LS1 English Communication ELEMENTARY

Learning Strand 1 – English Communication Skills
Alternative Learning System 2.0

First Edition, 2021
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REGIONAL MANAGEMENT TEAM

Chairperson : Dr. Arturo B. Bayocot, CESO III
Regional Director
Co-Chairpersons : Dr. Victor G. De Gracia Jr., CESO V
Assistant Regional Director
: Ms. Mala Epra B. Magnaong
Chief Education Supervisor, CLMD
: Dr. Ray Butch D. Mahinay
Education Program Supervisor, ALS
LEARNING ACTIVITY SHEETS DEVELOPMENT TEAM
Writers : Maribel Calo, Division of Cagayan de Oro City
: Jefferson Cena, Division of Misamis Oriental
: Gretchen Linaac, Division of Cagayan de Oro City
: Kathlea Kristine De Los Santos, Division of Bukidnon
: Chrissa Faith Mañiego, Division of Ozamiz City
: Marie Mea Aniasco, Division of Tangub City
: Mark Loi Abejo, Division of Iligan City
: Rolyne Grace Salem, Division of Camiguin
: Jasmiah Sadang, Division of Lanao del Norte
: Hanna Mabelle Baldivino, Division of Gingoog City
: Ezer Faith Bajan, Division of Valencia City
: Valyn Rose Cabañelez, Division of Malaybalay City
: Riza Paulin, Division of Misamis Oriental
: Kenneth Jane Quilab, Division of El Salvador City
Content Expert : Ms. Fe Pablico
Master Teacher (SHS), Division of Cagayan de Oro City
Reviewer : Dr. Angelina Buaron
Education Program Supervisor, English
Editor : Ms. Gretchen Linaac
ALS Mobile Teacher, Division of Cagayan de Oro City
Coordinator : Ms. Roselyn Faciol
Education Program Specialist for ALS, Division of Ozamiz City
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E-mail Address: [email protected]
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Learning Strand 1
English Communication Skills
ALS K to 12 Basic Education Curriculum
This instructional material was collaboratively developed and reviewed by

implementers of the Alternative Learning System and teachers in the formal schools of
DepEd Region X, with the technical support from DepEd ALS Task Force and Smart
Communications.
We encourage teachers and other education stakeholders to email their feedback,

comments, and recommendations to [email protected].
We value your feedback and recommendations.
Department of Education ● Republic of the Philippines

ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO
ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE Naming Pictures LAS NO. 1 SCORE
LEARNING
COMPETENCY
Give the beginning letter of the name of each picture.
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

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE Arranging Words Alphabetically LAS NO. 2 SCORE
LEARNING
COMPETENCY
Arrange words alphabetically by the 1st letter (with a different first letter in alphabetical order).
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:
apple basket cake dance egg fruit
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
NAME DATE
SCHOOL/CLC DISTRICT
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
baboon bee beetle bird buffalo
II. EXERCISES
Arranged the following words in alphabetical order:
1. funky fight flame fails furs

______ ______ ______ ______ _____
2. mourn mouth mould mount mouse
______ ______ ______ ______ _____
3. learn lyric ladle limbs lungs
______ ______ ______ ______ _____
4. years yelps yells yeast yearn
______ ______ ______ ______ _____
5. awful avail amaze abhor again
______ ______ ______ ______ _____

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE Using Appropriate Expressions LAS NO. 4 SCORE
Use everyday expressions correctly in appropriate situations: Introductions (e.g., talk about one’s
LEARNING personal).
COMPETENCY Use appropriate expressions to talk about famous events, current issues/ events, famous places and
people.
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
_____________________ ______________________
_____________________ ______________________
_____________________ ______________________
_____________________ ______________________
_____________________ ______________________
_____________________ ______________________

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Mass and Count Nouns LAS NO. 5 SCORE
LEARNING
COMPETENCY
Identify and use mass and count nouns in sentences.
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.
notebook cellphone homework rice gravity

oil teacher jeepney love classroom
COUNT NOUNS MASS NOUN- (NON COUNT)
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.
_______________________________________________________

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Quantifiers of Mass Nouns LAS NO. 6 SCORE
LEARNING
COMPETENCY
Identify and use quantifiers of mass noun.
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.
Study the table below:
Quantifiers Meaning Sentence

A Little Minor, Small A little amount of juice was spilled.
A Few Slight, Small Only a few of the class were present.
A lot of large number or amount A lot of food was given to the homeless.
Many Numerous, Very Many of the trash were brought to the landfill.
Much Very, too, a lot How much does a liter of juice cost?
Lots of A lot of I am happy; lots of people came to the party.
Some No clear amount We have some rice in the storage room.
Any Never, At all Do you have any bread in your house?
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

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Concrete and Abstract Nouns LAS NO. 7 SCORE
LEARNING
COMPETENCY
Identify and use concrete nouns and abstract nouns.
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
Write C if the noun is concrete and A if abstract and use it to a sentence.
___C___ Apple - I ate an apple yesterday

(C because it is concrete noun)
__1. Sad - _______________________________________

__2. Table - _______________________________________
__3. Happy - _______________________________________
__4. Food - _______________________________________
__5. Honesty - _______________________________________

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Collective Nouns LAS NO. 8 SCORE
LEARNING
COMPETENCY
Use collective nouns in sentences.
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.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Possessive Pronouns LAS NO. 9 SCORE
LEARNING
COMPETENCY
Identify and use possessive pronouns in sentences.
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.
Possessive When to use Example

Pronoun
My/mine Owned by yourself. That toy is mine.
My mother went to the market.
Your/yours Owned by other person That chocolate is yours.
Your work is remarkable.
His Owned by a male/boy Don and his friends run.
Her/hers Owned by a female/girl Ana and her doll were pretty.
Those nice dresses are hers.
Its Connected by something The key and its chain were
broken.
Our/Ours Owned by you and me That piece of land is ours.
Our house is newly painted.
Their/theirs Owned by other group of The carabao we rode yesterday
people was theirs.
The ALS learners prepared their
Portfolio for evaluation.
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.
B. Fill in the blank with the appropriate Possessive Pronoun.

