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1st grading 4th grading english


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1st grading 4th grading english

  1. 1. 1st Grading ENGLISH VI Date: ____________ I. Objective:  Distinguish changes in meaning of sentences cause by stress Value: Appreciating one's talents and capabilities II. Subject Matter: Changes in Meaning Caused by Stress References: BEC 1; Growing in English (L) pp. 38 - 39. Materials: cassette, voice tape III.Learning Activities: A. Motivation: What do you like most about yourself? Each of us has a particular gift or talent. Have you discovered what a-e yours? B. Presentation Listen to the word where the stress or emphasis is heard. Then repeat each sentence aloud. 1. I cook the best spaghetti. 2. I cook the best spaghetti. 3. I cook the best spaghetti. C. Analysis and Discussion a. Which sentence suggests the following meanings? 1. It is I who make the spaghetti, not my sister. 2. I don't just eat spaghetti, but I do cook it. 3. I cook the best spaghetti, not pancit canton. b. Example 2 1. Elvie sings beautifully. 2. Elvie sings beautifully. 3. Elvie sings beautifully. Meanings: 1. Elvie not Donna, sings beautifully. 2. Elvie sings beautifully not recites. 3. Elvie sings beautifully not poorly. D. Generalization What does stress mean? How does it affect the meaning of a sentence? E. Application State the meaning of the following sentences with stress on the underlined word. 1. Pablo is the leader of the basketball team in school. 2. Pablo is the leader of the basketball team in school.
  2. 2. 3. Pablo is the leader of the basketball team in school. F. Enrichment Activity Write a short paragraph of 5 sentences talking about your own talent that you wish to share to your classmates. G. Infusion of Values People have different talents, we have to preserve out talents and develop ourselves fully to be productive individual. IV. Evaluation: Choose the correct meaning of the following sentences. 1. Martha sewed my new dress. a. It was a dress, not a table cloth that Martha sewed. b. Martha sewed the dress for me. c. It was Martha not Mary, who sewed my new dress. 2. Dominic writes funny stories. a. Dominic writes funny stories, not sad ones. b. It is Dominic not Dindo, who writes the stories. c. Dominic does not only read, but he also writes stories. V. Assignment: Write down the meaning of each sentence with stress on the underlined word. 1. Brenda can solve a crossword puzzle quickly. 2. Brian runs faster than the other boys
  3. 3. ENGLISH VI Date: ____________ I. Objective:  Use the correct intonation for statement and yes-no questions Value: Perseverance/Patience II. Subject Matter: Correct Intonation for Statements and Yes-No Questions References: BEC; Growing in English 6, pp. 10 - 11 Materials: Statements and Yes-no questions, Chart III.Learning Activities: A. Preliminary Activities: 1. Checking of Assignment 2. Review Why is it important to use correct stress of words in speaking or reading? B. Motivation Have you been required to perform something you didn't like? Or something too difficult for you to accomplish? C. Presentation Read the following sentences aloud after the teacher. 1. Great things come from small beginnings. 2. Prayers help us accomplish many things. 3. Have you submitted your project to Mrs. Golez? D. Analysis/Discussion a. Which sentences were read with falling intonation? With rising intonation? b. What does each sentence tells us? c. More examples: Read and tell whether read with Rising or Falling intonation. 1. Are you cheerful while doing your errands? 2. Father’s patted Nilo’s head for a job well done. E. Generalization How do you read statements? Yes-no questions? IV. Evaluation: Tell whether the following sentences are said/read with rising-falling intonation, 1. The carpenter hammered quietly and patiently. 2. Do you always complete your tasks? 3. Difficulties only challenged him to accomplish his job. V. Assignment: Write 2 examples each of sentences read with rising-falling and rising intonation.
  4. 4. ENGLISH VI Date: ____________ I. Objective:  Use the correct intonation for questions introduced by interrogatives Value: Rest and Recreation II. Subject Matter: Correct Intonation for Questions Introduced by Interrogatives References: BEC; Growing in English (L), pp. 2-5 III.Learning Activities: A. Preliminary Activities: 1. Checking of Assignment 2. Review Where do you use rising-falling and rising intonations? B. Motivation What is leant by "All work and no play make J an a dull boy"? C. Presentation Read the following sentences aloud after the teacher. 1. Did you sleep well last night? 2. Are you still sleepy this morning? 3. What game shall we play outside? 4. How do you spend your leisure time? D. Analysis / Discussion a. Listen to the intonation as the teacher reads the sentences again. Compare. Do you see the rising intonations in all the questions? Which questions use a different intonation? What kind of intonation is it? What kind of questions uses rising-falling intonation? b. More examples 1. What book are you reading? 2. Who is its author? 3. How interesting is it? E. Generalization What kind of questions uses the rising-falling intonations? F. Application Group Activity The pupils will form groups. Each group will make a dialogue using sentences introduced by interrogatives. They will perform the dialogue in class as to dramatize the situation. G. Infusion of Values One of the rights of the children is to be given time for play and recreation. A balance life is a healthy life.
  5. 5. IV. Evaluation: Tell whether in the following questions use R or R-F intonation. 1. Are you a collector of interesting objects? 2. What kind of things do you collect? 3. Which of these balls belongs to Carlo? 4. Is there any pet shop in town? 5. Who is your favorite singer? V. Assignment: Give 5 examples of questions using R-F intonation.
  6. 6. ENGLISH VI Date: ____________ I. Objective:  Deduce meaning of unfamiliar words using structural analysis Value: Courage and Bravery II. Subject Matter: Decoding Meaning of Unfamiliar Words - Structural Analysis References: BEC BES (Reading) pp. 111-115 Materials: Flashcards, chart III.Learning Activities: A. Preliminary Activities: 1. Motivation Flashcards drill on vocabulary words with prefixes and suffixes A B Rewrite Pretest Bakery Merciful Dismiss Underage Teacher Wisely Unkind Impossible Dangerous Heroic 2. Motive Question Observe the words carefully. What can you say about the words? What prefixes were used in the words in column A? in column B? Are the words under column A and B familiar to you? Why? Teacher presents this map of affixes, meaning and samples (p.111 BES / Rdg.) B. During Reading Activities Have the class read the paragraph. I saw an exciting underwater fight on television. The scene was taken along some reefs. The diver fought with the big shark. The shark seemed to grin as it opened its big mouth that showed its saw like teeth. It looks very furious as it moved quietly but swiftly toward the diver was ready. He gripped his knife tightly. The shark whirled. Then it dashed toward the man. The diver came out. His shoulder was badly injured. But he had killed the shark. C. Post Reading Activities 1. Answering questions about the paragraph read. a. What scene did you see on television? b. Who are the characters in the paragraph? c. What kind of a man is the diver? d. What are the words in the paragraph that have affixes? underwater swiftly diver ready furious tightly e. Get the meaning of these words through structural analysis. J. What are affixes? g. What do you call a syllable added at the beginning of the word? At the end of the word?
  7. 7. 2. Engagement Activities Identify the prefix and suffixes in each using configuration analysis. 1. before 2. state of being 3. happening every two 3. Enrichment Activity Give the meaning of the underlined word in each sentence. 1. The prewar price of rice was eight centavos a kilo 2. She eats too much everyday so she becomes overweight. 3. Crossing the ocean when there is a storm is dangerous. 4. Value Infusion: Talk about heroic deeds and bravery. Encourage pupils to share own experiences showing their values. IV. Evaluation: Fill in the blanks with the correct words in the following sentences. Find your answers in the box. granary scenery heroic rewrite dismiss 1. The Central Plain of Luzon is called the "Rice_____ of the Philippines". 2. The Philippines is known for its beautiful _____. 3. Mario was told to _____ the report. V. Assignment: A. Identify the prefixes and suffixes used in each sentence. Give each meaning. 1. People admired her because of her fairness. 2. We should beautify the surroundings. 3. The story was so interesting that the children asked the teacher to retell it. B. Bring a dictionary tomorrow.
  8. 8. ENGLISH VI Date: ____________ I. Objective:  Get information about a word in the dictionary Value: Reconciliation and Awareness II. Subject Matter: Getting Information about a Word in the Dictionary References: BEC Growing in Eng./R, pp 35 - 40 Materials: Dictionary, newspaper III.Learning Activities: A. Pre-reading Activities: 1. Unlocking of Difficulties The pupils will give the meaning of the underlined words through context clues.  Two boys quarreled this morning after the class, they had reconciliation.  Controversial issues are read in front page of the newspaper. 2. Motivation Class, there are two words with jumbled letters written on the board. Arrange these letters to come up with the word. The first and last letters are given. 3. Motive Questions What information do we get from a dictionary? B. During Reading Activities Reading of news article wherein the jumbled letters arranged by the pupils are found.  Do you read newspaper?  What was the most controversial issue before Pres. —elect Estrada was inducted into his office?  Let's read the news about the issue. Cory Agrees to be Estrada’s Senior Adviser.  Did you understand the content of the lead paragraph?  Who reconciled?  You noticed that the words we have just studied are found in the news article. Let's read the words again.  What other unfamiliar words did you encounter in the article? How can we get their meaning? C. Post Reading Activities 1. Do you have a dictionary? How do you take care of it? 2. When you encounter unfamiliar words, what do you usually do? 3. Aside from the meaning, what other information do you get from the dictionary? 4. Find the word reconciliation in the dictionary and write the correct syllabication on the board. 5. What else do you find? In what syllable do you put the stress mark in the word reconciliation?
  9. 9. 6. Aside from syllabication and stress mark. What other information do you get? Phonetic spelling Origin of the word Part of speech 7. Infusion of Values What can reconciliation do to our country? Is it important to reconcile with your enemies? Why? Do we have to read newspapers? Why? Why is it important to be aware? D. Enrichment Activity Give at least one example for every information we get from a dictionary. IV. Evaluation: Give the dictionary information of the words. Word Inauguration Democracy Nationalism Syllabication Stress mark Phonetic spelling V. Assignment: Use your dictionary to answer the questions that follow. 1. What language does the word “ambassador” come from? 2. Divide the words “ambassador” into syllables. 3. What part of speech is the word “country”. 4. Where do we put the stress mark of the word “country”? 5. Syllabicate “country”.
