Third Grading Period Lp Vi

LESSON PLANS IN ENGLISH VI USING THE FOUR

PRONGED APPROACH

THIRD GRADING PERIOD

LESSON # 1

OBJECTIVES:

GLR: Enjoy listening to a storyCT: Answer questions from the story

listened to.GOLD: Use the present form of the

verbs.TS: Predict outcomes.

SUBJECT MATTER:

GLR: The Frog PrinceGOLD: Simple Present Form of the

VerbsTS: Predicting Outcomes

References:2002 Basic Education CurriculumPELC Speaking 8.1; Reading 8Dynamic Series in English p. 169Across Border Through Language 6 p 105Linking Through Language p

Materials: strips of cartolina; index cards;

III. PROCEDURE:GLR: (Genuine Love for Reading)

A. Pre- reading Activities:1. Drill: Pronunciation Drill:

Have the pupils recite the given tongue twister:

2. Motivation:Is it nice to be kind with

others? Why? Cite an example of how you have show kindness to others.

3. Vocabulary Development: Have the pupils match the words under column A with its meaning under column B.

A B1. lonely a. palace2. stroll b. goodlooking3. kingdom c. sad

4. handsome d. take a walk5. spell e. power of the witch

Motive Question: Why did the prince become an ugly frog?

B. During Reading Activities:Have the pupils listen as the teacher

reads the story.

The Frog Prince

Once upon a time, there was a princess who was very lonely. She was lonely because she could not get out from the kingdom of her father. The king was so strict that the princess could only walk about in the garden.

One day, as she was strolling, she heard a tiny voice.

“Lovely princess, please help me. A cruel witch punished me because I refused to marry her,” the voice said.

The princess looked down and she saw an ugly frog by the pool. She picked it up and placed it in her hands.

“Please kiss me, then I will be free from the spell of the witch,” the voice said.

The princess couldn’t believe the voice but she wanted to help so she kissed the frog and all of a sudden the frog turned into a handsome prince. The two fell in love, got married, and lived happily ever after.

-Adapted

C. Post Reading Activities:1. Answering the motive question.

Have the pupils answer the given motive question.

2. Comprehension Check:Have the pupils answer the following questions:

a. Why was the princess lonely?b. What was the princess doing when she

heard the tiny voice?c. What did the frog ask the princess to

do?d. If you were the princess will you do

the same? Why?

3. Engagement Activities:Have the pupils perform the following

activities under time limit:

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GROUP 1: LIGHTS, CAMERA, ACTION!

What word will describe the king? Act it out.

GROUP 2: Enriching LifeComplete the paragraph:

If I had the power to change the lives of others, I would ________________________________________________________________________________________________________________________________

GROUP 3: STORY FRAME:

Complete the basic story frame with details based on the selection:

GROUP 4: Fill in the values web:

GOLD: (Grammar, Oral Language Development)

1. Drill: Pronunciation drill:Have the pupils recite the given

tongue twister:

What does Watt-watt White want?Watt-watt white wants a pair of white pants.A pair of white pants is what Watt-watt wants.

2. Review: Have the pupils underline the verb used in the following sentences.

1. Jenny studies her lessons well for the test.

2. The children recite the poem with proper enunciation.

3. We do our assignments everyday.4. Do you know how to play the guitar?5. Will you permit us to attend the party?

3. Motivation:Have the pupils sing the song:

We sang last night, we sang the night before/We’re going to sing today like we never sang before/For when we’re singing we’re happy as can be/For we do it in a friendly way.

What are the verbs used in the song?Describe what a verb is.

4. Presentation:Have the pupils read the following

sentences:

a. Mother makes last-minute purchases at the store.

b. The children seem alert and cheerful.c. Salmon is a tasty fish.d. An agreeable person makes many

friends.

5. Discussion: What are the verbs used in the sentences?

Have them identify the subjects in each of the sentences given.

What form of the verb is used when the subject is singular? (-s form of the verb)

What form of the verb is used when the subject is plural? (base/main form of the verb)

How is the verb stated in the sentence? (being in present time)

What does the verb in the present tense signify? (It signifies action, being or state of being in present time.)

Discuss further.

6. Fixing Skills:Underline the correct verb form:

a. The carpenter (repair, repairs) our broken desks.

b. Good guardians (watch, watches) over us.

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Title: _____________________

The story started when _________________________________________________________________________________Next ________________________________________________Then _________________________________________________The problem was solved when ________________________________________________________The story ended_________________________________________

WHAT I LLEARNED FROM THE STORY

c. Active and mature people (use, uses) their leisure time in worthwhile activities only.

d. Ethel and Grace (play, plays) the organ skillfully.

e. Everybody (honor, honors) a noble person.

7. GENERALIZATION: How do we use the present form of the verb?

What form of the verb is used when the subject

is singular? (-s form of the verb)What form of the verb is used when

the subject is plural? (base/main form of the verb)

REMEMBER:

Present Tense signifies action, being, or state of being in present time. We use the plural form for the plural subject and –s or –es form for a singular subject to indicate present tense. A time expression may also be used to indicate the present tense like every day, every morning, on Sundays.

Examples:My brother walks around the

subdivision every morning.The birds fly back to their nest at

noon.The sun rises in the East every day.

The Present tense expresses the following:

a. Present facts/conditionLolo and Zoila live in Aragao. Lolo sits in the chair all day. Zoila cooks his food and washes his dishes.

b. All-time truths Plants produce oxygen. Each green leaf “cooks” its food with sunshine. The leaf gets carbon dioxide from the air.

c. Repeated actions like habits and customsA Catholics goes to church on Sunday. A Muslim prays five times a day. Hindus worship their ancestor.

8. Application:A. Underline the correct form of the

verb I each sentence.

1. You (hear, hears, heard) the ringing of the bell every morning.

2. My sister (enjoy, enjoys, enjoying) reading fable and fairy tales.

3. The hands of the clock (move, moves, moved) rapidly.

4. I (doesn’t, don’t) want to help that conceited guy.

5. Every book and magazine (has, have) been clearly marked.

B. Cross out the incorrect verb forms.

1. Father (doesn’t, don’t, didn’t) know anything about your plan.

2. Puerto Princesa City and Boracay (has, have, had) scenic and clean beaches.

3. Mathematics (appeal, appeals, appealed) more to boys.

4. Either the maid or the grandchildren (study, studies, studied) well before every exam.

5. The jury (has, have, had) reached a verdict.

C. If the verb agrees with the subject, write A. If not, write the correct form of the verb.

_____1. I love to take a dip in the pool every morning._____2. Our band give free concerts yearly._____3. Nobody like to buy your magazine._____4. Measles make one’s eyes weak._____5. Either you r your sister possesses the qualities of a model.

IV. EVALUATION:GOLD: Direction: Fill in the blank with the correct from of the

verb on the left.

interest 1. Those stories of adventure ______ me very much.

roam 2. Many wild animals ____ in the forest.

make 3. Every doctor and nurse ____ sacrifices for humankind.

sound 4. Neither the piano nor the organ ____ all right.

know 5. Everybody in the community ____ you.

TS. Transfer Stage

1. Drill: Pronunciation drill: Have the pupils read the

following sentence drill:

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a. The fluent and sophisticated ophthalmologist / befriended the old-fashioned referee.//

b. The influential defense chief/ enforced a ceasefire and curfew/ for four- and -a – half months.

c. I had a brief infatuation/ with a terrific-looking and photogenic fishwife.

d. Felipe, the firefighter,/ refused to eat the leftover waffle.//

2. Motivation: Have the pupils read the given situation:

You are getting ready to leave school in the morning and you are trying to decide if you need a jacket. You notice that there are dark clouds in the sky and its pretty cold outside.

What do you think the weather might be like?

3. Presentation:If you think it might rain, then you just

made a prediction .You predicted that is going to rain

Why do you think it is going to rain?

Have the pupils read the given situation:

“Eric!” called Mother. “It’s 6:00 and classes start at 6:45. Get out of bed. Why do I have to call you always so many times?”

Eric had heard his mother several times but he had gone back to sleep.

4. Discussion:What will happen next?What is your prediction?Why do you make that prediction?What clues from the passage helped

you make the prediction?Based on what you know or experience,

what is your prediction?Discuss the prediction chart given:

Discuss further. Use the information given in generalization.

5. Fixing Skills: Read the situations, and then answer the

questions. Write the clues that helped you in your prediction.

1. Donna was a good student and always a winner in different contests. This year she will compete in the MTAP test and she’s worried about it. She had reviewed all her lessons and had spent long hours of practice solving problems. How will Donna do in the test?

a. She will do well.b. She will do poorly.

2. Lina was quite a forgetful girl. Her mother usually had to remind her to do everything two three times. When Lina’s mother left for the office, she reminded Lina to close the windows before living for school because it might rain. When the school bus arrived, Lina rush to the gate. Did Lina remember to close the windows?

a. She closed the windows.b. She forgot to close the

windows

5. Generalization:What is prediction?How do we make prediction?

REMEMBER:A prediction is a good guess

about something or about future events. Making a prediction is a way of using clues from a story to make a good guess about what might happen next. Clues are often in the title, in the facts and details, and in any pictures.

6. Application:A. Read the situations, and then answer

the questions. Write the clues that helped you in your prediction.

1. Uncle Nestor loved animals. He had two cats, two dogs, a parrot, and some goldfish. He had been bringing home stray or wounded animals since he was young. He would take care of these animals and find it a good home. Today he met a

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Story Clue:Mother wakes him up several times.He has trouble waking up.

Experience Clue:If you don’t wake up on time, you’ll be late for school.

Prediction:Eric will be late for school.

puppy with a hurt paw. What would Uncle Nestor do?

a. Take the puppy home.b. Look for the owner

2. Pedrito liked to go biking. He often went biking with his friends in the park. One Saturday his friend Noynoy called up. He wanted Pedrito to join him. Pedrito was so excited but Mother was not around. He picked up the phone and called up Mother. Why did Pedrito call up Mother?

a. To ask permission. b. To tell her to come home

B. Read the paragraph and make predictions. Tell what clues you got from the story ad from your experience.

1. Jazheel looked at the trees. The leaves did not move. Not a single branch stirred. Jazheel held the string of the kite and began to run. He looked back at the end of the string.

2. “You have made a beautiful kite,” said Kyle. “But it will not fly without wind. Look, the leaves are moving now. Turn your face into the breeze and run. Together we can help this beautiful kite climb into the sky.”

IV. EVALUATION:TS. Direction: Read the paragraph below. Then answer the questions given.

1. It was Saturday afternoon. Sherwin, Karl, Jazzer, Allyson and Jahzeel were all outside playing in the yard. Suddenly, the weather turned blustery. The wind started whipping around like crazy. Things were flying all around. Then lightning flashed and thunder rolled. What do you think the outcome will be?

A. Sherwin, Karl, Jazzer, Allyson and Jahzeel will watch the lightning, the swaying branches of trees, and the things flying around.

B. A police car will run around to warn the people of an approaching typhoon.

C. The children will run inside the house to keep out of danger.

2. Pia spent the afternoon helping her father paint an old bench bright red. “Maybe now someone besides the car will enjoy sitting on it,” said her father. “We’ll just let it dry now.” As the two of them went inside, the cat came around the corner. What do you think the outcome will be?

A. A heavy rain will wash away the paint.

B. The cat will lick the paint to dry.

C. The cat will sit on the bench and get paint on itself.

3. A few minutes before noon, dad started loading the car. The space shuttle was scheduled to leave at two o’clock that afternoon and it took almost an hour to get to the airport. Five minutes after the family had left the house, Gale looked in her purse. “Oh, no!” she exclaimed. “My ticket is missing! I must have left it on the table.” What do you think will happen next?

A. The family will return to the house to get Gale’s ticket.

B. The family will be late for the space trip.

C. Dad will buy new ticket for Gale.

V. ASSIGNMENT:

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Story Clue: Experience Clue:

Prediction:

Story Clue: Experience Clue:

Prediction:

GOLD: Fill in the blank with the correct verb form of the verb on the left.

look 1. My as and os always _____ alike.teach 2. Civics _____ the value of

citizenship.rest 3. There ____ the bodies of many

brave soldiers.need 4. Those pliers ____ tightening.work 5. Every teacher and pupil in

Bayanan II E/S ____ to preserve the school’s vision and mission.

TS: Direction: Read the paragraph and then answer the questions that follow.

1. Dondon’s talking bird, Chuck could only say “Call the police!” Dondon taught him new ex[ressions, but Chuck couldn’t learn. One day, Chuck was alone in the house when a stranger broke the window and climbed in. From the cage, Chuck could see the robber going through the drawers in the next room. What will be the outcome of the story?

.

LESSON # 2

OBJECTIVES:


listened to.GOLD: Use the past form of regular

verbs.TS: Give other possible events that

could happen next.

SUBJECT MATTER:

GLR: The Lark and Her Young OnesGOLD: Use of Past Form of Regular

VerbsTS: Giving Other Possible Events

that Could Happen Next

References:2002 Basic Education CurriculumPELC Speaking 8.1; Reading 8Dynamic Series in English p. 169Across Border Through Language 6 p 105Linking Through Language p Materials: picture of a lark; strips of cartolina; index cards;

III. PROCEDURE:GLR: (Genuine Love for Reading)

A. Pre- reading Activities:1. Drill: Pronunciation Drill:


The shape-shifter, shaped like a ship,

shifts his shape to a shapely sheep. (3x)

2. Motivation:What is the best thing to do if you want something done at once?.

3. Vocabulary Development: Have the pupils identify the meaning of the following words:

a. absenceb. tomorrowc. quiveringd. dependede. undertakesf. disappointed

4. Motive Question:Why were the young ones afraid about what they had heard?

B. Reading of the Story:Have the pupils listen as the teacher

reads the story.

The Lark and Her Young Ones

A lark, who had her young ones in a field of corn which was almost ripe, was afraid that the reapers should come before her young brood were fledged. Every day, therefore, when she flew away to look for food, she charged them to take notice of what they heard in her absence, and to tell her of it when she returned.

One day when she was gone, the chicks heard the master of the field say to his son that the corn seemed ripe enough to be cut, and to go early tomorrow and tell their friends and neighbors to come and help to reap it.

When the old lark came home, the little ones fell quivering and chirping around her, and told her what had happened, begging her to remove them as fast as she could.

The mother bade them to be easy. “For,” said she, “if he depends upon his

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friends and his neighbors, I am sure the grain will not be reaped tomorrow.”

Next day, she went out again, and left the same orders as before. The owner came and waited. The sun grew hot but nothing was done, for not a soul came. “You see,” said the owner to his son,” these friends of ours are not to be depended upon; so run off at once to your uncles and cousins and say I wish them to come early tomorrow and help us reap.”

These young ones, in a great fight, told also to their mother.” Do not fear, children,” said she,” kindred and relations are not always very forward in helping one another. But keep your ears open, and let me know what you hear tomorrow.”

The owner came the next day, and, finding his relations as backward as his neighbors, said to his son: “Now listen to me. Get two good sticks ready tomorrow morning, for it seems we must reap the grain by ourselves.”

The young ones told this to their mother.

“Then, my dears,” said she, “it is time for us to go, for when a man undertakes to do his work himself, it is not likely that he will be disappointed.” She took them away at once, and the grain was reaped the next day by the old man and his son.

-Aesop

C. Post Reading Activities:1. Answering the motive question.2. Comprehension Check:

Have the pupils answer the following questions:

a. Who were the human characters in the story? What was their major problem?

b. What was Mother Lark’s strong character trait? Explain briefly.

c. What were the weak points of the old man and his son?

d. How did they deal with their problem?

3. Engagement Activities:Have the pupils perform the

following activities under time limit.


What information did the chicks get on three occasions? Act them out in class.

GROUP 2: ENERGIZING YOUR THOUGHTS:

In your own words, state the lesson that the fable teaches:

________________________________________________________________________________________________________________________________________________

GROUP 3: Creating Organizers:Complete the story map with details

from the selection. Write the details in the blanks.

Major _________ Place: _____________________Minor: ________ Time: _______

_________________________________________________________________________________

GROUP 4: Writing a Letter:

Compose a personal letter to Mother Lark expressing your admiration of her love to her young ones.

GOLD: Grammar Oral Language Development

1. Drill: Pronunciation Drill:Have the pupils recite the given verse drill”

Can you distinguish sun from shun?/Do you shun sin and seek to shine/In any subject under the sun?/Can you distinguish sun from shun?//Do you shun a sheik in order to seek/Something that shines even without the sun?//

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Characters Setting

Title

Plot

2. Review: Checking of assignment:Fill in the blank with the correct

verb form of the verb on the left.

look 1. My as and os always _____ alike.teach 2. Civics _____ the value of

citizenship.rest 3. There ____ the bodies of many

brave soldiers.need 4. Those pliers ____ tightening.work 5. Every teacher and pupil in

Bayanan II E/S ____ to preserve the school’s vision and mission.

3. Motivation: What did you do this morning?(Ask questions that happened in the

past)

4. Presentation:Have the pupils read the following sentences:

a. The chairperson called the meeting to order.

b. He opened the table for nomination.c. Anna raised her hand.d. The chairperson recognized her.e. Anna nominated Michael.

5. Discussion:What are the italicized words in

each sentence?What are these words? (verbs)How do these words end? (-d/ed)What do these words show? (action

happened in the past?What tense of the verbs are these?

(past tense)Discuss further. Use the information

given in the generalization.

6. Fixing Skills:A. Have the pupils form the past tense of the following regular verbs:

a. rob k. visitb. hug l. buzzc. play m. hoped. study n. cooke. judge o. recitef. plow p. plant

g. dream q. landh. plan r. mixi. roar s. punchj. love t. brush

B. Below are pairs of sentences. The first sentence uses the present tense of the verb. Use the correct tense of the same verb to complete the second sentence.

1. Beth usually comes to school early. Yesterday, she ____ to class late.

2. They watch the sunset. Yesterday afternoon they ____ the sunset, too.

3. It usually rains hard in the afternoon. It _____ hard yesterday.

4. Faye listens to the radio broadcast every night. Last night, she ____ to the TV broadcast.

5. Mylene hears mass every Sunday. She ____ mass at the Divine Mercy Church last Sunday.

7. GENERALIZATION:When do we use the past from

of the verb?How do we form the past tense of

regular verbs?

REMEMBER:When talking about action completed

in the definite past, we use the simple past tense.

The past tense of regular verbs is formed by adding –d or –ed to the base form. Thus, we have asked, listened and attended as verbs in the past tense.

Adverbial expressions clearly set the definite past time frame of the actions. They signal the use of the simple past tense.

year ago last Saturday in 1988last week last month an hour agothree days ago yesterdayin 942 two years ago

8. Application:A. Complete the sentence with the

correct from of the given verb. The time frame is yesterday.

rain 1. It ____ hard yesterday.play 2. The children ____ in the rain.wade 3. They _____ in the water.walk 4. Many students _____ home from

school.hurry 5. The students _____ home.

B. Write the correct past form of the given verb.

1. jump 6. try

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2. cry 7. study3. stay 8. work4. like 9. create5. tinker 10. prefer

Use these verbs in a meaningful sentence.

IV. EVALUATION: Direction: Write the correct past from of the verbs in parentheses:

1. People (love) Ramon Magsaysay, the third president of the Philippine Republic.

2. He (open) Malacañang to the common masses.

3. He (reach) out to the Filipinos, even those in the obscure barrios.

4. As a youth, Magsaysay (tinker) with cars.

5. In fact, he (work) as a jeepney driver and mechanic, so he could finance his studies.

TS. Transfer Stage:


verse drill: (sounding ae)

Never haggle with an ill-mannered braggart,/Better brag to an admirable hunchback.//Never embarrass a backtracking radical,/Better pacify a maverick madrigal!//

2. Review: Checking of Assignment:Read the paragraph and then answer

the questions that follow.

Dondon’s talking bird, Chuck could only say “Call the police!” Dondon taught him new expressions, but Chuck couldn’t learn. One day, Chuck was alone in the house when a stranger broke the window and climbed in. From the cage, Chuck could see the robber going through the drawers in the next room. What will be the outcome of the story?

3. Motivation:Have the pupils read the given

situation:

4. Presentation: Present the situation to the class:

Ben is growing like a weed over the past year. It seems that his mother is always buying him clothes. Tomorrow is the opening of the school intramurals and Ben needs to wear his sports jacket. He pulls his jacket out form the back of his closet. Figure out what will happen next in the story.

5. Discussion:What do you think will happen next in

the story?What made you think so?How can we figure out the event that

will happen next in the story?What is a prediction?Discuss further. Use the information

given in the generalization.

6. Fixing Skills:Read the paragraph then answer the

questions given based on the give paragraph.

Karl was glad when he heard over the radio that there would be no school that day because of bad weather. Even his mother and father were staying home from work. While Karl and his parents were watching a video, he heard a strange sound outside. At first he thought it was the howling of the wind, but it sounded more like an animal. He rushed to the window and looked outside. There, near the front porch, was a small puppy. The sad little puppy was shaking from the cold and yelping loudly.

1. What do you think will happen next in the story?

a. Karl’s parents will tell him to ignore the puppy.

b. Karl’s parents will try to help the puppy.

c. Karl’s parents will get the puppy for his own.

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The storm suddenly began. The lightning lit up the sky and the thunder roared loudly. The electricity was blinking on and off quickly. What do you think happened next in the story?

2. Which of the following is the least like to occur in the story?

a. Karl’s family will keep the puppy.

b. Karl’s family will find the owner of the puppy.

c. The puppy will attack Karl.

3. Which story clue best completes the chart?

What will happen next?Story clues What I know

Bad weather Bad weather often has cold temperature.

Shivering, yelping puppy

Animals may die in a cold temperature.

Karl gets his parents ?

a. There will be no school today.b. They are watching a videoc. Karl’s parents will bring in the

puppy.

7. GENERALIZATION:What does to predict mean?How can we make a good

prediction?

REMEMBER:To predict means to tell what you think

will happen next in the story based on what has already happened. Use what you know from your own experience and story clues from the story to make good prediction.

MAKING PREDICTIONS:

8. Application:Have the pupils read the given story.

Then answer the given questions.

Sherwin’s team was joining the Tour of Luzon Bicycle Race. But that afternoon, their coach told the team the event would be cancelled if the heavy rains would continue to fall. This was the last race of

the season and Sherwin was hoping the weather would improve.

As he sat down to watch the TV news, Kim Atienza, the weather broadcaster, stepped up to the weather map and announced that a strong typhoon had entered the country. Signal number 2 was up in Metro Manila and in most parts of Central Luzon, the Southern Tagalog Region, and the Bicol Region.

(Reading for Meaning 5)

1. What do you think will happen next?

A. The bicycle race will be cancelled.B. The bicycle race will be held as

planned.C. The parents should wait for the NO

class announcement from DepEd.

2. What clues in the story helped you predict what is next to happen?_____________________________________________________________________________________________

3. Based on real life, what usually happens when there is announcement of a coming typhoon?_____________________________________________________________________________________________

IV. EVALUATION: Direction: Read the

following situations. Have the pupils predict what will happen

next in the story.

1. A lady comes running towards the check in counter with her hand-carried luggage. She frantically reaches into her purse for her ticket and passport and presents these to the counter personnel. The man at the counter acts with dispatch and points her to Gate 10. The lady runs towards it.

2. The Custodio family is having a reunion one Sunday morning. Suddenly, a fruit van parked at the front gate of the house. The van driver called out, “Good morning, folks! You are the lucky winners of 500 apples! Where would you like them dropped?”

V. ASSIGNMENT:GOLD: Direction: Write the correct past form of the verbs in parentheses.

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What have already

happened? (story clues)

What will happen next? (based on story clues)

What I know from my own experience

1. My brother _____ (stay) in a boarding house for two years.

2. Mara ____ (try) to do her best in the contest.

3. Clara ____ (remember) her appointment wit the dentist.

4. The baby ____ (cry) for milk.5. Tears ____ (roll) down her cheeks.

TS. Direction: Write what will happen next in the given situation:

LESSON # 3

OBJECTIVES:


listened to.GOLD: Use the past form of irregular

verbs.TS: Give possible endings to a

selection.

SUBJECT MATTER:

GLR: The Last FlowerGOLD: Past Form of Irregular VerbsTS: Giving Possible Endings to a

Selection

References:2002 Basic Education CurriculumPELC Speaking 8.1; Reading 8Dynamic Series in English p. 169

Across Border Through Language 6 p 105Proficiency in English I p.189

III. PROCEDURE:A. Pre-reading Activities:1. Drill: Pronunciation Drill:

Have the pupils recite the given verse drill.

Wear a kerchief as you leave the urban university,/Wear a turban as you eat hamburger with the colonel,/Wear a surgeon’s gown as hurry for the turnover rites,/Wear a swirling skirt and thermal blouse for the curtain call!//

2. Motivation:Is it possible for a man to destroy the world?

3. Vocabulary Development:Have the pupils identify the meaning

of the following words:a. collapseb. disillusionedc. exiled. nurturee. deserted

4. Motive Questions: Have the pupils create their own questions. Write the questions on the board.


reads the story.

The Last Flower

World War XII, as everybody knows, brought about the collapse of civilization. Towns, cities and villages disappeared from the earth. All the groves and forests were destroyed. And all the gardens. Men, women, children became lower than the lower animals. Discouraged and disillusioned, dogs deserted their fallen masters. Emboldened by the pitiful condition of the former lords of the earth, rabbits descended upon them. Books, paintings and music disappeared from the earth, and human beings just sat around, doing nothing.

Years and years went by. Even the few generals who were left forgot what the last war had decided. Boys and girls grew up to

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When Confucius was a little boy, he was so eager to learn that sometimes he would forget to eat. But once, he got so tired of studying that he thought of giving up. Then, he saw an old woman rubbing an iron bar on a whetstone, a stone for sharpening blades. She had lost her knitting needle, and was trying to make another needle, although she knew that it would take her years to make one.

