ENGLISH 2 TG Lets Begin Reading Unit III

Unit 3 – I Love Going to School
Lesson 1: Know your Second Home
Day 1
I. Know and learn something about your school
II. Knowing and learning about School

Reference: Let’s Begin Reading in English
Learners’ Material 2
Material: book, Picture of a School, poem
Value: Love for School
III. Procedure
A. Preparatory Activities
1. Oral Exercises
Let’s Try LM Unit 3- I love Going to School
2. Unlocking of Difficulties
Unlock the following words:
Cool hop
Without doubt skip
Prance true
3. Motivation Question
What do you often do to school?
B. Developmental Activity
1. Presentation
Reading of a Poem - see LM Unit 3
2. Analysis and Discussion

Answer questions on page 249 LM Unit 3
3. Generalization
What is your second home? What do you often do in your second home?
C. Application
Draw your school and write something about it.
IV. Evaluation
Unscramble the letters that tells about what activities you love/like to do when you are
in school.
1. ACDEN ___________ 4. ENAPCR __________

2. DEAR _____________ 5. TIREW _____________
3. POH ______________ 6. PIKS _______________
V. Assignment
Draw your favorite school activity in your activity
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Day 2
I. Identifying action words in school
II. Action Words

K-12 Curriculum LM Unit 3- I Love Going To School
Learner’s Materials, pictures, words, flashcards, manila papers
Value
III. Procedure
1. Review
In our poem yesterday, we learned that it is fun to be in school. Let’s think of
the different things we can do in school.
2. Motivation
Your classmate will ask you a question. Try to answer it.
“What do you like to do in school?”
“I like to ________ in school.”
B. Developmental Activities
1. Presentation
Listen as I read each sentence.
a. Miko likes to sing in school.
b. Dina likes to read in school.
c. Tita likes to cook in school.
d. Juan likes to dance in school.
e. Ana likes to play in school.

Write the word that answers each question that I will read to you.
1. What does Miko like to do in school?
2. What does Dina like to do in school?
3. What does Tita like to do in school?
4. What does Juan like to do in school?
5. What does Ana like to do in school?
Read the words you wrote. What do you notice? Sing, dance, cook, read, and play are
all action words.
3. Generalization
Remember this:
Action words are words that show movement. They talk about what we do.
C. Post Activity
Write the action words shown in the following pictures.
1. _________ 4. ______
2. ________ 5. __________
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3. ________
IV. Evaluation
Encircle the action words in the following sentences.
1. Michael likes to draw cartoons on his notebooks.
2. Shella loves to sing the songs of Alicia Keys.
3. Arnold likes to chat with his classmates.
4. Kevin likes to eat bananas.
5. Mother cooks champorado this morning.
V. Assignment
Draw and write down action words that your family does during weekends.
Day 3
I. Objectives
Identify cause and effect relationship in stories listened to
II. Subject Matter

Identifying Cause and Effect Relationships in Stories Heard
References: English for You and Me 2:, K- 12 Curriculum Learner’s Materials

Materials: Pictures, charts, stories
III. Procedure
1. Review
I will read a short situation. Choose the letter of the correct answer.
1. Why does Mother sweep the floor?
a. It is big b. It is clean c. It is dirty d. It is small
2. Why do children play?
a. Plays make children sick
b. Children grow when they play
c. It will make them weak and pale
d.It makes their muscles strong and healthy.
3. What will happen if you step on a lighted cigarette?
a. The light goes out b. It becomes bigger
c. Your hands get burned d. The light grows bigger
4. Lito played in the rain. He felt very cold. What would happen to him?
a. He will not grow b. Lito will become sick
c. He will become strong d. He will become taller
5. Why don’t people like forest fires?
a. It happens only at night b. It makes them feel warm
c. It gives them comfort d. It destroys life and property
2. Motivation
How did you feel on your first day in your school? In our story today, we are going to
learn about Ben’s first day in his new school…
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B. Development of Lesson
1. Presentation
I will read a short story. Refer to LM p. 253

Did you understand the short story?
 Why was Ben afraid to be in a new school?
 Why is Ben happy now?
Say: Let us go back to some of the questions you have answered.

(Teacher enters the responses on a chart)
3. Generalization
What kind of relationship have we learned? What is a cause? An effect?
Remember This:
Oftentimes we want to know the reasons behind certain events. In order for us
to do so, we have to ask why.
The reason behind a certain event is called the cause of an event. The result of
the cause or what happens because of the cause is called the effect.
C. Post Activity
1. Application
Group Activity
Complete the table below by writing the cause and effect.
CAUSE EFFECT
1. Mother sweeps the floor because it is dirty.

2. Tina was absent yesterday because she has a toothache.
3. Many people lost their lives because of the super typhoon Yolanda.
4. Childrens loves to play because it makes their muscles strong and healthy.
5. The teacher got mad because the children are noisy.
2. Individual Activity
Write C in the blank if it tells the cause and E if it tells the effect.
1. ____Fe woke up late
____She watched T.V. last night.
2. ____The streets are flooded
____Its rained hard.
3. ____The baby is crying
____He is hungry.
4. ____I have a toothache
____ I ate too much candy.
5. ____She is sad
____She failed in the test.
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IV. Evaluation
Divide your paper into 2 columns. In the first column, write Cause and on the second column
write effect. Fill up the columns with cause and effects. Refer to “We Can Do It” LM p. 255
V. Homework
In each sentence underline the cause once and the effect twice
1. Roads are flooded because it rained
2. Mely was scolded so she cried
3. It is a warm day, everyone is perspiring.
Day 4
I. Identify the effect of a given causes.
II. Identifying the Effect of a Given Causes.

K-12 Curriculum Learner’s Material, pictures, words in strips of paper
III. Procedure
1. Review
I have here a list of action words Let us do the actions together.. Afterwards,
choose one among these action words. Pretend to do the action word while
saying “I like to __________”
Swim drink walk hop fly

Eat run sing clap jump
dance skip
2. Motivation
Show a picture of a boy/girl that has received an award like a medal, certificate
or trophy.
Ask: What does the boy/girl received? Where do you think he/she got the
award? How did she/he got it?
B. Developmental of Lesson
1. Presentation
Read the short story . (Refer to LM p. 258)

(Group Activity 1)
In the boxes below are various reasons why something happened. Beside them
is a blank circle. Let us fill in the circle with corresponding effect o9f the events stated
in the boxes.
Nilo’s parents came home early.
Nilo’s best friend came to celebrate

With him.
Nilo’s parents took them to the zoo.

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They had dinner at a restaurant.
Group Activity 2
List the effect of the different causes written in the boxes. Refer to LM p.259)
3. Generalization
Sometimes an event can have many causes. When reading a story, ask why in
order to understand the reason behind the given event. Do not stop asking until you
have found out all the reasons behind the event.
C. Application
Group Activity
Copy the effect from the following sentences
1. Rose is absent because she is sick.
2. When the rain falls, the plants are happy.
3. Babies cry when they are hungry
4. You will win the game if you practice everyday.
5. The dog barks because there is a stranger in the gate
IV. Evaluation
Ring the effect in the following sentences
1. Fe woke up late because she watched T.V. last night.
2. The streets are flooded because its rained hard.
3. The baby is crying because he is hungry.
4. I have a toothache because I ate too much candy.
5. She is sad because she failed in the test.
V. Assignment
Write 5 possible effect of this cause.
Many people died in Tacloban Leyte.
Week 2: Meet my Teacher
Day 1
I. Know and Meet your Teacher in School
II. Knowing and Meeting your Teacher in School

Material: book,
Value: Love for your Teacher
III. Procedure
1. Oral Exercises
Let’s Try LM Unit 3- I love Going to School p. 262
Unlock the following words:
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Excited amazed
Surprised final
Clues framed
What do you often do to school? How about when it is your teacher’s birthday?
In the story you are about to read you will find out how Ms. Amor celebrated her
birthday.
1. Presentation
Reading of a story - see LM Unit 3 pp. 263 – 264

