ENGLISH VI Date: ____________ I. Objective: Distinguish changes in meaning of sentences cause by stress Value: Appreciating one's talents and capabilities

II. Subject Matter: Changes in Meaning Caused by Stress References: BEC 1; Growing in English (L) pp. 38 - 39. Materials: cassette, voice tape III. Learning Activities: A. Motivation: What do you like most about yourself? Each of us has a particular gift or talent. Have you discovered what a-e yours? B. Presentation Listen to the word where the stress or emphasis is heard. Then repeat each sentence aloud. 1. I cook the best spaghetti. 2. I cook the best spaghetti. 3. I cook the best spaghetti. C. Analysis and Discussion a. Which sentence suggests the following meanings? 1. It is I who make the spaghetti, not my sister. 2. I don't just eat spaghetti, but I do cook it. 3. I cook the best spaghetti, not pancit canton. b. Example 2 1. Elvie sings beautifully. 2. Elvie sings beautifully. 3. Elvie sings beautifully. Meanings: 1. Elvie not Donna, sings beautifully. 2. Elvie sings beautifully not recites. 3. Elvie sings beautifully not poorly. D. Generalization What does stress mean? How does it affect the meaning of a sentence? E. Application State the meaning of the following sentences with stress on the underlined word. 1. Pablo is the leader of the basketball team in school. 2. Pablo is the leader of the basketball team in school. 3. Pablo is the leader of the basketball team in school.

F. Enrichment Activity Write a short paragraph of 5 sentences talking about your own talent that you wish to share to your classmates. G. Infusion of Values People have different talents, we have to preserve out talents and develop ourselves fully to be productive individual. IV. Evaluation: Choose the correct meaning of the following sentences. 1. Martha sewed my new dress. a. It was a dress, not a table cloth that Martha sewed. b. Martha sewed the dress for me. c. It was Martha not Mary, who sewed my new dress. 2. Dominic writes funny stories. a. Dominic writes funny stories, not sad ones. b. It is Dominic not Dindo, who writes the stories. c. Dominic does not only read, but he also writes stories. V. Assignment: Write down the meaning of each sentence with stress on the underlined word. 1. Brenda can solve a crossword puzzle quickly. 2. Brian runs faster than the other boys

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH VI Date: ____________ I. Objective: Use the correct intonation for statement and yes-no questions Value: Perseverance/Patience

II. Subject Matter: Correct Intonation for Statements and Yes-No Questions References: BEC; Growing in English 6, pp. 10 - 11 Materials: Statements and Yes-no questions, Chart III. Learning Activities: A. Preliminary Activities: 1. Checking of Assignment 2. Review Why is it important to use correct stress of words in speaking or reading? B. Motivation Have you been required to perform something you didn't like? Or something too difficult for you to accomplish? C. Presentation Read the following sentences aloud after the teacher. 1. Great things come from small beginnings. 2. Prayers help us accomplish many things. 3. Have you submitted your project to Mrs. Golez? D. Analysis/Discussion a. Which sentences were read with falling intonation? With rising intonation? b. What does each sentence tells us? c. More examples: Read and tell whether read with Rising or Falling intonation. 1. Are you cheerful while doing your errands? 2. Fathers patted Nilos head for a job well done. E. Generalization How do you read statements? Yes-no questions? IV. Evaluation: Tell whether the following sentences are said/read with rising-falling intonation, 1. The carpenter hammered quietly and patiently. 2. Do you always complete your tasks? 3. Difficulties only challenged him to accomplish his job. V. Assignment: Write 2 examples each of sentences read with rising-falling and rising intonation.

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH VI Date: ____________ I. Objective: Use the correct intonation for questions introduced by interrogatives Value: Rest and Recreation

II. Subject Matter: Correct Intonation for Questions Introduced by Interrogatives References: BEC; Growing in English (L), pp. 2-5 III. Learning Activities: A. Preliminary Activities: 1. Checking of Assignment 2. Review Where do you use rising-falling and rising intonations? B. Motivation What is leant by "All work and no play make J an a dull boy"? C. Presentation Read the following sentences aloud after the teacher. 1. Did you sleep well last night? 2. Are you still sleepy this morning? 3. What game shall we play outside? 4. How do you spend your leisure time? D. Analysis / Discussion a. Listen to the intonation as the teacher reads the sentences again. Compare. Do you see the rising intonations in all the questions? Which questions use a different intonation? What kind of intonation is it? What kind of questions uses rising-falling intonation? b. More examples 1. What book are you reading? 2. Who is its author? 3. How interesting is it? E. Generalization What kind of questions uses the rising-falling intonations? F. Application Group Activity The pupils will form groups. Each group will make a dialogue using sentences introduced by interrogatives. They will perform the dialogue in class as to dramatize the situation. G. Infusion of Values One of the rights of the children is to be given time for play and recreation. A balance life is a healthy life.

IV. Evaluation: Tell whether in the following questions use R or R-F intonation. 1. Are you a collector of interesting objects? 2. What kind of things do you collect? 3. Which of these balls belongs to Carlo? 4. Is there any pet shop in town? 5. Who is your favorite singer? V. Assignment: Give 5 examples of questions using R-F intonation. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH VI Date: ____________ I. Objective: Deduce meaning of unfamiliar words using structural analysis Value: Courage and Bravery

II. Subject Matter: Decoding Meaning of Unfamiliar Words - Structural Analysis References: BEC BES (Reading) pp. 111-115 Materials: Flashcards, chart III. Learning Activities: A. Preliminary Activities: 1. Motivation Flashcards drill on vocabulary words with prefixes and suffixes A B Rewrite Pretest Bakery Merciful Dismiss Underage Teacher Wisely Unkind Impossible Dangerous Heroic 2. Motive Question Observe the words carefully. What can you say about the words? What prefixes were used in the words in column A? in column B? Are the words under column A and B familiar to you? Why? Teacher presents this map of affixes, meaning and samples (p.111 BES / Rdg.) B. During Reading Activities Have the class read the paragraph. I saw an exciting underwater fight on television. The scene was taken along some reefs. The diver fought with the big shark. The shark seemed to grin as it opened its big mouth that showed its saw like teeth. It looks very furious as it moved quietly but swiftly toward the diver was ready. He gripped his knife tightly. The shark whirled. Then it dashed toward the man. The diver came out. His shoulder was badly injured. But he had killed the shark. C. Post Reading Activities 1. Answering questions about the paragraph read. a. What scene did you see on television? b. Who are the characters in the paragraph? c. What kind of a man is the diver? d. What are the words in the paragraph that have affixes? underwater swiftly diver ready furious tightly e. Get the meaning of these words through structural analysis. J. What are affixes? g. What do you call a syllable added at the beginning of the word? At the end of the word?

