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e h e r Republic ofd the Philippines Department of Education s Region VII, Central Visayas ,

DIVISION OF BOHOL City of Tagbilaran

ACTIVITY SHEET IN ENGLISH III

Subject Type of Activity


English

T h e

Concept Notes Informal Theme Skills/ Exercises Formal Theme Drills _________________________________________________________________
o Activity Title: Identifying participial phrase modifiers in sentences. f Learning Targets: To identify participial phrase modifiers in sentences. Reference: English Expressways III, pp. 118-119 t Author: Remedios F. Nery et.al h Concept Notes: The participial phrase is made up of the participle ande the word or a group of words that comes after it. The participial phrase modifies a noun or a pronoun, which is often the subject of the sentences. It is often found before t the word it modifies, but sometimes, it can be found after it. r Go over the examples below. 1. The narrator in the story lived in a rented apartment nearethe school. e 2. The text tells of the written impressions of a girl. s 3. The deafening sound of the bell during air-raid drills seemed ominous to her. Notice that in sentence 1, rented is a past participle modifying , apartment. In sentence number 2, written is a past participle modifying A impressions, and in sentence 3, deafening is a present participle modifying sound. m Some participles are formed from verbs, they can have objects and be o modified by adverbs. The participle with its objects and modifiers forms a n participial phrase. Note the italicized participial phrases in the following g examples: 1. Writing a good brochure, the manager inspired the resort owner. t (Writing a good brochure is a participial phrase modifying the h manager.) 2. Known to be famous, the place is often visited. e (Known to be famous is a participial phrase modifying the place.) s KEY POINTS i 1. A participle is a word derived from a verb. It is one of the verbals. n 2. There are two types of participles the present and the past participle. g 3. The present participle ends in -ing. The past participle ends in with -d or -ed for regular verbs and takes a new form for irregular verbs. i 4. Participles can be used as adjectives. n Ex. the cheering squad the broken vase. g 5. Participles may be used as parts of verb phrases: a. For the continuous form helping verb + ing (are crying) o f t h

r u s Laboratoryt Report l Drawing/ Art i n Others g

b i r d b. For the perfect tenses have + past participle and has + past participle s (has/have cried) , 6. Participles with objects and modifiers are called participial phrases. T h e
Activity Write P if the sentence uses a participle and Pp if it uses a participial phrase. h Underline the word being modified. u 1. The tempting food did not escape everyones attention. m 2. Feeling the pain, the man stopped moving. 3. Apparently liked, the woman frowned at the unruly boys. m 4. Known to the audience, the speaker received a warm applause. i 5. Getting acquainted with the job, the new employees enjoy the work. n 6. Seeing the lion, the deer ran away. g 7. The speeding car nearly hit the bystanders. 8. Knowing the danger, the bystanders left the roadside. 9. The cheering squad made the presentation lively. o 10. Cheering with the group , Sienna caught everyones attention.

t h e b e e s .

T h e f o o l i s h f e a r s o f w h a

m i g h t h a p p e n , I English c a s Laboratoryt Report

Republic of the Philippines Department of Education Region VII, Central Visayas DIVISION OF BOHOL City of Tagbilaran

ACTIVITY SHEET IN ENGLISH III

Subject Type of Activity

Concept Notes Informal Theme Skills/ Exercises Drawing/ Art t Formal Theme h Drills Others e _________________________________________________________________ m
Activity Title: Expanding the subjects of the sentences by using adjectives. Learning Target: To expand the subjects of the sentencesa using by l adjectives. Reference: Better English Book, pp.153-155 l Author: Josephine B. Serrano a Concept Notes: w Adjectives modify nouns. To modify means to make clearer or more a specific. An adjective adds some information about the person or thing to y which its noun or pronoun refers. It usually answers one of these questions: What kind of? Which? How many? How much? A Example: m The red flower attracts the passersby. o She is intelligent. Ten boys went out of the room. n g Study the following sentences. 1. A girl is coming. t 2. A pretty girl is coming. h 3. A plain girl is coming. e In the first sentence, there is no adjective to modify the noun girl. In the second sentence, you know that the girl is pretty. In the third sentence, the adjective plain modifies the meaning to the noun girl. Thus, c you can see how an adjective modifies or clarifies the meaning of a noun. l o Activity 1: Expand the subjects of the following sentences by using v adjectives. e r
1. The __________ soldier died of heart attack. 2. It's __________ design impressed the buyers.

