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WEEK I Day 1 and 2
Listening Comprehension:
-Analyze sound devises (onomatopoeia,
alliteration, assonance, consonance,
personification, irony and hyperbole) in a
text heard.

Reading Comprehension:
- Analyze sound devices (onomatopoeia,
alliteration, assonance, consonance)
Did you have fun working on your previous lesson in
Grade 5 English?

Surely, you enjoyed answering the tasks and did a

great job.

Let us move on to another learning experience in

English now that you are in Grade 6. I know you are
eager to learn more, so get ready to learn new lessons
and perform challenging tasks ahead.
We are fond of listening to the emphasized sounds in
literary pieces of writing. Poets use sound devices.

Are you wondering on those different sound devices?

There are several forms of sound devices that add

beauty to the literary pieces of writing.
Listen as your teacher reads the following sentences. Note
the following highlighted letters or words in each number.

1. Kaboom! The bite of dynamite cut deep inside the earth!

2. Peter Piper picked a pack of pickled pepper.
3. Alone, alone, all, all alone.
Alone on a wide wide sea!
4. Water rushing, gushing, pushing past the limits of the

What have you noticed in each sentence?

Which word in the first sentence creates a sound which
suggest its meaning?
Are there emphasized sounds in second, third and fourth
Are there repeated sounds? Can you identify them?
What sound devices are used in each sentence?

WEEK I Day 3
Listening Comprehension:
-Analyze sound devises (onomatopoeia,
alliteration, assonance, consonance,
personification, irony and hyperbole) in a
text heard.

Reading Comprehension:
- Analyze sound devices (onomatopoeia,
alliteration, assonance, consonance)
Listen as your teacher reads a poem. As you listen, take
down the words from the poem that exemplify the following
sound devices: ALLITERATION, ASSONANCE and
CONSONANCE. Write your answers in each column.

Title of the Poem: “The Bells” by Edgar Allan Poe


An excerpt from the poem “The Bells” by Edgar Allan Poe.

Leaping higher, higher, higher,

With a desperate desire,
And a resolute endeavor
Now – now to sit or never,
By the side of the pale-faced moon.
Oh, the bells, bells, bells!
What a tale their terror tells
Of Despair!
How they clang, and clash, and roar!
What a horror they outpour
On the bosom of the palpitating air!
Title of the Poem: “The Bells” by Edgar Allan Poe


higher, higher,
desperate desire desperate desire
Now – now to sit or
clang and clash bells, bells, bells
what a horror they and roar!
bells, bells, bells outpour What a horror they
On the bosom of outpour
tale their terror tells
clang and clash
Listen again to your teacher as he/she reads the following lines
from selected poems/songs. Determine the figurative language
present in the following lines in each number. On your paper
write P if it is personification , I if it is irony, and H if it is a

1. My eyes glow to look at the colorful butterfly

Graciously slips all the flower’s sweet nectars
And flies into nothingness afterwards

2. People talking without speaking

People hearing without listening
People writing songs that voices never share

3. Oh, I’m Dirty Dan, the world’s dirtiest man,

I never have taken a shower.
I can’t see my shirt – it’s so covered with dirt,
And my ears have enough to grow flowers.
4. An old man turned ninety-eight
He won the lottery and died the next day

5. When all at once I saw a crowd,

A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze
Identify the sound device or the figurative language exemplified by
each of the following sentences. Write your answer on the blank
provided before each number.

_____ 1. A wicked whisper came and changed my life.

_____ 2. The fire station burned down last night.
_____ 3. The leaves danced in the wind on the cold October
_____ 4. Theophilus Thistle, the successful thistle sifter, thrust three
thousand thistles through the thick of his thumb.
_____ 5. Her brain is the size of pea.
_____ 6. In my dream, I was somewhere and saw the cutler, antler,
_____ 7. The house of my friend is hard to reach but when I arrived, I
enjoy the nearby beach.
_____ 8. The homeless survived in their cardboard palaces.
_____ 9. “Woosh, woosh” of the howling wind can be heard in
_____ 10. I’m starving! I can devour hundred tons of sandwiches and
French fries anytime.
WEEK I Day 3

In this lesson we are going to learn how to use idiomatic expressions
as a special combination of words by usage as well as to express
clearly what you want to say.

