7

English
Quarter 1 - Module 7:
Using Phrases, Clauses and
Sentences Appropriately and
Meaningfully

2
English – Grade 7
Self-Learning Module (SLM)
Quarter 1 – Module 7: Using Phrases, Clauses and Sentences Appropriately and
Meaningfully
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Development Team of the Module

Writer: Jelyn A. Palmes

Editors: Catherine G. Sua and Grace T. Lumingkit
Reviewers: Evelyn C. Frusa, PhD, Delia B. Mabalot, Rolex H. Lotilla, Arvin M. Tejada
Illustrator: Iza May S. Agrazamendez
Layout Artist: Arianne N. Tagolino
Management Team: Carlito D. Rocafort, CESO V – Regional Director
Rebonfamil R. Baguio, CESO V – Assistant Regional Director
Crispin A. Soliven Jr. CESE - Schools Division Superintendent
Roberto J. Montero CESE - Assistant Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Gerardo O. Magno- REPS – English
Belen L. Fajemolin PhD - CID Chief
Evelyn C. Frusa PhD – EPS - LRMS
Bernardita M. Villano - ADM Coordinator
Delia B. Mabalot – EPS- English

Printed in the Philippines by Department of Education – SOCCSKSARGEN Region

Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893 E-mail
Address: [email protected]

3
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions, exercises,
and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by- step
as you discover and understand the lesson prepared for you.
Pre-test are provided to measure your prior knowledge on lessons in each SLM.
This will tell you if you need to proceed on completing this module, or if you need to ask
your facilitator or your teacher’s assistance for better understanding of the lesson. At the
end of each module, you need to answer the post-test to self-check your learning. Answer
keys are provided for each activity and test. We trust that you will be honest in using
these.
In addition to the material in the main text, Notes to the Teachers are also provided
to the facilitators and parents for strategies and reminders on how they can best help you
on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of
this SLM. Use a separate sheet of paper in answering the exercises and tests. Read the
instructions carefully before performing each task.
If you have any question in using this SLM or any difficulty in answering the tasks
in this module, do not hesitate to consult your teacher or facilitator.
Thank you.

4
 What I Need to Know
Writing is one way to help you say clearly what you think or how
you feel about people, places, events or experiences. The words in the
sentence must be in the right order to make sense.

You’ll need to have a working knowledge of subjects, predicates, and

objects before you continue.
Learning Objectives
After working on the activities in the module you will be able to:
1. Define phrase, clause and sentence
2. Differentiate phrase, clause and sentence from one another
3. Construct sentences using clauses and phrases

Most Essential Learning competency (MELC)

At the end of this learning module, student requires skill in using phrases,
clause sand sentences appropriately and meaningfully.

What I Know

The Sentence is the largest grammatical unit in the English Rankscale

and it refers to a group of words that begins with a capital letter and ends
with any of these three punctuation marks: the period or full stop, the
exclamation mark and the question mark.

A simple sentence is one which has one main or independent clause.

Examples:
• This is my food.
• I love you so much.
• Choco has gone home
• Cathy bought a book this morning.
• The hardworking farmer reaped a bumper harvest last year.

Sentence has two parts; the subject, and the predicate.

The subject refers to the part of sentence that tells who or what the sentence
is about.

Example: Kelly is walking down the street.

My friend wants to see a movie.
She looks good.

5
The sentence consists of a verb and a subject expressing a complete thought.
There are no dependent clauses, only a single independent clause forms a
simple sentence.

For example- He ate an orange.

The cat died.

It is important to note that we do not determine whether a sentence is simple

by how long or short it is. A sentence could be short and not be a simple
sentence while another may be very long and still be a simple sentence.

The predicate tells what the subject does with an action verb or describes
the subject using a linking verb and a complement.
Example: Kelly is walking down the street.

Let us see if you already know something that we are about to discuss.
Answer the pre-test on Phrases/Clauses/Sentences.

Task 1
Copy each of the following sentences on your activity notebook.
Underline the subject and encircle the predicate.

1. Ana is cooking spaghetti.

2. The children are playing scrabble.
3. Avocado is my favorite fruit.
4. Reading is my hobby.
5. My teacher smiles at me.
6. I am worried now.
7. Teach me how to drive.
8. Are you afraid of the dark?
9. Daniel looks happy today.
10. We will attend the meeting this afternoon.

Task 2
Copy each of the following sentences on your notebook. Identify whether
the group of words is a sentence, a phrase or a clause. Write your answer
on the space provided for.

