4 English

Quarter 1

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

Borrowed materials (i.e., songs, stories, poems, pictures,

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

This module was carefully examined and revised in

accordance with thestandardsprescribedbyDepEd
Region4A andCurriculumand Learning Management
Division CALABARZON. All parts and sections of the module are assured not
The Editors
 English
Grade 4

Regional Office Development Team: Job S. Zape, Jr., Romyr L. Lazo, Jhonathan S.
Cadavido, Fe M. Ong-Ongowan, Lhovie A. Cauilan

Schools Division Office Development Team: Vincent Emmanuel L. Ilagan, Henry

P. Contemplacion, Laila Maloles, Melinda M. Dorado, Gayzle G.
Contreras, Heidilyn S. Tolentino, Rhea A. Dacara, Julie Anne V. Vertudes,
Jael Faith Ledesma

English Grade 4
PIVOT IV-A Learner’s Material
Quarter 1
First Edition, 2020

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes
 Guide in Using PIVOT Learner’s Material

For the
Parents/Guardian
This module aims to assist you, dear parents, guardians, or
siblings of the learners, to understand how materials and activities
are used in the new normal. It is designed to provide the
information, activities, and new learning that learners need to
work on.

Activities presented in this module are based on the Most

Essential Learning Competencies (MELCs) for English as prescribed
by the Department of Education.

You are expected to assist the child in the tasks and ensure
the learner’s mastery of the subject matter. Be reminded that

For the Learners

The module is designed to suit your needs and interests

using the IDEA instructional process. This will help you attain the
prescribed grade-level knowledge, skills, attitude, and values at
your own pace outside the normal classroom setting.

The module is composed of different types of activities that

are arranged according to graduated levels of difficulty—from
simple to complex. You are expected to answer all activities in
your notebook and submit the same to your respective teacher on
the time and date agreed upon.

PIVOT 4A CALABARZON
 PARTS OF PIVOT LEARNER’S MATERIAL

Parts of the Description

LM

What I need to The teacher utilizes appropriate strategies in presenting the

Introduction

know MELC and desired learning outcomes for the day or week,
purpose of the lesson, core content and relevant samples.
This allows teachers to maximize learners awareness of
their own knowledge as regards content and skills required
What is new for the lesson

What I know The teacher presents activities, tasks , contents of value and
Development

interest to the learners. This shall expose the learners on what

he/she knew, what he /she does not know and what she/he
What is in wanted to know and learn. Most of the activities and tasks
must simply and directly revolved around the concepts to
develop and master the skills or the MELC.
What is it

The teacher allows the learners to be engaged in various

What is more tasks and opportunities in building their KSA’s to
Engagement

meaningfully connect their learnings after doing the tasks in

the D. This part exposes the learner to real life situations
What I can do /tasks that shall ignite his/ her interests to meet the
expectation, make their performance satisfactory or produce
a
What else product or performance which lead him/ her to understand
I can do fully the skills and concepts .

What I have The teacher brings the learners to a process where they
learned shall demonstrate ideas,
interpretation , mindset or values and create pieces of
Assimilation

information that will form part of their knowledge in

reflecting, relating or using it effectively in any situation or
context. This part encourages learners in creating conceptual
What I can
structures giving them the avenue to integrate new and old
achieve
learnings.

PIVOT 4A CALABARZON
WEEK

1 Simple Paragraph
Lesson
I
In your primary years, you may have struggled to put together
sentences to form one paragraph. This topic will show you how you
would be able to recognize and identify parts of a simple paragraph
which may eventually equip you with the knowledge to write one on
your own. You are expected to identify the the parts of a simple
paragraph (topic sentence, supporting sentence and
conclusion/concluding sentence); and write your own concluding
paragraph from given topic and supporting details.

Read and examine the selection below.

Lucban is considered as the tourist capital of Quezon Province. It is known for

its grandest agricultural fiesta, the Pahiyas Festival, celebrated every 15th of May.
Kamay ni Hesus, a well-known religious site, is located in this humble town. It is
also famous for its delicacies such as langonisa (as locals call it) and pancit habhab.
As you may not know it, Lucban is the hometown of Hermano Pule, a religious
leader who led one of the first uprisings against the Spaniards.

Learning Task 1: Identify the main idea portrayed in the paragraph above.
Write your answer in your notebook.

D
Learning Task 2: Read each pair of sentences. Write TS next to the
sentence that would make a good topic sentence and SD next to the
sentence that would make a good supporting detail. Write your answers
in your notebook.

1. The rest house near the lake is stylish.

The kitchen has recently remodelled.
2. He never jumps up on anyone.
Billy is a well-behaved dog.
3. Gardening is very good for us.
We get a lot of exercise working in the garden.
4. Jim’s birthday party was a lot of fun.
We played games and won prizes.
5. We spent Saturday cleaning all day.
It was a very busy weekend.
6. The library offers a wealth of information and entertainment.
There is a section designated about our city’s history.
7. I had a happy time visiting my grandparents place.
The view from the lake near my grandsparents house
was breathtaking.

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 8. I like to add fruit toppings to my halo-halo.
The variety of toppings that can be put in halo-halo is endless.
9. Having loyal friends can make anyone happy.
A friend you can lean on is a loyal friend.
10. Going on picnics is a great way to spend time with your family.
It is fun to sit and talk to everyone while eating.
Learning Task 3: Choose the letter of the best answer. Write your answers
in your notebook.
1. It expresses the main idea of the paragraph.
A. supporting sentence C. topic sentence
B. concluding sentence D. indention
2. It tells about the summary of the paragraph.
A. supporting sentence C. extra sentences
B. concluding sentence D. topic sentence
3. It marks the end of the paragraph and often summarizes or raises the
key point of the paragraph.
A. indention C. supporting sentence
B. topic sentence D. conclusion sentence
4. This explains and gives details about the main idea.
A. concluding sentence C. sentences
B. supporting sentence D. main idea
5. This part is also called the “controlling idea” of the paragraph.
A. supporting sentence C. topic sentence
B. concluding sentence D. indention

Learning Task 4: Read the paragraph and study how sentences are put
together to come up with a simple paragraph.
Jing is an excellent pupil. She is smart and
enthusiastic. She always does her best in all
scholastic and co-curricular activities. She is also a
class officer. She is indeed one of the pride of her
school.
The topic sentence tells the reader what the paragraph is about. It
also helps you keep your writing under control. This is why a topic
sentence is sometimes called the "controlling idea" of a paragraph.
Below you will find a sample topic sentence and a simple formula for
writing good topic sentences:

A topic sentence is the most important sentence of a paragraph. It

is sometimes referred to as “the focus sentence”. The topic sentence
helps organize the paragraph by summarizing the information in the
paragraph. In formal writing, the topic sentence is usually the first
sentence in a paragraph but doesn’t always have to be.

