ENGLISH VI

WEEK 6 – Day 1
Let’s try this
Let’s study this
Adverbs of Time tell you when something happened or
will happen. They express a point in time. These adverbs
of time are often used:
to talk about the past: yesterday, the day before, ago,
last week/month/year
to talk about the present: still, yet, while, when
to talk about the future: soon, then, next
week/month/year, in 2 days, tomorrow, the day after
tomorrow
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Adverbs that tell us when are usually
placed at the end of the sentence.
Examples:
Goldilocks went to the Bears' house yesterday.
I saw Sally today.
I will call you later.
Adverbs that tell us for how long are
also usually placed at the end of the
sentence.
Examples:
I stayed in Cebu for three days.
I am going on vacation for a week.
Let’s study this
An adverb of place always talks about the location
where the action of the verb is being carried out.
They are normally placed after a sentence’s object or
main verb.
Adverbs of place can be directional.
For example: Up, down, around, away, north, southeast
Adverbs of place can refer to distances.
For example: Nearby, far away, miles apart
An adverb of place can indicate an object’s
position in relation to another object.
For example: Below, between, above, behind,
through, around, and so forth.
Many adverbs of place indicate movement in a
particular direction and end in the letters “-ward or
-wards”.
For example: toward, forward, backward,
homeward, westward, eastwards onwards
Let’s do this
Work by pair.
Use the following adverbs of time and
place in a sentence.
Tomorrow, today, yesterday, between,
below, a week, later, up, down, away,
nearby.
Let’s do more
1. haven't / recently / seen / I / him ______________________
2. I'll / you / see / soon ______________________
3. afterwards / met / at the store / him / we ______________
4. help / immediately / I / need ______________________
5. was / arrogant / he / then / very ______________________
6. ? / now / are / where / you ______________________
7. ? / to go / where / you / do / want / today _____________
8. ? / do / yesterday / did / you / what ______________________
9. as soon as possible / you / him / the truth / tell / should ______
10. hasn't won / lately / my team ______________________
let’s do some more
Make sentences using the following adverbs of time and place.
1. monthly
2. three times a day
3. at 6 O’clock
4. daily
5. today
6. beyond
7. down
8. downwards
9. eastwards
10. everywhere
What real life situations can
you apply the skill in
composing clear and
coherent sentences using
adverbs of time and place?
 Let’s remember this

Adverbs of time tell when an action

happened or will happen. It can also tell for how
long and how often the action is being done.
Adverbs of place tell where things happen.
Let’s test ourselves
Choose the correct adverb of time to complete the sentences.
1. I am going to bed ______ tonight.
a. early b. tomorrow c. yesterday d. now
2. I need your report ____, not tomorrow. I can’t wait any longer.
a. Late b. now c. then d. next week
3. Yuri has to go to the market _____ to buy some ingredients.
a. tomorrow b. next week c. today d. yesterday
4. Susan came to class late _____. She missed the train.
a. then b. tomorrow c. early d. yesterday
5.Gina just finished her novel ___, she is going to attend her class later.
a. now b. late c. today d. last week
6. Close the door when you go ___________.
a. westward b. out c. lightly d. here
7. The cat is hiding _______ the couch.
a. on b. somewhere c. underneath d. there
8. Will you be planting your plants at ________ or in a
greenhouse?
a. round b. around c. outside d. home
9. The ship sailed _____, encountering heavy weather along the
way.
a. backwards b. down c. northwards d. up
10. When she saw me waiting, she ran __________ me.
a. around b. towards c. through d. forward
Assignment
Write 5 sentences
using adverbs of
place and time.
ENGLISH VI
WEEK 6 – Day 4
MEL GIAN A. REVES
 Lesson Objectives

