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Teacher Support Material in English

Fruity Pairs

Produced
by the Philippines-Australia Hastening the Impact of PROBE (HIP)
under the AusAID Vulnerable Groups Facility (VGF)

A resource produced through the support of AusAID PHILIPPINES-AUSTRALIA PROJECT IN BASIC EDUCATION (PA-PROBE)
on behalf of the Australian Government REGIONAL LEARNING MATERIALS CENTER VII (RLMC )
Published by the 3. Ask the pupils to pair the rhyming words for each set.
PHILIPPINES - AUSTRALIA PROJECT IN BASIC EDUCATION (PA- 4.
PROBE) 5. Exchange the activities clockwise or counterclockwise. A signal must be
REGIONAL LEARNING MATERIALS CENTER (RLMC VII) given by the teacher when to start and to stop.
6. Repeat No. 4 until all groups have answered the activity.
Department of Education
7. Processing on the answers for each activity will be done after all the groups
Region VII, Central Visayas have given their answers.
Cebu City 8. Presentation of the folders and pocket charts can be done for reading
Copyright 2003 purposes.
Revised Edition 2010
EVALUATION
COPYRIGHT NOTICE
Section 9 of Presidential Decree No. 49 provides:
Learning outcomes will be measured by :
“No copyright shall subsist in any work of the Government of the Philippines.
• pupils’ active participation in each activity
• correct completion of the activities.

RESOURCE LIST

Master Copy of Activity Sheets 1, 2 & 3


Activity Sheets 1 , 2 , & 3 for the pupils (6 pcs. for each set )
This material was developed within the Project in Basic Education (PROBE) implemented by the Word Cards ( 30 pairs ) fruit shape ( apples and mangoes )
Educational Development Projects Implementing Task Force (EDPITAF) of the Department of Mango fruit design with words and casing
Education (DepEd) in collaboration with the Bureau of Elementary Education, Bureau of Secondary
Education and the Commission on Higher Education. Prior approval must be given by the PROBE
Apple fruit design with words and casing
Orange fruit design with words and casing
Answer Key for Activity 1 - 3

REFERENCE
Carmelita Sitoy
ISF - Elementary English Cruel & Estrella. Basics and Beyond Communication Arts Series
Division of Cebu City Language I
Writer

The production of this Teacher Support Material (TSM) has been made
possible with the assistance of the P-A HIP VGF RLMC VII Staff.

This edition has been revised for online distribution through the Learn-
ing Resource Management Development System (LRMDS) Portal by Region
VII-Bohol under Project STRIVE for BESRA, a project supported by AusAID.

2
DESCRIPTION

Fruity Pairs

Fruity Pairs
they match the ending sounds of pictures and words. This is a delightful way of
reinforcing the lesson on rhyming pairs.

The games can be played individually or in groups. The teacher may use Carousel
Brainstorming when working in groups.

TARGET AUDIENCE

Grade I & II pupils

SUBJECT MATTER/LEARNING COMPETENCY

PELC - Identify words that rhyme

DURATION

60 minutes

OBJECTIVE

Match ending sounds of words and pictures correctly.

PREPARATION

1. The teacher must present and discuss the lesson on rhyming pairs before
introducing the activities to the pupils.
2.
respectively.
3. The three fruit designs shall be placed on the table respectively.

PROCEDURE

1. Organize pupils into groups of six or seven. The teacher may increase the
number depending on the number of pupils in the class.
2. Give each group an activity to work on.

