Professional Documents
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LS1 English Communication ELEMENTARY
LS1 English Communication ELEMENTARY
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such agency
or office may, among other things, impose as a condition the payment of royalty.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort
has been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and writers do not represent nor claim ownership over them.
I. CONCEPT NOTES
Naming pictures using the beginning letter of an object and images to visualize
something is a necessary skill that a learner should develop. It is also a way to unlock
difficulties of some unfamiliar words.
II. EXERCISES
Fill in the missing letter in each picture. As a clue, it is one of the letters inside the word
bank below.
1. _____ umbers
2. _____ amily
3. ______chool
4. ____nvironment
5. _____ irus
Word bank S N V F E C A
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
I. CONCEPT NOTES
Arranging words alphabetically is a technique in organizing letters of the alphabet from
A-Z. Generally, if the words begin with different letters, arrange the first letters of the word
alphabetically.
Rule: If the words begin with different letters, then arrange the words such that the first
letters of the words are in the order of the alphabet. If this skill is mastered, one can freely
explore words and beyond.
EXAMPLE:
The words dance, fruit, cake, apple, egg, basket should be arranged alphabetically
into:
II. EXERCISES
Read the words in each group. Number the words 1, 2, 3 to put them in alphabetical
order.
1. 2. 3. 4. 5.
____morning ___ window ___ shouted ___ fell ___ prince
____ been ___ jumped ___ house ___even ___king
____ little ___across ___ children ___giant ___queen
6. 7. 8. 9. 10.
___ couldn’t ___ he ___ violin __December ___ hour
___ haven’t ___she ___saxophone __ April ___ minutes
___wouldn’t ___ it ___ xylophone __ August ___ seconds
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School
LAS TITLE Arranging Words Alphabetically with Same First Letters LAS NO. 3 SCORE
LEARNING
COMPETENCY
Arrange words with the same first same letter but a different second letter in alphabetical order.
I. CONCEPT NOTES
There are thousands of words in the English language found in the dictionary which are
arranged from A-Z. As defined by britannica.com a dictionary is a reference book containing
an alphabetical list of words with information about them. Words and information are found
and stored in Alphabetical order.
Rule 1: If the words begin with different letters, arrange the words such that the first letter
of the words are in the order of the alphabet.
Rule 2: Words beginning with the same letter should be arranged such that their second
letters are in the order of the alphabet. If the second letters are also same, then arrange the
third letters and so on.
EXAMPLE:
Animals with the same first letter but different second letter
buffalo,bee,beetle,baboon,bird
II. EXERCISES
Arranged the following words in alphabetical order:
I. CONCEPT NOTES
Everyday Expressions are helpful phrases used in our daily conversations. Can be
applied when asking and answering common questions with others such as:
• Greetings: Hi, Hello, How are you, How do you do
• Leave Takings: Goodbye, May I leave for a while, and May I leave you?
• Expressing Gratitude and Apology: I’m sorry, Thank you
• Expressing/Asking Permissions: May I go out, Please excuse me
• Offering Help: Can I help you, Is there anything I can do for you
• Seeking Directions: How can I get to
II. EXERCISES
Read the dialogue on making a phone call. Pick out expressions used in the
dialogue and identify the situation.
Armando: Hello
Melia: Hi! Can I speak to Anacita, please?
Armando: Sorry, she isn't here. Who's calling?
Melia: It’s Melia.
Armando: Do you want to leave a message, Melia?
Melia: Yes, please. Can you ask her to call me back?
Armando: What's your number?
Melia: My number's 09177864923
Armando: That's 09177864923. OK. Bye.
Expressions Situation
_____________________ ______________________
_____________________ ______________________
_____________________ ______________________
_____________________ ______________________
_____________________ ______________________
_____________________ ______________________
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
I. CONCEPT NOTES
Count Nouns refer to things that we can easily count. Tables, spoons, apples,
motorcycles, countries, and computers are examples of count nouns. To signal the presence
of noun, determiner a or an is used before the noun. Amount in words such as numbers is also
used to indicate quantity or amount being referred to.
EXAMPLE: He has four dogs. (amount)
He has a dog. (determiner)
He has many dogs. (quantifier)
Mass Nouns are those nouns that cannot be counted such as substances, mass forms
and abstract ideas. Examples of these are salt, sugar, water, music, happiness and beauty.
II. EXERCISES
A. Identify whether the given noun is count noun or mass noun. Then, write your
answer in the proper column.
B. From the column of Count Nouns, choose one (1) count noun and use it in a
sentence.
______________________________________________________
From the column of Mass Nouns, choose one (1) mass noun and use it in a sentence.
_______________________________________________________
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
I. CONCEPT NOTES
Quantifier refers to a word that comes before a noun and tells the quantity or number of
the noun being referred to. Normally, mass nouns cannot be counted and are quantified by
using quantifiers.
II. EXERCISES
A. Choose the correct quantifier to complete the sentences below. Write on the space
provided.
1. My bag is heavy because it has __________ books inside it.
A) a few B) a little C) a lot of
2. Anthony and Dino have _________ friends from Marikina.
A) lots of B) many C) some
3. Do we still have _________ fresh cheese from the farm, Mom?
A) some B) many C) little
4. How ______ money do you have in your pocket?
A) some B) much C) many
5. I have _________ friends.
A) a little B) a lot of C) much
6. We have ________ bananas and ________ pineapples served for the visitors.
A) a little / some B) many / a little C) a few / some
7. Can you check if there are still ________ children in the school playground?
A) a little B) any C) some
8. My mother doesn’t have _________ shopping discount for next week.
A) some B) any C) a few
9. Ram, ____ there _____ food we can eat? I’m hungry.
A) are / any B) is / any C) is / a few
10. Do you have ______ leftover food for my dog?
A) lots of B) many C) any
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
I. CONCEPT NOTES
Concrete Nouns – are nouns that talk about people and things that exist physically
and can be recognized by our sense of sight, smell, taste, touch and hearing.
EXAMPLE:
Pencil
Notebook
Teacher
Family
Abstract Nouns - are words or things that can’t be seen, tasted, smelled, or
touched such as feelings and ideas.
EXAMPLE:
Loyalty
Care
Love
Power
II. EXERCISES
I. CONCEPT NOTES
Collective Noun – is a name of group of persons, things or animals. The table below
shows the names of group of persons, animals and things.
Group of Persons Group of Animals Group of Things
A crew of dancers A school of fish A batch of cakes
A group of girls An army of ants A pair of jeans
A group of boys A squad of squids A bag of candies
A crowd of people A herd of sheep A pad of paper
A colony of soldiers A hive of bees A pack of biscuits
Sample Sentences:
Group of Person:
A crew of dancers practiced their dance for the upcoming contest.
Group of Animals:
Danny, a shepherd watched a herd of sheep eating grasses in the valley.
Group of Things:
During Christmas, my godfather never fails to give me a pair of jeans as a
gift.
II. EXERCISES
Fill in the blank with the correct collective noun to complete the sentence below.
a bag of candies a school of fish a pile of sticks
a group of friends a bouquet of flowers an army of ants
a box of chalk a tray of eggs a pair of shoes
a ream of paper
1. During February 14, ladies receive ___________ from their loved ones.
2. To be easily found, the teacher placed ____________in the chalk ledge.
3. _____________ decided to join the dance contest and have fun.
4. While riding a small boat in the lake, ___________was seen by the children through
the transparent water.
5. For him to join the race, his, mother bought him ________________.
6. Ellen decided to buy__________ as present to her children.
7. Andrew bought __________ for him to use during writing activities.
8. The old man bought ____________ to be used as firewood.
9. Leny asked her brother Jake to buy ______________ at the store because she will
bake a cake.
