Professional Documents
Culture Documents
D.Discussing new concepts and Listen to the story. Answer the A word’s denotation is its dictionary The Storm The teacher will present the Have the pupils
practicing new skills #1 questions below definition. But a word can also evoke The rain began early in the video about subject-verb watch the
A Trip to the Library certain thoughts and feelings. The morning. The sky was agreement with intervening commercial of Coco
Mark needs a book. He does not thoughts and feelings associated with a full of dark purple clouds. phrases. Martin endorsing
have money. His mom takes him certain word are called the Thunder began as a soft http:// Bearbrand Choco
to the library. Mark can borrow connotation of the word. Words with rumble and became louder and kanitasturdivant.wikispaces.com Milk.
books for free. Mark enters the the same denotation can have louder.Lightning crashed every /Intervening+Phrases https://
library. There are so many books. different connotations. Connotations few Don't interchange a word in an www.youtube.com/
There are books about animals. can be positive, negative or neutral. minutes, making the sky a intervening phrase watch?
There are books about pirates. Common Connotations brilliant white. for the subject of the sentence. v=dWw_Xkt8EAo
There are books about science. A dog connotes shamelessness or an What is the main idea? Circle Examples: The petals on the What is the
Mark borrows them all. ugly face. the correct answer. flower are orange. The peppers commercial about?
http://www.eslfast.com/ A dove implies peace or gentility. A. The farms needed the rain. in the food are hot. If a singular What is the mother’s
kidsenglish/ke/ke017.htm# Home suggests family, comfort and B. The thunder hurt the subject is linked to another problem with her
Answer the following questions: security. people’s ears. noun child?
1. Who needs books? Politician has a negative connotation of C. Lightning made the sky by a phrase, the subject is still What message does
2. Where does his Mom take wickedness and insincerity while a bright. considered Coco Martin try to
him? stateperson connotes sincerity. D. The storm was very strong singular. Expressions such as imply to the viewers?
3. What books does he see? Mom and Dad when used in place of Write three details found in the accompanied by,
4. What books did he borrow? mother and father connote loving story inside the hearts as well as, in addition to, plus,
parents What do you call the details and together
you wrote inside the hearts? with introduce phrases that
modify the subject without
changing its number. Examples
Sleet, in addition to snow, is a
driver's worst nightmare. Kim,
along with her cousins, goes to
the movies.
E.Discussing new concepts and Read the article below and Directions: Each pair of phrases A Day at the Enchanted Now that you know about the Present another
practicing new skills #2 answer the questions that follow. includes synonyms with different Kingdom rule on subject-verb agreement commercial video
AUTOBIOGRAPHY OF DR. JOSE connotations. Put a + sign on the line Rigor and his sister, Krisha, had with intervening phrases, let us when the pupils can
P. RIZAL In full, JOSÉ PROTACIO next to the one with a positive a busy and exciting day study about cause and effect. recognize and
RIZAL MERCADO Y ALONSO connotation, and a – on the line next at the Enchanted Kingdom last Teacher will present a video determine different
REALONDA (born 19 June 1861, to the one with a negative connotation Saturday. They rode the merry- presentation about cause and images and ideas.
Calamba, Philippines- died 30 1. a strong 4. ratty go-round, the roller coaster effect relationship. https://
December 1896, Manila, reek clothes and the Ferris wheel. Rigor ate www.youtube.com/
Philippines), patriot, physician a strong casual clothes popcorn and barbecue. Krisha watch?
and man of letters whose life aroma drank “sago gulaman”and ate v=gHPfCAvXHpY
and literary works were an 2. a 5. easy-going an apple. They took photos for Let the pupils take
inspiration to the Philippine charismatic attitude their souvenirs.They were very turns in giving their
nationalist movement.Rizal was leader lazy attitude happy.They they went home own point of view
the son of a prosperous a pushy leader tired but happy. regarding the
landowner and sugar planter of 3. thoughtful response Which of the following is the commercial they
Chinese-Filipino descent on the calculated response main idea of the paragraph? have watched
island of Luzon. His mother, A. Rigor and Krisha were
Teodora Alonso, one of the hungry.
