language

Producing the Sounds Listened to

I. Learning Objective

Identify initial and final consonant blends and clusters /th/, /dh/

II. Subject Matter

Topic: Producing the Sounds Listened to

Initial and Final Consonant Blends and Clusters

/th/dh/

References: PELC Speaking 1, p.14Communicating Is Fun,

p. 70-72

Materials: pictures, charts, flashcards, worksheets

Value Focus: Gratitude for the kindness of others

III. Procedure

A. Preparatory Activities

1. Drill

Read the words:

ship bush shelf wishshell dishshore fishshe rushshake wash

Read the phrases:

she sells shady bushfresh fish wish for a dishshells at shore wash the shells

Read the sentences:

She washes the dishes.Roy gathers shells on the shore.

Buy red shoes for Ashley.Pearl hides in a shady bush.John Dave wishes for a fish.

B. Development of the Lesson

1. Motivation

Ask: When is your birthday?How do you celebrate

your birthday?

2. Presentation

Show picture of a girl celebrating her birthday.

Say: It’s Rominas birthday and she had a party. Study the picture carefully.

3. Analysis/Discussion

Ask:Whose birthday is it? (Romina’s)How old is she? (three)Who are the persons behind her?

(her father and mother)Who do you think are invited to

her party? (friends)If you were invited, what would

you say to Romina? (Thank you.)

Write the responses of the pupils on the board and have them tell the initial letters and their sounds.

/th/three fatherthank mother

Teacher models first the reading of these words then pupils will tell where they can see th and how it’s sounded.

/th/ /dh/

thin thisthirsty thatthrow weatherthrone togetherthick gatherthroat withthirteen another

Teacher reads, pupils follow then have the class read by groups, pairs, and individually.

4. Generalization

Where do we usually find the initial consonant blend and cluster in a word? The final?

C. Post Activities

1. Application (Whole-Class)

Direction:Listen as teacher says words with th. If the sound of th is /th/ raise your right hand and if /dh/ raise you left hand.

them bathsmooth thy

breathe with both thread

Direction: Ask pupils to tell where th is found in the

underlined word in the sentences. Is it at the beginning or at the end?

1. Joy throws the ball to Eva. throws throat thread2. Mother has a baby. father brother mother3. Use this thread to mend your shirt. smooth thread weather4. The earth is round. earth map star5. She is thirteen years old. three thirteen there

2. Enrichment Activities

Write the answer to each question. Choose from the box. Write I if th is at the beginning and F it is at the end.

1. What is the fifth day of the week? __________

2. What part of your body is found in your neck? ________

3. What does your brain do? ____________

4. What planet do we live in? _____________

5. Who is the other son of your father? ____________

throat Earth Fridaybrother think

Loop-A-Word

Look for words with th by encircling them. Read the encircled words.

b r e a t h x wp t h i n o z eq r y z w m l ah t h a n k s tt h i s n s u hw i t h q p v ey c r n m l w rz k a t h y x

3. Values Integration

Ask: What will you tell your father and mother after giving you a nice birthday party?

IV. Evaluation

Read the sentences carefully and complete each by writing the correct word to fit the sentence. Mark the heart with a if th is in the initial position and an X if in the final position in the heart.

1. They gather all the brothers _____________.

A. weatherB. breatheC. together

2. The family takes a ________ in the hot spring.

A. breathB. thatC. bath

3. A king sits on a ________.

A. throatB. throneC. through

4. Roy needs a glass of water. He is __________.

A. thirdB. thirteenC. thirsty

5. Minnie reads a book with many pages. It’s __________.

A. thenB. themC. thick

V. Assignment

Write sentences using these words:

father motherbathedgatheredtoothache

Reciting from Memory Short Verses, Two-Stanza Poems with Gestures, Correct Intonation and Stress

Write a letter of thanks to them using this format.

Dear ______ and _______,

______________________________

_________________________________

__________________________.

___________

Your son/daughter

I. Learning Objective Recite from memory short verses,

two-stanza poems with gestures, correct intonation and stress

II. Subject Matter

Topic: Poem Recitation - Tools

References: PELC Speaking 2, p. 14

Materials: chart, picture, cassette tapes or CDs

Value Focus: Orderliness - keeping things proper places

III. Procedure


1. Unlocking of Difficulties

Ask the children what they know about tools using semantic webbing.

2. Motivation

Show pictures of different tools.Ask the pupils what tools are needed in cleaning a room, peeling potatoes, fixing a broken

fence. (Teacher writes the responses of the pupils.)

3. Motive Question

What’s the poem about?


1. Presentation

2. Analysis and Discussion

a. What’s the poem about?b. What tools are needed to paint

a picture?c. How do you peel potatoes?d. If you were a carpenter, what

tools do you need?e. If you were a carpenter, what

would you do with your tools after using them?


Even you use tools in working and in playing. What do you do with these things after using them?

4. Read the poem again while pupils listen. Then, the class reads the poem. Divide the class into groups. Each group reads while others listen. Then, pupils read individually.

tools

makes works easy

long nosecutter

hammer

basinknife

brush

broom

shovel

telephone

Present this poem to class. Tell the pupils to listen as you read the poem.

Generalization

How do we recite verses and poems? (with expression, with gestures, correct intonation, and stress)

C. Post Activity

1. Application

Read the poem with correct gestures, intonation and stress.Let the pupils read with you until they can recite from memory. Use correct gestures, intonation and stress.

2. Enrichment Activity

Read the poem below.

Do what is asked after you have read the poem.

IV. Evaluation

Option 1:

Read the poem and be ready to recite a line or two with correct intonation.

Flowers

Flowers are beautiful.They color the earth,They make people happy;They make people smile.Without these flowers,I wonder whatWould happen toThis little world of ours?

by Vanessa

Colors

Blue is the skyOn a nice sunny day

Green is the grassOn a good summer’s day.

Black is darknessOn a cold rainy night.

Red is the lavaFrom an erupting volcano

Yellow is the sandOn the hot Sahara.

Something to Do:

Can you add some more lines to this poem?

Use the other colors and the things you see around you.

The Bumblebee

The bumblebee, the bumblebeeHe flew to the top of the tulip tree He flew to the top but he could not stopFor he had to get horse for an early tea.

The bumblebee, the bumblebeeHe flew away from the tulip tree.

Option 2:

Recite these short rhymes with correct intonation.

Throw against the wallThat pretty little ball.

To make us feel goodEat the right kind of food.

The clouds are getting grayDon’t let it rain I pray.

A good day for a sailTake me out to the bay.

Option 3:

Let them recite from memory any of the two verses with gestures, correct intonation and stress.

V. Assignment

Write a poem about your chosen topic using rhyming words. Recite the poem in class tomorrow with proper intonation and action.

Reciting Poem with Gesture

I. Learning Objective Recite from memory short verse/poems

with gesture, correct intonation and stress.

II. Subject Matter Reciting Poem with Gestures

References: PELC Speaking 2 p. 14 Basic English Skill Builders 3

Materials: picture of elephant, moon

III. Procedure A. Preparatory Activities

1. Motivation Ask pupils to stand and raise their

hands. Ask them to wave, them shake and clap their hands.

Say: There are many things and actions that your hands and fingers can do. Today, we are going to read a poem about the little fingers.

Ask: What do you think does the poem say about the fingers? Encourage pupils to guess what their fingers say.

B. Development Activities1. Presentation Read the poem aloud while pupils

listen.

Ten Little Fingers

I have ten little fingers with which I like to playThey can be such different thingsOn any kind of day.Now they’re ten frogs jumpingIn the rainy daysKokak, kokak, kokakIt’s fun to play today.

Now they’re ten ants crawlingUp on a loamy hillWhisper, whisper, whisperTime to save our food.Now they’re ten birds flyingUp upon the meadowTweet, tweet, tweet they singAs they go on gliding.

Value Focus: Cooperation

Now they’re ten fishes swimmingDown the shallow streamSwim and swim and swimCome and join our team.

2. Analysis and Discussion1. What is the poem about?2. What does it say about the

fingers?3. What animals were mentioned

in the poem?4. Using the fingers, show the

action of each animal mentioned in the poem. Then, have them follow your actions.

* ten frogs jumping* ten ants crawling* ten birds flying* ten fish swimming

5. After pupils have mastered the actions, read the poem with actions. Then, have them read by stanza: Teacher reads the first stanza, then the second up to the last stanza by four different groups. Do this with proper intonation and enunciation, including gestures.

3. Generalization Lead the pupils to tell that:

C. Post Activities 1. Application

Divide pupils into three groups. Each group will recite a poem and act out the actions indicated using the hands and fingers. Give pupils time to memorize the poem and rehearse the actions. Remind pupils to read with proper intonation and enunciation.

Group I

TWO COZ HOMES(adapted)

Two cozy homesStand upon a hill (put first on table)Here lives Jack (lift left hand over right

hand)

When they had breakfast (extended two fingers, fore fingers and

middle finger)

They go out to play (move forward extending fingers rapidly)

They runThey jump (lift both left and right

arms)And they swing all day (swing arms and forth)When the sun goes downThey go in to stay (bring fingers within fist)Here rest Jack (cover left fist with right

palm)Here rest Jill (cover right fist with left

palm)Everything is quietUpon the little hill

And they pray:

Father, we thank you for the nightAnd the pleasant morning lightFor the rest and food and loving careAnd all that makes the world so fair.

Group IIThe Elephant

The elephant looks like a giant (stretch arms

wide)He is wrinkled and he is strongHe has two, big, floppy ears (make big ears

with hands)

a. Creating actions using the hands and fingers can make recitation of poem interesting.

b. Words said with proper tone of voice and facial expressions make what you say exciting.

And a nose that’s oh, so long (clasp hands, swing

arms)He sways back and forthThrough the jungle he goesWith his floppy ears (Make big ears

with hands)And his hose of a nose. (clasp hands,

swing arms)

Group III – Pupils make up their own actions for this poem.

The Moon

Oh! Look at the moonIt’s shining up thereOh! Mother it looksLike a lamp in the air.

Last week it was smallerAnd shaped like a bowBut now it’s grown biggerAnd shaped like an O.

Prepare pupils for the group presentation.

2. Enrichment Activities Let the children create a short poem

or a short verse and let them say wit gestures or actions.

