ALTERNATIVE LEARNING SYSTEM

REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE Homonyms (Homographs) LAS NO. 21 SCORE
LEARNING
COMPETENCY
Give the meaning of homographs.

I. CONCEPT NOTES
Homographs are words that are spelled the same but may have different meaning
or message when used in the sentence.
Example:
1. “back in a minute” and “she laid her back on the couch”.
Take note of the homograph word – back (return) and back (part of the body)
which are spelled the same but convey different meaning.
2. “She went to the bank”. (place to deposit/withdraw money), and “They stayed across
the river bank”. (side of the river)
These two examples used the same homograph, but each phrase have different
meaning.
II. EXERCISES
The following sentences contain homographs. Choose the meaning of the
underlined homograph that is referred to in the given meaning.
Ex. The team bought a new bat for the finals. (sports equipment)
Answer: Bat can be a source of virus. (animal)
1. Which of the underlined word means “a container”.
a. Most of the time, I drank in can soft drinks.
b. I can run as fast as a horse.
2. The word means “initial money for a business”.
a. She went to the capital city to process her application.
b. My brother needs capital to start his buy and sell business.
3. The word means “letters of the alphabet”.
a. He loves to send her letters.
b. The letters are too small to read.
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE Past Form of Regular Verbs LAS NO. 22 SCORE
LEARNING
COMPETENCY
Use the past form of regular verbs.

I. CONCEPT NOTES
Most verbs are regular, but they follow a standard pattern in forming simple past
form. Past forms are used to talk about a past or finished action. Here are some rules;
1. Add –ed or d. If the verb ends in e, just add –d.
EXAMPLE: race-raced
My pets raced to their cages yesterday.
2. In contrary, we change y to i if the verb ends in y then add –ed.
EXAMPLE: study-studied
Liam studied his lessons diligently last night.
3. Double the consonant and add –ed for verb ending with a vowel followed by a
consonant.
Example: hug-hugged
The baby hugged her parents before going to sleep last night.
II. EXERCISES
Use the regular verb inside the box. Then, write the past form of each verb to
complete the sentence. (2pts each correct item)

live walk mix beg

record instruct dry

1. Charlie ________ with his parents and siblings since 2018.

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

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE Past Form of Irregular Verbs – Part I LAS NO. 23 SCORE
LEARNING
COMPETENCY
Use the past form of irregular verbs in sentence.

I. CONCEPT NOTES
The past form of irregular verbs do not follow a usual pattern and contains different
word/spelling when changed from present form to past form. Since, there are no rules for these
irregular verbs, you must diligently study how this verbs can be formed.
Irregular verb example:

Present form Past form

go-goes went
James goes the museum every day. James went to the museum last week.

The present form of the irregular verb is goes (singular present), when changed to past
form it becomes went, the word was changed completely.

Present form Past form

break-breaks broke
The members break their silence on The members broke their silence on
this matter. this matter last night.

Notice that the past form of irregular verb break is broke (plural-present), the spelling
was changed but tells the same thing about what has transpired in both present and past
action.
II. EXERCISES

Encircle the correct past form of irregular verb inside the parentheses to complete the
sentence.
1. Marlon (tell, told) Lara yesterday to stay calm.
2. Diane (write, wrote) a letter for her mother last week.
3. Liza (bring, brought) a basket of mixed fruits the other day.
4. I (teach, taught) my dog how stay calm when he was just a puppy.
5. We (built, build) that house in just seven weeks.
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE Past Form of Irregular Verbs – Part I LAS NO. 24 SCORE
LEARNING
COMPETENCY
Use the past form of irregular verbs in sentence.

I. CONCEPT NOTES
As indicated in the previous LAS, irregular verbs does not follow any rules. It is
suggested to study these words accordingly to avoid confusion of using them in the sentence
indicating an action that has been done. Here are the lists of the most common irregular verb
in present and past form. (See next page)

II. EXERCISES
A. Give the correct form of irregular verb inside the parentheses.
1. Nida __________ (bring) some flowers for her mother last Monday.
2. The children _________(choose) fried chicken for breakfast yesterday morning.
3. Kendra _________ (lend) her some money a few weeks ago.
4. He __________ (catch) his brother earlier doing some chores.
5. Mika _________ (come) home late last night.

B. Choose an irregular verb in past form and use them in a sentence.

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

2. ___________________________________________
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE Past Form of Irregular Verbs – Part II LAS NO. 24 SCORE
LEARNING
COMPETENCY
Use the past form of irregular verbs in sentence.

Lists of Irregular Verbs

Base/Present Form Past Form
be was/were
bear bore
begin began
come came
catch caught
choose chose
do did
draw drew
drive drove
fall fell
fly flew
forget forgot
get got
give gave
go went
hide hid
hear heard
hold held
lie lay
leave left
lend lent
ride rode
rise rose
run ran
see saw
shake shook
take took
tear tore
wear wore
write wrote
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE BE Verbs LAS NO. 25 SCORE
LEARNING
COMPETENCY
Use the be-verbs (am, is, are, was were) correctly in sentences.

