Daily Lesson Log in English 6
Quarter 2_Week3_Day 1-5
- • understanding of the oral standards of English in order to participate in various oral communication demands (situation, purpose and audience
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/63784749
This document provides an overview of effective vocabulary instruction strategies. It discusses the number of words students need to know, what it means to know a word, and characteristics of effective instruction. Specific strategies are outlined, including teaching individual words, word learning strategies, fostering word consciousness, and selecting words to teach. Factors like word types, meanings, and interrelatedness are addressed. The document emphasizes multiple exposures, representations of word knowledge, discussion, and applying words in different contexts.
This document outlines a 7-day lesson plan for teaching Greek and Latin roots related to the body. The plan includes introducing roots such as "cap" meaning head, "corp" meaning body, "dent/dont" meaning tooth, and "ped/pod" meaning foot. Students sort words by root, model vocabulary, create flashcards, play jeopardy, and take a summative assessment. The goal is to help students develop vocabulary through understanding word roots and their connections across content areas.
Bản đọc thử của sách "Master the art of NEC" dùng để phát triển toàn diện trên 4 kĩ năng trong tiếng Anh với nhiều chuyên đề bổ trợ với hệ thống bí kíp đa dạng.
For more information please visit: www.facebook.com/iloveambrosia
The document discusses different types of contextual clues that can help determine the meaning of unfamiliar words: definition clues, example clues, contrast clues, and inference clues. It provides examples of each type of clue, such as using a synonym or formal definition for definition clues, specific examples for example clues, contrasting words for contrast clues, and making inferences based on context for inference clues. The document also discusses analyzing word parts like prefixes, roots, and suffixes to determine a word's meaning.
1) The document discusses different aspects of vocabulary learning, including definitions of vocabulary, types of vocabulary, and methods for learning vocabulary.
2) Vocabulary can be classified as receptive (words understood) or productive (words used), and as oral or written. There are also active vocabularies that are used and passive vocabularies that are understood but not used.
3) Suggested methods for learning new vocabulary include writing words with definitions, using flashcards, saying words aloud, grouping words by topic, and using words in speaking and writing. Testing oneself and learning collocations are also recommended.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/63784749
This document provides an overview of effective vocabulary instruction strategies. It discusses the number of words students need to know, what it means to know a word, and characteristics of effective instruction. Specific strategies are outlined, including teaching individual words, word learning strategies, fostering word consciousness, and selecting words to teach. Factors like word types, meanings, and interrelatedness are addressed. The document emphasizes multiple exposures, representations of word knowledge, discussion, and applying words in different contexts.
This document outlines a 7-day lesson plan for teaching Greek and Latin roots related to the body. The plan includes introducing roots such as "cap" meaning head, "corp" meaning body, "dent/dont" meaning tooth, and "ped/pod" meaning foot. Students sort words by root, model vocabulary, create flashcards, play jeopardy, and take a summative assessment. The goal is to help students develop vocabulary through understanding word roots and their connections across content areas.
Bản đọc thử của sách "Master the art of NEC" dùng để phát triển toàn diện trên 4 kĩ năng trong tiếng Anh với nhiều chuyên đề bổ trợ với hệ thống bí kíp đa dạng.
For more information please visit: www.facebook.com/iloveambrosia
The document discusses different types of contextual clues that can help determine the meaning of unfamiliar words: definition clues, example clues, contrast clues, and inference clues. It provides examples of each type of clue, such as using a synonym or formal definition for definition clues, specific examples for example clues, contrasting words for contrast clues, and making inferences based on context for inference clues. The document also discusses analyzing word parts like prefixes, roots, and suffixes to determine a word's meaning.
1) The document discusses different aspects of vocabulary learning, including definitions of vocabulary, types of vocabulary, and methods for learning vocabulary.
2) Vocabulary can be classified as receptive (words understood) or productive (words used), and as oral or written. There are also active vocabularies that are used and passive vocabularies that are understood but not used.
3) Suggested methods for learning new vocabulary include writing words with definitions, using flashcards, saying words aloud, grouping words by topic, and using words in speaking and writing. Testing oneself and learning collocations are also recommended.
This PowerPoint was made by Annette Guterres & Julia Starling.
I have converted into slide share for easy access.
An excellent presentation on vocab acquisition.
