ENGLISH 5 PPT Q3 W5 Day 1 - Infer the Speaker’s Tone Mood and Purpose.pptx

QUARTER 3
WEEK 5 (Day 1)
Learning Objective:
Infer the speaker’s tone, mood and purpose.
Observe politeness at all times
Show tactfulness when communicating with others

Do you know someone who is blind?
How do you feel for him/her?
Would you like to have a blind friend? Why?
A. Setting the stage

2. Unlocking of Difficulties
Present the following sentences. Let the pupils give the
meaning of the underlined words through context clues.
a. There was a heavy traffic and the cars were honking so loud.
b. Handle brittle objects carefully because they break easily.
c. When polvoron crumbles it becomes powdery in form.
At the end of the lesson, the pupils will be
able to infer the mood of the speaker.

B. Explaining the students what to do
Antonio’s Story
I have a friend who lives in another world. Her name is Francisca. The world
she lives in is full of light. So she tells me when we meet every Saturday afternoon.
Every Saturday afternoon, my mama takes my hand and we leave the house.
We walk a long way- past other houses where people are talking, past one street
where there are cars honking. At last, when we hear the sounds of children
playing and mothers talking to other mothers, I know we are at the park.
Every Saturday afternoon, here, in this place of happy voices, I meet Francisca
who always shouts in her happy voice, “Hello, Antonio! Let’s go! Let’s go!”
And so, Francisca runs to Mama and says hello and takes my hand. Her
fingers are small but they are strong.
She takes my hand and we walk. As we walk, she talks and tells me everything
she sees along the way:

“Now we are walking near the tree I told you about. “Let’s call it our mango tree. It is
tall-taller than you and me and your mama and my papa even if we all stand on
each other’s shoulders. Its leaves are shaped like knives. Here feel one. You know it
is dry because it is brittle and crumbles easily.
“The tree’s body or the trunk is big, thick and rough. Here touch it! This is the
tree that makes wonderful mangoes, all sweet and smooth and golden.”
I smile because I know what a mango tastes like.
Francisca laughs and says, “The way a mango makes your tongue feel is the
way light makes me feel.”
Sometimes, when Francisca tells me such things, I feel so sad because I cannot
see. My eyes feel nothing except my tears.
But Francisca sees and she sees my hot tears sliding down my cheeks. She holds me
tight with her strong fingers and says, “Don’t cry. My eyes are big enough for the two of
us.”

And she leads my fingers to her eyes and says:
“Look Antonio:
Red is the color of the sky that when the day and the night meet.
Blue is the color of the sea where the cold fishes play.
Yellow is the color of the sun that makes your cheeks burn, that dries
your tears, the same color as the mango that makes your lips sticky and your
tongue happy.
Green is the color of the leaves that whisper when the wind blows.
And the wind that makes us laugh, that moves our hair, that makes our
clothes fly, not even I can see.
See?”
And I laugh to hear funny colors, and soon I forget that I am blind and
that she lives in another world.
This is my friend Francisca who is more important to me than having
my own eyes.

3. Comprehension check up
Ask the pupils the following questions:
a. Who is Antonio’s friend?
b. Is she blind like Antonio?
c. When do they meet?
d. Where do they meet?
4. Let the pupils give words or group of words used
in the selection that describe mood or feelings.
(Francisca)
(No)
(every Saturday afternoon)
(at the park)

C. Modeling for students
1. Let the pupils identify the mood of the person presented in each situation.
a. Francisca always shouts in her happy voice.
b. She said, “Hello, Antonio! Let’s go!”
c. My eyes feel nothing except my tears.
- What helped us in guessing Antonio’s and Francisca’s mood?
- How can we tell the mood of a person or a character in a story?
2. Encourage the pupils to give their own
sentence with a situation presenting
different mood and tone of a person.
(joyful)
(excitement, eagerness)
(sadness)
(through their actions and what they say)
(through his/her actions and utterances/statements)

D. Guided practice
Divide pupils into 4 groups. Distribute to each group the strips of
cartolina with a mood written on each strip. (Have a list of suggested moods:
happy, sad, afraid, disappointment, surprise).
Tell each group member to get a strip of cartolina without showing
what was written on it to the group members. Tell each member to act out or
make facial expressions to describe the mood written on his/her strip of
cartolina while the rest of the group members guess what that mood is. Each
member will take his/her turn.

