Robert Abiol-Grade 6 English

St.
Catherine Academy
Zone Libra, Suarez, Iligan City 9200
Tel. No. 225-9812
ENGLISH
ELEMENTARY DEPARTMENT
GRADE 6 – MODULE
QUARTER 1
LESSON 1: MUSIC: A HEALING SALVE

Content of the Module:
1. Music: A healing Salve
2. Idiomatic Expressions
3. Figurative Expressions
4. Analyzing Sound Devices
5. Pluralization of Regular Nouns
LAUNCH INTO READING
Music: A Healing Salve

Have you heard the saying, “Music is the language of the soul”? In what ways can
this be true?
Sally was a young woman who lived in a small

red cabin near the mountain. Their wooden cabin
was just enough for her and her father. Beside their
cabin door was an acacia tree. After a day of tending
their small vegetable garden, she would sit beside the
tree and watch the sunset. She wished she could play
some music.
The next day was her birthday and how happy
she was when her father gave her a fiddle as a
present. Since then, she would sit by the tree and
play her fiddle. Sally was always happy when she
played her fiddle. She would forget all the aches from
a long day’s work when she was making music with it.
Once a month, there was a fair in their small town. This was a time for everyone to
sing, dance, relax, and have fun. With her father, she would go to town to bring their best
harvest of fruits, vegetables, even farm animals, and mostly, to join the dance. Sally played
her fiddle for as long as there were people who would dance to the music she played.
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Sally was always happy to play for her neighbors. In return the neighbors would heap
praises on her for the beautiful music she played. In the evening, they would all go home.
Sally would go back to the red cabin and sit under the acacia tree, playing her fiddle.
Meanwhile, on the other side of the hill lived a young man named Roel. Like Sally, he
loved music and was fond of making beautiful sounds with his harmonica. One time, Sally
was invited to their village feast. As usual, Sally brought her fiddle and was requested to
play for the crowd.
Unknown to her, Roel was there too and in the middle of her musical number, Roel
came out of the crowd and played along with her, using his harmonica. What beautiful
music they made together! After being introduced to one another, they teamed up and from
then on, the two were always invited to gatherings and events. They inspired their fellow
villagers with their music.
On one occasion, a distraught mother asked them to visit her sick daughter. Upon
hearing the pair play her favorite song, the sick girl lightened up and showed interest in
getting well again! A small miracle you might call it but the fame of the musical pair spread
to other communities. They said that even people with hearts of stone softened to the music
of the two. Not long after, many young people who were interested in music sought their
help. The number of music lovers grew. Music cheered the hearts of the weary, the sad, the
sick, and the hopeless.
Despite their success, Roel and Sally remained the simple folks that they were. After
some years, their own children continued their ministry of easing the pain of people and
bringing peace and happiness to all through music.
Activity #1
Develop Your Reading Skills
Activity 1.1: Answer the following questions orally.
1. Who were the characters in the story?
2. What were the outstanding qualities of the characters in the story?
3. In what way did they bring happiness to the community?
Activity 1.2: Go back to the story and find the words listed in A. The number of the
paragraph where each word is found is given after the word. Then, match the words in A
with their meanings in B. Use contextual clues when you can. If not, use your dictionary.
Write only the letters of your answers on the lines.
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2. Using Idiomatic Expressions
Idiomatic expressions or idioms are phrases or expressions whose meanings differ
from their literal meanings.
Here are some idiomatic expressions and their meanings.
good at heart – kind without showing it

come over – pay a visit
run across – dicover by chance
music to the ears – brings joy
deaf ear – does not listen
apple pie order – in perfect order
show up – appear
go over – review
excess baggage – anyone not needed
look out – beware
Activity 1.3 Match the idiom with its meaning. Write the letter of your answer on the line
before the number.
3. Using Figurative Expressions

The selection, “Music: A Healing Salve,” talks about a fiddle that Sally used. The word
fiddle can be found in some figurative expressions, such as in the following:
1. As fit as a fiddle means “to be in good health.”

Ramon is as fit as a fiddle now that he is exercising and dieting.
2. To play second fiddle means “to play second or next in importance to someone.”
Luisa does not really mind playing second fiddle to her sister.
Another musical instrument used in a figurative expression is the whistle. Study the
example below.
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Clean as a whistle means “something is very clean.” This is used more when talking
about inanimate objects.
Her record is clean as a whistle, so she was granted a visa right away.
Activity 1.4 Provide the correct figurative expression to complete each of the following
sentences. Choose from the given expressions on the previous page.
1. After cooking, she made sure the kettle was _____________

2. You should be ___________ if you want to be accepted in the job.
3. He had to ____________ to the leading actor in the play.
4. He decided to leave the group rather than ____________ to someone who always criticized
him.
5. The whole place was ____________ so she decided to buy it right away.
6. Her mother was happy when she was told that her school record was ____________
7. Because she was ____________ she was allowed to join the competition.
8. The room was _____________ after she gave it a thorough cleaning.
9. As a new actor, he played ____________ to Patrick, the lead actor.
10. Keeping yourself _____________ will be of great advantage to your overall well-being.
4. Analyzing Sound Devices

Some texts are pleasant to read and hear because of sound devices used by authors.
Examples of appealing sound devices are onomatopoeia, alliteration, assonance, and
consonance.
1. Onomatopoeia is using words that imitate the sound made by or associated with a
referent.
Examples: banging of the gate
dripping of water
croaking of frogs
purring of cats
beeping of mobile phone
2. Alliteration refers to the use of the same beginning sound in a line or verse which
is usually a consonant sound.
Examples: water from the well bright and beautiful witty and wise
forgive and forget wind and winter
3. Assonance refers to a type of rhyme in which the same vowel sound is used with
different consonants.
Examples: penitent and reticence fight and might roaring and watching
time and nine spider and fly
4. Consonance refers to the recurrence or repetition of consonants especially at the
end of stressed syllables without the similar correspondence of vowels.
Examples: fight and smart boat and shout tuck and back
law and sow soot and suit
Activity 1.5 Identify the sound devices used in the following. Write your answer on
the line before the number.
____________1. clattered – clanged

____________2. thee – peace
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____________3. the pitter-patter of rain
____________4. fragrant – flower
____________5. write – bright
____________6. meat – nit
____________7. hooting of an owl
____________8. roaring – watching
____________9. stroke – luck
____________10. alike – about
5. Pluralization of Regular Nouns

Singular nouns name one person, animal, place, or thing.
Plural nouns name more than one person, animal, place, or thing.
Read and study the rules for making the plural form of nouns.
Rule 1 Add -s to most nouns.

Examples: Singular Plural Singular Plural
typhoon – typhoons disease – diseases
planet – planets plant – plants
Rule 2 If a noun ends in s, sh, ch, x, or z, add -es.
gas – gases beach – beaches
dish – dishes fox – foxes
Rule 3 If a noun ends in consonant y, change y to i and add -es.
activity – activities bunny – bunnies
story – stories baby – babies
Rule 4 If a noun ends in y but preceded by a vowel, add -s.
toy – toys key – keys
tray – trays donkey – donkeys
Rule 5 For some nouns ending in f or fe, add -s; for others, change f or fe to v and add
-es.
reef – reefs leaf – leaves
belief – beliefs loaf – loaves
chief – chiefs calf – calves
roof – roofs self – selves
cliff – cliffs knife – knives
handkerchief – handkerchiefs life – lives
Rule 6 For most nouns ending in -o, add -s.
piano – pianos solo – solos
photo – photos gazebo – gazebos
For nouns with a vowel before the fi nal -o, just add -s.
Examples: Singular Plural
zoo zoos
pea peas
radio radios
studio studios
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embryo embryos
There are common nouns ending in -o that are always spelled with -es in the plural.
tomato tomatoes
hero heroes
domino dominoes
potato potatoes
There are also common nouns ending in -o that can be spelled either with -s or -es in the
plural.
cargo cargos or cargoes
volcano volcanos or volcanoes
mango mangos or mangoes
zero zeros or zeroes
tornado tornados or tornadoes
flamingo flamingo or flamingoes
motto mottos or mottoes
avocado avocados or avocadoes
echo echos
mosquito mosquitos
Activity 1.6 Complete each sentence by supplying the plural form of the singular noun in
parentheses.
(place) 1. Mr. and Mrs. Ancheta traveled to many ____________ around the world.
(bee) 2. In the farm, ____________ were buzzing around our heads.
(church) 3. Philippine _____________ are known for their intricate architectural designs.
(insect) 4. Some _____________ are harmful to us.
(disease) 5. They carry germs and spread _____________.
(player) 6. My cousins are good basketball _____________.
(character) 7. Who are the ____________ in the story?
(friend) 8. They all want to make new _____________
(country) 9. The delegates are coming from different _____________.
(shelf) 10. Our library _____________ are always full of interesting books.
LESSON 2: NOBODY BUT YOU…

1. Nobody but you..
2. Using Figurative Language
3. Writing a Poem
4. Pluralization of Irregular Nouns and Foreign-Based Nouns
LAUNCH INTO READING

Nobody but You…
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Do you experience being lazy once in a while? Read the poem and find out what it is like to
be lazy.
It fell about a nap at noon

And a gay time it was then
When the wife got some corns
And she boiled them in a pan.
The wind swayed so cold,

Blew so hard into the floor.
Said the man to his wife,
“Rise up and bar the door.”
“My hands so full in my household work

As you could see my body so tired;
It would not be barred for a thousand years
If you would wait for me!”
A pact was made between the man and the wife.

They made a fair decision
That whoever should speak first
Should rise up and bar the door.
Then, there barged two men,

A cre-ek-ek at the door in the middle of the night.
They could not see the people nor the hall
No kerosene lamp, no candlelight.
Now, would this be a rich man’s house,

Or it be a poor?”
But never a word would one of them spoke;
No one would break the rule.
The men ate the corns

And then looked for more
Though the wife thought to herself,
Yet never a word she spoke.
Then said one stranger to the other,

“Here, man, take my knife;
Shave the old man’s head
And I’ll take the wife.”
“There’s no hot water to scrape it off

And what shall we do then?”
“Hmmm, why not use the corn broth
That boils in the pan?”
Oh, then started the old man

As angry as a growling lion was he,
“You could not take my wife against my will
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And with corn broth scald me!”
Then the wife got up

And hopped merrily on the floor,
“Wise man, you’ve spoken the very first word!
Nobody but you... bar the door!”
Activity #2
1. What was the poem about?
2. Why was the couple having an argument?
3. How was the problem settled?
2. Using Figurative Language

Figurative language is a tool used by writers to give an idea or create a picture in the
mind of the reader. Similé, metaphor, personification, and hyperbole are types of figurative
language.
1. Similé compares two dissimilar things using as or like.

Examples: The baby’s skin is as smooth as silk.
(means soft and shiny)
The news spread like wildfire.
(means so fast)
The man entered the room as quiet as a rat.
(no sound at all)
2. Metaphor compares two dissimilar things without using as or like.
Examples: The woman has a heart of gold.
(means generous, kind)
The girl’s smiling eyes are stars twinkling in the dark sky.
(looks happy)
The chauffeur was a lion on the loose who fought off the
carnappers. (fought bravely)
3. Personification gives human characteristics to animals, things, or ideas.
Examples: The clouds were crying.
(It means it was raining.)
The wind was whistling.
(It means that the wind was strong.)
The pillow whispered a bedtime story into my ear.
(It means I slept soundly.)
4. Hyperbole uses marked exaggeration to make a point.
Examples: I told you a million times to study.
(It means that the speaker keeps on repeating the same
thing.)
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Our preparation for the party is enough to feed an army.
(It means that the food prepared is more than enough for the
people.)
Activity 2.2 Identify the type of figurative language used in each sentence. Choose your
answer in the box and write its letter on the line.
a. Similé b. Metaphor
c. Hyperbole d. Personification
______________1. The boxer’s ears are like mushrooms.

______________2. The sun was smiling down on us.
______________3. A loaf twisted like a braid on the platter.
______________4. A sea of eager customers surged in at the sale.
______________5. Dancing flowers filled the meadow.
______________6. Jon nearly died of laughing.
______________7. The rain was a whip, lashing against the roof.
______________8. The runners came around the bend as fast as the wind.
______________9. The plane was like a bird soaring skyward.
______________10. Cry me a river.
3. Writing a Poem
Writing a poem is an act of creativity. It is just like writing about many things around
you.
The poem is a literary form of art that uses special words and quality language. It
usually consists of lines or verses. It may have a rhyming pattern at the end of the lines.
Lines can separate, compare, or contrast thoughts expressed in the poem.
The key elements used in a poem are the lines, stanzas, or verse paragraph. Lines of
poems are usually organized into stanzas.
There are some devices that we consider in writing poems. The most well-known
device is the use of rhyming words. Words that rhyme are easy to remember and sound
interesting. They also enhance meaning and add creativity to a poem.
When you want to use the rhyming device, there are three types to choose from.
1. A couplet consists of two successive lines that rhyme at the end.

