English
Quarter 1 – Module 1:
ANALOGY
000000000000000000000000
English – Grade 7
Alternative Delivery Mode
Quarter 1 – Module 1: Analogy
First Edition, 2020
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Published by the Department of Education
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Undersecretary: Diosdado M. San Antonio
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Reviewers: Leizl A. Elli and Jessie Lou L. Ecleo
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Adolf P. Aguilar
Anna Lee A. Amores, Ed.D.
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E-mail Address:
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ENGLISH
Quarter 1 – Module 1
ANALOGY
Introductory Message
For the Facilitator:
Welcome to the English 7 Alternative Delivery Mode (ADM) Module on
Analogy!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the
teacher or facilitator in helping the learners meet the standards set by the K
to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:
Give learners an uncommon
experience.
As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the
module.
ii
For the Learner:
Welcome to the English 7 Alternative Delivery Mode (ADM) Module on
Analogy!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource
while being an active learner.
This module has the following parts and corresponding icons:
What I Need to
Know
This will give you an idea of the skills or
competencies you are expected to learn
in the module.
What I Know
This part includes an activity that aims
to check what you already know about
the lesson to take. If you get all the
answers correct (100%), you may decide
to skip this module.
What’s In
This is a brief drill or review to help you
link the current lesson with the previous
one.
What’s New
In this portion, the new lesson will be
introduced to you in various ways; a
story, a song, a poem, a problem opener,
an activity or a situation.
What is It
This section provides a brief discussion
of the lesson. This aims to help you
discover and understand new concepts
and skills.
What’s More
This comprises activities for independent
practice to solidify your understanding
and skills of the topic. You may check
the answers to the exercises using the
Answer Key at the end of the module.
What I Have
Learned
This includes questions or blank
sentence/paragraph to be filled in to
process what you learned from the
lesson.
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What I Can Do
This section provides an activity which
will help you transfer your new
knowledge or skill into real life situations
or concerns.
Assessment
This is a task which aims to evaluate
your level of mastery in achieving the
learning competency.
Additional
Activities
In this portion, another activity will be
given to you to enrich your knowledge or
skill of the lesson learned.
Answer Key
This contains answers to all activities in
the module.
At the end of this module you will also find:
References
This is a list of all sources used in developing this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you
are not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
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TABLE OF CONTENTS
CONTENT
TITLE PAGE
PAGES
------------------------------------------------
i
INTRODUCTORY MESSAGE --------------------------------For the Facilitator
--------------------------------For the Learner -----------------------------------------
ii
ii
iii
WHAT I NEED TO KNOW
Learning Competency
Learning Objectives
-------------------------------------------------------------------------------------------------
1
2
2
WHAT I KNOW
------------------------------------------------
2
WHAT’S IN
Task 1
Task 2
----------------------------------------------------------------------------------------------------------------------------------------------
3
3
4
WHAT’S NEW
------------------------------------------------
4
WHAT IS IT
------------------------------------------------
5
WHAT’S MORE
------------------------------------------------
7
WHAT I HAVE LEARNED
WHAT I CAN DO
ASSESSMENT
---------------------------------
8
----------------------------------------
8
------------------------------------------------
9
ADDITIONAL ACTIVITIES
ANSWER KEYS
REFERENCE LIST
---------------------------------
12
------------------------------------------------
13
--------------------------------------------
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WHAT I NEED TO KNOW
Hi! How are you today? I hope you woke up with a smile on your face.
Cheer up! Everyday has a reason for you to be awake, active and
enthusiastic. Today, we will learn something about analogy.
In our day to day activities, good communication is really an
important factor to establish understanding between or among individuals.
Most often, we want to be heard, we want to express what is in our minds
and reasoning is a potent way of expressing ourselves, to stress the points
that we want to emphasize. In this manner, a well-developed skill in making
and understanding analogy will cater to this purpose.
If you hear the word “ANALOGY”, you will think about comparison
and relationship of words. But people often wonder about the effectiveness
of analogies. What do they teach? How do they work? Why are they so
useful? What skill is developed if a student is really good in analogy? All of
these ideas are to be taken into consideration as you move forward to this
lesson.