Clues in the story

What you already know from your own experience

Prediction

stare at each other blankly, for love had passed from the earth. One day, a young girl who had never seen a flower chanced to come upon the last one in the world. She told the other human being that the last was dying. The only one who paid any attention to her was a young man she found wandering about. Together the young man and the girl nurtured the flower and it began to live again.

One day, a bee visited the flower and a hummingbird. Before long, there were no flowers, and then four, and then great many. Groves and forest flourish again. The young girl began to take an interest in how she looked. The young man discovered that touching the girl was pleasurable. Love was reborn into the world. Their children grew up strong and healthy and learned to run and laugh. Dogs came out of the exile. The young man discovered, by putting one stone upon another, how to build a shelter. Pretty soon everybody was building shelters. Towns, cities and villages sprang up. Song came back in the world, and troubadours and jugglers, and tailors and cobblers, and painters and poets, and sculptors and wheelwrights, and soldiers, and Lieutenants and Captains, and Generals and Major Generals, and liberators. Some people went to one place to live and some to another.

Before long, those who went to live in the valleys wished to they had gone to live in the hills. And those who had to live in the hills wished they had gone to live in the valleys. The liberators under the guidance of God, set fire to the discontent. So presently the world was at war again. This time the destruction was so complete…that nothing was left in the world, except one man… and one woman…and one flower.

-James ThurberFrom Alarms and

Diversions

C. Post Reading Activities:1. Answering the Motive Question

Have the pupils answer the questions given.2. Comprehension Check:


a. Why does a story call a parable?

b. What did war bring to people and to the place where they live?

c. How did the world begin to evolve again?

d. How did it eventually end?

3. Engagement Activities:Have the pupils perform the given

activities under time limit.

GROUP 3: Energize your thoughts:Complete the paragraph:

Group 4:Fill in the values web.

GOLD: Grammar, Oral, Language Development

1. Drill: Pronunciation drill: Have the pupils read the given tongue twister:

The big bootblack blacks big bootsWith a big blacking-brush.

2. Review: Checking of Assignment:Direction: Write the correct past form of the verbs in parentheses.

1. My brother _____ (stay) in a boarding house for two years.

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What part in the story did you like best? Make a script and dramatize it before the class.

GROUP 2: I WRITE A SONG!

Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class.

I can be a good student of my community if I will do the following: ____________________________________________________________________

WHAT I LEARNED FROM THE STORY

2. Mara ____ (try) to do her best in the contest.

3. Clara ____ (remember) her appointment wit the dentist.

4. The baby ____ (cry) for milk.5. Tears ____ (roll) down her cheeks.

3. Motivation: Have the pupils answer the

following questions. Write their answers on the board.

a. Where did you go last Christmas?b. What did you see in the library last

Monday?c. What did you give your mother

during her last birthday?Discuss the answers of the pupils. Take

note of the verbs used in each sentence.

4. Presentation:Have the pupils read the paragraph.

Note the italicized verbs.

In the afternoon of April 7, 1951, Santos saw a fire raging in Makati. The crowd said that a child was in one of the burning houses. Santos ran to the house and got the child out of it. His feet and left ear hurt, but he did not mind it. The Boy Scout Association gave him a gold medal for his heroic act.

5. Discussion:What are the italicized verbs in the paragraph?Of what tense are these verbs?What is the base form of each?

Have the pupils study the chart. Present the chart to the pupils:

Base Form Past Formseesaybe rungethurtdo

give

saw saidwasrangothurtdid

gave

Have the pupils know that these verbs form the past, not by adding –d or –ed, but by other means. These verbs are called irregular verbs.

Discuss further. Use the information given under generalization

6. Fixing Skills:A. Direction: Complete the sentences with the past from of the verbs inside the parentheses.

1. Jose Abad Santos (grow) up in San Fernando, Pampanga.

2. Although his parents were rich, he (do) household chores like other boys of poorer families.

3. His parents (give) him just enough money for necessities.

4. So he never (spend) for luxuries, but only for necessary things.

5. As a child, he (read) many books for he loved reading rather than playing.

B. Put a (/) if the sentence uses the correct tense of the verb. If not, do the needed correction.

___ 1. I am sure I see her yesterday.___ 2. Father use the screw driver last time to

fix the car.___ 3. When war broke out in 1942, Jose

Abad Santos was appointed personal representative of Pres. Manuel L. Quezon.

___4. John Whitehead, an English Naturalist discovered the monkey-eating eagle ninety-two years ago.

___ 5. In 1978, scientists change the bird’s name to Philippine eagle.

7. GENERALIZATION:How do we form the past of irregular verbs?

REMEMBER:Use the past tense to signify action or

being in a past time. Most verbs show the past form by the addition of –d or –ed. But there are other verbs that form the past by other means. These verbs are called irregular verbs.

Irregular verbs show past form by either of three ways, which are:

Changing one or more letters, as in get – got; catch – caught

Changing the entire word, as in be – was

Keeping the same form, as in hurt – hurt.

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Study the list of more irregular verbs. Have the pupils tell how these verbs show past from.

Base Form Past Formbeginbitebloweatgo

takeswimteachkeepbringbuydrawfindhidemakeringsend

beganbit

blewate

wenttook

swamtaughtkept

broughtboughtdrewfound

hidmaderangsent

8. Application:A. Direction: Complete each sentence with the correct past form of the verb.

1. Many years ago, scientist (make) a research and experiments to see how the Philippine eagle could be saved.

2. A result of that research (be) the eagle, Pag-asa.

3. Pag-asa (be) hatched on January 15, 1992.

4. Pag-asa (bring) hope that the Philippine eagle could be saved from extinction.

5. A few years ago, another eagle (be) hatched in the same way.

B. Write the past form of the following verbs: 1. beat 6. forget2. begin 7. shake3. blow 8. teach4. come 9. fly5. drink 10. meet

IV. EVALUATION:Direction: Complete the sentences with past forms of the verbs.

1. Myra (wear) her gown during the party last night.

2. My classmate (lend) me her book.3. The ground (shake) during the

earthquake.

4. The birds (fly) to a safe ground when the trees in the forest were cut.

5. The bell (ring) for recess.

TS. TRANSFER STAGE:1. Drill: Pronunciation drill:

Have the pupils read the given verse drill with k sound.

No girl should be without a curl/No guard should be without a card;/No girl with curls/should be without a guard,/But no guard with cards/ should be with a girl with curls!/

2. Review: Checking of Assignment:

Write what will happen next in the given situation:

3. Motivation:Have the pupils read the given

situation:

Farmers need fertilizers to have a good harvest. If the farmers don’t use fertilizers in their fields, what could possible happen? (The farmers will not have a good harvest and pays for it with the coins.)

4. Presentation:Present picture stories to class. Call on

pupils to express in sentences the events as they are depicted in each picture. Then ask them to give other possible events that could happen in the story.

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When Confucius was a little boy, he was so eager to learn that sometimes he would forget to eat. But once, he got so tired of studying that he thought of giving up. Then, he saw an old woman rubbing an iron bar on a whetstone, a stone for sharpening blades. She had lost her knitting needle, and was trying to make another needle, although she knew that it would take her years to make one.

Clues in the story

What you already know from your own experience

Prediction

1st picture: A boy is putting coins in a piggy bank.

2nd picture: The boy breaks his piggy bank and counts the money

3rd picture: The boy buys flowers and pays for it with the coins.

4th picture: The boy hands the flowers to his mother. In the speech balloon, he says, “Happy Birthday, Mama!”

What could be the 5th picture or ending of the story?

5. Discussion:How can you make a good possible

ending to a selection?Discuss with the pupils that the

ending of the story will be based on some clues that are stated in the story. Clues are often in the details of the story. They tell who, what, when, where, why or how. These details can help the pupils make a good possible ending of the story.

Discuss further.

6. Fixing Skills:Direction: Read the following

situations. Have the pupils give possible endings to each of the situations:

1. A driver checks the engine of his ca before going on a trip. He sees to it that it has oil and gasoline. One day, when he was about to deliver goods, he forgot to do his routine activity of checking his engine because he was in a hurry. What could possibly happen to his car?

2. A traffic policeman directs the traffic all day long. What could possibly happen if he left his post all of a sudden?

3. Whenever we get sick, mother always takes us to the doctor, for a checkup and asks for the right prescription. What could possibly happen if mother does not consult the doctor?

7. GENERALIZATION:How can we make a good

possible ending to a given story?

REMEMBER:

To make a good possible ending to a given situation, think about the clues in the given reading passage. Also think about what you already know about the clues and about other details. Then, make your best guess about what might possibly happen or ending of the story.

Clues are often in the details of the story. They tell who, what, when, where, why or how. These details can help the pupils make a good possible ending of the story.

8. Application:A. Direction: Study the given situation

then answer the questions.

1. What could probably happen if your son took this medicine more than the prescription of the doctor?

a. He will get overdosed.b. He will be healthy.c. He will get sick

2. You have stomach ache and you take Tricanyl Expectorant. What could be the possible ending?

a. Your condition will worsen.b. You will feel better.c. Your body will be strong.

1. Why did Mr. Ames take a tape measure and inspect the rooms?

a. He will add appliance in the house.b. He will renovate the housec. He is buying the house.

15

Acute BronchitisTricanyl Expectorant

½ tsp.3x a day for 1 week

If fever persists, give the child 1 tsp. Tempra drops every 4 hours after meals. If in 48 hours the fever does not subside, bring the child to the doctor.

Harry Ames took out a tape measure and his notebook. When they got upstairs, he inspected the rooms. “I love working on these old houses,” he told Katie’s mother. They were built soundly to last. I can easily add partitions here when I begin on Monday.”

2. Mother called Mr. Ames to fit something in the house, but if Mother has a problem in electrical appliances she will call the –

a. Plumberb. Carpenterc. Electrician

IV. EVALUATION:TS. Direction: Give possible endings to the following given situation:

1. For safety reasons, fishermen always listen to the weather report before they go out to sea to catch fish. One morning, they went to sea without listening to the weather report.

2. Pedestrian lane is used for crossing busy streets. People used this lane to be safer and to prevent vehicular accident. Tanya and Jenny were in a hurry. Tanya insisted to cross the street without using the pedestrian lane. Tanya and Jenny didn’t use the pedestrian lane.

V. ASSIGNMENT:GOLD: Direction: Complete the

following sentences with the past form of the verbs inside the parentheses:

1. In college, Jose Abad Santos (take) up Law.

2. As a lawyer, he (fight) for social justice, especially for the rights of the poor tenants.

3. He (become) a government scholar and studied in the United States.

4. Upon his return, he (find) the country in turmoil.

5. The Japanese arrested him and (put) him in jail.

TS. Direction: Give possible endings to the following given situation:

1. Nearly three-fourths of our body is made up of water. Life should have plenty of it. If water is not present in our body what could possibly happen?

2. Lio Po was one of the most famous poets in China. All Chinese children know about him. He wished to write a

poem about the moon. He stepped into a little boat and let it float on the lake. While he was writing the poem, he kept on drinking wine. He became very drunk. He saw the moon on the water. He leaned over the side of the moon. What could be the possible ending of the story?

LESSON # 4

OBJECTIVES:


listened to.GOLD: Use the future form of the verbs.TS: Write about one’s

feelings/reactions using the correct form of the verb.

SUBJECT MATTER:

GLR: Joseph and the Pharaoh’s DreamGOLD: Future Form of the VerbsTS: Writing About One’s

Feeling/Reactions Using the Correct Form of the Verb

References:2002 Basic Education CurriculumPELC Speaking 8.1; Writing 8Dynamic Series in English p. 169Across Border Through Language 6 p 105Proficiency in English I p.189

III. PROCEDURE:A. Pre-reading Activities:

1. Drill: Pronunciation Drill:Have the pupils recite the given tongue

twister:

Nina needs nine knitting needles to knit naughty Nita’s knickers nicely. (3x)

2. Motivation:Do you always dream? Does

your dream happen in real life? Or does the exact opposite happen?

3. Vocabulary Development:Have the pupils know the

meaning of the given words:a. palaceb. harvestsc. dreamd. Pharaoh

16

4. Motive Question:What was Pharaoh’s dream?

B. During Reading Activity:Have the pupils listen as the teacher

reads the story.

Joseph and the Pharaoh’s Dream

There was trouble at the palace of the Pharaoh, the ruler of all Egypt. Pharaoh had a bad dream and no one among his wise men could tell him what the dream meant.

One day he heard of Joseph who is able to tell many people the meaning of their dreams and what Joseph always said come true.

“Send Joseph to me,” Pharaoh ordered. Joseph was told of the Pharaoh’s message and he put on his finest clothes and went to the palace.

Pharaoh said, “I have dreamed a dream and no one can tell me what it means. Can you tell me its meaning?”

Joseph replied, “It is not I who will give you the answer. God shall give you the answer.”

Pharaoh continued, “In my dream seven fat cows came out of the river and fed on the grass. After wards, seven thin cows came and ate the fat cows. Still the seven thin cows remained thin as before.”

Joseph said, “God is telling what is going to happen. The seven fat cows are seven years of good harvests when there will be plenty for the people to eat. The seven thin cows are seven years of bad harvests when nothing will grow and people will be hungry.”

“What am I going to do?” Pharaoh asked.

Joseph said, “God is telling you what will happen soon. Find a man who is good and wise. He will take part of the good harvest for each of the seven good years and put it away. So when the seven years of bad harvests come, there will be enough food for the people to eat.”

-Retold by Larusa M. Johnston, From the Bible Story Hour

C. Post Reading Activities: 1. Answering the Motive Question: Have the pupils answer the given motive question.

2. Comprehension Check:


a. Why was Pharaoh bothered of his dream?

b. Why did he call for Joseph?c. What was Joseph’s interpretation of

Pharaoh’s dream?d. If you were Pharaoh, would you believe

Joseph’s interpretation and follow his advice? Why?


given activities:

Group 1; Fill the story grammar with details from the selection.

GROUP 2: Creating Organizers:Use the double-entry journal to give

the details asked.

GROUP 3:Fill in the values web.

17

Pharaoh’s Dream

My Own Dream

Title:__________________

Characters Setting________

Events________

__________________________

Place________________

Consequence

Initiating Events

Resolution

____________________

Attempt

Internal Response

Time:

Theme

___________________

GOLD (Grammar, Oral, Language Development)1. Drill: Pronunciation drill:

Have the pupils recite the following:

She sells seashells by the seashore. If she sells seashells by the seashore,

Where’s the seashells she sells by the seashore?

2. Review: Checking of assignment: Direction: Complete the following sentences with the past form of the verbs inside the parentheses:

1. In college, Jose Abad Santos (take) up Law.

2. As a lawyer, he (fight) for social justice, especially for the rights of the poor tenants.

3. He (become) a government scholar and studied in the United States.

4. Upon his return, he (find) the country in turmoil.

5. The Japanese arrested him and (put) him in jail.

3. Motivation:What do you want to be when you

grow up? What are your future plans?

4. Presentation:Have the pupils read Joseph’s

answer to the Pharaoh.

a. It is not I who will give you the answer.

b. God shall give you the answer.c. God is telling you what is going to

happen.d. There will be plenty for the people to

eat.e. Nothing will grow and people will be

hungry.

5. Discussion:How did Joseph state his answers to

Pharaoh’s questions? What are the underlined words in the

sentences?What word is preceded by the given

verb?What does it tell us?What form of the verb is used in each

sentence?Discuss further. Use the given

generalization.

6. Fixing Skills:A. Direction: Fill in the blanks with

verbs in the future tense. Use either will/shall or going to with the correct from of the verb in parentheses.

1. My relatives from the United States (arrive) ____ next week.

2. The (stay) _____ here for a month.3. We (prepare) ______ sumptuous

Filipino dishes for them.4. With Father, they (tour) _____ the

scenic spots in Metro Manila.5. We (take)_____ them to Baguio and

Boracay.

B. Write your own sentences using the following verbs.

1. will dance2. shall graduate3. is going to marry4. are going to travel5. am going to leave

7. GENERALIZATION:When do we use the future

form of the verbs?How do we form the future of

the verbs?

REMEMBER:

We use the future tense to express our intentions, plans, and predictions as well as to name future events and action.

To show future tense, the auxiliary verbs shall, will and going to are used with the base form of the verb, as in shall return, will dance, and is going to perform.

18


Group 4: Lights, Camera, Action!Study the details how the Pharah

and Joseph met. Act out how they talked with each other.

The time expressions used to indicate future tense are as follows: tomorrow, next week/month/year/day/summer, soon, later, tonight, in a little while, in a short while, a day/a year/ a week/ a month from now, the following year/month/day/week.

8. Application: A. Direction: Have the pupils read the hopes for the future of our country of some pupils from Bayanan II Elementary School. Let them identify the future forms of the verbs used. Then have them give their own high hopes for the country.

1. I hope our government will do everything they can to control the rising prices of basic commodities. – Allyson

2. I hope countries that supply u with oil will not unnecessarily increase oil prices. – Jamaica

3. I hope the government will be successful in its fight against the rampant use of illegal drugs. – Precious

4. I hope people will use prayers rather than harmful ammunitions as weapons to fight for peace. – Jazzer

5. I hope the peace talk with the different rebel groups will succeed for the betterment of the nation. – Ralph

B. Direction: Make a dialogue that tells about any of the following situations:

1. plans for Christmas/New Year Holiday

2. plans for the future3. plans for a summer vacation

IV. EVALUATION: GOLD: Direction: The actions expressed in the following sentences will be done next week. Complete the sentences with an appropriate form of the verb.

1. There (be) ____ an activity to culminate English Week.

2. The activity (feature) _____ the talented members of the English Club.

3. Each group (present) ____ a speech or literary presentation.

4. A spelling contest (hold) ____.5. Ivy (recite) _____ a poem.

TS. (Transfer Stage)1. Drill: Spelling drill:

Word HuntThere are ten spelling words

below. Find and circle them. They may be written in horizontal, vertical, or diagonal direction.

harvests ammunition emceePharaoh museum sumptuousoptimistic souvenir hospitablediorama

O H C A R I D A R M H AS O U V E N I R O T A MU S E M P R O Q S P R MM P T O M E R I X H V UP I O N Q F A Y W A E NT T M D G E M C D R S IU A I B E R A Z Y A T TO B A C L H S U A O S IU L M U S E U M U H E OS E E N I S R O A U S NO P T I M I S T I C P R

2. Review: Checking of Assignment: Direction: Give possible endings to the following given situation:

1. Nearly three-fourths of our body is made up of water. Life should have plenty of it. If water is not present in our body what could possibly happen?

2. Lio Po was one of the most famous poets in China. All Chinese children know about him. He wished to write a poem about the moon. He stepped into a little boat and let it float on the lake. While he was writing the poem, he kept on drinking wine. He became very drunk. He saw the moon on the water. He leaned over the side of the moon. What could be the possible ending of the story?

3. Motivation: What can you say about our new president?

4. Presentation:Present the picture to the class. Ask:

What is this picture all about? Do you have any plans his Christmas? What are your plans this Christmas?

19

5. Discussion:Have the pupils write their plans on

the board. The teacher will check whether the pupils used the correct future form of the verb.

Discuss further.

6. Fixing Skills:A. Have the pupils study the given picture. Have them write their feelings or reaction about the given problem: traffic.

Oil Price Increase

7. Generalization:What do we need to remember

when writing our feelings or reactions using the future form of the verb?

8. Application:Write your own hopes for the

following concerns using the future form of the verbs.

1. Traffic problems

2. Water Pollution

3. Flood Control

4. Cutting of trees

5. Peace and order situation

IV. EVALUATION: Write your own feelings or reactions about the following situations:

1. Every closing of an age is accompanied by natural calamities, but these can be prevented if we ray as one Filipino nation that we be spared.

2. The twenty-first century will see a rise in the spiritual consciousness of Filipinos.

V. ASSIGNMENT:GOLD: Direction: Complete each sentence. Use the verbs inside the parentheses and add am/is/are going

to.

1. The Math Club (meet) _____ on Saturday.

2. The President of the Philippines (speak) _____ during our graduation program.

3. The students (clean) ______ the streets near the school.

4. My uncle (join) _____ the marathon in the park.

5. The people in the barangay (donate) ____ clothes for the fire victims.

TS: Write your feelings or reactions on the following concerns:

20

1. water crisis2. drug problem3. quality of education4. quality of television shows

LESSON # 5

I. Objectives:

GLR: Enjoy listening to a solutionCT: Answer question from the

selection heardGOLD: Talk about future plans using the

expression “if-were”Use the expression “if-were” correctly in given situations

TS: Give the details that support the main idea.

II. Subject Matter:GLR: “Mummy”CT: Answering questions from the

story readGOLD: Using the expression “if-were”

correctly in given situationsTS: Giving the details that support

the main idea.References:2002 BEC Handbook in English

PELC SpeakingReading

English for you and me pp.119-124, PELC c.9.1Materials: pictures of Mummy, flashcards, charts, books , chalkboard.

III.Procedure:GLR (Genuine Love for Reading)A. Pre – reading activities

1. Drill : Pronunciation drillHave the pupils read the

following words:community utteranceimmune attendancePhilippines fluttered collection surroundingcorrupt

2. Motivation:Show picture to the class. Let

them identify what is in the picture. Describe it.

The teacher may add information about mummy.

3. Vocabulary Development

Define the word to be flashed. tomb bandages treatment

4. Motive question:What\are the things that you would

like to know about the selection?B. During Reading Activities

Have the pupils listen as the teacher reads the selection.

MUMMY

A Mummy is a body embalmed and wrapped in bandages for burial in ancient Egypt. The word mummy is derived through Arabic from the Persian word mumiai meaning “pitch” or “asphalt.”This because Egyptian were created with a layer black resin, coloring the body black. Ancient Egyptians mummify their dead in order to preserve the human body because they believe that the spirit of the dead person returns to its body when visiting the tomb. Egyptians did not want the body of the dead person and even those of animals and birds sacred to their deities ( gods and goddesses) to decompose so they practice mummification. The mummification process starts by having the body embalmed by introducing chemical agents into the body to ensure preservation. This involves the removal of internal organs. However, after treatment, these were returned into the body.

English for you and me 6

C. Post reading Activities1. Answering the motive questions2. Comprehension Check:

a. What was the process of preserving the dead bodies of Egyptians?

b. What do Egyptians wrap their dead with for burial?

c. Why do Egyptians mummify their dead?

d. Give your reaction to the practices of the Egyptians with regards to their dead relatives’ bodies?

e. Do you like to practice Egyptian’s practices to their dead relative’s bodies here in our country? Why?

3. Engagement Activities:

21

Group I: Read the paragraph that shows the belief of Egyptians why they do this kind of practice.

Group 2: Draw a mummy

GROUP 3:Write the values that you’ve learned from the selection:

GOLD (Grammar, Oral Language Development)1. Drill

Read the following words/ ai /

idea might tiepie aisle

time die lieisland quite

sigh ice dime my

2. Motivation :Are you satisfied with who you are?

If given a choice, how would you wish to be like? Why?

3. Unlocking of Difficulties Use the “Matching Type” Strategy

to unlock the meaning of the vocabulary words below.

Column A Column B

1. explore - to search through or travel in or over, to look into

carefully, scrutinize, examine

2. delight - great pleasure, gratification, joyful satisfaction

3. dangle - to hang loosely, swing to-and-from

4. aviator - a pilot or one who flies airplanes and other heavier aircrafts

5. hues - colors, tints, particular shades of colors

6. renewed -made new, restored, revived, repeated

7. capture -to take captive, to catch, to seize and hold

or carry off

4. Presentation Present the poem

“If I Were”

If I were a daily newspaperHow fun and raw that would beI would hold in truth the whole world ever;I would explore every hook for us to see

If I were a bubble How much fun and delight that would be

I could fly about the sky and dangle;I could twist and turn in circles and wave to everybody

If I were an aviatorI would fly and exploreI would capture the earth and spaceYou and I together we could sharePaint paths and hues no one can trace.

If I were to follow my dreams,Dotted with chests of gold and silver beamsThen I would wake up one morning,Finding a renewed world, a novel state of being


How do you find the poem? What is the poem all about? If the writer were a daily newspaper, a

bubble, or an aviator, what would he do?

If he were to follow his dreams, what would he find?

Let’s copy some lines in the poem with the “if I were” clauses.

22

Values that I Learned


Choose the part that you liked best in the story. Then make a script and dramatize the chosen part.

If I were a daily newspaper,I would hold in truth the whole world ever.

If I were a daily newspaper,I would explore every hook for us to see.If I were a bubble, I could fly aboutthe sky and dangle.

What tense and form of the verb follows the “If I Were” clause? (Would or could + single form of the verb)

6. Generalization Use “if-were” to talk

about a condition that is unlikely to happen or that is unreal. It is formed by using would or could + the simple form of the verb.

7. Application: A. Direction: Match column A (if clauses) with those in column B (main clauses). Write the letter of the correct answer on the blank.

Column A

1. If my father were here 2. If Mrs. Lim were a doctor 3. If I knew he were busy 4. If Melissa were patient ____ 5. If he were the richest

person in the world______6. If Allan had given the

report on time_ 7. If the helper were home_ 8. If I were a fish _____9. If I were stranded alone in an

island ____10. If he were the President of

the Philippines

Column B

a. I would swim freely.b. I would look around and find a resting

place.c. he would amend the constitution.d. he would surely help us.e. I wouldn’t have disturbed him.f. he would have gotten a higher grade.g. she surely would be more successful.h. he would have washed clothes.i. people would consult him about their

illness.j. he would help all the unfortunate.

Answers:

1) d 2) i 3) e4) g 5) j 6) f7) h 8) a 9) b10) c

B. Enrichment Activities

1. Allow pupils to pick one rolled paper where an “if clause” is written

2. Pupil reads the “if clause” and supplies the main clause to the conditional clause.

3. Do the same procedure for all other pupils.

If I were a billionaireIf there was no pollutionIf I were sent to MarsIf Alfred were a scientistIf the sun were not to set

8. Values Integration

Why should a person be contented with who he/she is or with what he/she has? A person should be contented with who he/she is or what he/she has because God has a purpose of creating him/her such way.

