GRADE 7 ENGLISH

QUARTER 4
LEARNING ACTIVITY SHEET
WEEK 1 to 4
Name of Learner: _________________________________________ Score: ____________________
Grade and Section: _______________________________________ Date: _____________________

LEARNING ACTIVITY SHEET N0. 1

I. Introduction
Writing is necessary for all students in higher education. It is a process. It starts from
understanding your task. It then goes on doing the research and reading. The next stage is
planning and writing various drafts. This is followed by proof reading and editing.
Academic writing is a social practice. By a social practice, it means that it is what people do
together. This means that you always write with a readership in mind. You always write with a
purpose; to explain, to persuade etc. It also means that what is right and wrong, appropriate or
inappropriate is defined by the users in the social community.
Academic writing in English is clearly defined by having an obvious audience; a clear
purpose, either an exam question to answer or a research project to report on. It is also clearly
structured.
II. Learning Competency
Distinguish the features of academic writing. (EN7WC-I-c-4.2)
III. Objectives
At the end of the lesson, you are expected to:
1. differentiate literary writing from academic writing;
2. enumerate the features of academic writing;
3. write a five-sentence paragraph observing the features of academic writing.
IV. Discussion
Academic writing refers to a particular style of expression that researchers use to define
the intellectual boundaries of their disciplines and their areas of expertise. It uses words which
are formal, standard and impersonal. Persuasive and informative essays, and research papers
are examples of this.
On the other hand, Literary writing touches us while teaching us. It’s an art form. It’s
not necessary to learn, but a joy to those who do. It uses images and descriptions. Oftentimes,
it is subjective and less formal. It uses words that appeal to emotion. Descriptive essays,
narratives, stories and articles written creatively are examples of this.
FEATURES OF ACADEMIC WRITING
Formality
Academic writing is relatively formal. In general, this means that in an essay you should
avoid colloquial words and expressions.
Objectivity
Written language is in general objective rather than personal. It therefore has fewer
words that refer to the writer or the reader. This means that the main emphasis should be on
the information that you want to give and the arguments you want to make, rather than you.
For that reason, academic writing tends to use nouns (and adjectives), rather than verbs (and
adverbs).
Accuracy
Academic writing uses vocabulary accurately. Most subjects have words with narrow
specific meanings. Linguistics distinguishes clearly between “phonetics” and “phonemics”;
general English does not.
 Responsibility
In academic writing, you must be responsible for, and must be able to provide evidence
and justification for, any claims you make. You are also responsible for demonstrating and
understanding of any source texts you use.
Organization
Academic writing is well organized. It flows easily from one section to the next in a
logical fashion. A good place to start is the genre of your text. Once you have decided on the
genre, the structure is easily determined.
In academic writing, take note of the following:
• Do not use idiomatic or colloquial vocabulary, this is too informal,
e.g. kids, folk: use children, people.
• Use words accurately. There is a difference between rule and law, currency and money. Use
them as appropriate.
• Be as precise as possible when dealing with facts and figures. Avoid phrases such as ‘quite a
long time now’. It is necessary to estimate numbers, use approximately rather than about.
• Use tentative language where appropriate. Avoid absolute statements like education reduces
crime, and over-generalizations like Americans are individualists. Instead use cautious
phrases: education may reduce crime; Americans tend to be individualists.
• Avoid statements that show your personal attitude: Don’t say I think, and don’t use adverbs
like luckily or remarkably. Your statements should be clearly based on evidence, not
personal opinion.
• Do not use contractions: e.g. don’t, can’t, they’re, it’s. Use the full forms.
• Academic English tends to use the passive voice more than the active voice.
• Proofread for spelling, grammar (Did you write a complete sentence, or is something missing?)
and meaning (Does what you say make sense? Would you understand it if you were the reader?)
V. Activities
A. Watch the Difference!
Directions: Using the table below, differentiate academic writing from literary writing. Place
the “colorful” characteristics on its proper column. Write your answers on a separate sheet
of paper.

Academic writing Literary writing

1. Form
2. Use of words
3. Purpose
4. Content
5. Examples

B. Bear in Mind!
Directions: Using the graphic organizer below, enumerate three Features of Academic
Writing and discuss them briefly. Do this on your paper.