Answer questions on pages 264 - 265 LM Unit 3
3. Generalization
How do you show your love for your Teacher?
C. Application
Draw what you are going to give Ms. Amor for her birthday if you were her
pupil and write something about it.
IV. Evaluation
Encircle the letter of the correct answer.
1. What was the name of the teacher who celebrated her birthday?
a. Ms. Lopez b. Ms. Amor c. Ms. Reyes
2. What grade is she teaching?
a. Grade 1 b. Grade 3 c. Grade 2
3. What is their teacher’s favorite song?
a. Moon River b. fly me to the Moon c. Leaving on a jet plane
4. How did Ms. Amor got her gift?
a. By forcing her pupils to give her the gift
b. By giving her pupils a quiz
c. By following 3 simple steps
5. What was the gift of her pupils?
a. A framed flower vase
b. a framed class picture
c. a framed picture of her parents
V. Assignment
Write something about your teacher.
Day 2
I. Objectives:
Use the simple present form of the verbs with singular nouns as subject
Read phrases with short vowel sounds
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II. Subject matter
Using the simple present form of the verbs with singular nouns as subject
Reading phrases with short vowel sounds
Reference: K-12 Learner’s Material, Unit 3 – I love my School
Materials: book, chart, pictures, phrases with pictures
III. Procedure
1. Review:
In yesterday’s story, we heard about what Ms. Amor had to do in order to find her
surprise gift. Can you give me the steps that Ms. Amor followed?
2. Motivation
Game: Simon Says
B. Lesson Development
1. Presentation
Refer to LM Unit 3 Lesson 7 on page 266

(Group Work)
Copy the chart. Write the answer on the left side of the chart. On the right side, write
how many persons are doing the action. Refer to LM Lesson 7, 267.
Let’s read the action that was done by only one person. What do you notice? How
about the action that were done by two or more persons?
4. Generalization
Remember:
When only one person does the action we add s to the action word.
When two or more people do the action we do not add s to the action word.
5. Fixing Skills
Use the present tense of the verb shown in the picture. . Then read the sentence.
1. The girl ____ yesterday.
2. Mother ___ breakfast yesterday
3. My brother ___ the house last Saturday.
4. Marie ___ to the music last night
5. Baby___ last night
6. Let’s Aim
Read the following words.

Fat pen ten bed
Big six logs dog
Box mop the of
7. We Can Do It
Read each phrase to a partner. Match the phrase with the correct picture by drawing a
line. Refer to LM p. 268
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IV. Evaluation
Choose the letter of the correct form of the verb.
1. The children ___ patintero.
a. played b. play c. plays
2. Kevin ___ a piece of cake.
a. eat b. eats c. eated
3. AlingNena and Maria ____ a chocolate cake.
a. baked b. bake c.bakes
4. Susan ___ her hair.
a. combs b. comb c. combed
5. Mother ___ the rosary.
a. pray b. prays c. prayed
V. Assignment
Use the following verbs in a sentence.
1. Jumps
2. Kick
3. Wash
4. Drink
5. combs
Day 3
I. Objectives
Arrange set of sentences according to the correct sequence
II. Subject Matter

Arranging set of sentences according to the correct sequence
References: K-12 Learner’s Material Unit 3- I Love my School
Materials: book, pictures, flash cards, strips of paper and charts
III. Procedure
1. Drill
Ask: What are the days of the week? What day comes first? second? third? etc.
2. Review
A. Write the correct form of action word in the sentences using the picture.
1. Keirah _____(play, plays) the guitar.
2. Mother and Gina ____ (cook, cooks) sinigang.
3. The Grade 2 pupils _____(read, reads) a story.
4. Cindy ____(sweep, sweeps) the floor.
5. Kevin and Keirah _____(eat, eats) cereals for breakfast.
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Identify the word that is described. Choose your answer from the fans and write
them on the blanks.
steal nap
robber
pen chase
gobble
a. Taking a short sleep specially during the day _______

b. The natural noise made by a turkey _______
c. Somebody who takes away something that does not belong to him/her _______
d. An act of running after _______
e. A small place for animals _______
f. To have something that does not belong to one _______
Fill in the blanks with the words used in A.
1. If hens cackle, turkeys ________.

2. Children need a lot of sleep. They should take a _______ in the afternoon.
3. Don’t ________ the money of your classmate.
4. The goats are in the ________.
5. The police officer ________ the robber.
6. The _______ stole my watch.
4. Motivation
a. Show a life cycle of a butterfly.
b. What are the steps that Ms. Amor does to get her surprise gift?
1. Presentation
The Turkey Robbery
Mr. Cruz had been taking a nap under the tree when he was awakened by his
turkey’s gobbling.
“I must see what’s happening to my turkey,” he uttered to himself. So hurriedly,
Mr. Cruz ran to the turkey pen. How glad he was to see his turkey had laid an egg.
Every day, Mr. Cruz went to the pen to see if the turkey had laid eggs. Each time
he saw the number of eggs increasing.
Soon, the turkey started hatching eggs. There were four baby turkeys. Mr. Cruz
was very happy.
One day, when Mr. Cruz was fast asleep, a robber came to his pen to steal the
animals. The robber had put all the baby turkeys inside his sack. When the mother turkey
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saw him, she chased and attacked the robber until his clothes were tattered and torn. Just
then, Mr. Cruz woke up. After catching the robber he turned him over to the police.
Comprehension Check up.

 Who wanted to steal the baby turkey?
 Which of the turkeys were stolen?
 How many baby turkeys were there?
 Who helped the small turkeys?
 What did mother turkey do to the robber?
 To whom do the turkeys belong?
 Where was Mr. Cruz during the robbery?
 Why is it not good to get something that is not yours?
 What will you say if you want to borrow something from your classmate?
3. Group Activity
Below are sentences taken from the story. Arrange them as to when they
occurred by writing 1 – 6 in the blanks.
_______ Mother Turkey chased the robber.
_______ Mr. Cruz was fast asleep.
_______ A robber came to his pen.
_______ The robber put the small turkeys inside his sack.
_______ He turned over the robber to the police.
_______ Mr. Cruz went to his pen to see if the turkey had laid eggs.
4. Generalization
When reading a story, it is helpful to note the important events in the order that
they happened. This will help us in understanding the story better.
C. Post Activities
1. Application
Activity 1:
Distribute strips of sentences among the pupils. Tell them to arrange these
strips according to when the events happened by arranging themselves in
front.
The egg cracks.
Little bird comes out of the shell.
Mother bird lays eggs.
Little bird grows big and learns to fly.
The egg hatches.
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Activity 2:
Arrange the following sentences by pasting them below each illustration.
The boy is making a kite. The boy is preparing materials

in making a kite.
The boy ties the finished kite. The boy is flying the kite.
The boy is starting to release the kite.
2. Enrichment Activities
Refer to LM
IV. Evaluation
Read the story then sequence the sentences. Write the numbers 1-6 on the blank.
Helpful Sonia
Sonia’s baby sister was sick. Sonia cooked rice. She cleaned the house. She swept the
yard. Her mother gave her two pesos. Sonia went to a store. She bought some biscuits. She fed
her baby sister.
_____ She cleaned the house.
_____ She fed her baby sister.
_____ Sonia cooked rice.
_____ Sonia swept the yard.
_____ She bought biscuits.
V. Assignment
Write the life cycle of a chicken
Day 4
I. Objectives
Arrange set of sentences according to the correct sequence using pictures
II. Subject Matter

Arranging set of sentences according to the correct sequence using pictures
References: K-12 Learner’s Material Unit 3- I Love my School
Materials: book, pictures, flash cards, strips of paper and charts
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III. Procedure
1. Drill
Look at the action words. Let us read and do the actions together.
Swim drink walk hop run eat run sing
Clap jump dance skip
2. Review
Match the animals to the movement that they do.
A B
1. horse a. fly
2. fish b. crawl
3. frog c. run
4. monkey d. gallop
5. snake e. hop
3. Motivation
Do you know the game “Hide and Seek”? How do you play it?
1. Presentation
Read the short story “Hide and Seek” on pages 273 – 274 LM