10. On the table is ______________ that collected the leftover candies from Ellen’s
Children.
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
I. CONCEPT NOTES
Possessive pronouns are used to substitute nouns to show possession or ownership.
The words mine, yours, his, her, him, its, ours and theirs are called possessive pronouns.
Study the following examples.
II. EXERCISES
A. Encircle the possessive pronouns in the sentences below.
1. Where is my pencil?
2. Did you keep your medals?
3. This is not my bag. Is this yours?
4. Ronny can’t find his wallet.
5. Jeric is cheerful. I like him.
NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School
LAS TITLE Personal Pronouns LAS NO. 10 SCORE
LEARNING
COMPETENCY
Identify and use personal pronouns (e.g., I, you, she, it, we, they) in sentences.
I. CONCEPT NOTES
Personal pronoun - is use as a simple substitute for the proper name of a person.
It is used to refer to the person talking in the sentence, the person being talked about in the
sentence and the place or object being talked about in a sentence.
Personal Singular Use for Example of Usage
Pronouns /Plural
I Singular yourself My name is Isaac. - I am Isaac.
you Singular Other person Glen is heavy. – You are heavy.
He Singular Boy/Male My Brother is tall. - He is tall.
She Singular Girl/Female My Sister is short. - She is short.
It Singular Thing/Animal The City is crowded. - It is crowded.
We Plural Yourself & You and I are happy. - We are happy.
others
They Plural Other persons Mac and Jig are sad. - They are sad.
II. EXERCISES
A. Write in the blank the correct personal pronoun (I, You, He, She, It, We, They) to
represent the given nouns.
Example: Uncle – He
Example:
My uncle is married. Uncle - He He is married.
NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School
LAS TITLE Demonstrative Pronouns LAS NO. 11 SCORE
LEARNING
COMPETENCY
Use demonstrative pronouns (this/ that, these/ those).
I. CONCEPT NOTES
A pronoun that is used to point a specific object, person or place in a sentence is called
a demonstrative pronoun. Either singular or plural, demonstrative pronouns tell the reader
the space or time in a sentence.
Study the following Examples:
II. EXERCISES
Write in the blank the correct demonstrative pronoun to complete the sentence below.
1._________ are my favorite toys.
that there those this
2. Are _________ your pair of shoes?
that there those this
3. You have to get your own paper in the classroom. __________ is mine.
that these those this
4. There is no end to __________ movie series that we used to watch.
that these those this
5. Their bad conduct made __________ athletes not receive their allowance this month.
that these those this
6. ___________ notebook was mine.
there these those there
7. Is ___________ yours?
there these those this
8. ___________ are my favorite food.
that these those this
9. Can you please deliver me one of ___________ items you sell?
that these those this
10.__________ clothes are good to put on.
that these those this
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
I. CONCEPT NOTES
Reflexive Pronoun directs the action of the verb back to the subject.
EXAMPLE: Sam will plan the party himself.
(Himself, a reflexive pronoun refers to Sam.)
II. EXERCISES
Fill in the blanks with the correct reflexive or intensive pronoun.
1. I bought _________ a new pair of slippers for our trip to the beach.
2. The knights’ _________ do not want to attack the enemy fort.
3. You can choose a defender _________ or one will be selected for you.
4. Charles _________ will be piloting this seaplane across the Atlantic.
5. Because she wanted to be like her sister, Alice forced _________ to practice each
day.
6. I suggest that you _________ figure out how to resolve this problem.
7. After rescheduling two meetings, the president _________ conducted the meeting.
8. The accountants perjured _________ when testifying before the judges.
9. When Aldrin saw the battleship_________, he knew that he had chosen the right
profession.
10. I consider _________ fortunate to have escaped before the hotel collapsed.
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
I. CONCEPT NOTES
Adjectives are words used to describe noun or pronoun. Often times these words
usually appear before noun or noun phrase.
There are various types of adjectives. In this lesson you will study about descriptive
adjective. Descriptive adjective is a type of adjective that names a quality of noun or
pronoun that they modify in descriptive or specific detail.
EXAMPLE:
(trustworthy specifies the quality or character trait that the company requires from an
applicant.)
II. EXERCISES
From the given adjectives, choose two (2) adjectives that describe the attributes of
your best friend and use each to form a sentence.
obedient
honest
hardworking
frugal
beautiful/handsome
kind
trustworthy
tall
1. _________________________________________
2. _________________________________________
Rubric:
Correct choice of adjective – 4 points
Grammar- 6 points
Total: 10
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
I. CONCEPT NOTES
There are three levels/degree of adjective that are commonly used when comparing
qualities. They are classified as:
1. Absolute/positive degree which describes a quality of noun or pronoun on its own.
Noun + verb + absolute/positive adjective
e.g. The girl wore a pretty dress.
2. Comparative degree compares two or more nouns. In order to form this level a suffix
–er should be added (add -r if the word ends with letter e). For adjectives that contain
two syllables and ends with -y, just replace -y to -ier.
Noun + verb + comparative adjective + than + noun
e.g. Her dress is prettier than Sally’s dress.
3. Superlative degree specifies highest or lower limit quality available.
Adjectives that contains one-syllable becomes superlatives through adding suffix -est
(add -st if it ends with an e). For adjective that contains two-syllable and ends with letter
-y just replace it with -iest.
I. CONCEPT NOTES
Another form of regular adjective that applies a different rule is the modifiers with
three or more syllables. To form the comparative degree, use more + adjective. In the
superlative degree, use most + adjective.
II. EXERCISES
Underline the correct form of adjective inside the parenthesis to complete the
sentence. Then, identify the degree of comparison (positive, comparative, superlative).
I. CONCEPT NOTES
Irregular forms of adjective does not follow rules of the regular type. Thus, their
comparative and superlative must be memorized.
Irregular Adjectives
Positive/ absolute Comparative Superlative
adjective
far (distance & extent) farther/further farthest/furthest
II. EXERCISES
Identify what degree of adjective is the underlined word by choosing
positive/absolute, comparative and superlative.
__________ 1. An experienced driver has less accident than a novice driver.
__________ 2. This company offers better job opportunities than the other companies
in town.
__________ 3. You are the most outstanding employee for this month!
__________ 4. Most of his co-workers were happy he got the award.
__________ 5. Their workstation was considered to be the farthest in the entire
division.
__________ 6. She was the worst friend that I ever had to deal with.
__________ 7. Our patient is getting better compared to the past few days.
__________ 8. Cora used to be a bad influence to her.
__________ 9. This t-shirt is less expensive than that one.
__________ 10. I ran and reached far yesterday, but I reached even farther today.
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School
LAS TITLE Correct Order of Adjectives LAS NO. 17 SCORE
Identify and use the correct order of adjectives in sentences.
LEARNING
COMPETENCY
Write/compose clear and coherent sentences describing persons, places, things, and animals using:
• correct order of adjectives
I. CONCEPT NOTES
Order of adjectives must be observed especially when two or more adjectives are
being used to describe something. The following are established order of adjectives in
English.
Order of adjectives
opinion lovely
size small
age old
shape round
color blue
material plastic/wooden
II. EXERCISES
Form a complete sentence by arranging the scramble word or words following the
order of adjectives.
1. The antique bowl, beautiful, small was from Bukidnon.
2. Danny a brown brought dog cute
3. was standing next The man and elegant woman to a tall
4. are longing for just little The hardworking farmers rain to water their plants
5. a striped polo shirt made of fine fabric Arthur wore
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
I. CONCEPT NOTES
Adjectives tells the reader what kind, which one, how much or how many —of
something you’re talking about either a noun or a pronoun. Adjective usually precedes
a noun or a pronoun.