(mine, my, yours, his, him, her, its, their, theirs)
1. The girl lost ________ doll.
2. John and Sam lost _______ pet.
3. That book belongs to me. It is ______.
4. Susan has a bike. It is _______.
5. Rose and Ann share a car. It is _______.
NAME DATE
SCHOOL/CLC DISTRICT
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
1. Cyril, Wendel and Ricky - _______

2. Ballpen - _______
3. Wife - _______
4. Father - _______
5. You, Kurt and Jasmin - _______
B. Identify and use the appropriate personal pronouns in a sentence.
Example:
My uncle is married. Uncle - He He is married.
1. My friend was hungry. _______________ _____________________

2. Grandfather was sad. _______________ _____________________
3. The learners are happy. _______________ _____________________
4. The food here is cheap. _______________ _____________________
5. The cat is afraid of me. _______________ _____________________
NAME DATE
SCHOOL/CLC DISTRICT
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:
Demonstrative Pronouns When to use… Example

This points to one object that is This is my ring.
near to you/speaker.
That points to one object that is far That is your car.
to you/speaker.
These points to many objects that These shoes are nice.
are near to you/speaker.
Those points to many objects that Those are the trees we
are far to you/speaker. planted.
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?
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.
5. Their bad conduct made __________ athletes not receive their allowance this month.
6. ___________ notebook was mine.
there these those there
7. Is ___________ yours?
there these those this
8. ___________ are my favorite food.
9. Can you please deliver me one of ___________ items you sell?
10.__________ clothes are good to put on.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Reflexive and Intensive Pronouns LAS NO. 12 SCORE
Use reflexive and intensive pronouns (myself, yourself, ourselves, himself, herself, oneself, itself, and
LEARNING
COMPETENCY
themselves) in a sentence.
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.)
Intensive Pronoun adds emphasis to a noun or pronoun already named. It comes

after the noun it is emphasizing.
EXAMPLE: Sam, himself, will plan the party.
(Himself, an intensive pronoun refers to Sam.)
Study the table below.
Commonly used Singular / Commonly used Singular / Plural
Reflexive and Plural Reflexive and Intensive
Intensive Pronouns Pronouns
myself singular oneself singular

yourself singular itself singular
himself singular ourselves plural
herself singular themselves plural
II. EXERCISES
Fill in the blanks with the correct reflexive or intensive pronoun.
myself, yourself, ourselves, himself, herself, oneself, itself, themselves
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.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Descriptive Adjectives LAS NO. 13 SCORE
LEARNING
COMPETENCY
Identify and use descriptive adjectives in sentences.
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:
1. Lyn wants to buy a bigger house.

(bigger describes specific detail of what kind of house Lyn wants to) buy.)
2. The company preferred a trustworthy applicant.
(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

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Degrees of Adjectives (-er & -est) LAS NO. 14 SCORE
LEARNING Identify and use words that show degrees of adjectives in making comparisons (positive, comparative,
COMPETENCY superlative) in sentences.
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.
Noun + verb + the + superlative adjective + noun

e.g. The girl wore the prettiest dress in town.
II. EXERCISES
Underline the correct degree of adjectives to complete the sentence.
1. My horse ran _________ (fast, faster, fastest) than Michael’s.

2. Martha’s dog is ________ (fat, fatter, fattest).
3. Jose was the _________ (thin, thinner, thinnest) among the three siblings.
4. The weather today looks _______ (fine, finer, finest).
5. Kendall owns the _________ (big, bigger, biggest) house in town.
6. You look __________ (tall, taller, tallest) on that heels.
7. I was fascinated by the ________ (cold, colder, coldest) breeze of air.
8. Dogs are _______ (smart, smarter, smartest) than cats.
9. It was the __________ (hot, hotter, hottest) summer ever recorded.
10. The _________ (poor, poorer, poorest) of the _________ suffered the most during
this pandemic.

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy Lower Elementary Advanced Elementary  Junior High School
LAS TITLE Degrees of Adjectives (more/most) LAS NO. 15 SCORE
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.
Study the table below.
Regular modifiers with three or more syllables

Positive Comparative Superlative
(adjective) (more + adjective) most + adjective
interesting more interesting most interesting
beautiful more beautiful most beautiful
popular more popular most popular
affectionate more affectionate most affectionate
intelligent more intelligent most intelligent
delicate more delicate most delicate
responsible more responsible most responsible
II. EXERCISES
Underline the correct form of adjective inside the parenthesis to complete the
sentence. Then, identify the degree of comparison (positive, comparative, superlative).
1. Lira is (more beautiful, most beautiful) than Alice. ___________

2. Jollibee is (more popular, most popular) fast food chain in the country. ___________
3. Alvin is (more affectionate, most affectionate) sibling than Kier. ___________
4. She reads an (interesting, more interesting) piece. ___________
5. Tina is the (most responsible, responsible) person that I have known. ___________

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Degrees of Adjectives (Irregular) LAS NO. 16 SCORE
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
little less least

much more most
good better best
bad worse worst
Source: (Warriner, et al, 2004, pg 731)
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.
NAME DATE
SCHOOL/CLC DISTRICT
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
origin Iligan, Cagayan de Oro
material plastic/wooden
purpose used for assembling to eat etc..
EXAMPLE: Describing qualities of a table.

She bought a lovely, small, round, table from Iligan.
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

NAME DATE
SCHOOL/CLC DISTRICT
Describing People, Objects, Things and Places Using
LAS TITLE LAS NO. 18 SCORE
Simple Adjectives
LEARNING Describe people, objects, things and places using simple adjectives (color, shape, size, height, weight,
COMPETENCY length, distance, etc.
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

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Synonyms and Antonyms of Common Adjectives LAS NO. 19 SCORE
LEARNING
COMPETENCY
Give the synonyms and antonyms of common adjectives.
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
Antonyms are words that have opposite meanings.
EXAMPLE:
friend / enemy
fast / slow
II. EXERCISES
Complete the chart below by filling out the synonym and antonym of each common
adjective.
Synonym Common Antonym

Adjective
happy
sweet
big
beautiful
freezing
dirty
frugal
narrow
below
difficult

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Homonyms (Homophones) LAS NO. 20 SCORE
LEARNING
COMPETENCY
Give the homophones of words.
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

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Homonyms (Homographs) LAS NO. 21 SCORE
LEARNING
COMPETENCY
Give the meaning of homographs.
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.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Past Form of Regular Verbs LAS NO. 22 SCORE
LEARNING
COMPETENCY
Use the past form of regular verbs.
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)
live walk mix beg
record instruct dry
1. Charlie ________ with his parents and siblings last 2018.

2. They ________ to the park last Saturday afternoon.
3. Rhea _________ an all-time high score in volleyball last week.
4. The teacher _________ her students to write a simple sentence a while ago.
5. Maria __________ her classmates to stop laughing at her this morning.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Past Form of Irregular Verbs – Part I LAS NO. 23 SCORE
LEARNING
COMPETENCY
Use the past form of irregular verbs in sentence.
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:
Present form Past form

go-goes went
James goes the museum every day. James went to the museum last week.
The present form of the irregular verb is goes (singular present), when changed to past
form it becomes went, the word was changed completely.
Present form Past form

break-breaks broke
The members break their silence on The members broke their silence on
this matter. this matter last night.
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.
NAME DATE
SCHOOL/CLC DISTRICT
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.
B. Choose an irregular verb in past form and use them in a sentence.

