Lesson Guide in ENGLISH V

1
LESSON 1

I. Objective:
Uses the correct intonation for statement and yes/no question
Values: Listening Attentively
II. Subject Matter:
Correct intonation for statements and Yes/No Questions
References: PELC 1, p. 20
Materials: chart, arrow cards, flash cards
III. Procedure
A. Pre- activities:
1. Drill:
Divide the following into syllables
artificial business eleventh signature
injection envelope
2. Unlocking of difficulties
Match the underlined words in column A with their meaning in Column B.
A B
1. The farmer was bitten by a serpent in the farm a. To charm or to attract
2. He tied the bow with a cord. b. Snake
3. Her bewitching voice made me feed good. c. String
3. Motivation
Have you celebrated your birthday already?
Did you receive any gift that surprised you? What is it?
B. Presentation:
1. Pupils read silently the story "Pandora's Box".
2. Comprehension Questions
a. Why was Pandora sent to live with Epimetheus?
b. What made her think that the box was for her?
c. Why did Pandora become so curious to know what was in the box?
3. Skill Development
a. Read the following questions and statements taken from the story you read:
1. Did he have a staff?
2. Will you stay with us forever?
3. Pandora was busy untying the knot.
b. How will you read the first question? the second question?
c. What kind of intonation did you use?
d. How will you read statement 3? statement 4? statement 5?
e. What intonation did you use?
4. Generalization
What intonation do you use for statements and yes/no questions?
5. Practice Exercises
a. Guide Practice
1. Identify the correct intonation for the following then read correctly.
1. Farming is our chief industry.
2. Is the report interesting?
b. Independent Practice
Put the arrow point at the end of the sentence to show the correct intonation to use.
1 Does your mother teach in this school?
2. No, she doesn't. She teaches in another school.
IV. Evaluation:
Copy the sentences and put the arrow point to show the correct intonation to use.
1. Is that a movie?
2. This is a wholesome movie for the family.
3. What is it all about?
V. Assignment:
Write two statements and three yes/no questions. Put the arrow points to show the correct intonation to
use.
2

LESSON 2
I. Objective:
Pronounce words putting stress on the correct syllable
Values: Wait for ones turn in speaking
II. Subject Matter:
Pronouncing Words
III. Procedure
A. Preparatory Activities:
1. Listen as I say the words in each column. Tap the desk once for /a/ sound and twice for / /
sound.
/a/ / /
cop dock cup duck
hot lock but luck
2. Listen carefully. Tell how many syllables there are in each word.
library understood necessary automobile
cemetery committee
B. Presentation:
1. Motivation:
What can you say about the weather today?
How do we know the weather condition?
2. Learning Activities:
a. Call on a pupil to read the paragraph.
Weather satellites take pictures of the movement of clouds over the whole earth so that
scientists monitor the weather in Y the different parts of the earth. Communication satellites relay or
pass of the communication between distant areas from the land to a ship at sea. These satellites
appear fixed in the sky maintaining position above the earth's surface.
3. Discussion Questions:
What satellites are mentioned in the paragraph?
Which of these satellites take pictures of the movement of the clouds over the whole earth?
Are weather satellites important? Why?
Notice where the stress is placed.
A B C
weather discover disinfect
satellites position instrumental
- Where is the stress in the words in set A? set B? set C?
- How do you know that the stress is on the first syllable? Second syllable? Third syllable?
4. Generalization:
Where should you put the stress in a word?
5. Practice Exercises:
A. Guide Practice:
Read the words. Then go to the blackboard and put the stress mark on the stressed syllable.
1. interference 4. interrogative
2. protect 5. intermission
3. ambition
B. Independent practice
Copy the word. Pronounce it by yourself and put the stress on the stressed syllable:
1. possible 4. interrupt
2. complete 5. welfare
3. tomorrow
IV. Evaluation:
Read the sentences. Write the correct spelling of the underline words and put the stress mark on the
stressed syllables. '
_____ 1. Many children are, playing in the park.
_____ 2. I hope we will have a fine weather tomorrow.
_____ 3. Popular music makes me want to dance.
V. Assignment:
Write five words and put the stress mark on the stressed syllable.
3

LESSON 3

I. Objective:
Decodes words with /ph/ in the story using phonetic analysis
Values: Accuracy
II. Subject Matter:
Decoding Words Using Phonetic Analysis
References: PELC English 5

III. Procedure
A. Pre-activities:
1. Pronounce the following words and tell what is the
a. initial sound of the words in the first column
b. medial sound of the words in the second column
c. final sound of the word in the third column
flock wife leaf
food suffer stiff
2. Unlocking Difficulties
Through context clues
circle the earth spherical shape gradual change

B. Presentation:
1. Motivation
Have you traveled in space?
Traveling in space makes a wonderful and exciting experience. What makes it wonderful and
exciting?
2. Learning Activities
Have the pupils read the story, "First Man in the Moon.
3. Discussion
a. Where was Yuri Gagarin sent? Why?
b. How did the earth look from' the spaceship?
c. Why where there changes in color on the horizon?

4. Generalization
How should we pronounce /ph/ in the word we read?

a. Guided Practice
Read the following words. Producing the sound of the ph correctly
aphid phenomenon elephant
physical telephone sphere
cellphone phlegm phases

Copy the words ph sounded as /f/ into the ff. Sentences:
1. She draws a sphere on the board
2. Man has travel in space outside the earth's atmosphere.
3. The earth has a spherical shape.

IV. Evaluation:
Copy the words with ph sounded as /f/ in the following sentences.
a. The picture was taken using the telephoto lens.
b. Photosynthesis is the formation of CHO from carbon dioxide and water through aid of sunlight acting upon
chlorophyll.
c. The cellphone makes communication fast and easy.

V. Assignment:
Write a short paragraph using word with ph sounded as /f/.
4

LESSON 4

I. Objective:
Decodes meaning of words with prefixes over, under, ex and super.

Values: Proper Health Habits

II. Subject Matter:
Prefixes Over, Under, Ex and Super

References: PELC 1.1.1, P. 20 & PELC 1 p.20
Materials: Chart & Flashcards

III. Procedure
1. Review:
Write the following words correctly and encircle the root word of each word.
A. development D. repaint
B. unhealthy E. incorrect
C. careful F. superman

B. Presentation:
1. Motivation:
How do you get the meaning of a word?
How can you get the meaning of a word without using the dictionary?

2. Learning Activities:
Read the following sentences:
a. More people use the passageway over the street. It is safer to use the over pass than to cross a busy
street.
b. Archie is 18 years old. He can vote in the elections. His sister Donna is 17 years old. She cannot vote.
She is underage.

3. Discussion:
What are the root words of the underlined words in the sentences?
What syllables are added to the words?
Do these syllables change the meaning of the words?

4. Generalization:
How do we get the meaning of words with prefixes?

Tell the meaning of the following words:
undersized overheat ex-president superstar
underwater overweight ex-chairman superman
undershirt overcool ex-governor superimpose

IV. Evaluation:
Choose from the list of the correct wordy to fill in the blanks of the ff. sentences:
1. Poor parents can't give their children enough food so they are often
2. Don't the vegetables to preserve the vitamin content.
3. Pepito is too thin and because he's not eating the balance diet.

V. Assignment:
Give the meaning of the following words. Use them in sentences.
1. overripe 4. undershirt
2. superhighway 5. overheat
3. ex-general
5

LESSON 5

I. Objective:
Change statements to questions or vice-versa.
Values: Friendliness

II. Subject Matter:
Changing Statements to Questions or Vice-Versa

References: PELC 1. P. 20
Materials: charts, arrow cards

III. Procedure
A. Pre-activities:
1. Review:
Read the following sentences. Tell whether it has a rising or falling intonation.
a. What did you learn from our speaker?
b. We learned about the wonderful places in the Philippines.
c. Is Linda right?
2. Motivation:
What do you do if a friend of yours will become your new classmate? How will you introduce
him/her?

B. Presentation:
1. Reading an Introduction
Lawrence is introducing a new pupil to the class.
Classmates, we have a new classmate. Do you want to know her? Her name is Angela Abueva. She is
called Angelie by her former friends. She's also eleven years old like us. Her father works as a postal
employee while her mother is a teacher in a public elementary school. Her father was recently promoted
and newly assigned to our postal station so she transferred here.

a. Who is making the introduction?
b. Who is the new pupil?
c. Why did she transfer?

3. Skills Development
a. Read the following sentences:
1. Her name is Angela Abueva.
Is her name Angela Abueva?
2. Her father works as a postal employee.
Does her father work as a postal employee?
b. What is the verb in the first sentences, what verb is used? How was it changed to a question?
c. In the second sentence, what verb is used? How was it changed to a question?

IV. Evaluation:
Change the following statements into yes/no question and vice-versa:
1. Living things depend on one another.
2. Marina went to market the other day.
3. They were at the beach last Sunday.

V. Assignment:
Change the following statements into yes/no questions and vice-versa.
1. You read interesting books before going to bed.
2. The girls were at the park yesterday.
3. My friend gives me a souvenir.
4. Did the boys play basketball last Sunday?
5. Has she given her project already?
6

LESSON 6

I. Objective:
Distinguish changes in meaning of words in sentences caused by stress shift
Values: Listen attentively

II. Subject Matter:
Changes in Meaning of Words caused by Stress Shift
References: PELC I, p. 20

III. Procedure
1. Drill: Divide the following into syllables:
artificial business eleventh envelope injection dedicate
2. Review
Read the words, then tell whether the stress is on the first, 2
nd
or third syllable.
library necessary principal impressive understood automobile
B. Presentation:
1. Motivation
Its beginning of the school year/ you meet your old schoolmates. You also meet new friends. Let us
listen to our new friends as they introduce themselves.
Dondon Lagrimas is a new pupil in Miss Santos class. he is telling abut himself: Good Morning. My
name is Dondon Lagrimas. I am eleven years old. My father I a family driver and my mother is a market
vendor. Before, we lived outside Metro Manila. My fathers employer conducted a research her so we
transferred.
3. Discussion/Questions
Who is the one speaking?
What are his parents works?
What activities does he like?
4. Generalization
What happens to the meaning of the words if the stress is changed?
a. Guided Exercises
Listen as I read the words; then read the words after me:
Nouns Verbs
conduct conflict conduct conflict
progress object progress object
Call on pupils by threes to read the words.
b. Independent Exercises
Read the following sentences. Put a check before it if the meaning of the stressed words fits the
sentence. If the stress is wrong, write the correct word in the bank before the sentence.
_____ 1. Camels live in the desert.
_____ 2. It cant digest its food.
_____ 3. We heard the news digest.

IV. Evaluation:
Listen to the following sentences. Write 1 if the stress is on the first syllable and 2 if the stress is on the
second syllable. Then write the correct spelling of the word.
_____ 1. Do you like to join the contests?
_____ 2. Please record the names of the contestants.
_____ 3. Does your mother permit you to join?

V. Assignment:
Put the stress mark () on the stress syllable to fit the meaning of the sentences.
_____ 1. The losing person can contest the decision.
_____ 2. There is a record of the proceedings of the contest.
_____ 3. One of the contestant objects to the proceedings.
7

LESSON 7

I. Objective:
Decode words with ph in a series of paragraph.
Values: Attentiveness and Patience

II. Subject Matter:
Words with ph
Materials: Copy of the selection/ paragraphs

III. Procedure
1. Drill
Read the following words:
pharynx phases esophagus emphysema diaphragm

2. Fill each blank with the appropriate word selected from the list above.
a. The muscles of the _____ move the food to the
b. The moon has many ______.
c. ______ is common to emphysema.

B. Presentation:
1. Listening
a. Listen to this selection and be able to answer the questions that follow:
Grade V-A Science Class
The Grade V-A starts the Science Class at 8:00 a.m. regularly. On the second week of classes, Mrs.
Lucy Traph, the teacher, assigns topics to her pupils for research work.
Group I is asked to research on the topic, layers of the Atmosphere. Joseph, the leader of the
group assigns his co-members to make a reading and to submit a written report.
b. Listening Comprehension Questions
1. What is the selection about?
2. What time does the class start?
3. Who is the teacher?
2. Reading
a. Let a pupil read the selection on the board.
(Refer to the text in the listening activity)
b. Comprehension Check-up
1. When did Mrs. Traph assign the topic to her class?
2. What topic is given to Group I? To Group II? To Group III?
3. What values does the teacher want to develop to her pupils in the group activity?
c. Skill Development
1. Pick out the words with ph in paragraph No. 1? Paragraph No. 2? Paragraph no. 3?
2. How do we pronounce these words?
3. Teacher asks pupils to go to the board and group the words according to their position as;
Initial medial final
Photo telephone paragraph

C. Generalization
How should we pronounce ph in the words we read?

D. Practice Exercises
a. Guided Exercises
Ask the pupils to write words with ph sounded as /f/ and to group the words according to their
position.
Initial Medial Final
Philosophy cellphone autograph

8

Pick out the words with ph sounded /f/ and identify their position.
1. The picture is taken using a telephoto lens.
2. Telegraph uses dots and lines to send messages.
3. Children love doing physical activities.

E. Pupils write the output in activity on the board, and then ask them to read and pronounce the ph/f/ sound
correctly.

IV. Evaluation:
Read the following paragraphs carefully and then pick out the words with ph sounded as/f/. Identify their
positions.
Paragraph No. 1
The surface of the sun that we see is called the photosphere. The photosphere is not solid for the sun is
gaseous from its outer atmosphere right from its center. Above the photosphere is the chromosphere, which is a
zone of nearly an invisible layer of gas about 10, 000 kilometers thick.
Paragraph No.2
The diaphragm is a curved muscle that can move up and down. This is found under the lungs. It separates the
chest cavity from the abdominal cavity.

V. Assignment:
List down words with ph sounded as /f/ in the initial, medial and final position. (5 words per position)

9

LESSON 8

I. Objective:
Decode the meaning of words with negative prefixes.
Values: Attentiveness and Patience

II. Subject Matter:
Negative Prefixes
References: PELC 1.1.1, p. 20
Materials: Flashcards and chart

III. Procedure
1. Review
Give the meaning of the following words.
ex-chairman underwater
supernatural overflow
2. Unlocking of difficulties
Have the pupils give the meaning of the following words, than finding the meaning in the dictionary.
Guess-What Chart
Vocabulary Guesses Actual Meaning
tournament
sparkling
restless
3. Motivation:
What is your favorite game?
Do you know how to play it? How?

B. Presentation:
Listen: I will read a paragraph about a the tournament.
The Tennis Tournament
There was an overflow crowd at SBMA Tennis Tournament this past week. The weather was clear,
bright, sunny and sparkling, not a cloud in sight. But it was hot! With standing room only, everyone was
sticky close, restless and uncomfortable. The shelter of the room was incomplete. Because of this
condition, the crowd was impolite and inattentive.

2. Comprehension Check-up
What tournament was held in SBMA?
How do you describe the weather on that day?
How about the venue of the tournament? The viewers of the tournament?

3. Structural Analysis
a. Let us go back to the paragraph. (This time the teacher shows the chart of the paragraph and let the
pupils read first, then answer the questions.
Read the underlined words in the paragraph.
What is the first underlined word?
Which is the root word? What is added to it?
What new word was formed when in is added to the word complete?

C. Generalization
What are the negative prefixes?
What is the meaning of the negative prefixes?

a. Guided Exercises
Form new words by adding the correct negative prefix. Write the correct spelling on the board.
continue national
10

logical conformist
dependent sure

Combine the prefixes on the left with the words on the right to form new words. Then write the
complete word.
1. in violent
2. dis dependent
3. un regular
4. im fortunate

IV. Evaluation:
Give the meaning of the underlined words.
1. The boy behind Mrs. Sunga is impolite.
2. Don't disobey your elders. They should be respected.
3. The presentation of Grade V Jasmin class was unusual.

V. Assignment:
Fill in the blanks with the correct prefix. Give the meaning of the new formed words then use them in your
own sentence.
1. _____ honest 4. _____ literate
2. _____ practical 5. _____ relevance
3. _____ happy 6. _____ calculable

11

LESSON 9

I. Objective:
Distinguish changes in meaning in sentences caused by shift in intonation.
Values: listening attentively
II. Subject Matter:
Changes in Meaning in Sentences Caused by Shift in Intonation.
Materials: Cassette, tape containing the dialog (optional), arrow cards for the rising and falling intonation.

III. Procedure
1. Review:
Tell which of the sentence follow the rising or falling intonation.
a. Do some animals eat plants?
b. What are the large animals in the sea?
c. Do fish swim in the sea?
d. Where do animals get their food?
2. Motivation:
How many of you have pets? What are they? What do you feed them?
B. Presentation:
1. Listening
I have here a dialog. Listen carefully as I read it. Take not of where I will lower or raise my voice.
Situation:
Miss Cruz is a Grade V Teacher. She checks the pupils knowledge on animals.
Miss Cruz: What is a road runner?
Pupil 1: Road runner is a bird.
Pupil 2: Road runner is a bird.
Pupil 3: Yes, it is.
a. What is a road runner?
b. Who knows what a road runner is? Why did you say so?
c. Who does not know what a road runner is? Why?

C. Generalization:
What happens to the meaning of the sentences when there is an intonation shift?
a. Guided Practice
Listen carefully. Tell what intonation is used in each sentence(rising, falling)
1. You're coming today?
2. She's our new teacher.
3. He's going home.
4. She's a new teacher.
Listen carefully as I read each sentence. Tell whether it is a plain statement or asking confirmation.
1. She's cooking today.
2. She's cooking today?
3. He's sweeping the floor?
4. He's sweeping the floor.
IV. Evaluation:
Listen carefully as I read each sentence. Write whether it is a plain statement or asking confirmation.
1. We're coming tomorrow?
2. You're going-to school.
3. You're going to school?
V. Assignment:
Write three sentences in plain statement and three sentences in confirmation question. Be sure to put the
arrow at the end of each sentence that corresponds to the correct intonation.

12

LESSON 10

I. Objective:
Identify the different information about a word in a dictionary
Values: Accuracy
II. Subject Matter:
Information Given to a Word in a Dictionary
References: PELC English 5, Dictionary
Materials: dictionary, paper napkin, thread, small and light objects

III. Procedure
1. Review
Arrange the following sets of words in alphabetical order.
A B C D E
comparison plants animals cell mammals
experimentation poisonous ants cytoplasm birds
interpolation pull aphids concept amphibians
B. Presentation:
1. Listening
Listen to the following directions and do what are being asked/ instructed.
1. Cut four pieces of thread, each 12 inches long. Tie one end of each thread to a corner of a paper
napkin. Then tie the four loose ends together.
2. Cut a 6-inch length of thread and tie to the other threads at the point where they meet. To the end
of the 6-inch thread, tie a small light object.
2. Reading
A. Read the direction again
If you look at the meaning of tie in the dictionary, here is what the dictionary says about the
word.
Tie (ti) v. tied, ty-ing vt.
1. To fasten with cord, rope, etc the ends of which are then knotted.
2. To draw the parts together by a cord fastened with a knot.
B. Discussion Questions
1. Which of the following definitions or meaning above fit the first underlined word tie? How about
the second underlined word tie? Which of the definitions fit the word? Why?
C. Generalization:
What information about a word do we get from a dictionary?

a. Guided Practice
Identify the information given to the following words which were taken from a dictionary.
a. pieces b. (ti)
c. (loos) d. parachute
Identify the information given to the following words which were taken from a dictionary.
1. summer 4. psychology
2. (kis) 5. nok.
3. research 6. grin-a mile
IV. Evaluation:
Identify the information given to the following words which were taken from the dictionary.
1. decide 4. (be.e.al)
2. record 5. facade
3. pooch 6. observation
V. Assignment:
Look for the correct pronunciation, stress, syllable and meaning of the following words.
study, chalet, research, language, accurate

13

LESSON 11

I. Objective:
Use the dictionary to get the correct syllabication, stress and spelling of words
Values: Work quietly and independently

II. Subject Matter:
Using the Dictionary to Get the Correct Syllabication, Stress, and Spelling of Words
References: PELC 1.2 p. 20

III. Procedure
1. Drill
Read the sentences. Pronounce the underlined words putting stress on the correct.
1. I object to his plan of having an outing.
2. The records were kept inside the cabinet.
3. I forget nay permit at home.
2. Review
Identify the information given to the following words taken from a dictionary.
1. sum-mer 6. nok
2. (kis) 7. refuse-to decline to do
3. progress 8. psuchology

B. Presentation:
1. Motivation
You already know the information taken from a dictionary. Now, you are going to use the dictionary.
Did you bring your dictionary?
Before we go to the dictionary, let us read the following advertisement first. (Call on a pupil to read
the advertisement).
We took the battery out and replace it with a ;r technological inspiration. KESIO- the company that
gave you the best in quarts technology- once again sets a remarkable new world. Standard. Inside the
Kesio Kinetic, there's no battery. Instead there's a tiny generator that makes its own electrical power.
3. Discussion Questions
What is being advertised? How does a Kesio Kinetic work? What company invented it? Where is this
company found?
Read the following words:
Technology electrical
Inspiration virtually
Remarkable ingenious
Who would like to go to the blackboard to syllabicate the first word?
Where should you put the stress mark?
Who will syllabicate and put the stress mark for the second word
C. Generalization:
What should you do to find out the correct syllabication, spelling, and stress of words?

a. Guided Practice
Syllabicate the word correctly and put the stress mark on the correct syllable. Then say the word
correctly.
a. Temperature f. telescope
b. Weather g. depression
c. Evaporation h. pressure
Look for the correct syllabication and stress of each word in your dictionary.
a. Circuit f. reproduction
14

b. Compound g. species
c. Embryo h. igneous

IV. Evaluation:
Read the paragraph. Select 5 words arm write the correct spelling, syllabication and stress of each word using
your dictionary.
Certain changes occur in our environment. They maybe changes in the human population,
temperature/weather, in the size of land or topography, quality of water and air.
High human population growth means that more people will use the available limited resources. Problems on
availability of food, houses, and diseases will follow.
Changes in air temperature affect the distribution of heat in the world. This will affect the weather world
wide. Example occurrences are the El Nino and La Nina phenomena.

V. Assignment:
Use your dictionary and locate the information for each word listed below.
Syllabication Spelling
1. exterminate
2. ecology
3. variable
4. enzyme
5. omnivores

15

LESSON 12

I. Objective:
Decode the meaning of words with suffixes

Values: Attentiveness and loving Gods creation

II. Subject Matter:
Suffixes: -ward, -let, -ish, -ment and -ic

References: PELC 1.1.1, p.20
Materials: Flashcards and charts

III. Procedure
1. Drill
Write the following words correctly and underline the root word of each of the words.
underprivileged underline
overdose superstar
ex-president overconfident
2. Review
Fill each blank with the appropriate word from the list.
a. If the prescription calls for a teaspoon of medicine, a tablespoonful is an _____ of it.
b. Pupils who don't study for examination are being _____ of their ability.
c. The woman in green-silky dress is popular and now a _____.

B. Presentation:
1. Motivation
What insects are the carriers of germs to our food?
What do you usually do once you see a fly on your food?
Read the story silently.
The Lady and the Housefly
A woman named Luba Harrington returned to her New York apartment from her summer home last
fall, bringing with her some flowers from a garden. When she began to arrange the flowers in a bowl, a
small grayish fly flew out. "I didn't bother killing it, "Mrs. Harrington says.It was such a small fly."
Answering the motive question.
Who returned to New York apartment from her summer home?
What did she bring with her?
What insect flew when she began to arrange the flowers in a bowl?
4. Discussion
a. What words can you get from the selection read which are stressed on the first syllable?
Example: housefly deepening
garden downward
Giving more examples. Pronounce the words given correctly by the teacher then the pupils.

C. Generalization:
What do you mean by the following suffixes when added to a word?
-ward -ment -ish
-let -ic

a. Guided Practice
Form new words by adding the suffixes
-ward, -let, -ish, -ic and ment.
16

north out enjoy
manage nationalist commit
Choose the correct meaning of the underlined word in each sentence from the words or phrases that
follow.
1. Small children performed in the1p aylet.
a. funny game c. a small toy
b. short play
2. The soldiers move northward on orders of the general.
a. toward the north c. toward the camp
b. toward the general

IV. Evaluation:
Give the meaning of the underlined words with suffixes.
1. They moved forward to give space for the players.
2. The hair of the old man is grayish.
3. The wife runs away from home because of the sadistic husband.

V. Assignment:
Fill in the blank with the correct suffix. Give the meaning of the new words formed and use them in
sentences.
1. down
2. empower
3. pink

17

LESSON 13

I. Objective:
Decode the meaning of words with affixes.

Values: struggle to succeed

II. Subject Matter:
Affixes
References: PELC 1.1.1, P. 20
Materials: Cassette Tape Recorder and copy of the song in the chart

III. Procedure
1. Review
Underline the root words of the following words.
overestimate improve
unhealthy yellowish
ex-chairman backward
What do you call the syllables added in the first column? Second column?
2. Motivation
Have you experienced dreaming of something that is impossible?
Tell it to the days.

B. Presentation:
A. Listen to the song Impossible Dream"
Song: Impassible Dream

2. Comprehension check-up
Why is the song entitled Impossible Dream
What are the dreams mentioned in the song?
What kind of man is the composer of the song?

3. Discussion
Read the words with affixes in the song Impossible Dream
What is the first word and affix? Second? Third?
Which is the root word?
What new word was formed?
What do we call the syllables added before the root word to form a new word?

C. Generalization:
What are affixes? What do you mean by the following prefixes? Suffixes?
Prefixes Suffixes
in, im, un, dis, il, ir - able, ible, ble
non - ness

a. Guided Practice
Form new words by adding affixes. Write your answer on the board then read orally.
_____ easy _____ grate _____
help _____ _____ resist _____
____ direct _____ polite _____

18

Choose the meaning of the underlined words.
1. Is the material washable, or must it be dry-cleaned?
a. able to wash
b. somewhat washed
c. having to be washed
2. Our new kitten seems to take an impish pleasure in teasing the dog.
a. having an imp
b. made of an imp
c like an imp

IV. Evaluation:
1. The music played was nonstop.
2. Girls have unchangeable minds.
3. We must remember to disconnect the TV set before leaving,

V. Assignment:
Form a new word by adding affixes in each blank. Give the meaning and use in sentences.
1. _____ believe _____
2. account _____
3. hero _____
4. _____ faith _____
5. _____ aware _____

19

LESSON 14

I. Objective:
Use juncture to change meaning.

Values: Listen attentively

II. Subject Matter:
Changes in Meaning in Sentences Cause by Shift in Juncture

References: PELC, p. 20
Materials: Charts of exercises

III. Procedure
1. Review
Read the following sentences with the correct -intonation. Identify which is a plain statement and
which is asking confirmation.
a. She takes a bath.
b. She takes a bath everyday?
c. Sleeping is the best kind of rest?
2. Motivation
Have you watched a singing contest? Did you enjoy watching it?

B. Presentation:
1. Have pupils read the dialog
A surging contest was held in a school. The teacher asked some of her pupils to report how the
contest performed.
Listener 1: Ellen's voice was sweet. Her singing sweetly made me feel good.
Listener 2 : Myla's voice was so soft. Her singing softly irritated me.
Listener 3 : Noel sang very loud. His singing loud caused me headache.

a. Whose voice was sweet?
b. What can you say about Myla's voice?
d. Who reported that Ellen's voice was sweet?

a. How will you read the following sentences?
1. Her singing/sweetly made me feel good.
2. Her singing sweetly/ made me feel good.
3. Her singing/softly irritated me.
b. Where did we pause in the first sentence? The second sentence?
c. When we pause after singing, what is the meaning of the sentence?
d. When we pause after sweetly, what does the sentence mean?
e. Do the same for sentences 3 - 6

C. Generalization:
What do we use to change the meaning of a sentence?

a. Guided Practice
Give the meaning of the following sentences based on the juncture used.
1. Her writing / clearly impressed the teacher.
2. Her writing clearly/ impressed the teacher.
20

3. Her humming / slowly annoyed the man.

Put the proper juncture using the given meaning as a clue.
1. The boy's crossing suddenly alarmed the mother . (the manner of crossing)
2. The boy's crossing suddenly- alarmed the mother. ( the action alarmed the mother)
3. Her dancing gracefully fascinated the audience. ( the manner of dancing)

IV. Evaluation:
Copy and put the proper juncture of the following sentences using the given meaning as a due.
1. The child's eating slowly made the mother angry. (the action made the mother angry)
2. The child's eating slowly made the mother angry. (the manner of eating made the mother angry)
3. Her shouting suddenly disturbed the visitors. (the manner of shouting disturbed the visitors)

V. Assignment:
Put the proper juncture of the following sentences using the given meaning as a clue.
1. Mario's drinking of softdrinks frequently caused stomachache. (the action caused stomachache)
2. Mario's drinking of softdrinks frequently caused stomachache. (the manner of drinking)
3. The lady's walking gracefully attracted the man. (the manner of walking)

21

LESSON 15

I. Objective:
Spell words having the /j/ sound written as - ge or - dge.

Values: Self-confidence

II. Subject Matter:

Materials: flashcards, charts

III. Procedure
1. Drill
Read the following words producing the sound of /ph/ correctly.
aphid phonics
elephant phobia
telephone photograph
2. Review
Syllabicate the following words. Then pronounce each word with the correct stress.
1. beautiful 6. fascinated
2. announcement 7. wonderful
3. preference 8. dedicate
Choose the correct meaning of the underlined words.
1. I learned how to swim but this got me trapped into a swimming competition.
a. received an invitation
b. forced to join
c. made an application to join
4. Motivation
What do you do during vacation?
Do you try to learn something new?
Here is a story of a boy who learned something new during his vacation. Find out how he learned it.

