Appendix 1

Q2/W1/D1/G5&6

SOURCE:
https://www.google.com.ph/url?
sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjryf
W4r4zUAhXLlJQKHQOBDZMQjRwIBw&url=https%3A%2F%2Fround-lake.dustinice.workers.dev%3A443%2Fhttps%2Fes.123rf.com
%2Fphoto_17925225_sangradodedo.html&psig=AFQjCNHkpSFolExaFHhQU1qx2PK
GkziqFQ&ust=1495847254363870

Page 1 of 53
 https://kathleenflorence.wordpress.com/2014/07/22/finding-the-spacious-place/
Appendix 2
Q2/W1/D1/G5&6

Treating Minor Wounds at Home

Wounds are injuries that break the skin or other body tissues.
They include cuts, scrapes, scratches, and punctured skin. They
often happen because of an accident, but surgery, sutures, and
stitches also cause wounds. Minor wounds usually aren't serious,
but it is important to clean them. Serious and infected wounds
may require first aid followed by a visit to your doctor. You should
also seek attention if the wound is deep, you cannot close it
yourself, you cannot stop the bleeding or get the dirt out, or it
does not heal.
Most small wounds, such as cuts and scrapes, can be easily
treated at home. However, if you have a more serious wound or
an infection, you may need medical attention to make sure it
heals properly.
For treating wounds at home, here are the following steps;
first, apply pressure to the wound to stop the bleeding. Next,
clean the wound. Then prevent infection with an antibiotic. After
putting an antibiotic, cover the wound with a bandage. Finally,
always check the wound to make sure it does not get infected. If
it shows signs of infection, go to the emergency room.

Appendix 3
Q2/W1/D1/G5

Group I

Answer the following questions:

What are wounds?

Page 2 of 53
 2 What are people wounded?
3. What are the different steps in treating minor wounds at home?
4.Why is it important to know how to treat minor wounds?

Appendix 3
Q2/W1/D1/G5

Group II

Arrange the jumbled words in each box. Then, arrange the

different steps in treating minor wounds at home. (Teacher
cuts the following into strips before giving them to the
pupils.)

Clean the wound.

Cover the wound with a bandage.

Prevent infection with an antibiotic.

Apply pressure to the wound

to stop the bleeding.

Page 3 of 53
Check the wound to make sure it does not
get infected.

Page 4 of 53
Appendix 3
Q2/W1/D1/G5

Group III

Arrange the pictures in correct order.

Page 5 of 53
Page 6 of 53
Page 7 of 53
Page 8 of 53
Page 9 of 53
Appendix 4
Q2/W1/D1/G5&G6

Group Presentation Rubric

Trait Criteria Points

1 2 3 4
Content Presentation Presentation had Presentation Presentation
Did the contained little moments where had a had
presentation to valuable good amount of an exceptional
have valuable no valuable material material and amount of
material? material. was present but benefited the valuable
as class. material
a whole content and was
was lacking. extremely
beneficial to the
class.
Collaboration The teammates The teammates The teammates The teammates
Did everyone never worked sometimes worked from always worked
contribute to from others’ worked others’ ideas from others’
the ideas. from others’ most ideas.
presentation? It seems as ideas. of the time. And It was evident
Did everyone though However, it it seems like that
seem well only a few seems every all of the group
versed in the people as though did some work, members
material? worked on the certain but some contributed
presentation. people did not people equally to the
do are carrying the presentation.
as much work as presentation.
others.
Organization The presentation There were The presentation The presentation
Was the lacked minimal signs of had organizing was well
presentation organization and organization or ideas but could organized, well
well organized had little preparation. have been prepared and
and easy to evidence much easy
follow? of preparation. stronger with to follow.
better
preparation.
Presentation Presenters were Presenters were Presenters were Presenters were
Did the unconfident and not consistent occasionally all
presenters demonstrated with confident with very confident in
Speak clearly? little the level of their delivery and
Did the evidence of confidence/ presentation they
engage the planning prior to preparedness however, the did an excellent
audience? presentation. they presentation job of engaging
Was it showed the was the class.
obvious the classroom but not as engaging Preparation is
material had had as very
been some strong it could have evident.
rehearsed? moments. been
for the class.

