FIRST QUARTER

LESSON 1: PARTS OF A SENTENCE

The basic parts of a sentence are the subject, the verb, and (often, typically
composed of many pages (made of papyrus, parchment, vellum, or paper) bound
together and protected by a cover.

Author

Every book has their own author, they are the one who wrote the book. It is
important to write the author for a book because this will signify that he was the
one who wrote the book and that it was his idea. Once a book was plagiarized, the
author can apply the copyright law for the one who copied the book.

Publisher

This is the company that prints the books. This is rather important because
if no company decided to print your book, then it won’t be published and it will not
have the opportunity to be seen by people.

Illustrator

This depends if the book has its image. Some books don’t have image, so
they won’t need an illustrator. Illustrators are the one who draw pictures for a
book.

Parts of a Book
1. Title page - it contains the title of the book, the subtitle, the author or
authors, and the publisher.

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2. Copyright page - This page may contain:

a. book title, copyright year and author’s name

b. rights statement, ordinarily worded as “all rights reserved”
c. country where the book was printed
d. publisher’s name, address, and website address
e. designer/artist credit for cover and jacket art as well as any illustrations
or photographs in the book

3. Dedication - It allows the author to honor an individual or individuals. The

dedication is usually a short sentence or two.

4. Table of contents - This page or pages outline what is included in each chapter
of the book (topics to take up or stories to read); with indicated chapter or unit
with pages

5. Foreword - It is a short section written by someone other than the author

that summarizes or sets up the theme of the book. The person who writes the
foreword is often an eminent colleague or associate, a professional who has had
personal interaction with the author.

6. Index - It is typically included in the back matter section of the book. This
section features a list of key terms or items discussed in the book, along with the
page number where each can be found.

7. Acknowledgments - This page is where the author thanks those who

contributed their time, resources, and talent towards the effort of writing the
book.

8. Glossary - It is a list of term definitions used throughout the book that might
be unfamiliar to the reader.

9. Bibliography - Most often seen in non-fiction like a biography or an academic

text, a bibliography lists the references and sources used in researching or
reporting the book.

10. Spine - The outside case of the binding, where all the pages are glued
together. When a book is on the shelf, the spine is what faces outward

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SEATWORK 1: Fill – in the missing information

SEATWORK 2: Yes or No

_____ 1. A list of term definitions used throughout the book that might be
unfamiliar to the reader is called bibliography.

_____ 2. The foreword is a short section written by someone other than the
author that summarizes or sets up the theme of the book.

_____ 3. The copyright page may contain the publisher’s name, address, and
website address.

_____ 4. The table of contents are found at the back of the book.

_____ 5. The page where the author expresses his gratitude to those who
contributed their time, resources, and talent towards the effort of writing the
book.

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 LESSON 2: PUNCTUATION MARKS

1. The period (.) is placed at the end of declarative sentences, statements thought
to be complete and after many abbreviations.

As a sentence ender:

Example: Jane and Jack went to the market.

After an abbreviation:

Example: Her son, John Jones Jr., was born on Dec. 6, 2008.

2. Use a question mark (?) to indicate a direct question when placed at the end of
a sentence.

Example: When did Jane leave for the market?

3. The exclamation point (!) is used when a person wants to express a sudden
outcry or add emphasis.

Within dialogue:

Example: "Holy cow!" screamed Jane.

To emphasize a point:

Example: My mother-in-law's rants make me furious!

The comma, semicolon, and colon are often misused because they all can
indicate a pause in a series.

4. The comma is used to show a separation of ideas or elements within the

structure of a sentence. Additionally, it is used in numbers, dates, and letter
writing after the salutation and closing.

*Direct address:

Example: Thanks for all your help, John.

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*Separation of two complete sentences:

Example: We went to the movies, and then we went out to lunch.

*Separating lists or elements within sentences:

Example: Suzi wanted the black, green, and blue dress.

5. The semicolon (;) is used to connect independent clauses. It shows a closer

relationship between the clauses than a period would show.

Example: John was hurt; he knew she only said it to upset him.

6. A colon (:) has three main uses.

A. The first is after a word introducing a quotation, an explanation, an example, or

a series.

Example: He was planning to study four subjects: politics, philosophy,

sociology, and economics.

B. The second is between independent clauses when the second explains the first,
similar to a semicolon:

Example: I didn't have time to get changed: I was already late.

C. The third use of a colon is for emphasis:

Example: There was one thing she loved more than any other: her dog.

**A colon also has non-grammatical uses in time, ratio, business correspondence
and references.

Two other common punctuation marks are the dash and hyphen. These marks are
often confused with each other due to their appearance, but they are very
different.

1. A dash is used to separate words into statements. There are two common types
of dashes: en dash and em dash.

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* En dash: Twice as long as a hyphen, the en dash is a symbol (–) that is used in
writing or printing to indicate a range, connections or differentiation's, such as
1880-1945 or Princeton-New York trains.
* Em dash: Longer than the en dash, the em dash can be used in place of a comma,
parenthesis, or colon to enhance readability or emphasize the conclusion of a
sentence.
For example: She gave him her answer — No!

2. A hyphen is used to join two or more words together into a compound term and
is not separated by spaces.
For example: part-time, back-to-back, well-known.

3. An apostrophe (') is used to indicate the omission of a letter or letters from a

word, the possessive case, or the plurals of lowercase letters.
Examples of the apostrophe in use include:
* Omission of letters from a word:
For example: I've seen that movie several times.
She wasn't the only one who knew the answer.

* Possessive case:

For example: Sara's dog bit the neighbor.

Plural for lowercase letters: Six people were told to mind their p's and q's.

4. Quotations marks (" ") are a pair of punctuation marks used primarily to mark
the beginning and end of a passage attributed to another and repeated word for
word. They are also used to indicate meanings and to indicate the unusual or
dubious status of a word.

For example: "Don't go outside," she said.

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SEATWORK 1: Match each punctuation mark to its names

 Comma

 Semi-colon

 Hyphen

 Period

 Question mark

 Quotation mark
( )

 Exclamation point

 Parentheses

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SEATWORK 2: Choose and write the letter of the correct answer on the blank to
match the punctuation marks with their description.

______1.
A. Used at the beginning and end of a phrase to
______2. show the words being said.

B. Used to separate phrases or items in a list.

______3.
C. Used to substitute missing letters, to show a
______4. possessive case or plurals.

D. Used to show emphasis or excitement.

______5.
E. Used at the end of a question sentence.
______6. F. Used to separate explanation or qualifying
statements.
______7.
G. Used at the end of a sentence or statement.

HOMEWORK: Read each sentence below. Decide which kind of punctuation mark
is missing and should be used. Circle the correct choice.

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 LESSON 3: THE STORY OF DOCTOR DOLITTLE

Read the story. Then answer the questions.

Once upon a time, there was a doctor; and his name was Dolittle John Dolittle,
He lived in a little town called, Puddle by-on-the-Marsh. All the folks knew him well.
And when he walked down the street everyone would say, “There goes the Doctor!”
And the dogs and the children would all run up and follow him. The house he lived in
was quite small; but his garden was very large. His sister, Sarah Dolittle, was
housekeeper for him. He was very fond of animals; he had rabbits, white mice, a
squirrel and may others. But his favorite pets were Dabdab the duck, Jip the dog,
and the owl Too-Too. His sister Sarah Dolittle came to him and said, “John, how can
you expect sick people to come and see you when you keep all these animals in the
house? We are getting poorer everyday.” So, as time went on, the Doctor got more
and more animals; and the people who came to see him got less and less. He had
time, when he used to give the Doctor sixpence for the medicine. He kept on
getting still more pets; then he sold his piano and sold the brown suit he wrote on
Sundays. And now, when he walked down the street people would say, “There goes
John Dolittle! There was a time when he was the best doctor but look at him, he
hasn’t any money and his stockings are full of holes!”

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SEATWORK 1: Answer each question.

1. Who was Dolittle John Dolittle?

2. Which were his favorite pets?

3. What did Sarah Dolittle say to him one day?

4. What did happen when the time went on?

5. How many things did Doctor sell out?

6. What would people say to him when he walked down the street?

LESSON 4: VOICED AND UNVOICED “th”

There are two “th” sounds in English: an “unvoiced” th and a “voiced” one. The
voiceless “th” sound is made without using vocal cords. This sound is common in
most words that begin with “th.” “Think,” “third,” and “thank” all start with the
voiceless “th.”

In the voiced “th,” English speakers use their vocal cords while they make
the “th” sound. This is heard in nearly all structure words in English that begin with
“th.” Structure words that begin with the voiced “th” sound include “the,” “those,”
“that,” “this,” “than,” and others.

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SEATWORK 1: Write V for voiced “th” and UV for unvoiced “th”.

___ 1. thunder ___ 6. thermos

___ 2. theme ___ 7. Math

___ 3. thank ___ 8. thesis

___ 4. though ___ 9. together

___ 5. both ___10. mother

HOMEWORK: List down 5 voiced th and 5 unvoiced th ( not in the list ).