IV. Evaluation Choose the letter of the correct answer.

____ 1. If I were Superman,

a. I will help construction workers build bridges and roads

b. I would help construction workers build bridges and roads

c. I would helped construction workers build bridges and roads

d. I help construction workers build bridges and roads

____ 2. If I were the President,

a. I would give jobs to all.b. I will give jobs to all. c. I would gave give jobs to alld. I give jobs to all.

____ 3. If I were an international airplane,

a. I could travelled around the world.b. I can travel around the world.

23

c. I travel around the world.d. I could travel around the world.

____ 4. If I were a scientist,

a. I would invent the cheapest medicine for cancer.

b. I would invented the cheapest medicine for cancer.

c. I will invent the cheapest medicine for cancer.

d. I invented the cheapest medicine for cancer.

____ 5. If I were a book,

a. I can educate people.b. I could educate people.c. I could educated people.d. I educate people.

T. S. (Transfer Stage)1. Drill

Recite the tongue twister

Peter piper picked a picked of pickled pepperA pecked of pickled pepper Peter Piper picked If Peter Piper picked a pecked of pickled pepperWhere’s the pecked of pickled pepper Peter Piper picked!

2. Motivation:How will you classify big ideas and

small ideas?

3. Presentation:Study the idea inside the box and

determine which ones are big ideas and which ones are small ideas. Fill out the graphic organizer.

Mars planets Jupiter Earth VenusJasmine Dama de Noche Camia Flowers Ilang-ilang

Big Idea1.

2 3 4 5Small idea

Big Idea1

2 3 4 5

Small Idea

4. Discussion

1. What big idea explains?2. What is the function of small idea to

big idea?

5. Practice Exercise

Read each paragraph carefully. Identify the main idea and the supporting details.

Group I There are many ways people can make

good use of unwanted labor. It can be made into hollow blocks. It can be molded into figurines and statuettes. It can be combined with other materials used in building homes.

Main idea: ___________________________________________________Supporting Details: 1. __________________________________2. _________________________________ 3. __________________________________

Group 2Sleeping is a good way to rest. When you

sleep, your muscles relax. Your bodily functions slow down. Your heart beats a little slower, it does not work so much. You feel refreshed after sleeping Main Idea:

________________________________________________

Supporting Details: 1. _________________________________2. _________________________________ 3. __________________________________

6. Generalization:How can you make a sub-heading for a

paragraph in selection?

Remember:

24

To make a sub heading for a paragraph in a selection the idea should be based on the paragraph heading.

7. Application: Read the paragraph. Write the main

idea and the details that support it.

Carmina loves to watch movies. On weekends, how parents take her to the mall to see a movie. She even has a VCD collection at her favorite movies. She is fond of comedy and horror films.

IV. Evaluation Read the paragraph. Write

the main idea and the details that support it.

1. Clay can be made into many things. It can be made into vases, jars and cooking pots. It can be made into plates, saucers and cups. It can also be made into figures of people plants and animals.

2. Filipinos are very helpful people. Filipinos are ready to help one another in building houses. They also help one another when there are calamities like floods, earthquakes and volcanic eruption.

V. Assignment

Write five sentences using the expression “If I were…”

LESSON # 6

OBJECTIVES:


listened to.GOLD: Use the present perfect form of

the verbs.TS: Identify the general mood of the

selection.

SUBJECT MATTER:

GLR: Green DreamsGOLD: Present Perfect Form of the

Verbs

TS: Identifying the General Mood of the Selection

References:2002 Basic Education CurriculumPELC Speaking 8.1; Writing 8Dynamic Series in English p. 169Across Border Through Language 6 p 105Proficiency in English I p.189


1. Drill: Pronunciation drill:Have the pupils recite the

following:

Should she sell sheers sheets or should she sell shaggy shawls?

2. Motivation:Recite the poem “Twinkle, twinkle,

little stars” with a little modification using jazz chant.

Ask: What are the things that are formed by the stars?

3. Vocabulary Development:Have the pupils identify the meaning

of the following words:

1. Big Dipper (through pictures)2. tent (through picture)3. snuggle (action)4. scares (through action)

4. Motive Question: Have the pupils ask questions about

the story. The teacher will write all the questions

to be asked by the pupils.


reads the story.

Green Dreams

It was a beautiful night. Henry and his parents lay on their backs by the fire and looked at the sky.

Henry didn’t know there were so many stars in the sky.

“There’s the Big Dipper,” Henry’s mother said.

“There’s the Little Dipper,” said Henry.“There’s E.T.,” said Henry’s dad.Mudge wasn’t looking at the stars. He was

chewing on a log. He couldn’t get logs this good at home. Mudge loved camping.

25

Henry’s father sang one more sappy love song. Then everyone went inside the tents to sleep.

Henry’s father and mother snuggled. Henry and Mudge snuggled.

It was as quiet as quiet could be. Everyone slept safe and sound and there were no bears, no scares.

Just the clean smell of trees…and wonderful green dreams.

(Adapted)C. Post Reading Activities:

1. Answering the motive questions.2. Comprehension Check:

Have the pupils answer the following questions:a. Who are the characters in the story?b. When does the story happen?c. What details in the story tell about the

time the story happens?d. Where does the story take place?e. What details tell about the place the

story takes place?f. What happen in the story?g. How does the setting affect the events

or happenings in the story?




1. Drill: Pronunciation drill:Have the pupils recite the tongue twister given:

Betty bought a bit of butter but she found the butter bitter/So she bought a bit of butter to make the bitter butter better.

2. Review: Checking of Assignment:Direction: Complete each sentence. Use

the verbs inside the parentheses and add am/is/are going to.

1. The Math Club (meet) _____ on Saturday.2. The President of the Philippines (speak)

_____ during our graduation program.3. The students (clean) ______ the streets

near the school.4. My uncle (join) _____ the marathon in the

park.5. The people in the barangay (donate) ____

clothes for the fire victims.

3. Motivation:What are the things that you’ve been

doing in the past and you’re still doing in the present?

4. Presentation:Have the pupils read and study the

following sentences:

1. Jazheel has done research work on endangered species living in the forest since last year.

2. I have collected some pictures about the animals for years.

3. They have been learning about the different animals under Phylum Chordata since last month.

4. Allyson has been reading about the animals for three days.

5. Discussion:What are the underlined words in the

sentences?How is the verb formed in the first two

sentences? In the last two sentences?What kind of action is expressed in

each sentence? (actions started in the past and still continuing up to the present)

What form of the verbs are these?

26

GROUP 1: LIGHTS, CAMERA, ACTIONChoose the part that you liked best in

the story. Then make a script and dramatize the chosen part.

GROUP 2: DRAW MEPretend the story is a movie and

you are supposed to advertise it. Make a movie poster of the story and then explain to the class your poster.

GROUP 3: WRITE ME A LETTERChoose your most liked character

or most disliked character and write a letter to the character expressing your feelings to him/her.

GROUP 4: SING ME A SONGIdentify the lesson in the story and

compose a song that tells the lesson. Prepare to sing your song to the class.

Have the pupils study the form of the verb. Note that the verb is formed by either of two ways:

Has} + past participle orHave}

Has} + present participleHave}

When do we use has? When do we use have?

Discuss further. Use the given information under Remember.

6. Fixing Skills:A. Complete each sentences with the

correct form of the verb.

1. Many children (go) to the park since early this morning.

2. Parents and grandparents (accompany) them bringing food and water for the whole day.

3. It isn’t noon yet, but the children (get) hungry already.

4. Both young and adults (play) for hours.

5. The old man (sit) alone on the bench for an hour.

B. Write C if the italicized verb is used correctly. If not write the correct form of the verb.

1. Francis has lived in a small village by the sea since his birth.

2. His father and brother have been fishermen for some years already.

3. They went out to fish yesterday.4. They have caught many kinds of

fish last week.5. Francis’ father and brother have

already seen many dolphins.

7. GENERALIZATION:When do we use the present

perfect form of the verb?

REMEMBER:Use the present perfect tense to

denote:1. action that started in the past and

continues to the present.Ex:

Sherwin has done research work on heroes since last year.

2. action that has just been finished at the time of speaking.

Ex.I have just finished the lesson.

3. action that happened recently at an indefinite time.

Ex.I’m sorry but my mother has left

already.

The verb in the present perfect tense is formed by:

a. has or have + past participleb. has or have + been + present

participleSome time expressions used to indicate

present perfect tense are: since last…for…already, just, yet, ever since.

8. Application: A. Direction: Write the present perfect form of the indicated verb.

1. The long busy street from Caloocan City to Pasay City was named Highway 54 during the American Occupation but (be rename) since then.

2. Today many people (forget) its original name.

3. People (know) it as EDSA for quite some time now.

4. EDSA is named after Epifanio delos Santos, a man who (serve) his country with honor and distinction.

5. EDSA (be) a busy street ever since I can remember.

B. Direction: Complete each sentence with an appropriate time expression.

1. Our class has discussed The Fall of Bataan _______.

2. We have learned many things about this significant period in our history _______.

3. Ferlin’s group has reported on the topics _______.

4. Some of our classmates have tried to know more about this historical event _____.

5. They have viewed tapes and documentary movies _____.

IV. EVALUATION:

27

GOLD: Direction: Combine the two sentences using the present perfect tense.

Example: Yesterday, Karl Andrei started writing a summary of the book. He is still writing it now.

Answer: Karl Andrei has been writing the summary of the book since yesterday.

1. Sherwin Jhed and Lord Jazzer worked on their experiments two days ago. They are still working on them now.

2. Grandmother swept the dry leaves on the ground early this morning. She is still sweeping now.

3. The beggar slept on the sidewalk last night. He is still sleeping on the sidewalk now.

4. Mother went to the market two hours ago. Until now, she is still there.

5. The baker sold some delicious cookies three days ago. He is still selling delicious cookies today.

TS. Transfer Stage:1. Drill: Pronunciation

drill:Have the pupils read

the tongue twister:

If a shipshape ship shop stocksSix shipshape shop-soiled ships,How many shipshape shop-soiled

shipsWould six shipshape ship shops

stock?

2. Review: Checking of Assignment: Write your feelings or reactions on the following concerns:

1. water crisis2. drug problem3. quality of education4. quality of television shows

3. Motivation:What was the last movie you saw?What is this all about? Have the

pupils tell the feeling or mood the movie put them in.

4. Presentation:Have the pupils read the given

situation. Have them tell the mood or emotion being presented.

The house was very dark. Eli pushed the door and heard a loud creaking sound as it opened. He held his breath as he stepped very slowly into the room. Suddenly, a cold hand gripped her neck.

5. Discussion:What was the mood being implied the

situation? (suspenseful)How did you come up with the feeling

or mood of the situation? (read between the lines)

What are the important points that you have to watch out for when inferring the general mood of a situation, passage or selection?

Discuss further.6. Fixing Skills:

Have the pupils read the given situation then have them answer the following questions:

Marlon couldn’t sleep. He kept pacing the floor. He would peep into his cabinet to see and touch his new shirt and trousers. He also admired his new pair of shoes. He even tried it on with his new socks and walked around on it. Then, he imagined himself going up the stage for his diploma.

1. What was Marlon’s feeling?a. entertainedb. surprisedc. excitedd. nervous

2. From the story you can conclude that it is the night before Marlon’s _____.a. dance competitionb. birthday partyc. first communiond. graduation

“At the 1920 Olympic Games, women were allowed to compete for the first time.” (Reading Links 6 p.49)

3. How do you think the women population felt during the competition?

a. embarrassedb. shyc. tiredd. proud

7. GENERALIZATION:How do we infer the general

mood of the selection?

REMEMBER:

28

To infer the general mood of a situation, passage or selection, you have to watch out for the important points in it. These include the:

ideas presented words or language used; actions of the characters; and remarks of the characters

It is also important for the readers to read between the lines.

8. Application:Direction: Read the following

situation. Choose the general mood of the inferred.1. The shark slowly appeared from the

deep water and started circling the boat. It is big and silvery with small eyes and saw-like teeth that made the fishermen tremble.

a. fearful b. surprisedc. sad d. tired

2. The mother just dies. The eldest son, a twelve-year old boy, cannot support his five siblings. One by one he gave his brothers and sisters away.

a. solemn b. tragicc. hilarious d. happy

3. Little children holding cotton candies and colorful balloons were running all over the carnival grounds. Clowns with painted faces were performing funny tricks and making the crowds laugh. Everyone felt like dancing because of the lively music coming from the loud speaker.

a. lonely b. merryc. scared d. peaceful

IV. EVALUATION:Direction: Read the

following paragraphs. Infer the general mood of each selection. Match each paragraph with any of the moods given below.

1. Oscar frowned. He wanted to watch a basketball game on TV. But Melinda was watching another program. He suddenly switched to another channel. Melinda shouted. “How impolite!”

2. Carlos and Berting are boy scouts. They have been learning to give first aid. They have learned to do with cuts,

bruises, sprains and how to dress wounds. One day, while the boys were walking home from school, they saw a car hit a little girl. Carlos and Berting ran quickly to the child. She was unconscious and blood was spurting from a wound on her wrist.

3. The sun has set. The swallows are asleep. There is a quiet stillness enveloping the small rustic town.

4. That afternoon, Father was not his usual self. His face was sad and his steps were slow and tired. Of all the afternoons, he had brought nothing for his dear little ones. No candies, no cookies, nothing at all. When the children ran to meet him, Father only looked at them and shook his head.

5. It was Saturday evening. The whole family sat on the porch and watched the stars twinkling like diamonds on the clear sky. A soft lullaby drifted through the quiet air as grandmother sat dreamily on her rocking chair.

V. ASSIGNMENT GOLD: Direction: Form the present perfect tense of the verb in parentheses to complete the sentence.

1. Many changes ____ (occur) in Dagupan City 10 years after the strong July 1990 earthquake.

2. The people ____ (rebuild) ruined school buildings and hospitals.

3. They ____ also _____ (construct) bigger and safer buildings.

4. More businesses ____ (spring up) thereby making the city an even busier commercial center.

5. The city ____ indeed _________(rise) from the devastation wrought by the earthquake and ________ (become) more alive and bustling with activity.

29

peaceful angerrestful challengeexasperation merry

TS. Direction: Infer the general mood of the following situation.

1. It was evening. Ana was alone inside the house. Her mother and father were away to visit a sick relative. Suddenly, the lights went out. She heard a knock on the door followed by footstep. Ana’s eyes widened and she did not know what to do.

2. Myla had a pet dog named Sugar. One day, Sugar got sick. Myla brought the dog to a lady veterinarian who gave her pet some medication. But Sugar won’t eat. After a few days, the dog died. Tears flowed down Myla’s cheeks.

3. Children rushed to buy tickets for the basketball game. Their favorite basketball players will be seen in action and they just can’t wait to get a glimpse of them. The children were all laughing and talking at the same time. Everybody inside the gym cheered when the basketball players finally entered.

LESSON # 7

OBJECTIVES:


listened to.GOLD: Use transitive and intransitive

form of the verbs.TS: Use idiomatic expressions.

SUBJECT MATTER:

GLR: Magsaysay Visits a Barrio: An Anecdote

GOLD: Transitive and Intransitive Form of the Verbs

TS: Idiomatic Expressions

References:2002 Basic Education CurriculumPELC Speaking 8.1; Writing 8Dynamic Series in English p. 180Across Border Through Language 6 p 105Proficiency in English I p.189Growing in English Reading 6 p 22


1. Drill: Pronunciation drill:Have the pupils recite the tongue

twister:A big blue bug, beat the bold bald bear/And the bold bald bear, bled blood badly.//

2. Motivation:Have the pupils describe the

president of the Philippines.

3. Vocabulary Development:Guess the word. Have the

pupils choose their answers from the word inside the box.

1. What p means dried?2. What w means walked through water?3. What p means to get terribly

frightened?4. What s means got wet thoroughly?5. What r means located far from a

specified place or time?

4. Motive Question:How did the President Magsaysay

remedy the problem they’d encountered?

B. During Reading Activities:Have the pupils listen as the teacher reads

the story.

Magsaysay Visits a Barrio

President Ramon Magsaysay scheduled a trimonthly visit to the province during his term to know his people’s needs. He visited suburban provinces and remote provinces, too. He and his driver had traveled quite far and often. They sometimes traversed rocky roads and crossed rivers before they could finally reached their destination.

One day, when they were crossing a river in a remote barrio, the engine of the truck got stuck in the mud. No matter how hard the driver tried to start it, it wouldn’t work. President Magsaysay didn’t just sit there, neither did he panic. He rolled up his sleeves, got down the vehicle and waded through the water towards the engine. He got some tools

30

parched panic soaked

remote waded pale

and fixed the engine. In no time, the truck started again. The head of the state went back to the truck with greasy hands and soaked feet. He didn’t mind this at all because he was used to doing mechanic’s job before, and work for him was part of his daily life. (Growing in English Reading p.22)

C. Post Reading Activities:1. Answering the motive question:

How did the President Magsaysay remedy the problem they’d encountered?

4. Comprehension Check:Have the pupils answer the

following questions:

a. What did President Magsaysay do during his term? Why?

b. What happened one day when they were crossing the river?

c. Why didn’t he mind getting dirty and wet despite his position?

d. If you were the president will you do the same thing? Why?

5. Engagement Activities: Have the pupils perform the following activities:

GROUP 1: Fill in this Five Ws Chart.

What happened?Who was there?Why did it happen?When did it happen?Where did it happen?

GROUP 3: Have the pupils recall the story, then let them answer the story organizer:


1. Drill: Pronunciation Drill: Have the pupils read the given tongue twister:

I do like cheap sea trips,Cheap sea trips on ships.I like to be on the deep blue sea,When the ship she rolls and dips.

2. Review: Checking of Assignment:Direction: Form the present perfect tense

of the verb in parentheses to complete the sentence.

1. Many changes ____ (occur) in Dagupan City 10 years after the strong July 1990 earthquake.

2. The people ____ (rebuild) ruined school buildings and hospitals.

3. They ____ also _____ (construct) bigger and safer buildings.

4. More businesses ____ (spring up) thereby making the city an even busier commercial center.

5. The city ____ indeed _________(rise) from the devastation wrought by the earthquake and ________ (become) more alive and bustling with activity.

3. Motivation:Have the pupils give some Philippine

heroes and their distribution to the country’s freedom.

4. Presentation:

31

Setting:Where:When:

Problem:

Event 1 Event 2

Outcome:

Character:

Event 3

GROUP 3: WRITE A SONG!Identify the lesson of the story

and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class.

GROUP 2: LIGHTS, CAMERA, ACION!


Have the pupils read the following sentences.

a. Maria Ylagan-Orosa washed dishes in restaurants.

b. She scrubbed floors.c. Francisco Balagtas wrote many

poems.d. President Ramon Magsaysay

visited provinces during his term.

e. Balagtas also created plays which were shown during fiestas.

6. Discussion:What are the verbs in each sentence?Read again the sentences. Stop at

the verb and ask what or whom. Is there a word in the sentence that

answers what or whom? What kind of verbs are these?

Have the pupils study the following sentences:

a. Balagtas worked hard to get a college education.

b. He studied while working as a houseboy for a wealthy family.

c. He lived happily in Bataan for several years.

What are the verbs in the sentences? Stop at the verb and ask what or whom.

Is there a word in the sentence that answers what or whom?

What kind of verbs are these?An action verb is transitive if it directs

action toward someone or something named in the same sentence.

The receiver of the action of a transitive verb is called the object of the verb.

Intransitive, however, have no objects

Discuss further. Use the information given under Generalization.

7. Fixing Skills:A. Direction: Write T if the

underlined verb is transitive and I if it is intransitive.

1. The family of Apolinario Mabini owned a small farm.

2. They planted palay, sugarcane, corn and vegetables.

3. Every member of the family helped with the farm work, including the young “Pule.”

4. Pule’s parents assigned him to the vegetable patch.

5. Apolinario watered the plants everyday.

B. Write sentences using the following as transitive verbs. Underline the receiver of the action.

1. bake 6. fold2. gather 7. prepare3. clean 8. heat4. mix 9.place5. measure 10. dust

7. GENERALIZATION:How do we determine whether the

verb is transitive or intransitive?

REMEMBER:An action verb can be

transitive or intransitive.

An action verb is transitive if it directs action toward someone or something named in the same sentence.

The receiver of the action of a transitive verb is called the object of the verb. In the given sentence, books is the object of the verb dropped.

Ex. I dropped my books.

An action verb is intransitive if it does not direct action toward someone or something named in the same sentence.

Intransitive, however, have no objects.

To determine whether a verb used in a sentence is transitive or intransitive, ask whom or what after the verb. If you can find the answer in the sentence, the verb is transitive. If you cannot find the answer, the verb is intransitive.

8. Application:A. Direction: Identify the verb in each

sentence then tell whether it is transitive or intransitive.

1. Someone ate my sandwich.2. Kelly often reads until bedtime.

32

3. Sheila searched frantically for her umbrella.

4. The campers feared the bear.5. Bill reads every night before going

to bed.

B. Direction: Decide whether the italicized verb in each pair of sentences is transitive or intransitive. Write T or I.

1. a. Andres Bonifacio gathered his men at Pugad Lawin.b. The men gathered secretly.

2. a. But the Spaniards heard reports of an impending plot against them.b. They heard correctly.

3. a. The revolutionary leaders met every day at the house of Andres Bonifacio.b. Here they met other courageous leaders.

4. a. The Spaniards arrested thirteen prominent Caviteño leaders.b. They reacted swiftly and harshly.

5. a. Antonio Luna wrote a series of articles for La Solidaridad.b. He wrote in retaliation against articles making fun of the Filipinos.

IV. EVALUATION:Direction: Write the action verb in

each sentence. Then label each as transitive or intransitive.

1. Mark reads the dictionary for pleasure.

2. We saw Grandma last night.3. We crawled carefully under the

fence.4. The raindrops danced on the

pavement.5. A stray dog followed us home from

the park.

TS. TRANSFER STAGE:

1. Drill: Pronunciation drill:

Have the pupils recite the tongue twister:

Cecille likes to sell a pencil/ A pencil Cecille likes to sell looks like a pen with a seal rather than a pencil.

2. Review: Checking of Assignment:Direction: Infer the general mood of the following situation.

1. It was evening. Ana was alone inside the house. Her mother and father were away to visit a sick relative. Suddenly, the lights went out. She heard a knock on the door followed by footstep. Ana’s eyes widened and she did not know what to do.

2. Myla had a pet dog named Sugar. One day, Sugar got sick. Myla brought the dog to a lady veterinarian who gave her pet some medication. But Sugar won’t eat. After a few days, the dog died. Tears flowed down Myla’s cheeks.

3. Motivation: When I say: The principal took his hat

off to the contest winner; does the principal really take his hat off? What does it mean?

4. Presentation:Have the pupils read and identify the

meaning of the following phrases:

a.

b.

c.

d.

e.

5. Discussion:What are these phrases called?Can you identify the meaning of each phrase?What is an idiom?

33

Keep your eye on the ball.

Bury your head in the sand.

Swims against the current.

Once in a blue moon.

Make a splash.

Have the pupils give their own examples of idioms.Discuss further.


the correct idioms to complete the sentences below. Choose your answer from the choices given inside the box.

1. Give him a _______ for not participating in this project.

2. If you want to succeed in your studies, you have to ______.

3. Remember to _____ when you enter the business world.

4. Our neighbors do not know him at all, he comes ______.

5. You always _____. How can you overcome your shyness?

B. Pair them off. Match the idiomatic expressions under column A with their appropriate meaning under column B.

A.1. cup of tea2. making waves3. chasing rainbows4. come hell or high5. a heart in the sleeves

B.a. performing one’s work excellentlyb. manifesting kindness, love and mercyc. rain or shined. pursuing elusive ambitionse. one’s favorite activity

7. GENERALIZATION:What is an idiomatic

expression?

REMEMBER:An idiom is a phrase whose

meaning is different from the usual meanings of the words in it. Authors use idioms to make their writing more interesting and colorful. They are always

inventing new ones but some have been around a long time and have become very familiar.

Idioms are ordinary expression use to reflect the way people talk in everyday conversation.

Examples:Bella is all ears in class.

All ears is an idiom. But it doesn’t really mean that Bella is made up of all ears. It means that Bella listens attentively and intently.

Idiomatic Expressions Meaningcall the shots

eat like a horsechicken out

eager beaver

get sethit the nail on the headget one’s goatgreen thumbkeep one’s fingers crossedpaddle one’s own canoebreak an ice

give me a breakshake a legspill the beans

To give orders; to be in charge; to direct

Have a large appetiteStop something because of fearEager to work or do anything above what is necessaryGet readyGet exactly rightMake someone angryA talent for gardeningWish good luck

Work without help

To be the first one to say or doKeep away from meHurryReveal a secret

8. Application: A. Direction: Study the underlined idioms in the following sentences. Choose the meaning of the given idioms from the choices given.

1. The participants in the convention passed the hat.

2. Charice Pempengco sings at the drop of a hot.

3. The doctor threw his hat in the ring.4. The speaker is taking through his hat.5. The principal took his hat off to the

contest winner.

34

Keep your eye on the ball.Dressing downMake a splashSwims against the currentOnce in a blue moonBury your head in the sandBehind the eighth ball

Any moment the opportunity arisesDecided to run for officeCongratulatedDoes not know what he is talking aboutTook up a collection.

B. Match the idioms under column A with their meanings under column B.

A.1. You did it. You have to face the

music.2. Yes, you hit the nail in the head.3. You two don’t see eye to eye.4. You have to learn it by heart5. You’re an old hand at teaching.

