English 3-Quarter 3

A
ADVENTIST EDUCATION
A JOURNEY TO EXCELLENCE
ENGLISH-3
Compiled by:
Edited by:
Name:
Reminders
1. Use the module with care. Avoid unnecessary markings.
2. Observe honesty and integrity at all times.
3. Read and understand instructions carefully before doing each task.
4. Finish the task at hand before proceeding to the next activity in the module.
5. Return this module once you are finished.
This learning module is compliant with the Adventist Curriculum and DepEd
‘s Most Essential Learning Competencies (MELC’s) with some supplemental topics
necessary for your optimum learning.

Every word in the English language falls into one or more categories. These
categories determine how word functions in a sentence to produce meaning. These
categories are called the parts of speech.

Aside from easy to understand and follow, this learning module provides you
with communicative activities that are interactive and fun. It not only develops your
effective language communication and other soft skills in different contexts but also
respects various cultures. As the ASEAN Integration is underway. It aims to
empower you who will be excellent leaders in whatever field you will embark on
someday.
May you find this learning module a helpful study guide as you continue your
learning experience.
Learning Facilitators
Subject Guide
This module has the following parts and matching icons.
What’s More. This comprises activities

for independent practice to solidify your
understanding and skills of the topic. You
Prayer. Prayer is a way we communicate
may check the answers to the exercises
with God, it changes our heart to be more
using the Answer Key at the end of the
like His.
module
What I Need To Know. This will give

you an idea of the skills or
What I Have Learned. This includes
competencies you are expected to learn
questions or blank sentence/paragraph to
in the module.
be filled in to process what you learned
from the lesson.
What’s In. This is a brief drill or review

to help you link the current lesson with Post Test. This is a task which aims to
the previous one. evaluate your level of mastery in
achieving the learning competency.
What Is It. This section provides a

brief discussion of the lesson. This
aims to help you discover and Additional Activities. In this portion,
understand new concepts and skills. another activity will be given to you to
enrich your knowledge or skill of the
lesson learned.
TABLE OF CONTENTS
Q3 – ENGLISH 3
Lesson 1 Possessive Pronouns
Lesson 2 Cause and Effect
Lesson 3 Inference
Lesson 4 Fact or Opinion
Lesson 5 Sources of Information
Lesson 6 Common Action Words In Retelling, Converation Etc
Lesson 7 Homonyms
Lesson 8 Homographs
Lesson 9 Synonyms
Lesson 10 Antonyms
Lesson 11 Predicting Outcomes
Lesson 12 Reading Words with long vowel sounds and silent “e”
Lesson 13 Predicting Outcomes
Lesson 14 Reporting what was heard
Lesson 15 Prefixes
Lesson 16 Suffixes
LESSON 1
POSSESSIVE PRONOUNS
P
Prayer and Food for Thought
Dear Father in heaven, Thank You for your love and

protection. Help us to focus our hearts and minds on what
we are about to learn. Inspire us by your Holy Spirit as we
write and work on our module. Guide us by your eternal
light as we discover about the world around us. We ask all
these things in the name of Jesus. Amen
What I Need To Know?

Objectives
At the end of the lesson the students are able to:

1. Differentiate the use of each possessive pronouns
2. Use mine, yours, ours, theirs, hers and his in phrases and
sentences
3. Write complete sentences using possessive pronouns
IFVL: Whatever your hand finds to do, do it with all your

might.
“The Lord says, “I will guide you along the best pathway for
your life. I will advise you and watch over you.”
Psalm 32:8
What’s In?
During our previous lesson, we studied about consonant blend and it is

used when two or more consonants are blended together, but each sound
may be heard in the blend. The most common beginning consonant blends:
bl, br, cl, dr, fr, gl, gr, pr, sl, sm and st.
What is it?
Pre Test.
Fill in the blanks with my, your, his, her, or their.
1. I lost __________ pen in the canteen.
2. He took _______________ pet dog to school.
3. Nita placed a stamp on ______________ letter.
4. The girls brought ______________ dolls to school.
5. You forgot to write _____________ name on the cover of your book.
Let us read the dialogue below:
THE THINGS THEY OWN
Joan: What are you doing?

May: Can’t you see? I’m looking at the books Auntie
Mary sent us. Mine is a book of fairy tales.
Joan: Where’s mine? I asked for a book about plants.

May:Yours? Isn’t that book on the table, yours?
Joan: No. It’s a book on gardening. Its Mother’s. This one is Father’s.
It’s about sports.
May: That is yours. You’ve been sitting on t he book all

the time.
Joan: Ha! Ha! Ha! How forgetful I am.

Read these questions:
 Where’s mine?
 Yours? Isn’t that book on the chair,yours?
 Is that book on the table yours ,too?
 Whose book is that one under the bed?
 When do we visit Auntie Mary?
Study the sentences below:

My, Mine Your, Yours
 I made a handkerchief.
 It’s my handkerchief.
 You made
 It’s mine.
a lantern.
 It’s your
lantern.
 It’s yours.
My, Mine Your, Yours

 I made a handkerchief.  You made
 It’s my handkerchief. a lantern.
 It’s mine.  It’s your
lantern.
 It’s yours.
Our, Ours Their, Theirs

 Tom and I bought  The girls bought
oranges. flowers.
 These are our oranges.  Those are their
 These oranges are ours. flowers.
 Those flowers are
theirs.
Possessive pronouns- My, mine, your, yours, his, hers, our,
ours, theirs and theirs are used when talking about something one owns or
possesses. My, your, his, our and their are Possessive adjectives.
What’s More?
To assess your learning and understanding about the lesson, kindly

answer the exercise below.
Direction: Read the sentences and fill in the blanks with possessive
pronouns.
1. The Muslims in Mindanao are __________________ brothers.
2. I help __________________ my sister clean the house.
3. This hat belongs to Tim. It’s __________________.
4. That’s Annie’s pet cat. It’s ______________________.
5. This is my ballpen. This is ____________________.
6. These are my books. These are ____________________.
7. Is this __________________ handkerchief, Mila?
8. The boys can’t understand __________________ lessons.
9. These are not our garden tools _________________ are new.
10. These are not their projects. ______________ are made of
bamboo strips.
Direction: Complete the second sentence. Use mine, ours, yours, his or
hers.
1. The book belongs to you.
It is ____________________.
2. The bags belong to me.
It is ____________________.
3. The green pencil case belongs to Rosa.
It is ____________________.
4. The bike belongs to you and me.
It is ____________________.
5. The bos of crayon belongs to Ben and Victorio.
It is ____________________.
What I Can Do
Direction: Underline the correct possessive pronouns inside the
parenthesis.
1. Whose book is that on the chair, Minnie?
It’s(your,yours).
2. Is this (my,mine) ruler, Noli?
No, this is (my,mine).
3. My sister’s name is Pat.
What’s(your,yours).
4. This blue umbrella is (your,yours) Nena.
The red one is (her,hers).
5. (Our, Ours) toys are in the box.

(their, theirs) are on the table.
6. That ball is (your,yours), Tom,

That kite is (his, he).
7. (Our, Ours) house is near the market.

(your,yours) is near the school.
8. (Their, Theirs) jeep got stuck on the way.

(Our,Ours) was able to pass the muddy road.
9. That book is not(your, yours)

It’s (his,he).
10. That umbrella is not (my,mine).

I think it’s (hers,her).
What I Have Learned.
In this lesson , I learned that Possessive pronouns is a pronoun that is

used to indicate _____________________ or ______________.
subject Adjectives Possessive
You yours
He
She her
It
we
they theirs
Post Test ( Evaluation)
A-Write a sentence with each possessive pronoun listed below.

Example: My day today has been wonderful.
1. Your
___________________________________________________.
2. Mine
__________________________________________________.
3. Their
__________________________________________________.
4. Our
___________________________________________________.
5. Her
___________________________________________________.
B- Use a possessive pronoun from the box to complete each sentence.
Mine yours his hers its ours theirs
1. I boughta new video game. It is _________________.
2. The jacket belongs to David. The jacket is ________________.
3. The cats belongs to Liza and Edna. The cats were _____________.
4. You and I live in this house. The house is ___________________.
5. My dog is bigger than you dog. The larger dog is _______________.
6. You want the last slice of pizza. The last slice is ________________.
7. My brother and I bought candies. The candies are _______________.
8. That ball belongs to Christian. The ball is _______________.