Voiced “th” Unvoiced “th”

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

LESSON 5: THE WIND AND THE SUN

Read the story. Then answer the questions.

Once the Wind and the Sun had a dispute as to which was the stronger of
the two. “Do you see that traveler plodding along the road?” said the Wind. “Let us
both try our strength on him, and let the one who can first strip him of his cloak
be the winner.” “Agreed, “said the Sun. The wind began first. He blew a blast which
sent the leaves flying through air; he raised clouds of dust in the road, bent the
tops of the trees to the ground, and even tore up one sturdy oak by the roots. But

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the traveler only drew his cloak the more tightly around his shoulders and kept on
his way. Then the Sun began. He burst out from behind a black cloud, and little by
little, darted his sultry beams upon the traveler’s head and back. The man did not
notice this much at first, but soon the heat was so great that he stop [ped to wipe
the sweat from his face. “Ah!” he said, “I cannot stand this. It is so hot that one
might as well be in an oven!” Then he threw off his cloak and carried it under his
arm; and when he came to a tree by the roadside, he sat down under its shade to
cool himself. After that, the wind never claimed to be stronger than the Sun.

SEATWORK 1: Answer each question.

1. What had the dispute between the wind and the sun?

2. What did the wind say to the sun?

3. What did the wind do then?

4. How did Sun try its strength?

5. What did Wind never claim again?

LESSON 6: PLURALIZATION OF NOUNS

Plural Noun Rules

There are many plural noun rules, and because we use nouns so frequently when
writing, it’s important to know all of them! The correct spelling of plurals usually
depends on what letter the singular noun ends in.

1. To make regular nouns plural, add -s to the end.

Example: cat – cats

house – houses

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2. If the singular noun ends in -s, -ss, -sh, -ch, -x, or -z, add -es to the end to make
it plural.

Example: bus – buses tax – taxes

marsh – marshes blitz – blitzes

lunch – lunches

3. In some cases, singular nouns ending in -s or -z, require that you double the -s or
-z prior to adding the -es for pluralization.

Example: fez – fezzes

gas – gasses (note that gases is also an acceptable, and more commonly

used, spelling of this plural noun)

4. If the noun ends with -f or -fe, the f is often changed to -ve before adding the -
s to form the plural version.

Example: wife – wives

wolf – wolves

Exceptions: chef – chefs

roof – roofs chief – chiefs

belief – beliefs

5. If a singular noun ends in -y and the letter before the -y is a consonant, change
the ending to -ies to make the noun plural.

Example: city – cities

puppy – puppies

6. If the singular noun ends in -y and the letter before the -y is a vowel, simply add
an -s to make it plural.

Example: ray – rays

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 boy – boys

7. If the singular noun ends in -o, add -es to make it plural.

Example: potato – potatoes

tomato – tomatoes

Exceptions: piano – pianos

photo – photos halo – halos

With the unique word volcano, you can apply the standard pluralization for words
that end in -o or not. It’s your choice! Both of the following are correct:

Example: volcanoes or volcanos

SEATWORK 1: Write the plural form of each noun

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SEATWORK 2: Crack the code to find the nouns. Match with their plurals. (Hint:
Letter that comes after the given code.)

Plural Noun - a word needs to be when there is more than one. Most of the time,
we just need to add an” s” to make a word plural.

Example: 1 dog, 2 dogs

*But if the noun ends in s, x, ch or sh then we need to add “es” to make it plural.

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SEATWORK 3: Add an “s” or “es” to each word below to make it plural.

cat _______ pencil______ fox _______

exam______ bus________ chair ______

wish_______ sign _______ doll _______

branch_____ kiss _______ forest______

glass ______ bone_______ beach______

HOMEWORK:

Write each of the words below in its plural form.

inch______ class______

tax ______ peach_____

dress_____ frog______

match_____ box ______

guess _____ dish______

LESSON 7: VERBALIZING EMOTIONAL RESPONSES

Verbalizing emotional response is doing something that regards to your

emotions. The people will know your feelings because of what you are doing.

Types of Emotions

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1. Happiness: Many people strive for happiness as it is a pleasant emotion where
people feel a greater sense of well-being and satisfaction. Happiness is often
expressed by smiling or speaking in an upbeat tone of voice.

2. Sadness: All of us experience sadness every now and then. Someone might
express sadness by crying, being quiet, and/or withdrawing from others. Types of
sadness include grief, hopelessness, and disappointment.

3. Fear: Fear can increase your heart rate, cause racing thoughts, or trigger the
fight-or-flight response. It can be a reaction to actual threats or perceived
threats (something we think is threatening but is actually not). Some people enjoy
the adrenaline rush that accompanies fear in the form of watching scary movies,
riding roller coasters, or skydiving.

4. Disgust: Disgust can be triggered by a physical thing, such as rotting food,

blood, or poor hygiene. Moral disgust may occur when someone sees another person
doing something they find immoral or distasteful.

5. Anger: Anger can be expressed with facial expressions like frowning, yelling, or
violent behavior. Anger can motivate you to make changes in your life, but a person
needs to find a healthy outlet to express anger, so it doesn't cause harm to
themselves or others.

6. Surprise: Surprise can be pleasant or unpleasant. You might open your mouth or
gasp when you're surprised.

SEATWORK 1: Complete the sentences with the right words:

confused arrogant worried ashamed bored scared

disappointed amused exhausted malicious angry happy

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1. When you lose your temper, it means that you are _____________.

2. When you have nothing interesting to do, you are _____________.

3. If you are thinking too much about bad things that could happen, it means you

are _____________.

4. When you work too hard, you usually feel _____________.

5. When you feel pleased and satisfied, you are _____________.

6. When you feel guilty about something, you are _____________.

7. When you feel fear of something, you are _____________.

8. When you can’t think clearly about something, you are _____________.

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9. When something that you hoped for did not happen, you get _____________.

10. When you find something funny, you feel _____________.

11. When you want to hurt someone, you are _____________.

12. When you think you are better than other people, you are _____________.

LESSON 8: BELLING THE CAT

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SEATWORK 1: Arrange events in order

_____ One of the rays tied a bell around the cat’s neck.

_____ The cat chased the rats away.

_____ No one willing to take the risk to tie the bell around the cat’s neck.

_____ The owner of the warehouse bought a cat and left it there.

_____ The rats gathered together one evening.

HOMEWORK:

What is the moral lesson of the story?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

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 SECOND QUARTER
LESSON 1: CLASSIFICATION OF NOUN

1. Mass Noun is any noun that represents something impossible or difficult to

count, such as air, rice, or intelligence. These nouns usually refer to abstract
concepts (information, advice), physical objects that are hard to separate as
individual objects (snow, sand), or general names for the sciences and sports
(psychology, football).

2. Count Nouns can be separated into individual units and counted. They usually
have both a singular and a plural form. Most English nouns are count nouns.

Examples: one phone, two phones

one dog, two dogs

one shirt, two shirts

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However, a few countable nouns only have a plural form in English. Here are a few

examples: clothes shorts

pants pajamas

jeans

These are often used with some sort of quantifier, or quantity word, to show how
they are counted (e.g., "a pair of" pants, "two pairs of" pants, "some" pants).

How are count nouns made plural?

 Count nouns are usually made plural by adding an "-s" or an "-es."

Examples: one boy, two boys one box, two boxes

one folder, two folders one church, two churches

 If the noun ends in "-y," change the "-y" to "-ies" to make it plural.

Examples: one family, two families one party, two parties

 However, if a vowel precedes the "-y," add just an "-s" to make it plural.

Examples: one toy, two toys one donkey, two donkeys

 If the noun ends in "-o," add "-es" to make it plural

Examples: one potato, two potatoes

one tomato, two tomatoes

 If the noun ends in "-f" or "-fe," change the "-f" to a "-v" and add "-es."

Examples: one thief, two thieves

one hoof, two hooves

 Some count nouns have irregular plural forms. Many of these forms come from
earlier forms of English.

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Examples: one foot, two feet

one person, two people

one tooth, two teeth

SEATWORK 1: Circle the count nouns and cross out the mass nouns.

1. The right amount of salt is good for the body.

2. Gasoline is getting more expensive.

3. This glass of juice is too sweet.

4. Five sacks of rice is sold daily.

5. These pieces of cookies are really tasty.

6. Here are the four cubes of ice for patient’s ice bag.

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HOMEWORK : Group the following into proper heading.

oil salt soup slippers books tomatoes

milk sand blood oranges vinegar balloon

water flour onion fruits candies softdrinks

eggs mangoes coffee sugar spoons ice cream

Count Nouns Mass Nouns

LESSON 2: GENDER OF NOUN

SEATWORK 1: Choose the correct gender group for each noun. Color the correct
answer.
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1. aunt

neuter masculine feminine

2. school

masculine neuter common

3. student

common masculine feminine

4. lion

neuter masculine common

5. duck

neuter common feminine

6. wife

feminine masculine neuter

SEATWORK 2: Write the opposite gender for each noun on the blank. Choose
the correct answer inside the box.

mare gander widow actress

princess nephew landlord brother

6. ___________ goose
1. prince ___________
7. widower ___________
2. ___________ niece
8. ___________ sister
3. stallion ___________

4. ___________ landlady

5. actor ___________

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HOMEWORK: Fill in the feminine gender of these words. Choose from the words
in the box.