Let’s try this.

Read each sentence. The underlined group of words is an idiom.
Choose the best meaning.

1. Whenever Rene is under the weather, he gets plenty of rest and

takes vitamins.
a. out in the rain b. ill c. exercising
2. Marlon’s jokes wear thin after you’ve heard them ten times.
a. becomes dull b. becomes shorter c. remains funny
3. We like our neighborhood to look clean, so it burns up when we
see some littering in the streets.
a. makes us feel hot b. makes us angry c. starts fire
4. Although Ester did well in the spelling quiz, she tripped up when
she came to the word giraffe.
a. fell on the floor b. made a mistake c. spoke quietly
5. The movie was so funny; it really had us in stitches.
a. sewing b. laughing hard c. watching eagerly

6. Walking in the woods, we saw a rabbit appear out of the blue.

a. from a hole b. unexpectedly c. running fast

7. Although Ronnie didn’t like the new plan, he went along with it
because he hated to make waves.
a. cause trouble b. go swimming c. talk loudly
Idiomatic expressions is a common word or special phrases that
used with other words to mean something completely different.

Filipinos are fond of using flowery words. Instead of saying “I saw a

man beaten rudely,” we sometimes prefer to say “I saw a man beaten
black and blue” to add a little drama to the statement.

An idiomatic expression conveys a meaning different from its

individual words. Neither can the idiom be readily analyzed from its
grammatical construction.

Although idioms cannot be explained by the strict rules of grammar,

their long-continued, general use has given them recognition.

Idiomatic expressions give force, color and vividness to our

language. We use idiomatic expressions to make our speech and
writing more interesting. Often, we can get the meaning of an
idiomatic expressions from context.
Study the following italicized expressions and their meanings.

1.The birds and animals felt down in the dumps because of the
destruction of the forest. (depressed)

2.The woodcutter turned down their suggestions. (refused, denied)

3. Conservationist keep an eye on loggers. (watch carefully)

4. Sometimes the protectors turn up too late. (appear, arrive)

5. Often, conservationist and loggers do not get along with each

other.(live harmoniously together)
More examples of idiomatic expressions.

Idiomatic Expressions Meaning

face the facts to accept reality
come down to earth to be practical; realistic
take it or leave it whether you accept it or not
see the world to see life
serve one right to deal with one as he deserves
sound a person out find out his intention
commit to memory to learn my heart
bury the hatchet to make peace
cry over spilt milk to cherish useless regrets
follow the crowd to act or believe as the most
people do
kills two birds with one stone accomplishes two things at a

Idiom is a phrase that says one thing but actually

means something quite different.

A horse of a different color means
something quite unusual.
Let’s Do This

Directions: Write the letter of the correct meaning for each italic
phrase. The first one has been done for you.

a. refusal to see or listen

b. misbehaving, acting in a wild way
c. made a thoughtless remark
d. lost an opportunity
e. got angry
f. pay for
g. unknowing
h. feeling very sad
i. get married
j. excited and happy

_____ 1. My parents will foot the bill for my birthday party.

_____ 2. Tony and Lisa will finally tie the knot in June.
_____ 3. Sam was down in the dumps after he wrecked his bicycle.
_____ 4. Sarah put her foot in her mouth when she was talking to our

_____ 5. I really missed the boat when I turned down the chance to
work after school.

_____ 6. I got the brush-off from Susan when I tried to ask her where
she was last night.

_____ 7. Mickey is in the dark about our plans to throw a surprise

birthday for him.

_____ 8. The children were bouncing of the walls when the baby-
sitter tried to put them to bed.

_____ 9. The students were flying high on the last day of school.

_____ 10. My sister lost her cool when she discovered I had spilt
chocolate milk on her new sweater.
Below are idioms and their meanings. Study them carefully.

Idiomatic Expressions Meaning

pass away to die
break off to put an end to
cut down diminish in amount
stand out to be distinguished
hand out to distribute
break in to train, tame, discipline
put down to record
lay up to save
hand over to give up the possession of
fall out to quarrel
A. Read the sentences below. Substitute the underlined words with
the correct idiomatic expressions listed above. Write the answer
on your paper.

