1. 1
The National Teachers College
Quiapo, Manila Philippines
School of Advanced Studies
THE COLLOCATION ABILITY OF GRADE 6 PUPILS OF CALOOCAN
NORTH ELEMENTARY SCHOOL As ANCHORED TO BLOOMS
THREE DOMAINS OF LEARNING
A Research presented to
Professor Renato N. Felipe, Jr.
In Partial Fulfilment
of the Requirements of the Course
GED 103: HISTORY AND PHILOSOPHY OF CONTEMPORARY
EDUCATION
By
Melanne Grace A. Rimando
MAED Educational Management
Academic Year, 1st
Semester 2013-2014
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ACKNOWLEDGEMENT
The researcher, above all, would like to extend her deepest
gratitude to Professor Renato N. Felipe, Jr. whose unfailing guidance
and encouragement have supported this study from beginning to end.
Special thanks to the principal of Caloocan North Elementary School
and to all the students who have taken part in this research. Their
contribution has been great in the fulfilment of this study.
Most especially to the researcher‟s family and friends for
inspiring her at all times.
To God, who made all things possible.
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I. Abstract
Extensive knowledge of collocations is a key factor that
distinguishes learners from fluent native speakers. Such knowledge is
difficult to acquire simply because there is so much of it. An increased
knowledge of collocation not only allows learners to improve levels of
accuracy, but it also aids fluency (Webb & Kagimoto 2011).
Collocations improve the learner's ability in oral communication,
listening, and reading skills. From the perspective of pedagogy
collocations help learners to be aware of language chunks used by
native speakers in writing and speaking. This study investigated
learners‟ ability of collocations by analyzing the result of their multiple
choice tests. Thirty Grade 6 pupils participated in this study to
determine the collocation errors they made and to identify the basis
for their difficulty with collocations based on Blooms three domains of
learning. In addition, the results of the test showed that learners had
problem with collocations. Therefore, the researcher suggested using
the design which was the three processes that have been identified as
leading to lexical acquisition: noticing, retrieval and generation.
Collocations will be automatically identified through the basis of
exercises, produced under teacher control, that amplify students‟
collocation knowledge.
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CHAPTER I
INTRODUCTION
Why do language learners find it difficult to differentiate between
words like look, see and watch, or broad and wide? Why do students
who know many individual words still struggle to express complex
ideas simply and precisely? Why are so many frustrated that they
make little visible progress? How is it that native speaker communicate
so much more effectively? The answers rest on the collocational
knowledge of language learners. It is the collocates of look, see and
watch or broad and wide that reveal their different shades of meaning,
rather than their dictionary definitions (Conzett, 2000). Complex ideas
are hard to express unless one can use simple vocabulary in a range of
collocations (Lewis, 1993). Hill (1999) points out that students with
good ideas often lose marks because they don't know the four or five
most important collocations of a key word that is central to what they
are writing about. Wray (2002) emphasizes that collocations are
particularly important for learners striving for a high degree of
competence in a second language, because they enhance not only
accuracy but also fluency. Nesselhauf (2003, p.223) reiterates,
“Collocations are of particular importance for learners striving for a
high degree of competence in the second language but they are also of
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importance for learners with less ambitious aspirations, as they not
only enhance accuracy but also fluency”.
In students‟ acquisition of learning, Bloom‟s classification is a
categorization of learning goals or objectives in the education process
was proposed by a committee on education that was chaired by
Benjamin Bloom. The publication of the classification occurred after
several conferences meant to enhance communication among
educators on the making of the curricula and setting of examinations
(Donclark, 2010). The taxonomy identifies three domains namely:
mental skills (cognitive/knowledge), affective (emotional growth and
development of feelings/attitude), psychomotor (physical or manual
skills). This taxonomy can be thought of as “goals of the process of
learning.” Therefore as a teaching/learning method, teachers are
supposed to offer knowledge and skills as well as develop the students‟
attitudes and on the other hand, students are supposed to acquire
skills, knowledge and an attitudes that are positive in life (Donclark,
2010).