3. Values Integration Why do you think your group presented

the poem so well? What should you always remember

when working in groups?

IV. Evaluation

Read the poem. Memorize and present it by groups with actions.

Thank You God

Thank you God for the world so sweet

Thank you God for the food we eat

Thank you God for the birds that sing

Thank you God for everything.

V. AssignmentLook for a short poem in any book and

memorize a stanza. Be ready to recite it in class with proper gestures.

Using Courteous Expressions


Use courteous expressions in inviting someone, accepting or turning down an invitation

II. Subject Matter

Topic: Using Courteous ExpressionsReferences: PELC Speaking 3, p.14

Basic English Skills Builders 3, pp.92-94Grammar in Focus

Materials: pictures, dialogue, comic strip clipped from a magazine

Value Focus: Courtesy

III. Procedure


1. Motivation

Show a picture of a birthday party.

Ask the pupils: What do you see in the

picture?What kind of party is it?have you celebrated a party

like this?

Tell the pupils: Let me read a dialogue about a girl inviting her friends to her birthday party.


1. Presentation

(Form a group of six to read the dialogue)

It is Friday afternoon. Donna will celebrate her birthday on Sunday. She asks her classmates to attend her party. Let’s read their dialogue.

Inviting Friends to a Party

Donna : Are you coming to my birthday party on Sunday?

Darwin : I’m sorry, I can’t make it. We will visit grandma in the hospital.

She is sick.

Mila : Yes, I will attend your birthday party. I will bring some cookies.

Donna : Thank you very much.Eric : I will be very glad to

come too.Donna : How about you, Doris

and Gina?Doris : Sure, I will be there.Gina : I will be there too.Donna : I hope to see you all on

Sunday.


- Who will celebrate a birthday party on Sunday? (Donna)

Who are invited to attend the party? (Darwin, Mila, Eric, Doris and Gina)

Who cannot attend the party? Why?

What will Mila bring? (cookies)

How does Donna invite her classmates to her birthday party?

Mila, Eric, Doris, and Gina accepted the invitation. What courteous expressions did they use?

Yes, I will attend.I will be very glad to come.Thank you very much.

Darwin turned down the invitation. What did he say?

I’m sorry, I can’t make it.

May I, Can I, and Please are some of the expressions you can use when inviting someone.

3. Generalization

What are the words or phrases you can use when inviting someone?

What are some of the courteous expressions used in turning down or accepting an invitation?

C. Post Activity

1. Application

Form a triad. Put courteous expressions in the speech bubbles about the situation. Do these with two other classmates, then share and act what you wrote.

Situation: Your friend is inviting you to join the school choir.

Situation: You met your teacher one morning. You want to invite her to come to your birthday party.


a. Show an invitation card and recall the parts of a letter

1. Divide the class in two groups.Each group will write an invitation letter.Group I:

Invitation to a Birthday PartyGroup II:

Invitation to Join the Town Fiesta

2. Group presentation. Have the pupils read their letters in class.

b. Pupils will listen to the teacher as she reads this short dialogue. Then pupils will get partners and play the roles of the two characters. Use courteous expressions.

The Dialogue

Francis: Good Morning, Uncle Ramon. Lolo Fernando sent me here to invite all of you to a thanksgiving party tomorrow at four

The words or phrases, May I, Can I, and Please are some of the expressions you can use when inviting someone.

I’m glad to attend; Yes, I will attend are some courteous expressions in accepting an invitation.

“I’m Sorry, I can’t make it” are courteous expressions which can be used in turning down an invitation.

o’clock in the afternoon. He said you don’t need to bring anything. What he wants is your presence.

Uncle Ramon: Good morning, Francis. I’m glad to see you. Tell your Lolo that I have a previous appointment, but I’ll try my best to follow later. Your Aunt Isabel and all your cousins will surely go.

Francis: Thank you for accepting Lolo’s invitation. We hope you can all come. Goodbye, Uncle.

Uncle Ramon: Goodbye, Francis. Be careful in crossing the street. Be sure to use the pedestrian lane.

Francis: Thank you, Uncle, for reminding me. Goodbye.


How did Francis talk to his Uncle?Is it important to be courteous? Why?How could we show courtesy in inviting others, accepting or turning down an invitation?We must use polite/courteous expressions all the time especially when we invite somebody or even when we accept or turn down an invitation.

IV. Evaluation

Fill in the blanks with the correct courteous expressions that will fit each situation.

a. You met your friend in front of the church. You want to invite him/her on your birthday. What will you say? _________________

b. You have to visit your sick aunt in the hospital so you cannot go to your friend’s birthday party. What will you tell her? _______________

c. You will accept your friends’ invitation to join the school choir. What will you tell them? __________________

d. Your teacher invited you to join the Drum and Bugle Corps. But your parents do not have the money to buy you an instrument and uniform. What will you say to your teacher? ___________________

e. You will accept the invitation to attend the birthday party of your friend. What will you say? ___________________

V. Assignment

Write an invitation letter to a friend, inviting him/her to your birthday party.

I’m sorry, I can’t make it.Please come to my birthday party.I’m glad to attend.Sorry, ma’am, I can’t join the band.Yes, I will join the School Choir.

Giving Two – Step Direction Commands

I. Learning Objective Give 2 – step commands/directions

II. Subject Matter Giving Three Steps Directions Commands

References: PELC Speaking 4 Skill Builders 3 pp.

Materials: created poem, pictures


1. Motivation What do we always have every

morning?

B. Development of Lesson1. Presentation


Ask: What does the poem ask us to do?Lets stand straightLet’s say our pledgeLet’s have our head up highLet’s put our palm on chest

Say: Why do we have to do these actions when our flag is raised?

Now read the following sentences. They tell us what to do when the Philippines flag is raised.

Stand straightHave our head up highPut right palm on left chest

Ask: How do we call these sentences? How many steps are these?

3. Generalization Lead the pupils to say that: these are called commands or directions. A command or direction may have more than one step.

Ask: When someone ask you to do something will you obey? How?

C. Post Activity1. Application

Look at the picture then give three step

direction.

COOKING RICE

RECITING THE PANATANG MAKA-BAYAN

Values: Appreciating our heroes deeds.

Respect The Flag

Respect the flag when it is raisedIt is the symbol of our raceStand straight and say your pledgeWith head up high right palm on left chest.

And as you sing the anthem dearThink of the heroes who without fearFought in the battlefield as might as theyReady to die for our country so dear.

Commands or directions tell us the way to do something. They tell us steps in doing it.


A. Go back to the poem presented. Let the children recite it again and sing to the tune of ABC with actions as what the line says.

B. Write the missing steps is in each set of directions.

1. Squeeze five calamansi in a glass of water.

2. Add some ice and sugar.3. _____________________________

1. ____________________________2. Measure water in the rice pot3. Cook the rice over low fire

1. Wash the dirty clothes with soap and water

2. _____________________________3. Hang the clothes to dry

3. Values IntegrationSay: Aside from our flag, our heroes are

also symbols of our country. In what way can you show that your honor them for what they did for our country?

I will follow what they didI will tell/read stories about themI will watch movie/TV shows about their lives

IV. EvaluationGive three-step direction for this

situation!

You wanted your friend to know which apple smells stronger; which is cold or not? Write your steps inside the apple.

V. HomeworkGive a three step command/direction

about frying an egg.

Asking and Answering Question about Oneself


Ask and answer questions about oneself / others / things using dialogues, comic strips, pictures.

II. Subject Matter

Topic: Asking and Answering Question about Oneself

References: PELC Speaking 5, p. 14Language ArtsGrammar in FocusComic strips from magazines

Materials: pictures, comic strips, dialogue

III. Procedure


1. Motivation

Do you know how to introduce yourself?

Value Focus: Politeness

Can you tell some things about yourself to the class?

(Teacher may show a model on how to tell something about oneself.)

Example:

I am Jade Rex B. Imingan.I am in Grade 3 section one.My teacher is Mrs. Darnalie P.

Orcino.I love singing and I love reading

books, too.I love reading legends and

folktales.

(Teacher may call on some pupils to tell something about themselves.)


1. Presentation:

Present the dialogue with a picture illustration.

Say: The class of Miss Santos has a new pupil. Let us read their conversation.

Lino : May we know your name?

Lea : I am Lea Bautista, nine years old and the youngest daughter in our family.

Lita : Where do you live?Lea : Well, I live at my

uncle’s house.

Rina : Do you like staying in our school?

Lea : I like it here. I like the garden. It is full of

plants and flowers. I

also like my classmates.Mila : Thank you! We like

you, too. You can be our friend.


Ask the following questions regarding the dialogue:

1. Who is the new pupil in Miss Santos’ class?

2. Did Lea answer all the questions her classmates asked?

3. How did she answer the questions?Was she polite in answering their questions?

4. Do you think Lea has correctly answered all their questions?


Say: Class, when you are asking and answering questions, always observe politeness. You must be alert and smart in answering the questions. Be confident.

4. Generalization

The purpose of asking and answering questions is to be able to express your ideas well and to tell information about yourself.

C. Post Activity

1. Application

Below is a dialogue between Joel and Roy.

Joel : Hi! May I know your name?

Roy : Hello! I am Rogelio Dizon. They call me Roy for short.

Joel : Where do you live?Roy : My parents and I live

in the next barangay.Joel : What grade are you in

and how old are you?Roy : I am in grade 3 and I

am nine years old.Joel : Would you like to

transfer here in our school?

Roy : I will ask my parents first. For the meantime, help me find the canteen.

Joel : Ok, let’s go.

1. Who is the newfound friend of Joel?

2. What did Joel ask Roy?

3. Did Roy answer all the questions of Joel?

4. How old is his newfound friend?

5. Where does Roy live?


Crispin and Tintin played a game called “Asking and Answering Questions” which help them get acquainted with each other. They take turns in asking and answering questions about themselves.Fill in the speech balloons.

What do you think are the questions asked by Crispin and Tintin? What could be their respective answers?

IV. Evaluation

Direction : Pupils will do the “information exchange”.

1. This is an exercise to get the pupils talking. It is a dyadic sharing.

2. A pupil will as his/her partner questions about something which in turn, the other will answer.

3. They take turns in asking and answering questions.

4. Questions will be written in strips of paper.

5. You may add other questions or information.

V. Assignment

Dyadic Sharing: Look for a partner and take turns in asking and answering questions about each other.

