ENGLISH V

Date: ____________ I. Objective:  Uses the correct intonation for statement and yes/no question Values: Listening Attentively

II. Subject Matter: Correct intonation for statements and Yes/No Questions References: Materials: PELC 1, p. 20, Fun in English (R); Fun in English (L) pp. 15-17 chart, arrow cards, flash cards

III. Procedure A. Pre- activities: 1. Drill: Divide the following into syllables artificial. business eleventh signature injection envelope 2. Unlocking of difficulties Match the underlined words in column A with their meaning in Column B. A B 1. The farmer was bitten by a serpent in the farm a. To charm or to attract 2. He tied the bow with a cord. b. Snake 3. Her bewitching voice made me feed good. c. String 3. Motivation Have you celebrated your birthday already? Did you receive any gift that surprised you? What is it? B. Presentation: 1. Pupils read silently the story " Pandora's Box" on pp. 20-22 of Fun in English ( R ) 2. Comprehension Questions a. Why was Pandora sent to live with Epimetheus? b. What made her think that the box was for her? c. Why did Pandora become so curious to know what was in the box? 3. Skill Development a. Read the following questions and statements taken from the story you read: 1. Did he have a staff? 2. Will you stay with us forever? 3. Pandora was busy untying the knot. b. How will you read the first question? the second question? c. What kind of intonation did you use? d. How will you read statement 3? statement 4? statement 5? e. What intonation did you use? 4. Generalization What intonation do you use for statements and yes/no questions?

5. Practice Exercises a. Guide Practice 1. Identify the correct intonation for the following then read correctly. 1. Farming is our chief industry. 2. Is the report interesting? b. Independent Practice Put the arrow point at the end of the sentence to show the correct intonation to use. 1 Does your mother teach in this school? 2. No, she doesn't. She teaches in another school. IV. Evaluation: Copy the sentences and put the arrow point to show the correct intonation to use. 1. Is that a movie? 2. This is a wholesome movie for the family. 3. What is it all about? V. Assignment: Write two statements and three yes/no questions. Put the arrow points to show the correct intonation to use. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Pronounce words putting stress on the correct syllable Values: Wait for one’s turn in speaking

II. Subject Matter: Pronouncing Words References: PELC I, p. 20; Reference: Fun in English, Language 5, p.3

III. Procedure A. Preparatory Activities: 1. Listen as I say the words in each column. Tap the desk once for /a/ sound and twice for / / sound. /a/ // cop dock cup duck hot lock but luck 2. Listen carefully. Tell how many syllables there are in each word. library understood necessary automobile cemetery committee B. Presentation: 1. Motivation: What can you say about the weather today? How do we know the weather condition? 2. Learning Activities: a. Call on a pupil to read the paragraph. Weather satellites take pictures of the movement of clouds over the whole earth so that scientists monitor the weather in Y the different parts of the earth. Communication satellites relay or pass of the communication between distant areas from the land to a ship at sea. These satellites appear fixed in the sky maintaining position above the earth's surface. 3. Discussion Questions:  What satellites are mentioned in the paragraph?  Which of these satellites take pictures of the movement of the clouds over the whole earth?  Are weather satellites important? Why?  Notice where the stress is placed. A B C weather discover disinfect satellites position instrumental - Where is the stress in the words in set A? set B? set C? - How do you know that the stress is on the first syllable? Second syllable? Third syllable?

4. Generalization: Where should you put the stress in a word? 5. Practice Exercises: A. Guide Practice: Read the words. Then go to the blackboard and put the stress mark on the stressed syllable. 1. interference 4. interrogative 2. protect 5. intermission 3. ambition B. Independent practice Copy the word. Pronounce it by yourself and put the stress on the stressed syllable: 1. possible 4. interrupt 2. complete 5. welfare 3. tomorrow IV. Evaluation: Read the sentences. Write the correct spelling of the underline words and put the stress mark on the stressed syllables. ' _____ 1. Many children are, playing in the park. _____ 2. I hope we will have a fine weather tomorrow. _____ 3. Popular music makes me want to dance. V. Assignment: Write five words and put the stress mark on the stressed syllable. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Decodes words with /ph/ in the story using phonetic analysis Values: Accuracy

II. Subject Matter: Decoding Words Using Phonetic Analysis References: Fun in English Reading 5 pp. 186-187

III. Procedure A. Pre-activities: 1. Pronounce the following words and tell what is the a. initial sound of the words in the first column b. medial sound of the words in the second column c. final sound of the word in the third column flock wife leaf food suffer stiff 2. Unlocking Difficulties Through context clues circle the earth spherical shape gradual change B. Presentation: 1. Motivation Have you traveled in space? Traveling in space makes a wonderful and exciting experience. What makes it wonderful and exciting? 2. Learning Activities Have the pupils read the story, "First Man in the Moon. (Fun in English 5) pp. 186-187 3. Discussion a. Where was Yuri Gagarin sent? Why? b. How did the earth look from' the spaceship? c. Why where there changes in color on the horizon? 4. Generalization How should we pronounce /ph/ in the word we read? 5. Practice Exercises a. Guided Practice Read the following words. Producing the sound of the ph correctly aphid phenomenon elephant physical telephone sphere cellphone phlegm phases b. Independent Practice

Copy the words ph sounded as /f/ into the ff. Sentences: 1. She draws a sphere on the board 2. Man has travel in space outside the earth's atmosphere. 3. The earth has a spherical shape. IV. Evaluation: Copy the words with ph sounded as /f/ in the following sentences. a. The picture was taken using the telephoto lens. b. Photosynthesis is the formation of CHO from carbon dioxide and water through aid of sunlight acting upon chlorophyll. c. The cellphone makes communication fast and easy. V. Assignment: Write a short paragraph using word with ph sounded as /f/.

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Decodes meaning of words with prefixes over, under, ex and super. Values: Proper Health Habits

II. Subject Matter: Prefixes Over, Under, Ex and Super References: PELC 1.1.1, P. 20 & PELC 1 p.20 English for Living and Learning v, Reading, p.8-9 Fun in English V. p.139 Materials: Chart & Flashcards III. Procedure A. Preparatory Activities: 1. Review: Write the following words correctly and encircle the root word of each word. A. development D. repaint B. unhealthy E. incorrect C. careful F. s uperman B. Presentation: 1. Motivation: How do you get the meaning of a word? How can you get the meaning of a word without using the dictionary? 2. Learning Activities: Read the following sentences: a. More people use the passageway over the street. It is safer to use the over pass than to cross a busy street. b. Archie is 18 years old. He can vote in the elections. His sister Donna is 17 years old. She cannot vote. She is underage. 3. Discussion: What are the root words of the underlined words in the sentences? What syllables are added to the words?’ Do these syllables change the meaning of the words? 4. Generalization: How do we get the meaning of words with prefixes? 5. Practice Exercises: Tell the meaning of the following words: undersized overheat ex-president underwater overweight ex-chairman undershirt overcool ex-governor

superstar superman superimpose

IV. Evaluation: Choose from the list of the correct wordy to fill in the blanks of the ff. sentences: 1. Poor parents can't give their children enough food so they are often 2. Don't the vegetables to preserve the vitamin content. 3. Pepito is too thin and because he's not eating the balance diet. V. Assignment: Give the meaning of the following words. Use them in sentences. 1. overripe 4. undershirt 2. superhighway 5. overheat 3. ex-general Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Change statements to questions or vice-versa. Values: Friendliness

II. Subject Matter: Changing Statements to Questions or Vice-Versa References: PELC 1. P. 20; Fun in English (L) pp. 14-17 Skillbook in English 5, pp. 127-129 Materials: charts, arrow cards III. Procedure A. Pre-activities: 1. Review: Read the following sentences. Tell whether it has a rising or falling intonation. a. What did you learn from our speaker? b. We learned about the wonderful places in the Philippines. c. Is Linda right? 2. Motivation: What do you do if a friend of yours will become your new classmate? How will you introduce him/her? B. Presentation: 1. Reading an Introduction Lawrence is introducing a new pupil to the class. Classmates, we have a new classmate. Do you want to know her? Her name is Angela Abueva. She is called Angelie by her former friends. She's also eleven years old like us. Her father works as a postal employee while her mother is a teacher in a public elementary school. Her father was recently promoted and newly assigned to our postal station so she transferred here. 2. Comprehension Questions a. Who is making the introduction? b. Who is the new pupil? c. Why did she transfer? 3. Skills Development a. Read the following sentences: 1. Her name is Angela Abueva. Is her name Angela Abueva? 2. Her father works as a postal employee. Does her father work as a postal employee? b. What is the verb in the first sentences, what verb is used? How was it changed to a question? c. In the second sentence, what verb is used? How was it changed to a question?

