August 22, 2011

Monday 3. Skill Development

ENGLISH I
I. OBJECTIVES:
Identify medial vowel sound /ey/
Produce words listened to (/ey/ sound
words)
Read words with medial vowel
sound /ey/
Write words with medial vowel
sound /ey/
Values: Proper care of the body.
Let the pupils read the underlined
words, play, rain, sway. What sound
is common among the words? Then
tell them that (long a sounds /ey/).
These words have the long /a/. Can
you give other words with /ey/
sound?
C. Generalization:
Words with consonant vowel
consonant + e or (CVC+e) pattern have
a long a sound. Words with medial ai
have also a long a sound. Long a sounds
as /ey/.

II. SUBJECT MATTER: D. Writing:

Medial Vowel Sound /ey/ Write the words in your notebook.
References: Language and Reading I /ey/
p.59;
Fun in English I p. 123 E. Application:
Materials: pictures, flashcards, chart a. Guided Exercise:
Fill in the blanks to complete the
III. PROCEDURE sentence. Choose your answer
A. Preparatory Activities from the box.
1. Song: Rain, Rain Go Away
rain cake
2. Drill: playmate gate
cat bat pan jam ran bake
hat was man ham fan
1. The ______ that Cathy ____ taste
3. Review:
delicious.
What is the medial sound of the
2. Myra and May are my _______.
words you read?
3. I knocked at your _______.
What is the other sound of letter
4. There is a flood because of heavy
a?
________.
What words have the medial /ey/
sound?
b. Independent Exercise:
Divide the class into four and
B. Listening: Speaking, and Reading
have each group recite the rhyme
Activities
with actions.
1. Listen to the rhyme:
Read the rhyme after the teacher.
IV. EVALUATION:
Write inside the box the name of each
2. Comprehension Check-up
object with medial long /a/.
-Who plays when the sun shines
-What make the flowers sway?
V. ASSIGNMENT:
- When do children play?
Copy and memorize a rhyme with
It is good for children to play
words having long /a/. Be ready to recite
under the sun? Why? Explain that
it in class.
our body needs sunlight which is
good source of Vit. D. But too much
sunlight can also cause illness.
Remarks:
Morning sunlight is good for the
body.
 2. Comprehension Check-up
- What do we need for hearing?
seeing?
Walking? Eating? (Direct pupils
attention to other parts of the body
and
their uses using pictures.)
- What should we do with our ears,
eyes,
feet, and teeth?
- How do we make our teeth clean?
Our
feet? our ears?
- What words in the story have the
medial /iy/ sound as in seat/ (clean,
teeth, see, hear)
3. Skill Development:
Show pictures of words with /iy/
August 23, 2011 sound.
Tuesday
C. Generalization:
There are words with /iy/ sound as in
heat.

ENGLISH I D. Writing Activity:

Let pupils copy the words with /iy/
I. OBJECTIVES: sound.
Identify medial sound /iy/
Read words with medial sound/iy/ heat read seat week deep
Produce words listened to (words with deed.
medial sound /iy/
Write words with medial sound /iy/ E. Application:
1. Guided Exercise:
Values: Cleanliness Pick out the word that tells about
the picture and read the phrase.
II. SUBJECT MATTER: 2. Independent Exercise:
Medial Sound /iy/ Add a beginning letter to make
References: Fun in English I TX p. 165; new words. Choose your answers
TM pp. 90-92 from the boxes.
Materials: pictures, flashcards, chart __eat __eat __eet __eep
__eat __eat __eek
III. PROCEDURE:
A. Preparatory Activities b m s h d f w
1. Sharing Period poems, rhymes,
poems IV. EVALUATION:
2. News for the day Copy the word that has a short /iy/
Ex. Today is _____, 2002 sound. (Teacher will read the words.)
3. Flashcard drill on words with
short /i/. 1. rid read red
4. What are the parts of our body? 2. meat meet mate
What are their uses? 3. hit hate heat
4. her hear here
B. Presentation: 5. set seat sit
1. Show picture of ears, eyes, feet,
and teeth as you read the story to V. ASSIGNMENT:
your class.
 Write five words with medial /iy/ Preparatory Activities:
sounds. 1. Recall on words with / iy/ and /ey/
sounds. Have pupils read
Remarks: examples.

___out of _____pupils achieved ___% of 2. Ask pupils what preparations they

proficiency level. do before coming to school.

3. Present story to the class. Pupils

read the story after the teacher.
Teacher reads it loud. Ask a pupil to
read it again.
Mico cleans his black shoes.
He cleans his rubber shoes.
He takes good care of his things.

4. Comprehensive Check-up
-Who clean his shoes?
-What shoes does she clean?
-What kind of boy is Mico?
-Are you like Mico?
- How will you take care of your
things?
- What words in our story have
/iy/ and /ey/ sound?
(/iy/ - clean /ey/ - take, care)

5. Developmental Writing Activity:

a. Distribute picture cards with labels
to pupils. Let them trace the words
with their fingers.

b. Let the pupils name the pictures in

August 24, 2011
each box. Tell them to copy the
Wednesday
correct name of the picture on their
paper.

ENGLISH I B. During Writing:

1. Setting the standards in writing.
I. OBJECTIVES:
Copy words with /iy and /ey/ sound 2. Writing Activity
from a model. Write the words on your
Read words with medial sound /iy/ and paper.
/ey/
Produce words listened to beak race tail
Identify medial sound /iy/ and /ey/ leaf cake pail
meat plate rain
Values: Cleanliness
C .Post Writing Activity:
II. SUBJECT MATTER:
Copying from a Model (/iy/ and /ey/ /iy/ /ey/
Sound words)
References: Fun in English I TX p. 123 beak race tail
Materials: pictures, flashcards leaf cake pail
meat plate rain
III. PROCEDURE:
IV. EVALUATION: Read words medial vowel sound /ay/
Copy the name of the picture on your -kite.
paper. Identify the medial sound of each
word. Values: Cooperation

V. ASSIGNMENT: II. SUBJECT MATTER:

Copy 2 words with /iy/ sound and 2 Medial Vowel Sound a /y/ - kite
words with /ey/ sound. References: PELC 2.3 Fun in English
p. 151, Justine Balajadia et.al Science
and Health (matter), pp. 80-83,
Carmelita C. Coronel et.al.
Remarks Materials: pictures

III. PROCEDURE
___out of _____pupils achieved ___% of A. Preparatory Activities
proficiency level. 1. Sharing Period: Short Program

2. Drill: Read the following words.

seat neat thread lead read
beat meat peal teach weak

3. Review: Stand if the word has /ey/

sound.
( ) seat ( ) neat ( ) thread
( ) read ( ) beat ( ) meat
( ) teach ( ) weak
( ) lead ( ) peak

4. Motivation: Sing to the tune of

The More We got Together
Brother Mike is hiding on the dike

B. Presentation:
Have you seen a kite? Will you
describe a kite? Who likes to play a kite
in the story? Lets find out.

1. Present the story:

Mike likes to play kite in a wide
place. He wears his spike shoes and
likes to play on the field. Vic, his friend
rides on a bike and follows him. Mikes
hide on the side of the dike. An insect
: bites him. Its time to go out, he
August 25, 2011, says. Are you alright? Mike? Yes,
Thursday Im fine friend, lets play.

2. Talk about the story:

a. Who plays on the field?
ENGLISH I b. What does he play?
c. Where does Vic ride on?
I. OBJECTIVES d. Where does Mike hide?
Identify medial vowel i sound /ay/ -
kite. 3. Read your answer.
Copy words with medial vowel
sound /ay kite 4. Generalization:
 What is the medial sound of the Copy words with medial vowel
words kite, hide, ride? sound /oo/

C. Application: Values: Obedience

1. Guided Exercises:
Jump if the word has /ay/ sound. II. SUBJECT MATTER:
Stand if the word does not have /ay/ Identifying Medial Vowel Sound /oo/
sound. Reading/copying words with medial
vowel sound /oo/.
pipe ink king kite hide References: PELC 2 Listening;
ship ride tie pin dike Growing in English I TM pp. 142-144;
line nine bill milk five Growing in English I TX pp. 139-141;
Read, Learn, and Enjoy Workbook pp.
2. Independent Exercises: 22-48; Science and Health I TX pp.
Distribute words with medial vowel 192-201, 152-162.
i by group of pupils. Instruct them to Materials: Pictures of different kinds of
group the words according to the weather, things we wear during rainy
sound. Then let the pupils read their days, pictures of things with medial
work. /oo/ sound, flashcards of words with
medial vowel sound /oo/.
Examples of words:
III. PROCEDURE:
ship night tie kid ride A. Preparatory Activities:
line bile fine pine hike 1. Song: Look at me 2x Im a
milk line did bill pin butterfly
ink bike hide kite dike I fly and fly and fly
king like Just like a butterfly.