most highly educated women B. Rigor and Krisha did many
in the Philippines at that time, things at the Enchanted
exerted a powerful influence Kingdom
on his intellectual C. The merry-go-round was
development.He was educated broken.
at the Ateneo de Manila and D. The Enchanted Kingdom was
the University of Santo Tomas on Saturday.
in Manila. In 1882, he went to What is the key sentence in the
study medicine and liberal arts paragraph that leads you to
at the University of Madrid. A identify the main idea?
brilliant student, he soon What are the supporting
became the leader of the small details?
community of Filipino students
in Spain and committed himself
to the reform of Spanish rule in
his
home country, though he never
advocated Philippine
independence. The chief
enemy of reform, in his eyes,
was not Spain, which was going
through a profound revolution,
but the Franciscan, Augustinian
and Dominican friars who held
the country in political and
economic paralysis.
Rizal continued his medical
studies in Paris and Heidelberg.
In 1886, he published his first
novel in Spanish, Noli Me
Tangere, a passionate exposure
of the evils of the friars rule,
comparable in its effect to
Harriet Beecher Stowe's Uncle
Tom's Cabin. A sequel, El
Filibusterismo, 1891,
established his reputation as
the leading spokesman of the
Philippine reform movement.
He annotated an edition in
1890 on Antonio Morga's
Sucesos de las Islas Filipinas,
which showed that the native
people of the Philippines had a
long history before the coming
of the Spaniards.
He became the leader of the
Propaganda Movement,
contributing numerous articles
to its newspaper, La
Solidaridad, published in
Barcelona. Rizal's political
program, as expressed in the
newspaper, included
integration of the Philippines as
a province of Spain,
representation in the Cortes
(the Spanish parliament), the
replacement of the Spanish
friars by the Filipino priests,
freedom of assembly and
expression, and equality of
Filipinos and Spaniards before
the law.
https://www.univie.ac.at/ksa/a
psis/aufi/jorizal.htm
F.Developing Mastery Group Activity Using your dictionary, copy the words Read the selection below. A. Mark out any intervening Group the class into
Group the pupils into 4. Using an below and its meaning Planets in the Solar System phrase or clause. Underline 5 . Give them a
activity sheet, clearly on your notebook There are eight planets in the the subject then box the correct product. Ask them to
state the instructions on the task 1. suppose 6. capillary Solar System, and each one is verb form. create a short
each group will accomplish. 2. menu 7. essential very different. Some planets, 1. The paper in those boxes (is, commercial
Group I- Fix Me Up 3. autumn 8. August like Jupiter and Saturn are very are) for the copy machine. about the product
Inside the envelope are cut 4. flavor 9.denotation large. Others, like Mercury and 2. Her computer plus her purse they got. Assign to
pictures of the different 5. artery 10.connotation Mars are smaller. Jupiter has (was, were) left in her car. them also
informational text-type for them moons that are larger than 3. The London Bridge, as well as the type of
to paste it in the activity Mercury. The planets also have several other bridges, advertisement they
sheet. different atmospheres. Uranus, (spans, span) the Thames River will use (stereotype,
Group II- Draw Me Jupiter and Saturn have 4. A traffic light in front of point of view,
Draw the different informational atmospheres of hydrogen and steady streams of traffic propaganda)
text-type that you have helium. The atmosphere on (keeps, keep) the movement of Examples:
learned today. Venus is made up of carbon vehicles under control. Group 1 – Shampoo
Group III – Who am I? dioxide. Earth has a nitrogen 5. Each entry within the Group 2 – Detergent
(dictionary) I give meaning, and oxygen atmosphere. guidelines (receives, receive) Soap
provide information about Neptune’s atmosphere is a thorough reading Group 3 – Bath Soap
pronunciation, origin and usage. mostly hydrogen. The B. Read the following sentences. Group 4 –
(encyclopedia) I give information planets also have different Box the cause and encircle Toothpaste
on many subjects or on temperatures. Uranus is the the effect. Group 5 – Powdered
many aspects of one subject coldest and Venus is the 1. I got a tummy ache when I ate Juice
typically hottest. too much ice cream.
arranged alphabetically. http://www.k12reader.com/ 2. Anne had cake for dessert
(magazine) I am a periodical worksheet/find-the-main-idea- because it was her birthday.
publication containing articles planets/view/ 3. Thomas was feeling sleepy
and illustrations. Group Activity (Collaborative) because he stayed up
Group IV- Rap Me Pupils will be grouped into late doing his homework.