_____ 1. My grandma's house _____ 8. When she got home.

_____ 2. I love singing and dancing _____ 9. My sister got fainted
_____ 3. When the saints go marching in _____ 10. In the school
_____ 4. We were discussing modules on the table
_____ 5. Leaving behind the dog
_____ 6. Smashing into a fence
_____ 7. She wanted to talk to my sister

6
 Lesson Using Phrases, Clauses, and

1 Sentences appropriately and

meaningfully

Clauses and phrases are the building blocks of sentences. Every sentence
must have at least one clause to be considered grammatically correct. You’ll
need to have a working knowledge of subjects, predicates, and objects before
you continue.

A sentence is word or group of words that expresses a complete thought or

idea. Typically a sentence contains a subject and a predicate.

There are various kinds of sentences according to structures of the

sentence. To know the various kinds of sentences according to structure it
is important to know what clauses are. Once the concept of a clause is
clear in one’s mind they will have no difficulty in understanding the
different kinds of sentences according to structure.

When communicating we need to be able to convey the message in an

appropriate manner so that we will have meaningful communication. In
this lesson you will learn how to use phrases, clauses and sentences
appropriately and meaningfully.

What’s In

Remember your previous lesson on the direct speech and reported

speech. Hope you paid attention to that lesson because it will really
come in handy with our new lesson today. Let’s check your memory
shall we?

Task 3: Copy the following on your activity notebook.

Underline the group of words if it is a sentence and circle if it is a phrase.
1. John hit
2. Sam and Sherry went to class
3. Go to the movies
4. The animals live in the forest
5. Happy day

7
 6. Jump for joy
7. The show keeper showed the animal
8. All day
9. I played basketball today
10. I also enjoy playing baseball

Task 4: Copy the following sentences on your activity notebook.

Write YES if the underlined words in each sentence is a phrase and No if it
is not. Write your answer on the space provided each number.

____ 1. He was waiting for the rain to stop.

____ 2. She was upset when it didn't boil.
____ 3. You have been sleeping for a long time.
_____4. You might enjoy a massage.
_____5. He was eager to eat dinner.
_____6. Ivory is diligent in her studies.
_____ 7. Elvis always asks me a food.
_____ 8. They want me to go with them.
_____ 9. Maxene is a nice pet.
_____ 10. Are you done?

Were you able to answer the items correctly? What is the difference between
the clause and the phrase?

Phrase – words can be grouped together, but without a subject or a verb.

A phrase is a group of words related to the subject, predicate, or object.
Phrases do not contain a subject and a predicate, or we would call them
clauses.

Phrases provide additional information about subjects, predicates, and / or

objects, and understanding how they work is helpful to building an
analyzing sentence.

Example:
After working late into the night, Jack fell asleep on his desk.

The emboldened portion of the sentence exemplifies the phrase. It provides

additional information about our subject, Jack, but the sentence does not
require this information to be grammatically complete.

I left my keys inside of the Whole Foods, my favorite grocery store.

In this example sentence, the predicate is left and the subject is I.

8
On the other side of the sentence we have a phrase that provides additional
information about the object of the sentence Whole Foods.

Note that a phrase can come at the beginning, middle, or end of a sentence.

Example:
1. After dinner
2. Waiting for the rain to stop

On the other hand, the clause-are group of words that have both subjects
and predicates. Unlike phrases, a clause can sometimes act as a sentence.
This type of clause is called an independent clause.

This isn’t always the case, and some clauses can’t be used on their own –
these are called subordinate clauses, and need to be used with an
independent clause to complete their meaning.

An example of a subordinate clause is “When the man broke into the house”

An example of an independent clause is “the dog barked at him”

While clauses, phrases and sentences might seem very similar at first, on
closer look you can start to see how they function very differently. To make
sure you use them correctly, it’s important to practice identifying them.

What’s New

Let’s find out the use of phrases, clauses and sentences appropriately and
meaningfully. Let’s go!

Direct Speech Reported Speech

Is the exact words Is the exact meaning of what someone

Someone said Said but not in the exact words.

We use quotation marks in direct We do not use quotation marks in

speech reported speech

Example:

He said, “I’ll wait for you.” He said that he would wait for me.

9
On the table above, you can see the difference between the direct speech and reported
speech. As we go on with our lesson, be ready to form sentences using phrases and
clauses.

