences contain main clause and subordinate or dependent clause.
A MAIN CLAUSE can stand alone as a sentence.
Examples: The concert began at 8:00 sharp.
The cast rehearse often.
A sentence can contain more than one main clause.
Examples: The band played, and a stand-up comedienne entertained us.
The director agreed to direct the series, so he held auditions for the lead parts.
A SUBORDINATE or dependent clause cannot stand alone. It must be linked to a main clause.
Examples: As the performers bowed, the band played a fanfare.
When he decided to go abroad, he wanted to fulfill his dreams.
3 Types of Subordinate Clause
1. A Noun Clause is used as a noun in a sentence. It has the following functions:
As Subjects: Whoever wins the crown will go places.
Who the stand-up comedienne was did not matter.
As Direct Object: Billy says that he loves to rap.
Clara claims that she is a good singer.
As Indirect Objects: Share whatever you have to the needy.
Give whoever the performer is a standing ovation.
As Predicate Nouns: An entertaining show was what the viewers wanted.
A funny routine was what the crowd demanded.
As Objects of The bar aficionados hummed along to whatever the band played.
Preposition: The group agreed on where they will meet.
Here are some words that introduce noun clauses:

That whatever where what whose when

Which whoever whether who how why
whomever

2. An Adjective Clause is used as an adjective to modify a noun or a pronoun in the main clause.
Examples: Rose, who had bought the expensive gown, won the competition.

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 Everyone loved the music that the orchestra played.

Here are some words that introduce the adjective clauses:

That where whom when

Which who whose

2 Types of Adjective Clause

a. Restrictive(Essential)- are not set off by commas from the rest of the sentence.

Examples: The musician who played the drums is my brother

I brought the hat that advertised the concert.

b. Restrictive(Non-Essential)- are set off by commas from the rest of the sentence.

Examples: The most beautiful dresses, which were red and blue, sold out quickly.

The conductor, who will retire this year, took a final bow.

Use which to introduce this type of clause when the antecedent is not a person.

3. An Adverb Clause is used as an adverb in a sentence.

Examples:
Tells How: The rock star howled as if he were a wolf.

Tells when: After the tenth song, a new band played.

Tells where: The guests danced wherever there was room.

Tells Why: We like the songs of the Beatles because they make sense.
Tells Under What Even if I had fever, I will still see the show.
Circumstances:

Here are some words that introduce adverb clauses:

After whenever although so that

As while unless as though
As soon as where as if when
Before wherever because until

ACTIVITY 3 : APPLY IT
A. Write on the blanks main for main clause, subordinate for subordinate clause.
_______________ 1. A heavy rain fell.
_______________ 2. When we were taking our lunch.
_______________ 3. Because he had no license.
_______________ 4. The whistle blew.
_______________ 5. I could not watch my favorite game show.
B. Determine the function of the following clauses. Write on the blanks noun for noun clause, adjective for
adjective clause, or adverb for adverb clause.
_______________ 1. Who saved her life did not matter anymore.
_______________ 2. Although I should not have believed in her telltales, I still gave her the benefit of the doubt.
_______________ 3. All of my friends love the brownies that I baked.
_______________ 4. Barbara is very quiet after the events of the day.
_______________ 5. Her mother wonders if she is alright.
C. Write on the blanks whether the following adjective clauses are restrictive or non-restrictive.

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 _______________ 1. I wore the shirt that was auctioned by the star.
_______________ 2. The pilot who flew across the Pacific was my father.
_______________ 3. The most attractive chandeliers, which were diamond-studded, were also the most expensive.
_______________ 4. The actress, who won the grand slam this year, attended the film festival.
_______________ 5. The flute, which is a woodwind instrument, is easy to play.
D. Write on the blanks how, when, where, why, and under what circumstances to tell how they are used.
_______________ 1. After the program, the audience went to the gym to watch the sports events.
_______________ 2. The dogs howled as if all the dead will rise from the grave.
_______________ 3. Children ran wherever they could hide and seek.
_______________ 4. We would like to shop in her boutique because her items are reasonably priced.
_______________ 5. Although I don’t know how to drive well, I was able to start the motor.
LESSON 3
Objectives:
 Learn new words
 Understand the message of the story
 Identify simple sentence
SIMPLE SENTENCE
ACTIVITY 1
WORD POWER
A. Look up the meaning of the following words in the dictionary. Write the meanings on the blanks across
the words. On the blanks before the numbers, write whether the word is a noun, a verb, an adjective,
or an adverb.

