Introductory Message

For the facilitator:

This module was collaboratively designed, developed and evaluated by the
Development and Quality Assurance Teams of SDO TAPAT to assist you in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.

For the learner:

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What am I good at? before moving on to the other
activities
included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!
 What’s my target?

At the end of this module, you are expected to:

Compose clear and coherent sentences using the following:
• intervening phrases
• inverted sentences
• kinds of adjectives
• adverb of intensity and frequency
• subordinate and coordinate conjunctions

What am I good at?

Let us see if how ready you are as we walk through with our learning module.
A. Directions: Underline the correct form of the verb in each sentence.
1. The friend of my parents (is, are) waving at us.
2. The shoppers in the store (look, looks) excited.
3. Her collection of baseball cards (is, are) valuable.
4. My parents, as well as my cousins, (go, goes) to the party.
5. His assistant, as well as his two sons, (want, wants) him to move.

B. Directions: Underline the adjective in each sentence, then write the noun that the
adjective describes on the line provided.
Example: Noun
The painting was beautiful. _____painting____
1. James told everyone a scary story on his camping trip. __________________
2. Five birds were eating seeds by the window. __________________
3. Can I have a small piece of cake? __________________
4. I have ten family members coming to my party. __________________
5. My tall friend plays basketball. __________________

C. Directions: Choose which sentence is correct in each pair. Put a check (√) in the
box provided for each sentence.
1. He is tall very. He is very tall.
2. It is extremely cold. It is extreme cold.
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 3. He is completely finished. He is complete finished.
4. I am very hungry. I am hungry very.
5. She sings pretty well. She pretty sings well.

D. Directions: Encircle the appropriate conjunction to complete the sentence.

1. The keyboard (and, but, or) monitor are parts of the computer.
2. Life nowadays is not easy (and, but, or) it will not stop us to continue our studies.
3. While at home I can plant vegetables (and, but, or) help my parents doing
household chores.
4. Tony finished answering his homework early (yet, so, far) he can help his mom
wash the dishes.
5. It’s not yet safe going out (and, but, so) we better stay at home.

Lesson
Compose clear and Coherent Sentences
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What’s to look back?

A. Directions: Analyze the sentences below and fill in the chart with the information
asked.
Example: SUBJECT VERB
The farmhouse, including the tractors was damaged farmhouse was damaged
by the storm.
1. The girl like her elder sister has a plump rosy
cheek.
2. Mary, accompanied by her siblings, goes to the park
every weekend.
3. Aunt Marisa with my cousin Tanya, is selling
flowers.
4. The light from the new mercury lamps brightens the
living room.
5. Days during summer seem to pass very quickly.

B. Directions: Color the noun described by the underlined adjective in the given
phrases.
The beginning of a new day.
On top of the second floor.
Two birds flying
Feel the heat of the shining sun.
The breath of the morning air.

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C. Directions: Encircle the adverb used in each sentence below.
1. Maria Mae was extremely happy when she received an expensive watch.
2. Jurem really loves to sing and dance on stage.
3. The pants Ryan is wearing is pretty thick.
4. Ditdit seldom comes to school late.
5. Josephine always tries to do her best.

D. Directions: Combine each pair of sentences to form compound sentence using

the appropriate conjunctions and, but, or, so, for, yet.

1. Lea is a diligent pupil _______ she always gets good grades.

2. The teacher is explaining the lesson _______ pupils are listening.

3. It’s raining ________ the sun is still shining.
4. I feel so sad ________ many became jobless after the COVID 19
5. The situation is not easy _________ I’m still thankful to God for our safety

What will I do?

A. Directions: Read and analyze the sentences then answer the questions below.
1. His cousin, as well as his friends, likes to visit the place often.
2. The Ifugao, together with the other tribes, takes pride of their beautiful place.