1. Einstein was distinguished in any crowd because of his white

hair and massive shoulders.
2. Linda put an end to her engagement when she learned that she
was sick with cancer.
3. My great grandfather died last week.
4. The efficient secretary was requested to record the minutes of
the meeting.
5. Usually parents save jewels for their children.
6. The hold upper demanded that the cashier give up the cash in
the vault.
7. It is unusual to have brothers and sisters quarreling among
8. Before the examination started, the teacher distributed the
examination questions.
WEEK I Day 4


Let’s Read

Just for Fun

We’ll begin with a box and the plural is boxes

But the plural of ox should be oxen and not “oxes”
Then one fowl is goose, but two are called geese
You may found a lone mouse or a whole nest of mice
But the plural of house is houses and not “hice”.
If I speak of a foot and you show your feet
And one is a tooth and a whole set are teeth
Why is the plural of booth not called “beeth?”
So English language as you could say
Changes words in different way.
Study these words.

Column A Column B
box boxes
ox oxen
goose geese
house houses
tooth teeth
foot feet

What can you infer about the words in Column A?

How about in Column B?

Words in Column A are nouns that mean only one. They are in its
singular form.

Words in Column B are nouns that mean more than one. They are in
its plural form.
What is a noun?

How do nouns form their plural forms.

This morning we are going to discuss the use of the plural

form of nouns and how do we change the singular nouns
to its plural form.

A singular noun names one person, place, thing, animals,

idea or quality.

A plural noun names more than one person, place, thing,

animals, idea or quality.

Nouns form their plural in different ways.

Some nouns form their plural by adding –s or –es.
tree – trees
pen – pens
plant - plants

Nouns ending in s, sh, ch, x, z form their plural by adding –es.

dress – dresses
church – churches
box – boxes

Some nouns ending in –o form their plural by adding –es.

tomato – tomatoes
potato – potatoes

However, most nouns that end in –o form their plural by adding –s only.
radio – radios
piano - pianos
Let’s do this.
Complete the sentence with the correct form of the noun inside
the parenthesis.

1. The people in the community helped in building of the

churches. The church doesn’t pay ________ to the
government. (tax)
2. The farmers and their _________ are in the field. (carabao)
3. The windows are made of stained ________. (glass)
4. During Sundays there are _________ parked in front of the
church. (bus)
5. The _______ are in school. (teacher)
6. Some of the churches are located near the ________ (beach)
7. Helen has ________ on her hair. (ribbon)
8. There are two _______ on the stage. (dancer)
9. There are people with ________ selling sampaguita and
sweepstake tickets near the church. (crutch)
10. We pick ripe _______ in our backyard. (mango)
Nouns ending in –y and a consonant before it form their plural by changing y
to I and add –es.
fairy – fairies cherry – cherries
lady – ladies ferry - ferries

Some nouns ending in –y and a vowel before it form their plural by adding –s.
key – keys monkey - monkeys
toy – toys valley - valleys

Most nouns ending in f or fe form their plural by changing f or fe to v and

adding –es.
leaf – leaves life – lives knife – knives
elf – elves wife – wives hoof – hooves

Some nouns ending in f or fe form their plural by adding s only to their plural
chief – chiefs brief – briefs
roof – roofs handkerchief - handkerchiefs
Let’s try this
Rewrite these sentences changing the words in parenthesis into
their plural form.

1. The children bring (handkerchief) everyday.

2. The monument is a tourist place in the (city).
3. Old monuments stand in the plaza for several (century)
4. The (wolf) live in the forest.
5. The bakers use (knife) in slicing the bread.
6. Nena put her books in the (shelf).
7. There are monuments built near (grocery) and school.
8. The (thief) entered the house through the kitchen.
9. There are many (factory) establishments in the city.
10. The sailors stayed at the (wharf) the whole day.
11. Have you read the stories about (elf)?
12. Some of the factories make toys for (baby).
13. The colored pieces of paper were divided into (half).
14. What is your (belief) about elf?
15. The heroes have interesting (life).
Some nouns form their plural in different ways. They do not form their plural
form by just adding –s or –es.
They form their plural by changing their spelling or they remain the same.
They are called irregular nouns.

