Changing the Meaning of Words Caused by Shift in StressI.

Learning Objective

Distinguish changes in meaning of words caused by shift in stress
II.
Subject Matter
A.Topic:Changing in the Meaning of Words Caused by ShiftinStressB.References:PELC II 1.1
21
st
Century English
V pp. 4 - 5C.Materials:flashcardsValue Focus: Cooperation and participation
III.
ProcedureA.Preparatory Activities
Ask: How do you pronounce these words?(Flash the following words to the pupils.)present contactobject
insultrecord
B.Development of the LessonPresentation
Say:Listen as I read the sentence.Sandra
presents
to her friends the
presentsSay: Note that these two words have the same spelling, but a change inthe stress on the syllables
changes their meaning. In the first word, thestress in the second syllable [priznt], makes the word a verb
whichmeans to
show.
When the stress shifts to the first syllable [
pr sent
],the word now becomes a noun which means
gift
.Say: Repeat the following words after me. Tell the meaning of eachword. Choose from the words inside the box.
Nouns Verbs
__________ rcord__________ recrd__________ scort__________ escrt__________ bject__________
objct__________ nsult __________ inslt __________ cntrast __________ contrst
Generalization

If a word is pronounced strongly on the first syllable, the word isused as a noun.

If it is pronounced strongly on the second syllable, the word isused as a verb.
C.Post ActivitiesApplication
Exercise 1Listen as I say the following words. Give the meaning of each1. record 6. discount11. repeat2. progress7.
contest12. present3. desert8. accent13. object4. digst9. decrease14. subject5. increase 10. conduct15. absenta.
account f. guardb. write downg. offendc. thing h. offensed. disagreei. differentiatee. leadj. difference
she received last Christmas.
Analysis and Discussion
Ask:1.What words in the sentences are similar?2.How did I pronounce the first word? the second word?3.What
syllable is stressed in the first word? How about in thesecond word?4.Which word means show and is used as a
verb?5.Which word means gift and is used as a noun?
Exercise 2Work with a partner. Take turns in pronouncing the words listed in theexercise. Tell your partner the
meaning of each word. Exercise 3Listen as I read the pairs of sentences. Give the meanings of the similarwords
that are pronounced differently in each pair.a. The
rebel
was tried for treason.b. The peasants will
rebel
against their landlord.a. His disruptive
conduct
brought him to the guidance office.b. The pupils
conduct
themselves well.a. The
contrast
between the yellow and violet flowers is striking.b. This cold weather
contrasts
with last weeks heat.a. You should
record
the figures neatly.b. The
record
shows that pupils who read well get high grades.a. The woman purposely
insults
the vendor.b. Her patronizing words were an
insult
to the masses.
Enrichment
Listen as I read the following sentences. Put a check before eachsentence if the meaning of the stressed word fits
the sentence. If it doesnot, write the word with the correct stress in the blank before thesentence._____ 1.
Camels live in the dsert._____ 2. There was a big incrase in the supply of rice._____ 3. Nobody contst the
decision of the judges._____ 4. He keeps a rcord of all his findings._____ 5. Does your mother prmit you to join
the tour?
Values Integration
Ask: Did you participate actively in our activities today? If not, whatshould you do next time?
IV.
Evaluation
Listen carefully as I say the following words. Give the meaning of
eachword.1.cntrast6.prgress2.inslt7.desrt3.scort8.digst4.presnt9.accnt5.discunt 10.cnduct



I.
Learning Objective

Identify figurative language from a poem heard
II.
Subject Matter
A.Topic:Types of Figurative LanguageB.References:PELC II 3Developing Reading PowerSilver Secrets100 Selected
Poems for Young and AdultsC.Materials:charts of poems and versesValue Focus: Love for animals
III.
ProcedureA.Preparatory Activities Review
Ask:1.What is figurative language?2.Why do most literary writers use figurative language in theirwritings?
Motivation
Say:I have noticed that you are very interested to know more aboutfigurative language. You will find it more
enjoyable to read poems withfigurative language.