B. Presentation:
1. Reading Activity
Read the selection "Taking It Easy" on pp. 39 -42, English for Living and Learning, Reading 5.

2. Discussion Questions
What steps did Danny follow to learn how to swim?
How did his brother help Danny win the competition?
How did Danny take his brother's prodding? Why? Did Danny win?

These words are taken from the selection. Listen as I read them. Then read after me.

A B
Challenge edge
Encouragement ledge
What is the sound of ge and edge?
How is it spelled in letter A? in letter B?

C. Generalization:
How is the /j/ sound spelled?

22

a. Guided Practice
Pronounce the words with /j/ sounds after me.
-ge -dge
cage hedge
rage edge
courage ledge
Call individual pupils to pronounce and spell each word.
Which of the following words does not have the /j/ sound? Put an x on the blank before the number.
_____ 1. Garage _____3. College
_____2. Cartilage _____4. Discourage

IV. Evaluation:
Listen as I read the paragraph. Write all the words with the /j/ sound. Write the words with trio correct
spelling.
The girl opened the cage. The bird jumped to the hedge. When big sister found out that her bird had flown
out, she was full of rage. Luckily father caught the bird at the edge of the neighbor's fence. The girl had the
courage to tell the truth. She made a pledge not to open the cage again.

V. Assignment:
From your reading textbook and from the stories read, list down 5 words with -ge and -edge sounded as /j/.

23

LESSON 16

I. Objective:
Use the dictionary to get the multiple meanings of words.

II. Subject Matter:
Use of the Dictionary

Materials: Dictionary, copy of the poem

III. Procedure
1. Review
What informations are given to a word in a dictionary?
2. Motivation
What are the beautiful spots in oar country? Their location?
If you hear the word/ place Mt Mayon. What words come into your mind?

B. Presentation:
1. First Reading of the Poem
Teacher reads the poem Mt. Mayon Then answer the questions that follow.
a. What is the poem about?
b. Who came to visit Mt. Mayon?
c. What is Mt. Mayon famous for?
3. Second Reading of the Poem (by the teacher (for aesthetic appreciation)
a. Did you like the poem? What made you like it?
b. Recite lines from the poem that you enjoy reading.
4. Third Reading of the Poem ( by the pupils)
Skills Development
Read the underlined word in the 11th line? 14th line? Last line?
combat, lost, view
Look for the meaning of the word combat in the dictionary
How many meanings does the word have? List all the meanings on the board.
What do you call this word?

C. Generalization:
Where do you get the multiple meanings of a word?

a. Guided Practice
Which meaning fits the underlined word? Write the letter that carries your answer on the blank
before each number.
Delicate
a. easily damaged, disordered c. finely sensitive
b. needing careful handling
1. Her delicate condition forbids participation in so many activities.
2. Glass is delicate and should therefore be handled with care.

Use the dictionary in looking for the appropriate meaning of the underlined word in each sentence.
1. The flag flapped in the wind.
2. The flap the envelope was pasted.
3. The little birds continuously flap their wings.
24

IV. Evaluation:
Use the dictionary to look for the appropriate meaning of the underlined word in the sentences below.
1. Sta. Maria Elementary School won first place in the Declamation Contest.
2. Most hospitals have a place for worship.
3. The Philippine swimming team is set for the competition.

V. Assignment:
Give the appropriate meaning of the underlined word by referring to the dictionary. Choose the meaning
which makes the most sense.
1. The people stream out of the church quietly.
2. The water in the stream was very cold.
3. The trunk of the Lawaan tree is made into a boat.

25

LESSON 17

I. Objective:
Follow a series of directions.
Locate answers to what, how and why questions in a selection read.

Values: carefulness

II. Subject Matter:
Following Directions

Materials: chart, pocket chart, first aid manuals

III. Procedure
1. Paying the Echo Game
Sometimes when you shout you hear an echo. Listen carefully. What words rhyme?
(back bags) 1. Their bags hang on their backs.
(tacks tags) 2. She picked up the tacks and tags.
(ropes robes)3. Put away the ropes and robes.
2. Pronunciation Drill:
/t/ /th/
tin thin
team theme
tank thank
3. Motivation
What do you do during vacation? Do you try to learn something new?

B. Presentation:
1. Unlocking of Difficulties: Give the meaning of the words as used in the sentence.
a. He stands on a diving board ready to dive.
b. The man looked at me with fiery eyes and got scared.

2. Motivation:
What do you do during vacation? Do you try to learn something new?

3. Reading the selection:
Taking It Easy
a. Answering the motive: Why is the story entitled "Taking It Easy
b. Comprehension Check- Up
1. How do you describe Danny? Kuya Randy?
2. How did his brother help Danny win the competition?
3. How did Danny take his brother's prodding? Why?
C. Discussion
What steps did Danny follow to learn how to swim?
What do you think helped Danny win the competition?

C. Generalization:
What things do you remember in following directions?
Group Activity
Get directions for giving first-aid in the following situations. Demonstrate the steps in the class.
1. A person who gets something in his eyes.
2. A person who slips in a cemented path.
3. A person who gets hurt riding on a bicycle.
26

IV. Evaluation:
Read the paragraph. Answer the questions below.
Grade V Narra of Calapacuan Elementary School planned to make projects for stone collections. The class
decided to make paper cups to put their collections. Mrs. Lulu, the science teacher gave the following directions.
1. Who planned to make projects for stone collections?
2. Why did the class decide to make paper cups?
3. Who is their Science teacher?

V. Assignment:
Give directions on how to apply first aid in the following situations. Select one only.
1. A person who drinks clorox.

27

LESSON 18

I. Objective:
Follow a series of directions
Arrange details according to order of importance

Values: Developing Ones Talent and Skills Neatness

II. Subject Matter:

References: PELC 1. B.1
Materials: chart, pocket chart

III. Procedure
1. Pronunciation Drill
a. Say the ff. pairs of words after the teacher.
/b/ /v/
bow vow
bat vat
boat vote
b. Give the number of the word that begins with a different sound. Continue playing the game with
your classmates.
2. Motivation
Do you have hobbies? Do you like your friends to be interested with your hobbies? Why?
Who among you have special ability in cooking native cakes or making ice candy?
Listen to these directions written by a child whose hobby is making candy.

B. Presentation:
Let the pupils read the paragraph written in a chart silently
Chocolate Fudge
Mix two cups of white sugar and one square grated chocolate. Stir in one cup of milk slowly. Cook until
the syrup forms a hard ball when it is allowed to drop in cold water. Stir in one tablespoon butter a buttered
dish and out into squares.

C. Discussion:
What did the child make?
What ingredients are needed to make chocolate fudge?
Give the steps to be followed in making chocolate fudge.

D. Generalization:
What should you do when making or doing something?

E. Practice Exercises
Rearrange the ff. sentences to have order of ideas. Write the directions in paragraph form.

MAKING A BED
a. First put on the sheet.
b. To make a bed right you must air it well
c. Then put on the top covers.
d. After the sheets are on, put the pillows in place.
e. What fun it is to make a bed.
28

IV. Evaluation:
Listen carefully and follow the directions that will be posted on the board.
A BOOK TELLS ITS STORY
Thousands of years ago, my great grandparents, that is, books didn't look like anything you're reading
right now.
People used stones and clay tablets the way you use books. Characters were scratched into the stone or
clay. But they were too heavy to carry around easily. Imagine having several stone tablets to carry to school.

V. Assignment:
Arrange the directions in the proper order.
STAMP COLLECTING
a. Then the stamp is rubbed under water.
b. First, the envelope with the stamp is soaked underwater.
c. The stamps are dried on newspaper.
d. Lastly, the dried stamps are transferred to an album.
e. The stamps are taken off from an envelope.

29

LESSON 19

I. Objective:
Follow a series of directions.
Make simple and accurate directions and descriptions.
Values: Alertness

II. Subject Matter:
References: PELC 1. B.1
Materials: cut-outs of different shapes/ figures ruler, coupon bond, pair of scissors,
shapes to form human figures, tape

III. Procedure
Read the words carefully
/e/ /ea/
attend teacher
festival clearly
gentle healthy
2. Motivation
Pick out one shape/figure. Identify and describe it
Do you know how to draw human figures through shapes?
What shapes do you think should you use to draw a little girl?
B. Presentation:
Listen to the following directions and draw what is told.
1. Draw a square in the middle of a sheet-of paper.
2. Draw a triangle on top of the square.
3. Draw a circle above the triangle, its side touching the uppermost tip of the triangle.
Inside it, draw the eyes, nose and mouth.
4. Draw two small ovals as shoes.

C. Analysis/Discussion
How many steps does the given direction consist of?
What exactly are you told to do in direction 1?2?3? etc.

D. Generalization:
What should one do when asked to do a series of directions?

Do as I dictate.
1. Draw a big circle between two small circles.
2. Draw your face on the big circle.
3. Draw your father and mother's faces on the two small circles.

IV. Evaluation:
Do as I dictate.
1. Draw a big rectangle. Draw a triangle over the big triangle.
2. At the middle of the rectangle, draw the two vertical lines.
3. At the middle of the two vertical lines, draw a small circle inside a bigger circle.
4. Draw a square on each of the vertical lines. Draw four horizontal lines inside each square.
5. What have you drawn? Label the pictures.

V. Assignment:
Write a series of directions 5-6 steps similar to the given test.
30

LESSON 20
I. Objective:
Give synonyms of common words.
Values: Love of country.
II. Subject Matter:
Synonyms
Story: (summary) The King of the Golden River
References: PELC 1.3
Materials: Real objects: flowers, bag, umbrella;
Picture of beautiful spots, a copy of the summary
III. Procedure
A. Pre-activities:
1. Review:
Which meaning fits the italicized words?
a. The trunk of the Lawaan Tree is made into boat.
b. Judy Ann Santos lost a trunk full of her personal belongings.
2. Motivation:
Let the pupils describe the objects. Encourage them to give as many descriptive words as they
can. Let them give other words for the words they used.
a. Flower c. umbrella
b. Bag d. picture of mayon Volcano
B. Reading Activities:
1. Pre-reading
a. Unlocking of Difficulties:
What comes to your mind when you hear this word?
treasure valley barren
b. Motive Question:
Why is it entitled The King of the Golden River"
2. Reading Proper
3. Post Reading
a. Answering motive question: Why is it entitled" The King of the Golden River"?
1. What is on the side of the mountain that was so beautiful?
2. Describe the three brothers who lived in the valley.
3. Why did the Holy water become plain water?
c. Discussion:
1. What are the italicized words in the story?
2. Which of the following words in the list could you use for the italicized words?
beautiful, ran, harsh, good, informed, assist, fertile
3. What do you call these words which mean the same or almost the same meaning?
C. Generalization:
What are synonyms?
Group the pupils into five. Distribute to each group envelope containing synonyms. Let the pupils give
10 pairs of synonyms.
IV. Evaluation:
1. Write the correct spelling of the words.
a. treasure - A treasure which was found at Mt. Diwalwal gives a new hope for the ailing economy.
b. Robust - The robust boy won the Little Wrestling Olympics.
c. Barren - The government must encourage farmers to plant different crops in all barren fields of the
country.
2. Give the synonym of the spelled words.
V. Assignment:
Give the synonym of each word. Use them in a sentence.
1. shabby 2. rough
3. abundant 4. Pretty 5. huge
31

LESSON 21

I. Objective:
Give antonyms of common words.
Values: Conservation of Natural Resources

II. Subject Matter:
Antonyms
Story: "Our Natural Resources"

References: PELC 1.3.3
Materials: picture of a tall and small girl (or real persons); Chart of the story;
Copies of the selection
III. Procedure
A. Pre-activities:
1. Motivation
Show pictures of a tall and small girl, or real persons
What do you see in the picture?
How will you compare the height of the two girls?
1. Pre- reading
a. Unlock vocabulary:
A tree that has no fruit is worthless.
Carabao manure should be put on the topsoil.
b. Motive question:
What are our natural resources?
2. Reading Proper
Assign one pupil to read the story by paragraph and let them answer the questions after each
paragraph. See attached story
Guided questions for paragraphs 2, 3, and so on.
What does soil give us?
Why are forests important?
What do plants and animals give us?

3. Post Reading
a. Answering the motive question
What are our natural resources?
b. Comprehension check-up
What are the uses of water?
Why is land that has no topsoil worthless?
How can we conserve our natural resources?

4. Discussion
What are the underlined words in the selection?
Give the opposite meaning of these words:
Many worthless possible
What do you call these words that are opposite in meaning?
C. Generalization:
What are antonyms?

Read the sentences. Pick out the words that are opposite in meaning in each sentence.
1. Many natives believed that it was impossible for the visitors to reach him peak of Mt. Pinatubo but
Letty and Lilia made it possible.
2. Mother bought her baby an expensive necklace and also bought some cheap jewelry.
3. The white monkey stayed outside the cave. He never dared to go inside it.
32

IV. Evaluation:
Read the selection and answer the questions that follow.
The Goose that Lay the Golden Eggs
One day, a farmer found a strange looking egg in his goose's nest. It was different from all the eggs that
the goose had laid before. It was heavy, big and yellow and it glittered when the rays of the sun struck it.
The farmer thought that somebody played a joke on him. He almost threw the egg away, but on the
second thought, he took it home. He soon found out to his great delight that it was of pure gold/

Answer the questions
1. What did the farmer see one day?
2. What was the color of the egg?
3. What did he do with the goose?

V. Assignment:
Select the antonym of each wc, d from the list below. Use them in sentences.
_____ 1. friend a. narrow
_____2. wet b. enemy
_____3. quickly c. forget
_____4. wide d. slowly
_____5. remember e. dry

33

LESSON 22

I. Objective:
Make simple and accurate description.

Values: Appreciation of God's Creation

II. Subject Matter:
Making Descriptions

References: PELC 2.1, P. 20; PELC 9, p. 21
Materials: Pictures of animals; Chart; Real objects

III. Procedure
A. Pre-activities:
1. Phonics
Words with th sounded as /dh/ and /th/
/dh/ /th/
that teeth
these mouth
2. Motivation
Do you have pets at home? What is your favorite pet? How do you take good care of your pet?
What do your pets eat?

B. 1. Presentation
Present the paragraph on "How Animals Get and Eat Food"
(See pages 64-65 of Science and Health 5)
2. Discussion:
A. What teeth do plant-eating animals have?
What teeth do meat-eating animals have?
What teeth do plant-meat eating animals have?
B. Read the underlined words.
What do we call these underlined words?
Why do we use descriptive words?
What should we bear in mind when making descriptions?
C. Read the two descriptions. Choose the best one. Tell why.
(See page 134 of Fun in English)

C. Generalization:
How should we make descriptions?

1 Divide the class into three groups.
Visit the Science garden and write simple descriptions on the things found in the garden.
Group I - Butterfly Garden
Group II - Mini Zoo Group III- Fish Pond

IV. Evaluation:
Write a paragraph of 4-5 sentences describing the picture. Choose the appropriate descriptive words to
describe the picture listed below.
green long crowded
fresh high flying birds
beautiful tall different

V. Assignment:
Write a paragraph of 4-5 sentences describing your community.
34

LESSON 23

I. Objective:
Make a simple and accurate description.

Values: Sense of Responsibility

II. Subject Matter:
Making Descriptions

References: PELC 2.1, page 20 PELC 9, page 21
Materials: chart; different pictures

III. Procedure
A. Pre-activities;
1. Review
Divide the class into two groups. Choose a pupil to act as a scorer. Select a noun that can be
described easily, such as child, dog, man, tree.
Each pupil gives an adjective beginning with a to describe the word as, amusing child, anxious
child, arrogant child. As soon as each child has given an adjective beginning with a-, change the letter
to b and so on through the alphabet.

2. Motivation
What projects do you make in school?
Have you tried making a scrapbook as a project?
What is a scrapbook?

B. Learning Activities:
1. Presentation
Let the pupils read the selection "Notes from a Garden Show" on page 61 of the English for living
and Learning?.
2. Discussion
A. 1. How many things did Laura tell about the scrapbook the first time she described it?
2. How many things did she tell about it after Ben asked him to tell all that she could?
3. Why was Laura's second description more helpful than her first?
B. Read the words written on the board.
What do we call these words?
Why do we use descriptive words?
C. Comparison:
Read the two paragraphs.
Paragraph 1
I saw a tree. It grew along a brook. It was a nice brook.
Paragraph 2
I saw many trees. A mango tree grew along a rippling brook. It was shaped like a huge egg.
There were other beautiful trees. Some were fan-shaped.
Which is a better paragraph? Why? What words tell more about what one saw? Do they help
you see the scene more clearly? Do they make the paragraph more interesting and alive?

C. Generalization:
How do we make descriptions?
Let's go fishing.
The pupils will fish one of the pictures and use as many descriptive words to describe it.

35

IV. Evaluation:
Fill in the blanks with the appropriate descriptive words to complete the paragraph.

One _____ _____ Saturday, Tony went fishing. He put on his _____, _____ clothes and his _____ and
his _____ hat. _____ other boys joind him. Tony sat under the tree _____ the riverbank. He put his line with a
worm at the end into the water. After an hour, he caught _____, _____, _____, fish.
(old, nice, fishing, hot, near, ten, three, fat, round)

V. Assignment:
Complete the paragraph by using descriptive words.

My Town
I live in Pasonanca. It is a _____town in Zamboanga. The streets of Pasonanca are lined with _____
bougainvillas and gumamelas. The windows of houses have _____ orchids and _____roses.
My town has a _____ park. The park has a _____ swimming pool and _____ gardens. It is a very _____
place for picnic.

36

LESSON 24

I. Objective:
Note details in an announcement listened to.
Make simple and accurate announcement.

Values: Truthfulness and Awareness

II. Subject Matter:
Making Announcements

References: PELC 2.1, p.20; PELC 9.1, p. 31
Materials: tape recorder, chart

III. Procedure
A. Pre-activities:
1. Review
Tell what WH-question will be used in the following phrases.
a. because of the strong typhoon
b. on June 17, 2002
c. classes suspended
2. Motivation
Have you heard Corina Sanchez make announcement over the radio?
Who among you wants to be like Corina Sanchez?
Talk about different announcements you have heard/read.

B. Presentation:
1. Presentation
Listening to an announcement

a. What is the announcement all about?
b. Where will it happen?
c. When will it happen?

3. Discussion:
( Present the announcement again)
a. What WH-questions were asked in the announcement?
b. How is the announcement written?
c. Are the details complete, clear and accurate?

C. Generalization:
What does an announcement tell about? How do we write an announcement?

Divide the pupils into four groups. Each group will be assigned a topic to work on from the given
topics. Let the group identify what WH-question has been omitted and let them report their findings to
the class.
1. The Grace v class is having a Pet Show on Friday, July 25, 2002.
2. a Seminar Workshop on "How to Make Paper Dolls" sponsored by the EPP Club Officers will be held
on Saturday.
3. Star Scouts are invited to come to the Girl Scouts Headquarters, Mabini Street for a special meeting.
4. The Young Writers' Club sponsored a seminar on news writing in Room 6 of English Dept. of J.P. Rizal
Building
Let each group rewrite the announcement assigned to them by supplying the missing WH-questions.
Let them read their work to the class.
37

IV. Evaluation:
Read the situation below and do what is asked for.
Your barangay officials are holding an Amateur Contest on the forthcoming barangay fiesta to be held at
the barangay plaza on August 15, 2002 at 6 o'clock in the evening. Write an announcement to inform
interested participants.

V. Assignment:
Make an announcement about the election of Pupil Government on July 29, 2002.

38

LESSON 25

I. Objective:
Make a simple and accurate announcement.

Values: Truthfulness and Awareness

II. Subject Matter:
Making Announcement

References: PELC 2.1, p.20
Materials: chart of announcement, paper strips written on it

III. Procedure
A. Pre-activities:
1. Review
Paste the following phrases under the wh- questions posted on the board.
What Where When Who Why
At 3:00 in the afternoon
Science Club officers and members
Before the cocks begin to crow
Because of the coming typhoon
2. Motivation
Whenever there is a forthcoming activity in town, do you see something posted in the plaza, in
the walls of the church, market, school or other conspicuous places? What do you call it?

B. Learning Activities:
Present five announcements. Divide the class into two groups. Each group will make the
announcements by answering the wh- questions. Group 1 will work on announcement no. 1 and so with
the other groups respectively.
1. Attention All Pet Owners!
Mrs. Custodio's class will hold a pet parade at 3:00 o'clock in the afternoon in the gymnasium on
Friday, October 4 to celebrate World Animal Day. All pet owners are invited to see the show.
2. On Thursday, August 15, at 11:00 o 'clock, there will be a musical program in the school library. It will
be sponsored by the Music Club. Everybody is invited to come.

C. Discussion:
1. Which announcement has complete information?
2. What information is needed?
3. What wh- questions are contained in the announcement?

D. Generalization:
What does an announcement tell? What questions do it answer?

Write an announcement on the situation below.
You are going to have reunion of your family. Write an announcement so that all members of your
family will be informed.
IV. Evaluation:
Read the situation below and do what is asked for. Supply the WH-questions.
Write an announcement for Mrs. Lagrama's class. They will sponsor a concert on the school playground
of Baliuag North Central School next Friday at 4:00 o'clock.
V. Assignment:
Make an announcement informing everyone that the Grade V pupils will present a radio program at
12:00 oclock next Saturday.

39

LESSON 26

I. Objective:
Follow printed directions in filling up forms.

Values: Carefulness

II. Subject Matter:
Following Printed Directions
Story: Father Going to Saudi Arabia"

References: PELC V .2; PELC IV .2.1.7
Materials: Materials: chart, blank information sheet; sample

III. Procedure
A. Pre-activities:
1. Playing the game Simon Says"(stand, go to the board, write your name etc.)
Ask pupils to give similar directions for other to follow.
2. Motivation
Present an ID
Are the information asked for correctly answered?

1. Unlocking of Difficulties
Match column A to column B. Write the of the correct answer on the space provided before each
number.
A B
_____ 1. Information a. giving directions
_____ 2. Profusely b. a message or communication to be known
_____ 3. Passport c. talent or skill learned
_____ 4. Experience d. official document certifying citizenship
_____ 5. Instruction e. plentifully
2. Motive Question
Did Father and Ninong Benjie go to Saudi Arabia?
3. Post-Reading
a. Answering motive question
b. Comprehension Discussion
Who planned to go abroad?
In applying, where did they go first?
What was given to them by the agency?
c. Discussion
How did they fill up the form?
What signal words Father used to make orders clear for Ninong Benjie?
What are the directions they followed in the form?

C. Generalization:
What are the things to be remembered in filling-up printed materials?

The following steps for eating spaghetti are mixed up. Number these steps so that they are in the
proper order. Then, on the lines provided, write signal words such as first, then, next, now and finally to
make the order clear.
_____ Stuff in spaghetti.
_____ Open your mouth wide.
_____ Spear a few strands of spaghetti on fork.

40

IV. Evaluation:
Read the situation and do what is asked of you. You want to be a member of the Pinoy Earth Savers Club.
To be a member, you have to fill up this form.

PINOY EARTH-SAVERS MEMBERSHIP

Please use black pen to fill up the form. All information needed must be printed in the space provided for.
______________________ _____________________ ________________________
First Name Given Name Middle Name
______________________ _____________________ ________________________
Age Nationality Religion
_______________________________________________________________________________
No. Street Barangay Town Province

V. Assignment:
Get a sample bio-data. Fill-up by supplying needed information. Leave other items unanswered like
course, college graduated etc.

41

LESSON 27

I. Objective:
Fill out school forms correctly

Values: Accuracy and Cleanliness

II. Subject Matter:
Filling Out School Forms

References: PELC 2.2.1 Writing

III. Procedure
A. Pre-activities:
1. Review
2. Motivation
Maria has a basket filled with numbered flashcards with information about herself.
Card No. 1 Maria Lopez
Card No. 2 Grade V
Card No. 3 Section - Diamond
Card No. 4 San Lorenzo Elementary School
Ask: What information is contained in card number 1? Card number 2? And so on.
To whom are those information refer to?
B. Presentation:
1. Let a pupil read the selection from the chart while the others listen.
It's the first day of classes. Mrs. Reyes, the principal of Sto Cristo Elementary School together with
the teachers welcomed the pupils warmly after the flag ceremony. She announced that each of them
must have a school identification card.TM. p.38
2. Discussion
What information was asked for in the form?
Were all parts filled out by Rosa correctly?

C. Generalization:
How should you fill up school forms?

Fill out the sample Science Club Membership form below.
NAME: _________________________________
Last First M.I.
Grade and Section: ________________________
Birthday: ________________________________
Month/Date/Year
Sex: __________ Age: ________________
Height: __________ Weight: ______________
Address: _________________________________
No. Street Barangay Town Province

IV. Evaluation:
The Pupil Government wanted all Grade Five pupils to be included on the list of those who will receive a
book from the UNICEF. As a Grade V pupil, you are then instructed to fill out the survey form below.
____________________
School
__________________________
Address of School
Name: ____________________________________
Grade and Section: __________________________
42

Age: ____________ Sex: ___________________
Address: __________________________________
V. Assignment:
Next year, you will be in Grade VI and you are old enough to enroll all by yourself. Fill out the enrollment
form below.
Name: ___________________________________
Last First Middle Name
Grade this school year: _______________________
Final Rating in Grade V: _____________________
Date of Birth: ________________ Age: ________
Month/Day/Year
Place of birth: ______________________________
Barangay/Town/Province/City.
Sex:______ Nationality:______ Religion: _________
Name of Father: _________ Occupation: _________
Name of Mother: _________ Occupation: _________

43

LESSON 28

I. Objective:
Fill out deposit and withdrawal slips correctly.

Values: Accuracy, Thrift and Hardwork

II. Subject Matter:
Filling Out Deposit and Withdrawal Slips.

References: PELC 2, Writing; PELC 1, Speaking; PELC 3, Listening; PELC 2, Reading
Materials: Samples of Deposit and Withdrawal Slips
Chart of a graph, paper money

III. Procedure
A. Pre-activities:
1. Review
Fill out the form below correctly.
Name ________________________________
Last First Middle Name
Address: _____________________________
Barangay Town/City Province
Date of Birth: _________________________
Month/Day/Year
Name of Father:_________________________
Name of Mother: _______________________
Match the words with its meaning. Write the letter to indicate your answer.
A B
1. depositor a. value of money
2. deposit b. a person who deposits money
3. withdraw c. numbers
4. amount d. to put money in the bank for safekeeping
5. figures e. to get money from the bank
3. Motivation
How many of you have money in the bank?
Why do you keep it there and not at home?
What do you do when you want to get money from it?

B. Presentation:
1. Let the pupils read the following:
Cash Gift
Its Ana's birthday. She received cash gifts from her well wishers. Look at the graph posted on the
board showing the various amount of cash gift she received from each well-wishers.
Note: See chart on p .91
1. Who celebrated her birthday?
2. What did she receive from her well-wishers?
3. How much cash gift did she receive from father? From mother? From Ate Annie? From Kuya
Tony? From Lola Tes? Uncle Ed? Auntie Elsa?

C. Generalization:
How do you fill up a deposit slip?

44

Pronounce the following correctly. Tell the pupils to raise their one finger if the stress is on the first
syllable, two fingers if it is on the second syllable, and three fingers if it is on the third syllable.
Deposit figures depositor validation withdraw account
IV. Evaluation:
Listen to the story, then answer the questions written on the board. Write your answer in a one half
sheet of paper. -
Amor Perez went to PCI Bank last April 16, 2002 and deposited one thousand fifty pesos ( P 1,050.00) in
her account number 0914-0723-26. On May 27, 2002, she withdrew seven hundred pesos ( P 700.00 ) to buy
her school supplies.

Questions to answer:
1. Who is the depositor in the story?
2. Where did she go on April 16, 2002? How much did she deposit?