(See irregular verb example in the next page)
1. ___________________________________________
2. ___________________________________________

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE BE Verbs LAS NO. 25 SCORE
LEARNING
COMPETENCY
Use the be-verbs (am, is, are, was were) correctly in sentences.
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”
▪ Example: ▪ Example: ▪ Example:

I am going to Cebu. I was there last year. I will be back there soon.
My friends are coming over. They were here yesterday. They will be here tonight.
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.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Identifying Action Verbs in Stories/Poems Listened To LAS NO. 26 SCORE
LEARNING
COMPETENCY
Identify action verbs in stories/poems listened to.
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 will tell you about

a place that is cool
it is without a doubt
my dear old school.
In school I can sing

and do many other things
I can read, write, and dance
I can skip, hop, and prance.
In school I have fun

I play under the sun
I count things I can see,
dream of what I can be.
There’s so much I can do

in my school, that’s so true
It is after all, my home
away from home.
Source:
Let’s Begin Reading in English – Grade 2, Learner’s Material, 1st Ed 2013

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Using Simple Present Tense of Verb in Sentences LAS NO. 27 SCORE
LEARNING
COMPETENCY
Use simple present tense of verb in sentences.
I. CONCEPT NOTES
VERB TENSE
Tells how an action relates to the flow of time
PAST TENSE PRESENT TENSE FUTURE TENSE

Verbs in the past Verbs in the present express Verbs in the future
express actions that actions that happen regularly or express actions that are
already happened, in actions occurring now. yet to happen in the
the definite past time. definite future time.
SIMPLE PRESENT TENSE

▪ We use the simple present tense to describe actions happening at the moment.
▪ We also use to describe actions that happen regularly.
HOW TO FORM VERBS IN THE SIMPLE PRESENT TENSE?

▪ Use the main verb (action verb)
▪ Add –s or –es to most verbs to make it singular.
Don’t add –s or –es to the verbs to make it plural in form.
▪ As a rule use the singular form of the verb to describe one subject (person, place,
thing, or event), and use its plural form to describe more than one subjects. The
subjects “I” and “you,” although singular in form, takes a plural verb.
Example: Luke plays basketball.
singular verb in simple present tense (with –s at the end)
singular subject
Keith and Marco play basketball.

plural subject plural verb in simple present tense (without –s at the end)
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.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Using Time Expressions that Indicate Present Action LAS NO. 28 SCORE
LEARNING
COMPETENCY
Use correct time expressions to tell an action in the present.
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.
TIME EXPRESSIONS TIME EXPRESSIONS

to use with actions that happen to use with actions happening right
regularly now
every day every week today now
every month every year at this time at the moment
every other day twice a week as we speak these days
once a month this week this month
this year
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
1. John jogs five kilometers __________.

2. It is better to stay at home __________.
3. __________, a lot of people work from home.
4. You should take your vitamin supplement __________.
5. Malacañang suspends the face-to-face classes’ __________.
6. The team is leaving the gym __________.
7. I am feeling hungry __________.
8. I can’t talk __________ because I’m in a meeting.
9. She trims her hair __________.
10. I visit my dentist for annual check-up __________.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Present Form of Verbs that Agree with the Subject LAS NO. 29 SCORE
LEARNING
COMPETENCY
Use the present form of verbs that agree with the subject.
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.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Verbs in Past Tense LAS NO. 30 SCORE
LEARNING
COMPETENCY
Form and use the past tense of frequently occurring regular verbs.
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.
VERBS PAST TENSE VERBS PAST TENSE

bake  baked call  called
believe  believed clean  cleaned
capture  captured paint  painted
dance  danced park  parked
dive  dived pick  picked
like  liked play  played
live  lived stay  stayed
prepare  prepared talk  talked
serve  served walk  walked
smile  smiled wash  washed
II. EXERCISES
A. Form the past tense of the verb in the parenthesis. Write it on the space provided to
complete the sentence.
1. The learners __________ the zoo yesterday. (visit)

2. They __________ early to catch their ride. (arrive)
3. They __________ for the rest of the class to arrive safely. (wait)
4. The girls __________ some sandwiches for snacks. (pack)
5. They __________ attentively as their teacher named each animal. (listened)
6. The class __________ the whole site, tirelessly. (explore)
7. The tour at the zoo __________ for about 6 hours. (last)
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 ______________________________________________________________

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Using Verbs in Simple Future Tense LAS NO. 31 SCORE
LEARNING
COMPETENCY
Use verbs in simple future tense.
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.”
Here are some examples of sentences in the future tense.
will + verb be verb + going to + verb

▪ I will spend Christmas at my cousin’s ▪ I am going to spend Christmas at my
place cousin's place.
▪ I will enroll in Senior High School next ▪ I am going to enroll in Senior High School
year. next year.
▪ The protagonist will reveal his true ▪ The protagonist is going to reveal his true
identity in the next episode. identity in the next episode.
▪ They will hire additional teachers in ▪ They are going to hire additional teachers
the next few days. in the next few days.
▪ The learners will take the exam next ▪ The learners are going to take the exam
month. next month.
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.
1. Joseph _______________ the Army after graduation. (join)

2. He _______________ the country next month. (leave)
3. Sarah _______________ for a teaching position next school year. (apply)
4. Sam _______________ his birthday at the end of the month. (celebrate)
5. I _______________ all the Learning Activity Sheets tonight. (answer)
6. I _______________ my papers tomorrow. (submit)
7. I _______________ money for our travel goals next summer. (save)
8. We _______________ our grandparents this weekend. (visit)
9. The workers _______________ the road next week. (repair)
10. They _______________ soon. (arrive)

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Using Verbs in Past and Past Perfect Tense LAS NO. 32 SCORE
LEARNING
COMPETENCY
Use the past and past perfect tenses correctly in varied contexts.
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)

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Adverbs of Manner LAS NO. 33 SCORE
LEARNING
COMPETENCY
Recognize adverbs of manner.
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:
1) Henry walked slowly.

VERB ADVERB
2) The students quietly answered their quiz.

3) Philippine heroes fought bravely.
4) Xandra hurriedly wiped the spilled milk.
5) The dogs barked noisily.
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.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Adverbs of Place LAS NO. 34 SCORE
Identify and use adverbs of place in sentences.
LEARNING
COMPETENCY
Write/ compose clear and coherent sentences describing persons, places, things, and animals using
adverbs of place.
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
can be can mean can refer to the can indicate

DIRECTIONAL DISTANCES OBJECT’S MOVEMENT IN
Examples: Examples: POSITION PARTICULAR
• up • nearby Examples: DIRECTION
• down • far away • below Examples:
• around • miles apart • between • forward
• away • above • backward
• north • behind • onwards
More examples of adverbs of place: under, underneath, underground, about,

across, abroad, overseas, indoors, outdoors, inside, outside, out, near, far,
off, in, on, over, here, there, everywhere, somewhere, anywhere,
elsewhere, upstairs, downstairs, underground, next door
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.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Adverbs of Time LAS NO. 35 SCORE
Use appropriate adverbs of time in sentences.
LEARNING
COMPETENCY
Write/compose clear and coherent sentences describing persons, places, things and animals using
adverbs of time.
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
Sentences: Sentences: Sentences:

1. My family will visit my 1. I was quarantined for 1. Helen always obeys
VERB
fourteen days. her parents.
uncle tomorrow.
ADVERB
2. The baby slept all 2. My sister sometimes
2. We will have a meeting morning. skips eating breakfast.
later.
3. Nickie has been working 3. I save one hundred
3. The COVID – 19 here since last year. pesos weekly.
pandemic started last
February.
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:
1) What did you do yesterday? I went to the public market yesterday.