This research aims to elaborate, the students‟ ability of
collocation through Bloom‟s three domains of learning. Further, the
study describes the three processes that have been identified as
leading to lexical acquisition: noticing, retrieval and generation which
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can help the teachers incorporate discussions that will lead to the
learners‟ development of collocation ability.
Setting of the Study
The study was conducted in Caloocan North Elementary School
located in Package2 Phase 6 Camarin Caloocan City. The researcher
selected the class composed of thirty students from grade 6 Section 1
as the respondents.
Theoretical and Conceptual Framework
Figure 1
Collocation Ability
Criterion Reference
Test
Bloom’s Domains of
Learning
Noticing
Retrieval
Generation
Cognitive
Domain
Affective
Domain
Psychomotor
Domain
Grade 6 pupils of Caloocan North
Elementary School
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Figure 1 illustrates further elaborated research paradigm that the
researcher undergone with the study. The collocation ability study
taken by the researcher was focused on the Grade 6 Pupils of Caloocan
North Elementary School, specifically the section 1-Masipag class. A
criterion reference test obtained from English reading Test NAT 2012
Fun in Grammar, Marc V. Hernandez 2007 revised edition. Footprints
Publishing, Manila Philippines which is consists of five items was given
to the respondents. The scores were statistically analysed to determine
the students ability of collocation accordingly and through Bloom‟s
three domains of learning which are cognitive, affective and
psychomotor domain.
Statement of the Problem
The study aims to determine the collocation ability of Grade 6
pupils of Caloocan North Elementary School. Specifically it
answers the following questions:
1. What is the pipils‟ ability of collocations?
2. What is the domain of learning (cognitive, affective and
psychomotor) that yields to the highest percentage of pupils?
3. Is there any correlation between the pupils‟ ability of collocation and
their learning domain?
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Significance of the Study
The problem to be considered in this paper is chosen due to
several reasons. First, lexical competence called collocation is a
necessary element of communicative competence. Lexical competence
therefore is very important for someone to communicate successfully
and appropriately. In line with that, Sonaya stated (Taiwo, 2007) that
lexical errors are perceived by native speakers as more serious
because not having the ability to choose appropriate and accepted
words will make the communication ineffective.
Second, The K+12 curriculum focus an emphasis on written skills
of the students within the context of what they have acquired of their
previous learning. It is more on applying what the learners‟ learn at
the learning period.
For these reasons, it is essential to find out the pupils‟ ability of
collocation and its correlation with regards to Bloom‟s three domains of
learning, this will allow the teachers to be able to design activities that
can impart knowledge with three phases: the design phase; where
students engage in designing the activities. The action phase; where
students carry out the activities and the reflection phase; where
students can discuss and write about the activities they undertook as a
form of reflection.
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Scope and Delimitation
The study involved a sample of thirty Grade 6 pupils of Caloocan
North Elementary School from Section 1 Class which may be viewed as
a restriction that limits the generalization of results. Moreover, it was
also focused on identifying the pupils‟ collocation ability through
Bloom‟s three domains of learning. The study was conducted among
30 students which were from the section 1 class. Pupils were given a
criterion reference test from English reading Test NAT 2012 Fun in
Grammar, Marc V. Hernandez 2007 revised edition. Footprints
Publishing, Manila Philippines.
Definition of Terms
To further understand the study made by the researcher, the
following terms are defined on how it was used in the study.
Collocational: consists of two words which are linked together in the
memory of native speakers and occur together with some frequency in
both written and oral discourse (Hsu and Chiu, 2008).
Knowledge: is defined as “the facts, information, understanding and
skills that a person has acquired through experience or education
(Oxford Advanced Learner‟s Dictionary, 2003: 714). Knowledge of
collocation therefore is knowledge of how the words go together
naturally in the minds of native speaker.
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Verb: A verb, from the Latin verbum meaning word, (part of speech)
that insyntax conveys an action (bring, read, walk, run, learn), an
occurrence (happen,become), or a state of being (be, exist, stand).
Noun: A noun is a part of speech typically denoting a person, place,
thing, animal, or idea.