Asking and Answering Questions Using There is/There are


Ask and answer questions about oneself/others/things using pictures/ dialogues using there is/there are

II. Subject Matter

Topic: Asking and Answering Questions Using There is/There

are

References: PELC Speaking 5, p.14Language Learning Made Easy, p. 47

Materials: cut-outs of objects, puppet

Value Focus: Appreciation of God’s gifts

III. Procedure


1. Review

Show a lunch bag with its contents. Ask the pupils: “Would you like to know what I have for recess today?”

Get objects one by one from the lunch bag and say:“I have an egg.”“I have a banana.”“I have a biscuit.”Ask the pupils what they have for recess. Let them show it to the class.

I have one bottle of juice.I have two bananas.I have five biscuits.

Write their answers on the board.Have pupils classify the nouns whether they are singular or plural in number.

2. Motivation

Present two sets of pictures of different objects. Set A shall be singular in number while set B shall be plural in number.

Let the pupils identify the objects in set A and in set B.


1. Presentation

Show the poem to the class.

God’s Gifts

A

B

B

There is the sun up highThere are birds that flyThere are flowers around meThere is a bee I seeAnd when the rains begin to

fall I miss these beautiful things

all.

Have the pupils do shared reading.

Present the pictures of the nouns in the poem.

There is a up high

There are that fly

There are around me

There is a I see

And when the begin to fall

I miss these beautiful things all.


Teacher asks:What are the things

mentioned in the poem? Do you like to look at these things too? (Yes)

How can you show your appreciation for God’s gifts? (Take good care of them)

Name ways of how to take care of them.

Teacher asks:How many suns are we talking

about in the poem? (one)

How many bees are mentioned? (one)

What words are used before sun and bee? (there is)

Why do you think we use there is?

How many birds are mentioned in the poem? (two)

How about the flowers? (three)What words are used before

birds and flowers? (there are) Why do we use the there are?

3. Practice ExerciseComplete the answers by using is

or are.

Picture A

Ask: Is there any book in your bag?Answer: There ______.Ask: How many books do you have?Answer: Only one.

4. Generalization

What do we use to show that things are singular in form? (there is)

A

Picture B

Ask: Are there pebbles in your bowl?Answer: Yes, there ______.Ask: How many pebbles do you have?Answer: More than one or many.

B

What do we use to show that things are plural in form? (there are)

There is is used in the singular form of nouns.There are is used in the plural form of nouns.

C. Post Activities

1. Application

What are the things that you see in the picture?Give sentences using There is and There are.


Option 1:

This is Santa Claus.He is tall and kind.Let’s see what are in his magic sack.

Ask the class what they think he has in his sack. Begin with There is or There are.

Possible Answers:a. There is money in his sack.

There is a purse in his sack.

b. There are toys in his sack.There are sandals in his sack.

Option 2:

Use There is or There are before the nouns.

1. ___________ money in the bank.2. ___________ buses.3. ___________ rice in the basin.4. ___________ vases on the table.5. ___________ cats meowing.6. ___________ patches on the shirt.7. ___________ many empty seats.

IV. Evaluation

Study the following dialogue then fill in the blanks with there is/there are.

Miss Lopez : Is there a jug in your materials?

Dino : Yes, ______________ .

Nancy : ______________ rocks and pebbles, too.

Miss Lopez : We need some bottles for the liquid.

Tina : ______________ bottles in the cabinet.

Miss Lopez : Please see if ______________ an alcohol burner, too.

Nancy : Yes, ______________, but it needs a new wick.

V. Assignment

Write five sentences correctly using There is and There are.

Using This is and That is in Questions and Sentences Correctly

I. Learning Objectives

Ask and answer questions about oneself/others using pictures/real objects, dialogues

Use This is and That is in questions and sentences correctly

II. Subject Matter

Topic: Using This is and That is

References: PELC Speaking 5, p. 14Language Learning Made Easy,

p. 50Materials: a box with different toys inside,

pictures of different things/objects,

objects on the teacher’s table

Value Focus: Love and concern for nature

III. Procedure


1. Review

Show a box to the pupils containing different toys.

Bring out the toys one by one. Say the name of each toy. Have

the pupils repeat the names after you. Emphasize the singular and plural forms of nouns.

2. Motivation

Show pictures of flowers and trees.Have pupils tell what are in the pictures.Do you know some flowers and trees

around us? Name some of them.

Do you love flowers and trees? Why?


1. Presentation

Dialogue

Mae and Mother are in the garden. Read what they saying to each other.

Mae : What is this flower, Mother?

Mother : That is a santan.

Mae : What plant is this, Mother?

Mother : That is rose.

Mae : What flower is that Mother?

Mother : This is sampaguita.

Mae : What plant is that Mother?

Mother : This is a rosal plant.

Where is the santan? Is it near to Mae or Mother? (Mae)

What word does Mother use when telling about something far from her? (That is)

Where is the sampaguita? Is it near Mae or Mother? (Mother)

What word does Mother use when telling about something near her? (This is)

Present the pictures.

Talk about the pictures.

Ask: How many mirrors are shown in the picture? (one)

Where is the mirror? (The girl is holding it.)

How many bags are in the picture? (one) Where is the bag? (far from the boy)


Who made all these things around us?

(God) How can we thank God for the

things he has given us? (Let’s take good care of them.) Name some ways to take good care of them.

3. GeneralizationWhat do we use to point to a thing near

us? (This is is used to

talk about something that is near you.)

What do we use to point to a thing far from us? (That is is

used to talk about something that is far from us.)

This is and That is are used with singular nouns.This is and That is are used in questions and

answers.

4. Exercises

a. Call on pupils to identify things on the teacher’s table.Let the pupils use This is and That is in talking about things nearand far from the teacher.

Example:This is a pencil.What’s this, Ronald?That is a pencil.

b. Have pupils take turns is asking and answering questions using This is and That is in identifying personal belongings and things around them.

c. Let pupils write sentences using This is and That is.

1. Application

Show pictures of the following. Make sentences using This is and That is.

1. A girl holding a flower vase2. A lady holding an umbrella3. A boy pointing to an

airplane

4. A teacher pointing to the children

5. A man holding a bicycle

IV. Evaluation

Give sentences about the picture using This is and That is.

1.

V. Assignment

Write five sentences using This is and That is with singular nouns.

Asking and Answering Questions about Oneself/Others and Things Using Because, So that, In order that


Ask and answer questions about oneself/others and things using because; so that; in order that

II. Subject Matter

Topic: Uses of Because, So That, In Order That in Asking and Answering Questions about Oneself/Others and Things

References: PELC Speaking 5Experiencing English,

p. 186

2..

4.

3.

8.7.

6.5.

9. 10.

Adventures in Words, p. 151

English for Better

Communication, p. 176

Epol-Apple Grade School

English Vol. 1 ABS-

CBN Foundation

Materials: pictures

III. Procedure


1. Motivation

Teacher will show a chart depicting good health habits.Ask questions related to children’s real-life experiences:

1. Why do we need to wash our hands?

2. Why do we need to brush our teeth after every meal?

3. Why do we need to eat vegetables and fruits?

The teacher shall elicit answers from the pupils. Ask them individually for oral practice.

B. Development of Lesson

1. Presentation

Say: It was Environment Week. The grade-three children marched around the school bringing posters and placards.

Talk about their posters and placards.

Present these sentences on the board and have pupils read them.

1. We need to keep the air clean so that we can avoid pollution.

2. We should report leaking pipes in order that we can save water.

3. We must plant more trees because they give us fresh and cool air.

Teacher will direct pupils’ attention to the underlined words.


Ask the following questions.1. Why do we need to keep the

air clean? (Expected answer: so that we can avoid pollution)

2. Why should to report leaking pipes to the authorities? (Expected answers: in order that we can save water)

Value Focus: Caring for the environment

Present this group of pictures to the class and ask questions about each picture.

3. Why must we plant more trees and avoid cutting them? (Expected answers: 1. because trees are important. 2. because trees are sources of fresh and cool air.)

What question can be answered using because, so that and in order that? (Questions introduced by why)

3. Generalization

We use words such as because, so that and in order that in questions introduced by why.

In answering why questions, we use because, so that and in order that to show the cause or effect of a certain action

Example:

We need to brush our teeth so that we will not have tooth decay.

Remember:

1. The cause-effect relationship describes something that happens and why it happens. What happens is called effect and why it happens is the cause.

2. Language clues can help identify a cause or an effect.

3. A cause is usually preceded by the words because, so that or in order that.

C. Post Activities

1. Application

Option 1: Oral

Say: Class, look at the following pictures. Answer the following questions using because, in order that and so that according to the situation.

Prompt: The Imingan Family is a happy family. Every Sunday, they go out. Here are the activities that they usually do:

Why does the Imingan Family go to church every Sunday?The Imingan Family goes to church _______________

Possible Answer:(in order to pray)

Why are they happy? The Imingan Family is

happy _________________

Whew! I have lots of things to do. She

must be mad now.

Wait until he arrives, he made me wait for two hours

Whew! I have lots of things to do. She must be mad now.

Possible Answer: (because they are listening to music)

Why do they go to

grocery store?

The family goes to the grocery

store ________________

Possible Answer:(in order to buy different things they need at home)

Why do they go to the theater?

They go to the theater

________________

Possible Answer:(in order to watch their favorite movie)

Why do they go to the zoo

They also go to the zoo

_________________

Possible Answer: (so that the children may see all the different animals)

Option 2:

Underline the cause in each sentence and encircle the word or words that give the clue to the cause. (No. 1 is done for you.)

1. The boys could not enter the schoolyard

because the gate was locked.

2. We could not find the cat because it was

hidden in the basement. 3. Because the electricity went

off, we had no lights. 4. Allan put iodine on his cut so

that it would not be

infected. 5. Arnold had no clean shirt

because his mother is not done yet with the

laundry.Option 3:

Complete the statements with the appropriate cause or effect. Select from the phrases in the box.

