SNHL 4 TG

Erlinda J.
Lagera
Rebecca C. Mendoza
Authors
Jocelyn C. Briones
Coordinator
Josefina S. Pano
Consultant
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ISBN 978-621-405-459-6
Contents
Preface ...................................................................................................................... v
Curriculum Map ....................................................................................................... x
UNIT 1 Sharing My Experiences........................................................................... 1

Lesson 1 Summer Experiences ............................................................................... 3
(Information Questions: Phrases and Sentences)
Lesson 2 New Friendships...................................................................................... 11
(Subject and Predicate; Kinds of Sentences)
Lesson 3 Beautiful Places ...................................................................................... 20
Kinds of Nouns (Common and Proper Nouns, Capitalization,
and Compound Nouns)
Lesson 4 Bonding with Friends .............................................................................. 28
(Pluralization of Nouns)
Lesson 5 Fun Activities .......................................................................................... 35
(Count and Mass Nouns; Collective Nouns))
Lesson 6 Treasures ................................................................................................. 44
(Possessive Nouns)
Table of Specifications ..............................................................................................53
Unit Test/Summative Test ......................................................................................... 55
UNIT 2 Valuing My Family ................................................................................... 62

Lesson 1 Shared Responsibilities ........................................................................... 63
(Pronouns)
Lesson 2 Love and Concern ................................................................................... 73
(Interrogative, Demonstrative, and Relative Pronouns)
Lesson 3 Family Solidarity ..................................................................................... 80
(Reflexive, Intensive, and Indefinite Pronouns)
Lesson 4 Fun Travels ............................................................................................. 89
(Verbs)
Lesson 5 Heroic Deeds ........................................................................................... 100
(Simple Tenses of Verbs)
Lesson 6 Warm Memories...................................................................................... 113
(Subject-Verb Agreement)
Table of Specifications ..............................................................................................120
Unit Test/Summative Test ......................................................................................... 121
UNIT 3 Enjoying Life .............................................................................................125
Lesson 1 My Thoughts ...........................................................................................127
(Descriptive and Limiting Adjectives)
Lesson 2 Colorful Imagination...............................................................................135
(Proper and Derived Adjectives)
Lesson 3 Good Deeds.............................................................................................145
(Adjectives in a Series)
Lesson 4 Acts of Kindness ..................................................................................... 152
(Comparison of Adjectives)
Lesson 5 Fantastic Travels .....................................................................................161
(Adverbs)
Lesson 6 Special Festivals......................................................................................168
(Difference Between Adjectives and Adverbs; Comparison of Adverbs))
Table of Specifications..............................................................................................180
Unit Test/Summative Test .........................................................................................181
UNIT 4 Finding My Place in the World................................................................185

Lesson 1 My Dreams and I.....................................................................................186
(Simple and Compound Prepositions, Prepositional Phrases,
and Prepositions in Idioms)
Lesson 2 Discovering the Wonders of Nature........................................................195
(Adjectival and Adverbial Prepositional Phrases)
Lesson 3 Sharing Myself ........................................................................................204
(Conjunctions and Interjections)
Lesson 4 Our Feelings and Us................................................................................213
(Simple and Compound Sentences)
Lesson 5 The Image of Dreams..............................................................................221
(Complex Sentences)
Lesson 6 Treasures in Heaven ................................................................................227
(Compound-Complex Sentences)
Table of Specifications..............................................................................................236
Unit Test/Summative Test .........................................................................................237
iv
Preface
Soaring to New Heights in Language: An Overview
The Soaring to New Heights in Language (SNHL) series is a complete K to 12
curriculum-compliant language program for grade school (grades 1 to 6). The language
components developed in the program are Listening, Speaking, Spelling, and Writing.
The whole program, which aims to develop the students’ communication skills in
English, covers the four areas of language—substance, content, form, and expression.
Human experience is the substance of language. In this series, the authors identified
themes that are based on the experiences of the students. These experiences are divided
into four units revolving around a theme.
Each lesson focuses on a content for language learning and a topic related to the unit
theme. The topics were taken from various settings and from the other subject areas
across the curriculum, giving the language lesson more meaning and relevance to the
learners.
The forms of language are the rules that govern the use of language. Knowledge of
these forms makes the learner confident in using the language. Mastering the form is as
important as communicative competence. Exercises in which rules in grammar are
explained and applied are provided in the program.
The last aspect of language is expression. Learning the language is not enough. The
pupils should also know when, where, and how to use the skills in language.
Opportunities to use the grammar rules to express one’s ideas are provided in the
speaking and writing components of the lessons.
COMPONENTS
The SNHL series consists of the following components:
1. Worktext
The worktext contains lessons divided into units, each focusing on a theme within
the interest and experiential levels of the students. Each unit is divided into lessons. Each
lesson focuses on a grammar point covering sentences, nouns, pronouns, adjectives,
adverbs, prepositions, and verbs, with the inclusion of interjections, conjunctions, and
clauses in the higher levels.
Each lesson is divided into the following sections:
• Listening • Writing
• Speaking • Spelling
• Grammar
2. Teachers Guide
The teachers guide contains the overview of the series, a scope and sequence chart,
semi-detailed lesson plans, formative tests, and the unit test/summative test. It also
contains the answer key to all exercises.
v
The Lesson Plans
Effort, time, and care were given to the preparation of a very comprehensive plan for
each lesson to ease the work of a very busy teacher. With the lesson plan already
prepared, you will have more time to master the plan and prepare the materials for the
presentation of the lesson. You have the freedom to modify the lesson plan and customize
it according to the culture of your school, the learning styles of your students, and your
teaching style.
Objectives
The objectives for each lesson are grouped into the five areas: Listening, Grammar,
Speaking, Writing, and Spelling. Each objective is stated in behavioral terms.
Lesson Development
This is comprised of the following sections:
Listening
You are encouraged to prepare the students for the listening activity by asking them
to look at the illustration at the beginning of each lesson. You then read the selection.
After listening, call on the students to answer questions either orally or in writing to
assess how they have understood what they have heard. The students are trained to listen
so that they would be able to develop skills such as noting details, recalling information,
inferring main ideas, noting cause and effect, noting sequence of events, and getting
directions.
Grammar
Designed to develop the students’ knowledge on the form of language or the rules of
grammar, this part of the lesson development starts with a lecture or presentation where
you show examples, explain, and discuss the grammar focus and draw out the
generalization found in the Remember box. Several written exercises are given to allow
the students to practice the skill being developed.
You may have to provide additional exercises if you determine that the students
need more for mastery. In some cases, supplementary exercises are given in the teachers
guide.
Speaking
This part of the lesson development gives the students opportunities for oral practice
on the grammar focus or drills on pronunciation. Activities are usually done in class, in
pairs or by groups, to help the students develop skills in speaking and in interacting with
their classmates.
Writing
This part of the lesson development helps the students express themselves in writing.
They are given opportunities to write for a purpose. Through writing, they can introduce
themselves, provide information, give descriptions, write narratives, take down notes, and
write letters of any kind, such as friendly, excuse, invitation, business, and application
vi
letters. Sometimes, the lessons in writing are connected with the lessons on listening or
grammar focus.
This component contains five subcomponents aimed to help the students in a step-
by-step process. A prewriting activity is provided for each lesson in the form of a model,
guide questions, or other kinds of prompts. The students are guided in the writing, editing
and revising, proofreading, and publishing stages of the process.
Spelling
There are two sets of spelling words taught in the series. The first set is composed of
the base words which follow a spelling pattern or commonly misspelled words grouped
into categories. The other set includes words related to other subject areas across the
curriculum.
Teaching words by patterns will enable the students to spell by transferring a pattern
to other words. Hence, during the mastery test, you may give other words not provided in
the pretest as long as they follow the pattern taught in the lesson.
Since not all words in the English language follow a pattern, teaching spelling words
from memory is a suggested strategy. Students should be taught to spell words by
syllables. Skills are not only developed but making meaning of the spelled words is also
emphasized.
Words from a spelling list are taught in a period of one week. A suggestion is given
for the pretest and the mastery test be given on a sheet of paper so that you can collect the
papers and recheck them.
I. Pretest (Day 1 preferably on a Monday)
The following steps are suggested for the pretest:
A. Dictate the words following these steps:
1. Say the word. Syllabicate the word if applicable.
2. Give the meaning of the word, or use the word in a sentence by giving its
meaning. Example: You sleep on a bed.
3. Use the word in a sentence in its proper context.
4. Say the word again.
5. Say, “Go.” (Tell the students not to write until they hear this word.)
B. Present the spelling list chart and tell the students to check their own work.
Tell them to put a check on the words that they have spelled correctly. For the
words spelled incorrectly, tell them to underline the part of the word that they
missed and copy the correct spelling of the word beside it.
For the lower grade levels, tell them to spell the words aloud before they
check their work. For the upper grade levels, they can do this quietly.
C. Ask them, “What is common in all the words?”

D. Underline the common part like -an, -at, or -ad.
vii
E. Give words not given in the pretest that follow the pattern and show them how
to transfer the pattern.
F. Have the students copy the spelling words in their spelling notebooks.
G. Have them enter the pretest score at the bottom of their lists.
H. Collect their papers or spelling notebooks.
II. Drills (Days 2 and 3)

Work on the exercises in the worktext. You can have other exercises if necessary.
III. Mastery Test (Days 4 and 5)

Follow these steps in giving the mastery test:
A. Dictate the words. Syllabicate if applicable.
B. Say, “Go.”
(Note: You may or may not use the words in sentences anymore. The students
are expected to know the words very well at this point.)
C. For the lower grade levels, check the papers yourself and record the grades in
your class record.
For the upper grade levels, you may ask the students to exchange papers and
correct each other’s work.
D. Collect the paper and check/recheck and record the scores.
IV. Recording (Day 5)

Give back the students’ papers and let them record their scores under their spelling
list as follows:
Pretest Date Mastery Test Date
Please note that the authors have tried their best to give as many experiences as they
could to help the students practice and apply the skills. If, however, there is a need to give
more exercises to groups of students who need more practice, we suggest that you
prepare customized exercises parallel to the ones in the worktext.
Formative Tests
These are tests that will help you assess the students’ prior knowledge of each
lesson. These may be used as nongraded diagnostic tools in different forms such as
observations, pop quizzes, strategic questioning, games, and board work. These will help
viii
you determine your students’ abilities and needs and make adjustments to your lesson
presentation and teaching style.
Unit Tests/Summative Tests

These tests cover all the grammar points developed in the entire unit. They may be
used as summative/periodical tests as the case may be. Just like the formative tests, these
can be expanded according to the school’s requirements and the students’ needs and
abilities. The unit test may be divided and administered in two sets depending on your
judgment of your students’ abilities.
Listening skills are assessed with every listening selection. Speaking skills are
assessed after every speaking activity. Likewise, mastery of spelling patterns and cross-
curriculum words is measured by the mastery test after each lesson.
Writing skills are measured through the students’ writing output in every lesson.
Grading may be based on the following:
Content mechanics
Organization
Rubrics may be developed for each type of writing output.
The authors hope to make our students better communicators in the English
language as they do the different activities in listening, speaking, and writing guided by
the grammar rules appropriate for each level.
It is reiterated that the activities in this guide are merely suggested. You may use
your own strategies according to the culture of your school, the learning needs of your
students, your personality and teaching style, and the students’ learning styles as well.
ix
The full curriculum map for Soaring to New Heights in Language 4
Teachers Guide (Second Edition) may be accessed at
http://www.abivaonlineresources.com/teachers-guides.html
Unit 1
Sharing My Experiences
i-Help
Here are some links that may help enrich the specified topics:
Complete or Incomplete Sentences Worksheets

www.tlsbooks.com/sentences3212.html
Phrase and Sentence Games

moosematerials.com/index.php?main_page=index&cPath=9
Phrases for Conversation

https://eslgold.com/practice-speaking/conversation-phrases/
Subject/Predicate Identification Quiz

esl.fis.edu/grammar/multi/subpred.htm
Subject & Predicate Games & Activities

https://study.com/academy/lesson/subject-predicate-games-activities.html
English Grammar
https://www.englishgrammar.org
Sentences Worksheets
englishlinx.com/sentences/kinds_of_sentences/
Teach Sentence Types Using Games and Technology

https://www.weareteachers.com/teach-sentence-types-using-games-and-technology
Imperative Sentences Learning Activity – New “School Rules” Posters

www.k12reader.com/imperative-sentences-learning-activity-–-new-“school-rules”-pos.
Common and Proper Nouns Worksheets

alina_stefanescu.typepad.com/files/common-and-proper-nouns-worksheet-2.pdf
The Noun Game

https://www.pinterest.com/pin/131308145355611902/
1
Free Capitalization Worksheet
https://grammar.yourdictionary.com/capitalization/free-capitalization-worksheet.html
Capitalization Online Games
https://www.education.com/games/capitalization
Compound Nouns Vocabulary Worksheet

https://www.esl-lounge.com/level3/lev3compoundnouns.php
Compound Nouns Games and Worksheets

https://tefltastic.wordpress.com/worksheets/vocabulary/collocations/compound-nouns
Compound Nouns ESL Grammar Exercises Worksheet

https://www.pinterest.com/pin/135530270019433371
Plural Noun Practice Lists

https://www.spellingcity.com/plural-nouns.html
12 Fun Speaking Games for Language Learners

https://www.edutopia.org/discussion/12-fun-speaking-games-language-learners
Count and Mass Nouns Worksheet

www.englishforeveryone.org/Topics/Count-and-Non-Count.htm
Countable and Uncountable Nouns Games and Worksheets

https://tefltastic.wordpress.com/worksheets/grammar/countable-uncountable/
Collective Nouns in English: How to talk about groups of people and things
https://www.youtube.com/watch?v=meMx5IxuG-4
Putting Apostrophes in Possessive Nouns

https://www.education.com/game/undersea-explorers-3/
It's Not Mine, It's His

https://busyteacher.org/14534-3-powerful-possessive-activities.html
2
Lesson 1
Summer Experiences
(Information Questions: Phrases and Sentences)
OBJECTIVES
Listening
x Listen to a story to note details
Grammar
x Identify and use information questions
x Distinguish a sentence from a phrase
Speaking
x Answer information questions using correct intonation
Writing
x Write a paragraph to narrate one’s experiences
x Write 5‒7 connected sentences
x Write details that answer information questions
Spelling
x Spell commonly misspelled words beginning with w or wh
x Spell words related to Science
MATERIALS AND RESOURCES

x Soaring to New Heights in Language 4 Second Edition worktext, pages 2–13
x pictures of different summer activities
x flash cards with phrases written on it (see Grammar)
x long flash cards with sentences for oral production
x flash cards or chart of spelling words
PROCEDURE
Oral Production
Prepare beforehand long flash cards with sentences written on them. Post these on
the board. Say, “Note how my voice goes up and glides down at the last word of each
statement. Note further that the last word of each statement consists of only one syllable.”
My father brings me to school every day.
Mother gave me a gift.
She made a birthday card.
Let’s meet in an hour.
3
Motivation
1. Show the students pictures of different activities during summer vacation, such as
staying at home or at work; playing indoors or outdoors; taking special lessons in
piano, ballet, or arts and crafts; doing volunteer work in the community; going to
amusement parks; and/or going to resorts/tourist spots.
2. Have them guess what these pictures are all about. Afterward, lead them to the
answer that these are the things people do during the summer vacation. Relate the
activity to the title of the lesson.
Presentation of the Lesson

1. Direct the students’ attention to What This Lesson Is About on page 2 of the worktext.
2. Have volunteers read the introduction and the objectives.
Listening
1. Tell the class to listen attentively to be able to note details and to get the main idea and
supporting details of the story that they will read.
2. Read the following short story to the class.
First Day of School
It was the first day of school. Nadine was excited to see her friends who
were also her classmates. At the school gate, she saw Vianca and Nicole.
“Vianca! Nicole! It’s nice to see you again,” said Nadine.
“Hi, Nadine! We missed you. It’s nice to see you too,” said Vianca and
Nicole. “You look great, Nicole,” Nadine said.
“Thanks! Maybe this is because of our two-month vacation. At home
I woke up early, had enough sleep, ate a lot, and spent my afternoons
playing with my neighbors happily in the park,” Nicole answered.
“Oh, that sounds enjoyable,” Vianca remarked.
“How about you, Vianca? What did you do?” Nadine asked.
“I went to my grandparents’ vacation house in Zambales. Oh, I love
the fresh air and the food,” Vianca continued, “and I can’t forget playing
with some farm animals. How about you, Nadine?”
“I stayed at home, just like Nicole. My sister Frann and I helped our
mother with the household chores. Would you believe that I know how to
cook sinigang and adobo now?”
“Really? That’s nice!” the two girls commented. “Hope we can taste
them.”
“You will, soon, and I’m sure you will like them,” Nadine replied.
“What else did you do, Nadine?” Nicole asked.
“On weekends, we helped our father in the garden,” Nadine continued.
“In fact, we harvested some vegetables and used them in cooking.”
(The bell rings.)
4
“Oh, there goes the bell. It’s time to go to our classroom. Nadine, you
really spent your vacation wisely. I’m sure your parents are really proud of
you and your sister,” Nicole said.
“I’m sure our teacher will be glad to hear about how we spent our
summer vacation,” Vianca added.
3. Instruct the students to answer the questions on page 3 of the worktext. Tell them to
answer in complete sentences.
4. Likewise, ask the students to tell the main idea of the story. Invite some students to
write 2 to 3 sentences that support the main idea on the board. Discuss their answers.
Grammar
1. Discuss and explain information questions and question words. Have the students read
the question words and sample answers for each on page 4 of the worktext.
2. Instruct the students to read the contents of the Remember box on page 5 of the
worktext.
3. Have them do Exercise 1 on pages 5 and 6 of the worktext. When done, ask
volunteers to share their partners’ answers. Write the answers on the board as they are
given.
4. Prepare beforehand flash cards with the following phrases written on them: the
Morada family, did community service, during the typhoon, in the depressed areas, by
donating food and clothing, because they wanted to help those in need.
5. Post the flash cards on the board. Have the students identify the information question
(5 W’s and 1 H) that each phrase answers. Tell them to form questions that can be
answered by each information question.
Example: did community service—what, “What did they do?”
6. Have the students answer Exercise 2 on pages 6 and 7 of the worktext.
7. Afterward, have the class read the phrases and sentences on pages 7 to 8 of the
worktext. Call on some volunteers to give the difference between a phrase and a
sentence.
8. Discuss and explain further what phrases and sentences are.
worktext.
10. Have them answer Exercises 3 to 5 on pages 8 and 9 of the worktext.
Speaking
1. Discuss and model the correct rising-falling intonation in asking information
questions and in telling sentences that give information on page 10 of the worktext.
5
2. Instruct the students to get a partner. Tell them to go back to Exercise 1 in the
Grammar portion of the worktext. Then let them take turns asking and answering
questions with correct intonation.
3. Have them also read with correct intonation the given questions and sentences on page
10 of the worktext.
Writing
1. Task the students to form groups with five members each.
2. Instruct them to write a group paragraph about a summer activity. Guide them in
writing it.
3. Provide a title for each group’s paragraph, for example, “The Grade 4 (section)
Students’ Summer Vacation.” You may also provide the first sentence of the
paragraph, for example, “The grade 4 (section) students spent their summer vacation
flying kites.”
4. Ask the students some questions that will lead to sentences that would make a good
paragraph. For example, you may ask, “Who made their own kites?” Tell the students
to write their answer after the first sentence, for example, “(Names of students) were
among those who made their own kites.”
5. For the final question, you may ask, “How did you feel about your summer vacation?”
Tell the students to write their answer as the final sentence.
6. When done, have the students write their own paragraph about their summer
experience/s. Remind them to follow the guidelines in writing a good paragraph.
7. Follow the instructions in When You Rewrite, When You Check, and When You Share
on page 12 of the worktext.
Spelling
Commonly Misspelled Words Beginning with w or wh
Spelling List 1
Base Words Cross-Curriculum Words
1. waffles 11. jawbone
2. warmth 12. breastbone
3. whether 13. collarbone
4. whine 14. spinal column
5. weather 15. skull
6. wholeheartedly
7. whet
8. whiskers
9. whales
10. walrus
6
Pretest
Give the spelling pretest on a piece of paper. Do the following steps:
1. Say a word and give its meaning. Use it in a sentence. Say the word again, then say
“Go.” The students will then write the word.
2. Instruct them to check their own work against your spelling chart.
3. Do item analysis. Ask the students what part of the word they misspelled. Point out
the correct way to spell the word.
4. Collect their paper. Check their paper and write their scores. Keep the papers until the
mastery test.
5. Ask the students, “What is common among the words from 1 to 10? How are they
different?” After eliciting some answers, tell the students that these are commonly
misspelled words beginning with w or wh.
6. You may ask them another question, “What is common among the words from 11 to
15?” After eliciting some answers, tell the students that these words are related to
Science.
Drills
Have the students do Exercises A and B on page 13 of the worktext.
Mastery Test
Dictate the words twice and have the students write them on a piece of paper.
FORMATIVE TEST
A. Read and understand the paragraph. When done, complete the table of 5
W’s and 1 H below by getting your answers from the paragraph. Write
your answers opposite the corresponding information question.
“Love your neighbor as you love yourself.” This is the motto of
the Cua family. Since 1986, when they moved into the subdivision,
they have helped so many people. They give medicine to the sick.
They share their food with the poor. They even lend their car
when there is an emergency. They do it unselfishly, without asking
for anything in return. They do it because they believe that
happiness comes from making others happy.
7
Information Question Specific Details
Who?
When?
Where?
What?
Why?
How?
B. Tell whether each group of words is a phrase or a sentence. On the line
before each number, write P for a phrase and S for a sentence. If it is a
sentence, rewrite it on the space provided, observing correct
capitalization and end punctuation mark. If it is a phrase, write NA for
not applicable.
1. summer vacation means a lot to many people
2. time to rest and visit relatives
3. many new things to learn
4. we gave summer lessons to the children in the nearby

depressed area
5. i wish summer vacation was longer
8
Answer Key
Listening
1. Nadine, Nicole, and Vianca are the three girls in the story.
2. The experiences of the three girls happened during their summer vacation.
3. Nicole spent her summer vacation at home.
4. Vianca liked the fresh air and the food in her grandparents’ vacation house in
Zambales.
5. Nadine spent her summer vacation wisely.
6. Nicole said Nadine spent their summer vacation wisely, because Nadine and her sister
were able to learn new things and were a big help to their family.
Grammar
Exercise 1
Answers will vary. Possible answers are:
1. I would like to go to Banaue.
2. I would like to see the Banaue Rice Terraces.
3. I would like to see this tourist spot because it is known for its natural and human-
made beauty.
4. We would take a van to go there.
5. My sisters and cousins would go with me.
6. I would like to go there on the next summer vacation.
7. I would like to eat fresh fruits and vegetables there.
8. I will save some money from my allowance every day.
9. My friend told me about it.
10. I would also like to go to Palawan.
Exercise 2
1. When does Jelly go to church?
2. How does she help her mother do the household chores?
3. Who plays with her?
4. Why does her older brother clean the car?
5. When does Jim, her younger brother, water the plants in the garden?
6. Where does the family take a nap after lunch?
7. When do the children go to the park?
8. How do they play with their friends in the park?
9. What do they do in the playground?
10. Why do they go home before six o’clock in the evening?
9
Exercise 3
1. S—W, ? 6. P
2. S—I, . 7. S—T, .
3. P 8. S—W, !
4. P 9. S—K, .
5. S—W, . 10. P
Exercise 4
Answers will vary. Below are sample answers.
1. My favorite summer activity is playing badminton.
2. I like it because I am able to exercise while having fun with my family.
3. I enjoy doing it with my parents and siblings.
4. The other members of my family also love badminton.
5. I thank God for giving me good health and a great family.
Exercise 5
1. A school is a place of learning for every student.
2. Listen to the conversation and do the exercise to improve your listening skills.
3. The teacher told her students that they would learn new topics.
4. The first day of school can be a great chance to find out about how they will learn
more.
5. On the first day, the students were very excited to share their wonderful experiences to
their classmates.
Note: Add “will” to item no. 4 to complete the sentence.
Spelling
A. 1. waffles 6. wholeheartedly
2. warmth 7. whet
3. Whether 8. whiskers
4. whine 9. whales
5. weather 10. Walrus
B. 1. jawbone 4. spinal column

2. breastbone 5. skull
3. collarbone
Note: In the worktext, remove one writing line after letter "a" for item no. 1 under
Spelling Exercise B.
10
Formative Test
A. 1. Who—neighbor, Cua family, people
2. When—since 1986
3. Where—the subdivision
4. What—“Love your neighbor as you love yourself;” sharing their medicine, food,
and car with other people
5. Why—because they believe that happiness comes from making others happy
6. How—unselfishly, without asking for anything in return
B. 1. S—Summer vacation means a lot to many people.

2. P—NA
3. P—NA
4. S—We gave summer lessons to the children in the nearby depressed area.
5. S—I wish summer vacation was longer.
Lesson 2
New Friendships
(Subject and Predicate; Kinds of Sentences)
OBJECTIVES
Listening
x Share inferences, thoughts, and feelings based on texts
Grammar
x Identify and use simple and complete subjects and predicates
x Identify and use the four kinds of sentences
x Identify and use the correct punctuation marks with the different kinds of sentences
Speaking
x Speak clearly with appropriate intonation
x Speak clearly with appropriate tone
Writing
x Write a letter to a friend
11
Spelling
x Spell words with suffixes -ate, -en, and -ize
x Spell words related to Reading

x CD or MP3 file of the song “Gift of a Friend” by Demi Lovato
x CD player or any music player with speakers
x pair of scissors
x glue
x lines from Walt Whitman’s “O Captain, My Captain” to be posted on the board
PROCEDURE
Oral Production
1. Begin the lesson by saying, “ Ideas, in order to be understood clearly, must be
conveyed by speech that is distinctly heard and lines that are intelligently phrased.
Words must be grouped to show their proper relation to one another. An entire
sentence is a single thought but within the sentence are smaller units. Some are more
important than the others, but all are part of the whole.” Post the stanza of Walt
Whitman’s “O Captain, My Captain!” on the board and read with the proper
phrasing for students to follow.
2. Have the students read each line, observing proper phrasing, intonation, and
pronunciation.
3. Recite this before the start of each lesson. On the last day of the week, have the
students recite this with proper phrasing, pronunciation, and intonation.
O Captain! // My Captain! //
Our fearful trip is done; //
The ship has weathered every rack, / the prize we sought is won; ///
The port is near, / the bells I hear, / the people are exulting, /
While follow eyes / the steady keel, / the vessel grim / and daring; ///
But O heart, / heart, / heart ///
O the bleeding drops of red! ///
Where on the deck / my Captain lies, //
Fallen / cold and dead. ///
—Excerpt from “O Captain, My Captain” by Walt Whitman
Note:
One / ― short pause Three /// ― longer pause
Two // ― long pause
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Motivation
1. Have the students listen to the song “Gift of a Friend” by Demi Lovato which can be
found at https://www.youtube.com/watch?v=sQ28LLowPKg.
2. After playing the music, ask the students, “Who among you has a friend? How about a
best friend? Is there anybody here who does not have a friend?”
3. After eliciting some answers, discuss what friends are for, the difference between a
“plain friend” and a “best friend,” and what one can do for a person who thinks that
he/she has no friend.

1. Direct the students’ attention to What This Lesson Is About on page 14 of the
worktext.
2. Have volunteers read the introduction and the objectives.
Listening
1. Instruct the students to listen attentively as you read this dialogue:
Win a Friend
Cardell sees a lonely girl under the mango tree in the school
playground. With two sandwiches in her hands, she walks toward the
girl.
Cardell: Hello. Are you new here in school?
Gina : Yes, I am.
Cardell: How are you?
Gina: I’m quite sad because I don’t know anybody here.
Cardell: Don’t be sad. By the way, I’m Cardell Corpuz. I’m in
grade 4 from Section Kindness.
Gina: I’m Gina Mariano. I’m also in grade 4 but from Section
Generosity.
Cardell: Nice meeting you, Gina. I have two sandwiches. You can
take one.
Gina: Same here, Cardell. Thank you so much. I came from Manila
Academy. We just transferred to Las Piñas last summer.
Cardell: Don’t be sad, Gina. I know you are still adjusting to your
new school. Anyway, I’ll introduce you to my other friends
later. I’m sure they will be excited to have a new friend.
Where do you live?
Gina: I live at Lot 5 Sunflower Street, Doña Manuela Subdivision,
Pamplona. How about you?
Cardell: I live at Lot 22 Margie Moran Street, BF Resort Village.
My father is Jose Corpuz. He works in a bank. My mother
is Delia Corpuz and she’s a doctor.
13
Gina: Robert Cruz is my father. He works in a newspaper
publishing company. My mother is Leticia. She’s an
executive secretary.
(The bell rings.)
Cardell: Oh! It’s time to go back to our classrooms. I’ll wait for
you at lunch. We’ll go to the canteen together. Then you
will meet my other friends.
Gina: Oh, thank you. You’re very friendly. I’m not sad anymore.
I’m glad to have met a friend like you.
Cardell: You’re welcome. I’m sure you will enjoy studying here.
See you later.
2. Direct the students to answer the questions on page 15 of the worktext. Instruct them
to answer in complete sentences.
Grammar
1. Have the students read the sentences on page 16 of the worktext. Ask them to identify
the part of each sentence that tells who is being talked about and the part that shows
an action. Tell them that these are the subjects and the predicates.
2. Discuss simple subject and simple predicate. Have the students read the contents of
the Remember box on page 17 of the worktext.
3. Task the students to answer Exercises 1 and 2 on pages 17 and 18 of the worktext.
4. Discuss complete subject and complete predicate with the class. Then let them read
the contents of the Remember box on page 19 of the worktext.
5. Have the students do Exercises 3 to 5 on pages 19 and 20 of the worktext.
6. Review them on what they have learned about the sentence as well as its different
kinds.
7. Ask the students to read the first three sentences on page 20 of the worktext.
8. Ask, “How does each sentence end? What punctuation mark is used?”
9. Tell the class that the three sentences that they have read are declarative sentences.
Tell them that declarative sentences tell a statement and end with a period.
10. Call on a volunteer student to read the next three sentences on page 20 of the
worktext. Ask the students how the three sentences differ from the three sentences that
they read previously. Ask, “What punctuation mark was used in the next three
sentences?”
11. Tell the students that the three sentences they just read are interrogative sentences.
Explain to them that an interrogative sentence asks a question or affirms or confirms
information.
12. Have the students turn their worktext to page 21 and read the first three sentences.
13. After reading, ask the class, “How are the sentences that you just read different from
interrogative and declarative sentences?”
14
14. Tell the students that the three sentences they just read are imperative sentences.
Explain to them that an imperative sentence gives a command or makes a request and
ends with a period. Add that an imperative sentence can also be in question form and
punctuated with a question mark.
15. Call on a volunteer student to read the last three sentences on page 21 of the worktext.
Afterward, ask the class, “What kind of emotion is expressed in each sentence? What
punctuation mark is used?”
16. Inform the students that the three sentences they just read are exclamatory sentences.
Tell them that an exclamatory sentence expresses a strong or sudden feeling and that
they end with an exclamation mark.
17. Have the students read the contents of the Remember box on page 21. Afterward, task
them to answer Exercises 6 to 9 on pages 22 to 24 of the worktext.
Speaking
Read the dialogue using correct intonation on page 26 of the worktext. Then have
the students do the group activity following the proper use of intonation. You may have
the group perform the dialogue in front of the class.
Writing
1. Ask the students if they ever wrote a friendly letter. Have those who said “Yes” share
their experience.
2. Explain to the class what a friendly letter is.
3. Afterward, have the students do the activity following the instructions in writing a
letter to a friend on pages 27 and 28 of the worktext.
4. Tell them to be guided by the given instructions in When You Rewrite, When You
Check, and When You Share on page 29 of the worktext.
Spelling
Words with Suffixes -ate, -en, and -ize
Spelling List 2
1. fortunate 11. encyclopedia
2. broaden 12. glossary
3. summarize 13. dictionary
4. approximate 14. thesaurus
5. frighten 15. appendix
6. civilize
7. affectionate
8. forgotten
9. realize
10. criticize
15
Pretest
Give the spelling pretest on a piece of paper. Follow the steps in lesson 1 of this unit.
Drills
Let the students do exercises A to C on pages 30 and 31 of the worktext.
Mastery Test
FORMATIVE TEST
A. Match the subjects in column A to the predicates in column B. Write
the letters of your answers on the lines.
A B
1. Mario and Alfredo a. is the son of the school guard.
2. Mario b. are best friends.
3. Alfredo c. once saved Mario from some bad men
4. Alfredoʼs father who wanted to kidnap him.
5. Mario and his family d. is from a wealthy family.
e. invite Alfredoʼs family to their
house every Christmas.
B. Read each sentence below. Draw a slanting line (/) between the
complete subject and the complete predicate. Box the simple subject and
underline the simple predicate.
1. Everybody needs a friend.
2. A true friend will always stand by you.
3. My friend Rudy accepts me for who I am, including my faults.
4. Some people may disappoint us by betraying us.
5. Jesus, my Lord and Savior, is always here for me.
16
Answer Key
Listening
1. The characters in the dialogue are Gina and Cardell.
2. Gina felt sad because she didn’t know anybody in her new school.
3. Cardell understood how Gina felt and decided to befriend her.
4. Gina did not feel sad anymore.
5. Cardell is a caring and kind friend.
6. Yes, because no one should feel sad in school.
Grammar
Exercise 1
1. Camille plays the piano.
2. She takes lessons every Saturday.
3. Camille can read musical notes now.
4. The guitar is her favorite musical instrument.
5. Her parents are very proud of her.
Exercise 2
1. was 4. parents
2. pupils 5. distributed
3. presented
Exercise 3
1. Our new classmate, Sabrina, introduced herself in class.
2. Everybody listened to her introduction.
3. Miss Sayson, our adviser, welcomed her to our class.
4. Jamie and I oriented her on some classroom rules.
5. The newcomer felt at ease with everyone in the class.
Note: In the worktext, change “some house rules in our classroom” into “some classroom
rules.”
Exercise 4
1. c 4. a
2. d 5. b
3. e
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Exercise 5
1. The teacher 4. was able to save the drowning boy
2. His mother 5. reminded them to be careful next
3. had fun on the beach time
Exercise 6
1. declarative 6. interrogative
2. exclamatory 7. imperative
3. imperative 8. interrogative
4. exclamatory 9. exclamatory
5. declarative 10. declarative
Exercise 7
1. Is this the famous sunset of Manila Bay?
2. Look at this photograph of the sunset.
3. What beautiful colors the sky has!
4. The colors change as the sun sets.
5. What an amazing sight that is!
6. The waters look like a painting on canvas.
7. Have you ever watched the sunset on Manila Bay?
8. It is one of the world’s most beautiful sunsets.
9. How lovely the lights play through the waves and the clouds!
10. This is one of God’s wonderful gifts to our country.
Note: For no. 9, replace among with through. For no. 10, remove the word another in the
worktext.
Exercise 8
Answers may vary. Below are sample answers.
1. Oh no, I lost my wallet on my way home!
2. Please buy a new pair of red shoes for the concert.
3. Can Miguel come to the concert with us?
4. We got stuck in the traffic and were late for the concert.
5. When was the old stadium built?
6. Please turn right to park the car.
7. That concert was a memorable night!
8. The group received a big round of applause from the audience.
18
9. Can you see things that are far away through these binoculars?
10. The price of the concert ticket is outrageous.
Note: In the worktext, replace the whole sentence of item no. 6. Change it into “Bill parks
the car on the parking space beside the street.”
Exercise 9
Answers will vary.
Spelling
A. 1. fortunate 6. civilize
2. broaden 7. affectionate
3. summarize 8. forgotten
4. approximate 9. realize
5. frighten 10. criticize
B. 1. criticize 6. forgotten
2. fortunate 7. frighten
3. summarize 8. civilize
4. realize 9. broaden
5. approximate 10. affectionate
C. 1. encyclopedia 4. thesaurus
2. glossary 5. appendix
3. dictionary
Formative Test
A. 1. b 4. c
2. d 5. e
3. a
B.
1. Everybody / needs a friend.
2. A true friend / will always stand by you.
3. My friend Rudy / accepts me for who I am, including my faults.
4. Some people / may disappoint us by betraying us.
5. Jesus, my Lord and Savior, / is always here for me.
19
Lesson 3
Beautiful Places
Kinds of Nouns (Common and Proper Nouns, Capitalization, and Compound Nouns)
OBJECTIVES
Listening
x Sequence a series of events from a story listened to
Grammar
x Identify and use common and proper nouns
x Write proper nouns correctly
x Use correct capitalization
Speaking
x Read a dialogue aloud using correct intonation and pronunciation
Writing
x Write a dialogue using correct capitalization
x Edit to correct errors in spelling, punctuation, and capitalization
Spelling
x Spell words with ee
x Spell words related to Christian Living Education

x pictures of scenic spots both in the Philippines and abroad
x flash cards of categories (countries, provinces, cities, scenic spots, historical places)
x cartolina for tongue twister
PROCEDURE
Oral Production
1. To begin with, post flash cards on the board with words containing /f/ and /p/ sounds.
2. Read the words correctly for students to follow. Afterward, have them read each,
while observing correct sounds.
3. Direct them to read these before the start of every lesson.
20
4. Say, “To make the sound of /f/ place your upper teeth on the lower lip and blow. To
make the sound of /p/ press the lips together and release the air in your mouth.”
/f-/ /p-/ /-f/ /-p/
fail pail cuff cup
fallen pollen leaf leap
face pace cliff clip
A fitful young fisher named Pitch
Once fished for some fish in a fissure
Till a fish with a grin,
Pulled the fisherman in –
Now, they’re fishing the fissure for Pitch
―Excerpt from “Fisher, the Young Fishers,”

Book of Tongue Twisters, 1999 by C.S. Canonigo
Motivation
1. Call on some volunteers and distribute the pictures of scenic spots among them. Ask
them to stay in one corner of the classroom while keeping the pictures out of sight.
2. Ask the students if they would like to go on a tour. Have them pretend that they are
onboard a special vehicle that can travel on air, land, and water.
3. Tell the students that their classmates will show some pictures of different places from
all over the world. They should be ready to identify as many places as they can.
4. Ask the volunteers to parade around the classroom while showing their pictures.
5. Afterward, inform the students that their lesson will be all about the beautiful places in
and outside our country.

worktext.
2. Ask some volunteers to read the introduction and the objectives.
Listening
Read the following story to the class, then ask them to arrange the events in
sequence using a “Sequence Chain” on page 33 of the worktext.
Our Favorite Places

