Lesson 6

I. Subject Matter: Modals (can, could, may, might, must, and should)
Reference: De Leon-Ladera, et. al. The New Dimensions in Learning English. Manila: Rex
BookStore Inc., 2003

II. Objectives: During a 60-minute period, 85% of the students will be able to:
A. Construct sentences using modals from the given situation;
B. Explain the significance of community service; and
C. Supply the appropriate modal in the given sentence.

III. Materials: -pen - copy of worksheet -paper strips -copy of dialogue

IV. Procedure:

A. Introduction

1. The teacher presents a comic strip to the tutees. The tutees will read it aloud.

Bert: Mr. Rivera, remember that schoolhouse where you spoke to us about self-help project some
months ago?
Mr. Rivera: Of course, I do. What about it?
Bert: Well, its roof is leaking, its walls and floor are falling apart.
Mr. Rivera: What can I do to help?
Bert: It may be too much of us to ask.
Mr. Rivera: Try me. I might be able to do something, but I shall not make promises.
Bert: Might you know Engr. Guzman very well? He owns Boston Hardware Store from where we
could possibly buy roofing materials and lumber on instalment basis. You could speak for us
maybe?
Mr. Rivera: Yes, of course I can! I know Tony Guzman quite well. We went to school together. I can
be your guarantor again. I could, last year, remember?
Bert: Shall we go and see Mr. Guzman right now? Or should we wait till you shall have spoken to
him?
Mr. Rivera: Let’s go right now!
Bert: Thank you! Indeed, thank you, Mr. Rivera.

2. The teacher then asks the following comprehension questions:

 Who are the people in the dialogue?

 What are they talking about?
 What are those damages?
 What does Bert ask to Mr. Rivera with regards to the damages of the schoolhouse?
 Does Mr. Rivera agree on Bert’s favour?
 If you were Mr. Rivera would you also help Bert? And why?
 If talking to Engr. Guzman is Mr. Rivera’s way to help Bert in their community, then what
are some of your ways in which you can show your service to your community?

3. The teacher lets the tutees read the italic words from the given dialogue and ask them what those
words are called.
4. The teacher presents the lesson about modals.

B. Development

1. The teacher extracts sentences from the dialogue and let them identify the modals found in the
sentences.
2. After the students identify the modals, the teacher discusses each modal according to its function.
Sample sentences are also given where the tutees will identify the modals used in each sentence.
3. The teacher also asks the tutees to construct their own sentence after each modal is discussed.

Modal – a class of auxiliaries which is combined with a be-phrase or simple base form of the verb to
make up the predicate of the sentence.

MODAL VERB FUNCTION: expresses

Can
Ability
Could
May possibility
+ main verb
Might probability
Must necessity
should obligation
Sample sentences:

 David can play the guitar.

 I can teach you how to bake cake.
 This may be Eric’s last chance in joining a contest.
 The principal might give the boy suspension.
 The TE students must submit their lesson plans on Monday.
 Every participants should have a copy of the song

4. The teacher gives an activity to the tutees.

Directions: Fill in the blank the appropriate modal.

1. Maria assures her mother of her ability to care for her brothers and sisters while her mother was in
the hospital. “Please don’t worry, Mom, I ____ cook and wash the dishes and keep the house tidy.
You ____ not worry about us if you want to get well soon.
2. Mozart _____ play the piano excellently by the time he was six.
3. “The sky is overcast; it _____ rain, John. So bring an umbrella.
4. “You say the traffic there is terribly bad even at five in the morning? If you ____ wake up at four,
we ____ leave as early as 4:30.
5. The rich ____ share their blessings with the needy.
6. _____ you open this can, please?
7. What ____ I do to win her favour?
8. If you buy this whole booklet of raffle tickets, you ____ just win at least one price.
9. I hear you ___ drive well and unbelievably fast.
10. ____ I go? Is there no way out of this social obligation?

C. Closure

1. The teacher lets the tutees to construct sentences using the appropriate modal. Their sentences
should be based on the situations given by the teacher.
2. The tutees write their answer on the provided paper strips.