Part of Speech Meaning

_______________ 1. Mire _____________________________________________________

_______________ 2. Teepees __________________________________________________

_______________ 3. Hooted __________________________________________________

_______________ 4. Sneer ____________________________________________________

_______________ 5. Unimposing _______________________________________________

_______________ 6. Glum ____________________________________________________

_______________ 7. Gnat ____________________________________________________

_______________ 8. Concave __________________________________________________

GRAMMAR CONNECTION
THE SIMPLE SENTENCE
A Simple Sentence is a main clause that stands alone. It has a subject and a predicate. It can be divided into complete
subject and the complete predicate.
 The Complete Subject(CS) is made up of the simple subject and the words that modify it. The Simple
Subject(SS) is usually a noun or a pronoun which tells who or what the subject is about. It is the main
word of the complete subject.
 The Complete Predicate(CP) pertains to the verb, its modifiers, and other words that complete its
meaning. The verb tells the action of the subject. This verb is called the Simple Predicate(SP). It is the
main word or words in the complete predicate.
Study the chart below.
SIMPLE SUBJECT SIMPLE PREDICATE
(one noun or pronoun) (one verb)

The colorful guide had pictures of rare birds.

Migration is a yearly trip for many birds.
Men Seek good jobs

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 COMPOUND SUBJECT SIMPLE PREDICATE
(two nouns or pronouns) (one verb)

Flour and salt were parts of the ingredients.

Painters and photographers love the scenery.
Dolphins and sharks are aquatic animals.

SIMPLE SUBJECT COMPOUND PREDICATE

(one noun or pronoun) (two verbs)

Lea slept and relaxed on the first day.

The little boy rode and swam the whole day.
They talked and read on rainy days.

COMPOUND SUBJECT COMPOUND PREDICATE

(two nouns or pronouns) (two verbs)

Suzzy and Sugar act and sing well.

Peter and John memorize and recite their lines.
Wendy and I mixed and baked brownies.

ACTIVITY 3: APPLY IT
A. Place a check (/) mark on the blank if the group of words is a simple sentence and cross (x) mark if it is not.
_____ 1. Alessandra is a charming woman. _____ 6. The music played.
_____ 2. The moon shines brightly. _____ 7. The honest employee.
_____ 3. Beautiful girls. _____ 8. Maricel lied.
_____ 4. Sing a song. _____ 9. Joshua recalled the event.
_____ 5. The crowd cheered wildly. _____ 10. The leaking water.
B. Write on the blanks the code for simple subject SS, simple predicate SP, compound subject CS, and compound
predicate CP.
_____ 1. The woman loves peach mango pie.
_____ 2. Vilma and Wilma are twins.
_____ 3. The engineer slipped and fell down the stairs.
_____ 4. Our ancestors were Malays.
_____ 5. I am proud of my beautiful country.
_____ 6. The fruits and vegetables were in the basket.
_____ 7. The sky appeared calm.
_____ 8. The beauty queen waves and blows a kiss to the crowd.
_____ 9. She babysat for the neighbors.
_____ 10. The pies and pastries smelled delicious.
LESSON 4
Objectives:
 Learn new words
 Understand the message of the story
 Identify compound sentence
COMPOUND SENTENCE
ACTIVITY 1
WORD POWER
A. Unscramble the letters to form the correct words derived from the story. Read the meanings for clues. Write the
answers on the blanks.
1. tulc - a religious system ____________________
2. svtaeipc - made prisoners especially in war ____________________
3. rtdee - to turn aside, discourage or ____________________
Prevent from acting
4. dlfdeie - made filthy, corrupted ____________________
5. snpodgipr - manure ____________________

