ST. MARY’S ACADEMY OF TALISAYAN
Formerly: Mount Carmel School
Talisayan, Misamis Oriental
S.Y. 2020-2021
ENGLISH 7
Student Information Card
Name: _____________________________________
Address: _____________________________________________
Home Phone Number: ________________ DOB: _____________
Mothers Name: _________________ Cell Number: ___________
Fathers Name: _________________ Cell Number: ____________
Parent E-mail: _________________________________________
Medical Information/Allergies: ____________________________
Do you have internet access at home:
ENGLISH 7| LEARNING MODULE 7
yes
QUARTER 1
no
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ST. MARY’S ACADEMY OF TALISAYAN
Formerly: Mount Carmel School
Talisayan, Misamis Oriental
S.Y. 2020-2021
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ST. MARY’S ACADEMY OF TALISAYAN
Formerly: Mount Carmel School
Talisayan, Misamis Oriental
S.Y. 2020-2021

How can the tales and wise sayings of the past help us live
today? INTRODUCTION AND FOCUS QUESTIONS
Let us start this unit by recalling stories and wise sayings that you have heard from your grandparents
or from an old folk such as the famous Lola Basyang. Think about this question:
How can the tales and wise sayings of the past help us
live today?
Welcome to the wonderful
world of storytelling!
This lesson allows you to appreciate the wisdom of our
ancestors that continues to influence our experiences.
Discover how their proverbs serve as guideposts towards
strengthening our values.
You must aim to:
1. Identify and use reading techniques of scanning, skimming, and close
reading
2. Appreciate Filipino folk dances
3. Distinguish Philippine oral lore
4.
5.
6.
7.
Appreciate and analyse riddles and proverbs
Note the characteristics of folk narratives
Use figures of speech
Observe rules on subject-verb agreement
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ST. MARY’S ACADEMY OF TALISAYAN
Formerly: Mount Carmel School
Talisayan, Misamis Oriental
S.Y. 2020-2021
LESSON 1
Electing Class Officers
INTRODUCTION
Humankind has a natural inclination toward literature.
Like other nations of the world, Filipinos had their early
literature handed down orally from generation to generation.
Philippine oral literature figures prominently in community
life and subjects are common experiences of the people, dayto-day situations, activities, and encounters with nature.
In the olden days and even today in some areas of the
country, social events in the Philippines have been
accompanied by poetry and music. You surely know some
riddles (bugtong), proverbs (salawikain), songs (kundiman),
fables, folk tales, myths, and legends.
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ST. MARY’S ACADEMY OF TALISAYAN
Formerly: Mount Carmel School
Talisayan, Misamis Oriental
S.Y. 2020-2021
Reading Techniques:
Scanning, Skimming, and
Close Reading
SCANNING
 It is a technique that enables you to search for specific
information. You move your eyes quickly over the page
to find keywords that will lead you to a particular
answer.
 It is reading rapidly in order to find specific facts.
 Use scanning in research to find particular facts, to
study fact-heavy topics, and to answer questions
requiring factual support.
SKIMMING
 It is a technique used to skim an article to get the main idea, the author‟s purpose, and the method of
organization of the material.
 Use skimming in previewing (reading before you read), reviewing (reading after you read), determining
the main idea from a long selection you don't wish to read, or when trying to find source material for a
research paper.
Reference: http://www.butte.edu/departments/cas/tipsheets/readingstrategies/skimming_scanning.html
CLOSE READING
 Also known as serious reading enables you to extract detailed information, to note the sequence of
events, and be aware of patterns, similarities, comparisons, and contrasts.
 Close reading expects readers to focus on the information that a text provides, without relying on a lot of
information or support.
Reference: https://www.scholastic.com/teachers/articles/teaching-content/common-core-close-reading-0/
“Once you learn to read,
you will be forever free.”
– Frederick Douglas
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ST. MARY’S ACADEMY OF TALISAYAN
Formerly: Mount Carmel School
Talisayan, Misamis Oriental
S.Y. 2020-2021
PRE ASSESSMENT
SCANNING
1. Check what pages in our book is Princess Urduja? _____________________________
2. What are the titles .of the four units in English Communication Arts and Skills First Year Seventh Edition?
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3. Rapidly scan the following paragraphs to answer these questions:
a. When did Magellan come to the Philippines?
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b. On what occasions did Filipinos dance and sing?
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c. What religious events did our ancestors observe with ceremonial dances?
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SKIMMING
Direction: Skim the paragraphs that can be found in pages 18 to19 in your book and answer the following questions.
1. If you were to do a report about the relation of folk dances and geography, would the paragraphs on pages 20 to 21 be
useful? Why or Why not?
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2. Would these paragraphs help you do a report on the variety of folk dances in the Philippines?
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3. What is the main idea of each section?
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ST. MARY’S ACADEMY OF TALISAYAN
Formerly: Mount Carmel School
Talisayan, Misamis Oriental
S.Y. 2020-2021
4. Without reading the entire article in detail, cite its main points in one sentence each.
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ACTIVITY 1
SCANNING and SKIMMING
DIRECTION: Use this information about the Frimsborough County library and Karina furniture
suite to answer the questions in the level A and B quizzes:
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ST. MARY’S ACADEMY OF TALISAYAN
Formerly: Mount Carmel School
Talisayan, Misamis Oriental
S.Y. 2020-2021
DIRECTION: Encircle the letter that corresponds to your answer.
LEVEL A
1. Look at the Frimsborough County library text to answer this question.
The text is aimed at:
A) Librarians
B) Library users
C) Council workers
D) School students
2. Look at the Karina furniture suite information to answer this question.
The text is about:
A) resources at Frimsborough County Library
B) opening times at Frimsborough County Library
C) resources at Rimsborough County Library
Look at the Frimsborough County library text to answer the rest of the questions in level A
3. Information is given about borrowing CDs.
A) True
B) False
4. Which category of video isn’t listed?
A) educational
B) exercise
C) film
D) travel
5. A telephone number is provided.
A) True
B) False
6. This text tells you where to get more information about how many items you can borrow from the
library.
A) True
B) False
7. Members can also borrow CD-ROMs.
A) True
B) False
C) The text doesn‟t say
8. Which month is ‘library month’?
A) November
B) August
C) September
D) April
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ST. MARY’S ACADEMY OF TALISAYAN
Formerly: Mount Carmel School
Talisayan, Misamis Oriental
S.Y. 2020-2021
9. What is the name of the library?
A) Frimsborough Town Library
B) Frimsborough County Library
C) Frimsborough Village Library
D) Framborough District Library
10. What type of text is this text?
A) informative
B) descriptive
C) persuasive
D) instructive
LEVEL B
1. The text is aimed at:
A) People who are selling furniture
B) People who want to buy furniture
C) Karina
2. The suite is made of:
A) 50% polyester, 50% cotton.
B) 49% polyester, 51% cotton.
C) 54% polyester, 46% cotton.
D) 46% polyester, 54% cotton.
3. Does the catalogue company offer a home delivery service?
A) Yes. It costs £100.00.
B) Yes. Delivery is free.
C) There is no delivery service offered.
D) Yes, but the cost of the service is unknown.
