Eng LP 2nd

It is good for children to play under the
August 22, 2011

sun? Why? Explain that our body needs
Monday
sunlight which is good source of Vit. D. But
too much sunlight can also cause illness.
ENGLISH I Morning sunlight is good for the body.
I. OBJECTIVES: 3. Skill Development

Identify medial vowel sound /ey/ Let the pupils read the underlined words,
Produce words listened to (/ey/ sound words) play, rain, sway. What sound is common
Read words with medial vowel sound /ey/ among the words? Then tell them that (long
Write words with medial vowel sound /ey/ a sounds /ey/). These words have the long
/a/. Can you give other words with /ey/
Values: Proper care of the body. sound?
II. SUBJECT MATTER: C. Generalization:

Medial Vowel Sound /ey/ Words with consonant vowel consonant + e or
References: Language and Reading I p.59; (CVC+e) pattern have a long a sound. Words with
Fun in English I p. 123 medial ai have also a long a sound. Long a sounds
Materials: pictures, flashcards, chart as /ey/.
III. PROCEDURE D. Writing:

A. Preparatory Activities Write the words in your notebook.
1. Song: Rain, Rain Go Away /ey/
2. Drill: E. Application:
cat bat pan jam ran a. Guided Exercise:
hat was man ham fan Fill in the blanks to complete the
sentence. Choose your answer from the
3. Review: box.
What is the medial sound of the words
you read? rain cake
What is the other sound of letter a? playmate gate
What words have the medial /ey/ sound? bake
B. Listening: Speaking, and Reading Activities 1. The ______ that Cathy ____ taste delicious.
1. Listen to the rhyme: 2. Myra and May are my _______.
Read the rhyme after the teacher. 3. I knocked at your _______.
4. There is a flood because of heavy ________.
2. Comprehension Check-up
-Who plays when the sun shines b. Independent Exercise:
-What make the flowers sway? Divide the class into four and have each
- When do children play? group recite the rhyme with actions.
Produce words listened to (words with medial
IV. EVALUATION: sound /iy/
Write inside the box the name of each object Write words with medial sound /iy/
with medial long /a/.
Values: Cleanliness
V. ASSIGNMENT:
Copy and memorize a rhyme with words II. SUBJECT MATTER:
having long /a/. Be ready to recite it in class. Medial Sound /iy/
References: Fun in English I TX p. 165; TM pp.
90-92
Remarks: Materials: pictures, flashcards, chart
III. PROCEDURE:
A. Preparatory Activities
1. Sharing Period – poems, rhymes, poems
2. News for the day
Ex. Today is _____, 2002
3. Flashcard drill on words with short /i/.
4. What are the parts of our body? What are
their uses?
B. Presentation:
1. Show picture of ears, eyes, feet, and teeth as
you read the story to your class.
- 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,
August 23, feet, and teeth?
2011 - How do we make our teeth clean? Our
Tuesday feet? our ears?
- What words in the story have the
medial /iy/ sound as in seat/ (clean,
teeth, see, hear)
ENGLISH I 3. Skill Development:
Show pictures of words with /iy/ sound.
I. OBJECTIVES:
Identify medial sound /iy/ C. Generalization:
Read words with medial sound/iy/ There are words with /iy/ sound as in heat.
D. Writing Activity:
Let pupils copy the words with /iy/ sound.
heat read seat week deep deed.
E. Application:
1. Guided Exercise:
Pick out the word that tells about the
picture and read the phrase.
2. Independent Exercise:
Add a beginning letter to make new
words. Choose your answers from the
boxes.
__eat __eat __eet __eep
__eat __eat __eek
b m s h d f w
IV. EVALUATION:
Copy the word that has a short /iy/ sound. August 24, 2011
(Teacher will read the words.) Wednesday
1. rid read red