9. This telephone number belongs to Maria. It is ____________.
10.Mom and dad’s car is in the driveway. Yhe car in the driveway is
___________.
LESSON 2
Cause and Effect

Objectives
1. Define Cause and effects
IFVL: “ Whatever you do, work heartily, as for the lord
2. Identify the cause and effects in an event/situation
and not for men. Knowing that from the Lord you will
3. Appreciate
receive reading poems
the inheritance as your reward. You are serving
the Lord Christ.” -Colossians 3:23-
What’s In?
Let us read the Poem below:
MY SCHOOL
I will tell you about
A place that is cool
It is without 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.
Read these questions about the poem and try to answer them.
 What is referred to as a place that is cool?
 What does it mean when one says that a place is cool?
 Based on the poem, give two activities that can be done in school?
 Aside from what was said in the poem, what other activities can you
do in school?
What is it?
Pre Test.
Match the following phrases.
Study
the pictures below:
A cause- is something that produce an event or condition.
An effect is what results from an event or condition. Cause and effect-
explains why things happened.
So, because, therefore, since, if, then, so that, without cause, effect,
how ,explain- are signal words that help identify cause and effect.
Examples:
cause Effect
 I never brush my teeth.  I have 5 cavities.
 Smoking cigarettes  Lung cancer
 He broke his arm  The doctor put it in a cast
What’s More?
Direction. Match each cause on the left with an effect on the right.
CAUSE EFFECT
1._____baby begun to cry. A. she played in the sand.
2. _____It was raining b. He got belly ache.
3._____the phone ring c. she answered it.
4._____ It is windy day d. Lance flew his kite.
5._____ Tyler was hungry e. we pulled out on umbrella
6._____all the clothes were dirty f. Mom gave her a bottle
7._____ Nana plants seeds in the garden g. He had nothing to wear
8._____Lee’s Mom look her to the beach h.flowers began to grow.
9._____My lawn mower was out of gas i. It couldn’t cut grass
10.____Mom locked the car door J. we couldn’t get in the car
What I Can Do?

Direction: Read the story about Ben’s first day in a new school.
Yesterday was Ben’s first day in a new school. He was afraid
because he did not know anyone there. All his friends were in his old
school.
During recess, a girl called out to him.
“Hi, I’m Lisa,”she said. “ Come and join us. We are going to play
tumbang preso,” she added.
Ben eagerly joined Lisa and her friends. He is happy now.
Answer these questions.

1. Why was Ben afraid to be in a new school?
2. Why is Ben happy now?
Try to complete the following chart. On the left side of the chart, you will
put the answers to bequestion above.
Ben was afraid to be in a new
school.
Ben is happy now.
What I Have Learned?
In this lesson , I learned that A cause- is something that produces an

___________ or ___________. An effect is what __________ from an
__________ or condition. Cause and effect- explains ________ things that
happened.
So, because, therefore, since, if, then, so that, without

cause, effect, how ,explain- are signal words that help identify
__________ and____.
Post Test (Evaluation)

protection. Help us to focus our hearts and minds on
what we are about to learn. Inspire us by your Holy Spirit
as we write and work on our module. Guide us by your
eternal light as we discover about the world around us.
We ask all these things in the name of Jesus. Amen
Objectives
At the end of the lesson the student will be able to:
1. Define inference
2. Make inference from the given situation.
IFVL: “God can change your life”

“God so loved the world that He gave His one and only
Son, Jesus Christ, that whoever believes in Him shall not
die, but have eternal life” (John 3:16).
What’s In?
Cause is the driving force in the text. It is the reason that things happen. In essence,
cause is the thing that makes other things happen. Effect refers to what results. It is
the what happened next in the text that results from a preceding cause.
To put it concisely, cause is the why something happened and effect is the what
happened. Cause and effect are important elements of a text that help the reader to
follow a writer’s line of thought, regardless of whether that text is fiction or
nonfiction.
What is it?
Inference is the technique of finding answers from clues and from prior knowledge
rather than directly.
Example
Learners listen to a discussion between two unidentified speakers and must infer their
relationship from what they hear.
In the classroom
The ability to infer meaning and situation correctly is an important skill, as in many
cultures speakers avoid saying something directly by using implication. Ways to look
at this include analysis of dialogue from films, learner implication - inference
exchanges, listening tasks, using video and games, e.g. 'Find 10 ways to say Shut the
door!'
You might not realize how often you derive conclusions from indications in your
everyday life. These inferences help you make decisions about things like what you’ll
say or how you’ll act in a given situation.
Sally arrives at home at 4:30 and knows that her mother does not get off of work until
5. Sally also sees that the lights are off in their house.
Sally can infer that her mother is not yet home.

Sherry's toddler is in bed upstairs. She hears a bang and crying.
Sherry can infer that her toddler is hurt or scared.

John hears a smoke alarm next door and smells burnt bacon.
John can infer that his neighbor burnt her breakfast.

Jennifer hears her mailbox close and her dog is barking.
Jennifer can infer that the postal carrier has delivered her mail.

Norman sees cookie crumbs on the floor and chocolate around his son's mouth.
Norman can infer that his son ate a cookie.

The floor is covered in shreds of newspaper, and Susan's dog has a small piece of
newspaper stuck in his fur.
It can be inferred that Susan's dog ate the newspaper.

Sarah left a Payless Shoes bag on the floor and is wearing shiny red heels.
It can be inferred that Sarah went shoe shopping at Payless.

Julia works at a pet store and owns four cats, a lizard, a dog, and a rabbit.
It can be inferred that Julia is a pet lover
What’s More?
Underline the correct answer.
"Tommy!" Mom called as she walked in the front door. "Tommy," she continued
shouting. "I sure could use some help with these groceries." There was still no reply.
Mom walked into the kitchen and put the grocery bags on the counter. Then she
noticed shattered glass from the picture window. The shards were scattered across the
living room floor and a baseball was not far from there. "I'm going to ground you
forever, Tommy!" Mom yelled to herself. She now realized that Tommy's shoes were
gone.
Which most likely explains how the window broke?
Mom broke the window with the grocery bags.
Tommy broke the window playing baseball.
Tommy broke the window with his shoes.
A burgler broke in while Tommy left the home was unattended.
Which most likely explains why Tommy left?
He feared his mom's reaction to the window.
The burglar kidnapped Tommy.
He ran to the store to get a new window.
He didn't know that he broke the window and continued playing.

In this lesson, I learned that…
Inferences help you make decisions about things like what you’ll say or how you’ll
act in a given situation.
Post Test
Making Inferences— Write your answer on the blank.
Today was a special day in Ms. Smith's class. The kids were finishing their cardboard
mailboxes. Johnny colored a cool flame on the side of his race car mailbox. Then he
strutted over to Veronica's desk and put a small envelope into her princess castle
mailbox. Veronica blushed and played with her hair. Johnny winked and smiled.
Bartleby stood by and watched. He was red-faced and sweating. Then Bartleby
frantically put small, white envelopes into everyone's mailbox. After giving one to
Ms. Smith, Bartleby pulled out a large red envelope. Veronica's name was neatly
written on it. Bartleby blushed. He tried to put it in Veronica's mailbox. It didn't fit.
Bartleby struggled with it for a few seconds. Then he ran away with it. Veronica
rolled her eyes and popped her gum.

Which best explains why today is a special day in Ms. Smith's class?
They are serving tacos in the cafeteria and the kids are excited.
They have a substitute so everyone is acting wild.
They are celebrating Valentine's Day.
They are presenting their science fair projects.
Answer:
____________________________________________________________________
____________________________________________________________________
Which boy does Veronica like?
Veronica likes Johnny.
Veronica likes Bartleby.
Veronica likes the substitute.
Veronica does not like any of these boys.
Answer:
____________________________________________________________________
___________________________________________________________________
Which best explains why Bartleby ran away at the end?
Bartleby is competitive and wanted to race Johnny back to his seat.
Bartleby feels awkward because he likes Veronica.
Bartleby didn't want to get in trouble for leaving his seat.
Bartleby is allergic to Veronica's chewing gum.
Answer:
____________________________________________________________________
____________________________________________________________________

LESSON 4
FACT OR OPINION

protection. Help us to focus our hearts and minds on what we
are about to learn. Inspire us by your Holy Spirit as we write and
work on our module. Guide us by your eternal light as we
discover about the world around us. We ask all these things in
the name of Jesus. Amen

Objectives

1. Recognize the difference between “fact” and “opinion” in texts
listened to.

IFVL: “God can change your life”
“God so loved the world that He gave His one and only
Son, Jesus Christ, that whoever believes in Him shall
not die, but have eternal life” (John 3:16).
What’s In?
Inferences help you make decisions about things like what you’ll say or how you’ll
act in a given situation.
What is it?
Pre Test
Direction: Tell whether each sentence is a fact or an opinion.

