Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
WEDNESDAY
I. Objective:
Give possible cause and effect to the situation heard. PELC _________________
II. Subject Matter:
A. Giving possible Cause and Effect to the Situation Heard
B. EFAT VI
C. Chart, flashcards
D. Save our planet from destruction
III. Learning Activities:
A. Preparatory Activities:
1. Pronunciation Drill
/d/ and /dh/ sounds
/d/
/dh/
day
they
den
then
die
thy
1. They traveled during the day.
2. Those passenger might doze during the trip.
2. Unlocking Difficulties:
Match each word to each meaning.
A
B
1. atmosphere
a. the act of clearing the forest.
2. pollutants
b. the act of destroying or state of being
3. endanger
destroyed.
4. destruction
c. to expose to danger.
5. deforestation
d. any various harmful chemical which impair
6. tremendous
the purify of water, soil or atmosphere
e. the mass or body of gases that surrounds
the earth or any heavenly bodies
f. dangerous; terrible
3. Motivation:
Class, I have here a real egg and a fork. I am going to strike the egg
with fork, what happened to the egg?
B. Presentation
1. Have the pupils listen as the teacher reads the selection. Save the Earth
2. Comprehension Check-up:
1. What day-to-day activities do you think contributes to the endangering
of our planet earth?
2. What are the sources of air pollutants?
3. What is the effect of this greater heating of the earth?
3. Analysis and Discussion:
In the situation you have listened to, what possible causes and effects
can you give?
4. Fixing Skills:
Write the four causes of the earth's danger on Column A and the effect
on Column B. select from the list below.
1. Increased heating of the earth
2. Indiscriminate cutting of trees
3. Exhaust pipes of running vehicles
4. Destruction of ozone layer
5. Spraying of plants with chemicals
(Causes) A
(Effects) B
5. Generalization:
What is cause? What is effect?
What would you do to give possible cause/effect to the situation
heard?
6. Practice Exercises:
a. Guided Practice:
Listen to these situations and be able to give the possible cause
and effect.
1. Mario was very delighted over his high score in Science.
2. Your neighbor's three-year old daughter is crying.
b. Independent Practice:
Divide the class into groups of four. Each group will give the
cause/effect of the following situations.
1. The door bangs as Albert leaves the room.
2. The pupils suddenly keep quiet.
7. Valuing:
Why is it important to save our planet from destruction?
IV. Evaluation:
Listen to each situation and answer the questions that follow by selecting the
letter of the correct answer.
Kevin smelled smoke in the air. He looked down the street and saw a fire
blazing in old garage. "I have to do something fast," he said to himself.
Kevin knew that he could not fight the fire himself, so he ran to the nearest
phone. He reported the fire. Soon a fire truck was on the day to the garage. By
nine-thirty, fire fighters from 5 action Five had put out the fire.
1. Kevin smelled smoke to the air. What was the effect?
a. He checked and saw fire
b. He started to feel funny
c. He bought someone was smoking.
He reported the fire.
ML____________________
ID_______________________
V. Assignment:
Give three possible causes and three possible effects to this situation:
The street are flooded every time it rains.
ENGLISH VI
Date: ____________
I. Objective:
Use the verb that agrees with the singular indefinite pronouns
Value:
Being respectful
Everybody (is, are) always eager to check the mail. Something usually
(arrive, arrives) in the mail for me. Each of my pen pals (is, are) special. Both of
my pen pals live in America. Some of us read the letter about the class. Many
hope to visit their pen pals someday. All enjoy communicating with new friends.
V. Assignment:
Use each of the following singular, indefinite pronouns in a sentence.
1. anybody
2. someone
3. everybody
4. none
5. anyone
ENGLISH VI
Date: ____________
I. Objective:
Use the verb that agrees with the plural indefinite pronouns
II. Subject Matter:
Using the Verb that Agrees with the Plural Indefinite Pronouns
References:
BEC-PELC 7.1 p. 24 Growing in English Language, pp.97-100
Materials: chart, pictures
III. Learning Activities:
A. Preparatory Activities:
1. Drill:
Gave the plural form of the noun in the parentheses
Fishing is fun. (Man), (woman) and (child) love it both as an occupation
and as a part of sport. It does not necessarily mean catching different
(species) of fish, like (tuna), (milkfish), (salmon) or mackerel.
2. Review:
What are the indefinite pronouns?
Can you give examples of singular/plural indefinite pronouns?
3. Motivation:
Show pictures of life in the past and in the 21 5t century.
Compare the two pictures. Talk about to which picture do they want to
live with.
B. Presentation:
1. Read the paragraph.
2. Comprehension Check-up:
What was everyone striving for ever since the world begun?
Why is electricity considered to be the necessity in the homes?
3. Analysis and Discussion:
Let the pupils read sentences in sentence -strips.
1. Many think life is better now than before.
2. Some say it is much better to live today.
3. Few believe it is happier and more peaceful to live this time.
4. Fixing Skills:
Complete each
sentence with the appropriate verb inside the
parenthesis.
1. Many of the pupils (is, are) proud of their projects.
2. All of the 'students (love, loves) their projects.
3. Few (has, have) started on their science projects.
5. Generalization:
What kind of verbs do the plural indefinite pronouns take?
6. Practice Exercises:
a. Guided Practice:
Complete each sentence with the correct form of the verb in the
parenthesis.
(feel) 1. All pupils __ excited in their field trip.
(be)
2. Most of the entries __ very creative.
(be)
3. Few pupils __ witling to join the competition.
b. Independent Practice:
Group the pupils. Provide each group with a list of plural indefinite
pronouns. Have them write a sentence using each word. The answers
must be written in the newsprint.
IV. Evaluation:
ENGLISH VI
Date: ____________
I. Objective:
Use possible causes and effects to news stories heard.
Value:
Righteousness
a.
b.
c.
d.
e.
B
A car stops
The building is dark
electricity flows out of it
the friction produces some heat
there is no wind
2. Review:
How can you distinguish cause from given effect?
3. Motivation:
What news report did you hear this morning?
B. Presentation:
1. Listening to the taped news report.
2. Comprehension Check-up:
Who was the policeman's daughter?
What did the two women offer her?
How much was the original price of the ring?
Why did they sell it for only P450.00?
3. Valuing:
If you were the daughter of the policeman, would you also do the
same? Why?
4. Discussion/Analysis:
Studying the sentence taken from the news broadcast:
Two women were detained because they were peddling fake jewelry.
What is the reason why the two women are detained?
Which is the cause/effect?
5. Generalization:
How can you give possible cause to a given effect?
6. Practice Exercises:
a. Guided Practice:
Work by pairs. (Think pair share) Pupil A will write a cause from
the controversial issue in the newspaper then pupil B will write the
possible effect.
b. Independent Practice:
Listening to another news broadcast then identify cause-effect
relationship.
Cause __________________________
Effect __________________________
IV. Evaluation:
Listen to the recorded news broadcast then fill up the table below.
Cause
Effect
1. A total of 3780 students enrolled this school year at Manila High School. It is
four percent lower than 3933 figure last school year. This is due to change of
residence and unemployment.
2. Most failures and inability of students to hurdle the College Entrance Test
are due to poor reading ability and comprehension and deficient
mathematical ability.
V. Assignment:
Read news stories in the news paper. Then list down 5 possible effects to a
given cause and vice versa.
ENGLISH VI
NOVEMBER 4, 2013
TUESDAY
I. Objective:
Give other events that could happen next . PELC_________
Value:
1. In the early days, most things are made at home. Other things were
made in shops. The people did much of this work with their hands.
a. It was easy to do work.
b. Men earned much money from their work.
c. Work was done slowly.
5. Generalization:
What would you do to be able to give the events of what could happen
next?
6. Practice Exercises:
a. Guided Practice:
Write your own ideas to complete each sentence.
1. If I fix my blanket and pillow after waking up, _________.
2. If I eat good breakfast before going to school,
______________.
b. Independent Practice:
Divide the class into groups of 4. ask each leader of the group to
pick a piece of paper having a situation. Then, on a piece of cartolina,
each group will write the events that could probably happen next.
IV. Evaluation:
Read the situations. Then, select from the given choices the events that will
happen next.
1. A band is playing in the plaza one early morning. Many people are there. All
of them are well dressed. They are standing around the flagpole. Two of
them are holding the string of the big flag.
a. The flag will be raised.
b. The flag will be changed.
c. The flag will be lowered.
2. Mildred is putting on a beautiful long gown. Her mother is helping her. There
is a crown on a table. There are decorated candles, too. Downstairs Mildred's
father and brothers are decorating an arch. What do you think is going to
happen?
a. Mildred is going to a wedding.
b. Mildred is going to have her picture taking.
c. Mildred is going to join a Santa Cruzan.
ML___________________
ID_____________________
V. Assignment:
Write the appropriate event that will happen next to each of the following
situations.
1. Mina had a very beautiful voice. She joined the singing contest in school. She
practices very well for the contest.
2. Nick planted some santan cuttings/ but he forgot to water them. What do you
think will happen to the plants?
ENGLISH VI
Date: ____________
I. Objective:
Draw pictures of incidents that are possible to happen
Value:
Being cautions
A fox saw a crow upon a tree with a morsel in. its beak. It wanted that bit of
food very badly. So it flattered the crow and asked her to sing.
V. Assignment:
Draw the incidents that may happen to your favorite tele-series.
ENGLISH VI
Date: ____________
I. Objective:
Analyze ideas as to cause and effect from discussions
Value:
model
a. Guided Practice:
Write under each column where the sentence should be written.
Effect Connectiv Cause
e
I
ENGLISH VI
Date: ____________
I. Objective:
Use the present perfect tense of the verb.
Value:
Independence
fight
2. Motivation:
How did you feel doing a job alone? Were you able to do it alone?
B. Presentation:
1. Read the story.
What do you think happen to Sir John Trevanion?
How did cryptography help him escape prison?
2. Analysis and Discussion:
Go ever the underlined verbs.
a. Cryptography has grown in recent years.
b. This form of communication has been known for centuries.
c. Many have seen its usefulness.
3. Fixing Skills:
Here are sentences. Which sentences are in the present perfect tense?
a. His mood grew gloomier.
b. He saw no way to escape.
c. Many people have used it.
4. Generalization:
When do we present perfect tense?
How do we form the present perfect tense of verbs?
5. Practice Exercises:
a. Guided Practice:
Use the following present perfect tense in sentences.
1. has/have been
2. has/have felt
3. has/have looked
b. Independent Practice:
Form the present perfect tense of the following using has/have. Use
it in meaningful sentence.
1. are
2. break
3. choose
IV. Evaluation:
Choose the correct verb in each sentence.
1. Thess (bas forgotten, have forgotten) her books on the table.
2. My scoutmaster has (taught, teached) me raised the flag since I was a Grade
Four scout.
3. My teacher (has choosen, bas chosen) our group to perform the dance
tomorrow.
V. Assignment:
Give the missing forms of the verbs in the chart below. Use each present
perfect tense in sentence.
Ex
.
Verbs
begin
1.
2.
3.
4.
5.
hide
blow
draw
freeze
sink
Past
Form
begun
hid
______
drew
froze
______
ENGLISH VI
Date: ____________
I. Objective:
Draw pictures of characters reaction that is possible to happen.
Value:
Concern to others
ENGLISH VI
Date: ____________
I. Objective:
Write and ending to a given situation
Value:
shame on you
wash the dishes
2. Review:
Review on Cause and Effect
1. You saw a snake under an old bench.
2. The milk gets spoiled
3. He slipped and fell down
3. Motivation:
Look at the picture. What neighboring country reminds you of a
rickshaw? The kind of dress that the person wear? Does China and other
countries like Singapore, still have rickshaw on their streets? Further
ask the pupils to describe the scene they see in the picture on page
244.
B. Presentation:
1. Ask the pupils to listen to an incident which happened 50 years ago in
China.
2. Comprehension Check-up:
a. Who is the main character in the story?
b. What did the rickshaw man do?
c. How did Lu Hsun react to the situation?
3. Discussion Question:
How do you think the story ended? Welcome some endings. Then
invite the pupils to open their textbooks on page 244. Listen well, and
choose the most likely ending.
4. Fixing Skills:
Try to create a story similar to the story you have listened to. Instead
of a rickshaw man, make a bus driver or a taxi driver as the main
character. Be sure that everyone participates.
5. Generalization:
ENGLISH VI
Date: ____________
I. Objective:
Analyze ideas as cause and effect to news heard
Value:
a cause or an effect?
6. Infusion Values:
ENGLISH VI
Date: ____________
I. Objective:
Use verb in the active voice
Value:
IV. Evaluation:
Complete the following sentences by supplying the verb and direct object.
1. The pretty girl ______________________.
2. Our class ______________________.
3. The man ______________________.
4. The workers ______________________.
5. A strong typhoon ______________________.
V. Assignment:
Write a paragraph about the topic cleanliness in the school. Use the active
voice of verb in your sentences.
ENGLISH VI
Date: ____________
I. Objective:
Use verb in the passive voice
Value:
Listening politely
/ed/
attracted
landed
b. Phrase Drill:
named for me
walked to the stage
scrubbed the floor needed money
c. Sentence Drill:
The flower looked very pretty.
The dancers walked to the stage.
The food victims needed money.
2. Review:
Complete the sentence by choosing the .correct form of the verb
below. Write only the letter of the correct answer.
1. Peter _____ to the movie by this mother.
a. take
c. was taken
b. taken
d. has taken
2. A strong typhoon ______ the school building.
a. destiny
c. destroyed
b. have destroyed
d. was destroyed
3. Motivation:
Ask: "Did you see a shooting star last night? Did you make a wish?
B. Presentation:
1. Direct pupils to read the sentences in letter B, text p. 160. Here are some
facts about shooting stars.
1. Shooting stars are not really stars, but masses of rack. They are called
meteorites.
2. Meteorites move through outer space. They are attracted by the force
of gravity of the earth.
2. Analysis and Discussion:
The above statements tell about general truths. They are in the simple
present tense.
Read the underlined words in sentences 1, 2, and 3.
What do you noticed about the composition of the verbs?
4. Fixing Skills:
Rewrite the following sentences in the passive voice.
1. The members of the club planned some activities.
2. The girls collected pictures of heavenly bodies.
3. The boys prepared some albums.
5. Generalization:
ENGLISH VI
Date: ____________
I. Objective:
Use the verb that agrees with the singular indefinite pronouns
Value:
Honesty
ENGLISH VI
Date: ____________
I. Objective:
Infer the general mood of the selection/poem read.
Value:
Self confidence
Cant be a tree
2. Review:
The sun is behind the mountains. The flowers are all in bloom. Birds
are chirping. The children are laughing.
What word best describes the mood of the passage?
a. funny
b. romantic
c. gay
3. Motivation:
Have you done your best before? How did you feel?
The poem in todays lesson challenges you to be your best in
anything.
B. Presentation:
1. Read the poem with expressions by the teacher while the pupils listen.
2. Comprehension Check-up:
Do your best when given a task?
How does it feel to dot he best and be the best?
How can you be best in anything?
3. Generalization:
What is meant by mood?
How would you determine the mood of the selection?
4. Practice Exercises:
a. Guided Practice:
Identify the mood expressed in each .stanza below and write the
correct answer.
1. Lord, let the rain water the plain! Lord, let the sun ripen the grain!
a. forgiving
c. envying
b. pleading
d. exciting
b. Independent Practice:
Infer the mood of the following passages.
1. These past several weeks when you had not written, I realized how
much you mean to me.
2. What a beautiful picturesque! It deserved a price, cried Zeny.
IV. Evaluation:
Choose the answer the best express the mood in the paragraph.
1. Robert was driving along the highway when his front tire went flat. He walked
to the nearest telephone and called mechanic for help. They were very busy
at the garage. Nearly an hour went by before help arrived.
a. hopelessness
b. restlessness
c. tiredness
V. Assignment:
Read again the poem "Be the Best of Whatever You Are" Write the general
mood on your notebook.
ENGLISH VI
Date: ____________
I. Objective:
Use the expressions about the future plans, hope-can and wish could, would
Value:
V. Assignment:
Interview five classmates about their hopes and wishes. Chart the
information you will gather.
Name
Hopes
Wishes
1. Ex. Aminah
Can finish her studies and She were a strong tree
can work
2.
3.
4.
5.
ENGLISH VI
Date: ____________
I. Objective:
Tell how the story would turn out if some episodes were changed
Value:
just
2. Motivation:
"Lawyers defend anyone who is treated unjustly. Anyone can play
"lawyer" to anybody as the need arises. In the story, find out how a gypsy
acted as a "lawyer" to save a poor man from a big trouble."
3. Motive Question:
"How did the gypsy save' Janos from the big trouble of losing all his
money to a greedy innkeeper?"
B. Presentation:
1. Silent reading of the story. Defending a Poor Man
2. Discussion/Analysis:
a. Answering the motive question
The gypsy compared the impossibility of increasing the number of
boiled corn to that of the hard-boiled eggs being hatched into chicks.
b. Comprehension Check
What did the poor Hungarian owe the innkeeper?
How much did the innkeeper want the poor man to pay?
Who defended the poor man? How?
c. Skill Development:
Tell how the story would turn out if some episodes in the story
were changed.
What would have happened if the gypsy had not appeared in court?
What would have happened if the innkeeper had gotten all the
money from Janos?
3. Practice Exercises:
Read the following stories, then fill the blanks with possible endings.
a. There was once a tired bird that was very thirsty. It saw a jar with very
little water. It tried to reach the water but could not do it.
"Aha, I know what I shall do. I shall put stones in the water." After
putting stones, the water level rose and the thirsty bird's thirst was
quenched.
If the bird wasnt witty and patient, ______________________________.
IV. Evaluation:
Read the story then complete the sentences that follow.
A. One day, Ruth planted a bean seed. She watered the seed daily. After three
day, she saw a little plant growing. There were two little leaves coming out.
The next day, the little plant grew taller. But she went to visit her
grandmother in the city for three days. When she returned, she saw that the
little plant died. 1f Ruth had not watered the seed daily,
_______________________________________________________________________.
V. Assignment:
Change an incident in your favorite tele-series. Then write what could have
happened had the character took the action which you've written.
ENGLISH VI
Date: ____________
I. Objective:
Use the expressions if-were-would and if-am-will shall
Value:
Having an ambition
ENGLISH VI
Date: ____________
I. Objective:
Infer alternative action taken by characters
Value:
ENGLISH VI
OCTOBER 21, 2013
MONDAY
I. Objective:
Use descriptive words. PELC ___________
II. Subject Matter:
A. Using Descriptive Word
B. EFAT VI
C. Chart
D. Appreciation
III. Learning Activities:
A. Preparatory Activities:
1. Pronunciation Drill:
I remember the black wharves and the ships, and the sea-tides tossing free;
And Spanish Sailors with bearded lips, and the beauty and the mystery of the
ships, and the magic of the sea.
2. Review Guessing Game using pictures:
Divide the class into groups
a. It's bigger than a dog.
It can bite. I can't fly.
b. It's fatter than a seal.
It can swim. It can't run
c. It's thinner than a sheep.
It can't run. It can climb trees
3. Motivation:
What is your favorite flower?
How does it look like?
Do you know our national flower?
Show a real sampaguita to class. Talk about it
B. Presentation:
1. Reading of the paragraph by the teacher.
2. Analysis and Discussion:
What word in the paragraph describes the sampaguita? Read them.
Examine the following words.
SWEET MAY
WHITE
GOOD-LOVING
What do you call these words?
3. Fixing Skills:
Show pictures of other animals, people, places, and events for pupils to
describe using adjectives?
4. Generalization:
What do you call words that describe nouns?
What are adjectives?
5. Practice Exercises:
Encircle the descriptive word in each of the following sentences. Then spell
the words.
1. Typhoons are disastrous to a country.
2. He has been branded as a fervid orator.
3. the cat was chary of meeting its paws
4. The mayor is noted for being sweet-tempered.
5. A soldier must play scrupulous attention to orders.
IV. Evaluation:
Select the correct adjective in the parenthesis that will finish each sentence.
1. Some modern rock bands play ________ tunes (angelic, metallic, patriotic)
2. The audience was ___________ when the announcer announced the start of the
contest. (astounded, puzzle, sleep)
3. A _________, knife cut things easily. (sharp, pointed, stainless)
ML_______________
ID_________________
V. Assignment:
Use adjective to describe the following nouns.
Eyes
Perfume
Bus
Avocado
Melody
Sleep
Carabao
ENGLISH VI
Date: ____________
I. Objective:
Use descriptive phrases
Value:
Appreciation of Artworks
high
2. Review:
Give the synonyms of the following adjectives.
big
clean
fine
rare
wide
fierce
3. Motivation:
Do you know some famous art woks? Name some paintings, sculpture,
songs plays, etch. Describe them.
B. Presentation:
1. Present the paragraph below.
Michaelangelo was a famous Italian sculptor, but he also did some
paintings. He painted the ceiling of the Sistine Chapel in Rome which took
four and a half years to finish. The ceiling was very high and
curved..
2. Analysis and Discussion:
a. The expressions too high to paint means that it was very hard for
Michaelangelo to paint the ceiling of the Sistine Chapel because of its
height. What does too wide to fill with pictures means?
b. What words follow too? What do you call these words? What words
follow to? What kind of words are they?
3. Fixing Skills:
Form a sentence using the expressions learned for each of the
following situations.
1. Jose is only five years old. He wants to ride a horse, but he simply
cannot do it. What does his father tell him?
4. Generalization:
What word order/expression is used to describe persons, places of
things?
5. Valuing:
Do you appreciate artworks? How do you show your appreciation?
6. Practice Exercises:
a. Guided Practice:
Form a sentence from' the given pairs using too + adjective + to +
simple form of the verb.
1. Cora is young. She could not join the field trip.
2. At first Sonia was shy. She could not talk to anybody in school.
b. Independent Practice:
Read the following pairs of sentences. Complete the second
sentence with the appropriate expressions.
1. A symphony is long. It cannot be composed in just a day.
A symphony is __________
in just a day.
ENGLISH VI
NOVEMBER 19, 2013
TUESDAY
I. Objective:
Use degrees of comparison of irregular adjectives
Value:
IV. Evaluation:
Use the following phrases in meaningful sentence. Use the three degrees of
comparison of adjectives.
1. bad day
2. many horns
3. ill feelings
4. much rain
5. good performance
ML____________________
ID __________________
V. Assignment:
Use the following phrases in sensible sentence using the three degrees of
comparison of adjectives.
1. little rainfall
2. many fruits
3. good trait
ENGLISH VI
NOVEMBER 25, 2013
MONDAY
I. Objective:
Using Two-Word Adjectives.
PELC ___________
II. Subject Matter:
A. Using Two-Word Adjectives
B. EFAT VI
C. Chart
D. POLITENESS
III. Learning Activities:
A. Preparatory Activities:
1. Drill:
By means of pictures, conduct the "Which Game" which is:
a. larger, elephant or carabao?
b. Deeper, stream or ocean?
c. Stronger, man or machine?
2. Review:
Identify the adjectives in the sentences:
a. The fruit vendor threw away ten red apples.
b. The old sick beggar lay on his rough bamboo bed.
3. Motivation:
Say: Look at this picture. What does it show? Do you know how the
Great Pyramid of Egypt was built? Why do you think it is called the Great
Pyramid?
B. Presentation:
1. Listening Text:
2. Comprehension Check-up:
a. What do you think is the general mood of the story?
b. What trait or attitude did the workers or workmen show to their King?
To their work?
3. Analysis and Discussion:
Study the following adjectives
Fairylike
century-old lovely
beautiful
delicately-chiseled
4. Fixing Skills:
Make the following descriptions into two-word adjectives
a. travel done in two hours.
b. a letter made up of these pages
c. a house with three bedrooms.
5. Generalization:
What are compound adjectives? How are they formed? How are
adjectives formed out of other words, such as nouns and verbs?
6. Valuing:
What can you say about the attitude of the workmen in the selection?
How will you compare yourself to them?
7. Practice Exercises:
a. Guided Practice:
Copy the following sentences and write an appropriate two-word
adjective in the blank.
a. ___________________We bought a
ticket for the show.
b. Ramon lives in a ______ apartment.
c. The class recited a ______poem about the elephant.
b. Independent Practice:
Think of 10 two-word adjectives and use them in a sentence.
IV. Evaluation:
Change the underline phrases to tow-word adjectives.
1 The mother has delivered a baby of ten pounds.
2. The class wrote a story of three paragraphs?
3. He watched the show of two hours.
4. The chairman reds a report having ten pages?
5. The pet is a kitten of three colors
ML__________________
ID___________________
V. Assignment:
Change the following into phrases containing two-word adjectives.
a. a cake with three layers.
b. a cell phone measuring three inches long
c. a library having thirty- five rooms.
ENGLISH VI
Date: ____________
I. Objective:
Use adjectives in a series
Value:
Expressing Pleasures
2. Review:
Divide the class into four groups. Have them read the nouns below.
Assign one noun to each group. Think of adjectives to describe them, then
indicate whether they describe color, number, length, texture, size, age,
kind. (Use a graphic organizer for your answer)
1. woman
3. creature
2. experience
4. flowers
3. Motivation:
Have you been to other places? What experiences did you have? Can
you share them to us?
B. Presentation:
1. Sometimes you use two or more adjectives in one sentence. In what order
should they be placed? Note the underlined words.
2. Comprehension Check-up:
a. What did Melissa have for the first time?
b. How did she feel?
3. Analysis and Discussion:
Notice that more than one adjective was used to describe a noun. Take
a close look at the series of adjectives arranged?
1. I saw two long narrow rivers which looked like thousand white threads.
2. Several huge, majestic purple (numeral - size - quality mountains
fascinated me.
4. Fixing Skills:
(Form 4 groups. The first to finish will win.)
How would you put these series of adjectives in order?
1. a red huge old ---- truck
2. two oversized black well-trained --- dogs
3. large white one brand new --- bungalow
5. Generalization:
6. Valuing:
After visiting a panoramic view, how do you feel? In what ways can
you express your feelings?
6. Practice Exercises:
Rearrange the following groups of words such that the adjectives are in
correct order.
ENGLISH VI
Date: ____________
I. Objective:
Make a heading/sub heading for paragraph in a selection.
Value:
ENGLISH VI
Date: ____________
I. Objective:
Identify the key concept/sentence that make up a story.
Value:
Patience
5. Generalization:
What are the key concepts? How do you identify the key concepts/key
ideas that make up the story?
6. Practice Exercises:
Using the chain figure, arrange the concepts below to show the
wholeness of the story "A Reason for Everything."
1. Don't lose hope.
2. Typhoons are destructive to crops.
3. God has a reason for everything.
4. Gather what you can after a disaster.
5. There are reasons for calamities.
IV. Evaluation:
Choose the key concepts/ideas that make up the story. "I am a Piece of CoaL"
1. All old things are useful
2. The older things are useful
3. One should not give up
4. Patience pays
5. Good appearance is needed to be useful
V. Assignment:
Choose a story. Identify/write the key concepts/sentence that make up the
story.
ENGLISH VI
Date: ____________
I. Objective:
Identify the details, heading for an outline
Value:
(preferably fruit) of that province. Discover how the product is produced and
marketed. Make an outline of the information you have gathered.
ENGLISH VI
Date: ____________
I. Objective:
Make a tree-point outline of an expository text read.
Value:
Conservation of plants
Clara Burton
Clara Burton as a child
A. ____________________
B. ____________________
C. ____________________
B. ____________________
C. ____________________
III. Clara Burton during the civil war
A. ____________________
B. ____________________
C. ____________________
V. Assignment:
Read and make the outline on a short bond paper.pp. 171
Different Kinds of Volcanoes
I.
Dead Volcanoes
A. ____________________
B. ____________________
C. ____________________
D. ____________________