Members of the group will create three. Each group will be given 4. Dee was hungry, so her
a rap identifying the envelope containing their mother made her a
different informational text-type. tasks. cheese sandwich.
Group I Give the main idea of 5. Kevin went to dentist because
the selection. Present your he had a toothache
answer through a song.
Group II Give the key sentence
of the selection. Write your
answer in a given strip of
cartolina and post it on the
board.
Group III Give the supporting
details found in the selection.
Present
it through a rap.
G.Finding Practical application of Take a trip to the library. Let the Group Activity (Collaborative) Read the selection below. Group Activity: Group the pupils into
concepts and skills in daily living pupils identify the parts of Group the pupils into five. Have a Then, give the main idea,key A. Pupils will be grouped into 2 4 then let them
a card catalogue. contest ingiving meaning of words. sentence and supporting Each group will be given choose from the
(teacher may give as many words)The details. metacards containing singular commercial or TV ads
first group that Various fossils have been and plural verbs. As the teacher that they have
can post the meaning on the board found. Once in a while, the gives the sentences, each watched earlier and
wins entire body of an animal may member of the group will take perform it .
be found preserved in a layer turns in posting the metacards
of on the board containing the
rock. More often, we find correct answer.
skeletons or parts of skeletons 1. This batch of cute, little
of animals that roamed the kittens (is, are) ready to be sold.
earth long ago. This is the kind 2. The coach, as well as the fans,
offossil (was, were)
which has helped to know disappointed in the team’s
what dinosaurs looked like. We performance.
also find 3. The arrival of the new
fossils imprints of leaves. costumes (has, have)
Main idea_______________ caused excitement among the
Key Sentence___________ cast of the play.
Supporting Details 4. The artwork, in addition to
1.____________________ the jewelry, (are, is)
2.___________________ to be auctioned off in May.
3.______________________ 5. An acre of trees and
meadows (surrounds, surround)
the house.
B. Work in Pairs. Class will be
divided into two. The teacher
will prepare
strips of manila paper with
phrases containing causes and
effects. The first group to pick
up the causes and the second
group to pick up the effects. As
the teacher says “Go” the pupils
shall look for their partner to
come up with the correct
sentence containing cause-
effect relationship. (Teacher will
provide phrases depending on
the number of his/her pupils)
H.Making generalization and Informational texts are In giving precise information on a Key Sentence is the sentence verb form agrees with the For us to determine
abstraction about the lesson nonfictional writing, written with given topic, we may do the following: which states the topic of the subject whether the the message of an
the intention of informing the 1. We must have a reliable source paragraph. verb comes next to the subject image or idea we
reader about a specific topic. It is which is verifiable. This Supporting Details are the or is separated must
typically found in magazines, sentences in the paragraph from it by other words. Such first identify what
newspaper, science books, means that the information that we which give information related words and phrases image or idea was
autobiographies, and instruction get must be true and real, not made up to the topic. do not change the number of used to influence the
manuals. or unsure. Main Idea of a paragraph tells the subject. viewer.
It uses special text which allows 2. We must have supporting us what the paragraph is all Therefore, be sure to make the There are certain
its users to easily find key information. about. verb agree in ways how an image
information and understand the Connotations and denotations are two number with the subject, not or idea is expressed
main topic. This is done by principal methods of with the intervening as
placing a header over certain describing the meaning of words. phrase. follow:
sections. It may also use visual Connotations refer to the wide array Effect is defined as what Stereotype is a
representation with captions of positive and happened. Cause is defined as widely held but fixed
which includes pictures, graphs, negative associations that most why something happened. Clue and oversimplified
tables, diagrams, and charts. naturally carry them while words that signal causal image or idea of a
A card catalogue is a file of cards denotation is the precise, literal relationships include: such as, particular type of
uniform in size arranged in some definition of a word that might be because, so, consequently, person or thing.