1. What is the subject of the first sentence? _____________________________

2. What about the second sentence? _________________________________
3. What are the verbs used in the sentences? ___________________________
4. Do the expressions as well as his friends, and together with the other
tribes affect the form of the verb? ____________________________________

B. Inverted sentence, it is a sentence in which the verb comes before the subject.
Directions: Read the selection and answer the questions that follow.
Lily is a thin girl. She is quiet and shy. Every time she sits at the canteen, she
is always alone. Every day at the hallway are Nestor’s friends. Making fun of Lily is
their hobby. In Lily’s bag are books. Carlo, one of the naughty boys, teases Lily, grabs
the handbag, passes it with his friends, and scatters all the books on the floor.
”Bamboo Stick,” is what they call her. From Room 3 comes Marina. She
defends Lily and argues with the boys. In simple way Marina helps. Later on, Lily and

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Marina became friends. At the canteen, they eat together. In going home, walk Marina
and Lily. They share stories, review their lessons and help each other.

Every day at the hallway, are Nestor’s friends. In Lily’s bags are books.
From Room 3 comes Marina.
In going home, walk Marina and Lily.

1. Who makes fun of Lily? ___________________________________________

2. What did they do with Lily’s things? _________________________________
3. If you were Marina, would you also defend Lily? Why? Why not? __________
______________________________________________________________
4. What verb agrees with the subject in first, second, third and fourth sentence?
______________________________________________________________

5. Which comes first in the inverted order of a sentence? __________________

6. What happened to the verb when the subject is singular? Subject is plural?
______________________________________________________________

C. Directions: Read and analyze the paragraph below and complete the table by
writing the word modified by the underlined adverb.

Anthony is a grade five pupil. His parents cannot afford to send him to school
because they do not have enough money. He really wanted to finish his studies
that is why after his class, he collects bottles and sell it to the junkshops. He
always do this to save money for school expenses and to help his family as well.
He is very much determined that someday he could get want he wants. He rarely
plays with friends because for him time is gold. He is too workaholic. He believes
that someday, he would become a successful teacher.

1. not have enough money

2. really
3. always
4. very
5. rarely

D. What are the coordinate and subordinate conjunctions used in the sentences?
o He really wanted to finish his studies that is why after his class, he collects
bottles and sells them to the junkshops.
o He rarely plays with friends because for him time is gold.

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 What’s the meaning?
Read and Learn!

Intervening Phrases
A phrase that comes between the subject and the verb is called intervening
phrase. It does not affect the subject- verb agreement.
Here are other examples:
1. The government, along with the local officials helps to promote preservation of
the terraces.
2. The box, with the photos and other memorabilia belongs to my cousin.
3. The books, on the top shelf have needed dusting for a while.
The phrases like along with, with, together with, as well as, in addition to,
including, are some examples of intervening phrases.

Inverted Sentence
INVERTED SENTENCE- is a sentence in which the verb comes before the subject.
• The verb agrees with the subject of the sentence.
• If the subject of the inverted sentence is singular, the verb takes its s-form.
Example: From Room 3 comes Marina.
VERB SUBJECT

• If the subject of the inverted sentence is plural, the verb takes its base form.

Example: Every day at the hallway, are Nestor’s friends.

VERB SUBJECT

Adjectives
Adjectives are words that describe or modify a noun or a pronoun.
Adjectives song https://www.youtube.com/watch?v=-NjXbgvrVlM

Kinds of Adjectives
1. Adjectives of Quality - These adjectives are used to describe the nature of a
noun. They give an idea about the characteristics of the noun by answering the
questions “What Kind” Examples: honest, kind, large, bulky, beautiful, ugly, elegant

2. Adjectives of Quantity or Number - These adjectives are used to show the

number of nouns and their place in an order. There are three different sections within
adjectives of number.
a. Definite Numeral Adjective- which clearly denotes an exact number of
nouns or the order of the noun. Example: one, two, three, twenty, etc.

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 b. Indefinite Numeral Adjective- those adjectives that do not give an exact
numerical amount but just give general idea of the amount.
Example: some, many, few, any, several, all, etc.
c. Distributive Numeral Adjectives- those adjectives that are used to refer to
individual nouns within the whole amount.
Example: either, neither, each, another, other, etc.

3. Demonstrative Adjectives – these adjectives are used to point out or indicate

a particular noun or pronoun using the adjectives. Examples: this, that, these, those
4. Interrogative Adjectives- these adjectives are used to ask questions about
nouns or in relation to nouns. Examples: where, what, which, whose
5. Possessive Adjectives- show ownership or possession; it comes before the
noun or a pronoun it modifies. Examples: my, your, his, her, its, our, theirs

Adverb of intensity and frequency.

