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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

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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 th