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CHAPTER II
REVIEW OF RELATED LITERATURE
According to Robins (1976), studies on collocations started 2300
years ago in Greece. The Greek Stoics related collocations to
semantics and used the concept of collocation to study the meaning
relationships between words. According to these ancient scholars,
words “do not exist in isolation, and they may differ according to the
collocation in which they are used” (Robins 1967, p.21). The British
linguist J. R. Firth, who is the father of collocational studies in modern
times, is in the tradition of the Greek Stoics. Many of his statements
about collocations are similar to the ancient Greek scholars; for
example “words are mutually expectant and mutually comprehended”
(Firth 1957, p.12) or “you shall know a word by the company it keeps”
(p. 11). Although, it is widely accepted that Firth is the first linguist in
modern times to explicitly introduce the notion of collocation into a
theory of meaning, Mitchell (1971) believes that Firth in the selection
of the term collocation may have been influenced by Palmer‟s
monograph on collocations. After Palmer‟s work in 1930s, second
language teachers have looked at collocations as both an opportunity
and a problem. There have been some factors in recent years, which
helped collocations in particular and 'formulaic language' in general to
come into focus for second language learners: The expansion of
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computerized texts and works of Sinclair (1987) showed the quick
spreading of the use of collocation. For Pawley and Syder (1983)
multi-word „lexicalized‟ phrases have the important role in producing
fluent and idiomatic language; regular and odd chunks are at the heart
of those usage-based models in both language description and first
language acquisition (Tomasello 2003).
The importance of collocations for successful language learning
was recognized over seventy years ago (Palmer, 1933). Hornby (1974)
and Brown (1974) contend that oral listening comprehension and
reading speed can both be improved by increasing collocational
knowledge. Marton (1977) and Arabski (1979) show that collocation
errors constitute a high percentage of errors committed by L2
learners. Bahns and Elaws (1993) point out those collocations present
a major problem in the production of correct English, even for
advanced ESL students. Hill (2000) lists nine reasons why collocations
are important in terms of the lexical nature of a language, the sheer
number of collocations that native speakers hold, the role of memory,
and the way we think and express ideas.
As Nation (2000) summarizes:
language knowledge is collocational knowledge;
collocational knowledge is important for developing both fluency
and accuracy;
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knowing a word involves knowing its set of its collocates.
Based on Benson, Benson, and Ilson (1986), collocations fall into
two categories: Grammatical collocations and Lexical collocations.
Following Benson, Benson, and Ilson (1986), a grammatical collocation
generally is a dominant open class word (noun, adjective or verb) and
a preposition or particular structural pattern such as an infinitive or a
clause. The type of grammatical collocations used in this study is:
Noun + Preposition. A lexical collocation, on the other hand, normally
does not contain infinitive or clauses. It typically consists of open class
words (Noun, Adjective, verb or adverb). The types of lexical
collocations for this study are: Adjective + Noun (strong tea, major
problem, key issue), Verb + Noun (make an impression, set an alarm),
and Noun + Verb (companies merged, pose a problem).
Collocation teaching
Despite wide recognition of the importance of collocations in language
learning, it is unclear how they should be taught. The general
consensuses of researchers and practicing teachers includes three
aspects:
1. awareness raising;
2. collocation selection;
3. learning strategies.
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Many researchers believe that collocations should be learned
deliberately. The first and most important step is to draw students‟
attention to their existence. Nation (2000) suggests that teachers
encourage students to split text containing familiar items into chunks
and seek patterns in them. Chunking can take place when listing to
stories or during reading and writing tasks. Lewis (1997) recommends
that important collocation are presented in the classroom and students
trained to learn them in their entirety and break them into parts later.
Gonzett (2000) advocates selecting books that include many
collocations and training students to observe and note as many as
possible through reading, and reinforce them in their writing.
Students read the material to gain a degree of familiarity with
particular collocations, and then they undertake various learning
activities based on the same material, presented in the form of
exercises. Psychological cues are incorporated into the system design
to help learners notice important collocations, develop language
sensitivity, and transfer from short- to long term memory. The
description below is structured around the three aspects of noticing,
retrieval, generation identified by Nation (2000).
