SAN CARLOS COLLEGE

BASIC EDUCATION DEPARTMENT

Mabini St. San Carlos City, Pangasinan
S. Y. 2021 - 2022

WORKBOOK IN ENGLISH FOR GRADE 7

(FOR THE 1ST QUARTER)
S.Y. 2021 - 2022

GRAMMAR AWARENESS,
READING AND VIEWING
COMPREHENSION

by

KC B. Lomibao
Subject Teacher
 This workbook is prepared as an instructional material for learners who are not
allowed to attend face-to-face classes due to COVID-19 pandemic. It is simplified in order for
users to easily understand concepts and answer the activities even in the absence of the
teacher.

This workbook is all about grammar awareness, reading and viewing comprehension.
Wherein you will learn analogies, viewing and its genres, active and passive voice, simple
past and past perfect tenses, direct and reported speech, phrases, clauses, and sentences
and various reading styles. Wherein you will learn to comprehend and enrich your written
and spoken communication. After the lesson, there are activities that you need to answer.
Make sure that you will read and understand the lesson in order to answer all the questions
provided in this workbook.

Users’ Guide

For the Student/s:

1. Read thoroughly and follow the instructions in answering the learning activities
provided including the monthly formal examinations.
2. See to it that at the end of the prescribed period you will be able complete and comply
with the requirements given. The required submission of the learning activities and
formal examinations should be at the end of the month
3. Detach the parts to be submitted on time and the workbook remains with the
learner/s.
4. You can seek assistance from your parents/guardians in doing the activities given.
5. Follow the given sequences in this workbook, that is, you cannot proceed to the next
week/s topic/s if you have not complied with all the requirements for the present
week.

For the Parents/Guardians:

Your guidance and assistance to the learner/s is very much appreciated. Please see to
it that the instructions provided to the learner/s are carried out accordingly. You are a great
part in the success of the learner/s as the implementation of blended learning (online and
printed) is still carried out. Thank you very much!!

This Workbook Belongs to:

Name: _____________________________________________________________
Address: ___________________________________________________________
Grade and Section: ___________________________________________________

Please, contact your subject teachers or adviser in case you encounter problems or difficulties in
accomplishing the learning activities provided in this instructional material.

i
 TABLE OF CONTENTS
Page
Preface …………………………….………………………………………………………. i
Users’ Guide ………………………………………………………………………………. i
Table of Contents ………………………………………………………………………… ii
List of Learning Activities (LAS).………………………………………………...………. iv
List of Monthly Formal Examinations …………………………………………………… iv
FIRST QUARTER
GRAMMAR AWARENESS, READING AND VIEWING COMPREHENSION
Week 1 UNIT 1: UNDERSTANDING WORDS AND EXPRESSIONS ……….
Lesson 1: Analogies
Day 1 Relationships Between Words in Analogies ……………………………
LAS#1 What’s Our Relationship? ………………………………………………...
Day 2 Various Analogies …………………………………………………………
LAS#2 Find My Partner ……………………………………………………………
Day 3 Weekly Assessment ………………………………………………………
Week 2 UNIT 2: UNDERSTANDING VIEWING MATERIALS …………………
Lesson 1: Genres of Viewing Materials
Day 1 Different Genres of Viewing Materials ………………………………….
LAS#3 Guess My Genre ………………………………………………………….
Day 2 Examples of the Genres for Viewing Materials ………………………..
LAS#4 Different Genres of Viewing ……………………………………………...
Day 3 Weekly Assessment ………………………………………………………
Week 3 UNIT 3: GRAMMATICAL AWARENESS ………………………………
Lesson 1: Active and Passive Voice
Day 1 Voices of the Verb …………………………………………………………
LAS#5 Am I Active or Passive? …………………………………………………..
Day 2 Transforming Statements in Passive and Active and Vice Versa …….
LAS#6 Transform Me! ………………………………………………………………
Day 3 Weekly Assessment ………………………………………………………..
Week 4 Lesson 2: Simple Past and Past Perfect Tenses …………….
Day 1 Past and Past Perfect Tenses of the Verb ……………………………….
LAS#7 Simple and Perfect ………………………………………………………….
Day 2 Using Past and Past Perfect Tenses ……………………………………..
LAS#8 Past and Past Perfect ………………………………………………………
Day 3 Weekly Assessment ………………………………………………………...
FIRST MONTHLY FORMAL EXAMINATION ……………………………………………

ii
Week 5 Lesson 3: Direct and Reported Speech …………………………
Day 1 Direct and Reported Speech ………………………………………………...
LAS#9 Am I Direct or Reported Speech? ………………………………………...…
Day 2 Transforming Direct to Reported Speech and Vice Versa ………………..
LAS#10 TRANSFORM-er ………………………………………………………………
Day 3 Weekly Assessment …………………………………………………………..
Week 6 UNIT 4: PHRASES, CLAUSES, AND SENTENCES ……………………..
Lesson 1: Phrases and Clauses
Day 1 Phrase and Clause …………………………………………………………….
LAS#11 Phrase vs Clause ………………………………………………………………
Day 2 Phrases and Clauses Used in a Sentence ………………………………….
LAS#12 Am I Phrase or Clause? ……………………………………………………….
Day 3 Weekly Assessment ……………………………………………………………
Week 7 Lesson 2: Sentences …………………………………………………
Day 1 Parts of a Sentence …………………………………………………………….
LAS#13 Subject or Predicate? …………………………………………………………..
Day 2 Kinds of Sentences ……………………………………………………………..
LAS#14 One of a KIND …………………………………………………………………...
Day 3 Weekly Assessment …………………………………………………………….
Week 8 UNIT 5: READING COMPREHENSION ………………………………………
Lesson 1: Using Appropriate Reading Style
Day 1 Reading Styles ……………………………………………………………………
LAS#15 What’s Your Style? ……………………………………………………………….
Day 2 Using Appropriate Reading Styles ………………………………………………
LAS#16 Skim and Scan …………………………………………………………………….
Day 3 Weekly Assessment ………………………………………………………………
SECOND MONTHLY FORMAL EXAMINATION ……………………………………………..
References ………………………………………………………………………………………..

iii
 LIST OF LEARNING ACTIVITY SHEETS (LAS)
LAS # Page
1 What’s Our Relationship? ………………………………………….
2 Find My Partner ……………………………………………………..
3 Guess My Genre …………………………………………………….
4 Different Genres of Viewing ……………………………………….
5 Am I Active or Passive? …………………………………………....
6 Transform Me! ……………………………………………………….
7 Simple and Perfect ………………………………………………….
8 Past and Past Perfect ………………………………………………
9 Am I Direct or Reported Speech? …………………………………
10 TRANSFORM-er ……………………………………………………..
11 Phrase vs Clause ……………………………………………………
12 Am I Phrase or Clause? …………………………………………….
13 Subject or Predicate? ……………………………………………….
14 One of a KIND ………………………………………………………..
15 What’s Your Style? ………………………………………………….
16 Skim and Scan ………………………………………………………

LIST OF MONTHLY FORMAL EXAMINATIONS

MONTHLY EXAMINATION Page

1st Monthly Formal Examination ……………………………………………

2nd Monthly Formal Examination …………………………………………..

iv
WEEK 1 (August 16-21, 2021)

UNIT 1: UNDERSTANDING WORDS AND EXPRESSIONS

LESSON 1: ANALOGIES

At the end of this week, the student should be able to:

a. Determine the relationships between words in analogies.
b. Complete various analogies.

Words for study:

 board - get on or into (a ship, aircraft, or other vehicle)
 mount – to climb upstairs, surface, hill or another rising surface

Day 1: Relationships Between Words in Analogies

An analogy shows the relationship between words. It helps us learn meanings of
unfamiliar words by determining the relationship between the given words.
Analogy is also a form of reasoning which compares one thing with another in order
to make a particular point. Look at the example below
book : page :: hand : finger
The analogy above is read as “book is to page as hand is to finger.” In this example,
the relationship is between a whole and its parts. A page is a part of a book while finger is
part of a hand.
board : train :: mount : horse
In this analogy, the focus is on the action or movement used in a particular mode of
transportation. Although the first example describes an inanimate object (train) while the
second example depicts an animal, these two sets share similar characteristics in terms of its
usage and function.
Below are some examples of relationships that may occur between or among words
in an analogy:

1. Whole to Part 4. Synonyms

student : class :: sibling : family soft : fluffy :: beautiful : gorgeous
stove : kitchen :: bed : bedroom hard-working : diligent :: bored : unmotivated
2. Item to Category 5. Object to Use
penguins : birds :: gecko : reptiles soap : body :: shampoo : hair
leather : materials :: duffel : bag scissors : paper :: knife : bread
3. Antonyms 6. Function
sleepy : wakeful :: motivated : lazy pencil : writing :: paintbrush : painting
empathy : apathy :: kindness : evil oil : to cook :: gasoline : to drive

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 SAN CARLOS COLLEGE
BASIC EDUCATION DEPARTMENT
Mabini St. San Carlos City, Pangasinan
S. Y. 2021 - 2022

LEARNING ACTIVITY SHEET No. 1

Name: ______
Grade Level: 7
Date Performed: ____ _
Subject: English
Type of Activity:
Concept Note Laboratory Activity Formal Theme Quiz
Skill/Exercises/Drill Drawing/Arts Informal Theme Others:

Activity: Title: What’s Our Relationship?