LESSON 3: COLLECTIVE NOUN

Collective nouns are names for a collection or a number of people or things.

Examples:
1. Our (class) took a field trip to the natural history museum.
2. The (herd) of bison ran across the prairie, leaving a massive dust cloud in
its wake.

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 3. We waited anxiously for the (jury) to come to a verdict.
4. This year’s basketball (team) includes three players who are over six feet
tall.
5. Napoleon’s (army) was finally defeated at Waterloo.
6. The town (council) has approved plans to create a new park.
7. He comes from a huge (family): he’s the oldest of eleven kids.
8. The rock (group) has been on tour for months.
9. Everyone in the (audience) applauded loudly when Elvis appeared on stage.

SEATWORK 1: Match the collective noun to the noun it goes with.

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SEATWORK 2: Choose the correct word for the nouns

loaf school bunch army troupe

litter flock choir gang pile

1. A ____________ of fish. 6. A ____________ of kittens.

2. A ____________ of books. 7. A ____________ of dancers.

3. A ____________ of sheep. 8. A ____________ of singers.

4. A ____________ of grapes. 9. An ____________ of soldiers.

5. A ____________ of breads. 10. A ____________ of thieves.

HOMEWORK: Box the collective noun used in the sentence.

1. Two rabbits are being chased by a pack of wolves.

2. I bought a fresh loaf of bread at the bakery.

3. A hive of bees cannot exist within a queen.

4. Mom made a batch of homemade cookies.

5. I brought a bunch of grapes for the picnic.

6. Lauren’s cat had a litter of kittens.

7. Where can I buy a deck of cards?

8. Dad is going to buy Mom a new string of pearls.

9. Bobby will have a bowl of soup for lunch.

10. Judy helped me wash a pile of dishes.

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 LESSON 4: QUANTIFIERS

We use quantifiers when we want to give someone information about the number
of something: “how much” or “how many”.

How do you identify quantifiers?

 Quantifiers are adjectives and adjective phrases that go before nouns. They
give information about how much or how many of an item you are talking about.

 Quantifiers with countable and uncountable nouns.

 Adjectives and adjectival phrases that describe quantity are shown below.
Some can only go with countable nouns (friends, cups, people), and some can
only go with uncountable nouns (sugar, tea, money, advice). The words in the
middle column can be used with both countable and uncountable nouns.

Examples:

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SEATWORK 1:

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 LESSON 5: PRONOUNS

A pronoun is a word that can replace a noun in a sentence. The noun that is
replaced by a pronoun is called an antecedent.

For example, in the sentence I love my dog because he is a good boy, the word he
is a pronoun that replaces the noun dog.

PERSONAL PRONOUNS

In grammatical sense, a personal pronoun is a pronoun that is related mainly

to a particular person. Personal pronouns are not limited to people and can also
refer to animals and objects.

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SEATWORK 1: Complete the sentences using pronouns

1. Ali has a kitten. __________ has a soft tail.

2. My father is a doctor. __________ works in a hospital.

3. Sara is in the park. __________ is skipping.

4. The students are in the library. __________ are reading books.

5. My brother and I have toys. __________ play together.

6. I am going to the mall. Are __________ coming with me?

SEATWORK 2: Encircle the correct letter of your answer.

1. The train has stopped.

a. He b. She c. It d. They

2. The dog ran behind the car.

a. He b. It c. We d. They

3. Sita, Renu and Priya are friends.

a. He b. It c. We d. They

4. Nitin and I had breakfast.

a. It b. He c. They d. We

5. My dad is a doctor.

a. They b. It c. He d. She

6. The man is reading a book.

a. It b. She c. They d. He

7. Rosy is a bright student.

a. He b. She c. It d. They

8. Mom, dad and me went to a party.

a. They b. We c. He d. It
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 LESSON 7: VERBS

Verbs have three simple tenses: the present, the past, and the future. The
present tense shows an action or condition that occurs now. The past tense shows
an action or condition that was completed in the past. The future tense shows an
action or condition that will occur in the future.

What is Simple Verb Tense?

Simple Verb Tense can be divided into three categories: past, present, and
future.

Present Tense: He writes a letter today.

Past Tense: I wrote a letter yesterday.

Future Tense: I will write a letter tomorrow.

SEATWORK 1: Box the correct answer.

1. We often ( eat , eats ) ice cream by our grandparents.

2. Don and his brother ( fix , fixes ) the van on weekends.

3. They ( sleep , sleeps ) late on Sunday nights.

4. My sisters ( drive , drives ) me to school everyday.

5. My father and I ( fly , flies ) kites on Saturdays.

6. The children ( study , studies ) at the library.

7. My cousins ( carry , carries ) fruits for the poor man.

8. My family and I ( go , goes ) to temple every Thursday.

9. My parents ( love , loves ) chocolate cake.

10. You ( buy , buys ) apples in the market every Sunday.

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SEATWORK 2: Fill in the blanks with the correct form of the verbs in

Simple Present Tense.

1. I always ____________ my friends. ( help )

2. She ____________ tea but not coffee. ( like )

3. He ____________ very hard for his examination. ( work )

4. You ____________ very little. Its not good for you. ( eat )

5. They ____________ the teacher’s help. ( need )

6. We ____________ the railway station. ( live )

7. She ____________ office at 5 pm. ( leave )

HOMEWORK 1: Circle the correct option.

1. Bob always ( drink , drinks ) tea in the morning.

2. What ( do , does ) she ( like , likes )?

3. My sister ( don’t , doesn’t ) play tennis.

4. They often ( visit , visits ) their grandparents at weekends.

5. We sometimes ( go , goes ) to the ice rink.

6. Where ( do , does ) your parents ( come , comes ) from?

7. ( Do , Does ) you ( want , wants ) to go home?

8. I ( don’t , doesn’t ) watch television after school.

9. She ( visit , visits ) her aunt and uncle.

10. No, he doesn’t. He ( go , goes ) to school on foot.

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 LESSON 8: SIMPLE PAST TENSE - REGULAR VERB

Example: Sara washed the clothes this morning.

The boys played football yesterday.

Some rules to follow:

SPELLING RULES EXAMPLES

1. ending in e, add d live - lived stare - stared

2. ending in vowel + y, add ed play - played stay - stayed

3. ending in consonant + y, change y try - tried carry - carried

to i and add -ed

4. one syllable single vowel and nod - nodded rip - ripped

ending in single consonant, double
the final consonant and add - ed

5. two syllable, stress on second commit-committed

syllable and ending in single consonant, prefer - preferred
double the final consonant and add -ed

SEATWORK 1: Form the past tense of the following.

1. dry 9. pray
2. whip 10. cook
3. sway 11. clean
4. test 12. greet
5. dance 13. mop
6. pick 14. chop
7. love 15. cry
8. lift

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SEATWORK 2: Write the correct form of the verb in the brackets to complete
each sentence.
Example: He walked outside. ( walk )

1. Mummy __________ a delicious meal last night. ( cook )

2. Tina __________ mummy in the kitchen. ( help )
3. The cat __________ over the bin. ( jump )
4. Harry __________ all day yesterday. ( work )
5. I __________ before going to bed last night. ( pray )
6. Mr. Smith __________ his car last week. ( clean )
7. It __________ heavy on Monday. ( rain )
8. Spot __________ the toys off the table. ( pull )

HOMEWORK: Change the sentences to past tense. Change words like every day
and tomorrow to yesterday or last week, etc.

1. Tomorrow, I’m going to play soccer with Teddy and George.

_____________________________________________________________
2. Everyday, I walk to school and in the afternoon my dad picks me up.

_____________________________________________________________
3. I run in the mornings and play soccer in the evening.

_____________________________________________________________
4. Tomorrow is going to be a big day. It’s my first day at high school.

_____________________________________________________________
5. Next week I’m going on vacation to Canada with my whole family.

_____________________________________________________________
6. This month is my birthday. I am getting a new car from my dad.

_____________________________________________________________
7. On Monday I am going to stay at John’s house for 3 nights.

_____________________________________________________________
8. I can tell he doesn’t like to play tennis.

_____________________________________________________________

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 LESSON 9: SIMPLE PAST TENSE - IRREGULAR VERB

Any verb that does not add -ed or -d to its past tense form is

considered an irregular verb . The word "irregular" makes it sound

like these verbs are rare, but you see them all the time in writing and
conversation.

Unlike regular verbs, irregular verbs don't follow patterns when changing
tenses. They don't follow the same rules for conjugation.

