Developing Mastery In Understanding Sentences

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Vision

A premier university in CALABARZON, offering academic programs and related services

designed to respond to the requirements of the Philippines and the global economy , particularly,

Asian countries.

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Mission

The University shall primarily provide advanced education, professional,

technological and vocational instruction in agriculture, fisheries, forestry, science, engineering, industrial technologies,

teacher education, medicine, law, arts and sciences, information technology and

other related fields. It shall undertake research and extension services, and

provide progressive leadership in its area of specialization.

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Goal

In pursuit of the college vision/ mission the college of Education is

committed to develop the full potentials of the individuals and

equip them with knowledge, skills and attitudes in teacher education

allied fields to effectively respond to the increasing demands challenges

and opportunities for changing times for global competitiveness.

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Objectives of the BSED Program

Produce graduate who can demonstrate and practice the professional and ethical requirement for the Bachelor of Secondary Education such as:1. To serve as positive and powerful role models in the pursuit of learning thereby maintaining high regards to professional growth.2. Focus on the significance of providing wholesome and desirable learning environment.

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3. Facilitate learning process in diverse type of learners4. Use varied learning approaches and activities, instructional materials and learning resources5. Use assessment data, plan and revise teaching – learning plans6. Direct and strengthen the links between school and community activities7. Conduct research and development in Teacher Education and other related activities.

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Foreword

This teacher’s guide “Developing Mastery In Understanding Sentences”

is part of the requirements in Educational Technology 2 under the revised curriculum for Bachelor of

Secondary Education based on CHEd Memorandum Order (CMO)-30, series

of 2004.

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Educational technology 2 is a three (3) unit course designed to introduce both traditional and innovative technologies to facilitate and foster meaningful and effective learning where students are

expected to demonstrate a sound understanding of the nature,

application and production of the various types of educational

technologies.

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The students are provided with guidance and assistance of selected faculty

members of the college through the selection, production and utilization of

appropriate technology tools in developing technology-based teacher

support materials. Through the role and functions of computers especially the internet, the student researchers and the advisers are able to design and develop various types of alternative

delivery systems.

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These kinds of activities offer a remarkable learning experience for the education

students as future mentors especially in the preparation of instructional materials. The output of the group’s effort may serve

as a contributionto the existing body of instructional material that the institution may utilize in order to provide effective and quality education. The lessons and

evaluations presented in this module may also function as a supplementary

reference for secondary teachers and students.

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For-Ian V. SandovalComputer Instructor/ Adviser/Dean CAS

Prof. Ma. Filipina P. RamosCAS, Language Chairman/ Module Consultant

Prof. Lydia R. ChavezDean College of Education

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Foreword

This power point presentation “Developing Mastery In

Understanding Sentences” is part of the requirements in Educational Technology 2 under the revised

curriculum for Bachelor of Secondary Education based on CHEd

Memorandum Order (CMO)-30, series of 2004.

Contents

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Educational technology 2 is a three (3) unit course designed to introduce both traditional and innovative technologies to facilitate and foster meaningful and effective learning where students are

expected to demonstrate a sound understanding of the nature,

application and production of the various types of educational

technologies.

Next

Previous

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The students are provided with guidance and assistance of selected faculty

members of the college through the selection, production and utilization of

appropriate technology tools in developing technology-based teacher

support materials. Through the role and functions of computers especially the internet, the student researchers and the advisers are able to design and develop various types of alternative

delivery systems.

Next

Previous

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These kinds of activities offer a remarkable learning experience for the education

students as future mentors especially in the preparation of instructional materials. The output of the group’s effort may serve

as a contributionto the existing body of instructional material that the institution may utilize in order to provide effective and quality education. The lessons and

evaluations presented in this module may also function as a supplementary

reference for secondary teachers and students.

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Julie Anne C. MendozaAuthor

Maria Eden R. GonzalesAuthor

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Acknowledgement

This module project would not be possible without the blessings,

knowledge and wisdom from our dear Lord, the Authors are very grateful and are giving all the praises and honor only to Him.

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The Authors also wish to thank the following persons:

Dr. Corazon N. San Agustin, for challenging the Authors to make

a difference since the course educational 4A,;

Mr. For-Ian Sandoval, module adviser, for his guidance and eagerness to bring out the

hidden abilities and talents of the students through Technology;

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Prof. Ma. Filipina P. Ramos our module consultant, for giving us

the best advice she could ever give to make our project well done;

Prof. Lydia Chavez, DEAN of the College of Education, for guiding us

to be responsible and be a good model student;

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The Authors family for the love, patience, prayers, moral &

financial support, and for excusing them to household chores while

busy in doing this project;their classmates (BSE II-2, co-major

in English ) who patiently support us even though they have their

own project.

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Special mention to the following persons:Mark Loren and Mark Jhian Mendoza (Julie Anne’s family) for the inspiration to see the

brightest side of life even at the darkest moment;

and to Edna Gonzales (Eden’s beloved Mother), for encouraging her to pursue and

accomplish this project.THE AUTHORS

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IntroductionSentence is the basic component of a

paragraph. It is the basic element of a composition, literary works and other

forms of communication. It is very important that an individual

understands what others express as well as his own way of expressing his

thoughts. Developing one’s understanding of sentence is very

important. It helps one individual to study easily, to learn quickly and to

write properly. It also provides easier acquisition of doing such writing and

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To work effectively in a career or job, one must use sentence to

communicate with others. Understanding sentences helps in making communication easier to understand, especially to foreign

people that one may encounter in the field of his chosen career. It is also a

good way to maintain a good relationship with others, if an

individual understands well how to express ideas in a right way, living with

others is easy and harmonious.