Comprehension Check up.
1. Who are playing Hide and Seek?
2. Where did they play?
3. Who is the first child that became it?
4. Where did the following children hide:
 Marla
 Richard
 Kevin and KC
5. Who became the next it?
3. Group Activity
Below are sentences taken from the story. Arrange them as to when they
occurred by writing 1 – 5 in the blanks.
_____ Richard runs to the slide and hides behind it.
_____ Jen cover her eyes and count up to thirty.
_____ Jen spots Richard and tells him “Tag, you’re it!”
_____ Marla goes behind the tree.
_____ Jen opens her eyes and walks around.
4. Generalization
When reading a story, it is helpful to note the important events in the order that
they happened. This will help us in understanding the story better.
C. Post Activities
3. Application
Activity 1:
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Refer to LM p. 274 – 275
Activity 2:
Arrange the following illustration by writing 1 - 5
a. b.
c. d. e.
IV. Evaluation
Look at the illustration. Number it from 1-5 based on the story we have just read.
_____ Richard runs to the slide and hides behind it.
_____ Jen cover her eyes and count up to thirty.
_____ Jen spots Richard and tells him “Tag, you’re it!”
_____ Marla goes behind the tree.
_____ Jen opens her eyes and walks around.
V. Assignment
Draw an illustration on the steps on what you do before going to school.
Week 3: Happy Times in School
Day 1
I. Know and learn the steps in making a dessert
II. Knowing and learning the steps in making a desert

Material: book, story, recipe
Value: Being happy in School
III. Procedure
1. Oral Exercises
Talk about the things you do in school.
Say; “I _______ and ___________ in school.
Match each word with the correct picture by drawing a line.
Refer to LM Lesson 11, pages 278 – 279
What is your favorite dessert?
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1. Presentation
Reading of a story – LM Lesson 11 pages 279-280

Answer questions on pages 280-281 LM Lesson 11
3. Generalization
What do you do to be happy in school?
C. Application
Draw your favorite dessert in school and write the following sentence below it.
My favorite dessert is ___________________.
IV. Evaluation
Arrange the steps in making fruit salad. Write the numbers 1-5.
____ Scoops the fruit salad into plastic cups.
____ Put all the sliced fruits in the big bowl.
____ Stir in the lemon juice, the cream and the sugar.
____ Cut all the fruits.
____ Mix all the ingredients in the bowl.
V. Assignment
List down the steps in making fruit salad.
Day 2
I. Objective
Use of the pronoun I in action word
II. Subject Matter

Using of the pronoun I in action word
Reference: K-12 Learner’s Material
Materials: Book, picture, strips of cartolina
Value; Being happy in School
III. Procedure
1. Drill
Encircle the correct form of verb in the sentences.
1. The dogs (bark, barks) at the strangers.
2. Kenshin (jumps, jump) high.
3. Malou (color, colors) her drawings.
4. The babies (drink, drinks) their milk.
5. Lourdes (sweep, sweeps) the floor.
2. Review
Arrange the steps in making fruit salad. Write the numbers 1-5.
____ Scoops the fruit salad into plastic cups.
____ Put all the sliced fruits in the big bowl.
____ Stir in the lemon juice, the cream and the sugar.
____ Cut all the fruits.
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____ Mix all the ingredients in the bowl.
3. Motivation
What did Kuya Ben do in school? What dessert did he make?
Listen as I read what he might say. Refer to LM Lesson 12.
B. Developmental Activies
1. Presentation
1. I sing a song.
2. I play with my sipa.
3. I write a story.
4. I drink a glass of water.
5. I count my marbles.

Copy the chart on your notebook. Refer to LM page 283.
3. Generalization
When I am the person who does the action we do not add s to the action word.
C. Post Activity
1. Application
Copy the correct action word in the sentence.
1. I (write, writes) on the board.
2. I (cooks, cook) breakfast.
3. I (swim, swims) in the swimming pool.
4. I (read, reads) a story about monsters.
5. I (type, types) my lesson in the computer.
2. Enrichment Activity
Write 5 sentences using the following action words and the pronoun I.
Sleep fetch walk dance eat
IV. Evaluation
Write the correct action word in the sentence using the picture on the left.
1. I ___________ the guitar.
2. I _________ the room.
3. I ______ the ladder.
4. I _____ some toys.
5. I ______ my teeth.
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V. Assignment
Do page 284 of your English book on your red notebook.
Day 3
I. Objective/s
 Retelling a Story using a series of Pictures
 Using of the pronoun We in action words
 Reading sentences using the word beside
II. Subject Matter

 Retell a story using a series of pictures
 Use of the pronoun We in action words
 Read sentences using the word beside
References: K-12 Learner’s Material
Materials: book, pictures, action word, cube
Value: Being Happy in School
III. Procedure
A. Preparatory Activity
1. Review
Answer Let’s Aim – LM page 285
What should we remember in reading a story?
2. Motivation
Throw the big cube with pictures on it. Based on the it, answer the question:
“What do you do in school?
“I ____________ in school.”
1. Presentation
Divide the class into groups with three members each. Talk to your team mates
and agree on an action that you will do together in school. Then as a group, say:
“We ______ together in school.”
(Each group may do the activity more than once)

What are the action words that each group like to do together?
How many members are there in one group?
What do you notice on the action words that they said?
3. Generalization
When there are two or more people who do the action and we use the
pronounWE , there is no need to add s to the action word.
C. Post Activity
1. Application
Look at the picture on page 287. Identify the animals.
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Let us read the word on the box. Based on the picture, what do you mean by the
word beside?
2. Enrichment Activity
Draw and color the corresponding picture for each sentence. Do this on your
notebook.
1. The pink pig is beside the yellow hen.
2. The black cat sits beside a blue rat.
3. The green frog hops beside the brown dog.
IV. Evaluation
Encircle the correct form of action word in the sentences.
1. Juan (draw, draws) cartoons on a paper.
2. I (buy, buys) eggs in the market.
3. We (climbs, climb) on the the tree.
4. Ken and Shin (play, plays) instrument in their band.
5. We (eat, eats) potato fries.
V. Assignment
Do “I Can Do It” on page 288 of your English book in your English notebook.
Day 4
I. Objectives
Retelling a story using pictures
II. Subject Matter

Retell a story using pictures
Reference: K-12 Learner’s Material
Materials: pictures, story, book
Value: Being Helpful
III. Procedure
1. Drill
Read the action words. Try to do each one of it.
2. Review
Complete the poem with the actions that you often do with your friends.
Refer to LM page 289
3. Motivation
Show a picture of an ant and a grasshopper.
Describe the two insect by using Venn Diagram.
1. Presentation
Read the story “The Ant and the Grasshopper” on pages 289 – 290.

a. Comprehension Check-up
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 Who are the characters of the story you read?
 Who among the two insect is hardworking?
 What did the ant do day and night?
 How about the grasshopper, what did he do?
 Why does the ant look for food?
 What happened one night?
 Who among the two has food and is comfortable inside his home?
 What happened to the grasshopper?
b. Activity
Look at the pictures on page 290. Answer it by numbering it from 1-4.
3. Generalization
Read “Remember this” on page 286 of your book.
C. Post Activity
1. Application
Do page 291 on your notebook.
IV. Evaluation
Retell the story “The Ant and the Grasshopper” by writing numbers 1-5 on the
pictures.
V. Assignment
Bring a story book tomorrow.
Day 5
I. Objectives
Combining two phrases to form a sentence.
Reading a new sentence based on phrases.
II. Subject Matter