An irregular verb is one that does not form its simple past tense or its past
participle by adding "-ed" or "-d" to the base form. Irregular verbs
contrast with regular verbs, which form the simple past tense and past
participle by adding "-ed" or "- d."

Irregular Past Past

Verb Simple Participle

arise arose arisen

be was/were been

beat beat beaten

become became become

bend bent bent

begin began begun

bet bet bet

bind bound bound

Irregular Past Past

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Verb Simple Participle

bite bit bitten

bleed bled bled

blow blew blown

break broke broken

breed bred bred

bring brought brought

build built built

buy bought bought

Irregular Past Past

Verb Simple Participle

catch caught caught

choose chose chosen

come came come

cost cost cost

cut cut cut

deal dealt dealt

dig dug dug

do did done

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Irregular Past Past
Verb Simple Participle

draw drew drawn

drink drank drunk

drive drove driven

eat ate eaten

fall fell fallen

feed fed fed

feel felt felt

fight fought fought

have had had

hear heard heard

hide hid hidden

hit hit hit

hold held held

hurt hurt hurt

keep kept kept

know knew known

lay laid laid

fly flew flown

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forbid forbade forbidden

forget forgot forgotten

forgive forgave forgiven

freeze froze frozen

give gave given

go went gone

grow grew grown

make made made

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Irregular Past Past
Verb Simple Participle

lead led led

leave left left

lend lent lent

let let let

lie lay lain

light lit lit

lose lost lost

mean meant meant

Irregular Past Past

Verb Simple Participle

say said said

see saw seen

sell sold sold

send sent sent

set set set

shake shook shaken

shine shone shone

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 fight fought fought

read read read

ride rode ridden

ring rang rung

rise rose risen

run ran run

meet met met

pay paid paid

put put put

quit quit quit

SEATWORK 1: Fill in the blanks with the past tense of the verb.

1. The boys ( eat )____________ their supper without their mother.

2. The girls ( hear )____________ a weird noise outside their house.

3. Fanny ( throw )____________ the ball over the fence.

4. The students ( write )____________ their names at the top of the page.

5. Last summer, we ( swim )____________ at the lake.

6. Lukas ( take )____________ guitar lesson with a great teacher.

7. Your dad ( buy )____________ a new car.

8. Lui ( say )____________ “I love you” to Donnicca.

9. The students ( rise )____________ for the national anthem.

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10. The kids ( sing )____________ a song altogether.

SEATWORK 2: Circle the correct form of the verb.

1. We ( sit , sat ) in the chair last week.

2. The dog ( hid, hide ) the bone yesterday.

3. I ( tell, told ) you yesterday to clean your room.

4. She ( dig , dug ) a hole in the yard earlier.

5. The cat ( drank, drink ) milk last night.

6. He ( feels , felt ) bad that his pet died.

7. The bird ( flew , fly ) to the nest.

8. She ( go , went ) to the store last week.

9. They ( knew , know ) the words on the test.

10. My sister ( meet , met ) us at the mall.

HOMEWORK: Write the past tense of the given verbs.

VERB PAST TENSE 6. choose __________

1. write ___wrote___ 7. become __________

2. go __________ 8. teach __________

3. do __________ 9. begin __________

4. fly __________ 10. feel __________

5. bring __________ 11. is __________

LESSON 10: SIMPLE FUTURE TENSE - REGULAR VERB

Future tense verbs, as their name suggests, tell us that an action or state will
happen in the future. We can use future tense verbs to both refer to events that
we know will happen and events that we think will happen.

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Depending on the sentence, you can also use future tense verbs to say that
something that is happening now or has happened in the past will happen again in
the future. While all future tense verbs are concerned with time yet to come,
they can serve a variety of functions.

Some of the reasons we use future tense verbs include:

 State that an action/state will begin and end in the future

 Express a belief that something will happen in the future
 Say that an event will definitely happen in the future
 Ask questions about the future
 State that an action/state will continue for a length of time in the future
 Say that one future action will happen before another one
 Explain that one future action/state will cause another to happen
 State that a future event will be in progress when another event happens

Examples:

 I will go to the beach.

 My friends will join my baseball team.
 Brianna will feed her cats later.

Note that the auxiliary will can be combined with "be" and a progressive
form of the main verb to create a sense of the future that does not harbor
any hint of insistence (which is possible with the auxiliary alone). For
instance, if stress is placed on the word will in "When will you arrive?", the
sentence can sound impatient, insistent. In "When will you be arriving?"
there is less of that emotional overtone.

The construction form of to be + infinitive is used to convey a sense of

planning for the future, command, or contingency.

 There is to be an investigation into the mayor's business

affairs.
 You are to be back on the base by midnight.
 If he is to pass this exam, he'll have to study harder.

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SEATWORK 1: Rewrite the sentences in the future tense.

1. I ( write )__________ articles on different topics.

2. Rob ( read )__________ various kinds of books.

3. They ( play )__________ football in that field.

4. Bob ( go )__________ to the library tomorrow.

5. We ( watch )__________ a movie in this Cineplex on next Friday.

6. You ( shop )__________ at that market tomorrow.

7. I ( sing )__________ different kinds of songs, especially modern.

8. Jeff ( travel )__________ around the world next month.

9. The poet ( write )__________ an interesting poem for this program.

10. In two days, he ( know )__________ the result of his job application.

SEATWORK 2: Circle past, present or future for each sentence.

1. Max eats his vegetables everyday. Past Present Future

2. The students listened to the lesson. Past Present Future
3. Dad will clean the kitchen tonight. Past Present Future
4. Emily looks happy. Past Present Future
5. Tomorrow, it will snow. Past Present Future
6. He climbed the stairs last night. Past Present Future
7. Most children like the new park. Past Present Future
8. You will finish this later. Past Present Future
9. Mom liked her gift. Past Present Future
10. The teacher will look at the homework. Past Present Future

HOMEWORK: Write your own sentences.

A. PRESENT TENSE
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 1.

2.

B. PAST TENSE
1.

2.

C. FUTURE TENSE
1.

2.

THIRD QUARTER
LESSON 1: PARTS OF A SENTENCE

The basic parts of a sentence are the subject, the verb, and (often, but
not always) the object. The subject is usually a noun — a word that names a
person, place, or thing. The verb (or predicate) usually follows the subject and
identifies an action or a state of being. An object receives the action and usually
follows the verb.

The two most basic parts of a sentence are the subject and predicate.

1. SUBJECT
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The subject of a sentence is the person, place, or thing that is performing the
action of the sentence. The subject represents what or whom the sentence is
about. The simple subject usually contains a noun or pronoun and can include
modifying words, phrases, or clauses.

The subject simply refers to the doer of the action or to what (or whom) the
sentence is all about. It can be in the form of a noun or a pronoun, and is usually
(but not always) located before the predicate.

2. PREDICATE

The predicate expresses action or being within the sentence. The simple predicate
contains the verb and can also contain modifying words, phrases, or clauses.

The predicate can be considered as one of the most important parts of a

sentence. It is basically the part which says something about the subject and
always contains a verb.

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Examples of Subject and Predicate:

 A boy is looking to hide himself during the rain.

SUBJECT PREDICATE

 The laptop is placed on the table for charging.

SUBJECT PREDICATE

 He hits his car with a pole while parking.

SUBJECT PREDICATE

 Japan is known as the technology hub of the world.

SUBJECT PREDICATE

 Jonathan is feeling tired and wants to sleep.

SUBJECT PREDICATE

 The milk is very good for a healthy body.

SUBJECT PREDICATE

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SEATWORK 1: Box the subject; encircle the predicate.

1. Mom and dad are eating pizza.

2. The bird is sitting in the nest.

3. Lukas plays with his toys.

4. I went walking yesterday.

5. Kim ran very fast.

6. Ben is doing his homework.

7. Jan bakes nice cakes.

8. The wind is blowing.

9. Two ducks are swimming in the water.

10. My parents work hard for us.

11. We are God’s children.

12. My bicycle needs new tires.

13. Our guest speakers are from the Department of Education.

14. Teacher Salve is the principal of Master Hand School.

15. They enjoy the company of each others.

LESSON 2: COMPLEX SENTENCE

A complex sentence is a sentence that contains one independent and at

least one dependent clause (sometimes called a subordinate clause).

In the examples of complex sentences below, the dependent clause comes

first. Notice that the dependent clause begins with a subordinating
conjunction (words like since, because, while) and that the clauses are
separated by a comma:

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 1. Because he was late again, he would be docked a day’s pay.
2. While I am a passionate basketball fan, I prefer football.
3. Although she was considered smart, she failed all her exams.
4. Whenever it rains, I like to wear my blue coat.

An independent clause is a phrase that would make sense if it were a

sentence on its own, whereas a dependent clause will not form a sentence on
its own. When these two types of clauses appear in a sentence, we create a
complex sentences.

