The document provides instructions for a lesson focusing on using verbs in the present perfect tense. Students will drill on past participles, discuss examples using has/have been and has/have felt in sentences, and practice forming sentences in the present perfect tense using verbs like has/have been, has/have looked, and has/have chosen. The lesson evaluates students' ability to choose the correct verb form and assigns practice forming sentences using present perfect tense verbs.

1. ENGLISH VI
Date: ____________
I. Objective:
 Use the present perfect tense of the verb.
Value: Independence
II. Subject Matter:
Using the Present Perfect Tense of the Verb.
References: PELC 8.1.1, p. 24 (spelling) Growing in English 6 – Language pp. 163-170
III. Learning Activities:
A. Preparatory Activities:
1. Drill:
Give the past participle form of the following verbs.
Break write throw bring fight
2. Motivation:
How did you feel doing a job alone? Were you able to do it alone?
B. Presentation:
1. Read the story.
What do you think happen to Sir John Trevanion?
How did cryptography help him escape prison?
2. Analysis and Discussion:
Go ever the underlined verbs.
a. Cryptography has grown in recent years.
b. This form of communication has been known for centuries.
c. Many have seen its usefulness.
3. Fixing Skills:
Here are sentences. Which sentences are in the present perfect tense?
a. His mood grew gloomier.
b. He saw no way to escape.
c. Many people have used it.
4. Generalization:
When do we present perfect tense?
How do we form the present perfect tense of verbs?
5. Practice Exercises:
a. Guided Practice:
Use the following present perfect tense in sentences.
1. has/have been
2. has/have felt
3. has/have looked

2. b. Independent Practice:
Form the present perfect tense of the following using has/have. Use it in meaningful
sentence.
1. are
2. break
3. choose
IV. Evaluation:
Choose the correct verb in each sentence.
1. Thess (bas forgotten, have forgotten) her books on the table.
2. My scoutmaster has (taught, teached) me raised the flag since I was a Grade Four scout.
3. My teacher (has choosen, bas chosen) our group to perform the dance tomorrow.
V. Assignment:
Give the missing forms of the verbs in the chart below. Use each present perfect tense in sentence.
Ex. Verbs
begin
Past Form
begun
Present Perfect Tense
(has/have) begun
1.
2.
3.
4.
5.
hide
blow
draw
freeze
sink
hid
______
drew
froze
______
(has/have _______)
(has/have) blown
(has/have _______)
(has/have _______)
(has/have) sunk

3. ENGLISH VI
Date: ____________
I. Objective:
 Draw pictures of characters reaction that is possible to happen.
Value: Concern to others
II. Subject Matter:
Drawing pictures of Incidents/Characters that is Possible to Happen
References: Growing in English (Reading) pp. 120-133
Selections: Delia Learns a Lesson From the Teeth and the Tongue
Materials: chart, show me cards, pictures and strips of cartolina
III. Learning Activities:
A. Preparatory Activities:
1. Drill:
Pick out a (turn upside down) strip of cartolina and act out the message
a. writhing in pain
b. winning the declamation contest
c. offered a helping hand to the old woman
2. Review:
What do you expect when:
a. there is a continuous rain?
b. you review for the test?
c. you did not make your assignment?
3. Unlocking difficulties:
Clap your hands 3 times if the meaning is correct and stamp your feet twice is not.
a. When you're broke, do you mean you have money?
b. If a daughter is the parent's apple of the eye, is she well liked?
4. Motivation:
How many of you are easy to deal with? Are you friendly? Do you like to be with your
cousins?
B. Presentation:
1. Ask children to read orally the story.
2. Comprehension Check-up:
a. Who were the main characters? Describe each.
b. What did Delia do with the money given by her father?
c. What did Delia’s father command her to give to Auring?
3. Analysis and Discussion:
How will you figure out the main characters in the story?
4. Fixing Skills:
a. How would you act-out Delia while asking for money?
b. Dramatize the situation when Delia’s mother introduced her to her aunt and cousin.

4. 5. Generalization:
In figuring out characters, what do you need to have?
6. Practice Exercises:
Using your imagination, draw the characters in the situation below.
A flash flood is about to reach Don Jose's village. There are children playing outside the
house.
IV. Evaluation:
Listen and draw from your imagination any character found in the dialogue.
V. Assignment:
Draw using your imagination our school 10 years from now.