_________________1. Monday is the best day of the week.
_________________2. There are twelve months in the year.
_________________3. Andres Bonifacio is one of our hero.

_________________4. Philippines is part of Asia.
_________________5. You must eat chocolate every day.
A fact is something that can be proven true.
An opinion is someone's feelings about a particular topic.
A fact is information that can be verified or proven.
An opinion is information that cannot be verified or proven.
Opinions can be someone’s belief or personal judgment with which you can agree or
Fact and Opinion
disagree.

What’s More?
Tell whether each sentence is a fact or opinion. Write “fact” next to each statement
that gives information that you can prove. Write “opinion” next to statements that
tell how someone feels about something.

1. ________________ A giant tortoise can live to be over 150 years old.
2. ________________ Jennifer saw a zebra at the zoo.
3. ________________ A polar bear is the most fun animal to watch.
4. ________________ Parrots are prettier than blue birds.
5. ________________ Elephants eat grass and leaves.
6. ________________ Bald eagles usually lay one or two eggs at a time.
7. ________________ Blue whales are the largest animals in the world.
8. ________________ A cheetah can run faster than a lion.

9. ________________ Everyone should go to see the new gorilla habitat.
10. _______________ Koalas usually sleep during the day
Write 5 facts about you.

1.___________________________________________________________________
___________________________________________________________________
2.___________________________________________________________________
____________________________________________________________________
3.___________________________________________________________________
___________________________________________________________________
4.___________________________________________________________________
____________________________________________________________________
5.___________________________________________________________________
____________________________________________________________________

Post Test (Evaluation)

Tell whether each sentence is a fact or opinion. Write “fact” next to each statement
that gives information that you can prove. Write “opinion” next to statements that
tell how someone feels about something.

1. _______________ Canaries sing beautifully.
2. _______________ The bats in the cave are very scary.
3. _______________ Snakes do not make good pets.
4. _______________ Chimpanzees can climb to the tops of trees.
5. _______________ Hummingbirds are the only bird that can fly
backwards.
6. _______________ A rhinoceros can be very difficult to take care of.
7. _______________ Crocodiles spend most of their time in saltwater.
8. _______________ Pandas are black and white.
9. _______________ Hippos are amazing animals to watch.
10. _______________ A Komodo dragon is a reptile.

ANSWER KEY!
What More
1.fact
2. fact
3. opinion
4. opinion
5. fact
6. fact
7. fact
8. fact
9. opinion
10. fact

POST TEST
1.opinion
2. opinion
3. opinion
4. fact
5. fact
6. opinion
7. fact
8. fact
9. opinion
10. fact

LESSON 5
SOURCES OF INFORMATION

Objectives
1. Recognize the different sources of information.

IFVL: “God is the source of knowledge and wisdom.”

What’s In?
What is it?
PRETEST
Identification: Write your answer on the blank. Choose your answer on the box.
Reference Books Magazines Newspapers

Books Academic Journals

___________________1.Useful for finding factual or statistical information or for a
brief overview of a particular topic.
___________________2.Provides very current information about events, people, or

places at the time they are published.
___________________3.Include articles on diverse topics of popular interest and

current events
___________________4.Include articles written by and for specialists/experts in a

particular field
____________________5.Useful for the complete background on an issue or an in-

depth analysis of a theory or person

Information can come from virtually anywhere — media, blogs, personal

experiences, books, journal and magazine articles, expert opinions, encyclopedias,
and web pages — and the type of information you need will change depending on the
question you are trying to answer. Look at the following sources of information.
Notice the similarities between them.
In this section you will learn about the following types of information sources:

What’s More?
Give the source of information.
_______________________________ 1.) it is a collection of articles usually written

by scholars in an academic or professional field.
_______________________________2.) it is commonly found in libraries.
_______________________________3.) it is a collection of articles and images

about diverse topics of popular interest and current event.
_______________________________4.) its main feature is the ability to quickly link

to other related information. It contains information beyond plain text, including
sounds, images, and videos.
_______________________________5.) it is a collection of articles about current

events usually published daily.
Answer the question.

1. Why is it that sources of information are important?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________.

Post test
Give 2 examples of the following sources of information.Reference Books
1.
2.
Newspapers
1.
2.
Magazines
1.
2.
Academic Journals
1.
2.
Book
1.
2.
LESSON 6
COMMON ACTION WORDS IN RETELLING,
CONVERATION ETC.

Objectives
 Use common action words in retelling, and conversations .

IFVL: “ Watch your thoughts for they become
words. Watch your words for they become
actions. Watch your actions for they become…
habits. Watch your habits, for they
become your character.. Whenever your attention drifts
to thoughts in your mind, sounds in your environment,
or sensations in your body, gently return to your breath,
silently repeating So . . “
What’s In?
What is it?
Pre-Test
ACTION WORDS
 Action words show the action that occurs in a sentence.
 Action verbs create drama and movement in a sentence by showing what the
subject is doing.

Common action words.

List of Action Verbs with Pictures and Examples
Ride
It’s too far to ride to your grandmother’s; you’d better take the bus.
Sit down
I just want to sit down and relax.
Stand up
She didn’t even have the strength to stand up.
Fight
It is better to fight for justice than to rail at the ill.

Laugh
Laugh at your ills, And save doctors’ bills.
Read
To read without reflecting is like eating without digesting.
Play
All work and no play makes Jack a dull boy.
Listen
See, listen, and be silent, and you will live in peace.
Cry
Cry with one eye and laugh with the other.
Think
Think with the wise, but talk with the vulgar.
Sing
The bird that can sing and won’t sing must be made to sing.
Watch TV
Afterwards she relented and let the children stay up late to watch TV.

What’s More?
Underline the action word in the sentence.
1. Anthony is throwing the football.
2. She accepted the job offer.
3. He thought about his stupid mistake in the test.
4. John visited his friend for a while and then went home.
5. The dog ran across the yard.
6. She left in a hurry.
7. She yelled when she hit her toe.
8. The cat sat by the window.
9. I'll play this song on my guitar.
10. He hit a home run at the last game.

 Actionverbs are used to deliver important information in a sentence and add impact
and purpose.
 Action words show the action that occurs in a sentence.
 Action verbs create drama and movement in a sentence by showing what the
subject is doing.
Post Test
Give the action word portrayed in the pictures below. Write your answer on the
blank.
1. 2.

_______________________ _________________________
3. 4.

_______________________ ________________________
5. 6.

_______________________ ________________________
7. 8.

________________________ ________________________

LESSON 7
HOMONYMS

Objectives
1. Define homonyms;
2. List down examples of homonyms and use them in meaningful
sentences;
3. Be a good listener
ng you
ma
th.
What’s In?
Write the abbreviation next to the correct word. The first one is given to you.
ft. Dr. Mr. in.
Aug. St. Fri. Oct.
Jr. lb. Sun. Jan.
Thurs. Dec. Tues. Feb.
1. pound _______lb._____ 11. inch _______________

2. Junior _______________ 12. foot _______________
3. February _______________ 13. Mister _______________
4. Thursday _______________ 14. Friday _______________
5. Tuesday _______________ 15. December _______________
6. Doctor _______________ 16. January _______________
7. Saint _______________
8. August _______________
9. October _______________
10. Sunday _______________
What is it?
Pre-Test
Underline the homonyms of each word. Choose from the words in the parenthesis.
Example: bear (bar, bare, beer)
1. fair (far, fir, fare) 6. sea (see, she, gee)
2. two (too, tow, tot) 7. bore (bare, boar, boat)
3. by (boy, buy, buoy) 8. new (now, news, knew)
4. so (sew, sue, shoo) 9. knows (now, nose, knew)
5. no (not, now, know) 10. Their (there, they, deer)
Read the poem below and observe the words written in bold letters.
I’M ALL MIXED UP

I’m all mixed up.
I need help from you.
How do I no/know?
Why is the sky blue/blew?
I do not no/know.
I wish I new/knew!
Is my sister aged for/four or two/to/too?