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e d g r a s s , A m o n g

3. I passed by a __________ road. 4. A __________ carpet welcome the newly-wed. 5. The __________ student impressed the teachers. 6. A pile of __________ books was delivered to our library. 7. We visited a __________ house. 8. I read an __________ Chinese proverb. 9. A __________ cat entered the house. 10. That __________ tune entertains my grandfather.

t h e Activity 2: underline the adjective and circle the word it modifies.


1. The red Honda Civic is expensive but reliable. 2. The weary traveler is exhausted. 3. Good authors produce best articles. 4. The precious jewels appear to be genuine. 5. The suspects appear calm during the hearing. Activity 3. Give five adjectives for the given nouns. 1. A condominium ____________________________________ ____________________________________ ____________________________________ 2. A baseball field _____________________________________ _____________________________________ _____________________________________ 3. TV commentator ____________________________________ ____________________________________ ____________________________________ 4. A municipal hall ____________________________________ ____________________________________ ____________________________________ 5. Wrist watch ____________________________________ ____________________________________ ____________________________________

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r n , W h e r e d r o w s y

Republic of the Philippines Department of Education Region VII, Central Visayas DIVISION OF BOHOL City of Tagbilaran

ACTIVITY SHEET IN ENGLISH III

Subject Type of Activity


English

Concept Notes Informal Theme Skills/ Exercises Formal Theme Drills _________________________________________________________________
Activity Title: Stating preferences using gerunds and gerund phrases. o Learning Target: State preferences using gerunds and gerund phrases. d Reference: English Expressways III, pp.147-148 , Author: Remedios F. Nery et.al

p o LaboratorypReport p i Drawing/ Art e s Others n

W Concept Notes: The gerund is an -ing form of the verb used as noun. Notice that the -ing form h of the verb in the following sentence is a gerund: e The most important feature of my history is my learning to read and write. r Words like asking, saying, writing, and the like when used as nouns are examples of e gerunds.
Key Points: i A gerund is a verb form that ends in ing and is used as a noun. It can be l used as:

Subject: Attaining global unity and peace is an elusive dream.

t h Subjective Complement: His priority is attaining global unity andopeace. u Object of the Preposition: Everybody must get involved in attaining global unity and g peace. h Appositive: His priority, attaining global unity and peace, seems t be an elusive to
Object of a verb: The UN initiates attaining global unity and peace. dream. Activity: When you state preferences, you may use the expressions i I prefer to_____ or e I like____ better than ____. Study the following gerund phrases and show your preferences. 1. staying at home going to malls 2. reviewing with friends reviewing alone

a n d t h e

g o o d
3. collecting stamps collecting coins 4. playing basketball doing assignments 5. eating at the canteen going home for lunch 6. playing with friends reading a book 7. eating snack chips eating fruits 8. wearing expensive clothing wearing clothing bought 9. sleeping early staying up late 10. listening to pop music listening to rock music

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from a sale

b o r n O u t i n t h e

Republic of the Philippines Department of Education Region VII, Central Visayas DIVISION OF BOHOL City of Tagbilaran

ACTIVITY SHEET IN ENGLISH III

Subject Type of Activity


English

Concept Notes Laboratory Report Informal Theme f Skills/ Exercises Drawing/ Art i Formal Theme e Drills Others l _________________________________________________________________ d
s Activity Title: Identifying adjectival and adverbial phrase modifiers.. Learning Targets: To identify adjectival and adverbial phrase modifiers. w Reference: Avenues in English III, pp.112-113. i Author: Isabelita M. Giron et.al t h CONCEPT NOTES Reviewing or recalling the adjectival and adverbial phrases makes it easier for us to understand the clause modifier, incomplete comparisons, and g even parallel construction. Can you locate the phrase modifiers in the o following examples? d 1. The sandhill cranes head north to their summer homes. . 2. Each spring the cranes fly from Mexico and the southern part of the United States to To Canada. 3. Changes in the weather and a shrinking food supply also help the birds know when its time to move on. QUESTIONS: 1. What is the adverbial phrase modifier in each of the two first sentences? 2. Where in the sentence is the adverbial phrase modifier found? 3. What is its function? 4. What is the adjectival phrase modifier in the third sentence? 5. After what word in the sentence is the adjectival phrase found? 6. What is its function in the sentence? Key points:

The adverbial phrase is a group of words that comes after the main verb in the sentence. Example: Each spring, the cranes fly from Mexico and the southern part of the United States to Canada and Alaska. However, the adverbial phrase can also modify an adjective, as in example 2. Example: The birds are restless because of the shrinking food supply. As a modifier, it indicates direction (fly from Mexico) frequency (fly twice yearly) (fly without stopping), or reason (migrate to find, and others) The adjectival phrase modifier, on the other hand, can be found after any noun in the sentence that it can modify. Example: 1. Changes in the weather and a shrinking food supply also helps the birds know When its time to move on. 2. Increased period of sunlight causes the birds to eat more to store fat for fuel. Activity. Read the passage then underline the adjectival and the adverbial phrase modifiers. TITANICS DOOMED VOTAGE Adapted from Treasures of the Sea She was built with the dream of being the largest liner ever to be built. She steamed of Southampton, England, on April 10, 1912, to begin her maiden voyage across the Atlantic to New York. She stretched a sixth of a mile long and stood 150 feet from waterline to the top of her smoke-belching funnels. Truly a floating city, the RMS Titanic was filled with passengers who could afford to travel via the greatest luxury liner in the whole world. Her 2,228 passengers and crew traveled in comfort and security until the fourth day.

Republic of the Philippines Department of Education Region VII, Central Visayas DIVISION OF BOHOL City of Tagbilaran

ACTIVITY SHEET IN ENGLISH III

Subject Type of Activity


English

Concept Notes Laboratory Report Informal Theme Skills/ Exercises Drawing/ Art Formal Theme Drills Others _________________________________________________________________
Activity Title: Listening for important points signaled by pausing and a slow rate of speech. Learning Target: Listen for important points signaled by pausing and a slow rate of speech. Reference: Prototype Lesson Plans in English III, Page 46-47.

Activity 1: 1. Listen to the poem. Take down as many details as you can about dreams. 2. Answer these questions. Use your notes to help you. a. To whom is the poem addressed? b. Why does the poet compare dreams to smoke? Explain the figurative language used. The Dream of the Rood An Adaptation

LISTEN! I wish to tell the best of dreams, what I dreamt at midnight after human beings were at rest. It seemed to me that I saw a marvelous tree surrounded with light move on high, the brightest of crosses. that entire sign was covered with gold; lovely gems stood on it by the surface of the earth , and so, too, there were five more up on the shoulder beam. All the angels of the Lord, fair through all the time, gazed upon it there: truly, that was no cross for the wicked, but holy spirits looked at it, men upon the earth, and all this glorious universe. The cross of victory was wonderful , and I, stained with sins, was wounded with evil deeds. I saw the tree of glory, decorated with streamers, shine joyfully, adorned with gold; gems had worthily covered the tree of the of the Lord. Nevertheless, through that gold I could perceive the ancient strife of miserable men that it formerly had bled on the right side. It was a beautiful vision; yet, I was completely troubled with sorrows. It was glad; however, I was afraid. I saw the hastening sign vary in hangings and colors; at times, it was wet with moisture, stained with the flow of blood, and at times adorned with treasure. So lying there for a long time, I looked, sorrowful, at the cross of the Saviour, until I heard that it uttered a sound; then the best of trees began to speak words: "It was long ago I still remember that I was cut down at the verge of the wood, taken from my stem. Strong foes seized me there, made me into spectacle for them, and ordered me to lift up their criminals. There men carried me on their shoulders, until they placed me on a hill; enemies enough fastened me there." "Then I saw the Master of mankind hasten with great courage to mount me there. I did not dare to bend or break contrary to the Lords command, when I saw the surfaces of the earth tremble. I could have killed all the foes, yet I stood fast." "The young hero that was God Almighty stripped himself, strong and resolute; He ascended the high cross, bold in the sight of many, when he wished to redeem the mankind, I trembled when the Hero embraced me; yet I did dare to bend to the earth, fall to the surface of the ground, but I had to stand fast. I was set up as a cross; I lifted up the powerful King, the Lord of heaven. I did not dare to bow down." Activity 2: List down in two columns the phrases that would draw either positive or negative reaction. marvelous tree glorious universe ancient strife stained with sins

decorated with streamers hangings and colors fall to the surface of the ground dorned with treasure

wounded with evil deeds flow of blood redeem the mankind killed all the foes

Activity 3: From among your dreams, which do you consider the best?