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This module is created for an easier way to learn basic ideas about understanding

sentences. It is created as simple as possible to be understood easily. It aims to meet the supporting ideas needed by a student, not only to understand, but

also to master the proper uses and construction of a sentence.

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Meanings and explanations during discussions are based from different reliable and related books, some are

from internet sites, and other components like pictures, colors and

designs are added to make the learning process fun and attractive to

the readers.

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GENERAL OBJECTIVESThe authors created their own

style of motivating a student to let them enjoy while they are learning.

Through this module they are expected to be more eager to

understand sentence and other related terms that they will use

within their lives. Other purposes are:

to view complicated terms as simple as possible for the beginners;

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to give the essential facts that are related for a better understanding

of the topic;to explain how to construct

sentences in a proper pattern; andto let the students express their thoughts and ideas regarding of what they learned, through the activities given every chapter.

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TABLE OF CONTENTS

COVER PAGE

VISION, MISSION, GOAL & OBJECTIVES

ACKNOWLEDGEMENT

FOREWORD

INTRODUCTION

GENERAL OBJECTIVES

PREVIOUS NEXT

CHAPTER I Defining Sentence

LESSON 1 What is a Sentence

Activity 7

Activity 6

Activity 5

LESSON 2 Parts of a Sentence

PREVIOUS NEXT

Activity 4

Activity 3

Activity 2

Activity 1

LESSON 3 Simple Subject and Simple PredicateActivity 8

Activity 9

Activity 10

CHAPTER TEST

Activity 12

Activity 11

CHAPTER II Identifying Kinds of Sentences According

To Use

LESSON 4 Declarative Sentence

PREVIOUS NEXT

Activity 14

Activity 13

LESSON 5 Imperative Sentence

Activity 15

LESSON 7 Declarative Sentence

Activity 16

LESSON 6 Interrogative Sentence

Activity 17

Activity 18

Activity 19

PREVIOUS NEXT

CHAPTER TEST II

CHAPTER III Constructing Sentences Using Basic Sentence

Pattern

LESSON 8 S-IV- ADVERB Pattern

Activity 21

Activity 20

PREVIOUS NEXT

Activity 23

Activity 22

LESSON 9 S-TV-DO Pattern

Activity 25

Activity 24

LESSON 10 S-TV-IO-DO Pattern

Activity 26

Activity 28

Activity 27

LESSON 11 S-TV-DO –OC Pattern

PREVIOUS NEXT

Activity 30

Activity 29

LESSON 12 S-LV–SC Pattern

CHAPTER TEST III

LESSON 13 Clause

CHAPTER IV Identifying Kinds of Sentence According to Form

Activity 32

Activity 31

PREVIOUS NEXT

LESSON 15 Compound Sentence

Activity 36

Activity 35

Activity 37

LESSON 14 Simple Sentence

Activity 34

Activity 33

LESSON 16 Complex Sentence

Activity 38

Activity 39

PREVIOUS NEXT

LESSON 17 Compound- Complex Sentence

Activity 40

Activity 41

CHAPTER TEST IV

REFERENCES

ABOUT THE AUTHORS

Defining Sentence

In this chapter, the students are expected to:learn and understand the meaning of a sentence;identify the parts of a sentence and differentiate them;give example of sentences based on their understanding.

CHAPTER I

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Lesson 1

What is a Sentence?

In this lesson the students are expected to:1. know what is a sentence;2. understand the meaning and purpose of a sentence; and3. use grammatically correct sentences.

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Before you make a paragraph about something, you should first know how to create a sentence and begin to coordinate with other sentence.

Remember this:A sentence is a word or group of

words having a complete thought, which states, ask, commands and exclaim something. It is conventionally written with a capital letter at the beginning and ends with a punctuation mark.

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Study the following sentences:You are pretty.What is your name?Please introduce yourself.Thanks.

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Name:____________________________ Date: ______________Year level & Section: ________________ Teacher:

___________Score: _____________

Instruction: Arrange the scrambled letters to form the corresponding word for the meaning on opposite side.

1. Ecetsnne - expresses complete thought

2. Mmdcaon - telling something to do3. Kas - waiting for an answer4. Xlcimae - instant reaction5. Esatt - giving information

Activity 1

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Answers:1. ________________________________________2. ________________________________________3. ________________________________________4. ________________________________________5. ________________________________________

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Instruction: Write T if the statement is true and F if it is wrong. Write answer on the space provided.

___1. Sentence always starts with capital letter.___2. One word can be called as a sentence.___3. Sentence always ends with a punctuation

mark.___4. Expression of thoughts is one function of a

sentence.___5. Sentence does not contain complete thought.