2) What will you do tomorrow? ____________________________________________
3) How often do you exercise? ____________________________________________
4) How long have you been studying in ALS? ________________________________
5) Where will you go later? _______________________________________________

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Adverbs of Intensity LAS NO. 36 SCORE
LEARNING
COMPETENCY
Use appropriate adverbs of intensity in sentences.
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
• The adverb ENOUGH is placed AFTER the adjective or adverb it modifies.
e.g. The mangoes are ripe enough to harvest.

ADJECTIVE ADVERB
EXAMPLES:
1) She totally agrees with you. 4) My brother is old enough to work.

2) Mark hardly listens to the teacher. 5) I swim pretty slowly.
3) Our teacher is really nice. 6) Alicia solves Math problems extremely fast.
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)

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Adverbs of Frequency LAS NO. 37 SCORE
LEARNING
COMPETENCY
Use appropriate adverbs of frequency.
I. CONCEPT NOTES
Adverbs are used to modify or describe other parts of speech such as verb, adjective,
and another adverb.
Adverbs of Frequency definite frequency (e.g. daily, weekly, yearly)

- always describe HOW OFTEN
the action happens in either
indefinite frequency – doesn’t tell exact time
definite or indefinite terms
frame (e.g. often, sometimes, rarely)
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
In using adverbs of frequency (indefinite frequency), we usually follow the following:
a. Maria usually does the cooking. b. She is always polite.
Subject + Adverb + Main Verb Subject + Be Verb + Adverb
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? __________________________________

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Commonly Used Prepositions LAS NO. 38 SCORE
LEARNING
COMPETENCY
Use the most frequently occurring prepositions in sentences.
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).
PREPOSITION MEANING EXAMPLE
in inside of something The fish is in the basket.
on the surface of
on There are bananas on the table.
something
sheltered by or
under There is a dog under the chair.
beneath
position higher than a There is a wall clock above the

above
given place framed picture.
position lower than a

below The flat shoes are below the boots.
given place
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.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Commonly Used Prepositions LAS NO. 39 SCORE
LEARNING
COMPETENCY
Use the most frequently occurring prepositions in sentences.
I. CONCEPT NOTES
Prepositions are connecting words

come before nouns or pronouns and connect them with the other
words in the sentence
can talk about place, time or movement
EXAMPLES:
1) Marlo is at the bus station now. (preposition at connects the noun
PREPOSITION NOUN bus station to the rest of the sentence)
2) I have something for you. (preposition for connects the pronoun

PREP. PRONOUN you to 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
from the prepositions given inside the parentheses. (2 pts. each)

1) May’s birthday is _______ Saturday. (in, on, at)
2) It is a long trip from Manila ______ my hometown. (for, with, to)
3) Nickie came to the party ________ her younger sister. (between, about, with)
4) If I were to choose _______ pink and blue, I’d choose blue. (among, between, beside)
5) During COVID -19 pandemic, we are advised to stay _____ home. (for, by, at)

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Coordinating Conjunctions LAS NO. 40 SCORE
LEARNING Use appropriate conjunction (but, and, yet, because, nor, although, since, unless, while, where, etc.) in
COMPETENCY sentences.
I. CONCEPT NOTES
Conjunctions connect the parts of a sentence together

two types: a) coordinating conjunctions
b) subordinating conjunctions
Coordinating Conjunctions – connect words, phrases, and clauses
(adapted from: www.uc.edu)
EXAMPLES:
1) The Earth and Mars are planets of the solar system.

(coordinating conjunction and connects the words Earth and Mars)
2) The ALS learners planted trees and made garbage cans. (coordinating conjunction
and connects the phrases, planted trees and made garbage cans)
3) People keep throwing garbage in bodies of water, so the world experiences

water pollution. (coordinating conjunction so connects the two clauses, people keep
throwing garbage in bodies of water and the world experiences water pollution)
Coordinating
Meaning Sentence
Conjunction
for because, why I am working hard, for I have a family to provide.
and in addition to; support Andrew is both a husband and a father.
nor and not Neither my father nor my mother has a job.
however, a negative I planted the seeds but nothing grew.
but action to a positive
action
or either, choice Should I buy a car or a house?
yet but, contrast Mila did her best, yet she still did not win.
so therefore, as a result He skipped breakfast, so he felt weak and hungry.
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.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Subordinating Conjunctions LAS NO. 41 SCORE
LEARNING Use appropriate conjunction (but, and, yet, because, nor, although, since, unless, while, where, etc.) in
COMPETENCY sentences.
I. CONCEPT NOTES
Subordinating Conjunctions words or phrases that connect a dependent clause

to an independent clause (https://bit.ly/30eQUp6)
Independent Clause VS. Dependent Clause
Independent Clause Dependent Clause
• It has subject and verb • It has a subject and a verb but has no complete
(predicate). thought.
• It expresses complete • It cannot be a sentence.
thought. • It is often introduced by dependent marker word
• It is a sentence. or the subordinating conjunction.
Example: Example: When Charisse watered the plants…
MARKER WORD
Charisse watered the plants.
SUBJECT PREDICATE (What happened when Charisse watered the plants?
The thought is incomplete.)
Examples of Subordinating Conjunctions:
Reason Condition Comparison Concession Time
e.g. because, e.g. if, only if, e.g. than, rather e.g. though, e.g. after, before,
since, so that, unless, provided than, whether, although, once, since, until,
in order that, that, even if as much as, even though when, whenever,
that, as whereas while
Place Manner Relative Pronouns Relative Adjectives
e.g. where, e.g. how, e.g. who, whoever, whom, e.g. that, whatever,
wherever as though, as if whomever, whose which, whichever
Sentences:
1) I enrolled in ALS because I want to finish my studies.
INDEPENDENT CLAUSE + (SUB. CONJ. + SUBJ + PREDICATE = DEPENDENT CLAUSE)
2) Jane was not sure whether to continue studying or seek for employment.
INDEPENDENT CLAUSE + (SUB. CONJ. + PHRASE = DEPENDENT CLAUSE)
3) After Ivan graduates in ALS, he will immediately look for work.

(SUB. CONJ. /DEPENDENT CLAUSE) + INDEPENDENT CLAUSE
II. EXERCISES
Directions: Underline the correct subordinating conjunction to complete each sentence.

D
1) We prepared a lot of food (because, after, even though) it is my birthday.