  10. 10. ENGLISH VI Date: ____________ I. Objective:  Use context clues. Value: Love of Nature II. Subject Matter: Using Context Clues References: BEC; Growing in Eng. Rdg. pp. 117 - 121 Materials: chart, picture III.Learning Activities: A. Pre-reading Activities 1. Unlocking of Difficulties Reading of a short story by the teacher followed by the pupils orally. 2. Motivation Have you ever encountered a word from a selection which you do not know its meaning? 3. Motive Question Do you believe that for everything that happens there is an equivalent reason? B. During Reading Activities Read "A Reason for Everything". Pp. 117 - 119 (Growing in Eng. Rdg.) C. Post Reading Activities 1. Answering the motive question 2. Comprehension check-up a. Who was Tata Karyo? b. What happened when he was ready for harvest time? c. What did he do when the water subsided? d. How much did he lose? D. Enrichment Activity 1. His answer might have been ambiguous, but mine was definitely. 2. His answer was ambiguous, so he could of several things. 3. His answer was ambiguous and mine was just as unclear.  In the first sentence,what word is given as a clue for the meaning of ambiguous?  How about in the second sentence? Third sentence?  Which sentence gives a definition of the word ambiguous which serve as a context clue? E. Infusion of Values: How can we show that we love nature? What are the things we have to avoid doing as to prevent floods? IV. Evaluation: Study the words. Fit each word into the sentence to make it meaningful.
  11. 11. calamity realty submerged subsided dissatisfied languished drenched perseverance promotion equanimity 1. Laura is selling house and lot. She works with a ________ company. 2. The earthquake is a natural ________ because it causes destruction of lives and properties. 3. Mr. De Leon was unaffected by the disaster. I admired his ________. (Continue on p. 121 of Growing Eng. Rdg.) V. Assignment: 1. Find an article in a newspaper. 2. Skim the selection to find unfamiliar words. Then read it carefully to see what context clues are given to explain the meaning of these words. 3. Write the unfamiliar words along with the meanings you understand from the context clues.
  12. 12. ENGLISH VI Date: ____________ I. Objective:  Give a report based from an observation Value: Taking Care of the Plants II. Subject Matter: Reporting an Observation References: BEC; BES (Lang.) pp.10- 11 Materials: Plant specimen, books III.Learning Activities: A. Preparatory Activities: 1. Drill/ Review a. Agendum for June b. Review simple sentences Ask the pupils to give simple sentences about what they saw before arriving in school. 2. Motivation 1. Do you love observing some thing? 2. Have you written something regarding your observation? B. Presentation 1. Reading the dialogue. (BESL 6, P. 10) Ask the pupils to take turns reading the parts of the characters in the dialogue. Reporting on Philippine Plants. 2. Answer the following questions: a. How did the pitcher plant got its name? b. How does it catch insects? c. What is its usefulness? C. Analysis and Discussion 1. Talk about plants the students have observed. 2. Discuss their characteristics and usefulness. 3. Follow these guidelines when discussing: a. Give each member a chance to participate. b. Listen when someone is talking. c. Ask questions courteously. D. Generalization What makes the report complete? E. Practice 1. Form a group and this time talk about Philippine tree and ask the leader of the group to read the report in class. 2. How did you come up with a good observation? Did everybody shares? What will you do when you are doing group work?
  13. 13. F. Infusion of Values: Why do we have to take care of plants? IV. Evaluation: We're going to the Science Garden. Observe everything you see there like plants and animals. Be able to report something based on your observation, when we return to our classroom. V. Assignment: Write a report about an animal.
  14. 14. ENGLISH VI Date: ____________ I. Objective:  Participate in meetings Value: Courtesy during Meetings II. Subject Matter: Participation in Meetings References: BEC; BES 6 / L pp.3-5 III.Learning Activities: A. Pre-reading Activities: 1. Review What is the procedure for the proper conduct of meetings? B. Motivation Are you ready to conduct formal meanings? C. Presentation 1. Verifying text / selection, pp. 3-5 Describe the setting/ situation presented in the text. Read the opening parts, meeting proper, and closing. 2. Identifying / clarifying the other expressions used in meetings. A. How does one address the head / leader of the meeting/ B. How does the chairman introduced each topic in the agenda? Invite comments, acknowledge a motion, and confirm a decision? C. How does a member present a motion/ suggestion disagree, agree during discussion? D. Generalization State the correct expressions used in meetings. E. Application Role-playing of the conduct of meeting. IV. Evaluation: The teacher will move around to observe each group and give comments. V. Assignment: Write the expression used in conducting a meeting.
  15. 15. ENGLISH VI Date: ____________ I. Objective:  Follow series of direction or instructions listened to. Value: Persistence and patience in following directions produce positive result listening fully and attentively to a person shows respect and courtesy. II. Subject Matter: Following Series of Directions or Instructions Listened to References: BEC A.2.p/ 23, C.10.10.2 p.25; PELC,2002 BEC Handbook in Eng. p. 23 - 25 Growing in Eng. VI (Reading) p. 103 - 108 Manual p. 93, 96, 97, Reading Comprehension Exercises in Eng. VI p. Materials: chart, word bank, real electric fan, steps in following directions III.Learning Activities: A. Pre-reading/Pre-listening Activities: 1. Drill The words and phrases that follow are action words. Prove that you understand what they mean by acting them out. a. Huddle to keep out the cold b. Nuzzle and grunt (like an angry dog) c. Slam the dog 2. Review Follow this five-step-direction below. Get your drawing paper,pencil and crayon. Do what I say. a. Draw a nipa hut in the middle of the paper b. Color it brown c. At the left side of the nipa hut, draw a bench. 3. Motivation Have you tried putting parts together to form a figure or something? Was it easy? How fast did you finish it? 4. Unlocking Difficulties Analyze each word in the word bank below. Then read each sentence carefully to find clues to the right word to use. Switch Clockwise Assembly Counter clockwise Motor Shaft Mount a) If you turn ______, you will be following the movement of the clock's hands. b) Most bancas now are using ______ instead of paddles. c) My father asked Mang Nestor to ______ the picture in a metal frame. B. During Listening/Reading Activities Call on individual pupils to read each step orally. (See p. 103 -104 of GIE Reading VI) C. Post-Listening / Reading Activities 1. Comprehension Check: Answer the motive question: Can you assemble an electric fan by following the instruction? a. What are the parts of the electric fan?
  16. 16. b. What parts were first put together? c. What parts was the last one to be assembled? 2. Following directions on the use of household gadgets (See p. 106 — 107 of GIE vi Reading) 3. Telling the purpose of the writer What is the purpose of the writer in this selection? to instruct? To inform? Or to entertain? 4. Practice Exercise: Answer Exercise # 2 page 114 (Reading Comprehension Exercises in English VI) D. Generalization Why should we learn how to follow instructions and directions E. Application Read the Exercise VIII (p. 120) of Reading Comprehension Exercises in English VI. Then follow the directions. F. Fixing Skills Read the poem (Exercise IX of Reading Comprehension Exercises in English VI p. 121. Then follow the series of directions stated. G. Value Infusion Were you able to answer our exercises correctly? Why? What traits should you possess in order to follow directions correctly? IV. Evaluation: Listen to the selection entitle "Fish and other Animals that Live in the Sea" on p. 124 (Reading Comprehension Exercises in Eng. VI) which will be read by the teacher. Then, follow the series of directions that follow. V. Assignment: Learning how to ride a bicycle is not difficult. Imagine yourself teaching your younger brother or sister how to ride a bicycle.
  17. 17. ENGLISH VI Date: ____________ I. Objective:  Note / Tell the details in a selection listened to Value: Appreciation of the advancement of technology which brings about modern means of communication, social awareness through reading newspapers. And development of civic consciousness and sensitivity II. Subject Matter: Noting / Telling the Details in a Selection Listened to References: BEC. A. 3.p. 23, c. 12.12.2 p 25; Growing in English Reading VI Txt p. 109 -115 MOD mag. June 13, 2003 Issue p. 33, 53; Phoenix Century Readers Series: Over the Ocean VI p. 267 Materials: charts, newspaper,word cards III.Learning Activities: A. Before Reading Activities: 1. Drill Guessing Game: Increasing vocabulary through anagrams. Direction: If you use all the letters of a word to make another word, you call it an anagram. Example: the word ram can be made into arm. a. Make low into a bird. b. Make reap into a fruit c. Make ones into part of your face 2. Review: Read each short paragraph carefully. Then, tell the purpose of the writer in each selection Paragraph 1. To get candle wax off the dining room table, wait until it hardens, then gently remove as much as you can with the edge of a plastic credit card. Don’t use a knife! Next, turn your hairdryer on warm and direct the air on the waxy residue to soften it. Blot off with a facial tissue. 3. Unlocking Difficulties Context Clues: Finish each sentence by using the appropriate underlined word in the phrases. a. broadcast transmission b. broadcasting companies c. transmit signals d. will be monitored 1. ________ is done in different dialect. 2. Satellites are used for the _______ of information. 3. Their adviser regularly _______ the students with behavioral problems. 4. Satellites can _______ signals to and from the earth. B. During Reading Activities 1. Pupils read the news article / selection using Directed Reading and Thinking Activity. 2. The teacher will call the best reader in the class to read orally the selection again. C. Post Reading Activities Answer the following questions briefly.
  18. 18.  What does MPSC stand for?  What is the total cost of the venture?  Describe the Mabuhay Philippines Satellite Corporation. E. Generalization How do we note details in a selection? F. Application Listen to the selection, then be able to note the important details by answering the questions on the chart. The Language of Laughter Children need food, money, clothing and medicine. There is also something else they need very much - the magic of laughter. Nothing else brightens the world more quickly then laughter. Danny Kaye, an actor and comedian, performed the kind of magic. He made sad children laugh. He went to millions of children in different parts of the world. a. What do children need? b. Who is Danny Kaye? c. What kind of magic did he do? G. Infusion of Values Why is high-tech important? How does it affect our modern means of communication? IV. Evaluation: Listen to the selection. Then answer the questions that follow. Write only the letter of the correct answer. _____ 1. How did Jose Rizal consider his mother? a. His playmate b. God's gift to him c. A good story teller _____ 2. Which word described Dona Teodora? a. Virtuous b. Gay c. Lovely _____ 3. Which of the following prepared her to be the mother of our national hero? a. Her books b. Her education c. Her goodness of heart- V. Assignment: Listen to a radio newscast and note some important details about it.
  19. 19. ENGLISH VI Date: ____________ I. Objective:  Ask and answer questions about oneself and others. II. Subject Matter: Asking and Answering Questions About Oneself and Others References: PELC B.2.2.1 p.13; BEC B. 3. p. 23; Growing in Eng. Language, p. 10 - 15 Materials: Sentence strips, charts, pictures III.Learning Activities: A. Preparatory Activities: 1. Drill / Review Follow the intonation lines as you read the sentences below. a. She is pretty, isn't she? b. You can't drive, can you? c. Have you eaten? 2. Motivation What talent do you have? Ho do you make use of it wisely? B. Presentation A. Listening -Speaking Activities Read the following using correct intonation? 1. Are you new in this place? 2. Do you play basketball? 3. Does your dog bite? B. Have the pupils listen as a good reader reads aloud Ismael’s story, “Once There was an Artist”. (See p. 9 -10 of Growing Eng. Teacher’s Manual) C. Discussion and Analysis 1. Speaking Activities A. What intonation pattern is used in the following statements? Say them after your teacher. Ismael is a born artist. He uses water coior and oil paste. B. Ismael talks about his experience with a classmate. Invite a partner. Take roles and do the dialogue written in the chart. Observe the intonation patterns. C. Ask: In which questions did you use the rising intonation? Did you use the rising-falling intonation for the YES / NO answers? D. Analyze the following sentences below Can Lorena declaim? Has she memorized her piece? Ask: Do you think you can answer each question by yes or no? E. Analyze the answers to the questions above. Can Lorena declaim? Has she memorized her piece?
