EXEMPLAR PLAN IN ENGLISH VI

1st Quarter- Week 5- DAY 1

I. Objective
Infer the speakers tone, mood and purpose.

II. Subject matter

Topic: Inferring the speakers tone, mood and purpose.
Materials: charts, pictures, flashcard, strips
References: A Handbook on Spoken English for Filipinos p. 30
English for you and Me Reading pp. 106-109
Gateway to Effective Communication Workbook in Englis 6 pp.111-114, pp.147-148
Revised Enriched lesson Plans for English 6 pp.164-169
http://worksheets.teachnology.com/language_arts/authors/ver1/index.html
Focused skills: identifying, inferring
Values focused: Care for Animals

III. Learning Activities

A. Setting the stage
1. Drill: Pronunciation Drill /p/ vs. /f/
pat-fat pail-fail pill-fill
pact-fact pair-fair pate-fate
paid-fade pile-file peer-fear
2. Unlocking of difficult words
Give the meaning of the underlined words based on the
following sentences. Choose the word of the correct answer
inside the parenthesis.
a. The doctor observed keenly the pulsating chest of the patient.
( vibrating, lobbying, singing)
b. They can’t help but run away from the place where there is a
commotion.
(situation, disturbance, party)
c. Her mother’s instinct is to hug her baby when she arrives home.
(natural distractive power, natural angry power, natural
intuitive power)
d. Two barangay officials are chasing the wild man.
(pursuing with intensity, eating with gravity, swimming with
force)
e. The wild man looked apprehensively at his captors.
(with grieve, with fear, with trembling)

3. Motivation
Show: Pictures of Tiger, Seal, beaver, mink, wolf,
Ask: Name the animals in the picture. How are they useful to man?
Say: You know class, that these animals are very useful because of their furs. Let us
find out as we read the story later.
B. Explaining to the pupils what to do
Say: Class our lesson for today is about inferring the speakers tone, mood and purpose.
When we infer, we form a conclusion based on facts and evidence. It helps us
understand the passage.
 C. Modeling
The teacher will read the story.
Fur Coat for Sale (English For You And Me Reading pp.106-107)
Say: What do you think Mrs. De Vera feel when she saw the tiger skin begin to move, open its
eyes, and come alive?
What do you think the little girl feels when she witnessed how animals’ skins were ripped off
their bodies?
What is the tone of the old woman when she said, “I can’t take this anymore?
What do you think is the purpose of the author in writing the story?
 Mrs. De Vera felt frightened.
 The little girl is pitiful.
 The old woman’s tone is angry.
 The author’s purpose in writing the story is to persuade the public not to kill animals for
the sake of making coat furs.
Say: Class, this is inferring on speaker’s tone, mood and purpose in writing.
Inference is giving logical or reasonable conclusion.
The tone is the attitude of the author toward the subject and characters of a story. Tone is
important in determining the author’s purpose of the story.
Mood is the general atmosphere created by the author’s words. It is the feeling the reader
gets from reading those words.
The Purpose is the reason for communicating/writing with the audience/reader.

An author’s tone leads to story’s mood and in identifying author’s purpose.

Some words that Describe Mood and Tome

Frightening, Mysterious, Doubt, Surprise, Happy, Sorrowful, Joyful, Suspenseful, Pitiful,
Admiration, Amused, Humorous, Lonely, Angry, Informal, Playful, Cheerful, Horror,
Gloomy, Witty, Serious, Solemn, Fearful, Pride, Impatience, Surprise, Proud, humble
Words that describe Purpose
To Inform, To Explain, To Entertain, To Instruct, To Advertise, To Criticize, To Persuade,
To Educate

