Third Grading Period LP Vi

LESSON PLANS IN
ENGLISH VI
USING THE FOUR
PRONGED
APPROACH
THIRD GRADING PERIOD
LESSON # 1
OBJECTIVES:
GLR: Enjoy listening to a story
CT: Answer questions from the story
listened to.
GOLD: Use the present form of the
verbs.
TS: Predict outcomes.
SUBJECT MATTER:
GLR: The rog Prince
GOLD: !imple Present orm of the
"erbs
TS: Predicting #utcomes
References:
$%%$ &asic Education 'urriculum
PE(' !pea)ing *.+, -eading *
.ynamic !eries in English p. +/0
Across &order Through (anguage / p +%1
(in)ing Through (anguage p
Materials: strips of cartolina, inde2 cards,
III. PROCEDURE:
GLR: 34enuine (ove for -eading5
A. Pre re!"#n$ Ac%#&#%#es:
1. Dr#'': Pronunciation .rill:
6ave the pupils recite the given
tongue twister:
(. M)%#&!%#)n:
7s it nice to be )ind with
others8 9hy8 'ite an e2ample of
how you have show )indness to
others.
*. V)c!+,'!r- De&e')./en%:
6ave the pupils match the words
under column A with its meaning
under column &.
A &
+. lonely a. palace
$. stroll b. goodloo)ing
:. )ingdom c. sad
;. handsome d. ta)e a wal)
1. spell e. power of the witch
M)%#&e 0,es%#)n:
9hy did the prince become an ugly frog8
B. D,r#n$ Re!"#n$ Ac%#&#%#es:
6ave the pupils listen as the teacher
reads the story.
T1e Fr)$ Pr#nce
Once upon a time, there was a
princess who was very lonely. She was lonely
because she could not get out from the
kingdom of her father. The king was so strict
that the princess could only walk about in the
garden.
One day, as she was strolling, she
heard a tiny voice.
Lovely princess, please help me.
cruel witch punished me because ! refused to
marry her," the voice said.
The princess looked down and she saw
an ugly frog by the pool. She picked it up and
placed it in her hands.
#lease kiss me, then ! will be free
from the spell of the witch," the voice said.
The princess couldn$t believe the voice
but she wanted to help so she kissed the frog
and all of a sudden the frog turned into a
handsome prince. The two fell in love, got
married, and lived happily ever after.
-Adapted
C. P)s% Re!"#n$ Ac%#&#%#es:
1. Ans2er#n$ %1e /)%#&e 3,es%#)n.
6ave the pupils answer the given
motive question.
(. C)/.re1ens#)n C1ec4:
6ave the pupils answer the following
questions:
a. 9hy was the princess lonely8
b. 9hat was the princess doing when she
heard the tiny voice8
c. 9hat did the frog as) the princess to
do8
d. 7f you were the princess will you do
the same8 9hy8
*. En$!$e/en% Ac%#&#%#es:
6ave the pupils perform the following
activities under time limit:
+
GROUP 1: LIGHTS, CAMERA,
ACTION5
9hat word will describe the )ing8
Act it out.
GROUP (: Enr#c1#n$ L#fe
'omplete the paragraph:
7f 7 had the power to change the
lives of others< 7 would
================================
================================
================================
================================
GROUP *: STOR6 FRAME:
'omplete the basic story frame with
details based on the selection:
GROUP 7: F#'' #n %1e &!',es 2e+:
GOLD: 8Gr!//!r9 Or!'
L!n$,!$e De&e')./en%:
1. Dr#'': Pronunciation drill:
tongue twister:
%hat does %att&watt %hite want'
%att&watt white wants a pair of white
pants.
pair of white pants is what %att&watt
wants.
(. Re&#e2: 6ave the pupils underline the
verb used in the following sentences.
+. >enny studies her lessons well for the
test.
$. The children recite the poem with
proper enunciation.
:. 9e do our assignments everyday.
;. .o you )now how to play the guitar8
1. 9ill you permit us to attend the party8
*. M)%#&!%#)n:
6ave the pupils sing the song:
%e sang last night, we sang the night
before(
%e$re going to sing today like we never
sang before(
)or when we$re singing we$re happy as
can be(
)or we do it in a friendly way.
9hat are the verbs used in the song8
.escribe what a verb is.
7. Presen%!%#)n:
6ave the pupils read the following
sentences:
a. ?other ma)es last@minute purchases at
the store.
b. The children seem alert and cheerful.
c. !almon is a tasty fish.
d. An agreeable person ma)es many
friends.
;. D#sc,ss#)n:
9hat are the verbs used in the
sentences8
6ave them identify the subjects in
each of the sentences given.
9hat form of the verb is used when
the subject is singular8 *&s form of the verb5
the subject is plural8 3base(main form of the
verb+
6ow is the verb stated in the sentence'
*being in present time5
9hat does the verb in the present tense
signify' *!t signifies action, being or state of
being in present time.+
.iscuss further.
<. F#=#n$ S4#''s:
Underline the correct verb form:
a. The carpenter 3repair< repairs5 our
bro)en des)s.
b. 4ood guardians 3watch< watches5 over
us.
$
Title: =====================
The story started when
===========================
===========================
===========================
Ae2t ======================
==========================
Then ======================
===========================
The problem was solved when ==
===========================
===========================
The story ended==============
===========================
96AT 7
((EA-AE.
-#? T6E
!T#-B
c. Active and mature people 3use<
uses5 their leisure time in
worthwhile activities only.
d. Ethel and 4race 3play< plays5 the
organ s)illfully.
e. Everybody 3honor< honors5 a noble
person.
>. GENERALI?ATION:
6ow do we use the
present form of the verb8
9hat form of the
verb is used when the subject
is singular8 3@s form of the verb5
the subject is plural8 3baseCmain form of
the verb5
REMEMBER:
Present Tense signifies action< being< or
state of being in present time. 9e use the
plural form for the plural subject and Ds or
Des form for a singular subject to indicate
present tense. A time e2pression may also
be used to indicate the present tense li)e
every day< every morning< on !undays.
E2amples:
?y brother wal)s around the
subdivision every morning.
The birds fly bac) to their nest at
noon.
The sun rises in the East every day.
The Present tense e2presses the following:
a. Present factsCcondition
Lolo and ,oila live in ragao. Lolo
sits in the chair all day. ,oila cooks
his food and washes his dishes.
b. All@time truths
#lants produce o-ygen. .ach green
leaf cooks" its food with sunshine.
The leaf gets carbon dio-ide from
the air.
c. -epeated actions li)e habits and
customs
/atholics goes to church on
Sunday. Muslim prays five times a
day. 0indus worship their ancestor.
@. A..'#c!%#)n:
A. Underline the correct form of the
verb 7 each sentence.
+. Bou 3hear< hears< heard5 the ringing
of the bell every morning.
$. ?y sister 3enjoy< enjoys< enjoying5
reading fable and fairy tales.
:. The hands of the cloc) 3move< moves<
moved5 rapidly.
;. 7 3doesnEt< donEt5 want to help that
conceited guy.
1. Every boo) and magaFine 3has< have5
been clearly mar)ed.
B. Cr)ss ),% %1e #nc)rrec% &er+ f)r/s.
+. ather 3doesnEt< donEt< didnEt5 )now
anything about your plan.
$. Puerto Princesa 'ity and &oracay 3has<
have< had5 scenic and clean beaches.
:. ?athematics 3appeal< appeals<
appealed5 more to boys.
;. Either the maid or the grandchildren
3study< studies< studied5 well before
every e2am.
1. The jury 3has< have< had5 reached a
verdict.
C. 7f the verb agrees with the subject<
write A. 7f not< write the correct form
of the verb.
=====+. 7 love to ta)e a dip in the pool
every morning.
=====$. #ur band give free concerts
yearly.
=====:. Aobody li)e to buy your
magaFine.
=====;. ?easles ma)e oneEs eyes wea).
=====1. Either you r your sister possesses
the qualities of a model.
IV. EVALUATION:
GOLD: D#rec%#)n: ill in the
blan) with the correct from of the
verb on the left.
interest +. Those stories of adventure
====== me very much.
roam $. ?any wild animals ==== in
the forest.
ma)e :. Every doctor and nurse ====
sacrifices for human)ind.
sound ;. Aeither the piano nor the
organ ==== all right.
)now 1. Everybody in the community
==== you.
TS. Tr!nsfer S%!$e
1. Dr#'': Pr)n,nc#!%#)n "r#'':
6ave the pupils read the
following sentence drill:
:
a. The fluent and sophisticated
ophthalmologist C befriended the
old@fashioned referee.CC
b. The influential defense chiefC
enforced a ceasefire and curfewC for
four@ and @a D half months.
c. 7 had a brief infatuationC with a
terrific@loo)ing and photogenic
fishwife.
d. elipe< the firefighter<C refused to
eat the leftover waffle.CC
(. M)%#&!%#)n:
6ave the pupils read the given
situation:
Bou are getting ready to leave school in
the morning and you are trying to decide if
you need a jac)et. Bou notice that there are
dar) clouds in the s)y and its pretty cold
outside.
9hat do you thin) the weather might
be li)e8
*. Presen%!%#)n:
7f you thin) it might rain< then you just
made a prediction .Bou predicted that is
going to rain
9hy do you thin) it is going to rain8
6ave the pupils read the given situation:
GEricHI called ?other. G7tEs /:%% and
classes start at /:;1. 4et out of bed. 9hy
do 7 have to call you always so many
times8I
Eric had heard his mother several times
but he had gone bac) to sleep.
7. D#sc,ss#)n:
9hat will happen ne2t8
9hat is your prediction8
9hy do you ma)e that prediction8
9hat clues from the passage helped
you ma)e the prediction8
&ased on what you )now or e2perience<
what is your prediction8
.iscuss the prediction chart given:
.iscuss further. Use the information given in
generaliFation.
;. F#=#n$ S4#''s:
-ead the situations< and then answer the
questions. 9rite the clues that helped you in
your prediction.
+. .onna was a good student and always
a winner in different contests. This
year she will compete in the ?TAP
test and sheEs worried about it. !he had
reviewed all her lessons and had spent
long hours of practice solving
problems. 6ow will .onna do in the
test8
a. !he will do well.
b. !he will do poorly.
$. (ina was quite a forgetful girl. 6er
mother usually had to remind her to do
everything two three times. 9hen
(inaEs mother left for the office< she
reminded (ina to close the windows
before living for school because it
might rain. 9hen the school bus
arrived< (ina rush to the gate. .id (ina
remember to close the windows8
a. !he closed the windows.
b. !he forgot to close the
windows
;. Gener!'#A!%#)n:
9hat is prediction8
6ow do we ma)e prediction8
REMEMBER:
prediction is a good guess
about something or about future events.
Making a prediction is a way of using
clues from a story to make a good guess
about what might happen ne-t. /lues
are often in the title, in the facts and
details, and in any pictures.
<. A..'#c!%#)n:
A. -ead the situations< and then answer
the questions. 9rite the clues that
helped you in your prediction.
+. Uncle Aestor loved animals. 6e had two
cats< two dogs< a parrot< and some
goldfish. 6e had been bringing home stray
or wounded animals since he was young.
6e would ta)e care of these animals and
find it a good home. Today he met a puppy
;
S%)r- C',e:
?other wa)es him up
several times.
6e has trouble wa)ing
up.
E=.er#ence C',e:
7f you donEt wa)e up
on time< youEll be late
for school.
Pre"#c%#)n:
Eric will be late for
school.
with a hurt paw. 9hat would Uncle
Aestor do8
a. Ta)e the puppy home.
b. (oo) for the owner
$. Pedrito li)ed to go bi)ing. 6e often
went bi)ing with his friends in the par).
#ne !aturday his friend Aoynoy called
up. 6e wanted Pedrito to join him.
Pedrito was so e2cited but ?other was
not around. 6e pic)ed up the phone and
called up ?other. 9hy did Pedrito call
up ?other8
a. To as) permission.
b. To tell her to come home
&. -ead the paragraph and ma)e
predictions. Tell what clues you got
from the story ad from your e2perience.
+. >aFheel loo)ed at the trees. The leaves
did not move. Aot a single branch
stirred. >aFheel held the string of the
)ite and began to run. 6e loo)ed bac)
at the end of the string.
$. GBou have made a beautiful )ite<I
said Jyle. G&ut it will not fly
without wind. (oo)< the leaves are
moving now. Turn your face into
the breeFe and run. Together we can
help this beautiful )ite climb into
the s)y.I
IV. EVALUATION:
TS. D#rec%#)n: -ead the
paragraph below. Then answer
the questions given.
+. 7t was !aturday afternoon. !herwin<
Jarl< >aFFer< Allyson and >ahFeel were
all outside playing in the yard.
!uddenly< the weather turned blustery.
The wind started whipping around li)e
craFy. Things were flying all around.
Then lightning flashed and thunder
rolled. 9hat do you thin) the outcome
will be8
A. !herwin< Jarl< >aFFer< Allyson
and >ahFeel will watch the
lightning< the swaying branches
of trees< and the things flying
around.
&. A police car will run around to
warn the people of an
approaching typhoon.
'. The children will run inside
the house to )eep out of danger.
$. Pia spent the afternoon helping her
father paint an old bench bright red.
G?aybe now someone besides the car
will enjoy sitting on it<I said her father.
G9eEll just let it dry now.I As the two
of them went inside< the cat came
around the corner. 9hat do you thin)
the outcome will be8
A. A heavy rain will wash away
the paint.
&. The cat will lic) the paint to
dry.
'. The cat will sit on the bench
and get paint on itself.
:. A few minutes before noon< dad started
loading the car. The space shuttle was
scheduled to leave at two oEcloc) that
afternoon and it too) almost an hour to
get to the airport. ive minutes after
the family had left the house< 4ale
loo)ed in her purse. G#h< noHI she
e2claimed. G?y tic)et is missingH 7
must have left it on the table.I 9hat do
you thin) will happen ne2t8
A. The family will return to the
house to get 4aleEs tic)et.
&. The family will be late for the
space trip.
'. .ad will buy new tic)et for
4ale.
V. ASSIGNMENT:
GOLD: ill in the blan) with the correct verb
form of the verb on the left.
1
S%)r- C',e: E=.er#ence C',e:
Pre"#c%#)n:
S%)r- C',e: E=.er#ence C',e:
Pre"#c%#)n:
loo) +. ?y as and os always ===== ali)e.
teach $. 'ivics ===== the value of
citiFenship.
rest :. There ==== the bodies of many
brave soldiers.
need ;. Those pliers ==== tightening.
wor) 1. Every teacher and pupil in
&ayanan 77 EC! ==== to preserve
the schoolEs vision and mission.
TS: D#rec%#)n: -ead the paragraph and
then answer the questions that
follow.
+. .ondonEs tal)ing bird< 'huc) could
only say G'all the policeHI .ondon
taught him new e2Kressions< but 'huc)
couldnEt learn. #ne day< 'huc) was
alone in the house when a stranger
bro)e the window and climbed in. rom
the cage< 'huc) could see the robber
going through the drawers in the ne2t
room. 9hat will be the outcome of the
story8
.
LESSON # (
OBJECTIVES:
listened to.
GOLD: Use the past form of regular
verbs.
TS: 4ive other possible events that
could happen ne2t.
SUBJECT MATTER:
GLR: The (ar) and 6er Boung #nes
GOLD: Use of Past orm of -egular
"erbs
TS: 4iving #ther Possible Events
that 'ould 6appen Ae2t
References:
(in)ing Through (anguage p
Materials: picture of a lar), strips of
cartolina, inde2 cards,
III. PROCEDURE:
GLR: 34enuine (ove for -eading5
A. Pre re!"#n$ Ac%#&#%#es:
tongue twister:

The shape&shifter, shaped like a ship,
shifts his shape to a shapely sheep.
*1-+
(. M)%#&!%#)n:
9hat is the best thing to do if you
want something done at once8.
*. V)c!+,'!r- De&e')./en%:
6ave the pupils identify the meaning
of the following words:
a. absence
b. tomorrow
c. quivering
d. depended
e. underta)es
f. disappointed
7. M)%#&e 0,es%#)n:
9hy were the young ones afraid
about what they had heard8
B. Re!"#n$ )f %1e S%)r-:
reads the story.
T1e L!r4 !n" Her 6),n$ Ones
lark, who had her young ones in a
field of corn which was almost ripe, was
afraid that the reapers should come before her
young brood were fledged. .very day,
therefore, when she flew away to look for
food, she charged them to take notice of what
they heard in her absence, and to tell her of it
when she returned.
One day when she was gone, the
chicks heard the master of the field say to his
son that the corn seemed ripe enough to be
cut, and to go early tomorrow and tell their
friends and neighbors to come and help to
reap it.
%hen the old lark came home, the
little ones fell 2uivering and chirping around
her, and told her what had happened, begging
her to remove them as fast as she could.
The mother bade them to be easy.
)or," said she, if he depends upon his
friends and his neighbors, ! am sure the grain
will not be reaped tomorrow."
3e-t day, she went out again, and left
the same orders as before. The owner came
/
and waited. The sun grew hot but nothing
was done, for not a soul came. 4ou see,"
said the owner to his son," these friends of
ours are not to be depended upon5 so run
off at once to your uncles and cousins and
say ! wish them to come early tomorrow
and help us reap."
These young ones, in a great fight,
told also to their mother." 6o not fear,
children," said she," kindred and relations
are not always very forward in helping one
another. 7ut keep your ears open, and let
me know what you hear tomorrow."
The owner came the ne-t day, and,
finding his relations as backward as his
neighbors, said to his son8 3ow listen to
me. 9et two good sticks ready tomorrow
morning, for it seems we must reap the
grain by ourselves."
The young ones told this to their
mother.
Then, my dears," said she, it is
time for us to go, for when a man
undertakes to do his work himself, it is not
likely that he will be disappointed." She
took them away at once, and the grain was
reaped the ne-t day by the old man and his
son.
&
esop
C. P)s% Re!"#n$ Ac%#&#%#es:
1. Ans2er#n$ %1e /)%#&e 3,es%#)n.
6ave the pupils answer the
following questions:
a. 9ho were the human characters in
the story8 9hat was their major
problem8
b. 9hat was ?other (ar)Es strong
character trait8 E2plain briefly.
c. 9hat were the wea) points of the
old man and his son8
d. 6ow did they deal with their
problem8
*. En$!$e/en% Ac%#&#%#es:
6ave the pupils perform the
following activities under time
limit.
GROUP 1: LIGHTS9 CAMERA9
ACTION5
9hat information did the chic)s get
on three occasions8 Act them out in class.
GROUP (: ENERGI?ING 6OUR
THOUGHTS:
7n your own words< state the lesson
that the fable teaches:
=====================================
=====================================
=====================================
=================================
GROUP *: Cre!%#n$ Or$!n#Aers:
'omplete the story map with details
from the selection. 9rite the details in the
blan)s.
?ajor ========= Place: =======
==============
?inor: ======== Time: =======
=====================
====================
====================
====================
GROUP 7: Br#%#n$ ! Le%%er:
'ompose a personal letter to ?other
(ar) e2pressing your admiration of her love to
her young ones.
GOLD: Gr!//!r Or!'
L!n$,!$e De&e')./en%
1. Dr#'': Pr)n,nc#!%#)n Dr#'':
6ave the pupils recite the given verse
drillI
/an you distinguish sun from shun'(
6o you shun sin and seek to shine(
!n any sub:ect under the sun'(
/an you distinguish sun from shun'((
6o you shun a sheik in order to seek(
Something that shines even without the
sun'((
(. Re&#e2: 'hec)ing of assignment:
ill in the blan) with the correct verb
form of the verb on the left.
L
C1!r!c%ers Se%%#n$
T#%'e
P')%
loo) +. ?y as and os always ===== ali)e.
teach $. 'ivics ===== the value of
citiFenship.
rest :. There ==== the bodies of many
brave soldiers.
need ;. Those pliers ==== tightening.
wor) 1. Every teacher and pupil in
&ayanan 77 EC! ==== to preserve
the schoolEs vision and mission.
*. M)%#&!%#)n:
9hat did you do this morning8
3As) questions that happened in the
past5
7. Presen%!%#)n:
sentences:
a. The chairperson called the meeting
to order.
b. 6e opened the table for nomination.
c. Anna raised her hand.
d. The chairperson recogniFed her.
e. Anna nominated ?ichael.
;. D#sc,ss#)n:
9hat are the italiciFed words in
each sentence8
9hat are these words8 3verbs5
6ow do these words end8 3@dCed5
9hat do these words show8 3action
happened in the past8
9hat tense of the verbs are these8
3past tense5
.iscuss further. Use the information
given in the generaliFation.
<. F#=#n$ S4#''s:
A. 6ave the pupils form the past
tense of the following regular verbs:
a. rob ). visit
b. hug l. buFF
c. play m. hope
d. study n. coo)
e. judge o. recite
f. plow p. plant
g. dream q. land
h. plan r. mi2
i. roar s. punch
j. love t. brush
&. &elow are pairs of sentences. The
first sentence uses the present tense
of the verb. Use the correct tense of
the same verb to complete the second
sentence.
+. &eth usually comes to school early.
Besterday< she ==== to class late.
$. They watch the sunset. Besterday
afternoon they ==== the sunset< too.
:. 7t usually rains hard in the afternoon. 7t
===== hard yesterday.
;. aye listens to the radio broadcast
every night. (ast night< she ==== to the
T" broadcast.
1. ?ylene hears mass every !unday. !he
==== mass at the .ivine ?ercy 'hurch
last !unday.
>. GENERALI?ATION:
9hen do we use the past from
of the verb8
6ow do we form the past tense of
regular verbs8
REMEMBER:
9hen tal)ing about action completed
in the definite past< we use the simple past
tense.
The past tense of regular verbs is
formed by adding ;d or ;ed to the base form.
Thus< we have asked, listened and attended as
verbs in the past tense.
Adverbial e2pressions clearly set the
definite past time frame of the actions. They
signal the use of the simple past tense.
year ago last !aturday in +0**
last wee) last month an hour ago
three days ago yesterday
in 0;$ two years ago
@. A..'#c!%#)n:
A. 'omplete the sentence with the
correct from of the given verb. The time frame
is -es%er"!-.
rain +. 7t ==== hard yesterday.
play $. The children ==== in the rain.
wade :. They ===== in the water.
wal) ;. ?any students ===== home from
school.
hurry 1. The students ===== home.
&. 9rite the correct past form of the given
verb.
+. jump /. try
$. cry L. study
:. stay *. wor)
*
;. li)e 0. create
1. tin)er +%. prefer
Use these verbs in a meaningful
sentence.
IV. EVALUATION:
D#rec%#)n: 9rite the correct past from
of the verbs in parentheses:
+. People 3love5 -amon ?agsaysay<
the third president of the Philippine
-epublic.
$. 6e 3open5 ?alacaMang to the
common masses.
:. 6e 3reach5 out to the ilipinos< even
those in the obscure barrios.
;. As a youth< ?agsaysay 3tin)er5 with
cars.
1. 7n fact< he 3wor)5 as a jeepney
driver and mechanic< so he could
finance his studies.
TS. Tr!nsfer S%!$e:
1. Dr#'': Pr)n,nc#!%#)n "r#'':
verse drill: 3sounding ae5
3ever haggle with an ill&mannered
braggart,(
7etter brag to an admirable hunchback.((
3ever embarrass a backtracking radical,(
7etter pacify a maverick madrigal<((
$. Re&#e2: 'hec)ing of Assignment:
-ead the paragraph and then answer
the questions that follow.
.ondonEs tal)ing bird< 'huc) could
only say G'all the policeHI .ondon
taught him new e2pressions< but 'huc)
couldnEt learn. #ne day< 'huc) was
alone in the house when a stranger
bro)e the window and climbed in. rom
the cage< 'huc) could see the robber
going through the drawers in the ne2t
room. 9hat will be the outcome of the
story8
*. M)%#&!%#)n:
situation:
7. Presen%!%#)n:
Present the situation to the class:
&en is growing li)e a weed over the past
year. 7t seems that his mother is always buying
him clothes. Tomorrow is the opening of the
school intramurals and &en needs to wear his
sports jac)et. 6e pulls his jac)et out form the
bac) of his closet. igure out what will happen
ne2t in the story.
;. D#sc,ss#)n:
9hat do you thin) will happen ne2t in
the story8
9hat made you thin) so8
6ow can we figure out the event that
will happen ne2t in the story8
9hat is a prediction8
given in the generaliFation.
<. F#=#n$ S4#''s:
-ead the paragraph then answer the
questions given based on the give
paragraph.
Jarl was glad when he heard over the
radio that there would be no school that
day because of bad weather. Even his
mother and father were staying home from
wor). 9hile Jarl and his parents were
watching a video< he heard a strange sound
outside. At first he thought it was the
howling of the wind< but it sounded more
li)e an animal. 6e rushed to the window
and loo)ed outside. There< near the front
porch< was a small puppy. The sad little
puppy was sha)ing from the cold and
yelping loudly.
+. 9hat do you thin) will happen ne2t in
the story8
a. JarlEs parents will tell him to
ignore the puppy.
b. JarlEs parents will try to help
the puppy.
c. JarlEs parents will get the
puppy for his own.
$. 9hich of the following is the least li)e
to occur in the story8
0
The storm suddenly began. The
lightning lit up the sky and the
thunder roared loudly. The electricity
was blinking on and off 2uickly. %hat
do you think happened ne-t in the
story'
a. JarlEs family will )eep the
puppy.
b. JarlEs family will find the
owner of the puppy.
c. The puppy will attac) Jarl.
:. 9hich story clue best completes the
chart8
B1!% 2#'' 1!..en ne=%C
S%)r- c',es B1!% I 4n)2
&ad weather &ad weather often has
cold temperature.
!hivering< yelping
puppy
Animals may die in a
cold temperature.
Jarl gets his parents 8
a. There will be no school today.
b. They are watching a video
c. JarlEs parents will bring in the
puppy.
>. GENERALI?ATION:
9hat does to predict mean8
6ow can we ma)e a good
prediction8
REMEMBER:
To predict means to tell what you think
will happen ne-t in the story based on what
has already happened. =se what you know
from your own e-perience and story clues
from the story to make good prediction.
MADING PREDICTIONS:
@. A..'#c!%#)n:
6ave the pupils read the given story.
Then answer the given questions.
!herwinEs team was joining the Tour of
(uFon &icycle -ace. &ut that afternoon<
their coach told the team the event would
be cancelled if the heavy rains would
continue to fall. This was the last race of
the season and !herwin was hoping the
weather would improve.
As he sat down to watch the T" news<
Jim AtienFa< the weather broadcaster< stepped
up to the weather map and announced that a
strong typhoon had entered the country. !ignal
number $ was up in ?etro ?anila and in most
parts of 'entral (uFon< the !outhern Tagalog
-egion< and the &icol -egion.
*>eading for Meaning ?+
+. 9hat do you thin) will happen ne2t8
A. The bicycle race will be cancelled.
&. The bicycle race will be held as
planned.
'. The parents should wait for the A#
class announcement from .epEd.
$. 9hat clues in the story helped you
predict what is ne2t to happen8
===============================
===============================
===============================
:. &ased on real life< what usually
happens when there is announcement
of a coming typhoon8
===============================
===============================
===============================
IV. EVALUATION:
.irection: -ead the
following situations. 6ave the
pupils predict what will happen
ne2t in the story.
+. A lady comes running towards the
chec) in counter with her hand@carried
luggage. !he frantically reaches into
her purse for her tic)et and passport
and presents these to the counter
personnel. The man at the counter acts
with dispatch and points her to 4ate
+%. The lady runs towards it.
$. The 'ustodio family is having a
reunion one !unday morning.
!uddenly< a fruit van par)ed at the
front gate of the house. The van driver
called out< G4ood morning< fol)sH Bou
are the luc)y winners of 1%% applesH
9here would you li)e them dropped8I
V. ASSIGNMENT:
GOLD: D#rec%#)n: 9rite the correct past
form of the verbs in parentheses.
+%
9hat have
already
happened8 3story
clues5
9hat will
happen ne2t8
3based on story
clues5
9hat 7 )now
from my own
e2perience
+. ?y brother ===== 3stay5 in a
boarding house for two years.
$. ?ara ==== 3try5 to do her best in the
contest.
:. 'lara ==== 3remember5 her
appointment wit the dentist.
;. The baby ==== 3cry5 for mil).
1. Tears ==== 3roll5 down her chee)s.
TS. D#rec%#)n: 9rite what will happen
ne2t in the given situation:
LESSON # *
OBJECTIVES:
listened to.
GOLD: Use the past form of irregular
verbs.
TS: 4ive possible endings to a
selection.
SUBJECT MATTER:
GLR: The (ast lower
GOLD: Past orm of 7rregular "erbs
TS: 4iving Possible Endings to a
!election
References:
Proficiency in English 7 p.+*0
III. PROCEDURE:
A. Prere!"#n$ Ac%#&#%#es:
1. Dr#'': Pr)n,nc#!%#)n Dr#'':
verse drill.
%ear a kerchief as you leave the urban
university,(
%ear a turban as you eat hamburger with the
colonel,(
%ear a surgeon$s gown as hurry for the
turnover rites,(
%ear a swirling skirt and thermal blouse for
the curtain call<((
(. M)%#&!%#)n:
7s it possible for a man to destroy the
world8
*. V)c!+,'!r- De&e')./en%:
a. collapse
b. disillusioned
c. e2ile
d. nurture
e. deserted