I’m all mixed up.
I need help from you
Can you choose the right words?
See what you can do!
Let us observe the pair of words from the selection below.
1. no/know 11. Eye/I

2. blue/blew 12. bell/Belle
3. new/knew 13. red/read
4. for/four 14. sea/see
5. two/to/too
6. do/due
7. so/sew
8. wear/where
9. right/write
10. there/their
The pair of words above are examples of “Homonyms”.
HOMONYMS are words that sound alike but they have different meanings.
They may or may not be spelled in the same way.
Example:
 Bear - large animal
Bare - uncover
Bear - to carry
Other Examples of Homonyms
hair - hare heal - heel
hear - here hole - whole
knew - new knight - night
mail - male meat - meet
mail - pale pray - prey
pair - pare cite - site
sail - sale heir - air
weight - wait pour - poor
dear - deer plain - plane
be - bee tail - tale
scent - sent hi - high
What’s More?
Draw a line to match the homonyms.
A B
1. die a. our
2. buy b. sow
3. sew c. bye
4. gate d. day
5. fore e. dye
6. feet f. four
7. rode g. feat
8. hour h. gait
9. night i. road
10. heard j. meat
11. meet k. knight
l. herd
What I Can Do?

Here are pairs of homonyms. Use each pair in sentences to show that you can
differentiate them from one another.
1. stair - stare
____________________________________________________________________
____________________________________________________________
2. ate - eight
____________________________________________________________________
____________________________________________________________
3. weigh - way
________________________________________________________________
________________________________________________________________
4. sell - cell
________________________________________________________________
________________________________________________________________
5. hare - hair
________________________________________________________________
________________________________________________________________
 Homonyms - are words that have the same spelling and pronunciation,
but different meaning.
Post Test
Underline the correct homonym in each sentence.
Example: Keep the little children away from the (stairs, stares).
1. That monkey has a long (tail, tale).

2. Mina had (no, know) more money left.
3. I’d like to walk along the (sea, see) side.
4. A boy scout’s (knot, not) is strong.
5. We always fight for the (right, write).
6. Have you (red, read) our assignment?
7. Phillip (threw, through) the garbage into a pit.
8. Rody and Manuel (beet, beat) the drums together.
9. They passed (buy, by) our house last night.
10. (Sum, Some) up the numbers on the blackboard.
REFERENCES
 COPYRIGHT
Reading Links 3
Elena C. Cutiongco
 COPYRIGHT
RIPPLES (English Language Arts and Skills)
 https://www.google.com/search?
q=examples+of+homonyms+with+meaning&tbm=isch&ved=2ahUKEwj4tpr4o9HtAhVDe
ZQKHcyEAucQ2-
cCegQIABAA&oq=examples+of+homonym&gs_lcp=CgNpbWcQARgHMgQIABBDMgII
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Q&sclient=img&ei=klnZX_ilKsPy0QTMiYq4Dg&bih=689&biw=1280#imgrc=GJDQCggp
oNFhYM
LESSON 8
HOMOGRAPHS

Objectives
1. Define homographs;
2. Use homographs in sentences correctly;
3. Respect each other’s differences and similarities.
IFVL: Remember that we are made in the likeness of God.
“Teach me Your way, Oh Lord, that I may walk in truth; unite
my heart to fear Your name.”
Psalm 86:11
What’s In?
Encircle the correct homonym to use.
1. We have many Filipino folk (tails, tales).

2. Let us buy products (made, maid) in the Philippines.
3. Keep the little children away from the (stairs, stares).
4. The (rain, rein, reign) of King Charles was peaceful.
5. Central Luzon is a (plain, plane).
What is it?
Pre-Test
Fill in each blank with a homograph that best fits in. Choose from the choices below.
bark tears park saw bear
1. Daniel’s injury was too painful for him to _____________________.

2. The _____________________ of an oak tree has medicinal
property.
3. Charles _____________________ his letter after reading them.
4. I usually _____________________ my car in the assigned slot.
5. Mrs. Sue _____________________ Mrs. Harrison at the beach.
6. My neighbor’s dog _____________________ at all passers-by.
7. Lumberjacks use a _____________________ to chop trees.
8. The mere sight of a grizzly _____________________ was terrifying.
9. We like going to the _____________________ for relaxation.
10. _____________ rolled down on Eric’s cheeks when he hurt his foot.
Take a look at the sentences written on What’s New. Observe the use of each bold
words in every sentences. Write down your observations below.
1. _________________________________________________
2. _________________________________________________
3. _________________________________________________
The words written on bold letters are called “Homographs”.
Homographs are words that are spelled the same but have different meanings.
The pronunciation may be similar or different.
Examples:
1. They were close to the door.
Alvin will close the door when he leaves.
2. The wind is too strong to sail.
You need to wind your watch.
3. I noticed the tear on the painting.
Faye shed a tear when she saw her dying dog.
Common examples of homographs:
▪ just ▪ dear ▪ light
▪ letter ▪ live ▪ match
▪ dove ▪ row ▪ does
▪ object ▪ subject ▪ draw
▪ lead ▪ bat ▪ fly
▪ mouse ▪ bowl ▪ cold
▪ wave ▪ cool ▪ yard
▪ court ▪ sink ▪ date
▪ band ▪ tie ▪ trunk
▪ pin ▪ watch ▪ palm
▪ ring ▪ bank ▪ bow
What’s More?
Write a sentence for each homograph.
1. bow
2. tear
3. crane
4. park
5. band
Complete the summary of the lesson:
HOMOGRAPHS - are words that have the same
________________ but different _________________.
Post Test
Fill in each blank with a homograph that best fits in. Choose from the
choices below.
bat letter sign watch chest
1. Allie found a ________________ full of gold.

2. My father glanced at his ________________.
3. Headaches may be a ________________ of stress.
4. There’s a ________________ for you at the mail box.
5. I saw a ________________ flying on top of your head.
6. This ________________ used in baseball is as hard as rock.

7. Her heart was piercing through her ________________.
8. My baby brother loves to ________________ Baby Boss.
9. My mother always forgot to ________________ her DTR.
10. “B” is the second ________________ in the English alphabet.
REFERENCES:
 COPYRIGHT
Reading Links (Soledad C. Francisco & Evelina M. Vicencio)
q=homographs&sxsrf=ALeKk00bUKtUxXDTnFnk5gM6Orb0lYz_sw:1609290799445
&tbm=isch&source=iu&ictx=1&fir=lZdtcZqWWA47fM%252CmVbei4dSJoTnCM
%252C%252Fm%252F02p0_6z&vet=1&usg=AI4_-
kTl6ZFNscKfcNocteAuEUsuaqzCQg&sa=X&ved=2ahUKEwjQu8Ozw_TtAhXODaY
KHTe4DbIQ_B16BAgmEAE#imgrc=lZdtcZqWWA47fM
 Wikipedia
LESSON 9
SYNONYMS

Objectives
1. Identify synonyms in poems, stories or selections;
2. Define unfamiliar words through synonym clues;
3. Show appreciation and gratitude at all times for God created us in
His own likeness.
er our
What’s In?
Write the appropriate homographs for the following sentences. Choose from the word
below each sentence.
1. I love the __________scent__________ of fresh popped popcorn.

sent scent
2. He _____________________ his gum too loudly!
choose chews
3. My eye ___________________ is amazing. I can see from far away.
site sight
4. What kind of _____________________ do you like for breakfast?
cereal serial
5. My parents are going on a boat _____________________.
crews cruise
What is it?
Pre-Test
Choose the correct synonym for the word at the left. Underline your answer.
1. rock ( dirt, sand, soil, stone )
2. stout ( fat, short, thin, fast )
3. timid ( active, noisy, shy, vivid )
4. story ( poem, rhyme, song, tale )
5. big ( small, tiny, large, round )
6. rich ( poor, wealthy, witty, smart )
7. gift ( present, surprise, party, song )
8. delicious ( sweet,sour, yummy, good )
9. fast ( quick, slow, sleep, timid )
10. child ( kid, adult, elderly, young)
Study the poem below.
Let me teach you a simple game.

Naming words that mean the same.
A beautiful lady is also pretty,
A rich gentleman is also wealthy;
When one’s unwell, he’s also sick,
More often than not, he’s feeble or weak;
To speak, say, or tell is likewise to talk,
And when somethings funny, ‘tis a jest or a joke;
An infant or tot is also a baby,
When he’s sad or gloomy, he is unhappy;
Give him a plaything or a toy,
‘Tis a cause for happiness or joy;
SYNONYMS are what they’re called,

All these words that you’re been told.
Identify words in the poem that mean the same or nearly the same.
Examples: beautiful - pretty

rich - wealthy
_______________________ ________________________
_______________________ ________________________
_______________________ ________________________
_______________________ ________________________
What do we call these words? ____________________________
Synonyms are words that have the same, or nearly the same meanings. We use
synonyms to make a sentence more interesting. Repeating one word can get boring.
This is why synonyms are used.
EXAMPLES:
What’s More?
Draw a line from each word to its synonym.
1. big tidy
2. clean huge
3. easy correct
4. right simple
5. messy dirty
6. rich nice
7. fast wealthy
8. slim difficult
9. good speedy
10. hard thin
What I Can Do?