IV. EVALUATION: 2. Review Drill:

Copy all the words with /ay/ sound Reading words with /ey/ and /iy/
from the list below. Read your list. sound.

fine line fine bill 3. Ask the children what they do when
six did cite dike it is raining. Do you play outdoor?
bit nine bite pin Do you look out the window?
hid pipe hide ink Sharing of experiences.
win kite wine kit

V. ASSIGNMENT: B. Presentation:
Draw pictures of objects with /ay/ 1. Present the lesson through a story
sound. Rain. Listen as the teacher reads
the story.
Remarks:
2. Comprehension Check-up:
Who cannot play outside? Why?
___out of _____pupils achieved ___% of What will happen if we will play
proficiency level. under
the rain?
ENGLISH I
3. Reading the story once again.
I. OBJECTIVES: Emphasize the words with /oo/
Identify medial vowel sound /oo/ sound. Which word from the story
Produce words listened to has /oo/ sound as in book?
Read words with medial vowel
sound /oo/ 4. Have the pupils listen as the
teacher say /oo/ sound. Say the
 words look, roof. Ask the children
to repeat.
5. Read after the teacher.
6. Listen to the teacher as she reads
the words. Clap your hands if the
word has medial /oo/ sound.
7. Oral reading after the teacher.
C. Generalization:
What is the medial sound of the word
book? Look? Moon? Good?
D. Exercises:
a. Guided Exercise:
Say the name of the picture. Then
choose the missing middle letters
to complete the name of the given
picture. Write the letter on the
blank.
b. Independent Exercises:
Name the picture inside the box.
Put a (/) on the side of the box if
the name of the picture has the
medial /oo/ sound and (x) if none.
IV. EVALUATION:
Check () the picture whose name has
the /oo/ sound as in look.
V. ASSIGNMENT:
Read the sentences below. Write the
missing letter to complete the word
after each sentence.
1. It is used for eating. sp__ n
2. We learn many things here. sch __l
3. It is used for cleaning. br __ m
Remarks:
___out of _____pupils achieved ___% of
proficiency level.
ENGLISH I
I. OBJECTIVES:
Use courteous expressions listened to
in appropriate situation (greeting
others).
Read words used through repeated
exposure.
Write the appropriate expressions for
the given situation.
Value: Be courteous
II. SUBJECT MATTER:
Courteous Expressions (Greeting
Others)
Reference: Fun in English I pp. 49-50
English I pp. 6-9
Materials: pictures, chart
III. PROCEDURE:
A. Preliminary Activities
1. News for the Day
2. Song:
Teacher: Good Morning ( 3x )
How are you?
Pupils: Good Morning ( 2x )
Were fine thank you.
3. How do you greet your teacher this
morning? What did you say?
B. Listening and Speaking Activities
1. Present a picture showing a
classroom scene with the teacher
and the pupils greeting each other.
The children answer: (pointing
to the childrens speech balloon)
Good morning, Miss Rosendo.
2. Call on a pupil to come in front.
Greet the child. Ask the class to
greet him too. Tell the child to
respond to the greeting using
Hello! Or Hi!
3. Present Good afternoon using the
same procedure.
 4. Present this dialogue to the class.
Model the lines and have this
repeated by the class. Then have
them act out the dialogues by pairs
using their own names.
5. Call on pairs of pupils to act out
situations.
C. Reading Courteous Expressions in
flashcards or blackboard. After reading,
ask: When do we use this expression?
D. Generalization:
In greeting someone
1. We say Good morning or Good
afternoon.
2. We say Hello! To someone whose
age is the same as ours.
3. An older person can say Hello! or
Hi! To a younger person.
E. Application:
a. Guided Exercise:
Say the correct expression.
(Teacher say the words of greeting,
pupils will give their response)
Hi children, (hello teacher)
Good morning. (Good morning)
How are you today?
(We are fine, thank you)
b. Independent Exercise:
Say the correct expression.
IV. EVALUATION:
Listen to situations. Say the correct
expressions. Choose your answer box.
1. You meet your teacher in the
morning.
2. You meet your friend in the market.
3. Your classmates greet you on your
birthday.
4. Your uncle asks you How are
you?
Answer Box
Hi Im fine
Thank you Good afternoon
Good morning
ENGLISH I
I. OBJECTIVES:
Produce expressions listened to
Read courteous expressions
Use expressions in appropriate
situations-taking leave/permission to
enter
Act out a dialogue
Value: Courtesy/Cleanliness
II. SUBJECT MATTER:
Courteous Expressions Taking
Leave / Permission to Enter
Goodbye, May I go out, May I enter
Reference: PELC 4, 4.1; PELC 11 B.1; TM
English 1 p. 12; TX English 1 p.11 Dr.
Araceli Villamin et al; Communicating
is Fun p. 63 Christine Theresa
Madison; Fun in English TM pp. 32-33;
TX p.5 Justine Balajadia et al; Science
and Health 1 p.14 Carmelita Coronel
et al
III. PROCEDURE
A. Preliminary Activities
1. Drill
Flashcard reading.
2. Review
Play, Game ka na ba?
Use tambourine for ringing to
answer the question. (Explain the
standard of playing).
Question: What will you say in the
following situation?
a. You meet Mr. Salvador one
morning.
 b. The principal enters your room one Practice the courteous expressions
afternoon. learned at home. Check ( ) in the box
c. You kiss your mother in the evening if the sentence is a polite expression.
because you want to sleep. Cross ( x ) if it is not.
d. You meet Ana, your friend in the
evening. ___ 1. Good morning Miss Reyes.
3. Motivation
Sing a song to the tune of Jack ___ 2. May I go out Mr. Cruz?
and Jill
___ 3. May I come in Mrs. Valdez?
B. Lesson Proper
1. Today we are going to show (movie ___ 4. Go on your way. I dont care.
roll) Situations are the following:
a. A boy leaves home waving his ___ 5. Goodbye Mrs. Sevilla.
hand to his mother.
b. A girl asks permission from her
Mother to go out and play. Remarks:
c. A pupil asks permission from
her teacher to go to the comfort
room.
d. A girl comes late to the class.
___out of _____pupils achieved ___% of
2. Roll again the show. Now, teacher proficiency level.
relates the story.

3. Discussion:
Answering questions based on
the situation read.

4. Generalization:
What will you say if you want to
go out? If you want to come in? If
youre leaving?

C. Application:
1. Guided exercises:
Dramatize the situations learned
or situations seen in the roll show.

2. Independent exercises:
Write the courteous expressions
on the board (one courteous
expression in each board)

IV. EVALUATION:
Select your partner. Act out the
dialogue.

Camille: May I go out. Miss Lopez?

Miss Lopez: Where will you go?
Camille: To the girls toilet.
Miss Lopez: Certainly.
Camille: Thank you.
Miss Lopez: Youre welcome!

V. ASSIGNMNET:
 September 2, 2011 Friday

ENGLISH I

I. OBJECTIVES:
Produce expressions listened to
Read courteous expressions listened
to in appropriate situation offering help
August 26, 2010, Thursday
Read courteous expressions
Act out a dialogue.

Value: Helpfulness / Kindness

II. SUBJECT MATTER:

Courteous Expressions Offering Help
May I help you?
Reference: PELC 4, 4.1; ELC 11 B.1 p.12;
TM English 1 p.12; TX English 1 p.11;
Dr. Araceli Villamin et al;
Communicating is Fun p.65; Christine
Theresa Madison; Communicating is
Fun TM.p.24; Scince and Health 1 p.14
Force & Motion pp. 116-117 Carmelita
Coronel et al

III. PROCEDURE
A. Preliminary Activities
1. Sharing Period:

2. Drill
 Flashcard reading contestant for every question. The
May I come in? May I go out? first contestant may answer. One
Goodbye will act as recorder.

3. Review IV. EVALAUTION:

What will you say in the following Write () check if the sentence shows
situations? Select the letter of the courteous expression. Write a cross
correct answers from the boxes. mark (x) if the sentence does not show
courteous expression. Read the
4. Motivation courteous expressions.
Sing a song to the tune of Sit
Down Youre Rocking the Boat ____1. May I help you?
B. Presentation
1. Were going to see show this ____2. Thank you very much.
morning.
Present a roll show. After rolling ____3. Youre welcome.
the whole situation, try to ask the
pupils. ____4. Its good youre hurt.
a. What do you think is the show
about? ____5. May I offer a help?
b. Now, teacher reads the situations:
V. ASSIGNMENT
Situation 1 Write a simple dialogue or cut pictures
Kate and Kristine are going to school. in offering help.
Kristines bag is very heavy.
Kate: Kristine, may I help you?
Kristine: Yes, please. Youre so kind. Remarks:
Thank you.
Kate: Youre welcome.

c. Pupils repeat the dialogue line-by- ___out of _____pupils achieved ___% of

line. proficiency level.
d. Dramatize the dialogue.
e. Discussion:
Answering questions based in the
situation read.

2. Skill Development
Give more situations on offering
help to others.

3. Generalization
What do we say if we want to
offer help to others?
What do we say if we accept offer
or help?

C. Application
1. Guided Exercises:
Pupils dramatize the dialogue.
They select their own partner.

2. Independent Exercise:
Lets play boys versus girls.
Review the standards in playing.
Each group will select one
 III. PROCEDURE:
A. Preliminary Activities
1. Song
2. Review:
What are the courteous
expressions we used in greeting
someone in the morning?
afternoon? evening?
3. Unlocking of difficulties through
demonstration/pictures.
4. Motivation
Have you ever got hurt? How?
Why?

B. Presentation
1. Present the lesson by means of
pictures, dialogue, situations.
a. Show an illustration showing a boy
accidentally bumping a girl.
b. Present the dialogue using pictures
(English 1 TX p.12)

c. Situation: Present the situation:

Say all the lines while the pupils
listen, then ask them to repeat
after the teacher.

C. Generalization
What do we say if we hurt someone?

D. Exercises
1. Guided Exercises
Present the dialogue. Teacher
September 1, 2010, Wednesday says all the lines while the pupils
listen.
2. Independent Exercises
Pair work. Have them choose the
partner they want.
ENGLISH I
IV.EVALUATION:
I. OBJECTIVES: Look at each picture. Write the letter
Produce expressions listened to of your correct answer. Select your
Use courteous expressions in partner and act out the situation shown
appropriate situations in the picture.
Act out dialogue using Im sorry 1. two boys bumped each other.
a. Thank you
Value: Courtesy b. Im sorry
c. Youre welcome
II. SUBJECT MATTER:
Courteous Expressions 2. a girl saying Im sorry
Expressing Apology Im Sorry a. Thank you
Reference: PELC 4 Listening, b. Hello!
Speaking; English 1 TM p.20 TX pp. c. Its alright
49-50
V. ASSIGNMENT B. Presentation:
Encircle the letter of the correct 1. Who are the members of the
answer. family. Show a picture of a family.
Then narrate.
You are playing with your friends, 2. Pupils repeat reading after the
outside. Accidentally, you pushed one of teacher.
your playmates into the canal. What will
you say? Do?
a. Say sorry and help him 3. Comprehension:
b. Ignore him Write the question with the
c. Laugh at him configuration clues on a chart.