Page 10 of 53
 SOURCE:

http://www.sps186.org/downloads/basic/285670/Group%20Presentation
%20Rubric.pdf
Appendix 5
Q2/W1/D1/G6

Different texts serve different purposes:

● To describe an entity or event
● To provide instructions on how to operate a device
● To convince someone of something
● To explain how something works

The different text types are:

1. Narrative – To tell a story

Examples: short stories, picture books, legend,

fable, fairy tale, folktale, real life
drama, fantasy, adventure, mystery

An Old Lady and The Lamp

Once upon a time there lived a beautiful old lady
in a small hamlet. When the sun set the old lady lit a
lamp. The lamp felt very proud of itself that it was the
brightest object in the universe. One cold windy night
the lamp was blown off. It started crying. Then the old
lady told the lamp not to be haughty. She again lit
the lamp. Thereafter, it was quite humble and
behaved well.

2. Instructional - To provide instructions

Example: safety instruction, safety signs, guide,
leaflet, instruction manual

Page 11 of 53
 How to Build a Treehouse
To build a treehouse, first, choose a sturdy tree.
Next, you should design the treehouse before you
begin to build. Then you should start with the floor.
After that, you build the walls. Finally, you can build
a roof.

Q2/W1/D1/G5

Here are the given guidelines for taking tests. Fill in the
blanks with the correct signal words.

______________________, read the directions carefully

before you start answering. If possible, read them twice. Ask
your teacher or the proctor about something you don’t
understand. ______________________, answer all items
completely. ______________________, do not stay long in one
number if you cannot think of the answer right away. You
might run out of time especially if the test has a time limit.
______________________, write your answers clearly.

Appendix 7
Q2/W1/D1/G6

Page 12 of 53
 Read the sentences below and identify their text type. Write
N if it is a narrative text type and I if it is an instructional text type.

1. To purify your own water, fill a pot with water. Bring

the water to a rolling boil. Remove the pot from the
heat. Let the water sit and settle.
2. Swallowing air when eating is often done
unconsciously and may cause frequent belching
during or after meals. To avoid swallowing air, make
sure you slow down when eating, try not to “slurp”
drinks, and avoid talking while chewing.
3. One day a fox came creeping slowly into the
prince’s garden. He saw the peacock but not the
chicken because it was so drab he could not see it
as well. He pounced and nearly got the peacock but
just scratched it. He was about to try again when the
prince came to check on a sick bird. He saw the fox
and chased it away.
4. The ant moved towards the leaf and climbed up
onto it. Soon, the leaf drifted to dry ground and the
ant jumped out. She was safe at last. Just at that
time, a hunter nearby was about to throw his net
over the dove, hoping to trap it. Guessing what he
was about to do, the ant quickly bit him on the heel.
Feeling the pain, the hunter dropped his net. The
dove was quick to fly away to safety.
5. Concerned about energy suppliers’ consumption of
fossil fuels? Try these methods and techniques to
reduce your consumption. Turn down the
thermostat. Decrease the hot water temperature.
Wash economically. Reuse water coming out of the
tap that would drain otherwise.

Appendix 8

Page 13 of 53
Q2/W1/D1/G6

Good Points in Speaking

1. Adopt a voice quality that will enhance your message

a. Use consistently audible volume
b. Vary your intonation
c. Slow down!

2. Use body language to maintain audience interest

a. Assume a relaxed but confident manner
b. Maintain strong posture
c. Be comfortable
d. Maintain regular eye contact with all portions
of your audience
e. Avoid distracting nervous habits
3. Use gestures to demonstrate points or signal changes in
topic
4. Adopt facial expressions to augment content of talk

5. Good professional speaker has a refined speaking style.

⮚ Three Speaking Styles of a Motivational Speaker:
a.Funny, Humorous Motivational Speaker
b.Content Rich/Informational Speaker
c.Story Teller

SOURCE:

http://www.colorado.edu/physics/phys4610/phys4610_sp13/
Public_Speaking_Pointers_-_honors_2012.pdf
http://www.idoinspire.com/blog/bid/39416/3-Speaking-Styles-of-a-
Motivational-Speaker