Example: There was an old man in a tree,
Who was horribly bored by a bee.
There was an old man with a beard,
Who said, “It is just as I feared.
2. Tercet has three sets of rhyming words: 1 and 2 rhyme; as do 4 and 5; and 3 and 6.
Example: The night was creeping on the ground
She crept and did not make a sound
She covered it, and stole again
Along the grass beside the wall
I heard the rustling of her shawl
Until she reached the tree by then.
3. Ballad stanzas have second and fourth lines rhyme.
Example: What was once beautiful
Now breathes not,
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Bound for Ben Bailey’s
Smoking pot.
Another well-known device in writing a poem is using concrete images and vivid
description. Images that can be perceived by the senses are sensory images. To make
images more interesting, authors use things that can be appreciated by the senses
(hearing, smelling, seeing, tasting, and touching).
Examples: growling lion, a fragrant sampaguita, a little red wagon
Compare: He made a loud sound.
He made a loud sound like a growling lion in the forest.
Vivid descriptions are often made with the use of rhetorical devices such as similé,
metaphor, and other figurative language.
Example: When George’s Grandma was told
That George had been as good as gold
She promised him an immense balloon.
And so she did, but when it came
It got into a candle flame
And the room was filled with reeking smoke.
Some poets use repetition of either long or short phrases for effect.
Example: Now her ghost wheels her barrow through streets wide and narrow
Crying, “Cockles and mussels, alive, alive, oh!”
“Alive, alive, oh! Alive, alive, oh!”
Crying, “Cockles and mussels, alive, alive, oh!”
How do we write a poem?

A. Getting Ready
1. Keep yourself in an inspiring mood.
2. Have your writing tools ready.
3. Think of an idea or message you want to convey (e.g., love for your parents, etc.).
4. Visit a particular place or scene you want to write about.
5. Allow yourself to put ideas and feelings into words.
6. Read or listen to some poems.
B. Writing Time
1. Choose words that are right and necessary to enhance the meaning of your poem.
2. Decide which device/s you want to use in your poem.
3. Use concrete images and vivid description.
4. Have your most important message or insight at the end of your poem.
5. Give the reader something to think about after reading your poem.
6. Read your poem and listen carefully.
4. Pluralization of Irregular Nouns and Foreign-Based Nouns

A. Irregular Nouns
Irregular nouns form their plurals in different ways. The following guidelines may be
used in plural noun formation.
1. Some irregular nouns form their plurals by changing the central vowel sound.
man men
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woman women
foot feet
goose geese
tooth teeth
2. Some change the whole word to express plurality.
mouse mice
child children
ox oxen
erratum errata
radius radii
3. Some nouns change their ending to express plurality.
a. -is to -es
axis axes
basis bases
parenthesis parentheses
b. -ix/ex to -ices
vertex vertices
apex apices
appendix appendices
c. -us to -i
focus foci
cactus cacti
syllablus syllabi
d. -on to -a
criterion criteria
phenomenon phenomena
4. Other nouns with irregular form use the same spelling for both singular and plural.
Chinese Chinese
sheep sheep
cattle cattle
deer deer
species species
5. Some nouns use either of two forms for singular and plural.
Examples: fish or fishes
elk or elks
medium or media
6. Some nouns have only a plural form.
Examples: pants trousers
scissors clothes
shears savings
7. Some nouns seem to be plural but they are singular in meaning.
Examples: civics news
measles aeronautics
mathematics statistics
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Activity 2.3 Write the singular or plural form of the given nouns.
____________1. basis _____________9. erratum
____________2. index _____________10. mouse
____________3. lice _____________11. feet
____________4. memoranda _____________12. ox
____________5. datum _____________13. tooth
____________6. alumni _____________14. goose
____________7. child _____________15. cattle
____________8. bacteria
LESSON 3: The Arrow and the Song

Content of the module:
1. The Arrow and the Song
2. Identifying Rhyming Words
3. Verbs and Verb Phrases Verb-Forming Prefixes and Suffixes
LAUNCH INTO READING
The Arrow and the Song

Henry Wadsworth Longfellow
Can you recall a favorite poem that you have read? What did you like about it? Was
the message of the poem something related to your experience?
I shot an arrow into the air.

It fell to earth, I knew not where;
For, so swiftly it flew, the sight
Could not follow in its flight.
I breathed a song into the air.

It fell to earth I knew not where;
For who has sight so keen and strong
That it can follow the flight of a song.
Long, long afterwards in an oak

I found the arrow still unbroke;
And the song from beginning to end
I found again in the heart of a friend.
Activity #3
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1. According to the title, what two things did the poet write about?
2. What did the poet write about in the fi rst stanza?
3. Why, according to the poet, was it impossible to know where the arrow had landed?
2. Identifying Rhyming Words
Rhyme is a poetic technique that repeats syllable sounds at the end of the lines in a
poem.
Rhyming words in poetry are found within the lines of a poem. Most often they come
at the end of lines. In some poems, the rhyming words can come one after another. Some
also occur in pairs, as in lines 1 and 2, and lines 3 and 4. Study the first stanza of the
poem “The Arrow and the Song.” Where do the rhyming words occur?
I shot an arrow into the air
It fell to earth, I knew not where;
For, so swiftly it flew, the sight
Could not follow in its flight.
What words rhyme in lines 1 and 2? In lines 3 and 4?
In some poems, the rhyming words occur not one after the other but at the end of the
second and fourth lines. Here is an example.
The camel had a single hump;
The dromedary two;
Or else the other way around.
I’m never sure. Are you?
What words in lines 2 and 4 rhyme?
Below are rhyming words from the poem “The Arrow and the Song.” In what stanzas
and lines do they occur?
air – where
strong – song
oak – unbroke
end – friend
Here is a stanza in a poem. What lines rhyme?

Tonight will be a stormy night–
You to the town must go;
And take a lantern, Child, to light
Your mother through the snow.
Sensing Music in Rhymes
Your first encounter with rhyming words is with the nursery rhymes that you have
recited in class. The rhyming words in nursery rhymes create music that encourages young
readers to read and makes it easy for them to remember the lines. Below is a favorite
nursery rhyme. As you read it, look for the rhyming words and write them down in your
notebook.
Jack and Jill
Went up the hill
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To fetch a pail of water.
Jack fell down
And broke his crown,
And Jill came tumbling after.
Determining the Tone, Mood, and Purpose of a Written Work
The tone or mood of a written work refers to the atmosphere of feeling that the work
imparts. It expresses the writer’s outlook toward the subject and the characters of his/her
piece. A writers tone can be serious, sarcastic, solemn, objective, factual, critical, light,
cheerful, or humorous.
Writers have a purpose or specific reason for writing their works. Some writers like to
provide information that often gives facts. Others want to tell stories for the readers’
entertainment. Others write stories that likely describe characters or events. Some try to
convince or persuade the readers to do or believe in something.
Can you identify the mood or tone of the poem “The Arrow and the Song”?
Why do you think the writer wrote the poem? Choose your answer.
1. Is it to give information about something?
2. Is it to tell a story for entertainment?
3. Is it to describe something?
4. Is it to convince you to do something or to believe in something?
Understanding Denotations and Connotations
In the poem, two important words surfaced: an arrow and a song. A word can have a
literal and an implied meaning. A literal or dictionary meaning is a denotation. A denotative
meaning of an arrow is an instrument with a pointed end. On close examination, what do
you think did Longfellow want to suggest with the word arrow, other than a hunting
instrument or a weapon? Does the word arrow carry a negative meaning? What other
meanings can you attach to the word arrow?
A song refers to a musical composition. Does it carry a positive note? If so, what did
the poet mean when he “breathed a song into the air”? What do you think can the song
represent?
In the last stanza, the poet found the arrow unbroken. If an arrow is unbroken, can it
still be used over and over again? On the other hand, the song was found in the heart of a
friend. Two words, heart and friend, connote personal and gentle feelings. If an arrow
represents a weapon or violence, what might a song represent?
With a partner, discuss the denotative and connotative meanings of the words
“arrow” and “song” as the poem implies. Compare notes with your partner. Remember that
poetry can be interpreted in many ways. Respect for other people’s opinion is important.
3. Verbs and Verb Phrases Verb-Forming Prefixes and Suffixes

A. Uses of Verbs
1. A verb expresses an action and therefore it is used as an action word. These words name
the action in the sentences. Read the examples below.
a. The pupils sing the Philippine National Anthem every morning.
b. They put their hands on their chests.
Which are the action words above?
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An action verb is the predicate part of a sentence. The predicate verb tells what action the
subject does. Read the following examples.
a. A band / plays music.
b. Drummers / march in a parade.
c. Some children / follow the band.
Look at the predicate part of each sentence above. Which is the action verb?
2. A verb also expresses a state of being. Read the sentences below.
a. I am interested to read books about adventure.
b. My friend, Rina, is fond of books, too.
c. We are members of Book Lovers’ Club.
Which words express state of being?
The forms of the verb be express state of being. Take note of the pronouns used with the
verb be.
I am
He, She, It is
We, You, They are
Some verbs of the senses may express state of being. Read the sentences below.
a. The weather seems fine today.
b. That idea sounds interesting.
c. The food on the table smells good.
Which words above are verbs of senses?
There are also words that may express state of being. Read the following sentences.
a. The rabbit and the fox became friends.
b. The arrested car driver turned pale with fright.
c. The little girl gets nervous whenever a monkey comes closer to her.
Which are examples of other verbs?
B. Verbs—Words and Phrases
A verb phrase is more than one word. Read and study the sentences below.
1. People are working hard to build the city.
2. They can be tough as their forefathers.
3. Their leaders will choose the most hardworking person.
Which words above are verb phrases?
C. Verbs with Prefixes and Suffixes
Words can become verbs by adding prefixes before the root word. Read the examples.
Prefix Root word Verb
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re new = renew
be little = belittle
en joy = enjoy
de throne = dethrone
pre cook = precook
trans port = transport
Words can become verbs by adding suffixes at the end of the root word. Read the examples.
Root word Suffix Verb
light en = lighten
décor ate = decorate
empathy ize = empathize
humid ify = humidify
Read the sentences. Take note of the verbs formed with prefixes and suffixes.
1. Their friends organize a trip to Puerto Prinsesa Underground River.
2. They will remake the movie Titanic.
3. The speakers enlighten the participants about global warming.
4. Let us decorate the stage before the guests arrive.
5. The Spanish visitors translate the meaning of Dr. Jose Rizal’s “Mi Ultimo Adios.”
Which words are added with prefixes? with suffixes?
Activity 3.2 Encircle the verbs that will complete the meaning of the sentences.
1. I (lock, look, luck) at the sky with much joy in my heart.