Learning Target/s: Determine the relationships between words in analogies.

II. Determine how the two sets of words are related to one another.
Example: Function feet : walk :: tongue : taste
_______________ 1. drummer : band :: soldier : army
_______________ 2. sunflowers : yellow :: water : blue
_______________ 3. petite : small :: huge : big
_______________ 4. friend : foe :: rich : poor
_______________ 5. ordinary : plain :: extraordinary : unique
_______________ 6. eggplant : vegetable :: pasta : carbohydrates
_______________ 7. shovel : dirt :: pail : water
_______________ 8. notebook : taking notes :: camera : taking pictures
_______________ 9. finger : hand :: leaf : tree
_______________ 10. whisper : quiet :: shout : loud

II. Give example of each the following types of analogies.

1. Synonyms - ____________________________________________
2. Antonyms - ____________________________________________
3. Whole to part - ____________________________________________
4. Object to use - ____________________________________________
5. Function - ____________________________________________

Reference: QUIPPER

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Day2: Various Analogies
An analogy contains sets of words in which there is a common relationship between
the sets. It compares or contrasts set of ideas that may seem to have no relationship at all.
Also, an analogy is a form of reasoning which compares to make a particular point.
Example:

flamingo : bird :: grizzly : bear

true : real :: fake : false

In the first example, a flamingo is a type of a bird, while grizzly is a type of a bear.
For the second example, the relationship is that these words are opposites or
antonyms.
The colon (:) is used to split the analogy into two parts. The first part is the left-hand
side of the double colon, “flamingo : bird,” while the second part is the right hand side, “grizzly
: bear” Keep in mind that the first set of words presents a relationship that is the same or alike
as the second set of words. One possible way to read or verbalize an analogy is like this
example: famingo is to bird as grizzly is to bear.
Example:
soldier : army :: musician : band soldier is to army as musician is to band
circle : shape :: sunflower : flower circle is to shape as sunflower is to flower
float : sink :: hardworking :: lazy float is to sink as hardworking is to lazy
anxiety : worry :: winner : victor anxiety is to worry as winner is to victor
brush : teeth :: comb : hair brush is to teeth as comb is to hair
feet : walk :: tongue : taste feet is to walk as tongue is to taste

In short, to solve analogies, you need first to analyze what type of relationship does
the two words have with one another. Usually, you will see an analogical problem like this:

finger : hand :: toe :: _______

Start with the left-hand analogy first. What is the relationship of the finger to the hand?
Did you think that it is a part of the hand?
Now that you know that it is a part to the whole relationship, transfer that idea to the
right-hand analogy. In what part can you see the toe?
If you thought of foot, you’ve just solved your first analogy!

SAN CARLOS COLLEGE

3
 BASIC EDUCATION DEPARTMENT
Mabini St. San Carlos City, Pangasinan
S. Y. 2021 - 2022

LEARNING ACTIVITY SHEET No. 2

Name: ______
Grade Level: 7
Date Performed: ____ _
Subject: English
Type of Activity:
Concept Note Laboratory Activity Formal Theme Quiz
Skill/Exercises/Drill Drawing/Arts Informal Theme Others:

Activity: Title: FIND MY PARTNER

Learning Target/s: Complete various analogies.

I. Complete each analogy by supplying the missing word.

1.Bicycle is to cyclist as airplane is to _________.

2.Broom is to sweep as knife is to _________.
3.Cat is to kitten as goat is to _________.
4.Courage is to fearless as mercy is to _________.
5. Ice is to cold as fire is to _________.
6.Cavite is to Luzon as Cebu is to _________.
7.Thursday is to weekday as Sunday is to _________.
8.Thrilling is to exciting as boring is to _________.
9. Up is to down as high is to _________.
10. Scissors is to cut as pencil is to _________.
II. Translate the analogies into sentences.
1. small : little :: big : huge _______________________________________
2. nose : smell :: tongue : taste _______________________________________
3. ring : finger :: crown : head _______________________________________
4. poverty : poor :: wealthy : rich _______________________________________
5. obese : fat :: slender : thin _______________________________________

Reference: QUIPPER

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Day 3: Weekly Assessment
Name: __________________________________________ Score: ________
Grade and Section: ________________________________

COMPLETE AND COMPARE

Fill in each blank with the correct word to complete the analogy and determine how the
two sets of words are related to one another.
Example: ______________ circle : shape :: sunflower : __________ (pot, flower, cloud)
Answer:
Item Category circle : shape :: sunflower : flower

_______________ 1. begin : end : : open : (2.)___________________

(reach, unlock, close)
_______________ 3. detective : inspector : : teacher : (4.)___________________
(professor, student, child)
_______________ 5. top : bottom : : large : (6.)___________________
(huge, small, many)
______________ 7. hear : listen : : see : (8.)___________________
(feel, watch, smell)
______________ 9. nose : face : : elbow : (10.)___________________
(arm, wrist, knee)
______________ 11. intelligence : stupidity : : beautiful : (12.)___________________
(glamorous, ugly, pretty)
______________ 13. tires : ambulance : : knob : (14.)___________________
(horn, door, typewriter)
______________15. clue : hint : : cup : (16.)___________________
(mug, saucer, drink)
______________ 17. boy : girl : : day : (18.)___________________
(sun, night, star)
______________ 19. top : bottom : : large : (20.)___________________
(huge, small, many)

5
WEEK 2 (August 23-28, 2021)

UNIT 2: UNDERSTANDING VIEWING MATERIALS

LESSON 1: GENRES OF VIEWING MATERIALS

At the end of this week, the student should be able to:

a. Identify the genre of the material viewed.
b. Write examples of the genres for viewing materials.

Words for study:

 accessible - able to be reached or entered
 humidity - is the amount of water vapor in the air
 television - a system for transmitting visual images and sound that are
reproduced on screens, chiefly used to broadcast programs for
entertainment, information, and education

Day 1: Different Genres of Viewing Materials

When television was first invented, the television or TV was called ‘boob tube’; boob
means stupid and tube pertains to TV which was made of vacuum tubes before. Boob tube
then directly translates to television for stupid people. This is because of the notion that
mindlessly watching television while sitting on the couch all day makes you stupid.
Watching TV was considered a passive activity before. However, television in the 20th
century marked a distinctive historical change in the media landscape. Today, the television
phenomenon is brought to a higher level of interactive experience. This milestone in media
resulted in another communicative skill that must be learned. Viewing is no longer a
receptive, passive experience but turned into an active meaning-construction where viewers
can also provide feedback. The challenge now lies on how viewers can become responsible,
mature users of such technology
1. News flash

News are triggered by the current events in the society. When a highly
significant news comes in, television networks prioritize airing it. We sometimes
experience this in the middle of watching a highly anticipated where it is suddenly
interrupted by a clip featuring a news anchor. The immediacy to spread the information
is viable to deliver news.
This kind of viewing material that is part of a commercial break showing a short
broadcast of a current event is called a news flash.
Example: 24 Oras News Alert, Flash Report

6
2. Weather report

It is usually a part of an entire news program that tells and foretells weather
conditions in a specific area. Where the reports vary a lot in how much information
they contain. The simplest and shortest weather report contains only one piece of
information. The present temperature this is the type of report you often read on the
radio. More detailed weather reports also contain information about precipitation, wind
speed and direction, relative humidity, atmospheric pressure and other things as well.

Example: I Am Ready, Weather, Weather Lang

3. Internet-Based Program

Online videos are very popular among all digital users for it is a quick, easy
access to a repertoire of information across all disciplines. Online videos that range
from popular culture, interests, academics, technical skills, and even historical and
current events are available on the web. One of the famous streaming websites is
YouTube, where users can upload and download thousands of videos coming from
different people from all walks of life.