E. Independent practice
Identify the mood of the person presented in each situation that I will read to you.
1. Tina saw the thin ragged beggar and gave him her last peso.
2. Clara groped in the dark. She touched something slimy and hairy. She
shrieked and could not move.
3. Ana felt like walking on air and that everybody loved her as she went up the
stage to receive her trophy from the judges.
4. Tony was going to the city for the first time. He couldn’t sit tight. He pointed at
the new things he saw.
5. Aling Pinang looked at her colorful garden. Her plants were all flowering and
it was a sight to see.
(pity or compassion)
(frighten or fear)
(joyful or elated)
(excited)
(happy or joyful)

F. Closure/Assessment
What have you learned from today’s lesson?
- What helped us in inferring speaker’s mood?
 (through their actions and what they say)
- How can we tell the mood of a person or a
character in a story?
 (through his/her actions and utterances/statements)

Infer the mood of the person who said each sentence.
1. “Today is the day I’ve been waiting for.”
2. “I hate you so much!”
3. “We won! We won the game!”
4. “Your dress is so pretty.”
5. “I can’t thank you enough for the help you’ve given me.”

G. Evaluation
Infer the general mood of the situations that I will read to you.
Choose your answer from the words written on the board.
anger sadness disappointment
Worry fear
1. “It breaks my heart to see very ill,” said Auring to her sick daughter.
2. Mang Pedro raised a wooden stick and shouted at the two boys to
get out of his garden.
3. Yoly’s brother was playing with other children in the park. After a
while she could not see him anymore. She tried to look for him
everywhere but she could not find him.
4. Lightning flashed followed by a terrible thunder. Sara closed her eyes and
covered her ears as she sat on the chair.
5. Ramon has been on top of his class since Grade One. Now, mother was
expecting another gold medal. Awarding came but Ramon was not called.

QUARTER 3
WEEK 5 (Day 3)
Learning Objective:
• Infer the meaning of unfamiliar words (compound, affixed) based
on given context clues (synonyms - antonyms word parts) and
other strategies (Mathematics)
• Observe politeness at all times
• Show tactfulness when communicating with others

1. Study the picture. Tell something about it.

2. Unlocking Difficulties
Group 1: What are the following pastries/cakes made of?
cupcakes
pancakes
applesauce
strawberry
blueberry
Group 2: List down some ingredients in making cupcakes or
pancakes/applesauce, etc.

At the end of the lesson, the pupils will be able to infer the meaning
of unfamiliar words (compound, affixed) based on given context clues
(synonyms - antonyms word parts) and other strategies.

1. Ask a pupil to read a short paragraph presented before them.
One Sunday afternoon, Julian the baker is busy making cupcakes and
cooking pancakes. Celano, his helper is busy packing applesauce and strawberry
jam. They will bring these to Chinatown where anybody can buy anytime.
Ask the pupils the questions that follow:
What is the name of the bakery? (Bambi’s Bakeshop)
Who is Julian? (the baker)
What is the work of a baker? (he bakes bread and pastries)
What does Celano pack? (applesauce and strawberry jam)
When did the story happen? (one Sunday afternoon)
If you were a baker what bread would you prefer to bake?
(pupils will give varied answers)

Ask the pupils the questions that follow:
What is the name of the bakery?
Who is Julian?
What is the work of a baker?
What does Celano pack?
When did the story happen?
If you were a baker what bread would you prefer to bake?
(pupils will give varied answers)
(Bambi’s Bakeshop)
(the baker)
(he bakes bread and pastries)
(applesauce and strawberry jam)
(one Sunday afternoon)

1. Look for the underlined words in our story. Write the two words found
in each word.
sunday = sun + day
afternoon = after + noon
cupcakes = cup + cakes
pancakes = pan + cakes
applesauce = apple + sauce
strawberry = straw + berry
Chinatown = China + town
anybody = any + body
anytime = any + time

These two different words that have been put together to
form a new word is called a compound word.

