ENGLISH 5

Name of Learner: __________________________ Grade Level:________________

Section: __________________________ Score: _____________________

LEARNING ACTIVITY SHEETS

Kinds of Adjectives

Background Information for Learners

An adjective is a word that describes/ modifies a noun or a pronoun. It usually comes before
the word it describes, but it can also follow it. To modify means to describe, identify or limit.
It helps you express your ideas more clearly by allowing you to give additional information
about words. Adjectives also help the readers to have a clearer picture of what the writer is
talking about.

Examples:

1. I live in a peaceful community.

2. The cook put the black pot on the stove.
3. Thousands of front liners sacrificed their lives during the pandemic.

The underlined words such as peaceful, black, thousands are used as adjectives in the
sentences. They are used to describe nouns. The italicized words like community, pot, front
liners are the nouns that are being described.

KINDS OF ADJECTIVES

a. Qualitative adjectives - these adjectives denote the kind/quality, color, size, shape,
sound, or feeling of a noun being described. These adjectives answer the question “What
kind? or “Which one?”

Examples:

1. The bright sun brings hope to farmers.

2. I visited a large farm with my uncle.
3. The woman wearing a floral dress is my mother.
4. The cat jumps over the flat table.
b. Quantitative adjectives – these are describing words that indicate number. These
adjectives answer the question “How many?”

1. Thirty students missed their graduation rites this year.

2. Our soldiers faced many battles before victory.
3. Half of the apples were eaten.

Learning Competency
Compose clear and coherent sentences using appropriate grammatical structure: Kinds of
Adjectives (EN5G-IIe-5.5)

Activity 1.
Directions: Supply a word that describes the following:

1. flowers _________________
2. apples _________________
3. Dr. Jose Rizal _________________
4. coconut tree _________________
5. teachers _________________
6. eagle _________________
7. Batanes _________________
8. policemen _________________
9. fried Chicken _________________
10. carabao _________________

Activity 2.
Directions: Encircle the words that describes and underline the nouns they modify.

1. The hungry fox tricked the mouse.

2. Mother will bake two cakes for my birthday.
3. Mario was rushed to the hospital because he was bitten by a poisonous snake.
4. Mt. Mayon attracts tourists because of its perfect shape.
5. The unhappy duckling wandered off to another pond.
6. “I can’t believe I ate that whole cake!”
7. Our teacher in English gave me ten stars during our recitation.
8. He is the new member of the track team.
9. The blue sky always reminds me of tranquility and peace.
10. Volleyball is the popular sport at school.
Activity 3.
Directions: Read each sentence. Identify the adjectives and tell whether it answers the question
How many?, What kind?, or Which one? The first one is done for you.

1. A sly wolf tried to blow the house down. – sly (what kind?)
2. The three pigs refuse to let him in.
3. The stick house was blown by the fox.
4. Inside the house, the pigs opened the wooden window.
5. Suddenly, they felt a strong gust of wind from the outside.
6. However, the wolf could not fool the wise pigs.
7. The small pigs just laughed at the wolf.
8. They told the naughty wolf that he would never win.
9. Then the wolf ran out of breath until his face became slim.
10. The pigs danced together and ate rectangular pies.
Activity 4.
Directions: Complete each statement in the paragraph with a strong adjective of your
own.

1. I heard about a girl who taught her parrot _____ tricks. 2. She taught him how to
answer a ____ telephone. 3. She repeated the ___ command to “Answer it.” 4.
After ____ hours, the parrot could use its beak to push the answer button when the
phone rang. 5. Then he said “Hello” in a ___ voice.
6. The ________ fox chased the chicken.
7. Then the _______ chicken hid in the barn.
8. ____ horses looked after the chicken.
9. Finally, the fox gave up and returned to the ______ woods.
10. Instead of a chicken, the fox ate a ______ apple.

Activity 5.
Directions: Read the statements below before answering the exercises that follows.
Adjectives can make directions clear for readers.

• Table tennis is an easy game to play. All you need are two paddles, a ball and a
flat table. The first step is to hit the ball across the table.

A. Choose an adjective from the box to complete each sentence.

Ten sharp empty one round old

Ball-Box-Toss

1. Find a cardboard box that is ____. 2. Ask an adult to use a ___ knife to cut
a circle in one side. 3. Make sure the circle is ____ like a tennis ball. 4.
Stand ___ feet from the box. 5. Toss ___ tennis ball into the hole. 6. Score
___ point for each ball through the hole into the box.

B. Think of a game that you would like to teach to your seatmate. Write the answer to
each question below.

7. What do you need to play the game?

8. How many people can play the game?
9. What are the steps in playing the game?
10. How do you win the game?

C. Use your answers in Exercise III B to write a how-to paragraph using the
qualitative and quantitative adjectives. Add an introductory sentence.

Rubric for Scoring

Paragraph Writing
1- 2- 3- 4–
NOVICE APPREN PRACTI EXPERT
TICE TIONER
*Focus and *Focus an ideas *Focus is clear *Focus is clear
CONTENT ideas are are somewhat and distinct and distinct
AND unclear clear *Ideas are *Includes
ORGANIZA *Writing lacks *May include an communicated sound opening
TION opening, and opening and through logical and closing
logical attempts to use sequence *Ideas are
sequence logical sequence creative,
reflecting
logical
sequence
*Writing reflects
creative
expression, exact
details and
smooth
transitions
 *Sentences are *Sentences are *Sentences are *Sentences are
SENTENCE often incomplete simply complete and varied and
CONSTRUCTION or confusing constructe t detailed welldeveloped
*Writing lacks *Writer attempts *Word choice is *Sentences reflect
structure and use detail word fairly many relevant
deta choice descriptive details and rich
word choice
*Sentences t *Sentencest *Sentences *Sentences
reflec limited or reflec generally reflect subject-
GRAMMAR & no subject-verb inconsistent reflect subject- verb agreement,
USAGE agreement and subject-verb verb agreement complex
improper use of agreement and and proper use structure and
adjectives, thus us of adjectives proper use of
confusing the of proper *Writer adjectives
meaning adjectives frequently uses *Writer uses
other parts of varied parts of
speech speech
*Many errors in *Spelling *Capitalization *Capitalization
WRITING spelling reflects some and punctuation and punctuation
MECHANICS *Capitalization application of are generally are consistently
(Capitalization and punctuation phonemic correct correct
, Punctuation, are not applied awareness *Spelling *Strong
Spelling) *Capitalization reflects regular command of
and punctuation application of phonetic and
are applied phonetic and standard spelling
intermittently standard
spelling
Reflection:
What have I learned in this activity?
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References:

Books:
Across borders (through Language Intergration across curriculum) (LM) pp.148-161
English Expressways (LM) pp. 184-207
Grammar and Writing Handbook pp. 90-101
Joy in Learning English V (LM) pp. 149-152