The body is the main part of the paragraph. This is where you tell
the reader about your topic by including specific details. All of the
sentences in the body must relate to the specific topic of the paragraph
and help it come alive for the reader. That is, all of the sentences in the
body should contain details that make the topic more interesting or help
clarify the main idea. These sentences should be organized in the best
possible order.

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7
 Supporting details are additional details
that support the topic sentence. These details
can be reasons, descriptions, examples,
explanations or comparisons. These clarify,
illustrate, or defend the topic sentence.

The closing or clincher sentence comes after

all the details have been included in the body
of the paragraph. The closing sentence
reminds the reader what the topic of the
paragraph is really all about, or what it
means.
A paragraph that can stand alone usually has a final part called
conclusion or concluding sentence. It serves to close the paragraph so
that the readers know that they have finished reading the paragraph
and understand its subject matter.

E
Learning Task 5: Choose the best topic sentence for each item. Write your
answers in your notebook.
1. The bookstore near our school sells different cards for many
occasions. There are cards for family and friends on birthdays and
holidays. They also have thank-you cards, get-well cards,
graduation cards, and congratulations cards. It is very common to
buy cards at that store and send them by hand right away,
however sending the cards online is also popular.
A. Sending cards in our school is popular.
B. Birthday cards are the most popular kind of card.
C. It is important to send thank-you cards.

2. I enjoy outdoor sports like volleyball and basketball. It is usually

sunny and hot outside so I often bring extra shirts when playing.
If I am not playing, I do gardening. I love to help my parents plant
vegetables. We also do a lot of cleaning in the garden during
planting and harvesting seasons. But these outdoor activities can
be done only if I am finished with my school work.
A. We should plant vegetables.
B. I like doing things outdoors.
C. It is boring to stay outdoors.

3. First of all, we need money to repair old roads and build new ones.
We also need more money to pay teachers’ salaries and to pay for
services such as trash collection. Finally, more tax money is
needed to give financial help to the poor citizens of the city. It is
clear that the city will have serious problems if taxes are not paid
soon.
A. Taxes should be paid on time.
B. City taxes is not the priority.
C. City taxes are high.

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8
 4. For example, a person can have breakfast in Manila, board an
airplane and have lunch in Cebu. A businessman can instantly
place an order to a factory in Baguio online while he is in another
place. Furthermore, a teacher in one school can turn on her
internet and watch news.
A. Boarding airplane is cool
B. Internet is an important invention.
C. Technology makes life easier for many people.
5. One thing you must consider is the quality of a school’s
educational system. You also need to think of the school size and
location, Finally, you must consider the tuition fees to make sure it
is feasible for you.
A. It is expensive to attend to private schools.
B. You should consider getting a good education.
C. There are factors to consider in attending a private school.
Learning Task 6: Write the concluding sentence for each topic sentence
below using an end-of-paragraph signal. Write your answers in your
notebook.

we can see that so to sum up in conclusion

on the whole hence in sum in short

1. Exercise is important for a healthy body.

2. Every meal should include fruits or vegetables.
3. The less junk food you eat, the healthier you will be.
4. It is easy to choose healthy snacks; here’s how.
5. Breakfast is the most important meal of the day.

Learning Task 7: In your notebook, write a simple paragraph composed of

3-5 sentences for each of the topic sentence below.
1. There are four steps in cooking rice.
2. December is a wonderful time of the year.
3. Cursive writing is an important skill.
4. Participation in sports builds character.
5. There are many ways to have a balanced meal.

A
A simple paragraph is composed of three basic parts: a topic
sentence (provides the focus), supporting details (explains the
information) and concluding sentence (provides the summary).

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9
Learning Task 8: Copy and do the following in your notebook:
 Underline the topic sentence
 Box the supporting sentences.
 Circle the closing/concluding sentence.

1. There are many reasons why a cat makes a great pet. First, a cat
is always happy to see you when you get home. Second, they will
love you unconditionally, which is a really nice thing when you are
having a bad day. Cats don’t require regular grooming. They are
easy to take care of on a regular basis. All they need is to be loved,
fed and play with. They love to purr near hands and feet, they are
easy to train. They are great pets that the love and care you give
them are worth what they give you in return.

2. Not taking proper care of your teeth can lead to many unhealthy
and unappealing consequences. If you do not properly brush your
teeth and floss daily, bacteria builds up around the gum line and
between your teeth. This leads to decay or cavities. These bacteria
can also lead to gum disease. If you do not get proper attention to
your teeth and let the decay and gum disease continue, your teeth
will eventually rot and have to be removed. The rotting teeth and
gum disease will cause you to have bad breath, as well as
unappealing smile; and worse, dental bacteria leads to heart
disease. Taking care of your teeth is not only for you to have a
beautiful smile but it is important to your health.

PIVOT 4A CALABARZON
10
 WEEK

2
Dictionary, Thesaurus and Online Sources
Lesson
I
There are helpful tools that aid us in finding and understanding
meaning. These resources include dictionary, thesaurus and online
sources. With these tools, search for meaning becomes easier and
accessible. You are expected to use resources such as dictionaries,
thesauri, or online sources to find the meaning of words; and state the
meaning of each given word taken from such sources.
Learning Task 1: State the meaning or give another term for each
underlined item below. Write your answers in your notebook.
1. Last night I saw a great movie.
2. The wind is blowing outside.
3. I think those two girls are friends.
4. Jane is afraid of making a big mistake.
5. The drive to get to the lake was really long.
6. I am working on getting good grades.
7. May feels like wearing something different.
8. Our breakfast today was terrific.
9. I was my hands because it felt dirty.
10. The new English teacher is very kind.