Example: DepEd Commons, Netflix, Slideshare, Yahoo, Youtube

4. Movie trailer

Before watching a film, you want to know what it is about and whether it is
interesting enough that when you go to the cinema, you will get your money’s worth. A
type of viewing material called a trailer shows you a series of snips piled together that
tells the gist of the movie. The trailer is a sneak peak of the movie made for viewers’
anticipation and finally to make moviegoers watch the entire film.
Filmmakers and film producers make sure the trailer is engaging enough because
half of the movie’s success is through how the trailer invites moviegoers into watching
the film.

Example: Seven Sundays, One More Chance, Hello, Love, Goodbye

5. Documentary

It is a research-based reporting that deals with a specific topic with a format. It

could be a television program or a film which shows real event or provides information
about a particular subject. It depicts societal issues and aims to raise awareness among
its audience. It presents objective information and uses real characters.

Example: I-Witness, Frontrow

7
 SAN CARLOS COLLEGE
BASIC EDUCATION DEPARTMENT
Mabini St. San Carlos City, Pangasinan
S. Y. 2021 - 2022

LEARNING ACTIVITY SHEET No. 3

Name: ______
Grade Level: 7
Date Performed: ____ _
Subject: English
Type of Activity:
Concept Note Laboratory Activity Formal Theme Quiz
Skill/Exercises/Drill Drawing/Arts Informal Theme Others:

Activity: Title: Guess My Genre

Learning Target/s: Identify the genres of various viewed text such as movie
trailer, newsflash, internet-based program, documentary, weather report.

I. Identify the genre of the material viewed in each of the following situations.
Choose your answer in the box.
News flash Weather report Internet-based
Movie trailer Documentary

__________________1. Norie was asked to watch the segment of Kuya Kim, Weather,
Weather Lang in TV Patrol to answer the given question regarding
typhoon Ambo. What genre is the highlighted program?
__________________2. Henricson, a grade 7 student, was assigned to make a reaction
paper regarding a short preview of the film Coco.
__________________3. Rhoda wanted to list down the important points from the
research-based reporting on bullying of I-Witness in GMA 7. What
do you think is the genre of the highlighted program?
__________________4. The Flash Report on GMA 7 interrupted the favorite show of Jacob.
What is the genre of the highlighted program?
__________________5. Beverly accessed DepEd Commons to answer the activity in English.
What kind of genre is the highlighted program?
II. Answer the following questions. Write your answer at the back part of this page.
(3 points each)
1. How do we identify news flash in the television?
2. How about weather forecast?
3. What are the things that we should consider in identifying the genre of material viewed?

Reference: QUIPPER

8
Day 2: Examples of the Genres for Viewing Materials
For the longest time television has been the most common platform used for viewing
but the emergence of digital technology has changed the viewing landscape making online
materials also readily available or accessible. Combining both platforms here are some of the
video genres that you may have already encountered:

1. News Flash
- is a single item of important news that is aired separately and often interrupts
other programs
Example:
24 Oras News Alert Flash Report

2. Weather Report
– is usually a part of an entire news program that tells and foretells weather
conditions in a specific area

Example:
I Am Ready Weather, Weather Lang

3. Internet-Based Program
– is a program that is informative and can be accessed through a website

Example:
DepEd Commons Netflix

9
 Slideshare Youtube

4. Movie trailer
– is a short clip from a film while a movie clip itself is the long version

Example:
Seven Sundays One More Chance

Miracle in Cell No. 7

5. Documentary
- is research-based reporting that deals with a specific topic and format

Example:
I-Witness Frontrow

10
 SAN CARLOS COLLEGE
BASIC EDUCATION DEPARTMENT
Mabini St. San Carlos City, Pangasinan
S. Y. 2021 - 2022

LEARNING ACTIVITY SHEET No. 4

Name: ______
Grade Level: 7
Date Performed: ____ _
Subject: English
Type of Activity:
Concept Note Laboratory Activity Formal Theme Quiz
Skill/Exercises/Drill Drawing/Arts Informal Theme Others:

Activity: Title: Different Genres of Viewing

Learning Target/s: Identify the genres of various viewed text such as movie
trailer, newsflash, internet-based program, documentary, weather report.

Watch and/or search for each video content below. Then, identify to which genres do
they belong. Put a check mark on the appropriate column.

Internet-
Program News Movie Documentary Weather based
Flash Trailer Forecast program

1. Motorcycle Diaries
2. I Am Ready GMA Weather
3. Amazing Earth
4. Preview of Muro Ami
5. DepEd Commons
6. Investigative Programs
7. Weather, Weather Lang
8. Netflix
9. Aksyon Weather
10. Breaking News
11. I Witness

11
12.Slideshare
13. Flash Report
14. Frontrow
15.Youtube

Reference: QUIPPER

Day 3: Weekly Assessment

Name: __________________________________________ Score: ________
Grade and Section: ________________________________

GENRES OF MATERIALS VIEWED

Write 3 examples of program or videos of different genres.

Genre Sample TV/Internet Program

1.

2.
News Flash
3.

4.

5.
Movie Trailer
6.

7.

8.
Documentary
9.

10.

11.
Weather Forecast
12.

Internet-Based Program 13.

12
 14.

15.

Reference: QUIPPER

WEEK 3 (August 30- September 04, 2021)

UNIT 3: GRAMMATICAL AWARENESS

LESSON 1: ACTIVE AND PASSIVE VOICE

At the end of this week, the student should be able to:

a. Recognize the difference between active and passive voice.
b. Transform statements from active to passive voice and vice versa.

Words for study:

 doer – the person who does something
 verb – a word used to describe an action, state, or occurrence, and forming the
main part of the predicate of a sentence, such as hear, become, happen
 voice – it shows whether the subject of a sentence is doing the action or having
the action done to it

Day 1: Voices of the Verb

Active Voice
The verb is in the active voice when the subject does the action.
The active voice occurs when the subject of the sentence acts as the performer or doer of the
action.
The teachers prepared the materials for their classes.

subject

doer of the action

Here, the doer of the action are the teachers and the verb “prepared” is in active voice.

Doer Verb Reciever

1. Engineers build road and bridges
13
 2. Policemen maintain peace and order in our
community.

Passive Voice
When action is done to the subject, the verb is in the passive voice.
The passive voice indicates that the subject of the sentence is the receiver of the action.
Example:

The materials were prepared by the teachers for their classes

subject

receiver of the action doer of the action

Here, the subject materials are not the doer of the action but the receiver of the action as the
doer is found in the predicate. Action is done to the subject and the verb "were prepared" is in
the passive voice. 
The materials were prepared by the teachers for their classes
Reciever Passive verb Doer
1. Roads and bridges are built by engineers.
2. Peace and order in are maintained by policemen.
our community

Active Voice Passive Voice

He kills a snake. A snake is killed by him.

We had helped him. He had been helped by us.

She will write a letter. A letter will be written by her.

14
 She is singing a song. A song is being sung by her.

They have watered the plants. The plants have been watered by them.

SAN CARLOS COLLEGE

BASIC EDUCATION DEPARTMENT
Mabini St. San Carlos City, Pangasinan
S. Y. 2021 - 2022

LEARNING ACTIVITY SHEET No. 5

Name: ______
Grade Level: 7
Date Performed: ____ _
Subject: English
Type of Activity:
Concept Note Laboratory Activity Formal Theme Quiz
Skill/Exercises/Drill Drawing/Arts Informal Theme Others:

Activity: Title: Am I Active or Passive?

Learning Target/s: Recognize the difference between active and passive voice.

Tell whether the sentence is in active or passive voice. Write your answer on the blank.
(Hint: In these sentences look for the person who is carrying out the action).
___________1. Mark was eating an apple.
___________2. The picture was painted by Bob.
___________3. Tina opened the present.
___________4. The phone was being used by Mr. Thomas.
___________5. The card was made by Fred.
___________6. The doctor visited her patients in the hospital.
___________7. The medicine was administered by the nurse to the patients.
___________8. The lesson was delivered in a well-panned session.
___________9. Dr. Peralta reminded the teachers to submit their reports.
___________10. The fire prevention report was drafted by Lester.

15
Reference: QUIPPER

Day 2: Transforming Statements in Passive and Active and Vice Versa

In transforming a verb from active to passive or vice versa, take note of the tense of
the verb. If the verb in active voice is in present tense, the passive vice should also be in
passive voice and vice versa. However, the form of the verb as to –s or simple forms vary
depending on the number of the subjects. In passive voice, the main verb is usually
introduced by an auxiliary verb.
tense of the verb

If the verb in the active voice is in present tense,

the passive voice should also be in present tense.

However, the form of the active verb as to s or simple forms vary depending on the
number of the subjects. In the passive voice, the passive verb is in the past participle form
and it is always introduced by the different forms of the auxiliary verb “be”

forms of the auxiliary verb “be”

am was
is were
are been
being

Example:
Active
The homeroom teacher conducts a survey.
subject verb

singular
singular
simple present tense

16
Passive
 A. Simple Present Tense

Active: Jayson prepares his meals.