B.Development of the LessonPresentation/Discussion and Analysis
Types of Figurative LanguageSay: There are three types of figurative language.Study the followinglines from some
poems.These lines show one kind of figurativelanguage.The moon is like a flower.In heavens high bower.My tree
is like a duster reading high.Stretching forth to sweep the cloudy sky.Say: The lines above show
simile
.

A
simile
states a comparison between two unlike objects but havesomething in common.

A simile contains the words
like
or
as
.Ask: What two things are compared in the first example?What is common between the moon and a flower?What
two things are compared in the second example?What is common between a tree and a duster?Say: Study
another set of lines from some poems. These lines showanother kind of figurative language.A train is a dragon
that roars through the dark.He wriggles his tail as he sends up a spark.Who tossed those golden coins.The
dandelions glittering on my lawn?Say: The examples above show
metaphor
.

Metaphor
is a kind of figurative speech.It states a direct comparison of two unlike things that have something in common.

A
metaphor
does not use the words
like
or
as
.What two things are compared in the first sample?In what way is a train like a dragon?What two things are
compared in the second sample?

How is a dandelion like a golden coin?Study the following lines from some poems. These lines show anotherkind
of figurative language.Slowly, silently now the moonWalks the night in her silver shoes;This way and that, she
peers and seesSilver fruits upon silver trees.The birds have washed their facesAnd cuddled in a rowUpon a little
frosty bushThat twinkles in the snow.Say: These lines show
personification
.

Personification
is the giving of human qualities to animals,objects or ideas.Look at the first sample.What human qualities are
given to the moon?
The moon can walk in her silver shoes and can peer and see.
What human qualities are given to the birds in the second example?
Washed their faces and cuddled in a row
Values Integration
The birds and spiders were described in the third poem as if they werehuman beings. How can you show your
love and concern for theanimals like them?
Generalization

Simile
states a comparison of two unlike objects but havesomething in common. It contains the words like or as.

Metaphor
states a direct comparison of two unlike objects thathave something in common. It does not use the words
like
or
as
.

Personification
brings to life an inanimate object by giving it thequalities of a person.
C.Post ActivitiesApplication
Say: I will read some lines from famous poems. Clap your hands if thefigurative language read is a
simile
; stump your feet if it is a
metaphor
and whistle if it is a
personification
. 1.The birds may stop their soulful singing,The phantom breeze may cease to sigh,The flowers sweet may lose
their fragrance,But love can never die.2.I wandered lonely as a cloudThat floats on high oer vales and
hills,3.Twinkle, twinkle, little starHow I wonder what you are;Up above the world so high,Like a diamond in the
sky.4.Maps are really magic wands,For home staying vagabonds.5.A spider walked a tightrope thereAnd did not
trip or fall.She even kept her balance wellWithout a parasol.
Enrichment
Listen to the lines taken from some poems. Go to line A if the figurativelanguage is a simile, line B if it is a
metaphor and line C if it ispersonification. Those whose answers are wrong will automatically beout of the game
and those who will remain until the last number will bethe winners.1. I heard a mouseBitterly complainingIn a
crack of moonlightAslant on the floor.2. Mary had a little lamb,Its fleece was white as snow.3.They seem like
animal eyes in the parkThat are stealthily searching for prey.4. The river quiversAnd says to me:Up there
childDeep down in youA hidden world.
Note: For additional exercises on figures of speech, visit this website-
http:\\www.ac.uk/englishresources/workunits/klangmedia

IV.
Evaluation
Underline the figurative language used in the lines of the poems. Write S if it is a simile, M if it is a metaphor, and
P if it is personification. _____ 1. There are no winged fairies, eitheronly the water,laughing, ripplingfrom the
jumping pebblesin crazy, funny sizes. _____ 2. Some words clinkAs ice in drink. _____ 3. After the rain, the
firefliesComing out like a netTo catch the nightsDarkness and the passing hour. _____ 4. That when the sun or
Koemigotuhls heightPours out its golden flood. _____ 5. He is gone on the mountain,He is lost to the forest,Like a
summer-dried fountainWhen our need was the sorest.
V.
Assignment
Identify the following figurative language used in each sentence. Write
simile
,
metaphor
or
personification
before the number. ________ 1. His lips where as white as vinegar when he broke her momsfavorite vase.
________ 2. The infants smile was a ray of sunshine to the whole family. ________ 3. The moon faithfully
controls the tides ebb and flow. ________ 4. The contestant was a nervous butterfly on the stage. ________ 5.
Her hair shines like twinkling stars in the night.






