NOT

5
English
Quarter 2 - Module 1
(Lesson 1 - 4)

Department of Education ● Republic of the Philippines

English- Grade 5
Alternative Delivery Mode
Quarter 2 - Module 1: Lesson 4-7
First Edition, 2020

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Published by the Department of Education – Division of Ozamiz City

Schools Division Superintendent: Jean G. Veloso, CESO VI

Development Team of the Module

Authors: Marites Malinis
Carmelita S. Tirol
Cristille Densing

Reviewers: Miraluna M. Gaabucayan

Jasmine I. Gaogao
Federico B. Araniego, Jr.
Illustrator and Layout Artist: Kirstie G. Fuentes, SST I/Desi G. Aninao, PDO II
Management Team
Chairperson: Jean G. Veloso, CESO VI
Schools Division Superintendent

Co-Chairperson: Myra P. Mebato, CESE

Assistant Schools Division Superintendent

Members: Anacleta A. Gacasan, CID Chief ES

Federico B. Araniego, Jr., EPS-English
May P. Edullantes, EPS-LRMS
Jasmine I. Gaogao, PSDS
Desi G. Aninao, PDO II
Mary Ann Grace J. Manili, Librarian II

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Department of Education – Division of Ozamiz City
Office Address: IBJT Compounds, Carangan, Ozamiz City
Telefax: (088)545-09-90
E-mail Address: [email protected]
 5
English
Quarter 2 - Module 1
(Lesson 1-4)

This instructional material was collaboratively developed and reviewed by

teachers, school heads and education program supervisors of the Department of
Education – Ozamiz City Division. We encourage teachers and other education
stakeholders to email their feedback, comments, and recommendations to the
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FAIR USE AND CONTENT DISCLAIMER: This module is for educational purposes only. Borrowed materials
(i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned
by their respective copyright holders. The publisher and authors do not represent nor claim ownership over them.
Sincerest appreciation to those who have made significant contributions to this module.

Department of Education ● Republic of the Philippines

 Table of Contents

What This Module is About ................................................................................................................... i

What I Need to Know .............................................................................................................................. i
How to Learn from this Module ........................................................................................................... i
Icons of this Module ...............................................................................................................................ii

Lesson 1:
(Composing clear and Coherent Sentences-Inverted) ................................................. 1
What’s In .................................................................................................................... 1
What Is New..................................................................................................................1
What Is It ......................................................................................................................2
What Is More ...............................................................................................................3
What I Have Learned..................................................................................................3
What I Can Do ..............................................................................................................4

Lesson 2:
(Composing Clear and Coherent Sentences-intervening Phrases) ........................... 5
What’s In ........................................................................................................................5
What I Need to Know..................................................................................................5
What’s New………………………………………………………………………………6
What Is It ..................................................................................................................... .6
What’s More ............................................................................................................... . 7
What I Have Learned …………………………………………………………...7
What I Can Do ............................................................................................................ 8

Lesson 3:
(Composing Clear and Coherent Sentences-Irregular Nouns-Verb Agreement) .... 9
What’s In ........................................................................................................................9
What I Need to Know..................................................................................................9
What’s New ................................................................................................................ .10
What Is It ................................................................................................................... .10
What’s More ............................................................................................................... 11
What I Have Learned …………………………………………………………. 12
What I Can Do …………………………………………………………………..13
Lesson 4:
(Composing Clear and Coherent Sentences-Collective Nouns-Verb Agreement).. 14

What’s In ........................................................................................................................14
What I Need to Know..................................................................................................14
What’s New ................................................................................................................ ..14
What Is It ................................................................................................................... ..15
What’s More ............................................................................................................... ..15
What I Have Learned ……………………………………………………………16
What I Can Do ……………………………………………………………………16

Key to Answers .................................................................................................................................. …17

References ........................................................................................................................................... …22

i
What this Module is About
This module is about composing clear and coherent sentences about inverted
sentences, intervening phrases, irregular noun and verbs agreement, and collective
nouns-verbs agreement.

What I Need to Know

After going through this module, you are expected to:

 Compose clear and coherent inverted sentences using appropriate

grammatical structures

How to Learn from this Module

To achieve the objectives cited above, you are to do the following:

 Take your time reading the lessons carefully.
 Follow the directions and/or instructions in the activities and exercises
diligently.
 Answer all the giv9en tests and exercises.

i
Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you.