2. The weather (sounds, smells, looks) fi ne today.
3. Mother (prepares, presents, presides) a party for my birthday.
4. Balloons (is, are, were) in every corner of our house now.
5. I (notice, knock, throw) the man in front of our house.
6. He (wears, bears, brakes) a brown jacket.
7. Nobody (rides, knows, tries) him.
8. Oh, he (are, is, were) the magician!
9. For sure, he will (make, bake, move) my party enjoyable.
10. Suddenly, my visitors (abide, arrive, survive) one by one.
Activity 3.3 Read the following sentences. Draw two lines under each main verb and one
line under each auxiliary verb.
Example: Have you gone mountain climbing?
1. Mountaineering has grown in popularity.
2. Mt. Everest was first climbed in 1953.
3. Have they reached the hanging bridge?
4. The Nabisco Wall has always been regarded as most challenging.
5. Some climbers have fallen over a mile without injury.
6. Have you heard of the mountain in Kashmir?
7. The mountain climbers were seen in the area.
8. Bad weather has often caused many problems for climbers.
9. Mountaineers should certainly use the best gear possible.
10. Have you engaged in this sport?
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LESSON 4: Nacho’s Many Faces
Content of the module:
1. Nacho’s Many Faces
2. Forming English Words from Foreign Root Words
3. Using the Index
4. Using the Rising and Rising-Falling Intonations in Sentences
5. Listening to a Fable
6. Perfect Tenses (Present, Past, Future)
LAUNCH INTO READING

Nacho’s Many Faces
Have you ever read the expression “wearing diff erent faces”? On what instances or
situations can this be true?
In the story that follows, Nacho wears different faces.
His real name is Ignacio. However, his

lolo is Ignacio, so his parents decided to call
him Nacho instead. Nacho is a young boy of
nine. He is easy to please, and most often,
he fl ashes a smile to everyone he meets.
“Good morning!” is his customary greeting
to his parents and siblings. “How are you
today?” he usually asks his grandparents.
But today is different. The happy face of
Nacho changed to a sad one.
“Hey, why the long face?” asked his
friend, Dindin. A long sigh is all that Nacho
gave Dindin.
“Tell me why you are wearing a sad face,” persisted Dindin,
“Well, if you must know, I feel sad because my sister is going to a summer camp for a
whole month.”
“Well, your sister Andie has to do that. You will have your turn too.”
“I know. It’s just that I am going to miss her. I would like to feel happy again.”
17
“Well, do you know that you can wear diff erent faces, depending on what you feel at
the moment?”
“Like what?” asked Nacho curiously.
“One cannot be sad all day. There’s a change in one’s face for every feeling. Every
time you feel something, your face shows it. That is what is meant by the expression
‘wearing different faces.’ Come, walk with me, and let us see.”
While they were walking, Nacho hit a railing as they were taking a turn. “Ouch, my
shoulders hurt!” he said with distress.
“See? That’s a different feeling. I have here a small mirror. Now, look at your face in
the mirror,” ordered Dindin.
As they were approaching a mall, they saw an announcement on free drawing and
painting classes. Immediately, Nacho’s interest was perked, and he lightened up. “I like to
take advantage of these free classes!” he said cheerfully.
“Okay. See? Your face in the mirror is different—the face that shows interest and
eagerness. Let’s go and see how we can avail ourselves of these free classes. The office is on
the fourth floor.”
However, Nacho’s face suddenly changed when he saw the announcement that the
elevators were not working. “My, we have to take the stairs up to the fourth floor!” he
pouted. Without waiting for Dindin, Nacho looked at the mirror and saw the long face
again.
Upon reaching the office, he was happy to see the secretary smiling at the applicants
despite the long lines. His feelings changed from disappointment to happiness. After
completing all the requirements, Nacho felt pangs of hunger. “Let’s get something to eat,”
he said with a feeling of pain on his face.
As the day wore on, Nacho realized how many different feelings he had experienced
within the day and how these all showed on his face. “Now I understand what you have
said about wearing different faces, Dindin,” admitted Nacho.
“I am glad you do. Knowing that you can wear different faces or have different
feelings means that you can have control of your feelings,” answered Dindin.
“Therefore, if I have negative feelings, I should learn to manage them. These negative
feelings should not control me.”
“Exactly! Knowing that means you can learn to shift emotions so that you won’t let
some bad feelings keep you from attaining your goal,” Dindin explained further.
“And my goal is to be happy! Thank you, Dindin. You are truly my friend!”
When his sister, Andie, arrived from the summer camp, Nacho could not help telling
her about his many faces!
Activity #4
1. What kind of child was Nacho?

2. What saddened him one day?
3. How did his friend, Dindin, help him out of his sadness?
2. Forming English Words from Foreign Root Words
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When we read, we encounter words that have origins from different foreign
languages. Most of them came from Latin and Greek root words, which can be found in
English terms that we use daily. Latin, Greek, and French words had been the language of
learning in the past. Thus, English has borrowed some of these. New English words have
evolved in different ways. Let us study how these foreign root words have become part of
some English words today.
Activity 4.2 Foreign root words are used in the sentences below. Form English word with
the given root words to complete the idea of the sentences.
1. A cred ____________ report was presented by the accountant.
2. The efficiently clear CCTV was able to cap ____________ the robbery in the shopping mall.
3. The heroic act of the policeman in saving lives during the typhoon was finally recog
__________ in the awarding ceremony.
4. I need to go to a derm ____________ to have my skin disease treated.
5. Her dic _____________ was excellent, so she was awarded The Best Speaker award.
Activity 4.3 Add a noun that will fit the given English word. The English words have
foreign root words.
Example: capable supplier
1. logical ________________
2. a flexible ________________
3. a reflex ________________
4. general ________________
5. vivid ________________
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3. Using the Index
The index is the part of the book found at the end. It presents the contents of the
book, usually arranged by subjects or topics in alphabetical order, including the pages
where they can be found. An example of entries in the index of a book looks like the one
below.
INDEX
Agreement
of demonstrative adjectives, 270
of pronouns, 340, 355–358
of verbs, 299–307
Pronouns, 234–258
adjective, 247
agreement of, 240, 255–257
antecedents of, 234, 238, 241
The author index proceeds much like the subject index. The names of authors are
entered alphabetically with the last name first, followed by the topics they have written and
the pages where these can be found.
The index is a great help in your studies since it makes locating topics easier rather
than flipping through the pages. It can also indicate whether the topic you are looking for is
included in the book. The index also facilitates looking for subtopics and the different pages
where they are located.
4. Using the Rising and Rising-Falling Intonations in Sentences

When you read orally, you will notice that your voice goes up and down depending on
the kind of sentence you are reading. A period is an end point in a sentence which requires
that you bring down your voice and that you come to a stop. On the other hand, a question
answerable by yes or no requires a rising intonation at the end. However, questions not
answerable by yes or no do not require that you read them with a rising intonation.
Below is a paragraph with sentences ending in rising and rising-falling intonation.
Cover this paragraph and listen attentively as your teacher reads it aloud. When you hear
your teacher use a rising-falling intonation at the end, tap once. For a rising intonation, tap
twice.
Attitude
Respecting Turn-Taking in Communication
As you listen to your classmates’ answers, remember that sharing is turn-taking. If it is

somebody’s turn, listen attentively and refrain from making impolite comments. Some
expressions you can use are as follows:
I am ready to listen. Please begin. Can you consider this?
20
I beg to disagree but… It might be better to…
What do you think about this? What do you think about…?
Thank you for your suggestions. You’re welcome.
Fluency
Locating Sentences with Rising and Rising-Falling Intonations
Go back to the story, “Nacho’s Many Faces.” Locate three sentences that end with a
risingfalling intonation and three sentences with a rising intonation. Write them down
below and, at the end of each, draw an arrow downward (↓) for rising-falling intonation and
an arrow upward (↑) for rising intonation. Share your answers with your classmates
5. Listening to a Fable
Here is a fable that teaches us about paying forward or returning a favor. Listen as
your teacher reads it aloud.
The Lion and the Mouse
A lion, who was stalking a deer in the forest, almost stepped on a mouse one
morning. “Please, Mister Lion,” squeaked the mouse. “Don’t eat me. Why, I’d barely be a
mouthful for you.”
“You’re right,” said the lion, and he carefully stepped around the tiny creature. Later
that same day, the mouse found the lion trapped in a net which had been set by hunters to
capture wild animals. With his sharp teeth, the mouse soon gnawed through the tangles in
the net, and the lion was free.
“Thanks a lot, little friend. Now, how can I repay you?” the lion asked.
“Never mind,” the mouse said. “After all, you set me free earlier today, and one good
turn deserves another.”
Activity 4.4 Answer the following:

A.
1. Was the lion hunting a deer or a mouse?
2. Was the mouse large or small?
B.
1. Where were the lion and the mouse?
2. Who had set a trap for wild animals?
6. Perfect Tenses (Present, Past, Future)

The perfect tenses express actions that are perfected or completed at a specific
period of time. They are constructed in a sentence with the use of auxiliaries has, have, or
had plus the past participle of the main verbs.
The present perfect tense shows that the action was completed before or at the time
of speaking but no definite past time is used.
Read the sentences. Notice the verb phrase.
1. Delicious fruits have grown in the backyard.

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2. A hungry bird has nibbled at the fruits.
What words are used before the verbs in the sentences?

What action does the verb phrase express in each sentence?
1. Father hasn’t returned since he left a week ago.

2. We haven’t asked permission for our field trip until now.
3. Mother has gone to Father’s office several times.
What time expressions are used in the sentences?

What time expressions are used to tell that the action began in the past and continued up
to the present?
The past perfect tense shows an action that happened earlier or before another past
action.
Read the sentences. Notice the two past actions that are used.
1. Uncle Noli had already plowed the field with a carabao when he decided to buy a
tractor.
2. His brother had tilled the land before he planted tomatoes.
3. Grandfather reaped the fruits of his labor after he had worked hard for many
years.
What actions in the past are done earlier? What actions are done later?
What do you call the words that connect the two past actions?
The future perfect tense shows an action that will be completed or done before a
specified time in the future. The word by is used before the time expression.
Read the sentences. Notice the past action expressed with the use of auxiliary verbs
shall/ will have before the past participle of the main verb.
1. We shall have fixed our bags (by Monday) or (before Monday).

2. I shall have taken a bath (by seven o’clock).
3. My sister and I shall have eaten our breakfast (by the time the school bus arrives).
What is added to the verb to show that the future action is completed?
What future time expressions are used to tell that the future action is completed before
such time?
Changing Statements to Questions

1. Jun has placed his old cards in the box.
Has Jun placed his old cards in the box?
2. Mother and Father haven’t visited Grandmother for a month.
Haven’t Mother and Father visited Grandmother for a month?
Changing Questions to Statements
1. Hadn’t Lito seen the car when he decided to hire it?
Lito hadn’t seen the car when he decided to hire it.
2. Shall we have reached home by nine o’clock?
We shall have reached home by nine o’clock.
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What happens to auxiliaries has, have, had, shall have, and will have when we change
statements to questions and vice versa?
Study the chart below.
Activity 4.5 Complete the chart with the three perfect tenses.
FIRST QUARTER EXAM

Name: _____________________________________________________ Score: _____________
Test I. Read the paragraph. Then, answer the questions. Write only the letter of your
answer on the answer line.
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“It was a busy Saturday for Ellen and Mark. They woke up very early and went
to the fields. They brought two big baskets to fill them with strawberries. It was
really weari some because they moved very fast to pick strawberries. They did not
want to stay in the field until lunch time. They proceeded to Uncle Dennis’s house
and brought him all the berries. He cooked the berries and showed them how to
make strawberry jam. Then, he asked the two children to clean the jars and fill
them with jam. After the cooling period, they were asked to bring home the jam.
Their mother was delighted and surprised over their unusual experience and the
jam. It was truly an amazing vacation for the two in Benguet, Mt. Province.”
______ 1. What was the first thing that the children did?
a. They made strawberry jam.
b. They woke up early and went to the fields.
c. They picked strawberries in the field.
d. They went back to Mother and gave a surprise.
_____ 2. Who cooked the berries?
a. Ellen b. Mark c. Uncle Dennis d. Mother
_____ 3. How did their mother feel about her children’s experience?
a. Worried b. Concerned c. Angry but thankful d. Surprised and delighted
_____ 4. When did the children pick the strawberries?
a. Early in the morning b. Early in the afternoon
c. Late morning d. Late afternoon
_____ 5. Who did the children surprise?
a. Uncle Dennis b. Mother c. Ellen d. Mark
_____ 6. Which of the following is not a fact?
a. Strawberries are grown in a cool place.
b. Strawberries can be cooked into a jam.
c. Strawberries are everybody’s favorite.
d. Strawberry stems are short.
_____ 7. What is the author’s purpose in writing this paragraph?
a. To convince the readers to go to Benguet
b. To tell about the exciting activity in the province
c. To explain how to make a strawberry jam
d. To report the latest flavor of the jam
_____ 8. Which sentence in the paragraph tells that the children are excited with their
activity?
a. Sentence 1 b. Sentence 2 c. Sentence 3 d. Sentence 4
_____ 9. What can we predict about the outcome of the children’s vacation?
a. They may become good cooks of strawberry jam.
b. They may ask their mothers to live in Benguet.
c. They may go to the strawberry fields to stay forever.
d. They may go back to the strawberry fields on their next vacation.
____ 10. What would be a good title for this paragraph?
a. The Strawberry Fields b. How to Make Strawberry Jam
c. How to Pick Strawberry in the Fields d. An Amazing Vacation
Test II. A. Encircle the correct plural form of the word with foreign origin.
1. All the (alumni, alumnus) will join the DLSU homecoming.
2. The scientists object to the use of animal (embryo, embryos).
3. Did you erase all the (erratum, errata) in the news report?
4. They studied one (species, specie) of the strange disease.
5. All the (criterion, criteria) were considered in deciding the best orator.
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B. Forming the Plurals of Nouns
Give the plural form of each noun below.
1. city _______________ 6. family _______________
2. customer _______________ 7. leaf _______________
3. quiz _______________ 8. beach _______________
4. tooth _______________ 9. house _______________
5. bench _______________ 10. goose _______________
C. Using the Modals might and could.