2) (Unless, While, Where) the people will cooperate, COVID-19 won’t stop spreading.
3) She still keeps practicing (because, since, even though) she is already a good singer.
4) (Whatever, Whoever, Whenever) I am home, I just read books and sleep.
5) We have to observe social distancing (since, as if, whether) we like it or not.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Simple Sentences LAS NO. 42 SCORE
Construct simple sentences.
LEARNING
COMPETENCY
Write simple sentences to:
 introduce oneself, e.g., I am
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
What or who What the

performs the subject does
action
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________________

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Action Words in Simple Sentences LAS NO. 43 SCORE
LEARNING
COMPETENCY
Identify and use action words in simple sentences.
I. CONCEPT NOTES
Action word tells what the subject is doing.
It is also known as verb.
EXAMPLE:
She walks slowly.
action word
The family attended the mass.

action word
II. EXERCISES
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.

1. ( walked)
2. ( plays )
3. ( jump)
4. ( plants )
5. (cut )

NAME DATE
SCHOOL/CLC DISTRICT
AS TITLE Simple Sentence with Simple Subject and Predicate LAS NO. 44 SCORE
LEARNING
COMPETENCY
Use Simple Sentence: Simple subject and predicate.
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.
The dog barked at my neighbor.
1. Linda went to the store.
2. We bought flowers.
3. My friend read a book.
4. Sam broke my toy.
5. I saw her new dress.
6. The students finished their exam.
7. Volleyball is my favorite sport.
8. Lance played basketball well.
9. The girl cut her hair.
10. The policemen carried guns.


NAME DATE
SCHOOL/CLC DISTRICT
Simple Sentence with Compound Subject and Simple
Predicate
LEARNING
COMPETENCY
Use Simple Sentence with Compound subject and simple predicate.
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
2. Neither Aiza nor Minda will read the script.
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.
1. Arvin Luis will go to the beach.

Arvin and Luis will go to the beach.
2. Sandy Rhian created a chart
3. Sheila My sister will watch a game
4. Water sunlight is needed by plants
5. My sister my friend will prepare the table


NAME DATE
SCHOOL/CLC DISTRICT
Simple Sentence with Simple Subject and Compound
Predicate
LEARNING
COMPETENCY
Use simple sentence with simple subject and compound predicate.
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
A sentence has a compound predicate if it has two or more verbs or predicates.

These verbs are joined by a conjunction such as and, but, or, or nor. The subject
of the sentence is doing more than one action.
conjunction
Example:
Peter played the guitar and practiced the violin.
compound predicate
II. EXERCISES
A. Circle the simple subject and underline the compound predicate.
Example:
Lanie cooked dinner and made a salad.
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. 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
3. Hanzel cleaned watered
4. The dog barks shot
5. Sophie shops watches


NAME DATE
SCHOOL/CLC DISTRICT
Using Punctuation Marks (Periods, Commas, Question
Mark) to Guide Fluency in Reading
LEARNING
COMPETENCY
Use punctuations to guide reading for fluency.
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.
Period ( . ) tells the reader to stop.

EXAMPLE: Alternative Learning System has programs for both Junior and
Senior High School.
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?
Exclamation point ( ! ) tells the reader to stop in astonishment or surprise.

EXAMPLE: Alas! We overcame the obstacles!
II. EXERCISE
Put the appropriate punctuation mark/s in each sentence and try to read it with correct
voice infliction or emotion.
1. At the moment _____ Corona Virus has no cure _____

2. Lindsay arranged her file in a tidy manner _____
3. Yehey _____ I passed examination _____
4. How do we qualify for the next level _____
5. We went to the library _____ and then we ate our lunch _____

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Kind of Sentences for a Specific Purpose and Audience LAS NO. 48 SCORE
Use a particular kind of sentences for a specific purpose and audience: asking permission, making
LEARNING
COMPETENCY
requests, responding to questions, following and giving directions, giving information, explaining,
expressing opinions/emotions, making assertions.
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!
imperative - Do pages 1 to 4 on your activity notebooks.

giving and following direction
declarative - Yes Sir, I will do pages 1 to 4 after lunch.
interrogative May I excuse myself from the meeting? asking permission
interrogative Can I have the worksheets before afternoon? making request
II. EXERCISE
Write DS if the sentences is declarative, InS if it is interrogative, ImS for imperative and
ES for exclamatory sentence.
___________ 1. Please write Alternative Learning System in your paper.

___________ 2. There are six Learning Strands in ALS curriculum.
___________ 3. How effective are the Learning Activity Sheets to ALS learners in this
time of pandemic?
___________ 4. Yehey! We solved our Math problems.
___________ 5. I never want you to do that again.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Different Kinds of Sentences LAS NO. 49 SCORE
LEARNING Identify/Use different kinds of sentences (e.g., declarative, interrogative, exclamatory, imperative) with
COMPETENCY appropriate punctuation marks.
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.
_________ 1. I am going to finish my A and E program in His grace_

_________ 2. Clean your area upon arriving at the center_
_________ 3. Yehey! We are going to the shop_
_________ 4. Can I pass the test without studying my lessons_
_________ 5. We will have a pop-up quiz_

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Words with Prefixes and its Meaning LAS NO. 50 SCORE
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
Example: un not happy unhappy not happy

re use
in correct
re turn
im proper
re charge
dis obey
re collect
mis place
re form

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Words with Suffixes and its Meaning LAS NO. 51 SCORE
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.
1. Make sure to be careful when you cross the street.

care + ful = full of care
2. Ronald was found motionless on the ground.

_____+ ___ = _______
3. Your new puppy is so adorable.
_____+ ___ = _______
4. Gloria is healthy because she eats the right kind of food.
_____+ ___ = _______
5. A person who acts on stage is an actor.
_____+ ___ = _______
6. I feel sort of responsible for something, yet I don’t even know what it is.
_____+ ____ =_______
7. Sarah Geronimo is definitely one of the most admired singer around the world.
_____+ ___ = _______
8. No matter how painful it is, we should always look for the bright side of life.
_____+ ____ = _______
9. Our neighbor generously donates food to the victims of COVID 19 Pandemic.
_____+ ____ = _______
10. Baguio City malls were once covered by misty air due to high temperature.
_____+ ____ = _______

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Getting Meaning of Words Through Context Clues LAS NO. 52 SCORE
LEARNING
COMPETENCY
Use context clues (synonym) and (antonym) to find/arrive at meanings of unfamiliar words.
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?
a. Artificially b. Sincerely c. Lovingly d. Half-heartedly

(Answer: B. SINCERELY, the phrase “she really wants to help” is the clue)
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!