Examples:

1. I like to eat the candy before I watch a movie.

2. “I like to eat the candy” is an independent clause as it would make a
complete sentence on its own.
3. “Before I watch a movie” is a dependent clause, as it doesn’t make a
complete sentence on its own. It is ‘dependent’ on the first clause for
the phrase to make sense.

In the complex sentence examples shown below, the independent clause

comes first. Notice that in most examples there is no separation of the
clauses by a comma, which is the general rule in complex sentences starting
with an independent clause. However, the last example has a comma as it is
an example of an extreme contrast. This comma as it is an example of an
extreme contrast. This extreme contrast refers to the clauses expressing
ideas that are almost opposite in meaning or that must be heavily
emphasized.

Examples:

1. Having a party is a bad idea because the neighbors will complain.

2. I am extremely happy since I retired.
3. The dog jumped on his lap while he was eating.
4. Annie was still crying, although she had been happy about the news.

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SEATWORK 1: Complete each complex sentence using an appropriate
subordinating conjunction from the word box.

where if because while

unless whereas till after

1. Terry told us about the incident __________ we had reached the place.

2. Ross took care of our garden __________ we were away.

3. I thought Kia is a rude person, __________ in fact she was very kind.

4. __________ there is a will, there is a way.

5. __________ you wish to join the club, please fill this form.

6. __________ you are very fit, you should not embark on mountaineering.

7. We waited at the airport __________ the flight took off.

8. Jake didn’t play today __________ he had a toe injury.

HOMEWORK: Expand each sentence using the word in brackets.

1. They finished the race. ( after )

2. Mark and Leslie watched the movie. ( until )

3. The teacher came to Mary’s desk. ( when )

4. The dog climbed over the fence ( because )

5. I will give you more cookies. ( if )

LESSON 3: PRONOUNS

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Reflexive Pronoun list with examples:

REFLEXIVE PRONOUN EXAMPLES

herself She cut down her hair herself yesterday.

themselves They arrange the entire facilities themselves.

itself The cat crosses the road itself.

myself I’ve told myself to stay away from these bad

habits.

ourselves We can celebrate here ourselves without any

disturbances.

himself He is going to drive this car himself today to go to

school.

yourself Do not cut yourself with the knife you hold in your
hands.

itself When the opportunity presented itself, he

grabbed it.

yourself You are so young to do it yourself.

ourselves My family saves money by painting the walls

ourselves.

himself Uncle John himself prepares his meals.

itself The car adjusts itself according to the season.

Furthermore, an intensive pronoun is defined as a pronoun that ends in

“self” or “selves” and places emphasis on its antecedent.

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 Reflexive Pronouns and Intensive Pronouns
Personal Object Reflexive/ Intensive
Pronouns Pronouns
First person singular Me myself
Second person singular You yourself
Third person singular male Him himself
Third person singular female Her herself
Third person singular neuter It itself
First person plural Us ourselves
Second person plural You yourselves
Third person plural Them themselves

SEATWORK 1: Read each sentence. Then, write each underlined pronoun

and whether it is reflexive or intensive.
Example: Leah is sometimes too hard on herself.

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 Answer: herself- reflexive

1. I myself became bored with my my story.

2. You should give yourselves a pat on the back, team; you won!

3. The pizza oven quickly made itself indispensable.

4. You yourself have seen that work can be fun sometimes.

5. Sandra Cisneros has written many stories whose characters are based on
herself.

6. Juana herself forgot her birthday.

7. These scratches won’t repair themselves know.

8. Matthew himself admitted that he had cheated.

9. The buildings themselves are on the National Historic Register.

10. The rain itself is depressing, but see how it perks up the flowers.

HOMEWORK: Circle the pronoun in each sentence. Then write reflexive or

intensive on the line to tell what type of pronoun it is.

___________1. My mother gave us the bad news herself.

___________2. We left early to give ourselves enough time to sit in

traffic.

___________3. Help yourself to a cookie.

___________4. The dog managed to get himself out of the yard.

___________5. The star himself directed the movie.

___________6. She treated herself to a cup of coffee and a scone.

___________7. By the time I was three I could tie my shoes myself.

___________8. We decided to give ourselves the day off.

___________9. Kim read the directions herself.

___________10. Miss Jenkins herself was hoping we would have a snow day.

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 LESSON 4: COORDINATING CONJUNCTION

SEATWORK 1: Use the FANBOYS conjunctions to complete the sentence.

1. Jack ________ Jill went up the hill.

2. I have enough books, ________ I want more!

3. I don’t like chocolate ice-cream, ________ do I like vanilla.

4. I want to walk the nature trail, ________ I can see the butterflies and
lizards.

5. I want to go with you, ________ I am not allowed.

6. Do you prefer creackers ________ chips with dinner?

7. Which do you prefer, carrots ________ peas?

8. My mother ________ I walked across the street.

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9. My best friends ________ I want to see the new Star Wars movie when
it comes out.

10. He loves to swim, ________ he hasn’t gone in the pool.

HOMEWORK: Combine two sentences by using a comma and conjunction.

1. The game was very easy. No one won.

2. We studied a lot for the test. We still failed.

3. My mom works at school. She takes me with her in the mornings.

4. We love to pick fresh mangoes. We make some pies.

5. Jedi can be a doctor. Jedi can be an engineer.

LESSON 5: THE TYPHOON AND THE LIGHTNING

Once upon a time, the typhoon and the lightning were enemies. Because both
were very strong, each insisted that he was more powerful than the other.
They would disagree wherever they were.

They disagreed long and hard as to who was more powerful. “I’m stronger
than you are,” the typhoon would say boastfully. “Of course not, “ the
lightning would argue more boastfully.

Their argument became greater because of their respective followers.

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The followers of the typhoon proudly said, “ Our master is much stronger
than yours. He can easily uproot big trees and completely topple down
buildings,ha!”

“Huh! That’s nothing compared to what our master can do,” the lightning’s
followers shouted loudly. He can turn trees into ashes in a split second.
What can you say?”

One day, the two decided to settle their disagreement.

The typhoon exclaimed, “Let ‘s decide oncce and for all who’s stronger or
greater, you or I.”

“Okay!” answered the lightning, moving forward.

To end their disagreement, the two invited the sun and the moon as judges.

So, one dark stormy night, the two met at Ormoc City in Leyte.

The typhoon started blowing wildly, northward and southward, eastward and
westward. It blew, bringing strong winds and torrential rains.

Whoooo - whoooo - zzzz - whooooo!

Soon the once leafy branches of trees became bald.

“See, what I can do?” asked the typhoon at the top of his voice.

Without any word, the lightning flashed.All at once, the fallen trees turned
to ashes.

Then silence followed. Deafening silence! Nearby, the muddy earth shook but
no word came out of its mouth.

Soon the judges declared the contest a tie. Both the typhoon and the
lightning were winners.

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“You really are both very strong,” the moon emphasized. But the typhoon was
not happy. Neither was the lightning.

“Let”s break the tie! Another fight!” the typhoon bravely challenged.

“Good! The one who destroys the most number of trees in the shortest time
possible is the winner,” the lightning agreed.

Both were unmindful of the surroundings that had been so cruelly destroyed.
Meanwhile, the earth could only suffer.

Again the typhoon blew. The lightning flashed, more trees were destroyed.
In no time at all, the once green place was like a battlefield. Then, all at
once, the water swept down. Seeing no trees to hamper movement, more
water flowed and grew into a flood. A big flood! Killer flood! Merciless flood!

With that, the judges chorused. “The contest is still a tie.Both of you are
great winners!”

“Hey, let’s go to other cities!There we can destroy not only trees but
buildings, big buildings in Makati and Manila.”

Just then the sun shone. In a big hot voice, the subn exclaimed, “Stop your
foolishness, you two! Don’t you see? Becausse you are boastful, you have
destroyed our beautiful world! You are very unkind and cruel!

Then the earth spoke in a weak, sick, trembling voice, “Look what you have
done to me. You have destroyed my trees! You have killed my beloved people.
My poor, innocent children!

The sun explained further, “Listen, you fools. Both of you are blessed. You
have your own powers and traits. You don’t need to show who the stronger
one is. You are both strong in your own ways.”

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It was only then that the two looked around. They had destroyed the earth
that God had so kindly given to people.

The sun continued, “ How destructive you have been! The most destructive
of all! Instead of lightning, why not use your own power to help build a
better earth to live ni?”

Silence……..

Ashamed , the typhoon and the lightning left quietly.

SEATWORK 1: Write the letters A to E on the blanks to arrange these

events in order which they happened.

______1. Ashamed, the typhoon and the lightning left.

______2. The beautiful world was destroyed.

______3. The typhoon and the lightning tried to prove that one is stronger
than the other.

______4. The sun stopped the contest between the two.

______5. The typhoon and the lightning decided to have a contest.

SEATWORK 2: Write T for True statement and F for False statement.

