grade 1 – english third quarter · pdf filegrade 1 – english third quarter 3rd...

Grade 1 – ENGLISH THIRD QUARTER3 rd Quarter → Week 1

Theme: Me and My Family

Oral Language: Listen and share about oneself

Phonological Awareness: Recognize that sentences are made up of words

Listening Comprehension: Listen and share about oneself

Vocabulary and Grammar: Recognize, identify, give examples of naming words (people)

Day 1

Objectives Pre-assessment

Activating Prior Knowledge

Presentation Modeling Guided Practice

Independent Practice

Post Assessment

Oral Language, Listening Comprehension and Phonological Awareness

Ask and answer the question “What is your name?”

Recognize one's name when called (attendance)

Identify famous characters / persons found on a poster

Sing and recite a greeting

(See Appx. A1)

Watch a dialogue between a teacher and a student.

Q: What is your name?A: My name is ________.

Practice asking and answering the question “What is your name?”

Clap My Name: Clap the parts of one’s name

Vocabulary and Grammar

Recognize that persons have names

Day 2

Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga





Post Assessment


Practice asking the question “What is your name”. Practice answering “My name is _________.”

Recall the song

Clap the words in sentences such as “My name is ____.”

Learn the rules of the group game on getting to know each other

(See Appx. C1)

Watch the demonstration of the group game on getting to know each other

Play a Getting to Know Game where in the students can take turns in asking “What is your name?” and answering “My name is __________.”


Recognize that persons have names

Day 3





Post Assessment


State one's name. “My name is _________.”

Listen to teacher state his/her name while showing his/her name tag to the class

Listen to teacher state his/her nameT: “My name is ______.” (Teacher sticks name on the attendance board.)

Make and decorate your name tag.Put name tags on the attendance board.

(See Appx. B1)

Hold up your name tag and state your name in front of the class

S: “My name is ____.”


Recognize that each one has a name that represents oneself

Day 4

Objectives Pre- Activating Prior Presentation Modeling Guided Independent Post


assessment Knowledge Practice Practice Assessment


Introduce yourself to someone

Share the name of the character / idol you like

Get your name tag from the attendance board.

Identify the names of the characters / persons found on the poster (from Day 1)

Listen to teacher share his/her name and the name of his/her favorite character / idol

Listen to a dialogue

T: Hello! My name is ____.I like _____.

S: Hello! My name is ____.I like _____.

Clap the words in the sentence “Nice to meet you.”

Participate in a game to introduce oneself

(See Appx. C2)


Recognize that others have names

Day 5





Post Assessment


Introduce yourself to someone

Go out of the class and introduce yourself to someone and get to know his or her name

Hello, my name is __________.What is your name?

Vocabulary and Recognize that


Grammar sharing your name is part of making friends


3 rd Quarter → Week 2


Oral Language: Listen and share about self

Phonological Awareness: Recognize that sentences are made up of words

Listening Comprehension: Listen and share about self

Vocabulary and Grammar: Recognize, identify, give examples of naming words (people)

Day 1





Post Assessment


State one's name and age.

Recognize age by raising one's hand when the teacher mentions age

Listen to a song about age

(See Appx. A1)

Watch a dialogue between a teacher and a student.

Q: How old are you?A: I am _____ years old.

Practice asking and answering the question “How old are you?”

Clap the words in the sentences “How old are you?” and “ I am ___ years old.”


Recognize names of people

Identify the pictures of different people with different ages(eg. picture of grandfather - 78 years old, picture of toddler - 2 years old, etc.)

Listen to the teacher identify the people in the pictures (eg. grandfather, boy, mother)


(See Appx. C1)

Day 2





Post Assessment


State one's name and age.

Participate in a game where in the students can take turns in asking “How old are you? and answering “I am ____ years old.”

(See Appx. C1)

Do an art activity and state one's age in front of the class

(See Appx. B1)


Identify names of people

Listen to the rules of the game (See Appx. C3)

Participate in a game where in the students will identify the people in the pictures

Day 3





Post Assessment


Recognize one’s sex

Recognize one's sex when called (girls/boys)

Watch teacher as s/he groups some of the students into 2 groups (boys & girls)

Find out why they were

Listen to a song about girls and boys

(See Appx. A1)

Listen to the monologue of a boy and a girl.

B: I am Dan. I am a boy.G: I am Pam. I am a girl.


grouped that way

Boys will clap the sentences “I am a boy?” while girls will clap the sentences “ I am girl.”