Passive: His meals are prepared by Jayson

B. Simple Past Tense

Active: Ethan informed his clients on the status of their order.

Passive: His clients were informed by Ethan on the status of their order.

C. Simple Future Tense

Active: The students will submit their report tomorrow.

Passive: Their report will be submitted by the students tomorrow.

D. Present Perfect Tense

Active: The school has begun online classes.

Passive: Online classes have begun in the school.

E. Past Perfect Tense

Active: The principal had given the teachers permission to run online classes.
Passive: Permission to run online classes had been given by the principal to the
teachers.

F. Future Perfect Tense

Active: Anthony will have baked the cake before he leaves.

Passive: The cake will have been baked by Anthony before he leaves.

Active and passive voices of the verb may also occur in the progressive tense.

17
 SAN CARLOS COLLEGE
BASIC EDUCATION DEPARTMENT
Mabini St. San Carlos City, Pangasinan
S. Y. 2021 - 2022

LEARNING ACTIVITY SHEET No. 6

Name: ______
Grade Level: 7
Date Performed: ____ _
Subject: English
Type of Activity:
Concept Note Laboratory Activity Formal Theme Quiz
Skill/Exercises/Drill Drawing/Arts Informal Theme Others:

Activity: Title: Transform Me!

Learning Target/s: Transforming statements in passive and active and vice versa.
These are all written in active voice. Change each sentence into passive voice.
(2 points each)
1. The actors had performed the play by Shakespeare.
_____________________________________________________________________________________

2. A stone smashed the window.

_____________________________________________________________________________________

3. The boys pushed the tree over.

_____________________________________________________________________________________

4. James climbed the ladder.

_____________________________________________________________________________________

These are all written in passive voice. Change each sentence into active voice.
(2 points each)

18
1. The football was kicked by Luke.
_____________________________________________________________________________________

2. The knife was left on the table by Julie.

_____________________________________________________________________________________

3. A state of calamity was declared by the mayor.

_____________________________________________________________________________________

4. Cups of coffee were prepared by her mother for classmates.

_____________________________________________________________________________________

Reference: QUIPPER

Day 3: Weekly Assessment

Name: __________________________________________ Score: ________
Grade and Section: ________________________________

Write A if the statement is in an active voice and P if it is in passive form. Then,

transform each statement from active to passive and vice versa.

________1. The friends skated together.

2. ________________________________________________
________3. The movie was watched by everyone.
4. ________________________________________________
________5. Khea sings lovely songs.
6. ________________________________________________
________7. A race will be run by them.
8. ________________________________________________
________9. I was writing a letter.
10. ________________________________________________
________11. Elders should be respected.
12. ________________________________________________
________13. People will admire him.
14. ________________________________________________
________15. A house is being built by Tom.
16. ________________________________________________
19
 ________17. The governor ordered the closure of all provincial borders.
18. ________________________________________________
________19. The servant prepared a cup of coffee.
20.________________________________________________

WEEK 4 (September 06-11, 2021)

LESSON 2: SIMPLE PAST AND PAST PERFECT TENSES

At the end of this week, the student should be able to:

a. Indicate past actions using the past and past perfect tenses of the verb.
b. Use the past and past perfect tenses correctly in varied contexts.
Words for study:
 indicator - a thing, especially a trend or fact, that indicates the state or level of
something
 past - gone by in time and no longer existing
 verb – a word used to describe an action, state, or occurrence, and forming the
main part of the predicate of a sentence, such as hear, become, happen

Day 1: Past and Past Perfect Tenses of the Verb

Simple past tense of the verb
- is used to express an action that happened and ended in the past. For regular
verbs, past tense verbs end with –d or –ed while irregular verbs form their past usually by
either changing or retaining their spelling. Commonly, simple past is signaled by time
indicators in the past, e.g. last week, yesterday, a year ago, etc.
Example:
Victoria and Hilario visited their grandparents yesterday.
Adoracion and Mauro bought grocery items.
Past perfect tense
- narrates past actions and events. A sentence that uses past perfect tense
provides two actions in the past wherein the first past action or condition is completed ahead
of another past action. It is usually formed using the following structures:
Ordinary Form:
20
 had + past participle of the verb
Continuous Form:
had been + verb –ing
Example:
Mercy had eaten her breakfast before Juanito asked her to do so.
past perfect tense simple past tense

In the given example, both actions happened in the past. However, one action took
place first before another one happened. In this context, the past perfect tense portrays an
earlier action before another action happened as portrayed by the simple past tense.

Examples:

Base Form Simple Past Tense Past Perfect Tense

had worked
1. work worked

2. speak
spoke had spoken

3. land landed had landed

4. talk talked had talked

5. make made had made

6. tell told had told

7. plant planted had planted

8. find found had found

9. harvest harvested had harvested

10. break broke had broken

21
 SAN CARLOS COLLEGE
BASIC EDUCATION DEPARTMENT
Mabini St. San Carlos City, Pangasinan
S. Y. 2021 - 2022

LEARNING ACTIVITY SHEET No. 7

Name: ______
Grade Level: 7
Date Performed: ____ _
Subject: English
Type of Activity:
Concept Note Laboratory Activity Formal Theme Quiz
Skill/Exercises/Drill Drawing/Arts Informal Theme Others:

Activity: Title: Simple and Perfect

Learning Target/s: Indicate past actions using the past and past perfect tenses of
the verb.
Write the simple past and past perfect tense of the verb.

Base Form Simple Past Tense Past Perfect Tense

1. bite

2. hold

3. burn

4. become

22
 5. find

6. throw

7. fight

8. draw

9. go

10.cut

Reference: QUIPPER

Day 2: Using Past and Past Perfect Tenses

There are time expressions used in indicating past perfect tense. After, as soon
as, the moment that and until are used before the past perfect tense while before, when
and by the time are used before the simple past.
Examples:
When Flor called him, Nestor had been planting the seeds.

simple past past perfect continuous

Delia had prayed the rosary by the time Ben arrived.

past perfect tense simple past tense

Rey had finished the movie before Susan told him to sleep.

past perfect tense simple past tense

After Estela had finished the dress, Francis sold the item.

past perfect tense simple past tense

23
 The moment that Macky had left his house, Mia prayed for his safety.

past perfect tense simple past tense

As soon as Gina and Dodong had received their license, they started driving their own car.

past perfect tense simple past tense

SAN CARLOS COLLEGE

BASIC EDUCATION DEPARTMENT
Mabini St. San Carlos City, Pangasinan
S. Y. 2021 - 2022

LEARNING ACTIVITY SHEET No. 8

Name: ______
Grade Level: 7
Date Performed: ____ _
Subject: English
Type of Activity:
Concept Note Laboratory Activity Formal Theme Quiz
Skill/Exercises/Drill Drawing/Arts Informal Theme Others:

Activity: Title: Past and Past Perfect

Learning Target/s: Use the past and past perfect tenses correctly in varied
contexts.

Choose the correct past perfect tense of the verb in each sentence.
1. The witness (had testify, had testifying, had testified) before the court adjourned.
2. I went to school after I (had recovered, have recovered, has recovered) from my sickness.
3. He (has read, had read, had reading) the novel before he saw the movie.
4. By the time I arrived home, he (had went, had go, had gone) to bed.
5. I asked him to pay my watch since he (had lost, had lose, had loosing) it.
Give the past perfect tense form of the verbs in the parentheses.
24
(read) 1. After I ________ Helen Keller’s Story of My Life I prepared a report on it.
(write) 2. Jose Rizal ______ Noli Me Tangere before he worked on El Filibusterismo.
(leave) 3. Before you arrived, the participants ________ the library.
(go) 4. By the time the principal announced the meeting, some of the teachers ________
home.
(give) 5. When I asked for the receipt, she ________ it to the wrong person.

Reference: QUIPPER

Day 3: Weekly Assessment

Name: __________________________________________ Score: ________
Grade and Section: ________________________________

CHAIN MESSAGE
Complete the given dialogue using the pattern. Indicate the appropriate use of the
simple past and the past perfect tenses. (2 points each)

Tessa : I had finished my assignment when my mom arrived.

Meno : My mom had arrived before dad cooked for our dinner.

Tessa : Dad had cooked for our dinner before we watched TV.

Meno : We had watched TV __________________________________________________.

Tessa : ___________________________________________________________________.

Meno : ___________________________________________________________________.

25
Tessa : ___________________________________________________________________.

Meno : ___________________________________________________________________.