4. Skills Development:
Remarks: Have the words printed in
September 2, 2010, Thursday flashcards.

5. Generalization:
What helps you recognize some
ENGLISH I words?

I. OBJECTIVES: C. Application
Recognize words commonly heard 1. Guided Exercises:
through Work by groups. Distribute
Copy words from a model answer sheets to the pupils by
group.
Value: Caring for the family
2. Independent exercise
II. SUBJECT MATTER: Play a game. Show configuration
Words Commonly Heard clues for the answer.
Copying words from a model (Father,
mother, brother, sister, baby, family) D. Writing
Reference: PELC 4.4; English 1 Text, Copy the following words correctly.
p.13 Dr. Arceli Villamin; Skills
Development Book in English I, pp. 76- IV. EVALUATION
77 Mrs. Flocerfina L. Cortez et al; Write the missing letters. Copy the
Developing Reading Power I pp.86-87 box. Read the answers.
Concordia C. Loque; Science and
health, p.17 Carmelita C. Coronel et al V. ASSIGNMENT
Cut out pictures of the family. Label
III.PROCEDURE each as father, mother, brother, sister,
A. Preliminary Activities baby.
1. Sharing Period:
What is the date today? What is the
weather today? Remarks:

2. Drill
Flash the names of the pupils. Let
the pupils read.

3. Review
Flash the words with /ay/ sound.
September 3, 2010, Friday
4. Motivation
Sing to the tune of Alphabet
Song
ENGLISH I

I. OBJECTIVES
Recognize words commonly heard
through sight words, configuration clues
Talk about their favorite animals
Copy words from a model.
Values: Love and Care for Animals
II. SUBJECT MATTER:
Words commonly Heard (Name of
Common Animals)
References: Science and Health 1 pp.30-
31; Language and Reading By Nora
Sison pp. 37-39
Materials: pictures of animals, diorama
or toy animals, flashcards of words,
chart containing the story
III. PROCEDURE
A. Preparatory Activities
1. Sharing Period: Reciting poems,
rhymes about animals or songs
about animals.
2. Drill
Producing the sound of letter
shown.
3. Guess Who Am I?
You and I are faithful friends.
Guarding your house is the role you
give. Guess who I am.
4. What are the other animals in your
place?
B. Reading, Speaking, Listening, and
Writing Activities:
1. Show the pictures of animals
mentioned in the story.
2. Comprehension Check-up :
Answering the questions base on
the story heard.
3. Show pictures, diorama or toy
animals. Let pupils identify the
animals.
Ask: Do you see these animals in
your place?
4. Identify the animals on p. 31,
Science and Health 1. Have them
read and spell out silently the
names of animals.
C. Generalization:
There are different kinds of animals in
our place. We can use configuration
clues or letter boxes to recognize the
name of an animal.
D. Practice Exercises:
1. Guided Exercise:
Connect the pictures to the words.
2. Trace the letter form of the word
using configuration clues. Use the
words in the guided exercise or you
can add more.
IV. EVALUATION:
Say the name of each animal. Write
the name of the animal in the boxes.
Choose your answer from the box
below.
V. ASSIGNMENT:
Draw or cut pictures of animals you
see in your place. Write the names of
the pictures. Look for the correct
spelling of words in your Science and
health book p.31.
Remarks:
September 6, 2010, Monday
ENGLISH I
I. OBJECTIVES:
Recognize the rising and falling
intonation in yes-no questions and
answer
Ask simple questions based on
dialogues
Values: Listening attentively
II. SUBJECT MATTER:
Rising and falling Intonation in Yes/No
Questions
References: BEC Listening 5 p.7; PELC
1.A.4.1; TM English 1 p. 60; TX
Growing in English 1 pp. 48-57; TM
Science and Health pp. 14-15; Skills
 Development Book in English 1 pp.27-
28
Materials: picture of children playing,
Changes as they grow (baby Pictures),
big book, flashcards Pocket charts.
IV. EVALUATION:
Listen carefully as the teacher reads
the following. Write R if the voice goes
up and F if the voice goes down.

III. PROCEDURE: ____1. Are you in grade one?

A. Preliminary Activities
1. Song: Are you sleeping? ____2. Yes, we are.

2. Review: ____3. Can you dance?

Asking and answering question
about ____4. No, I cant.
ones self.
____5. Is it a sunny day?
3. Motivation:
Song: Jack and Jill V. ASSIGNMENT:
Draw () if the voice goes up and () if
B. Presentation: the voice goes down.
1. Have you ever played Hide and
Seek? ____1. Do you want to play?

2. Teacher reads the story about ____2. I can dance.

Hide and Seek. Ask the pupils to
listen and find out what happened ____3. Do you love your mommy?
to the characters. (Present this
using big book) Let the pupils read ____4. Yes, I do.
after the teacher.
____5. Are you happy?
3. Ask questions about the story.

4. Show the pictures of a baby on how

he/she grows up and the changes Remarks:
of his/her height, size of things
used in previous years and present
years.

C. Generalization
When does my voice go up?
- The rising intonation is used in yes-
no questions.
When does my voice go down?
- The falling intonation is used to
answer questions that cannot be
answered with yes/no.

D. Guided Exercise
Let the pupils ask and answer
questions.
Guide them to use the rising and falling
intonation.

E. Independent Exercise
Nod your head twice if my voice goes
up. Sway your hip if my voice goes
down.
 Write ones name, age and grade

Values: Friendliness

II. SUBJECT MATTER:

Talking about Oneself and Others
Rising and Falling Intonation Wh-
Questions
Writing ones name, age, and grade
References: BEC Speaking 5 p. 7; PELC
II. B.2.2.1; TM English I p.20; TX
English I pp. 11-12
Materials: cut-outs, flashcards, puppets,
Cassette tape chart

III. PROCEDURE:
A. Preliminary Activities
1. Drill: Short Program
Flashcards reading on the words
based in the lesson.

2. Review
Call on individual pupils to talk
about themselves using these
sentence structures.

3. Motivation:
Now you will learn about others.
Who is your friend or best friend?
Can you tell something about him
or her.

B. Presentation:
1. Use two (2) puppets. Let the pupils
listen to what puppets are saying.
2. Record the dialogue. Let the pupils
listen to the dialogue using radio
cassette. Tell the pupils listen
carefully.

3. Let the pupils dramatize the

dialogue by asking their classmates
name, age, and grade.

4. Let them read the dialogue written

September 7, 2010, Tuesday
on the chart. Teacher models pupils
to follow. Emphasize the falling
intonation.

ENGLISH I 5. Writing
Present these sentence
I. OBJECTIVES: structures show the pupils the
Ask and answer questions about one proper way of writing. Call (5) five
self and others. pupils to come in front and write
Recognize falling intonation in wh- their name, age, grade on the
questions. board.
C. Generalization
- In asking the name, age, and grade,
we say,
What is your name? How old are
you? What grade are you in?

- in answering the questions, we say,

My name is ______. I am 6 years old.
Im in grade one.

D. Practice Exercise
a. Guide pupils in asking and
answering wh - questions.

b. Independent Exercise
Group activity: Group the pupils
into two (2). Group A will ask the
questions. Group B will answer the
questions. Have them switch roles.

E. Application
Act out the dialogue following the
patterns below. Emphasize the falling
intonation in wh - questions.

IV. EVALUATION:
Ask your seatmate about his/her
name, age and grade.

V. ASSIGNMENT:
Answer the following questions.

1. Who is your teacher?

2. Where did you live?

3. What school are you in?

Remarks:

September 8, 2010, Wednesday

 C. Skill Development
1. Ask questions. Have the pupils
answer.
ENGLISH I a. What is your name?
b. Where do you live?
I. OBJECTIVES: c. What grade are you in?
Recognize the falling intonation in d. What school are you in?
expressions listened to in wh - e. Who is your teacher?
questions.
Ask and answer questions about one D. Generalization:
self and others. How do we ask wh questions? Do our
Write ones name, address, grade, voices go up and down? What should we
school and teacher. do when somebody is talking / reading?

Values: Courtesy E. Application

1. Guided Exercise:
II. SUBJECT MATTER: Divide the pupils into 5 groups.
Falling Intonation in Wh-Questions Have each group read the
References: TX English 1 TM English 1 questions with proper intonation.
pp.5-17; TX Fun in English pp. 14-17, 2. Independent Exercise:
28-31; TM Fun in English pp. 6-11, 17- Have pupils look for their pairs.
20, 24-28 Each pair will ask and answer the
Materials: hand puppet, flashcards questions.

III. PROCEDURE: F. Writing Activity:

A. Preliminary Activities Read the question with correct
1. Song: Are You Ready? intonation and write your answer to
2. Pronunciation Drill each question.
Pupils read the words from
flashcards IV. EVALUATION:
had red him got Distribute cards to each pupil. Have
buy each pupil read the question with proper
can her did for intonation, then answer it.
put
fan let sit now V. ASSIGNMENT:
cut Write 3 questions with falling
intonation.
3. Review:
Listen carefully as I read the
sentences. Remarks:
Thumbs up if the voice goes up September 9, 2010, Thursday
and thumbs down if the voice goes
down.