V. Assignment:
Get a copy of a deposit slip and withdrawal sip from the bank near your place and fill it up correctly.

45

LESSON 29

I. Objective:
Note details in a poem listened

Values: Appreciation

II. Subject Matter:
Noting Details

References: PELC (Reading ); PELC ( Writing )

III. Procedure
A. Pre-activities:
1. Pronounce the following words correctly.
die dye shy fly buy by care base
lovely bloom sight lonely gloom light

B. Presentation:
1. Motivation
How did you spend your summer vacation? What places did you visit? Did you enjoy visiting
them?
a. Reading and discussion
1. Stating the motive question: Why is Tagaytay a lovely place to visit?
2. Recalling the standards in listening.
3. Recalling the motive question.
4. Reading of the poem by the teacher while the pupils listen "Tagaytay" Growing in English 5,
p. 44.
1. Answering the motive question.
2. Discussion about the poem.
What can you say about Tagaytay?
Why was it stated that no one will ever get lonely?
What drives away one's gloom?

C. Developing Skills:
Pupils are asked to read the poem and answer the ff. questions:
Time is.......
Too slow for those who wait,
Too swift for those who fear,
Too long for those who grieve,
Too short for those who rejoice
But for those who love,
Time is not.
1. What does the poem talk about? ( a. time b. love c. friendship)
2. To what sense does the line Too swift for those who fear" appeal?
(a. touch b. hearing c. sight )
3. What does the poem feel about time? (a. disgust b. awe c. joy )

D. Generalization:
How do we note details in a poem listened to?

46

1. Guided Exercises
Read the ff. rhyming words correctly.
a. phone - stone
b. enough - cough
2. Independent Exercises
Read each group of words and identify the words which does not rhyme and encircle them.
a. stone cone none bone
b. drove remove prove above

F. Infusion of Values
Children, do you read poems? Why? Do you enjoy reading poems?

IV. Evaluation:
Read the poem The Arrow and the Song" and underline the rhyming words.
The Arrow and the Song
I shot an arrow into the air
It fell to earth and knew not where
For so swiftly it flew out of sight
Could not follow it in its flight.
1. What happened to the arrow when it was flying in the air?
2. List the rhyming words in the poem read.

V. Assignment:
Write a one-stanza poem with rhyming words.

47

LESSON 30

I. Objective:
Use a story grammar to remember details.

Values: Cooperation

II. Subject Matter:
Story Grammar; /f/ sound

References: PELC 3, PBC 1
Materials: picture, cut outs, string, Manila paper

III. Procedure
1. Review
When arranged correctly, these stages below will form the life cycle of a mosquito. Read and
arrange the sentences in sequence.
The Life Cycle of a Mosquito
_____ After a few weeks, each of the wriggler becomes a strange, comma-shaped pupa.
_____ After 2-3 days, the eggs hatch and the larvae or wrigglers appear.
_____ After some days, the case splits open and the adult mosquito lays eggs in water in batches of
about 200.
2. Motivation
Situational analysis/Sharing Experiences
What will happen if the breeding places of mosquito will not be cleaned? Have you experienced
mosquito bites?

B. Presentation:
1. Listening - Speaking
say: Let us read the ff. words. Repeat after me.
forest free freedom fall
fast few friends from
Read the ff. sentences and give the meaning of the underlined words.
a. The lion falls in the tray set by the hunters.
b. We heard the Ions roar so we ran as fast as we could.
3. Have the pupils read the following:
The Lion and the Mouse
A. One quiet afternoon, in the forest, a lion lay fast asleep.
B. A mouse ran up and down the lion and woke him up.
C. The lion was very angry and wanted to kill the mouse. The mouse begged to be freed, promising
to help the lion someday.
Who are the characters in the story?
Initiating ________________________________________________________________
Attempt ________________________________________________________________
Consequence _____________________________________________________________
Reaction ________________________________________________________________

C. Generalization:
What could be used to remember the details in a story?

Group Activity:
48

Divide your class into three groups. Assign one story for each group. Tell them to read the story and
follow the instruction given. The representative from each group will report their work.

IV. Evaluation:
Read the following selection and write a story grammar to remember details in the story.

The Donkey and the Lion's Skin
A donkey found the skin of a dead lion. He put it on and frightened all the animals, but did not make a
sound. One dog was suspicious. The donkey tried to roar to frighten the dog, but he brayed instead. When
the dog heard the donkey braying, he laughed and said, "I might have been scared, to, if you had kept your
mouth shut."

V. Assignment:
Write a short paragraph of your own experience using story grammar.

49

LESSON 31

I. Objective:
Give implied ideas or information in a selection read.

Values: People's Health Habit

II. Subject Matter:
Noting Details
The Respiratory System


III. Procedure
A. Pre-activities:
What comes into your mind when you hear the\ verb breathe?
exhale inhale
lungs breathe nose

B. Reading:
The Respiratory System
Human needs the oxygen in the air they breathe. Oxygen is needed to burn the food taken in. The
energy is released when food is burned. Energy is used by the cells of the body to do their work. Carbon
dioxide is a waste product released by the body when cells use energy.
1. Comprehension check-up
a. What important element in air do we need to take in order to live? What do we give off in
return?
b. How can we get enough supply of oxygen and regularly release carbon dioxide?
c. What do you think will happen to our respiratory system if it is not healthy?

C. Speaking:
1. Here are some sentences. Give some ideas that come into your mind as you read them.
a. Breathing is one of the involuntary actions every human being does.
What is meant by involuntary?
We breathe even without thinking,
we breathe even while sleeping.

D. Generalization:
Lead the pupils to generalize that ideas in a paragraph may not be exactly stated in the text. There
may be other, information leading to the theme.

IV. Evaluation:
Write at least 2 ideas for each:
1. There are tiny hairs inside your nostrils. The membrane surrounding the passageway is moist. The hairs
and the moist membrane serve as air filters to block off dirt and other foreign (substances. Science V p.
20)
a. Why are the tiny hairs inside the nostrils important?
2. Unfavorable weather condition helps lower one's resistance against communicable diseases that attack
the respiratory system.
a. What possible communicable ailments may attack the respiratory system?

V. Assignment:
Write your answer in your notebook.
1. Unhealthy conditions and practices may hurts your respiratory system.
2. People with healthy lungs can fill it wit- a-d cleanse it so that all parts of the body get a:=,e oxygen. Lack
of oxygen supply can endanger the e of the cells in the body.
50

LESSON 32

I. Objective:
Retell a story using story grammar.

Values: Listening Attentively

II. Subject Matter:
Retelling A Story

Materials: newspapers, scrap papers

III. Procedure
A. Pre-activities:
1. Review
What are recycled materials? Can we still use these materials?
2. Motivation
Look around you. What objects can still be reused? Things like paper, bottles and boxes are
reusable materials. Why do we have to recycle things?
Before you read the story silently, let's cl ar up some words by giving their meanings.
Littering ------- scatter trash
Recycling -------- changing something for reuse
Y Junk -------------waste like old iron or paper Use these words in simple sentences.

B. Presentation:
a. Today, we are going to read about what happened to an old newspaper.
An Old Newspaper Talks".
b. Stating the motive question
What happened to the old newspaper?
c. Silent Reading
The pupils read the story silently to find out the interesting incident that happened to the old
newspaper and what made him happy towards the end of the story_

C. Comprehension Discussion:
1. What happened to the old newspaper?
2. Who is talking in the story?
3. What interesting incidents happened to it?

D. Generalization
How can you retell a story through a story grammar?

E. Infusion of Values
What must one do in order to ' retell a story/read/listened to?

F. Practice Exercises
a. Guided exercises
1
st
group - Who are the characters in the story?
2
nd
group - Where did the story happen?
3
rd
group - What major events happened in the story?
4
th
group - How can you make your community a nicer place to live in?
5
th
group - What does the story teach us?

51

Direction: Look at the chart below. Fill in the boxes by answering the questions after the selection
read. English for Living and Learning 5 (Reading) pp. 34-37, "Making Plans"

IV. Evaluation:
Answer the following questions based on the story.
1. How did the small crab help the big crab?
2. Where did the story happen?
3. What did the fishing boat do to the big crab?

V. Assignment:
Write a short story using the following story grammar and give your own title.
1. Coral reefs are formed mostly in warm and tropical sea.
2. Coral reefs are limestone skeleton of coral-farming animals.
3. They form the foundations of barriers and ridges in the sea.

52

LESSON 33

I. Objective:
Retell news broadcast listened to.

II. Subject Matter:
News Broadcast
Materials: Taped news broadcast BEC PELC 3

III. Procedure
A. Pre-Listening:
1. Review
Have the pupils listen to the following announcement and answer the questions that follow:
The Busy Bus will present a puppet play " The Princess and the Frog", on Tuesday, August 20,
1998. It will be held in the school auditorium at 4:00 in the afternoon. The main roles will be played
with their puppets by Lita Gorospe, Ben Sales and Tony Na bong.
a. Who will be presented?
b. Who will present it?
c. Where will it be presented?
2. Motivation
What news have you heard over the radio this morning?
What is the news about?

B. During Listening Activity
Have the pupils listen to the recorded news by the teacher.

C. Comprehension questions
What is the news about?
Where did it happen?
When did it happen?

D. Generalization:
What should be remembered in retelling a news broadcast?

E. Application
1. Have the pupils retell the news heard.
2. Have a pupil play the role of a while other pupils listen. Ask the pupils to news heard.

IV. Evaluation:
Have the pupils listen to a taped news broadcast and have them retell it.

V. Assignment:
Write listened news and be able to retell it in the class tomorrow.

53

LESSON 34

I. Objective:
Answer WH-questions to understand details in a story listened to.

Values: Courage and Perseverance

II. Subject Matter:
Noting Details


III. Procedure
A. Pre-activities:
1. Unlocking of Difficulty
Let the pupils learn the meaning of information word in the story by using the dictionary. Words
for study are in the pendulum-shaped box.
Direction: Select the appropriate words in the box below to complete the sentence. Write your
answer in the blank.
telescope experiment century philosopher theory
1. Galileo named the spyglass a _____ which means to sea for in Greek.
2. An idea that is not proven yet is called _______.
2. Motivation
Show pictures of scientists. Ask the pupils to identify them. Pupils give information about them.

B. Presentation:
1. Motive Question
The greatest scientist, Galileo, explored space although he never left the earth. His discoveries
opened doors for new knowledge and new inventions, most of which we take for granted today.
Listen carefully as I read the story to you entitled Galileo, the Great Scientist". Find out why
Galileo is called the great scientist.

C. Listening Activity
Reading of the story by the teacher

D. Listening Comprehension
1. Answering the motive questions.
2. Answering of comprehension questions.
3. a. In what way was Galileo different from the other boys of his time?
b. As a boy, what did Galileo invent? Why was he dissatisfied?

E. Generalization
What are the answers to the following questions.
Who, What, When, Where, Why, How

F. Writing
Ask the pupils to draw a picture of incident in the story, Galileo, the Great Scientist using the details
in the table above. Instruct them to write a paragraph from the picture drawn.

G. Practice Exercises
a. Guided Practice
Play the selection The Pearl" in the cassette recorder. Have the pupils note important details
and have them answer the following questions:

54

Listen carefully as I read the following phrases. Some of the phrases answer questions why,
where, who, when, what or how. Write the appropriate question answered by each phrase.
Example: By the Side of the Rippling Brook
1. Away in a distant land beyond the ocean
2. During the flowering month of May

IV. Evaluation:
The teacher reads the story First Man in Space Fun in English 5 Reading, pp. 186-187. Ask the pupils to
note important details and have them answer the following questions.
1. Where was Yuri Gagarin sent? Why?
2. What unusual experience did he has as his spaceship went in orbit?
3. How did the earth look from the spaceship?

V. Assignment:
Listen to your favorite a drama on the radio. Try to note the important details which could be answered
by WH-questions and be able to report these in class tomorrow

55

LESSON 35

I. Objective:
Draw pictures of incidents/ characters in a story
Values: Care for the Kidneys

II. Subject Matter:
Drawing Pictures of Incidents/Characters in A Story

III. Procedure
1. Directions: Answer the WH questions in the parenthesis to complete the story.
The Picnic
I enjoyed the day when my friends and I had a picnic. It was (when). My friends, (who), (who) and
(who), went to the (where). We brought some (what), (what) and (what). We sat down (where) and
ate our (what). While eating, we talked about things that happened in (where) (when).
kidney
potassium
bladder
Pupils learn the meaning of the words by using the dictionary.
3. Motivation
a. Show a picture ( kidney) and ask the pupils to identify it. They can tell what they know about the
kidney.
b. Tell them to clasp their hands together behind their back. Keep their arms as straight as possible.
Inform them that the places closest to their elbows mark the spot where their kidneys are.

B. Presentation:
1. Motive Question
Our body parts have their own functions. The heart is to pump blood to all parts of the body, the
bones, to give shape to the body. What about the kidney? Find out what function does the kidney
perform?
2. Listening to the story
The Amazing Cleaning Machine
C. Comprehension Check-up:
1. Where are the kidneys located? Describe how they look physically.
2. How are kidneys structured? Describe the filters of the kidneys.
3. What organs of the body are linked to the kidneys? In what way do the kidneys affect those parts of
the body?

D. Ask the pupils to draw pictures of incidents/characters of the story.
Ask several pupils to say something about their work.
E. Instruct the pupils to write a paragraph from the pictures drawn.
G. Have the pupils listen to the following stories. Ask them to draw from their imagination incidents or
characters found in the stories.
Ramon was shocked! He had brought his pet turtle out to the rain after lunch this noon and now, at
five o'clock his pet was dead. A rat had killed it, and now, only tl,e shell remained. Ramon had promised
his science teacher that he'd bring his pet to class on Monday to show to the class. Here it was Saturday
and his pet was dead.
IV. Evaluation:
Listen to the story and draw incidents or characters from the story which / whom you like best.
(Conquering Space)
V. Assignment:
Tell the pupils to listen to a drama series on the radio using their imagination. Have them draw incidents
or characters from that episode.
56

LESSON 36

I. Objective:
Identify the setting, characters, and endings of stories

Values: Conservation of water resources

II. Subject Matter:
Identifying Settings, Characters and Endings of Stories


III. Procedure
1. Review
Tell whether the phrases below answer what, where, when, who, why or how questions.
1. at the foot of the mountain
2. at early dawn
3. because of her sickness
dynamite
kerosene
explosion
Let the class look at the meaning of the words using the dictionary.
3. Motivation
Show a picture of the sea. Ask the pupils what words come into their minds when they hear the
word, sea. Ask them to give their reasons why they associate that particular word to the sea.

B. Presentation:
1. Listening
a. Tell the pupils to listen to the story carefully and look for the important things which will identify
the following parts of the story --------characters, setting, ending. Story: Nature's Revenge
Reading Manuals pp. 450-452.
2. Listening Comprehension Check-up Discussion
What is the most important source of livelihood in Banquerohan?
How did the people there catch fish?
Why is it dangerous to catch fish dynamite?
What will happen if you use dynamite in fishing?

3. Generalization
What do you call the part of the story that tell when and where the story takes place?

C. Second Reading of the Story
The story will be read again. Instruct them to listen very well because they will tell the story they
have listened to in their own words. The class gives listening tips to help recall important facts about the
story.
Look at the story teller.
Take down notes especially the names words, actions, words of feeling, date, direct statements,
sequence of events, unfamiliar words.
Consider carefully the parts of the story emphasized by the story teller.
D. Speaking
Ask the pupils to look for their partners. Have them retell the story they have listened to, to their
partners.

E. Practice
Listen to the story, then, answer the questions that follow: Write only the correct answer.
57

IV. Evaluation:
Play the selection in the cassette recorder. Have the pupils answer the questions about the selection.
"The Man and the Tree".
Who are the characters in the story?
Describe the setting.
How did the story end?

V. Assignment:
Instruct the pupils to make literature flip-flaps. Flip-flaps are versatile, easy-to-make projects that offer
the fun of manipulation and a mint of secrecy and surprise.
Materials: paper, scissors, crayons, markers, pencils
Directions: Fold paper into six equal parts. Open and cut to center fold as shown.

58

LESSON 37

I. Objective:
Identify the setting, characters and ending of dialog read
Values: Cleanliness and Orderliness

II. Subject Matter:
Identifying the Setting, Characters, and Ending

III. Procedure
A. Listening:
1. Motivation
How would you like to live in a clean and orderly house? In a house which is messy?
Group work fill in the boxes with the words being described by the phrases on the right.
3. Have three pupils read the dialog aloud while others listen.
Eric wishes to spend a weekend at his Aunt Lizas house at Sta. Maria, Bulacan. He asks his
parents permission.
Eric: Daddy, Mommy would you please permit me to spend a weekend at Aunt Lizas place?
Daddy: I think I can. All I need are several clothes. Ill also bring some underwear, my towel, my
toothbrush and a cake of soap. Oh yes! I should bring bring my rubber shoes and a pair of
slippers, too..
4. Reading Comprehension Questions
a. Where does Eric wish to spend his weekend?
b. Will his parents go with him there?
c. Was Eric able to prove that he could take care of himself? Why do you say so?
B. Reading:
1. This time divide the class into three groups. Group I will read Erics part. Group II will read Daddys
part and Group III will read Mommys part.
2. a. Where were Eric and his parents?
b. Who were the characters?
c. What events happened in the dialog?
d. What is the ending?
C. Practice:
Read the ff. conversation. Answer the questions that follow. (The Invitation p. 53)
Did Noemi use to go to White Beach?
Who used to give Noemi permission to play with her friends?
Do you think Mother was right in not allowing Noemi to go to the clinic?
D. Generalization
Lead the pupils to identify that the setting is the place where the dialog happened. The characters are
the people. And what happened are the events.
IV. Evaluation:
LTX V, English for Living and Learning, p. 119 Story: The Lovely Flower Garden)
Who are the characters in the dialog?
Where did the dialog take place?
How did the dialog end?
Why is Mrs. Claras garden beautiful?

V. Assignment:
On page 18 of English for Living and Learning 5 is a dialog. Read it and write the answers to the following
Setting:
Characters:
Events:
Ending:
59

LESSON 38

I. Objective:
Identify the setting, characters and main events in a poem listened to.
Values: Cooperation and Courtesy

II. Subject Matter:
Identifying the Setting, Characters and Main Event

III. Procedure
A. Motivation:
Name some living things that fly. Why can they fly? Name some non-living things that can fly. Why
can they fly?
B. Pre-activities:
Words for study. Get a partner and rearrange the scrambled letters to form the correct words. Get
clues from column B.
A B
1. dendod ------- you did it with your head to sayyes
2. beydoog ------you say it when you leave for school
3. quilnrat -------it means quiet, calm

C. Listening:
1. Teacher reads the poem while pupils listen
HOW THE LITTLE KITE LEARN TO FLY
"I never can do it" the little kite said,
As he looked at the others high over his head
"I know I should fall if I try to fly"
"Try," said the big kite" Only try"
Or I fear you never will learn at all"
2. Listening Comprehension questions
Who is afraid to fly?
What made the kite fly after all?
How did the little kite feel when it sailed with the big kite?

D. Second Reading of the poem by the teacher while the pupils listen
E. Speaking
1. Where did the poem take place?
2. Who are talking in the poem?
3. What events or happenings can be drawn from the poem?
F. Generalization
How could you identify the setting in a poem? The character? The events? The main events?
G. Practice
The pupils are asked to identify the setting, characters, and events after listening as the teacher reads
the poem.
IV. Evaluation:
Identify the setting, characters and events after listening to this poem.
The Boy and the Wolf
1. Describe the boy who worked as the guardian of the sheep.
2. What did he do when a lamb get lost? Was he telling the truth?
3. How did the neighbors react when a wolf really feels upon the boy's flock?
V. Assignment:
Copy a poem you love to read from any book and answer the ff. in your notebook.
1. Where is the setting of the poem?
2. Who are the characters?
3. What events/main events could you picture in the poem?
60

LESSON

I. Objective:
Gives titles to paragraphs listened to
Identify the key sentence in a paragraph
Write the titles of paragraphs correctly

Values: Health consciousness

II. Subject Matter:
Giving Titles to Paragraphs Listened to Identifying the Key Sentences

References: PELC, Listening 4 p. 20
Developing Reading Power 5 p.106
Materials: Chart, Picture of children drinking soft drinks

III. Procedure:
A. Preparatory Activity:
1. Checking of assignments
2. Review
Read the sob-topics in each group on the box, write an appropriate main topic for each
group.

Gloria Macapagal Arroyo
Fidel V. Ramos
Ramon F. Magsaysay

Encyclopedia
Almanac
Atlases

3. Motivation
Show the picture of children drinking soft drinks?
What are the children drinking?
You drink soft drinks too?

4. Setting the motive question
What are the bad effects of alcohol to our body?

B. Developmental Activities:
1. Presentation
The teacher calls on two best reader pupils and the teacher instructs the other pupils to
listen.
2. Additional questions for comprehensive check up.
How will you get away form these bad effects of alcoholic drinks?
Why do we have to go away from these?
Why do we have to protect ourselves from alcoholic drinks?

3. Discussion
61

What is the key sentence in paragraph 1? Paragraph 2? Do key sentences give clue to the
title? Why? How? What is the best title for paragraph 1? Paragraph 2?
(The teacher writes the little of the paragraphs) How are the titles written?
4. Practice Exercise
(Using a tape recorder let the pupils listen to a recorder paragraph. If there is no recorder
available let an able pupil read the paragraph aloud) after reading, let the answer the
following:
a. Identify the key sentence in the paragraph. Why did you select the sentence as the key
sentence. What is the paragraph about? What title can you give the paragraph? Based on
the paragraph why is cholesterol important? Why is it not? How can we make our body
free from too much cholesterol? Why should we avoid too much cholesterol?

5. Generalization - additional questions
Where can you find the key sentence, at first, last or middle sentence?

6. Guided Practice
Group Work: Group the pupils into 4. Ask them to choose their reporter and leader in
each group. Give them an index card each group containing a paragraph. Instruct them to
answer the following to be reported afterwards:
1. What is the key sentence of the paragraph?
2. What is the paragraph about, hence what title can you give the paragraph?
3. What health value was mentioned from the paragraph? What is its importance to our
body?

IV. Evaluation:
(Listen to the teacher as she reads the paragraph)
1. Write the key sentence of each paragraph
2. Select its title from the titles in the box.

V. Assignment:
Listen to the news reports over the radio or on the TV newscasts. Write down the titles of the
given news.

Clums for Summer
A Beautiful Day
A Strange Clam
The Unlucky Fisherman
A Beautiful Princess
A Kind Family
62

LESSON

1. Objective:
Gives titles to stories listened to
Note details from stories listened to

II. Subject Matter:
Giving Titles to Stories
Nothing Details
Writing Titles of Stories

References: PELC, Listening p. 20
Materials: Chart, picture of a lion and a mouse

III. Procedure:
Word with ge sounded as / j /
rage marriage cabbage courage
cage carriage passage stage

2. Checking of Assignment
3. Review
How do you write titles of stories, poems, paragraphs, songs etc?

4. Guide pupils to look for a word or phrase in the sentence that helps them guess the meaning
of the unlined words.

1. Presentation
Have the pupils listen carefully to the story as one of the pupils read aloud the
paragraph.
One day, a lion caught a mouse and was about to eat him. The mouse pleaded for his life,
saying, Please spare me! Perhaps I might be able to help you someday. The lion, the king of
the beasts, pitied the mouse and let it go away.
Later, hunting in the woods, the lion was trapped in a net. He struggled and fought, but
he could not get free. The little mouse heard the lion and ran to him. With his sharp teeth, he
gnawed at the ropes until the lion was free.

2. Comprehensive Check up.
Who caught the mouse and was about to eat? What did the mouse do?
What did the lion do?
Why did the mouse help the lion?
How did the mouse help the lion?
Can you do what the mouse did? How?

3. Discussion
Have the pupils work out a semantic map to show the main idea and the details.

4. Generalization:
What clue helps you give the title of a story?
5. Application
63

a. Guided Exercises
Call on pupils to act-out or narrate each selection. Ask a pupil and give the title of the
selection using a strip of cartolina given to them. Let them paste the answer on the
board.
1. My hobby is gardening. I have a flower garden where I take care of roses,
bougainvilleas, African daisies, gladiolas, poinsettias, and ferns. Every afternoon, I
water my plants and on Saturdays I weed the garden, cultivate the plants, and burn
the rubbish. The garden is always in bloom because there are flowers the whole year
round. My plants have big beautiful fragrant flowers. I get my flowers fertilizers from
a compost pit. Every morning I pick fresh flowers from my garden and put them in the
vases in our living room. Gardening is fun. It also helps ma e the home beautiful.

The pupils will prepare 3 pcs. of '/4 sheet of paper and write A Band C on each. They
will read the selection and then show the teacher their choice of A, B, or C as the title of
the story in each exercise.
1. While mother cat was cooking dinner, her little kitten went out to play. He went
along the path and soon was deep in the forest. He could no longer find his way.
It was getting late Baby Cat did not know where he was. He decided that from the top
of the tall tree, he could look for the path to take him home
a. Baby Cat Gets Lose
b. Baby Cat Gets in the Tree
c. l3aby Cat Gets Home

IV. Evaluation:
Listen to the following stories. Select the correct title of each story below. Write the title in your
paper correctly.

Mother's Love A Faithful Dog The Newsboy
Man's First Clothes Dynamite Fishing Vacation Days

1. Rolando's vacation days in the province are soon to be over. How much he was enjoyed
swimming in the brook, riding in bancas or on horse's back and climbing trees. When mother
told him to pack up his things tears swelled in his eyes, He will miss the songs of the birds and
the sweet smell of grass and the activities he had in the province.

2. Juanita is the oldest son of Mang Pedro, a barber and Aling Mameng, a laundry woman. Juanita
helps support the family by selling magazines and newspapers to their neighbors. He rises at
5:00 o'clock in the morning and picks up his papers from the paper-dealer and delivers them to
his customers. He usually passes by the baking shop and buys hot pandesal which he muncehes
while on his paper route. He finishes distributing the newspapers in time to attend his morning
classes. In the afternoon he delivers magazines and afternoon newspapers too.

V. Assignment:
Listened to the news reports over the radio or TV newscasts. Write down the titles of the given
news.

64

LESSON

I. Objective:
Use plural form of nouns ending in y
Read plural form of nouns ending in y correctly
Write the plural form of nouns ending in y

Values: Love ones neighbor

II. Subject Matter:
Plural Forms of Nouns Ending in y

References: PELC 4, p. 20; English in Grade V, p. 13;
Developing Reading Power 5 p.106

Materials: Chart, flashcards

III. Procedure:
1. Review
Using flashcards call on a pupil to give the plural form of the singular noun on it. The
pupil who answered correctly will now be given the flashcard and let him/her call on a
classmate to give the plural form of the next noun on the card. Do the same with the next,
one to answer.

2. Motivation
Do you have neighbors? Who are they? Do you love them?

1. Presentation
Have a pupil read e paragraph.
Mr. Cruz and Mr. Reyes family are neighbors in a city. These two families have three
children each. Mr. Cruz has one girl and two boys He R. Reyes have two girls and one boy.
Eric, one of the boys of Mr. Cruz has a pet monkey. He teaches his pet plenty of tricks. Nilo,
the only boy of Mr. Reyes, is fond of playing toys. He has different kinds of toys in his room.
He plays with them as soon as he arrives home from school.

2. Additional Comprehensive Check up.
If you are Nilo, will you also play with your toys as soon as you arrive home from school?
Why? Why not?

a. Have pupil look at the nouns ending in y. Show them on the flash cards. Place each card
in the pocket chart and let them read the words.

4. Generalization:
How do we form the plural of nouns ending in y?

65

a. Guided Practice
Ask the pupil to count 1-4. Group all l's under one group, all 2s under a group and so
on. Teacher reads a singular noun, pupils write the plural nouns on the board. Teacher
checks whose group gets the highest score.

1. Form the plural of the following singular nouns, then read.
1. story 4. fairy
2. key 5. comedy
3. bay

2. Write the singular or plural forms of the following
1. country 4. ponies
2. diaries 5. berry
3. library

Ask volunteer pupils to answer by writing the answers on the board
1. There are plenty of joey in the wide farm.
2. Bring home some cherry when you go to Baguio.
3. Miss Santos has plenty of jewelry in her jewelry box.
4. The little girls are busy playing with their dolly.
5. The Castillejos team brought home two trophy during the athletic meet.

IV. Evaluation:
Use the plural form of each underlined noun to make the sentence correct.
1. Listen to my story.
2. She attended plenty of party last summer.
3. Minda's group caught several dragonfly.
4. I have different colors of daisy in my garden.
5. Do you have plenty of enemy?