______1. The result of the contest between the two was destructive.

______2. The two were able to prove who was stronger.

______3. It is right to boast of one’s power if it is true.

______4. The two can be compared to people who ruthlessly destroy the
environment.

______5. Every individual has his own power and traits.

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HOMEWORK: Underline the word inside the parenthesis that describes the
mood or feeling expressed in each situation.

1. “Let’s decide once and for all who is stronger, you or I, “ the typhoon said.

( challenge - pity - argument - agreement )

2. The typhoon started blowing northward, southward, eastward and

westward.

( challenge - argument - direction - conversation )

3. “See what I can do? I’m stronger than you are!” he said.

( friendliness - boastfulness - generosity - challenge )

4. “Stop being foolish, you two!”

( humility - authority - bravery - boastfulness )

5. Realizing their foolishness, the typhoon and the lightning bowed and left.

( shame - anger - generosity - anger )

LESSON 6: ADJECTIVES

An adjective describes a noun.

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SEATWORK: Encircle the adjective used in the sentence

1. The ambitious boy chased the butterfly.

2. My grandmother is a unique woman.
3. The scientist enjoyed making interesting inventions.
4. The girl suddenly had a delightful idea.
5. The gentleman showed his charming manners.
6. We picked a pretty bouquet of flowers for our mom.
7. The woman hugged her darling grandson.

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 8. His furious father screamed at him.
9. We battled a horrid flu for more than a week.
10. I pulled the fluffy blanket up over my shoulders.
11. The man was obviously unhappy with the news.
12. The band made a frightful racket in the garage.
13. The brave hunter was not afraid of the lion.
14. The teeth of the crocodile were frightening to see.
15. The sleepy baby finally stopped crying.

HOMEWORK: Supply the correct adjective for the sentence.

1. The song played on the radio.

2. I bought five dresses.

3. The parcel that is in the box is .

4. This movie is very . I don’t know if I will watch it all.

5. I have broken a glass; the edges are very .

6. This blanket is so . I want to put it on my bed.

7. The cat was looking at the fish on the table.

8. The tree stands in the field all by itself.

9. This is a task. I can’t do it!

10. My grandmother lives .

LESSON 7: COMPARISON OF ADJECTIVES

1. The Positive Degree

The positive degree of an adjective makes no comparison.

Example:

 A tall building.
 She runs fast.
 This is a beautiful car.

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 2. The Comparative Degree
The comparative degree compares two people, things, actives, or qualities.

 A taller building than this one.

 She runs faster than I do.
 This car is more beautiful than yours.

3. The Superlative Degree

The superlative degree compares a person, thing, activity, or quality with
the group.

 The tallest building in the town.

 She is the fastest runner among the students.
 This is the most beautiful car I have ever seen.

Rules for making comparatives and superlatives

 One-syllable adjectives

1. Form the comparative and superlative forms of a one-syllable adjective

by adding –er for the comparative form and –est for the superlative.

2. If the one-syllable adjective ends with an –e, just add –r for the
comparative form and –st for the superlative form.

large larger largest

wide wider widest

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 3. If the one-syllable adjective ends with a single consonant with a vowel
before it, double the consonant and add –er for the comparative form
and double the consonant and add –est for the superlative form.

big bigger biggest

thin thinner thinnest

 Two-syllable adjectives

1. With most two-syllable/ three - syllable adjectives, you form the

comparative with more and the superlative with most.

peaceful more peaceful most peaceful

intelligent more intelligent most intelligent

2. If the two-syllable adjectives ending with –y, change the y to “i” and
add –er for the comparative form , and for the superlative form change
the “y” to “i” and add –est.

happy happier happiest

pretty prettier Prettiest

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Exceptions:

Some adjectives have irregular comparative and superlative forms.

Positive Comparative Superlative

good better best

bad worse worst

many more most

much more most

well better best

far farther farthest/furthest

SEATWORK 1: Write the correct form of adjective for the sentence.

1. Russia is the ( big )________________ country in the world.

2. Mt. Everest is the ( high )________________ mountain peak.

3. My hair is ( long )________________ than my sister.

4. Jose Rizal was the ( great )________________ hero.

5. The buildings in Makati are ( tall )________________.

6. My bag is ( heavy )________________ than my classmate.

7. Our school is ( clean )________________.

8. Dad’s tea is ( hot )________________ than Mom’s tea.

9. The baby girl is ( cute )________________ than the baby boy.

10. Their class is the ( noisy )________________.

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HOMEWORK: Fill in the blanks with the correct form of adjectives in
parentheses.

1. Osama was ________________ guy for the U.S.A. (dangerous)

2. My nephew is ________________ than my uncle. (stingy)

3. Sydeny is ________________ city in Australia. (beautiful)

4. Who is ________________ man of the world in this century? (rich)

5. What is ________________ way to become filthy rich in your life?

(convenient)

6. My English is not ________________ than yours. (good)

7. Not listening to good advice is one of ________________ habits of my

younger brother. (bad)

8. Our English class is ________________ than your math class.

(interesting)

9. Learn ESL is one of ________________ websites in the world. (good)

10. USA is one of ________________ countries in the world. (modern)

11. Can you name ________________ province of our country? (large)

12. Washington is ________________ city in the USA. (expensive)

LESSON 8: WHY MOSQUITOES SEEK DARK HOLES

The crab used to be the king of all animals. He was a proud and
merciless king. He punished his subjects for smallest misdeeds.

“Why is our king so cruel?” asked a tiny mouse to a gray lizard.

“I don’t know. Perhaps because he is so powerful. He can do anything

he wants,” replied the lizard.

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 King Crab made many unjust laws that were too hard to obey. One of
these laws was that all creatures should keep quiet while he was asleep.

One day King Crab was awakened from his sound sleep by the croaking
of the frog. He was so angry.

He gathered all his subjects around him. “Who among you was
discourteous enough to make noise while I was asleep?” he roared.

It was the frog who laughed so loud,” said all the animals. “Why did
you laugh?” asked the crab.

“I laughed because the turtle looked so funny. He carries his house on

his back,” replied the frog.

“I carry it on my back because I’m afraid of the firefly. He carries

fire with him all night and my house may catch fire,” replied the turtle.

“Why do you carry fire with you?” asked the crab.

“The mosquito is a troublesome fellow,” replied the firefly. “He sings

near my ears and bites me whenever he can.”

“Why do you bite the firefly?” asked the crab. Instead of answering,
the unafraid mosquito flew straight to the king and bit his forehead. The
King Crab slapped his forehead and killed the mosquito.

When the mosquito’s relatives heard about his death, they were angry.
They set out to look for King Crab to get even. But the cicada, the King’s
guard, was fast. From his watchtower in a mangrove tree, he beat his wings
to make a warning signal.

King Crab hid hurriedly in a hole underground.

The news that the King was hiding in a small hole soon spread among
the mosquitoes. They started to hunt for him in every hole they could find.

From that time on, mosquitoes have been buzzing around dark holes
and corners, looking for King Crab.Sometimes, they buzz near your ears,
mistaking them for King Crab’s hole.

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SEATWORK 1: Arrange the events in order. Use 1 - 6

_____ The firefly carried fire all night.

_____ King Crab was awakened by the frog’s croaking.

_____ The mosquito bit the firefly.

_____ King Crab killed the mosquito.

_____ The frog laughed at the turtle.

_____ The turtle carried his house in his back.

HOMEWORK: Answer the following questions about the story.

1. What kind of ruler was King Crab?

2. What law did he pass which started the problem in the story?

3. Why do crabs hide in small holes?

4. Why do mosquitoes seek and buzz around small holes?

5. Who was the king’s guard?

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 FOURTH QUARTER
LESSON 1: ORDER OF ADJECTIVES

 Adjectives follow an order when there are two or more adjectives

before the noun they describe.

 Adjectives of number come before any other adjectives.

 Adjectives of color and origin come after other adjectives.

PATTERN:

1. Noun determiners / noun numerals

2. Size
3. Quality / kind / characteristics
4. Shape
5. Color
6. Origin / nationality
7. Noun being described

Examples:

 three cute white puppies  a dozen bright Filipino fourth

graders

SEATWORK 1: Place a cross mark (x) on the line of the phrase that shows
the correct order of adjectives.

_____1. the slow - moving old train

_____2. the first automatic car

_____3. a small green handkerchief

_____4. thousands of busy commuters

_____5. an extremely hot room

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_____6. the credible four witnesses

_____7. an excellent persuasive speech

_____8. towering several skycrapers

_____9. an outstanding comprehensive resume

_____10. a fresh dozen red roses

SEATWORK 2: Encircle the letter of the correct answer.

1. The woman is wearing a dress.

A) yellow long B) long yellow

2. He is a _______ man.

A) tall thin B) thin tall

3. The company makes _______ products.

A) excellent farming B) farming excellent

4. James recently departed on a _______ trip.

A) camping long B) long camping

5. I love eating_______ strawberries.

A) red big B) big red

6. The _______ woman did well on the test.

A) intelligent young B) young intelligent

7. The ticket costs

A) ten US B) US ten

8. The scientists have found a _______ cure for the disease.

A) new great B) great new

9. I am going to wear my _______ tie to the wedding.

A) big cotton blue B) blue big cotton C) big blue cotton

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10. Please recycle those _______ bottles.