  20. 20. Ask: What rules must we observe in answering questions answerable by yes or no? F. Practice Exercise Can you give an answer to each YES / NO questions below? Be sure to observe the proper intonation. 1. Do you paint? 2. Are you a writer? 3. Can you play the guitar? G. Generalization 1. What kind of questions are said with the rising intonation? 2. What intonation pattern do we observe in asking YES / NO question? F. Application Form small groups. Ask each other these questions. Be sure to answer them well with Yes or No + rejoinder and with statements. 1. Do you paint landscapes? 2. Did you attend painting lessons? 3. Is Mr. Sulit your art Teacher? G. Value Infusion How can we achieve or maintain good relationship or conversation with others? How can you develop your talents? IV. Evaluation: Work in pairs. Ask each other the questions in the questionnaire below. On a piece of paper, write down the answers. ABOUT ONESELF What are you like? Answer code: 1 = Yes very much 2 = Yes, quite 3 = So –so 4 = Not very much 5 = Not at all 1. Do you often help other people? 2. Can you be patient in developing your talents? 3. Do you have many talents? V. Assignment: Write 3 questions answerable by Yes or No then answer each using the patterns: Yes + positive rejoinder and + negative rejoinder.
  21. 21. ENGLISH VI Date: ____________ I. Objective:  Change statements into questions Value: Courage and bravery in times of crisis, being helpful II. Subject Matter: Changing Statements into Questions References: PELC VI B. 2.2; BEC 3.3 1 p 23 Growing in Eng. TM p. 21 - 23 Growing in Eng. Lang. VI p. 27-35 Materials: Sentence strips Pictures, charts tape, cassette III.Learning Activities: A. Preparatory Activities: 1. Drill Answer each question below using both patterns: Yes + positive rejoinder and NO + negative rejoinder. a. Have you submitted your project? b. Can you admit your mistakes humbly? c. Do you believe in magic? 2. Review Can you read each question with proper intonation? a. Do you know where you're going to? b. Did you deliver your report correctly? c. Can you sing well? 3. Checking and answering assignment B. Teaching the New Lesson 1. Listening and Speaking Activities Tell the pupils to write a word / phrase which comes o their mind immediately upon hearing the word: LAHAR 2. Presentation 1 Listen to a tape recording of the newscast. (See p. 27 of Growing in Eng. Lang. VI for the selection) 2 Ask comprehension questions about the selection after listening to it. 3. Discussion and Analysis a. Analyze each sentence below which tells information about Mario Cupang. Can you tell what kind of sentences they are? a. Mario is a nine-year-old boy b. He is from Pampanga b. These are statements. What is the subject? The predicate? c. Have pupils study more examples of changing statements into question and in the other way question into statements d. Note the changes made in changing statements into questions, Ask: What helping / auxiliary verb do we use if the subject is singular? Do or Does? When do we use did? 4. Practice Exercise Change the following statements into questions.
  22. 22. a. Christian works for the cleanliness of his community b. He always brings a plastic bag for his trash. C. Generalization How do we change a statement into a question? Can you give the rules to be followed? D. Application Work in dyads' Show pictures of objects or persons, then ask individual pupils to give statements about each picture. Then another pupil will change into question. E. Fixing Skills Change the following statement into questions. 1. Katrina Argos loves her sister very much. 2. Mothers love their children F. Infusion of Values Do you want to imitate Mario Cupang? Why do you want to be like him? How can you show courage and bravery in time of trouble? IV. Evaluation: Change the following statement into questions: 1. Children need guidance and affection 2. A friend loves at all times 3. Jesus died on the cross for us. V. Assignment: Write 5 statements and change them into questions
  23. 23. ENGLISH VI Date: ____________ I. Objective:  Use tag questions correctly. Value: Honesty II. Subject Matter: Using Tag Questions References: PELC II. B. 2.3 p. 14; BEC. B. 3.3.2. p. 23 Growing in Eng. Lang. VI / p. 28, 31 Language Wonders VI p. 181; Integrating Values with Communication Arts p. 175 Materials: chart, pictures of scenic spot in our country sentence strips III.Learning Activities: A. Preparatory Activities: 1. Drill / Review What are the rules we should remember in changing statement into questions. Change the following into questions 1. He draws pictures well. 2. They asked me to join the cheering squad. 3. We need each other to keep the world going 2. Checking of assignment B. Teaching the New Lesson 1. Motivation What should you do if you found a wallet full of money? 2. Presentation a. Listening Activity Selected pupils will dramatize the story while the rest of the class listens. “Aunt Martha stopped from her tracks to acknowledge a shout from behind. "Ma'm! Ma'm! You had dropped your purse!" "Oh, God bless you! I must have been too absorbed in my thoughts that it had fallen". The pimpled face of young man showed a thrifty smile. Then Aunt Martha seemed to recognize him.” b. Speaking Activities The teacher will ask some comprehension questions about the short selection. The class will listen to the intonation of the sentences taken from the selection as they are read by the teacher. Then after the second reading, the pupils will repeat after her. 3. Discussion and Analysis a. Study the sentences again written on sentence strips. You are Chona’s lad, aren’t you? She isn’t sick, is she? Ask: What can you say about the sentences? How many parts do they have? How is the tag question formed? b. Discussing the intonation patterns use in saying tag questions. Analyze each sentence below You’re the secretary, aren’t you? The tag question has a rising intonation when the speaker desires information. The person addressed is asked to confirm, or deny the idea, to answer yes or no.
  24. 24. You are the secretary, aren't you" In saying statements with tag questions you are not sure of the answer, use the falling intonation on our voice goes down on the tag question. 4. Practice Exercises: Read each sentence observing the correct intonation patterns. 1. We aren't safe from air pollution even inside our home, are we? 2. Cigarette, pipe, and cigar smoking cause lung cancer, don't they? 3. You don't use charcoal to barbecue indoors, do you? C. Generalization What is a tag question? How is it formed? D. Application A. Put a tag question after each statement on stem: 1. You are afraid of the dark, _____? 2. There are no black gumamelas, _____? 3. The vase is full of red rose, _____? B. Call individual pupils to read each sentence above with correct intonation E. Fixing Skills Work in dyads. Using tag questions, Ask your partner about the following. The read his / her work in front of the class observing correct intonation pattern. 1. whether he / she protects the environment. 2. whether he / she dusts the furniture at home. 3. whether he / she knows his / her duties as a pupil F. Infusion of Values Have you ever experienced being appreciated or praised because of being honest? Why is being honest important Are you honest to yourself? IV. Evaluation: The statements below are either positive or negative, add a tag question in the affirmative or negative to each. 1. He is the man you're looking for, _____? 2. Ana doesn't talk too much, _____? V. Assignment: Study the rules in forming / using tag questions. Then try to write at least 4 sentences with tag questions. Do these in your notebook.
  25. 25. ENGLISH VI Date: ____________ I. Objective:  Recite poem with varied moods, correct phrasing and intonation Value: Avoid/ refrain from giving judgment without being sure. II. Subject Matter: Reciting Poem with Varied Moods, Correct Phrasing and Intonation References: ELC VI E. 1.8. p. 43 BES (L) pp. 13 - 14 Materials: The blind Men and the Elephant III.Learning Activities: A. Pre-reading Activities: 1. Phonics / Drill: Read the following words and notice the silent letters. Encircle them Pneumonia Neighbor Psychology Eight Cupboard Height Psalm Freight Palm Reign Feign Calm 2. Unlocking of Difficulties a. dispute - pantomime b. resemble - context clues c. spear pictures 3. Motivation a. Read the following utterances below with proper moods. 1. Sentences 2. Hurray, we won the game. 3. Oh, how may stomach aches. 4. Raising the Motive Questions: a. Who among the blind men described the elephant correctly? b. From where were the blind men? c. How did the first (second, third, fourth, fifth and sixth) described the elephant? C. During Reading Activity 1. Answering the motive Question 2. Comprehension Check -up The following suggestions should be followed: 1. Light voice for lines that are dirty in thoughts or light in feeling. 2. Dark voices for lines expressing sounder serious thoughts. 3. Medium voices for refrains, narrative or factual lines or sections. D. Engagement Activity Dramatic reading by the pupils. Line are said for mastery. Gestures and movements are taught. E. Practice Exercise: Recite the poem below. Remember to use the different suggestions learned.
  26. 26. The Sea Choir 1: Why does the sea laugh, Mother as it glints beneath the sun? Choir 2: It is thinking of the joys, my child That it wishes everyone. F. Infusion of Values How can we avoid giving unfair judgment or criticism? IV. Evaluation: Recite the poem below following the guidelines on how to recite poems cast for a verse choir. Weather All: Weather is something we all must share. Weather is something we all must bear. Solo 1: Whether it's cloudy Solo 2 : Or whether it's bright. Solo 3 : In the warmth of noon Solo 4 : Or the cool of night Solo Solo 6 : Or whether it's dry. All: We simply must take it, you and I! V. Assignment: Copy a poem from your textbook and arrange it for a verse choir. Be ready to recite it in class.
