Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Bohol

Grade 7 – English
First Quarter
Learning Activity No. 1

Activity Title : Discovering the Past through Literature

Learning Competency : Discover literature as a means of connecting to a
significant past
EN7LT-I-A-1
Learning Target : Discover literature as a means of connecting to a
significant past
Reference : English Expressways IV pp. 5-6

Philippine literature includes the legend of the prehistory, and the colonial
legacy of the Philippines. Pre-Hispanic were actually epics passed on from
generation to generation originally through oral tradition. One of the examples is
the story of “How Barangay Came to Be.

Note: The teacher will provide a copy of the selection, How Barangay Came
to Be, pages 5-6 of English Expressways IV.

Task 1: Read the text, How Barangay Came to Be.

1. What can you say about the archeological findings in Butuan during the
seventies?

2. Describe the fossilized balangay. How was it related to the barangay we

have today in our community?

3. Compare and contrast the barangay of today to the balangay of the pre-
Spanish times in terms of structure and purpose.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol

Grade 7 – English
First Quarter

Learning Activity No. 2

Activity Title : Scanning for Specific Information

Learning Competency : Scan for specific information
(EN7SS-I-a-1.5.2)
Learning Target : Scan for specific information
Reference : Grade 7 Learner’s Material, pp.

To scan a material is to glance over a passage to find a piece of information

that you want. When you scan to look for particular information, you may be looking
for a name, a date, or a figure. You might scan to review key terms or main ideas
for a test.
Scanning is a way to save time and to get the most from what you are
reading.

Task 1.Read the text entitled “Words of Wisdom” then answer the questions that
follow.

Damiana L. Eugenio , the mother of Philippine Folklore compiled and edited

what may very well considered as the most comprehensive collection of proverbs in
our country. There is limited number of works like this in existence. She spent a
lifetime collecting pieces of folk literature that reveal our ancestors’ wisdom.
When she gathered proverbs fromvarious areas in our country, she declared that
our elders lived by simple, yet very meaningful rules of righteous living. In fact,
she asserted that even the Spaniards who colonized our country noticed how
proverbs formed part of the native expressions in Spanish in order for their fellow
religious people to learn our indigenous languages. By doing so,they were able to
interact with the early Filipinos and eventually introduce the Catholic faith.

1. Who compiled and edited the most comprehensive collection of proverbs in

our country?
2. How did our elders live in the past?
3. Why did the mother of Philippine folklore compile and edit the
comprehensive collection of proverbs in our country?
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol

Grade 7 – English
First Quarter
Learning Activity No. 3

Activity Title : Identifying Features of Filipino Proverbs

Learning Competency : Identify distinguishing features of proverbs, myths and
legends
EN7LT-Ia-2.1
Learning Target : Identify distinguishing features of proverbs
Reference : Learner’s Material English 7

Proverbs are brief instructive expressions that suggest a specific action, behavior,
or judgment. Referred to by some scholars as “the wisdom of many and the wit of one”,
they are commonly written in the form of short assertions or poetic two- liners which have
rhyme. In the anthology of Damiana L. Eugenio, she classified proverbs into six categories
with their example.
1. Proverbs expressing a general attitude towards life and the laws that govern life.
There is no earthly joy that is watered with tears.
The good fortune which is intended for me will come even without my seeking it.
2. Ethical proverbs recommending certain virtues and condemning certain vices.
No debt remain unpaid.
Do not put off for tomorrow what you can do for today.
3.Proverbs expressing a system of values.
A lazy young man is like foul-smelling meat.
Every drop of perspiration of an industrious man will be rewarded accordingly.
4.Proverbs expressing general truths and observations about life and the human
nature.
A good thing is never too late.
A good woman is worth more than rubies.
5. Humorous proverbs
The love of an old man is like a snail that crawls.
After shopping for a long time , he ended up with a poor purchase.
6.Miscellaneous proverbs( typically expressive of specific realities to a certain area)
The sleeping boatman does not know the streams he has passed.
It is better to go home and weave a net than to stay on the shore and watch the fish.

Exercise: Identify the following proverbs according to Damiana Eugenio’s category.