SITUATION:
1. Ask your mother’s permission to go swimming out of town with your classmates.
2. Tell your cousin it is her duty to clean the messed in your kitchen after she’s done baking cupcakes.
3. Tell your friend not to underestimate your strength; you have the ability to lift a crateful of bananas.
4. Ask you sister to call up you mother. She probably needs help in selecting the food to prepare for
the party.
5. Announce to your class that it is necessary for all to be in the theatre 15min. before the curtain time.
Lesson 7

I. Subject Matter: Outlining

Reference:

II. Objectives: At the end of a one hour period, the tutees are expected to:
A. Identify the parts of an outline by formulating one out from the topic of their choice;
B. Share the importance of planning one’s goal in life; and
C. Form an outline out from the given information

III. Materials: - copy of the activity -pen and paper - hand-outs

IV. Procedure:

A. Introduction

1. The teacher asks these following questions to the tutees:

 In what instances where you were asked by your teacher to write something?
 What is the first thing you will do in a writing activity?
 How are you going to organize the content of your written material?

2. The teacher introduces the topic about outlining.

B. Development

1. The teacher discusses the following to the tutees:

Outline – a systematic arrangement of the major and minor points of a certain written material.

Reasons for creating an outline:

1. aids in the process of writing 4. shows the relationship among ideas in your writing
2. helps you organize your ideas 5. presents a more comprehensible view of a certain topic
3. presents you material in a logical form 6. defines boundaries and groups

2 Kinds of Outline
 Topic outline – entries are written in words or phrases
 Sentence outline – entries are written in a complete sentence

Example of topic outline:

I. Family Problems
A. Custodial: Non-custodial Conflicts
B. Extended Family
C. Adolescent’s Age
II. Economic Problems
A. Child Support
B. Women’s Job Training
C. Lower Standard of Living
D. Possible Relocation
1. Poor Neighbourhood
2. New School
III. Peer Problems
A. Loss of Friends
B. Relationship with Dates

Parts of an Outline

 Roman Numeral form ( I, II, III . . .)

- Main ideas
 Capital Letters (A, B, C . . .)
- Sub-points
- Indented from the main idea/major point
 Numbers (1, 2, 3 . . .)
- Sub-points of minor points
- Indented from the minor points

Note: You can still add minor points from the minor points of your outline so long as the connections
of ideas are consistent.

I. Main Idea
A. Supporting Idea to I
1. Subsidiary idea to A
2. Subsidiary idea to A
B. Supporting Idea to I
1. Subsidiary idea to B
2. Subsidiary idea to B
II.
A.
1.
2.
B.
1.
2.

2. After the teacher discusses the basics of outlining, the teacher asks the tutees the relevance of
knowing how to write an outline in real life.
3. The teacher gives an activity wherein the tutees write an outline out from the given information
provided by the teacher. The tutees will also create a title based on the given information.

o As frostbite intensifies, the affected areas feel extremely cold, turn numb, and may turn from a
greyish-yellow to a bluish colour.
o If you take the right steps in treating frostbites, you can usually prevent damage to the affected
areas.
o Another method of warning is to lightly cover the affected areas with warn towels.
o As frostbite develops, the skin first changes to a greyish-yellow colour.
o First, get the victims indoors as quickly as possible.
o When the affected area becomes flushed, discontinue warming and have the victim gently
exercise them to stimulate circulation.
o There are several symptoms of frostbite.
o Second, do not rub or massage the affected areas.
o The key to treating frostbite is to know what to do and what not to do.
o Third, do not break any blisters that may have formed.
o If you take the wrong steps in treating frostbite, you can cause permanent damage to the affected
areas.
o One method of warning is to immerse the affected areas in warm water.
o Once the victim is indoor, warm the affected areas until they become flushed.
o In several cases, the frostbite victim may experience mental confusion and impaired judgement.
o First, do not apply hot water or strong heat.

C. Closure

1. The teacher instructs the tutees to write something about their school as a way of promoting it to
the other people. The tutees need to write an outline from it.
Lesson 8

I. Subject Matter: Paragraph Unity

Reference:

II. Objectives At the end of the session, the tutees will be able to:
A. write a paragraph demonstrating unity;
B. share the essence of promoting unity in any group activities; and
C. Cross-out sentences that do not relate to the topic.

III. Material: -pen - copy of the activity

IV. Procedure:

A. Introduction

1. The teacher presents a disorganize paragraph to the tutees.

2. The tutees will read the paragraph aloud.
3. The teacher then lets the tutees comment on the paragraph in terms of its consistency or
arrangement.
4. The teacher introduces the topic on paragraph unity.