Tessa : ___________________________________________________________________.

Meno : ___________________________________________________________________.

Tessa : ___________________________________________________________________.

Meno : ___________________________________________________________________.

FIRST MONTHLY FORMAL EXAMINATION

IN ENGLISH 7

Name: _____________________________________________________Score: _________

I. A. Read and analyze each item. Encircle the letter of the correct answer.
1. A/an __________ shows the relationship between words.
a. analogy c. context cue
b. lexical cue d. expression
2. Which of the following analogies shows a part to whole relationship?
a. singer : choir c. rain : storm
b. tears : water d. battery : electricity
3. Which of the following is an analogy that shows characteristic or action?
a. author : writing c. airplane : sailboat
b. scientist : guessing d. lawyer : law
4. Complete the analogy below.
Bed is for sleeping as pen is for __________.
a. writing c. coloring
b. painting d. highlighting
5. Complete the analogy below.
Tongue is for tasting as ear is for __________.
a. hearing c. smelling
b. feeling d. touching
6. Complete the analogy below.

26
 Rose is to flower as pit bull terrier is to __________.
a. dog c. cat
b. kangaroo d. elephant
7. Complete the analogy below.
Jose Rizal is to Laguna as Andres Bonifacio is to _________.
a. Manila c. Cavite
b. Batangas d. Antipolo
8. Complete the analogy below.
Sound is to word as sentence is to __________.
a. paragraph c. essay
b. phrase d. composition
9. Belen, a grade 7 student, was assigned to make a reaction paper regarding a short
preview of the film Moana. What is the genre of the highlighted program?
a. movie trailer c. news flash
b. weather report d. documentary

10. The Flash Report on GMA 7 interrupted the favorite show of Ana. What is the genre of
the highlighted program?
a. movie trailer c. news flash
b. weather report d. documentary
11. The teachers prepared the materials for their classes. What is the subject in the
sentence?
a. teacher c. classes
b. prepared d. materials
12. The materials were prepared by the teachers for their classes. What is the receiver of the
action?
a. teacher c. classes
b. prepared d. materials
13. What is the simple past form of the verb “go”?
a. gone c. went
b. goes d. came
14. What is the past perfect tense of the verb “run”?
a. had run c. run
b. were ran d. ran
15. Complete the sentence below.
Delia had prayed the rosary by the time Ben __________.
a. arrived c. arrive
b. had arrived d. arriving
B. Complete each analogy by writing the correct words from the choices. Then, write
whether its type is whole to part, item to category, synonyms, antonyms, object to use
or function.
27
1. Soft is to loud as slow is to _______________________. (quiet, quick, sluggish)
Type: __________
2. Smart is to intelligent as beautiful is to _________________. (pretty, ugly, unpleasant)
Type: __________
3. Thumb is to hand as toe is to _____________. (foot, head, shoulder)
Type: _________
4. Underground River is to Palawan as Chocolate Hills is to______. (Siargao, Bohol, Cebu)
Type: _________
5. Shovel is to dig as helmet is to_______. (expose, harm, protect )
Type: _________

II. Match the title to the appropriate genre used. Write the letter of the correct answer
on the blank provided.
Column A Column B
____1. 24 Oras News Alert A. News Flash
____2. Kilos Na! Environmental Conservation B. Weather Report
____3. Battle of Manila 1945 C. Internet-Based Program
____4. I-Witness: Lake Sebu D. Movie Trailer
____5. Seven Day Trailer E. Documentary
____6. Youtube
____7. Frontrow
____8. I Am Ready
____9. Deped Commons
____10. One More Chance Trailer
III. Write A if the statement is in active voice and P if it is in passive form.
____1. The doctor visited her patients in the hospital.
____2. The medicine was administered by the nurse to the patients.
____3. The lesson was delivered in a well-planned session.
____4. Claudine Gayle reminded the teachers to submit their reports.
____5. The fire prevention report was drafted by Edward.
____6. Bea’s chin underwent a medical procedure yesterday.
____7. The seeds were distributed as part of urban farming project.
____8. Josephine dedicated her life to serve her husband.
28
____9. Carlo’s car was bought from a car shop last month.
____10. The king ordered the arrest of lawless citizens.
IV. Answer the statements below by boxing the past perfect tense, circling the simple
past tense and underlining the time expression used in each sentence.
1. He had told me before that he was in Europe
2. The storm had landed on land before classes were suspended.
3. He was very happy after he had found his watch.
4. He had broken his eyeglasses before he told his mother.
5. By the time the flood came the farmers had harvested the rice.
6. He succeeded after he had worked so hard.
7. Before it rained hard, the farmers had planted the rice.
8. He had gone to college, before he was awarded a scholarship.
9. After he had thought hard, he answered the teacher’s question.
10. When the girls had made the sandwiches the boys brought the juice.
WEEK 5 (September 13-18, 2021)

LESSON 3: DIRECT AND REPORTED SPEECH

At the end of this week, the student should be able to:

a. Identify the difference between direct speech and reported speech.
b. Transform direct speech to reported speech and vice versa.
Words for study:
 speech - the expression of or the ability to express thoughts and feelings by
articulate sounds
 verb - a word used to describe an action, state, or occurrence, and forming the
main part of the predicate of a sentence, such as hear, become, happen

Day 1: Direct and Reported Speech

In direct speech, the message of the speaker is conveyed or reported in his own
actual words without any change. It is also known as quoted speech. The exact message of
the speaker is enclosed by quotation marks “….”
Examples: The boy said, “I ate pancakes.”
The mother ordered, “Clean the house.”
“Is everything clear?” asked John.

29
 A direct speech commonly has a reporting clause, reporting verb, reported clause
and reported verb.
Examples: Reporting clause - The boy said, “I ate pancakes.”
Reporting verb - The boy said, “I ate pancakes.”
Reported clause - The boy said, “I ate pancakes.”
Reported verb - The boy said, “I ate pancakes.”

Reported speech is also known as indirect speech. It is a report on what

someone else said or wrote without using that person's exact words. Unlike direct speech, it
doesn’t have quotation marks.
Examples: The boy said that he had eaten pancakes.
The mother ordered to clean the house.
John asked if everything was clear.

SAN CARLOS COLLEGE

BASIC EDUCATION DEPARTMENT
Mabini St. San Carlos City, Pangasinan
S. Y. 2021 - 2022

LEARNING ACTIVITY SHEET No. 9

Name: ______
Grade Level: 7
Date Performed: ____ _
Subject: English
Type of Activity:
Concept Note Laboratory Activity Formal Theme Quiz
Skill/Exercises/Drill Drawing/Arts Informal Theme Others:

Activity: Title: AM I DIRECT OR REPORTED SPEECH?

Learning Target/s: Identify the difference between direct speech and reported
speech.
Write D if the sentence is in direct speech and ID if the sentence is in indirect speech.
________1. Paul came in and said, “I’m really hungry.”
________2. The local MP said, “We plan to make this city a safer place for everyone.”
________3. He said he had a new car.
________4. They told her they would arrive a little late.
30
________5. You told us you’d already finished the order.
________6. When Mrs. Diaz opened the door, I asked, “Have you seen Lee?”
________7. She said she hadn’t seen them since the previous week.
________8. She said “Call me back later.”
________9. He said “Have a seat.”
________10. She asked us not to do that.
________11. She said that her friend had visited the day before.
________12. Dianne asked whether she would pass the test.
________13. Joan said, “I will finish my assignments.”
________14. Rey writes, “To see is to believe.”
________15. He said to me, “What are you cooking?”

Reference: QUIPPER

Day 2: Transforming Direct to Reported Speech and Vice Versa

Basic Rules in Changing Direct Speech (DS) to Reported Speech (RS)
1. Changes in Person of Pronouns
 1st person pronouns in reported clause are always changed according to the subject
of the reporting clause.

Examples: DS: Anna said, “I am happy.”

RS: Anna said that she was happy.
 2nd person pronouns in reported clause are always changed according to the object of
the reporting clause.

Examples: DS: Joy said to Paul, “You passed the exam.”

RS: Joy told Paul that he had passed the exam.
 3rd Person pronouns in reported clause are not changed.

Examples: DS: Joana said, “She looks sad.”

RS: Joana said she looked sad.
2. Changes in Verbs
 If the reporting clause is in present tense or future tense, then no change is required to
be made in the verb of reported clause. This verb could be in any tense.

Examples: DS: He says, “I am going to the library.”

31
 RS: He says that he is going to the library.
 If the reporting verb is in past tense, then the reported verb will be changed depending
on its tense.