1.A broom is sturdy because its strands are tightly bound.
2.To a fearless person, no fence is high enough.
3.Whatever the tree, so is the fruit.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol

Grade 7 – English
First Quarter
Learning Activity No. 4

Activity Title : Observing Subject- Verb Agreement

Learning Competency : Observe correct subject-verb agreement
(EN7G-I-a-11)
Learning Target : Construct sentences with correct subject-verb
agreement.
Reference : Learner’s Material in English 7

The subject must agree with the verb to make the sentence correct.
There are rules to be observed and considered. Study the following rules
governing subject -verb agreement.
1.Subjects and verbs must agree in number.
The dog growls when he is angry. The dogs growl when they are angry.
2. Don’t get confused by the words that come between subject and verb; they do
not affect agreement.
The dog, who is chewing on my jeans, is usually very good.
3. Prepositional phrases between the subject and the verb usually do not affect
agreement.
The colors of the rainbow are beautiful.
4.When sentences start with” there” or “ here,” the subject will always be placed
after the verb.
There is a problem with the balance sheet.
Here are the papers you requested.
5.Subjects don’t always come before verbs in questions. Make sure you accurately
identify the subject before deciding on the proper verb form to use.
Does Lefty usually eat grass? Where are the pieces of this puzzle?

Exercise 1. Choose the correct verb form.

1.The girl whom you just met (is , are) my elder sister.
2. He seems to forget that there ( is , are ) things to be done before he can
graduate.
3. The high percentage of the people ( was , were ) voting for the new school.
4. ( Is , Are )my boss or my sisters in the union going to win this grievance?
5.Photographers ( capture , captures ) images vividly.
6.There ( has , have )to be some people left in that town after yesterday's flood.

Exercise 2:
Construct 2 sentences and observe subject- verb agreement.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol

Grade 7 – English
First Quarter
Learning Activity No. 5

Activity Title : Observing Subject- Verb Agreement

Learning Competency : Observe correct subject-verb agreement
(EN7G-I-a-11)
Learning Target : Identify the correct verb form
Reference : Grade 7 Learner’s Material,pp.

The subject must agree with the verb to make the sentence correct. There are rules to
be observed and considered. The following are additional rules governing subject -verb
agreement.
6. If two subjects are joined by and, they typically require a plural verb form. The cow
and the pig are jumping over the moon.
7.The verb is singular if the two subjects separated by and refer to the same person or
thing.
Red beans and rice is my mom’s favorite dish.
8. If one of the words each, every, or no comes before the subject the verb is singular.
No smoking or drinking is allowed.
Every man or woman is required to check in.
9. If the subjects are both singular and are connected by the words or, nor, neither/nor,
either/or and not only but also the verb is singular.
Jessica or Christian is to blame for the accident.
10. The only time when the object of the preposition factors into the decision of plural or
singular verb forms is when noun and pronoun subjects like some, half, none, more, all, etc.
are followed by a prepositional phrase. In these sentences , the object of the preposition
determines the form of the verb.
All of the chicken is gone.
All of the chickens are gone.

Exercise 1. Box the correct form of the verb to complete the sentence.
1.Either the physicians in this hospital or the chief administrator ( is , are) going to make
a decision.
2.Sarah and Charisse ( is, are) good singers.
3.My teacher and adviser ( attends , attend) a seminar.
4.Each person (is , are ) entitled to his opinion.
5.Some of the jackfruit ( is , are ) rotten.

Exercise 2. Circle the word that makes the sentence wrong.

1 .Some of the votes seems to have been misspent.
2. Each get a trophy for playing.
3 .Neither she nor I is going to college.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol

Grade 7 – English
First Quarter
Learning Activity No. 6

Activity Title : Observing Subject- Verb Agreement

Learning Competency : Observe correct subject-verb agreement
(EN7G-I-a-11)
Learning Target : Identify the correct verb form
Reference : Grade 7 Learner’s Material, pp.