5. ENGLISH VI
Date: ____________
I. Objective:
 Write and ending to a given situation
Value: Safety precautions against accidents; Helpfulness
II. Subject Matter:
Writing an Ending to a Given Situation
References: PELC 7 Writing, p. 24 Growing in English 6 TM, pp. 190-191
Growing in Language 6 Language pp. 244-245 BES LP pp. 350-351
Materials: strips of cartolina, boxes, picture of a rickshaw in a Chinese neighborhood, a story,
pocket chart, manila paper
III. Learning Activities:
A. Preparatory Activities:
1. Pronunciation Drill
/s/ vs. /sh/
Pronounce the /s/ and /sh/ sounds correctly.
a. Word Drill
/s/ /sh/
see she
sore shore
same shame
b. Phrase Drill
shake the bottle wish for the moon shame on you
on the shore push the button wash the dishes
2. Review:
Review on Cause and Effect
1. You saw a snake under an old bench.
2. The milk gets spoiled
3. He slipped and fell down
3. Motivation:
Look at the picture. What neighboring country reminds you of a rickshaw? The kind
of dress that the person wear? Does China and other countries like Singapore, still have
rickshaw on their streets? Further ask the pupils to describe the scene they see in the
picture on page 244.
B. Presentation:
1. Ask the pupils to listen to an incident which happened 50 years ago in China.
2. Comprehension Check-up:
a. Who is the main character in the story?
b. What did the rickshaw man do?
c. How did Lu Hsun react to the situation?

6. 3. Discussion Question:
How do you think the story ended? Welcome some endings. Then invite the pupils to
open their textbooks on page 244. Listen well, and choose the most likely ending.
4. Fixing Skills:
Try to create a story similar to the story you have listened to. Instead of a rickshaw man,
make a bus driver or a taxi driver as the main character. Be sure that everyone participates.
5. Generalization:
How do you give an appropriate ending to a situation? Based on known facts and familiar
events, you can draw up the logical consequences of an action or event.
6. Application:
Analyze and write the appropriate ending below the given situation.
1. The maid left a pot of mongo beans to boil on the stove. She did some laundering outside
the house. In less than an hour ...
2. A gate with a sign, "Beware of Dogs," had been left open. A boy of 12 was passing by,
suddenly ...
7. Valuing:
In what ways safety precautions help? Cite examples.
IV. Evaluation:
Write an appropriate ending for each situation.
1. A pedestrian hurried to cross the street. He had not reached the other side when the traffic light
switched from yellow to green. Wheels of waiting vehicles rushed impatiently on. In an instant...
2. Nico and his playmates wandered by a construction site. A painter working high up on a
scaffolding, accidentally dropped his can of paint. Directly below was Nico picking up a scrap of
wood. Luckily, an alert foreman had heard the painter's shout, and just in time ...
V. Assignment:
Read the situation and write the ending in your English notebook.
One Saturday afternoon, Jerry and Tony climb on a tree to pick some guavas. Tony saw a big,
ripe guava, he tried to reach it op but the branch is too small for him ...

7. ENGLISH VI
Date: ____________
I. Objective:
 Analyze ideas as cause and effect to news heard
Value: Love for our National Language.
II. Subject Matter:
Analyzing Ideas as Cause and Effect to News Heard
References: PELC Listening 6, p. 24 Philippine Star
Materials: charts, strips of cartolina, manila paper
III. Learning Activities:
A. Preparatory Activities:
1. Review:
Match the following causes on Column A to 'the suitable effects on Column B. (Write it
on strips of cartolina)
A B
1. missing breakfast
2. strong typhoon
3. forget to study
4. drunk driving
5. faulty sleep
a. failed test
b. feeling hungry
c. roofless houses
d. late to work
e. car accident
2. Unlocking Difficulties:
Arrange the jumbled letters to get the hidden words based on the given clues.
a. n g s t e r you - young fellow
b. d a n gee n red - exposed to danger
c. s i v e v ape r - spreading all over, passing through without causing disruption.
3. Motivation:
Do you know Manuel L. Quezon? What was his greatest contribution to our country? Do
you think it is important to have our own language? What does it symbolizes?
B. Presentation:
1. Have the pupils listen as the teacher reads the news, "Cherokee Tribe Tries to Save Dying
Language"
2. Comprehension Check-up:
a. What is happening to the Cherokee language?
b. What is the reason why Cherokee language is dying?
c. How was the Cherokee language saved are revived?
3. Analysis and Discussion:
Write the pupils answer to Question A on Comprehension check-up and analyze it.
Ask:
What part of the sentence is the cause? How did you identify it?
What part of the sentence is the effect? How did you identify it?