  27. 27. ENGLISH VI Date: ____________ I. Objective:  Tell the big ideas, key concepts implied in each paragraph. Value: honesty II. Subject Matter: Telling the Big Ideas / Key concepts Implied in each Paragraph References: ELC 2.1, p. 41; BES R. pp. 43 - 47 III.Learning Activities: A. Pre-reading Activities: 1. Unlocking of Difficulties Choose the word or phrase or column B that means the opposite of the underlined word in column A. A I. Poldo shook his head in disagreement 2. The boys exhaled air slowly. 3. Father and son suddenly appeared. 4. After a while Pedong cried 5. Andong was filled with confidence B a. Rejoice b. nod in agreement c. glance d. vanished e. inhaled deeply 2. Motivation Teacher narrates short story / sentence about the picture. The focus of the picture is about the object found. Ask the pupils how they feel when they find something. Tell them that the story they will read bear the same idea. 3. Motive Question How did Poldo react to the owner? 5. Standards for Silent Reading B. During Reading Activities Silent Reading C. Post Reading Activities 1. Answering Motive Questions 2. Answering other comprehension question about the story. a. Who felt very happy? b. What caught Poldo's eye when he looked down? c. How did he feel? D. Engagement Activity Pick out the main idea in each of the following paragraphs from the given options. 1. Milk is the best food. It is good for babies, for children and grown ups. It is good for the aged, for the sick and for the weak. It is also good for strong people who work haO. a. Milk is good for everyone. b. Milk is good for the sick c. Milk is for babies only
  28. 28. 2. Good books help us in many ways. They help us learn to read, write and count. They make us happy with the stories they tell. They teach us to work. They teach us to be god and useful children. a. Good books teach us to read and write b. Good books teach us to work and play c. Good books help us to learn to do many things and to be good children. IV. Evaluation: Read the paragraph and be able to answer the questions that follow. 1. What is the main idea of the paragraph? a. All dreams may come true b. We only dream of pleasant things c. We are free to dream d. Dreams may be bad or good. 2. Daydreaming means a. Dreaming at daytime b. Thinking about pleasant things c. Dreaming unpleasant dreams d. Dreaming at night 3. What is the author's attitude towards the poor? a. He hates them. b. He dislikes them c. He doesn't want to help them d. He has a great sympathy towards the poor. V. Assignment: Choose and copy two short paragraphs from any given selection or story. Identify the key concept in each paragraph. Write each after each paragraph.
  29. 29. ENGLISH VI Date: ____________ I. Objective:  Give the details that support the big ideas. Value: Overcoming fears II. Subject Matter: Identifying Supporting Details to Big/ Main Ideas Selection: "A Test for Mafatu" "At the Park" References: BEC 4.4.1 p. 23; BES (Reading) p. 20 - 26 Materials: Charts III.Learning Activities: A. Pre-reading Activities: 1. Checking of assignment 2. Motivation Have you ever been scared in your life? 3. Unlocking of Difficulties Match each word in column A with the appropriate meaning in column B. A 1. reefs 2. furious 3. gripped 4. whirled 5. scraped 6. belly 7. grin B a. held tightly b. the stomach c. very angry d. rubbed over the surface with something rough or sharp e. turned around very quickly f. a naughty smile g. rocks lying at or near the surface of the ocean 4. Motive Question Why do you think Mafatu was afraid of the shark? B. During Reading Activities 1. Recall the Standards for Silent reading 2. Silent reading of the story. "A Test for Mafatu", p. 20 C. Post Reading Activities 1. Get a partner. Discuss the answer to the following questions a. What are the main events in the story? b. Why did Mafatu make a knife? c. Why did he hate the hammerhead shark? 2. Answering motive question 3. Engagement Activity (Group Activity) Refer to the text of "A Test for Mafatu" Number each paragraph. Which paragraph shows that: (main idea) a. Mafatu made a knife to kill the shark that destroyed his fish trpa. paragraph 1 -2) b. In the morning, Mafatu saw how the shark , destroyed his fish trap. (paragraph 3-7) c. Uri fell into the sea and Mafatu dived to save him. (paragraph 8-9)
  30. 30. D. Generalization How do you recognize important or significant details in a selection? E. Application: Read the following selection. Have the pupils work out a semantic map to show the main idea and the details. Men have always been fearful and fascinated by sharks. Some people regard these animals as sea monsters, man-eating and extremely dangerous. The great white shark is the most sinister of these fishes. It is equipped with several rows of huge irregular saw-edged teeth in its jaw. The teeth always grow back, no matter what the age of the shark is. It always has a fresh supply of these jagged weapons. What do most sharks at? Mainly other animals. IV. Evaluation: Read the poem "At the Park" Chose the details which support the main idea that "Young and old alike enjoy different activities in the park." _____ 1. Boys and girls laugh and chat. _____ 2. Some skate, others march. _____ 3. Old people stroll, or sit listening to the radio. _____ 4. Children fly balloons. _____ 5. Others come by jeep or bus. V. Assignment: Give at least 5 details that support this main idea. "Trees are very useful"
  31. 31. ENGLISH VI Date: ____________ I. Objective:  Give the main idea of a paragraph that is explicit or implied. Value: Honesty II. Subject Matter: Giving the Main Idea of a Paragraph that is Explicit or Implied Selection: "The Two Peso Coin" References: PELC, D.2.4.1.p. 41; TM pp. 22 - 23, RTX, pp. 43 -47 Materials: Charts, a realtwo peso coin or its illustration III.Learning Activities: A. Pre-reading Activities: 1. Checking of assignment 2. Review 3. Motivation 4. Unlocking of Difficulties 5. Motive Question B. During Reading Activity Guided silent reading of the story C. Post Reading Activities 1. Answering the motive question 2. Answering the guide question written on the board 3. Answer the following questions by going back to the paragraph referred to and read it for clarification of the main idea. 4. Infusion of Values: If you ever found something of value lying somewhere else, what are you going to do with it? 5. Engagement Activity (Group Activity) D. Generalization: How do you identify or give the main idea of a paragraph? E. Application: Read the paragraphs on the chart. Be able to state the main idea whether explicit or implicit. 1. Greening the school and the community is an answer to air pollution. Plants give out oxygen, the air that we breathe and take in carbon dioxide. Without, it plants; the air that we breathe will be full of dust and smoke. This is dangerous to our health. Let us plant more trees so that we will have longer lives. IV. Evaluation: Read the paragraph and be able to answer the questions that follow. Filipino have many beautiful traits. They show these in their customs, traditions and practices. Filipinos are helpful. They are ready to help and another especially in times of needs and calamities.
  32. 32. They love and respect the members of their families especially the elders. They visit the tombs of their dead relatives and place candles and flowers on All Saint's Day. _____ 1. What is the main idea of the selection? a. Desirable Filipino traits b. Customs and traditions of Filipinos c. Filipinos are hospitable d. Filipinos are helpful _____ 2. How do Filipinos show their love and respect for the dead members of the family? a. They give them food. -- b. They always remember them c. They visit the tombs, offer flowers and place candles. d. They respect their memories V. Assignment: Give at least 5 details that support this main idea. "Trees are very useful"
  33. 33. ENGLISH VI Date: ____________ I. Objective:  Write a model composition Value: The need to express one's moods and feelings II. Subject Matter: Writing a model composition References: BEC 3, p. 23; PELC IV.A., p. 59 Materials: graphic scene (pictures during and after a storm) III.Learning Activities: A. Preparatory Activities: 1. Checking of assignment 2. Review What are the three parts of a good paragraph? What are the characteristics of a good beginning sentence? Supporting or middle sentences? Concluding sentence? 3. Motivation: Present the pictures of storms scenes. How do you feel about a storm? B. Presentation 1. Explanation of objective and activity writing a composition to express feeling about a storm. 2. Describing pupil’s feelings about a storm. The pupils will answer motivation question using one-word adjectives or phrases. Which the teacher will write on the board.  Classify the feeling expressed  Summarize in one or two sentences as in: I am thrilled but at the same time anxious during a storm. This will form the introduction. C. Analysis and Discussion Explaining the described moods and feelings. Some guide questions: 1. What does a storm make you feel? 2. What do you see, hear, smell, taste, touch, feel, encounter / experience during and after a storm? 3. What activities do you enjoy? What activities can't you enjoy? What things delight you? Write down the answers randomly on the board. D. Generalization: Say: Remember that a good paragraph must have an effective beginning and ending. The body contains details that support the topic well. E. Application: Write the composition on a piece of paper. Be sure to apply the correct punctuation and capitalization. Note the indention at the beginning paragraph. Write neatly and clearly.
  34. 34. IV. Evaluation: Call on a volunteer to read aloud his/ her composition in class. Guide the pupils to evaluate it considering these questions. 1. Does it have an effective beginning sentence? 2. What kind of a beginning sentence is it? 3. Do all the supporting sentences keep to the topic? V. Assignment: Rewrite the composition in your theme notebooks.
  35. 35. ENGLISH VI Date: ____________ I. Objective:  Write a home reading report correctly. II. Subject Matter: Writing Home Reading Report Correctly References: PELC VI, B.2.p. 61 Materials: charts III.Learning Activities: A. Preparatory Activities: 1. Checking of assignment 2. Review Recall about different books they have read at home. 3. Motivation Read this saying from Ralph Waldo Emerson. "The three practical rules. Then which I have to offer are 1. Never read any book that is not a year old. 2. Never read any but the famed books 3. Never read any but what you like." Do agree with number 3? Why? B. Presentation To be able to read well includes the ability to interpret and summarized accurately the content of what you read. Careful analysis and evaluation are also an important part of good reading. This time we will write a report about what you have read from books. Giving a sample of home reading report. C. Analysis and Discussion: What is the title of Vivian's report? Who is the author? What story did she report on? Who were the Israelites? D. Generalization What are the parts of a reading report? What does each part tell? E. Practice Exercise Form a small group and talk about books that they have read. Plan to write a book report using the sample format. Title Author Place and Date of Publication No. of pages Brief Summary Setting Characters Plot F. Application; Write a home reading report based on their reading about stories in the past.
  36. 36. IV. Evaluation: 1. Is the paragraph brief? YES / / NO/ / 2. Are the facts important? YES / / NO/ / 3. Are they told in proper order? YES / / NO/ / 4. Are all the parts of a book report present? YES / /NO / / V. Assignment: Rewrite the corrected report. Follow the guidelines.
  37. 37. ENGLISH VI Date: ____________ I. Objective:  Give other events that could happen next Value: Appreciation II. Subject Matter: Giving Other Events that Could Happen Next References: ELC C 5.2.3, p. 42 Reading Text p. 1-6 Modules 6.1 "What will Happen Next?" Story: Noise Materials: chart III.Learning Activities: A. Pre-reading Activities: 1. Unlocking of difficulties Using flashcards, pick out the word that will complete each sentence. rattle screech moan murmur clutter 1. The _____ of rain is heard on the roof. 2. The _____ of the wind is like a growling cat. 3. There was a loud _____ of car on the street. 2. Motivation What sounds have you heard? What sounds have you enjoyed hearing 3. Motive Question What will you do if you heard some noise? B. During Reading Activities 1. Reading the poem orally. a. Reading of the poem by the teacher. b. Re-reading of the poem by the teacher and the pupils. c. Reading orally by the pupils for harmony and rhythm. C. Post Reading activities 1. Answering the motive question. 2. Answering the comprehension questions: a. What did the poet or writer of the poem says about noise? Does he like noise or not? D. Enrichment Activity Tony liked the book about horses. e book made him want to ride horse. Tony could think about riding a horse. Tony's father said, "I know of a stable where people go to learn how to ride horse. The stable is not far from here". What do you think will probable happen next? a. Tony's father will buy a horse for him. b. Tony's father will read the book about horses. c. Tony's father will take him for riding lessons. d. Tony's father will buy other animal book.
