ENGLISH IV

Date: ____________
I.

Objective:
Identify the setting and the main characters in the story listened to
Note details in a selection listened to
Values:

Obedience

II. Subject Matter:

Identifying Settings and Main Characters in a Story Listened to
References:
Materials:

Everyday English Reading IV pp. 31-35;

BEC 4 Listening ELC
picture of a girl preparing the table for lunch, picture of mermaid, gulf

III. Learning Activities

A. Free Communication:
Asking and answering who, when and where questions
B. Preparatory Activities:
1. Unlocking of Difficulties through picture clues
mermaid
gulf
2. Motivation
(show a picture of a mermaid). Look at the picture. Tell something about it based on the
picture. What would you like to know about the story?
C. Presentation:
1. Today, you are going to listen to a story
Before that what are the things you should consider in listening to a story? Call on pupils
to give the standards in listening properly.
2. Reading to the story by the class best readers. Story: The Fishermens Daughter
3. Answering the questions raised by the pupils and other question raised by the teacher for the
deeper understanding of the story.
4. Who are the people mentioned in the story? These people mentioned are characters in the
story? Where did the story happened? The place where the story happened in the setting of
the story
5. Listen to another story? The Traffic Signs.
6. Generalization
What will you answer when you are asked about the characters?
What will you answer when you are asked about the setting?
7. Value Infusion
What character traits does Maliket show? Are you this kind of child also? What are you
going to do to show that you are obedient?
8. Practice Exercises
a. Guided

Organized the pupil into 4. The teacher calls of onother set of best readers to read
the story. Identify the setting of the story. Identify the setting of the story by writing them
on the Fishbone map and spider web map.
b. Independent
The best class reader will read another story. Listen to the story. Identify the setting
and the main characters by configuration clues.
IV. Evaluation:
Listen to the story (Feeding Time at the Zoo) Choose the letter of the correct answer. Write it in
your notebook.
1. The setting of the story is _________.
a. zoo
c. house
b. school
d. market
2. The characters are ____________.
a. cat, mouse, monkey and dog
b. monkeys, lions, parrots
c. chicken, cow, goat, lion
d. butterflies, cats, mice
3. Who need the animals?
a. monkeys
c. lions
b. parrots
d. snakes
V. Assignment:
Read the story on pages 22 of you Fun in English Reading. Identify the characters and setting of
the story.

Remarks:
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ENGLISH IV
Date: ____________
I.

Objective:
Identify the suspense in the story listened to
Note details in a story listened to
Values:

Kindness

II. Subject Matter:

Identifying Suspense
PELC BEC 4 Listening
References:
Materials:

Fun in English Language IV pp. 70-73

pictures to toads, diamonds

III. Learning Activities

A. Free Communication:
Asking and answering who, when and where questions
Checking of Assignment
B. Preparatory Activities:
1. Unlocking of Difficulties through picture and networking.
2. Motivation
Do you want to marry a prince someday? What should you do in order to have one?
C. Presentation:
1. Today, you are going to listen to a story and find out the suspenses in the story. What are the
things should remember in listening to a story?
2. Reading the story Toads and diamonds The teachers call on the best readers in the class to
read the story. (Pages 72-73 Fun in English Language IV)
3. Comprehension check-up
a. Who had two daughters
b. How did the widow treat her elder daughter? Young daughter?
c. What did the old woman give to the younger daughter? Elder daughter?
d. Who are the characters in the story?
e. Where is the settings?
4. What events in the story make you feel like going on listening? We call these events, the
suspense.
5. Listen to another story. Answer the questions that follow. Juan and His Brothers (Pages 7175 Fun in English Language IV)
6. Answer the following questions:
a. Who where did the story happen?
b. Who are the characters in the story?
c. What are the events in the story that make you feel like going on listening?
7. Generalization
What do you call the events that make you feel like going on listening to the story?
(We call these events, the suspense of the story.)

8. Value Infusion
What is the lesson in the story? How can you tell that the younger daughters is kind? Do
like this kind of trait? What are you going to do to show kindness?
9. Practice Exercises
a. Guided
The pupils will be grouped in four. Each group will identify the characters, setting
and suspense by filling in the information in the story map. Afterwards, each group will
role play the story and let their classmates identify the characters, setting and suspense in
the story.
c. Independent
Listen to the story ( Proud Father Frog ) and identify the characters, setting and the
suspense
IV. Evaluation:
Listen to the story (Fun at the Zoo) Answer the questions below. Choose the letter of the correct
answer.
1. Where is the settings in the story?
a. at the park
c. at the plaza
b. at the zoo
2. When did the story happen?
a. one morning
c. one evening
b. one afternoon
3. Who are the main characters in the story?
a. sea lions and ostriches
b. birds and chimpanzees
c. mother and I
V. Assignment:
Identify the following phrases as to character, setting, suspense or climax
1. kind, polite and beautiful
2. from the well
3. disagreeable and proud
4. offered the water jug
5. insulated a well-dressed woman

Remarks:
____________________________________________________________________
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____________________________________________________________________
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ENGLISH IV
Date: ____________
I.

Objective:
Identify the climax in the story listened to
Note details in a selection listened to
Values:

Love

II. Subject Matter:

Identify climax in the Story Listened to
References:
Materials:

PELC BEC 4 Listening

Everyday English Reading IV pp. 31-35
picture of a girl preparing the table for lunch, mermaid, gulf

III. Learning Activities

A. Free Communication:
Asking the answering what, where, when and who questions.
Checking of Assignment
B. Preparatory Activities:
1. Unlocking of Difficulties through context clues.
a. The fishermen saw a mermaid in the sea. It was a creature half a woman a half-fish.
b. The fishermen banked their boats near the gulf. It is a part of the sea extending into the
land.
2. Motivation
Have you watched the movie The Little Mermaid? What does it look like?
C. Presentation:
1. Today, you are going to listen to a story and find out the climax or suspenses in the story.
What would you do while listening to a story
2. Reading the story by the best readers in the class. The Fishermans Daughter
3. Comprehension check-up
a. Who is Maskil?
b. Why did Maskil get Maliket?
c. Who are the characters in the story?
d. Where is the setting of the story?
e. What is the suspenseful part of the story?
4. What is the exciting part in the story? You call this climax.
5. Listen to another story (The Pretty Hen) Answer the questions that follow.
a. Where did the story happen?
b. Who are the characters in the story?
c. What is the suspenseful part of the story?
d. What is the climax of the story?
6. Generalization
What do you call the highest point of interest in the story, where excitement is greatest?
(climax)