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GRAMMAR CONNECTION
THE COMPOUND SENTENCE
A Compound Sentence is composed of two main or independent clauses or two simple sentences with two separate
subjects and predicates. The two clauses are linked by a coordinating conjunction or by a semi-colon(;).
 Coordinating Conjunctions are connecting words of compound sentences. Conjunction means “Join
together”, and coordinates are “equal”. The acronym BOYFANS will help you remember the coordinating
conjuncrtions.
B O Y F A N S
But or yet for and nor so
1. But connects contrasting ideas.
Examples: Five busses passed us, but we took our time.
The foundation needs scientists, but it needs laboratory workers more.
2. Or means a choice between ideas
Examples: Regine can take the course now, or she can take it next year.
The visitors can take hamburgers from the fastfood, or they can eat grilled
chicken at the restaurant.
3. Yet means even or still.
Examples: The rainy days are coming, yet many people still go to the beaches.
the villainess kidnapped the heroine, yet, she escaped.
4. For means because.
Examples: All of the towns were flooded for the people contributed to the water pollution.
The President declared a state of emergency for the province was devastated by the typhoon.
5. And connects related ideas.
Examples: The town celebrated its feast day, and there were fireworks.
The celebrant blew out the candles, and everyone had a piece of cake.
6. Nor means “and also not”.
Examples: Liza did not watch the dishes; nor did alma clean the house.
Samuel did not wipe the windows; nor did Mike scrub the floor.
7. So means in order that.
Examples: Miriam had measles; so, she had been absent for two weeks.
The committee cancelled the activity; so, the date of the event was reset.
ACTIVITY 4
A. Tell whether each sentence below is a simple sentence or a compound sentence. Write on the blanks S for
simple sentence and C for compound sentence.
__________ 1. Last year, a bakery made a gigantic birthday cake for the celebrity, and she lit the candles.
__________ 2. Gina enjoys watching movies, but doesn’t watch often.
__________ 3. The commuters sat down and waited for the metro rail transit.
__________ 4. We started early for the game but went there late.
__________ 5. The giraffe look very proud and kept his long neck stiff.
__________ 6. They enjoyed the shoe, but they found it too long.
__________ 7. The salesman rang the doorbell thrice, but nobody answered.
__________ 8. In no time, the elephant reached out for the grass and wheeled it into his mouth.
__________ 9. Our pet dog barks furiously at strangers, but he never bites.
__________ 10. The executive opened his wallet and took out three one thousand bills.
B. Fill in the columns with the correct words from the sentences. Number one is done for you.
Subject/ Coordinating Subject/
Verb Conjunction Verb
1. The clouds are gray, but it still not raining. clouds/are but it/raining
2. Jerome washed, and Van and Ken cleaned
the house. _________ ________ _____________
3. The paintings were mostly oil in canvas, but
there were several watercolors. _________ ________ _____________
4. The basketball game was postponed for it
was raining cats and dogs. _________ ________ _____________
5. The actress was singing, and her daughter
was playing the piano. _________ ________ _____________
6. The names of the applicants who were taken
have been announced, yet Julie was not
downhearted. _________ ________ _____________

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7. Ruffa had a broken leg; so, the director gave
the role to another actress. _________ ________ _____________
8. All of the rooms were locked for the janitor
lost the keys. _________ ________ _____________
9. The crew were nervous at first, but they soon
relaxed when the waters became calm. _________ ________ _____________
10. Our family often play tennis during weekends,
but last week my parents took us to the beach. _________ ________ _____________

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LESSON 5
Objectives:
 Learn new words
 Understand the message of the story
 Identify complex sentence

Materials: module, computer/phone

COMPLEX SENTENCE
ACTIVITY 1

WORD POWER
A. Fill in the blanks with the missing letters to form the words being defined or described.

1. _____ __o__ _____ _____ __t__ _____ _____ _____

- A person in attendance at a royal court
2. _____ _____ __n__ _____
- Foolishly attracted to
3. _____ _____ __j__ _____ _____ _____ __l__ _____
- Characterized by injustice
4. _____ __i__ _____
- Ingenious rumor
5. __r__ _____ _____ _____ __g__ _____
- To give up voluntarily (as in position)

B. Use the new words learned above in meaningful sentences. Write your sentences on the blanks.

1. ______________________________________________________________________________
2. ______________________________________________________________________________
3. ______________________________________________________________________________
4. ______________________________________________________________________________
5. ______________________________________________________________________________

READ THE SELECTION THE THREE QUESTIONS

ACTIVITY 2
DISCUSSION
A. Answer the following questions based on the story read. Write your answers on the blanks.

1. Why was the courtier jealous of Birbal?

____________________________________________________________________________________________
________________________________________________________________
2. What made the courtier very angry?
____________________________________________________________________________________________
________________________________________________________________
3. What did King Akbar inform Birbal if he couldn’t answer the three questions?
____________________________________________________________________________________________
________________________________________________________________

B. Write inside the boxes the traits of the characters in the story.

Birbal King Akbar Courtier

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GRAMMAR CONNECTION
THE COMPLEX SENTENCE

A Complex Sentence is made up of an independent clause and a dependent or subordinate clause joined together by a
subordinating conjunction.