Combe two phrases to form a sentence.
Read a new sentence based on phrases.
References: K-12 Learner’s Material
Materials: cartolina strips with phrases, pictures
Value: Love for Reading
III. Procedure
1. Drill
Read the sounds of animals on page 292.
Answer “Let’s Try” on page 292.
2. Review
Do “I Can Do It” on page 293.
3. Motivation
Form groups of two, three or four. Do “We Can Do It” on page 293.
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1. Presentation
Let’s read the group of words on pages 293 -294.
What do you call this group of words?
2. Activity
Find a partner. Choose a group of words from the first box and the other on the
second box. Combine the phrases that you choose and read it aloud.
Ex.
The duck quacks beside the log.
3. Generalization
We can make new sentences by combining two phrases.
C. Post Activity
1. Application
Using the phrases again, pick two phrases on the first box and one phrase on the
second box. Write your sentence on your notebook and try to read it with a partner.
IV. Evaluation
Using the phrases below combine two phrases to make a new sentence. Write it on a paper.
On the bed the dog barks the snake hiss in the grass
The cat meows on the tree under the table the pig grunts
The bees buzz beside the cat the bird chirps in the cage
The horse neighs on the mat in the pond the frog croaks
V. Assignment
Read the phrases that you have written on your notebook.
Week 4: I Have Friends in School
Day 1
I. Objective
Read a story about my friends in school
II. Subject Matter

Reading a story about my friends in school
Material: book, story
Value: Being Friendly
III. Procedure
1. Oral Exercises
Read the following phrases.
The snake hiss The bees buzz
On the mat under the table
The cat meows up the hill
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2. Drill
Do “Get Set” on page 294 of the LM
What games do you enjoy playing with your friends?
1. Presentation
Reading of a Story - see LM Unit 4 pages 295 -296

Answer questions on page 296 LM Unit 4
3. Generalization
What are the ways on how to make new friends in school?
C. Application
Draw your favorite game and write something about it.
IV. Evaluation
Write / if you play with your friend and X if not.
1. sipa 2. Tumbangpreso 3. Board game 4. Hide and seek 5.
Luksongtinik
V. Assignment
Draw your favorite school game.
Day 2
I. Objective
Adding –ing to the action word
II. Subject Matter

Add –ing to the action word
Reference: Learner’s Material
Materials: book, pictures, charts
III. Procedure
1. A Text A Day
2. Drill
Read the following words
Wiggle stomp board game friends
3. Review
What is the title of the game that the children play in our story?
What did they do?
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Did they enjoy it?
Let us read the sentences on page 297 of your LM.
1. Presentation
Listen and watch as I read each sentence and do the actionon page 298 of your
LM.

What are the action words that I demonstrate to you?
What do they have in common?
3. Generalization
While I am doing an action, I have to add –ing to an action word so I can talk
about what I am doing.
C. Post Activity
1. Application
Pick a word in the bowl and do what is written. While doing the action, say “I
am ______.”
IV. Evaluation
Add –ing to the action words.
1. Listen 6. Sway
2. Pick 7. Drink
3. Sleep 8. Read
4. Eat 9. Clap
5. Stomp 10. Point
6.
V. Assignment
List down 5 action words that you do at home and add –ing to it.
Day 3
I. Objective
Follow two-step directions
II. Subject Matter

Following Two-Steps Directions
References: Skill Builders For Efficient Reading pp. 29-31
Learner’s Material
Materials: Strips of cartolina, puzzle, flashcards, module
Value: Follow directions
III. Procedure
1. A Text a Day
2. Review
Pick a word and do the following actions.
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3. Motivation
Listen as I read the cards that the children got. Do the action as you heard them.
1. Presentation
Divide the class into groups. Each group will do an action given to them then the
other group will guess. Whoever group guess right will be the next one who will do the
action.
2. Analysis the Discussion

Did you enjoy the activity?
How do you find the activity?
Let us do “We can Do It” of your LM.
How many directions did you hear?
What word is used to combine two direction?
3. Generalization
What do we need to do to follow directions heard or read properly?
C. Post Activities
Play the game “Simon Says”
IV. Evaluation
A. Listen to the directions carefully. Do what is asked.
1. Draw a smiling face and write your name under it.
2. Underline your first name and your last name two times.
3. Write the name of the person sitting on your right and encircle his/her name.
4. Write the name of the person sitting on your left and put a X to his/her name.
5. Write the name of your school and draw a star above it.
B. Do “I Can Do It” of your module in your notebook.
V. Homework
A. Read and follow the directions
1. Draw a rectangle and Write your mother’s name.
2. Draw three hearts and color the middle heart red
B. Write five directions. Tell your friend to do each direction you will read. Report to the class
how many of your directions your had followed correctly. Explain why
Day 3
I. Objective
Follow two-step directions
II. Subject Matter

Following Two-Steps Directions
References: Skill Builders For Efficient Reading pp. 29-31
Learner’s Material
Materials: Strips of cartolina, puzzle, flashcards, module
Value: Follow directions
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III. Procedure
1. A Text a Day
2. Review
Pick a word and do the following actions.
3. Motivation
Listen as I read the cards that the children got. Do the action as you heard them.
1. Presentation
Divide the class into groups. Each group will do an action given to them then the
other group will guess. Whoever group guess right will be the next one who will do the
action.
2. Analysis the Discussion

Did you enjoy the activity?
How do you find the activity?
Let us do “We can Do It” of your LM.
How many directions did you hear?
What word is used to combine two direction?
3. Generalization
What do we need to do to follow directions heard or read properly?
C. Post Activities
Play the game “Simon Says”
IV. Evaluation
A. Listen to the directions carefully. Do what is asked.
1. Draw a smiling face and write your name under it.
2. Underline your first name and your last name two times.
3. Write the name of the person sitting on your right and encircle his/her name.
4. Write the name of the person sitting on your left and put a X to his/her name.
5. Write the name of your school and draw a star above it.
B. Do “I Can Do It” of your module in your notebook.
V. Homework
A. Read and follow the directions
1. Draw a rectangle and Write your mother’s name.
2. Draw three hearts and color the middle heart red
B. Write five directions. Tell your friend to do each direction you will read. Report to the class how
many of your directions your had followed correctly. Explain why
Day 4
I. Objectve
24
Reading simple story
Answering wh- questions
II. Subject Matter

Read simple story
Answer wh- questions
Materials: powerpoint, module
III. Procedure
1. A text a Day
2. Review/ Checking of Assignment
3. Motivation
a. Singing of the song “If You’re Happy and You know It” with action
b. Show a picture of a hen
1. Presentation
Read the short story “The Sad Hen” on page 305

 Who is the sad hen.
 What does she have?
 Who likes her eggs?
 What kind of animal is Max?
 Why Jen did become sad?
b. Do “We Can Do It” on page 304 of your module
3. Generalization
How do you answer the wh- questions?
IV. Evaluation
Read the short story on page 300 of your module, and then answer the questions that
follow.
1. Who likes to jog?
2. Where does he like to jog?
3. What does he do when he gets tired?
4. Is it good for you to jog everyday?
5. After Jac jog, what does he feel?
V. Assignment
Do “I Can Do IT” on page 300 on your notebook.
Day 5
25
I. Objective
Writing a simple story
Writing a good ending to the story read.
II. Subject Matter

Write an ending to a story read
Reference: Learner’s Materials
Materials: story, manila paper, pens, module
III. Procedure
1. A Text a Day
2. Review
Read and do the following action words
clap snap stomp shout jump flap
Let’s talk about the actions that we are doing.
Let’s say: We are ________
3. Motivation
Show pictures of Jen’s friends.
1. Presentation
Read the story of the sad hen.
If you are her friends, do you want Jen to be sad?
2. Activity (Group)
Divide the class into groups. Each group will retell the story by writing what
will Jen’s friends do to make her happy again.
3. Presentation of Output
4. Generalization
How did you make/write an ending to the story you have read?
IV. Evaluation
Write an ending to the story Jac by using the guide questions below.
1. What will he do after his rest?
2.What will he do afterwards?
V. Assignment
Do “I Can Do It” on page 308 on a bond paper.
I. Objective
Using Verbs of Being: Is and Are
II. Subject Matter

Verbs of Being: Is and Are
26
Materials: power point, module
Value: Being Respectful
III. Procedure
1. A text a Day
2. Review
Match the picture of the people in school to their name.
3. Motivation
Do you know the people who help us in school?
1. Presentation
1. The librarian is Miss Pam.
2. The school nurse is Miss Ana.
3. The school doctor is Mr. Ben
4. The canteen helpers are Aling Nita and MAng Tony
5. The janitors are Mang Luis, Aling Cora and MAng Don
6. The security guards are Mrs. Pilar and Mr. Domeng.