4. Motivation: ENGLISH I
Let us sing London Bridge is
falling Down. What is falling I. OBJECTIVES:
down? When you throw something, Write ones school, address and
what will happen to it? teacher
Ask and answer questions about one
B. Presentation self and others.
1. Teacher reads the sentences. Have
the pupils listen. Values: Neatness
2. Have the pupils repeat the
sentences after the teacher. II. SUBJECT MATTER:
 Writing ones school, address and
teacher
Talking about one self and others.
References: BEC Writing 6 p.7; TM
English 1 pp.9, 11, 14; TM Growing in
English 1 pp. 159-160; TM
Communicating is Fun 1 pp. 28-30, 96-
97; TX Communicating is Fun 1 pp.5,
90, 92, 93
Materials: flashcards, chart, pocket
charts, cutouts, puppets.
III. PROCEDURE:
A. Preliminary Activities
1. Review:
Let the pupils get their paper. Ask
them to write their name, age, and
grade.
2. Motivation:
Game: Mr. and Mrs. Little
Philippines. Each contestant will
choose his / her own questions,
then let him / her answer.
B. Presentation:
1. Present two puppets of a boy and a
girl. Listen to what they say about
themselves.
2. Teacher demonstrates / presents
model on how to write the address,
school and teacher. See how the
first letters are capitalized.
3. Let the pupils get their paper. Tell
them to write their names.
4. Let the pupils write on the air the
name of their teacher.
5. Let the pupils write on their paper
the name of their teacher.
6. Teacher guides the pupils to write
correctly. Emphasizes the use of
the capital letters on writing the
name of their teacher.
7. Ask the pupils to write neatly and
correctly.
8. Do the same procedure using the
two puppets for the name of school
and address.
C. Practice Activity:
a. Guided Exercise
Let the pupils write their address,
school and teacher using the
guided questions.
1. Where do you live?
I live in _____.
2. What school are you in?
Im in _____.
b. Independent Exercise
Ask pupils to work by pairs and
be the ones to construct their own
wh-questions and answer them.
D. Generalization
How will you write your address,
school and teachers name?
IV. EVALUATION:
1. Let the pupils write their name of
school, teacher and address. Let
the pupils study their own paper.
Ask them how they wrote the first
of their school, address and
teacher.
2. Pupil / critic the work or the written
output of other pupils.
V. ASSIGNMENT:
Write your complete address, name
of your school and your teachers name
again.
Remarks:
September 14, 2010, Tuesday
ENGLISH I
I. OBJECTIVES:
Recognize words through repeated
exposure.
Read names of things found in the
classroom.
Write the names of things inside the
classroom.
Value: Orderliness
II. SUBJECT MATTER:
Recognizing Words through Repeated
Exposure
Name of Things Found in the
Classroom
Phase of Matter Solid
Reference: PELC 5 Reading p. 7; Skill
Development 1 TX p. 74; Science and
Health I Tx pp. 80-90.
Materials: real objects / pictures of
things in classroom, show cards YES,
NO
III. PROCEDURE:
A. Preliminary Activities: 3. chair a. chair b. chalk
1. Flashcard Drill: Members of the c. desk
family. 4. table a. chair b. desk c.
2. Spelling table
Members of the family (written). 5. trashcan a. can b. chair c.
Teacher says the word to be house
spelled, use it in a sentence, says
again the word. V. ASSIGNMENT:
3. Forming picture puzzle: Read and spell the words.
Divide the class into five groups. 1. blackboard 4. pedestal
Each group will form a picture 2. pictures 5. clock
puzzle given to them. 3. shelf
What are the things you
formed? Let each group tell the Remarks: ___ pupils out of ___ pupils achieved the
picture they formed objectives of the lesson.
____ proficiency level
September 15, 2010, Wednesday
B. Presentation:
1. Look around the classroom. What
are the things you can see? Ask
them to point and name the object
ENGLISH I
they see.
2. Present the name of things found in
I. OBJECTIVES:
the classroom through flashcards,
Recognize words using the spelling
pictures, real objects.
pattern, vowel-consonant, consonant-
3. Let the class identify the picture /
vowel, consonant-consonant.
object and at the same time read
Read orally high frequency words in
the printed name.
running print.
4. Guide them to read the words
Write words with vowel-consonant,
repeatedly: by the whole class,
consonant-vowel, consonant-consonant.
group or pairs.
5. Ask them to name other things
Value: Oneness
found in the classroom.
II. SUBJECT MATTER:
C. Generalization:
Recognizing Spelling Patterns; VC, CV,
Let them read and copy these words in
CC
their writing notebook.
Reading / Writing Words with VC, CV,
chair books pictures
CC Pattern
table shelf clock
Reference: PELC 6 Reading p. 7;
eraser trashcan pedestal
Communicating is Fun I TX p. 75; Skills
blackboard
Development book in Grade I pp. 79-
81, 125, 105
D. Application:
Materials: picture of a family, flashcards
a. Guided Exercise:
of words with VC, CV, CC
Show flashcards with names of
things found in the classroom.
III. PROCEDURE:
b. Independent Exercise:
A. Preliminary Activities:
Encircle the words that are the
1. Song: Alphabet Song
same.
2. Name the picture aloud. Then
write the correct name of each
IV. EVALUATION:
picture. Choose your answer from
Copy the letter of the correct name
the list below.
for each picture.
3. How may of you are in the family?
1. eraser a. paper b. eraser c.
What is the work of your father?
box
Mother? Sharing ones family.
2. book a. book b. paper
c. bag
B. Presentation: September 16, 2010, Thursday
1. Present the selection The Family
through picture.
2. Comprehension Check-up:
a. How many are in the family?
b. What is the name of father? ENGLISH I
Mother? Brother? Sister? Baby?
c. Are they together? Why? I. OBJECTIVES:
3. Write the name of the family Read orally high frequency words in
member on the board. running print. Dolch Basic Sight Words
4. Show the combination of vowel and (VCC, VCV, CCC)
consonant letter as shown in the Copy high frequency words correctly
board. and neatly.
5. Ask them to make the other
combinations Value: Carefulness and Neatness
( i, o , u ).
II. SUBJECT MATTER:
C. Generalization: Dolchs Basic Sight Words
In the VC pattern the words are Reference: BEC-PELC 6 p.7; TM
formed with vowel followed by a Communicating is Fun pp.86-88; TX p.
consonant. 74; TX English I
In the CV pattern, the words are Materials: flashcards, pocket chat.
formed with a consonant followed by a
vowel. III. PROCEDURE:
In the CC pattern, the words are A. Preliminary Activities:
formed with a consonant followed by 1. Song: Bow, Bow Belinda
another consonant.
2. Drill:
D. Writing Activity: Flashcards reading of words
Copy the words in your writing containing VC, CV, CC pattern.
notebook.
3. Review:
E. Application: Let the pupils read the sentences
a. Guided Exercise: on the chart. Encircle the CVC
Color the kite with the same words.
spelling pattern. 1. The frog hops on the rock.
b. Independent Exercise: 2. The fat cat sleeps on the mat.
Check () the words that you will 3. The ants have six legs.
hear. 4. I have a new dress.
5. She has a red dress.
IV. EVALUATION:
Write the spelling pattern of the 4. Motivation:
following words. VC, CV or CC. Read Show some group of words to the
them. pupils. What is the pattern used in
1. am = _______ each group of words?
2. be = _______ B. Presentation:
3. is = _______ 1. Present some sentences on the
4. we = _______ chart.
5. by = _______ a. The children eat fruits and
vegetables.
V. ASSIGNMENT b. Birds can fly.
Read the words VC, CV or CC c. Keep our rivers clean.
pattern in your writing notebook. d. Turn off the lights after using.
Remarks: ___ pupils out of ___ pupils achieved the e. We see with our eyes.
objectives of the lesson.
____ proficiency level
 2. Teacher reads each sentence. Let
the pupils repeat after the teacher.
Underline the VVC, CCV, VCC, CCC,
CVV pattern. Unlock words which
are not understood.

C. Skill Development:
1. Show words grouped by spelling
pattern.

2. Recall the standards for reading.

3. Teacher reads the words one

spelling pattern at a time. Let the
pupils read after the teacher.

4. The pupils read words on the Dolch

Basic Sight Word Chart in chorus,
by rows and then individually.

D. Generalization:
What patterns did we use in reading
and writing the words?

E. Application:
1. Guided Exercise: (Racing Game)
Group the pupils into five. Each
group has a leader. The pupils will
fall in line at a starting area.
Teacher flashes some words one at
a time.

2. Independent Exercise:
Call each pupil to get a star in the
box. Let them read the words
written at the back of the stars.

E. Writing Activity:
Copy the following words correctly and
neatly.
are and eat
all you fly

IV. EVALUATION:
Call each pupil and let them read five
words in the pocket chart.

V. ASSIGNMENT:
Choose three words in the Dolch Basic
Sight Words that you learned today.
Use each in a sentence.

Remarks: ___ pupils out of ___ pupils achieved the

objectives of the lesson.
____ proficiency level
 Ask: Are the words arranged in
spelling pattern? Call a pupil to group
the words by spelling pattern. Let the
pupils read the words in chorus, by rows
and individually.

C. Skill Development:
1. Distribute the flashcards to the
pupils. Let them trace the words
using their forefinger. Then have
them write on their own paper.
September 17, 2010, Friday 2. Observe if they can follow, (using
the blue, red, blue line of their
paper)
D. Generalization:
What should we observe in writing?
ENGLISH I
E. Application:
I. OBJECTIVES: a. Guided Exercise:
Write high frequency words correctly Write the following high
and neatly. frequency words on your paper
Read orally high frequency words in correctly and neatly.
running print Dolch Basic Sight Words all use see eat fly
(VCC, VCV, VVC, CCC) and are too
out try
Value: Neatness any one you
our cry
II. SUBJECT MATTER: b. Independent Exercise:
Dolchs Basic Sight Words Have pupils think and write two
Reference: BEC-PELC 6 p. 7; TM other words for each spelling
Communicating is Fun p. 86-88; TX pattern.
p.74
Materials: flashcards, pocket chart IV. EVALUATION:
Write the following high frequency
III. PROCEDURE: words on your paper.
A. Preliminary Activities: 1. fly 4. any
1. Spelling: 2. you 5. try
Dictate the following words. Then 3. out
use them in sentences.
a. fly Insects can fly. V. ASSIGNMENT:
b. use We use our ears in hearing. Have more practice in writing high
c. two Owls have two nutritious frequency words on your paper. Select
foods. three words and use each in a sentence.
d. eat We should eat nutritious why any she
foods. all and two
e. off Turn off the faucet. the too try
2. Motivation: you cry off
Show groups of jumbled letters. Remarks: ___ pupils out of ___ pupils achieved the
Call some pupils to arrange the objectives of the lesson.
____ proficiency level
letters to form a word.
September 20, 2010, Monday
ees see ska ask
ywh why tou out
lal all