D. Guided Practice(Group Activity)

The teacher will prepare paragraphs for the pupils to read.
Directions: Infer the speaker’s tone, mood and purpose. Encircle the letter of the
correct answer.
1. Beautiful lanterns decorate the windows of most home. Children go caroling from one
house to another. People are busy buying gifts for their loved ones. The mood
is________?
a. lonely b. fearful c. cheerful
2. “What a beautiful music. I love to listen to it”. The tone is ______.
a. mysterious b. admiration c. suspenseful
3. “Get out of my way, you lazy guy. How many times do I have to tell you that I don’t
want to see your face again.”The tone is _________.
a. doubt b. surprise c. anger
4. To prepare the container for your garden plant, put in some gravel, then top it with
potting soil. Next, position some shapely stones. Finally, create paths with small stones.
The author’s purpose is __________.
 a. To inform b. To instruct c. To persuade
5. What a mess! Here and there, garbage everywhere. We just hope there won’t be
another “smokey mountain”. The author’s purpose is _________.
a. To entertain b. To instruct c. To criticize

E. Independent Practice (Word Hunt)

Doubt To inform Joyful Fearful

To entertain Solemn
Directions: Infer the speaker’s tone, mood and purpose. Choose the correct word that
answers the question below. Write your answer in the blank.
________ 1. Dinosaurs were big animals. One kind of dinosaurs was over 70 feet long.
What is the purpose?
________ 2. “ My heart leaps up when I behold a rainbow in the sky.” What is the tone?
________ 3. Once upon a time, there was an old woman who lived in shoe. She had a
dozen children and didn’t know what to do. Oh, what a
headache they must be for her! What is the purpose?
________ 4. “ Please, help me get out from this dark room. I can’t open the door.”
What is the tone?
________ 5. “ The boys formed a circle around the campfire. Each was holding a candle.
The scoutmaster stood in the center and led the scout’s oath. What is
the mood of the passage?
F. Closure (Pick Me, Define Me)
Teacher will prepare metacards face downwards, then pupils will pick one
metacard then define or say something about it.

Purpose Mood Tone

IV. Evaluation
Directions: Infer the speaker’s tone, mood and purpose. Encircle the letter of the correct
answer.
1. “ I have waited for you for hours on end. At last you’re here. The tone is __________.
a. sorrow b. impatience c. admiration
2. Children from around the world love to play games. Boys and girls make stick figures
out of strings. They play patintero. They play tag, too. The mood is_______.
a. sadness b. frightening c. joyful
3. Anniversary sale is now going on at Bubbles and Blossom Shoppe. Come, shop and avail
of a 50% discount. The purpose is________.
a. To inform b. To advertise c. To criticize
4. “What! You won ten million pesos in lotto? That’s fantastic!” The tone is______.
a. Surprise b. pitiful c. admiration
5. For breast stroke, the arms and legs work in turns. First the arms pull, then the legs
kick, and the whole body glides forward with arms and legs straight. Hold your head
down so that your face glides through the water. The purpose is ________.
a. To entertain b. To explain c. To instruct

V. Agreement
Read an article from the newspaper. Infer the speaker’s tone, mood or purpose in writing.
 EXEMPLAR PLAN IN ENGLISH VI
1st Quarter- Week 5- DAY 2

I. Objective:

Compose clear and coherent sentences using appropriate grammatical structures –Aspects of
Verbs (Future Progressive)

II. Subject Matter

Topic: Aspects of Verb (Future Progressive)

Materials: charts, strips, flashcard, invitation letters
Reference: A Handbook on Spoken English for Filipinos p. 47
http://teachers.onlineenglishexpert.com/english-lesson-plan-future-continuous-b2/
www.really-learn-english.com/support-files/future-progressive-story-1.pdf

Focused Skill: Composing clear and coherent sentences using appropriate grammatical
structures – Aspects of Verbs (Future Progressive)
Value: Careful Planning

III. Learning Activities

A. Setting the Stage

1. Drill: Pronunciation Drill /b/ vs. /v/

bat-vat bend-vend bolt-volt
boys-voice boat-vote dub-dove
base-vase bail-veil tribe-thrive

2. Review
Ask: How can we infer the speaker’s tone, mood and purpose?
What is the speaker’s tone?
What is the speaker’s mood?
What is the speaker’s purpose?

3. Motivation (Game: Give me your Alibi)

Directions: The teacher will prepare invitations, pupils will be ask to pick one
invitation read it in front of the class. They will turn down the invitation by
giving her/his alibi using the format below.
I’m sorry I can’t ______ because I will be __________.