2. Engagement Activities Identify the prefix and suffixes in each using configuration analysis. 1. before 2. state of being 3. happening every two 3. Enrichment Activity Give the meaning of the underlined word in each sentence. 1. The prewar price of rice was eight centavos a kilo 2. She eats too much everyday so she becomes overweight. 3. Crossing the ocean when there is a storm is dangerous. 4. Value Infusion: Talk about heroic deeds and bravery. Encourage pupils to share own experiences showing their values. IV. Evaluation: Fill in the blanks with the correct words in the following sentences. Find your answers in the box. granar heroic y rewrite dismiss scener y 1. The Central Plain of Luzon is called the "Rice_____ of the Philippines". 2. The Philippines is known for its beautiful _____. 3. Mario was told to _____ the report. V. Assignment: A. Identify the prefixes and suffixes used in each sentence. Give each meaning. 1. People admired her because of her fairness. 2. We should beautify the surroundings. 3. The story was so interesting that the children asked the teacher to retell it. B. Bring a dictionary tomorrow.

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH VI Date: ____________ I. Objective: Get information about a word in the dictionary Value: Reconciliation and Awareness

II. Subject Matter: Getting Information about a Word in the Dictionary References: BEC Growing in Eng./R, pp 35 - 40 Materials: Dictionary, newspaper III. Learning Activities: A. Pre-reading Activities: 1. Unlocking of Difficulties The pupils will give the meaning of the underlined words through context clues. Two boys quarreled this morning after the class, they had reconciliation. Controversial issues are read in front page of the newspaper. 2. Motivation Class, there are two words with jumbled letters written on the board. Arrange these letters to come up with the word. The first and last letters are given. 3. Motive Questions What information do we get from a dictionary? B. During Reading Activities Reading of news article wherein the jumbled letters arranged by the pupils are found. Do you read newspaper? What was the most controversial issue before Pres. elect Estrada was inducted into his office? Let's read the news about the issue. Cory Agrees to be Estradas Senior Adviser. Did you understand the content of the lead paragraph? Who reconciled? You noticed that the words we have just studied are found in the news article. Let's read the words again. What other unfamiliar words did you encounter in the article? How can we get their meaning? C. Post Reading Activities 1. Do you have a dictionary? How do you take care of it? 2. When you encounter unfamiliar words, what do you usually do? 3. Aside from the meaning, what other information do you get from the dictionary? 4. Find the word reconciliation in the dictionary and write the correct syllabication on the board. 5. What else do you find? In what syllable do you put the stress mark in the word reconciliation?

6. Aside from syllabication and stress mark. What other information do you get? Phonetic spelling Origin of the word Part of speech 7. Infusion of Values What can reconciliation do to our country? Is it important to reconcile with your enemies? Why? Do we have to read newspapers? Why? Why is it important to be aware? D. Enrichment Activity Give at least one example for every information we get from a dictionary. IV. Evaluation: Give the dictionary information of the words. Word Inauguration Democrac Nationalism y Syllabication Stress mark Phonetic spelling V. Assignment: Use your dictionary to answer the questions that follow. 1. What language does the word ambassador come from? 2. Divide the words ambassador into syllables. 3. What part of speech is the word country. 4. Where do we put the stress mark of the word country? 5. Syllabicate country. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH VI Date: ____________ I. Objective: Use context clues. Value: Love of Nature

II. Subject Matter: Using Context Clues References: BEC; Growing in Eng. Rdg. pp. 117 - 121 Materials: chart, picture III. Learning Activities: A. Pre-reading Activities 1. Unlocking of Difficulties Reading of a short story by the teacher followed by the pupils orally. 2. Motivation Have you ever encountered a word from a selection which you do not know its meaning? 3. Motive Question Do you believe that for everything that happens there is an equivalent reason? B. During Reading Activities Read "A Reason for Everything". Pp. 117 - 119 (Growing in Eng. Rdg.) C. Post Reading Activities 1. Answering the motive question 2. Comprehension check-up a. Who was Tata Karyo? b. What happened when he was ready for harvest time? c. What did he do when the water subsided? d. How much did he lose? D. Enrichment Activity 1. His answer might have been ambiguous, but mine was definitely. 2. His answer was ambiguous, so he could of several things. 3. His answer was ambiguous and mine was just as unclear. In the first sentence, what word is given as a clue for the meaning of ambiguous? How about in the second sentence? Third sentence? Which sentence gives a definition of the word ambiguous which serve as a context clue? E. Infusion of Values: How can we show that we love nature? What are the things we have to avoid doing as to prevent floods? IV. Evaluation: Study the words. Fit each word into the sentence to make it meaningful.

calamity realty submerged subsided

dissatisfie d languished drenched

perseverance promotion equanimity

1. Laura is selling house and lot. She works with a ________ company. 2. The earthquake is a natural ________ because it causes destruction of lives and properties. 3. Mr. De Leon was unaffected by the disaster. I admired his ________. (Continue on p. 121 of Growing Eng. Rdg.) V. Assignment: 1. Find an article in a newspaper. 2. Skim the selection to find unfamiliar words. Then read it carefully to see what context clues are given to explain the meaning of these words. 3. Write the unfamiliar words along with the meanings you understand from the context clues. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH VI Date: ____________ I. Objective: Give a report based from an observation Value: Taking Care of the Plants

II. Subject Matter: Reporting an ObservationReferences:

Materials:

BEC; BES (Lang.) pp.10- 11 Plant specimen, books

III. Learning Activities: A. Preparatory Activities: 1. Drill/ Review a. Agendum for June b. Review simple sentences Ask the pupils to give simple sentences about what they saw before arriving in school. 2. Motivation 1. Do you love observing some thing? 2. Have you written something regarding your observation? B. Presentation 1. Reading the dialogue. (BESL 6, P. 10) Ask the pupils to take turns reading the parts of the characters in the dialogue. Reporting on Philippine Plants. 2. Answer the following questions: a. How did the pitcher plant got its name? b. How does it catch insects? c. What is its usefulness? C. Analysis and Discussion 1. Talk about plants the students have observed. 2. Discuss their characteristics and usefulness. 3. Follow these guidelines when discussing: a. Give each member a chance to participate. b. Listen when someone is talking. c. Ask questions courteously. D. Generalization What makes the report complete? E. Practice 1. Form a group and this time talk about Philippine tree and ask the leader of the group to read the report in class. 2. How did you come up with a good observation? Did everybody shares? What will you do when you are doing group work?