This module provides discussion about the lesson with appropriate
examples and activities for you to browse and answer religiously. The
activities are simply designed to cater to your needs in developing your
critical thinking skill in finding the word relationship and functions.
As you journey with the lesson on analogy, you will understand each
of its categories and eventually can make use of them not only for English
classes but to your other academic subjects.
Begin by reading and understanding the Most Essential Learning
Competencies and Learning Objectives. These will tell you what you should
know and be able to do at the end of every lesson.
It is not enough that you acquire content or information. You must be
able to demonstrate what you learned by doing the activities prepared for
you. In other words, you must be able to digest the lesson through your
effort in giving answers to all activities in your activity notebook.
1
Learning Competency
Supply other words or expressions that complete an analogy.
EN7V-IV-c-23.1
Learning Objectives
At the end of the module, you should be able to:
1.
2.
3.
4.
Define analogy and its categories. (Cognitive)
Complete analogical sentences. (Psychomotor)
Appreciate the use of analogy in reasoning. (Affective)
Display the value of patience in making analysis in the relationship of
words. (Attitude)
Please take note that all answers shall be written in your activity
notebooks, and that there should never be any markings placed in this
module.
WHAT I KNOW
Pre-assessment:
Direction: Look at the following examples. Think of the relationship
between the underlined words. Then, complete the analogical sentence by
picking up the best word from the given choices after each statement. Write
the letter of your choice in your notebooks.
1. Claw is to cat as tail is to _____.
a. wag
b. story
c. tooth
d. dog
2. Violinist is to orchestra as pitcher is to ______.
a. band
b. baseball team
c. juice
d. instrument
Are you done? Let’s try to illustrate your answers through the
following questions. Think, and express your answers freely on your
notebook.
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1. What are your choices both in Item 1 and Item 2?
2. How did you come up with those choices?
3. What have you noticed about the first two underlined words?
4. How are these two underlined words related? What is their relationship?
5. Are you using the same relationship in finding the pair of the third
underlined word?
WHAT’S IN
Task 1
Directions: Read each analogical sentence. Exercise your reasoning ability
and justify your answers to the given questions. Learn and be guided with
the category of analogy presented to you.
A.
Function
Performer is to action as painter is to paint.
What is the function of the performer?
What does a painter do?
B. Degree
Warm is to hot as cold is to freezing.
What happens to the degree of heat?
What happens to the degree of coldness?
C. Characteristic
Bird is to air as fish is to water.
What do birds do?
What do fishes do?
D. Kind
Laughing is to crying as happy is to sad.
How does laughing relate to crying?
How about happy and sad?
E. Part to whole
Fin is to fish as wing is to bird.
What will happen to a fish without its fin?
What will happen to a bird without a wing?
F. Definition
Life is a race as to death is a phase.
How does life being defined?
How does death being defined?
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Great! Let’s try some more. This time visually enjoy the sets of analogical
sentences below. I know that this will be easier for you to do.
Task 2
Directions: Pick out the exact word to complete each sentence. Write the
letter of your answer directly to your notebook.
1. FIND is to LOCATE as LOSE is to _________________.
a. Find
b. Locate
c. Misplace
d. Place
2. DOOR is to KEY as SHOE is to _________________.
a. Hinge
b. Transom
c. Shoelace
d. Threshold
3. SMOKE is to FIRE as WATER is to _________________.
a. Sky
b. Rain
c. Cloud
d. H2O
4. ISLAND is to ARCHIPELAGO as SLICE is to _________________.
a. Loaf
b. Peninsula
c. Land
d. Ocean
5. HAND is to ELBOW as FEET is to_________________.
a. Leg
b. Toe
c. Muscle
d. Knee
6. COMMAND is to PARENTS as OBEY is to_________________.
a. Teachers
b. Children
c. Armies
d. Principals
7. EGG is to BOILED as POTATO is to_________________.
a. Hash
b. Smash
c. Slice
d. Slash
8. DIG is to EXCAVATE as KILL is to _________________.
a. Slay
b. Convict
c. Coverage
d. Try
9. POSSIBLE is to PROBABLE as HOPE is to _________________.
a. Expect
b. Prove
c. Deceive
d. Resent
10. RICHNESS is to WEALTH as WISDOM is to _________________.
a. Knowledge
b. Save
c. Divulge
d. Teach
WHAT’S NEW
That must have been a tough accomplishment but you’re doing just
fine! Now, I want you to go into a deeper understanding of the activities that
you went through actively. READ and take your time to get the important
points about this lesson on ANALOGY.
