ENGLISH D

Administering Third A
Periodical Test Y
1
Prayer

Greetings

Maintaining cleanliness and orderliness of the room

Checking of the learner’s attendance

Seating arrangement

 Setting of standards
• Let students be ready for the test.

• Remind students the standards to follow

when taking a test.
• Distribution of the test papers.

• Reading the instructions to the learners. Give some

examples

• Learners must take the test in each specific time.

• Collection of the test papers.

• Checking and recording of the test results.

 ENGLISH
Use of Various Types and D
Kinds of Sentences for A
Effective Communication Y
of Ideas 2
(Compound Sentences)
QUARTER 4 - WEEK 1
Review
Directions: Identify the subject and
predicate in the following simple
sentences.
1. The sun shines brightly.

Subject: The sun / Predicate: shines

brightly
2. She plays the piano.

Subject: She/ Predicate: plays the piano

3. The cat sleeps on the couch.

Subject: The cat / Predicate: sleeps on

the couch
4. My brother loves basketball.

Subject: My brother / Predicate: loves

basketball
5. The birds are chirping.

Subject: The birds / Predicate: are chirping

• Have you ever combined two ideas in
one sentence?

• How did you do it?

 Scenario:

Imagine you want to tell your friend

that you like ice cream and also love
chocolate. How would you say it in one
sentence?
Ask: Observe and identify a pattern.

1. I like ice cream, and I love chocolate.

2. She studied hard, so she passed the test.
3. We can go to the park, or we can stay
home.
 Compound Sentence

- is made up of two or more simple

sentences or clauses called independent
clauses. These are joined by coordinate
conjunctions like (FANBOYS) for, and, nor,
but, or, yet, and so.
 Directions: Study the sentences and
analyze them.

1. Armida saw the smoke and it was coming

from the kitchen.
2. She went to see the source of noise but
she cannot see it.
3. Armida told her father what she saw, so
his father quickly called the firemen.
4. Armida may have kept it a secret or she
may have told the news to all.

5. The firemen responded immediately

and they were able to stop the fire.
• What makes each sentence a compound
sentence?

• What two simple sentences are joined into

one?

• What conjunctions are used?

 Activity 1
Directions: Combine each pair of
simple sentences to make a compound
sentence. Use an appropriate conjunction.
Write it on your paper.

1. Robert lives in Pangasinan. His cousin

lives in the Province of Zambales.
2. Letty joined the scouting. Her brother
stayed home to take care of their younger
baby.

3. Lino wanted to buy dogs. He could not

find the breed he wanted.
4. Would you like to go swimming? Would
you rather walk alone?

5. Drifting is a dangerous hobby. It can kill

someone’s lives
 When the two independent clauses or
two simple sentences are joined together,
the sentence becomes a compound
sentence.
The word that connects the clauses is
called a Conjunction.
 When two sentences are so related that
the second sentence presents a contrasting
idea, the conjunction that connects them to
form a compound sentence is but.

Remember the following abbreviations

(F A N B O Y S)
For is used for a period of time
And is used to show similar or additional
ideas
Nor is used in the negative, to connect
different possibilities
But is used to show contrast
Or is used to show choice or alternative.
Yet is equivalent to the words but or
nevertheless
So is used to show consequence or result
 Activity 2
Directions: Use and, or, but and while
to join the following sentences into
Compound Sentence. Rewrite the two
sentences to make one.
1. The children beautified the school. The
adults made the community clean.
_____________________________________________
________________
2. The men dug the canals. The women
pulled the weeds along the streets.
_____________________________________________
________________

3. Community people worked hard. They

were not exhausted.
_____________________________________________
_________________
4. There was rain. Work continued.
____________________________________________
__________________

5. Some children helped. Some women

prepared snacks for them.
____________________________________________
___________________
 Activity 3
Directions: Use the following
conjunctions to form a compound sentence.
Rewrite the following sentences using F A N
B O Y S.
1. She is going to Samar. She is feeling
lonely.

2. He is getting late. He is driving slowly.

3. Amelia doesn’t have a car. Her father
has.

4. Marlon wants to meet his parents. He has

no time.

5. He is going to college. He is losing his

attendance.
 Directions: Write a short paragraph
about your daily routine using at least three
compound sentences.
 What is a compound sentence?

 What are coordinating conjunctions?

