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REMEDIAL INSTRUCTION MODULE

ENGLISH
LESSON 3:
Reading Strategies – Verb Modifications Structures

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 Republic Act 8293, section 176 states that: No copyright
shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation
of such work for profit. Such agency or office may, among
other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures,
photos, brand names, trademarks, etc.) included in this module
are owned by their respective copyright holders. Every effort
has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The
publisher and authors do not represent nor claim ownership
over them.

Development Team of the Module

Writer: Fernando Balanlayos, Risa Joy Almonte, Angel
Ann Tobias
Editor: Divinne Reyes
Reviewer: Angel Ann Tobias, Risa Joy Almonte, Althea
Nicole Verceluz, Divinne Reyes
Layout Artist: Jasper Abe Zydrex Orbon
Subject Area Supervisor: Krissha Bargo, Angelyn
Namuro

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 INTRODUCTORY MESSAGE

For the facilitator:

This is the English 7 Remedial Instruction Module (RIM) on

Verb Modification Structures.
To assist you, the teacher or facilitator, in guiding the learners to
meet the standards set by the K–12 Curriculum while overcoming
their personal, social, and financial barriers to education, this module
was collectively designed, developed, and reviewed by educators
from 3rd Year of Bachelor of Secondary Education Department,
Major in English, School Year 2022 - 2023.
With the help of this educational tool, students can engage in
guided and independent learning activities at their own pace and
convenience. Additionally, this strives to support students in
developing the necessary 21st-century skills while considering their
requirements and situations.

For the learner:

Welcome to the English 7 Remedial Instruction Module (RIM)

on Using Reading Styles for One’s Purpose.
Our mind is one of the most important parts of the human body.
This helps us to absorb information, comprehension of information,
analyzing knowledge, and reflection of the lesson gained in this
module.
This module was created to give you engaging chances for
guided and independent learning that you can do at your own pace.
You will be able to process the contents of the learning resource while
being an active learner.

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 In using this module, keep the following in mind:

1. Use the module carefully. Do not mark any portion of this module
unnecessarily. Answer the exercises on a separate piece of paper.
2. Before doing the other exercises, remember to respond to the What
I Know question.
3. Before starting any task, carefully read the directions.
4. When completing the duties and reviewing your work, act with
honesty and integrity.
5. Before starting the next task, complete the one you're working on.
6. When you are through with this module, give it back to your
instructor or facilitator.
If you have any trouble completing the tasks in this module,
don't be afraid to approach your teacher or facilitator for help. Never
forget that you are not alone.
We anticipate that you will learn something useful from this
information and develop a thorough awareness of the necessary
competencies. You are capable of doing it.

OBJECTIVES

This module contains:

Lesson 1 – Using Reading Styles for One’s Purpos
After going through this module, you are expected to:
1. define what is verb modification structure
2. know the importance of verb modification structure in a
sentence
3. make a sentence with the use of verb modification structure

Essential Learning Competencies:

Discover literature as a means of connecting to a significant past
(EN7LT-I-C-I)
Observe correct subject-verb agreement (EN7G-I-c-II)

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Read intensively to find answers to specific questions (EN7RC-I-
c-7.1)

WHAT I KNOW?

Review your knowledge about verb modification structure by

answering the following questions. Put a circle on the verb
modification.

Do this in your notebook.

1. The class waited.

2. The class waited eagerly and expectantly.

3. Eagerly and expectantly, the class waited.

4. The class waited in the corridor.

5. The class waited to hear the result of the contest

Lesson 1 Verb Modification Structures

Just as basic sentence patterns may be modified by noun

modification structure, they can also expanded by verb modification
structures. The headword in a verb modification structure is the main
verb.

1. The class waited.

2. The class waited eagerly and expectantly.
3. Eagerly and expectantly, the class waited.

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 4. The class waited in the corridor.
5. The class waited to hear the result of the contest.

Sentence 1 is a basic pattern, S-IV.

