GEN.

E
COLEGIO DE SAN ANTONIO DE
PADUA
Supervised by the Lasallian Schools Supervision Office
Ramon M. Durano Foundation Compound,
Guinsay, Danao City, Cebu
Tel. No. (032) 344-4709

COLLEGE OF ARTS AND SCIENCES

Module 1 In English Enhancement

302

Prepared by:

Rhobeth G. Villa
2023-2024

Revised by:
Daisy L. Gomez
2024-2025

Student’s Name: __________________________________________________

Course/Section: __________________________________________________

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 TABLE OF CONTENTS

Module Page No. Date

Module 1 : SENTENCE EXPANSION AND 3-4

MODIFICATION

Learning Experience

Lesson 1: Expanding Sentences with 5-8

Adjectives, Adverbs and Prepositional
Phrases

Activity 1 8

Activity 2 8

Activity 3 8-9

Activity 4 9

Lesson 2: Expanding Sentences with 10-11

Appositives and Adjective Clauses

Activity 1 11

Activity 2 11

Activity 3 12

Lesson 3: Expanding Sentences with

12
Adverb Clauses

Activity 1
13
Activity 2
13-14
Activity 3
14-15

Prelim Examination

References

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 MODULE 1
FUTURE
TENSES

I.INTRODUCTION

In the primary grades, young writers are learning what a sentence is

and how capitalization and punctuation help readers understand the sentence. This
knowledge will allow students to apply simple sentence construction skills to their
own writing. As students become more familiar with simple sentence construction,
teachers can begin to teach students to identify areas where they can expand their
sentence by adding details that can paint a vivid picture for the reader. Using a
variety of sentence types and sources, teachers first model how to identify well-
written, elaborated sentences during reading and then demonstrate how to add
similar kinds of elaboration to sentences during a shared writing time with students.
In the intermediate grades, teachers can devote more time to sentence-
construction skills using a variety of sentence types and sources. For example, the
books students are reading in the classroom, school newsletters, newspaper or
magazine articles, and the students’ own writing can all be used to demonstrate
sentence expanding and ways students can incorporate it into their own writing. For
example, the teacher could take a few simple sentences from a common book the
students are reading to demonstrate how to expand them for the reader. She also
could take the class newsletter and demonstrate through a think aloud how to take a
classroom moment and create a clear and memorable picture in the minds of the
reader by adding explanatory details.
At all grades, teachers can help students develop strong sentence-construction
skills by modeling how to expand and refine their writing throughout the writing
process.

This module will begin with the introduction of Sentence Expansion and
Modification. For the lesson 1-3, these are the topics:
 Expanding Sentences with Adjectives, Adverbs and Prepositional Phrases
 Expanding Sentences with Appositives and Adjective Clauses
 Expanding Sentences with Adverb Clauses

KWHL Chart
he learning content. This will serve as your guide on what to learn for the entire module. After answering the le

What I want to What I What I LEARNED HOW can I

KNOW WANT to learn
find out more

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4
OBJECTIVES:

At the end of this lesson, the students are expected to:

a. define sentence expansion in the context of English Grammar;

b. show appreciation for sentence expansion through understanding

its significant use in English Grammar;

c. expand sentences coherently and accurately using the different

sentence-expanding possibilities;

d. explain the importance of sentence expansion and modification

through a written report using the given rubrics;

e. create sentences using the different sentence-expanding

possibilities.

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 LESSON 1
EXPANDING SENTENCES WITH ADJECTIVES,
ADVERBS AND PREPOSITIONAL PHRASES

LESSON OBJECTIVES:
a. Define adjectives, adverbs and prepositional phrase;
b. Identify the function and use adjectives, adverbs, and prepositional phrases to
expand simple sentences;
c. create descriptive sentences using a variety of adjectives, adverbs, and
prepositional phrases create accurate sentences using simple future tense; and
d. identify the adjectives, adverbs and prepositional phrases used in poems.
EPGA / VALUES & SOCIAL ISSUES/INTERDISCIPLINARY
INTEGRATION:
Globally Competitive; Poems (Poetry and Literature)

LEARNING CONTENT:
 Sentence expanding is the process of adding one or more words, phrases, or clauses to
the main clause (or independent clause) to do just that: expand your sentences.
 The primary purpose of using sentence-expanding exercises in composition is to enrich a
student's thinking and attention to detail in storytelling while heightening his or her
awareness of the variety of available sentence structures. Altogether, it gives students
the ability to paint a more vivid picture and express a more complex thought.