4. The large armchair costs £232.99.
A) True
B) False
5. How much does the 3 seater sofa cost?
A) £479.95
B) £409.95
C) £359.95
D) £232.99
6. For what type of use is the Karina range designed / made?
A) heavy domestic use
B) general domestic use
C) light domestic use
D) commercial use
7. The futon costs more that the armchair.
A) True
B) False
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ST. MARY’S ACADEMY OF TALISAYAN
Formerly: Mount Carmel School
Talisayan, Misamis Oriental
S.Y. 2020-2021
8. How much does the smallest piece of furniture cost?
A) £59.95
B) £69.99
C) £79.99
D) £189.95
9. The metal-action sofa-bed is wider than the 2 seater sofa.
A) True
B) False
10. How many pieces of furniture cost more than £350?
A) 1
B) 2
C) 3
D) 4
Reference: https://downloads.bbc.co.uk/skillswise/english/en05skim/quiz/en05skim-e3-quiz.pdf
ACTIVITY 2
Using Online Information
DIRECTION: Using information from the internet, write two to three sentences about your understanding on
the following:
1. Ibong Adarna (The Adarna Bird)
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2. Mt. Arayat in Folk Literature
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3. Mariang Makiling
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ST. MARY’S ACADEMY OF TALISAYAN
Formerly: Mount Carmel School
Talisayan, Misamis Oriental
S.Y. 2020-2021
YOUR TEXT
Words of Wisdom
Damiana L. Eugenio, the mother of Philippine Folklore compiled and edited what may very well be
considered as the most comprehensive collection of proverbs in our country. There is a limited number of works
like this in existence. She spent a lifetime collecting pieces of folk literature that reveal our ancestors„ wisdom.
When she gathered proverbs from various areas in our country, she declared that our elders lived by simple, yet
very meaningful rules of righteous living. In fact, she asserted that even the Spaniards who colonized our
country noticed how proverbs formed part of the native spirit. Spanish missionaries were found to have
translated such proverbs and other oral expressions in Spanish in order for their fellow religious people to learn
our indigenous languages. By doing so, they were able to interact with the early Filipinos their and eventually
introduce the Catholic faith.
Proverbs are brief instructive expressions that suggest a specific action, behavior, or judgment. Referred
to by some scholars as ―the wisdom of many and the wit of one‖, they are commonly written in the form of
short assertions or poetic two-liners which have rhyme. It is interesting to note that people are easily struck by
proverbs when they are woven in conversations or writings. This is perhaps because they have the power to
teach people the more essential truths about life and the complexity of living. Compared to lengthy narrations,
descriptions, or argumentations, proverbs are able to effect quickly a change in view or disposition.
In Filipino, proverbs are called salawikain or sawikain. They prescribe norms, impart a lesson, or
emphasize traditions and beliefs in a community. In the anthology of Damiana L. Eugenio, she classified
proverbs into six categories: (1) proverbs expressing a general attitude towards life and the laws that govern
life; (2) ethical proverbs recommending certain virtues and condemning certain vices; (3) proverbs expressing a
system of values; (4) proverbs expressing general truths and observations about life and human nature;
(5) humorous proverbs and (6) miscellaneous proverbs. Below are examples of each category.
1. Proverbs expressing a general attitude towards life and the laws that govern life
Walang ligaya sa lupa na di dinilig ng luha. (Tagalog)
There is no earthly joy that is not watered with tears.
Say liket ban-bantayey ermen. (Pangasinan)
Joy is always guarded by sorrow.
Ang kapalaran ko di ko man hanapin, dudulog lalapit kung talagang akin. (Tagalog)
The good fortune which is intended for me will come even without my seeking it.
2. Ethical proverbs recommending certain virtues and condemning certain vices
Walang utang na di pinagbayaran. (Tagalog)
No debt remains unpaid.
Dai mo pagpaagahan an magigibo mo ngonyan. (Bikol)
Do not put off for tomorrow what you can do for today.
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ST. MARY’S ACADEMY OF TALISAYAN
Formerly: Mount Carmel School
Talisayan, Misamis Oriental
S.Y. 2020-2021
Ayau mo in kahui pila‟a ha kawa‟an mo bunga. (Tausug)
Do not cut the tree to get the fruit.
3. Proverbs expressing a system of values
Ti nasadot a baro cas carne a nadangro. (Ilokano)
A lazy young man is like foul-smelling meat.
Ang mga tulo singgot sa taong mangguibuhaton paga bayran gayud sa guihapon.
(Boholano)
Every drop of perspiration of an industrious man will be rewarded accordingly.
Isa ka tuig nga tiponon, isa ka takna wagwagon. (Hiligaynon)
It takes only a moment to squander what took a year to save.
4.
Proverbs expressing general truths and observations about life and human nature
Huli man at magaling, ay naihahabol din. (Tagalog)
A good thing is never too late.
Ti saan a matimtemec, nauyong no macaunget. (Ilokano)
The quite person is slow to anger but terrible when aroused.
Ing mayap a babai, maiguit ya karing rubi. (Pampango)
A good woman is worth more than rubies.
5.
Humorous proverbs
Ang gugma sang tigulang daw igui nga nagakamang. (Hiligaynon)
The love of an old man is like a snail that crawls.
Ako kanhi cabalyero nga wala‟y kabilinggan; pagdawat sa matrimonio, sa hinanali ng lawas
mingniwang. (Cebuano)
I was formerly a gentleman without a care at all, but when I got married, my body shrank and
became small.
Kay tagal nanindahan, kabili-bili‟y balindang. (Tagalog)
After shopping for a long time, he ended up with a poor purchase
6.
Miscellaneous proverbs (typically expressive of specific realities to a certain area)
Ing matudtud a pemangca e na balu lebasa‟ ng sapa. (Pampango)
The sleeping boatman does not know the streams he has passed.
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ST. MARY’S ACADEMY OF TALISAYAN
Formerly: Mount Carmel School
Talisayan, Misamis Oriental
S.Y. 2020-2021
Mapipia nu sumavat ka a maysaosaod su sagap as canu caviden mu du calawangan q
manalamad su among. (Ivatan)
It is better to go home and weave a net than to stay on the shore and watch the fish.
Dica agcapcapoy no bassit ti inapoy; dica agnengnengneng no bassit ti diningdeng. (Ilokano)
Don„t be too slow if there„s only a little rice; don„t be too shy if there„s only a little viand.
Our proverbs are not only witty expressions. They are also our cultural treasures. As
we continue to use them in various spoken or written forms and as we explore ways of
representing them in graphic, musical, or dramatic modes, we facilitate their preservation. And
through these, we strengthen our identity as a people.
Damiana Ligon
Eugenio
 (September 27, 1921 – October 10, 2014) was a Filipino female author and professor who
was known as the Mother of Philippine Folklore, a title she received in 1986. Apart from
teaching at the University of the Philippines, she has several publications in the field
of Philippine folklore, among them a series of seven books which she compiled and
edited.
 Eugenio died on October 10, 2014. She had a bad fall in December 2013 and became
bed ridden since.