Republic of the Philippines Department of Education Region VII, Central Visayas DIVISION OF BOHOL City of Tagbilaran

ACTIVITY SHEET IN ENGLISH III

Subject Type of Activity


English

Concept Notes Laboratory Report Informal Theme Skills/ Exercises Drawing/ Art Formal Theme Drills Others _________________________________________________________________
Activity Title: Assessing a text in the light of previous reading. Learning Target: Assess text in the light of the previous reading. Reference: Prototype Lesson Plans in English III, pages 93-95. Computers: Machines with Electronic Brains

1. "The marvel of the machine age, the electronic computer has been in use since 1946. It can do simple computations add, subtract, multiply and divide with lightning speed and perfect accuracy. It can multiply two10 digit numbers in/1,000 seconds, a problem that would take an average man five minutes to do with pencil and paper. Some computers can work 5000,000 times faster than a man. 2. "Once it is given a "program " that is, once it is asked a carefully worked out set of questions devised by a technician trained in computer language a computer can gather a wide range of information for many purposes. For the scientist, it can get information from outer space or from the depths of the ocean. In business and industry, the computer prepares factory inventories, keeps tract of sales trends and production needs, mails dividend checks, and makes out company payrolls. 3. "Not only can the computer gather facts; it can also store them as fast as they are gathered and can pour them out whenever they are needed. The computer is really a high powered "Memory" machine that has all the answers or almost all to all our questions. 4. "Besides gathering and storing information, the computer can also solve complicated problems that once took months for men to do. For example, within sixteen hours an electronic brain named CHEOPS (which stands for Chemical Engineering Optimization System) was fed all the information necessary for designing a chemical plant. After running through 16,000 possible designs, it picked out the plan for the plant that would produce the most the most chemical for the least amount of money. Then, it issued a printed set of exact specifications. Before CHEOPS solved this problem, a team of engineers having the same information had worked for a year to produce only three designs, none of which was as efficient as the computers. 5. "At times computers seem almost humans. They can "read" hand printed letters, translate scientific papers, play chess, compose music, write plays, and even design other computers. It is any wonder that they are sometimes called "thinking machines." 6. "Even though they are taking over some by the tasks that were once accomplished by our own brains, computers are not replacing us at least not yet. Our brain has 10 billion cells. A computer has only few hundred thousand parts. For sometime to come, then, we can say that our brains are at least 10,000 times more complex than a computer. How we use them is for us, not computer, to decide.
Activity 1: Comprehension Check: 1. Why is the computer considered as the marvel of the machine age? 2. Compare and contrast the early computers with those of todays. 3. Why are the computers sometimes called "thinking machines"? 4. What did CHEOPS do to become more efficient than a team of engineers? 5. Explain why our brain is more complex than a computer.

Activity 2: Assess the text, "Computers: Machines with Electronic Brains." Use the checklist that follows in assessing a text.

1. Content

3- Highly informative

- What do you think of the content as a whole?

2- Informative 1- Not Informative

2. Organizational Pattern - How organized is the discussion?

3- Very organized/Coherent 2- Organized 1- Fairly Organized

3. Language Used - What can you say about the language of the text?

3- Highly Technical 2- Technical 1- Simple

4. Authors Point of View - Is the author objective in expressing his point of view?

3- Very objective 2- Objective 1- Fairly Objective

Republic of the Philippines Department of Education Region VII, Central Visayas DIVISION OF BOHOL City of Tagbilaran

ACTIVITY SHEET IN ENGLISH III

Subject Type of Activity


English

Concept Notes Laboratory Report Informal Theme Skills/ Exercises Drawing/ Art Formal Theme Drills Others _________________________________________________________________
Activity Title: Concept Mapping Learning Target: Use concept maps to (linear, bubble, tree diagrams, grids, etc) to show relationships between and among ideas abstracted from the texts. Reference: Prototype Lesson Plans in English III, pages 173-177. The New Teachers 1. In the fifth essay of this book, Adult Education, I discussed the fact that the percentage of older people in the world is increasing and that of the younger people decreasing, and that this trend would continue if the birth rate should stop and medicine continue to extend the average life span. 2. In order to keep people imaginative and creative and to prevent them from becoming an ever growing drag and shrinking pool of creative young, I recommend that our educational system be remodeled and that education be considered a lifelong activity. 3. But how can this be done? Where will all the teachers come from? 4. Who say however, that all teachers must be human beings or even animate? 5. Suppose that over the next century, communication satellites become numerous and more sophisticated than those weve placed in space so far. Suppose that in place of radio waves the core capacious laser beam of visible light becomes the chief communication medium. 6. Under these circumstances, there would be room for millions of separate channels foe voice, and it is easy to imagine every human being on earth having particular television wavelength assigned to her or him. 7. Each person (child, adult or elderly) can have his or her own private outlet to which could be attached, at certain desirable period of time, his or her personal teaching machine. It would be far more versatile and interactive teaching machine than anything we could put together now, for computer technology will also have advanced in the interval. 8. We can reasonably hope that the teaching machine will sufficiently be intricate and flexible to be capable of modifying its own program (that is learning) as a result of the students print. 9. In other words, the students will ask questions, answer questions, make statements, offer opinions, and from all this, the machine will be able to gauge the student enough to adjust the speed and intensity of its course of instruction and, whatd more shift in the direction of the student interest displayed. 10. We cant imagine a personal teaching machine to be very big. However, it might resemble a television set in appearance. Can so small an object contain enough information to teach students as much as they want to know, in any direction intellectual curiosity may lead them? No, not if teaching machine is self-contained but need to be? 11. In any civilization with the computer science so advanced as to make teaching machine possible, there will surely be thoroughly