Sentence 2 is an expansion of the basic pattern by adding the
word modifiers (eagerly and expectantly) to the verb.
Sentence 3 is the same type of verb modification structure but
the modifiers comes before the headword awaited.
In sentence 4 the verb modification structure is a prepositional
phrase that comes after the verb.
In sentence 5 the verb modification structure is an infinitive
phrase. It comes after the verb modified.

The verb modification structure is composed of the main

verb plus its modifier.
The headword of a verb modification structure is the main
verb.
Word modifiers generally come after the verb modified but
they may come before a noun in subject position.
Prepositional and infinitive phrase modifiers generally come
after the verb.
Clauses are groups of words that have a subject and a predicate.
Sentences
Verb expressesstructures
modifications a completecreate
thoughta orreading
idea.’ passage. In other
words, reading is comprised of reading verb modification structures.
Now, you will read a passage entitled “The Judgment between Two
Mothers” and answer the questions that follow.
The Judgment between Two Mothers
In Yingch’uan there were two brothers living in the same house,
and their wives were both known to be expecting their babies to be
born soon. The older woman has a miscarriage but did not let anyone
know about it.

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 When both women were in confinement and the younger sister
in-law was delivered of a boy, the older one stole her child at night
and, for three years, the dispute over the child could not be settled.
When the case was brought before the chief minister, Hung Po,
he ordered the baby to be placed ten steps away from the two
mothers. At a signal the two women rushed for the child and it
seemed the baby was going to be born pieces and neither would give
it up. The baby cried desperately, and the mother, afraid that he might
be hurt, let him go. The older woman was very much pleased, while
the younger woman looked very sorrowful.
Then Hung Po declared, “It’ is the younger one’s child.” He
indicated the older woman, and she was indeed found guilty.

Comprehension Check!

Comprehension Check

Expand the following sentences by adding the indicated word

modifiers after the verb.
Model: Two brothers stayed (two-word modifiers).
Two brothers stayed together peacefully.

1. They lived (prepositional phrase).

2. The older woman behaved (word).
3. The younger woman was delivered (prepositional phrase).
4. The older woman stole her sister in-law’s child (two words).
5. The case was brought (prepositional phrase).
6. The chief magistrate behaved (word).
7. The baby was treated (word).
8. The bay cried (word).
9. The older woman smile (word).
10. The younger woman looked (word).

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Sentence Expansion by Adverb Clause Modification
An adverb clause is a clause that does the work of an adverb.
1. Confucius lived when Chinese poems had not yet been
collected.
2. He worked hard so that he could help his people.
3. In old China the students bowed every day before a table sacred
to Confucius because they respected him deeply.
4. Confucius went where he could do most for the people.
5. Confucius served his country as well as he could.

Notice that in sentence 1, the adverb clause when Chinese poems had
not yet been collected answers the questions when. The adverb clause
in sentence 2, so that he could help his people, answers the questions
why. The adverb clause in sentence 3, because they respected him
deeply, answers the question why. In sentence 4, the adverb clause
where he could do most for the people answers the questions where.
In sentence 5, the adverb clause as well as he could answers the
question how.
An adverb clause may indicate when (time), why (reason or
purpose), where (place), and how (manner).

Reinforcement Activity

Complete each sentence using adverb clause modifiers.

Model: Adolescents blush when…
Adolescents blush when they are embarrassed.

1. Young children are afraid of the dark because…

2. Babies are easily hurt because..

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 3. That girl is crying as if…
4. They are happy when…
5. Students work hard where…
6. We love our parents even though…
7. We respect our elders because…
8. We do our work well so that…
9. Adolescents will develop good habits if…
10. It is a tradition to kiss the hands of our parents when…
11. We should develop the habit of industry because…
12. Wash your hands before eating so that…
13. Pray before you go to sleep as though…
14. Get up to recite even though…
15. Recite in a voice sufficiently loud because…
16. Comb your hair as soon as …
17. Eat when…
18. Be cheerful and friendly because…
19. Cross the street only when…
20. Be polite so that…
To make you understand deeper the use of verb modifications, were
going to find out the use of it in the connection of the literature that
will help to us to understand the use of verb modifications.