1. Rita cleaned the room because __________.

2. We should not throw garbage into the river because __________.

3. Eat the right kind of food in order that ___________.

4. Mang Tano’s house was destroyed by the flood so __________.

5. Sharks can smell blood in the water so _________.

Option 4:

Complete the following sentences with the appropriate cause or effect.

a. he built his house again. b. it was so dirty.c. it is dangerous to be in the water if you have fresh wound.d. this will pollute the river.e. you’ll be healthy and strong

1. The street is so dusty, so ______________________.

2. My friend is crying because ______________________.

3. Rose got sick because ______________________.

4. The children studied hard for the test so that _____________________.

5. I kept our knife sharp so that ______________________.

6. Jade loves the beach so ______________________.

7. Nina goes to school early because ______________________.

8. Father works hard because ______________________.

9. Rita helps Mother sell fish so ______________________.

10. Pipoy practices basketball every day, so _____________________.


Construct sentences based on the following pictures using because, so that, and in order that.

a.

b.

c.


If you were the children in the pictures, would you have done the same things such as _______________

- planting a tree?- studying hard?- keeping the streets clean?

IV. Evaluation

Oral Exercise:

(Fishbowl Technique)

Prepare questions for pupils to answer. Put these in a fishbowl or any container. Have them pick questions and answer these using because, so that, or in order that.

Sample Questions:

1. Why does it rain?2. Why are you sometimes

late in class?3. Why do we need to eat

nutritious foods?4. Why do you need to study

hard?5. Why do you go to school?

V. Assignment

Why did the child plant a tree?

Why was the street flooded?

Why did the pupil have good grades?

Match the phrases in Column A with those in column B to show the cause-effect relationship.

A

1. There were many landslides

2. Children were trained to

3. The manager was angry

4. The people in the barangay

5. The dinosaurs became extinct

B

a. because the employee was late.

b. because illegal loggers continue save money to cut trees.

c. because of the great meteor shower.

d. in order that they will know complained how to value money.

e. because the garbage was not collected for a week.

Using Singular Form of Nouns with Verbs of Being (Is, Was, Am)


Use the singular form of nouns with verbs of being. (is, was, am)

II. Subject Matter

Topic: Singular Form of Nouns with Verbs of Being (Is,

Was, Am) References: PELC Speaking 6.1

Basic English Skill Builders III, p. 99

Materials: pictures, chart

III. Procedure


1. Review

Naming things inside the classroom

Say: Look around you. Tell the nouns or names of things that you see.

2. Motivation:

What do you do to help at home? What about your family?

Get the pupils’ answers and write them on the board. Possible Answers: I am washing the dishes.

My sister is helping me.My brothers are playing.My father is reading a paper.My baby sister is sleeping.

3. Values Integration:

What should you do at home? (You should be helpful in your homes.)


1. Presentation

Value Focus: Helpfulness

What are the nouns in the sentence?Are they singular or plural?What comes after each noun?What verbs are used?

To give more focus on the nouns and verbs, underline the words. Tell the pupils that these are singular nouns with verbs of being (is, are, am).


The verbs am, is, was do not express actions. They are called verbs of being because these indicate state of being.They link or connect the noun or pronoun (subject) to a word or words in the predicate.Examples:I am dancing.

Maria is playing.Lino was crying a while

ago.

3. Generalization

REMEMBER:

Am, is, are, was, were are forms of the verb be. They are not action verbs.

Use am with the pronoun I. Use is with a singular noun

or pronoun. Use are with a plural noun

or pronoun and with you. Was is the past form of is

and am. Were is the past form of are.

C. Post Activity

1. Application

Option 1: Individual Activity

Fill in the blanks with the correct form of the be-verb.

1. This _____ Mr. Rosauro L. Roxas. He _____ my father. He _____ an engineer. He builds roads and bridges.

.

Option 2: Group Activity

Divide the class into four groups. Instruct them to use the following be verbs in sentences using singular nouns.

a. am b. isc. was

Note: Teacher may also include are and were for complete concept development since it was included in the generalization. However, it can be optional according to the suitable/appropriate level for the pupils.

Option 3: Oral Practice

2. These _____ the pupils and their teacher. The pupil _____ listening well to her. The teacher _____ patient.

Complete the sentences. Use singular nouns.

1. His ______ is a doctor. 2. The _______ is the head

of the school.3. My sister is a _______.

She teaches kindergarten in our school.

Option 4:

Use the singular form of nouns with the be verbs (is, was, am) in forming sentences based on these pictures:

4. Enrichment

The following are suggested exercises for skill development.

Option 1: Fill in the blanks with a form of be-verb from the pool of words below. Then read your sentences aloud with proper intonation.

is was are were am has

1. How old _____ you? I ____ nine years old.

2. My father ____ in Italy right now. He ____ in Dubai last year.

3. Our stereo, computer and TV ____ new. The stereo ___ a new model.

4. My parents ___ hardworking. Father ___ a doctor.

5. How ____ you? I ___ fine, thank you.

6. We _____ here last summer, remember?

7. Marina ___ a mermaid.8. My father ___ an engineer.9. Our house ___ new.

10. She ___ a chocolate lover.

Option 2: Encircle was or were to complete the sentences.

1. I (was, were) born in Manila.2. Why (was, were) you absent

yesterday?3. Jewel and Gio (was, were) the

winners in the drawing contest.4. That (was, were) our vacation house

when I was young.5. Yesterday, I (was, were) in

Olongapo. Today, I (am, was) here in Batanes.

6. Mary Florence and Jade Rex (was, were) in the library.

7. Evangeline (was, were) busy doing her assignment.

8. Joshua (was, were) in the garden when a visitor came in yesterday.

9. Mrs. Roson and her children (was, were) in Bohol last April.

10. Mr. Imingan (was, were) our teacher in Science when we (are, were) in grade 2.

IV. Evaluation

Oral: Speak about your everyday activities in

school.

Use am, is, or was in five sentences.

Written: Complete the sentences. Use is, am, was.

1. Tita Dely ________ a midwife.2. She ________ assigned in a

remote barrio six months ago.3. I ________ enjoying my work.4. Don Pedro ________ rich.5. The old man _________ weak.

V. Assignment

Option 1: Use am, is, and was in giving your answers to the following questions.

a. Who are you?b. Who is your father? mother?c. What chores do your

brothers/sisters do?d. What is your pet’s name?e. Are you happy with your

family?

Option 2:

Give five sentences using am, is and was.

Using Plural Form of Nouns


Use the plural form of nouns

II. Subject MatterPlural Form of Nouns

References: PELC III Speaking 6.2, p.

14

English This Way Skill book pp. 23-28

Grammar in Focus 3 pp. 11-14English For All Times 3

p. 49

Materials: charts, dialogue written on a chart, puzzle, cut out of balloons

III. Procedure


1. Drill (Reciting a poem)

Ask the pupil: What are the many things mentioned in the poem?(Possible answers: stars, shells, birds, lambs, dewdrops, bees, butterflies)

2. Review

Value Focus: Friendliness

Hundreds of stars in a pretty sky,Hundreds of shells on the shore together,Hundreds of birds that go singing by,Hundreds of lambs in the sunny weather.

Hundreds of dewdrops to greet the dawn,Hundreds of bees in the purple clover,Hundreds of butterflies on the lawn,But only one mother the wide world over.

Help Me Clean My Mess

On my table are pieces of paper. I would like you to help me clean my table by picking the pieces one by one. As you pick each pieces, read the noun written on it, then write its plural form on the board. Once you wrote it correctly, throw the paper into the trash can.

a. pesof. hero

b. mottog. volcano

c. radioh. tomato

d. echoi. avocado

e. mosquitoj. pomelo

How did you form the plural of these words?

There are only few commonly used nouns ending in o that form their plural by adding es.

These are:

a. cargo – cargoesb. domino – dominoesc. echo – echoesd. hero – heroese. mango – mangoesf. mosquito – mosquitoesg. motto – mottoesh. potato – potatoesi. tomato – tomatoesj. torpedo – torpedoesk. volcano – volcanoes

3. Motivation

When did you celebrate your birthday party?

How did you celebrate your birthday? Whom did you invite?


1. Presentation


Who were talking in the dialogue? (Vincent and Jerome)

Whose birthday party was it? (Arvin’s birthday party)

Who enjoyed the party? (Jerome)What were served in the party? (ice

cream with cherries and strawberries, candies,

cookies)Do you think the children at the party also enjoyed it? How?

( Yes, they had games and got toys as prizes and

watched the clown with monkeys doing some tricks.)

Instruction for the Teacher:(From the answers listed on the board, select the nouns ending in y then classify them into two sets.)

Set A Set BA Birthday Party

Vincent: Did you attend Arvin’s birthday party?

Jerome: Yes, I did. I enjoyed myself.Vincent: Oh, Did you? Tell me about it.Jerome: The guest were friendly.Vincent: How was the food?Jerome: Delicious! The ice cream was

served with cherries and strawberries. We enjoyed eating a tray of cookies….doing some tricks.

Vincent: Really! Did they have candies and chocolates?

Jerome: Yes, they have! We had games and got toys as prizes. There was a clown with two

monkeysVincent: I bet you enjoyed the

party.Jerome: You can say it again.

cherries

strawberries

candies

trays

toys

monkeys

Tell the pupils:

Look at the two sets of plural nouns.Let us write first their singular forms.

SINGULAR PLURAL SINGULAR PLURALCherry cherries tray traysStrawberry strawberries toy toysCandy candies monkey monkeys

Ask the pupils:

In the first column, what letters come before y? (cherry – r strawberry – r candy – d)

Are they vowels or consonants? (consonants)

What happens to the y when the noun changed into plural form? ( y was changed to i then es was added to it to form the plural of a noun preceded by a consonant.)

In the second column what letters come before y?

( tray – a toy – o monkey – e )

Are they vowels or consonants? (vowels)

What do we do to form the plural of nouns ending in y with a vowel before y? (We just add s to form the plural of nouns preceded by vowels)

Practice Exercise: Give the plural form of each noun listed on the board.

1. baby 3. boy2. daisy 4. key

Read each sentence aloud. Underline all the words that are plural in form.