B. Presentation:
ENGLISH I
Present words in the pocket chart.
I. OBJECTIVES:
Read orally high frequency words in
running print. Dolch Basic Sight Words
CVC
Copy high frequency words correctly
and neatly.
Values: Carefulness and Neatness
II. SUBJECT MATTER:
Dolch Basic Sight Words CVC
References: BEC PELC; TX
Communicating is Fun pp. 86-88; TM
Communicating is fun p.74; TM English
1 p.221
Materials: flashcards, pocket chart,
Chart
III. PROCEDURE:
A. Preliminary Activities
1. Song:
When Youre Happy
2. Pronunciation Drill:
Have the pupils read the words:
3. Review:
Let the children read the
sentences on the chart. Encircle
the CV, VC, or CC words.
4. Motivation:
Show a group of words to the
pupils. What pattern is used in the
group of words?
B. Presentation:
Present the sentences on the board.
1. The fat cat is on the mat.
2. Pat has a red fan.
3. Dan did not buy the big can.
4. I put my ten pens in the bag.
5. The six boys have six bananas.
C. Skill Development:
1. Show the Dolch Sight Words on the
Chart. (CVC)
2. Recall the standards for reading.
3. Teacher reads the words, while
pupils listen. Let the pupils read
after the teacher.
4. The pupils read the Dolch Basic
Sight Words on the chart by chorus,
by rows and then individually.
D. Generalization
What pattern did we use in reading
and writing the words?
E. Application
1. Guided Exercise:
Group the pupils by five (5).
Teacher flashes the cards. Pupils
read the words correctly.
2. Independent Exercise:
Call individual pupil to pick a
flower from the flowerpot. Have
him/her read the CVC word written
at the back of the flower.
E. Writing Activity:
Copy the following words correctly and
neatly.
IV. EVALUATION:
Distribute a card to each pupil. Call
individual pupil to read the words
written on the card he/she is holding:
had buy
get not
his him
V. ASSIGNMENT:
Choose 5 words from the list of CVC
words. Use each in a simple sentence.
Remarks: ___ pupils out of ___ pupils achieved the
objectives of the lesson.
____ proficiency level
September 21, 2010, Tuesday
ENGLISH I
I. OBJECTIVES:
Write high frequency words correctly
and neatly. Dolch Basic Sight Words CVC
Read orally high frequency work.
Values: Carefulness and Neatness
II. SUBJECT MATTER:
Dolch Basic Sight Words CVC
References: BEC PELC; Communicating is
Fun pp.86-88; TM Communicating is fun
p. 74; TM English 1 p. 221
Materials: Flashcards, chart, pocket;
Charts, cutouts, puppets
III. PROCEDURE:
A. Preliminary Activities
1. Spelling:
Dictate the following words. Then
use them in sentences.
 2. Motivation: V. ASSIGNMENT:
Lets play: Picking Flowers Write/copy 10 CVC words which are
Direction: Group the pupils into not on your list.
five. The first group will stand and
each pupil picks a flower from the Remarks: ___ pupils out of ___ pupils achieved the
flower pots. Do the same with the objectives of the lesson.
____ proficiency level
second group, third group, fourth
group and the last group. September 22, 2010, Wednesday
What word is written on the flower
you are holding? Have each pupil
read.
ENGLISH I
B. Presentation:
1. The teacher will read sentences on
I. OBJECTIVES:
the board/chart.
Read orally, high frequency words in
a. I can sing and dance.
running print (Dolchs Basic Sight
b. Her father is tall.
Words)
c. I have six pencils.
d. The milk is for the baby.
e. They run outside. Values: Proper Care for Animals
2. Comprehensive Check-up
What CVC word is on the first II. SUBJECT MATTER:
sentence? The second? The third? Reading Orally High Frequency Words
The fourth? The fifth?
3. Skills Development References: PELC III.6 p.7;
a. Flash the cards with CVC words. Communicating is Fun pp. 86-87
Have the pupils read. Materials: Flashcards, pictures, pocket
b. Distribute the flashcards to the chart
pupils. Let them write the words
on their paper. III. PROCEDURE:
A. Preliminary Activities
C. Generalization 1. Pronunciation Drill:
What should we observe when writing go me it
the Dolch Basic Sight Words, CVC to he is
pattern? so of in
no or if
D. Writing 2. Unlocking of Difficulties
1. Setting of standard in writing. Present these words on
2. Write the following CVC words on flashcards. Read first these words,
your paper neatly and correctly. then ask the children to repeat.
Talk about the meaning of these
E. Exercises words through pictures/action.
a. Guided Exercise
Clap your hands once if the B. During-Reading Activities:
word I am going to say has a CVC 1. Present the story to class. Let
pattern and twice if not. pupils listen carefully as teacher
b. Independent Exercise reads the story.
Divide the class into Team A and 2. Guide pupils in reading the story
Team B with a leader each. Provide 3. Comprehension Check-up
each leader list of words. Answering questions based in
the story read.
IV. EVALUATION:
Write/Copy 10 CVC words from the C. Post-Reading Activities
Dolch Basic Sight Words chart correctly 1. Ask pupils to read the story again,
and neatly. by the whole class, by row ten
individually.
 2. Let them take note of the
underlined words in the story.
3. Let pupils read the words.
4. Let pupils match the words in
flashcards with the words on the
board and chart as they read aloud.
5. Tell the children to copy the words
in their notebook.
D. Application
1. Guided Exercise: Word Train
2. Independent Exercise: Picking
Petals
Pick a petal then read the word
aloud.
IV. EVALUATION:
Read the following words orally
fast came shall
warm away play
start pretty funny
V. ASSIGNMENT:
Copy and practice reading
following basic sight words:
have start came only
fast shall gave many pretty
Remarks: ___ pupils out of ___ pupils achieved the
objectives of the lesson.
____ proficiency level
September 23, 2010, Thursday
ENGLISH I
I. OBJECTIVES:
Write Dolchs Basic Sight Words
Read orally high frequency words in
running print (Dolchs Basic Sight
Words)
Values: Neatness/ Proper use of ones
body parts
II. SUBJECT MATTER:
Dolchs Basic Sight Words
References: PELC III.6 p.7
Materials: flashcards, mini board,
pocket chart
III. PROCEDURE:
A. Preliminary Activities
1. Song: I Have Two Hands
2. Motivation:
What part of our body is
mentioned in our song? (hands)
What is the use of our hands?
3. Let pupils know that they are going
to write the Dolchs Basic Sight
Words.
4. Set the standards in writing.
the B. Presentation:
1. Present the story Nenas Cat. Let
pupils read the story.
funny
2. Ask questions about the story.
3. Emphasize the underlined words.
4. Teacher writes the words on the
board.
5. Let pupils read the words.
C. Post-Writing Activities
Show some word cards, let pupils
write the words on their mini-board.
D. Application
1. Guided Exercise
Group the pupils into three. Let
them choose a leader.
2. Independent Exercise
Let each pupil write one basic
sight word on the board.
IV. EVALUATION:
 Write the following basic sight What are the things that you like
words on your paper. Write neatly and to do most? Do you always do
avoid erasures. these things? Emphasize the good
habits that pupils should possess.
1. fast 6. gave
B. During-Reading Activities:
2. want 7. eight 1. Present a story about a girl who
likes to do many things.
3. start 8. only 2. Guide pupils in reading the story.
3. Comprehension Check-up
4. make 9. carry a. What is the girl in the story?
b. What does she sing?
5. made 10. very c. What does she read?
d. Where does she feed the
V. ASSIGNMENT: chickens?
Write the following basic sight e. Before she goes to sleep,
words in your notebook. Practice what does she do?
reading them at home. f. What kind of girl is Ana?
g. Do you want to be like her?
Why?
Remarks: ___ pupils out of ___ pupils achieved the
objectives of the lesson. C. Post-Reading Activities
____ proficiency level
1. Ask pupils to read the story again,
September 24, 2010, Friday by the whole class, by row then by
individual pupil.
2. Let them look for the underlined
words in the story.
Ask them to copy the words on the
ENGLISH I
board.
3. Have them read the words
I. OBJECTIVES:
Read orally high frequency words in
D. Application
running print (Dolchs Basic Sight
1. Guided Exercises: Fishing Bowl
Words)
Pick a word inside the fish bowl
Write Dolchs basic Sight Words
then read it aloud.
2. Independent Exercises: Picking
Values: Good habits Flowers
II. SUBJECT MATTER: IV. EVALUATION:
Reading Orally high Frequency Words Read the following words orally,
then write on your paper.
References: PELC III.6p.7; 1. tell 6. give
Communicating is Fun TM pp. 86-87 2. well 7. sing
Materials: flashcards, pocket chart, 3. asleep 8. bring
pictures, fish bowl (improved) 4. keep 9. better
5. live 10. never
III. PROCEDURE:
A. Preliminary Activities V. ASSIGNMENT:
1. Pronunciation Drill Copy and practice reading the
2. Unlocking of Difficulties following words:
Present the following words on best with pick
flashcards. Talk about the meaning
of these words through went first here
pictures/action.
3. Motivation help hurt were
 best with hurt
Remarks: ___ pupils out of ___ pupils achieved the live going bring
objectives of the lesson.
____ proficiency level
September 27, 2010, Monday C. Practice Activity
a. Guided Exercise
Get one balloon. Read aloud
and write on the board the word
written on the balloon.
ENGLISH I
b. Independent Exercise:
Sliding Word. Ask pupils to
I. OBJECTIVES:
work by pairs and be the ones to
Write Dolchs Basic Sight Words
construct their own wh-questions
Read orally high frequency words in
and answer them.
running print (Dolchs Basic Sight
Words)
IV. EVALUATION:
Write these words on your paper.
Values: Neatness Remember to write neatly.
II.SUBJECT MATTER: 1. were 6. went
Dolchs Basic Sight Words
2. better 7. my-self
References: PELC III.6 p.7;
Communicating is Fun TM pp. 86-87 3. after 8. with
Materials: flashcards, mini-board,
pictures, barbeque stick, cut-out 4. well 9. hurt
balloons
5. keep 10. live
III. PROCEDURE:
A. Preliminary Activities V. ASSIGNMENT:
1. Review: Write the following words in your
What is the use of out hand? (for notebook. Practice reading them at
writing) home.
2. Motivation:
Do you like to write some words? sing here over well hurt
If you are writing, what should
you remember? (Write neatly) bring never after went
3. Set the standards in writing.