D
Learning Task 2: Using a dictionary , choose the letter of the correct guide
words for each word. Write your answers in your notebook.
1. pool
a.play-police b. poem-pot c. prosper-pull d. porpoise-pont
2. save
a.saint-salve b. salt-saute c. same-say d. saw-see
3. jump
a.June-just b. join-juice c. judge-jug d. joke-juniper
4. wash
a.waste-weep b. watch-wax c . wad-wait d. wash-water
5. dawn
a. dash-day b. dart-date c. daze-dent d. damper-David
6. monkey
a. money-monk c. moon-most
b. mole-mount d. more-move
7. compress
a. counter-crust c. compare-comprise
b. copper-comer d. compute-courage

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11
8. bagpipe
a. bag-bear b. bait-banter c. bad-baffle d. bang-bay
9. car
a. careful-cast b. carry-cart c. cantex-cap d. candle-carp
10. international
a. intense-interactive c. interpret-interrogate
b. internal-internist d. intercept-intermittent

Learning Task 3: Copy the following in your notebook. Use your

dictionary to answer the following questions:
1. On what page do the words that begin with letter S starts?
2. On what page is the word conversion written? . Conversion
means .
3. What part of speech does oh belong?
4. How many definitions does the word panel have?
5. What word comes before vacation in your dictionary?
6. On what page is the word apothecary found in your dictionary?
7. How many syllables are there in the word summary?
8. What is the pronunciation of the word raucous?
9. What are the guide words on page 25 of your dictionary?
10.What is the first dictionary definition that you can find for
virus?

When you read, and you come across a difficult word or an

unknown word, we usually ask someone to explain to us its meaning. In
other cases, we tend to consult various sources for us to determine its
meaning. Basically, there are three sources that we may use in finding
the meaning of an unknown or unfamiliar word. These include
dictionaries, thesaurus and other online sources.

Dictionary
A dictionary is a reference tool that provides an alphabetical
listing of words and their meanings. A dictionary can have many
different features that can give you a great deal of information about a
word beyond just the meaning. They are useful to find the proper
spelling of a word and some will show you how the word is phonetically
pronounced. In many cases, they provide you with a list of possible
synonyms and antonyms which can be a helpful reference when you are
writing.

Thesaurus
A thesaurus is a tool that is found mostly on paperbacks, that lists
synonyms of words you are using in your own work. Often, it will also
list a variety of antonyms. They can be helpful references tools when you
are writing or creating sentences. They can be found arranged in a
dictionary style or concept driven arrangements. The dictionary style is
the most common form you can find.

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12
Online Sources
Online sources are helpful tools and platforms in finding meaning
of an unknown or unfamiliar word. By just typing the word in the search
tab of a website or search engine, definitions, synonyms, antonyms and
sometimes word usage may appear. With the wide accessibility of
internet everywhere, searching has become more convenient nowadays.

E
Learning Task 4: Copy the puzzle below in your notebook. Search and
encircle the hidden words.
P U N L E S S E A T
Z N A N R D X B W Z
G Y B D L O C S W F
S Y X B Z O U N C E
J K F C I L B U P H
E C N I V N O C A N
P R A J Q K A A I O
L Z C U L T U R E D
W T Y L L A E R A T
F N O I T I D N O C
really condition convince scold
unless ounce culture public
Learning Task 5: Use a thesaurus to find a suitable replacement for each
underlined word. Write your answers in your notebook.

1. The climbing rose bush was bound to the trellis.

2. There is no benefit in cheating on a test.
3. I would like a wee bit of chocolate cake.
4. Mother asked us to stop all the racket.
5. My little brother is very obstinate.
6. The climbers reached the mountain summit before nightfall.
7. She is an exceptional flute player.
8. The postcard is a keepsake from our trip.
9. I will address your query in class tomorrow.
10. Are you certain that you locked the door?

A
Meanings of unfamiliar or unknown words can be discovered using
various resources such as dictionaries, thesauri and other online sources.

PIVOT 4A CALABARZON
13
Learning Task 6: Read the story. Create a more interesting story by using
a thesaurus in finding the synonym for each word in parentheses. Be
sure to choose a semantically correct word in making sense of the story.
Write your answers in your notebook.

Tita Lorie and the ( bad ) itch

It was a (very) hot afternoon at the Veggie Farm. Tita

Lorie had been (working) in the plantation since daybreak. She
looked up at the (hot) sun and wished she could go swimming
in the (cool) river nearby. All at once, Tita Lorie had a (good
idea). She decided that a swim was just what she needed. So she (ran)
down to the river and (jumped) in! A smile spread
across her face as she floated on the water. The (nice) swim
didn’t take long down to the river and (jumped)
in! A smile spread across her face as she floated on the water. The (nice)
swim didn’t take long however. All of a sudden, Tita Lorie let
out a (cry) that could be heard in the next barangay. She
jumped out of the water as though she’d been shot by a gun. She
wiggled and squirmed, trying to (find) the source of
her discomfort. Finally, after one (big) shake, a (fat) ”tilapia” came
flopping out of her shirt. Seeing the small but fat fish made Tita Lorie
(laugh) so hard that she had the hiccups for two days.

Learning Task 7: Find the answer to the questions below by searching the
net using the links below. Write your answers in your notebook.

1. What are the eight parts of speech and their definitions?

http://www.butte.edu/departments/cas/tipsheets/grammar/parts_of_speech.html

2. What was the first book ever written?

https://andyrossagency.wordpress.com/tag/first-book-ever-written/

3. What are the 10 oldest schools in the world?

https://www.oldest.org/culture/schools

4. What are the 10 most popular online games in the Philippines?

https://www.yugatech.com/feature/10 -most-popular-online-games-in-the-philippines/
#sthash.ze4duvMs.dpbs

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 WEEK

Noting Significant Details 3

I Lesson

This lesson highlights the identification of significant details in a

text. This involves the process of noting essential information that texts
provide. This process allows you to notice the events, characters and
other information highlighted by authors or writers. You are expected to
demonstrate understanding of the text elements to comprehend various
text types; and note significant details portrayed in the selections or
passages.
Read and examine the selection below.

Achoo
by Cynthia Sherwood

We all sneeze sometimes. Sneezing is a reflex that your body does

automatically. That means you cannot make yourself sneeze or stop one
once it has started. When you sneeze, your body is trying to get rid of
bad things in your nose, such as bacteria. You have extra germs when
you have a cold, so you sneeze a lot more. You might also sneeze when
you smell pepper! Inside your nose, there are hundreds of tiny hairs.
These hairs filter the air you breathe. Sometimes dust and pollen find
their way through these hairs and bother your nasal passages. The
nerves in the lining of your nose tell your brain that something is
invading your body. Your brain, lungs, nose, mouth, and the muscles of
your upper body work together to blow away the invaders with a sneeze.
When you sneeze, germs from your nose get blown into the air. Using a
tissue or “sneezing into your sleeve” captures most of these germs. It is
very important to wash your hands after you sneeze into them, especially
during cold and flu season. Do you ever sneeze when you walk into
bright sunlight? About 25% of people experience this phenomenon.
Scientists believe that the brain gets confused when signals from the
optic nerve trigger the sneezing reflex in direct sunlight. This usually
runs in families. If someone nearby sneezes, remember to tell them
“Gesundheit!” That is a funny looking word which is pronounced “gezz
-oont-hite.” It is the German word that wishes someone good health after
sneezing.