Complete the meaning of the following by using the modals might or could.
1. It _____________ rain this afternoon.
2. If she practice well, she _______________ win the event easily.
3. Don’t try to carry that box. You ______________ hurt yourself.
4. The door bell is ringing. That _____________ be your brother.
5. If you exercise, you _____________ lose some pounds.
St. Catherine Academy

Tel. No. 225-9812
ENGLISH
GRADE 6 – MODULE
QUARTER 2
LESSON 1: A Great Wizard

1. A Great Wizard
2. Recognizing Numerical
Prefixes
3. Identifying Homophones
4. Order of Adjectives
LAUNCH INTO READING

A Great Wizard
We go to school five times a
week. We read, count, study, and do
projects and other things in school.
Sometimes, we get bored because the
25
same things are done every day. But wait, besides the P.E. day, there’s a day that almost all
pupils are looking forward to. It’s Club Day in St. Nicholas School!
Listen to the students who read an account about one of the exciting experiences
during Club Day.
It was Friday afternoon. The grade six students were rushing to the gym for the club
orientation. From afar, we could hear the loud singing and watch dancers perform on the
stage with the marching band and colorful balloons. It was so exciting to watch the
different groups with big and attractive banners with the names of clubs written on them.
Each group enticed the students to join its club. Some even prepared advertisements on
big tarpaulins.
Did you notice how the advertisements were made?
We were encouraged to mingle with the different club members to enable us to
choose the club that we liked to join. Many students joined the Kids in the Kitchen
(cooking), Boy Scouts, Girl Scouts, Drum and Bugle (band), Sports (basketball, tennis,
gymnastics, football), Drama and Theater, Song and Dance, Movie Patrol (film viewing),
Board Games, and other clubs.
Most of the boys joined the Sports Club, which was the first one to close its
registration. It had the biggest number of members.
There was a group with few members that caught my eyes. It was called the Great
Wizard. They had no other fun fare but a small banner. I got interested in this club, so I
encouraged my classmate to inquire about it.
We read their advertisement.
So, I told Raven, my classmate, that we would join the club.

“Look at that, Raven. It seems interesting to join that club. We shall learn some
tricks and magic,” I said.
“No, Robin, we should find out first what the other clubs offer,” he answered.
“We have already joined the other clubs in the past years. Why don’t we try this one
for a change?” I pleaded to him.
“Yeah, you’re right. I have also been thinking about it,” Raven said.
Raven and I were really excited to sign up for next Friday’s schedule.
On my way home, the Great Wizard Club was still
on my mind. I couldn’t imagine the magic and the tricks
that we would do every Friday. I was thinking about the
magic that I had seen when I watched Harry Potter.
Suddenly, a strange man wearing a highpointed
hat came near me. He wore a cloak and held a wooden
stick in his hand. I thought of him as a chief of wizards.
“Good afternoon,” he greeted me. “I heard you had
joined the Great Wizard.”
“Yes, I had,” I answered.
26
“Oh, that’s good. I shall teach you some tricks. Well, look here,” said the man and he
suddenly put his hand into my pocket and got my handkerchief. He folded it into four and
gave it back to me.
“There’s nothing in it. Right?” asked the man.
“Nothing,” I answered.
The man got the hanky back, put it up, and shook it forcefully with a laugh. Out ran
a cat, another cat, and another – and another!
“Oh, my gosh!” I uttered, so amazed. The cats ran all over the place. Then the man
waved the handkerchief again.
“They are gone,” said the man. “Now, I‘ll do another trick. Open your mouth.”
I obeyed him. He waved his hands, and suddenly, to my surprise, the man began to
pull a lot of noodles out of my mouth. I was so afraid that I quickly closed my mouth to
stop the noodles from pouring out.
“Well,” I managed to say, “I couldn’t think how my mouth held all that. That was so
strange!”
“Here’s another trick,” said the man.
“Oh, no, not anymore,” I shouted. That woke me up from a deep sleep, just in time
for me to get off from the school bus that had already stopped in front of our house.
That wizard was funny, I thought with a smile on my face.
Activity #1
1. What day were the students looking forward to in school?

2. Why were the students in the gym?
3. How did each club invite the other students to join them?
2. Recognizing Numerical Prefixes
Here are common prefixes and their meanings. Notice that each denotes a number value
and tells “how many.”
Activity 1.2 Give the meanings of the following words. You may consult your dictionary for
their definitions. Then, use each word in a sentence.
1. monologue - ______________________________________________
27
2. decapod - ______________________________________________
3. quadrille - ______________________________________________
4. bilingual - ______________________________________________
5. triceps - ______________________________________________
3. Identifying Homophones
Homophones are words that sound alike but have different meanings and spellings.
Read the following examples of homophones.
Activity 1.3 Complete the sentences with the correct homophones. Underline your answer
from the words in the parentheses.
1. Mona (brakes, breaks) a glass every time she washes the dishes.
2. Please (lock, luck) the door when you go out.
3. The child has (grown, groan) up to be a pretty lady.
4. She is excited to (write, right) a letter to her father who works in Dubai.
5. I would like to swim in the deep blue (see, sea).
6. Can you (hear, here) the wedding bells ringing?
7. They say that a red bell brings good (lock, luck).
8. Thea’s favorite color is (green, grin).
9. The teacher wants to (call, coal) the children who are not paying attention.
10. “Come over (hear, here),” she said.
4. Order of Adjectives
We follow a particular order or sequence when several adjectives are used to describe
a noun.
Study the examples below.
The two big leather bags are placed in the lost and found cabinets.
(article, number, size, kind)
Collin wants the three small green and orange parrots on the tree.
(article, number, size, color)
Tom gave several long-stemmed red roses to his wife on her birthday.
(indefi nite number, size, color)
What particular order or sequence is followed when several adjectives describe a
noun?
28
Activity 1.4 Underline the determiners, pronouns, nouns, and verb forms used as
adjectives.
Example: Elsa drew her mother’s face on a folded sheet of oslo paper.
1. Several boys were playing on the seashore.

2. They spread out on the hard-packed sand.
3. One of them gave up and dropped out of the tiring chase.
4. Mike, the it, was still five meters away from the sea.
5. For his age, Mike is a strong and muscular youth.
6. His father was a famous Australian swimmer and runner.
7. Mike also excelled in spear throwing.
8. His brother, Troy, was waiting for the flying fish to get within the striking
range.
9. His struggle with the trashing fish pulled his net down.
10. In a few moments, he got a good-sized fi sh.
Activity 1.5 Find the descriptive adjective and the noun it modifies in each sentence. Write
them in their proper column.
Example Lizzie spoke about her amazing

garden.
1. A weary man came from hiking.

2. He was resting under the shady tree.
3. He noticed the buzzing bees up in the tree.
4. He saw the blue birds fl y over the mountain.
5. Wooden houses were built in that mountain.
6. A ripe orange fruit fell down from the tree.
7. The man lay down to sleep on the soft hay.
8. He wanted to sleep for a long time.
9. There used to be a big lake here.
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10. The storm made the air cool.
LESSON 2: A Heaven on Earth

1. A Heaven on Earth
2. Using Common Latin Roots
3. Identifying Compound Words
4. Comparison of Adjectives
LAUNCH INTO READING

A Heaven on Earth
Do you want to go to a beautiful place which is not as commercialized as the other
well-known tourist spots in the Philippines?
Here is the best place for you.
Let us read this documentary.

One can reach Romblon,
Romblon only by motor boat—such a
lowly entrance to a grand place! Others
come by a jet ski or a yacht from a
nearby island. Romblon is one of the
thousand small islands that the
Philippines has in Luzon—too small to
dock a ship, yet too big not to take
notice of. Though it is only a dot on the
map, this island is one of the biggest
sources of marble. Its powdery white
streets lie proof to this economic claim.
Throughout the island are a number of
marble mountains and marble tile
workshops. Besides its profitable
economy, Romblon is a giant in
another field. Romblon is home to one of the most untouched, pristine, and
uncommercialized beaches in the whole country. Talipasak may not ring to the ear as well
as Boracay, Puerto Galera, or Dakak, but its crystal-clear water and shimmering white
sand beg to differ. It takes an hour-long bumpy ride from the pier to get to this concealed
spot, but its breathtaking view consoles all the sores that one gets from the rocky trip. The
way to get there is already tempting by itself—one may think that the residents of the
island are the luckiest there are since the refreshingly beautiful sea greets their mornings
every day.
Lush green trees welcome visitors to the beach. It may seem that the greenery that
surrounds the entrance to Talipasak is the end of the road, but then again, where else will
a tourist want to go, aside from the best beach in the island? Once one is unloaded from
the jeepney, the soles of his shoes touch soft, ashen grainlike ground. One may think that
the people of Romblon have crushed millions of eggshells to make paths to the beach.
30
Once the visitors arrive at the
entrance, they will realize that there is
another path leading downhill. A bunch of
lanky leafy trees separates the gate from the
beach situated at the top of the hill with the
shoreline at its foot. The glimpse of a
hanging hammock down the hill and the
sound of crashing waters allure the tourists
to dash down. Once they have, they
instinctively squint their eyes a bit because
the light of the summer sun bounces back
through the water. When their eyes have
adjusted, a scene of emerald shore, a huge
ancient rock emerging at the left side of the
water, and a deep blue shade on the horizon accost the thrilled visitors. A few steps from
the path, which is enclosed in thriving trees, are all it takes to merge one’s feet in the cool
sparkling water. What is exciting though is that one will be able to see the smooth rocks
and colorful fishes in the water while just standing there. The people have started to make
the beach a marine preserve because the corals are indeed very beautiful and alive. The
fact that there are no fishing boats parked in the Talipasak beach and that leafy greens
surround it makes the place look secluded. The calm atmosphere makes it a good place in
which to rest and reflect—a characteristic that makes Boracay fail in comparison.
One may say that Talipasak looks too good to be true, but the fact is, it is true. It
looks like a heaven on earth, even the marble white of Romblon streets add an ethereal
color to this assumption. The biggest fear, though, is that when more people learn about
this wonderful place, it will become commercialized. It will become less of what it is. One
just has to hope that people will learn to preserve Talipasak’s beauty so that we can still
have a bit of heaven on earth.
Activity #2
1. What place was described?

2. Why does the author call it a heaven on earth?
3. Why is it not a well-known place?
2. Using Common Latin Roots

Some English words originated from Latin roots. Study the table below.
31
Activity 2.2 Match each Latin root with its meaning. Answer with letters only.
_____ 1. multi a. many

_____ 2. ambi b. to look
_____ 3. spect c. one hundred
_____ 4. cent d. shape
_____ 5. scrib e. both
_____ 6. form f. to write
Activity 2.3 Complete each sentence with the appropriate word. Choose from the words in
the box.
1.The___________________ looked at all the facilities in the restaurant to check if it

follows the health regulations of the city.
2. The soprano ___________________ before every performance.
3. My brother is ___________________; he can write with both his left and right hands.
4. My father records lots of home ___________________ so that we can always look
back and have a good laugh at ourselves afterwards.
5. The ___________________ nerve in our ears sends the message it receives to the
brain.
6. The doctor writes ___________________ for his patients’ illness
3. Identifying Compound Words
A compound word is made up of two or more words that are joined together to make
up a new word. Here are some examples.
wind + shield = windshield

main + stream = mainstream
spell + bound = spellbound
finger + print = fingerprint
keep + sake = keepsake
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Activity 2.4 Encircle the two words that will make a compound word in each number.
4. Comparison of Adjectives
Adjectives have three degrees of comparison. They are the positive, comparative, and
superlative degrees.
The positive degree is the simplest form of the adjective. It is used to modify only
one person, animal, or thing or a group of persons, animals, or things.
The comparative degree is used to compare two persons, animals, or things. We use
-er at the end of the word to show comparison.
The superlative degree is the highest form and is used to compare more than two or
three persons, animals, or things. We use -est at the end of the adjective.
Study these examples.
Positive: Mt. Makiling in Laguna is high.