Last summer, the Ortiz family had a grand vacation for two weeks.
They went to Bicol, a region in the southern part of Luzon.
21
Malou’s father had driven the family’s van―a Toyota―for almost
twelve hours.
The family reached Bicol at nine o’clock in the evening.
The following day, they went to Albay to see the Mayon Volcano. They
marveled at its almost perfect cone.
The family also visited the ruins of Cagsawa Church. Only the belfry
of the church is visible now. It lies above the volcanic mudflow that
buried the town after Mayon Volcano’s eruption on February 1, 1814.
After a week, the family went to Hoyop-Hoyopan Cave in
Camalig. Hoyop-Hoyopan is a Bicolano word which means “blow-
blow.” This refers to the sound of the wind rushing through the cave.
They learned that primitive people used to live in this popular site.
The Ortizes enjoyed the different places they visited in Bicol. They
went home tired but with lots of pictures as souvenirs and many
unforgettable and wonderful memories.
Grammar
1. Have the students turn their worktexts to page 34. Explain to them what nouns are.
2. Call on some volunteers to identify the other nouns in the story that you read. Classify
these nouns as common and proper.
3. Then discuss to the class common nouns and proper nouns.
4. Play the game Name as Many as You Can. Form the class into groups of at least six
members each, or whatever is convenient according to their seating arrangement. On
the board, post the following titles: countries, provinces, cities, scenic spots, historical
places.
countries
provinces
cities
scenic spots
historical
places
Each student in every group should be given a number from 1 to 5. Each

group should give as many proper nouns as they can for each of the categories
given. A group secretary will take down their answers. After five minutes, all
number 1 students will answer the “countries” category on the board under their
respective columns.
Number 2 students will answer “provinces” and so on. Only answers that have
been written down by the secretary should be written on the board. You can have
22
another round if there is more time or if there are more than six students in the
group. Scoring will be based on the number of correct answers, properly
capitalized. Duplicate answers will not be counted. The group with the most
number of correct answers wins.
5. Have the students read the contents of the Remember box on page 35 of the
worktext.
6. Instruct them do Exercises 1 to 3 on pages 35 to 37 of the worktext.
7. Discuss to the class the correct use of capitalization and explain its uses based on
pages 37 and 38 of the worktext.
8. Have them read the contents of the Remember box on page 39. Afterward, direct
the students to answer Exercises 4 and 5 on pages 39 to 42 of the worktext.
Speaking
Read to the class the given dialogue on pages 42 and 43 of the worktext using
correct intonation and pronunciation. Then guide the students in doing the activity.
Writing
1. Discuss the lesson on writing a dialogue using correct capitalization.
2. Thereafter, have the students do the activities on pages 43 and 44 of the worktext.
Spelling
Words with ee
Spelling List 3
1. creep 11. millennium
2. squeeze 12. Epiphany
3. proceed 13. synagogue
4. agreement 14. pharaoh
5. steer 15. chrism
6. auctioneer
7. beseech
8. referee
9. sheen
10. transferee
Pretest
Drills
Instruct the students to do Exercises A to C on pages 44 and 45 of the worktext.
23
Mastery Test
Formative Test
Read the following paragraphs. On the table that follows, list all the
nouns that you can find, all of which are written in small letters. Classify
them under the correct column. Write the proper nouns correctly. Be careful
of some words that may appear like nouns, but are used to describe nouns.
If I had a foreign visitor who has only one day to spend in the
Philippines, I would bring him to Villa Escudero. Taking a tour of
Villa Escudero is a recreational as well as a cultural and historical
experience. With Mount Banahaw in the distance, one can see rice fields
and hectares of coconut and lanzones trees.
Upon entering, you will be served buko juice. The museum houses a
treasure trove gathered by the Escuderos and their friends. Giant
statues of Jesus, Mother Mary, and saints like Mary Magdalene and St.
Joseph will greet you at the entrance. You go through the collections
which consist of hunting trophies of Mr. Escudero from South America,
Africa, and Asia. You will also see some memorable attire of former
first ladies like Madame Imelda Marcos.
The rest of the day can be spent listening to the rondalla singing
Filipino folk songs like “Ang Pipit” and watching the dance
presentation of the Villa Escudero employees. At the end of the day, you
would surely say, “I’m proud to be a Filipino!”
Common Nouns Proper Nouns
24
Answer Key
Listening
1. Last summer, the Ortiz family had a grand vacation.
2. The family reached Bicol at 9:00 in the evening.
3. They went to Albay to see the Mayon Volcano.
4. They also visited the ruins of Cagsawa Church.
5. The family went to Hoyop-Hoyopan Cave in Camalig.
6. They enjoyed seeing the different places.
Grammar
Exercise 1
1. scenery – Palawan
2. man ‒ Fontana
3. hotel – Fort Ilocandia
4. beaches – Boracay
5. museum – Villa Escudero
Exercise 2
1. Christmas Day 7. Teachers’ Camp
2. Baguio 8. The Mansion
3. Kennon Road 9. Mines View Park
4. Marcos Highway 10. Ifugaos
5. La Union 11. Baguio
6. Pink Sisters’ Convent
Exercise 3
Answers will vary for nos. 1, 3, 4, 7, 8, and 9.
1. National Museum 9. hero
2. province 10. song
3. Fernando Amorsolo
4. Mt. Apo
5. newspaper
6. holiday
7. Philippines
8. Barasoain Church
25
Exercise 4
1. The Philippines is known for its many beautiful tourist spots.
2. “Don’t be a stranger in your own country,” is the advice of the Department of
Tourism.
3. “I’ve never been to Palawan,” said Rudy. “That’s one place you should never miss,”
Nena told him.
4. The Puerto Princesa Subterranean River National Park (PPSRNP) has been declared
as one of the New 7 Wonders of Nature.
5. The park is managed by the City Government of Puerto Princesa under the
management of Mayor Edward S. Hagedorn.
Exercise 5
February 1, 2021
Dear Susan,
Guess where I came from! My family went on a tour of Eastern Visayas. You will
not believe all the beauty of nature that we saw.
Our road trip adventure brought us from Leyte to Samar. After taking part of the
festivity of the Pintados Festival and posing beside the gigantic statues of General
Douglas MacArthur, General Carlos Romulo, and President Sergio Osmeña, we
crossed the Philippines’ longest bridge, the San Juanico Bridge.
In Samar, we explored the Sohotan Caves and stayed overnight at the resort named
Marabut Extreme. Cousin Max dared to ride the zip line. We found rappelling and
rock climbing very scary but exciting. Early the next day, we went to the southern end
of Samar to Calicoan Island to watch an international surfing competition. We also
visited the centuries-old Immaculate Concepcion Church. Though we were not able to
go, Uncle Guido pointed out the historic island of Homonhon where Ferdinand
Magellan first landed in 1521.
We went back to Leyte after another night at the surf camp where Uncle Guido
showed off his surfing prowess. We had no more time to go to Biliran, the third island
of Region VIII. It was the big day for our clan—the wedding of my cousin Wilma to
Engr. Cesar Maderal. The reception was held at Balai Constancia in Carigara, Leyte
where our cousins live. We had our fill of the sumptuous home-cooked cuisine
prepared by Chef Mar.
Soon it was time to pack our bags and say goodbye. “Babalik ako,” I promised my
cousin, and like General MacArthur, I am sure that “I shall return!” The next time I go
there, I hope you can join me. Together we will explore the other beautiful creations of
God and appreciate that He has done for us.
Till then…
Your best friend,
Amy
26
Spelling
A. 1. creep 6. auctioneer
2. squeeze 7. beseech
3. proceed 8. referee
4. agreement 9. sheen
5. steer 10. transferee
B. 1. steer 6. beseech
2. creep 7. auctioneer
3. agreement 8. referee
4. proceed 9. squeeze
5. transferee 10. sheen
C. 1. millennium 4. pharaoh
2. epiphany 5. chrism
3. synagogue
Formative Test
Common Nouns Proper Nouns
visitor tour experience Villa Escudero Mount Banahaw

rice field hectares trees Escuderos Jesus
juice museum trove Mother Mary Mary Magdalene
friends statues saints St. Joseph Mr. Escudero
entrance collections trophies South America Africa
attire ladies presentation Asia Madame Imelda Marcos
rondalla folk songs employees “Ang Pipit” Filipino
day
27
Lesson 4
Bonding with Friends
(Pluralization of Nouns)
OBJECTIVES
Listening
x Infer emotional reaction of characters
Grammar
x Identify and use the singular and plural forms of nouns
Speaking
x Speak clearly with appropriate stress
Writing
x Write a paragraph using the plural form of nouns
Spelling
x Spell compound words

x flash cards of singular nouns
x short poem for oral production
PROCEDURE
Oral Production
1. Post the following short poem on the board. Read it with the /oo/ sound correctly.
Instruct the students to read each line observing the correct /oo/ sound, phrasing,
intonation, and pronunciation.
2. Recite the poem before the start of each lesson. On the last day of the week, let the
students recite the whole poem correctly.
Our Good Cook

Look! Look! Who is cooking?
Oh, she is Mrs. Hook, our good cook.
28
Please cook! Please cook! And where’s our good cook?
Please take a look
At the cookery book.
Motivation
Bring to class a collection that you or anybody close to you have. It can be a
collection of photos, stamps, or souvenirs from different places. Share them with the
class. Tell them that you are doing this because you consider them your friends and you
want to share a part of yourself to them.

worktext.
2. Ask some volunteers to read the introduction and the objectives.
Listening
1. Instruct the class to listen attentively to the short story you will be reading.
2. Read the following short story to the class. Task the students to write down the nouns
as you read the story.
Collections
Nina, Daniele, and Ayana are the best of friends. They play together, take their
lunch together, and spend as much time as they can with each other. They also
share their stories and interests with each other.
Today, the three of them are gushing over the sticker collection of Nina. She has
them all neatly arranged in her sticker folder.
“Look at all those beautiful flowers and butterflies,” said Daniele. “I like the
cute kangaroos and monkeys,” said Ayana.
“How about you, Daniele? When will you show us your collection of
souvenirs?” Nina asked.
“I can bring the scarves and the pictures of the different churches and volcanoes
tomorrow,” answered Daniele.
“And I have the best collection of all—special sandwiches made by my mother
for all of us. Let’s bring out our lunch boxes,” declared Ayana.
“We completely agree with you,” chimed in Nina and Daniele.
3. Direct the students to answer the questions about the story on page 47 of the worktext.
Grammar
1. You may begin the discussion by saying, “In the lower grades, you have studied the
different ways of giving the plural form of nouns. Let’s see if you can still remember
them. Let’s play the following game — Boys vs. Girls.”
29
Call on one boy and one girl at a time to go to the board. Flash a noun in the
singular form and have the chosen students write the plural form of the given noun on
the board. The first one to correctly write the plural form of the word earns a point for
the group he/she represents. Use the following words for this activity:
souvenir story
church family
sandwich monkey
box bus
key quiz
2. Discuss to the class the singular and plural forms of nouns. Ask the class, “What does
it mean when a noun is in singular form? How about when it is in plural form?”
3. Explain the different ways of forming the plural of nouns as explained on pages 48
and 49 of the worktext. Thereafter, have the students read the contents of the
Remember box on page 49.
4. Instruct the students to answer Exercise 1 on pages 49 and 50.
5. Discuss the other ways of forming plural nouns as explained on page 50.
6. Thereafter, direct the students to read the contents of the Remember box on page 51.
Then have them answer Exercise 2 on the same page.
7. Discuss to the class what special nouns are. Explain to them how special nouns form
their plural. Have the students refer to page 52 of the worktext.
8. Tell the students to read the contents of the Remember box on page 53. Have them
do Exercises 3 and 4 on pages 53 and 54, afterward.
Speaking
1. Read the dialogue on page 55 of the worktext. Have the students read after you and
instruct them to observe correct stress. Afterward, ask them to form groups of five
and act out the dialogue as stated in activity A.
2. Tell the students to pay close attention to the italicized words.
3. Then lead them i n doing activity B on pages 55 and 56 of the worktext. Remind
them to stress the main word of each compound noun in the list.
Writing
1. Show a paragraph about the students’ summer vacation in lesson 1 as a model. Point
out how a paragraph is written.
2. Have the students do the activities on pages 56 and 57 of the worktext. Tell them to
use nouns in plural form in their sentences.
30
Spelling
Compound Words
Spelling List 4
1. cheeseburger 11. lactase
2. commander in chief 12. dinoflagellates
3. fairy tale 13. amoeba
4. flag ceremony 14. maltase
5. household 15. plumule
6. mastermind
7. maid of honor
8. newsstand
9. sergeant at arms
10. tablecloth
Pretest
Drills
Direct the students to do exercises A to C on pages 58 and 59 of the worktext.
Mastery Test
31
FORMATIVE TEST
Complete each sentence by writing in the blank the plural form of the noun in
parentheses.
1. The (discovery) of most of the scientists make our work
easier.
2. I have not seen (forget-me-not) bloom in the meadow.
3. The (cargo) from the United States arrived this morning.
4. (Sheep) are grazing along the hills.
5. The colorful (scarf) were tied by the magician.
6. We need (loaf) of bread for our guests this afternoon.
7. You should dot all your (i) to make your penmanship legible.
8. Both (coach) of the team feel nervous.
9. Baked (potato) are being served at In and Out Burger
House.
10. Have you tasted the different (variety) of fresh vegetable
salads at Vieja’s Buffet?
32
Answer Key
Listening
Nina collection scarves
Daniele sticker folder pictures
Ayana flowers churches
friends butterflies volcanoes
lunch kangaroos sandwiches
time monkeys mother
stories souvenirs lunch boxes
interests
1. They were excited to see Nina’s sticker collection.

2. They share the same interests like collecting objects.
3. They play, eat, and spend time together. They shared stories and interests with each
other.
4. Answers will vary. Sample answer: Yes, I spend my free time with my friends.
Grammar
Exercise 1
1. classes 6. benches
2. boxes 7. candies
3. bunnies 8. monkeys
4. keys 9. buses
5. quizzes 10. sandwiches
Exercise 2
1. scarves 8. knives 15. shelves
2. elves 9. reefs 16. thieves
3. strife/strifes 10. trios 17. rubies
4. heroes 11. wolves 18. excess/excesses
5. echoes 12. alleys 19. galleries
6. kangaroos 13. cameos 20. duos
7. pesos 14. portfolios
33
Exercise 3
1. deer 6. u’s and w’s
2. sheep 7. A’s
3. zookeepers 8. 20s
4. equipment 9. editors in chief
5. sergeants-at-arms 10. MAs
Exercise 4
1. Alfonso reminded his buddies to stay in the library with their As, Bs, and Cs.
2. Several flashes of light were seen by a few boys over the valleys.
3. The commanders in chief are seated beside the editors in chief of the different
publications.
4. The chef added spoonful of sugar, a plate of cherries, and cupful of ice to the dessert.
5. The passersby saw the colonies of ants beside the scarecrows.
Note: In the worktext, check spelling of valleys in no. 2
Spelling
A. 1. cheeseburger 6. mastermind
2. commander in chief 7. maid of honor
3. fairy tale 8. newsstand
4. flag ceremony 9. sergeant at arms
5. household 10. tablecloth
B. 1. fairy tale 6. tablecloth

2. cheeseburger 7. newsstand
3. sergeant at arms 8. commander in chief
4. maid of honor 9. flag ceremony
5. household 10. mastermind
C. 1. lactase 4. maltase
2. dinoflagellates 5. plumule
3. amoeba
34
Formative Test
1. discoveries
2. forget-me-nots
3. cargo/cargoes
4. Sheep
5. scarves
6. loaves
7. i's
8. coaches
9. potatoes
10. varieties
Lesson 5
Fun Activities
(Count and Mass Nouns; Collective Nouns)
OBJECTIVES
Listening
x Take down notes while listening to a dialogue
Grammar
x Identify and use count and mass nouns
x Identify and use appropriate quantifiers for mass nouns and give their plural form
x Identify and use collective nouns
Speaking
x Say a dialogue using the correct expression
x Speak clearly using appropriate volume and speech
x Use correct quantifiers for mass nouns
Writing
x Write a letter of invitation
35
Spelling
x Spell words with au and aw
x Spell words related to Mathematics

x cupcakes
x milk
x flour
x coffee
x sugar
x mixing bowl
x wooden spoon
x measuring cups and spoons
x jigsaw puzzles
x words with silent letters written on cartolina to be posted on the board for oral
production
PROCEDURE
Oral Production
1. Begin the lesson by saying, “Have you come across words with letters that are not
pronounced? Listen as I read the following words and phrases. Note the silent letters,
then say the words and phrases by yourself.”
2. Read these before the start of each lesson. On the last day of the week, let the students
read the words and phrases by themselves correctly.
calm debt reign
debris fatigue psalm
bouquet fasten picturesque
foreign debt watch out for the falling debris
picturesque scenery a bouquet of fresh flowers
feign fatigue a palm against his forehead
Motivation
Bring some cupcakes to class. Ask the students, “Can you tell the ingredients used in
these cupcakes? Have them guess, and afterward, tell them that the lesson is very much
like the ingredients in the cupcakes and how cupcakes are made. Tell the class that
they should be able to tell how cupcakes are similar to the next lesson.
36
worktext.
2. Call on volunteers to read the introduction and the objectives.
Listening
1. Tell the class to listen attentively to the dialogue you will read.
2. Have them take down notes while listening.
Baking Cupcakes
Susan loves Saturdays because it is the day when she and her mother do
things together. They both look forward to it.
Mother : Are you ready to bake some cupcakes today, Susan?
Susan : Yes, Mom. See, I have put on my apron and my hairnet.
Mother : That’s my girl. I have one mixing bowl, one saucepan, a wooden spoon,
and the measuring cups and spoons ready. Let us prepare our
ingredients. I’ll measure two and one-half cups of milk and start
warming it.
Susan : Here is one-third cup of flour, one tablespoon of instant coffee and one-
half cup of sugar.
Mother : Thanks, Honey. You are a big help. I just have to put them into this pan
of warm milk little by little. Please hand me the flour.
Susan : Here it is, Mom. I also have the coffee and the sugar ready.
Mother : What would I do without you? Now I just have to keep on stirring this
batter until it is cooked. Please get four paper cupcake molds. Rinse
them in cold water then put them on the tray.
Susan : They are ready, Mom.
Mother : And so is our cupcake batter. I will just pour this mixture into the molds
then let us wait for a while.
Susan : How about playing Scrabble while waiting?
Mother : That’s a great idea. Let’s do that.
3. Have the students answer the questions about the dialogue on page 61 of the worktext.
Grammar
1. Show the different ingredients of the cupcake. Ask some volunteers to measure out
the four ingredients. Call on another student to mix them all together.
2. Afterward, ask the class the questions on page 62 of the worktext.
3. Discuss count and mass nouns to the class. Then let them give examples for each.
37
4. Have the students read the contents of the Remember box on page 63 of the worktext.
Thereafter, task them to do Exercise 1 on the same page.
5. Explain to the class what quantifiers are. Give examples as many as you can.
6. Have them read the contents of the Remember box on page 64 of the worktext.
7. Afterward, task the students to answer Exercises 2 and 3 on pages 64 to 65 of the
worktext.
8. Prepare several sets of jigsaw puzzles (task cards).
Example: Side A — a father, a mother, a little girl, a baby
Side B — the word family
Give each student one piece of the puzzle. Let them go around and complete
their puzzles. When completed, the following will be formed:
orchestra — piano, trumpet, violin, etc.
class — teacher, girl students, boy students
school — different species of fish
9. Discuss collective nouns to the class. Have the students read the examples of
collective nouns on page 66 of the worktext.
10. Explain when a collective noun takes a singular or a plural verb.
11. Direct the students read the contents of the Remember box on page 67 of the worktext.
12. Instruct the students to do Exercises 4 to 7 on pages 67 to 69 of the worktext.
Speaking
1. Read aloud the dialogue on page 70 of the worktext using correct expression. Then
let the students take turns reading it with a partner while substituting the italicized
words each time.
2. Have the students do activity B on pages 70 and 71 of the worktext.
Writing
1. Read the sample letter of invitation on page 71 of the worktext.
2. Have the students follow the instructions on writing a letter of invitation.
Spelling
Words with au and aw
Spelling List 5
Base Words
1. autumn 6. awe
2. authority 7. awful
3. author 8. awkward
4. audience 9. awesome
5. auction 10. awl
38
Cross-Curriculum Words
11. minuend
12. composite
13. equation
14. exponent
15. ascending
Pretest
Drills
1. Direct the students to do exercises A and B on pages 73 and 74 of the worktext.
2. Divide the class in pairs. Have them take turns spelling the words orally to each other.
Mastery Test
39
Formative Test
A. Complete each sentence by supplying an appropriate quantifier for the
noun after the blank.
Cristina loves to make salads. One of her favorite salads is the
chicken macaroni salad. Let’s go through the steps with her. The
amounts have been given. Just supply the quantifier.
1–2. Boil ½ of chicken breast in 4 of water.
Debone and cut the chicken into small pieces.
3. Using the chicken broth, boil 1 of salad macaroni.
4. Mince 2 of onions.
5. Grate ½ of cheese.
6. Cut ¼ of cheese into cubes.
7. Drain 1 of pineapple tidbits.
8. Cut 2 of apples into cubes.
9. Ground ¼ of roasted cashew nuts.
10. Boil 2 of eggs. Peel and cut artistically.
11. Put 2 of mayonnaise in the mixing bowl.
12–13. Add the chicken breast, grated cheese, 1 of salt, and 1
_____of white pepper.
14. Add ¼ of condensed milk.
15. Add 1 of pickle relish.
Taste. If the mixture is okay, add the cooled macaroni, pineapple
tidbits, apples, cashew nuts, and cubed cheese. Mix all the ingredients
carefully. Top it with the eggs and parsley. Enjoy!
B. Give the appropriate quantifier for each of the given nouns. Write
many, much, a little, or a few on the line before each noun.
1. trees in the forest
2. drinking water
3. shanties by the riverbanks
4. bare mountains
5. sea food
C. Fill in each blank with the appropriate collective noun to complete the
sentence.
1. A of horses went on a stampede.
2. We saw a of fish when we went scuba diving.
3. The Big Dipper is one of the clearest in the sky.
4. Cagayan Valley is protected from typhoons by the mountain .
5. The sings every time there is a program in school.
40
Answer Key
Listening
1. Susan and her mother are the characters in the dialogue.
2. They are baking cupcakes.
3. two and one-half cups of milk
one-third cup of flour
one tablespoon of instant coffee
one-half cup of sugar
4. They used one mixing bowl, one saucepan, one wooden spoon, measuring cups and
spoons, and four cupcake molds.
5. Susan and her mother are like friends. They do things together.
Grammar
Exercise 1
Count Noun Mass Noun
table ice cream
egg milk
bag syrup
car gasoline
shirt toothpaste
Exercise 2
1. cup of 6. One hundred sacks of
2. bars of 7. cup of
3. cup of 8. bar of
4. one-half teaspoon of 9. glasses of
5. pieces of 10. several teaspoons of
Note: In the worktext, replace different with several
Exercise 3
1. We bought one truckload of sand for the sandbox.
2. The girl drinks a cup of coffee every morning.
3. Carlos bought one sack of rice yesterday.
4. He also ordered four slices of bread.
5. The chef put a bottle of olive oil on our table.
41
Exercise 4
1. band 6. tribe 11. flock
2. gang 7. family 12. congress
3. audience 8. crew 13. bunch
4. flock 9. pride 14. student body
5. congregation 10. swarm 15. trio
Exercise 5
1. colony; school 4. range; band
2. team; choir 5. herd; tribe
3. constellation; army
Exercise 6
1. is 6. has
2. was 7. crawl
3. do 8. scatter
4. grazes 9. alight
5. are 10. sing
Note: In the worktext, for no. 5 change Boy Scout troop into Boy Scout troops. For no. 9,
change alight on into alight from.
Exercise 7
Answers may vary. Sample answers
Count Nouns Mass Nouns
In the Kitchen
plates coffee
glasses salt
tables sugar
chairs ground pepper
pots soy sauce
In a Supermarket
push carts sauce
cashiers detergent soap
merchandisers powder
bottles grains
people fabric conditioner
In a Park
swing grass
42
children leaves
seesaw water
slide sand
merry-go-round wind
Spelling
A. Down Across
1. autumn 2. authority
3. author 4. auction
4. audience 5. awkward
5. awe 6. awesome
6. awful 7. awl
B. 1. minuend 4. exponent
2. composite 5. ascending
3. equation
Formative Test
A. 1. kilo 6. bar 11. cups

2. cups 7. can 12. teaspoon
3. box or pack 8. pieces 13. dash
4. pieces 9. cup 14. cup
5. bar 10. pieces 15. teaspoon
B. 1. Many / a few 4. Many / a few

2. Much / a little 5. Much / a little
3. Many / a few
C. 1. herd 4. range
2. school 5. choir
3. constellations
43
Lesson 6
Treasures
(Possessive Nouns)
OBJECTIVES
Listening
x Listen to a story to identify cause and effect
Grammar
x Identify and use possessive nouns
x Give the possessive form of plural and compound nouns
x Identify and form possessive nouns showing joint or separate ownership
Speaking
x Construct questions and answers using proper intonation
x Talk about famous people using proper expression
Writing
x Write a thank-you letter
x Revise writing for clarity
Spelling
x Spell words ending in -ry, -ery, -ity, and -ty

x pictures of the effects of typhoon Ondoy or Yolanda
x a bag for speaking activity
x poem to be posted on the board for oral production
PROCEDURE
Oral Production
1. Post the poem on the board. Read the poem with /dh/ and /d/ sounds correctly for
students to follow. Have the students read the words correctly.
2. Recite the poem before the start of each lesson. On the last day of the week, have the
students recite the poem with /dh/ and /d/ sounds correctly.
44
Breathes There the Man
Sir Walter Scott
Breathes there the man with soul so dead
Who never to himself hath and said,
This is my own, my native land!
Whose heart hath ne’er within him burned,
As home his footsteps he hath turned
From wandering on a foreign strand.
If such there breathe, go, mark him well;
For him no minstrel raptures swell;
High though his titles, proud his name,
Boundless his wealth as wish can claim,
Despite those titles, power and pelf,
The wretch, concentered all in self,
Living shall forfeit fair renown,
And doubly dying, shall go down
To the vile dust from whence he sprung,
Unwept, unhonored and unsung.
Source: http://www.poemhunter.com
Motivation
Show the pictures of the effects of typhoon Ondoy or Yolanda. Invite the students to
share their experiences (direct or vicarious) during that typhoon.

worktext.
2. Ask some students to read the introduction.
Listening
1. Have the students read the Listening objective on page 76 of the worktext. Then,
instruct them to listen attentively to the following story that you will read.
The Day Ondoy Came
“Wake up, Elena, Randy, and Tess. We’re getting flooded!” Mrs. Cruz’s
voice broke through the three children’s sound sleep.
“What’s happening, Mom?” asked Elena lazily. “It is a Saturday morning
and we have no classes today.”
“Yes, Mom. It is our only time to sleep longer,” chimed in Randy.
“I am still sleepy, Mom.” Tess’s voice came out from under her blanket.
45
“I am sorry, children. We are being flooded. The water downstairs is now
up to our ankles and your father and I need your help. We have to save
whatever we can from the rising flood waters,” said their mother.
“What? We are being flooded?” Elena exclaimed. She jumped from bed
and ran downstairs as fast as she could, followed closely by her mother and two
siblings.
Downstairs, they saw their father trying to bail out the water into the yard.
But the water just kept going up and up. Finally, their father said, “It is no use.
Let us bring whatever we can to the second floor and pray that the water will
soon subside.”
“Let us save the computer first,” said Elena. “All my reports are in it.”
“Can we bring the refrigerator upstairs?” asked Mrs. Cruz.
“I am afraid not, honey. It’s too heavy,” said Mr. Cruz sadly. “Let us all
get to work.
Let us save whatever we can.”
The entire family hurried up and down the stairs, bringing whatever they
could each time they went up. All the time, they were praying unceasingly for
the water to stop rising.
Suddenly, when the water was on the topmost step, it stopped rising. The
family also stopped carrying the things to the second floor. They watched the
water go down, down, down as the hours passed until it went out their front
door.
“Our television is busted,” cried Randy. “No more video games.” “At least
we saved the computer,” said Elena.
“Look at my sticker collection. I left it on the sofa last night,” cried Tess,
sobbing as she held up the soaking wet sticker collection.
Mr. Cruz entered from the garage. “I have bad news for you. The car will
not work anymore,” he announced.
Mrs. Cruz said, “Come on, cheer up. Those are just material things. We
can live without them. Look, we have each other. We are complete,” said Mrs.
Cruz. “Let us kneel down and pray. After that, let us clean up.”
2. Thereafter, have the students answer the questions on page 76 of the worktext.
Grammar
1. Have the students read the two sets of sentences on page 77 of the worktext. Instruct
them to identify the similarity and the difference between the sentences in the two
sets. Lead them to the answer that sentences in sets A and B show possession or
ownership; however, they differ on how they are expressed. You may ask, “How are
the underlined phrases in set A expressed in set B?”
2. Discuss the general rules in forming the possessive of singular and plural nouns.
Instruct them to answer Exercise 1 on the same page.
46
4. Have the students turn their worktexts to page 79. Ask them, “Can you recall what
compound nouns are?” After eliciting some answers, tell the class that compound
nouns also have possessive forms. Discuss the rules to follow when forming the
possessive of plural and compound nouns as explained on the page.
5. Direct the students to read the contents of the Remember box on page 80 of the
worktext. Then have them answer Exercises 2 and 3 on pages 80 and 81.
6. Explain to the class the meaning of joint ownership and separate ownership. Discuss
the general rules to follow to show joint and separate ownership as explained on page
81 of the worktext.
7. Call on a volunteer to read the contents of the Remember box on page 81. Thereafter,
have the students do Exercise 4 on page 82 of the worktext.
Speaking
Play the game Guess Whose. Post on the board the names of famous people. Then
bring out the bag and show it to the class. Explain that there are pictures in the bag. Play
the music and pass the bag around.
When the music stops, ask the pupil holding the bag to get one picture from it. Ask
him/her to guess the famous person who invented the object. Do this until all objects are
drawn from the bag. Let the pupils say the names of famous people and objects correctly.
Thomas Edison: bulbs, electricity, film, and audio devices

Charles Babbage: invented the computer
Steven Sasson: digital camera
Wright Brothers: airplane
Karl Benz: First automobile
Writing
Read the sample of a thank-you letter on page 84 of the worktext. Then let the
students do As You Write, When You Rewrite, When You Check, and When You Share on
page 85 of the worktext.
47
Spelling
Words Ending in -ry, -ery, -ity, and –ty
Spelling List 6
1. archery 11. scourging
2. jewelry 12. resurrection
3. clarity 13. intercession
4. specialty 14. ascension
5. machinery 15. repentance
6. obesity
7. rarity
8. nursery
9. security
10. forgery
Pretest
Drills
Have the students do exercises A to C on pages 86 to 88 of the worktext.
Mastery Test
48
FORMATIVE TEST
A. Read each sentence. Underline the noun that needs an apostrophe (’) or
an apostrophe and an -s (-’s) to show ownership or possession. On the
line, write its possessive form.
1. Maris family decided to buy some things for the flood victims.
2. On their way to the supermarket, they dined at their favorite
restaurant, Silas Stomach Inn.
3. The family bought some canned goods to satisfy the people
hunger.
4. They also bought some babies diapers.
5. Joseph added children slippers.
6. Not to be left behind, the youngest son, Ted, got some girls
and boys toys.
7. The saleslady smile greeted them when they reached the
counter.
8. “This is the family contribution for the flood victims,”
Maris told the saleslady.
9. “I’m sure God blessings will be on all of you,” said the
saleslady.
10. “I know Papa Jesus heart is full of joy,” declared Ted.
B. Tell whether the phrase shows joint or separate ownership. Write joint
or separate on the line before each number. Use the given phrase in a
sentence and write it on the second line.
1. Tess and Elena — bedroom
2. mommy and sisters — pieces of jewelry
3. Mr. and Mrs. Cruz — car
4. Larry and Susy — garden
5. neighbor and friend — houses
49
Answer Key
Listening
1. Their house was being flooded.
2. The water just kept rising and rising.
3. Her reports were stored in the computer.
4. The water stopped rising.
5. Water got into both the car and the television.
6. Her sticker collection got wet.
7. Even though they lost a lot of material things, they still had each other.
Grammar
Exercise 1
1. baby’s rattle 6. Joseph’s multicolored coat
2. Luis’s watch 7. Zeus’ power
3. Charles’s sailboat 8. Agnes’s comb
4. king’s crown 9. Luis Perez’s ancestral house
5. Jesus’ friends 10. Tess’ sticker collection
Exercise 2
1. people’s 4. institutions’
2. volunteers’ 5. family’s
3. officer in charge’s
Exercise 3
1. Jasmin’s novel 6. maid-of-honor’s gown
2. Mrs. Cruz’s office 7. ladies’ room
3. Kris’s presentation 8. woman’s testimony
4. son-in-law’s car 9. priest’s homily
5. James’s email 10. Luis’s book
Exercise 4
Answers may vary. Sample answers are:
1. Answer : sister and brother’s game console
Sentence : They were able to save my sister and brother’s game console but not the
television set.
2. Answer : Elena and Michael’s photo album
Sentence : Elena and Michael’s photo album is on the top of a shelf.
3. Answer : Randy’s and Tess’s books
Sentence : Randy’s and Tess’s books are in their school bags.
50
4. Answer : Mrs. Cruz’s and Mr. Cruz’s mobile phones
Sentence : Mrs. Cruz’s and Mr. Cruz’s mobile phones are in their bedroom.
5. Answer : Villagers’ and schoolchildren’s donations
Sentence : The villagers’ and schoolchildren’s donations were not enough to help
hundreds of flood victims in their community.
Spelling
A.
a r c h e r y e f h d g h h
m g n n g b f a a d g j f h
o g e f g h e r y u u i o e
b b r j h a s j e w e l r y
e g k l e z a d f g h u g i
s d y c l a r i t y h u e u
i x h j j k y o p i u i r i
t x t y s p e c i a l t y j
y e r t y u u i o p o p p i
s m a c h i n e r y z s z r
z x c v o n u m b v c e z a
a s d f n g r g h j j c k r
w e r t e y s u i i o u o i
s d f g s h e j k l l r u t
t y u i t i r a s d f i r y
a s d f y g y j k l h t j k
z d f c g b h n h n h y h e
B. Across Down
1. archery 6. obesity
2. jewelry 7. nursery
3. clarity 8. security
4. specialty 9. forgery
5. machinery 10. rarity
51
C. 1. scourging 4. ascension
2. resurrection 5. repentance
3. intercession
Formative Test
A. 1. Maris/aris’s 6. girls and boys/girls’ and boys’
2. Silas/Silas’ 7. saleslady/saleslady’s
3. people/people’s 8. family/family’s
4. babies/babies’ 9. God/God’s
5. children/children’s 10. Jesus/Jesus’
B. Sentences may vary.