B. During-Writing Activities:
1. Present the story Things I Like To
Do. Let pupils read the story.
2. Discuss the story.
3. Emphasize the underline words in
the story.
4. Teacher writes the words on the
board.
5. Let pupils read the words.
6. Present some more basic sight
words on flashcards and on the
board.
7. Let the pupils read the words.
8. Let the pupils write the words in
their mini-board and later in their
notebooks.
well went first
Remarks: ___ pupils out of ___ pupils achieved the
objectives of the lesson.
____ proficiency level
September 28, 2010, Tuesday
ENGLISH I
I. OBJECTIVES:
Read orally high frequency words n
running print (Dolchs Basic Sight
Words)
Write Dolchs Basic Sight Words
Values: Eating the right kind of food
II. SUBJECT MATTER: reads it, he gets one ( 1 ) point.
Reading Orally High Frequency Words The pupil who earns more points is
References: PELC III.6 p.7; the winner.
Communicating is Fun TM pp. 86-87
Materials: flashcards, pictures, pocket IV.EVALUATION:
chart, box Read the following words orally. Read
from column A to column B, then write
III. PROCEDURE: them on your paper.
A. Preliminary Activities A B
1. Pronunciation Drill: 1. again five
tell went first sing were 2. clean life
well help hurt going never 3. green ride
2. Unlocking of Difficulties 4. seven rise
Present the following words on 5. taken light
flashcards. Talk about the meaning
of these words through V. ASSIGNMENT:
pictures/action. Copy the following words and practice
3. Motivation reading them at home.
Do you have a garden at home? open kind seven write ride
find taken right white rise
B. During-Reading Activities:
1. Present the poem to the class. Remarks: ___ pupils out of ___ pupils achieved the
Read the poem as the pupils. objectives of the lesson.
____ proficiency level
2. Read the poem again, but this Friday, October 01, 2010
time, let the pupils repeat after the
teacher.
3. Have the pupils read the poem by
themselves, guide them.
ENGLISH I
4. Comprehension Check-up
a. What kind of a garden is
I. OBJECTIVES:
mentioned in the poem?
Write Dolchs Basic Sight Words
b. What can you say about the
Read orally high frequency words in
garden?
running print (Dolchs Basic Sight
c. Where can you find the
Words)
vegetables?
d. Name the vegetables in the
garden. Value: Keeping ones work clean/
e. What can vegetables do to us? Neatness
C. Post-Reading Activities
1. Ask pupils to read the poem again; II. SUBJECT MATTER:
by the whole class, by group then Dolchs Basic Sight Words
by individual pupil. Reference: PELC III.6 p.7; Communicating
2. Let them note the underline words is Fun TM pp. 86-87
in the poem. Materials: flashcards, crayon, cut outs,
3. Teacher writes them on the board. pocket chart
4. Have the pupils read the words.
III. PROCEDURE
D. Application A. Preliminary Activities
1. Guided Exercises: Pick-A-Card 1. Motivated Vocabulary Development
Arrange the card upside down. Can you write your name on the
Call on individual pupil to pick a board?
card then read it aloud. 2. Read the underlined words.
2. Independent Exercises: Word write open lights
Dice five right clean
Call on pupils to roll the dice, he white
will then read the word on top, if he
B. During Writing Activities Remarks: ___ pupils out of ___ pupils achieved the
1. Tell the class that they are going to objectives of the lesson.
____ proficiency level
write some more basic sight words.
2. Present the poem MY Garden.
3. Let the pupils read the poem.
4. Discuss it to class. Tuesday, October 05, 2010
5. Let them look for the underlined
words in the poem.
6. Teacher lists the words on the
board.
7. Let the pupils read the words.
ENGLISH I
8. Present some more basic sight
words on flashcards and let them
I. OBJECTIVES
read.
Read orally high frequency words in
running print (Dolch Basic Words)
9. Write these words in your paper.
Write Dolch Basic Sight Words
Keep it neat. Read.
open kind life five find
Value: Humility
C. Application
1. Guided Exercises: Word Hunt II. SUBJECT MATTER:
Post some basic sight words Dolchs Basic Sight Words
anywhere inside the room. Reference: PELC III.6 p.7Communicating is
2. Independent Exercises Fun I TM p. 86; Communicating is Fun I
Choose your favorite color. p.74
Pick a crayon, a word is written on Materials: printed materials: (Dolch
it. Write the word on the board Basic Sight Words) flashcards, chart, cut
then read it aloud. outs.

IV. EVALUATION III. PROCEDURE

Read the following sentences. Look for A. Pre-reading Activities
the underlined words. Write it on your 1. Start the class with short poems.
paper. Keep your work neat. Ask the pupils to recite the
1. I can write the letters of the poems.
alphabet. 2. Review
2. We are seven in the family. Reading words in flashcards.
3. Our room is clean. (Dolch Basic Sight words previously
4. The leaves are green. learned)
5. I have five marbles. 3. Motivation
V. ASSIGNMENT Teacher shows pictures of a goat
Write the following basic sight and rabbits and ask the pupils what
words n your notebook. Read them at they see.
home.
B. During Reading Activities
white write right 1. Teacher presents the following
story. The Big Goat and the Small
light rise ride Rabbits.
2. Comprehension Check up
life five find a. What can you say about the
goat?
kind open taken b. Why did the boastful goat laugh
at the small rabbits?
seven green clean c. What did the goat do?
d. What did the rabbits say about
the goat?
C. Post Reading Activities
 1. Have pupils read the underlined Read orally high frequency words in
words found in the story. running print (Dolchs Basic sight
2. Group the words as follows: Words)
walk know good fall
work show would full Value: Neatness
cold soon could pull
hold should call II. SUBJECT MATTER:
four small Dolchs Basic Sight Words
some must brown Reference: PELC III.6 p.7; Communicating
come just round is Fun I TM p.74; Communicating is Fun
upon jump found I TX pp. 86-87
down laugh around Materials: flashcards, chart
stop
about III. PROCEDURE
A. Pre-reading Activities
D. Generalization: 1. Spelling
Tell the pupils that the words hey have (CVC Words)
read are short and simple words that bag dog can
they can read at once when they see cat mat cup
them. leg ten sun
mop
E. Application 2. Motivation
1. Guided Exercises Sing the song: I Have Two Hands
Look at the words in each line. Ask: What body part is
Encircle the word that I read. mentioned in the song?
2. Independent Exercises Emphasize the used of the hands
Teachers will say a word from (writing).
the list (chart). Ask a pupil to write
it on chalkboard. B. During Reading Activities
1. Teacher demonstrates as she
IV. EVALUATION counts. Let the pupils follow
1. Picking Apples writing on air and on their paper.
Paste a cut out of a big apple tree 2. Proceed with the other groups of
on chalkboard. Ask every pupil to letter/words following the same
pick an apple then read the word procedure.
written on the other side of the 3. Present the story The Big Goat
apple. and the small Rabbits. Emphasize
2. Writing the underlined words in the story.
Copying the Dolch Basic Sight Unlock difficult words.
Words. 4. Set the standards in writing.
5. Teacher shows a writing model on a
V. ASSIGNMENT small letters.
Read the Basic Sight Words at - small letters a, c, e, etc.
home. - tall stem letters b , d , etc.
Remarks: ___ pupils out of ___ pupils achieved the - lower stem letters p, q, etc.
objectives of the lesson. ____ proficiency level

Wednesday, October 06, 2010 C. Post Reading Activities

1. Cooperative evaluation/critiquing of
written work against criteria
standards such as:
ENGLISH I - Are the letters properly written?
- Are they evenly spread?
I. OBJECTIVES: - Do all the letters just touch the
Write Dolchs Basic Sight Words with base line?
tall / lower stem letters and small letters 2. Guided Exercises
Divide the class into 3 groups.
 Show the 3 sets of words on the
chart. Have each group write the B. Presentation
words on their paper. Let the 1. Do what the teacher asks you to
groups read the words they have do.
written are the words properly Stand laugh
written? Run jump
Sit
V. EVALUATION 2. Show a ball, a chair, a toy car and a
Write the following words correctly and bag. Ask four pupils to move the
neatly on your paper. objects by following the directions.
a. Roll the ball on the floor.
walk soon brown fall b. Lift your bag.
work good round full c. Pull the chair.
cold could found pull d. Push the joy car.
hold would around call What happened to the ball when
know should some small he releases it?
show come What did she do with the bag?
How did he move the chair?
How did she move the toy car?
V. ASSIGNMENT What commands / directions did
Rewrite the words on your writing they follow?
pad. 3. Have the pupils work in pairs. One
Practice reading them at home. gives directions, the other follows
and vice-versa.
Remarks: ___ pupils out of ___ pupils achieved the
objectives of the lesson. ____ proficiency level C. Generalization
Thursday, October 7, 2010 What are commands/directions?
What should you do with commands or
directions given to you?