An analogy is a statement of comparison between two different things,
ideas or concepts. What makes analogies so effective is their ability to get
someone to think critically.
To answer an analogy question correctly, a person has to form a
logical relationship, or "bridge" between two words. He or she must think
about how the words are related and understand that words can be related
in different ways.
It is, therefore, the task of the person to focus on the most essential
relation, the most basic aspect of the word’s function or definition.
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WHAT IS IT
There are several primary categories of relationships used in forming
analogies:
A. Function – It can be an activity or purpose intended for a thing or a
person to do. This relationship is based on the way something operates
or is used. It can also be called as purpose analogy. Take this example:
Performer is to action as painter is to paint.
What is the function of the performer?
What does a painter do?
Explanation:
The performer will do some actions on stage or in front of
a crowd to entertain them because that is the performer’s function. The
same explanation it is with the painter whose job or function is to do the
painting. To see the relationship, it would be necessary to be knowledgeable
on how an object is to be used, as well as, on how a certain person does his
job.
B. Degree- the extent of which something happens. This relationship
shows the greater or lesser amount of intensities of action or description.
Take this example:
Warm is to hot as cold is to freezing.
What happens to the degree of heat?
What happens to the degree of coldness?
Explanation:
In a usual situation, what started as simple can become
complicated. There is always a gradual increase in something that you do.
Say, if you are putting water in the freezer, it will eventually freeze after
several hours or, if you intend to boil water, it becomes warm then after a
few minutes it will reach its boiling point. These illustrate that any activity
will come to a point of completion after reaching its limits.
C. Characteristic – a quality typical to a person or thing. This indicates the
features which are known to be true to a certain object, person, animals
or ideas. You can identify something through its characteristics. Take
this example;
Bird is to air as fish is to water.
What do birds do?
What do fishes do?
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Explanation:
We are familiar with birds, aren’t we? Birds are known to
play in the air, they fly. Flying is a distinct characteristic of birds. On the
other hand, fishes swim. Swimming is their distinct characteristic. Enough
knowledge about the features of a particular thing, person, or animals, will
make characteristic analogy easier.
D. Part to whole – a fraction that represents a whole. This explains that all
parts of a certain object or even in a human being are all important. Each
of these parts plays an important role to make the whole thing
functional.
Fin is to fish as wing is to bird.
What will happen to a fish without its fin?
What will happen to a bird without a wing?
Explanation:
The fin is a significant part of a fish and without it, the
fish can’t swim and will eventually die. Wings are essential to birds, and
though not all birds are able to fly, like kiwi birds that are wingless, but
when we talk about an animal that has wings, it is mostly a bird.
E. Antonyms/Synonyms – pairs that show an opposite relationship/pairs
that show a similar relationship. These can be very important in
developing your vocabulary skill. The knowledge of antonyms or words
with opposing meanings and of synonyms or words with the same or
similar meanings will help specifically in doing writing activities. Take
these examples:
empty: full::awkward: graceful
Explanation:
Those above are antonyms. The opposite of the word
empty is full, and the word awkward is graceful.
pretty: gorgeous::sad: mournful
Explanation:
Those above are synonyms. The word pretty has the same
meaning as the word gorgeous, and the word sad has the same meaning as
the word mournful.
F. Classification – identify something into its category. This category of
analogy will tell us to put together words, objects, or ideas that belong to
the same group or of the same general identification. See these examples:
Ballet:Dance::Frog:Amphibian
Explanation: Ballet is classified as dance, just like a frog is classified as an
amphibian.
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WHAT'S MORE
ANALOGY plays a significant role in solving problems, making
decisions, reasoning in arguments, expressing perceptions, making
generalizations, predicting outcomes, and many more.