Use the pairs of synonyms below in sentence.
1. pretty - beautiful
____________________________________________________________
2. angry - mad
____________________________________________________________
3. infant - baby
____________________________________________________________

Post Test
Choose the correct synonym for each underlined word by encircling the letter
of your choice.
1. The girls were surprised when they saw the beautiful flowers.
a. frustrating b. pretty c. orange
2. Watching the movie with my friends was fun, but it was too long.
a. sticky b. short c. lengthy
3. Jennifer’s roasted hotdog were ruined when it fell into the fire.
a. flames b. water c. ground
4. The librarian asked the students to be silent inside the library.
a. noisy b. boring c. quiet
5. My grandpa made me a miniature dollhouse.
a. tiny b. pretty c. big
6. The boys on the soccer team were hungry after the long game.
a. happy b. starving c. full
7. Mr. Uy assigned a difficult project for the students to complete.
a. hard b. easy c. colorful
8. King Solomon was a wise king.
a. kind b. lazy c. intelligent
9. Samantha’s great grandmother is very old.
a. elderly b. young c. kid
10. During the physical education, the students had to jump high.
a. run B. swim c. leap
REFERENCES:
q=homographs+activities+for+grade+3&tbm=isch&ved=2ahUKEwjt3NzXwYPuAhW
wxYsBHYiBBFUQ2-
cCegQIABAA&oq=homographs+activities&gs_lcp=CgNpbWcQARgCMgIIADIECAA
QGDIECAAQGDoHCCMQ6gIQJzoFCAAQsQM6BAgjECc6BAgAEEM6BwgAELE
DEEM6CAgAELEDEIMBUKqyA1jG4wNgs_MDaAFwAHgAgAF3iAGtD5IBBDE0Lj
eYAQCgAQGqAQtnd3Mtd2l6LWltZ7ABCsABAQ&sclient=img&ei=pq_zX-
3xIbCLr7wPiIOSqAU&bih=689&biw=1280#imgrc=suut9jK_AbotGM
 https://www.instructorweb.com/lesson/synonyms.asp
q=synonyms+worksheet+for+grade+3&tbm=isch&ved=2ahUKEwj3-
67u1YPuAhUBNqYKHfdVBR0Q2-
cCegQIABAA&oq=synonyms+wor&gs_lcp=CgNpbWcQARgAMgQIABBDMgcIABC
xAxBDMgcIABCxAxBDMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgQIABB
DMgIIADICCAA6BAgjECc6BwgjEOoCECc6BQgAELEDOgoIABCxAxCDARBDOg
YIABAKEBhQx8gCWI-
XA2CfrQNoCXAAeAOAAcoBiAHTIZIBBzEwLjI1LjGYAQCgAQGqAQtnd3Mtd2l6
LWltZ7ABCsABAQ&sclient=img&ei=zsTzX_fcLYHsmAX3q5XoAQ&bih=689&biw=
1280
 COPYRIGHT
Reading Links 3 (Elena C. Cutiongco)
LESSON 10
ANTONYMS

Objectives
1. Define antonyms;
2. Provide antonyms to form sentences or phrases;
3. Accept our differences to show respect to others.
de,
made
u.”
What’s In?
Box the word that has the same meaning to the word at the left.
Example: CLEAN = fresh tidy dirty
1. EASY = hard simple clear

2. RIGHT = correct wrong false
3. FAST = quick slow sleep
4. SCARED = bold afraid brave
5. QUIET = loud noisy silent
What is it?
Pre-Test
Draw a line to match its opposite.
Identify pair of words in the poem above that are opposite to each another.
Examples: after - before

up - down
_______________________ ________________________
_______________________ ________________________
_______________________ ________________________
_______________________ ________________________
What do we call these words? ____________________________
Antonyms are words that have the opposite meaning to the other word.
Antonyms are also used to show different sides of a situation or idea.
EXAMPLES:
What’s More?
Write each word in the cloud next to its antonym.
small
What I Can Do?
Read each sentence and rewrite it using the antonyms of the underlined words.
1. Parents are intolerant of bad behavior of their children.

_____________________________________________________
2. They never remind their children to be respectful.
_____________________________________________________
3. Children misbehave when their parents leave.
_____________________________________________________
4. They stay in a corner and quietly work on something.
_____________________________________________________
5. Everybody is glad that the teacher is sad.

_____________________________________________________

Post Test
Read the sentences below. In the blanks, write the antonym of the
underlined word in each sentence.
1. We filled our red pails with small marbles and the blue pails with ________big
________ marbles.
2. My sister was very dirty after playing in the mud, but after her bath, she was
nice and ______________________.
3. My mommy had to dry my coat because the rain had made it
_____________________.
4. When the light is green, the cars can go, but when it turns red, cars must
____________________.
5. When I first saw the lamb, it was thin. And now, it has become
______________________.
6. Bobby likes to _____________________, and don’t want to lose.
7. During Autumn, the weather can be quite cold, but in Spring it might get
pretty ______________________.
8. Building this ship in a bottle looks ______________________, but my dad said
it would be easy.
9. The worm my sister caught was short, but the snake I caught was
______________________.
10. Katie and Tom know that they are supposed to turn the lights
___________________, but they always leave them on.
REFERENCES:
q=antonyms+worksheet&sxsrf=ALeKk03h9mCESf_zxWl9FO4LTHTFkiFdKw:16098
97349642&tbm=isch&source=iu&ictx=1&fir=HyZnVJSEh09quM%252C8O--
KZ6kSOOZgM%252C_&vet=1&usg=AI4_-
kS_zo2hiU50DUIXTuPIirWQupdKig&sa=X&ved=2ahUKEwj7rpn9lobuAhVEL6YK
HR7cCtoQ9QF6BAgWEAE&biw=1280&bih=689#imgrc=5UXNcQv9v8GdCM
 https://www.google.com/search?q=antonyms
%20words&tbm=isch&hl=en&sa=X&ved=0CB8QtI8BKAFqFwoTCKjwy9nPhu4CF
QAAAAAdAAAAABAH&biw=1263&bih=689
q=colored+poems+with+highlighted+antonyms&tbm=isch&ved=2ahUKEwjDs9b4lob
uAhUSI6YKHdorAxoQ2-
cCegQIABAA&oq=colored+poems+with+highlighted+antonyms&gs_lcp=CgNpbWcQ
A1DVhQFYpJEBYKyWAWgAcAB4AIAB9QGIAa8KkgEFMC43LjGYAQCgAQGq
AQtnd3Mtd2l6LWltZ8ABAQ&sclient=img&ei=fBX1X8OFCZLGmAXa14zQAQ&bih
=689&biw=1280#imgrc=C7LzV89CrhqYvM
 COPYRIGHT
READING LINKS 3 (ELENA C. CUTIONGCO)
LESSON 11
PREDICTING OUTCOMES

Objectives
1. Define predicting outcomes;
2. Predict possible outcomes in different situation;
3. Value the importance of the sun, moon and stars in every living
things.
ess of
as He
e.”
What’s In?
Replace the underlined word in each sentence with its opposite meaning.
1. The young cat purred.
The ___old___ cat purred.
2. The man was tall.
The man was ____________.
3. My new umbrella is ugly.
My new umbrella is ____________.
4. The apple tasted sweet.
The apple tasted _____________.
5. That blanket is very light.
That blanket is very ______________.
6. You tied your shoelace very loose.

You tied your shoelace very _____________.
What is it?
Pre-Test
Read each story beginning. Then, fill in the circle next to the sentence ending that
makes more sense.
Read the story and answer the questions that follow.
The Brightest Star in the Sky

Ancient astronomers noticed that Sirius rose with the sun late in
summer. This is the reason why the hot days of late summer are called
“dog days”. The ancient Egyptians also observed that Sirius rose with the
sun before the Nile river floods. Therefore, they worshipped this star as
a god who helped farmers.
The Greeks called this star “scorching”.

