1

2
 SLM + QA LAS
Supplementary Materials/Self- LEARNING ACTIVITY SHEET No. 1
Learning Modules based
instruction paired with MELC- in English 2
Based Quality Assured Learner’s
Activity Sheet (LAS) Quarter: 1 Week: 1

Name: _____________________ Grade & Section: _______________

Teacher: ___________________ Date Submitted: __________________________

MELC: Classify/Categorize sounds heard (animals, mechanical,

objects, musical instruments, environment)
Lesson/Topic: Classifying Sounds of Animals
Reference/Source: _____________________ & Page No: __________

Objectives/Subtasks: Classify sound heard from animals

Activity No: 1 Title: Animal Sounds Day: 1
Key Concept:
Animals produce different sounds. Their sounds can be
loud or soft. We can say that the sound is soft if it is pleasing to the
ear. However, there are some animals with loud sound. We are
surprised when we hear those sounds, they are irritating to the ear.
Here are the examples of different animals with its sound.

Animals with Soft Sound Animals with Loud Sound

meow – meow! aw- aw – aw!

3
 tweet – tweet! neigh – ehh- eh!

squek – squeak! moo – moo!

quack – quack!
bzzzz -bzzzz!

ssssss – ssssss! oink - oink

4
Directions: Classify the sounds of the different animals below
whether soft or loud. Put a check (/) on the proper column.

Animals Sounds Soft Loud

Example:
zzzz – bzzz! /

mee - mee!

1.

oink – oink!
2.

aw – aw!
3.

sssss - sssss

4.

quack – quack

5.

5
Objectives/Subtasks: Classify soft and loud sounds
produced by mechanical objects.
Topic: Classifying Sounds of Mechanical Objects

Activity No: 2 Title: Mechanical Sound Day: 2

Key Concept
Mechanical things are made, performed or
operated by a machine. We can hear them everyday at
home, school and environment. Their sounds can be loud or
soft.
Here are the sounds of the different mechanical objects
below:
Mechanical Objects with a Mechanical Objects with a
Soft Sound Loud Sound

cling -cling weee-weee

hmmm -- hmm brooommm

choo- choo
tic-tac

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 click pooot-pooot

Directions: Classify the sound of each object as soft or loud

sound. Check the appropriate column for your answer.
Mechanical Objects Soft Loud

/
1. weee - weee!

2. cling – cling

3. click!

4. tic – tac!

5. weee – wee!

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Objectives/Subtasks: Classify sound heard from instruments
as to soft and loud.
Topic/Lesson: Classify Sounds of Musical Instruments

Activity No: 3 Title: Sounds of Musical Instrument Day: 3

Key Concept:
Musical instruments have different sounds. Some musical
instruments produce loud or soft sound, high or low sound.
Here are the different musical instruments and their sounds.

Musical Instruments with a Musical Instruments with a

High/Loud Sound Low/Soft Sound

clang-clang sheek - sheek

eng-eng boom -
boom

kleng - Kleng
ding – ding!

ding-dong- ting-ting-ting
ding

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Activity 3:
Directions: Put a check (/) on the proper column if the
musical instrument makes a loud or soft sound.

Musical Sounds
Instrument Produced High/Loud Low/Soft

sheek-sheek

boom-booom

clang-clang

ding-dong-ding

ting-ting-ting

Objective/Subtasks: Classify environment sound as

high/loud, soft/low

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Topic: Sound in the Environment
Activity No: 4 Title: Environment Sound Day: 4
Key concept:
We can hear different kinds of sound coming from
the environment. Some of these sounds come from people,
animals, and objects. They can be high/loud, soft/low
Look at the pictures. These are the sounds we hear from the
environment and the quality of sounds they produced.