B.a. You’re absolutely rightb. You have to accept the

consequences of your actions.c. You’re experienced.d. You don’t agree with each other.e. You have to memorize it.

IV. EVALUATION:Direction: Read the sentences and guess the meaning of the

idiom.

1. It’s raining cats and dogs today! I wish I brought along my umbrella to school.

a. I forget my umbrella today.b. It’s raining heavily.c. Cats and dogs are falling from

the sky.2. When I told Mom I would be home at

around 2 a.m., she had a cow. a. My mother bought a baby cow.b. My mother is really strange.c. My mother was really upset.

3. Jean: How did you know it was my birthday today?

Santa: Oh, a little birdie told me!a. Jean told Santa it was her

birthday.b. An unnamed person told Santa

about Jean’s birthday.c. Santa told Jean it was her

birthday.

4. Natty: Why didn’t your brother ride the roller coaster with us?

Dante: Oh, he’s such a scaredy cat! He won’t get in my fast ride.a. Dante’s brother is afraid to ride

the roller coaster.b. Dante’s brother is a cat.c. Dante’s brother didn’t go to the

roller coaster.

5. I never learned how to use a computer, so I lost my job to a new employee. It’s a dog-cat-dog world.

a. Only the strong or the best survives.

b. Dogs are eating dogs at the office.c. Dogs like to eat dogs for lunch.

V. ASSIGNMENT:GOLD: List down the action verbs.

Then opposite, write whether it is transitive or intransitive.

1. Heroes are ordinary people with extraordinary courage. When they are not busy being heroes, they mop the floor.

2. They run errands for their parents.3. Many of them fetch water as part of

their everyday household chores.4. They climb tress and pick fruits.5. They play ordinary games with their

friends.

TS. Direction: Read the idioms then choose the meaning of each idiom.

1. When James got the highest in Mathematics test, he sure did blow his own horn.

a. James bragged how well he did in the test.

b. James played a song on his trumpet.

c. James blew a bugle before talking about his test.

2. Ashkelon is a bookworm.a. Ashkelon reads like a worm.b. Ashkelon loves reading books.c. Ashkelon reads a book on worms.

3. School would be a bed of roses without homework.

a. decorated with fresh roses pleasant.b. a pleasant place to sleep and rest

in.c. easy and comfortable.

4. The prince found the apple of his eye when he met Cinderella at the ball.

a. his love interestb. an apple stuck on his eye.

35

c. An apple good for his eyesight.

5. My dad is like a backseat driver, always pushing me to do things although sometimes I don’t like his advice.

a. He can drive a car even when seated at the back seat.

b. He tells me what to do and how to do things.

c. He never drives a car.

LESSON # 8

OBJECTIVES:


listened to.GOLD: Use verbs in the active voiceTS: Draw pictures of incidents that

are possible to happen.

SUBJECT MATTER:GLR: The Birthday GiftGOLD: Active Voice of the VerbsTS: Drawing Pictures of Incidents

that are Possible to Happen

References:2002 Basic Education CurriculumPELC Speaking 8.1; Reading 8.2Dynamic Series in English p. 180Across Border Through Language 6 p 105Proficiency in English I p.189Growing in English Reading 6 p 22


1. Drill: Pronunciation drill:Have the pupils pronounce

the following words:

/oo/book look poorgood pool foolfood tool stool

2. Motivation:What special gift do you want to

receive on your birthday? Why?

3. Vocabulary Development:Have the pupils choose the meaning

of the underlined words from the words inside the box.

a. I embraced my Mother tightly after she forgave me for breaking her favorite vase.

b. Christian longed to see his father who had been abroad since he was born.

c. Only his Mother was there to tend for him.

d. The people suddenly heard a crash and saw that a truck had bumped a post.

e. The truck turned on a curb and lost its break.

4. Motive Question:What birthday gift did the girl in the

story receive?


reads the story.

The Birthday Gift

“Thank you, oh thank you, Mother!” cried Therese embracing her mother tightly. This is the best gift I had received in my whole life. I have prayed and longed to own one and my prayer had been answered.”

“I am very glad about that!” Mother said putting her arms around her daughter. “I waited for your birthday to buy you one.”

“I am not happy about that motorbike,” put up Father. “I hope it will not be a source of trouble.”

“You don’t know it Father, but I have been riding Cynthia’s motorbike every now and then,” said Therese. “I can ride very well now.”

One afternoon as father was tending his rooster, he saw Therese passed by on her motorbike. Suddenly there was a crash! People were looking at the direction where Therese turned on a curb.

C. Post Reading Activities:1. Answering the motive

question:What birthday gift did the

girl in the story receive?


36

wished bang care

left hugged edge


a. Why was the father unhappy with the birthday gift?

b. How did Therese learn to ride a motorbike?

c. Was Father right with what he said? Why? What happened?

d. If you were the mother in the story will you also give a motorbike to your son/daughter? Why? Why not?



GROUP 3: Energize your thoughts:

Complete the paragraph:

Group 4:Fill in the values web.

GOLD: Grammar, Oral, Language Development:


Have the pupils recite the given tongue twister.

I do like cheap sea trips,Cheap sea trips on ships.I like to be on the deep blue sea,When the ship she rolls and dips.

2. Review: Checking of Assignment:List down the action verbs. Then

opposite, write whether it is transitive or intransitive.

1. Heroes are ordinary people with extraordinary courage. When they are not busy being heroes, they mop the floor.

2. They run errands for their parents.3. Many of them fetch water as part of

their everyday household chores.4. They climb tress and pick fruits.5. They play ordinary games with their

friends.

3. Motivation:What do you usually do during night

time specially if there are many stars in the sky?

4. Presentation: Have the pupils read the selection given.

Have the pupils answer the following question:

a. What does Kauro do every night?b. How does he see stars that could not

be seen by his naked eyes?c. What are the other things that he

saw in the sky?d. What did he do with his

observations?

5. Discussion:Have the pupils study the

following sentences taken from the selection.

a. Kauro peer eagerly through the telescope.

b. He saw the stars.c. He sketches it.d. Kauro watch the sky at night.

37





I can be a good DAUGHTER/SON to my parents if I will do the following: ________________________________________________________________________________________________________________________________________


Every night, when it was a clear one, Kauro would peer eagerly through the telescope and view the sky. He saw the stars, which he could not see with his naked eyes. He saw moons and planets. He made sketches in his notebook while observing the sky. Yet, his comet would not appear. There was no sign of a head or tail on any part of the wide, wide sky.

Who is the doer of the action on the first sentence? Is it the subject of the sentence?

What receives of the action verb peer?Do the same questioning for sentences

b, c and d.Let them know that if the subject of the

sentence is the doer of the action, the verb is said to be in the active voice.

Discuss further.

6. Fixing Skills: A. Direction: Write A if the sentence is in the active voice and X if not.

1. The teacher gave clear instructions.2. Their teachers admire

conscientious pupils.3. The patient will be given an

injection by the nurse.4. Prepare all the ingredients and

materials before cooking.5. The professor recommends Roland

for good work.

B. Write sentences in the active voice using the following verbs:

1. swim 6. climb2. apply 7. pick3. cut 8. bake4. wash 9. buy5. draw 10.see

7. 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?

REMEMBER:

Voice is the quality of a verb which shows whether the subject is the doer or the receiver of the action.

A verb is in the active voice when the subject performs the action/ or the doer of the action. Sentences in the active voice follow the pattern: doer – active verb – receiver of the action.

Example:Rona makes hand towels.(doer) (verb) (direct object)

8. Application:A. Direction: Read the following

sentences. Then check the number of the sentence in the active voice.

_____ 1. Sultan Kudarat ruled the Muslim sultanate of Maguindanao from 1619 to 1676.

_____ 2. Dipatuan is the Malay word for master, and Kudarat, the Arabic term for power.

_____ 3. Sultan Kudarat’s leadership was recognized in Mindanao.

_____ 4. His friendship was sought by neighboring countries.

_____ 5. In 1637, a big Spanish expedition invaded Kudarat’s dominion.

B. Direction: Rewrite each sentence into active voice.

1. These buildings are designed by the architects from our firm.

2. The soldiers have been briefed by their officer.

3. The survivors were rescued by a passing ship.

4. The Amazon River is being explored by the expedition team.

5. The patient has been seen by the doctors.

IV. EVALUATION: Direction: Write the sentences in active voice.

1. the reflecting telescope, Isaac Newton, invented , in 1668.

2. invented, somebody, 1709, the piano3. the electric battery, Alessandro Volta,

invented, 18004. baked, Lia, the cookies, last night5. Edtha, the pattern of the dress, makes

TS. Transfer Stage


Have the pupils pronounce the /s/ and /sh/ sounds correctly.

/s/ /sh/see shesore shoresame shamesake shakesafe shapelass lashgas gashclass clash

38

mass mash

2. Review: Checking of Assignment:Read the idioms then choose the meaning of each idiom.

1. When James got the highest in Mathematics test, he sure did blow his own horn.a. James bragged how well he did

in the test.b. James played a song on his

trumpet.c. James blew a bugle before

talking about his test.

2. Ashkelon is a bookworm.a. Ashkelon reads like a worm.b. Ashkelon loves reading books.c. Ashkelon reads a book on

worms.

3. School would be a bed of roses without homework.

a. decorated with fresh roses pleasant.

b. a pleasant place to sleep and rest in.

c. easy and comfortable.

4. The prince found the apple of his eye when he met Cinderella at the ball.

a. his love interestb. an apple stuck on his eye.c. An apple good for his eyesight.

5. My dad is like a backseat driver, always pushing me to do things although sometimes I don’t like his advice.

a. He can drive a car even when seated at the back seat.

b. He tells me what to do and how to do things.

c. He never drives a car.

3. Presentation:Have the pupils listen again as the

teacher reads the story: The Birthday Gift.

4. Discussion:What do you think happened in the

story?Why do you think did Therese meet

an accident?How could have she avoided such

mishap?Present pictures from the selection

read. Have them arrange them

according to how they happened in the story.

What is missing in the story?

5. Fixing Skills:A. Listen as the teacher reads the

situations. Then illustrate the event that could happen next.

1. Tricia was an honest girl. While she was having lunch at the school canteen, she found a wristwatch under the table. She picked it up. What could happen next event?

2. Illegal loggers continuously cut trees in the forest. Kaingeros burned down trees, sometimes resulting in forest fire. If this continued, what would happen to our forests?

3. Bernadette is a very studious child. She loves schoolwork and does her assignments and projects promptly. She comes to school regularly. As a matter of fact, she is a candidate for honors. What do you think will happen when the school year ends?

4. Martin was born to a rich family. He was given everything he wished for. Sadly, his parents were always out of the house on business. If this continued, what do you think would happen to Martin?

6. GENERALIZATION:How can we come up/ or draw

possible events that are possible to happen?

7. Application:

39

A. Have the pupils read the given selection. Then let them draw the incidents that are possible to happen.

B. In an aquarium, there was enough number of fish. One day, the pet owner added more fish; the number of plants remained the same. Which of the following could happen next?

1. The water would become dirty.2. The water could become less.3. Some fish would die.4. The fish could not move freely in the

aquarium.5. The aquarium would be then

crowded.

IV. EVALUATION:Direction: Draw the

incidents that may happen in the story.

V. ASSIGNMENT: GOLD: Direction: Complete the following sentences by supplying the verb and the direct object.

1. The pretty girl ______________.2. Our class __________________.3. The president _______________.4. The workers ________________.5. Mrs. Merano ________________.

TS. Read the paragraph and then draw the incidents that may possible to happen.

Father had been looking forward to a fishing trip with Dave for several days. They did not take much food with them on the trip. When started fishing, they were approached by a forest

inspector. He asked Dave’s father if he had a fishing license. Dave’s father reached into his pocket and suddenly, got a terrified look on his face.

LESSON # 9

I. OBJECTIVES:


listened to.GOLD: Use verb in the passive voice.TS: Infer how the story would turn out

if some episodes were changed.

SUBJECT MATTER:

GLR: A Soldier’s RequestGOLD: Passive Voice of the VerbsTS: Inferring How the Story Would

Turn Out If Some Episodes Were Changed.

References:2002 Basic Education CurriculumPELC Speaking 8.1; Reading 9.3Dynamic Series in English p. 180Across Border Through Language 6 p 105Proficiency in English I p.189Phoenix 21st Century English 6 p 206


1. Drill: Pronunciation drill:Have the pupils listen as the teacher

reads the limericks. Then the pupils will read after the teacher.

There was a young lady of NigerWho smiled as she rode on a tiger;They returned from the rideWith the lady inside,And the smile on the face of the tiger.

2. Motivation:What do you want to be when you

grow up?Is there anyone here who wants to be a

soldier someday?

40

The Foolish ChickenOne day a chicken stood

near a pond watching the ducks swim fast. It longed to swim like them. But its mother had warned it not to go near the pond, as it could fall into the water and drown.

The Fox and a CrowA fox saw a crow upon a tree with a morsel in its beak. It wanted that bit of food very badly. So it flattered the crow and asked her to sing.

3. Vocabulary Development:To kill one’s self is the worst thing

that a person could do to himself or herself. We call this killing suicide. Below are words that pertain to other kinds of killing. Choose your answer from the words inside the box.

1. killing of parents (parricide)2. killing of brothers/sisters (fratricide)3. killing of race (genocide)4. killing of infants (infanticide)5. killing of royal people (regicide)

4. Motive Question: What request did the son write in his letter?


reads the story.

A Soldier’s Request

The old farmer did everything to discourage his young son from becoming a soldier. Instead, he urged the Youngman to become a rice tiller.

“I will give all three hectares of my irrigated land for you to farm,” offered the father. “You can go to college and earn a degree in agriculture and apply the modern technologies that you will learn.”

“You are the only one who can take my place,” the old man continued. “Your sisters, I know, will only sell the land and waste the money. That is not acceptable. This land is the only legacy of your grandfather.”

The mother had another viewpoint. “If you become a soldier, you will be away from us. Every day you will be exposed to danger and I will always worry about your safety. Please stay because you are so dear to us.”

But the boy was decided. All his young life he had dreamt of becoming a distinguished soldier. As he grew older, his aspiration became firmer. The most his parents could ask was that he finish his high school.

The young man enlisted in the armed forces immediately after graduation

and found himself assigned to various hotspots around the country. He never failed to write his parents regularly to assure them of his whereabouts and his safely.

After three long years, the parent’s received the discharged of their son from the military service.

The son’s letter was unusually short but direct to the point. “Dear Tatay and Nanay”. I am finally going home. Perhaps I can now help you till the land. But I have an important request to make. I also want to bring home my very dear friend. He lost both legs and his right arm in a bomb explosion. He also lost his left eye and his faced is scarred. Please allow him to stay with us. I look forward to being with my loved ones soon.”

The mother was assigned to reply,” Anak, you don’t know how happy we are to hear of your return. Your friend is welcome to stay with us but only for a few days. Please understand how can we take care of such an invalid? He will be too much of a burden. A disabled person like that cannot contribute to our farmland. We eagerly await for your arrival.”

After two weeks, a policeman arrived with a message. “Are you the parents of Marcelino Cabral?”

“Yes,” replied the mother excitedly. “Where is our son?”

“In town,” answered the policeman. “But I’m afraid I bring bad news. He committed suicide last night. He had no legs and no right arm. His face was also heavily scarred.

-Adapted from the Parable of the Soldier by Juan Flavier

C. Post Reading Activities: 1. Answering the motive question:

What request did the son write in his letter?

2. Comprehension Check:Have the pupils answer the following

questions:

a. What did the father offer the son if he decided to become a farmer?

b. What did the mother tell her son if ever he decided to become a soldier?

c. What answer did the parents give after reading the request of their son?

d. What happened to the soldier?e. Do you blame the parents for what

they said in the letter?

41

regicide parricidefratricide genocide

infanticide



GROUP 1: Thank you, God!Our parents are God’s gift to us. What

we do to our parents is our gift to Him. Have you done something to your parents which you think is your gift to God? If you have, recall and write them here.____________________________________________________________________________________________________________________________________________________

GROUP 2: STORY FRAME:Complete the basic story frame with

details based on the selection:

Group 3

Fill in the values web.


1. Drill: Pronunciation Drill:Have the pupils pronounce the verse

drill given:

She pinched the cake/ and got pinched in turn,//She nibbled the nuts/And overturned the bowl,//He mother punished her,/She screamed and sobbed;//Her mother ignored her,/She mended her ways.//

2. Review: Checking of Assignment:Direction: Complete the following

sentences by supplying the verb and the direct object.

1. The pretty girl ______________.2. Our class __________________.3. The president _______________.4. The workers _______________.5. Mrs. Ante _______________.

3. Motivation:Ask the pupils the importance

of blood on people’s lives.


selection. Note the underlined verbs in the sentences given.

First, a sample of the donor’s blood is mixed with that of the patient’s in order to see that the two bloods when mixed do not cause clumping of the red blood vessels. Blood of various types is stored in the refrigerator, ready for use. Blood may be stored in a suitable refrigerator for more than two weeks. In some patients, only the red are transfused, the plasma having been separated from the cells.

5. Discussion/Analysis:What are the underlined words in the

paragraph?What do you noticed about the

composition of the verbs?How is by-phrase used in sentences?

Have the pupils read the following sentences:

1. a. Mona gave a report on meteors.b. A report on meteors was given by

Mona.

2. a. God created Adam and Eve.b. Adam and Eve were created by God.

42




Title: _____________________


Do sentences a and b in sentences 1 & 2 mean the same?

How do they differ?Discuss further. Use the information

given under generalization.

6. Fixing Skills:A. Direction: 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.4. The lawmakers studied the

amendment carefully.5. Unsavory habits spread

communicable diseases.

B. Fill in the blanks with the simple passive form of the verb in the parentheses:

1. The Piso Para sa Pasig _____ (launched) last October 7, 1995.

2. A trust of Php 50 million _____ (put up) to support private sector’s efforts in saving the Pasig River.

3. The “Save the Pasig” program _____ (conceive) to preserve a great and historical river from death due to pollution.

4. The Pasig River _______ (immortalize) in the books of Dr. Jose P. Rizal.

5. The riverbanks ____ (line) with nila or nilad, a flower-bearing water pant after which Manila ____ (name).

7. GENERALIZATION:When do we use the passive form of

the verb?

REMEMBER:Voice is the quality of a verb which

shows whether the subject is the doer or the receiver of the action.

In sentence: A report on meteors was given by Mona; the doer of the action is found at the end of the sentence. (Mona) The receiver of the action or the direct object becomes the grammatical subject. The verb gave was changed to was given. The verb was given is in the passive voice.

The doer of the action was introduced by the word by. This is called the by-phrase.

A verb in the passive voice consists of some form of be with a past participle: is mixed, are transfused, and having been separated.

8. Application: A. Direction: Change the following sentences from the active to passive voice.

1. The teacher located the new comet in the night sky.

2. They named the comet after the Japanese astronomer.

3. A Japanese astronomer discovered the comet Hyakutake.

4. The observers also got to see a better view of the moon.

5. Teachers and students study the heavenly bodies only in the classroom.

B. Direction: Fill in the blanks with the simple passive form of the verb in parentheses.

1. At the mouth of the river, a community _____ (established) by the Spanish government.

2. The conqueror _____ (enclose) in Intramuros for protection.

3. The river _____ (utilize) as a means to transport goods.

4. With modern means of transportation, the river _____ (transform) into a receptacle for the city’s waste.

5. The death of the river ____ (hasten) by the dumping of domestic and industrial wastes.

IV. EVALUATION:Direction: Read the following sentences. Then write the passive

form of each sentence with a by-phrase.

1. The president asks us to attend the meetings.

2. The secretary checks the attendance of club members before the meeting starts.

3. The president adjourns the meeting at 11:00 a.m.

4. Plastic receptacles and other non-biodegradable materials destroy our environment.

5. Litter and improper waste disposal make our communities unsightly.

43

TS. Transfer Stage:

1. Drill: Pronunciation drill:Have the pupils pronounced the given verse drill correctly:

/w/ and /hw/ sounds

“Whither goes the winding road?”/asked the wayfarer.//

“Somewhere,”/ said the wanderer.//“Whither is somewhere?”/

asked the wayfarer.// “Anywhere,”/ said the wanderer.// “Anywhere cannot be somewhere,”/

said the wayfarer.// “Somewhere can be anywhere!”/

said the wanderer.//

2. Review: Checking of Assignment: Read the paragraph and then draw the incidents that may possible to happen.

Father had been looking forward to a fishing trip with Dave for several days. They did not take much food with them on the trip. When started fishing, they were approached by a forest inspector.

He asked Dave’s father if he had a fishing license. Dave’s father reached into his pocket and suddenly, got a terrified look on his face.

3. Motivation:What do you usually do if you

broke something which is important to other people?4. Presentation:

Present picture stories to the class. Call on pupils to express in sentences the events as they are depicted in each picture. Then, ask what will happen if one or two episodes of the story were changed.

1st picture: Melissa saw her mom’s necklace on the table.

2nd picture: As she picked it up, it slipped out of her hands.

3rd picture: It dropped on the floor and broke.

4th picture: Melissa hid the necklace under the desk.

5th picture: Later, her mother found it and asked Melissa what happened.

6th picture: At first, Melissa did not say anything, but soon after told the truth.

5. Discussion:From the picture given, pick out an

episode and change it. For example, ask: What if Melissa didn’t tell the truth to his mother? What will happen?

Have the pupils infer how the story will turn out if you changed some of its episodes.

Discuss further.

6. Fixing Skills:Direction: Read the given paragraph.

Infer how the story would turn out if some episodes were changed.

1. Luisa and her friends played cooking rice one Saturday afternoon. Ben built a fire near the fence. Luisa put her clay pot over it. When the rice was cooked, the children ate fish and bananas with it. Just then, Mother called Ben and Luisa in. Luisa’s friends went home. What could have happened if Mother didn’t call Ben and Luisa in?

2. Leonardo da Vinci would like to have musicians playing while he was painting so that it would not take him a longer time to finish his painting. What could have happened if Leonardo da Vinci did not have musicians playing while he was painting Mona Lisa?

3. A certain man planted a rose and watered it faithfully and before it blossomed, he examined it. He saw the bud that would soon blossom, but noticed thorns upon the stem and he thought, “How can any beautiful flower come from a plant burdened with such many sharp thorns?” Saddened by his thought, he neglected to water the rose, and just before it was ready to bloom… it died. What could have happened if the man didn’t neglect to water the rose?

7. GENERALIZATION:How can we come up with a good

inference about the story if some episodes of it would be changed?

8. Application:

44

Direction: Read the paragraph then infer what the story would turn out if some of the episodes of it will be changed.

1. When Linda was two years old, she could play little songs on the piano with one little finger. She loved to play tunes on the piano very much. So, her mother, a piano teacher, gave her piano lessons. What would happen if her mother is not a piano teacher?

2. Linda learned very fast. After four years, she had a grand recital. Many people came to listen to her. The mayor of the town was there, too. After the recital, the Mayor said, “send her to the best music school and I will pay for her tuition.” What do you think would have happened if the mayor suggested to send Linda to the best music school but didn’t answer for Linda’s tuition?

IV. EVALUATION:Direction: Determine how the situations or stories would turn out if episodes were changed.

1. To locate the appropriate model for Judas, the traitor, Leonardo spent a lot of time wandering through the haunts of criminals. What is likely to happen if he did not do this?

a. He would not be able to get a model.

b. He would not be able to show how a traitor’s feeling in painting.

c. He would not be able to play the role of Judas.

2. What is likely to happen if some people did not spread around the world that Michaelangelo refused to do the painting of the ceiling of the Sistine Chapel because he was not good at painting?

a. Michaelangelo would ask other painters to do the job.

b. He would not try painting at all.c. Michaelangelo would not accept the

job of painting the chapel.

3. What is likely to happen if Raphael did not see the young woman sitting by the doorway with her little baby?

a. He would have another model for his painting.

b. He would not paint the “Madonna and Child.”

c. He would change the subject of his painting.

4. If people truly helped one another ______.a. Everybody will be happy.b. Everybody will have money.c. Everybody will have power.

5. All want to be powerful and rich so they can ____.a. Share what they have.b. Enjoy life peacefully.c. Wage wars with others.

V. ASSIGNMENT:GOLD: Direction: Change the following sentences into passive voice.

1. Man grows plants as part of life.2. The people plant the seedlings of trees.3. The leaves receive the greatest amount

of sunlight.4. A single tree houses thousands of

insects.5. Air pollution endangers our

environment today.

TS. Direction: Read the paragraph below then write an alternative situation if some of its episodes would be changed.

LESSON # 10

OBJECTIVES:


listened to.GOLD: Use the expressions about the future

plans – hope – can; wish – could/ would

TS: Write a diary entry.

45

There was once an old couple who were very unhappy because they did not have any child. They kept wishing for a son. A good fairy heard their wish and made it come true. What would have happened if the fairy is not good?

SUBJECT MATTER:

GLR: The Owl and the DoveGOLD: Using the Expressions About the

Future Plans – hope – can; wish – could/ would

TS: Writing a diary entry.

References:2002 Basic Education CurriculumPELC Speaking 8.1; Reading 9.3Dynamic Series in English p. 180Across Border Through Language 6 p 105Proficiency in English I p.189Phoenix 21st Century English 6 p 206

III. PROCEDURE:GLR: (Genuine Love for Reading)A. Pre-reading Activities:

1. Drill: Pronunciation drill:Have the pupils read the following

words with /b/ and /v/ sounds.

/b/ /v/bat vatcab calveboat votebile vilebill vealbolt vault

1. benevolent bishop2. bandits misbehave3. impoverished braggart4. maverick businessman5. forgive the unforgivable6. brilliant and imaginative7. lavish and breathtaking8. broccoli for the vegetarian9. invisible and invincible10. rivalry for a bull’s eye

2. Motivation:Present a picture of an owl. What

can you say about the owl?