7. M)%#&e 0,es%#)ns:
6ave the pupils create their own
questions. 9rite the questions on the board.
B. D,r#n$ Re!"#n$ Ac%#&#%#es:
reads the story.
The Last Flower
%orld %ar @!!, as everybody knows,
brought about the collapse of civiliAation.
Towns, cities and villages disappeared from
the earth. ll the groves and forests were
destroyed. nd all the gardens. Men, women,
children became lower than the lower
animals. 6iscouraged and disillusioned, dogs
deserted their fallen masters. .mboldened by
the pitiful condition of the former lords of the
earth, rabbits descended upon them. 7ooks,
paintings and music disappeared from the
earth, and human beings :ust sat around,
doing nothing.
4ears and years went by. .ven the few
generals who were left forgot what the last
war had decided. 7oys and girls grew up to
++
%hen /onfucius was a little boy,
he was so eager to learn that sometimes
he would forget to eat. 7ut once, he got
so tired of studying that he thought of
giving up. Then, he saw an old woman
rubbing an iron bar on a whetstone, a
stone for sharpening blades. She had lost
her knitting needle, and was trying to
make another needle, although she knew
that it would take her years to make one.
'lues in the
story
9hat you
already )now
from your own
e2perience
Prediction
stare at each other blankly, for love had
passed from the earth. One day, a young
girl who had never seen a flower chanced
to come upon the last one in the world. She
told the other human being that the last
was dying. The only one who paid any
attention to her was a young man she found
wandering about. Together the young man
and the girl nurtured the flower and it
began to live again.
One day, a bee visited the flower
and a hummingbird. 7efore long, there
were no flowers, and then four, and then
great many. 9roves and forest flourish
again. The young girl began to take an
interest in how she looked. The young man
discovered that touching the girl was
pleasurable. Love was reborn into the
world. Their children grew up strong and
healthy and learned to run and laugh.
6ogs came out of the e-ile. The young man
discovered, by putting one stone upon
another, how to build a shelter. #retty soon
everybody was building shelters. Towns,
cities and villages sprang up. Song came
back in the world, and troubadours and
:ugglers, and tailors and cobblers, and
painters and poets, and sculptors and
wheelwrights, and soldiers, and
Lieutenants and /aptains, and 9enerals
and Ma:or 9enerals, and liberators. Some
people went to one place to live and some
to another.
7efore long, those who went to live
in the valleys wished to they had gone to
live in the hills. nd those who had to live
in the hills wished they had gone to live in
the valleys. The liberators under the
guidance of 9od, set fire to the discontent.
So presently the world was at war again.
This time the destruction was so
completeBthat nothing was left in the
world, e-cept one manB and one womanB
and one flower.
&Cames Thurber
)rom larms and
6iversions
C. P)s% Re!"#n$ Ac%#&#%#es:
+. Answering the ?otive Nuestion
questions given.
a. 9hy does a story call a parable8
b. 9hat did war bring to people and to
the place where they live8
c. 6ow did the world begin to evolve
again8
d. 6ow did it eventually end8
*. En$!$e/en% Ac%#&#%#es:
6ave the pupils perform the given
activities under time limit.
GROUP *: Ener$#Ae -),r %1),$1%s:
Gr),. 7:
F#'' #n %1e &!',es 2e+.
GOLD: Gr!//!r9 Or!'9
1. Dr#'': Pr)n,nc#!%#)n "r#'':
6ave the pupils read the given tongue
twister:
The big bootblack blacks big boots
%ith a big blacking&brush.
(. Re&#e2: 'hec)ing of Assignment:
D#rec%#)n: 9rite the correct past form of
the verbs in parentheses.
+. ?y brother ===== 3stay5 in a boarding
house for two years.
+$
ACTION5
9hat part in the story did you li)e
best8 ?a)e a script and dramatiFe it before
the class.
GROUP 2: I WRITE A SONG!
Identify the lesson of the story
and compose a song that tells the
moral lesson of the story. Prepare to
sing your song to the class.
7 can be a good student of my community
if 7 will do the following:
==================================
==================================
96AT 7
(EA-AE. -#?
T6E !T#-B
$. ?ara ==== 3try5 to do her best in the
contest.
:. 'lara ==== 3remember5 her
appointment wit the dentist.
;. The baby ==== 3cry5 for mil).
1. Tears ==== 3roll5 down her chee)s.
*. M)%#&!%#)n:
following questions. 9rite their
answers on the board.
a. 9here did you go last 'hristmas8
b. 9hat did you see in the library last
?onday8
c. 9hat did you give your mother
during her last birthday8
.iscuss the answers of the pupils. Ta)e
note of the verbs used in each sentence.
7. Presen%!%#)n:
6ave the pupils read the paragraph.
Aote the italiciFed verbs.
7n the afternoon of April L< +01+<
!antos saw a fire raging in ?a)ati. The
crowd said that a child was in one of
the burning houses. !antos ran to the
house and got the child out of it. 6is
feet and left ear hurt, but he did not
mind it. The &oy !cout Association
gave him a gold medal for his heroic
act.
;. D#sc,ss#)n:
9hat are the italiciFed verbs in the
paragraph8
#f what tense are these verbs8
9hat is the base form of each8
6ave the pupils study the chart.
Present the chart to the pupils:
&ase orm Past orm
see
say
be
run
get
hurt
do
give
saw
said
was
ran
got
hurt
did
gave
6ave the pupils )now that these verbs form
the past< not by adding ;d or ;ed, but by
other means. These verbs are called
irregular verbs.
given under generaliFation
<. F#=#n$ S4#''s:
A. .irection: 'omplete the sentences with
the past from of the verbs inside the
parentheses.
+. >ose Abad !antos 3grow5 up in !an
ernando< Pampanga.
$. Although his parents were rich< he 3do5
household chores li)e other boys of
poorer families.
:. 6is parents 3give5 him just enough
money for necessities.
;. !o he never 3spend5 for lu2uries< but
only for necessary things.
1. As a child< he 3read5 many boo)s for
he loved reading rather than playing.
&. Put a 3C5 if the sentence uses the correct
tense of the verb. 7f not< do the needed
correction.
=== +. 7 am sure 7 see her yesterday.
=== $. ather use the screw driver last time to
fi2 the car.
=== :. 9hen war bro)e out in +0;$< >ose
Abad !antos was appointed personal
representative of Pres. ?anuel (.
NueFon.
===;. >ohn 9hitehead< an English Aaturalist
discovered the mon)ey@eating eagle
ninety@two years ago.
=== 1. 7n +0L*< scientists change the birdEs
name to Philippine eagle.
>. GENERALI?ATION:
6ow do we form the past of irregular
verbs8
REMEMBER:
Use the past tense to signify action or
being in a past time. ?ost verbs show the past
form by the addition of ;d or ;ed. &ut there
are other verbs that form the past by other
means. These verbs are called irregular verbs.
7rregular verbs show past form by
either of three ways< which are:
'hanging one or more letters< as in get
; got5 catch ; caught
'hanging the entire word< as in be ;
was
Jeeping the same form< as in hurt ;
hurt.
+:
!tudy the list of more irregular verbs.
6ave the pupils tell how these verbs show
past from.
&ase orm Past orm
begin
bite
blow
eat
go
ta)e
swim
teach
)eep
bring
buy
draw
find
hide
ma)e
ring
send
began
bit
blew
ate
went
too)
swam
taught
)ept
brought
bought
drew
found
hid
made
rang
sent
@. A..'#c!%#)n:
A. D#rec%#)n: 'omplete each sentence
with the correct past form of the verb.
+. ?any years ago< scientist 3ma)e5 a
research and e2periments to see
how the Philippine eagle could be
saved.
$. A result of that research 3be5 the
eagle< Pag@asa.
:. Pag@asa 3be5 hatched on >anuary +1<
+00$.
;. Pag@asa 3bring5 hope that the
Philippine eagle could be saved
from e2tinction.
1. A few years ago< another eagle 3be5
hatched in the same way.
&. 9rite the past form of the following
verbs:

+. beat /. forget
$. begin L. sha)e
:. blow *. teach
;. come 0. fly
1. drin) +%. meet
IV. EVALUATION:
D#rec%#)n: 'omplete the sentences with
past forms of the verbs.
+. ?yra 3wear5 her gown during the
party last night.
$. ?y classmate 3lend5 me her boo).
:. The ground 3sha)e5 during the
earthqua)e.
;. The birds 3fly5 to a safe ground when
the trees in the forest were cut.
1. The bell 3ring5 for recess.
TS. TRANSFER STAGE:
1. Dr#'': Pr)n,nc#!%#)n "r#'':
verse drill with ) sound.
3o girl should be without a curl(
3o guard should be without a card5(
3o girl with curls(should be without a
guard,(
7ut no guard with cards( should be with a
girl with curls<(
(. Re&#e2: C1ec4#n$ )f Ass#$n/en%:
9rite what will happen ne2t in the
given situation:
*. M)%#&!%#)n:
situation:
armers need fertiliFers to have a good
harvest. 7f the farmers donEt use fertiliFers in
their fields< what could possible happen' *The
farmers will not have a good harvest and pays
for it with the coins.+
7. Presen%!%#)n:
Present picture stories to class. 'all on
pupils to e2press in sentences the events as
they are depicted in each picture. Then as)
them to give other possible events that could
happen in the story.
+;
%hen /onfucius was a little boy,
he was so eager to learn that sometimes
he would forget to eat. 7ut once, he got
so tired of studying that he thought of
giving up. Then, he saw an old woman
rubbing an iron bar on a whetstone, a
stone for sharpening blades. She had lost
her knitting needle, and was trying to
make another needle, although she knew
that it would take her years to make one.
'lues in the
story
9hat you
already )now
from your own
e2perience
Prediction
+
st
picture: A boy is putting coins in a
piggy ban).
$
nd
picture: The boy brea)s his piggy
ban) and counts the money
:
rd
picture: The boy buys flowers and
pays for it with the coins.
;
th
picture: The boy hands the flowers
to his mother. 7n the speech
balloon< he says< G6appy
&irthday< ?amaHI
9hat could be the 1
th
picture or
ending of the story8
;. D#sc,ss#)n:
6ow can you ma)e a good possible
ending to a selection8
.iscuss with the pupils that the
ending of the story will be based on some
clues that are stated in the story. 'lues are
often in the details of the story. They tell
who< what< when< where< why or how.
These details can help the pupils ma)e a
good possible ending of the story.
.iscuss further.
<. F#=#n$ S4#''s:
D#rec%#)n: -ead the following
situations. 6ave the pupils give possible
endings to each of the situations:
+. A driver chec)s the engine of his ca
before going on a trip. 6e sees to it
that it has oil and gasoline. #ne day<
when he was about to deliver goods<
he forgot to do his routine activity of
chec)ing his engine because he was
in a hurry. 9hat could possibly
happen to his car8
$. A traffic policeman directs the traffic all
day long. 9hat could possibly
happen if he left his post all of a
sudden8
:. 9henever we get sic)< mother
always ta)es us to the doctor< for a
chec)up and as)s for the right
prescription. 9hat could possibly
happen if mother does not consult
the doctor8
>. GENERALI?ATION:
6ow can we ma)e a good
possible ending to a given
story8
REMEMBER:
To make a good possible ending to a
given situation, think about the clues in the
given reading passage. lso think about what
you already know about the clues and about
other details. Then, make your best guess
about what might possibly happen or ending
of the story.
/lues are often in the details of the
story. They tell who, what, when, where, why
or how. These details can help the pupils
make a good possible ending of the story.
@. A..'#c!%#)n:
A. .irection: !tudy the given situation
then answer the questions.
+. 9hat could probably happen if your
son too) this medicine more than the
prescription of the doctor8
a. 6e will get overdosed.
b. 6e will be healthy.
c. 6e will get sic)
$. Bou have stomach ache and you ta)e
Tricanyl E2pectorant. 9hat could be
the possible ending8
a. Bour condition will worsen.
b. Bou will feel better.
c. Bour body will be strong.
+. 9hy did ?r. Ames ta)e a tape
measure and inspect the rooms8
a. 6e will add appliance in the house.
b. 6e will renovate the house
+1
Acute Bronchitis
Tricanyl Expectorant
tsp.3x a day for 1 week
7f fever persists< give the child + tsp.
Tempra drops every ; hours after meals. 7f in
;* hours the fever does not subside< bring the
child to the doctor.
6arry Ames too) out a tape
measure and his noteboo). 9hen they got
upstairs< he inspected the rooms. G7 love
wor)ing on these old houses<I he told
JatieEs mother. They were built soundly to
last. 7 can easily add partitions here when 7
begin on ?onday.I
c. 6e is buying the house.
$. ?other called ?r. Ames to fit
something in the house< but if
?other has a problem in electrical
appliances she will call the D
a. Plumber
b. 'arpenter
c. Electrician
IV. EVALUATION:
T!. .irection: 4ive possible endings to the
following given situation:
+. or safety reasons< fishermen
always listen to the weather report
before they go out to sea to catch
fish. #ne morning< they went to sea
without listening to the weather
report.
$. Pedestrian lane is used for crossing
busy streets. People used this lane
to be safer and to prevent vehicular
accident. Tanya and >enny were in a
hurry. Tanya insisted to cross the
street without using the pedestrian
lane. Tanya and >enny didnEt use the
pedestrian lane.
". ASSIGNMENT:
GOLD: D#rec%#)n: 'omplete the
following sentences with the past form of
the verbs inside the parentheses:
+. 7n college< >ose Abad !antos 3ta)e5
up (aw.
$. As a lawyer< he 3fight5 for social
justice< especially for the rights of
the poor tenants.
:. 6e 3become5 a government scholar
and studied in the United !tates.
;. Upon his return< he 3find5 the
country in turmoil.
1. The >apanese arrested him and 3put5
him in jail.
TS. D#rec%#)n: 4ive possible endings to the
+. Aearly three@fourths of our body is
made up of water. (ife should have
plenty of it. 7f water is not present in
our body what could possibly happen8
$. (io Po was one of the most famous
poets in 'hina. All 'hinese children
)now about him. 6e wished to write a
poem about the moon. 6e stepped into a
little boat and let it float on the la)e. 9hile
he was writing the poem< he )ept on
drin)ing wine. 6e became very drun). 6e
saw the moon on the water. 6e leaned over
the side of the moon. 9hat could be the
possible ending of the story8
LESSON # 7
OBJECTIVES:
listened to.
GOLD: Use the future form of the verbs.
TS: 9rite about oneEs feelingsCreactions
using the correct form of the verb.
SUBJECT MATTER:
GLR: >oseph and the PharaohEs .ream
GOLD: uture orm of the "erbs
TS: 9riting About #neEs
eelingC-eactions Using the 'orrect
orm of the "erb
References:
PE(' !pea)ing *.+, 9riting *
III. PROCEDURE:
1. Dr#'': Pr)n,nc#!%#)n Dr#'':
6ave the pupils recite the given tongue
twister:
3ina needs nine knitting needles to knit
naughty 3ita$s knickers nicely. 3:25
(. M)%#&!%#)n:
.o you always dream8 .oes
your dream happen in real life8 #r
does the e2act opposite happen8
*. V)c!+,'!r- De&e')./en%:
6ave the pupils )now the
meaning of the given words:
a. palace
b. harvests
c. dream
d. Pharaoh
+/
7. M)%#&e 0,es%#)n:
9hat was PharaohEs dream8
B. D,r#n$ Re!"#n$ Ac%#&#%-:
reads the story.
Joseph and the Pharaohs Dream
There was trouble at the palace of the
#haraoh, the ruler of all .gypt. #haraoh
had a bad dream and no one among his
wise men could tell him what the dream
meant.
One day he heard of Coseph who is
able to tell many people the meaning of
their dreams and what Coseph always said
come true.
Send Coseph to me," #haraoh
ordered. Coseph was told of the #haraoh$s
message and he put on his finest clothes
and went to the palace.
#haraoh said, ! have dreamed a
dream and no one can tell me what it
means. /an you tell me its meaning'"
Coseph replied, !t is not ! who will
give you the answer. 9od shall give you the
answer."
#haraoh continued, !n my dream
seven fat cows came out of the river and
fed on the grass. fter wards, seven thin
cows came and ate the fat cows. Still the
seven thin cows remained thin as before."
Coseph said, 9od is telling what is
going to happen. The seven fat cows are
seven years of good harvests when there
will be plenty for the people to eat. The
seven thin cows are seven years of bad
harvests when nothing will grow and
people will be hungry."
%hat am ! going to do'" #haraoh
asked.
Coseph said, 9od is telling you what
will happen soon. )ind a man who is good
and wise. 0e will take part of the good
harvest for each of the seven good years
and put it away. So when the seven years of
bad harvests come, there will be enough
food for the people to eat."
&>etold by Larusa M. Cohnston,
)rom the 7ible Story 0our
C. P)s% Re!"#n$ Ac%#&#%#es:
+. Ans2er#n$ %1e M)%#&e 0,es%#)n:
6ave the pupils answer the given
motive question.
$. C)/.re1ens#)n C1ec4:
questions:
a. 9hy was Pharaoh bothered of his
dream8
b. 9hy did he call for >oseph8
c. 9hat was >osephEs interpretation of
PharaohEs dream8
d. 7f you were Pharaoh< would you believe
>osephEs interpretation and follow his
advice8 9hy8
*. En$!$e/en% Ac%#&#%#es:
given activities:
Gr),. 1E F#'' %1e s%)r- $r!//!r 2#%1
"e%!#'s fr)/ %1e se'ec%#)n.
GROUP (: Cre!%#n$ Or$!n#Aers:
Use the double@entry journal to give
the details as)ed.

GROUP *:
F#'' #n %1e &!',es 2e+.
+L
PharaohEs
.ream
?y #wn
.ream
Title:
==================
'haracters !etting
========
Events
========
===========
===========
====
Place
========
========
'onsequence
7nitiating
Events
-esolution
===========
=========
Attempt
7nternal
-esponse
Time:
Theme
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=
GOLD 8Gr!//!r9 Or!'9
L!n$,!$e De&e')./en%:
+. Dr#'': Pr)n,nc#!%#)n "r#'':
6ave the pupils recite the
following:
She sells seashells by the seashore.
!f she sells seashells by the seashore,
%here$s the seashells she sells by the
seashore'
$. Re&#e2: 'hec)ing of assignment:
D#rec%#)n: 'omplete the following
sentences with the past form of the verbs
inside the parentheses:
+. 7n college< >ose Abad !antos 3ta)e5 up
(aw.
$. As a lawyer< he 3fight5 for social justice<
especially for the rights of the poor
tenants.
:. 6e 3become5 a government scholar and
studied in the United !tates.
;. Upon his return< he 3find5 the country in
turmoil.
1. The >apanese arrested him and 3put5
him in jail.
*. M)%#&!%#)n:
9hat do you want to be when you
grow up8 9hat are your future plans8
7. Presen%!%#)n:
6ave the pupils read >osephEs
answer to the Pharaoh.
a. 7t is not 7 who will give you the
answer.
b. 4od shall give you the answer.
c. 4od is telling you what is going to
happen.
d. There will be plenty for the people to
eat.
e. Aothing will grow and people will be
hungry.
;. D#sc,ss#)n:
6ow did >oseph state his answers to
PharaohEs questions8
9hat are the underlined words in the
sentences8
9hat word is preceded by the given
verb8
9hat does it tell us8
9hat form of the verb is used in each
sentence8
.iscuss further. Use the given
generaliFation.
<. F#=#n$ S4#''s:
A. D#rec%#)n: ill in the blan)s with
verbs in the future tense. Use either
willCshall or going to with the correct
from of the verb in parentheses.
+. ?y relatives from the United !tates
3arrive5 ==== ne2t wee).
$. The 3stay5 ===== here for a month.
:. 9e 3prepare5 ====== sumptuous
ilipino dishes for them.
;. 9ith ather< they 3tour5 ===== the
scenic spots in ?etro ?anila.
1. 9e 3ta)e5===== them to &aguio and
&oracay.
B. 9rite your own sentences using the
following verbs.
+. will dance
$. shall graduate
:. is going to marry
;. are going to travel
1. am going to leave
>. GENERALI?ATION:
9hen do we use the future
form of the verbs8
6ow do we form the future of
the verbs8
REMEMBER:
9e use the future tense to e2press our
intentions< plans< and predictions as
well as to name future events and
action.
To show future tense< the au2iliary
verbs shall, will and going to are used
with the base form of the verb< as in
shall return, will dance, and is going
to perform.
+*
96AT 7
(EA-AE. -#?
T6E !T#-B
Gr),. 7: L#$1%s9 C!/er!< Ac%#)nH
!tudy the details how the Pharah
and >oseph met. Act out how they tal)ed
with each other.
The time e2pressions used to
indicate future tense are as follows:
tomorrow, ne-t
week(month(year(day(summer, soon,
later, tonight, in a little while, in a
short while, a day(a year( a week( a
month from now, the following
year(month(day(week.
@. A..'#c!%#)n:
A. D#rec%#)n: 6ave the pupils read the
hopes for the future of our country of some
pupils from &ayanan 77 Elementary !chool.
(et them identify the future forms of the
verbs used. Then have them give their own
high hopes for the country.
1. ! hope our government will do
everything they can to control the rising
prices of basic commodities. ; A''-s)n
(. ! hope countries that supply u with oil
will not unnecessarily increase oil
prices. D J!/!#c!
*. ! hope the government will be
successful in its fight against the
rampant use of illegal drugs. ;
Prec#),s
7. ! hope people will use prayers rather
than harmful ammunitions as weapons
to fight for peace. ; J!AAer
;. ! hope the peace talk with the different
rebel groups will succeed for the
betterment of the nation. ; R!'.1
B. D#rec%#)n: ?a)e a dialogue that tells
about any of the following situations:
+. plans for 'hristmasCAew Bear
6oliday
$. plans for the future
:. plans for a summer vacation
IV. EVALUATION:
GOLD: D#rec%#)n: The actions
e2pressed in the following sentences
will be done ne2t wee). 'omplete the
sentences with an appropriate form of
the verb.
+. There 3be5 ==== an activity to
culminate English 9ee).
$. The activity 3feature5 ===== the
talented members of the English
'lub.
:. Each group 3present5 ==== a speech
or literary presentation.
;. A spelling contest 3hold5 ====.
1. 7vy 3recite5 ===== a poem.
TS. 8Tr!nsfer S%!$e:
+. Dr#'': !pelling drill:
9ord 6unt
There are ten spelling words
below. ind and circle them. They
may be written in horiFontal< vertical< or
diagonal direction.
harvests ammunition emcee
Pharaoh museum sumptuous
optimistic souvenir hospitable
diorama
# 6 ' A - 7 . A - ? 6 A
! # U " E A 7 - # T A ?
U ! E ? P - # N ! P - ?
? P T # ? E - 7 O 6 " U
P 7 # A N A B 9 A E A
T T ? . 4 E ? ' . - ! 7
U A 7 & E - A P B A T T
# & A ' ( 6 ! U A # ! 7
U ( ? U ! E U ? U 6 E #
! E E A 7 ! - # A U ! A
# P T 7 ? 7 ! T 7 ' P -
.irection: 4ive possible endings to the
+. Aearly three@fourths of our body is made
up of water. (ife should have plenty of it.
7f water is not present in our body what
could possibly happen8
$. (io Po was one of the most famous poets
in 'hina. All 'hinese children )now about
him. 6e wished to write a poem about the
moon. 6e stepped into a little boat and let
it float on the la)e. 9hile he was writing
the poem< he )ept on drin)ing wine. 6e
became very drun). 6e saw the moon on
the water. 6e leaned over the side of the
moon. 9hat could be the possible ending
of the story8
*. M)%#&!%#)n:
9hat can you say about our new
president8
7. Presen%!%#)n:
Present the picture to the class. As):
9hat is this picture all about8 .o you
have any plans his 'hristmas8 9hat are
your plans this 'hristmas8
+0
;. D#sc,ss#)n:
6ave the pupils write their plans on
the board. The teacher will chec)
whether the pupils used the correct
future form of the verb.
.iscuss further.
<. F#=#n$ S4#''s:
A. 6ave the pupils study the given
picture. 6ave them write their feelings
or reaction about the given problem:
traffic.
#il Price 7ncrease
>. Gener!'#A!%#)n:
9hat do we need to remember
when writing our feelings or reactions
using the future form of the verb8
@. A..'#c!%#)n:
9rite your own hopes for the
following concerns using the future form of
the verbs.
+. Traffic problems
$. 9ater Pollution
:. lood 'ontrol
;. 'utting of trees
1. Peace and order situation
IV. EVALUATION: 9rite your own feelings
or reactions about the following situations:
+. Every closing of an age is accompanied by
natural calamities< but these can be
prevented if we ray as one ilipino nation
that we be spared.
$. The twenty@first century will see a rise in
the spiritual consciousness of ilipinos.
V. ASSIGNMENT:
GOLD: .irection: 'omplete each
sentence. Use the verbs inside the
parentheses and add amCisCare going
to.
+. The ?ath 'lub 3meet5 ===== on
!aturday.
$. The President of the Philippines
3spea)5 ===== during our graduation
program.
:. The students 3clean5 ====== the streets
near the school.
;. ?y uncle 3join5 ===== the marathon in
the par).
1. The people in the barangay 3donate5
==== clothes for the fire victims.
T!: Br#%e -),r fee'#n$s )r re!c%#)ns )n %1e
f)'')2#n$ c)ncerns:
$%
+. water crisis
$. drug problem
:. quality of education
;. quality of television shows
LESSON # ;
I. O+Fec%#&es:
GLR: Enjoy listening to a solution
CT: Answer question from the
selection heard
GOLD: Tal) about future plans using the
e2pression Gif@wereI
Use the e2pression Gif@wereI
correctly in given situations
TS: 4ive the details that support the
main idea.
II. S,+Fec% M!%%er:
GLR: G?ummyI
CT: Answering questions from the
story read
GOLD: Using the e2pression Gif@wereI
correctly in given situations
TS: 4iving the details that support
the main idea.
References:
$%%$ &E' 6andboo) in English
PE(' !pea)ing
-eading
English for you and me pp.++0@+$;< PE('
c.0.+
?aterials: pictures of ?ummy< flashcards<
charts< boo)s < chal)board.
III. Pr)ce",re:
GLR 8Gen,#ne L)&e f)r Re!"#n$:
A. Pre G re!"#n$ !c%#&#%#es
1. Dr#'' : Pr)n,nc#!%#)n "r#''
following words:
community utterance
immune attendance
Philippines fluttered
collection surrounding
corrupt
(. M)%#&!%#)n:
!how picture to the class. (et
them identify what is in the picture.
.escribe it.
The teacher may add information
about mummy.
*. V)c!+,'!r- De&e')./en%
.efine the word to be flashed.
tomb bandages treatment
7. M)%#&e 3,es%#)n:
9hatQare the things that you would
li)e to )now about the selection8
B. D,r#n$ Re!"#n$ Ac%#&#%#es
reads the selection.
MUMM6
Mummy is a body embalmed and
wrapped in bandages for burial in ancient
.gypt. The word mummy is derived through
rabic from the #ersian word mumiai
meaning pitch" or asphalt."This because
.gyptian were created with a layer black
resin, coloring the body black.
ncient .gyptians mummify their dead in
order to preserve the human body because
they believe that the spirit of the dead person
returns to its body when visiting the tomb.
.gyptians did not want the body of the dead
person and even those of animals and birds
sacred to their deities * gods and goddesses+
to decompose so they practice mummification.
The mummification process starts by having
the body embalmed by introducing chemical
agents into the body to ensure preservation.
This involves the removal of internal organs.
0owever, after treatment, these were returned
into the body.
.nglish for you and me D
C. P)s% re!"#n$ Ac%#&#%#es
+. Answering the motive questions
$. 'omprehension 'hec):
a. 9hat was the process of
preserving the dead bodies of
Egyptians8
b. 9hat do Egyptians wrap their
dead with for burial8
c. 9hy do Egyptians mummify
their dead8
d. 4ive your reaction to the
practices of the Egyptians with
regards to their dead relativesE
bodies8
e. .o you li)e to practice
EgyptianEs practices to their dead
relativeEs bodies here in our
country8 9hy8
*. En$!$e/en% Ac%#&#%#es:
$+
Gr),. I: -ead the paragraph that
shows the belief of Egyptians why they do
this )ind of practice.
Gr),. (: .raw a mummy
GROUP *:
9rite the values that youEve learned from
the selection:
GOLD 8Gr!//!r9 Or!'
L!n$,!$e De&e')./en%:
1. Dr#''
-ead the following words
C ai C
idea might tie
pie aisle
time die lie
island quite
sigh ice dime
my
(. M)%#&!%#)n :
Are you satisfied with who you are8
7f given a choice< how would you wish
to be li)e8 9hy8
*. Un')c4#n$ )f D#ff#c,'%#es
Use the G?atching TypeI !trategy
to unloc) the meaning of the vocabulary
words below.
'olumn A 'olumn &
+. e2plore @ to search through or
travel in or over< to
loo) into
carefully< scrutiniFe<
e2amine
$. delight @ great pleasure<
gratification< joyful
satisfaction
:. dangle @ to hang loosely< swing to@
and@from
;. aviator @ a pilot or one who flies
airplanes and other
heavier aircrafts
1. hues @ colors< tints< particular
shades of colors
/. renewed @made new< restored<
revived< repeated
L. capture @to ta)e captive< to catch<
to seiFe and hold
or carry off
7. Presen%!%#)n
Present the poem
!" ! #ere$
7f 7 were a daily newspaper
6ow fun and raw that would be
7 would hold in truth the whole world ever,
7 would e2plore every hoo) for us to see
7f 7 were a bubble
6ow much fun and delight that would be
7 could fly about the s)y and dangle,
7 could twist and turn in circles and
wave to everybody
7f 7 were an aviator
7 would fly and e2plore
7 would capture the earth and space
Bou and 7 together we could share
Paint paths and hues no one can trace.
7f 7 were to follow my dreams<
.otted with chests of gold and silver beams
Then 7 would wa)e up one morning<
inding a renewed world< a novel state of
being
;. C)/.re1ens#)n C1ec4:
6ow do you find the poem8
9hat is the poem all about8
7f the writer were a daily newspaper< a
bubble< or an aviator< what would he
do8
7f he were to follow his dreams< what
would he find8
(etEs copy some lines in the poem with
the Gif 7 wereI clauses.
$$
"alues that 7 (earned
GROUP 4: LIGHTS, CAMERA, ACTION5
Choose the part that you liked best
in the story. Then make a script and
dramatize the chosen part.
7f 7 were a daily newspaper<
7 would hold in truth the whole
world ever.
7f 7 were a daily newspaper<
7 would e2plore every hoo) for us
to see.
7f 7 were a bubble< 7 could fly
about
the s)y and dangle.
9hat tense and form of the verb
follows the G7f 7 9ereI clause8
39ould or could R single form of
the verb5
<. Gener!'#A!%#)n
Use Gif@wereI to tal)
about a condition that is unli)ely
to happen or that is unreal. 7t is formed by
using would or could R the simple form of
the verb.
>. A..'#c!%#)n:
A. D#rec%#)n: ?atch column A 3if
clauses5 with those in column & 3main
clauses5. 9rite the letter of the correct
answer on the blan).
%olumn A
+. 7f my father were here
$. 7f ?rs. (im were a doctor
:. 7f 7 )new he were busy
;. 7f ?elissa were patient
____1. 7f he were the richest
person in the world
======/. 7f Allan had given the
report on time
= L. 7f the helper were home
_ *. 7f 7 were a fish
=====0. 7f 7 were stranded alone in an
island
====+%. 7f he were the President of
the Philippines
C)',/n B
a. 7 would swim freely.
b. 7 would loo) around and find a resting
place.
c. he would amend the constitution.
d. he would surely help us.
e. 7 wouldnEt have disturbed him.
f. he would have gotten a higher grade.
g. she surely would be more successful.
h. he would have washed clothes.
i. people would consult him about their
illness.
j. he would help all the unfortunate.
Answers:
+5 d $5 i :5 e
;5 g 15 j /5 f
L5 h *5 a 05 b
+%5 c
B. Enr#c1/en% Ac%#&#%#es
+. Allow pupils to pic) one rolled paper
where an Gif clauseI is written
$. Pupil reads the Gif clauseI and supplies
the main clause to the conditional clause.
:. .o the same procedure for all other
pupils.
7f 7 were a billionaire
7f there was no pollution
7f 7 were sent to ?ars
7f Alfred were a scientist
7f the sun were not to set
@. V!',es In%e$r!%#)n
9hy should a person be contented with
who heCshe is or with what heCshe has8 A
person should be contented with who
heCshe is or what heCshe has because 4od
has a purpose of creating himCher such
way.
IV. E&!',!%#)n
'hoose the letter of the correct answer.
==== +. 7f 7 were !uperman<
a. 7 will help construction wor)ers
build bridges and roads
b. 7 would help construction wor)ers
build bridges and roads
c. 7 would helped construction
wor)ers build bridges and roads
d. 7 help construction wor)ers build
bridges and roads
==== $. 7f 7 were the President<
a. 7 would give jobs to all.
b. 7 will give jobs to all.
c. 7 would gave give jobs to all
d. 7 give jobs to all.
==== :. 7f 7 were an international airplane<
a. 7 could travelled around the world.
b. 7 can travel around the world.
$:
c. 7 travel around the world.
d. 7 could travel around the world.
==== ;. 7f 7 were a scientist<
a. 7 would invent the cheapest
medicine for cancer.
b. 7 would invented the cheapest
c. 7 will invent the cheapest
d. 7 invented the cheapest medicine
for cancer.
==== 1. 7f 7 were a boo)<
a. 7 can educate people.
b. 7 could educate people.
c. 7 could educated people.
d. 7 educate people.
T. S. 8Tr!nsfer S%!$e:
1. Dr#''
-ecite the tongue twister
#eter piper picked a picked of
pickled pepper
pecked of pickled pepper #eter
#iper picked
!f #eter #iper picked a pecked of
pickled pepper
%here$s the pecked of pickled
pepper #eter #iper picked<
(. M)%#&!%#)n:
6ow will you classify big ideas and
small ideas8
*. Presen%!%#)n:
!tudy the idea inside the bo2 and
determine which ones are big ideas and
which ones are small ideas. ill out the
graphic organiFer.
?ars planets >upiter
Earth "enus
>asmine .ama de Aoche
'amia lowers 7lang@ilang
&ig 7dea
+.
$ : ; 1
!mall idea
&ig 7dea
+
$ : ; 1
!mall 7dea
7. D#sc,ss#)n
+. 9hat big idea e2plains8
$. 9hat is the function of small idea to
big idea8
;. Pr!c%#ce E=erc#se
-ead each paragraph carefully.
7dentify the main idea and the supporting
details.
Gr),. I
There are many ways people can ma)e
good use of unwanted labor. 7t can be made
into hollow bloc)s. 7t can be molded into
figurines and statuettes. 7t can be combined
with other materials used in building homes.
M!#n #"e!:
=====================================
==============
S,..)r%#n$ De%!#'s:
+. ==================================
$. =================================
:. ==================================
Gr),. (
!leeping is a good way to rest. 9hen you
sleep< your muscles rela2. Bour bodily
functions slow down. Bour heart beats a little
slower< it does not wor) so much. Bou feel
refreshed after sleeping
M!#n I"e!:
===============================
=================
S,..)r%#n$ De%!#'s:
+. =================================
$. =================================
:. ==================================
<. Gener!'#A!%#)n:
6ow can you ma)e a sub@heading for a
paragraph in selection8
Re/e/+er:
$;
To ma)e a sub heading for a paragraph
in a selection the idea should be based on
the paragraph heading.
>. A..'#c!%#)n:
-ead the paragraph. 9rite the main
idea and the details that support it.
'armina loves to watch movies. #n
wee)ends< how parents ta)e her to the mall
to see a movie. !he even has a "'.
collection at her favorite movies. !he is
fond of comedy and horror films.
IV. E&!',!%#)n
-ead the paragraph. 9rite
the main idea and the details
that support it.
+. 'lay can be made into many
things. 7t can be made into vases<
jars and coo)ing pots. 7t can be
made into plates< saucers and cups.
7t can also be made into figures of
people plants and animals.
$. ilipinos are very helpful people.
ilipinos are ready to help one
another in building houses. They
also help one another when there
are calamities li)e floods<
earthqua)es and volcanic eruption.
V. Ass#$n/en%
9rite five sentences using the
e2pression G7f 7 wereSI