  38. 38. IV. Evaluation: Read the paragraph and be able to answer the questions that follow. A WISE CHOICE Our class has an election yesterday. There were two nominees for president. One of them was Daniel, my cousin. He is the leader in many of our class activities. But he is not a close friend. When the secretary called Daniel's name, I did not raise my hand. He got twenty voles. Then I heard Alberto's name. Again, I did not raise my hand. The secretary counted 19...20... Suddenly, I put up my hand. Alberto had twenty-one votes. I know I voted for the right person. 1. Who was Alberto? a. He is a cousin and a very close friend. b. He is the leader in many class activities. c. He is the class secretary. d. He is the speaker / guest. 2. How many votes did Alberto get? a. 20 b. 19 c. 21 d. 18 d. He felt worried V. Assignment: Annie went to a part, She saw the sign "No climbing", but she did not obey. Complete the drawing to show what will happen to her. A B C
  39. 39. ENGLISH VI Date: ____________ I. Objective:  Give other events that could happen next. Value: Appreciation II. Subject Matter: Giving Other Events That Could Happen Next Effects of Sounds Poem: Noise References: PELC III. C.5, 2.3; BES Reading. TM pp 33 -35 BES Reading TX pp. 65 - 66 Materials: Objects that produces sounds like bell, radio horn, Pictures of a cat, jet plane, grand mother's clock III.Learning Activities: A. Preparatory Activities: 1. Review: Sounds people hear 2. Unlocking Difficulties Introduce onomatopoeic words through semantic map Ask: What produces sounds? What sounds each produce? 3. Motivation Let the pupils listen to the sound of the horn, radio, bell...... Do you enjoy hearing sounds? What sounds do you enjoy hearing? 4. What will you do if you heard some noise? Why? B. During Reading a. Reading of the poem by the teacher. b. Second reading of the poem by the teacher and pupils. c. Reading orally by the pupils for harmony and rhythm. C. Post Reading Activities 1. Answering the motive question 2. Comprehension discussion Work with a partner. Decide on the following: a. What did the author say about noise and whether he likes it or not. b. List down the sounds and what produces them. c. What do you think will happen if there will be no sound? D. Engagement Activities 1. Group the class into four. Let each group work on the following activities: Write the needed information. Group I - What causes sounds? Group II - If we hear pleasant sounds? Group III- What do you think will happen if we will hear unpleasant sounds? Group IV- Imagine our world without sound. What will happen if there is no sound? World without sound
  40. 40. 2. Infusion of Value: Appreciation E. Enrichment Activities Give the event that will happen next. 1. If a man aimed his gun at something, what would you expect him to do? Grunt strike fine 2. What would you expect a horse to do if you cried halt to him? run faster stop at once start to trot 3. If two friends who had not seen each other for years next, what would they do? embrace each other yell at each other write each other IV. Evaluation: Work with a partner. Choose one from the storyline suggested below that you can talk about. Write other events that could happen next for each. 1. Ismael's haiku wins in the national poetry writing contest. He's extremely happy to go on a free trip to Japan. He tells himself, "Now I can learn more about this country" a. b. c. V. Assignment: Annie went to visit her aunt in a hospital. She saw the sign keep silent, but she did not obey. Complete the event that could happen. 1. The guards will ___________________________________________. 2. The other patients will _____________________________________ .
  41. 41. ENGLISH VI Date: ____________ I. Objective:  Predict outcome Value: Being courteous II. Subject Matter: Predicting Outcomes References: PELC III, C.5.2; Growing in Eng. 6;TM. Pp. 222- 223 Module Eng. 6 pp. 266-268 Materials: cassette III.Learning Activities: A. Pre-Listening Activities: 1. Jazz Chant: "Night Sounds" 2. Review: Give the events that could happen next. Jun did not obey the "Beware of dogs" sign. A B C 3. Unlocking of Difficulties Fill in the boxes with the words being described by the words/ phrases on the right. 4. Motivation Did you ever try to guess what event will happen next? How did you do it? 5. Setting of Standards for listening B. During Listening Activities A BUSYDAY Marvin is one of the best students in his class. He always comes to class with his homework well-prepared. He works fast and quietly. When the teacher asks the class to pass their seatwork, he hands in his works promptly. Marvin listens attentively in class. When he knows the answer to the question the teacher asks, he raises is hand. When the teacher calls on him to recite, he stands up right away. He recites in a loud, clear voice. C. Post Listening Activities 1. Answering the motive question 2. Comprehension discussion a. Who was Marvin? b. What were Marvin's School activities? Use sentence verb. c. Why was the selection entitled "A Busy Day"? D. Engagement Activities Based on what you have listened to, you will predict outcome by answering these questions. 1. If Marvin always comes to class with his homework well-prepared, how will he recite when his teacher calls him?
  42. 42. 2. When Marvin raises his hand during the discussion of a lesson, what will he do? 3. If he does not keep people waiting for him, how will they feel? E. Application: Work with a partner. Discuss, and then predict the outcome. Look for clues. 1. Jenny had packed a basketful of sandwiches, drinks, spaghetti and fried chicken. She invited Hector, Grace, John and Susan. They brought fish poles and worms a. They'll be going to a barbecue party b. They'll have a picnic at the park. c. They'll have a picnic at the lake. d. They'll attend a wedding party. IV. Evaluation: Read the event. Predict the outcome, 1. It is raining hard now. Lita forgot to bring her umbrella when she went to school this morning. a. She would go home under the rain b. She would sleep in the school c. The would borrow an umbrella from a classmates who lives nearby. 2. The lights went off. Tomas needs to study for his test the following day. a. He would sleep early. b. He would use the candle lamp or any artificial light to light his notes so he could study. c. He would cry V. Assignment: Write 5 activities for your classmates to guess the outcome. Clues should be clearly seen from the information you will give.
  43. 43. ENGLISH VI Date: ____________ I. Objective:  Tell the relationship expressed in the selection as to cause or effect Value: Conservation of wildlife II. Subject Matter: Telling the Relationship Expressed in the Selection as to Cause or Effect References: Growing in English, Reading p. 183; Wildlife in Danger,RTX pp. 48-50 TM pp. 23 – 25; Reading Comprehension Exercises in Eng. 6 pp. 3741 Materials: flip chart (wild life) III.Learning Activities: A. Preparatory Activities: 1. Checking of assignment 2. Review: a. The river has become smelly and filthy because the people throw their waste into it. b. Fish in the river die because people use dynamite in fishing. Which are causes? Which are effects? 3. Motivation a. Let the pupils sing the song about Pasig River. Discuss briefly the message of the song. What have we done? What must we do? Are you an environmental lover? 4. Unlocking of Difficulties (Context clues/ synonyms) a. Extinct - b. Polluted - c. Seacoast - d. Environment - 5. Stating Motive Question How do changes in the environment made by man affect his wildlife around us? B. Reading 1. Have the pupils read the story, "Wildlife in Danger"on pp. 48 — 50, Reading BES VI 2. Comprehension Questions a. What are the changes in the environment made by man? b. How do these changes affect the lives of man and animals? C. Presentation 1. Skill Development a. Why dinosaurs become extinct? b. How people have made many changes in their lives? c. Elicit the meaning of cause as the reason for an action and effect as the result of a certain cause. d. Cause answers the question why, signaled of a certain cause.
  44. 44. 2. Infusion of Values Conservation of wildlife. D. Generalization How do we perceive causes to given effects? E. Practice Exercises Grouping. Use graphic organizer. Assign the following. Write the needed information. Group I – Causes why Body Healthy Group II – Effects of Having Healthy Body Group III – Give other possible causes of sickness Group IV – Give other possible effects of malnutrition F. Independent Practice Work with a partner. Tell which he cause is and which is the effect. 1. The Math problems were difficult. Rico was worried and unhappy. 2. He is not getting enough sleep. Claudine speaks much time watching television at night. 3. She kept her mind on her homework. The girl turned off her homework. IV. Evaluation: Read the paragraph and be able to answer the questions that follow. 1. The boy Scouts distributed empty bags to their neighbors. a. They were getting neighborhood census. b. They were collecting food. c. They were going to return after a week. d. They were having garbage collection project. e. They were giving bags as gifts. 2. The scouts collected loads of peach pits and nut hulls. a. These were burned for energy. b. They were used to make life jackets. c. They were requested by the soldiers. d. They were used for making gas-mask filters, e. They were made bombs and weapons. V. Assignment: Read the paragraph. Underline the cause once and the effect twice. Rodolfo wanted very much to paint. He painted whenever he got chance. He began sneaking into the workroom at night when everyone was asleep. He worked al night long with only the light of full moon. Soon he was painting very well.
  45. 45. ENGLISH VI Date: ____________ I. Objective:  Give the possible causes to a given effect and other possible effects to a given cause. Value: Conservation of Wildlife II. Subject Matter: Giving Possible Causes to a Given Effect and Possible Effect to a Given Cause References: Building English Skills pp. 48 - 50 PELC D. 5.1.1. p. 46 Reading Comprehension Exercises in Eng. 6 pp. 37 - 42 Selection: Wildlife in Danger Materials: Picture of wildlife III.Learning Activities: A. Pre-reading Activities: 1. Review: a. Distinguishing cause from effect b. Conjunction, clue words used to describe case and effect. 2. Unlocking of Difficulties a. Dinosaur (picture clue) b. Roam (demonstration) c. Extinct (context clue) 3. Motivation a. Have you gone to the zoo? What different kinds of animals did you see there? 4. Razing of Motive Question Why do some animals become extinct? B. During Reading Activity 1. Recall of the standards in silent reading. 2. Silent reading of the story, "Wildlife in Danger" C. Post Reading Activities Answering the comprehension question. a. Which animals have become extinct? b. How is wildlife destroyed by pollution? D. Engagement Activity Work with a partner. Answer the questions. 1. If people have made many changes in the environment, what will be its effects? Use graphic organizer
  46. 46. IV. Evaluation: Read the paragraph and be able to answer the questions that follow, Ways of Getting Healthy "Health is wealth", so as the saying goes. Being healthy and strong is a necessity for everyday life. It is also considered wealth. On the contrary, being sickly and worn out can make us spend certain amount of many for a doctor's prescription. To avoid such, there are severalways to achieve a healthy body. What are the causes of the following effects? 1. Forest and mountains were denuded. a. Illegal mining b. Too much heat c. Illegal logging d. Flash floods e. Air pollution 2. Life underwater dies. a. Lack of oxygen b. No oxygen c. Sun's heat d. Dynamite fishing e. Gases from vehicles V. Assignment: Give two possible effects to a given cause and two possible causes to a given effect. Cause: Jaime studied very hard. Effect: Mikee drinks three glasses of chocolate drinks. Lesson Plan in Elementary English VI (Second Grading) Date:________ Lesson 27 I. Objectives:  Give the main idea of a selection listened to.  Identify the nouns in the selection read.  Write the main idea of a selection listened to. II. Subject Matter: Identify the Main Idea References: PELC 4, p. 23 Dynamic Series in English 6, pp. 163-164 Values: Earth - Friendliness
  47. 47. Growing in English (Reading) pp. 91-92 Materials: Chart, cassette tape III. Learning Activities A. Preparatory Activities 1. Pronunciation Drill The consonant Sound Keyword – THOUGH this weather feather theirs wither northern those another gathering though brother bothersome 2. Review What are the elements of the story? How do you recognize the setting, main character,climax and ending of a story? 3. Motivation Guessing Name Choose five pupils. Instruct them to think of some actions (e.g. playing, talking) and act them out in front of the class. The other pupils will then guess the action shown. Ask: Do you think it is easy to communicate without language? Do you think language is important? Why? B. Presentation 1. Have the pupils listen carefully to the selection as the teacher reads it aloud. Do you realize how important language is? Without language you would have to talk to one another by means of signs. If you had a headache and you wanted to tell your mother about it; you would have to use signs, such as pointing to your head or eyes. By means of language, you can tell one another what you feeland what you think. You can share your experiences with others. You become more truly a part of humanity. Language is a wonderful gift. It opens your mind and leads into a magic world of dreams and fancies. By means of words, you see the rainfall in slanting silver lines, you look a far and see misty mountain tops of early morning; you thrill to the burning colors of a dazzling sunset. Look upon language, therefore with respect. Learn to use it correctly. Try your best to gain mastery of words because words lead to knowledge and power.