Works:
 Philippine Proverb Lore (1975)
 Awit and Korido: A Study of Fifty Philippine Metrical Romances in Relation to Their
Sources and Analogues (1965)
 Philippine Folk Literature: An Anthology (1981)
 Philippine Folk Literature, (May 31, 2008)
Riddles
 Which are famous among Filipinos, are witty and puzzling statements referring to
animals, objects or fruits found in the country. Since riddles have been passed from one
generation to another, their origins are difficult to trace. This kind of folk literature is used not
only to entertain but also to showcase the Filipino wit and intellect.
 Philippine riddles can either be prose or verse. They are usually written in couplets.
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ST. MARY’S ACADEMY OF TALISAYAN
Formerly: Mount Carmel School
Talisayan, Misamis Oriental
S.Y. 2020-2021
The anthology of ASEAN FOLK LITERATURE edited by Damiana L. Eugenio outlines the
stylistic devices manifested in Philippine riddles.
1. Balance and Parallelism
 Araw araw bagong buhay
 Taon-taon namamatay
 Kalendaryo
-
Every day it has a new life;
Every year it dies.
Calendar
2. Parallel statements expressing contrast:
 Mataas kung nakaupo
 Mababa kung nakatayo
 Aso
-
Tall when sitting;
Short when standing
Dog
3. Paradox or reversal of the expected:
 Nang maal-ala’y naiwan
 Nadala nang malimutan
 Amor siko
-
When remembered, it was left behind
When forgotten it was carried
Amor seco
4. An odd or illogical action:
 Nagsaing si Hudas
 Itinapon and bigas
Judas cooked rice
He threw the rice
-
Filipino Proverbs
 These are wise sayings. Like riddles, they are handed from one generation to another. It
is quite difficult to trace their roots since they were originally in oral form. They are culled
from the wisdom of daily living, providing lessons and observations about life.
 Proverbs manifest not only the richness of Philippine culture but also the values and
philosophy of Filipinos.
The anthology of ASEAN FOLK LITERATURE edited by Damiana L. Eugenio outlines the
stylistic devices manifested in Philippine riddles.
1. Proverbs expressing a general attitude towards life:
 Ang dalan sa langit
The road to heaven.
 Wala bakbakigm kabulakan
Is not strewn with thorns
(Cebuano)
2. Ethical Proverbs
 Habang maiksi ang kumot
 Magtiis mamaluktot
(Tagalog)
-
3. Paradox or reversal of the expected:
 Nang maal-ala’y naiwan
 Nadala nang malimutan
 Amor siko
4. An odd or illogical action:
 Ing mayap a lagyu
 Maiguit ya king gintu
(Ilokano)
ENGLISH 7| LEARNING MODULE 7
-
While your blanket is short
Endure crouching under it
When remembered, it was left behind
When forgotten it was carried
Amor seco
A good name
Is better than gold
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ST. MARY’S ACADEMY OF TALISAYAN
Formerly: Mount Carmel School
Talisayan, Misamis Oriental
S.Y. 2020-2021
ACTIVITY 3
Of Wit and Wisdom
DIRECTION: Study the pictures and sayings below and then answer the questions that follow.
Write your thoughts on the thinking box.
Source: http://mmdelrosario.hubpages.com/hub/Salawikain_Filipino_Proverbs#
Ang mabigat ay gumagaan, kung
pinagtutulungan
Ang palay ay partisan, habang nagkakalaman ay
lalong nagpupugay.
1. What are these sayings called?
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2. What do these sayings express?
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ST. MARY’S ACADEMY OF TALISAYAN
Formerly: Mount Carmel School
Talisayan, Misamis Oriental
S.Y. 2020-2021
3. What is the structure of these sayings?
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4. What is the function or purpose of these wise sayings?
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5. How do these wise sayings reflect the culture of our country?
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ACTIVITY 4
DIRECTION: Use Damiana Eugenio„s system to classify the following proverbs. Use the given codes.
G
E
V
T
H
M
–
–
–
–
–
–
proverbs expressing a general attitude towards life and the laws that govern life
ethical proverbs recommending certain virtues and condemning certain vices
proverbs expressing a system of values
proverbs expressing general truths/observations about life and human nature
humorous proverbs
miscellaneous proverbs
1. Matibay ang walis, palibhasa'y magkabigkis.
A broom is sturdy because its strands are tightly bound.
2. Sa taong walang takot, walang mataas na bakod.
To a fearless person, no fence is high enough.
3. Kung ano ang puno, siya ang bunga.
Whatever the tree, so is the fruit.
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ST. MARY’S ACADEMY OF TALISAYAN
Formerly: Mount Carmel School
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4. Aanhin pa ang damo, kung patay na ang kabayo.
What good is the grass if the horse is already dead.
5. Kung may isinuksok, may madudukot.
If you save, you have something to withdraw
6. Ang magalang na sagot, nakakapawi ng pagod.
A respectful retort wipes away weariness.
7. Ang hindi marunong magmahal sa sariling wika, daig pa ang malangsang isda.
He who does not love the national language is worse than a smelly fish.
8. Ang mabigat ay gumagaan, kung pinagtutulungan.
A heavy burden is lightened if everyone participates in carrying it.
9. Ang buhay ay parang gulong, minsang nasa ibabaw, minsang nasa ilalim.
Life is like a wheel; sometimes you are on top, sometimes you are in the bottom.
10. Ang pili ng pili, natatapat sa bungi.
One who is choosy ends up with the least attractive choice.
ACTIVITY 5
Locate, Reflect, Evaluate!
DIRECTION: Locate information in the selection to determine whether each statement is true (T) or false (F).
1. Only a few people work on compiling folk literature.
2. Proverbs and other forms of folk literature were introduced
by the Spaniards.
3. Our ancestors„ proverbs served as guideposts for upright living.
4. All proverbs are poetic and figurative in nature.
5. Proverbs may have geographical origins.
6. People react to the meaning of proverbs quite quickly.
7. Proverbs are more superior than other literary forms in
expressing messages.
8. If proverbs can instruct, they can definitely prescribe.
9. It is impossible to classify and categorize our numerous proverbs.
10. Our proverbs reflect a lot of things about our culture and identity.
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ST. MARY’S ACADEMY OF TALISAYAN
Formerly: Mount Carmel School
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S.Y. 2020-2021
SOURCE: https://www.pinterest.ph/pin/608126755919196677/
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ST. MARY’S ACADEMY OF TALISAYAN
Formerly: Mount Carmel School
Talisayan, Misamis Oriental
S.Y. 2020-2021
ACTIVITY 6
Figurative Language
DIRECTION: Encircle the most appropriate type of figurative language used in the sentences below.
1. The rain falls like the sun, rising upon the mountains.
A.
metaphor
B.
hyperbole
C.
idiom
D.
simile
2. The fly buzzed past us.
A.
personification
B.
simile
C.
onomatopoeia
D.
alliteration
3. The sunflowers nodded their yellow heads.
A.
onomatopoeia
B.
personification
C.
simile
D.
metaphor
4. Charming children chat in the corner.
A.
alliteration
B.
personification
C.
hyperbole
D.
idiom
5. We had to wait forever!
A.
metaphor
B.
hyperbole
C.
personification
D.
simile
6. My life is a dream of wonders.
A.
metaphor
B.
simile
C.
personification
D.
idiom
7. It really burned me up when you yelled at me.
A.
idiom
B.
simile
C.
personification
D.
alliteration
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ST. MARY’S ACADEMY OF TALISAYAN
Formerly: Mount Carmel School
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S.Y. 2020-2021
8. He clattered and clanged as he washed the dishes.
A.
personification
B.
idiom
C.
alliteration
D.
onomatopoeia
DIRECTION: Write four sentences to describe this picture. Use any of the following types of figurative
language. Then identify the kind you use.