LESSON # <
OBJECTIVES:
listened to.
GOLD: Use the present perfect form of
the verbs.
TS: 7dentify the general mood of the
selection.
SUBJECT MATTER:
GLR: 4reen .reams
GOLD: Present Perfect orm of the
"erbs
TS: 7dentifying the 4eneral ?ood of the
!election
References:
III. PROCEDURE:
following:
Should she sell sheers sheets or should
she sell shaggy shawls'
(. M)%#&!%#)n:
-ecite the poem GTwin)le< twin)le<
little starsI with a little modification using
jaFF chant.
As): 9hat are the things that are
formed by the stars8
*. V)c!+,'!r- De&e')./en%:
1. &ig .ipper 3through pictures5
(. tent 3through picture5
*. snuggle 3action5
7. scares 3through action5
7. M)%#&e 0,es%#)n:
6ave the pupils as) questions about
the story.
The teacher will write all the questions
to be as)ed by the pupils.
B. D,r#n$ Re!"#n$ Ac%#&#%#es:
reads the story.
&reen Dreams
!t was a beautiful night. 0enry and his
parents lay on their backs by the fire and
looked at the sky.
0enry didn$t know there were so many
stars in the sky.
There$s the 7ig 6ipper," 0enry$s
mother said.
There$s the Little 6ipper," said 0enry.
There$s ..T.," said 0enry$s dad.
Mudge wasn$t looking at the stars. 0e was
chewing on a log. 0e couldn$t get logs this
good at home. Mudge loved camping.
$1
0enry$s father sang one more sappy love
song. Then everyone went inside the tents
to sleep.
0enry$s father and mother snuggled.
0enry and Mudge snuggled.
!t was as 2uiet as 2uiet could be.
.veryone slept safe and sound and there
were no bears, no scares.
Cust the clean smell of treesBand
wonderful green dreams.
*dapted+
C. P)s% Re!"#n$ Ac%#&#%#es:
+. Answering the motive questions.
$. 'omprehension 'hec):
a. 9ho are the characters in the story8
b. 9hen does the story happen8
c. 9hat details in the story tell about the
time the story happens8
d. 9here does the story ta)e place8
e. 9hat details tell about the place the
story ta)es place8
f. 9hat happen in the story8
g. 6ow does the setting affect the events
or happenings in the story8
*. En$!$e/en% Ac%#&#%#es:
following activities under time limit.
GOLD: 4rammar< #ral< (anguage
.evelopment
+. Dr#'': Pr)n,nc#!%#)n "r#'':
6ave the pupils recite the tongue twister
given:
7etty bought a bit of butter but she
found the butter bitter(
So she bought a bit of butter to make
the bitter butter better.
$. Re&#e2: C1ec4#n$ )f Ass#$n/en%:
.irection: 'omplete each sentence. Use
the verbs inside the parentheses and add
amCisCare going to.
+. The ?ath 'lub 3meet5 ===== on !aturday.
$. The President of the Philippines 3spea)5
===== during our graduation program.
:. The students 3clean5 ====== the streets
near the school.
;. ?y uncle 3join5 ===== the marathon in the
par).
1. The people in the barangay 3donate5 ====
clothes for the fire victims.
*. M)%#&!%#)n:
9hat are the things that youEve been
doing in the past and youEre still doing in the
present8
7. Presen%!%#)n:
6ave the pupils read and study the
following sentences:
1. >aFheel has done research wor) on
endangered species living in the forest
since last 'ear.
(. 7 have collected some pictures about
the animals "or 'ears.
*. They have been learning about the
different animals under Phylum
'hordata since last month.
7. Allyson has been reading about the
animals "or three da's.
;. D#sc,ss#)n:
sentences8
6ow is the verb formed in the first two
sentences8 7n the last two sentences8
9hat )ind of action is e2pressed in
each sentence8 3actions started in the past
and still continuing up to the present5
9hat form of the verbs are these8
$/
GROUP 1: LIGHTS9 CAMERA9 ACTION
'hoose the part that you li)ed best in
the story. Then ma)e a script and dramatiFe
the chosen part.
GROUP (: DRAB ME
Pretend the story is a movie and
you are supposed to advertise it. ?a)e a
movie poster of the story and then e2plain
to the class your poster.
GROUP *: BRITE ME A LETTER
'hoose your most li)ed character
or most disli)ed character and write a letter
to the character e2pressing your feelings to
himCher.
GROUP 7: SING ME A SONG
7dentify the lesson in the story and
compose a song that tells the lesson.
Prepare to sing your song to the class.
6ave the pupils study the form of
the verb. Aote that the verb is formed
by either of two ways:
6asT R past participle or
6aveT
6asT R present participle
6aveT
9hen do we use has8 9hen do we
use have8
.iscuss further. Use the given
information under -emember.
<. F#=#n$ S4#''s:
A. 'omplete each sentences with the
correct form of the verb.
+. ?any children 3go5 to the par) since
early this morning.
$. Parents and grandparents
3accompany5 them bringing food
and water for the whole day.
:. 7t isnEt noon yet< but the children
3get5 hungry already.
;. &oth young and adults 3play5 for
hours.
1. The old man 3sit5 alone on the
bench for an hour.
&. 9rite ' if the italiciFed verb is used
correctly. 7f not write the correct form
of the verb.
+. rancis has lived in a small village
by the sea since his birth.
$. 6is father and brother have been
fishermen for some years already.
:. They went out to fish yesterday.
;. They have caught many )inds of
fish last wee).
1. rancisE father and brother have
already seen many dolphins.
L. GENERALI?ATION:
9hen do we use the present
perfect form of the verb8
REMEMBER:
Use the present perfect tense to
denote:
(. action that started in the past and
continues to the present.
E2:
!herwin has done research wor) on
heroes since last year.
). action that has *ust been "inished at
the time o" spea+ing.
E2.
7 have just finished the lesson.
,. action that happened recentl' at an
inde"inite time.
E2.
7Em sorry but my mother has left
already.
The verb in the present perfect tense is
formed by:
a. has or have R past participle
b. has or have R been R present
participle
!ome time e2pressions used to indicate
present perfect tense are:
since lastS
forS
already< just< yet< ever since.
@. A..'#c!%#)n:
A. .irection: 9rite the present perfect
form of the indicated verb.
+. The long busy street from 'aloocan
'ity to Pasay 'ity was named
6ighway 1; during the American
#ccupation but 3be rename5 since then.
$. Today many people 3forget5 its original
name.
:. People 3)now5 it as E.!A for quite
some time now.
;. E.!A is named after Epifanio delos
!antos< a man who 3serve5 his country
with honor and distinction.
1. E.!A 3be5 a busy street ever since 7
can remember.
&. .irection: 'omplete each sentence with an
appropriate time e2pression.
+. #ur class has discussed The all of
&ataan =======.
$. 9e have learned many things about
this significant period in our history
=======.
:. erlinEs group has reported on the
topics =======.
;. !ome of our classmates have tried to
)now more about this historical event
=====.
1. They have viewed tapes and
documentary movies =====.
IV. EVALUATION:
$L
GOLD: D#rec%#)n: 'ombine the two
sentences using the present perfect tense.
E2ample: 4esterday, Earl ndrei started
writing a summary of the book. 0e is still
writing it now.
Answer: Earl ndrei has been writing the
summary of the book since yesterday.
+. !herwin >hed and (ord >aFFer wor)ed
on their e2periments two days ago.
They are still wor)ing on them now.
$. 4randmother swept the dry leaves on
the ground early this morning. !he is
still sweeping now.
:. The beggar slept on the sidewal) last
night. 6e is still sleeping on the
sidewal) now.
;. ?other went to the mar)et two hours
ago. Until now< she is still there.
1. The ba)er sold some delicious
coo)ies three days ago. 6e is still
selling delicious coo)ies today.
TS. Tr!nsfer S%!$e:
1. Dr#'': Pronunciation
drill:
6ave the pupils read
the tongue twister:
!f a shipshape ship shop stocks
Si- shipshape shop&soiled ships,
0ow many shipshape shop&soiled
ships
%ould si- shipshape ship shops
stock'
9rite your feelings or reactions on
the following concerns:
+. water crisis
$. drug problem
:. quality of education
;. quality of television shows
*. M)%#&!%#)n:
9hat was the last movie you saw8
9hat is this all about8 6ave the
pupils tell the feeling or mood the movie
put them in.
7. Presen%!%#)n:
situation. 6ave them tell the mood or
emotion being presented.
The house was very dark. .li pushed
the door and heard a loud creaking sound as
it opened. 0e held his breath as he stepped
very slowly into the room. Suddenly, a cold
hand gripped her neck.
;. D#sc,ss#)n:
9hat was the mood being implied the
situation8 *suspenseful5
6ow did you come up with the feeling
or mood of the situation8 3read between
the lines+
9hat are the important points that you
have to watch out for when inferring the
general mood of a situation< passage or
selection8
.iscuss further.
<. F#=#n$ S4#''s:
situation then have them answer the
Marlon couldn$t sleep. 0e kept pacing the
floor. 0e would peep into his cabinet to see
and touch his new shirt and trousers. 0e also
admired his new pair of shoes. 0e even tried
it on with his new socks and walked around on
it. Then, he imagined himself going up the
stage for his diploma.
+. 9hat was ?arlonEs feeling8
a. entertained
b. surprised
c. e2cited
d. nervous
$. rom the story you can conclude that it
is the night before ?arlonEs =====.
a. dance competition
b. birthday party
c. first communion
d. graduation
GAt the +0$% #lympic 4ames< women were
allowed to compete for the first time.I *>eading
Links D p.FG+
:. 6ow do you thin) the women population
felt during the competition8
a. embarrassed
b. shy
c. tired
d. proud
>. GENERALI?ATION:
6ow do we infer the general
mood of the selection8
REMEMBER:
$*
To infer the general mood of a
situation< passage or selection< you have to
watch out for the important points in it.
These include the:
ideas presented
words or language used,
actions of the characters, and
remar)s of the characters
7t is also important for the readers to
read between the lines.
@. A..'#c!%#)n:
.irection: -ead the following
situation. 'hoose the general mood of the
inferred.
+. The shar) slowly appeared from the
deep water and started circling the boat.
7t is big and silvery with small eyes and
saw@li)e teeth that made the fishermen
tremble.
a. fearful b. surprised
c. sad d. tired
$. The mother just dies. The eldest son< a
twelve@year old boy< cannot support his
five siblings. #ne by one he gave his
brothers and sisters away.
a. solemn b. tragic
c. hilarious d. happy
:. (ittle children holding cotton candies
and colorful balloons were running all
over the carnival grounds. 'lowns with
painted faces were performing funny
tric)s and ma)ing the crowds laugh.
Everyone felt li)e dancing because of
the lively music coming from the loud
spea)er.
a. lonely b. merry
c. scared d. peaceful
IV. EVALUATION:
D#rec%#)n: -ead the
following paragraphs. 7nfer the
general mood of each selection. ?atch each
paragraph with any of the moods given
below.
+. #scar frowned. 6e wanted to watch a
bas)etball game on T". &ut ?elinda
was watching another program. 6e
suddenly switched to another channel.
?elinda shouted. G6ow impoliteHI
$. 'arlos and &erting are boy scouts. They
have been learning to give first aid.
They have learned to do with cuts< bruises<
sprains and how to dress wounds. #ne day<
while the boys were wal)ing home from
school< they saw a car hit a little girl.
'arlos and &erting ran quic)ly to the
child. !he was unconscious and blood was
spurting from a wound on her wrist.
:. The sun has set. The swallows are asleep.
There is a quiet stillness enveloping the
small rustic town.
;. That afternoon< ather was not his usual
self. 6is face was sad and his steps were
slow and tired. #f all the afternoons< he
had brought nothing for his dear little
ones. Ao candies< no coo)ies< nothing at
all. 9hen the children ran to meet him<
ather only loo)ed at them and shoo) his
head.
1. 7t was !aturday evening. The whole family
sat on the porch and watched the stars
twin)ling li)e diamonds on the clear s)y.
A soft lullaby drifted through the quiet air
as grandmother sat dreamily on her
roc)ing chair.
V. ASSIGNMENT
GOLD: .irection: orm the present perfect
tense of the verb in parentheses to complete
the sentence.
+. ?any changes ==== 3occur5 in .agupan
'ity +% years after the strong >uly +00%
earthqua)e.
$. The people ==== 3rebuild5 ruined school
buildings and hospitals.
:. They ==== also ===== 3construct5 bigger
and safer buildings.
;. ?ore businesses ==== 3spring up5 thereby
ma)ing the city an even busier commercial
center.
1. The city ==== indeed =========3rise5
from the devastation wrought by the
earthqua)e and ======== 3become5 more
alive and bustling with activity.
$0
peaceful anger
restful challenge
e2asperation merry
TS. D#rec%#)n: 7nfer the general mood of
the following situation.
+. 7t was evening. Ana was alone inside
the house. 6er mother and father were
away to visit a sic) relative. !uddenly<
the lights went out. !he heard a )noc)
on the door followed by footstep. AnaEs
eyes widened and she did not )now
what to do.
$. ?yla had a pet dog named !ugar. #ne
day< !ugar got sic). ?yla brought the
dog to a lady veterinarian who gave her
pet some medication. &ut !ugar wonEt
eat. After a few days< the dog died.
Tears flowed down ?ylaEs chee)s.
:. 'hildren rushed to buy tic)ets for the
bas)etball game. Their favorite
bas)etball players will be seen in action
and they just canEt wait to get a glimpse
of them. The children were all laughing
and tal)ing at the same time.
Everybody inside the gym cheered
when the bas)etball players finally
entered.
LESSON # >
OBJECTIVES:
listened to.
GOLD: Use transitive and intransitive
form of the verbs.
TS: Use idiomatic e2pressions.
SUBJECT MATTER:
GLR: ?agsaysay "isits a &arrio: An
Anecdote
GOLD: Transitive and 7ntransitive orm
of the "erbs
TS: 7diomatic E2pressions
References:
.ynamic !eries in English p. +*%
4rowing in English -eading / p $$
III. PROCEDURE:
6ave the pupils recite the tongue
twister:
big blue bug, beat the bold bald
bear(
nd the bold bald bear, bled blood
badly.((
(. M)%#&!%#)n:
6ave the pupils describe the
president of the Philippines.
*. V)c!+,'!r- De&e')./en%:
4uess the word. 6ave the
pupils choose their answers from the
word inside the bo2.
+. 9hat p means dried8
$. 9hat w means wal)ed through water8
:. 9hat p means to get terribly
frightened8
;. 9hat s means got wet thoroughly8
1. 9hat r means located far from a
specified place or time8
7. M)%#&e 0,es%#)n:
6ow did the President ?agsaysay
remedy the problem theyEd encountered8
B. D,r#n$ Re!"#n$ Ac%#&#%#es:
6ave the pupils listen as the teacher reads
the story.
M!$s!-s!- V#s#%s ! B!rr#)
#resident >amon Magsaysay scheduled a
trimonthly visit to the province during his
term to know his people$s needs. 0e visited
suburban provinces and remote provinces,
too. 0e and his driver had traveled 2uite far
and often. They sometimes traversed rocky
roads and crossed rivers before they could
finally reached their destination.
One day, when they were crossing a river
in a remote barrio, the engine of the truck got
stuck in the mud. 3o matter how hard the
driver tried to start it, it wouldn$t work.
#resident Magsaysay didn$t :ust sit there,
neither did he panic. 0e rolled up his sleeves,
got down the vehicle and waded through the
water towards the engine. 0e got some tools
and fi-ed the engine. !n no time, the truck
:%
parched panic soa)ed
remote waded pale
started again. The head of the state went
back to the truck with greasy hands and
soaked feet. 0e didn$t mind this at all
because he was used to doing mechanic$s
:ob before, and work for him was part of
his daily life. *9rowing in
.nglish >eading p.HH+
C. P)s% Re!"#n$ Ac%#&#%#es:
1. Ans2er#n$ %1e /)%#&e
3,es%#)n:
6ow did the President
?agsaysay remedy the problem theyEd
encountered8
7. C)/.re1ens#)n C1ec4:
a. 9hat did President ?agsaysay
do during his term8 9hy8
b. 9hat happened one day when
they were crossing the river8
c. 9hy didnEt he mind getting
dirty and wet despite his
position8
d. 7f you were the president will
you do the same thing8 9hy8
;. En$!$e/en% Ac%#&#%#es:
following activities:
4-#UP +: ill in this ive 9s 'hart.
9hat happened8
9ho was there8
9hy did it happen8
9hen did it
happen8
9here did it
happen8
4-#UP :: 6ave the pupils recall the story<
then let them answer the story organiFer:
1. Dr#'': Pr)n,nc#!%#)n Dr#'':
6ave the pupils read the given tongue
twister:
! do like cheap sea trips,
/heap sea trips on ships.
! like to be on the deep blue sea,
%hen the ship she rolls and dips.
.irection: orm the present perfect tense
of the verb in parentheses to complete the
sentence.
+. ?any changes ==== 3occur5 in
.agupan 'ity +% years after the strong
>uly +00% earthqua)e.
$. The people ==== 3rebuild5 ruined
school buildings and hospitals.
:. They ==== also ===== 3construct5
bigger and safer buildings.
;. ?ore businesses ==== 3spring up5
thereby ma)ing the city an even busier
commercial center.
1. The city ==== indeed =========3rise5
from the devastation wrought by the
earthqua)e and ======== 3become5
more alive and bustling with activity.
*. M)%#&!%#)n:
6ave the pupils give some Philippine
heroes and their distribution to the countryEs
freedom.
7. Presen%!%#)n:
sentences.
:+
Setting:
Where:
When:
Problem:
Eent ! Eent "
#utcome:
Character:
Eent $
GROUP *: BRITE A SONG5
7dentify the lesson of the story
GROUP (: LIGHTS9 CAMERA9 ACION5
'hoose the part that you li)ed best
in the story. Then ma)e a script and
dramatiFe the chosen part.
a. ?aria Blagan@#rosa washed
dishes in restaurants.
b. !he scrubbed floors.
c. rancisco &alagtas wrote many
poems.
d. President -amon ?agsaysay
visited provinces during his
term.
e. &alagtas also created plays
which were shown during
fiestas.
<. D#sc,ss#)n:
9hat are the verbs in each
sentence8
-ead again the sentences. !top at
the verb and as) what or whom.
7s there a word in the sentence that
answers what or whom8
9hat )ind of verbs are these8
6ave the pupils study the following
sentences:
a. &alagtas wor)ed hard to get a college
education.
b. 6e studied while wor)ing as a
houseboy for a wealthy family.
c. 6e lived happily in &ataan for several
years.
9hat are the verbs in the sentences8
!top at the verb and as) what or whom.
7s there a word in the sentence that
answers what or whom8
9hat )ind of verbs are these8
An action verb is transitive if it directs
action toward someone or something
named in the same sentence.
The receiver of the action of a
transitive verb is called the ob*ect o" the
verb.
!ntransitive, however< have no objects
given under 4eneraliFation.
>. F#=#n$ S4#''s:
A. D#rec%#)n: 9rite T if the
underlined verb is transitive and 7 if it is
intransitive.
+. The family of Apolinario ?abini
owned a small farm.
$. They planted palay< sugarcane< corn
and vegetables.
:. Every member of the family helped
with the farm wor)< including the
young GPule.I
;. PuleEs parents assigned him to the
vegetable patch.
1. Apolinario watered the plants
everyday.
B. 9rite sentences using the following
as transitive verbs. Underline the
receiver of the action.
+. ba)e /. fold
$. gather L. prepare
:. clean *. heat
;. mi2 0.place
1. measure +%. dust
>. GENERALI?ATION:
6ow do we determine whether the
verb is transitive or intransitive8
REMEMBER:
An action verb can be
transitive or intransitive.

An action verb is transitive if it directs
action toward someone or something
named in the same sentence.
The receiver of the action of a
transitive verb is called the ob*ect o" the
verb. 7n the given sentence< boo+s is the
object of the verb dropped.
E2. 7 dropped my boo)s.
An action verb is intransitive if it does
not direct action toward someone or
something named in the same sentence.
7ntransitive< however< have no objects.
To determine whether a verb used in a
sentence is transitive or intransitive< as)
whom or what after the verb. 7f you can
find the answer in the sentence< the verb is
transitive. 7f you cannot find the answer<
the verb is intransitive.
@. A..'#c!%#)n:
A. D#rec%#)n: 7dentify the verb in each
sentence then tell whether it is transitive or
intransitive.
+. !omeone ate my sandwich.
$. Jelly often reads until bedtime.
:. !heila searched frantically for her
umbrella.
;. The campers feared the bear.
:$
1. &ill reads every night before going
to bed.
B. D#rec%#)n: .ecide whether the
italiciFed verb in each pair of sentences
is transitive or intransitive. 9rite T or 7.
+. a. Andres &onifacio gathered his
men at Pugad (awin.
b. The men gathered secretly.
$. a. &ut the !paniards heard reports
of an impending plot against them.
b. They heard correctly.
:. a. The revolutionary leaders met
every day at the house of Andres
&onifacio.
b. 6ere they met other courageous
leaders.
;. a. The !paniards arrested thirteen
prominent 'aviteMo leaders.
b. They reacted swiftly and harshly.
1. a. Antonio (una wrote a series of
articles for (a !olidaridad.
b. 6e wrote in retaliation against
articles ma)ing fun of the ilipinos.
IV. EVALUATION:
.irection: 9rite the action verb in
each sentence. Then label each as transitive
or intransitive.
+. ?ar) reads the dictionary for
pleasure.
$. 9e saw 4randma last night.
:. 9e crawled carefully under the
fence.
;. The raindrops danced on the
pavement.
1. A stray dog followed us home from
the par).
TS. TRANSFER STAGE:
drill:
6ave the pupils recite the tongue
twister:
/ecille likes to sell a pencil(
pencil /ecille likes to sell looks like a
pen with a seal rather than a pencil.
.irection: 7nfer the general mood of the
following situation.
+. 7t was evening. Ana was alone inside
the house. 6er mother and father were
away to visit a sic) relative. !uddenly<
the lights went out. !he heard a )noc)
on the door followed by footstep.
AnaEs eyes widened and she did not
)now what to do.
$. ?yla had a pet dog named !ugar. #ne
day< !ugar got sic). ?yla brought the
dog to a lady veterinarian who gave
her pet some medication. &ut !ugar
wonEt eat. After a few days< the dog
died. Tears flowed down ?ylaEs
chee)s.
*. M)%#&!%#)n:
9hen 7 say: The principal too) his hat
off to the contest winner, does the
principal really ta)e his hat off8 9hat does
it mean8
7. Presen%!%#)n:
6ave the pupils read and identify the
meaning of the following phrases:
a.
b.
c.