New York is known as “The City That Never Sleeps.” Read the lyrics of the
song and find out why:

Song: New York, New York

By: Frank Sinatra

Start spreading the news, I’m leaving today

I want to be a part of it__ New York, New York
These vagabond shoes, are longing to stray
Right through the very heart of it __ New York, New York

I wanna wake up in a city that doesn’t sleep

And find I’m king of the hill__ top of the heap

These little town blues, are melting away

I’ll make a brand new start of it in old New York
If I can make it there, I’ll make it anywhere
It’s up to you __New York, New York

Task 5: Copy the table below and write your answers in your notebook.
Classify the underlined words above whether they have a complete or
incomplete thought.

STATEMENTS WITH COMPLETE STATEMENTS WITHOUT

THOUGHT COMPLETE THOUGHT

10
 What is It

Now, you are ready to take off to explore deeper analysis on a phrase, a
clause and a sentence. Try to check whether your answers and
observations on the previous activity match with the answers below.

Statement A Statement B
Statements with complete thought Statements without complete
thought
1. I’m leaving today. 4. If I can make it there
2. I want to be a part of it. 5.These vagabond shoes
3. It’s up to you. 6.in old New York

Let’s take a look at statements 1 I’m leaving today, 2 I want to be part of

it and statement 3 It’s up to you from the table above, these statements
have a complete thought and they are called Independent Clause or Simple
Sentence.

An independent clause is a group of words that contains both a subject

and a predicate. It expresses a complete thought and can stand alone as a
sentence. It can also be joined to other dependent or independent clauses to
make a more interesting and complex sentence.

Examples:
I enjoy sitting by the fireplace and reading.
Waiting to have my car's oil changed is boring.
She wants to travel the world and see wonderful sights.
Our planets revolve around the sun.

Now let’s take a look at statement 4 from the table above. That statement
also does not have complete thought though they have a subject and a
predicate. This statement is what we call a Dependent Clause.
A dependent clause is a group of words that has both a subject and a verb
but (unlike an independent clause) cannot stand alone as a sentence. It's a
clause that implies that there is more to come and is incomplete.

Examples:
Although she is hungry …
Whoever is hungry …
Because I am feeling well

11
The statements in column A do not have complete thoughts. Do you know
what these group of words are?

Let’s take a look at statements 5 and 6 in the table, these group of words are
called phrases.

A phrase refers to a combination of two or more words, that are related to

one another and acts as a single unit, but does not contain a subject-verb
pairing. It forms a part of a clause or sentence which is used to provide
further information.

A phrase does not carry any meaning of its own, due to the absence of
subject and verb, but it clarifies the context, of the sentence when added to
a clause.

Note:
There are two types of words that can be used as connectors at the beginning
of an independent clause: coordinating conjunctions and independent
marker words.

A. Coordinating conjunctions coordinate or join two or more sentences,

main clauses, words, or other parts of speech which are of the same
syntactic importance. Also known as coordinators, coordinating
conjunctions are used to give equal emphasis to a pair of main clauses.

Coordinating conjunctions always connect phrases, words, and clauses.

For example: This batch of mushroom stew is savory and delicious.

The fact is, you can begin sentences with coordinating conjunctions as long
as you follow these three rules for doing so:
• Ensure that the coordinating conjunction is immediately followed by
a main clause
• Don’t use coordinating conjunctions to begin all of your sentences.
Do so only when it makes your writing more effective.
• Although commas typically follow coordinating conjunctions used in
areas other than the beginning of a sentence, they should not be used
after coordinating conjunctions used to open sentences unless an
interrupter immediately follows.

The seven coordinating conjunctions used as connecting words at the

beginning of an independent clause are and, but, for, or, nor, so, and yet.
When the second independent clause in a sentence begins with a
coordinating conjunction, a comma is needed before the coordinating
conjunction:

12
Examples:
1. You can eat your cake with a spoon or fork.
2. My dog enjoys being bathed but hates getting his nails trimmed.
3. Bill refuses to eat peas, nor will he touch carrots.
4. I hate to waste a drop of gas, for it is very expensive these days.
5. Jim studied in the Sweet Shop for his chemistry quiz, but it was hard to
concentrate because of the noise.

B. Independent Marker Word

An independent marker word is a connecting word used at the beginning of
an independent clause. These words can always begin a sentence that can
stand alone. When the second independent clause in a sentence has an
independent marker word, a semicolon is needed before the independent
marker word.