Loud Sound Soft Sound

thunder whispering

baby crying wind blowing

school bell bird chirping

cars horn human heartbeat

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 High Sound Low Sound

violin playing boy knocking

alarm clock ringing man coughing

bell ringing frog croaking

whistle blowing chick chirping

Directions: A: Put a check (/) if the sounds we hear in the

environment produced as loud/soft sounds.
Source of Sound Name Loud Soft

clapping

thunder

snoring

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 B. Put a check (/) if the sounds we hear in the environment
produced as high /low sounds.
Source of Sound Name High Low

coughing

alarm clock
ringing

knocking

Quarter 1 Week 2 LEARNING ACTIVITY SHEET No. 2

MELC 2: Read the alphabets of English and associate to phonemes
Lesson/Topic: Reading Words With Short /a/ Sound With the –ab, ad, -
am and –an Family
Reference/Source: & Page No.:
Let’s Begin Reading in English; pinterest.com pp. 134-140; pp. 150-152

Objectives/Subtasks:
1. Read words with short a sound
2. Read words of the -ab, -ad, -am and –an family
Activity No: 1 Title: The –ab, -ad, -am and –an Family Day: 1
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Key Concept:
• To read words with short a sound, the front of the tongue is kept
low and pushed forward in the mouth.
• Look at the position of the mouth.

• Let’s read these words of the –ab, -ad, -am and –an family.
• Ask your parent or guardian to read the following words with
you.
-ab -ad -am -an

can
cab dad ham
dab bad bam ban
gab had dam fan
jab mad jam ran
Directions: Read the words, phrases and sentences aloud. Ask someone
to help you read the words correctly.

lab lad Pam Dan

tab pad Ram man

nab sad Sam pan

• a small pan
• a yellow cab
• my dad
• a big ham
• a tin can
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 1. Mother owns a small pan.

2. Sam drives a yellow cab.

3. My dad wears a green shirt.

4. We ate a big ham.

5. Ram found a tin can.

Objectives/Subtasks:
1. Read words with short a sound
2. Read words of the –ag, -ap and –at family
Lesson/Topic: Reading Words With Short a sound (-ag, -ap and –at)
Family
Activity No: 2 Title: The –ag, -ap and –at Family Day: 2
Key Concept:
• Read the following words of the –ag, -ap and –at family.
• Ask your parent or guardian to guide you in reading these
words.
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 -ag -ap -at

bat
bag cap
gag gap rat
tag tap cat
nag nap hat

Directions: Read the words, phrases and sentences aloud. Ask

someone to help you read the words correctly.

hag map fat

lag rap mat

rag sap pat

sag yap sat

wag zap

• in my bag
• a red cap
• a bat
• a map
• a fat cat

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 1. My things are in my bag.

2. Dan bought a red cap.

3. Pam is scared of a bat.

4. I like using a map.

5. My pet is a fat cat.

Objectives/Subtasks:
1. Read words with long a sound
2. Read words of the –a-e family
Lesson/Topic: Reading Words With Long a Sound (a-e Family)
Activity No: 3 Title: The -a-e Family Day: 3
Key Concept:
• To read words with long a sound, begin with the tongue
pushed forward. Then, as the jaw closes slightly, move the
tongue upward. The front sides of the tongue should touch
the inside of the top teeth at the end of the sound.

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 • Look at the picture of the position of the mouth.

• Let’s read the following words of the –a-e family.

• Ask your parent or guardian to read these words with you.

-a-e

cave
cake gate
bake date gave
make fate rave
lake late save
fake mate wave
Directions: Read the following words, phrases and sentences aloud. Ask
someone to help you read the words correctly.

made cane came cape

fade lane dame gape

jade pane fame tape

sane game rate

lame hate

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 • bake a cake
• the lane
• a red cape
• the gate
• in a cave

1. I want to bake a cake.

2. He rides his bike down the lane.

3. She wears a red cape.

4. Father opens the gate.

5. The bats live in a cave.

Lesson/Topic: Reading Words With Long a Sound (-ai and –ay Family)
Objectives/Subtasks:
1. Read words with long a sound
2. Read words of the –ai and –ay family
Activity No.: 3 Activity Title: The –ai and –ay Family Day: 4

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Key Concept:
• Read the following words of the –ai and –ay family.
• Ask your parent or guardian to guide you in reading these words.

-ai -ay

hay
maid nail rain
laid jail gain bay
raid bail main ray
paid fail pain day

Directions: Read the following words, phrases and sentences aloud. Ask
someone to help you read these correctly.
wail vain

hail say

mail may

tail lay

pail way

sail pay

• the maid
• the rain
• a nail
• the hay
• a ray of sunshine
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1. The maid cleans the house.