A) three water empty B) three empty water C) water empty three

HOMEWORK: Arrange the order of adjectives in each sentence.

1. We wanted (gray / a / metal) table.

________________________________________________________

2. They bought (red / a / new) car.

________________________________________________________

3. She went home and sat on (comfortable / her / wooden / old) bed.

________________________________________________________

4. He bought (woollen / a / British / fabulous) suit.

________________________________________________________

5. They have (Dutch / black) bicycles.

________________________________________________________

6. He wants (some / French / delicious / really) cheese.

________________________________________________________

7. (Young / A / Pretty) girl walked into the room.

________________________________________________________

8. He has (a lot of / old / interesting) books.

________________________________________________________

9. She bought (plastic / red / a / new) plastic lunchbox.

________________________________________________________

10. He is looking for (leather / stylish / a /black) bag.

________________________________________________________

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 LESSON 2: THE VERY OLD KETTLE

Once there was a fine, shiny kettle that lived on the kitchen fire and
sang a song every time it boiled. It had boiled water for thousands of
teapots and hundreds of hot - water bottles. And then one day when Mother
looked into it, she saw that there was a hole in the bottom. “So that’s why
you make a sizzly noise on the stove!” she said. “You are leaking.

What a pity!” You are no good anymore. You have done well, but now
you must be thrown away!”

The kettle was sad. It loved the bright kitchen. It knew everything in
it so well. It didn’t want to be put into the dustbin for the dustman to collect. It
didn’t feel at all old or tired. But as Mother was going to put it into the dustbin,
Venice and Enzo came along. “Oh, Mommy! Can we have that old kettle to play at
houses?” asked Venice. “We have a pretend house under the hedge at the
bottom of the garden. It will be lovely to have a kettle for boiling water
when we pretend to have our tea.”

So Mother gave them the kettle to play with and the kettle waas
happy. What a fine time it had with Venice and Enzo! They filled it with
water from the tap in the garden and set it on a pretend fire to boil. They
filled their doll’s teapot with water. The kettle tried to sing and it felt
glad to be with two happy children. Bob , the dog came along, too and sniffed
at the kettle. He even drank out of it when he found the water inside was
cold. That pleased the kettle very much.

But after a time Venice and Enzo got tired of playing houses. They
left the kettle under the hedge and forgot all about it. They played Red
Indians instead. The kettle was lonely and forgotten.

“This is worse than being in the dustbin!” thought the kettle. “No one
comes near me. I am getting rusty and my hole is much bigger. There are
spider’s webs inside me. I shall never, never use again.And yet I don’t feel
old and useless!”

One day, a cock robin came to the kettle. He put his one side and
looked inside. He called to his mate: “Here is a fine place for the nest! Look!

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 This kettle will shelter us and our eggs well. It’s a good kettle!”

How pleased the old kettle was! It tried to sing as it used to do, to
tell the robins how happy it would be if they would build inside it. It wasn’t
long before the little robins began to tuck grassroots, dead leaves, bits of
moss and many other things inside the kettle. They made a beautiful nest
and lined it with hairs that Bob had shaken off his coat. Then they laid their
four pretty eggs there.

And now the kettle is happy all day long. The hen robin sits in the nest
and talks to it. The cock robin brings his wife tit - bits and sings. Soon, the
eggs hatch and how pleased the old kettle will be able to feel the tiny
creatures inside it, safe and sheltered.

SEATWORK 1: Match the cause to its effect. Write on the lines only the
letters of the correct answers.

CAUSE

_____1. There was a hole in the EFFECT

bottom of the kettle.
A. It will shelter them and their
_____2. Venice and Enzo got tired eggs well.
of playing houses and left the kettle
B. Soon, the egg swill hatch and
under the hedge.
the kettle will be able to feel
_____3. The robin said that it was the tiny creatures inside it, safe
a good kettle. and sheltered!

_____4. The robins began to tuck C. The kettle was lonely and
grassroots, dead leaves, bits of forgotten.
moss and many other things inside
D. That is why it makes a sizzly
the kettle.
noise on the stove.
_____5. The robins made a
E. The old kettle was pleased.
beautiful nest where they can lay
their four pretty eggs there.

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 LESSON 3: FIGURES OF SPEECH

A figure of speech is a word or phrase that possesses a separate meaning

from its literal definition. It can be a metaphor or simile designed to make a
comparison. It can be the repetition of alliteration or the exaggeration of
hyperbole to provide a dramatic effect.

1. ALLITERATION: is the repetition of the beginning sounds of neighboring

words.

Examples:

 She sells seashells.

 Walter wondered where Winnie was.

 Blue baby bonnets bobbed through the bayou.

2. HYPERBOLE: uses exaggeration for emphasis or effect.

Examples:

 That must have cost a billion dollars.

 I’ve told you to stop a thousand times.

 She’s older than dirt.

3. IRONY: occurs when there’s a marked contrast between what is said and
what’s meant or between appearance and reality

Examples:

 “How nice!” she said when I told her I had to work all weekend.

 A traffic cop gets suspended for not paying his parking tickets.

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4. SIMILE: is a comparison between two unlike things using the words “like”
or “as” .

Examples:

 as slippery as an eel

 like peas in a pod

 eats like a pig

5. PERSONIFICATION: gives human qualities to non - living things or ideas

Examples:

 The flowers nodded.

 The fog crept in.

6. METAPHOR: makes a comparison between two unlike things EXAMPLES:

Examples:

 She’s a night owl.

 Time is money.

7. OXYMORON: is a combination of two opposite ideas to create a striking

image

Examples:

 Parting is such sweet sorrow.

SEATWORK 1: Write the figure of speech

__________1. Mournful souls cry forever!

__________2. She’s a poor little rich girl.

__________3. The lion is as friendly as a kitten.

__________4. His mind is a calculator.

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__________5. A loud silence followed her remark.

__________6. The sun looked upon the sheep.

__________7. My love for you is eternal.

__________8. The clouds cried a torrent of tears.

__________9. You are like a teddy bear to me.

__________10. Mom is a light in the darkness.

SEATWORK 2: Identify the name of figure of speech in each sentence.

1. He tried to help but his legs were wax. ____________________

2. The man flights like a lion on the soccer field. ____________________

3. The books fell on the table with a loud thump. ____________________

4. Rita heard the last piece of pie calling her name. __________________

5. The rustling leaves kept me away. ____________________

6. Kisses are the flowers of affection. ____________________

7. He’s running faster than the world. ____________________

HOMEWORK: Write the correct figure of speech

1. as straight as an arrow

2. lucky lady

3. Boom!

4. The city was a jungle.

5. Thundering silence

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 LESSON 4: ADVERBS AND ITS KIND

An adverb is a word that is used to change, modify or qualify several types

of words including an adjective, a verb, a clause, another adverb, or any
other type of word or phrase, with the exception of determiners and
adjectives, that directly modify nouns.

Kinds of Adverb

1. An adverb of manner will explain how an action is carried out. Very often
adverbs of manner are adjectives with -ly added to the end, but this is
certainly not always the case. In fact, some adverbs of manner will have the
same spelling as the adjective form.

Examples:

slowly rapidly clumsily diligently

2. An adverb of place, sometimes called spatial adverbs, will help explain

where an action happens. Adverbs of place will be associated with the action
of the verb in a sentence, providing context for direction, distance and
position: southeast, everywhere, up, left, close by, back, inside, around.
These terms don’t usually end in -ly.

Examples:

 New York is located north of Philadelphia.

 They traveled down the mountainside.

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  First, I looked here, and then I looked there, but I can’t find them
anywhere.

3. Adverbs of frequency are used to express time or how often something

occurs. Adverbs of frequency can be split two main groups. The first,
adverbs of indefinite frequency, are terms that have an unclear meaning as
to how long are how often something occurs: usually, always, normally. These
adverbs will usually be placed after the main verb or between the auxiliary
verb and infinitive.

Examples:

 We get paid hourly.

 I come here.

 The situation seems to change month.

 The newspaper is bought daily.

4. Adverbs of time, while seemingly similar to adverbs of frequency, tell us

when something happens. Adverbs of time are usually placed at the end of a
sentence.

Examples:

 I will see you.

 Harvey forgot his lunch yesterday and again today.

 I have to go now.

 We first met Julie last year.

5. Adverbs of degree help us to express 'how much' (or to what extent) we

do something. They can either intensify the meaning (I am extremely
hungry) or make it weaker (I'm fairly certain I locked the door).

Examples: very slightly quite

totally fairly absolutely

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SEATWORK 1: Underline the adverb used in each sentence.