Compound Sentence is made up of

two or more simple sentences or clauses
called independent clauses. These are
joined by coordinate conjunctions like for,
and, but, or, yet, and so.
 Remember the following abbreviations
(F A N B O Y S)

For is used for a period of time

And is used to show similar or additional ideas
Nor is used in the negative, to connect different
possibilities
But is used to show contrast
Or is used to show choice or alternative.
Yet is equivalent to the words but or nevertheless
So is used to show consequence or result.
 Directions: Use the correct conjunction
to form a Compound Sentence. Write the
letter of the correct answer

1. I called her many times___ she didn’t

answer the phone.
A. and B. but C. though D. for
2. He is intelligent ___ honest.
A. or B. but C. and D. so
3. He is old ____ he is active.
A. and B. or C. but D. so
4. He was not only lost his reputation___ his
dignity too.
A. and B. but C. nor D. so
5. You may ___spend the night here or go
home.
A. but B. or C. nor D. so
Day 3
• What is a compound sentence?
• What do you do when you have two
ideas and want to express them in one
sentence?
• How can we join these ideas smoothly?

Example:

 She loves reading

 She goes to the library often.

She loves reading, so she goes to the

library often.
 Importance of Using Compound
Sentences in Writing and Speaking

Using compound sentences:

a. Improves communication by making

ideas more coherent and engaging.
b. They help connect related thoughts
smoothly, preventing choppy or repetitive
writing.
In speaking

a. Compound sentences create a natural flow,

making conversations more engaging and
expressive.

b. Mastering compound sentences allows

speakers and writers to clarify relationships
between ideas, whether they are adding
information (using and), showing contrast
(using but), or explaining a cause-and-effect
relationship (using so)

c. Enhances both storytelling and everyday

conversations, making messages clearer and
more effective
 Activity 1
Directions: Create a compound
sentence. Use an appropriate conjunction.
1. My brother loves gardening. He has no
time to take care the plants.

2. Study your lesson well. You will get high

grades.
3. He made his project. He submitted it on
time.

4. I expected her to come to my party. She

was not able to make it.

5. John will stay his job. He will leave

permanently.
 Activity 2
Directions: Match two independent
clauses to form meaningful compound
sentences. Use but, so, yet, or, for to join
the following sentences.
 Colum A Column B
1. The sun was a. we decided to stay
shining brightly, inside.
2. I wanted to buy a b. I went to the
new book, bookstore.
3. She studied all c. She still felt nervous
night, about the test.
4. We can go to the d. We can visit the
beach, amusement park.
5. The dog barked e. it saw a stranger near
loudly, the house.
 Activity 3
Directions: Combine the two sentences
into one. When combining sentences, use
and, or, but, and while to create a
compound sentence.
1. The rivers and streams were cleared of
trash. The air smelled fresh.

2. Some on-lookers passed by. They never

cared for help.

3. They saw something good out of

cooperation. They wanted to follow the
good deeds.
4. Finally, the community was clean and
sanitary. There was more to do.

5. People cheered. The place celebrated

its success.
 Activity 4
Directions: Rewrite the following
sentences using F A N B O Y S. Use the
following conjunctions to form a compound
sentence.
1. They have money. They are not content.

2. She was getting late. She was driving fast.

3. Harry ordered a burger. He was hungry.

4. Jacob tried his best. He couldn’t make it.

5. William was not feeling well. He was taken

to the hospital.
 Directions: Write a dialogue between
two friends using at least five compound
sentences. Perform the dialogue in pairs.
Example:

Anna: I wanted to play outside, but it started

raining.
Ben: We can watch a movie, or we can play
a board game instead.
 What is a compound sentence?

 What are coordinating conjunctions?

 Why is it important to use compound

sentences?
Compound Sentence

• is made up of two or more simple

sentences or clauses called
independent clauses.

• These are joined by coordinate

conjunctions like for, and, but, or, yet, and
so.
• When the two independent clauses or two
simple sentences are joined together, the
sentence becomes a compound
sentence.
Conjunction

• The word that connects the clauses.

When two sentences are so related
that the second sentence presents a
contrasting idea, the conjunction that
connects them to form a compound
sentence is but.
 Directions: Complete the following
sentences by filling in with the correct
conjunction to form a Compound Sentence.
Write the correct letter.