ENGLISH I D. Application
1. Guided Exercises:
I. OBJECTIVES Lets play Simon says.
Follow simple one-step directions. The teacher will give the
Give short commands, directions. directions or a pupil can also be the
leader later on. The teacher will
Value: Obedience give the class several directions
but only those instructions with the
II. SUBJECT MATTER: phrase, Simon saysare to be
Simple One-Step Directions acted.
Reference: PELC 6 p.7 Listening; PELC 6 2. Independent Exercises
p.7 Speaking; Fun in English pp. 54-55; Follow the directions written on
Communicating is Fun TX pp. 192-194; the board.
Communicating is Fun TM pp. 147-149
Materials: flashcards, pictures IV. EVALUATION:
Listen and follow these directions.
III. PROCEDURE 1. Draw a ball.
A. Preliminary Activities 2. Write a big and small letter Vv.
1. Review 3. Write your grade and section.
Reading of basic sight words 4. Check the longer pencil.
previously learned. 5. Cross out the biggest apple.
2. Motivation
Singing the action song Sit V. ASSIGNMENT
Down Do the following directions.
What did you do while singing the 1. Write the name of your father and
song? mother.
 2. Write the 5th letter in the word pieces of paper and leaves by the
school. following the directions or
3. Draw a happy face. commands.
a. Fan the leaves.
Remarks: ___ pupils out of ___ pupils achieved the b. Blow the pieces of paper.
objectives of the lesson. 2. Comprehension Check-up
____ proficiency level
a. What happened to the leaves
Friday, October 8, 2010
and to the pieces of paper?
b. What made them move?
c. What directions were given?
3. Skills Development
Show some pictures. Ask: What
ENGLISH I
commands can you give?
Have them read the different
I. OBJECTIVES:
commands.
Give short commands / directions
4. Ask them also to give more
Follow simple one-step direction
commands that their father,
heard.
mother, brother, sister and teacher
tell them to do.
Value: Obedience
C. Generalization
II. SUBJECT MATTER: What are commands?
Giving and Following Commands / What should we do with the
Directions commands?
Reference: PELC 6 p.7 Listening; PELC 6
P. 7 Speaking; Fun in English I pp.68-70; D. Application
Communicating is Fun TX pp. 196-198; 1. Guided Exercises
Communicating is Fun TM pp. 72-73; Group the pupils into seven
English I pp. 77-78; Science and Health I groups. Assign a leader for each
p. 125 group. Let the leader give the
Materials: flashcards, charts, real objects, commands listed on a paper being
pictures drawn from the box. The members
of the group will do the action.
III. PROCEDURE 2. Independent Exercises
A. Preliminary Activities Match the picture with the
1. Drill appropriate command.
Reading of simple one-step
directions. IV. EVALUATION
jump open draw Choose the correct command/direction
stomp close write about the picture. Write your answer on
2. Review your paper.
Do the following commands. Clap
your hands three times. V. ASSIGNMENT
Please stand. Write 5 commands in you notebook.
Jump eight times. Remarks: ___ pupils out of ___ pupils achieved the
Please take your seat. objectives of the lesson. ____ proficiency level
3. Motivation Monday, October 11, 2010
Recitation of rhyme.
Skip high.
Skip low.
Do it right. ENGLISH I
Or down you go,
What words tell you what to do? I. OBJECTIVES
B. Presentation Recognize changes in intonation in
1. Show some pieces of paper and dialogs listened to e.g. dialogs between
leaves. Ask two pupils to move the family members
 Read words about family members
Write words about family members
Value: Love and Respect
II. SUBJECT MATTER:
Changes in Intonation
Words About Family Members
Reference: PELC 7, 7.1 Pages 7-8 TM,
Growing in English I, pp. 77-78 TX,
Growing in English I, pages 63-65;
English I, page 148
Materials: flashcards, pictures
III. PROCEDURE:
A. Preliminary Activities
1. Review
Review the rising- falling
intonation in expressions listened
to:
Is it raining?
Yes, it is?
2. Motivation
Sing a song, Are you Sleeping?
3. Vocabulary Development
Show pictures of the family
members. Then flash some
important words which will be used
in the dialog and put each under
the pictures.
4. Present the pictures. Ask the
children what they find in the
picture. Identify the characters
found in the picture. What do they
see? Let them guess what is
happening in the picture.
5. Relate the picture with their own
experiences. Ask the children to tell
stories about their experiences
when they reach home from
school.
B. During Listening Activity
Teacher reads the dialog.
C. Post Listening Activities
1. Comprehension Check up:
a. Who calls Mother?
b. What does Mimi ask Mother?
2. Skills development
Ask questions about the dialog. Call
pupils attention on the changes in
intonation.
D. Generalization
Did you notice the changes in
intonation?
When does my voice go down?
When does my voice go up?
When you ask questions and the
answer is yes or no, your voice goes up.
When you answer questions, your
voice goes down or stays the same.
E. Application
1. Guided Exercises:
Let the pupils listen to the dialog.
Then let them read the dialog.
2. Independent Exercises
Ask the pupils to listen to the
dialog.
IV. EVALUATION
1. Listen carefully as your teacher
reads the following. Write R if the
voice goes up and F if the voice
goes down.
____1. Donna, did you brush your
teeth?
____2. Yes, Mother, I did.
____3. Can you cook adobo?
____4. No, I cant.
____5. Is Father in the bedroom?
2. Reading and Writing
Reading and writing about
family members.
V. ASSIGNMENT
Draw if the voice goes up, and if
the voice goes down.
Remarks: ___ pupils out of ___ pupils achieved the
objectives of the lesson.
____ proficiency level
Tuesday, October 12, 2010

ENGLISH I

I. OBJECTIVE:
Tell about ones family using singular
form of nouns.
Increase ones vocabulary about
family members.

Value: Love and respect

II. SUBJECT MATTER:

Talking About Ones Family Using
Singular Forms of Nouns
Reference: PELC 7.1 p.8 Speaking; PELC 7
p.8 Reading

III. PROCEDURE
A. Preliminary Activities
1. Drill
Reading the following words on
the flashcards.
boy girl pencil
flower dog bag
chair table
2. Review
Give the commands about the
following pictures.
3. Unlocking of Difficulties
family members home nouns
4. Motivation
Ask: Who are the persons in your
home?
Show a picture of a family. Talk
about the picture.
Ask: What can you see in the
picture? Where is Father? Mother?
Brother? Sister? Baby?

B. Presentation
1. Teacher presents the lesson by
means of pictures.
2. Ask: Who is a farmer?
Who is carrying a basket?
Who is pushing a cart?
Who is pulling a chair?
Who is pushing the door?
3. Have them read the words about
the family members on the
flashcards whole, by rows and
individual like.
 brother mother Materials: flashcards, pictures
sister
father sister III. PROCEDURE
4. Call pupils in front to identify the A. Preliminary Activities
pictures of the members of the 1. Drill
family. Flashcard reading of words in the
CVC spelling pattern.
C. Generalization sun can bed
Who are the members of the family? red rat
The members of the family are mat met jet fin
father, mother, brother, sister and tin
a baby. bag tag fat cat
These are nouns hat
Nouns are names of persons. 2. Review
What is the pattern used in
D. Application reading the words?
1. Guided Exercises 3. Motivation
Group the pupils into 2. Assign a Teacher shows a picture of a
leader, and let him pick one picture family. Ask the children found in
in front then show it to the group. the picture.
Let them talk about it in two Ask:
sentences using singular form of Who are in the picture?
nouns. What is Mother doing? The girl?
2. Independent exercises The baby?
Let each pupil pick a picture in
the box and tell something about it. B. During Reading Activities
1. Teacher shows the pictures of the
IV. EVALUATION family, then flashes the words and
Pick one picture of a family member put each under the picture.
in the basket and tell something about
him/her. 2. Present the following story.
My Family
V. ASSIGNMENT 3. Comprehension check up:
Cut out picture of the members of the a. How many members are there
family and be able to tell something in your family?
about it. b. How many children are there?
c. Who composes your family?
Remarks: ___ pupils out of ___ pupils achieved the
d. Who is the youngest?
objectives of the lesson. ____ proficiency level e. Do you love your family?
Wednesday, October 12, 2010 f. Do you show respect to your
mother and father? How?

C. Post Reading Activities

ENGLISH I 1. Present sentences about the family.
a. This is Bens family.
I. OBJECTIVES b. They are five in their family.
Read words about family members c. This is Father.
Write words about family members d. This is Mother.
e. This is Brother.
Value: Love and Respect f. This is Sister.
g. This is baby.
II. SUBJECT MATTER: h. The youngest of them all.
Words About Family Members 2. Ask:
Reference: PELC III.7, 7.1 TM: English I; Who are the members of Bens
TX: English I, p.13 family?
 3. Teacher writes the members of the Each pupil will pick a fruit from
family on the chalk board. the tree. Then ask: What word is
4. Let the pupils read the words. Let written on the fruit you picked?
them copy on their paper. Have each pupil read.

IV. EVALUATION B. Presentation

Match the picture with the word. 1. Teacher reads a story about a
family.
V. ASSIGNMENT Father works in the farm. Mother
Cut out picture of a family. works in the school. Brother works
Label each family member. in the shoe factory. Sister works in
the dress shop. Baby stays at
home.
Remarks: ___ pupils out of ___ pupils achieved the 2. Comprehension Check up:
objectives of the lesson. a. Who works in the farm?
____ proficiency level
b. What does mother do in school?
c. Where does brother work?
d. Who works in the dress shop?
e. Why do you think baby stays at
Thursday, October 14, 2010
home?
3. Skills Development
a. Flash the cards of the words
father brother
ENGLISH I
mother baby
sister family
I. OBJECTIVES
4. Distribute the flashcards to the
Write words commonly heard
pupils. (Be sure you have enough
members of the family.
copies of the words for all the
Read orally words commonly heard
pupils.)
members of the family.
Let them write the words on their
paper. The teacher goes around to
Value: Carefulness & neatness see if they copied the words
correctly.
II. SUBJECT MATTER:
Writing and Reading Words commonly C. Generalization
Heard What should we observe when
Reference: PELC 2.3 and 4.4; English I writing?
text p.13
Materials: flashcards, pocket chart IV. EVALUATION
Write the correct spelling of the
III. PROCEDURE following. Write each word correctly
A. Pre-writing Activities and neatly.
1. Spelling:
Dictate the following words. Use father sister
them in sentence.
a. Father My father works in the mother brother
farm.
b. Mother My mother cooks in baby family
the kitchen.
c. Baby The baby has a doll. V. ASSIGNMENT
d. Sister My sister helps mother Practice writing the words without
in the kitchen. copying at home. Be ready to write each
e. Brother My brother helps word correctly without pattern.
father in the farm.
2. Motivation
Remarks: ___ pupils out of ___ pupils achieved the 2. Show other objects or pictures to
objectives of the lesson. the class. Have the pupils identify
____ proficiency level
things by using a or an.
Friday, October 15, 2010
3. Call 3 pupils to come in front and
write the words on the board. Let
the others write on their paper.