1
CONTENTS

Description 1

Target Audience 1

Learning Competency 1

Duration 1

Objective 1

Preparation 1

Procedure 1

Evaluation 2

Resource List 2


ACTIVITY NO. 1

RHYMING APPLES

Instructions for the Pupils

1. Select the words that rhyme in apple designs.

2. Look for pairs of rhyming words.

3. Insert each pair of rhyming words side by side inside the folder.

4. Stop as soon as you hear the signal of the teacher. (for group work)

5. Check your work using the answer key.

6. Exchange your folders for counter checking.

7. Go to the next table for another activity.


ACTIVITY NO. 2

RHYMING MANGOES

Instructions for the Pupils

1. Select the words that rhyme in mango designs.

2. Look for pairs of rhyming words.

3. Put each pair of words side by side inside the folder.

4. Stop as soon as you hear the signal of the teacher. (for group work)

5. Check your work using the answer key.

6. Exchange your folders for counter checking.

7. Go to the next table for another activity.


ACTIVITY NO. 3

RHYMING ORANGES

Instructions for the Pupils

1. Select the words that rhyme in orange designs.

2. Look for pairs of pictures that rhyme.

3. Put each pair of pictures side by side in the pocket chart.

4. Stop as soon as you hear the signal of the teacher. (for group work)

5. Check your work using the answer key.

6. Exchange your folders for counter checking.


Answer Key

Activity No. 1: Rhyming Apples

rain - train ball - wall


rat - mat wife - knife
bell - sell can - pan
ride - hide day - play
light - night gold - cold
bake - lake ice - dice
red - bed fire - tire
lit - sit

Activity No. 2: Rhyming Mangoes

log - frog duck - truck


town - down pig - dig
five - dive bone - cone
whale - snail cart - heart
nose - hose tall - small
ham - jam store - door
face - lace tap - cap
fish - dish sad - bad
net - jet

Activity No. 3: Rhyming Oranges

hat - cat boy - toy


boat - coat swing - ring
cake - rake thumb - drum
bear - chair sock - clock
door - four house - mouse
tail - snail pen - hen
moon - spoon star - car
tree - bee

Who likes ice cream?


A Teacher Support Material in English

PERCEIVING RELATIONSHIPS
(Teacher’s Guide)

A resource produced through the support of AusAID PHILIPPINES-AUSTRALIA PROJECT IN BASIC EDUCATION (PA-PROBE)
REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII)
on behalf of the Australian Government
DESCRIPTION
Published by the This learning kit is purposely prepared to supplement and complement -
PHILIPPINES - AUSTRALIA PROJECT IN BASIC EDUCATION (PA-PROBE)
learnings made through the basic textbook on perceiving relationship as to
REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII)
Department of Education, Culture and Sports source and function. As with any skill, practice will improve performance. So this
Region VII, Central Visayas kit comes in series of activity sheets worksheets to be carried out in groups or
Cebu City in pairs.
Copyright (c) 2001 by PROBE
Revised Edition 2010
It also contains a poster with a story which serves as a reading material
leading to the development of the skill. The story utilizes vocabulary
COPYRIGHT NOTICE
provided in the accompanying teacher’s guide.

Section 9 of Presidential Decree No. 49 provides:


TARGET GRADE
“No copyright shall subsist in any work of the Government of the Philippines- Grade One - Three Pupils

Subject Matter/Learning Competency


• Perceiving relationships as to source and functions

Duration
10 minutes per worksheet
This material was developed within the Project in Basic Education (PROBE) imple-
mented by the Educational Development Projects Implementing Task Force (EDPITAF)
of the Department of Education, Culture and Sports (DECS) in collaboration with
Objectives
the Bureau of Elementary Education, Bureau of Secondary Education and the Commis- After performing the activities, the pupils are expected to:
sion on Higher Education. Prior approval must be given by the PROBE Management
Unit lodged at EDPITAF and the source must be clearly acknowledged. • perceive relationships
• participate actively in all the activities.

Procedure
Susebia E. Cabrera
Writer/Editor
Elementary English
PA-PROBE RLMC
Writer

The production of this Teacher Support Material (TSM) has been made possible with the assistance

This edition has been revised for online distribution through the Learning Resource
Management Development System (LRMDS) Portal by Region VII-Bohol under
Project STRIVE for BESRA, a project supported by AusAID.

3
Reading the story A Teacher Support Material in English

1. Let the pupils work in pairs.


2. Give a poster with the story to each pair of pupils.
3. Encourage the pupils to study the pictures.
4. Read the story aloud while the pupils read silently.
5. Then, ask some questions about the story.

PERCEIVING RELATIONSHIPS
How do trees help us?
What do people do with the wood they get from trees?
6. Guide the pupils to read the story as expressively as possible.
7. Then present the question at the end of the story, “What can we
do to save our trees?”
8. Pass out blank sheets of paper and let the pupils draw their answers.
(Teacher’s Guide)
Then, let them write a sentence about the picture drawn. (In this
activity, let each pupil present his/ her suggestions
on how to save trees.)

Worksheets 1 - 6
1. Distribute the worksheet to each pupil.
2. Instruct the pupils to read the directions before answering the
worksheets. (Explain how each worksheet will be done.)
3. After answering, check their answer sheets.