V. Assignment:
List down five (5) nouns ending in y in their singular and plural forms.

66

LESSON

I. Objective:
Write the plural form of nouns ending in f or fe
Use the plural form of nouns ending f or fe
Pronounce the plural form of nouns ending in f or fe

Values: Neatness

II. Subject Matter:
Plural Forms of Nouns Ending in F or Fe


III. Procedure:
1. Review
Write the plural form of the following nouns. (The teacher flashes the flashcards with
nouns ending in y)
a. country e. valley
b. lady f. body
c. key d. family
d. baby g. family

2. Motivation
Have you experienced working in groups? Did you enjoy it?

1. Through role playing, let some pupils act-out by reading presenting the dialog.

2. Comprehensive Questions:
a. What did the teacher ask the class bring?
b. What did Vilmas group bring?
c. Who brought a picture of a giraffe and wolf?
d. How many knives did Leonard group bring?

Ask the pupils to forms 2 groups. A them to come-up front and write as m nouns as they
can which they heard from the dialogue.

4. Generalization:
How do we form the plural of no ending in for fe?

a. Guided Practice
Give each row a bond paper a pentel pen. Instruction each row to group
themselves face to face. As you give the singular form, pupils will write the plural form
their bond paper. Check if answers are correct .

67

Give each row 1/4 cartolina. Each will write the correct plural form of each noun in
the parenthesis in each blank. The first row to post on the board receives the most
recognition.
1. The office has five (staff) _______ .
2. Snow White saw plenty of (elf) ________.
3. Full-grow cows are called (beef) ________.
4. Men use (brief) ________ for underwear.
5. There are three (clef) _______, the G, F, and C.

IV. Evaluation:
Use the plural form of each underlined noun to make the sentence correct:
1. Mother bought two (knife) _____ yesterday.
2. The children arranged the books in the (shelf) ______.
3. Mr. Sanchez divides the mangoes into (half) _______.
4. The policeman put (handcuff) ______ to the prisoners.
5. Hard work and initiatives are (proof) _____ of success.

V. Assignment:
List down five nouns ending in f or fe in singular and plural forms.

68

LESSON

I. Objective:
Use the plural of irregular nouns
Write the correct spelling of the plural form of irregular nouns
Pronounce the final sound of the plural form of irregular nouns.

Values: Taking Good Care of Books

II. Subject Matter:
Plural Form of Irregular Nouns


III. Procedure:
1. Review
Using a chart, ask the pupils to fill in the blanks with the plural form of the nouns.

2. Motivation
Are you fond of reading stories? What story do you like best?

1. Presentation
Have the pupils read a book report which Danilo Montes read to his classmates.
A Book Report

Peter Pan by JM Barrie is one of the most exciting stories I have ever read. Wendy and
her two brothers were surprised one night by a Visit from Peter Pan. Peter took them to
Never Land, a place where children never grow up. They had fairies for playmates. They
could fly about like fairies so they could easily get up and down their tree huts. Wendy and
her brothers enjoyed Never Land. But after sometime they got lonely for their parents and
wanted to go home. All the other boys except Peter wanted to go with them. But before
they could leave Never Land, they were captured by a terrible pirate and his men. If you
want to find out what happened to Wendy and the boys, you should read the book.

2. Comprehensive Questions:
Would you like to go to Never Land? Why would you like to go there? Why don't you like
to go there?

From the chart, have the pupils underline the plural nouns used and ask the class to read
all the underlined plural nouns.

4. Generalization:
How do we form the plural of irregular nouns?

a. Guided Practice (using a chart)
1. Ask row 1 pupils to read the singular nouns and row 2 pupils to read the plural nouns
correctly. Do the same with row 3 and row 4.
69

2. Call on a pupil to rewrite on the board the following sentences by making the
subject plural and the necessary changes
3. Call on a pupil. Ask him/her to pick a strip of paper in the magic box. Let him/her
read the sentence and change the singular noun to plural noun.

Play the game "Oh You are Lucky"
Pupils pick a strip of paper in a box. A red strip of paper means the said pupil is lucky,
then he/she receives gifts, an envelope and a candy. Those who received gifts will be
asked to open their envelopes containing a sentence. Then ask him/her to select the
correct noun to use in the blank.

IV. Evaluation:
Select the correct noun to use in the blank.
(man-men) 1. Hes the ______ I told you about.
2. There are ten ______ in the city council.
(goose-geese) 3. Was the ______ cooked?
4. Where are the _______.
(tooth-teeth) 5. Look, Mon, I got a new ________.

V. Assignment:
Rewrite these sentences changing the underlined nouns to plural. Make the other changes
needed.

70

LESSON

I. Objective:
Give heading to set of related ideas.
Classify ideas under proper headings
Arrange sentences according to order of time

Values: Perseverance

II. Subject Matter:
Give heading to set of related ideas.

References: PELC 4.1 p20
Materials: Chart

III. Procedure:
2. Review
Read the ff. paragraphs aloud.
1. When colder days come many animals curl up in their homes for their winter sleep.
When animal sleep all winter we say they hibernate.
a. What Hibernate Means
b. When Animals Hibernate
c. How Animals Hibernate

2. Unlocking of Difficulties:
What comes into your mind when you hear the word?

3. Motivation:
Who were the early Filipinos? How did they come to the Philippines?

1. Presentation
1. Have an oral reading of the story using popcorn reading.
2. Comprehension Check Up:
1. Who was Dr. Robert Bradford Fox?
2. According to the story how did the ancient man come to the Philippines?
3. What other discoveries did Dr. Fox made?

Anthropology
71

2. Discussion
Read the ff. words taken from the story.

A B C
Elephant Philippines Palawan
Deer China Batangas
Rhinoceros Texas Cagayan
tortoise Thailand Pangasinan

What heading can you give to the words in letter A?
What heading can you give to the words in letter B? in letter C?
Why did you give animals as the heading for the letter A?

4. Generalization:
How can you give the correct heading for related ideas?

a. Ask the pupils to read the singular nouns and plural nouns correctly.
b. Play the game- Pupil will pick a strip of paper in a box. Ask the pupil to select the correct
noun to use in the blank.

IV. Evaluation:
Select the correct noun to use in the blank.
(man-men) 1. Hes the ______ I told you about.
2. There are ten ______ in the city council.
(goose-geese) 3. Was the ______ cooked?
4. Where are the _______.
(tooth-teeth) 5. Look, Mon, I got a new ________.

V. Assignment:
Write 5 sentences using the plural form of irregular nouns.

72

LESSON

I. Objective:
Use possessive form of proper nouns in ending in s or z

Values: Concern and proper attitude towards the handicapped.

II. Subject Matter:
Possessive Form of Proper Nouns in Ending in S or Z

References: PELC 5 p.21 (Speaking)
Materials: Pictures of disabled person

III. Procedure:
1. Checking of assignment
2. Review:
Give the possessive form of the underlined phrases.
1. The reports of the girls are dear and brief.
2. The school nurse treated the vision of the boys.
3. She treated the sore eyes of the children

3. Motivation:
Look at the pictures. What can you say about the pictures?

B. Presentation
1. Listening to a letter.
Who had a memorable experience?
What was the experience about?
Do you have similar memorable experience?

3. Discussion:
Read the sentences from the letter.
a. Mrs. Canlas embroidery designs would pass for Tesoro's design?
b. Carlos' skill in repairing electrical appliances makes his works masterpieces.
c. What noun is Mrs. Canlas? Carlos? Luz?
d. What do we add to the noun to show possession?
e. Where is the apostrophe placed?

4. Generalization:
How do we form the possessive of proper nouns ending in s or z?

Change the word groups into phrases with possessive nouns.
1. the books of Pedro Salas
2. the words of Moses
3. the hopes of Elias
4. the work of Fritz
5. the friends of Paz

5. Independent Practice:
73

Using the dialogue, role play them using possessive form of proper nouns.

IV. Evaluation:
Fill in the blank in each sentence with the possessive form of the noun in the parenthesis.
(Miss Santos) 1. ____ table is in the back of the room.
(Luis) 2. ____ things are in the drawers of the table.
(Dr. Burgos) 3. ________ specimens are on the top of his desk.
(Princess) 4. ________ tv show is a top rating show.
(Dr. Valdez) 5. ________ clinic is beside James Gordon Hospital.

V. Assignment:
List down 5 proper nouns ending in s or z in possessive form and use them in meaningful
sentences.

74

LESSON

I. Objective:
Sequence major ideas! concepts in a selection read

Values: Awareness/Love of country

II. Subject Matter:
Sequence Events

References: PELC 5 (Reading ) p.21
PELC 4 (Writing) p.21
Materials: sentence in strips of cartolina, chart

III. Procedure:
2. Drill:
Arrange the ff. words alphabetically Blow
Blend
Black
Bleed
Choose the phrase or sentence that answer the questions in each item.
a. Which of the ff. can be found in a fort?
1. soldiers, guns, tanks
2. shoppers! Barracks, cannons
3. tall buildings, cannons, horses
b. What is the synonym of patrimony?
1. heritage
2. patriot
3. country

4. Motivation:
Why is Intramuros called Walled City?
Why should of every Filipino be proud of this historical place?

B. Reading Proper
1. Have the pupils read the Intramuros The Walled City on page 102-104, Fun In English
Reading.
1. What is the significance of lntramuros in the past?
2. What is its significance today?

3. Discussion:
Read each questions. Then answer the ff. questions by using skyscraper style.

75

Are you proud of it? Why?
Have you been there?
What is Intramuros called now?
When did King Philip II of Spain give Manila the Title
Who jointly ruled Manila?

4. Generalization:
How do we sequence major ideas/ event in a selection?
Arrange the ft. events as they happened in the story .
The Donkey in the Lions Skin
a. The donkey brays
b. He puts the skin and frightens all the animals
c. One dog was suspicious
d. A donkey finds a lions skin.
e. The dog laughs at the donkey.

Here are jumbled sentences. Arranged them in order to form a nice story.
One evening, the king learned that another cook had left.
After lunch, he exercised after watching a game of tennis.
He had a light snack at ten in the morning.
At eight oclock in the evening! the kings servants brought him a royal blanket.

IV. Evaluation:
Read the story and arrange the events in their proper sequence. The Little Seedling Story
___ The farmers wife came to look at the seedling.
___A farmer came to look at the seedling.
___ The sun & the rain heard the pleading of the seedling.
___ The seedling promised to be the first to give the farmers wife oranges.
___ The farmers wife saw shoots on the little seedling.

V. Assignment:
Rewrite the following sentences in order to make up a story.
Two robbers were coming out of the bank.
Shall we tell the policeman
Tommy & Zita were walking home from school
Yes, lets go tell him at once/I Said Tommy.
Then they saw people outside a bank.

76

LESSON

I. Objective:
Identify the key sentence in a paragraph
Values: Self Confidence

II. Subject Matter:
Identifying Key Sentences

References: PELC 4.2 p20
Materials: Chart

III. Procedure:
2. Review:
Select the best tide that wi[[ best flt each paragraph.
a. A poor fisherman once lived with his mother in a small village. The people of the village
loved them because they were kind and good. They were always ready to help people in
need.
1. A Poor family
2. A Kind family
3. A proud family

b. Unlocking of Difficulties:
Choose the meaning of the underlined words.
a. The bat is a nocturnal animal.
1. Occurring at night
2. Occurring at daytime
3. Occurring at noon

3. Motivation:
Why is the bat called a night flier?

B. Presentation
1. Have the pupils read the story The Bat, The Night Flier p.69
Why is bat called a night flier?
How does the bat sleep?
What do bats do at night?
What is the main idea of the first paragraph? second paragraph?
What sentence in the second paragraph tells about the main idea?

3. Generalization:
77

What sentence tells about the main idea of a paragraph?

Identify the key sentence by underlining it.

a. Ivy grows easily with little care. It needs to be watered only once a week. It grows very
well in dim light or with sunlight. It rarely has bugs. The dark green color becomes more
beautiful when the plant receives some sunlightsee p. 70-71
b. Velvet plants are beautiful. Their leaves are soft and velvety to touch. The flowers of
velvet plants are orange and very dainty. Their leaves are pretty purplish color.

Copy the key sentence of the paragraph.
There are many kinds of reading materials available in the library. One can read the
newspaper or books. One can get the books/ encyclopedia or others.
Still others can read the pamphlets or brochures.

IV. Evaluation:
Read the selection carefully. Select the key sentence in each by underlining it.
1. Guia reads some books on rice. She found that rice was one the first crops people raised. People
have been raising rice for hundreds of years. It has always been an important crop because it
can be used to make different kinds of foods.
2. Water is used for drinking. We also use it for bathing. It is used for cooking and washing dirty
clothes. Water has many uses.

V. Assignment:
Identify the key sentence of paragraphs.

78

LESSON

I. Objective:
Identify the main idea in a selection

Values: Industry

II. Subject Matter:
Identifying Main Ideas! Concepts

References: PELC 4.2 p.20
Materials: Chart

III. Procedure:
2. Review:
Give the headlines to the ff. ideas.
Healthy Living
Healthy Thinking
Self Control
Cheerfulness
a. Eating good food
b. Getting plenty of sleep
c. Exercising in the open air
d. Going to a doctor for check up

Explain what they understand about the underlined word in the sentence
a. A rich man in Tondo employed Balagtas as a servant.
b. He was put in prison because he was accused of murder.

4. Motivation:
Show if they recognized Balagtas in the picture.

B. Presentation
1. Have the pupils read the Francisco Baltazar
1. What is Balagtas greatest work?
2. How was he able to write good poems?
3. Why was he imprisoned two times?
4. What is the main idea of the paragraph?

3. Generalization:
How do we get the main idea of the paragraph?

4.. Practice Exercises:
Choose the main idea of the ff. paragraphs.
a. In the living room; children whimpered. Women talked loudly as though their voices gave
them some protection against terror. Men hysterically tried to tell Felisa that they had
lost their homed; their pitiful belongings; everything they owned.
a. Men; women and children are terrified
79

b. Men; women and children are happy
c. Men; women and children are having a party

Choose the main idea of the ff. paragraph.
1. Racquel had worked hard in her garden. She had many roses at diff. varieties. Roses
bloomed and they looked very beautiful. The ff. day a typhoon came; It destroyed all the
roses and Racquel was very unhappy.
2. Racquel will sell the roses in the market
3. Racquels roses remained blooming
4. Racquels roses were spoiled by the typhoon

IV. Evaluation:
Choose the title that match the main idea of the paragraph
1. A group of ants hunt for food and carries the load to its colony. Another group clears out the
path of the food carries. A rescue team is ready to help in case of problems.
a. Cooperation in Action
b. Love for Work
c. The Industrious Ants See

V. Assignment:
Identify the mean idea of the selection.

80

LESSON

I. Objective:
Write details that support the key sentence.

Values: Care for plants

II. Subject Matter:
Writing Details to support the Key Sentence

References: PELC 4-3 p20
Materials: Chart

III. Procedure:
2. Review:
Have the pupils play the game Topic Recall
1. close your eyes
2. Pick out one topic from the topic box
3. starts giving facts about the topic
4. Have the other player keep time for one minute and count the facts
5. Score 1. point for each fact
4. Take turns and play 5 rounds

3. Motivation:
Can plants protect themselves? In what way?

B. Presentation:
1. Show paragraph on a cartolina. Read it aloud.
2. Comprehension Check Up
a. What is the paragraph all about?
b. What parts of the plants are used to protect themselves?
c. How do we care for our plants?

3. Discussion:
a. How many sentences are there in the paragraph?
b. What is the key sentence?

4. Generalization:
How do we identify details that support the key sentence?

List down the details that support the key sentence in the ff. paragraphs.
1. Insects that cause harm and damage to plants are called plant pests. They destroy
plant in a number of ways. Beetles and grasshopper eat the leaves and stems of
plants and trees

IV. Evaluation:
Read the article below and answer the questions that follow.
1. The many users of pesticides are farmers who are not properly informed.
They are not oriented on the correct way of using pesticides. Due to lack of information, farmers
81

had chosen the wrong pesticides which resulted to the increase in number of the pests that
become immune to these pesticides.

Question: List two details why farmers are not properly informed.

V. Assignment:
Copy sentences that support the key sentence under supporting details.

82

LESSON

I. Objective:
Skim to get a general idea of what the material is about.

Values: Obedience

II. Subject Matter:
Skimming

References: PELC 4
Developing Reading Power 5 p. 212
Materials: Chart

III. Procedure:
2. Review:
On the board, instruct the pupils to skim the selection. Ask about the general idea of
what the selection is all about. Ramon collected comic books. He kept them carefully in a
box. One day Liza needed a box. She threw Ramon/s comic books out on the floor.

Choose the meaning of underlined words.
1. The child was very hungry so he gulped 2 glasses of milk.
a. eat
b. drink
c. swallow greedily

4. Motivation:
Do you always wear your shoes when you go to school?

B. Presentation
1. Reading of the story .
2. Comprehension Check Up
1. How did Ernesto eat his breakfast?
2. What did he have for breakfast?
3. What did Ernesto want to wear instead?

3. Discussion:
a. How did you find the answers in the questions?
b. What do you do when you skim?
c. Why do you skim?

4. Generalization:
What is skimming?

Skim the story and tell it in one sentence.

Mang Sebio climbed the coconut tree slowly. It was the last tree hed climbed that day.
His toes clung to the steps cut into the trunk.
83

IV. Evaluation:
In the passage, sweep your eyes in each paragraph and get the main idea. Food is essential for
growth and good health. So everyone should have enough food to eat. Without enough food the
people will starve/ get sick & die.

V. Assignment:
Skim the selection for a minute and state what it is all about in 2 sentences.
The banana is considered as a happiness fruit. It surely helps put a smile in your face. This fruit
has substances that make the brain produce a chemical called serotonin.
84

LESSON

I. Objective:
Use possessive form of plural irregular nouns in oral and written communications.

Values: Love of country, patience

II. Subject Matter:
Possessive Form of Plural Irregular Nouns

References: PELC 5 p.21 (Speaking)
PELC 3 p.20 (Writing) p. 48-49
Materials: Chart

III. Procedure:
2. Drill:
Ask a pupil to give the plural form of irregular noun.

3. Review:
On the board, write the possessive form of the underlined phrases.
1. The farm of the farmers are wide but far.
2. The teacher of the pupils are good but strict.

4. Motivation:
Have you seen a real policeman?

B. Presentation:
1. Studying the following phrases.
Policemens whistles
Childrens toys
Mens hats

2. Use the ff. phrases to form meaningful sentences.
Policemens whistles are new.
The mens hat are expensive.

3. Discussion:
a. How did we write the word policemen to show possession?

4. Generalization:
How do we show the possessive form of plural irregular nouns?

Fill in the blank with the possessive form of irregular noun.
(child) 1. The __________ sketches are very colorful.
(woman) 2. Where is the _________ room?
(fireman) 3. Look at the __________ shoes.

IV. Evaluation:
Change the words in parenthesis to their plural form and fill in the blanks with their possessive
85

form.
(gentlemen) 1. _______________ The __________ speeches were inspiring.
(mouse) 2. The _________ tails are long.
(Goose) 3. The __________ necks are longer than those of the ducks.

V. Assignment:
Write a paragraph using the possessive form of plural irregular nouns.
a. The Childrens party
b. The Womens Club

86

LESSON

I. Objective:
Use possessive form of proper nouns ending in s or z

Values: Love of Country

II. Subject Matter:
Possessive Form of Plural Irregular Nouns

References: PELC 5 p. 21 (Speaking)
PELC 3 p. 20 (Listening) English for Living and Learning 5. pp. 81-84
Materials: pictures

III. Procedure:
2. Drill:
Choose the proper nouns in the following sentences.
a. I went to Manila Cathedral last Sunday.
b. I like to use Mongol pencil
c. My uncle is residing in New York.

3. Review
Fill in the blanks with the possessive form of the nouns inside the parenthesis.
(parents) 1. Her ________ names were in the newspaper.
(birds) 2. _________ feathers are very colorful.
(Friends) 3. These are my _______ bags.

4. Motivation:
Class, heres an example of diary of a Gr. V. pupil. Do you have the same as this one? Do
you want to know who owns the diary? Are you excited to find out his/her daily activities?

B. Presentation:
1. Read these entries in Carlos diary sepp.80
2. Discussion
Writing a diary is an exciting activity. Our entries in diary tell of the things we do
everyday. Let us answer these questions.
1. Whose diary did we read?
2. What kind of noun is Carlos?
3. What does a possessive noun tell?

3. Generalization:
What should you remember in showing the possessive form of proper nouns ending in s
or s?

87

Using the entries of Carlos diary, can you complete each number to form a meaningful
sentence?
1. ___________ birthday falls on Saturday.
2. Carlos buys his present from _________.
3. ________ lecture is on conversation.

IV. Evaluation:
Make the proper noun that is underlined in each sentence show possession.
1. Luis declamation won the first prize.
2. It is Lourdes ambition to be an optometrist.
3. I visited Mr. Ramos farm last week.
4. Miss Valdez pupils are very attentive.
5. Ross gift is a precious gem.

V. Assignment:
Change the following into shorter form and use them in meaningful sentences.
1. The car of Mr. Reyes
2. The money of Ross
3. The children of Mrs. Dela Paz
4. The farm of Mr. de Jesus
5. The parents of Gladys

88

LESSON

I. Objective:
Sequence the major ideas in the selection.

Values: Honesty and Industry

II. Subject Matter:
Sequencing Major Ideas of a Selection

References: PELC 5. p.21 (Speaking)
PELC 5. p. 21 (Listening)
Developing Reading Power 5 pp. 241-242
Materials: pictures
Story: The Honest Farmer

III. Procedure:
2. Drill:
Cross the word that does not rhyme with the others
dive eve leave peeve
mail nail tail tall

Using semantic webbing ask the pupils to give their idea when they hear the word

4. Motivation
Can plants protects themselves?

B. Presentation:
1. Reading of the story The Honest Farmer
1. Why does it pay to be an honest man?
2. What must one do to be honest?
3. Why was he regarded as honest farmer?
89

3. Discussion:
a. Are the ideas found in the selection? Where is the first idea found? Second idea?
b. Are the ideas in the proper order in the story?
c. Arrange the ideas in their proper order?

4. Generalization:
What should you do to sequence the major ideas in a selection?

a. Reading of the story. Then arrange the ideas in order as they happened. ____
Tommy Left very excited during the English class.
____ Tommy decide just to be himself again.
____ Tommy reached out for the Lights.

b. Independent Practice:
Read the Twin Sisters p.83
Arrange the ideas as they happened in the story.
____ The twins received an invitation from the Parish Council.
____ Sports Club needed a muse for their team.
____ Anne received more votes than May.

IV. Evaluation:
Read the story. Arrange the ideas/ concepts that follow as it happened in the story. Luscious
Mango p84
____ Father asked Jericho to see the owner of the mango and ask for apology.
____ Jericho picked mangoes when Paolo Left him.
____ Jericho insisted that they pick some mangoes.

V. Assignment:
Read the story An apple a day
____ Two adults both immigrants when set up a blend date
____ On Valentines Day the couple affirmed their enduring for each other before millions of
viewers.

90

LESSON

I. Objective:
Skim to get the general idea of what the material is about.

Values: Honesty and Industry

II. Subject Matter:
Skimming for General Idea

References: PELC 4 (Reading)
Materials: Pictures

III. Procedure:
2. Review:
Underline the key sentence in the paragraph.
Mammals are some of the largest creatures swimming throughout the waters of the
world.

Give the meaning of the underlined words. a.
detect
b. array
c. enormous

4. Motivation:
What should you do to be able to get the general idea fast?

B. Presentation:
1. Reading of paragraph on the board .
Why do you think there are rare animals living in the sea nowadays?

3. Discussion:
a. What is the general idea of the first/ second/third etc.
b. How did you get the general idea fast?
c. Why do you skim?
91

4. Generalization:
What should one bear in mind when skimming to get the main idea of a paragraph?

1. Skim the ff. paragraphs to get the main idea of the ff. paragraphs.
a. Most fish lay eggs; from which their young hatch. This includes sharks, whale eggs.
Read the main idea and write the general idea of each.
Many fish are masters of camouflage/ hiding themselves from their prey of
predator .

IV. Evaluation:
Read the paragraphs and write the general idea of each.
Paragraph #1
A fish without scales have much less protection against the teeth and spines of predators and
enemies. It would be attacked by pests .

V. Assignment:
Cut one news article from a daily newspaper. Skim the article and write the general idea for it.

92

LESSON

I. Objective:
Identify the details that support the key sentence.
Values: Love for animals

II. Subject Matter:
Details That Support The Key Sentences
References: PELC 4.3 (Reading)
PELC 4 (Listening)
Materials: pictures

III. Procedure:
2. Review:
How do we identify the details that support the key sentence?
3. Motivation:
Can all birds fly?

B. Presentation:
1. Reading of paragraph .
Why are home of the birds are becoming endangered? What must we do to help save
them?

3. Discussion:
a. How many paragraphs are there in the selection?
b. What is the key sentence in paragraph I? 2?
c. Write the key sentence on the board.

4. Generalization:
How do we identify details that support the key sentence?

93

a. List the details that support the underlined key sentence in the paragraph. First,
fertilized eggs divides into two. Then it divides again and again.

Underline the details that support the key sentence.
1. A bat can fly in the darkest night without bumping into walls, trees or other things
around it.
2. It is foolish to look for one lost sheep.

IV. Evaluation:
Read and write the details that support the key sentence.
1. Some insects are very destructive to plants.
2. The locust is destructive insects. It is an enemy of the farmer

V. Assignment:
Choose and write the key sentence
Birds belong to another group of egg-laying animals.
Tiny eggs, enclosed by its shell, is now ready to leave the body of the female.
Tiny eggs of many kinds of insects maybe found in the ponds.
LESSON

I. Objective:
Arrange sentences according to order of time in writing a paragraph.

Values: Kindness and Friendliness

II. Subject Matter:
Arranging of sentences According to Order of Time

References: PELC 4 (Writing) p. 20
Materials: pictures

III. Procedure:
1. Checking of assignment Review
2. Read the ff. sentences and arrange the events by answering the questions below.
1. Mang Ramon came home drunk.
2. Aling Rosing waited for her husband.
3. His wife gave a cup of coffee. Which comes first? Next? Last?
3. Motivation:
Would you like your playmates call you names?
4. Motive Questions:
How did Virgilio proved that he is a kind boy?
B. Presentation:
1. Reading of the paragraph.
Call 3 model pupils to read the paragraph.
1. Who did many things to prove that he is a kind boy?
2. How did we prove that he is a kind boy?
3. Discussion:
a. How many sentences are there in the paragraph?
b. What does sentence no. 1 state? No.2? no. 3?
94

c. What words are used to show order of time?
4. Generalization:
How do you arrange sentences according to order of time in a paragraph?
Write the answers on the blank using the order of time( first, second, third)
A hungry fox saw some grapes hanging from a high vine. ______ he jumped & jumped to
get them; but the grapes were too high for him ________.
6. Independent Exercise:
Fill in the blanks with the correct expression to show the order of time.
Thomas Edison, an American inventor ________ invented the phonograph, _______he
developed the incandescent lamp globe.
IV. Evaluation:
Rewrite the paragraph by arranging the sentences using order of time
Science is a method of knowledge that arose and first passed its usefulness within the realms of
mechanics, physics and chemistry.

V. Assignment:
Write a paragraph about your activities before going to school.

LESSON

I. Objective:
Use the possessive form of regular nouns in oral & written communication.

Values: Orderliness

II. Subject Matter:
Possessive Form of Plural Regular

References: PELC 5 Speaking p.21
Materials: pictures/charts

III. Procedure:
1. Spelling:
a. apostrophe
b. possession
c. property
d. ownership

2. Review
Give the plural form of the following nouns:
a. Bird
b. Monkey
c. Climber
d. Boy

3. Motivation:
Whose sound did you hear? Whose picture is this?

95

B. Presentation:

a. Who visited the boys room?
b. What can you say about the boys room?
c. Give the importance of being orderly.

3. Discussion:
Study the phrases:
a. the boys room
Boys is a plural possessive form.
What punctuation mark is used to show possession? Where is it placed?

4. Generalization:
How do you show possession?
What are the ways to shoe possession?
Fill in the blanks with their possessive form.
(pupil) 1. The ______ projects are all very good.
(parent) 2. The ______ proud faces are interesting to watch.

Write the possessive form using apostrophe ( )
1. the toys of the boys
2. the room of the girls
3. the fans of the ladies
4. the gifts of the pupils
5. the uniforms of the nurses

IV. Evaluation:
Rewrite the paragraph by changing the underlined phrase using the shorter way to show
possession.
On A Field Trip
Miss Ramos' class had a field trip. They went to the aquarium! to the zoo and the
museum. Before the field trip, the pupils had special instructions on how to behave. While
visiting the place, some remembered the instructions of the pupils but some seemed to
have forgotten everything.