It is an important part of high-level perception in humans; the ability
to form and understand analogies requires high cognitive functioning.
So, when a student works with the different areas of analogy, he or
she needs to play with his or her encounter with the environment and recall
experiences with situations he or she has on things, with people, with places
or even with ideas. With these, a student can easily trace how things relate
to one another.
Now, with the preceding explanation, test your learning with the next
sets of exercises. Feel free to make mistakes and do corrections right away.
Have fun!
Do more for analogies…
Exercise A. Determine what the relationship is between the first two words
in each analogy. Then complete the analogy with one of the words in
parenthesis. If you are unsure of a word’s meaning, consult a dictionary for
clarification. Write your answer directly in your notebook.
1.
2.
3.
4.
5.
begin : end : : open : _____
detective : inspector : : teacher : _____
incognito : disguised : : foolish : _____
insect : mosquito : : dog : _____
nose : face : : elbow : _____
(reach, unlock, close)
(professor, student, child)
(smart, funny, senseless)
(cat, bone, collie)
(arm, wrist, knee)
Exercise B. Determine what the relationship is between the first two words
in each analogy. Then complete the analogy with one of the pair words in
parenthesis. If you are unsure of a word’s meaning, consult a dictionary for
clarification. Write your answer directly in your notebook.
1.
2.
3.
4.
5.
pick : select : : _________
center : middle : : _________
neighborhood : city : : _________
want : desire : : _________
top : bottom : : _________
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(window: ladder, couch: sofa)
(sea: ocean, fish: land)
(game: end, pupil: class)
(find: discover, remain: fall)
(large: small, huge: many)
WHAT I HAVE LEARNED
Directions:
Review the lesson on ANALOGY. Then write your
reflection in your notebook by finishing up the unfinished statements below.
I have learned that ________________________________________________________
___________________________________________________________________________
I have realized that _______________________________________________________
__________________________________________________________________________
I will apply _______________________________________________________________
___________________________________________________________________________
WHAT I CAN DO
Directions: In the following, try to determine the relationship between the
first pair of words given below. From the four choices, choose the pair of
words that have the same relationship as the original pair of words. Write in
your notebook the letter of your choice before each number.
_____ 1. Ensue : follow : :
A. run : lead
B. pursue : chase
C. permit : play
D. object : quit
_____ 2. Chamber : room : :
A. diary : record
B. garage : house
C. privacy : property
D. title : book
_____ 3. Chaos : order : :
A. stinginess : strictness
B. regulation : rule
C. moisture : droplets
D. cowardice: courage
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_____ 4. Astound : amaze : :
A. blend : separate
B. postpone : delay
C. afford : sell
D. excel : surprise
_____ 5. Dwindle : shrink : :
A. begin : start
B. grow : plant
C. forego : choose
D. attend : disappear
ASSESSMENT
Finally, you were able to tackle the different related activities to sharpen
your skills on analogy. Now, it’s time to evaluate your learning. Be
ready…go!
Directions: Below are sets of analogy activities. Answer them according to
each subtest instructions. Write your answers clearly in your notebook.
A. Complete each analogy sentence by writing the correct word on
the blank line. Think critically.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
Mouse is to mammal as snake is to __________.
Sound is to hear as odor is to __________.
Oven is to bake as knife is to __________.
Morning is to breakfast as evening is to __________.
Sing is to sang as eat is to __________.
Top is to bottom as over is to __________.
Day is to month as minute is to __________.
Word is to sentence as page is to __________.
Go is to green as red is to __________.
. Toe is to foot as finger is to__________.
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B. Complete the illustration by providing the appropriate drawing on
the blank space. Write the letter of your answer directly on your
notebook.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Source: http://questionpaper.org/non-verbal-analogy/
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C. Use the words inside the box to form five (5) sets of analogy. Write
your answers in your notebooks.
volcano
light
sky
dark
table
read
song
bed
sing
pizza
cheese
ice cream
comforter sprinkles
snow
lava
tablecloth
day
book
night
1. ______________:_______________::______________:_______________
2. ______________:_______________::______________:_______________
3. ______________:_______________::______________:_______________
4. ______________:_______________::______________:_______________
5. ______________:_______________::______________:_______________
Alright! You have done a very good job. You can make use of what you
have learned about an analogy in your daily activities, as well as, in your
other subjects that need analysis. Continue exploring the world of analogies.