C. Generalization
ENGLISH I
When do we use a? an?
I. OBJECTIVES
IV. EVALUATION
Use a / an in naming objects
Fill up with a or an on the blank.
Write names of common objects
1. ______ bird
2. ______ rose
Value: Prepare nutritious foods 3. ______ arrow
4. ______ shark
II. SUBJECT MATTER: 5. ______ egg
Using a / an in Naming Objects
Reference: PELC 7.1 p.98 Speaking; V. ASSIGNMENT
English I text p.96 Write the name of the following using
Materials: Real objects, things inside the a or an. Read you answer.
classroom, pictures, flashcards

III. PROCEDURE 1. _____ 2. _____

A. Preliminary Activities
1. Start the class with a rhyme.
Let the pupils recite the rhyme 3. _____ 4. _____
with action.
1, 2, 3, 4, 5, I caught a fish alive.
6, 7, 8, 9, 10, I let it go again.
5. _____
2. Drill
Reading the basic sight words on
Remarks: ___ pupils out of ___ pupils achieved the
the chart. objectives of the lesson.
a an at ____ proficiency level
me the so
is on in
be by or Monday, October 18, 2010
he am it
3. Review
Conduct a guessing game about
things inside the classroom. ENGLISH I
It is rectangular in shape.
We write on it. What it? I. OBJECTIVES:
(blackboard, paper) Use This is / That is with objects.
Write names of common objects.
4. Motivation
In our rhyme, how many fish were Values: Caring for Gods creation
caught?
How did you know that there is II. SUBJECT MATTER:
only one fish? Using This is / That is with Objects

B. Presentation References: PELC 7.1 p.8 Speaking; Skills

1. Let the pupils read the words. Development Book pp. 52-53; Fun in
an orange an apple English I p.82; English I Proded p.53
a hamburgera cake Science and Health I p.64
Materials: pictures, flashcards
 Ask the pupil to get a picture
II. PROCEDURE: from the pocket chart then tell
A. Preliminary Activities what each person in the picture is
1. Drill: saying using This is and That is.
Reading the basic sight words on
the flashcards. IV. EVALUATION:
about after because Fill in the blank with This is or That is.
again been best
2. Review:
Name things using a and an.
Let the pupils show an object and 1. _____ is a blackboard.
name it using a or an.
Example: an eraser a bag
a ball an ink 2. _____ is a computer.
3. Motivation:
Let the pupils recite the poem.
What words come before father? 3. _____ is a cat.
Brother? Baby? How about in
Mother and Sister?
4. _____ is a flower.
B. Presentation:
1. Show pictures of girls and boys
5. _____ is a paper.
who are holding and pointing an
object.
V. ASSIGNMENT:
2. Have pupils read the sentences by
Connect This is/That is to the picture
whole class, then by group and
on the right.
then individually.
3. Have pupils read the sentences by
whole class, then by group and
Remarks: ___ pupils out of ___ pupils achieved the
then individually. objectives of the lesson.
4. Name the objects in the room; ____ proficiency level
outside; etc.

C. Skills development:
1. Show several objects on the
teachers table. Call pupils to go to
the table and name an object
using. This is.
Let the class repeat, then by
row and then by individual.
2. Let the pupils point any object
found in the classroom using That
is.
3. Show the following pictures then
complete the sentences by writing
the name of object on the blank.

C. Generalization:
When do we use This is? That is?

D. Application
1. Guided exercises:
Have the pupils work in pairs and
let them ask and answer questions.
2. Independent Exercises:
 Values: Obedience

II. SUBJECT MATTER:

Labels and Signs in the Classroom,
School and Community
References: PELC 7.2 p.8; PELC 7 p.8;
Communicating is Fun TX pp. 84-85;
Communicating is Fun TM pp 93-94;
Science and Health I p.79
Materials: pictures, flashcards, cutouts

III. PROCEDURE:
A. Preliminary Activities
1. Drill:
Reading of words about the
members of the family.
2. Review: Who are the members of
the family? Who is the youngest
member? Who take good care of
the family?
3. Unlocking of Difficulties
The teacher will unlock the words
through the use of pictures and
actions.
school classroom
community
library canteen clinic
top silence
Keep Quiet
4. Motivation
Flash some signs or labels to the
pupils and have them do the
actions.
Silence Go
Stop

B. Presentation:
1. Present a dialogue with pictures.
The teacher reads the dialogue
then the pupils repeats after the
teacher.
2. Comprehension Check up
a. Who were in the park?
Thursday, October 21, 2010
b. What did they see?
c. Who like to pick some flowers?
d. What did Rita say?
3. Skills Development
ENGLISH I Show other labels and signs.
Have the pupils read the labels and
I. OBJECTIVES: sings.
Increase ones sight vocabulary
through reading labels and sings in the C. Generalization
school and community. What are labels and signs that you see
Write simple labels and signs in the and read?
classroom, school and community.
 What are you going to do with the Teacher pronounces the
labels, and signs in school and underlined words, then uses it in a
community? sentence and says it again. Then
the pupils will write the words on
D. Application their paper.
1. Guided Exercises: 2. Motivation:
Group the pupils into 7. Assign Lets play Train, Train Goes
two labels and signs for each Around
group.
2. Independent Exercises: B. Presentation:
Picking mangoes. Each pupil will 1. The teacher will read the dialogues
pick a mango with labels or signs in with expression. Then the pupils
school and community, then reads will repeat after the teacher. After
it and tells what it means. reading the pupils will act out the
dialogues.
IV. EVALUATION: 2. Comprehension Check up
Read each labels and sign then a. Who is hungry?
match it with its corresponding b. Where did Ben and Lito go?
meaning. c. What should the children
1. Mens Room observe when in the library?
2. Walk or move forward d. Where did Gina bring Karen?
3. Ladies Room e. What sign was on the green
4. Keep Quiet grass?
5. Do not step on the grass 3. Skills development
a. Show flashcards with simple signs
V. ASSIGNMENT: and labels in the classroom, school
Write at least 5 labels or signs and community. Have the pupils
found in school or community. read them as a whole, by group
Remarks: ___ pupils out of ___ pupils achieved the and individually.
objectives of the lesson. ____ proficiency level
Tuesday, November 2, 2010
C. Generalization:
What should we observe when writing
simple signs and labels in the
classroom, school and community?
ENGLISH I
D. Writing Activity
I. OBJECTIVES: 1. Setting of standard in writing.
Write the simple labels and signs in 2. Write the following simple signs
the classroom, school and community. and labels on your paper neatly.
Read simple labels and signs in the Canteen Mens Room
classroom, school and community. Library Ladies Room
Slow Down
Values: Neatness
E. Application:
II. SUBJECT MATTER: 1. Guided Exercises:
Simple Labels AND Signs in the What simple signs and labels do
Classroom, School and Community. we see in the:
References: PELC 6 p.7; PELC 7.2 p.8 School Classroom Communit
Communicating is Fun TX p.106; y
Communicating is Fun TM p.102
Materials: flashcards, chart
2. Independent Exercises:
III. PROCEDURE: Have pupils word by groups in
A. Preliminary Activities preparing a simple sign and label.
1. Spelling: Have each group leader present
the groups work.
 Banana plants and gabi plants
IV. EVALUATION dont have hard stems.
Write 5 simple signs and labels that
can be found in the classroom, school C. Comprehension Check-Up
and community. 1. What word describes the banana
plant?
V. ASSIGNMENT 2. What word describes the gabi
Write or copy 5 signs that you can plant?
see in your community. 3. What kind of leaves does a banana
plant have?
Remarks: ___ pupils out of ___ pupils achieved the 4. What kind of leaves does a gabi
objectives of the lesson. plant have?
____ proficiency level
5. Do they have hard stems?

Infusion of Value Do you have plants

at home? What do you do with your
ENGLISH I plants? Let the pupils read the words
that are opposite in meaning.
I. OBJECTIVES: tall short soft hard
Increase ones vocabulary by learning big small
antonyms of common words.
Use the antonyms of common words in D. Generalization:
sentences. What are antonyms?

E. Application:
Values: Caring for Plants
1. Guided Exercises:
Complete the sentence using the
II. SUBJECT MATTER: antonyms.
Antonyms 2. Independent Exercises:
Reference: PELC 7.3 p.8 Communicating Give the opposite of the following
is Fun I pp. 88-89, Language Wonders I words.
pp. 193-195, Science and Health I p.76
Materials: real objects, pictures, IV. EVALUATION:
flashcards Draw a line to join the opposite words.
1. tall big
III.PROCEDURE: Coconut
A. Preliminary Activities tree
1. Review: V. ASSIGNMENT:
Reading of labels and signs in Put a () if the following pairs of words
school and in the community. are opposite in meaning and ( X ) if not.
2. Unlocking of Difficulties 1. beautiful - ugly _____
opposite, antonyms 2. clean - tidy _____
3. Motivation 3. big - small _____
Look at these plants. What can 4. fast - slow _____
you say about the banana plant? 5. tall short _____
Gabi plant? Remarks: ___ pupils out of ___ pupils achieved the
objectives of the lesson. ____ proficiency level
B. Presentation:
Reading of sentences about the
banana plant and gabi plant.
The banana plant is tall.
The gabi plant is short. ENGLISH I
The banana plant has big leaves.
The gabi plant has small leaves. I. OBJECTIVES:
Babana plants have soft stem. Increase ones vocabulary by learning
Gabi plants have soft stems, too. synonyms of common words.
 Use the synonyms of common words 2. Infusion of Values:
in sentences. If you were to choose a friend,
what will you choose, a happy one
Values: Positive Attitude or a sad one? Why?

II. SUBJECT MATTER: D. Generalization:

Synonyms What are synonyms?
References: PELC 7.3 p. 8; Basics and
Beyond Language I pp. 112-114 E. Application
Materials: pictures, real objects, 1. Guided Exercises:
flashcards Choose the word in the
parenthesis that is the same as the
III. PROCEDURE: underlined word.
A. Preliminary Activities 2. Independent Exercises:
1. Review: Ask pupils to compare two
Give the antonyms of the words. persons or things in the classroom
2. Unlocking of Difficulties with similar characteristics.
The same, synonyms
3. Motivation IV. EVALUATION:
Show pictures of elephant, Connect the word in column A that has
carabao, sampaguita flower, the same meaning in column B.
gumamela flower, Nora, Mary Ann. A B
1. small a. big
B. Presentation: 2. tall b. pretty
Reading of sentences about the 3. beautiful c. tiny
pictures. 4. clean d. high
5. large e. tidy
Elephant is a big animal.
Sampaguita is beautiful V. ASSIGNMENT:
Nora is happy. Put a () if the following pairs of words
The carabao is a large animal. mean the same and (X) if not.
Gumamela is pretty. ____1. gift - present
Mary Ann is glad because its her ____2. tiny - small
birthday. ____3. fast - quick
____4. sad - lonely
____5. rich - poor
C. Comprehension Check-up
1. What word describes the elephant? Remarks: ___ pupils out of ___ pupils achieved the
objectives of the lesson.
Carabao? Sampaguita? Nora? ____ proficiency level
Gumamela? Mary Ann?