3. Vocabulary Development:Supply each blank with the correct

meaning of the word.

a. People dislike the owl because of the loud sound it produces. (hoot, speaker, laughter)

b. “Where are you going?” inquired the dove. (asked, answered, added)

4. Motive Question:Why did the owl move from one place

to another?

B. During Reading Activities:Have the pupils listen as the

teacher reads the story.The Owl and the Dove

One day, a dove met an owl.“Where are you going?” inquired the

dove.“I am moving west,” said the owl.“But why? Don’t you like to live here

anymore?” asked the dove.“It’s not that, but the people here

dislike my hoot,” replied the owl, “so I want to move west.”

“If you can change your tone,” said the dove, “it will be alright. But if you can’t, even if you move west, you will be taking your trouble with you, for the people there will dislike you the same.”

Critical ThinkingC. Post Reading Activities:1. Answering the motive question:

Why did the owl move from one place to another?


questions:

a. What is the story about?b. Who are the characters in the story?c. Describe the owl in the story.d. Is the dove a true friend? Why?e. If you were the owl, will you do the

same thing of moving from one place to another?


activities under time limit.


What would be your feeling if you move from one place to another because nobody likes you? Dramatize it in class.

GROUP 2: DRAW ME!Draw the Owl and the Dove as

they are talking in the story. Make a dialogue between the two using the bubble.

46

Phrase Drill:

GROUP 3: STORY FRAME:Complete the basic story frame with

details based on the selection:

GROUP 4:Fill in the values web.


1. Drill: Pronunciation drill: Have the pupils pronounce and spell the following words:

Astronaut BusinessmanPilot TeacherNurse ResearcherArchitect EngineerAstronomer NutritionistAnalyst Doctor

2. Review: Checking of Assignment:Change the following sentences into

passive voice.

1. Man grows plants as part of life.2. The people plant the seedlings of

trees.

3. The leaves receive the greatest amount of sunlight.

4. A single tree houses thousands of insects.

5. Air pollution endangers our environment today.

3. Motivation:Have you ever seen a shooting star? What did you do?

Present the song to the class.

What does the song tell us?Do you believe in wishing upon a star?

4. Presentation:Have the pupils read the

dialogue given

Allyson is celebrating her eleventh birthday. During her birthday party, her family and friends greet her. They also make their hopes and wishes for her.

Kiana: I hope all your dreams will come true.

Albert: I wish you would travel around the world.

Gwenn: I hope you will become a successful doctor.

Sherwin: I hope you can finish your studies.

Tricia: I wish you could be an astronaut.

Mother: We hope you will not change at all and you will stay as sweet as you are.

5. Discussion:

47

Title: _____________________



When You Wish Upon a Star

Wish I may…wish I mightHave this wish I wish tonight

When you wish upon a starMakes no difference who you areAnything your heart desireWill come true.

If your heart is in your dreamNo request is too extremeWhen you wish upon a starYour dreams come true

Dove:Owl:

Who among Allyson’s well wishers tell what is/are likely to happen?

Have the pupils write them on the board.

What expression of desire or want is used in the sentences?

What form of the verb follows the word hope?

Who among Allyson’s well wishers tell what is/are not likely to happen?

Have the pupils write them on the board.

What expression of desire or want is used in the sentences?

What form of the verb follows the word wish?

Study the following sentences:

I wish I could know what things to do,

I wish I were a knight, I wish I could sing a song, I wish I could reach Heaven’s

might, I wish I could shine a light, I wish I could have the power to

stopthe senseless bloodshed and the strife.

What does “wish” express?- Wish expresses something

that is not likely to happen

What word follows wish in each of the sentences?

- It is followed by could or would and the present form of the verb.

Study the following lines that express “hopes”

To hope I can have wishes mild To hope I can in my own way Make all my dreams come true

today

What does “hope” express?- Hope expresses something that is

likely to happen.

What word follows hope in each of the sentences?

- It is followed by can and the present form of the verb.

Discuss further.

6. Fixing Skills:A. Underline the form of the verb that

best completes the sentence.

1. The Grade 6 pupils hope the educational tour (will prove, would prove, proved) to be enjoyable and rewarding.

2. Bowling teams wish the tournament (can interest, could interest, interests) more future players in the game.

3. We hope the cold weather (ends, could end, will end) soon.

4. The Philippines wishes it (launches, could launch, can launch) its first rocket.

5. Teachers wish their students (learned, can learn, might learn) something from outreach activities.

B. Check (/) which of the following sentences are likely to happen and cross (x) the sentences that are not likely to happen.

1. Some parents wish there would be shorter vacation for their kids.

2. Carl hopes he can interview the American singer who is in our country.

3. I wish I were the president of the country.

4. Precious hopes she will be a successful nurse.

5. The poor farm girl wishes she were a princess living in a golden palace.

7. GENERALIZATION:When do we use hope?When do we use wish?

REMEMBER:The verb hope is used to express a

desire for something that is likely to happen or something considered possible. It is followed by a present verb form or a helping verb indicating present or future time.

Example: Amanda hopes that she will/can/is going to get the lead role.

The verb wish is used to express a desire for something that is not likely to happen or did not happen. It is followed by a simple past verb if it is for something in the

48

present time; if it something in the future time it is followed by a verb containing a past helping verb.

Example: Dina wishes she won in the contest.Dina wishes she might win the

contest.

8. Application:A. Direction: Choose from the choices

given the group of words most suitable to each of the following hope or wish expressions.

1. My friends hope _________.a. they can visit me oftenb. they could visit me oftenc. they might visit me often.

2. The graduates wish ___________.a. they can be accepted in any school

of their choiceb. they could be accepted in any

school of their choicec. they will be accepted in any school

of their choice

3. Filipinos hope __________.a. that the government will institute

programs to solve the economic crisis

b. that the government would institute programs to solve the economic crisis

c. that the government might institute programs to solve the economic crisis

4. Many parents wish _________.a. that private schools will not raise

tuition yearlyb. that private schools would not raise

tuition yearlyc. that private schools are not going to

raise tuition yearly

5. The Filipino moviegoers hope ______.a. that producers might produce

quality filmsb. that producers are going to produce

quality filmsc. that producers would produce

quality films

B. Direction: Read the following sentences. Then choose the correct verb to complete the sentence.

1. Government officials wish they (can, could, will) stay in the office forever.

2. The poor hope the government (can, could, would) alleviate their condition.

3. The rich wish they (will, could, are going to) make themselves richer.

4. Taxpayers hope they (could, will be, might be) given more tax exemptions.

5. Lawmakers hope they (might, could, can) make more laws beneficial to their constituents.

C. Direction: Circle the correct verb.1. I hope I (can, could) finish my studies

up to college.2. I wish I (were, could) be a Lion King.3. Carl hopes he (can, could) find a job

after graduation.4. Renan wishes he (can, could) be an

astronaut.5. Jazzer wishes he (will, would) get high

marks in school this year.

IV. EVALUATION: Direction: Underline the appropriate form of the verb in the parentheses.

1. He hopes he (can, could) go home this summer.

2. He wishes he (can, could) come this week, but he has a rush job to attend to.

3. Annie hopes she (can, could) enroll in college this semester, and she already has the money for it.

4. His parents wish he (has, had) hone to the United States instead of Saudi Arabia.

5. They wish they (can, could) visit their sick son, but they have no money for the fare.

TS. Transfer Stage:1. Drill: Pronunciation

drill/Spelling drill:Have the pupils

pronounce the following word correctly. Then fill in the blank with the correct word to complete the sentence.

spectacular tandemglimpse passivefeature convergenceelite majestictrek concealed

49

1. The _______ first sunrise of the new millennium did not take place at Pusan Point as expected.

2. I was not able to get a ______ of the first sunrise.

3. The ___ to Mount Apo took three days.

4. The concert will ____ Lulu Diaz with her best friend.

5. The Alano-Diaz _____ is really unbeatable.

6. However only Manila’s ________ could afford to buy the concert tickets.

7. Give a sentence using the _____ voice of the verb.

8. I cannot imagine myself at the top of ______ Mount Apo.

9. Dark clouds and heavy rains _________ the much-awaited sunrise.

10. An intertropical ______ zone was detected by PAGASA.


Direction: Read the paragraph below then write an alternative situation if some of its episodes would be changed.

3. Motivation:Where do you usually write all the

important and unforgettable events that happened to you during the day?

Present a sample of a diary.

4. Presentation:Say: Keeping a diary helps you

express your feelings and pour out your secrets without the risk of having others know and talk about them.

5. Discussion:What other ways by which your

diary could be of help to you? (1. reference when you want to recall some events; 2. also improve your communication skill.)

Is there a format in writing a diary entry? (no)

What do you have to do with your diary? (think of it as a friend whom you can talk to in confidence.)

6. Generalization:How do we write a diary entry?

REMEMBER:

Keeping a diary helps you express your feelings and pour out your secrets without the risk of having others know and talk about them.

The diary serves as reference when you want to recall some events. It also helps improve your communication skill.

There is no format for writing a diary entry. All you do is think of your diary as a friend whom you can talk to in confidence.

7. Application:Write down a diary entry your thought

and feelings about an environmental problem that you have observed in your community.

IV. EVALUATION: Write a diary entry about your hopes

and wishes this coming Christmas.

V. ASSIGNMENT:GOLD: Direction: Underline the appropriate verb form for the following sentences.

1. Gina hopes that she (gets, will get, would get) a scholarship.

2. Businesspersons hope the country (recovers, will recover, would recover) from economic crises before the year ends.

3. I wish that there (will be, were no, is) wars in the world.

4. Daddy wishes he (gives, can give, could give) us anything we like at the snap of his fingers.

5. The pope hopes that we (love, can love, might love) our neighbors as we love ourselves.

TS. Direction: Write down as a diary entry your thought and emotions about disallowing the teachers to give assignment during weekends.

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There was once an old couple who were very unhappy because they did not have any child. They kept wishing for a son. A good fairy heard their wish and made it come true. What would have happened if the fairy is not good?

LESSON # 11

OBJECTIVES:


listened to.GOLD: Use two-word verb.TS: Draw conclusion based on

information given.

SUBJECT MATTER:

GLR: The Goose with the Golden EggsGOLD: Using two – word verbs.TS: Drawing Conclusion Based on

Information Given.References:2002 Basic Education CurriculumPELC Speaking 8.1; Reading 10Dynamic Series in English p. 180Across Border Through Language 6 p 105Proficiency in English I p.189Phoenix 21st Century English 6 p 206

III. PROCEDURE:GLR: (Genuine Love for Reading)A. Pre-reading Activities:

1. Drill: Pronunciation drill:Have the pupils read and recite the

verse drill given:

One who achieves the ultimate/Is willing to catch a sunbeam;//He’s willing to know the unknownAnd conquer the unconquerable!//

2. Motivation:If you were given the chance to

win the grand lotto, what will you do with the money?

Show a picture of a goose. Have you seen a goose? What does it give us?

3. Vocabulary Development:Choose the letter of the correct

meaning of the underlined word in the sentence.

1. He has grown impatient with a supply of one egg a day.a. calm b. deadlockc. intolerant d. blind

2. He regretted killing the goose.a. repented b. discontentedc. relief d. alleviated

4. Motive Question:Why did the man kill the goose?


reads the story.

The Goose with the Golden Eggs

A man who owns a goose could hardly believe what he saw when his goose laid an egg of pure gold.

And everyday thereafter, he finds a golden egg in the nest.

The man sold the egg at a high price and soon became rich.

But as the man grew richer, the greedier he became. He has grown impatient with a supply of one egg a day. He thought, “I’d better cut and open the goose and get all the golden eggs at once.”

This he did. He killed the goose and opened it, but he found nothing. He regretted killing the goose that laid golden eggs.

CRITICAL THINKING:C. Post Reading Activities: 1. Answering the motive question:

Why did the man kill the goose?


questions:a. What is the story about?b. Describe the expression of the man

when he saw the golden egg.c. What did the man do with the golden

eggs?d. Why did the man become greedier

each day?e. Is the story real or fantasy?f. If you were the man, would you do

the same? Why?




51

Act out the expression of the man when he saw the golden egg.

GROUP 2: DRAW ME!Draw things made of gold that can

make you happy.

GROUP 3: Fill in the values web.

GROUP 4: STORY GRAMMAR ORGANIZER

Have the pupils complete the story grammar organizer:

Title: _________________________Author: _______________________


1. Drill: Pronunciation drill:Have the pupils pronounce the

given verse drill:

Some cats went to a ranch,/ wearing belts and hats/Which belonged to the coach who led a putsch.//The coach wanted to catch the cats/ wearing his belts and hats;/But the cats led a putsch/ and caught the coach instead.


Direction: Underline the appropriate verb form for the following sentences.

1. Christie hopes that she (gets, will get, would get) a scholarship.

2. Businesspersons hope the country (recovers, will recover, would recover) from economic crises before the year ends.

3. I wish that there (will be, were no, is) wars in the world.

4. Daddy wishes he (gives, can give, could give) us anything we like at the snap of his fingers.

5. The pope hopes that we (love, can love, might love) our neighbors as we love ourselves.

3. Presentation:Have the pupils read the dialogue.

Allan: Let’s hurry up. The meeting starts at exactly three o’clock.

Marlon: Yes, but we better slow down or we will slip.

Jundoe: See how Raphael turns on the loud speaker. What an earsplitting noise! Don’t you hear it?

Henry: Yes, I do. I hope he turns it down soon.

4. Discussion:What are the italicized words in the

conversation?What makes up these words?How do you call these words?

Have the pupils study the chart below.

Two-Word Verb MeaningPut on

Hurry up

To wear

To be quick

Say: When we put together the two words, it gives a third meaning. The meaning of the main verb “put” is to place or to lay while the meaning of the particle “on” means in or into position. But when “put on” put together, it now means to wear.

Discuss further.


the appropriate two-word verbs.

1. put on – put off

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WHAT IS THE MESSAGE OFTHE STORY

Who is the main character?

Where and when did the story take place?

What is the problem or conflict?

What did the main character do to solve the problem?

How did the story end?

a. Have you ____ the new pair of socks your aunt gave you?

b. Let us ____ our plan to interview Mrs. Gina Sapungan. She is not free this Sunday.

c. Always ____ a sincere smile when welcoming people.

d. ____ your black leather shoes for the graduation.

e. Please don’t ___ our vacation plans in Boracay.

2. turn on – turn offa. Please ___ the TV for some news.b. Always ___ the lights before going

to bed.c. You may ____ the electric fan. It

will ___ automatically as set by the timer.

d. Grandfather had to _____ his portable radio for storm signal updates. The winds were getting stronger.

e. That proud good-looking boy ___ me ___.

B. Use the following two-word verbs in meaningful sentences.

1. call back – return a telephone call2. figure out – find a solution to a

problem.3. cross out – draw a line through4. put off – postpone5. keep up – continue6. make up – invent7. run into – meet by chance8. tear down – destroy a building9. turn down – decrease the volume10. call off – cancel

6. GENERALIZATION:What are two-word verbs?

REMEMBER:A verb may be a single word as in

enjoy, love, and walk. It may also be a two-word as in look-up, hurry up, put on, and among others.

A two-word verb is formed by putting together a simple or main verb and a particle. It looks like a phrase but it gives only one action that is why they have only one meaning.

Two-Word Verb MeaningPut on To wear

Hurry upPut offGet on

Take off

Get off

Look up

Look forCall backFigure out

Cross outKeep upMake upRun intoTear downTurn downFind outPay back

Leave outThrow awayPut outCall off

To be quickTo cancel or postponeTo board or ride in a vehicle or on an animalTo depart, to ascend, to launch or to fleeTo alight or come down from a vehicleTo give due respect; to search or to findTo search for; seekReturn a telephone callFind a solution to a problemDraw a line throughContinueInventMeet by chanceDestroy a buildingDecrease the volumeDiscover informationReturn money to someoneOmitPut in the trashExtinguishcancel

7. Application:Direction: Read the following sentences.

Underline the two-word verbs used in each sentence.

1. A month had passed by when Clara gave birth to a son.

2. I have come here to get your son you promised me a long time ago.

3. The man took off immediately without saying goodbye to his parents.

4. The man received back his soldier-like suit, which made him look like a knight.

5. The ugly man put on again his bear-like clothes and gave back the man his freedom.

B. Fill in the blanks with the appropriate two-word verbs.

1. get on – get offa. Let us ____ the jeepney now. Mang

Carlos is here. b. “Where does everybody _____?” asks

Mang Carlos. “At the town hall,’ answered Donna and Angelie.

c. ______ that bike and bring this basket of chicks to your grandmother.

d. _____ the bike when you reach the bridge and walk straight ahead.

53

e. The old man fell from the bus when he was about to _____.

2. look up – look fora. ___ the meaning of these two-word

verbs in the glossary.b. Can you ____ Mr. Santos? His son

would like to talk to him.c. I cannot ___ your name in the file

because I’m not allowed to do it. Kindly ___ Donna and ask for her assistance.

d. I cannot come with my family unless I ____ my bus ticket.

e. ____ any newspaper. Then, cut out its headline and be ready to read it in class.

IV. EVALUATION:Direction: Underline the correct two-word verb to complete each sentence.

1. (Cross out, Cross off) all the verbs in the paragraph.

2. Please (keep out, keep up) your good work.

3. Your father told you to (call back, call on) your mother in the office.

4. The firefighters (put out, put off) the fire immediately.

5. (Look up, Look out) the synonym of fear.

TS. TRANSFER STAGE1. Drill: Pronunciation drill:


The suitor wore shorts and a short shooting suit to a short shoot.But the shorts didn’t suit the short shooting suit,And at the short shoot the short shooting suit didn’t suit.Oh, shoot!

2. Review: Checking of Assignment:The teacher will check the diary

entry of the thought and emotions about disallowing the teachers to give assignment during weekends.

3. Motivation:Present a picture of a typhoon to the

class. Ask: What do you think happened?

4. Presentation:

Have the pupils read the given situation:

5. Discussion:What do you think happened with the

lady?Are you right with your conclusion?How did you draw with that

conclusion?Discuss further.

6. Fixing Skills:Direction: Have the pupils draw their

own conclusion for the following situations:

1. Lorena knew she got a failing mark in her History test and she was right. She got an F.

2. The lion is feared by the other animals in the jungle because of his strength. He is respected by everyone. All the animals give him a big share of the food they catch.

3. Ray’s dog is barking loudly outside by the gate. When somebody called form the other side of the gate, the dog stopped barking but remained by the gate pacing excitedly and wagging its tail. Why was the dog behaving that way?

7. GENERALIZATION:How do you make a sound conclusion?

8. Application:Direction: Read the paragraph inside the box. Then answer the questions that follow.

54

A lady comes running towards the check in counter with her hand-carried luggage. She frantically reaches into her purse for her ticket and presents these to the counter personnel. The man at the counter acts with dispatch and points her to Gate 10. The lady runs towards it. What do you think happened?

One Saturday afternoon, I saw a bird’s nest. It was on the branch of a mango tree. The nest was made of straw. A bird was sitting on the nest with three birdies. After a while mother bird came. Something was in her mouth. Mother bird came closer to the birdies.

1. Who do you think built the nest on the tree?

2. What do you think was in the mother bird’s mouth?

3. What kind of parent do you think is the mother bird?

1. The Divine Presence referred to by the speaker is ____.

2. A person who does not allow the Divine Presence to influence his thoughts, words, and actions ______.

1. What happened to the cups as Ronny juggled them?

2. If Ronny tries to juggle glass cups, he will probably _____.

3. If Ronny can master juggling things he can probably work in a ____.

IV. EVALUATION:Direction: Read the paragraph carefully. Then choose the best

conclusion from the choices given.

1. Last night, before going to bed, Tessie felt very warm. When she went out this morning, she saw the ground was wet. What conclusion can you draw? It rained the night before.

Somebody left the water hose on.

There was a flashflood.

2. Tanya is crying. She is holding a knife. One of his fingers has blood. What conclusion can you make? Tanya was attacked with a knife.

Tanya cut her finger with the knife.

Tanya attacked somebody with the knife.

3. Sally was very excited to show her mother her report card. Mother smiles and kisses her. ____________________________________________________________

4. Paolo enters the classroom. The teacher looks at her watch and shakes her head. She hands Paolo a slip of paper and tells him to see the principal. ____________________________________________________________

5. Venice comes from a family of models and beauty titlists. She had done some modeling during her spare time and was quite good at it. Yet, she chose to work as a teacher after graduation instead of pursuing a modeling career. ______________________________________________________________

V. ASSIGNMENT:GOLD: Direction: Underline the correct

answer to complete each sentence.

1. I have to (figure out, figure in) the solution to this problem.

2. Please (turn down, turn away) the television set.

3. The airplane will close its doors ten minutes before (take down, take off).

4. (Get off, Get down) the bus when you reach the market.

5. Do not (make up, make off) stories that will scare your classmates.

TS. Direction: Read the paragraph given. Then answer the question that follows. Choose five possible answers from the box.

The teacher’s personality is one of the most influential factors in the school. Children are inspired to learn when their teachers have pleasing personality. What could possibly happen to the children if they had dull and boring teachers?

55

It is not only in attending church services that we can show our love for God. We can show love every hour of our life when our every thought, word or action is influence by Divine Presence.

Ronny knows how to juggle three balls in the air at a time. He thought he’d do the same trick with cups. He got three plastic cups and started to throw them in the air. But he had much difficulty catching and throwing the cups one after the other.

a. Children will feel lazy to go to school.

b. They will not listen to the teacher.c. They will enjoy learning.d. They will not study their lessons.e. They will love their teacher.f. They will play inside the room.g. They will lose their interest in their

studies.

LESSON # 12

OBJECTIVES:


listened to.GOLD: Use descriptive words.TS: Infer alternative actions taken by

characters.

SUBJECT MATTER:

GLR: The Little Match GirlGOLD: Using Descriptive WordsTS: Inferring Alternative Actions

Taken by Characters.References:2002 Basic Education CurriculumPELC Speaking 9; Reading 10Dynamic Series in English p. 180Across Border Through Language 6 p 105Proficiency in English I p.189Phoenix 21st Century English 6 p 206


1. Drill: Pronunciation drill:Have the pupils pronounce the

given tongue twister:

He says it seems as easy as it is, but it doesn’t seem as easy as it is nor does what he says it seems easy, seems as easy as he says it seems it is.

2. Motivation: What are the usual household

chores that you are assigned to do at home? Do you do it freely? Why?

3. Vocabulary Development:Have the pupils read the

following sentences. Then look for the meaning of the underlined word inside the box that will best fits it.

1. It was Christmas Eve and it was very, very cold.

2. I think she is cold distant to her stepmother.

3. My friend has a cold.4. Te streets of the city were covered with

soft, thick blanket of snow.5. My blanket is woven from habi cloth.

6. The principal has given the teacher blanket authority.

4. Motive Question:Why did the girl wanted to be with her grandmother in paradise?


reads the story.

The Little Match Girl

It was Christmas Eve and it was very, very cold. The streets of the city were covered with soft, thick blanket of snow, so soft and thick that passers-by sink deeply with each step. The dogs frolicking in it, sank in with all four paws, till the snow reached their throats. But, as dogs will, they jumped right out again…and feel right again. They made a funny sight, those dogs and the little girl amused herself watching them.

The little girl was a match girl, a seller of boxes of matches. Her father, a very poor man, had sent her out into the street to try to earn a few pennies; for they had so little that even those pennies would be welcome.

Bu this evening, so busy and jolly for most people, was not a happy one for the little girl. For although she had been standing in the cold snow for hours, she had not yet sold a single box of matches. As she gazed into the brightly lit store windows, she tried to forget the hunger pains in her stomach and the cold that gripped her bare feet.

The little girl felt terribly tired and cold, and she huddled down between tow houses to try to get warm. She let her thoughts roam, and daydreamed of a house with a

56

Colda. a condition marked by low

temperature.b. a chilly feelingc. a bodily disorderd. lacking warmth or feelinge. suffering or uncomfortable from

lack of warmth

Blanketa. a heavy woven often woolen

covering.b. A covering layerc. Covering a group or class

applicable in all instances.

warm, roaring fire in the fireplace. Then she thought, “Why not light just one match to warm myself? My father won’t begrudge me one match, and perhaps my stepmother won’t notice.” She lit the match. It lasted only a second, but it made a comfortable glow and gave a little warmth. She lit another, and another, and then as if in a dream, an enormous table appeared before her, loaded with good things to eat, sweet smelling and delicious. And the table seemed so close that the little match girl felt as she could reach out her hand and take a chicken leg. How she loved chicken.

“Grandma, oh Grandma!” exclaimed the girl suddenly in a high voice. “Why did you go away without me? Why did you leave me here alone? If only you know how cold it is... and how my stepmother beats me now that you’re gone. Grandma, is it really true that you are in paradise?”

By now, the little girl match girl had used up all her matches, the matches that she had hoped to sell, but that no one wanted to buy.

“You know Grandma,” the little girl went on her voice higher, for now she was delirious with fever, “I have an idea. Why don’t you take me with you? I know there will be food to eat there and a place to warm myself. Yes? Did you say yes?”

As the snow continued to fall, it covered the body of the little match girl with soft, white flakes. The little girl lay there stiff and cold, as if asleep. But she had a smile on her pale lips; for she had seen her grandmother reaching out her hand to her, ready to take the little match girl with her.

-Adapted

CT. CRITICAL THINKINGC. Post Reading Activities:

1. Answering the motive question:

Why did the girl wanted to be with her grandmother in paradise?

2. Comprehension Check:Have the pupils answer the

following questions:a. Who is the most important character in

the story?b. What kind of person is the main

character? Describe her in three words.c. What was the girl doing in the street

during Christmas Eve?

d. Is she successful in what she was doing? Why?

e. What is the ending of the story?f. If the grandmother of the little girl is still

alive, do you think the little girl will experience the same thing? Why?