IV. Evaluation: Change the following statements into yes/no question and vice-versa: 1. Living things depend on one another. 2. Marina went to market the other day. 3. They were at the beach last Sunday. V. Assignment: Change the following statements into yes/no questions and vice-versa. 1. You read interesting books before going to bed. 2. The girls were at the park yesterday. 3. My friend gives me a souvenir. 4. Did the boys play basketball last Sunday? 5. Has she given her project already? Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Distinguish changes in meaning of words in sentences caused by stress shift Values: Listen attentively

II. Subject Matter: Changes in Meaning of Words caused by Stress Shift References: PELC I, p. 20; Fun in English (L) pp. 2-5

III. Procedure A. Preparatory Activities: 1. Drill: Divide the following into syllables: artificial business eleventh envelope injection dedicate 2. Review Read the words, then tell whether the stress is on the first, 2nd or third syllable. library necessary principal impressive understood automobile B. Presentation: 1. Motivation It’s beginning of the school year/ you meet your old schoolmates. You also meet new friends. Let us listen to our new friends as they introduce themselves. 2. Learning Activities Dondon Lagrimas is a new pupil in Miss Santos’ class. he is telling abut himself: “Good Morning. My name is Dondon Lagrimas. I am eleven years old. My father I a family driver and my mother is a market vendor. Before, we lived outside Metro Manila. My father’s employer conducted a research her so we transferred. 3. Discussion/Questions Who is the one speaking? What are his parents’ works? What activities does he like? 4. Generalization What happens to the meaning of the words if the stress is changed? 5. Practice Exercises a. Guided Exercises Listen as I read the words; then read the words after me: Nouns Verbs conduct conflict conduct conflict progress object progress object Call on pupils by three’s to read the words.

b. Independent Exercises Read the following sentences. Put a check before it if the meaning of the stressed words fits the sentence. If the stress is wrong, write the correct word in the bank before the sentence. _____ 1. Camels live in the desert. _____ 2. It can’t digest its food. _____ 3. We heard the news digest. IV. Evaluation: Listen to the following sentences. Write 1 if the stress is on the first syllable and 2 if the stress is on the second syllable. Then write the correct spelling of the word. _____ 1. Do you like to join the contests? _____ 2. Please record the names of the contestants. _____ 3. Does your mother permit you to join? V. Assignment: Put the stress mark () on the stress syllable to fit the meaning of the sentences. _____ 1. The losing person can contest the decision. _____ 2. There is a record of the proceedings of the contest. _____ 3. One of the contestant objects to the proceedings. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Decode words with ph in a series of paragraph. Values: Attentiveness and Patience

II. Subject Matter: Words with ph References: Fun in English p.6; Science and Health Learning Experiences pp. 218 - 219 Materials: Copy of the selection/ paragraphs III. Procedure A. Preparatory Activities: 1. Drill Read the following words: Pharynx phases Esophagus emphysema Diaphragm 2. Fill each blank with the appropriate word selected from the list above. a. The muscles of the _____ move the food to the b. The moon has many ______ c. ______ is common to emphysema. B. Presentation: 1. Listening a. Listen to this selection and be able to answer the questions that follow: Grade V-A Science Class The Grade V-A starts the Science Class at 8:00 a.m. regularly. On the second week of classes, Mrs. Lucy Traph, the teacher, assigns topics to her pupils for research work. Group I is asked to research on the topic, layers of the Atmosphere. Joseph, the leader of the group assigns his co-members to make a reading and to submit a written report. b. Listening Comprehension Questions 1. What is the selection about? 2. What time does the class start? 3. Who is the teacher? 2. Reading a. Let a pupil read the selection on the board. (Refer to the text in the listening activity) b. Comprehension Check-up 1. When did Mrs. Traph assign the topic to her class? 2. What topic is given to Group I? To Group II? To Group III? 3. What values does the teacher want to develop to her pupils in the group activity? c. Skill Development 1. Pick out the words with ph in paragraph No. 1? Paragraph No. 2? Paragraph no. 3? 2. How do we pronounce these words? 3. Teacher asks pupils to go to the board and group the words according to their position as; Initial medial final

Photo telephone paragraph C. Generalization How should we pronounce ph in the words we read? D. Practice Exercises a. Guided Exercises Ask the pupils to write words with ph sounded as /f/ and to group the words according to their position. Initial Medial Final Philosophy cellphone autograph b. Independent Exercises Pick out the words with ph sounded /f/ and identify their position. 1. The picture is taken using a telephoto lens. 2. Telegraph uses dots and lines to send messages. 3. Children love doing physical activities. E. Pupils write the output in activity on the board, and then ask them to read and pronounce the ph/f/ sound correctly. IV. Evaluation: Read the following paragraphs carefully and then pick out the words with ph sounded as/f/. Identify their positions. Paragraph No. 1 The surface of the sun that we see is called the photosphere. The photosphere is not solid for the sun is gaseous from its outer atmosphere right from its center. Above the photosphere is the chromosphere, which is a zone of nearly an invisible layer of gas about 10, 000 kilometers thick. Paragraph No.2 The diaphragm is a curved muscle that can move up and down. This is found under the lungs. It separates the chest cavity from the abdominal cavity. V. Assignment: List down words with ph sounded as /f/ in the initial, medial and final position. (5 words per position)

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Decode the meaning of words with negative prefixes. Values: Attentiveness and Patience

II. Subject Matter: Negative Prefixes References: PELC 1.1.1, p. 20 Developing Reading and Language Skills; Guzman, Maybelle et.al. pp. 55 - 56 Materials: Flashcards and chart III. Procedure A. Preparatory Activities: 1. Review Give the meaning of the following words. ex-chairman underwater supernatural overflow 2. Unlocking of difficulties Have the pupils give the meaning of the following words, than finding the meaning in the dictionary. Guess-What Chart Vocabulary Guesses Actual Meaning tournament sparkling restless 3. Motivation: What is your favorite game? Do you know how to play it? How? B. Presentation: 1. Learning Activities Listen: I will read a paragraph about a the tournament. The Tennis Tournament There was an overflow crowd at SBMA Tennis Tournament this past week. The weather was clear, bright, sunny and sparkling, not a cloud in sight. But it was hot! With standing room only, everyone was sticky close, restless and uncomfortable. The shelter of the room was incomplete. Because of this condition, the crowd was impolite and inattentive. 2. Comprehension Check-up  What tournament was held in SBMA?  How do you describe the weather on that day?  How about the venue of the tournament? The viewers of the tournament? 3. Structural Analysis a. Let us go back to the paragraph. (This time the teacher shows the chart of the paragraph and let the pupils read first, then answer the questions. Read the underlined words in the paragraph.

  

What is the first underlined word? Which is the root word? What is added to it? What new word was formed when in is added to the word complete?

C. Generalization What are the negative prefixes? What is the meaning of the negative prefixes? D. Practice Exercises a. Guided Exercises Form new words by adding the correct negative prefix. Write the correct spelling on the board. continue national logical conformist dependent sure b. Independent Exercises Combine the prefixes on the left with the words on the right to form new words. Then write the complete word. 1. in violent 2. dis dependent 3. un regular 4. im fortunate IV. Evaluation: Give the meaning of the underlined words. 1. The boy behind Mrs. Sunga is impolite. 2. Don't disobey your elders. They should be respected. 3. The presentation of Grade V Jasmin class was unusual. V. Assignment: Fill in the blanks with the correct prefix. Give the meaning of the new formed words then use them in your own sentence. 1. _____ honest 4. _____ literate 2. _____ practical 5. _____ relevance 3. _____ happy 6. _____ calculable

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective: Distinguish changes in meaning in sentences caused by shift in intonation. Values: listening attentively

II. Subject Matter: Changes in Meaning in Sentences Caused by Shift in Intonation. References: English for Living and Learning. Pp. 40- 41 Science and Health, pp. 66 —67 Into the Future- Science and Health pp.51-54 Materials: Cassette, tape containing the dialog (optional), arrow cards for the rising and falling intonation. III. Procedure A. Preparatory Activities: 1. Review: Tell which of the sentence follow the rising or falling intonation. a. Do some animals eat plants? b. What are the large animals in the sea? c. Do fish swim in the sea? d. Where do animals get their food? 2. Motivation: How many of you have pets? What are they? What do you feed them? B. Presentation: 1. Listening I have here a dialog. Listen carefully as I read it. Take not of where I will lover or raise my voice. Situation: Miss Cruz is a Grade V Teacher. She checks the pupils knowledge on animals. Miss Cruz: What is a road runner? Pupil 1: Road runner is a bird. Pupil 2: Road runner is a bird. Pupil 3: Yes, it is. 2. Comprehension Questions a. What is a road runner? b. Who knows what a road runner is? Why did you say so? c. Who does not know what a road runner is? Why? C. Generalization: What happens to the meaning of the sentences when there is an intonation shift? D. Practice Exercises a. Guided Practice Listen carefully. Tell what intonation is used in each sentence(rising, falling) 1. You're coming today? 2. She's our new teacher. 3. He's going home.

4. She's a new teacher. b. Independent Practice Listen carefully as I read each sentence. Tell whether it is a plain statement or asking confirmation. 1. She's cooking today. 2. She's cooking today? 3. He's sweeping the floor? 4. He's sweeping the floor. IV. Evaluation: Listen carefully as I read each sentence. Write whether it is a plain statement or asking confirmation. 1. We're coming tomorrow? 2. You're going-to school. 3. You're going to school? V. Assignment: Write three sentences in plain statement and three sentences in confirmation question. Be sure to put the arrow at the end of each sentence that corresponds to the correct intonation. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Identify the different information about a word in a dictionary Values: Accuracy

II. Subject Matter: Information Given to a Word in a Dictionary References: Dictionary, Science and Health Learning V, pp. 28-35 Things to Make and Do by Douglas W. Downey, p. 7 Materials: dictionary, paper napkin, thread, small and light objects III. Procedure A. Preparatory Activities: 1. Review Arrange the following sets of words in alphabetical order. A B C D comparison plants animals cell experimentation poisonous ants cytoplasm interpolation pull aphids concept

E mammals birds amphibians

B. Presentation: 1. Listening Listen to the following directions and do what are being asked/ instructed. 1. Cut four pieces of thread, each 12 inches long. Tie one end of each thread to a corner of a paper napkin. Then tie the four loose ends together. 2. Cut a 6-inch length of thread and tie to the other threads at the point where they meet. To the end of the 6-inch thread, tie a small light object. 2. Reading A. Read the direction again If you look at the meaning of tie in the dictionary, here is what the dictionary says about the word. Tie (ti) v. tied, ty-ing vt. 1. To fasten with cord, rope, etc… the ends of which are then knotted. 2. To draw the parts together by a cord fastened with a knot. B. Discussion Questions 1. Which of the following definitions or meaning above fit the first underlined word tie? How about the second underlined word tie? Which of the definitions fit the word? Why? C. Generalization: What information about a word do we get from a dictionary? D. Practice Exercises a. Guided Practice Identify the information given to the following words which were taken from a dictionary. a. pieces b. (ti)

c. (loos) b. Independent Practice Identify the information 1. summer 2. (kis) 3. research

d. par.a.chute given tothe following words which were taken from a dictionary. 4. psychology 5. nok. 6. grin-a mile