A dependent clause cannot be a sentence. Often a dependent clause is

marked by a dependent marker word.

When Jim studied in the Sweet Shop for his chemistry quiz . . . (What
happened when he studied? The thought is incomplete.)

Jim studied in the Sweet Shop for his chemistry quiz; however, it was hard
to concentrate because of the noise

Some common independent markers are: also, consequently,

furthermore, however, moreover, nevertheless, and therefore.

Example:
My mother is sleeping; however my father is reading a book.

Independent marker words are another way to connect clauses. These

words are used at the beginning of an independent clause.

In this part of the lesson, it is your task to practice what you have learned
from the previous activities and discussions. Be sure to read all the
instructions carefully and answer correctly what is being asked in each of
the task. Be ready with your paper and pen.

13
 What’s More!

Task 5: Write IC if the statement is independent clause and DC if it is

dependent clause. Write your answer before the number.

1. Whenever I look deeply into your eyes.

2. I get dizzy.
3. Because these premises have been burglarized every night.
4. The campus is celebrating spring with the confusion of construction.
5. Which is the perfect solution to every problem.
6. While the mouse, who was a perfect house guest, shrank modestly into
the corner.
7. As I leaped across the canyon.
8. I thought of each incident in my past life.
9. The hat that I will wear.
10. If I tell you the truth about this question.

Task 6: Identification
Identify whether the group of words is a phrase, a dependent clause, or an
independent clause/simple sentence.

1. My friend was at my grandma's house.

2. We were watching TV while peeling the peanuts.
3. The old brown one
4. When the phone rang
5. Jan wanted to talk to Cathy.
6. My sister’s friend
7. Almost fainted
8. Who walk on the gym
9. I'm not really a fan of Kathniel.
10. The mall was packed with XO fans.

14
Task 7: Matching Type
Match the sentence in column A with the sentence in column B to have a
complete sentence.

Column A Column B
1. The beach is a lot of fun. A. and the test is on Friday.

2. A group of us went to the movie. B. but I forgot to bring my shopping

list
3. I went to the store. C. but I need to rest
4. He went to the theme park. D. and he went on all the rides
5. I really wanted potato soup E. but the café served clam
chowder
6. Today is Thursday. F. and we agreed it was enjoyable
7. She had just bought two gorgeous dresses. G. so she needed to get
matching shoes.
8.I really want to see the game. H. but the mall is having a huge
sale today 9. I went to the Department of Motor vehicles today.
I. For Frank brought the main dish
10. Monica brought the drinks. J. And I took the written driving test.
K.Yet the mountains are better

15
 What I Have
Learned

CONGRATULATIONS! You have done

a great job. I believe that you have a
clear idea now on how to use
phrases, clauses and sentences
appropriately and meaningfully.
Complete the statements below to
show how much you have learned
from this lesson. Ready? Okay!

A . Fill in the blank with the correct word to completethe

sentence.

1._______is described as a group of two or more than two

words related to one another that constitute a single 2.________
.
On the other extreme, the3.________ is a part of a sentencethat
contains a subject (noun phrase) that actively performs an action
(finite verb form).

A 4.________ is a part of a clause o r a _5.__________ . As

against, a clause is a sentence fragment.

A clause has a6._________ and 7._________, whereas a phrase

doesn’t.

A phrase cannot stand-alone, as it does not convey meaning.

In contrast, when a clause is an8.__________ clause it is astand-
alone statement, which conveys a thought or idea, but if it is a
9._______ clause, it is not a stand
-alone statement, as it requires
something else to 10. _______ it.

16
Task 8: B. Fill in the blanks with a phrase or a clause to complete the
sentence.
1. Summer has been extremely hot, but I think
______________________________________________________________________.
2. Because my car has no air conditioning, I’ve been
_________________________________________________________________.

3. __________________, we shall all be complaining about the cold

weather.
4. Fred was concerned about his daughter’s cough; however, it turned
out to be
__________________________________________________________________
____.

5. Her alarm didn’t go off this morning because

______________________________________________________________________.

What I Can Do

It is now your chance to show off your expertise by applying the rules of
clauses, phrases and sentences.

Directions: Copy the sentences on your notebook. Put a comma to complete

the meaning of a sentence.