Analysis and Discussion
1.Ask the following comprehension questions.a.What does the paragraph say about nutrients?b.What are
contained in the food nutrients?c.What are macronutrients? Where can we get them?d.What are micronutrients?
Where do you find them?e.Why are these nutrients needed by the body?2.Call on one pupil to identify the key
sentence of the paragraphand then let him/her read it.3.Ask:a.What is the paragraph all about?b.What do you
think is the best title for the paragraph?c.Why do you say so?Let one pupil write on the board the best title given
by the pupils.4.Ask: Was the title written correctly?
Values Integration
Ask: Do the foods you eat contain the nutrients we have studied?What should you remember when choosing the
food you eat?Why should you eat these nutritious food or foods that are rich innutrients? What do you think will
happen if we lack the necessaryfood nutrients?
Generalization
1.What is our basis for giving the best title to a paragraph?

The best title is based on the topic or main idea of theparagraph.2.How do we write titles?

The first word of the title and the other important words shouldbegin with capital letters.
C.Post ActivitiesApplication
Using a tape recorder (if available), have your pupils listen to theseparagraphs. Then ask them to give possible
titles and choose the bestone from the given titles. (If a tape recorder is not available, just call ona good reader to
read the paragraphs aloud to the class.)


1.Rivers start as springs. Water from the rain and melting snow collectunder the ground. Then it flows out at one
spot called a spring. Thewater cuts a groove or bed in the ground.2.How wonderful it would be to be able to float
in the air at will!Instead of being in a hot car or a bus caught in a traffic jam, youcould fly to a mountain where the
air is cool and clear. Or you mightwant to fly in an air-conditioned mall, where you could stay cool for afew hours.
You would be your own personal airplane and could gowherever you wanted to go.3.Long ago, people considered
a small amount of pepper valuable insome countries. Historical records tell of ransoms being paid withthis
seasoning.
Enrichment
Group the pupils into fours. Each group will choose a leader who willread aloud these paragraphs to the other
members. Then Member 1 willgive the key sentence. Member 2 will give the topic of the paragraphbased on the
given key sentence. Member 3 will give the best title tothe paragraph read and then write it on a piece of paper to
be checkedby the other members.1.Proteins are essential for the growth and repair of body tissues sincethey
constitute the major part of the bodys building blocks. Whendietary protein is deficient, there is failure of
development in infantsand children or loss of body tissues in adults.2.My little brother is just learning how to walk
by himself. Holding onthe armrest of our sofa, he falls many times before making twosteps. Nevertheless, the
undaunted tot continues his efforts withadded determination.After the groups have done the activity, call on a
member from eachgroup to present their answers by writing their titles on the board andthen explaining why
they came up with such titles.
Note: For additional exercises, use ELSA 2004 tapes on Giving Titles toParagraphs.

IV.
Evaluation
Read the following paragraphs while pupils listen attentively. Then havethem write a title for each paragraph on a
piece of paper.1.The human body needs more than 40 different nutrients forgood health. No single food can
provide all the nutrients in the amountsneeded. Eat a variety of foods to provide all the nutrients required inthe
proper amount and balance.2.Yesterday at twilight, a typhoon struck the island of Masbate.All night long the
storm swept in from the sea. By morning, the islandhad been badly damaged. It will take months to rebuild what
thetyphoon destroyed.3.I was ten years old when I won in one of the games during ourtown fiesta. When I was
asked what prize I wanted from the displayeditems, I chose the big drinking glass for Papa. I ran home calling
hisname. I was so happy to give him a gift.
V.
Assignment
Listen to a news report on health or health habits over the radio or on TVnewscasts. Write the titles of the given
news.