What is adverb of Intensity or Degree?
Adverb of intensity or degree tells Example:
us about the degree, intensity, quality 1. The view from the top is very beautiful.
or even extent and depth of a particular
action. * the adverb very is an adverb of degree
-It modifies the meaning of a verb, which modifies the adjective beautiful. It
answers the question, to what extent?
adjective, or adverb
Adverb of Degree are: very, too, 2. I totally enjoyed the ride.
enough, much, so, extremely,
absolutely, almost, little, fairly, rather, * the adverb totally is an example of adverb of
only, just, terribly, fully, partly, quite, degree and it modifies the verb enjoyed. It also
nearly, mostly, more, hardly and more. answers the question to what extent?

What is adverb of Frequency?

Adverb of Frequency- describes how Examples:
often an action happens. There are six 1. She sometimes visits me at home.
main adverb of frequency that we use in 2. I often go to the cinema.
English: always, usually, often, 3. We usually drink coffee.
sometimes, rarely and never.
4. Marina always go to bed before 8:00 in the
evening.
5. I sometimes forget my mom’s birthday.

CONJUNCTIONS
Conjunctions -are words that join words phrases or sentences together

Two types of conjunctions

Coordinating Conjunctions – connect words, phrases and clauses of equal rank,
value and grammatical construction. (FANBOYS )
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FOR – used to show reason/causes AND – used to show addition of same ideas

BUT – used to show contrast NOR – used to show a negative choice

OR – to show choices YET – to show contrast SO – to show result/effect

Examples:
o I woke up early for I’m excited to meet my cousins.
o I can play guitar and I can sing too.
o I want ice cream but I have a sore throat.
o Would you like something cold or something hot for drinks?
o Mother is always busy yet she makes sure we eat on time.
o I did review for my exam, so I got low score

Subordinating Conjunctions – conjunctions that join a dependent clause to an

independent clause.
Dependent clause or subordinate clause - a group of words without complete
thought
Independent clause - a group of words with complete thought.
Examples of Subordinating Conjunctions and how they are used.

although, as, even though, than, since, ever since, when, once, after, before,
rather than, though, whereas, like, until, till, while, whenever as long as, as
though, as if, because, in order to,

Sam dance gracefully, even though she has back injury.

INDEPENDENT CLAUSE DEPENDENT CLAUSE

Whenever her friends come into her house she prepares food.
DEPENDENT CLAUSE INDEPENDENT CLAUSE

I am not going to school today because I am sick.

INDEPENDENT CLAUSE DEPENDENT CLAUSE

As long as my mom is alive I will show her my love and respect.

DEPENDENT CLAUSE INDEPENDENT CLAUSE

What’s more to do?

A. Directions: Encircle the intervening phrases, then underline the correct form of
the verb to compose clear and coherent sentences.
Example: The players as well as the coach (is, are) practicing for the tournament.
1. The farmer, together with his family (earn, earns) a living in tilting the soil.

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 2. My brother, along with our friends (is looking, are looking) forward to see the
wonderful terraces.
3. The natives, as well as the other tribes (curve, curves) the slopes of the
mountain.
4. The natives of Cordillera, together with their relatives (work, works) to create
a landscape of great beauty on top of the mountain.
5. My cousins, along with other Filipinos migrating to other places (is, are) very
proud of this creation.

B. Directions: Write IS for inverted sentence and NO for not inverted sentence.
_______1. That activity is nice to watch.
_______2. Nikki’s mother prepared cassava cake for her class.
_______3. Preparing to cook cassava bibingka is easy to do.
_______4. Here is the recipe for cassava bibingka.
_______5. Mother cooks well.

C. Directions: Group the adjectives used in the sentences according to their kind.
Write your answers in the box below.
Descriptive
Kinds of
Sentences Noun Word/
Adjectives
Adjective
Example: I used to drink hot coffee every day. coffee hot quality
1. Our father told us not to quarrel with anyone.
2. I don’t like that boy.
3. He gave me five mangoes.
4. What food would you like to eat?
5. Most of my classmates are excited to attend
my birthday party.