IV. Evaluation: Identify the information given to the following words which were taken from the dictionary. 1. decide 4. (be.e.al) 2. record 5. facade 3. pooch 6. observation V. Assignment: Look for the correct pronunciation, stress, syllable and meaning of the following words. study, chalet, research, language, accurate Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Use the dictionary to get the correct syllabication, stress and spelling of words Values: Work quietly and independently

II. Subject Matter: Using the Dictionary to Get the Correct Syllabication, Stress, and Spelling of Words References: PELC 1.2 p. 20; Fun in English, reading 5, 201 - 203 III. Procedure A. Preparatory Activities: 1. Drill Read the sentences. Pronounce the underlined words putting stress on the correct. 1. I object to his plan of having an outing. 2. The records were kept inside the cabinet. 3. I forget nay permit at home. 2. Review Identify the information given to the following words taken from a dictionary. 1. sum-mer 6. nok 2. (kis) 7. refuse-to decline to do 3. progress 8. psuchology B. Presentation: 1. Motivation You already know the information taken from a dictionary. Now, you are going to use the dictionary. Did you bring your dictionary? 2. Learning Activities Before we go to the dictionary, let us read the following advertisement first. (Call on a pupil to read the advertisement). We took the battery out and replace it with a ;r technological inspiration. KESIO- the company that gave you the best in quarts technology- once again sets a remarkable new world. Standard. Inside the Kesio Kinetic, there's no battery. Instead there's a tiny generator that makes its own electrical power. 3. Discussion Questions What is being advertised? How does a Kesio Kinetic work? What company invented it? Where is this company found? Read the following words: Technology electrical Inspiration virtually Remarkableingenious  Who would like to go to the blackboard to syllabicate the first word?  Where should you put the stress mark?  Who will syllabicate and put the stress mark for the second word C. Generalization: What should you do to find out the correct syllabication, spelling, and stress of words?

D. Practice Exercises a. Guided Practice Syllabicate the word correctly and put the stress mark on the correct syllable. Then say the word correctly. a. Temperature f. telescope b. Weather g. depression c. Evaporation h. pressure b. Independent Practice Look for the correct syllabication and stress of each word in your dictionary. a. Circuit f. reproduction b. Compound g. species c. Embryo h. igneous IV. Evaluation: Read the paragraph. Select 5 words arm write the correct spelling, syllabication and stress of each word using your dictionary. Certain changes occur in our environment. They maybe changes in the human population, temperature/weather, in the size of land or topography, quality of water and air. High human population growth means that more people will use the available limited resources. Problems on availability of food, houses, and diseases will follow. Changes in air temperature affect the distribution of heat in the world. This will affect the weather world wide. Example occurrences are the El Nino and La Nina phenomena. V. Assignment: Use your dictionary and locate the information for each word listed below. Syllabication Spelling 1. exterminate 2. ecology 3. variable 4. enzyme 5. omnivores Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Decode the meaning of words with suffixes Values: Attentiveness and loving God’s creation

II. Subject Matter: Suffixes: -ward, -let, -ish, -ment and -ic References: PELC 1.1.1, p.20; Study and Skill book, p. 17- 18 Materials: Flashcards and charts III. Procedure A. Preparatory Activities: 1. Drill Write the following words correctly and underline the root word of each of the words. underprivileged underline overdose superstar ex-president overconfident 2. Review Fill each blank with the appropriate word from the list. a. If the prescription calls for a teaspoon of medicine, a tablespoonful is an _____ of it. b. Pupils who don't study for examination are being _____ of their ability. c. The woman in green-silky dress is popular and now a _____. B. Presentation: 1. Motivation What insects are the carriers of germs to our food? What do you usually do once you see a fly on your food? 2. Learning Activities Read the story silently. The Lady and the Housefly A woman named Luba Harrington returned to her New York apartment from her summer home last fall, bringing with her some flowers from a garden. When she began to arrange the flowers in a bowl, a small grayish fly flew out. "I didn't bother killing it, "Mrs. Harrington says.”It was such a small fly." 3. Comprehension Check-up Answering the motive question.  Who returned to New York apartment from her summer home?  What did she bring with her?  What insect flew when she began to arrange the flowers in a bowl? 4. Discussion

a. What words can you get from the selection read which are stressed on the first syllable? Example: housefly deepening garden downward Giving more examples. Pronounce the words given correctly by the teacher then the pupils.

C. Generalization: What do you mean by the following suffixes when added to a word? -ward -ment -ish -let -ic D. Practice Exercises a. Guided Practice Form new words by adding the suffixes -ward, -let, -ish, -ic and –ment. north out enjoy manage nationalist commit b. Independent Practice Choose the correct meaning of the underlined word in each sentence from the words or phrases that follow. 1. Small children performed in the1p aylet. a. funny game c. a small toy b. short play 2. The soldiers move northward on orders of the general. a. toward the north c. toward the camp b. toward the general IV. Evaluation: Give the meaning of the underlined words with suffixes. 1. They moved forward to give space for the players. 2. The hair of the old man is grayish. 3. The wife runs away from home because of the sadistic husband. V. Assignment: Fill in the blank with the correct suffix. Give the meaning of the new words formed and use them in sentences. 1. down 2. empower 3. pink Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Decode the meaning of words with affixes. Values: struggle to succeed

II. Subject Matter: Affixes References: PELC 1.1.1, P. 20; Fun in English V, pp. 77- 80, 189- 190 Materials: Cassette Tape Recorder and copy of the song in the chart III. Procedure A. Preparatory Activities: 1. Review Underline the root words of the following words. overestimate improve unhealthy yellowish ex-chairman backward What do you call the syllables added in the first column? Second column? 2. Motivation Have you experienced dreaming of something that is impossible? Tell it to the days. B. Presentation: A. Listen to the song “Impossible Dream" 1. Learning Activities Song: “Impassible Dream” 2. Comprehension check-up Why is the song entitled “Impossible Dream” What are the dreams mentioned in the song? What kind of man is the composer of the song? 3. Discussion Read the words with affixes in the song “Impossible Dream”  What is the first word and affix? Second? Third?  Which is the root word?  What new word was formed?  What do we call the syllables added before the root word to form a new word? C. Generalization: What are affixes? What do you mean by the following prefixes? Suffixes? Prefixes Suffixes in, im, un, dis, il, ir - able, ible, ble non - ness D. Practice Exercises

a. Guided Practice Form new words by adding affixes. Write your answer on the board then read orally. _____ easy _____ grate _____ help _____ _____ resist _____ ____ direct _____ polite _____ b. Independent Practice Choose the meaning of the underlined words. 1. Is the material washable, or must it be dry-cleaned? a. able to wash b. somewhat washed c. having to be washed 2. Our new kitten seems to take an impish pleasure in teasing the dog. a. having an imp b. made of an imp c like an imp IV. Evaluation: Give the meaning of the underlined words. 1. The music played was nonstop. 2. Girls have unchangeable minds. 3. We must remember to disconnect the TV set before leaving, V. Assignment: Form a new word by adding affixes in each blank. Give the meaning and use in sentences. 1. _____ believe _____ 2. account _____ 3. hero _____ 4. _____ faith _____ 5. _____ aware _____ Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Use juncture to change meaning. Values: Listen attentively

II. Subject Matter: Changes in Meaning in Sentences Cause by Shift in Juncture References: PELC, p. 20; References: Fun in English 5 (LO pp. 17-19) Materials: Charts of exercises III. Procedure A. Preparatory Activities: 1. Review Read the following sentences with the correct -intonation. Identify which is a plain statement and which is asking confirmation. a. She takes a bath. b. She takes a bath everyday? c. Sleeping is the best kind of rest? 2. Motivation Have you watched a singing contest? Did you enjoy watching it? B. Presentation: 1. Have pupils read the dialog A surging contest was held in a school. The teacher asked some of her pupils to report how the contest performed. Listener 1: Ellen's voice was sweet. Her singing sweetly made me feel good. Listener 2 : Myla's voice was so soft. Her singing softly irritated me. Listener 3 : Noel sang very loud. His singing loud caused me headache. 2. Comprehension Questions a. Whose voice was sweet? b. What can you say about Myla's voice? d. Who reported that Ellen's voice was sweet? 3. Skill Development a. How will you read the following sentences? 1. Her singing/sweetly made me feel good. 2. Her singing sweetly/ made me feel good. 3. Her singing/softly irritated me. b. Where did we pause in the first sentence? The second sentence? c. When we pause after singing, what is the meaning of the sentence? d. When we pause after sweetly, what does the sentence mean? e. Do the same for sentences 3 - 6 C. Generalization: What do we use to change the meaning of a sentence?