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Noticing
Learning begins with noticing, which occurs when a learner pays
attention to an item as part of the language rather than as part of a
message. Noticing is affected by factors such as the item‟s salience
and usefulness, its presentation, the learner‟s interest and motivation,
their mindset—for example, focusing on individual words rather than
larger chunks of language—and the learning environment. Attention
can be drawn to important collocations in two ways. First, they can be
highlighted typographically. Second, they can be presented in
awareness-raising activities.
Examples of language activities that promote noticing are:
1. finding collocations in a text and recording them in notebooks;
2. reconstructing the content;
3. correcting common mistakes.
A finding collocations exercise might ask learners to select all nouns in
a text, identify the verbs that are used in conjunction with them, pick
out phrases they think are collocations, and sort them by significance.
This activity can, of course, be applied to other syntactic types.
Recording and organizing collocations in notebooks helps students
consolidate what they have noticed. In a Reconstructing the content
exercise, collocations are removed from the text and students must
reinsert them to reconstruct the original text.
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In correcting common mistakes, learners correct collocation errors in
text. For example, given I was completely disappointed when I failed
my exam, students need to look up the collocates of the word in bold
and pick one that is appropriate in the given context—for example,
bitterly.
Retrieval
Retrieval, the process of remembering items, involves three aspects.
First, learners must understand an item in the context in which it
occurs, perhaps by guessing its meaning from the context, looking it
up in dictionaries, or constructing their own interpretation through
discussion with peers or teachers. Second, the item‟s meaning must be
retrieved whenever it is met during reading or listening. Third, it must
be used in circumstances that are semantically and pragmatically
appropriate. There are two effective ways to help learners remember a
collocation: repetition and use. Repetition can be achieved by
exercises that recycle collocations in different contexts. Readings and
important collocations are presented side by side, and follow-up
activities use the same material to gradually increase familiarity with
its language features. Typical word usage and salient collocations can
be recycled in different types of exercise to expose learners to them
repeatedly. For example, sentences containing collocations of the
commonly confused words broad and wide can be used in a
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reconstructing the content exercise that asks learners to fill in a blank
to form a valid collocation, while the same data can be used in a
correcting common mistakes exercise. Repetition also occurs when
learners are asked to record and organize collocations that they think
are useful for an essay assignment or oral presentation. Recall of a
collocation is strengthened when it is used. Activities that require
students to use a particular collocation to construct sentences or
conduct a conversation can be designed to consolidate and extend
what has been learned.
Generation
Generation is the process of enriching and stretching the learner‟s
knowledge of an item, and occurs when the item is met in different
forms and contexts. For example, the word heavy has different
meanings when used in heavy rain and heavy smoker; its adverbial
form is heavily. Generation can be achieved by incorporating material
from various sources into a rich contextual environment that enables
learners to discover and analyze new meanings of lexical items and
use them in different ways. External material can serve to illustrate
language use in different contexts, enriching the learner‟s lexical
knowledge and promoting generative and creative use. For example,
exercises can be supplemented by material collected from reference
corpora such as the British National Corpus1 and the Web itself. These
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are incorporated into the system described below to provide authentic
samples of language use that serve as hints for students when doing
certain exercises.
In the field of Education, Bloom's taxonomy, a way of categorizing
learning types, was developed by higher-education educators,
including Benjamin Bloom, in 1956. This taxonomy was developed for
educators, specifically those in higher education, to help them
understand exactly how students learn and in what ways they process
these individual kinds of learning. Bloom and the committee suggested
that the three major categories (also called "domains") of learning are
cognitive, affective and psychomotor.
The first domain of learning identified by Bloom's taxonomy is
the cognitive domain, meaning intellectual or knowledge-based
learning. This domain involves memory and the ability to recall data,
the understanding of data, applying information and synthesizing it
into something new. An example of this kind of knowledge is being
able to recite memorized material and label and make distinctions
between different sets of data. This domain is most often associated
with academic pursuits.
The affective domain refers to the realm of emotions and
interpersonal relationships. This domain focuses on receptiveness (an
individual's willingness to be perceptive and listen to others),
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responding to phenomena and the ability to both hold and internalize
values. Examples of this type of intelligence in education include a
student's ability to give a presentation, participation in group
discussions and the student's ethics.