1. Vegetables. fruits, ten hours of sleep, and good health habits will keep us healthy.

2. There are seven days in a week, four weeks in a month, twelve months in a year and ten years in a decade.

3. Mother bought pies, loaves of bread, cherries, potatoes, matches and candies.

4. Mrs. Roson talked about elephants, oxen, giraffes, mice, pythons, and carabao.

5. God gave us many gifts to make us enjoy life on earth. He created the plants, flowers, birds and trees.

6. Miss Cruz has lots of chocolates, candies, apples and goodies for her pupils in Grade 3.

7. Cesar was happy to meet his friends, cousins, and relatives in their family reunion last summer.

8. We were riding on the bus when we stopped, and many pedestrians including school children and teachers crossed the streets.

3. Generalization

Rules in forming the plural form of nouns:

Nouns ending in y with a vowel before y form their plural by adding s.Nouns ending in y with a consonant before y form their plural by changing y to i and add es.

A noun is singular when it is only one in number.

Example:girl curtainballoon computer

A noun is plural when it is more than one in number.

Example:candies housesmice bridges

1. Many nouns form their plural by adding s.Examples:

cup – cupsumbrella – umbrellastable – tablessweater – sweaters

2. A noun that ends in s, z, ch, sh, or x forms its plural by adding es to the singular formsExamples: dress – dresses box – boxes

C. Post Activities

Option 1:Write in the blanks the plural form of

the following nouns.

1. hero _________ 9. life _________2. self _________ 10. rosary________3. lady _________ 11. piano_________4. picture_______ 12. shell_________5. chief_________ 13. goose_________6. mango________ 14. ash _________7. dwarf_________ 15. fox _________8. ox_________

Option 2:Write S if the noun is singular in form

and P if the noun is plural in form.

_____1. house _____6. men_____2. roses _____7. foot_____3. louse _____8. circus_____4. hooves _____9. calves_____5. babies _____10. grass

Option 3:

Encircle the word in the parenthesis which makes the sentences correct.

1. I hurt my left ( foot, feet)2. There are three (loaf, loaves) of bread on the

table.3. The Philippines has about 200 (volcano,

volcanoes).4. The (child, children) are preparing for their

program.5. Our cow gave birth to a brown (box, boxes).6. All the (lily, lilies) in the vase are lovely.7. This is my favorite (toy, toys).8. Put these marbles in those read and blue

(box, boxes).

3. Nouns ending in y with a vowel before y form their plural by adding s.Examples:key – keys alley – alleystoy – toys tray – trays4. Nouns ending in y with a consonant before y form their plural by changing y to i and adding es.Examples:

baby – babiesstrawberry – strawberriescandy – candiesduty – duties

5. Some nouns ending in f form their plural by adding s.Examples:

cliff – cliffsroof – roofscuff – cuffsstaff – staffs

6. Some nouns ending in f and fe form their plural by changing f or fe to v and adding es.Examples:

wife – wivesshelf – shelvesleaf – leavescalf – calves

7. Sometimes nouns form their plural by changing the spelling of the singular word.Examples:

goose – geesemouse – micechild – children ox – oxen

8. Some nouns have the same form for the singular and plural.Examples:

sheep – sheepChinese – Chinesetrout – troutJapanese – Japanese

species – speciessalmon – salmondeer – deerbass - bass

9. There are (butterfly, butterflies) in the garden.

10. Brush your (tooth, teeth) after eating.


ARVIN’S BALLOONS

Option 4

All the balloons in Arvin’s party must be printed with correct spelling plural nouns ending in y. Find the nouns which are correctly spelled. Color them blue. If they are wrongly spelled, color yellow. Then write the correct spelling above the balloon.

Option 5

Read each word written in the gifts. Write each word in its respective column at the table below. After listing the words in their proper column, color the gifts.

IV. Evaluation

Read the sentences. Write correctly the plural form of each nouns ending in y.

1. The principal bought five thick dictionary for the school library.

2. Children play trolley.3. There are many way of conserving energy.4. Pythons swallow their prey whole.5. Our dog gave birth to three puppy.

Give the plural form of these nouns.

One (singular)

_____________

_____________

_____________

_____________

_____________

More than one (Plural)

__________________

__________________

__________________

__________________

__________________

1. match_____ 6. flower_____2. volcano_____ 7. dictionary_____3. woman_____ 8. foot_____4. peso_____ 9. loaf_____5. candy_____ 10. tax ____

V. Assignment

Write correctly the plural form of these nouns. Use in the sentence the noun in the plural form.

1. directory2. Saturday3. bakery4. Tasaday5. lily

Using Pronoun that Agrees in Gender with its Antecedent


Use the pronoun that agrees in gender with its antecedent

II. Subject Matter

Using Pronoun that Agrees in Gender with its Antecedent

References: PELC Speaking 7.1 p. 14

Communication Arts in Everyday Living Language pp. 35-40

English Communication Arts for Gr. 3 pp.

160-165

Integrated Language Arts Approach pp.

79-81

Materials: pictures, pocket chart, graphic organizer

III. Procedure

A. Preparatory Activities 1. Review

Say: Yesterday, we studied about pronouns.

What are pronouns?What kind of pronoun did we study

yesterday?What are demonstrative pronouns?Give example.

2. MotivationDo you do things together as a family? What’s your favorite sports?

Look at the picture of a family. What sports are they playing?

Value Focus: Active Participation in Class Activities


1. Presentation

Read our dialogue entitled “ A Family Sportsfest “

Teacher: Our Family Sportsfest last Saturday was very

successful.Did you have fun last

weekend during our sportsfest,

Philip?Philip: Yes ma’am. My father brought his

tennis equipment andbasketball.

Cely: My mother brought her swimming attire and we enjoyed

the water the whole day.Teacher: Do you know that after the

sportsfest, I was able to gather a boxful of things lying around the

place. I found a cap. Its color is red.Jose: That’s mine. Thank you ma’am.Teacher: Is this belt yours, John?John: No ma’am, it’s his. (pointing to

Philip)Cely: How about this shuttle cock?Philip: My father owns that. He bought that

in the sports center.Thank you.

Comprehension check-up1. What happened during the weekend?2. Who brought his tennis equipment/ball?3. Who brought her swimming attire?4. Who lost his red cap?(Teacher writes responses to questions 2-4)

Say: Underline the pronouns used in each sentence.

Father brought his tennis equipment.Mother brought her swimming attire.

What did you notice with the underlined words? (They are pronouns)

To whom does the pronoun refer?#1 (his – father)#2 (her – mother)#3 (his – Jose)

What do we call the nouns referred to by the underlined words in the sentence(antecedent)

What can you say about the pronouns used and their antecedents?

2. Practice Exercise

Let the children read the following sentences and go through the same analysisusing questions asked in the presentation.

1. Each of the boys brought of the boys brought his sleeping bag and sportsequipment.

2. My mother brought her swimming attire.3. The cap was given taking their test.4. The girls brought their books.

3. Generalization

Guide the pupils to come up with the following.

A pronoun agrees with its antecedent in number and gender.

Antecedent is the word to which the pronoun refers.

If the antecedent is singular, singular pronoun is required.

Masculine gender is indicated by he, him, his and femine is indicated byshe, hers and neuter gender is indicated by it and its.

Plural pronouns are used with plural antecedents.

Let’s fill up this graphic organizer with the missing ideas.

Write your answers on the circles with their corresponding numbers.

1. What is our lesson for today?2-4 Name the three kinds of gender.

5-7 Below these genders write the corresponding

antecedent.

C. Post Activity 1. Application

Direction: Underline the pronoun and box its antecedent in each of the following sentences.

Example: keeps her house clean.

1. Edison left his car on the driveway.2. Jane hears mass with her family.3. Dolphy earned his millions by working

hard.4. Gina left her toys here.5. Edward promised to pay his own book.

2. Enrichment ActivityDirection: Read the first sentence. Write he, him, his, she, her, hers, their, theirs, it, its in the blank to complete the second sentence.

1. That golf club belongs to Ben’s friends.That is _________.

2. This box of candies was bought by Jay.This is _________.

3. My dress is new. _______ color is bright red.

4. That chess board belongs to my brother and his classmates.It’s ________.

5. The prince loves to drive a green car.It is ________.

IV. EvaluationDirection: Underline the pronoun and encircle its antecedent in the following sentences.

Possessive pronoun that agrees in gender with its antecedent

Neuter gender

1

it

its

7

Mother

2

3

Masculine genderFemenine gender

4

hehimhis

sheherhers

5 6

7

1. The actor was studying his lines in the play.

2. Kara visited her grandmother in the province.

3. Lorie showed her talent in magic.4. The girls found their pens in the box.5. Each child must bring his own book.

V. Assignment

Direction: Complete the following sentences with the correct pronoun.

1. Father opened (my, his, her) gifts before us.

2. Did Rowel leave (my, his, our) bag in the room?

3. Sister told (her, his, my) experiences when they went to the zoo.

4. Tita Cely and her friends brought (their, her, his) beautiful shoes in the party.

5. The curtain has lost (its, her, his) beautiful and glossy texture.

Using the Correct Form of the Verb that Agrees with the Subject in Number

I. Learning Objective Use the correct form of the

verb that agrees with the subject in number.

II. Subject MatterUsing the Correct Form of the Verb

that Agrees with the Subject in NumberReferences: PELC Speaking 8.1.1 p.14

Basic and Beyond Reading Skill book 3

p.31

English This Way 3 pp.65-68Basic English Skill Builders

3 pp. 152-153

Materials: charts, pictures, flashcards

III. ProcedureA. Preparatory Activities 1. Motivation

1. Drill

Reciting a poem with Gestures (A drill or action words)

TWO COZ HOMES(adapted)

Two cozy homesStand upon a hill (put first on table)Here lives Jack (lift left hand over right

hand)

When they had breakfast (extended two fingers, fore fingers and

middle finger)

They go out to play (move forward extending fingers rapidly)

They runThey jump (lift both left and right

arms)And they swing all day (swing arms and forth)When the sun goes downThey go in to stay (bring fingers within fist)Here rest Jack (cover left fist with right

palm)Here rest Jill (cover right fist with left

palm)Everything is quietUpon the little hill

Alternative: Singing/Reading of nursery rhymes with actions like Jack and Jill, Ten Little Monkeys

Ask: What are the action words in the poem/rhyme?

Value Focus: Sportsmanship

2. Review:

Lights Camera Action!

a. Ask one pupil to be an actor or actress.b. Let him/her take one flashcard from the

teacher.c. Classmate shout “LIGHTS CAMERA

ACTION” Take 1 (2,3)d. The actor/actress acts out the action

suggested or written on the flashcard.e. Class guesses what the actor is doing.