Alliteration
Hyperbole
Metaphor
Onomatopoeia
Idiom
Simile
Personification
9. _______________________________________________________________________________________
Type: ____________________________________________________________________________________
10.
___________________________________________________________________________________
Type: ___________________________________________________________________________________
11.
___________________________________________________________________________________
Type: ___________________________________________________________________________________
12.
___________________________________________________________________________________
Type: ___________________________________________________________________________________
SOURCE:
https://www.slps.org/cms/lib03/MO01001157/Centricity/Domain/1127/FigurativeLanguageAssessment.2-5.pdf
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ST. MARY’S ACADEMY OF TALISAYAN
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Perhaps, subject-verb agreement represents the heart of grammar. It is the most basic rule of sentence
construction. Here, we will look at some of the basic rules which you have to remember.
(In the following examples, the agreeing subject is in bold and the verb is in italics.)
1. Subjects and verbs must agree in number. This is the cornerstone rule that forms the background of the
concept.
The dog growls when he is angry.
The dogs growl when they are angry.
2. Subordinate clauses that come between the subject and verb don't affect their agreement.
The dog, who is chewing on my jeans, is usually very good.
3. Prepositional phrases between the subject and verb usually do not affect agreement.
The colors of the rainbow are beautiful.
4. When sentences start with "there" or "here," the subject will always be placed after the verb. Some care needs
to be taken to identify each part correctly.
There is a problem with the balance sheet.
Here are the papers you requested.
5. Subjects don't always come before verbs in questions. Make sure you accurately identify the subject before
deciding on the proper verb form to use.
Where are the pieces of this puzzle?
6. If two subjects are joined by "and," they typically require a plural verb form.
The cow and the pig are jumping over the moon.
7. The verb is singular if the two subjects separated by "and" refer to the same person or thing as a whole.
Red beans and rice is my mom's favorite dish.
8. If one of the words "each," "every," or "no" comes before the subject, the verb is singular.
No smoking or drinking is allowed.
Every man and woman is required to check in.
9. If the subjects are both singular and are connected by the words "or," "nor," "neither/nor," "either/or," or "not
only/but also," the verb is singular.
Either Jessica or Christian is to blame for the accident.
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10. The only time the object of the preposition decides plural or singular verb forms is when noun and pronoun
subjects like "some," "half," "none," "more," or "all" are followed by a prepositional phrase. Then the object of
the preposition determines the form of the verb.
All of the chicken is gone.
All of the chickens are gone.
11. The singular verb form is usually reserved for units of measurement or time.
Four quarts of oil was required to get the car running.
12. If the subjects are both plural and are connected by the words "or," "nor," "neither/nor," "either/or," or "not
only/but also," the verb is plural.
Not only dogs but also cats are available at the animal shelter.
13. If one subject is singular and the other is plural, and the words are connected by the words "or," "nor,"
"neither/nor," "either/or," or "not only/but also," use the verb form of the subject that is nearest the verb.
Either the bears or the lion has escaped from the zoo.
Neither the lion nor the bears have escaped from the zoo.
14. Indefinite pronouns typically take singular verbs (with some exceptions).
Everybody wants to be loved.
15. The exceptions to the above rule include the pronouns "few," "many," "several," "both," "all," and "some."
These always take the plural form.
Few were left alive after the flood.
16. If two infinitives are separated by "and," they take the plural form of the verb.
To walk and to chew gum require great skill.
17. When gerunds are used as the subject of a sentence, they take the singular form of the verb. However, when
they are linked by "and," they take the plural form.
Standing in the water was a bad idea.
Swimming in the ocean and playing drums are my hobbies.
18. A collective noun, such as "team" or "staff," can be either singular or plural depending upon the rest of the
sentence. Typically, they take the singular form, as the collective noun is treated as a cohesive single unit.
The herd is stampeding.
19. Titles of books, movies, novels, and other similar works are treated as singular and take a singular verb.
The Burbs is a movie starring Tom Hanks.
20. Final rule: Remember, only the subject affects the verb! Nothing else matters.
Jacob, who owns sixteen houses, is on his way to becoming a billionaire.
SOURCE: https://www.yourdictionary.com/index.php/pdf/articles/75.subject-verb-agreement.pdf
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DIRECTION: In the following examples, underline the simple subject and circle the correct verb.
1. The causes of this horrible disease (are / is) poor diet and lack of exercise.
2. The noise of the fan‟s screams (is / are) a problem at some football stadiums.
3. The legacy of Larry Bird and Magic Johnson (influences / influence) the NBA today.
4. The theory of physics (state / states) that all things are made of energy.
5. The malware on all the office computers (is / are) a danger to our security.
6. There ( is / are) five broken chairs in the office.
7. Neither my mom nor my sisters (know / knows) proper grammar
8. The members of the committee ( is / are) very esteemed in their respective fields.
9. The committee ( meet / meets) in the fancy office building.
10. Scissors ( is / are) too dangerous to give to small children.
11. The pair of scissors ( is / are) in the drawer.
12. Every single one of your sweaters ( is / are) too small for me to wear.
13. Your sweaters ( is / are) too small for me to wear.
14. The couch and the recliner I bought at Goodwill ( looks / look) a lot more expensive than
they actually are.
15. There ( is / are) only one way I can answer your question: Yes, I will marry you.
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ENGLISH 7
Student Information Card
Name: _____________________________________
Address: _____________________________________________
Home Phone Number: ________________ DOB: _____________
Mothers Name: _________________ Cell Number: ___________
Fathers Name: _________________ Cell Number: ____________
Parent E-mail: _________________________________________
Medical Information/Allergies: ____________________________
Do you have internet access at home:
ENGLISH 7| LEARNING MODULE 7
yes
QUARTER 1
no
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ENGLISH 7| LEARNING MODULE 7
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LESSON 2
The Cycle of the Sun and the Moon
This lesson allows you to appreciate the wisdom of our ancestors that
continues to influence our experiences.
Discover how their proverbs serve as guideposts towards strengthening our
values.
You must aim to:
1. Express the importance of folktales as part of our cultural heritage
3. Identify the syllable that receives stress in a word
4. Pronounce words with correct stress
5. Differentiate sentences, fragments, and run on sentences
6. Identify the subject and the predicate in a sentence
7. Identify the headwords of the subject and predicate
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READING COMPREHENSION
(Refer to your book in pages 34 to 36)
A Manubo Folk Tale
NOTE: After reading the story, answer the following questions below.
ACTIVITY 1
Comprehension Response
DIRECTION: Answer the questions in complete sentences.
1. What did the Moon warn her husband not to do?
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
2. Why did the Sun kiss the children?
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
3. What happened to the children?
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
4. Why did the Sun hide in the forest?
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
5. What did the Moon do when she found out what happened to her children?
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
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6. Why did Sun get angry with the Moon?