The days of placing traditional ads in college-town newspapers have all but disappeared with new
computer whizzes surfing the net for job prospects. Because of the "computer geniuses" being mass
produced in today's universities, Human Resource Managers have to come up with innovative ways
to recruit personnel. Human Resource managers are shelling out hefty portions of their budgets to
the dot com employment sites trying to get the "best and the brightest." These students have "come of
age" pointing and clicking their way through headline news, entertainment, college courses, and
electronic commerce. Scanning the printed classifieds is out. Other recruitment administrators have
their own web designers "spiffing up" company websites with "career" or "job" links being the most
valued asset to the company's ability to retain "cutting edge" employees.

B. Development

1. The teacher discusses paragraph unity to the tutees by using a large pleated fan. The fan represents
the completed paragraph.
2. The teacher explains that the base of the fan represents the topic sentence and each pleat represents
the developing sentence that needs to be related to the topic sentence.
3. The teacher tells the tutees that if there are sentences not related to the topic it will be removed
from the pleat.
4. The teacher relates the topic in real life by asking the tutees the importance of unity in any group
work.

Paragraph Unity & Coherence

A paragraph is a sequence of related sentences that develop a single idea. The main idea
can be implied, but most often is directly stated in a topic sentence that begins the
paragraph. The paragraph is unified if all of the sentences support the main idea or topic
sentence and coherent if the sentences build upon the previous sentences within the
paragraph. Controlling both these elements is essential for effective writing.

Paragraph Unity

Paragraph unity means that one main idea is developed throughout the paragraph. The
following example does not have a single idea that can be traced through the paragraph.
 Saner, Wisconsin is the snow-mobile capital of the world. The buzzing of the
engines fills the air, and their tank-like tracks crisscross the snow. The snow
reminds me of Mom's mashed potatoes, covered with furrows I would draw with my
fork. Mom's mashed potatoes usually made me sick; that's why I was playing with
them. I like to make a hole in the middle of the potatoes and fill it with melted
butter. This behaviour has been the subject of long chats with my analyst.

Instead of focusing on one unified topic—the snow, the author’s mother, or the author’s
own behaviour—the author shifts focus several times in the same paragraph. A unified
paragraph focuses on one aspect, developing the ideas of the overall work.

Paragraph Coherence

Paragraph coherence is often referred to as the “flow.” If your paper flows, it means your
reader can clearly follow your line of reasoning because your sentences and ideas build on
each other in ways that are logical and plainly explained. Consider this non-coherent
paragraph:

The means by which Asian companies have sought to compete with American
products in market segments in the Western Pacific region will constitute the
objective of the first phase of our study. The labour costs of our Asian competitors
and their ability to introduce new products quickly are the main issues to be
examined in detail. A plan that will demonstrate how American industry can
restructure its operations so that it can better exploit unexpected market
opportunities, particularly in the Pacific Rim, will be developed from this study.

This non-coherent paragraph is a jumble of words that confuse the purpose of the
paragraph. A study is being done, but what is being studied or results from the study are
not apparent. That information is much clearer in the following paragraph:

In the first phase of our study, we will examine market segments in the Western
Pacific region to determine how Asian companies have competed
with American products. The study will examine, in detail, labor costs and the ability
of Asian competitors to introduce new products quickly. By studying these elements,
we will develop a plan that will demonstrate how American industry can
restructure its operations so that it can better exploit unexpected market
opportunities, particularly in the Pacific Rim.

This paragraph clearly explains what the study will do and what results can be expected by
employing the following devices.

Repetition of words

The key words in the topic sentence (study, market, Asian, American) are repeated several
times within the paragraph. The repetition links the sentences and keeps the main idea in
focus.

Pronouns

Sometimes the ideas from sentence to sentence are connected through the use of pronouns.
In this paragraph, it ties back to American industry. Make sure pronouns clearly refer back
to their antecedents, the words they
replace.
Related words

Some of the key words are altered for a more specific meaning, but they are still connected
to the previous ideas. Asian companies moves to Asian competitors; market segments, for
instance, becomes the more specific topic of labor costs.

Transitional words

Sometimes sentences need an explicit connection, such as when the direction of the
argument is turning or when an idea is to be paralleled or contrasted with an earlier idea.
Words such as however or althoughsignal a turn in the discussion, while words such
as consequently or therefore can indicate a cause-effect relationship. In the
example, particularly indicates the author will continue to discuss market opportunities,
specifically in the Pacific Rim. See the transitions handout for a list.