8. 4. Fixing Skills:
In the following sentences taken from the news, identify which is the cause and which is
the effect.
1. A classroom was offered in Lost City School to teach Cherokee language because of the
plea of the tribe leader.
2. Some were being punished because of speaking the Cherokee language.
5. Generalization:
What is cause? What is effect? What connectives are used to introduce a cause or an
effect?
6. Infusion Values:
How can we show that we are proud of our national language?
IV. Evaluation:
Analyze the ideas I the following news. Then, underline the causes and box the effects.
A strong typhoon hit the town of Many Kardo so their place was flooded for almost three days.
Because of the heavy rain, the drops were submerged in the water. The crops was getting ready for
harvest time but the typhoon swept the rice field in no time. Some had gathered whatever they could
save from their field even if it was drenched and smelling…….
V. Assignment:
Write a short paragraph showing the cause and effect on the topic "Urban Gardening.

9. ENGLISH VI
Date: ____________
I. Objective:
 Use verb in the active voice
Value: Appreciation of God’s creations
II. Subject Matter:
Using Active Voice
References: PELC Speaking 8.1, p. 24 Growing in English (Language) 6 pp. 177-178
Open Roads to Reading 6, pp.202-203
Materials: chart
III. Learning Activities:
A. Preparatory Activities:
1. Drill/Review:
Dictate the following sentences. Then ask the pupils to underline the subject and box the
predicate.
a. The pupils are happily dancing to the tune of spaghetti dance.
b. Plants need water and sunlight to grow.
c. Mrs. Sambrano teaches us how to recite the poem.
2. Motivation:
Show a picture of nighttime with many stars. Ask the pupils what do they usually do
during this kind of night. Aside from the stars, what other heavenly bodies do they see in the
sky at night?
3. Motive Question:
What heavenly body does Kauro wants to see?
B. Presentation:
1. Have the pupils listen as the teacher reads the selection.
2. Comprehension Check-up:
a. How does he see stars that could not be seen by naked eyes?
b. What other things he saw in the sky?
c. What did he do with his observations?
3. Analysis and Discussion:
Study the following sentences taken from the selection.
a. Kauro peer eagerly through the telescope.
b. He saw the stars.
c. He sketches it.
4. Fixing Skills:
Let the pupils answer the remaining three sentences on Analysis and Discussion.
5. Generalization:
What is an active voice of the verb? How do we identify the active voice? What pattern
can we use in writing sentences in the active voice?

10. 6. Practice Exercises:
a. Guided Practice:
Study the following sentences. Write A on the blank if the sentence is in the Active
voice and X if not.
_____ 1. The teacher gave clear instructions.
_____ 2. Their teachers admire conscientious students.
b. Independent Practice:
Write these sentences highlighting the doer not the action of the doer.
1. the reflecting telescope, Isaac Newton, invented, in 1668
2. invented, 1709, somebody, the piano
IV. Evaluation:
Complete the following sentences by supplying the verb and direct object.
1. The pretty girl ______________________.
2. Our class ______________________.
3. The man ______________________.
4. The workers ______________________.
5. A strong typhoon ______________________.
V. Assignment:
Write a paragraph about the topic cleanliness in the school. Use the active voice of verb in your
sentences.