Teaching Hints
1. Flex the suggested time allotment, depending upon the varying
needs and pace of the pupils.
2. Reproduce the poster according to the number of pairs in the class.
3. Reproduce the worksheets according to the number of pupils in
the class.

2
Contents Evaluation
The sucess of this material will be measured by the pupils’ ability to:

• perceive relationships as to source and functions


Description 1 • read the selection with expression.

Target Audience 1 Resource List


Teacher’s Guide
Learning Competency 1 Activity Sheet Nos. 1-5
Worksheet Nos. 1 - 6
Poster
Duration 1
ANSWER KEY
Objective 1 Worksheet No. 1 - B, C, D, E

Procedure 2 Worksheet No. 2 - B, D, F

Evaluation 3 Worksheet No. 3 -


1. C
2. D
Resource List 3 3. E
4. A
Reference 3 5. B

Worksheet No.4 - A, D, E, F

Worksheet No. 5
1. b
2. a
3. a
4. a
5. b

Worksheet No. 6
1. wooden table and the tree
2. meat and cow
3. eggs and hen
4. flower and flowering plant
5. coconut fruit, coconut husk and coconut tree

1
TREES

What is a tree?

A tree is a plant. It has roots in the soil. It has a hard thick


trunk and branches with leaves.

What do trees do for us?

They clean the air.


They hold water in the soil.
They give homes to the birds.
They give us fruits to eat.
Thay give us a cool place to rest.
Why do people cut trees?
People cut trees for wood to build houses and boats.
People cut trees to make furniture sets.
Sometimes people cut trees so they can sell the lumber and be-
come rich.

What can we do to save our trees?


Worksheet No. 1

Copy the letter of the picture that comes from


A B C

D E F
Worksheet No. 2

Copy the letter of the picture that comes from . . .

A B C

D E F
Worksheet No. 3

Look at Picture A. Write the letter of Picture B to show where


Picture A comes from.

Picture A Picture B

1. A.

2. B.

3. C.

4. D.

5. E.
Worksheet No. 4

What does the tree give us?


Copy the letter of the picture.

ILK
M

A B C

D E F
Worksheet No. 5

Which picture on the right goes with the picture on the left?
Write the letter of the correct answer.

1. The gives us ________. a.

b.

2. The gives us ________. a.

b.

3. The gives us _________. a.

b.

4. The gives us ________. a.

b.

5. The gives us ________ a.

b. ILK
M
Worksheet No. 6


Look at the pictures in Column A and Column B. Connect the pictures that go
together.

1. • •

2. • •

3. • •

4. • • OIL

5. • •
A Teacher’s Guide Booklet in English

The Nipa Hut in the Woods

Facilitator’s Guide
Presentation Plan
Master Set of Resources

Reprinted

by the Philippines - Australia Hastening the Impact of PROBE (HIP)


under the AusAID Vulnerable Groups Facility (VGF)

Revised

by the Learning Resource Management and Development System (LRMDS) Region VII
under the Strengthening the Implementation of Basic Education in Selected Provinces in the Visayas
(STRIVE)

Philippine-Australia Project in Basic Education (PA-PROBE)


Regional Learning Materials Center (RLMC VII)
Published by the
PHILIPPINES - AUSTRALIA PROJECT IN BASIC EDUCATION (PROBE)
REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII)
Department of Education, Culture and Sports
Region VII, Central Visayas
Cebu City
Copyright © 1999 by PROBE
Reprint Edition 2002
Revised Edition 2010

COPYRIGHT NOTICE

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Republic of the
Philippines. However, prior approval of the government agency of office wherein the
work is created shall be necessary for exploitation of such work for profit.”

This material has been developed within the Project in Basic Education (PROBE)
implemented by the Educational Development Projects Implementing Task Force
(EDPITAF) of the Department of Education (DepEd) in collaboration with the Bureau of
Elementary Education, Bureau of Secondary Education and the Commission on Higher
Education. Prior approval must be given by the PROBE Management Unit lodged at
EDPITAF and the source must be clearly acknowledged.

Annabelle A. Uzarraga
ISF- Elementary English
Division of Siquijor
Writer

This INSET package has been edited and produced by the PA - PROBE RLMC VII staff.