I. CONCEPT NOTES
A verb is a part of speech often used to describe an action or a state of being. It can be
an action verb, a linking verb, or a helping verb. While there are several types of verbs, this
activity will focus on the “be” verbs or the verbs “to be.”
“Be” verbs or verbs “to be” such as am, is, are, was, were, and will be function
as linking verb if it links the subject (a person, place, or thing) to the word that describes
it. For example, in the sentence “I am glad you are here.”, the “be” verb “am” links the
subject “I” to the word “glad,” which describes the subject.
“Be” verbs can also function as helping verbs. As the name indicates, helping
verbs assist in making verbs complete. For example, in the sentence “She is going to
school.”, the “be” verb “is” helps to complete the verb “going.”
Below are some examples of “be” verbs in different tenses and how they are used in the
sentence.
PRESENT TENSE PAST TENSE FUTURE TENSE
am, is, are was, were will be
 are used to describe  are used to describe  is used to tell actions that
present actions actions completed in the will happen in the future
 “am” is used after “I” past  is used after “I”, “you”
 “is” is used after a  “was” is used after “I” and and after singular and
singular (only one) after a singular subject plural subjects.
subject  “were” is used after “you”
 “are” is used after a and after a plural subject
plural (more than one)
subject and after “you”

 Example:  Example:  Example:

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

II. EXERCISE

Encircle the appropriate form of the “be” verb inside the parenthesis to complete the
sentence.
1. I (am, is, are) a student.
2. He (am, is, are) my teacher.
3. They (am, is, are) my classmates.
4. They (am, is, are) all good at sports.
5. He (am, is, are) the best baseball player in the class.
6. I (am, is, are) an avid fan.
7. Linda and Jenny (is, was, were) in the same school last year.
8. They (is, was, were) best friends before Linda left their school.
9. Jenny (was, were, will be) going to another school next year.
10. She (was, were, will be) leaving soon.
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE Identifying Action Verbs in Stories/Poems Listened To LAS NO. 26 SCORE
LEARNING
COMPETENCY
Identify action verbs in stories/poems listened to.

I. CONCEPT NOTES

A verb that describes an action is called action verb. It can express actions, whether it be
a physical or mental action.
Examples: sweep sing dream study
play write guess wish
dance swim imagine remember

Here are some sentences with verbs that express physical and mental actions. In each
example, the verb is underlined.
Action verbs showing physical action. Action verbs showing mental action.
1. I always eat healthy foods. 1. You look beautiful.
2. I take a bath every day. 2. I can feel the warm weather.
3. I brush my teeth every after meal. 3. They forget to lock the door.
4. I drink water to hydrate my body. 4. They believe that he is the right person for
5. I wash my hands frequently. the job.
5. We should think of a solution to this
problem.

II. EXERCISE
Listen as the teacher reads the poem aloud. Write down ten (10) action verbs you hear from
the poem taken from Grade 2, LM.
My School1

I will tell you about

a place that is cool
it is without a doubt
my dear old school.

In school I can sing

and do many other things
I can read, write, and dance
I can skip, hop, and prance.

In school I have fun

I play under the sun
I count things I can see,
dream of what I can be.

There’s so much I can do

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

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE Using Simple Present Tense of Verb in Sentences LAS NO. 27 SCORE
LEARNING
COMPETENCY
Use simple present tense of verb in sentences.

I. CONCEPT NOTES

VERB TENSE
Tells how an action relates to the flow of time

PAST TENSE PRESENT TENSE FUTURE TENSE

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

SIMPLE PRESENT TENSE

 We use the simple present tense to describe actions happening at the moment.
 We also use to describe actions that happen regularly.

HOW TO FORM VERBS IN THE SIMPLE PRESENT TENSE?

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

Keith and Marco play basketball.

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

II. EXERCISE
Complete each sentence by writing the simple present tense form of verb inside the
parenthesis.
1. Joan (wake) __________ up early during school days.
2. She (like) __________ to go to school every day.
3. She (prepare) __________ all her things before going to school.
4. Her sister Jenny always (pack) __________ their lunch.
5. Jenny (go) __________ to the same school as Joan.
6. Their parents (drive) __________ them to school most of the time.
7. They always (arrive) __________ at school early.
8. Joan (sit) __________ with her best friend, Jena.
9. Joan and Jena (enjoy) __________ doing stuff together.
10. They also (love) __________ to eat cookies during snack time.
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE Using Time Expressions that Indicate Present Action LAS NO. 28 SCORE
LEARNING
COMPETENCY
Use correct time expressions to tell an action in the present.

I. CONCEPT NOTES

There are words and expressions to refer to time. These time expressions are used to
show when the action happened. Below are some expressions that indicate present action.

TIME EXPRESSIONS TIME EXPRESSIONS

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

Example: Examples:
She tries to exercise every day. Tom is watching TV at the moment.
She shops for slimming products every I am working on our project today.
month. Jane is studying as we speak.

We use time expressions together with the correct verb tense. The present time
expressions above are used together with verbs in the present tense.

II. EXERCISE

Fill in the blanks with the appropriate time expressions to complete the sentence. Choose
from the time expressions below. Use each expression only once.

this year these days at the moment twice a month every week
right now nowadays every day once a year as we speak

1. John jogs five kilometers __________.

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

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE Present Form of Verbs that Agree with the Subject LAS NO. 29 SCORE
LEARNING
COMPETENCY
Use the present form of verbs that agree with the subject.