computerized central libraries. Such libraries may even interconnected into a single planetary library. 12. All teaching machines would be plugged into this planetary library and each could then have its disposal any book periodical document, recording, or video cassette encoded there. If the machine has its, the student would have it too, either placed directly on a viewing screen, or reproduced in print-on-paper for more leisurely study. 13. Of course, teachers will not be totally eliminated. In some subjects, human interaction is essential athletics, drama, public speaking, and so on. There is also value and interest , in groups of students working in a particular field- getting together to discuss and speculate with each other and with human experts, sparkling each other to new insights. 14. After this human interchange they may return, with some relief, to the endlessly knowledgeable, endlessly flexible, and most of all endlessly patient machine. 15. But who will teach the teaching machine? 16. Surely the students who will learn will also teach. Students who learn freely in those fields and activities that interest them are bound to think, speculate, observe, experiment and, now and then, come up with something of their own that may have been previously known. 17. They could transmit that knowledge back to the machine which will in turn record it (with due credit, presumably) in the planetary library thus making it available to other teaching machines. All will be put back into the central hopper to serve as new and higher starting point for those who come after. The teaching machines will thus make it possible for human species to race forward to heights and in direction now impossible. But in describing only the mechanics of learning? What of the contents? What subjects will people study in the age of the teaching machine? Ill speculate in the next essay. Activity 1: 1. 2. 3. 4. 5. 6. What is the objective of the essayist? What does he predict will happen in the future? What kind of writer is Isaac Asimov? What is science fiction? How does a sci-fiction writer prepare his readers for life in the How does Isaac Asimov go about setting the scenario for his prediction?

Activity 2: Concept Mapping Choose one of the concept maps, or you may use other concept maps to make a transfer of information gathered from the essay.

Multi-flow Map

Bubble Map

Tree Map

Republic of the Philippines

Department of Education Region VII, Central Visayas DIVISION OF BOHOL City of Tagbilaran

ACTIVITY SHEET IN ENGLISH III

Subject Type of Activity


English

Concept Notes Laboratory Report Informal Theme Skills/ Exercises Drawing/ Art Formal Theme Drills Others _________________________________________________________________ Subject English Type of Activity Concept Notes Laboratory Report Informal Theme Skills/ Exercises Drawing/ Art Formal Theme Drills Others _________________________________________________________________
Activity Title: author Identifying Imagery and Figurative Language used by the in poetry. Learning Target: Identify images and figurative language used by the author in a poem. Reference: Prototype Lesson Plan in English III, Page 192

Out

Activity: 1. To what sense does stanza 1 best appeal? What words or expressions make the stanza appeal to that sense? 2. To what sense do lines 3, 4, 5, and 6( stanza 2) best appeal? What words or phrases make lines appeal to that sense? 3. What figure of speech is used in line 5 ( stanza 2) and line 7 (stanza 2 )?

Republic of the Philippines Department of Education


Region VII, Central Visayas DIVISION OF BOHOL City of Tagbilaran

ACTIVITY SHEET IN ENGLISH III

Subject Type of Activity


English

Concept Notes Laboratory Report Informal Theme Skills/ Exercises Drawing/ Art Formal Theme Drills Others _________________________________________________________________
Activity Title: Supplying the correct preposition to complete the paragraph Learning target: Supply the correct preposition to complete the paragraph. Reference: Linking The World English II, pp. 280-281 Introductory Notes: A preposition is a word or a group of words that shows the relationship between its objects (a noun or a pronoun that follows the preposition) and another word in the sentence. Examples of prepositions are as follows. About concerning near till Above during of to Across except on until At for out up Before from past upon Behind in round with Between into since without Beyond like through underneath Example: The young boys and girls sat around the blazing fire. The word around is a preposition and the noun following it, campfire, is its object. The object of a preposition is the first noun or pronoun following the preposition. In the example, the word blazing is an adjective, not a noun or a pronoun, and is therefore not an object. Exercise: Supply or give the correct prepositions to complete the paragraphs below.
Paragraph A