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
7. What did he do in his anger?
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
8. What did the Moon do with the ashes of her children?
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
9. Why did the Moon run away?
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
10. How does this tale explain the absence of the moon on certain nights? What did the scientific explanation
for the moon‟s absence?
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
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SPEECH IMPROVEMENT
Word Stress


Pronounce the word “legend”. Notice that your voice lingers slightly on the syllable “le”, and that this
first syllable is said slightly louder than the second.
Stress is characterized by force or intensity (loudness), pitch or tone, and duration.
Remember the following generalizations about stress in words.
1. Most two –syllable words are stressed on the first syllable.
ALways
DRIVer
SUREly
DAIly
BETter
HOly
LAdy
BAby
PRETty
2. Intensive and reflexive pronouns receive the tress on the second syllable
mySELF
themSELVES
himSELF
ourSELVES
yourSELF
yourselves
3. Numbers ening in –teenreceive the stress on teen; those ending in ty are stressed on the first syllable.
thirTEEN
THIRty
fourTEEN
SEVENty
fifTEEN
TWENty
4. Words ending in –tion, -sion, -ical, and –ity generally have the primary stress on the syllable preceding the suffix.
examiNAtion
compLEXity
inVERsion
hisTORical
geneROSity
5. When a suffix is added to a word, the new form generally retains the stress on the same syllable as the word
from which it is derived.
HAPpy-HAPPiness
CLOUDy-CLOUDiness
assIGN-asSIGNment
DUty-DUtiful
LOVEly-LOVEliness
6. Many words show a shift in stress to indicate a noun or a verb use.
NOUNPREsent
REcord
VERBpreSENT
reCORD
PERmit
permit
7. Compound nouns generally place the primary stress on the first component and the secondary stress on the
second component.
SUNset
THANKSgiving
ARMchair
BEEFsteak
NEWSpaper
HOME run
FLOODlight
SHOTgun
BALL pen
8. Compound verb generally place the primary stress on the second component.
outDO
outREACH
overFLOW
outRUN
underSTAND
overTHROW
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ACTIVITY 2
Read Aloud!
DIRECTION: Read the words aloud and underline where the stress falls.
1. intend
2. teacher
3. ruler
4. ambition
5. neighbour
6. mistake
7. second
8. joyful
9. nineteen
10. thirty
11. political
12. sufficient
13. memory
14. army
15. sailor
16. professor
17. information
18. primary
19. colder
20. Gracefully
COMMUNICATION SKILLS:
The Sentence
Study these items:
1. The moon (what about the moon? Is this a sentence?)
2. The moon loved their children and the sun adored them. (Is this this one sentence or two sentences?)
3. The moon loved their children whom the sun adored.
 Item number 1 is NOT A COMPLETE SENTENCE. Its meaning is not clear. It does not make sense. To make a
complete sentence, we must add a PREDICATE: “The moon loved their children.”
 Item number 2 contains two sentences.
 The moon loved their children. (one sentence)
 The sun adored them. (another sentence)
Note that we placed a period after children to signal the end of the first sentence. The word the was capitalized to signal
the beginning of the second sentence.
 Item number 3 is a COMPLETE SENTENCE. It makes sense. Its meaning is clear.
A sentence begins with a
capital letter. It ends with a
period, a question mark, or an
exclamation point
A sentence must have a SUBJECT and a PREDICATE. This subject and
predicate are either expressed or understood. Take note of this sentence.
The wife spoke.
Wife – it is the person talked about in the
sentence.
What word expresses an action in relation to the subject?
spoke – the predicate in the
sentence.
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Study these sentences…
S
 To complete thought, a sentence
must have a subject and a
predicate.
 The SUBJECT is that part of the
sentence about which something is
said.
 The PREDICATE is that part of
the sentence that says something
about the subject.
P
1. The SUN
ROSE.
2. The MOON
SET.
3. The STARS
SHONE.
In sentence 1, the “sun” is the subject; it is the doer of the action. “Rose” is the predicate; it states what action is
performed.
In sentence 2, “moon” is the subject; it is the doer of the action. “Set” is the predicate; it states what action is
performed.
What word is the subject in sentence 3? What is the predicate?
 A group of words that does not
express a complete thought is a
sentence fragment.
 Two sentences written as one form a
run-on sentence.
Study this sentence carefully, giving special attention to the
capitalized words.
Only the SUN RODE in the great big sky.
The subject SUN is modified by the words only and the.
The predicate RODE is modified by IN THE GREAT BIG SKY.
SUN and RODE are called headwords.
Sun is the headword of the complete subject, only the sun.
Rode is the headword of the complete predicate, rode the great big sky.
The headword in a subject is a noun or noun substitute; the headword in a predicate is the main verb.
In expressions like has made, have done, shall make, and will do, the headwords are made, done, make. Has, have,
shall, and will are helping verbs or auxiliary verbs.
The simple predicate is made up of the auxiliary verb (if any) plus the main verb. Sometimes an auxiliary verb is used
without any other verb. In this case, it is the predicate of the sentence.
ACTIVITY 3
Sentence Recognition
DIRECTION: Identify each group of words as a sentence (S), a sentence fragment (SF), or a run-on sentence (RS).
Circle your answer.
1. A long time ago, only the Sun and his wife the Moon.
2. She fetched water, gathered gabi leaves, and dug camotes.
3. I couldn‟t help kissing them they looked so sweet.
4. Suddenly remembering what his wife told him and feeling very guilty.
5. Laying the jar and gabi leaves on the floor, she turned to look at her children.
S / SF / RS
S / SF / RS
S / SF / RS
S / SF / RS
S / SF / RS
6. I am nothing, my children are nothing too she scattered their ashes to the four winds.
7. He found his house dark his wife has fled while he was away.
8. Returning very late that night and feeling sorry.
9. But the Moon would not be comforted although her husband begged forgiveness.
S / SF / RS
S / SF / RS
S / SF / RS
S / SF / RS
10. The marks on her face swell she remembers her husband‟s anger.
S / SF / RS
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ENGLISH 7
Student Information Card
Name: _____________________________________
Address: _____________________________________________
Home Phone Number: ________________ DOB: _____________
Mothers Name: _________________ Cell Number: ___________
Fathers Name: _________________ Cell Number: ____________
Parent E-mail: _________________________________________
Medical Information/Allergies: ____________________________
Do you have internet access at home:
ENGLISH 7| LEARNING MODULE 7
yes
QUARTER 1
no
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ENGLISH 7| LEARNING MODULE 7
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LESSON 3
The Prowess of Aliguyon
This lesson allows you to appreciate the wisdom of our ancestors that
continues to influence our experiences.
Discover how their proverbs serve as guideposts towards strengthening
our values.
You must aim to:
1. Define a hero tale and an epic hero
2. Determine conflict and resolution in a story
3. Identify sentences and transform fragments into sentences
4. Differentiate the four kinds of sentences according to use
5. Transform declarative sentences into exclamatory sentences
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Refer to your book in pages 44 to 49….
READING COMPREHENSION
Retold by F. Landa Jocano
Conflict and resolution are parts of the plot of a story.
CONFLICTS
 It describes the problem a character has
RESOLUTION
 It tells how or if the problem is solved.