Page 14 of 53
Appendix 9
Q2/W1/D1/G5

How to Cook Banana Cue

Banana cue is a term used to call fried skewered

plantains cooked with brown sugar. This is a staple in the
Philippines, and is mostly consumed as a mid-afternoon
snack. It is also considered as one of the all-time best
selling street food, banana cue can easily be spotted
around the streets of Manila and in other places within
the Philippines, as well. This is usually sold along with
turon, kamote cue, pilipit, and bicho-bicho.
First, heat a cooking pot then pour-in cooking oil.
When the oil becomes hot, deep fry the bananas for 2
minutes. Next, gradually put-in the brown sugar, adjust
the heat to medium-low and continue cooking until the
melted brown sugar coats the bananas. Thirdly, gently
stir the bananas so that it can get coated with melted
brown sugar easily. Afterwards, remove the cooked
bananas one by one and immediately skewer using a
bamboo skewer. Finally, let cool then serve.

How to Build a Treehouse

To build a treehouse, first, choose a sturdy tree.

Next, you should design the treehouse before you begin

Page 15 of 53
 to build. Then you should start with the floor. After that,
you build the walls. Finally, you can build a roof.

SOURCE:
http://panlasangpinoy.com/2011/01/30/bananacue/
http://www.thepinoycookbook.com/2015/05/VIDEO-How-to-cook-banana-cue-
bananacue-recipe-tutorial-homemade.html
https://www.engvid.com/english-writing-sequencing-first-next-finally/
Appendix 10
Q2/W1/D1/G6

Match the examples of particular texts on the left with the

text types on the right.

1. a recipe a. Narrative Text Type

2. a fable b. Instructional Text Type

3. a legend

4. a leaflet

5. a short story

Page 16 of 53
Appendix 11
Q2/W1/D2/G5&G6

What is a Rock?

To geologists, a rock is a natural substance composed of

solid crystals of different minerals that have been fused together
into a solid lump. There are three basic types of rock: igneous,
sedimentary, and metamorphic. Extremely common in the Earth's
crust, igneous rocks are volcanic and form from molten material.
They include not only lava spewed from volcanoes, but also rocks
like granite, which are formed by magma that solidifies far
underground. Sedimentary rocks are formed from eroded
fragments of other rocks or even from the remains of plants or
animals. Metamorphic rocks are sedimentary or igneous rocks that
have been transformed by pressure, heat, or the intrusion of fluids.

Page 17 of 53
Appendix 12
Q2/W1/D2/G5

Group I

Identify the main idea, key sentence and supporting

details of the selection.

Scientists have categorized volcanoes into three

main categories: active, dormant, and extinct. An
active volcano is one which has recently erupted and
there is a possibility that it may erupt soon. A dormant
volcano is one which has not erupted in a long time
but there is a possibility it can erupt in the future. An
extinct volcano is one which has erupted thousands of
years ago and there’s no possibility of eruption.

Main Idea:

Key Sentence:

Supporting Details:

Page 18 of 53
SOURCE:

http://www.weatherwizkids.com/weather-volcano.htm

Appendix 12
Q2/W1/D2/G5

Group II

Identify the main idea, key sentence and supporting

details of the selection.

Temperature is a degree of hotness or coldness

that can be measured using a thermometer. It's also a
measure of how fast the atoms and molecules of a
substance are moving. Temperature is measured in
degrees on the Fahrenheit, Celsius, and Kelvin scales.

Main Idea:

Key Sentence:

Page 19 of 53
 Supporting Details:

SOURCE:

http://www.weatherwizkids.com/weather-temperature.htm

Appendix 12
Q2/W1/D2/G5

Group III

Identify the main idea, key sentence and supporting

details of the selection.

As the sun warms the Earth's surface, the

atmosphere warms too. Some parts of the Earth
receive direct rays from the sun all year and are always
warm. Other places receive indirect rays, so the
climate is colder. Warm air, which weighs less than cold
air, rises. Then cool air moves in and replaces the rising
warm air. This movement of air is what makes the wind
blow.

Page 20 of 53
 Main Idea:

Key Sentence:

Supporting Details:

SOURCE:

http://www.weatherwizkids.com/weather-wind.htm

Appendix 12
Q2/W1/D2/G6

Group I

Identify the main idea, key sentence and supporting

details of the selection.

