ENGLISH V

Date: ____________

I. OBJECTIVE
 Identify possible causes to a given effect in situations heard.

Value: Preserving the water resources

II. SUBJECT MATTER:

Identifying Possible causes to a Given Effect. Writing Possible Causes to Given Effects.

References: PELC 7, Listening, p. 21; Developing Reading Power, p. 160; Fun In English 5,
Reading pp. 119-120
Materials: Flip chart

III. LEARNING ACTIVITIES:

A. Preparatory Activities:
a. Review:
Answering why questions. Why do we need to chew the food we ate? Why do the children
play?

b. Motivation:
Have you heard about the Dead Sea? Do you know where it is found?

c. Motive Question:
Why is there no life in the Dead sea?

B. Lesson Proper:
1. Listening Activity
2. Comprehension Check-up:
Why the sea is named the Dead sea? Why is the Dead Sea very dense? What will calcium
chloride do to forms of life in the sea?

3. Skill Development:
What do we call the underlined phrases/clauses? What does the underlined phrase/clause
state?

4.Generalization:
How do you identify possible causes to a given effect?

5. Practice Exercises:
a. Guided Exercises:
Listen then write possible causes to a given facts.
1. She is very ill.
2. the Philippines will be a nation of strong, healthy, and vigorous people.

IV. EVALUATION:
Choose the cause which is most likely to result in the given effect. Write the complete sentence
your paper then underline the selected cause.
1. Cause:
 a. Kate since loved the outdoors,
b. Since Kate loved to platy,
c. Since Kate loved to take a bath,
Effect: She was going to take a fishing trip.

2. cause:
a. By the fourth day when she had caught no fish,
b. By the fourth day when she was In the library
c. By the fourth day when she Change the bird cells she was using,
Effect: Kate moved to a different place along the stream

V. ASSIGNMENT:
Listen to the news tonight and be able to get the cause why such thing happened.
 ENGLISH V

Date: ____________

I. OBJECTIVE
 Identify possible effects to given causes in situations heard

Value: Awareness/Energy Conservation

II. SUBJECT MATTER:

Identifying the Possible Effects to given causes in situations heard. Using Pronouns to give possible
effects to given causes.

References: PELC 7, Listening , Page 20; Gift of Promise Study Book, by T. Clymor and L Ruth,
Page 75;. Fun in English 5, Reading, Page 157.

Materials: Flash Cards; Copies of the Selection and Situations

III. LEARNING ACTIVITIES:

A. Preparatory Activities:
1. Checking of Assignment
2. Review:
What possible causes can you give to the given effects? The place was overcrowded. Cyril
Is crying.

3. Motivation:
What do you usually do during summer? Why do you do such thing every summer?

4. Motive Question:
What where the effects of the heat wave?

B. Lesson Proper:
1. Listening Activity
2. Comprehension Check-up:
When was the one of the hottest record? When did offices and homes use large amount of
electrical current? Why did they cut the power?

3. Skill Development:
What were the effects of heat wave during summer? What do we call this outcomes or
results in every cause?

4. Generalization:
How do you identify possib1e effects to given causes?

5. Practice Exercises:
a. Guided Exercises.
Give the possible effects to the given cause. Use pronoun in giving possible effects.
People continuously cut down trees.

b. Independent Exercises:
Listen to the causes that I'm going to read and be able to give the possible effects.
Cause: 1. She will represent our country in Olympics _________.
2. The pupils will laugh_________.
IV. EVALUATION:
Complete the sentences by giving possible effects. Use the correct pronoun stating possible effects.
1. I wake up early so _________
2. The pupils studied their lessons so ___________
3. Water your plants regularly so _____________
4. You follow the school rules and regulations so _____________
5. Amor Powers slept late last night so ____________

V. ASSIGNMENT:
Write five possible effects to the given cause. Use pronouns correctly.
There is a sale in SM San Fernando so _____________________________.
 ENGLISH V

Date: ____________

I. OBJECTIVE
 Identify cause-effect relationships from statements/situations heard

Value: Be a good Leader

II. SUBJECT MATTER:

Identifying cause-effect relationships from statements/situations heard. Writing possible causes or
effects in given statement.