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ACTIVITY 1
Vocabulary Building
DIRECTION: Answer
the following questions.
1. Prowess means great strength. What details in the story show that Aliguyon had great
prowess?
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
2. Precocious means wiser than one‟s age. In what ways was Aliguyon precocious?
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
3. Lean means thin. How would a lean dog look?
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
4. Amtulao and Dumulao felt that austerity and lack of ostentation would please the gods.
Austerity means to live simply and economically. How does one live in ostentation?
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
5. Frugal means not indulging in unnecessary expense. Its meaning is similar to that of
practicing austerity. How can you, as a student, be frugal?
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
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ACTIVITY 2
Writing Sentences
Identifying Sentences, Changing Fragments to Sentences
DIRECTTION: Copy the complete sentences. Change the sentence fragments into sentences
Example: They having no children.
__They have no children._____________________________________________
1. Their house three times larger than any of their neighbour‟s houses.
________________________________________________________________________
2. Offering numerous sacrifices to the gods
________________________________________________________________________
3. Aliguyon being very precocious
________________________________________________________________________
4. Chanting long prayers with the warriors of his tribe
________________________________________________________________________
5. Accepted as a leader by his friends,
________________________________________________________________________
6. His youthful friends now seasoned warriors
________________________________________________________________________
7. For three years waging war on Pumbakhayon
________________________________________________________________________
8. Asking for the hand of Bugan
________________________________________________________________________
9. The two chiefs at last becoming friends
________________________________________________________________________
10. At last peace being declared
________________________________________________________________________
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Communication Skills:
KINDS OF SENTENCES
According to use, there are four kinds of sentences: declarative, interrogative, exclamatory, and imperative.
o Aliguyon fights well.(declarative sentence)
o Does Aliguyon fight well? (interrogative sentence)
o How well Aliguyon fights! (exclamatory sentence)
o Aliguyon, fight well. (imperative sentence)
 A declarative sentence conveys information or makes a statement.
It ends with a period. (.)
 An interrogative sentence asks a question.
It ends with a question mark. (?)
 An exclamatory sentence expresses a strong feeling.
It ends with an exclamation point. (!)
 An imperative sentence expresses a command or a request.
It ends with a period. (.)
To change a declarative sentence into an exclamatory sentence, begin your exclamatory sentence with what or
how and change the normal order of the sentence by placing the complement before the subject and verb.
Examples:
1. Bugan was a pretty girl.
What a pretty girl Bugan was!
S
LV
C
C S
LV
2. Pumbakhayon was brave.
S
LV C
How brave Pumbakhayon was!
C
S
LV
ACTIVITY 3
DIRECTION: Change each statement into an exclamatory sentence following any of patterns below.
Examples:
o She‟s a pretty girl. (declarative)
What a pretty girl she is! (exclamatory)
o She is pretty. (declarative)
How pretty she is! (exclamatory)
1. Aliguyon was a hero._____________________________________________________________
2. He was very brave. ______________________________________________________________
3. He was very intelligent. __________________________________________________________
4. He served his people well. ________________________________________________________
5. He was a man of peace. __________________________________________________________
6. He was an admirable man. ________________________________________________________
7. Lam-ang is an interesting epic. ____________________________________________________
8. It relates strange incidents. ________________________________________________________
9. Lam-ang‟s dog had magic powers. _________________________________________________
10. His life was full of adventure. ____________________________________________________
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ENGLISH 7
Student Information Card
Name: _____________________________________
Address: _____________________________________________
Home Phone Number: ________________ DOB: _____________
Mothers Name: _________________ Cell Number: ___________
Fathers Name: _________________ Cell Number: ____________
Parent E-mail: _________________________________________
Medical Information/Allergies: ____________________________
Do you have internet access at home:
ENGLISH 7| LEARNING MODULE 7
yes
QUARTER 1
no
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LESSON 4
The Good Prince Bantugan
This lesson allows you to appreciate the wisdom of our ancestors that
continues to influence our experiences.
Discover how their proverbs serve as guideposts towards strengthening our
values.
You must aim to:
1. Arrange the events in a selection in correct sequence
2. Identify events that form the plot of the Filipino epic
3. Distinguish synonyms form antonyms
4. Identify what makes a Filipino epic hero
5. Analyze a character by using the techniques of character portrayal
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READING COMPREHENSION
Retold by F. Landa Jocano
Refer to your book in pages 61 to 65….
ACTIVITY 1
Comprehension Response
DIRECTION: Answer the following questions in complete sentences.
1. Why was the old king of Bumbaran unhappy?
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
2. Why did the people like Prince Bantugan?
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
3. What made Prince Bantugan leave Bumbaran?
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
4. What happened to his as soon as he reached the Kingdom-Between-Two-Seas?
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
5. Who was Princess Datimbang?
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
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ACTIVITY 2
Time Order!
DIRECTION: Arrange and number the following statements in the
right sequence.
_____1. Prince Madali tricked the Angel of Death.
_____2. Princess Datimbang fell in love with the handsome prince.
_____3. The king of Bu,baran was jealous of his brother Prince Batugan.
_____4. Prince Madali and the king brought back Bantugan‟s soul form the land of the dead.
_____5. The parrot told princess Datimbang that the dead man was Bnatugan.
_____6. All the people were happy when Prince Bantugan came to life.
_____7. Prince Bantugan travelled to the Kingdom-Between-Two-Seas and died at the palace gates.
_____8. The king took Prince Bantugan‟s body to Bumbaran,
_____9. The king ordered that no one should speak to Prince Bantugan.
_____10. Prince Bantugan married the beautiful Princess Datimbang.
VALUES: LIFE CONNECTION
1. Is self-love good or bad?
Why do you say so?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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Synonyms and Antonyms
Synonyms are words with similar meanings.
Pretty is the synonym of beautiful; readable is synonym with legible.
Antonyms are two words with opposite meanings.
Night is the antonym of day; dark is the antonym of bright.
ACTIVITY 3
DIRECTION: Give a synonym for each word. Use it in a meaningful sentence related to the story of Bantugan.
Example: Pretty- beautiful – Princess Datimbang is a beautiful lady.
1. praise
-___________________________________________________________________________
2. hurt
-___________________________________________________________________________
3. hateful
-___________________________________________________________________________
4. doubt
-___________________________________________________________________________
5. interesting -___________________________________________________________________________
6. stop
-___________________________________________________________________________
7. quick
-___________________________________________________________________________
8. speak
-___________________________________________________________________________
9. happy
-___________________________________________________________________________
10. forgotten -___________________________________________________________________________
DIRECTION: Fill in in the blank with a word opposite in meaning to the italicized word.
1. The Kingdom-Between-Two-Seas was a very wealthy kingdom. Another kingdom was _______________________.
2. Prince Bantugan‟s heart was full of sorrow. The shouted with _______________________.
3. The king frowned but his brother ___________________________________.
4. Prince Bnatugan was so brave. The other princes were ______________________ and ran from the enemy.
5. The prince defended his country from enemies who were former _____________________.
6. He returned victorious from battle. His enemies were ________________________.
7. Princess Datimbang loved Prince Bantugan. His brother, who was king, ____________________________ him.
8. It was a very dangerous journey to the region of the dead, but Prince Madali had a _________________________
return to Bumbaran.