CHINESE POETRY
Poetry has always played a very important role in Chinese
culture. During the imperial rule in China, the emperor was assisted
by the bureaucratic officials who were often common people who
passed the government examination which tested their knowledge of
major works of philosophy and poetry. The oldest collection of
Chinese poetry is the Shih Ching or Book of Odes.

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 OLD AND NEW
(from the Book of Odes)
She went up the mountain to pluck wild herbs;
She came down the mountain and met her former husband.
She knelt down and asked her former husband,
“What do you find your new wife like?”
“My new wife, although her talk is clever,
Cannot charm me as my old wife could.
In beauty of face there is not much to choose,
But in usefulness are not all alike.

“My new wife comes in from the road to meet me;

My old wife always came down from her tower.
My old wife was good at plain sewing,
My new wife is clever at embroidering silk.

Of silk embroidery one can do an inch a day;

Of plain sewing, more than five feet.
Putting her silk by the side of her sewing,
I see that the new will not compare with the old.”

COMPREHENSION
RESPONSE

1. What is the subject matter of “Old and New”?

2. Explain the significance of the title in relation to the poem.

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 3. Who did the husband seem to like better, the old wife or the
new wife? Why do you say so?
4. Why do you suppose the man gave up his wife and married
another?
5. What qualities of both wives are brought out in these lines?
a. My new wife, although her talk is clever,
Cannot charm me as my old wife could.
b. In beauty of face there is not much to choose.
c. My new wife comes in from the road to meet me;
My old wife always came down from her tower.
d. My old wife was good at plain sewing,
My new wife is clever at embroidering silk.
6. If your religion does not allow divorce, great care should be
observed in deciding who to marry. What do you think are the
essential qualities one should look for in a future partner? List
three and explain why you think they are the most important
qualities.

Values: Life
Connection

1. Do you believe in first love? Explain your answer.

2. Would you consider having a “crush” on somebody to be true
love? Why?
3. What qualities in another person attract you? List the five most
important attributes you want in a lifetime partner. Rank them in
order priority. Make the top three qualities as essential and the
remaining as preferences.

What is it?

Chinese poetry is rich in symbolism. Symbolism is the art or

practice of using conventional or traditional objects and signs as a
method of revealing or suggesting ideas, ideals, truth, or otherwise

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intangible state. Learn to distinguish between the literal language and
the symbolic language of literature.
Literal language is used in ordinary conversation and in science
because it is concerned with hard facts. The words mean exactly what
they say and no more than that. If I say: “Lend me your pen,” I mean
a pen, an instrument with a point to use in writing. But in the proverb
“The pen is mightier than the sword,” the word pen becomes a symbol
of a style of writing, of what is written. Likewise, the word sword,
which literally means weapon, becomes a symbol of an agent that
destroys by force. The proverb therefore means that literature is more
powerful than physical force in effecting change.

What I have learned!

GOOD JOB! You are almost ready to apply all the things you have
learned from our lesson.
In what way can you freely express your thoughts and feelings?
By writing it down of course. Now, finish the incomplete sentence by
writing the learning you grasped from our lesson on the graphic
organizer below. How did it help you understand and appreciate the
importance of the lesson? Do this on your notebook.

I learned that______________________________________
________________________________________________________
________________________________________________________
_______________________________________________________.
It helped me to understand and appreciate the importance of the
lesson
by______________________________________________________
________________________________________________________
________________________________________________________
_______________________________________________________.

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 Questions:

Answer the following questions in complete sentences.

1. What does a red rose symbolize? A white rose? three roses?
2. Which is the best symbol for purity: a white rose, a lily, or a
sampaguita? Explain your choice.
3. Which would be the best symbol for power: the sun, the clouds, the
moon, or the sea? Why?
4. Which would be a better symbol for a mother: a coconut tree or
mango tree? Why?
5. In the poem “Old and New” what symbolism is indicated by the
phrase “she knelt down”?

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