Name:____________________________ Date: ______________Year level & Section: ________________ Teacher: ___________

Score: _____________

Activity 2

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___ 6. Sentence can start with a small letter.___7. Sentence always contains many words.___8. Sentence is expressing complete thought.___9. Sentence is a medium for communication.___10. Sentence is not a part of a composition.

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Instruction: Put a check (/) before the number of the statement that are expressed in the form of sentence. Cross out (x) the wrong ones.

___1. Good job. ___2. How are you?___3. very nice dress___4. beautiful place___5. Congratulations!


___________Score: _____________

Activity 3

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___6. The streets are flooded.___7. freely flying___8. Joy to the world___9. understanding your friend___10. begin to study hard

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Instruction: The following sentences are in incorrect form. Change it to correct form.

1. should always pray.- __________________________2. god loves you. - __________________________3. scary movie is not good for children.

-___________________________4. people live harmoniously-_______________________5. Do your responsibility?- _______________________


___________Score: _____________

Activity 4

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6. Be kind to animals!-______________________7. how can you help your parents.

-______________________

8. love your parents. -______________________9. Did you respect your elders.

-______________________

10.Oh, I’m sorry for hurting you -______________________

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Lesson 2

Parts of a Sentence

In this lesson the students are expected to:1. know the parts of a sentence;2. understand the function of each part; and3. construct correct form of sentences.

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Subject- what or whom the subject is about Predicate- tells something about the subject

Remember this:

Subject Predicate

The girl jump so high

Music is my first love

He plays basketball

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To determine the subject of a sentence, first identify the verb and then make a question by placing "who?" or "what?" before it -- the answer is the subject.

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___________Score: _____________

Instruction: Underline the subject of the following sentences:

1. Pillows help people sleep comfortable.2. Garbage collectors are very important in a

community.3. Those who are in favor of divorce are

liberated.4. Multi- tasking is one of the advantages of new

technology.5. Dog barks.

Activity 5

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Instruction: Underline the predicate of the following subject

1. There are many fishes in the sea.2. What you see is what you get.3. Love God above all.4. Follow the leader.5. Everything’s going to be alright.

Activity 6


___________Score: _____________

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Instruction: Tell whether the underlined word/words are subject or a predicate. Write the answer on the space provided.

1. The Sahara desert is the largest desert in the world.Answer:

2. Many four-wheel cars floated because of flood.Answer:


___________Score: _____________

Activity 7

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3. Every person has good heart for each other.Answer:

4. Butterflies play a role in pollination.Answer:

5. Books are our friends.Answer:

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Lesson 3

Simple Subject and Simple Predicate

In this lesson the students are expected to:

1. know the different components of a sentence;

2. explain the difference of each components; and

3. compare simple subject and simple predicate to complete subject and predicate.

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The simple subject of a sentence is the essential noun or pronoun of a group of words acting as a noun that cannot be left out of the complete subject.

Example: The girl is pretty.The girl -complete subject girl - simple subject

Remember this:

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The simple predicate of a sentence is the essential verb or verb phrase that cannot be left out of a complete predicate.

Example: The boy jumps out of the window. Jumps out of the window – complete predicate

Jumps- simple predicate

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Instruction: Can you tell which is the simple subject and simple predicate? Encircle the simple subject and underline the simple predicate.

1. Life on earth is very mysterious.2. Our mother is our best friend.3. The first section has a very strict teacher.4. That girl is young and very pretty!5. Her brother is taking care of her.


___________Score: _____________

Activity 8

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1. The strict secretary calls the next interviewee.

2. Your beautiful girlfriend snob me when out of your sight.

3. Politics in the Philippines is very risky.4. Can you give me your number?5. I tried to speak in front of the crowd.

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Instruction: Underline the simple subject of the following sentences:

1. Some boys are arrogant.2. Many places are affected by the typhoon.3. Even rich people lost some of their

treasure.4. Plastic materials are non bio-degradable.5. Different people of different places have

different culture.


___________Score: _____________

Activity 9

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Instruction: Write the simple predicate of the given sentences:

1. The night is very quiet.

2. Cat jumps over a high fence.


___________Score: _____________

Activity 10

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3. Millions were lost due to calamity.

4. Different companies contributed to relief operations.

5. Other country sympathizes to the poor

victims.

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6. We were drinking beer when the police came.

7. Shiela was eagerly studying before she

graduated.

8. How will you explain what really happen?

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9. Nightlife was a bad influence to the youth.

10. Toys are not really important to buy.

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___________Score: _____________

Instruction: Find the following words inside the box

1. Sentence2. Predicate3. Subject4. Thought5. Word

Chapter Test

Q W T H O U G H T G

E O R T Y U I O L S

P R E S S A D A U C

R D A N L D J B P O

E G H X T F J H L M

D G J C V E G J K P

I V N G C B N Y P L

C F M T A S B C R E

A S D H P X W U E T

T I L L I F O I D E

E M P I T G R O I R

O P U H A K D T C U

N L I Y L J S N A P

E E T Y U I R F T E

E C N E T N E S E W

Y Y V C N M S X D D

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II. Instruction: Explain the given illustration; write your answer on the space provided.

Sentence

Subject Predicate

Simple Subject

Simple Predicate

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___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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In this chapter, the students are expected to:

• understand the different kinds of sentence according to use;

• be able to use appropriate sentence within daily conversation; and

• communicate with effectiveness and correctness using different kinds of sentences.