D. Directions: Insert the adverb of frequency in the parenthesis in its correct

position in the sentence. Rewrite the complete sentence on the blank provided.
1. They go to the movies. (often). _They often go to the movies.________________.
2. She reads the bible. (rarely) __________________________________________.
3. I go jogging in the morning. (always ____________________________________.
4. She helps her brother with his assignment. (never) ________________________.
5. I eat meat. (seldom) ________________________________________________.

E. Directions: Underline the appropriate conjunction to complete the sentence.

1. Guava is still green (but, and, or) already sweet.
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2. Our garden has wide (but, so, and) good soil for the plants.
3. At home, I may wash the dishes (and, or, but) I may mop the floor.
4. Teacher works everyday (after, even, because) on Sundays.
5. You don’t need to go out (because, while, unless) very important.

What did I get?

✓ A phrase that comes between the subject and the verb is called intervening
phrase.
✓ The intervening phrases that come between the subject and the verb do
not affect the form of the verb.
✓ Intervening phrases should be ignored when determining the subject –
verb agreement
✓ Inverted sentences are sentences in which the verb comes before the
subject.
✓ The different kinds of adjectives are Adjectives of Quality which are used to
describe the nature of a noun.
➢ Adjectives of Quantity or Number are used to show the number of
nouns and their place in an order.
➢ Demonstrative Adjectives are used to point out or indicate a particular
noun or pronoun using the adjectives.
➢ Possessive Adjectives are used to show ownership or possession.
➢ Interrogative Adjectives are used to ask questions about nouns or in
relation to nouns.
➢ Watch and learn. Write the important points featured in the short video
clip.
✓ An adverb of intensity tells us about the degree, intensity, quality or even
extent or depth of an action, an adjective or another adverb while adverb of
frequency tells how often an action happens.
✓ Conjunctions are words that join words phrases or sentences together.
➢ The two types of conjunctions are coordinating conjunctions and
subordinating conjunctions. Coordinating conjunctions connect words,
phrases and clauses of equal ranks while Subordinating conjunctions
connect a dependent clause to an independent clause.
➢ The most commonly used coordinating conjunctions are: for, and, nor,
but, or, yet, and so.
➢ Examples of subordinating conjunctions are: although, as, because,
since, whenever, except, unless, etc.

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 What can I show?

PERFORMANCE TASK:
✓ Make a slogan based on the recent update about COVID 19 and/or COVID
19 vaccination. Write your slogan in 1 long bond paper. Choose from the lists
below:
1. Intervening phrases
2. Inverted sentence
3. Adjectives
4. Adverb
5. Conjunction

How’s my target now?

A. Directions: Fill in the blank with the correct verb to complete each.

(love, loves) 1. Mario, along with his sisters, __________ going to the
park.
(own, owns) 2. My parents, as well as my uncle, __________ some
antiques.
(prevent, prevents) 3. The trees on the hillside ___________ soil erosion.
(is, are) 4. The reasons for his success_________ easy to see.
(need, needs) 5. Several of the trees in the front yard _________ pruning.

B. Directions: Arrange the jumbled words in each number using given verbs in the
parenthesis
1. the hunted house down the dark path ( sit, sits )
Answer: __________________________________________________________.
2. Across the front windows a yellow ribbon. (stretch, stretches)
Answer: __________________________________________________________.
3. in our school a big celebration of “Linggo ng Wika” there (was, were)
Answer: __________________________________________________________.
4. Across the front windows a yellow ribbon (stretch, stretches)
Answer: __________________________________________________________.
5. At the end of two old water pumps the dusty road (stand, stands)
Answer: __________________________________________________________.
C. Directions: Complete each sentence with the appropriate kind of adjective as
suggested in the parenthesis for each number.
(quality) 1. I can sing _____________ songs while I play the piano.
(possessive) 2. Do you live with ___________ parents?

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(quality) 3. The _____________team won the game.
(quality) 4. Martin lives in a _____________ house.
(demonstrative) 5. Who gave you ____________ book?

D. Directions: Choose the correct adverb to complete each sentence

(really, mostly) 1."Genaro’s new hairstyle looks ___________ good."
(least, most) 2. Poor people rent the ____________ expensive places.
(so, too) 3. It was ______________ hot to play tennis, so we went
swimming instead.
(enough, almost) 4. Are you sure you've studied __________ to pass the exam?
(nearly, hardly) 5. Josepha’s grandchildren _______ ever visit her these days.