D. Practice Exercises a. Guided Practice Give the meaning of the following sentences based on the juncture used. 1. Her writing / clearly impressed the teacher. 2. Her writing clearly/ impressed the teacher. 3. Her humming / slowly annoyed the man. b. Independent Practice Put the proper juncture using the given meaning as a clue. 1. The boy's crossing suddenly alarmed the mother . (the manner of crossing) 2. The boy's crossing suddenly- alarmed the mother. ( the action alarmed the mother) 3. Her dancing gracefully fascinated the audience. ( the manner of dancing) IV. Evaluation: Copy and put the proper juncture of the following sentences using the given meaning as a due. 1. The child's eating slowly made the mother angry. (the action made the mother angry) 2. The child's eating slowly made the mother angry. (the manner of eating made the mother angry) 3. Her shouting suddenly disturbed the visitors. (the manner of shouting disturbed the visitors) V. Assignment: Put the proper juncture of the following sentences using the given meaning as a clue. 1. Mario's drinking of softdrinks frequently caused stomachache. (the action caused stomachache) 2. Mario's drinking of softdrinks frequently caused stomachache. (the manner of drinking) 3. The lady's walking gracefully attracted the man. (the manner of walking) Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Spell words having the /j/ sound written as - ge or - dge. Values: Self-confidence

II. Subject Matter: References: PELC 1, p. 20; English for Living and Learning, Reading 5, pp. 58 - 59 Materials: flashcards, charts III. Procedure A. Preparatory Activities: 1. Drill Read the following words producing the sound of /ph/ correctly. aphid phonics elephant phobia telephone photograph 2. Review Syllabicate the following words. Then pronounce each word with the correct stress. 1. beautiful 6. fascinated 2. announcement 7. wonderful 3. preference 8. dedicate 3. Unlocking Difficulties Choose the correct meaning of the underlined words. 1. I learned how to swim but this got me trapped into a swimming competition. a. received an invitation b. forced to join c. made an application to join 4. Motivation  What do you do during vacation?  Do you try to learn something new?  Here is a story of a boy who learned something new during his vacation. Find out how he learned it. B. Presentation: 1. Reading Activity Read the selection "Taking It Easy" on pp. 39 -42, English for Living and Learning, Reading 5. 2. Discussion Questions What steps did Danny follow to learn how to swim? How did his brother help Danny win the competition? How did Danny take his brother's prodding? Why? Did Danny win? 3. Skill Development These words are taken from the selection. Listen as I read them. Then read after me.

A B Challenge edge Encouragement ledge  What is the sound of –ge and –edge?  How is it spelled in letter A? in letter B? C. Generalization: How is the /j/ sound spelled? D. Practice Exercises a. Guided Practice Pronounce the words with /j/ sounds after me. -ge -dge cage hedge rage edge courage ledge Call individual pupils to pronounce and spell each word. b. Independent Practice Which of the following words does not have the /j/ sound? Put an x on the blank before the number. _____ 1. Garage _____3. College _____2. Cartilage _____4. Discourage IV. Evaluation: Listen as I read the paragraph. Write all the words with the /j/ sound. Write the words with trio correct spelling. The girl opened the cage. The bird jumped to the hedge. When big sister found out that her bird had flown out, she was full of rage. Luckily father caught the bird at the edge of the neighbor's fence. The girl had the courage to tell the truth. She made a pledge not to open the cage again. V. Assignment: From your reading textbook and from the stories read, list down 5 words with -ge and -edge sounded as /j/. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Use the dictionary to get the multiple meanings of words. II. Subject Matter: Use of the Dictionary References: Materials: Fun in English pp. 11- 117, 181 - 182 Dictionary, copy of the poem

III. Procedure A. Preparatory Activities: 1. Review What information’s are given to a word in a dictionary? 2. Motivation What are the beautiful spots in oar country? Their location? If you hear the word/ place Mt Mayon. What words come into your mind? B. Presentation: 1. First Reading of the Poem Teacher reads the poem “Mt. Mayon” Then answer the questions that follow. 2. Comprehension Questions a. What is the poem about? b. Who came to visit Mt. Mayon? c. What is Mt. Mayon famous for? 3. Second Reading of the Poem (by the teacher (for aesthetic appreciation) a. Did you like the poem? What made you like it? b. Recite lines from the poem that you enjoy reading. 4. Third Reading of the Poem ( by the pupils) Skills Development Read the underlined word in the 11th line? 14th line? Last line? combat, lost, view  Look for the meaning of the word combat in the dictionary  How many meanings does the word have? List all the meanings on the board.  What do you call this word? C. Generalization: Where do you get the multiple meanings of a word? D. Practice Exercises a. Guided Practice Which meaning fits the underlined word? Write the letter that carries your answer on the blank before each number. Delicate a. easily damaged, disordered c. finely sensitive b. needing careful handling 1. Her delicate condition forbids participation in so many activities. 2. Glass is delicate and should therefore be handled with care.

b. Independent Practice Use the dictionary in looking for the appropriate meaning of the underlined word in each sentence. 1. The flag flapped in the wind. 2. The flap the envelope was pasted. 3. The little birds continuously flap their wings. IV. Evaluation: Use the dictionary to look for the appropriate meaning of the underlined word in the sentences below. 1. Sta. Maria Elementary School won first place in the Declamation Contest. 2. Most hospitals have a place for worship. 3. The Philippine swimming team is set for the competition. V. Assignment: Give the appropriate meaning of the underlined word by referring to the dictionary. Choose the meaning which makes the most sense. 1. The people stream out of the church quietly. 2. The water in the stream was very cold. 3. The trunk of the lawaan tree is made into a boat.

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Follow a series of directions.  Locate answers to what, how and why questions in a selection read. Values: carefulness

II. Subject Matter: Following Directions References: English for Living and Learning (Reading) pp. 39 - 44 Materials: chart, pocket chart, first aid manuals III. Procedure A. Preparatory Activities: 1. Paying the Echo Game Sometimes when you shout you hear an echo. Listen carefully. What words rhyme? (back — bags) 1. Their bags hang on their backs. (tacks — tags) 2. She picked up the tacks and tags. (ropes — robes)3. Put away the ropes and robes. 2. Pronunciation Drill: /t/ /th/ tin thin team theme tank thank 3. Motivation What do you do during vacation? Do you try to learn something new? B. Presentation: 1. Unlocking of Difficulties: Give the meaning of the words as used in the sentence. a. He stands on a diving board ready to dive. b. The man looked at me with fiery eyes and got scared. 2. Motivation: What do you do during vacation? Do you try to learn something new? 3. Reading the selection: Taking It Easy a. Answering the motive: Why is the story entitled "Taking It Easy b. Comprehension Check- Up 1. How do you describe Danny? Kuya Randy? 2. How did his brother help Danny win the competition? 3. How did Danny take his brother's prodding? Why? C. Discussion What steps did Danny follow to learn how to swim? What do you think helped Danny win the competition?

C. Generalization: What things do you remember in following directions? D. Practice Exercises Group Activity Get directions for giving first-aid in the following situations. Demonstrate the steps in the class. 1. A person who gets something in his eyes. 2. A person who slips in a cemented path. 3. A person who gets hurt riding on a bicycle. IV. Evaluation: Read the paragraph. Answer the questions below. Grade V Narra of Calapacuan Elementary School planned to make projects for stone collections. The class decided to make paper cups to put their collections. Mrs. Lulu, the science teacher gave the following directions. 1. Who planned to make projects for stone collections? 2. Why did the class decide to make paper cups? 3. Who is their Science teacher? V. Assignment: Give directions on how to apply first aid in the following situations. Select one only. 1. A person who drinks clorox. 2. A person bitten by a dog. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Follow a series of directions  Arrange details according to order of importance Values: Developing One’s Talent and Skills Neatness

II. Subject Matter: Following Directions References: PELC 1. B.1; English for Filipino Children 5 pp. 311-318 Building English Skills V Reading pp. 2-7 Materials: chart, pocket chart III. Procedure A. Preparatory Activities: 1. Pronunciation Drill a. Say the ff. pairs of words after the teacher. /b/ /v/ bow vow bat vat boat vote b. Give the number of the word that begins with a different sound. Continue playing the game with your classmates. 2. Motivation Do you have hobbies? Do you like your friends to be interested with your hobbies? Why? Who among you have special ability in cooking native cakes or making ice candy? Listen to these directions written by a child whose hobby is making candy. B. Presentation: Let the pupils read the paragraph written in a chart silently Chocolate Fudge Mix two cups of white sugar and one square grated chocolate. Stir in one cup of milk slowly. Cook until the syrup forms a hard ball when it is allowed to drop in cold water. Stir in one tablespoon butter a buttered dish and out into squares. C. Discussion: What did the child make? What ingredients are needed to make chocolate fudge? Give the steps to be followed in making chocolate fudge. D. Generalization: What should you do when making or doing something? E. Practice Exercises Rearrange the ff. sentences to have order of ideas. Write the directions in paragraph form.

MAKING A BED a. First put on the sheet. d. After the sheets are on, put the pillows in b. To make a bed right you must air it well place. c. Then put on the top covers. e. What fun it is to make a bed.

IV. Evaluation: Listen carefully and follow the directions that will be posted on the board. A BOOK TELLS ITS STORY Thousands of years ago,my great grandparents, that is, books didn't look like anything you're reading right now. People used stones and clay tablets the way you use books. Characters were scratched into the stone or clay. But they were too heavy to carry around easily. Imagine having several stone tablets to carry to school. V. Assignment: Arrange the directions in the proper order. STAMP COLLECTING a. Then the stamp is rubbed under water. b. First, the envelope with the stamp is soaked underwater. c. The stamps are dried on newspaper. d. Lastly, the dried stamps are transferred to an album. e. The stamps are taken off from an envelope. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Follow a series of directions.  Make simple and accurate directions and descriptions. Values: Alertness

II. Subject Matter: Following Directions References: PELC 1. B.1 Materials: cut-outs of different shapes/ figures ruler, coupon bond, pair of scissors, shapes to form human figures, tape III. Procedure A. Preparatory Activities: 1. Pronunciation Drill Read the words carefully /e/ /ea/ attend teacher festival clearly gentle healthy 2. Motivation  Pick out one shape/figure. Identify and describe it  Do you know how to draw human figures through shapes?  What shapes do you think should you use to draw a little girl? B. Presentation: Listen to the following directions and draw what is told. 1. Draw a square in the middle of a sheet-of paper. 2. Draw a triangle on top of the square. 3. Draw a circle above the triangle, its side touching the uppermost tip of the triangle. Inside it, draw the eyes, nose and mouth. 4. Draw two small ovals as shoes. C. Analysis/Discussion How many steps does the given direction consist of? What exactly are you told to do in direction 1?2?3? etc. D. Generalization: What should one do when asked to do a series of directions? E. Practice Exercises Do as I dictate. 1. Draw a big circle between two small circles. 2. Draw your face on the big circle. 3. Draw your father and mother's faces on the two small circles.