Amphibians are a class of animals like reptiles,

mammals, and birds. They live the first part of their lives
in the water and the last part on the land. When they
hatch from their eggs, amphibians have gills so they

Page 21 of 53
 can breathe in the water. They also have fins to help
them swim, just like fish. Later, their bodies change,
growing legs and lungs enabling them to live on the
land. The word "amphibian" means two-lives, one in the
water and one on land.
Like fish and reptiles, amphibians are cold-
blooded. This means their bodies don't automatically
regulate their temperature. They must cool off and
warm up by using their surroundings.

Main Idea:

Key Sentence:

Supporting Details:

SOURCE:

http://www.ducksters.com/animals/amphibians.php
Appendix 12
Q2/W1/D2/G6

Group II

Identify the main idea, key sentence and supporting

details of the selection.

Mammals are a particular class of animal. What

makes an animal a mammal are several things. First, they
must have glands that give milk. This is to feed their

Page 22 of 53
 babies. Second, they are warm-blooded. Third, all
mammals have fur or hair. Humans are mammals and so
are dogs, whales, elephants, and horses. Most mammals
have teeth with the exception of the anteater which
doesn't have any teeth.
Mammals have unique brains and are often very
intelligent. Humans are the most intelligent. Other
intelligent mammals include the dolphin, the elephant,
the chimpanzee, and the pig. That's right, pigs are
thought to be one of the smartest animals!

Main Idea:

Key Sentence:

Supporting Details:

SOURCE:

http://www.ducksters.com/animals/mammals.php
Appendix 12
Q2/W1/D2/G6

Group III

Page 23 of 53
 Identify the main idea, key sentence and supporting
details of the selection.

Fish come in more varieties than any other group of

vertebrate animals. There are 32,000 different species of
fish. There are three major types or classes of fish including
jawless, cartilaginous, and bony fish. An example of a
jawless fish is the lamprey eel. Sharks are cartilaginous fish
and the blue marlin is a bony fish.
Fish vary in all sorts of colors and sizes. Fish can be
as large as 40 ft long to 1/2 inch long. There are some
animals that live in the water that we may think of as fish,
but really aren't classified by scientists as fish. These include
whales, dolphins, octopus, and jellyfish.

Main Idea:

Key Sentence:

Supporting Details:

SOURCE:

http://www.ducksters.com/animals/fish.php
Appendix 13
Q2/W1/D2/G5&G6

How to Make an Outline

1. Write your topic.

Page 24 of 53
 2. Order your main subtopics using Roman numerals.
3. Add at least 2 sub-points in each subtopic using capital
letters.
4. Expand with sub-points using lowercase letters.
5. Add layers if necessary with lowercase Roman numerals.
6. Don't forget the conclusion, if you have one.

SOURCE:

http://www.wikihow.com/Write-an-Outline#step_1_1

Appendix 14
Q2/W1/D2/G5&G6

Graphic Organizers

Page 25 of 53
 Cluster/Word Web 1
Write your topic in the center circle and details in the smaller circles. Add
circles as needed.

Page 26 of 53
 Reserved.

Rights

All
.yCompan

flin
Topic
fMi
Houghton

©
Copyright

Flow Chart
Write your topic at the top. List steps or events in time order.

TOPIC:

Page 27 of 53
 .

Cluster/Word Web 3
Write details about your topic in the circles.

Page 28 of 53
 .

Topic

Garden Gate
Add details on each board.

Page 29 of 53
Topic

Page 30 of 53
 Main Idea Map

MAIN IDEA

IDEA IDEA

Detail Detail Detai Detail

l

©This printable graphic organizer is www.teach-nology.com

from

Page 31 of 53
Page 32 of 53
 Flower Writing

Detail #1

Detail #5
Detail #2

Main Idea

Detail #4
Detail #3

Page 33 of 53
 Ladder

Add details on the writing lines.

Topic

Co
pyr
igh
t©
Ho
ug
hto
n
Mif
flin
.
Co
mp
an
y.
All
Ri
ght
s.
Re
ser

Page 34 of 53
Appendix 15
Q2/W1/D2/G5&G6

RUBRIC FOR THE COMPOSITION WRITING

Paragraph Writing - Descriptive

Excellent Good Fair Needs attention

4 pts 3 pts 2 pts 1 pts

Topic The topic The topic The topic There is no

Sentence sentence is a sentence sentence topic sentence
clear gives some gives little presented in
statement of clarity of the evidence of a the
the content of overall relevant topic paragraph.
the connectivity of connecting to
paragraph. the sentences the other
present. sentences.