Learning Task 1: Note details by answering the questions below. Write

your answers in your notebook.

1. Which parts of your body work together when you sneeze?

2. What does the German word gesundheit mean?
a. I wish you good health. b. I wish you God's blessings.
c. I wish you a good day. d. I wish you would stop sneezing.
3. Why do some people sneeze when they walk into bright sunlight?

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15
 D
Learning Task 2: Have you seen an owl? Read the selection and find out
details about this wonderful creature. Then, choose the letters of the
correct answers. Write your answers in your notebook.

My name is Jerry. I am an owl. Have you heard an owl hoot

before? I have a big face and large eyes. I have strong legs and sharp
claws called talons. I have big wings and soft feathers. I sleep during
the day and hunt for food at night. I like to catch rats. I can see and
hear things that are very far away. I have very special feathers that
allow me to fly without making a sound. Did you know that a baby owl
is called an owlet? My home is in a nest in a tree. How about you,
where do you live?

1. Who is Jerry?
a. an owl b. a robin c. an eagle d. a sparrow
2. What are his claws called?
a. toes b. nails c. talons d. fingers
3. What does Jerry like to catch?
a. hams and sandwiches c. pizza
b. fish and chips d. rats
4. What is a baby owl called?
a. a hen b. an owlet c. a calf d. a piglet
5. What does Jerry do during daytime?
a. He sleeps. c. He haunts for food.
b. He hoots loudly. d. He cleans his feather
6. Why are Jerry’s feather special?
a. They don’t make a sound. c. They are soft.
b. They are shiny. d. They are heavy.
Learning Task 3: This is Jessa. She will share with you why she is proud
of her family. Are you also proud of your family? Read the lesson below
and answer the questions on the next page. Write your answers in your
notebook.

Hi, my name is Jessa. I am 10 years old and I

live in a small house in Santo Angel. I have a
wonderful family whom I love very much. There are six
members of my family. My grandparents, my parents, I
and my brother. My grandfather is a very wise man
who gives us great advice in every situation. My
grandmother is a talented cook and kind woman. My
father is a farmer who has fed a lot of people in our
barangay. My mother is a vegetable seller. She is
always there for us, and I am grateful to her for this.
My brother, Tristan, is six years old and we get along
very well. This is my family and I am proud of them.
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16
 1. How old is Jessa?
2. How many members are there in her family?
3. Where does Jessa live?
4. What job does Jessa’s father have?
5. Is Jessa’s mother a teacher?
6. How many brother has Jessa got?
7. Is Tristan older than Laura?
8. Who gives great advice in the family?
9. What kind of a girl do you think is Jessa?
10. Why do you think Jessa is proud of her family?

Details are small pieces of information that support the main idea.
They tell something about people, events, things, time, objects,
circumstances, situations and manner. There are two types of details:
implicit and explicit.

1. Implicit details are used to describe or define a general state.

These are the details that we can’t really see. These are details
that are implied but not easily expressed.

2. Explicit details are the specific details that we can see and are
measurable. These details are stated clearly.

Noting Details

Noting details is a reading comprehension skill that involves picking

out, from a piece of text information to achieve a given purpose. These
details are the ones that good readers notice and authors use to
emphasize the events, characters and other details in texts.

Basic Types of Texts

1. Informational or factual text informs, instructs, or persuades reader by

giving facts and information. Its purpose is to describe a place or
thing using facts. It retells events which may have already happened
in time order. It classifies, describes, and gives factual information
about people, animals, things, or phenomena. It also gives
instructions on how to make or do something.

2. Literary text entertains or elicits an emotional response by using

language to create mental images. Literary texts purpose are to
describe people’s characters, places, events and things in an
imaginative way. It retells events from novels, plays, films and
personal experiences to entertain others.

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17
E
Learning Task 4: Read this selection and note the details by answering the
questions below. Write your answers in your notebook.

Uwang and Salagubang

“Uwang” (Rhinoceros Beetle in English) is

one of the few beetles called by name in the
Philippines. Other beetles are referred to as
“salagubang”, the generic Tagalog word for beetle.
Although we can see various pictures of
Rhinoceros Beetle online, nothing can compare to
seeing one up close and personal.
From experience, I can tell you that if one gets on your clothing,
it’s really impossible to get it off easily. The variety found in the
Philippines is the Asiatic Rhinoceros Beetle. They may seem formidable
and vicious, but appearance can be deceiving.
They have sharp claws and those claws can only hurt you if you
get pinched by them. Other than that, they are practically harmless.
They also have horns and there is a difference in length depending on
whether it’s a male or female.
From what I understand, it’s the strongest insect in the world. I’m
not willing to test the assertion.

1. What are the names of the two types of beetles which are found in
the Philippines?
2. What variety of beetles do those two types come from?
3. How did the author describe the claws of “uwang” and
“salagubang” ?
4. Do you think you will be hurt once you see an “uwang” or
“salagubang”
5. What do you think is the purpose of the selection?

Learning Task 5: What do you usually imagine? Have you ever experienced
strange things in your classroom? Find out as you read the story; then,
answer the questions that follow. Write your answers in your notebook.

Walking on the Moon

When I was in Grade 3, I got to take a trip to the moon. I

remember the day like it was yesterday. It was one of the strangest
experiences I’d ever had.
It all started when Miss Reyes, our Grade 3 Science teacher, was
showing a video about the different planets in the solar system. Halfway
through the video, I noticed a sparkling metal disc, about the size of a
peso