3. Activity
Connect the words that connect the people in our school.
A B
1. librarian Mr. Ben
2. school nurse Miss Ana
3. school doctor Miss Pam
4. security guards Aling Nita and MAng Tony
5. canteen helpers Mang Luis, Aling Cora, and MAng Don
6. janitors Mrs. Pilar and Mr. Domeng
3. Generalization
Remember This
ISis used when we are talking about only one.
Are is used when we are talking about two or more.
IV. Evaluation
Complete the sentences by writing is or are on the blank.
1. The children _________ playing.
2. Betty and Gina __________ reading.
3. Mr. Bob __________ mopping the floor.
4. Aries _______ writing.
5. Mrs. Santos __________ reading a story in class.
V. Assignment
27
Draw in your notebook the person or persons helping you in school. Write 2 sentences
about him/ her/ them using is or are.
Guide:
1. What is the name and work of the person/s helping you?
2. What does she/he do to help you?
Week 6
Day 1
I. Objective
Reading a short story
II. Subject Matter

Read a short story
Answer wh- questions
Materials: picture of a library, module
Value: Love for Books
III. Procedure
1. A Text A Day
2. Drill
Read the following words
Dentists helmet magnet puppet padlock
How many vowels arte there in each word?
3. Review
Write is or are to complete the sentence.
1. My friends ______ watching television.
2. She ____ drinking a glass of water.
3. Lisa and Ladie ____ planning a party.
4. John ____ taking a bath.
5. The children ______ playing noisily.
4. Motivation
Show a picture of a library.
What are the things inside the library?
Who is the person who lends us books?
1. Motive Question
What did Miko see in the library?
2. Presentation
Read the story on page232 – 233 on your module.
3. Comprehension Check-Up
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1. Who is the main character in the story?
2. Why was he in the library that day?
3. Why was Miko’s mother late in fetching him?
4. How did Miko feel when he entered the library?
5. Who helped him in the library?
6. What was the name of the librarian?
7. Did Miko like going to the library?
8. If MIko liked reading storybooks about animals, what about you?
4. Generalization
What should you do inside the library?
What should we do in the books inside the library?
IV. Evaluation
Write True or False.
1. Children should be afraid in going to the library.
2. There are lots of different books in the library.
3. The librarian is the one who lends us books that we need.
4. We should be noisy inside the library.
5. Children can do their assignments in the library.
V. Assignment
Write the title of a book that you have read inside the library.
Day 2
I. Objective
Identifying Reality or Fantasy
II. Subject Matter

Identify Reality or Fantasy
Materials: pictures, module
III. Procedure
1. A Text a Day
2. Review
Who is the character in our story yesterday?
What storybook did he liked to read?
3. Motivation
Look at the picture on your module on page 325.
1. Presentation
What kind of animals are there?
What do you notice about the pictures?
Which of the pictures happen in real life?
29
Which of the picture do not happen in real life?

What do you call the things that happen in real life?
What do you call the things that do not happen in real life?
3. Generalization
Reality happens in real life.
Fantasy does not happen in real life.
IV. Evaluation
Write R if the picture shows reality. Write F if it shows fantasy.
See LM page 328.
V. Assignment
Do “I Can Do IT” on page 329
Day 3
I. Objective
Using the Verbs of Doing: Past Tense of Regular Verbs
Adding –ed or –d to show the past form of verbs
II. Subject Matter

Verbs of Doing: Past Tense of Regular Verbs
Add –ed or –d to show the past form of verbs
References: Learner’s Materials, English for you and Me
Materials: pictures, flash cards of verbs, chart, module/ books
III. Procedure
1. A Text A Day
2. Review
Write REALITY or FANTASY
1. A carpet that flies.
2. A mother with three beautiful girls.
3. A dog that drives a car.
4. A bird that teaches children to read.
5. A big whale that talks.
3. Motivation
Name the action words in the picture. See LM page 326.
1. Presentation
Read the following sentences.
1. She talked to MIko’s teacher.
2. He looked around the tall shelves.
3. She walked towards him.
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4. He liked reading storybooks about animals.
5. Miko’s mother smiled.

What are thye underlined words in the sentence that we read?
What do we call these words?
What do you notice about the verbs?
1. Talked talk + ________
2. Looked look + ________
3. Walked walk + ________
4. Liked like + ________
5. Smiled smile + ______
3. Activity
A. Write the past form of the verb.
1. Laugh_______ 6. Move ________
2. Pick _________ 7. Wade
3. Clean 8. Fade
4. Join 9. Dine
5. Call 10. Code
B. Write the verb and its past form. See LM page 332.
-
4. Generalization
What letters were added to the verbs to show the past tense?
IV. Evaluation
A. Read the sentences under Column A. Make sentences for Column B. The first
sentence has been done for you.
Column A Column B
Everyday Yesterday
1. Ana works in the 1. Ana worked in the
garden every garden yesterday.
day.
2. She waters the
plants.
3. She looks under
the leaves for
worms.
4. She pulls the
weeds.
5. She gathers the
dead leaves.
6. She buries the
dead leaves.
7. She harvests the
ripe tomatoes.
8. She picks the
okra.
9. She places the
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vegetables in the
basket.
10. She carries the
basket to the
house.
V. Assignment
Read the story below. Add –d or –ed to the verb in the parentheses in each sentence.
Peter’s Pet
Bibo is Peter’s pet dog. He is a wise dog. Bibo (follow) Peter to school
yesterday. They (stop) at the bakery. Peter (look) at the cakes.Bibo (bark) at the
baker.He (want) a piece of cake too.The baker (place) two pieces of bread in a
paper bag.
The baker said, “This bread is for Bibo.” Bibo (wag) his tail happily.
Bibo is an obedient dog. He can do many things. He can understand anf follow
what Peter tells him.
Day 4
I. Objective
Reading and writing phrases with 2-syllable words with short a, e, I, and o
II. Subject Matter

Read and write phrases with 2-syllable words with short a, e, I, and o
Materials: pictures, words, module
Value: Love for Books
III. Procedure
1. A Text a Day
2. Review
Use the past tense of the verb shown in the picture. . Then reads the sentence.
1. The girl ____ yesterday.
2. Mother ___ breakfast yesterday
3. My brother ___ the house last Saturday
4. Marie ___ to the music last night
5. Baby___ last night
3. Motivation
Match the phrases with the pictures. See LM page 330.
1. Presentation
Let’s read more phrases with words with short vowels. See LM page 331.