The subject must agree with the verb to make the sentence correct. There are
rules to be observed and considered. Study the following rules governing subject -
verb agreement.
Rule Number 16. If two infinitives are separated by and they take the plural form
of the verb.
To walk and to chew gum require great skill.
17.When gerunds are used as the subject of the sentence, they take the singular
verb form; but, when they are linked by and they take the plural form.
Standing in the water was a bad idea.
Swimming in the oceans and playing drums are my hobbies.
18.Titles of books, movies , novels etc . are treated as singular and take a singular
verb.
The Burbs is a movie starring Tom Hanks.
19.Adjectives used as subjects in sentences require plural verbs.
The poor are to be helped.
20.Collective nouns can be singular or plural depending on meaning.
The choir sings nicely.
The choir eat their lunch.

Exercise 1. Underline the correct form of the verb.

1.The crowd ( is , are ) getting angry.
2.To clean the office and to answer the phone (is , are ) my duties.
3.”Trees” (is , are) the poem she really loves to recite.
4.Swimming and biking ( complete , completes) my day.
5.The staff ( has, have) gone their separate ways for the holidays.
6.The brave (deserve, deserves) to be honored.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol

Grade 7 – English
First Quarter
Learning Activity No. 7

Title : Skimming the Dewey Decimal System

Learning Competency : Skim for major ideas using headings as guide
(EN7SS-I-b-1.5.1)
Target : Skim the Dewey Decimal System to locate books
in the library.
Reference : Grade 7 Learner’s Material, pp.__ Wikipedia

The Dewey Decimal Classification (DDC), or Dewey Decimal System, is a

proprietary library classification system first published in the United States by Melvil
Dewey in 1876.
000 – Computer Science, information and general works
100 – Philosophy and Technology
200 – Religion
300 – Social Sciences
400 – Language
500 – Science (including Mathematics)
600 – Technology and Applied Science
700 – Arts and Recreation
800 – Literature
900 – History and Geography

Task 1: To which Dewey Decimal Number do the following topics/books belong?

Example: Fossils
Answer: 500- science
1.Planning and landscape architecture
2.Social and ecclesiastical theology
3.Manuscipt and rare books
4.Medicine and health
5.Linguistics
6.History of Europe
7.Classical Greek and related literatures
8.Physicians
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol

Grade 7 – English
First Quarter
Learning Activity No. 8

Activity Title :Recognizing the Types of Card Catalog

Learning Competency: Read intensively to find answers to specific questions
(EN7RC-I-c-7.1)
Learning Target: Recognize the three types of card catalog through
intensive reading
Reference : Wikipedia

Author Catalog
The author catalog is a type of card catalog organized by the last name of the author.
After the author's name, the title of the book and publishing information are listed.
The bottom of the card contains a list of three to five main subjects that correspond
with the book. The card in the author catalog also contains information on how to find
this book in the library, usually in the form of a specific call number.
Title Catalog
The title card catalog contains all of the same information that the author catalog
contains, but the information is rearranged on each card entry. Instead of the author
listed at the top of the card, the title of the book is listed, then the author's name,
publishing information and subjects.
Subject Catalog
Titles often fall under more than one subject category; the library may choose to have
multiple entries for the same book. Other libraries choose to only list a single main
subject in capital letters on the top of the card The subject card catalog organizes all
of the library holdings by the main subjects of the title.

Task: Identify the following cards in the library.

 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol

Grade 7 – English
First Quarter
Learning Activity No. 9

Title : Applying the Rules in Stressing

Learning Competency: Use appropriate prosodic features of speech like pitch,
stress, junctures, intonations, volume and projection and
rate/speed of speech in differing oral communication
situations
(EN7OL-I-1b.14)
Target: Observe the correct stress in uttering the words
Reference : Wikipedia, Grade 7 Learner’s Material, pp.