F. Infusion of Values: Why do we have to take care of plants? IV. Evaluation: We're going to the Science Garden. Observe everything you see there like plants and animals. Be able to report something based on your observation, when we return to our classroom. V. Assignment: Write a report about an animal. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH VI Date: ____________ I. Objective: Participate in meetings Value: Courtesy during Meetings

II. Subject Matter: Participation in Meetings References: BEC; BES 6 / L pp.3-5 III. Learning Activities: A. Pre-reading Activities: 1. Review What is the procedure for the proper conduct of meetings? B. Motivation Are you ready to conduct formal meanings? C. Presentation 1. Verifying text / selection, pp. 3-5 Describe the setting/ situation presented in the text. Read the opening parts, meeting proper, and closing. 2. Identifying / clarifying the other expressions used in meetings. A. How does one address the head / leader of the meeting/ B. How does the chairman introduced each topic in the agenda? Invite comments, acknowledge a motion, and confirm a decision? C. How does a member present a motion/ suggestion disagree, agree during discussion? D. Generalization State the correct expressions used in meetings. E. Application Role-playing of the conduct of meeting. IV. Evaluation: The teacher will move around to observe each group and give comments. V. Assignment: Write the expression used in conducting a meeting. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH VI Date: ____________ I. Objective: Follow series of direction or instructions listened to. Value: Persistence and patience in following directions produce positive result listening fully and attentively to a person shows respect and courtesy.

II. Subject Matter: Following Series of Directions or Instructions Listened to References: BEC A.2.p/ 23, C.10.10.2 p.25; PELC, 2002 BEC Handbook in Eng. p. 23 - 25 Growing in Eng. VI (Reading) p. 103 - 108 Manual p. 93, 96, 97, Reading Comprehension Exercises in Eng. VI p. Materials: chart, word bank, real electric fan, steps in following directions III. Learning Activities: A. Pre-reading/Pre-listening Activities: 1. Drill The words and phrases that follow are action words. Prove that you understand what they mean by acting them out. a. Huddle to keep out the cold b. Nuzzle and grunt (like an angry dog) c. Slam the dog 2. Review Follow this five-step-direction below. Get your drawing paper, pencil and crayon. Do what I say. a. Draw a nipa hut in the middle of the paper b. Color it brown c. At the left side of the nipa hut, draw a bench. 3. Motivation Have you tried putting parts together to form a figure or something? Was it easy? How fast did you finish it? 4. Unlocking Difficulties Analyze each word in the word bank below. Then read each sentence carefully to find clues to the right word to use. Switch Clockwise Assembly Counter clockwise Motor Shaft Mount a) If you turn ______, you will be following the movement of the clock's hands. b) Most bancas now are using ______ instead of paddles. c) My father asked Mang Nestor to ______ the picture in a metal frame. B. During Listening/Reading Activities Call on individual pupils to read each step orally. (See p. 103 -104 of GIE Reading VI) C. Post-Listening / Reading Activities 1. Comprehension Check: Answer the motive question: Can you assemble an electric fan by following the instruction? a. What are the parts of the electric fan?

b. What parts were first put together? c. What parts was the last one to be assembled? 2. Following directions on the use of household gadgets (See p. 106 107 of GIE vi Reading) 3. Telling the purpose of the writer What is the purpose of the writer in this selection? to instruct? To inform? Or to entertain? 4. Practice Exercise: Answer Exercise # 2 page 114 (Reading Comprehension Exercises in English VI) D. Generalization Why should we learn how to follow instructions and directions E. Application Read the Exercise VIII (p. 120) of Reading Comprehension Exercises in English VI. Then follow the directions. F. Fixing Skills Read the poem (Exercise IX of Reading Comprehension Exercises in English VI p. 121. Then follow the series of directions stated. G. Value Infusion Were you able to answer our exercises correctly? Why? What traits should you possess in order to follow directions correctly? IV. Evaluation: Listen to the selection entitle "Fish and other Animals that Live in the Sea" on p. 124 (Reading Comprehension Exercises in Eng. VI) which will be read by the teacher. Then, follow the series of directions that follow. V. Assignment: Learning how to ride a bicycle is not difficult. Imagine yourself teaching your younger brother or sister how to ride a bicycle. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH VI Date: ____________ I. Objective: Note / Tell the details in a selection listened to Value: Appreciation of the advancement of technology which brings about modern means of communication, social awareness through reading newspapers. And development of civic consciousness and sensitivity

II. Subject Matter: Noting / Telling the Details in a Selection Listened to References: BEC. A. 3.p. 23, c. 12.12.2 p 25; Growing in English Reading VI Txt p. 109 -115 MOD mag. June 13, 2003 Issue p. 33, 53; Phoenix Century Readers Series: Over the Ocean VI p. 267 charts, newspaper, word cards

Materials:

III. Learning Activities: A. Before Reading Activities: 1. Drill Guessing Game: Increasing vocabulary through anagrams. Direction: If you use all the letters of a word to make another word, you call it an anagram. Example: the word ram can be made into arm. a. Make low into a bird. b. Make reap into a fruit c. Make ones into part of your face 2. Review: Read each short paragraph carefully. Then, tell the purpose of the writer in each selection Paragraph 1. To get candle wax off the dining room table, wait until it hardens, then gently remove as much as you can with the edge of a plastic credit card. Dont use a knife! Next, turn your hairdryer on warm and direct the air on the waxy residue to soften it. Blot off with a facial tissue. 3. Unlocking Difficulties Context Clues: Finish each sentence by using the appropriate underlined word in the phrases. a. broadcast transmission c. transmit signals b. broadcasting companies d. will be monitored 1. ________ is done in different dialect. 2. Satellites are used for the _______ of information. 3. Their adviser regularly _______ the students with behavioral problems. 4. Satellites can _______ signals to and from the earth. B. During Reading Activities 1. Pupils read the news article / selection using Directed Reading and Thinking Activity. 2. The teacher will call the best reader in the class to read orally the selection again. C. Post Reading Activities

Answer the following questions briefly. What does MPSC stand for? What is the total cost of the venture? Describe the Mabuhay Philippines Satellite Corporation.