2. The children play in the rain.

3. I found a nail under the table.

4. The hay was taken into the barn.

5. I see a ray of sunshine in the field.

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 Quarter 1 Week 2 LEARNING ACTIVITY SHEETS No.3
MELC 2: Read the alphabet of English and associates to phonemes.
Lesson/Topic: Reading Words With Short e Sound
Reference/Source: & Page No.:
Youtube.com; Page Flips in Beginning Reading
Reading Buddy CYP

Objectives/Subtasks: 1. Read words with short e sound

Activity No: _1_ Title: Words With Short e Sound Day:_1_

Key Concept:

• To read words with short e sound, the middle of the tongue

rounds slightly upward. The sides of the tongue may touch the
top and bottom side teeth.
• Look at the position of the mouth.

• Let’s read the following words.

• Ask your parent or guardian to read the following words with
you.

pen jet bed

hen net fed
ben pet led
ten get red

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Directions: Read the words, phrases and sentences aloud. Ask
someone to help you read the words correctly.
net vet Jed
pet ten Ted
met fed Med
yet led
wet red
get wed
• the net
• has a pen
• on the bed
• the hen
• a jet

1. The net is wet.

2. Jed has a pen.

3. Ted has a nap on the bed.

4. The hen laid eggs.

5. I saw a jet in the sky.

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Objectives/Subtasks: 1. Read words with long e sound
2. Read words of the –ee, and -ea Family
Topic: Reading Words With Long e Sound

Activity No:_2_ Title: Words With Long e Sound Day: 2

Key Concept:
• To read words with long e sound, the tongue is forward with
the body of the tongue near the tooth ridge. The sides of the
tongue touch the top side teeth.
ee ea
• Look at the position of the mouth.

• Let’s read the following words.

• Ask your parent or guardian to read the following words with
you.
Directions: Read the words, phrases and sentences aloud. Ask
someone to help you read the words correctly.
reed bee pea beak
keep see tea leak
beep meet real weak
weep feet seal tear
jeep heel deal fear
deep reel meal gear

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• a deep sleep
• big feet
• a bee
• green leaf
• my meal

1. I fell into a deep sleep.

2. Father has big feet.

3. There is a bee in the garden.

4. I found a green leaf.

5. I always eat my meal.

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Objectives/Subtasks: 3. Read words with short i sound
Topic/Lesson: reading Words With Short i Sound

Activity No: 3 Title: Words With Short i Sound Day: 3

Key Concept:
• To read words with short i sound, the lips should be relaxed.
The front area of the tongue should be in the central or high
area of the mouth.
• Look at the position of the mouth.

• Let’s read the following words.

• Ask your parent or guardian to read the following words with
you.

fin dig sit

bin jig bit
sin pig fit
tin fig wit

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Directions: Read the words, phrases and sentences aloud. Ask
someone to help you read the words correctly.
rip bid sick
sip did lick
tip rib tick
dip bib wick
dim bill pick
him gill win
lid mill kick
• dig the soil
• kick the ball
• sit on a chair
• shark’s fin
• a yellow wig

1. Roy needs to dig the soil.

2. The girl likes to kick the ball.

3. The boy was told to sit on a chair.

4. This is a shark’s fin.

5. She has a yellow wig.

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Objectives/Subtasks: 1. Read words with long i sound
2. Read words of the –y, -i-e, and –ight family
Topic/Lesson: Reading Words With Long i Sound.
Activity No: _4 Title: Words With Long i Sound Day:_4_

Key Concept:
• To pronounce the long i sound, the tongue should be low
and touches the bottom, side teeth. As the jaw closes, the
tongue moves upward. The front sides of the tongue should
touch the inside of the top, side teeth.
• Look at the position of the mouth.

• Let’s read the following words.

• Ask your parent or guardian to read the following words with
you.

-y -i-e -ight

cry bike night

fly hike fight
fry dike light
try like might

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Directions: Read the words, phrases and sentences aloud. Ask
someone to help you read the words correctly.
mice bite vine
dice kite line
rice site pine
lice bile nine
nice file mine
vice mile dine
• at night
• a new bike
• not to cry
• fly high
• cup of rice

1. I see the stars and moon at night.

2. Dar has a new bike.

3. The baby tries not to cry.

4. The bird wants to fly high.

5. The girl eats one cup of rice.

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 Quarter 1 Week 4 LEARNING ACTIVITY SHEET No. 4
MELC 2: Read the alphabets of English and associate to phonemes
Lesson/Topic: Read words with medial /o/ sound
Reference/Source: Page No.:
Let’s Begin Reading in English 251 - 252
Dyslexic Logic

Objectives/Subtasks:
1. Read words with medial /o/ sound.