Stress refers to the force given to a speech sound, syllable or a word. A

stressed syllable is said with higher pitch than the unstressed syllable.
Rules in Stressing
1. Most two- syllable words are stressed on the first syllable.(put the stress on the
words given.
PROfile PURchase GLAmour
2. Compound nouns are stressed on the first syllable.
BANKbook GRANDchild FRIENDship
3. Compound verbs are stressed on the second word.
overLOOK outSCORED breakOUT
4. Root words with negative prefixes are stressed on the negative prefixes.
DISobey IMpolite MISplaced
5 .Most expanded words ending in – tion, -sion, -ical, -ity, , are usually
stressed on the syllable before the ending.
atTENtion ilLOGical popuLARity
6.Homographs used as a noun or adjective is stressed on the first syllable;
it is stressed on the second or in the last syllable if it is used as a verb.
ADDress( noun) addRESS (verb) PROject(noun)
proJECT( verb)
Exercise 1. Determine where the stress should be in each word.Write number 1- for
first syllable, 2 for second syllable, and 3 for third syllable.
1.dramatical-
2.quizmaster-
3.disregard-
4.regularity-
5..separation-
Exercise 2.Tell whether the word is correctly stressed or not. Write Yes or No.
1.libraRY
2.Align
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol

Grade 7 – English
First Quarter
Learning Activity No. 10

Title : Heteronym
Learning Competency: Use appropriate prosodic features of speech like pitch, stress,
junctures, intonations, volume and projection and rate/speed of speech in differing oral
communication situations (EN7OL-I-1b.14)
Learning Target : Produce the correct sound/ stress to distinguish the meaning of word
Reference: www.wikipedia.org/wiki/Heteronym

A heteronym (also known as a heterophone) is a word that is written identically

but has a different pronunciation and meaning. In other words, they are homographs
that are not homophones. Thus, row (propel with oars) and row (argument) are
heteronyms, but mean (intend) and mean (average) are not (since they are pronounced
the same). Heteronym pronunciation may vary in vowel realization, in stress pattern (see
also Initial-stress-derived noun), or in otherways:

For example:

1. A bass was painted on the head of the bass drum.

2. They were too close to the door to close it.
3. Don't desert me here in the desert!
4. When shot at, the dove dove into the bushes.

Activity: Read the sentences using the correct stress to distinguish the meaning of the
italicized words.

1. The insurance was invalid for the invalid.

2. How can I intimate this to my most intimate friend?
3. He could lead if he would get the lead out.
4. After a number of injections my jaw got number.
5. I did not object to the object.
6. We must polish the Polish furniture.
8. He thought it was time to present the present.
9. The farm was used to produce produce.
10. The dump was so full that it had to refuse more refuse.
11. I had to subject the subject a series of tests.
12. The weather was beginning to affect his affect.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol

Grade 7 – English
First Quarter
Learning Activity No. 12

Title : How the World Was Created ( Panayan)

Learning Competency: Use the appropriate reading style (scanning, skimming, speed
reading, intensive reading etc.) for one’s purpose (EN7RC-I-a-7)
Read intensively to find answers to specific questions
( EN7RC-I-c-7.1)
Learning Target: Scan and skim the information given from the selection
Reference: Learner’s Material English 7 pp. 22-25

There are many stories about how the world came to be. They could be
biblical or theoretical. One of these is the story of Panayan, the old folks in Panay.

Task 1: Refer to the story, “How the World Was Created pp. 22-24 then answer
the following questions:
1. Who are the characters in the story? Describe them in two words.
2. Why did Tungkung Langit get angry with his wife?
3. Do you think Alunsina’s action towards her husband is fair and just? Support
your answer.
4. If you were Tungkung Langit would you have done the same? Explain your answer.

Task 2: Group yourselves into five and act out events in the story that strike you
most.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol

Grade 7 – English
First Quarter
Learning Activity No. 13

Activity Title : Retelling Myth or Legend

Learning Competency: Retell a chosen myth or legend in a series of simple
paragraphs (EN7WC-I-h-2.2)
Learning Target: Retell a chosen myth or legend in a series of simple paragraphs

Reference: Learner’s Material English 7 pages 22-25, Wikipedia

Myth – a traditional or legendary story, especially one concerning the early

history of people or explaining a natural or social phenomenon, and typically
involving supernatural beings or events.

Task 1:Recall the story, “How the World Was Created” then supply the
information needed below.