I. CONCEPT NOTES
In a sentence, a verb agrees with its subject (person, place, or thing described in the
sentence). This subject-verb agreement is fundamental to make sentences easier to
understand.
BASIC RULE:
1. A singular subject takes a singular verb by adding –s at the end of most verbs.
If the verb ends in s, sh, ch, x, z, or o, add -es.
For verbs that end in y, with a consonant letters b, c, d, f, g, h, j, k, l, m, n, p, q, r, s,
t, v, w, x, y before y, we change y to i and add –es. For verbs that end in y, with
a vowel letters a, e, i, o, u before y, add only –s at the end of the verb.
Add –s at the end of most verbs.
walk + s = walks sing + s = sings sleep + s = sleeps
Verbs that end in s, ch, sh, x, z, or o, add -es.
miss + es = kisses push + es = pushes mix + es = mixes
watch + es = watches buzz + es = buzzes do + es = does
Verbs that end in y, with a consonant letter before y, change y to i and add –es.
try  tri + es = tries cry  cri + es = cries fly  fli + es = flies
For verbs that end in y with a vowel letter before y, add –s
buy + s = buys pay + s = pays play + s = plays
2. Plural subjects make use of plural verbs by simply using the main verb without –s or
–es at the end. Subjects like I and you, although singular in form, takes a plural verb.
Sentences with singular (only one) Sentences with plural (more than one)
subject and singular verb subject and plural verb
Betty walks to school. Betty and Mary walk to school.
She always misses the school bus. They always miss the school bus.
She cries every time she misses her ride. They cry every time they miss their ride.

II. EXERCISE
Underline the appropriate verb in the parenthesis to make the sentence correct.
1. Father (go, goes) to the farm every morning.
2. Mother (cook, cooks) breakfast for us.
3. Grandpa and Grandma (water, waters) the vegetables in the backyard.
4. They (like, likes) to do things together.
5. My brother (feed, feeds) the cows and the chickens.
6. Ate Nina (clean, cleans) the entire house.
7. I (help, helps) my mother in the kitchen.
8. My friends (rush, rushes) to our house.
9. They (ask, asks) Mother to let me play with them.
10. We (play, plays) hide and seek until dark.
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE Verbs in Past Tense LAS NO. 30 SCORE
LEARNING
COMPETENCY
Form and use the past tense of frequently occurring regular verbs.

I. CONCEPT NOTES

Verbs come in three tenses: past, present, and future. Verbs in the past tense indicate
actions completed in the definite past. It tells about actions that are already done.

Past tense of regular verbs can be formed by adding –ed at the end of the main verb or
just –d if the main verb ends with an –e.

VERBS PAST TENSE VERBS PAST TENSE

bake  baked call  called
believe  believed clean  cleaned
capture  captured paint  painted
dance  danced park  parked
dive  dived pick  picked
like  liked play  played
live  lived stay  stayed
prepare  prepared talk  talked
serve  served walk  walked
smile  smiled wash  washed

II. EXERCISES

A. Form the past tense of the verb in the parenthesis. Write it on the space provided to
complete the sentence.

1. The learners __________ the zoo yesterday. (visit)

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

B. Choose 1 regular verb listed below and use it in a sentence. Write your sentence on
the space provided.

1. jumped ______________________________________________________________
2. pushed ______________________________________________________________
3. crawled ______________________________________________________________
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE Using Verbs in Simple Future Tense LAS NO. 31 SCORE
LEARNING
COMPETENCY
Use verbs in simple future tense.

I. CONCEPT NOTES

Remember that verbs come in three tenses: past, present, and future. The future
tense of the verb indicates that the action will take place or will happen in the future.

To form verbs in the future tense, add the helping verb “will” before the verb. For
example, “I will travel to Manila tomorrow.”

Another way to form verbs in the future tense is by using a “be verb” (am, is, are) +
“going to” before a verb. For example, “I am going to meet my friends in Manila tomorrow.”

Here are some examples of sentences in the future tense.

will + verb be verb + going to + verb

 I will spend Christmas at my cousin’s  I am going to spend Christmas at my
place cousin's place.
 I will enroll in Senior High School next  I am going to enroll in Senior High School
year. next year.
 The protagonist will reveal his true  The protagonist is going to reveal his true
identity in the next episode. identity in the next episode.
 They will hire additional teachers in  They are going to hire additional teachers
the next few days. in the next few days.
 The learners will take the exam next  The learners are going to take the exam
month. next month.

II. EXERCISE

Complete each sentence by writing the future tense of the verb in the parenthesis. Use
the will + verb form or be verb = going to form.

1. Joseph _______________ the Army after graduation. (join)

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

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE Using Verbs in Past and Past Perfect Tense LAS NO. 32 SCORE
LEARNING
COMPETENCY
Use the past and past perfect tenses correctly in varied contexts.