The document discusses effective vocabulary instruction strategies. It recommends teaching individual words, word learning strategies, fostering word consciousness, and providing rich language experiences. Specific strategies include teaching morphology, cognates, context clues, and selecting words based on criteria like importance, utility, and instructional potential. Effective instruction involves multiple exposures to words through discussion, nonlinguistic representations, games, and periodic review.
Denotation & Connotation are two terms that are used to describe the meanings of words. Denotation in its literal meaning or the definition that you would find in a dictionary.
This document discusses observing and assessing listening performance. It notes that while speaking, reading, and writing can be observed directly, listening is an internal process that can only be inferred from external behaviors like nodding or asking questions. It identifies four types of listening - intensive, responsive, selective, and extensive - and provides examples of assessment tasks for each, such as cloze exercises, information transfer tasks, and dictation. The document emphasizes the importance of specifying clear objectives and designing assessment tasks accordingly.
The document discusses various tools and strategies for teaching academic vocabulary, including:
- Directly teaching critical words in a meaningful context through multiple exposures.
- Using word sorts, concept circles, word maps and Frayer diagrams to organize words and show relationships.
- Encouraging background knowledge and contextual redefinition of words.
- During-reading strategies like semantic feature analysis, and after-reading strategies like verbal/visual word association and vocabulary notebooks.
The document summarizes a presentation about vocabulary instruction and the Common Core State Standards. It discusses how the standards address vocabulary and academic vocabulary. It also explores strategies for teaching vocabulary, such as using context clues, the SLAP strategy, and the six-step process from Marzano. Examples are provided for each strategy.
Relating Language Examinations to the Common European Framework of Reference ...Nelly Zafeiriades
This document provides information about relating language examinations to the Common European Framework of Reference for Languages (CEFR). It discusses how the CEFR describes levels of language proficiency in different skill areas. It also provides forms and checklists for describing reading comprehension and writing examinations based on CEFR levels. Sample reading comprehension questions and descriptions of writing tasks are presented along with indications of which CEFR levels they correspond to. The goal is to provide a common basis for describing and measuring language ability across examinations.
This presentation is a semantic approach to language teaching. Syntagmatic competence versus paradigmatic traditional teaching.Conveying meaning is basically producing utterances which vary from naming an item, to its description, its definition or being able to explain about it.
This document contains a daily lesson log for an English class. It outlines the objectives, content, learning resources, and procedures for lessons covering various topics throughout the week. The objectives include understanding word parts and context, reading comprehension strategies, library research skills, and grammar conventions. Content covered includes vocabulary, making generalizations, research skills, and degrees of adjectives. Learning resources listed are textbooks, online references, and materials. The procedures describe reviewing previous lessons, presenting new content, examples, comprehension questions, and practicing skills. New concepts are discussed, such as denotation/connotation and irregular adjectives.
The document provides information about the English curriculum for elementary grades in the Philippines. It includes:
1) Descriptions of the four areas of communication - listening, speaking, reading and writing - and the expected outcomes for each grade level.
2) Time allotments for English, which is 100 minutes for grades 1-3 and 80 minutes for grades 4-6.
3) Expectations for what learners should be able to do at the end of each grade level in the four communication areas.
4) Samples of lesson plans integrating the four communication areas and science concepts.
The document provides information about the English subject competencies for grades 1-6 in the Philippine elementary curriculum. It describes the key areas of listening, speaking, reading and writing. For grade 1, learners are expected to develop basic communication skills like responding to greetings, following simple directions, and identifying letters and sounds. They also begin to demonstrate writing readiness, tracing and copying letters. The curriculum aims to develop literacy and language skills in a progressive manner through the primary grades.
The document provides information on three spelling strategies: word sorts, word builder, and word walls.
Word sorts involve sorting words into categories according to spelling patterns. They can be used to teach spelling, recognition, analogies, and vocabulary. Word builder teaches morphemic analysis by having students create new words using word roots, prefixes and suffixes. Word walls involve displaying vocabulary words on cards on a wall for students to review and reinforce spelling. All three strategies are designed to help students learn spelling patterns and build vocabulary.