Can you draw out the meaning of a compound word?
(try to combine the meaning of short word)
cupcakes - cakes shapes like cups
pancakes - cake fried on a pan
applesauce - sauce made of apple
Chinatown - town of the Chinese
anybody - anyone
anytime - at any moment
Compound word – comes from two different
words that have been put together to form a new
word with a different meaning.
2. Encourage pupils to give their own
examples of compound words.

D. Guided practice
a. Write the compound word that mean the following:
_________ bell by the door
_________ ache or pain at the back of the body
_________ cake fried on a pan
_________ room where classes are held
_________ cloth to cover
(doorbell)
(backpain)
(pancake)
(classroom)
(covercloth)

b. Box the correct compound words:
1. part of the day between noon and evening
afterglow afternoon
2. air transportation
airport airline
3. paper that tells the news
newscast newspaper
4. ground or place for playing
playmate playground
5. paper with a rough surface
sandpaper sandstorm

11
Give the meaning of the compound words in each sentence.
1. One lazy afternoon, Greggy the young dog was relaxing at the
entrance of his doghouse.
2. He was about to daydream when Dave, the Dalmatian came by to
invite him for some outdoor games.
3. Greggy accepted it and asked permission from his grandmother, she
said it was okay but reminded him not to stay outside after dark.
4. Dave first introduced his other playmates to Greggy, who gave each of
them a warm handshake.
5. Then, all of them began playing “tag” and raced each other downhill.
Everyone was having lots of fun that they didn’t notice the sunset and
the darkening sky.

Let’s make compound words. Write the compound word on the blank before
its meaning.
_________ 1. a store where books are sold
_________ 2. marker placed between the pages of a book
_________ 3. a set of shelves or cabinet for holding books
_________ 4. a person who spends much time reading a book
_________ 5. used to protect the eyes from the sun’s glare
(bookstore)
(bookmark)
(bookshelves)
(bookworm)
(sunglasses)

Compound word – comes from two different words that
have been put together to form a new word with a different
meaning.

G. Evaluation
Read each sentence and fill in the blank with a compound
word. Choose your answer below.
haircut firemen headache
drugstore backyard cornfield
•The __________ did their best to save the burning building.
•Please go to the _________ for some medicine.
•Grandfather went to the barbershop for a ________.
•We will go to the ________ to harvest fruits and vegetables.
•I have ________ maybe because I ate too much.

Read each sentence and box the correct compound word.
1. Daylight begins at early morning.
2. We put all our toys in the playroom.
3. I got sunburn when we went to the beach.
4. The teacher told the students to underline the correct
answer.
5. We have P. E. in the afternoon.

QUARTER 3
WEEK 5 (Day 4)
I. Learning Objective
• Infer the meaning of unfamiliar words (compound, affixed) based
on given context clues (synonyms - antonyms word parts) and
other strategies (Mathematics)
• Observe politeness at all times
• Show tactfulness when communicating with others

1. Use. Answer the question at the center of the topic wheel.

2. Unlocking Difficulties
Distribute each letter to pupils. Ask them to rearrange the letters and give
the meaning of the word. They will stand in front with the letter. (Encourage
the pupils to give other meanings of the given word).
LYVELO __________ 1. beautiful
GEELTAN __________ 2. graceful
EAAADPTLB__________ 3. pliant
TRANFRAG __________ 4. sweet
NIIHGSN __________ 5. sparkling
At the end of the lesson, the pupils will
be able to identify the synonyms and
antonyms of common words.
(lovely)
(elegant)
(adaptable)
(fragrant)
(shining)