You are You are You are You are You are invited
invited to invited to go invited to invited to eat to attend
play tennis to Cebu next practice choir lechon this wedding next
tomorrow. day. on Saturday. weekend. month .

Ask: How did you give your alibi? What are the verbs you used?
 B. Explaining to the Pupils What to Do
Say:
At the end of today’s lesson you will be able to compose clear and coherent sentences
using appropriate grammatical structures –Future Progressive. Future progressive tense is
used to indicate action which will be taking place at some time in the future.
This tense is used to describe an activity that will occur in the future and continue for a
certain period of time. We can specify the time when the activity is going to take place.

C. Modeling

Teacher reads the story.

Brad like to fish. He fishes whenever he can. This weekend, he will be fishing at the lake.
It is his favorite place to fish.

Mark is Brad’s friend. Mark likes to fish too. He also fishes whenever he can. This
weekend he will be fishing at the lake with Brad. They will be camping at the lake all
weekend.

They are excited about the weekend. Brad and mark both love to fish. They love to fish
together. They will be fishing together for many years!

The teacher asks:

1. Where will Brad be fishing this weekend?

2. What else will Brad and Mark be doing at the lake?
3. How long will Brad and Mark be fishing together?
(Underline their answers)

Say: The underlined phrases are in the future progressive tense, it is formed by adding will
be to the ing form of the main verb.
will be verb+ing

Affirmative (Positive) Form Negative Form Question Form

 I will be  reading  I  will not be  reading  Will  I  be  reading?
 You  will be  reading  You  will  not be  reading  Will  you  be  reading?
 He  will be  reading  He  will not  be  reading  Will  he  be  reading?
 She  will be  reading  She  will not  be  reading  Will  she  be  reading?
 It will be  reading  It  will not  be  reading  Will  it  be  reading?
 We will be  reading  We  will not  be  reading  Will  we  be  reading?
 You will be  reading  You  will not  be  reading  Will  you  be  reading?
 They will be  reading  They  will not  be  reading  Will  they  be  reading?

D. Guided Practice (Four Corners)

 Directions: In each corner, there are sentences you need to fill in using the future
progressive tense of the verb. Discuss with your team the possible
answer to make the sentence correct. Write your answer in the
metacards.

Corner 1

1. Tomorrow morning we (work)   .

2. This time next week we (have)   a party.

Corner 2

1. At midnight I (sleep)   .

2. This evening we (watch)   a talk show.

Corner 3

1. They (not/do)   their homework this afternoon.

2. He (listen)   to music.

Corner 4

3. I (read) a book   this evening.

4. (walk / you)   home this afternoon?

Note: The team leader reports to class the sentences formed by the group. The teacher guides and
corrects the pupils.

E. Independent Practice

Directions: Read the sentences carefully. Complete the sentences using the future
progressive tense of the verb. Write on your answer on your paper.

1. He (not/draw) ____________ tomorrow morning.

2. They (argue) _____________ again?
3. He (travel) ___________ all the morning tomorrow.
 4. My father (not/read) _________the newspaper at 8 a.m. tomorrow.
5. We (not/practice)__________ the game during this week?
F. Closure
What does Future progressive tense of the verb indicate?
How it is formed?

IV. Evaluation

Directions: Read the sentences carefully. Complete the sentences using the future
progressive tense of the verb. Write on your answer on your paper.

1. We (have) _________ a geography lesson next period.

2. My brother (play) ________ with his friends from 6 p.m. to 7 p.m. tomorrow.
3. I (sit) _________ in the train tomorrow at this time.  
4. Grace (not/study) ________ at the library tonight.
5. You (wait) _________for her when her plane arrives tonight?