What are the words with short vowel sounds?
32
3. Activity
Write in your notebook a phrase about the picture. Choose words from the box.
See LM page 335.
4. Generalization
How do you read and write the words with short vowel sounds easily?
IV. Evaluation
Study the pictures then complete the phrases
1. Station __________
2. _________ driver
3. Plane __________
4. Index ___________
5. Pretty __________
V. Assignment
Draw the following phrases min your notebook.
1. A chicken sandwich
2. A busy kitchen
3. A wet market
4. Juicy fruit
5. Scary monster
Week 7: I Learn Many Things in School
Day 1
I. Objectives
Know and learn about the different kinds of birds
Answer wh- question about the story read
II. Subject Matter

Knowing different kinds of birds
Materials: pictures, chart,flashcards, module
Value: Love for Birds
III. Procedure
1. A Text a Day
2. Review
Last week, Milo told us that he likes reading storybooks about animals.
What is your favorite animal?
Why is it your favorite?
3. Motivation
Who has a bird at home?
Look at the picture of birds.
33
1. Presentation
Read the paragraph “Birds for Pets” on page 337.
2. Comprehension Check- up
Answer the questions on page 337
3. Activity
Divide the class into five groups. Give each group an activity card shown
below. Each group will go from one bird to the other to complete the activity.
BIRD COLOR SIZE

Finch
Parakeet
cockatiel
4. Generalization
What kind of birds is good as pets?
How do you show that you take care of your pet bird?
C. Post Activity
1. Application
Match the picture with its name.
parakeet
cockatiel
finch
IV. Evaluation
Write TRUE or FALSE
1. Finches can learn to talk.
2. Cockatiels are birds that can talk, whistle and do cute tricks.
3. Parakeet are colorful, small, easy to care for and can learn to talk.
4. Birds are not good pets because they are hard to care for.
5. We should take good care of birds.
V. Assignments
Bring pictures of birds and write their name. Paste it in a bond paper.
34
Day 2
I. Objective
Identifying the Important Details in an Expository Text
II. Subject Matter

Identify the Important Details in an Expository Text
References: Learner’s Material, English for you and Me 2
Materials: drawings, chart, module
Value: Importance of Birds
III. Procedure
1. A Text a Day
The Simple Present Form of Verbs with Singular Nouns as Subjects
I. Learning Objectives
 Use the simple present form of verbs with singular nouns as subject
 Write sentences about the picture
 Perform the action words/verbs with enthusiasm
 Appreciate close family ties
II. Subject Matter

a. The Simple Present Form of Verbs with Singular Nouns as Subjects
b. References: PELC 5.3.1
Books: Language in Action, pp. 52-55
By: Lourdes C. Fusana
Stella Marie M. Gonzales
English This Way 2 pp.74-80
By: Arleta T. Perez
Cecilia B. Corsino
Vicente Publishing House, 1990
c. Materials: picture of a family, manila paper where different activities
are written, box with at least 10 action words/verbs written in small
pieces of paper and rolled
Value Focus: Love of Family
III. Procedure
1. Review
Directions: Box the verb in each sentence.
1. Mother prepares the food.
2. Ann combs her hair.
3. Rey cleans his room.
35
4. The doctor treats sick people.
5. The police officer directs traffic.
2. Motivation
What does your family do every weekend?
B. Development of the Lesson

1. Presentation
Teacher presents a picture of a family. He/She also provides the names of each member.
Pointing to each member, say:
1. This is Father.
2. This is Mother.
3. This is Danny.
4. This is Delia.
5. These are Dino and Dina.
Teacher asks the children what each member of the family does at home. The
answers to the questions must be written on the board. Guide the pupils in answering
the questions.
1. Who reads the newspaper? (Father reads the newspaper.)
2. Who cooks the food? (Mother cooks the food.)
3. What does Danny do? (Danny writes his homework.)
4. What does Dina do? What does Dino do? (Dina plays chess. Dino plays chess,
too.)
5. What does Delia do? (Delia watches TV.)
2. Values Integration
What are the things that the members of your family do to show closeness to
each other?

a. Let the pupils read the answers they have given.
b. Group the pupils into fives.
Let them analyze the sentences by answering the questions provided.
Group 1. Father reads the newspaper.
Ask: Who reads the newspaper? (Father)

How many fathers do you see? (one)
What does father do? (My father reads the newspaper.)
What is the action word or verb in the sentence? (reads)
Who is being talked about in the sentence? (Father)
36
Mother cooks the food.
Group 2.
Ask: Who cooks the food? ______
How many mothers do you see? ______
What does mother do? _______
What is the action word or verb in the sentence? ______
Who is being talked about in the sentence? ______
Group 3. Danny writes his homework.
Ask: Who writes his homework? _______

How many is writing the homework? ______
What does Danny do? _______
Who is being talked about in the sentence? _______
Group 4. Dina plays chess.
Group 5. Delia watches TV.
(Teacher will provide questions similar to those given to Groups 1-3.)
c. Ask the different groups to present their outputs in front of the class.
d. Ask: What word is being talked about in sentence 1?

in sentences 2, 3, 4 and 5? Let the pupils specify how many are
being talked about in each sentence.
e. Let the pupils underline the verbs in each sentence.

Ask: Look at the verbs. What is common to all of them?
(The verbs end in -s or –es.)
Say: The verbs that end in -s or -es are the simple present form
of verbs.
Ask: What verbs are used when the subject/noun is singular?
f. The teacher will show pictures and the pupils will give sentences
using the simple present form of the verbs.
4. Generalization
Ask: How do you use the simple present form of the verbs with singular nouns?
 Add -s to verbs when they are used with singular nouns in the present tense.
Examples:
Harry eats cereals.
The family prays together.
 Add -es to verbs that end with ch, sh, s, x and z when they are used with singular
nouns in the present tense.
Examples:
Mary brushes her teeth after every meal.
37
Ruben fixes his toys.
C. Post Activity
1. Application
The teacher says: Look at the people in the pictures. Write what they do.
Example:
1. The hairdresser fixes our hair.
2. ____________________
3. ____________________
4. ____________________
. ____________________
a. Mime Game
1. Divide the class into two groups or more.
2. Each group will choose a leader.
3. Play “Jack en Poy” to choose which group will perform first.
4. The group who will perform first will choose one member to mime the action
word/verb he or she picks from the box.
5. The other members will guess the action word/verb and they will give a sentence
using the simple present form of the verbs with singular nouns.
6. If the group answers correctly, they will be given one point. If they could not
guess the verb and could not give a sentence, the other group could steal.
7. The other group will do the same activity.
8. Do the activity at least five times.
9. The group who gets the most points will be the winner.
38
b. The teacher will say: This word puzzle has the verbs for the sentences that follow.
Look across and down to find a verb to finish each sentence. Encircle each verb
in the puzzle.
q u a c k s e b
s x y l l a r s
z l p a j g u w
l h f k t x n l
h o p s r u s m
p f l i e s a s
g a l l o p s e
1. A duck ____________.
2. A man ______________.
3. A fish ______________.
4. A horse _____________.
5. An eagle ______________.
IV. Evaluation
Direction: Read the sentences. Choose the verb inside the box and write the correct form of
the verb in the blank.
teach direct clean study pull
1. Mang Luis is a Street sweeper.

He _______ the street.
2. Mrs. Cruz is a teacher.
She _________ the children in school.
3. Roy is a student.
He _________ his lessons every day.
39
4. Mrs. Santos is a police officer.
She _______ traffic.
5. Dr. Cruz is a dentist.
He _______ out decayed teeth.
V. Assignment
Directions: Choose and ring the correct verb inside the parentheses.
1. The maid (clean, cleans) the room.
2. Ricky (study, studies) hard every morning.
3. Carla (know, knows) her lessons very well.
4. Mimi (read, reads) books in the library.
5. Every day, mother (go, goes) to church.
Using the Simple Past Form of the Verbs Commonly Used
 Use the simple past form of the verbs commonly used
 Demonstrate proper ways of protecting seas and oceans
II. Subject Matter

a. Using the Simple Past Form of the Verbs Commonly Used
b. References: PELC Speaking 5.3.3
Books: Communicating Is Fun, pp. 70-72
By: Yvonne Kathleen Sahagun
Christian Publishing 1998
Harnessing English Arts Today, pp. 75-77
By: Norma J. Serrano
Phoenix Publishing House 2004
c. Materials: Story, Manila Paper where the activities are written
Value Focus: Protecting Seas and Oceans

III. Lesson Proper
1. Review
Directions: Underline the correct form of the verb in each sentence.
 Parents (complain, complains) about the high prices of goods.
 A sack of rice (cost, costs) more than a thousand pesos.
 Workers who (earn, earns) only less than one hundred pesos a day are complaining.
 Meat Vendors (says, say) that very few are buying from them.
 Jeepney drivers (asks, ask) for seven pesos for a short distance trip.
2. Motivation
Have you ever gone to a beach? What particular beach have you gone to? Did you enjoy
staying on the beach?
40
1. Presentation
(Divide the class into three groups. Divide the story into three parts. Each group will
read a part of the story.)
KATRINA’S TRIP TO THE OCEAN