Once (a)___the quiet Japanese village (b)___Matsuyama, (c)___the old days when our country people owned very little besides their plot (d)___ground, their thatched cottage, and a few clothes, there was a young couple(e)___ a little daughter. They had very few material possessions, but they were extremely happy. Paragraph B If you are an average reader, you can read an average book (f)___ the rate (g)___ three hundred words a minute. You can maintain that average, however, unless you read regularly, every day. Statistics is not always practicable but consider this: If the average reader can read 300 words a minute (h) ___average reading, then (i)___ 15 minutes he can read 4,500 words. Multiplied (j)___7 (the days (k)___ a week, the product is 31,500. Another multiplication (l)___4 (the weeks (m)___ a month), makes 126,000. And final multiplication (n)___12 (the months (p)___ a year), results (q)___ a grand total (r)___ 1,512,000 words. That is the total number (s)___words (t)___ average reading an average reader can do (u)___ just 15 minutes a day (v)___ one year.

Republic of the Philippines Department of Education Region VII, Central Visayas DIVISION OF BOHOL City of Tagbilaran

ACTIVITY SHEET IN ENGLISH III

Subject Type of Activity


English

Concept Notes Laboratory Report Informal Theme Skills/ Exercises Drawing/ Art Formal Theme Drills Others _________________________________________________________________
Activity Title: Possessive Form of Nouns Learning Target: 1. Identify the ways in forming the possessive form of nouns. 2. Form nouns/pronouns into their possessive forms. 3. Correct faulty possessive forms. Introductory Notes: 1. 2. 3. 4. Notice the following ways of showing possession. The girls dress is pretty. The girls dresses is pretty. The mens books were lost. Her son-in-laws name is Eddie.

Why is the apostrophe placed before the s in girls in the first sentence? Why is it placed after the s in the second sentence? Why is the apostrophe placed before the s in mens in the third sentence? In the fourth sentence, notice that son-in-law is compound word indicates possession by adding an apostrophe and s (s) to the last word.

A singular noun or a plural noun not ending in s indicates possession byn adding apostrophe and s (s) after the noun. A plural noun ending in s indicates possession merely by adding an apostrophe (). Learn the special ways of showing possession. 1. Elvira and Graces father is here. 2. Elviras and Graces fathers are here.

In the first sentence, Elvira and Grace are sisters. They have the same father. The apostrophe and s (s) after Grace shows possession. In the second sentence, Elvira and Grace are not sisters. They have different fathers. The apostrophe and s (s) after each name shows separate possession. Another way to show possession is by using the of-phrase. The legs of that table are weak. The back of the chair is broken. Do not put an apostrophe before the s in the possessive form of a pronoun. Examples: hers, their, yours To show joint possession, place an s after the last noun in a series of nouns. To show separate possession, place an s after each noun in a series. In general, the possessive form is used with nouns denoting persons or animals. For inanimate objects (things), use the of-phrase to indicate possession. Exception to the last rule are idiomatic expressions like the following: a days absence, a months vacation, a pesos worth, his journeys end, for heavens sake, for goodness sake. Exercise 1. Some of the following sentences contain errors in using the possessive form of nouns. Other sentences do not have such errors. Make corrections where needed. 1. We could find no jackets in Marianos and Morenos store. 2. Do you know of a store that sells babies clothes? 3. Letty is taking care of her sisters-in laws children. 4. All the students grades improved. 5. The girls glee club sang several songs. 6. The players uniforms are not very new. 7. Does that store sell boys clothes? 8. This book is certainly not hers. 10. Is this belt yours?. Pronouns, like nouns, show possession by changes in form. The following are the possessive forms of the personal pronouns. I my or mine; you yours or your; he his; she her or hers; we our or ours; they their or theirs. Exercise 2. Fill in each blank with the correct possessive form of the pronoun. Model: This is her book; it is hers. 1. This pen was a present to me; it is _____. 2. The boy finished writing_____ theme. 3. The men are here; where are _____ packages? 4. The woman found _____ umbrella. 5. The carpenter brought _____ tools. 6. Our teacher has many books; these books are all _____. 7. My sister and I brought _____ lunch with us. 8. Im looking for my mother. Are you looking for _____ mother, too? 10.The dog is barking at ____ master. Exercise 2. Change each noun and pronoun in the parentheses into the correct possessive form. 1. 2. 3. 4. 5. _____. 6. This is (I) _____ and that is (you) _____. I always listen to my (mother) _____ advice. We should respect our (parents) _____ opinions. (Maria and Juana) _____ eyes are brown. The (boys) ______ club gave a large donation. He gave me back (she)_____book because he knew that it was not (he)

7. These rings are (they) _____. 8. What belongs to us is (we) _____. 9. Why was (they) _____ house burned? 10. What did he do with (she) _____ books?