Group people according to boys and girls

Listen to the rules of the girls & boys game

Participate in a boys and girls game.

(See Appx. C4)

Day 4





Post Assessment


State one’s name and sex

Participate in a game where in you will state your sex

(eg. I am Pam. I am a girl.)

(See Appx. C5)


Identifying naming words of people according to sex

Look at teacher’s chart of pictures(boys & girls)

Listen to teacher give naming words of people (boys: father, brother, grandfather; girls: mother, sister, grandmother)

Give more examples of naming words of people

Identify which column they belong to

* Homework:Find out the names of your family members


Day 5





Post Assessment


State one’s name, age and sex.

Create a puppet

With your puppet, state one’s name, age and sex in front of the class

(See Appx. B2)


Give examples of naming words of people

Listen to teacher do a dialogue:

T: Who is your brother?S: My brother is Kuya Bert.

Do a Pair-Share in asking who their family members areS1: Who is your mother?S2: My mother is Nanay Lita.



Theme: Me and My FamilyOral Language: Listen and share about self

Phonological Awareness: Recognize, distinguish, and supply rhyming words


Vocabulary and Grammar: Recognize, identify, give examples and classify naming words (things)

Day 1





Post Assessment


Ask the question “What color do you like?” State one's favorite color by saying, “I like the color_____.”

Recognize the different colors in the classroom

(See Appx B2)

Identify the color of the picture that the teacher will show (See Appx B1)

Recite a poem about colors (See App. A1)

Listen to words that rhyme with “blue” and “you”

Watch a dialogue between a teacher and a student. Q: What color do you like?A: I like the color ________.

Practice asking and answering the question “What color do you like?


Name things inside the classroom and identify their color

Recognize and identify different things inside the classroom.

Listen as the teacher names different things inside the room according to their color.

Watch a teacher monologue about the things inside the classroom.T: I like the

Practice sayingThis is a____.It is (color).


color ___. Let us look for things that are ____. This is a/an ___. It is (color).

Day 2





Post Assessment


Practice asking the question “Which color do you like?”Practice answering “I like the color______”

Recall the poem

Think of words that rhyme with the word “red”

Learn the rules of the group game on colors. (See App. C1)

Watch the demonstration of the group game on knowing one’s favorite color.

Play a “Pass the Ball Color Game” where in the students can take turns in asking “What color do you like?” and answering “I like the color______.”


Practice saying “This is a/an ___. It is color.”

Look at the teacher’s mystery box/bag. Listen as she identifies the name and color of the different things.

Watch and listen as the teacher says This is a/an ___. It is color.”


Day 3





Watch as the teacher models how to do the art activity.

Draw and design one’s favorite thing (toy, book, etc) using one’s favorite color (See App. B3)

Group one’s artwork according to colors.


Identify and say the name and color of one’s favorite thing

Watch as the teacher shows pictures of different things and says“This is a/an ___. It is color.”


Show and tell about one’s favorite thing by saying “This is a/an ___. It is color.”(by small groups or by pairs)

Day 4





Post Assessment


Identify other colors in the environment

Find the meanings of the words appear, sky and rainbow

Sing a song about colors. (See Appx. A2)

Listen as the teacher enumerates the colors found in a rainbow.

Identify the colors found in a rainbow by filling in the blanks orally.

Make a rainbow art activity

(See Appx. B4)


Identify names of other things in the environment

Listen as the teacher says the names of other things in the environment

Look at the pictures and listen as the teacher identifies other things in the environment

Practice identifying other pictures things in the environment by sayingS: That is

Go out of the classroom and identify other things in the environment by saying “That is a/an ____.


T: That is a rainbow.

a/an___.

Day 5





Post Assessment


Identify the colors in the environment

Recall the song

Think of words that sound the same as “rainbow”

Play a game about colors

(See Appx. C2)


Identify the names of things in the environment

Answer the post assessment worksheet.

(See Appx B5)







Vocabulary and Grammar: Recognize, identify, give examples and classify naming words (things/food items)

Day 1





Post Assessment


Identify a fruit that one likes.

Know the meaning of the word tummy

Identify words that have the same ending sound as tummy.

Answer the question, “What do you see on the board?”

Sing a song about fruits

See Appx. A1

Listen and watch as the teacher says“I like bananas.

Do the food choice activity.