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

Assessment This is an assessment tool for every module

to measure the knowledge and skills the
learners learned.

Answer Key This provides answers to the different

activities and assessments.

ii
Lesson Composing Clear and Coherent Sentences
Using Appropriate Grammatical Structures
1 (Subject-Verb Agreement -Inverted
sentences)

What’s In

Inverted Sentences
Have you ever wondered why Yoda from the movie “Star Wars” talks so funny?
It’s because he’s using inverted sentences. A sentence which the verb comes before the
subject is called “inverted sentence”. This is done to put more emphasis on the verb. To
conjugate the verb in an inverted sentence correctly, you, must identify the subject whether
it is singular or plural.

Examples:
1. In that barn live four horses.
v s
*Sentences that begin with here or there are also inverted. To conjugate the verb correctly
in these sentences, you must correctly identify the correct subject.

2. There are many fishermen on the lake.

v s

What’s New

Inverted Subject-Verb Order

 In inverted sentences the subject follows the verb.
 The sentence may begin with a prepositional phrase, the words
here or there, or the verb form of do. Even in this case, the subject
and the verb must agree.
 Subject – verb agreement can be tricky in this sentences.
 1st IDENTIFY the SUBJECT, 2nd MAKE the verb AGREE
Example:
Here is the science museum.

Verb Subject

1
 What is It
Presentation:

Subjects and verbs must agree in number. If the subject is singular, the verb must
be singular too. Example: She writes every day. If the subject is plural, the verb must also
be plural. Example: They write every day.

In inverted sentences the subject follows the verb. The sentence may begin with a
prepositional phrase, the words here or there, or the verb form of do. Certain sentence types
require inverted word order, in which a verb is placed before the subject. These types
include interrogative sentences, conditional clauses without if, and declarative sentences
that begin with negative or restrictive words such as never, rarely, scarcely, hardly ever,
and not only.

An inverted sentence is a sentence in a normally subject-first language in which the

predicate (verb) comes before the subject (noun). Down the street lived the man and his
wife without anyone suspecting that they were really spies for a foreign power. In English,
such an inversion often introduces do-support.

Activity 1

Directions: Underline the correct form of the verb inside the parenthesis to make the
sentence correct.

1. On top of the suitcase ____ (is, are) my tennis shoes.

2. At the end of the dusty road_____ (stand, stands) two old water pumps.
3. There ___(is, are) no clues to tell who the robber is.
4. Across the front windows _____(stretches, stretch) a yellow ribbon.
5. Here ____(are, is) my old hiking boots.
6. Why ____(do, does) those two dead plants still sit on your desk?
7. ____ (Is, Are) the car keys in your coat pocket?
8. What ____(is, are) you planning to wear on New Year’s Eve?
9. ____ (Do, Does) anyone over six really believe in the Tooth Fairy?
10. Along the seashore _____ (race, races) the two horses.

2
 What’s More

Directions: Look at the example. Reword the sentences below to make inverted
sentence.
Example: He never shouted at the children.
Answer: Never did he shout at the children.
1. I hardly knew where I was.
Hardly_____________________________________
2. They didn’t speak a word.
Not_____________________________________
3. They seldom danced together.
Seldom_____________________________________
4. I never believe they would come.
Never_____________________________________
5. I little remembered what they said.
Little_____________________________________
6. He seldom comes to see me on Saturdays.
Seldom_____________________________________
7. He hardly turns to say goodbye.
Hardly_____________________________________
8. I have never seen a better one.
Never_____________________________________
9. The smoke was so dense that they fainted.
So_____________________________________
10. He mentioned it to me only yesterday.
Only_____________________________________

What I Have Learned

In most sentences, the subject comes first and is followed by the

verb. Sometimes, however, the subject and verb are reversed, or inverted. Inverted
sentences can cause confusion in subject-verb agreement.

Notice that this sentence begins with a prepositional phrase, In her hand. The
phrase is followed by the verb and the subject comes last. Often, it is easier to figure out
correct subject-verb agreement in an inverted sentence by rephrasing it in normal order.

Example: In her hand are two roses. (Now you’ve got it!)

3
 What Can I Do

Directions: Write two (2) of your own inverted sentences.