11. ENGLISH VI
Date: ____________
I. Objective:
 Use verb in the passive voice
Value: Listening politely
II. Subject Matter:
Using Verb in the Passive Voice
References: PELC 8.1 Speaking, p. 24 BES 6, TM, p. 129 BES 6 LP, pp. 370-372
Materials: pocket chart, card with words written.
III. Learning Activities:
A. Preparatory Activities:
1. Pronunciation Drill
a. Word Drill:
/a/ /t/ /ed/
called cooked attracted
scrubbed passed landed
b. Phrase Drill:
named for me walked to the stage
scrubbed the floor needed money
c. Sentence Drill:
The flower looked very pretty.
The dancers walked to the stage.
The food victims needed money.
2. Review:
Complete the sentence by choosing the .correct form of the verb below. Write only the
letter of the correct answer.
1. Peter _____ to the movie by this mother.
a. take c. was taken
b. taken d. has taken
2. A strong typhoon ______ the school building.
a. destiny c. destroyed
b. have destroyed d. was destroyed
3. Motivation:
Ask: "Did you see a shooting star last night? Did you make a wish?
B. Presentation:
1. Direct pupils to read the sentences in letter B, text p. 160. Here are some facts about shooting
stars.
1. Shooting stars are not really stars, but masses of rack. They are called meteorites.
2. Meteorites move through outer space. They are attracted by the force of gravity of the
earth.

12. 2. Analysis and Discussion:
The above statements tell about general truths. They are in the simple present tense.
Read the underlined words in sentences 1, 2, and 3.
What do you noticed about the composition of the verbs?
4. Fixing Skills:
Rewrite the following sentences in the passive voice.
1. The members of the club planned some activities.
2. The girls collected pictures of heavenly bodies.
3. The boys prepared some albums.
5. Generalization:
How do we write sentences in the passive voice?
6. Valuing:
How did you listen to the teacher during class discussion?
7. Practice Exercises:
Pupils will be grouped into 6. Each group will choose its leader. Then on the board are
pasted drawings of different science concepts.
1. shooting stars
2. a solar eclipse
3. lunar eclipse
IV. Evaluation:
Read the following sentences. Then write the passive form of each sentence without a by-phrase.
The beginning of each passive sentence is given.
1. Our club holds monthly meetings in the school library. Our monthly meetings ___________.
2. The president asks us to attend1he meetings. We ____________________.
V. Assignment:
Go through the headlines and news reports in newspapers. Underline sentences with passive
constructions. And on a piece of paper, list down at least five of them. If the passives are abbreviated
in headlines, expand them into sentences.
Examples:
a. Fort Santiago renovated by NGO.
b. Fort Santiago was renovated by a Non Government Organization.

13. ENGLISH VI
Date: ____________
I. Objective:
 Use the verb that agrees with the singular indefinite pronouns
Value: Honesty
II. Subject Matter:
Writing About One’s Feelings/Reactions Using the Correct Form of the Verb.
References: Growing in English 6 pp. 139-145
Materials: word cards, sentence strips, pocket chart
III. Learning Activities:
A. Preparatory Activities:
1. Drill:
Spelling ed and ing words
picnicked visiting
applauded accompanying
apologized engaging
2. Review:
Encircle all the verbs in these group of words.
beautiful paining dent
special playful sun
3. Motivation:
Have you ever written your life story? What make up one’s life story or autobiography?
Form small groups. Tell each other some of your unforgettable experiences when you
were little children.
B. Presentation:
1. Turn to page 139 LISTEN WELL. Do you remember the girl in the picture? She's Melissa
Mauricio. Listen to her life story. Have a picture of a girl as someone in class reads the life
story.
2. Comprehension Check-up:
a. When and where was Melissa born? How old is she now?
b. Who are her parents? What are their occupations?
c. How does she spend her weekends?
3. Analysis and Discussion:
Study the sentences about Melissa’s autobiography.
a. Melissa's father is a school principal.
b. Her parents come from Tarlac.
c. She helps her mother in the store every weekend.
4. Generalization:
What tense do all the sentences express?
What does the simple present tense show?

14. 5. Practice Exercises:
Used the correct form of the verbs in the simple present tense.
Example:
How often do farmers harvest their crops?
They harvest two to three times a year.
1. What part of the country do your parents come from?
2. How many member nations does the ASEAN have?
IV. Evaluation:
Write a short paragraph using the sentences below. Use the correct for of the verb in each blank.
1. It _____ Clean-up Day at Taal, Bocaue, Bulacan.
2. The people _____ early in the morning.
3. The men ______ the canals and the dirty places.
V. Assignment:
Write the paragraph about what you feel when you are in school.