3. Engagement Activities: Have the pupils perform the following activities under time limit.

GROUP 3:Write the values that you’ve learned

from the selection:

GROUP 4. Energize your thoughts:

Complete the paragraph:

GOLD: Grammar, Oral Language Development


tongue twister:

Detonate and reverberate and disintegrate in their changed state before it’s too late.

57






If I am the father of the little girl, I will: ________________________________________________________________________________________________________________________________________

2. Review: Checking of Assignment:Direction: Underline the correct answer to complete each sentence.

1. I have to (figure out, figure in) the solution to this problem.

2. Please (turn down, turn away) the television set.

3. The airplane will close its doors ten minutes before (take down, take off).

4. (Get off, Get down) the bus when you reach the market.

5. Do not (make up, make off) stories that will scare your classmates.

3. Motivation:Have the pupils think of somebody

whom they admired so much. Ask them why did they admire that person? Let them give three most important characteristics of that person.


paragraph.

Jahzeel seems to be the apple of the eye of the family. It is because he’s different from his brothers and only sister. He has this white and soft skin. He has brown eyes and hair. He has red lips. His family loves him so much because he is the angel of the family.

5. Discussion;How is Jazheel describe in the

paragraph? What kind of skin has he? What kind of hair has he? How about his lips?

List all the words on the board.What kind of words are these?How do you call a describing word?

Or what is the other term for describing words?

Have the pupils read the following phrases:

transparent parts four eyes red eye

What are the adjectives used in each phrase?

What kind of adjective is transparent? four? red?

What does the word transparent modify? four? red?

Discuss further.

6. Fixing Skills:

A. Direction: Underline the adjectives found in each sentence. Then encircle the noun it modifies.

1. The two boys seemed to be going down in a strong whirlpool.

2. They alternately felt terrible heat and icy cold.

3. Then they blacked out… and when they regained consciousness, they noticed that the soft metal of the lever box was dented.

4. “What happened?” Tom asked his friend in a weak voice.

5. “Your arm struck the lever, and now we’re a thousand years back in time.”

B. Write an adjective before each noun:1. ______ clothes 4. ____ sky2. ______ food 5. ____ space3. ______room 6. _____ planets

6. GENERALIZATION:What is an adjective?

REMEMBER:

An adjective is a word that describes a noun or a pronoun. It may tell:

1. what kind as in transparent parts2. how many as in four eyes3. which one as in red eye, this star

(The is a definite article because it names a particular person, place or thing. A and an are indefinite articles because they refer to any one of a group. This, that, these, and those are demonstrative adjectives because they point out the nouns they modify.)

The kinds of adjectives are:

1. Quantity (number) – These are numerals and expressions for indefinite quantity.Examples: the, a, an, flock, voluminous, few, several, thousand, a lot, many, herd, swarm, batch, group

2. Quality (kind) – It describes the nouns.Examples: beautiful, expensive, friendly, colorful, generous

3. Color4. Size

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5. Shape

7. Application: Direction: Read the short paragraphs and circle all the adjectives used.

B. Underline the adjectives in the following sentences, and then draw an arrow to the nouns they modify.

1. Can you name the biggest ocean?2. Her mother is very charming.3. A tall, shabby man crossed the road.4. I found a leather bag yesterday.5. Small tricycles may not pass

through the busy lanes.

C. Choose the most appropriate adjectives to describe each picture.

1. (minute, huge, unique)

2. (tall, fresh, large)

3. (cold, fresh, spacious)

4. (snowy, warm, blue)

5. (beautiful, caring, slow)

IV. EVALUATION:Direction: Underline the adjective

that fits in each sentence:

1. Tarzan is known to be a very (lame, powerful, sluggish) adventure-fiction character.

2. We all felt tired after trudging a (winding, slippery, narrow) road.

3. It looks like it is going to rain because of the (hot, humid, wet) air.

4. The boys were amazed and looked up at the (small, gigantic, silent) robot.

5. We all listened to a / an (exciting, dull, musical) story of Grandfather.

TS. Transfer Stage1. Drill: Pronunciation drill:

Have the pupils recite the tongue twister

given:

Miss May Shells suffered measles having sampled mussels (3x).

2. Review: Checking of assignment:Read the paragraph given. Then

answer the question that follows. Choose five possible answers from the box.

The teacher’s personality is one of the most influential factors in the school. Children are inspired to learn when their teachers have pleasing personality. What could possibly happen to the children if they had dull and boring teachers?

3. Motivation:Have the pupils listen again to the story:

“The Little Match Girl.” Ask:

If the grandmother of the little child is still alive, do you think she will experience the same thing? Why?

4. Presentation:

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There was once a poor mother who had two little daughters, and as her husband was dead, and was very poor, she worked faithfully all the time that they might be well fed and clothed. She was a skilled worker and found work to do away from home; and her two little girls were so good and so helpful that they kept her house as neat and as bright as a new pin.

a. Children will feel lazy to go to school.

b. They will not listen to the teacher.c. They will enjoy learning.d. They will not study their lessons.e. They will love their teacher.f. They will play inside the room.g. They will lose their interest in their

studies.


a. What would happen if instead of living with her father, the girl lives with her mother?

b. What would happen if there is no stepmother?

5. Discussion:What will happen in the story if

some actions of the characters or evens in the story were altered or change?

Discuss further.

6. Fixing Skills:Tell what would happen in the story

if some action of the characters were changed:

a. What would happen if the stepmother sells the matchsticks?

b. What would happen if the girl continued to walk to sell the matchsticks instead of staying on that one particular place?

c. What would happen if the father strive and word harder for his family?

d. What would happen if the stepmother do not beat the little girl but instead love the girl so much?

e. What would happen if there is no stepmother?

7. GENERALIZATION:How do we tell what

would happen next in a story if we changed some actions taken by the characters?

8. Application:A. Read the story then answer the questions that follow:

Several days after he arrived at their house, Eddie sat for some five-year old twins, Michael and Michelle. Soon after he arrived at their house, the twin began arguing about a tricycle. Michael insisted that the tricycle was his. Even though he was playing in the sandbox, he did not want Michelle to use it.

“All right,” said Michelle, “I won’t use your tricycle. I’ll play in the sandbox and make a sand castle.”

“No,” said Michael. “This is my sandbox because I was the first to be here. You can’t play here until I finish building my fort.”

(Reading for Meaning 5 p. 112)

1. What can you say about Michael? Why?2. What would happen if Michael let

Michelle play with the tricycle?3. What would happen if Michael let

Michelle play with the sandbox?4. What would happen if Eddie meddles

between Michael and Michelle?

IV. EVALUATION:Read the given story. Then

answer the questions that follow.

1. If Mother did not sew Father’s shirt, what would have happened?

2. If Mia woke up early in the morning, what do you think would have happened?

3. What would happen if Father sews his shirt instead of mother?

V. ASSIGNMENT:GOLD: Direction: Circle the better

adjective in the parentheses:

A (beautiful, simple-looking) princess decided to walk by herself one day. Suddenly, it started to rain. She rushed to the (closest, nearest) nipa hut. A lady came to the door who could not hide her irritation for having been disturbed so (late, early) in the morning. She rudely said, “What do you want?”

The princess did not introduce herself. She merely asked, “May I borrow an umbrella?”

“Just a minute,” (grumbled, whispered) the woman. She (opened, slammed) the door and returned with a (really, very) old umbrella. It has (broken, disassembled) ribs, and (petite, small) holes. She pushed it through the door and said, “Here.”

The princess thanked her and went on her way with the (ragged, useful) umbrella.

The next morning, the princess and her escort, dressed in full uniform, pulled up in

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Annie woke up late at 6:30 a.m. and started getting ready for school. Her classes start at seven o’clock. But father needed Mother’s help to sew his shirt so Annie and Mother left home for school at six fifty – eight in the morning. They took a jeepney to school. When they reached her school the class was halfway through the first period.

front of the nipa hut. One of the escorts knocked on the door and returned the umbrella saying, “The princess thanks you.”

As the escort walked away, he heard her said, “If I had known, I would have given her my best.”

TS. Direction: Read the given paragraph. Then answer the questions that follow.

Jose had a pet dog which he loved very much. It was only his plaything, for he had no drum, no gun, no bicycle. He thought that it was the best dog in the world. In fact, his neighbor offered him five hundred pesos for his pet, but Jose did not sell it.

One day, Jose’s baby sister became very ill. His mother told him that they needed money for the doctor and medicine. His mother didn’t know where to get the money. “I know, Mother. I know where we can get the money,” said Jose sadly.

1. Where do you think Jose will get the money?

2. What would happen if Jose will not sell his dog?

3. What do you think will happen if Mother has something which she can sell for Jose’s baby sister?

4. What do you thin will happen if Jose’s neighbor is not interested to buy his dog?

LESSON # 13

I. OBJECTIVES:

GLR: Enjoy listening to a story.CT: Answers questions from the

story listened to.GOLD: Use degrees of comparison

of regular and irregular adjectives.

TS: Make a heading for paragraphs in a selection.

II. SUBJECT MATTER:GLR: Pinoy named CNN “Hero of the

Year”GOLD: Using Degrees of Comparison of

Regular Adjectives TS: Making a Heading for Paragraphs

Reference:

2002 Basic Education Curriculum PELC Speaking 9; Reading 10Reading for Meaning 6 p. 217Across Border Through Language 6 p. 150

Materials: strips of cartolina, picture of Efren Peñaflorida

III.Procedure:GLR (Genuine Love for Reading)

A. Pre-Reading Activities:1. Drill: Pronunciation drill:

Have the pupils read the following words: (v sound)

Initial vvie veal veto vivid virusvalve valid vague varnish violate

medial vivy novelty relevant

jovialhaven invent reservoir lavish

final vsieve secretive conserve progressive forgive affirmative survive inexpensive

2. Motivation:Have you heard about “Kariton

Klasrum?What can you say about this?Do you know Efren Peñaflorida?

3. Vocabulary Development:Have the pupils know the meaning of

the following words:

recognition (acknowledgement)innovative ( inventive; original)bullied (intimidated; frightened)poverty (scarcity; shortage)slums (squatter)

4. Motive Question:What are the things that you would

like to know about the story? (Write all the questions on the board)


reads the news story.

Pinoy Named CNN “Hero of the Year”

A Filipino has received international recognition for his innovative effort in educating poor children.

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Efren Peñaflorida, who started “Kariton Klasrum” to bring education to poor children, has been named CNN Hero of the Year, the cable network announced yesterday.

A Filipino, Efren Peñaflorida, the 28-year old teacher from Cavite City, has been named CNN Hero of the Year.

As a child, he was occasionally bullied and beaten by street gangs which prompted him to decide to rescue street children from poverty and neglect through education.

He created a program “Kariton Klassroom” that brought books in pushcarts (now complete with teaching aids, blackboards, folding tables, and chairs) to children in the slums and streets. The program attracted volunteers, since 1997. More than 10, 000 volunteers are now helping educate more than 1,500 kids in depressed areas in Cavite. His group was first recognized after it won in “Bayaning Pilipino” Award fro its heroic work for the poor.

In the Search for the CNN Hero of the Year, he was one of the 9,000 nominees from over 100 countries who made it to the top 10 finalists, till finally, he was named CNN “Hero of the Year” in the final round.

(Reading for Meaning 6)

C. Post Reading Activities:1. Answering the motive question: Have the pupils answer all the questions posted on the board.

2. Comprehension check:Have the pupils answer the

following questions:

a.Where and when the events do took place?

b. Who is the main character?c.What are the problems encountered by

the character in the story?d. What are the most important things

that happen as the main character tries to solve the problem?

e.What word describes Efren Peñaflorida?


Have the pupils perform the following activities under time limit.

GROUP I: Hand Summary OrganizerHand Summary Organizer

Who?Do what?Where?When?Why?How?



GOLD: Grammar Oral Language Development

1. Drill: Pronunciation drill:Have the pupils read the following

words:

/f/Initial:

fee fast fearfan feel failfine fend fest

in final position:safe leaf lifehalf doff sheafshelf strife knife

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If I am the PRESIDENT OF THE PHILIPPINES and I saw the eagerness of Efren, I will: ________________________________________________________________________________________________________________________________________



2. Review: Adjectives:Have the pupils identify the

adjectives used in the following sentences:

1. The weather seems fine.2. The book is not as interesting as the

other one.3. It was a brilliant idea.4. Her project is valuable than mine.5. She is as generous as her sister.

3. Motivation:Present two girls with long hair.

Ask: whose hair is longer?Do the same question with some

other things like bags, pencil, boys, etc.. Have the pupils compare the things.

4. Presentation: Have the pupils read the following

sentences:

A. 1. She is taller than her older sister.

2. This car moves faster than that one.3. Sherwin Jhed is older than Karl

Andrei.

B. 1. Jordan is the most admirable writer in our school organ.

2. The most difficult challenge of all is that of conserving our environment.

3. The oldest student in the class is not always the smartest.

5. Discussion/Analysis:What are the underlined words

under column A?How many are we comparing in the

first sentence? Second? Third?How are the adjectives formed?On what degrees are these

adjectives?(Do the same questioning for

sentences under column B.)Have the pupils read the following

sentences:

1. The air-conditioning units now were better.

2. That was the worst field trip we ever had!

What are the underlined words in the sentences?

What kind of adjectives are these?

Discuss further how the comparisons of regular and irregular adjectives are made.

6. Fixing Skills:A. Direction: Have the pupils write the comparative and superlative form of the following adjectives:

1. Sweet 10. exciting2. Fine 11. good3. Smart 12. bad4. Pretty 13. little

5. handsome 14. much6. helpless 15. ill7. Lively8. Short9. wonderful

B. Direction: Supply the missing form of the adjectives in the following chart:

Positive Comparative Superlative1.intelligent2.________

3.________

4._________

5.many

worse

wackier

___________

least cooperative__________

__________

__________

C. Direction: Underline the correct adjective in parenthesis.

1. Jordan has the (little, least, less) number of absences among his classmates.

2. She has saved (much, more, most) money in the bank.

3. My ratings in the card are(good, better, best) now than before.

4. Yesterday’s typhoon was the (bad, worse, worst) I have seen in years.5. Rosa collected (many, more, most) specimen than you did.

9. GENERALIZATION:How do we form the degrees of

comparison of adjectives?When do we use the positive

degree of adjective? Comparative degree? Superlative degree?

REMEMBER:

Adjectives have three comparative forms more popularly known as positive, comparative, and superlative to indicate greater or lesser degrees of the quantity

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describe. The comparative form of the greater majority of adjectives can be achieved in two ways: by adding –er to the positive or by adding the verb more.

Similarly, the superlative can be achieved in two ways: by adding –est to the positive or by adding the verb most.

Some adjectives have irregular forms.

Irregular adjectives have three degrees of comparison namely positive, comparative and superlative. The comparative and superlative degrees are formed by changing some letters or sometimes the entire spelling of a word.

Positive Comparative Superlativegood, wellbad, ill, sicklittlemuch, many

betterworselessmore

bestworstleastmost

10. Application A. Guided practice:

Direction: Work in pairs/ group:Hare the pupils answer the questions

using the comparative and superlative degree of adjective:

1. Of all the things you do in your free time, what do you enjoy the most?

2. What do you think is the perfect age to be?

3. What is your favorite holiday?4. What place in the world would you

most like to visit?5. Which would you rather be- the

youngest or the oldest child in the family?

B. Independent Practice A. Direction: Supply the comparative

or superlative form of the adjective in the following sentences:

1. The weather in Baguio is (cool)_____ the weather in Manila.

2. She is the (helpful) _______ person.3. My friend’s family is looking for a

(big) ______ apartment.4. Getting a low score in the test is the

(bad) ____ thing that could happen to me.

5. In every class there is always someone who is (lively) ______ of all.

C. Direction: If the correct from of the adjective is used in the sentence, write C in the blank. If not, make the needed correction.

_____ 1. Fr. Sonny is as popular as Fr. Larry._____ 2. You are the naughtier of all the boys

in the class. _____ 3. Your cousin is more helpful than

your sister._____ 4. Mark is the irresponsible person I

have ever met._____ 5. That is the worst disaster to hit the

place.

IV. Evaluation: Direction: Write the following sentences using the comparative

and superlative forms of adjectives:

1. Of the two boys, Michael is the (good)____ writer.

2. A pig is ____ (intelligent) ____ a dog.3. The Cagayan River is the ____ (long) of

all the rivers.4. Although Albert Einstein was a world -

famous scientist, he was the _____ (modest) man.

5. Mindanao may have the ____ (broad) mixture of Indigenous People in the whole country.

TS. Transfer Stage1. Drill: Pronunciation drill:

Have the pupils recite the tongue twister given:

Mennie, Meeny, Mooney and MoMeandered abroad when the wind did blowThey wandered and wondered and wanted to knowWhether the weather would turn to snow.

2. Review: Checking of Assignment:3. Presentation:

Have the pupils read the given paragraph:

Sherwin is excited about the coming Young Inventor’s Week to be held in their school. He has been working on his project for many days. Much of his time is spent researching and putting together his new invention – an electricity-saving device. He wants to show how households can save up to 30% on electricity by using

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the device. Sherwin is hoping to win the gold medal for his wonderful project.

4. Discussion:What is the main idea of the

paragraph?Based on the main idea of the

paragraph, what do you think can be the best title for it?

What helps us identify the most appropriate title for the paragraph?

Discuss further.

5. GENERALIZATION:What do you think may help us make

a heading of a paragraph?

REMEMBER:The skill in getting the main idea of a

selection will help us a lot in order to gain some headway in making a heading of a selection or a paragraph.

6. Application:Have the pupils read the paragraph.

Then let them give the most appropriate heading for the given paragraph.

IV. EVALUATION:Read the selection

carefully. Give the most appropriate heading for it.

1. An astronaut is a person who is rained to fly outside the earth’s atmosphere in space. His vehicle is called a spaceship if it is large or a space capsule if it is small. All astronauts must pass a tough physical test and must keep fit while they are in space. They must be able to work with other crew members in the spacecraft, and with the flight controllers on the ground.

2. A person is said to suffer from malnutrition when his body does not receive the correct amount or the right kinds of food. Malnutrition may affect

not only humans but also animals and plants. A person who suffers from malnutrition is very susceptible to diseases or infection. To avoid malnutrition, always eat the proper amount of he right kind of food.

V. ASSIGNMENT:GOLD: Direction: Write the correct form of adjectives in the sentence:

1. Both girls are pretty, but Susan is (pretty).

2. That was the (exciting) part of the story.

3. Who is (funny), your mother or your father.

4. This is the (short) route to the sports complex.

5. Teaching is the (noble) of all profession.

LESSON # 14

I. OBJECTIVES:

GLR: Enjoy listening to a story.CT: Answers questions from the

story listened to.GOLD: Use two-word adjectives TS: Identify the setting, main character

and secondary character, climax and ending of the story listened to

II. Subject Matter:GLR: Solomon Judges WiselyGOLD: Using Two-Word AdjectiveTS: Identifying the setting, main character

and secondary character, climax and ending of the story listened to

Reference:2002 Basic Education Curriculum PELC Speaking 9.4; Reading 10Reading for Meaning 6 p. 217Across Border Through Language 6 p. 150

Materials: strips of cartolina, picture of Efren Peñaflorida

III.Procedure:GLR (Genuine Love for Reading)

A. Pre-Reading Activities:1. Drill: Pronunciation drill:

Of all the felt I ever feltI never felt a piece of felt

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When it rains the forest trees and underbush catch the water. The roots hold the water which gradually flows into the rivers and streams. Not a particle of water is wasted. Water is preserved and becomes the watersheds. With trees growing, rain water will not tumble on bare land to cause flood.

That felt the same as that I felt,When I first felt that felt.

2. MotivationTeacher leads the pupils to

close their eyes and listen attentively to sounds heard from their surroundings. (15 seconds)

Process the experience by asking:

1. What sound did you hear while your eyes were closed?

(Possible Answers: human voice, gusty wind, noise, crumpling of paper, etc.)

2. Did you hear the beating of your heart?

(Possible Answers: Yes/No)3. In what situations should you

listen to what your heart tells you? (answers vary)

3. Unlocking of DifficultiesGive the letter of the word

or phrase that is closest to the meaning of the underlined words in the sentences. Choose from the box.

1. Prostitutes work in night clubs whose customers are males.

(Answer: c)_________2. I nurse my newly born infant

well. (Answer: e)_______3. “You can claim your prize in the

office,” said the contest coordinator.

(Answer: d)_______4. The audience were awed as they

watched the acrobatic show. (Answer: a)

_______5. We are given talents to render service to others.

(Answer: b)

4. 4. Motive Question:How did Solomon make the wise

judgment?

B. During Reading Activities:Have the pupils listen as

the teacher reads the story.

SOLOMON JUDGES WISELY

Some time later, two prostitutes came to the king to have an argument settled. “Please, my lord”, one of them began, “this woman and I live in the same house. I gave birth to a baby while she was with me in the house. Three days later, she also had a baby. We were alone; there were only two of us in the house. But her baby died during the night when she rolled over on it. Then she got up in the night and took my son from beside me while I was asleep. She laid her dead child in my arms and took mine to sleep beside her. And in the morning when I tried to nurse my son, he was dead! But when I looked more closely in the morning light, I saw that it wasn’t my son at all.”

Then the other woman interrupted, “It certainly was your son, and the living child is mine.”

“No,” the first woman said, “the dead one is yours, the living one is mine.” And so they argued back and forth before the king.

Then the king said, “Let’s get the facts straight. Both of you claim the living child is yours, each says that the dead child belongs to the other. All right, bring me a sword.” So a sword was brought to the king. Then he said, “Cut the living child into two and give half to each of these women!”

Then the woman who really was the mother of the living child, and who loved him very much, cried out, “Oh no, my lord! Give her the child – please do not kill him!”

But the other woman said, “All, right, he will be neither yours nor mine; divide him between us!”

Then the king said, “Do not kill him but give the baby to the woman who wants him to live, for she is his mother!”

Word of the king’s decision spread quickly throughout all Israel, and the people were awed as they realized the great wisdom God had given him to render decisions with justice.

Holy Bible, 1 Kings 3:16-28

CRITICAL THINKING:C. Post Reading Activities:

1. Answering the Motive Question

How did Solomon make the wise judgment?

(Solomon ordered to have the baby killed. From that move, he was able to prove to himself who the real mother was.)

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a. amazed or surprisedb. make, givec. women who engage in sexual

activities for moneyd. take as the rightful owner e. take care of and watch over


1. Who had an argument before King Solomon? What was the argument about?(The two prostitutes had an argument. It was about a baby whom they both wanted to claim.)

2. What can you say about Solomon’s judgment? If you were him, would you also do what he did?(Solomon had wise judgment. If I were him, I would also do what he did because for me that really proved who between the two mothers showed true love for the baby.)

3. The real mother of the baby would rather let the other woman have the baby than let the baby be killed; she showed selfless love and sacrifice. Will you share with the class what your mother has done for you out of selfless love and sacrifice?(My mother bought me a new pair of shoes though I knew her money was just enough for our school allowances.)(My mother was absent for several days from her work just to take care of me when I got sick.)



GROUP 3: USING A TIME LINE

STORY GRAMMAR ORGANIZERHave the pupils complete the story

grammar organizer:

Title: _________________________Author: _______________________


GOLD (Grammar Oral Language Development)

1. Motivation (Reading Comprehension Game: 5W’s and 1H)

a. Ask the pupils to bring a photograph of a family outing.

b. Ask some pupils to come in front to show their photographs to the class.

c. Allow pupils to ask questions about the picture. Pupils may use the following questions in asking information.

Where did you go?Who went with you?When did you go?What did you do?

How did you get there?

2. Unlocking of DifficultiesWord Puzzle

Arrange the letters to form the word based from the given description/meaning.

a. composed of the father, mother, children YLAMFI (family)

b. organizedNNEDALPWLLE(well-planned

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If I am King Solomon and I saw the eagerness of the true mother, I will: ___________________________________________________________________________

c. a native small house for vacation use GATTECO(cottage)

3. Presentation Have the pupils listen to the story.

Our family decided to go on a five-day vacation in Baguio City. It was of course, a well-planned activity. We enjoyed our eight-hour trip from San Pablo City. It was indeed a fun-filled trip! Oh, how we enjoyed the beautiful sights along the way.

We stayed in a five-room cottage at Teachers’ Camp which is a ten-minute ride to the heart of the city. We had a very nice time strolling in the perfectly-maintained parks and had a wonderful boat ride at the man-made lake at Burnham Park.

4. Comprehension Check Up Semantic Webbing

a. Where did the family go?

a. In the web are activities/experiences the family had.

5. Analysis/Discussion:

a. What word describes travel, cottage, etc.?

b. How are these words formed? How are they called?Discuss further.

6. Fixing Skills:A. Guided Practice

Pick out the two- word adjectives in each sentence.

1. The pianist received a fifteen-minute standing ovation for his performance.

2. I am looking forward to a thirty- day vacation.

3. Amy is a long – legged girl.4. I am the most behaved pupil in class.5. Mila is a street-smart lady.

B. Independent Practice:Direction: Pick out the two-word

adjectives in the paragraph.

All the children love wide mouthed Kiko, the great clown. He always puts on a free two- hour show every time he comes to town. He has a long-earned dog named Apollo and funny-faced monkey called Challenger who performs funny tricks. We all think that Kiko is a big-hearted man. He enjoys making children happy.

7. Generalization Two-word adjectives are

formed by joining two words. They are formed in three ways.

a. number word followed by a singular noun (ex. eight-hour)

b. adverb followed by the past form of the verb (ex. perfectly-maintained)

c. noun followed by the past participle of the verb (ex. man-made)

d. the words are joined by a hyphen (-)

8. Application A. Pick out the two-word adjective used in each sentence. Give the word it modifies.

a. Father gave me a ten-peso ticket for the show.

b. James has finished reading the newly-published book.

c. The family owns a ten-storey condominium in cool Tagaytay.

d. The fruit-laden trees were destroyed by the strong typhoon.

e. Early writers use long-stemmed pens in writing.