1. joint—Tess and Elena’s bedroom is beside that of their parents’.
2. separate—Mommy’s and sisters’ pieces of jewelry were all safe inside the
drawer.
3. joint—Mr. and Mrs. Cruz’s car was inside the garage when the flood came.
4. joint—Larry and Susy’s garden was not spared by the flood.
5. separate—Our neighbor’s and friend’s houses beside and across us were all
flooded.
52
TABLE OF SPECIFICATIONS
UNIT 1
Sharing My Experiences
No. of No. of
Content/Skills Recitation Percentage Items/ Item No. Type of
Days Points Test
Lesson 1. Summer Experiences
A. Change sentences Part I 1–5 Rewriting
into wh- questions
B. Identify phrases and 3 28.5 20 Part II Rewriting/
sentences 1‒5 Identification
Part III‒C
1‒5
Lesson 2. New Friendships
A. Complete the
sentences using Part III‒A Completion
complete subject 5 14.29 10 1‒5
and predicate
B. Identify simple,
complete subject, Part III‒B Identification
and simple complete 1‒5
predicate
Lesson 3. Beautiful Places
A. Identify common
Identification
and proper nouns
Part IV 1‒
B. Capitalize the
10
beginning letter of
the first word of a 8 14.29 10
sentence and proper Rewriting
nouns
C. Use correct
punctuation marks
Lesson 4. Bonding with Friends
Determine and use Part V
5 14.29 10 Completion
plural nouns 1‒10
Lesson 5. Fun Activities
A. Give appropriate 4 7.14 5 Part VI‒A
Completion
collective nouns 1‒5
53
B. Write appropriate 2 7.14 5 Part VI‒B
Completion
counters 1‒5
Lesson 6. Treasures
Identify the
Part VII
possessive form of 4 14.29 10 Rewriting
1‒10
nouns
Total 31 99.94% 70
54
UNIT TEST/SUMMATIVE TEST
I. In each sentence, form a question that can be answered by the italicized word or
group of words. Write your answer on the line.
1. My friends waited for me at the school campus on the first day of our school.
2. We shared our memorable stories last summer.
3. Anita spent her vacation at the ancestral house of her mother in Zamboanga
Sibugay.
4. We exchanged summer experiences excitedly.
5. We will meet our new adviser in our classroom later.
II. Identify each group of words as phrase or sentence. On the line, write P if the
group of words is a phrase and S if it is a sentence. Then underline the letter to be
capitalized and write the end punctuation mark.
1. excited to meet new friends
2. i have a new teacher in my English class
3. missed my best friends in school
4. at the cafeteria this morning
5. we exchanged stories about our summer experiences
III. A. Complete each phrase into a meaningful sentence. Write an appropriate

complete subject or complete predicate in the blank.
1. helped me do the project in our house yesterday.
2. My family and I .
3. Franz, my sister, .
4. performed on stage gracefully.
5. My parents .
55
B. Identify the italicized word or phrase as simple or complete subject or simple or
complete predicate. Write on the line SS for simple subject, CS for complete
subject, SP for simple predicate, and CP for complete predicate.
1. The Grade 4 classes of Mrs. Martinez will have their educational
trip to the Science Centrum next week.
2. Parents will buy and prepare foods for their children.
3. All students will be requested to stay with the group inside the
Science Centrum.
4. Teachers and teacher assistants will be with their students

throughout the trip.
5. All students are excited about the trip.
C. Read each sentence. Identify its kind by writing declarative, interrogative,
imperative, or exclamatory in the parentheses before the number. Then rewrite
it on the line using proper capitalization and punctuation. (2 points each)
( ) 1. david livingstone was a Scottish doctor who worked for sixteen years in
africa
( ) 2. what made him do it
( ) 3. let us follow the example of david livingstone by serving others
( ) 4. what a great man he is
( ) 5. david livingstone discovered the source of the nile river
IV. Rewrite each sentence correctly on the line. Apply the rules in capitalization and
punctuation.
1. engr j villamayor and archie l santos sr will go to chocolate hills in february and
to mt apo in september for a project
56
2. nikki and mar will perform a play at burnham park in baguio city in december
3. mary and nathan had a fine dinner at sofitel philippine plaza last sunday
4. will you attend the “Teachers’ Day” on valentine’s day
5. my parents bought a guitar for me when they were in cebu last summer
6. what did you take when you went to davao last November
7. oh my what a beautiful sight
8. i can’t forget the stuff that I collected when I was in Palawan
9. do you remember the speech that rev fr jose santos delivered during the
commencement exercise
10. my gosh how will I forget my mentor
V. Complete each sentence by writing the correct plural form of the nouns in
parentheses. Write your answer in the blank.
1. Some (mouse) rushed into a hole in the dirty kitchen.
2. Mr. Felix heard several (echo) when he was on top of the mountain.
3. The three (bystander) made comments about the parade.
4. The man delivered several (loaf) of bread for the party.
5. The giraffe is about 18 (foot) tall.
6. The display window of the boutique attracted a lot of (passerby) .
57
7. The (deer) do not seem afraid of us.
8. The toy’s (battery) do not work anymore.
9. Use these (knife) to cut the meat.
10. Two of the (thief) escaped from the window of the house.
VI. A. Choose the appropriate collective noun in the box to complete each
sentence. Write your answer in the blank.
pile series brood bouquet squadron
1. My father gave a of flowers to my mother on their wedding

anniversary.
2. Mary washed a of dishes in a few minutes.
3. The team was known because of its of victories.
4. I saw a of jets in the US base last summer.
5. A of ducklings can be found at the pond.
B. Complete each sentence by writing an appropriate counter for the

underlined noun.
1. The chef needs of noodles for his spaghetti.
2. My brother bought of juice for his birthday party.
3. Mother went to supermarket and looked for of laundry soap.
4. Father put of creamer in his coffee.
5. I have to add of soy sauce to my dish.
VII. Rewrite each sentence on the line. Replace the italicized phrase with the
appropriate possessive form.
1. My friend borrowed the road map of Zandra.
2. Our teacher, Mr. Perez, drove us to the institution for the elderly.
3. We worked under the direction of Miss Velez.
4. We saw the sadness on the faces of the grandparents.
58
5. The group held a meeting in the office that belongs to Sister Faustina.
6. We discussed the problems of the elders.
7. The main problem of the institution is inadequate food supply.
8. Freddie suggested that we seek the help of our local government.
9. The group approved the suggestion given by Freddie.
10. So we planned to seek the help of the city mayor.
Answer Key
I. 1. Who waited for me at the school campus on the first day of school?
2. What did we share last summer?
3. Where did Anita spend her vacation?
4. How did we share our summer experiences?
5. When will we meet our new adviser in our classroom?
II. 1. P 4. P
2. S–I, . 5. S–W, .
3. P
III. A. Answers will vary. Possible answers are:

1. My classmates
2. went to Hong Kong last summer
3. goes to her office every day
4. The female dancers
5. always show their unconditional love to us
B. 1. CS 4. CP
2. SP 5. CS
3. SS
59
C.
Declarative 1. David Livingstone was a Scottish doctor who worked for
sixteen years in Africa.
Interrogative 2. What made him do it?
Imperative 3. Let us follow the example of David Livingstone by
serving others.
Exclamatory 4. What a great man he is!
Declarative 5. David Livingstone discovered the source of the Nile River.
IV. 1. Engr. J. Villamayor and Archie L. Santos, Sr. will go to Chocolate Hills in
February and to Mt. Apo in September for a project.
2. Nikki and Mar will perform a play at Burnham Park in Baguio City in December.
3. Mary and Nathan had a fine dinner at Sofitel Philippine Plaza last Sunday.
4. Will you attend the “Teachers’ Day” on Valentine’s Day?
5. My parents bought a guitar for me when they were in Cebu last summer.
6. What did you take when you went to Davao last November?
7. Oh my! What a beautiful sight!
8. I can’t forget the stuff that I collected when I was in Palawan.
9. Do you remember the speech that Rev. Fr. Jose Santos delivered during the
commencement exercise?
10. My gosh! How will I forget my mentor?
V. 1. mice 6. passersby
2. echoes 7. deer
3. bystanders 8. batteries
4. loaves 9. knives
5. feet 10. thieves
VI. A. 1. bouquet 4. squadron

2. pile 5. brood
3. series
B. Answers will vary. Possible answers are:

1. one kilo
2. five bottles
3. three bars
4. two tablespoons
5. one-half teaspoon
60
VII. 1. Zandra’s road map
2. elderly’s institution
3. Miss Velez’s direction
4. grandparents’ faces
5. Sister Faustina’s office
6. elders’ problems
7. The institution’s main problems
8. local government’s help
9. Freddie’s suggestion
10. the city mayor’s help
61
Unit 2
Valuing My Family
i-Help
Possessive Pronouns Games

https://www.eslgamesplus.com/possessive-pronouns-game
Pronouns Games Pack

Pronoun Worksheets
www.k12reader.com/subject/grammar/parts-of-speech/pronouns/
Verbs Worksheets
englishlinx.com/verbs
8 Fun Activities for Teaching Verbs

https://www.reachtoteachrecruiting.com/blog/fun-activities-teaching-verbs
Verb Talk: Conversation Activities to Practice Using Verb Tenses

https://busyteacher.org/8140-practice-verb-tenses-conversation-activities.htm
Four Games for Practicing Verb Tenses

blog.tesol.org/four-games-for-practicing-verb-tenses/
Subject Verb Agreement Worksheets

englishlinx.com/verbs/subject_verb_agreement/
Subject-Verb Agreement Games and Activities

https://study.com/academy/lesson/subject-verb-agreement-games-activities.html
62
Lesson 1
Shared Responsibilities
(Pronouns)
OBJECTIVES
Listening
x Listen to a taped dialogue/telephone conversation to note details
Grammar
x Identify and use pronouns
x Observe correct agreement of pronouns and their antecedents
x Identify and use personal pronouns
x Identify and use possessive pronouns
Speaking
x Use polite expressions in telephone conversations using proper intonation and
phrasing
Writing
x Write a reaction about the character in a story read
Spelling
x Spell words ending in -ous
x Spell words related to Reading

x copy of the song “Sesame Street: Family Song” from YouTube
x tongue twister that would be posted on the board
PROCEDURE
Oral Production
1. Post an enlarged copy of the tongue twister on the board. Read the lines with /tw/
sound correctly for students to follow.
2. Have the students read each line. Observe if they make the correct sound.
63
3. Recite this before the start of each lesson.
4. On the last day of the school week, have the students recite this correctly from
memory.
Twister of Twists
A twister of twists
Once twisted a twist. And the twist that he
Twisted was a twisted twist; Now, in twisting this
twist,
If a twist should untwist
The twist that untwisted would untwist the twist.
―Adapted from
http://users.tinyonline.co.uk/gswithenbank/tongtwist.htm
Motivation
1. Have the students listen and/or sing along to the song about the family which you can
access at https://www.youtube.com/watch?v=ii_LtHrEiao.
2. Thereafter, ask the students about the members of their family—immediate and
extended. Invite them to share and discuss the roles that each one plays.
Example:
Father/Mother earns for the family, lays down rules, guides, and disciplines the
children; children study, do household chores, and give joy to other family members;
extended family members give guidance, provide help, and share family events.

worktext.
2. Call on some students to read the introduction and the objectives.
Listening
1. Tell the students to listen attentively to the dialogue and/or telephone conversation
that you will be reading.
2. Read the following dialogue/telephone conversation.
An Overseas Call
Patricia is in the living room when the phone rings.
Patricia : Hello, good evening.
Anna: Patty?
Patricia : Ate! Mom, Dad, everybody! Ate Anna is on the phone.
(Everybody comes running.)
Mother: Patty, please switch on the loudspeaker so that everybody can
hear. Anna, how are you?
Anna: I’m fine. Auntie Donna and Uncle Rommel met me at the airport
last Sunday.
64
Father : That’s good. Have you gone around San Francisco already?
Anna : Yes, Dad. We saw the Golden Gate Bridge. It is not made of gold.
(Laughs) Uncle Rommel drove through Lombard Street, the crooked
road. He had to drive very carefully and I was holding my breath all
throughout the ride.
Patricia : I miss you, Ate. I wish you were back home with us.
Anna: I miss you, too, but I have to look for a good job here. Remember, I
promised to help with your school expenses.
Robert : Ate, don’t forget to buy a toy robot for me.
Mother : Hush, Robert. Your sister hasn’t started working yet.
Father : Give our love to your auntie and uncle. Thank them for us. Take
very good care of yourself.
Anna: Yes, Dad, I will. But, I’m sorry, I have to say bye for now. I’ll get
myself ready for my interview today. I love you all. Bye!
Mother : We love you too. Good luck on your interview. Bye!
3. Have the students answer the questions on page 91 of the worktext.
Grammar
1. Have the students read the sentences on page 92 of the worktext. Afterward, ask them,
“What do you notice about the italicized words?” After eliciting some answers, lead
them to the answer that the words She, They, and It take the place of the nouns Anna,
Uncle Rommel and Auntie Donna, and Golden Gate Bridge, respectively. Afterward,
define pronoun and antecedent.
2. Discuss to the class the number, gender, and person of pronouns. Have them study the
table on page 93 of the worktext.
3. Instruct the students to answer Exercises 1 to 3 on pages 94 and 95 of the worktext.
4. Discuss to the class the subject and object pronouns. Have the students refer to pages
95 and 96 of the worktext.
5. Call on some volunteers to make sentences using these pronouns.
Task them to answer Exercises 4 and 5 on pages 96 and 97.
7. Have the students read the two sentences on page 97 of the worktext. Direct them to
identify the difference between the italicized pronouns in the second and third
sentences of each set. Thereafter, say to them, “The italicized pronouns are called
possessive pronouns.”
8. Discuss the function of possessive pronouns. Have the students look at the table on
page 98 of the worktext. Explain to them that pronouns my, your, his, her, its, our, and
their are possessive pronouns that come before the nouns they modify. On the other
hand, the pronouns mine, yours, his, hers, ours, yours, and theirs are possessive
pronouns that are used not followed by a pronoun.
9. Have the students read the contents of the Remember box after the table. Ask the
students to work on the Exercise 6 on pages 98 to 99 of the worktext.
65
Speaking
1. Divide the class into pairs.
2. Have the students do the activity on pages 99 and 100 of the worktext.
3. Afterward, call on six pairs and have them role-play their prepared telephone
conversations, one pair at a time.
Writing
1. Read the sample paragraph on Exercise 2 on page 94 of the worktext.
2. Instruct the students to follow the instructions in writing a paragraph about making
their family happy as stated in their worktexts.
Spelling
Words Ending in –ous
Spelling List 7
1. carnivorous 11. scanning
2. herbivorous 12. diagramming
3. generous 13. skimming
4. superstitious 14. sequencing
5. mysterious 15. guiding
6. various
7. delicious
8. dangerous
9. glorious
10. conscious
Pretest
Give the spelling pretest on a piece of paper. Follow the instructions in lesson 1 of
unit 1.
Drills
Direct the students to do exercises A to C on pages 101 to 103 of the worktext. Vary
the way the students will answer the exercises: either individually, by pairs, or in groups.
Mastery Test
Dictate the words twice and let the students write them on a piece of paper.
66
Formative Test
A. Circle the antecedent of each underlined pronoun.
1. Early one morning, Mrs. Santiago called all her five children together.
2. “Your father just called up. He is coming home next week,” said Mrs.
Santiago.
3. “Yippee!” the children shouted. They are all excited to see their
father.
4. “But I have sad news. Your father is coming home because he had an
accident,” said Mrs. Santiago.
5. “Oh, no! Is he badly hurt in the accident? What really caused it?”
asked Melvin, the middle son.
6‒7. “Your father was operating on a sensitive machine. It malfunctioned
that day and his arm was caught,” explained Mrs. Santiago.
8. “His coworkers immediately stopped the machine. Then they rushed
him to the nearest hospital,” added Mrs. Santiago.
9. “Fortunately, your father put up a sari-sari store for us here. It will
help us with our expenses,” said Mrs. Santiago.
10. “As long as our family is together, we will survive,” said Anna, the
eldest daughter.
B. Complete the paragraph by writing the appropriate subject pronoun for
the noun in parentheses that precedes it. Write your answer in the blank.
(My parents) are very kind and supportive. (1) __________ gave
me a (party) on my birthday. (2) __________ was a costume party.
(My older sister) had a costume. (3) __________ had a (princess
gown). (4) __________ was yellow and had a big ribbon. But (my
younger sister) did not have a costume. (5) __________ was so sad.
(My mother) was busy preparing for the party. (6)
__________ was wrapping giveaways for the children. (My father)
was working in the yard. (7) __________ was fixing tables and
chairs. Could (Father and Mother) produce a costume for my younger
sister? (8) __________ took some cloth, yarn, and ribbons from the
closet. Soon the (costume) was finished. (9) __________ was that of
a clown. (My sisters and I) had costumes already. (10) __________
were like people from different places.
67
C. Write on the line an appropriate object pronoun for each underlined
noun.
1. It was card distribution day. Victoria was afraid of that
day.
2. She had promised Mrs. Toledo to perform better that
quarter.
3. She diligently studied her lessons every day.
4. Victoria also submitted all requirements on time.
5. Unfortunately, she was picked up late by Mang Julian
several times during the quarter.
6. She was scared of getting an F in Conduct.
7. She was assured by her friends that it would not happen.
8. She was happy to see a Conduct grade of VS.
9. Mrs. Toledo congratulated Victoria.
10. Victoria gave her report card to her mother with a big
smile on her face.
D. Complete each sentence with the correct possessive pronoun.
Underline your choice from among the words in parentheses.
1. It was Saturday morning in the Santiago household. The children
were busy preparing for the arrival of (they’re, their, theirs) father.
2. “The car is ready. I have checked (it’s, its, his) gas and tires,” said
Franco, the eldest son.
3. “Hurry up. (You’re, Your, Yours) father will be waiting,” said Mrs.
Santiago.
4. The entire family crowded inside (they’re, their, theirs) car.
5. “If Father will have no job, who will take care of (our, ours, their)
schooling?” asked Patricia.
6. “I’ll work abroad so I can help with (you, your, yours) education,”
said Anna.
7. “What about (my, mine, mines) toys? Can I still buy toy robots?”
asked Robert.
8. “We can let go of extras, as long as we can take care of (our, ours,
your) food, clothing, and shelter,” said Melvin.
9. “I’ll take care of Father and attend to all (he’s, his, him) needs,” said
Patricia.
10.“We will all help take care of your father and of each other. We
have a God who gives us (He, His, Heʼs) loving care all the time,”
said Mrs. Santiago.
68
Answer Key
Listening
1. The dialogue was about Anna’s first days abroad.
2. Anna went abroad to look for a job so that she can help her family.
3. Her Auntie Donna and Uncle Rommel took very good care of her.
4. The family felt sad about her going abroad.
5. Answers will vary.
Grammar
Exercise 1
1. Anna went abroad so that she could help earn for the family.
2. Auntie Donna and Uncle Rommel met Anna at the airport last Sunday. They also went
around San Francisco.
3. Robert asked Anna to buy a toy robot for him.
4. Anna said, “I am going to start working on Monday.”
5. “Let us always pray for Anna,” Mother told Father and the children.
Exercise 2
The members of the Varela family are very close-knit. On weekends, [1] (they,
he, she) all help in the household chores. Mario helps [2] (her, his, my) father clean the
car. Liza loves to help [3] (their, her, your) mother cook. Edward, the eldest child, throws
out the trash. He puts [4] (him, them, their) in the garbage bin outside the gate. Above all,
the whole family never fails to go to church. [5] (We, She, They) pray and thank God for
everything.
Exercise 3
1. Liza and Marie were playing with (their, his, her) toys in the living
room.
Liza and Marie feminine plural
antecedent gender number
2. Their dog wanted to join them, so (he, she, it) jumped right in the
middle of their toys.
dog common singular
3. “Look at my toy,” cried Marie. “(It, She, He) is broken!”
toy common singular
4. “(You, It, He) are a bad dog,” Marie told the dog.
dog common singular
69
5. The dog just wagged (their, it, its) tail.
dog common singular
Exercise 4
1. One day he got sick.
2. She said that he cannot walk anymore.
3. It has several spacious bedrooms.
4. They decided to let our grandfather stay with us.
5. We all looked forward to taking care of our beloved grandfather.
Exercise 5
1. My father drove us to the farm.
Note: “and me” should be included in the parentheses.
2. I was eager to see them in the province.
3. The carabao was beside her.
4. Our eldest brother put the basket of fruits on it.
5. At the end of the day, we kissed them good-bye.
Exercise 6
her 1. Susie invited Susie’s friends over to Susie’s house.
their 2. They marveled at the family’s indoor garden.
her 3. Mrs. Delgado served them Mrs. Delgado’s favorite pizza.
her 4. They liked Susie’s bathtub.
his 5. They also liked Baby Miko’s colorful nursery.
His 6. Her father’s dental clinic is just next door.
ours 7. “This brand-new van is my family’s,” said Susie.
mine 8. “And this room is owned by me,” said Susie.
yours 9. “Are all these belong to you?” asked Carlota.
ours 10. “Our father told us that these are not our own. We were just asked by the
Lord to take care of them,” said Susie.
Spelling
A. 1. carnivorous 6. various
2. herbivorous 7. delicious
3. generous 8. dangerous
4. superstitious 9. glorious
5. mysterious 10. Conscious
B.
1. My grandmother has numerous superstitious beliefs.
2. The mysterious disappearance of the ship is terrifying.
70
3. She tried various dresses before selecting one.
4. Have you tasted the delicious chocolate cake?
5. That dangerous equipment should be set aside.
6. The glorious events in the life of Jesus made us believe that He is truly the
Messiah.
7. The old man was still conscious when he was brought to the hospital.
8. The cow is a herbivorous animal.
9. Should we be afraid carnivorous creatures?
10.The generous woman recently donated children’s storybooks to the public
library.
C.
1. scaning scanning iscaning
2. diagramming diagranming diagraming
3. skimming skiming skimning
4. sequenceing sequencing siaeuncing
5. guiding giuding gueding
Formative Test
A.
1. Early one morning, Mrs. Santiago called all her five children together.
2. “Your father just called up. He is coming home next week,” said Mrs. Santiago.
3. “Yippee!” the children shouted. They are all excited to see their father.
4. “But I have sad news. Your father is coming home because he had an accident,” said
Mrs. Santiago.
5. “Oh, no! Is he badly hurt in the accident? What really caused it?” asked
Melvin, the middle son.
6‒7. “Your father was operating on a sensitive machine. It malfunctioned that day and
his arm was caught,” explained Mrs. Santiago.
8. “His coworkers immediately stopped the machine. Then they rushed him to the
nearest hospital,” added Mrs. Santiago.
9. “Fortunately, your father put up a sari-sari store for us here. It will help us with
our expenses,” said Mrs. Santiago.
10. “As long as our family is together, we will survive,” said Anna, the eldest
daughter.
B.
(My parents) are very kind and supportive. (1) They gave me a (party) on my
birthday. (2) It was a costume party. (My older sister) had a costume. (3) She had
a (princess gown). (4) It was yellow and had a big ribbon. But (my younger
sister) did not have a costume. (5) She was so sad. (My mother) was busy
preparing for the party. (6) She was wrapping giveaways for the children. (My
71
father) was working in the yard. (7) He was fixing tables and chairs. Could
(Father and Mother) produce a costume for my younger sister? (8) They took
some cloth, yarn, and ribbons from the closet. Soon the (costume) was finished.
(9) It was that of a clown. (My sisters and I) had costumes already. (10) We were
like people from different places.
C.
it 1. It was card distribution day. Victoria was afraid of that day.
her 2. She had promised Mrs. Toledo to perform better that quarter.
them 3. She diligently studied her lessons every day.
them 4. Victoria also submitted all requirements on time.
him 5. Unfortunately, she was picked up late by Mang Julian several
times during the quarter.
it 6. She was scared of getting an F in Conduct.
them 7. She was assured by her friends that it would not happen.
it 8. She was happy to see a Conduct grade of VS.
her 9. Mrs. Toledo congratulated Victoria.
it 10. Victoria gave her report card to her mother with a big smile on
her face.
D. Complete each sentence with the correct possessive pronoun. Underline your
choice from among the words in parentheses.
1. It was Saturday morning in the Santiago household. The children were busy
preparing for the arrival of (they’re, their, theirs) father.
2. “The car is ready. I have checked (it’s, its, his) gas and tires,” said Franco, the
eldest son.
3. “Hurry up. (You’re, Your, Yours) father will be waiting,” said Mrs. Santiago.
4. The entire family crowded inside (they’re, their, theirs) car.
5. “If Father will have no job, who will take care of (our, ours, their) schooling?”
asked Patricia.
6. “I’ll work abroad so I can help with (you, your, yours) education,” said Anna.
7. “What about (my, mine, mines) toys? Can I still buy toy robots?” asked Robert.
8. “We can let go of extras, as long as we can take care of (our, ours, your) food,
clothing, and shelter,” said Melvin.
9. “I’ll take care of Father and attend to all (he’s, his, him) needs,” said Patricia.
10.“We will all help take care of your father and of each other. We have a God who
gives us (He, His, Heʼs) loving care all the time,” said Mrs. Santiago.
72
Lesson 2
Love and Concern
(Interrogative, Demonstrative, and Relative Pronouns)
OBJECTIVES
Listening
x Listen to an interview to get information
Grammar
x Identify and use interrogative, demonstrative, and relative pronouns
Speaking
x Follow the steps in conducting a successful interview
x Present a simulation of an interview to the class
Writing
x Write an article based on an interview
x Write 2 to 4 step directions using signal words
Spelling
x Spell words beginning with com- and con-

x quotation strip “Blood is thicker than water”
x cartolina with compound words written on it for oral production
PROCEDURE
Oral Production
1. Begin by posting a cartolina with compound words. Explain that sometimes two
words with different meanings are joined to form a new word. The new word
formed is called a compound word.
2. Explain that when saying compound words, stress the first component.
73
3. Read the following compound words and phrases for students to follow. Let the
students read with the stress on the first component.
bookcase mailman
downstairs firehose
oftentimes sideways
newsboy at the airport mailboxes of the homeowners
upstairs and downstairs firemen at the doorway
watermelon at the supermarket bookcases for bookworms
4. Read these words and phrases before each lesson. On the last day of the school week,
have the students read them clearly and distinctly so others can hear them well.
Motivation
Ask the students if they have ever felt sad and lonely. After eliciting some answers,
tell them that this week they will be focusing on love and concern, especially among the
family members. End with the quotation, “Blood is thicker than water.”

1. Direct the students’ attention to What This Lesson Is About on pages 104 and 105 of
the worktext.
2. Invite volunteers to read the introduction and the objectives.
Listening
1. Instruct the students to listen attentively to an interview that you will read. Have them
take note of the answers to the questions on pages 105 and 106 of the worktext.
2. Read this interview to the students.
Victoria is worried about her little brother Carlos, who has been diagnosed with
dengue. She interviewed their family doctor to get more facts about this illness.
Question (Q): What is dengue fever? What is dengue hemorrhagic fever?
Answer (A): Dengue fever is a flu-like illness spread by the bite of an infected
mosquito. Dengue hemorrhagic fever is a severe complication of dengue fever
and it often causes death.
Q: What is the infectious agent that causes dengue?
A: Dengue and dengue hemorrhagic fever are caused by any of the dengue family
of viruses. Being infected by one virus does not protect a person against
infection by another.
Q : How is dengue spread?
A : Dengue is spread by the bite of an Aedes aegypti mosquito. The mosquito
transmits the disease by biting an infected person and then biting someone
else.
Q : Where are dengue-causing mosquitoes found?
A : The mosquitoes that transmit dengue live among humans and breed in
discarded tires, flower pots, old oil drums, and water storage containers close
74
to human dwellings. Unlike the mosquitoes that cause malaria, dengue
mosquitoes bite during the day.
Q : What are the signs and symptoms of dengue fever and dengue hemorrhagic
fever?
A : Dengue fever usually starts with a sudden high fever, severe headache, pain
behind the eyes, and muscle and joint pains.
Q : Are there other symptoms aside from these?
A : Nausea, vomiting, and loss of appetite are common symptoms too. Rashes
usually appear 3 to 4 days after the start of the fever.
Q : How long does the illness last?
A : The illness can last up to ten days, but complete recovery can take as long as
a month.
Q : Who is at risk of getting dengue?
A : Anyone who is bitten by an infected mosquito can get dengue fever.
Q : What can we do to avoid dengue fever?
A : Keep your surroundings clean. Eat healthy food so that your body can fight
the virus if you get infected.
Source: “Dengue.” Directors of Health Promotion and
Education. http://www.dhpe. org/infect/dengue.html
Grammar
1. Review the students on wh- or information questions. Inform them that the question
words they learned are also called interrogative pronouns. Add that other interrogative
pronouns are whose, whom, and which.
2. Explain to the students how what, who, whom, whose, and which are used. Refer to
the sample sentences on pages 106 and 107 of the worktext.
4. Afterward, task them to answer Exercises 1 and 2 on pages 107 and 108 of the
worktext.
5. Discuss with the class the use of the demonstrative pronouns this, that, these, and
those. Tell the students that demonstrative pronouns are used to point to persons,
places, or things.
worktext, and answer Exercise 3 on page 109 of the worktext.
7. Discuss with the students the relative pronouns on pages 110 and 111 of the
worktext. Explain to them that relative pronouns introduce a group of words that
describe or tell about a person or thing.
8. Have the students read the contents of the Remember box of page 111 of the
worktext.
9. Task the students to answer Exercises 4 and 5 on pages 111 and 112 of the worktext.
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Speaking
Instruct the students to do the activity on pages 112 and 113 of the worktext. Remind
them to sincerely follow the simple steps given for a successful interview on the same
pages.
Writing
Direct the students to follow the directions in writing an article based on an
interview as stated on pages 113 and 114 of their worktexts.
Spelling
Words Beginning with com- and con-
Spelling List 8
1. compulsory 11. factorization
2. combustion 12. dissimilar
3. commotion 13. reciprocal
4. commissary 14. calculator
5. comprehensive
15. inverse
6. configuration
7. consequence
8. contour
9. convey
10. consecutive
Pretest
Give the spelling pretest on a piece of paper. Follow the steps in lesson 1 of unit 1.
Drills
1. Have a spelling contest between the boys and girls using the spelling words.
2. Instruct the students to do exercises A and B on pages 115 and 116 of the worktext.
Mastery Test
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Formative Test
A. Identify each underlined pronoun in the sentence. Write on the line I for
interrogative, D for demonstrative, and R for relative.
1. Who gives the rules in your house?
2. The person who is closest to me is my older sister.
3. Those are my most precious memories of my mother who
works abroad.
4. These sandwiches which my mother made for me are my
favorite.
5. Which do you prefer—staying at home or going out on
weekends?
6. “Would you like to bake some cookies?” my sister asked.
“I’d love that,” I replied.
7. My most precious possession is a pair of fancy earrings that
my grandson gave to me.
8. Whom do you like best among your friends?
9. The person to whom I tell my secrets is my mother.
10. This is the most enjoyable year in my life.
B. Complete the following sentences using the appropriate relative
pronouns.
1. A person is truthful can generally be trusted.
2. May I talk to the pupil wrote this excellent paragraph?
3. The new teacher prepared the chart you found in that room.
4. Follow the path leads to the auditorium, not the one to the left.
5. I suggest that you use an unabridged dictionary gives
reliable information.
6. Mr. and Mrs. Villa are the owners of the new house you are
admiring.
7. Jelly is often mistaken for her sister, she resembles closely.
8. A play was presented by those pupils registered for the
drama competition.
9. My classmate wore a graceful garment from Mindanao is
called a malong.
10. Native Filipinos live in houses are made of nipa and bamboo.
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Answer Key
Listening
1. Dengue fever is a flu-like illness that is caused by a bite of an infected mosquito.
2. Dengue hemorrhagic fever is a severe complication of dengue fever that often causes
death.
3. People who have been bitten by a dengue-carrying mosquito can be victims of
dengue.
4. The Aedes aegypti mosquito spreads dengue.
5. The symptoms of dengue are high fever, rash, severe headache, pain behind the eyes,
muscle and joint pains, nausea, vomiting, and loss of appetite.
6. One must keep his/her surroundings clean to remove breeding places of mosquitoes.
One should also eat healthy food so that he/she can be strong and resist illness.
Grammar
Exercise 1
1. What do you need to be healthy?
2. To whom do you go for your needs?
3. Which do you prefer, mosquito net or mosquito repellant?
4. Who gave you the prescription for this medicine?
5. Whose responsibility is it to take care of the sick family members?
6. Which is cheaper, pork, or chicken?
7. Whose performance tasks are those on the teacher’s table?
8. What is the recent issue about our economy?
9. Who celebrated his birthday yesterday?
10. To whom were you speaking last night?
Exercise 2
1. Who got sick of dengue fever?
2. Whose help did his mother ask for?
3. What did the doctor tell her to do?
4. Whose advice did Carlos’s mother ask for?
5. Which hospital did they bring Carlos to?
Exercise 3
Wording of answers may vary, but the demonstrative pronouns used should be
constant with the answer key. Sample answers are:
1. Those are buildings.
2. That is the hospital.
3. This is our new computer.
4. These are our pets.
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Exercise 4
1. The boy who got sick is my brother.
2. It must have been because of the fish balls which he bought from the sidewalk
vendor.
3. My teacher, whom I greatly admire, brought my brother to the clinic.
4. The nurse, whose reminders I always follow, gave my brother some medicine.
5. The medicine that was given to him was bitter but very effective.
Exercise 5
1. My sister Nadine, who works in the National Laboratory, is a chemist.
2. The mall that/which I usually shop in is close to the cathedral.
3. I’ve met most of the students who are eager to take part in the annual competition.
4. My pet Hershey, whom I love dearly, saved me from a stranger.
5. Our neighbor, whose daughter is always running around the village, is a national
artist.
6. Their new car, that/which was parked along the road, was hit behind.
7. I didn’t see the guy who was in the CCTV.
8. John, whom Louie praised at the meeting, will be the guest speaker.
9. The athlete on the bench, who has a white cap, won the race.
10. Animals that have four legs can learn to hop quickly.
Spelling
A.
1. com pul so ry 6. con fi gu ra tion
2. com bus tion 7. con se quence
3. com mo tion 8. con tour
4. com mis sa ry 9. con vey
5. com pre hen sive 10. con se cu tive
B.
1. factorization
2. dissimilar
3. reciprocal
4. calculator
5. inverse
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Formative Test
A.
I 1. Who gives the rules in your house?
R 2. The person who is closest to me is my older sister.
D 3. Those are my most precious memories of my mother who works abroad.
R 4. These sandwiches which my mother made for me are my favorite.
I 5. Which do you prefer—staying at home or going out on weekends?
D 6. “Would you like to bake some cookies?” my sister asked. “I’d love that,” I
replied.
R 7. My most precious possession is a pair of fancy earrings that my grandson gave
to me.
I 8. Whom do you like best among your friends?
R 9. The person to whom I tell my secrets is my mother.
D 10. This is the most enjoyable year in my life.
B.
1. A person who is truthful can generally be trusted.
2. May I talk to the pupil who wrote this excellent paragraph?
3. The new teacher prepared the chart that you found in that room.
4. Follow the path that leads to the auditorium, not the one to the left.
5. I suggest that you use an unabridged dictionary that gives reliable information.
6. Mr. and Mrs. Villa are the owners of the new house that you are admiring.
7. Jelly is often mistaken for her sister, who she resembles closely.
8. A play was presented by those pupils who registered for the drama competition.
9. My classmate wore a graceful garment from Mindanao which is called a
malong.
10. Native Filipinos live in houses that are made of nipa and bamboo.
Lesson 3
Family Solidarity
(Reflexive, Intensive, and Indefinite Pronouns)
OBJECTIVES
Listening
x Listen to a story to make inferences
Grammar
x Identify and use reflexive pronouns
x Identify and use intensive pronouns
x Identify and use indefinite pronouns
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Speaking
x Speak clearly using appropriate intonation when participating in a role-playing
activity
Writing
x Write a narrative about an event showing the correct sequence
Spelling
x Spell words ending in -ance and -ence

x flash cards for oral production
PROCEDURE
Oral Production
1. Begin the lesson by saying, “Do you pronounce the /iy/ and /I/ sounds distinctly?
Sometimes we confuse our listeners when we do not pronounce these vowels
correctly.”
2. Thereafter, add by saying, “Listen to me say the pairs of words that follow.” Let the
students recite these before the start of each lesson.
/iy/ /I/ /iy/ /I/

eat it heal hill
feel fill heed hid
seat sit sheep ship
leave live peak pick
3. On the last day of week, have the students recite the phrases, sentences, and verses
A. bit her lip feel the heat
sit on the seat leave the ship
hit some sheep peek into the jeep
B. The woman lists the heel of her shoe at the peak of the hill. The
woman is seeking the help of the doctor for her sick child. Tim is
with the basketball team.
C. Let’s go along the street That leads up to the hill,
And fill our drawing kits with pictures of sheep up on a hill.
Source: PCLS Phonetic Symbols
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Motivation
Ask the students how they would rate their family life in a range of 10 for
Extremely Happy down to 1 as Depressing. If one answers below 7, ask him/her for
the reasons. Discuss that most people, if not all, have family problems. Say, “What
matters is how we face them together as a family.”

worktext.
2. Ask some students to read the introduction and the objectives.
Listening
1. Briefly explain to the class what inference is. Discuss also how they can make
inferences on a story being read or listen to.
2. Tell the students to listen attentively to the story that you will be reading.
3. Read this story about a family and how they are able to solve their problems with the
help of one another.
Long-Distance Bonding
Mr. and Mrs. Macaraeg were a happy couple. They had three children, George (16
years old), Vincent (12 years old), and Cecile (10 years old). They were happily
expecting the arrival of baby Tina. Great was their dismay when they learned that baby
Tina had Down syndrome, a disorder acquired that causes a person to have very slow
mental growth in comparison to his/her physical growth.
It was very expensive to take care of Tina’s needs. Mr. Macaraeg received a job
offer with a pay higher than his present salary, but the job post was in a different country.
It would mean being away from his family. He would be home after every two years.
Sadly, he had no choice but to accept the job. Mr. and Mrs. Macaraeg agreed to keep in
touch through the Internet.
Mrs. Macaraeg’s parents invited the whole family to move in with them. Without
their father, the two boys became close to their grandfather who shared their activities.
They played badminton and jogged regularly around the village. Their grandmother
helped Mrs. Macaraeg take care of Tina. All the children were very obedient and
respectful, not wanting to add to the problems of their parents and grandparents.
At the end of the day, the whole family would gather around the computer to talk
with Mr. Macaraeg. On the other side of the world, Mr. Macaraeg’s day would be just
starting. They shared their stories, their joys, and their sorrows. Mr. and Mrs. Macaraeg
also had time to talk by themselves.
Yes, they may be oceans apart but their hearts would always be together.
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Grammar
1. Have the students read the sample sentences on page 119 of the worktext. Instruct
them to focus on the italicized words in each sentence.
2. Tell the students that the italicized words are called reflexive pronouns, and that these
refer to the action back to the subject of the sentence. Inform them that reflexive
pronouns are formed by adding -self to my, your, him, her, and it and by adding -
selves to our, your, and them.
3. Stress further that reflexive pronouns have antecedents and that they should agree
with their antecedents in gender, number, and person. Afterward, have the students
study the table on page 119 of the worktext.
4. Direct the class to read the contents of the Remember box on page 119 of the worktext
and instruct them to answer Exercises 1 and 2 on page 120 of the worktext.
5. Discuss with the students the intensive pronouns on pages 120 and 121 of the
worktext. Tell them that intensive pronouns add emphasis to a noun or pronoun but are
not very important to the sentence. Tell them that these usually come immediately after
the subject of the sentence and can be taken away without changing the sense of the
sentence.
6. Have the students read the contents of the Remember box on page 121 of the worktext,
and afterward task them to answer Exercises 3 and 4 on pages 121 and 122 of the
worktext.
7. Direct the students to read the questions and answers on page 122 of the worktext.
Have them focus on the italicized word in each answer. Explain to the students that
these words are indefinite pronouns. Lead the students to understand that indefinite
pronouns do not refer to particular persons, places, ideas, or things. Add that
indefinite pronouns may be either singular or plural.
8. Explain to the students that singular indefinite pronouns take singular verbs while
plural indefinite pronouns take plural verbs. Ask them to study the table on page 123
of the worktext.
worktext. Have them work on Exercises 5 and 6 on pages 124 and 125 of the worktext.
Speaking
Read aloud to the class the dialogue on pages 125 and 126 of the worktext. Be sure
to observe correct intonation while reading. Then, instruct the students to do the given
activity.
Writing
1. Direct the students to read Before You Write on page 127 of the worktext. Afterward,
have them answer orally the questions on the same page.
2. Outline the events on the board as they are given by the students.
3. Have them follow the directions on writing about an event. Make sure that they
show the correct sequence of events as stated in their worktexts on pages 127 and 128.
83
Spelling
Commonly Misspelled Words Ending in -ance and -ence
Spelling List 9
1. assurance 11. metamorphosis
2. maintenance 12. chrysalis
3. performance 13. wriggler
4. vengeance 14. cocoon
5. insurance 15. caterpillar
6. preference
7. intelligence
8. independence
9. exuberance
10. correspondence
Pretest
Drills
1. Have a spelling contest between the boys and girls using the spelling words.
2. Direct the students to do exercises A to C on pages 128 to 130 of the worktext.
Mastery Test
84
FORMATIVE TEST
A. Fill in each blank with an appropriate reflexive pronoun to complete the
sentence.
1. The teacher asked the students to group by five.
2. “By the end of the week, I want you all to submit a project which you
have made by ,” the teacher told the class.
3. Steve refused to join any group. He wanted to work by .
4. “You can work by if you will assure me that you will do a good
job,” his teacher told him.
5. “Yes, Teacher. I prefer working by ,” Steve replied.
6. Alice told her teacher that she also wants to work by .
7. “Steve and I want to work by ,” said Alice.
8. At the end of the week, the students submitted their work and they were
proud of .
9. The teacher held up one project and told its owner, “This, which you
did by , will give you a 90 in this subject.”
10. “You should all be proud of . You all did a great job,” said
the teacher.
B. Read and understand each pair of statements. All of the first statements
are true. The second statements are either true, false, or not sure.
Identify it then write in the blank True, False, or Not Sure.
1. Everybody in the Salazar family is awake. Rudy, the father of the
Salazars, is still asleep. The second statement is .
2. No one in the family wants to be left behind. Niño, the youngest son,
doesn’t want to be left behind. The second statement is .
3. Some of them want to pass by the supermarket. Annie, the middle child,
wants to pass by the supermarket. The second statement is .
4. Both of their parents want to leave immediately. The mother does
not want to leave immediately. The second statement is .
5. Neither of the boys brought his cell phone. Mark, the oldest boy, did
not bring his cell phone. The second statement is .
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Answer Key
Listening
1. The Macaraeg Family is happy because even if they are separated physically, they get
together using the internet every day. They care for each other.
2. They accepted it willingly.
3. Mr. Macaraeg had to work abroad to earn more for the needs of his family.
4. They had to give up being together physically. They also had an absent father in the
house.
Grammar
Exercise 1
1. You should be ashamed of yourself if you do not study regularly.
2. Tina smiled at herself in the mirror.
3. Our project will speak for itself.
4. My family and I see ourselves on the clear lake.
5. The boys found themselves in the woods.
Exercise 2
1. My mother baked my favorite chocolate cake by herself.
2. My brother fixed his bike by himself.
3. Why don’t you make sandwiches for yourself?
4. My sister and I clean the yard by ourselves.
5. The family members had saved enough money for themselves.
Exercise 3
1. Mr. Macaraeg himself decided to work abroad.
2. “I myself will take care of the children while you are away,” Mrs. Macaraeg told her
husband.
3. The children themselves promised to help their mother.
4. Cecile herself helped her mother pack all her father’s clothes.
5. All the neighbors themselves came to say good-bye to Mr. Macaraeg.
Exercise 4
RP 1. The baby is starting to walk by herself.
IP 2. I myself do all the housework here.
IP 3. George himself applied in all the different colleges.
86
RP 4. Vincent got himself into trouble with his classmates.
RP 5. We manage to be fine by ourselves.
Exercise 5
1. [Everybody, Someone, Both] who participated in the parade was from our school.
(100%)
2. [All, A few, Many] of the invited guests were judges at the float contest. (5 out of 50)
3. [Something, Others, Nobody] was expecting our float to win a prize. (0%)
4. [Everyone, Each, Most] of the floats used flowers as decorations. (40 out of 50)
5. After the parade, [either, several, any] of us were asked to proceed to the gym for the
opening of the program. (15 out of 30)
6. [No one, Several, Anything] was left in the quadrangle. (0%)
7. [Neither, Anybody, Someone] was asked to lead the opening prayer. (one person)
8. [Others, Most, Both] Raul and Nelson wore shirts according to the color code. (two
persons)
9. [A few, Most, Anybody] of the teachers were on the stage to assist the organizers. (5
out of 20)
10. [All, Several, Any] of us went home tired but happy with the day’s activities. (100%)
Exercise 6
The school is celebrating English Week. (1) All of the grade 4 pupils are in the
auditorium for the Choral Recitation Contest. (2) Nobody is inside the classrooms. (3)
Everybody/Everyone is patiently waiting for the program to start.
Then, (4) someone announces the start of the program. (5) Some/All of the
contestants feel nervous. (6) Most/All/Some of them want to do their best.
After the competition, (7) someone/somebody announces the winners. (8)
All/Most of the winners wear their medals. (9) Many/Several from the audience
congratulate them. (10) All shout and clap for joy.
Spelling
A.
1. as sur ance 6. pref er ence
2. main te nance 7. in tel li gence
3. per for mance 8. in de pen dence
4. ven geance 9. ex u be rance
5. in sur ance 10. cor re spon dence
B.
1. Dave showed his best performance in the play.
2. The teacher gave us the assurance that we would pass the test if we studied the
lesson.
3. All the members of the family are in charge of the maintenance of the house.
87
4. Vengeance is not an option to get justice.
5. What is your preference between these two materials?
6. The intelligence of a person can never be stolen by anybody.
7. My father’s insurance policy will pay for my schooling.
8. I have written a correspondence to one of my relatives abroad.
9. The principal had to remind the winning team to control their exuberance.
10. Emilio Aguinaldo fought for Philippine independence.
C.
metamorphosis 1. It is the change in form.
chrysalis 2. It is the pupa of a butterfly.
wriggler 3. It is the larva of a mosquito.
cocoon 4. It is a case woven by an insect larva for protection.
caterpillar 5. It is the wormlike larva of a butterfly or a moth.
Formative Test
A.
1. The teacher asked the students to group themselves by five.
2. “By the end of the week, I want you all to submit a project which you have made by
yourselves,” the teacher told the class.
3. Steve refused to join any group. He wanted to work by himself.
4. “You can work by yourself if you will assure me that you will do a good job,” his
teacher told him.
5. “Yes, Teacher. I prefer working by myself,” Steve replied.
6. Alice told her teacher that she also wants to work by herself.
7. “Steve and I want to work by ourselves,” said Alice.
8. At the end of the week, the students submitted their work and they were proud of
themselves.
9. The teacher held up one project and told its owner, “This, which you did by
yourself, will give you a 90 in this subject.”
10. “You should all be proud of yourselves. You all did a great job,” said the teacher.
B.
1. Everybody in the Salazar family is awake. Rudy, the father of the Salazars, is still
asleep. The second statement is false.
2. No one in the family wants to be left behind. Niño, the youngest son, doesn’t want to
be left behind. The second statement is true.
3. Some of them want to pass by the supermarket. Annie, the middle child, wants to pass
by the supermarket. The second statement is not sure.
4. Both of their parents want to leave immediately. The mother does not want to leave
immediately. The second statement is false.
5. Neither of the boys brought his cell phone. Mark, the oldest boy, did not bring his cell
phone. The second statement is true.
88
Lesson 4
Fun Travels
(Verbs)
OBJECTIVES
Listening
x Infer thoughts and feelings based on the article read
Grammar
x Identify and use verbs
x Identify and use the different forms of the verb be
x Identify and use linking verbs
x Identify and use helping verbs
x Identify and use common modal auxiliaries
x Identify and use common contractions
Speaking
x Restate and retell information derived from multimedia sources
Writing
x Write a paragraph using verbs
Spelling
x Spell words with suffixes -ant and -ent

x a video presentation of activities in a public place
x LCD projector (Note: In the absence of the video presentation and/or LCD projector,
pictures of people having fun in public places will do)
89
PROCEDURE
Oral Production
1. Present the words that produce /f/ sound on the board. Read the words correctly for
students to follow. Afterward, have the students read these with correct /f/ sound.
2. On the last day of the week, have the students read all the words with /f/ sound
correctly.
/ph/ /gh/
telephone laugh
graph rough
photo enough
Philippines tough
Phonics laughter
Motivation
Show the pictures/film of the various activities of people in a public place.