V. Assignment:
Change the nouns in possessive form of plural.
1. The bakers bread
2. The teachers classes.
3. The babys toys

96

LESSON

I. Objective:
Arrange details according to order of importance in writing a

Values: Industry

II. Subject Matter:
Arranging details according to order of importance in writing a paragraph.
References: PELC 4 Writing p.20
Developing Reading Power 5 p. 182
Materials: pictures/chart

III. Procedure:
1. Checking of Assignment:
2. Review
Review the key sentence and the supporting details of a paragraph.

3. Motivation:
What do you usually do after eating?

B. Presentation

97

1. What house chore should be done carefully and well?
2. Why do you need to wash the dishes immediately?

3. Discussion:
1. Are you industrious at home? How do you show it?
2. What is the key sentence of the paragraph? How are details in the paragraph written?

4. Generalization:
How do you arrange details according to order of importance?
What expressions do you use?

Group activity:
Arrange the sentences according to order of importance.

1. Fill in the blanks with the correct expressions to show the order of importance.
Cindy love ........ p.92

IV. Evaluation:
Rewrite the paragraph by arranging the sentences using of importance.
Mother went to market early that Saturday morning. The market was already filled
with people._______, she went to the meat stalls .... p.92

V. Assignment:
Write paragraph using the correct expression to show order of importance.

98

LESSON

I. Objective:
Sequence events in the story listened to.

Values: Helpfulness and Cooperation

II. Subject Matter:
Sequence Events

References: PELC 5 p.21
Story: Am I a Murderer?

III. Procedure:
2. Drill:
Arrange the following words alphabetically.
permission
browse
newspaper
How did Robin help Loreen?

B. Presentation
1. Reading of the story
Call 3 model pupils to read the paragraph see p.91
1. Who live under the roof of Loreens house?
2. What did mother sparrow feed to her chicks?
3. What was the reward of being good?

4. Discussion:
Read the sentences on the board, are they in proper sequence of events in the Story?
What was the first event, second event? Third event? Forth event?
5. Generalization:
How do we sequence events in the story?
Listen to the story. Arrange the events as they happened in the story.
____ The dog grabs for the bigger bone and drops his own in the water.
____ The dog sees his reflection in a pool of water.
____ The hungry dogs goes home without any bone.

IV. Evaluation:
Listen to the selection. Number the events (1-5) as they happened in the story.
____ The donkey brays.
____ One dog was suspicious
____ A donkey finds a lions skin.
____ He puts the skin on and frightened all the animals.

V. Assignment:
99

Read the story on p.26-28 English 4 Living & Learning and do Activity 1 p.29

100

LESSON

I. Objective:
Sequence events in the story listened to.

Values: Courage and Bravery

II. Subject Matter:
Sequencing Events

References: PELC 5 p.21

III. Procedure:
2. Drill:
Forming little words out of big words.
Teacher - teach; ache; ear; her
farmer
mother

Identify he meaning of the underlined word.
1. Mount Bongao is an enticing sight to the visitors who come to the island. (exciting
inviting, terrifying)

Whet were the beliefs of the natives of Bud Bongao?

B. Presentation
1. Reading of the story
Call 3 model pupils to read the paragraph see p.91
1. Where is Bud Bongao located?
2. Who were the four climbers?
3. What difficulties did they encounter while climbing Bud Bongao?
3. Discussion:
Teachers asks the pupils if the events of the story are sequenced according to their answers.
4. Generalization:
What do you consider in sequencing events of story?
Listen to the story and number the events as they happened in the story.
____ He caught one fish after the other.
____ He could not p[addle his boat to the shore.
____ Long ago; a boy went out to his boat to fish.
IV. Evaluation:
Listen to the selection. Number the events (1-5) as they happened in the story.
____ When he woke up/ he found himself inside a neat cozy nipa hut.
____ He searched the house and found no one
____ Pablo was getting hungry but he go on and on

101

V. Assignment:
Read the story.
LESSON

I. Objective:
List down important ideas/events heard.

Values: Hospitality

II. Subject Matter:
Getting Information for News Resort Heard

Materials: News Report

III. Procedure:
2. Motivation:
If a visitor comes to your house; how do you treat him? What do you do?

B. Presentation
1. Listening to the news report.
a. Who is coming to Manila for a visit?
b. Why is he coming to Manila?
c. Aside from the Phils. Who else will help secure the People?

3. Discussion:
What are the key ideas taken from the news report:
Pope John Paul is coming to Manila.
He is also called Pontiff or Holy father
He should be treated with outmost security.

4. Generalization:
When listening to a news report; what kind of information should be list down?

Let one pupil read the news report. Tell them to listen and write down important ideas or
events.

IV. Evaluation:
Listen carefully to the news story. List down important events or ideas. Use simple sentences.
Moscow Circus To Perform At The Big Dome

V. Assignment:
Listen to one news story over the radio or television. List down important events in simple
sentences.

102

LESSON

I. Objective:
Write rhymes/jingles related to the selection read

Values: Proper Care for Plants

II. Subject Matter:
Writing Rhymes/Jingles

References: PELC 5 p. 21 (Writing)
Developmental Reading Exercises 5, Book E, pp.21-22
Materials: chart, pictures of the different events of a story
Story: The Red Balloon

III. Procedure:
2. Drill:
Ask one pupil to pick a fruit and let him read the rhyme. Then ask the questions suggested
below.
a. Chubby Bees
In a bright red dress
Runs in the rain
And slips on the lane.
b. Naughty Joe
A boy I know
Climbs ever the walls
And down he falls.

B. Presentation
a. Have the pupils read the selection silently, and let them answer the questions that follow
Different Kinds of Herbas

b. Comprehensive Checkup:
Use semantic webbing or story map.
1. What are herbs?
2. How many annual herb, biennial herbs and perennial herbs differ from each other?
3. How are herbs used?
4. How should we take care of them?

C. Discussion:
How many lines does rhyme number 1 has?
What are the words that rhyme on the third and forth lines?
What word inside the parenthesis would rhyme with the word sees to complete line 2 with
sentence?

D. Generalization
103

How should you write a rhyme?

Choose the best word that would rhyme and make sense with the underlined word.
a. Our rivers are dirty , unsafe for my ______ (auntie, pretty, friend, me)
That why were _____. (happy, sad, joyous, food)
b. Rivers are _____, (cleaned, polluted, dirty, safely)
Areas are flooded because of ______, (oils, trash, garbages, waste)
Dumped by teenagers.

IV. Evaluation:
Have the pupils share their rhymes with their classmates. Let them check each others work using
the steps to be followed in writing rhymes.

V. Assignment:
Write rhymes about any of the following
1. Your Family
2. Yourself
3. Your favorite pet.

104

LESSON

I. Objective:
Write rhymes and jingles related to a selection read.

Values: Love for insects

II. Subject Matter:
Writing Rhymes/Jingles

References: PELC 5, p.21 (Writing)
Developmental Reading Exercises Book C. p.53
Materials: chart/pictures

III. Procedure:
2. Review:
What are herbs? Differentiate annual herb, biennial herbs and perennial herbs from each
other.

3. Drill:
Read the following
She sells
Sea shells
Down by the seashore

4. Motivation:
Showing picture of a bee. What insect is shown on the picture?

B. Presentation
1. Reading of the selection
1. What winged insects are described in the selection?
2. What do these insects eat?
3. What is a swarm?

3. Discussion:
Read the following rhyme.
Honeybee feeds
On nectar and flower beads
The worker enlarge it best.
What do you notice about the sound of the underlined word?

105

C. Generalization:
How do you write a rhyme?

D. Practice Exercises:
Choose the best word that rhyme
One late night
I didnt think I _____ ( night, sight, write, light)
Received a telegram
From my friend _______ (Ben, Aaron, san, Philip)

IV. Evaluation:
Read the selection then write rhymes related to the selection.
Aling Selas birthday is fast approaching. Danilo, her only son wished to give her a gift.

V. Assignment:
Read the story and write the rhymes/jingles related to it.
A dog is a man
s best friend. For thousand of years the domesticated form of dog has been
closely associated with man.

106

LESSON

I. Objective:
Write a two pint sentence outline

Values: Good Habits

II. Subject Matter:
Writing A Two Point Outline


III. Procedure:
2. Review:
Write down the main topics then list the under the subtopics.
Kinds of Cloth
Silk
Nylon
Jusi
Kinds of Animals
Vow
Bungalow Cotton
Bus

3. Motivation:
Why do we need vitamins?

B. Presentation
1. Reading of the selection .
1. What are some of the nutritional diseases and their cure?
2. Who discovered vitamins?
3. Why are vitamins essential to life?

3. Discussion:
What are the supporting details/ Fill the outline.
107

How do we write the major ideas?
Where do we write the supporting details?

C. Generalization:
How do we write a two point outline?

Read the selection and then complete the outline.

Two Kinds of Money
1. Two Kinds of money
A.
B.
II. Salt made a good kind of money
A.
B.
III. Rice was used as money.
A. B. C.

E. Practice Exercise:
Make an outline under the ff. main topics.
1. Camping Activities
2. How a boys helps in the community.

IV. Evaluation:
Read and complete the outline.
Vaccines for Mankind .
1. Dr. Edward Jeaner investigation on vaccinations.
a.
b.
c.
II. How smallpox has been eliminated.
a.
b.
c.

V. Assignment:
Read the selection below. Complete the outline that follows with the missing main topics and
sub topics.
1. Why dolphin is not a fish?
A.
B.
C.
II. ______________________
A. Has warm blood.
B. Cannot breathe under water.

108

LESSON

I. Objective:
Identify the subject and the predicate in simple sentence.

Values: Use free time wisely.

II. Subject Matter:
Identifying the subject and predicate in simple sentence.


III. Procedure:
2. Drill:
Which of the ft. groups of words are sentence?
1. Tess loves painting.
2. Watered the plants.
3. The beautiful flowers in the garden.

3. Motivation:
What hobbies do you enjoy doing?

B. Presentation
1. Listening to a conversation ..
1. What is a hobby?
2. Who are the children talking about?
3. How can a hobby help you?
4. How can we make use of our time wisely?

3. Discussion:
Study and read the sentences.
1. Eric is collecting cards.
2. Nicnic makes things from scraps of wood/ tin and paper.
3. What is the subject of sentence a?b?
4. What are the predicate?
5. How can you identify the subject? Predicate?

C. Generalization:
What is subject? Predicate? What is a simple sentence?

Tell whether the ff. groups of words are subject/ predicate of a sentence.
1. water the plants
2. a responsible child
3. the fish ponds
4. lives in fresh water

Independent Exercise:
109

1. Mother receives monthly allowance from his grandmother.
2. The pupils work quietly on their project.
3. The dog barked at the stranger standing near the gate.

IV. Evaluation:
Underline the subject once and the predicate twice.
1. Jose receives money from his brother.
2. Mr. Cruz decided to sell his vast tracts of land.
3. I dean the house.
4. Brother John helps father in the field.
5. Little sister keeps her toys in the box.

V. Assignment:
Draw a line between the complete subject and complete predicate in the sentences of the
paragraph.
The castle stands in the dark forest. A high wall surrounds the castle. The wide moat around

110

LESSON

I. Objective:
Use simple sentences structure.

Values: Appreciating the value of nature.

II. Subject Matter:
Using Simple Sentence Structure

References: PELC 6, p.21

III. Procedure:
2. Review:
a. Identify the subject and the predicate.
1. Trees are homes of some animals.
2. The Philippine Eagle is now becoming extinct.

3. Motivation:
Are forest important? What happen when there is flood?

B. Presentation
1. Listening to a paragraph.
1. What is the paragraph about?
2. Why do we need to protect our forest?
3. Read the following
a. Trees give many things. What do trees give us?
b. Trees are said to prevent floods. Hw do trees prevent flood?

3. Discussion:
Study and read the sentences.
a. What is the subject in sentence a? b?
b. Predicate?
c. What do we call them?

C. Generalization:
What is a simple sentence according to structure?

Identify the kind of subject and predicate in each sentence.
1. My mother and father always tell me to take care of the plants.
2. She reads books about nature.
3. Wild pigs and deers roam around the forest.

111

Identify the kind of sentence according to sentence structure.
1. My class mate studies a lot.
2. Romina plays volleyball everyday.
3. Jules loves to read folktales.

IV. Evaluation:
Write a paragraph about air pollution. Use simple sentences.

V. Assignment:
Write 5 simple sentences about plans.

112

LESSON

I. Objective:
Use compound sentence.

Values: Listening attentively.

II. Subject Matter:
Using Compound Sentence


III. Procedure:
Unlocking of Difficulty Give the meaning of the ff.
a. embryo
b. chromosome
c. fertilization

2. Motivation:
Show pictures of different stages of development of a fetus ... p107

B. Presentation
1. Reading of the news report by the teacher.
1. What is the news report about?
2. What did fertility experts develop?
3. What do you call the filtering device which the sex sorting technique does?
4. What 2 sentences are combined in the 1
5t
/ 2
nd
sentence?
5. What connectors are used to combine the 2 independent clauses?

C. Generalization:
What are compound sentences?

Write if it is simple sentence and x if not.
a. The government should support the youth.
b. We cannot afford to but expensive things.
c. The boy studied very well and he graduated with honors.

Write 5 compound sentence.

IV. Evaluation:
Combine the independent clauses to form compound sentences.
1. The horse jumped over the fence.
The horse grazed in the pasture.
2. James Watt invented the steam engine.
His inventions greatly changed life in the 1800s
3. The doctor examined the patient.
113

The nurse assisted her.

V. Assignment:
Gather pictures as you grow up. List down characteristics of each period in your life. Use
compound sentence.

LESSON

I. Objective:
Use compound sentence

Values: Listening attentively

II. Subject Matter:
Using Compound attentively

Fun in English 5, p.25-27/ Health and Grammar and Composition p.98-110
Materials: Chart/pictures

III. Procedure:
2. Motivation:
Ask the pupils to observe the orchidarium. Let them report their observation to class.

B. Presentation
1. Reading of the news report by the classmate .... p.109
1. What is the whole news about?
2. Where do terrestial orchids take their food?
3. What words are used to describe orchids?

3. Discussion:
1. All the 12000 known species resemble each other but some look like ladies
slippers.p.109
1. What 2 sentences are combined in the first /second sentence?
2. What connectors are used to combine the two independent clauses?

C. Generalization:
What are compound sentences?

Write S if it is simple sentence and C for compound.
a. Leo is a poster collector and Nilo collects post cards.
b. Boys and girls watered and cared for their plants
c. A good book is a good companion.

Independent Exercises:
Read each sentence. Label each sentence simple or compound.
114

1. The light is a laser beam and it is amazing.
2. Workers cut and weld metal with laser beams.

IV. Evaluation:
Combine the independent clauses to form compound sentences.
1. An elephant is the largest land animals.
A blue whale is the largest sea animal .
2. A panda looks like a bear.
The raccoon is its closest relative
3. Gorillas sleep 14 hours a day
Elephants sleep only two hours.
4. I have fed the chickens.
Jan Steven has brought the cows in.
5. I will write my report carefully today.
I will type it tomorrow.

V. Assignment:
Write 5 sentences that describe your friend. At least two sentences should be compound
sentences.

115

LESSON

I. Objective:
Use complex sentence structure.

Values: Concern for others

II. Subject Matter:
Using Complex Sentence

References: PELC 6

III. Procedure:
2. Review:
Write S if the sentence is simple and C if it is compound.
1. Count your blessings.
2. The future is hard to explain and no one has gone to the future.

3. Motivation:
Do you love your father and mother? How much do you love them?

B. Presentation
1. Listening to the paragraph.
Study the following.
1. I will not get if you offered me a thousand pesos.
2. If you offered me a thousand pesos not to love my father, I will refuse.

2. Discussion:
a. The sentences are made up of an independent clause and dependent clause.
b. Which part of the sentence expresses a complete thought? Which is the subject/
predicate?
c. What words connects the dependent and independent clause?

C. Generalization:
What are complex sentences?

Underline the clause once and independent clause twice.
a. There are many reasons why people enjoy hobbies.
b. Love is a mystery that cannot be explained.

Read the paragraph ad identify the complex sentence.
Fiestas are exciting when there are bands and all kinds of entertainment for the people.
We clean our homes and prepare lots of food. Since we will be very busy, we could not
attend the celebration. A parade is held in the afternoon. People gather along the streets when
they hear the band play. My friends come and have. Fun
There is much merry-making when there is a fiesta.

116

IV. Evaluation:
Write S for simple, C for compound and CX for complex sentence.
1. Fred loves reading books.
2. His teacher says he should study well or he will fail.
3. Books entertain and they inform too.
4. The books that he borrowed from the library are about nature.
5. Unless you try, you will not know success.

V. Assignment:
Write 5 complex sentences.

117

LESSON
I. Objective:
Use complex sentence.
Values: Self control

II. Subject Matter:
Using Complex Sentence.
References: PELC 6

III. Procedure:
2. Review:
What is dependent clause? Independent clause?
3. Drill:
Underline the dependent clause and encircle the independent clause.
1. If you want to learn more about hobbies/ join a hobby club.

4. Motivation:
Do you always enjoy doing homework?

B. Presentation
1. Reading of the selection" Math or Basketball"
Answer the following
1. Why couldn't Jimmy solve his Mathematics problems?
2. What do you think will happen if Jimmy can't get enough sleep every night?

2. Discussion.
Jimmy could not solve math problems because he is lost getting enough sleep.
a. The sentences are made up of an independent clause and dependent clause.
b. Which part of the sentence expresses a complete thought?
c. Which is the subject/predicate?
d. What words connects the dependent and independent clause?

C. Generalization:
What connectors are used to use cause-effect relationship in complex sentence?

D . Practice Exercises:
Use the appropriate connectors in the ff. complex sentence.
1. Mrs. Perez wanted Jimmy to go to bed early ________ a growing boy like him needs at least
eight hours of sleep.
2. They were often absent ______ they got very poor grades.
3. Bonifacio organized the Katipunan ______ to fight the Spaniards.
4. She will represent our country in the Olympics ______ she wins the race.
5. The car wont run _______ there is gasoline.

Use the appropriate connector in the following
1. Richard was absent yesterday ________he had stomach ache.
2. She went to the program early _______ she could choose a nice seat.
3. The teacher will scold her pupils ________ they dont make their assignments.
118

4. You cannot get a high score ______ you study your lessons.
5. They were often absent ______ they got very poor grades.

IV. Evaluation:
Complete the groups of words to form complex sentence.
1. so that God will be pleased with me
2. when the sun rises at dawn
3. because God loves you
4. although Im not very bright
5. when the sun rises at dawn

V. Assignment:
Write 5 complex sentences.

119

LESSON

I. OBJECTIVE
Identify possible causes to a given effect in situations heard.

Value: Preserving the water resources

II. SUBJECT MATTER:
Identifying Possible causes to a Given Effect. Writing Possible Causes to Given Effects.

References: PELC 7, Listening, p. 21
Developing Reading Power, p. 160
Materials: Flip chart

III. LEARNING ACTIVITIES:
a. Review:
Answering why questions. Why do we need to chew the food we ate? Why do the children play?

b. Motivation:
Have you heard about the Dead Sea? Do you know where it is found?

c. Motive Question:
Why is there no life in the Dead sea?

B. Lesson Proper:
1. Listening Activity
2. Comprehension Check-up:
Why is the sea named the Dead sea? Why is the Dead Sea very dense? What will calcium chloride do to
forms of life in the sea?

3. Skill Development:
What do we call the underlined phrases/clauses? What does the underlined phrase/clause state?

5. Generalization:
How do you identify possible causes to a given effect?

a. Guided Exercises:
Listen then write possible causes to a given facts.
1. She is very ill.
2. the Philippines will be a nation of strong, healthy, and vigorous people.
IV. EVALUATION:
Choose the cause which is most likely to result in the given effect. Write the complete sentence your paper then
underline the selected cause.
1. Cause:
a. Kate since loved the outdoors,
b. Since Kate loved to platy,
c. Since Kate loved to take a bath,
Effect: She was going to take a fishing trip.
2. cause:
a. By the fourth day when she had caught no fish,
b. By the fourth day when she was In the library
c. By the fourth day when she Change the bird cells she was using,
Effect: Kate moved to a different place along the stream
V. ASSIGNMENT:
Listen to the news tonight and be able to get the cause why such thing happened.
120

LESSON

I. OBJECTIVE
Identify possible effects to given causes in situations heard

Value: Awareness/Energy Conservation
II. SUBJECT MATTER:
Identifying the Possible Effects to given causes in situations heard. Using Pronouns to give possible effects to given
causes.
References: PELC 7, Listening , Page 20
Materials: Flash Cards; Copies of the Selection and Situations

2. Review:
What possible causes can you give to the given effects? The place was overcrowded. Cyril is crying.

3. Motivation:
What do you usually do during summer? Why do you do such thing every summer?

4. Motive Question:
What where the effects of the heat wave?

B. Lesson Proper:
When was the one of the hottest record? When did offices and homes use large amount of electrical
current? Why did they cut the power?
What were the effects of heat wave during summer? What do we call this outcomes or results in every
cause?
4. Generalization:
How do you identify possib1e effects to given causes?
a. Guided Exercises.
Give the possible effects to the given cause. Use pronoun in giving possible effects. People
continuously cut down trees.
b. Independent Exercises:
Listen to the causes that I'm going to read and be able to give the possible effects.
Cause: 1. She will represent our country in Olympics _________.
2. The pupils will laugh_________.
IV. EVALUATION:
Complete the sentences by giving possible effects. Use the correct pronoun stating possible effects.
1. I wake up early so _________
2. The pupils studied their lessons so ___________
3. Water your plants regularly so _____________
4. You follow the school rules and regulations so _____________
5. Amor Powers slept late last night so ____________

V. ASSIGNMENT:
Write five possible effects to the given cause. Use pronouns correctly.
There is a sale in SM San Fernando so _____________________________.

121

LESSON

I. OBJECTIVE
Identify cause-effect relationships from statements/situations heard
Value: Be a good Leader
II. SUBJECT MATTER:
Identifying cause-effect relationships from statements/situations heard. Writing possible causes or effects in given
statement.
References: PELC 7, Listening, p.20
Materials: Tape recorder
2. Review
Identify the following if it states a cause or an effect.
a. Her son is very ill.
b. Due to strong typhoon
3. Motivation:
Brainstorming session:
If there is an order that all baby girls will be killed to stop the rapid growth of population, what wilt you do?
4. Motive Question:
What happened to the baby boy in the story?
B. Lesson Proper:
Why did the Pharaoh give the order to kill the baby boys? Why did a Hebrew mother put her baby boy in a
basket and hid him in the Nile River? What did the Pharaoh's daughter do with the baby boy that she found
inside the basket? What became of the baby boy when he grew up?
Read the sentences from the story.
a. The Pharaoh was alarmed and feared that the Hebrews would fight the Egyptians someday so he ordered
all the baby boys in Egypt to be killed.
4. Generalization:
How do you Identify cause-effect relationship to Statement and situations heard?
Guided exercises:
Which Is the cause? Effect? Write It In the correct column on the board?
a. We wear thin clothes during summer because it is hot.
b. Laurence was not able to attend the seminar because she got sick.

Independent Exercises
Group the class into two and let them make a dialogue with the cause-effect relationship. Let the pupils'
dramatize/role play.

IV. EVALUATION:
Listen to the following sentences. Write yes if the sentence states cause-effect relationship and no if it doesn't state
cause-effect relationship.
1. People could buy their own cars and travel longer distances.
2. Don Luis Yangco of Zambales was not selfish about his wealth.
3. Air pollution developed from too many cars using the highways.

V. ASSIGNMENT:
Write a possible cause to the following.
1. I have a sprained ankle _____________________________
2. Mother scolded me _________________________________.

122

LESSON

I. OBJECTIVE
Perceive the causes to given effects In the stories/ paragraphs read
Value: Good Study Habits

II. SUBJECT MATTER:
Perceive causes to given effects.
Materials: Charts

1. Review:
Give the cause of the following phrases.
a. feel hungry
b. strong typhoon
c. fail a test
2. Motivation:
What is your favorite subject? Do you always enjoy doing your homework?
Give the meaning of the underlined words In the following sentences.
a. There is a crucial game between the two best national basketball teams tonight.
b. Mother requested him to turn off the television set.
4. Stating the Motive Question:
Why did Jimmy have difficulty in solving his mathematics problem?

B. Presentation:
a. What was Jimmy doing?
b. Why was he worried and unhappy in doing his assignment?
a. Why did Jimmy had difficulty In solving his mathematics problems?
b. How should Jimmy get enough sleep?
4. Generalization:
How do we perceive causes to given effects?
a. Guided Practice:
Have pupils write paragraphs showing cause-effect relationship by groups.
b. Independent Practices:
Read the paragraphs below. Copy the causes to given effects in the paragraphs.
1. Melba wanted to buy a new umbrella. She didn't tell her parents about it because she knew they had
no money at that time.
IV. EVALUATION:
Read the following paragraphs. Copy the causes to given effects in the paragraph.
1. Larry and Fernando spent their vacation in their grandfather's farm. One morning, they went to the river to catch
fish. Larry caught a tiny fish which made Fernando laugh.
2. Ismael was a very shy boy. In the party he attended, he did not dance nor talk to anybody. In a while, an attractive
entered the dance hall. Upon seeing the girl, Ismael who was very shy, stood up and hurriedly approached the girl
and invited her to dance.

V. ASSIGNMENT:
Write a paragraph showing cause-effect relationship.

123

LESSON

I. OBJECTIVE
Perceive the effects to given causes In situations read.

Value: Soil Conservation

II. SUBJECT MATTER:
Cause/Effect in Statements

References: PELC 7 p. 20

1. Pre-reading: What comes into your mind when you hear the words:
a. earthworms b. earthquake

B. Presentation:
1. Reading Activity:
Paragraph no.l
Earthworms are useful because they make tiny holes in the ground. The holes hold air and water. Plants
growing in the ground use air and water for growth.

2. Comprehension Check-up: ( refer to paragraph 1 )
a. What do earthworms make in the ground?
b. What do the holes do?
Valuing: How can we contribute to the fertility of the soil?

3. Skill Development: ( refer to paragraph 1 )
a. Write the first sentence on the board.

4. Generalization:
How do we give possible effects to given causes?

a. Guided Practice:
Complete the sentences by giving a possible effect.
1. The plants were given fertilizer so, ________________________.
2. Prune and water your plant regularly so ________________________.
Recognize the cause/effect relationship in these situations?
1. My grandfather has difficulty reading because of his eyesight.

IV. EVALUATION:
What are the effects are given cause? Write at least three possible effects.
Cause: There was heavy traffic.

V. ASSIGNMENT:
Give at least three possible effects to the given cause.
Cause: People continuously out down trees.

124

LESSON

I. OBJECTIVE
Identify the demonstrative pronouns in paragraph/ story read
Value: Courtesy and Politeness
II. SUBJECT MATTER:

References: PELC 7.1, p 141 (Speaking); PELC 7 p.141 (Reading); English for Living and Learning 5, pp. 115-118.

1. Review:
Use the correct pronoun for the underlined nouns in the following sentences.
a. The boys added animal manure to the soil.
b. Efren dug the soil.

2. Unlock:
Unlock the underlined words through demonstration.
a. Sitting slumped on the chair
b. Correct posture for sitting and standing.
3. Motivation:
(Show a mirror to the class. Ask what it is).
What do you look at the mirror? What does the mirror tell you?
B. Presentation:
1. Reading Activities:
Have the pupils read the story "The Silent Visitor", ELL Reading 5 pp. 115-118.
2. Comprehension check-up:
a. What did Miss Cruz bring to the class?
b. What did she name it?
3. Skills Development
Study the following sentences taken from the story.
a. That is what a chair is for _________ to support the back.
b. This visitor surely says a lot without speaking a word.
4. Generalization:
What are demonstrative pronouns?
5. Practice Exercise:
a. Guided practice
Give the appropriate demonstrative pronouns to complete the sentences.
1. What is on top of the table?
_________ is a souvenir from Sulu.
I like to collect things like __________.

Pick out the demonstrative pronoun in each sentence. Then use them in your own sentences.
1. This is an interesting story.
2. Is this the one about the mouth pointer?
IV. EVALUATION:
Complete the sentences with the appropriate demonstrative pronouns.
1. ____________ is the gold medal prize for the most valuable player.
2. Where did they get all ________________ ?
V. ASSIGNMENT:
Answer the question using the correct demonstrative pronoun.
1. What are those plaques on the walls?
2. What do you have in your hand?
3. Who made these cards with nice paintings?
4. Who are those people on the stage?
5. What is on top of the cabinet?