See Appx. C2


Identify the names and colors of different fruits

Look at the pictures. Encircle all the food items that one likes

(see App B1)

Look at the pictures of different fruits on the board.

Listen and watch the teacher as she introduces different fruits.T: What fruit is this?T: This is a ____. It is color _____.

Go in front and answer the question

T: What fruit is this?S: This is a/an _________. It is color____.I like ______.


I like ______.(The objects should be near the 2 speakers)

Day 2





Post Assessment


Ask and answer the question “What fruits do you like?

Recall the song Listen to the teacher as she presents different kinds of fruits

Listen and watch a dialogue

What fruits do you like?I like ______.

Play a game about the fruits that one likes “What fruits do you like?”


Identify the name and color of different fruits

Listen to the teacher as she identifies the name and color of different fruits

Listen and watch the teacher sayWhat fruit is this?This is a/an ____.It is color____.I like ______.

Practice asking and answering,What fruit is this?This is a/an _____.It is color ___.I like ______.

Day 3





Post Assessment


Identify the names of different vegetables that one likes

Recall the Fruit Song

Sing a song about vegetables

(See Appx A4)

Listen and watch a dialogue

What vegetables do you like?I like _____.

Practice asking and answering the question“What vegetables do you like?I like _____.

Do a vegetable choice activity [See App C3]

Vocabulary and Identify names Listen to the Practice saying Play a game


Grammar and colors of different vegetables

teacher

T: This is a carrot. It is color _____

“This is a ______. It is color ____.

Day 4





Post Assessment


Identify other kinds of food that one eats

Know the meaning of the words munch, lick and quick

Watch and listen to a dialogue

What fruit or vegetable do you like?I like _____.

Practice asking and answering the question What fruit or vegetable do you like?”I like _____.

Play a game

See App


Identify names and colors of fruits and vegetables

Day 5





Post Assessment

Oral Language, Listening Comprehension and Phonological

Identify one’s favorite fruit and vegetable.

Listen as the teacher gives the direction for the art activity.

Draw and color one’s favorite fruit and vegetable.


Awareness See App B2


Identify names of different foods

Watch and listen as the teacher gives a sample item of the seatwork

Look at all the pictures. Color all the food items.[see App. B3]







Vocabulary and Grammar: Recognize, identify, give examples and classify naming words (animals)

Day 1





Post Assessment


Recognize parts of the body

Recognize parts of the body

T: Touch your ______.

Do the puzzle of a boy or a girl

(eg. head, upper & lower body, arms & legs)

Listen to a song about the parts of the body

(See Appx. A1)

Watch teacher name the parts of the body

Copy what the teacher is modeling

Touch the body part that the teacher shows


Recognize names of body parts

Day 2





Post Assessment


Identify the parts of the body

Follow instructions

Listen to the rules of the Body game

(See Appx. C2 and C3)

Watch the teacher demonstrate the game

Participate in the Body game where in you identify the parts of the body


Identify the parts of the


body

Day 3





Post Assessment


Listen and share about self and body

Listen to and watch teacher tell about the different parts of the body using the sentence stem:T: This is my ________.(while showing the body part)

Listen and watch a classmate tell about the different parts of the body using the sentence stem:S: This is my ________.(while showing the body part)

Pair-Share

Tell a classmate about the parts of your body by using the sentence stem

S: This is my ________.(while showing the body part)

Name the part of the body by leading the Body game

(See Appx. C2)


Name the parts of the body

Day 4





Post Assessment


Name parts of the body according to function

(eg. legs → for walking, hands → for writing)

Answer the question, “What can our body parts do?”

Listen to a song about what body parts can do

(Our Body Parts; See Appx. A2)

Listen to teacher

(eg. T: “We use our legs when we walk. We use our hands when we write.”

Say the body part and do the action that the teacher is referring to.

(eg. T: What do we use to nod? S: We use our head.)

Name the body parts that the teacher points to


Identify and name different


body parts

Day 5





Post Assessment


Identify ways to take care of the body

Listen to a song about taking care of the body

(This is the Way; See Appx. A3)

Look at the pictures that teacher will show (eg. taking a bath, brushing teeth)

Identify which pictures show ways to take good care of the body

Act out the ways to take care of the body (taking a bath, brushing your teeth)

Color the pictures that show how to take good care of the body

(See Appx C6)


Identify and name body parts





Phonological Awareness: Identify/ count syllables in words


Vocabulary & Grammar: Recognize, identify, give examples and classify naming words (animals)

Day 1





Post Assessment


Recognize the parts of the face (eyes, mouth, ears, nose)

Recognize the parts of the body (eyes, ears, etc.)