As the alarm clock started with a loud ring, Katrina got out of her bed excitedly.
They were going to the beach that day and she didn’t want to be late.
When Katrina went down for breakfast, Mother had already prepared a big picnic
basket filled with all kinds of food.
“Do you have your things ready?” Mother asked.
“Yes, Mother. I packed my red bathing suit, my yellow pail and pink spade.”
After a hearty breakfast, Katrina and her parents piled into their car and headed
for the ocean.
Katrina watched as the scenery rushed by. She saw many things. She saw
houses, ricefields, and a funny scarecrow. She waved at some children playing by the
roadside.
Finally, they reached the beach. Katrina excitedly ran to the water. The golden
sand felt soft and warm at her feet. She saw many things at the beach. She saw different
kinds of shells. Long and short shells.Fat and thin shells. Even a shell shaped like a fan.
She also saw a starfish and a crab digging in the sand.
Katrina swam all day. She also built a beautiful sand castle with her yellow pail
and pink spade.
At end of the day, when the sun was like an orange ball in the sky, and all of her
mother’s delicious food was gone, Katrina and her family went home. This time,
Katrina didn’t even see the funny scarecrow. Katrina was fast asleep, dreaming of her
day at the ocean.
 Who went to the beach?
 What did Katrina see while on their way to the beach?
 Where did Katrina see the shells, starfish and crab?
 In what way was the sand described in the story?
 How did Katrina spend her day in the beach?
 Why do you think Katrina fell asleep right away while on their way home?
 What can you do to help protect our seas and oceans?
 Why do you think seas and oceans should be protected?
b. Written on strips of cartolina, present the sentences taken from the story. Let the
pupils read and analyze each sentence.
Katrina watched as the scenery rushed by.
 Mother had already prepared a big picnic basket filled with all kinds of
food.
 I packed my red bathing suit, my yellow pail and pink spade.
 She waved at some children.
 They reached the beach.

a. Say: What are the verbs in the sentences? List down all the verbs given by the
pupils.
41
A. Base Form B. Past Form
1. watch watched
2. rush rushed
3. prepare prepared
4. fill filled
5. pack packed
6. wave waved
7. reach reached
Ask the following:

1. What do these words tell? (They tell action.)
2. What difference can you see between the words under A and under B?
(Words in B have -ed at the end.)
3. What are added to each verb to show past action?
b. Present another set of verbs

stop – stopped
skip – skipped
beg – begged
rob – robbed
Ask the following:

1. What can you say about the past form of each verb?
2. What happened to the base form of the verb?
3. What letters are added to each verb to show past action?
c. Present another set of verbs in the past form.

cry – cried
study – studied
hurry – hurried
carry - carried
Ask the following:
1. What do you notice with the verbs in the past form?

2. What are the changes? (Letter y was changed to I then –ed wasadded.)
3. In this set of verbs, what did we add to each verb to show the past action?
4. When do you use the past form of the verb?
3. Generalization
What are the different ways of forming the past form of verbs?
- We form the past tense of verbs by adding -d or -ed to the base form.
Examples:
-ed -d
march – marched dance – danced
pray – prayed smile – smiled
clean – cleaned love – loved
42
- Another way is to double the last letter of the verb before adding -ed.
Examples:
stop – stopped
skip – skipped
beg – begged
- We also form the past tense of some regular verbs ending in y by changing the y to i
and adding -ed.
C. Post Activity
1. Application
Use the past tense of the verb shown in the picture. Then, read the sentence.
The girl ______ yesterday.
Mother ________ breakfast this morning.
My brother _____ the floor last Saturday.
Marie ______ to music last night.
Baby ______ hard this afternoon.
Call on a pupil to act out a verb in the picture and let another classmate construct a
sentence using the past form of the action word.
Ex. Bana prayed last night.
43
IV. Evaluation
Direction: Fill in the blank with the correct form of the verb.
Use the verb before the sentences.
Ex. (help) Janhelped his Dad last Friday.
(pray) 1. The children ______ for the game and they won.
(join) 2. Most of the boys _______ the Glee club.
(smile) 3. The woman ________ at me.
(brush) 4. Susan _______ her teeth.
(pray) 5. Mother ________ the rosary.
V. Assignment
List down five verbs in the past form and use each in a sentence.
Using Will and Shall in Expressing the Future Tense of Verbs
I. Learning Objectives:
 Use will and shall in expressing the future tense of the verb
 Construct sentences using will and shall
 Express one’s dream for the future
II. Subject Matter

A. Topic: Using Will and Shall in Expressing the Future Tense of the Verb
B. References: PELC p. 13 .10
Building Bridges through Communications, pp. 124-130
Language Learning Made Easy 2, pp. 228-230
C. Materials: pictures, charts
Value Focus: Studying Hard/Patience
III. Procedure
1. Review.
Read the poem and identify the verbs in the -ing form.
In School and Out
Singing songs
Playing games
Reading stories
Doing numbers
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in school
And out…
Going fishing
Spinning tops
Climbing trees
Dressing dolls
2. Motivation
What do you want to be when you grow up?
Using Semantic Webbing
What do you know about the following?
rainbow ladder
1. Presentation
Read the poem as the pupils read silently.
When I grow up
I will someday
Paint a rainbow
down this way.
I shall climb upon

A ladder high
Paint a rainbow
in the sky.
2. Discussion/Analysis
What will the girl do?
When will she paint a rainbow?
Where will she paint a rainbow?
What about you? What will you do when you grow up?
Show pictures of community helpers. Ask the pupils to get one and tell
something about the picture.
45
Example:
When I grow up….

1. I will be a nurse
I will help the sick.
2._____________
_____________
3._____________
_____________
4._____________
_____________
5._____________
_____________
Ask: What should you do to make your dream come true? (study hard)
Then ask: How will you do that?
Let’s read:
I will be a nurse.
I will help the sick.
I will be a dentist.
I will take care of your teeth.
I will be a teacher.
I shall teach little children.
What do the sentences tell?

When will these happen? (in the future)
What words show future actions? (will, shall)
What will you do on Saturday? Sunday?
3. Generalization
The future tense of the verb can be formed by adding will or shall before the
verb.
will jump shall live
will sit shall bake
46
will sleep shall draw
These words tell us that the action will happen in the future.
C. Post Activities
1. Application
A. Group Activity
Divide the pupils in four groups to work on different activities.
Group I:
Read the first sentences, then give an answer to each question.
1. You will go to the supermarket tomorrow. What will you do there?
__________________________
2. Mother got some flour, sugar, milk and eggs. What will she do?
__________________________
3. Our family will go to the beach on Sunday. What shall we do there?
__________________________
4. Maria saw a one-hundred peso bill. What will she do with it?
__________________________
5. It’s your birthday tomorrow. What will you do?
__________________________
Group II.
Answer the questions. Use the given pictures.

1. What will you do tomorrow?
2. What will you eat on Friday?
3. Where will you go on Sunday?
Group III.
Rona will celebrate her birthday on Sunday. Let’s guess what she will
do?
47
Group IV - A. Fill in the blanks with the correct words.
Tomorrow is Sunday.
My father will ______________
My mother will _____________
My sister will _______________
Baby brother will _____________
I will _____________________
B. Complete each sentence. Show the actions.