Organization Paragraph has The paragraph The paragraph The paragraph

good contained was confusing was hard to
organization. mostly well to read and read, the
The sentences ordered had limited events were
and sentences. use of not organized,
transitions with smooth transitions. and make
were well transitions. The events little sense.
structured. jump around
The paragraph too much.
was easy to
read.

Concluding The The The There is no

Statement concluding concluding concluding concluding
statement is statement is statement is statement at
the last the last the last the end of the
sentence of sentence of sentence of paragraph.
the the the paragraph.
paragraph. It paragraph. It It is not a clear
is a clear is a somewhat statement and
statement clear does not
that repeats statement repeat key
key words that repeats words from
from the topic some key the topic
sentence. words from sentence.
the topic
sentence.

Mechanics There are no There are no There are There are

mistakes in mistakes in several several
spelling and spelling and mistakes in mistakes in
all sentences all sentences spelling and spelling and
are all are all all sentences all sentences
grammatically grammatically are all are all
correct. The correct. The grammatically grammatically
capitalization, capitalization, correct. The correct. The
indention, indention, capitalization, capitalization,
margins and margins and indention, indention,
use of correct use of correct margins and margins and
punctuation punctuation use of correct use of correct

Page 35 of 53
 markes are markes are punctuation punctuation
observed. some what markes are markes are
observed. not mostly not observed.
observed.

SOURCE:

https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=M49WC6&

Appendix 16
Q2/W1/D2/G5

Identify whether the sentence is in normal order or

inverted.

1. On top of the suitcase are my tennis shoes.

2. At the end of the dusty road stand two old water pumps.

3. There are no clues to tell who the robber is.

4. Across the front windows stretches yellow ribbon.

5. Here are my old hiking boots.

SOURCE:

http://www.gedonlineclass.net/Curric/subjectverb4inverted.htm

Page 36 of 53
Appendix 17
Q2/W1/D2/G5&G6

Group I

Make 5 inverted sentences.

Appendix 17
Q2/W1/D2/G5

Group II

Write I it is an inverted sentence and if it is not, rewrite the

sentence to make it inverted.

1. Around that corner is my favorite store.

2. The student sitting in the first row is smiling.

3. My dog is here.

4. Here is my backpack.

Page 37 of 53
 5. The floundering ship sank beneath the waves.

Appendix 17
Q2/W1/D2/G5

Group III

Arrange the jumbled words to make an inverted sentence.

1. they ran Down the dog street.

2. a crash was heard At the back of the room.

3. Across the finish line is the lead runner.

4. for the party The design by Khylle was designed.

5. offered The vegetables in front was by Stephanie.

Appendix 18
Q2/W1/D2/G6

With short words, the comparative degree is formed by

adding –er. The superlative degree is formed by adding -est. In

Page 38 of 53
some cases the final consonant is doubled before adding –er or
–est. With adjectives ending in y after a consonant, change y
into I before adding –er or –est. With adjectives ending in y after
a vowel, you simply add –er or –est.

Identify the correct form of the adjective in the parenthesis in

each sentence.

1. Our members are the (braver, bravest).

2. The Rockets are (toughest, tougher) than us.
3. Roy is (taller, tallest) than Ben and gets more rebounds.
4. Mark is the (oldest, older) player on the court.
5. The refrigerator is (biggest, big
Appendix 19
Q2/W1/D2/G6

Group I

Make a sentence using each form of adjective.

1. stronger

2. brave

3. most interesting

4. sweeter

Page 39 of 53
5. thinnest

Appendix 19
Q2/W1/D2/G6

Group II

Compose sentences using the given nouns.

1. coconut

2. Ana, Brenda, Carla

3. cow, carabao

4. Nueva Vizcaya, Isabela

Page 40 of 53
 5. Christmas Day, Valentine’s Day, Birthday

Appendix 19
Q2/W1/D2/G6

Group III

Complete the table.