Find the meaning of the word “special”

Listen to the poem about parts of the body

(See Appx. A1)

Watch teacher show the parts of the face.

(eg. These are my eyes. This is my mouth. These are my ears.)


Recognize names of animals

Recognize the body parts of animals (eg. ears, nose, eyes)

Match the body part of the animal to its head(eg. goat, pig, duck)

Look at the pictures of the animals and their parts

Listen to teacher name some animals and their parts.

T:This is a duck. It has a beak T: This is a pig. It has a tail.T: This is a goat. It has a horn.

Identify other animals that have beaks, tails, horns, etc.

Day 2






Post Assessment


Identify the body parts

Find the meanings of the words (eg. clean and bright)

Sing a Body Part Song

(See Appx. A2)

Watch teacher show the different parts of the body

Watch and listen to the dialogue

T: I have two hands.S: I also have two hands.

Identify and name your body parts with a partner

S1: I have a nose.S2: I also have a nose.


Identify names of animals

Identify the body parts of the animals

Look at the pictures of the animals

Listen to teacher name more animals and their body parts

T:This is a bird. It has wings.

Identify the animal and their body parts(T: Show me the tail of the ____.)

Day 3





Post Assessment


Identify body parts

Follow directions and identify the body parts that the teacher will say by putting them together.

(See Appx. C2)


State the names of animals and

Look at the pictures of animals and

Listen to teacher’s statements

State the name of the animal that the teacher

Participate in a game where in you will state


their body parts their body parts about the animals and their body partsT: “This is a duck. It has a beak.”

shows.

State the body part that the teacher shows.

the name of the animal and its body part. (ex. Pin the Duck’s Beak; See Appx. C1)

Day 4





Post Assessment


Identify and name their own body parts

Point to and name the body part

T: This is my _____. (child follows)

Point to and name the body part with a partner

S: This is my _____.


Name the common body parts of animals and persons

Look at pictures of animals and their body parts

Listen to the teacher state the names of animals and their body parts

T: “I have legs. The carabao also has legs.”

Name the common body parts of you and the animal that you picked

S: “I have a nose. The dog also has a nose.”

(See Appx. C4)

Day 5





Post Assessment

Oral Language, Listening Comprehension and

Identify the body parts of the animals


Phonological Awareness

(eg. monkey)


Name the animals and the parts of their body

Follow teacher’s directions

Color the body part of the animal that the teacher mentions

(See Appx. C5)




Oral Language: Listen and share about self and others

Phonological Awareness: Identify/ count syllables in words

Listening Comprehension: Listen and share about self and others

Vocabulary and Grammar: Recognize, identify, give examples and classify naming words (places)

Day 1





Post Assessment


Recognize one’s feeling

Recognize one’s feelings when presented with pictures of different situations

Find the meaning of the words feelings, angry, sad, frightened, glad

Listen to the poem about feelings

(See Appx. A1)


Identify names of places

Look at pictures of different places. (eg. house, school, market, store)

Listen to the teacher identify different places

Eg.T: “I will go to my house.”

State the name of places that one wishes to go to.

See Appx. C6

Day 2





Post Assessment


Identify different feelings

Look at the picture of a happy person with a speech bubble saying,

Watch teacher depict happy and sad feelings by way of facial

Pick, identify, and act out the feeling that the picture shows.


Awareness “I am happy.”

Look at another picture of a sad person with a speech bubble saying, “I am sad.”

expressions

Eg. I feel happy.I feel sad

Eg. I feel happy.

See Appx. C1


Give names of places, animals, things and people

Look at the pictures of the places from the previous day and recall the names of these places.

Listen to a farm song.

See Appx. A3

Watch the teacher show picture of a farm and identify animals that can be found there. T: This is a farm. I see a cow in the farm.T: This is a farm. I see a pig in the farm. Teacher shows pictures of other places and asks the what they can see there. Eg. playground-slide


park-treespolice station-policehospital-doctor

Day 3





Post Assessment


Identify and show different feelings

Watch teacher depict angry and scared feelings by way of facial expressions

Eg. I feel scared.I feel angry.

Pick, identify, and act out the feeling that the picture shows.