V. Agreement

Directions: Write 3 sentences on using future progressive tense of the verb. Write it on
your assignment notebook.
 EXEMPLAR PLAN IN ENGLISH VI
1st Quarter- Week 5- DAY 3

I. Objective:

Compose clear and coherent sentences using appropriate grammatical structures –Modals
II. Subject Matter

Topic: Modals
Materials: charts, strips, flashcards, pictures
Reference: A Handbook on Spoken English for Filipinos p. 61
http://www.gingersoftware.com/content/grammar-rules/verbs/modal-verbs/
http://writingcenter.unc.edu/handouts/modals/

Focused Skill: Composing clear and coherent sentences using appropriate grammatical
structures– Modals
Value: Dare to Dream

III. Learning Activities

A.Setting the Stage

1. Drill – Pronunciation Drill /t/ vs. /Ө/

Tie-thigh team-theme tree-three
Tin-thin torn-thorn tread-thread
Tick-thick taut-thought
2. Review
Directions: Arrange the words to form meaningful sentences with future
progressive tense of the verb.
a. will be weekend coming home this not I
b. be Dina preparing will a for a song number?
c. Eric the singing will for Tuesday my on birthday be

3. Motivation
(Verse choir using a Teacher-made poem)
With the guidance of the teacher, the class will perform verse choir using the
poem below.
Dream

I can dream big dreams,

And I must strive hard to reach those dreams
 I might be an astronaut or scientist,
But I must finish college
And at the end, I will become great.

Ask: What is the ability of the writer of the poem?

What obligation he/she needs to do to reach his/her dream?
What are the uncertain possibilities of the dreamer to become?
What is the prediction of the writer about himself?

B. Explaining to the Pupils What to Do

Say:

At the end of today’s lesson you will be able to compose clear and coherent sentences
using appropriate grammatical structures –Modals. Modals are helping verbs. Used with the
base form of the verb, modals create verbal phrases.
It is important to learn about modals because these add to the meaning of the main verb
and reflect the writer's or speaker's perspective or emotion.

C. Modeling

Say: The chart contains the modals and its uses.

(The teacher will discuss the chart)

Can present ability – I can ride a bike.

Could past ability – I could ride a bike when I was younger.

May polite request or permission – May I borrow your bike?

possibility – He may be able to help you assemble the bike tomorrow.

Might possibility, but not certainty – I might be able to let you borrow the bike, after I put air in
the tires.

conditional – This bike might be a good choice for cross country riding, if the seat is
comfortable.

suggestion – You might want to lower the seat, so that your legs reach the pedals.

Must strong obligation – You must return the bike, if you use it.

necessity – I must ride my bike to get my exercise.

Substitute must with “have to” – You have to return the bike, if you use it.

Shall formal invitation and future action. – Shall we go bike riding together tomorrow?

Should mild obligation, recommendation, advice – You should wear a helmet when you ride a
bike.
 expectation – He should finish the race around noon.

Substitute should with “ought to” – You ought to wear a helmet when you ride a bike.

Will future intent – I will go riding on Saturday.

promise – We will definitely make time to ride together next weekend.

prediction – The weatherman, however, reports that the winds will be strong.

voluntary action – I will go anyway.

Would conditional – I would ride the bike at night, if it had a light.

past of will – He would ride his bike before he hurt his knee.

Note: Modals do not change form. Modals never end in “s” even in 3rd person singular. Use “not” to
make modal verbs negative. Don’t use double modals. Modals lack past tense forms, except could and
would which serve as the past of can and will.

D. Guided Practice (Think-Pair Share)

Directions: Rephrase the following sentences using appropriate modal. Share and
discuss your answer to your partner.
1. There is a 100% chance of rain tomorrow.
It will rain tomorrow.
2. It is possible for them to travel to New York City for the holidays.
They may travel to New York City for the holidays.
3. Please, drive carefully tonight, ok?
Would you drive carefully tonight?
4. It is very unlikely that we get a loan from the bank, but it’s possible.
We might not get a loan from the bank.
5. I am obliged to do my assignment because I will be scolded.
I must do my assignment because I will be scolded.
E. Independent Practice(Anticipation – Reaction Guide)

Directions: Copy the best modal to make the sentence correct. Write your answer
on your notebook.

1. He can/ would ride his bike when his car broke down.
2. Bob should not/ may not ride down the middle of the busy road.
3. Might you/ could you repair my broken wheel?
4. May/ can I borrow your bike?
5. Shall/ should we take a tire patch kit with us to make repairs?

F. Closure

What are modals?