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18
coin, lying on the floor. I kept trying to pay attention to the video, but
found myself bending over to pick up the shiny disk that was next to my
desk.
As soon as I touched the metal disk, something strange happened.
I wasn’t in the classroom anymore. I was hovering in the air, way above
the school. I could see the whole or rather the rooftops of the whole city.
I was a little nervous, but also pretty excited. What was happening? How
could I be floating?
It was then when I remembered the metal disk I’d picked up from
the floor earlier. Did it I have something to do with the strange things
that were happening to me right now? I opened my palm and looked
closely at the disk. On the disk were these words:
“Floating through the air, like a helium filled balloon, your travels will not stop,
until you reach the moon”
The next thing I knew, I was soaring through space, dodging
satellites and asteroids. Oddly enough, I wasn’t cold and I was able to
breathe just fine. Before I knew it, I was standing on the moon. It was
amazing! It looked very different from the Earth. No trees, water, nor
houses. There wasn’t even any wind .
For each step I took I would bounce way up into the air. Every
step took left a huge footprint in the dust. I had to be careful and make
sure
I didn’t jump into a crater because I wasn’t sure if I’d be able to
get out. Sometimes I couldn’t even see the bottom. I was bounding over to
something in the distance that looked very out of the place. When I got
there, I realized it was a flag. On the flag were the words: “To go to
Earth, close your eyes and think of what you’ve learned. You will find in
no time at all, you will be returned”. I wasn’t sure I wanted to go back
just yet, but I knew it might get dark soon and I didn’t want to be on the
moon by myself in the dark. I decided to close my eyes and think of the
weather and other characteristics of the moon I’d learned that day.
When I opened my eyes I was sitting on my seat in my Science
classroom. Miss Reyes was turning on the lights because the video was
over. I sat there wondering about what just happened. I opened my hand
to look at the metal disk, but it was gone! Did I really take a trip to the
moon or was it just a dream?

1. Where is the setting of the story?

a. Saturn b. outer space c. a town d. a Science classroom
2. In the sentence, “ I was hovering in the air, way above the school” what
does the word hovering mean?
a. floating b. dreaming c. walking d. jumping
3. Why are the words “Floating through the air, like a helium filled balloon, your
travels will not stop, until you reach the moon” written in italics?
a. The teacher thinks they are important.
b. They are words the student says.
c. They are words from the video.
d. The words on the disk are important.

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19
4. In which sentence does the word bound have the same meaning as the
sentence “ I was bounding over to something in the distance…”?
a. The sticks were bound in a bundle.
b. The rabbit will bound through the filled.
c. My book was bound at the printers.
d. There is a bound to be a change of plans.
5. Why does the main character NOT know if the trip really happened?
a. The main character was sitting in a desk when the video ended.
b. The metal disk was gone and the main character did not have
any proof.
c. The main character had difficulty remembering the order of events.
d. The solar system video is still being shown.
6. Which event happened first in the story?
a. The main character is hovering above the town.
b. The main character reads the word on the disk
c. The main character picks up a sparkling metal disk.
d. The main character is siting at a desk.
7. What would be another title for the story?
a. The Great Class Field Trip c. The Magic Metal Disk
b. The Living Moon d. The Solar System

A
Details are small pieces of information that support the main idea.
They can either be implicit and explicit. One of the important skills
needed in understanding details is known as noting details. Noting details is
a reading comprehension skill that involves picking out, from a piece of
text information to achieve a given purpose. Text information may be
taken from either informational/factual text and literary text.
Learning Task 6: Read and answer the questions below. Write your
answers in your notebook.
Why Does Ocean Have Waves?

The ocean is never still. Whether observing from the beach or a

boat, we expect to see waves on the horizon. Waves are created by
energy passing through water, causing it to move in a circular motion.
However, water does not actually travel in waves. Waves transmit
energy, not water, across the ocean and if not obstructed by anything,
they have the potential to travel across an entire ocean basin.

Waves are most commonly caused by wind. Wind-driven waves,

or surface waves, created by the friction between wind and surface
water. As wind blows across the surface of the ocean or a lake, the
continual disturbance creates a wave crest. These types of waves are
found globally across the open ocean and along the coast.

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 More potentially hazardous waves can be caused by severe
weather, like a hurricane. The strong winds and pressure from this type
of severe storm causes storm surge, a series of long waves that are
created far from shore in deep water and intensify as they move closer
to land. Other hazardous waves can be caused by underwater
disturbances that displace large amounts of water quickly such as
earthquakes, landslides, or volcanic eruptions. These very long waves
are called tsunamis. Storm surge and tsunamis are not the type of waves
you imagine crashing down on the shore. These waves roll upon the
shore like a massive sea level rise and can reach far distances inland.

The gravitational pull of the sun and moon on Earth also causes
waves. These waves are tides or, in other words, tidal waves. It is a
common misconception that a tidal wave is also a tsunami. The cause of
tsunamis are not related to tide information at all but can occur in any
tidal state.

1. What creates waves?

2. What could be an obstruction to waves?
3. Why do you think the wind is the most common cause of wave
creation?
4. What are some causes of hazardous waves?
5. What is another name for a very long wave ?

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WEEKS
Structure, Purpose and Language
4-5 Features of Different Text-Types
Lesson
I
This lesson features different text-types. This includes the
identification and analysis of the structure, purpose and language
features. You are expected to demonstrate understanding of the text
elements to comprehend various text types; and identify the author’s
purpose in writing a text.
Read the passage below.

I’m a pasta lover. I love aglio olio pasta. There are lots of ways on
how to prepare it but I tried to learn how cook it in my own simple way.
First, cook the pasta in boiling water using the procedures indicated in
the pasta wrapper. Secondly, fry the stripped bacon until it becomes
golden brown. Set aside it after. Then, put enough amount of olive oil in
the saucepan. Saute the minced garlic. Add salt and pepper. Place the
drained pasta. Add enough amount of lemon juice. Include the chopped
celery and pre-cooked bacon.

Learning Task 1: Using the passage above, answer the questions

below.Write your answers in your notebook.

1. What description does the author provide about him/herself?

2. What are the ingredients needed in preparing his/her favorite food?
3. Enumerate the steps in preparing his/her favorite food.
4. What structure of text-type is employed in the selection?

D
Learning Task 2: Read the passage, then answer the questions that
follow. Write your answers in your notebook.
Have you seen Mount Banahaw and Mount Makiling? These are
the two important land features in CALABARZON. They are both
magnificent in terms of their flora and fauna. They provide nesting place
to great species that are uniquely available in their systems. They are
also considered mystical. Both mountains provide great source of water
to locals. They are surrounded by nearby hot springs. Hot springs near
Mount Makiling can be found in Pansol area while hot spring near
Mount Banahaw is located in Tayabas City.

1. What are the two figures or icons portrayed in the selection?

2. Are they similar? Describe the features of the two.
3. Are there differences between the two? Explain their dissimilarities.
4. What structure of text-type is employed in the selection?

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Learning Task 3: Read the paragraph below. In your notebook, draw the
figure described by the text, then identify the author’s purpose in writing it.

Bugoy has a little kitten named Lhola. She is a fantastic

cat with big ears, blue eyes, beautiful paws and long
white and grey hair. She loves to sleep in the sofa while
waiting for Bugoy to come home after a long day of
work. Bugoy loves Lhola and she loves him, too.