NAME DATE
SCHOOL/CLC DISTRICT
LAS
LAS TITLE Interpreting Parts of Important Documents NO.
53 SCORE
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.
1. What is the name of the agency? _________________________________________

2. How many copies of the form did Lueanne wants to have? _____________________
3. When is Lueanne’s date of birth? ________________________
4. What type of application form did Lueanne Luna applied for?
a. Certificate of Death b. Certificate of Live Birth c. Certificate of Marriage
5. What is the purpose for Lueanne’s application?
a. School Requirement b. Employment (Local) c. Passport/ Travel

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Filling out Forms LAS NO. 54 SCORE
LEARNING Fill out forms accurately.
COMPETENCY Fill-out forms following the instructions appropriately.
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.

NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Making an Outline LAS NO. 55 SCORE
LEARNING
COMPETENCY
Make an outline from a selection read.
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.
✓


NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Summarizing Important Information from a Text LAS NO. 56 SCORE
LEARNING Summarize important points/ information discussed from various text types read.
COMPETENCY Summarize information conveyed through discussion.
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
✓


NAME DATE
SCHOOL/CLC DISTRICT
LAS TITLE Identifying Values Suggested in Visual Media LAS NO. 57 SCORE
Identify the values suggested in the visual media.
LEARNING Share information through a variety of ways (e.g. role playing, reporting, summarizing, retelling
COMPETENCY and show and tell)
Infer the target audience: young minds, all levels of society, women/men unemployed.
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.
Jhon Heart Delfin
Where did this event take place?
What happened?
When did it happen?
How did it happen?

Who were involved?
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

NAME DATE
SCHOOL/CLC DISTRICT
Analyzing Information from Books, Posters, Video Clips
and Audio Clips
LEARNING Analyze information from a number of sources, written and multi-media materials: books, posters,
COMPETENCY brochures, billboards, video clips and audio tapes.
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
1. What is the message of the pictures being presented?
2. Why do we need to exercise our right to vote?
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
Department of Education ● Republic of the Philippines

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATIONS SKILLS

ANSWER KEY - ELEMENTARY LEVEL
LAS TITLE Naming of Pictures LAS NO. 1
1. ____n_ umbers
2. ____f_ amily
3. ____s__chool
4. __e__nvironment
5. ___v__ irus
LAS TITLE Arranging Words Alphabetically LAS NO. 2
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
Arranged the following words in alphabetical order:
1. funky fight flame fails furs

fails fight flame funky furs
2. mourn mouth mould mount mouse
mould mount mourn mouse mouth
3. learn lyric ladle limbs lungs
ladle learn limbs lungs lyrics
4. years yelps yells yeast yearn

yearn years yeast yells yelps
5. awful avail amaze abhor again
abhor again amaze avail awful
LAS TITLE Using Appropriate Expressions LAS NO. 4
Expressions Situation
_________Hello________ _________Greetings________
_________Hi___________ _________Greetings________
_________Sorry________ _____Expressing Apology____
_________Please_______ ______Asking permission____
_________Bye_________ _______Leave Taking_______
LAS TITLE Mass and Count Nouns LAS NO. 5
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.
Answers may vary, any acceptable/valid answer is correct.

From the column of Mass Nouns, choose one (1) mass noun and use it in a sentence.
LAS TITLE Quantifiers of Mass Nouns LAS NO. 6
1. My bag is heavy because it has a lot of books inside it.

A) a few B) a little C) a lot of
2. Anthony and Dino have many friends from Marikina.
A) lots of B) many C) some
3. Do we still have some fresh cheese from the farm, Mom?
A) some B) many C) little
4. How much money do you have in your pocket?
A) some B) much C) many
5. I have a lot of friends.
A) a little B) a lot of C) much
6. We have a few bananas and some 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 any children in the school playground?
A) a little B) any C) some
8. My mother doesn’t have some shopping discount for next week.
A) some B) any C) a few
9. Ram, is there any food we can eat? I’m hungry.
A) are / any B) is / any C) is / a few
10. Do you have any leftover food for my dog?
A) lots of B) many C) any
LAS TITLE Concrete and Abstract Nouns LAS NO. 7
_A_1. Sad - Answers vary in using the word in sentence.

_C_2. Table -
_A_3. Happy -
_C_4. Food -
_A_5. Honesty -
LAS TITLE Collective Nouns LAS NO. 8
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.
LAS TITLE Possessive Pronouns LAS NO. 9
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.
B. Fill in the blank with the appropriate Possessive Pronoun.

(mine, my, yours, his, him, her, its, their, theirs)
1. The girl lost her doll.
2. John and Sam lost their pet.
3. That book belongs to me. It is mine.
4. Susan has a bike. It is hers.
5. Rose and Ann share a car. It is theirs.

LAS TITLE Personal Pronouns LAS NO. 10
A. Write in the blank the correct personal pronoun (I, You, He, She, It, We, They) to represent the
given nouns.
Example: Uncle – He
1. Cyril, Wendel and Ricky - __They__

2. Ballpen - ___It____
3. Wife - ___She__
4. Father - ___He___
5. You, Kurt and Jasmin - ___They_
B. Identify and use the appropriate personal pronouns in a sentence.
Example:
My uncle is married. Uncle - He He is married.
1. My friend was hungry. Friend- He/She He/She was hungry.

2. Grandfather was sad. Grandfather - He He was sad.
3. The learners are happy. Learners- they They are happy.
4. The food here is cheap. Food - It It is cheap here.
5. The cat is afraid of me. Cat – It It is afraid of me.
LAS TITLE Demonstrative Pronouns LAS NO. 11
1. These_ are my favorite toys.

2. Are _those your pair of shoes?
3. You have to get your own paper in the classroom. _This_ is mine.
4. There is no end to __these_ movie series that we used to watch.
5. Their bad conduct made _those_ athletes do not receive their allowance this month.
6. _This_ notebook was mine.
7. Is _this_ yours?
8. _These_ are my favorite food.
9. Can you please deliver me one of _those_ items you sell?
10._These__ clothes are good to put on.
LAS TITLE Reflexive and Intensive Pronouns LAS NO. 12
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.

8. The accountants perjured themselves when testifying before the judges.
9. When Aldrin saw the battleship himself, he knew that he had chosen the right profession.
10. I consider myself fortunate to have escaped before the hotel collapsed.
LAS TITLE Descriptive Adjectives LAS NO. 13
1. Answers may vary, any acceptable/valid answer is correct.
LAS TITLE Degrees of Adjectives (-er & -est) LAS NO. 14
1. My horse ran (fast, faster, fastest) than Michael’s.