1. __________________________________________________________________

2. __________________________________________________________________

4
 Composing Clear and Coherent Sentences
Lesson Using Appropriate Grammatical Structures
2 (Subject-Verb Agreement - Intervening
Phrases)

What’s In

Intervening Phrases
An intervening phrase is a group of words, not a complete sentence that is added
between the subject and verb of a sentence. ... Intervening phrases often use prepositions
such as to, for, with, including and together. When these words are added to a phrase it is
often referred to as an intervening clause.

Examples:
2. The team captain as well as his player, is anxious.
Intervening Phrase

3. The woman with all the dogs walks down my street.

Intervening Phrase

What I Need to Know

After going through this module, you are expected to:

 Identify the correct subject-verb agreement in sentences with

intervening phrases
 Use correct grammatical structure in constructing sentences with
intervening phrases
 Compose clear and coherent sentences having intervening phrases
using appropriate grammatical structures.

5
 What’s New
A verb should agree with its subject in number. A singular subject must have a
singular verb and a plural subject must have a plural verb. Intervening phrases and
clauses do not affect subject - verb agreement.

Examples ,

1. The book, including all the chapters in the first section, is boring.
s intervening phrases v

2. The teacher, together with the students, submits a petition.

s intervening phrase v

What is It
Presentation:

An intervening phrase is a group of words, not a complete sentence,

that is added between the subject and verb of a sentence. Intervening
phrases often use prepositions such as to, for, with, including and together.

Activity 1
Directions: Underline the correct verb in the parenthesis to make the sentence correct.

1. The members of the most successful soccer team in the history of the school (has,
have) thanked the coach for his help.
2. An orange with brown spots (is, are) probably rotten.
3. The small boat on the angry waves (bob, bobs) up and down.
4. The holidays on the calendar in the den (has, have) been printed in red.
5. The dog with the newborn puppies (was, were) very productive.
6. The bench in the park overlooking the beaches (are, is) a peaceful place to relax.
7. That IPod with a thousand songs (play, plays) all day long.
8. The girl’s story about the howling wolves (send, sends) shivers up my spine.
9. The moonlight shining on the lake waters and through the trees (make, makes) me
feel like I am in a fairy tale.
10. The singing of the blue jays and the cardinals (create, creates) a happy mood.

6
Activity 2
Directions: Put a smiling face ( ) if the subject-verb agreement is correct and mark
X if the sentence is wrong.

1. Folk literary forms from our regions are varied.

2. The researcher, with all of his assistants, explain such claim to be true.
3. It was emphasized that the number of folk literary forms have increased.
4. The research center which published related reports supports the observation.
5. The researcher, accompanied by local translators, were able to gather proverbs.
6. There are still many questions about folk literature that needed to answered.
7. Folk literature, including oral forms, remain a source of ethnic knowledge.
8. The translations of folk literature help us overcome difficulties in understanding.
9. A compilation that contain folk literature has to be given recognition.
10. The government with the help of private groups promotes folk literature research.

What’s More

Directions: Underline the correct verb in the parenthesis to make the sentence correct.
1. Linda, one of my good friends, (visits, visit) England every year.
2. Bilbo Baggins, who faces goblins, trolls, and dragons, (is, are) the protagonist of J. R.
R. Tolkien’s The Hobbit.
3. A mask from the South Seas, along with two feather capes made in Peru, (was, were)
featured in the museum.
4. The doctor, together with his nurses, (is, are) attending a conference.
5. The actress signing autographs (has, have) won two awards.
6. The car factory’s greatest asset (is, are) its employees.
7. The best part of the movie (was, were) the chase scenes.
8. These pearls (appears, appear) to be one of Aunt Gracie’s heirlooms.
9. Aunt Gracie’s farms (is, are) a quiet retreat for the entire family.
10. The highlight of the Fourth of July celebration (remains, remain) the fireworks.

What I Have Learned?

A verb
should agree with its subject in number. A
singular subject must have a singular verb and a plural
subject must have a plural verb. Intervening phrases and
clauses do not affect the subject.

Example: The discovery of mummies, including different

artifacts, interests many people.

7
 What I Can Do

Directions: Compose five (5) clear and coherent sentences with intervening phrases.