Republic of the Philippines Department of Education Region VII, Central Visayas DIVISION OF BOHOL City of Tagbilaran

ACTIVITY SHEET IN ENGLISH III

Subject Type of Activity


English

Concept Notes Laboratory Report Informal Theme Skills/ Exercises Drawing/ Art Formal Theme Drills Others _________________________________________________________________ Subject English Type of Activity Concept Notes Laboratory Report Informal Theme Skills/ Exercises Drawing/ Art Formal Theme Drills Others _________________________________________________________________
Activity Title: Taking Down Notes from a Reading Text by Using a Diagram. Learning Target: Take down note from a reading text by using a diagram. Reference: English Expressways II, pp.170-171 Introductory Notes Note-taking is an important activity that helps keep you alert in thinking. Taking notes as you read helps you understand what you are reading. Later on, such notes will serve as your memory aids. Note-taking is something you might have already done to complement skimming or scanning. However, unlike just skimming for the gist or main idea, or scanning to find a topic sentence or one detail, you will now hone or sharpen your skill further by taking down notes on more details. The purpose is to list how these details

form some organized arrangement to show how a text has structured its content. Here are techniques to make sure your note-taking is done properly: 1. Learn to concentrate. 2. Distinguish the important points from the less important ones. 3. Use diagrams and illustrations when necessary. 4. Use symbols or abbreviations instead of words. Taking notes while listening to a lecture is more difficult than taking notes while reading. There are two skills involved in taking down notes during lectures: listening well and writing and listening at the same time. Activity Suppose you were asked to report on the origin of the Nobel Peace Prize. Following are encyclopedia entries. Using the following diagram and concept map, jot down important details about the Nobel Peace Prize. (1863) 6 Fields awarded the Nobel Prize Alfred Nobels (1867) Accomplishments (1876) (1) (2) (3) (4) (5) (6) (1888) Nobel, Alfred Bernhard (1883-1896) was a Swedish chemist and inventor of the dynamite and other explosives. About 1863, he set up a factory to manufacture liquid nitroglycerin, but the factory exploded in an accident killing his younger brother. Nobel then set out safe handling methods for the substance. In 1867, he developed the dynamite, a combination of nitroglycerin and inert, stabilizing filler. Later he invented gelignite (1876) and ballistite (1888). A lifelong pacifist, Nobel wished his explosives to be used solely for peaceful purposes and was embittered by their military use. He left most of his fortune to the Nobel foundation, which has used the money to reward Nobel Prize winners since 1901. Nobel Prizes are annual awards given to individuals or institutions judged to confer the greatest benefit on mankind in each of six fields: physics, chemistry, physiology or medicine, literature, peace, and economics. Prizes for the first five categories have been given since 1901; the economics prize was first awarded in 1969. The winner of the peace prize is decided by a committee of the Norwegian parliament; the other winners are determined by the corresponding bodies in Sweden: the Royal Academy of Sciences, the Caroline Medico-Chirurigal Institute, and the Academy of Literature. Winners receive a gold medal and a cash payment, now consisting of a million dollars. The prize money comes from the foundation set up by Alfred Nobel.

Republic of the Philippines Department of Education Region VII, Central Visayas DIVISION OF BOHOL City of Tagbilaran

ACTIVITY SHEET IN ENGLISH III

Subject Type of Activity


English

Concept Notes Laboratory Report Informal Theme Skills/ Exercises Drawing/ Art Formal Theme Drills Others _________________________________________________________________
Activity Title: Singling Out Figurative Language Employed by a Writer to Create Unity of Effect Learning Target: Single out figurative language employed by a writer to create unity of effect Reference: English Expressways III, pp.248-249. Author: Remedios F. Nery et.al Introductory Notes: Figurative language communicates ideas beyond the literal meaning of the words. This literary device stimulates vivid pictures in the mind of the readers. Figurative language includes specific figures of speech such as simile, metaphor, personification, and hyperbole. The selection that follows requires your skill of identifying the figurative language it employs. When I was One- and- Twenty A.E. Housman When I was one-and twenty, I heard a wise man say, Give crowns and pounds and guineas