-simple action

-More complication

-Series of action

The teacher writes the action words on the board.What do we call words that show action?Give other examples of verbs.

2. Motivation

What is your favorite sports?What benefits can you get in

engaging in such sports?

How can we show sportsmanship?

Show pictures of different sports. Let pupils identify each.

B. Development of Lesson 1. Presentation

Let us read the selection about basketball.

2. Analysis and Discussion- What sports is talked about in the

selection?- How is it played?- How many players are there in a team?- What are the duties of a coach?- What does a player do?

Let us read and analyze each sentence taken from the selection.

1. The coach sets the tempo of the game.

2. The coach guides the player.3. A player tries to shoot a ball.4. Players who touch the opposing

player’s hand in the act of shooting get a foul.

jump sing dance play write

1. get a glass

2. open the faucet

3. put water in the glass

4. drink water

1. Wakes up early

2. Takes a bath

3. Comb hair

4. Dresses up

5. Eats breakfast

6. Brushes teeth

7. Says goodbye to Mother

Basketball

Basketball is one of the most popular sports in the Philippines today. The goal of the sport is to enable each team to have as many fields shots as possible at a given time.

One team is composed of twelve players. The coach sets the tempo of the game and guides the players how to defeat the players of the opposing team by using different plays. A player tries to shoot a ball. A players gets two points if he shoots the ball in a field shot. Players who touch the opposing player’s hand in the act of shooting get a foul. A player who has been a victim of a foul is then rewarded two foul shots. One shot that goes to the ring is equivalent to one point. Sometimes foul shots can spell the differences in winning or losing the game. Players go through rigid and disciplined practice to be able to play well. Basketball can be a very challenging game.

5. Players go through rigid and disciplined practice to

be able to play well.

In the first and second sentences, whom are we talking about? (coach)

Is coach a singular or plural noun?What verb is used in the sentence?

(sets) second? (guides)What form of the verb goes with the

singular subject coach? (-s form of the verb)

- Do the same with sentence 3. - What is the subject in sentence 4? in 5? (players) Is the word players singular or plural? (plural)

What verbs go with players? (touch and go) What form of the goes with plural subjects?

- Show the answer on a chart.

- What do you notice with verbs when used with a singular subject?

(verbs end in s or verbs with s)- What about verbs when used with plural subject? (verbs without s)- Say: Verbs ending in –s like sets, guides, tries, and gets are called s- verb or s- forms of the verb. Verb not ending in –s like touch and go are verbs in simple form or base form.

- Are the actions done regularly; habitually or everyday? (Yes)- Verbs with s and without s are verbs in the present tense.- Let us read other examples: He practices basketball every afternoon.

I practice basketball every afternoon. You practice basketball every afternoon. They/We practice basketball every

afternoon.

Aside from plural nouns, when do we use the –s form of the verb?

(singular pronouns) The base form of the verb? (plural pronouns like I, You They, We)

3. Generalization


Choose and encircle the correct form of the verb in the parenthesis.

A. Kathy’s father (work, works) in a bakery.

B. Every Saturday, Father (let, lets) Kathy choose from the different baking products.

C. This time, Katie (choose, chooses) a muffin.

D. Aldo and Kevin, Katie’s brothers (enjoy, enjoys) eating ensaymada and brownies every afternoon.

E. Mang Anong, the janitor (start, starts) working early in the library every morning.

Singular Subject Verb

coach setscoach guidesplayer triesplayer gets

Plural Subject Verb

players touchgo

We use the –s form of the verb when talking about what one person or animal does everyday.

We use simple or base form of the verb when we talk about what two or more persons or animals do everyday.

2. Complete each sentence with the present tense of the verb. Choose from the verb written in verb worm’s body.

a. Jemay __________ her lessons diligently.b. We often __________ milk at bedtime.c. You __________ fish at the wet market.d. The teacher __________ the class every

morning.


Options: Teacher may select from any of these activities.

1. Pictures of Community WorkerTalk about each picture telling what the person does or what persons do everyday.

Then write sentences about the pictures.

1.

2.

3. 4.

5.

2. ATHELETES

Cut pictures in the sports page of a newspaper. Let pupils talk about what each player does. Write sentences about the pictures using the present tense of the verb.

a. b.

c. d.

e.

WORKING WITH VERB WORM

3. MY FAMILY

Provide a picture of family members doing household chores. Talk about what each person does. Write 5 sentences about the pictures using the present tense of the verb.


What benefit can we get from engaging in sports?

How will you show sportsmanship while playing?

IV. Evaluation

A. Copy the selection on your paper. Fill in the blanks with the correct form of the verbs in the present tense.

A plant called Venus flytrap __________ (eat) flies and other insects.On its leaves is a sweet sticky juice that insects __________ (like). When aninsects __________ (alight) on the leaf, it __________ (close) up and _________

(make) a trap so that the insects cannot get away.

B. Choose the correct form of the verb inside the parenthesis. Write you answer on your paper.

1. I (carry, carries) my books in a knapsack.2. Mr. De Leon (wish, wishes) to speak to

you.3. The nurse (treat, treats) our injuries very

gently.4. They (answer, answers) their test

carefully.5. Fr. Peter (celebrate, celebrates) mass at

6:00 every morning.

V. Assignment

Write a 4 to 5 sentence paragraph that tells how each of your family members help each other at home everyday. Remember to use the correct form of the verb.

Using the Correct Time Expression to Tell an Action in the Present, Past and Future

I. Learning Objective Use the correct time expression to tell an

action in the present, past and futureII. Subject Matter

Time Expressions

References: BEC-PELC Speaking 8.1.2 p.14Basic English Skill Builders, pp.

158-160

Materials: pictures, flashcards, charts

III. Procedure


1. Motivation

Ask the Pupils: What are the things you do everyday?Have you ever experienced forgetting some of these things? Why?What would you do if you forget some things?

Say: Ben is nine-year-old boy who has lots of things to do. Would you like to know what Ben had done and had planned to do? Let us look at his schedule.


1. Presentation

MY SCHEDULE(Ben)

What I do: Every Morning – jog around the yard

- eat breakfast Everyday – go to school Every Saturday – help in the

household chores Every Sunday – go to church

What will I do: Next Week – watch a movie Next Month – visit grandparents

What I did: Last Night – fixed my things Last Summer – went to the beach Last Month – made my project

2. Analysis and DiscussionAsk: What is a schedule all about?

Why do you think Ben made a time schedule?

When does Ben jog and eat breakfast?

(Every morning)When does he go to school?

(Everyday)What does he do every Saturday

and Sunday?When will he watch movies?

(next week)When will he visit his

grandparents? (next month)

What are the things he had done?

When did he do those things? (last night, last summer,

last month)

Teacher writes pupil’s responses on the board as shown below.Past Present FutureLast night Every morning Next weekLast summer Everyday Next week

Every SaturdayEvery Sunday

What time do the expressions in the first column tell?

How about the second column? In the third column?

Point out that their answers in the three columns are time expressions.

Have pupils give other examples of time expressions for each column and the teacher writes these on the table shown.

Class gives sentences using these time expressions.

3. Generalization

What time expressions are used to refer to actions in the present? past? future?

Time Expressions

Past – yesterday, last week, a minute ago, a while ago, this morning

Present – now, today, everyday, always,

Value Focus: Planning ahead

every time

Future – next week, tomorrow, the next day, next month

B. Post Activity 1. Application

Instructions: Answer orally the questions in complete sentences using the timeexpressions. (Possible answers are given)

a. What does your father do everyday?(Father goes to the farm everyday.)

b. What did you do last night?(I made my homework last night.)

c. When will your mother go to market?(Mother will go to market next

Tuesday .)d. What are you going to do today?

(I’m going to school today. I will go to farm today.)

e. How many times do you water your plants?(I water my plants every Saturday.)

2. Enrichment ActivitiesA. Use of Drill Board

Option 1 – Write the letter of the correct time expressions to be used the following sentences.

1. Amy attends her piano lessons __________.a. everydayb. tomorrowc. last summer

2. She will go to Davao City __________.a. next weekb. last Sundayc. yesterday

3. Pearl Anne cleaned the house __________.a. tomorrowb. next Summerc. last week

4. Dinosaurs lived __________.a. next dayb. todayc. years ago

5. There will be a contest __________.

a. tonightb. the other wayc. last March

Option 2 – Direction: Read the sentences carefully and choose the letter of the correct time expression to be used.

1. Jaime and Justine watch T.V. programs __________ after doing their homework.

a. every nightb. tomorrowc. this morning

2. Rock collection is John Dave’s favorite hobby. __________ he sees one he gets it.

a. A week agob. Last timec. Every time

3. I assist my mother in our store __________ after class hours.

a. next weekb. every afternoonc. always

4. Linda went to the beach __________.a. everydayb. last vacationc. today

3. Values IntegrationWhat is the importance of having a time

schedule?(Having a time schedule helps us to use

our time wisely and productively. It minimizes idle moments.)

IV. Evaluation

A. Option 1 – Picture Centered Technique Present a picture showing lots of

actions. Ask children to use time expressions to

tell whether the action is in the present,past and future.

B. Option 2 – Circle Chart Divide the class into 3 groups and form

a circle.

Teacher flashes word cards showing either:

As soon as the group sees the word card, the first pupil will give a sentence basedon the time expressions shown until all members in the group have given their sentences.

Teacher will do the same with the time expressions in the PAST & FUTURE.

V. Assignment

DYADS:

Look for a partner and take turns in asking and answering questions about oneself.

1. What are you doing now?2. What will you do next week?3. What have you done this

morning?4. What are you going to do this

summer vacation?5. Where did you spend Christmas

last year?

Using Adjectives in Describing Persons, Places, Animals, Ideas and Events

I. Learning Objective Use adjectives that describe persons,

places, animals, ideas and events II. Subject MatterAdjectives

References: PELC Speaking 8.2 p.14

Building Bridges Through Communication

2 pp. 85-86Language Learning Made Easy

3 pp. 313-314, 331-335

Materials: Basket with fruit cut outs with words written on it,

pictures

III. ProcedureA. Preparatory Activities 1. Unlocking of difficulties

(Use Actions)

CrawledFrightenedGrabbedStirring

2. MotivationWhat do you feel when you see a snake?

3. Motive QuestionWhat can you say about the snake? The

man?