1. Before you begin dinner you should clean the kitchen.

2. Once people have tasted freedom they have a difficult time surrendering
to confinement.
3. I will type my paper before I read my history chapter.
4. Although the outcome of the election is uncertain an improvement in the
country’s economy is expected.
5. I cannot imagine when the change will take place.
6. I will go on the trip with you even though I am terrified of flying.
7. As English grammar is often complex students must study the concepts
diligently.
8. While the likelihood of winning the Lottery is rare too many people
squander their money on tickets.
9. Mimi laughed at the joke after she understood its punch line.
10. You will not be able to escape from this prison unless you sprout
wings

17
 Task 9: Expressing yourself
A. Make a paragraph using a phrase, a clause and a sentence stating what
you are doing inside your house during quarantine.

Please follow the Rubric below as your guide.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

18
Rubric for Evaluation of the Paragraph

B. Each of these proverbial saying contains an adverbial clause. Identify the adverb
clause in each sentence by underlining it.
1. While the cat is away, the mice will play.
2. A lie travels around the world while truth is putting her boots
on.
3. If you don’t know where you are going, any road will get you
there.
4. Memory is deceptive because it is colored by today’s events.
5. Never look down on anybody unless you’re helping him up.
 Assessment

Excellent! You are now on the last stage of this module. Let us see
how well you digested everything discussed in this lesson. Be ready
with a paper and pen.

Task 10:
Directions: Combine the independent clause using the given conjunctions.

(and, so) 1. The circus came to town. Tickets were cheap. I decided to go with my
friend.
________________________________________________________________________________
________________________________________________________________________________

(but, so) 2. The clowns drove up in a little car. There were a bunch of them. I didn’t
think they would all fit.
________________________________________________________________________________
________________________________________________________________________________
(while, now)3. A guy stuck his head in the lion’s mouth. Bears were dancing in
tutus. An elephant rode a bike.
________________________________________________________________________________
________________________________________________________________________________
(so, but) 4. A man with a whip was beating the animals. The animals were sad. The
man fed them a snack.
________________________________________________________________________________
________________________________________________________________________________

(and, so) 5. I always have fun at the circus. A lady was selling snacks. I bought
popcorn and cotton candy.
________________________________________________________________________________
________________________________________________________________________________
 Hey there! Now that you are done with
our lesson today, you can use phrases
and clauses in forming sentences. Think
wisely. Enjoy!

Additional Activities

Task 11:
Directions: Use phrases and clauses in writing sentences.

1. When we got there, the mall was packed with Dance Boy fans.
________________________________________________________________________________
________________________________________________________________________________

2. Everyone wore Dance Boy shirts except me because I hate the Dance Boys.
______________________________________________________________________________
______________________________________________________________________________

3. While the Dance Boys sang, Jan danced, but I played games on my cell phone.
________________________________________________________________________________
________________________________________________________________________________

4. I challenged one of the Dance Boys to a dance battle but he was scared.
________________________________________________________________________________
________________________________________________________________________________

5. Since we went to the mall, I've been working on my moves, but I'm still bad
______________________________________________________________________________
______________________________________________________________________________
Answer Key
References:
Difference between phrase and clause. (2020, January 25). Key Differences.
https://keydifferences.com/difference-between-phrase-and-clause.html. Fact
sheet Direct Speech and Reported Speech. [Ebook]. Retrieved 02 June 2020 from
http://www.dorcan.co.uk/media/literacy/Parts_of_Speech/Parts_of_SpeechFact
_Sheet_Direct_Speech_and_Reported_Speech.pdf

Past Perfect Tense | ENGLISH PAGE. Retrieved 30 May 2020, from

https://www.englishpage.com/verbpage/pastperfect.html

Robart, K. Quoted and Reported Speech (Direct and Indirect Speech)

[Ebook]. Retrieved 30 May 2020 from
https://www.sjsu.edu/ajeep/docs/QuitedandReportedSpeech.pdf

Ph.search.yahoo.com. 2020. Clauses And Phrases - Avast Yahoo Search Results.

[online] Available at:
<https://ph.search.yahoo.com/yhs/search?hspart=avast&hsimp=yhs-
securebrowser&type=4150&param1=176d1704f2af452d8144e1f50fd6b976&para
m
2=20180719&param3=Avast%20Secure%20Browser|81.0.4127.130&param4=17
| PH|1.18.16.597|1.18.16.597&p=clauses+and+phrases> [Accessed 30 May
2020].
 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd
SOCCSKSARGEN with the primary objective of preparing for and
addressing the new normal. Contents of this module were based on
DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: [email protected]