The psychomotor domain is about the physical body and how it
moves in relationship to the world and others. This domain has been
less explored in an educational context than the other two, though it
has a strong place in physical education, sports, dance and drama.
This domain includes the ability to understand nonverbal cues, follow
guided responses, learn complex movement patterns and manipulate
equipment. Examples of this domain include the ability to use a
diagram to create a model, the ability to use a personal computer and
the ability to learn a complicated dance step.
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CHAPTER III
METHODOLOGY
Figure 2
Figure 2 illustrates the method done by the researcher to
conduct the study. The sampling technique taken up in this paper uses
purposive sampling. Arikunto (2002: 117) defines purposive sampling
as a technique to get sample based on the purpose of the study with
certain characteristics on its subjects. Accordingly, the subjects taken
are 30 students of Grade 6 pupils of Caloocan North Elementary
School. The sample is chosen for the following reason: firstly, the
purpose of the study is to determine the collocation ability of the pupils
and secondly, Grade 6 was the pupils who were expected to have
mastery of language in the Elementary level, the pupils must have
Input
1.Selection of
Respondents
2. Selection of the
Criterion Reference
Exam
3.Approval of the
Principal of
Caloocan North
Elementary School
for research study
Process
Data gathering
through
examination of
the respondents
Output
Data analysis
Conclusion and
Recommendation
s of the Study
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learned a certain number of collocations and would have had many
opportunities to practice them. The first procedure is to prepare the
instrument in collecting the data. Arikunto (2002) suggested that the
instruments have two categories: test, and non-test. This study will
use the test as the instrument. The researchers obtained a five item
examination from English reading Test NAT 2012Fun in Grammar. The
examination was by Marc V. Hernandez 2007 revised edition published
by Footprints Publishing, Manila Philippines; it is handed in to the
subjects being tested. The test was done in one session. The pupils
were not given an exact allotted time so that there will be no bother
with the time that will affect the originality of the subjects‟ ability. It is
in line with Arikunto (2002) who stated that the condition of the
subjects being tested will be different because of the time. After
applying the test, then the data is immediately collected and then
analyzed based on the scale below.
Table 1: Percentage Scale
The researchers used the Table of Specification indicated in their
Budget of Work by the Grade 6 at Caloocan North Elementary School
in constructing the Formative Test as a tool in gathering data.
Percentage Interpretation
80-100 High
60-79 average
59 and below low
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CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
There are five questions in the Criterion Reference Test. The
researcher uses noun+verb collocation. The first two questions are
structured to cognitive learning. The results of the data are indicated
in the table below.
Table 1. The Cognitive Domain
Question Correct Responses
Question 1 26
Question 2 27
The table shows that learners show that they have gain 86.66%
of mastery in Question 1. Question 2 shows 90% of mastery. It only
proves that learners have learned in knowing method as presented in
the classroom to trained students to learn them in their entirety and
break them into parts later.
Table 2.a The Psychomotor Domain
Question Correct Responses
Question 3 17
Question 4 16
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The table 2.a shows the results of the psychomotor domain of
learning. The questions 3, gains 56.67% mastery, which mean low
collocation ability. The question 4, gains 53.33% mastery of the
collocation, which mean low collocation ability.
It proves that learners are more on the reading skills rather than
applying what they have learned.
Table 2.b The Affective Domain
Question Correct Responses
Question 5 17
The table 2.b shows the results of the affective domain of
learning. The question 5, gain 56.67% mastery, which mean low
collocation ability. The results show that learners have difficulty in
comprehending and generating ideas they learned to apply in selection
reading and interpretation.
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Table 3. The Collocation Ability of the Grade 6 Pupils of Caloocan North
Elementary School
Question Correct Responses Percentage
Question 1 26 86.66%
Question 2 27 90.00%
Question 3 17 56.67%
Question 4 16 53.33%
Question 5 17 56.67%
Total 103 68.67%
Table 3 Show the collocation ability of Grade 6 pupils at CNES to
Blooms Three Domains of Learning. The table show that question 4 get
the lowest mastery level, 53.33%, which mean that the respondent
show weak collocation ability Blooms‟ psychomotor domain of learning.