definite order and listing the found in a dictionary. therefore, thus, and since. Example is the
items in the collection of a library To find an effect, readers ask, stereotype of a
or group of libraries. Each card What happened? woman is as “the
identifies a single item. To find cause, readers ask Why carer" and a man as
The parts of a card catalogue are did this happen? “the provider”
(1) call number; (2) author; (3) Point of view is the
title Entry; (4) publisher; (5) particular attitude or
series title; and (6) subject way of considering a
headings. matter. It can also be
the position from
which something or
someone is
observed. Example,
two people are
seeing the same
image but each of
them have a different
point of view, they
may see or interpret
the image differently.
Propaganda
information,
especially of a biased
or misleading nature,
used to promote or
publicize a political
cause or point of
view. It is an
information that is
not impartial and is
used primarily to
influence an
audience and further
an agenda, often by
presenting facts
selectively to
produce an
emotional rather a
rational response to
the information
I.Evaluating learning Check (/) if the book is an Direction: Answer the following Direction: Give the key A. Direction: Choose the correct Have them watch the
informational text and cross (x) if questions precisely. sentence, supporting details verb form inside the parenthesis commercial “Tide:
it is not. 1. Who are your parents? and main idea of the selection. to complete each sentence. Bossing sa Kaputian
1. newspaper The root is an important part of 1. A string on my electric guitar Kahit Tag-ulan” then
2. magazines 2. What is your father/mother’s work? the plant. It is responsible for (is, are) out of tune. answer the questions
3. instructional manuals Where does he/she work? getting water and minerals 2. Days during summer (seem, that follow. Choose
4. fairy tales 3. In what barangay do you live? In from the soil for the plant to seems) to pass very quickly. your answer from
5. autobiography which purok? grow. It also holds the plant in 3. All stars, just like our sun (has, the box
4.What would you like to be when you position. If roots are cut off have) a system of planets. 1. Based on the video
grow up? from the plant, it would die. B. Arrange the following causes clip, a mother is
5.Where would you like to spend your Main Idea: and effects to form a short always and caring of
vacation ___________________ paragraph. (2 pts.) her child.
Key Sentence____________ - the air is so polluted 2. In the video, they
Supporting Details - there are many people see Bossing Vic as an
a. ___________________ succumbing to respiratory image of .
diseases like asthma 3. The commercial
b. ______________ - the fish are dying was biased because
c. _____________________ - oil spills and toxic waste 4. The message of
pollute the seas the video is that .
5. The commercial
was intended for to
buy.
a. protective
b. mothers
c.cleanliness
d.it was compared to
another product
e.cleanliness in
clothing shows love
for the family
J.additional activities for application or Answer the following questions. Look up for the meaning of the The Tsunami that hit Asia on Remediation Watch other
remediation Choose your answer from the following words. December 26, 2004, was A. Write at least 5 sentences commercials/ TV ads,
box. 1. responsible especially cruel. It spared no with intervening phrases then write a short
atlas globe maps magazine 2. great one. Countless men, women using the following verbs. paragraph on how
dictionary card catalogue 3. information and chidren, who lived all their 1. write 2. has 3. is does it influence you
encyclopedia 4. extravagant lives by the water but never 4. are 5. dances as a viewer.
almanac 5. abundant learned how to swim, drowned B. Write a three to five-
1. Which informational text will and died. Families were ripped sentence paragraph using cause-
help you find the meaning of apart forever. It killed some effect relationship.
awesome 300,000 people across Asia. It
2. Which reference material is left thousands homeless and
used as an exact replica of poor.
the earth? Main Idea:
3. Which reference material will ___________________
you use to find more Key Sentence:
information about the galaxy? ________________
Supporting Details:
_____________________
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried.
the evaluation the next objective. next objective. the next objective. the next objective. Move on to the next
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. objective.
_____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80% ___Lesson not
mastery mastery mastery carried.