B. EnrichmentWrite appropriate two-word adjectives

for each of the following:

1) _______ lakes2) _______ mountains3) _______ building4) _______ vacation5) _______ pupils

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fun-filled trip

Baguio City

Stayed in a five-room cottage

Boat ride at the man-made lake

Stayed in a five-room cottage

eight-hour trip

strolling in the perfectly -maintained parks

C. Choose the letter of the correct answer 1. Our class watched __________

presentation about recycling.a. Thirty minute b. thirty- minutes c. Thirty minutesd. thirty- minute

2. A __________ gentleman is looking at me.

a. fine-looking b. looking finec. fine looking d. odd-looking – fine

3. Man Ben caught a _________ long snake in his backyard.

a. ten- feet c. ten- foot b. ten feet d. ten foot

4. Alice in Wonderland is a ________ book _________ not by just children.

a. written well c. written - wellb. well- written d. well written

a. well- loved c. well lovedb. well love d. well – love

Evaluation GOLD: Direction: Pick out the letters of the correct answer.

____ 1. I bought a _____ ribbon for a dress.A. two meters b. two-metersc. two-meter

____ 2. Have you seen a _____ tuna fish?a. fifteen-kilogram b. fifteen-kilograms c. fifteen kilogram

____ 3. My brother dreams to have a _____ house.

a. three storeys b. three-storey c. three-storeys

____ 4. We watched a _____ stage play?a. two-hour b. two-hours c. two hours

____ 5. The teacher told the class to develop a _____ composition about climate change?

a. three-paragraphs b. three paragraphs c. three-paragraph

TS. Transfer Stage:1. Drill: Pronunciation drill:


If many men knew,What many men know;If many men went,Where many men go;If many men did,What many men do;The world would be better,I think so; don’t you?

2. Presentation: Have the pupil read the questions given:

When did the story happen?(A long time ago)

Where did the story happen? (In the Kingdom or at King Solomon’s kingdom) Who is the main character?

(King Solomon) Who are other characters in the story?

(The two women / mothers) What is the most interesting or exciting

part of the story?(When King Solomon ordered to have the baby killed and cut in two)

How did the story end?(King Solomon ordered the baby to be

given to the woman who wanted the baby to live.)

3. Discussion:The ideas in number 1,2,3 and 4 are

called the elements of a short story.

Ask: What two questions are asked in number 1? (where and when)What element of the story does it tell?

(setting)Ask: Number 2 question refers to what

element of the story? (characters)What are the two kinds of characters? (main and second)

Ask: Number 3 adds the most exciting / interesting part of the story, what element is it? (climax)

Ask: And what element of the story is in number 4?(ending)

4. Generalization:The elements of a short story are

setting, main and secondary characters, climax, and ending.

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Setting – tells when and where the story happens

Main character – the lead actor

Secondary characters – other characters aside from the main

character Climax – the most

exciting / interesting part of a story

Ending – the conclusion or the fall of the climax

5. Application:Listen as the teacher reads the story.

Then be able to tell the setting, main character, second character, climax and ending.

BABY FISH LOOKS AT LAND

“Mother, what is land?” Baby Fish asked Mother Fish. “May I go and find out?

But his mother would not let him go. Baby Fish was very much disappointed. He did not like to eat and play. Mother Fish was afraid Baby Fish might die so she allowed him to go. Baby Fish was very happy, but his Mother was very sad. Baby Fish swam and swam. Soon he became hungry. He saw one live shrimp. He caught the shrimp and was about to swallow it when he felt a tug in his mouth. He tightened his bite on the shrimp. But he felt himself pulled upward and fast.

“This shrimp must be very strong,” thought Baby fish. He was not frightened. He opened his mouth. He struggled to set himself free but the pull upward was strong. Then he felt himself being lifted out of the water and being tossed to the land.

Supply the needed information in the table.

SettingMain

CharacterSecondary Character

Climax Ending

IV. Evaluation Listen to the following

short story then answer the questions that follow.

THE SICK LION

All the animals in the forest were happy because they heard that their cruel king was sick. The lion did not come out of his cave as he usually did. He sent out a message to his subjects that he wanted to bid them goodbye before he died.

“What does he want to see us for?” asked the deer.“Maybe he will give each of us a share of his wealth.”

All the animals went to see their king lion except the fox. He sat on a tree and watched the animals go inside the cave. He waited for them to come out, but no one did. Later that afternoon, the king lion appeared at the entrance of the cave. When he saw the fox, he said,“Why did you not come to see me? Don’t you want to share with the other animals what I have given them?”

“I really want to visit you, my king” said the fox.

“But I am sure your home is crowded now. All the animals have gone inside your cave and no one has come out yet”

“Ha! Ha!” laughed the king lion. “They all

wanted to stay inside the cave. You will be staying there for a long time, if you will wait for them to come out.”

He went away happily because he was still well and alive. He knew well why not a single animal came out of the cave. “Our king lion thinks he is wise but he cannot deceive me with his trick. He will never catch me alive.”

With the decision never to come back again, the fox went away as fast as he could from the lion’s cave.

______1. Where did the story happen?a. in a gardenb. in a forestc. in a cityd. in a castle

______2. Who is the main character?a. deerb. foxc. king liond. other animal

_______3. Who are the secondary characters?a. fox

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b. king Lionc. deerd. other animals

_______4. Which is the climax of the story?

a. King Lion got sick.b. The fox went away as

fast as he could.c. All the animals went to

visit their king Lion.d. King Lion told the fox to

see him in the cave.

_______5. What is the ending of the story?a. Other animals did not come out

of the cave.b. The fox went away as fast as he

could from the lion’s cave.c. The lion invited the fox to see

him in the cave.d. King lion wanted to bid

goodbye to the animals.

IV. Assignment GOLD: Change the following phrases to two-word adjectives.

1. a book consisting of fifty pages2. a fish weighing five kilos3. a mansion with brick walls4. an animal with skinny legs5. a lake made by man

TS. Listen to a story over the radio and be able to retell it to the class tomorrow.

LESSON # 15

I. OBJECTIVES:

GLR: Enjoy listening to a storyCT: Answer question about the story

listened to.GOLD: Use adjectives in series

Arrange adjectives in their proper order.

TS: Sequence events of a story listened to through guided questions

II. Subject Matter:GLR: The King and the Singing

Bird (Adapted)GOLD: Using Adjectives in SeriesTS: Sequencing Events

References: 2002 BEC Handbook in EnglishPELC I 1.5; PELC II 13.5

Across Borders through Language VI p. 156English for Grade 6, p.46Reading Marvels 6, p.103Basics and Beyond Reading Skill book, p.176Phoenix Learning Package (Skill Builders for Efficient Reading by Evelyn A. Salazar, pp.40-41)Materials: music of the singing bird, strips of cartolina

III. Procedure:GLR: (Genuine Love for Reading) A. Pre-Reading Activities:


No girl should be without a curl/No guard should be without a card;/No girl with curls/should be without a guard,/But no guard with cards/ should be with a girl with curls!/

2. MotivationWhat do you know about birds? What are fascinating about birds?

3. Unlocking of difficulties

Show strips of cartolina where word meanings are written.

Guess the words using configuration clues.

1. evil act or deed

2. destruct

3. a place where kings and queens live

4. caught or held on

5. a song or hymn

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“The King and the Singing Bird”

Once upon a time, there was a bird that had a beautiful voice. The bird lived at the top of the tallest tree in the forest. Every morning, the bird sang so beautifully that all the animals in the forest felt glad to be alive.

One day, the bird, far away, sang so loudly and happily that the king in his castle heard the beautiful melody. “I want that bird!” shouted the king who was used to get everything his own way. Hunters were sent out to capture the bird. They brought the bird in a cage to the king.

“Sing for me,” announced the king.The bird refused.“Then, I’ll eat you for dinner,” said

the king.The cook was afraid but the bird told her not to worry. “Even a king cannot destroy a beautiful idea,” the bird said.

The cook gently strokes the bird before putting it into the pot. At dinner, the king ate the bird. The king started to swell up. He got bigger and bigger until finally, he burst. All the wickedness of his life poured out all over the land.

Then the people in the kingdom heard a song more beautiful than they had ever heard before.Adapted

6. rejected

Answers: 1. wickedness 2. destroy 3. castle 4. captured 5. melody 6. Refused

4. Motive Question:What do you think happened to

the King and the singing bird?

B. During Reading Activities:Present the story, “The King

and the Singing Bird.”

Read the story in class while pupils listen attentively.

C. Post Reading Activities:1. Answering the Motive Question:

What do you think happened to the King and the singing bird?

2. Comprehension Check: 1. What was fascinating about the bird?

The bird sang beautifully.

2. What did the king want from the bird? Did the bird grant the king’s wish? The king wanted the bird to sing

for him. But the bird didn’t grant the king’s wish.

3. What do you think the bird was? Prove your answer.

The bird was an enchanted one because it sang for good persons only and gave bad luck for the cruel ones like the king.

3. Engagement Activities:GROUP 1: USING A TIME LINE


grammar organizer:

Title: _________________________Author: _______________________

4.5.

6.

7.8.

9.

GROUP 2: Write the values that you’ve learned from the selection:


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Choose the part that you liked best in the story. Then make a script and dramatize the chosen part.GROUP 4: Fill in this Five Ws Chart.

What happened?Who was there?Why did it happen?When did it happen?Where did it happen?

GOLD: (Grammar, Oral, Language Development)


Have the pupils read the tongue twister given.

Of all the felt I ever feltI never felt a piece of feltThat felt the same as that I felt,When I first felt that felt.

2. Review: Checking of assignment:Change the following phrases to two-word adjectives.

1. a book consisting of fifty pages2. a fish weighing five kilos3. a mansion with brick walls4. an animal with skinny legs5. a lake made by man

3. Motivation Identifying/describing various sets

of objects found on the table.Ex: a set of five small marbles, one

big red apple, etc.

4. Presentation Game: “I Spy”

(Preparation of word/picture cards/Hiding should be done ahead. Word card must contain phrases describing the object.)

a. Players tie a clean handkerchief over their eyes and wait for the signal.

b. At the signal Hunt! the players remove the handkerchief and start to hunt.

c. As soon as a player finds a card, he or she announces it by calling out “I spy a big, brown box!” (or whatever picture and words are on the card.)

d. Whoever finds the most number of cards and reads them correctly is the winner.

e. Ask the players to post their cards on the chart.

Possible illustrations:three big yellow balls

two fragrant red American roses one small orange Japanese nylon

umbrella

5. Discussion and Analysis Looking at the word you posted,

name the objects used.How are they described? (by giving

their color, size, etc.)How are the adjectives arranged? (in

series)Following the chart, let’s put

the word under the proper column.

6. Generalization Adjectives that come in a series

follow a pattern of sequencing: number, size, shape, quality, age, color, nationality, material and noun modifiers.

7. Application A. Read each sentence carefully. Write C

if the adjectives are arranged in the proper order. If they are not, arrange them in their proper order.

1. Father bought a red new Toyota car.2. Mother gave me two round appetizing

chocolate cakes during my birthday.3. The company hired seven green huge

tourist buses for the trip.4. We had a nice time wading in the clear

refreshing blue waters of Boracay.5. The apartment has newly painted five

blue rooms.

B. Imagine that your school will open a mini-fair. Write advertisements of the

NumberSizeShape

Color

Nationality

Material

Noun Modifier

Noun Modified

Ordinal

Cardinal

Quality

Three big yellow

balls

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items your group will put up for sale. Use adjectives in their correct order.

IV. Evaluation Arrange the adjectives in the

phrases below following the correct sequence. The underlined words are the nouns modified.

1. five, those, black, dogs, fierce2. the two, games, exciting, last,

basketball 3. three, those, yellow, little, chicks4. interesting, history, blue, books,

four 5. cute, Spanish-type, white,

wooden, bungalow

TS. TRANSFER STAGE:1. Drill: Pronunciation drill:


Should she sell sheers sheets or should she sell shaggy shawls?

2. Presentation:Have the pupils listen again to the

story: “The King and the Singing Bird”

3. Discussion: Let’s show the chain of events.

1. What is the first event?

The bird sang beautifully.

2. What is the second event?

The king wanted the bird to sing for him.

3. What is the third event?The bird did not sing for the king.

4. What is the fourth event?

The king said he would eat the bird for dinner.

5. What is the fifth event?

The cook felt afraid and worried about the bird.

6. What is the sixth event?

The king started to swell up and got bigger and bigger until he burst.

7. What is the final event?The people heard a song more beautiful than they had ever heard before.

How are the events arranged? - The events are arranged according to

how they happened in the story.

What guided you to arrange the events?- The questions guided us to arrange

the events in the story.

What words in the guide questions were used to help you note the order of events?

- Expressions like first, second, third, fourth, fifth, sixth, and finally.

4. Fixing Skills:Listen as the teacher reads each short

story then sequence the following events in order. Use numbers 1-5.

Mother wanted to bake a cake but she found out that there were no eggs. So she told Maribel to run to a store to buy some. When Maribel was about to go to the kitchen, she tripped on Arthur’s toy trains. Crack! The eggs fell and got broken. Mother told Maribel to buy eggs again.

She told Maribel to buy eggs. Mother wanted to bake a cake

but there were no eggs. Mother told Maribel to buy

eggs again.

5. GeneralizationTo sequence events is to arrange the

events according to how they happened in the story.

6. Application:

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fruits/ vegetables

umbrellas

lollipops

ballpens

bags

A. Read the short story then sequence the following events in order. Use numbers 1-5.

Darwin studied for his exam until late at night. The next morning, he was not able to wake up even though the clock alarmed. So father woke him up and helped him prepare for school. Eventually, Darwin arrived late in school.

_______ Father woke up Darwin and helped the latter prepare for school.

Darwin studied for his exam until late at night.

Darwin was not able to wake up when the clock alarmed.

Darwin arrived late in school.

B. Story Construction Game (Group Work)

To the teacher: Divide the class into groups with five members and each group is called Mother group. The leader is the “mother” and the four members the “daughters.”

Divide the groups into two – A and B respectively.

Distribute randomly each strip to each “mother” of A groups.

Pepito saw an old woman who was hardly crossing the street.

He approached the old woman and offered help and the latter gladly accepted the offer.

When the two reached the other side of the street, the old woman rewarded Pepito a big seed.

When Pepito came home, he planted the big seed. The next morning he found a money tree on the place where he put the seed!

Strips of events for B groups:

One evening, Rhodora went to sleep without fixing her schoolthings. While she was sleeping, she was interrupted by some noise.

It was her schoolthings – the bag, books, notebooks, pens and papers that came alive!

Her school things were mad at her for not fixing them.

Rhodora asked forgiveness from her schoolthings and promised to take care of them. Suddenly, she opened her eyes realizing everything was just a dream.

Say: Mothers, stay in your group and send each of your daughter to other group. You read to the daughters the event written in the strip. Daughters, listen very carefully to the event. After that go back to your mother group and share what you have listened to. The group then arrange the events in order forming a story. Finally, retell the story to the class.

IV. EvaluationFor the teacher to read to the class:Each weekday is a busy one for Mr.

Rodriguez, a family man and a watchman in a sports center. Before he goes to his work, he drives his two children to school. In the afternoon, he gets his children back from school. At home he feeds the pigs and chicken. Lastly, Mr. Rodriguez fetches water for his family.

_____ He feeds the pigs and the chicken._____ He gets his children back from the

school._____ He goes to the sports center._____ He fetches water._____ Mr. Rodriguez drives his children

to school.

V. Assignment

GOLD: Pretend that you will go shopping. List down the items that you are planning to buy. Use adjectives in series.Ex.: two big brown bags

TS. Ask your parent or an elder to tell you a story. Be able to share to the class the story you have listened to.

LESSON # 16

I. OBJECTIVES:

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GLR: Enjoy listening to a storyCT: Answer question about the story

listened to.GOLD: Use words that can function as

adjective/adverbTS: Give opinion about information

read.

II. SUBJECT MATTER:GLR: “A Farmhouse Party”CT: Answering question based on the

story listened to.GOLD: Words that can function as

adjective /adverb TS: Giving opinions about information

read.Reference: PELC Speaking 10; PELC Reading 10.1English for all Times Language page 250-253

Materials: strips of cartolina, pictures, chartsIII. Procedure: GLR: Genuine Love for ReadingA. Pre - reading activities:

1. Drill: Tongue Twister

I wish to wish the wish you wish to wish; I hope to hope the hope you hope to hope.

2. Unlocking of difficulties:

Write the word that will complete each sentence. Use the words form the box.

1. In every child’s party everybody is looking forward to____

2. At exactly 12 o’clock ____was served.

3. In different activities, the _____plans the details.

4. Everybody is waiting for the ______ to deliver his speech.

3. Motivation:Have you been to a farm house? What can say about it?

4. Motive Question:

Why was a farmhouse party held?

B. During Reading activities:Have the pupils listen to the story.

A Farmhouse Party

Yesterday a party was of the Figueroa’s farmhouse. Mr. Figueroa is my sister’s father –in-law. The Party was held to benefit the children’s health center in the barrio. The town mayor was the guest of honor. Everyone helped. The neighbors’ tables, chairs and benches were used. My sister’s mother-in-law cooked pork and chicken adobo. This recipe was a big hit. Mang Benny sent over a special dish from his famous food center in the town. Aling Maring’s vegetable salad was crisp and and delicious. Aling Nena’s rice cake and pancit were among the children’s favorite choices. After the hearty lunch, parlor games sponsored by the barangay captain followed. What fun we all had. The visitors and guests congratulated the chairperson of the activity. He was no other than my sister’s husband, my own brother-in-law.

CT- Critical ThinkingC. Post –reading activity

1. Answering the motive questionWhy was a farmhouse party held?

2. Comprehension Check:1. How does a farmhouse look?2. What foods were served? If you

will prepare a hearty lunch, what will you serve?

3. If you will have your party, what game will you introduce?

4. Usually to entertain our guest. What do we do?

3. Engagement Activities

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Parlor gamesHearty lunchGuest of honorchairperson

Group 1: Illustrate the farmhouse as describe in the story

Group 2: Describe the hearty lunch. Make your plan Menu.

Group 3: During parties’ special number are shown. Prepare a song and a dance for this kind of

Group 4: There are parlor games in the party. Present a game that you want to have in your own party.

GOLD (Grammar, Oral language Development

1. Drill: Spelling. Have the pupils write the words that the teacher will dictate.

a. Narrateb. Beginningc. Communityd. Possessione. Committee

2. Review: Comparison of adverbsDirection: Fill in the blanks more/less,

most /least:

1. This year’s sale ended ________ merrily than last year.

2. The antique vase is the ______ admired collection among all the display.

3. Rica smiles______ sweetly than Edna.

4. The old jar is the ______ admired, but it is the ______ attractive place for me.

5. Everybody admired all the collection except for the brown plate from India which I found the _______.

3. Motivation:What does life mean? Read the

verse about it?

4. Presentation:Have the pupils read the poem given.

LIFE

Life is the daily sight of a farmer going to his farm daily ,Life is the early call of “pandesal” boy telling us to wake up early.Life is the fast rising of the sun that shines on the earth which goes around it fast.Life is the late realization that life is gone and was discover it late.

How is life described in the verse?What words are mentioned twice?

5. Discussion:Below is a chart of these descriptive

words with the words they describe.A

daily sight

early call fast rising

late realization

Bgoing to his farm daily

wake up early goes around it fast discover late

What do the italicized words in column A modify? How are they used?

What do the italicized words in column B modify? How are they used?

How can we tell whether a word is used as an adjective or an adverb?

When we are not sure whether a word is an adjective or an adverb, find the word that it modifies. Adjectives modify nouns and pronouns. Adverbs modify verbs, adjectives and other adverbs.

Have the pupils give examples of their own.

6. Practice Exercise:A. Guided Practice

Read the sentences below. Tell whether the underlined word is used as an adjective or an adverb. Draw an arrow to the word it modifies. The first one is done for you.

____1. The church of Sto. Domingo is so near that I can go to church every Sunday.

____2. As the church bell rings, the parishioners draw near.

____3. The high belfry could be seen easily.____4. Whenever you look up, it seems to

reach high to the sky.____5. One time I came late for the mass.____6. The celebrant was late so, I was still

able to start the Eucharistic celebration.

B. Independent Practice:Direction: Write whether the underlined

word is an adjective or an adverb.

_______ 1. The horse is a fast animal._______ 2. The horse run fast._______ 3. Mother works hard for our family._______4. Father work is hard._______5. The children finish the test early.

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7. Generalization:When is a word used as an adjective? When is a word used

as an adverb?

To avoid confusion about adverbs and adjectives, remember that adjectives modify nouns and pronouns. Adverbs, on the other hand modify verbs, adjectives and other adverbs.

8. Application:Group I. Complete the following sentences by supplying the appropriate words from the box before each sentence. Write ADJ. if the word is used as adjective and ADV. If used as adverb.

first late daily fast next

earliest high difficult early long

_____1. I had _______wanted to ride on a horse.

_____2. My wish was granted very _______.

_____3. Then, I was ready for my ______ ride in ten years.

_____4. Father took me to Camp John Hay for the _____ ride on the hills.

_____5. It was on an ______ Sunday morning.

_____6. The horse was so _____I couldn’t mount on it.

_____7. I had to look _____ to the other stables.

_____8. It was _____ to manage a horse at first.

_____9. But I was determined to learn _____.

_____10. So, I want to practice ______ and finally I was able to ride a horse without a guide.

Group 2. The underlined word in each sentence below is used as an adjective. Write your own sentence using the adjective as an adverb.

(Adjective) It was my first day in school.(Adverb) I had to run first to school.

1. After a long wait, I’m finally studying2. I am hoping that I won’t have a hard

time with my classmates.3. My teacher was late though.

4. The daily routine was for us to pray then sing the national anthem, recite the “Panatang Makabayan” and sing the school hymn.

5. The time went so fast I am now looking forward to the next day.

Group 3. The underlined word in each sentence below is used as an adverb. Write a related sentence using the adverb as an adjective.

Example: (adverb) Teacher’s Day is coming fast.

1. Darwin thought hard of what to give to his homeroom adviser, Miss Tongson.

2. He will sleep late tonight.3. Maybe tonight, he could think fast of a

poem to write 4. He first wrote down the best qualities to

describe his teacher.5. Next, he used them in sentences that

rhyme.

Group 4. Tell whether the underlined words are used as an adjective or as an adverbs.

1. My parents work hard for a living (adv.)2. The periodic test was hard. (adj.)3. Uncle Mars receives a letter from his

friend monthly. (Adv.)4. My father brings home the daily

newspaper from the office. (Adj.)5. The athlete is a fast runner. (adj.)

IV. Evaluation: Write adjective if the underline word is adjective and adverb if it is used as an adverb. _____ 1. Joey is late._____ 2. He came late._____ 3. The birds fly high._____ 4. The birds are high in the sky._____ 5. Rose sings better than Ester._____ 6. Rose is a better singer.______7. He finished the final lap first.______8. He is the first to finish the final lap.______9. The movie will be shown soon._____10. It is coming soon.

TS- Transfer Stage 1. Review: Three –point outline 2. Checking of Assignments:

3. Motivation: Show a picture about the lesson

then ask:What is your opinion about the

picture?

78

Distinguish between fact and opinion?

4. Presentation:Read the paragraph

Beauty is in the eye of the beholder”. Shakespeare wrote, “What one person finds beautiful, another may find ugly. Some say that beauty comes from within. A person with good character is beautiful. Others believe that outward appearances are more important. A well-dressed girl with long, shiny hair and fair complexion for example, is pretty.

What do you think does beauty come from within or from person’s physical appearance?

What is your opinion?

5. Discussion An opinion is based on one’s own

belief. It is not based on what is factual and certain but on what one thinks or feels.

Some of the expressions used in expressing an opinion are as follows. I think, In my own point of view, I believe, as far as I am concerned

The difference between fact and

opinion is that: A fact is a true. It can be proven, while an opinion cannot be proven. It is based on the belief or impression of a person.

Example: FACT: A human being can think

and speak.

Opinion: As for me, the train is the most reliable form of transportation.

Giving more examples:

6. Generalization:What is an opinion?

An opinion is based on one’s own belief. It is not based on what is factual and certain out on what one thinks or feels.

7. Application:Answer the following question orally.

1. What is your opinion about illegal logging?

2. Are you in favor of abortion? Why? Or Why not?

3. In your own point of view, cite instances why you think a pupil should need to establish a study habit?

4. Which family do you prefer, a small family or big family? Why?

5. What is your stand regarding drug pushers?

IV. Evaluation : Read the article. Then answer

the questions briefly.

“Pagkamasinop” is a unique Filipino virtue of “making do”. It becomes a personal attitude and habit which calls for care and respect for things earned through honest work. “Pagkamasinop” results in a deeply personal dislike for waste and over-spending. It also provides a disposition toward self-reliance and /or job creativity.

1. What is your stand about Filipino virtue of “Pagkamasinop” ____________________________________________________________

2. Do you think we need this virtue to keep our country free from graft and corruption? ____________________________________________________________

3. In your own point of view, how can you practice “ Pagkamasinop” in your own little way?

V. Assignment:A. Use these modifiers as adjective and as

adverbs 1. hard 2. fast 3. last

B. Listen to certain news. Pick out interesting news for you. Then answer the question briefly.

What is your opinion about the news heard?

LESSON # 17

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I. OBJECTIVES:

GLR: Enjoy listening to story.CT: Answer questions from the

story listened to.GOLD: Use too + adjective +

nominal/descriptive phrasesTS: Identify the setting, main

and secondary characters, climax and ending of the story listened to. Define each element.