E. Generalization How do we note details in a selection? F. Application Listen to the selection, then be able to note the important details by answering the questions on the chart. The Language of Laughter Children need food, money, clothing and medicine. There is also something else they need very much - the magic of laughter. Nothing else brightens the world more quickly then laughter. Danny Kaye, an actor and comedian, performed the kind of magic. He made sad children laugh. He went to millions of children in different parts of the world. a. What do children need? b. Who is Danny Kaye? c. What kind of magic did he do? G. Infusion of Values Why is high-tech important? How does it affect our modern means of communication? IV. Evaluation: Listen to the selection. Then answer the questions that follow. Write only the letter of the correct answer. _____ 1. How did Jose Rizal consider his mother? a. His playmate b. God's gift to him c. A good story teller _____ 2. Which word described Dona Teodora? a. Virtuous b. Gay c. Lovely _____ 3. Which of the following prepared her to be the mother of our national hero? a. Her books b. Her education c. Her goodness of heartV. Assignment: Listen to a radio newscast and note some important details about it. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

____________________________________________________________________ ____________________________________________________________

ENGLISH VI Date: ____________ I. Objective: Ask and answer questions about oneself and others. II. Subject Matter: Asking and Answering Questions About Oneself and OthersReferences:

Materials:

PELC B.2.2.1 p.13; BEC B. 3. p. 23; Growing in Eng. Language, p. 10 - 15 Sentence strips, charts, pictures

III. Learning Activities: A. Preparatory Activities: 1. Drill / Review Follow the intonation lines as you read the sentences below. a. She is pretty, isn't she? b. You can't drive, can you? c. Have you eaten? 2. Motivation What talent do you have? Ho do you make use of it wisely? B. Presentation A. Listening -Speaking Activities Read the following using correct intonation? 1. Are you new in this place? 2. Do you play basketball? 3. Does your dog bite? B. Have the pupils listen as a good reader reads aloud Ismaels story, Once There was an Artist. (See p. 9 -10 of Growing Eng. Teachers Manual) C. Discussion and Analysis 1. Speaking Activities A. What intonation pattern is used in the following statements? Say them after your teacher. Ismael is a born artist. He uses water coior and oil paste. B. Ismael talks about his experience with a classmate. Invite a partner. Take roles and do the dialogue written in the chart. Observe the intonation patterns. C. Ask: In which questions did you use the rising intonation? Did you use the rising-falling intonation for the YES / NO answers? D. Analyze the following sentences below Can Lorena declaim? Has she memorized her piece? Ask: Do you think you can answer each question by yes or no? E. Analyze the answers to the questions above. Can Lorena declaim? Has she memorized her piece?

Ask: What rules must we observe in answering questions answerable by yes or no? F. Practice Exercise Can you give an answer to each YES / NO questions below? Be sure to observe the proper intonation. 1. Do you paint? 3. Can you play the guitar? 2. Are you a writer? G. Generalization 1. What kind of questions are said with the rising intonation? 2. What intonation pattern do we observe in asking YES / NO question? F. Application Form small groups. Ask each other these questions. Be sure to answer them well with Yes or No + rejoinder and with statements. 1. Do you paint landscapes? 2. Did you attend painting lessons? 3. Is Mr. Sulit your art Teacher? G. Value Infusion How can we achieve or maintain good relationship or conversation with others? How can you develop your talents? IV. Evaluation: Work in pairs. Ask each other the questions in the questionnaire below. On a piece of paper, write down the answers. ABOUT ONESELF What are you like? Answer code: 1 = Yes very much 2 = Yes, quite 3 = So so 4 = Not very much 5 = Not at all 1. Do you often help other people? 2. Can you be patient in developing your talents? 3. Do you have many talents? V. Assignment: Write 3 questions answerable by Yes or No then answer each using the patterns: Yes + positive rejoinder and + negative rejoinder. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

____________________________________________________________________ ____________________________________________________________

ENGLISH VI Date: ____________ I. Objective: Change statements into questions Value: Courage and bravery in times of crisis, being helpful

II. Subject Matter: Changing Statements into Questions References: PELC VI B. 2.2; BEC 3.3 1 p 23 Growing in Eng. TM p. 21 - 23 Growing in Eng. Lang. VI p. 27-35 Materials: Sentence strips Pictures, charts tape, cassette III. Learning Activities: A. Preparatory Activities: 1. Drill Answer each question below using both patterns: Yes + positive rejoinder and NO + negative rejoinder. a. Have you submitted your project? b. Can you admit your mistakes humbly? c. Do you believe in magic? 2. Review Can you read each question with proper intonation? a. Do you know where you're going to? b. Did you deliver your report correctly? c. Can you sing well? 3. Checking and answering assignment B. Teaching the New Lesson 1. Listening and Speaking Activities Tell the pupils to write a word / phrase which comes o their mind immediately upon hearing the word: LAHAR 2. Presentation 1 Listen to a tape recording of the newscast. (See p. 27 of Growing in Eng. Lang. VI for the selection) 2 Ask comprehension questions about the selection after listening to it. 3. Discussion and Analysis a. Analyze each sentence below which tells information about Mario Cupang. Can you tell what kind of sentences they are? a. Mario is a nine-year-old boy b. He is from Pampanga b. These are statements. What is the subject? The predicate? c. Have pupils study more examples of changing statements into question and in the other way question into statements d. Note the changes made in changing statements into questions, Ask: What helping / auxiliary verb do we use if the subject is singular? Do or Does? When do we use did? 4. Practice Exercise Change the following statements into questions.

a. Christian works for the cleanliness of his community b. He always brings a plastic bag for his trash. C. Generalization How do we change a statement into a question? Can you give the rules to be followed? D. Application Work in dyads' Show pictures of objects or persons, then ask individual pupils to give statements about each picture. Then another pupil will change into question. E. Fixing Skills Change the following statement into questions. 1. Katrina Argos loves her sister very much. 2. Mothers love their children F. Infusion of Values Do you want to imitate Mario Cupang? Why do you want to be like him? How can you show courage and bravery in time of trouble? IV. Evaluation: Change the following statement into questions: 1. Children need guidance and affection 2. A friend loves at all times 3. Jesus died on the cross for us. V. Assignment: Write 5 statements and change them into questions Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH VI Date: ____________ I. Objective: Use tag questions correctly. Value: Honesty

II. Subject Matter: Using Tag Questions References: PELC II. B. 2.3 p. 14; BEC. B. 3.3.2. p. 23 Growing in Eng. Lang. VI / p. 28, 31 Language Wonders VI p. 181; Integrating Values with Communication Arts p. 175 Materials: chart, pictures of scenic spot in our country sentence strips III. Learning Activities: A. Preparatory Activities: 1. Drill / Review What are the rules we should remember in changing statement into questions. Change the following into questions 1. He draws pictures well. 2. They asked me to join the cheering squad. 3. We need each other to keep the world going 2. Checking of assignment B. Teaching the New Lesson 1. Motivation What should you do if you found a wallet full of money? 2. Presentation a. Listening Activity Selected pupils will dramatize the story while the rest of the class listens. Aunt Martha stopped from her tracks to acknowledge a shout from behind. "Ma'm! Ma'm! You had dropped your purse!" "Oh, God bless you! I must have been too absorbed in my thoughts that it had fallen". The pimpled face of young man showed a thrifty smile. Then Aunt Martha seemed to recognize him. b. Speaking Activities The teacher will ask some comprehension questions about the short selection. The class will listen to the intonation of the sentences taken from the selection as they are read by the teacher. Then after the second reading, the pupils will repeat after her. 3. Discussion and Analysis a. Study the sentences again written on sentence strips. You are Chonas lad, arent you? She isnt sick, is she? Ask: What can you say about the sentences? How many parts do they have? How is the tag question formed? b. Discussing the intonation patterns use in saying tag questions. Analyze each sentence below Youre the secretary, arent you? The tag question has a rising intonation when the speaker desires information. The person addressed is asked to confirm, or deny the idea, to answer yes or no.