2. meat meet mate ENGLISH I
3. hit hate heat
4. her hear here I. OBJECTIVES:
5. set seat sit Copy words with /iy and /ey/ sound from a
model.
V. ASSIGNMENT: Read words with medial sound /iy/ and /ey/
Write five words with medial /iy/ sounds. Produce words listened to
Identify medial sound /iy/ and /ey/
Remarks:
Values: Cleanliness
___out of _____pupils achieved ___% of
proficiency level. II. SUBJECT MATTER:
Copying from a Model (/iy/ and /ey/ Sound
words)
References: Fun in English I TX p. 123
Materials: pictures, flashcards
III. PROCEDURE:
A. Preparatory Activities:
1. Recall on words with / iy/ and /ey/ sounds. C .Post Writing Activity:
Have pupils read examples.
/iy/ /ey/
2. Ask pupils what preparations they do
before coming to school. beak race tail
leaf cake pail
3. Present story to the class. Pupils read the meat plate rain
story after the teacher. Teacher reads it
loud. Ask a pupil to read it again. IV. EVALUATION:
Mico cleans his black shoes. Copy the name of the picture on your paper.
He cleans his rubber shoes. Identify the medial sound of each word.
He takes good care of his things.
V. ASSIGNMENT:
4. Comprehensive Check-up Copy 2 words with /iy/ sound and 2 words with
-Who clean his shoes? /ey/ sound.
-What shoes does she clean?
-What kind of boy is Mico?
-Are you like Mico?
- How will you take care of your Remarks
things?
- What words in our story have
/iy/ and /ey/ sound? ___out of _____pupils achieved ___% of
(/iy/ - clean /ey/ - take, care) proficiency level.
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 each

box. Tell them to copy the correct name of
the picture on their paper.
B. During Writing:
1. Setting the standards in writing.
2. Writing Activity
Write the words on your paper.
beak race tail

leaf cake pail
meat plate rain
( ) 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? Let’s find
August 25, 2011, out.
Thursday
1. Present the story:
Mike likes to play kite in a wide place. He
wears his spike shoes and likes to play on the
ENGLISH I field. Vic, his friend rides on a bike and follows
him. Mikes hide on the side of the dike. An
I. OBJECTIVES insect bites him. “It’s time to go out”, he says.”
Identify medial vowel i sound /ay/ - kite. Are you alright? Mike?” “Yes, I’m fine friend,
Copy words with medial vowel sound /ay – kite let’s play.”
Read words medial vowel sound /ay/ -kite.
2. Talk about the story:
Values: Cooperation a. Who plays on the field?
b. What does he play?
II. SUBJECT MATTER: c. Where does Vic ride on?
Medial Vowel Sound a /y/ - kite d. Where does Mike hide?
References: PELC 2.3 Fun in English p. 151,
Justine Balajadia et.al Science and Health 3. Read your answer.
(matter), pp. 80-83, Carmelita C. Coronel et.al.
Materials: pictures 4. Generalization:
What is the medial sound of the words kite,
III. PROCEDURE hide, ride?
1. Sharing Period: Short Program C. Application:
1. Guided Exercises:
2. Drill: Read the following words. Jump if the word has /ay/ sound. Stand if
seat neat thread lead read the word does not have /ay/ sound.
beat meat peal teach weak
pipe ink king kite hide
3. Review: Stand if the word has /ey/ sound. ship ride tie pin dike
( ) seat ( ) neat ( ) thread line nine bill milk five
( ) read ( ) beat ( ) meat
( ) teach ( ) weak 2. Independent Exercises:
Distribute words with medial vowel i by II. SUBJECT MATTER:
group of pupils. Instruct them to group the Identifying Medial Vowel Sound /oo/
words according to the sound. Then let the Reading/copying words with medial vowel
pupils read their work. sound /oo/.
References: PELC 2 Listening; Growing in
Examples of words: English I TM pp. 142-144; Growing in English
I TX pp. 139-141; Read, Learn, and Enjoy
ship night tie kid ride Workbook pp. 22-48; Science and Health I TX
line bile fine pine hike pp. 192-201, 152-162.
milk line did bill pin Materials: Pictures of different kinds of weather,
ink bike hide kite dike things we wear during rainy days, pictures of
king like things with medial /oo/ sound, flashcards of
words with medial vowel sound /oo/.
IV. EVALUATION:
Copy all the words with /ay/ sound from the list III. PROCEDURE:
below. Read your list. A. Preparatory Activities:
1. Song: Look at me 2x I’m a butterfly
fine line fine bill I fly and fly and fly
six did cite dike Just like a butterfly.
bit nine bite pin
hid pipe hide ink 2. Review Drill:
win kite wine kit Reading words with /ey/ and /iy/ sound.
V. ASSIGNMENT: 3. Ask the children what they do when it is