1. Direct students’ attention to What This Lesson Is About on page 131 of the worktext.
2. Call on some volunteers to read the introduction and the objectives.
Listening
1. Tell the students to listen attentively to the article that you will read. Tell them to
visualize images and scenes based on it as you read to them.
2. Read the following article.
A Day at Picnic Grove
A day at Tagaytay Picnic Grove is truly an amazing experience. People
from all walks of life arrive in groups. Most of them are families. They come
by car, by jeepney, or by bus.
Upon entering the gate, visitors would take one of the huts that dot the
whole expanse of land. They can park anywhere since there are no
designated parking places.
The beautiful Taal Volcano in the middle of Taal Lake is a sight to
behold. Children are running all over and rolling down the terrain of the
picnic grove. Fathers fly kites with their sons. Mothers cook barbecue at the
pit and people just chat, eat, and enjoy the fresh mountain breeze.
On one part of the park, adventurers take the zipline or the cable car
which both take them on a trip in the air. The less daring ones follow the
eco-trail, a set of wooden walks along the park’s vegetation. Others ride
horses, which is another exciting activity.
90
The Tagaytay Picnic Grove is truly the place for everybody—the nature
lovers, the adventurers, or people who just want to spend quality time with
their loved ones.
3. Have the students do the activity on page 132 of the worktext.
Grammar
1. Have the students look at the picture on page 131 of the worktext. Ask them to
describe what each person in the picture is doing.
2. Write their answers on the board. Examples are eating, laughing, talking, sitting.
3. Ask the students if they know what the words on the board are. After eliciting some
answers, tell them that the words on the board are verbs. Explain to the students that
verbs are words that show action and that they bring life to a sentence by telling what
the subject does. Ask the students to give more examples of verbs.
4. Afterward, have them read the contents of the Remember box on page 133 of the
worktext. Once this is done, have the students answer Exercises 1 and 2 on the same
page.
5. Tell the students that not all verbs are action words. Have them read the words am, is,
are, was, and were on page 134 of the worktext.
6. Afterward, ask the students if they know what kind of verb these words are. After
eliciting some answers, tell them that the words are be verbs. Discuss the function of
be verbs.
7. Have the students study the table on page 134 of the worktext. Instruct them to read
the contents of the Remember box on page 135 of the worktext. Afterward, have them
answer Exercise 3 on the same page.
8. Have the students read the two pairs of sentences on page 135 of the worktext. Tell
them to look at the italicized word and the underlined word in each sentence. Ask the
students if they know what the underlined words in the sentences are, and if they
know what the italicized words beside the underlined words are.
9. Tell the students that the italicized words are called linking verbs or state-of-being
verbs. Explain to the students that these verbs tell a state of being or the condition of
the subject.
10. Explain to the students that aside from am, is, are, was, and were, there are other be
verbs which appeal to the senses. These are seem, appear, look, feel, sound, smell, and
taste.
11. Have the students read the sample sentences with these verbs on page 136 of the
worktext, and the contents of the Remember box on the same page.
12. Afterward, have the students answer Exercise 4 on page 136 of the worktext.
13. After the activity, instruct them to read the two sentences on page 137 of the worktext.
14. Tell the students to look at the italicized words in the two sentences. Have the students
identify what words follow the italicized words in each sentence.
15. Explain to the students that the words ending in -ing are main verbs while the
italicized words are helping verbs. Explain to the students that a helping verb cannot
stand alone, and that it is followed by the main verb.
91
Afterward, instruct the students to answer Exercises 5 and 6 on pages 137 and 138 of
the worktext.
17. Explain to the students the common modal auxiliaries. Thereafter, have them read the
modals and explanations on pages 138 and 139 of the worktext. Instruct them to read
the contents of the Remember box on page 139 of the worktext.
18. Afterward, instruct the class to answer Exercises 7 to 9 on page 139 to 141 of the
worktext.
19. After answering, explain to them that modal auxiliaries can be contracted. Show them
the examples on pages 142 and 143 of the worktext and discuss the positive and
negative tag questions.
20. Call on some volunteers to read the sample sentences on pages 142 and 143 of the
worktext, and the contents of the Remember box on page 143 of the worktext.
21. Thereafter, task them to answer Exercises 10 and 11 on pages 143 and 144 of the
worktext.
Speaking
Have the students read aloud in front the description for the picture that they
visualized during the listening activity.
Writing
1. For the prewriting activity, review the students on the parts of a paragraph.
2. Call a volunteer to read the text in Before You Write. After the volunteer reads, elicit
some opinions. If they do not remember what the topic sentence, the supporting
sentences, and the conclusions are, review them on these.
3. After the review, have the students read the paragraph on page 145 of the worktext
silently. After they finish reading, ask them the questions below the paragraphs. Have
them answer these orally.
4. Thereafter, call a volunteer to read the instructions on the As You Write, When You
Rewrite, and When You Check portions on page 146 of the worktext. After reading,
have the students follow these instructions.
5. After the students have written their paragraphs, divide the class into groups of five
and have them form a circle with their groupmates. Have them share their works with
their groupmates by instructing the students to pass their paper to their classmate on
their left. Direct them to read it.
6. After everyone in the group has finished reading the paper that was passed to them,
have them repeat step 5 until their own paper comes back to them.
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Spelling
Words with Suffixes -ant and -ent
Spelling List 10
1. resident 11. beatification
2. attendant 12. evangelize
3. urgent 13. considerate
4. confident 14. crucifixion
5. opponent 15. outreach
6. applicant
7. migrant
8. ignorant
9. superintendent
10. defendant
Pretest
Drills
Instruct the students to do exercises A to C on pages 147 and 148 of the worktext.
Mastery Test
FORMATIVE TEST
A. Circle the verb/s in each sentence.
1. Many families go to the park on weekends.
2. Some spread their mats on the grass and bring out their picnic food.
3. Some joggers run along the sidewalk.
4. Other people just sit down and enjoy the cool breeze.
5. Children chase each other and make a lot of noise.
6. Vendors sell food, toys, or balloons.
7. Many children love going out.
8. Some women exercise in the park.
9. Parents watch their little kids play.
10. Sometimes, clowns visit the park and entertain the children.
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B. Complete each sentence with an adjective or a noun to make the be
verb a linking verb, or with another verb to make the verb a
helping verb. You can choose your answer from the words given in
the box.
celebrating entertaining
coming excited
preparing fairy
easy judge
enjoyable photographer
1. Marnie is her birthday with a costume party.

2. Her guests are in their favorite character’s costumes.
3. Mrs. Atienza, her mother, is the food.
4. Her father and her brother are all the guests.
5. Laura, her only sister, is the and takes the pictures.
6. All the visitors are to know who will be the best in costume.
7. The costumes of Joel, Doods, and Oscar are to identify.
8. Marnie is a complete with a wand.
9. Her dad is the who will choose the best in costume.
10.The party was very .
C. Circle the form of the verb be in each sentence. Write on the line LV if
it is a linking verb and HV if it is a helping verb.
1. Mang Raul is our school janitor.
2. He is living in a small community near our school.
3. Their house is small but clean.
4. It is surrounded with beautiful flowers in pots.
5. Mang Raul’s children are all schoolchildren.
6. They are praised by their teachers for their good behavior.
7. Last June, Mang Raul was promoted.
8. He is now the supervisor of the janitors.
9. The whole family was very happy.
10. They are very thankful for all of God’s blessings.
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Answer Key
Listening
Answers will vary.
Grammar
Exercise 1
1. Sandra visits her cousins in the city every summer.
2. She always brings fresh fruits and vegetables for them.
3. After dinner, Sandra and her cousins walk along the plaza and watch the clowns in the
carnival.
4. During weekends, they go to the mall and eat out.
5. Before the opening of classes, Sandra goes back to the province, very happy.
Exercise 2
1. Mr. Abaya and his family go on a tour every summer.
2. They usually travel to different Asian countries.
3. They take pictures of the most beautiful places in each country.
4. While in Singapore, they talk with some Filipinos who work there as professionals.
5. Filipino workers tell them stories about their experiences with their employers.
Exercise 3
1. JV, our class genius, was/is our leader.
2. “You are kind,” said Adriano.
3. I am/was the only girl in the team.
4. Everybody was looking at him when he entered the room yesterday.
5. The female visitors were given roses last night.
Exercise 4
1. I am obedient.
2. My parents were happy to see our uncle.
3. The orphans seem contented in the orphanage.
4. My sister is a nurse.
5. They are workers in a factory.
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Exercise 5
1. I am dancing by myself now.
2. My dance instructor was told to go home early.
3. You are working hard for your family.
4. Leah is baking some cookies.
5. Her mother was cooking spaghetti when we came.
6. The teachers were checking our performance tasks.
7. Most of the students are practicing their numbers for the upcoming event.
8. Have you seen the dancers’ new costumes?
9. I am writing a new story for my next project.
10. The transferee was introduced in front of the class.
Exercise 6
Answers may vary.
Exercise 7
1. My sister didn’t feel well yesterday. She _____ eat anything.
a. cannot b. mustn’t c. couldn’t
2. I was holding my book a minute ago. It _____ be here somewhere.
a. can b. must c. could
3. “Richard, you _____ be late again,” the teacher said.
a. do not b. must not c. could not
4. “I _____ be able to help you to decorate the stage. I’m not sure yet.”
a. would b. could c. might
5. As a talented young lady, Tonette _____ play the organ beautifully.
a. could b. must c. would
6. Which sign are you more likely to see at any public places? “Bags _____ not be left
unattended.”
a. can b. must c. may
7. “_____ dance with you?”
a. Am I allowed to b. May I c. Can I
8. “Whose calculator is this?”
“I don’t know, but it _____ belong to Jay.”
a. could b. should c. may
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9. My friend asked me, “_____ you speak French?” “No,” I answered, “but my cousin is
pretty good at it.”
a. Can b. Could c. May
10. My mother advised me, “You _____ not eat much candies. It’s not good for your
health.”
a. should b. can c. could
Exercise 8
1. “What do you want to do?”
“Well, we could play basketball, but it looks like it’s going to rain.”
2. “The test starts at 8:00 a.m. You must not be late.”
3. John could not have broken the vase on the teacher’s table. He was not even in school
today.
4. “We’d better call them tomorrow, they might be eating dinner now.”
5. “May I help you carry those heavy luggage?”
6. “I will get back to you first thing on Sunday.”
7. “Would you mind if I brought my friend with me to the party?”
8. The experiment must have been a success, but there is still a lot to be done.
9. I’m surprised she failed in the exam. I suppose she might have been ill on the day of
the exam.
10. When I was young, we would always visit relatives on Christmas Day.
Exercise 9
1. Jena’s bracelet is enormous. It must have cost a fortune.
2. “Please make sure you water the plants when I’m gone. If they don’t get enough water
they might die.”
3. “Where is the spatula?”
“It might be in the drawer.”
“But it’s not here.”
4–5. Mabel’s travel to Albay took her more than eight hours. She might be exhausted
after such a long trip. She may prefer to stay in tonight and get some rest.
6–8. “Can we stop at the next rest stop? I really must use the comfort room and I don’t
know if I can hold it until we get to Ilocos Sur.”
9. “Can you give me a ring tomorrow early morning?”
10. The equipment should be inspected regularly.
Exercise 10
1. You should obey our parents, shouldn’t you?
2. You could study your lesson later, couldn’t you?
3. The workers will start the project in the new site, won’t they?
4. The girl can carry the heavy bag, can’t she?
5. The students would dig the soil for gardening class, wouldn’t they?
6. I should clean my room every weekend, shouldn’t I?
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7. The grade 4 pupils could join the trip, couldn’t they?
8. The man can donate cans of milk, can’t he?
9. Humans should live within their means, shouldn’t they?
10. Winners would be rewarded, wouldn’t they?
Exercise 11
1. The girls can’t play badminton in school, can they?
2. We won’t have our field trip this academic year, will we?
3. My pet can’t eat big bones, can she?
4. My friend will make the project, won’t he?
5. The teacher can check the test papers in an hour, can’t she?
6. My parents can do everything for us, can’t they?
7. My cousins would help their parents, wouldn’t they?
8. My grandparents can do brisk walking every morning, can’t they?
9. These fragrant flowers should give us lemon scent, shouldn’t they?
10. Hunters shouldn’t catch endangered animals, should they?
Spelling
A.
1. ignorant recident applicant
resident
2. superintendent atendant migrant
attendant
3. opponent migrant arjent
urgent
4. confedent defendant applicant
confident
5. applicant urgent opownent
opponent
6. opponent apllicant confident
applicant
7. superintendent miggrant ignorant
migrant
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8. resident ignowrant attendant
ignorant
9. superintenden defendant opponent
superintendent
10. defendent confident urgent
defendant
B.
1. A man who does not read can be ignorant of many things.
2. Did a new resident in our neighborhood move in?
3. My friend works as an attendant at a theme park.
4. Norman is the opponent of my brother in the chess tournament.
5. I am confident that I can share my secrets with Rose because she will keep them to
herself.
6. Mr. Cabral is the new superintendent of this department.
7. The applicant for the job was interviewed by the human resources officer.
8. The migrant worker left our country to work abroad.
9. The defendant was brought to court for stealing.
10. The message was marked “urgent” because it had to be delivered immediately.
C.
1. b e a t i f i c a t i o n 4. c r u c i f i x i o n
2. e v a n g e l i z e 5. o u t r e a c h
3. c o n s i d e r a t e
Formative Test
A.
1. Many families go to the park on weekends.
2. Some spread their mats on the grass and bring out their picnic food.
3. Some joggers run along the sidewalk.
4. Other people just sit down and enjoy the cool breeze.
5. Children chase each other and make a lot of noise.
6. Vendors sell food, toys, or balloons.
7. Many children love going out.
8. Some women exercise in the park.
9. Parents watch their little kids play.
10. Sometimes, clowns visit the park and entertain the children.
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B.
1. Marnie is celebrating her birthday with a costume party.
2. Her guests are coming in their favorite character’s costumes.
3. Mrs. Atienza, her mother, is preparing the food.
4. Her father and her brother are entertaining all the guests.
5. Laura, her only sister, is the photographer and takes the pictures.
6. All the visitors are excited to know who will be the best in costume.
7. The costumes of Joel, Doods, and Oscar are easy to identify.
8. Marnie is a fairy complete with a wand.
9. Her dad is the judge who will choose the best in costume.
10. The party was very enjoyable.
C.
LV 1. Mang Raul is our school janitor.
HV 2. He is living in a small community near our school.
LV 3. Their house is small but clean.
HV 4. It is surrounded with beautiful flowers in pots.
LV 5. Mang Raul’s children are all schoolchildren.
HV 6. They are praised by their teachers for their good behavior.
HV 7. Last June, Mang Raul was promoted.
LV 8. He is now the supervisor of the janitors.
LV 9. The whole family was very happy.
HV 10. They are very thankful for all of God’s blessings.
Lesson 5
Heroic Deeds
(Simple Tenses of Verbs)
OBJECTIVES
Listening
x Listen to a story to give opinions about it
x Distinguish fact from opinion
Grammar
x Identify and use verbs in the simple present and simple past tenses
x Identify and use regular and irregular verbs
x Identify and use verbs in the simple future tense
x Identify and use verbs in the progressive tense
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Speaking
x Pronounce correctly words with shift in stress when used as nouns and as verbs
Writing
x Organize ideas to form coherent paragraphs
Spelling
x Spell words ending in -age

x sentences written on a cartolina to be posted on the board for oral production
PROCEDURE
Oral Production
1. Begin the lesson by discussing intonation, following the flow below:
Intonation is classified into two:
a. rising b. falling
Say, “When the pitch of your voice rises, you make a rising intonation. When do
we use rising intonation?”
‒In questions answerable by yes or no;
Examples:
Is she studying? Are you going?
‒At the end of each name of persons, places, animals, or things in a series;
Example:
There are cassette recorders, old television set, bicycle, flat iron, casserole set,
and other useful appliances.
Say, “You make falling intonation, when the pitch goes downward. When do
we use falling intonation?”
‒In questions not answerable by yes or no;
Example:
Where are the visitors going?
‒In statements;
Example:
The students need to follow school’s rules and regulations.
‒In commands and requests
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Example:
Do your homework.
2. Read the sentences correctly for students to follow.
3. Let the students read the sentences before the start of each lesson.
4. At the last day of the week, let them read these correctly with correct rising and falling
intonation.
Motivation
Have the class play Hangman. In this game, they will be guessing a name of a hero,
for example, Jose Rizal. For the beginning of each guess, tell the students how many letters
the word has. Draw lines on the board. Let them guess a letter one at a time. If it is
correct, write the letter on the proper line. If it is not, draw one element of the hangman
diagram. The game is over when the students complete or guess the whole word correctly
or if you complete the hangman diagram.

Listening
1. Tell the students to listen attentively to the story that you will read.
2. Read the following story.
Unlikely Hero: Polio Victim Saved 10 Lives
Polio victim Wendell Corregidor can’t walk without the help of any
adult, but in water he swims like a fish. He is a 36-year-old ex-Paralympian
whose adventures in the swimming pool have resulted in his taking home
several gold medals from swimming competitions for the disabled around the
country.
His skills enabled him to save 10 people―six of whom were
children―from drowning caused by the super typhoon Yolanda in Baras, Palo,
Leyte.
Three months after the typhoon struck and killed more than 6,000 people
in Leyte and Samar provinces, Wendell became the subject of street corner
conversations. “He plucked our babies from the waters like they were dolls,”
said Rosanna Panubio, 23, who was together with her then six-month-old son
Tristan Jade.
Fe de la Cruz wept openly in front of Wendell after the storm had
subsided and the wall of water receded because he saved her and her fourteen-
year-old daughter, Apilyn. They knew that they were alive because of him.
Criselda Panubio, who witnessed the moving scene was also very thankful.
She and her one-year-old baby were also saved by Wendell. He also saved the
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lives of his own aunt, Leonida Encina, and his two nephews, Mark Neil (9)
and Nelmer Pineda (12).
Someone asked a five-year-old girl, Ella Rose Duque, “Who saved your
life?” Her eyes lit up and she shouted “Wendell!”
“God gave me extra strength on that day, but my whole body ached for a
month,” Wendell said flashing a toothless smile.
―Adapted from http://newsinfo.inquirer.net/
3. Have the students do the activities on pages 150 and 151 of the worktext.
Grammar
1. Task the students to read the three sentences on page 151 of the worktext under
Grammar.
2. Tell the students that the verbs in the three sentences reflect their tense. Explain to
the students that tense is that quality of a verb which denotes the time when an event
happens, happened, or will happen. Tell them that the three simple tenses are the simple
present, simple past, and simple future.
3. Have the students turn their worktexts to page 152. Ask them to read the five
sentences.
4. Explain to the students that the italicized verb in each sentence is in the simple
present tense. Explain to them that the simple present tense is used to indicate a
general truth or fact as in sentences 1 and 5 and is also used to indicate habitual action
as in the rest of the sentences.
5. Write on the board the words makes, starts, ends, tries, flock, and think. Ask the
students if they notice anything different about the words.
6. Tell the students that the words flock and think are in the base form which means that
they are in their original form without anything being added to them. Ask them if they
know what words verbs in the base form can be used with. Tell the students that the
base form of the verb can be used with plural nouns and the pronouns I, you, we, and
they.
7. Have the students read the words makes, starts, ends, and tries. Explain to the students
that these verbs are in the -s form. Tell them that the -s form of the verb is used with
singular nouns and with the pronouns he, she, and it. Explain to the students that the -s
form of the verb is formed by adding -s or -es. Remind them that for verbs that end in
-y, the y is first changed to i before adding -es. Have the students read the three
sentences on page 153 of the worktext.
8. Tell the students that time expressions like every day, every morning, always, and
today are used to indicate that the verb is in the present tense.
9. Afterward, ask the students to read the contents of the Remember box on page 153 of
the worktext.
10. Have the students answer Exercises 1 and 2 on page 154 of the worktext.
11. Thereafter, have the students read the five sentences on page 154 of the worktext. Ask
them when the indicated action in each sentence happened. After eliciting some
103
answers, tell the students that the verbs in the sentences are in the simple past tense
because the actions happened before the time of speaking or of writing and that the
events started and finished in the past.
12. Write on the board the words carried, realized, sold, drew, and honored. Ask the
students to say what letters the words carried, realized, and honored end in. Explain
to the students that these words are called regular verbs. Tell them that regular verbs
end in -d or in -ed. Remind them that for verbs that end in -y, the y is changed to i
before adding -ed.
13. Now have the students look at the words sold and drew. Ask them, “Do these words
end in -d or in -ed?” After eliciting some answers, tell the students that sold is the past
tense of sell and that drew is the past tense of draw. Tell the students that sold and
drew are irregular verbs because they form their past tense by retaining or changing
their spelling. Have the students read the examples of irregular verbs on page 155 of
the worktext.
14. Remind the students that time expressions like last week, a month ago, and last year
are used to signal past actions. Afterward, have them read the contents of the
Remember box on page 155 of the worktext.
15. Task the class to answer Exercises 3 to 5 on pages 156 and 157 of the worktext. In
addition, have them read the sentences on page 157. After a few minutes of reading,
you may ask, “Can you say when the action in each sentence happened?”
16. Tell the students that the italicized words in each sentence are in the simple future
tense.
17. You may say, “The simple future tense of the verb is formed by adding will or shall
before the base form of the verb.”
18. Remind the students that the word shall is used with pronouns I and we and the word
will is used with the second and third person pronouns. Add that it is the other way
around when expressing determination, promise, obligation, permission, and future
actions.
worktext. Afterward, task them to answer Exercises 6 and 7 on page 159 of the
worktext.
20. Call on volunteers to read the five sentences on the same page. Have them identify the
verbs and time expressions used.
21. Explain the rules of progressive tenses as shown on page 160 of the worktext.
Afterward, have the students answer Exercises 8 and 9 on page 161 of the worktext.
22. Have the class read the contents of the table on page 162 of the worktext. Explain the
grammar rule of past progressive tense. Thereafter, direct the students to read the
contents of the Remember box on the same page.
23. Instruct the students to answer Exercises 10 and 11 on page 163 of the worktext.
After they have finished answering, have them read the sentences on page 164 of the
worktext.
24. Discuss the grammar rule of future progressive tense. Afterward, have them answer
Exercise 12 on page 164 of the worktext.
104
Speaking
Have the students do exercises A and B on pages 165 and 166 of the worktext.
Writing
1. Discuss Before You Write on page 166 of the worktext.
2. Have the students do the activities on pages 166 and 167 of the worktext.
Spelling
Words Ending in –age
Spelling List 11
1. encourage 11. amphibian
2. voyage 12. amylase
3. mileage 13. cramp
4. disadvantage 14. cranium
5. package 15. pneumonia
6. breakage
7. message
8. postage
9. rummage
10. sausage
Pretest
Drills
Task the students to do exercises A and B on pages 167 and 168 of the worktext.
Mastery Test
105
FORMATIVE TEST
A. Read the article below. Write on the lines ten verbs that you see. Opposite
each verb, write its simple present tense.
Construction Worker Offered Work in NZ

After Returning Lost Wallet
A simple act of kindness opened an opportunity for a Filipino
construction worker to give his family a better life.
Days after Adones Datalayta’s story was featured on “24 Oras,” a
New Zealand-based company, Farrel Group Ltd., expressed interest in
hiring him.
Ivan Presquito, a Filipino finance and process manager with
Farrell, told “24 Oras” via Skype that people with Datalayta’s level of
honesty is “quite hard to find and should serve as inspiration to do
good.”
Presquito’s Kiwi partner said of Datalayta, “This guy’s done a
good thing and I think a good thing should come back to him.”
Our experiences with Filipinos have been very, very good,” he
added. Farrel Group Ltd. accepted the construction worker after an
interview over Skype and agreed to shoulder flight costs to bring him
to New Zealand.
If Datalayta manages to get there, he may earn up to P100,000.00
a month, excluding allowances and benefits, the “24 Oras” report said.
―Adapted from Rie Takumi KBK, GMA News,
http://www.gmanetwork.com/news
Example: opened — open
1. —
2. —
3. —
4. —
5. —
6. —
7. —
8. —
9. —
10. —
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B. Complete the paragraph. Write in the blank the correct simple past tense
of each verb in parentheses.
More than ten years ago, Stimson and Rosalinda Tagle (leave)
their province. They (come) __________ to Manila in search of a
better life. They (live) __________ in Payatas. They had six
children. Vicente, or Enteng, the eldest in the family, (take)
__________ care of his five siblings while his parents worked.
Near the house of the Tagle’s was a 50-foot garbage mountain.
People (live) _________ beside this mountain. They would look
for garbage they can sell or use from this mountain of trash.
On July 10, 2000, a tragedy (hit) __________ Payatas. It (rain)
__________ very hard. The garbage mountain (collapse)
__________ on the houses of around 500 families. Enteng
(become) __________ a hero that day. He (save) __________ his
one-year-old brother and eight-year-old playmate.
―Jennifer Y. Caspe, “The Little Hero,”

Sunday Inquirer Magazine, August 27, 2000.
C. Answer each question in a complete sentence using the correct tense of

verb. Write your answer on the line.
1. What time do you wake up every morning?
________________________________________________________
2. What does your mother usually prepare for your breakfast?

________________________________________________________
3. What do you always do after eating?
________________________________________________________
4. How do you go to school?

________________________________________________________
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5. What is your favorite activity in school?
_______________________________________________________
6. When did you pass your project in English?

_______________________________________________________
7. Where did you go during your break time?

________________________________________________________
8. Who were with you?

________________________________________________________
9. How much did you spend for your snacks?

________________________________________________________
10. Did you recite in your English class?

_____________________________________________________________
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Answer Key
Listening
1. Yes, because he saved the lives of ten people from drowning by the super typhoon
Yolanda at Baras, Palo, Leyte.
2. He strongly believed that it was God who gave him strength to do those heroic acts.
3. He can’t walk without the help of any adult, but had several gold medals from
swimming competitions for the disabled around the country and saved ten lives in spite
of his disability.
Distinguishing Fact from Opinion

Fact 1. Wendell was a polio victim who can’t walk without help.
Opinion 2. Wendell has found comfort in the praise and eternal gratitude of the people
he has saved.
Fact 3. He saved ten lives in spite of his obvious disability.
Fact 4. He is a 36-year-old ex-paralympian whose exploits in the swimming pool
have resulted in his taking home several gold medals from swimming
competitions for the disabled around the country.
Opinion 5. His relatives and friends are really proud of him.
Grammar
Exercise 1
1. My brother (join, joins) badminton tournaments regularly.
2. The coach (tell, tells) my brother to practice some more.
3. Our relatives (prefer, prefers) to watch my brother’s games instead of just looking at
his pictures.
4. After each tournament, the team (plan, plans) a victory party.
5. Everybody (believe, believes) that my brother is a good player.
Exercise 2
is 1. Mr. Bueno (be) sick.
works 2. Mrs. Bueno (work) in school all day and takes care of her husband before
and after school.
helps 3. Everybody in the Bueno household (help) in any way that he/she can.
complains 4. No one (complain) about the situation.
say 5. Some people (say) that Mrs. Bueno and her children are all heroes.
Exercise 3
In February 2014, Jony Villon, an honest pushcart retriever at Ninoy Aquino
International Airport Terminal 1 found a wallet that contained US $4,800.00 at the airport
parking area A. He hurriedly informed his supervisor of the lost wallet and turned it over
to the Airport Intelligence and Investigation Division. Airport authorities contacted the
owner and returned the wallet.
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Since then, Villon’s life has changed as a number of generous people showered him
with reward money and other things including a scholarship to any school accredited by
the Technical Education and Skills Development Authority (TESDA).
Exercise 4
1. When Efren Peñaflorida Jr. was a little boy, he often cried because he was hungry.
2. As a teenager, he led a group of around twenty teenagers and formed the Dynamic
Teen Company.
3. This group took time to be with the children in the slum areas.
4. They taught children how to read through their pushcart classroom.
5. The public chose Efren Peñaflorida Jr. as the CNN Hero of the Year for 2009.
Exercise 5
1. stopped 6. dragged
2. rode 7. wrote
3. reached 8. came
4. spoke 9. dried
5. fought 10. drew
Exercise 6
1. The boys will practice for their championship game on Saturday.
2. I shall prepare their snacks later.
3. Jed and John will get their team uniforms this afternoon.
4. Their coach will brief them before the game next weekend.
5. All the players will do their best in the last game this coming Saturday.
Exercise 7
1. As a responsible member of the student council, I will follow all the rules of the
school.
2. I shall be a model student.
3. You, too, will be present every day.
4. We will get high grades in Conduct if we come early.
5. Above all, we shall set good examples to the other pupils.
Exercise 8
1. The righteousness of this student is leading him to success.
2. Diana and Martha are arranging the chairs in the hall.
3. I am finding peace in our home.
4. My friend is convincing me to ask for an apology.
5. We are admiring our teacher’s high level of tolerance.
6. Several scavengers are going to the DSWD.
7. My daughters’ intelligence is impressing us so much.
8. What relief goods are you distributing to the survivors of super typhoon Yolanda.
110
9. The whole class is planning to go to Leyte to assist in the distribution of goods.
10. The policeman is inquiring about the incident with respect.
Exercise 9
1. Marvin is asking questions intelligently.
2. He is going to the library to study.
3. Mrs. Cruz and Miss Perez are always promising to help him in the library.
4. Mrs. Cruz is asking the pupils to use the library properly.
5. Miss Perez is telling stories to the pupils at the moment.
6. Some pupils are studying their lessons in the library.
7. Some are reading books in the library.
8. I am listening to Miss Perez as she tells her story.
9. Some grade 4 pupils are writing their research on a long table.
10. We are working fast with the help of the librarians.
Exercise 10
1. Sebastian was making his project with his father last night.
2. All sea vehicles were returning for safety to the harbor.
3. Mother was baking a cake when my cousin came.
4. I was feeding the dog when it rained hard.
5. Eloida was reciting the poem when the principal entered the room.
6. The grade 4 pupils were enjoying the game earlier.
7. The gardener was weeding the grass when I came home.
8. The conductor was calling the passengers to board when the driver entered the bus.
9. Francis and I were taking a scuba diving course.
10. The actor was wearing a mask until the end of the play.
11. The teacher was discussing the suggestion when one of my classmates shouted for
joy.
12. His father was exercising when he arrived home.
Exercise 11
1. The woman was going to the mall when a little boy cried for help.
2. I was cleaning the house when the phone rang.
3. The brave young boys were preparing for a hiking when the thunder roared.
4. Alice was washing the dishes when mother called her.
5. We were singing to her when she blew the candle on the cake.
Exercise 12
1. Max will be playing in the basketball tournament next month.
2. Cynthia will be coming to the party on Saturday.
3. This time next week he will be flying to the province.
4. At 6:00 p.m. on Friday, they will be singing the new song.
5. It will be raining when I reach Hong Kong.
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6. Tomorrow at 9:00 a.m. I shall be writing a test.
7. Andy will be watching a video when I arrive tonight.
8. You will be eating pizza soon.
9. She will be sleeping when you call her up at 9:00 p.m.
10. They will be arriving in the city just about now.
Speaking
B.
1. The organic farmers have harvested more (próduce, prodúce) this season.
2. Their products are now packed and ready for (éxport, expórt).
3. Our country will (prógress, progréss) more if everyone will work hard and be honest.
4. Lea (áccents, accénts) her attire with jewelry.
5. The overseas (cóntract, contráct) workers earn dollars for our country.
Spelling
A.
1. We encourage everybody to try to be a hero to somebody else.
2. Ships coming from other countries had to make a long voyage.
3. Supplying the armies was hard because of the mileage to be covered.
4. Long distance was a disadvantage that the ships had to face.
5–6. Families sending packages of food to the flood victims are sad that these suffer from
loss, theft, or breakage.
7. Messages of condolences came from all over the world.
8. Governments from abroad did not charge postage for the delivery of these packages.
9. Because of loss of supplies, people were forced to rummage in farms for food.
10. The guest inside the house is looking for sugar, potatoes, flour, or perhaps some
sausage.
B.
1. amphibian
2. amylase
3. cramp
4. cranium
5. pneumonia
Formative Test
A.
1. give―give 6. done―do
2. featured―feature 7. accepted―accept
3. expressed―express 8. agreed―agree
4. told―tell 9. bring―bring
5. said―say 10. manages―manage
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Others: find―find, serve―serve, think―think, added―add, shoulder―shoulder,
earn―earn
B.
More than ten years ago, Stimson and Rosalinda Tagle left their province.
They came to Manila in search of a better life. They lived in Payatas. They had
six children. Vicente, or Enteng, the eldest in the family, took care of his five
siblings while his parents worked.
Near the house of the Tagle’s was a 50-foot garbage mountain. People lived
beside this mountain. They would look for garbage they can sell or use from this
mountain of trash.
On July 10, 2000, a tragedy hit Payatas. It rained very hard. The garbage
mountain collapsed on the houses of around 500 families. Enteng became a hero
that day. He saved his one-year-old brother and eight-year-old playmate.
―Jennifer Y. Caspe, “The Little Hero,”

Sunday Inquirer Magazine, August 27, 2000.
C. Answers may vary.
Lesson 6
Warm Memories
(Subject-Verb Agreement)
OBJECTIVES
Listening
x Arrange steps in the correct sequence
Grammar
x Observe correct subject-verb agreement
Speaking
x Speak clearly using appropriate rate and voice projection
Writing
x Write a terquain
Spelling
x Spell words with -aught and -ought
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x flash cards with words preceding the endings -tion, -ical, -ic, and -ity for oral
production
PROCEDURE
Oral Production
Present the tongue twister on the board. Read the words correctly for students to
follow.
Why
When the English tongue we speak,
Why is sew not rhymed with few?
Will you tell me why it’s true
Cow is cow, but low is low.
And shoe is never rhymed with foe.
Think of hose and nose, and of lose

And goose and yet of choose.
Think of comb and tomb and bomb,
Doll and roll, and home, and some.
Since pay rhymes with say,

Why not paid with said, I pray?
We have blood and food and good;
But mould is not pronounced like could.
We say done and gone but lone.
Is there any reason known?
Thus, in short, it seems to me English sounds and letters disagree.
Source: www.youspeak.com
Motivation
Play the game Following Directions. Call on a volunteer and ask him/her to leave
the room. After the first volunteer has left the room, call for another volunteer. Call back
the first volunteer. Tell him/her that he/she has to touch the student who has volunteered
by following the directions another student gives. Give directions like: From the door,
take five steps forward. Make a right turn. Go to the front of the third column. Take three
steps forward. Make a left turn and tap the student in front of you. Directions should be
limited to five only. All in all, there will be three volunteers—one to go out, one to be
tapped, and one to give the directions.
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worktext.
Listening
2. Instruct them to do the activity on page 170 of the worktext as you read the story.
3. Read the following story.
Making a Scrapbook
Mrs. Lozada and her two daughters, Nanette and Leah, are busy making
a scrapbook of their family pictures. First, Mrs. Lozada sorts out the
pictures. Nanette and Leah help her arrange them in the order that they
happened. After this, Leah cuts out some decorations. Mrs. Lozada types the
labels on the computer and then prints them. Nanette cuts them out. Next,
the three of them arrange and glue the pictures and the labels on the
scrapbook. After which, the two girls decorate the pages with stickers and
other decorations. Finally, Mrs. Lozada covers the scrapbook with plastic.
The three of them proudly show the finished scrapbook to Mr. Lozada and
Randy who praise them for their work.
Grammar
1. Facilitate a review on simple subjects and simple predicates.
2. Have the students read the two sentences on page 171 of the worktext. Have them focus
their attention on the boldfaced and italicized words in each sentence. Tell the
students that the boldfaced words are the simple subjects of the sentences.
3. Ask them on what they notice about the two simple subjects. Explain to them that
mother is singular because it names only one person, and that daughters is plural
because it names more than one person.
4. Have them look at the italicized words beside the subjects. Explain that the words
brings and help are the predicates of the subjects. You may ask, “What do you notice
about the two predicates?” After eliciting some answers, tell the students that -s was
added to bring in the first sentence because it expresses the action of the single subject
mother. Add that when a verb is used with a singular subject, -s or -es is added to the
verb except when the subject is I and you. Tell them to look at help in the second
sentence. Explain to the students that help does not end in -s because it is used with
the plural subject daughters. You may say, “The base form of the verb is used with a
plural subject or the pronouns I and you.”
5. Have the students read the next three sentences on page 171 of the worktext. After the
allotted time for reading, you may ask them, “How many subjects do you see in each
sentence? Tell the students that the subjects in the three sentences are examples of
compound subjects. You may say, “Compound subjects are two subjects joined by
and.” Add that these compound subjects need a plural verb and they share the same
predicate.
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6. Have the students read the four sentences on page 172 of the worktext. After reading,
inform them that when compound subjects are connected by the words or, either . . .
or, and neither . . . nor, the verb agrees with the subject nearer it.
7. Have the students read the contents of the Remember box on page 172, and afterward,
task them to answer Exercises 1 to 4 on pages 172 to 175 of the worktext.
Speaking
1. Direct the students to do the activity on 176 of the worktext. Instruct them to
prepare a one-two minute speech about their favorite picture, toy, or possession
guided by the questions on the same page.
2. Tell them to be ready to deliver their speech when they are called to speak in front of
the class.
Writing
1. Discuss Before You Write and read the sample terquains on page 176 and 177 of the
worktext.
2. Task the students to do the activities on pages 177 and 178 of the worktext.
Spelling
Words with -aught and -ought
Spelling List 12
1. naught 11. analgesic
2. fought 12. aeronautics
3. fraught 13. reptiles
4. brought 14. gangrene
5. drought 15. physics
6. bought
7. sought
8. thought
9. taught
10. caught
Pretest
Drills
Instruct the students to do exercises A and B on page 178 of the worktext.
Mastery Test
116
FORMATIVE TEST
A. Complete the paragraph. Write in the blank the correct form of
each verb in parentheses.
All members of the Lozada family are in the sala. They
(be) 1. watching the video of the wedding of cousin
Loraine to Luis Santos. In the video, Liza, the flower girl, (cry) 2.
as Mommy Lana (drag) 3. her down the aisle. Ate
Nanette and cousin Anne (be) 4. very pretty in their
bridesmaids’ gowns. Neither Randy nor cousin Bert (be) 5.
chosen to be a groomsman. The maid of honor and the best man (look)
6. like a lovely couple. Cousin Loraine, together with the
beaming Tito Bert and Tita Lina, (march)7. down the
aisle to meet Luis and his best man.
At the reception, the bride and the groom (cut) 8. the
cake together. Ate Nanette (catch) 9. the bouquet.
Everyone (wish) 10. the newlyweds well.
B. Write a meaningful sentence using each subject given.