E. Directions: Encircle the appropriate conjunction in the parenthesis to make the

sentence correct.
1. The family needs food (but, yet, and) basic supplies.
2. The enrolment period is extended (because, so, but) many students are still
coming.
3. Nadine is a working student (so, yet, and) she still manages to be on top in the
class.
4. Today is father’s birthday (but, still, unless) we will celebrate it on Sunday.
5. Liza may ____ continue studying _____ (either-or, both-end, whether- or) she
may continue being an actress.

What else can I do?

A. Directions: Have a quick tour inside your house and have a survey of all the
things you have at home including your family members. Try to fill in your answers
with a complete sentence the chart below.

Survey Questions Answers

1. How many family members do you have at home?
2. What is the color of your favorite pillow?
3. What is the dominant color in your house?
4. What kind of life do you have in this present situation?
5. How many face masks do you have at home?

B. Watch and learn more about adverbs. Take down notes from the videos as your
reference.

Inverted sentences
https://www.youtube.com/watch?v=9JvjSkWjuHc

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Adverb of Intensity and Frequency
https://www.youtube.com/watch?v=pRTCQTHZsVc
https://www.youtube.com/watch?v=5xJskIUmWKc

Coordinate and Subordinate Conjunctions

https://www.youtube.com/watch?v=i0PLB2H4x-U
https://www.youtube.com/watch?v=2US4cZJWrus
https://www.youtube.com/watch?v=7Or1mvPPAoM &
https://www.youtube.com/watch?v=CiKrB2Ke3RM

References

1. K to 12 Most Essential Learning Competencies (MELCs) English 5, page 135

2. Grade 5 K to 12 Budget of Work
3. Lorna B. Castillo et al, Vision Integrated Reading and Language for
Communication Arts in English 5, Philippine Copyright 2016 pages 141-142, 156-157
4. Division of Taguig City and Pateros Program S.P.E.L.L. (Strengthening
Proficiency In English for Lifelong Learners) TAPAT Division’s Reading Program
5. https://wwwmyenglishgrammar.com
6. https://college.cenggage.com
7.https://www.youtube.com/watch?v=jvg6xp_DsEE
8. Subject Verb Agreement pinterest.ph
9. Kristine Erika C. Castillo and Evelyn B. Angeles, Joy in Learning English 5
Textbook pp. 64, 183-185, 209-210 Copy Right © 2017 by Vibal Group, Inc

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 EXECUTIVE COMMITTEE FOR HYBRID MODULE

Chairperson: DR. MARGARITO B. MATERUM – OIC-SDS

Vice-Chairperson: DR. GEORGE P. TIZON – SGOD Chief
DR. ELLERY G. QUINTIA – CID Chief

Ex-Officio Members: EDUCATION PROGRAM SUPERVISORS

ELEMENTARY SCHOOL PRINCIPALS

Secretariat: QUINN NORMAN O. ARREZA

Team Leader/Facilitator: DR. DANILO S. GUTIERREZ
Writer: JOMAR R. PASCUAL
MA. MAE O. PASCUAL
Content Evaluator: RYAN E. OFALSA
Language Evaluator: NIMFA R. BALBUENA/DORETA R. CARTONEROS
Reviewer: DORETA R. CARTONEROS/NOEL T. BALUBAL
Illustrator: AMAPOLA C. ESPOS
Lay-out Artist: AMAPOLA C. ESPOS
Content Validator: DORETA R. CARTONEROS
NIMFA R. BALBUENA
RYAN E. OFALSA
Format and Language Validators: PRIVATE INTERNATIONAL SCHOOLS
REPRESENTATIVES
School Head In-charge: JOSEFINA R. GRANADA (Primary)
DR. MA. CHERYL S. FERNANDEZ (Intermediate)
EPS In-charge: NOEL T. BALUBAL, EPS – ENGLISH
DR. DAISY L. MATAAC, EPS – LRMS/ALS

For inquiries, please write or call:

Schools Division of Taguig city and Pateros Upper Bicutan Taguig City

Telefax: 8384251

Email Address: [email protected]