Change in Modal Verbs

will/shall would/should
 Bryan said, “I will try to finish my  Bryan said that he would try to finish his
report.” report.
can could
 My father said to me, “I can pick  My father told me he could pick me up.
you up.”
may might
 Troy said, “I may invite them to the  Troy said that he might invite them to the
party.” party.
must must/had to
 Jane said, “I must stop smoking.”  Jane said that she must/had to stop
smoking.

Changes in Tense of the Verb

Direct Speech
Reported/Indirect Speech

Present Simple Past Simple

 The man said, “I join the club.”  The man said that he joined the club.

Present Progressive Past Progressive

 She said, “The cat is sleeping.”  She said that the cat was sleeping.”

Present Perfect Past Perfect

 They said, “We have prepared  They said that they had prepared
snacks.” snacks

Past Simple Past Perfect

 My friend announced, “The meeting  My friend announced that the meeting
started.” had started.

Past Progressive Past Perfect Progressive

 Shane said, “The children were  Shane said that the children had been
laughing at my cleverness.” laughing at her cleverness.

Past Perfect Past Perfect

 The boy said, “I had studied abroad.”  The boy said that he had studied
abroad.

32
3. Other significant word changes

Direct Reported

now yesterday then the day before

here tonight there that night
today this that day that
tomorrow these the next day those

4. Conversion of Interrogative and Imperative Direct Speech

 The reporting verb said or said to is changed to asked, demanded or inquired.
 For yes/no questions, if or whether is used in place of that.
Examples:
DS: Joseph said to Jana, “Will you attend the flag ceremony?”
RS: Joseph asked Jana if she would attend the flag ceremony.
 For WH questions, neither if is used nor any other word is added.
Examples:
DS: My little brother said to the waitress, “What are you doing?”
RS: My little brother asked the waitress what she was doing.
 For imperative (command), the reporting verb said or said to is changed to ordered or
commanded.
Examples:
DS: The librarian said to me, “Keep quiet.”
RS: The librarian ordered me to keep quiet.
 For imperative (request), the reporting verb said or said to is changed to requested.
Examples:
DS: He told me, “Please call me.”
RS: He requested me to call him.
* Note: The use of the word “that” is optional in reported speech. Both of the following
sentences are correct:
The student said that he had gained weight.

33
 SAN CARLOS COLLEGE
BASIC EDUCATION DEPARTMENT
Mabini St. San Carlos City, Pangasinan
S. Y. 2021 - 2022

LEARNING ACTIVITY SHEET No. 10

Name: ______
Grade Level: 7
Date Performed: ____ _
Subject: English
Type of Activity:
Concept Note Laboratory Activity Formal Theme Quiz
Skill/Exercises/Drill Drawing/Arts Informal Theme Others:

Activity: Title: TRANSFORM-er

Learning Target/s: Transform direct speech to reported speech and vice versa.
Change direct speech to reported speech. The first number is done for you.
(2 points each)

Direct Speech Indirect Speech

1. Nicole said, “Tell me the truth.” Nicole demanded to tell her the truth.

2. My brother said, “I love to sing.”

3. The teacher said to her, “Will you join the

contest?”

4. They said, “We are veterans.”

34
 5.Sheila said, “They came here yesterday.”

6. She said to me, “Are you sure?”

7. The doctor said to her, “You are not sick.

8. The guard said to me, “Wear your

uniform.”

9. Pedro said to me, “I saw your puppy

outside.”

10. The little boy said, “I will be a

policeman.”

Reference: QUIPPER

Day 3: Weekly Assessment

Name: __________________________________________ Score: ________
Grade and Section: ________________________________

WHAT DID THEY SAY?

Tell whether each of the following statements is a direct or reported speech. Then,
transform each statement from direct to reported and vice versa.
__________1. Rey writes, “To see is to believe.”
2.___________________________________________________
__________3. Bonnie said, “I am one in a million.”
4. ___________________________________________________
__________5. Jonathan said that he joined the Tiktok Dance Challenge.
6. ___________________________________________________
__________7. He announced that he would marry next month.
8. ___________________________________________________
__________9. They wrote that they found a new treasure.
10. ___________________________________________________
__________11. Carla says, “I am a woman.”
12.___________________________________________________
__________13. Trisha said to me, “Did you get home safely?”

35
 14. ___________________________________________________
__________15. David said that he is going to Cavite today.
16.___________________________________________________
__________17. James said, “I bought my own car.”
18. ___________________________________________________
__________19. Trisha asked me if I had gotten home safely.
20. ___________________________________________________

WEEK 6 (September 20-25, 2021)

UNIT 4: PHRASES, CLAUSES, AND SENTENCES

LESSON 1: PHRASE AND CLAUSE

At the end of this week, the student should be able to:

a. Define and differentiate phrase and clause.
b. Identify phrases and clauses used in a sentence.
Words for study:
 complete - having all the necessary or appropriate parts
 subject - a person or thing that is being discussed, described, or dealt with
 verb - a word used to describe an action, state, or occurrence, and forming the
main part of the predicate of a sentence, such as hear, become, happen

Day 1: Phrase and Clause

A. Phrase
A phrase is a group of words that stands together as a single grammatical unit,
typically as part of a clause or a sentence. It cannot stand alone as it does NOT contain a
subject and a verb. It does NOT give a complete idea. It usually consists of an article,
preposition or noun. A phrase acts as a noun, an adjective, or an adverb in a sentence so it
can also be defined as a group of related words which lacks a subject and a verb that acts a
single part of speech in a sentence.
Examples: on the table (no subject, no verb)
finished the task (no subject)

36
 Kristine and her friends (no verb)
B. Clause
A clause is a group of words having both subject and a verb. It can sometimes
act as a sentence but is not always the case.
Two Types of Clauses
An independent clause is one that can stand alone as a sentence. It requires no
extra information to understand. It has a subject, a verb and a complete thought.
Examples: (in bold letters)
After I die, I will be forgotten.
I love my country, so I will make sure to protect its sovereignty.
When we pay our taxes diligently, it shows that we love our
country.
Meanwhile, a dependent clause is one that cannot stand alone as a sentence. It
is called dependent clause because it needs to be attached or joined to an independent
clause. It is a supporting part of a sentence. Dependent clauses begin with subordinating
conjunction such as before, if, when, after, so, hence, therefore, since, because, so that,
etc.
Examples:
The boldfaced clauses have a subject and a verb but the idea or
thought is incomplete.
After I did my best to study, I received high marks.
Because I woke up late, I was not able to pass my projects on time.
Before you leave the classroom, make sure to turn off all the lights.

Phrase vs Clause

PHRASE CLAUSE

group of words group of words

incomplete thought or idea almost complete thought or idea

no subject and verb has subject and verb

part of a sentence part of a sentence

37
 SAN CARLOS COLLEGE
BASIC EDUCATION DEPARTMENT
Mabini St. San Carlos City, Pangasinan
S. Y. 2021 - 2022

LEARNING ACTIVITY SHEET No. 11

Name:
Grade Level: 7
Date Performed: ____ _
Subject: English
Type of Activity:
Concept Note Laboratory Activity Formal Theme Quiz
Skill/Exercises/Drill Drawing/Arts Informal Theme Others:

Activity: Title: Phrase vs Clause?

Learning Target/s: Define and differentiate phrase and clause.
Identify each group as to phrase or clause. Classify them by completing the table
below.
1. I went to school 9. in the bin
2. best friend 10. how to do it
3. that is made of gold 11. you have made a mistake
4. in the park 12. very pretty
5. although I wasn’t feeling well 13. that is made of gold
6. on the table 14. I love my country
7. finished the task 15. because I woke up early
8. Belle and her friends

38
 Phrase Clause

Reference: QUIPPER
Day 2: Phrases and Clauses Used in a Sentence
A phrase is the basic unit of English grammar and is a group of words that do not
have a subject nor a predicate. Thus, it cannot stand alone and does not have a complete
meaning.
Examples:
I found a brand-new pair of trainers.
Homemade carrots and orange cake taste delicious.
Almost all healthy adult foxes can swim.
A clause is a group of words that has both a subject and a verb. A clause with both
a subject and a verb that is complete in thought is called an independent clause. On the
other hand, a clause with a subject and a verb but can't stand on its own in meaning is called
a dependent clause.

Examples:

Independent Clause Dependent Clause

Asif plays hockey as he enjoys it.

Shaira could not catch the bus because she was late.

39
 All could not finish the mathematics test Although he knew all the sum.

Anita quickly ate her lunch as she was very hungry.

Henry is back from work so he must take rest.

You must work hard If you want to succeed in life.

