English

Quarter II
Prepared by: Maria Carmina G. Panghulan
Quarter II Scope and Sequence in English 5

1. Verbs
2. Aspects of verbs
3. Modals
4. Conjunction
5. Point of View
6. Viewpoints of Images
1.Wag na kayo maingay.
Ang maingay, siya ang
magdidiscuss sa unahan
ng lesson.
Week 1-3
Topic 1: Verbs
Verbs are action words. They are very important in
learning a language. They are always present in
sentences and in most expressions. With the
presence of both the subject and the predicate
that contains the verb, a sentence expresses a
complete thought or idea. As a vital feature of the
English language, using appropriate verbs is
necessary in composing clear and coherent
sentences.
In this lesson, you are expected
to compose clear and coherent
sentences using aspects of verb.
Learning Task 1: Write the correct form of the
verb (listen) as indicated in the parentheses.

1. I listen to bedtime stories every night. (simple present tense)

2. She listened to the news yesterday. (simple past tense)
3. Yeng will listen ned to her newly downloaded songs tonight. (simple
future tense)
4. Willie had listend to the voice clip before the battery of his gadget
completely drained. (past perfect tense)
5. Rogel was listening to the instructions while doing the activities. (past
progressive tense)
VERB
Verbs are words that show an action
(sing), occurrence (develop), or state
of being (exist).
VERB
A verb is composed of tense and aspect. Verb
tense refers to when the action in a sentence
takes place. —whether it happened in the past,
is happening in the present, or will happen in
the future.
Meanwhile, aspect refers to the state of action
of a verb and indicates the duration or
completion of an event.
Four types of verb aspects:
simple, progressive, perfect and
perfect progressive.
 SIMPLE ASPECT OF VERB
Simple Present Simple Past Simple Future*
*Base form if *Add d/ed if *will/shall + base
plural subject- regular verb form of verb
walang s *change/retain the
*S form if singular spelling if irregular
subject-may s/es verb

1. She dances 1. She danced 1. She will dance

2. They dance 2. She listened 2. She shall dance
3. She bought
4. She read
Learning Task 2: Identify the appropriate simple
present tense of the verb to be used in each
item.
1. Water (are, is) a resource that every living thing cannot live without.
2. I (think, thinks) about the importance of water in our daily activities.
3. The learners (answer, answers) the questions about water
conservation.
4. Teacher Mara (convince, convinces) the children to save water at
home
and in school.
5. The Science Club (propose, proposes) a water conservation program
for the school.
Learning Task 3: Identify the appropriate simple
past tense of the verb to be used in each item.

1. The tourist (go, went) to Palawan last month.

2. She (hears, heard) about its beautiful spots through ads.
3. I (remembered, remember) my trip to Palawan five years
ago.
4. That (was, is) my first and only airplane ride so far.
5. We (had, have) a three-day tour in that place.
Learning Task 4: Write the simple future tense of
each given verb inside the parentheses.
Quiz #1
Week 1
End of the SLIDE ☺
WEEK 2
Identify the appropriate simple present tense of
the verb to be used in each item.

1. Every Filipino (do, does) his/her share of serving his/her

country.
2. Each scouting organization (teach, teaches) the youth to be
obedient and responsible.
3. Ethan (clean, cleans) his surroundings.
4. Manny and Joy (segregate, segregates) their household
wastes.
5. Villamiel Family (manage, manages) the finances well.
Identify the appropriate simple past tense of
the verb to be used in each item.

6. Rea (decides, decided) to apply for a job in the city last

week.
7. She (worked, works) in a factory for three years.
8. The trip (happened, happens) a month ago.
9. The hen (sat, sits) on its eggs until they hatched.
10. My grandparents (drank, drinks) the hot tea that I made
for them.
 Copy the table below in your notebook.
Then, identify the forms of the verbs study
and prepare using the aspects of verbs
indicated in Column 1. Be guided by the
example in Column 2.
Study/studies Prepare/prepares
Lesson 2: Modals
Modals are considered as special verbs. They give or
provide additional concepts on the function of the
main verb. They may indicate inference or prediction,
necessity, request, permission, obligation, possibility,
advice, ability, prohibition, or preference.
At the end of the lesson, you are expected to
compose clear and coherent sentences using
appropriate modals.
Notice the words should and may in the given
infographics. They are examples of modals. In the first
infographic, should is used to show obligation.
Meanwhile, the use of may in the second infographic
shows possibility. Modals have various forms. These
forms create meanings as they carry with them their
specific functions.
 Learning Task 1: Complete each sentence by
supplying the appropriate modals. Select from the
given choices. Be guided by the functions shown
inside the parentheses.
can shall would may should