9. This story about Prince Bantugan was interesting. The other story was ________________________.
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Characterization of the Hero of the Filipino Epic
 The central character of the Filipino epic is a bigger-than-life figure. Favored by the gods since infancy,
he displays noble qualities, courage, great fighting prowess, loyalty and leadership, honor and
righteousness- all the traits valued by the society of his time.
(Read in your book, Techniques of Character Portrayal, in page 68)
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ENGLISH 7
Student Information Card
Name: _____________________________________
Address: _____________________________________________
Home Phone Number: ________________ DOB: _____________
Mothers Name: _________________ Cell Number: ___________
Fathers Name: _________________ Cell Number: ____________
Parent E-mail: _________________________________________
Medical Information/Allergies: ____________________________
Do you have internet access at home:
ENGLISH 7| LEARNING MODULE 7
yes
QUARTER 1
no
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LESSON 5
The Monkey and The Turtle
This lesson allows you to appreciate the wisdom of our ancestors
that continues to influence our experiences.
Discover how their proverbs serve as guideposts towards
strengthening our values.
You must aim to:
1. Identify the S-IV, S-TV-O, S-LV-C, S-TV-IO-O, S-TV-O-OC
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READING COMPREHENSION
Refer to your book in pages 72 to 74…
Lessons from the story:
o Greed and selfish will bring you big trouble.
o He who aims to grab a foot loses a yard.
o Resourcefulness will help one to survive.
ACTIVITY 1
Comprehension Response
1. Who are the two characters in the story?
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
2. What is the situation at the beginning of the story?
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
3. What is their problem?
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
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4. How did they try to solve their problem?
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
5. What is the result?
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
VALUES: LIFE CONNECTION
Why do you think monkey had problems and
eventually died at the end?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
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COMMUNICATION SKILLS:
Sentence Frames 1, 2,3, 4, 5
Frame 1: The S-IV Pattern
 S stands for subject, IV stands for intransitive verb. The intransitive verb asserts something about the
subject and does not need an object to complete its meaning.
S
Example:
IV
Early Filipinos traded with different nations.
Frame 2: The S-TV-O Pattern
 S stands for subject, TV stands for transitive verb, O stands for object. The object of a verb receives the
action indicated by the verb.
S
Example:
TV
O
Our ancestors possessed engineering skills.
Frame 3: The S-LV-C Pattern
 S stands for subject, LV stands for linking verb, C stands for complement. A linking verb connect the
subject to the complement that describes it. The common linking verbs are made up of all the forms of
the verbs to be ( is , are, was, were) plus look, feel, taste, sound, smell, seem, appear, get, become,
grow, stay, keep, turn, prove, go, remain, resemble, lie, and run. The complement of a linking verb
may be a noun or an adjective. It is called a subjective complement.
S
Examples:
LV
C
Prince Bantugan was a handsome man. (noun complement)
S
LV C
Prince Bantugan was good. (adjective complement)
Frame 4: The S-TV-IO-O Pattern
 S stands for subject, TV stands for transitive verb, IO stands for indirect object, and O stands for direct
object. Sometimes the indirect object (IO) is also called inner object and the direct object (O) is the outer
object. The indirect object appears after the following verbs: give, make, take, send, mail, hand, tell,
lend, read, show, bring, sell, serve, and the like. Your test for the indirect object is that it can be
converted into the object of the preposition to or for.
S
Examples:
TV
O
(obj. of the prep)
The ladies gave their love to Prince Bantugan.
(Prince Bantugan is the object of the preposition to.)
S
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TV
IO
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The ladies gave Prince Bantugan their love.
(Prince Bantugan is the indirect object; the preposition to has been omitted.)
Frame 5: The S-TV-O-OC Pattern
 S stands for subject, TV stands for transitive verb, O stands for direct object and OC for objective
complement. The objective complement means the same as the object while the subjective complement
means the same as the subject. You can recognize the objective complement by the fact that you can
insert to be between the object and the objective complement. The object of the complement may be a
noun or an adjective.
Examples:
S
TV
O
Everyone called Prince Bantugan a good man.
(man is a noun used as an objective complement.)
Everyone called Prince Bantugan a good.
NOTE: Do not confuse
the IO with the OC. The
IO comes before the
object. The OC comes
after the object.
(good is an adjective used as the objective complement.)
ACTIVITY 2
DIRECTION: These sentences follow the S-IV pattern. Indicate the S and the IV.
The first one is done for you.
S
S
IV
Example: 1. The Malays and Indonesians came in sailboats (balangays).
2. Indians, Arabs, and Chinese traded with our ancestors.
3. Our early civilization advanced greatly.
4. The Chinese influence came directly from China.
5. During these times Filipinos lived well.
6. Then the Spaniards arrived.
7. Our brave heroes died for freedom.
8. During this period the famous Manila-Acapulco trade existed.
9. Many Mexicans sailed to the Philippines.
10. Descendants of different races live here.
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ACTIVITY 2
DIRECTION: These sentences follow the S-TV-O pattern. Point out the S, the TV, and the O.
The first sentence is done for you.
S
V
O
Example: 1. The ancient Filipinos formed communities.
2. They elected their own chiefs.
3. They created a body of oral tradition.
4. Their priests carefully guarded these traditions.
5. The people worshipped trees and animals.
6. The men carved images of their anitos.
7. Everyone addressed the anitos upon entering a forest.
8. Their poets recited creation myths.
9. The myths explained the origin of the world.
10. They had stories of the first man and woman.
ACTIVITY 3
DIRECTION: Construct sentences in the S-TV-IO-O pattern from the items that follow.
Model:
S
TV IO
O
My grandmother many stories is tells.
My grandmother tells us many stories.
1. The early Filipinos respect their parents gave
-
2. They great obedience them showed
________________________________________________
-
_____________________________________________
3. They seats them offered
-
________________________________________
4. Their children food at the table them served
-
__________________________________________
5. They respectful attention their parents said
-
__________________________________________
6. The children great owe their parents love and respect
-_________________________________________
7. The parents their duties their children taught
-
__________________________________________
8. They their children showed the path to virtue
-
__________________________________________
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9. The children their parents many sacrifices caused -
__________________________________________
10. The parents their children gave religious instruction - ___________________________________________
ACTIVITY 3
DIRECTION: Pick out the O, the IO, and the OC. You might find only one or all of them in each sentence.
Sentence 1 is answered for you.
O
Examples: 1. The early Filipinos created a story about the origin of the universe.
O
OC
2. He called the other body woman.
1. The Visayans relate this story.
2. At first, man saw only the sea and sky.
3. The people called the sea Magwayen.
4. They called sky Kaptan.
5. Magwayen had an only daughter, Lidagat.
6. Kaptan had an only son, Liham.
7. With the consent of their parents, Liham married Lidagat.
8. As time passed by, the couple had four sons.
9. The sons fought Kaptan for supremacy.
10. Kaptan hurled them thunderbolts in anger.
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ST. MARY’S ACADEMY OF TALISAYAN
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ENGLISH 7
Student Information Card
Name: _____________________________________
Address: _____________________________________________
Home Phone Number: ________________ DOB: _____________
Mothers Name: _________________ Cell Number: ___________
Fathers Name: _________________ Cell Number: ____________
Parent E-mail: _________________________________________
Medical Information/Allergies: ____________________________
Do you have internet access at home:
ENGLISH 7| LEARNING MODULE 7
yes
QUARTER 1
no
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LESSON 6
Parungparung Bukid
This lesson allows you to appreciate the wisdom of our
ancestors that continues to influence our experiences.