But not your heart away; Give pearls away and rubies But keep your fancy free. But I was one-and-twenty, No use to talk to me. When I was one-and-twenty, I heard him say again, The heart out of the bosom Was never given in vain; Tis paid with sighs a plenty And sold for endless rue. And I am two-and-twenty, And oh, tis true, tis true! Check Your Understanding 1. What does the wise man mean by these lines that the person heard? a. Give crowns and pounds and guineas, but not your heart away b. Give pearls away and rubies, but keep your fancy free. 2. How does the speaker react to the wise mans words? How old is he in the first stanza? 3. Explain what the wise man means in the second stanza. 4. What is the persons reaction? How old is he in the second stanza. 5. Do you think his age has something to do with the decision the person has arrived at? Explain your answer Republic of the Philippines Department of education Region VII, Central Visayas DIVISION OF BOHOL City of Tagbilaran

ACTIVITY SHEET IN ENGLISH III

Subject Type of Activity


English

Concept Notes Laboratory Report Informal Theme Skills/ Exercises Drawing/ Art Formal Theme Drills Others _________________________________________________________________
Activity Title: Appreciating the Effects of Poetry Learning Target: 1. Appreciate the effects of poetry 2. Identify Imagery in the poem Reference: English Expressways III, pp. 281-285 Author: Remedios F. Nery et.al Concept Notes: Imagery is another way of achieving a sense of unity or cohesion in a literary piece.

Imagery refers to words used to create mental pictures or images that communicate experience. An image may appeal to any one of the five senses: sight, sound, touch, smell, and taste. Writers use images to recreate sensory experiences with words and to aid the reader in understanding the poem. As you read the poem The Creation, look for the images that the poet uses to describe the kind of order God followed in creating the world. What specific, vivid, imaginative images did he use to make his subject come alive foe the reader? The Creation James Weldon Johnson And God stepped out on space, And He looked around and said: Im lonelyIll make me a world. And far as the eye of God could see Darkness covered everything, Blacker than a hundred midnights Down in cypress swamp. Then God smiled, And the light broke, And the darkness rolled up on one side, And the light stood shining on the other, And God said: Thats good! The God reached out and took the light in His hands, And God rolled the light around in his hands, Until he made the sun: And He set that the sun a-Blazing in heavens. And the light that was left from making the sun God gathered it up in a shining ball And flung it against the darkness, Spangling the night with the moon and the stars. Then down between The darkness and the light He hurled the world: And God said: Thats good! Then God himself stepped downAnd the sun was on His right hand, And the moon was on His left; The stars were clustered about His head, And the earth was under His feet. And God walked, and where He trod His footsteps hollowed the valleys out And bulged the mountains up. Then He stepped and looked and saw That the earth was hot and barren. So God stepped over to the edge of the world And He spat out the seven seasHe batted his eyes, and the lightnings flashedHe clapped His hands, and the thunders rolledAnd the waters above the earth came down.

Then the green grass sprouted, And the little red flower blossomed, The pine tree pointed his finger to the sky, And the oak spread out His arms, The lakes cuddled down in the hollows of the ground, The rivers ran down to the sea; And God smiled again, And the rainbow appeared, And curled itself around His shoulder. Then God raised His arm and He waved His hand Fishes and fowls And beasts and birds Swam the rivers and the seas, Roamed the forests and the woods, And split the air with their wings. And God said: Thats good! Then God walked around, And God looked around On all that He had made. He looked at his sun, And He looked at His moon, And He looked at His little stars; He looked on His world With all its living things, And God said: Im lonely still. Then God sat down On the side of a hill where He could think; By a deep wide river He sat down; With his head in his hands, God thought and thought, Till He thought: Ill make a man! Up from the bed of the river God scooped the clay; And by the bank of a river He kneeled Him down; And where the great God almighty Who lit the sun and fixed it in the sky, Who flung the stars to the most far corner of the night, Who rounded the earth in the middle of His hand; The great God, Like a mommy bending over her baby, Kneeled down in the dust Toiling over a lump of clay Till He shaped it in His own image; Then into it He blew the breath of life, And man became a living soul. Amen. Amen

Check Your Understanding 1. Why does He create the world and finally, man?

2. Describe the steps God follows in creating the world. What does He create first? What is next? Why do you think man was created last? 3. Comment on the system followed by God. Is it logical? systematic? organized? 4. Describe the impression of the writer about God. Explain how specific images contribute to his impression. 5. Select one image applied to God that you consider especially imaginative and effective. What does this image suggest? Why do you consider it effective? 6. Do you think the speaker actually believes that the world was created in the way He Describes it? Why or why not? 7. the speaker says that God shaped man unto His own image. What details does the poet include that show how people and God alike? 8. Johnson considered The Creation both as a sermon and as a poem. Does the effect or meaning of The Creation change if it is read as a sermon? Give your reasons for your opinion. 9. In what way does Gods touch contribute to the invincibility of the human spirit?