Activity No: 1 Title: Words with short /o/ sound Day: 1

Key Concept:
To read words with medial o we formed our mouth
into circle and produce an /a/ sound.

Example:

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Directions: Read the words, phrases and sentences aloud.
Ask someone to help you read the words correctly.

mob top fox hot log

rob cop box dot hog
cob hop pox pot frog

big fox
long log
the cop
brown pot
rode on a cob

1. The big fox is in the yard.

2. Father cut the long log.

3. My kuya is a cop.
https//unplash.com.ph

4. The brown pot is big.

5. Father rode on a cob.

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Lesson/Topic: Read words with long o sound
Reference/Source: Page No.:
Reading Time I 30-31
Objectives/Subtasks: Read words with long o sound.

Activity No: 2 Title: Words with long o sounds Day: 2

Key Concept:
Other o sounds are the long o, as in “mode” or “toad,”/ ow/
in snow, and /o/ in so.
Example: long o sounds
/o/ /ow/ /-o_e/ /oe/ /-oa/
go snow rose toe road
pony flow dome doe coal
potato show phone Joe foam

Directions: Read the words, phrases and sentences aloud.

Ask someone to help you read the words correctly.
row nose load crow loan note
tow dose toad flow toast vote
so blow pose foe boat no
grow hose woe coat prone bowl
narrow road
window sill
red rose
bowl of soup
ripe tomato
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 1. We follow the narrow road.

2. Mother puts the plants on the window.

3. I have a red rose.

4.. 4. A bowl of soup is on the table.

5. The tomatoes are in the basket.

Lesson/Topic: Read words with short /u/ sound

Reference/Source: Page No.:
Google images

Objectives/Subtasks: Read words with short /u/ sound

Activity N: 1 Title: The words short /u/ sound Day: 3
Key Concept:
The short u (u) sound is made by opening the mouth and
lowering the bottom lip a bit. The teeth are slightly open apart, with
more of the bottom than the top from front teeth shown. The tongue
is in the middle of the mouth. Short u (u) sounds like “schwa” (∂), but
more emphasis. It is pronounced more like ‘’uh’’ as in words like çub’’
and ‘’tub’’.
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Example:
Short u Sound

rug bud bun Hut

cup cut sub sum

nun nut sun mud

fun sun hug hum

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 tuck cub tug
suds
Directions: Read the words, phrases, and sentences aloud.
Ask someone to help you read the words correctly.
bug dug hug jug
mug rug tug bun
gun nun run sun
tub sub rut nut
cut hut rug mud
a hot mug
men in a tug
hug the cub
tub with water
the hot sun

1. The dog has a pup.

2. Max will cut the log.

3. The nuts are in the tub.

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 4. Mom rubs my back.

5. The children are playing under the sun.

Lesson/Topic: Read words with long /u/ sound

Reference/Source: Page No.:

Objectives/Subtasks:
Activity No: 4 Title: Words with long /u/ sound Day: 4
Key Concepts:
A long vowel is a vowel sound that is pronounced the same
way as the name of the letter itself. For example, the long
U sound is pronounced like “’yoo”, as would be the case in words
like lure, tube.
Example:
Long U Sound

cube fuse huge

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 duke cute mute

Luke puke tune

tube June fuel

Directions: Read the words, phrases, and sentences aloud.

Ask someone to read along with you.
mute cute tube June fuel
cure duke fuse tune fume
cute boy
month of June
huge house
off the fuse
out of tune

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1. My new kitten is so cute.

2. The opposite of tiny is huge.

3. My birthday is in the month of June.

4. The name of baby is Luke.

5. Mom ___________ the loud radio.

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Quarter 1 Week 5 LEARNING ACTIVITY SHEET No. 5
MELC 3: Recognize common or proper nouns in simple
sentences
Lesson/Topic: Common nouns in simple sentences
Reference/Source: Learner’s Material in Eng. 2 & Page No.: 77-83
www.google.com

Note to Parents: Please guide your children in reading the

activities.
Objectives/Subtasks: Recognize common nouns in simple
sentences
Activity No: 1 Title: Common Nouns Day: 1
Key Concept:
➢ Nouns are names of persons, places, things, animals or
events. They may be classified as common or proper.
➢ Common nouns are common names of persons, places,
things, animals or events. They start with a small letter but
when they begin in a sentence, they are written in capital
letters.
Examples of common nouns are:

persons places things animals events

teachers school toys cats holidays
nurses church cars dogs birthday
children country shoes sheep fiesta

Read and study the following sentences.