  48. 48. 2. Comprehensive Check –up  What is the selection all about?  Do you realize how important language is?  Why is it important?  How should we look upon knowledge?  How should we use language? 3. Reading of the selection by the pupils. 4. Discussion a. Have the pupils identify and mention the nouns used in the selection. Have them explain why they are called nouns? b. What is the main idea of the first paragraph? What is the main idea of the third paragraph? What is the main idea of the whole paragraph? What are the details that support the main idea? 5. Fixing Skills Listen to the paragraph. Choose the sentence that states the main idea. 1. Books are important to man. You got a lot of information from them. They tell stories of all sorts- from sad to funny, to exciting, to scary. Some books tell true stories and facts. Other are fictional. Books can be our best friend. a. Books are important to man. b. Books are fun. c. Books are our best friend. 2. Plants are useful to both man and animals. They are source of food for the two. They provide shelter for some animals. They are used to make clothes for man. Most importantly, plants provide the oxygen that we need in order to live. a. Plants are useful to man and animals. b. Plants are need by living things. c. Plants provide oxygen to man. 3. Man can leave without food for severaldays but not without water. Water is very essential to man, animals and other living things. Without water,nothing will survive on earth. Water is now getting
  49. 49. scarce. We should start conserving it. a. We should conserve water. b. We need water. c. Water is essential to living things. 4. They are different kind of trees. Some are ornamentals and others are fruit-bearing. Ornamental trees make our surrounding lovely and pleasant. Their main function is to beautify our environment. The calachuchi tree and the fire tree are good examples. Fruit bearing trees, on the other hand, are those that produce fruit for our consumption. The mango tree and the coconut tree are some of them. a. Some trees are ornamentals. b. They are different kind of trees. c. Trees beautify our surroundings. 5. Plants cannot move, but their seeds can move from one place to another. Some seeds are blown by the wind while others are carried by water from the rain. Some seeds even stick to the fur of animals or on people’s clothes. That is how they move from one place to another. Whenever seeds fall on fertile ground, they grow into new plants and propagate. a. How seeds grow. b. How seeds multiply. c. How seeds travel. 6. Generalization How do you identify or tell the main idea of a selection? 7. Application Guided Exercises Have pupils listen over a recorded reading of a paragraph and choose the sentence that gives the main idea. 1. One Sunday, shortly after receiving the learner’s permit. I drove my parents to church. After a long, rough ride, we our destination. I stopped at the front doors to drop my mother off, and when she got out of the car,she said “Thank you.” “Anytime,” I replied.
  50. 50. As my mother slam the door shut, I heard her call out, “I wasn’t speaking to you. I was talking to God.” a. The mother was angry with the son. b. The mother has been in prayers all along for fears that the son who is just leaning to drive might not make It to the destination. c. The mother was grateful. 2. I love to work with wood and decided to carve a rocking horse were shaped,my intension became clear to my next door neighbor. “You must be about to have a grandchild,” he called over me. “Our first’” I replied beaming. “I have six,” he went on, “After the first three you’ll buy something plastic at a discount store. a. Being a grandfather is expensive. b. The excitement about having grandchildren wears off as more and more of them come along. c. The grandparent does not love the other grandchildren as much as the first ones. 3. I had just started a job, and money was tight. Nonetheless, I could not resist buying a bottle of favorite perfume. Mother instantly recognized the expensive box and asked, “Nancy, why are you spending all that money on perfume?” “When I wear beautiful, I feel beautiful,” I explained. Mother answered thoughtfully, “It’s too bad they don’t make perfume called “Responsible or on Time.” a. Mother wants Nancy to save her money for more important things. b. Nancy is irresponsible and always late. c. Mother has no money to buy expensive perfume herself. 4. “I never eat food with additives or preservatives,” boasted a health fanatic. “And I never touch anything that’s been sprayed or fed chemical grain.” “Wow, that’s wonderful,” her friend marveled. “How do you feel?” “Hungry,” she moaned. a. Additives or preservatives are bad for the health. b. The health fanatic is proud and boastful. c. One will go hungry if he considers that all foods are practically sprayed with additives or preservatives.
  51. 51. 5. A Japanese dignitary was visiting the factory where I was consulting Physician in the first-aid room. Just before he arrived a tour guide explained to us the importance of a low bow as a sign of respect. So when the dignitary entered the room and bowed, I bowed lower. He smiled, bent again and pointed to the floor. I bowed ever lower, whereupon he smiled and bowed and pointed downward again. Wondering what I was doing wrong, I stooped as low my back would allow. The tour guide whispered, “You can stop now. He wants you to check his stubbed toe.” a. Bowing among Japanese is a sign of respect. b. The physician also tried to be respectful by bowing. c. The messages’ or signals both were sending did not conform to the real one. Independent Exercises Divide the class into 5 groups. ask each to choose a leader. The pupils will listen as the teacher reads the selection. Then, have them answer the questions that follow and be able to report it to the class. 1. What is the main idea of the paragraph? a. Meteor is a solid matter from space. b. Meteor is also called shooting star. c. Meteor is also called meteorites. d. Meteor is very large. 2. What is true about the paragraph? a. All meteors burn as they come through the atmosphere. b. Some meteors burn as they come through the atmosphere. c. All meteors burn up completely. d. All meteors are very large. 3. Meteors are sometimes called shooting star because _________. a. They have bright trail of light. b. They are falling from the space c. They look like stars. A meteor is solid matter that falls from space. It is made of iron and stone. A million meteors enter our earth’s atmosphere every hour. Some meteor ate very large, and other is small as a speck of dust. All meteors burn as they come through the atmosphere, most of them burn up completely. Sometimes, a meteor can be seen as a bright trail or light in the sky. The light is caused by the friction made when the meteors come through the air around the earth. Meteors are sometimes called shooting stars or falling star because they look like stars that are falling from the sky. Not all meteors actually reach the earth’s surface before burning up. The ones that do are called meteorites.
  52. 52. d. They reach the earth’s surface. 4. Those meteors that can reach the earth’s surface is called ________. a. Small meteors b. Falling meteors c. Earth’s meteors d. Meteorites 5. Meteors are made up of ________. a. iron and fire b. iron and stone c. stone and fire d. fire IV. Evaluation Listen to the following selections. Then, write the main idea of each on your paper. 1. Serious things can happen when an area is deforested. The topsoil can be eroded-washed or blown away because, no roots hold it firmly in place. In some deforested areas, weather patterns can change because no trees absorb and store water and recycle the moisture. Then severe drought can occur. Prolonged drought can turn a place into a dessert,a phenomenon called desertification. a. Drought can turn a place into a dessert. b. Weather pattern changed in deforested areas. c. Deforestation can have serious effects. 2. Pesticides are the chemicals used in farming, gardening and indoors to combat pest. Unfortunately, more pesticides are harmful not only to pests but to the soil and to the farmer’s or gardener’s who use them. They are harmful to the people who eat contaminated foods as well. Pesticides may also leak into the earth and poison the underground water. Thus, they may kill wildlife and possibly trigger the spread of pesticides- resistant strains of bugs and weeds. a. Pesticides are harmful b. Pesticides may leak into the earth and poison the underground water. c. Pesticides may kill wildlife. 3. Besides food, clothing, shelter, and medicines, another essential in life laughter. Since life is full of problems and difficulties, we cannot do without laughter. It enables us to see the brighter side of things. It lightens our daily burdens. It attracts sunshine and happiness in our lives. a. We need sunshine and happiness in our lives. b. Laughter makes the world brighter.
  53. 53. c. Laughter is an essential as our basic needs. 4. All men are equal before God and in the eyes of the law. There are no whites, blacks, browns, nor yellows. There are neither rich nor poor. There are no privileged few or exploited majority, but all men deserve to be treated equally. a. Men belong to different races. b. All men are equal. c. Majority should always win. 5. When unsure of the source of your water supply it is best to boil your drinking water. If your water supply is drawn from a water pump or well, see to it that your water containers are properly covered to prevent dust and other materials from getting into them. You can also purify your water by allowing suspended particles to separate them from the water. a. Make your water safe to drink and use. b. Drinking water should come from clean source. c. Water from underground is unsafe to drink. V. Assignment Choose a selection from your book and write its main idea. Date:_________ Lesson 28 I. Objectives  Give details that support the big idea.  Give the main idea of a selection listened to.  Write the details that support the big ideas. II. Subject Matter Giving Details References: PELC D.2-2 BESR 6, pp. 39-42 Values: Humility
  54. 54. Materials: pictures, chart III. Preliminary Activities A. Preparatory Activities 1. Listen to the paragraph to be read by the teacher and pick out the letter of the main idea. a. Fire can be a bad enemy. It can burn our house and pieced of furniture. It can kill our pets and other animals. It can burn our beautiful garden and lawn. 1. Fire can be an enemy and cause a lot of harm. 2. Fire is helpful but harmful. 3. fire can be burn our houses and pets. 2. Review Unlocking of Difficulties Pick out the letter that means the same as the underlined word in the sentence. 1. A boastful person wants to be always on lead. a. shy b. friendly c. proud d. intelligent 2. The rough surface of the jackfruit is hard to handle. a. smooth b. coarse c. shiny d. oblong 3. The roasted pig has scorches on its body. a. patches b. curls c. wounds d. marks 3. Motivation Have you met proud and boastful person? Do you like to friend them? 4. Raising of Motive Question Why do you think the shrimp was boastful? B. Presentation 1. During Listening Activity Pupils take notes of the segments that justify their opinions/ideas about the title. The Boastful Shrimp Once there was a shrimp who thought he was the most handsome shrimp in all worlds. In fact, he believed that he was more handsome than any other creature on earth. “Just look at my sword,” he proudly told the other young shrimps, pointing to the sharp-pointed protrusion at the end of his nose. Of course, as far as shrimps were concerned, the end of the nose was the most natural place for a sword to be. “And look at my thick, smooth shield,” he would continue, “Nothing can pierce this shield.” Like other shrimps, he carried his shield on his head. And he needed to do show off his s hield was to hold his head high.