1. I reached the counter ___took my purse

out ___there was no money in it.

A. and, but B. and, and

C. but, and D. so, yet
2. The way may be long ___ we may feel
tired ____ we will not give up.

A. and, but B. and, and

C. but, but D. so, yet

3. We took part in the competition ___ we

did not win any prize.

A. and B. but C. or D. for

4. Our servant is slow ___ he is honest and
dependable.

A. and B. for C. or D. so

5. Leave the house at once____ I will call the

police.
A. yet B. or C. but D. and
 ENGLISH
D
Distinguish Text-Types A
According to Purpose and
Y
Language Features -Cause
and Effect 4
QUARTER 4 - WEEK 1
What are coordinating conjunctions?
 Directions: Look at the pictures. What
do you think is the relationship between
these events?
P P
I I
C C
T T
U U
R R
E E

1 2
Picture1: Heavy rain pouring over a
city, leading to flooded streets.

Cause: Heavy rain fell continuously for

hours.
Effect: The streets became flooded,
making it difficult for people to travel
Picture 2: A student studying late at
night, looking tired in the morning.

Cause: The student stayed up all night

studying for an exam.
Effect: He felt exhausted and struggled to
concentrate in class.
 Directions: Read a short paragraph
that demonstrates cause and effect. Identify
the cause and effect in the paragraph with
the class.

Students are not allowed to chew gum

in my class. While some students think
that I am just being mean, there are many
good reasons for this rule. First, some
irresponsible
students make messes with their gum.
They may leave it on the bottoms of
desks, drop it on the floor, or put it on
other people’s property. Another reason
why I don’t allow students to chew gum is
because it is a distraction. When they are
allowed to chew gum, students are more
worried about
having it, popping it, chewing it, and
snapping it then they are in listening,
writing, reading, and learning. This is why
I don’t allow students to chew gum in my
class.
 Cause-and-effect, is a common way to
organize information in a text. Paragraphs
structured as cause and effect explain the
reasons why something happened or the
effects of something. These paragraphs can
be ordered as causes and effects or as
effects and then causes. The cause and
effect text structure, is generally used in
expository and persuasive writing modes.
 Here are some signal words that may
indicate that information in a paragraph is
organized as cause and effect: because, as
a result, resulted, caused, affected,
since, due to, effect.
 Activity 1
Directions: Read the following text
type. Distinguish the cause and effect by
writing it inside the table below
CAUSE EFFECT
1. Automation is the use of machines to
reduce the need for human labor. In other
words, automation is when jobs done by
people become jobs done by robots.
Automation can be a good thing. Because of
automation, clothing, cars, and other
manufactured products are available at
good prices and in large supply.
But automation can also be a bad thing.
Because of automation, there are over
700,000 robots in America alone that do
jobs once performed by humans. The way
of automation may not be best for
humanity, but it is the course we are
taking.
2. Have you ever wondered how mountain
bikes can ride so smoothly on rough surfaces?
The reason for this is that mountain bikes
have suspension systems. Suspension
systems keep the wheels in continuous
contact with the ground. This improves control
and insulates the rider from changes in the
surface. Suspension systems also reduce
vibrations and make the ride more
comfortable. Just don’t get too comfortable
and put your feet up because you still need
3. The surface of the Earth is divided into
pieces called “tectonic plates.” These
plates move. When the plates rub against
each other, they do not move smoothly.
When the plates do not move smoothly,
earthquakes result. Some parts of the world
get more earthquakes than other parts. The
parts of the earth that get most
earthquakes are near the edges of these
plates.
 Identifying a text written using the
cause and effect pattern of organization can
be tricky. In most stories, events in the plot
occur for various reasons, this, can be
mistaken for the cause and effect text
structure; however, stories are organized
chronologically, and the information in each
be organized by the time in which each
event occurred. Contrarily, cause and effect
passages usually focus on explaining the
reason why something occurs or occurred,
and time will usually not pass in these
paragraphs.
 Activity 2
Directions: Read the following
paragraph. Distinguish the Cause by
underlining once and, twice for Effect
1. There are many theories about why the
dinosaurs vanished from the planet. One
theory that many people believe is that a
gigantic meteorite smashed into the Earth.
Scientists believe that the meteorite was
very big and that the impact may have
produced a large dust cloud that covered
the Earth for many years.
The dust cloud may have caused plants to
not receive sunlight and the large plant
eaters, or herbivores, may have died off,
followed by the large meat eaters, or
carnivores. This theory may or may not be
true, but it is one explanation as to why
these giant reptiles no longer inhabit the
Earth.
2. A mute is an object that is fitted to the end
of a brass instrument to change the
instrument’s sound and tone. Mutes can be
made from many materials but aluminum,
brass, and copper are common. A mute
works by changing the shape of the
instrument and absorbing its acoustic
vibrations. This causes the instrument to
produce a sharp, damp sound. Mutes are
often used in jazz music but sometimes they
are called for in other compositions as well.
3. Thomas Edison became known as “The
Wizard of Menlo Park” in 1877, when he
invented the phonograph. Edison’s phonograph
allowed people to record sounds and replay
them. Though this technology was
unimpressive by today’s standards—his
recordings would only play few times and the
sound quality was poor— back then Edison’s
device appeared to be magical. That’s why
people called Edison “The Wizard of Menlo
Park,” because they suspected him of
4. Have you ever had an ice-cream
headache? That’s when a painful sensation
resonates in your head after eating
something cold (usually ice-cream) on a hot
day. This pain is produced by the dilation of
a nerve center in the roof of your mouth.
The nerve center is overreacting to the cold
by trying to heat your brain. Ice-cream
headaches have turned many smiles to
frowns.
 Activity
3 Read the
Directions: paragraph and
Identify the cause and effect.