1. EXPANDING SENTENCES WITH ADJECTIVES AND ADVERBS

ADJECTIVE
 Descriptive words in writing add details to a scene or action by making the
imagery in it more precise for the reader to visualize.
 Add adjectives to describe a person, place, or thing.

Example:

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 1. The dog barked at the cat.
Which adjectives would you choose to improve the following sentence?

Answer: The loud dog barked at the tiny cat.

2. The beautiful sunflower is in the garden.
3. John will read the thick book.

ADVERB

 Add adverbs to tell how or when the action is done.

Example:

Which

adverbs

would you

choose to

improve the

following

sentence?

1.
She

sang beautifully.
2. Jane spoke softly.

WITH ADJECTIVE AND ADVERB

1. Original: The _____ cat rested _____ on the windowsill.
Expanded: The old black cat rested fitfully on the windowsill.
2. Original: The _____ teacher is speaking _____ to the boys in the hallway.
Expanded: The beautiful teacher is speaking comfortingly to the boys in the hallway.

NOTE: Avoid Overuse

When you're writing, be careful not to overstuff your sentences with adjectives and
adverbs, or else the sentences (and the reader) will get bogged down in the detail. Placing the

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perfect adjective or adverb in the best possible spot will be more memorable to the reader and
draw more attention to the detail than having an overabundance of description. If your sentences
are hitting overload with descriptors, change your verbs.

2. EXPANDING SENTENCES WITH PREPOSITIONAL PHRASES

 This sentence-expanding will give you practice in applying the principles and guidelines
after understanding what the parts of a preposition are.
 Add prepositional phrases to give more information.

There are many prepositions that you can use to begin a prepositional phrase. Here are some of
them:

Example:
1. He found his shoe under the table.
2. The cat jumped off the sink and pounced on the table.

ACTIVITY 1

NAME:

PROGRAM, YEAR & SECTION :

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Directions: Read and analyze each item carefully. Add to each sentence below by filling in the
blanks with any adjectives and adverbs that you think are appropriate and correct.

1. The ______________ man walked ________________ up and down the room.

2. The twins were playing _______________ in their __________________ playpen.
3. The _____________ wizard watched ___________ as Rico became more and more upset.
4. The _____________ playground was filled with _______________ leaves.
5. The _______________ teacher spoke _________________ to the boys in the hallway.
6. The ___________ girl ran ________________.
7. The boy yelled ______________ at the ________________ dog.
8. The _______________ rain fell throughout the )_______________ night.
9. The___________ cat purred _______________ while it slept.
10. The ____________ boy fell asleep on his _________________ bed.

ACTIVITY 2
NAME:

PROGRAM, YEAR & SECTION : ___

Directions: Create sentences with adjectives and adverbs. Use the given word below in your
sentence.
1. Long, quickly 4. Beautiful, shyly
2. Tired, early 5. Huge, comfortably
3. Sharp, deadly

ACTIVITY 3

NAME:

PROGRAM, YEAR & SECTION : ___

Directions: Revise each sentence below by adding prepositional phrases.

1. The students laughed.(What did the students laugh at?)

2. The man tripped.(What did the man trip over?)
3. Visitors arrived yesterday.(Where were the visitors from?)
4. The candles flickered.(Where were the candles?)
5. Gus hid the candy bar.(Where did Gus hide the candy bar?)
6. Last night I watched a YouTube video.(What was the video about?)
7. Sid sat.(Where did he sit? With whom did he sit?)
8. The teacher spoke.(Who did the teacher speak to? What did she speak about?)
9. The spaceship landed.(Where was the spaceship from? Where did it land?)
10. Jenny stood, raised her Super Soaker water gun, and aimed it.(Where did she stand?
What did she aim at?)