1. She ran to school quickly.

2. Her mother sang quietly as she drifted off to sleep.

3. The birds flew gracefully above the lake.

4. His mother shouted furiously at them.

5. Peter tapped his dog lightly on the head.

6. The teacher kindly handed her the certificate.

7. Mary accidentally hit Amy with her arm.

8. The old man down the street mysteriously disappeared.

9. Fortunately, the car was not damaged after the crash.

10. They eventually made it to their destination.

SEATWORK 2: Complete the sentences.

1. He swims __________.

2. He ran __________.

3. She spoke __________.

4. He __________ gets me.

5. She plays the piano __________.

6. She will plant her garden __________.

7. The children love to play __________.

8. She arrived __________ for the meeting.

9. The movie is starting __________.

10. This spaghetti is __________ delicious.

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HOMEWORK: Cross - out the adverb used in each sentence and then write
what kind it is

1. I went to the market in the morning. ___________________

2. The dog sat lazily in the shade of the tree. ___________________

3. The man grumbled loudly while cleaning the table. __________________

4. I often visit my grandparents. ___________________

5. It is extremely hot today. ___________________

6. Please wait patiently. ___________________

7. The technician fixed the problem easily. ___________________

8. They serve hot pan cakes there. ___________________

9. I am waiting here for my daughter. ___________________

10. He laughed merrily. ___________________

LESSON 5: PREPOSITION

Prepositions tell us where or when something is in relation to something else.

When monsters are approaching, it’s good to have these special words to tell
us where those monsters are. Are they behind us or in front of us? Will they
be arriving in three seconds or at midnight?

Prepositions often tell us where one noun is in relation to another (e.g., The
coffee is on the table beside you). But they can also indicate more abstract
ideas, such as purpose or contrast (e.g., We went for a walk despite the
rain).

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Types of Prepositions

 Prepositions indicate direction, time, location, and spatial relationships,

as well as other abstract types of relationships.

Examples:

Direction: Look to the left and you’ll see our destination.

Time: We’ve been working since this morning.

Location: We saw a movie at the theater.

Space: The dog hid under the table.

The following words are the most commonly used prepositions:

about below excepting off toward

above beneath for on under

across beside(s) from onto underneath

about after among for with
after between in out until
at in of on out to
against beyond in front of outside up

along but inside over upon

among by in spite of past up to

around concerning instead of regarding with

at despite into since within

because of down like through without

before during near throughout with regard to

behind except of to with respect to

SEATWORK 1: Complete the sentences with one of the prepositions from

the box.

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1. We wanted to eat the typical food __________ the area, so we went to a
local restaurant.

2. She's very fond __________ children. In fact, she wants to have two of
her own.

3. I feel sorry __________ her. She doesn't deserve to be treated such a

bad way.

4. My dad is very pleased __________ my conduct in school.

5. Irish people are famous __________ their hospitality.

6. The district attorney is involved __________ one of the biggest crime

cases in decades.

7. If we don't get to a petrol station soon, we'll be running __________ of

gas.

8. The classroom is equipped __________ all the latest technical devices.

9. There must be something wrong __________ John. He keeps locking

himself up in his room.

10. I am not used __________ running in this kind __________ weather.

11. Are you related Harriet? You look exactly like her.

12. Vegetables and fruit are rich __________ vitamins.

13. I'm very bad __________ cooking, so we often go __________ for

meals.

14.I'm so tired __________ babysitting. Why don't you look __________

her for a while?

15. He apologized __________ the remarks he made __________ us.

SEATWORK 2: Encircle the correct preposition for the sentence.

1. What did you think __________ the concert?

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 after about around under

2. Her shoes barely fit __________ her feet.

onto toward inside under

3. I can’t wait __________ the movie starts!

onto after before until

4. She baked the cookies __________ she mixed them.

before during after until

5. My phone fell __________ my desk.

after beneath round across

6. __________ feeling ill, Mary ran in her track meet.

despite beneath except since

7. The train station is __________ the street.

between onto across behind

HOMEWORK: Complete the sentences with one of the prepositions from the
box.

against around under below from by

with at into of on over off to

1. That old-timer belongs __________ a friend __________ mine.

2. I am familiar __________ the rules, so you don't have to explain them to

me.

3. I like to read books __________ photography.

4. The painter's works are __________ display __________ the National

Gallery.

5. Many __________ the old bridges in the city are __________ repair.

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6. The team are far __________ defending their title.

7. My mom __________ from migraine.

8. A large part __________ the Netherlands lies __________ sea level.

9. I leaned my new bike __________ the wall.

10. The older boys always make fun __________ me.

11. The man fell __________ a coma __________ which he never

recovered.

12. __________ first, I thought it was an earthquake, but then I saw the
damaged bus.

LESSON 6: TAG QUESTIONS

 A tag question is a small question that is attached , or "tagged", to the

end of a sentence. Rather than repeat the main verb, a form of "be" or
other auxiliary verb or modal is used in the tag.

Examples: You came by train, didn’t you?

It’s very windy today, isn’t it?

You can meet me at the station, can’t you?

You couldn’t give me a ride, could you?

You haven't seen this film, have you?

Your sister lives in Spain, doesn't she?

He can't drive, can he?

 Tag questions are statements that end with a short question. The short
question at the end can either have rising or falling pitch, and this can
affect the meaning of the tag question.

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SEATWORK 1: Complete with the correct tag questions

1. He plays for the band.

______________________________________

2. You can play the guitar.

______________________________________

3. He has not left the school.

______________________________________

4. Neeru was sad after failing the exam.

______________________________________

5. You like it.

______________________________________

6. He didn’t help him.

______________________________________

7. They live in Delhi.

______________________________________

8. We play football everyday.

______________________________________

9. Sarah isn’t attending the concert.

______________________________________

10. She sings very well.

______________________________________

SEATWORK 2: Complete the sentences with the appropriate tag questions.

1. It was hot yesterday, ______________________________________.

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2. Naomi will attend the meeting,
________________________________.

3. They were searching for their pet dog,

__________________________.

4. Jared can speak Italian,

_____________________________________.

5. Liam has slept,

____________________________________________.

6. We have been traveling all over the country,

______________________.

7. My dad had forgotten his wallet,

______________________________.

8. Miriam had been selling cookies since morning,

____________________.

9. The train will depart in five minutes, ___________________________.

10. The cat is sleeping on the couch,

______________________________.

HOMEWORK: Find and correct the mistakes in the tag questions below.

3. We are late, do we?

4. He can’t swim, does he?

5. She was a student, isn’t she?

6. Thomas saw a movie, wasn’t he?

7. He couldn’t answer the question, did he?

8. Mr. Smith was late, wasn’t she?

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9. They had dinner, were they?

10. Your sister bought a new house, didn’t it?

LESSON 7: WORLD IN A BOOK

What is in a book You can travel far away

That makes it a treasure? Yet stay in a nook.

Hidden in its pages The book is a magic carpet

Are riches without measure. To distant lands,

Tales of kings and castles, To cities and forests

Fairies and witches’ magic, And shores of silver sand.

Of creatures in land sea, What is it in a book?

Of birds with such sweet music. Stories of clowns and sages;

You can be sad or gay Behind those little words

By reading a book; Are the lessons of the ages.

PROJECT: Make a mini book of stories.

HOMEWORK: Memorize the poem and recite it with actions.

LESSON 8: PREFIXES AND SUFFIXES

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Prefixes

- come at the beginning of a word

- change the meaning

PREFIX MEANING EXAMPLE

un- not, reversal of uncover

re- again, back review

in- / im- in into; not instead, impatient

dis- / dif- away, separate; not divide; disrespect

en- / em- in within, make enslave; embolden

pre- before prefix

mis- wrong mistaken

a- not, in; on; without atypical aside

Suffixes

- come at the end of a word

- change the meaning

SUFFIX MEANING EXAMPLE

-s / -es more than one; verb maker characters, reaches

-ed in the past; quality, state walked

-ing doing something; quality, walking

state

-ly How safely

-er / -or one who; action; compares drummer, dishonor,

bigger

-tion / -sion noun: quality, action tension

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 -able / -ible able to be reversible

-al / -ial related to, like partial

SEATWORK 1: Use the bank of prefixes and suffixes to complete each

word. There may be more than one answer for some words.

Bank of Prefixes Bank of Suffixes

dis- im- mis- un- -able -ance -ion -ment

il- in- re- -al -ful -ly -y

SEATWORK 2: Unscramble the prefixes, root words, and suffixes to make

a whole word. Each whole word must have a prefix, a root word, and a suffix.
You may have to drop the final -e from a root word to add the suffix.

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1. ______________________________

2. ______________________________

3. ______________________________

4. ______________________________

5. ______________________________

HOMEWORK: Choose the appropriate suffix and fill in the blanks.

ful ion ative age ity

able ment ship wise al

1. Comfort ________________ 6. Music ________________

2. Equal ________________ 7. Inform ________________

3. Construct ________________ 8. Citizen ________________

4. Colour ________________ 9. Drain ________________

5. Encourage________________ 10. Clock ________________

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