  55. 55. 2. Post-listening Activities a. Answering the motive question. b. answering guide questions. Finding the paragraphs where the questions are answered. a. How did the boastful shrimp display his shield? b. How did he display his strong muscles? c. How did the fishermen catch him? 3. Generalization Why do we have to give details? What would you do to be able to give details/ 4. Application A. Guided Activity Read the paragraph. Identify the details that support the main idea. One day, a fishing boat passed by, with fishermen on board looking for a good catch. The boastful shrimp saw his chance to display his athletic form before them. He swam to the surface of the water, the fishermen saw him. They cast their net and, in few minutes, the boastful young shrimp was caught in the net along with other shrimp and fish. That day, at lunch time, the boastful shrimp was seen on the end of a barbecue stick, his shell now in beautiful colors of pink, red and brown, with some scorched spots from the hot coals over which he was roasted. “What a fine, fat shrimp!” exclaimed the person around the dining table. “It’s the best shrimp I’ve tasted!” said the person who picked up the barbeque stick and cut up the shrimp, after putting a little portion in his mouth. The boastful young shrimp got his wish at last – to be admired by the human.
  56. 56. 1. Ants are interesting insects. They live in colonies. There are three groups of ants, the workers, the soldiers and the queen. The queen ant is taken cared by the soldiers and the workers. The workers hunt food for all the ants on the colony. B. Independent Exercise Find out which details would support the big idea. Big Idea: Technology is science in practice. It is the means by which improvements on existing materials are undertaken. a. It provides many comforts and conveniences of modern life. b. It is dangerous and disadvantageous. c. Many things were made possible. IV. Evaluation Listen to main idea and pick out the details from the list below that would support each big idea. Main Idea: One shrimp thought he was the most handsome shrimp in the entire world and refuse to listen to an old shrimp’s advice. a. b. c. d. The details:  What a fine, fat shrimp!  You are indeed a handsome shrimp but do not display yourself too much.  The boastful shrimp got his wish at last to be admired by human.  The young shrimp would not listen to old shrimp’s advice.  The fishermen cast their net in a few minutes, caught the boastful shrimp with other shrimp s and fish. V. Assignment Read any selection and write its details. Date:__________ Lesson 29 I. Objectives  Retell a selection listened to.
  57. 57.  Give the main idea of a selection listened to.  Give the details that support the big idea.  Write the summary of the story. II. Subject Matter: Retelling a Selection Listened to References: PELC 4, p. 23 Dynamic Series in English pp. 116-117,151 Materials: Chart, strips of cartolina III. Learning Activities A. Preparatory Activities 1. Pronunciation Drill The Schwa Sound Key word – ABOUT alone focus hammock oblige vapor supply 2. Review How do you identify or tell the main idea of a selection? 3. Unlocking of Difficulties Select the right antonym of the underline words and write them on the blank provided for. ________ 1. Real friends are precious gifts of God. ________ 2. Mark Continued to pester Marie about her behavior. ________ 3. The cruel masters let their pet dog Bob to starve to death. 4. Motivation Do you have animals at home? How do you treat/take care of your pets? What do you think will happen if they were not given the nourishment their body needs? B. Presentation 1. Have the pupils listen as the teacher reads the story, “The Foolish Farmer and His Carabao”. Values: Care for animals depressed pleased worthless idleness feed The Foolish Farmer and His Carabao In the town of San Diego, there lived Tatang Juan. He was a farmer and he owned a large farm and a carabao. His carabao’s name was Makisig, who helped him with his farm chores. Everyday, Tatang Juan took time to feed Makisig four bundles of grass and gave him four buckets of water to drink. makisig grew stronger everyday. But Tatang Juan thought otherwise. “I am wasting too much precious time in cutting grass, carrying water and feeding Makisig.
  58. 58. 2. Comprehension Check-up  Who lived in the town of San Diego?  What did he have in his possession?  What did Tatang Juan do everyday?  How did Tatang Juan carry out his plan of not feeding Makisig?  As a pupil, how do you intend to keep your body and mind active for the whole day school/ 3. Discussion What is the big idea conveyed by the whole selection? What are the details that support the main idea? 4. Fixing Skills Have the pupils arrange the following sentences as they happened in the story, “The foolish Farmer and His Carabao”. Then have them retell the story. _______ 1. Makisig asked for an extra food but Tatang Juan didn’t bother to give him any. _______ 2. In the town of San Diego lived a farmer and his carabao. _______ 3. Tatang Juan taught Makisig not to ear or to drink anymore. 5. Generalization How do you recognize important or significant details in a selection? 6. Application A. Guided Exercises Divide the class into 5 groups. On a sheet of cartolina, have each group write the main idea conveyed by the selection, “The Tyrant Who Became A Just Ruler”, and the details that support the main idea. B. Independent Exercises Call on pupils to retell the selection, “The Tyrant Who Became A Just Ruler”, in front of the class. The Tyrant Who Became A Just Ruler In olden times there lived a king, who was cruel and unjust towards his subjects that he was always called The Tyrant. So heartless was he that his people used to pray night and day that they might have a new king. One day, muchch to their surprise, he called his people together and said to them. “My dear subjects, the days of my life tyranny are over. Henceforth you shall live in peace and happiness, for I have decided to try to rule henceforth justly and well.”
  59. 59. IV. Evaluation: Provide pupils sentences (written in cartolina strips) from the story, “The Tyrant Who Became A Just Ruler”. Have them arrange the sentences/events as they happen in the story to form the summary. Have them write the summary on their paper. V. Assignment Get any fiction story and write its summary. Date:_________ Lesson 30 I. Objectives:  Retell new broadcast listened to  Give the main the main idea of news broadcast listened to.  Read a new story. II. Subject Matter: Retelling News Broadcast Listened to One day the king called his people and said that the days of his tyranny are over. In the olden times there lived a cruel and unjust king, that he was always called a tyrant. The king said that one afternoon while he was galloping through the forest, he witnessed situations which led him to change his rule. The king kept his word so well that soon he was known as “The Just King”. One of the followers begs the king to tell reason why he had this change of heart. Values: Awareness,Accuracy,Courage
  60. 60. References: PELC II 4.1 PELC 6, p. 23 Growing English (Language) p. 125 Materials: Picture, word cards,news report, a newspaper,taped news broadcast,cassette III. Learning Activities A. Preparatory Activities 1. Pronunciation Drill As I went into the garden I saw five brave maids Sitting on a five broad beds Braiding broad braids I said to these five brave maids Sitting on five broad beds Braiding broad braids “Braid broad braids, brave maids” 2. Review (In a form of contest) Title: Guessing Game  I am a report of recent events. Who am I??? ____________  I am a radio or television broadcast news. Who am I??? ____________ I am the one who delivers or sells newspaper. Who am I??? ____________ 3. Unlocking of Difficulties Unlock these words by giving clues and by using it in a sentence. 4. Motivation a. Have you heard “Mel Tiangco”, Vicky Morales and Mike Enriquez giving news broadcast? Who among you would like to be a famous broadcaster someday? b. Show a picture of a depressed person.  What does the picture shows?  When you encounter problems in your family, what do you feel? B. Presentation hardship oozing complaining suicide depressed
  61. 61. 1. Listen to this news broadcast. (The Teacher reads the news broadcast aloud) 2. Discussion Questions 1. What is the news broadcast about? 2. Where did the incident happen? 3. When did it happen? 4. Who was the victim? 5. Why did he kill his life?  Discuss to pupils the steps on how to retell news broadcast listened to.  One pupil reads the news broadcast aloud. Be able to retell the news heard. (Use the news read by the teacher) 3. Generalization What should be remembered in retelling a news broadcast? 4. Valuing  Are you aware of the day to day news here and abroad?  Can you give accurate reports of the news you’ve heard? 5. Application 1. Divide the class into two groups.  Have a leader for each group.  The leader plays the role of a newscaster while the rest of the class listened.  News broadcaster (Pupils will retell the news broadcast heard) IV. Evaluation Listen to a tapped news broadcast, and then answer the questions that follow. Too much of life’s hardship reportedly led a security guard to end it all as he shot himself in the head with his service pistol yesterday morning in Valenzuela City. The victim was identified by the police as Jeorge Santos, a member of PJ Can Security Agency. Santos was next seen already on the floor with blood oozing from his head. Co-workers and friends said that before the reported suicide, Santos was unusually quiet and visibly depressed, complaining of financial problems in raising his family. Jean de Vega Reports: The metro manila council has approved a resolution penalizing individuals who purchase goods from the sidewalk vendors along all roads of the metropolis. The council also approved the regulations against business establishment that coddle sidewalk vendors within their premises. Metropolitan Manila Development Authority Chairman Bayani Fernando noted that campaign against sidewalk vendors would be strengthened by penalizing both the consumers and establishment who tolerate or support the illegal activity. A low pressure area with a maximum wind of 65kms/hr was spotted 880 kms east. It is moving northwest at 23 kms/hr in the general direction of Northern Luzon. Public Storm No.1 is now hoisted in Central and Northern Luzon. These areas will experience moderate wind of not more than 60 kms/hr. Please take all the necessary precautions.