IV. Evaluation: Do as I dictate. 1. Draw a big rectangle. Draw a triangle over the big triangle. 2. At the middle of the rectangle, draw the two vertical lines. 3. At the middle of the two vertical lines, draw a small circle inside a bigger circle. 4. Draw a square on each of the vertical lines. Draw four horizontal lines inside each square. 5. What have you drawn? Label the pictures. V. Assignment: Write a series of directions 5-6 steps similar to the given test.

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Give synonyms of common words. Values: Love of country.

II. Subject Matter: Synonyms Story: (summary) The King of the Golden River References: PELC 1.3; Fun for Learning and Living (Reading) pp. 31 English V (Dungo et. al) pp. 293-295 Materials: Real objects: flowers, bag, umbrella; Picture of beautiful spots, a copy of the summary III. Procedure A. Pre-activities: 1. Review: Which meaning fits the italicized words? a. The trunk of the Lawaan Tree is made into boat. b. Judy Ann Santos lost a trunk full of her personal belongings. 2. Motivation: Let the pupils describe the objects. Encourage them to give as many descriptive words as they can. Let them give other words for the words they used. a. Flower c. umbrella b. Bag d. picture of mayon Volcano B. Reading Activities: 1. Pre-reading a. Unlocking of Difficulties: What comes to your mind when you hear this word? treasure valley barren b. Motive Question: Why is it entitled “The King of the Golden River" 2. Reading Proper 3. Post Reading a. Answering motive question: Why is it entitled" The King of the Golden River"? b. Comprehension Check-up 1. What is on the side of the mountain that was so beautiful? 2. Describe the three brothers who lived in the valley. 3. Why did the Holy water become plain water? c. Discussion: 1. What are the italicized words in the story? 2. Which of the following words in the list could you use for the italicized words? beautiful, ran, harsh, good, informed, assist, fertile 3. What do you call these words which mean the same or almost the same meaning? C. Generalization: What are synonyms?

D. Practice Exercises Group the pupils into five. Distribute to each group envelope containing synonyms. Let the pupils give 10 pairs of synonyms. IV. Evaluation: 1. Write the correct spelling of the words. a. treasure - A treasure which was found at Mt. Diwalwal gives a new hope for the ailing economy. b. Robust - The robust boy won the Little Wrestling Olympics. c. Barren - The government must encourage farmers to plant different crops in all barren fields of the country. 2. Give the synonym of the spelled words. V. Assignment: Give the synonym of each word. Use them in a sentence. 1. shabby 2. rough 3. abundant 4. pretty 5. huge Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Give antonyms of common words. Values: Conservation of Natural Resources

II. Subject Matter: Antonyms Story: "Our Natural Resources" References: PELC 1.3.3; English in Grade V, pp. 302-303 English for Living and Learning (Reading) V, pp. 31-32 Materials: picture of a tall and small girl (or real persons); Chart of the story; Copies of the selection III. Procedure A. Pre-activities: 1. Motivation Show pictures of a tall and small girl, or real persons  What do you see in the picture?  How will you compare the height of the two girls? B. Reading Activities: 1. Pre- reading a. Unlock vocabulary:  A tree that has no fruit is worthless.  Carabao manure should be put on the topsoil. b. Motive question: What are our natural resources? 2. Reading Proper Assign one pupil to read the story by paragraph and let them answer the questions after each paragraph. See attached story Guided questions for paragraphs 2, 3, and so on.  What does soil give us?  Why are forests important?  What do plants and animals give us? 3. Post Reading a. Answering the motive question What are our natural resources? b. Comprehension check-up What are the uses of water? Why is land that has no topsoil worthless? How can we conserve our natural resources? 4. Discussion  What are the underlined words in the selection?  Give the opposite meaning of these words: many worthless

possible  What do you call these words that are opposite in meaning? C. Generalization: What are antonyms? D. Practice Exercises Read the sentences. Pick out the words that are opposite in meaning in each sentence. 1. Many natives believed that it was impossible for the visitors to reach him peak of Mt. Pinatubo but Letty and Lilia made it possible. 2. Mother bought her baby an expensive necklace and also bought some cheap jewelry. 3. The white monkey stayed outside the cave. He never dared to go inside it. IV. Evaluation: Read the selection and answer the questions that follow. The Goose that Lay the Golden Eggs One day, a farmer found a strange looking egg in his goose's nest. It was different from all the eggs that the goose had laid before. It was heavy, big and yellow and it glittered when the rays of the sun struck it. The farmer thought that somebody played a joke on him. He almost threw the egg away, but on the second thought, he took it home. He soon found out to his great delight that it was of pure gold/ Answer the questions 1. What did the farmer see one day? 2. What was the color of the egg? 3. What did he do with the goose? V. Assignment: Select the antonym of each wc, d from the list below. Use them in sentences. _____ 1. friend a. narrow _____2. wet b. enemy _____3. quickly c. forget _____4. wide d. slowly _____5. remember e. dry Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Make simple and accurate description. Values: Appreciation of God's Creation

II. Subject Matter: Making Descriptions References: PELC 2.1, P. 20; PELC 9, p. 21 Fun in English 5/LTX, p. 134 Science and Health 5,pp. 64-65 Materials: Pictures of animals; Chart; Real objects III. Procedure A. Pre-activities: 1. Phonics Words with th sounded as /dh/ and /th/ /dh/ /th/ that teeth these mouth 2. Motivation Do you have pets at home? What is your favorite pet? How do you take good care of your pet? What do your pets eat? B. 1. Presentation Present the paragraph on "How Animals Get and Eat Food" (See pages 64-65 of Science and Health 5) 2. Discussion: A. What teeth do plant-eating animals have? What teeth do meat-eating animals have? What teeth do plant-meat eating animals have? B. Read the underlined words. What do we call these underlined words? Why do we use descriptive words? What should we bear in mind when making descriptions? C. Read the two descriptions. Choose the best one. Tell why. (See page 134 of Fun in English) C. Generalization: How should we make descriptions? D. Practice Exercises 1 Divide the class into three groups. Visit the Science garden and write simple descriptions on the things found in the garden. Group I - Butterfly Garden Group II - Mini Zoo Group III- Fish Pond IV. Evaluation:

Write a paragraph of 4-5 sentences describing the picture. Choose the appropriate descriptive words to describe the picture listed below. green long crowded fresh high flying birds beautiful tall different V. Assignment: Write a paragraph of 4-5 sentences describing your community. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Make a simple and accurate description. Values: Sense of Responsibility

II. Subject Matter: Making Descriptions References: PELC 2.1, page 20 PELC 9, page 21; English for Living and Learning/LTX, p. 61 Materials: chart; different pictures III. Procedure A. Pre-activities; 1. Review Divide the class into two groups. Choose a pupil to act as a scorer. Select a noun that can be described easily, such as child, dog, man, tree. Each pupil gives an adjective beginning with a to describe the word as, amusing child, anxious child, arrogant child. As soon as each child has given an adjective beginning with a-, change the letter to b and so on through the alphabet. 2. Motivation What projects do you make in school? Have you tried making a scrapbook as a project? What is a scrapbook? B. Learning Activities: 1. Presentation Let the pupils read the selection "Notes from a Garden Show" on page 61 of the English for living and Learning?. 2. Discussion A. 1. How many things did Laura tell about the scrapbook the first time she described it? 2. How many things did she tell about it after Ben asked him to tell all that she could? 3. Why was Laura's second description more helpful than her first? B. Read the words written on the board. What do we call these words? Why do we use descriptive words? C. Comparison: Read the two paragraphs. Paragraph 1 I saw a tree. It grew along a brook. It was a nice brook. Paragraph 2 I saw many trees. A mango tree grew along a rippling brook. It was shaped like a huge egg. There were other beautiful trees. Some were fan-shaped. Which is a better paragraph? Why? What words tell more about what one saw? Do they help you see the scene more clearly? Do they make the paragraph more interesting and alive?

C. Generalization: How do we make descriptions? D. Practice Exercises Let's go fishing. The pupils will fish one of the pictures and use as many descriptive words to describe it. IV. Evaluation: Fill in the blanks with the appropriate descriptive words to complete the paragraph. One _____ _____ Saturday, Tony went fishing. He put on his _____, _____ clothes and his _____ and his _____ hat. _____ other boys joind him. Tony sat under the tree _____ the riverbank. He put his line with a worm at the end into the water. After an hour, he caught _____, _____, _____, fish. (old, nice, fishing, hot, near, ten, three, fat, round) V. Assignment: Complete the paragraph by using descriptive words. My Town I live in Pasonanca. It is a _____town in Zamboanga. The streets of Pasonanca are lined with _____ bougainvillas and gumamelas. The windows of houses have _____ orchids and _____roses. My town has a _____ park. The park has a _____ swimming pool and _____ gardens. It is a very _____ place for picnic. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Note details in an announcement listened to.  Make simple and accurate announcement. Values: Truthfulness and Awareness

II. Subject Matter: Making Announcements References: PELC 2.1, p.20; PELC 9.1, p. 31; Fun in English. LTX, pp. 126-127 Materials: tape recorder, chart III. Procedure A. Pre-activities: 1. Review Tell what WH-question will be used in the following phrases. a. because of the strong typhoon b. on June 17, 2002 c. classes suspended 2. Motivation Have you heard Corina Sanchez make announcement over the radio? Who among you wants to be like Corina Sanchez? Talk about different announcements you have heard/read. B. Presentation: 1. Presentation Listening to an announcement ( see page 126 of Fun in English/LTX) 2. Comprehension Check-up a. What is the announcement all about? b. Where will it happen? c. When will it happen? 3. Discussion: ( Present the announcement again) a. What WH-questions were asked in the announcement? b. How is the announcement written? c. Are the details complete, clear and accurate? C. Generalization: What does an announcement tell about? How do we write an announcement? D. Practice Exercises Divide the pupils into four groups. Each group will be assigned a topic to work on from the given topics. Let the group identify what WH-question has been omitted and let them report their findings to the class. 1. The Grace v class is having a Pet Show on Friday, July 25, 2002. 2. a Seminar Workshop on "How to Make Paper Dolls" sponsored by the EPP Club Officers will be held on Saturday.