CHAPTER II

Kinds of Sentence According To Use

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Lesson 4

Declarative Sentence


1. know how to define declarative sentence;

2. explains the form and function of a declarative sentence ; and

3. construct sentences using this kind of sentence.

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Sentences are constructed in different ways to indicate its meaning and purpose. It is important to know the different kinds of sentence according to use, for the easy and understandable communication.

Remember this:Declarative sentence is the most used

kind of sentence. It expresses statements. It ends with a period.

Example:His sister prays sincerely.She lives a simple life.Let us help each other.

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Instruction: Write a paragraph composition using declarative sentence. Write something about your idea of Filipino culture.


___________Score: _____________

Activity 11

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________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Instruction: Write a composition about this picture, using declarative sentences.


___________Score: _____________

Activity 12

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________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Lesson 5

Imperative Sentence


1.know the meaning and function of imperative sentence;

2.understand the proper usage of this kind of sentence; and

3.construct proper form of this kind of sentence.

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Remember this:Imperative sentence is a sentence that expresses a command or request.Examples:

Request: Please get inside the room.Command: Get inside the room.Request: Please call for an ambulance.Command: Call for an ambulance.

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Instruction: Give 5 examples of imperative sentence you may hear at home.

1._______________________________2._______________________________3._______________________________4._______________________________5._______________________________

Activity 13


___________Score: _____________


___________Score: _____________

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Instruction: Give 5 examples of imperative sentence you may hear at school.

1.___________________________

2.___________________________3.___________________________4.___________________________5.___________________________

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Instruction: Choose a topic and make 10 imperative sentences about it.

Topics:Requesting for assistance during telephone conversation.Commanding your younger brother to do the household chores.

Activity 14


___________Score: _____________

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1. ___________________________________2. ___________________________________3. ___________________________________4. ___________________________________5. ___________________________________6. ___________________________________7. ___________________________________8. ___________________________________9. ___________________________________10.___________________________________

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Lesson 6

Interrogative Sentence


1. know what is interrogative sentence;

2. understands the proper usage of this kind of sentence; and

3. construct correct interrogative sentences according to proper form.

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Remember this:Interrogative sentence ask a question and it is followed by a question mark.

Example:How was the child saved?Does everybody have a cellular

phone?What is the essence of being human?Where can you find the country

Alaska?

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Instruction: Make a simple conversation.

Situation: An Old lady was asking for a direction with the young lady.

Activity 15


___________Score: _____________

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__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Instruction: Choose a topic and make ten Interrogative sentences about it.

Topic:Asking for a direction with a young lady on how to

reach the police station.A mother who is asking for an instruction on how to

cook “Pinakbet” dish.

Activity 16


___________Score: _____________

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1. __________________________________________2. __________________________________________3. __________________________________________4. __________________________________________5. __________________________________________6. __________________________________________7. __________________________________________8. __________________________________________9. __________________________________________10.__________________________________________

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Remember this:

Exclamatory sentence is a sentence that expresses sudden or strong feelings.Example:

No! I can’t do it!Yes! I won!Stop talking!

Lesson 7

Interrogative Sentence

This lesson let the students know how to integrate different feelings with the sentence.

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Instruction: Make a short dramatic note in which you are saying you’re mad with your best friend.

Activity 17


___________Score: _____________

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______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Instruction: Pick up the exclamatory sentences you encounter on the comic strip. Write it on the space provided on the next page, as if you are story- telling. HUMOR

Activity 18


___________Score: _____________

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____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Write your story here:

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Instruction: A. Cite at least 5 examples of expressions that are use to show a strong feeling.

Activity 19


___________Score: _____________

1. _________________

2. _________________

3. _________________

4. _________________

5. _________________

Instruction: B. Use those expressions to form or to make an exclamatory sentence.1. _________________

2. _________________

3. _________________

4. _________________

5. _________________

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Q E T H O U G H T G

E X C L A M I T O I

D C E S S A M A M I

E L A N L D P P P N

C A H X T F E H L T

L M J C V R R J K E

R A N G A B A Y P R

A T M T A S T C R R

T O I H P X I U E O

I R L L I F V I D G

V Y P I T G E O I A

E P U H A K E T C T

N L I Y L J S N A I

E E T Y U I R F T V

R E X C L A I M E E

E C N E T N E S D D


___________Score: _____________

Chapter Test

I. Instruction: Find the following words inside the box.

1.Declarative2.Imperative3.Interrogative4.Exclamatory5.Sentence

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II. Instruction: Explain the Illustration shown. Write your answer on the space provided

Kinds of Sentence

Declarative

Interrogative

Imperative

Exclamatory

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_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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1. Philippine is a rich country.___________________

2. Do you love your country?___________________

3. Respect your culture and traditions.___________________

4. Viva Philippines!___________________

5. Let’s fight for our freedom!___________________

6. There are three main islands in the Philippines.___________________

III. Instruction: Analyze the following sentences. Describe how the sentence is expressed. Choose your answer from the box below.