I. CONCEPT NOTES

Verbs in the past perfect tense show actions that happened before another action
occurred in the past. We use this tense to describe two actions that were both completed in
the past with one action happening before the other. E.g. “The bus had left before we arrived
at the station.” The sentence describes two actions that both happened in the past – the bus
“had left” (happened first) when they “arrived” (happened next) at the station. Regardless
of which verb was mentioned first in the sentence, the verb with “had” is the action that took
place first. E.g. “When she reached home, her mother had gone to the hospital.” In this
sentence, her mother “had gone” (happened first) to the hospital before she “reached”
(happened next) home.
We also use the past perfect tense to show actions that happened before a specific time.
For example: "Mr. Wilson had established his company before 2020.” The action had
established specifically happened in 2020.
The past perfect tense is typically indicated by the auxiliary verb “had.” To form verbs in
this tense, add had to the past participle of the main verb. To form the past participle of the
verb, add –ed to regular verbs. For example, the past participle of the verb cook is cooked;
call  called; decide  decided. The past participle of some irregular verbs remain the same
as that of the main verb like cut  cut; cost  cost; hit  hit, while other irregular verbs form
an entirely different word and usually end in –n, –en, –t, or –d. For example, the past participle
of the verb take is taken; swell  swollen; sleep  slept; say  said. Below are some examples
of past perfect tense in sentences. In each example, the past perfect tense is in underlined.
Sheila had gone to the store when it rained.
I had finished my homework before I watched T.V.
The children had fallen asleep before 7 o’clock.
We had met when we were in high school.

II. EXERCISE

Write the past perfect tense of the verb in the parenthesis to complete the sentence.
1. I __________ my files before my computer crashed. (save)
2. My little brother ate all the cookies that mother __________. (bake)
3. The thief __________ before the police arrived at the crime scene. (escape)
4. We __________ the flashlight before we discovered that it was broken. (purchase)
5. The staff __________ the foods before the guests arrived. (prepared)
6. The children collected the mangos that __________ from the tree. (fall)
7. The waves destroyed the sand castle we __________. (built)
8. They began to feel sick after they __________ the shellfish. (eat)
9. She __________ school in 2015. (leave)
10. I knew nothing about the exam because nobody __________ me about it. (tell)
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE Adverbs of Manner LAS NO. 33 SCORE
LEARNING
COMPETENCY
Recognize adverbs of manner.

I. CONCEPT NOTES
Adjectives are used to modify noun and pronouns. On the other hand, adverbs are used
to modify or describe other parts of speech such as verb, adjective, and another adverb.
EXAMPLES:
a) The children happily played in the park. (adverb describes the verb, played)
ADVERB VERB

b) The bride looked extremely beautiful. (adverb describes the adjective, beautiful)
ADVERB ADJECTIVE

c) Rosalyn worked very diligently to finish her project. (adverb describes another adverb,
ADVERB ADVERB diligently)

Adverbs of Manner are adverbs that tell the way or HOW the action is done
can be placed before or after the verb and usually ends in -ly
EXAMPLES:

1) Henry walked slowly.

VERB ADVERB

2) The students quietly answered their quiz.

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

II. EXERCISES
Carefully read each sentence. Box each adverb of manner you can find and tell the
word it modifies by underlining it.
1. Please speak clearly.
2. The sun shines brightly.
3. Anelyn diligently studies every night.
4. My pet dog follows my commands obediently.
5. The students carefully listened to their teacher.
6. We waited patiently for the food that we ordered.
7. Marcelito Pomoy beautifully sang the song The Prayer.
8. My friends and I cheerfully talked about our hobbies and interests.
9. During these times of pandemic, people strictly follow social distancing.
10. To have a stronger immune system, we eat healthily.
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE Adverbs of Place LAS NO. 34 SCORE
Identify and use adverbs of place in sentences.
LEARNING
COMPETENCY
Write/ compose clear and coherent sentences describing persons, places, things, and animals using
adverbs of place.

I. CONCEPT NOTES
Adverbs are used to modify or describe other parts of speech such as verb, adjective,
and another adverb.
Adverbs of Place
tell WHERE the action happens
usually placed after the sentence’s object or main verb

can be can mean can refer to the can indicate

DIRECTIONAL DISTANCES OBJECT’S MOVEMENT IN
Examples: Examples: POSITION PARTICULAR
 up  nearby Examples: DIRECTION
 down  far away  below Examples:
 around  miles apart  between  forward
 away  above  backward
 north  behind  onwards

More examples of adverbs of place: under, underneath, underground, about,

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

EXAMPLES:
1) Please bring my bag here. 3) The rescuers searched everywhere for him.
VERB OBJECT ADVERB
4) When I saw my mother, I ran towards her.
2) My father works overseas. 5) It’s raining that’s why we have to stay indoors.
VERB ADVERB

II. EXERCISES
A. Underline the adverb of place in each B. Choose two (2) adverbs of place. Use
sentence. each of them in a sentence.
1) I can’t find it anywhere.
2) Jenneth almost fell down the stairs. 1) _______________________________
3) Jack and Jill went up the hill.
4) Her phone got left behind. 2) _______________________________
5) I am looking forward to seeing you again.
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE Adverbs of Time LAS NO. 35 SCORE
Use appropriate adverbs of time in sentences.
LEARNING
COMPETENCY
Write/compose clear and coherent sentences describing persons, places, things and animals using
adverbs of time.