1. Lorna loves to eat fruits.
2. Melissa and Miranda are friends.
3. Basketball is my favorite sport.
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 What do you call the underlined words in the sentences?
➢ The underlined words in the sentences are called
common nouns. They are common names of persons,
places, things or events. They start with a small letter.

A. Directions: Put a check mark (√) on the space provided if

the words are common nouns and (X) if not.
Example: √ flowers
___1. St. Camillus Hospital
___2. clinic
___3. National Heroes Day
___4. teacher
___5. pencil
B. Directions: Underline the common nouns in the sentences.
Example: Joshua is a good boy.
1. Mrs. Reyes is our grade two teacher.

2. Belinda loves to read books.

3. December is my favorite month.
4. Glen and Gino are classmates.
5. Leo and his sister visited the Nijaga Park.

Objectives/Subtasks: Recognize proper nouns in simple

sentences
Topic: Proper nouns in simple sentences

Activity No: 2 Title: Proper Nouns Day: 2

Key Concept:
➢ Proper nouns are specific names of persons, places, things,
animals or events. They always start with a capital letter.
39
 Examples of proper nouns are:

Persons Places Things Animals Events

Mrs. Cruz Malajog Monggol Bingo Christmas
Beach
Analisa Calbayog Colgate Kitty Independence
Sports Day
Center
Tony Philippines Nikke Labor Day
Brownie
Read and study the following sentences.
1. Sunday is the first day of the week.
2. Marites is my childhood friend.
3. My favorite fruit is Banana.
What do you call the underlined words in the sentences?
➢ The underlined words in the sentences are called proper
nouns. They are specific names of persons, places, things
or events. They start with a capital letter.

A. Directions: Put a check mark (√) on the space provided if the

words are proper nouns and (X) if not.
Example: √ Jose Rizal
___1. Calbayog City
___2. Bangon Falls
___3. Manny Pacquiao
___4. actor
___5. motorcycle

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B. Directions: Underline the proper nouns in the sentences.
Example: Carlo is a generous lad.

1. Mrs. Aquino is our school principal.

2. Her favorite movie is Pinocchio.

3. Christmas is a joyful day.

4. I love to swim in Malajog Beach.

5. Sampaguita has a sweet smell.

Objectives/Subtasks: Differentiate Common nouns from Proper

nouns
Topic/Lesson: Differentiating Common nouns from Proper
nouns

Activity No: 3 Title: Common Nouns and Proper nouns Day:

41
Key Concept

Nouns are naming words.

Common Nouns are Proper Nouns are

common names of persons, specific names of
places, things, animals or persons, places,
events. They start with a things, animals or
small letter but when they events. They always
begin in a sentence, they start with a capital
are written in capital letters. letter.

Common Nouns Proper Nouns

girl Lorna
country Philippines
toys Barbie doll
dog Brownie
school Binaliw Elementary School

42
A. Directions: Write C for common nouns and P for proper nouns
on the space provided before the number.
Example: C 1. firefighter
P 2. Boracay
___1. teacher ____4. Labuyao Bridge
___2. Colgate ____5. Independence Day
___3. restaurant
B. Directions: Encircle the common nouns in the sentence and
underline the proper nouns.
Example: 1. The boy is handsome.
2. She loves to eat Piattos.
___1. Tomas is seven years old.
___2. Christmas makes us happy.
___3. We enjoyed the view at Turtle Island.
___4. I like this pencil.
___5. We buy some new books.