When do we use can? When do we use could?
When do we use may? When do we use might?
When do we use shall? When do we use should?
 When do we use will? When do we use would?
When do we use must?

IV. Evaluation

Directions: Read the sentences carefully. Complete the sentences using appropriate modal
to make meaningful sentences. Choose your answer from the choices given.

1. Please make sure to water my plants while I am gone on holiday. If they don't get enough water,
they _____die.
a. might b. could c. would d. must
2. You_____take your umbrella along with you today. The weather forecast said there will be
some heavy showers today.
a. can b. should c. could d. may
3. I’m not really sure where Helen is. She_______ be in the living room, or perhaps she’s in the
garden.
a. can b. could c. might d. should
4. _______ I request a copy of the article that you published in 1999?
a. shall b. must c. may d. will

5. Asking support from the Barangay Council _______contribute to the success of the project.
  a. might b. may c. should d. could

V. Agreement

Directions: Make a sentence for each modal.

1. might-
2. will-
3. must-
4. should-
5. may-
 EXEMPLAR PLAN IN ENGLISH VI
1st Quarter- Week 5- DAY 4

I. Objective:
Analyze poem with 4 or more stanzas in terms of its elements- (rhymes)

II. Subject Matter:

Topic: Analyze poem with 4 or more stanzas in terms of its elements- (rhymes)
Materials: chart, word strips, flashcards
References: A Handbook on Spoken English for Filipinos p. 75
http://www.helpteaching.com/tests/233012/elements-of-poetry
http://www.homeofbob.com/literature/genre/poetry/elements.html
http://learn.lexiconic.net/elementsofpoetry.htm
Focused Skills: analyzing
Value: Pride in Being a Filipino

III. Learning Activities:

A. Setting the stage
1. Drill: Pronunciation Drill /p/ vs. /f/
pat-fat pail-fail pill-fill
pact-fact pair-fair pate-fate
paid-fade pile-file peer-fear

2. Review
Directions: Complete the sentence using correct modal. Choose
the answer on below.
shall will might can must may
1. This ________ be the fastest way to drive to Westwood.
2. Riding the bus ______  avoid traffic.
3. You _________must wash your hands before preparing food.
4. _______ we go to the party together?
5.Tomorrow, mother _______ buy me new pair of sandals.

4. Motivation (Speak up)

Ask: Can you recite in the class, a line or two of your favorite poem?
Say: Take note of the words that rhyme in the poem shared of your classmates.

Note: Let the children tell the rhyming words they have noted in front of the class.

B. Explaining to the pupils what to do

Say: Class our lesson for today is about analyzing poems in terms of its
elements-rhymes. Rhyme is the one device most commonly associated with poetry by
the general public. Words that have different beginning sounds but whose endings
sound alike, including the final vowel sound and everything following it, are said to
rhyme.
Rhymed words can have interesting effects it adds beauty and likeability to the
poem, therefore it is important that we study about it.

C. Modeling
The teacher reads the poem.
Filipinos
Judith Kempis

Filipinos are hardworking and responsible

Friendly to others and all hospitable
Good moral values and respectful most of all
With long-patience and all lovable.

Filipinos help each other, whether rich or poor

For those who needs especially the neighbour
Filipinos are brave and pride they stand for
To protect and fight for country are worth-dying for.

Filipinos are always smiling

Though some nation keep on insulting
For being simple, low status of living
But heart and mind are rich human being.

I am proud to be Filipino, in blood and skin

The religion of Christianity in God we believed in
The own mother tongue we use and for grand children
The culture and tradition from ancient till next generation.
 Ask: 1. What are the words that rhyme in stanza 1?
2. What are the words that rhyme in stanza 2?
3. What are the words that rhyme in stanza 3?
4. What are the words that rhyme in stanza 4?
5. what is the rhyme scheme of all the stanza?

The teacher reads and discusses the text below. After the discussion the teacher will go
back to the responses of the pupils for checking.

Rhyme is the repetition of similar sounds. In poetry, the most common kind of rhyme is
the end rhyme, which occurs at the end of two or more lines. It is usually identified with lower
case letters, and a new letter is used to identify each new end sound. Take a look at the rhyme
scheme for the following poem:

I saw a fairy in the wood,

He was dressed all in green.
He drew his sword while I just stood,
And realized I'd been seen. 