Complex Sentence = Independent clause + Subordinate clause

Independent Clause- can stand alone.
Example: He couldn’t go to school.
Subordinate Clause- has subject and predicate, but does not have a complete thought.
Example: Unless Allan sells newspapers in the morning.

Complex Sentence: Unless Allan sells newspapers in the morning, He couldn’t go to school.

The Subordinating Conjunctions are also called connectors or subordinators. These conjunctions introduce a
dependent clause and connect it to the independent clause.

Study the chart below.

RELATIONSHIP SUBORDINATING CONJUNCTIONS USED
Purpose That, so that, in order that

Cause Because

Condition If, even if, even though, unless, although, while, as long as

Comparison As, then

Time Since, until, before, when, while, after, as, as soon as, as long as

More Examples:

Mother cooked lunch as she spins clothes in the washing machine.

The tourists will leave for the south when the weather turns good.
Lester made a kite with a piece of bamboo which he gathered from their farm.
In the examples above, the subordinate clauses are underlined once while the independent clauses are underlined
twice.

Can you identify the subordinators that introduce the subordinate clauses?

ACTIVITY 3
APPLY IT
A. Underline the dependent or subordinate clause in each sentence once, and the independent clause twice.

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 1. The bus stopped in the expressway because its gas tank was already empty.
2. The rescue teams were given recognition after they helped the victims.
3. The survivors stranded in a place where wild animals abound.
4. The little boy had eaten his breakfast before the school bus arrived.
5. The sixth graders cannot forget the day when their class was visited by the queen.

B. Encircle the appropriate subordinators that will complete the following sentences.
1. The sixth graders clean their classroom ( before , so that , unless ) it will look tidy and orderly.
2. The plants would not grow and bloom ( after , as , unless ) you place fertilizers in the soil.
3. The secretary asked the visitor to read some magazines ( after , when , while ) she waits for the boss.
4. The eleven-year-old girl still won first place ( if , while , even though ) she was physically challenged.
5. The lady did not bag the crown ( so that , than , even if ) she was smart and witty.

C. Finish the complex sentences by using the correct subordinate clauses and conjunctions. Write your answers on
the blanks.

1. Jewel cannot remember the time __________________________________________________.

2. Brandon watched his favorite TV show ______________________________________________.
3. The boxer will win the match ______________________________________________________.
4. I take care of my teeth ___________________________________________________________.
5. The pupil got first honor __________________________________________________________.
--End of the lesson--
FORMATIVE ASSESSMENT

TEST I. Finish the complex sentences by using the correct subordinate clauses and conjunctions. Write your answers
on the blanks.

1. The nurses eagerly wait for the results of their exams ___________________________________
______________________________________________________________________________.
2. The tourists will sail to the island ___________________________________________________
______________________________________________________________________________.
3. We should always be alert ________________________________________________________
______________________________________________________________________________.
4. The household helper cleans every room _____________________________________________
______________________________________________________________________________.
5. Politicians should always conduct themselves properly in public __________________________
______________________________________________________________________________.

TEST II. Combine the pairs of sentences to form complex sentences. Use appropriate subordinators and
remove inappropriate punctuation. Then, underline the dependent or subordinate clause in each sentence
once, and the independent clause twice.

1. Louise topped the test. She spent long hours reviewing her lessons.

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 2. Rivers became stagnant. People dumped their garbage there.

3. The foreigner has difficulty speaking Filipino. He speaks English fluently.

4. I like to watch entertainment programs. They give information and relax us.

5. The basketball team won the championship. The team members practiced hard.

GOD BLESS!
LESSON 6
Objectives:
 Learn new words
 Understand the message of the story
 Identify comma splices and run-on sentences

Materials: module, computer/phone

COMMA SPLICES AND RUN-ON SENTENCES
ACTIVITY 1
WORD POWER
A. Look up the meaning of the following words taken from the story. Write the meanings on the blanks.

1. Lacquer _________________________________________________________________
2. Convex _________________________________________________________________
3. Storks _________________________________________________________________

B. Use the new words above in meaningful sentences. Write your sentences on the blanks.

1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________

READ THE STORY “The Mirror of Matsuyama”

ACTIVITY 2
DISCUSSION
Answer the following questions based on the story. Write the answers on the blanks.