MELC 4: Recognize the use of a/an+ noun in simple sentences

Lesson/Topic: Recognizing the use of article a/an+noun
Reference/Source: Reaching New Heights through Language
G1 & Page No.: 264-266

Objectives/Subtasks: Recognize the use of a/an+ noun in

simple sentences
Activity No: 4 Title: Article a/an+noun Day: 4
Key Concept:
➢ A, an are used as special kinds of adjectives. They are
called articles.
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 ➢ A is used before a word that begins with a consonant
sound.
Examples: a boy
a house
a dog
➢ An is used before a word that begins with a vowel sound.
Examples: an arrow
an egg
an oval
A. Directions: Write a or an on the blank to complete the
phrases.
Example: a flower
1. ___ tree
2. ___ umbrella
3. ___ ice cream
4. ___ chair
5. ___ octupos
B. Directions: Box the correct article to complete the sentences.
Example: I saw (a, an) apple in the basket.
1. Follow the airplane signs to find (a, an) airport.
2. Rina loves to eat (a, an) orange fruit.
3. (A, An) arrow shows direction.
4. This is (a, an) dollhouse.
5. (A, An) cellphone is an important gadget.

44
 Quarter 1 Week 6 LEARNING ACTIVITY SHEET No. 6
MELC 5: Identify the English equivalent of words in the Mother Tongue or
in Filipino (EN2VD-ID-E-1)
Lesson/Topic: Identifying the English Equivalent of Words in the Mother
Tongue
Reference/Source: www.pinterest.com; & Page No.:

Objectives/Subtasks:
1. Identify the English equivalent of words in the Mother Tongue
Activity No: 1 Title: Mother Tongue in English Words Day: 1
Key Concept:
➢ The Mother Tongue is our first language.
➢ Most of the words in Mother Tongue have English equivalent.
➢ Let’s study the following:
MOTHER TONGUE ENGLISH

dahon leaf

talinga ear

pato duck

tasa cup

45
 bola ball

• These are just few of the English equivalent of words in the Mother
Tongue.

A. Directions: Choose the English equivalent of the given words. Write

your answer in a separate sheet.
Mother Tongue English

1. key
yabi
ballpen

2. spoon
tinidor
fork

3. chair
lingkuran
table
4. shoe
sapatos

sock
5. leaf
bukad
flower

46
Objectives/Subtasks:
1. Identify the English equivalent of words in Filipino
Lesson/Topic: Identifying the English equivalent of words in Filipino
Activity No: 2 Title: Filipino in English Words Day: 2
Key Concept:
• Filipino language is our second language.
• Most of the Filipino words have English equivalent.
• Let’s study the following:
FILIPINO ENGLISH

mesa table

pako nail

mukha face

kawali pan

paaralan school

• These are just few English equivalents of words in Filipino.

47
 A. Directions: Choose the English equivalent of the given words. Write
your answer in the answer sheet.

FILIPINO ENGLISH

tree
puno
flower

motorcycle
bisekleta
bicycle

egg
itlog
tray

ceiling
bintana
window

door
pintuan
floor

MELC 6: Give the beginning letter of the name of each picture (EN2AK-
IIa-e-3)
Objectives/Subtasks: Identify the name of each picture
Lesson/Topic: Identifying the name of the picture
Activity No: 3 Title: Name the Picture Day: 3

48
Key Concept:
• Look at the pictures!
• Can you name these pictures?
• Let us identify the name of these pictures.

lion bag apple

king house

A. Directions: Study the picture below. Write the name of the picture
on your answer sheet.

1. apple orange

2.
goat pig

3. flower tree

4. cat dog

49
 5. horse goat

Lesson/Topic: Identifying the beginning letter of the name of the picture.

Reference/Source: & Page No.:
www.pinterest.com; Eng. 2 LM P. 37

Objectives/Subtasks: Identify the beginning letter of the name of the

picture.
Activity No. 3: Activity Title: Beginning Letter of the Name of the Picture Day: 4

Key Concept:
• In the previous lesson, we were able to name the given pictures.
• Let us read the names of these pictures.
• You may ask the help of your parents/guardian in pronouncing the
words.

apple pig flower dog horse

What is the beginning letter of apple?

•
Answer: The beginning letter of the apple is “a.”

What is the beginning letter of pig?

•
Answer: The beginning letter of the pig is “p.”

50
 What is the beginning letter of flower?
•
Answer: The beginning letter of the flower is “f.”

What is the beginning letter of dog?

Answer: The beginning letter of the dog is “d.”
•

What is the beginning letter of horse?

•
Answer: The beginning letter of the horse is “h.”

A. Directions: Name the pictures on the right. Which picture begins

with the letter on the left? Write the letter of your answer in the
answer sheet.

p
A B C
A A
C
g
A B C
A A

51
 j
A B C
A A

w
A B C
A A

d
A B C
B. Directions: Write the beginning letter ofAthe name of theApicture in
the answer sheet.