2.Get six pieces of paper and sketch the significant events. Writea title on the first page.3.Tape the six pieces of
paper together at the sides.4.Write a brief statement of each event on the appropriate page.5.Present the
finished Scene Brochure to the class.
IV.
Evaluation
Activity AListen to the short selection below, then arrange the events listed as theyhappened in the story. Number
them, 1 - 5Mother took us to Bicol last vacation. We went to see many beautifulspots. I saw beautiful Mt. Mayon
for the first time. We went to Mayon resthouse way up the volcano. We visited the ruins of the old church buried
atits foot. I didnt wonder why mother is so proud of her home province. _____ We went to Mayon rest house
way up the volcano. _____ We visited the ruins of the old church buried at its foot. _____ I saw Mt. Mayon for the
first time. _____ Mother took us to Bicol last summer. _____ Mother is very proud of her home province.Activity
BListen to the paragraph and understand it carefully. Arrange the sentencesbelow as they happened in the story.
Number them from 1 4.An Ant once fell from the brink of a brook when a dove accidentallystepped on it. The
ant floated hopelessly, for to it the little brook was anocean. The dove saw the poor ant, so the dove took a blade
of grass andthrew it towards the ant. The ant drifted ashore on the leaf.One day a naughty lad armed with a bow
and arrow happened to passby. Seeing the pretty dove, he set his arrow on his bow and aimed at thedove. The
timely bite of the ant on the lads heel saved the dove frombeing slaughtered.


_____ The ant drifted ashore on the leaf. _____ A naughty lad armed with a bow and arrow aimed at the dove.
_____ An ant bit the heel of the lad so the dove was saved. _____ The dove saw the poor ant, took a blade of
grass and threw ittowards the ant.
Enrichment
Activity AArrange the sentences below to show wholeness of the story.Write the letters A - F in the blank to show
sequence of the story. _____ A brave man hurriedly ran inside the burning house. _____ The man came out
carrying the child in his arm. _____ The people were running here and there carrying bundles of clothes. _____
The mother ran and cried, Thank you! You saved my child. _____ A child was left inside a burning house. _____
The people clapped and shouted, You are a hero! Activity BThe paragraphs below make up a complete story.
Read each of themcarefully. Then number the paragraphs from 1 - 6 as they should appear inthe story.All day,
Ilang-ilang stayed in the spot. Sampaguita stayed upin the tree. How happy they seem to be.The two friends were
together again. This time they werehappy. They were where they ought to be.Ilang-ilang wanted to go back to her
place. She could notstand the dust near the ground. Sampaguita felt lonely up inthe tree. She, too wanted to go
back to her pot. So they jumped back to their own places.Once upon a time, Ilang-ilang and Sampaguita agreed
toexchange places. Ilang-ilang felt sad because nobody noticedher up in the tree. Sampaguita did not like so much
the dustnear the ground. Down jumped Ilang-ilang in the pot. Upwent Sampaguita to the tallest branch in the
tree.Aling Nena came back to pick the little white flowers. Thenshe picked a few Ilang-ilang blossoms. She made
garlands.She hung a cluster of Ilang-ilang to every garland.Then Aling Nena came to sweep the ground. Ilang-ilang
didnot like the dust.


V.
Assignment
Arrange the sentences in correct order to form a good story. Use numbers1 - 5. _____A. After that, go to your
parents room. _____B. First, wake up early. _____C. Then fry some bacon and egg. _____D. Next, go to the
kitchen. _____E. After a few minutes, sing Happy Birthday.