I. CONCEPT NOTES
Adverbs are used to modify or describe other parts of speech such as verb,
adjective, and another adverb.
Adverbs of Time tell WHEN the action happens, and for how long, or how often
the action happens
adverbs of time that tell adverbs of time that tell adverbs of time that tell
WHEN HOW LONG HOW OFTEN
Examples: Examples: Examples:
 today, yesterday,  for hours/ days  always, never
tomorrow  all night/ all morning  often, sometimes
 now, later  since last year  monthly, annually
 last night/ year

Sentences: Sentences: Sentences:

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

II. EXERCISES

Directions: Answer each question in a complete sentence. Use adverbs of time in your
answers and encircle them. Write your answers on the spaces provided for.
Sentence 1 is done for you as an example:
1) What did you do yesterday? I went to the public market yesterday.
2) What will you do tomorrow? ____________________________________________
3) How often do you exercise? ____________________________________________
4) How long have you been studying in ALS? ________________________________
5) Where will you go later? _______________________________________________
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE Adverbs of Intensity LAS NO. 36 SCORE
LEARNING
COMPETENCY
Use appropriate adverbs of intensity in sentences.

I. CONCEPT NOTES
Adverbs are used to modify or describe other parts of speech such as verb,
adjective, and another adverb.

Adverbs of Intensity
Examples of Adverbs of Intensity
also called as
adverbs of degree
describe the
INTENSITY of
something or
“HOW MUCH”
e.g. too, very,
enough, extremely
Adapted from: https://bit.ly/36dBKnZ

 Adverbs of intensity are usually placed BEFORE the verb, adjective, or adverb it
modifies.
e.g. Please be careful because the water is very hot.
ADVERB ADJECTIVE

 The adverb ENOUGH is placed AFTER the adjective or adverb it modifies.

e.g. The mangoes are ripe enough to harvest.

ADJECTIVE ADVERB

EXAMPLES:
1) She totally agrees with you. 4) My brother is old enough to work.
2) Mark hardly listens to the teacher. 5) I swim pretty slowly.
3) Our teacher is really nice. 6) Alicia solves Math problems extremely fast.

II. EXERCISES
Directions: Write on the blanks the correct adverbs of degree to complete each
sentence. Choose from the given adverbs in the parentheses. (2 pts. each)
1. The coffee is not hot _________ so I need to reheat it. (very, enough, slightly)
2. He ran __________ fast that’s why he won the race. (fairly, quite, extremely)
3. I _________ forgot about the quiz today so I wasn’t able to study. (very, hardly, totally)
4. The bag was __________ expensive so she didn’t buy it. (a bit, slightly, pretty)
5. My mother has a garden because she _______ likes plants. (really, a bit, enough)
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE Adverbs of Frequency LAS NO. 37 SCORE
LEARNING
COMPETENCY
Use appropriate adverbs of frequency.

I. CONCEPT NOTES
Adverbs are used to modify or describe other parts of speech such as verb, adjective,
and another adverb.

Adverbs of Frequency definite frequency (e.g. daily, weekly, yearly)

- always describe HOW OFTEN
the action happens in either
indefinite frequency – doesn’t tell exact time
definite or indefinite terms
frame (e.g. often, sometimes, rarely)

Adverb of Frequency
% Example
(indefinite frequency)
100% always I always wash my hands before and after a meal.
90% usually My brothers usually have bread for breakfast.
80% normally/ generally Mother generally wakes up early.
70% often/ frequently Lito often goes jogging in the morning.
50% sometimes She sometimes forgets to take her vitamins.
30% occasionally They occasionally hang out together.
10% seldom Father seldom drinks coffee.
5% hardly ever/ rarely The child rarely gets sick.
0% never Our teacher has never been late.
Adapted from: Delgado Community College/ https://bit.ly/36bZpF5

In using adverbs of frequency (indefinite frequency), we usually follow the following:

a. Maria usually does the cooking. b. She is always polite.

Subject + Adverb + Main Verb Subject + Be Verb + Adverb

II. EXERCISES
Directions: Answer the question or give what is asked. Write your answers in a complete
sentence. Use adverbs of frequency in your answers and box each of them.
Write your answers on the spaces provided for. (2 pts. each)
Sentence 1 is done for you as an example:
1) How often do you read books? I frequently read books.
2) What is that one thing that you have never tried? _____________________________
3) What is that one thing that you always do? __________________________________
4) Give one of your daily activities. __________________________________________
5) How often do you use Facebook? ________________________________________
6) What do you usually do on your birthday? __________________________________
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE Commonly Used Prepositions LAS NO. 38 SCORE
LEARNING
COMPETENCY
Use the most frequently occurring prepositions in sentences.

I. CONCEPT NOTES
Prepositions (pre + positions) means “place before”. It tells us about the relationship
between the noun or noun phrase and another part of the sentence (www.englishclub.com).