1. What relationship did the Japanese family have?

____________________________________________________________________________________________
________________________________________________________________
2. What were contained in the bamboo basket?
____________________________________________________________________________________________
________________________________________________________________
3. Prove that the good man’s wife had never seen a mirror before.
____________________________________________________________________________________________
________________________________________________________________
4. What was the dying mother’s parting words to her daughter?
____________________________________________________________________________________________
________________________________________________________________
5. How did trouble depart from the home?
____________________________________________________________________________________________
________________________________________________________________

GRAMMAR CONNECTION

COMMA SPLICES AND RUN-ON (OR FUSED) SENTENCES

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The two common writing faults are the comma splices and the run-on (or fused) sentences.

These sentence problems occur when the writer fails to recognize the end of a sentence which runs on into the next
sentence without proper punctuation or any punctuation. These sentences consist of two grammatically correct
sentences written as if they were one sentence. The reader is confused because the writer has not indicated where one
complete thought ends and another complete thought begins.

Ways to correct comma splices and run-on(or fused) sentences.

1. Join the independent clauses with a semi-colon (;).

Run-on: Our class read “A Christmas Carol” last week some students suggested that we perform it during our
Christmas party.
Correct: Our class read “A Christmas Carol” last week; some students suggested that we perform it during
our Christmas party.

2. Join the independent clauses with a comma and a coordinating conjunction such as and, but, or, for, nor, yet.

Run-on: Our class read “A Christmas Carol” last week some students suggested that we perform it during our
Christmas party.
Correct: Our class read “A Christmas Carol” last week, and some students suggested that we perform it during
our Christmas party.

Comma Splice: Some people think that airplanes are safer than cars, I still have a fear of flying.
Correct: Some people think that airplanes are safer than cars, but I still have a fear of flying.

3. Separate the run-on or fused sentence and comma splice into two or more sentences.

Run-on: Our class read “A Christmas Carol” last week some students suggested that we perform it during our
Christmas party.
Correct: Our class read “A Christmas Carol” last week. some students suggested that we perform it during
our Christmas party.

Comma Splice: Some people think that airplanes are safer than cars, I still have a fear of flying.
Correct: Some people think that airplanes are safer than cars. I still have a fear of flying.

4. Join two independent clauses with a semicolon and a conjunctive adverb.

Run-on (Revised): Our class read “A Christmas Carol” last week; consequently, some students suggested that we
perform it during our Christmas party.

Comma Splice: The pizza is good, the mystery meat is disgusting.

Correct: The pizza is good; however, the mystery meat is disgusting.

A Conjunctive Adverb acts as transitional phrase. Here is a list of the common conjunctive adverbs:

Accordingly however meanwhile still

Also incidentally moreover thereafter
Consequently indeed nevertheless therefore
Furthermore instead otherwise thus
Hence likewise similarly

ACTIVITY 3
APPLY IT
A. Write on the blanks if the sentences are run-on or comma splice. If they are, rewrite the sentences on the
blanks. If the sentence need not be rewritten, write correct.

1. Where is the cellphone I thought it was in the drawer? ______________________

______________________________________________________________________________

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 2. Several birds had nests near the school, we took some pictures. ______________________
______________________________________________________________________________
3. The speaker spoke softly we could hardly hear him. ______________________
______________________________________________________________________________
4. We could hear the ball bouncing on the gym, it sounded like a basketball. __________________
______________________________________________________________________________
5. Autumn is a beautiful season everything is so colorful. ______________________
______________________________________________________________________________

B. Correct the following run-on sentences and comma splices by rewriting them with correct punctuations on
the blanks.

1. Everyone is busy, we all had homeworks to complete.

______________________________________________________________________________
2. Katherine is the lifestyle editor, she is my sister.
______________________________________________________________________________
3. The noise stopped the laborers finished their work.
______________________________________________________________________________
4. Mae and I ate at McDonald’s we went to see a movie afterwards.
______________________________________________________________________________
5. We had practice in volleyball until noon, we have a game tomorrow.
______________________________________________________________________________
--End of the lesson--
FORMATIVE ASSESSMENT
Correct all comma splices and run-on or fused sentences. Rewrite on the blanks provided.