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6. There are three main islands in the Philippines.___________________

7. Have you learned the Philippine culture?______________

8. Filipinos are very hospitable.______________

9. Be proud of being Filipino.______________

10. Study your own culture.______________

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Expressing ideaExpressing feelingsAsking opinion Commanding / Requesting

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Constructing Sentence Using Basic Sentence Pattern

In this chapter, the students are expected to:1. be familiar with the different basic sentence patterns;2. help the students determine the meaning of more complex sentences; and3. develop the ability of a student, to use grammatically correct sentences, orally, through mastering the basic sentence pattern.

CHAPTER III


CHAPTER III


In this chapter, the students are expected to:1. be familiar with the different basic sentence patterns;2. help the students determine the meaning of more complex sentences; and3. develop the ability of a student, to use grammatically correct sentences, orally, through mastering the basic sentence pattern.

CHAPTER III


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Lesson 8

Interrogative SentenceIn this lesson the students are

expected to:1. Distinguish the sentence pattern

presented here;2. Interpret the composition of sentences;

and3. Construct a sentence using this

pattern.

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In S-IV pattern, Intransitive verb needs an adverb to modify the verb.Examples:

1. Gregorio del Pilar fought gallantly. 2. The students walk silently.

3. The teachers teach English language fluently.

Notice that adverbs were added to modify the sentences.

Remember this:

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Instruction: Underline the intransitive verb and box the transitive verb from the following sentences.

1.The plane landed safely.2. Mother will take my brother to the zoo.3. Pearl drives their new car. 4. The clock ticked silently.5. The moon glows brightly.

Activity 20


___________Score: _____________

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6. Jr eats his breakfast.7. Bell draws the portrait of her

mother.8. The monkey giggles loudly.9. Rey avenged the loss of his

pet.10.The program starts hurriedly.

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1. He sleeps 2. He laugh 3. I follow 4. She trembled 5. They wept

Activity 21


___________Score: _____________

6. The woman screams

7. Students walk8. John paints9. People ran10. I sat

Instruction: Complete each sentence below to come up with S-IV pattern.

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Lesson 9

S-TV- DO Pattern


1.identify the usage of a sentence pattern;

2.familiarize with the sentence components; and

3.build more effective sentences

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In S-TV-DO pattern, the direct object is the part of the sentence which receives or is affected by the action of a transitive verb.

Ex. Rizal wrote the “Noli Me Tangere. S TV DO

Remember this:

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1. Capitan Tiago in Rizal’s Noli appeared ______________

2. The rights off the unborn need ______________3. Visiting the sick and the imprisoned

teaches________4. To hit below the belt is_________5. Her priority needs includes___________

Activity 22


___________Score: _____________

Instruction: Complete the following sentences by adding appropriate direct objects.

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6. What I want most sounds____________7. The poor may have peace

seems_____________8. Rizal’s novels exposed __________9. The 1896 revolution and the 1986

People Power Revolution made the Filipinos ___________

10. That some students get high scores give teachers __________

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Instruction: Construct S-TV-DO sentences with the following phrases, clauses, as direct objects.

1. . . . surpassing expectations.___________________________________2. . . . that appropriate technology is brought to the

countryside.___________________________________3. . . . if the cooperative movement will decelerate.___________________________________4. . . . overcoming the tallest odds.___________________________________

Activity 23


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5. . . . to rediscover his roots.___________________________________6. . . . why investors remain bullish about the economy.___________________________________

7. . . . when urban blight will disappear.___________________________________

8. . . . whether the rivers will come alive again.___________________________________

9. . . to win an Olympic medal.___________________________________

10. . . . what mediocrity can destroy. ___________________________________

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Lesson 10

S-TV- IO-DO Pattern


1.identify the usage of a sentence pattern;

2.familiarize with the sentence components; and

3.build more effective sentences

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In S-TV-IO-DO pattern, the Indirect object is a noun, pronoun or word affected by the action of the transitive verb but not directly upon on by it.

Examples:

Tandang Sora gave the Katipuneros food. S TV IO

DO

Remember this:

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1.Bring -_____________________________2. Buy -_____________________________ 3. Give -_______________ ______________4. Lend -_____________________________5. Make-_____________________________

Activity 24


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Instruction: Write S-TV-IO-DO sentences using the given verbs. Use the appropriate verb tense whenever necessary. Write about how to search for harmony.

Example: I bring you good news.

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6. Promise-__________________________7. Show -___________________________8. Teach -___________________________9. Tell -___________________________10. Write-___________________________

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Instruction: Underline the Indirect Object in each sentence.

1. Many colleges offer students bowling as an elective course.

2. The instructor teaches each class basic rules.

3. My father lent John and me his bowling balls.4. My friend gave me a wrist brace to help

keep my wrist straight as I bowled.5. Mr. Neil taught us the history of bowling.

Activity 25


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Instruction: Supply an indirect object that logically completes each sentence.

1. Phillip told _______ the time of the match.2. I gave __________ a call to remind her to come.3. She asked ________ a question about the ticket.4. I said that I had given _________, _________ &

__________ the excess coin.5. We all enjoyed the matched and cheered loudly

when the sponsor awarded the first-place trophy.