_____% of the pupils
got 80% mastery
B.No.of learners who require ___Pupils did not find difficulties ___Pupils did not find difficulties in ___Pupils did not find ___Pupils did not find difficulties ___Pupils did not
additional activities for remediation in answering their lesson. answering their lesson. difficulties in answering their in answering their lesson. find difficulties in
___Pupils found difficulties in ___Pupils found difficulties in lesson. ___Pupils found difficulties in answering their
answering their lesson. answering their lesson. ___Pupils found difficulties in answering their lesson. lesson.
___Pupils did not enjoy the ___Pupils did not enjoy the lesson answering their lesson. ___Pupils did not enjoy the ___Pupils found
lesson because of lack of because of lack of knowledge, skills ___Pupils did not enjoy the lesson because of lack of difficulties in
knowledge, skills and interest and interest about the lesson. lesson because of lack of knowledge, skills and interest answering their
about the lesson. ___Pupils were interested on the knowledge, skills and interest about the lesson. lesson.
___Pupils were interested on lesson, despite of some difficulties about the lesson. ___Pupils were interested on ___Pupils did not
the lesson, despite of some encountered in answering the ___Pupils were interested on the lesson, despite of some enjoy the lesson
difficulties encountered in questions asked by the teacher. the lesson, despite of some difficulties encountered in because of lack of
answering the questions asked by ___Pupils mastered the lesson despite difficulties encountered in answering the questions asked knowledge, skills and
the teacher. of limited resources used by the answering the questions asked by the teacher. interest about the
___Pupils mastered the lesson teacher. by the teacher. ___Pupils mastered the lesson lesson.
despite of limited resources used ___Majority of the pupils finished their ___Pupils mastered the lesson despite of limited resources ___Pupils were
by the teacher. work on time. despite of limited resources used by the teacher. interested on the
___Majority of the pupils finished ___Some pupils did not finish their used by the teacher. ___Majority of the pupils lesson, despite of
their work on time. work on time due to unnecessary ___Majority of the pupils finished their work on time. some difficulties
___Some pupils did not finish behavior. finished their work on time. ___Some pupils did not finish encountered in
their work on time due to ___Some pupils did not finish their work on time due to answering the
unnecessary behavior. their work on time due to unnecessary behavior. questions asked by
unnecessary behavior. the teacher.
___Pupils mastered
the lesson despite of
limited resources
used by the teacher.
___Majority of the
pupils finished their
work on time.
___Some pupils did
not finish their work
on time due to
unnecessary
behavior.
C.Did the remedial work? No.of ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned ___ of Learners who
learners who have caught up with the above above 80% above 80% above earned 80% above
lesson
D.No. of learners who continue to ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who
require remediation additional activities for activities for remediation additional activities for additional activities for require additional
remediation remediation remediation activities for
remediation
E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught ____ of Learners who caught up ____ of Learners who
the lesson lesson up the lesson the lesson caught up the lesson
F.What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue ___ of Learners who
which my principal or supervisor can require remediation require remediation to require remediation to require remediation continue to require
helpme solve? remediation
G.What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that
materials did used/discover which I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive ___Metacognitive work well:
wish to share with other teachers? Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self Development: Examples: Self ___Metacognitive
taking and studying techniques, taking and studying techniques, and assessments, note taking and assessments, note taking and Development:
and vocabulary assignments. vocabulary assignments. studying techniques, and studying techniques, and Examples: Self
___Bridging: Examples: Think- ___Bridging: Examples: Think-pair- vocabulary assignments. vocabulary assignments. assessments, note
pair-share, quick-writes, and share, quick-writes, and anticipatory ___Bridging: Examples: Think- ___Bridging: Examples: Think- taking and studying
anticipatory charts. charts. pair-share, quick-writes, and pair-share, quick-writes, and techniques, and
anticipatory charts. anticipatory charts. vocabulary
assignments.