Note: For more information on using transitions, see the handout Transitions.

Something Old, Something New

To increase paragraph coherency, your sentences must include two kinds of information:
old and new. To achieve this, begin the sentence with old information—an idea that the
reader will easily recognize because you have just discussed it. The rest of the sentence is
composed of new ideas and information about the topic. Using both old and new
information provides clarity and leads your reader through your argument.

Unclear: 1) Scientists ask many questions about black holes and their development. 2)
No larger than marbles, dead stars spin through space. 3) Space and time could be affected
by black holes.

Clear: 1) Some astonishing questions about the nature of the universe have been
raised by scientists exploring black holes in space. 2) A black hole is created by the collapse
of a dead star into a point perhaps no larger than a marble. 3)
The collapse drastically affects the space around the star. 4) The dramatic change creates
questions about whether this causes a rearrangement of the space-time continuum near
black holes. 5) More research into the space around black holes will lead to many answers.

In the unclear example, you know black holes are important, but you can’t follow the
writer’s thoughts. However, the clear example begins with old information that connects
with the previous sentence (a black hole) and ends with new information on how they are
created (by the collapse of a dead star). Ultimately, you can see the point of the paragraph
as the writer shows that more research will lead to answers.

Paragraph Length

Make sure your paragraph isn’t too long or short. A page-long paragraph is daunting, and
the reader will struggle to keep your thoughts in order. A short paragraph may not give
enough development to your ideas and will leave your reader trying to make sense of your
statements. Effective paragraphs have one main idea that links to the larger purpose and
thesis, which will become lost if length gets in the way of comprehension.

Bibliography: Trimble, John. Writing with Style. New Jersey: Prestice Hall, 2000.
Williams, Joseph. Style: Ten Lessons in Clarity and Grace. New York: Longman, 2003.

Mary Blood, March 2000

Revised by Jessica Stuart, summer 2005
C. Closure

1. The teacher lets the tutees answer the first activity.

2. After the first activity, the teacher lets the tutees write a paragraph using a mock-up of the fan.

Activity1.
Directions: The following sentences speak about the advantages of travelling by train. One is a topic
sentence and others are supporting sentences which justify the argument presented in the topic
sentence. But, they are all jumbled. Arrange them in a logical sequence.

Additionally, a few things like pillows, towels, newspapers are provided according to the services
1.
promised.

2. Finally, when we travel by train we reach our destination quickly.

3. Travelling by train is very comfortable.

4. First, it is convenient as trains are spacious and have plenty of room to move about.

5. Next, one need not carry food as there are dining cars.

6. Secondly, every train is provided with sleeper cars and baggage cars.

a. b. c.
d. f. g.
Lesson 9

I. Subject Matter: Transitive and Intransitive Verb

Reference:

II. Objectives: At the end of the session, the tutees are expected to:
A. differentiate transitive from intransitive verb;
B. participate in the discussion; and
C. construct sentence using transitive and intransitive verb.

III. Materials: - pen and paper - transitive and intransitive worksheets - pictures

IV. Procedure:

A. Introduction

1. The teacher shows pictures that shows an action.

2. The teacher lets the tutees identify each picture.
3. The tutees are then asked to recall what a verb is.
4. The teacher tells the tutees that there are two kinds of verb according to its use.
5. The teacher presents the lesson.

B. Development

1. The teacher discusses the following:

What are transitive verbs?

Transitive verbs are action verbs that have an object to receive that action. In the first sentence above,
the direct object ball received the action of the verb hit.

Here are some more examples of transitive verbs:

I baked some cookies.

I rode the bicycle.
I moved the chair.
I stitched a quilt.

All of the verbs in the above sentences are transitive because an object is receiving the action of the
verb.
But what about the sentence “The bird sang.” Is the verb in that sentence a transitive verb? No, in this
case the verb sang is an intransitive verb.

What are intransitive verbs?

Intransitive verbs are action verbs but unlike transitive verbs, the do not have an object receiving the
action. Notice there are no words after the verb sang.
More examples of intransitive verbs:

I laughed.
I cried.
The book fell.
The horse galloped.

In all of the above cases the subject is performing the action of the verb and nothing is receiving the
action.