1. The grade 4 class is in the zoo. They
.
2. The elephant and its baby
.
3. Either the deer or the oxen
.
4. Students from other schools
.
5. Neither the parrot nor the canary
.
6. The snake or the iguana
.
7. Both the ostrich and the peacock
.
8. Not one of the monkeys
.
9. I
.
10. You
.
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Answer Key
Listening
3 a. Leah cuts some decorations.
4 b. Mrs. Lozada types the labels on the computer and prints them.
1 c. Mrs. Lozada and her daughters are making a scrapbook.
2 d. Leah and Nanette helped their mother arrange the pictures in order.
5 e. Ms. Lozada covers the scrapbook with plastic.
Grammar
Exercise 1
1. These plants and fruit trees (need, needs) care.
2. You (is, are) the apple of my eye.
3. The woman and her daughter (pose, poses) for the new product.
4. The baby (cry, cries) for her milk.
5. The traffic enforcers and the policemen (join, joins) the parade.
6. Either the president or the vice president (go, goes) for the project.
7. Neither the pupils nor the teacher (ask, asks) for support.
8. Either my father or my brothers (know, knows) how to cook well.
9. The young boy (fly, flies) the kite.
10. The players (practice, practices) for the championship game.
Exercise 2
1. My family and I visit my grandparents in the province every summer.
2. The lead ballerina dances at the start of the show.
3. Neither my sisters nor my brother comes to school late in the morning.
4. The outstanding pupil inspires the other pupils.
5. The coaches train the players well.
6. Neither the lectures nor the demonstration educates the audience.
7. The members of the team practice with their trainer.
8. Either the boys or the girls bring the equipment to the gym.
9. They put the books on the table.
10. The tall boys and girls clean the room every Friday.
Exercise 3
Answers will vary.
Exercise 4
I bought a new computer game yesterday. It seems very easy, but I bet the games get
harder. Cindy and Arnold, my computer buddies, want to come over and play it this
afternoon. My mother says that they have to ask permission from their parents first. If
their parents permit them, then, they can bring them over to our house. I hope they get
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here soon. Arnold just knows that he is going to beat Cindy and me. However, I disagree
with him. Because everybody knows that I am the best in playing computer games.
Spelling
A.
1. naught 6. bought
2. ‫ض‬ 7. sought
3. fraught 8. ‫ض‬
4. brought 9. taught
5. ‫ض‬ 10. ‫ض‬
B.
1. analgesic 4. gangrene
2. aeronautics 5. physics
3. reptiles
Formative Test
A.
All members of the Lozada family are in the sala. They 1. are watching the video of
the wedding of cousin Loraine to Luis Santos. In the video, Liza, the flower girl, 2. cries
as Mommy Lana 3. drags her down the aisle. Ate Nanette and cousin Anne 4. are very
pretty in their bridesmaids’ gowns. Neither Randy nor cousin Bert 5. was chosen to be a
groomsman. The maid of honor and the best man 6. look like a lovely couple. Cousin
Loraine, together with the beaming Tito Bert and Tita Lina, 7. marches down the aisle to
meet Luis and his best man.
At the reception, the bride and the groom 8. cut the cake together. Ate Nanette 9.
catches the bouquet. Everyone 10. wishes the newlyweds well.
B. Answers will vary.
119
UNIT 2
Valuing My Family
No. of No. of
Days Points Test
Lesson 1. Shared Responsibilities
Part I‒A
Distinguish subject,
object, and 5 16.67 10 1–5 Completion
Part I‒B
possessive pronouns
1‒5
Lesson 2. Love and Concern
Identify interrogative,
demonstrative, and 5 16.67 10 Part II Completion
relative pronouns 1‒10
Lesson 3. Family Solidarity
A. Recognize Part III‒A
reflexive pronoun 2 8.33 5 Completion
1‒5
B. Write an
appropriate Part III‒B
3 8.33 5 Completion
indefinite pronoun 1‒5
Lesson 4. Fun Travels

A. Identify verbs 2 8.33 5 Part IV‒A Identification
B. Identify be verbs
as linking or Part IV‒B
3 8.33 5 Identification
helping verb 1‒5
Lesson 5. Heroic Deeds

Give the correct tense Part V
of the verbs 5 16.67 10 Completion
1‒10
Lesson 6. Warm Memories
Apply rules on
subject- verb Part VI
5 16.67 10 Completion
agreement 1‒10
Total 30 100% 60
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I. Complete the sentences with an appropriate subject, object, or possessive pronoun.

Write your answers in the blanks.
A. My sister and I have a birthday gift for Sheila. (1) __________ bought some
pens and an organizer for (2) __________. I’m sure (3) __________ will like
(4) __________ for (5) __________ birthday.
B. Be sure to send the dictionary to Mark. (6) __________ needs (7) __________
for (8) __________ project. (9) __________ teacher asked (10) __________ to
be the leader in the oral reporting about the project tomorrow.
II. Complete each sentence with the appropriate interrogative, demonstrative, and
relative pronouns. Write your answers in the blanks.
1. __________ fruits are these? Are these yours?
2. Johnny, __________ is probably the oldest in the group, is still actively playing
basketball.
3. __________ did you gather these leaves? Do you need these for school?
4. It was the study of the minds of the people __________ interested him most.
5. __________ is Myra’s bag here?
6. Many students admire our teacher, __________ personality is admirable.
7. I can’t forget __________ trip.
8. Joan, __________ many considered the brightest in the class, is also a
declaimer.
9. __________ are the spectators in the swimming competition.
10. It is the influence of my parents __________ pushed me to move on.
III. Do what is asked.

A. Fill in each blank with an appropriate subject and a reflexive pronoun to
complete the sentence.
1. __________ cooked the pasta yesterday.
2. __________ washed the clothes.
3. __________ reported the news this morning.
4. __________ painted the picture on the wall.
5. __________ fixed the faucet last weekend.
B. Give an indefinite pronoun to complete each sentence. Write your answers in

the blanks.
1. Is __________ home?
2. __________ is excited to see the celebrity in person.
3. __________ are going to the auditorium.
4. __________ will join the dance contest.
5. __________ wanted to be scolded by the school principal.
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IV. Do what is asked.
A. Encircle the verb/s in each sentence.
1. Carla speaks three languages.
2. My favorite TV show starts at 4:00 in the afternoon.
3. Those students belong to the honor list.
4. I feed my puppy twice a day.
5. My parents work hard for us.
B. Tell whether the underlined be verb in each sentence is used as linking or

helping verb. On the line, write LV for linking verb and HV for helping verb.
1. Isabel thinks History is the most interesting subject.
2. My brother was the president of the student council last year.
3. We were strolling at the mall when the accident happened.
4. I am doing the laundry now, can you call me later?
5. These books are as old as my grandfather.
V. Give the correct form of the verb in parentheses. Write your answers in the blanks.
1. Jaimie and Hanna (arrive) __________ late for Mass last Sunday.
2. He (be) __________ with them for quite some time.
3. Our ancestors (revolt) __________ against the Japanese in centuries past.
4. Earth (revolve) __________ around the sun.
5. The grade 4 students (take) __________ their exams next week.
6. The tourists (go) __________ to Bicol to see Mayon Volcano yesterday.
7. I (finish) __________ this project by the end of next month.
8. Mylene (study) __________ her lesson last night.
9. Mac and Aida (clean) __________ the house every Saturday.
10. Lorna (buy) __________ the latest cellular phone last week.
VI. Read the paragraphs. Complete the sentences with the correct form of the verb in
the parentheses. Write your answers in the blanks.
Community helpers (help) __________ people in different ways and places.
Some of them (produce) food. Others make things that people
need. The fisherman (catch) fish. The farmer plants rice, fruits, and
vegetables.
Other workers help us at home. The carpenter builds the houses. The plumber
(fix) broken faucets. Housemaids help us at home too. They (wash) ______
and iron our clothes. They clean the house. They also (cook) our food.
Other community workers make the things we wear. The dressmaker (sew)
dresses for women, while the tailor designs pants and shirts for men. The shoemaker
makes and (repair) our shoes.
Some of them take care of our health. The doctor treats people who are sick.
The nurse (assist) the doctor. The dentist (keep) __________ our teeth healthy.
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Answer Key
I.
A. My sister and I have a birthday gift for Sheila. (1) We bought some pens and an
organizer for (2) her. I’m sure (3) she will like (4) them for (5) her birthday.
B. Be sure to send the dictionary to Mark. (6) He needs (7) it for (8) his project. (9) His
teacher asked (10) him to be the leader in the oral reporting about the project
tomorrow.
II.
1. Whose fruits are these? Are these yours?
2. Johnny, who is probably the oldest in the group, is still actively playing basketball.
3. Where/Why did you gather these leaves? Do you need these for school?
4. It was the study of the minds of the people that/which interested him most.
5. Why is Myra’s bag here?
6. Many students admire our teacher, whose personality is admirable.
7. I can’t forget that trip.
8. Joan, who many considered the brightest in the class, is also a declaimer.
9. Those are the spectators in the swimming competition.
10. It is the influence of my parents that/which pushed me to move on.
III.
A.
1. I myself cooked the pasta yesterday.
2. You yourself washed the clothes.
3. They themselves reported the news this morning.
4. He himself painted the picture on the wall.
5. We ourselves fixed the faucet last weekend.
B.
1. Is anybody home?
2. Everyone is excited to see the celebrity in person.
3. All are going to the auditorium.
4. Some will join the dance contest.
5. No one wanted to be scolded by the school principal.
IV.
A.
1. Carla speaks three languages.
2. My favorite TV show starts at 4:00 in the afternoon.
3. Those students belong to the honor list.
4. I feed my puppy twice a day.
5. My parents work hard for us.
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B.
LV 1. Isabel thinks History is the most interesting subject.
LV 2. My brother was the president of the student council last year.
HV 3. We were strolling at the mall when the accident happened.
HV 4. I am doing the laundry now, can you call me later?
LV 5. These books are as old as my grandfather.
V.
1. Jaimie and Hanna arrived late for Mass last Sunday.
2. He was with them for quite some time.
3. Our ancestors revolted against the Japanese in centuries past.
4. Earth revolves around the sun.
5. The grade 4 students will take their exams next week.
6. The tourists went to Bicol to see Mayon Volcano yesterday.
7. I will finish this project by the end of next month.
8. Mylene studied her lesson last night.
9. Mac and Aida clean the house every Saturday.
10. Lorna bought the latest cellular phone last week.
VI.
Community helpers help people in different ways and places. Some of them
produce food. Others make things that people need. The fisherman catches fish. The
farmer plants rice, fruits, and vegetables.
Other workers help us at home. The carpenter builds the houses. The plumber
fixes broken faucets. Housemaids help us at home too. They wash and iron our
clothes. They clean the house. They also cook our food.
Other community workers make the things we wear. The dressmaker sews
dresses for women, while the tailor designs pants and shirts for men. The shoemaker
makes and repairs our shoes.
Some of them take care of our health. The doctor treats people who are sick. The
nurse assists the doctor. The dentist keeps our teeth healthy.
124
Unit 3
Enjoying Life
i-Help
Identify Limiting Adjectives in Sentences - Adjective Game

https://www.turtlediary.com/game/identify-limiting-adjectives-in-sentences.html
10 Fun, Fabulous Activities for Practicing Adjectives

https://busyteacher.org/17367-practicing-adjectives-10-fun-activities.html
Derived Adjectives
https://www.scribd.com/document/173813523/Derived-Adjective
Adjectives Online Games

https://www.education.com/games/adjectives/
Order of Adjectives Worksheets

englishforeveryone.org/PDFs/order%20of%20adjectives.pdf
Speaking – Practice Activities

www.teachingideas.co.uk/sites/default/files/speakingactivities.doc
Adjectives Worksheets
englishlinx.com/adjectives/comparative_superlative_adjectives/
Comparatives and Superlatives Practice

https://www.teach-this.com/grammar-activities-worksheets/comparatives-superlatives
Icebreaker Speaking Games/Activities

https://www.eslconversationquestions.com/icebreakers-speaking-activities/
Adverbs Worksheets
englishlinx.com/adverbs/
Adverbs Games for ESL Kids

https://www.eslkidstuff.com/esl-kids-games/adverb-games.htm
125
Practise Adverbs of Manner and Intonation Having Fun
www.cristinacabal.com/?p=3151
Adverbs & Adjectives Worksheets, Lessons, & Tests

https://www.ereadingworksheets.com/languageartsworksheets/...worksheets/adverb-an
Adjective Vs Adverb
https://www.turtlediary.com/game/adjective-vs-adverb.html
126
Lesson 1
My Thoughts
(Descriptive and Limiting Adjectives)
OBJECTIVES
Listening
x Listen to descriptions and guess what are being described
x Use appropriate graphic organizers to describe things
Grammar
x Compose clear and coherent sentences using different kinds of descriptive and
limiting adjectives
Speaking
x Correctly pronounce words that function both as adjectives and nouns or as adjectives
and verbs with appropriate stress
Writing
x Write a nature poem using adjectives
Spelling
x Spell words with suffixes -able and -ible

PROCEDURE
Oral Production
This passage is from the song “When You Wish Upon a Star” from the animated
film “Pinocchio.” You may sing it or play it using a CD player or speaker. Have your
students sing this short passage at the start of every lesson.
When you wish upon a star
Makes no difference who you are
Everything your heart desires will come to you.
127
Motivation
Have the class play Can You Read My Mind? Begin the game by saying, “I am
thinking of something. Can you guess what it is?” The students will then guess what it is
by asking not more than twenty questions which are answerable by “yes” or “no,” like “Is
it a living thing?” or “Is it an animal?” By the 20th question, the students should be able to
provide what is being guessed. The student who will be able to guess the item correctly
will take the place of the teacher and do the same procedure. Limit the number of
volunteer students to two. End the lesson by saying that the entire lesson is on thinking
creatively.

worktext.
2. Call on volunteers to read the introduction.
Listening
1. Tell the class, “I am thinking of something. It happens yearly. It is a religious event
and celebration. It is fun. Can you guess what it is?” When somebody answers
“Christmas”, say “Yes, you’re right. And what do you do at Christmas time?”
When somebody answers “receive gifts”, say “How about giving gifts? Who among
you give gifts aside from just receiving them?”
2. Ask the students to listen attentively to the following story that you will read
about Miguel’s Christmas shopping trip.
Miguel’s Christmas Shopping Trip
“It’s (please supply the number) days before Christmas! Time to go
shopping,” said ten-year-old Miguel. “Can you please go with me, Mom?”
he asked his mother.
“What will you buy and do you have savings?” she asked.
“I’m going to buy gifts for everybody. Remember the cash gifts that I
received last Christmas? I saved my leftover Christmas money plus part of
my daily allowance and now I have a little more than two thousand pesos,”
Miguel declared proudly.
“Wow! I’m so proud of you, Miguel. Listen. I’ll help you if you run out
of cash. Just buy what you think is best for each one. But remember, the cash
is NOT unlimited, okay?” his mother told him.
Miguel and his mother went to the nearest mall. First, they went to the
toy store. Miguel got a life-size cuddly toy animal, which was named after
an American president, for little Nina. In the men’s section, he got
something made of leather where money bills are kept. In the same section,
he got something for his grandfather which is white and foamy and is used
for shaving. In the ladies’ section, Miguel bought something from Spain
which his mother can use to cool the air around her. He also got something
antique to add to his grandmother’s collection of flower holders.
128
At the accessories section, he bought multi-colored long strips of satin
cloth for his sister Angela’s hair. He did not forget the other members of the
family. For their helper, Mara, he bought something made of plastic, which
she can use to fix her hair. His pet puppy got something made of rubber to
chew on. And for everybody, he bought a square box of something sweet,
dark brown, and sticky.
On Christmas day, the whole family opened their gifts and Miguel was
overjoyed to receive a printed material with lots of facts and pictures about
science from his parents. But what gave him so much joy was seeing the
look of happiness in his family members as they opened the gifts that he had
given them.
3. Have the students answer the exercise on pages 181 and 182 of the worktext. Check
their answers as a class.
Grammar
1. Discuss the lesson on descriptive adjectives on pages 182 and 183 of the worktext.
2. Have the students define adjectives by reading the contents of the Remember box on
page 184 of the worktext. Afterward, task them to answer Exercises 1 to 3 on pages
184 to 186 of the worktext.
3. Have the class read the selection on page 186 of the worktext. Direct their attention
to the words that are boldfaced. Tell them that these are articles.
4. Recall the basic rule on the use of a and an. Have them do Exercise 4 on pages 187
and 188 of the worktext. You may ask the entire class to participate by using body
movements: remain seated for a, stand up for an, and squat for the. For example, say,
“Answer item number 4.” Everybody should squat and read, “The world needs bright
young people.” Anybody who is not squatting at the count of 3 is out.
5. Discuss Numerical Adjectives on page 188 of the worktext. Point out the difference
between cardinal and ordinal adjectives. Have them answer Exercise 5 on the same
page. This can be done by the students in pairs. They have to agree on their answers.
6. Write the words this, these, that, and those on the board. Ask them what part of
speech these words are. If somebody answers “pronouns,” say, “Yes, they are
pronouns. But it depends on the way they are used in the sentence. For example, in
the sentence That is a magnificent sunset, the word that is a pronoun that refers to the
word sunset. But if you put the word that before the word sunset, that becomes an
adjective.”
7. Have the students do Exercise 6 on page 189 and check their answers.
8. To sum up the lesson, call on volunteers to read the contents of the Remember box on
page 189 of the worktext. Thereafter, direct them to answer exercise 7 on page 190 of
the worktext.
129
Speaking
1. Tell the students that some words function as nouns and adjectives or as verbs
and adjectives. Add that these words are pronounced differently, depending on their
functions. Give examples of these words by reading the pairs of words on page 191.
2. For exercise B, have the students form pairs and practice for five minutes with their
partner. Once the allotted practicing time has been consumed, have the whole class
read together, then randomly call pairs to recite.
Writing
Have the students do the activities on pages 192 to 194 of the worktext.
Spelling
Words with Suffixes -able and –ible
Spelling List 13
1. changeable 11. plague
2. suitable 12. pharynx
3. manageable 13. esophagus
4. livable 14. diarrhea
5. responsible 15. gallbladder
6. digestible
7. inevitable
8. contemptible
9. eligible
10. legible
Pretest
Drills
Direct the students to do exercises A and B on pages 194 and 195 of the worktext.
Mastery Test
130
FORMATIVE TEST
A. On the line, provide the appropriate adjective/s to describe the italicized
nouns. Use the kind of adjective given in the parentheses.
Example:
Ric needs (limiting–numerical) bottles for his
experiment.
Ric needs seven bottles for his experiment.
1. Ric wants to know the (descriptive–quality) sounds the
bottles could create.
2–3. He only needs to fill up (limiting–numerical) milliliters of
water in the (descriptive–color) bottles.
4–5. His (descriptive–kind) book helps him perform
this (descriptive-quality) activity.
6–7. Ric also loves to construct (limiting–numerical)
inventions from (descriptive–age)
things that he sees lying around the house.
8–9. (limiting–article) innovative boy like Ric could
go (limiting–article) long way.
10. Ric knows how to think like (limiting–article) best minds
have done.
B. Complete the paragraph below by providing the correct descriptive or
limiting adjective in each sentence. Refer to the choices given.
an colorful meaningful
artist’s her our
sudden local same
best loving square
beautiful my the
Christmas
Exchange Gifts
Every year, our (1) Girl Scout troop holds a (2) party. We always
exchange (3) gifts at the end of the party. Last year, my (4) friend
Laiza picked my name from the (5) box. I, on the other hand, picked her
name. I remembered that Laiza and I had once talked about wanting a (6)
set of artist’s chalk for drawing. That week, my (7) mother took me to
(8) artist’s supply store and I bought my gift for Laiza.
I tried to ask my mother into buying me a set too, but all she said was,
“Maybe next time.”
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The next day, we all exchanged (9) gifts. When Laiza opened (10)
present for her, she started laughing. Then she handed (11) present for
me. When I opened it, I understood her (12) laughter. Underneath the
(13) wrapper was a set of (14) chalk exactly like the one I bought for
her. I can say that best friends have the (15) thoughts; they usually think
alike.
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Answer Key
Listening
1. Spanish fan
2. leather wallet
3. multi-colored ribbons
4. life-size teddy bear
5. plastic comb
6. informative book
7. rubber bone
8. square box of chocolates
Grammar
Exercise 1
1. I have a good idea. (origin, purpose, quality)
2. I plan to do a new project with my friends. (age, shape, size)
3. We can raise funds to help the people in the Visayan provinces. (origin, quality, size)
4. Huge boxes of relief goods were donated for the super typhoon victims. (material,
shape, size)
5. It was truly a humanitarian experience. (material, origin, purpose)
6. She brushed her long brown hair. (quality, size, origin)
7. The old man asked the pretty girl for food. (purpose, material, age)
8. My nieces and nephews love the taste of the American pizza. (kind, origin, material)
9. That pretty girl is my best friend. (material, quality, purpose)
10. The attractive guy fell off his white horse. (shape, material, color)
Exercise 2
Adjective Kind Adjective Kind
1. relaxing quality 6. cemented material
2. household purpose 7. tired quality
3. little size 8. big size
4. white color 9. round shape
5. older age 10. Asian origin
Exercise 3
1. Mr. Palma brought his young son to the kite-flying festival.
2. It was a fascinating sight.
3. The huge crowd filled every space in the grandstand.
4. All the kites were colorful—green, red, yellow, blue, orange, and many others.
5. Some gigantic ones could still be seen even if they were way up high in the sky.
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Exercise 4
1. an 6. an
2. the 7. the
3. A 8. a
4. The 9. the
5. the 10. the
Exercise 5
two cardinal
4th ordinal
2004 cardinal
four cardinal
nine cardinal
10th ordinal
2014 cardinal
Exercise 6
1. This 4. That
2. That 5. These
3. Those
Exercise 7
Answers will vary except for item number 2. Below are possible answers:
1. difficult/easy
2. three
3. concluding/last
4. different/various
5. those
6. active/beautiful
7. modern/fantastic
8. these
9. three (or any number)
10. these
Writing
Answers will vary.
134
Spelling
A. 1. changeable 6. digestible
2. suitable 7.
3. manageable 8. contemptible
4. 9.
5. responsible 10. Legible
B. 1. plague 3. esophagus 5. gallbladder

2. pharynx 4. Diarrhea
Formative Test
A. Answers will vary except for item numbers 8–10.
1. different 6. many
2. 100 7. old
3. blue 8. An
4. science 9. a
5. interesting 10. the
B. 1. local 9. our
2. Christmas 10. my
3. meaningful 11. her
4. best 12. sudden
5. square 13. beautiful
6. colorful 14. artist’s
7. loving 15. same
8. an
Lesson 2
Colorful Imagination
(Proper and Derived Adjectives)
OBJECTIVES
Listening
x Identify the main ideas and recall details from a fairy tale listened to
Grammar
x Form proper adjectives from proper nouns
x Form derived adjectives from common nouns and verbs
x Compose clear and coherent sentences using proper and derived adjectives
135
Speaking
x Speak clearly using appropriate rate and voice projection
x Retell familiar stories/fairy tales by using appropriate gesture and expressions
Writing
x Write a three- to four-line paragraph in terms of its elements and revise writing for
clarity with emphasis on spelling
Spelling
x Spell words with suffixes -dge or -ge

x task cards of root words, suffixes, and derived adjective
x copies of “The Magic Table,” which can be collected after the lesson
PROCEDURE
Oral Production
Discuss the value of reading. Ask the students what benefits they can get from
reading. After eliciting some answers, direct them to memorize the short passage and
recite it from memory at the start of each lesson during the rest of the week.
Read as much as you can,
As fast as you can
And you will be the best that you can be
As soon as you can.
Motivation
Do a simple magic trick or ask a student who knows how to try doing one. After each
trick, have the students guess or explain how the trick was done. If you don’t have one,
show the students an optical illusion and ask them what they see. You may say,
“Therefore, we can conclude that there can be magic when we go beyond what is
expected.”
136
Direct the students’ attention to What This Lesson Is About on page 196 of the
worktext. Call on volunteers to read the introduction and the objectives.
Listening
1. Tell the students that they will be listening to a fairy tale about the three sons of a
poor tailor and their magical gifts.
2. Before reading the story, you may ask, “What do you think each magical gift can
do?” Draw out as many guesses as they can give.
3. Read the fairy tale to the class.
The Magic Gifts
Once upon a time, there was a poor tailor born to an Irish couple. He had
three sons of his own. When they grew to manhood, the tailor was greatly
worried as to how they were to earn their living. So he decided to send them
out into the world, each to learn a different trade.
The eldest son had landed a job as an apprentice to a Jewish carpenter. An
apprentice usually works for little or no money while he learns his skills
and trade. The eldest son learned his trade well and the carpenter became
so fond of him that after he had finished his apprenticeship, he gave him a
wooden table as a gift.
The table was nothing much to look at, and the eldest son was
somewhat disappointed. “It seems like a very ordinary table,” he said, “and
not especially well-made, either.”
The carpenter smiled, “I agree that it doesn’t look much,” he said. “But
it is really a very special table. All you have to do is say ‘Table Set!’ and the
table will suddenly be loaded with a complete feast.”
The young apprentice thought: “That means I’ll have enough to eat for
the rest of my life, and I’ll never have to pay for a meal.” And off he went
with his table.
One day, he decided to return home to pay his father a visit. On the way,
he stopped at a tavern. It was crowded and there was no food left in the
kitchen. So the young man said “Table Set!” and the table set up a special
feast. The innkeeper, a dishonest fellow, so envied the young man who
owned the table that during the night he stole it and replaced it with one that
looked the same.
Not realizing what had happened, the young carpenter set off the next
day with the substitute table. When he reached home, he told his father of his
marvelous possession. “Invite all of your friends and relatives,” said the
carpenter, “and we’ll order a special banquet for them.” The tailor did so.
But when the time came for the meal and the young man ordered the table
to set, it remained empty, to the disappointment of the guests and the
shame of the young man.
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Meanwhile, the second son had learned the miller’s trade. When his
apprenticeship was over, his employer gave him a donkey as a gift. “Just put
the donkey on a cloth and say ‘Bricklebrit’ and this good animal will spout
valuable gold coins from its mouth.” Rich and happy, the young miller set
out to see the world, until he too began to miss his father. On the way
home, he stopped at the same tavern where his older brother’s table had
been stolen. Not knowing this, he said the magic words to the donkey when
it was time to pay for his supper bill. As expected, the greedy innkeeper
replaced the priceless beast with an ordinary donkey while the young man
slept that night.
When the young man arrived home, he gave the animal to his father,
saying: “Invite all our relatives and friends. There’s gold enough for all!”
But it was the same story again―disappointment and shame.
The third son had been apprenticed to a Chinese potter. His
apprenticeship took a little longer, and he only learned of his brothers’
misfortunes by letter. When the time came for him to leave, he was given a
stick. “It is a magic stick,” explained the potter. “All you have to do is say
‘Stick Beat’ and the stick will strike away as hard as you please, and it
won’t stop until you order it to do so. The potter decided to use his gift to
avenge his brothers. Arriving at the same tavern, he told the dishonest owner
about his magic stick, and then lay down and pretend to sleep, keeping one
eye open. Spotting the innkeeper trying to steal the stick, he yelled “Stick
Beat!” and he didn’t order it to stop until the innkeeper returned the table
and the donkey.
The third son returned home with all three gifts, and, like his
brothers before, invited all their friends and relatives. This time, there was
food, drink, and gold for all. And they lived happily ever after, fed by the
table, enriched by the donkey, and protected by the stick.
— Adapted from “The Magic Table”
from Disney’s Wonderful World of
Knowledge,
4. Direct the students to answer the questions on pages 197 and 198 of the worktext.
Grammar
1. Instruct the students to turn their worktexts to page 198. Have them read the
sentences and direct their attention to the italicized words. Tell the students that
these words are called proper adjectives.
2. Call on a volunteer to say what proper adjectives are. Then explain to the class the
suffixes used in forming proper adjectives.
worktext.
138
4. Thereafter, task them to answer Exercises 1 to 3 on pages 199 to 201 of the worktext.
These can be done individually, by pairs, or by small groups.
5. Direct the students’ attention to the italicized words in the phrases on page 199 of
the worktext. Tell the students that these are derived adjectives, meaning they are
formed from nouns or verbs.
6. Have them read the examples of derived adjectives on page 202 of the worktext.
Afterward, task them t o identify the suffixes used in forming derived adjectives
on the page.
7. Play the Task Card Game with the students. Construct the task cards this way:
Divide a long bond paper vertically into three, with the longer side positioned below.
Across each strip of paper, write a root word, a suffix, and the complete word
formed. Divide it using jagged lines.
Example:
love lovely
8. Cut each piece of the task card. Make as many cards as the students you have,
using different word combinations. For example, if there are 30 students, make
10 word combinations, while 15 word combinations should be made for 45 students,
etc. As much as possible, use verbs and nouns as root words in the same number of
instances.
9. Give each student a part of the puzzle and ask them to go around and find the
other two students who will complete the combination. The shape, along with the
root words, suffixes, and the complete words should match. When done, the
students should tape their combinations on the board under the proper heading. Have
them copy the newly-formed words in their worktexts.
10. Have them answer Exercises 4 to 7 on pages 202 to 205 of the worktext.
Speaking
Distribute copies of the fairy tale “The Magic Gifts.” Divide the class into groups
and ask them to read their assigned portion orally in front of the class. Discuss the
different standards in oral reading on page 205 of the worktext by demonstrating it before
the class.
Writing
Direct the students to do the activities on pages 206 and 207 of the worktext.
139
Spelling
Words with -ge and -dge
Spelling List 14
1. edge 11. scalene
2. garage 12. ellipse
3. acknowledge 13. equilateral
4. badge 14. radius
5. damage 15. congruent
6. lodge
7. savage
8. advantage
9. budge
10. courage
Pretest
Drills
Mastery Test
140
FORMATIVE TEST
A. Write down the proper adjectives under the correct column on the
next page. Opposite each adjective, write the name of place or country
which it is formed from.
The cold Spanish air greeted us when we arrived at the Spanish
airport. We were very excited to go aboard the Norwegian ocean liner
that will take us around six Mediterranean countries. The Filipino crew
aboard the ship took very good care of us. After a day of travelling on
the sea, our ship finally docked at the port. We excitedly boarded a bus
to visit the Roman tourist spots, especially the Basilica of St. Peter and
the Sistine Chapel. Our Greek journey was a little tiring because we had
to climb up the steps of the Parthenon. On the sixth day, we were
fascinated with the ancient Turkish ruins, which were thousands of
years old. After another day of travel, we travelled to the land of the
Egyptian mummies, pyramids, and the Sphinx. We explored the
Maltese catacombs and admired their hand-woven carpets. We made a
lot of friends among our German, English, and American co-passengers.
That twelve-day tour is truly a vacation to remember.
Proper Adjective Place
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
141
B. Add the proper suffix to each word in the parentheses so that it will fit
into the sentence. Take note that the suffix changes the meaning of the
adjective.
1. (grace)
The dancer was well-applauded.
2. (fear)
David was a boy who faced the giant.
3. (taste)
The food in the cafeteria is ; we didn’t finish it.
4. (magic)
The boys were given gifts by their masters.
5. (interest)
The boy is very imaginative. He makes up many stories.
C. Form two different words by adding suffixes to each of the given root
words. Use each new word in a sentence.
1. love
________________________________________________________
________________________________________________________
2. care
________________________________________________________
________________________________________________________
3. child
________________________________________________________
________________________________________________________
4. health
________________________________________________________
_______________________________________________________
5. heart
________________________________________________________
________________________________________________________
142
Answer Key
Listening
1. He received a magic table.
2. The greedy innkeeper stole the magic table and the magic donkey.
3. He stole them because he wanted them for himself.
4. The third son brought home the magic stick as well as the magic table and the magic
donkey.
5. Answers will vary.
6. The main idea of the story is: You shouldn’t be too trusting of people but always be on
your guard.
Grammar
Exercise 1
1. Indian 6. African
2. Scot/Scottish 7. Spanish
3. Asian 8. Turkish
4. Indonesian 9. Egyptian
5. Vietnamese 10. Filipino
Exercise 2
1. European 6. Australian
2. Portuguese 7. Taiwanese
3. Mexican 8. Saudi Arabian
4. Greek 9. Russian
5. Ecuadorian 10. French
Exercise 3
Answers will vary but the two given elements should be present in each sentence.
1. Aguinaldo Shrine―Caviteños
2. Cross of Magellan―Cebuanos
3. Intramuros―Manileños
4. Mt. Mayon―Bicolanos
5. Clark Air Base―Kapampangan/Pampango
Exercise 4
The answers will depend on the words that the teacher will provide.
Example:
boy -ish boyish

digest -ible digestible
143
Exercise 5
A. 1. ambitious 6. charming
2. painful/painless 7. active
3. believable 8. rainy/rainless
4. peaceful 9. bookish
5. angelic 10. triangular
B. Answers will vary, but adjectives used must come from items in Exercise 5-A.
Exercise 6
1. mysterious 6. magical
2. ridiculous 7. interesting
3. fearsome 8. superstitious
4. frightful 9. useless/useful
5. dangerous 10. imaginative
Exercise 7
Sentences will vary.
1. Filipino 4. creative
2. graceful/graceless 5. changeable
3. Singaporean
Spelling
A. 1. edge 6. lodge
2. garage 7. savage
3. acknowledge 8. advantage
4. badge 9. budge
5. damage 10. courage
B. 1. scalene 4. radius
2. ellipse 5. congruent
3. equilateral
Formative Test
A. 1. Spanish—Spain 7. Turkish—Turkey
2. Norwegian—Norway 8. Egyptian—Egypt
3. European—Europe 9. Maltese—Malta
4. Filipino—Philippines 10. German—Germany
5. Roman—Rome 11. English—England
6. Greek—Greece 12. American—America
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B. 1. graceful 4. magical
2. fearless 5. interesting
3. tasteless
C. Sentences will vary. Below are examples of adjectives formed.