Exposition - ___________________________________________________

Rising Action - _________________________________________________

Climax - ______________________________________________________

Falling Action - _________________________________________________

Denouement - __________________________________________________
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol

Grade 7 – English
First Quarter
Learning Activity No. 14

Activity Title : Recognizing and Noting Prosodic Features through Listening

Learning Competency: Recognize prosodic features: volume, projection, pitch,
stress, intonation, juncture and speech rate that serve as
carriers of meaning (EN7LC-I-a-5)
:Listen for important points signaled by volume, projection,
pitch, stress, intonation, juncture, and rate speech
( EN7LC-I-c-5.1)
Learning Target: Note the changes in volume, projection, pitch, stress, intonation,
juncture, and rate of speech that affect meaning
Reference: English Expressways II pp. 12, 44, 64-65

Intonation is the rise and fall of the voice when talking. There are two types
of intonation, rising-falling and rising intonation.
Rising-falling intonation is normally used at the end of simple statements of facts,
commands and questions which begin with interrogative words (what, who, why etc.)
Rising intonation is normally used at the end of questions which do not begin with
an interrogative word, that is to say questions which may be merely answered by
yes or no.
Juncture refers to the break between one spoken word and another, or the
pronunciation features that help recognize the break distinguishing, e.g. between
“gray day” and “grade A.”
Tone of voice is the general quality or character as an indication of what
the person is feeling or thinking.
Stress pattern refers to the emphasis given on a particular word or syllable
whichis pronounced more forcefully.
(Note: The teacher will refer to English Expressways II, pages 44-45)

Task 1.) Following the intonation lines given by the teacher, practice reading
the sentences.
1. Where is the library? 3. I’d like a newspaper. 5. Come, see me.
2. Stay away 4. Stay away from the corridor.

Task 2.) Group activity. Study the situation below. What do you think arethe two
students talking about?
 Hi, Milton.This is your cousin
Kristine. Would you like to join us
in exploring Cebu City?
Hello!

TASK 3. Listen to the conversation. Take down notes to answer the following
questions and to identify the changes in meaning signaled by stress, intonation, and
juncture.

1. What is the topic of the conversation?

2. What is the place to be visited?
3. Write the words, phrases, and sentences that change the meanings as
signaled by stress, intonation, or juncture in the table below:

WORDS PHRASES SENTENCES

 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol

Grade 7 – English
First Quarter
Learning Activity No. 15

Activity Title : Road Signs

Learning Competency: Give the meaning of given signs and symbols (road signs,
prohibited
signs, etc.) EN7VC-I-c-3.1.3
Learning Target: Identify road signs and give their meaning
Reference:
https://www.google.com.ph/search?q=roads+signs+and+symbols&sa=X&rlz=1C1AVN
G_enPH622PH641&tbm=isch&im

Traffic signs warn you of possible dangers and provide information. They tell
you what the rules are and what the road conditions are like. They are of several
kinds:
1. Regulatory signs tell you about laws that must be obeyed.
2. Warning signs tell you that there may be dangers ahead.
3. Advisory speed signs are sometimes used together with other signs. They
show the maximum speed that is safe in good conditions.
4. Stock signs. When you see a sign with a picture of an animal, or words
such as 'stock crossing', you may be approaching animals on or near
the road.

TASK. Identify the following road signs and give their meaning.

1. 2. 3.

4. 5. 6.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol

Grade 7 – English
First Quarter
Learning Activity No. 16

Activity Title : Parts of A Paragraph

Learning Competencies: Recognize the parts of a simple paragraph.
EN7WC-I-f-2.8.1
:Sequence steps in writing a simple paragraph.
EN7WC-I-g-4.4
Learning Target: Write a simple paragraph following its parts
Reference: http://www.occc.edu/mschneberger/howtoparagraph.htm

A paragraph is a group of sentences about one topic. It contains a topic

sentence, supporting details and sometimes a concluding sentence. The sentences
follow one another from the beginning to the end of the paragraph.
The Basic Parts of a Paragraph
Topic Sentence- tells the reader what the paragraph is going to be about. It
is sometimes called the "controlling idea" of a paragraph.
The body is the main part of the paragraph. This is where you tell the
reader about your topic by including specific details. All of the sentences in the
body must relate to the specific topic of the paragraph and help it come alive for
the reader.
The closing or clincher sentence comes after all the details have been
included in the body of the paragraph. The closing sentence reminds the reader
what the topic of the paragraph is really all about, what it means.

Task: Write a simple paragraph describing your school. Label the topic
sentence, the body and the closing sentence of it.