3. Star Scouts are invited to come to the Girl Sc cuts Headquarters, Mabini Street for a special meeting. 4. The Young Writers' Club sponsored a seminar on news writing in Room 6 of English Dept. of J.P. Rizal Building  Let each group rewrite the announcement assigned to them by supplying the missing WH-questions. Let them read their work to the class. IV. Evaluation: Read the situation below and do what is asked for. Your barangay officials are holding an Amateur Contest on the forthcoming barangay fiesta to be held at the barangay plaza on August 15, 2002 at 6 o'clock in the evening. Write an announcement to inform interested participants. V. Assignment: Make an announcement about the election of Pupil Government on July 29, 2002. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Make a simple and accurate announcement. Values: Truthfulness and Awareness

II. Subject Matter: Making Announcement References: PELC 2.1, p.20 English for Filipino children 5, pp. 123,279 Materials: chart of announcement, paper strips written on it III. Procedure A. Pre-activities: 1. Review Paste the following phrases under the wh- questions posted on the board. What Where When Who Why  At 3:00 in the afternoon  Science Club officers and members  Before the cocks begin to crow  Because of the coming typhoon 2. Motivation Whenever there is a forthcoming activity in town, do you see something posted in the plaza, in the walls of the church, market, school or other conspicuous places? What do you call it? B. Learning Activities: Present five announcements. Divide the class into two groups. Each group will make the announcements by answering the wh- questions. Group 1 will work on announcement no. 1 and so with the other groups respectively. 1. Attention All Pet Owners! Mrs. Custodio's class will hold a pet parade at 3:00 o'clock in the afternoon in the gymnasium on Friday, October 4 to celebrate World Animal Day. All pet owners are invited to see the show. 2. On Thursday, August 15, at 11:00 o 'clock, there will be a musical program in the school library. It will be sponsored by the Music Club. Everybody is invited to come. C. Discussion: 1. Which announcement has complete information? 2. What information is needed? 3. What wh- questions are contained in the announcement? D. Generalization: What does an announcement tell? What questions do it answer? E. Practice Exercises Write an announcement on the situation below.

You are going to have reunion of your family. Write an announcement so that all members of your family will be informed. IV. Evaluation: Read the situation below and do what is asked for. Supply the WH-questions. Write an announcement for Mrs. Lagrama's class. They will sponsor a concert on the school playground of Baliuag North Central School next Friday at 4:00 o'clock. V. Assignment: Make an announcement informing everyone that the Grade V pupils will present a radio program at 12:00 o’clock next Saturday. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Follow printed directions in filling up forms. Values: Carefulness

II. Subject Matter: Following Printed Directions Story: “Father Going to Saudi Arabia" References: PELC V .2; PELC IV .2.1.7; English in a Dynamic World pp. 26-28 Materials: Materials: chart, blank information sheet; sample III. Procedure A. Pre-activities: 1. Playing the game “Simon Says"(stand, go to the board, write your name etc.) Ask pupils to give similar directions for other to follow. 2. Motivation Present an ID Are the information asked for correctly answered? B. Reading Activities: 1. Unlocking of Difficulties Match column A to column B. Write the of the correct answer on the space provided before each number. A B _____ 1. Information a. giving directions _____ 2. Profusely b. a message or communication to be known _____ 3. Passport c. talent or skill learned _____ 4. Experience d. official document certifying citizenship _____ 5. Instruction e. plentifully 2. Motive Question Did Father and Ninong Benjie go to Saudi Arabia? 3. Post-Reading a. Answering motive question b. Comprehension Discussion  Who planned to go abroad?  In applying, where did they go first?  What was given to them by the agency? c. Discussion  How did they fill up the form?  What signal words Father used to make orders clear for Ninong Benjie?  What are the directions they followed in the form? C. Generalization: What are the things to be remembered in filling-up printed materials?

D. Practice Exercises The following steps for eating spaghetti are mixed up. Number these steps so that they are in the proper order. Then, on the lines provided, write signal words such as first, then, next, now and finally to make the order clear. _____ Stuff in spaghetti. _____ Open your mouth wide. _____ Spear a few strands of spaghetti on fork. IV. Evaluation: Read the situation and do what is asked of you. You want to be a member of the Pinoy Earth Savers Club. To be a member, you have to fill up this form. PINOY EARTH-SAVERS MEMBERSHIP Please use black pen to fill up the form. All information needed must be printed in the space provided for. ______________________ _____________________ ________________________ First Name Given Name Middle Name ______________________ _____________________ ________________________ Age Nationality Religion _______________________________________________________________________________ No. Street Barangay Town Province

V. Assignment: Get a sample bio-data. Fill-up by supplying needed information. Leave other items unanswered like course, college graduated etc. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Fill out school forms correctly Values: Accuracy and Cleanliness

II. Subject Matter: Filling Out School Forms References: PELC 2.2.1 Writing; Fun in English TM, pp 6-7 III. Procedure A. Pre-activities: 1. Review 2. Motivation Maria has a basket filled with numbered flashcards with information about herself. Card No. 1 Maria Lopez Card No. 2 Grade V Card No. 3 Section - Diamond Card No. 4 San Lorenzo Elementary School Ask: What information is contained in card number 1? Card number 2? And so on. To whom are those information refer to? B. Presentation: 1. Let a pupil read the selection from the chart while the others listen. It's the first day of classes. Mrs. Reyes, the principal of Sto Cristo Elementary School together with the teachers welcomed the pupils warmly after the flag ceremony. She announced that each of them must have a school identification card…….TM. p.38 2. Discussion What information was asked for in the form? Were all parts filled out by Rosa correctly? C. Generalization: How should you fill up school forms? D. Practice Exercises Fill out the sample Science Club Membership form below. NAME: _________________________________ Last First M.I. Grade and Section: ________________________ Birthday: ________________________________ Month/Date/Year Sex: __________ Age: ________________ Height: __________ Weight: ______________ Address: _________________________________ No. Street Barangay Town Province

IV. Evaluation: The Pupil Government wanted all Grade Five pupils to be included on the list of those who will receive a book from the UNICEF. As a Grade V pupil, you are then instructed to fill out the survey form below. ____________________ School __________________________ Address of School Name: ____________________________________ Grade and Section: __________________________ Age: ____________ Sex: ___________________ Address: __________________________________ V. Assignment: Next year, you will be in Grade VI and you are old enough to enroll all by yourself. Fill out the enrollment form below. Name: ___________________________________ Last First Middle Name Grade this school year: _______________________ Final Rating in Grade V: _____________________ Date of Birth: ________________ Age: ________ Month/Day/Year Place of birth: ______________________________ Barangay/Town/Province/City. Sex:______ Nationality:______ Religion: _________ Name of Father: _________ Occupation: _________ Name of Mother: _________ Occupation: _________ Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Fill out deposit and withdrawal slips correctly. Values: Accuracy, Thrift and Hardwork

II. Subject Matter: Filling Out Deposit and Withdrawal Slips. References: PELC 2, Writing; PELC 1, Speaking; PELC 3, Listening; PELC 2, Reading Materials: Samples of Deposit and Withdrawal Slips Chart of a graph, paper money III. Procedure A. Pre-activities: 1. Review Fill out the form below correctly. Name ________________________________ Last First Middle Name Address: _____________________________ Barangay Town/City Province Date of Birth: _________________________ Month/Day/Year Nameof Father:_________________________ Name of Mother: _______________________ 2. Unlocking of Difficulties Match the words with its meaning. Write the letter to indicate your answer. A B 1. depositor a. value of money 2. deposit b. a person who deposis money 3. withdraw c. numbers 4. amount d. to put money in the bank for safekeeping 5. figures e. to get money from the bank 3. Motivation How many of you have money in the bank? Why do you keep it there and not at home? What do you do when you want to get money from it? B. Presentation: 1. Let the pupils read the following: Cash Gift Its Ana's birthday. She received cash gifts from her well wishers. Look at the graph posted on the board showing the various amount of cash gift she received from each wellwishers. Note: See chart on p .91 2. Comprehension Check-up 1. Who celebrated her birthday? 2. What did she receive from her well-wishers?

3. How much cash gift did she receive from father? From mother? From Ate Annnie? From Kuya Tony? From Lola Tes? Uncle Ed? Auntie Elsa? C. Generalization: How do you fill up a deposit slip? D. Practice Exercises Pronounce the following correctly. Tell the pupils to raise their one finger if the stress is on the first syllable, two fingers if it is on the second syllable, and three fingers if it is on the third syllable. deposit figures depositor validation withdraw account IV. Evaluation: Listen to the story, then answer the questions written on the board. Write your answer in a one half sheet of paper. Amor Perez went to PCI Bank last April 16, 2002 and deposited one thousand fifty pesos ( P 1,050.00) in her account number 0914-0723-26. On May 27, 2002, she withdrew seven hundred pesos ( P 700.00 ) to buy her school supplies. Questions to answer: 1. Who is the depositor in the story? 2. Where did she go on April 16, 2002? How much did she deposit? V. Assignment: Get a copy of a deposit slip and withdrawal sip from the bank near your place and fill it up correctly.