Unit Plan Worksheet~ RED 4325 Subject Area Reading ~ Professor Car.docxlillie234567
Unit Plan Worksheet~ RED 4325 Subject Area Reading ~ Professor Carmen Marroquin ~
UNIT PLAN
Oral Language Development
Phonemic Awareness
Phonics
Standard
(Subject Area/ CPALMS)
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
ELA.K.F.1.2: Demonstrate phonological awareness.
a. Blend and segment syllables in spoken words.
b. Identify and produce alliterative and rhyming words.
c. Blend and segment onset and rimes of single-syllable words.
d. Identify the initial, medial, and final sound of spoken words.
e. Add or delete phonemes at the beginning or end of a spoken word and say the resulting word.
f. Segment and blend phonemes in single-syllable spoken words.
ELA.4.F.1.3: Use knowledge of grade-level phonics and word-analysis skills to decode words.
a. Apply knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read and write unfamiliar single-syllable and multisyllabic words in and out of context.
Lesson Objective
(SWBAT)
Students will be able to: discuss the text within their small group by making a choice and defending it.
Students will be able to: blend syllables, blend onset and rhyme, and blend individual phonemes.
Students will be able to: identify words in the selected text that have different sounds for the “ou” digraph.
Name of Strategy“
Strong Discussion Prompts”
“
Stretching CVC words”
“
Variant Correspondences Spell and Sort”
Explanation of Strategy
The “Strong Discussion Prompt” strategy fosters oral language development using discussion prompts that foster evaluation in some way. The source text gives examples of endangered species, so a Strong Discussion Prompt strategy might be to ask students to discuss within their small group to choose only one endangered animal to save and ask them to explain why they chose that animal.
“Stretching CVC words” has students break up the sounds within a word and stretch the vowel sound.
Upon watching the “CVC Stretch” video, the teacher demonstrates this strategy by picking a word from the “Endangered Species Act” text, such as “act” and sounds out each word while lifting one finger per sound, then “swooshing” her hand as demonstrated in the video to sound out the whole word fast. Then, ask the whole class to sound it out and swoosh. Then, ask for volunteers to find a word in the “Endangered Species Act” article that they would like to demonstrate the CVC Stretch strategy. Students struggling with this can be given extra practice in differentiated instruction.
Students are paired up groups of two. One student holds up an index card with one of the “ou” digraph words from the selected text. The other student pron.
1) The daily lesson log outlines objectives and lessons for teaching English to 5th grade students over the course of a week, focusing on vocabulary, reading comprehension, research skills, and grammar.
2) Topics covered include identifying meanings of words, making generalizations from texts, conducting online research, and using degrees of adjectives.
3) Lessons incorporate examples, comprehension questions, group activities and discussions to reinforce concepts and allow students to practice new skills.
The document provides information about academic writing, distinguishing its key features. It discusses four main features: formality, objectivity, explicitness, and caution. Examples are given for each feature to illustrate how academic writing remains impersonal, cites sources, uses signaling words, and employs hedging language to avoid sweeping statements. A series of activities are included to help students identify these features in examples.
This document outlines principles for teaching listening skills to students. It discusses listening as an interactive process involving many cognitive steps. It presents taxonomies of listening microskills and strategies that can be developed for students, including predicting, guessing meaning from context, and recognizing discourse patterns. When designing listening activities, teachers should follow principles like making activities motivating, using authentic materials, carefully structuring listener responses, and encouraging bottom-up and top-up processing. Activities should include clear pre-listening, listening, and post-listening stages. Consistent use of English in the classroom also helps develop listening.
This document outlines a curriculum for teaching English language arts to juvenile delinquents in a residential treatment facility. It identifies the overarching goals for students as becoming literate individuals who can communicate effectively, identify themes and tones, evaluate messages, and clarify understanding. Key questions and standards addressed are listed, along with expected knowledge, skills, and content. Formative and summative assessments are recommended to track student progress toward goals.
This document outlines a vocabulary lesson plan aimed at enhancing students' vocabulary acquisition. The lesson utilizes various research-backed strategies including root words and affixes, differentiated instruction catering to different learning styles, interactive word walls, and technology integration through online games and flashcards. Students will read personal narratives, identify and define unfamiliar words using root diagrams and 3D word charts. They will add their work to the interactive word wall and create presentations based on their learning styles. A reflection journal will help students assess their learning and growth. The goal is to engage students and build confidence in learning new words through varied, challenging activities.
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This PowerPoint was made by Annette Guterres & Julia Starling.
I have converted into slide share for easy access.
An excellent presentation on vocab acquisition.