ACTIVITY 4
NAME:

PROGRAM, YEAR & SECTION : ___

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Directions: Underline the adjectives, adverbs and prepositional phrases.

The Road Not Taken

BY ROBERT FROST

Two roads diverged in a yellow wood,

And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.

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 LESSON 2
EXPANDING SENTENCES WITH APPOSITIVES AND ADJECTIVE CLAUSES

LESSON OBJECTIVES:
a. define and identify appositives and adjective clauses in sentence;
b. expand sentences using appositives and adjective clauses;
c. apply their knowledge of appositives and adjective clauses to enhance their writing; and
d. write a descriptive essay about your family using appositives and adjective clauses.

EPGA / VALUES & SOCIAL ISSUES/INTERDISCIPLINARY INTEGRATION:

Globally Competitive; Knowing One’s Family Background and Heritage

LEARNING CONTENT:

1. EXPANDING SENTENCES WITH APPOSITIVES

 An appositive is a word or group of words that concisely identifies or

renames another word in a sentence.
 An appositive, like a relative clause, come after a noun. Like the relative
clauses, it describes or identifies the noun that it follows. That is, it tells us who
or what something is.

Here are some examples:

1. The man, a tired old geezer in a blue coat, looked longingly at the red sports car.
2. The man, a man I had seen many times before, looked longingly at the red sports car.
3. The man, my uncle Louis, looked longingly at the red sports car.
4. The man looked longingly at the red sports car, a sleek Porsche.
5. The man looked longingly at the red sports car, a car that he would never own.

2. EXPANDING SENTENCES WITH ADJECTIVE CLAUSES

 An adjective clause functions almost exactly like an adjective in that it modifies a noun.
 Adjectival clauses are dependent clauses that usually begin with a relative pronoun (which, that,
who, whom or whose) or a relative adverb (where, when, and why). Adjectives and adjectival
clauses can specify size, shape, color, purpose, and more about their nouns.

There are nonrestrictive and restrictive adjectival clauses and these work a little differently. Here's a
little bit about how to distinguish between the two types.

NONRESTRICTIVE ADJECTIVE CLAUSES

 An adjective clause set off from the main clause by commas (one comma if at the beginning
or end of a sentence) is said to be nonrestrictive.

Here's an example:
Answer: Old Professor Legree, who dresses like a teenager, is going through his second childhood.

This "who" clause is nonrestrictive because the information it contains doesn't restrict or limit the noun
it modifies, old Professor Legree. Instead, the clause provides added but not essential information, which is
signaled by commas. A nonrestrictive adjective clause can be removed without affecting a sentence.

Restrictive Adjective Clauses

 A restrictive adjective clause, on the other hand, is essential to a sentence and should not be
set off by commas.

Example: An older person who dresses like a teenager is often an object of ridicule.

Here, the adjective clause restricts or limits the meaning of the noun it modifies (an older person). It is not

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 set off by commas because it is necessary to the meaning of the sentence. If removed, the sentence (An
older person is often an object of ridicule) would take on an entirely different meaning.
To review, an adjective clause that can be omitted from a sentence without affecting the basic
meaning of the sentence should be set off by commas and is nonrestrictive. An adjective clause that cannot
be omitted from a sentence without affecting the basic meaning of the sentence should not be set off by
commas and is restrictive.