How pretty her white sampaguitas
And fragrant orchids so rare
How modest and sweet her daughters
Who harvest the golden grain –
How I love her rainbow birds
Her blue skies and sparkling waves
How I love this dear Philippines
Home on this troubled earth.
- Esmeraldo B. Pascua
1. The teacher reads the poem orally. (Observe the proper phrasing)
My Native Land
How beautiful are her mountains grand
The peaceful valleys between
Her sparkling sun and cooling rains
That bathe the fertile plains –
How graceful are her stately plains
Her towering emerald trees
How pliant her rustling bamboos green
Dancing blissfully in the breeze –

a. What are found between grand mountains?
b. How will you describe the plains?
c. Explain why bamboos are pliant.
d. Compare the sampaguitas and the orchids.
e. Can you name three things you love most in our country?

1. Let the pupils identify the words that have similar meaning as the
underlined words.
1) The grand mountains are beautiful.
A. attractive C. elegant
B. marvelous D. radiant
2.) How graceful are her stately plains!
A. willowy C. delicate
B. obedient D. refined
3.) How pliant are her rustling bamboos green!
A. wavering C. yielding
B. obedient D. loosening
4.) How pretty are her white sampaguitas.
A. lovely C. Ample
B. cheerful D. Considerable
5.) How sweet and modest are her daughters who harvest the golden grain!
A. darling C. Harmonious
B. pure D. fragrant

Identify the antonym of each of the underlined words.
1.) How peaceful the valleys between her sparkling sun and cooling
rains.
A. violent C. noisy
B. disturbed D. troubled
2.) How graceful are her towering emerald trees!
A. brief C. tiny
B. little D. low
3.) How pretty are her fragrant orchids so rare.
A. frequent C. periodic
B. repeated D. common
4.) How sweet and modest her daughters are!
A. unchaste C. grand
B. boastful D. excessive
5.) How I love this dear Philippines, home on this troubled earth.
A. peaceful C. dignified
B. restful D. gracious

KEYWORD Synonym Antonym
1. true correct false
2. 2. happiness __________ __________
3. abundant __________ __________
4. lifeless __________ __________
5. identical __________ __________
6. famous __________ __________
7. surprise __________ __________
8. reward __________ __________
9. rest __________ __________
10. thrifty __________ __________
correct joy false
alive freezing many
dead sadness unfamiliar
same known wonder
opposite gift ordinary
punishment work relief
economical extravagant
D. Guided practice
Exercise 1
Choose a partner. The word list contains words that maybe a synonym or an antonym
of the key word. Choose the correct word to complete each set. Number 1 is done for you.

Exercise 2
Study the word list. Then read the sentences that follow. Choose a word from the list that can
take the place of the underlined word. Write your answer in the blank before each sentence.
announced pleaded yelled uttered
demanded revealed mumbled named
cheered commented sobbed
_________ 1. Miss Luna declared the winner of the contest during the
meeting
of the group.
_________ 2. “Give me back my book,” Pepe ordered.
_________ 3. “Please, give me another chance,” the girl asked the
teacher.
_________ 4. The basketball fans rooted, Hurray for Sonny.
_________ 5. Nora cried loudly when Mother did not allow her to join the
picnic.
_________ 6. Girlie said something which made me feel good.
_________ 7. “Why must I always do the dirty work?” snapped Mario.
_________ 8. The policeman identified the suspect in the robbery.
_________ 9. Ronnie stuttered so we did not understand him.
_________ 10. Nobody spilled the secret.