1. Shall we go? (suggestion)

2.Would you lend me your books? (polite request)
3. I can visit you more often since my place is just nearby. (ability)
4. Will he visit me in my dreams. (wish)
5. John should visit the church to regain his spiritual health. (advice)
MODALS

Modals (also known as modal auxiliaries) are helping verbs

used with main verbs. They express particular mood or
expressions telling whether the speaker wants to convey a
fact, a possibility or a command.
Learning Task 2: Complete each sentence by
supplying the appropriate modals. Select from the
given choices inside the box. Be guided by the
functions shown inside the parentheses.
Learning Task 3:
Compose clear and
coherent sentences
using the given
modals and their
functions below.
End of the SLIDE ☺
Conjunctions
Conjunctions are important features of the English language.
They are used to connect words, phrases and sentences. The
use of conjunctions helps in establishing clear connections,
meanings and ideas.

In this lesson, you are expected to compose clear and

coherent sentences using appropriate conjunctions.
 Learning Task 1: Identify the best conjunction to
be used in each item. Select from the given options
below.

1. Yazzy will watch horror and comedy movies this Sunday.

2. Sam decided not to come to the party but he suddenly changed his mind.
3. Whenever I have a doubt on what actions to take, I pray and ask God for His
guidance.
4. The teacher shows equal compassion for her learners even though they have
different personalities.
5. The president calls for a meeting so that he can easily address the concerns of
the members of the organization.
2. Subordinating Conjunctions join two clauses making one
clause dependent or subordinate of the other clause.
Example: Mother brought an umbrella. + It was raining. =

My mother brought an umbrella because it was raining.

OR
Because it was raining, my mother brought an umbrella.
 Learning Task 2: Complete each sentence below by
supplying the appropriate coordinating conjunction.
Choose from the given options inside the box.
for and but or so

Each school year is an opportunity to meet new classmates (1)

________ new friends. You may call these new acquaintances by their
first names (2) _____ by their nicknames. They can be of the same age
as you, (3) ________ others can be younger or older. New comers must
be welcomed and must feel the sense of belongingness, (4) ________
children like you must always be friendly. This healthy relationship in
school must be sustained (5) ________ this may help every learner to
have positive attitude towards schooling.
Asynchronous:
Learning Task 3: Compose clear and coherent
sentences using the given subordinating
conjunctions and their functions below.
(To be posted/commented on our FB group
page.)
Assignment:
Page 19 of your SLM.
To be checked next meeting.
End of the SLIDE ☺
 Monday: English and Science
NEW Tuesday: EPP and Filipino
SCHEDULE Wednesday: ESP and Math
Thursday: AP and MAPEH
Week 4-5
POINT OF VIEW
What opinions or feelings do you usually express when you watch
your favorite programs on TV? Have you experienced the feeling of
happiness or sadness towards a particular show? These feelings
and/or opinions that one expresses on particular materials like shows
and/or pictures are known as viewpoints.

In this lesson, you are expected to identify the points-of-view or

viewpoints on some viewing materials.
 • What can you say
about the pictures?

• What particular
descriptions for each
picture can you give?