References: PELC 7, Listening, p.20; Bible Stories, Vol. 3, pp. 38-39; Fun in English 5, Reading,
p. 136.
Materials: Tape recorder

III. LEARNING ACTIVITIES:

A. Preparatory Activities:
1. Checking of Assignment

2. Review
Identify the following if it states a cause or an effect.
a. Her son is very ill.
b. Due to strong typhoon

3. Motivation:
Brainstorming session:
If there is an order that all baby girls will be killed to stop the rapid growth of population,
what wilt you do?

4. Motive Question:
What happened to the baby boy in the story?

B. Lesson Proper:
1. Listening Activity
2. Comprehension Check-up:
Why did the Pharaoh give the order to kill the baby boys? Why did a Hebrew mother put
her baby boy in a basket and hid him in the Nile River? What did the Pharaoh's daughter do
with the baby boy that she found inside the basket? What became of the baby boy when he
grew up?

3. Skill Development:
Read the sentences from the story.
a. The Pharaoh was alarmed and feared that the Hebrews would fight the Egyptians someday
so he ordered all the baby boys in Egypt to be killed.

4. Generalization:
How do you Identify cause-effect relationship to Statement and situations heard?

5. Practice Exercises:
 Guided exercises:
Which Is the cause? Effect? Write It In the correct column on the board?
a. We wear thin clothes during summer because it is hot.

b. Laurence was not able to attend the seminar because she got sick.

Independent Exercises
Group the class into two and let them make a dialogue with the cause-effect relationship.
Let the pupils' dramatize/role play.

IV. EVALUATION:
Listen to the following sentences. Write yes if the sentence states cause-effect relationship and no
if it doesn't state cause-effect relationship.
1. People could buy their own cars and travel longer distances.
2. Don Luis Yangco of Zambales was not selfish about his wealth.
3. Air pollution developed from too many cars using the highways.

V. ASSIGNMENT:
Write a possible cause to the following.
1. I have a sprained ankle _____________________________
2. Mother scolded me _________________________________.
 ENGLISH V

Date: ____________

I. OBJECTIVE
 Perceive the causes to given effects In the stories/ paragraphs read

Value: Good Study Habits

II. SUBJECT MATTER:

Perceive causes to given effects.

References: PELC 7, p. 56; English for Living and learning pp. 58-60
Materials: Charts

III. LEARNING ACTIVITIES:

A. Preparatory Activities:
1. Review:
Give the cause of the following phrases.
a. feel hungry
b. strong typhoon
c. fail a test

2. Motivation:
What is your favorite subject? Do you always enjoy doing your homework?

3. Unlocking of Difficulties:
Give the meaning of the underlined words In the following sentences.
a. There is a crucial game between the two best national basketball teams tonight.
b. Mother requested him to turn off the television set.

4. Stating the Motive Question:

Why did Jimmy have difficulty in solving his mathematics problem?

B. Presentation:
1. Listening Activity
2. Comprehension Check-up:
a. What was Jimmy doing?
b. Why was he worried and unhappy in doing his assignment?

3. Skill Development:
a. Why did Jimmy had difficulty In solving his mathematics problems?
b. How should Jimmy get enough sleep?

4. Generalization:
How do we perceive causes to given effects?

5. Practice Exercises:
a. Guided Practice:
Have pupils write paragraphs showing cause-effect relationship by groups.
b. Independent Practices:
 Read the paragraphs below. Copy the causes to given effects in the paragraphs.
1. Melba wanted to buy a new umbrella. She didn't tell her parents about it because she
knew they had no money at that time.

IV. EVALUATION:
Read the following paragraphs. Copy the causes to given effects in the paragraph.
1. Larry and Fernando spent their vacation in their grandfather's farm. One morning, they went to the
river to catch fish. Larry caught a tiny fish which made fernando laugh.
2. Ismael was a very shy boy. In the party he attended, he did not dance nor talk to anybody. In a
while, an attractive entered the dance hall. Upon seeing the girl, Ismael who was very shy, stood
up and hurriedly approached the girl and invited her to dance.