This word is the origin of the word Sirius, but
Sirius is really no brighter than many of the
stars in the sky; it appears very bright because
it is close to the Earth. In fact, it is only about 8
½ light – years away. The second brightest
looking star in the sky, Canopus, is actually much
brighter but it is 111 light – years away. If you
were halfway between these two stars, Canopus would be about 25 times
as bright as Sirius!
For many centuries, people of the Dogon tribe in Africa were saying
that Sirius was a double star. They even claimed to know how long it took
Sirius’ companion star to travel around Sirius. Scientists didn’t discover
that the Dogon people were right until about a century ago. Up to this
time, no one has discovered how the Dogon tribe knew so much about
Sirius.
Think and ponder:
1. How did Sirius get its name?
__________________________________________________________
2. Where is Sirius located?
__________________________________________________________
3. What did the Greeks believe about it?
__________________________________________________________
4. Why does it appear to be the brightest among stars?
__________________________________________________________
5. What do you think will happen to the Dogon tribe if the scientist discovered the
truth earlier?
__________________________________________________________
Skill: PREDICTING OUTCOMES

When you decide what happens next, you are predicting outcome. You are
making a guess about what you think might happen as a result of some events.
To predict means “to state what one believes will happen”. Some call this an
intelligent guess because it is based on reason.
Examples:
1. Situation: Rains came late and not enough rainfall has
fallen this year.
Prediction: People will suffer from water shortage.
2. Situation: The government proposed a better Garbage

Disposal Program that is expected to take
effect in the near future.
Prediction: The problem on garbage will be improved.
3. Situation: Daniel is caught in the rain. He has no
umbrella.
Prediction: Daniel will get wet and sick.
What’s More?
Study each set of events in the selection. Finish the paragraph by writing the outcome
from the selection.
1. Some ancient astronomers observed the skies. They noticed that a star always rose
with the sun during late summer days. They began to think that the star was the sun’s
dog. As a result, they
____________________________________________________________________
____________________________________________________________________
_______________________________________________________.
2. Before the Nile river in Egypt overflowed its banks every year, Sirius would rise
with the sun. After observing this many times, Egyptians began
_________________________________________________________
____________________________________________________________________
___________________________________________________________.
3. Canopus is a brighter star than Sirius. But Sirius looks brighter because it is nearer
the Earth. We can therefore say that the nearer a star is,
____________________________________________________________________
____________________________________________________________________
_______________________________________________________.
What I Can Do?

Look at each picture. Read what has already happened.
Write what you think will happen next.
REMEMBER:
 The Sun is just an ordinary star. The brightest of all stars in our sky is Sirius.
It is located in the constellation Canis Major or The Great Dog. For this
reason, this star is also known as the “Dog star”.
 Predicting outcomes is the ability to predict what will happen next based on
two things:
1. Clues given in the picture or story.
2. What you already know.
Post Test
Activity 1
Activity 2
Read each paragraph and then make a prediction about what will happen next.
Use clues to support your guess.
1. Zina lives near the community center where there is a swimming pool with
a slide. I just saw her walking down the street with a towel and goggles with two
friends.
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. Jamie had skipped lunch to go to a student council meeting. Her stomach

grumbled all through Science class and on the bus after school. When she got home,
he darted through the door and dropped her backpack.
___________________________________________________________
___________________________________________________________
___________________________________________________________
3. Mrs. Brown is a great teacher. She wants all her students to succeed. There
are three students who did poorly on the last Math test. She checked her schedule and
asked the three students if they have any time to meet after school.
___________________________________________________________
___________________________________________________________
___________________________________________________________
REFERENCES:
 https://www.slideshare.net/amandascott/predicting-outcomes
q=Definition+of+predicting+outcomes&tbm=isch&ved=2ahUKEwjUm9CB6vTtAhXr
wIsBHQNcBOEQ2-
cCegQIABAA&oq=Definition+of+predicting+outcomes&gs_lcp=CgNpbWcQAzIECA
AQGDoHCCMQ6gIQJzoECCMQJzoICAAQsQMQgwE6BQgAELEDOgIIADoECA
AQQzoECAAQHjoGCAAQCBAeUMsiWId9YI1_aAFwAHgAgAGyA4gB4CmSAQoy
LjI1LjQuMS4xmAEAoAEBqgELZ3dzLXdpei1pbWewAQrAAQE&sclient=img&ei=q
_zrX5SaL-uBr7wPg7iRiA4&bih=689&biw=1280
 Wikipedia
 COPYRIGHT
Reading Links 3 (Elena C. Cutiongco)
 Basic and Beyond Reading skill book
LESSON 12
READING WORDS WITH LONG VOWEL SOUNDS WITH
SILENT “E”

Objectives
1. Recognize long vowel sounds that ends with “e” by reading
and listening to a story that highlights select words;
2. Identify words with long vowel sounds ending in “e”;
3. Add love and appreciation in every words you hear.
of the
What’s In?
Read each situation. Choose the appropriate ending by encircling the letter of the
correct answer.
1. Leah studies her lessons every day. She is very attentive in class. One day,
the teacher gave a test.
a. Leah answered the test correctly.
b. Leah did not pass the test.
c. Leah got a low grade in the test.
2. It was raining very hard. Ricky had no umbrella. He had no raincoat. He
walked in the rain all the way home.
a. Ricky became very clean.
b. Ricky did not like the rain.
c. Ricky got sick.
3. Tony was very good in drawing. In November his school held a drawing
contest.
a. Tony was not interested to join the contest.
b. Tony joined the contest and won.
c. Tony was afraid to join the contest
What is it?
Pre-Test
Add an – e to the end of these words to make long vowel words.
1. - tub____
2. - can____
3. - pin____
4. - con____
5. - bik____
Read the poem below.
It Can’t Be Time To Take a Bath

By A. Maria Plover
It can’t be time to take a bath.

I took one just last week.
I’m sure the spots you think you are grime
are freckles on my cheeks.
I’m just as clean as can be.

You won’t find any dirt.
I rubbed my mouth clean with my hands,
then wiped them on my shirt.
My feet were muddy yesterday,

but that’s no longer true.
I walked home barefoot in the rain,
So now they’re spotless, too!
There was some grunt behind my ears –
a funny shade of gray.
Don’t worry, though, cause it’s all gone.
The cat licked it away.
And so you see, there is no need

to point me toward the tub.
It’s just a waste f water.
I’ve got nothing left to scrub!
Take a look at the words written in bold letters in the poem. Read them again and
notice the way they are pronounced. Those are words with long vowel sounds that
ends in “e”.
Examples:
What’s More?
Circle the words below that have long vowel sounds that ends in silent “e”.
REFERENCES
q=short+story+with+long+vowel+sounds+ending+in+e&oq=short+story+with+long+vowel+sounds+ending+in+e&aqs=c
hrome..69i57j33i160.20044j1j15&sourceid=chrome&ie=UTF-8
https://www.google.com/search?q=guide+about+long+vowels+with+silent+e&tbm=isch&ved=2ahUKEwjs-
vThm9TtAhUODpQKHbgYDAcQ2-
cCegQIABAA&oq=guide+about+long+vowels+with+silent+e&gs_lcp=CgNpbWcQAzoHCCMQ6gIQJzoFCAAQsQM6AggAOgQIIxAnO
gQIABBDOgcIABCxAxBDOggIABCxAxCDAToKCAAQsQMQgwEQQzoGCAAQBRAeOgYIABAKEBg6BggAEAgQHjoECAAQGFCd_iVYx8c
nYMXKJ2gVcAB4AIAB5wKIAasykgEJMTkuMzQuMS4xmAEAoAEBqgELZ3dzLXdpei1pbWewAQrAAQE&sclient=img&ei=p-
PaX6yLKY6c0AS4sbA4&bih=632&biw=1263&hl=en#imgrc=N4o-5grWF28V1M
LESSON 13
LONG VOWEL SOUNDS

Objectives
1. Recognize the sounds of long vowels;
2. Read phrases, sentences, stories or poems with long vowel sounds.
3. Appreciate the importance of reading with proper
comprehension.
IFVL: “The fear of the Lord is the beginning of wisdom,
and the knowledge of the Holy One is insight.”
Proverbs 9:10
What’s In?
Color the words ending in “e” with red.
What is it?
Pre-Test
Fill in the blanks with the correct answer. Choose from the choices.
bone
Read aloud the poem below.
May, Bea, Ike, Joe, Sue and Beulah
May, Bea, Ike, Joe, and Sue

Are friends to me and friends to you.
Read and see if you agree
That they are as different as they can be.
May can play games

In the rain all day.
May can make great cakes
For her best friend, Joy.
Bea keeps three seeds

In the deep green weeds
She likes to clean,
And she likes to read.
I likes to ride
On his tiny white bike.
Ike likes to clap,
And he likes to hike.
Joe loves to go
Out in the snow
And owned a boat,
That he likes to row.
Beulah can use a tube

Of bright blue glue.
To fix her bike,
Now her bike won’t move.
Read again and observe the underlined words in the selection. Those are words with
long vowel sounds.
What’s More?
Read correctly.
What Have I Learned?