1. loving, lovable 4. healthy, healthful
2. careful, careless 5. heartless, hearty
3. childlike, childish, childless
Lesson 3
Good Deeds
(Adjectives in a Series)
OBJECTIVES
Listening
x Listen to a selection to make inferences
x State reactions to texts listened to
Grammar
x Compose clear and coherent sentences using appropriate order of adjectives
Speaking
x Present information in creative ways
x Express ideas dearly and audibly
Writing
x Write a cinquain to express one’s feelings
Spelling
x Spell words beginning with sc- or sk- pronounced as /sk/

x chart with column headings limiting adjectives, descriptive adjectives, articles,
numerical, and demonstrative (see Grammar)
145
PROCEDURE
Oral Production
1. To begin with, ask the students about what they think are the differences between
making a living and making a life; the difference between getting and giving. Give an
example of making a living―working as a teacher for the salary; and making a
life―influencing students by giving them self-confidence when they are insecure.
Provide an initial information or tidbit that Winston Churchill was one of the greatest
English prime ministers who ever lived.
2. After this, ask them to memorize the quote below. Call on a few students to give their
own examples of a motto or “words to live by” each day of the week.
We make a living by what we get, But
we make a life by what we give.
―Winston Churchill
Motivation
1. Call on three pairs of volunteers. Give each pair the following situations to act out:
a. A student is carrying a lot of things—school bag, lunch box, plastic envelope,
etc. Another student sees him/her and helps him/her carry his/her things.
b. Mother is very busy with housework—cleaning, washing the dishes, cooking,
etc. The son/daughter offers to do the cleaning.
c. The teacher has finished the lesson and prepares to leave the room. A student
offers to erase the writings on the board.
2. After the role-play, ask the students, “Have you ever done any of the things just acted
out? If yes, how did you feel? What other good deeds have you done?” After eliciting
answers, discuss with the students that “good deeds” benefit, not only the one being
helped, but also the one helping.

Listening
1. Read the introduction about inferences. Ask the students to listen attentively to the
selection to be able to make inferences.
2. Read the selection to the class.
For My Sister
This is a true story of a little boy whose sister needed a blood
transfusion. The doctor explained that she had the same disease the boy
had recovered from two years earlier. Her only chance of recovery was a
transfusion from someone who had previously conquered the disease.
Since the children had the same rare blood type, the boy was an ideal
donor.
146
“Would you give your blood to Mary?” the doctor asked.
Johnny hesitated. His lower lip started to tremble. Then he smiled and
said, “Sure, for my sister.”
Soon the two children were wheeled into the hospital room. Mary,
pale and thin. Johnny, robust and healthy. Neither spoke, but when their
eyes met, Johnny grinned.
As the nurse inserted the needle into his arm, Johnny’s smile faded.
He watched the blood flow through the tube.
With the ordeal almost over, Johnny’s voice, slightly shaky, broke the
silence. “Doctor, when do I die?”
Only then did the doctor realize why Johnny had hesitated, why his lip
had trembled when he agreed to donate his blood. He thought giving his
blood to his sister would mean giving up his life. In that brief moment, he
had made that great decision.
Source: “For My Sister” by David C. Needham.
4. Discuss their answers as a class.
Grammar
1. Recall the kinds of adjectives with the help of the chart below. Ask one student to
give an adjective and another to place it in the proper column. Keep on calling
students until the chart is filled.
Limiting Adjectives
Li ves Descriptive Adjectives
numerical
demonstra
materials
evaluation
purpose
origin
shape
article
color
size
age
tive
2. Have the students read the story on page 212 of the worktext. Afterward, ask them to
identify the adjectives in the story and study the chart on page 213 of the worktext.
3. For an activity, have the class follow these procedures:
a. Form students in groups of five. Assign each member of the group a number, 1–5.
b. Call all number 1 students to the board. They should write an adjective
belonging to any of the following categories you will give:
Limiting—article, demonstrative, numerical
Descriptive—quality or kind, size, age, shape, color, origin, material, purpose
147
4. Explain to the class the specific order of adjectives in a series.
5. After the activity, have the students read the contents of the Remember box on page
214 of the worktext.
6. Instruct them to answer Exercises 1 to 4 on pages 214 to 217 of the worktext.
Speaking
Divide the class into groups of eight. Tell them that they will be putting themselves in
the place of Johnny, Mary, the doctor, and their parents. The TV reporter will interview
the family, as well as the doctor. Assign also a director and a cameraman. Together, they
will plan and present a TV coverage of the interview after the blood transfusion.
Writing
Have the students do the activities on pages 218 and 219 of the worktext.
Spelling
Words Beginning with sc- or sk- Pronounced as /sk/
Spelling List 15
1. skeleton 11. marigold
2. sketch 12. eggplant
3. skewer 13. cabbage
4. skeptic 14. broccoli
5. skillful 15. poinsettia
6. scabbard
7. scallion
8. scallop
9. scaly
10. scribe
Pretest
Give the spelling pretest in a piece of paper. Follow the steps in lesson 1 of unit 1.
Drills
Mastery Test
148
FORMATIVE TEST
A. Match each kind of adjective with its example. Write the letter of the
example on the blank before each adjective.
Kinds of Adjectives Examples
1. numerical a. dining
2. descriptive (quality) b. generous
3. origin c. seventh
4. material d. steel
5. purpose e. Tagalog
B. Arrange each series of adjectives and noun in the proper order that they
should be written. Write your answers on the line.
1. clouds dark the rain
2. overflowing rivers those three
3. twenty Chinese hungry old people
4. a center crowded evacuation
5. one hundred crates large wooden
C. Using three adjectives, write a complete sentence about each noun.

1. typhoon
2. victims
3. volunteers
4. government
5. citizens
149
Answer Key
Listening
1. Because he has the same blood type and he has survived the same illness that his
sister has.
2. He thought that he would die after donating his blood to his sister.
3. Yes, because he was ready to die for his sister. (Answers will vary.)
Grammar
Exercise 1
1–2. I belong to a happy class.
3–6. I have two active brothers and two pretty sisters.
7–9. We live in a small green house.
10–12. Tending to the small vegetable garden is one of my chores.
13–15. We have three cute brown puppies which we love so much.
Exercise 2
Answers will vary for the noun or the 4th word.
1. three expensive red blouses 6. ten crispy green bills
2. a delicious pink strawberry 7. four clean eating plates
3. those happy black puppies 8. these cool silky pants
4. the round purple balloon 9. that hyperactive young boy
5. a dozen silver chains 10. those forty Chinese tourists
Exercise 3
Answers may vary, but adjectives used must come from Exercise 2.
Exercise 4
Answers may vary. Sample answers.
1. five delicious big cookies
2. the tiny white pearl
3. one red titanium alloy bicycle
4. those high-rise white building
5. that brown leather bag
Spelling
A. 1. skeleton 4. skeptic
2. sketch 5. skillful
3. skewer
150
B.
s r v e e r h u b s c
c o n s z i e t e c j
a s s c a l y o i a o
l d m r e h o f d l t
l o h i n i l c i l t
i l e b a l s o l o x
o f i e m l y u l p e
n o t s o a a i i r n
l m e s c a b b a r d
Across Down
1. scaly 1. scallion
2. scabbard 2. scribe
3. scallop
C. 1. marigold 4. broccoli
2. eggplant 5. poinsettia
3. cabbage
Formative Test
A. 1. c 4. d
2. b 5. a
3. e
B. 1. the dark rain clouds

2. those three overflowing rivers
3. twenty hungry old Chinese people
4. a crowded evacuation center
5. one hundred large wooden crates
C. Answers will vary.
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Lesson 4
Acts of Kindness
(Comparison of Adjectives)
OBJECTIVES
Listening
x Listen to a fable to identify its elements
Grammar
x Compose clear and coherent sentences using different degrees of comparison of
adjectives
Speaking
x Speak clearly using appropriate volume and pitch
Writing
x Write a paragraph in logical order using transitional or signal words
Spelling
x Spell commonly misspelled words with double consonants
x Spell words related to MAPEH (Music, Arts, Physical Education, and Health)

x pictures of different animals grouped according to size
x pictures of different acts of kindness—a person saying a kind word; a person saying a
kind word and giving food; and a person saying a kind word, giving food, and helping
an elderly person
PROCEDURE
Oral Production
1. Begin the lesson by introducing The Golden Rule. You may say, “This is the Golden
Rule. It is very easy to recite. How about practicing it?” Read the verse together with
the class.
Do to others as you would have them do to you.
―Luke 6:31
2. Ask the students to be ready to share at the start of each lesson an instance when
they have practiced the Golden Rule.
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Motivation
1. Recall the story about the boy who was ready to give his life for his sister. Call for
volunteers who will tell the class about a time when they did something extraordinary
for others, or when they had to give up something they treasured to help out someone
in need.
2. Emphasize that helping the needy is not an act that one should do to be famous or
popular, or an act that one should brag about.
worktext.
Listening
1. Discuss the definition of a fable and its elements.
2. Instruct the students to listen attentively to the fable that you will read, paying
attention to its elements.
3. Read the following fable to the class.
The Lion and the Mouse
Once upon a time, there lived a tiny mouse who was very
absentminded. He always forgot what he was about to do and never paid
any attention to where he was going.
One day, as he was scampering about, he stumbled against the
paws of a huge sleeping lion. Quick as a wink, the lion awoke and
trembling with anger, grasped the poor little mouse in his paws.
“Aha!” he roared. “So this is how you show respect for the king of the
beasts!”
The little mouse squeaked helplessly. “Please don’t eat me,” he
begged. “It is true that you could swallow all of me in one bite. But set me
free, and perhaps someday I will be able to return the favor.”
So comical was the idea that a tiny mouse might ever be able to do a
favor for a huge lion that the king of the beasts burst into peals of
laughter. And just because he was so amused, he opened his paws and let
his little prisoner escape.
Some days later the mouse was running helter-skelter through the
fields once more. Suddenly, an angry roar attracted his attention. He
looked around and saw the lion hopelessly trapped in a hunter’s net.
“Oh, your Majesty,” cried the mouse, “what has happened to you?”
“Can’t you see for yourself?” roared the lion. “I’m trapped in a net and I
can’t possibly get myself free.”
Suddenly, the mouse had an idea. He scampered straight to the net
and, quick as a wink, began to gnaw on the ropes. In less than it takes to
tell, he had set the lion free.
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The moral of this fable is “It’s always better to be kind to everyone.”
Can you give your own?
Source: “The Lion and the Mouse” from
Disney’s Wonderful World of Knowledge
4. Instruct the students to fill out the chart on page 223 of the worktext.
Grammar
1. Show the students the following pictures:
a. set of animals which differ in size
Examples: cat, mouse, tarsier or lion, elephant, dinosaur
b. different acts of kindness—a person saying a kind word; a person saying a kind
word and giving food; a person saying a kind word, giving food, and helping an
elderly person
2. Discuss to the class how the animals in a set differ from each other. Tell them that
these pictures show differences in size. Have the students compare the size of
animals by using the degrees of comparison of adjectives. Do the same for the second
set of pictures.
3. Have the students turn their worktexts to pages 224 to 227. Discuss the degrees of
comparison of adjectives and explain to the class the different ways of forming the
comparative and superlative degrees of adjectives.
worktext, and afterwards, task them to do Exercises 1 to 4 on pages 228 to 230 of the
worktext.
Speaking
Task the class to do the activity on pages 230 and 231 of the worktext.
Writing
1. Direct the students to turn their worktexts to page 231.
2. Discuss to the class what coherence is and its importance in a paragraph. Afterward,
have the students silently read the common transitional words or expressions on page
232 of the worktext.
3. Afterward, direct them to do the activities on pages 232 and 233 of the worktext.
Spelling
Commonly Misspelled Words with Double Consonants
Spelling List 16
Base Words
1. difficult 6. personnel
2. questionnaire 7. intelligent
3. recommend 8. occur
4. approval 9. assignment
5. harass 10. tomorrow
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11. aesthetics
12. chord
13. descant
14. gymnastics
15. locomotor
Pretest
Drills
Task the students to do exercises A to C on pages 234 and 235 of the worktext.
Mastery Test
FORMATIVE TEST
A. Arrange the given words in each item from lowest to highest degree.
Write the numbers 1, 2, or 3 over them.
1. according to degree of joy:
chuckle, laugh, smile,
2. according to age:
infant, teenager, toddler,
3. according to height:
bush, grass, tree
4. according to recency:
computer, radio, television
5. according to length of time:
century, decade, year
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B. On the line, write the correct form of the adjective in parentheses to
make each sentence correct.
1. Mr. Santos is a rich businessman. Mr. Dominguez,
another businessman, is (rich) than Mr. Santos.
2. Mr. Trump is the (rich) among the three businessmen.
3. Manny is a poor boy. Letty is (poor) than Manny.
4. Tito is the (poor) among the three children.
5. Uncle Tony is a generous person. Aunt Hilda is
(generous) than Uncle Tony.
6. Uncle Billy is the (generous) of them all.
7. My brother Allan’s height is five feet and ten inches.
My friend Rico, whose height is six feet, is (tall) than my
brother Allan.
8. My cousin Alex, whose height is six feet and five
inches, is the (tall) of them all.
9. The community where I live is peaceful. Donna’s
community is (peaceful) than my community.
10. Gemma’s community is the (peaceful) community of all.
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C. Consider how these groups of words are related. Form three sentences
comparing each set. Write your sentences on the lines. Use the
adjectives in parentheses.
1. glider, jet plane, helicopter (fast)
2. Helen, Rita, Vina (intelligent)
3. family, friends, toys (precious)
4. bronze medal, gold medal, silver medal proud)
5. bear, hippopotamus, elephant (big)
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Answer Key
Listening
Answers
Characters The lion and the mouse
Setting The field
Conflict Will the mouse be able to help the lion?
Moral of the Story (Answers may vary) Don’t
underestimate others, no matter how
Grammar
Exercise 1
1. Reading is better than watching TV.
2. Studying is more useful than playing computer games the whole day.
3. Bonding with your friends can be worthwhile.
4. Talking against your friends is the worst thing you can do.
5. Giving biscuits to street children is more helpful than giving them money.
6. It is easier to say something nice about somebody than to put him/her down.
7. A caring act can go a long way.
8. These things can be the most memorable of all the acts that you can do.
9. It is more rewarding to do acts of kindness than not to practice them.
10. Of all the things you can do to others, an act of kindness is the best.
Exercise 2
A reunion with family members is fun (positive). You can share exciting events that
happened in the past. You will find out that your grandfather’s stories are the most
interesting of all the stories you’ve ever heard. At the same time, you can share
fascinating events that happened in school. While exchanging stories, your mother and
aunt would prepare the most delicious food in town. Spending quality time with your
relatives is less expensive than going out-of-town. Your aunt and uncle may bring the
freshest fruits and vegetables in the whole province. You can also see your loving cousins
who will teach you new games. A family reunion can be the best experience of all time.
Exercise 3
Answers (wording) may vary. Sample answers:
1. We listened to the most interesting speaker during the seminar.
2. The guidance counselor was a better speaker than the teacher.
3. The priest was the best speaker.
4. Surprisingly, the policeman was a better speaker than the guidance counselor.
5. I was most delighted to learn things from them.
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Exercise 4
1. This exam is easier than the previous exam.
2. This building is the oldest building in Europe.
3. James is the most intelligent in the class.
4. Yesterday was the hottest day of the year.
5. This television programs is interesting.
6. Batanes is one of God’s most amazing creations.
7. My pet dog is friendly.
8. Which is the sturdiest among the samples given?
9. Bring to us the most reliable reports from different writers.
10. Which color is more cheerful, yellow or green?
Writing
Prewriting
Before, When, Next, Then, Lastly, After
Writing
Wording will vary. Sample answer:
Organizing a party in an orphanage is fairly easy. First, ask permission from the
administrator of the orphanage about your plan. Second, wait for the approval of the
administrator of the orphanage. Next, prepare your program, including the presentations
and games. Then, buy prizes or gifts for the children. Also, prepare food for you and your
guests. Finally, enjoy the party!
Spelling
A.
f 1. dificult s 5. haras s 9. asignment
n 2. questionaire n 6. personel r 10. tomorow
m 3. recomend l 7. inteligent
p 4. aproval c 8. ocur
B.
1. intelligent 5. occur 9. recommend
2. harass 6. difficult 10. personnel
3. assignment 7. questionnaire
4. tomorrow 8. approval
C.
1. gymnastics 4. aesthetics
2. chord 5. locomotor
3. descant
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Formative Test
A.
2 3 1
1. chuckle, laugh, smile
1 3 2
2. infant, teenager, toddler
2 1 3
3. bush, grass, tree
3 1 2
4. computer, radio, television
3 2 1
5. century, decade, year
B.
1. richer 6. most generous
2. richest 7. taller
3. poorer 8. tallest
4. poorest 9. more peaceful
5. more generous 10. most peaceful
C. Answers will vary. Below are sample answers.

1. A glider flies fast.
The helicopter flies faster than the glider.
The jet plane flies the fastest of them all.
2. Helen is intelligent.
Rita is more intelligent than Helen.
Vina is the most intelligent of them all.
3. My toys are precious to me.
My friends are more precious to me than my toys.
My family is the most precious of all.
4. I am proud of my bronze medal.
I am prouder of my silver medal than my bronze medal.
I am proudest of my gold medal.
5. A bear is big.
A hippopotamus is bigger than a bear.
The elephant is the biggest of them all.
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Lesson 5
Fantastic Travels
(Adverbs)
OBJECTIVES
Listening
x Listen to and follow oral directions
Grammar
x Compose clear and coherent sentences using different kinds of adverbs
Speaking
x Give and follow oral directions
x Listen and respond to questions involving directions
Writing
x Write a diary entry
x Write a paragraph showing time-order and enumeration
Spelling
x Spell words with sc pronounced as /s/

x slide presentation or pictures of different tourist spots around the world, for example,
pyramids of Egypt, Eiffel Tower, Buckingham Palace, the Alps, and others
x pictures of different tourist spots in the Philippines, like Luneta Park, Mt. Mayon, Taal
Lake, etc.
x Circle of Knowledge chart
PROCEDURE
Oral Production
Begin the lesson by saying, “The song you are about to hear is titled “It’s a Small
World After All.” It is a song that teaches people to be united as all of us are members or
161
part of one world only—that though the world is big, it becomes “small” because we are
one as a family. Encourage the students to learn the other parts of the song and start each
day of this lesson with this part of the song.
There is just one moon, and one golden sun
A smile brings friendship to everyone
Though mountains divide, and the oceans are wide
It’s a small world after all.
Motivation
Show a slide presentation or pictures of different tourist spots around the world. Call
on volunteers to name these tourist spots.

Listening
1. Post pictures of different tourist spots in the Philippines around the room. Write the
following sets of directions/instructions on sheets of paper, roll them, and put them in
a box. Pick a roll of paper as you call one student. Read the direction and let the
student do it. If he/she does it correctly, the student will draw another roll of paper
and call on another student, saying “(name), please (the direction on the piece of
paper).” If done incorrectly, the student will call on another student by saying, “I’m
sorry. Please help me, (name of another classmate).” Continue this until all rolled
papers have been drawn.
(1) Turn around three times.
(2) Hop as fast as you can.
(3) Face backward. Step toward the Rice Terraces. (This will depend on the
pictures that you posted).
(4) Flap your arms like a bird thrice.
(5) Proceed to the Underground River of Palawan, five seconds after I say “Go.”
(6) Say the name of your favorite tourist spot very softy.
(7) Take five hops to Mayon Volcano.
(8) Sway your hips slowly to the left and to the right.
(9) Wave your hands vigorously until I say “Stop.”
(10) Run fast to Intramuros.
2. Task the class to answer the questions on page 237 of the worktext.
162
Grammar
1. Direct the students’ attention to the words that answer the questions how, where,
when, how often, and how softly, in Listening. Tell them that these words are called
adverbs.
2. Have the class turn their worktexts to page 238. Discuss to them the different kinds
of adverbs. Afterward, have them answer Exercises 1 to 5 that come after the
discussion of each kind of adverb on pages 239 and 240 of the worktext.
3. Have the students turn their worktexts to page 241. Play Circle of Knowledge for
Exercise 6 by following the mechanics below.
a. Divide the class into groups of six. Ask them to assign a secretary based on
their choice (the one with the nearest birthday, the longest hair, etc.).
b. For the first minute, the students will take turns giving an adverb of manner
while the secretary takes down their answers. (Note: The secretary should also
give his/her answer when his/her turn comes.) On the second minute, they will
give adverbs of time. Have them repeat the process until all kinds of adverbs
are covered.
c. Post your Circle of Knowledge chart. Ask all the secretaries to stand up. Fill
out each column of the chart by asking each secretary to read out one answer
from their list. The group gets one point for each correct answer.
d. Any student or group can challenge any answer. If the answer is proven wrong,
the group that gives the wrong answer gets a deduction. The challenger’s group
gets an extra point. If the answer being challenged is correct, the challenger’s
group gets a deduction.
e. The group with the highest number of correct answers (minus the deductions)
wins.
worktext, and task them to answer Exercises 7 to 9 on pages 242 to 244.
Speaking
Have the students do the activity on page 244 of the worktext.
Writing
1. Discuss with the class the steps in writing a diary entry. Give particular attention to
the Prewriting portion. Read the sample, taking note of the time-order or sequence of
events.
2. Task the students to do the activities on page 246 of the worktext.
163
Spelling
Words with sc Pronounced as /s/
Spelling List 17
1. iridescent 11. equilibrium
2. scimitar 12. commensalism
3. descendant 13. parasite
4. scepter 14. consumer
5. scenery 15. producer
6. fluorescent
7. ascertain
8. scion
9. scintillating
10. miscellaneous
Pretest
Drills
Direct the students to do exercises A and B on pages 247 and 248 of the worktext.
Mastery Test
FORMATIVE TEST
A. Circle the adverb in each sentence. Then write its kind on the line.
1. Nearby, we saw the Pnyx, a popular landmark of Old Athens.
2. The Royal Palace is constantly guarded by colorfully
dressed soldiers called evzones.
3. There are too many destinations for us to see.
4. Outside the city, we discovered a pleasant resort.
5. Copenhagen is clearly described as a port city.
6–7. Ships carrying every kind of merchandise come in and out
every day.
8. Halfway down the street is a plaza with a fountain where
golden apples dance.
9. King Felipe VI became King of Spain on June 19, 2014.
10. A village in Madrid remained very quiet and peaceful.
164
B. Write the appropriate adverb or adverbial phrase on the line to complete
the sentence. Note the kind of adverb indicated in parentheses.
1. (time) Lucas joined the Writers’ Club to meet new
friends.
2. Lucas and the other club members meet (place)
to exchange ideas.
3. As every member gives his/her ideas, Lucas listens (manner)
to each one’s opinion.
4. Lucas (frequency) finds time to be with his new
friends.
5. Lucas (manner) helps anyone who needs him.
165
Answer Key
Listening
1. three times
2. fast
3. toward the Rice Terraces (or depending on the pictures being posted)
4. like a bird
5. five seconds after the teacher said “Go”
6. very softly
7. to Mayon Volcano (or depending on the pictures being posted)
8. slowly to the left and to the right
9. when the teacher said “Stop”
10. to Intramuros (or depending on the pictures being posted)
Grammar
Exercise 1
Answers will vary. Sample answers:
1. heartily, well
2. diligently, seriously
3. fervently, earnestly
4. joyfully, softly
5. fast, slowly
Exercise 2
1. at lunchtime, at dinnertime
2. last night, this weekend
3. today, on Sunday
Exercise 3
1. in the canteen, in the dining room
2. in the study room, in the library
3. in church, in my bedroom
Exercise 4
1. three times a day, when I’m hungry
2. regularly, daily
3. often, seldom
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Exercise 5
1. totally, hardly
2. practically, strongly
3. completely, somewhat
Exercise 6
Answers will vary.
Exercise 7
verb 1. Madrid recently became an important city
verb 2. We watched a parade of costumed men march rapidly.
adjective 3. It was quite a spectacular sight.
adjective 4. Moscow has long, extremely cold winters.
adjective 5. Those sights are amazingly wonderful.
verb 6. Leaving Kremlin, we passed through the main gate.
verb 7. Beyond the museum flourishes a beautiful garden in Paris.
adjective 8. The Pompidou Center has brightly covered tubes circling the
building.
adverb 9. A huge colored statue stands so majestically.
verb 10.Many English poets lived in the nineteenth century.
Exercise 8
1. We watched a parade of costumed men who marched rapidly.
2. Moscow has extremely cold winters.
3. A beautiful garden flourishes beyond the museum in Paris.
4. A huge colored statue stands so majestically.
5. There are many beautiful places in Europe.
Exercise 9
1. The dog ran fast through the house.
2. We will go to the store tomorrow.
3. Children like to play in the playground.
4. The music played very quietly.
5. Marie reads a book every night.
Spelling
A. 1. iridescent 5. scenery 9. scintillating
2. scimitar 6. fluorescent 10. miscellaneous
3. descendant 7. ascertain
4. scepter 8. scion
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B. 1. equilibrium 4. consumer
2. commensalism 5. producer
3. parasite
Formative Test
A.
place 1. Nearby, we saw the Pnyx, a popular landmark of Old Athens.
frequency 2. The Royal Palace is constantly guarded by colorfully dressed soldiers
called evzones.
degree 3. There are too many destinations for us to see.
place 4. Outside the city, we discovered a pleasant resort.
manner 5. Copenhagen is clearly described as a port city.
place 6–7. Ships carrying every kind of merchandise come in and out every day.
frequency
place 8. Halfway down the street is a plaza with a fountain where golden apples
dance.
time 9. King Felipe VI became King of Spain on June 19, 2014.
degree 10. A village in Madrid remained very quiet and peaceful.
B. Answers will vary. Below are possible answers.

1. This year Lucas joined the Writers’ Club to meet new friends.
2. Lucas and the other club members meet at the library to exchange ideas.
3. As every member gives his/her ideas, Lucas listens attentively to each one’s
opinion.
4. Lucas regularly finds time to be with his new friends.
5. Lucas willingly helps anyone who needs him.
Lesson 6
Special Festivals
(Difference Between Adjectives and Adverbs; Comparison of Adverbs)
OBJECTIVES
Listening
x Listen to a selection to distinguish between fact and opinion from informational text
x Role-play a radio broadcast
168
Grammar
x Differentiate adjectives from adverbs
x Identify and use different degrees or comparison of adverbs
Speaking
x Present information in creative ways using verbal cues
x Use verbal cues in oral public announcements
Writing
x Write a letter of apology with correct capitalization using appropriate punctuation
marks
Spelling
x Spell words beginning with wr

x jigsaw puzzle of Philippine festivals
x strips of paper with commands written on them
x pictures of the Pahiyas Festival and the Panagbenga Festival
PROCEDURE
Oral Production
Begin the lesson by saying, “Diction is very important. Sometimes you can be
misunderstood because of wrong pronunciation. The exercise below will help you
distinguish between the /ô/, /ō/, and /ü/ sounds.” Thereafter, ask the students to memorize
the short sentences and recite them from memory with correct pronunciation at the start
of each lesson during the rest of the week.
Words with /ô/, /ō/, and /ü/ sounds

Many raw fruits were placed in a row.
I bought the boat at a fair price.
No, I knew him all these years.
Call the young man and tell him to cool the coal in the tray.
At the stall, someone stole the high stool.
169
Motivation
Paste pictures of Philippine festivals on a piece of cartolina. On the clean side, write
the name of the festival. Cut them into jigsaw puzzles. Group the students based on the
number of festivals that you have. Give each group a set of puzzle. At a given time, they
should be able to form the picture. Ask each group to post them on the board for the
whole class to see. Call on volunteers to say something about the festivals.

worktext. Use the pictures they formed as the springboard of your lesson.
Listening
1. Discuss to the class the difference between a fact and an opinion.
2. Tell the class to listen attentively to the selection that you will read. Have them
identify the facts and opinions in it.
3. Read the selection to the class.
It’s Ati-atihan Time

Filipino festivals are fun. One such special event is the Ati-atihan. It is
celebrated in Kalibo, Aklan. All Filipinos love this joyful festival.
Folks in Aklan celebrate the Ati-atihan every third week of January
during the feast of the Child Jesus. It is the most special event of the year for
the people of Aklan. The revelry of the occasion is equally shared by both
celebrators and onlookers, which include tourists from all over the world.
Ati-atihan is a sincere form of thanksgiving to the Sto. Niño for a new
season and bountiful harvest. The lighthearted participants joyfully gather on
the streets in gleeful merrymaking.
The history of the Ati-atihan Festival can be traced back to the 13th
century when a group of datus led by Datu Puti first arrived in the Philippine
islands. They were met and befriended by short, dark-skinned, and kinky-
haired natives led by King Marikudo and Queen Maniwantiwang. The
natives sold to the datus the land near the coast in exchange for a solid gold
hat or “salakot” for the king and a necklace for the queen. The natives came
to be called “Atis” who then decided to move upland. But before the Atis
departed, Datu Puti ordered his people to dress up like the natives and hold a
feast in honor of their newfound friendship with the natives. The relationship
between the two peoples became stronger when the Atis were forced to
come down from the mountains because of strong monsoon rains. The
lowlanders shared their harvest with the stricken natives. The Atis then sang
and danced in gratitude for the generosity of the lowlanders. Every year
since then, the Atis would come down from the mountains and solicit food
170
through song and dance. The lowlanders joined in the merrymaking by
dressing themselves up as Atis. This celebration came to be known as the
Ati-atihan Festival.
Every time the Ati-atihan season comes around, natives enjoy the
revelry to the fullest. On the third day of the enthusiastic commemoration,
the celebrators smear themselves with soot to look like the native Atis. They
garb their bodies and heads with animal skin, feathers, and headdresses.
Women wearing sarong sway gracefully. They then proceed to the church
for the “Patak Paka” ritual where a minister blesses the people. All day, they
go merrymaking as they call out “Hala Bira!”
So if you hear the sounds of drums and the chants of the celebrators in
Kalibo, you know you are enjoying the world-class festival—the Ati-
atihan—that only Aklan can offer.
4. Afterward, instruct the students to do the activity on page 250 of the worktext.
Grammar
1. Have the students read the two sets of sentences on page 251 of the worktext. Invite
them to notice the italicized words. Tell them that the italicized words in set A are
adjectives and the italicized words in set B are adverbs.
2. Discuss the difference between adjectives and adverbs.
worktext.
4. Afterward, show picture/s of the Pahiyas Festival to the class. Call on volunteers to
share what they know about this festival. After eliciting some answers, instruct them
to answer Exercise 1 on page 252 of the worktext.
5. Next, show picture/s of Baguio City and the Panagbenga Festival to the class. You
may ask questions about the pictures. After eliciting some answers, direct the class to
answer Exercises 2 and 3 on pages 253 and 254 of the worktext.
6. Afterward, instruct the students to read the pairs of sentences on page 254 of the
worktext. You may ask, “What do you notice about the italicized words in each pair
of sentences?” After eliciting some answers, lead the students to the answer that the
words are the same. You may ask, “What does each word modify?” After acquiring
some answers, inform them that some words do not change form whether used as an
adverb or as an adjective.
7. Have the students read the list of adjectives and adverbs that have the same form.
Have them also read the contents of the Remember box on page 255 of the worktext.
8. Afterward, direct them to answer Exercises 4 to 6 on pages 255 to 257 of the
worktext.
9. Call on three volunteers. Give the first volunteer a command, like “Walk to the
door.” The second one will walk faster and the third one will walk the fastest.
10. After the three students have done the actions, ask the rest of the class to give three
different sentences about their classmates’ actions. This can be repeated twice
using more/most and less/least with adverbs (example: excitedly/slowly).
171
11. Lead the class to discover that comparison of adverbs follows the same pattern with
that of comparison of adjectives.
12. Afterward, have them turn their worktexts to pages 257 and 258. Discuss the rules in
forming the comparative and superlative degrees of adverbs.
worktext.
14. Thereafter, task them to answer Exercises 7 to 9 on pages 259 and 260.
Speaking
Direct the students to do the activities on page 261 of the worktext.
Writing
1. Have the class study Before You Write on pages 261 and 262 of the worktext.
2. Afterward, have them do As You Write, When You Rewrite, When You Check, and
When You Share on pages 262 and 263.
Spelling
Words Beginning with wr
Spelling List 18
1. wrench 11. Psalm
2. wraith 12. paradise
3. wrath 13. Pentecost
4. wreck 14. Paraclete
5. wrestle 15. patriarch
6. wrangle
7. wrought
8. wring
9. wretched
10. wreath
Pretest
Drills
Mastery Test
172
FORMATIVE TEST
A. Underline the correct modifier. Circle the word that it modifies. On
the line, write whether the word you underlined is an adjective or an
adverb.
Example: adverb The MassKara Festival is celebrated (annual,
annually) in Bacolod City.
1. Before 1980, the people of Bacolod City were known
for their (high, highly) extravagant way of life.
2. On April 22, 1980, the (tragic, tragically) sinking of
the interisland ship, Don Juan, cost the lives of over
700 Ilonggos.
3. The price of sugar in the world market had also gone
down to (severe, severely) low levels.
4. The (creative, creatively) people of Bacolod City
decided to start the MassKara Festival, which means a
multitude of faces.
5–6. Various groups join the (hot, hotly) contested street
dance competition with their (artistic, artistically)
decorated smiling masks.
7. (Lovely, Lovingly) young ladies join the beauty
pageant.
8. The (deafening, deafeningly) sounds of the drum and
bugle corps competitors fill the air.
9. Various food, agricultural products, and all kinds of
(colorful, colorfully) plants are on display.
10. This festival wants to prove that in spite of the (hard,
hardly) and tough times, Bacolod City can pull
through, survive, and triumph.
B. Tell whether each underlined adverb or adjective is used correctly or

not. If it is, write on the line correct. If not, change the underlined
word to make the sentence correct.
Example: colorful The Moriones Festival is one of the most
colorfully festivals in the Philippines.
1. The Moriones Festival is celebrated yearly during
the Holy Week.
2. It is large participated in by the people of
Marinduque.
3. The main character in this very unique festival is
Longinus, a blind Roman centurion who pierced
Jesus’ side during His crucifixion.
173
4. He was miraculous healed when Jesus’ blood fell
on his blind eye.
5. He became a very devout Christian and the Roman
soldiers, called Moriones, hunted for him
everywhere.
6–7. The Moriones in the festival go around the town with
their bright colored and scarily masks, scaring the
children.
8–9. During the entire Holy Week, these Moriones also
go around painfully flogging themselves to make up
for their much sins.
10. The festival ends when Longinus is final found and
beheaded.
C. On the line, write the correct degree of comparison of the adverb

found in the parentheses to make each sentence complete.
1. Among the festivals in the Philippines, I like the
Panagbenga Festival the (many).
2. We are able to appreciate how God has (bountiful)
blessed our country.
3. Flowers are everywhere, (far) than our eyes can see.
4. Many of the festivals celebrate (religiously) the feast
of the Sto. Niño.
5. Through time, many of them have done it (religiously)
and have added many non-religious practices.
6–7. People wear very (artistical) made costumes but
some dress (scantily), with very little covering for
their bodies.
8. I think that Sinulog is (popularly) known than
Dinagyang.
9. The (popularly) known among the Sto. Niño festivals
is the Ati-atihan.
10. We can (well) see the hospitality and the talents of the
Filipinos during these festivals.
174
Answer Key
Listening
1. O 6. F
2. F 7. F
3. O 8. F
4. F 9. O
5. O 10. O
Grammar
Exercise 1
1–2. No other harvest festival in the country is celebrated as (merry, merrily) and
(delightful, delightfully) as that of the feast of San Isidro Labrador in Lucban,
Quezon.
3. San Isidro was a (religious, religiously) Spanish farmer who was canonized in 1622.
4–5. (Colorful, Colorfully) kiping which are leaf-shaped rice wafers, are decorated
(creative, creatively) on the windows and walls of houses.
6. (Artistic, Artistically) decorated bamboos are festooned with fruits, vegetables, and
suman.
7. Tourists and visitors are invited to taste (local, locally) delicacies.
8. Bamboo food arches are erected (strategic, strategically) along the town’s main
streets.
9. The bamboo food arches are complemented by the window sills of houses along the
procession route that are (equal, equally) loaded with fruits and vegetables.
10. San Isidro really blesses the people of Lucban with a (bountiful, bountifully) harvest.
Exercise 2
Adjective Word Modified Adverb Word Modified