The document discusses effective vocabulary instruction strategies. It recommends teaching individual words, word learning strategies, fostering word consciousness, and providing rich language experiences. Specific strategies include teaching morphology, cognates, context clues, and selecting words based on criteria like importance, utility, and instructional potential. Effective instruction involves multiple exposures to words through discussion, nonlinguistic representations, games, and periodic review.
Denotation & Connotation are two terms that are used to describe the meanings of words. Denotation in its literal meaning or the definition that you would find in a dictionary.
This document discusses observing and assessing listening performance. It notes that while speaking, reading, and writing can be observed directly, listening is an internal process that can only be inferred from external behaviors like nodding or asking questions. It identifies four types of listening - intensive, responsive, selective, and extensive - and provides examples of assessment tasks for each, such as cloze exercises, information transfer tasks, and dictation. The document emphasizes the importance of specifying clear objectives and designing assessment tasks accordingly.
The document discusses various tools and strategies for teaching academic vocabulary, including:
- Directly teaching critical words in a meaningful context through multiple exposures.
- Using word sorts, concept circles, word maps and Frayer diagrams to organize words and show relationships.
- Encouraging background knowledge and contextual redefinition of words.
- During-reading strategies like semantic feature analysis, and after-reading strategies like verbal/visual word association and vocabulary notebooks.
The document summarizes a presentation about vocabulary instruction and the Common Core State Standards. It discusses how the standards address vocabulary and academic vocabulary. It also explores strategies for teaching vocabulary, such as using context clues, the SLAP strategy, and the six-step process from Marzano. Examples are provided for each strategy.
Relating Language Examinations to the Common European Framework of Reference ...Nelly Zafeiriades
This document provides information about relating language examinations to the Common European Framework of Reference for Languages (CEFR). It discusses how the CEFR describes levels of language proficiency in different skill areas. It also provides forms and checklists for describing reading comprehension and writing examinations based on CEFR levels. Sample reading comprehension questions and descriptions of writing tasks are presented along with indications of which CEFR levels they correspond to. The goal is to provide a common basis for describing and measuring language ability across examinations.
This presentation is a semantic approach to language teaching. Syntagmatic competence versus paradigmatic traditional teaching.Conveying meaning is basically producing utterances which vary from naming an item, to its description, its definition or being able to explain about it.
This document contains a daily lesson log for an English class. It outlines the objectives, content, learning resources, and procedures for lessons covering various topics throughout the week. The objectives include understanding word parts and context, reading comprehension strategies, library research skills, and grammar conventions. Content covered includes vocabulary, making generalizations, research skills, and degrees of adjectives. Learning resources listed are textbooks, online references, and materials. The procedures describe reviewing previous lessons, presenting new content, examples, comprehension questions, and practicing skills. New concepts are discussed, such as denotation/connotation and irregular adjectives.
The document provides information about the English curriculum for elementary grades in the Philippines. It includes:
1) Descriptions of the four areas of communication - listening, speaking, reading and writing - and the expected outcomes for each grade level.
2) Time allotments for English, which is 100 minutes for grades 1-3 and 80 minutes for grades 4-6.
3) Expectations for what learners should be able to do at the end of each grade level in the four communication areas.
4) Samples of lesson plans integrating the four communication areas and science concepts.
The document provides information about the English subject competencies for grades 1-6 in the Philippine elementary curriculum. It describes the key areas of listening, speaking, reading and writing. For grade 1, learners are expected to develop basic communication skills like responding to greetings, following simple directions, and identifying letters and sounds. They also begin to demonstrate writing readiness, tracing and copying letters. The curriculum aims to develop literacy and language skills in a progressive manner through the primary grades.
The document provides information on three spelling strategies: word sorts, word builder, and word walls.
Word sorts involve sorting words into categories according to spelling patterns. They can be used to teach spelling, recognition, analogies, and vocabulary. Word builder teaches morphemic analysis by having students create new words using word roots, prefixes and suffixes. Word walls involve displaying vocabulary words on cards on a wall for students to review and reinforce spelling. All three strategies are designed to help students learn spelling patterns and build vocabulary.
Unit Plan Worksheet~ RED 4325 Subject Area Reading ~ Professor Car.docxlillie234567
Unit Plan Worksheet~ RED 4325 Subject Area Reading ~ Professor Carmen Marroquin ~
UNIT PLAN
Oral Language Development
Phonemic Awareness
Phonics
Standard
(Subject Area/ CPALMS)
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
ELA.K.F.1.2: Demonstrate phonological awareness.
a. Blend and segment syllables in spoken words.
b. Identify and produce alliterative and rhyming words.
c. Blend and segment onset and rimes of single-syllable words.
d. Identify the initial, medial, and final sound of spoken words.
e. Add or delete phonemes at the beginning or end of a spoken word and say the resulting word.
f. Segment and blend phonemes in single-syllable spoken words.