Study the example below. Notice that the adjectives used in the sentence are in
bold letters. While, noun or pronoun are underlined.
Noun or Pronoun Example sentences
Person/People - Ben is an adorable person.
Objects/things - Alice baked ten banana cakes for snacks.
Places - The family transferred to a more crowded city.
II. EXERCISES
Paste a picture inside the circle the best place that you have visited with friends or
family. Using 3 simple adjectives, write each sentence inside the rectangular box to
describe the physical features of the place.
2.
11. 3.
Paste the
picture here
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
I. CONCEPT NOTES
Adjectives usually have several meanings. These meaning may pertain to
similarity or dissimilarity of common describing words. This is essential to make the idea
presented more interesting and detailed. There are two category for these group of
words; the synonym and antonym.
Synonyms are words that have similar meanings.
EXAMPLE:
unwell / sick
delicious / yummy
EXAMPLE:
friend / enemy
fast / slow
II. EXERCISES
Complete the chart below by filling out the synonym and antonym of each common
adjective.
I. CONCEPT NOTES
Homonyms are words that may contain the same sound or spelling but may have
different meaning. Generally, these words refer to either homophones or homographs.
Homophones pertain to two words that have similar sound but differ in spelling.
Furthermore, these words may imply other meaning too.
EXAMPLE:
aisle – isle bear – bare son – sun
II. EXERCISES
Match the following word to their corresponding homophone.
1. paws a. fined
2. passed b. two
3. sew c. pass
4. one d. bored
5. find e. wood
6. rode f. past
7. pale g. pause
8. to h. won
9. would i. road
10. board j. pail
k. so
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
I. CONCEPT NOTES
Homographs are words that are spelled the same but may have different meaning
or message when used in the sentence.
Example:
1. “back in a minute” and “she laid her back on the couch”.
Take note of the homograph word – back (return) and back (part of the body)
which are spelled the same but convey different meaning.
2. “She went to the bank”. (place to deposit/withdraw money), and “They stayed across
the river bank”. (side of the river)
These two examples used the same homograph, but each phrase has different
meaning.
II. EXERCISES
The following sentences contain homographs. Choose the meaning of the
underlined homograph that is referred to in the given meaning.
Ex. The team bought a new bat for the finals. (sports equipment)
Answer: Bat can be a source of virus. (animal)
1. Which of the underlined word means “a container”.
a. Most of the time, I drank in can soft drinks.
b. I can run as fast as a horse.
2. The word means “initial money for a business”.
a. She went to the capital city to process her application.
b. My brother needs capital to start his buy and sell business.
3. The word means “letters of the alphabet”.
a. He loves to send her letters.
b. The letters are too small to read.
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
I. CONCEPT NOTES
Most verbs are regular, but they follow a standard pattern in forming simple past
form. Past forms are used to talk about a past or finished action. Here are some rules.
1. Add –ed or d. If the verb ends in e, just add –d.
EXAMPLE: race-raced
My pets raced to their cages yesterday.
2. In contrary, we change y to i if the verb ends in y then add –ed.
EXAMPLE: study-studied
Liam studied his lessons diligently last night.
3. Double the consonant and add –ed for verb ending with a vowel followed by a
consonant.
Example: hug-hugged
The baby hugged her parents before going to sleep last night.
II. EXERCISES
Use the regular verb inside the box. Then, write the past form of each verb to
complete the sentence. (2pts each correct item)
I. CONCEPT NOTES
The past form of irregular verbs do not follow a usual pattern and contains different
word/spelling when changed from present form to past form. Since, there are no rules for these
irregular verbs, you must diligently study how this verbs can be formed.
Irregular verb example:
The present form of the irregular verb is goes (singular present), when changed to past
form it becomes went, the word was changed completely.
Notice that the past form of irregular verb break is broke (plural-present), the spelling
was changed but tells the same thing about what has transpired in both present and past
action.
II. EXERCISES
Encircle the correct past form of irregular verb inside the parentheses to complete the
sentence.
1. Marlon (tell, told) Lara yesterday to stay calm.
2. Diane (write, wrote) a letter for her mother last week.
3. Liza (bring, brought) a basket of mixed fruits the other day.
4. I (teach, taught) my dog how stay calm when he was just a puppy.
5. We (built, build) that house in just seven weeks.
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School
LAS TITLE Past Form of Irregular Verbs – Part I LAS NO. 24 SCORE
LEARNING
COMPETENCY
Use the past form of irregular verbs in sentence.
I. CONCEPT NOTES
As indicated in the previous LAS, irregular verbs do not follow any rules. It is suggested
to study these words accordingly to avoid confusion of using them in the sentence indicating
an action that has been done. Here are the lists of the most common irregular verb in present
and past form. (See next page)
II. EXERCISES
A. Give the correct form of irregular verb inside the parentheses.
1. Nida __________ (bring) some flowers for her mother last Monday.
2. The children _________(choose) fried chicken for breakfast yesterday morning.
3. Kendra _________ (lend) her some money a few weeks ago.
4. He __________ (catch) his brother earlier doing some chores.
5. Mika _________ (come) home late last night.
2. ___________________________________________
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
I. CONCEPT NOTES
A verb is a part of speech often used to describe an action or a state of being. It can be
an action verb, a linking verb, or a helping verb. While there are several types of verbs, this
activity will focus on the “be” verbs or the verbs “to be.”
“Be” verbs or verbs “to be” such as am, is, are, was, were, and will be function
as linking verb if it links the subject (a person, place, or thing) to the word that describes
it. For example, in the sentence “I am glad you are here.”, the “be” verb “am” links the
subject “I” to the word “glad,” which describes the subject.
“Be” verbs can also function as helping verbs. As the name indicates, helping
verbs assist in making verbs complete. For example, in the sentence “She is going to
school.”, the “be” verb “is” helps to complete the verb “going.”
Below are some examples of “be” verbs in different tenses and how they are used in the
sentence.
PRESENT TENSE PAST TENSE FUTURE TENSE
am, is, are was, were will be
▪ are used to describe ▪ are used to describe ▪ is used to tell actions that
present actions actions completed in the will happen in the future
▪ “am” is used after “I” past ▪ is used after “I”, “you”
▪ “is” is used after a ▪ “was” is used after “I” and and after singular and
singular (only one) after a singular subject plural subjects.
subject ▪ “were” is used after “you”
▪ “are” is used after a and after a plural subject
plural (more than one)
subject and after “you”
II. EXERCISE
Encircle the appropriate form of the “be” verb inside the parenthesis to complete the
sentence.
1. I (am, is, are) a student.
2. He (am, is, are) my teacher.
3. They (am, is, are) my classmates.
4. They (am, is, are) all good at sports.
5. He (am, is, are) the best baseball player in the class.
6. I (am, is, are) an avid fan.
7. Linda and Jenny (is, was, were) in the same school last year.
8. They (is, was, were) best friends before Linda left their school.
9. Jenny (was, were, will be) going to another school next year.
10. She (was, were, will be) leaving soon.
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
I. CONCEPT NOTES
A verb that describes an action is called action verb. It can express actions, whether it be
a physical or mental action.
Examples: sweep sing dream study
play write guess wish
dance swim imagine remember
Here are some sentences with verbs that express physical and mental actions. In each
example, the verb is underlined.
Action verbs showing physical action. Action verbs showing mental action.
1. I always eat healthy foods. 1. You look beautiful.
2. I take a bath every day. 2. I can feel the warm weather.
3. I brush my teeth every after meal. 3. They forget to lock the door.
4. I drink water to hydrate my body. 4. They believe that he is the right person for
5. I wash my hands frequently. the job.
5. We should think of a solution to this
problem.