Eg. I feel scared.

(See Appx. C2)


Give names of places, animals, things and people

Look at the teacher show a picture of a house and things that could be found inside it.

Answer the teacher’s question: T: This is a house. What do you see in the house? S: I see a table

Participate in a matching game. (See Appx C7)


in the house.

Day 4





Post Assessment


Identify and show the different feelings

Participate in a game where you will identify the feeling acted out by a classmate.

See Appx. C4

Choose one feeling and make a paper plate face depicting this.

See Appx. B1


Give naming words of places

Identify places and feelings that they have already learned.

After the teacher demonstrates,on the board choose a picture of a place and a picture of a feeling that you experience when you are in that places. Use this sentence stem.

I feel (happy) in the (school).

Day 5





Post Assessment

Oral Language, Identify and Recall the Sing a song Watch the Participate in a


Listening Comprehension and Phonological Awareness

show the different feelings

different feelings that you have learned this week.

about feelings.

See Appx. A2

teacher show the actions that correspond to a particular feeling while singing a song about feelings.

group singing activity.

See Appx. C4


Identify the naming words of places

Answer a worksheet about different places

Color the picture of the place that the teacher tells.




Oral Language: Listen and share about others

Phonological Awareness: Recognize that words can be broken into onsets and rimes.

Listening Comprehension: Listen and share about others

Vocabulary and Grammar: Recognize, identify, and give examples of naming words (events)

Day 1





Post Assessment


Recognize the different members of the family

Draw the members of your family

Answer the question, “Who are the members of your family?”

Listen to a story about family

(See Appx. A1)

Watch teacher identify the members his/her family (pictures)

T: This is my father. I call him “Papa.”

Watch teacher choose from among 4 pictures.

Identify more members of the family by choosing among the pictures shown.


Recognize names of events

Guess what the family is celebrating by looking at the puzzle pieces being put together

Look at a presentation of a birthday

Recognize other events that you celebrate with your family (eg. birthday, New Year, Christmas)

Day 2






Post Assessment


Name members of your family

Answer questions about the story read (I Have a Family)

Listen to teacher tell about the members of his/her family. ex. I have a sister. I call her ______ (name).

Listen to the teacher cut the words into parts (onset and rimes)ex. d-ad m-om

Identify one member of your family from the pictures shown.

Tell about your family member.

ex. I have a brother. I call him _____.


Identify naming words of persons

Day 3





Post Assessment


Tell about members of the family and events they enjoy together

Answer the question, “What events do you go to with your family?”

Listen to a story about events families enjoy together

(See Appx. A2)

Identify or name the events mentioned in the story

Draw an event that you enjoy with your family


Identify different events

Day 4






Post Assessment


Name events that they enjoy with their family

Listen to teacher share about events he/she enjoys with her family

T: I enjoy going to ________ with my family.

Tell the class about the event that you enjoy with your family.

S: I enjoy going to ________ with my family.

Pair Share:

Tell your partner about the drawing the previous day.

S: I enjoy going to ________ with my family

Whole Class Activity: Listen to teacher cut some words into two parts (onset and rimes)


Name different events

Day 5





Post Assessment


Share about events one enjoys with the family

Draw and identify the names of the members of your family and an event that they enjoy together


Use names of events in a

Share about your family by


telling sentence.

saying

“I enjoy going to the ________ with my _____, _____ and _____. “




Oral Language: Share an event about oneself

Phonological Awareness: Recognize that words can be broken into onsets and rimes

Listening Comprehension: Listen to a personal story shared by others

Vocabulary and Grammar: Use naming words in forming sentences

Day 1





Post Assessment


Listen to a story about a trip to the market / store

Identify the important details of the story (title, setting, character, event)

Draw three things that you have bought from the market/store.

Find the meaning of the words

e.g. market, Mais con Yelo, bought

Listen to the story “Mais con yelo”

(See Appx. A1)

Listen to a retelling of the story

(Teacher does a “Think Aloud” by posing and answering questions that identify the story elements (title, setting, character, event)

Fill a story grammar grid with the whole class

(See Appx. C1)


Identify naming words

Watch teacher identify some naming words in the story

Identify some naming words in the story by completing a story grammar

Day 2





Post Assessment



Share a story about one’s self using the pictures drawn in the pre-assessment

Review naming words of persons and places

Listen to teacher share his/her experienceEx.