Comparative: Mt. Arayat in Pampanga is higher than Mt. Makiling.
Superlative: Mt. Apo in Davao is the highest mountain in the Philippines.
Take note of the changes: high, higher, highest
Look at these other examples.
Positive: Theresa’s cross-stitched design is good.

Comparative: Rowena’s cross-stitched design is better than that of Theresa.
Superlative: Virginia’s cross-stitched design is the best among the three.
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Take note that we did not add -er or -est at the end of the adjective good which is
irregular. We can say that adjectives are compared in different ways. Here are some rules to
follow in comparing them.
A. Generally, in comparing adjectives, we add -er or -est to
1. one-syllable adjectives, such as clear, dark, bright, tall.
clear – clearer – clearest bright – brighter – brightest

dark – darker – darkest tall – taller – tallest
a. The clouds are dark today.

b. The clouds were darker yesterday than today.
c. The clouds were the darkest two days ago.
2. two-syllable adjectives ending in -y, such as early, angry, dirty, noisy, have to change -y
to -i before adding -er or -est.
early – earlier – earliest dirty – dirtier – dirtiest

angry – angrier – angriest noisy – noisier – noisiest
a. An angry crowd converged at Mendiola.

b. Another crowd, angrier than the first, held a program at the Quezon City
Memorial Circle.
c. The third crowd, the angriest of all, marched to Luneta to express their
grievances.
B. Adjectives with two or more syllables use more or less (comparative degree) and most or
least (superlative degree) such as in powerful, arrogant, beautiful.
Positive: powerful arrogant

Comparative: more powerful/less powerful more arrogant/less arrogant
Superlative: most powerful/least powerful most arrogant/least arrogant
1. a. Spiderman is considered a powerful superhero.

b. Incredible Hulk is considered more powerful than Spiderman.
c. Superman is considered the most powerful of all.
2. a. Father is careful in driving.

b. Uncle Fred is less careful than Father.
c. Uncle Tom is the least careful among them.
C. Adjectives with irregular comparative and superlative forms undergo change in the form
of the words. These are good, well, bad, little, ill, much, many.
Positive: bad, ill little much, many good well (health)

Comparative: worse less more better better
Superlative: worst least most best best
1. My sore throat felt bad two days ago.

2. My sore throat felt worse yesterday than the day before.
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3. My sore throat feels the worst today.
Activity 2.5 Underline the correct form of the adjective to complete each sentence.
Example: This is the (terrible, terribler, more terrible, most terrible) accident that have
happened in ten years.
1. The ocean is (deep, deeper, more deep, deepest) than the sea.
2. The bones of the (skinny, skinnier, more skinny, skinniest) person are easily
broken.
3. San Juanico is the (long, longer, longest, most long) bridge in the Philippines.
4. Mang Berto is the (good, better, most good, best) gardener that I have known.
5. I consider painting the (good, better, most good, best) among my hobbies.
6. The action in the story is (interesting, more interesting, most interesting, best
interesting).
7. The clown in the party is (cheerful, more cheerful, better cheerful, most cheerful)
than the magician.
8. Storybooks are (good, well, bad, ill) for children.
9. Coffee candies are (hard, harder, more hard, hardest) than chocolate ones.
10. I find the vanilla ice cream (tasty, more tasty, tastier, tastiest) of all the flavors.
LESSON 3: And the Winner Is…

1. And the Winner Is…
2. Adverbs and Their Kinds
LAUNCH INTO READING

And the Winner Is…
Are you aware that dogs in the Philippines are not at par
with dogs in other countries?
Yes! Let us read an article from a newspaper about it.
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Activity #3
1. What kind of dog was described in the article?

2. Why did it gain recognition?
3. Why did the dog have setbacks?
2. Adverbs and Their Kinds

An adverb is a word that modifies or describes the following:
1. Verb
Example: He answered politely. (The adverb politely describes how he answered.)
2. Adjective
Example: She was a very friendly neighbor. (The adverb very modifies the adjective
friendly.)
3. Another adverb
Example: She spoke very slowly. (The adverb very describes the adverb slowly.)
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Kinds of Adverbs
Adverbs often tell when, where, how, or under what conditions something happens or
happened.
Thus, they are usually classified as adverbs of time, place, manner, frequency, and
degree.
Adverbs of time answer the question when.
Examples:
She finished her work early.
He left late for work.
Adverbs of place answer the question where.
Examples:
Put your hands up.
The foreigner lived here for some time.
Adverbs of manner answer the question how or in what manner.
Examples:
She prayed fervently.
The judge spoke fi rmly.
Adverbs of frequency answer the question how often.
Examples:
She occasionally visits her grandmother.
Her father goes to work every day.
Adverbs of degree answer the question how much or how little.
Examples:
The girl barely spoke.
The sick boy hardly heard the doctor’s advice.
Activity 3.2 Underline the adverbs used in the sentences.

1. Congratulations! You did well for such a short time and crowded schedule.
2. We waited patiently inside the building until the rain stopped.
3. He is feeling better after the doctor gave him some medicines.
4. Looking down, I saw several people walking towards the park.
5. I still think that we should have given the child some form of help.
6. A very sleepy voice replied to my call.
7. After his wonderful performance, he truly deserves a pat on the back today.
8. Try to come back in time for the quarterfinals of the volleyball game.
9. She rarely visits her hometown now.
10. I hardly ever go to my computer during work hours.
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11. Everyone arrived early to witness the showdown.
12. She rather behaved in a thoughtful manner which surprised many.
13. We plan to leave early.
14. You look younger in that new haircut.
15. We are sincerely sorry to hear of his father’s demise.
Activity 3.3 Use the appropriate adverb of frequency (never, occasionally, seldom, rarely,
always, often-) that will make sense in the sentence. Look out for clues.
1. He _____________ eats meat. He has been a vegetarian ever since.

2. The stubborn child ____________ does his homework on time; as a result, his grades
suffered.
3. I ____________take long walks in the morning to keep me healthy.
4. She ______________visits her cousins since she transferred residence.
5. Can you try, even if, ____________to come and pay me a visit?
6. _____________She drops by the office to submit her work.
7. The health buff ______________drinks coffee nowadays.
8. Can you consider coming more _____________, like twice a week?
9. I ______________go to the market lately; I just order goods online.
10. The family _______________fails to attend church service on Sundays; all of them do
extra work for the parishioners.
11. She ______________forgets to congratulate her daughter for a job well done.
12. My brother ___________goes to the movie houses anymore. He downloads fi lms online
and watches them at home.
13. The mailman _____________delivers mails nowadays; people would rather send e-mails
to save on time and paper.
14. Even if he __________visits his mother, he makes sure each visit is memorable for both
of them.
15. My teacher ___________gives a word of praise but when she does, you know it is truly
well deserved.
SECOND QUARTER EXAM

Name: _____________________________________________________ Score: _____________
Test I. A. Identify which word has the same meaning as the underlined word. Choose
the best answer and write its letter on the line.
1. The presence of street children is running high in the city since the mayor resigned.
a. journey b. rapidly growing c. a game d. movement
2. Waiting for the judge’s decision, Henry planted his feet firmly on the floor.
a. plant on the soil b. acted as a spy
c. a living thing that grows d. placed in a specific position
3. The teacher advised her pupils to focus on their lesson.
a. to get a clear image b. to pay particular attention
c. to put in the center d. to see clearly
4. The actor did his best in the movie for a good publicity.
a. public attention b. public knowledge
c. public presentation d. public demand
5. The artists were requested to ignore the noise of the yelling fans to finish the shooting.
a. take notice b. disregard c. lack knowledge d. take focus
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B. Using Figurative Language: Choose and write the letter of the correct answer on
the line.
1. Which sentence contains a similé?
a. The sunset was a rainbow of beautiful colors.
b. Wolves have a strong sense of smell.
c. He swims as fast as the shark.
d. Susie lost her gold necklace.
2. Which sentence is an example of personification?
a. A cold wind blows. b. The leaves skipped and danced down the street.
c. The moon shines brightly as the sun. d. The trees have empty branches.
3. Which sentence contains a hyperbole?
a. He gave a smile from ear to ear. b. Mother is busy as a bee.
c. The paper became a mat. d. The sun is smiling merrily.
4. Which sentence is an example of metaphor?
a. My brother is a monster. b. I called you up a thousand times.
c. Get moving–you are as slow as a snail. d. Opportunity knocks only once.
5. Which sentence is an example of metaphor?
a. His car was humming. b. Their decision is as solid as a rock.
c. She is the only rose among the thorns. d. Nessie is dying to meet the prince.
Test II: Using Adverbs: Choose the correct adverb. Underline your answer.
1. Flowers bloom (more often, most often) in valleys than in deserts.
2. Of all the cactus blooms, I prefer the tiny flowers (best, better).
3. Tiny flowers appeal (more, most) than the larger ones.
4. The deer runs (fast, faster) than a lion in an open field.
5. Today, buffaloes are (rare, rarely) seen.
B. Supply an adverb of manner to complete each sentence.

1. Sherlock Holmes ____________ inspected the crime scene.
2. He _______ dusted for fingerprints.
3. ________________, he lifted a strange object lying near the victim.
4. His assistant, Dr. John Watson, _______ assisted him in his investigation.
5. After a few days, Sherlock Holmes __________ announced who the murderer was.
Activity III: Use the appropriate adverbs of frequency, degree, or negation in the
following sentences.
1. I have __________ dreamt of coming this far.
2. She ______ sees her doctor for checkup.
3. I noticed that he ______ drops by my place lately.
4. Do you exercise ___________?
5. I ______ see her but when I do we always make up for lost time.
6. She __________ comes on time.
7. I ___________ want to talk to that man again.
8. I promised to ___________ miss a visit to my mother.
9. She walks to school ___________.
10. We ________________ take the same bus going to school.
Activity IV: Describe what you do on your best day Use adverbs of frequency
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Tel. No. 225-9812
ENGLISH
GRADE 6 – MODULE
QUARTER 3
LESSON 1: A Marvelous Jar

40
1. A Marvelous Jar
2. Using Idioms
3. Relative Pronouns – Who, Whom, Which, and That Interrogative Pronouns
LAUNCH INTO READING
A Marvelous Jar
How does it feel to have your secret dream realized, only to be lost afterwards?
Juan lived on a farm where the air smelled of

newly mown hay in the morning and dewdrops
quenched the thirst of rice stalks ready for harvest.
Juan had dreams, big dreams. He dreamt of going to
the big city to bring his jars, for Juan was a farmer
and a potter as well. During his spare time, while
waiting for the rice grains to ripen, he would spend his
time to make a jar from clay that he found in a secret
place in the farm where the brown earth was smooth
as silk to the touch and rich and dark in color.
Juan shaped and smoothed it just as he had
seen other potters do until one day a very beautiful jar
was formed in his hands. He cherished the jar and hid
it first. He would take a peek at the jar every now and
then, marveling at its smooth and perfect shape.
One day he found some time to design it with lines all around the jar. He also etched
tiny curving lines and leaves on the rim and when done, he baked it under the shimmering
sun. Looking at the well-baked jar, he could not believe how beautiful it became with the
tiny designs he had adorned it. He kept turning the jar around, admiring it more and more.
He had never told anyone yet about his jar, not even his mother, for Juan had a special
reason for making it. It was the perfection of his dream. He wrapped it in a piece of blanket
and hid it away. He would bring it out when the time came for him to show it.
And then the big day came; the annual town fair. All the three towns were invited to
bring their best produce and products. This annual fair was also the chance for young
inventors to display their inventions for visitors to see. There were on display ears of corns
that were bigger than any. Tomatoes the size of big cups were also exhibited. His father
grew the biggest and heaviest pumpkin, all of 20 kilos, which he thought was going to be a
sure prize winner.
In one corner was a display of woven items: blankets, table runners, and even nets.
Leather shoes, moccasins and beaded sandals lined up a showcase. Trinkets, bracelets,
and adornments were items of curiosity that found their place in the annual fair.
Secretly, he brought his jar, completely wrapped in a piece of blanket. He took great
pains to carry it with care, lest it breaks. As they were going to the site of the annual fair,
his heart kept beating fast. His dream was almost coming to a reality. A few more yards and
he would unravel his secret, his exquisite jar for everyone to see.
As soon as the participants arrived, the organizers showed them the table where they
could display their produce. His father had to ask for someone to weigh the pumpkin before
they could attach a label to it: Farmer Ramon and his amazing 20-kilo pumpkin! When the
pumpkin was placed on the table, Juan quietly unwrapped his precious jar.
“What do you have there, Son?” asked his father in wonder. “
41
A jar that I have fashioned, Father, while waiting for harvest time,” he retorted.
As the jar was slowly unwrapped, the rays of the Sun struck it and it looked like an
array of colors had filled the jar. People who were milling around were astonished at the
beauty of his jar.
“Well, this is truly a surprise, Son,” admitted his father. “I never knew you could
make a jar so beautiful!”
“This is my surprise to you, Father. I have to be sure it is beautiful before I show it to