II. SUBJECT MATTER:GLR: Jesus Walks on the WaterGOLD: Using too + adjective +

nominal/descriptive phrasesTS: The Elements of a Story

References: PELC I 1.4.1Adventure in English 6 by Avelina Jil PELC II 2.13.1Basics and Beyond, pp. 209 - 10 Language Arts for Filipino Learners, pp. 65-70

III. PROCEDURE: GLR: (Genuine Love for Reading)A. Pre-reading Activities:

1. Drill: Have the pupils recite the given tongue twister:

Betty bought a bit of butter but she found the butter bitter/So she bought a bit of butter to make the bitter butter better.

2. Motivation:We all know that Jesus has

made a lot of miracles. Will you retell one?

3. Unlocking of Difficulties Using configuration clues,

guess the word described by the phrase/phrases.

a. followers of Christb. shouted with fearc. a spirit or a supernatural visitantd. lack of confidencee. took by the hand with force

a.

b.

c.

d.

e. Answer: a. disciples b. screamed c. ghost

d. doubt e. grabbed

4. Motive Question:What miracle did Jesus do in the story?

B. During Reading Activities: Have the pupils listen as the teacher reads the story:

Jesus Walks on Water

22Immediately after this, Jesus made his disciples get back into the boat and across to the other side of the lake while he sent the people home. 23Afterwards, he went up into the hills by himself to pray. Night fell while he was there alone. 24Meanwhile, the disciples were in trouble far away from land, for a strong wind had risen, and they were fighting heavy waves.

25About three o’clock in the morning Jesus came to them, walking on the water.

26When the disciples saw him, they screamed in terror, thinking He was a ghost.

27But Jesus spoke to them at once. “It’s all right”, He said. “I am here don’t be afraid.”

28Then Peter called Him, “Lord, if it’s really You, tell me to come to you by walking on water.”

29“All right, come,” Jesus said.So Peter went over the side of the boat

and walked on the water toward Jesus.30But when he looked around at the

high waves, he was terrified and began to sink.

“Save me, Lord!” he shouted.31Instantly, Jesus reached out his

hand and grabbed him. “You don’t have much faith,” Jesus said. “Why did you doubt Me?”

32And when they climbed back into the boat the wind stopped.

33Then the disciples worshipped Him.

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“You really are the Son of God!” they exclaimed.

34After they had crossed the lake, they landed at Gennesaret. 35The news of their arrival spread quickly throughout the whole surrounding area, and soon the people were bringing all their sick to be healed. 36The sick begged him to let them touch even the fringe of his robe, and all who touched it were healed.

CT. Critical Thinking:1. Answering the Motive Question:

What miracle did Jesus do in the story?

2. Comprehension Check:a. Who are the characters in the

story? What is the setting? b. What miracle did Jesus do in the

story? Why could He do it? c. Why did Peter when he tried to

walk on the water?


GROUP 1: Write the values that you’ve learned from the selection:



GROUP 3: USING A TIME LINE


grammar organizer:

Title: _________________________Author: _______________________

10.

GOLD: (Grammar Oral Language Development)

1. Drill: Pronunciation Drill:/t/ /d/

asked ruled laughed loved kicked chattered

picked hummed kissed called

2. Motivation

Group Activity: Divide the class into two groups.

Provide each group with the pictures to analyze. Instruct the pupils to put a cross (x) on the things that a school girl/boy should not wear, have or do. Give the pupils the chance to justify their answers.

A. B. B.

3. Unlocking of Difficulties

incidentally – by chanceoftentimes - many times

4. Presentation Ask the pupils to read the fable below.

A LITTLE KINDNESS

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What did the main character do to solve the problem?How did the story end?


Spot the Mistake

A hungry cat met a tiny mouse who incidentally was also looking for food.

“I haven’t eaten anything yet, I feel too weak to move,” said the poor cat.

“Why? Does it mean nobody cares for you?” the mouse asked surprisingly.

“I don’t know. It’s too hard for me to understand what’s going on. Oftentimes, my masters seem to have forgotten me. Even my favorite mat is too dirty to sleep on. Everybody seems too busy to spend just a little time for me,” replied the cat sadly.

“Don’t be sad my dear. I may look too small to help but I know I can do it. I’ll share with you whatever I will get and we’ll eat together. I’ll be back soon,” said the mouse gladly.


1. What kind of story did you read? Justify your answer.

2. What things made the cat felt sad?(Everybody seems too busy, etc.)

3. How did the mouse describe itself? (I may look too small to help, etc.)

4. What feeling is reflected in the fable?

5. What is the moral lesson of the story?(Answers may vary)

a. Complete the sentences by using the phrases/sentences from the fable. (To be written on the board and answered orally.)

1. I haven’t eaten anything yet; I feel ___________ (too weak to move)

2. I may look ___________ but I know I can do it. (too small to help)

3. Even my favorite mat is ___________ (too dirty to sleep on)

6. Analysis

* What words follow the word too in sentences 1-3? (weak, small, dirty)

What do you call these words? (adjectives)

* What word follows the adjectives in each sentence? (to)

* What words come after to? (move, help, sleep on)

What are they called? (verbs) (To + verb makes up an infinitive)

a. Try these sentences.

1. It’s too hard for me to understand.

2. The red dress is too big for Marie.

What word follows the adjectives hard and big in the sentences? (the preposition for)

What follows for? (the pronoun me and the noun Marie)

What does the word too in each sentence express? (negative results)

7.Generalization

* Too is used before an adjective. It is followed by an infinitive or a “for phrase” which expresses a negative result.

* A noun or a pronoun follows the phrase too + adjective + for

* A verb follows the phrase too + adjective + to

8. Application A. Direction: Complete the following

sentences using too + adjective + nominal.

1. I don’t like this dress, it’s _____________________.

2. I won’t go out of the house, it’s _____________________.

3. I can’t reach that star apple, it’s _____________________.

4. I can’t lift this box, it’s _____________________.

5. I can’t cook this recipe, it’s ____________________

B. Enrichment Activities

Game: What’s Wrong With Me?

A day before, you should have instructed the pupils to wear something in class that will make them look funny/awkward/strange.

Let some pupils stand before the class. Allow other pupils to describe them using the too + adjective + nominal/ or a “for” phrase.

Ex. Jason’s shoes are too big for him. Lisa’s uniform is too long., etc.

IV. Evaluation Construct sentences using too +

adjective + nominal/ for phrase using the pictures as clues.

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1.

___________________________

2.

__________________________

3.

___________________________

4.

_____________________________

5.

____________________________

6.

____________________________

TS. Transfer StageA. Preparatory Activities:

1. Motivation

What kind of movie do you love to watch? Have you experienced watching a movie in a theater? What would you do if you see someone in the theater looking for something? Would you help him/her or not? Why?

2. Unlocking of Difficulties

a. crawling - (by demonstration) similar to the creeping of an animal/insect

b. theater – movie house c. trembling – shaking caused by fear d. annoyed – disturbed or irritated

B. Development of Lesson1. Presentation

Say: Listen as I read this short selection.

One Sunday afternoon, an old man was crawling on the floor in the dark movie theater. The people around him were very much annoyed. “What are you doing, sir?” asked a young woman. I’m looking for “my handkerchief,”

answered the old man.“I have five one hundred-peso bills in

it.” So the young woman helped the old man find his handkerchief. The two seemed disappointed when suddenly the young woman stepped on something bulky. She picked it up and went to a lighter side of the theater. It was the handkerchief with money!

“I’ve found your money!” exclaimed her.

“Thank you very much,” said the man happily.

2. Comprehension Check: a. Where did the story took place?b. Why was the man crawling on the

floor?c. How was his money found?

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Have the pupils analyzed the given pyramid diagram:

Pyramid Diagram

Where and when did the event happen? Who has a problem in the story? Who helped solve the problem? What was the problem? How was it

solved? How did the story end?

When the young woman stepped on a bulky thing. It was the handkerchief with bills.

3. Analysis:

Say: What we have written on the pyramid are elements of a story. Let us find out each element.

Ask: What do you call the element of story that tells where and when the story happened? (the setting)

The leading persons or sometimes animals in the story? (the main character)

The other persons or animals? (the secondary charater/s)

Look at the highest point of the pyramid, what do you call that part of the story that is the highest point of interest? (the climax)

When the climax falls, what comes next? (the ending)

4. Fixing Skills:

Listen to the story as the teacher reads it. Then on a provided sheet, identify whether each sentence tells about the setting, main character, secondary character, climax or ending of the story you have listened to.

Parable of the Rooster

Once upon a time in a farm, there was a rooster who believed he was superior to everyone in every way. He pecked and attacked the chickens with his spurs until the latter were bloody.

The rooster would not even allow the other cocks to crow. Instead, he alone announced the start of the new day or the setting of the sun.

The rooster grew bigger and bigger than the rest of his kind. He even challenged the other animals in the farm.

He flew and landed on the back of a carabao. “I am taller than you,” the rooster said. “Now, I am your master.”

He boastfully proclaimed, “Since I can now control all the animals, next is the man.”

With that, the rooster attacked the first woman who passed by. But it was not too easy for him for the woman quickly grabbed his neck and no matter how he tried to get out of the woman’s hand, the woman’s grip was tighter.

The woman then marched directly to her kitchen with the rooster. And that evening, the lord of all was part of the steaming tinola (stewed chicken)!

Identify whether each expression tells about the setting, main character, secondary character, climax or ending of the story heard.

_____ 1. the animals, the woman _____ 2. And that evening, the lord was

part of the steaming tinola. _____ 3. once upon a time, in a farm ____ 4. The rooster believe he was superior

to everyone in every way. _____5. The rooster attacked the first

woman but the latter was stronger than him that he could not free himself.

5. Generalization The elements of a story are the:

a. setting – the place and time the story happened

b. main character – the leading person or animal in the story

c. secondary characters – person/s or animals other than the main character

d. climax – the highest point of interest of the story

e. ending – the fall of climax

6. Application:Group Work

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The old man happily thanked the young woman for helping him find his money.

In the theater, one Sunday afternoon

To the teacher: Divide the class into groups with five members. Next, read to the class the story. After that, using the given graphic organizer, the group identifies the five elements of the story. Lastly, call on two groups or more to present to the class their answers then show the prepared key. For the teacher to read:

The Turtle Who Could Not Stop TalkingThere was a turtle in a pond at the foot

of the hill. Two wild young geese were looking for food one day. They saw the turtle and talked with him. The next day, the geese came again to visit the turtle. They became well – acquainted and became good friends.

“Friend turtle,” the geese said one day, “we have a beautiful home far away. We are going to fly back to it tomorrow. Will you go with us?”

“How could I? I have no wings,” said the turtle.

“We will take you if you keep your mouth shut. Do not say a word to anybody,” they said.

“I can do that. Please take me with you. I will do exactly what you say,” the turtle said.

So the geese brought a stick and they held the ends of it with their beaks.

The geese told the turtle, “Take the middle of this stick in your mouth and don’t say any word until we reach home.”

The children in the village saw the two geese flying with the turtle and they shouted, “Oh! See the turtle up in the air. Look at the geese carrying a turtle by a stick. Did you ever see anything more ridiculous in your life?”

The turtle look down and began to say, “Well, if my friend carry me, what business is that to you? And he fell dead in the ground.”

As the geese flew on, they heard the people who come near the turtle say, the fellow could not keep his mouth shut. He talked, and so lost his life.”

The Turtle Who Could Not Stop Talking

7. Values Integration:How can you show your

concern to someone?(Possible answer: We can show

our concern to someone by helping him/her in times of need.)

IV. Evaluation Listen as the teacher reads the story

then answer the questions that follow. Pick out the letter of the correct answer.

For the teacher to read:

A Young Traveler

A young traveler once lost his way in a wide desert. The blazing sun was so hot that he became very thirsty. He was tired and hungry. Soon, he came to an oasis. An oasis is a low fertile place in the desert where there is much water.

“Clean water at last!” the weary traveler exclaimed. “I guessed I’m just lucky.” As the tired traveler came near the oasis, he saw a half-filled sack lying upon the riverbank. He knelt beside the old sack in an attempt to open it.

“My God, may there be some canned fruits or canned goods so that I may havesomething to eat.”

With this wonderful thought, he got his sharp knife and hurriedly cut the old sack. When he saw what was inside the old sack, he said in a sad, disappointed way, “Poor me! These are only diamonds!”

Choose the letter of the correct answer.

_____ 1. Where did the story take place?a. in the seab. in the farmc. in the desertd. in the forest

_____ 2. Who is the main character?a. the young traveler b. the old traveler c. God d. the author himself

_____ 3. Is there a secondary character in the story?

a. Yes, there is.b. No, there isn’t.

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Setting

Main Charac

ter

Secondary

Character

Climax

Ending

c. Maybe there was. d. None of the above.

_____ 4. What is the most suspenseful part of the story?a. The young traveler became

disappointed.b. The young traveler saw an

oasis.c. The young traveler wished

there were food in the old sack he found.

d. The young traveler hurriedly cut the old sack only to find out that only diamonds were inside the sack.

_____ 5. How did the story end?a. The young traveler hurriedly

open the sack.b. The young traveler felt

satisfied after drinking in an oasis.

c. The young traveler felt disappointed about what were inside the old sack.

d. The young traveler left the desert and did not come back anymore.

V. AssignmentGOLD: Combine the ideas of the

sentences using too + adjective + nominal/ for phrase. Use the example as your guide.

Ex. Baby is small. She cannot take care of herself. Baby is too small to take care of herself.

1. Father is old. He cannot do heavy work.2. Brother is very young. He shouldn’t cook.3. The gown is big. It’s not for me.4. Those rubber shoes are small. They aren’t for Angelo.5. Uncle is young. He can’t retire.

B. TS. Recall a story that you have read. Then in your notebook, write the elements of that story.

LESSON # 18

I. OBJECTIVES:

GLR: Enjoy listening to story.CT: Answer questions from the story

listened to.GOLD: Use adjective + enough toTS: Identify Fact, Opinion and Falsity

II. Subject Matter:GLR: “Think out Loud” GOLD: Using Adjective +

Enough To TS: Identify fact, opinion and

falsity from statements heard

References: 2002 BEC Handbook in English PELC I 1.9.2; PELC II 13.2

Fun in Reading 6 p. 154, 222Our World of Reading 6 p. 25Basic English Skill Builders 6 p. 258Junior Inquirer, April 29, 2005

Materials: Chart, cross word puzzle, pictures of car, charts, coupon bond, sized pictures, cartolina strips, pocket charts

III. Procedure:GLR: A. Preparatory Activities:

1. Drill: Pronunciation drill:2. Motivation

Show a picture of a typical Filipino and ask them to write positive qualities they can associate with the picture. Elicit as many answers from the picture as possible.

cheerful

3. Unlocking of Difficulties Ask the pupils to choose the

meaning of the underlined words.

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respectful

helpful

faithful

industrious

charitable

Good-natured

1) Kissing the hands of our parents and grandparents is a unique tradition being practiced by Filipinos.

a. always b. b. one of a kind c. romantic

2) Donating foods, clothing and medicines to victims of calamities is an act of charity.a. generosity b. b. pity

c. c. being proud

3) The citizens of all nations join hands in giving out donations to the victims of landslide in Leyte.a. inhabitants b. b. migrants

c. c. tourists

4. Motive QuestionWhat are the positive values of the

Filipinos that contribute to progress in life?

Show pictures illustrating Filipino values such as: a) respectful (magalang)b) faith in God (maka-

Diyos)c) Love for fellowmen

(maka-tao)

B. During reading Activities:1. Presentation:

Ask: What positive values do your family practice?

II

C. Post Reading Activities:1. Answering the motive question:

What are the positive values of the Filipinos that contribute to progress in life?

2. Comprehension Check:a. How does a Filipino show his

being respectful?b. How does a Filipino show his love

to God?c. What are the other characteristics

of a Filipino?

3. Engagement Activities:Group the pupils into 4. Have them perform the different activities:

GROUP 1:Prove that the Filipino is a

God-loving person. Justify your answer by writing the support statements/ideas in this diagram.

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A FILIPINO IS GOD-LOVING PERSON

He patterns his life in the way God wants him to.

He loves his neighbors because he loves God.

He prays for himself and for his family.

He prays for his fellowmen and for all people.

He believes in one God.

GROUP 2:Act out the best part that you liked best.

GROUP 3:

Write the values that you’ve learned from the selection:

GROUP 4:What is the main idea in the third

paragraph?Identify some words that support

the main concept that Filipinos are humane and concerned about people around him.

GOLD: GRAMMAR, ORAL LANGUAGE DEVELOPMENT

1. Drill: Pronunciation Drill:2. Motivation

Guessing Game Say: I will act out an activity that a child like you can do. Then guess what activity it is.

Possible answers:a. playing basketballb. bikingc. cleaning or sweepingd. swimminge. reading and writing

3. Unlocking of Difficulties (Teacher shows pictures of the

following:)

Ask: What does the picture show? What celebration does it show?

Ask: What is the girl doing in the picture?

Ask: What is the girl doing in the picture? Who is with her?

Ask: What is the boy doing in the picture? Who is with him?

A. Development of Lesson1. Presentation

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generous

cheerful

charitable friendly fair

thoughtful helpful

Filipinos are good-natured and concerned about their

fellowmen.

Say: Let’s read what some children have to say on how to make their summer vacation more exciting.

“What will make your summer vacation more exciting?”

2. Comprehension Check-UpBased on the statements we have

just read, what activities will make summer exciting for the children interviewed? Do you think they do these activities on ordinary days? Why are these activities exciting to do on summer days?

Who among the children has the simplest activities for summer? Who has the most expensive or grandest activities?

Via Zareena Bulda said she wanted formal training in ice skating at the Mall of Asia, who do you think would teach her ice skating? What do you think is the difference between learning taekwondo formally and informally?

According to Ray John Buhain, what benefit could he get from learning taekwondo?

Aside from enjoyment and excitement, what else

could one get from doing summer activities?

3. Discussion: Let us look at each pair

of sentences. Note how each pair is combined into one sentence.

1. a. Patrice is eleven years old.b. She wants to try wakeboardingPatrice is old enough to try wakeboarding.

2. a. Via Zareena belongs to a rich family.b. She wants to have formal training in ice skating at the Mall of Asia.Via Zareena is rich enough to have formal training in ice skating at the Mall of Asia.

3. a. Tagaytay City is a cool place.b. It is a good summer vacation spot.Tagaytay is cool enough to be a good summer vacation spot.

What is the common phrase among the combined sentences?

(The teacher will underline the word enough to)

Ask: In the first combined sentence what does the expression old enough to try wakeboarding mean?

(It means Patrice is at the right age to try wakeboarding.)

In the second sentence, whatdoes the expression rich enough to have formal training in ice skating mean?

(It means Via can afford to take up the training because her family is rich.)

In the third sentence, what does the expression cool enough to be a good summer vacation mean?

(It means Tagaytay City is a good place to spend summer vacation

because of its cool climate.)Do the expressions express

positive or negative meaning?(They express positive meaning.)

Say: From the following expressions – old enough to try, rich enough to take up, cool enough to be. What part of speech is old, rich and cool?

Those are adjectives. (Teacher will label each word as adjective)

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“I will join a fiesta celebration in Pampanga with my lola.” - Arch Gabriel Alix, Grade 4

“Join a basketball league with my neighbors.” - John Carlo Nebres, Grade 5,

“Spend my summer at my lola’s house in cool Tagaytay City.” - Raiza Vicedo, Grade 5, Aniban Central School

“I will try wakeboarding in Camarines Sur.”- Patrice Isobelle Jebulan, Grade 5,

“My formal training in ice skating at the Mall of Asia.” - Via Zareena Bulda, Grade 4,

“I will learn taekwondo so I can defend myself!” - Ray John Buhain, Grade 4

Ask: In all the expressions, what follow the objective? (enough to)Ask: What part of speech are try, take up and be? (They are verbs.) (The teacher will label the words as v)Ask: In what form are these verbs?

simple formAsk: Now, what language pattern can we form?

adjective + enough to + simple form of the verb.

4. Generalization

Enough to may be used to describe nouns. We follow the language pattern adjective + enough to + simple form of the verb to form a correct sentence.

5. Application A. Combine into one sentence each

of the following pairs of sentences by using the expression enough to.

1. a. Thea is tall b. She wants to play volleyball.

2. a. Luis is hardworking. b. He can apply for a summer job.

3. a. Sam and Leo are curious. b. They want to try horseback riding.

4. a. Jane and Pia are pretty. b. They join a beauty contest in their

town fiesta.

5. a. I am patient. b. I can wait for the next bus.

B. Oral Practice(To the teacher: Use cut-outs, words

in strips and pocket charts in this activity)

Say: Complete each sentence by choosing the correct adjective and verb from the pocket chart. The pictures will help you understand the sentences.

a. The airplane is __________enough to __________ far places in a short time.

b. Jogging is __________ enough to __________me healthy.

c. Making kites is ___________ enough to boys and men.

d. Watching a Manny Pacquiao fight is __________ enough to _________ boxing fans.

e. Halo-halo and ice cream are ___________ enough to _________ us on hot day.

6. Values IntegrationAsk: How can we spend summer

vacation simply?Pupil: We can spend summer vacation

simply by doing activities that are inexpensive yet fun and enjoyable.

IV. Evaluation Combine each of the following pairs of sentences using the expression enough to.

1. a. Dan is healthy.B. He joins track and field.

2. a. Dolphins are intelligent.b. They can follow instructions.

3. a. The boatmen are fortunate.b. They earn a lot during summer.

4. a. I am excited.b. I want to spend summer in my hometown.

5. a. My uncle’s rest house is big.b. It can accommodate all of us.

TS. Transfer Stage:A. Preparatory Activities

1. Review:What is the difference between

advertisements from propaganda?

2. MotivationAsk: Do you know anyone who

once had a terrible illness but was able to recover? Share the story to the class, others listen attentively to the speaker.

3. Unlocking of difficultiesSay: Listen as I say a pair of

words. If the words are synonyms, clap once, if they are antonyms, clap twice.

1) illness – disease

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interesting

good

fast

cold

exciting

refresh

makeentertain

reach

challenge

2) raged – high 3) upset – calm 4) overcame – solved

5) terrible – simple

4. Presentation Say: Listen to the story I will read.

In 1882, when Helen Keller was 1 ½ years old, she suffered a terrible sickness. Her fever raged for days. The doctors did not have antibiotics with which to treat her. Antibiotics came from organic materials. They also did not have about the illness. “I think Helen will recover,” said one doctor. Helen’s parents were probably upset, either.

Helen did recover, but the illness left her totally blind and deaf. It is hard to believe that the rest of her life was not a painful struggle. Yet, she overcame much and learned to speak, read, write, and even attend college. It is probably true that Helen Keller is the greatest example over adversity of her generation.

5. Comprehension Check Up

a. Who is the main character in the story? Describe the character.Helen Keller is the main character in

the story. She had a terrible sickness at the age of one-a-half years old.

b. Was Helen able to recover? What happened next?

Helen was able to recover but she became blind and deaf.

c. Prove that Helen Keller’s story can give hope to those who are suffering terrible diseases.Possible answer: Helen Keller’s story can give hope to those who are suffering terrible illness for Helen’s recovery is inspiring and unbelievable from impossible to possible.

6. Discussion: Ask: In what year Helen

Keller had a terrible illness?What happened to Helen

Keller when she recovered?Helen had high fever for days, what

might be her illness?Give the exact work of the

doctor about Helen’s recovery.

FALSITY FACT OPINIONAntibiotic comes from inorganic materials.

a. Helen Keller had a terrible illness in 1882.

b. She became blind and deaf after she recovered.

a. She might have (influenza, tuberculosis, pneumonia, bronchitis, etc.)

b. Helen will not recover.

Say: As you see, the sentences have been grouped into three. Let’s find out which group of sentence is fact and which expresses opinion and which is falsity.

Ask: Which group of sentences has or gives accurate data? The first group

What are the accurate data? The year 1882 in the first sentence.

In sentence b, is there a word that makes the statement unsure? None

Are these sentences than fact, opinion or falsity?So the other group is opinion. What words in the first sentence makes the statement opinion? Might

How about in the second sentence? Think In the last group, what makes the sentence a statement of falsity? That antibiotic comes from inorganic materials but the truth is that antibiotic comes from organic materials.

7. Generalization:A fact is a statement of true fact

which is based on sufficient evidence.An opinion is a statement of

one’s belief or conviction, no sufficient evidence. It may have signals like maybe, might, think, probably, etc. A falsity is a statement of false facts.

8. Application:

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A. Listen to the following statements as the teacher reads them. Then stand if the stand if the statement is a fact, sit down if it is an opinion and jump if it is a falsity.

a. Guatemala is in Central America.b. Rose is our national flower.c. Girls learn to speak much earlier than

boys.d. The Philippine government has

passed laws to protect our children.e. Carabao are better followers than

camels.

B. Enrichment Listen as the teacher reads the

following situation. Working together, write down statement/s that expresses fact and opinion.

Filipina have different physical features. Some are brown, some have fair complexion. Some are short in height, others are tall. Some possess round eyes, other have eyes like those of the Chinese or Japanese. These differences may have been inherited from our foreign ancestors who captured our country. The Greeks were one of our conquerors. It could also the blending of the genes of our Filipina ancestors who were the first children of the foreign conquerors.

IV. Evaluation Listen carefully as I read each

statement. Tell whether it expresses a fact, opinion or falsity. Write your answer.

1. Children who work become better adults than children who do not. (Opinion)

2. Apolinario Mabini was the first president of the Philippines. (Falsity)

3. The Philippines has 7,107 islands. (Fact)

4. A whale is a sea mammal. (Fact)5. Boys perform better in Mathematics

than girls. (Opinion)

V. Assignment GOLD: Use each phrase in a sentence.1. honest enough to trust2. clean enough to use3. loud enough to hear4. small enough to carry5. strong enough to lift

TS. Watch a TV advertisement then list down a statement of fact or a statement of opinion you will hear from the ad.

*******End of Third Grading Period*****

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Elementary School

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Third Grading Period Lp Vi

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