The questions 1 and 2 get the highest mastery level, 86.66% and
90.00% respectively, which means that the respondents show high
collocation ability to Blooms‟ cognitive domain of learning, while,
question 5, show 56.67% mastery which means weak collocation
ability to Blooms‟ affective domain of learning. The overall result
shows 68.67% mastery which means weak collocation ability to
Blooms‟ three domains of learning. This proves that respondents give
more emphasis on cognitive learning and needs help on psychomotor
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CHAPTER V
SUMMARY OF FINDINGS AND CONCLUSIONS AND
RECOMMENDATIONS
Summary of Findings
The researcher has come up with the following findings
based on the results of the data gathering.
1. The cognitive learning of the Grade 6 Pupils of CNES is high.
2. The psychomotor learning of the Grade 6 Pupils of CNES is
low and weak.
3. The affective learning of the Grade 6 pupils of CNES is low
and weak.
4. The respondents have low collocation ability on affective and
psychomotor domain of learning.
5. The collocation ability of Grade 6 pupils of CNES as to Blooms,
Three Domains of Learning is low.
Conclusion
Generally, the subjects in this study performed unsatisfactorily in
producing English collocations. Through the data gathered, it showed
that the Grade 6 pupils of Caloocan North Elementary School yields a
high percentage of students with regards to Blooms cognitive domain
of learning compared to the affective and psychomotor domain. As a
response, it is also necessary to give attention to the spupils‟
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collocation ability with an addition emphasis on the affective and
psychomotor domain.
Recommendations
Out of the results gathered and conclusions, the researcher is hereby
recommending the following:
1. Identification to pupils‟ collocation ability should be done first
day of classes.
2. Teachers should give more exercises on the psychomotor
domain of learning.
3. Give opportunity to pupils to apply what they learn in
speaking exercise.
4. The teachers should emphasized their teaching on the
interpretation and valuing of selection or paragraph reading
to give more emphasis to affective domain of learning.
5. Teachers should create awareness of their pupils‟ collocation
ability and concentrate on improving these skills to produce
strong and independent learners in the future.
6. Strong collocation ability can contribute in the confidence of
the learners in speaking and writing. Therefore, agencies,
school heads and teachers should provide intervention to
strengthen the learners‟ collocation abilities.
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7. Activities that require pupils to use a particular collocation to
construct sentences or conduct a conversation can be
designed to consolidate and extend what has been learned.
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BIBLIOGRAPHY
English reading Test… NAT 2012
Hernandez Marc V. 2007. Fun in Grammar. Revised edition. Footprints
Publishing, Manila Philippines
Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I:
The Cognitive Domain. New York: David McKay Co Inc.
Dave, R. H. (1975). Developing and Writing Behavioral Objectives. (R.
J. Armstrong, ed.). Tucson, Arizona: Educational Innovators Press.
Harrow, A. (1972) A Taxonomy of Psychomotor Domain: A Guide for
Developing Behavioral Objectives. New York: David McKay.
Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of
Educational Objectives, the Classification of Educational Goals.
Handbook II: Affective Domain. New York: David McKay Co., Inc.
Pohl, M. (2000). Learning to Think, Thinking to Learn: Models and
Strategies to Develop a Classroom Culture of Thinking. Cheltenham,
Vic.: Hawker Brownlow.
Simpson E. J. (1972). The Classification of Educational Objectives in
the Psychomotor Domain. Washington, DC: Gryphon House.
30. 30
APPENDICES
APPENDIX A
September 13, 2013
Caloocan North Elementary School
Package 2 Phase 6, Camarin
Caloocan City, Philippines
Dear Madam,
I, a student of Master of Arts in The National Teachers College would
like to ask permission to allow me to conduct a study about the
Collocation Ability of Grade 6 Pupils, as a requirement in my course,
GED 103: History and Philosophy of Contemporary Education.
I would like to ask for 30 pupils to serve as a respondent to my
research that will take an hour.
Trusting this request will merit your kind consideration and approval.
Thank you and God bless.