Every month yearly is held
fragrant smell always flock
foreign tourists excitedly wait
local tourists just love
colorful floats
successful recovery
destructive earthquake
175
Exercise 3
1. She excitedly wrapped the pastries in colorful plastic wrappers.
2. After wrapping them, she carefully put the pastries in a red basket.
3. She eagerly visited her grandmother.
4. Jennifer’s grandmother lovingly thanked her for the deliciously prepared pastries.
5. Jennifer thoughtfully remembers her grandmother’s birthday.
Exercise 4
Answers will vary.
Exercise 5
1. Long travels exhaust me.
I waited long for you.
2. Are you sure we are going the right way?
You guessed it right.
3. I slept tight last night.
My belt is quite tight.
4. Is there something wrong?
I made a wrong turn and now I’m lost.
5. My teacher looked hard at me when I gave a wrong answer.
This is a hard examination.
Exercise 6
1. He spoke so low we could hardly hear him.
2. The road is straight and not winding.
3. That was a high jump.
4. My monthly subscription arrived yesterday.
5. I studied hard for the test.
Exercise 7
1. Filipinos (religiously, more religiously, most religiously) observe festivals.
2. Sinulog is the (popularly, more popularly, most popularly) known festival in Cebu.
3. Ilonggos (excitedly, more excitedly, most excitedly) await the Dinagyang Festival
among all other festivals.
4. Participants in the Dinagyang Festival (bravely, more bravely, most bravely) hold
shields and weapons.
5. In Lucban, townfolk try to outdo each other in coming up with the (brightly, more
brightly, most brightly) colored kiping during the Pahiyas Festival.
6. They (skillfully, more skillfully, most skillfully) prepare colorful rice wafers.
176
7. Probably, the festival that can (greatly, more greatly, most greatly) interest you
among all others is the Parada ng Lechon in Batangas.
8. Araw ng Dabaw comes (early, earlier, earliest) than Araw ng Maynila.
9. In the Kinabayo Festival, participants (realistically, more realistically, most
realistically) reenact Spanish-Moorish wars.
10. During festivals, towns (proudly, more proudly, most proudly) showcase their local
products.
Exercise 8
1. The Santacruzan is (much, more) loved by Filipinos.
2. Unfortunately, it sometimes becomes a contest as to who is the most beautiful and
who dresses (better, best) among all the sagala.
3. The participants in the parade usually walk (far, farther) than usual.
4. Even if they are tired, they do not get (ill, worst).
5. They could not care (less, least) as long as they are able to participate in the parade.
Exercise 9
1. deliciously; baked
Positive: The loaf bread is deliciously baked.
Comparative: The banana cake is more deliciously baked than the loaf bread
Superlative: The chocolate chip cookies are the most deliciously baked.
2. highly; respected
Positive: The mayor is highly respected.
Comparative: The governor is more highly respected than the mayor.
Superlative: The senator is the most highly respected.
3. commonly; said
Positive: Finish your food is commonly said by our parents.
Comparative: Clean your room is more commonly said by our parents.
Superlative: Study hard is most commonly said by our parents.
4. move; fast
Positive: Choppers move fast.
Comparative: Airplanes move faster than the chopper.
Superlative: Jets move the fastest of all.
5. rarely; used
Positive: Abacus is rarely used nowadays.
Comparative: The manual typewriter is more rarely used than the abacus.
Superlative: Telegram is the most rarely used nowadays.
Note: Item no. 4 in the books should be “move; fast” instead of “fast; work.”
177
Spelling
A. 1. wrench 6. wraith
3. wrath 7. wrought
4. wreck 8. wring
2. wrestle 9. wretched
3. wrangle 10. wreath
B. 1. psalm 4. Paraclete
2. paradise 5. patriarch
3. Pentecost
Formative Test
A.
adverb 1. Before 1980, the people of Bacolod City were known for their (high,
highly) extravagant way of life.
adjective 2. On April 22, 1980, the (tragic, tragically) sinking of the interisland
ship, Don Juan, cost the lives of over 700 Ilonggos.
adverb 3. The price of sugar in the world market had also gone down to
(severe, severely) low levels.
adjective 4. The (creative, creatively) people of Bacolod City decided to start the
MassKara Festival, which means a multitude of faces.
adverb/adjective 5–6. Various groups join the (hot, hotly) contested street dance
competition with their (artistic, artistically) decorated smiling
masks.
adjective 7. (Lovely, Lovingly) young ladies join the beauty pageant.
adjective 8. The (deafening, deafeningly) sounds of the drum and bugle corps
competitors fill the air.
adjective 9. Various food, agricultural products, and all kinds of (colorful,
colorfully) plants are on display.
adjective 10. This festival wants to prove that in spite of the (hard, hardly) and
tough times, Bacolod City can pull through, survive, and triumph.
B.
correct 1. The Moriones Festival is celebrated yearly during the Holy Week.
largely2. It is large participated in by the people of Marinduque.
correct 3. The main character in this very unique festival is Longinus, a blind
Roman centurion who pierced Jesus’ side during His crucifixion.
miraculously 4. He was miraculous healed when Jesus’ blood fell on his blind eye.
correct 5. He became a very devout Christian and the Roman soldiers, called
Moriones, hunted for him everywhere.
178
brightly/scary 6–7. The Moriones in the festival go around the town with their bright
colored and scarily masks, scaring the children.
correct/many 8–9. During the entire Holy Week, these Moriones also go around
painfully flogging themselves to make up for their much sins.
finally 10. The festival ends when Longinus is final found and beheaded.
C.
most 1. Among the festivals in the Philippines, I like the Panagbenga
Festival the (many).
bountifully 2. We are able to appreciate how God has (bountiful) blessed our
country.
father 3. Flowers are everywhere, (far) than our eyes can see.
religiously 4. Many of the festivals celebrate (religiously) the feast of the Sto.
Niño.
less religiously 5. Through time, many of them have done it (religiously) and have
added many non-religious practices.
artistically/scantily 6–7. People wear very (artistical) made costumes but some dress
(scantily), with very little covering for their bodies.
more popularly 8. I think that Sinulog is (popularly) known than Dinagyang.
most popularly 9. The (popularly) known among the Sto. Niño festivals is the Ati-
atihan.
best 10. We can (well) see the hospitality and the talents of the Filipinos
during these festivals.
179
UNIT 3
Enjoying Life
No. of No. of
Days Points Test
Lesson 1. My Thoughts
Use different kinds Part I
of descriptive and 2 18.18 10 1–10 Identification
limiting adjectives
Lesson 2. Colorful Imagination
Use proper and 2 18.18 10 Part II Rewriting
derived adjectives 1‒10
Lesson 3. Good Deeds
Arrange adjectives 2 9.09 5 Part III Sequencing
in a series 1‒5
Lesson 4. Acts of Kindness
Use adjectives
Part IV Multiple
in different degrees 2 18.18 10
1‒10 Choice
of comparison
Lesson 5. Fantastic Travels
Use different kinds Part V Identification
of adverbs 2 18.18 10 1‒10 Classification
Lesson 6. Special Festivals
A. Differentiate
Part VI‒A
adjectives from 2 9.09 5 Completion
1-5
adverbs
B. Use adverbs in
Part VI‒B
different degrees 2 9.09 5 Completion
1‒5
of comparison
Total 14 99.99% 55
180
I. Read the following paragraph. Then identify the descriptive and/or limiting
adjectives that modify each noun given in the chart below. Write your answers in
the appropriate column. The first one has been done for you.
Leonardo Da Vinci is one of the greatest geniuses that ever lived. He was a
“polymath,” which means “one who has mastered many different fields.” His two
famous paintings are Mona Lisa and The Last Supper. He was also a clever
inventor and an eloquent speaker with a pleasant and an attractive personality.
Michelangelo was a well-known painter. His marble sculptures are examples of
classic art. But Da Vinci was more well-rounded because he excelled in Science as
well as in Art.
Descriptive Limiting
geniuses greatest the
1. fields
2. paintings
3. inventor
4. speaker
5. personality
6. personality
7. painter
8. sculptures
9. art
10. Da Vinci
II. Complete each sentence by changing the word in parentheses into a proper or
derived adjective. Write your answer on the line.
1. Robert James Fischer is known as the world’s greatest chess player.
His (Germany) father was a biophysicist.
2. His (America) mother was a nurse.
3. He started playing chess at the age of six. He was able to defeat the
(Poland) grandmaster Samuel Reshevsky during a blindfold
exhibition when he was ten.
4. At the age of 13, he tied for 8th place at the (Canada) Open in
Montreal.
5. His strongest rival was the (Russia) Boris Spassky, whom he
played the Match of the Century in 1972.
6. Galileo Galilei began his (astronomy) observations at the age of 17.
181
7–8. The Pope was (fury) with Galileo for saying that Earth was not the
(center) point of the universe.
9. He was accused of heresy or teaching false things and was found
(guilt).
10. Because of him, the Age of Enlightenment spread throughout the
(civil) world.
III. Arrange the letters on top of the adjectives to follow the correct order of adjectives
in a series. Write your answer on the line.
A B C
1. beautiful young two maidens
A B C
2. handsome that Indian boy
A B C
3. bathing nylon yellow suit
A B C
4. green poisonous the snake
A B C
5. large reading this room
IV. Underline the word/s that would best fit into the sentence.
1–2. Ludwig Van Beethoven is known as the (famous, more famous, most
famous) and the (great, greater, greatest) classical composer who ever lived.
3. He is remembered for his (powerful, more powerful, most powerful) music
though he was deaf.
4. Beethoven was (good, better, best) than his teachers Joseph Haydn and
Wolfgang Amadeus Mozart.
5. At the age of 23, he started to become (deaf, more deaf, most deaf) and this
made him feel bad and angry.
6–7. His deafness became (bad, worse, worst) as he grew older and this made him
(temperamental, more temperamental, most temperamental).
8. As his deafness worsened, his music became (powerful, more powerful, most
powerful).
9. The (good, better, best) example of his music is the famous Symphony # 5
with its four famous notes.
10. Beethoven is a (good, better, best) example of one person who has turned his
handicap into something positive.
V. Circle the adverb used in each sentence. Then identify its kind by writing manner,
place, time, frequency, or degree on the line.
1–2. Galileo Galilei diligently studied the skies through his
telescopes and concluded that the sun did not revolve around the
earth.
182
3. He bravely faced the punishment of the Church.
4. Afterward, the Church admitted that it had made a mistake.
5. Galileo was very happy that he had been freed.
6. Da Vinci’s famous paintings are well-known even today.
7–8. We can see Da Vinci’s works almost everywhere.
9–10. We often find copies of his paintings in books and magazines.
VI.A. Supply a missing adjective or adverb.

1. William Shakespeare wrote (adjective) lovely poems.
2. He (adverb) wrote various kinds of plays.
3. Some of his plays ended (adverb).
4. Romeo and Juliet is a (adjective) tragedy.
5. Their love story did not end (adverb).
VI. B. Write in the blank the correct form of the adverb in parentheses to make each
sentence correct.
(angrily) 1. Beethoven was very furious about his deafness. He
expressed it through his powerful music.
(increasingly) 2. As he grew older, his deafness became serious that
he could not hear anymore.
(patiently) 3. Haydn, his teacher, helped him with his music.
(musically) 4. Haydn said that Beethoven was one of the talented
students he had.
(beautifully) 5. I think Beethoven composes among all the
popular composers in history.
Answer Key
I.
Descriptive Limiting
geniuses greatest the
1. fields different many
2. paintings famous two
3. inventor clever a
4. speaker eloquent an
5. personality pleasant a
6. personality attractive an
7. painter well-known a
183
8. sculptures marble
9. art classic
10. Da Vinci well-rounded more
II. 1. German 6. astronomical

2. American 7–8. furious, central
3. Polish 9. guilty
4. Canadian 10. civilized
5. Russian
III. 1. C A B 4. C B A
2. B A C 5. C A B
3. C B A
IV. 1. most famous 6. worse

2. greatest 7. temperamental
3. powerful 8. more powerful
4. better 9. best
5. deaf 10. good
V.
manner 1–2. Galileo Galilei diligently studied the skies through his telescopes
place_____ and concluded that the sun did not revolve around the earth.
manner 3. He bravely faced the punishment of the Church.
time 4. Afterward, the Church admitted that it had made a mistake.
degree 5. Galileo was very happy that he had been freed.
time 6. Da Vinci’s famous paintings are well-known even today.
degree 7–8. We can see Da Vinci’s works almost everywhere.
place_____
q
Frequencyy 9–10.We often find copies of his paintings in books and magazines.
place_____
VI. A. Answers may vary for numbers 3–5.

1. many 4. popular
2. also 5. well
3. happily
VI.B.
1. angrily
2. more increasingly 4. most musically
3. patiently 5. most beautifully
184
Unit 4
Finding My Place in the World
Prepositional Phrase Activities & Games

https://study.com/academy/lesson/prepositional-phrase-activities-games.html
Simple Idiom/Phrasal Verb Speaking Activity

www.englishcurrent.com/speaking/simple-idiomphrasal-verb-speaking-activity/
Identifying Conjunctions and Interjections; Determining Parts of Speech

coamed.pbworks.com/f/worksheet8.pdf
Interjection and Conjunction Game

https://www.quia.com/cb/56972.html
Compound Sentences Worksheets

englishlinx.com/sentences/compound_sentences/
Sentence Types Race

Complex Sentences Worksheets

englishlinx.com/sentences/complex_sentences
Sentence Challenge
Complex Sentences {Ideas and Freebie}

speechpeeps.com/2015/12/complex-sentences-ideas-and-freebie.html
185
Lesson 1
My Dreams and I
(Simple and Compound Prepositions, Prepositional Phrases, and Prepositions in Idioms)
OBJECTIVES
Listening
x Listen to a poem to identify point of view
x Infer the author’s purpose
Grammar
x Compose clear and coherent sentences using simple and compound prepositions and
prepositional phrases
x Use prepositions in idioms
Speaking
x Deliver familiar poems/quotable lines with ease and confidence
Writing
x Write different instructions and directions
x Use transition/signal words (examples: first, second, third, next, soon, etc.)
Spelling
x Spell words with the /f/ sound spelled as ff, gh, or ph
x Spell compound words related to Mathematics

x Soaring to New Heights in Language 4 Second Edition worktext, pages 266‒281
x CD or any music player and classical music
x idioms written on cartolina strips
PROCEDURE
Oral Production
To start off the lesson, ask the students to pronounce the endings of the following
words very clearly. Do this drill before each lesson.
186
Words ending with consonant clusters:
lend and spend
hunt for ants
an old fence
a tense moment arts and crafts golf by himself thank the monk an old mold
change your range solve with tact
Motivation
Tell the students that you are all going on an “imaginary journey” to a period 30
years from now. Encourage everyone to pick his/her own “transportation” for the
journey, and “go” wherever he/she wants. After giving these instructions, play a piece of
classical music. Instruct the students to close their eyes and proceed with their journey.
After two minutes of this “journey,” stop the music. Ask for three volunteers to share
their journey with the class.

worktext. Call on volunteers to read the introduction.
Listening
1. Have the students read the questions on page 267 of the worktext. Afterward, tell the
students to listen attentively to the poem that you will be reading.
I Had a Hope, I Touched a Dream
Richard MacWilliam
I had a hope, I touched a dream,
There was no easy way.
I walked into the dead of night,
For I could not stay.
I walked and when the moon shone bright
I found a path to climb:
I walked beneath that strangest light
In my most troubled time.
I walked, and chased away my fears,
I walked—I looked ahead;
Through a vale of endless tears
I walked where I was led.
A greater power held my hand
And gave me strength to fight;
I walked beneath the face of God,
I walked towards the light.
—Adapted from www.richard macmillan.com
187
2. Discuss Point of View on page 267 of the worktext, and afterward, instruct the
students to do the activity on pages 267 and 268.
Grammar
1. Instruct the students to read the sentences on page 268 of the worktext. Direct their
attention to the italicized word in each sentence. Write on the board the words about,
of, for, and during. Tell the students that these words are called prepositions. Ask
them if they know what prepositions are. After eliciting some answers, tell them that
a preposition is a word that relates nouns and pronouns to other words in a sentence.
2. Have them look again at the sentences on page 268 of the worktext. Ask them what
words follow each preposition. After eliciting some answers, inform them that the
noun or pronoun that follows a preposition is called the object of the preposition.
3. Have the students turn to page 269 and ask them to read the list of commonly used
prepositions. Explain to the students that there are words between the preposition and
the object of the preposition. You may say, “These words are called modifiers
because they describe or modify the object of the preposition.” Inform the students
that the preposition, its object, and the modifiers of the object make up the
prepositional phrase.
4. Have the class read the contents of the Remember box on page 270 of the worktext.
5. Afterward, have them answer Exercises 1 to 4 on pages 270 to 273. The exercises can
be done individually, in pairs, or in groups.
6. Discuss compound prepositions on page 273 of the worktext. Have the students read
the contents of the Remember box on the same page. Afterward, task them to answer
Exercise 5 on pages 273 and 274.
7. Present the following phrases (with illustrations) in strips of cartolina.
a. raining cats and dogs (illustration: person with umbrella, cats and dogs falling
from the sky)
b. let the cat out of the bag (illustration: cat being released from inside a bag)
c. turned yellow (illustration: boy with a yellow face)
8. Discuss each picture one by one. First, ask the students to describe what they see,
then have them to read the phrases. Ask them if the illustration matches the words.
Tell them that these are idioms, and that they have a different meaning from their
individual words.
9. Discuss the real meaning of each idiom and ask the students to use them in sentences.
Note: raining cats and dogs means raining hard
let the cat out of the bag means tell others what is not known
turned yellow means became cowardly
10. Explain that some prepositions, when added to specific words, form idioms. To
emphasize, have the students read the contents of the Remember box on page 274 of
the worktext.
188
11. Have the class play the Task Card Game. Give each student a task card and ask them
to look for their partners by matching the cards. Once they finish finding their
partners, ask the students to write their idioms on the board.
Prepositions in idioms:
get across/around/over run into/out of
call on/off clam up
catch up/up with
12. Direct the students to answer Exercise 6 on pages 274 and 275 of the worktext. Have
them choose their answers from the idioms listed on the board. When done, ask the
students to give the meaning of each idiom.
Answers:
get across―communicate
get around―circulate or move around
get over―overcome call
on―visit
call off―postpone or cancel
catch up with―update
catch up―understand
run into―meet
run out of―is left with nothing
clam up―stop talking
13. Instruct the students to form groups of four. Ask the students to answer Exercise 7 on
pages 275 and 276 of the worktext as a group. They should all agree on their
answers.
Speaking
Direct the students to do the activity on page 277 of the worktext.
Writing
Have the students do Before You Write, As You Write, When You Rewrite, When
You Check, and When You Share on pages 277 to 279 of the worktext.
Spelling
Words Ending with the /f/ Sound Spelled as ff, gh, and ph
Spelling List 19
Base Words
1. trough 6. choreograph
2. epitaph 7. nymph
3. dandruff 8. scruff
4. sheriff 9. cough
5. slough 10. triumph
189
11. ratio
12. percent
13. symmetrical
14. circumference
15. Fahrenheit
Pretest
Drills
Mastery Test
FORMATIVE TEST
A. Complete each sentence with a preposition. Write your answers on the
lines.
about across along for behind

during for inside underneath without
1. Sister Rosalie is a missionary. She works the poor people in

the slum areas.
2. Her niece, Nina, goes with her summer.
3. They have to walk a rickety bridge in order to reach the
community.
4. The people there are so poor. Sometimes they go food for days.
5. Some of them build their houses the bridge.
6. Others live empty warehouses.
7. Still others stay the railroad tracks.
8. The slum area is a classy subdivision.
9. The people in the subdivision do not seem to care the poor.
10. Nina is very sad this situation.
190
B. Underline the prepositional phrase in each of the sentences. Circle the
word that it modifies.
1. Serafin Gonzales is the town mayor of Kapayapaan.
2. He is good to everyone.
3. He is honest at all times.
4. He shares with his people all his bounties.
5. The people love him with all their hearts.
C. Use each of the following prepositions in idioms in a sentence.

1. look down
2. look like
3. look over
4. look into
5. look up to
191
Answer Key
Listening
A.
1. I refers to the author
2. My refers to the author
3. me refers to the author
Point of View: First person point of view
B. Main message of the poem: God is always there to help us.
Grammar
Exercise 1
1. around 6. on
2. for 7. with
3. in 8. behind
4. about 9. among
5. between 10. from
Exercise 2
1. Patricia, the eldest daughter, said, “I will be a social worker in the slums.”
2. Mika, the second daughter, said, “I will work as a doctor for the poor.”
3. “I will be a teacher in Kindergarten,” chimed in Katrina, the youngest.
4. Patricia will enroll in a course in Social Work.
5. Mika will have to spend many years in medical school.
6. Katrina needs to have a lot of patience with children.
7. The three sisters want to serve other people outside the city.
8. It is their labor of love.
9. They have been taught about love for others.
10. Their parents are very proud of them.
Exercise 3
1. What would we do without our mothers?
2. My mother checks on me every day.
3. She worries about me when I am sick.
4. She is such a significant part of my life.
5. She is also a wonderful inspiration to me.
6. Mothers care for us all the time.
7. They do not remind us about our failures.
8. They rejoice with us when we are happy.
9. Their love for us is second to God’s love for us.
10. There is no love like a mother’s love.
192
Exercise 4
1. prepositional phrase: above the clouds
sentence: The airplane flies above the clouds.
2. prepositional phrase: beneath the trees
sentence: We took shelter from the rain beneath the trees.
3. prepositional phrase: at ten o’clock
sentence: We meet at ten o’clock every day.
4. prepositional phrase: from the school
sentence: Our house is far from the school.
5. prepositional phrase: about the life
sentence: This story is about the life of Mother Teresa of Calcutta.
Exercise 5
1. Rodolfo wanted very much to enter college but he couldn’t do so because of their
poverty.
2. According to his mother, if would be better if he just works on their farm.
3. But in spite of this, Rodolfo decided to become a working student just so he could go
to college.
4. In between his classes, he worked as a student assistant in their school library.
5. After four years, he stood in behalf of/in front of the graduating class to deliver his
valedictory address.
Exercise 6
1. Bob tried his best to get across his parents that he wanted to become a priest.
2. He had gotten around for the past three years after graduation and he still didn’t feel
settled.
3. He could not get over his desire to be of service to God and to others, instead of
getting a regular job.
4. He decided to call on his priest friend for help.
5. Fr. Jerry called off his other appointment just to be with Bob.
6. Fr. Jerry and Bob spent hours catching up with each other after having been apart for
over four years.
7. Fr. Jerry finally caught up that Bob needed his help to convince Bob’s parents to
allow him to enter the seminary.
8. One day, Fr. Jerry ran into Bob’s parents in the supermarket.
9. He got a chance to mention Bob’s fondest dream but Bob’s father decided to calm
up.
10. His mother ran out of arguments against Bob’s becoming a priest. Finally they gave
in and today, Bob is very happy making his dream of serving God and others a
reality.
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Exercise 7
1. f 6. h
2. d 7. i
3. a 8. c
4. j 9. b
5. g 10.e
Spelling
A. 1. trough 6. choreograph
2. epitaph 7. nymph
3. dandruff 8. scruff
4. sheriff 9. cough
5. slough 10. triumph
B. 1. ratio 4. circumference
2. percent 5. Fahrenheit
3. symmetrical
C. 1. sheriff 6. choreograph
2. triumph 7. dandruff
3. slough 8. scruff
4. Fahrenheit 9. ratio
5. trough 10. circumference
Formative Test
A.
1. Sister Rosalie is a missionary. She works for the poor people in the slum areas.
2. Her niece, Nina, goes with her during summer.
3. They have to walk across a rickety bridge in order to reach the community.
4. The people there are so poor. Sometimes they go without food for days.
5. Some of them build their houses underneath the bridge.
6. Others live inside empty warehouses.
7. Still others stay along the railroad tracks.
8. The slum area is behind a classy subdivision.
9. The people in the subdivision do not seem to care for the poor.
10. Nina is very sad about this situation.
B.
1. Serafin Gonzales is the town mayor of Kapayapaan.
2. He is good to everyone.
3. He is honest at all times.
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4. He shares with his people all his bounties.
5. The people love him with all their hearts.
C. Sample answers:
1. Some people look down on beggars
2. Most children look like their parents
3. You have to look over the entire test before answering the first question.
4. “I’ll look into your problem,” the principal assured the parent.
5. Most students look up to their teacher for guidance.
Lesson 2
Discovering the Wonders of Nature
(Adjectival and Adverbial Prepositional Phrases)
OBJECTIVES
Listening
x Listen to a legend using an appropriate graphic organizer to show its elements
Grammar
x Compose clear and coherent sentences using prepositional phrases used as adjectives
or adverbs
Speaking
x Observe conversation manners such as paying attention to the speaker, listening to the
speaker’s body language, and avoiding to make distractions
x Encourage others to talk by showing receptive gestures
x Avoid dominating discussion
x Provide evidence to support understanding
Writing
x Write a bio-poem
Spelling
x Spell words ending in -cial and -tial
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PROCEDURE
Oral Production
Discuss the meaning of the passage below. You may say, “The passage compares
nature and a broadcasting station. God is the announcer speaking to us. George
Washington Carver is a famous African-American scientist, botanist, and inventor. He is
well-known for his discoveries on the many uses of the lowly peanut.” Afterward, state
the quote below.
I love to think of nature as an unlimited broadcasting
station, through which God speaks to us every hour, if we will
only tune in.
―George Washington Carver
Motivation
Direct the students’ attention to the picture of Mayon Volcano on page 282 of the
worktext. Ask them what they know about it. Possible answers may be, “It’s in Bicol, the
perfect cone, a tourist attraction,” etc. After eliciting some answers, ask them, “Do you
know how it came to be? How about the other things in nature?” Tell the class that in this
lesson, they will be learning about the many wonders of nature–on earth, in outer space,
and especially among the people around us. You may add that “We cannot help but
marvel at them.”

worktext. Call on some volunteers to read the introduction and the objectives.
Listening
1. Tell the students to listen attentively as you read to them a legend of Mayon Volcano.
2. Read the selection below.
The Legend of Mayon Volcano
Mayon Volcano is a majestic mountain found in the Bicol region. It is known all
over the world for its perfect cone shape. How did it come to be? How did its sides
become so smooth that it looks like an upside down ice cream cone?
Science has its own explanation but since our forebears didn’t know any better, they
made up their own stories to explain how Mt. Mayon came to be. These stories are called
legends. One legend goes this way.
Daragang Magayon was the beautiful daughter of Tiong Makusog, the chieftain of
one of the most powerful tribes in the Bicol region. Because of her beauty and gentle
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disposition, she had many suitors. One of them was Paratuga, a brave but selfish soldier.
However, Daragang Magayon was in love with Panganoron. Unfortunately, Panganoron
belonged to another tribe and they were not allowed to get married.
Because Paratuga wanted Daragang Magayon so badly, he kidnapped Tiong
Makusog and told the young lady that he would let her father go only if she agrees to
marry him. Just so she could save her father, Daragang Magayon agreed to marry
Paratuga.
On their wedding day, Panganoron, together with his followers, attacked Paratuga’s
village and a battle ensued. When it was over, both Panganoron and Daragang Magayon
were found among those who had died. The lovers were buried together and a mountain
grew on that spot. Everytime it quakes or trembles, the people say that it is the love of
Panganoron and Daragang Magayon being brought back to life.
―Adapted from: http://instructionalminutes.blogspot.com
3. After the selection reading, task the class to do the activity on pages 283 and 284 of
the worktext.
Grammar
1. Direct the students to turn to page 285 of their worktexts. Tell them to read silently
along with you as you read the paragraph on the page. Have them focus on the
italicized groups of words in the paragraph. Tell them to look at the boldfaced words
before each italicized groups of words. Ask, “What is the relation of the italicized
groups of words to the boldfaced words?”
2. After eliciting some answers, tell the students that the boldfaced words are nouns and
that the italicized groups of words are called prepositional phrases.
3. Say, “Prepositional phrases are called adjectival prepositional phrases or adjective
phrases because they modify a noun or a pronoun.”
4. Thereafter, have the students read the contents of the Remember box on page 285 of
the worktext. Afterward, have them answer Exercises 1 to 5 on pages 286 to 288 of
the worktext.
5. After the activity, direct the class to read the selection on pages 288 and 289 of the
worktext.
6. Focus the students’ attention on the underlined groups of words in the selection. Ask
them what they can say about the underlined phrases in the selection, and if they
notice that each phrase modifies a verb, an adverb, or an adjective.
7. Thereafter, study with the students the chart on page 289 of the worktext. Tell them
that the phrases in the chart are called adverbial prepositional phrases or adverbial
phrases. Explain to the students that adverbial prepositional phrases also answer the
questions how, when, where, or why.
8. Have the students go back to the selection that they had just read. Have them look for
the other adverbial prepositional phrases that had not been identified.
9. Afterward, ask the students to read the contents of the Remember box on page 290 of
the worktext, and to work on Exercise 6 on page 290 of the worktext.
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10. After finishing, have the students read the two sentences on page 291 of the worktext.
11. After they finish, you may ask them, “What word does the phrase across the room
modify in the first sentence? In the second sentence?” After eliciting some answers,
tell the students that the phrase across the room in the first sentence is an adjectival
prepositional phrase because it modifies the noun boy. Tell them that in the second
sentence, the phrase across the room is an adverbial prepositional phrase because it
modifies the verb run.
worktext, and afterwards have them answer Exercise 7 on page 291 of the worktext.
Speaking
1. Divide the class into groups of six to eight and assign a moderator and a secretary.
Have each group pick out a topic that they will talk about. The moderator will guide
the discussion so that everybody will have a chance to share his/her thoughts. The
secretary should take down important points given by the group.
2. Discuss with the class what body language means. You may say, “Negative body
language are gestures that show disinterest or opposition, like folding one’s arms or
turning to one side. These should be avoided because it discourages people from
sharing their thoughts. Positive gestures like nodding of the head or open eyes and
arms encourage participation and should be practiced.”
3. Afterward, have the class do the activities on page 292 of the worktext.
Writing
Discuss Before You Write on pages 292 and 293 of the worktext. Thereafter, have
the students do As You Write, When You Rewrite, When You Check, and When You Share
on page 294 of the worktext.
Spelling
Words Ending in -tial and -cial
Spelling List 20
1. essential 11. giraffe
2. influential 12. platypus
3. confidential 13. marsupial
4. potential 14. chameleon
5. initial 15. crustacean
6. artificial
7. commercial
8. financial
9. beneficial
10. provincial
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Pretest
Drills
Mastery Test
FORMATIVE TEST
A. Circle the preposition that would best fit into the sentence.
1. Some strange plants grow (in, out, over) odd shapes.
2. There are plants shaped (beyond, like, upon) stones, bottles, and pipes.
3. Some plants have their roots (above, during, till) the ground.
4. There are even plants that feed (at, inside, on) insects.
5–6. Insects fall (beside, by, down) the slippery sides and drown (in, near,
with) the liquid inside.
7–9. Some trees live (among, for, from) thousands (along, of, off) years
and grow (to, toward, up) enormous sizes.
10. There are so many weird and wonderful plants (around, between,
through) us.
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B. Complete each sentence with a prepositional phrase from the box. Write
your answer in the blank.
about dinosaur’s habits of their toes
before people lived of dinosaurs’ bones
in museums and teeth on earth
in rocks in almost all places
inside fossilized eggs through meat
1. Dinosaurs lived millions of years ago.

2. They became extinct , so no one has ever seen a live
dinosaur.
3. People have found fossils .
4. Fossils are usually found hardened .
5. These bones make up whole skeletons which are shown .
6. By studying the different bones, scientists were able to find out .
7. Their huge teeth helped dinosaurs cut .
8. Some dinosaurs had sharp claws at the end .
9. Sometimes baby dinosaur skeletons are found .
10. We know that dinosaurs lived because their bones have been
found everywhere.
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Answer Key
Listening
Setting: Bicol
Characters: Tiong Makusog, Paratuga, Daragang Magayon, Panganoron
The Problem or Conflict: Paratuga was in love with Daragang Magayon. Daragang
Magayon and Panganoron were in love with each other.
The Solution:
x Paratuga kidnapped Tiong Makusog.
x Daragang Magayon agreed to marry Paratuga to save her father, Tiong Makusog.
x Panganoron waged war against Paratuga and his men.
Conclusion: Daragang Magayon and Panganoron who both died were buried together
and their grave became the Mayon Volcano.
Grammar
Exercise 1
Under the Sea
All the animals (l) in the sea need food. Small animals eat tiny plants (2) near the
surface of the water.
Animals hide and protect themselves in different ways. The sea dragon looks like a
piece (3) of seaweed. The spines (4) of the sea urchin scare away its enemies.
The octopus (5) with its eight tentacles throws out a jet of black ink to confuse the bigger
animals (6) around it.
There are about 13,000 types (7) of fish living in the sea. Some live in the cold open
sea while others live in the warmer and shallower waters (8) of the tropics. Others live in
the deepest parts (9) of the sea.
It is really a different world (10) down below.
Exercise 2
1. There are many different kinds of animals.
2. There are animals with backbones like the rat, the bear, and the fish.
3. There are animals without backbones like the octopus, the snail, and insects.
4. There are still other ways of grouping animals.
5. A mammal is an animal with mammary glands to feed its young.
6. A young mammal drinks milk from its mother.
7. Most mammals have live babies but the platypus lays eggs with leathery shells.
8. Some animals eat a lot of food in autumn and sleep until spring.
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9. Marsupials, like kangaroos, have pouches for their babies.
10. Animals around the world are truly amazing.
Exercise 3
Answers will vary but the phrases should modify the noun before them. Sample answers:
1. The chairs and tables in the classroom are neatly arranged.
2. The teachers and lecturers from the city will arrive soon.
3. These people from the Department of Health will give the pupils lectures on
community service.
4. The pupils will take down notes about tree planting.
5. This is a day for learning.
Exercise 4
1. My favorite place to stroll is the mall across the next street.
2. The bamboo bridge over the muddy creek was built last month.
3. Those trees beside the lake are willows.
4. The tall evergreen trees behind the playground are spruce trees.
5. The robin in the nest is watching her young.
Exercise 5
1. My best friend is sitting beside her mother right now.
2. The best time to start making your performance task is right after when your teacher
assigned it to you.
3. A respectful student should deal with the elderly in a polite and gentle manner.
4. Americans treat third world country with kindness and respect.
5. We usually spend out summer vacation in the province.
Exercise 6
1. The solar system includes all the planets, moons, and comets that go around the sun.
2. Mercury was named after a Roman God.
3. Venus is surrounded by hot poisonous gases.
4. Our planet Earth is inhabited by people.
5. Mars looks red because its rocks are full or rusted iron.
6. Jupiter’s four largest moons were first discovered in 1610.
7. Saturn appears to be surrounded by two wide rings.
8. Uranus orbits the sun tipped over on its side.
9. Out of Neptune’s thirteen moons, only two can be easily seen from Earth.
10. Pluto was defined as a dwarf planet in August 2006.
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Exercise 7
1. It is everybody’s dream to go around the world.
2. Spaceships fly over our planet.
3. People live on earth.
Note: Exercise 5 on page 291 of the worktext is Exercise 7.
Spelling
A. 1. essential 6. artificial
2. influential 7. commercial
3. confidential 8. financial
4. potential 9. beneficial
5. initial 10. provincial
B. 1. essential 6. financial
2. confidential 7. initial
3. artificial 8. influential
4. beneficial 9. potential
5. commercial 10. provincial
C. 1. giraffe 4. chameleon
2. platypus 5. crustacean
3. marsupial
Formative Test
A. 1. in 6. in
2. like 7. for
3. above 8. of
4. on 9. to
5. down 10. around
B.
1. Dinosaurs lived on earth millions of years ago.
2. They became extinct before people lived, so no one has ever seen a live dinosaur.
3. People have found fossils of dinosaurs’ bones and teeth.
4. Fossils are usually found hardened in rocks.
5. These bones make up whole skeletons which are shown in museums.
6. By studying the different bones, scientists were able to find out about dinosaurs’
habits.
7. Their huge teeth helped dinosaurs cut through meat.
8. Some dinosaurs had sharp claws at the end of their toes.
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9. Sometimes baby dinosaur skeletons are found inside fossilized eggs.
10. We know that dinosaurs lived in almost all places because their bones have been
found everywhere.
Lesson 3
Sharing Myself
(Conjunctions and Interjections)
OBJECTIVES
Listening
x Listen to a poem to note details
Grammar
x Identify conjunctions
x Identify the coordinating and subordinating conjunctions
x Compose clear and coherent sentences using coordinating and subordinating
conjunctions
Speaking
x Memorize and deliver familiar literary pieces with ease and confidence
Writing
x Write a news story
Spelling
x Spell words ending in -el, -le, and -elle

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PROCEDURE
Oral Production
Begin the lesson by saying, “This poem was written by a would-be poet. Try to
understand what he wants to say. Do you agree with him?” After eliciting some answers,
discuss this poem with the students and ask them to recite it at the start of each lesson.
Love is not a color, no hue no race
All of our blood is the same,
That runs deep within our veins.
If we could lift up each other
And know that we all care
If we help our sisters and brothers
There’s a bond that we’ll share.
―Honestly JT
Motivation
Before the class, select two groups of students to act out these two different
situations in the canteen.
a. One student has plenty of food. He/She eats by himself/herself while others look at
him/her.
b. One student has plenty of food. He/She shares his/her food with his/her classmates.
They all have fun together.
After the two groups have acted out the situations, discuss with the class the following:
a. difference between the two groups
b. result when they share what they have

Listening
1. Tell the students to listen attentively to the poem that you will be reading.
2. Instruct them to do the activity on page 298 of the worktext as you read the poem
below.
What Am I?
I am a little thing with a big meaning
I help everyone.
I unlock doors, open hearts, remove falsehood
I create friendship and goodwill.
I inspire respect and admiration.
I break no law.
I cost nothing.
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Many have praised me; none have condemned me.
I am pleasing to those of high and low degrees.
I am useful every moment.
I am courtesy.
–Adapted from: http://www.oneplace.com
Grammar
1. Call the students’ attention to the italicized words in the sentences on page 299 of the
worktext. Tell them that these words are called conjunctions. Explain the function of
conjunctions.
worktext. Afterward, have them answer Exercise 1 on page 299 and 300.
3. Discuss to the class the two kinds of conjunctions. Instruct the students to read the
contents of the Remember box on page 301.
4. After the discussion, have the students answer Exercises 2 to 5 on pages 301 to 305.
5. Read the given paragraph on page 306 in both ways―with and without the
interjections with the proper expression.
6. Discuss the lesson on interjections. Have the students read the contents of the
Remember box on page 307 of the worktext, and afterward, task them to do Exercises
6 to 8 on pages 307 to 309.
Speaking
Have the students do the activities on page 309 of the worktext.
Writing
Task the students to do Before You Write, As You Write, When You Rewrite, When
You Check, and Publishing on pages 309 and 310 of the worktext.
Spelling
Words Ending in -el, -le, and -elle
Spelling List 21
1. citadel 11. decagram
2. satchel 12. hectogram
3. scalpel 13. trapezoid
4. article 14. rhombus
5. buckle 15. rhomboid
6. hassle
7. scuttle
8. shuttle
9. sniffle
10. gazelle
206
Pretest
Drills
Instruct the students to do exercises A and B on page 311 of the worktext.
Mastery Test
207
FORMATIVE TEST
A. Circle the conjunction in each sentence.
1. Christmas was coming but Kate was very sad.
2. She had no extra money and her two sons were asking for toy robots.
3. Her friends were so excited for they had many plans for Christmas.
4. Kate could not say a word nor feel their excitement.
5. She ran to the bathroom but her best friend, Mary, followed after her.
6. Kate wanted to keep her problems to herself, yet Mary was insistent.
7. Mary decided to help Kate so she called their officemates together.
8. On Christmas Day, Kate heard a knock at their door. Could it be the
bill collector or a Christmas caroler?
9. It was her officemates with some food and gifts for all of them.
10. It is great to receive gifts but much greater to be a giver.
B. Circle the conjunction in parentheses that will complete each sentence.