What I Can Do?
Look at the words and say them out aloud. Circle the ones that contain a long
vowel A.
Post Test
Circle the words that have long vowel sounds.
REFERENCES:
q=boy+riding+a+bike+clipart&tbm=isch&ved=2ahUKEwi09pmTzPTtAhUJDpQKH
Q3YDisQ2-
cCegQIABAA&oq=boy+riding+a+bike+clipart&gs_lcp=CgNpbWcQAzICCAAyAggA
OgQIIxAnOgQIABBDOgYIABAHEB46BwgAELEDEENQz_kHWLTACGCbxQhoB
XAAeAGAAdgCiAHtFpIBCDkuMTIuMC4ymAEAoAEBqgELZ3dzLXdpei1pbWfAA
QE&sclient=img&ei=W93rX_TcIomc0ASNsLvYAg#imgrc=wHlFHgkW9fN4gM
q=long+vowel+song&tbm=isch&hl=en&sa=X&ved=2ahUKEwit_rOv1PTtAhVDEKY
KHYfQApUQrNwCKAF6BQgBEOMB&biw=1263&bih=689#imgrc=ObnLPm5mZS
H4wM
 https://pronuncian.com/introduction-to-long-vowels
LESSON 14
REPORTING WHAT WAS HEARD

Objectives
1. Differentiate reported speech and direct quotation;
2. Transform direct quotation into reported speech;
3. Be careful in making assumptions unless we know the true
story behind
one.
with such
What’s In?
Fill in with the missing vowel.
What is it?
Pre-Test
Read the following direct quotations. From the choices, encircle the letter that
contains the correct reported speech.
1. Miss Santos said, “We will read about animal sounds”.

a. Miss Santos said that we will read about animal sounds.
b. Miss Santos said that we would read about animal sounds.
c. Miss Santos said that they would read about animal sounds.
2. The speaker said, “Loud sounds can injure the eardrums.”
a. The speaker said that loud sounds could injure the
eardrums.
b. The speaker said that loud sounds can injure the eardrums.
c. The speaker said that they could injure the eardrums.
3. Marissa said, “I will report on the different sound makers.”
a. Marissa said that she will report on the different sound makers.
b. Marissa said that she would report on the different sound makers.
c. Marissa said that I will report on the different sound makers.
4. Sonia told Lina, “You are a very good reporter.”
a. Sonia told Lina that she was a very good reporter.
b. Sonia told Lina that she is a very good reporter.
c. Sonia told Lina that you are a very good reporter.
5. Lina said, “I’m happy to hear that.”
a. Lina said that she is happy to hear that.
b. Lina said that I am happy to hear that.
c. Lina said that she was happy to hear that.
Read the news article below.
Videophone Launched
Leadtex Research Inc. recently launched its
TeleEye 324 TV videophone system in the local
market. The system enables the caller to visually
communicate over the phone with anyone in the world
who has another H. 324 international standard
videophone system. It is composed of a phone set and
a TV as a display screen and do not need for a
complicated computer set-up. The videophone system
is locally distributed by Banbros Commercial.
Read the again the news above. Then, pretend you are a newscaster. Report the
news to a crowd or to your family.
Read the conversation below and observe how Ramon and Roberto are
reporting what the author said. Notice how they begin their sentences.
RAMON: We have just read a selection about the

importance of sounds.
BENNY: What did the author say?
RAMON: He said that without sound, our world would lose
some of its beauty.
ROBERTO: The author also said that our safety depends very
much on sounds.
A Reported speech or statement comes from a sentence made up of a direct

quotation and a quotation tag. The tag introduces the statement. The word that
connects the tag to the rest of the statement. The tense of the verb in the sentence
agrees with that of the verb in the tag. Observe the changes from direct to reported
statement.
Quotation Tag Direct Quotation
Roberto said, “I can’t find the book.”
Roberto said that he could not find the book
Note that can is changed to could and I becomes he. He refers to the speaker
Roberto. The comma and the quotation marks are omitted.
What’s More?
Read the sentence A in each number. Then on sentence B, fill the blanks with the
correct words to complete its meaning. Write your answers on the blank.
1. A. The policeman said, “Drivers are not supposed to blow
their horns within hospital zones.
B. The policeman said that drivers _were___ not supposed
to blow __their___ horns within hospital zones.
2. A. The students shouted, “We won the game!”
B. The students shouted that __________ __________ the
game.
3. A. The librarian sad, “Students are not allowed to take the
books home.
B. The librarian said that the students ____________ not
allowed to take the books at home.

REMEMBER:
 A reported speech or statement is derived from a direct quotation.
 When writing a reported statement, one must observe some changes in the
tense of the verb, nouns or pronouns.
 That is used to connect the introductory clause to the rest of the
statement.
Post Test
Change each direct quotation into a reported statement.
1. Father told his children, “Your mother is not feeling well.”

Father told his children that their mother was not feeling well.
2. Maria whispered, “We should not make any noise.”

___________________________________________________________
3. Alex said, “I cannot play the piano.”

___________________________________________________________
4. Maria volunteered, “I will go to the drugstore to buy

medicine.”
___________________________________________________________
5. Father said, “I am glad you are all caring.”
___________________________________________________________
6. I asked, “What will happen next.”

___________________________________________________________
7. Many shouted, “We want price roll back!”

___________________________________________________________
8. Someone says, “Give me a piece of bread.”

___________________________________________________________
9. The man replied, “Wait, I’ll get you some bread from the store.”
___________________________________________________________
10. Ms. Gonzales doubted, “Have we met before?”

___________________________________________________________
REFERENCES:
q=reporter+clipart+transparent+background&sxsrf=ALeKk01PY3hkrDLeMp8AM-
XnE7HXyF9dsA:1609313588463&source=lnms&tbm=isch&sa=X&ved=2ahUKEwilx5ammPX
tAhUWfnAKHZWIB9sQ_AUoAXoECA8QAw&biw=1280&bih=689#imgrc=U_DaK9m1Wog
L5M
q=activities+about+reported+speech&sxsrf=ALeKk02cWIXAfOKFkwu_s7-
b1Rs_NWDOPg:1609311900691&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjXlrGBkvX
tAhURGqYKHWEZBa4Q_AUoAXoECAkQAw&biw=1280&bih=689
q=activities+about+long+vowels&tbm=isch&ved=2ahUKEwjq7fKXk_XtAhXOAKYKHeMm
AUgQ2-
cCegQIABAA&oq=activities+about+long+vowels&gs_lcp=CgNpbWcQAzoHCCMQ6gIQJzoE
CAAQQzoFCAAQsQM6AggAOgQIIxAnOgcIABCxAxBDOgQIABAeOgYIABAFEB46BAgA
EBhQuLc7WM70O2Cf9ztoAXAAeACAAeQBiAHAGpIBBjIuMjUuMZgBAKABAaoBC2d3c
y13aXotaW1nsAEKwAEB&sclient=img&ei=2CfsX-
qhFM6BmAXjzYTABA&bih=689&biw=1280#imgrc=DRpsR74yUSyPQM
 COPYRIGHT
ENGLISH FOR ALL TIMES
LESSON 15
PREFIXES

Objectives
1. Identify the words that have prefixes in a given sentence;
2. Demonstrate their understanding about prefixes by using them in
sentences;
3. Let us live our lives with the teachings of Jesus Christ.
usness.
d.”
What’s In?
Rewrite each sentences into reported speech.
Example: Ana said, “I am a little nervous today.

__Ana said that she was a little nervous today.____
1. Grandpa said to me, “Please fetch my glasses”.
________________________________________________________
2. “Don’t forget to invite Jones”, Flair said to me.
________________________________________________________
3. Arnold said, “Sir, the time is over”.
________________________________________________________
4. The librarian said to us, “Return the books in a week”.
________________________________________________________
5. The doctor said to Lisa, “Stop taking antibiotics”.
________________________________________________________
What is it?
Pre-Test
Read the sentences below. Choose the proper word to complete each sentence and
encircle the prefix used in the word.
Examples: The boys in the farm were __unkind___ to the birds.

I saw the big dog that suddenly __disappears___.
Take a look at the chart below. Observe how the new words are formed. What are
added to make new words? Write your observations below the chart.
A PREFIX is added at the beginning of the word or root word to make a new word.
Knowing the meaning of the prefixes help you understand a difficult word.
Root word is the main part of the word. It is also used to build other words by
adding prefixes or suffixes.
Study the charts below to know more about prefixes.

Other examples of prefixes and the new words formed.
What’s More?
For each prefix, write words that begins with that prefix. Write many as you can!
What I Can Do?