you,” said Juan beaming with pride.
In no time, the winners of the annual fair were

announced. Juan’s father, farmer Ramon, won the
biggest pumpkin contest hands down. On the other
hand, Juan’s jar got the attention of many onlookers.
A tourist took notice of it and offered a handsome price
for it. That was Juan’s dream to earn something from
what he had created! A good sum would ensure that
he could buy some more materials to make other jars.
Agreeing to sell it to the tourist was not easy for Juan.
He loved his jar so much that it was difficult to part
with it; yet, he needed the money for more materials.
The tourist requested him to carry the jar, which was a

little heavy, to his vehicle which was parked at a
distance. As they were approaching the car, a man approached the tourist in an attempt to
rob him. Without thinking, Juan threw his beloved jar at the man to stop him from
harming the tourist. The jar landed right on the man’s head and he fell on the ground. The
once beautiful jar broke into smithereens. Immediately, other men gathered around and
brought the man to the town chief.
The tourist thanked Juan profusely for having saved his life. Juan, on the other
hand, was still astounded by the events and all he could do was pick up the pieces of what
was once a beautiful jar.
“Don’t worry, Juan. I’ll pay for it just the same and give a little more for your help, if
you don’t mind,” offered the tourist.
“It’s all right, sir. Just let me pick up the pieces,” said Juan.
And as they moved on, Juan felt sad over his broken jar but more than the sadness
was the precious thought that his jar became the instrument to save someone’s life. I know
God will let me make other beautiful jars, he thought to himself, and as he looked up, he felt
his father’s arms around him. It was, after all, a beautiful day!
Activity #1
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1. Who is Juan?
2. What was Juan’s dream?
3. At what time did Juan work on his creation?
2. Using Idioms
The story, “A Marvelous Jar,” makes use of idioms to describe events, things, and
people’s feelings. Below are such idioms.
1. win hands down – win completely without opposition

His father’s pumpkin won the contest hands down.
2. beaming with pride – face radiating with pride

He was beaming with pride as he showed his beautiful creation.
3. part with something or someone – let go of something or someone

Juan could not think of parting with his jar.
4. to pay a handsome price – pay a big amount

The foreigner paid a handsome price for the exquisite jar.
Activity 1.2 Complete each sentence with the appropriate idiom. Make the necessary
changes in subject-verb agreement if necessary. You may use an idiom more than once.
1. At the competition, everyone knew that he would win the contest _____________ .
2. Carlo’s parents were ______________ as they listened to Carlo’s speech.
3. He was willing to pay a _____________ for the antique house on the hill.
4. They were all ______________ as their names were called.
5. He felt very sad when the time came to _______________ his friends.
6. Would you be willing to _______________ for this art collection?
7. Mrs. Ayala was hesitant to _______________ the Amorsolo painting which she had
treasured for years.
8. How about ______________ your favorite toy in order to make another child happy?
9. Miss Noble was _______________ when her class was declared “Most Cooperative.”
10. If I were you, I would __________________ that pillow of yours!
3. Relative Pronouns – Who, Whom, Which, and That Interrogative

Pronouns
Many times, learners are confused with certain pronouns, particularly the pronouns
– who, whom, which, and that. These relative pronouns are used to introduce adjective
clauses in sentences.
43
Examples
1. President Rodrigo R. Duterte, who is nicknamed Digong, is the 16th President-
elect in Philippine history.
2. The poet who wrote “A Loaf for Poetry” is Naoshi Koriyama.
3. “The Arrow and the Song,” which was written by Henry Wadsworth Longfellow,
required deep analysis.
4. Kabang, an ordinary dog whom many hailed a hero, had saved a child’s life from a
fire.
5. The cat which (or that) was up in the tree was brought down by a helpful neighbor.
6. The musical which (or that) was planned as a small event ended up as a big hit.
Did you notice the use of a comma in the sentences? When the clause is necessary to the
meaning of the sentence, do not separate it with a pair of commas. (See sentences 2, 5, and
6.)
If the adjective clause introduced by who, whom, or which is not necessary to the meaning
of a sentence, it has to be separated from the rest of the sentence or be enclosed by a pair
of commas. (See examples 1, 3, and 4.)
Using Interrogative Pronouns Who, Whom, Which, and What
Who, Whom, Which, and What, when used to form questions, are called interrogative
pronouns. They may be used as subject words or object words. Subject words are who,
what, and which. Object words are whom, what, which. The cue is to convert the question
to a sentence. If you can substitute he/she, for who then use who. If you cannot substitute
the pronoun he/she, then it is an object word. Use whom.
Examples
1. Which is the best hotel in town?
2. What do you need most?
3. (Who, Whom) is coming with me?
Substitute he/she for who; He/She is coming with me.
4. (Who, Whom) will he/she pick as his/her partner?
In the sentence, substituting he does not sound right, so whom is the correct
choice. Always use whom when it is used as a question word after a preposition.
Examples
1. For whom is that bunch of flowers?
2. With whom did you go out?
3. To whom am I speaking?
Activity 1.3 In each sentence, choose the correct pronoun to use: who, whom, which, or
that. Use commas where they are needed.
1. My mother _________ is also a teacher says that being a mother is a 24/7 job.
2. Our family __________ is an average family still has time for bonding and fun
together.
44
3. Uncle Peping __________ is a government employee is a model public servant.
4. Honesty ___________ is a virtue imbued in us is something we are proud of.
5. Our pet dog Hermes _________ is a Maltese is a source of joy to everyone.
6. My brother Arthur __________ I have introduced to you is a university scholar.
7. Long ago my father _________ was born in Manila started as a messenger for a
newspaper company.
8. A friend _________ the same newspaper company has hired is now an account
executive.
9. Everyone _________ works honestly will attain his goal.
10. The job _________ I aspired for is fi nally mine.
Activity 1.4 Decide whether to use who or whom in the following sentences. Underline
your answer.
1. Alyssa (who, whom) is our leader will lead us to the convention tomorrow.
2. For (who, whom) did you say are these pamphlets?
3. I think anyone (who, whom) is interested to join will be invited.
4. To (who, whom) were you referring?
5. (Who, Whom) did you see in the meeting?
6. (Who, Whom) is willing to make some sacrifice for the cause of the group?
7. May I know with (who, whom) you were last night?
8. Tell me (who, whom) did this to you.
9. I will reprimand (whoever, whomever) copied your project.
10. To (who, whom) shall I give this?
LESSON 2: A Gift of Love

1. A Gift of Love
2. Compound Personal Pronouns
LAUNCH INTO READING

A Gift of Love
Do you believe that kindness begets kindness?
A young boy was peering through the

display window of a department store, curiously
eyeing a little doll in a box beside a mannequin
of a young girl dressed in a Christmas frock.
“Hey, you! Do not lean on the wall,”
warned the security guard, wary that the boy
might cause shoppers to go away. The boy was
poorly dressed, and he seemed one of those boys
begging for help.
45
“May I go inside? I just want to know how much the doll costs,” he insisted.
The boy was starting to attract attention and just then the store owner came and
heard the boy’s request to let him in.
“For whom is the doll?” she quietly asked the boy.
“I am Leandro, Ma’am, and the doll is for my sick sister Emma. I know this doll will
cheer her up.”
The store owner said, “Leandro, make me a promise to be a good boy for your sister
and your mother, and you can have the doll for free.”
“Yes, Ma’am; yes, Ma’am,” he said, beaming with joy.
Many Christmases passed and the store owner had almost forgotten the incident. The
store owner was occupied with making sure that the store was running effi ciently; every
now and then she would interview applicants for part-time jobs in the store. A young boy,
well-groomed and bright-eyed, presented himself and said, “Good morning, Ma’am. I am
here for an opening you have posted outside.”
Peering from her eyeglasses, she saw that the applicant looked familiar, but she
dismissed the thought. “Fill out this form over there and come back when you are ready,”
she said.
The applicant dutifully filled out the form and after a while, handed the information
sheet to the store owner. “Ma’am, I am Leandro, the boy to whom you gave a doll for my
sick sister many years ago.”
The memories rushed in and the lady knew her hunch was right. This was the same
boy, years back, who peered into the display window, looking at a doll for his sister. He
looked dignified and she knew he had made true his promise to her. “How is your sister?”
“Happily, she got well and is now studying. I have just graduated, Ma’am,” he said
with a sense of pride.
The store owner did not hesitate to hire Leandro. He proved to be an industrious,
creative young man. He always had a bright idea which he shared with the other workers.
He soon became sought after by customers and even by his co-workers in the company,
causing others to envy him. One day, the owner got a letter on her table saying that
Leandro had stolen something from the store. She quietly traced where the unsigned letter
came from, and discovered that it was her secretary who had written it. She asked her
secretary to come inside the office. She said that she would like to dictate a letter for her to
type. Dutifully, the secretary sat and waited for the owner to dictate the letter.
“Dear anonymous writer,” dictated the store owner. “ I have received your letter and
would like to know what prompted you to discredit our employee who has been very loyal
to the company. I wish to tell you that all my workers here have shown concern for the
company and to this day, I do not know of anyone who will betray me. I...” Right then, the
secretary stood up and said, “I am sorry, Ma’am. I wrote the letter. Please forgive me. It’s
just that I thought you had forgotten about us when Leandro came here,” she explained.
The store owner quietly told her secretary. “Marissa, you have worked here for many
years and you have my complete trust. While I admire Leandro’s creativity, I have not
forgotten my employees who remain loyal to the company,” she explained to the repentant
secretary.
From then on, the store owner made sure everyone in the company had been
compensated well for his or her service and dedication to the company. It was not
surprising that Leandro joined the ranks of officers in the company. When the store owner
retired, she entrusted Leandro with the task of helping other employees work better by
giving them just compensation.
No doubt about it, Leandro kept his promise to the store owner whom he looked up
to as his model.
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Activity #2
1. Why was the boy interested in having the doll?

2. What was the reaction of the guard towards the boy?
3. What made the store owner give the doll for free?
2. Compound Personal Pronouns

Many times, we find ourselves asking the purpose for adding the suffix -self or -selves
to personal pronouns. Here are certain things to remember in using personal pronouns
with -self or -selves.
Personal pronouns combined with -self or -selves, as in myself, herself, ourselves,
themselves, may be used in two ways. One is to turn the action back to the subject, thus,
the compound personal pronoun is reflexive.
Examples:
The volleyball player hurt himself while spiking the ball. (returned action)
She was angry with herself for missing the event. (returned action)
The other use is for emphasis; the pronoun is intensive.
Examples:
The referee himself was injured in the game. (emphasis)
The winners themselves went to the opponents’ corner to shake their hands.
(emphasis)
Activity 2.2 Write on the blank the correct form of a compound personal pronoun that will
complete the sentence.
1. The student’s ____________ went up to the teacher to ask for forgiveness.