125

LESSON

I. OBJECTIVE
Use reflexive pronouns correctly. Identify the reflexive pronouns in the story.

Value: Strong Will and Determination

II. SUBJECT MATTER:


1. Review:
Fill in the blanks with the correct demonstrative pronouns.
a. ______ is the project of the PTCA.
b. ______ were the boy scouts who went camping.

2. Unlock :
a. The municipal council is having a session.
b. Height is not a hindrance to success.

3. Motivation
Have you ever heard about Carlos P. Romulo? When you hear his name, what comes up to your mind?

B. Presentation:
1. Reading Activity
Have the pupils read the story "Carlos P. Romulo", Fun in Reading English 5, p. 83-84.
a. Why did Carlos P. Romulo feel uncomfortable of his height?
b. With whom did he have a discussion?
Read this sentence from the story: "My Most revered colleague may consider himself big and think of me
as little". What is the underlined word? Who does it refer to? Study the following sentences
a. I find myself getting more interested in it.
b. The dog saw itself in the pond of water.
4. Generalization
What are Reflexive Pronouns?
a. Guided Practice:
Encircle the Reflexive pronoun in each sentence and underline the noun or pronoun it refers to.
1. Many people women of today know themselves well.
2. They make something of themselves
b. Independent Exercise:
Fill in the blanks with the correct reflexive pronouns.
1. Our heroes did not think of saving ______________.
2. Lea Salonga found _______________ an international celebrity.
IV. EVALUATION:
Choose the correct reflexive pronoun to complete the sentence. Then write the pronoun it refers to.
1. You can do (yourself, itself, himself) a good turn.
2. The Filipino technicians found (himself, themselves, herself) in demand abroad.
V. ASSIGNMENT:
Use the following reflexive pronoun in sentences.
1. himself 3. myself 5. themselves
2. herself 4. yourself

126

LESSON

I. OBJECTIVE
Ask the answer questions about oneself/ others using a positive rejoinder
Value: Takes Turns in Speaking
II. SUBJECT MATTER:
Positive Rejoinder
References: PELC 7.3, p. 56
Materials: Charts, Pictures
1. Review
Fill in the blanks with do, does or did
a. ______________ the girls enjoy their weekends in the farm?
b. _______________ the boys go fishing last Sunday?

2. Motivation:
Show a picture of persons conversing. How do we usually start a conservation? Do we talk at the same
time?
B. Presentation:
1. Reading dialog.
a. Where did Elaine go last vacation?
b. How did Juliene spend her vacation?

a. What was Elaine's answer when she was asked this question; Did you go somewhere last vacation?
4. Generalization:
When do we use positive rejoinder?
a. Guided Practice
Have some pupils do the following actions. Let them ask a yes/no question about the action, then
answer using the positive rejoinder and identify the pronouns used.
1. a girl singing (Is the girl singing?)
2. a boy reading (Is the boy reading?)
Read the following questions then answer using the positive rejoinder and identify the pronouns used.
1. Do you go to school everyday? Yes, _________.
2. Is Sampaguita our national flower? Yes, ________________.

IV. EVALUATION:
Read the following questions. Fill in the blanks with the correct rejoinder, then encircle the pronoun used.

1. Did Edgardo join the parade yesterday? Yes, ____________.
2. Do engineers build buildings? Yes, __________________.

V. ASSIGNMENT:
Answer the following questions using the correct positive rejoinder. Then underline the pronouns used.
1. Do you like to play with your dog?
2. Did your mother bake cake last night?
3. Does your brother love dogs?
4. Are your friends ready?
5. Is fried chicken your favorite?

127

LESSON

I. OBJECTIVE
Use correct pronouns to ask and answer questions about oneself/others using a negative rejoinder

Value: Friendliness
II. SUBJECT MATTER:
Using negative rejoinder
References: PELC 7.3, p. 56 English in Grade V, pp. 1-4
Materials: Charts
1. Review:
Read the following questions. Fill in the blanks with the correct rejoinder, then encircle the pronouns used.
a. Did you go to places last vacation? Yes, _____________.
b. Does your sister read stories for you? Yes, _______________.
2. Motivation
Do you have friends in school? How do you treat them?
B. Presentation:
2. Comprehension Questions:
a. Who is Darius?
b. What does Darius like to play?
a. What was the answer to the question of Andy: "Are you a classmate of ours?
b. What rejoinder was added to No? What pronoun, was used with the rejoinder?

4. Generalization:
When do we use negative rejoinder? What word goes with the rejoinder?
5. Application:
Have pupils ask and answer yes/no questions with the correct negative rejoinder using the situations
below. (oral)
a. Edna was not able to take the test
b. Mr. Sa chez does not know how to drive
a. Guided Practice
Complete the answer for each question using the correct rejoinder, then identify the pronouns used.
1. Did Jose take the test yesterday? No, _____________.
2. Do you wake up early on weekends? No, _____________.
Write your answer to the following questions using the negative rejoinder and underline the pronoun
used.
1. Is the sun shining today?
2. Do you like animals?

IV. EVALUATION:
Answer the following questions using the negative rejoinder. Underline the pronoun used.
1. Is your dress new?
2. Are all movies interested?

V. ASSIGNMENT:
Write five yes/no questions. 'Then answer them using the negative rejoinder. Underline the pronouns used.

128

LESSON

I. OBJECTIVE
Write a science report from a writing model.

Value: Care for Aquatic and Marine Resources

II. SUBJECT MATTER:
Science Report
References: PELC 7, p. 20;
1. Motivation:
If you hear the words aquatic and marine resources what views/scenes come into your mind? Why do you
associated that view/scene to the words?

B. Presentation:
1. Reading Activity
a. What makes up our aquatic and marine resources?
b. What are the problems affecting the well-being of the aquatic and marine resources?
(refer to the. written science report below)
a. What is the science report about? Where is the report based?
b. Which is longer? The writing model or the written science report?
4. Generalization:
How do you write a science report from a writing model?
Guided: Cooperative Writing Each group is given the Writing model and from the model, a science report
will be written.
After the writing activity, the science report will be presented to the whole class for critiquing.

IV. EVALUATION:
Write a science report based on the writing model.
"FOREST CONSERVATION AND MAINTENANCE"

V. ASSIGNMENT:
Rewrite the science report. (output of the critiquing)

129

LESSON

I. OBJECTIVE
Write a news report based from a newspaper.

Value: Be abreast of current events.

II. SUBJECT MATTER:
Writing News Report

References: PELC 7, p. 20; Phil. Daily Inquirer
Materials: News articles

1. Motivation:
Do you read the newspaper everyday? What newspaper do you read? Why do you like to read it?
VALUING - What benefits do you get from reading the newspaper?

B. Presentation:
1. Reading of a news article.
What questions are answered in the news report? Name them.
Where do you find the answers to these questions?

3. Generalization:
How do we write a news report?

a. Guided Practice:
Teacher divides the class into four groups. Each Group will be given a news article taken from a
newspaper. The group will write the news report on a manila paper to be presented to the whole class.
Recall one event in your school and write a news report about it. Supply the following facts by
answering the WH questions below before writing your news report.
What happened?
Who are involved?
When did it happen?

IV. EVALUATION:
Write a news report on one of the following items. Supply your own details. Do this on a separate sheet. (Include
statements with cause/effect relationship and the use of demonstrative and reflexive pronouns.)
1. The intermediate classes will have an educational trip.
2. A declamation contest was held in your school.

V. ASSIGNMENT:
Rewrite the news report. ( output of the evaluation)

130

LESSON

I. OBJECTIVE
Give a possible ending to a story heard
Value: Consideration to Others

II. SUBJECT MATTER:
Giving Possible Ending

References: Lesson Plan , pp. 164-171, PELC 8.1 p. 21
Materials: charts, pictures, flashcards or strips

A. Preliminary Activities:
1. Drill:
Rearrange the order of the letters of each word at the left to make a word whose meaning is given in the
parenthesis
a. read (beloved)-
b. but (bit basin for washing) -
2. Listen to the following sentences. Write the words with the long g sound.
a. The eve of celebration found the, hero in a cheerful mood.
b. The evil tempted the girls to get the bag.
Select from the list of words or groups of words the meaning of the underlined words.
a. The child couldn't stand nor run because one of his legs was limp.
b. She is nearsighted for she cannot distinguish the guest on the stage
4. Motive Question:
Why can't Bryan easily make friends?

B. Presentation:
a. Answering the motive question. Why can't Bryan easily make friends?
b. Who is the main character in the story?
What is the possible ending of the story?
4. Generalization:
What do you consider in giving ending to a story heard?
a. Listen to the story.
1. Do you think Myrna arrived. Why?
2. If Myrna did not arrive, what would Lorena have done. Why?
a. She would go to the party alone because _____________
IV. EVALUATION:
Listen to the story. Then give a possible ending.
A donkey found the skin of a dead lion. He put it on and frightened all the animals but did not make a sound. One
dog was suspicious. The donkey tried to roar to frighten the dog, but he brayed instead. When the dog heard the donkey
braying, he laughed and laughed.
a. Why do you think the dog laughed and laughed at the donkey?
b. Was the donkey able to frighten the animals? Why?
V. ASSIGNMENT:
Select from the given choices the possible ending to the story. Explain your answer.
Rico found a sickly puppy at the side of the street. He took it home. Rico and his parents, Mr. and Mrs. Roxas took
care of it. They fed it, gave it milk to drink, put it in a clean doghouse and taught it tricks. Several months passed.
a. The puppy grew into a beautiful, healthy and loving dog.
b. The puppy grew but remained a sickly bone-and-skin dog.

LESSON

I. OBJECTIVE
131

Give justification to a possible ending to a story/selection heard

Value: Honestly and Truthfulness

II. SUBJECT MATTER:
Giving Justification to a Possible Ending to a Story/Selection Heard

References: Lesson Plan in , pp. 164-171; 214-216, PELC 8.1 p. 21
Materials: charts, pictures, flashcards or strips

1. Review:
Pick out the possible outcomes.
a. When a child is very diligent in his studies.
1. He will lose his eyesight.
2. He will get high grades.
3. His teachers will like him.
2. Motivation:
What does your teacher do when you commit a mistake? What are the instances that you are punished?

B. Lesson Proper:
a. Who are the characters of the story?
b. Where did the event take place?
3. What do you think the teacher did with Ted? Why? Listen to this situation. Give the possible ending. Why?
4. Generalization:
What do you consider in giving endings to stories /selections heard?
a. Write a possible ending for it.
Carlos wanted to win the spelling contest very much. His trainer told him that if he would like to win
he had to devote much time ff1 his studies.

IV. EVALUATION:
Listen to the story. Write an ending to the story using is going to + verb. Explain why?
Uncle Ben gave Dondon a young pig as the old man's birthday give to the boy. Aling Rosing raised her eyebrows
when his son Dondon took the pig home. Not later, she heard somebody shouting. It was Dondon running after the pig
over her rose plants and daisies. Dondon ran after the pig wrecking all what was there in her garden. Aling Rosing
waited till the two couldn't run anymore. Then she went hurriedly to her son.
1. What do you think Aling Rosing will do to her son? Why?

V. ASSIGNMENT:
Here is a situation. Write a possible ending for it.
Rome and his father went to the zoo, Romeo was looking at the giraffes. He wanted his father to see the giraffes,
too. But he could not rind his father. What do you think Romeo will do? Why?

LESSON

I. OBJECTIVE
Use the simple present form of verb for general truth in sentences

Value: Truthfulness/Appreciation

132

II. SUBJECT MATTER:
Simple Present Form of Verbs for General Truth.

References: PELC 8.1 page 21; English for Living and Learning 5, LTX. pp. 4-5; Fun in English 5, L TX, pp. 96-97;
Developing Reading Power 5, p.49
Materials: picture of a sun, stars, picture of God's Creation

1. Checking of ASSIGNMENT:
2. Review:
Read the paragraph carefully. List the verbs that are in the present tense.
Mt. Mayon attracts many visitors. This mountain rises 8,000 feet into the clouds. Plants grow on is sides.
Many people call it Mayon Volcano. An active volcano its first eruption occurred in 1616, when many homes
were buried in the hot lava.
3. Motivation:
What heavenly body do you see at day time? (Sun) Where does the sun rise?

B. Lesson Proper:
1. Reading Activity
What is the paragraph about?
Do stars grow old?
How is the age of a star shown?

3. Generalization:
What form of verbs is used in sentences telling general truth?

Give the correct form of the verb.
(be) 1. A friend in need a friend indeed.
(lack) 2. He who believes in hearsay good judgment.
(trust) 3. Always in the Lords wisdom.

IV. EVALUATION:
Write the correct form of the verb inside the parenthesis.
1. Mothers (love) ______ their children very much.
2. We (drink) _____ plenty of water to eliminate wastes.
3. An honest boy (return) _____ things he found. .
4. Sick persons (take) _____ .medicine prescribed by doctors.
5. Scientists (make) __ inventions to improve ways of living.

V. ASSIGNMENT:
Write 5 sentences using the correct form of the verb for general truth.

133

LESSON

I. OBJECTIVE
Use the habitual past form of the verb in sentences
Value: Appreciation/Kindness to Animals

II. SUBJECT MATTER:
Habitual Past Form of the Verb (Used to)
References: PELC 8.2, p. 21 (Speaking) PELC 8.2, p. 20 (Writing) English in a Dynamic World 5, pp. 141-143
Materials: charts, pictures of different transportation.

1. Checking of ASSIGNMENT:
2. Review:
Use the following expressions in sentences giving the correct tense of the verb.
a. find your pen
b. lose your wallet
biplanes cabins icy
monoplanes engine
4. Motivation/Motive Question:
What transportation did our grandparents use to ride in visiting certain places?
What are the changes in air travel?
B. Presentation:
1. Present the story Changes in Air Travel
Answering the motive question
What were the earliest planes?
Where do pilots use to sit or lie?
3. Read the sentences:
a. Planes used to have two sets of wings.
b. Pilots used to sit or lie on the wings.
4. Use the following phrases in sentences.
used to play used to drink
used to ride used to give
5. Generalization:
When do we use the habitual past form of the verb? When do we use the expression used to? What form
of the verb is used after the expression used to?
a. Underline the correct form of the verb inside the parenthesis.
1. He used to (spend, spent) his leisure time wisely.
2. Filipinos used to (show, shows) respect to elders.
IV. EVALUATION:
Complete the sentences with the following phrase listed in the box. Arrange the sentences in order to form a
paragraph.

_______ Susan has changed a lot.
_______ She _______ beautiful clothes.
_______ She _______ slim.
_______ She _______ playing badminton.
_______ She _______ early every morning.
_______ Susan _______ pretty.

V. ASSIGNMENT:
Write 5 things you used to do as a young child but don't do now.

134

LESSON

I. OBJECTIVE
Use the future tense of the verb (going to + verb) in sentences
Value: Helpfulness

II. SUBJECT MATTER:
Future Tense of the Verb.

References: PELC 8.3, p. 21 (Speaking) PELC 7 p. 21 (Listening) English for Living and Learning 5 (Language)
Materials: pictures of postcards of Statue of Liberty, Pyramids of Egypt, Fort Santiago

1. Spelling
2. Checking the assignment
3. Review:
Fill in the blanks using habitual past of the verb at the left.
Play 1. Elisa _____ the piano
Walk 2. Her sisters _____ to school with her.
4. Motivation:
Look at these pictures. Where can you find these places? Do you to visit these places? What are you going
to do if you reach these places?
5. Motive question:
What are they going to do with the old church?
B. Presentation:
1. Read the dialogue.
Who are coming to rebuild the old church?
Who is going to supervise the work?

3. Let the pupils dramatize the dialogue
4. Study these sentences
Wood carvers from Laguna are going to make the wood carvings for the doors and windows.
What are you going to do in order to get high grades.
Possible answers:
I am going to read my books.
I am going to review my lessons.
5. Generalization:
What expressions should be used to show that the actions will be done in the future?
Fill in the blank with am, is, or + going to
1. I review for tomorrows test.
2. I think it ______ rain today.

IV. EVALUATION:
Complete each sentence With is going to + verb are going + verb or am going to + verb. Use the verbs in the
parenthesis in your sentences.
1. the townspeople (rebuild) the old fort.
2. A well- known architect (draw) the plan.
3. Engineers from Maf.1i1a (inspect) the site of the park.

V. ASSIGNMENT:
Write a paragraph using the expressions am going to + verb; is going to + verb and are going to + verb.

LESSON

135

I. OBJECTIVE
Use two-word verbs in sentences

Value: Wise Use of Electricity

II. SUBJECT MATTER:
Using Two-Word Verbs

References: PELC 8.4 (Speaking) PELC 3 (Listening) PELC 8 (Writing) English for Living and learning (Language) V pp.
151-153; Fun in English (Language) pp. 119-120
Materials: electric meter (real or picture) chart

A. Preliminary Activities
1. Review: "Guessing Game"
Act out any of the following verbs then call on a classmate to guess the action.
2. Drill: Singing "Father Abraham"
What are the verb used in the song?
Choose the correct meaning of the underlined words.
1. I can't call Romel because their phone has been disconnected. They failed to pay their telephone bill.
a. handle tenderly c. account of services rendered with process attached
b. ancient military weapon
4. Motive Question:
What is the use of an electric meter?

B. LEARNING ACTIVITIES:
1. Read the dialog among Mother, Susie and Nestor.
a. Answering the motive question What is the use of an electric meter?
b. What did Susie ask Nestor to do? Why?
3. Discussion:
a. What action words are used in the dialog (teacher writes the answers on the board)
b. What do you call this kind of words?
4. Generalization:
What should you' remember when using two-word verb?

IV. EVALUATION:
Complete the sentence below using two word verbs.
1. A young kid tries to _______ his clothes himself.
2. Please don't _______ old things. They can be recycled.
3. The chairman _______ the meeting because of the calamity.

V. ASSIGNMENT:
Give the meaning of the following two-words verb. And used it in sentence.
1. hurry-up 4. keep off
2. keep back 5. keep on
3. keep up

LESSON

I. OBJECTIVE
Give possible ending to a fiction story

II. SUBJECT MATTER:
Possible Endings to a Fiction Story
Reference: PELC 8.1 (Reading) PELC 1 (Writing) New Fontier 5 pp. 245-252
136

1. Review:
Read the following paragraphs. On the lines after , write what caused the incident. On the lines after Effect,
write what happened as a result.
a. The judges thought that Reys experiment deserved first place in the school science fair for he had done the
experiment carefully.
Cause: ____________________________
Effect: ____________________________
a. Using the given clues, arrange the jumbled letters to form a word.
1. lived in a hut - c h k a s (shack)
2. shining from afar - r me g i m g l i (glimmering)
3. Motive question:
What was Pepes special adventure?
B. Reading Proper:
1. Reading Proper.
2. Read "Journey to ,a Blue Planet" taken from New Frontier 5, by Cecilia Santiago.
3. Post Reading:
a. Answering the motive question. What was Pepe's special adventure?
a. Where did Pepe and his family live?
b. What kind of family did he have?
5. Skills Development:
a. What possible ending can you give the story "Journey to a Blue Planet'?
6. Generalization:
What should one consider in giving possible endings to a fiction story?
Read each story and pick the most suitable ending for it. Put a check (...J) before the one you have chosen.
a. A man got in his carretela and went to a hardware store. He brought some lumber, nails, metal sheets, iron
bars and cans of paint. He put the things in his carretela. The load was so heavy that the horse could hardly
bear the weight. The man, however, put more things into the carratela. The carratela was filled to the roof.
He got into it and urged his horse. Hiya-hiya. Then something happened.
_______ a. The horse ran very fast.
_______ b. The horse doubled up on its knees and fell.
_______ c. The horse stopped running.

IV. EVALUATION:
1. Read each story silently, then give a Possible ending for each'.
Somewhere to Belong
In a faraway planet, an evil scientist created tiny monster, programmed to destroy everything it touches. The
queen didn't like it so she had the creature jailed. The creature code named 262 managed to escape. Using a
spaceship it landed at Subic Bay.
What do you think it will do on this place?
V. ASSIGNMENT:
Give a possible ending to the following story.
It was a school day. It was warm and the pupils made noise. The teacher had a difficult time with children. Then one
boy went the piano and played softly. Soon the room was quiet.

137

LESSON

I. OBJECTIVE
Give possible ending to a situation
Value: Conservation of Natural Resources

II. SUBJECT MATTER:
Giving Possible Endings
References: PELC 8.1 (Reading) PELC 6 (Speaking) PELC 8 (Writing)
Materials: picture of a village, flashcards and chart

1. Drill: cause and Effect
2. Write S if the sentence is simple, Co if it is compound, ex if it is complex.
a. Andrew drinks milk everyday.
b. Ana dances while little Lita sings.
B. Lesson Proper:
Give the meaning of the underlined words through context.
a. White stones and shells are abundant along the seashore.
b. The village is clean and surrounded by mountains.
2. Motive Question:
What advantages and disadvantages were brought up in the lives of the people after the factory has been
built?
3. Reading Proper:
a. Answering the motive question:
b. What is the story about?
c. How do the people in the village live?
5. Development of Skills:
a. What possible ending can you give to the situation? Why?
b. Write an ending of the story using variety of sentences.
C. Generalization:
What do you consider in giving possible ending?

1. Guided exercises. Read the following situations then select the suitable ending.
a. It flew and flew around the house.
b. It flew around the kitchen and dip its feet in the basin to loosen the flypaper.
c. It stayed there all day.

IV. EVALUATION:
Give a possible ending to the following situation.
A Narrow Escape
It was Monday morning. Ramon woke up late for he had watched a late, late movie. He walked as fast as he
could. He was already late for school. He could imagine how angry the teacher would be. He crossed the street
hurriedly. Suddenly he heard a car screech.

V. ASSIGNMENT:
Write a possible ending of the situation.
Mrs. Santos had just arrived from Baguio. She brought vegetables, fruits and bottles of jam with her. She told her
daughter Consuelo to give their neighbor some vegetables and a bottle of strawberry jam. Consuelo went to their
neighbor's house and entered the gate. Suddenly, a dog leaped.

LESSON

I. OBJECTIVE
Write an ending to an incomplete story
138

Value: Thrifty, Industry
II. SUBJECT MATTER:
Writing an Ending to an Incomplete Story

References: PELC 8 (Writing); Developing Reading Power 5
Materials: charts, strips of manila paper and flashcards
1. Review:
Have the pupils read the following story then answer the questions that follow.
The Weather
The sun was shinning brightly. Under the heat of the sun the children were enjoying their game of
patintero. They didn't seen to mind the heat of the sun. several women were hanging clothes on the line. They
were very glad their clothes would dry fast under the sun..see page 155
1. What happed next?
a. there was a thunderstorm.
b. It rained a little
c. The sun shone again.
2. Drill:
Flashcards with verbs in their base form. Have the pupils read them then put each flashcard in the pocket
chart Then call a pupil to pick out one card, red the verb aloud, do its action, then give its present, past and
future forms.
Using semantic webbing, ask. pupils what they understand about the underlined word in each sentence.
a. My youngest brother is not yet of school age to study at Holy Infant Jesus Study Center.
4. Motivation:
What character trait of Dado led to the lost of his coconut shell bank? Why did you say so?
B. Lesson Proper:
1. Reading Activity:
a. What character trait of Dado led to the lost of his coconut shell bank? Why did you say so?
b. Who are the characters in the story?
What is the best ending to the incomplete story read? Write your answer: in a sheet of paper using correct
verb forms.
4. Generalization:
How do you write an ending to an incomplete story?
Select the letter of the correct answer.
1. Water ________ heat faster than air.
a. conduct
b. conducts
c. conducting
2. Sound waves ________ through the air
a. travel
b. travels
c. traveled
IV. EVALUATION:
Write an ending to the incomplete story below. Encourage them to evaluate each other using the checklist above.
The Lucky Puppy pp. 157
V. ASSIGNMENT:
Write an ending to the incomplete story below on a flag let shown. Amy's Doll pp. 157

LESSON

I. OBJECTIVE
II. SUBJECT MATTER:
Writing an Ending to an Incomplete Story

References: PELC 8 p.21 (Writing) PELC 7 p.18 (Speaking) Developing Reading Power 5
139

Materials: Charts
1. Review:
Write S if the sentence is simple, C if it is compound and CX if it is complex.
______ 1. I attended the debut party of Marianne.
______ 2. The Polio victim studied hard and he graduated with honors.
2. Drill:
Pick out the subject and predicate of the following sentences.
a. Plants make their own food.
b. Metals are good conductor of heat.
Give the meaning of the underlined words through context clues.
a. The maid does all the household chores for Mrs. Ramos who is very busy everyday.
1. helper 2. queen 3. nun
4. Motivation:
Why did Mrs. Lopez ask Chayong to throw away the cat she received as a birthday gift?
B. Presentation:
a. Why did Mrs. Lopez ask Chayong to throwaway the cat she received as a gift?
b. Who are the characters in the story?
Complete the situations read by writing 5 appropriate endings using variety of sentences.
4. Generalization:
How do you write an ending to an incomplete story?
Identify whether each sentence is a Simple, compound or complex sentence.
1. The cat silently get near the snake and bite it.
2. Mrs. Lopez was bitten by the snake.
IV. EVALUATION:
Group the class into three. Have them write an ending to the incomplete story posted on the board. Group 1 will
write an ending using simple sentences, Group 2 compound and Group 3 complex sentences. Then have a
representative to write their endings on the board. Encourage them to evaluate their answers using the following
checklist.
1. Is the first word in every sentence used starts with a capital letter?
2. Is the end of every sentence used correctly punctuated?
3. Is the form of the verbs used agrees with the subject in the sentences used?
V. ASSIGNMENT:
Write an ending to the incomplete story below using variety of sentences. Write your answer on a play fan as shown
below. One Hundred Peso Bill pp. 160

LESSON

I. OBJECTIVE
Identify descriptive words in sentences/paragraphs heard.

Value: Appreciation of the beauty of nature.

II. SUBJECT MATTER:
Identify descriptive words

References: English for Living and Learning V pp. 48 and 135 Fun in English 5 (LTX) p. 134
Materials: tape recorder/tapes strips of cartolina concrete objects
140

A. Pre-Reading Activity
Divide the class into two teams and conduct a name game contest.
1. What C _____ is big and strong; herbivore, useful and helpful to farmers in the field.
2. What V ______ are green and yellow, rich in vitamins and minerals; delicious; makes us strong and healthy?

B. Presentation:
1. First Paragraph:
I saw a tree. It grew along a brook. It was a nice brook.
2. Which is a better paragraph? Why do you say so? In which paragraph were you able to create more pictures?
Value Infusion:
Is there beauty in nature? Do you appreciate it?

3. Comprehensive Question:
What words describe the different body parts of the puppy? Have them write the descriptive words on the
board.

4. Analysis and Discussion
What are these words called? What do they do?

5. Generalization
How do we identify them?

6. Practice
a. Choose any object you have in your bag and write 3 or more sentences to describe it in paragraph form.

IV. EVALUATION:
(Teacher reads the paragraph. ask the pupils to write the descriptive words heard.)
One nice warm Saturday, Francis went fishing. He put on his old clothes and his fishing hat. Two other boys joined
him. Francis sat under a big tree near the riverbank. He dropped his line with a warm at the hook into the water. After
an hour, he caught eight round fat fish.

V. ASSIGNMENT:
Write a paragraph with 5 or more sentences describing an object you have lost or that you know very well. It maybe
a pet, a bicycle, or anything you wish to describe.

141

LESSON

I. OBJECTIVE
Identify action words in sentences/paragraphs heard.

Value: Kindness to animals

II. SUBJECT MATTER:
Identifying Action Words

References: Fun In English 5, Reading pp. 88; Science and Health 5 p. 168
Materials: pictures, chart

1. Action song Brother Emily
2. Review
Give words to describe yourself; your school, etc.

B. Presentation:
1. Unlocking of Difficult Words:
Teacher acts out the words/phrases in column A and give picture clues in column B. A pupil reads the
word.
A B
laid a bunch of hay sleigh
neighed hoofs
galloped bait
put out a fishing rod

2. Reading of the paragraph by the teacher; pupils listen. A Wonderful Day pp.162

3. Listening to comprehension questions:
a. What was Fred doing when a tall horse came?
b. What did the horse do?
Value Infusion:
Did Fred drive the horse away? How would you describe Fred?
4. Analysis and Discussion:
a. What do we call the words painting; neighed; galloped? Can they be acted out?
5. Oral Practice:
Shown a picture of action words, a pupil picks out one and talk about what is in the picture.
6. Generalization:
How do we identify an action word?
7. Practice:
Here are some cost-saving tips. Point out the action words.
a. We iron clothes once or twice a week. In the last few minutes of ironing, switch off the device.
b. When cooking, place a pot that suits the size of the stove. When water boils, switch the stove to low.
Prepare all ingredients needed in cooking.
IV. EVALUATION:
Have the pupils listen to the following sentences. Ask them to pick out the action word/words in each sentence.
1. Nowadays, Filipino women wear pants.
2. May Filipinas go abroad and work there.
3. They earn money and send it to their families.
V. ASSIGNMENT:
Write a paragraph on what you do on week-ends. Underline the action words.