SAN CARLOS COLLEGE

BASIC EDUCATION DEPARTMENT
Mabini St. San Carlos City, Pangasinan
S. Y. 2021 - 2022

LEARNING ACTIVITY SHEET No. 12

Name: ______
Grade Level: 7
Date Performed: ____ _
Subject: English
Type of Activity:
Concept Note Laboratory Activity Formal Theme Quiz
Skill/Exercises/Drill Drawing/Arts Informal Theme Others:

Activity: Title: AM I PHRASE OR CLAUSE?

Learning Target/s: Identify phrases and clauses used in a sentence.
Put a check in the correct box to identify the phrases and clauses in the sentences
below.

Phrase Clause

1. The doctor’s practice was long way from her house.

2. The knight fought his way through the forest.
3. The large batch of dough took ages to rise.
40
 4. For months and months, the students studied hard.
5. The sheep were led to the field.
6. The doctor did a thorough examination of the
patient and decided he would need to rest for at
least a week.
7. Above the castle lurked a menacing monster.
8. Over the weekend, I went shopping.
9. There is a gigantic spider under the chair.
10. I always have a biscuit and cup of tea at five
o’clock.
11. Homemade banana and apple cake taste
delicious.
12. After I did my best to study, I received high marks.
13. Before you leave the classroom, make sure to
turn off all the lights.
14. Anita is back from work so, he must take a rest.
15. I found a brand-new pair of shoes.

Reference: QUIPPER

Day 3: Weekly Assessment

Name: __________________________________________ Score: ________
Grade and Section: ________________________________

CAN YOU TELL ME?

I. Tell whether the underlined group of words in each sentence is a phrase or a clause.

____________1. His sudden resignation is a mystery.

____________2. Ny neighbor is a man who has strange habits.
____________3. I could see the lashing waves of the sea.
____________4. He spoke to her in a rude manner.
____________5. Since you are tired, you should take a rest.
____________6. Humming a tune, the young man stepped out.
____________7. Travelling by car gives me no pleasure.
____________8. Julie hopes that he can clear the interview easily.
____________9. As soon as he arrived, he asked for you.
____________10. They somehow lived on what they earn.
41
II. Answer the question below. (5 pts)
What is the difference between phrase and clause?
______________________________________________________________
______________________________________________________________
______________________________________________________________

WEEK 7 (September 27-October 02, 2021)

LESSON 2: SENTENCES

At the end of this week, the student should be able to:

a. Identify the difference between direct speech and reported speech.
b. Transform direct speech to reported speech and vice versa.
Words for study:
 dependent clause - a group of words that contains a subject and verb but does
not express a complete thought
 independent clause - a group of words that contains a subject and verb and
expresses a complete thought

Day 1: Parts of a Sentence

A sentence is a set of words that contains a SUBJECT (what the subject is about
or the topic of the sentence) and a PREDICATE (what is said about the subject). As such, a
sentence contains a subject and a predicate. It expresses a complete thought and begins
with a capital letter and ends with a full stop-a period, a question mark or an exclamation
point.
Examples:
Everyone needs food.

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 Are you okay?
Look out! I like you.
I study hard.
When the teacher makes the subject fun, we learn a lot.
As a boy scout, you should know how to pitch your tent.
She failed to read the directions that is why she got lost.
I was very tired so I decided to stay at home.
When an independent and dependent clause combine, they form sentences. They
are groups of words that contain both a subject and a predicate and can stand alone as it has
complete meaning.
1. Subject
It performs an action or is described by other words in the sentence.
2. Predicate
This gives information about the subject. It indicates what the subject does or
describes the subject.
Example:
My older sister actually bought a new map for their project.
The sentence is all about “my older sister.” Hence, this entire phrase may
consider as the complete subject of the sentence. It consists of a determiner, modifier, and
noun, in that order. “actually bought a new map for their project” says something about
the subject of the sentence. It tells what the sister did. Hence, the entire phrase is the
complete predicate. A complete predicate may consist of a verb phrase, modifiers,
determiners, direct object, indirect object, predicate noun, or predicate adjective.

1. The sun (subject) / was shining brightly (predicate).

2. The dogs (subject) / were barking loudly (predicate).

3. The pretty girl (subject) / was wearing a blue frock (predicate).
4. My younger brother (subject) / serves in the army (predicate).
5. The man and his wife (subject) / were working in their garden (predicate).
6. My mother and my aunt (subject) / are trained classical dancers (predicate).
7. You (subject) / don’t have to wait for me (predicate).
8. We (subject) / will no longer tolerate this (predicate).
9. The little tree (subject) / was covered with needles instead of leaves (predicate).
10. A rich merchant (subject) / was passing by the shoemaker’s window (predicate)

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 SAN CARLOS COLLEGE
BASIC EDUCATION DEPARTMENT
Mabini St. San Carlos City, Pangasinan
S. Y. 2021 - 2022

LEARNING ACTIVITY SHEET No. 13

Name: ______
Grade Level: 7
Date Performed: ____ _
Subject: English
Type of Activity:
Concept Note Laboratory Activity Formal Theme Quiz
Skill/Exercises/Drill Drawing/Arts Informal Theme Others:

Activity: Title: SUBJECT OR PREDICATE

Learning Target/s: Identify the parts of a sentence.

Determine the subject and predicate in each sentence. Encircle the complete subject
and underline the complete predicate. The first number is done for you. (2 points each)

1. My sister will go with me to Turkey.

2. I am very excited to go to Bicol this summer.

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3. The volcano is described as a “geometric masterpiece.”
4. Several snapshots of different tourist spots emerged on social media sites.
5. Tourists usually marvel at the beauty of the Banaue Rice Terraces.
6. For the past few years, traveling has become more accessible for many.
7. After the airlines have launched cheaper fares, tourism among countries flourished.
8. Traveling allows people to familiarize themselves with another people’s culture.
9. Climbing Mount Pulag is one of my greatest achievements as a traveler.
10. To ride on a hot air balloon is my goal for the coming year.

Reference: QUIPPER
Day 2: Kinds of Sentences
When an independent and dependent clause combine, they form sentences. They
are groups of words that contain both a subject and a predicate and can stand alone as it has
complete meaning.

1. Declarative
It makes a statement and ends with a period.
Examples:
Among the foothills noon found them.
Books are truly magical things.
I take care of my books because I value them.
2. Interrogative
It asks a question and ends with a question mark.
Examples:
Where are you going?
Are you a book lover?
What kind of books do you like?
3. Imperative
It either makes a request or a command and it ends with either a period or an
exclamation mark if it is a strong command.

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 Examples:
Think! People coming to you to urge you to accept their business.
Treat your books like friends.
Could you return this book to the library?
Leave!
4. Exclamation
It expresses strong emotions and it ends with an exclamation mark.
Examples:
Think!
Wow! What a great book this is!
Help! The shelves are collapsing.

SAN CARLOS COLLEGE

BASIC EDUCATION DEPARTMENT
Mabini St. San Carlos City, Pangasinan
S. Y. 2021 - 2022

LEARNING ACTIVITY SHEET No. 14

Name: ______
Grade Level: 7
Date Performed: ____ _
Subject: English
Type of Activity:
Concept Note Laboratory Activity Formal Theme Quiz
Skill/Exercises/Drill Drawing/Arts Informal Theme Others:

Activity: Title: One of a KIND!

Learning Target/s: Determine the different kinds of sentences.
A. Write the correct punctuation ( . , ?, ! ) at the end of each sentence.

1. Don’t forget to do your assignment ___________

2. Why are you staring at me ___________
3. She was awakened by a loud noise ___________
4. What a beautiful sunset ___________
5. Washing of hands is a good habit ___________

B. Identify each sentence below as declarative, interrogative, exclamatory and

imperative. Write your answer on the space provided.
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____________________1. Bring some flowers over here.

____________________2. Who is the girl?

____________________3. A zoo is a place where animals are kept and taken care of.

____________________4. You’re here!

____________________5. What a celebration!

____________________6. Where are you going?

____________________7. The volcano is described as a “geometric masterpiece.”

____________________8. Bring me a glass of water.

____________________9. You were meant to be back yesterday!

____________________10. I'm really going to miss this place!

Reference: QUIPPER

Day 3: Weekly Assessment

Name: __________________________________________ Score: ________
Grade and Section: ________________________________

CONSTRUCT-ion
Provide (3) examples for each of the following.