Using Figurative Language to Describe People and Events















































































































































ENGLISH V
Date: ____________
I. Objective:
Uses the correct intonation for statement and yes/no question
Values: Listening Attentively
II. Subject Matter:
Correct intonation for statements and Yes/No Questions
References: PELC 1, p. 20, Fun in English (R); Fun in English (L) pp. 15-17
Materials:
chart, arrow cards, flash cards
III.ProcedureA. Pre- activities:
1.
Drill:
Divide the following into syllablesartificial.businesseleventhsignatureinjectionenvelope2.
Unlocking of difficulties
Match the underlined words in column A with their meaning in Column B.AB1.The farmer was bitten by a serpent
in the farma.To charm or to attract2.He tied the bow with a cord.b.Snake3.Her bewitching voice made me feed
good.c.String3.
Motivation
Have you celebrated your birthday already?Did you receive any gift that surprised you? What is it?
B. Presentation:
1. Pupils read silently the story " Pandora's Box" on pp. 20-22 of Fun in English ( R )2.
Comprehension Questions
a. Why was Pandora sent to live with Epimetheus? b. What made her think that the box was for her?c. Why did
Pandora become so curious to know what was in the box?3.
Skill Development
a. Read the following questions and statements taken from the story you read:1. Did he have a staff?2. Will you
stay with us forever?3. Pandora was busy untying the knot. b. How will you read the first question? the second
question?c. What kind of intonation did you use?d. How will you read statement 3? statement 4? statement 5?e.
What intonation did you use?4.
Generalization
What intonation do you use for statements and yes/no questions?
5.
Practice Exercises
a.
Guide Practice
1. Identify the correct intonation for the following then read correctly.1. Farming is our chief industry.2. Is the
report interesting? b.
Independent Practice
Put the arrow point at the end of the sentence to show the correct intonation to use.1 Does your mother teach in
this school?2. No, she doesn't. She teaches in another school.
IV. Evaluation:
Copy the sentences andput the arrow point to show the correct intonation to use.1. Is that a movie?2. This is a
wholesome movie for the family.3. What is it all about?
V. Assignment:
Write two statements and three yes/no questions. Put the arrow points to show the correctintonation to use.

ENGLISH V
Date: ____________
I. Objective:
Pronounce words putting stress on the correct syllable
Values: Wait for ones turn in speaking
II. Subject Matter:
Pronouncing Words
References:
PELC I, p. 20; Reference: Fun in English, Language 5, p.3
III.Procedure
A. Preparatory Activities:
1. Listen as I say the words in each column. Tap the desk once for /a/ sound and twice for / /sound./a/ / /cop dock
cup duck hot lock but luck
2.Listen carefully. Tell how many syllables there are in each word.
library understood necessary automobile cemetery committee
B. Presentation:
1. Motivation:
What can you say about the weather today? How do we know the weather condition?
2. Learning Activities:
a.Call on a pupil to read the paragraph.
Weather satellites take pictures of the movement of clouds over the whole earth so that scientists monitor the
weather in Y the different parts of the earth. Communication satellites relay or pass of the communication
between distant areas from the land to a shipat sea. These satellites appear fixed in the sky maintaining position
above the earth'ssurface.3.
Discussion Questions:
What satellites are mentioned in the paragraph?
Which of these satellites take pictures of the movement of the clouds over the whole earth?
Are weather satellites important? Why?
Notice where the stress is placed.
A B C weather discover disinfect satellites position instrumental-Where is the stress in the words in set A? set B?
set C?-How do you know that the stress is on the first syllable? Second syllable? Third syllable?
.
Generalization:
Where should you put the stress in a word?
5. Practice Exercises:
A. Guide Practice:
Read the words. Then go to the blackboard and put the stress mark on the stressed syllable.
1.interference 4. Interrogative 2. protect 5. Intermission 3. ambition
B. Independent practice
Copy the word. Pronounce it by yourself and put the stress on the stressed syllable:
1. possible 4. Interrupt 2. complete 5. welfare 3. tomorrow
IV. Evaluation:
Read the sentences. Write the correct spelling of the underline words and put the stress mark on the stressed
syllables. ' _____ 1. Many children are, playing in the park. _____ 2. I hope we will have a fine weather tomorrow.
_____ 3.Popular music makes me want to dance.
V. Assignment:
Write five words and put the stress mark on the stressed syllable.