II. EXERCISE
Listen as the teacher reads the poem aloud. Write down ten (10) action verbs you hear from
the poem taken from Grade 2, LM.
My School1
I. CONCEPT NOTES
VERB TENSE
Tells how an action relates to the flow of time
II. EXERCISE
Complete each sentence by writing the simple present tense form of verb inside the
parenthesis.
1. Joan (wake) __________ up early during school days.
2. She (like) __________ to go to school every day.
3. She (prepare) __________ all her things before going to school.
4. Her sister Jenny always (pack) __________ their lunch.
5. Jenny (go) __________ to the same school as Joan.
6. Their parents (drive) __________ them to school most of the time.
7. They always (arrive) __________ at school early.
8. Joan (sit) __________ with her best friend, Jena.
9. Joan and Jena (enjoy) __________ doing stuff together.
10. They also (love) __________ to eat cookies during snack time.
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
I. CONCEPT NOTES
There are words and expressions to refer to time. These time expressions are used to
show when the action happened. Below are some expressions that indicate present action.
Example: Examples:
She tries to exercise every day. Tom is watching TV at the moment.
She shops for slimming products every I am working on our project today.
month. Jane is studying as we speak.
We use time expressions together with the correct verb tense. The present time
expressions above are used together with verbs in the present tense. Time expressions go
at the end of a statement. However, it can also go at the beginning if they are not the main
focus in the sentence.
II. EXERCISE
Fill in the blanks with the appropriate time expressions to complete the sentence. Choose
from the time expressions below. Use each expression only once.
this year these days at the moment twice a month every week
right now nowadays every day once a year as we speak
I. CONCEPT NOTES
In a sentence, a verb agrees with its subject (person, place, or thing described in the
sentence). This subject-verb agreement is fundamental to make sentences easier to
understand.
BASIC RULE:
1. A singular subject takes a singular verb by adding –s at the end of most verbs.
If the verb ends in s, sh, ch, x, z, or o, add -es.
For verbs that end in y, with a consonant letters b, c, d, f, g, h, j, k, l, m, n, p, q, r, s,
t, v, w, x, y before y, we change y to i and add –es. For verbs that end in y, with
a vowel letters a, e, i, o, u before y, add only –s at the end of the verb.
Add –s at the end of most verbs.
walk + s = walks sing + s = sings sleep + s = sleeps
Verbs that end in s, ch, sh, x, z, or o, add -es.
miss + es = kisses push + es = pushes mix + es = mixes
watch + es = watches buzz + es = buzzes do + es = does
Verbs that end in y, with a consonant letter before y, change y to i and add –es.
try tri + es = tries cry cri + es = cries fly fli + es = flies
For verbs that end in y with a vowel letter before y, add –s
buy + s = buys pay + s = pays play + s = plays
2. Plural subjects make use of plural verbs by simply using the main verb without –s or
–es at the end. Subjects like I and you, although singular in form, takes a plural verb.
Sentences with singular (only one) Sentences with plural (more than one)
subject and singular verb subject and plural verb
Betty walks to school. Betty and Mary walk to school.
She always misses the school bus. They always miss the school bus.
She cries every time she misses her ride. They cry every time they miss their ride.
II. EXERCISE
Underline the appropriate verb in the parenthesis to make the sentence correct.
1. Father (go, goes) to the farm every morning.
2. Mother (cook, cooks) breakfast for us.
3. Grandpa and Grandma (water, waters) the vegetables in the backyard.
4. They (like, likes) to do things together.
5. My brother (feed, feeds) the cows and the chickens.
6. Ate Nina (clean, cleans) the entire house.
7. I (help, helps) my mother in the kitchen.
8. My friends (rush, rushes) to our house.
9. They (ask, asks) Mother to let me play with them.
10. We (play, plays) hide and seek until dark.
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
I. CONCEPT NOTES
Verbs come in three tenses: past, present, and future. Verbs in the past tense indicate
actions completed in the definite past. It tells about actions that are already done.
Past tense of regular verbs can be formed by adding –ed at the end of the main verb or
just –d if the main verb ends with an –e.
II. EXERCISES
A. Form the past tense of the verb in the parenthesis. Write it on the space provided to
complete the sentence.
B. Choose 1 regular verb listed below and use it in a sentence. Write your sentence on
the space provided.
1. jumped ______________________________________________________________
2. pushed ______________________________________________________________
3. crawled ______________________________________________________________
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
I. CONCEPT NOTES
Remember that verbs come in three tenses: past, present, and future. The future
tense of the verb indicates that the action will take place or will happen in the future.
To form verbs in the future tense, add the helping verb “will” before the verb. For
example, “I will travel to Manila tomorrow.”
Another way to form verbs in the future tense is by using a “be verb” (am, is, are) +
“going to” before a verb. For example, “I am going to meet my friends in Manila tomorrow.”
II. EXERCISE
Complete each sentence by writing the future tense of the verb in the parenthesis. For
#s 1-5 use the will + verb form or be verb = going to form. For #s 6-10, use we will + verb
form.
I. CONCEPT NOTES
Verbs in the past perfect tense show actions that happened before another action
occurred in the past. We use this tense to describe two actions that were both completed in
the past with one action happening before the other. E.g. “The bus had left before we arrived
at the station.” The sentence describes two actions that both happened in the past – the bus
“had left” (happened first) when they “arrived” (happened next) at the station. Regardless
of which verb was mentioned first in the sentence, the verb with “had” is the action that took
place first. E.g. “When she reached home, her mother had gone to the hospital.” In this
sentence, her mother “had gone” (happened first) to the hospital before she “reached”
(happened next) home.
We also use the past perfect tense to show actions that happened before a specific time.
For example: "Mr. Wilson had established his company before 2020.” The action had
established specifically happened in 2020.
The past perfect tense is typically indicated by the auxiliary verb “had.” To form verbs in
this tense, add had to the past participle of the main verb. To form the past participle of the
verb, add –ed to regular verbs. For example, the past participle of the verb cook is cooked;
call called; decide decided. The past participle of some irregular verbs remain the same
as that of the main verb like cut cut; cost cost; hit hit, while other irregular verbs form
an entirely different word and usually end in –n, –en, –t, or –d. For example, the past participle
of the verb take is taken; swell swollen; sleep slept; say said. Below are some examples
of past perfect tense in sentences. In each example, the past perfect tense is underlined.
Sheila had gone to the store when it rained.
I had finished my homework before I watched T.V.
The children had fallen asleep before 7 o’clock.
We had met when we were in high school.
II. EXERCISE
Write the past perfect tense of the verb in the parenthesis to complete the sentence.
1. I __________ my files before my computer crashed. (save)
2. My little brother ate all the cookies that mother __________. (bake)
3. The thief __________ before the police arrived at the crime scene. (escape)
4. We __________ the flashlight before we discovered that it was broken. (purchase)
5. The staff __________ the foods before the guests arrived. (prepared)
6. The children collected the mangos that __________ from the tree. (fall)
7. The waves destroyed the sand castle we __________. (build)
8. They began to feel sick after they __________ the shellfish. (eat)
9. She __________ school in 2015. (leave)
10. I knew nothing about the exam because nobody __________ me about it. (tell)
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
I. CONCEPT NOTES
Adjectives are used to modify noun and pronouns. On the other hand, adverbs are used
to modify or describe other parts of speech such as verb, adjective, and another adverb.
EXAMPLES:
a) The children happily played in the park. (adverb describes the verb, played)
ADVERB VERB
b) The bride looked extremely beautiful. (adverb describes the adjective, beautiful)
ADVERB ADJECTIVE
c) Rosalyn worked very diligently to finish her project. (adverb describes another adverb,
ADVERB ADVERB diligently)
Adverbs of Manner are adverbs that tell the way or HOW the action is done
can be placed before or after the verb and usually ends in -ly
EXAMPLES:
II. EXERCISES
Carefully read each sentence. Box each adverb of manner you can find and tell the
word it modifies by underlining it.