Read the prefixes after the numbers. Choose a word in the box and write it
after the prefix. Then, use the new formed word in sentence.
clean born place active test
1. re - _________________ = ______________________
___________________________________________________________
2. un - _________________ = ______________________
___________________________________________________________
3. pre - _________________ = ______________________

___________________________________________________________
4. in - _________________ = ______________________
___________________________________________________________
5. mis - _________________ = ______________________

___________________________________________________________

Post Test
Choose the proper prefix to complete the sentence.
REFERENCES:
 https://www.google.com/search?q=charts+showing+the+forming+of+prefixes&tbm=isch&ved=2ahUKEwiFyP-d2IbuAhVI3pQKHeOhDWgQ2-
cCegQIABAA&oq=charts+showing+the+forming+of+prefixes&gs_lcp=CgNpbWcQAzoHCCMQ6gIQJzoECCMQJzoICAAQsQMQgwE6AggAOgQIABADOgQIABBDOgU
IABCxAzoHCAAQsQMQQzoGCAAQBRAeOgQIABAeOgYIABAIEB46BAgAEBhQr99EWOPAR2DYw0doA3AAeACAAZMEiAGMKZIBDTIwLjEzLjQuMS4wLjGYAQ
CgAQGqAQtnd3Mtd2l6LWltZ7ABCsABAQ&sclient=img&ei=8ln1X4WHLMi80wTjw7bABg&bih=689&biw=1280
 https://www.google.com/search?q=prefixes+worksheets+for+grade+3&tbm=isch&ved=2ahUKEwja0oC_2obuAhUWgpQKHfwdCjoQ2-
cCegQIABAA&oq=prefixes+works&gs_lcp=CgNpbWcQARgDMgIIADICCAAyAggAMgIIADICCAAyAggAMgIIADICCAAyAggAMgIIADoHCCMQ6gIQJzoECCMQJzo
ECAAQQzoICAAQsQMQgwE6BwgAELEDEEM6BQgAELEDUIiKDFj4zgxgg-
EMaAFwAHgAgAHhAYgBoQ6SAQUzLjguM5gBAKABAaoBC2d3cy13aXotaW1nsAEKwAEB&sclient=img&ei=UFz1X9rqMZaE0gT8u6jQAw&bih=689&biw=1280#imgr
c=eSNYGp6Gs9INbM
 https://www.google.com/search?q=what+is+a+root+word&oq=what+is+a+root+word&aqs=chrome..69i57j0l3j0i395l6.4308j1j15&sourceid=chrome&ie=UTF-8
 COPYRIGHT
READING LINKS 3 & 4
ELENA C. CUTIONGCO
SOLEDAD C. FRANCISCO
EVELINA M. VIVENCIO
LESSON 16
SUFFIXES

Objectives
1. Explain the use of suffixes;
2. Identify suffixes in given words;
3. Realize the importance of having a sincere commitment with
God.
m; and
What’s In?
Underline the prefixes added to the words inside the box.
unlock rewrite dislike relocate
distrust untrue unhook disclose
remix unsafe unlucky disown
What is it?
Pre-Test
For each word, underline the suffix.
1. boyhood 11. homeward

2. girlish 12. onward
3. motorist 13. crustlike
4. payable 14. yellowish
5. dancer 15. florist
6. acted 16. digger
7. flying 17. bouncing
8. petrify 18. skipped
9. downloaded 19. mutable
10. relation 20. freshly
Take a look at the chart below. Observe how the new words are formed. What are
added at the end of the words to make new words? Write your observations below the
chart.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
A SUFFIX
is a group of letters added/placed at the end of the word or root word to make a new
form of word. Knowing the meaning of the suffixes help you understand a difficult
word.
Root word is the main part of the word. It is also used to build other words by
adding prefixes or suffixes.
Study the charts and examples at the next page to know more about the
formation and uses of suffixes.
What’s More?
Circle the word with the suffix in each group of words below.
1. roof roofs roofing

2. celebrates cheer celebration
3. artist arts art
4. brilliant smart brilliance
5. absence absent tardy
6. exciting excited excitable
7. big bigger large
8. back straight backward
9. fertile fertilization grow
10. move movement going
What I Can Do?
For each word below, write the root word in the blank.
1. youngster - ______young___________
2. action - _______________________
3. dislike - _______________________
4. children - _______________________
5. slowest - _______________________
6. nicely - _______________________
7. addition - _______________________
8. careful - _______________________
9. preview - _______________________
10. unfriendly - _______________________
Post Test
Choose the proper suffix and write in on the blank to complete the sentence.
REFERENCES:
q=what+is+a+suffix+meaning&tbm=isch&ved=2ahUKEwif2_XYmYnuAhVQEqYKHZdOBBcQ2-
cCegQIABAA&oq=what+is+a+suffix+meaning&gs_lcp=CgNpbWcQAzICCAA6BAgAEEM6BggAEAgQHlCvKVi5
PWCXQWgAcAB4AIABrQKIAaYIkgEHMi41LjAuMZgBAKABAaoBC2d3cy13aXotaW1nwAEB&sclient=img&e
i=Bqv2X5_ABNCkmAWXnZG4AQ&bih=689&biw=1263&hl=en#imgrc=4xvJIL0EyqhclM&imgdii=hX2JlFxTbUs
88M
 https://www.slideshare.net/encarnigonzalez507/prefixes-suffixes-28293753
q=suffix+worksheets+for+grade+3&tbm=isch&ved=2ahUKEwjq2NndmYnuAhVCVJQKHTkGCq0Q2-
cCegQIABAA&oq=suffix+work&gs_lcp=CgNpbWcQARgFMgIIADICCAAyAggAMgIIADICCAAyAggAMgIIADI
CCAAyAggAMgIIADoHCCMQ6gIQJzoECCMQJzoHCAAQsQMQQzoKCAAQsQMQgwEQQzoECAAQQzoICA
AQsQMQgwFQyg9YrosGYMGcBmgBcAB4AIABkw6IAcgmkgENMS40LjMuMS43LTEuMZgBAKABAaoBC2d3
cy13aXotaW1nsAEKwAEB&sclient=img&ei=EKv2X-qQBsKo0QS5jKjoCg&bih=689&biw=1263&hl=en
 COPYRIGHT
READING LINKS 3 & 4
ELENA C. CUTIONGCO
SOLEDAD C. FRANCISCO
EVELINA M. VIVENCIO

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A

What’s More. This comprises activities

What I Need To Know. This will give

What’s In. This is a brief drill or review

What Is It. This section provides a

Lesson 2 Cause and Effect

Lesson 4 Fact or Opinion

Lesson 5 Sources of Information

Lesson 6 Common Action Words In Retelling, Converation Etc

Dear Father in heaven, Thank You for your love and

What I Need To Know?

At the end of the lesson the students are able to:

IFVL: Whatever your hand finds to do, do it with all your

During our previous lesson, we studied about consonant blend and it is

Let us read the dialogue below:

THE THINGS THEY OWN

Joan: What are you doing?

Joan: Where’s mine? I asked for a book about plants.

May: That is yours. You’ve been sitting on t he book all

Joan: Ha! Ha! Ha! How forgetful I am.

Study the sentences below:

My, Mine Your, Yours

Our, Ours Their, Theirs

To assess your learning and understanding about the lesson, kindly

5. (Our, Ours) toys are in the box.

6. That ball is (your,yours), Tom,

7. (Our, Ours) house is near the market.

8. (Their, Theirs) jeep got stuck on the way.

9. That book is not(your, yours)

10. That umbrella is not (my,mine).

What I Have Learned.

In this lesson , I learned that Possessive pronouns is a pronoun that is

Post Test ( Evaluation)

A-Write a sentence with each possessive pronoun listed below.

B- Use a possessive pronoun from the box to complete each sentence.

Mine yours his hers its ours theirs

1. I boughta new video game. It is _________________.

2. The jacket belongs to David. The jacket is ________________.

4. You and I live in this house. The house is ___________________.

5. My dog is bigger than you dog. The larger dog is _______________.

7. My brother and I bought candies. The candies are _______________.

8. That ball belongs to Christian. The ball is _______________.

Prayer and Food for Thought

Dear Father in heaven, Thank You for your love and

Let us read the Poem below:

In School I have fun

There’s so much I can do

What I Can Do?

Answer these questions.

Ben is happy now.

What I Have Learned?

In this lesson , I learned that A cause- is something that produces an

So, because, therefore, since, if, then, so that, without

Prayer and Food for Thought

Dear Father in heaven, Thank You for your love and

What I Need To Know?

IFVL: “God can change your life”

Which most likely explains how the window broke?

Mom broke the window with the grocery bags.

Tommy broke the window playing baseball.