Examples of irregular nouns that form their plural by changing their spelling.
goose – geese child - children
man – men tooth – teeth
mouse – mice ox – oxen
foot – feet woman – women
alumnus – alumni louse - lice

Examples of irregular nouns that have the same singular and plural form.
deer - deer
sheep - sheep
news - news

Letters and numbers also form their plural form.

They form their plural by adding apostrophe (‘) and add s (‘s).
r – r’s q – q’s
5 – 5’s 1 – 1’s
Try and Learn
Rewrite the following sentences changing the singular
nouns to their plural form of the underlined word.

1. Your f and e are not correctly written.

2. The teacher like good child.
3. There are two 5 in ten.
4. I should cross my t and dot my i.
5. Many man work hard for their sons and daughters.
6. How many 3 are there in nine?
7. The ox lived in the forest.
8. The athlete hurt both his foot during their training.
9. There are ten 10 in a hundred.
10. Max, the hunter caught two deer on his trap.
Try and Learn
Rewrite the following sentences changing the singular
nouns to their plural form of the underlined word.

1. Your f’s and e’s are not correctly written.

2. The teacher like good children.
3. There are two 5’s in ten.
4. I should cross my t’s and dot my I’s.
5. Many men work hard for their sons and daughters.
6. How many 3’s are there in nine?
7. The oxen lived in the forest.
8. The athlete hurt both his feet during their training.
9. There are ten 10’s in a hundred.
10. Max, the hunter caught two deer on his trap.
WEEK I Day 5

Describe different forms and

convention of film and moving
pictures (lights)
What is your favorite film?
What do you usually enjoy in watching films?

A film , also called a movie or motion picture
consist of moving pictures that have been
recorded so that they can be shown at the
cinema or on television.

A film tells a story or shows a real situation. The

process of filmmaking is both an art and an
There are different forms of film such as:
1. Action
2. Adventure
3. Comedy
4. Crime and Gangster
5. Drama
6. Epics/Historical
7. Horror
8. Musical/Dance
9. Science Fiction
10. War
11. Fantasy
12. Romance

Can you give sample titles of at least five forms of film?

Label each title with the appropriate form of film.
Different forms of film and there examples.
In order to communicate key messages to
an audience, producers of films use
certain conventions and devices such as
lights, blocking, direction,
characterization, acting, dialog, setting,
and set-up.
Let’s Try This
Task 1. Picture! Picture!
Look at each picture below,. Then answer the questions that follow.

What have noticed with picture A? picture B in terms of lighting?

What picture has minimum light? Which picture shows otherwise?
What feelings or emotions does each picture convey?
What atmosphere is created in each picture?
Does light matter in pictures? How about in films? Why do you say so?
Lights is a convention of films used to create a specific
atmosphere. It is a very important aspect for shaping meaning
in films. It can manipulate a viewer’s attitude towards a setting
or a character. The way light is used can make objects, people
and environments look beautiful or ugly, soft or harsh, artificial
or real. Light may be used expressively or realistically. A dark
lighting can bring an ominous feel whereas bright lighting can
bring cheerful atmosphere.

What kind of atmosphere is created in a room lit by candles?

Have you ever heard of mood lighting?
A room that is brightly lit by neon lights might seem to be
A shadowy room might be eerie or scary.

The lighting technicians in a film crew have the task of creating

lighting to suit the mood and atmosphere of each scene in a
Consider the following sets of frames and think about what type of
atmosphere is created in each.

Frame 1 Frame 2

What can you say about lighting in each film?

What atmosphere is created by frame 1? How about frame 2?
What would be the effect on the atmosphere in frame 1 if the lighting
were dark and shadowy, similar to frame 2?

Remember that lighting is used in still image visual texts as well as in

Let’s Try This
Task 2. Viewing the Video Clip!
Your teacher will show you a video clip entitled “An Inspiring Teacher
(True Story)”. With your group mates, identify the scenes with bright
and dark lighting and tell the atmosphere and emotion they created in
the video clip. Do this by completing the following table.


Scene Atmosphere/Emotion


Scene Atmosphere/Emotion

“An Inspiring Teacher (True Story)”.
Task 3. Film Critiquing!

Watch your favorite movie at home. On a one whole sheet

of paper, write your own understanding and reaction
about the movie. Identify the scenes with bright and dark
lighting and tell how those scenes affect you as an
audience. Prepare to present your work in front of the
class next meeting.