1. __________________________________________________________________

2.__________________________________________________________________

3. __________________________________________________________________

4. __________________________________________________________________

5. __________________________________________________________________

8
Lesson Composing Clear and Coherent Sentences
Using Appropriate Grammatical Structures
3 (Subject-Verb Agreement – Irregular nouns
and verb agreement)

What’s In

Irregular Nouns
An irregular noun is a noun that becomes plural by changing its spelling in other ways
than adding an “s” or “es” to the end of the word. This change can happen in a variety
of ways.
The Simple Rule For Irregular Nouns
When it comes to other parts of speech Opens in new window, many English nouns are
irregular in nature. This means, they don’t form their plural by the usual addition of an
s–ending. Therefore, when an irregular noun is the subject of a present tense verb, the
decision to implement an s–ending verb is not always an easy one.

Let’s take a look at the plural forms of these nouns:

Singular Plural
man men
child children
woman women
Each of these three plurals all end in en. (By the way, this should hopefully make it more
simple for you to remember which is which.) So, when each one of these plural nouns
are used as a subject of a present tense verb, there is no s–ending to remind us not to use
an s–ending on the verb, as indicated below:
1. The men seem taller.
2. The children speak foreign languages.
3. The women are more cheerful.

What I Need to Know

After going through this module, you are expected to:

 Identify the irregular nouns EN5G-IIc-3.9

 Use correct grammatical structure in constructing sentences with
irregular nouns
 Compose clear and coherent sentences with irregular nouns using
appropriate grammatical structures

9
 What’s New

Irregular Nouns and Verb Agreement

Irregular Noun-Verb Agreement
Many nouns have irregular plural forms. Some of these nouns have a singular
meaning, while others have a plural meaning. This can make noun/verb agreement
challenging and often confusing.
I. Plural Form Nouns With a Singular Meaning
Some nouns always appear in a plural form but have a singular meaning.
Subjects of study that end in -ics follow this rule. Since these nouns have a singular
meaning, they have a singular verb agreement.
II. Plural Form Nouns With a Plural Meaning
Some nouns always a have fixed plural form. They are not used as singular
noun, or if they are, they have a different meaning. Items that have two separate sides
or come in pairs, such as pants or glasses, follow this rule. Notice that these nouns
always have a plural verb agreement as well.

What is It
A singular subject requires a singular verb; a plural subject requires a plural verb.
Irregular verbs do not follow a predictable pattern in their singular and plural forms. Common
irregular verbs are to be, to have, and to do. A compound subject is formed when two or more
nouns are joined by the words and, or, or nor.

Presentation:

Examples:
1. After doing such a great job, her boss offered her congratulations.✔ Correct
After doing such a great job, her boss offered her congratulation. ✘ Not correct
2. Those jeans fit you perfectly. ✔ Correct
Those jean fit you perfectly. ✘ Not correct
3. Your new glasses are really nice! ✔ Correct
Your new glass are really nice! ✘ Not correct
4. After vacation, we didn’t have much savings left. ✔ Correct
After vacation, we didn’t have much saving left. ✘ Not correct
5. Participating in athletics is a great way to stay in shape.✔ Correct
Participating in athletics are a great way to stay in shape. ✘ Not correct
6. Linguistics is a complicated area of study. ✔ Correct
Linguistics are a complicated area of study. ✘ Not correct
7. The local news airs at 5. ✔ Correct
The local news air at 5. ✘ Not correct
8. Billiards is played at many bars throughout the city. ✔ Correct
Billiards are played at many bars throughout the city. ✘ Not correct

10
Activity 1

Directions: Box the noun used as subject in each sentence and underline the
correct verb inside the parenthesis.

1. The mechanics of the Ambahan writing contest (require, requires) all entries to
be original and unpublished.

2. The criteria for judging (include, includes) adherence to form and relevance to
theme.

3. Official statistics about the Mangyan (is, are) difficult to obtain due to the
remoteness of certain areas.

4. A lecture series (is, are) to be held by the university to discuss pre-Hispanic

literature to the public.

5. Selected alumni (has, have) been invited by the university as guests of honor.

6. The new Philippine Literature syllabus (incorporate, incorporates) the Ambahan

among other pre-Hispanic forms.