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Note details in a poem listened Values: Appreciation

II. Subject Matter: Noting Details References: PELC (Reading ); PELC ( Writing ) Growing in English 5 (Reading) pp. 44 Science and Health 5, pp.33 Skill Builders for Efficient Reading, p. 179- 181 III. Procedure A. Pre-activities: 1. Pronounce the following words correctly. die dye shy fly buy by care base 2. Unlocking of Difficulties lovely bloom sight lonely gloom light B. Presentation: 1. Motivation How did you spend your summer vacation? What places did you visit? Did you enjoy visiting them? 2. Learning Activities a. Reading and discussion 1. Stating the motive question: Why is Tagaytay a lovely place to visit? 2. Recalling the standards in listening. 3. Recalling the motive question. 4. Reading of the poem by the teacher while the pupils listen "Tagaytay" Growing in English 5, p. 44. b. Comprehension Check-up 1. Answering the motive question. 2. Discussion about the poem.  What can you say about Tagaytay?  Why was it stated that no one will ever get lonely?  What drives away one's gloom? C. Developing Skills: Pupils are asked to read the poem and answer the ff. questions: Time is....... Too slow for those who wait, Too swift for those who fear, Too long for those who grieve, Too short for those who rejoice But for those who love, Time is not.

1. What does the poem talk about? ( a. time b. love c. friendship) 2. To what sense does the line “Too swift for those who fear" appeal? (a. touch b. hearing c. sight ) 3. What does the poem feel about time? ( a. disgust b. awe c. joy ) D. Generalization: How do we note details in a poem listened to? E. Practice Exercises 1. Guided Exercises Read the ff. rhyming words correctly. a. phone - stone b. enough - cough 2. Independent Exercises Read each group of words and identify the words which does not rhyme and encircle them. a. stone cone none bone b. drove remove prove above F. Infusion of Values Children, do you read poems? Why? Do you enjoy reading poems? IV. Evaluation: Read the poem “The Arrow and the Song" and underline the rhyming words. The Arrow and the Song I shot an arrow into the air It fell to earth and knew not where For so swiftly it flew out of sight Could not follow it in its flight. 1. What happened to the arrow when it was flying in the air? 2. List the rhyming words in the poem read. V. Assignment: Write a one-stanza poem with rhyming words.

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Use a story grammar to remember details. Values: Cooperation

II. Subject Matter: Story Grammar; /f/ sound References: PELC 3, PBC 1; Science and Health Today IV p. 141 English for Living and Learning V, Reading p. 124125 Materials: picture, cut outs, string, manila paper III. Procedure A. Preparatory Activities: 1. Review When arranged correctly, these stages below will form the life cycle of a mosquito. Read and arrange the sentences in sequence. The Life Cycle of a Mosquito _____ After a few weeks, each of the wriggler becomes a strange, comma-shaped pupa. _____ After 2-3 days, the eggs hatch and the larvae or wrigglers appear. _____ After some days, the case splits open and the adult mosquito lays eggs in water in batches of about 200. 2. Motivation Situational analysis/Sharing Experiences  What will happen if the breeding places of mosquito will not be cleaned? Have you experienced mosquito bites? B. Presentation: 1. Listening - Speaking say: Let us read the ff. words. Repeat after me. forest free freedom fall fast few friends from 2. Unlocking of Difficulties Read the ff. sentences and give the meaning of the underlined words. a. The lion falls in the tray set by the hunters. b. We heard the Ions roar so we ran as fast as we could. 3. Have the pupils read the following: The Lion and the Mouse A. One quiet afternoon, in the forest, a lion lay fast asleep. B. A mouse ran up and down the lion and woke him up. C. The lion was very angry and wanted to kill the mouse. The mouse begged to be freed, promising to help the lion someday. 4. Comprehension Check-up Who are the characters in the story? Initiating ________________________________________________________________ Attempt ________________________________________________________________ Consequence _____________________________________________________________ Reaction ________________________________________________________________

C. Generalization: What could be used to remember the details in a story? D. Practice Exercises Group Activity: Divide your class into three groups. Assign one story for each group. Tell them to read the story and follow the instruction given. The representative from each group will report their work. IV. Evaluation: Read the following selection and write a story grammar to remember details in the story. The Donkey and the Lion's Skin A donkey found the skin of a dead lion. He put it on and frightened all the animals, but did not make a sound. One dog was suspicious. The donkey tried to roar to frighten the dog, but he brayed instead. When the dog heard the donkey braying, he laughed and said, "I might have been scared, to, if you had kept your mouth shut." V. Assignment: Write a short paragraph of your own experience using story grammar. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Give implied ideas or information in a selection read. Values: People's Health Habit

II. Subject Matter: Noting Details The Respiratory System References: BEC; Into the Future/ Science and Health V p. 17

III. Procedure A. Pre-activities: What comes into your mind when you hear the\ verb breathe? exhale inhale lungs breathe nose B. Reading: The Respiratory System Human needs the oxygen in the air they breathe. Oxygen is needed to burn the food taken in. The energy is released when food is burned. Energy is used by the cells of the body to do their work. Carbon dioxide is a waste product released by the body when cells use energy. 1. Comprehension check-up a. What important element in air do we need to take in order to live? What do we give off in return? b. How can we get enough supply of oxygen and regularly release carbon dioxide? c. What do you think will happen to our respiratory system if it is not healthy? C. Speaking: 1. Here are some sentences. Give some ideas that come into your mind as you read them. a. Breathing is one of the involuntary actions every human being does. What is meant by involuntary?  We breathe even without thinking,  we breathe even while sleeping. D. Generalization: Lead the pupils to generalize that ideas in a paragraph may not be exactly stated in the text. There may be other, information leading to the theme. IV. Evaluation: Write at least 2 ideas for each: 1. There are tiny hairs inside your nostrils. The membrane surrounding the passageway is moist. The hairs and the moist membrane serve as air filters to block off dirt and other foreign (substances. Science V p. 20) a. Why are the tiny hairs inside the nostrils important? 2. Unfavorable weather condition helps lower one's resistance against communicable diseases that attack the respiratory system.

a. What possible communicable ailments may attack the respiratory system? V. Assignment: Write your answer in your notebook. 1. Unhealthy conditions and practices may harts your respiratory system. (Science V p.28) 2. People with healthy lungs can fill it wit- a-d cleanse it so that all parts of the body get a:=,e oxygen. Lack of oxygen supply can endanger the e of the cells in the body. (Science V p.29) Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Retell a story using story grammar. Values: Listening Attentively

II. Subject Matter: Retelling A Story References: Growing in English V( Reading ) pp. 142-144 Science and Health 5, p. 96 Materials: newspapers, scrap papers III. Procedure A. Pre-activities: 1. Review What are recycled materials? Can we still use these materials? 2. Motivation Look around you. What objects can still be reused? Things like paper, bottles and boxes are reusable materials. Why do we have to recycle things? 3. Unlocking of Difficulties Before you read the story silently, let's cl ar up some words by giving their meanings. Littering ------- scatter trash Recycling -------- changing something for reuse Y Junk -------------waste like old iron or paper Use these words in simple sentences. B. Presentation: a. Today, we are going to read about what happened to an old newspaper. “An Old Newspaper Talks", Growing in English 5, Reading, pp. 142-144 b. Stating the motive question What happened to the old newspaper? c. Silent Reading The pupils read the story silently to find out the interesting incident that happened to the old newspaper and what made him happy towards the end of the story_ C. Comprehension Discussion: 1. What happened to the old newspaper? 2. Who is talking in the story? 3. What interesting incidents happened to it? D. Generalization How can you retell a story through a story grammar? E. Infusion of Values What must one do in order to ' retell a story/read/listened to? F. Practice Exercises a. Guided exercises 1st group - Who are the characters in the story? 2nd group - Where did the story happen?

3rd group - What major events happened in the story? 4th group - How can you make your community a nicer place to live in? 5th group - What does the story teach us? b. Independent Exercises Direction: Look at the chart below. Fill in the boxes by answering the questions after the selection read. English for Living and Learning 5 (Reading) pp. 34-37, "Making Plans" IV. Evaluation: Answer the following questions based on the story. 1. How did the small crab help the big crab? 2. Where did the story happen? 3. What did the fishing boat do to the big crab? V. Assignment: Write a short story using the following story grammar and give your own title. 1. Coral reefs are formed mostly in warm and tropical sea. 2. Coral reefs are limestone skeleton of coral-farming animals. 3. They form the foundations of barriers and ridges in the sea. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Retell news broadcast listened to. II. Subject Matter: News Broadcast References: Growing in English Language V, pp. 193-194 Fun in English Language V, p. 81 Materials: Taped news broadcast BEC PELC 3 III. Procedure A. Pre-Listening: 1. Review Have the pupils listen to the following announcement and answer the questions that follow: The Busy Bus will present a puppet play " The Princess and the Frog", on Tuesday, August 20, 1998. It will be held in the school auditorium at 4:00 in the afternoon. The main roles will be played with their puppets by Lita Gorospe, Ben Sales and Tony Na bong. a. Who will be presented? b. Who will present it? c. Where will it be presented? 2. Motivation What news have you heard over the radio this morning? What is the news about? B. During Listening Activity Have the pupils listen to the recorded news by the teacher. C. Comprehension questions  What is the news about?  Where did it happen?  When did it happen? D. Generalization: What should be remembered in retelling a news broadcast? E. Application 1. Have the pupils retell the news heard. 2. Have a pupil play the role of a while other pupils listen. Ask the pupils to news heard. IV. Evaluation: Have the pupils listen to a taped news broadcast and have them retell it. V. Assignment: Write listened news and be able to retell it in the class tomorrow. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Answer WH-questions to understand details in a story listened to. Values: Courage and Perseverance

II. Subject Matter: Noting Details References: Fun in English 5 (Reading), pp.204-208

III. Procedure A. Pre-activities: 1. Unlocking of Difficulty he pupils learn the meaning of information word in the story by using the dictionary. Words for study are in the pendulum-shaped box. Direction: Select the appropriate words in the box below to complete the sentence. Write your answer in the blank. telescope experiment century philosopher theory 1. Galileo named the spyglass a _____ which means “to sea for” in Greek. 2. An idea that is not proven yet is called _______. 2. Motivation Show pictures of scientists. Ask the pupils to identify them. Pupils give information about them. B. Presentation: 1. Motive Question The greatest scientist, Galileo, explored space although he never left the earth. His discoveries opened doors for new knowledge and new inventions, most of which we take for granted today. Listen carefully as I read the story to you entitled “Galileo, the Great Scientist". Find out why Galileo is called the great scientist. C. Listening Activity Reading of the story by the teacher D. Listening Comprehension 1. Answering the motive questions. 2. Answering of comprehension questions. 3. a. In what way was Galileo different from the other boys of his time? b. As a boy, what did Galileo invent? Why was he dissatisfied? E. Generalization What are the answers to the following questions. Who, What, When, Where, Why, How F. Writing Ask the pupils to draw a picture of incident in the story, Galileo, the Great Scientist using the details in the table above. Instruct them to write a paragraph from the picture drawn.