ELA.4.F.1.3: Use knowledge of grade-level phonics and word-analysis skills to decode words.
a. Apply knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read and write unfamiliar single-syllable and multisyllabic words in and out of context.
Lesson Objective
(SWBAT)
Students will be able to: discuss the text within their small group by making a choice and defending it.
Students will be able to: blend syllables, blend onset and rhyme, and blend individual phonemes.
Students will be able to: identify words in the selected text that have different sounds for the “ou” digraph.
Name of Strategy“
Strong Discussion Prompts”
“
Stretching CVC words”
“
Variant Correspondences Spell and Sort”
Explanation of Strategy
The “Strong Discussion Prompt” strategy fosters oral language development using discussion prompts that foster evaluation in some way. The source text gives examples of endangered species, so a Strong Discussion Prompt strategy might be to ask students to discuss within their small group to choose only one endangered animal to save and ask them to explain why they chose that animal.
“Stretching CVC words” has students break up the sounds within a word and stretch the vowel sound.
Upon watching the “CVC Stretch” video, the teacher demonstrates this strategy by picking a word from the “Endangered Species Act” text, such as “act” and sounds out each word while lifting one finger per sound, then “swooshing” her hand as demonstrated in the video to sound out the whole word fast. Then, ask the whole class to sound it out and swoosh. Then, ask for volunteers to find a word in the “Endangered Species Act” article that they would like to demonstrate the CVC Stretch strategy. Students struggling with this can be given extra practice in differentiated instruction.
Students are paired up groups of two. One student holds up an index card with one of the “ou” digraph words from the selected text. The other student pron.
1) The daily lesson log outlines objectives and lessons for teaching English to 5th grade students over the course of a week, focusing on vocabulary, reading comprehension, research skills, and grammar.
2) Topics covered include identifying meanings of words, making generalizations from texts, conducting online research, and using degrees of adjectives.
3) Lessons incorporate examples, comprehension questions, group activities and discussions to reinforce concepts and allow students to practice new skills.
The document provides information about academic writing, distinguishing its key features. It discusses four main features: formality, objectivity, explicitness, and caution. Examples are given for each feature to illustrate how academic writing remains impersonal, cites sources, uses signaling words, and employs hedging language to avoid sweeping statements. A series of activities are included to help students identify these features in examples.
This document outlines principles for teaching listening skills to students. It discusses listening as an interactive process involving many cognitive steps. It presents taxonomies of listening microskills and strategies that can be developed for students, including predicting, guessing meaning from context, and recognizing discourse patterns. When designing listening activities, teachers should follow principles like making activities motivating, using authentic materials, carefully structuring listener responses, and encouraging bottom-up and top-up processing. Activities should include clear pre-listening, listening, and post-listening stages. Consistent use of English in the classroom also helps develop listening.
This document outlines a curriculum for teaching English language arts to juvenile delinquents in a residential treatment facility. It identifies the overarching goals for students as becoming literate individuals who can communicate effectively, identify themes and tones, evaluate messages, and clarify understanding. Key questions and standards addressed are listed, along with expected knowledge, skills, and content. Formative and summative assessments are recommended to track student progress toward goals.
This document outlines a vocabulary lesson plan aimed at enhancing students' vocabulary acquisition. The lesson utilizes various research-backed strategies including root words and affixes, differentiated instruction catering to different learning styles, interactive word walls, and technology integration through online games and flashcards. Students will read personal narratives, identify and define unfamiliar words using root diagrams and 3D word charts. They will add their work to the interactive word wall and create presentations based on their learning styles. A reflection journal will help students assess their learning and growth. The goal is to engage students and build confidence in learning new words through varied, challenging activities.