LESSON

I. OBJECTIVE
Use words that describes places
142

Value: Appreciation of the beautiful Philippine Sceneries

II. SUBJECT MATTER:
Using Adjectives

References: Grammar and Composition pp. 560 Skillbook in English pp.18 Health Grammar and Composition pp.
321-23

1. Review:Select the correct adjective in the parenthesis.
1. My sister is a _______ dancer. (Playful, graceful. Peaceful)
2. Her answers were _________. (sensible, durable, careful)

2. Vocabulary Development
If you have access to an overhead projector and some good color acetates, project a beautiful striking
Philippine scenery.
Example:
Mt. Mayon, Pagsanjan Falls, Boracay, etc.

B. During Writing:
Write a descriptive paragraph about Philippine scene projected showed. Use the adjectives in the board.

C. Post Writing:
1. Ask the pupils to share their works with classmates in peer-editing groups. Have the pupils discover ambiguities
and imprecise wording in their writing (Pupi1ls can encourage each other by telling why specific word chores
are particularly effective)
2. How do we write descriptive paragraph?

IV. EVALUATION:
Toy to collect enough good color photographs of places from magazines so that each pupil can have his or her own
scene to write about. Tell them to write a descriptive paragraph using the photograph given them as the subject.

V. ASSIGNMENT:
Ask the pupils to find- and bring to class several examples of well-written descriptive paragraphs that particularly
appeal to them. have pupils read some of these aloud. Lead the pupils in trying to determine what makes these
paragraphs particularly effective.

LESSON

I. OBJECTIVE
Inferring traits of character from a selection read
Value: Bravery
II. SUBJECT MATTER:
Inferring Traits of Character

143

References: PELC 7, Fun in English 5 pp. 14-19 Skills Builders in English 5 p. 115
Materials: Cut-outs, pictures
1. Review
Read how Dona describes her favorite story character.
Who is Dona's favorite character?
What are the descriptive words used by Dona?
2. Unlocking Difficulties:
Choose the meaning of the underline words in the following phrases from the groups of words in the box.
Swore a solemn oath
fell sick of a great malady
lords and gentlemen
a tournament should be held
3. Motivation:
Do you want to be a king/queen? Why?
4. Motive question:
How did Arthur prove that he was the rightful king of England?
B. Reading Proper:
1. Reading Arthur Wins the Sword pp.166
2. Comprehension Question:
1. Answering the motive question.
2. Why did Merlin nor proclaim Prince Arthur King when the father died?
3. Who was proclaimed king? How did he prove he deserve it?
C. Developing Skills:
Describe the following characters from the selection. What trait is shown by them?
1. King Uther Pendragon 4. Archbishop
2. Merlin 5. Sir Kay
3. Sir Ecter
D. Generalization:
How do we infer traits of a character
E. Practice Exercises:
What trait is shown in each situation? Choose from the box below. Write your answer on a separate sheet.
1. A boy lending a hand to an old woman who is crossing the bridge.
2. A man welcoming a stranger to his parlor.
IV. EVALUATION:
Identify the trait of the character in each selection. select the letter of the correct answer.
1. Robin Garcia, the boy hero of Cabanatuan died saving his classmate and friend after a killer earthquake brought
their school building down to the grounds. Robin Garcia was _______
a. coward b. brave c. industrious
V. ASSIGNMENT:
Which trait listed in the box is illustrated in each statement below?
Brave hardworking Friendly Loyal intelligent honest

1. Dr. Fox lived with the Tirurays in Cotabato. He learned to speak their dialect. He went as far as making a blood
compact with one of the chiefs.
2. Dr. Fox is credited for the diggings in Palawan and in other parts of the country where he hoped to uncover hidden
treasures. He published all his findings in books and magazines for worldwide circulation.

LESSON

I. OBJECTIVE
Infer the general mood of expression in a selection

Value: Kindness

II. SUBJECT MATTER:
Inferring General Mood of Expression

References: English for living and learning pp. 124-125 Skill Builders for Efficient Reading V pp. 36-37 Growing in
English 5 Reading pp. 209-212
144

Materials: Dictionary

1. Drill:
Make new words by changing the beginning consonant with a consonant blend.
Example: Sick - chick, prick, trick
1. hop 2. ring 3. farm 4. tip 5. hand

B. Presentation:
1. Motivation:
Do you have a best friend? For instance he/she gets sick, what will you feel?

2. Unlocking Difficulties:
Have the pupils look for the meaning of the words using the dictionary (Pre-assignment)
1. diety 4. sacrifice
2. bountiful 5. maiden
3. chanting

3. Comprehension check-up:
1. Who was the goddess of harvest.
2. What was the purpose of the people in holding a harvest festival for Ogassi?

C. Generalization:
What are the different moods of expression?

What mood is expressed in the following paragraphs/sentences.
1. "It breaks my heart to see you very ill/' said Auring to her sick daughter.
a. Auring was afraid
b. Auring was very sad
c. Auring was angry

IV. EVALUATION:
Infer the general mood of the following paragraph/situation. Choose the words from the box below.
1. Your younger brother is playing with other children in the park. After a while, you do not see him anymore. You look
for him everywhere but you cannot find him. You think of checking him next with policeman.

V. ASSIGNMENT:
Write a short paragraph on one of the following topics. Use as many adjectives describing your feelings.
1. The Town Fiesta of San Marcelino
2. My Unforgettable Experience

LESSON

I. OBJECTIVE
Use the positive form of adjectives

Value: Taking pride in the contributions of the Filipinos in cultural, technical and scientific fiels

II. SUBJECT MATTER:

References: Fun In English 5 pp. 140-141
Materials: charts, pictures of Filipino achievers

/f/
145

Flow flatter food flesh
fluid flash float

2. Review:
Read the sentences and tell what kind of adjectives the underlined words are.
1. There are twenty-three islands in the Hawaiian group.
2. The large islands of Hawaii is famous for its sugar.
3. Motivation:
Show pictures of Filipino achievers. Do you know these people shown on the picture?
4. Presentation:
Have the pupils turn to p. 140 of text Fun in English 5.
a. What is the speech about?
b. Who are the persons cited by the speaker as the country's pride?
What are the adjectives in the phrases? How about the noun?
a. Rafael Nepomuceno is the only athlete in the word to win four world cup championship.
b. Leah Salonga, a world class singer and stage actress has put the Philippines on the world map.
7. Show a Filipino hero. Let the pupils choose one of the pictures and tell something about it using the positive
form of adjective.
8. Generalization:
Positive form of adjective is used to describe one person, place or thing or one group of persons, places or
things.

9. Give an adjective to describe each noun below. Then use the phrases in sentences.
a. island c. athlete e. work
b. country d. employee
IV. EVALUATION:
1. Think of a Filipino achiever. Write a paragraph describing this person.
2. Write sentences using the adjectives to describe the nouns listed below.
a. Leader
b. Scientist
c. Player
d. Writer
e. Boxer
V. ASSIGNMENT:
In your community there are also people whom you can be proud of. Write a short paragraph describing this
person.

LESSON

I. OBJECTIVE
Use the comparative form of adjectives

Value: Joy of sharing

II. SUBJECT MATTER:
Comparative Form of Adjective Diary Entry

References: PELC 6 Fun In English 5 TM pp. 123-124 Science and Health 5 pp. 84-85
Materials: cut-outs, charts

1. Review:
Identify the descriptive words used in the paragraph below.
Fishes are adapted to a life in the water. Their smooth bodies allow them to glide through the water. Fishes
living in deep, cold water are protected by large, thick scales. Fishes living in shallow water have smaller and
thinner scales.
146

What are the descriptive words used in the paragraph?

2. Motivation:
Do you have a diary? What do you write in your diary?

B. Lesson Proper:
1. Who wrote the diary entries?
2. When did she write the entries?
3. What was the first entry in her diary about?
3. Oral Practice:
Give the comparative form of each adjectives and use it in a sentence.
1. fine 4. skillful
2. new 5. curly
3. exciting

4. Generalization:
How do we use the comparative form of adjective?
How do we form the comparative degree of adjective?

IV. EVALUATION:
Choose the correct adjective to complete each sentence. Write the letter only.
1. Mongo plants grow (a. fast b. faster c. more faster) than eggplants.
2. Can you stay underwater (a. longer b. long c. more long ) than I?

V. ASSIGNMENT:
Write the comparative form of the following adjectives and use them in sentences.
1. vigorously 4. loud
2. hard 5. slow
3. brilliantly

147

LESSON

I. OBJECTIVE
Use the superlative form of adjective

Value: Friendliness

II. SUBJECT MATTER:
Using the Superlative Degree

References: Growing in English 5 (language) pp. 215-220
Materials: pictures of places and people

1. Presentation:
Listen as one of your classmates reads the poem. On Winning Friends pp.175

2. Speaking:
A. Discussion about the poem listened to.
1. How can you win friends?
2. In your opinion, what is the best way to win friends?

B. Comparison and abstraction:
1. How are the adjectives formed in the superlative degree in a? b? c?
2. What does the superlative degree show?

C. Generalization:
Let pupils discover that adjectives have three degrees of comparison the positive, comparative and
superlative. The superlative degree shows comparison of three or more persons, places or things.

IV. EVALUATION:
Write a paragraph describing your best friend. Use adjectives in the superlative form.

V. ASSIGNMENT:
Write five adjectives to describe each noun below. Use as many different kinds of adjectives in the superlative form.
1. artist
2. writer
3. player
4. boxer
5. mother
Choose a noun above and write a short paragraph using the adjectives you have been given.

148

LESSON

I. OBJECTIVE
Identify the correct forms of adjectives in sentences

Value: Abiding by the rules of a game

II. SUBJECT MATTER:

References: PELC 7, Listening, p. 21; Developing Reading Power, p. 160; Fun In English 5, Reading pp. 119-120
Materials: Flip chart

1. Playing the adjective game
Divide the class into 2 groups. The teacher will give a noun. Each number of the group gives an adjective
beginning with letter a to describe the noun. As soon as a member of a team. Says a. word, teacher changes the
letter to b and so on. The group with the most points wins.

1. Motivation:
Have you gone to a sari-sari store? What do you see there?

2. Presentation:
Read the paragraphs about sarisari store and supermarket. Aling Tinay's sari-sari store isn't the biggest
store in my barangay, but it is the friendliest. Most store owners don't throw the names of their customers but
Aling Tinay knows the likes and dislikes of some of her customers. Aling Tinay and her husbands are the
friendliest people in town and their store is the busiest.

1. Why are there still so many sari-sari stores in a neighborhood despite the size of a big supermarkets?

1. What words describes Aling Tinay's Store?
2. How many other stores is it compared with?

5. Generalization:
The positive form of an adjective is used to describe one person, place or thing or only one group of
person, places or things.
The comparative form of adjectives expresses the difference between a person, place or thing. We shout
this by adding er to the adjective followed by than, with more adjective and than or with less and adjective and
than.

IV. EVALUATION:
Use the correct form of adjectives in the parenthesis.
1. If you live in Wyndham in Western Australia, you would get used to the (hot) __ weather. The temperature is
over 32C on almost everyday of the year. It is nearly as hot as the (hot) ___ temperature ever recorded in Britain
which is 36.8C.
V. ASSIGNMENT:
Pretend that you are a TV commercials model promoting a product. Make your own commercial to make people
eat, drink or use the product. Here are some products to promote. Use the different forms of adjective.
Bright Smile Toothpaste
Smooth Pens
Around the clock juice
Dream Bed
Get-Well Cough Syrup

LESSON

149

I. Objective:
Evaluate and make judgments on paragraphs heard
Get Information on Paragraphs heard.
Values: Valuing the New Technology
II. Subject Matter:
Evaluating and Making Judgments on Paragraphs Heard
References: BEC 10, p.22
Developing Power, p. 82
Materials: Chart
III. Procedure
Words with le sounded as/e/
weight freight Reindeer
eight Sleigh neigh
2. Spelling:
wrapper wrist dye mist
3. Review:
What do you call the group of words that express a complete thought or idea? How about the group of sentences that
develop one topic or thought?
4. Motivation: How do you reach far places?
B. Lesson Proper:
1. Introduction:
We already know that a paragraph is bundle of sentences that stay together because they develop one thought or
topic. Today we are going to learn how to evaluate a paragraph heard.
2. Discussion:
How do you people travel?
What do people use when they travel on land? Water?
3. Analysis:
From the paragraph heard, what do you say about the sentences?
Do the sentences tell about one topic? Are they will tied-up?
4. Generalization:
How do you evaluate paragraphs heard? ( Topic, sentences, title)
Listen to the paragraph and be able to judge it after your classmate read it. Tell something about the title, topic and
the sentences of the paragraph.
Bicycle Rides TM. pp.179
IV. Evaluation:
Listen to the paragraph. Select the letter of the correct answer.

Grandfather's Farm
Grandfather's Farm has many interesting animals on his farm. He is proud of his barge flock of white chickens. In a pond nearby,
swim a cozen of fat fellow bucks. Little black price white spotted pigs root in the mud keep cool. Grandfather's big pea tractor is pride
and joy. His beautiful chestnut brown mare name? Neil. Neil is quire gentle Grandfather's often let rile ride over the farm.

1. What is the main idea of the paragraph?
a. Grandfather often let me ride over the farm.
b. Grandfather has many interesting animals on his farm.
c. He is proud of his large flock of white chickens.
2. The paragraph has sentences which are
a. correctly stated
b. arranged in logical order
c. arranged in logical order but there is one sentence which should be included in the paragraph.
V. Assignment:
Listen to the paragraph and be able to answer the questions below.
The Owl
The owl looks wise because he sits upright. He has a big head and two big eyes in front of his head like those of a person. He
looks at you both eyes which be often blinks. He looks as if can read your thoughts.
1. Why do owls look wise?
2. Are the sentences of the paragraph arranged logically?
3. What is the main topic of the paragraph?
4. What is the title of the paragraph?
5. What information do you get from the paragraph?

LESSON
I. Objective:
Evaluate and make judgments on paragraphs heard.
150

Identify facts and opinion on selections heard.
Values: Courage and Bravery
II. Subject Matter:
Evaluating facts and Opinions
References: BEC 10.1, p. 22
Developing Power 5, p.74
References: Copies of stories
Cassette Recorder
III. Procedure
Words with silent w
wrong write wrote wrapper wrap
2. Spelling:
Pestles nestle climb washable
4. Review:
What are the important things to remember to have a good paragraph?
How do you evaluate a good paragraph?
5. Unlocking of difficulties through action and actual demonstration.
a. Stay behind a pupil when I say: "I am behind Jose."
b. I saw a rat under the table. It is frightened. (show through action)
c. I heard a strange noise in the middle of the night.
B. Lesson Proper:
1. Introduction: Listen attentively to the story as I Play in the cassette recorder.
The Strange Noise
2. Discussion:
What strange noise did the children hear?
Where did the story happen?
Who are the main characters of the story? Secondary characters?
3. Analysis:
Does the story have a title that readers' interest?
Does the title hint the story's ending?
Does the story visualize the story characters and setting?
4. Generalization:
What are the parts of a story?
How can you distinguish a fact from an opinion?
Have the pupils listen to the story " The Little Visitor" and ask them to answer the questions that follow.
A. Choose the letter of the correct answer. . The story happens
1. The story happens
a. in a dining room
b. in the bedroom of Lucy's mother
c. at Lucy's bedroom
2. The main characters of the story are
a. Lucy and father
b. Lucy and her baby sister
c. Lucy and mouse
IV. Evaluation:
Listen attentively then answer the questions after it.
The Choice TM. pp.182
A. Choose the letter of the correct answer.
1. Where did the story happen?
a. in Guiramas Island
b. in Shibut Island
c. in Panay Island
2. Who are the main character of the story?
a. Princess Urduja and a prince
b. Princess Diana and Prince Charles
c. Princess Tarhata, Abdullah and Jikiri
V. Assignment:
Listen to some bedtime stories. Try to evaluate the setting, characters, plot, ending, title and the whole story.
151

LESSON
I. Objective:
Sequence events in the story listened to through groups of sentences
Values: Helpfulness
II. Subject Matter:
Inferring Traits of characters
References: BEC-PELC - Speaking 10 Story: Porky the Greedy Pig
Stairways to English Skillbook 4 By Palabay and Alberto p. 130
III. Procedure
Pronounce the following words correctly.
die dye
buy by
week weak
2. Spelling:
government succeed puddling pastries
4. Review:
Tell whether the following sentences are facts or opinions.
a. Tuberculosis is a communicable disease.
b. Trees prevent flood.
c. Our government officials are dishonest and corrupt.
5. Unlocking of difficulties through context clues
A three month old child is still a bud.
There are lots of goodies sold in the bakery.
6. Motivation:
How do you know that a certain plant is growing?
7. Motive Question:
What are the changes that a girl notices in herself, as he grows older?
B. Lesson Proper:
1. Reading of the poem by the teacher while the pupils listen.
Am I the Some Girl? TM. pp. 184
How old is the girl in the poem?
What things did she use to do?
To what did the girl compare herself before? Now? Do we need to love them?
3. Analysis/Discussion:
How many stanzas does the poem have?
How many lines are there in each stanza?
Did the writer of the poem use the exact words?
Does the poem state the main idea? What is the main idea?
4. Generalization:
How do you evaluate a good poem heard?
How do you give opinions on poems heard?
The teacher will call a good reader to read the poem.
Tree Climber TM. pp. 184
Select the letter of the correct answer.
1. What is the hobby of the child in the poem?
a. tree climber
b. tree planter
c. tree cutter
2. How many stanzas does the poem have?
a. one
b. two
c. there
IV. Evaluation:
Listen to the poem and answer the question that follow.
Counting the Rain TM. pp. 185
1. The child is talking to his
a. father b. mother c. sister
2. The rain nestles in the
a. dream b. stream c. brook
3. The poem has stanzas.
a. one b. two c. three
4. The main idea of the poem is
a. Counting the bush
b. Counting the heroes
152

c. Counting the rain

V. Assignment:
Look for a picture and write a simple poem about it. Recite it with your seatmate and let him/her evaluate your poem. Give two
opinions also regarding the idea of the writer.

LESSON
I. Objective:
153

Use adverbs of manner in sentences
Values: Good Behavior
II. Subject Matter:
Adverbs of Manner
English for Living and Learning, Language V, pp. 110-113;
English for Filipino Children V, pp.158-160;
Fun in English, Language V, pp. 208-210
III. Procedure
1. Review:
Answer the following questions. The adverbs of place given below will help you answer them.
Follow the model.
Where did they go?
They went there.
to the grocery store
in the basketball court
to a movie in the yard to church
a. Where do you go on Sunday?
b. Where do you stay during rainy days?
c. Where did mother go this morning?
2. Motivation:
Do you have friends in school? How do you describe her/him?
B. Presentation:
1. Here is a short story about two good friends. Have a pupil read orally.
Norma and Alice are good friends but hey have different attitudes. Norma is a good girl. She works quietly. She listens
attentively to her teacher. She also writes legibly. Alice is a naughty girl. She works nosily. She talks loudly in her seat. She
writes carelessly.
a. What kind of girl is Norma? Alice?
b. How does Norma work? How about Alice?
c. Who listens attentively to her teacher?
a. What are the words that tell how Norma works? listens? writes?
b. What are the words that tell how Alice works? talks? writes?
c. Read the following sentences.
1. Norma works quietly. 3. She writes legibly.
2. She listens attentively.
4. Generalization:
What are adverbs of manner?
a. Guided Practice:
Read the following questions carefully, then answer them in complete sentences.
Ex. How do polite children answer?
a. How does a careless person work?
b. How does a nervous child recite?
c. How do careful children read?
Select an appropriate adverb of manner to complete the sentence.
gently carefully angrily silently effectively
1. The typist did her job ____________.
2. The mother kisses her crying baby _____________.
3. The new pupil entered the room _____________.
IV. Evaluation:
Use the adverb form of the word given in parenthesis correctly to complete the sentences below.
1. He fought for his people ______. (brave)
2. Rhodora looked at the picture of her father . (close)
3. The artist made the design_______. (careful)
4. The child went with the stranger ______. (willing)
5. We reached the house before it rained _____. (heavy)
V. Assignment:
Rewrite the following sentences using the adverb form of the word in parenthesis correctly.
1. Nilo limped across the room. (painful)
2. He deals with his fellows. (kind)
3. We drove to the side when we had a flat tire. (slow)

154

LESSON
LESSON
I. Objective:
Report accurately news broadcast heard.
Values: Giving accurate news broadcast
II. Subject Matter:
Reporting News Broadcast Heard
References: Lesson Plan 5, p. 107
Materials: chart, pocket chart, flashcards
III. Procedure
1. Drill:
Pick out words that can best describe a birthday party. Then match the word with the given nouns.
1. colorful a. food
2. delicious b. party
3. wonderful c. balloons
4. enjoyable d. cake
5. beautiful e. games
2. Review:
Report the following direct discourse into indirect discourse.
1. Mother tells Jack. "Go and fetch the cow from the shed."
2. Mother said, "Sell the cow at the market, Jack."
3. A stranger said, "Jack exchange your cow for these nice beans."
Pick out from the given list of words which is referred to in underlined word or phrase.
Dreaded divested heightensnews broadcast board
1. My favorite radio announcer gives the latest information on the plunder case of ex-President Joseph Estrada.
4. Motivation:
Have you heard Corina Sanchez, Aljo Bendejo, Noli de Castro and Mel Tiangco giving newsbroadcast? Who is your
favorite broadcaster?
5. Unlocking of difficulties through action and actual demonstration.
B. Presentation:
1. Listen to these newsboards. One of the pupils reads the information aloud.
2. Discussion Questions:
- What is the newsbroadcast about?
- Where did the incident happen?
- When did it happen?
- How did the Kuratog Baleleng gand hold up the man?
3. Generalization:
How do you report newsbroadcast. Tell them to listen and give a report of what the heard after words.
IV. Evaluation:
Listen to this broadcast. Make a report using the simple form of verb of what you heard.
1. The announcer of the local radio station heard.
The municipal government is imposing a curfew hour for minors under 18 years old of age and imposing penalties for its
violation as per Regulatory Ordinance No. 97-95. The implementation of the ordinance shall take effect on Monday, November
18, 2002.
V. Assignment:
Listen to a news broadcast over the radio or T.V. and make a report about it.

LESSON
155

LESSON

I. Objective:
Change questions from direct to indirect discourse or vice versa

Values: Love for Animals
II. Subject Matter:
Changing Questions from Direct to Indirect Discourse or vice versa

References: PELC 11.1, P. 22
English for Filipino Children 5, pp. 296-297
Materials: pictures
III. Procedure
1. Review:
Change the following sentences from direct to indirect speech.
a. Liza said, "My aunt loves her pet very much."
b. Albert says, "Puppies are usually playful."
c. "Your pet frog looks scary," Helen pointed out to Noel.
Everybody loves to do something enjoyable and interesting during his free time. At times when you are not busy with
work or study, you collect things, play games or just do anything you enjoy. A thing that you enjoy doing when you are free
is called a hobby. Do you have a hobby? Which one is the pictures is your hobby? In the dialog, Let's find out what is the
hobby of Nestor. What was Nestor's pet?
B. Presentation:
1. Have the pupils listen to the dialog.
a. Answering the motive question What was Nestor's pet?
b. Who gave Nestor the dove? - Where is he now?
- Who feeds Nestor's dove?
- How did Nestor introduce his pet dove to his classmates?
- What did Fides say about Winnie's feathers?
- What did Ramon ask Nestor?
3. Discussion:
1. What questions were asked in the dialogue?
(The teacher writes the answers on the board.)

2. If you were to report what each speaker said, how would you do it?
a. Ramon asked where Nestor got the dove.
b. Anton asked if they can invite Nestor to talk about his hobby.
4. Generalization:
How do you change questions from direct to indirect discourse?
A. Change the following questions to indirect quotation.
1. "Did you see the parade?" he asked.
2. "Are you coming with us?" asked 'mother.
3. "Do you like mangoes?" she asked.
B. Change the following indirect quotation to direct quotation.
1. Ramon asked the class who will clean the room.
2. Lucita wanted to know if there will be classes tomorrow.
3. Mother asked if I was hungry.
IV. Evaluation:
Change the following questions to indirect quotation.
1. "Where are you going?" asked Miss Cruz.
2. Did you hear the question?" asked the girls.
3. "Are we going to the library?" they asked.

V. Assignment:
A big crowd gathered in front of the school building. Antonio was curious to know what was happening. Berting, his classmate
was crying. He listened and reported what he heard from his classmate. Here's what he heard.
1. The principal inquired, "What did you do at recess time?"
2. "What happened after taking your snacks?" asked the teacher.
3. "Why did Jose hit you?" asked the principal.
4. Mr. Sevilla asked, "Where did Jose come from?"
5. The guidance counselor asked, "Who saw what happened?"

NGLISH V
LESSON
156

I. Objective:
Draw conclusions on information given in paragraphs read
Values: Preservation and Appreciation
II. Subject Matter:
Drawing Conclusions on Information Given in Paragraphs Read
References: BEC 10, p. 22
Developing Reading Power, p. 77
Materials: chart
III. Procedure
Words with /u/ sound
brook cook
look school
hook pool
2. Spelling:
4. Review:
Change the words inside the parenthesis into adverbs.
a. Flora was so weak she could (hard) stand.
b. Aurora sings (beautiful)
c. Leo (immediate) went to the hospital.
5. Motivation:
What do we get from nature? Should be thankful for the things we benefit from nature? What should we do in return?
B. Lesson Proper:
1. Read the paragraph.
Water provides fluid for our body. It helps in the digestion and absorption of our food. It helps in carrying nutrients to
our cells and in throwing waste materials away. It always serves as a lubricant in our tears, our saliva and the fluid in our
joints. It helps regulate our body temperature. It helps build our body tissues.
2. Discussion:
What is the selection about?
How does water helps our body?
3. Analysis:
Which of the following conclusions we can draw based on the paragraph read?
a. Water is very important to us. We should always drink water.
b. Without water, worn out tissues on our body will not easily be repaired.
What do we call sentence a and b?
How are he conclusions drawn? What is a conclusion?
What are the underlined words in a and b?
4. Generalization:
What is a conclusion? How can you make appropriate and justifiable conclusions on information given?
a. Read the . paragraph. Write A if the sentence states a justifiable conclusion and B if it does not.
Rico and Ted were in the forest to hunt for birds. They had already walked a mile when they heard a cry of an
animal. Quickly they hid behind a big tree and waited for the animal to come out in view. They were surprised when a
wild bear moved behind them.
_______ Rico and Ted are professional hunters.
_______ Rico and Ted never hunt animals.
_______ They hardly hunt a bird.
IV. Evaluation:
Read the paragraph. Give justifiable conclusions after reading it. Use adverbs of manner and frequency correctly.
Heat is responsible for the occurrence of the water cycle. Without heat, water cannot be changed into water vapor. Without
heat, we will not have beautiful clouds, which fall to us as rain. At home, we dry our clothes, cook our food and keep our room by
using heat.

V. Assignment:
Draw conclusions about the paragraph. Use the adverbs of manner and frequency in writing conclusions.
Colds caused a virus spread fast. The germs that thrive in the patient's nose and throat make him sneeze or cough. The moisture
and the air that go out when we sneezes are full of germs. Hence anyone near the patient easily catches the germs by inhaling them.

157

LESSON
LESSON

I. Objective:
Draw a conclusion based on information given in stories read

Values: Being brave and courages
II. Subject Matter:
Drawing Conclusion
Materials: copy of the story
III. Learning Activities
1. Review:
Read the selection. Choose the letter of the appropriate inference on the trait of the character.
a. Mario, the leader of the group, saw his members exhausted and weak. He stopped walking and told his members to
stop and rest.
1. fearful 3. considerate
2. determined
Choose the meaning of the underlined words form the given choices.
a. It is really strange to see an old man sleeping in the forest.
1. common 3. unusual
2. usual
Have you been in the woods? What s would you do if you see a strange looking , creature in the middle of the woods?
B. Presentation:
1. Have the pupils read the following story: Best in the Field..pp.193
C. Analysis/Discussion:
- Who saw the old man?
- What is the old man doing?
- How did the woodcutter feel?
Valuing:
If you were the woodcutter, would you do the same thing also? What trait is shown here? Is this a good trait? Why?
D. Generalization:
How do you draw conclusions based on information given in the story read.
1. Guided Exercises:
Group the pupils into four. Each group will he given a paragraph which tells a story. From the story, the group will draw
conclusion based from the given questions. Then, they will write the ending of the story to complete it.
1st story:
One day, Ramon was very active in class. He talked to his seatmates. He walked around. He teased the girls. Then,, his
teacher called him to the table. When he returned to his seat, he was very quiet.
Question:
Draw conclusion from that incident.
- What do you think was the dialog between the teacher and Ramon?
IV. Evaluation:
Read the story below, then draw conclusion by answering the question that follows. Write also the ending of the story to
complete it.
The Christmas tree glittered with bright balls and electric lights. The gifts under the tree were tied with colored ribbon. Nilo
touched a big box wrapped in a yellow and blue paper. "I bet this is a volleyball for me", he thought.
It was Christmas day and Nilo was sad.
Question: Draw conclusions from the reaction of Nilo. Why was he sad?