Text-Types
Text-types refer to basic types of writing. They are categorized as
to factual and literary.

1. Factual text-types are used to inform, recount, instruct or persuade

readers. Examples of factual text-types include speeches,
recounts, historical documents, government reports,
instructional/procedural texts and persuasive texts.
2. Literary text-types are used to entertain using language formed and
structured in creative manner. Examples of literary text-types
include drama, narrative texts and poetry.

Purposes of Text-Types
Text-types have three (3) main purposes: to entertain, to inform or
to persuade.

1. To entertain means to provide leisure or enjoyment to readers.

2. To inform means to educate or instruct readers on particular
details or information.
3. To persuade means to ask readers to believe on a particular issue or
stand. This also allows one to do something caused by sound
argumentation.

Structures of Text-Types
Text-types are formed in structured ways. These structures are as
follows:

1. Description - describes a person, place, event, animal, etc.

2. Sequence/Instruction/Process - provides steps in performing an action
or order of event.
3. Cause-and-Effect - seeks to identify what happened and how or why
it happened.
4. Compare/Contrast - provides similar and/or dissimilar information
about two persons, places, event, animals, etc.
5. Problem/Solution - states the problem and the (possible) solution.

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 E
Learning Task 4: Read each sentence below. Write what you think might
be the cause why the sentence in the second line happens. Write your
an- swers in your notebook.
1. Cause:
Effect: Bugoy fell down the stairs.
2. Cause:
Effect: The teacher gave her student an extra allowance.
3. Cause:
Effect: The fishermen had bountiful harvest.
4. Cause:
Effect: The plants grew.
5. Cause:
Effect: The employee was fired.

Learning Task 5: Find an article for each of the following language struc-
tures: description, sequence/instruction/process, cause-and-effect, compare/contrast
and problem/solution. Write/Copy and paste these articles in your
notebook. Then, provide an explanation below each article why it
belongs to this specific text-type language structure.

A
Text-types refer to basic types of writing. They are categorized as
to factual and literary. They have three (3) main purposes: to entertain,
to in- form or to persuade. They are also structured as texts may provide
descrip- tion, sequence/instruction/process, cause-and-effect,
compare/contrast and problem/solution.

Learning Task 6: Identify the text-type structure used in each item. Write your
answers in your notebook.
1. Tayabas is one of the old villas with great political and
histori- cal significance during the Spanish era.
2. The streets became flooded due to continuous rain.
3. Quezon Province has more number of towns as compared to
Rizal Province.
4. Education is an important weapon that each Filipino citizen
should have.
5. In cooking our pasta, you must boil water first.
6. The government thinks of all possible remedies to address
un- employment due to COVID-19 pandemic.

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 7. My husband, Japot, is my most admirable man. He loves me
so much. He treats me with his kindness, loyalty and
support.
8. All provinces in CALABARZON have their own provincial
capitals. Santa Cruz in Laguna is the only non-city capital in
the region. Meanwhile, Lucena City in Quezon is a highly
urbanized city.
9. Traffic has become an extreme problem in the city so the
mayor imposed an executive order addressing this concern.
10. Leona and Leon are my two lovely pets. They are both cats
possessing beautiful furs.

Learning Task 7: Find an article for each of the following purposes of text-
types: to entertain, to persuade and to inform. Write/Copy and paste these
articles in your notebook. Then, provide an explanation to each arti- cle
why it belongs to this specific text-type purpose.

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WEEK
Affixes

6
Lesson
I
This lesson highlights the use of affixes in getting the meaning
of words. Affixes, as morphological items, are classifed into two:
prefixes and affixes. These classifications are helpful in determining
meanings easily. You are expected to demonstrate understanding of
the features of affixes (prefixes and suffixes); and determine the
meaning of words by understanding its prefixes and suffixes.

Learning Task 1: Identify the meaning of the prefixes below. Write your
answers in your notebook.
1. un - again not able full of
2. re - none again able not
3. im - not again able full of
4. dis - again not full of able
5. mis- not able full of again

D
Learning Task 2: Identify the meaning of the words with prefixes
below. Write your answers in your notebook.
1. untrue
a. very true b. not true c. absolutely true d. true again
2. reappear
a. a person who appears c. without appearing
b. a person who don’t appear d. appear again
3. imperfect
a. more perfect b. most perfect c. not perfect d.
perfect again
4. dishonest
a. honest again b. honest before c. not honest d. very honest
5. mispronounced
a. not pronounced c. pronounced again
b. well pronounced d. pronounced before
6. faithful
a. without faith b. full of faith c. enough faith d. less faith
7. hopeless
a. full of hope b. without hope c. enough hope d. more hope
8. trainer
a. one who trains c. one who paints
b. one who drives d. one who rides
9. painter
a. one who draws c. one who colors
b. one who paints d. one who writes
10. sensible
a. full of sense c. without sense
b. able to sense d. one who senses
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Learning Task 3: Choose and write the correct word next to its
meaning. Write your answers in your notebook.

joyful fearless singer playable

careful trainor worthless keeper
hopeless dancer fixable useful

1 without fear
2 with care/full of care
3 able to play
4 one who sings
5 without worth
6 full of joy
7 without hope
8 one who dances
9 able to be fix
10 one who trains

Affixes are additional morpheme or element placed either at the

beginning (prefix) or ending (suffix) of a word to form another meaning.

Prefix
Prefix is a group of letters placed at the beginning of a root word
that changes its meaning.
 The prefix un- means not
 The prefixes in-, im-, mis-, dis-, il- means not, no
 The prefix re- means again

Suffix
Suffix is a group of letter placed at the end of a root word that chang-
es its meaning.
 The suffix -ful means full of
 The suffix -less means without
 The suffixes -er and -or mean one who does/performs a certain action
 The suffixes –able and –ible mean capable of, can be or able to

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 E
Learning Task 4: Complete the table on the next page. Copy and
answer it in your notebook.
Words Prefixes Root Words Meaning
unhappy un happy not happy
discomfort
incorrect
misplaced
reuse
impatient
unpaid
Learning Task 5: Identify the word that ends with er and or referred to
by each item. Write your answers in your notebook.
1. one who acts and participates in drama
2. one who creates new things
3. one who learns new things
4. one who swims well
Learning Task 6: Add the correct prefix to each root word to form a
new word. Write your answers in your notebook.
un- im- dis- re- in- mis-
1. ripe 5. place 8. kind
2. match 6. like 9. possible
3. approve 7. build 10. dependent
4. arrange

Learning Task 7: Use words with suffixes –ful and –less in place of the
words inside the parentheses. Write your answers in your notebook.
1. Water is liquid and it is (without color) .
2. The trees are (without fruits) because of the drought.
3. The farmers are happy because their harvests are (with much bounty)
.
4. The long days (with much rain) made the hills and
valley nourished.
5. She doesn’t waste her time on unimportant talks (without use) .