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
DLL_ENGLISH 6_Q2_W3.docx
1. GRADES 1 to 12
DAILY LESSON LOG
School: SAN BENITO ELEMENTARY SCHOOL Grade Level: VI
Teacher: GIA ROSE R. RAFOL Learning Area: ENGLISH
Teaching Dates and
Time: NOVEMBER 20 - 24, 2023 (WEEK 3) Quarter: 2ND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards
The learner demonstrates…
understanding of the oral standards of English in order to participate in various oral communication demands (situation, purpose and audience
understanding that English language is stress timed to support comprehension
understanding of text types to listen for different purposes from a variety of texts
understanding that words are composed of different parts to know that their meaning changes depending in context
understanding that reading a wide range of texts provides
understanding of different formats to write for a variety of audiences and purposes
command of the conventions of standard English grammar and usage when writing or speaking
understanding of library skills to research a variety of topics
demonstrates understanding of the various forms and conventions materials to critically analyze the meaning constructed in print, non-print, and digital
materials
B. Performance Standards
The learner…
prepares for and participates effectively in a range of conversations and collaboration with diverse partners, building on others’ ideas and expressing their
own clearly and persuasively
uses knowledge of stress and intonation of speech to appropriately evaluate the speaker’s intention, purpose and meaning
uses literal information from texts heard to construct an appropriate feedback
uses strategies to decode correctly the meaning of words in isolation and in context
uses knowledge of text types to correctly distinguish literary from informational texts
drafts texts using appropriate text types for a variety of audiences and purposes
uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse (oral and written)
applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge the message
utilizes discrete techniques (general or specific) and applies appropriately them to all or most fields of study
evaluates effectively the message constructed and conveyed in various viewing texts
Learning Competencies
EN6V-IIc-12.3.3
EN6V-IIc-12.4.1.3
EN6V-IIc-12.4.2.3
Infer meaning of borrowed
words and content specific
terms using
-context clues
-affixes and roots
-other strategies
(Health)
EN6V-IIc-12.3.3
EN6V-IIc-12.4.1.3
EN6V-IIc-12.4.2.3
Infer meaning of borrowed words and
content specific terms using
-context clues
-affixes and roots
-other strategies
(Health)
EN6SS-IIc-1.4.2
EN6SS-IIc-1.4.3
Gather relevant information from
various sources
-
-Almanac
-Encyclopedia
EN6G-IIc-6.6
Compose clear and coherent sentences
using appropriate grammatical
structures:
- Adverbs of intensity
II. CONTENT
borrowed words and content
specific terms
borrowed words and content specific
terms
Information from various sources
-
-Almanac
-Encyclopedia
Adverbs of intensity
III. LEARNING RESOURCES
2. A. References
CG English 6
www.google .com
CG English 6
www.google .com
CG English 6
www.google .com
CG English 6
www.google .com
B. Materials
Pictures, Chart Pictures, Chart Pictures, Flash Cards Pictures
IV. PROCEDURES
A. Review/Presenting New
Lesson
Pinoy Henyo
Guess the mathematical
terminologies
Pinoy Henyo
Guess the mathematical terminologies
Write down 5 health terminologies
that we studied yesterday.
What is Almanac and Encyclopedia?
What are the use of the two?
B. Presenting of the new
lesson
What do you think these logos
are all about?
__ __ ___ ___ ___ __
What do you think these logos are all
about?
__ __ ___ ___ ___ __
Look at the following sources of
information. Can you name them?
Create a dialog using the given picture.
Use different adverbs
C. Developing mastery
Find the root word and affixes
of the given health
terminologies.
1. myocardium
answer= myo- (prefix) +
card(ium) (root)
2. endocarditis
answer= endo- (prefix) + card
(root) + -itis (suffix)
3. cytology
answer= cyt(o) (root) + -logy
(suffix)
4. gastroenterology
answer= gastr(o) (root) +
enter(o) (root) + -logy (suffix)
5. adenoma
answer= aden(o) (root) + oma
(suffix)
Find the root word and affixes of the
given health terminologies.
6. myocardium
answer= myo- (prefix) + card(ium)
(root)
7. endocarditis
answer= endo- (prefix) + card (root) + -
itis (suffix)
8. cytology
answer= cyt(o) (root) + -logy (suffix)
9. gastroenterology
answer= gastr(o) (root) + enter(o) (root)
+ -logy (suffix)
10. adenoma
answer= aden(o) (root) + oma (suffix)
Read the following and identify if it
can be seen in Almanac or
Encyclopedia.