1.

4.

2.

5.
3.
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 Quarter 1 Week 7 LEARNING ACTIVITY SHEET No. 7
MELC 7: Recognize common action words in retelling, conversation, etc.
EN1G-IIa-e-3.4
Lesson/Topic: Recognize common action words.
Reference/Source: Page No.:
Let’s Begin Reading in English 251
https://i.pinimg.com/originals/c7/16/7a/c7167a562b0c9cee6b663610a9e00318.jpg
pinterest

Objectives/Subtasks:
1. Recognize common action words in retelling, conversation, etc.
Activity No: 1 Title: Action Words Day: 1

Key Concept:
Action words are words that show movement.
They talk about what we do.

Example:

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Directions: Use the pictures to complete the puzzle below on what
one does. Number 1 is done for you.

c
a
l
l

Down Across
1. 2.

3. 4.

5. 6.
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MELC 8: Identify and discuss the elements of a story (theme, setting, characters, and
events) EN2LC-IIa-b-2.2

Lesson/Topic: Identify elements of a story (theme)

Reference/Source: Page No.:
Skill Builders in English II 26, 53
Google images & pinterest

Objectives/Subtasks:

Identify the theme of a story.

Activity No: 2 Title: Theme of the story Day: 2
Key Concept:
Theme of the story is the main idea of the story.
It tells us about the story.

Example:

The carabao is a big animal. It has two

horns and a big body. It helps the farmer plow
the field. It is a useful animal.

What is the story about?

Answer: The story is about the carabao.

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Directions: Read the story aloud. Write what was the story all about.

1. Rina is the youngest in the family.

Mother gives her milk before she goes to
sleep. She cannot stand or walk. She
can only sit. Everybody loves her.
Illustrate here

What is the story about? ___________________________________

2. Jerry has a pet dog. It is black and

I llustrate her white. It barks at strangers. It rans after
other dogs in the yard. Jerry loves his
pet. He plays with his pet dog every
morning.

What is the story about? ___________________________________

3. Fire gives us heat. It gives us

light. It keeps us warm. It cooks
our food. It helps dry wet things
too.

What is the story about? __________________________________

4. Ducks and chickens give us

eggs. Cows and carabao give us
milk. Cows, pigs, and chicken
give us meat.

What is the story about? ___________________________________

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 5. A grasshopper is an insect. It
has six legs. It has wings, but
cannot fly. It can only hops and
hops.

What is the story about? __________________________________

Lesson/Topic: Identify elements of a story (setting)

Reference/Source: Page No.:
Skill Builders in English II 7, 25, 51,

Objectives/Subtasks:
1. Identify the setting of a story.
Activity No: 3 Title: Setting of the Story Day: 3

Key Concept:
The setting of the story tells us where and when the
story happened.
Where: the name of a place in the story.
When: the time, day, month, or year the story happened
Example:
One Sunday afternoon, Raul
went to the park with his friends.
They rode their bicycles. They had
a bicycle race. Suddenly, they
were stopped by a traffic
policeman.

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 Where did the story happen? in the park.

When did the story happen? one Sunday afternoon.

Directions: Read the story. Write the setting of the story.

1. It was Saturday afternoon. Father

came home with a pretty pink box. In
the box was a brown bag. “This is for
Mother. It is her birthday today,” Father
told Lita.

Where did the story happen? _________________________________

When did the story happen? _________________________________

2. Rey plays under the tree one

afternoon. The tree has bees buzzing
around. Near it, is a river flowing fast. How
happy he is watching an old shoe floating
like a boat.

Where did the story happen? _________________________________

When did the story happen? _________________________________

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 3. Mother hen has five chicks. The
chicks are yellow. The chicks like to
play with their mother. They play in the
garden every morning. They eat
worms and palay.

Where did the story happen? _________________________________

When did the story happen? _________________________________

Lesson/Topic: Identify elements of a story (character/s and events)

Reference/Source: Page No.:
Skill Builders in English II

Objectives/Subtasks:
Identify the characters and events of a story.
Activity No: 4 Title: Characters and Events fo the story. Day: 4
Key Concept:
Story has characters and events.
Characters tells who is in the story.
Events tells what happened in the story.

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Example:

Jane woke up early. She put

on her white dress. She went with
her mother to church. She saw
many of her friends there. They
were all praying.