Exercise 3
Copy the word that is spelled correctly.
1. gloruios glorious gloriouos
2. resplendent resplenden rescplendent
3. verdant verdant vardent
4. pliantive pliantiv plaintive
5. boundlhes boundiless boundless
6. beutiful beautiful beautifull
7. toilssome toillsome toilsome
8. fertille fertile fertile
9. peacefull paeceful peaceful
10. stately statly steily

Listen as I read again the poem “My Native Land”. Then answer the questions that follow.
1. What bathes the fertile plains?
A. grand mountain C. cooling rain
B. sparkling sun D. cool breeze
2. How does the bamboo dance?
A. gracefully C. peacefully
B. blissfully D. stately
3. What word best describes the orchids?
A. pretty and white C. fragrant and rare
B. modest and sweet D. lovely and colorful
4. What is referred to as the golden grain?
A. corn C. wheat
B. palay D. beans
5. How does the author feel towards his country?
A. ashamed C. embarrassed
B. proud D. passive

Exercise 2
From the word box, select the synonym of the underlined word in each
sentence. Write the letter of the correct answer.
a. invisible f. reddened
b. rescued g. governed
c. vanished h. killed
d. slowly i. spacious
e. triumphant j. forefathers
_____ 1. Our ancestor fought valiantly for our freedom.
_____ 2. The victorious team was recognized during the assembly.
_____ 3. The players’ faces blushed with the unexpected recognition.
_____ 4. The injured climber was saved by his companions.
_____ 5. The water vapor disappeared in the air.
_____ 6. Atoms are unseen with the naked eye.
_____ 7. Criminals who commit heinous crimes are executed through
lethal injection.
_____ 8. Our new residence is roomy and attractive.
_____ 9. The kingdom is ruled by a kindhearted king.
_____ 10. The crowd’s panic gradually subsided.

Synonyms – are words that are similar in meaning.
Antonyms – are words that are opposite in meaning.

G. Evaluation
Spell the following words correctly as I say them twice
and use in sentences.
1. peaceful
2. sparkling
3. rustling
4. blissfully
5. fragrant

Oh, little grasshopper green and bright,
You jump so high with all your might,
Jumping everywhere to left and to the right,
You keep playing day and night
Look at the cute birdies in the tree,
Waiting for mommy to set them free,
While they flap their wings for all to see,
Truly they are loved by you and me!
– Adapted from “Hey Garden Friends”
Exercise 2
Listen as I read the poem “Little Garden Friends”. Be able to answer
some questions about the poem.
Little Garden Friends
My little snail upon the sand
With your shell you look so grand;
When I hold you in my hand,
How I wish you can stand
Oh, croaking Mr. Frog
Do you hop instead of jog?
Ever hopping over dew and fog,
Over stream then on the log.

1. Who seems to be talking in the poem?
A. child C. frog
B. snail D. grasshopper
2. What animal looks so grand inside the shell?
A. frog C. grasshopper
B. snail D. bird
3. What animal hop over dew and fog?
A. bird C. ant
B. snail D. frog
4. What animals are waiting for their mommy to set them free?
A. snail C. snake
B. bird D. frog
5. How long does the grasshopper jump?
A. once a day C. three hours
B. B. the whole day D. three hours a day

QUARTER 3
WEEK 5 (Day 5)
Learning Objective
Distinguish text-types according to features (structural and language)
– Cause and Effect
Observe politeness at all times
Show tactfulness when communicating with others

Which four-legged amphibian has a hard shell for its protection?
Tell something about the turtle.
Are turtles good for a pet?
(turtle)

2. Unlocking of Difficulties
(Through contextual clues and pictures)
 We can identify an animal by the kind of tracks it
leaves on the ground.
A. marks left by a person, animals
B. trail taken by a vehicle
C. a symbol or clue
D. a rough road
 Father and mother wait for me at the porch when I
come home late.
A. Stairs
B. Hallway
C. covered passage
D. roofed shelter before the entrance of a
building
E. move awkwardly
 Children waving flag is the sight that greeted the
Secretary of Education when he arrived.
A. become apparent to the eye
B. receive or acknowledge
C. salute formally
D. welcome
 One dark night, Rose opened the window and
to her delight, hundreds of fireflies were
hovering around the mango tree.
A. enjoyment
B. satisfaction
C. entertainment
D. great pleasure
 The slow turtle scrambled into the water.
A. mixed indiscriminately
B. blended thoroughly
C. stumbled slowly