Activity 26


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Lesson 11

S-TV-DO-OC Pattern


1. know how each sentence pattern is expressed;

2. deduce the properties of sentence pattern being; and

3. develop their skill in formulating sentences.

S-TV-DO-OC Pattern

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In the S-TV-DO-OC pattern, the objective complement is an adjective or noun that follows the direct object & describes or renames.

Examples:Rizal called Ferdinand Blumentritt, a loyal

friend. S TV DO OC

Remember this:

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You learned that an objective complement is usually an adjective or an adverb that comes after the direct object in the S-TV-DO-OC sentence pattern.

Instruction: Think of the possible OC that will support the following sentences which is in the form of S-TV-DO sentence pattern.

1. I got additional documents _______________2. That elusive visa will deplete all your

resources________3. I don’t enjoy my work anymore_____________4. A bad workman blame his tools____________5. I find self-fulfillment__________________

Activity 27


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Instruction: Write the objective complement of each sentence

1. Track and field participants of the competition meet.__________

2. The track coach made Brian a sprinter in the track __________

3. He also called Brian as his best distance runner.__________

4. The sprint made Brian tired.________5. The coach classifies Sue as a high jumper.

__________

Activity 28

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6. Sue made 6 feet jump, the new school record. __________

7. The judges considered Sue qualified for the finals.___________

8. Qualifying in the event made Sue happy.____________

9. The coach made the last track meet Saturday.____________

10. The newspaper name Joe Klepak coach of the year.____________

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Lesson 12

S-LV-C Pattern

In this lesson the students are expected to:1. classify the differences of each sentence pattern;2. express the ideas being implied in each sentence; and3. formulate sentences using this pattern effectively.

Lesson 12

S-LV-C Pattern

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Remember this:

In the S-LV-SC pattern, the subjective complement is a noun, pronoun or an adjective that comes after a linking verb. It refers back to the subject of the sentence.Ex. Graciano Lopez Jaena was a great orator. S

LV SC

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Name: ____________________________Date:______________Year level & Section: ________________ Teacher:

___________Score: _____________

Instruction: Use the following word phrases and clauses as subjective complement in S-LV-SC sentences.1. ….. showing my light to others.

2. ….. to take stock of my giftedness.

3. ….. indomitable

4. ….. when the weak became liberated.

5. ….. why the kulintang is captivating.

Activity 29

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6. ….. enamored with folk music.

7. ….. whether indigenous sports should be promoted.

8. ….. attaining academic excellence.

9. ….. to love the unlovable.

10. ….. community builder.

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Name: ____________________________Date: ______________Year level & Section: ________________ Teacher:

___________Score: _____________

Instruction: Choose two topics and write a paragraph with at least 5 sentences using the S-LV-SC- pattern.

1. Planning an outing or a birthday party.2. Advising a friend who has some family

problem. 3. Requesting a teacher to reconsider a late

project.4. Telling a younger sister/brother how to

maintain the house clean.5. Relating a movie seen or story read.

Activity 30


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_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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1.Subject2. Verb3.

Intransitive

4. Transitive5.Linking


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Chapter Test

6. Direct7. Object8.

Complement

9. Simple10. Pattern


Q O B J E C T H T G

E P A T T E R N O I

D W E S S A M A M I

E R A N L C P P P I

C G H X T O E H G T

L G J C V M R N D T

R S N G A P I Y I R

A F U T A K T C R A

T S I B N E I U E N

I I L I J M V I C S

V M L I T E V O T I

E P U H B N C T C T

N L I R L T S T A I

E E E Y U I R F T V

R V X C L A I M E E

C O M P L E M E N T

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II. Instruction: Explain the following illustration.

S-LV-C

S-TV-IO-DO S-TV-DO-OC

S-TV-DO

Basic Sentence Pattern

S-IV-ADV

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__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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III. Instruction: Identify the following:

1. It is a sentence pattern wherein the direct object receives the action of a transitive verb.

2. In S-TV-DO-OC, what is the complement that follows the direct object?

3. In S-LV-SC, what complement comes after a linking verb.

4. A sentence pattern wherein the object is affected by the action of the verb but not directly on by it.

5. A sentence pattern wherein the verb needs an ad verb to modify the verb.

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IV. Instruction: Construct at least 3 sentences in each different sentence patterns.

S-IVTopic: Student’s life1.2. 3.S-TV-DOTopic: Computers1.2. 3.S-TV-IO-DOTopic: Family1.2. 3.

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S-TV-DO-OCTopic: Philippine Heroes1.2. 3.S-LV-SCTopic: Cell phone1.2. 3.

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In this chapter, students are expected to:1. define the different forms of sentence;2. identify the forms of sentence; and3. give example of their own sentences of different forms.

CHAPTER IV

Identifying Sentence According to Form

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1. In this lesson the students are expected to:identify what makes a sentence form: understand the difference of kinds of clause: andconstruct sentences using clauses.

Lesson 13

Clause

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Clause is a group of words that has a subject and predicate.

There are two kinds of clause: independent or main clause and dependent or subordinate clause.