  62. 62. 1. What is the news broadcast all about? 2. Are the details of the news stated? 3. Retell the news broadcast. V. Evaluation Listen to a news broadcast over the radio or TV and write a brief summary about it. Date: ________ Lesson 31 I. Objectives  Write from dictation  Write legibly and neatly observing correct letter form, capitalization, punctuation and spelling  Identify nouns in a selection listened to II. Subject Matter: Writing from dictation “The Ice Palace” References: PELC 5, p. 23 – Writing Language for Daily Use,p. 29 Materials: boardwork, pictures, flashcards III. Learning Activities A. Preparatory Activities 1. Pronunciation Drill Say each phrase. Then have the pupils repeat. frosted windows with fairy palace a ballroom a large hall icy furniture 2. Unlocking the Difficulties (Pre-assigned dictionary work)  Have the pupils give the meaning of the underlined word in each phrase. frosted fairy ballroom hall icy  Then have the pupils use the phrase in their own sentences. Values: Neatness
  63. 63. 3. Motivation All countries have their own government, only of different forms. What form of government do we have in the Philippines? Who is its head? What is the name of the official residence of our President and her family. How many among you have seen the Malacaňang Palace? Our nations have the monarchial form of government which is headed by a king or a queen who lives in a palace. (Show picture of a palace) I know that you want to enter a palace. Perhaps you want to know what can be found inside. As this moment, it is impossible for us to visit a palace so I will just tell you a story about a wonderful palace. This is an “ice palace”. B. Presentation 1. Reading of the selection by the teacher. Listen very well and look carefully at the series of pictures that tell about the selection you will listen to. 2. Answering comprehension questions With the help of the pictures, have the pupils answer the questions in complete sentences. a. What did the princes notice one morning?  What part of speech are princess, windows and bedroom? b. Describe the windowpanes.  Which are the nouns in the sentence? 3. Practice Listen and try to give back each sentence. a. The princess noticed the frosted windows of her bedroom. (Individual Repetition) b. The panes were all covered with fairy palaces and towers of ice. (Individual Repetition) c. The princess called the famous architect. The Ice Palace One morning the Princess noticed the frosted windows of her bedroom. The panes were all covered with fairy palaces and towers of ice. Then an idea came to her. She would build a palace of ice! So the Princess called a famous architect. Her plans were soon laid before him. After some weeks, the ice palace was completed. The palace contained only three rooms, a ballroom and a dining room in one large hall and a bedroom. Each room was furnished with icy furniture. But no one slept on the icebed. The icelogs in the icefireplace did not burn. Naptha was poured on the logs and the naptha burned but icelogs didn’t melt. The windowspanes were sheets of clear ice. At night the candles glintened like diamond through the ice windows.
  64. 64. 4. Dictating the Selection Have the pupils write the selection from dictation. Remind them to observe correct letter form, capitalization, punctuation and spelling. IV. Evaluation: Have the pupils check their work against the original, call on some of them to read their work. V. Assignment: Go over your composition to correct your error. Then write for submission. Date: _________ Lesson 32 I. Objectives:  Sequence events of the story listened to through guided questions.  Retell a selection listened to. II. Subject Matter Sequencing events of a story listened to. References: PELC 5 (Listening) p.23, 5.1 (Reading) p.23 Reading Comprehension Exercises 6 pp. 24-27 Growing in English – Language pp. 18, 260 – Reading p.84 Materials: Sentences in cartolina strips, exercises written on charts III. Learning Activities A. Preparatory Activities 1. Drill Arrange the following words alphabetically. phrase phone phase propel prepare prunes 2. Unlocking of Difficulties Give the meaning of the underlined word through context clues. a. The big black ants that ate the poisonous fruit died on the spot. (juicy, deadly, dirty) b. Don’t cry for I like to pinch your cheek, little chubby boy. (squeeze, hit, caress) 3. Motivation.
  65. 65. Do you know what a folktale? Can you name folktale that you’ve read or heard? Listen and be able to tell how the lansones became edible. B. Presentation 1. Listen to the story (To be read by the teacher or a good reader) 2. Comprehension Question a. According to the folktale, how did lansones get its name? b. What made the people think that lansones was poisonous? f. Valuing Why do you think did the angel show himself to Mang Selo and helped him? How can you show kindness to others? 3. Present the paper strips where the events of the story are written. Tell the pupils to arrange the strips as the events happened in the story. The guid questions may be used as clues.  When awoke he realized he had really eaten some lansones, but was not poisoned by them.  It had been told that one bite of the fruit was enough to kill a man.  Feeling tired, he took a nap and an angel who appeared in his dream told him to eat the lansones fruit and he did.  Lansones was once thought to be poisonous Mang Selo and the Dream Angel Did you know that the lansones fruit was once thought to be poisonous? Its name, lansones, is taken from tagalong word lason, which means poison. In ted very delicious but every one had been told not to eat them because they were poisonous.The town of paete in laguna, a province, south of manila, there once grew tall trees with bunches of cream-colored fruit. They looked very delicious but every one had been told not to eat them because they were poisonous. One bite of the lansones fruit was enough to kill a man. Even the big black ants that ate them died on the spot. One sunny September morning, an old but dood hearted man called Mang Selo was walking through one of Paete’s thick forest. He was on his way to a fiesta in a nearby town. He has made this trip every year, travelling on foot, with no trouble. But now he was old and became tired quickly. Soon he needed to stop and rest. Next year I will bring a walking cane and soon for my journey,” Mang Selo told himself. “I will stop here and rest, perhaps my hunger will go away.” The old man tried to take a nap, but his empty stomach kept him awake. He sat up and looked around for something to eat. There were no wild berries or nuts to sigth. He only saw the deadly lasones trees. A beautiful angel appeared to him in his sleep. She wore a white gown and seem to have come down from the heavenly clouds. The angel stood next to Mang Selo and gave him a bunch of fruit. Finall, she said, “My good Christian friend and traveler, take these so you will not be hungry. Mang Selo looked at the fruit the angel had in her hand. He was surprised to see that they were lansones. “Why would this good angel give me something poisonous?” he wondered. “Do not worry,” said the angel. Then she took one and pinched it, peeled it and put it in her mouth. Then she took one of the lansones. “Eat,” she said. At the moment Mang Selo woke up. The angel was gone! He rubbed his eyes and wondered if the angel had been a dream. Slowly he realized that he was no longer tired or hungry. He looked around and was surprised to see lansones peeling on the ground. The angel in his dream had been real, after all! 1een real,
  66. 66.  Mang Selo, a king hearted man was once walking through a forest. 4. Have the pupils read and arrange sentences. Tell them to retell the story by answering the guide questions. 5. Generalization What must you remember in sequencing the events of the story you listened to. 6. Practice exercise a. Have the pupils listened to another short story.  Group the class into four.  Present the jumbled sentences and have the groups rearrange the sentences using the guide questions to form a story.  Tell them to write the number sentence only on their show me cards.  Ask the pupils to retell the story using the questions as their guide. Sentences: _________ A beanstalk grew from the beans. _________ Jack and his mother badly need money for their food. _________ The last time, he was chased by the giant and the beanstalk broke. _________ Jack sold the cow for five beans _________ Jack always climbed the beanstalk after finding a giant’s house. Guide Questions:  Who are characters of the story?  What did Jack do to get money?  What happen to the beans?  What did Jack find upon climbing the beanstalk?  Why did the beanstalk break? b. This time no guide questions are given. Tell them to listen attentively to be able to rearrange the jumbled sentences. ________ Mabini lovingly embraced his mother and kissed her forehead. ________ How delighted his mother was for his loving son. ________ Apolinario Mabini was chatting with his friends when his tired and shabby mother arrived. ________ He proudly introduced her to his friends. ________ His mother looked like a beggar because she walked miles from home. Jack and his mother needed to buy food so they sold milk from their cow everyday. One day, jack sold the cow for five beans. The mother got angry and threw all the beans into the garden. A beanstalk grew from the beans. Jack climbed it and found a giant’s house. Jack always climbed the beanstalk. The last time, he was chased by the giant. The beanstalk broke and jack could not go up again. Apolinario Mabini was chatting with his classmates when his mother, tired and shabby arrived. She had walked miles from Tanauan, Batangas to Manila. That’s why she looked like a beggar upon reaching the city. Without hesitation, Mabini lovingly embraced his mother, and kissed her sweating forehead. Then proudly, he introduced her to the people around. How delighted the teary- eyed mother was!
  67. 67. IV. Evaluation: Listen to the story attentively. Arrange the sentences as they happened in the story by numbering them on the blanks. _______ Bakar saw a shell. _______ Datuk saw a hermit crab roll inside the shell. _______ The shell was actually walking! _______ Suddenly, he jumped and barked in fright. _______ One morning, Datuk and Bakr were jogging along the shore. V. Assignment: Rearrange the following sentences into a story. 1. That experience taught Ralph to put his toys in their proper place. 2. Yesterday,Ralph’s dog, Linus, taught him a lesson. 3. He made one leap and began to chew the rubber band. 4. As Ralph dusted the furniture Linus sat watching him. 5. Ralph rescued his slingshot just in time. 6. Suddenly, he spied the slingshot which Ralph had carelessly left on the floor. Date:________ Lesson 33 I. Objectives:  Use the plural form of compound nouns.  Identify whether the noun listened to are compound or simple.  Identify the compound nouns in a paragraph read.  Write the plural form of a compound noun. II. Subject Matter Using Plural Form of Compound Nouns References: PELC Speaking, p. 23 Growing in English – Language TM pp.59-63 TXT pp. 65-73 One morning, Datuk and his dog Bakar were jogging lazily along the sandy shore. Bakar stop and sniffed very cautiously up a shell. Suddenly, he jumped backward and bark aloud in fright. Datuk quietly went near the shell. Usually, shells don’t move but this one was actually walking! How was that possible! Datuk quickly called Bakar to his side. Then, he carefully lifted the shell. Obviously, it was not empty. A hermit crab rolled itself inside. Values: Love one’s neighbor
  68. 68. Materials: chart, sentence strips, Sheila’s Letter III. Learning Activities A. Preparatory Activities 1. Pronunciation Drill family spoonful tomato commander-in-chief 2. Motivation How many write letters to their relatives and friends? What do you usually write about? B. Presentation 1. Say: Turn to page 66. The girl in the picture is Shiela. She’s Lorena’s friends, who lives in Calbayog City. Let us listen as your classmate reads Shiela’s Letter. Will someone read it to class? Ask: How well did you listen? What is Shiela’s letter all about? Can you give the following nouns used in a letter? 2. Skill Development  Have the pupils go over the chart of nouns on page 67, THINK ABOUT IT. Which group list nouns that are singular in number? Plural in number?  Have there them read each pair of sentence (on sentence strips) Say: 28 Mabini St. San Jose, Calbayog City September 18, 1999 Dear Lorena, Greetings from Calbayog City! I was very happy to receive your letter. Everything seems to be well for you and the rest of the family. My sister, Clara got married recently. The wedding party was held in the family garden. Music lends the occasion a festive mood. Many of our relatives and friend attended and wished my sister and new brother-in-law luck in married life. Father and mother both them a washing machine. My brother built a bookcase as his gift. From my saving I bought and gave the couple a set of glassware. Of course, Sister Clara and Brother Franklin loved their gift. Next month we are going to visit themin their new home. They will have a house blessing. I wish you were here to share the joy of the event with us. Anyway, I hope to send you a picture of the wedding soon. You should see me in my pretty gown when I serve as the bridesmaid. Goodbye for now. Give your family my sincere regards. Lovingly, Shiela