1. Please speak clearly.
2. The sun shines brightly.
3. Anelyn diligently studies every night.
4. My pet dog follows my commands obediently.
5. The students carefully listened to their teacher.
6. We waited patiently for the food that we ordered.
7. Marcelito Pomoy beautifully sang the song The Prayer.
8. My friends and I cheerfully talked about our hobbies and interests.
9. During these times of pandemic, people strictly follow social distancing.
10. To have a stronger immune system, we eat healthily.
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
I. CONCEPT NOTES
Adverbs are used to modify or describe other parts of speech such as verb, adjective,
and another adverb.
Adverbs of Place
tell WHERE the action happens
usually placed after the sentence’s object or main verb
EXAMPLES:
1) Please bring my bag here. 3) The rescuers searched everywhere for him.
VERB OBJECT ADVERB
4) When I saw my mother, I ran towards her.
2) My father works overseas. 5) It’s raining that’s why we have to stay indoors.
VERB ADVERB
II. EXERCISES
A. Underline the adverb of place in each B. Choose two (2) adverbs of place. Use
sentence. each of them in a sentence.
1) I can’t find it anywhere.
2) Jenneth almost fell down the stairs. 1) _______________________________
3) Jack and Jill went up the hill.
4) Her phone got left behind. 2) _______________________________
5) I am looking forward to seeing you again.
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
I. CONCEPT NOTES
Adverbs are used to modify or describe other parts of speech such as verb,
adjective, and another adverb.
Adverbs of Time tell WHEN the action happens, and for how long, or how often
the action happens
adverbs of time that tell adverbs of time that tell adverbs of time that tell
WHEN HOW LONG HOW OFTEN
Examples: Examples: Examples:
• today, yesterday, • for hours/ days • always, never
tomorrow • all night/ all morning • often, sometimes
• now, later • since last year • monthly, annually
• last night/ year
II. EXERCISES
Directions: Answer each question in a complete sentence. Use adverbs of time in your
answers and encircle them. Write your answers on the spaces provided for.
Sentence 1 is done for you as an example:
I. CONCEPT NOTES
Adverbs are used to modify or describe other parts of speech such as verb,
adjective, and another adverb.
Adverbs of Intensity
Examples of Adverbs of Intensity
also called as
adverbs of degree
describe the
INTENSITY of
something or
“HOW MUCH”
e.g. too, very,
enough, extremely
Adapted from: https://bit.ly/36dBKnZ
• Adverbs of intensity are usually placed BEFORE the verb, adjective, or adverb it
modifies.
e.g. Please be careful because the water is very hot.
ADVERB ADJECTIVE
EXAMPLES:
II. EXERCISES
Directions: Write on the blanks the correct adverbs of degree to complete each
sentence. Choose from the given adverbs in the parentheses. (2 pts. each)
1. The coffee is not hot _________ so I need to reheat it. (very, enough, slightly)
2. He ran __________ fast that’s why he won the race. (fairly, quite, extremely)
3. I _________ forgot about the quiz today so I wasn’t able to study. (very, hardly, totally)
4. The bag was __________ expensive so she didn’t buy it. (a bit, slightly, pretty)
5. My mother has a garden because she _______ likes plants. (really, a bit, enough)
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
I. CONCEPT NOTES
Adverbs are used to modify or describe other parts of speech such as verb, adjective,
and another adverb.
Adverb of Frequency
% Example
(indefinite frequency)
100% always I always wash my hands before and after a meal.
90% usually My brothers usually have bread for breakfast.
80% normally/ generally Mother generally wakes up early.
70% often/ frequently Lito often goes jogging in the morning.
50% sometimes She sometimes forgets to take her vitamins.
30% occasionally They occasionally hang out together.
10% seldom Father seldom drinks coffee.
5% hardly ever/ rarely The child rarely gets sick.
0% never Our teacher has never been late.
Adapted from: Delgado Community College/ https://bit.ly/36bZpF5
II. EXERCISES
Directions: Answer the question or give what is asked. Write your answers in a complete
sentence. Use adverbs of frequency in your answers and box each of them.
Write your answers on the spaces provided for. (2 pts. each)
Sentence 1 is done for you as an example:
1) How often do you read books? I frequently read books.
2) What is that one thing that you have never tried? _____________________________
3) What is that one thing that you always do? __________________________________
4) Give one of your daily activities. __________________________________________
5) How often do you use Facebook? ________________________________________
6) What do you usually do on your birthday? __________________________________
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
I. CONCEPT NOTES
Prepositions (pre + positions) means “place before”. It tells us about the relationship
between the noun or noun phrase and another part of the sentence (www.englishclub.com).
on the surface of
on There are bananas on the table.
something
sheltered by or
under There is a dog under the chair.
beneath
II. EXERCISES
Directions: Study each picture. Write the correct preposition to complete each sentence.
Choose the prepositions from the box below. (2 pts. each)
in on under above below
1) 2) 3)
There are books ____ My shoes are _____ There is a ballpen _____
the box. the table. top of the notebook.
4) I have a mole 5)
There is a kite
_____ my right eye. _________ the tree.
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
I. CONCEPT NOTES
EXAMPLES:
1) Marlo is at the bus station now. (preposition at connects the noun
PREPOSITION NOUN bus station to the rest of the sentence)
MOVEMENT/
PLACE TIME OTHERS
DIRECTION
Examples: Examples: Examples: Examples:
on, in, below, under, before, during, through, towards, to, about, of, with, by
above, at, around, after, since, until, into, across, along
behind, beside, at, for, ago, from, Sentences:
between, among, by, upon Sentences: 1) The story was
around, over, from, 1) We went to my about the
inside, outside, within, Sentences: grandparents’ kind boy.
near 1) I have been house. 2) We need to
waiting for you 2) The woman was take care of
Sentences: since morning. walking along the the
1) May I sit beside 2) I washed my sidewalk. environment.
you? clothes after 3) The children dived 3) My brother is
2) She’s the tallest breakfast. into the water. the one with
among my friends. 3) We will have a the red hair.
3) I sat between my meeting at 4) The cake was
mother and father. three o’clock in baked by my
the afternoon. sister.
II. EXERCISES
Directions: Complete each sentence by writing the correct preposition on the line. Choose
D
I. CONCEPT NOTES
EXAMPLES:
2) The ALS learners planted trees and made garbage cans. (coordinating conjunction
and connects the phrases, planted trees and made garbage cans)
II. EXERCISES
Directions: Write the correct coordinating conjunction on the blank to complete each
D
sentence. Choose among the FANBOYS (for, and, nor, but, or, yet, so).
1) My father neither drinks _____ smokes.
2) Aling Rosa did not feel well, ______ she did not go to work and just stayed at home.
3) He is already seventy-five years old ______ he can still swim, run, and play basketball like
a teenager.
4) Washing our hands _____ using alcohol are both effective ways of getting rid of viruses.
5) I always wear face mask, wash my hands, and follow social distancing, _____ I need to
protect myself and the people around me.
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
II. EXERCISES
I. CONCEPT NOTES
A simple sentence has one independent clause that indicates a complete thought.
Independent clause contains one subject and verb with a single thought which is
equivalent to one simple sentence.
Simple Sentence Structure
Subject Verb
Example:
I love singing.
subject verb
I am a volleyball player.
subject verb
II. EXERCISES
Complete the bubble map by writing a simple sentence about yourself. The one is
done for you.
I have a pet.