d.
e.
;. D#sc,ss#)n:
9hat are these phrases called8
'an you identify the meaning of each
phrase8
9hat is an idiom8
6ave the pupils give their own
e2amples of idioms.
.iscuss further.
::
Jeep your eye
on the ball.
&ury your head
in the sand.
!wims against
the current.
#nce in a blue
moon.
?a)e a splash.
<. F#=#n$ S4#''s:
the correct idioms to complete the
sentences below. 'hoose your
answer from the choices given
inside the bo2.
1. 4ive him a ======= for not
participating in this project.
(. 7f you want to succeed in your studies<
you have to ======.
*. -emember to ===== when you enter
the business world.
7. #ur neighbors do not )now him at all<
he comes ======.
;. Bou always =====. 6ow can you
overcome your shyness8
&. Pair them off. ?atch the idiomatic
e2pressions under column A with their
appropriate meaning under column &.
A.
+. cup of tea
$. ma)ing waves
:. chasing rainbows
;. come hell or high
1. a heart in the sleeves
&.
a. performing oneEs wor) e2cellently
b. manifesting )indness< love and mercy
c. rain or shine
d. pursuing elusive ambitions
e. oneEs favorite activity
>. GENERALI?ATION:
9hat is an idiomatic
e2pression8
REMEMBER:
An idiom is a phrase whose
meaning is different from the usual
meanings of the words in it. Authors use
idioms to ma)e their writing more
interesting and colorful. They are always
inventing new ones but some have been
around a long time and have become very
familiar.
!dioms are ordinary e2pression use to
reflect the way people tal) in everyday
conversation.
E2amples:
&ella is all ears in class.
All ears is an idiom. &ut it doesnEt really mean
that &ella is made up of all ears. 7t means that
&ella listens attentively and intently.
7diomatic E2pressions ?eaning
call the shots
eat li)e a horse
chic)en out
eager beaver
get set
hit the nail on the
head
get oneEs goat
green thumb
)eep oneEs fingers
crossed
paddle oneEs own
canoe
brea) an ice
give me a brea)
sha)e a leg
spill the beans
To give orders, to be
in charge, to direct
6ave a large appetite
!top something
because of fear
Eager to wor) or do
anything above what
is necessary
4et ready
4et e2actly right
?a)e someone angry
A talent for gardening
9ish good luc)
9or) without help
To be the first one to
say or do
Jeep away from me
6urry
-eveal a secret
@. A..'#c!%#)n:
A. D#rec%#)n: !tudy the underlined idioms in
the following sentences. 'hoose the meaning
of the given idioms from the choices given.
+. The participants in the convention passed
the hat.
$. 'harice Pempengco sings at the drop of a
hot.
:. The doctor threw his hat in the ring.
;. The spea)er is ta)ing through his hat.
1. The principal too) his hat off to the
contest winner.
:;
Jeep your eye on the ball.
.ressing down
?a)e a splash
!wims against the current
#nce in a blue moon
&ury your head in the sand
&ehind the eighth ball
Any moment the opportunity
arises
.ecided to run for office
'ongratulated
.oes not )now what he is
tal)ing about
Too) up a collection.
&. ?atch the idioms under column A with
their meanings under column &.
A.
+. Bou did it. Bou have to face the
music.
$. Bes< you hit the nail in the head.
:. Bou two donEt see eye to eye.
;. Bou have to learn it by heart
1. BouEre an old hand at teaching.
&.
a. BouEre absolutely right
b. Bou have to accept the
consequences of your actions.
c. BouEre e2perienced.
d. Bou donEt agree with each other.
e. Bou have to memoriFe it.
IV. EVALUATION:
.irection: -ead the sentences
and guess the meaning of the
idiom.
+. 7tEs raining cats and dogs todayH 7 wish 7
brought along my umbrella to school.
a. 7 forget my umbrella today.
b. 7tEs raining heavily.
c. 'ats and dogs are falling from
the s)y.
$. 9hen 7 told ?om 7 would be home at
around $ a.m.< she had a cow.
a. ?y mother bought a baby cow.
b. ?y mother is really strange.
c. ?y mother was really upset.
:. >ean: 6ow did you )now it was my
birthday today8
!anta: #h< a little birdie told meH
a. >ean told !anta it was her
birthday.
b. An unnamed person told !anta
about >eanEs birthday.
c. !anta told >ean it was her
birthday.
;. Aatty: 9hy didnEt your brother ride the
roller coaster with us8
.ante: #h< heEs such a scaredy catH
6e wonEt get in my fast ride.
a. .anteEs brother is afraid to ride
the roller coaster.
b. .anteEs brother is a cat.
c. .anteEs brother didnEt go to the
roller coaster.
1. 7 never learned how to use a computer< so 7
lost my job to a new employee. 7tEs a dog@
cat@dog world.
a. #nly the strong or the best
survives.
b. .ogs are eating dogs at the office.
c. .ogs li)e to eat dogs for lunch.
V. ASSIGNMENT:
GOLD: (ist down the action verbs.
Then opposite< write whether
it is transitive or intransitive.
+. 6eroes are ordinary people with
e2traordinary courage. 9hen they are
not busy being heroes< they mop the
floor.
$. They run errands for their parents.
:. ?any of them fetch water as part of
their everyday household chores.
;. They climb tress and pic) fruits.
1. They play ordinary games with their
friends.
TS. D#rec%#)n: -ead the idioms then choose
the meaning of each idiom.
+. 9hen >ames got the highest in
?athematics test< he sure did blow his
own horn.
a. >ames bragged how well he did in
the test.
b. >ames played a song on his
trumpet.
c. >ames blew a bugle before tal)ing
about his test.
$. Ash)elon is a boo)worm.
a. Ash)elon reads li)e a worm.
b. Ash)elon loves reading boo)s.
c. Ash)elon reads a boo) on worms.
:. !chool would be a bed of roses without
homewor).
a. decorated with fresh roses pleasant.
b. a pleasant place to sleep and rest
in.
c. easy and comfortable.
;. The prince found the apple of his eye
when he met 'inderella at the ball.
a. his love interest
b. an apple stuc) on his eye.
c. An apple good for his eyesight.
:1
1. ?y dad is li)e a bac)seat driver<
always pushing me to do things
although sometimes 7 donEt li)e his
advice.
a. 6e can drive a car even when
seated at the bac) seat.
b. 6e tells me what to do and how
to do things.
c. 6e never drives a car.
LESSON # @
OBJECTIVES:
listened to.
GOLD: Use verbs in the active voice
TS: .raw pictures of incidents that
are possible to happen.
SUBJECT MATTER:
GLR: The &irthday 4ift
GOLD: Active "oice of the "erbs
TS: .rawing Pictures of 7ncidents
that are Possible to 6appen
References:
PE(' !pea)ing *.+, -eading *.$
4rowing in English -eading / p $$
III. PROCEDURE:
6ave the pupils pronounce
the following words:
CooC
boo) loo) poor
good pool fool
food tool stool
(. M)%#&!%#)n:
9hat special gift do you want to
receive on your birthday8 9hy8
*. V)c!+,'!r- De&e')./en%:
6ave the pupils choose the meaning
of the underlined words from the words
inside the bo2.
a. 7 embraced my ?other tightly after
she forgave me for brea)ing her
favorite vase.
b. 'hristian longed to see his father
who had been abroad since he was
born.
c. #nly his ?other was there to tend
for him.
d. The people suddenly heard a crash
and saw that a truc) had bumped a
post.
e. The truc) turned on a curb and lost
its brea).
7. M)%#&e 0,es%#)n:
9hat birthday gift did the girl in the
story receive8
B. D,r#n$ Re!"#n$ Ac%#&#%#es:
reads the story.
The -irthda' &i"t
Thank you, oh thank you, Mother<" cried
Therese embracing her mother tightly. This is
the best gift ! had received in my whole life. !
have prayed and longed to own one and my
prayer had been answered."
! am very glad about that<" Mother said
putting her arms around her daughter. !
waited for your birthday to buy you one."
! am not happy about that motorbike,"
put up )ather. ! hope it will not be a source
of trouble."
4ou don$t know it )ather, but ! have been
riding /ynthia$s motorbike every now and
then," said Therese. ! can ride very well
now."
One afternoon as father was tending his
rooster, he saw Therese passed by on her
motorbike. Suddenly there was a crash<
#eople were looking at the direction where
Therese turned on a curb.
C. P)s% Re!"#n$ Ac%#&#%#es:
+. Ans2er#n$ %1e /)%#&e
3,es%#)n:
9hat birthday gift did the
girl in the story receive8
:/
wished bang care
left hugged edge
a. 9hy was the father unhappy with
the birthday gift8
b. 6ow did Therese learn to ride a
motorbi)e8
c. 9as ather right with what he
said8 9hy8 9hat happened8
d. 7f you were the mother in the
story will you also give a
motorbi)e to your sonCdaughter8
9hy8 9hy not8
*. En$!$e/en% Ac%#&#%#es:
limit.
GROUP *: Ener$#Ae -),r %1),$1%s:
Gr),. 7:
F#'' #n %1e &!',es 2e+.
L!n$,!$e De&e')./en%:
1. Dr#'': Pr)n,nc#!%#)n "r#'':
6ave the pupils recite the given tongue
twister.
! do like cheap sea trips,
/heap sea trips on ships.
! like to be on the deep blue sea,
%hen the ship she rolls and dips.
(ist down the action verbs. Then
opposite< write whether it is transitive or
intransitive.
+. 6eroes are ordinary people with
e2traordinary courage. 9hen they are
not busy being heroes< they mop the
floor.
$. They run errands for their parents.
:. ?any of them fetch water as part of
their everyday household chores.
;. They climb tress and pic) fruits.
1. They play ordinary games with their
friends.
*. M)%#&!%#)n:
9hat do you usually do during night
time specially if there are many stars in the
s)y8
7. Presen%!%#)n:
6ave the pupils read the selection given.
question:
a. 9hat does Jauro do every night8
b. 6ow does he see stars that could not
be seen by his na)ed eyes8
c. 9hat are the other things that he
saw in the s)y8
d. 9hat did he do with his
observations8
;. D#sc,ss#)n:
6ave the pupils study the
following sentences ta)en from the
selection.
a. Jauro peer eagerly through the
telescope.
b. 6e saw the stars.
c. 6e s)etches it.
d. Jauro watch the s)y at night.
:L
ACTION5
9hat part in the story did you li)e
best8 ?a)e a script and dramatiFe it before
the class.
7 can be a good .AU46TE-C!#A to my
parents if 7 will do the following:
==================================
==================================
==================================
==================================
96AT 7
(EA-AE. -#?
T6E !T#-B
Every night< when it was a clear one<
Jauro would peer eagerly through the
telescope and view the s)y. 6e saw the stars<
which he could not see with his na)ed eyes. 6e
saw moons and planets. 6e made s)etches in
his noteboo) while observing the s)y. Bet< his
comet would not appear. There was no sign of a
head or tail on any part of the wide< wide s)y.
9ho is the doer of the action on the
first sentence8 7s it the subject of the
sentence8
9hat receives of the action verb peer8
.o the same questioning for sentences
b< c and d.
(et them )now that if the subject of the
sentence is the doer of the action< the verb
is said to be in the active voice.
.iscuss further.
<. F#=#n$ S4#''s:
A. D#rec%#)n: 9rite A if the sentence is
in the active voice and O if not.
+. The teacher gave clear instructions.
$. Their teachers admire
conscientious pupils.
:. The patient will be given an
injection by the nurse.
;. Prepare all the ingredients and
materials before coo)ing.
1. The professor recommends -oland
for good wor).
B. 9rite sentences in the active voice
using the following verbs:
+. swim /. climb
$. apply L. pic)
:. cut *. ba)e
;. wash 0. buy
1. draw +%.see
>. GENERALI?ATION:
9hat is an active voice of
the verb8
6ow do we identify the
active voice8
9hat pattern can we use in writing
sentences in the active voice8
REMEMBER:
V)#ce is the quality of a verb which
shows whether the subject is the ")er or
the rece#&er )f %1e !c%#)n.
A verb is in the active voice when
the subject performs the actionC or the doer
of the action. !entences in the active voice
follow the pattern: ")er G !c%#&e &er+ G
rece#&er )f %1e !c%#)n.
E2ample:
-ona ma)es hand towels.
*doer+ *verb+ *direct ob:ect+
@. A..'#c!%#)n:
A. D#rec%#)n: Read the following
sentences. Then chec) the number of the
sentence in the active voice.
===== +. !ultan Judarat ruled the ?uslim
sultanate of ?aguindanao from
+/+0 to +/L/.
===== $. .ipatuan is the ?alay word for
master< and Judarat< the Arabic
term for power.
===== :. !ultan JudaratEs leadership was
recogniFed in ?indanao.
===== ;. 6is friendship was sought by
neighboring countries.
===== 1. 7n +/:L< a big !panish e2pedition
invaded JudaratEs dominion.
B. D#rec%#)n: -ewrite each sentence into
active voice.
+. These buildings are designed by the
architects from our firm.
$. The soldiers have been briefed by their
officer.
:. The survivors were rescued by a
passing ship.
;. The AmaFon -iver is being e2plored
by the e2pedition team.
1. The patient has been seen by the
doctors.
IV. EVALUATION:
.irection: 9rite the sentences in active voice.
+. the reflecting telescope< 7saac Aewton<
invented < in +//*.
$. invented< somebody< +L%0< the piano
:. the electric battery< Alessandro "olta<
invented< +*%%
;. ba)ed< (ia< the coo)ies< last night
1. Edtha< the pattern of the dress< ma)es
TS. Tr!nsfer S%!$e
drill:
6ave the pupils pronounce the CsC
and CshC sounds correctly.
CsC CshC
see she
sore shore
same shame
sa)e sha)e
safe shape
lass lash
gas gash
class clash
:*
mass mash
-ead the idioms then choose the meaning
of each idiom.
+. 9hen >ames got the highest in
?athematics test< he sure did blow
his own horn.
a. >ames bragged how well he did
in the test.
b. >ames played a song on his
trumpet.
c. >ames blew a bugle before
tal)ing about his test.
$. Ash)elon is a boo)worm.
a. Ash)elon reads li)e a worm.
b. Ash)elon loves reading boo)s.
c. Ash)elon reads a boo) on
worms.
:. !chool would be a bed of roses without
homewor).
a. decorated with fresh roses
pleasant.
b. a pleasant place to sleep and
rest in.
c. easy and comfortable.
;. The prince found the apple of his eye
when he met 'inderella at the ball.
a. his love interest
b. an apple stuc) on his eye.
c. An apple good for his eyesight.
1. ?y dad is li)e a bac)seat driver< always
pushing me to do things although
sometimes 7 donEt li)e his advice.
a. 6e can drive a car even when
seated at the bac) seat.
b. 6e tells me what to do and how
to do things.
c. 6e never drives a car.
:. Presen%!%#)n:
6ave the pupils listen again as the
teacher reads the story: The &irthday 4ift.
7. D#sc,ss#)n:
9hat do you thin) happened in the
story8
9hy do you thin) did Therese meet
an accident8
6ow could have she avoided such
mishap8
Present pictures from the selection
read. 6ave them arrange them
according to how they happened in the
story.
9hat is missing in the story8
;. F#=#n$ S4#''s:
A. (isten as the teacher reads the
situations. Then illustrate the event
that could happen ne2t.
+. Tricia was an honest girl. 9hile she was
having lunch at the school canteen< she found
a wristwatch under the table. !he pic)ed it up.
9hat could happen ne2t event8
$. 7llegal loggers continuously cut trees in the
forest. Jaingeros burned down trees<
sometimes resulting in forest fire. 7f this
continued< what would happen to our forests8
*. &ernadette is a very studious child. !he
loves schoolwor) and does her
assignments and projects promptly. !he
comes to school regularly. As a matter of
fact< she is a candidate for honors. 9hat
do you thin) will happen when the school
year ends8
;. ?artin was born to a rich family. 6e was
given everything he wished for. !adly< his
parents were always out of the house on
business. 7f this continued< what do you thin)
would happen to ?artin8
<. GENERALI?ATION:
6ow can we come upC or draw
possible events that are possible to
happen8
>. A..'#c!%#)n:
:0
A. 6ave the pupils read the given
selection. Then let them draw the
incidents that are possible to
happen.
&. 7n an aquarium< there was enough
number of fish. #ne day< the pet owner
added more fish, the number of plants
remained the same. 9hich of the
following could happen ne2t8
+. The water would become dirty.
$. The water could become less.
:. !ome fish would die.
;. The fish could not move freely in the
aquarium.
1. The aquarium would be then
crowded.
IV. EVALUATION:
.irection: .raw the
incidents that may happen in
the story.
V. ASSIGNMENT:
GOLD: .irection: 'omplete the
following sentences by supplying the verb
and the direct object.
+. The pretty girl ==============.
$. #ur class ==================.
:. The president ===============.
;. The wor)ers ================.
1. ?rs. ?erano ================.
TS. -ead the paragraph and then draw
the incidents that may possible to
happen.
ather had been loo)ing forward to
a fishing trip with .ave for several
days. They did not ta)e much food with
them on the trip. 9hen started fishing<
they were approached by a forest
inspector. 6e as)ed .aveEs father if he had
a fishing license. .aveEs father reached
into his poc)et and suddenly< got a
terrified loo) on his face.
LESSON # H
I. OBJECTIVES:
listened to.
GOLD: Use verb in the passive voice.
TS: 7nfer how the story would turn out
if some episodes were changed.
SUBJECT MATTER:
GLR: A !oldierEs -equest
GOLD: Passive "oice of the "erbs
TS: 7nferring 6ow the !tory 9ould Turn
#ut 7f !ome Episodes 9ere
'hanged.
References:
PE(' !pea)ing *.+, -eading 0.:
Phoeni2 $+
st
'entury English / p $%/
III. PROCEDURE:
reads the limeric)s. Then the pupils will
read after the teacher.
There was a young lady of 3iger
%ho smiled as she rode on a tiger5
They returned from the ride
%ith the lady inside,
nd the smile on the face of the tiger.
(. M)%#&!%#)n:
9hat do you want to be when you
grow up8
7s there anyone here who wants to be a
soldier someday8
;%
The oolish 'hic)en
#ne day a chic)en stood
near a pond watching the duc)s swim
fast. 7t longed to swim li)e them. &ut
its mother had warned it not to go
near the pond< as it could fall into the
water and drown.
The o2 and a 'row
A fo2 saw a crow upon a tree with a
morsel in its bea). 7t wanted that bit
of food very badly. !o it flattered the
crow and as)ed her to sing.
*. V)c!+,'!r- De&e')./en%:
To )ill oneEs self is the worst thing
that a person could do to himself or
herself. 9e call this )illing suicide.
&elow are words that pertain to other
)inds of )illing. 'hoose your answer
from the words inside the bo2.
+. )illing of parents *parricide+
$. )illing of brothersCsisters *fratricide+
:. )illing of race *genocide+
;. )illing of infants *infanticide+
1. )illing of royal people *regicide+
7. M)%#&e 0,es%#)n:
9hat request did the son write in his
letter8
B. D,r#n$ Re!"#n$ Ac%#&#%#es:
reads the story.
A S)'"#erIs Re3,es%
The old farmer did everything to
discourage his young son from becoming a
soldier. !nstead, he urged the 4oungman to
become a rice tiller.
! will give all three hectares of my
irrigated land for you to farm," offered the
father. 4ou can go to college and earn a
degree in agriculture and apply the modern
technologies that you will learn."
4ou are the only one who can take
my place," the old man continued. 4our
sisters, ! know, will only sell the land and
waste the money. That is not acceptable.
This land is the only legacy of your
grandfather."
The mother had another viewpoint.
!f you become a soldier, you will be away
from us. .very day you will be e-posed to
danger and ! will always worry about your
safety. #lease stay because you are so dear
to us."
7ut the boy was decided. ll his
young life he had dreamt of becoming a
distinguished soldier. s he grew older, his
aspiration became firmer. The most his
parents could ask was that he finish his
high school.
The young man enlisted in the
armed forces immediately after graduation
and found himself assigned to various
hotspots around the country. 0e never failed
to write his parents regularly to assure them
of his whereabouts and his safely.
fter three long years, the parent$s
received the discharged of their son from the
military service.
The son$s letter was unusually short
but direct to the point. 6ear Tatay and
3anay". ! am finally going home. #erhaps !
can now help you till the land. 7ut ! have an
important re2uest to make. ! also want to
bring home my very dear friend. 0e lost both
legs and his right arm in a bomb e-plosion.
0e also lost his left eye and his faced is
scarred. #lease allow him to stay with us. !
look forward to being with my loved ones
soon."
The mother was assigned to reply,"
nak, you don$t know how happy we are to
hear of your return. 4our friend is welcome to
stay with us but only for a few days. #lease
understand how can we take care of such an
invalid' 0e will be too much of a burden.
disabled person like that cannot contribute to
our farmland. %e eagerly await for your
arrival."
fter two weeks, a policeman arrived
with a message. re you the parents of
Marcelino /abral'"
4es," replied the mother e-citedly.
%here is our son'"
!n town," answered the policeman.
7ut !$m afraid ! bring bad news. 0e
committed suicide last night. 0e had no legs
and no right arm. 0is face was also heavily
scarred.
-Adapted "rom the Parable o"
the .oldier b' Juan Flavier
C. P)s% Re!"#n$ Ac%#&#%#es:
+. Answering the motive question:
9hat request did the son write in his
letter8
questions:
a. 9hat did the father offer the son if he
decided to become a farmer8
b. 9hat did the mother tell her son if
ever he decided to become a soldier8
c. 9hat answer did the parents give after
reading the request of their son8
d. 9hat happened to the soldier8
e. .o you blame the parents for what
they said in the letter8
;+
regicide parricide
fratricide genocide
infanticide
7. En$!$e/en% Ac%#&#%#es:
GROUP 1: T1!n4 -),9 G)"5
#ur parents are 4odEs gift to us. 9hat
we do to our parents is our gift to 6im. 6ave
you done something to your parents which you
thin) is your gift to 4od8 7f you have< recall
and write them here.
======================================
======================================
======================================
==================================
GROUP (: STOR6 FRAME:
Gr),. *
F#'' #n %1e &!',es 2e+.
1. Dr#'': Pr)n,nc#!%#)n Dr#'':
6ave the pupils pronounce the verse
drill given:
She pinched the cake(
and got pinched in turn,((
She nibbled the nuts(
nd overturned the bowl,((
0e mother punished her,(
She screamed and sobbed5((
0er mother ignored her,(
She mended her ways.((
.irection: 'omplete the following
sentences by supplying the verb and the direct
object.
+. The pretty girl ==============.
$. #ur class ==================.
:. The president ===============.
;. The wor)ers ===============.
1. ?rs. Ante ===============.
*. M)%#&!%#)n:
As) the pupils the importance
of blood on peopleEs lives.
7. Presen%!%#)n:
selection. Aote the underlined verbs in the
sentences given.
)irst, a sample of the donor$s blood is
mi-ed with that of the patient$s in order to
see that the two bloods when mi-ed do not
cause clumping of the red blood vessels.
7lood of various types is stored in the
refrigerator, ready for use. 7lood may be
stored in a suitable refrigerator for more
than two weeks. !n some patients, only the
red are transfused, the plasma having
been separated from the cells.

;. D#sc,ss#)nJAn!'-s#s:
paragraph8
9hat do you noticed about the
composition of the verbs8
6ow is by@phrase used in sentences8
sentences:
+. a. ?ona gave a report on meteors.
b. A report on meteors was given by
?ona.
$. a. 4od created Adam and Eve.
b. Adam and Eve were created by 4od.
;$
96AT 7
(EA-AE. -#?
T6E !T#-B
GROUP 7: LIGHTS9 CAMERA9 ACION5
'hoose the part that you li)ed
best in the story. Then ma)e a script
and dramatiFe the chosen part.
Title: =====================
===========================
===========================
===========================
Ae2t ======================
==========================
Then ======================
===========================
===========================
===========================
===========================
.o sentences a and b in sentences +
U $ mean the same8
6ow do they differ8
given under generaliFation.
<. F#=#n$ S4#''s:
A. D#rec%#)n: -ewrite the following
sentences in the passive voice.
+. The members of the club planned
some activities.
$. The girls collected pictures of
heavenly bodies.
:. The boys prepared some albums.
;. The lawma)ers studied the
amendment carefully.
1. Unsavory habits spread
communicable diseases.
&. ill in the blan)s with the simple
passive form of the verb in the
parentheses:
+. The #iso #ara sa #asig =====
3launched5 last #ctober L< +001.
$. A trust of Php 1% million =====
3put up5 to support private sectorEs
efforts in saving the Pasig -iver.
:. The G!ave the PasigI program
===== 3conceive5 to preserve a
great and historical river from death
due to pollution.
;. The Pasig -iver =======
3immortaliFe5 in the boo)s of .r.
>ose P. -iFal.
1. The riverban)s ==== 3line5 with
nila or nilad< a flower@bearing
water pant after which ?anila ====
3name5.
>. GENERALI?ATION:
9hen do we use the passive form of
the verb8
REMEMBER:
V)#ce is the quality of a verb which
shows whether the subject is the ")er or
the rece#&er )f %1e !c%#)n.
7n sentence: A report on meteors
was given by ?ona, the doer of the action
is found at the end of the sentence. 3?ona5
The rece#&er )f %1e !c%#)n )r %1e "#rec%
)+Fec% becomes the grammatical sub:ect.
The verb gave was changed to was given.
The verb 2!s $#&en is in the passive voice.
The doer of the action was introduced by the
word by. This is called the b'-phrase.
A verb in the passive voice consists of
some form of be with a past participle: is
mi-ed, are transfused, and having been
separated.
@. A..'#c!%#)n:
A. D#rec%#)n: 'hange the following
sentences from the active to passive voice.
+. The teacher located the new comet in
the night s)y.
$. They named the comet after the
>apanese astronomer.
:. A >apanese astronomer discovered the
comet 6ya)uta)e.
;. The observers also got to see a better
view of the moon.
1. Teachers and students study the
heavenly bodies only in the classroom.
B. D#rec%#)n: ill in the blan)s with the
simple passive form of the verb in
parentheses.
+. At the mouth of the river< a
community ===== 3established5 by the
!panish government.
$. The conqueror ===== 3enclose5 in
7ntramuros for protection.
:. The river ===== 3utiliFe5 as a means to
transport goods.
;. 9ith modern means of transportation<
the river ===== 3transform5 into a
receptacle for the cityEs waste.
1. The death of the river ==== 3hasten5
by the dumping of domestic and
industrial wastes.
IV. EVALUATION:
.irection: -ead the following
sentences. Then write the passive
form of each sentence with a by@phrase.
+. The president as)s us to attend the
meetings.
$. The secretary chec)s the attendance of
club members before the meeting
starts.
:. The president adjourns the meeting at
++:%% a.m.
;. Plastic receptacles and other non@
biodegradable materials destroy our
environment.
1. (itter and improper waste disposal
ma)e our communities unsightly.
;:
TS. Tr!nsfer S%!$e:
1. Dr#'': Pr)n,nc#!%#)n "r#'':
6ave the pupils pronounced the given
verse drill correctly:
J2J !n" J12J s),n"s
%hither goes the winding road'"(
asked the wayfarer.((
Somewhere,"( said the wanderer.((
%hither is somewhere'"(
asked the wayfarer.((
nywhere,"( said the wanderer.((
nywhere cannot be somewhere,"(
said the wayfarer.((
Somewhere can be anywhere<"(
said the wanderer.((
-ead the paragraph and then draw
the incidents that may possible to
happen.
)ather had been looking forward to
a fishing trip with 6ave for several
days. They did not take much food with
them on the trip. %hen started fishing,
they were approached by a forest
inspector.
0e asked 6ave$s father if he had a
fishing license. 6ave$s father reached
into his pocket and suddenly, got a
terrified look on his face.
*. M)%#&!%#)n:
9hat do you usually do if you
bro)e something which is important to
other people8
7. Presen%!%#)n:
Present picture stories to the class.
'all on pupils to e2press in sentences the
events as they are depicted in each picture.
Then< as) what will happen if one or two
episodes of the story were changed.
+
st
picture: ?elissa saw her momEs
nec)lace on the table.
$
nd
picture: As she pic)ed it up< it
slipped out of her hands.
:
rd
picture: 7t dropped on the floor and
bro)e.
;
th
picture: ?elissa hid the nec)lace
under the des).
1
th
picture: (ater< her mother found it
and as)ed ?elissa what
happened.
/
th
picture: At first< ?elissa did not say
anything< but soon after told
the truth.
;. D#sc,ss#)n:
rom the picture given< pic) out an
episode and change it. or e2ample< as): 9hat
if ?elissa didnEt tell the truth to his mother8
9hat will happen8
6ave the pupils infer how the story
will turn out if you changed some of its
episodes.
.iscuss further.
<. F#=#n$ S4#''s:
D#rec%#)n: -ead the given paragraph.
7nfer how the story would turn out if some
episodes were changed.
1. (uisa and her friends played coo)ing
rice one !aturday afternoon. &en built
a fire near the fence. (uisa put her clay
pot over it. 9hen the rice was coo)ed<
the children ate fish and bananas with
it. >ust then< ?other called &en and
(uisa in. (uisaEs friends went home.
9hat could have happened if ?other
didnEt call &en and (uisa in8
(. (eonardo da "inci would li)e to have
musicians playing while he was
painting so that it would not ta)e him a
longer time to finish his painting. 9hat
could have happened if (eonardo da
"inci did not have musicians playing
while he was painting ?ona (isa8
*. A certain man planted a rose and
watered it faithfully and before it
blossomed< he e2amined it. 6e saw the
bud that would soon blossom< but
noticed thorns upon the stem and he
thought< G6ow can any beautiful
flower come from a plant burdened
with such many sharp thorns8I
!addened by his thought< he neglected
to water the rose< and just before it was
ready to bloomS it died. 9hat could
have happened if the man didnEt
neglect to water the rose8
>. GENERALI?ATION:
6ow can we come up with a good
inference about the story if some episodes
of it would be changed8
@. A..'#c!%#)n:
;;
.irection: -ead the paragraph then
infer what the story would turn out if
some of the episodes of it will be
changed.
+. 9hen (inda was two years old< she
could play little songs on the piano with
one little finger. !he loved to play tunes
on the piano very much. !o< her mother<
a piano teacher< gave her piano lessons.
9hat would happen if her mother is not
a piano teacher8
$. (inda learned very fast. After four
years< she had a grand recital. ?any
people came to listen to her. The mayor
of the town was there< too. After the
recital< the ?ayor said< Gsend her to the
best music school and 7 will pay for her
tuition.I 9hat do you thin) would have
happened if the mayor suggested to
send (inda to the best music school but
didnEt answer for (indaEs tuition8
IV. EVALUATION:
D#rec%#)n: .etermine how the
situations or stories would turn
out if episodes were changed.
+. To locate the appropriate model for
>udas< the traitor< (eonardo spent a lot
of time wandering through the haunts of
criminals. 9hat is li)ely to happen if he
did not do this8
a. 6e would not be able to get a
model.
b. 6e would not be able to show how a
traitorEs feeling in painting.
c. 6e would not be able to play the
role of >udas.
$. 9hat is li)ely to happen if some people
did not spread around the world that
?ichaelangelo refused to do the
painting of the ceiling of the !istine
'hapel because he was not good at
painting8
a. ?ichaelangelo would as) other
painters to do the job.
b. 6e would not try painting at all.
c. ?ichaelangelo would not accept the
job of painting the chapel.
:. 9hat is li)ely to happen if -aphael did
not see the young woman sitting by the
doorway with her little baby8
a. 6e would have another model for his
painting.
b. 6e would not paint the G?adonna and
'hild.I
c. 6e would change the subject of his
painting.
;. 7f people truly helped one another ======.
a. Everybody will be happy.
b. Everybody will have money.
c. Everybody will have power.
1. All want to be powerful and rich so they
can ====.
a. !hare what they have.
b. Enjoy life peacefully.
c. 9age wars with others.
V. ASSIGNMENT:
GOLD: D#rec%#)n: 'hange the following
sentences into passive voice.
+. ?an grows plants as part of life.
$. The people plant the seedlings of trees.
:. The leaves receive the greatest amount
of sunlight.
;. A single tree houses thousands of
insects.
1. Air pollution endangers our
environment today.
TS. D#rec%#)n: -ead the paragraph below then
write an alternative situation if some of its
episodes would be changed.
LESSON # 1K
OBJECTIVES:
listened to.
GOLD: Use the e2pressions about the future
plans D hope D can, wish D couldC
would
TS: 9rite a diary entry.
;1
There was once an old couple who
were very unhappy because they did not
have any child. They )ept wishing for a
son. A good fairy heard their wish and
made it come true. 9hat would have
happened if the fairy is not good8
SUBJECT MATTER:
GLR: The #wl and the .ove
GOLD: Using the E2pressions About the
uture Plans D hope D can, wish
D couldC would
TS: 9riting a diary entry.
References:
PE(' !pea)ing *.+, -eading 0.:
Phoeni2 $+
st
III. PROCEDURE:
GLR: 34enuine (ove for -eading:
words with CbC and CvC sounds.
CbC CvC
bat vat
cab calve
boat vote
bile vile
bill veal
bolt vault
+. benevolent bishop
$. bandits misbehave
:. impoverished braggart
;. maveric) businessman
1. forgive the unforgivable
/. brilliant and imaginative
L. lavish and breathta)ing
*. broccoli for the vegetarian
0. invisible and invincible
+%. rivalry for a bullEs eye
(. M)%#&!%#)n:
Present a picture of an owl. 9hat
can you say about the owl8
*. V)c!+,'!r- De&e')./en%:
!upply each blan) with the correct
meaning of the word.
a. People disli)e the owl because of
the loud sound it produces. 3hoot<
spea)er< laughter5
b. G9here are you going8I in2uired the
dove. 3as)ed< answered< added5
;. M)%#&e 0,es%#)n:
9hy did the owl move from one place
to another8
B. D,r#n$ Re!"#n$ Ac%#&#%#es:
6ave the pupils listen as the
teacher reads the story.
T1e O2' !n" %1e D)&e
One day, a dove met an owl.
%here are you going'" in2uired the
dove.
! am moving west," said the owl.
7ut why' 6on$t you like to live here
anymore'" asked the dove.
!t$s not that, but the people here
dislike my hoot," replied the owl, so ! want
to move west."
!f you can change your tone," said
the dove, it will be alright. 7ut if you can$t,
even if you move west, you will be taking
your trouble with you, for the people there
will dislike you the same."
Cr#%#c!' T1#n4#n$
C. P)s% Re!"#n$ Ac%#&#%#es:
9hy did the owl move from one place
to another8
questions:
a. 9hat is the story about8
b. 9ho are the characters in the story8
c. .escribe the owl in the story.
d. 7s the dove a true friend8 9hy8
e. 7f you were the owl< will you do the
same thing of moving from one place
to another8
:. En$!$e/en% Ac%#&#%#es:
activities under time limit.
GROUP 1: LIGHTS9 CAMERA9 ACION5
%hat would be your feeling if you
move from one place to another because
nobody likes you' 6ramatiAe it in class.
%&#'P ": DRAW ME!
(ra) the #)l and the (oe as
they are talking in the story. *ake a dialogue
bet)een the t)o using the bubble.
;/
Phrase .rill:
GROUP *: STOR6 FRAME:
4-#UP ;:
F#'' #n %1e &!',es 2e+.
6ave the pupils pronounce and spell
Astronaut &usinessman
Pilot Teacher
Aurse -esearcher
Architect Engineer
Astronomer Autritionist
Analyst .octor
'hange the following sentences into
passive voice.
+. ?an grows plants as part of life.
$. The people plant the seedlings of
trees.
:. The leaves receive the greatest amount
of sunlight.
;. A single tree houses thousands of
insects.
1. Air pollution endangers our
environment today.
*. M)%#&!%#)n:
6ave you ever seen a shooting star8
9hat did you do8
Present the song to the class.
9hat does the song tell us8
.o you believe in wishing upon a star8
7. Presen%!%#)n:
dialogue given
llyson is celebrating her
eleventh birthday. 6uring her birthday
party, her family and friends greet her.
They also make their hopes and wishes
for her.
Jiana: 7 hope all your dreams will
come true.
Albert: 7 wish you would travel around
the world.
4wenn: 7 hope you will become a
successful doctor.
!herwin: 7 hope you can finish your
studies.
Tricia: 7 wish you could be an
astronaut.
?other: 9e hope you will not change at
all and you will stay as sweet
as you are.
;. D#sc,ss#)n:
;L
Title: =====================
===========================
===========================
===========================
Ae2t ======================
==========================
Then ======================
===========================
===========================
===========================
===========================
96AT 7
(EA-AE. -#?
T6E !T#-B
9hen Bou 9ish Upon a !tar
9ish 7 maySwish 7 might
6ave this wish 7 wish tonight
9hen you wish upon a star
?a)es no difference who you are
Anything your heart desire
9ill come true.
7f your heart is in your dream
Ao request is too e2treme
9hen you wish upon a star
Bour dreams come true
.ove:
#wl:
9ho among AllysonEs well wishers
tell what isCare li)ely to happen8
6ave the pupils write them on the
board.
9hat e2pression of desire or want is
used in the sentences8
9hat form of the verb follows the
word hope8
9ho among AllysonEs well wishers
tell what isCare not li)ely to happen8
6ave the pupils write them on the
board.
9hat e2pression of desire or want is
used in the sentences8
9hat form of the verb follows the
word wish8
!tudy the following sentences:
7 wish 7 could )now what things to
do<
7 wish 7 were a )night<
7 wish 7 could sing a song<
7 wish 7 could reach 6eavenEs
might<
7 wish 7 could shine a light<
7 wish 7 could have the power to
stop
the senseless bloodshed and the
strife.
9hat does GwishI e2press8
- #ish e/presses something
that is not li+el' to happen
9hat word follows wish in each
of the sentences8
@ !t is "ollowed b' could or
would and the present "orm o" the
verb.
!tudy the following lines that e2press
GhopesI
To hope 7 can have wishes mild
To hope 7 can in my own way
?a)e all my dreams come true
today
9hat does GhopeI e2press8
@ 0ope e/presses something that is
li+el' to happen.
9hat word follows hope in each of the
sentences8
- !t is "ollowed b' can and the present
"orm o" the verb.
.iscuss further.
<. F#=#n$ S4#''s:
A. Underline the form of the verb that
best completes the sentence.
+. The 4rade / pupils hope the
educational tour 3will prove< would
prove< proved5 to be enjoyable and
rewarding.
$. &owling teams wish the tournament
3can interest< could interest< interests5
more future players in the game.
:. 9e hope the cold weather 3ends< could
end< will end5 soon.
;. The Philippines wishes it 3launches<
could launch< can launch5 its first
roc)et.
1. Teachers wish their students 3learned<
can learn< might learn5 something from
outreach activities.
&. 'hec) 3C5 which of the following sentences
are li)ely to happen and cross 325 the
sentences that are not li)ely to happen.
+. !ome parents wish there would be
shorter vacation for their )ids.
$. 'arl hopes he can interview the
American singer who is in our country.
:. 7 wish 7 were the president of the
country.
;. Precious hopes she will be a successful
nurse.
1. The poor farm girl wishes she were a
princess living in a golden palace.
>. GENERALI?ATION:
9hen do we use hope8
9hen do we use wish8
REMEMBER:
The verb hope is used to e2press a
desire for something that is li)ely to happen or
something considered possible. 7t is followed
by a present verb "orm or a helping verb
indicating present or future time.
E2ample: Amanda hopes that she
will(can(is going to get the lead role.
The verb wish is used to e2press a
desire for something that is not li)ely to
;*
happen or did not happen. 7t is followed by
a simple past verb if it is for something in
the present time, if it something in the
future time it is followed by a verb
containing a past helping verb.
E2ample: .ina wishes she won in
the contest.
.ina wishes she might win the
contest.
@. A..'#c!%#)n:
A. D#rec%#)n: 'hoose from the choices
given the group of words most suitable to
each of the following hope or wish
e2pressions.
+. ?y friends hope =========.
a. they can visit me often
b. they could visit me often
c. they might visit me often.
$. The graduates wish ===========.
a. they can be accepted in any school
of their choice
b. they could be accepted in any
school of their choice
c. they will be accepted in any school
of their choice
:. ilipinos hope ==========.
a. that the government will institute
programs to solve the economic
crisis
b. that the government would institute
crisis
c. that the government might institute
crisis
;. ?any parents wish =========.
a. that private schools will not raise
tuition yearly
b. that private schools would not raise
tuition yearly
c. that private schools are not going to
raise tuition yearly
1. The ilipino moviegoers hope ======.
a. that producers might produce
quality films
b. that producers are going to produce
quality films
c. that producers would produce
quality films
B. D#rec%#)n: -ead the following sentences.
Then choose the correct verb to complete the
sentence.
+. 4overnment officials wish they 3can<
could< will5 stay in the office forever.
$. The poor hope the government 3can<
could< would5 alleviate their condition.
:. The rich wish they 3will< could< are
going to5 ma)e themselves richer.
;. Ta2payers hope they 3could< will be<
might be5 given more ta2 e2emptions.
1. (awma)ers hope they 3might< could<
can5 ma)e more laws beneficial to
their constituents.
'. D#rec%#)n: 'ircle the correct verb.
+. 7 hope 7 3can< could5 finish my studies
up to college.
$. 7 wish 7 3were< could5 be a (ion Jing.
:. 'arl hopes he 3can< could5 find a job
after graduation.
;. -enan wishes he 3can< could5 be an
astronaut.
1. >aFFer wishes he 3will< would5 get high
mar)s in school this year.
IV. EVALUATION:
D#rec%#)n: Underline the
appropriate form of the verb in the
parentheses.
+. 6e hopes he 3can< could5 go home this
summer.
$. 6e wishes he 3can< could5 come this
wee)< but he has a rush job to attend
to.
:. Annie hopes she 3can< could5 enroll in
college this semester< and she already
has the money for it.
;. 6is parents wish he 3has< had5 hone to
the United !tates instead of !audi
Arabia.
1. They wish they 3can< could5 visit their
sic) son< but they have no money for
the fare.
TS. Tr!nsfer S%!$e:
1. Dr#'': Pr)n,nc#!%#)n
"r#''JS.e''#n$ "r#'':
6ave the pupils
pronounce the following word correctly.
Then fill in the blan) with the correct
word to complete the sentence.
spectacular tandem
glimpse passive
feature convergence
;0
elite majestic
tre) concealed
1. The ======= first sunrise of the new
millennium did not ta)e place at
Pusan Point as e2pected.
(. 7 was not able to get a ====== of the
first sunrise.
*. The === to ?ount Apo too) three
days.
7. The concert will ==== (ulu .iaF
with her best friend.
;. The Alano@.iaF ===== is really
unbeatable.
<. 6owever only ?anilaEs ========
could afford to buy the concert
tic)ets.
>. 4ive a sentence using the =====
voice of the verb.
@. 7 cannot imagine myself at the top of
====== ?ount Apo.
H. .ar) clouds and heavy rains
========= the much@awaited
sunrise.
1K. An intertropical ====== Fone was
detected by PA4A!A.
D#rec%#)n: -ead the paragraph below then
write an alternative situation if some of its
episodes would be changed.
*. M)%#&!%#)n:
9here do you usually write all the
important and unforgettable events that
happened to you during the day8
Present a sample of a diary.
7. Presen%!%#)n:
S!-: Jeeping a diary helps you
e2press your feelings and pour out your
secrets without the ris) of having others
)now and tal) about them.
;. D#sc,ss#)n:
9hat other ways by which your
diary could be of help to you8 3+. reference
when you want to recall some events, $. also
improve your communication s)ill.5
7s there a format in writing a diary
entry8 3no5
9hat do you have to do with your
diary8 3thin) of it as a friend whom you can
tal) to in confidence.5
<. Gener!'#A!%#)n:
6ow do we write a diary
entry8