This edition has been revised for online distribution through the Learning Resource
Management Development System (LRMDS) Portal by Region VII-Bohol under Project
STRIVE for BESRA, a project supported by AusAID.
Table of Contents

Title - - - - - - - - 1

Description - - - - - - 1

Target Audience - - - - - 1

Duration - - - - - - - 1

Objectives - - - - - - 1

Procedure - - - - - - 2

Teaching Hint - - - - - - 2

Evaluation - - - - - - 2

Resource List - - - - - - 2

Lesson Plan - - - - - - 3
TEACHER’S GUIDE



Title

The Nipa Hut in the Woods

Description

This is a lesson pack that stimulates pupils in the lower


primary grades to participate actively in their learning of
language specifically in Reading. Knowing that reading a
material necessitates comprehension, this will essentially
help pupils to understand better what they read. It
highlights how to teach a short story effectively using the
Concentrated Language Encounter Teaching.

Target Audience

Grade 1 pupils

Learning Competency/Subject Matter

Answering who, what, where and how questions


( P.E.L.C. Grade I - B.2.2.1) Second Rating Period

Duration

Three 80-minute periods

Objectives

At the end of the lesson, the pupils will be able to:



• answer who, what, where and how questions correctly
• retell the story in their own words
• participate actively in making a group text.

1

Procedure

1. Teacher tells the story using a Big Book.

2. Have a comprehension check-up about the story. Encourage
pupils to recall the story by asking who, what, where and
how questions.

a. Who had no house?
b. What was in the woods?
c. Where was the nipa hut?
d. How did they feel when they found a nipa hut?

3. Have a pantomime or role play about the story. Let the
pupils retell the story in their own words.
4. Write a group text. Pupils give the sentences and the
teacher records these on the manila paper.
5. Let the pupils copy the story on their paper. Let them
make illustrations in their Big Book.
6. Have pupils answer questions on noting details.

Teaching Hint

Tell the story with appropriate facial expression, voice and gestures.

Evaluation

Learning outcomes will be measured by:



♦ observation of maximum pupils’ participation in making
a group text and in retelling the story
♦ completion of the pupils’ task in making a Big Book
♦ answering of questions correctly by the pupils.

Resource List

Teacher’s Guide
Big Book - The Nipa Hut in the Woods
Lesson Plan using Concentrated Language Encounter Teaching
Activity Sheets for Phase V exercises and Evaluation items

2
A Lesson Plan in English
Grade 1


Objectives

• Answer who, what, where and how questions


• Retell the story in pupils’ own words

Subject Matter

“The Nipa Hut in the Woods”


Materials: Big Book, manila paper, pentel pen, activity sheets

Learning Activities

Concentrated Language Encounter Teaching

Phase I - Story telling by the teacher using Big Book

Phase II - Reviewing the story

The pupils recall the story by asking
questions about the story.
Talk about the story by asking who, what,
where and how questions.
Have a pantomime or role play about the story.
The pupils retell the story in their own
words.

Phase III - Negotiating a group text

The pupils give sentences about the story
and the teacher records each sentence on the
manila paper.
The pupils read each sentence after it is written.

3

Phase IV - Making a Big Book

The pupils copy the story and write it on their paper.
Then, let them make illustrations in their Big Book.

Phase V - Using the Big Book

The pupils answer questions on noting details.



Average Group
Directions: Read and answer each question correctly.

1. What was in the woods?
2. Who had no house?
3. How did Father, Mother, Pedro and Rosa
feel when they found a nipa hut?
4. Where was the nipa hut?

Slow Group
Directions: Read and answer each question correctly.
Choose only the letter of your chosen
answer.

1. What was in the woods?

a. a church
b. a market
c. a big building
d. a nipa hut

2. Who had no house?



a. Father, Mother, Pedro and Rosa
b. Lola
c. Lolo
d. Auntie

4

3. How did Father, Mother, Pedro and Rosa
feel when they found a nipa hut?

a. afraid
b. angry
c. happy
4. sad

4. Where was the nipa hut?

a. in the city
b. in the garden
c. in the woods
d. in the yard

Evaluation

Average Group
Directions: Read the story carefully. Answer the questions
that follow.

Gino and Susan



Gino and Susan saw a snake.
The snake was long and green.
It had a shiny skin.
It was sleeping up a santol tree.
“Sh . . . Sh . . . Quiet”, Susan said.
“Gino, let’s run fast”.
Soon the snake woke up.
“Hiss . . . Hiss . . . Hiss”, said the snake.