• If you are going to

relate the pictures to
emotions, what do you
think are the feelings
Viewing materials, like pictures and illustrations, expressed by each one
express particular emotions or feelings. These
feelings are expressed not only on the
of them?
perspectives of the illustrators but also with those
of the viewers.
Learning Task 1:
Look at the
picture. Give at
least five (5)
words that will
best describe it.
POINT-OF-VIEW (POV)
The point-of-view (also known as viewpoint) refers to the
standpoint on how one sees or perceives the world. In
viewing, POV deals with one’s personal opinion or perception
about a particular viewing material, such as videos and
images/illustrations.
In every viewing material, a viewer expresses his/her own
perceptions or opinions on the concepts and contexts of the
given viewing piece. This POV is used to express one’s
feelings about particular things.
Learning Task 2: Describe the feelings or
emotions expressed by each illustration.
Learning Task 3: In
your notebook, write
three to five
sentences expressing
your point-of-view
about the illustration
below.
Performance Task:
Expressing a personal
viewpoint thru video.

Watch the video clip. Express

your point of view/personal
viewpoint about it in 2–3-minute
video.

https://www.youtube.com/watch?v=CfICOt2
uI80

https://drive.google.com/drive/folders/1pS
B7AD4nPxbj_G4M57_CjTnP5CO7LWm7?us
p=sharing
Week 6-7
Viewpoints of
Images
An image may create a number of meanings or
interpretations. It conveys viewpoints which are intentionally
expressed by the illustrators and may convey more varied
viewpoints based on the eyes and perspectives of the
viewers. A viewer may just look at the basic elements of an
image but he or she may also view an image with in-depth
appreciation.
In this lesson, you will examine images which present
particular viewpoints like stereotypes (e.g. gender, age,
culture) and opinions on an issue.
What particular characteristics of a mother are
shown or portrayed?
The way one gives his/her opinions or perceptions about
mothers is known as viewpoint. Viewpoints vary from person
to person. The common perceptions on the characteristics of
a mother is known as stereotyping. In this lesson, the
concepts of viewpoints on stereotyping will be discussed and
explored.
Learning Task 1: Examine the images below. Tell
the opinion suggested by each image. Select
your answers from the given choices below.

A.Ladies maintain proper hygiene.

B. Boys are good painters.
C. Old people want a quiet place most
of the time.
D. Filipinos are family-oriented.
E. Filipino families are religious.
IMAGES

The word “image” came from Latin word “imago” which refers
to any item that depicts visual perception such as a
photograph or other twodimensional picture, resembling an
object. An image, like printed ones, also portrays opinions or
viewpoints. These print materials include, but not limited to,
printed photographs, drawings and images found in
magazines, newspapers and books.
VIEWPOINTS ON IMAGES

Viewpoints are standpoints, such as opinions or feelings, of

individuals or viewers triggered by image contents or
elements. In this lesson, you are to examine the suggested
viewpoints of the presented images. Other than opinions,
stereotypes can also be depicted by visual images.
STEREOTYPES

Stereotypes are beliefs that all people within the same

gender, age or cultural group will act alike and will share the
same viewpoints and attitudes. They ignore unique identity
which is why it is considered as a form of discrimination. They
are considered as exaggerated beliefs and generalizations
without allowing individual personalities, which create
positive and negative acceptance and effects to different
groups. They may be true to some but not to all.
 humans are unique
individuals; thus,
stereotyping should neither
be tolerated nor accepted.
Learning Task 2: Examine the
images below and their
presented viewpoints. Write a
3-sentence paragraph for each
item stating your opinions and
feelings about the given sets of
images.
Week 7
Review
STEREOTYPES

Stereotypes are beliefs that all people within the same

gender, age or cultural group will act alike and will share the
same viewpoints and attitudes. They ignore unique identity
which is why it is considered as a form of discrimination. They
are considered as exaggerated beliefs and generalizations
without allowing individual personalities, which create
positive and negative acceptance and effects to different
groups. They may be true to some but not to all.
Learning Task 3: Examine the images
below and their presented viewpoints. Put
checks ( ) on images that you can relate
to based on your own experiences.
St. Lorenzo:

https://drive.google.com/drive/fol
ders/1jN4Xw5xDOU3XdkxHI8LwQ
N-FdKq3YIPs?usp=sharing
 ST. FRANCIS

https://drive.google.com/drive/fol
ders/1VbZ97u878rt7y_Zcoxbjpz_J
brRgdBpw?usp=sharing
Week 8
https://prezi.com/p/ir2ady3bqu
tu/types-of-viewing-materials/