___Schema-Building: Examples: ___Schema-Building: Examples:
___Bridging:Example
Compare and contrast, jigsaw Compare and contrast, jigsaw learning, ___Schema-Building: ___Schema-Building: Examples:
s:Think-pair-
learning, peer teaching, and peer teaching, and projects. Examples: Compare and Compare and contrast, jigsaw
share,quick-
projects. contrast, jigsaw learning, peer learning, peer teaching, and writes,andanticipator
___Contextualization: teaching, and projects. projects. ycharts.
___Contextualization: Examples: Demonstrations, media, __Schema-Building:
manipulatives, repetition, and local ___Contextualization: ___Contextualization: Examples: Compare
Examples: Demonstrations,
opportunities. and contrast, jigsaw
media, manipulatives, repetition, Examples: Demonstrations, Examples: Demonstrations,
learning, peer
and local opportunities. media, manipulatives, media, manipulatives,
teaching, and
___Text Representation: repetition, and local repetition, and local
projects.
opportunities. opportunities.
___Text Representation: Examples: Student created drawings, ___Contextualizatio
Examples: Student created videos, and games. n:
drawings, videos, and games. ___Modeling: Examples: Speaking ___Text Representation: ___Text Representation:
Examples:
___Modeling: Examples: slowly and clearly, modeling the Examples: Student created Examples: Student created Demonstrations,
Speaking slowly and clearly, language you want students to use, drawings, videos, and games. drawings, videos, and games. media,
modeling the language you want and providing samples of student ___Modeling: Examples: ___Modeling: Examples: manipulatives,
students to use, and providing work. Speaking slowly and clearly, Speaking slowly and clearly, repetition, and local
samples of student work. modeling the language you modeling the language you want opportunities.
Other Techniques and Strategies used: want students to use, and students to use, and providing ___Text
Other Techniques and Strategies ___ Explicit Teaching providing samples of student samples of student work. Representation:
used: ___ Group collaboration work. Examples: Student
___ Explicit Teaching ___Gamification/Learning throuh play Other Techniques and created drawings,
___ Group collaboration ___ Answering preliminary Other Techniques and Strategies used: videos, and games.
___Gamification/Learning throuh activities/exercises Strategies used: ___ Explicit Teaching
___ Carousel ___Modeling: Examp
play ___ Explicit Teaching ___ Group collaboration
___ Diads les: Speaking slowly
___ Answering preliminary ___ Group collaboration ___Gamification/Learning
___ Differentiated Instruction and clearly, modeling
activities/exercises ___Gamification/Learning throuh play
___ Role Playing/Drama the language you
___ Carousel throuh play ___ Answering preliminary
___ Discovery Method want students to use,
___ Diads ___ Answering preliminary activities/exercises
___ Lecture Method and providing
___ Differentiated Instruction activities/exercises ___ Carousel
Why? samples of student
___ Role Playing/Drama ___ Carousel ___ Diads
___ Complete IMs work.
___ Discovery Method ___ Diads ___ Differentiated Instruction
___ Availability of Materials Other Techniques
___ Lecture Method ___ Differentiated Instruction ___ Role Playing/Drama
___ Pupils’ eagerness to learn and Strategies used:
Why? ___ Role Playing/Drama ___ Discovery Method
___ Group member’s ___ Explicit Teaching
___ Complete IMs ___ Discovery Method ___ Lecture Method
collaboration/cooperation ___ Group
___ Availability of Materials ___ Lecture Method Why?
in doing their tasks collaboration
___ Pupils’ eagerness to learn Why? ___ Complete IMs
___ Audio Visual Presentation ___Gamification/
___ Group member’s ___ Complete IMs ___ Availability of Materials
of the lesson Learning throuh play
collaboration/cooperation ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Answering
in doing their tasks ___ Pupils’ eagerness to learn ___ Group member’s
preliminary
___ Audio Visual Presentation ___ Group member’s collaboration/cooperation
activities/exercises
of the lesson collaboration/cooperation in doing their tasks
___ Carousel
in doing their tasks ___ Audio Visual Presentation
___ Diads
___ Audio Visual Presentation of the lesson
___ Differentiated
of the lesson
Instruction
___ Role
Playing/Drama
___ Discovery
Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness
to learn
___ Group member’s
collaboration/
cooperation
in doing their
tasks
___Audio Visual
Presentation
of the lesson