Who is the character in the story?

Answer: The character in the story is Jane

What happened in the story?

Answer: She went with her mother to the church.

Directions: Read the story. Give the character and event in the story.

1. One day a turtle came upon a

banana plant. He called his friend
the monkey to share it with him.
The monkey and the turtle cut the
banana plant into two.

Who are the characters in the story?

Answer: _____________________________________________________
What happened in the story?
Answer: _______________________________________________________

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 2. It was Saturday. Myra scrubbed
the floor. Edwin wiped the chairs and
tables. She washed the dishes too.

Who are the characters in the story?

Answer: _______________________________________________________
What happened in the story?
Answer: _______________________________________________________

3. One Sunday morning,

mother went to the market.
She bought fish, meat and
vegetables. She bought some
fruits for father and the
children, too.
Who is the character in the story?
Answer: _______________________________________________________
What happened in the story?
Answer: _______________________________________________________

61
 62
Week 5 Answers Key
Day 1. Activity 1 Day 2. Activity 2 Day 3. Activity 3 Day 4 Activity 4
A. B. A. B. A. B. A. B.
1. X 1. teacher 1. √ 1. Mrs. Aquino 1. C 1. Tomas 1. a 1. an
2. √ 2. books 2. √ 2. Pinocchio 2. P 2. Christmas 2. an 2. an
3. X 3. month 3. √ 3. Christmas 3. C 3. Turtle Island 3. an 3. an
4. √ 4. classmates 4. X 4. Malajog Beach 4. P 4. pencil 4. a 4. a
5. √ 5. sister 5. X 5. Sampaguita 5. P 5. books 5. an 5. a
Week 1 Answers Key
Activity 1 Activity 3
Soft Loud Soft Loud
1. / 1. /
2. / 2. /
3. / 3. /
4. / 4. /
5. / 5. /
Activity 2 Activity 4 A Activity 4 B
Soft loud Soft Loud High Low
1. / 1. / 1. /
2. / 2. / 2. /
3 / 3. / 3. /
4. /
5. /
 63
Answers’ Key
Day 1 Day 2
Down Across 1. Rina
1. call 2. Walk 2. Jerry’s pet
3. write 4. Read 3. fire
5. dance 4. Animals
5. grasshopper
Day 3 Day 4
1. at home 1. turtle and the monkey
Saturday afternoon They cut the banana plant into two.
2. under the tree 2. Myra and Edwin
One afternoon they cleaned the house.
3. in the garden 3. Mother
Every morning went to the market.
Weekk 6 Answers’ Key
✓ Day 1
1. key
2. fork
3. chair
4. shoe
5. flower
✓ Day 2
1. tree
2. bicycle
3. egg
4. window
5. door
✓ Day 3
1. apple
2. pig
3. flower
4. dog
5. horse
✓ Day 4 Day 4
A. B.
1. A 1. l
2. B 2. b
3. B 3. o
4. B 4. k
5. B 5. h
 Development Team of the Learning Activity Sheets (LAS)

Management Team:

Project Director: Dr. Thelma Cabadsan-Quitalig, CESO V, Schools Division Superintendent

Assistant Project Director: Dr. Sherlita A. Palma, CESO VI Asst. Division Superintendent
Project Coordinator: Dr. Renato S. Cagomoc CID Chief
Project Initiator : Geraldine P. Sumbise EdD EPS English Designate

Writers:
MARIE Y. BARANDINO
NERISA BAUTISTA
ROWENA ESCORIDO
ALONA SERRATO
DEBBIE ANDANTE

Editors: Porferia G. Abellar, Karen Ivy D. Tan, John Michael C. Jalayajay, Maria Rose B. Ibajo,
Chona C.Valenzuela

Reviewers: Niann L. Atis LR Production Assistant

Rolando M. Lacbo LR Coordinator
Jose O. Abon, PSDS, T1
Geraldine P. Sumbise EdD EPS English Designate
Chona C.Valenzuela Prinicpal I
Maria Rose B. Ibajo Principal I
John Michael C. Jalayajay Head Teacher I
Karen Ivy D. Tan Master Teacher III
Porferia G. Abellar Master Teacher I

Layout Artist/Illustrators: Angel T. Porlares, Jason C. Borinaga

Cover Design: Stephany S. Maaghop

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