At the end of the lesson, the pupils will be able to distinguish text-types
according to features (structural and language) – Cause and Effect
Tell the pupils that they are going to read a story entitled “Turtle
Tale”. Remind the pupils to follow the standards for listening. As they
listen to the story find out the answer to this question:
How did Paeng guide the newly hatched sea turtles to the sea?

Turtle Tale
Paeng and Delia loved to play in the beach so much that they would often forget the
time. When the sun had set, Paeng would remember that their mother would like them to be
home before dark.
One day, Delia saw some prints in the sand that led into the ocean.
“Paeng! Come look at these. I wonder what animal made these prints,” she cried
“I know. I saw the same kind of tracks two years ago. They’re turtle tracks. A turtle
came to this beach and laid her eggs. Then I guess she went right back into the ocean,”
Paeng replied. “Let’s follow the tracks and look for the nest.”
So they followed the tracks until they came upon the turtle’s nest.
“Where are the eggs?” asked Delia.
“The mother turtle must have covered them with sand to keep the eggs warm,” replied
Paeng.

They would have continued with their investigation but it was getting dark.
Paeng did not want their mother to worry. So Paeng and Delia raced each other
and headed for the light that shone on their porch.
Several weeks passed. One night after supper, Paeng and Delia went outside.
They were so surprised at the sight that greeted them in the yard.
“Mama! Mama!” cried Paeng and Delia.
Their mother quickly ran out to the porch to see what was happening.
Paeng’s light shone on dozens and dozens of tiny crawling sea turtles.
“Where did these sea turtles come from?” their mother asked.
Delia remembered the turtle nest. “Mama, we saw a turtle nest several weeks
back. Maybe these turtles came from the nest,” she said.
“But why are they here? After they hatch, the sea turtles head towards the
light. On beaches where people do not live, the brightest area would be the waves
reflecting the light of the moon and the stars. So the turtles followed the house
lights. We can help the turtles find their way to the sea if we turn off the lights at
night as soon as we finish our chores.”

“It’s a good thing we saw these sea turtles. If they continued crawling
away from the sea, they would have been eaten by crabs and other
animals.
If they do not reach the sea, they would die from loss of water in their
bodies. Come on, let’s guide the turtle to the sea,” continued mother.
Paeng got a lamp and to his delight the sea turtles followed the light
of the lamp. When they reached the shore, Paeng waded to the sea and
held the lamp.
Before long, the small sea turtles scrambled into the water. They
raced in the waves to begin their life in the sea.
(Lifted from Science and Mathematics stories, Vol. 1)

a. Who are the characters in the story?
b. Where did Paeng and Delia love to play?
c. What does their mother want them to do at sun down?
d. What did Delia see in the sands one day?
e. Whose tracks were they?
f. Why did the children decide to give up with their investigation?
 A cause brings about an event but it can also be a thing
or a person. The cause answers the question why or
what caused it or what the reason was.

Here are some sentences taken from our story. Let’s read them.
 They loved to play in the beach so much that they would often forget the
time.
 The mother turtle must have covered them with sand to keep the eggs
warm.
 But house lights shine much brighter than the moon and the stars so, the
turtles followed the house lights.
 If they do not reach the sea as soon as they hatch, they could die from
loss of water from their body.

Let the children tell which part of each sentence is the cause and which
part is the effect.
Give possible causes to the given effect.
1. She bagged the gold medal.
2. He became thin and needed health care.
3. The crowd at the airport greeted and cheered her.
4. The stray cats scattered the garbage.
5. The fire truck rushed through the highway.