What will the following animals do when they see their master?
A horse will ________________
A bird will _________________
A dog will __________________
A cat will ___________________
A goat will _________________
Group Work Presentation (Each group presents its work)
B. Individual Activity
Imagine what you will be after 20 years. Write sentences using the future
tense of the verb.
IV. Evaluation
Write a sentence about each picture using the future tense of the verb.
1. sleep early tonight 2. wake up early tomorrow
3. go to church on Sunday 4. go home this afternoon

48
5. wash clothes on Saturday
V. Assignment
Make a list of things you will do before going to school tomorrow.
The Simple Present Form of Verbs with Singular Nouns as Subjects
 Use the simple present form of verbs with singular nouns as subject
 Write sentences about the picture
 Perform the action words/verbs with enthusiasm
 Appreciate close family ties
II. Subject Matter

a. The Simple Present Form of Verbs with Singular Nouns as Subjects
b. References: PELC 5.3.1
Books: Language in Action, pp. 52-55
By: Lourdes C. Fusana
Stella Marie M. Gonzales
English This Way 2 pp.74-80
By: Arleta T. Perez
Cecilia B. Corsino
Vicente Publishing House, 1990
c. Materials: picture of a family, manila paper where different activities
are written, box with at least 10 action words/verbs written in small
pieces of paper and rolled
Value Focus: Love of Family
III. Procedure
1. Review
Directions: Box the verb in each sentence.
1. Mother prepares the food.
2. Ann combs her hair.
3. Rey cleans his room.
4. The doctor treats sick people.
5. The police officer directs traffic.
2. Motivation
What does your family do every weekend?

1. Presentation
49
Teacher presents a picture of a family. He/She also provides the names of each member.
Pointing to each member, say:
1. This is Father.
2. This is Mother.
3. This is Danny.
4. This is Delia.
5. These are Dino and Dina.
Teacher asks the children what each member of the family does at home. The
answers to the questions must be written on the board. Guide the pupils in answering
the questions.
6. Who reads the newspaper? (Father reads the newspaper.)
7. Who cooks the food? (Mother cooks the food.)
8. What does Danny do? (Danny writes his homework.)
9. What does Dina do? What does Dino do? (Dina plays chess. Dino plays chess,
too.)
10. What does Delia do? (Delia watches TV.)
2.Values Integration
What are the things that the members of your family do to show closeness to
each other?

c. Let the pupils read the answers they have given.
d. Group the pupils into fives.
Let them analyze the sentences by answering the questions provided.
Group 1. Father reads the newspaper.
Ask: Who reads the newspaper? (Father)

How many fathers do you see? (one)
What does father do? (My father reads the newspaper.)
What is the action word or verb in the sentence? (reads)
Who is being talked about in the sentence? (Father)
Group 2. Mother cooks the food.
Ask: Who cooks the food? ______

How many mothers do you see? ______
What does mother do? _______
Who is being talked about in the sentence? ______
Group 3. Danny writes his homework.

50
Ask: Who writes his homework? _______
How many is writing the homework? ______
What does Danny do? _______
Who is being talked about in the sentence? _______
Group 4. Dina plays chess.
Group 5. Delia watches TV.
(Teacher will provide questions similar to those given to Groups 1-3.)
c. Ask the different groups to present their outputs in front of the class.
d. Ask: What word is being talked about in sentence 1?

in sentences 2, 3, 4 and 5? Let the pupils specify how many are
being talked about in each sentence.
e. Let the pupils underline the verbs in each sentence.

Ask: Look at the verbs. What is common to all of them?
(The verbs end in -s or –es.)
Say: The verbs that end in -s or -es are the simple present form
of verbs.
Ask: What verbs are used when the subject/noun is singular?
f. The teacher will show pictures and the pupils will give sentences
using the simple present form of the verbs.
4. Generalization
Ask: How do you use the simple present form of the verbs with singular nouns?
 Add -s to verbs when they are used with singular nouns in the present tense.
Examples:
Harry eats cereals.
The family prays together.
 Add -es to verbs that end with ch, sh, s, x and z when they are used with singular
nouns in the present tense.
Examples:
Mary brushes her teeth after every meal.
Ruben fixes his toys.
C. Post Activity
3. Application
The teacher says: Look at the people in the pictures. Write what they do.
Example:
1. The hairdresser fixes our hair.
51
2. ____________________
3. ____________________
4. ____________________
5. ____________________
a. Mime Game
1. Divide the class into two groups or more.
2. Each group will choose a leader.
3. Play “Jack en Poy” to choose which group will perform first.
4. The group who will perform first will choose one member to mime the action
word/verb he or she picks from the box.
5. The other members will guess the action word/verb and they will give a sentence
using the simple present form of the verbs with singular nouns.
6. If the group answers correctly, they will be given one point. If they could not
guess the verb and could not give a sentence, the other group could steal.
7. The other group will do the same activity.
8. Do the activity at least five times.
9. The group who gets the most points will be the winner.
b. The teacher will say: This word puzzle has the verbs for the sentences that follow.
Look across and down to find a verb to finish each sentence. Encircle each verb
in the puzzle.
q u a c k s e b
s x y l l a r s
z l p a j g u w
l h f k t x n l
h o p s r u s m
p f l i e s a s
g a l l o p s e
52
1. A duck ____________.
2. A man ______________.
3. A fish ______________.
4. A horse _____________.
5. An eagle ______________.
IV. Evaluation
Direction: Read the sentences. Choose the verb inside the box and write the correct form of
the verb in the blank.
teach direct clean study pull
1. Mang Luis is a Street sweeper.

He _______ the street.
2. Mrs. Cruz is a teacher.
She _________ the children in school.
3. Roy is a student.
He _________ his lessons every day.
4. Mrs. Santos is a police officer.
She _______ traffic.
5. Dr. Cruz is a dentist.
He _______ out decayed teeth.
V. Assignment
Directions: Choose and ring the correct verb inside the parentheses.
1. The maid (clean, cleans) the room.
2. Ricky (study, studies) hard every morning.
3. Carla (know, knows) her lessons very well.
4. Mimi (read, reads) books in the library.
5. Every day, mother (go, goes) to church.
53

ENGLISH 2 TG Lets Begin Reading Unit III

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ENGLISH 2 TG Lets Begin Reading Unit III

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Unit 3 – I Love Going to School

Lesson 1: Know your Second Home

I. Know and learn something about your school

II. Knowing and learning about School

2. Analysis and Discussion

1. ACDEN ___________ 4. ENAPCR __________

I. Identifying action words in school

II. Action Words

2. Analysis and Discussion

II. Subject Matter

References: English for You and Me 2:, K- 12 Curriculum Learner’s Materials

2. Analysis and Discussion

Say: Let us go back to some of the questions you have answered.

1. Mother sweeps the floor because it is dirty.

I. Identify the effect of a given causes.

II. Identifying the Effect of a Given Causes.

Swim drink walk hop fly

2. Analysis and Discussion

Nilo’s parents came home early.

Nilo’s best friend came to celebrate

Nilo’s parents took them to the zoo.

Week 2: Meet my Teacher

I. Know and Meet your Teacher in School

II. Knowing and Meeting your Teacher in School

2. Analysis and Discussion

2. Analysis and Discussion

Read the following words.

II. Subject Matter

1. Keirah _____(play, plays) the guitar.

2. Mother and Gina ____ (cook, cooks) sinigang.

3. The Grade 2 pupils _____(read, reads) a story.

4. Cindy ____(sweep, sweeps) the floor.

5. Kevin and Keirah _____(eat, eats) cereals for breakfast.

a. Taking a short sleep specially during the day _______

Fill in the blanks with the words used in A.

1. If hens cackle, turkeys ________.

2. Analysis and Discussion

Comprehension Check up.

The egg cracks.

Little bird comes out of the shell.

Mother bird lays eggs.

Little bird grows big and learns to fly.

The egg hatches.

The boy is making a kite. The boy is preparing materials

The boy is starting to release the kite.

II. Subject Matter

2. Analysis and Discussion

Week 3: Happy Times in School

I. Know and learn the steps in making a dessert

II. Knowing and learning the steps in making a desert

2. Analysis and Discussion

II. Subject Matter

2. Analysis and Discussion

1. I ___________ the guitar.

2. I _________ the room.

3. I ______ the ladder.

4. I _____ some toys.

II. Subject Matter

2. Analysis and Discussion

II. Subject Matter

2. Analysis and Discussion

II. Subject Matter

Week 4: I Have Friends in School

1. ACDEN _ 4. ENAPCR