1. For years, scientists have attempted to teach animals to communicate for the most part, their efforts have
failed.
____________________________________________________________________________________________
________________________________________________________________
2. In the 1950s psychology failed to teach chimpanzee to speak the ape was able to grunt only a few
words.
____________________________________________________________________________________________
________________________________________________________________
3. In the 1960s, however, a chimp named Washoe learned the sign language of the deaf.
____________________________________________________________________________________________
________________________________________________________________
4. Washoe came to understand hundreds of words, he used them to communicate and express original
ideas.
____________________________________________________________________________________________
________________________________________________________________
5. As it turns out, great apes have the capacity to learn language, but they cannot speak.
____________________________________________________________________________________________
________________________________________________________________

GOD BLESS!
LESSON 7
Objectives:
 Learn new words
 Understand the message of the story
 Identify other common sentence problem

Materials: module, computer/phone

OTHER COMMON SENTENCE PROBLEM
ACTIVITY 1
WORD POWER
A. Look up the meaning of the following words derived from the story. Write the meanings on the blanks.
1. Heaped _________________________________________________________________
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 2. Luscious _________________________________________________________________
3. Tinge _________________________________________________________________
4. Shuffled _________________________________________________________________
5. Knobs _________________________________________________________________
6. Gaunt _________________________________________________________________
7. Curtly _________________________________________________________________
8. Hubbub _________________________________________________________________
9. Scoundrel _________________________________________________________________
10. Constable _________________________________________________________________
11. Stead _________________________________________________________________
12. Startled _________________________________________________________________
13. Trance _________________________________________________________________
14. Grant _________________________________________________________________
15. Mandarin _________________________________________________________________
B. Use five of the new words learned above in meaningful sentences. Write your sentences on the blanks.
1. ______________________________________________________________________________
2. ______________________________________________________________________________
3. ______________________________________________________________________________
4. ______________________________________________________________________________
5. ______________________________________________________________________________

READ THE STORY “The Lesson Of The Pear”

ACTIVITY 2
DISCUSSION
Answer the following questions based on the story read. Write your answers on the blanks.

1. Describe the pears that the countryman sold.

____________________________________________________________________________________________
________________________________________________________________
2. Describe the priest who shuffled up to the cart of the countryman.
____________________________________________________________________________________________
________________________________________________________________
3. What did the constable do to keep peace?
____________________________________________________________________________________________
________________________________________________________________
4. What did the old man do to the seed of the pear and what became of it?
____________________________________________________________________________________________
________________________________________________________________
5. What did the countryman discover after he shook himself out of his daze?
____________________________________________________________________________________________
________________________________________________________________
6. What is the moral lesson of the story?
____________________________________________________________________________________________
________________________________________________________________

GRAMMAR CONNECTION 1.1

OTHER COMMON SENTENCE PROBLEMS

Stringy sentences, Choppy sentences, Wordy sentences, Empty sentences, lack of Parallel Structure, and unnecessary
shifts in verb tenses and personal pronouns are other common sentence problems.

A. Stringy Sentence
-contains too many ideas connected by and, so, then, and so, or and then. It is dull to read.

Example:

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 The great white is one of the large meat-eating sharks, and this shark is greatly feared, and its attacks have been
devastating, and it visits American coastal waters, and then many beachgoers are placed in danger.

To correct the stringy sentence, first decide if the ideas are closely related. You can use other connectors such as after,
before, since, until, and while, they show how ideas are related in time. Although, but, and neither… nor, they show
contrasts between ideas. And shows how ideas are similar. Because, since, when, and as a result show cause-and-effect.

Revision:

The great white is one of the large meat-eating sharks. This shark is greatly feared because its attacks have been
devastating. When it visits American coastal waters, many beachgoers are placed in danger.

B. Choppy Sentences
-are a series of short sentences that create an abrupt, jerking rhythm. These sentences often fail to make their
points clear because every idea is given equal emphasis and the relationships between ideas are not shown.
Example:

Lions and grizzly bears get hungry. They may attack people. Sharks are not more vicious. They can be more
dangerous. They swim underwater. Unsuspecting swimmers often don’t see them. Then it’s too late.

To correct choppy sentences, combine closely related ideas by using a conjunction that makes the relationships clear.
Words such as after, as, before, until, while, because, since, when, but, like, and unlike show relationships of time,
cause-and-effect, and contrast.
Revision:

When lions and grizzly bears get hungry, they may attack people. Sharks are not more vicious, but they can be
more dangerous. Since they swim underwater, unsuspecting swimmers don’t see them until it’s too late.

C. Wordy sentence contains words that are unnecessary because they do not add meaning. These extra words
slow the reader and create clutter that may make the message unclear. To correct the problem, replace the
wordy expression with something shorter, or drop it.