ENGLISH V
Date: ____________ I. Objective:

Decodes meaning of words with prefixes over, under, ex and super.
Values
:Proper Health Habits
II. Subject Matter:
Prefixes Over, Under, Ex and Super
References:
PELC 1.1.1, P. 20 & PELC 1 p.20English for Living and Learning v, Reading, p.8-9 Fun in English V. p.139
Materials:
Chart & Flashcards
III.ProcedureA. Preparatory Activities:
1.
Review:
Write the following words correctly and encircle the root word of each word.A. developmentD. repaintB.
unhealthyE. incorrectC. carefulF. superman
B. Presentation:
1.
Motivation:
How do you get the meaning of a word?How can you get the meaning of a word without using the dictionary?2.
Learning Activities:
Read the following sentences:a.More people use the passageway over the street. It is safer to use the over pass
than tocross a busy street. b. Archie is 18 years old. He can vote in the elections. His sister Donna is 17 years old.
Shecannot vote. She is underage.3.
Discussion:
What are the root words of the underlined words in the sentences?What syllables are added to the words?Do
these syllables change the meaning of the words?4.
Generalization:
How do we get the meaning of words with prefixes?5.
Practice Exercises:
Tell the meaning of the following words:undersizedoverheatex-president superstar underwateroverweight ex-
chairman supermanundershirtovercoolex-governor superimpose
IV. Evaluation:
Choose from the list of the correct wordy to fill in the blanks of the ff. sentences:1. Poor parents can't give their
children enough food so they are often2. Don't the vegetables to preserve the vitamin content.3. Pepito is too
thin and because he's not eating the balance diet.
V. Assignment:
Give the meaning of the following words. Use them in sentences.1. overripe4. undershirt2. superhighway5.
overheat3. ex-general

ENGLISH V
Date: ____________ I. Objective:

Change statements to questions or vice-versa.
Values
:Friendliness
II. Subject Matter:
Changing Statements to Questions or Vice-Versa
References:
PELC 1. P. 20; Fun in English (L) pp. 14-17Skillbook in English 5, pp. 127-129
Materials:
charts, arrow cards
III.ProcedureA. Pre-activities:
1.
Review:
Read the following sentences. Tell whether it has a rising or falling intonation.a. What did you learn from our
speaker? b. We learned about the wonderful places in the Philippines.c. Is Linda right?2.
Motivation:
What do you do if a friend of yours will become your new classmate? How will youintroduce him/her?
B. Presentation:
1.
Reading an Introduction
Lawrence is introducing a new pupil to the class.Classmates, we have a new classmate. Do you want to know her?
Her name is AngelaAbueva. She is called Angelie by her former friends. She's also eleven years old like us. Her
father works as a postal employee while her mother is a teacher in a public elementaryschool. Her father was
recently promoted and newly assigned to our postal station so shetransferred here.2.
Comprehension Questions
a. Who is making the introduction? b. Who is the new pupil?c. Why did she transfer?3.
Skills Development
a.Read the following sentences:1.Her name is Angela Abueva.Is her name Angela Abueva?2.Her father works as a
postal employee.Does her father work as a postal employee? b.What is the verb in the first sentences, what verb
is used? How was it changed to aquestion?c.In the second sentence, what verb is used? How was it changed to a
question?
IV. Evaluation:
Change the following statements into yes/no question and vice-versa:1.Living things depend on one
another.2.Marina went to market the other day.3.They were at the beach last Sunday.
V. Assignment:
Change the following statements into yes/no questions and vice-versa.1. You read interesting books before going
to bed.2. The girls were at the park yesterday.3. My friend gives me a souvenir.4. Did the boys play basketball last
Sunday?5. Has she given her project already?

ENGLISH V
Date: ____________ I. Objective:

Distinguish changes in meaning of words in sentences caused by stress shift
Values
:Listen attentively
II. Subject Matter:
Changes in Meaning of Words caused by Stress Shift
References:
PELC I, p. 20; Fun in English (L) pp. 2-5
III.ProcedureA. Preparatory Activities:
1.Drill: Divide the following into syllables:artificialbusinesseleventhenvelopeinjectiondedicate2.ReviewRead the
words, then tell whether the stress is on the first, 2
nd
or third syllable.librarynecessaryprincipalimpressiveunderstoodautomobile
B. Presentation:
1.
Motivation
Its beginning of the school year/ you meet your old schoolmates. You also meet newfriends. Let us listen to our
new friends as they introduce themselves.2.
Learning Activities
Dondon Lagrimas is a new pupil in Miss Santos class. he is telling abut himself: GoodMorning. My name is
Dondon Lagrimas. I am eleven years old. My father I a family driver and my mother is a market vendor. Before, we
lived outside Metro Manila. My fathersemployer conducted a research her so we transferred.3.
Discussion/Questions
Who is the one speaking?What are his parents works?What activities does he like?4.
Generalization
What happens to the meaning of the words if the stress is changed?5.Practice Exercisesa.
Guided Exercises
Listen as I read the words; then read the words after me:
Nouns Verbs
conductconflict conduct conflict progress object progress objectCall on pupils by threes to read the words. b.
Independent Exercises
Read the following sentences. Put a check before it if the meaning of the stressedwords fits the sentence. If the
stress is wrong, write the correct word in the bank beforethe sentence. _____ 1.Camels live in the desert. _____
2.It cant digest its food. _____ 3.We heard the news digest.
IV. Evaluation:
Listen to the following sentences. Write 1 if the stress is on the first syllable and 2 if the stress ison the second
syllable. Then write the correct spelling of the word. _____ 1. Do you like to join the contests? _____ 2. Please
record the names of the contestants. _____ 3.Does your mother permit you to join?
V. Assignment:
Put the stress mark (

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

ENGLISH V
Date: ____________ I. Objective:

Decode the meaning of words with negative prefixes.
Values
:Attentiveness and Patience
II. Subject Matter:
Negative Prefixes
References:
PELC 1.1.1, p. 20Developing Reading and Language Skills; Guzman, Maybelle et.al. pp. 55 - 56
Materials:
Flashcards and chart
III.ProcedureA. Preparatory Activities:
1.
Review
Give the meaning of the following words.ex-chairmanunderwater supernaturaloverflow2.
Unlocking of difficulties
Have the pupils give the meaning of the following words, than finding the meaning in thedictionary.
Guess-What Chart
VocabularyGuessesActual Meaningtournamentsparklingrestless3.
Motivation:
What is your favorite game?Do you know how to play it? How?
B. Presentation:
1.
Learning Activities
Listen: I will read a paragraph about a the tournament.
The Tennis Tournament
There was an overflow crowd at SBMA Tennis Tournament this past week. The weather was clear, bright, sunny
and sparkling, not a cloud in sight. But it was hot! With standingroom only, everyone was sticky close, restless and
uncomfortable. The shelter of the roomwas incomplete. Because of this condition, the crowd was impolite and
inattentive.2.
Comprehension Check-up

What tournament was held in SBMA?

How do you describe the weather on that day?

How about the venue of the tournament? The viewers of the tournament?3.
Structural Analysis
a. Let us go back to the paragraph. (This time the teacher shows the chart of the paragraphand let the pupils
read first, then answer the questions.Read the underlined words in the paragraph.


What is the first underlined word?

Which is the root word? What is added to it?

What new word was formed when in is added to the word complete?
C. Generalization
What are the negative prefixes?What is the meaning of the negative prefixes?
D. Practice Exercises
a.
Guided Exercises
Form new words by adding the correct negative prefix. Write the correct spelling on the
board.continuenationallogicalconformistdependentsure b.
Independent Exercises
Combine the prefixes on the left with the words on the right to form new words. Thenwrite the complete word.1.
inviolent2. disdependent3. unregular 4. imfortunate
IV. Evaluation:
Give the meaning of the underlined words.1. The boy behind Mrs. Sunga is impolite.2. Don't disobey your elders.
They should be respected.3. The presentation of Grade V Jasmin class was unusual.
V. Assignment:
Fill in the blanks with the correct prefix. Give the meaning of the new formed words then usethem in your own
sentence.1._____ honest4._____ literate2._____ practical5._____ relevance3._____ happy6._____ calculable