Read the story while children listen.

Present Past Future

Value Focus: Kindness

The Man and the Snake

One day, a kind man saw a snake on the road. He was about to leave, but the thought, “This is one of God’s lovely creatures, too. I will take it home to warm it by the hot fire. Then, I will set it free.” He picked up the long snake and put it in his small sack.

The man is hungry, so he stopped for lunch at a simple restaurant. He sat by the fireplace, the long snake crawled out from the small sack. It was hissing hard at the frightened people.

2. Analysis/DiscussionComprehension Check-up1. What can you say about the snake? The

man?2. Who are the characters in the story?3. What did the man see on the road?4. What did he do with the snake?5. Where did he place the snake?6. Where did the man go after?7. What did the snake do when they were inside

the restaurant?8. How do you describe the man when he saw

the snake hissing?9. Who among the characters would you like to

follow? Why?10. Did you like what the man did at the story?

Why?

Let’s read the story “The Man and the Snake” written on the chart.

(Lead the pupils to identify the words in the story read that describe nouns, places and animals. Write the words use process questions like:

What can you say about the man? (kind) The snake? (ungrateful)Describe the restaurant in the story? (simple)What does the word kind describe? (man)What does the word ungrateful describe? (snake)What does the word simple describe?

(restaurant)

(Help the pupils to classify nouns described into persons, animals, places, and events)

What can you say about the words listed? (describe persons, places, animals,

ideas, and events)

3. Exercises

Give three sentences using words that describe a persons, an animals and a place.

4. GeneralizationWhat do we use to describe persons,

places, animals, ideas and events?

C. Post Activity 1. ApplicationRead the story and write down the descriptive words used. Use them in your own sentences.

2. Enrichment ActivitiesFill in the blank with correct adjectives that will complete each sentences. Choose from the word bank below.

a. I like to share _____ things with my classmates.

b. My classmates are always _____ about it.c. My teachers said that I am _____ for doing

that.d. Well I simply want to make others ______.e. Besides, it also gives me pleasure to see their

_____ faces.

IV. Evaluation

Use adjective to describe persons, animals, places, ideas and events.

Nina is fond of pets. She has a new pet cat whom she call Crissy. Here is how Nina describes her.

“Here’s my pet Crissy. She is healthy and funny. She looks fierce but she is friendly. She has a red ribbon on her neck. After drinking milk, she still eats rice and fish, she is very greedy.

excited joyful generous

interesting happy understanding

Word bank

The angry man jumped up and ran to the fireplace. “Is this how you repay the kindness of others?” he shouted in a loud voice.

The man grabbled a long stick used for stirring the fire. He chased the ungrateful snake out of the restaurant.

a. Complete the following sentences using the adjectives from the box.

1. Be careful in using a _____ knife. You might get hurt.2. The sampaguita flower has a _____ smell.3. Can you climb a _____ mountain?4. Streets should be _____, so vehicles can

easily pass through.5. On _____ days, be sure to put on your

raincoat when going out.6. Pineapples and watermelons are _____ fruits.7. Growing children need milk because it is

_____.8. _____ vegetables are always available in our

market.9. _____ soup is best to eat on cold days.10. Some rocks are _____ that they can’t be

easily broken.

V. AssignmentCut out three pictures of animals and

complete the two sentences below. Write it under each animals.

The _____ is when _____.

The _____ is when _____.

Example: My cat is happy when I give her fish and milk.My cat is lonely when I don’t give her

fish to eat.

Using Prepositions and Preposition Phrases Which Show Location


Use prepositions and prepositional phrases (on, in, at, under, below, above)

II. Subject MatterPrepositions Which Show Location

References: PELC Speaking 8.3 p.14Language Connections, An-tonio et al. 2005, p. 263Basic English Skills Builders,Roson and Perez, 2005

Materials: pictures, sample dialogue written on manila paper, objects that can be found/seen inside the classroom/orwithin the school grounds,cut outs of a tree.

III. ProcedureA. Preparatory Activities1. Motivation (Game) “Tell Me Where It

Is”

Directions:1. Divide the class into 4 teams.2. Provide 4 chairs spaced equally in

front of the class.3. Ask each team to line up and stay

at least 10 steps from the chair.

4. When the teachers says “I see something…Tell me whereit is”, the first pupil in each line walks towards the chair;sits on it and answers the question.

5. The first one to sit and gives thecorrect answer earns a pointfor his team.

6. The player who finishes his turn goes back to the end in histeam’s line.

7. The team with the highest score

hard sharp juicyhigh rainy wide

fresh hot fragrant nutritious

Value Focus: Orderliness

shall be declared winner.

Example: I see something with flowers in it.Answer: It’s a vase! It is on the teacher’s

table.(Teacher may do this inside the classroom or outside as the situation permits)

What can you say about our game? (It was fun, exciting, challenging, etc…)

What did we do in the game? (We showed or told the location of an object or a person)

Again, where is the vase? (It’s on top of the teacher’s table.) (The vase is on the table.)

Where are the clouds? (They are up in the sky.)

(Teacher may ask some more questions to elicit other prepositions.)

B. Development of Lesson1. PresentationTeacher will call 2 students to read the dialogue aloud.

Rica and Sheryl are in their classroom looking for something.

Rica: I wonder where that book is. I’velooked everywhere.

Sheryl: Are you sure you have? Did you look under the desk?

Rica: Sure I did.Sheryl: What about on top of the shelves

or in the lockers?Rica: I went through everything.Sheryl: Oh, maybe you just forgot it at

home.Rica: I hope I did.2. Values Integration

Lead pupils to share similar experiences and how they felt then. Help pupils to discover the importance of orderliness. Guide them to come with simple steps to develop orderliness.

3. Analysis and DiscussionUsing the dialogue, the teacher reads questions like.

Did you look under the desk? What about on top of the shelves or

inside the lockers?Ask: Where did Rica look for the book?Expected Answer: under the desk

on top of the shelvesinside the lockers

Teacher asks: What makes up the first ans-wer?(under the desk)preposition object

Which tells the location of the objects? (under)

What about the second?On top of the shelves

preposition object

Which tells the location of the object?(on)

What is the preposition in the third answer? (in) What’s the object? (lockers)

These underlined words are called prepositional phrases. They include a preposition and its object. They tell the location of the objects.

4. GeneralizationA preposition is a word that stands

before its object and shows the relationship between that object and another word in the sentence.

Examples:about at towardabove before underacross behind untilafter below upagainst beneath throughalong beside outsideamong between overaround beyond pastout with offor on tounto by neardown inside from

A prepositional phrases is a group of words that includes a preposition and its objects.Example:

along the roadbeneath the treebeyond the lessonamong the crowdoutside the houseinside the roomagainst the wall

C. Post Activity1. Application

Activities to develop the lesson

Option 1: TriadOne pupil gives a preposition, the

second pupil forms a question using the given preposition and the third one gives the answer using the same preposition.Example:

Student 1: inStudent 2: Is your money in your

wallet?

Student 3: No, it is in my pocket.

Option 2:Number you paper 1-10. Write the

preposition in each of the following sentences.

1. Jade tumbled down the steps.2. Thursday comes before Friday.3. The day gets cooler by three o’clock.4. Inside the box was a small tape

recorder.5. Chris always drives under the speed

limit.6. The apricots are in the table.7. The pitchfork was leaning against

the door.8. He sat down beside Marvin.9. The new church will be between

these two houses.10. Mr. Cruz pulled the cart down the

street.

Option 3:Complete the sentences that follow.

How many prepositions can you use for each sentences? If you need a guide, refer to the list of prepositions given.Example:

Put the paper _____ the book.(on, under, at, above)

1. Joe read the exercise _____ his sister.2. The mice played _____ the woodbox.3. I sat _____ Nonoy and Eva.4. The kite dived _____ the trees.5. _____ the front door is the wreath/6. The snow fell _____ the roof.7. _____ the field, we found a bird’s

nest.8. There was one white horse _____ that

many black ones.9. That girl _____ the water swims well.10. These five boys played _____ us.


Exercises: Underline the prepositional phrases.

A. Underline the prepositional phrases in the following sentences.

1. A batting cage is behind home plate.2. Terry slid into second base.3. The picture fell off the well during

the night.4. Behind the garage is a row

sunflowers.5. The Cullens went from Seattle to San

Diego by train.6. Attach the shells to the frame with

this glue.7. Gail was waiting for the crackers and

cheese.8. There was dust under her bed.9. The sailboat was drifting toward the

breakwater and those sandbars.10. Brad is waiting for you in the lobby.

B. On a separate sheet of paper, write all the prepositional phrases in the following sentences.

1. Juanita fed the dollar to the change machine.

2. The program began after a brief announcement by the principal.

3. They build their bonfire by the light of the moon.

4. Go through that door and up the stairs, and leave the package here.

5. My brother was babysitting with Barb, Drew and Jo.

6. Never look a gift horse in the mouth.7. We visited Lincoln’s home in

Springfield.8. Under the bridge the river flowed

swiftly.9. The group of skiers was taking the

bus to Aspen.10. The band marched briskly down the

street.

IV. Evaluation

Choose the correct preposition to complete the sentence.

1. Mila is walking _____ her mother. below underbeside beneath

2. The teachers are having a meeting _____ the principal’s office.on underin before

3. The sun hid _____ the thick clouds.before behindbefore below

4. The dances performed _____ a big audience.behind beneathbefore above

5. Our dog is tied _____ a big tree.above inunder on

V. AssignmentCopy the sentences. Underline once the preposition and its object twice.

Example: Lot a works in the bank

1. They walked along the edge of the lagoon.

2. Jay rushed into the room with thetimetable

3. Pat and Leslie walked along the beach with their dog.

4. Kevin looked closely at the bigbluefish.

5. At a cry from its mother, the babydeer squats obediently on theground.

6. Joan climbed up the ladder and

onto the roof.7. After school, we went to the pool.8. Bob sat beside the fire and

talked to his mother about the book.

9. A spider ran across the ceiling in a hurry.

10.All kinds of tropical fishwere swimming in thetank.

Degrees of Adjectives

I. Learning Objectives Use the positive, comparative and

superlative forms of adjectives.