7. Value Infusion
Why does Maliket want so much to go home? What does her parents show to her?
8. Practice Exercises
a. Guided
1. Divide the class into four. Each group leader will get an index card containing the
setting, characters, suspense and climax. The teacher call another pupil reader to read
the story.
2. The pupils will identify the setting, characters, suspense and climax by putting the
sentences in the story map.
d. Independent
Listen to the story (The Hunter and the Wise Deer) and answer the questions that
follow by choosing the letter of the correct answer.
1. Where is the setting of the story?
a. in the river
c. on the farm
b. in the forest
d. at the zoo
2. Who is the main character of the story?
a. Lito
c. Deer
b. Father
d. Chito
IV. Evaluation:
Listen to another story (Bimbo). Then answer the questions that follow by writing the letter of the
correct answer.
1. The main character in the story is _____
a. Bimbo
b. The worm
c. the fisherman
2. The setting of the story is ______
a. big green grass
b. big green river
c. big green lake
3. Which of the following sentences is the suspense in the story?
a. Bimbo spotted a juicy worm on top of the water.
b. Bimbo was swimming around the lake.
c. He wanted to eat the worm for dinner.
V. Assignment:
Identify the part of the story being described. Write the setting, character, suspense of climax
before the number.
________ 1. Persons or animals acting like person.
________ 2. Suspenseful part of the story
________ 3. Time and place where the story happened
________ 4. The important event in the story.

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

____________________________________________________________________
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ENGLISH IV
Date: ____________
I.

Objective:
Locate answers to wh-, how and why questions that are explicitly stated in the text
Note details in a selection listened to.
Values:

Industry

II. Subject Matter:

Locating Answer to Wh-How and Why Questions
Story: A Stormy Day
References:
Materials:

stairways to English Reading pp. 42-44, 102-103

PELC BEC 4.1 Reading, 4 Listening
stories written on manila paper.

III. Learning Activities

A. Free Reading
1. Listening to a short story?
Teacher reads the story of Cinderella.
2. Comprehension Check up
a. Who was Cinderella? Why was she ill-treated by her stepmother and stepsisters? How
did she meet the prince? How was the prince able to find Cinderella?
3. Motivation
Do you like to play during the stormy days? Why? Why not? Today, lets read a story
entitled A Stormy day. Before we read it, lets first study the words found in the story.
4. Unlocking of difficulties
Unlock the meaning of these words by matching column A with column B.
A
B
1. flashed
a. rushing
2. sailboats
b. flowing
3. pouring
c. sparked
4. hurrying
d. a boat driven by sails
5. Recall standards for silent reading
B. Reading Silently
Read the story A Stormy Day
C. Post Reading Activities
1. Comprehension Check-up
a. Who did not go to school? Why?
b. What would they do if they stayed at home?
c. What did Flor see?
d. What are in their mouths?
2. Value Infusion
It is good to imitate the ants? Why? What good traits do ants possess?
3. Apply Reading Skills
Going back to the story A Story Day. Locate the part the answers these questions.
a. How will the children play during stormy days?
b. How does water go up the sky?

c. Why were the ants moving to a dry place?

d. Why were the streets flooded?
4. Generalization
How do we locate answers to wh- questions from the story?
We could locate answers to wh- why or how questions by looking at the part of the story
where the answers are stated.
5. Practice Exercises
a. Guided
The pupils will be grouped into two. They will read the story in a Readers Theater
form. Each of them will write the story on a bond paper and afterwards, place it in a
folder. After a short practice, they will present it to the class while the first group is
performing, the second group will locate the paragraph that answer the questions below
and vice-versa
1. How did robin make his nest?
2. How could the blackbird get inside?
b. Independent
The teacher will prepare index cards with different paragraphs written on it.
Divide the pupils into three groups. Each group picks one index card. The best reader
will read the paragraph while the other group will jot down the answers to the questions
below.
1. How long ago this story happen?
2. What did the captain of the ship wan to do?
IV. Evaluation:
Read the story silently. Locate the sentence that answers the questions below it.
1. How many children did Aling Narda have?
2. How did Pedro eat his food?
3. Why did Pedro ask for more rice?
V. Assignment:
Read the story on page 268 of Developing Reading Power IV. Write 3 wh- questions about the
story.

Remarks:
____________________________________________________________________
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____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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____________________________________________________________________
____________________________________________________________________
________________________________________

ENGLISH IV
Date: ____________
I.

Objective:
Demonstrate knowledge of story grammar by being able to identify setting, characters, and the
main events in the story.
Skim read a story for specific information.
Show enjoyment of stories read
Values:

Love for Animals

II. Subject Matter:

Identifying the Setting, Characters and Main Events in the Story.
Story: A Stormy Day
References:

Materials:

stairways to English Reading p.19-20

Developing Reading Power 4 (Abadilla) p. 31
Developing Reading Power 4 (Ferrer) p. 90-116
PELC BEC 4.2 Reading
stories in chart

III. Learning Activities

A. Reading Exercises: Skimming
1. When did the story happen?
a. one night on a treetop
b. one fine morning, on a branch of a tree
c. on Saturday, on a tree house
2. Who are the characters in the story?
a. a king
b. a cat
c. a kingfisher and a cat
3. What events happened in the story first?
a. kingfisher was busy eating a fresh fish
b. they asked the kingfisher to sing
c. The kingfisher opened her mouth and tried to sing
B. Pre-Reading
1. Unlocking of Difficulties Using Context Clues
a. widower
The old man is a widower. His wife died a year ago. He didnt marry again.
b. companion
The woman has no companion in her house. She has no one to accompany and guide
her.
c. village
They lived in a fishing village. There are many houses there although it is smaller
than a town.
C. Reading the story silently: Mang Carding
D. Post Reading Activities
1. Comprehension Check up
a. Who is Mang Carding? Where does he live? What was his occupation before? What was
his companion? What happened to his dog?

2. Infusion Values
Do you love your dog? How do you take good care of your pet? Is he your best friend?
Why?
3. Applying Reading Skills
Going back to the story of Mang Carding, answer the following questions
a. Where did the story happen?
b. Who are the characters of the story?
c. Which is the first event of the story?
4. Generalization
How can you identify the setting, characters and main events of a story?
We can identify the setting of the story by looking where and when the story happen. The
characters of the story can be identified by looking at the persons speaking/acting in the story.
We can identify the main event by looking at the part where the action are done.
5. Practice Exercises
a. Guided
Divide the pupils into 4 groups. Each pupil should have a part in the group. One will
serve as the leader, the narrator, two characters and the others as props. Tell them that
they will present the story to class and write the answers to the questions below in a tree
map.
1. Who are the characters in the story?
2. Where did the story happen?
3. When did the story happen?
b. Independent
Read the story A Summer Vacation Answer these questions:
1. Who are the story happen?
2. When did the story happen?
3. Where did the story happen?
IV. Evaluation:
Read this story silently. Answer the questions below. While the letter of the correct answer.
1. Who are the characters of the story?
a. farmer
b. a boy
c. a farmer and his son
2. When did the story happen?
a. one summer
b. one morning
c. one afternoon
V. Assignment:
Copy a short story. Read it to class tomorrow and ask your classmates about the setting,
characters and main events.

Remarks:
____________________________________________________________________
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____________________________________________________________________

____________________________________________________________________
____________________________________________________________________
________________________________________

ENGLISH IV
Date: ____________
I.

Objective:
Note significant details that relate to the central theme.
Values:

Courage and bravery

II. Subject Matter:

Noting Significant Details that Relate to the Central Theme Story: The
Sly Fox, The Ungrateful Crocodile
References:
Materials:

BEC 4 Listening 4.2Reading

Developing Reading Power 4 (Abadilla) pp.43-45,47-49
stories written on manila paper

III. Learning Activities

A. Pre-Reading
1. Checking of assignment
2. Unlocking of Difficulties using context clues:
a. muzzle
The fox had a pointed muzzle. Does muzzle mean the projecting part of a face including
the nose and mouth?
3. Motivation:
Have you seen wolves? How about a fox?
B. Reading Activities:
Recall standards for silent reading Read the story" A SLY FOX" pp.72
C. Post Reading:
1. Comprehension Check Up:
How does the story happen?
Which describe the setting of the story? Why did the wolf not eat the fox? Value Infusion:
You are being attacked by wolves, are you going to be afraid? Why?
Applying Reading Skills:
2. Going back to the story answer the following:
a. What was the problem of the fox?
b. How did he solve his problem?
c. What is the most exciting part of the story?
D. Generalization:
How do we note significant details in the story that point out to the central theme?
E. Practice Exercise:
Read another story then relate the central theme by using the flow chart.

Independent Practice:
Read the story" THE BRIDGE OF LOVE" p.72 and answer the following
1. Why was the prince in love with princess?
2. What was the condition given by the king?
IV. Evaluation:
Read the story "Ungrateful Guest" p.72. Write the significant details in the chart below.
1. What did Abraham offer to the stranger?
2. What did Abraham decide to do to the stranger?
3. How did the stranger act at the kindness of Abraham?
4. What did Abraham decide to do to the stranger?

V. Assignment:
Read a short story. Then write the significant events of the story.

Remarks:
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________________________________________

ENGLISH IV
Date: ____________
I.

Objective:
Find descriptive action words in selection read
Values:

Love of Country

II. Subject Matter:

Descriptive Action Words
Story: A Journalism Entry
References:
Materials:

PELC BEC 4 Listening 4.3Reading Fun in English (L) pp84-85

stories written on manila paper.

III. Learning Activities

A. Pre Reading
1. Checking of assignment
2. Unlocking of Difficulties using context clues:
a. tourists
There were many tourist in Baguio City. They are traveling for pleasure.
3. Motivation:
What makes our country beautiful?
B. Reading Activities
Read the selection carefully.
I am very fortunate that my father is a tourist guide. In one of his trips, he took me along with
him. Many of the tourist were foreigners .see p.73
C. Post Reading:
1. Comprehension Check Up:
a. What places did the writer go? What are found in these places?
b. Did he enjoy his travel with his father? Value Infusion:
c. Are you proud of your country? Why?
d. Applying Reading Skills:
2. Going back to the story answer the following
a. What words are used to describe each of the ft. words?
Journey
Sun
Sight
b. What does the descriptive action words like thrilling describe?
c. What do you call these action words that describe these nouns?
d.
D. Generalization:
How can you locate the descriptive action words in a sentence?
E. Practice Exercise:
Identify the word written is an action word or not. Read
the" FRIGHTENING NIGHT" p.73

Descriptive
Action
Words
Nouns
Described: ___________________________________
F. Independent Practice:
Underline the descriptive action words in each sentence.
1. Mila, the dancing queen, was crowned as Miss Red Cross last night.
2. I saw the flickering shadow of the approaching man.
IV. Evaluation:
Read the selection and list down 10 descriptive action words.
NOISE
I love rattling on the roof
The booming thunder and the zooming jet plane
The roaring car, the moaning wind
The splashing waves as they dash on the shire .............. see p 74
V. Assignment:
Match the descriptive action words to the noun it describes.
A
B
1. roaring
a. lightning
2. snoring
b. feet
3. booming
c. thunder

Remarks:
____________________________________________________________________
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ENGLISH IV
Date: ____________
I.

Objective:
Use few, little, some, many, much, a lot of to denote quantity.
Values:

Helpfulness and thoughtfulness

II. Subject Matter:

Using Expression Denoting Quality
Story: A Journalism Entry
References:
Materials:

PELC BEC 4.1 Speaking

Fun in English (listening) pp. 96-99; 103-104
pictures

III. Learning Activities

A. Pre Reading
1. Checking of assignment
2. Drill:
Give examples of nouns
3. Review:
Define count & mass nouns
4. Motivation:
Do you go to a grocery store for groceries?
B. Presentation:
1. Tell the things seen in a grocery.
2. Listening to the conversation .............................see p.74
C. Post Reading:
1. Comprehension Check Up:
a. Who went to the grocery store?
b. How much sugar will Rose buy?
c. How much did Rose spend? Value Infusion:
d. Do you love your parents? How do you show your love for them?
2. Applying Skills:
a. What mass nouns & count nouns are used in the conversation?
b. What do these words denote?
c. What are the other expressions used in each sentence?
3. Read the poem and name the expressions that denote quantity.
HOW MUCH DO YOU WANT
How much do you want
Not too much, just a little
Not too much
D. Generalization:
What expressions are used to show denote quantity of mass nouns? Count nouns.

E. Practice Exercise:
Use an appropriate expressions that denotes quantity to the noun and used it in a sentence.
grapes
oil
milk
chocolate
F. Independent Practice:
Choose the correct word or expression to complete each sentence.
1. Dina puts ( much. Many, few) milk in the chocolate.
2. She puts( many, a few, a little) sugar in the juice ... see p75
IV. Evaluation:
Read the paragraph. Fill in each blank with the word or expression used in denoting
quantity.
Mr. Pascua's store is filled with grocery items. He ______has ________milk & juice. Two shelves
contains ___________bottles of peanut butter, jam and mayonnaise, and __________ boxes
of
candies ..see p75
V. Assignment:
Use the ft. expressions that denote quantity in sentences.
A little of
A few of
A lot of

Remarks:
____________________________________________________________________
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____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________________________

ENGLISH IV
Date: ____________
I.

Objective:
Use the plural of nouns ending in f, fe
Values:

Attentiveness

II. Subject Matter:

Using the Plural of Nouns Ending in f fe
Story: A Journalist Entry
References:
Materials:

PELC BEC 4.2, Speaking

Fun in English (L) pp. 43-45
charts

III. Learning Activities

A. Pre Reading
1. Checking of assignment Drill:
Give the plural form of the following nouns
Church
Bench
glass
2. Review:
Write the plural form of the following nouns. Goose
tooth
child
3. Motivation:
How do most singular nouns form their plural?
B. Presentation:
Study how the plural of the underlined noun is formed.
1. The roofs were painted red.
2. Chefs prepare the foods in a big restaurants.
3. The funny dwarfs have tiny voices.
C. Discussion:
How do the underlined words in each sentences form their plural?
D. Comparison & Abstraction:
1. Compare the 2 groups of nouns below.
Singular
Plural
Roof
roofs
Reef
reefs
Safe
safes
E. Generalization:
How do you form the plural of some nouns ending in f/ fe?
F. Infusion of Values:
What will you do that you'll understand the lesson well?

G. Practice Exercises:
Let the pupils write as many nouns ending in f- fe as they could.
H. Independent Practice:
Using the plural form of the f/ nouns, write six-eight sentence paragraph about a birthday party.
Loaf
Knife
Calf
Wife
IV. Evaluation:
Give the plural form of the f /. nouns.
1. life
2. leaf
3. thief
4. wife
5. loaf
V. Assignment:
Write the correct form of the f / nouns.
a. a dry __________of the plant
b. two sharp _________________
c. the ____________ in the jail.

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________________________

ENGLISH IV
Date: ____________
I.

Objective:
Follow guidelines in writing a biography.
Values:

Patriotism

II. Subject Matter:

Informal Theme Writing
References:
Materials:

Fun in English (L) pp. 84-85

charts

III. Learning Activities

A. Pre Reading
1. Checking of assignment
2. Review:
What are the guidelines in writing a paragraph?
3. Motivation:
Who is Apolinario Mabini?
B. Presentation:
1. Writing a paragraph about Juan Luna.
2. Read a paragraph about Apolinario Mabini. .... see p77-78
3. Comprehension Check Up:
a. Where & when was Apolinario Mabini born?
b. What organization did he join when he was a law student?
C. Discussion:
How many paragraphs are there in the selection?
What is the first paragraph/ second/third/paragraph about?
Do the sentence in each paragraph keep to the topic?
D. Generalization:
Based on the discussion, what must you bear in mind when writing a biography?
E. Infusion of Values:
As a young citizen, how can you show that you are patriotic?
F. Practice Exercises:
Let the pupils write a biography of Marcelo del Pilar using the following information . . see p.78
G. Independent Practice:
Read the following. information then write a paragraph using these informationsee. p.78
IV. Evaluation:
Peer checking of one's paragraph.
V. Assignment:
Write the corrected paragraph and pass it tomorrow.

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________________________

ENGLISH IV
Date: ____________
I.

Objective:
Tell what the story listened to is about in two-three sentences.
Values:

Health maintenance

II. Subject Matter:

Tell what the story is all about (Listening)
Story: Milk
References:
p17

Developing Reading Power IV pp 73,65 PELC Listening 5

III. Learning Activities

A. Preparatory Activities:
1. Checking of assignment
2. Drill: Will you tell the news you heard last night?
3. Review:
What stories have you read when you were in grade III?
4. Unlock the words:
Condensed milk
Evaporated milk
Imported milk
* Which milk is thick & sweetened?
5. Motivation:
Which milk is bought from other countries?
B. Presentation:
1. Read a paragraph about MILK p. 79
2. Comprehension Check Up:
1. What king of food is milk?
2. What is the best milk for babies?
3. Which milk can take the place of mother's milk?
3. Skill Development:
a. What is the main idea of the story listened to?
b. Give 2-3 sentences.
C. Discussion:
How many paragraphs are there in the selection?
What is the first paragraph! Second/ third paragraph about?
Do the sentence in each paragraph keep to the topic?
D. Generalization:
How can you tell the main idea of a story listened to?
E. Infusion of Values:
How will you maintain a good health?

F. Practice Exercises:
1. Guided:
The pupils will be grouped into four. The pupils will be instructed to discuss the
paragraph and answer the following questions. "MOTHER OF KATIPUNAN" p.79
a. What is the key sentence of the paragraph?
b. What is the paragraph about?
c. What Filipino value mentioned from the paragraph?
G. Independent Practice:
Play a game. Have 5 groups with 1 a members each. The group who can give the correct
key sentence will win.
IV. Evaluation:
Read the story and then tell it in 2-3 sentences.
Ludie was playing with her new friends in their front yard when she saw her mother coming from
the market. She excused herself from her playmates and ran to meet her mother. She took the market
bag and carried it to the house . see p.80
V. Assignment:
Listen to a story from a friend. Tell about it in 2-3 sentences tomorrow.

Remarks:
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ENGLISH IV
Date: ____________
I.

Objective:
Write the main idea of the poem listened to in 2-3 sentences.
Values:

Love for Nature

II. Subject Matter:

Writing the Main Idea of a Poem Listened to in 2-3 Sentences
Poem: These Lovely Things
References:

Blazing Trails 4 p2
Fun In English 4 p.90-91
PELC Listening 5 p.17

III. Learning Activities

A. Preparatory Activities:
1. Checking of assignment
2. Review:
Recall a poem learned just recently and tell something about it.
3. Unlock the words:
Choose the correct meaning of the underlined word in the sentence.
a. My brother searched for light at night.( threw, shed, looked)
b. The big stars enchant us. ( attract. frighten, drive) Motivation:
4. Motivation:
Show the pictures and ask: What is the child looking at?
B. Presentation:
Listen well and be able to tell the main idea of the poem,
These Lovely Things: p.80
Comprehension Check Up:
1. Who do you think speaks in the poem?
2. What questions did she ask?
Skill Development:
1. What is the main idea of the poem?
2. Write in 2-3 sentences.
Discussion:
How many paragraphs are there in the selection?
What is the first paragraph/ second/ third paragraph about?
Do the sentence in each paragraph keep to the topic?
D. Generalization:
What should you remember when listening a poem? Can you tell the main idea in 2-3 sentences?
E. Infusion of Values:
How do you take care of the trees around you?

F. Practice Exercises:
1. Guided:
The pupils will be grouped into four. The pupils will be instructed to identify the main
idea of the poem.
* Some children are brown like newly baked bread;
* Some children are yellow and some are red
IV. Evaluation:
Listen carefully to these poems and write 2-3 sentences about each of them.
1. Atis, mangoes and bananas ripe
All are sweet fruits I like to bite
Fruits so worthwhile for you & me
They make us healthy as we should be
2. Red yellow orange and blue
All are pretty colors very bright, too
Colors that make surroundings glow
Though weather-breath still shining so.
V. Assignment:
Copy the poem in your notebook and give the main idea of the poem in 2-3 sentences.

Remarks:
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ENGLISH IV
Date: ____________
I.

Objective:
Give the main idea of news listened to.
Values:

Good Governance

II. Subject Matter:

Giving the Main Idea
A News Paragraph: Elected Officials End 1st Year Today
References:
Materials:

Manila Bulletin Volume 354, nO.30 p1 June 30,2002

news paper

III. Learning Activities

A. Preparatory Activities:
1. Drill: Where do you get news for the day?
2. Checking of assignment
3. Review:
What is a paragraph?
Where will you find the topic sentence of paragraph?
4. Motivation:
Did you hear some news yesterday?
5. Unlocking of Difficulties:
Choose the correct meaning of the underlined word.
a. The local officials had fulfilled most of their promises.
(community, limited to a place)
B. Presentation:
1. Do you hear some news?
2. Reading of the selection p 81
3. Comprehension Check Up:
1. What is the topic about?
2. Where can you find it in the paragraph?
3. What have these officials done?
4. Skill Development:
In 2-3 sentences, give the main idea of the news you just heard.
C. Generalization:
What should you remember when somebody tells a news?
D. Infusion of Values:
If you are elected as a classroom officer, how will you serve your classmates?
E. Practice Exercises:
1. Guided:
Group the pupils into four. Each group will analyze the news paragraph. In 2-3
sentences the pupils will give the main idea ..
see p.82
2. Independent:
The teacher will prepare at least five news paragraph and write 2- 3 sentences about it.

IV. Evaluation:
Read another news paragraph and ask the pupils to write two-three sentences
V. Assignment:
Cut an article in the newspaper and give the main idea in 2-3 sentences in your notebook.

Remarks:
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ENGLISH IV
Date: ____________
I.

Objective:
Use the possessive form of singular nouns.
Values:

Man's concern for her child

II. Subject Matter:

Possessive Form of Nouns
References:
Materials:

PELC Speaking 5
Fun In English 4 (L) pp 105-108
story line written in a manila paper

III. Learning Activities

A. Preparatory Activities:
1. Drill:
Ask individual pupil to show an object his her seatmate owns.
2. Checking of assignment
3. Review:
Give examples of singular nouns. Mother garden
4. Motivation:
There is another way of saying the book of Ana. Find out in this paragraph.
B. Presentation:
1. Reading of the selection p 82
2. Comprehension Check Up:
1. Who wanted to see my teacher?
2. Where did I take her?
3. What were the posters showed?
3. Discussion:
Read the ff. phrases:
Miss Quizon's room
President's picture
Farmer's family
Ida's poster
* How can you say these phrases in different way?
Miss Quizon' room - room of Miss Quizon
Ida's poster - poster of Ida
C. Generalization:
How do we write the possessive form of singular nouns?
D. Infusion of Values:
What can you say about your mother?
E. Practice Exercises:
1. Guided:
Use the ff. in sentences.

a. the book of Marites

b. the hat of the woman
c. box of Angelica
2. Independent:
Write 5 singular nouns and their possessive form.
IV. Evaluation:
Fill in the blank with the correct possessive form of noun in the parenthesis.
1. The _____________ Santa Cruzan will be scheduled for tomorrow ( towns, town's, towns)
2. (Fathers, Father's, fathers') toys were kept in the room.
We have to finish ____________ work. (today, todays, today's)
V. Assignment:
Complete the sentence using the possessive form of the singular noun.
the clothes of an actor
the prize of the winner
the work of the ditor

Remarks:
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ENGLISH IV
Date: ____________
I.

Objective:
Use the possessive form of plural nouns.
Values:

Friendliness

II. Subject Matter:

Possessive Form of Plural Nouns
References:
Materials:

PELC Speaking 5
Fun In English 4 (L) pp 109-111
story line written in a manila paper

III. Learning Activities

A. Preparatory Activities:
1. Drill:
Ask pupil to show what all of them owns.
2. Checking of assignment
3. Review:
Write the correct way of showing possession.
a. the ruler of Henry
b. the house of my friend
c. the candy of Rica
4. Motivation:
Plural nouns have another way of showing possession.
B. Presentation:
1. Read the story about Garcia family pp.83
2. Comprehension Check Up:
1. How many children does the Garcia family have?
2. What do the girls have?
3. What do the three boys have?
3. Discussion:
Read the ft. phrases:
To whom are the dolls?
To whom are the houses?
To who, are the toy cars?
Answers:
The dolls belong to the girls. The girls dolls.
The toy cars belong to the three boys.
The phrases show possessive form of plural nouns.
C. Generalization:
What is added to show the possessive form of plural nouns?
D. Infusion of Values:
What good traits does the Garcia family have?

E. Practice Exercises:
1. Guided:
a. Group activity:
The group will at least write 10 possessive form of plural nouns.
2. Independent:
Put a cross x for not properly written possessive nouns and check/ for the correct one.
_____ 1. the mice's teeth
_____ 2. the cars lights
_____ 3. the oxen's bodies
IV. Evaluation:
Rewrite the sentences changing each underlined noun phrases into each possessive form.
1. The brothers of my parents are my uncles.
2. The costumes of the dancers are colorful.
3. The shoes of the boys are new see p.84
V. Assignment:
Fill in the blank with the possessive form of noun inside the parenthesis.
1. The (chairs) _________ legs are broken.
2. The (birds) _________cages are clean.
3. The ( children) _________shoes were black and shiny see p.84

Remarks:
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ENGLISH IV
Date: ____________
I.

Objective:
Identify the main idea that is not explicity
Values:

Love of Animals

II. Subject Matter:

Main Idea
References:
Materials:
Story:

PELC Reading; Everyday English 4 Reading pp.98-99

pictures of some animals
How some Animals Hibernate

III. Learning Activities

A. Preliminary Activities:
1. Review:
Identify the key sentence in the paragraph.
The foods we eat come form plants and animals. Fruits and vegetables come from plants.
Flour, sugar and cooking oil come from plants. Butter, milk and meat come from cows
and carabaos.
Key Sentence: The food we eat come from plants and animals.
2. Unlocking of Difficulties
a.
When animals sleep all winter, we say they hibernate (to pass the winter in a resting or
motionless state)
3. Motivation:
How do the people in other countries feel when there is snow?
B. Presentation:
Read the selection How Some Animals Hibernate pp. 98-99, Everyday English R. 4
C. Post Reading:
1. Comprehension Check-up
a. What are those animals that hibernate?
b. How do frogs and toads hibernate? The turtles? The snails? The snakes?
2. Valuing:
Should we care for these animals? How?
3. Discussion
a. What is the selection all about?
b. Why do some animals hibernate?
c. What helps you know that they hibernate to protect their selves from too much cold?
4. Generalization
How do we get the main idea of the selection that is not phrases in the selection.

5. Exercises
a. Guided Exercises:
Get the main idea of the following paragraph.
Birds
Birds eat the weed seeds and insects which destroy the crops. Some birds, like the
owl eat the rats that spread diseases. Other birds give us the meat and eggs that we need.
Main Idea: Birds are useful to man.
b. Independent Exercises:
Write the main idea of the paragraph
Animals like monkeys and wild pigs live in forest while others live in grassland.
Some live in fresh water while others in the sea. Some animals are live in houses where
people live. See. P.85
Main Idea: Animals live in different places.
IV. Evaluation:
Read the paragraph and give the main idea.
1. Some animals eat seeds. Other ants the juice form the flowers and stems of the plants., still
gather eat dead insects see p.86
2. The Red Cross serves people regardless of race, creed and color. It serves in time of peace and
war. Whenever and whenever there is calamity and need, the Red Cross is there to servesee
p.86
V. Assignment:

Copy the paragraph and give the main idea

The Fish
Some fish lay their eggs in the surface of the water. Some fasten their eggs to water
plants. Other lay their eggs on stones or logs in the water. There are also kinds of fish that
make nests and put their eggs inside their nests.

Remarks:
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ENGLISH IV
Date: ____________
I.

Objective:
Identify the main idea of a two paragraph expository text that is explicitly stated.
Values:

Respect for Ethnic Groups

II. Subject Matter:

Main Idea of a Paragraph
References:
Materials:

PELC Reading 5.1

Everyday English Reading 4 pp.103-106
Fun in English Language pp.111-112
map of region 4, picture

III. Learning Activities

A. Preparatory Activities:
1. Motivation:
What are the ethnic groups that you know?
2. Unlocking of Difficulties:
Find the synonyms of the words inside the box
ethnic
preserve

To keep up
Culture group

B. Presentation:
1. Pupils will read the story silently ( Everyday English 4 pp1 03-1 06)
2. Answering the motive questions.
3. Comprehension Check Up:
1. Why do the Hanunuo hum and chant during the night?
2. Where will the bones of all dead Hanunuo be buried the second time?
4. Discussion:
1. How many paragraphs are there?
2. What sentence states the most important idea of the paragraph?
3. What do you call the important idea of a paragraph?
C. Generalization:
How do we identify the main idea of a paragraph?
D. Infusion of Values:
How should we respect the diff. ethnic group?
E. Practice Exercises:
1. Guided:
a. Group activity:
Read the paragraph and write the main idea in the board. Mother bird sits on her eggs
once they are laid. She sits on the eggs to keep them warm until they are hatched pp.87?

2. Independent
Read the selection & then write the main idea in the frame.
Fire & water are our friends. They help us in many ways. I wash my clothes with water.
You clean your shoes with water. When we take a bath, we use water. We drink water after
eating and when we use are thirstysee pp.87
IV. Evaluation:
Read the paragraph and identify the main idea.
1. Lice affects people badly especially children. They suck blood from animals & people. Some of
them carry diseases which can cause fever.
Mosquitoes can spread malaria and H-fever. Flies carry germs ..see pp.87
Main Idea: _____________________
V. Assignment:
Read the paragraph. Identify the main idea.
Movements of the earths crust also results in ht e formation of mountains. A mountain is a part of the
earths surface that rises at 600 meters above the lowest level of land see.pp.87

Remarks:
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ENGLISH IV
Date: ____________
I.

Objective:
Evolve a title in a topic form for text based on the main idea or big idea.
Values:

Taking care of Things

II. Subject Matter:

Giving Title
References:
Materials:

PELC Reading 5.2

Everyday English Reading 4 pp24-25
map of region 4, picture

III. Learning Activities

A. Preparatory Activities
1. Review:
Recall the concept of the key sentence and the main idea.
2. Motivation:
What name would you like to call him? What kind of boy is he?
B. Presentation:
1. Motive Questions:
What makes the boy different from other boys?
2. Pupils will read the story silently .see p.88
3. Answering the motive questions.
4. Comprehension Check Up:
1. How did the boy take care of his things?
2. What pet does he have?
3. Why were his books torn into pieces?
5. Discussion:
What is the main idea of the paragraph? From the idea, what title can you give?
C. Generalization:
Where do we get a title in topic form?
D. Infusion of Values:
How should we take care of our belongings?
E. Practice Exercises:
1. Guided:
a. Group activity:
The teacher will prepare the puzzle. Then identify the best tile for the paragraph.
Then identify the best title.
Ants eat different kinds of food. Some ants eat seeds. Other ants gather juices from
the flowers and stems of plants .....see p.88
2. Independent:
Read the paragraph and answer the questions that follow. P88
1. What is the main idea of the paragraph?
2. What title can you give?

IV. Evaluation:
Give a title or topic from the given main idea
1. Alvin is healthy.
2. The sky is clear.
3. Water in the river is dirty.
4. The child is always happy & gay.
5. The postmaster deliver mails everyday without fail.
V. Assignment:
Change each big idea into a title.
1. Nothing grew except weeds because of the drought.
2. The people cooked and ate the grains which we now call rice.
3. The people gathered the ripened stalks as Sappia watched from heaven.

Remarks:
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ENGLISH IV
Date: ____________
I.

Objective:
Skim the general idea on what material is about
Values:

Helpfulness

II. Subject Matter:

General idea About a Material
References:
Materials:
Story :

PELC Reading 5.3

Fun In English (L) pp52-53
printed stories
"Why the Sea is salty"

III. Learning Activities

A. Preparatory Activities:
1. Checking of Assignments.
2. Motivation:
What do you call the stories about wonderful events that were usually handed down
from the past?
3. Unlocking of Difficulties
spring stretch community
B. Presentation:
1. Motive Questions:
Why is the seawater salty now?
2. Pupils will read the story silently p.90
3. Answering the motive questions.
4. Comprehension Check Up:
1. Where did the people get salt?
2. Who was the friendly giant?
3. What was he afraid of?
5. Discussion:
What printed materials did we use? What is the material about?
C. Generalization:
How do we know a material is about?
D. Infusion of Values:
How do you show your helpfulness to other?
E. Practice Exercises:
1. Guided:
a. Group activity:
Skim the general idea of the material and each group will act out what the
material is about.
A long time ago, in Italy, there lived a woodcarver named Gepetto. Gepetto carved a
puppet named him Pinocchio. The puppet came to life but he behaved badly ..... pp.89

2. Independent:
Read the paragraph and tell what the material is about.
A rabbit was taking a walk and heard someone shouting for help. He looked around and
found the wolf under a big stone.see p.89
IV. Evaluation:
Read the story , then write 2-3 sentences that tell what the material is about. Jack plant seeds
outside his window. Then, a beanstalk began to grow. It grew and grew until it reached the sky. Next,
Jack climbed the beanstalk. Soon he saw a giant golden harp. Later he took the golden harp and ran
away. Finally, Jack cut the beanstalk .... see p.90
V. Assignment:
1. Bring a friendly letter you received from someone. Try to know the diff. parts of a friendly letter.

Remarks:
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ENGLISH IV
Date: ____________
I.

Objective:
Write simple friendly letters observing the correct format.
Values:

Neatness and Orderliness

II. Subject Matter:

Simple Friendly Letters
References:
Materials:

PELC Writing p. 7-8

Fun In English (L) pp. 7-8
friendly letters in manila paper

III. Learning Activities

A. Preparatory Activities:
1. Motivation:
Do you friends in other places?
2. Review:
Recall the parts of a letter.
B. Presentation:
1. Present the letter of Cora to Rina p.7
2. Reading of the letter by the class best reader.
3. Discussion:
What kind of letter is this?
Discuss the parts of the letter and its format
Developing the letter cooperatively by the pupils
Let us write a friendly letter to a friend in other school.
C. Generalization:
What should you do to remember when writing a simple friendly letter?
D. Infusion of Values:
How do you make your letter attractive and easily read?
E. Practice Exercises:
1. Guided:
a. Group activity:
Each group will make a friendly letter, address it to the less fortunate children in our
country,
2. Independent:
Rewrite the following friendly letter. Use the correct indention, capitalization, and
punctuation markssee p.91
IV. Evaluation:
Pupils exchange their own friendly letters with their seatmates and make the necessary corrections.
V. Assignment:
Rewrite your own friendly letter following the corrections made.

Remarks:
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ENGLISH IV
Date: ____________
I.

Objective:
Copy a letter of invitation observing the correct format.
Values:

Using polite expression

II. Subject Matter:

Letter of Invitation
References:

PELC Writing p8
Everyday English 4 (L) pp166-167

III. Learning Activities

A. Preparatory Activities:
1. Motivation:
What activity do we celebrate in our school in the month of October?
2. Review:
What are the diff. parts of the letter?
B. Presentation:
1. Read the letter on p 167
a. Who wrote the letter?
b. What polite expression did Leo use in his letter? C. Why did Leo invite his friend?
2. Discussion
What does the letter of invitation include?
How does a letter written?
What punctuation marks are used?
C. Generalization:
What does a letter of invitation include?
How does it written?
D. Infusion of Values:
What courteous expression should you use in writing letter of invitation?
E. Practice Exercises:
1. Guided:
a. Group activity:
Each group will make a letter of invitation, after 15 minutes they will read their letter
within the group.
2. Independent:
Rewrite the ff parts of an invitation letter. Use the correct indention, capitalization, and
punctuation marks.
1. Sincerely Rosenda
2. dear betty
3. 26 J Trizal St.
August 26, 2008

IV. Evaluation:
Rearrange the different parts of the letter below following the format of writing an invitation letter.
Your cousin
Dear John Patrick
56 Faja Rito St.
Brgy. Narciso, Zambales see p.92
V. Assignment:
Write an invitation letter.

Remarks:
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ENGLISH IV
Date: ____________
I.

Objective:
Write a letter to a friend of a story listened to.
Values:

Smartness

II. Subject Matter:

Friendly Letter
References:
Materials:

PELC Writing p5
Fun In English (L) pp124-125
sample letter

III. Learning Activities

A. Preparatory Activities:
1. Review:
What are the diff. parts of the letter?
2. Unlocking of Difficulties:
Supply the missing words to complete each sentence.
Pitcher
reached
stretched
1. I want to drink something. I'm ________________
2. There's a big _____________in the refrigerator.
3. Motivation:
Have you heard a fable?
B. Presentation:
1. Listening to a fable
The crow & the Pitcher 92
2. Comprehension Check Up:
a. What did the crew feel?
b. Why did he want to break the pitcher?
c. What words best describe the crow?
3. Discussion:
If you were to share the fable to a friend far away?
How will you start your letter?
What message will you tell your friends?
C. Generalization:
How should one write a letter to a friend of a story he/ she has listened to?
D. Infusion of Values:
What attitude should we show to be able to succeed?
E. Practice Exercises:
1. Guided:
a. Group activity:

Each group will make a letter of invitation, after 15 minutes let the pupils critique
their finished work.
2. Independent:
Write a letter to your friend using the story" The Crow & The Pitcher"
IV. Evaluation:
Listen carefully to the story. Then write a letter to your friend about the story you have listened to.
"The Ant & the Grasshopper "p93
V. Assignment:
Pretend that you are the receiver of the letter. What part do you think needs to be improved?

Remarks:
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ENGLISH IV
Date: ____________
I.

Objective:
Use the present form of regular and irregular verbs.
Values:

Protection & Preservation

II. Subject Matter:

Using the present form of regular and irregular verbs.
References:
Materials:

PELC Speaking 6
Everyday English Gr.6 pp81-86
chart

III. Learning Activities

A. Preparatory Activities:
1. Read & pronounce the words carefully Verb with s-es
leaves
goes
arrives
raises
2. Unlocking of Difficulties:
Word Association
Hoofs- cow- horse-mouse
3. Motivation:
Have you seen a deer as small as a mouse?
B. Presentation:
1. Listening to a paragraph .see.p.94
2. Comprehension Check Up:
a. How does a mouse deer look like?
b. What is the mouse deer called?
c. Where is a mouse found?
3. Discussion:
Does the paragraph give statements of facts about the mouse deer
Name the verb used in the present form?
C. Generalization:
Use the present form of regular and irregular verbs in stating facts or action done regularly
D. Infusion of Values:
How can we help & protect the rare animals?
E. Practice Exercises:
1. Guided:
a. Group activity:

Using the table have them write a paragraph of what child does? .. p94
2. Independent:
Fill in the blanks with the correct verb below.
1. The fisherman __________________fish.
2. The bus driver _________________ a mini bus.
3. Mang Pablo ______________ fish in the river
IV. Evaluation:
Using the following outlines, write a short paragraph using the present form of verbs.
1, Tabon
a. a small bird
b. looks like a wild chicken
II. Where the small bird live.
a. along the sandy coasts of Palawan
V. Assignment:
Choose the word in the parenthesis that makes the sentence correct. Nectar (is, are, was) a
sweet juice from flowers. It (was, are, is) food for the bees ..... p94

Remarks:
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ENGLISH IV
Date: ____________
I.

Objective:
Use the past form of regular verbs
Values:

Preservation of Cultural regular

II. Subject Matter:

Using the past form of regular
References:
Materials:

PELC 5.6.1
Everyday English Gr.6 (L) pp57-58
chart

III. Learning Activities

A. Preparatory Activities:
1. Review through a game.
2. Unlocking of Difficulties:
Using context clues;
Early Filipinos cooked their food sometimes they ate raw.
3. Motivation:
Did the early people live in a very simple way of life?
B. Presentation:
1. Reading of the dialogue ... p95
2. Comprehension Check Up:
a. Where did the early Filipinos live?
b. How did the man catch the wild animals?
3. Discussion:
What action words are found in the story? How they are stated?
C. Generalization:
How do we write the past form of regular verbs?
D. Infusion of Values:
Why should we preserve the contribution of the early Filipino?
E. Practice Exercises:
1. Guided:
a. Group activity:
Underline the verb use in the sentence.
1. The astronauts gathered about 77 kilos of lunar rocks.
2. He worked as an electrician ten years ago.
2. Independent:
a. Give an example of regular verbs and use them in sentence.

IV. Evaluation:
Select the past form of these verbs.
1. Josefa Llanes Escoda ______________ the prison camp in Los Banos, Laguna (visit)
2. Our ancestors ______________ many things about strange creatures of the Philippine
storyland. (believe) ..... p96
V. Assignment:
Give the past form of the ff. verbs and use them in sentences.

1.
2.
3.
4.
5.

connect
enjoy
pick
water
clean

Remarks:
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ENGLISH IV
Date: ____________
I.

Objective:
Use the past form of irregular verbs
Values:

Kindness to animals

II. Subject Matter:

Using the past form of irregular
References:

PELC 5.6.1
Everyday English Gr.6 (L) pp 64-67 Materials: chart

III. Learning Activities

A. Preparatory Activities:
1. Checking of assignment
2. Review through a game.
3. Unlocking of Difficulties:
Using context clues;
Pearls are found inside the shell of an oyster.
4. Motivation:
Whom among you have seen roosters fighting?
B. Presentation:
1. Reading of the story ... p97
2. Comprehension Check Up:
a. Who came upon a pearl while pecking at the ground?
b. Was the rooster happy about it? Why?
c. How did the woman shoe her concern to her fowls?
3. Discussion:
What verbs are used in the story? How they are stated?
C. Generalization:
How do we write the past form of irregular verbs?
D. Infusion of Values:
What is the moral lesson of the story?
E. Practice Exercises:
1. Guided:
a. Group activity:
Pupils will give their own example of irregular verbs and use them in their own sentence.
2. Independent:
Use the correct form of verb in the parenthesis.
a. They _____ for our freedom ( fight)
b. Most Filipinos _______ treated cruelly during the Japanese time. (are)
3. The Filipino ______ angry and they detected to fight. (get)
4. Our country ______ once under the Americans (is)
5. Yesterday I _______ sand castles. (build)

IV. Evaluation:
Copy the correct form of the verb to complete the sentence.
1. For ( go, went) to manila last Monday.
2. Fernando Amorsolo ( draw, drew) beautiful portraits.
3. Ramon (make, made) our nipa hut.
4. Our forefathers (build, built) this great nation.
5. Jose Rizal (speak, spoke) many languages.
V. Assignment:
Give the past form of the ft. verbs and use them in sentences.
1. feed
2. meet
3. come
4. sweep
5. sing

Remarks:
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