WORDY SENTENCE REVISION

Sharks are hunted in spite of the fact that many sharks are hunted even though many are
are dangerous. dangerous.
Shark liver oil is sought because of the fact that Shark liver oil is sought because it is rich in
it is rich in Vitamin A. Vitamin A.
Shark skin is sought on account of the fact that shark skin is sought because it makes a tough
it makes a tough leather. leather.
The reason why shark meat is often renamed is Shark meat is often renamed because eating
that eating shark seems unappetizing. shark seems unappetizing.
Flake, which is a popular dish in Australia, is Flake, a popular dish in Australia, is really shark
really shark meat. meat.
Mr. Mendez, who is my neighbor, fishes for Mr. Mendez, my neighbor, fishes for sharks.
sharks.
He is a man who catches sharks for a living. He catches sharks for a living.
Shark hunters must work in a careful manner. Shark hunters must work carefully.
What I want to say is that these scallops are These scallops are really shark meat.
really shark meat.
What I ordered was scallops, but what I got I ordered scallops, but I got shark meat.
was shark meat.

ACTIVITY 3
APPLY IT
Identify what kind of sentence problem each sentence is. Write on the blanks the following codes.

SS - stringy sentence
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CS - choppy sentence
WS - wordy sentence
_____ 1. Most beauty queens, who join international competitions, have thin sexy bodies. They have slender shapes.
_____ 2. She is also angry not only because he is late but also he forgot the tickets.
_____ 3. After they ate ice cream and cake for dessert, they are ready to relax.
_____ 4. One of the scientists signed their names in the report.
_____ 5. The internet gives you personal access from your library or your home to key information from libraries,
businesses, organizations, and governments, and gives you the ability to chat with other people who share similar
interests, and has a mind-boggling number of resources, Usenet groups or Web pages.
_____ 6. What I mean is they are sold as scallops, but they are shark meat.
_____ 7. They are sold as scallops, but, they are shark meat.
_____ 8. I believe Sarah is the most popular artist in the Philippines, and Regine, together with Morissette, and Jona.
_____ 9. Steroid which is a combination of ribavirin and other antimicrobials, has also been given orally or intravenously
to SARS patients.
_____ 10. Browsing on the Web may be fun. You may spend hours going from one site to the next. You may not make
any real progress.

--End of the lesson--

FORMATIVE ASSESSMENT
Rewrite correctly the sentences in “APPLY IT”.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

GOD BLESS!
GRAMMAR CONNECTION 1.2
D. Empty Sentence provides too little information either because it repeats an idea or because it makes a
statement without supporting it with facts, reasons, or other details. Correct empty sentences by eliminating
repetition or by adding supporting details.

Example 1: Most sharks that feed in the open ocean have thin, tapered bodies. They have slender shapes.

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 Analysis: The second sentence is empty because it repeats information; the word slender means the same
as thin.

Revision Method: Eliminate repetition

Revision: Most sharks that feed in the open ocean have thin, tapered bodies.

Example 2: Bottom-feeding sharks are stouter than other sharks. They have a fatter shape
and coarser teeth for crushing shellfish.

Analysis: The first part of the second sentence is empty because it repeats information; the word fatter
means the same as stouter.

Revision Method: Eliminate repetition and combine sentences.

Revision: Bottom-feeding sharks are stouter than other sharks and have coarser teeth for crushing
shellfish.

E. Parallelism repetition of grammatical form. It helps the readers recognize similarity in content. It gives a
sentence a pleasing rhythm and makes the ideas memorable.

Faulty Parallelism
Example 1: Some sharks inhabit freshwater lakes, but the ocean is where most sharks live.

Revision Method: Use the indefinite pronoun most, standing for sharks to make the subject of the clauses
the same.

Revision: Some sharks inhabit freshwater lakes, but most sharks live in the ocean.

Example 2: The great white shark has menaced the shores of California and New Jersey and also
Maine’s shores.

Revision Method: Use the names of the states in a series.

Revision: The great white shark has menaced the shores of California, New Jersey, and Maine.
ACTIVITY 1

A. The following sentences are erroneous. Rewrite the sentences on the blanks to make them effective sentences.

1. Air is life and is something all of us cannot without and yet, the technical advancements of our age have left air
deadly and dirty.
____________________________________________________________________________________________
________________________________________________________________
2. Ecosystem is essential. It is home to the famous coral reefs and mangrove. It is vital to ecological balance.
____________________________________________________________________________________________
________________________________________________________________
3. Trees prevents soil erosion and flood, and providing our basic needs.
____________________________________________________________________________________________
________________________________________________________________
4. The men were planting trees when the rain fell hard.
____________________________________________________________________________________________
________________________________________________________________
5. Each of the dancers welcomed their partners. They are terrific performers. They are world class talents.
____________________________________________________________________________________________
________________________________________________________________