1. (Although, However, Since) Marla had just received her gold medal
in the spelling contest, her mother decided to treat her at a restaurant.
2. Marla wanted to order hamburger (for, nor, or) hot dog.
3. (After, Before, While) their order had been served, they started to
enjoy their meal.
4. (After, Before, While) they were eating, Marla saw a dirty, ragged
boy looking at them through the glass wall.
5. (Although, But, Since) she wanted to ignore him, Marla could not do
it.
6. “Can I give him half of my sandwich, (but, for, until) I am already
full?” Marla asked her mother.
7. “No, my dear. (As soon as, So that, Whenever) you finish eating, we
will buy another one for him,” her mother told Marla.
8. Marla bought another hamburger sandwich (and, but, yet) gave it to
the boy.
9. “I’m so proud of you,” her mother told Marla. “You are still young
(and, or, yet) you already know how to think of others.”
10. “I have learned how to share (because, however, while) you taught
me how to care, Mom,” Marla replies.
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C. Make this paragraph more interesting by adding the appropriate
interjections on the blanks. Choose your answers from the interjections
inside the box.
Ah Hey Oh dear Oh well ugh
“ (1) , I’m so hungry. I haven’t eaten since yesterday. (2) , can you
give me some money? (3) , I’ll try another one. Please give me
something to eat. (4) , this bag of pancit stinks! Are you giving me
this hamburger sandwich? (5) , this is yummy!”
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Answer Key
Listening
little, big nothing
everyone praised, condemned
unlock, open, remove pleasing, high, low
friendship, goodwill useful
respect, admiration courtesy
break
Grammar
Exercise 1
1. My father is slender but strong.
2. My mother is gentle and loving.
3. My brother or sister buys our groceries.
4. Our baby is our joy, for he is very cute.
5. We always pray so we are a happy family.
Exercise 2
1. May and Alyssa will volunteer to be cheer dancers.
2. Some children like to watch cartoon shows, but I prefer to watch documentary shows.
3. I will not pay for that horror book nor for your comic book.
4. I want to get high grades, so I need to study very hard.
5. The ticket price was high, yet the pupils wanted to watch the play.
6. JP is aiming to climb Mount Everest and to reach its peak.
7. Amiel will not tell you the secret nor give the details of the news.
8. A strong rain came, so the street was flooded.
9. The class has been rehearsing since last week for it will perform in a musical play.
10. Anna wants to be happy, so she tries to help others.
Exercise 3
1. Her best friend had arrived before summer vacation started.
2. I will let you join the party if you promise to come home early.
3. We keep our house clean so that we can avoid getting sick.
4. It always rains whenever we plan to go hiking.
5. Since he started to diet, Jan has become healthier.
6. The contestants started to run as soon as they heard the starting gunfire.
7. You will rehearse that song until you get the right tune.
8. Please look after me as if I were your child.
9. When you were young, I used to take you to the farm.
10. We cannot take a ride on the train because a strong storm is coming.
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Exercise 4
1. Don’t forget to wash your hands before you eat.
2. I would not mind if you bring your friend.
3. I consider you my real brother even if we are not relatives.
4. I will stay up late so that we can clean up the house.
5. I have searched for my lost dog, but we couldn’t find it.
Exercise 5
1. I like the blue shirt but it is very expensive.
2. You get the work done now or I will get someone to do it.
3. We invited the students to participate in the activity and they are all eager to join.
4. Although the team did their best in the game, they just placed second.
5. I will do my best to get high grades because this is one way of showing my appreciation
for my parents’ support.
Exercise 6
1. “I’m...er...sorry to tell you that Mika has to undergo more tests,” the doctor told her
parents.
2. “Oh no! What will happen to our dance competition? I’m the star dancer,” exclaimed
Mika.
3. “Yes, I understand how you feel. But your health is more important,” Mika’s mother
told her.
4. “Cheer up! Your teacher told me that they have made adjustments to the steps and
they’ll still be able to join the contest,” her father said.
5. “Whew! I’m glad they were able to settle that. I’ll offer my pain for their victory,”
said Mika.
Exercise 7
1. d 4. e
2. b 5. c
3. a
Exercise 8
Answers will vary. This should be five (5) sentences in a paragraph. Each
sentence should have an interjection.
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Spelling
A.
S L E D A T I C E B U C K L E
Y A O U A R E M Y L S U N S H
I S T S Y W G R R G F R H O U
N C A C P H E A E A K F O Y P
E U R A H E R Y V Z N E I E L
Y T T L P E A Y E E O L M N E
O T I P A N L O N L W S U V S
U L C E H S S U E L D S C O D
M E L L E K E L L E E A H L O
A K E E M I E L T T U H S I N
B. 1. decagram 4. rhombus
2. hectogram 5. rhomboid
3. trapezoid
Formative Test
A. 1. but 6. yet
2. and 7. so
3. for 8. or
4. nor 9. and
5. but 10. but
B. 1. Since 6. for
2. or 7. As soon as
3. After 8. and
4. While 9. yet
5. Although 10. because
C. 1. oh dear 4. ugh
2. hey 5. ah
3. oh well
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Lesson 4
Our Feelings and Us
(Simple and Compound Sentences)
OBJECTIVES
Listening
x Share inferences, thoughts, and feelings based from texts/stories listened to
x Use indirect speech to clarify the speaker’s ideas
Grammar
x Identify simple and compound sentences
x Use and form simple and compound sentences when enumerating ideas, sequencing
events, and comparing/contrasting ideas/objects
Speaking
x Give an impromptu speech
Writing
x Make a comic strip about a story read
x Use previous text to identify organizational structure of text
Spelling
x Spell words with ei or ie
x Spell words related to colors

x Serendipity Box
x CD or music player
x classical music on a CD or any digital file
x cards with names of animals
x basketball hoop and net
x basketball
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PROCEDURE
Oral Production
Discuss the two lines below with the class. You may say, “’Mother’ can refer to
anybody who has done the two things to them.” Discuss “roots” and “wings” too. Ask
one or two students to share with the class a “mother” who has given them “roots” and
“wings.”
Mother, you’ve given me two things
One is roots, the other’s wings.
Motivation
The Serendipity Box contains strips of paper on which different situations, as listed
below, are written. Have the students pass the box around as you play classical music.
When you stop the music, have the student holding the box at that moment pick a strip of
paper. Have him or her act out what is written, while the other students guess the emotion
or feeling that is being portrayed. There can be more rounds but not more than five.
Situations:
1. You received a gift and upon opening it, you find out that it is the toy that you
had been wishing for.
2. You arrive home from school and you are told that your pet puppy has died.
3. You are inside a dark room. Suddenly, you feel something brush against your
arm.
4. You see a strange creature inside a cage in the pet shop. You have never seen
anything like it before.
5. Your father told you that the whole family will take a vacation to Hong Kong and
visit Disneyland.

Listening
1. Instruct the students to listen attentively to the story that you will be reading.
2. Read the story below.
Mother and Son
Tomas lived in a small apartment with his mother. His mother was a
teacher who earned just enough to meet their daily needs. Though he was
only in the fourth grade, Tomas helped his mother in the household chores.
He swept the floor, washed the dishes, made his bed in the morning, and
sometimes helped his mother prepare their meals.
Because of this, he was often late in school. One day, his friend Robert
asked him why he was often late. When Tomas told him the reason, Robert
said, “Your mother is treating you like a servant. Servants are paid for the
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work that they do. If I were you, I’d ask your mother to pay you for all the
work that you do.”
Tomas thought about it. The next day, before going to school, he left a
note to his mother which read:
Dear Mom,
I realize that you are treating me like a servant, not as your son. I would like
you to pay me for all the work I have done.
For making my bed every morning ....... ₱200.00
For sweeping the floor ....... ₱100.00
For washing the dishes ....... ₱200.00
For helping prepare the meals ....... ₱100.00
The total is ₱600.00. I want this money when I come home.
Your son,
Tomas
When his mother read the letter, her tears fell and her heart was heavy.
She sat down and wrote her own letter.
When Tomas came home, he ran to the kitchen table where he had left
his letter. On the table was another envelope. “It’s Mother’s payment!” said
Tomas.
He quickly opened the envelope and saw a letter instead. It read:
My dear Son,
I accepted with much love and joy what you have asked for. But before I give you the
money, I would like to tell you how much I love you.
I carried you in my womb for nine months no charge
I washed and clothed you no charge
I fed you no charge
The full cost of my love no charge
Tomas ran to his mother in the next room. “I’m so sorry, Mom. I
listened to my friend. I know I’ve hurt you with my letter. I realize that you
have done so much for me. I’ll never think like that again.”
“I understand, son. I’ll always love you, no matter what,” said his mother,
hugging him close.
3. After reading the story, have the students do exercises A and B on page 313 of the
worktext.
Grammar
1. Discuss Forming Simple and Compound Sentences on pages 314 and 315 of the
worktext.
2. Have the students define compound sentence by reading the contents of the
Remember box on page 316 of the worktext.
3. Divide the class into groups of five to form their “home groups.” Tell them to assign
numbers to each member of the group (1 to 5). Ask all number 1s to sit together, all
number 2s together, and so on.
215
4. Assign a specific exercise for each of the five groups, i.e.,
Group 1 ‒ Exercise 1 Group 4 – Exercise 2C
Group 2 ‒ Exercise 2A Group 5 ‒ Exercise 3
Group 3 ‒ Exercise 2B
Remind the students to take note of the coordinating conjunctions used.
Clauses should agree with them.
5. After giving the instructions, the students should then go back to their home
groups and together, they should agree on the answers to the exercises.
Speaking
1. Discuss the definition of impromptu speaking on page 318 of the worktext, as well as
the given tips.
2. Give a sample of a topic like: “Young people can do their share to preserve Mother
Earth.” Following the Point, Reason, Example, Point pattern, invite the students to
agree or disagree with the statement. Have them defend their answers by giving their
reasons and examples. Direct them to end their speeches by restating their position.
3. Give other topics like:
x We are just borrowing the earth from the children of the future. Explain.
x The Philippines―before, today, and tomorrow
x I did my share to save Mother Earth. (Relate an instance when you were able to
do this.)
Writing
Task the students to do Before You Write, As You Write, When You Rewrite, When
You Check, and When You Share on pages 319 and 320 of the worktext.
Spelling
Words with ei or ie
Spelling List 22
1. vizier 11. mauve
2. sufficient 12.burgundy
3. courtier 13.fuchsia
4. conceited 14.vermilion
5. deceive 15.turquoise
6. achievement
7. ancient
8. anxiety
9. mischievous
10. seismic
216
Pretest
Drills
Direct the students to do exercises A to C on pages 320 to 323 of the worktext.
Mastery Test
Dictate the words twice and instruct the students write them on a piece of paper.
FORMATIVE TEST
I. Form compound sentences by answering the questions below. Give three
answers written as independent clauses and connect them with a
coordinating conjunction. Be sure to answer using clauses, not phrases.
A. Enumerating Ideas
Example:
Question: Who is your best friend? Give three reasons.
Answer: My best friend is Virgie because we have the same likes and
dislikes, she understands me, and I understand her, too.
1. What is your favorite hobby? Give three reasons.
2. Why do you go to school? Give three reasons.
B. Showing a Sequence of Events

Example:
Question: What steps did the pupils take in writing a compound
sentence by enumerating ideas?
Answer: To write a compound sentence by enumerating ideas, the
pupils thought of three answers to the question, they wrote
them using independent clauses, and finally they connected
the clauses using a coordinating conjunction.
3. What are the steps in making a (supply an activity
that the class has done)?
C. Comparing Ideas
4. Compare a flash flood to an earthquake using a compound sentence.
D. Contrasting Ideas
5. Contrast a flash flood to an earthquake using a compound sentence.
217
II. Complete these compound sentences. Take note of the coordinating
conjunctions used. Be sure to answer using clauses, not phrases.
1. November 8, 2013 was a memorable day for those people in Leyte for
.
2. Thousands of people died and .
3. Those who survived had no place to go nor .
4. Many of them lost hope but .
5. The people either stayed with relatives or .
6. Many people lost their loved ones and properties yet .
7. They tried to make do with what was left so .
8. People from all over the world came to help them and .
9. Leyte is coming back to life but .
10. Leyteῆos are thankful for .
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Answer Key
Listening
A. 1. puzzled 4. sad
2. afraid/worried 5. happy
3. excited
B. a. 3 d. 1
b. 2 e. 4
c. 5
Grammar
Exercise 1
1. The woods, fields, and parks are public property, (for, so, yet) we should give them
the care and respect that we show our own homes.
2. Many people do not care for these places (and, nor, or) do they encourage others to
do so.
3. We must watch where we are going, (and, but, or) we might step on newly planted
seedlings.
4. We enjoy visiting public parks and beaches, (and, for, nor) we must remember not to
throw our litter around these places.
5. There are trash cans in recreation and picnic areas, (or, yet, so) people do not use
them properly.
Exercise 2
Answers may vary. Please take note that the clause should agree with the given
coordinating conjunction.
Exercise 3
1. One of the most fascinating flowers in the world is the orchid, and it is known for its
beauty.
2. Most orchids grow in tropical forests, but some of them grow in cities.
3. There are over 15,000 known varieties of orchids yet there are still many being
discovered.
4. Orchids that live on air grow on other plants, or some of them grow on the ground.
5. Orchids have attracted the attention of flower lovers, so they raise all kinds of
orchids.
219
Spelling
A. 1. vizier 6. achievement
2. sufficient 7. ancient
3. courtier 8. anxiety
4. conceited 9. mischievous
5. deceive 10. Seismic
B. 1. vizier 6. conceited
2. courtier 7. ancient
3. Seismic 8. mischievous
4. anxiety 9. achievements
5. sufficient 10. deceive
C. 1. mauve 4. vermilion
2. burgundy 5. Turquoise
3. fuchsia
Formative Test
Answers may vary. Sample answers:
I. 1. My favorite hobby is reading because it helps me learn a lot of things, my
vocabulary is widened, and I am able to travel through my imagination.
2. I go to school because I want to learn, I want to be with my friends, and I want to
be a professional someday.
3. To make an impromptu speech, you should first listen very attentively to the
question, then you should pause and organize your thoughts, and finally you can
give your speech.
4. The flash flood is a natural calamity and so is the earthquake.
5. A flash flood carries water while an earthquake is waterless but the earth shakes.
II.
1. November 8, 2013 was a memorable day for those people in Leyte for that was the
day that typhoon Yolanda struck.
2. Thousands of people died and many lost their lives.
3. Those who survived had no place to go nor did they have food to eat
4. Many of them lost hope but others kept their faith in God.
5. The people either stayed with relatives or they stayed in hotels.
6. Many people lost their loved ones and properties yet they never lost hope.
7. They tried to make do with what was left so they rebuilt their houses on scrap
materials.
8. People from all over the world came to help them and non-government
organizations were the first to come.
9. Leyte is coming back to life but it is very slow.
10. Leyteῆos are thankful for they are still alive.
220
Lesson 5
The Image of Dreams
(Complex Sentences)
OBJECTIVES
Listening
x Listen to a myth to distinguish fantasy from reality
Grammar
x Use complex sentences to show cause-and-effect and problem-solution relationship of
ideas
Speaking
x Relate a tall tale
x Speak clearly using appropriate volume and pitch
Writing
x Compose a haiku
Spelling
x Spell words with double consonants

x cartolina strips of independent/dependent clauses
PROCEDURE
Oral Production
You may say, “This is a self-explanatory poem about prayer.”
Have the students memorize the poem on the next page and have them recite it
before each lesson.
221
We Thank Thee
Ralph Waldo Emerson
For this new morning with its light
For rest and shelter of the night
For health and food, for love and friends,
For everything Thy goodness sends,
Father in Heaven, we thank Thee
Motivation
Instruct the students to form groups of four. Have each member to share with
his/her respective group his/her dreams about what he/she wants to be when he/she grows
up. Encourage them to be imaginative in sharing their dreams. Afterward, each group will
choose a representative to share with the whole class his/her dreams.

Listening
The Hodja and the Moon
One evening, the Hodja was drawing water when he saw the reflection
of the moon at the bottom of the well.
“The moon has fallen down my well,” said the Hodja. “If I do not get it
out, it will be the end of the world, and everyone will blame me!”
He tied a large iron hook to the end of a piece of rope and let it down
the well. When he judged that he could hook the moon he began to pull on
the rope. The hook, however, had been caught under a stone at the bottom of
the well. The Hodja strained and pulled, until the hook dislodged the stone
and flew up the wellshaft. The Hodja fell flat on his back.
“Allah be praised!” he said, seeing the moon in the sky. “It was a great
effort, but I was able to get it back where it belongs.”
―http://pearson.com.au/
3. After reading, task the students to do the activity on pages 324 of the worktext.
Grammar
1. Present the following clauses written on cartolina strips.
She often threw tantrums
She changed
222
She became a Carmelite nun
When Therese was a child
After her father complained about her bad habits
Although she was just fifteen years old
2. Recall dependent and independent clauses and write them on the board. Ask the
students to classify the given clauses under the right heading.
3. Ask the students to put the clauses together. Write their answers on the board. Tell
them that they have formed complex sentences.
4. Afterward, task them to do Exercises 1 and 2 on pages 325 and 326 of the worktext.
5. Discuss the lesson on page 327 of the worktext and have the students read the contents
of the Remember box on the same page.
6. Have the students do Exercises 3 and 4 on pages 328 and 329 of the worktext.
Speaking
Present the following sentences:
The dog was very big.
The dog was taller than the house and it took ten men to lift one of its paws.
Invite the students to compare the two sentences. After eliciting some answers, lead
them to the conclusion that the second one is an extreme exaggeration of the first one.
Tell them that this sentence is part of a tall tale. Ask the students to give more
exaggerated sentences as a follow-up of the first one―the taller, the better. When ready,
break up the class so that they can come up with their own tall tales.
Writing
Have the students do Before You Write, As You Write, When You Rewrite, When You
Check, and When You Share on pages 330 and 331 of the worktext.
Spelling
Words with Double Consonants
Spelling List 23
1. occurrence 11. southern
2. excellence 12. southward
3. parallel 13. eastern
4. exaggerate 14. northern
5. accommodate 15. northward
6. occasionally
7. necessary
8. embarrass
9. admission
10. mayonnaise
223
Pretest
Drills
Mastery Test
FORMATIVE TEST
A. Complete the complex sentences below with the correct subordinate
conjunctions inside the box. Write your answers on the line before each
number.
although because
as long as unless
as soon when
1. The teacher asked the pupils to share what they want to

be they grow up.
2. Ray wants to become a priest he wants
to serve God and mankind.
3. Vincent also wants to become a priest his
parents are against it.
4. Samantha wants to work abroad as a nurse she
graduates.
5. Judith wants to stay in the Philippines as a teacher
___________________ she is alive.
B. Match the dependent and independent clauses to be able to form
complex sentences. Write the letter of the dependent clause on the line
before the corresponding independent clause.
Independent Clauses
1. Ray always helps others
2. Vincent prayed and prayed
3. Samantha reads about hospitals abroad
4. Judith looks forward to being a teacher
5. Their teacher is very proud of them
224
Dependent Clauses
a. so that she could find a job for herself.
b. whenever he has a chance to do so.
c. because she knows that she has touched their lives.
d. since she loves children.
e. until his parents allowed him to enter the seminary.
C. Complete these sentences by adding an appropriate dependent clause that

starts with the given subordinating conjunction.
1. You can become anything you want to be after .
2. You can achieve a lot if .
3. You can work anywhere where .
4. It doesn’t matter whether .
5. Just give your best while .
225
Answer Key
Listening
1. fantasy 4. fantasy
2. reality 5. reality
3. reality
Grammar
Exercise 1
1. since 4. Before
2. because 5. While
3. until
Exercise 2
1. a 4. d
2. e 5. c
3. b
Exercise 3
Answers will vary.
1. Maria Goretti is a simple girl who loved God so much
2. John Bosco and his fellow Salesians built schools that helped the young.
3. Francis of Assisi loved animals which God had created.
4. Saints are holy people who don’t want to offend God.
5. We can also become saints by our deeds which others can follow.
Exercise 4
1. Jesus is our best example of sainthood because He followed the will of our Father at
all times.
2. He was mocked and questioned by the Pharisees since they were jealous of His
popularity.
3. His mother and disciples stuck with him although their lives were also in danger.
4. Jesus did not allow them to make him their king, so the crowd turned away from him.
5. Jesus gave His best gift to us―His life made up for our sins.
Spelling
A. 1. occurrence 6. occasionally
2. excellence 7. necessary
3. parallel 8. embarrass
4. exaggerate 9. admission
5. accommodate 10. mayonnaise
226
B. 1. admission 6. mayonnaise
2. accommodate 7. embarrass
3. exaggerate 8. occurrence
4. necessary 9. parallel
5. excellence 10. occasionally
C. 1. southern 4. northern
2. southward 5. northward
3. eastern
Formative Test
A. 1. when 4. as soon as
2. because 5. as long as
3. although
B. 1. b 4. d
2. e 5. c
3. a
C. 1. you graduate 3. you are short or tall

2. you work hard 4. you are here on earth
Lesson 6
Treasures in Heaven
(Compound-Complex Sentences)
OBJECTIVES
Listening
x View and write a short reaction to a children’s story
x Share inferences, thoughts, and feelings based from texts/stories listened to
Grammar
x Use compound-complex sentences for effective communication of ideas/information
Speaking
x Paraphrase portions of texts read aloud
x Express ideas in conversational tone
227
Writing
x Write a limerick
Spelling
x Spell words ending with the long o sound spelled as eau and oe

x a slide presentation of Which One Will You Invite?
PROCEDURE
Oral Production
This Bible quotation is one of the most important teachings of Jesus. Recite it every
day.
What does it profit a man if he gains the whole world and suffers the loss of his soul?
―Luke 9:25, The New American Bible
Motivation
1. Tell the students that they will be playing Auction. Have each student bring out a
piece of bond paper and instruct them to cut these horizontally into four parts. Direct
them to write the following amounts on the four strips of paper: ₱100.00, ₱500.00,
₱1,000.00, and ₱1,000,000.00.
2. Inform the class that you will be flashing words pertaining to items that they can bid
for using the customized paper bills they just made. Direct them to rank their bids
and prices according to what they think is the least and most important. Flash the
following suggested words: car, house with a swimming pool, stylish clothes, latest
model of cell phone, peace of mind, a happy family, good health, going to heaven,
becoming the President of the Philippines, or you may use other items if you want to.
3. When all things have been sold (not everybody has to have an item), ask the students
about their choices. Lead them to the conclusion that there are some things that
matter more than material things.

Direct the students’ attention to What This Lesson Is About on pages 333 and 334 of
the worktext. Call on volunteers to read the introduction and the objectives.
228
Listening
1. Tell the students to listen attentively to the story that you will be reading.
Which One Will You Invite?
Barrington H. Brennen
A woman came out of her house and saw three old men with long
beards sitting in her front yard. She do not know any of them. She said, “I
don’t think I know you, but you must be hungry. Please come in and have
something to eat.”
“Is the man of the house home?” they asked.
“Yes, he is,” she said. She went inside the house and told her husband
about the men.
“Invite them in!” said the husband.
She went out and told them what her husband said. “We do not go
into a house together,” they replied. “Why is that?” she asked.
One of the old men explained, “His name is Wealth, he is Success, and I
am Love. Now go in and discuss with your husband which one of us you
want in your home.”
The woman told her husband what the old man said. “How nice!” he
said. “Let us invite Wealth. Let him come and fill our home with wealth!”
His wife disagreed. “My dear, why don’t we invite Success?”
Their daughter was listening from the other corner of the house. She
jumped in with her own suggestion: “Would it not be better to invite Love?
Our home will then be filled with love!”
“Let us take our daughter’s advice,” said the husband to his wife. “Go out
and invite Love to be our guest.
The woman went out and asked the three old men, “Which one of
you is Love?
Please come in and be our guest.”
Love got up and started walking toward the house. The other two also
got up and followed him. Surprised, the lady asked Wealth and Success, “I
only invited Love. Why are you coming in?”
Wealth replied, “If you had invited me or Success, the remaining two
would have stayed out. But since wherever there is Love, there is also
Wealth and Success, we too shall enter and fill your home.”
―http://www.soencouragement.org
3. After reading the story, pair off the students. Direct them to answer the questions on
page 334 of the worktext. After they answer, ask some students to share their answers
with the class.
229
Grammar
1. Recall the definition of a compound sentence. Thereafter, define complex sentence.
2. Have all the students to stand up. As you read the following sentences, instruct them
to put their hands on their waist if it is a compound sentence, and cross their hands on
their breast if it is a complex sentence. Anybody who makes a mistake should sit
down. At the conclusion of the game, you may give a prize to the ones left standing.
Example: “First to go out for recess (or whatever applies.)”
x The woman came out of their house and she saw three strange men standing
there. (compound)
x I don’t think I know you but you must be hungry. (compound)
x They asked the woman if her husband was home. (complex)
x The husband told his wife that she should invite the men into their house.
(complex)
x His name is Wealth, he is Success, and I am Love. (compound)
x The man wanted to invite Wealth while the woman wanted Success. (complex)
x The daughter wanted to invite Love so that their house would be filled with love.
(complex)
x When Love went inside the house, Wealth and Success followed him. (complex)
x Where there is love, there is also wealth and success. (complex)
3. Discuss compound-complex sentences on page 335 of the worktext with the class.
Have them read the contents of the Remember box on the same page.
4. Have the students answer Exercises 1 to 3 on pages 336 to 338.
Speaking
Divide the class into groups of four. Task them to do the activity in the Speaking
portion on page 339 of the worktext.
Writing
1. Present the verse below to the class. Help them notice the following: number of lines;
which lines rhyme (aabba―1st, 2nd, and 5th lines rhyme; 3rd and 4th lines rhyme) and
mood or tone of the verses.
A macho young swimmer named Dwyer Really liked playing with fire.
One night in the dark,
He swam with a shark,
And his voice is now two octaves higher.
―www.motifake.com
2. Tell the class that the verse you presented is called a limerick. You may say, “A
limerick is a simple, five-line verse, which is humorous in nature. It was named
after Limerick, a town in Ireland, from which it originated.”
230
A limerick is constructed this way:
1st line (7–10 syllables) God’s plan made a hopeful beginning,
2nd line (7–10 syllables) But Man spoilt his chances by sinning.
3rd line (5–7 syllables) We trust that the story
4th line (5–7 syllables) Will end in great glory
5th line \(7–10 syllables) But at present the other side’s winning.
3. Have the students study the limerick on page 339 of the worktext. Afterward, task
them to do As You Write, When You Rewrite, When You Check, and When You Share
on pages 340 and 341 of the worktext.
Spelling
Words Ending with Long o Sound Spelled as eau and oe
Spelling List 24
1. beau 11. treasure
2. aloe 12. mammon
3. bureau 13. anxious
4. plateau 14. splendor
5. chateau 15. righteousness
6. oboe
7. throe
8. trousseau
9. tableau
10. backhoe
Pretest
Drills
Have the students do exercises A and B on pages 341 and 342 of the worktext.
Mastery Test
231
FORMATIVE TEST
A. Write Cd on the line if the sentence is a compound sentence and Cx if it
is a complex sentence.
1. It would be a better world if people are less selfish.
2. Many people give to the poor, but some do it for show.
3. Some poor people remain poor until they die.
4. Mr. Cruz is not rich, yet he always gives to the poor.
5. He stores treasures in heaven although his life on earth is not
so easy.
B. Circle the best conjunction or relative pronoun that will go with the
sentence.
1. Fires destroy millions of acres of forests, (and, for, nor) most of
these fires are caused by people (when, where, who) leave their
campfires burning.
2. You may put out your campfire with water, (but, or, yet) you may
cover the embers with dirt before you leave the campsite (as soon
as, so that, until) you will avoid causing forest fires.
3. Pesticides have helped increase food production, (and, but, or) they
have also created many problems, (since, unless, which) affect a lot
of people’s health.
4. People may use chemicals, (for, nor, or) they may shift to the use of
earth- friendly biological pest controls (before, until, while) our
earth becomes completely eco-friendly.
5. Nature is our friend (or, so, yet) we should learn to appreciate and
use properly the riches we have been given, (before, than, which)
are actually on loan to us.
C. Add a dependent clause after each compound sentence. Write your

answer in the blank.
1. You are the salt of the earth and you are the light of the
world; however, .
2. Salt has many uses but it can lose its flavor, because .
3. We should not hide a lamp nor should we keep the lamp unlit, so
that .
4. Let your light shine before men so they may see your good deeds
and glorify God, while .
5. Blessed are the poor in spirit, ,
for theirs is the kingdom of God.
232
Answer Key
Listening
Answers will vary.
Grammar
Exercise 1
1. Poor people think that wealth will solve all their problems but the rich know it is not
true for the love of money is the root of all evil.
2. In the Philippines, the rich get richer because they take advantage of the poor who are
less educated.
3. The people in the provinces live simply yet they are contented, and they don’t worry
whether they will have food for the next day or not.
4. The earth provides for the people who farm their lands that the sea abounds in
seafood, and the people do not forget to thank God for his bounty.
5. It is not true that life in the city is much easier than when people stay in the province.
Exercise 2
Wilbur is a caterpillar who was walking one day with his best friend Marvin when
they saw a pile of caterpillars. The caterpillars were stepping on each other because there
were so many of them who wanted to reach the top. Wilbur and Marvin joined the pile.
As soon as Wilbur had gone halfway up the top, Marvin started going down since he was
giving up. When Wilbur reached the top, he saw nothing except several other piles of
caterpillars, who were all struggling to reach the top. Suddenly a butterfly greeted
Wilbur who told him that he was Marvin and had turned into a butterfly.
Exercise 3
1. Every man has his secret sorrows
Which the world knows not;
And oftentimes we call a man cold
When he is only sad.
2. Keep love in your heart
For a life without it
Is like a sunless garden
When the flowers are dead.
3. I have found the paradox
That if you love until it hurts,
There can be no more hurt,
Only more love.
4. Can miles truly separate you from
friends… If you want to be with someone
you love, Aren’t you already there?
233
5. We love life
Not because we are used to living
But because we are used to loving.
Writing
arrow, elbow, apart, fro
Spelling
A. 1. beau 6. oboe
2. Aloe 7. throe
3. bureau 8. trousseau
4. plateau 9. tableau
5. chateau 10. backhoe
B. 1. treasures 4. splendor
2. mammon 5. righteousness
3. anxious
Formative Test
A. 1. Cx 4. Cd
2. Cd 5. Cx
3. Cx
B.
1. Fires destroy millions of acres of forests, (and, for, nor) most of these fires are caused
by people (when, where, who) leave their campfires burning.
2. You may put out your campfire with water, (but, or, yet) you may cover the embers
with dirt before you leave the campsite (as soon as, so that, until) you will avoid
causing forest fires.
3. Pesticides have helped increase food production, (and, but, or) they have also created
many problems, (since, unless, which) affect a lot of people’s health.
4. People may use chemicals, (for, nor, or) they may shift to the use of earth- friendly
biological pest controls (before, until, while) our earth becomes completely eco-
friendly.
5. Nature is our friend (or, so, yet) we should learn to appreciate and use properly the
riches we have been given, (before, than, which) are actually on loan to us.
C.
1. You are the salt of the earth and you are the light of the world; however, you can also
change the flavor if you don’t live right.
2. Salt has many uses but it can lose its flavor, because the salt can melt and change
back into water.
234
3. We should not hide a lamp nor should we keep the lamp unlit, so that others can be
guided by it.
4. Let your light shine before men so they may see your good deeds and glorify God,
while you go about your daily life.
5. Blessed are the poor in spirit, who live simple lives, for theirs is the kingdom of
God.
235
UNIT 4
Finding My Place in the World
No. of No. of
Days Points Test
Lesson 1. My Dreams and I
Use prepositions, Sentence
prepositional phrases, Part I Completion
2 20 10
and prepositions in 1–10
idioms
Lesson 2. Discovering the Wonders of Nature
A. Use prepositional
phrases as Part II
4 2 Identification
adjectives 2 1, 5
Multiple
B. Use prepositional Choice
phrases as adverbs 6 3 Part II 2–4
Lesson 3. Sharing Myself

A. Use coordinating Part III
conjunctions 6 3 1, 3, 6
B. Use Part III
subordinating 2, 4, 5, 7 Multiple
conjunctions 2 8 4
Choice
correctly
C. Use interjections Part III
correctly 16 8 8‒15
Lesson 4. Our Feelings and Us
Identify and form Part IV Matching
compound sentences 2 20 10
1‒10 Type
Lesson 5. The Image of Dreams
Identifying parts of Part V
complex sentences 2 10 5 Identification
1‒5
Lesson 6. Treasures in Heaven
Write compound- 2 10 5 Part VI 1‒ Sentence
complex sentences 5 Completion
Total 12 100% 50
236
I. A. Complete the paragraph below by supplying the correct preposition. Write your
answers on the lines provided below.
During the war, the Nazis kept thousands of Jews (1) concentration camps.
One day, a prisoner (2) Block 14 escaped. (3) a punishment, the 600 men in
that block were made to stand on the parade ground (4) the hot sun. At the day’s
end, ten men who will die (5) starvation were selected. A Polish army sergeant
was sobbing, “My wife and my children.” A Polish Franciscan priest,
Maximilian Kolbe, went forward and said, “I will die in his place. I have no wife
and children.” His request was granted. We shall always remember Maximilian
Kolbe, now a saint, (6) his heroic act.
1. 4.
2. 5.
3. 6.
B. Complete the sentences below with the appropriate idiom containing a

preposition. Choose your answers from the box.
down forward out over up

7. The guards looked on their prisoners.
8. None of the prisoners talked. They decided to clam .
9. The guards had run of options so they decided to let ten men starve to
death.
10. Father Maximilian Kolbe went to die in place of the married prisoner.
II. Fill in each blank with an appropriate prepositional phrase in the box. Then write
on the line before the number adjective if the prepositional phrase was used as an
adjective and adverb if it was used as an adverb.
from poverty and racial
prejudice of her legs
of twenty-two
children with polio
without braces
1. Wilma Rudolph was the twentieth in a family .

2. Wilma and her family suffered .
3. When she was just a child, she was crippled .
4. She could not walk .
5. This did not stop her. She started running to regain the strength .
237
III. A. Underline the conjunction that would complete each sentence.
1. Joseph Damien was a Catholic missionary who left Belgium to work among
the lepers in Hawaii. He tried to make friends with the islanders (but, for, so)
they rejected him.
2. The lepers allowed him to dress their wounds (although, because, unless)
they did not accept his friendship.
3. The people accepted his help (and, but, for) they did not want to listen to him
talk about God.
4. He decided to go home (after, before, until) he lost his patience with the
people.
5. (Since, When, While) waiting for his ship, he noticed that he had contracted
leprosy.
6. He slowly went back to the leper colony (and, but, yet) saw the people
following him.
7. Their hearts had melted (although, because, nor) they knew how much he
loved them.
B. Underline the appropriate interjection that would fit into the sentence.
8. (Alas, Hello, Oh), what’s your name, friend?
9. (Ah, Ugh, Whew), that’s a nasty wound.
10. (Oh dear, Oh well, Ouch), I’ll try another time if you don’t want to make
friends with me now.
11. (Alas, Hello, Oh)! I have broken my mother’s precious vase.
12. (Ah, Ugh, Whew)! What a relief. I’m done with my homework.
13. (Oh dear, Oh well, Ouch), what has happened to the vase?
14. (Ah, Ugh, Whew)! That was a yummy meal.
15. (Ouch, Ugh, Whew)! That hurts.
IV. Form compound sentences by matching each phrase with a group of words in the
box. Write only the letter of your answer on the line.
a. and the disease prevented her from walking or running.
b. yet it was mysterious.
c. but he stayed in Africa with only one useful arm.
d. or he could continue working with the lepers and die of leprosy in
Hawaii.
e. and he gave back a husband and father to a grieving wife and
children.
f. but Fr. Kolbe was not afraid to die.
g. and her family was big.
h. and bring them closer to Christ.
i. and she became an Olympic runner.
j. and the prisoners trembled with fear.
238
1. Fr. Maximilian Kolbe offered his life in place of a married Polish
army sergeant
2. The Nazi general terrorized the prisoners
3. The Nazis lined up the prisoners in Block 14
4. Wilma Rudolph was very poor
5. She was sick with polio
6. She exercised her legs everyday
7. Fr. Joseph Damien wanted to work with the lepers in Hawaii
8. He could go home and have his leprosy cured
9. Africa was so uncivilized
10. Dr. David Livingstone was once attacked by a lion
V. Encircle the dependent clause in these complex sentences.

1. David Livingstone was a Scottish doctor who worked for 16 years in Africa.
2. Though life in Africa was hard, he was able to survive.
3. He stayed there because there was nobody to take care of the sick people.
4. He was able to discover where the Nile River starts.
5. He was truly a great man whom we should admire and try to emulate.
VI. Add a dependent clause to these compound sentences to make them

compound-complex sentences.
1. Agnes Gonxha Bojaxhiu left her homeland and she worked among the
poor people in India even if .
2. Her religious order, the Missionaries of Christ, is found all over the world and
it has helped thousands wherever .
3. They will stay in Asia and they have vowed to stay there as long as .
4. They are happy but they don’t know whether .
5. When , we feel good and the
world becomes a better place to live in.
Answer Key
I. A. 1. in B.
2. from 7. down
3. As 8. up
4. under 9. out
5. of 10. forward
6. for
239
II. Adjective of twenty-two children
Adverb from poverty and racial prejudice
Adverb with polio
Adverb without braces
Adjective of her legs
III. 1. but 9. Ugh

2. although 10. Oh well
3. but 11. Oh
4. after 12. Whew
5. While 13. Oh dear
6. and 14. Ah
7. because 15. Ouch
8. Hello
IV. 1. e 6. i
2. f 7. h
3. j 8. d
4. g 9. b
5. a 10. c
V. 1. who worked for 16 years in Africa.

2. Though life in Africa was hard,
3. because there was nobody to take care of the sick people.
4. where the Nile River starts.
5. whom we should admire and try to emulate.
VI. Sample answers:

1. they did not appreciate her.
2. they are
3. the people need them
4. they will be able to survive
5. everybody helps others
240

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UNIT 1 Sharing My Experiences........................................................................... 1

UNIT 2 Valuing My Family ................................................................................... 62

UNIT 4 Finding My Place in the World................................................................185

C. Ask them, “What is common in all the words?”

II. Drills (Days 2 and 3)

III. Mastery Test (Days 4 and 5)

IV. Recording (Day 5)

Pretest Date Mastery Test Date

Unit Tests/Summative Tests

Complete or Incomplete Sentences Worksheets

Phrase and Sentence Games

Phrases for Conversation

Subject/Predicate Identification Quiz

Subject & Predicate Games & Activities

Teach Sentence Types Using Games and Technology

Imperative Sentences Learning Activity – New “School Rules” Posters

Common and Proper Nouns Worksheets

The Noun Game

Compound Nouns Vocabulary Worksheet

Compound Nouns Games and Worksheets

Compound Nouns ESL Grammar Exercises Worksheet

Plural Noun Practice Lists

12 Fun Speaking Games for Language Learners

Count and Mass Nouns Worksheet

Countable and Uncountable Nouns Games and Worksheets

Putting Apostrophes in Possessive Nouns

It's Not Mine, It's His

MATERIALS AND RESOURCES

Presentation of the Lesson

2. time to rest and visit relatives

3. many new things to learn

4. we gave summer lessons to the children in the nearby

5. i wish summer vacation was longer

B. 1. jawbone 4. spinal column

B. 1. S—Summer vacation means a lot to many people.

MATERIALS AND RESOURCES

Presentation of the Lesson

MATERIALS AND RESOURCES

―Excerpt from “Fisher, the Young Fishers,”

Presentation of the Lesson

Our Favorite Places

Each student in every group should be given a number from 1 to 5. Each

Common Nouns Proper Nouns

visitor tour experience Villa Escudero Mount Banahaw

MATERIALS AND RESOURCES

Our Good Cook

Presentation of the Lesson

1. They were excited to see Nina’s sticker collection.

B. 1. fairy tale 6. tablecloth

MATERIALS AND RESOURCES

A. 1. kilo 6. bar 11. cups

B. 1. Many / a few 4. Many / a few

MATERIALS AND RESOURCES

Presentation of the Lesson

Thomas Edison: bulbs, electricity, film, and audio devices

2. mommy and sisters — pieces of jewelry

3. Mr. and Mrs. Cruz — car

4. Larry and Susy — garden

5. neighbor and friend — houses