You are the secretary, aren't you" In saying statements with tag questions you are not sure of the answer, use the falling intonation on our voice goes down on the tag question. 4. Practice Exercises: Read each sentence observing the correct intonation patterns. 1. We aren't safe from air pollution even inside our home, are we? 2. Cigarette, pipe, and cigar smoking cause lung cancer, don't they? 3. You don't use charcoal to barbecue indoors, do you? C. Generalization What is a tag question? How is it formed? D. Application A. Put a tag question after each statement on stem: 1. You are afraid of the dark, _____? 2. There are no black gumamelas, _____? 3. The vase is full of red rose, _____? B. Call individual pupils to read each sentence above with correct intonation E. Fixing Skills Work in dyads. Using tag questions, Ask your partner about the following. The read his / her work in front of the class observing correct intonation pattern. 1. whether he / she protects the environment. 2. whether he / she dusts the furniture at home. 3. whether he / she knows his / her duties as a pupil F. Infusion of Values Have you ever experienced being appreciated or praised because of being honest? Why is being honest important Are you honest to yourself? IV. Evaluation: The statements below are either positive or negative, add a tag question in the affirmative or negative to each. 1. He is the man you're looking for, _____? 2. Ana doesn't talk too much, _____? V. Assignment: Study the rules in forming / using tag questions. Then try to write at least 4 sentences with tag questions. Do these in your notebook. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

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ENGLISH VI Date: ____________ I. Objective: Recite poem with varied moods, correct phrasing and intonation Value: Avoid/ refrain from giving judgment without being sure.

II. Subject Matter: Reciting Poem with Varied Moods, Correct Phrasing and Intonation

References:Materials:

ELC VI E. 1.8. p. 43 BES (L) pp. 13 - 14 The blind Men and the Elephant

III. Learning Activities: A. Pre-reading Activities: 1. Phonics / Drill: Read the following words and notice the silent letters. Encircle them Pneumonia Eight Psalm Freight Neighbor Cupboard Palm Reign Psychology Height Feign Calm 2. Unlocking of Difficulties a. dispute - pantomime b. resemble - context clues c. spear pictures 3. Motivation a. Read the following utterances below with proper moods. 1. Sentences 2. Hurray, we won the game. 3. Oh, how may stomach aches. 4. Raising the Motive Questions: a. Who among the blind men described the elephant correctly? b. From where were the blind men? c. How did the first (second, third, fourth, fifth and sixth) described the elephant? C. During Reading Activity 1. Answering the motive Question 2. Comprehension Check -up The following suggestions should be followed: 1. Light voice for lines that are dirty in thoughts or light in feeling. 2. Dark voices for lines expressing sounder serious thoughts. 3. Medium voices for refrains, narrative or factual lines or sections. D. Engagement Activity Dramatic reading by the pupils. Line are said for mastery. Gestures and movements are taught. E. Practice Exercise: Recite the poem below. Remember to use the different suggestions learned.

The Sea Choir 1: Why does the sea laugh, Mother as it glints beneath the sun? Choir 2: It is thinking of the joys, my child That it wishes everyone. F. Infusion of Values How can we avoid giving unfair judgment or criticism? IV. Evaluation: Recite the poem below following the guidelines on how to recite poems cast for a verse choir. Weather All:Weather is something we all must share. Weather is something we all must bear. Solo 1: Whether it's cloudy Solo 2 : Or whether it's bright. Solo 3 : In the warmth of noon Solo 4 : Or the cool of night Solo Solo 6 : Or whether it's dry. All: We simply must take it, you and I! V. Assignment: Copy a poem from your textbook and arrange it for a verse choir. Be ready to recite it in class. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH VI Date: ____________ I. Objective: Tell the big ideas, key concepts implied in each paragraph. Value: honesty

II. Subject Matter: Telling the Big Ideas / Key concepts Implied in each Paragraph References: ELC 2.1, p. 41; BES R. pp. 43 - 47 III. Learning Activities: A. Pre-reading Activities: 1. Unlocking of Difficulties Choose the word or phrase or column B that means the opposite of the underlined word in column A. A B I. Poldo shook his head in disagreement a. Rejoice 2. The boys exhaled air slowly. b. nod in agreement 3. Father and son suddenly appeared. c. glance 4. After a while Pedong cried d. vanished 5. Andong was filled with confidence e. inhaled deeply 2. Motivation Teacher narrates short story / sentence about the picture. The focus of the picture is about the object found. Ask the pupils how they feel when they find something. Tell them that the story they will read bear the same idea. 3. Motive Question How did Poldo react to the owner? 5. Standards for Silent Reading B. During Reading Activities Silent Reading C. Post Reading Activities 1. Answering Motive Questions 2. Answering other comprehension question about the story. a. Who felt very happy? b. What caught Poldo's eye when he looked down? c. How did he feel? D. Engagement Activity Pick out the main idea in each of the following paragraphs from the given options. 1. Milk is the best food. It is good for babies, for children and grown ups. It is good for the aged, for the sick and for the weak. It is also good for strong people who work haO. a. Milk is good for everyone. b. Milk is good for the sick c. Milk is for babies only

2. Good books help us in many ways. They help us learn to read, write and count. They make us happy with the stories they tell. They teach us to work. They teach us to be god and useful children. a. Good books teach us to read and write b. Good books teach us to work and play c. Good books help us to learn to do many things and to be good children. IV. Evaluation: Read the paragraph and be able to answer the questions that follow. 1. What is the main idea of the paragraph? a. All dreams may come true b. We only dream of pleasant things c. We are free to dream d. Dreams may be bad or good. 2. Daydreaming means a. Dreaming at daytime b. Thinking about pleasant things c. Dreaming unpleasant dreams d. Dreaming at night 3. What is the author's attitude towards the poor? a. He hates them. b. He dislikes them c. He doesn't want to help them d. He has a great sympathy towards the poor. V. Assignment: Choose and copy two short paragraphs from any given selection or story. Identify the key concept in each paragraph. Write each after each paragraph. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH VI Date: ____________ I. Objective: Give the details that support the big ideas. Value: Overcoming fears