7. The theses that (tackle, tackles) the Ambahan as a cultural artifact are now
displayed in the library.

8. Several commercial aircraft (fly, flies) to San Jose twice a day.

9. Mathematics (has, have) always been my favorite.

10. Different coral species (is, are) found in the waters of Apo Reef.

What’s More
I. Directions: Circle the irregular noun in the parenthesis to make the
statement correct.

1. The (women/womans) went to go shopping at the mall.

2. The (mans/men) had to join the military in the 1960’s.

3. There were a lot of (mice/mouses) in the attic.

4. I saw many (gooses/geese) in the lake.

5. At the zoo, I saw many (oxen, oxes).

11
 What I Have Learned?

12
 What I Can Do

Directions: Write a short story with irregular nouns observing the correct subject verb
agreement.

The short story is composed of 3 paragraph with 5 sentences in each paragraph.

13
 What’s In

What do you call to the words that describe?

Which of the following does not belong to the group?
1) Lipstick, nail polish, eye shadow, mascara, foundation
2) Car, train, submarine, bus, bicycle .
3) Spoon, calderine, plates, cups, saucer.
4) Father, mother, son, daughter, Manila
5) Dog, cat, elephant, snake, flower

What I Need to Know

After going through this module, you are expected to:

 Define collective nouns EN5G-IId-3.9

 Construct their own sentences using collective nouns.
 Apply subject- verb agreement in using collective nouns in a
sentence.

What’s New

Collective nouns refers to the names of persons, places, or things taken as a group,
as a unit or as one.
Examples: team bunch family crew colony
If the collective nouns is referred to as one unit, it is taken singular. If you refer to the
individual members in the collective noun, the noun is taken plural.
Example: 1. The staff is having a meeting. (singular)
2. The staff are arguing about an issue. (plural)

Pick up the collective nouns found in the sentence.

1. Has anyone seen a bunch of keys?
2. She was attacked by a warm by a swarm of bees.
3. The political party won the election.
4. In the movie “The Lion King”, Simba had a battle to take control of his pride.
5. I received a bouquet of flowers from my Auntie.

14
 What is It
Presentation:
A - Underline the collective nouns found in the sentence.
1. Group of boys celebrated the football championship.
2. The priest sad to see his congregation getting smaller.
3. I give them a set of cutlery for their wedding.
4. Mrs. Lury gave me a bundle of relief clothes for the fire victims.
5. The cruise ship carries 195 passengers and a crew of 95

B - Encircle the correct verb that will agree to the collective nouns.
1. The class (listen, listens) carefully to their teacher’s instruction.
2. The class (start, starts) their projects while the teacher grades their papers.
3. The team (is, are) heading for practice this afternoon.
4. The team (is, are) eating with their families tonight.
5. The team (is, are) putting on their helmets.

Activity 1 - Choose the appropriate collective nouns in the parenthesis to complete each
sentence:
1. A _________ of geese. (gaggle, straggle, waggle)
2. _________ is to army as a staff is to a company (platoon, pack, pile)
3. For the ice breaker activities, we had to work as a__________ (crew,
company, team).
4. A ________ of organized criminals. (slang, gang, bang)
5. A huge _________of _________ surrounded the vampires and devoured them.
(litter, kittens, gang, staff, pack, werewolves)

What’s More

Directions: Identify the collective noun found in the sentences below and write
your answers on the blank before each number.

___________1. The team are eating with their families tonight.

___________2. Our staff work hard to meet their goals and deadlines.
___________3. The mock trial team was happy with its presentations to the judge.
___________4. The committee meets here every Sunday.
___________5. The jury has finally reached a decision
___________6. The crowd is getting angry.
___________ 7. The majority rules most of the time.
___________ 8. The staff have gone their separate ways for the holidays.
___________ 9. How are the employees enjoying the new building?
___________ 10. A family of ducks were resting on the grass

15
 What I Have Learned?

If the collective noun refers to the group as a unit, then it takes a

singular verb. If it refers to the individuals in the group or the parts that make
up the group, then the verb should be plural. The sentences decide whether the
collective noun requires singular or plural verb.

What I Can Do

Write the correct verb choice that will agree with the collective noun.
1. On the first day of school, the class ( describe , describes ) their vacation.
2. The jury ( agree , agrees ) that the state prosecutors did not provide
enough evidence.
3. The swarm of reports ( engulf, engulfs ) the famous actor all at once.
4. The audience ( cheer , cheers ) the winner of the million dollars.
5. The group who ( get , gets ) the highest score wins the activity.