V. Assignment:
Read each story below. Answer the question that follows. Write the ending of the story.
Rey's fever was very high. Mama put an ice cap on his forehead. She patted alcohol on his body. She prayed. Rey opened his eyes and
looked at Mama. She felt his neck and suddenly she smiled joyfully?

Question: Why do you think Rey's mother felt glad?

LESSON
158

LESSON

I. Objective:
Use the words well, fast, hard, early and late as an adjective and as adverb.
Tell when a word is used as an adjective or an adverb.
Write the words that can function as adjectives and adverbs
Values: Helpfulness
II. Subject Matter:
Words that can Function as Adjectives and Adverbs
References: PELC, 10.2 p. 57
Fun in English Language 5, pp. 230-231
III. Procedure
1. Review:
Underline the adverbs in each of the sentences below. Tell if it is an adverb of manner or adverb of frequency.
a. The visitors will arrive soon.
b. We seldom met our aunt who is working abroad.
c. The driver drives the car carefully.
2. Motivation:
What does your father do to earn a living? Does your mother help him? What does your mother do to help him?
B. Lesson Proper:
1. Mrs. Cruz is a single parent Read what she does to support her children.
Mrs. Cruz is a single parent. She has two children: Noel and Liza. Both of them go to school. Mrs. Cruz works in a
factory. As a working mother, she is an early riser. She wakes up early t cook breakfast and to clean the house before going
to work. She is a fast worker. She works fast even if her supervisor is not around. She is also a hard worker. She
a. What is the work of Mrs. Cruz?
b. Why does she wake-up early?
c. What kind of a worker is she?
Read the sentences that ell about Mrs. Cruz
a. She is an early riser
She wakes up early to cook breakfast.
b. She is fast worker.
She works fast even if her supervisor is not around.
4. Generalization:
When do we say that a word is used as an adjective? As an adverb?
a. Guided Practice:
1. Flash the cards containing the following phrases. Call individual pupils to use them in sentences.
Early morning fast runner
Get to church early runs fast
Hart work late in the afternoon
Tell weather the underlined word is an adjective or an adverb.
1. It was an early April morning when we first met.
2. Go to bed early so you would have adequate sleep.
IV. Evaluation:
Use the following words both as an adjective and as an adverb.
1. late 2. early 3. fast
V. Assignment:
Use the words well, good and hard both as an adjective and as an adverb.
Colds caused a virus spread fast. The germs that

LESSON
159

LESSON
I. Objective:
Use the words high, low, slow and good as an adjective and as adverb
Values: Good study habit
II. Subject Matter:
Words that can Function as Adjectives and Adverbs
References: PELC, 10.2, p. 57
Skillbook in English 5, pp. 9799
III. Procedure
1. Review:
Tell whether the underlined word is an adjective or an adverb.
a. Diamond is a hard stone.
b. Melinda studies hard everyday.
c. Lydia de Vega runs fast.
2. Motivation:
Do you make your assignment everyday? Who helps you make your assignment? Why do you have to make your
assignment?
B. Presentation:
1. Here is a paragraph about Melinda who is a grade five pupil like you. (Call on a pupil to read the paragraph.)
Melinda is a grade five pupils at San Ramon Elementary School. She is a studious girl. She studies her lessons everyday.
She always gets high score in the test. Her grade in English is always high. She never gets low in an English test. Whenever
her teacher asks her a question she answers in a low voice. She is also a good reader. She often makes good in the oral
reading test. Surely, Melina will be a successful student someday.
a. What kind of a pupil is Melinda?
b. Why do you say that she is studious?
c. How does she answer her teacher?
Read the sentences taken from the paragraph.
a. She always gets high score in the test. Her grade in English is always high.
b. She never gets low in an English test. She answers in a low voice.
c. She is also a good reader.
She often makes good in the oral reading test.
4. Generalization:
When do we say that a word is used as an adjective? as an adverb?
a. Guided Practice:
Tell weather the underlined words are used as an adjective or an adverb.
1. The announcer has a clear and loud voice.
2. The teacher speaks loud whenever he talks in a big crowd.
3. Ana is a slow reader.
b. Independent:
Encircle the word that is used as an adjective and underline the word that is used as an adverb.
1. The high fence of error in the rest was quite high.
2. The frequency of error in the test was quite high.
3. Shirley has a low pitch.
IV. Evaluation:
Use the following words as an adjectives and as an adverbs.
1. high 2. loud 3. low
V. Assignment:
Tell weather the underlined word is used as an adjective or an adverb.
1. Draw a straight line on the board.
2. The man walk straight.
3. The supervisor conducts a monthly visit to our school.

LESSON
LESSON

I. Objective:
160

Respond in writing based on the result of an observation
Draw conclusion based from the observation made
Values: Care for animals
II. Subject Matter:
Writing Based on the Result of an Observation
References: PELC 110 (Writing)
Materials: live spiders/illustrations of spider
III. Learning Activities:
1. Drill/Review:
Look around! What do you observe? What do you see? What do you hear? Smell Feel?
2. Motivation:
What are observations? What senses are involved when you observe?
B. Presentation:
Show a live spider to pupils and make an observation about it.
(You can also show illustrations of spiders to aid the pupils in the observation process.)
Below are guide questions which may also be given to pupils. Questions will help the pupils in making the necessary
observations. Following the question is the possible answer or the observation by the pupils.
a. Are spiders insects? No, because they have eight legs but they have no feelers or wings.
b. How many divisions are there in the body of the spider? There are two divisions.
c. How many divisions are there in the body of insect? How many legs do they have?
C. Analysis/Discussion:
a. What animal is being observed?
b. What are the observations made?
c. How do the insects differ from the spiders?
Valuing:
Are spiders useful animals? In what way they become useful to us? What should you do when you see other children
catching spiders?
(Refer to the written output)
a. What is the write up about?
b. Are all the sentences based on the result of the observation?
c. Do all the sentences tell about the spider?
D. Generalization:
How do you respond in writing based on the result of an observation?
Recall observations you make about plants and flowers. Respond in writing based on the observations.
Draw conclusions based from the observations
You may also include adverbs of manner and frequency in writing
IV. Evaluation:
Peer Editing Checklist
1. Oral Reading of the group (Written by the group)
2. Proofreading
2.1 Content
2.2 Mechanics capitalization, indention, punctuation
2.3 Organization
V. Assignment:
Rewrite the corrected output. (Follow the guidelines.)

161

LESSON
LESSON

I. Objective:
Report accurately information heard
Transform direct to indirect discourse
Write reported statements in paragraph form
Values: Accuracy
II. Subject Matter:
Reporting Information Heard

References: BEC Language 6 pp. 25-30 Lesson Plan 5 pp. 345-355
Materials: chart
III. Procedure
1. Drill:
Below are group of words. Find the word in Group B that rhyme with Group A. Write the letter opposite the word.
Group A Group B
1. sky a. own
2. care b. shoe
3. tame c. some
4. blue d. fly
5. deep e. bare
6. enjoy f. fade
7. alone g. instant
8. shade h. dame
9. pleasant i. sleep
10. blossom j. boy
2. Review:
Listen to this announcement and answer the questions that follow.
Notice to All Pupils

The games between Zone 1 and Zone 2 will be held at the barangay plaza.
Games will start at 1:00 o'clock this after noon.
Please be at the playground on time.
The Principal
1. What will be held?
2. Who will play the game?
3. Where will it start?
4. Who made the announcement?
B. Presentation:
1. Ask three pupils to act out the dialogue. Listen to the following conversation.
2. Discussion:
Myrna reported the information she heard over the radio.
1. What did the reporter say?
2. How did Myrna report what the radio announcer said?
3. What did Myrna say?
a. In reporting information heard, what expressions did Myrna and Lorie use?
The announcer said that -
Myrna said that -
b. Is t - information given accurate? What happens if wrong information is given?
c. Give your report on the information heard.
4. Generalization:
How do you report information heard?
You heard what some persons said. Report the information heard.
1. While in the park. She said, The weather will be fair with occasional rain and thunderstorms in the afternoon.
2. In the school after class, Fernan complains, Nobody helped me clean the room.

IV. Evaluation:
You heard what these people say. Report information heard.
1. The fairy godmother answered, "Be sure to go home before the clock strikes twelve, Cinderella."
2. Prince Charming asks Cinderella, "Tell me your name."
3. The King commanded his soldiers, "Find the girl whose foot fits the slipper."
V. Assignment:
Write 5 commands that your parents always give you.
Change them to indirect discourse.
LESSON
162

LESSON

I. Objective:
Change statements from direct to indirect discourse or vice versa
Get information from a dialog heard Value: Bravery
Values: Bravery
II. Subject Matter:
Changing Statements from Direct to Indirect Discourse or Vice Versa
Fun in English 5 Language pp.254-255
Materials: picture of spacecraft,
Two stick puppets, Spacecrafts with statements
Magic box with sentences written on strips of paper
III. Procedure
2. Drill:
Words with - ous pronounced as /az/
fabulous joyous marvelous
glorious gracious mysterious
3. Review:
Have a magic box. Inside the box are sentences written on strips of paper. Ask a pupil to pick one strip of paper and
read the sentence. Tell what kind of a sentence it is. If he answers correctly he will call on somebody to pick another strip
until all the strips of paper are taken.
a. Our teacher told us a very interesting story.
b. Do you know about planet Mars?
c. Would you like to go to other planets?
Look at the meaning of the following words in the dictionary.
thrilled exploration
residents extraterrestrial
Show a picture of a spacecraft with children riding on it. Would you like to ride on this? Where do you think the
children go? Would you like to live on Mars?
B. Presentation:
1. Listen to a dialog. (Present two stick puppet to represent Mark and Gerard)
Answering the motive question.
Why were Mark and Gerard very excited?
What project was Dr. Golombeck involved in?
What were the findings of Mariner 4 and the Viking Landers about Mars?
3. Generalization:
How do we change direct quotation to indirect quotation?
What are the rules to be followed when changing direct quotations to indirect quotation?
A. In each number, read sentences a. Then, fill in the blanks in sentence b with the correct verb and pronoun.
1. a. The teacher says, The present generation is moving fast into the future. I think that if we do not act, we might be
left behind."
b. The teacher _______ that the present generation is moving fast into the future.______ ______ that if ______ do
not act, _______ might be left behind.
IV. Evaluation:
Change the following direct quotation to indirect quotation or vice versa.
1. "We - will join the educational tour on Saturday," exclaimed Dorothy.
2. Pedro said, "I'm going to the planetarium this afternoon."
3. The children said, We will wear our school uniform."

V. Assignment:
Change the direct quotation to indirect quotation or vice versa.
1. Carlos says, "We are ready with our reports."
2. Carmen says, "I am through with my projects."
3. The girl says, "My friends are willing to help."
4. Alex said that he was ready.
5. One member says that Ana has the book.

LESSON
LESSON
163

I. Objective:
Identify facts/opinions in a selection read
Use the simple present form of verb for general truth
Values: Perseverance
II. Subject Matter:
Identifying Facts/Opinions
Fun in English 5 p. 140
Skill Book in LESSONi pp. 127129
New Frontiers 5 pp. 253-256 English for Filipino Children 5, p. 318
Materials: pictures of galaxy, chart
Story: Journey Into a Black Hole
III. Procedure
1. Review:
Read each pair of sentences. Choose the sentence which in your opinion tells which is a better thing to do.
1. a. Look at the brighter side of life.
b. Think of your problems and troubles.
2. a. Learn to solve your own problems.
b. Always ask others to help solve your problems.
Study the words and their definitions. Then use the words to complete the sentences.
1. Everything weighs less on the moon than on earth because the moon has less _______ than the earth.
2. All the ______ went out as the balloon deflated.
3. The soldiers were ______(ed) by the enemy for hours.
3. Motivation:
Have the pupils sing, "Twinkle, Twinkle Little Star".
Do you believe that after billions of years stars die?
4. Motive Question:
What happens to dead stars?
B. Presentation:
1. Have the pupils read the following story. (Story "Journey Into a Black Hole")
a. Answering the motive question What happens to dead stars?
b. What are stars made of?
What is a black hole? How is it formed?
Which of the following statements do you think are facts and which are opinions?
Stars are made of hot gases mostly hydrogen and helium.
Some stars contain much greater amount of gases than the sun.
C. Generalization:
How will you differentiate facts from opinions?
IV. Evaluation:
Read the paragraph and pick out the facts and opinions statement. Write in column.
Salt
Do you know that salt comes from mines just as coal and iron do? In a salt mine you see great walls of salt, which look like
granite or marble. People believed that salt mines are found underground. Dynamite is used to blast the salt loose. Salt mines look
like rocks. Our table salt has been ground to powder for people's use. Scientists think that some of the salt is left in the form of bricks
for animals to lick.
V. Assignment:
Write a paragraph about the problems and issues of the changes that occur in the environment and how you can protect the
environment and the people.

164

LESSON
LESSON

I. Objective:
Write reported statements in paragraph form
Report accurately information read
Values: Neatness
II. Subject Matter:
Writing Reported Statements in Paragraph Form
References: PELC 11 p. 22 (Writing)
PELC 6 p. 21 (Speaking)
English for Filipino Children V pp. 290-293
Materials: Chart
III. Procedure
2. Review:
Write the following statements on strips of cartolina.
Have the pupils read each statement and let them identify whether it is direct or indirect discourse.
a. The teacher says, "Valentine is here"
b. Carlos says that his brothers sweep their yard.
c. "Where did you get your dove?" asked Ramon.
Read the following sentences and give the meaning of the underlined words. Choose your answers from the choices
given.
a. A chameleon changes its color to match its surroundings.
1. someone who or something that can be opposed to
2. of two things to be exactly the same with respect to color, shape, etc.
4. Motivation:
Show a picture of a chameleon.
What is the name of this animal?
How does this animal adapt to its natural habitat?
B. Presentation:
Reading the dialogue about the characteristics of a chameleon.pp.207
C. Discussion:
1. According to Maben, what kind of animal is a chameleon?
2. Why does Denden say that a chameleon is interesting to watch?
D. Generalization:
How do you write reported statements in paragraph form?
Divide the class into five groups. Give each one a copy of the story "A Sign of Growth". Let them read the story. Let them
change direct discourse to indirect discourse then write it in paragraph form in manila paper and afterwards post it on the board
for checking.
A Sign of Growth pp.208
IV. Evaluation:
Below is a short selection. Change the direct discourse to indirect discourse then write it in paragraph form.
How Dan Learned to Ride a Horse
One day, Lito invited his cousin Dan to his Father's farm in the barrio. Dan lived in the town. "Let's ride on my horse," Lito said.
"I don't know how to ride a horse," said Dan..pp.208

V. Assignment:
Listen to a news report. Write it in a paragraph form.

LESSON
165

LESSON

I. Objective:
Report accurately news broader h~
Use simple form of verb for general truth.
Values: Giving accurate news broadcast
II. Subject Matter:
Reporting News Broadcast Heard
References: Lesson Plan 5, p. 107
Materials: chart, pocket chart, flashcards
III. Procedure
1. Drill:
Pick out words that can best describe a birthday party. Then match the word with the given nouns.
1. colorful a. food
2. delicious b. party
3. wonderful c. balloons
4. enjoyable d. cake
5. beautiful e. games
2. Review:
Report the following direct discourse into indirect discourse.
1. Mother tells Jack, "Go and fetch the cow from the shed."
2. Mother said, "Sell the cow at the market, Jack."
Pick out from the given list of words which is referred to in underlined word or phrase.
dreaded news broadcast heightens divested board
1. My favorite radio announcer gives the latest information on the plunder case of ex-President Joseph Estrada.
2. A group of armed men kidnapped the son of a rich businessman.
4. Motivation:
Have you heard Korina Sanchez, Aljo Bendijo, Noli de Castro and Mel Tiangco giving news broadcast?
Who is your favorite broadcaster? B. Presentation
B. Presentation:
1. Listen to these news broadcasts. (One pupil reads the news broadcast aloud.)
News Broadcast No. 1
Aljo Bendijo reports:
Fears about the entry of the dreaded Kuratong Baleleng gang in General Santos City heightens as two armed men held
up Thursday afternoon a man carrying P 300 000.00 which he just withdrawn from the bank..pp.209
2. Discussion Question:
When did it happen?
How did the Kuratong Baleleng gang hold up the man?
3. Generalization:
How do you report news broadcast heard?
Let one pupil reads the news broadcast. Tell them to listen and give a report of what they heard afterwards.
Ilagan, Isabela the country's second largest province may soon become the cassava capital after the provincial
government has set aside nearly 200,000 hectares of idle land for the purpose, Governor Faustino Dr. Jr. said the other day.
Cassava as a crop is one of the richest sources of raw materials for the manufacture of starch, alcohol by products,
dextrose and other medical productspp.210
IV. Evaluation:
Listen to this broadcast. Make a report using the simple form of verb of what you heard.
1. The announcer of the local radio station said:
The municipal government is imposing a curfew hour for minors under 18 years of age and imposing penalties for its
violation "as per Regulatory Ordinance No. 97-05. The implementation of the ordinance shall take effect on Monday, November
18, 2002.

V. Assignment:
Listen to a news broadcast over the radio or T.V. and make a report about it.

LESSON
LESSON

166

I. Objective:
Change questions from direct to indirect discourse or vice versa
Note details from a selection listened to
Values: Love for Animals
II. Subject Matter:
Changing Questions from Direct to Indirect Discourse or Vice Versa
References: PELC 11.1, P. 22
English for Filipino Children 5, pp. 296-297
Materials: pictures
III. Procedure
1. Review:
Change the following sentences from direct to indirect speech.
a. Liza said, "My aunt loves her pet very much."
b. Albert says, "Puppies are usually playful."
c. "Tour pet frog looks scary," Helen pointed out to Noel.
Everybody loves to do something enjoyable and interesting during his free time. At times when you are not busy with
work or study, you collect things, play games or just do anything you enjoy. A thing that you enjoy doing when you are free
is called a hobby. Do you have a hobby?
B. Presentation:
1. Have the pupils listen to the dialog
(Have bell has just rung. The children are around Nestor, who is holding a bird cage.)
a. Answering the motive question What was Nestor's pet?
b. Who gave Nestor the dove?
Where is he now?
Who feeds Nestor's dove?
How did Nestor introduce his pet dove to his classmates?
3. Discussion:
1. What questions were asked in the dialogue?
(The teacher writes the answers on the board.)
2. If you were to report what each speaker said, how would you do it?
a. Ramon asked when Nestor got the dove.
b. Anton asked if they can invite Nestor to talk about his hobby.
4. Generalization:
How do you change questions from direct to indirect discourse?
A. Change the following questions to indirect quotation.
1. "Did you see the parade?" he asked.
2. "Are you coming with us?" asked mother.
IV. Evaluation:
Change the following questions to indirect quotation.
1. "Where are you going?" asked Miss Cruz.
2. "Did you hear the question?" asked the girls.
3. "Are we going to the library?" they asked.
V. Assignment:
A big crowd gathered in front of the school building. Antonio was curious to know what was happening. Berting, his classmate
was crying. He listened and reported what he heard from his classmate. Here's what he heard.
1. The principal inquired, "What did you do at recess time?"
2. "What happened after taking your snacks?" asked the teacher.
3. "Why did Jose hit you?" asked the principal.

LESSON
LESSON

I. Objective:
167

Change commands/requests from direct to indirect discourse or vice versa
Values: Obedience/helpfulness
II. Subject Matter:
Changing Commands/Requests from Direct to Indirect Discourse or Vice Versa
English fro Filipino Children 5 pp. 290, 292
English in a Dynamic World 5 p. 174
Materials: puppet
Pictures of different activities children do
III. Procedure
1. Review:
Change the following questions from direct to indirect discourse.
a. Ben asked, "Are forest fires caused by campers?"
b. Susan asked, "Are deer harmful?"
c. Pablo asked, "Is the washing away of soil dangerous?"
2. Motivation:
Show pictures of different activities children do at home. Which of these activities you do at home? Do you like helping
your family members? How?
B. Presentation:
1. Listen to Dantes Monologue about his family. Use a puppet while presenting the monologue.
What does Dante's mother request him to do? Fattier? Sister?
Did Dante follow his mother's commands and requests? If you were Dante, what should you do?
What kind of sentences are these?
3. Discussion:
What happens to the exact words of the speaker?
What word is used to introduce the command? Request?
What necessary changes are made in the pronouns?
4. Generalization:
How do we change command and request from direct discourse to indirect discourse?
What are the rules to be followed when changing direct discourse to indirect discourse?
Report the following commands/request. Supply the words that will complete the sentence.
1. Jammae said, Wait for me, Annette.
Jammae _______ Anette to _______ for ______.
2. Toni said, Kindly turn of, the switch behind you, Doy.
Tony _____ Doy to ______ the switch behind _________.
IV. Evaluation:
Divinia was assigned by her mother to clean the house one Saturday morning. She called her brothers and sisters and asked
them to help her. Read her instructions. Change each one into a reported form.
1. Albert, pleas dust the windows.
2. Wilfredo, arrange the books and magazines.
3. Help me bring the plants outsides, Thelma.
V. Assignment:
Read the sentences and tell what the person in each sentence said.
1. The doctor said, Mr. Sanchez, avoid staying in an air-conditioned room.
2. Mrs. Sanchez said, Jun, have your fathers radio fixed.
3. Felisa said, Please give me some of your calamansi juice, father.

LESSON
LESSON

I. Objective:
Get information from the different parts of a newspaper.
168

Use the simple present form of verb for general truth.
Values: Proper care of reading materials e.g. newspapers
II. Subject Matter:
Getting Information from the Different Parts of the Newspapers.
Fun in English 5 pp.168-172
Materials: Cut-outs of fish, newspapers, magnet, box
III. Procedure
1. Review:
What are the different parts of the newspaper?
Match the underlined words in column A with their meaning in column B.
A
1. Only five passengers survived the car accident.
2. The cargo airplane had a crash twenty minutes after taking off.
3. A teacher applicant was waiting for the principal at the letters office.
4. Lorna can be a potential singer, she has a good singing voice.
5. The retrieval of the lost items at the national Museum is one of the primary concerns of the government.

B.
a. someone making a application
b. get back the possession of
c. continued to live in spite of an experience, condition, etc.
d. having the capacity to be
e. a falling to earth of an aircraft
3. Motive Question:
What are the children doing at the library one afternoon?
B. Presentation:
1. Have the following dialog acted out by selected pupils.
Some grade V pupils were reading newspapers at the library one afternoon.
What were the children doing in the library one afternoon?
b. Who were reading newspaper in the library?
What did Mary copy the telephone numbers of the yaya applicants?
3. Skills Development:
a. What types of information can you get from the newspaper?
b. In what part of the newspaper can you find this information?
c. Call their attention to the sentences.
What verbs are used in the sentences?
4. Generalization:
What information can you get from the different parts of a newspaper?
Identify the parts of the newspaper referred to by the following definitions.
1. Gives the schedule of the arrival and departure of ships and airplanes.
2. Contains tips on healthy gardens, room decorating and food saving.
3. Provides the comments and opinions of the columnist or publisher.
IV. Evaluation:
Read each newspaper clippings.

V. Assignment:
Clip the following form a newspaper. Paste them in your notebook.
1. Sale advertisement
2. editorial
3. a name of a deceased person
4. one job opportunity
5. a tournament

169

LESSON
LESSON

I. Objective:
Gives opinion about information read
Use the future tense of verb
Values: Concern for marine life
II. Subject Matter:
Giving Opinions About Information Read
References: PELC 11.2 (Reading)
Philippine Daily Inquirer, May 2, 7, 2002.
Into the Future: Science and Health 5, p.74
III. Procedure
1. Review:
Read the following sentences. Write F if it is a fact and 0 if it is an opinion.
a. The sun rises in the east and sets in the west.
b. All flowers smell good.
c. English is the hardest subject.
A
1. The mangrove islet will be transformed into a resort.
2. Tourists frequented Subic for its famous resort.
3. Coral reefs are destroyed through muro-ami.
4. Fishes use the reefs as their breeding ground.
5. Predators without legs like snakes can crawl very fast.

B
a. animals who seized other animals for food
b. the propagation of plants or animals, especially so as to improve their useful properties.
c. provide shelter and protection for fishes and other forms of marine life
d. a little island
e. place to which people go frequently for rest or pleasure.
B. Presentation:
1. Have the pupils read the news report.
Fishermen Fight for 2 Batangas Bays
Why are the fishermen from Calatagan against the construction of a resort in their bay?
b. What is being constructed on the 12-hectare mangrove islet?
Who is Selina Stoute? According to her study, what are the effects of dredging activities in the environment?
a. If you were the mayor of Calatagan, are you going to allow the construction of a resort here? Why or why not?
(Teacher writes the answers on the board)
b. If you were one of the fishermen, would you have done the same? Why or why not?
4. Generalization:
How do we give opinions about information read?
A. Read the news story below then express your opinion by answering the question at the end of the story.
Closure of Napocor Coal-Fired Power Plants Sought pp. 219
IV. Evaluation:
Kalayaan Elementary School needs additional teachers and classrooms for each classes has already an average of 65 pupils. But
Education Secretary Edilberto de Jesus has announced that the Department of Education (DepEd) will not hire new teachers in the
public schools next year due to lack of money.
What will be the situation in Kalayaan Elementary School for the school year 2002-2003? Write your opinions in a paragraph
form.

V. Assignment:
Juan Luna's "Parisian Life" painting was bought by the Government Service Insurance System (GSIS) from an auction house in
Hong Kong for 46 million pesos.
Considering the economic situation that the country is presently experiencing, do you think it was a wise decision for the GSIS to
spend such big amount on a painting?

170

LESSON
I. Objective:
Write reported statements from direct discourse to indirect discourse or vice versa.
Values: Obedience
II. Subject Matter:
Writing Reported Statements from Direct to Indirect Discourse or Vice Versa
References: PELC 11.1 (Writing)
Fun in English, Language pp. 157-158
English for Filipino Children pp. 2891-292
III. Procedure
1. Review:
Mother was about to leave the house one Saturday morning. She instructed Nilo to tell his younger brothers and sisters
to do the following:
1. Lito: Clean the house.
2. Mila: Wash the dishes.
3. Pilar: Sweep the yard.
4. Sally: Take care of the baby.
5. Nilda: Cook rice.
A
1. My art teacher is an expert in origami.
2. The Agro-Industrial exhibit will be held next week.
3. The strange object attracted the child's attention.
4. Today, is my parents' wedding anniversary.

B
a. unusual
b. the yearly return of the date of an event
c. the Japanese art of paper folding
d. a thing or collection put on a show
3. Motive Question:
What was Reynaldo's best origami piece?
B. Presentation:
1. Call on some pupils to act out the dialog.
The Strange Voice pp. 220
a. Answering the motive question
What was Reynaldo's best origami piece?
b. What did the organizers ask Reynaldo to do?
Who told Reynaldo to make a silver origami dove?
3. Discussion:
(Write the answers on the board)
a. What did the strange voice tell Reynaldo?
b. At first, why did he not want to use the silver foil?
c. To whom did the strange voice want Reynaldo to give the silver dove?
4. Fixation of Skill:
Supply the correct verb in the blank in the indirect quotation.
1. She said happily, "I know what the answer is."
She said happily that she ______ what the answer _______.
2. They said, We lame where the boys are."
They said that they ______ where the boys _______.
5. Generalization:
How do we write statements from direct discourse to indirect discourse or vice versa?
The following statements are indirect discourse. Change the following to direct discourse.
1. Ana says she is coming.
2. Ben said that his pet was a dog.
3. My friends ask where I live.
IV. Evaluation:
Change the following direct quotation to reported statement. Write your answer on your show card.
1. The teacher said, Your reports are interesting.
2. Grandmother said, It is a long story.
3. I said proudly, My sister drives our car.

171

V. Assignment:
Ask your mother about the things she does at home. Write your answer in your notebook.

Lesson Guide in ENGLISH V

Transféré par

Informations du document

Description originale:

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Lesson Guide in ENGLISH V

Transféré par

Droits d'auteur :

Formats disponibles

1

Vous aimerez peut-être aussi