Examples:
1. Students who have young children are invited to use the free daycare center. -Restrictive
2. I left my son at the campus daycare center, which is free to all full-time students. -Nonrestrictive
3. John Wayne, who appeared in over 200 movies, was the biggest box-office attraction of his time. –
Nonrestrictive

ACTIVITY 1

NAME: ___________________________________________

PROGRAM, YEAR & SECTION : _________________________

Directions: Read and analyze each item below. Decide if the adjective clause (in italics) is restrictive or
non-restrictive. Write your answers on the space provided.
1. Merdine, who was born in a boxcar somewhere in Arkansas, grows homesick every time she hears
the wail of a train whistle. __________________
2. My new running shoes, which cost more than a hundred dollars, fell apart during the
marathon.________________
3. I lent some money to Earl, whose house was destroyed in the flood. _______________________
4. The thing that impresses me the most about America is the way parents obey their children.
______________________
5. A physician who smokes and overeats has no right to criticize the personal habits of his
patients.______________________

ACTIVITY 2

NAME: ___________________________________________

PROGRAM, YEAR & SECTION : _________________________

Directions: Some of the sentences below contain adjective clauses; others contain appositives. Read and
analyze each item and identify the adjective clause or appositive in each sentence. Write your answers on
the space provided.

1. Pizza, which most people love, is not very healthy.

2. Saint Petersburg, a city of almost five-million people, Russia's second-largest and northernmost
metropolis, was designed three centuries ago by Peter the Great.
3. Jim Gold, who is a professional magician, performed at my sister's birthday party.
4. Those people whose names are on the list will go to camp.
5. Arizona Bill, "The Great Benefactor of Mankind," toured Oklahoma with herbal cures and a
powerful liniment.
6. Grandpa remembers the old days when there was no television.
7. Fruit that is grown organically is expensive.
8. Students who work hard get good grades.
9. Eco-friendly cars, which primarily run on electricity, help the environment.
10. I know someone whose father served in World War II.

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ACTIVITY 3

NAME: ___________________________________________

PROGRAM, YEAR & SECTION : _________________________

Directions: Create a descriptive essay about your Family tree, background or heritage using appositives and
adjective clauses. Highlight the appositives and adjective clauses in you essay using a yellow highlighter.

LESSON 3
EXPANDING SENTENCES WITH ADVERB CLAUSES

LESSON OBJECTIVES:
a. identify adverb clauses in sentences.
b. expand sentences by adding adverb clauses.
c. write their own sentences using adverb clauses.;
d. create a persuasive speech about the removal of wall decorations in the classrooms using the adverb
clause.

EPGA / VALUES & SOCIAL ISSUES/INTERDISCIPLINARY INTEGRATION:

Socially responsible; Educational Issues and Concerns

LEARNING CONTENT:
 An adverb clause (also known as an adverbial clause) is a dependent clause used as an
adverb within a sentence.
 These types of clauses can modify the whole sentence, as well as verbs, adverbs, and
adjectives, and may show aspects such as time, reason, concession, or condition.
 These clauses often start with words such as (while, if, because, when, although, unless,
since, so that, whereas, even if, in case, as long as) and other words.
 In contrast, an adjectival clause will modify a noun and start with a relative pronoun (that,
who, whose, whom, or which) or a subordinate conjunction (when and where).

Examples:
1. While the cat's away, the mice will play.
2. A lie travels around the world while truth is putting her boots on.
3. If you don't know where you are going, any road will get you there.

Answers:
1. While the cat's away, the mice will play.
2. A lie travels around the world while truth is putting her boots on.
3. If you don't know where you are going, any road will get you there.\
4. Whether you like it or not, you have to go to bed now.
5. If you pay your bills on time, you can have a good credit score.
6. Unless you run fast, you will miss the bus.
7. Because he loved her, he didn't believe she was having an affair.

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 ACTIVITY 1

NAME: ___________________________________________

PROGRAM, YEAR & SECTION : _________________________

Directions: Each of these proverbial sayings contains an adverb clause. Identify the adverb clause in each
sentence, and then compare your answers with those below. Underline the adverb clause in the sentences.
1. If you want something done right, you have to do it yourself.
2. When the going gets tough, the tough get going.
3. When in Rome, do as the Romans do.
4. Cowards die many times before their death.
5. Don't cross the bridge till you come to it.
6. Don't put the cart before the horse.
7. My sister, when she is angry, will turn red in the face.
8. Elephants, although they are large, are not predators.
9. Chocolate, because it has a low melting point, can be difficult to bake with.
10. He remembered, after he left the house, that he needed to mail the thank you cards.