ENGLISH V
Date: ____________ I. Objective:
Distinguish changes in meaning in sentences caused by shift in intonation.
Values
:listening attentively
II. Subject Matter:
Changes in Meaning in Sentences Caused by Shift in Intonation.
References:
English for Living and Learning. Pp. 40- 41 Science and Health, pp. 66 67Into the Future- Science and Health
pp.51-54
Materials:
Cassette, tape containing the dialog (optional), arrow cards for the rising and fallingintonation.
III.ProcedureA. Preparatory Activities:
1.
Review:
Tell which of the sentence follow the rising or falling intonation.a. Do some animals eat plants? b. What are the
large animals in the sea?c. Do fish swim in the sea?d. Where do animals get their food?2.
Motivation:
How many of you have pets? What are they? What do you feed them?
B. Presentation:
1.
Listening
I have here a dialog. Listen carefully as I read it. Take not of where I will lover or raisemy voice.
Situation:
Miss Cruz is a Grade V Teacher. She checks the pupils knowledge on animals.Miss Cruz:What is a road
runner?Pupil 1:Road runner is a bird.Pupil 2:Road runner is a bird.Pupil 3:Yes, it is.2.
Comprehension Questions
a.What is a road runner? b.Who knows what a road runner is? Why did you say so?c.Who does not know what a
road runner is? Why?
C. Generalization:
What happens to the meaning of the sentences when there is an intonation shift?
D. Practice Exercises
a
. Guided Practice
Listen carefully. Tell what intonation is used in each sentence(rising, falling)1. You're coming today?2. She's our
new teacher.3. He's going home.
4. She's a new teacher. b.
Independent Practice
Listen carefully as I read each sentence. Tell whether it is a plain statement or askingconfirmation.1. She's cooking
today.2. She's cooking today?3. He's sweeping the floor?4. He's sweeping the floor.
IV. Evaluation:
Listen carefully as I read each sentence. Write whether it is a plain statement or askingconfirmation.1. We're
coming tomorrow?2. You're going-to school.3. You're going to school?
V. Assignment:
Write three sentences in plain statement and three sentences in confirmation question. Be sure to put the arrow
at the end of each sentence that corresponds to the correct intonation.

ENGLISH V
Date: ____________ I. Objective:

Identify the different information about a word in a dictionary
Values
:Accuracy
II. Subject Matter:
Information Given to a Word in a Dictionary
References:
Dictionary, Science and Health Learning V, pp. 28-35Things to Make and Do by Douglas W. Downey, p. 7
Materials:
dictionary, paper napkin, thread, small and light objects
III.ProcedureA. Preparatory Activities:
1.
Review
Arrange the following sets of words in alphabetical order.
A B C D E
comparisonplantsanimalscellmammalsexperimentationpoisonousantscytoplasmbirdsinterpolationpullaphidsconc
eptamphibians
B. Presentation:
1.
Listening
Listen to the following directions and do what are being asked/ instructed.1.Cut four pieces of thread, each 12
inches long. Tie one end of each thread to a corner of a paper napkin. Then tie the four loose ends together.2. Cut
a 6-inch length of thread and tie to the other threads at the point where they meet. Tothe end of the 6-inch
thread, tie a small light object.2.
Reading
A.Read the direction againIf you look at the meaning of tie in the dictionary, here is what the dictionary saysabout
the word.
Tie
(ti) v. tied, ty-ing vt.1.To fasten with cord, rope, etc the ends of which are then knotted.2.To draw the parts
together by a cord fastened with a knot.B.
Discussion Questions
1.Which of the following definitions or meaning above fit the first underlined word tie?How about the second
underlined word tie? Which of the definitions fit the word?Why?
C. Generalization:
What information about a word do we get from a dictionary?
D. Practice Exercises
a.
Guided Practice
Identifythe informationgiven to the following words which were taken from adictionary.a.piecesb.(ti)
c.(loos)d.par.a.chute b.
Independent Practice
Identify the informationgiven tothe following words which were taken from a
dictionary.1.summer4.psychology2.(kis)5.nok.3.research6.grin-a mile
IV. Evaluation:
Identify the information given to the following words which were taken from the dictionary.1. decide4. (be.e.al)2.
record5. facade3. pooch6. observation
V. Assignment:
Look for the correct pronunciation, stress, syllable and meaning of the following words.study, chalet, research,
language, accurate