C. Closure

1. The teacher lets the tutees answer the following activity.

Direction: Underline the verbs and tell whether they are transitive
or intransitive. Circle the direct objects.

e.g., The customers formed long lines outside the shop. transitive
("lines" would be circled)
The happy villagers danced in the streets. intransitive

1. Mr. Jenkin’s cat watched the birds in the trees. _____________

2. We will not buy a new car until next summer. _____________
3. The small boat moved slowly through the grey sea. _____________
4. Diane tripped on the top step and fell downstairs.
5. Please order a hamburger and a milkshake for me. _____________
6. Have you ever explored a cave? _____________
7. Many years ago, a young boy discovered a huge cave in Kentucky. _____________
8. The cave contained strange, twisted formations of stone and crystal. _____________
9. Your friend Tom has a very intriguing job. _____________
10. We arrived at the stadium ten minutes before the game started. ________________
Lesson 10

I. Subject Matter: Verbal

Reference:

II. Objectives: At the end of the session, the tutees are expected to:
A. identify the three kinds of verbal;
B.
C. write a two stanza poem using verbals.

III. Materials: - copy of worksheets - pen and paper - handout - letter cards

IV. Procedure:

A. Introduction

1. The teacher presents two sentences.

2. The teacher lets the tutees identify the verb in the sentence.
3. The teacher then lets the tutees comment on the two sentences in terms of how the verbs are used in
each sentence.
4. The teacher introduces the topic about verbals.

B. Development

1. The teacher defines what verbal is.

2. After such, the teacher then presents the three kinds of verbals.
3. The teacher discusses how each verbal is used in a sentence. Sample sentences follow.
4. The teacher gives another set of sentence wherein the tutees will identify the verbal used in the
sentence.
5. The teacher asks the students to write 3 sentences using each kind of verbal.

Participles
- a verb form used as an adjective to modify nouns and pronouns. The following sentence contains
both a present and a past participle:

The children, crying and exhausted, were guided out of the collapsed mine.
Crying is a present participle, formed by adding -ing to the present form of the verb
(cry). Exhausted is a past participle, formed by adding -ed to the present form of the verb (exhaust).

Both participles modify the subject, children.

All present participles end in -ing. The past participles of all regular verbs end in -ed.
However, irregular verbs have various past participle endings (for instance, thrown. ridden, built, and
gone).

A participial phrase is made up of a participle and its modifiers. A participle may be followed by an
object, an adverb, a prepositional phrase, an adverb clause, or any combination of these. In this
sentence, for example, the participial phrase consists of a present participle (holding), an object (the
torch), and an adverb (steadily):

Holding the torch steadily, Merdine approached the monster.

In the next sentence, the participial phrase consists of a present participle (making), an object (a
great ring), and a prepositional phrase (of white light):

Merdine waved the torch over her head, making a great ring of white light.
Gerunds
- a verb form ending in -ing that functions in a sentence as a noun. Although both the present
participle and the gerund are formed by adding -ing to a verb, note that the participle does the job of
an adjective while the gerund does the job of a noun. Compare the verbals in these two sentences:

The children, crying and exhausted, were guided out of the collapsed mine.
Crying will not get you anywhere.

Whereas the participle crying modifies the subject in the first sentence, the gerund Crying is the
subject of the second sentence.

Infinitives
- a verb form--often preceded by the particle to--that can function as a noun, an adjective, or an
adverb. Compare the verbals in these two sentences:

I don't like crying in public unless I'm getting paid for it.
I don't like to cry in public unless I'm getting paid for it.

In the first sentence, the gerund crying serves as the direct object. In the second sentence, the
infinitive to cry performs the same function.

C. Closure

1. The teacher gives a short quiz bee to the tutees. The tutees will raise the letter of their answer using
the letter cards provided by the teacher.
2. After the quiz bee, a 10-item quiz is given to the tutees.

Quiz Bee Questionnaire

1. Identify the infinitive or infinitive phrase in the following sentence: I am

eager to take any Saturday job.
(A) am eager
(B) any Saturday job
(C) to take any Saturday job
(D) none of the above

2. Identify the infinitive or infinitive phrase in the following sentence: To

shell walnuts is difficult.
(A) To shell walnuts
(B) is difficult
(C) shell
(D) none of the above

3. Identify the participle or participial phrase in the following sentence: We

noticed a duck waddling toward us.
(A) We noticed a duck
(B) a duck waddling
(C) waddling toward us
 (D) none of the above

4. Identify the participle or participial phrase in the following sentence: The

passage, translated into three languages, foretold a terrible tragedy.
(A) the passage
(B) into three languages
(C) translated into three languages
(D) none of the above.