POSITIVE COMPARATIVE SUPERLATIVE

brighter

colorful

largest

darkest

finer

Page 41 of 53
Appendix 20
Q2/W1/D2/G5

Make the sentences into inverted sentences.

1. Justine lives across the street.

2. Cell Phones are essential for communication.

3. The meat section is here.

4. The newspaper was on the breakfast table.

5. The books are in the bag.

Appendix 21
Q2/W1/D2/G6

Make sentences with the given adjectives.

Page 42 of 53
 1. quicker

2. unbelievable

3. deepest

4. narrowest

5. softer

6. Appendix 22

Q2/W1/D3/G5&6

Page 43 of 53
SOURCE:

http://www.microscopesblog.com/wpcontent/uploads/2011/11/
Types_of_Microscopes.png
Appendix 23
Q2/W1/D3/G5&6

The importance of Microscopes

Microscopes help the scientists to study the

microorganisms, the cells, the crystalline structures and
the molecular structures. They are one of most important
diagnostic tools when the doctors examine the tissue
samples.

Microscopes have opened up a whole new

dimension in science. By using microscopes, scientists
were able to discover the existence of the
microorganisms, study the structure of cells, and see the
smallest parts of plants, animals, and fungi.

All branches of biology use microscopes especially

in Molecular Biology and Histology (study of
cells). Microscopes are the backbone of studying
biology. The biologists use it to view the details that
cannot be seen by the naked eye such as the small
parasites and small organisms which is important for
disease control research.

Page 44 of 53
SOURCE:

http://www.online-sciences.com/technology/what-are-uses-and-importance-of-
microscopes/
Appendix 24
Q2/W1/D3/G5&6

GLOSSARY
Canopy - a hanging cover forming a shelter
Carnivores - are animals that eat other animals
Cells - one of the smallest parts of a plant or animal tissue
Chemicals - are the substances used in chemistry doing
experiments
Climate - the weather conditions of an area
Condensation - is the change from a gas to a liquid or
solid
Consistence - a degree of thickness or smoothness of a
substance
Crystals - a solid with a symmetrical arrangement of faces,
usually bright and clear
Current - is a flow of electric charge

Examine the glossary above and answer the following:

1. What is current?

2. The change from a gas to a liquid or solid is called________.

3. What do carnivores eat?

4. What are cells?

5. A hanging cover forming a shelter is ___________________.

Page 45 of 53
Appendix 25
Q2/W1/D3/G5

Tell whether the italicized word has denotative or

connotative meaning.

1. We plant a fruit tree in our community every year.

2. Be a role model to your younger sibling and try to plant in
them the value of patience.
3. Don’t be a tiger. Everyone is afraid of you.
4. The master turned into ice as he watched the python coil
around his dog’s body.
5. Rain usually falls unceasingly during the months of July,
August and September.

SOURCE:

Joy in Learning English 5 by Castillo, K. and Angeles, E., p.116

Appendix 26
Q2/W1/D3/G5

Group I

Page 46 of 53
 Write D if the italicized word has a denotative meaning and
C if connotative.

1. Sandra is the black sheep of the family.

2. Scientists arrange the species in the plant kingdom in

order.

3. The teacher’s kingdom included twelve smart kids in a

truly colorful room.

4. She is becoming an elephant that’s why I’m on a strict

diet.

5. Living things cannot survive without water.

SOURCE:

Joy in Learning English 5 by Castillo, K. and Angeles, E., p.116

Page 47 of 53
Appendix 26
Q2/W1/D3/G5

Group II

Match the italicized word in Column I with its connotative

meaning in Column II.

Column I Column II

1. have the eye of an eagle a. someone who is slow-

2. a turtle in solving the problem moving
3. a bookworm b. hardworking individual
4. ants lined up for discounted c. someone who loves
cakes reading
5. a beast of burden d. with 20/20 clear vision
e. an angry person
f. individuals who love sweet
food

Appendix 26
Q2/W1/D3/G5&6

Group III

Underline the correct denotative meaning of the italicized

word.