Very truly yours,
Melanne Grace A. Rimando
31. 31
APPENDIX B
Lesson Plan and Criterion References Test
The National Teachers College
Manila
Division of Graduate Schools and Research
LESSON PLAN IN ENGLISH VI
I. OBJECTIVE
At the end of the lesson pupils should be able to;
Identify the collocational ability in subject-verb
agreement of the Grade VI-Masipag pupils in Caloocan
North Elementary School as anchored to Blooms Three
Domains of Learning.
II. SUBJECT MATTER
A. Subject-Verb Agreement
B. Fun in Grammar p. 79-82
C. Charts, Illustrations,Pictures
III. PROCEDURE
A. Preliminary Activities
1. Drill
Flashcards
( Pictures: Action words)
2. Spelling
Words with Silent Letters
walk aisle
listen gnaw
debris lasagna
Greenwich pneumonia
Bureau thought
3. Reading
Words with silent letters
4. Review
What is a verb?
Can you give Examples?
What is a Sentence?
What are the two parts of a sentence?
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B. Developmental Activities
1. Motivation
What is happiness for you?
What makes you happy?
2. Presentation
i. Unlocking of Difficulties
Brick immortal
ii. Reading the selection
“I Want Your Finger”
Once upon a time, in a valley set on a
foot of a mountain, lived Pedro. Pedro was a
farmer. He planted root crops to sustain his
leaving. Even though Pedro worked hard, he was
poor.
Pedro has a friend Juanito. Juanito is an
immortal being. He has power from his golden
finger. He can make gold out of stone and has
the power to fulfil wishes.
Juanito took pity on Pedro. He decided to
help Pedro. So He went to the valley and talk to
Pedro.
“ My friend, how is life for you now?” said
Juanito. “ I am very poor. I am not happy in my
life anymore,” Said Pedro.
“I am here to help you. Would you like
Gold?” as he pointed a stone that turn to gold.
“Or a house as big as a palace” as he turn
Pedro‟s nipa house to a palace.
Pedro was amazed on what Juanito‟s
finger could do. He eventually decided.
“I don‟t want those things. There is only
one thing that could make me happy,” said
Pedro.
“What was that?”asked Juanito. Pedro
replied “I want your finger!”.
Juanito get mad. He left Pedro at once
living him nothing.
3. Comprehension Check-up
Who is Pedro?
Why did his friend Juanito wanted to help him?
Why did Juanito get mad?
Value Infusion:
What attitude does Pedro show in the end?
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4. Fixing Skills
Introducing Subject-Verb Agreement.
Asking the pupils what they recall regarding
the subject-verb agreement.
a. Present Tense
i. Singular subject + s-form of the verb
ii. Plural Subject + base form of the verb
b. Past Tense
Subject + d,ed,ied form of the verb
c. Future Tense
Subject+ will/shall+ base form of the verb
5. Generalization
What are the rules on subject+verb agreement?
6. Application
Fill in the blank with the correct form of the verb in
the parenthesis.
(crush) 1. The giant bird______ the ship with a
huge boulder yesterday.
(answer) 2. I wonder if the old man __________
my call for help on Monday.
(hold) 3. The sailor _____ on tightly to the boat
to avoid sinking.
(live) 4. An old man _______ in a small island.
(climb) 5. Yesterday, Karen and I ________ the
trees to pick the best fruits.
IV. EVALUATION
Read the following questions and circle your answer.
1. Yesterday, the bird _____ the ship with a huge boulder.
a. Crush b. crushes c. crushed
2. An old woman ____ in a small island for so long.
a. Lived b. live c. Lives
Rewrite the following sentences as signalled by clue in the
parenthesis.
3. Everyday my friends‟ ____ thanks to the Lord for having
saved me. Give (present)
________________________________________________
4. I ______ this experience all my life. Remember (future)
________________________________________________
34. 34
Read the short story then infer the feeling of the character.
Lea and jade are best friends. They have been best
friends for a long time. They eat, swim and play together.
Then, one day, Lea‟s family moved to another country.
5.What did Jade feel when Lea left?
a. She feels lonely
b. She felt sad.
c. She felt nothing.