Learning Task 8: Complete each sentence on the next page with its
appropriate word. Write your answers in your notebook.

misbehaved immortal dishonest preheat return

disagree misguided unable incomplete disobey

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 1. Timothy forgot to make his project and he got an grade.
2. Jason in class that’s why his parents were called in the
guidance office.
3. Brylle was being when he did not tell the truth.
4. Our teacher told us not to our elders.
5. They some tourists and fooled them.
6. Brianna was sad because she was to dance for the program.
7. Super heroes’ lives were that’s why they never get old.
8. You can and exchange items in the department store.
9. I often with her ideas but we still understand each other.
10. In baking in the oven, you have to it first.
Learning Task 9: Put a check ( / ) on the blank if the use of suffix is
correct and X if it is not. Write your answers in your notebook.
1. My friend, Aiyish, is now a popular interior decoration.
2. Carlen’s husband is the manager of Pizza Hut.
3. Joshua is an action in the movie.
4. Yancy wants to be the report less at the DZSP radio.
5. Liyah is a designer and she owns a boutique.

A
Affixes are additional morphemes or elements placed either at the
beginning (prefix) or ending (suffix) of a word to form another meaning.

Learning Task 10: Identify the meaning of the given words. Write your
answers in your notebook.

1. unworthy a. more worthy b. not worthy c. worthy

before
2. improper a. not proper b. proper again c. proper
before
3. disable a. able before b. able again c. not able

4. illegal a. not legal b. legal once c. legal again

more
5. retell a. tell again b. tell before c. do not tell

6. comfortable a. without comfortb. full of comfort c. much comfort

7. inspector a. can be inspected c. one who inspects

b.. inspect before

8. odorless a. much odor b. without odor c. full of odor

9.wonderful a. full of wonder b. without wonder c. able to

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wonder

10. encoder a. one who encodes b. can be encoded c. not encoded

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WEEK
Denotation and Connotation

7
Lesson
I
There are different ways in identifying meanings of texts.
Mean- ings can be understood either by denotative or connotative
ways. Through these two ways, meanings may be the same and related
but sometimes different. You are expected to differentiate denotation
from connotation; and identify meanings of words using denotation and
connotation.
Learning Task 1: Look at the pictures below. Which picture tells you
things with color blue? Which pictures tell you the feelings or emotions
of being blue? Write your answers in your notebook.

D
Learning Task 2: Choose the correct word that completes the sentences.
Write your answers in your notebook.
1. Filipinos are for their delicious adobo.
a. noted b. notorious c. famous
2. Traffic causes cars to slow .

a. speeds b. velocities c. meters

3. The headline indicated that Php 100,000.00 was from the gro-
cery. a. taken b. stolen c. hold up
4. Summer is unbelievably even at night time.
a. sultry b. dry c. hot
5. The father tenderly at his new born baby.
a. smirked b. smiled c. laughed
6. COVID-19 particles are so , we can’t see by our bare eyes.
a. small b. minute c. powdery
7. Tim saves his money. He is a person.
a. wiser b. extravagant c. thrifty
8. My mother collects furniture that costs a fortune.
a. old b. antique c. new
9. Homeless people are to death during the pandemic.
a. hungry b. starving c. thirsty
10. I have a full of old designs.
a. house b. home c. family
Learning Task 3: Read each of these sentences. In your notebook, copy and
underline the word in the parentheses that BEST fits the sentence.
1. Aling Lolita’s restaurant is furnished with (old, antique) furniture.
2. The attendants are all (young, immature)
3. You can stay at the terrace in a (cozy, cramped) sofa.
4. The service that the restaurant provides is (slow, unhurried).
5. The food they serve are very (simple, plain) but delicious.

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 6. You can (sip, gulp) buko juice.
7. The adobo is (rich, greasy) with soy sauce.
8. A (moist, soggy) rice cake is also available for dessert.
9. You can find (loud, enthusiastic) regular customers every Friday
night.
Learning Task 4: Choose the word inside the box that fits the sentence.
Write your answers in your notebook.

left, abandoned 1. Kaye the puppy to her neighbor, before

going on a trip.
modest, shy 2. Grandmother was very during the wedding
ceremony.
lazy, inactive 3. The man just waits for a long time for his
stubborn, resistent luck.
4. If you’re in asking for help, you will have
it.
old, out-of-date 5. The dilapidated building belongs to my
great grandfather.
Denotation and Connotation
 Denotation – is the specific, exact and concrete meaning of a word. This is
the meaning you will find in a dictionary. The things with the color
blue like car, blueberries, bird, fish, and cap refers to the meaning of the blue
color. It is denotation, the usual meaning in the dictionary.
 Connotation - is an idea or quality that a word makes you think about in
addition to its meaning. It refers to the emotions associated with a
word. Sometimes it has social cultural implications. It can be positive
or negative. The feeling of being blue refers to the emotion of being
sad like the boy in the picture who is sad. It is connotation, the
emotional/ con- textual/ cultural meaning attached to a word.

E
Learning Task 5: In your notebook, copy and underline the appropriate
words in the parentheses that BEST portray connotation.
1. Our trip to Sampaloc Lake was (fine, wonderful).
2. We saw (fascinating, weird) fish caught by the fishermen.
3. Some of the children at the park made (hilarious, amusing) faces.
4. (Brave, strong) teenagers rode on the bicycle.
5. Everyone had a (smile, smirk) on their faces on the way home.
6. We bought (cheap, inexpensive) street food.
7. I ate a (moist, wet) siopao.
8. Teody (reminded, nagged) us to go to the pond at the center of the
park.
9. The children at the playground were (comical, silly).
10. It made me feel (joyful, happy).

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Learning Task 6: Denote the meaning of the following words using a
dictionary. Write your answers in your notebook.
1. fascinating 3. smirk 5. silly
2. hilarious 4. comical

Learning Task 7: Write the denotative and connotative of the words

be- low. Write your answers in your notebook.

Word Denotation Connotation

(Definition)
Ex: cheap low in price frugal
1. skinny
2. inexpensive
3. stylish
4. stubborn
5. determined
6. peace
7. wisdom
8. knowledge
9. purity
10. bean

Learning Task 8: Use the 10 items above in your own sentences. Write
your answers in your notebook.