REMEMBER:
Eeeping a diary helps you e-press
your feelings and pour out your secrets
without the risk of having others know and
talk about them.
The diary serves as reference when
you want to recall some events. !t also helps
improve your communication skill.
There is no format for writing a diary
entry. ll you do is think of your diary as a
friend whom you can talk to in confidence.
>. A..'#c!%#)n:
9rite down a diary entry your thought
and feelings about an environmental
problem that you have observed in your
community.
IV. EVALUATION:
9rite a diary entry about your hopes
and wishes this coming 'hristmas.
V. ASSIGNMENT:
GOLD: D#rec%#)n: Underline the appropriate
verb form for the following sentences.
+. 4ina hopes that she 3gets< will get<
would get5 a scholarship.
$. &usinesspersons hope the country
3recovers< will recover< would recover5
from economic crises before the year
ends.
:. 7 wish that there 3will be< were no< is5
wars in the world.
;. .addy wishes he 3gives< can give< could
give5 us anything we li)e at the snap of
his fingers.
1. The pope hopes that we 3love< can love<
might love5 our neighbors as we love
ourselves.
TS. D#rec%#)n: 9rite down as a diary entry
your thought and emotions about disallowing
the teachers to give assignment during
wee)ends.
1%
There was once an old couple who
were very unhappy because they did not
have any child. They )ept wishing for a
son. A good fairy heard their wish and
made it come true. 9hat would have
happened if the fairy is not good8
LESSON # 11
OBJECTIVES:
listened to.
GOLD: Use two@word verb.
TS: .raw conclusion based on
information given.
SUBJECT MATTER:
GLR: The 4oose with the 4olden Eggs
GOLD: Using two D word verbs.
TS: .rawing 'onclusion &ased on
7nformation 4iven.
References:
PE(' !pea)ing *.+, -eading +%
Phoeni2 $+
st
III. PROCEDURE:
GLR: 8Gen,#ne L)&e f)r Re!"#n$:
+. Dr#'': Pronunciation drill:
6ave the pupils read and recite the
verse drill given:
One who achieves the ultimate(
!s willing to catch a sunbeam5((
0e$s willing to know the unknown
nd con2uer the uncon2uerable<((
(. M)%#&!%#)n:
7f you were given the chance to
win the grand lotto< what will you
do with the money8
!how a picture of a goose. 6ave
you seen a goose8 9hat does it give
us8
*. V)c!+,'!r- De&e')./en%:
'hoose the letter of the correct
meaning of the underlined word in
the sentence.
+. 6e has grown impatient with a supply
of one egg a day.
a. calm b. deadloc)
c. intolerant d. blind
$. 6e regretted )illing the goose.
a. repented b. discontented
c. relief d. alleviated
;. M)%#&e 0,es%#)n:
9hy did the man )ill the goose8
B. D,r#n$ Re!"#n$ Ac%#&#%#es:
reads the story.
T1e G))se 2#%1 %1e G)'"en E$$s
man who owns a goose could hardly
believe what he saw when his goose laid an
egg of pure gold.
nd everyday thereafter, he finds a
golden egg in the nest.
The man sold the egg at a high price
and soon became rich.
7ut as the man grew richer, the
greedier he became. 0e has grown impatient
with a supply of one egg a day. 0e thought,
!$d better cut and open the goose and get all
the golden eggs at once."
This he did. 0e killed the goose and
opened it, but he found nothing. 0e regretted
killing the goose that laid golden eggs.
CRITICAL THINDING:
C. P)s% Re!"#n$ Ac%#&#%#es:
9hy did the man )ill the goose8
questions:
a. 9hat is the story about8
b. .escribe the e2pression of the man
when he saw the golden egg.
c. 9hat did the man do with the golden
eggs8
d. 9hy did the man become greedier
each day8
e. 7s the story real or fantasy8
f. 7f you were the man< would you do
the same8 9hy8
*. En$!$e/en% Ac%#&#%#es:
1+
limit.
ACTION5
Act out the e2pression of the man
when he saw the golden egg.
GROUP (: DRAB ME5
.raw things made of gold that can
ma)e you happy.
GROUP *:
F#'' #n %1e &!',es 2e+.
GROUP 7:
STOR6 GRAMMAR ORGANI?ER
6ave the pupils complete the story
grammar organiFer:
Title: =========================
Author: =======================
1. Dr#'': Pr)n,nc#!%#)n "r#'':
6ave the pupils pronounce the
given verse drill:
Some cats went to a ranch,(
wearing belts and hats(
%hich belonged to the coach who
led a putsch.((
The coach wanted to catch the cats(
wearing his belts and hats5(
7ut the cats led a putsch( and caught
the coach instead.
D#rec%#)n: Underline the appropriate
verb form for the following sentences.
+. 'hristie hopes that she 3gets< will get<
would get5 a scholarship.
$. &usinesspersons hope the country
3recovers< will recover< would recover5
from economic crises before the year ends.
:. 7 wish that there 3will be< were no< is5 wars
in the world.
;. .addy wishes he 3gives< can give< could
give5 us anything we li)e at the snap of his
fingers.
1. The pope hopes that we 3love< can love<
might love5 our neighbors as we love
ourselves.
*. Presen%!%#)n:
6ave the pupils read the dialogue.
Allan: (etEs hurry up. The meeting
starts at e2actly three oEcloc).
?arlon: Bes< but we better slow down
or we will slip.
>undoe: !ee how -aphael turns on the
loud spea)er. 9hat an
earsplitting noiseH .onEt you
hear it8
6enry: Bes< 7 do. 7 hope he turns it
down soon.
7. D#sc,ss#)n:
9hat are the italiciFed words in the
conversation8
9hat ma)es up these words8
6ow do you call these words8
6ave the pupils study the chart below.
Two@9ord "erb ?eaning
Put on
6urry up
To wear
To be quic)
!ay: 9hen we put together the two words<
it gives a third meaning. The meaning of the
main verb GputI is to place or to lay while the
meaning of the particle GonI means in or into
position. &ut when Gput onI put together< it
now means to wear.
.iscuss further.
1$
96AT 7! T6E
?E!!A4E #T6E
!T#-B
9ho is the main character8
9here and when did the story ta)e place8
9hat is the problem or conflict8
9hat did the main character do to solve
the problem8
6ow did the story end8
;. F#=#n$ S4#''s:
the appropriate two@word verbs.
+. put on D put off
a. 6ave you ==== the new pair of
soc)s your aunt gave you8
b. (et us ==== our plan to interview
?rs. 4ina !apungan. !he is not free
this !unday.
c. Always ==== a sincere smile when
welcoming people.
d. ==== your blac) leather shoes for
the graduation.
e. Please donEt === our vacation plans
in &oracay.
$. turn on D turn off
a. Please === the T" for some news.
b. Always === the lights before going
to bed.
c. Bou may ==== the electric fan. 7t
will === automatically as set by the
timer.
d. 4randfather had to ===== his
portable radio for storm signal
updates. The winds were getting
stronger.
e. That proud good@loo)ing boy ===
me ===.
&. Use the following two@word verbs in
meaningful sentences.
+. call bac) D return a telephone call
$. figure out D find a solution to a
problem.
:. cross out D draw a line through
;. put off D postpone
1. )eep up D continue
/. ma)e up D invent
L. run into D meet by chance
*. tear down D destroy a building
0. turn down D decrease the volume
+%. call off D cancel
<. GENERALI?ATION:
9hat are two@word verbs8
REMEMBER:
A verb may be a single word as in
enjoy< love< and wal). 7t may also be a two@
word as in loo)@up< hurry up< put on< and
among others.
A two-word verb is formed by
putting together a simple or main verb and
a particle. 7t loo)s li)e a phrase but it gives
only one action that is why they have only one
meaning.
Two@9ord "erb ?eaning
Put on
6urry up
Put off
4et on
Ta)e off
4et off
(oo) up
(oo) for
'all bac)
igure out
'ross out
Jeep up
?a)e up
-un into
Tear down
Turn down
ind out
Pay bac)
(eave out
Throw away
Put out
'all off
To wear
To be quic)
To cancel or postpone
To board or ride in a
vehicle or on an
animal
To depart< to ascend<
to launch or to flee
To alight or come
down from a vehicle
To give due respect, to
search or to find
To search for, see)
-eturn a telephone
call
ind a solution to a
problem
.raw a line through
'ontinue
7nvent
?eet by chance
.estroy a building
.ecrease the volume
.iscover information
-eturn money to
someone
#mit
Put in the trash
E2tinguish
cancel
>. A..'#c!%#)n:
.irection: -ead the following sentences.
Underline the two@word verbs used in each
sentence.
+. A month had passed by when 'lara gave
birth to a son.
$. 7 have come here to get your son you
promised me a long time ago.
:. The man too) off immediately without
saying goodbye to his parents.
;. The man received bac) his soldier@li)e
suit< which made him loo) li)e a )night.
1. The ugly man put on again his bear@li)e
clothes and gave bac) the man his
freedom.
&. ill in the blan)s with the appropriate two@
word verbs.
(. get on 1 get o""
a. (et us ==== the jeepney now. ?ang
'arlos is here.
1:
b. G9here does everybody =====8I
as)s ?ang 'arlos. GAt the town
hall<E answered .onna and Angelie.
c. ====== that bi)e and bring this
bas)et of chic)s to your
grandmother.
d. ===== the bi)e when you reach the
bridge and wal) straight ahead.
e. The old man fell from the bus when
he was about to =====.
). loo+ up 1 loo+ "or
a. === the meaning of these two@word
verbs in the glossary.
b. 'an you ==== ?r. !antos8 6is son
would li)e to tal) to him.
c. 7 cannot === your name in the file
because 7Em not allowed to do it.
Jindly === .onna and as) for her
assistance.
d. 7 cannot come with my family
unless 7 ==== my bus tic)et.
e. ==== any newspaper. Then< cut out
its headline and be ready to read it
in class.
IV. EVALUATION:
.irection: Underline the correct two@word
verb to complete each sentence.
+. 3'ross out< 'ross off5 all the verbs
in the paragraph.
$. Please 3)eep out< )eep up5 your
good wor).
:. Bour father told you to 3call bac)<
call on5 your mother in the office.
;. The firefighters 3put out< put off5 the
fire immediately.
1. 3(oo) up< (oo) out5 the synonym
of fear.
TS. TRANSFER STAGE
1. Dr#'': Pr)n,nc#!%#)n "r#'':
given tongue twister:
The suitor wore shorts and a short
shooting suit to a short shoot.
7ut the shorts didn$t suit the short
shooting suit,
nd at the short shoot the short
shooting suit didn$t suit.
Oh, shoot<
The teacher will chec) the diary
entry of the thought and emotions about
disallowing the teachers to give
assignment during wee)ends.
*. M)%#&!%#)n:
Present a picture of a typhoon to the
class. As): 9hat do you thin) happened8
7. Presen%!%#)n:
situation:
;. D#sc,ss#)n:
9hat do you thin) happened with the
lady8
Are you right with your conclusion8
6ow did you draw with that
conclusion8
.iscuss further.
<. F#=#n$ S4#''s:
.irection: 6ave the pupils draw their
own conclusion for the following situations:
+. (orena )new she got a failing mar) in
her 6istory test and she was right. !he
got an .
$. The lion is feared by the other animals in
the jungle because of his strength. 6e is
respected by everyone. All the animals
give him a big share of the food they
catch.
:. -ayEs dog is bar)ing loudly outside by
the gate. 9hen somebody called form
the other side of the gate< the dog
stopped bar)ing but remained by the
gate pacing e2citedly and wagging its
tail. 9hy was the dog behaving that
way8
>. GENERALI?ATION:
6ow do you ma)e a sound conclusion8
@. A..'#c!%#)n:
.irection: -ead the paragraph inside the
bo2. Then answer the questions that
follow.
1;
A lady comes running towards the
chec) in counter with her hand@carried
luggage. !he frantically reaches into her purse
for her tic)et and presents these to the counter
personnel. The man at the counter acts with
dispatch and points her to 4ate +%. The lady
runs towards it. 9hat do you thin) happened8
#ne !aturday afternoon< 7 saw a birdEs
nest. 7t was on the branch of a mango tree. The
nest was made of straw. A bird was sitting on
the nest with three birdies. After a while mother
bird came. !omething was in her mouth.
?other bird came closer to the birdies.
1. 9ho do you thin) built the nest on
the tree8
(. 9hat do you thin) was in the
mother birdEs mouth8
*. 9hat )ind of parent do you thin) is
the mother bird8
+. The .ivine Presence referred to by
the spea)er is ====.
$. A person who does not allow the
.ivine Presence to influence his
thoughts< words< and actions
======.
+. 9hat happened to the cups as
-onny juggled them8
$. 7f -onny tries to juggle glass cups<
he will probably =====.
:. 7f -onny can master juggling things
he can probably wor) in a ====.
IV. EVALUATION:
.irection: -ead the paragraph
carefully. Then choose the best
conclusion from the choices given.
+. (ast night< before going to bed< Tessie
felt very warm. 9hen she went out this
morning< she saw the ground was wet.
9hat conclusion can you draw8
7t rained the night before.
!omebody left the water hose
on.
There was a flashflood.
$. Tanya is crying. !he is holding a )nife.
#ne of his fingers has blood. 9hat
conclusion can you ma)e8
Tanya was attac)ed with a )nife.
Tanya cut her finger with the
)nife.
Tanya attac)ed somebody with
the )nife.
:. !ally was very e2cited to show her mother
her report card. ?other smiles and )isses
her.
==================================
==========================
;. Paolo enters the classroom. The teacher
loo)s at her watch and sha)es her head.
!he hands Paolo a slip of paper and tells
him to see the principal.
==================================
==========================
1. "enice comes from a family of models and
beauty titlists. !he had done some
modeling during her spare time and was
quite good at it. Bet< she chose to wor) as
a teacher after graduation instead of
pursuing a modeling career.
==================================
============================
V. ASSIGNMENT:
GOLD: D#rec%#)n: Underline the correct
answer to complete each sentence.
+. 7 have to 3figure out< figure in5 the
solution to this problem.
$. Please 3turn down< turn away5 the
television set.
:. The airplane will close its doors ten
minutes before 3ta)e down< ta)e off5.
;. 34et off< 4et down5 the bus when you
reach the mar)et.
1. .o not 3ma)e up< ma)e off5 stories
that will scare your classmates.
TS. D#rec%#)n: -ead the paragraph given.
Then answer the question that follows. 'hoose
five possible answers from the bo2.
The teacher$s personality is one of the
most influential factors in the school.
/hildren are inspired to learn when their
teachers have pleasing personality. %hat
could possibly happen to the children if
they had dull and boring teachers'
11
7t is not only in attending church services
that we can show our love for 4od. 9e can
show love every hour of our life when our
every thought< word or action is influence
by .ivine Presence.
-onny )nows how to juggle three balls
in the air at a time. 6e thought heEd do the
same tric) with cups. 6e got three plastic cups
and started to throw them in the air. &ut he had
much difficulty catching and throwing the cups
one after the other.
a. 'hildren will feel laFy to go to
school.
b. They will not listen to the teacher.
c. They will enjoy learning.
d. They will not study their lessons.
e. They will love their teacher.
f. They will play inside the room.
g. They will lose their interest in their
studies.
LESSON # 1(
OBJECTIVES:
listened to.
GOLD: Use descriptive words.
TS: 7nfer alternative actions ta)en by
characters.
SUBJECT MATTER:
GLR: The (ittle ?atch 4irl
GOLD: Using .escriptive 9ords
TS: 7nferring Alternative Actions
Ta)en by 'haracters.
References:
PE(' !pea)ing 0, -eading +%
Phoeni2 $+
st
III. PROCEDURE:
6ave the pupils pronounce the
0e says it seems as easy as it is, but
it doesn$t seem as easy as it is nor does
what he says it seems easy, seems as
easy as he says it seems it is.
(. M)%#&!%#)n:
9hat are the usual household
chores that you are assigned to do at
home8 .o you do it freely8 9hy8
*. V)c!+,'!r- De&e')./en%:
following sentences. Then loo) for
the meaning of the underlined word
inside the bo2 that will best fits it.
+. 7t was 'hristmas Eve and it was very<
very cold.
$. 7 thin) she is cold distant to her
stepmother.
:. ?y friend has a cold.
;. Te streets of the city were covered with
soft< thic) blan)et of snow.
1. ?y blan)et is woven from habi cloth.
/. The principal has given the teacher blan)et
authority.
7. M)%#&e 0,es%#)n:
9hy did the girl wanted to be with her
grandmother in paradise8
B. D,r#n$ Re!"#n$ Ac%#&#%#es:
reads the story.
T1e L#%%'e M!%c1 G#r'
!t was /hristmas .ve and it was very,
very cold. The streets of the city were covered
with soft, thick blanket of snow, so soft and
thick that passers&by sink deeply with each
step. The dogs frolicking in it, sank in with all
four paws, till the snow reached their throats.
7ut, as dogs will, they :umped right out
againBand feel right again. They made a
funny sight, those dogs and the little girl
amused herself watching them.
The little girl was a match girl, a
seller of bo-es of matches. 0er father, a very
poor man, had sent her out into the street to
try to earn a few pennies5 for they had so little
that even those pennies would be welcome.
7u this evening, so busy and :olly for
most people, was not a happy one for the little
girl. )or although she had been standing in
the cold snow for hours, she had not yet sold a
single bo- of matches. s she gaAed into the
brightly lit store windows, she tried to forget
1/
C)'"
a. a condition mar)ed by low
temperature.
b. a chilly feeling
c. a bodily disorder
d. lac)ing warmth or feeling
e. suffering or uncomfortable from
lac) of warmth
B'!n4e%
a. a heavy woven often woolen
covering.
b. A covering layer
c. 'overing a group or class
applicable in all instances.
the hunger pains in her stomach and the
cold that gripped her bare feet.
The little girl felt terribly tired and
cold, and she huddled down between tow
houses to try to get warm. She let her
thoughts roam, and daydreamed of a house
with a warm, roaring fire in the fireplace.
Then she thought, %hy not light :ust one
match to warm myself' My father won$t
begrudge me one match, and perhaps my
stepmother won$t notice." She lit the
match. !t lasted only a second, but it made
a comfortable glow and gave a little
warmth. She lit another, and another, and
then as if in a dream, an enormous table
appeared before her, loaded with good
things to eat, sweet smelling and delicious.
nd the table seemed so close that the little
match girl felt as she could reach out her
hand and take a chicken leg. 0ow she
loved chicken.
9randma, oh 9randma<"
e-claimed the girl suddenly in a high voice.
%hy did you go away without me' %hy
did you leave me here alone' !f only you
know how cold it is... and how my
stepmother beats me now that you$re gone.
9randma, is it really true that you are in
paradise'"
7y now, the little girl match girl
had used up all her matches, the matches
that she had hoped to sell, but that no one
wanted to buy.
4ou know 9randma," the little girl
went on her voice higher, for now she was
delirious with fever, ! have an idea. %hy
don$t you take me with you' ! know there
will be food to eat there and a place to
warm myself. 4es' 6id you say yes'"
s the snow continued to fall, it
covered the body of the little match girl
with soft, white flakes. The little girl lay
there stiff and cold, as if asleep. 7ut she
had a smile on her pale lips5 for she had
seen her grandmother reaching out her
hand to her, ready to take the little match
girl with her.
-Adapted
CT. CRITICAL THINDING
C. P)s% Re!"#n$ Ac%#&#%#es:
+. Answering the motive
question:
9hy did the girl wanted to be with
her grandmother in paradise8
questions:
a. 9ho is the most important character in the
story8
b. 9hat )ind of person is the main character8
.escribe her in three words.
c. 9hat was the girl doing in the street
during 'hristmas Eve8
d. 7s she successful in what she was doing8
9hy8
e. 9hat is the ending of the story8
f. 7f the grandmother of the little girl is still
alive< do you thin) the little girl will
e2perience the same thing8 9hy8
*. En$!$e/en% Ac%#&#%#es:
GROUP *:
9rite the values that youEve learned
from the selection:
GROUP 7. Ener$#Ae -),r %1),$1%s:
GOLD: Gr!//!r9 Or!' L!n$,!$e
De&e')./en%
1L
ACTION5
What part in the story did you like
best+ *ake a script and dramatize it
before the class.
7f 7 am the father of the little girl< 7 will:
==================================
==================================
==================================
==================================
1. Dr#'': Pr)n,nc#!%#)n "r#'':
tongue twister:
6etonate and reverberate and
disintegrate in their changed state
before it$s too late.
D#rec%#)n: Underline the correct answer
to complete each sentence.
+. 7 have to 3figure out< figure in5 the
solution to this problem.
$. Please 3turn down< turn away5 the
television set.
:. The airplane will close its doors ten
minutes before 3ta)e down< ta)e
off5.
;. 34et off< 4et down5 the bus when
you reach the mar)et.
1. .o not 3ma)e up< ma)e off5 stories
that will scare your classmates.
*. M)%#&!%#)n:
6ave the pupils thin) of somebody
whom they admired so much. As) them
why did they admire that person8 (et them
give three most important characteristics of
that person.
7. Presen%!%#)n:
paragraph.
CahAeel seems to be the apple of the
eye of the family. !t is because he$s different
from his brothers and only sister. 0e has
this white and soft skin. 0e has brown eyes
and hair. 0e has red lips. 0is family loves
him so much because he is the angel of the
family.
1. D#sc,ss#)nE
6ow is >aFheel describe in the
paragraph8 9hat )ind of s)in has he8 9hat
)ind of hair has he8 6ow about his lips8
(ist all the words on the board.
9hat )ind of words are these8
6ow do you call a describing word8
#r what is the other term for describing
words8
phrases:
transparent parts
four eyes
red eye
9hat are the adjectives used in each
phrase8
9hat )ind of adjective is transparent8
four8 red8
9hat does the word transparent
modify8 four8 red8
.iscuss further.
<. F#=#n$ S4#''s:
A. D#rec%#)n: Underline the adjectives
found in each sentence. Then encircle the
noun it modifies.
+. The two boys seemed to be going
down in a strong whirlpool.
$. They alternately felt terrible heat and
icy cold.
:. Then they blac)ed outS and when
they regained consciousness< they
noticed that the soft metal of the lever
bo2 was dented.
;. G9hat happened8I Tom as)ed his
friend in a wea) voice.
1. GBour arm struc) the lever< and now
weEre a thousand years bac) in time.I
B. 9rite an adjective before each noun:
+. ====== clothes ;. ==== s)y
$. ====== food 1. ==== space
:. ======room /. ===== planets
/. GENERALI?ATION:
9hat is an adjective8
REMEMBER:
An ad*ective is a word that describes a
noun or a pronoun. 7t may tell:
+. what )ind as in transparent parts
$. how many as in four eyes
:. which one as in red eye< this star
3The is a definite article because it names
a particular person< place or thing. A and
an are indefinite articles because they
refer to any one of a group. T1#s9 %1!%9
%1ese9 !n" %1)se are demonstrative
adjectives because they point out the
nouns they modify.5
T1e 4#n"s )f !"Fec%#&es !re:
+. 0,!n%#%- 8n,/+er5 D These are
numerals and e2pressions for
indefinite quantity.
E2amples: the< a< an< floc)<
voluminous< few< several< thousand< a
1*
lot< many< herd< swarm< batch<
group
$. 0,!'#%- 84#n": D 7t describes the
nouns.
E2amples: beautiful< e2pensive<
friendly< colorful< generous
:. 'olor
;. !iFe
1. !hape
>. A..'#c!%#)n:
.irection: -ead the short paragraphs
and circle all the adjectives used.
&. Underline the adjectives in the following
sentences< and then draw an arrow to the
nouns they modify.
+. 'an you name the biggest ocean8
$. 6er mother is very charming.
:. A tall< shabby man crossed the road.
;. 7 found a leather bag yesterday.
1. !mall tricycles may not pass
through the busy lanes.
'. 'hoose the most appropriate adjectives
to describe each picture.
+. 3minute< huge<
unique5
$. 3tall< fresh< large5
:. 3cold< fresh<
spacious5
;. 3snowy< warm< blue5
1. 3beautiful<
caring< slow5
IV.
EVALUATION:
.irection: Underline the adjective that fits
in each sentence:
+. TarFan is )nown to be a very 3lame<
powerful< sluggish5 adventure@fiction
character.
$. 9e all felt tired after trudging a
3winding< slippery< narrow5 road.
:. 7t loo)s li)e it is going to rain because
of the 3hot< humid< wet5 air.
;. The boys were amaFed and loo)ed up
at the 3small< gigantic< silent5 robot.
1. 9e all listened to a C an 3e2citing< dull<
musical5 story of 4randfather.
TS. Tr!nsfer S%!$e
1. Dr#'': Pr)n,nc#!%#)n "r#'':
6ave the pupils
recite the tongue twister
given:
Miss May Shells suffered measles
having sampled mussels *1-+.
(. Re&#e2: C1ec4#n$ )f !ss#$n/en%:
-ead the paragraph given. Then
answer the question that follows. 'hoose
five possible answers from the bo2.
The teacher$s personality is one of the
most influential factors in the school.
/hildren are inspired to learn when their
teachers have pleasing personality. %hat
could possibly happen to the children if
they had dull and boring teachers'
10
There was once a poor mother who
had two little daughters< and as her husband
was dead< and was very poor< she wor)ed
faithfully all the time that they might be well
fed and clothed. !he was a s)illed wor)er
and found wor) to do away from home, and
her two little girls were so good and so
helpful that they )ept her house as neat and
as bright as a new pin.
a. 'hildren will feel laFy to go to
school.
b. They will not listen to the teacher.
c. They will enjoy learning.
d. They will not study their lessons.
e. They will love their teacher.
f. They will play inside the room.
g. They will lose their interest in their
studies.
*. M)%#&!%#)n:
6ave the pupils listen again to the
story: GThe (ittle ?atch 4irl.I As):
7f the grandmother of the little child is
still alive< do you thin) she will e2perience
the same thing8 9hy8
7. Presen%!%#)n:
a. 9hat would happen if instead of
living with her father< the girl lives
with her mother8
b. 9hat would happen if there is no
stepmother8
;. D#sc,ss#)n:
9hat will happen in the story if
some actions of the characters or evens
in the story were altered or change8
.iscuss further.
<. F#=#n$ S4#''s:
Tell what would happen in the story
if some action of the characters were
changed:
a. 9hat would happen if the
stepmother sells the matchstic)s8
b. 9hat would happen if the girl
continued to wal) to sell the
matchstic)s instead of staying on
that one particular place8
c. 9hat would happen if the father
strive and word harder for his
family8
d. 9hat would happen if the
stepmother do not beat the little girl
but instead love the girl so much8
e. 9hat would happen if there is no
stepmother8
>. GENERALI?ATION:
6ow do we tell what
would happen ne2t in a story
if we changed some actions ta)en by
the characters8
@. A..'#c!%#)n:
A. -ead the story then answer the
questions that follow:
Several days after he arrived at their
house, .ddie sat for some five&year old twins,
Michael and Michelle. Soon after he arrived at
their house, the twin began arguing about a
tricycle. Michael insisted that the tricycle was his.
.ven though he was playing in the sandbo-, he did
not want Michelle to use it.
ll right," said Michelle, ! won$t use
your tricycle. !$ll play in the sandbo- and make a
sand castle."
3o," said Michael. This is my sandbo-
because ! was the first to be here. 4ou can$t play
here until ! finish building my fort."
*>eading for Meaning ? p. IIH+
+. 9hat can you say about ?ichael8 9hy8
$. 9hat would happen if ?ichael let
?ichelle play with the tricycle8
:. 9hat would happen if ?ichael let
?ichelle play with the sandbo28
;. 9hat would happen if Eddie meddles
between ?ichael and ?ichelle8
IV. EVALUATION:
-ead the given story. Then
answer the questions that follow.
+. 7f ?other did not sew atherEs shirt<
what would have happened8
$. 7f ?ia wo)e up early in the morning<
what do you thin) would have
happened8
:. 9hat would happen if ather sews his
shirt instead of mother8
V. ASSIGNMENT:
GOLD: D#rec%#)n: 'ircle the better
adjective in the parentheses:
A 3beautiful< simple@loo)ing5 princess
decided to wal) by herself one day. !uddenly<
it started to rain. !he rushed to the 3closest<
nearest5 nipa hut. A lady came to the door who
could not hide her irritation for having been
/%
Annie wo)e up late at /::% a.m.
and started getting ready for school. 6er
classes start at seven oEcloc). &ut father
needed ?otherEs help to sew his shirt so
Annie and ?other left home for school at
si2 fifty D eight in the morning. They
too) a jeepney to school. 9hen they
reached her school the class was halfway
through the first period.
disturbed so 3late< early5 in the morning.
!he rudely said< G9hat do you want8I
The princess did not introduce
herself. !he merely as)ed< G?ay 7 borrow
an umbrella8I
G>ust a minute<I 3grumbled<
whispered5 the woman. !he 3opened<
slammed5 the door and returned with a
3really< very5 old umbrella. 7t has 3bro)en<
disassembled5 ribs< and 3petite< small5
holes. !he pushed it through the door and
said< G6ere.I
The princess than)ed her and went
on her way with the 3ragged< useful5
umbrella.
The ne2t morning< the princess and
her escort< dressed in full uniform< pulled
up in front of the nipa hut. #ne of the
escorts )noc)ed on the door and returned
the umbrella saying< GThe princess than)s
you.I
As the escort wal)ed away< he heard
her said< G7f 7 had )nown< 7 would have
given her my best.I
TS. D#rec%#)n: -ead the given paragraph.
Then answer the questions that follow.
Cose had a pet dog which he loved
very much. !t was only his plaything, for he
had no drum, no gun, no bicycle. 0e
thought that it was the best dog in the
world. !n fact, his neighbor offered him five
hundred pesos for his pet, but Cose did not
sell it.
One day, Cose$s baby sister became
very ill. 0is mother told him that they
needed money for the doctor and medicine.
0is mother didn$t know where to get the
money. ! know, Mother. ! know where we
can get the money," said Cose sadly.
+. 9here do you thin) >ose will get
the money8
$. 9hat would happen if >ose will not
sell his dog8
:. 9hat do you thin) will happen if
?other has something which she
can sell for >oseEs baby sister8
;. 9hat do you thin will happen if
>oseEs neighbor is not interested to
buy his dog8
LESSON # 1*
I. OBJECTIVES:
GLR: Enjoy listening to a story.
CT: Answers questions from the
story listened to.
GOLD: Use degrees of comparison of
regular and irregular adjectives.
TS: ?a)e a heading for paragraphs
in a selection.
II. SUBJECT MATTER:
GLR: Pinoy named 'AA G6ero of the
BearI
GOLD: Using .egrees of 'omparison of
-egular Adjectives
TS: ?a)ing a 6eading for Paragraphs
Reference:
$%%$ &asic Education 'urriculum PE('
!pea)ing 0, -eading +%
-eading for ?eaning / p. $+L
Across &order Through (anguage / p. +1%
?aterials: strips of cartolina< picture of Efren
PeMaflorida
III. Pr)ce",re:
A. PreRe!"#n$ Ac%#&#%#es:
1. Dr#'': Pr)n,nc#!%#)n "r#'':
following words: 3v sound5
In#%#!' &
vie veal veto vivid virus
valve valid vague varnish violate
medial v
ivy novelty relevant
jovial
haven invent reservoir lavish
f#n!' &
sieve secretive conserve
progressive forgive affirmative
survive ine2pensive
(. M)%#&!%#)n:
6ave you heard about GJariton
Jlasrum8
9hat can you say about this8
.o you )now Efren PeMaflorida8
*. V)c!+,'!r- De&e')./en%:
6ave the pupils )now the meaning of
recognition 3ac)nowledgement5
innovative 3 inventive, original5
bullied 3intimidated, frightened5
poverty 3scarcity, shortage5
/+
slums 3squatter5
7. M)%#&e 0,es%#)n:
9hat are the things that you would
li)e to )now about the story8 39rite all the
questions on the board5
B. D,r#n$ Re!"#n$ Ac%#&#%#es:
reads the news story.
P#n)- N!/e" CNN LHer) )f %1e 6e!rM
)ilipino has received international
recognition for his innovative effort in
educating poor children.
.fren #eJaflorida, who started
Eariton Elasrum" to bring education to
poor children, has been named /33 0ero
of the 4ear, the cable network announced
yesterday.
)ilipino, .fren #eJaflorida, the HK&
year old teacher from /avite /ity, has been
named /33 0ero of the 4ear.
s a child, he was occasionally bullied
and beaten by street gangs which prompted
him to decide to rescue street children from
poverty and neglect through education.
0e created a program Eariton
Elassroom" that brought books in
pushcarts *now complete with teaching
aids, blackboards, folding tables, and
chairs+ to children in the slums and streets.
The program attracted volunteers, since
IGGL. More than IM, MMM volunteers are
now helping educate more than I,?MM kids
in depressed areas in /avite. 0is group
was first recogniAed after it won in
7ayaning #ilipino" ward fro its heroic
work for the poor.
!n the Search for the /33 0ero of the
4ear, he was one of the G,MMM nominees
from over IMM countries who made it to the
top IM finalists, till finally, he was named
/33 0ero of the 4ear" in the final round.
*>eading for Meaning
D+
C. P)s% Re!"#n$ Ac%#&#%#es:
1. Ans2er#n$ %1e /)%#&e 3,es%#)n:
6ave the pupils answer all the
questions posted on the board.
(. C)/.re1ens#)n c1ec4:
a.9here and when the events do too) place8
b. 9ho is the main character8
c.9hat are the problems encountered by the
character in the story8
d. 9hat are the most important things that
happen as the main character tries to
solve the problem8
e.9hat word describes Efren PeMaflorida8
*. En$!$e/en% Ac%#&#%#es:
limit.
GROUP I: H!n" S,//!r- Or$!n#Aer
H!n" S,//!r- Or$!n#Aer
9ho8
.o what8
9here8
9hen8
9hy8
6ow8
GROUP (: Ener$#Ae -),r %1),$1%s:
GROUP 7:
9rite the values that youEve learned from the
selection:
GOLD: Gr!//!r Or!' L!n$,!$e
De&e')./en%
/$
7f 7 am the P-E!7.EAT # T6E
P67(7PP7AE! and 7 saw the eagerness of
Efren< 7 will:
==================================
==================================
==================================
==================================
ACTION5
What part in the story did you like
best+ *ake a script and dramatize it
before the class.
1. Dr#'': Pr)n,nc#!%#)n "r#'':
words:
JfJ
!nitial2
fee fast fear
fan feel fail
fine fend fest
in "inal position:
safe leaf life
half doff sheaf
shelf strife )nife
(. Re&#e2: Adjectives:
6ave the pupils identify the
adjectives used in the following
sentences:
+. The weather seems fine.
$. The boo) is not as interesting as the
other one.
:. 7t was a brilliant idea.
;. 6er project is valuable than mine.
1. !he is as generous as her sister.
*. M)%#&!%#)n:
Present two girls with long hair.
As): whose hair is longer8
.o the same question with some
other things li)e bags< pencil< boys< etc..
6ave the pupils compare the things.
7. Presen%!%#)n:
sentences:
A. +. !he is taller than her older sister.
$. This car moves faster than that one.
:. !herwin >hed is older than Jarl
Andrei.
&. +. >ordan is the most admirable writer
in our school organ.
$. The most difficult challenge of all is
that of conserving our environment.
:. The oldest student in the class is not
always the smartest.
;. D#sc,ss#)nJAn!'-s#s:
9hat are the underlined words
under column A8
6ow many are we comparing in the
first sentence8 !econd8 Third8
6ow are the adjectives formed8
#n what degrees are these
adjectives8
3.o the same questioning for sentences
under column &.5
sentences:
1. The air@conditioning units now were
+e%%er.
(. That was the 2)rs% field trip we ever
hadH
sentences8
9hat )ind of adjectives are these8
.iscuss further how the comparisons
of regular and irregular adjectives are made.
<. F#=#n$ S4#''s:
A. D#rec%#)n: 6ave the pupils write the
comparative and superlative form of the
following adjectives:
+. !weet +%. e2citing
$. ine ++. good
*. !mart +$. bad
7. Pretty +:. little
1. handsome +;. much
/. helpless +1. ill
>. (ively
@. !hort
0. wonderful
B. D#rec%#)n: !upply the missing form of
the adjectives in the following chart:
P)s#%#&e C)/.!r!%#&e S,.er'!%#&e
+. intelligent
$. ========
:. ========
;. =========
1. many
worse
wac)ier
===========
least
cooperative
==========
==========
==========
'. D#rec%#)n: Underline the correct adjective
in parenthesis.
+. >ordan has the 3little< least< less5 number of
absences among his classmates.
$. !he has saved 3much< more< most5 money
in the ban).
:. ?y ratings in the card are3good< better<
best5 now than before.
4. BesterdayEs typhoon was the 3bad< worse<
worst5 7 have seen in years.
5. -osa collected 3many< more< most5
specimen than you did.
H. GENERALI?ATION:
/:
6ow do we form the degrees of
comparison of adjectives8
9hen do we use the positive
degree of adjective8 'omparative
degree8 !uperlative degree8
REMEMBER:
Adjectives have three comparative
forms more popularly )nown as positive,
comparative< and superlative to indicate
greater or lesser degrees of the quantity
describe. The comparative "orm of the
greater majority of adjectives can be
achieved in two ways: by adding 1er to the
positive or by adding the verb more.
!imilarly< the superlative can be
achieved in two ways: by adding Dest to the
positive or by adding the verb most.
!ome adjectives have irregular
forms.
7rregular adjectives have three
degrees of comparison namely positive<
comparative and superlative. The
comparative and superlative degrees are
formed by changing some letters or
sometimes the entire spelling of a word.
P)s#%#&e C)/.!r!%#&e S,.er'!%#&e
good< well
bad< ill< sic)
little
much< many
better
worse
less
more
best
worst
least
most
1K. A..'#c!%#)n
A. G,#"e" .r!c%#ce:
.irection: 9or) in pairsC group:
6are the pupils answer the questions
using the comparative and superlative
degree of adjective:
+. #f all the things you do in your free
time< what do you enjoy the most8
$. 9hat do you thin) is the perfect age to
be8
:. 9hat is your favorite holiday8
;. 9hat place in the world would you
most li)e to visit8
1. 9hich would you rather be@ the
youngest or the oldest child in the
family8
B. In"e.en"en% Pr!c%#ce
A. D#rec%#)n: !upply the comparative
or superlative form of the adjective in the
following sentences:
+. The weather in &aguio is 3cool5===== the
weather in ?anila.
$. !he is the 3helpful5 ======= person.
:. ?y friendEs family is loo)ing for a 3big5
====== apartment.
;. 4etting a low score in the test is the 3bad5
==== thing that could happen to me.
1. 7n every class there is always someone
who is 3lively5 ====== of all.
C. D#rec%#)n: 7f the correct from of the
adjective is used in the sentence< write '
in the blan). 7f not< ma)e the needed
correction.
===== +. r. !onny is as popular as r. (arry.
===== $. Bou are the naughtier of all the boys
in the class.
===== :. Bour cousin is more helpful than
your sister.
===== ;. ?ar) is the irresponsible person 7
have ever met.
===== 1. That is the worst disaster to hit the
place.
IV. E&!',!%#)n:
.irection: 9rite the following
sentences using the comparative
and superlative forms of adjectives:
+. #f the two boys< ?ichael is the
3good5==== writer.
$. A pig is ==== 3intelligent5 ==== a dog.
:. The 'agayan -iver is the ==== 3long5 of
all the rivers.
;. Although Albert Einstein was a world @
famous scientist< he was the =====
3modest5 man.
1. ?indanao may have the ==== 3broad5
mi2ture of 7ndigenous People in the whole
country.
TS. Tr!nsfer S%!$e
1. Dr#'': Pr)n,nc#!%#)n "r#'':
6ave the pupils recite
the tongue twister given:
Mennie, Meeny, Mooney and Mo
Meandered abroad when the wind did
blow
They wandered and wondered and
wanted to know
%hether the weather would turn to
snow.
*. Presen%!%#)n:
paragraph:
/;
Sherwin is e-cited about the coming
4oung !nventor$s %eek to be held in
their school. 0e has been working on
his pro:ect for many days. Much of his
time is spent researching and putting
together his new invention ; an
electricity&saving device. 0e wants to
show how households can save up to
1MN on electricity by using the device.
Sherwin is hoping to win the gold
medal for his wonderful pro:ect.
7. D#sc,ss#)n:
9hat is the main idea of the
paragraph8
&ased on the main idea of the
paragraph< what do you thin) can be
the best title for it8
9hat helps us identify the most
appropriate title for the paragraph8
.iscuss further.
;. GENERALI?ATION:
9hat do you thin) may help us ma)e
a heading of a paragraph8
REMEMBER:
The skill in getting the main idea of a
selection will help us a lot in order to gain
some headway in making a heading of a
selection or a paragraph.
<. A..'#c!%#)n:
6ave the pupils read the paragraph.
Then let them give the most appropriate
heading for the given paragraph.
IV. EVALUATION:
-ead the selection
carefully. 4ive the most
appropriate heading for it.
+. An astronaut is a person who is
rained to fly outside the earthEs
atmosphere in space. 6is vehicle is
called a spaceship if it is large or a
space capsule if it is small. All
astronauts must pass a tough physical
test and must )eep fit while they are in
space. They must be able to wor) with
other crew members in the spacecraft< and
with the flight controllers on the ground.
$. A person is said to suffer from
malnutrition when his body does not
receive the correct amount or the right
)inds of food. ?alnutrition may affect not
only humans but also animals and plants.
A person who suffers from malnutrition is
very susceptible to diseases or infection.
To avoid malnutrition< always eat the
proper amount of he right )ind of food.
V. ASSIGNMENT:
GOLD: .irection: 9rite the correct form of
adjectives in the sentence:
+. &oth girls are pretty< but !usan is
3pretty5.
$. That was the 3e2citing5 part of the
story.
:. 9ho is 3funny5< your mother or your
father.
;. This is the 3short5 route to the sports
comple2.
1. Teaching is the 3noble5 of all
profession.
LESSON # 17
I. OBJECTIVES:
GLR: Enjoy listening to a story.
CT: Answers questions from the
story listened to.
GOLD: Use two@word adjectives
TS: 7dentify the setting< main character
and secondary character<
clima2 and ending of the story
listened to
II. S,+Fec% M!%%er:
GLR: !olomon >udges 9isely
GOLD: Using Two@9ord Adjective
TS: 7dentifying the setting< main character
and secondary character< clima2 and
ending of the story listened to
-eference:
$%%$ &asic Education 'urriculum PE('
!pea)ing 0.;, -eading +%
-eading for ?eaning / p. $+L
Across &order Through (anguage / p. +1%
?aterials: strips of cartolina< picture of Efren
PeMaflorida
/1
9hen it rains the forest trees and
underbush catch the water. The roots hold
the water which gradually flows into the
rivers and streams. Aot a particle of water
is wasted. 9ater is preserved and becomes
the watersheds. 9ith trees growing< rain
water will not tumble on bare land to cause
flood.
III. Pr)ce",re:
1. Dr#'': Pr)n,nc#!%#)n "r#'':
Of all the felt ! ever felt
! never felt a piece of felt
That felt the same as that ! felt,
%hen ! first felt that felt.
(. M)%#&!%#)n
Teacher leads the pupils to
close their eyes and listen attentively to
sounds heard from their surroundings.
3+1 seconds5
Process the e2perience by
as)ing:
+. 9hat sound did you hear while
your eyes were closed8
3Possible Answers: human
voice< gusty wind< noise< crumpling
of paper< etc.5
$. .id you hear the beating of your
heart8
3Possible Answers: BesCAo5
:. 7n what situations should you
listen to what your heart tells you8
3answers vary5
*. Un')c4#n$ )f D#ff#c,'%#es
4ive the letter of the word
or phrase that is closest to the
meaning of the underlined words in
the sentences. 'hoose from the
bo2.
+. Prostitutes wor) in night
clubs whose customers are
males.
3Answer: c5
=========$. 7 nurse my newly born infant
well. 3Answer: e5
=======:. GBou can claim your priFe in the
office<I said the contest
coordinator.
3Answer: d5
=======;. The audience were awed as they
watched the acrobatic show.
3Answer: a5
=======1. 9e are given talents to render
service to others.
3Answer: b5
7. M)%#&e 0,es%#)n:
6ow did !olomon ma)e the wise
judgment8
B. D,r#n$ Re!"#n$ Ac%#&#%#es:
6ave the pupils listen as
the teacher reads the story.
SOLOMON JUDGES BISEL6
Some time later, two prostitutes came to
the king to have an argument settled. #lease,
my lord", one of them began, this woman
and ! live in the same house. ! gave birth to a
baby while she was with me in the house.
Three days later, she also had a baby. %e were
alone5 there were only two of us in the house.
7ut her baby died during the night when she
rolled over on it. Then she got up in the night
and took my son from beside me while ! was
asleep. She laid her dead child in my arms and
took mine to sleep beside her. nd in the
morning when ! tried to nurse my son, he was
dead< 7ut when ! looked more closely in the
morning light, ! saw that it wasn$t my son at
all."
Then the other woman interrupted, !t
certainly was your son, and the living child is
mine."
3o," the first woman said, the dead
one is yours, the living one is mine." nd so
they argued back and forth before the king.
Then the king said, Let$s get the facts
straight. 7oth of you claim the living child is
yours, each says that the dead child belongs to
the other. ll right, bring me a sword." So a
sword was brought to the king. Then he said,
/ut the living child into two and give half to
each of these women<"
Then the woman who really was the
mother of the living child, and who loved him
very much, cried out, Oh no, my lord< 9ive
her the child ; please do not kill him<"
7ut the other woman said, ll, right,
he will be neither yours nor mine5 divide him
between us<"
Then the king said, 6o not kill him but
give the baby to the woman who wants him to
live, for she is his mother<"
%ord of the king$s decision spread
2uickly throughout all !srael, and the people
were awed as they realiAed the great wisdom
9od had given him to render decisions with
:ustice.
0oly 7ible, I Eings 18ID&HK
CRITICAL THINDING:
C. P)s% Re!"#n$ Ac%#&#%#es:
//
a. amaFed or surprised
b. ma)e< give
c. women who engage in se2ual
activities for money
d. ta)e as the rightful owner
e. ta)e care of and watch over
1. Ans2er#n$ %1e M)%#&e
0,es%#)n
6ow did !olomon ma)e the
wise judgment8
3!olomon ordered to have the baby )illed.
rom that move< he was able to prove to
himself who the real mother was.5
+. 9ho had an argument before Jing
!olomon8 9hat was the argument
about8
*The two prostitutes had an argument.
!t was about a baby whom they both
wanted to claim.+
$. 9hat can you say about !olomonEs
judgment8 7f you were him< would you
also do what he did8
3Solomon had wise :udgment. !f ! were
him, ! would also do what he did
because for me that really proved who
between the two mothers showed true
love for the baby.+
:. The real mother of the baby would rather
let the other woman have the baby than
let the baby be )illed, she showed
selfless love and sacrifice. 9ill you
share with the class what your mother
has done for you out of selfless love and
sacrifice8
3My mother bought me a new pair of
shoes though ! knew her money was :ust
enough for our school allowances.+
*My mother was absent for several days
from her work :ust to take care of me
when ! got sick.+
:. Engagement Activities:
GROUP (:
the selection:
GROUP *: USING A TIME LINE
grammar organiFer:
Title: =========================
Author: =======================
GROUP 7: Ener$#Ae -),r %1),$1%s:
GOLD 8Gr!//!r Or!'
L!n$,!$e De&e')./en%:
1. M)%#&!%#)n
3-eading 'omprehension 4ame: 19Es and
+65
a. As) the pupils to bring a photograph of
a family outing.
b. As) some pupils to come in front to
show their photographs to the class.
c. Allow pupils to as) questions about the
picture. Pupils may use the following
questions in as)ing information.
9here did you go8
9ho went with you8
9hen did you go8
9hat did you do8
6ow did you get there8
(. Un')c4#n$ )f D#ff#c,'%#es
B)r" P,AA'e
/L
Choose the part that you liked best
in the story. Then make a script and
dramatize the chosen part.
the problem8
7f 7 am Jing !olomon and 7 saw the
eagerness of the true mother< 7 will:
==================================
==================================
=======
Arrange the letters to form the
word based from the given
descriptionCmeaning.
a. composed of the father< mother<
children B(A?7 3family5
b. organiFedAAE.A(P9((E3well
@planned
c. a native small house for vacation
use 4ATTE'#3cottage5
*. Presen%!%#)n
6ave the pupils listen to the story.
Our family decided to go on
a five&day vacation in 7aguio /ity. !t
was of course, a well&planned activity.
%e en:oyed our eight&hour trip from San
#ablo /ity. !t was indeed a fun&filled
trip< Oh, how we en:oyed the beautiful
sights along the way.
%e stayed in a five&room cottage at
Teachers$ /amp which is a ten&minute
ride to the heart of the city. %e had a
very nice time strolling in the perfectly&
maintained parks and had a wonderful
boat ride at the man&made lake at
7urnham #ark.
7. C)/.re1ens#)n C1ec4 U.
!emantic 9ebbing
a. 9here did the family go8
a. 7n the web are activitiesCe2periences
the family had.
;. An!'-s#sJD#sc,ss#)n:
a. 9hat word describes travel< cottage<
etc.8
b. 6ow are these words formed8 6ow
are they called8
.iscuss further.
<. F#=#n$ S4#''s:
A. 4uided Practice
Pic) out the two@ word adjectives in
each sentence.
+. The pianist received a fifteen@minute
standing ovation for his performance.
$. 7 am loo)ing forward to a thirty@ day
vacation.
:. Amy is a long D legged girl.
;. 7 am the most behaved pupil in class.
1. ?ila is a street@smart lady.
B. In"e.en"en% Pr!c%#ce:
.irection: Pic) out the two@word
adjectives in the paragraph.
ll the children love wide mouthed
Eiko, the great clown. 0e always puts on a
free two& hour show every time he comes to
town. 0e has a long&earned dog named
pollo and funny&faced monkey called
/hallenger who performs funny tricks. %e all
think that Eiko is a big&hearted man. 0e
en:oys making children happy.
>. Gener!'#A!%#)n
Two&word ad:ectives are
formed by joining two words. They
are formed in three ways.
a. number word followed by a singular
noun 3e/. eight-hour4
b. adverb followed by the past form of
the verb 3e/. per"ectl'-maintained+
c. noun followed by the past participle of
the verb 3e/. man-made4
d. the words are :oined by a hyphen *&+
@. A..'#c!%#)n
A. Pic) out the two@word adjective used
in each sentence. 4ive the word it
modifies.
a. ather gave me a ten@peso tic)et for the
show.
b. >ames has finished reading the newly@
published boo).
c. The family owns a ten@storey
condominium in cool Tagaytay.
d. The fruit@laden trees were destroyed by
the strong typhoon.
e. Early writers use long@stemmed pens in
writing.
B. Enr#c1/en%
/*
fun-flled
trip
Baguio City
Stayed in a five-
room cottage
Boat ride at
the man-
made lake
Stayed in a fve-
room cottage
eight-hour
trip
strolling in the
perfectly
-maintained parks
9rite appropriate two@word
adjectives for each of the following:
+5 ======= la)es
$5 ======= mountains
:5 ======= building
;5 ======= vacation
15 ======= pupils
C. 'hoose the letter of the correct answer
+. #ur class watched ==========
presentation about recycling.
a. Thirty minute
b. thirty@ minutes
c. Thirty minutes
d. thirty@ minute
$. A ========== gentleman is
loo)ing at me.
a. fine@loo)ing
b. loo)ing fine
c. fine loo)ing
d. odd@loo)ing D fine
:. ?an &en caught a ========= long
sna)e in his bac)yard.
a. ten@ feet c. ten@ foot
b. ten feet d. ten foot
;. Alice in 9onderland is a ========
boo) ========= not by just
children.
a. written well c. written @ well
b. well@ written d. well written
a. well@ loved c. well loved
b. well love d. well D love
E&!',!%#)n
GOLD: D#rec%#)n: Pic) out
the letters of the correct
answer.
==== +. 7 bought a ===== ribbon for a dress.
A. two meters
b. two@meters
c. two@meter
==== $. 6ave you seen a ===== tuna fish8
a. fifteen@)ilogram
b. fifteen@)ilograms
c. fifteen )ilogram
==== :. ?y brother dreams to have a =====
house.
a. three storeys
b. three@storey
c. three@storeys
==== ;. 9e watched a ===== stage play8
a. two@hour
b. two@hours
c. two hours
==== 1. The teacher told the class to develop a
===== composition about climate
change8
a. three@paragraphs
b. three paragraphs
c. three@paragraph
TS. Tr!nsfer S%!$e:
tongue twister given:
!f many men knew,
%hat many men know5
!f many men went,
%here many men go5
!f many men did,
%hat many men do5
The world would be better,
! think so5 don$t you'
(. Presen%!%#)n:
6ave the pupil read the questions
given:
9hen did the story happen8
* long time ago+
9here did the story happen8
*!n the Eingdom or at Eing Solomon$s
kingdom+
*Eing Solomon+
9ho are other characters in the story8
*The two women ( mothers+
9hat is the most interesting or e2citing
part of the story8
*%hen Eing Solomon ordered to have the
baby killed and cut in two+
*Eing Solomon ordered the baby to be
given to the woman who wanted the baby to
live.+
*. D#sc,ss#)n:
The ideas in number +<$<: and ; are
called the elements o" a short stor'.
As): 9hat two questions are as)ed in
number +8 3where and when+
9hat element of the story does it tell8
3setting+
As): Aumber $ question refers to what
element of the story' *characters+
9hat are the two )inds of characters8
*main and second+
As): Aumber : adds the most e2citing C
interesting part of the story< what
element is it8 3clima25
/0
As): And what element of the story is
in number ;83ending5
7. Gener!'#A!%#)n:
The elements of a short story are
setting< main and secondary characters<
clima2< and ending.
.etting D tells when and where the
story happens
5ain character D the lead actor
.econdar' characters D other
characters aside from the main
character
%lima/ D the most
e2citing C interesting
part of a story
6nding D the conclusion or the fall
of the clima2
;. A..'#c!%#)n:
(isten as the teacher reads the story.
Then be able to tell the setting< main
character< second character< clima2 and
ending.
BABY FISH LOOKS AT
LAND
Mother, what is land'" 7aby )ish
asked Mother )ish. May ! go and find out'
7ut his mother would not let him go.
7aby )ish was very much disappointed. 0e did
not like to eat and play. Mother )ish was afraid
7aby )ish might die so she allowed him to go.
7aby )ish was very happy, but his Mother was
very sad. 7aby )ish swam and swam. Soon he
became hungry. 0e saw one live shrimp. 0e
caught the shrimp and was about to swallow it
when he felt a tug in his mouth. 0e tightened
his bite on the shrimp. 7ut he felt himself
pulled upward and fast.
This shrimp must be very strong,"
thought 7aby fish. 0e was not frightened. 0e
opened his mouth. 0e struggled to set himself
free but the pull upward was strong. Then he
felt himself being lifted out of the water and
being tossed to the land.
!upply the needed information in the table.
.etting
5ain
%haracter
.econdar'
%haracter
%lima/ 6nding
IV. E&!',!%#)n
(isten to the following
short story then answer the
questions that follow.
T06 .!%7 L!89
All the animals in the forest were happy
because they heard that their cruel )ing was sic).
The lion did not come out of his cave as he usually
did. 6e sent out a message to his subjects that he
wanted to bid them goodbye before he died.
G9hat does he want to see us for8I as)ed
the deer.
G?aybe he will give each of us a share of his
wealth.I
All the animals went to see their )ing lion
e2cept the fo2. 6e sat on a tree and watched the
animals go inside the cave. 6e waited for them to
come out< but no one did. (ater that afternoon< the
)ing lion appeared at the entrance of the cave.
9hen he saw the fo2< he said<G9hy did you not
come to see me8 .onEt you want to share with the
other animals what 7 have given them8I
G7 really want to visit you< my )ingI said
the fo2.
G&ut 7 am sure your home is crowded
now. All the animals have gone inside your cave
and no one has come out yetI
G6aH 6aHI laughed the )ing lion. GThey all
wanted to stay inside the cave. Bou will be
staying there for a long time< if you will wait
for them to come out.I
6e went away happily because he was
still well and alive. 6e )new well why not a
single animal came out of the cave. G#ur )ing
lion thin)s he is wise but he cannot deceive
me with his tric). 6e will never catch me
alive.I
9ith the decision never to come bac)
again< the fo2 went away as fast as he could
from the lionEs cave.
======+. 9here did the story happen8
a. in a garden
L%
b. in a forest
c. in a city
d. in a castle
======$. 9ho is the main character8
a. deer
b. fo2
c. )ing lion
d. other animal
=======:. 9ho are the secondary
characters8
a. fo2
b. )ing (ion
c. deer
d. other animals
=======;. 9hich is the clima2 of the
story8
a. Jing (ion got sic).
b. The fo2 went away as
fast as he could.
c. All the animals went to
visit their )ing (ion.
d. Jing (ion told the fo2 to
see him in the cave.
=======1. 9hat is the ending of the story8
a. #ther animals did not come out
of the cave.
b. The fo2 went away as fast as he
could from the lionEs cave.
c. The lion invited the fo2 to see
him in the cave.
d. Jing lion wanted to bid
goodbye to the animals.
IV. Ass#$n/en%
GOLD: 'hange the following
phrases to two@word adjectives.
1. a boo) consisting of fifty pages
(. a fish weighing five )ilos
*. a mansion with bric) walls
7. an animal with s)inny legs
;. a la)e made by man
TS. (isten to a story over the radio
and be able to retell it to the class
tomorrow.
LESSON # 1;
I. OBJECTIVES:
CT: Answer question about the story
listened to.
GOLD: Use adjectives in series
Arrange adjectives in their proper
order.
TS: !equence events of a story listened
to through guided questions