Give possible effects to the given cause.
1. Lisa ate a lot of food last night.
2. Geri listens very well to the teacher.
3. During an earthquake a building collapsed.
4. They always eat a balance diet.
5. Lita graduated as a class valedictorian.

Guided practice
The teacher will read some clauses and phrases. The pupils will clap their
hands if the phrase is a Cause and stomp their feet if it is an Effect.
So we switched on the light
She is very beautiful
William Tell split the apple into
two with an arrow
Because it is very warm
I did not do my homework
(stomp)
(clap)
(clap)
(clap)
(clap)

The pupils will show off their flags. The red flag signifies Cause and the white
flag signifies Effect. The teacher will read some sentences. If the first part of the
sentence is a Cause the pupil will raise his/her red flag, if the second part is the
Effect the pupil will raise his/her white flag.
1. The people are celebrating because there was a fine harvest.
2. The man committed a crime therefore he was punished.
3. There was a sudden crashing sound so everyone ran.
4. Since summer is just around the corner, the plants are
starting to bloom.
5. There is a solar eclipse when the moon casts a shadow
on the earth.
(WF)
(RF)
(RF)
(RF)
(WF)

a. Numbered Heads Together
Divide the class into smaller groups. Leader assigns a number to
each member. The members of the group will work together to agree on
the answer. The teacher randomly calls on one number. The pupils from
each group with the number called by the teacher answers for the group.
Listed below are some causes. Complete the sentence by giving
possible cause or effect.
1. When people do not use overpass.
2. If people do not follow traffic rules.
3. Everybody looks happy.
4. Bring your raincoat and umbrella.

Analyzing Cause and Effect
Read the passage and perform the activity after that follows.
From 1943 to 1952, scientists observed the formation of the
volcano Paricutin. In February 1943, there was much underground
activity near the village of Paricutin, Mexico. It caused many small
Earth tremors that worried the villagers. On February 20, Dionisio and
Paulo Pulido noticed smoke rising from a small hole in their cornfield
near the village. The hole had been there as long as the farmer and his
wife could remember. That night hot rock fragments spewing from the
hole looked like fireworks. By morning, the fragments had piled up into
a cone about 40 meters high. Within two years it was more than 400
meters high. Ash from the volcano burned and covered the village.
After nine years, the volcanic activity stopped.

1. Copy the phrase that shows the cause of tremors near Paricutin.
a. underground activity
b. smoke coming from a hole in the ground
2. Copy the sentences that show effect of the eruption of Paricutin.
a. A cone more than 400 meter high was formed.
b. Ash buried the village of Paricutin.
c. People resumed their normal lives in the area.
d. Scientists learned a lot about how volcanoes are formed.

Remember!
 A cause brings about an event but it can also be a thing or a
person. The cause answers the question why or what caused
it or what the reason was.

Exercise 2
Complete the sentences by giving a possible effect.
1. The plants were watered with fertilizer __________.
2. Prune and water plants regularly __________.
3. __________ because silence is observed in the library.
4. The machines are regularly oiled _________.
5. _________ if we talk about a funny joke.

Exercise 3
Complete the sentences by giving a possible cause.
1. I have sprained an ankle _________.
2. _________ Mother scolded me.
3. _________ if the cleaners do their responsibilities
4. We were not able to catch our train _________.

Evaluation
Listen as the teacher read some clauses. Write C if it states a
cause and E if it states an effect.
_____ 1. There was a fire.
_____ 2. So, all the people are busy.
_____ 3 Because of the heavy rain.
_____ 4. Mother reminded me to bring my raincoat.
_____ 5. Since the child is very active.

ENGLISH 5 PPT Q3 W5 Day 1 - Infer the Speaker’s Tone Mood and Purpose.pptx

ENGLISH 5 PPT Q3 W5 Day 1 - Infer the Speaker’s Tone Mood and Purpose.pptx

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