1. Independent or main clause- it contains a subject and predicate and it can stand alone.Examples:

I am doing my bestmusic is loud the people are screaming

Remember this:

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2. Dependent or subordinate clause- it has a subject and predicate but it cannot stand alone as a complete sentence.Examples:

Because my sister borrowed my car

While we are eatingUnless you say sorry

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1. if it will not rain2. We will wash the

dishes3. They wanted to win

the game4. Because they wanted

to win the game5. As if I were a

politician

Activity 31


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Instruction: Locate the following sentences to which type of clause they belong. Write your answer on the column at the next page.

6. I was waiting for you

7. When the rain falls8. So that he will top

the exam9. He will top the exam10. As fast as he can


___________Score: _____________

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Independent/ Main Clause Dependent/ Subordinate Clause

____________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________

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Instruction: Use the following dependent/ subordinate clause in your own sentence.

1. Being jolly person

2. To the one I love 3. In order to meet the standard 4. After the school year

Activity 32


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5. Before I take a bath 6. Than playing with computer 7. Which is very expensive 8. Unless you pay the bill 9. Whenever the climate change 10. Since you take your medicine

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In this lesson the students are expected to:1. know what is a simple sentence;2. understand how it is constructed; and3. construct own sentences based on their understanding.

Lesson 14

Simple Sentence

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Simple sentence is composed of one independent clause.Example:

The baby knows how to crawl.Lovers are very emotional.The given sentences have subject and

predicate like an independent clause, and expresses a complete thought, written with a capital letter from the beginning and a period at the end.

Remember This:

Before going to complicated sentences, one should first know the primary form of a sentence

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Instruction: Write true or false before the number of a given sentence regarding simple sentence. If the statement is false, state the correct information.

1. Simple sentence is a long sentence. 2. Simple sentence express complete thought. 3. Simple sentence needs a conjunction. 4. Simple sentence contains many clauses. 5. Simple sentence contains only one clause.

Activity 33


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Instruction: Write at least 10 simple sentences about the given picture.

Activity 34


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1.___________________________________2.___________________________________3.___________________________________4.___________________________________5.___________________________________6.___________________________________7.___________________________________8.___________________________________9.___________________________________10.__________________________________

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In this lesson the students are expected to:1. know the difference of compound sentence to other form of sentence;2. understand how it is constructed; and3. construct sentence s in compound form.

Lesson 15

Compound Sentence

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Compound Sentence contains two or more independent clause. Clauses are connected by a conjunction and transitional words.

Example:1. The guys are playing basketball and the

girls are playing tennis2. Swimming is fun but basketball is popular

for men and volleyball suits for women.3. Notice the underlined words; those are

examples of conjunction.

Remember This:

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Instruction: True or false, write answer on the space provided. If the statement is false state the correct information.

1. Compound sentence is a short sentence. 2. Compound sentence does not express

complete thought. 3. Compound sentence needs a conjunction. 4. Compound sentence contains many

clauses. 5. Compound sentence contains dependent

clause.

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Activity 35


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Instruction: Extend the following sentences with underlined transitional words provided.

1. Climate change is unpredictable, for this reason…______________________________

2. People abuse the nature, as a result…______________________________

3. Lily is keeping receipts, in any case…______________________________

4. Mother loves to cook that is why…______________________________

5. Joey jogs every morning, possibly…______________________________

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Activity 36


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Instruction: The following statements are in the form of compound sentence, underline the independent clauses and encircle the conjunction used.

1. "A man may die, while nations may rise and fall, but an idea lives on.” (John F. Kennedy)

2. "Any jackass can kick down a barn, but it takes a good carpenter to build one.” (Lyndon B. Johnson)

3. "It was dawn outside, a glowing gray, and birds had plenty to say out in the bare trees; at the big window were a face and a windmill of arms.” (David Foster Wallace, Infinite Jest, 1996)

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Activity 37


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4. "Tell the truth, work hard, and come to dinner on time."(Gerald R. Ford)

5. "I have often wanted to drown my troubles, but I can't get my wife to go swimming.” (Jimmy Carter)

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In this lesson the students are expected to:1. know what is a complex sentence;2. understand how a complex sentence is formed; and3. develop sentences using complex form..

Lesson 16

Complex Sentence

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Complex Sentence contains one independent clause and one or more dependent clauses.

Example: 1. She is smart, although she is not very pretty because she can carry herself well. 2. Every Christmas, when family reunites, they are taking family pictures.

Complex sentences may contain comma and relative pronoun, as shown in the given examples.

Remember This:

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Instruction: Use the following conjunctions to make a compound sentence. Expand it to make it in complex form.

1. And ____________________________2. But_____________________________3. For _____________________________4. Or _____________________________5. Yet_____________________________

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Activity 38


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Instruction: The following are in complex form of a sentence, categorize the independent clause and dependent clause, and write it inside the column that follows.

1. "Although volume upon volume is written to prove slavery a very good thing, we never hear of the man who wishes to take the good of it by being a slave himself."(Abraham Lincoln)

2. "When we remember we are all mad, the mysteries disappear and life stands explained."(Mark Twain)

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Activity 39


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3. "I think we ought to have as great a regard for religion as we can, so as to keep it out of as many things as possible."(Sean O'Casey, The Plough and the Stars)

4. "Courage is rightly esteemed the first of human qualities because it is the quality which guarantees all others."(Winston Churchill)

5. “Courage is rightly esteemed the first of human qualities because it is the quality which guarantees all others.”(Winston Churchill)

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Independent/ Main Clause Dependent/ Subordinate Clause

____________________

____________________

____________________

________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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In this lesson the students are expected to:1. identify the form other form of sentence;2. understand how the compound- complex a sentenceis formed; and3. give their own examples of sentence using this form.