II. S,+Fec% M!%%er:
GLR: The Jing and the !inging &ird
3Adapted5
GOLD: Using Adjectives in !eries
TS: !equencing Events
-eferences: $%%$ &E' 6andboo) in English
PE(' 7 +.1, PE(' 77 +:.1
Across &orders through (anguage "7 p. +1/
English for 4rade /< p.;/
-eading ?arvels /< p.+%:
&asics and &eyond -eading !)ill boo)< p.+L/
Phoeni2 (earning Pac)age 3!)ill &uilders for
Efficient -eading by Evelyn A. !alaFar<
pp.;%@;+5
?aterials: music of the singing bird< strips of
cartolina
III. Pr)ce",re:
GLR: 84enuine (ove for -eading:
3o girl should be without a curl(
3o guard should be without a card5(
3o girl with curls(should be without a
guard,(
7ut no guard with cards( should be with a
girl with curls<(
(. M)%#&!%#)n
9hat do you )now about birds8 9hat
are fascinating about birds8
*. Un')c4#n$ )f "#ff#c,'%#es
!how strips of cartolina where word
meanings are written.
4uess the words using configuration
clues.
+. evil act or deed
$. destruct
:. a place where )ings and queens live
L+
LT1e D#n$ !n" %1e S#n$#n$ B#r"M
Once upon a time, there was a bird
that had a beautiful voice. The bird lived at
the top of the tallest tree in the forest.
.very morning, the bird sang so beautifully
that all the animals in the forest felt glad to
be alive.
One day, the bird, far away, sang so
loudly and happily that the king in his
castle heard the beautiful melody. ! want
that bird<" shouted the king who was used
to get everything his own way. 0unters
were sent out to capture the bird. They
brought the bird in a cage to the king.
Sing for me," announced the king.
The bird refused.
Then, !$ll eat you for dinner," said
the king.
The cook was afraid but the bird told her
not to worry. .ven a king cannot destroy
a beautiful idea," the bird said.
The cook gently strokes the bird
before putting it into the pot. t dinner, the
king ate the bird. The king started to swell
up. 0e got bigger and bigger until finally,
he burst. ll the wickedness of his life
poured out all over the land.
Then the people in the kingdom
heard a song more beautiful than they had
ever heard before.
dapted
;. caught or held on
1. a song or hymn
/. rejected
Answers: +. wic)edness $. destroy
:. castle ;. captured
1. melody /. -efused