I went to the ______. I was with ____. We bought ____, ______ and ______.

Listen to teacher identify the different elements in the story (title, character, event/activity and setting).


Listen to a classmate share his/her experience

(eg. I went to the ______. I was with ____. We bought ____, ______ and ______.)

Share these three things to the class.



Use naming words in a sentence

Day 3





Post Assessment


Share a story about one’s self

Review naming words of persons, animals, places and things

Find the meanings of the words:eg. garden, bud, calachuchi, gumamela, climbed

Look at teacher present a story about “Mina in the Garden”.

Listen to teacher share a story about his or her relative.

My name is (person). I visited my (person).He/She has a (place). I saw a/an _____, _____ and ______. (animal/thing)

Listen to a classmate share a story about his or her relative.

My name is (person). I visited my (person).She has a (place). I saw a/an _____, _____ and ______. (animal/thing)

Have a pair- share activity.

My name is (person). I visited my (person).She has a (place). I saw a/an _____, _____ and ______. (animal/thing)



Use naming words of persons, animals, things and places in sentences

Day 4





Post Assessment


Share a story about one’s self

Listen to the teacher share about his/her trip to the farm

(with pictures)T: I went to the farm.I saw the chicks in the nest.I saw fish in the pond.I saw a pig in the mud.I saw a carabao in the field.

Listen to a classmate share a story about his/her trip to the (place).

(eg. zoo, shop, farm, garden)

Share about a trip and the animals that you saw

S: I went to the place. I saw a/an animal in the place/thing.


Use naming words of animals and places in sentences

Review naming words (categorize the names of persons,

Day 5





Review naming words of persons, animals, things, and places

Listen to a classmate share his/her story

Listen to teacher share/retell the story of that student

T: This is (person). S/he went to place. S/he saw a ___, ____ and ____. (animal/thing)That is person’s story.

Choose your favorite story among from what you have already shared

Have a “Pair-Share” activity

Share your story with a classmate

Share a story of your classmate


Use naming words of persons, places, things,and animals.

Categorize the pictures of naming words.

see appx. C1




Oral Language: Ask questions and respond to the stories of others

Phonological Awareness: Recognize that words can be broken into onsets and rimes.

Listening Comprehension: Ask questions and respond to the stories of others

Vocabulary and Grammar: Use naming words in forming sentences

Day 1





Post Assessment


Ask and answer questions (e.g. who, what and where questions) about a story shared by a classmate

What do you want to know about my story?

Listen to teacher tell a story about him/herself.

What do you want know about my story? We can ask questions to know more about my story.

Listen to teacher ask questions using who, what and where.

Listen to a poem/ story

(See Appx. A2)

Listen to teacher ask who questions.

eg. Q: Who has a green hat?A: Gab has a green hat.

Participate in an activity where in you will ask and answer who questions

(See Appx. C


Ask and answer who questions

Use names of people in


sentences

Day 2





Post Assessment


Ask and answer what questions

Recite the poem

Listen to teacher ask what questions.

eg. Q: What does Gab have?A: Gab has a green hat.

Listen to teacher cut words into two parts (onsets and rimes)

Participate in an activity where in you will ask and answer what questions

(See Appx. C2)


Ask and answer what questions

Use names of things in sentences

Day 3





Post Assessment


Ask and answer where questions

Recite the poem

Listen to teacher ask where questions.

Listen to a short story about where each family went


Awareness eg. Q: Where did Gab go?A: Gab went to the farm.

(See Appx A2)

Ask and answer where questions about the short story

Q: Where did the family go?A: The family went to Lolo’s house


Ask and answer where questions

Use names of places in sentences

Day 4





Post Assessment


Ask and answer who, what, where questions

Listen and share a story about oneself to the class

Ask and answer who, what, where questions about the stories

Vocabulary and Ask and Note: Divide


Grammar answer who, what, where questions

Use naming words in sentences (people, things, places)

the class into 2 groups.

Group A will participate in the sharing activity.

Group B will do prepared activities (eg. worksheets like connect the dots, coloring, etc)

Day 5





Post Assessment



Listen and share a story about oneself to the class

Ask and answer who, what, where questions about the stories



Use naming words in

Note:

Group B will participate in the sharing activity.


sentences (people, things, places)

Group A will do prepared activities (eg. worksheets like connect the dots, coloring, etc)


grade 1 – english third quarter · pdf filegrade 1 – english third quarter 3rd...

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