V. ASSIGNMENT:
Write a paragraph showing cause-effect relationship.
 ENGLISH V

Date: ____________

I. OBJECTIVE
 Perceive the effects to given causes In situations read.

Value: Soil Conservation

II. SUBJECT MATTER:

Cause/Effect in Statements

References: PELC 7 p. 20 Skill Builders for Efficient Reading by Avelina J. Gil et. al. pp.101-104

III. LEARNING ACTIVITIES:

A. Preparatory Activities:
1. Pre-reading: What comes into your mind when you hear the words:
a. earthworms b. earthquake

B. Presentation:
1. Reading Activity:
Paragraph no.l
Earthworms are useful because they make tiny holes in the ground. The holes hold air and
water. Plants growing in the ground use air and water for growth.

2. Comprehension Check-up: ( refer to paragraph 1 )

a. What do earthworms make in the ground?
b. What do the holes do?
Valuing: How can we contribute to the fertility of the soil?

3. Skill Development: ( refer to paragraph 1 )

a. Write the first sentence on the board.

4. Generalization:
How do we give possible effects to given causes?

5. Practice Exercises:
a. Guided Practice:
Complete the sentences by giving a possible effect.
1. The plants were given fertilizer so, ________________________.
2. Prune and water your plant regularly so ________________________.
b. Independent Practice:
Recognize the cause/effect relationship in these situations?
1. My grandfather has difficulty reading because of his eyesight.

IV. EVALUATION:
What are the effects are given cause? Write at least three possible effects.
Cause: There was heavy traffic.

V. ASSIGNMENT:
Give at least three possible effects to the given cause.
Cause: People continuously out down trees.
 ENGLISH V

Date: ____________

I. OBJECTIVE
 Identify the demonstrative pronouns in paragraph/ story read

Value: Courtesy and Politeness

II. SUBJECT MATTER:

References: PELC 7.1, p 141 (Speaking); PELC 7 p.141 (Reading); English for Living and
Learning 5, pp. 115-118.

III. LEARNING ACTIVITIES:

A. Preparatory Activities:
1. Review:
Use the correct pronoun for the underlined nouns in the following sentences.
a. The boys added animal manure to the soil.
b. Efren dug the soil.

2. Unlock:
Unlock the underlined words through demonstration.
a. Sitting slumped on the chair
b. Correct posture for sitting and standing.

3. Motivation:
(Show a mirror to the class. Ask what it is).
What do you look at the mirror? What does the mirror tell you?

B. Presentation:
1. Reading Activities:
Have the pupils read the story "The Silent Visitor", ELL Reading 5 pp. 115-118.

2. Comprehension check-up:
a. What did Miss Cruz bring to the class?
b. What did she name it?

3. Skills Development
Study the following sentences taken from the story.
a. That is what a chair is for _________ to support the back.
b. This visitor surely says a lot without speaking a word.

4. Generalization:
What are demonstrative pronouns?

5. Practice Exercise:
a. Guided practice
Give the appropriate demonstrative pronouns to complete the sentences.
1. What is on top of the table?
_________ is a souvenir from Sulu.
 I like to collect things like __________.

b. Independent Practice:
Pick out the demonstrative pronoun in each sentence. Then use them in your own
sentences.
1. This is an interesting story.
2. Is this the one about the mouth pointer?

IV. EVALUATION:
Complete the sentences with the appropriate demonstrative pronouns.
1. ____________ is the gold medal prize for the most valuable player.
2. Where did they get all _____________ ?

V. ASSIGNMENT:
Answer the question using the correct demonstrative pronoun.
1. What are those plaques on the walls?
2. What do you have in your hand?
3. Who made these cards with nice paintings?
4. Who are those people on the stage?
5. What is on top of the cabinet?