7. M)%#&e 0,es%#)n:
9hat do you thin) happened to
the Jing and the singing bird8
B. D,r#n$ Re!"#n$ Ac%#&#%#es:
Present the story< GThe
Jing and the !inging &ird.I
-ead the story in class while pupils
listen attentively.
C. P)s% Re!"#n$ Ac%#&#%#es:
1. Answering the ?otive Nuestion:
9hat do you thin) happened to
the Jing and the singing bird8
+. 9hat was fascinating about the bird8
The bird sang beautifully.
$. 9hat did the )ing want from the bird8
.id the bird grant the )ingEs wish8
The )ing wanted the bird to sing
for him. &ut the bird didnEt grant
the )ingEs wish.
:. 9hat do you thin) the bird was8 Prove
your answer.
The bird was an enchanted one
because it sang for good persons only
and gave bad luc) for the cruel ones li)e
the )ing.
*. En$!$e/en% Ac%#&#%#es:
GROUP 1: USING A TIME LINE
grammar organiFer:
Title: =========================
Author: =======================
7.
:.
;.
<.
=.
H.
GROUP (: 9rite the values that youEve
learned from the selection:
L$
the problem8
Choose the part that you liked best in
the story. Then make a script and dramatize the
chosen part.
GROUP 7: F#'' #n %1#s F#&e Bs C1!r%.
9hat happened8
9ho was there8
9hy did it happen8
9hen did it
happen8
9here did it
happen8
GOLD: 8Gr!//!r9 Or!'9
L!n$,!$e De&e')./en%:

1. D
r#'':
Pr)n,nc#!%#
)n "r#'':
6ave the pupils read the tongue
twister given.
Of all the felt ! ever felt
! never felt a piece of felt
That felt the same as that ! felt,
%hen ! first felt that felt.
(. Re&#e2: C1ec4#n$ )f !ss#$n/en%:
'hange the following phrases to two@
word adjectives.
+. a boo) consisting of fifty pages
$. a fish weighing five )ilos
:. a mansion with bric) walls
;. an animal with s)inny legs
1. a la)e made by man
*. M)%#&!%#)n
7dentifyingCdescribing various sets
of objects found on the table.
E2: a set of five small marbles< one
big red apple< etc.
7. Presen%!%#)n
4ame: G7 !pyI
3Preparation of wordCpicture
cardsC6iding should be done ahead. 9ord
card must contain phrases describing the
object.5
a. Players tie a clean hand)erchief over their
eyes and wait for the signal.
b. At the signal 6untH the players remove the
hand)erchief and start to hunt.
c. As soon as a player finds a card< he or she
announces it by calling out G7 spy a big<
brown bo2HI 3or whatever picture and
words are on the card.5
d. 9hoever finds the most number of cards
and reads them correctly is the winner.
e. As) the players to post their cards on the
chart.
Possible illustrations:
three big yellow balls
two fragrant red American roses
one small orange >apanese nylon
umbrella
;. D#sc,ss#)n !n" An!'-s#s
(oo)ing at the word you posted<
name the objects used.
6ow are they described8 3by giving
their color< siFe< etc.5
6ow are the adjectives arranged8 3in
series5
ollowing the chart< letEs put
the word under the proper column.
<. Gener!'#A!%#)n
d:ectives that come in a series
follow a pattern of se2uencing8 number,
siAe, shape, 2uality, age, color,
nationality, material and noun modifiers.
>. A..'#c!%#)n
A. -ead each sentence carefully. 9rite '
if the adjectives are arranged in the
proper order. 7f they are not< arrange
them in their proper order.
+. ather bought a red new Toyota car.
$. ?other gave me two round appetiFing
chocolate ca)es during my birthday.
N,/+er
S#Ae
S1!.
e
C)'
)r
N!%#)
n!'#%-
M!%e
r#!'
N),
n
M)
"#f#e
r
N),n
M)"#f#
e"
Or"#
n!'
C!r"
#n!'
0,!'
#%-
Three big yell
ow
balls
L:
:. The company hired seven green
huge tourist buses for the trip.
;. 9e had a nice time wading in the
clear refreshing blue waters of
&oracay.
1. The apartment has newly painted
five blue rooms.
&. 7magine that your school will open
a mini@fair. 9rite advertisements of
the items your group will put up for
sale. Use adjectives in their correct
order.
IV. E&!',!%#)n
Arrange the adjectives in the
phrases below following the correct
sequence. The underlined words
are the nouns modified.
+. five< those< blac)< dogs< fierce
$. the two< games< e2citing< last<
bas)etball
:. three< those< yellow< little< chic)s
;. interesting< history< blue< boo)s<
four
1. cute< !panish@type< white<
wooden< bungalow
TS. TRANSFER STAGE:
1. Dr#'':
Pronuncia
tion drill:
tongue twister given:
Should she sell sheers sheets
or should she sell shaggy shawls'
(. Presen%!%#)n:
6ave the pupils listen again to the
story: LT1e D#n$ !n" %1e S#n$#n$ B#r"M
*. D#sc,ss#)n:
(etEs show the chain of events.
+. 9hat is the first event8
The bird sang beautifully.
$. 9hat is the second event8
The )ing wanted the bird to sing for him.
:. 9hat is the third event8
The bird did not sing for the king.
;. 9hat is the fourth event8
The )ing said he would eat the bird for
dinner.
1. 9hat is the fifth event8
The coo) felt afraid and worried about
the bird.
/. 9hat is the si2th event8
The )ing started to swell up and got
bigger and bigger until he burst.
L. 9hat is the final event8
The people heard a song more beautiful
than they had ever heard before.
6ow are the events arranged8
@ The events are arranged according to
how they happened in the story.
9hat guided you to arrange the events8
@ The questions guided us to arrange
the events in the story.
9hat words in the guide questions were
used to help you note the order of
events8
@ E2pressions li)e first< second< third<
fourth< fifth< si2th< and finally.
7. F#=#n$ S4#''s:
(isten as the teacher reads each short
story then sequence the following events in
order. Use numbers +@1.
?other wanted to ba)e a ca)e but she
found out that there were no eggs. !o she
told ?aribel to run to a store to buy some.
9hen ?aribel was about to go to the
)itchen< she tripped on ArthurEs toy trains.
'rac)H The eggs fell and got bro)en.
?other told ?aribel to buy eggs again.
!he told ?aribel to buy eggs.
L;
fruits/
vegetables
umbrellas
lollipops
ballpens
bags
?other wanted to ba)e a
ca)e but there were no eggs.
?other told ?aribel to buy
eggs again.
;. Gener!'#A!%#)n
To se2uence events is to arrange
the events according to how they
happened in the story.
<. A..'#c!%#)n:
A. -ead the short story then sequence
the following events in order. Use
numbers +@1.
.arwin studied for his e2am until
late at night. The ne2t morning< he was
not able to wa)e up even though the
cloc) alarmed. !o father wo)e him up
and helped him prepare for school.
Eventually< .arwin arrived late in
school.
======= ather wo)e up .arwin and
helped the latter prepare for
school.
.arwin studied for his e2am until
late at night.
.arwin was not able to wa)e up
when the cloc) alarmed.
.arwin arrived late in school.
&. S%)r- C)ns%r,c%#)n G!/e 34roup
9or)5
To the teacher: .ivide the class
into groups with five members and each
group is called ?other group. The
leader is the GmotherI and the four
members the Gdaughters.I
.ivide the groups into two D A and &
respectively.
D#s%r#+,%e r!n")/'- e!c1 s%r#. %)
e!c1 L/)%1erM )f A $r),.s.
Pepito saw an old woman who was hardly
crossing the street.
6e approached the old woman and offered
help and the latter gladly accepted the offer.
9hen the two reached the other side of the
street< the old woman rewarded Pepito a big
seed.
9hen Pepito came home< he planted the
big seed. The ne2t morning he found a
money tree on the place where he put the
seedH
S%r#.s )f e&en%s f)r B $r),.s:
#ne evening< -hodora went to sleep without
fi2ing her schoolthings. 9hile she was
sleeping< she was interrupted by some noise.
7t was her schoolthings D the bag< boo)s<
noteboo)s< pens and papers that came aliveH
6er school things were mad at her for not
fi2ing them.
-hodora as)ed forgiveness from her
schoolthings and promised to ta)e care of
them. !uddenly< she opened her eyes
realiFing everything was just a dream.
!ay: ?others< stay in your group and send
each of your daughter to other group.
Bou read to the daughters the event
written in the strip. .aughters< listen
very carefully to the event. After that
go bac) to your mother group and
share what you have listened to. The
group then arrange the events in order
forming a story. inally< retell the
story to the class.
IV. E&!',!%#)n
or the teacher to read to the class:
Each wee)day is a busy one for ?r.
-odrigueF< a family man and a watchman
in a sports center. &efore he goes to his
wor)< he drives his two children to school.
7n the afternoon< he gets his children bac)
from school. At home he feeds the pigs
and chic)en. (astly< ?r. -odrigueF
fetches water for his family.
===== 6e feeds the pigs and the chic)en.
===== 6e gets his children bac) from the
school.
===== 6e goes to the sports center.
===== 6e fetches water.
===== ?r. -odrigueF drives his children to
school.
V. Ass#$n/en%
GOLD: Pretend that you will go
shopping. (ist down the items that you
are planning to buy. Use adjectives in
series.
E2.: two big brown bags
L1
TS. As) your parent or an elder to tell
you a story. &e able to share to the class
the story you have listened to.
LESSON # 1<
I. OBJECTIVES:
CT: Answer question about the story
listened to.
GOLD: Use words that can function as
adjectiveCadverb
TS: 4ive opinion about information
read.
II. SUBJECT MATTER:
GLR: GA armhouse PartyI
CT: Answering question based on the
story listened to.
GOLD: 9ords that can function as
adjective Cadverb
TS: 4iving opinions about information
read.
-eference: PE(' !pea)ing +%, PE('
-eading +%.+
English for all Times (anguage page $1%@
$1:
?aterials: strips of cartolina< pictures<
charts
III. Pr)ce",re:
GLR: 4enuine (ove for -eading
A. Pre re!"#n$ !c%#&#%#es:
+. Dr#'': Tongue Twister

! wish to wish the wish
you wish to wish5
! hope to hope the hope
you hope to hope.

(. Un')c4#n$ )f "#ff#c,'%#es:
9rite the word that will
complete each sentence. Use the
words form the bo2.
+. 7n every childEs party everybody
is loo)ing forward to====
$. At e2actly +$ oEcloc) ====was
served.
:. 7n different activities< the =====plans
the details.
;. Everybody is waiting for the ======
to deliver his speech.
*. M)%#&!%#)n:
6ave you been to a farm house8
9hat can say about it8
7. M)%#&e 0,es%#)n:
9hy was a farmhouse party held8
&. D,r#n$ Re!"#n$ !c%#&#%#es:
6ave the pupils listen to the story.
A F!r/1),se P!r%-
Besterday a party was of the igueroaEs
farmhouse. ?r. igueroa is my sisterEs father Din@
law. The Party was held to benefit the childrenEs
health center in the barrio. The town mayor was
the guest of honor. Everyone helped. The
neighborsE tables< chairs and benches were used.
?y sisterEs mother-in@law coo)ed por) and
chic)en adobo. This recipe was a big hit. ?ang
&enny sent over a special dish from his famous
food center in the town. Aling ?aringEs vegetable
salad was crisp and and delicious. Aling AenaEs
rice ca)e and pancit were among the childrenEs
favorite choices. After the hearty lunch< parlor
games sponsored by the barangay captain
followed.
9hat fun we all had. The visitors and guests
congratulated the chairperson of the activity. 6e
was no other than my sisterEs husband< my own
brother@in@law.
CT Cr#%#c!' T1#n4#n$
C. P)s% Gre!"#n$ !c%#&#%-
+. Answering the motive question
9hy was a farmhouse party held8
+. 6ow does a farmhouse loo)8
$. 9hat foods were served8 7f you
will prepare a hearty lunch< what
will you serve8
:. 7f you will have your party< what
game will you introduce8
;. Usually to entertain our guest.
9hat do we do8
*. En$!$e/en% Ac%#&#%#es
L/
Parlor games
6earty lunch
4uest of honor
chairperson
4roup +: 7llustrate the
farmhouse as describe in the story
4roup $: .escribe the hearty
lunch. ?a)e your plan ?enu.
GOLD 8Gr!//!r9 Or!'
'!n$,!$e De&e')./en%
1. Dr#'': S.e''#n$. 6ave the pupils write
the words that the teacher will dictate.
a. Aarrate
b. &eginning
c. 'ommunity
d. Possession
e. 'ommittee
(. Re&#e2: 'omparison of adverbs
.irection: ill in the blan)s moreCless<
most Cleast:
+. This yearEs sale ended ========
merrily than last year.
$. The antique vase is the ======
admired collection among all the
display.
:. -ica smiles====== sweetly than
Edna.
;. The old jar is the ====== admired<
but it is the ====== attractive place
for me.
1. Everybody admired all the
collection e2cept for the brown
plate from 7ndia which 7 found the
=======.
*. M)%#&!%#)n:
9hat does life mean8 -ead the
verse about it8
7. Presen%!%#)n:
6ave the pupils read the poem given.
LIFE
Life is the dail' sight of a farmer going
to his farm dail' ,
Life is the earl' call of pandesal" boy
telling us to wake up earl'.
Life is the "ast rising of the sun that
shines on the earth which goes around
it "ast.
Life is the late realiAation that life is gone
and was discover it late.
6ow is life described in the verse8
9hat words are mentioned twice8
;. D#sc,ss#)n:
&elow is a chart of these descriptive
words with the words they describe.
A
daily sight
early call
fast rising
late realiFation
B
going to his farm daily
wa)e up early
goes around it fast
discover late
9hat do the italiciFed words in
column A modify8 6ow are they used8
9hat do the italiciFed words in
column & modify8 6ow are they used8

6ow can we tell whether a word is
used as an adjective or an adverb8
9hen we are not sure whether a word
is an adjective or an adverb< find the word that
it modifies. Adjectives modify nouns and
pronouns. Adverbs modify verbs< adjectives
and other adverbs.
6ave the pupils give e2amples of their
own.
<. Pr!c%#ce E=erc#se:
A. G,#"e" Pr!c%#ce
-ead the sentences below. Tell whether
the underlined word is used as an adjective or
an adverb. .raw an arrow to the word it
modifies. The first one is done for you.
====+. The church of !to. .omingo is so near
that 7 can go to church every !unday.
====$. As the church bell rings< the
parishioners draw near.
====:. The high belfry could be seen easily.
====;. 9henever you loo) up< it seems to
reach high to the s)y.
====1. #ne time 7 came late for the mass.
====/. The celebrant was late so< 7 was still
able to start the Eucharistic
celebration.
B. In"e.en"en% Pr!c%#ce:
LL
4roup :: .uring partiesE special
number are shown. Prepare a song
and a dance for this )ind of
4roup ;: There are parlor games
in the party. Present a game that
you want to have in your own
party.
.irection: 9rite whether the underlined
word is an adjective or an
adverb.
======= +. The horse is a fast animal.
======= $. The horse run fast.
======= :. ?other wor)s hard for our
family.
=======;. ather wor) is hard.
=======1. The children finish the test
early.
>. Gener!'#A!%#)n:
9hen is a word used as an
adjective8 9hen is a word used
as an adverb8
To avoid confusion about adverbs and
ad:ectives, remember that ad*ectives
modify nouns and pronouns. Adverbs, on
the other hand modify verbs, ad:ectives and
other adverbs.
@. A..'#c!%#)n:
Gr),. I. 'omplete the following sentences
by supplying the appropriate words from
the bo2 before each sentence. 9rite A.>. if
the word is used as adjective and A.". 7f
used as adverb.
first late
daily fast ne2t
earliest high
difficult early long
=====+. 7 had =======wanted to ride on a
horse.
=====$. ?y wish was granted very
=======.
=====:. Then< 7 was ready for my ======
ride in ten years.
=====;. ather too) me to 'amp >ohn 6ay
for the ===== ride on the hills.
=====1. 7t was on an ====== !unday
morning.
=====/. The horse was so =====7 couldnEt
mount on it.
=====L. 7 had to loo) ===== to the other
stables.
=====*. 7t was ===== to manage a horse at
first.
=====0. &ut 7 was determined to learn
=====.
=====+%. !o< 7 want to practice ====== and
finally 7 was able to ride a horse
without a guide.
Gr),. (. The underlined word in each
sentence below is used as an adjective.
9rite your own sentence using the
adjective as an adverb.
3Adjective5 7t was my first day in school.
3Adverb5 7 had to run first to school.
+. After a long wait< 7Em finally studying
$. 7 am hoping that 7 wonEt have a hard
time with my classmates.
:. ?y teacher was late though.
;. The daily routine was for us to pray then
sing the national anthem< recite the
GPanatang ?a)abayanI and sing the
school hymn.
1. The time went so fast 7 am now loo)ing
forward to the ne2t day.
Gr),. *. The underlined word in each
sentence below is used as an adverb.
9rite a related sentence using the adverb
as an adjective.
E2ample: 3adverb5 TeacherEs .ay is coming
fast.
+. .arwin thought hard of what to give to his
homeroom adviser< ?iss Tongson.
$. 6e will sleep late tonight.
:. ?aybe tonight< he could thin) fast of a
poem to write
;. 6e first wrote down the best qualities to
describe his teacher.
1. Ae2t< he used them in sentences that
rhyme.
Gr),. 7. Tell whether the underlined words
are used as an adjective or as an
adverbs.
+. ?y parents wor) hard for a living 3adv.5
$. The periodic test was hard. 3adj.5
:. Uncle ?ars receives a letter from his
friend monthly. 3Adv.5
;. ?y father brings home the daily
newspaper from the office. 3Adj.5
1. The athlete is a fast runner. 3adj.5
IV. E&!',!%#)n:
9rite adjective if the underline word is
adjective and adverb if it is used as an adverb.
===== +. >oey is late.
===== $. 6e came late.
===== :. The birds fly high.
===== ;. The birds are high in the s)y.
===== 1. -ose sings better than Ester.
===== /. -ose is a better singer.
======L. 6e finished the final lap first.
======*. 6e is the first to finish the final lap.
L*
======0. The movie will be shown soon.
=====+%. 7t is coming soon.
TS Tr!nsfer S%!$e
1. -eview: T1ree G.)#n% ),%'#ne
(. 'hec)ing of Assignments:
*. M)%#&!%#)n:
!how a picture about the lesson
then as):
9hat is your opinion about the
picture8
.istinguish between fact and
opinion8
7. Presen%!%#)n:
-ead the paragraph
7eauty is in the eye of the
beholder". Shakespeare wrote, %hat
one person finds beautiful, another may
find ugly. Some say that beauty comes
from within. person with good
character is beautiful. Others believe
that outward appearances are more
important. well&dressed girl with
long, shiny hair and fair comple-ion for
e-ample, is pretty.
9hat do you thin) does beauty
come from within or from personEs
physical appearance8
9hat is your opinion8
;. D#sc,ss#)n
An opinion is based on oneEs own
belief. 7t is not based on what is factual
and certain but on what one thin)s or
feels.
!ome of the e2pressions used in
e2pressing an opinion are as follows. 7
thin)< 7n my own point of view< 7 believe<
as far as 7 am concerned

The difference between fact and
opinion is that: A fact is a true. 7t can be
proven< while an opinion cannot be
proven. 7t is based on the belief or
impression of a person.
E2ample:
A'T: A human being can thin) and
spea).
#pinion: As for me< the train is the
most reliable form of
transportation.
4iving more e2amples:
<. Gener!'#A!%#)n:
9hat is an opinion8
An opinion is based on ones own
belie". !t is not based on what is "actual
and certain out on what one thin+s or
"eels.
>. A..'#c!%#)n:
Answer the following question orally.
+. 9hat is your opinion about illegal
logging8
$. Are you in favor of abortion8 9hy8 #r
9hy not8
:. 7n your own point of view< cite
instances why you thin) a pupil should
need to establish a study habit8
;. 9hich family do you prefer< a small
family or big family8 9hy8
1. 9hat is your stand regarding drug
pushers8
IV. E&!',!%#)n :
-ead the article. Then answer
the questions briefly.
GPag)amasinopI is a unique ilipino
virtue of Gma)ing doI. 7t becomes a
personal attitude and habit which calls for
care and respect for things earned through
honest wor). GPag)amasinopI results in a
deeply personal disli)e for waste and over@
spending. 7t also provides a disposition
toward self@reliance and Cor job creativity.
+. 9hat is your stand about ilipino
virtue of GPag)amasinopI
===============================
=============================
$. .o you thin) we need this virtue to
)eep our country free from graft and
corruption8
===============================
=============================
:. 7n your own point of view< how can
you practice G Pag)amasinopI in your
own little way8
V. Ass#$n/en%:
L0
A. Use these modifiers as adjective and as
adverbs
+. hard
$. fast
:. last
&. (isten to certain news. Pic) out
interesting news for you. Then answer
the question briefly.
9hat is your opinion about the news
heard8