A
Learning Task 9: For each item below, encircle the word that provides
connotative meaning. Meanwhile, box the word that demonstrate
denotative meaning.

1. noisy a. talkative b. loud c. party

2. old a. aged b. elderly c. antique
3. soft a. pillow b. gentle c. kind
4. jolly a. merry b. cheerful c. happy
5. lovely a. wonderful b. beautiful c. delightful
6. small a. little b. tiny c. dwarf
7. wise a. learned b. brilliant c. arrogant
8. fat a. obese b. healthy c. fleshy
9. difficult a. problem b. quarrel c. disagreement
10. fashion a. style b. trendy c. form

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 WEEK
Analogy and Classification

I
Lesson 8
Meanings can be identified and understood in various ways.
Two
of these ways include analogy and classification. These help in
understanding meanings and texts through word association. The
relationships of texts and/or images are examined to establish clear
links to arrive at proper meanings of words. You are expected to
differentiate analogy from classification; and determine the
meaning of words/build vocabulary through analogy and/or
classification.

Learning Task 1: Look at the pictures carefully. Try to see how they are
related to each other.

D
Learning Task 2: Choose the letters of the correct answers. Write
your answers in your notebook.
1. A puppy is to dog as duckling is to .
a. duck b. chicken c. goose d. bird
2. Bracelet is to wrist as earring is to .
a. neck b. hair c. ear d. finger
3. Squash is to vegetable as pineapple is to .
a. tree b. fruits c. flower d. plant
4. A guava is to green as an apple is to .
a. yellow b. pink c. violet d. red
5. Eyes is to see as nose is to .
a. smell b. hear c. touch d. taste
6. pen-maker-pencil
a. things for reading b. things for writing c. things to wear
7. car-motorcycle-van
a. vehicles b. tools c. instruments
8. sampaguita-rose-gumamela
a. fruits b. vegetables c. flowers
9. bed-pillow-blanket
a. bedroom b. kitchen c. living room
10. Rizal-Laguna-Quezon
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a. provinces b. cities c. barangays

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Learning Task 3 : Complete each analogy using a word from the box.
Write your answers in your notebook.

cake cat measure petchay car singer

1. puppy: dog = kitten : 4. yellow : corn = green :
2. scissor : cut = ruler : 5. fly : airplane = drive :
3. pen : writer = voice :

Learning Task 4: Classify the words below and categorize them properly.
Write your answers in your notebook.
city lady region plant town
notebook driver market church stone
providence fireman sister dancer parks
grandfather paper juice

People Places Things

Meanings can be understood through analogy and classification.

Analogy
An analogy is a comparison of two things that may have similar or
opposite characteristics or features. A relationship may be noted when
one word is a part and the other is a whole.
Example:
horse: pony :: goat: kid (animals and offspring)

Word Classification
It is a skill of grouping related words together. Words can be
classified, or grouped together, according to ways in which they are
similar. Words can be classified or grouped together according to kind
or use.
Example:
cup-spoon-fork-plate (kitchen utensils)

E
Learning Task 5: Complete each sentence with its appropriate analogy.
Write your answers in your notebook.
a. field b. gasoline c. sister d. boys e. crawling f. sky
1. Father is to mother as brother is to .
2. Birds is to flying as turtle is to .
3. Skirt is to girls as pants is to .
4. Fish is to sea as star is to .
5. Light is to electricity as car is to .
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Learning Task 6 : Classify the words below by their appropriate groups.
Write your answers in your notebook.

lion monkey robin trout snake tuna

turtle milkfish alligator elephant vulture cardinal

birds reptiles mammals fish

Learning Task 7: Complete each sentence with its appropriate

analogy. Write your answers in your notebook.
a. field b. writing c. dirty d. night e. dry

1. Swimming is to beach as baseball is to .

2. Long is to short as tidy is to .
3. White is to black as day is to .
4. Book is to reading as paper is to .
5. Rain is to wet as sun is to .

Learning Task 8: Classify the words below according to their

appropriate groups. Write your answers in your notebook.

Ethan drinks he swims Joy fondly

it carefully Jayson lovingly she travels

Noun Pronoun Verb Adverb

Learning Task 9: Complete the analogies. Write your answers in your

notebook.
1. artist : painting :: baker :
4. sun: day :: moon :
2. wheel : circle :: book :
5. cup: saucer :: spoon:
3. hat : head :: shoes :
Learning Task 10: Complete the table below by supplying at least three
words/ideas for each classification. Write your answers in your notebook.

Actors/Actresses Cities Provinces Philippine

Presidents

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 A
Learning Task 11: Complete each analogy. Write your answers in your
notebook.
1. Doctor is to hospital as teacher is to .
a. church b. market c. store d. school
2. Rabbit is to carrot as caterpillar is to .
a. leaf b. soil c. water d. rock
3. Pianist is to piano as guitarist is to .
a. organ b. guitar c. drum d. microphone
4. White is to clouds as blue is to .
a. ocean b. tree c. fruits d. flower
5. Kiss is to lips as blink is to .
a. nose b. eye c. teeth d. ear

Learning Task 12: Complete the table below by supplying at least five (5)
words/ideas for each classification. Write your answers in your notebook.

Food Kitchen Planets Countries

Utensils

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References

Books

English for You and Me Reading

IV English Learner Material IV
Fun in English IV
Fun in English Reading

IV Websites

Examples of Topic Sentences Retrieved from

https://examples.yourdictionary.com/examples-of-topic-sentences.html

Worksheets and activities to accompany the Oxford First Learner's French Dictionary Re-
trieved from https://global.oup.com/education/content/dictionaries/free-resources/
oxford-first-learners-french-dictionary-free-resources/?region=international

Concluding Sentence In A Paragraph: Definition, Examples, & Sample Questions

Retrieved from https://writerriver.com/concluding-sentence-in-a-paragraph-and-
examples/- concluding sentence

Story Elements Worksheets Retrieved From

https://www.k12reader.com/subject/reading-skills/story-elements/

Topic Sentences Worksheets Retrieved from

K12reader.com/ Free for educational use at home or in classroom

Achoo written by Cyntia Sherwood. Retrieved from

https://www.coursehero.com/ file/55565149/4th-achoo-WBDRTpdf/

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For inquiries or feedback, please write or call:

Department of Education Region 4A CALABARZON

Office Address: Gate 2 Karangalan Village, Cainta, Rizal Landline: 02-8682-5773, local 420/421
Email Address: