English vi lp 1st to 4th grading

ENGLISH VI
I. Objective:
 Distinguish changes in meaning of sentences cause by stress
Value: Appreciating one's talents and capabilities
II. Subject Matter:
Changes in Meaning Caused by Stress
References: BEC 1; Growing in English (L) pp. 38 - 39.
Materials: cassette, voice tape
III.Learning Activities:
A. Motivation:
What do you like most about yourself? Each of us has a particular gift or talent. Have you
discovered what a-e yours?
B. Presentation
Listen to the word where the stress or emphasis is heard. Then repeat each sentence aloud.
1. I cook the best spaghetti.
C. Analysis and Discussion
a. Which sentence suggests the following meanings?
1. It is I who make the spaghetti, not my sister.
2. I don't just eat spaghetti, but I do cook it.
3. I cook the best spaghetti, not pancit canton.
b. Example 2
1. Elvie sings beautifully.
Meanings:
1. Elvie not Donna, sings beautifully.
2. Elvie sings beautifully not recites.
3. Elvie sings beautifully not poorly.
D. Generalization
What does stress mean? How does it affect the meaning of a sentence?
E. Application
State the meaning of the following sentences with stress on the underlined word.
1. Pablo is the leader of the basketball team in school.
F. Enrichment Activity

Write a short paragraph of 5 sentences talking about your own talent that you wish to share to
your classmates.
G. Infusion of Values
People have different talents, we have to preserve out talents and develop ourselves fully to
be productive individual.
IV. Evaluation:
Choose the correct meaning of the following sentences.
1. Martha sewed my new dress.
a. It was a dress, not a table cloth that Martha sewed.
b. Martha sewed the dress for me.
c. It was Martha not Mary, who sewed my new dress.
2. Dominic writes funny stories.
a. Dominic writes funny stories, not sad ones.
b. It is Dominic not Dindo, who writes the stories.
c. Dominic does not only read, but he also writes stories.
V. Assignment:
Write down the meaning of each sentence with stress on the underlined word.
1. Brenda can solve a crossword puzzle quickly.
2. Brian runs faster than the other boys

ENGLISH VI
Date: ____________
I. Objective:
 Use the correct intonation for statement and yes-no questions
Value: Perseverance/Patience
II. Subject Matter:
Correct Intonation for Statements and Yes-No Questions
References: BEC; Growing in English 6, pp. 10 - 11
Materials: Statements and Yes-no questions, Chart
A. Preliminary Activities:
1. Checking of Assignment
2. Review
Why is it important to use correct stress of words in speaking or reading?
B. Motivation
Have you been required to perform something you didn't like?
Or something too difficult for you to accomplish?
C. Presentation
Read the following sentences aloud after the teacher.
1. Great things come from small beginnings.
2. Prayers help us accomplish many things.
3. Have you submitted your project to Mrs. Golez?
D. Analysis/Discussion
a. Which sentences were read with falling intonation? With rising intonation?
b. What does each sentence tells us?
c. More examples: Read and tell whether read with Rising or Falling intonation.
1. Are you cheerful while doing your errands?
2. Father’s patted Nilo’s head for a job well done.
E. Generalization
How do you read statements? Yes-no questions?
IV. Evaluation:
Tell whether the following sentences are said/read with rising-falling intonation,
1. The carpenter hammered quietly and patiently.
2. Do you always complete your tasks?
3. Difficulties only challenged him to accomplish his job.
V. Assignment:
Write 2 examples each of sentences read with rising-falling and rising intonation.

ENGLISH VI
Date: ____________
I. Objective:
 Use the correct intonation for questions introduced by interrogatives
Value: Rest and Recreation
II. Subject Matter:
Correct Intonation for Questions Introduced by Interrogatives
References: BEC; Growing in English (L), pp. 2-5
1. Checking of Assignment
2. Review
Where do you use rising-falling and rising intonations?
B. Motivation
What is leant by "All work and no play make J an a dull boy"?
C. Presentation
Read the following sentences aloud after the teacher.
1. Did you sleep well last night?
2. Are you still sleepy this morning?
3. What game shall we play outside?
4. How do you spend your leisure time?
D. Analysis / Discussion
a. Listen to the intonation as the teacher reads the sentences again. Compare. Do you see the
rising intonations in all the questions? Which questions use a different intonation? What kind
of intonation is it? What kind of questions uses rising-falling intonation?
b. More examples
1. What book are you reading?
2. Who is its author?
3. How interesting is it?
E. Generalization
What kind of questions uses the rising-falling intonations?
F. Application
Group Activity
The pupils will form groups. Each group will make a dialogue using sentences introduced by
interrogatives. They will perform the dialogue in class as to dramatize the situation.
One of the rights of the children is to be given time for play and recreation. A balance life is a
healthy life.

IV. Evaluation:
Tell whether in the following questions use R or R-F intonation.
1. Are you a collector of interesting objects?
2. What kind of things do you collect?
3. Which of these balls belongs to Carlo?
4. Is there any pet shop in town?
5. Who is your favorite singer?
V. Assignment:
Give 5 examples of questions using R-F intonation.

ENGLISH VI
Date: ____________
I. Objective:
 Deduce meaning of unfamiliar words using structural analysis
Value: Courage and Bravery
II. Subject Matter:
Decoding Meaning of Unfamiliar Words - Structural Analysis
References: BEC BES (Reading) pp. 111-115
Materials: Flashcards, chart
1. Motivation
Flashcards drill on vocabulary words with prefixes and suffixes
A B
Rewrite Pretest Bakery Merciful
Dismiss Underage Teacher Wisely
Unkind Impossible Dangerous Heroic
2. Motive Question
Observe the words carefully. What can you say about the words? What prefixes were
used in the words in column A? in column B?
Are the words under column A and B familiar to you? Why?
Teacher presents this map of affixes, meaning and samples (p.111 BES / Rdg.)
B. During Reading Activities
Have the class read the paragraph.
I saw an exciting underwater fight on television. The scene was taken along some reefs. The diver
fought with the big shark. The shark seemed to grin as it opened its big mouth that showed its saw
like teeth. It looks very furious as it moved quietly but swiftly toward the diver was ready. He gripped
his knife tightly. The shark whirled. Then it dashed toward the man. The diver came out. His shoulder
was badly injured. But he had killed the shark.
C. Post Reading Activities
1. Answering questions about the paragraph read.
a. What scene did you see on television?
b. Who are the characters in the paragraph?
c. What kind of a man is the diver?
d. What are the words in the paragraph that have affixes?
underwater swiftly
diver ready
furious tightly
e. Get the meaning of these words through structural analysis.
J. What are affixes?
g. What do you call a syllable added at the beginning of the word? At the end of the word?

2. Engagement Activities
Identify the prefix and suffixes in each using configuration analysis.
1. before
2. state of being
3. happening every two
3. Enrichment Activity
Give the meaning of the underlined word in each sentence.
1. The prewar price of rice was eight centavos a kilo
2. She eats too much everyday so she becomes overweight.
3. Crossing the ocean when there is a storm is dangerous.
4. Value Infusion:
Talk about heroic deeds and bravery. Encourage pupils to share own experiences showing
their values.
IV. Evaluation:
Fill in the blanks with the correct words in the following sentences. Find your answers in the box.
granary
scenery
heroic
rewrite dismiss
1. The Central Plain of Luzon is called the "Rice_____ of the Philippines".
2. The Philippines is known for its beautiful _____.
3. Mario was told to _____ the report.
V. Assignment:
A. Identify the prefixes and suffixes used in each sentence. Give each meaning.
1. People admired her because of her fairness.
2. We should beautify the surroundings.
3. The story was so interesting that the children asked the teacher to retell it.
B. Bring a dictionary tomorrow.

ENGLISH VI
Date: ____________
I. Objective:
 Get information about a word in the dictionary
Value: Reconciliation and Awareness
II. Subject Matter:
Getting Information about a Word in the Dictionary
References: BEC Growing in Eng./R, pp 35 - 40
Materials: Dictionary, newspaper
A. Pre-reading Activities:
1. Unlocking of Difficulties
The pupils will give the meaning of the underlined words through context clues.
 Two boys quarreled this morning after the class, they had reconciliation.
 Controversial issues are read in front page of the newspaper.
2. Motivation
Class, there are two words with jumbled letters written on the board. Arrange these letters
to come up with the word. The first and last letters are given.
3. Motive Questions
What information do we get from a dictionary?
Reading of news article wherein the jumbled letters arranged by the pupils are found.
 Do you read newspaper?
 What was the most controversial issue before Pres. —elect Estrada was inducted into his
office?
 Let's read the news about the issue.
Cory Agrees to be Estrada’s Senior Adviser.
 Did you understand the content of the lead paragraph?
 Who reconciled?
 You noticed that the words we have just studied are found in the news article. Let's read the
words again.
 What other unfamiliar words did you encounter in the article? How can we get their
meaning?
1. Do you have a dictionary? How do you take care of it?
2. When you encounter unfamiliar words, what do you usually do?
3. Aside from the meaning, what other information do you get from the dictionary?
4. Find the word reconciliation in the dictionary and write the correct syllabication on the board.
5. What else do you find? In what syllable do you put the stress mark in the word
reconciliation?

6. Aside from syllabication and stress mark. What other information do you get?
Phonetic spelling
Origin of the word
Part of speech
7. Infusion of Values
What can reconciliation do to our country? Is it important to reconcile with your
enemies? Why? Do we have to read newspapers? Why? Why is it important to be aware?
D. Enrichment Activity
Give at least one example for every information we get from a dictionary.
IV. Evaluation:
Give the dictionary information of the words.
Word Inauguration Democracy Nationalism
Syllabication
Stress mark
Phonetic spelling
V. Assignment:
Use your dictionary to answer the questions that follow.
1. What language does the word “ambassador” come from?
2. Divide the words “ambassador” into syllables.
3. What part of speech is the word “country”.
4. Where do we put the stress mark of the word “country”?
5. Syllabicate “country”.

ENGLISH VI
Date: ____________
I. Objective:
 Use context clues.
Value: Love of Nature
II. Subject Matter:
Using Context Clues
References: BEC; Growing in Eng. Rdg. pp. 117 - 121
Materials: chart, picture
A. Pre-reading Activities
Reading of a short story by the teacher followed by the pupils orally.
2. Motivation
Have you ever encountered a word from a selection which you do not know its meaning?
3. Motive Question
Do you believe that for everything that happens there is an equivalent reason?
Read "A Reason for Everything". Pp. 117 - 119 (Growing in Eng. Rdg.)
1. Answering the motive question
2. Comprehension check-up
a. Who was Tata Karyo?
b. What happened when he was ready for harvest time?
c. What did he do when the water subsided?
d. How much did he lose?
1. His answer might have been ambiguous, but mine was definitely.
2. His answer was ambiguous, so he could of several things.
3. His answer was ambiguous and mine was just as unclear.
 In the first sentence,what word is given as a clue for the meaning of ambiguous?
 How about in the second sentence? Third sentence?
 Which sentence gives a definition of the word ambiguous which serve as a context clue?
E. Infusion of Values:
How can we show that we love nature?
What are the things we have to avoid doing as to prevent floods?
IV. Evaluation:
Study the words. Fit each word into the sentence to make it meaningful.

calamity
realty
submerged
subsided
dissatisfied
languished
drenched
perseverance
promotion
equanimity
1. Laura is selling house and lot. She works with a ________ company.
2. The earthquake is a natural ________ because it causes destruction of lives and properties.
3. Mr. De Leon was unaffected by the disaster. I admired his ________.
(Continue on p. 121 of Growing Eng. Rdg.)
V. Assignment:
1. Find an article in a newspaper.
2. Skim the selection to find unfamiliar words. Then read it carefully to see what context clues are
given to explain the meaning of these words.
3. Write the unfamiliar words along with the meanings you understand from the context clues.

ENGLISH VI
Date: ____________
I. Objective:
 Give a report based from an observation
Value: Taking Care of the Plants
II. Subject Matter:
Reporting an Observation
References: BEC; BES (Lang.) pp.10- 11
Materials: Plant specimen, books
A. Preparatory Activities:
1. Drill/ Review
a. Agendum for June
b. Review simple sentences
Ask the pupils to give simple sentences about what they saw before arriving in school.
2. Motivation
1. Do you love observing some thing?
2. Have you written something regarding your observation?
B. Presentation
1. Reading the dialogue. (BESL 6, P. 10)
Ask the pupils to take turns reading the parts of the characters in the dialogue. Reporting
on Philippine Plants.
2. Answer the following questions:
a. How did the pitcher plant got its name?
b. How does it catch insects?
c. What is its usefulness?
1. Talk about plants the students have observed.
2. Discuss their characteristics and usefulness.
3. Follow these guidelines when discussing:
a. Give each member a chance to participate.
b. Listen when someone is talking.
c. Ask questions courteously.
D. Generalization
What makes the report complete?
E. Practice
1. Form a group and this time talk about Philippine tree and ask the leader of the group to read
the report in class.
2. How did you come up with a good observation? Did everybody shares? What will you do
when you are doing group work?

F. Infusion of Values:
Why do we have to take care of plants?
IV. Evaluation:
We're going to the Science Garden. Observe everything you see there like plants and animals. Be
able to report something based on your observation, when we return to our classroom.
V. Assignment:
Write a report about an animal.

ENGLISH VI
Date: ____________
I. Objective:
 Participate in meetings
Value: Courtesy during Meetings
II. Subject Matter:
Participation in Meetings
References: BEC; BES 6 / L pp.3-5
1. Review
What is the procedure for the proper conduct of meetings?
B. Motivation
Are you ready to conduct formal meanings?
C. Presentation
1. Verifying text / selection, pp. 3-5
Describe the setting/ situation presented in the text.
Read the opening parts, meeting proper, and closing.
2. Identifying / clarifying the other expressions used in meetings.
A. How does one address the head / leader of the meeting/
B. How does the chairman introduced each topic in the agenda? Invite comments,
acknowledge a motion, and confirm a decision?
C. How does a member present a motion/ suggestion disagree, agree during discussion?
D. Generalization
State the correct expressions used in meetings.
E. Application
Role-playing of the conduct of meeting.
IV. Evaluation:
The teacher will move around to observe each group and give comments.
V. Assignment:
Write the expression used in conducting a meeting.

ENGLISH VI
Date: ____________
I. Objective:
 Follow series of direction or instructions listened to.
Value: Persistence and patience in following directions produce positive result listening fully and
attentively to a person shows respect and courtesy.
II. Subject Matter:
Following Series of Directions or Instructions Listened to
References: BEC A.2.p/ 23, C.10.10.2 p.25; PELC,2002 BEC Handbook in Eng. p. 23 - 25
Growing in Eng. VI (Reading) p. 103 - 108 Manual p. 93, 96, 97,
Reading Comprehension Exercises in Eng. VI p.
Materials: chart, word bank, real electric fan, steps in following directions
A. Pre-reading/Pre-listening Activities:
1. Drill
The words and phrases that follow are action words. Prove that you understand what they
mean by acting them out.
a. Huddle to keep out the cold
b. Nuzzle and grunt (like an angry dog)
c. Slam the dog
2. Review
Follow this five-step-direction below. Get your drawing paper,pencil and crayon. Do
what I say.
a. Draw a nipa hut in the middle of the paper
b. Color it brown
c. At the left side of the nipa hut, draw a bench.
3. Motivation
Have you tried putting parts together to form a figure or something? Was it easy? How
fast did you finish it?
4. Unlocking Difficulties
Analyze each word in the word bank below. Then read each sentence carefully to find
clues to the right word to use.
Switch Clockwise Assembly Counter clockwise
Motor Shaft Mount
a) If you turn ______, you will be following the movement of the clock's hands.
b) Most bancas now are using ______ instead of paddles.
c) My father asked Mang Nestor to ______ the picture in a metal frame.
B. During Listening/Reading Activities
Call on individual pupils to read each step orally. (See p. 103 -104 of GIE Reading VI)
C. Post-Listening / Reading Activities
1. Comprehension Check:
Answer the motive question: Can you assemble an electric fan by following the
instruction?
a. What are the parts of the electric fan?

b. What parts were first put together?
c. What parts was the last one to be assembled?
2. Following directions on the use of household gadgets (See p. 106 — 107 of GIE vi Reading)
3. Telling the purpose of the writer
What is the purpose of the writer in this selection? to instruct? To inform? Or to
entertain?
4. Practice Exercise:
Answer Exercise # 2 page 114 (Reading Comprehension Exercises in English VI)
D. Generalization
Why should we learn how to follow instructions and directions
E. Application
Read the Exercise VIII (p. 120) of Reading Comprehension Exercises in English VI. Then
follow the directions.
F. Fixing Skills
Read the poem (Exercise IX of Reading Comprehension Exercises in English VI p. 121. Then
follow the series of directions stated.
G. Value Infusion
Were you able to answer our exercises correctly? Why? What traits should you possess in
order to follow directions correctly?
IV. Evaluation:
Listen to the selection entitle "Fish and other Animals that Live in the Sea" on p. 124 (Reading
Comprehension Exercises in Eng. VI) which will be read by the teacher. Then, follow the series of
directions that follow.
V. Assignment:
Learning how to ride a bicycle is not difficult. Imagine yourself teaching your younger brother or
sister how to ride a bicycle.

1ST Grading
ENGLISH VI
Date: ____________
I. Objective:
 Note / Tell the details in a selection listened to
Value: Appreciation of the advancement of technology which brings about modern means of
communication, social awareness through reading newspapers. And development of civic
consciousness and sensitivity
II. Subject Matter:
Noting / Telling the Details in a Selection Listened to
References: BEC. A. 3.p. 23, c. 12.12.2 p 25; Growing in English Reading VI Txt p. 109 -115
MOD mag. June 13, 2003 Issue p. 33, 53; Phoenix Century Readers
Series: Over the Ocean VI p. 267
Materials: charts, newspaper,word cards
A. Before Reading Activities:
1. Drill
Guessing Game: Increasing vocabulary through anagrams.
Direction: If you use all the letters of a word to make another word, you call it an anagram.
Example: the word ram can be made into arm.
a. Make low into a bird.
b. Make reap into a fruit
c. Make ones into part of your face
2. Review:
Read each short paragraph carefully. Then, tell the purpose of the writer in each selection
Paragraph 1.
To get candle wax off the dining room table, wait until it hardens, then gently remove as
much as you can with the edge of a plastic credit card. Don’t use a knife! Next, turn your
hairdryer on warm and direct the air on the waxy residue to soften it. Blot off with a facial
tissue.
Context Clues:
Finish each sentence by using the appropriate underlined word in the phrases.
a. broadcast transmission
b. broadcasting companies
c. transmit signals
d. will be monitored
1. ________ is done in different dialect.
2. Satellites are used for the _______ of information.
3. Their adviser regularly _______ the students with behavioral problems.
4. Satellites can _______ signals to and from the earth.
1. Pupils read the news article / selection using Directed Reading and Thinking Activity.
2. The teacher will call the best reader in the class to read orally the selection again.

Answer the following questions briefly.
 What does MPSC stand for?
 What is the total cost of the venture?
 Describe the Mabuhay Philippines Satellite Corporation.
E. Generalization
How do we note details in a selection?
F. Application
Listen to the selection, then be able to note the important details by answering the questions
on the chart.
The Language of Laughter
Children need food, money, clothing and medicine. There is also something else they need
very much - the magic of laughter. Nothing else brightens the world more quickly then laughter.
Danny Kaye, an actor and comedian, performed the kind of magic. He made sad children laugh.
He went to millions of children in different parts of the world.
a. What do children need?
b. Who is Danny Kaye?
c. What kind of magic did he do?
Why is high-tech important? How does it affect our modern means of communication?
IV. Evaluation:
Listen to the selection. Then answer the questions that follow. Write only the letter of the correct
answer.
_____ 1. How did Jose Rizal consider his mother?
a. His playmate
b. God's gift to him
c. A good story teller
_____ 2. Which word described Dona Teodora?
a. Virtuous
b. Gay
c. Lovely
_____ 3. Which of the following prepared her to be the mother of our national hero?
a. Her books
b. Her education
c. Her goodness of heart-
V. Assignment:
Listen to a radio newscast and note some important details about it.

ENGLISH VI
Date: ____________
I. Objective:
 Ask and answer questions about oneself and others.
II. Subject Matter:
Asking and Answering Questions About Oneself and Others
References: PELC B.2.2.1 p.13; BEC B. 3. p. 23; Growing in Eng. Language, p. 10 - 15
Materials: Sentence strips, charts, pictures
1. Drill / Review
Follow the intonation lines as you read the sentences below.
a. She is pretty, isn't she?
b. You can't drive, can you?
c. Have you eaten?
2. Motivation
What talent do you have? Ho do you make use of it wisely?
B. Presentation
A. Listening -Speaking Activities
Read the following using correct intonation?
1. Are you new in this place?
2. Do you play basketball?
3. Does your dog bite?
B. Have the pupils listen as a good reader reads aloud Ismael’s story, “Once There was an
Artist”. (See p. 9 -10 of Growing Eng. Teacher’s Manual)
C. Discussion and Analysis
1. Speaking Activities
A. What intonation pattern is used in the following statements? Say them after your teacher.
Ismael is a born artist.
He uses water coior and oil paste.
B. Ismael talks about his experience with a classmate. Invite a partner. Take roles and do the
dialogue written in the chart. Observe the intonation patterns.
C. Ask:
In which questions did you use the rising intonation?
Did you use the rising-falling intonation for the YES / NO answers?
D. Analyze the following sentences below
Can Lorena declaim?
Has she memorized her piece?
Ask: Do you think you can answer each question by yes or no?
E. Analyze the answers to the questions above.
Can Lorena declaim?
Has she memorized her piece?

Ask: What rules must we observe in answering questions answerable by yes or no?
F. Practice Exercise
Can you give an answer to each YES / NO questions below?
Be sure to observe the proper intonation.
1. Do you paint?
2. Are you a writer?
3. Can you play the guitar?
G. Generalization
1. What kind of questions are said with the rising intonation?
2. What intonation pattern do we observe in asking YES / NO question?
F. Application
Form small groups. Ask each other these questions. Be sure to answer them well with
Yes or No + rejoinder and with statements.
1. Do you paint landscapes?
2. Did you attend painting lessons?
3. Is Mr. Sulit your art Teacher?
G. Value Infusion
How can we achieve or maintain good relationship or conversation with others? How
can you develop your talents?
IV. Evaluation:
Work in pairs. Ask each other the questions in the questionnaire below. On a piece of paper, write
down the answers.
ABOUT ONESELF
What are you like?
Answer code: 1 = Yes very much
2 = Yes, quite
3 = So –so
4 = Not very much
5 = Not at all
1. Do you often help other people?
2. Can you be patient in developing your talents?
3. Do you have many talents?
V. Assignment:
Write 3 questions answerable by Yes or No then answer each using the patterns: Yes + positive
rejoinder and + negative rejoinder.

ENGLISH VI
Date: ____________
I. Objective:
 Change statements into questions
Value: Courage and bravery in times of crisis, being helpful
II. Subject Matter:
Changing Statements into Questions
References: PELC VI B. 2.2; BEC 3.3 1 p 23
Growing in Eng. TM p. 21 - 23 Growing in Eng. Lang. VI p. 27-35
Materials: Sentence strips Pictures, charts tape, cassette
1. Drill
Answer each question below using both patterns: Yes + positive rejoinder and NO +
negative rejoinder.
a. Have you submitted your project?
b. Can you admit your mistakes humbly?
c. Do you believe in magic?
2. Review
Can you read each question with proper intonation?
a. Do you know where you're going to?
b. Did you deliver your report correctly?
c. Can you sing well?
3. Checking and answering assignment
B. Teaching the New Lesson
1. Listening and Speaking Activities
Tell the pupils to write a word / phrase which comes o their mind immediately upon
hearing the word: LAHAR
2. Presentation
1 Listen to a tape recording of the newscast. (See p. 27 of Growing in Eng. Lang. VI for the
selection)
2 Ask comprehension questions about the selection after listening to it.
3. Discussion and Analysis
a. Analyze each sentence below which tells information about Mario Cupang. Can you
tell what kind of sentences they are?
a. Mario is a nine-year-old boy
b. He is from Pampanga
b. These are statements. What is the subject? The predicate?
c. Have pupils study more examples of changing statements into question and in the
other way question into statements
d. Note the changes made in changing statements into questions, Ask: What helping /
auxiliary verb do we use if the subject is singular? Do or Does? When do we use did?
4. Practice Exercise
Change the following statements into questions.

a. Christian works for the cleanliness of his community
b. He always brings a plastic bag for his trash.
C. Generalization
How do we change a statement into a question? Can you give the rules to be followed?
D. Application
Work in dyads' Show pictures of objects or persons, then ask individual pupils to give
statements about each picture. Then another pupil will change into question.
E. Fixing Skills
Change the following statement into questions.
1. Katrina Argos loves her sister very much.
2. Mothers love their children
F. Infusion of Values
Do you want to imitate Mario Cupang? Why do you want to be like him? How can you show
courage and bravery in time of trouble?
IV. Evaluation:
Change the following statement into questions:
1. Children need guidance and affection
2. A friend loves at all times
3. Jesus died on the cross for us.
V. Assignment:
Write 5 statements and change them into questions

ENGLISH VI
Date: ____________
I. Objective:
 Use tag questions correctly.
Value: Honesty
II. Subject Matter:
Using Tag Questions
References: PELC II. B. 2.3 p. 14; BEC. B. 3.3.2. p. 23 Growing in Eng. Lang. VI / p. 28, 31
Language Wonders VI p. 181; Integrating Values with Communication Arts p. 175
Materials: chart, pictures of scenic spot in our country sentence strips
1. Drill / Review
What are the rules we should remember in changing statement into questions.
Change the following into questions
1. He draws pictures well.
2. They asked me to join the cheering squad.
3. We need each other to keep the world going
2. Checking of assignment
B. Teaching the New Lesson
1. Motivation
What should you do if you found a wallet full of money?
2. Presentation
a. Listening Activity
Selected pupils will dramatize the story while the rest of the class listens.
“Aunt Martha stopped from her tracks to acknowledge a shout from behind. "Ma'm!
Ma'm! You had dropped your purse!" "Oh, God bless you! I must have been too absorbed
in my thoughts that it had fallen". The pimpled face of young man showed a thrifty smile.
Then Aunt Martha seemed to recognize him.”
b. Speaking Activities
The teacher will ask some comprehension questions about the short selection.
The class will listen to the intonation of the sentences taken from the selection as they
are read by the teacher. Then after the second reading, the pupils will repeat after her.
3. Discussion and Analysis
a. Study the sentences again written on sentence strips.
You are Chona’s lad, aren’t you?
She isn’t sick, is she?
Ask: What can you say about the sentences? How many parts do they have? How is the tag
question formed?
b. Discussing the intonation patterns use in saying tag questions.
Analyze each sentence below
You’re the secretary, aren’t you?
The tag question has a rising intonation when the speaker desires information. The
person addressed is asked to confirm, or deny the idea, to answer yes or no.

You are the secretary, aren't you"
In saying statements with tag questions you are not sure of the answer, use the falling
intonation on our voice goes down on the tag question.
4. Practice Exercises:
Read each sentence observing the correct intonation patterns.
1. We aren't safe from air pollution even inside our home, are we?
2. Cigarette, pipe, and cigar smoking cause lung cancer, don't they?
3. You don't use charcoal to barbecue indoors, do you?
C. Generalization
What is a tag question? How is it formed?
D. Application
A. Put a tag question after each statement on stem:
1. You are afraid of the dark, _____?
2. There are no black gumamelas, _____?
3. The vase is full of red rose, _____?
B. Call individual pupils to read each sentence above with correct intonation
E. Fixing Skills
Work in dyads. Using tag questions, Ask your partner about the following. The read his / her
work in front of the class observing correct intonation pattern.
1. whether he / she protects the environment.
2. whether he / she dusts the furniture at home.
3. whether he / she knows his / her duties as a pupil
Have you ever experienced being appreciated or praised because of being honest? Why is
being honest important Are you honest to yourself?
IV. Evaluation:
The statements below are either positive or negative, add a tag question in the affirmative or
negative to each.
1. He is the man you're looking for, _____?
2. Ana doesn't talk too much, _____?
V. Assignment:
Study the rules in forming / using tag questions. Then try to write at least 4 sentences with tag
questions. Do these in your notebook.

ENGLISH VI
Date: ____________
I. Objective:
 Recite poem with varied moods, correct phrasing and intonation
Value: Avoid/ refrain from giving judgment without being sure.
II. Subject Matter:
Reciting Poem with Varied Moods, Correct Phrasing and Intonation
References: ELC VI E. 1.8. p. 43 BES (L) pp. 13 - 14
Materials: The blind Men and the Elephant
1. Phonics / Drill:
Read the following words and notice the silent letters. Encircle them
Pneumonia
Neighbor
Psychology
Eight
Cupboard
Height
Psalm Freight
Palm Reign
Feign Calm
a. dispute - pantomime
b. resemble - context clues
c. spear pictures
3. Motivation
a. Read the following utterances below with proper moods.
1. Sentences
2. Hurray, we won the game.
3. Oh, how may stomach aches.
4. Raising the Motive Questions:
a. Who among the blind men described the elephant correctly?
b. From where were the blind men?
c. How did the first (second, third, fourth, fifth and sixth) described the elephant?
C. During Reading Activity
1. Answering the motive Question
2. Comprehension Check -up
The following suggestions should be followed:
1. Light voice for lines that are dirty in thoughts or light in feeling.
2. Dark voices for lines expressing sounder serious thoughts.
3. Medium voices for refrains, narrative or factual lines or sections.
D. Engagement Activity
Dramatic reading by the pupils. Line are said for mastery. Gestures and movements are
taught.
E. Practice Exercise:
Recite the poem below. Remember to use the different suggestions learned.

The Sea
Choir 1: Why does the sea laugh, Mother as it glints beneath the sun?
Choir 2: It is thinking of the joys, my child That it wishes everyone.
How can we avoid giving unfair judgment or criticism?
IV. Evaluation:
Recite the poem below following the guidelines on how to recite poems cast for a verse choir.
Weather
All: Weather is something we all must share.
Weather is something we all must bear.
Solo 1: Whether it's cloudy
Solo 2 : Or whether it's bright.
Solo 3 : In the warmth of noon
Solo 4 : Or the cool of night Solo
Solo 6 : Or whether it's dry.
All: We simply must take it, you and I!
V. Assignment:
Copy a poem from your textbook and arrange it for a verse choir. Be ready to recite it in class.

ENGLISH VI
Date: ____________
I. Objective:
 Tell the big ideas, key concepts implied in each paragraph.
Value: honesty
II. Subject Matter:
Telling the Big Ideas / Key concepts Implied in each Paragraph
References: ELC 2.1, p. 41; BES R. pp. 43 - 47
Choose the word or phrase or column B that means the opposite of the underlined word
in column A.
A
I. Poldo shook his head in disagreement
2. The boys exhaled air slowly.
3. Father and son suddenly appeared.
4. After a while Pedong cried
5. Andong was filled with confidence
B
a. Rejoice
b. nod in agreement
c. glance
d. vanished
e. inhaled deeply
2. Motivation
Teacher narrates short story / sentence about the picture. The focus of the picture is about
the object found. Ask the pupils how they feel when they find something.
Tell them that the story they will read bear the same idea.
3. Motive Question
How did Poldo react to the owner?
5. Standards for Silent Reading
Silent Reading
1. Answering Motive Questions
2. Answering other comprehension question about the story.
a. Who felt very happy?
b. What caught Poldo's eye when he looked down?
c. How did he feel?
Pick out the main idea in each of the following paragraphs from the given options.
1. Milk is the best food. It is good for babies, for children and grown ups. It is good for the
aged, for the sick and for the weak. It is also good for strong people who work haO.
a. Milk is good for everyone.
b. Milk is good for the sick
c. Milk is for babies only

2. Good books help us in many ways. They help us learn to read, write and count. They make us
happy with the stories they tell. They teach us to work. They teach us to be god and useful
children.
a. Good books teach us to read and write
b. Good books teach us to work and play
c. Good books help us to learn to do many things and to be good children.
IV. Evaluation:
Read the paragraph and be able to answer the questions that follow.
1. What is the main idea of the paragraph?
a. All dreams may come true
b. We only dream of pleasant things
c. We are free to dream
d. Dreams may be bad or good.
2. Daydreaming means
a. Dreaming at daytime
b. Thinking about pleasant things
c. Dreaming unpleasant dreams
d. Dreaming at night
3. What is the author's attitude towards the poor?
a. He hates them.
b. He dislikes them
c. He doesn't want to help them
d. He has a great sympathy towards the poor.
V. Assignment:
Choose and copy two short paragraphs from any given selection or story. Identify the key concept
in each paragraph. Write each after each paragraph.

ENGLISH VI
Date: ____________
I. Objective:
 Give the details that support the big ideas.
Value: Overcoming fears
II. Subject Matter:
Identifying Supporting Details to Big/ Main Ideas
Selection: "A Test for Mafatu" "At the Park"
References: BEC 4.4.1 p. 23; BES (Reading) p. 20 - 26
Materials: Charts
2. Motivation
Have you ever been scared in your life?
Match each word in column A with the appropriate meaning in column B.
A
1. reefs
2. furious
3. gripped
4. whirled
5. scraped
6. belly
7. grin
B
a. held tightly
b. the stomach
c. very angry
d. rubbed over the surface with something rough or sharp
e. turned around very quickly
f. a naughty smile
g. rocks lying at or near the surface of the ocean
4. Motive Question
Why do you think Mafatu was afraid of the shark?
1. Recall the Standards for Silent reading
2. Silent reading of the story. "A Test for Mafatu", p. 20
1. Get a partner. Discuss the answer to the following questions
a. What are the main events in the story?
b. Why did Mafatu make a knife?
c. Why did he hate the hammerhead shark?
2. Answering motive question
3. Engagement Activity (Group Activity)
Refer to the text of "A Test for Mafatu" Number each paragraph. Which paragraph shows
that: (main idea)
a. Mafatu made a knife to kill the shark that destroyed his fish trpa. paragraph 1 -2)
b. In the morning, Mafatu saw how the shark , destroyed his fish trap. (paragraph 3-7)
c. Uri fell into the sea and Mafatu dived to save him. (paragraph 8-9)

D. Generalization
How do you recognize important or significant details in a selection?
E. Application:
Read the following selection. Have the pupils work out a semantic map to show the main idea
and the details.
Men have always been fearful and fascinated by sharks. Some people regard these animals as
sea monsters, man-eating and extremely dangerous.
The great white shark is the most sinister of these fishes. It is equipped with several rows of
huge irregular saw-edged teeth in its jaw. The teeth always grow back, no matter what the age of
the shark is. It always has a fresh supply of these jagged weapons.
What do most sharks at? Mainly other animals.
IV. Evaluation:
Read the poem "At the Park" Chose the details which support the main idea that "Young and old
alike enjoy different activities in the park."
_____ 1. Boys and girls laugh and chat.
_____ 2. Some skate, others march.
_____ 3. Old people stroll, or sit listening to the radio.
_____ 4. Children fly balloons.
_____ 5. Others come by jeep or bus.
V. Assignment:
Give at least 5 details that support this main idea. "Trees are very useful"

ENGLISH VI
Date: ____________
I. Objective:
 Give the main idea of a paragraph that is explicit or implied.
Value: Honesty
II. Subject Matter:
Giving the Main Idea of a Paragraph that is Explicit or Implied
Selection: "The Two Peso Coin"
References: PELC, D.2.4.1.p. 41; TM pp. 22 - 23, RTX, pp. 43 -47
Materials: Charts, a realtwo peso coin or its illustration
2. Review
3. Motivation
5. Motive Question
B. During Reading Activity
Guided silent reading of the story
2. Answering the guide question written on the board
3. Answer the following questions by going back to the paragraph referred to and read it for
clarification of the main idea.
4. Infusion of Values:
If you ever found something of value lying somewhere else, what are you going to do with it?
5. Engagement Activity (Group Activity)
D. Generalization:
How do you identify or give the main idea of a paragraph?
E. Application:
Read the paragraphs on the chart. Be able to state the main idea whether explicit or implicit.
1. Greening the school and the community is an answer to air pollution. Plants give out oxygen,
the air that we breathe and take in carbon dioxide. Without, it plants; the air that we breathe
will be full of dust and smoke. This is dangerous to our health. Let us plant more trees so that
we will have longer lives.
IV. Evaluation:
Filipino have many beautiful traits. They show these in their customs, traditions and practices.
Filipinos are helpful. They are ready to help and another especially in times of needs and
calamities.

They love and respect the members of their families especially the elders. They visit the tombs of
their dead relatives and place candles and flowers on All Saint's Day.
_____ 1. What is the main idea of the selection?
a. Desirable Filipino traits
b. Customs and traditions of Filipinos
c. Filipinos are hospitable
d. Filipinos are helpful
_____ 2. How do Filipinos show their love and respect for the dead members of the family?
a. They give them food. --
b. They always remember them
c. They visit the tombs, offer flowers and place candles.
d. They respect their memories
V. Assignment:
Give at least 5 details that support this main idea. "Trees are very useful"

ENGLISH VI
Date: ____________
I. Objective:
 Write a model composition
Value: The need to express one's moods and feelings
II. Subject Matter:
Writing a model composition
References: BEC 3, p. 23; PELC IV.A.1.1.1.1.2, p. 59
Materials: graphic scene (pictures during and after a storm)
2. Review
What are the three parts of a good paragraph? What are the characteristics of a good
beginning sentence? Supporting or middle sentences? Concluding sentence?
3. Motivation:
Present the pictures of storms scenes.
How do you feel about a storm?
B. Presentation
1. Explanation of objective and activity writing a composition to express feeling about a storm.
2. Describing pupil’s feelings about a storm.
The pupils will answer motivation question using one-word adjectives or phrases. Which
the teacher will write on the board.
 Classify the feeling expressed
 Summarize in one or two sentences as in:
I am thrilled but at the same time anxious during a storm.
This will form the introduction.
Explaining the described moods and feelings.
Some guide questions:
1. What does a storm make you feel?
2. What do you see, hear, smell, taste, touch, feel, encounter / experience during and after a
storm?
3. What activities do you enjoy? What activities can't you enjoy? What things delight you?
Write down the answers randomly on the board.
D. Generalization:
Say: Remember that a good paragraph must have an effective beginning and ending. The
body contains details that support the topic well.
E. Application:
Write the composition on a piece of paper. Be sure to apply the correct punctuation and
capitalization. Note the indention at the beginning paragraph. Write neatly and clearly.

IV. Evaluation:
Call on a volunteer to read aloud his/ her composition in class. Guide the pupils to evaluate it
considering these questions.
1. Does it have an effective beginning sentence?
2. What kind of a beginning sentence is it?
3. Do all the supporting sentences keep to the topic?
V. Assignment:
Rewrite the composition in your theme notebooks.

ENGLISH VI
Date: ____________
I. Objective:
 Write a home reading report correctly.
II. Subject Matter:
Writing Home Reading Report Correctly
References: PELC VI, B.2.p. 61
Materials: charts
2. Review
Recall about different books they have read at home.
3. Motivation
Read this saying from Ralph Waldo Emerson.
"The three practical rules. Then which I have to offer are
1. Never read any book that is not a year old.
2. Never read any but the famed books
3. Never read any but what you like."
Do agree with number 3? Why?
B. Presentation
To be able to read well includes the ability to interpret and summarized accurately the content
of what you read. Careful analysis and evaluation are also an important part of good reading.
This time we will write a report about what you have read from books.
Giving a sample of home reading report.
C. Analysis and Discussion:
What is the title of Vivian's report?
Who is the author? What story did she report on?
Who were the Israelites?
D. Generalization
What are the parts of a reading report? What does each part tell?
E. Practice Exercise
Form a small group and talk about books that they have read. Plan to write a book report
using the sample format.
Title
Author
Place and Date of Publication No. of pages
Brief Summary
Setting Characters
Plot
F. Application;
Write a home reading report based on their reading about stories in the past.

IV. Evaluation:
1. Is the paragraph brief? YES / / NO/ /
2. Are the facts important? YES / / NO/ /
3. Are they told in proper order? YES / / NO/ /
4. Are all the parts of a book report present? YES / /NO / /
V. Assignment:
Rewrite the corrected report. Follow the guidelines.

ENGLISH VI
Date: ____________
I. Objective:
 Give other events that could happen next
Value: Appreciation
II. Subject Matter:
Giving Other Events that Could Happen Next
References: ELC C 5.2.3, p. 42 Reading Text p. 1-6 Modules 6.1
"What will Happen Next?"
Story: Noise
Materials: chart
1. Unlocking of difficulties
Using flashcards, pick out the word that will complete each sentence.
rattle screech
moan murmur clutter
1. The _____ of rain is heard on the roof.
2. The _____ of the wind is like a growling cat.
3. There was a loud _____ of car on the street.
2. Motivation
What sounds have you heard? What sounds have you enjoyed hearing
3. Motive Question
What will you do if you heard some noise?
1. Reading the poem orally.
a. Reading of the poem by the teacher.
b. Re-reading of the poem by the teacher and the pupils.
c. Reading orally by the pupils for harmony and rhythm.
C. Post Reading activities
1. Answering the motive question.
2. Answering the comprehension questions:
a. What did the poet or writer of the poem says about noise? Does he like noise or not?
Tony liked the book about horses. e book made him want to ride horse. Tony could think
about riding a horse. Tony's father said, "I know of a stable where people go to learn how to ride
horse. The stable is not far from here".
What do you think will probable happen next?
a. Tony's father will buy a horse for him.
b. Tony's father will read the book about horses.
c. Tony's father will take him for riding lessons.
d. Tony's father will buy other animal book.

IV. Evaluation:
A WISE CHOICE
Our class has an election yesterday. There were two nominees for president. One of them was
Daniel, my cousin. He is the leader in many of our class activities. But he is not a close friend. When
the secretary called Daniel's name, I did not raise my hand. He got twenty voles. Then
I heard Alberto's name. Again, I did not raise my hand. The secretary counted 19...20... Suddenly, I
put up my hand. Alberto had twenty-one votes. I know I voted for the right person.
1. Who was Alberto?
a. He is a cousin and a very close friend.
b. He is the leader in many class activities.
c. He is the class secretary.
d. He is the speaker / guest.
2. How many votes did Alberto get?
a. 20
b. 19
c. 21
d. 18
d. He felt worried
V. Assignment:
Annie went to a part, She saw the sign "No climbing", but she did not obey. Complete the
drawing to show what will happen to her.
A B C

ENGLISH VI
Date: ____________
I. Objective:
 Give other events that could happen next.
Value: Appreciation
II. Subject Matter:
Giving Other Events That Could Happen Next
Effects of Sounds
Poem: Noise
References: PELC III. C.5, 2.3; BES Reading. TM pp 33 -35 BES Reading TX pp. 65 - 66
Materials: Objects that produces sounds like bell, radio horn, Pictures of a cat, jet plane, grand
mother's clock
1. Review:
Sounds people hear
Introduce onomatopoeic words through semantic map
Ask: What produces sounds? What sounds each produce?
3. Motivation
Let the pupils listen to the sound of the horn, radio, bell...... Do you enjoy hearing
sounds? What sounds do you enjoy hearing?
4. What will you do if you heard some noise? Why?
B. During Reading
a. Reading of the poem by the teacher.
b. Second reading of the poem by the teacher and pupils.
c. Reading orally by the pupils for harmony and rhythm.
2. Comprehension discussion
Work with a partner. Decide on the following:
a. What did the author say about noise and whether he likes it or not.
b. List down the sounds and what produces them.
c. What do you think will happen if there will be no sound?
D. Engagement Activities
1. Group the class into four. Let each group work on the following activities: Write the needed
information.
Group I - What causes sounds?
Group II - If we hear pleasant sounds?
Group III- What do you think will happen if we will hear unpleasant sounds?
Group IV- Imagine our world without sound. What will happen if there is no sound?
World without sound

2. Infusion of Value:
Appreciation
E. Enrichment Activities
Give the event that will happen next.
1. If a man aimed his gun at something, what would you expect him to do?
Grunt strike fine
2. What would you expect a horse to do if you cried halt to him?
run faster
stop at once
start to trot
3. If two friends who had not seen each other for years next, what would they do?
embrace each other
yell at each other
write each other
IV. Evaluation:
Work with a partner. Choose one from the storyline suggested below that you can talk about.
Write other events that could happen next for each.
1. Ismael's haiku wins in the national poetry writing contest. He's extremely happy to go on a free
trip to Japan. He tells himself, "Now I can learn more about this country"
a.
b.
c.
V. Assignment:
Annie went to visit her aunt in a hospital. She saw the sign keep silent, but she did not obey.
Complete the event that could happen.
1. The guards will ___________________________________________.
2. The other patients will _____________________________________ .

ENGLISH VI
Date: ____________
I. Objective:
 Predict outcome
Value: Being courteous
II. Subject Matter:
Predicting Outcomes
References: PELC III, C.5.2; Growing in Eng. 6;TM. Pp. 222- 223
Module Eng. 6 pp. 266-268
Materials: cassette
A. Pre-Listening Activities:
1. Jazz Chant: "Night Sounds"
2. Review:
Give the events that could happen next.
Jun did not obey the "Beware of dogs" sign.
A B C
Fill in the boxes with the words being described by the words/ phrases on the right.
4. Motivation
Did you ever try to guess what event will happen next? How did you do it?
5. Setting of Standards for listening
B. During Listening Activities
A BUSYDAY
Marvin is one of the best students in his class. He always comes to class with his homework
well-prepared. He works fast and quietly. When the teacher asks the class to pass their seatwork,
he hands in his works promptly.
Marvin listens attentively in class. When he knows the answer to the question the teacher
asks, he raises is hand. When the teacher calls on him to recite, he stands up right away. He
recites in a loud, clear voice.
C. Post Listening Activities
2. Comprehension discussion
a. Who was Marvin?
b. What were Marvin's School activities? Use sentence verb.
c. Why was the selection entitled "A Busy Day"?
D. Engagement Activities
Based on what you have listened to, you will predict outcome by answering these questions.
1. If Marvin always comes to class with his homework well-prepared, how will he recite when
his teacher calls him?

2. When Marvin raises his hand during the discussion of a lesson, what will he do?
3. If he does not keep people waiting for him, how will they feel?
E. Application:
Work with a partner. Discuss, and then predict the outcome. Look for clues.
1. Jenny had packed a basketful of sandwiches, drinks, spaghetti and fried chicken. She invited
Hector, Grace, John and Susan. They brought fish poles and worms
a. They'll be going to a barbecue party
b. They'll have a picnic at the park.
c. They'll have a picnic at the lake.
d. They'll attend a wedding party.
IV. Evaluation:
Read the event. Predict the outcome,
1. It is raining hard now. Lita forgot to bring her umbrella when she went to school this morning.
a. She would go home under the rain
b. She would sleep in the school
c. The would borrow an umbrella from a classmates who lives nearby.
2. The lights went off. Tomas needs to study for his test the following day.
a. He would sleep early.
b. He would use the candle lamp or any artificial light to light his notes so he could study.
c. He would cry
V. Assignment:
Write 5 activities for your classmates to guess the outcome. Clues should be clearly seen from the
information you will give.

ENGLISH VI
Date: ____________
I. Objective:
 Tell the relationship expressed in the selection as to cause or effect
Value: Conservation of wildlife
II. Subject Matter:
Telling the Relationship Expressed in the Selection as to Cause or Effect
References: Growing in English, Reading p. 183; Wildlife in Danger,RTX pp. 48-50
TM pp. 23 – 25; Reading Comprehension Exercises in Eng. 6 pp. 3741
Materials: flip chart (wild life)
2. Review:
a. The river has become smelly and filthy because the people throw their waste into it.
b. Fish in the river die because people use dynamite in fishing.
Which are causes? Which are effects?
3. Motivation
a. Let the pupils sing the song about Pasig River. Discuss briefly the message of the song.
What have we done?
What must we do?
Are you an environmental lover?
(Context clues/ synonyms)
a. Extinct -
b. Polluted -
c. Seacoast -
d. Environment -
5. Stating Motive Question
How do changes in the environment made by man affect his wildlife around us?
B. Reading
1. Have the pupils read the story, "Wildlife in Danger"on pp. 48 — 50, Reading BES VI
2. Comprehension Questions
a. What are the changes in the environment made by man?
b. How do these changes affect the lives of man and animals?
C. Presentation
1. Skill Development
a. Why dinosaurs become extinct?
b. How people have made many changes in their lives?
c. Elicit the meaning of cause as the reason for an action and effect as the result of a certain
cause.
d. Cause answers the question why, signaled of a certain cause.

2. Infusion of Values
Conservation of wildlife.
D. Generalization
How do we perceive causes to given effects?
E. Practice Exercises
Grouping. Use graphic organizer. Assign the following. Write the needed information.
Group I – Causes why Body Healthy
Group II – Effects of Having Healthy Body
Group III – Give other possible causes of sickness
Group IV – Give other possible effects of malnutrition
F. Independent Practice
Work with a partner. Tell which he cause is and which is the effect.
1. The Math problems were difficult. Rico was worried and unhappy.
2. He is not getting enough sleep. Claudine speaks much time watching television at night.
3. She kept her mind on her homework. The girl turned off her homework.
IV. Evaluation:
1. The boy Scouts distributed empty bags to their neighbors.
a. They were getting neighborhood census.
b. They were collecting food.
c. They were going to return after a week.
d. They were having garbage collection project.
e. They were giving bags as gifts.
2. The scouts collected loads of peach pits and nut hulls.
a. These were burned for energy.
b. They were used to make life jackets.
c. They were requested by the soldiers.
d. They were used for making gas-mask filters,
e. They were made bombs and weapons.
V. Assignment:
Read the paragraph. Underline the cause once and the effect twice.
Rodolfo wanted very much to paint. He painted whenever he got chance. He began sneaking into
the workroom at night when everyone was asleep. He worked al night long with only the light of full
moon. Soon he was painting very well.

ENGLISH VI
Date: ____________
I. Objective:
 Give the possible causes to a given effect and other possible effects to a given cause.
Value: Conservation of Wildlife
II. Subject Matter:
Giving Possible Causes to a Given Effect and Possible Effect to a Given Cause
References: Building English Skills pp. 48 - 50
PELC D. 5.1.1. p. 46 Reading Comprehension Exercises in Eng. 6 pp. 37 - 42
Selection: Wildlife in Danger
Materials: Picture of wildlife
1. Review:
a. Distinguishing cause from effect
b. Conjunction, clue words used to describe case and effect.
a. Dinosaur (picture clue)
b. Roam (demonstration)
c. Extinct (context clue)
3. Motivation
a. Have you gone to the zoo? What different kinds of animals did you see there?
4. Razing of Motive Question
Why do some animals become extinct?
B. During Reading Activity
1. Recall of the standards in silent reading.
2. Silent reading of the story, "Wildlife in Danger"
Answering the comprehension question.
a. Which animals have become extinct?
b. How is wildlife destroyed by pollution?
Work with a partner. Answer the questions.
1. If people have made many changes in the environment, what will be its effects? Use graphic
organizer

IV. Evaluation:
Read the paragraph and be able to answer the questions that follow,
Ways of Getting Healthy
"Health is wealth", so as the saying goes.
Being healthy and strong is a necessity for everyday life. It is also considered wealth. On the
contrary, being sickly and worn out can make us spend certain amount of many for a doctor's
prescription. To avoid such, there are severalways to achieve a healthy body.
What are the causes of the following effects?
1. Forest and mountains were denuded.
a. Illegal mining
b. Too much heat
c. Illegal logging
d. Flash floods
e. Air pollution
2. Life underwater dies.
a. Lack of oxygen
b. No oxygen
c. Sun's heat
d. Dynamite fishing
e. Gases from vehicles
V. Assignment:
Give two possible effects to a given cause and two possible causes to a given effect.
Cause:
Jaime studied very hard.
Effect:
Mikee drinks three glasses of chocolate drinks.
2nd
GradingLesson Plan in Elementary English VI
(Second Grading)
Date:________
Lesson 27
I. Objectives:
 Give the main idea of a selection listened to.
 Identify the nouns in the selection read.
 Write the main idea of a selection listened to.
II. Subject Matter:
Values:
Earth - Friendliness

Identify the Main Idea
References: PELC 4, p. 23
Dynamic Series in English 6, pp. 163-164
Growing in English (Reading) pp. 91-92
Materials: Chart, cassette tape
III. Learning Activities
A. Preparatory Activities
1. Pronunciation Drill
The consonant Sound
Keyword – THOUGH
this weather feather
theirs wither northern
those another gathering
though brother bothersome
2. Review
What are the elements of the story?
How do you recognize the setting, main character,climax and ending of a story?
3. Motivation
Guessing Name
Choose five pupils. Instruct them to think of some actions (e.g. playing, talking) and act
them out
in front of the class. The other pupils will then guess the action shown.
Ask: Do you think it is easy to communicate without language? Do you think language is
important?
Why?
B. Presentation
1. Have the pupils listen carefully to the selection as the teacher reads it aloud.
Do you realize how important language is? Without language you would have to talk to
one another by means of signs. If you had a headache and you wanted to tell your mother about
it; you would have to use signs, such as pointing to your head or eyes.
By means of language, you can tell one another what you feeland what you think. You
can share your experiences with others. You become more truly a part of humanity.
Language is a wonderful gift. It opens your mind and leads into a magic world of
dreams and fancies. By means of words, you see the rainfall in slanting silver lines, you look a
far and see misty mountain tops of early morning; you thrill to the burning colors of a dazzling
sunset.
Look upon language, therefore with respect. Learn to use it correctly. Try your best to
gain mastery of words because words lead to knowledge and power.

2. Comprehensive Check –up
 What is the selection all about?
 Do you realize how important language is?
 Why is it important?
 How should we look upon knowledge?
 How should we use language?
3. Reading of the selection by the pupils.
4. Discussion
a. Have the pupils identify and mention the nouns used in the selection. Have them explain why
they
are called nouns?
b. What is the main idea of the first paragraph? What is the main idea of the third paragraph?
What is the main idea of the whole paragraph? What are the details that support the main
idea?
5. Fixing Skills
Listen to the paragraph. Choose the sentence that states the main idea.
1. Books are important to man. You got a lot of information from them. They tell stories of all
sorts-
from sad to funny, to exciting, to scary. Some books tell true stories and facts. Other are
fictional.
Books can be our best friend.
a. Books are important to man.
b. Books are fun.
c. Books are our best friend.
2. Plants are useful to both man and animals. They are source of food for the two. They provide
shelter
for some animals. They are used to make clothes for man. Most importantly, plants provide
the
oxygen that we need in order to live.
a. Plants are useful to man and animals.
b. Plants are need by living things.
c. Plants provide oxygen to man.

3. Man can leave without food for severaldays but not without water. Water is very essential to
man,
animals and other living things. Without water,nothing will survive on earth. Water is now
getting
scarce. We should start conserving it.
a. We should conserve water.
b. We need water.
c. Water is essential to living things.
4. They are different kind of trees. Some are ornamentals and others are fruit-bearing.
Ornamental trees
make our surrounding lovely and pleasant. Their main function is to beautify our
environment. The
calachuchi tree and the fire tree are good examples. Fruit bearing trees, on the other hand, are
those
that produce fruit for our consumption. The mango tree and the coconut tree are some of
them.
a. Some trees are ornamentals.
b. They are different kind of trees.
c. Trees beautify our surroundings.
5. Plants cannot move, but their seeds can move from one place to another. Some seeds are
blown by the
wind while others are carried by water from the rain. Some seeds even stick to the fur of
animals or on
people’s clothes. That is how they move from one place to another. Whenever seeds fall on
fertile
ground, they grow into new plants and propagate.
a. How seeds grow.
b. How seeds multiply.
c. How seeds travel.
6. Generalization
How do you identify or tell the main idea of a selection?
7. Application
Guided Exercises
Have pupils listen over a recorded reading of a paragraph and choose the sentence that
gives the
main idea.
1. One Sunday, shortly after receiving the learner’s permit. I drove my parents to church.
After a

long, rough ride, we our destination. I stopped at the front doors to drop my mother off,
and when
she got out of the car,she said “Thank you.”
“Anytime,” I replied.
As my mother slam the door shut, I heard her call out, “I wasn’t speaking to you. I was
talking to
God.”
a. The mother was angry with the son.
b. The mother has been in prayers all along for fears that the son who is just leaning to
drive might
not make It to the destination.
c. The mother was grateful.
2. I love to work with wood and decided to carve a rocking horse were shaped,my intension
became
clear to my next door neighbor. “You must be about to have a grandchild,” he called over
me.
“Our first’” I replied beaming.
“I have six,” he went on, “After the first three you’ll buy something plastic at a discount
store.
a. Being a grandfather is expensive.
b. The excitement about having grandchildren wears off as more and more of them come
along.
c. The grandparent does not love the other grandchildren as much as the first ones.
3. I had just started a job, and money was tight. Nonetheless, I could not resist buying a
bottle of
favorite perfume. Mother instantly recognized the expensive box and asked, “Nancy, why
are you
spending all that money on perfume?”
“When I wear beautiful, I feel beautiful,” I explained.
Mother answered thoughtfully, “It’s too bad they don’t make perfume called
“Responsible or on
Time.”
a. Mother wants Nancy to save her money for more important things.
b. Nancy is irresponsible and always late.
c. Mother has no money to buy expensive perfume herself.
4. “I never eat food with additives or preservatives,” boasted a health fanatic. “And I never
touch
anything that’s been sprayed or fed chemical grain.”
“Wow, that’s wonderful,” her friend marveled. “How do you feel?”
“Hungry,” she moaned.
a. Additives or preservatives are bad for the health.

b. The health fanatic is proud and boastful.
c. One will go hungry if he considers that all foods are practically sprayed with additives
or
preservatives.
5. A Japanese dignitary was visiting the factory where I was consulting Physician in the
first-aid
room. Just before he arrived a tour guide explained to us the importance of a low bow as a
sign of
respect. So when the dignitary entered the room and bowed, I bowed lower. He smiled,
bent again
and pointed to the floor. I bowed ever lower, whereupon he smiled and bowed and pointed
downward again. Wondering what I was doing wrong, I stooped as low my back would
allow.
The tour guide whispered, “You can stop now. He wants you to check his stubbed toe.”
a. Bowing among Japanese is a sign of respect.
b. The physician also tried to be respectful by bowing.
c. The messages’ or signals both were sending did not conform to the real one.
Independent Exercises
Divide the class into 5 groups. ask each to choose a leader. The pupils will listen as the
teacher
reads the selection. Then, have them answer the questions that follow and be able to report it
to the
class.
1. What is the main idea of the paragraph?
a. Meteor is a solid matter from space.
b. Meteor is also called shooting star.
c. Meteor is also called meteorites.
d. Meteor is very large.
2. What is true about the paragraph?
a. All meteors burn as they come through the atmosphere.
b. Some meteors burn as they come through the atmosphere.
c. All meteors burn up completely.
d. All meteors are very large.
A meteor is solid matter that falls from space. It is made of iron and stone. A million
meteors enter our earth’s atmosphere every hour. Some meteor ate very large, and other is small
as a speck of dust. All meteors burn as they come through the atmosphere, most of them burn
up completely. Sometimes, a meteor can be seen as a bright trail or light in the sky. The light is
caused by the friction made when the meteors come through the air around the earth.
Meteors are sometimes called shooting stars or falling star because they look like stars
that are falling from the sky. Not all meteors actually reach the earth’s surface before burning
up. The ones that do are called meteorites.

3. Meteors are sometimes called shooting star because _________.
a. They have bright trail of light.
b. They are falling from the space
c. They look like stars.
d. They reach the earth’s surface.
4. Those meteors that can reach the earth’s surface is called ________.
a. Small meteors
b. Falling meteors
c. Earth’s meteors
d. Meteorites
5. Meteors are made up of ________.
a. iron and fire
b. iron and stone
c. stone and fire
d. fire
IV. Evaluation
Listen to the following selections. Then, write the main idea of each on your paper.
1. Serious things can happen when an area is deforested. The topsoil can be eroded-washed or
blown away
because, no roots hold it firmly in place. In some deforested areas, weather patterns can change
because no
trees absorb and store water and recycle the moisture. Then severe drought can occur. Prolonged
drought
can turn a place into a dessert,a phenomenon called desertification.
a. Drought can turn a place into a dessert.
b. Weather pattern changed in deforested areas.
c. Deforestation can have serious effects.
2. Pesticides are the chemicals used in farming, gardening and indoors to combat pest.
Unfortunately, more
pesticides are harmful not only to pests but to the soil and to the farmer’s or gardener’s who use
them. They
are harmful to the people who eat contaminated foods as well. Pesticides may also leak into the
earth and
poison the underground water. Thus, they may kill wildlife and possibly trigger the spread of
pesticides-
resistant strains of bugs and weeds.
a. Pesticides are harmful
b. Pesticides may leak into the earth and poison the underground water.
c. Pesticides may kill wildlife.
3. Besides food, clothing, shelter, and medicines, another essential in life laughter. Since life is
full of

problems and difficulties, we cannot do without laughter. It enables us to see the brighter side of
things. It
lightens our daily burdens. It attracts sunshine and happiness in our lives.
a. We need sunshine and happiness in our lives.
b. Laughter makes the world brighter.
c. Laughter is an essential as our basic needs.
4. All men are equal before God and in the eyes of the law. There are no whites, blacks, browns,
nor
yellows. There are neither rich nor poor. There are no privileged few or exploited majority, but all
men
deserve to be treated equally.
a. Men belong to different races.
b. All men are equal.
c. Majority should always win.
5. When unsure of the source of your water supply it is best to boil your drinking water. If your
water
supply is drawn from a water pump or well, see to it that your water containers are properly covered
to
prevent dust and other materials from getting into them. You can also purify your water by allowing
suspended particles to separate them from the water.
a. Make your water safe to drink and use.
b. Drinking water should come from clean source.
c. Water from underground is unsafe to drink.
V. Assignment
Choose a selection from your book and write its main idea.
Date:_________
Lesson 28
I. Objectives
 Give details that support the big idea.
 Write the details that support the big ideas.
II. Subject Matter
Values:
Humility

Giving Details
References: PELC D.2-2
BESR 6, pp. 39-42
Materials: pictures, chart
III. Preliminary Activities
1. Listen to the paragraph to be read by the teacher and pick out the letter of the main idea.
a. Fire can be a bad enemy. It can burn our house and pieced of furniture. It can kill our pets
and other
animals. It can burn our beautiful garden and lawn.
1. Fire can be an enemy and cause a lot of harm.
2. Fire is helpful but harmful.
3. fire can be burn our houses and pets.
2. Review
Unlocking of Difficulties
Pick out the letter that means the same as the underlined word in the sentence.
1. A boastful person wants to be always on lead.
a. shy
b. friendly
c. proud
d. intelligent
2. The rough surface of the jackfruit is hard to handle.
a. smooth
b. coarse
c. shiny
d. oblong
3. The roasted pig has scorches on its body.
a. patches
b. curls
c. wounds
d. marks
3. Motivation
Have you met proud and boastful person? Do you like to friend them?
4. Raising of Motive Question
Why do you think the shrimp was boastful?
B. Presentation
1. During Listening Activity

Pupils take notes of the segments that justify their opinions/ideas about the title.
2. Post-listening Activities
a. Answering the motive question.
b. answering guide questions. Finding the paragraphs where the questions are answered.
a. How did the boastful shrimp display his shield?
b. How did he display his strong muscles?
c. How did the fishermen catch him?
3. Generalization
Why do we have to give details? What would you do to be able to give details/
The Boastful Shrimp
Once there was a shrimp who thought he was the most handsome shrimp in all worlds. In fact,
he believed that he was more handsome than any other creature on earth.
“Just look at my sword,” he proudly told the other young shrimps, pointing to the sharp-pointed
protrusion at the end of his nose. Of course, as far as shrimps were concerned,
the end of the nose was the most natural place for a sword to be.
“And look at my thick, smooth shield,” he would continue, “Nothing can pierce this shield.”
Like other shrimps, he carried his shield on his head. And he needed to do show off his shield was to
hold his head high.
“You are indeed a handsome shrimp,” said an old experienced shrimp. “But you are just
reaching adulthood and have had no experience of the world. “Do not display yourself too much, or else
one of those human might grab you,” said the old shrimp, pointing with one of his many legs to a young
man swimming nearby.
“Grab me? Who? That soft-skinned two legged creature?” scoffed the young shrimp. “he does
not even have a proper shell. He has those funny little bits of shell on the end of his fingers and toes,
which do not protect him at all, as far as I can tell. All I need to do is stab himwith my sharp sword, and
that will be the end of h. Someday, he and other funny two-legged humans will look at me and admire
me!” said the young shrimp.
“Well, if you won’t listen to my advice,” said the old shrimp, “you will have to learn
your lesson the hard way.
The young shrimp soon forgot about the old shrimp’s advice. He continued his habit of looking
for groups of other young shrimps his age, and showing off before them. He would engaged in shrimps
gymnastics, bending his body this way and that, to let them see how strong his muscles were inside his
beautiful glistening white shell, which hardly had any dark spots or lines on them, unlike the other
shrimps around him.
One day, a fishing boat passed by, with fishermen on board looking for a good catch. The
boastful shrimp saw his chance to display his athletic form before them. He swam to the surface of the
water, the fishermen saw him. They cast their net and, in few minutes, the boastful young shrimp was
caught in the net along with other shrimp and fish.
That day, at lunch time, the boastful shrimp was seen on the end of a barbecue stick, his shell
now in beautiful colors of pink, red and brown, with some scorched spots from the hot coals over which
he was roasted.
“What a fine, fat shrimp!” exclaimed the person around the dining table.
“It’s the best shrimp I’ve tasted!” said the person who picked up the barbeque stick and cut up
the shrimp, after putting a little portion in his mouth.
The boastful young shrimp got his wish at last – to be admired by the human.

4. Application
A. Guided Activity
Read the paragraph. Identify the details that support the main idea.
1. Ants are interesting insects. They live in colonies. There are three groups of ants, the
workers, the
soldiers and the queen. The queen ant is taken cared by the soldiers and the workers. The
workers
hunt food for all the ants on the colony.
B. Independent Exercise
Find out which details would support the big idea.
Big Idea:
Technology is science in practice. It is the means by which improvements on existing
materials
are undertaken.
a. It provides many comforts and conveniences of modern life.
b. It is dangerous and disadvantageous.
c. Many things were made possible.
IV. Evaluation
Listen to main idea and pick out the details from the list below that would support each big idea.
Main Idea:
One shrimp thought he was the most handsome shrimp in the entire world and refuse to listen
to an old
shrimp’s advice.
a.
b.
c.
d.
The details:
 What a fine, fat shrimp!
 You are indeed a handsome shrimp but do not display yourself too much.
 The boastful shrimp got his wish at last to be admired by human.
 The young shrimp would not listen to old shrimp’s advice.
 The fishermen cast their net in a few minutes, caught the boastful shrimp with other shrimp s
and fish.
V. Assignment
Read any selection and write its details.
Date:__________

Lesson 29
I. Objectives
 Retell a selection listened to.
 Give the details that support the big idea.
 Write the summary of the story.
II. Subject Matter:
Retelling a Selection Listened to
References: PELC 4, p. 23
Dynamic Series in English pp. 116-117,151
Materials: Chart, strips of cartolina
The Schwa Sound
Key word – ABOUT
alone focus hammock
oblige vapor supply
2. Review
How do you identify or tell the main idea of a selection?
Select the right antonym of the underline words and write them on the blank provided for.
________ 1. Real friends are precious gifts of God.
________ 2. Mark Continued to pester Marie about her behavior.
________ 3. The cruel masters let their pet dog Bob to starve to death.
4. Motivation
Do you have animals at home? How do you treat/take care of your pets?
What do you think will happen if they were not given the nourishment their body needs?
Values:
Care for animals
depressed pleased worthless idleness feed

B. Presentation
1. Have the pupils listen as the teacher reads the story, “The Foolish Farmer and His Carabao”.
2. Comprehension Check-up
 Who lived in the town of San Diego?
 What did he have in his possession?
 What did Tatang Juan do everyday?
 How did Tatang Juan carry out his plan of not feeding Makisig?
 As a pupil, how do you intend to keep your body and mind active for the whole day
school/
3. Discussion
What is the big idea conveyed by the whole selection?
What are the details that support the main idea?
4. Fixing Skills
Have the pupils arrange the following sentences as they happened in the story, “The
foolish Farmer and His Carabao”. Then have them retell the story.
_______ 1. Makisig asked for an extra food but Tatang Juan didn’t bother to give him any.
_______ 2. In the town of San Diego lived a farmer and his carabao.
_______ 3. Tatang Juan taught Makisig not to ear or to drink anymore.
5. Generalization
How do you recognize important or significant details in a selection?
6. Application
A. Guided Exercises
Divide the class into 5 groups. On a sheet of cartolina, have each group write the main
idea
conveyed by the selection, “The Tyrant Who Became A Just Ruler”, and the details that
support the main idea.
B. Independent Exercises
The Foolish Farmer and His Carabao
In the town of San Diego, there lived Tatang Juan. He was a farmer and he owned a large
farm and a carabao. His carabao’s name was Makisig, who helped him with his farm chores.
Everyday, Tatang Juan took time to feed Makisig four bundles of grass and gave him four
buckets of water to drink. makisig grew stronger everyday. But Tatang Juan thought otherwise.
“I am wasting too much precious time in cutting grass, carrying water and feeding Makisig.
Perhaps I could teach him not to eat and drink anymore. That will save me from toiling and working
hard on the farm. I don’t have to pester my self anymore about Makisig. I will just spend my time
drinking wine in the village with my compadres.
The following day, he began to teach Makisig to fast. Instead of the unusual two bundles of
grass and buckets of water. Tatang Juan gave him one. He decided that he would cut Makisig’s
average amount of consumption for the next few days, just until the carabao learns not to eat nor
drink.
Makisig was asking for extre food but Tatang Juan was firm and said, “You have to learn not
to eat and drink anymore. So that, you will just work and work on the farm while I rest.”
Eventually,Makisigwassoweakbecause of hungerandthirst.He could not even look up at
Tatang Juan. As this, Tatang Juan was ecstatic: “Hurrah! Makisig no longer cares food and water!
Good! How wonderful! He’ll just work and work without eating or drinking. Husrrah!”
Little did he know that on the next day, Makisig was lying dead, starved to death by his
master, Tatang Juan. Still Tatang Juan managed to say, “How stupid and foolish of that carabao!
Why did he die just when he learned not to eat or drink?”

Call on pupils to retell the selection, “The Tyrant Who Became A Just Ruler”, in front of
the
class.
IV. Evaluation:
Provide pupils sentences (written in cartolina strips) from the story, “The Tyrant Who Became A
Just
Ruler”. Have them arrange the sentences/events as they happen in the story to form the summary.
Have them
write the summary on their paper.
V. Assignment
Get any fiction story and write its summary.
Date:_________
Lesson 30
I. Objectives:
 Retell new broadcast listened to
 Give the main the main idea of news broadcast listened to.
 Read a new story.
The Tyrant Who Became A Just Ruler
In olden times there lived a king, who was cruel and unjust towards his subjects that he was
always called The Tyrant. So heartless was he that his people used to pray night and day that
they might have a new king. One day, muchch to their surprise, he called his people together
and said to them.
“My dear subjects, the days of my life tyranny are over. Henceforth you shall live in
peace and happiness, for I have decided to try to rule henceforth justly and well.”
The king kept his word so well that soon he was known throughout the lands as a Just
King. By and by one of his favorites came to him and said.
“Your majesty, I beg you to tell me how it was that you had this change of hearth
towards your people?”
And the king replied.
“As I was galloping through the forest one afternoon, I caught sight of a hound of a
chasing fox. The fox escaped into his hole, but not until he had been bitten by the dog so badly
that he would be lame for life. The hound, returning home, meat a man who threw a stone at
him, which broke his leg. The man had not gone far away when a horse kicked him and broke
his leg. And the horse starting to run fell into a hole and broke his leg. Here I come to my
senses, and resolved to change my rule. “For surely, I said to myself, he who doeth evil will
sooner or later be overtaken by evil.
One day the king called his people and said that the days of his tyranny are over.
In the olden times there lived a cruel and unjust king, that he was always called a tyrant.
The king said that one afternoon while he was galloping through the forest, he witnessed
situations which led him to change his rule.
The king kept his word so well that soon he was known as “The Just King”.
One of the followers begs the king to tell reason why he had this change of heart.
Values:
Awareness,Accuracy,Courage

II. Subject Matter:
Retelling News Broadcast Listened to
References: PELC II 4.1
PELC 6, p. 23
Growing English (Language) p. 125
Materials: Picture, word cards,news report, a newspaper,taped news broadcast,cassette
As I went into the garden
I saw five brave maids
Sitting on a five broad beds
Braiding broad braids
I said to these five brave maids
Sitting on five broad beds
Braiding broad braids
“Braid broad braids, brave maids”
2. Review
(In a form of contest)
Title: Guessing Game
 I am a report of recent events.
Who am I??? ____________
 I am a radio or television broadcast news.
Who am I??? ____________
I am the one who delivers or sells newspaper.
Who am I??? ____________
Unlock these words by giving clues and by using it in a sentence.
4. Motivation
a. Have you heard “Mel Tiangco”, Vicky Morales and Mike Enriquez giving news broadcast?
Who among you would like to be a famous broadcaster someday?
b. Show a picture of a depressed person.
hardship oozing complaining suicide depressed

 What does the picture shows?
 When you encounter problems in your family, what do you feel?
B. Presentation
1. Listen to this news broadcast.
(The Teacher reads the news broadcast aloud)
2. Discussion Questions
1. What is the news broadcast about?
2. Where did the incident happen?
3. When did it happen?
4. Who was the victim?
5. Why did he kill his life?
 Discuss to pupils the steps on how to retell news broadcast listened to.
 One pupil reads the news broadcast aloud. Be able to retell the news heard.
(Use the news read by the teacher)
3. Generalization
What should be remembered in retelling a news broadcast?
4. Valuing
 Are you aware of the day to day news here and abroad?
 Can you give accurate reports of the news you’ve heard?
5. Application
1. Divide the class into two groups.
 Have a leader for each group.
 The leader plays the role of a newscaster while the rest of the class listened.
 News broadcaster (Pupils will retell the news broadcast heard)
IV. Evaluation
Listen to a tapped news broadcast, and then answer the questions that follow.
Too much of life’s hardship reportedly led a security guard to end it all as he shot
himself in the head with his service pistol yesterday morning in Valenzuela City.
The victim was identified by the police as Jeorge Santos, a member of PJ Can Security
Agency. Santos was next seen already on the floor with blood oozing from his head.
Co-workers and friends said that before the reported suicide, Santos was unusually
quiet and visibly depressed, complaining of financial problems in raising his family.
Jean de Vega Reports:
The metro manila council has approved a resolution penalizing individuals who
purchase goods from the sidewalk vendors along all roads of the metropolis. The council also
approved the regulations against business establishment that coddle sidewalk vendors within
their premises.
Metropolitan Manila Development Authority Chairman Bayani Fernando noted that
campaign against sidewalk vendors would be strengthened by penalizing both the consumers
and establishment who tolerate or support the illegal activity.

1. What is the news broadcast all about?
2. Are the details of the news stated?
3. Retell the news broadcast.
V. Evaluation
Listen to a news broadcast over the radio or TV and write a brief summary about it.
Date: ________
Lesson 31
I. Objectives
 Write from dictation
 Write legibly and neatly observing correct letter form, capitalization, punctuation and spelling
 Identify nouns in a selection listened to
II. Subject Matter:
Writing from dictation
“The Ice Palace”
References: PELC 5, p. 23 – Writing
Language for Daily Use,p. 29
Materials: boardwork, pictures, flashcards
Say each phrase. Then have the pupils repeat.
frosted windows
with fairy palace
a ballroom
a large hall
icy furniture
2. Unlocking the Difficulties
(Pre-assigned dictionary work)
A low pressure area with a maximum wind of 65kms/hr was spotted 880 kms east. It is
moving northwest at 23 kms/hr in the general direction of Northern Luzon. Public Storm No.1
is now hoisted in Central and Northern Luzon. These areas will experience moderate wind of
not more than 60 kms/hr. Please take all the necessary precautions.
Values:
Neatness

 Have the pupils give the meaning of the underlined word in each phrase.
frosted fairy ballroom hall icy
 Then have the pupils use the phrase in their own sentences.
3. Motivation
All countries have their own government, only of different forms. What form of
government do
we have in the Philippines? Who is its head? What is the name of the official residence of our
President
and her family. How many among you have seen the Malacaňang Palace?
Our nations have the monarchial form of government which is headed by a king or a
queen who
lives in a palace. (Show picture of a palace)
I know that you want to enter a palace. Perhaps you want to know what can be found
inside. As
this moment, it is impossible for us to visit a palace so I will just tell you a story about a
wonderful
palace. This is an “ice palace”.
B. Presentation
1. Reading of the selection by the teacher.
Listen very well and look carefully at the series of pictures that tell about the selection
you will
listen to.
2. Answering comprehension questions
With the help of the pictures, have the pupils answer the questions in complete
sentences.
a. What did the princes notice one morning?
 What part of speech are princess, windows and bedroom?
b. Describe the windowpanes.
 Which are the nouns in the sentence?
3. Practice
The Ice Palace
One morning the Princess noticed the frosted windows of her bedroom. The panes were all
covered with fairy palaces and towers of ice. Then an idea came to her. She would build a palace of
ice!
So the Princess called a famous architect. Her plans were soon laid before him. After some
weeks, the ice palace was completed.
The palace contained only three rooms, a ballroom and a dining room in one large hall and a
bedroom. Each room was furnished with icy furniture. But no one slept on the icebed. The icelogs in
the icefireplace did not burn.
Naptha was poured on the logs and the naptha burned but icelogs didn’t melt.
The windowspanes were sheets of clear ice. At night the candles glintened like diamond
through the ice windows.

Listen and try to give back each sentence.
a. The princess noticed the frosted windows of her bedroom. (Individual Repetition)
b. The panes were all covered with fairy palaces and towers of ice. (Individual Repetition)
c. The princess called the famous architect.
4. Dictating the Selection
Have the pupils write the selection from dictation. Remind them to observe correct letter
form,
capitalization, punctuation and spelling.
IV. Evaluation:
Have the pupils check their work against the original, call on some of them to read their work.
V. Assignment:
Go over your composition to correct your error. Then write for submission.
Date: _________
Lesson 32
I. Objectives:
 Sequence events of the story listened to through guided questions.
 Retell a selection listened to.
II. Subject Matter
Sequencing events of a story listened to.
References: PELC 5 (Listening) p.23, 5.1 (Reading) p.23
Reading Comprehension Exercises 6 pp. 24-27
Growing in English – Language pp. 18, 260 – Reading p.84
Materials: Sentences in cartolina strips, exercises written on charts
1. Drill
Arrange the following words alphabetically.
phrase phone phase
propel prepare prunes
Give the meaning of the underlined word through context clues.

a. The big black ants that ate the poisonous fruit died on the spot. (juicy, deadly, dirty)
b. Don’t cry for I like to pinch your cheek, little chubby boy. (squeeze, hit, caress)
3. Motivation.
Do you know what a folktale? Can you name folktale that you’ve read or heard? Listen
and be
able to tell how the lansones became edible.
B. Presentation
1. Listen to the story (To be read by the teacher or a good reader)
2. Comprehension Question
a. According to the folktale, how did lansones get its name?
b. What made the people think that lansones was poisonous?
f. Valuing
Why do you think did the angel show himself to Mang Selo and helped him? How can
you show
kindness to others?
3. Present the paper strips where the events of the story are written.
Tell the pupils to arrange the strips as the events happened in the story. The guid questions may
be used
as clues.
Mang Selo and the Dream Angel
Did you know that the lansones fruit was once thought to be poisonous? Its name, lansones, is
taken from tagalong word lason, which means poison.
In ted very delicious but every one had been told not to eat them because they were
poisonous.The town of paete in laguna, a province, south of manila, there once grew tall trees with
bunches of cream-colored fruit. They looked very delicious but every one had been told not to eat
them because they were poisonous. One bite of the lansones fruit was enough to kill a man. Even the
big black ants that ate them died on the spot.
One sunny September morning, an old but dood hearted man called Mang Selo was walking
through one of Paete’s thick forest. He was on his way to a fiesta in a nearby town. He has made this
trip every year, travelling on foot, with no trouble. But now he was old and became tired quickly. Soon
he needed to stop and rest.
Next year I will bring a walking cane and soon for my journey,” Mang Selo told himself. “I
will stop here and rest, perhaps my hunger will go away.”
The old man tried to take a nap, but his empty stomach kept him awake. He sat up and looked
around for something to eat. There were no wild berries or nuts to sigth. He only saw the deadly
lasones trees.
A beautiful angel appeared to him in his sleep. She wore a white gown and seem to have come
down from the heavenly clouds. The angel stood next to Mang Selo and gave him a bunch of fruit.
Finall, she said, “My good Christian friend and traveler, take these so you will not be hungry.
Mang Selo looked at the fruit the angel had in her hand. He was surprised to see that they were
lansones. “Why would this good angel give me something poisonous?” he wondered.
“Do not worry,” said the angel. Then she took one and pinched it, peeled it and put it in her
mouth. Then she took one of the lansones. “Eat,” she said.
At the moment Mang Selo woke up. The angel was gone! He rubbed his eyes and wondered if
the angel had been a dream. Slowly he realized that he was no longer tired or hungry. He looked
around and was surprised to see lansones peeling on the ground. The angel in his dream had been real,
after all!
1een real,

 When awoke he realized he had really eaten some lansones, but was not poisoned by
them.
 It had been told that one bite of the fruit was enough to kill a man.
 Feeling tired, he took a nap and an angel who appeared in his dream told him to eat the
lansones fruit and he did.
 Lansones was once thought to be poisonous
 Mang Selo, a king hearted man was once walking through a forest.
4. Have the pupils read and arrange sentences. Tell them to retell the story by answering the guide
questions.
5. Generalization
What must you remember in sequencing the events of the story you listened to.
6. Practice exercise
a. Have the pupils listened to another short story.
 Group the class into four.
 Present the jumbled sentences and have the groups rearrange the sentences using the
guide questions to form a story.
 Tell them to write the number sentence only on their show me cards.
 Ask the pupils to retell the story using the questions as their guide.
Sentences:
_________ A beanstalk grew from the beans.
_________ Jack and his mother badly need money for their food.
_________ The last time, he was chased by the giant and the beanstalk broke.
_________ Jack sold the cow for five beans
_________ Jack always climbed the beanstalk after finding a giant’s house.
Guide Questions:
 Who are characters of the story?
 What did Jack do to get money?
 What happen to the beans?
 What did Jack find upon climbing the beanstalk?
 Why did the beanstalk break?
b. This time no guide questions are given. Tell them to listen attentively to be able to rearrange
the
jumbled sentences.
Jack and his mother needed to buy food so they sold milk from their cow everyday. One day,
jack sold the cow for five beans. The mother got angry and threw all the beans into the garden. A
beanstalk grew from the beans. Jack climbed it and found a giant’s house. Jack always climbed the
beanstalk. The last time, he was chased by the giant. The beanstalk broke and jack could not go up
again.
Apolinario Mabini was chatting with his classmates when his mother, tired and shabby
arrived. She had walked miles from Tanauan, Batangas to Manila. That’s why she looked like a beggar
upon reaching the city. Without hesitation, Mabini lovingly embraced his mother, and kissed her
sweating forehead. Then proudly, he introduced her to the people around. How delighted the teary-
eyed mother was!

English vi lp 1st to 4th grading

English vi lp 1st to 4th grading

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