Pollution from factories, vehicles, and

waste burning releases harmful chemicals
into the air. This toxic air causes serious
health issues, such as asthma, lung
infections, and heart diseases.
People who breathe in polluted air for a
long time may experience difficulty in
breathing and weakened immune systems.
In heavily polluted areas, hospitals report
an increase in patients suffering from
respiratory problems. If pollution continues
to rise, more people will face severe health
risks, affecting their quality of life.
 Directions: Observe and write real-life
examples of cause and effect in your
surroundings.
 What is cause-and-effect?
Cause and effect, is a common way to
organize information in a text. Paragraphs
structured as cause and effect explain
reasons why something happened or the
effects of something. These paragraphs can
be ordered as causes and effects or as
effects and then causes. The cause and
effect text structure, is generally used in
expository and persuasive writing modes.
 Some signal words that may indicate
that information in a paragraph is
organized as cause and effect: because,
as a result, resulted, caused,
affected, since, due to, effect.
 Directions: Distinguish the cause and
effect of the following paragraph. Write your
answer below the paragraph.
1. Under no circumstances will firecrackers
be allowed in school. They are not
educational and they are dangerous. Any
student caught with firecrackers will receive a
ten-day suspension. If you see any student
possessing firecrackers, report them to the
principal immediately or you will receive a
suspension as well.
Exercise good judgment or face the
consequences. You have been warned. Now
let’s have a great school year.
Cause:_____________________________________
_____________________________________________
_
_____________________________________________

Effect:______________________________________
_____________________________________________
_____________________________________________
2. Look down at your feet. Are you wearing
shoes? Why? People wear shoes many
reasons. The first and most important reason
is to protect their feet. Shoes keep people
from hurting their feet while walking on rough
surfaces, but this isn’t the only reason why
people wear shoes. Some people wear
designed to help them play a game, like
bowling shoes or soccer cleats. Some people
wear expensive designer shoes so that they
appear fashionable and feel good about
themselves. And a lot of other people like
my dad wear shoes so that their feet won’t
stink up the room.
Cause:_____________________________________
_____________________________________________
_____________________________________________
_

Effect:______________________________________
_____________________________________________
_____________________________________________
_
3. Being involved in after school sports and
clubs is not a right. It is a privilege.
Therefore, students have to meet eligibility
requirements. If students have any “D”s or
“F”s, they are not allowed to play. Also, if
students have behavior issues in class, they
cannot be on the team or in the club. Lastly,
students need to keep good attendance.
If students miss school, they most certainly
cannot come to practice. Being on a team is
a lot of responsibility. If students are not
proving to be responsible, they will not be
permitted to be in clubs or teams.

Cause:_____________________________________
_____________________________________________
_____________________________________________
_
Effect:_____________________________________
_____________________________________________
_____________________________________________
__
Catch Up
Friday