II. Subject Matter

Degrees of Adjectives

References: PELC Speaking 8.2.1 p.14Harnessing English Arts Today,

p.56Language Learning Made Easy,

p. 318


1. ReviewComplete the following

sentences using the adjectives in the box.

1. Be careful in using a _____ knife. You might get hurt.2. The sampaguita flower has a _____ smell.

3. Can you climb a _____ mountain?4. Streets should be _____, so vehicles can

easily pass through.5. On _____ days, be sure to put on your

raincoat when going out.6. Pineapples and watermelons are _____ fruits.7. Growing children need milk because it is

_____.8. _____ vegetables are always available in our

market.9. _____ soup is best to eat on cold days.10. Some rocks are _____ that they can’t be

easily broken.

2. Motivation (Game) Describe each member of

the family. Give as many adjectives as you can to describe them.

A Family Album

Value Focus: Love and concern for familymembers.

hard sharp juicy tall rainy fresh hotfragrant nutritious wide

This is my father.He is ______________________________________________________________________________________________________

This is my mother.She is ______________________________________________________________________________________________________

This is my brother.He is ______________________________________________________________________________________________________

B. Development of Lesson1. Presentation

A. Read the paragraph carefully and select the adjec-tives. Underline them.

Answer the questions about the selectiona. Who is going to transfer?b. What is the author talking about?c. What does mother say about the

transfer?d. Does the author like the transfer? Why?e. Is their transfer beneficial to the whole

family? Why?f. If you were the child, what will you say

to your mother/father about your transfer to another place?

g. What if the author’s sister does not like to transfer because of her friends in school? What will be your advice to her? Why? (To show love and concern to family.)

This is my sister.She is ______________________________________________________________________________________________________

This is my baby brother.He is _____________________________________________________________________________________

This is my grandmother.She is _____________________________________________________________________________________

This is my grandfather.He is ______________________________________________________________________________________________________

This is me.I am. ______________________________________________________________________________________________________

Father’s work is to be transferred to Cabanatuan City so our family has to go with him. This big city is about two-and-a-half hours by car from Manila. It is a busy place with big market and thousands of tricycles. Mother said life here is easier and less stressful. She said the weather in the village where we will live is good for me. The food sold are cheaper and fresher because they come nearby towns. The cathedral is the biggest attraction in this city. Its quiet atmosphere, wide doors, and beautiful collection of saints bring peace to one’s heart. The school beside it is big and full of excited and noisy students. The most attractive thing for me is the quadrangle found in the middle of the campus. It is smaller than our school here in Manila but I find the students prettier and more sincere. I think my life here in Cabanatuan will be the most memorable for me.

h. How else can you show your family that you love and care for them?

2. Discussion and Analysis1. San Carlos is a big city.2. Cabanatuan City is bigger than

San Carlos.3. Manila is the biggest among the

three cities.* What is being described in sentence no.1? (San Carlos City) * What adjective is used? (big) * What are compared in sentence no.2 (Cabanatuan and San Carlos) * What adjective is used to compare them? (bigger) * What is described in sentence no.3? (Manila) * What word is used to describe Manila? (biggest) * How many are compared in sentence no.3? (three cities)

Read the following sentences

1. The yellow ribbon is long.2. The red ribbon is longer than

the yellow ribbon.3. The blue ribbon is the longest.

What does the underlined word long describe? (ribbon)

What does the underlined longer describe? (red ribbon)

What does the underlined word longest describe? (blue ribbon compared to the red and yellow ribbon)

The adjective bigger in sentence 2 is in the comparative degree. How is it formed? (add -er) How is it use? (in comparing two nouns)

The adjective biggest in sentence 3 is in the superlative degree. How is it formed? (add

-est) When is it used? (compare 3 or more nouns) What article is placed before it? (article the )

3. GeneralizationWe use the positive degree when we

describe a person, animal, place, thing. This is the adjective in its simplest form.

We use the comparative degree when two persons, animals, places, or things are compared. This is shown by adding -er to the adjective.C. Post Activity

1. ApplicationA. 1. Look at your seatmate, compare

color of your hair. 2. Look at your pencil, compare it

with your seatmates. 3. Look at your book. compare it

with the books of your two classmates.

4. Look around the room, compare the table of the tea her with your tables.

B. Underline the adjectives used in the following sentences and identify its form (positive, cooperative or superlative)

_____1. The Philippines is rich in natural resources_____2. Grandfather says chicos are sweeter than apples._____3. April is the hottest mother._____4. Big boys are stronger than little boys._____5. Aling Maring sells the most delicious suman in our town.

IV. Evaluation A. Underline the correct adjective in each sentence. (One morning the Grade Three pupils had fun comparing with each other).

Rodel: Bong, are you (tall, taller, tallest) than Robin?

Robin: Yes, I am but the (tall, taller, tallest) in our class is Mark.

Jessielyn:But Mark is only 8 years old, while the rest of us are al- ready nine years old. He is the (young, younger, youngest) boy in our class.

Roxanne: Here comes Albert. He weighs 28 kilograms. Isn’t he the (heavy, heavier, heaviest)?

Donald: Look at Lily. She is (short, shorter, shortest), than Belle.

Trixia: I think Belle is (thin, thinner, thinnest) than Lily.

Jessielyn: Hey guys! Don’t argue about it. I am the (thin, thinner, thinnest) in class, but I’m the (sexy, sexier, sexiest)

B. Fill the in blanks with the correct adjectives.

1. Roselle’s skirt almost touches her ankle.It is ______________.

2. Tessie’s skirt is three inches below her knees. It is _____________ than Roselle’s.

3. Christine’s mini skirt is an inch above her knees. It is the _____________ of the girls’ skirts.

4. Joan cooked her meal in 35 minutes. She is _____________.

5. Rheane cooked her meal in 15 minutes. She cooked _____________ than Joan.

V. Assignment

Describe your school in a short paragraph. Compare it with another school. Use adjectives in the comparative and superlative degrees of comparison.

Constructing Sentences with Simple with Simple Subject and Predicate

I. Learning Objectives Constructing sentences with simple

subject and simple predicate. Identify simple subject and simple

predicate of the presented sentence.

II. Subject Matter

The Sentence and its Parts

References: PELC Speaking 9 p.15Basic English Skills BuildersGreat Minds Book Sales, Inc.

2005English Language Power 3Sibs Publishing House Inc.,

2003Building English Skills,

pp. 30-31Materials: pictures

III. Procedure A. Review

1. ReviewLast time, we studied about

nouns. Who can recall the meaning of nouns and give some example?

Possible answers:Person – Pamela, boy, childPlace – Tarlac, market, schoolThing – flower, bag, leaf

We also took up verbs. What are verbs? Give some examples.Possible answers:

Verbs tells something about the subject of the sentence. It is action word and tells also the condition of the subject.Example:

swam – We swam far.play – I play with my sister after school

hours.

short shorter shortestfast faster fastestlong longer longest

Value Focus: Treating nicely differently-abled persons

2. MotivationThe teacher will show a picture of a boy

playing a musical instrument.

Say: The boy in the picture is normal appearance because he has all the body parts. But how about if he has no right arm or left foot? Is he still normal in appearance? But how should we treat people with physical disabilities?

3. Values IntegrationLet us treat differently-abled persons

nicely and be thankful to the Lord for giving us normal body.

Say: A sentence is like the body. We cannot say that a sentence is a sentence if its parts are not complete.


- Picture – ViewingSay: Look at these pictures. Can you

tell me something about these pictures? Write their answers beside the posted pictures.

1.

2.

3.

4.

5.

2. Analysis and DiscussionAsk the pupils about the pictures.

Teacher writes the responses in table.

1. Who/What are spoken of in the picture 1? picture 2? picture 3? picture 4? picture 5?

2. What tell something about the boy? carabao? Teacher? kite? pupils?

I IIThe boy Sits under the treeThe carabao Plows the fieldTeacher Tells a storyThe kite Flies up in the skyThe pupils Work on their experiment

Say: The responses you made in column I are the simple subject and in column II are the simple predicates.

Simple subject tells what is spoken of in the sentence and simple predicate tells something about the subject. Thus these two make up the parts of a sentence.

Practice ExerciseShow some pictures and have the pupils

construct their own sentences about the pictures.

3. GeneralizationSimple subject is the person, place or

thing spoken of in the sentence.

Simple predicate tells something about the subject.

1. The boy sits under the tree.

2. The carabao plows the field.

3. Teacher tells a story.

4. The kite flies up in the sky.

5. The pupils work on their experiments


A. Have the pupils look inside the room. Have them

construct sentences using simple subject and predicate.

Examples: 1. Carina puts her pencil inside her bag.

2. The electric fan gives air.

B. Direction: Encircle the letter of the phrases that will complete each sentence.

1. My friends – a. helping me carry the box.b. helps me carry the box.c. help me carry the box.

2. The farmer – a. plants the riceb. planting the ricec. plant the rice

3. – cried loudlya. The carb. The babyc. The frog

4. – wears her new dress.a. The little boyb. Sofiac. The old man

5. The ball – a. bounce on the ground.b. bounces on the ground.c. bouncing on the ground.

2. EnrichmentDirection: Match the word or words in column A with those in column B to form a sentence. Write the letters of column B in the blanks using pictures.A B1. Dirty Air a. used her umbrella

when it rains.2. My sister Rose b. cooks nutritious

spaghetti.3. The food c. destroys our

surroundings.4. Rice field d. gives us strength to

work and play.5. Mother e. makes our scenery

beautiful

1.

2.

3.

4.

5.IV. Evaluation

Direction: Do the activity “Jumbled-up Halves”. You and your classmates will be asked to pick from a box a piece of paper where in the half part the simple subject is written and the other half is simple predicate.

You will then find the classmate who has the other part of the sentences.

Ex.

Mother

_______________________________________________

umbrella

_______________________________________________

dirty air

_______________________________________________

food

_______________________________________________

ricefield

_______________________________________________

V. Assignment

Draw either an object, an animal, or a person in a coupon bond. Then, write at least two sentences about your drawing.

Example:

Be ready to show your drawing and to tell something about it to your classmate.

language

Documents

sound of th

father brother mother

throat thread

rominas birthday

nice birthday party

encircled words

throat earth

final consonant blends