PREPOSITION MEANING EXAMPLE

in inside of something The fish is in the basket.

on the surface of
on There are bananas on the table.
something

sheltered by or
under There is a dog under the chair.
beneath

position higher than a There is a wall clock above the

above
given place framed picture.

position lower than a

below The flat shoes are below the boots.
given place

II. EXERCISES
Directions: Study each picture. Write the correct preposition to complete each sentence.
Choose the prepositions from the box below. (2 pts. each)

in on under above below

1) 2) 3)

There are books ____ My shoes are _____ There is a ballpen _____
the box. the table. top of the notebook.

4) I have a mole 5)
There is a kite
_____ my right eye.
______ the tree.
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE Commonly Used Prepositions LAS NO. 39 SCORE
LEARNING
COMPETENCY
Use the most frequently occurring prepositions in sentences.

I. CONCEPT NOTES
Prepositions are connecting words
come before nouns or pronouns and connect them with the other
words in the sentence
can talk about place, time or movement
EXAMPLES:
1) Marlo is at the bus station now. (preposition at connects the noun
PREPOSITION NOUN bus station to the rest of the sentence)

2) I have something for you. (preposition for connects the pronoun

PREP. PRONOUN you to the sentence)

MOVEMENT/
PLACE TIME OTHERS
DIRECTION
Examples: Examples: Examples: Examples:
on, in, below, under, before, during, through, towards, to, about, of, with, by
above, at, around, after, since, until, into, across, along
behind, beside, at, for, ago, from, Sentences:
between, among, by, upon Sentences: 1) The story was
around, over, from, 1) We went to my about the
inside, outside, within, Sentences: grandparents’ kind boy.
near 1) I have been house. 2) We need to
waiting for you 2) The woman was take care of
Sentences: since morning. walking along the the
1) May I sit beside 2) I washed my sidewalk. environment.
you? clothes after 3) The children dived 3) My brother is
2) She’s the tallest breakfast. into the water. the one with
among my friends. 3) We will have a the red hair.
3) I sat between my meeting at 4) The cake was
mother and father. three o’clock in baked by my
the afternoon. sister.
II. EXERCISES
D

Directions: Complete each sentence by writing the correct preposition on the line. Choose
from the prepositions given inside the parentheses. (2 pts. each)
1) May’s birthday is _______ Saturday. (in, on, at)
2) It is a long trip from Manila ______ my hometown. (for, with, to)
3) Nickie came to the party ________ her younger sister. (between, about, with)
4) If I were to choose _______ pink and blue, I’d choose blue. (among, between, beside)
5) During COVID -19 pandemic, we are advised to stay _____ home. (for, by, at)
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE Coordinating Conjunctions LAS NO. 40 SCORE
LEARNING Use appropriate conjunction (but, and, yet, because, nor, although, since, unless, while, where, etc.) in
COMPETENCY sentences.

I. CONCEPT NOTES

Conjunctions connect the parts of a sentence together

two types: a) coordinating conjunctions
b) subordinating conjunctions
Coordinating Conjunctions – connect words, phrases, and clauses
(adapted from: www.uc.edu)

EXAMPLES:
1) The Earth and Mars are planets of the solar system.
(coordinating conjunction and connects the words Earth and Mars)

2) The ALS learners planted trees and made garbage cans. (coordinating conjunction
and connects the phrases, planted trees and made garbage cans)

3) People keep throwing garbage in bodies of water, so the world experiences

water pollution. (coordinating conjunction so connects the two clauses, people keep
throwing garbage in bodies of water and the world experiences water pollution)

Coordinating
Meaning Sentence
Conjunction
for because, why I am working hard, for I have a family to provide.
and in addition to Andrew is both a husband and a father.
nor and not Neither my father nor my mother has a job.
but however I planted the seeds but nothing grew.
or either Should I buy a car or a house?
yet but, contrast Mila did her best, yet she still did not win.
so therefore, as a result He skipped breakfast, so he felt weak and hungry.

II. EXERCISES
D

Directions: Write the correct coordinating conjunction on the blank to complete each
sentence. Choose among the FANBOYS (for, and, nor, but, or, yet, so).
1) My father neither drinks _____ smokes.
2) Aling Rosa did not feel well, ______ she did not go to work and just stayed at home.
3) He is already seventy-five years old ______ he can still swim, run, and play basketball like
a teenager.
4) Washing our hands _____ using alcohol are both effective ways of getting rid of viruses.
5) I always wear face mask, wash my hands, and follow social distancing, _____ I need to
protect myself and the people around me.
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE Subordinating Conjunctions LAS NO. 41 SCORE
LEARNING Use appropriate conjunction (but, and, yet, because, nor, although, since, unless, while, where, etc.) in
COMPETENCY sentences.
I. CONCEPT NOTES

Subordinating Conjunctions words or phrases that connect a dependent clause

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

3) After Ivan graduates in ALS, he will immediately look for work.

(SUB. CONJ. /DEPENDENT CLAUSE) + INDEPENDENT CLAUSE
II. EXERCISES
D

Directions: Underline the correct subordinating conjunction to complete each sentence.