1. Sandra is the black sheep of the family.

Page 48 of 53
 (a person regarded as timid & weak, a domesticated ruminant
mammal)
2. Scientists arrange the species in the plant kingdom in order.
(a taxonomic category of the highest rank, the spiritual
sovereignty or domain of God)
3. I hate people who behave like bees.
(an insect, a talkative person)
4. She is becoming an elephant that’s why I’m on a strict diet.
(any of several very large herbivorous mammals, a person with
heavy weight)
5. After two years of hard work, Kaira becomes a star.
(a celestial body that generates light, a person who is famous)

Appendix 27
Q2/W1/D3/G6

COMMON PREFIXES

without, lack of, amoral, acellular, abyss, achromatic,

a-, an-
not anhydrous
before, earlier, in antecedent, antedate, antemeridian,
ante-
front of anterior
against, opposite
anti- anticlimax. antiaircraft, antiseptic, antibody
of
autopilot, autobiography, automobile,
auto- self, same
autofocus
circum- around, about circumvent, circumnavigate, circumscribe
co- with, together copilot, coworker, coexist, coauthor
com-, companion, commingle, contact,
together, with
con- concentrate
contra-,
against, opposite contradict, contrast, contrary, controversy
contra-
down, off, away devalue, deactivate, debug, degrade,
de-
from deduce

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dis- not, apart, away disappear, disagreeable, disbar, dissect
put into, cover
en- enclose, entangle, enslave, encase
with
out of, from,
ex- extract, exhale, excavate, ex-president
former
beyond, outside,
extra- extracurricular, extramarital, extravagant
more than
hetero- different, other heterosexual, heterodox, heterogeneous
homo-, homonym, homophone, homeostasis,
same, alike
homo- homosexual
over, more,
hyper- hyperactive, hypersensitive, hypercritical
beyond
il-, im-, in-,
not, without illegal, immoral, inconsiderate, irresponsible
ir-
in- in, into insert, inspection, infiltrate
between, intersect, interstellar, intervene,
inter-
among interpenetrate
intra-,
within, inside intravenous, intragalactic, introvert
intro-
macroeconomics, macrostructure,
macro- large, prominent
macrocosm
micro- very small microscope, microcosm, microbe
one, single, monocle, monologue, monogamy,
mono-
alone monotony
nonentity, nonaggressive, nonessential,
non- not, without
nonfiction
omniscient, omnivorous, omniscient,
omni- all, every
omnidirectional
postmortem, posterior, postscript,
post- after, behind
postoperative
pre-, pro- before, forward precede, predict, project, prologue
sub- under, lower submarine, subsidiary, substandard
same time,
sym-, syn- symmetry, symposium, synchronize, synapse
together
across, beyond,
trans- transmit, transaction, translation, transfer
through
tri- three, every third tricycle, trimester, triangle, triathlon
not, lacking,
un- unfinished, unskilled, ungraceful, unfriendly
opposite of

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uni- one, single unicorn, unicellular, unicycle, unilateral
Appendix 28
Q2/W1/D3/G6

Group I

Complete the table.

WORD PREFIX ROOT WORD

unicellular

dioxide

dissolve

recycle

misinterpret

Appendix 28
Q2/W1/D3/G6

Group II

Write the correct prefixes.

1. _________action - two or more chemicals combine to

make a new chemical substance
2. _________sexual – having a sexual orientation to persons of
the same sex
3. _________continental - spanning or crossing a continent
4. _________composition - the separation of a substance
into simpler substances or basic
elements

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 5. _________soluble - when a solid is unable to dissolve into a
liquid
Appendix 28
Q2/W1/D3/G6

Group III

Write the meaning of the given words.

1. reuse

2. deforestation

3. inactive

4. preserve

5. anti-cloning

Appendix 29
Q2/W1/D3/G5

Write C if the underlined word has a connotative meaning and

D if it has a denotative meaning.

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 1. You never said anything about a snake before.

2. In every group, there is always a snake.

3. Shakira is the apple of his eye.

4. "It's better than an apple a day," the doctor said

cheerfully.

5. Money is the root of all evil.

Appendix 30
Q2/W1/D3/G6

Write the correct prefixes that will make the sentences correct.

1. The clearing of trees in the forest is called

__________forestation.

2. Animals that do not have backbones are

__________vertebrates.

3. Grasses, lilies, and palms are example of

__________cotyledon or having a single cotyledon in the

seed.

4. Zedric and his four friends ride in the __________cycle with an

acceleration of 60 kph.

5. The youth assembled for __________mining campaign.

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