LESSON # 1>

I. OBJECTIVES:
GLR: Enjoy listening to story.
CT: Answer questions from the
story listened to.
GOLD: Use too R adjective R
nominalCdescriptive phrases
TS: 7dentify the setting< main
and secondary characters<
clima2 and ending of the
story listened to.
.efine each element.
II. SUBJECT MATTER:
GLR: >esus 9al)s on the 9ater
GOLD: Using too R adjective R
nominalCdescriptive phrases
TS: The Elements of a !tory
-eferences: PE(' 7 +.;.+
Adventure in English / by Avelina >il
PE(' 77 $.+:.+&asics and &eyond< pp. $%0
@ +%
(anguage Arts for ilipino (earners< pp.
/1@L%
III. PROCEDURE:
GLR: 8Gen,#ne L)&e f)r Re!"#n$:
+. Dr#'': 6ave the pupils recite the
7etty bought a bit of butter but
she found the butter bitter(
So she bought a bit of butter to
make the bitter butter better.
(. M)%#&!%#)n:
9e all )now that >esus has
made a lot of miracles. 9ill you
retell one8
*. Un')c4#n$ )f D#ff#c,'%#es
Using configuration clues< guess
the word described by the
phraseCphrases.
a. followers of 'hrist
b. shouted with fear
c. a spirit or a supernatural visitant
d. lac) of confidence
e. too) by the hand with force
a.
b.
c.
d.
e.
Answer: a. disciples b. screamed c. ghost
d. doubt e. grabbed
;. M)%#&e 0,es%#)n:
9hat miracle did >esus do in the story8
B. D,r#n$ Re!"#n$ Ac%#&#%#es:
reads the story:
Jes,s B!'4s )n B!%er
$$
7mmediately after this< >esus made
his disciples get bac) into the boat and across
to the other side of the la)e while he sent the
people home.
$:
Afterwards< he went up into
the hills by himself to pray. Aight fell while he
was there alone.
$;
?eanwhile< the disciples
were in trouble far away from land< for a
strong wind had risen< and they were fighting
heavy waves.
$1
About three oEcloc) in the morning
>esus came to them< wal)ing on the water.
$/
9hen the disciples saw him< they
screamed in terror< thin)ing 6e was a ghost.
$L
&ut >esus spo)e to them at once. G7tEs
all rightI< 6e said. G7 am here donEt be afraid.I
$*
Then Peter called 6im< G(ord< if itEs
really Bou< tell me to come to you by wal)ing
on water.I
$0
GAll right< come<I >esus said.
!o Peter went over the side of the boat
and wal)ed on the water toward >esus.
*%
:%
&ut when he loo)ed around at
the high waves< he was terrified and
began to sin).
G!ave me< (ordHI he shouted.
:+
7nstantly< >esus reached out
his hand and grabbed him. GBou donEt
have much faith<I >esus said. G9hy did
you doubt ?e8I
:$
And when they climbed bac)
into the boat the wind stopped.
::
Then the disciples worshipped
6im.
GBou really are the !on of
4odHI they e2claimed.
:;
After they had crossed the
la)e< they landed at 4ennesaret.
:1
The
news of their arrival spread quic)ly
throughout the whole surrounding area<
and soon the people were bringing all
their sic) to be healed.
:/
The sic) begged
him to let them touch even the fringe of
his robe< and all who touched it were
healed.
CT. Cr#%#c!' T1#n4#n$:
1. Answering the ?otive Nuestion:
#hat miracle did Jesus do in the
stor'>
a. 9ho are the characters in the
story8 9hat is the setting8
b. 9hat miracle did >esus do in the
story8 9hy could 6e do it8
c. 9hy did Peter when he tried to
wal) on the water8
*. En$!$e/en% Ac%#&#%#es:
GROUP 1: 9rite the values that youEve
learned from the selection:
'hoose the part that you li)ed best in
the story. Then ma)e a script and dramatiFe
the chosen part.
GROUP *: USING A TIME LINE
grammar organiFer:
Title: =========================
Author: =======================
(?.
GOLD: 8Gr!//!r Or!'
L!n$,!$e
De&e')./en%:
J%J J"J
as)ed ruled
laughed loved
)ic)ed chattered
pic)ed hummed
)issed called
(. M)%#&!%#)n
4roup Activity:
.ivide the class into two groups.
Provide each group with the pictures to
analyFe. 7nstruct the pupils to put a cross 325
on the things that a school girlCboy should not
wear< have or do. 4ive the pupils the chance
to justify their answers.
A. &. &.
*+
the problem8
!pot the ?ista)e
*. Un')c4#n$ )f D#ff#c,'%#es
incidentally D by chance
oftentimes @ many times
7. Presen%!%#)n
As) the pupils to read the fable below.
A LITTLE DINDNESS
A hungry cat met a tiny mouse who
incidentally was also loo)ing for food.
G7 havenEt eaten anything yet< 7 feel too
wea) to move<I said the poor cat.
G9hy8 .oes it mean nobody cares for
you8I the mouse as)ed surprisingly.
G7 donEt )now. 7tEs too hard for me to
understand whatEs going on. #ftentimes< my
masters seem to have forgotten me. Even my
favorite mat is too dirty to sleep on. Everybody
seems too busy to spend just a little time for
me<I replied the cat sadly.
G.onEt be sad my dear. 7 may loo) too
small to help but 7 )now 7 can do it. 7Ell share
with you whatever 7 will get and weEll eat
together. 7Ell be bac) soon<I said the mouse
gladly.
;. C)/.re1ens#)n C1ec4:
+. 9hat )ind of story did you read8
>ustify your answer.
$. 9hat things made the cat felt sad8
3Everybody seems too busy< etc.5
:. 6ow did the mouse describe itself8
37 may loo) too small to help< etc.5
;. 9hat feeling is reflected in the
fable8
1. 9hat is the moral lesson of the
story8
3Answers may vary5
a. 'omplete the sentences by using the
phrasesCsentences from the fable. 3To be
written on the board and answered
orally.5
+. 7 havenEt eaten anything yet, 7 feel
=========== 3too wea) to move5
$. 7 may loo) =========== but 7 )now 7
can do it. 3too small to help5
:. Even my favorite mat is ===========
3too dirty to sleep on5
<. An!'-s#s
V 9hat words follow the word too in
sentences +@:8 3wea)< small< dirty5
9hat do you call these words8
3adjectives5
V 9hat word follows the adjectives in each
sentence8 3to5
V 9hat words come after to8 3move< help<
sleep on5
9hat are they called8 3verbs5 3To R verb
ma)es up an infinitive5
a. Try these sentences.
+. 7tEs too hard for me to understand.
$. The red dress is too big for ?arie.
9hat word follows the adjectives
hard and big in the sentences8 3the
preposition for5
9hat follows for8 3the pronoun me
and the noun ?arie5
9hat does the word too in each
sentence e2press8 3negative
results5
>. Gener!'#A!%#)n
O Too is used before an
ad:ective. !t is followed by an
infinitive or a for phrase" which e-presses a
negative result.
O noun or a pronoun follows the phrase
too P ad:ective P for
O verb follows the phrase too P
ad:ective P to
@. A..'#c!%#)n
A. .irection: 'omplete the following
sentences using too R adjective R nominal.
1. 7 donEt li)e this dress< itEs
=====================.
2. 7 wonEt go out of the house< itEs
=====================.
3. 7 canEt reach that star apple< itEs
=====================.
4. 7 canEt lift this bo2< itEs
=====================.
5. 7 canEt coo) this recipe< itEs
====================
B. Enr#c1/en% Ac%#&#%#es
4ame: 9hatEs 9rong 9ith ?e8
A day before< you should have
instructed the pupils to wear something in class
*$
that will ma)e them loo)
funnyCaw)wardCstrange.
(et some pupils stand before the class.
Allow other pupils to describe them using
the too R adjective R nominalC or a GforI
phrase.

E2. >asonEs shoes are too big for him.
(isaEs uniform is too long.< etc.
IV. E&!',!%#)n
'onstruct sentences using too R
adjective R nominalC for phrase using
the pictures as clues.
+.
===========================
$.
==========================
:.
===========================
7.
=============================
1.
============================
/.
============================
TS. Tr!nsfer S%!$e
A. Pre.!r!%)r- Ac%#&#%#es:
1. M)%#&!%#)n
9hat )ind of movie do you love to
watch8 6ave you e2perienced watching a
movie in a theater8 9hat would you do if
you see someone in the theater loo)ing for
something8 9ould you help himCher or
not8 9hy8
(. Un')c4#n$ )f D#ff#c,'%#es
a. crawling @ 3by demonstration5
similar to the creeping of an
animalCinsect
b. theater D movie house
c. trembling D sha)ing caused by fear
d. annoyed D disturbed or irritated
B. De&e')./en% )f Less)n
1. Presen%!%#)n
!ay: (isten as 7 read this short
selection.
#ne !unday afternoon< an old man
was crawling on the floor in the dar)
movie theater. The people around him
were very much annoyed. G9hat are
you doing< sir8I as)ed a young woman.
7Em loo)ing for Gmy hand)erchief<I
answered the old man.
G7 have five one hundred@peso bills in
it.I !o the young woman helped the
old man find his hand)erchief. The two
seemed disappointed when suddenly the
*:
young woman stepped on something
bul)y. !he pic)ed it up and went to
a lighter side of the theater. 7t was
the hand)erchief with moneyH
G7Eve found your moneyHI
e2claimed her.
GThan) you very much<I said the
man happily.
a. 9here did the story too) place8
b. 9hy was the man crawling on the
floor8
c. 6ow was his money found8
6ave the pupils analyFed the given
pyramid diagram:
Pyramid .iagram
9here and when did the event happen8
9ho has a problem in the story8
9ho helped solve the problem8
9hat was the problem8 6ow was it
solved8
When the young oman ste!!ed on a bul"y
thing. #t as the hand"erchief ith bills.
*. An!'-s#s:
!ay: 9hat we have written on the pyramid
are elements of a story. (et us find
out each element.
As): 9hat do you call the element of story
that tells where and when the story
happened8 3the setting5
The leading persons or sometimes
animals in the story8 3the main character5
The other persons or animals8 3the
secondary charaterCs5
(oo) at the highest point of the
pyramid< what do you call that part of the
story that is the highest point of interest8 3the
clima25
9hen the clima2 falls< what comes
ne2t8 3the ending5
7. F#=#n$ S4#''s:
(isten to the story as the teacher
reads it. Then on a provided sheet< identify
whether each sentence tells about the
setting< main character< secondary
character< clima2 or ending of the story you
have listened to.
P!r!+'e )f %1e R))s%er
#nce upon a time in a farm< there
was a rooster who believed he was superior to
everyone in every way. 6e pec)ed and
attac)ed the chic)ens with his spurs until the
latter were bloody.
The rooster would not even allow the
other coc)s to crow. 7nstead< he alone
announced the start of the new day or the
setting of the sun.
The rooster grew bigger and bigger than
the rest of his )ind. 6e even challenged the
other animals in the farm.
6e flew and landed on the bac) of a
carabao. G7 am taller than you<I the rooster
said. GAow< 7 am your master.I
6e boastfully proclaimed< G!ince 7 can
now control all the animals< ne2t is the man.I
9ith that< the rooster attac)ed the first
woman who passed by. &ut it was not too
easy for him for the woman quic)ly grabbed
his nec) and no matter how he tried to get out
of the womanEs hand< the womanEs grip was
tighter.
The woman then marched directly to her
)itchen with the rooster. And that evening< the
lord of all was part of the steaming tinola
3stewed chic)en5H
7dentify whether each e2pression
tells about the setting< main character<
secondary character< clima2 or ending of
the story heard.
===== +. the animals< the woman
===== $. And that evening< the lord was
part of the steaming tinola.
===== :. once upon a time< in a farm
==== ;. The rooster believe he was superior
to everyone in every way.
=====1. The rooster attac)ed the first
woman but the latter was stronger
than him that he could not free
himself.
*;
$he old man ha!!ily
than"ed the young
oman for hel!ing him
find his money.
#n the theater% one
Sunday afternoon
;. Gener!'#A!%#)n
The elements of a story are the8
a. setting ; the place and time the
story happened
b. main character ; the leading
person or animal in the story
c. secondary characters ; person(s or
animals other than the main
character
d. clima- ; the highest point of
interest of the story
e. ending ; the fall of clima-
<. A..'#c!%#)n:
Gr),. B)r4
To the teacher: .ivide the class into
groups with five members. Ae2t< read to
the class the story. After that< using the
given graphic organiFer< the group
identifies the five elements of the story.
(astly< call on two groups or more to
present to the class their answers then show
the prepared )ey.
or the teacher to read:
T1e T,r%'e B1) C),'" N)% S%). T!'4#n$
There was a turtle in a pond at the foot
of the hill. Two wild young geese were
loo)ing for food one day. They saw the turtle
and tal)ed with him. The ne2t day< the geese
came again to visit the turtle. They became
well D acquainted and became good friends.
Griend turtle<I the geese said one day<
Gwe have a beautiful home far away. 9e are
going to fly bac) to it tomorrow. 9ill you go
with us8I
G6ow could 78 7 have no wings<I said
the turtle.
G9e will ta)e you if you )eep your
mouth shut. .o not say a word to anybody<I
they said.
G7 can do that. Please ta)e me with
you. 7 will do e2actly what you say<I the turtle
said.
!o the geese brought a stic) and they
held the ends of it with their bea)s.
The geese told the turtle< GTa)e the
middle of this stic) in your mouth and donEt
say any word until we reach home.I
The children in the village saw the
two geese flying with the turtle and they
shouted< G#hH !ee the turtle up in the air.
(oo) at the geese carrying a turtle by a stic).
.id you ever see anything more ridiculous in
your life8I
The turtle loo) down and began to
say< G9ell< if my friend carry me< what
business is that to you8 And he fell dead in the
ground.I
As the geese flew on< they heard the
people who come near the turtle say< the fellow
could not )eep his mouth shut. 6e tal)ed< and so
lost his life.I
The Turtle 9ho 'ould Aot !top Tal)ing
>. V!',es In%e$r!%#)n:
6ow can you show your
concern to someone8
3Possible answer: 9e can show
our concern to someone by helping
himCher in times of need.5
IV. E&!',!%#)n
(isten as the teacher reads the story
then answer the questions that follow.
Pic) out the letter of the correct answer.
or the teacher to read:
A 6),n$ Tr!&e'er
A young traveler once lost his way
in a wide desert. The blaFing sun was so
hot that he became very thirsty. 6e was
tired and hungry. !oon< he came to an
oasis. An oasis is a low fertile place in the
desert where there is much water.
G'lean water at lastHI the weary traveler
e2claimed. G7 guessed 7Em just luc)y.I As
the tired traveler came near the oasis< he
saw a half@filled sac) lying upon the
riverban). 6e )nelt beside the old sac) in
an attempt to open it.
G?y 4od< may there be some canned
fruits or canned goods so that 7 may have
something to eat.I
9ith this wonderful thought< he got his
sharp )nife and hurriedly cut the old
sac). 9hen he saw what was inside the
old sac)< he said in a sad< disappointed
way< GPoor meH These are only diamondsHI
'hoose the letter of the correct answer.
*1
Set
tin
g
?ain
'harac
ter
!econ
dary
'harac
ter
'l
i
m
a2
Ending
===== +. 9here did the story ta)e
place8
a. in the sea
b. in the farm
c. in the desert
d. in the forest
===== $. 9ho is the main character8
a. the young traveler
b. the old traveler
c. 4od
d. the author himself
===== :. 7s there a secondary character in
the story8
a. Bes< there is.
b. Ao< there isnEt.
c. ?aybe there was.
d. Aone of the above.
===== ;. 9hat is the most suspenseful part
of the story8
a. The young traveler became
disappointed.
b. The young traveler saw an
oasis.
c. The young traveler wished
there were food in the old sac)
he found.
d. The young traveler hurriedly
cut the old sac) only to find
out that only diamonds were
inside the sac).
===== 1. 6ow did the story end8
a. The young traveler hurriedly
open the sac).
b. The young traveler felt
satisfied after drin)ing in an
oasis.
c. The young traveler felt
disappointed about what were
inside the old sac).
d. The young traveler left the
desert and did not come bac)
anymore.
V. Ass#$n/en%
GOLD: 'ombine the ideas of the
sentences using too R
adjective R nominalC for
phrase. Use the e2ample as
your guide.
E2. &aby is small. !he cannot ta)e care of
herself.
&aby is too small to ta)e care of
herself.
+. ather is old. 6e cannot do heavy wor).
$. &rother is very young. 6e shouldnEt coo).
:. The gown is big. 7tEs not for me.
;. Those rubber shoes are small. They arenEt
for Angelo.
1. Uncle is young. 6e canEt retire.
B. TS. -ecall a story that you have read.
Then in your noteboo)< write the
elements of that story.
LESSON # 1@

I. OBJECTIVES:
GLR: Enjoy listening to story.
listened to.
GOLD: Use adjective R enough to
TS: 7dentify act< #pinion and alsity
II. S,+Fec% M!%%er:
4(-: GThin) out (oudI
4#(.: Using Adjective R
Enough To
T!: 7dentify fact< opinion and
falsity from statements heard

-eferences: 2002 BEC andbook in
English PE(' 7 +.0.$! PE(' 77
+:.$
un in -eading / p. +1;< $$$
#ur 9orld of -eading / p. $1
&asic English !)ill &uilders / p. $1*
>unior 7nquirer< April $0< $%%1
?aterials: 'hart< cross word puFFle<
pictures of car< charts< coupon bond< siFed
pictures< cartolina strips< poc)et charts
III. Pr)ce",re:
GLR:
A. Pre.!r!%)r- Ac%#&#%#es:
1. Dr#'': Pr)n,nc#!%#)n "r#'':
(. M)%#&!%#)n
*/
!how a picture of a typical ilipino
and as) them to write positive qualities
they can associate with the picture. Elicit
as many answers from the picture as
possible.
cheerful
*. Un')c4#n$ )f D#ff#c,'%#es
As) the pupils to choose the
meaning of the underlined words.
+5 Jissing the hands of our parents
and grandparents is a unique
tradition being practiced by
ilipinos.
a. always
b. b. one of a )ind
c. romantic
$5 .onating foods< clothing and medicines
to victims of calamities is an act of
charity.
a. generosity
b. b. pity
c. c. being proud
:5 The citiFens of all nations join hands in
giving out donations to the victims of
landslide in (eyte.
a. inhabitants
b. b. migrants
c. c. tourists
7. M)%#&e 0,es%#)n
9hat are the positive values of the
ilipinos that contribute to progress in
life8
!how pictures illustrating ilipino
values such as:
a5 respectful 3magalang5
b5 faith in 4od 3ma)a@
.iyos5
c5 (ove for fellowmen
3ma)a@tao5
B. D,r#n$ re!"#n$ Ac%#&#%#es:
1. Presen%!%#)n:
As): 9hat positive values do your
family practice8
77
C. P)s% Re!"#n$ Ac%#&#%#es:
1. Ans2er#n$ %1e /)%#&e 3,es%#)n:
9hat are the positive values of the
ilipinos that contribute to progress in
life8
a. 6ow does a ilipino show his
being respectful8
b. 6ow does a ilipino show his love
to 4od8
c. 9hat are the other characteristics
of a ilipino8
*. Engagement Activities:
*L
res!ectful
hel!ful
faithful
industrious
charitable
4ood@natured
4roup the pupils into ;. 6ave them
perform the different activities:
GROUP 1:
Prove that the ilipino is a
4od@loving person. >ustify your
answer by writing the support
statementsCideas in this diagram.
**
A "#$#%#&' #S (')-
$'*#&( %E+S'&
e patterns
his life in the
,ay (od
,ants him to-
e loves his
neighbors
because he
loves (od-
e prays for
himself and
for his family-
e prays for
his fello,men
and for all
people-
e believes in
one (od-
GROUP (:
Act out the best part that you li)ed
best.
GROUP *:
the selection:
4-#UP ;:
9hat is the main idea in the third
paragraph8
7dentify some words that support
the main concept that ilipinos are humane
and concerned about people around him.
GOLD: GRAMMAR9 ORAL
LANGUAGE DEVELOPMENT
+. .rill: Pronunciation .rill:
(. M)%#&!%#)n
4uessing 4ame
!ay: 7 will act out an activity that a
child li)e you can do. Then guess what
activity it is.
Possible answers:
a. playing bas)etball
b. bi)ing
c. cleaning or sweeping
d. swimming
e. reading and writing
*. Un')c4#n$ )f D#ff#c,'%#es
3Teacher shows pictures of the
following:5
As): 9hat does the picture show8
9hat celebration does it show8
As): 9hat is the girl doing in the
picture8
As): 9hat is the girl doing in the
picture8
9ho is with her8
As): 9hat is the boy doing in the
picture8
9ho is with him8
A. De&e')./en% )f Less)n
*0
genero
us
cheerf
ul
charitab
le friendly fair
thoughtful
helpful
"ilipinos are good-natured
and concerned about their
fello,men-
1. Presen%!%#)n
!ay: (etEs read what some children have to
say on how to ma)e their summer vacation
more e2citing.
G9hat will ma)e your summer vacation
more e2citing8I
(. C)/.re1ens#)n C1ec4U.
&ased on the statements we have
just read< what activities will ma)e summer
e2citing for the children interviewed8 .o
you thin) they do these activities on
ordinary days8 9hy are these activities
e2citing to do on summer days8
9ho among the children has the
simplest activities for summer8 9ho
has the most e2pensive or grandest
activities8
"ia Pareena &ulda said she wanted
formal training in ice s)ating at the ?all of
Asia< who do you thin) would teach her ice
s)ating8 9hat do you thin) is the
difference between learning tae)wondo
formally and informally8
According to -ay >ohn
&uhain< what benefit could he get from
learning tae)wondo8
Aside from enjoyment and
e2citement< what else could
one get from doing summer
activities8
*. D#sc,ss#)n:
(et us loo) at each pair
of sentences. Aote how each
pair is combined into one
sentence.
+. a. Patrice is eleven years old.
b. !he wants to try wa)eboarding
#atrice is old enough to try
wakeboarding.
$. a. "ia Pareena belongs to a rich
family.
b. !he wants to have formal
training in ice s)ating at the ?all
of Asia.
Qia ,areena is rich enough to
have formal training in ice
skating at the Mall of sia.
:. a. Tagaytay 'ity is a cool place.
b. 7t is a good summer vacation
spot.
Tagaytay is cool enough to be a
good summer vacation spot.
9hat is the common phrase
among the combined sentences8
3The teacher will underline the
word enough to5
As): 7n the first combined
sentence what does the e2pression old
enough to try wa)eboarding mean8
3!t means #atrice is at the right
age to try wakeboarding.+
7n the second sentence< what
does the e2pression rich enough to have
formal training in ice s)ating mean8
*!t means Qia can afford to take up
the training because her family is rich.+
7n the third sentence< what does the
e2pression cool enough to be a
good summer vacation mean8
*!t means Tagaytay /ity is a good
place to spend summer vacation
because of its cool climate.+
.o the e2pressions e2press
positive or negative meaning8
*They e-press positive meaning.+
!ay: rom the following e2pressions D old
enough to try, rich enough to take
up, cool enough to be. 9hat part of
speech is old< rich and cool8
0%
&7 will join a fiesta
celebration in
Pampanga with my
lola.I
@ rch 9abriel li-,
9rade F
&>oin a bas)etball
league with my
neighbors.I
@ Cohn /arlo 3ebres,
9rade ?,
G!pend my summer at
my lolaEs house in
cool Tagaytay 'ity.I
@ >aiAa Qicedo, 9rade
?, niban /entral
School
G7 will try
wa)eboarding in
'amarines !ur.I
@ #atrice !sobelle
Cebulan, 9rade ?,
.?y formal training
in ice s)ating at the
?all of Asia.I
@ Qia ,areena 7ulda,
Grade 4,
G7 will learn
tae)wondo so 7 can
defend myselfHI
& >ay Cohn 7uhain,
9rade F
Those are ad:ectives. 3Teacher will label
each word as adjective5
As): 7n all the e2pressions< what follow
the objective8 3enough to+
As): 9hat part of speech are try< ta)e up
and be8 3They are verbs.5 3The teacher will
label the words as v5
As): 7n what form are these verbs8
simple form
As): Aow< what language pattern can we
form8
adjective R enough to R simple form
of the verb.
7. Gener!'#A!%#)n
.nough to may be used to describe
nouns. %e follow the language pattern
ad:ective P enough to P simple form of the
verb to form a correct sentence.
;. A..'#c!%#)n
A. 'ombine into one sentence each
of the following pairs of sentences by using
the e2pression enough to.
+. a. Thea is tall
b. !he wants to play volleyball.
$. a. (uis is hardwor)ing.
b. 6e can apply for a summer job.
:. a. !am and (eo are curious.
b. They want to try horsebac) riding.
;. a. >ane and Pia are pretty.
b. They join a beauty contest in their
town fiesta.
1. a. 7 am patient.
b. 7 can wait for the ne2t bus.
B. Or!' Pr!c%#ce
3To the teacher: Use cut@outs< words
in strips and poc)et charts in this activity5
!ay: 'omplete each sentence by choosing
the correct adjective and verb from the
poc)et chart. The pictures will help you
understand the sentences.
a. The airplane is ==========enough to
========== far places in a short time.
b. >ogging is ========== enough to
==========me healthy.
c. ?a)ing )ites is =========== enough
to boys and men.
d. 9atching a ?anny Pacquiao fight is
========== enough to ========= bo2ing
fans.
e. 6alo@halo and ice cream are ===========
enough to ========= us on hot day.
<. V!',es In%e$r!%#)n
As): 6ow can we spend summer
vacation simply8
#upil8 %e can spend summer vacation
simply by doing activities that are
ine-pensive yet fun and en:oyable.
IV. E&!',!%#)n
'ombine each of the following pairs of
sentences using the e2pression enough
to.
+. a. .an is healthy.
&. 6e joins trac) and field.
$. a. .olphins are intelligent.
b. They can follow instructions.
:. a. The boatmen are fortunate.
b. They earn a lot during summer.
;. a. 7 am e2cited.
b. 7 want to spend summer in my
hometown.
1. a. ?y uncleEs rest house is big.
b. 7t can accommodate all of us.
TS. Tr!nsfer S%!$e:
A. Pre.!r!%)r- Ac%#&#%#es
1. Re&#e2:
9hat is the difference between
advertisements from propaganda8
(. M)%#&!%#)n
As): .o you )now anyone who
once had a terrible illness but was able to
recover8 !hare the story to the class< others
listen attentively to the spea)er.
*. Un')c4#n$ )f "#ff#c,'%#es
!ay: (isten as 7 say a pair of
words. 7f the words are synonyms<
0+
interesting
good
fast
cold
e'citing
refresh
ma"e
entertain
reach
challenge
clap once< if they are antonyms<
clap twice.
+5 illness D disease
$5 raged D high
:5 upset D calm
;5 overcame D solved
15 terrible D simple
;. Presen%!%#)n
!ay: (isten to the story 7 will read.
7n +**$< when 6elen Jeller was + W
years old< she suffered a terrible sic)ness. 6er
fever raged for days. The doctors did not have
antibiotics with which to treat her. Antibiotics
came from organic materials. They also did
not have about the illness. G7 thin) 6elen will
recover<I said one doctor. 6elenEs parents
were probably upset< either.
6elen did recover< but the illness left
her totally blind and deaf. 7t is hard to
believe that the rest of her life was not a
painful struggle. Bet< she overcame much and
learned to spea)< read< write< and even attend
college. 7t is probably true that 6elen Jeller is
the greatest e2ample over adversity of her
generation.
;. C)/.re1ens#)n C1ec4 U.
a. 9ho is the main character in the
story8 .escribe the character.
6elen Jeller is the main character in
the story. !he had a terrible sic)ness at the
age of one@a@half years old.
b. 9as 6elen able to recover8 9hat
happened ne2t8
6elen was able to recover but she
became blind and deaf.
c. Prove that 6elen JellerEs story can
give hope to those who are suffering
terrible diseases.
Possible answer: 6elen JellerEs story
can give hope to those who are
suffering terrible illness for 6elenEs
recovery is inspiring and unbelievable
from impossible to possible.
<. D#sc,ss#)n:
As): 7n what year 6elen
Jeller had a terrible illness8
9hat happened to 6elen
Jeller when she recovered8
6elen had high fever for days< what
might be her illness8
4ive the e2act wor) of the doctor
about 6elenEs recovery.
FALSIT6 FACT OPINION
Antibiotic
comes
from
inorganic
materials.
a. 6elen
Jeller
had a
terrible
illness
in
+**$.
b. !he
becam
e blind
and
deaf
after
she
recove
red.
a. !he might
have
3influenFa<
tuberculosis<
pneumonia<
bronchitis<
etc.5
b. 6elen will
not recover.
!ay: As you see< the sentences have been
grouped into three. (etEs find out
which group of sentence is fact and
which e2presses opinion and which is
falsity.
As): 9hich group of sentences has or gives
accurate data8 The first group
9hat are the accurate data' The year
IKKH in the first sentence.
7n sentence b< is there a word that
ma)es the statement unsure8 3one
Are these sentences than fact< opinion
or falsity8
So the other group is opinion.
9hat words in the first sentence
ma)es the statement opinion' Might
6ow about in the second sentence8
Think
7n the last group< what ma)es the
sentence a statement of falsity8 That
antibiotic comes from inorganic
materials but the truth is that
antibiotic comes from organic
materials.
>. Gener!'#A!%#)n:
fact is a statement of true fact
which is based on sufficient evidence.
n opinion is a statement of
one$s belief or conviction, no sufficient
0$
evidence. !t may have signals like
maybe, might, think, probably, etc.
falsity is a statement of false
facts.
@. A..'#c!%#)n:
A. (isten to the following statements
as the teacher reads them. Then stand if
the stand if the statement is a fact< sit
down if it is an opinion and jump if it is a
falsity.
a. 4uatemala is in 'entral America.
b. -ose is our national flower.
c. 4irls learn to spea) much earlier than
boys.
d. The Philippine government has
passed laws to protect our children.
e. 'arabao are better followers than
camels.
B. Enr#c1/en%
(isten as the teacher reads the
following situation. 9or)ing together<
write down statementCs that e2presses fact
and opinion.
ilipina have different physical features.
!ome are brown< some have fair
comple2ion. !ome are short in height<
others are tall. !ome possess round eyes<
other have eyes li)e those of the 'hinese or
>apanese. These differences may have been
inherited from our foreign ancestors who
captured our country. The 4ree)s were one
of our conquerors. 7t could also the
blending of the genes of our ilipina
ancestors who were the first children of the
foreign conquerors.
IV. E&!',!%#)n
(isten carefully as 7 read each
statement. Tell whether it e2presses a fact<
opinion or falsity. 9rite your answer.
+. 'hildren who wor) become better adults
than children who do not. 3#pinion5
$. Apolinario ?abini was the first
president of the Philippines. 3alsity5
:. The Philippines has L<+%L islands.
3act5
;. A whale is a sea mammal. 3act5
1. &oys perform better in ?athematics
than girls. 3#pinion5
V. Ass#$n/en%
4#(.: Use each phrase in a
sentence.
+. honest enough to trust
$. clean enough to use
:. loud enough to hear
;. small enough to carry
1. strong enough to lift
T!. 9atch a T" advertisement then list
down a statement of fact or a statement
of opinion you will hear from the ad.
NNNNNNNEn" )f T1#r" Gr!"#n$ Per#)"NNNNN
0:
Elementary
!chool
0;

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