5. Identify the gerund or gerund phrase in the following sentence: Jay

enjoyed floating on the raft.
(A) Jay enjoyed
(B) floating on the raft
(C) enjoyed floating
(D) none of the above

6. Identify the gerund or gerund phrase in the following sentence: Riding the
Mad Butterfly upsets Becky's stomach.
(A) Riding the Mad Butterfly
(B) upsets Becky's stomach
(C) Riding
(D) none of the above

7. Choose the answer that tells how the capitalized phrase is used: Sandy,
ENCOURAGED BY ALL OF US, told her story.
(A) subject of verb
(B) object of verb
(C) adjective

8. Choose the answer that tells how the capitalized phrase is used: Mr. Wells
assigned READING TWO CHAPTERS.
(A) adjective
(B) object of verb
(C) adverb

9. Choose the answer that correctly describes the capitalized word or phrase
in the following sentence: Sue Anne came in out of the rain, DRIPPING
WET.
(A) participial phrase
(B) gerund phrase

10. Choose the answer that correctly describes the capitalized word or phrase
in the following sentence: CHEATING never gets you anywhere.
(A) participial phrase
 (B) gerund phrase

Directions: Underline the verbal/verbal phrase found in the following sentence. Identify it whether it’s
participle, gerund, or infinitive.

_____ 1. Having good manners is an important asset.

_____ 2. Delighted with the opportunity to learn, Christine took internship in New York.
_____ 3. To teach requires a handful of patience.
_____ 4. Falling is not a word in her vocabulary.
_____ 5. Confused by her teacher’s discussion, Lisa went out from the classroom.
_____ 6. The arrested thief plan for an escape.
_____ 7. The talking doll scares the baby.
_____ 8. Baking is a skill.
_____ 9. To see is to believe.
_____ 10. Swimming is hard, but I have been practicing.
Lesson 11

I. Subject Matter: A Ballad of a Mother’s Heart

Reference: Lapid, M. and J. Serrano.English Communcation Arts and Skills through Filipino
Literature.Quezon City:Phoenix Publishing House,Inc.,1996

II. Objectives: At the end of a 60-minute period, the tutees are expected to:
A. interpret the message the poem stanza by stanza and as a whole;
B. explain the importance of the role of a mother in their lives; and
C. write a short poem for their mother.

III. Materials: - pictures - copy of the poem - paper and pen

IV. Procedure:

A. Introduction

1. The teacher shows pictures of a mother and a child.

2. The students are asked to compare the two pictures.
3. The teacher then asks this question: How does a mother lover her child?
4. The teacher presents the poem entitled “A Ballad of a Mother’s Heart”.

B. Development

1. The teacher reads the poem first while the tutees follow silently.
2. The tutees are then asked to read the poem again aloud.
3. The teacher asks the following questions:

Comprehension Questions
 What kind of a night is described in the 1st stanza?
 Describe the young man as a suitor.
 What did the maiden ask of the young man to prove his love for her? Why do you suppose she did
this?
 What line tells you of the young man’s thought about his mother?
 What line tells you a mother’s great love for her child?

Aesthetic Discussion
 What is the purpose of the author writing the poem?
 Can one cause his/her mother’s death without actually killing her?
 Did the girl dislike the young man’s mother?
 Do you think the man will be happy?

4. After asking the comprehension questions, the tutees are then asked to share any of their
unforgettable experience with their mother.

C. Closure

1. The teacher lets the tutees write a short poem for their mother which is also presented creatively.
Lesson 12

I. Subject Matter: The Woman with the Wooden Bowl

Reference:

II. Objectives: At the end of the session, the tutees will be able to:
A. Complete the sentence by supplying
B. Share their opinion on what real beauty is; and
C. Draw a symbol based from the story.

III. Materials: - copy of the story - coloring materials - pen and paper - bond paper

IV. Procedure:

A. Introduction

1. The teacher gives the tutees two jigsaw puzzle to solve. They are given 2 minutes to solve the
puzzle.
2. After solving the puzzle, the teacher lets the tutees analyse the connection of the two pictures from
each other.
3. The teacher then presents the story they are going to read which is entitled “The Woman with the
Wooden Bowl”

B. Development

1. Teacher narrates the story to the tutees through picture story.

2. Comprehension question is then asked to the tutees.

C. Closure

1. Based on the story na