The rhyme scheme of the poem is abab.

Kinds of Rhyme

a. Double rhymes- include the final two syllables.

b. Triple rhymes-include the final three syllables.
c. Half rhyme- If only the final consonant sounds of the words are the same, but the initial
consonants and the vowel sounds are different.
d. Near rhyme- If the final vowel sounds are the-3-same, but the final consonant sounds are
slightly different
e. Sight rhymes- Words which are spelled the same

Internal rhyme occurs in the middle of a line, as in these lines from Coleridge, "In mist
or cloud, on mast or shroud" or "Whiles all the night through fog-smoke white" ("The Ancient
Mariner"). Remember that most modern poems do not have rhyme.

D. Guided Practice (Group Activity)

Directions: Using the poem “Filipinos” answer the following questions. Write your
answer on the meta cards. Report it.

Missing You So Much

Bernard F. Asuncion

I miss you so much

Since the last time we met;
 So lonely here without you,
From sunrise to sunset.

I don't know what to do,

Whenever I am alone;
Thinking of the moments,
Gazing at the unknown.

I'm trying to comfort

My mind, heart and soul;
But loneliness remains,
As the night raindrops fall.

I wake up in the morning,

It's you that I always look;
Dreaming to greet you,
Finding myself in the nook.

It's a difficult emotion

Of not feeling your touch;
When will we meet again?
I'm missing you so much.

1. What are the words that rhyme in stanza 1?

2. What kind of rhyme is found in stanza 3?
3. What is the kind of rhyme found in line stanza 2?
4. What is the rhyme scheme for stanza 4?
5. What are the words that rhyme in stanza 3?

E. Independent Practice

Directions: Using the poem “Rise Again, Manny” answer the following questions. Write
the letter that corresponds to your answer.

Rise Again, Manny

Calinao Dy

Rise, Manny, rise!

Be proud and be brave.
You're still my boxing hero,
 A pride to every Filipino.

Rise, Manny, rise!

Hold your head high.
The world is talking about you,
No wonder people still love you.

Rise, Manny, rise!

Make another fight if you want.
But please, be careful next time.
Don't let a lucky punch knocks you out.

Rise, Manny, rise!

Those fools can say whatever...
And in this battle of life,
"Never Say Never."

1. What are the words that rhyme in stanza 1?

a. brave-Filipino b. rise-brave c.hero-Filipino
2. What kind of rhyme is found in stanza 3?
a. near rhyme b. half rhyme c. double rhyme
3. What is the kind of rhyme found in line 3 and 4 of stanza 2?
a. half rhyme b. near rhyme c. sight rhyme
4. What is the rhyme scheme for stanza 4?
a. abab b. abcd c. abcb
5. What are the words that rhyme in stanza 3?
a. want-out b. want-rise c. rise-time

G. Closure
Ask: What is a rhyme?
What are the kinds of rhyme?
How do we identify rhyme scheme?

VI. Evaluation
Directions: Using the poem “You are Music, My strange and Lovely Friend” answer the
following questions. Write the letter that corresponds to your answer.

You are Music, My Strange and Lovely Friend

Jun Gonzales

As Richard felt while in his lonely cell

Loves music, but my sense of time is off
Unable to discern sweet sounds to tell
 Between Tchaikovsky and Rachmaninoff

I love that which I do not understand

It maddens yet with great delight give ear
The descant tones upon my heart are grand
That captivates and makes mine eye to tear

Then turns a chord to melancholy shift

Dissonantly it syncopates odd quirks
Disharmony vibrates upon my wit
Such beauty yet at times it gives me irks

My heart and mind both cannot comprehend

You are music, my strange and lovely friend

1. What are the words that rhyme in stanza 1?

a. cell-tell b. cell-off c.cell-tell
off-Rachmaninoff off-lonely off-goff
2. What kind of rhyme is found in stanza 2?
a. near rhyme b. half rhyme c. triple rhyme
3. What is the rhyme scheme for stanza 3?
a. abab b. abcd c. abcb
4. What are the words that rhyme in stanza 4?
a. lovely-friend b. friend-comprehend c. strange-friend
5. What is the rhyme scheme for stanza 2?
a. abcd b. abab c. abcb