I _______________
I ________________
ME
I________________ I ______________
I________________
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
I. CONCEPT NOTES
Action word tells what the subject is doing.
It is also known as verb.
EXAMPLE:
She walks slowly.
action word
2. ( plays )
3. ( jump)
4. ( plants )
5. (cut )
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
I. CONCEPT NOTES
Simple subject is the main word that tells who is doing the action. It is only one
word and usually a noun.
EXAMPLES:
Monica baked a cheese cake.
simple subject
Simple predicate refers to the main verb that tells what the subject does. It can one
word or a verb phrase (writing.explained.org)
EXAMPLES:
She has watered the plants too.
simple predicate
II. EXERCISES
Encircle the simple subject and underline the simple predicate.
The one is done for you.
2. We bought flowers.
I. CONCEPT NOTES
A sentence has a compound subject if it contains more than one subject. These
subjects are joined by a conjunction and, or, or nor.
EXAMPLE:
1. Dannie and Alexa played volleyball.
compound subject
compound subject
3. He or she will pay the bill.
compound subject
A sentence has a simple predicate if it contains only one verb.
Example:
The teacher and student read the same book.
simple predicate
II. EXERCISES
A. Underline the compound subject and box the simple predicate.
Example: The teacher and principal organized a meeting.
.
1. Trixie, Allen and I made the project together.
2. Trees and flowers grow fast.
3. My sister and friend keep my notes.
4. Neither John nor Albert performed on stage.
5. My mother and father arrived yesterday.
B. Rewrite the following to make a simple sentence with compound subject and simple
predicate using the conjunctions and, or, nor. Number 1 is done for you.
I. CONCEPT NOTE
A sentence has a simple subject if it only has one subject. Only one subject is
doing the action.
Example:
The class performed on stage.
simple subject
compound predicate
II. EXERCISES
A. Circle the simple subject and underline the compound predicate.
Example:
Lanie cooked dinner and made a salad.
B. Write a simple sentence with simple subject and compound predicate. Use the
correct conjunction. Number 1 is done for you.
1. My mother prepares arranges
My mother prepare the laundry and arrange the cloths in the cabinet.
2. She draws labels
I. CONCEPT NOTES
Fluency is the ability to read text accurately, effortlessly and with expression. Therefore,
punctuation is of great aide to let the reader and the listener understand the writer’s intended
message. Punctuation marks alter our interpretation on the passage. It tells the reader where
to pause, breathe, raise his voice, and change his voice. Following correct usage of
punctuation marks will make your writing easier to read and more appealing.
Here are the most commonly used punctuation marks in writing simple sentences.
Comma ( , ) tells the reader to pause. (If the pause is for emphasis, a dash should be
used instead of a comma.)
EXAMPLE: Their teacher, Mr. Dagalangit, lives in the Northern part of
Bukidnon.
Question mark ( ? ) tells the reader that the writer is asking a question.
EXAMPLE: Are you going take the test this September?
Put the appropriate punctuation mark/s in each sentence and try to read it with correct
voice infliction or emotion.
I. CONCEPT NOTES
Sentence structure depends mainly on its purpose and audience. Four types of
sentences — declarative, interrogative, imperative and exclamatory exist in English language.
These kinds of sentences have different functions to deliver/show emphasis on its purpose
and audience. Younger audiences will understand simple statements and/or responses rather
than complicated ones.
Read and understand the examples on the table:
KIND OF
EXAMPLE PURPOSE
SENTENCE
responding to question
declarative I live in Malaybalay City, Bukidnon.
(Where do you live?)
declarative I am currently enrolled in ALS. giving information
declarative I am not the one who broke the glass window. explaining
declarative The sessions is so uptight and difficult. making assertions
Corona virus is definitely the worst we have
declarative
experienced. expressing opinion and/or
Yehey! We have answered our math emotion
exclamatory
problems!
II. EXERCISE
Write DS if the sentences is declarative, InS if it is interrogative, ImS for imperative and
ES for exclamatory sentence.
I. CONCEPT NOTES
The four types of English sentence and its purpose:
Declarative Sentence makes a statement or tells something and ends with a period.
EXAMPLE: We studied our lessons last night.
subject verb
Interrogative Sentence asks question and ends with a question mark. The sentence
order is (wh- word) + auxiliary + subject + verb.
EXAMPLE: Why did you enroll this year?
wh- word auxiliary subject verb
Imperative Sentence gives command and ends with a period. The sentence order is
base verb and the understood subject — YOU.
EXAMPLE: Give her a clue.
base verb
Exclamative/Exclamatory Sentence expresses strong feelings and ends with an
exclamation point (!). The sentence order is; What (+ adjective) + noun + subject +
verb or How (+ adjective/ adverb) + subject + verb.
EXAMPLE: What a good man he is!
adjective noun subject verb
II. EXERCISES
On the space provided before each number, write DS for declarative sentence, IS for
interrogative sentence, IMS for imperative sentence and ES for exclamatory sentence. Then,
put the appropriate punctuation marks.
LEARNING
COMPETENCY
Identify/ Explain the meaning of words with/ through prefixes un-, in-, im-, dis-, mis-, and re-.
I. CONCEPT NOTES
Prefixes - are letters or group of letters that are added at the beginning of a word to
form new words.
Root
Prefix Meaning New word Meaning
word
re - back; again turn return turn again
un - no; not; opposite safe unsafe not safe; the opposite of safe
not; the opposite
in - active inactive not active; the opposite of active
of
not; the opposite not possible; the opposite of
im - possible impossible
of possible
not honest; the opposite of
dis - not; opposite honesty dishonesty
honesty
mis - not; bad match mismatch not match
II. EXERCISES
Direction: Fill-out the chart below. Find the meaning of each prefix. Then write the new
word formed and its meaning on the space provided. Use the meaning of the prefix to give
the meaning of the new word.
First column is done for you.
This prefix
Prefix Root word New word This new word means
means
LEARNING
COMPETENCY Identify meaning of words with suffixes -ful and -less; -er and -or; -ly and y; -able and –ible.
I. CONCEPT NOTES
SUFFIXES - are letters or group of letters that can be added at the end of a word to
form new words.
SUFFIX MEANING EXAMPLE
- ful notable for; full of something specified playful; thankful
- less free from; lacking; without hopeless; careless
- er; - or one who player; inspector
- ly in a particular way slowly; friendly
-y characterized by gently; nerdy
- able that may or must be manageable; noticeable
that may be or is capable of being dealt
- ible reversible; sensible
with
II. EXERCISES
Direction: Read each sentence carefully. Encircle the word that contains a suffix. Then
write its root word plus the suffix and its complete meaning on the space provided below.
Number 1 is done for you.
I. CONCEPT NOTES
Context clues - are hints to the meaning of a difficult word. These hints can be found in
the same sentence usually before or after the difficult word.
EXAMPLE: Norma is genuinely concerned in the well-being of the homeless and she
really wants to help. What is the meaning of the underlined word?
II. EXERCISES
A. Direction: Read the following sentences. Encircle the word/s that explains the meaning
of the underlined word. Number 1 is done for you.
1. Nick did not eat the stale bread because it was not fresh.
2. Jose Corazon de Jesus is a well- known poet in the Philippines. He writes poems.
3. Dr. Jose P. Rizal, a Philippine National Hero, is a renowned polyglot in history who can
speak, read or write in several languages.
4. The frogman’s legs are too feeble or weak for him to stand on.
5. Clara likes to stare at the stars at night. Watching how stars twinkle makes her forget
her problems in life.
6. The weary farmer took a rest under the shady tree to ease his tiredness.
B. Direction: Read the following sentences. Identify the context clues of the underlined word.
Then encircle the word with the opposite meaning of the underlined word. Number 1 is done
for you.