2. Martha’s dog is (fat, fatter, fattest).
3. Jose was the (thin, thinner, thinnest) among the three siblings.
4. The weather today looks (fine, finer, finest).
5. Kendall owns the (big, bigger, biggest) house in town.
6. You look (tall, taller, tallest) on that heels.
7. I was fascinated by the (cold, colder, coldest) breeze of air.
8. Dogs are (smart, smarter, smartest) than cats.
9. It was the (hot, hotter, hottest) summer ever recorded.
10. The (poor, poorer, poorest) of the (poor, poorer, poorest) suffered the most during this pandemic.
LAS TITLE Degrees of Adjectives (more/most) LAS NO. 15
1. Lira is (more beautiful, most beautiful) than Alice. Comparative

2. Jollibee is (more popular, most popular) fast food chain in the country. Superlative
3. Alvin is (more affectionate, most affectionate) sibling than Kier. Comparative
4. She reads an (interesting, more interesting) piece. Positive
5. Tina is the (most responsible, responsible) person that I have known. Superlative
LAS TITLE Degrees of Adjectives (Irregular) LAS NO. 16
Comparative 1. An experienced driver has less accident than a novice driver.

Comparative 2. This company offers better job opportunities than the other companies
in town.
Superlative 3. You are the most outstanding employee for this month!
Superlative 4. Most of his co-workers were happy he got the award.
Superlative 5. Their workstation was considered to be the farthest in the entire
division.
Superlative 6. She was the worst friend that I ever had to deal with.
Comparative 7. Our patient is getting better compared to the past few days.

Positive 8. Cora used to be a bad influence to her.
Comparative 9. This t-shirt is less expensive than that one.
Comparative 10. I ran and reached far yesterday, but I reached even farther today.
LAS TITLE Correct Order of Adjectives LAS NO. 17
1. The beautiful, small, antique bowl was from Bukidnon.

2. Danny brought a cute brown dog.
3. The man was standing next to an elegant, tall woman.
4. The hardworking farmers are longing for just little rain to water their plants.
5. Arthur wore a striped polo shirt made of fine fabric.
Describing People, Objects, Things and Places Using Simple

LAS TITLE LAS NO. 18
Adjectives
LAS TITLE Synonyms and Antonyms of Common Adjectives LAS NO. 19
Synonym Common Antonym

Adjective
Cheerful/delighted happy Sad, sorrowful,
miserable
Beloved/favorite sweet Hated, dislike
Huge,fat big Small, little
Attractive, good beautiful Ugly, unpleasant
looking
Cold, chilly freezing Warmed, heated
Nasty, unclean dirty Clean, neat
Thrifty, frugal Extravagant,
economical lavish
Slim, slender narrow Bulky, wide
Beneath, under below Above, higher up
Challenging, difficult Relaxed, easy
arduous

LAS TITLE Homonyms (Homophones) LAS NO. 20
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
LAS TITLE Homonyms (Homographs) LAS NO. 21
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.
LAS TITLE Past Form of Regular Verbs LAS NO. 22
1. Charlie lived with his parents and siblings last 2018.

2. They walked to the park last Saturday afternoon.
3. Rhea recorded an all-time high score in volleyball last week.
4. The teacher instructed her students to write a simple sentence a while ago.
5. Maria begged her classmates to stop laughing at her this morning.
LAS TITLE Past Form of Irregular Verbs – Part I LAS NO. 23
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.

LAS TITLE Past Form of Irregular Verbs – Part I LAS NO. 24
A. Give the correct form of irregular verb inside the parentheses.

1. Nida brought (bring) some flowers for her mother last Monday.
2. The children chose(choose) fried chicken for breakfast yesterday morning.
3. Kendra lent (lend) her some money a few weeks ago.
4. He caught (catch) his brother earlier doing some chores.
5. Mika came (come) home late last night.
B.
LAS TITLE BE Verbs LAS NO. 25
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.
LAS TITLE Identifying Action Verbs in Stories/Poems Listened To LAS NO. 26
1. tell 11. prance

2. sing 12. see
3. do 13. dream
4. read 14. have
5. write
6. dance
7. skip
8. hop
9. play
10. count
LAS TITLE Using Simple Present Tense of Verb in Sentences LAS NO. 27
1. Joan (wake) wakes up early during school days.

2. She (like) likes to go to school every day.
3. She (prepare) prepares all her things before going to school.
4. Her sister Jenny always (pack) packs their lunch.
5. Jenny (go) goes to the same school as Joan.
6. Their parents (drive) drive them to school most of the time.
7. They always (arrive) arrive at school early.
8. Joan (sit) sits with her best friend, Jena.
9. Joan and Jena (enjoy) enjoy doing stuff together.
10. They also (love) love to eat cookies during snack time.

LAS TITLE Using Time Expressions that Indicate Present Action LAS NO. 28
1. John jogs five kilometers everyday.

2. It is better to stay at home these days.
3. Nowadays, a lot of people work from home.
4. You should take your vitamin supplement everyday.
5. Malacañang suspends the face-to-face classes’ at the moment.
6. The team is leaving the gym right now.
7. I am feeling hungry right now.
8. I can’t talk at the moment because I’m in a meeting.
9. She trims her hair every week.
10. I visit my dentist for annual check-up once a year.
LAS TITLE Present Form of Verbs that Agree with the Subject LAS NO. 29
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.
LAS TITLE Verbs in Past Tense LAS NO. 30
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.
Sentences may vary as long as the verb form used is correct.
LAS TITLE Using Verbs in Simple Future Tense LAS NO. 31
1. Joseph is going to join the Army after graduation. (join)

2. He is going to leave the country next month. (leave)
3. Sarah is going to apply for a teaching position next school year. (apply)
4. Sam is going to celebrate his birthday at the end of the month. (celebrate)
5. I am going to answer all the Learning Activity Sheets tonight. (answer)
6. I will submit my papers tomorrow. (submit)
7. I will save money for our travel goals next summer. (save)

8. We will visit our grandparents this weekend. (visit)
9. The workers will repair the road next week. (repair)
10. They will arrive soon. (arrive)
LAS TITLE Using Verbs in Past and Past Perfect Tense LAS NO. 32
1. I had saved my files before my computer crashed. (save)

2. My little brother ate all the cookies that mother had baked. (bake)
3. The thief had escaped before the police arrived at the crime scene. (escape)
4. We had purchased the flashlight before we discovered that it was broken. (purchase)
5. The staff had prepared the foods before the guests arrived. (prepared)
6. The children collected the mangos that had fallen from the tree. (fall)
7. The waves destroyed the sandcastle we had built. (build)
8. They began to feel sick after they had eaten the shellfish. (eat)
9. She had left school in 2015. (leave)
10. I knew nothing about the exam because nobody had told me about it. (tell)
LAS TITLE Adverbs of Manner LAS NO. 33
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.
LAS TITLE Adverbs of Place LAS NO. 34
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.
LAS TITLE Adverbs of Time LAS NO. 35
1) What did you do yesterday? I went to the public market yesterday.

2) What will you do tomorrow? I will do my assignment in Math tomorrow.
3) How often do you exercise? I often exercise to keep myself healthy.