VII. Agreement
Copy one poem with rhymes on your assignment notebook. Underline the rhyming
words.
 SUMMATIVE TEST IN ENGLISH VI
IST QUARTER, WEEK 5

OBJECTIVES NO.OF DAYS WEIGHT NO. OF ITEM

ITEMS PLACEMENT
1. Infer the speakers tone, 1 25% 5 1-5
mood and purpose.
2. Compose clear and 1 25% 5 6-10
coherent sentences using
appropriate grammatical
structures –Aspects of Verbs
(Future Progressive)

3. Compose clear and 1 25% 5 11-15

coherent sentences using
appropriate grammatical
structures –Modals
4. Analyze poem with 4 or 1 25% 5 16-20
more stanzas in terms of its
elements- (rhymes)
TOTAL 4 100% 20

I. Directions: Infer the speaker’s tone, mood and purpose. Encircle the letter of the correct answer.
1. Sitting on a bright orange marigold was a butterfly opening and closing its pale blue
wings. Willie thought how cool and elegant it looked. “ I wish I had a jersey of that
color,” he said to himself. The purpose is __________.
a. To instruct b. To entertain c. To advertise
 2. “Look at my wristwatch. This is my mother’s birthday gift to me. See? See? It’s worth
P50,000.00.” The tone is __________.
a. humble b. proud c. gloomy
3. June 12 is a regular holiday in the Philippines. It is when our country became
independent, free from Spanish rule. The purpose is _________.
a. To persuade b. To inform c. To instruct
4. The wind blew hard. Rain fell heavily. Residents were groping their way out of their
houses that very dark night. The mood is ________.
a. solemn b. fearful c. pessimistic
5. Christian Bautista performed at the town plaza. Thousands of people from over the
province came to see him. The town plaza was full two hours before the start of the
performance. The mood is _______.
a. excitement b. fearful c. optimistic

II. Directions: Read the sentences carefully. Complete the sentences using the future progressive
tense of the verb. Write on your answer on your paper.

6. I (cook)__________ adobo and chicken curry on my birthday next month.

7. She (not/ solve)________ the word problems we have in math tonight.

8. He (look) _______ the details of his party next on Saturday?

9. The Grade Six class (write) _______ a song for their Mapeh lesson later.

10. The principal (check) ________ our class attendance tomorrow.

III. Directions: Read the sentences carefully. Complete the sentences using appropriate modal to make
meaningful sentences. Choose your answer from the choices given.

11. Maybe she will return tonight. - She   return tonight.

a. can b. may c. must

12. I'm sure they will finish it in a minute. - They   finish it in a minute.
a. may b. might c. must

13. Do your homework! - You   do your homework.

a. may b. must c. can

14. Tomorrow is friday. -We   have a summative test in English.

a. must b. should c. will

15. Singing is what I am good at. - I   sing love songs.

 a. could b. should c. can

IV. Directions: Using the poem “The Arrow and the Song” answer the following questions. Write the
letter that corresponds to your answer.
The Arrow and the Song
Henry Wadsworth Longfellow

I shot an arrow into the air,

It felt to earth, I knew not where;
For, so swiftly it flew,
The night could not follow in its flight.

I breathed a song into the air

It fell to earth, I knew not where;
For who has sight so keen and strong
That it can follow the flight of song?

Long, long afterwards in an oak,

I found the arrow still unbroken
And the song from beginning to end,
I found again in the heart of a friend.

16. What are the words that rhyme in stanza 1?

a. air-where b. air-flew c.flew-flight
17. What kind of rhyme is found in stanza 2?
a. near rhyme b. half rhyme c. triple rhyme
18. What is the rhyme scheme for stanza 3?
a. abab b. abcd c. abcc
19. What is the rhyme scheme for stanza 2?
a. abab b. aabb c. abcd
20. What are the words that rhyme in stanza 2?
a. air-where b. air-strong c. air-where
strong-song where-song song-flight