II. Subject Matter: Identifying Supporting Details to Big/ Main Ideas Selection: "A Test for Mafatu" "At the Park" References: BEC 4.4.1 p. 23; BES (Reading) p. 20 - 26 Materials: Charts III. Learning Activities: A. Pre-reading Activities: 1. Checking of assignment 2. Motivation Have you ever been scared in your life? 3. Unlocking of Difficulties Match each word in column A with the appropriate meaning in column B. A B 1. reefs a. held tightly 2. furious b. the stomach 3. gripped c. very angry 4. whirled d. rubbed over the surface with something rough or sharp 5. scraped e. turned around very quickly 6. belly f. a naughty smile 7. grin g. rocks lying at or near the surface of the ocean 4. Motive Question Why do you think Mafatu was afraid of the shark? B. During Reading Activities 1. Recall the Standards for Silent reading 2. Silent reading of the story. "A Test for Mafatu", p. 20 C. Post Reading Activities 1. Get a partner. Discuss the answer to the following questions a. What are the main events in the story? b. Why did Mafatu make a knife? c. Why did he hate the hammerhead shark? 2. Answering motive question 3. Engagement Activity (Group Activity) Refer to the text of "A Test for Mafatu" Number each paragraph. Which paragraph shows that: (main idea) a. Mafatu made a knife to kill the shark that destroyed his fish trpa. paragraph 1 -2) b. In the morning, Mafatu saw how the shark , destroyed his fish trap. (paragraph 3-7) c. Uri fell into the sea and Mafatu dived to save him. (paragraph 8-9)

D. Generalization How do you recognize important or significant details in a selection? E. Application: Read the following selection. Have the pupils work out a semantic map to show the main idea and the details. Men have always been fearful and fascinated by sharks. Some people regard these animals as sea monsters, man-eating and extremely dangerous. The great white shark is the most sinister of these fishes. It is equipped with several rows of huge irregular saw-edged teeth in its jaw. The teeth always grow back, no matter what the age of the shark is. It always has a fresh supply of these jagged weapons. What do most sharks at? Mainly other animals. IV. Evaluation: Read the poem "At the Park" Chose the details which support the main idea that "Young and old alike enjoy different activities in the park." _____ 1. Boys and girls laugh and chat. _____ 2. Some skate, others march. _____ 3. Old people stroll, or sit listening to the radio. _____ 4. Children fly balloons. _____ 5. Others come by jeep or bus. V. Assignment: Give at least 5 details that support this main idea. "Trees are very useful" Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH VI Date: ____________ I. Objective: Give the main idea of a paragraph that is explicit or implied. Value: Honesty

II. Subject Matter: Giving the Main Idea of a Paragraph that is Explicit or Implied Selection: "The Two Peso Coin" References: PELC, D.2.4.1.p. 41; TM pp. 22 - 23, RTX, pp. 43 -47 Materials: Charts, a real two peso coin or its illustration III. Learning Activities: A. Pre-reading Activities: 1. Checking of assignment 2. Review 3. Motivation 4. Unlocking of Difficulties 5. Motive Question B. During Reading Activity Guided silent reading of the story C. Post Reading Activities 1. Answering the motive question 2. Answering the guide question written on the board 3. Answer the following questions by going back to the paragraph referred to and read it for clarification of the main idea. 4. Infusion of Values: If you ever found something of value lying somewhere else, what are you going to do with it? 5. Engagement Activity (Group Activity) D. Generalization: How do you identify or give the main idea of a paragraph? E. Application: Read the paragraphs on the chart. Be able to state the main idea whether explicit or implicit. 1. Greening the school and the community is an answer to air pollution. Plants give out oxygen, the air that we breathe and take in carbon dioxide. Without, it plants; the air that we breathe will be full of dust and smoke. This is dangerous to our health. Let us plant more trees so that we will have longer lives. IV. Evaluation: Read the paragraph and be able to answer the questions that follow. Filipino have many beautiful traits. They show these in their customs, traditions and practices. Filipinos are helpful. They are ready to help and another especially in times of needs and calamities.

They love and respect the members of their families especially the elders. They visit the tombs of their dead relatives and place candles and flowers on All Saint's Day. _____ 1. What is the main idea of the selection? a. Desirable Filipino traits b. Customs and traditions of Filipinos c. Filipinos are hospitable d. Filipinos are helpful _____ 2. How do Filipinos show their love and respect for the dead members of the family? a. They give them food. -b. They always remember them c. They visit the tombs, offer flowers and place candles. d. They respect their memories V. Assignment: Give at least 5 details that support this main idea. "Trees are very useful" Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH VI Date: ____________ I. Objective: Write a model composition Value: The need to express one's moods and feelings

II. Subject Matter: Writing a model composition

References:Materials:

BEC 3, p. 23; PELC IV.A.1.1.1.1.2, p. 59 graphic scene (pictures during and after a storm)

III. Learning Activities: A. Preparatory Activities: 1. Checking of assignment 2. Review What are the three parts of a good paragraph? What are the characteristics of a good beginning sentence? Supporting or middle sentences? Concluding sentence? 3. Motivation: Present the pictures of storms scenes. How do you feel about a storm? B. Presentation 1. Explanation of objective and activity writing a composition to express feeling about a storm. 2. Describing pupils feelings about a storm. The pupils will answer motivation question using one-word adjectives or phrases. Which the teacher will write on the board. Classify the feeling expressed Summarize in one or two sentences as in: I am thrilled but at the same time anxious during a storm. This will form the introduction. C. Analysis and Discussion Explaining the described moods and feelings. Some guide questions: 1. What does a storm make you feel? 2. What do you see, hear, smell, taste, touch, feel, encounter / experience during and after a storm? 3. What activities do you enjoy? What activities can't you enjoy? What things delight you? Write down the answers randomly on the board. D. Generalization: Say: Remember that a good paragraph must have an effective beginning and ending. The body contains details that support the topic well. E. Application:

Write the composition on a piece of paper. Be sure to apply the correct punctuation and capitalization. Note the indention at the beginning paragraph. Write neatly and clearly. IV. Evaluation: Call on a volunteer to read aloud his/ her composition in class. Guide the pupils to evaluate it considering these questions. 1. Does it have an effective beginning sentence? 2. What kind of a beginning sentence is it? 3. Do all the supporting sentences keep to the topic? V. Assignment: Rewrite the composition in your theme notebooks. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH VI Date: ____________ I. Objective: Write a home reading report correctly. II. Subject Matter: Writing Home Reading Report Correctly References: PELC VI, B.2.p. 61 Materials: charts III. Learning Activities: A. Preparatory Activities: 1. Checking of assignment 2. Review Recall about different books they have read at home. 3. Motivation Read this saying from Ralph Waldo Emerson. "The three practical rules. Then which I have to offer are 1. Never read any book that is not a year old. 2. Never read any but the famed books 3. Never read any but what you like." Do agree with number 3? Why? B. Presentation To be able to read well includes the ability to interpret and summarized accurately the content of what you read. Careful analysis and evaluation are also an important part of good reading. This time we will write a report about what you have read from books. Giving a sample of home reading report. C. Analysis and Discussion: What is the title of Vivian's report? Who is the author? What story did she report on? Who were the Israelites? D. Generalization What are the parts of a reading report? What does each part tell? E. Practice Exercise Form a small group and talk about books that they have read. Plan to write a book report using the sample format. Title Author Place and Date of Publication No. of pages Brief Summary Setting Characters Plot F. Application; Write a home reading report based on their reading about stories in the past.