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.
LAS TITLE Adverbs of Intensity LAS NO. 36
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)
LAS TITLE Adverbs of Frequency LAS NO. 37
LAS TITLE Commonly Used Prepositions LAS NO. 38
1) There are books in the box. 2) My shoes are under the 3) There is a ballpen on top of
table. the notebook.
I have a mole below There is a kite above

my right eye. 5) the tree.
4)
LAS TITLE Commonly Used Prepositions LAS NO. 39
1) May’s birthday is on Saturday. (in, on, at)

2) It is a long trip from Manila to my hometown. (for, with, to)
3) Nickie came to the party with her younger sister. (between, about, with)
4) If I were to choose between pink and blue, I’d choose blue. (among, between, beside)
5) During COVID -19 pandemic, we are advised to stay at home. (for, by, at)
LAS TITLE Coordinating Conjunctions LAS NO. 40
1) My father neither drinks nor smokes.

2) Aling Rosa did not feel well, so she did not go to work and just stayed at home.
3) He is already seventy-five years old yet he can still swim, run, and play basketball like a teenager.
4) Washing our hands and using alcohol are both effective ways of getting rid of viruses.
5) I always wear face mask, wash my hands, and follow social distancing, for I need to protect myself and
the people around me.
LAS TITLE Subordinating Conjunctions LAS NO. 41
1) We prepared a lot of food (because, after, even though) it is my birthday.

2) (Unless, While, Where) the people will cooperate, COVID-19 won’t stop spreading.
3) She still keeps practicing (because, since, even though) she is already a good singer.
4) (Whatever, Whoever, Whenever) I am home, I just read books and sleep.

5) We have to observe social distancing (since, as if, whether) we like it or not.
LAS TITLE Simple Sentences LAS NO. 42
LAS TITLE Action Words in Simple Sentences LAS NO. 43
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.
LAS TITLE Simple Sentence with Simple Subject and Predicate LAS NO. 44
1. Linda went to the store.

2. We bought flowers.
3. My friend read a book.
4. Sam broke my toy.
5. I saw her new dress.
6. The students finished their exam.
7. Volleyball is my favorite sport.
8. Lance played basketball well.
9. The girl cut her hair.
10. The policemen carried guns.
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

Water and sunlight are needed by plants.
5. My sister my friend will prepare the table
My sister nor my friend will prepare the table.
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.
Using Punctuation Marks (Periods, Commas, Question Mark) to

Guide Fluency in Reading
1. At the moment, Corona Virus has no cure.
2. Lindsay arranged her file in a tidy manner.
3. Yehey! I passed examination.
4. How do we qualify for the next level?
5. We went to the library , and then we ate our lunch.
LAS TITLE Kind of Sentences for a Specific Purpose and Audience LAS NO. 48
ImS 1. Please write Alternative Learning System in your paper.

DS 2. There are six Learning Strands in ALS curriculum.
InS 3. How effective are the Learning Activity Sheets to ALS learners in this time of pandemic?
ES 4. Yehey! We solved our Math problems.
DS 5. I never want you to do that again.
LAS TITLE Different Kinds of Sentences LAS NO. 49
DS 1. I am going to finish my A and E program in His grace.

IMS 2. Clean your area upon arriving at the center.
ES 3. Yehey! We are going to the shop.
IS 4. Can I pass the test without studying my lessons?
DS 5. We will have a pop-up quiz.

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
2. Ronald was found motionless on the ground.

__motion___+ __less_ = _without motion_
3. Your new puppy is so adorable.
__adore_+ able = must be adored/ worthy of admiration
4. Gloria is healthy because she eats the right kind of food.
__health___+ _y__ = characterized by good health
5. A person who acts on stage is an actor.
_act_+ _or_ = _who acts_
6. I feel sort of responsible for something, yet I don’t even know what it is.
_response+ _ible_ =_capable of being responsible
7. Sarah Geronimo is definitely one of the most admired singer around the world.
__sing_+ _er_ = _one who sings_
8. No matter how painful it is, we should always look for the bright side of life.
_pain__+ __ful__ = _full of pain_
9. Our neighbor generously donates food to the victims of COVID 19 Pandemic.
__generous___+ __ly__ = _in a particular way giving_
10. Baguio City malls were once covered by misty air due to high temperature.
__mist___+ _y___ = characterized by being foggy
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.

(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!
LAS TITLE Interpreting Parts of Important Documents LAS NO. 53
1. What is the name of the agency? National Statistics Office

2. How many copies of the form did Lueanne wants to have? 1 (one)
3. When is Lueanne’s date of birth? August 1, 2000
4. What type of application form did Lueanne Luna applied for?
a. Certificate of Death b. Certificate of Live Birth c. Certificate of Marriage
5. What is the purpose for Lueanne’s application?
a. School Requirement b. Employment (Local) c. Passport/ Travel
LAS TITLE Filling out Forms LAS NO. 54
LAS TITLE Making an Outline LAS NO. 55
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
LAS TITLE Summarizing Important Information from a Text LAS NO. 56
LAS TITLE Identifying Values Suggested in Visual Media LAS NO. 57
Analyzing Information from Books, Posters, Video Clips and Audio

Clips

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Learning Strand 1 – English Communication Skills

Alternative Learning System 2.0

REGIONAL MANAGEMENT TEAM

Printed in the Philippines by

DEPARTMENT OF EDUCATION – REGIONAL OFFICE X

This instructional material was collaboratively developed and reviewed by

We encourage teachers and other education stakeholders to email their feedback,

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

apple basket cake dance egg fruit

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

baboon bee beetle bird buffalo

1. funky fight flame fails furs

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

notebook cellphone homework rice gravity

COUNT NOUNS MASS NOUN- (NON COUNT)

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

Study the table below:

Quantifiers Meaning Sentence

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

Write C if the noun is concrete and A if abstract and use it to a sentence.

___C___ Apple - I ate an apple yesterday

__1. Sad - _______________________________________

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

Possessive When to use Example

B. Fill in the blank with the appropriate Possessive Pronoun.

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

1. Cyril, Wendel and Ricky - _______

B. Identify and use the appropriate personal pronouns in a sentence.

1. My friend was hungry. _______________ _____________________

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

Demonstrative Pronouns When to use… Example

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

Intensive Pronoun adds emphasis to a noun or pronoun already named. It comes

myself singular oneself singular

myself, yourself, ourselves, himself, herself, oneself, itself, themselves

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

1. Lyn wants to buy a bigger house.

2. The company preferred a trustworthy applicant.

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

Noun + verb + the + superlative adjective + noun

1. My horse ran _________ (fast, faster, fastest) than Michael’s.

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

Study the table below.

Regular modifiers with three or more syllables

1. Lira is (more beautiful, most beautiful) than Alice. ___________

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

little less least

bad worse worst

Source: (Warriner, et al, 2004, pg 731)

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

origin Iligan, Cagayan de Oro

purpose used for assembling to eat etc..

EXAMPLE: Describing qualities of a table.

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

Antonyms are words that have opposite meanings.

Synonym Common Antonym

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

_C_ Apple - I ate an apple yesterday

1. Sad - _____________________________________

1. My friend was hungry. _ _______