You can take a short break, stretch your muscles, take your snacks,
drink your juice or a glass of water, do personal necessities. Feel relax, then,
return to your study table and do more related activities…
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ADDITIONAL ACTIVITIES
A. Directions: Identify the category of analogy reflected in the
following lines. Choose from the list of categories found inside
the box below. Write your answer directly to your activity
notebook.
kind
function
antonyms
part to a whole
degree
cause & effect
characteristic
synonyms
definition
1. A fork is used to eat.
2. The sun is so hot.
3. A lamb is a baby sheep.
4. Something that is huge is big
5. A shovel is used to dig.
6. A rose is a flower.
7. Chef is for restaurant.
8. The past comes before the present
9. Progress is advancement.
10.Laziness results to failure.
B. Directions: Complete each analogy statement by adding an
appropriate word on the blanks. Write your answers in your
notebook.
1. Papers are to folders as books are to _______________.
2. Time is to clock as temperature is to ______________.
3. Listen is to hear as look is to _____________________.
4. Brother is to sister as aunt is to ___________________.
5. Lead is to pencil as ink is to ______________________.
6. The flag is to freedom as heart is to ________________.
7. Noon is to lunch as evening is to __________________.
8. Inside is to basketball as outside is to ______________.
9. Cooking is to stove as washing is to ________________.
10.Nurse is to doctor as secretary is to ________________.
www.teach-nology.com
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ANSWER KEYS
Pre-Assessmen t
1.d-dog
2 .b - b ase b all
team
What’s In
Task 2
1.c-misplace
2.c-sh oe lace
3 . b - r a in
4.a-loaf
5.d-kne e
6.b-children
7 .a - h ash
8.a-slay
9.a-expe ct
1 0 . a - k n o w le d g e
What I Have
Learn ed
Ex ercise A
1.close
2 .p r ofe ssor
3 . s e n s e le s s
4.collie
5.arm
Ex ercise B
1.couch:sofa
2 .se a:oce an
3.pupil:class
4.find:discover
5.large:small
Additional
Activities
A.
1. Function
2. characteristic
3. Definition
4. degree
5. function
6. kind
7. function
8. antonym
9. synonym
10. cause& effect
Assessment
A.
1. reptile
2. smell
3. slice
4. dinner
5. ate
6. under
7. hour
8. book
9. stop
10. hand
B.
1. Pages
2. thermometer
3. see
4. uncle
5. Pen
6. Love
7. Dinner
8. Volleyball
9. Basin/
Washing
machine
10. manager
B.
1. A
2. E
3. B
4. D
5. A
6. D
7. A
8. E
9. C
10. B
11. B
12. E
13. E
14. C
15. A
C.
1.
2.
3.
4.
5.
Day: night::light :dark
song:sing::book:re ad
table :table cloth::be d:comforter
volcano:lava:: sky: snow
pizza:cheese:: ice cream:
s p r i n k le s
Wh at I Can Do
1.B
2.A
3.D
4.B
5.A
REFERENCES
JD Norton - Manuscript, http://www. pitt. edu/jdnorton/papers …, 2011
Ogles,Kaitlin.ClassificationAnalogies:Definition&Types.https://study.com/
academy/lesson/classification-analogies-definition-types.html
P Bartha - 2013 Analogy and analogical reasoningplato.stanford.edu
https://examplesyourdictionary.com/analogyex.html
https://englishforeveryone.org/topics/analogies.hyml
https://www.masterclass.com/articles/what-is-analogy
https://questionpaper.org/reasoning-questionswww.Teach-nology.com
https://www.indiabix.com/non-verbal-reasoning/analogy/
https://literaryterms.net/analogy/
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For inquiries or feedback, please write or call:
Department of Education – Schools Division of Negros
Oriental
Kagawasan, Avenue, Daro, Dumaguete City, Negros
Oriental
Tel #: (035) 225 2376 / 541 1117
Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net
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