Write AL or EN
_______1.Sea games medalist
_______2. Microscope
_______3.Best basketball player
_______4.Microorganism
_______5.Presidents of America
_______6.Ballroom dancer
_______7. Earth’s crust
_______8.Astronaut
_______9.Farmer’s planting date
_______10. Skeletal System
Create sentences using the given
pictures. Your classmates will identify
the adverb of intensity that you use.
Original File Submitted and Formatted by
DepEd Club Member - visit
depedclub.com for more
D. Finding practical
application of concepts
and skills in daily living
Why do we need to know or be
familiar with different health
terminologies?
Why do we need to know or be familiar
with different health terminologies?
What is the importance of using
almanac and encyclopedia in real life
situations?
What is the importance of learning the order
and degrees of adverbs
E. Making generalizations What are the most commonly
used prefixes and suffixes in
health terminologies?
How do we form health
What are the most commonly used
prefixes and suffixes in health
terminologies?
How do we form health terminologies
Differentiate almanac and
encyclopedia?.
There is a difference between “very”
and” too” - Very signifies a fact/ reality
and too signifies excess.
3. terminologies using prefixes or
suffixes?
using prefixes or suffixes?
F. Evaluation Encircle the correct prefixes
of the given health
terminologies.
1. diabetes
2. diagnosis
3. eczema
4. exophthalmos
5. endemic
6. hyperthyroidism
7. metamorphosis
8. hypoglycemia
9. paranoia
embryo
Encircle the correct prefixes of the
given health terminologies.
10. diabetes
11. diagnosis
12. eczema
13. exophthalmos
14. endemic
15. hyperthyroidism
16. metamorphosis
17. hypoglycemia
18. paranoia
19. embryo
Read the definition identify if it is
Almanac or Encyclopedia.
An ______ is a wide-ranging
collection of information that can
either cover subjects across many
disciplines or focus on a specific
field.
An _______ is an annual
compilation of information
concerning socio-historical,
geographical, astronomical,
economic, and environmental
development occurring in a
specific year.
The _____ has the most extensive
collection of information of all
reference materials
An _____, usually arranged in a set
of volumes
An _____ entry always considers
four key elements: the scope, the
method of organization,
production, and – most
importantly – the subject matter.
_____ discusses a subject only
within the context of a particular
year.
______ are commonly produced in
reference to specific countries.
Fill in the blanks with appropriate
adverbs of degree.
1. Today
is ____________________ colder
than yesterday. (very, much, much or
very much)
2. She finished the day
____________________ exhausted. (
a bit / totally )
3. It was a ____________________
simple invention. ( quite / remarkably
)
4. Gerard lives a
____________________ stressful life.
( quite / very )
5. Ecuador is a ____________________
great country. ( really / very )
6. My boyfriend
is ____________________ older than
me. (very, much)
7. The Serrano Towers in Valencia are
____________________ high. (
absolutely / pretty )
8. The situation
is____________________ serious. (
very, much, very much)
9. Taylor Swift isn't a good singer. He’s
____________________ fantastic. (
absolutely / very )
10. The concert was
____________________ wonderful. (
absolutely / extremely )
11. Maria is a ____________________
skilled computer technician. (
completely / highly )
12. That boy of yours is
____________________ lazy. (
absolutely / extremely )
13. It was ____________________
freezing this morning. ( a bit /
absolutely )
14. Victor, in my opinion, is
____________________ mad. (
completely / highly )
15. Rodin's sculptures are
4. A. No. of learners earned 80% in
evaluation.
B. No. of learners who require
additional activities for
remediation.
Prepared by:
GIA ROSE R. RAFOL
Teacher III
Noted by:
ALDRIN P. GAGARAO
Head Teacher I
____________________ well-known.
( absolutely / very)
G. Assignments Give examples of health
terminologies with the following
prefixes:
an-
ana
anti
cata
meta
Give examples of health terminologies
with the following prefixes:
an-
ana
anti
cata
meta
Give an example of
Encyclopedia.(book title)
Use the appropriate adverb of degree to
fill in the blanks:
1. Christie Jones looked …………….
handsome at the award
ceremony.(rather,quite,very
2. 2. Melissa is an………………………..
fabulous cook. ( absolutely /
extremely )
3. 3. Picasso’s paintings
are…………………. well known. (
very, fairly, absolutely)
4. 4. The death of Robin Williams
has…………………shocked the world.
( highly, really, rather)
5. 5. In my opinion, that boy
is……………………. mad.( very,
completely, highly)
V. REMARKS
VI. REFLECTION