2. I _________ did all the work here.
3. My cousin ____________ was going around, visiting the sick.
4. The manager ___________ gave away the prizes.
5. Josie ___________ cooked all five dishes to the delight of her parents.
6. Do you want to do it _____________?
7. Well, since no help was coming, I decided to do it _____________.
8. They ____________went to the schools to volunteer their help.
9. She will do it ____________if you give her the chance.
10. We ____________ made all those decorations for the fair.
Activity 2.3 Tell whether the use of the compound personal pronoun is for a returned
action (RA) or for emphasis (E). Use RA or E for your answer.
1. Eileen herself decorated the hall for the party. _____________

2. My aunt herself planned the surprise party. ___________
3. They considered themselves fortunate. ___________
4. I myself investigated the incident on campus. _____________
5. My cat MaoMao cleaned itself while sitting on the window sill. ___________
6. Why don’t you yourselves go down to help? ____________
7. I like to do it myself. ____________
8. We ourselves did the work. ___________
9. Ask them to do it themselves. ___________
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10. What was decided was for us to do the task ourselves._____________
THIRD QUARTER EXAM

Name: _____________________________________________________ Score: _____________
Test I. Reading Comprehension:
Read the short article and answer the questions that follow.
“In 1818, an English gardener, William Cattley, found the strangest plant he had ever
seen. Cattley was the most curious grower of all in England. He placed the leafy plant in a
hot house. In the fall, a beautiful flower bloomed. He thought it was lovelier than any other
blossom he had seen. The new tropical plant was an orchid.
Since 1818, orchids have become more numerous than any other flowering plant.
This colorful plant is found all over the world. An Australian type grows under the ground.
The most popular orchid of all is the corsage orchid. It is the best flower of all to wear.
Orchids have the prettiest blooms of all. They often resemble animals. Those with long, soft
petals can look like butterflies. They seem the most delicate of all flowers.”
1. Who is the English gardener who found a strange plant?

2. When did he first find this plant?
3. What plant was it?
4. Which kind of orchid is the most popular?
5. What do orchids resemble?
6. Write the main idea of the text. .
7. What might be a suitable title to this text?
8. What word in the first paragraph refers to a season?
9. What word in the second paragraph also means “looks like”?
10. What word in the second paragraph also means “a flower you wear on your breast?”
Test II. Using Punctuations: For each question, choose the correct punctuation mark
to complete the passage. Encircle the letter of your answer.
“Amanda prepared for school (1) Suddenly jumping up, she exclaimed, “If I don’t
hurry, I shall be left behind (2)” She quickly changed into her uniform (3.) However, she
forgot where she had placed her new pen (4) Since it was already 7 o’clock in the morning
(5) she left it behind.”
1. a. period b. question mark c. exclamation point d. semicolon

2. a. comma b. exclamation point c. period d. question mark
3. a. period b. question mark c. exclamation point d. semicolon
4. a. comma b. exclamation point c. period d. question mark
5. a. exclamation point b. comma c. period d. semicolon
Test III. Vocabulary Building: Draw a line to match the word in Column A with its
meaning in Column B.
A B
a. quench your thirst a climbing plant
b. delete a model of a human body
c. chatter noisy talk
48
d. gourd satisfy
e. mannequin remove
Test IV. Supply the correct compound pronoun that will complete each sentence.
Then, write E if the compound personal pronoun was used for emphasis or RA for
returned action on the line after each sentence.
1. Sister cut____________ while peeling potatoes. ___

2. Father decided to finish the work _____________ for it was taking the repair man ages to
finish. ___
3. The President_______________ heard the woes of the poor people. ___
4. “Brace ______________ up for what’s to come,” said the social worker to the evicted
tenants. ___
5. They took the responsibility upon _______________ to fi nish the project. ___
6. I found ____________ in a predicament which was unexpected. ___
7. We ________________ wrote and directed the play. ___
8. By taking a wrong move, Ed ____________ lost the criminals he was following. ___
9. The cheerleaders exhausted _____________ in the exhibition. ___
10. The seminar ______________ was fruitful and worth attending. ____
11. The female swimmer hurt _______________ by diving in shallow waters. ___
12. You ____________ should have delivered the message. ___
13. In order to submit her work fast, Sherreen _______ typed the manuscript. ___ 1
4. “May I do it ___________?” asked Bernadette. ___
15. “Why, sure. You may do it _________if you are interested,” replied the happy teacher.__

Tel. No. 225-9812
ENGLISH
GRADE 6 – MODULE
QUARTER 4
LESSON 1: The Legend of Mount Mayon

1. The Legend of Mount Mayon
2. Sentences – Essential Elements of Sentences; Classification of Sentences according
to Use
LAUNCH INTO READING
49
The Legend of Mount Mayon
How far will you go to show your love for someone?
Once there was a very opulent leader

by the name of Rajah Makusog, who owned
the vastest land in the province of Bigo. The
folks in his land loved him dearly for the
rajah was very kindhearted. The rajah was
left with an only daughter. His wife died when
she gave birth to their unica hija. The rajah
named their daughter Daragang Magayon,
which means “beautiful girl.”
Everyone in the province, as well as the
people who lived near and far, knew of the
exquisiteness of Daragang Magayon’s
beauty. This young lady’s heart was as pure
as the fi nest silk and the people loved her
dearly. Fine gentlemen of diff erent ages and
stature were eager to have a glimpse of this young lady.
One suitor, Pagtuga, would do anything to take Daragang Magayon’s hand in
marriage. This old man, Pagtuga, was a warrior known to have fought diff erent tribes in
Bigo and had never lost a battle. He became very rich, for he acquired all the wealth of the
tribes that he had captured. Pagtuga was despicable, for he always got what he wanted
because everyone was afraid of him. This time, he wanted Daragang Magayon to be his
wife, for she was the only thing that would make his life complete.
The news of Daragang Magayon’s majesty had reached far-off places in the
Katagalugan regions. Ginoong Alapaap, son of a lakan, was a warrior, too – intelligent, well-
mannered, and chivalrous. Although Ginoong Alapaap was not as good-looking as the
other lakans, he was most interested to be acquainted with this beauty everyone was
talking about. And so he began his journey to Bigo.
When Alapaap reached the town where the beautiful maiden lived, he asked for her
all around. A little boy told him that Daragang Magayon usually came to bathe in the river.
It took some time before Alapaap got to see the lovely princess, for the river was long and
winding. Daragang Magayon took a dip in the river but to her dismay, she inadvertently
slid off to a deep part of the river and was fi ghting hard against the current that was
pulling her away. Alapaap precipitously jumped into the river and rescued the lady in
distress.
“Who are you?” asked the lady, “and what are you doing here?
“Don’t be angry, my lady. Do not worry. I

am but a lad from a faraway land in the
Katagalugan regions. I have come to see the
legendary beauty that everyone has been talking
about. Truly, you are a sight to behold, my lady.
My name is Ginoong Alapaap,” the young man
spoke as he knelt down, bowing politely.
“Oh, you must be dreaming!” Daragang
Magayon, sheepishly smiling, answered. She
50
noticed how politely the young man addressed her, as well as how clearly he showed the
marks of courage on his face and arms.
Daragang Magayon and Alapaap instantaneously became friends. They both saw the
goodness in each other’s hearts. Not long after, the beloved princess and the son of the
mighty lakan fell in love. They agreed to tie the knot and Alapaap took the hand of
Daragang Magayon in marriage. Alapaap asked the beloved Rajah Makusog’s blessing,
which he granted, for he saw how sincere the lakan’s son was.
As the tribe of Rajah Makusog prepared for
the wedding, Ginoong Alapaap went home to tell
his parents of the good news. His parents were
very delighted. They saw how much the marriage
to Daragang Magayon was making their son very
happy. Aside from jewelry and fi ne china, the
family agreed to bring eleven carabaos to Rajah
Makusog for his daughter.
In the town where the Rajah lived, it was
customary for a man to give something to the
family of the lady he wanted to marry. A man’s
love was measured by the gifts he off ered. A
carabao was one of the most special off erings
any man could give because a carabao was a big
help in tilling the land and in accomplishing the farm work. Giving three carabaos already
indicated that the man belonged to a very wealthy family. Thus, for Ginoong Alapaap to
bring eleven carabaos meant that Daragang Magayon was indeed a very special woman.
“Daragang Magayon means the world to me. I would do anything and would give
everything I have just to win her heart,” he would say to his parents.
Meanwhile, Pagtuga was enraged when he
heard of this wedding arrangement. “This cannot
be!” he said to himself repeatedly. Pagtuga
thought hard for a plot to stop the marriage. He
called for his mightiest and strongest men to
seize Rajah Makusog.
“Daragang Magayon, I shall not release
your father if you will not take me for your
husband. He will be my slave until the very last
moment of his breath,” the angry warrior
bellowed at the pitiful maiden.
“I will marry you, Pagtuga,” wept Daragang
Magayon. She had no choice. She loved her father
dearly. She thought of Alapaap and how she
would never be able to live a life of happiness with her one true love.
Little did Daragang Magayon know that Ginoong Alapaap had heard of this evil
conspiracy. He requested his father to give him ten of his mightiest and strongest warriors
to help him stop the wedding. He fought with all his power and might to win his love back.
He drew his blade at Pagtuga but he was just as mighty. Alapaap fought tooth and nail
until Pagtuga fell on his sword.
But it was too late. All that Alapaap did were in vain. In the midst of the fi ght,
Daragang Magayon herself was put to the sword. The young brave knight, Alapaap, tried to
save his beloved but one of Pagtuga’s minions slayed him.
The demise of Daragang Magayon and Alapaap brought grief to the whole land of
Bigo. Rajah Makusog decided to have all three buried in the middle of the vast fi eld with all
51
of Daragang Magayon’s jewelry and treasures, as well as the gifts endowed by Pagtuga.
Three days and nights later, the town of Bigo experienced an intense earthquake. There
were fl ashes of lightning and roars of thunder. The next morning the grave where the three
were entombed rose to what looked like a mountain with dark smoke coming out of its
peak. It had the most beautiful and majestic perfect cone-shaped summit.
According to a priest, the beautiful mountain
was Daragang Magayon. The dark smoke was the
soul of Pagtuga, who was enamored by her but was
darkened by his selfi shness and greed. He was still
inside and he wanted to take back all he had given to
Daragang Magayon. This has been the most striking
and picturesque mountain in the whole world but it
would light up and erupt in anger whenever it
remembered Pagtuga’s greediness. It would calm
down and become serene whenever it felt Alapaap by
her side, unceasingly loving her.
From then on, this volcano has been known as
Mayon. The town where this volcano stands is
Daraga in honor and memory of Daragang Magayon.
Activity #1
1. Where did Rajah Makusog and Daragang Magayon live?

2. What was the tradition in the town of Rajah Makusog with regard to asking for a
lady’s hand in marriage?
3. What did the off er of eleven carabaos mean?
2. Sentences – Essential Elements of Sentences; Classification of

Sentences according to Use
A sentence is a group of words expressing a complete thought.

A. The Essential Elements of a Sentence
1. Subject
Each sentence has a subject. It may or may not be expressed in a sentence. If there
is more than one subject in a sentence, it is considered a compound subject. The subject
with all its modifiers is called the complete subject.
Examples:
a. The pupils / prepare for their field trip. (simple subject)
b. (You) / make sure that the lights are off when you leave. (The subject is an
implied “You.”)
c. The pupils and the teachers / get on the bus. (compound subject)
2. Predicate
Each sentence has a predicate (verb). It is always expressed in a sentence. If there is
more than one predicate in a sentence, it is considered a compound predicate. The
predicate with all its modifiers and complements is called the complete predicate.
Examples:
52
a. The bus driver / brings the children to the museum. (simple predicate)
b. The children / sing and cheer on their way to the venue. (compound predicate)
c. The children and the teachers / follow all the rules that the tour guide gives.
(Complete subject) (Complete predicate)
B. Classification of Sentences
Sentences may be classified according to use and according to form.
According to Use
A declarative sentence states a fact. It ends with a period.
An interrogative sentence asks a question. It ends with a question mark.
An imperative sentence states a command or a request. It ends with a period.
An exclamatory sentence expresses an emotion or a strong or sudden feeling.
It ends with an exclamation point.
Examples:
a. The whole class is excited about the trip. (Declarative)
b. Where are they going? (Interrogative)
c. Stay seated while the bus is in motion. (Imperative)
d. How wonderful this experience is! (Exclamatory)
Activity 1.2 Write CS if the sentence contains a compound subject or CP if the sentence
contains a compound predicate. Underline the compound subjects and compound
predicates.
______ 1. Timmy went to her friend’s house and off ered the delicious cake that she baked.
______ 2. Katrina and her sisters, Kristine and Katherine, need to go home early for their
mother’s birthday celebration.
______ 3. Mother woke up very early, prepared breakfast, and drove us to school.
______ 4. Switching off electronic appliances when not in use and using daylight as much
as you can are good ways of how you can conserve electricity.
______ 5. Sinigang and kare-kare are Guia and Giselle’s favorite Filipino food.
______ 6. Niña went to a salon, had a haircut, and displayed the new hairdo to her brothers
and sisters.
______ 7. Ninoy Aquino, Sr. fought and died for the Filipino people.
______ 8. Argie and Alvin donated clothes and gave canned goods and noodles to help the
typhoon victims.
______ 9. Palawan and Cebu are a few of the best vacation spots in the Philippines.
______ 10. Parents and guardians should watch over their children and make sure that they
receive proper nutrition.
Activity 1.3 Classify the sentence according to its use. Write declarative, interrogative,
imperative, or exclamatory on the line before the number. Then, add the correct
punctuation mark at the end.
_____________ 1. It is truly an amazing day ___
53
_____________ 2. What a generous heart your friend has ____
_____________ 3. Bring art materials for tomorrow’s event ____
_____________ 4. Footbridges provide safety in main thoroughfares ____
_____________ 5. Who is President Noynoy Aquino ____
_____________ 6. Draw your favorite character, using colored pencils ____
_____________ 7. Go to the library ____
_____________ 8. Which of the books do you like the most ____
_____________ 9. The first mass held in the Philippines was in Cebu ____
_____________ 10. What a productive day it was ___
LESSON 2: That One Fateful Day