IV. Evaluation: 1. Is the paragraph brief? YES / / NO/ / 2. Are the facts important? YES / / NO/ / 3. Are they told in proper order? YES / / NO/ / 4. Are all the parts of a book report present? YES / /NO / / V. Assignment: Rewrite the corrected report. Follow the guidelines.

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH VI Date: ____________ I. Objective: Give other events that could happen next Value: Appreciation

II. Subject Matter: Giving Other Events that Could Happen Next References: ELC C 5.2.3, p. 42 Reading Text p. 1-6 Modules 6.1 "What will Happen Next?" Story: Noise Materials: chart III. Learning Activities: A. Pre-reading Activities: 1. Unlocking of difficulties Using flashcards, pick out the word that will complete each sentence. rattle screech moan murmur clutter 1. The _____ of rain is heard on the roof. 2. The _____ of the wind is like a growling cat. 3. There was a loud _____ of car on the street. 2. Motivation What sounds have you heard? What sounds have you enjoyed hearing 3. Motive Question What will you do if you heard some noise? B. During Reading Activities 1. Reading the poem orally. a. Reading of the poem by the teacher. b. Re-reading of the poem by the teacher and the pupils. c. Reading orally by the pupils for harmony and rhythm. C. Post Reading activities 1. Answering the motive question. 2. Answering the comprehension questions: a. What did the poet or writer of the poem says about noise? Does he like noise or not? D. Enrichment Activity Tony liked the book about horses. e book made him want to ride horse. Tony could think about riding a horse. Tony's father said, "I know of a stable where people go to learn how to ride horse. The stable is not far from here". What do you think will probable happen next? a. Tony's father will buy a horse for him. b. Tony's father will read the book about horses. c. Tony's father will take him for riding lessons. d. Tony's father will buy other animal book.

IV. Evaluation: Read the paragraph and be able to answer the questions that follow. A WISE CHOICE Our class has an election yesterday. There were two nominees for president. One of them was Daniel, my cousin. He is the leader in many of our class activities. But he is not a close friend. When the secretary called Daniel's name, I did not raise my hand. He got twenty voles. Then I heard Alberto's name. Again, I did not raise my hand. The secretary counted 19...20... Suddenly, I put up my hand. Alberto had twenty-one votes. I know I voted for the right person. 1. Who was Alberto? a. He is a cousin and a very close friend. b. He is the leader in many class activities. c. He is the class secretary. d. He is the speaker / guest. 2. How many votes did Alberto get? a. 20 b. 19 c. 21 d. 18 d. He felt worried V. Assignment: Annie went to a part, She saw the sign "No climbing", but she did not obey. Complete the drawing to show what will happen to her. A B C

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH VI Date: ____________ I. Objective: Give other events that could happen next. Value: Appreciation

II. Subject Matter: Giving Other Events That Could Happen Next Effects of Sounds Poem: Noise References: PELC III. C.5, 2.3; BES Reading. TM pp 33 -35 BES Reading TX pp. 65 - 66 Materials: Objects that produces sounds like bell, radio horn, Pictures of a cat, jet plane, grand mother's clock III. Learning Activities: A. Preparatory Activities: 1. Review: Sounds people hear 2. Unlocking Difficulties Introduce onomatopoeic words through semantic map Ask: What produces sounds? What sounds each produce? 3. Motivation Let the pupils listen to the sound of the horn, radio, bell...... Do you enjoy hearing sounds? What sounds do you enjoy hearing? 4. What will you do if you heard some noise? Why? B. During Reading a. Reading of the poem by the teacher. b. Second reading of the poem by the teacher and pupils. c. Reading orally by the pupils for harmony and rhythm. C. Post Reading Activities 1. Answering the motive question 2. Comprehension discussion Work with a partner. Decide on the following: a. What did the author say about noise and whether he likes it or not. b. List down the sounds and what produces them. c. What do you think will happen if there will be no sound? D. Engagement Activities 1. Group the class into four. Let each group work on the following activities: Write the needed information. Group I - What causes sounds? Group II - If we hear pleasant sounds? Group III- What do you think will happen if we will hear unpleasant sounds? Group IV- Imagine our world without sound. What will happen if there is no sound? World without sound

2. Infusion of Value: Appreciation E. Enrichment Activities Give the event that will happen next. 1. If a man aimed his gun at something, what would you expect him to do? Grunt strike fine 2. What would you expect a horse to do if you cried halt to him? run faster start to trot stop at once 3. If two friends who had not seen each other for years next, what would they do? embrace each other write each other yell at each other IV. Evaluation: Work with a partner. Choose one from the storyline suggested below that you can talk about. Write other events that could happen next for each. 1. Ismael's haiku wins in the national poetry writing contest. He's extremely happy to go on a free trip to Japan. He tells himself, "Now I can learn more about this country" a. b. c. V. Assignment: Annie went to visit her aunt in a hospital. She saw the sign keep silent, but she did not obey. Complete the event that could happen. 1. The guards will ___________________________________________. 2. The other patients will _____________________________________ . Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH VI Date: ____________ I. Objective: Predict outcome Value: Being courteous

II. Subject Matter: Predicting OutcomesReferences:

Materials:

PELC III, C.5.2; Growing in Eng. 6;TM. Pp. 222- 223 Module Eng. 6 pp. 266-268 cassette

III. Learning Activities: A. Pre-Listening Activities: 1. Jazz Chant: "Night Sounds" 2. Review: Give the events that could happen next. Jun did not obey the "Beware of dogs" sign. A B C 3. Unlocking of Difficulties Fill in the boxes with the words being described by the words/ phrases on the right. 4. Motivation Did you ever try to guess what event will happen next? How did you do it? 5. Setting of Standards for listening B. During Listening Activities A BUSY DAY Marvin is one of the best students in his class. He always comes to class with his homework well-prepared. He works fast and quietly. When the teacher asks the class to pass their seatwork, he hands in his works promptly. Marvin listens attentively in class. When he knows the answer to the question the teacher asks, he raises is hand. When the teacher calls on him to recite, he stands up right away. He recites in a loud, clear voice. C. Post Listening Activities 1. Answering the motive question 2. Comprehension discussion a. Who was Marvin? b. What were Marvin's School activities? Use sentence verb. c. Why was the selection entitled "A Busy Day"? D. Engagement Activities Based on what you have listened to, you will predict outcome by answering these questions. 1. If Marvin always comes to class with his homework well-prepared, how will he recite when his teacher calls him?