Study Strategy Research

EN6SS-IIf-4
Organize information from secondary sources in preparation for
writing, reporting and similar academic tasks in collaboration with
others
Attitude
EN6A-IIf-16
Let’s try this
Let’s try this
Let’s study this
While primary sources are the original records
created by first hand witnesses of an event, secondary
sources are documents, texts, images, and objects
about an event created by someone who typically
referenced the primary sources for their information.
Textbooks are excellent examples of secondary
sources.
Let’s study this
Second-hand, published accounts are called secondary
sources. They are called secondary sources because they are
created after primary sources and they often use or talk
about primary sources. Secondary sources can give
additional opinions (sometimes called bias) on a past event
or on a primary source. Secondary sources often have many
copies, found in libraries, schools or homes.
Example of secondary sources
1. Biographical Dictionaries
These are compilations of biographies of people
selected because of their fame, accomplishments,
membership in a particular group, or some other
distinguishing characteristic. Each person's entry is a
succinct summary of his or her life, often written by
an expert.
Example of secondary sources
2. Reference Books
Reference books are good starting points for basic
information about your topic, but they are only that.
They should not be included in your bibliography.
Look for general information in: encyclopedias,
special historical dictionaries, and historical atlases.
Example of secondary sources
3. Journal Articles
Historians don't always write books. Smaller essays on
specific topics can be found in scholarly journals.
These are periodicals similar to magazines, only they
are
specifically focused on history topics.
Example of secondary sources
4. History Textbooks
Textbook can be a great place to get ideas for topics
and find out about the general context of your topic.
If you're interested in the invention of the telescope
as it revolutionized astronomy, first do some
background reading on the scientific revolution as a
whole, perhaps in a general textbook on European
history.
Example of secondary sources
5. Popular Periodical Literature
Popular magazines, indexed in the Readers’
Guide to Periodical Literature, can give you ideas
for and some general information about
particular topics. Many magazines and
newspapers publish articles dealing with
individuals or historical issues.
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Questions:
1. What is the title of the document?
2. Who is the author?
3. Who is the author’s intended audience?
4. What topic is the author addressing in this work?
5. What is the author’s argument or main idea about this topic?
6. What evidence is provided to support this argument?
7. List facts presented by the author.
8. List opinions presented by the author.
9. Do you trust this source?
Let’s remember this
Secondary sources are created after event;
sometimes a long time after something
happened. It often uses primary sources as
examples. It expresses an opinion or an
argument about a past event. History text books,
historical movies, essays, journals and
biographies are other examples of secondary
sources.
Let’s test ourselves
Let’s test ourselves
Let’s test ourselves
Questions:
1. What is the title of the document?
2. Who is the author?
3. Who is the author’s intended audience?
4. What topic is the author addressing in this work?
5. What is the author’s argument or main idea about this topic?
6. What evidence is provided to support this argument?
7. List facts presented by the author.
8. List opinions presented by the author.
Let’s enrich ourselves
ENGLISH VI
WEEK 6 – Day 5
MEL GIAN A. REVES
 Lesson Objectives

Writing/Composition
EN6WC-IIf-2.2.5
Write a 4-paragraph composition showing cause and effect
Attitude
EN6A-IIf-16
Show openness to criticisms
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Let’s try this
Questions:
1. What makes the life of the farmers difficult?
2. What will happen if there is lack of rain?
3. Why do you think their life is difficult?
4. What are being discussed in the paragraph?
 Let’s study this
How to Write a Whole Composition
The following is a general structure to follow for many kinds of writing.
I. Introduction
The introduction is intended to draw the reader into the body of material to
follow. It should begin with a general statement or question, sometimes
called the “thesis statement” or “thesis question,” followed by a quick
narrowing down to the main theme to be developed in the body. Set the
stage quickly, give appropriate background, then move right into a transition
sentence that will set up the reader for the body.
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II. Body (Argument)
The body of a written piece is where you elaborate, defend, and
expand the thesis introduced in the introduction. The body should
support your main contention with supporting evidence and
possible objections. A good body presents both sides of a case, pro
and con. As you make your case, save your best argument for last.
When presenting contrary views, be sure to set forth the strongest
arguments so you can avoid being charged with erecting a “straw
man.”
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The body includes three components:
Elaboration: Spell out the details by defining, or by clarifying and
adding relevant, pertinent information.
Illustration: Paint a verbal picture that helps make or clarify your
point(s). Well illustrated pieces are easier to read and follow than
abstract ones.
Argumentation: Give the reasons, justifications, and rationales
for the position or view you have taken in the introduction
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Logical connectors that you can use:
exceptions – but, alas, however, etc.
illustrations – for instance, for example, etc.
conclusions – thus, so, therefore, consequently, etc.
comparisons – similarly, by contrast, etc.
qualifications – yet, still, etc.
additions – moreover, furthermore, etc.
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III. Conclusion
Make your final appeal to the reader, a finishing, all-
encompassing statement that wraps up your presentation
in a powerful or even dramatic fashion. Normally a single
paragraph, brief and concise, will suffice. The purpose of
the conclusion is to leave the reader with an idea or
thought that captures the essence of the body while
provoking further reflection and consideration.
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let’s do this
Let’s do more
Let’s remember this
A good composition has introduction,
body, and conclusion.
 Let’s test ourselves
Pick one topic below and write a 4-paragraph composition showing cause and effect. Use guide questions in
organizing your ideas.
The END