Questions:

1. What was in the santol tree?
2. Who saw a snake?
3. Where was the snake?
4. How did the snake look?

5

Slow Group
Directions: Read the questions carefully. Choose the correct
answer to each question. Circle the letter of the
correct answer.

1. What did Gino and Susan see?



a. a bird
b. a cat
c. a dog
d. a snake

2. Who saw a snake?

a. Nena and Noli
b. Jose and Jessa
c. Sylvia and Fred
d. Gino and Susan

3. Where was the snake sleeping?

a. in the yard
b. in the garden
c. up a mango tree
d. up a santol tree

4. How did the snake look?

a. big and black
b. long and green
c. small and thin
d. short and blue

Assignment

Read the story in your Big Book.
Draw more pictures in your Big Book.

6

THE LITTLE HOUSE IN THE WOODS

There was a little house in the woods but no one lived in it.

Father, Mother, Little Boy and Little Girl had no home.

They will look for a home.

Father, Mother, Little Boy and Little Girl were sad.

Then, they saw a Black Dog.

Black Dog said that there is a little house in the woods.

They all went to find the little house in the woods.

Along the way, they saw Gray Cat.

Gray Cat went with them to the woods.

Along the way they saw Big Carabao.

Big Carabao went with them, too.

Little Boy and Little Girl got on carabao’s back.

Soon they came to the little house in the woods.

Now, all of them have a house to live in.

How happy they are in their little house!



Evaluation

Directions: Read the story carefully. Answer the


questions that follow.

Gino and Susan

Gino and Susan saw a snake.

The snake was long and green.

It had a shiny skin.

It was sleeping up a santol tree.

“Sh . . . Sh . . . Quiet”, Susan said.

“Gino, let’s run fast.”

Soon the snake woke up.

“Hiss . . . Hiss . . . Hiss”, said the snake.


Talk About It:

1. What was up in the tree?



2. Who saw a snake?

3. Where was the snake?

4. How did the snake look?


Evaluation

Directions: Read the story carefully. Then, choose the


correct answer each question. Write the
letter of the correct answer.


Gino and Susan

Gino and Susan saw a snake.

The snake was long and green.

It had a shiny skin.

It was sleeping up a santol tree.

“Sh . . . Sh . . . Quiet”, Susan said.

“Gino, let’s run fast.”

Soon the snake woke up.

“Hiss . . . Hiss . . . Hiss”, said the snake.



Questions:

1. What did Gino and Susan see?


a. a bird
b. a cat
c. a dog
d. a snake

2. Who saw a snake?

a. Nena and Nora


b. Sisa and Nena
c. Susan and Nena
d. Susan and Gino

3. Where was the snake sleeping?

a. in the yard
b. in the garden
c. up a mango tree
d. up a santol tree

4. How did the snake look?

a. big and black


b. long and green
c. small and thin
d. short and blue
Activity Sheet 2 of Phase V

Answering Questions on Noting Details

Directions: Read and answer each question correctly.

1. What was there in the woods?

2. Who had no house?

3. How did Father, Mother, Pedro and Rosa feel


when they found a nipa hut.

4. Where was the nipa hut?


Activity Sheet 2 of Phase V

Answering Questions on Noting Details

Directions: Read and answer each question correctly.

1. What was there in the woods?


a. a church
b. a market
c. a big building
d. a nipa hut

2. Who had no house?


a. Father, Mother, Pedro and Rosa
b. Lola
c. Lolo
d. Uncle

3. How did Father, Mother, Pedro and Rosa feel


when they found a house?
a. afraid
b. angry
c. happy
d. sad

4. Where was the nipa hut?


a. in the city
b. in the garden
c. in the woods
d. in the yard
Answer Key

Activity Sheet No. 1



1. d
2. a
3. c
4. c

Activity Sheet No. 2



1. a nipa hut
2. Father, Mother, Pedro and Rosa
3. happy
4. in the woods

Evaluation for Average Group



1. a snake
2. Gino and Susan
3. up a santol tree
4. The snake was long and green. It had a shiny skin.

Evaluation for Slow Group



1. d
2. d
3. d
4. b
References

CLE Teaching in Developing Countries, Walker Richard F.

English 1, Language and Reading Textbook for Grade 1


(Public School Edition, First Edition 1987), Cortez Lilia R.,
Biteng, Oralla P., et. al.