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

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE Simple Sentences LAS NO. 42 SCORE
Construct simple sentences.
LEARNING
COMPETENCY
Write simple sentences to:
 introduce oneself, e.g., I am

I. CONCEPT NOTES
A simple sentence has one independent clause that indicates a complete thought.

Independent clause contains one subject and verb with a single thought which is
equivalent to one simple sentence.
Simple Sentence Structure
Subject Verb

What or who What the

performs the subject does
action

Example:
I love singing.
subject verb

I am a volleyball player.
subject verb

II. EXERCISES
Complete the bubble map by writing a simple sentence about yourself. The one is
done for you.

I have a pet.

I _______________
I ________________

ME

I________________ I ______________

I________________
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE Action Words in Simple Sentences LAS NO. 43 SCORE
LEARNING
COMPETENCY
Identify and use action words in simple sentences.

I. CONCEPT NOTES
Action word tells what the subject is doing.
It is also known as verb.

EXAMPLE:
She walks slowly.
action word

The family attended the mass.

action word
II. EXERCISES
A. Read carefully the sentences. Identify and circle the action word in each
sentence.

1. Mandy danced gracefully.

2. I paid our monthly bill.
3. Sonny sings very well.
4. Mother washes the dishes.
5. We read the book.

B. Write a simple sentence using the given action word or verb.

1. ( walked)

2. ( plays )

3. ( jump)

4. ( plants )

5. (cut )
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
AS TITLE Simple Sentence with Simple Subject and Predicate LAS NO. 44 SCORE
LEARNING
COMPETENCY
Use Simple Sentence: Simple subject and predicate.

I. CONCEPT NOTES
Simple subject is the main word that tells who is doing the action. It is only one
word and usually a noun.

EXAMPLES:
Monica baked a cheese cake.
simple subject

Simple predicate refers to the main verb that tells what the subject does. It can one
word or a verb phrase (writing.explained.org)

EXAMPLES:
She has watered the plants too.
simple predicate

II. EXERCISES
Encircle the simple subject and underline the simple predicate.
The one is done for you.

The dog barked at my neighbor.

1. Linda went to the store.

2. We bought flowers.

3. My friend read a book.

4. Sam broke my toy.

5. I saw her new dress.

6. The students finished their exam.

7. Volleyball is my favorite sport.

8. Lance played basketball well.

9. The girl cut her hair.

10. The policemen carried guns.

 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
Simple Sentence with Compound Subject and Simple
LAS TITLE LAS NO. 45 SCORE
Predicate
LEARNING
COMPETENCY
Use Simple Sentence with Compound subject and simple predicate.

I. CONCEPT NOTES
A sentence has a compound subject if it contains more than one subject. These
subjects are joined by a conjunction and, or, or nor.
EXAMPLE:
1. Dannie and Alexa played volleyball.
compound subject

2. Neither Aiza nor Minda will read the script.

compound subject
3. He or she will pay the bill.

compound subject
A sentence has a simple predicate if it contains only one verb.
Example:
The teacher and student read the same book.
simple predicate
II. EXERCISES
A. Underline the compound subject and box the simple predicate.
Example: The teacher and principal organized a meeting.
.
1. Trixie, Allen and I made the project together.
2. Trees and flowers grow fast.
3. My sister and friend keep my notes.
4. Neither John nor Albert performed on stage.
5. My mother and father arrived yesterday.

B. Rewrite the following to make a simple sentence with compound subject and simple
predicate using the conjunctions and, or, nor. Number 1 is done for you.

1. Arvin Luis will go to the beach.

Arvin and Luis will go to the beach.
2. Sandy Rhian created a chart

3. Sheila My sister will watch a game

4. Water sunlight is needed by plants

5. My sister my friend will prepare the table

 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
Simple Sentence with Simple Subject and Compound
LAS TITLE LAS NO. 46 SCORE
Predicate
LEARNING
COMPETENCY
Use simple sentence with simple subject and compound predicate.

I. CONCEPT NOTE
A sentence has a simple subject if it only has one subject. Only one subject is
doing the action.
Example:
The class performed on stage.
simple subject

A sentence has a compound predicate if it has two or more verbs or predicates.

These verbs are joined by a conjunction such as and, but, or, or nor. The subject
of the sentence is doing more than one action.
conjunction
Example:
Peter played the guitar and practiced the violin.

compound predicate

II. EXERCISES
A. Circle the simple subject and underline the compound predicate.
Example:
Lanie cooked dinner and made a salad.

1. She likes baking cakes and playing volleyball.

2. Mandy join the dance and art club.
3. He loves to watch both drama and cartoon movies.
4. Frank tried to shot the ball but missed it.
5. Sophie may shops for shoes or watches a game.

B. Write a simple sentence using the given subject and predicate. Use the correct
conjunction. Number 1 is done for you.
1. My mother prepares arranges
My mother prepare the laundry and arrange the cloths in the cabinet.
2. She draws labels

3. Hanzel cleaned watered

4. The dog barks shot

5. Sophie shops watches

 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
Using Punctuation Marks (Periods, Commas, Question
LAS TITLE LAS NO. 47 SCORE
Mark) to Guide Fluency in Reading
LEARNING
COMPETENCY
Use punctuations to guide reading for fluency.

I. CONCEPT NOTES
Fluency is the ability to read text accurately, effortlessly and with expression. Therefore,
punctuation is of great aide to let the reader and the listener understand the writer’s intended
message. Punctuation marks alter our interpretation on the passage. It tells the reader where
to pause, breathe, raise his voice, and change his voice. Following correct usage of
punctuation marks will make your writing easier to read and more appealing.