G. Practice Exercises a. Guided Practice Play the selection “The Pearl" in the cassette recorder. Have the pupils note important details and have them answer the following questions: b. Independent Practice Listen carefully as I read the following phrases. Some of the phrases answer questions why, where, who, when, what or how. Write the appropriate question answered by each phrase. Example: By the Side of the Rippling Brook 1. Away in a distant land beyond the ocean 2. During the flowering month of May IV. Evaluation: The teacher reads the story “First Man in Space” Fun in English 5 Reading, pp. 186-187. Ask the pupils to note important details and have them answer the following questions. 1. Where was Yuri Gagarin sent? Why? 2. What unusual experience did he has as his spaceship went in orbit? 3. How did the earth look from the spaceship? V. Assignment: Listen to your favorite a drama on the radio. Try to note the important details which could be answered by WH-questions and be able to report these in class tomorrow Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Draw pictures of incidents/ characters in a story Values: Care for the Kidneys

II. Subject Matter: Drawing Pictures of Incidents/Characters in A Story References: Fun in English 5, pp. 218-221

III. Procedure A. Preparatory Activities: 1. Directions: Answer the WH – questions in the parenthesis to complete the story. The Picnic I enjoyed the day when my friends and I had a picnic. It was (when). My friends, (who), (who) and (who), went to the (where). We brought some (what), (what) and (what). We sat down (where) and ate our (what). While eating, we talked about things that happened in (where) (when). 2. Unlocking of Difficulty kidney potassium bladder  Pupils learn the meaning of the words by using the dictionary. 3. Motivation a. Show a picture ( kidney) and ask the pupils to identify it. They can tell what they know about the kidney. b. Tell them to clasp their hands together behind their back. Keep their arms as straight as possible. Inform them that the places closest to their elbows mark the spot where their kidneys are. B. Presentation: 1. Motive Question Our body parts have their own functions. The heart is to pump blood to all parts of the body, the bones, to give shape to the body. What about the kidney? Find out what function does the kidney perform? 2. Listening to the story The Amazing Cleaning Machine C. Comprehension Check-up: 1. Where are the kidneys located? Describe how they look physically. 2. How are kidneys structured? Describe the filters of the kidneys. 3. What organs of the body are linked to the kidneys? In what way do the kidneys affect those parts of the body? D. Ask the pupils to draw pictures of incidents/characters of the story. Ask several pupils to say something about their work. E. Instruct the pupils to write a paragraph from the pictures drawn. G. Have the pupils listen to the following stories. Ask them to draw from their imagination incidents or characters found in the stories.

Ramon was shocked! He had brought his pet turtle out to the rain after lunch this noon and now, at five o'clock his pet was dead. A rat had killed it, and now, only tl,e shell remained. Ramon had promised his science teacher that he'd bring his pet to class on Monday to show to the class. Here it was Saturday and his pet was dead. IV. Evaluation: Listen to the story and draw incidents or characters from the story which / whom you like best. (Conquering Space -- Fun in English V Language, pp.234-235.) V. Assignment: Tell the pupils to listen to a drama series on the radio using their imagination. Have them draw incidents or characters from that episode.

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Identify the setting, characters, and endings of stories Values: Conservation of water resources

II. Subject Matter: Identifying Settings, Characters and Endings of Stories References: Reading Marvels pp. 442-444, 450-452

III. Procedure A. Preparatory Activities: 1. Review Tell whether the phrases below answer what, where, when, who, why or how questions. 1. at the foot of the mountain 2. at early dawn 3. because of her sickness 2. Unlocking of Difficulty dynamite kerosene explosion  Let the class look at the meaning of the words using the dictionary. 3. Motivation Show a picture of the sea. Ask the pupils what words come into their minds when they hear the word, sea. Ask them to give their reasons why they associate that particular word to the sea. B. Presentation: 1. Listening a. Tell the pupils to listen to the story carefully and look for the important things which will identify the following parts of the story --------characters, setting, ending. Story: Nature's Revenge Reading Manuals pp. 450-452. 2. Listening Comprehension Check-up Discussion  What is the most important source of livelihood in Banquerohan?  How did the people there catch fish?  Why is it dangerous to catch fish dynamite?  What will happen if you use dynamite in fishing? 3. Generalization What do you call the part of the story that tell when and where the story takes place? C. Second Reading of the Story The story will be read again. Instruct them to listen very well because they will tell the story they have listened to in their own words. The class gives listening tips to help recall important facts about the story.  Look at the story teller.  Take down notes especially the names words, actions, words of feeling, date, direct statements, sequence of events, unfamiliar words.

 Consider carefully the parts of the story emphasized by the story teller. D. Speaking Ask the pupils to look for their partners. Have them retell the story they have listened to, to their partners. E. Practice Listen to the story, then, answer the questions that follow: Write only the correct answer. (Refer to lesson plan in English p. 27 IV. Evaluation: Play the selection in the cassette recorder. Have the pupils answer the questions about the selection. "The Man and the Tree" Reading Marvels pp. 442-444.  Who are the characters in the story?  Describe the setting.  How did the story end? V. Assignment: Instruct the pupils to make literature flip-flaps. Flip-flaps are versatile, easy-to-make projects that offer the fun of manipulation and a mint of secrecy and surprise. Materials: paper, scissors, crayons, markers, pencils Directions: Fold paper into six equal parts. Open and cut to center fold as shown.

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Identify the setting, characters and ending of dialog read Values: Cleanliness and Orderliness

II. Subject Matter: Identifying the Setting, Characters, and Ending References: English for Living and Learning 5, p. 119; Reading Marvels V, p. 348

III. Procedure A. Listening: 1. Motivation How would you like to live in a clean and orderly house? In a house which is messy? 2. Unlocking Difficulties Group work – fill in the boxes with the words being described by the phrases on the right. 3. Have three pupils read the dialog aloud while others listen. Eric wishes to spend a weekend at his Aunt Liza’s house at Sta. Maria, Bulacan. He asks his parents’ permission. Eric: Daddy, Mommy would you please permit me to spend a weekend at Aunt Liza’s place? Daddy: I think I can. All I need are several clothes. I’ll also bring some underwear, my towel, my toothbrush and a cake of soap. Oh yes! I should bring bring my rubber shoes and a pair of slippers, too….. 4. Reading Comprehension Questions a. Where does Eric wish to spend his weekend? b. Will his parents go with him there? c. Was Eric able to prove that he could take care of himself? Why do you say so? B. Reading: 1. This time divide the class into three groups. Group I will read Eric’s part. Group II will read Daddy’s part and Group III will read Mommy’s part. 2. a. Where were Eric and his parents? b. Who were the characters? c. What events happened in the dialog? d. What is the ending? C. Practice: Read the ff. conversation. Answer the questions that follow. (The Invitation p. 53) 1. Comprehension Questions Did Noemi use to go to White Beach? Who used to give Noemi permission to play with her friends? Do you think Mother was right in not allowing Noemi to go to the clinic? D. Generalization Lead the pupils to identify that the setting is the place where the dialog happened. The characters are the people. And what happened are the events.

IV. Evaluation: LTX V, English for Living and Learning, p. 119 Story: The Lovely Flower Garden)  Who are the characters in the dialog?  Where did the dialog take place?  How did the dialog end?  Why is Mrs. Clara’s garden beautiful? V. Assignment: On page 18 of English for Living and Learning 5 is a dialog. Read it and write the answers to the following Setting: Characters: Events: Ending:

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

ENGLISH V
Date: ____________ I. Objective:  Identify the setting, characters and main events in a poem listened to. Values: Cooperation and Courtesy

II. Subject Matter: Identifying the Setting, Characters and Main Event References: English for Living and Learning V, p.69; Reading Marvels V, p. 113, 304

III. Procedure A. Motivation: Name some living things that fly. Why can they fly? Name some non-living things that can fly. Why can they fly? B. Pre-activities: Words for study. Get a partner and rearrange the scrambled letters to form the correct words. Get clues from column B. A B 1. dendod ------- you did it with your head to sayyes 2. beydoog ------you say it when you leave for school 3. quilnrat -------it means quiet, calm C. Listening: 1. Teacher reads the poem while pupils listen HOW THE LITTLE KITE LEARN TO FLY "I never can do it" the little kite said, As he looked at the others high over his head "I know I should fall if I try to fly" "Try," said the big kite" Only try" Or I fear you never will learn at all" 2. Listening Comprehension questions  Who is afraid to fly?  What made the kite fly after all?  How did the little kite feel when it sailed with the big kite? D. Second Reading of the poem by the teacher while the pupils listen E. Speaking 1. Where did the poem take place? 2. Who are talking in the poem? 3. What events or happenings can be drawn from the poem? F. Generalization How could you identify the setting in a poem? The character? The events? The main events? G. Practice The pupils are asked to identify the setting, characters, and events after listening as the teacher reads the poem.

IV. Evaluation: Identify the setting, characters and events after listening to this poem. “The Boy and the Wolf” 1. Describe the boy who worked as the guardian of the sheep. 2. What did he do when a lamb get lost? Was he telling the truth? 3. How did the neighbors react when a wolf really feels upon the boy's flock? V. Assignment: Copy a poem you love to read from any book and answer the ff. in your notebook. 1. Where is the setting of the poem? 2. Who are the characters? 3. What events/main events could you picture in the poem? Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________