(accepted, doubted) 1. As an officer with a higher rank, he was obedient and had disputed
any orders.
(secretive, vocal) 2. Media coverage was candid about the things that went wrong as
well as the success.
(satisfied, deprived) 3. Luckily, Minerva was compensated after leaving the company.
(poor, rich) 4. Ms. Visceral, a wealthy artist, gave donations to the affected
families.
(great, awful) 5. Alma woke up feeling wretched. She was covered with sweat and
had a headache.
(speed, slow) 6. We can still make it to the grocery store on time if we make haste!
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
LEARNING
COMPETENCY
Interpret the parts of important documents and forms.
I. CONCEPT NOTES
Forms are documents that you have to fill out as an initial requirement for admission to
a school or to a job. These documents require basic information about you. There are lots of
forms, among these are: Application Form, Bio-data/Resume/Curriculum Vitae, Bank Forms,
Civil Registry Forms and a lot more.
II. EXERCISES
Direction: Study the given form below, then answer the questions that follow. Write your
answers in the blank or circle the letter of your answer.
I. CONCEPT NOTES
Forms are documents that you have to fill up as an initial requirement for admission to
a school or to a job. These are important because it contains basic information about you.
There are lots of forms, among these are: Application Form, Bio-data/ Resume/ Curriculum
Vitae, Bank Forms, Civil Registry Forms and a lot more.
II. EXERCISES
Direction: Pretend that you are to apply for a job at your nearest bakery shop. Supply
the needed information on the Bio-data form below.
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
I. CONCEPT NOTES
An outline is a tool used to organize your written ideas about a topic into a logical
order (writingcenter.anc.edu).
There are two (2) types of outline:
1. Topic Outline–used when the topics being discussed can be done in numerous
ways.
--uses words and phrases
2. Sentence Outline-used when the topics being discussed needs details
-uses complete sentence
These two (2) types of outline are important in writing because it will help you
create and categorize ideas sequentially and to make sure that each idea is completely
developed.
Study the example below:
Topic Outline Sentence Outline
I. Positive effects of social I. Social media helps us in our everyday life.
media A. Social media increases awareness
A. Increase social awareness regarding
B. Source of learning issues that has been ignored in our society.
II. Negative effects of social B. Social media serves as an opportunity for
media additional learning information.
A. Causes depression II. Social media has changed our ways in
B. Cyber Bullying dealing
I. A. with people negatively
B. A. Comparing lives to friends on social media
II. and eventually notice failure.
A. B. It is one of the majorproblems of social
B. media because of the harmfulness it offer.
II. EXERCISES
Direction. Complete the topic outline given by writing down which group they
belong.
Variety of Sports
I. Group/Team Sport
Biking A.
Swimming B.
Volleyball II. Individual Sport
Boxing A.
Basketball B.
Diving III. Water Sport
A.
B.
✓
I. CONCEPT NOTES
In summarizing important information from a text read or listened to, you must take
note and remember the key points or main ideas and the necessary details for you to
create a summary.
II. EXERCISES
Discuss the reading selection below with your partner and write a 1 paragraph (5
sentences) summary about the important information being discussed in the text.
Juvenile delinquency is characterized by unruly conduct of youth age 10 to 17,
that is beyond parental control and thus requires legal action (Merriam-Webster
Dictionary). Drugs, sexual assault, robbery, physical injury and other illegal activities and
behaviour that most of the teens commit. In the Philippines, the number of minors
involved in delinquency had increased from 10, 388 in 2017 to 11, 228 in 2018. Many of
our dear teens are engaged in such dreadful and terrifying crimes and activities that you
can’t imagine they can do because of their young age. The increase of numbers of the
juvenile delinquent is quite alarming and worrisome. 15 year old felons and below are
spared in trial and jail however the age of the children who partake in such unlawful
activities are getting younger and younger, some of this offender’s even age as five years
old. Due to this, Juvenile Justice and Welfare Act of 2006 increased the minimum age of
criminal responsibility that allows the child to undertake criminal proceeding in court. It
also requires a minor delinquent to undergo therapy. From study and research, most of
the minors who are part of these illicit deeds are ignored and abandoned by their own
parents and family or they seek attention from them. Parents must always check on their
child and guide them towards the right path, away from the dangerous way that can
destroy their life and future.
In relation to this, Senate President Vicente Sotto III urges the government to
support, and to fund the places for rehabilitations for the juvenile delinquents since many
of the shelters are neglected and abandoned. The House of Representatives approved
on final reading the House Bill 8855 which lowers the criminal charge from 15 to just 12
years old on January 28, 2019.
SUMMARY
RUBRICS
Content – 4points
Accuracy - 3points
Organization of Thoughts - 3
points
TOTAL – 10 points
✓
I. CONCEPT NOTES
Visual Media is an image, graphic or any clear representation of something.
In identifying the values suggested in the given visual media, you must study and
analyse it in order for you to know and conclude the real meaning behind the
picture or illustration.
II. EXERCISES
Identify the values suggested in the picture below and share your
thoughts/ideas through answering the questions.
What happened?
When did it happen?
https://www.google.com/imgres?imgurl=https%3A%2F%2F1.800.gay%3A443%2Fhttps%2Fwikiclipart.com%2Fwp-content%2Fuploads%2F2017%2F03%2FHand-black-and-white-free-hand-clipart-black-and-white-clipartfest.png&imgrefurl=https%3A%2F%2F1.800.gay%3A443%2Fhttps%2Fwikiclipart.com%2Fhand-clipart-
black-and-white_28365%2F&tbnid=H2J0FSVeWCgXAM&vet=12ahUKEwix_-q-7vjqAhXwzYsBHdNKBYMQMygDegUIARCsAQ..i&docid=TgSbwDYtSHuqkM&w=2000&h=2028&q=image%20of%20black%20and%20white%20hand&hl=en&ved=2ahUKEwix_-q-
7vjqAhXwzYsBHdNKBYMQMygDegUIARCsAQ
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
I. CONCEPT NOTES
Analyzing Information includes the breaking down of an idea into parts to define its key
elements and make statements. It involves the testing of data in detail to recognize sources,
important issues, make suggestions and look for possible results.
II. EXERCISES
Analyze the information presented below and answer the given questions.
https://www.google.com/url?sa=i&url=https%3A%2F%2F1.800.gay%3A443%2Fhttps%2Fwww.bbc.co.uk%2Fnews%2F39987278&psi https://www.google.com/url?sa=i&url=https%3A%2F%2F1.800.gay%3A443%2Fhttps%2Fkrebsonsecurity.com%2F2019%2F07%2Fthe-
g=AOvVaw2w1y1HekRq3dah84F9Zu5W&ust=1604093962214000&source=images&cd=vfe&ved=0CAI unsexy-threat-to-election-security%2F&psig=AOvVaw2Km2kFHGWeeSF-LQiLMV-
QjRxqFwoTCJjgmOvh2uwCFQAAAAAdAAAAABAT x&ust=1604093836762000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCNCs3LPh2uwCFQAAAAAdAA
AAABAD
3. As a responsible citizen, what are the qualities that you are looking for in
choosing your leader?
Learning Strand 1
English Communication Skills
ALS K to 12 Basic Education Curriculum
KEY TO CORRECTION
1. ____n_ umbers
2. ____f_ amily
3. ____s__chool
4. __e__nvironment
5. ___v__ irus
1. 2. 3. 4. 5.
_3_morning _3 window _3 shouted _2_ fell _2_ prince
_1_ been _2_ jumped _2 house _1_even _1_king
_2__ little _1_across 1_ children _3_giant _3_queen
6. 7. 8. 9. 10.