Here are the most commonly used punctuation marks in writing simple sentences.

Period ( . ) tells the reader to stop.

EXAMPLE: Alternative Learning System has programs for both Junior and
Senior High School.

Comma ( , ) tells the reader to pause. (If the pause is for emphasis, a dash should be
used instead of a comma.)
EXAMPLE: Their teacher, Mr. Dagalangit, lives in the Northern part of
Bukidnon.

Question mark ( ? ) tells the reader that the writer is asking a question.
EXAMPLE: Are you going take the test this September?

Exclamation point ( ! ) tells the reader to stop in astonishment or surprise.

EXAMPLE: Alas! We overcame the obstacles!
II. EXERCISE

Put the appropriate punctuation mark/s in each sentence and try to read it with correct
voice infliction or emotion.

1. At the moment _____ Corona Virus has no cure _____

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

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE Kind of Sentences for a Specific Purpose and Audience LAS NO. 48 SCORE
Use a particular kind of sentences for a specific purpose and audience: asking permission, making
LEARNING
COMPETENCY
requests, responding to questions, following and giving directions, giving information, explaining,
expressing opinions/emotions, making assertions.

I. CONCEPT NOTES
Sentence structure depends mainly on its purpose and audience. Four types of
sentences — declarative, interrogative, imperative and exclamatory exist in English language.
These kind of sentences have different functions to deliver/show emphasis on its purpose and
audience. Younger audiences will understand simple statements and/or responses rather than
complicated ones.
Read and understand the examples on the table:
KIND OF
EXAMPLE PURPOSE
SENTENCE
responding to question
declarative I live in Malaybalay City, Bukidnon.
(Where do you live?)
declarative I am currently enrolled in ALS. giving information
declarative I am not the one who broke the glass window. explaining
declarative The sessions is so uptight and difficult. making assertions
Corona virus is definitely the worst we have
declarative
experienced. expressing opinion and/or
Yehey! We have answered our math emotion
exclamatory
problems!

imperative - Do pages 1 to 4 on your activity notebooks.

giving and following direction
declarative - Yes Sir, I will do pages 1 to 4 after lunch.
interrogative May I excuse myself from the meeting? asking permission
interrogative Can I have the worksheets before afternoon? making request

II. EXERCISE
Write DS if the sentences is declarative, InS if it is interrogative, ImS for imperative and
ES for exclamatory sentence.

___________ 1. Please write Alternative Learning System in your paper.

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

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE Different Kinds of Sentences LAS NO. 49 SCORE
LEARNING Identify/Use different kinds of sentences (e.g., declarative, interrogative, exclamatory, imperative) with
COMPETENCY appropriate punctuation marks.

I. CONCEPT NOTES
The four types of English sentence and its purpose:
Declarative Sentence makes a statement or tells something and ends with a period.
EXAMPLE: We studied our lessons last night.
subject verb
Interrogative Sentence asks question and ends with a question mark. The sentence
order is (wh- word) + auxiliary + subject + verb.
EXAMPLE: Why did you enroll this year?
wh- word auxiliary subject verb
Imperative Sentence gives command and ends with a period. The sentence order is
base verb and the understood subject — YOU.
EXAMPLE: Give her a clue.
base verb
Exclamative/Exclamatory Sentence expresses strong feelings and ends with an
exclamation point (!). The sentence order is; What (+ adjective) + noun + subject +
verb or How (+ adjective/ adverb) + subject + verb.
EXAMPLE: What a good man he is!
adjective noun subject verb
II. EXERCISES
On the space provided before each number, write DS for declarative sentence, IS for
interrogative sentence, IMS for imperative sentence and ES for exclamatory sentence. Then,
put the appropriate punctuation marks.

_________ 1. I am going to finish my A and E program in His grace_

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

ACTIVITY SHEET FOR LEARNING STRAND 1: ENGLISH COMMUNICATION SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL  Basic Literacy  Lower Elementary  Advanced Elementary  Junior High School
LAS TITLE Words with Prefixes and its Meaning LAS NO. 50 SCORE

LEARNING
COMPETENCY
Identify/ Explain the meaning of words with/ through prefixes un-, in-, im-, dis-, mis-, and re-.

I. CONCEPT NOTES
Prefixes - are letters or group of letters that are added at the beginning of a word to
form new words.

Root
Prefix Meaning New word Meaning
word
re - back; again turn return turn again
un - no; not; opposite safe unsafe not safe; the opposite of safe
not; the opposite
in - active inactive not active; the opposite of active
of
not; the opposite not possible; the opposite of
im - possible impossible
of possible
not honest; the opposite of
dis - not; opposite honesty dishonesty
honesty
mis - not; bad match mismatch not match

II. EXERCISES
Direction: Fill-out the chart below. Find the meaning of each prefix. Then write the new
word formed and its meaning on the space provided. Use the meaning of the prefix to give
the meaning of the new word.
First column is done for you.

This prefix
Prefix Root word New word This new word means
means

Example: un not happy unhappy not happy

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