16
 17
What Can I do
Answers may vary
Activity 1
1. are
2. stand
3. are
4. stretches
5. are
6. do
7. are
8. are
9. Does
10. race
What’s More
1. Hardly I knoew where I was.
2. Not a word did they speak.
3. Seldom they danced together.
4. Never I believe they would come.
5. Little I remembered what they say.
6. Seldom he comew to see me on Saturdays.
7. Hardly he turns to say goodbye.
8. Never have I seen a better one.
9. So dense the smoke was that they fainted.
10. Only yesterday he mentioned it to me.
Lesson 1
Key to Corrections
 18
Activity 1
1.
2. x
3. x
4.
5. x
6.
7. x
8. x
9.
10.
Activity 2
1. have
2. is
3. bobs
4. have
5. was
6. is
7. plays
8. sends
9. makes
10. creates
What’s More
1. visits
2. is
3. was
4. is
5. has
6. is
7. was
8. appear
9. are
10. remains
Lesson 2
 19
Activity 1
1. geese
2. person
3. sheep
4. deer
5. men
6. cacti
7. teeth
8. dice
9. salmon
10. elk
Activity 2
1. requires
2. include
3. is
4. are
5. have
6. incorporates
7. tackle
8. fly
9. has
10. are
What’s More
1. women
2. men
3. mice
4. geese
5. oxen
Lesson 3
 20
What’s In
1. nail polish
2. submarine
3. calderine
4. Manila
5. Flower
What New
1. Bunch of keys
2. Swarm of bees
3. Political party
4. Pride
5. Bouquet of flowers
What is It
A – 1. group
2. congregation
3. set
4. bundle
5. passengers - crew
B-
1. listens
2. starts
3. is
4. is
5. is
Lesson 4
 21
Activity 1- Choose the appropriate collective noun
1. gaggle
2. platoon
3. team
4. gang
5. pack – werewolves
What’s More
1. team
2. staff
3. mock trial team
4. committee
5. jury
6. crowd
7. majority
8. staff
9. employees
10. family of ducks
What Can I Do
1. describes
2. agrees
3. engulf
4. cheers
5. gets
References:

Lesson 1

 Verbs
https://www.gedonlineclass.net/Curric/subjectverb4inverted.htm

 https://www.pdffiller.com/jsfillerdesk18/?projectId=480538174#46bf7765c34868ccf8
5d60607b785a69

Lesson 2

 Iglesia, Rachel (2015) Subject-Verb Agreement 01

https://www.slideshare.net/raniglesia/subjectverb-agreement-01

 file:///C:/Users/Lemuel%20Densing/Downloads/unit_3-subject-verb_handout.pdf

 Maine, Dewett ( ). Subject Verb Agreement Grammar Practice w/ Intervening

Phrases Distance Learning
https://www.pinterest.ph/pin/702350504360897340/?nic_v1=1aKvlvO6KkVS4nSRke
VHDFM5Htrg7gFql1FNc3lLnC5gdrIddyO8mQkXfRgRz793lP

Lesson 3
 Irregular Nouns Worksheets I Irregular Plural Noun Worksheets by Stephen
englishlinx.com
https://in.pinterest.com/pin/127789708155146925/?nic_v1=1aoe9GOquCW5%2Fkz
pqr4SKxvH1%2Bexq%2F59SGUEoNrvjc4yv%2BExIn0IMrr9w61F7ZSAso

 Reading & Math for K-5. Non-Verb Agreement Grade 5 Verbs Worksheet
https://www.k5learning.com/worksheets/grammar/grade-5-noun-verb-agreement-
a.pdf

 Teaching Resources (2020) Nouns Worksheets / Irregular Nouns Worksheets

https://englishlinx.com/nouns/irregular_nouns/

Lesson 4

 https://examples.yourdictionarymeaning
 https://www.gingersoftware.com sentences
 Google images https://.google.com/search (all pictures in activities)

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For inquiries and feedback, please write or call:

Department of Education - Division of Ozamiz City

Office Address: IBJT Compound, Carangan, Ozamiz City

Telefax: (088)545-09-90

Website: [email protected]

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