ACTIVITY 2

NAME:______________________________________________

PROGRAM, YEAR & SECTION : ______________________________

Directions: VP Sarah Duterte orders removal of wall decorations in classrooms. Persuade the people that
classroom decorations are still important for students. Use adverb clauses in your speech. Highlight it using
a yellow highlighter.

PERSUASIVE SPEECH RUBRIC

Speaker’s Name: _______________________ Evaluator’s name: _________________________

Criterion RATING Score

Excellent Good Satisfactory Needs
Improvement
Points 10-9 Points 9-8 Points 8-7 Points 7-6
Introduction Gets attention of Gets attention of Attempts to get Begins by reading
audience with audience with attention of speech, no
grabber such as grabber such as audience with attention grabber
an interesting an interesting grabber such as is used
fact, question, or fact, question, or an interesting
idea idea fact, question, or
idea
Body -Facts are clear, -Facts are -Facts need -Facts are not
well supported somewhat clear clarity and clear
-Sources are some support support and have no
documented -Some sources -Lack of sources support
documentation and -No sources or
documentation documentation
Conclusion -Reviews position Reviews -Brings closure -Does not bring
-Brings closure position closure; the
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 -Memorable -Brings closure- audience is left
hanging
Eye Contact Eye contact with Eye contact with Eye contact with Little or no eye
audience virtually audience less audience less contact
all the time than 80% of the than 75% of the
(except for brief time time
glances at notes)
Use of Use of language Use of language Use of language Use of language
Language contributes to does not have causes potential is inappropriate
effectiveness of negative impact, confusion,
the speech, and and vocalized and/or vocalized
vocalized pauses pauses (um uh pauses (um uh
(um uh er etc.) er etc.)not er etc.)are
not distracting distracting distracting
Body Body language, Body language, Body language, Body language,
Language gestures, and gestures, and facial gestures, and
facial expressions facial expressions and facial expressions
adds greatly to the expressions gestures lack are lacking or
message compliment variety and inappropriate
message spontaneity
Clarity Speaks clearly Speaks clearly Speaks clearly Often mumbles or
and distinctly all and distinctly and distinctly cannot be
the time with no nearly all the most of the time understood with
mispronounced time with no with no more more than three
words more than one than two mispronounced
mispronounced mispronounced words
word words
Topic is Topic is specific, Topic is clear Topic lacks No specific
specific, appropriate and appropriate and clarity and focus purpose--
follows adapted somewhat needs adapting inappropriate for
assignment adapted to audience audience or
Adapted to occasion
Audience
Time Within allotted Within 10% of Within 20% of Not within 20%
3 minutes or time allotted time allotted time of allotted time
less
Total

ACTIVITY 3

NAME:______________________________________________

PROGRAM, YEAR & SECTION : ______________________________

Directions: Choose from the box the correct answer in the sentence.

These are the words that commonly make adverbial clauses:

Before after as long as

While whereas until
in order to so that although
though even though wherever / where
if unless as if
since because as

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1. I won't help you ____________________you don't agree to work hard.

2. _________________ to improve output, we have to increase employees’ wages.

3. ________________standards of living have fallen, polls still show the current government will win

the next election.

4. It's important to sleep for at least 7 hours a night _______________less than this may lead to

tiredness during the day.

5. I lent her my bike ___________________she could get to work.

6. I will stay in America________________I have perfect English.

7. The workers will stay on strike for ________________________-it takes to get a pay rise.

8. ______________________train fares are at their most expensive, passenger numbers continue to

increase.

9. You will continue to put on weight _____________________you start to eat less junk food.

10. ____________________we go on holiday, we must make sure to book the hotel.