1. That One Fateful Day
2. Phrases and Their Kinds according to Form and Use
LAUNCH INTO READING
That One Fateful Day
What things can you do in 15 minutes? What can happen in 15 minutes?
We people, by nature, are not contented with what we have. If we have curly hair, we
want it straightened. If we have fair skin, we want it tanned. We all know that there are far
more important things than the physical and material possessions we have, but not unless
we see them disintegrate right before our very eyes do we get to appreciate the basic things
we have and cling to when all else fail. I would like to share with you a few blog entries of
my dear friend Giselle – something that happened on that fateful day, which was an iconic
day for the rest of the people in Metro Manila – the day that Ondoy came.
September 25, 2009 (Friday)

5:00 p.m. I have just woken up. I do not have
classes today and now I am off to FB. #bummingaround
September 26, 2009 (Saturday)
4:00 a.m. Mama is getting ready for her catering.
I haven’t slept yet. I have been playing online the whole
night, but it’s okay. It’s Saturday anyway. #mamacatering
#onlinegaming #nonstoprain
6:00 a.m. Strong rains make me want to doze
off. Mama has left already. Ate Kate has left for school.
See you again this afternoon, FB!
11:00 a.m. Ate Ann woke me up. She said that the water outside was gutter-deep.
Ok, I thought, this was nothing out of the ordinary. I was half awake and half
asleep. I wanted to get back to sleep. #nonstopheavyrain
11:30 a.m. Water got into the house – a first to us. It had never gone inside before,
ever! The water was at our shin already. Papa had to turn off the main switch.
Ate Ann and I kept on bringing all our important stuff on top of the cabinets.
54
Papa placed the pets on top of the palochinas across our house. #isthisforreal
#nonstopheavyrain
The three-storey-deep creek behind the house overflowed to the streets.
Neighbors were walking and the waters were above the knees already. Mama
called to check on us because she was also trapped where she was catering
because of the heavy rains. We told her not to bother coming home anymore.
#mamaissafe
11:45 a.m. After only fifteen minutes the water in the house had gone up to our
thighs. I got Mama’s and Papa’s backpacks with a few of their clothes. Ate Ann
got her laptop bag; in it were her school uniform, mobile phone, her
registration form, which was a requirement for any student who would take an
exam. Papa got my bag. #weneedtoleaveasap #nonstopheavyrain
Our neighbor, who also lived in a bungalow, saw us and offered his
house as refuge, but we felt we needed to go to higher grounds.
The water on the street were chest-deep, flowing strong and hard. We
walked against the current. I needed to carry my bag on my head. I saw
different things flowing; others were under the water, hitting my legs.
Neighbors were vacating their houses as well. #mud&waterfromthemountain
#ihategarbage #thisisnothappening #rainplsstop
12:00 nn About three blocks away, we settled at a neighbor’s three-storey house.
That kindhearted neighbor adopted around ten families. We just stayed at the
staircase. Amazingly, people just talked and laughed. Even if it was lunchtime
and there was no food, we didn’t feel any hunger pangs. #brownout
#endlesswaiting
1:00 p.m. Water continued to rise to around ten feet on the streets.
2:00 p.m. Water began to subside at a snail’s pace. I could see from where I was
sitting the traces of water on the walls.
10:00 p.m. Eight hours later, the water on the street went down to knee-level.
September 27, 2009 (Sunday)

12:15 a.m. Papa went home. I followed after 15 minutes with nothing but the
moonlight to guide me. I walked through the street slowly with my whole
feet submerged in the mud that came from the mountain. I went home
only to find wreckage, a COMPLETE HAVOC, OUR HOUSE!!! Cabinets,
tables and chairs, trash, mud were all over the place. #brownout
#mudfishontheground #trasheverywhere
1:00 a.m. Relatives of a neighbor came to rescue him and his family but gave us all
of their food instead. #firstmealin24hrs #heavensent
2:00 a.m. Ate Ann and I cleaned a part of the garage. It was just ironic that even if
the whole devastation was caused by too much water, we still wanted the
basic necessity – WATER. We slept on the cold tiles.
#thereisstillwaterinthefaucet #nopillowsandblankets
5:00 a.m. We woke up. Good morning!
Activity #2
55
1. What was Giselle doing the day before the major incident?
2. What happened that one fateful day?
3. Was it something that Giselle was used to experiencing?
2. Phrases and Their Kinds according to Form and Use

A phrase is a group of related words that does not include a subject and a verb.
Kinds of Phrases
1. According to Form
Phrases may be introduced by prepositions, participles, or infi nitives.
A prepositional phrase is introduced by a preposition.
Example: Andrea accidentally stepped on the tail of the dog.
(The prepositions are “on” for “on the tail” and “of” for “of the dog.”)
A participial phrase is introduced by a participle.
Example: Pretending to be asleep, Yna tried listening to the conversation.
(A participle is a verb used as an adjective. In this case, “pretending” is the participle that
introduces the participial phrase “Pretending to be asleep” which describes the noun
Yna.)
An infinitive phrase is introduced by an infinitive.
Example: To finish the race in 20 seconds is my brother’s goal.
(An infinitive begins with “to” together with the verb. In this case, the infinitive is “to finish”
which introduces the infinitive phrase “To finish the race.”)
2. According to Use
Phrases may be used as adjective, adverb, or noun.
Examples
1. The members of the team will join the competition. (adjective)
2. The plastic wrappers floated in the wind. (adverb)
3. To see is to believe. (noun)
4. She dreams to become First Lady. (noun – direct object)
Activity 2.2 Write Prep on the line if the underlined phrase is a prepositional phrase, Part
if it is a participial phrase, and Inf if it is an infinitive phrase.
______ 1. To get an appointment with our dentist takes a lot of patience.

______ 2. Laughing wildly, the boy was escorted out to the hall.
______ 3. Park the car behind that van.
______ 4. The performer, stopping for a moment, began his lines.
______ 5. That book is for me.
______ 6. The police station is located opposite the fire station.
______ 7. The class collected money to buy biscuits for their snack.
______ 8. Walking slowly, we reached the end of the hike.
______ 9. We saw the baker kneading the dough.
______ 10. The children’s aim was to build a fence.
Activity 2.3 Write ADJ on the line if the underlined phrase modifies a noun or a pronoun
and ADV if it modifies a verb, an adjective, or another adverb.
_____ 1. Someone on the street corner was waving.

_____ 2. The coyote runs after the rabbit.
_____ 3. The car stalled despite the tune-up.
_____ 4. Look at the boat with the blue sail.
56
_____ 5. The team won without their MVP.
_____ 6. Megan put her bird in its cage.
_____ 7. The price of the promotion was much too steep.
_____ 8. Park the car inside the fence.
_____ 9. They arrived at the airport on time.
_____ 10. Please hand me the pen beside the telephone.
FOURTH QUARTER EXAM

Name: _____________________________________________________ Score: _____________
Test I: Making Analogy: Encircle the letter of the correct answer.
1. Widow is to widower as bachelor is to .
a. bachelorer b. spinster c. wife d. fiancé
2. Glue is to sticking as pen is to .
a. scratching b. balancing c. scribbling d. marking
3. Forest denudation is to soil erosion as waste disposal in waterways is to .
a. El Nino b. plants c. desert d. flood
4. Laing is to Bicol as dried mango is to .
a. Ilocos b. Manila c. Davao d. Cebu
5. Refrigerator is to kitchen as couch is to .
a. garage b. dining room c. living room d. comfort room
Test II. Stating the Antonym: On the line before the number, write the letter of the
word that has the opposite meaning of the underlined word.
1. My parents wanted a celebration for my birthday but I opted for a simple one.
a. artistic b. bright c. lavish d. modest
2. Every failure leads to one’s .
a. success b. bomb c. knowledge d. creativity
3. Paeng Nepomuceno is a master in bowling. I am still trying to learn as I am still a/an .
a. prodigy b. expert c. novice d. average
4. I would prefer to be trained comprehensively than undergo training .
a. lengthily b. accurately c. happily d. briefly
5. A team’s success is based on how well the members work together and not on how they
perform .
a. lazily b. individually c. collectively d. in the office
Test III. Identify the function of the underlined noun phrase. Write S on the line if it
is a subject, SC if it is a subject complement, or DO if it is a direct object.
____ 1. The most magical time of the day is in the afternoon.

____ 2. The new exhibit by the pupils aimed to raise funds for a new building.
____ 3. Before seven p.m. is a bad time to call me.
____ 4. The best time for relaxation is, of course, at bedtime.
____ 5. Under the sink is the answer to your question.
Test IV. Encircle the letter of the correct phrase that completes each sentence. Be
guided by the kind of phrase being asked.
1. prepositional phrase
The president ________ resigned yesterday.
57
a. of a big company b. living in Bulacan c. who is my uncle
2. prepositional phrase
We went _______.
a. to the sea b. shell-picking c. swimming in the sea
3. participial phrase
You should not mail a card _______.
a. alone in the streets b. containing cash c. on a holiday
4. participial phrase
________, Judy excitedly prepared for the field trip.
a. Early in the morning b. Into the bathroom c. Waking to the buzz of the alarm
clock.
5. infinitive phrase
Sam likes _________.
a. gazing at the stars b. to collect bugs c. baking cupcakes
58

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St.

LESSON 1: MUSIC: A HEALING SALVE

LAUNCH INTO READING

Music: A Healing Salve

Sally was a young woman who lived in a small

good at heart – kind without showing it

3. Using Figurative Expressions

1. As fit as a fiddle means “to be in good health.”

1. After cooking, she made sure the kettle was _____________

4. Analyzing Sound Devices

____________1. clattered – clanged

5. Pluralization of Regular Nouns

Rule 1 Add -s to most nouns.

LESSON 2: NOBODY BUT YOU…

LAUNCH INTO READING

It fell about a nap at noon

The wind swayed so cold,

“My hands so full in my household work

A pact was made between the man and the wife.

Then, there barged two men,

Now, would this be a rich man’s house,

The men ate the corns

Then said one stranger to the other,

“There’s no hot water to scrape it off

Oh, then started the old man

Then the wife got up

2. Using Figurative Language

1. Similé compares two dissimilar things using as or like.

______________1. The boxer’s ears are like mushrooms.

1. A couplet consists of two successive lines that rhyme at the end.

How do we write a poem?

4. Pluralization of Irregular Nouns and Foreign-Based Nouns

LESSON 3: The Arrow and the Song

LAUNCH INTO READING

The Arrow and the Song

I shot an arrow into the air.

I breathed a song into the air.

Long, long afterwards in an oak

2. Identifying Rhyming Words

What words rhyme in lines 1 and 2? In lines 3 and 4?

What words in lines 2 and 4 rhyme?

Here is a stanza in a poem. What lines rhyme?

Sensing Music in Rhymes

Determining the Tone, Mood, and Purpose of a Written Work

Understanding Denotations and Connotations

3. Verbs and Verb Phrases Verb-Forming Prefixes and Suffixes

B. Verbs—Words and Phrases

C. Verbs with Prefixes and Suffixes

Which words are added with prefixes? with suffixes?

1. I (lock, look, luck) at the sky with much joy in my heart.

LAUNCH INTO READING

His real name is Ignacio. However, his

1. What kind of child was Nacho?

2. Forming English Words from Foreign Root Words

4. Using the Rising and Rising-Falling Intonations in Sentences

Respecting Turn-Taking in Communication

As you listen to your classmates’ answers, remember that sharing is turn-taking. If it is

Locating Sentences with Rising and Rising-Falling Intonations

The Lion and the Mouse