Discover how their proverbs serve as guideposts
towards strengthening our values.
You must aim to:
1. Demonstrate appreciation of Filipino folksongs by
performing them
2. Change statements into questions by altering sentence
structure, adding a tag question, and using a rising
intonation.
3. Identify and use the sentence pattern with It
4. Identify and use the inverted pattern
5. Use polite expressions and respond orally to requests
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READING COMPREHENSION
Refer to your book in pages 81 to 82…
Perceiving the Tone in a Song in a Song
As in speaking, the tone may be happy or sad, loving or angry, serious or indifferent. The same is true to
music. The tone of the song reflects the feelings and attitude of the writer or singer. The tone is suggested by the
choice of words, arrangement of the words, rhythm and the music itself. So when listener hears the song, he or
she is bound to have the same feelings.
What is the tone of the song that follows? What feelings are evoked when one sings this piece?
Refer to your book in pages 83…
ACTIVITY 1
Comprehension Response
1. Describe the butterfly in the song and what it does.
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
2. Does the altar refer to a real altar? Clue: Note the line following this verse.
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
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3. In your opinion, does the song refer to a real butterfly? Or is the butterfly a figurative way of referring to
something else?
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
4. What are the feelings and attitude of the speaker in the song toward the “butterfly”?
____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
Fun time with Filipino Folk Songs
DIRECTION: The following are traditional songs enjoyed by our forebears but still sung today. Select one
song below and make a video of yourself while singing the song you picked. Post it on our EDMODO
ACCOUNT with caption, “My Folk Song”
1. “Atin Cu Pung Singsing”
6. “Magtanim Ay Di Biro”
2. “Bahay Kubo”
7. “Manang Biday”
3. “Dandansoy”
8. “Matud Nila”
4. “Leron Leron Sinta”
9. “Si Pilemon, Si Pilemon”
5. “Ili-ili Tulog Nanay”
10. “Sitsiritsit”
Read and understand…
COMMUNICATION SKILLS: Sentence Frames 6, 7, 8
(Refer to your book in pages 84 to 87…)
ACTIVITY 2
Statements to Questions
DIRECTION: Change the statements into simple yes/no questions. An example is shown below:
The epic Lam-ang is long. Is the epic Lam-ang long?
1. The first inhabitants of the Philippines were the Aetas.
__________________________________________________________________________________________
2. The Aetas lived in dense forests.
__________________________________________________________________________________________
3. They had no system of government.
__________________________________________________________________________________________
4. They had no knowledge of writing.
__________________________________________________________________________________________
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5. The next people to come to the Philippines were Indonesians.
__________________________________________________________________________________________
6. The Indonesians came in two waves.
__________________________________________________________________________________________
7. They were the ancestors of the Ifugaos.
__________________________________________________________________________________________
8. Between 2000 B.C. and A.D. 100, the head-hunting Malays came.
__________________________________________________________________________________________
9. They were the ancestors of the Igorots and the Tinguians.
__________________________________________________________________________________________
10. Another group of Malays came about 1,300 B.C.
__________________________________________________________________________________________
ACTIVITY 3
Statements to Questions
DIRECTION: Change the statements into simple negative questions. Be particularly careful with the tense.
Review the example:
o
In the twelfth century the Hindus came to the Philippines.
Didn‟t the Hindus come to the Philippines in the twelfth century?
1. The Hindu immigrants came from Borneo and Java.
__________________________________________________________________________________________
2. In the fourteenth century the Javanese Madjapahit Empire became very powerful.
__________________________________________________________________________________________
3. The Philippines came under its control.
__________________________________________________________________________________________
4. The Madjapahit Hindus established a system of government headed by rajahs and datus.
__________________________________________________________________________________________
5. The early Filipinos were pagans.
__________________________________________________________________________________________
6. They believed in a god called Bathala.
__________________________________________________________________________________________
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7. They worshipped trees, animals, and birds.
__________________________________________________________________________________________
8. The existence of good and bad spirits was a common belief.
__________________________________________________________________________________________
9. They believed in powerful spirits called anitos.
__________________________________________________________________________________________
10. They thought that the anitos lived in the woods.
__________________________________________________________________________________________
Read and understand…
COMMUNICATION SKILLS: Sentence Frames 9 & 10
(Refer to your book in pages 92, 95 to 96…)
ACTIVITY 4
Reinforcement Activity
DIRECTION: Combine these pairs of statements into a single statement.
Positive Pattern:
Model: He is a doctor. His wife is a doctor.
a. He is a doctor and his wife is, too.
b. He is a doctor and so is his wife.
Negative Pattern:
Model: Molly doesn‟t like durian. Zeny doesn‟t like durian.
a. Molly doesn‟t like durian and Zeny doesn‟t either.
b. Molly doesn‟t like durian and neither does Zeny.
1. Zeny can play the piano. Her sister can play the piano.
__________________________________________________________________________________________
2. This dress is pretty. That dress is pretty.
__________________________________________________________________________________________
3. Ben was here. Tom was here.
__________________________________________________________________________________________
4. Efren doesn’t play chess. Ralph does not play chess.
__________________________________________________________________________________________
5. I didn’t go to a movie. You didn’t go to a movie.
__________________________________________________________________________________________
6. This dress is of cotton. That dress is of cotton.
__________________________________________________________________________________________
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7. Miss Cano is a good teacher. Mr. Ramos is a good teacher.
__________________________________________________________________________________________
8. Sam didn’t arrive early. Dindo didn’t arrive early.
__________________________________________________________________________________________
9. He can sing. I can sing.
__________________________________________________________________________________________
10. She is not good-tempered. Her sister is not good-tempered.
__________________________________________________________________________________________
CULMINATING ACTIVITY
FOLK SONG MEDLEY
DIRECTION: Select five (5) songs below, create folk song medley and make a video of yourself while singing
it. Post it on our EDMODO ACCOUNT (to be recorded) with caption, “My Folk Song Medley”
1. “Atin Cu Pung Singsing”
6. “Magtanim Ay Di Biro”
2. “Bahay Kubo”
7. “Manang Biday”
3. “Dandansoy”
8. “Matud Nila”
4. “Leron Leron Sinta”
9. “Si Pilemon, Si Pilemon”
5. “Ili-ili Tulog Nanay”
10. “Sitsiritsit”
TAKE NOTE OF THE CRITERIA ON THE NEXT PAGE….
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CATEGORY
Idea
CRITERION
TOTAL VALUE (%)
1. Creativity & Uniqueness
5%
ACTUAL SCORE
2. Technical PerformanceFunctionality, Audio/Video
10%
quality, organizing video,
Recording Technique
Info
1. Abiding the theme
10%
2. Content- Message is clear
10%
and strong
Presentation
1. Overall Presentation
15%
TOTAL SCORE: ___________
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