_1_ couldn’t _1_ he _2_ violin _3_December _1_ hour
_2_ haven’t _3_she _1_saxophone _1_ April _2_ minutes
_3_wouldn’t _2_ it _3_ xylophone _2_ August _3_ seconds
LAS TITLE Arranging Words Alphabetically with Same First Letters LAS NO. 3
Expressions Situation
_________Hello________ _________Greetings________
_________Hi___________ _________Greetings________
_________Sorry________ _____Expressing Apology____
_________Please_______ ______Asking permission____
_________Bye_________ _______Leave Taking_______
A.
COUNT NOUNS MASS NOUN- (NON COUNT)
cellphone gravity
classroom love
homework oil
jeepney rice
notebook
teacher
B. From the column of Count Nouns, choose one (1) count noun and use it in a sentence.
1. During February 14, ladies receive _a bouqet of flowers from their loved ones.
2. To be easily found, the teacher placed a box of chalk in the chalk ledge.
3. A group of friends decided to join the dance contest and have fun.
4. While riding a small boat in the lake, a school of fish was seen by the children through the
transparent water.
5. For him to join the race, his, mother bought him a pair of shoes.
6. Ellen decided to buy a bag of candies as present to her children.
7. Andrew bought a ream of paper for him to use during writing activities.
8. The old man bought a pile of sticks to be used as firewood.
9. Leny asked her brother Jake to buy a tray eggs at the store because she will bake a cake.
10. On the table is an army of ants that collected the leftover candies from Ellen’s Children.
A. Write in the blank the correct personal pronoun (I, You, He, She, It, We, They) to represent the
given nouns.
Example: Uncle – He
Example:
My uncle is married. Uncle - He He is married.
1. I bought myself a new pair of slippers for our trip to the beach.
2. The knights’ themselves do not want to attack the enemy fort.
3. You can choose a defender yourself or one will be selected for you.
4. Charles himself will be piloting this seaplane across the Atlantic.
5. Because she wanted to be like her sister, Alice forced herself to practice each day.
6. I suggest that you yourself figure out how to resolve this problem.
7. After rescheduling two meetings, the president himself conducted the meeting.
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
1. paws a. fined
2. passed b. two
3. sew c. pass
4. one d. bored
5. find e. wood
6. rode f. past
7. pale g. pause
8. to h. won
9. would i. road
10. board j. pail
k. so
B.
1. Answers may vary, any acceptable/valid answer is correct.
LAS TITLE Using Simple Present Tense of Verb in Sentences LAS NO. 27
LAS TITLE Using Time Expressions that Indicate Present Action LAS NO. 28
LAS TITLE Present Form of Verbs that Agree with the Subject LAS NO. 29
A. Form the past tense of the verb in the parenthesis. Write it on the space provided to complete the sentence.
1. The learners visited the zoo yesterday. (visit)
2. They arrived early to catch their ride. (arrive)
3. They waited for the rest of the class to arrive safely. (wait)
4. The girls packed some sandwiches for snacks. (pack)
5. They listened attentively as their teacher named each animal. (listened)
6. The class explored the whole site, tirelessly. (explore)
7. The tour at the zoo lasted for about 6 hours. (last)
B.
LAS TITLE Using Verbs in Past and Past Perfect Tense LAS NO. 32
A. Underline the adverb of place in each sentence. B. Choose two (2) adverbs of place. Use each of
1) I can’t find it anywhere. them in a sentence.
2) Jenneth almost fell down the stairs.
3) Jack and Jill went up the hill. 1) Answers may vary, any acceptable/valid
4) Her phone got left behind. answer is correct.
5) I am looking forward to seeing you again.
2) Answers may vary, any acceptable/valid
answer is correct.
4) How long have you been studying in ALS? I’ve been studying in ALS since last year.
5) Where will you go later? I will watch later.
1. The coffee is not hot enough so I need to reheat it. (very, enough, slightly)
2. He ran extremely fast that’s why he won the race. (fairly, quite, extremely)
3. I totally forgot about the quiz today so I wasn’t able to study. (very, hardly, totally)
4. The bag was slightly expensive so she didn’t buy it. (a bit, slightly, pretty)
5. My mother has a garden because she really likes plants. (really, a bit, enough)
1) There are books in the box. 2) My shoes are under the 3) There is a ballpen on top of
table. the notebook.
A. Read carefully the sentences. Identify and circle the action word in each sentence.
1. Mandy danced gracefully.
2. I paid our monthly bill.
3. Sonny sings very well.
4. Mother washes the dishes.
5. We read the book.
B. Write a simple sentence using the given action word or verb.
Answers may vary, any acceptable/valid answer is correct.
LAS TITLE Simple Sentence with Simple Subject and Predicate LAS NO. 44
LAS TITLE Simple Sentence with Compound Subject and Simple Predicate LAS NO. 45
A.
1. Trixie, Allen and I made the project together.
2. Trees and flowers grow fast.
3. My sister and friend keep my notes.
4. Neither John nor Albert performed on stage.
5. My mother and father arrived yesterday.
B.
2. Sandy Rhian created a chart
Sandy and Rhian created a chart.
3. Sheila My sister will watch a game
Sheila or my sister will watch a game.
4. Water sunlight is needed by plants
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
LAS TITLE Simple Sentence with Simple Subject and Compound Predicate LAS NO. 46
A.
1. She likes baking cakes and playing volleyball.
2. Frank tried to shot the ball but missed it.
3. Sophie may shops for shoes or watches a game.
4. The learners read the story and answer and answer the follow-up questions.
5. The teacher checks the answer sheet and returns them to the students.
B.
2. She draws the plant anatomy and labels each part.
3. Hanzel cleaned the house and watered the plants.
4. The dog barks loudly but it was shot to death.
5. Sophie neither shops new dress nor watches movies.
LAS TITLE Kind of Sentences for a Specific Purpose and Audience LAS NO. 48
LAS TITLE Words with Prefixes and its Meaning LAS NO. 50
This prefix
Prefix Root word New word This new word means
means
Example: un not happy unhappy not happy
re again use reuse use again
in not correct incorrect not correct, wrong
re again turn return turn again
im not proper improper not proper
re again charge recharge charge again
dis not obey disobey not to obey
re again collect recollect collect again
mis not place misplace not place correctly
re again form reform form again
LAS TITLE Words with Suffixes and its Meaning LAS NO. 51
LAS TITLE Getting Meaning of Words Through Context Clues LAS NO. 52
A.
2. Jose Corazon de Jesus is a well- known poet in the Philippines. He writes poems.
3. Dr. Jose P. Rizal, a Philippine National Hero, is a renowned polyglot in history who can speak, read or
write in several languages.
4. The frogman’s legs are too feeble or weak for him to stand on.
5. Clara likes to stare at the stars at night. Watching how stars twinkle makes her forget her problems in
life.
6. The weary farmer took a rest under the shady tree to ease his tiredness.
B.
(accepted, doubted) 1. As an officer with a higher rank, he was obedient and had disputed any orders.
(secretive, vocal) 2. Media coverage was candid about the things that went wrong as well as the
success.
(satisfied, deprived) 3. Luckily, Minerva was compensated after leaving the company.
ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
(poor, rich) 4. Ms. Visceral, a wealthy artist, gave donations to the affected families.
(great, awful) 5. Alma woke up feeling wretched. She was covered with sweat and had a
headache.
(speed, slow) 6. We can still make it to the grocery store on time if we make haste!
Variety of Sports
I. Group/Team Sport
Biking A. Volleyball
Swimming B. Basketball
Volleyball II. Individual Sport
Boxing A. Boxing
Basketball B. Biking
Diving III. Water Sport
A. Swimming
B. Dining