B. Rewrite the paragraph correcting sentence problems.

In Sophocle’s play, “Antigone”, two characters are tragic figures: Antigone and Creon. In the play.
Antigone faced a choice of conscience. Should be loyal to her family and bury her brother, or should she have
been loyal to the state and obeyed the edict of Creon, the king of Thebes? She assumes that she new the best
way to handle the situation and willfully chooses her own death. Creon also faced a choice of conscience. Should
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 he punish someone who has betrayed the state, even if that person is a member of his family? Like Napoleon
and General Custer, Creon thought primarily about himself and his public image. In Creon’s case, ego leads to
tragic results for the people around him.

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________

--End of the lesson--

LESSON 8
Objectives:
 Learn new words
 Understand the message of the story
 Identify subjects and verbs in questions and commands

Materials: module, computer/phone

SUBJECTS AND VERBS IN QUESTIONS AND COMMANDS

ACTIVITY 1
WORD POWER
A. Match the words with their meanings. Write only the letters of the correct answers on the blanks before the
numbers.

_____ 1. Peasant a. Romanian currency equivalent to 100 bani

_____ 2. Wager b. benefit
_____ 3. Lei c. a usually uneducated person of low social status
_____ 4. Chuckled d. placed in a pocket
_____ 5. Gasped e. bet
_____ 6. Pocketed f. laugh in a quiet audible manner
_____ 7. Avail g. caught the breath audibly

B. Use the new words learned above in the meaningful sentences. Write your sentences on the blanks.

1. ________________________________________________________________________________
2. ________________________________________________________________________________
3. ________________________________________________________________________________
4. ________________________________________________________________________________
5. ________________________________________________________________________________
6. ________________________________________________________________________________
7. ________________________________________________________________________________

READ THE STORY “The Educated Man and the Peasant”

ACTIVITY 2
DISCUSSION
Answer the following questions based on the story read. Write your answers on the blanks.

1. What was the decision of the young man from Bucharest who had just finished schooling?
____________________________________________________________________________________________
________________________________________________________________
2. What difficulties did the young man meet?
____________________________________________________________________________________________
________________________________________________________________
3. What wager did the young man make with the peasant?

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 ____________________________________________________________________________________________
________________________________________________________________
4. What three questions did the educated man asked the peasant?
____________________________________________________________________________________________
________________________________________________________________
5. Who was smarter--- the educated man or the peasant? Explain your answer.
____________________________________________________________________________________________
________________________________________________________________

GRAMMAR CONNECTION

SUBJECTS AND VERBS IN QUESTIONS AND COMMANDS

Some Interrogative Sentences(questions) are written in normal order. The subject comes first, and the verb second.

Subject Verb

Who sold the balloon?

But not all questions follow this order. Look at the example below.

HV Subject MV

Do you know Ms. Bonnie?

Here, the verb is do know. The subject you falls between the helping verb do and the main verb know.

Imperative Sentences(commands) normally begin with the verb. For example, in the command “Open the door”, the
verb is the first verb, “Open.” What is the subject? There doesn’t seem to be any. The subject in the sentence is you,
even though it is not expressed. We say that the subject you is understood.

Imperative Sentences sometimes consist only of one word---the verb. For example, proceed. Wait. Stop. These are
simple word sentences. The subject is the same: (you) Proceed. (you) Wait. (you) Stop
APPLY IT
A. Write the subject and verb for each of the following sentences.

SUBJECT VERB

1. Have you heard the good news?

2. Have you completed the requirements?
3. Has the president given her speech?
4. Does he help in the computer shop?
5. Is Liza leaving for Canada?
6. Do the members of the committee know the winner?
7. Does the organization still need money?
8. Have you answered that letter yet?
9. Did the policemen catch the thieves?
10. Do Mark and Mike work at the mall?

B. Indicate the subjects and verb in the following Imperative Sentences. Write them before the sentences.

___________________ 1. Stand there

___________________ 2. Take your time
___________________ 3. Measure the shoulder
___________________ 4. Return this diskettes to the computer room
___________________ 5. Bring your notebooks and pens
___________________ 6. Cut along the dotted lines
___________________ 7. Here, take another bite
___________________ 8. Fold the paper
___________________ 9. Put your hands in front
___________________ 10. Ask the senator her opinion

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--End of the lesson--

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