1. sentence
__________________________________________________________
__________________________________________________________
__________________________________________________________

2. declarative sentence
__________________________________________________________
__________________________________________________________
__________________________________________________________

3. interrogative sentence
__________________________________________________________

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 __________________________________________________________
__________________________________________________________

4. imperative sentence
__________________________________________________________
__________________________________________________________
__________________________________________________________

5. exclamation sentence
__________________________________________________________
__________________________________________________________
__________________________________________________________

WEEK 8 (October 04-09, 2021)

USING APPROPRIATE READING STYLE

At the end of this week, the student should be able to:

a. Identify different reading styles for specific purposes.
b. Use the appropriate reading styles in various tasks and activities.
Words for study:
 entertainment - the action of providing or being provided with amusement or
enjoyment
 gist - the substance or essence of a speech or text
 information - facts provided or learned about something or someone
 quickly - at a fast speed; rapidly

Day 1 and Day 2: Reading Styles

There are different reading styles that one may use. These include skimming, scanning,
intensive and extensive reading.
1. Skimming is used to quickly gather the most important information or gist. It is done by
running your eyes over the texts noting the most important information.
Understanding each word is not really important in this technique.
Example: reading a journal to identify which detail would you like to read

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2. Scanning is used to find a particular detail of information. It is done by running your eyes
over the texts while looking for specific information. It is okay not to understand
some phrases or words encountered in the text.
Example: looking for specific details in your contact list

3. Intensive reading is used in shorter texts to get important details. It involves close reading
for specific information. Understanding each word is necessary.
Example: reading an article

4. Extensive reading is used to gather general knowledge. It generally uses reading longer
texts for entertainment purposes. This helps a reader in enhancing fluency and
speed in reading.
Example: reading a short story

SAN CARLOS COLLEGE

BASIC EDUCATION DEPARTMENT
Mabini St. San Carlos City, Pangasinan
S. Y. 2021 - 2022

LEARNING ACTIVITY SHEET No. 15

Name: ______
Grade Level: 7
Date Performed: ____ _
Subject: English
Type of Activity:
Concept Note Laboratory Activity Formal Theme Quiz
Skill/Exercises/Drill Drawing/Arts Informal Theme Others:

Activity: Title: What’s Your Style?

Learning Target/s: Identify different reading styles for specific purposes.
Read and analyze the following. Write the letter of the correct answer on the
blank.
____1. Extensive Reading is a reading technique that helps you:
A. work out the main ideas of the text without having to read it all.
B. read the whole story.
C. find a particular piece of information.
D. obtain a general understanding of a subject and includes reading longer texts
for pleasure

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____2. The following items do not require fast reading EXCEPT:
A. test/exam directions C. medicine labels
B. Wattpad stories D. Google search
____3. Your classmate told you of the recent post from your school page regarding the online
enrollment and the parents and students' preferences regarding the different
educational delivery modes in the New Normal. What reading technique are you
going to use to know more of this post on Facebook?
A. Skimming C. Intensive
B. Scanning D. Extensive
____4. People are NOT scanning a text effectively when they______________.
A. read every word in a text
B. look for content words or visual clues
C. read blocks of words
D. know what they are looking for
____5. Searching for the meaning of an unfamiliar word in a dictionary is an example of:
A. Skimming C. Intensive
B. Scanning D. Extensive

____6. Skimming techniques include:

A. looking for the main ideas of the article.
B. looking for specific words, phrases, names, dates or places.
C. taking time to understand the whole text in depth.
D. reading longer text for pleasure.
____7. Floods can cause tremendous damage. They can ruin houses, roads and buildings.
Floods can take down trees and cause mudslides. It often leaves mud, sand and
debris behind. It can take months to clean up after a flood. What is the main idea of
the paragraph?
A. Floods can cause a lot of damage.
B. Floods damage houses and roads.
C. Floods cause mudslides.
D. Flood is a supernatural occurrence.
____8. It is used to find a particular detail of information.
A. Skimming C. Intensive
B. Scanning D. Extensive
____9. It is used to gather general knowledge.
A. Skimming C. Intensive
B. Scanning D. Extensive
____10. It is used in shorter texts to get important details.

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 A. Skimming C. Intensive
B. Scanning D. Extensive
____11. It is done by running your eyes over the texts noting the most important information.
A. Skimming C. Intensive
B. Scanning D. Extensive
____12. It is done by running your eyes over the texts while looking for specific information.
A. Skimming C. Intensive
B. Scanning D. Extensive
____13. Understanding each word is not really important in this technique.
A. Skimming C. Intensive
B. Scanning D. Extensive
____14. This helps a reader in enhancing fluency and speed in reading.
A. Skimming C. Intensive
B. Scanning D. Extensive
____15. It is okay not to understand some phrases or words encountered in the text.
A. Skimming C. Intensive
B. Scanning D. Extensive
Reference: QUIPPER
Day 2: Using Appropriate Reading Styles
Reading Styles
1. Skimming: Reading rapidly for the main points 
Examples: getting main idea of a text
reading a text to get the general information
reading a journal to identify which detail would you like to read
2. Scanning: Reading rapidly through a text to find the specific information required
Examples: Internet search
checking your daily schedule
looking up a word in a dictionary
3. Extensive: Reading longer texts, often for pleasure and for an overall understanding
Examples: book critique
research work
reading an article
4. Intensive: Reading shorter texts for detailed information with an emphasis on precise
understanding 

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Let’s identify the reading skills required in the following reading situations:
Note: There is often not a single correct answer, several choices may be possible
according to your reading purpose.

 The TV guide for Friday evening

 An English grammar book
 An article in National Geographic magazine about the Roman Empire
 A good friend's homepage on the Internet
 The opinion page in your local newspaper
 The weather report in your local newspaper
 A novel
 A poem
 A bus timetable
 A fax at the office
 An advertising email - so-called "spam"
 An email or letter from your best friend
 A recipe
 A short story by your favorite author

SAN CARLOS COLLEGE

BASIC EDUCATION DEPARTMENT
Mabini St. San Carlos City, Pangasinan
S. Y. 2021 - 2022

LEARNING ACTIVITY SHEET No. 16

Name: ______
Grade Level: 7
Date Performed: ____ _
Subject: English
Type of Activity:
Concept Note Laboratory Activity Formal Theme Quiz
Skill/Exercises/Drill Drawing/Arts Informal Theme Others:

Activity: Title: What’s Your Style?

Learning Target/s: Use the appropriate reading styles in various tasks and
activities.
Skim and scan the infographic below. Then answer the following questions.

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1. What are coronaviruses?
____________________________________________________________
____________________________________________________________
____________________________________________________________

2. What is COVID-19?
____________________________________________________________
____________________________________________________________
____________________________________________________________

3. How can COVID-19 be prevented?

____________________________________________________________

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 ____________________________________________________________
____________________________________________________________

4. What are the symptoms that one may experience after catching COVID-19?
____________________________________________________________
____________________________________________________________
____________________________________________________________

5. H o w i s C O V I D - 1 9 transmitted?
____________________________________________________________
____________________________________________________________
____________________________________________________________

6. How many days can COVID-19 incubate?

____________________________________________________________
____________________________________________________________
____________________________________________________________
Reference: QUIPPER

Day 3: Weekly Assessment

Name: __________________________________________ Score: ________
Grade and Section: ________________________________

I. Locate the given words below. Words may be hidden in any direction.

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 Hidden words to find:

SKIMMING SCANNING
READING INTENSIVE
EXTENSIVE GIST

II. Skim and scan the infographic below. Then complete the paragraph that follows.

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Air pollution is a major environmental risk to (1.) ______________. If not reduced, it can lead
to serious health problems such as stroke, heart disease, lung cancer and other
(2.) _______________ problems. According to (3.) _______________, around 7 million
(4.) _______________ are due to exposure from both outdoor and (5.) _______________ air
pollution. It was estimated that countries from the Southeast Asia and (6.) _______________
Regions are most likely to be affected with over (7.) _______________ million deaths.

References

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Quipper Study Guide: English 7 Unit 21: Understanding Words and Expressions III
https://englishlinx.com/analogy/
Quipper Study Guide: Grade 7 Unit 4: Understanding Viewing Materials
https://www.youtube.com/watch?v=56Qaa7YXmUI&t=159s
https://www.youtube.com/watch?v=_lcBf8XaVvM&t=1226s
https://www.youtube.com/watch?v=M4iQBLQkqCQ&t=9
https://www.youtube.com/watch?v=2myOaUwYM1M09s
https://www.youtube.com/watch?v=kScF8zTNKCM
Quipper Study Guide: Grade 7 Unit 18: Direct and Reported Speech
Quipper Study Guide: Grade 7 Unit 13: Phrases, Clauses, and Sentences
https://www.twinkl.com.sg/resource/t2-e-1773-new-identifying-phrases-and-clauses-spag-
grammar-quiz
https://www.scribd.com/doc/239162937/Phrases-and-Clauses-Worksheet
https://commons.deped.gov.ph/documents?filter%5Bcategory%5D=61958279-5ff7-415d-
8058-3aa7e6c5add9

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