2. When Marvin raises his hand during the discussion of a lesson, what will he do? 3. If he does not keep people waiting for him, how will they feel? E. Application: Work with a partner. Discuss, and then predict the outcome. Look for clues. 1. Jenny had packed a basketful of sandwiches, drinks, spaghetti and fried chicken. She invited Hector, Grace, John and Susan. They brought fish poles and worms a. They'll be going to a barbecue party b. They'll have a picnic at the park. c. They'll have a picnic at the lake. d. They'll attend a wedding party. IV. Evaluation: Read the event. Predict the outcome, 1. It is raining hard now. Lita forgot to bring her umbrella when she went to school this morning. a. She would go home under the rain b. She would sleep in the school c. The would borrow an umbrella from a classmates who lives nearby. 2. The lights went off. Tomas needs to study for his test the following day. a. He would sleep early. b. He would use the candle lamp or any artificial light to light his notes so he could study. c. He would cry V. Assignment: Write 5 activities for your classmates to guess the outcome. Clues should be clearly seen from the information you will give.

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH VI Date: ____________ I. Objective: Tell the relationship expressed in the selection as to cause or effect Value: Conservation of wildlife

II. Subject Matter: Telling the Relationship Expressed in the Selection as to Cause or Effect References: Growing in English, Reading p. 183; Wildlife in Danger, RTX pp. 48-50 TM pp. 23 25; Reading Comprehension Exercises in Eng. 6 pp. 3741 Materials: flip chart (wild life) III. Learning Activities: A. Preparatory Activities: 1. Checking of assignment 2. Review: a. The river has become smelly and filthy because the people throw their waste into it. b. Fish in the river die because people use dynamite in fishing. Which are causes? Which are effects? 3. Motivation a. Let the pupils sing the song about Pasig River. Discuss briefly the message of the song. What have we done? What must we do? Are you an environmental lover? 4. Unlocking of Difficulties (Context clues/ synonyms) a. Extinct b. Polluted c. Seacoast d. Environment 5. Stating Motive Question How do changes in the environment made by man affect his wildlife around us? B. Reading 1. Have the pupils read the story, "Wildlife in Danger" on pp. 48 50, Reading BES VI 2. Comprehension Questions a. What are the changes in the environment made by man? b. How do these changes affect the lives of man and animals? C. Presentation 1. Skill Development a. Why dinosaurs become extinct? b. How people have made many changes in their lives? c. Elicit the meaning of cause as the reason for an action and effect as the result of a certain cause. d. Cause answers the question why, signaled of a certain cause.

2. Infusion of Values Conservation of wildlife. D. Generalization How do we perceive causes to given effects? E. Practice Exercises Grouping. Use graphic organizer. Assign the following. Write the needed information. Group I Causes why Body Healthy Group II Effects of Having Healthy Body Group III Give other possible causes of sickness Group IV Give other possible effects of malnutrition F. Independent Practice Work with a partner. Tell which he cause is and which is the effect. 1. The Math problems were difficult. Rico was worried and unhappy. 2. He is not getting enough sleep. Claudine speaks much time watching television at night. 3. She kept her mind on her homework. The girl turned off her homework. IV. Evaluation: Read the paragraph and be able to answer the questions that follow. 1. The boy Scouts distributed empty bags to their neighbors. a. They were getting neighborhood census. b. They were collecting food. c. They were going to return after a week. d. They were having garbage collection project. e. They were giving bags as gifts. 2. The scouts collected loads of peach pits and nut hulls. a. These were burned for energy. b. They were used to make life jackets. c. They were requested by the soldiers. d. They were used for making gas-mask filters, e. They were made bombs and weapons. V. Assignment: Read the paragraph. Underline the cause once and the effect twice. Rodolfo wanted very much to paint. He painted whenever he got chance. He began sneaking into the workroom at night when everyone was asleep. He worked al night long with only the light of full moon. Soon he was painting very well. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH VI Date: ____________ I. Objective: Give the possible causes to a given effect and other possible effects to a given cause. Value: Conservation of Wildlife

II. Subject Matter: Giving Possible Causes to a Given Effect and Possible Effect to a Given Cause References: Building English Skills pp. 48 - 50 PELC D. 5.1.1. p. 46 Reading Comprehension Exercises in Eng. 6 pp. 37 - 42 Selection: Wildlife in Danger Materials: Picture of wildlife III. Learning Activities: A. Pre-reading Activities: 1. Review: a. Distinguishing cause from effect b. Conjunction, clue words used to describe case and effect. 2. Unlocking of Difficulties a. Dinosaur (picture clue) b. Roam (demonstration) c. Extinct (context clue) 3. Motivation a. Have you gone to the zoo? What different kinds of animals did you see there? 4. Razing of Motive Question Why do some animals become extinct? B. During Reading Activity 1. Recall of the standards in silent reading. 2. Silent reading of the story, "Wildlife in Danger" C. Post Reading Activities Answering the comprehension question. a. Which animals have become extinct? b. How is wildlife destroyed by pollution? D. Engagement Activity Work with a partner. Answer the questions. 1. If people have made many changes in the environment, what will be its effects? Use graphic organizer

IV. Evaluation: Read the paragraph and be able to answer the questions that follow, Ways of Getting Healthy "Health is wealth", so as the saying goes. Being healthy and strong is a necessity for everyday life. It is also considered wealth. On the contrary, being sickly and worn out can make us spend certain amount of many for a doctor's prescription. To avoid such, there are several ways to achieve a healthy body. What are the causes of the following effects? 1. Forest and mountains were denuded. a. Illegal mining d. Flash floods b. Too much heat e. Air pollution c. Illegal logging 2. Life underwater dies. a. Lack of oxygen d. Dynamite fishing b. No oxygen e. Gases from vehicles c. Sun's heat V. Assignment: Give two possible effects to a given cause and two possible causes to a given effect. Cause: Jaime studied very hard. Effect: Mikee drinks three glasses of chocolate drinks. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________