Lesson 17

Compound-Complex Sentence

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Compound-Complex Sentence contains two or more independent clauses and one or more dependent clauses.

Example: I like the guy that I met recently, but

he already has a girlfriend and soon will get married.

In the above example, the independent clauses were underlined and the dependent clause was italicized.

Remember This:

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Instruction: Underline the independent clause and encircle the dependent clause on the following statements.

1. "In America everybody is of the opinion that he has no social superiors, since all men are equal, but he does not admit that he has no social inferiors, for, from the time of Jefferson onward, the doctrine that all men are equal applies only upwards, not downwards."(Bertrand Russell)

Activity 40


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2. "Hatred, which could destroy so much, never failed to destroy the man who hated, and this was an immutable law."(James Baldwin)

3. "The Druids used mistletoe in ceremonies of human sacrifice, but most of all the evergreen became a symbol of fertility because it flourished in winter when other plants withered."(Sian Ellis, "England's Ancient 'Special Twig,'" British Heritage, January 2001)

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4. "For in the end, freedom is a personal and lonely battle; and one faces down fears of today so that those of tomorrow might be engaged."(Alice Walker)

5. "We operate under a jury system in this country, and as much as we complain about it, we have to admit that we know of no better system, except possibly flipping a coin."(Dave Barry)

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Instruction: Write 5 compound- complex sentences using the following conjunctions and transitional words.1. And_____________________________________

_______________________________2. While____________________________________

_______________________________3. But______________________________________

_______________________________

Activity 41


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4. Although_____________________________ ___________________________________

5. Or__________________________________ ___________________________________

6. because______________________________7. for__________________________________

___________________________________8. possibly______________________________

___________________________________9. In case_______________________________

___________________________________10. so that______________________________

___________________________________

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___________Score: _____________

Chapter Test


1.Clause2.Object3.Simple4.Intransitive5.Transitive

Q O B J E C T H T G

E P A T T E R N O I

D W E S S A M A M S

E R A N L C P P P I

C G H X T O E H G N

L G J C V M R N D T

R S N G A P I Y I R

A F U T A K T C R A

T S I B N E I U E N

I I L I J M V I C S

V M L I T E V O T I

E P U H B N C T C T

N L I R L T S T A I

E E E Y U I R F T V

R V X C L A U S E E

C O M P L E M E N T

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Compound

Compound-Complex

Complex

1 independent clause 2

independent clauses

1 independent clause plus 1 or more dependent clauses

2 or more independent clauses plus 2 or more dependent clauses

Simple

Forms of Sentence

II. Explain the following illustration

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____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Reference

A.BooksAlabastro, Susana T., Panelo Teresa G.

Bridges to Better Communication I Acurantes, Dolores C.,Aranzano,

Roberta C., Makaalinao, Angelita P., Villanueva, Perla M. English Skills for College Freshman

Cabrera, Simplicio R., San Diego, Ana Marie B., Santos, Bienvenido V. Moving Ahead in English IV

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De la Cruz, Edna Montano, Florez, Magelende Magalona, Ladera, Helen Ponce de Leon. Ventures in Communication I

Flauta Romeo A., Master English Grammar in 28 days

“Writing and Grammar” Communication in Action Prentice Hall.Gold Level, Low Price Edition.Copyright @ 2004

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B. Electronic Sources - IMAGES001 Image-

http://duc.queensu.ca/adaptech/queens/thinking.jpg - January 4, 2010

002 Image-http://www.istockphoto.com/file_thumbview_approve/6801696/2/istockphoto_6801696-child-thinking.jpg –January 4,2010

003 Image-http://3pts.files.wordpress.com/2009/12/

christmas-eve.jpg -December 28,2010

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004 Image-http://www.mamasboyz.com/comics/strips/

aids/1.gif -December 28,2009

005Image-http://psy2.ucsd.edu/~kang/child

%20pictures/children-jump.jpg -December 28,2009

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Julie Anne Canino Mendoza was born on September 13, 1983 in Pasig Metro Manila. She finished her Elementary level in Siniloan Elementary School and Secondary in Famy National High School. She is a graduate of a two-year course (Associate in Information Technology) and continues studying in Laguna State Polytechnic University Siniloan Host Campus, with the degree Bachelor of Secondary Education. She is now in second year, taking up English as her field of specialization.. Her family is presently residing at #15- A Bonifacio St. Siniloan, Laguna.

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About The Authors

Maria Eden Religioso Gonzales was born on October 11, 1990, in Siniloan, Laguna. She finishedher

elementary level at Antonio Adricula Memorial Elementary School, and completed her high school in Famy National High School. She is now studying at Laguna State Polytechnic University, taking up a course of Bachelor of Secondary Education and decided to choose English as her field of specialization. Her family is residing at # 290 Brgy. Macatad Siniloan, Laguna.

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Date post:	21-Sep-2014
Category:	Education
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