FEATURES OF ACADEMIC WRITING

 LEARNING ACTIVITY SHEET NO. 2
I. Introduction
People are expected to communicate their thoughts, feelings and needs with others. As
the passage says, “No man is an island”, communication whether verbal or non-verbal, allows
us to engage and to socialize. Thus, we need to ensure that we maximize this chance by
utilizing strategies for effective interpersonal communication.
This learning activity sheet is especially designed for grade 7 students like you to develop
your speaking skill. This includes discussion on the appropriate turntaking, turn-giving and by
considering various topic control strategies to improve your communication skills. You will be
answering the activities in a clean sheet of paper.

II. Learning Competency

Employ a variety of strategies for effective interpersonal communication
(interview, dialogue, conversation) (EN7OL-I-b1.14)
III. Objectives
At the end of this learning activity sheet, you are expected to:
1. identify communication, interpersonal communication and its importance; and 2. engage
with strategies for effective interpersonal communication; and
3. differentiate interview, dialogue and conversation.
IV. Discussion

message

Sender Receiver

feedback

What is communication?
• Imparting or exchanging of information or news.
• A two-way process between the sender and the receiver of the message.
What is interpersonal communication?
• It is a process of exchange of information, ideas, and feelings between two or more people
through verbal or non-verbal methods.
Why is interpersonal communication important?
• People are expected to communicate their thoughts, feelings, and needs with other
people.
• Communication whether verbal or non-verbal, allows us to engage and to socialize.
How can we effectively communicate with others?
• It is by following different communication strategies.
STRATEGIES FOR EFFECTIVE INTERPERSONAL COMMUNICATION:

1. Turn-taking and turn-giving strategies show how the participants of the conversation
communicate in an alternating manner. Speakers are expected to more aware of when to
commence and when to conclude their turn to talk since communication has to undergo a
 process of responding and transitioning to the statements of the different speakers. The
more awareness the speaker has, the more sensitive he or she to know when to speak and
when to be quiet to provide chance for other participants to share. For successful turn-
taking and turngiving, the participants should be able to do the following:
o Identify who wants to speak. o Recognize the perfect timing to get a turn.
o Know how to use appropriate turn structure in order to use his or her “turn” properly.
o Discern other speaker’s signals of their desire to communicate.
o Sense others’ needs to have their “turn.”
2. Strategies to increase speaking moment
o Speak, then ask tell the point you want to say to other participants. Then, ask them
direct questions so they will be obliged to answer.
o Use conjunctions such as however, as a result, and on the contrary appropriately to
lengthen your turn.
o Use phrases for agreeing or disagreeing like I agree/disagree with you, I’m afraid I
can’t agree with you, and I couldn’t agree more. Then follow up with your reasons of
agreeing or disagreeing.
o Use fillers for pauses like let me see, let me think, the thing is, and what I mean is to
give you time to think about of the next thing you are going to say. o Avoid
interruptions by beginning your speech with phrases that will make your listeners
anticipate.
Examples:
• There are a number of things I’d love to do
• Although I
• Because they
o Avoid correcting the speaker while he or she is talking. Reserve the feedback at the end of
her/his turn.
Many speakers look naturally confident. Their confidence comes from constant practice.
In speaking, your goal is to be understood by the receiver. Hence, you need to be more
expressive and more compelling than your usual self. In order to effectively put your message
across, work on your body language: gestures, stance and facial expressions
Speaking or communicating is a collaborative effort between the speaker and the
receiver. The initiative to talk will be coming from the speaker. Thus, he or she is the one who
introduces, directs, and controls a topic he or she wants to talk about until such time that the
receiver responds to or interrupts him or her and stirs the conversation in a different
direction.
3. Topic control – is an important communicative strategy because not only does it inhibits
unnecessary interruptions and shifts in a certain dialogue but it also contributes to the
progression of definite topic/s in a particular discussion.
Now that you already know the strategies for effective interpersonal communication, let
us differentiate the three examples of interpersonal communication.
1. Interview - is essentially a structured conversation where one participant asks
questions, and the other provides answers. In common parlance, the word "interview"
refers to a one-on-one conversation between an interviewer and an interviewee. The
interviewer asks questions to which the interviewee responds, usually providing
information. Interviews usually take place face-toface and in person but the parties may
instead be separated geographically, as in videoconferencing or telephone interviews. For
an example, click this link https://www.youtube.com/watch?v=Cj7CBPui5XY and listen
carefully.
2. Dialogue – refers to a conversation or discussion or to the act of having a conversation
or discussion. It is between two or more people of a book, play, or movie.
Example:
Partial beginning, to be completed by partner
A: Hi, Martha! Do you remember we had some homework? – Here we are saying that both
of us go somewhere together, where we have been given some assignment.
Basic info in one turn:
 A: Hi, John! Did you come up with any ideas for our cultural week at school? – This
beginning includes all the basic info, really.
Basic info in two turns:
A: Hi, Joan! Hey, I’m really excited. I managed to get some great ideas!
B: What are you talking about? (Just realized!) Oh no!!! I completely forgot! Our cultural
week at school!
Basic info in four turns:
A: Another day at school… Thank God today we have a more entertaining activity!
B: What do you mean?
A: We’ve got a meeting to work out our cultural week! Don’t you remember?
B: Oh, yes! Have you got any ideas? / Did you come up with any ideas for that?
3. Conversation - is interactive communication between two or more people. The development
of conversational skills and etiquette is an important part of socialization.
Let us have some small topics and examples for starting a conversation.
• Introductions - Before you can get to know someone, it’s a good idea to introduce
yourself. You can introduce yourself to anyone you don’t know, or to remind someone
you’ve met before who might have forgotten you. When you’re introducing yourself, you
can add a little bit of information like where you first met, or what you do. You can even
use your English learning as a conversation starter.
Examples:
“Good morning! We always have coffee at the same time but we’ve never spoken
before. My name is [Your Name].”
“Hello, how are you today? My name is [Your Name]. I’m still learning English so
please let me know if I make any mistakes.”
“Hi Angela. You might not remember me but we met at Tom’s Christmas party last
year. I’m [Your Name].”
• Universal Topics - can be shared by almost anyone. Things like the weather, current
news, sports and entertainment are usually safe conversation starters, especially when
you’re speaking to a group—even if one person doesn’t really watch sports, someone else
in the group might.
Examples:
“Did you watch the Oscars last week? I can’t believe Leonardo DiCaprio finally won
one!”
“This weather is crazy! It was cold yesterday and today I came in with an open jacket.
I hope it stays warm, don’t you?”

“That basketball game yesterday had me glued to my seat. Wasn’t that a great sav at
the very end?”
• The Day - If you’re not sure what topic to talk about, or don’t have anything interesting
to say, you can just ask someone about their day, or you can talk about yours.
For example, you could ask them:
How was your day?
How have you been feeling today?
What have you been doing today?
V. Activities
A. T or F?
Directions: Write T if the statement is true and F if the statement is wrong.
__________ 1. People are expected to communicate their thoughts, feelings, and needs with other
people.
__________ 2. Communication is a one-way process between the sender and the receiver of
the message.
__________ 3. Communication whether verbal or non-verbal, does not allow us to engage and to
socialize.
__________ 4. Communication is imparting or exchanging of information or news.

__________ 5. We can communicate effectively by following different communication strategies.

B. What is it?
 Directions: What strategy is being described in the statement. Write whether your answer is
turn-taking and turn-giving strategies, strategies for speaking moment or topic control
strategy.
__________1. It does not only inhibit unnecessary interruptions and shifts in a certain dialogue
but it also contributes to the progression of definite topic/s in a particular
discussion.
__________2. Avoiding interruptions by beginning your speech with phrases that will make your
listeners anticipate.
__________3. Show how the participants of the conversation communicate in an alternating
manner.
__________4. Discerning other speaker’s signals of their desire to communicate.
__________5. Speak, then ask.
LEARNING ACTIVITY SHEET N0. 3
I. Introduction
The judgment of ideas, points of view, and arguments presented in texts or other
platforms are important for students' growth as independent thinkers. Learning how to
analyze and critically evaluate information's truthfulness helps you develop a sound
framework to test your arguments and enrich your points of view.
Moreover, it is only through sound judgment and worth of ideas that students can
distinguish among challenging claims for truth and determine which arguments and points
of views they can trust and those of which they should be skeptical, especially when they
view and/or listen to the information in the internet or other reading materials.
II. Learning Competency
Determine the worth of ideas mentioned in the text listened to. (EN7LC-IV-g-8.2)
III. Objectives
At the end of the lesson, you are expected to:
1. identify the ideas which are worthy in the text listened to; and
2. develop critical understanding of the text listened to through comprehension-check
questions.
IV. Discussion
Students like you tend to think that everything that you read/listen is essential.
However, you cannot read/listen effectively if you try to balance every detail as equally
important in your minds.
Thus, determining importance is one of those fundamental skills that will lead you to
greater success in mastering other concepts and skills. For example, in order to summarize
a text, a student needs to be able to determine the important information first before crafting
a summary. In order to infer something about a text, a student first needs to have the ability
to pick out important information that informs their inferences.
In short, determining importance means that the reader/listener focuses on what’s
most important in the text so that he/she can develop deeper meaning and overall
understanding of the text.
How to determine the importance/worth of ideas in fictional text?
To determine importance in fictional text, students need to hone in on important
things a character says and does, and how those words and actions effect the events of the
story. When reading/listening fiction, students should determine which events and
characters make the biggest impact on the story as a whole. Students should pay attention
to a character’s development overtime and how that development impacts the outcome of the
story. They also pay attention to character relationships as well as problems and solutions.
Finally, students use all of these importance details from the text to determine major themes
from the story
How to determine the importance/worth of ideas in nonfictional text?
In nonfiction texts, students determine the main facts, details, and vocabulary about a
topic by noticing text features such as headings, illustrations, graphs, bold words,
photographs, and others. These text features are often included to draw the
reader’s/listener’s attention to the most important information that the author wants to
share. As texts become more complex and denser with information, sorting through
important and nonimportant facts becomes even more essential.
 Remember:
In both fiction and nonfiction, determining importance/worth of ideas allows you to
move through a text coherently, leaving behind details that clog your retention, and keeping
only the critical pieces of information needed for concise comprehension.
Now that you were informed on how to determine the importance/worth of ideas in the
text that you read/listen to, it is your turn to answer the following activities for you to meet
the specified most essential learning competency (MELC) in this learning activity sheet.
V. Activities

A. My Understanding
Cell Phone
A cell phone is a personal Trans receiver, a device so small and compact that
every human being can comfortably carry one wherever they go today. However, in the
recent past, cell phones were barely portable, unlike the handheld devices. The enabling
cell phone technology with a limited cellular network range was developed in the 1940s
for the first time and they became widely available in the 1980s. This current paper, sets
out to discuss the introduction of cell phones in the technological world.

The advancements in cellular phone technology can be traced in different and

distinct generations, from the early Mobile Telephone Service (MTS), and the successive
Improved Mobile Telephone Service. Next, is the first generation (1G) analog cell phone
network, then, the second-generation (2G) digital phone network, followed by, third-
generation (3G) broadband data services. Further, came the fourth generation (4G),
which has the current prevailing state of art in the cell phone industry with IP networks.
Cell phones form an integral part of people’s daily life. They aid people to stay in a
constant contact with their family, friends and in keeping abreast in their daily business
transactions throughout the world. Nevertheless, in the recent past, people were
confined to their home network and cell phones connected within a single based service
coverage area. Thus, there was no continuity for the cell phones only worked through
several cell areas. Hence, it was very complex and expensive to use cell phones outside
one’s designed home network.
Currently, various technologies are available to everyone, which include cellular
phones, gaming systems, Mp3 players, laptops among others. These technological
advancements make it easier for the children to access and fit whatever device they wish
to have in their pockets or backpacks. Children’s are widely connected to the outside
world since they view mobile phones as a lifeline, with the average teenager sending at
least 2,000 messages a month through their cell phone. Nevertheless, cell phones have
negative impacts on the same people who cannot live without them. The use of cell
phone endangers lives when used while driving, defacing face-to-face communication is
defaced, and a distraction of students while studying among others.
Conclusively, it is difficult to imagine how life would be like without the use of cell
phone. Cell phones are practically used in almost all aspects of life for communication.
Thus, the property of the mobile phones has rapidly enhanced communication by
making it easy to transfer and receive information from just about anywhere without the
limitation of the network, a disadvantage that used
➢ Processing Questions:
1-3. What are the descriptions made about the cell phones in the introduction of the
essay? Choose three answers from the following choices.
A. Cell phones where soon designed to be taken everywhere with you the very definition
of portability.
B. The first phone call made on a handheld cellular phone was on April 3, 1973
C. Mobile devices do not need an external power supply to work.
D. A mobile device is an electronic device which each user can easily carry with them
E. Many of the early cell phones were too large to carry around in a pocket or
purse.
4. What makes the idea in paragraph 4 of the essay worthy?
 A. The writer of the essay admits that even though using cell phones has
advantages, its disadvantages cannot be denied.
B. The writer of the essay professes that the cell phone only brings distractions
to students who are supposed to focus on their studies.
C. The essay claims that the cell phone though incredibly expensive became a
pop culture symbol showing up on everyone.
5. How was the essay concluded?
A. The property of the mobile phones does not necessarily enhance
communication
B. Cell phones are practically used in almost all aspects of life for
communication but the uses have limitations.
C. Mobile phone is one of those technologies which all people in the planet
think that it is very necessary and all people cannot live without it.
C. What’s the Worth?
Directions: Listen to the short selection to be read by your guardian/parent and answer
the questions that follow. Write your answer on a separate sheet of paper

Working on a computer can be very frustrating if you don’t follow the rules. Rule Number
One for word processing is “Save your work frequently.” You can sit and yell at the machine
when your stuff disappears. You can bang the keyboard. You can even cry. The fact remains,
had you saved frequently, a lot more than nothing would still be there!

1. Which sentence best expresses the main idea?

A. Even modern computers are not truly user-friendly.
B. Word processing has lots of bugs, and the industry should be
ashamed.
C. When the computer wins, and you lose, get angry.
D. The wise typist "saves" often.
2. The following are statements mentioned in the selection EXCEPT… A. You
can sit and yell at the machine when your stuff disappears.
B. Working on a computer can be very frustrating.
C. One for word processing is "Unsave your work frequently."
D. You can bang the keyboard.
3. The point of the paragraph is that
A. complaining about life can be very dangerous.
B. try to buy a new keyboard for better word processing.
C. we all get disappointed at some point in our lives.
D. make it a habit to save files regularly to avoid the hassle.
4. Which of the following statements is irrelevant to the selection?
A. Most of us feel disappointed when working with a computer.
B. It is better to save your files frequently to avoid deleting files.
C. There is no better access to a computer than getting a good
password.
D. Do not yell at the machine or cry because it won't do any good.
5. What value can be underscored in this selection?
A. You better set aside your work and do more than anything.
B. Your files can be recovered if you are conscious of computer rules.
C. Do not waste your time working with computers.
D. Go home and keep the rules.
LEARNING ACTIVITY SHEET N0. 4
I. Introduction
Man can commit unimaginable misdeeds. Being human, he also commits an
error, an honest one or sad to say an intentional deception by giving misleading
information. It is up to us, the readers or viewers to take some grains of precaution
whether to believe something we have viewed right away or do some fact-checking. The
antidote to being deceived is to investigate the truthfulness and the cure for ignorance
is to learn.
Though young as you are, you may have understood in certain ways that the
world we live will not always give us factual information. With this this reality, you
must learn the skill on how to determine what is truthful and accurate for you to
come up with the right perceptions on things and right decisions in life.

With this learning activity sheet, you are to sharpen your analytic or critical
thinking skills and other reading comprehension skills as these same skills will allow
you to determine the truthfulness and accuracy of material viewed.

II. Learning Competency

Determine the truthfulness and accuracy of material viewed. (EN7VC-I-h10)
III. Objectives
At the end of this lesson, the students are able to:
1. read with critical thinking;
2. compare data; and
3. demonstrate zeal for facts.
IV. Discussion

Whatever your view is on’ truth’ and the line between ‘fact’ and ‘opinion’,
accuracy is a simple idea.
Accuracy means not only getting the objective, the verifiable facts right -
names, places, dates of birth. Quotations should actually report opinions expressed
by those whom you report.
Truth is most often used to mean in accord with fact or reality. Accuracy is
the quality of being exact, but includes the elements as to why a person is said to
be famous for being correct, precise or exact. One cannot be truthful, at the same
time, use the power of semantics very cleverly to intimidate, insinuate and imply
things that may not be accurate.
Accuracy in reporting opinion exists on two levels.
• First ensuring that you quote or report the opinion accurately.
• Second- ensuring that you correctly convey the broader meaning of the
quote or opinion you report.

Observe the way the information is presented.

1. The information is complete.
2. The information presented are reliable and true although screenshot may
have included the title of the material, its author and other physical elements
that would prove the information is truly based from facts.
3. There is the link diverting the reader to the most reliable source or
information
 What makes the material unreliable?
1. Grammatical errors
2. Questionable decision

Seven types of information disorder:

1. Fabricated content: new content is 100% False - designed to deceive and

do harm.
2. Imposter content: when genuine sources are impersonated.
3. Misleading content: misleading use of information to frame on issue or
individual
4. Satire or parody: No intention to cause harm but has the potential to fool.
5. False content: When headlines, visuals, and captions do not support the
content
6. False context: When genuine content is shared with false contextual
information.
7. Manipulated content: When genuine information or imagery is manipulated
to deceive.

V. Activities A. Comprehension check ✔️

Identify what is discussed in each statement. Refer to the discussion above.
_________1. It is factual- based rather than opinion- oriented.

_________2. This is most often used to mean in accord with fact or reality

_________3. It means not only getting the objective, the verifiable ‘facts’ right –
names, places, dates of birth, but also quoting the exact words.
_________4. Genuine information or imagery is manipulated to deceive.
_________5. Manipulated content is a type of information disorder when
information is manipulated to ________.
_________6. New content is 100% False - designed to deceive and do harm.
_________7. It has no intention to cause harm but has the potential to fool.
_________8.Genuine content is shared with false contextual
information.
B. Come and see.
You are given a bar graph and a line graph. Compare and answer the questions.
Choose the letter of your answer.
1. From what government agency are the data?
a. DOST
b. DILG
c. Philippine Statistical Agency
d. Philippine National Bank
2. Both graphs show same reference point of our gross domestic product during
Duterte administration.
a. Yes, they show the growth rate of the economy by year.
b. No, they show the GDP growth monthly.
c. No, they come from different agencies from NSO and PSA.
d. No, one shows GDP growth as of January of the year and the other, by a
quarter of the fiscal year.
3. There is a steady increase in the rate of growth.
a. Always
b. No
c. Yes
4. Is it justifiable to compare the growth rate with the other stronger years?
a. Yes, just to show how pandemic affects income.
b. No, it is obvious that pandemic affects production.
c. No, data should not be compared.
5. Suppose that a thorough, non-partisan economist writes an analysis of our
country's GDP growth rate starting from 2020, then always 4 years backwards
(2020,2016,2012,1998,1994), and draw a conclusion about the efficiency of the
administrations in meeting the productions of food and services. Will it be an
objective and a rational conclusion?
a. No, because he/she does not do it yearly.
b. No, because it treats figures which in one year, one was negatively affected by a
circumstance beyond human capacity of immediate intervention.
c. Yes, because the GDP growth rate in 2020 the year pandemic approximately
began is offset by GDP growth in 2016, thus it cancels out the adverse effect of
pandemic.
 d. Yes, because the economist can be objective and rational so long he/she does
not compare the administrations by the light of figures alone.

C. Personal Viewpoint
Answer the following questions:
1. How do you evaluate the information regarding the present situation (the
pandemic)?

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2. _ What are your reactions to the news / information about the COVID 19
vaccine?

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3. Do you easily believe in what your fellow students, friends and member of the
family tell you about information of COVID 19? Explain your answer.

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4. Who do you think are the person/ persons you personally trust/agree with in
what they are saying? Explain your answer.

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