Draw pictures of objects with /ay/ sound. raining. Do you play outdoor? Do you look
out the window? Sharing of experiences.
Remarks:
B. Presentation:
___out of _____pupils achieved ___% of 1. Present the lesson through a story “Rain”.
proficiency level. Listen as the teacher reads the story.
ENGLISH I 2. Comprehension Check-up:

Who cannot play outside? Why?
I. OBJECTIVES: What will happen if we will play under
Identify medial vowel sound /oo/ the rain?
Produce words listened to
Read words with medial vowel sound /oo/ 3. Reading the story once again. Emphasize
Copy words with medial vowel sound /oo/ the words with /oo/ sound. Which word
from the story has /oo/ sound as in book?
Values: Obedience
4. Have the pupils listen as the teacher say
/oo/ sound. Say the words “look, roof”. Ask
the children to repeat. Remarks:
5. Read after the teacher.
6. Listen to the teacher as she reads the words. ___out of _____pupils achieved ___% of
Clap your hands if the word has medial /oo/ proficiency level.
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 ENGLISH I
on the blank.
I. OBJECTIVES:
b. Independent Exercises: Use courteous expressions listened to in
Name the picture inside the box. Put a (/) appropriate situation (greeting others).
on the side of the box if the name of the Read words used through repeated exposure.
picture has the medial /oo/ sound and (x) if Write the appropriate expressions for the given
none. situation.
IV. EVALUATION: Value: Be courteous

Check (√) the picture whose name has the /oo/
sound as in look. II. SUBJECT MATTER:
Courteous Expressions (Greeting Others)
V. ASSIGNMENT: Reference: Fun in English I pp. 49-50
Read the sentences below. Write the missing English I pp. 6-9
letter to complete the word after each sentence. Materials: pictures, chart
1. It is used for eating. sp__ n III. PROCEDURE:

A. Preliminary Activities
2. We learn many things here. sch __l 1. News for the Day
3. It is used for cleaning. br __ m 2. Song:

Teacher: Good Morning ( 3x ) E. Application:
How are you? a. Guided Exercise:
Pupils: Good Morning ( 2x ) Say the correct expression.
We’re fine thank you. (Teacher say the words of greeting, pupils
will give their response)
3. How do you greet your teacher this Hi children, (hello teacher)
morning? What did you say? Good morning. (Good morning)
How are you today?
B. Listening and Speaking Activities (We are fine, thank you)
1. Present a picture showing a classroom
scene with the teacher and the pupils b. Independent Exercise:
greeting each other. Say the correct expression.
The children answer: (pointing to the
children’s speech balloon)
“Good morning, Miss Rosendo.”
2. Call on a pupil to come in front. Greet the IV. EVALUATION:
child. Ask the class to greet him too. Tell the Listen to situations. Say the correct expressions.
child to respond to the greeting using Choose your answer box.
Hello! Or Hi!
1. You meet your teacher in the morning.
3. Present Good afternoon using the same 2. You meet your friend in the market.
procedure. 3. Your classmates greet you on your birthday.
4. Your uncle asks you “How are you?”
4. Present this dialogue to the class. Model the
lines and have this repeated by the class. Answer Box
Then have them act out the dialogues by Hi I’m fine
pairs using their own names. Thank you Good afternoon
Good morning
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.
d. You meet Ana, your friend in the evening.
3. Motivation
Sing a song to the tune of “Jack and Jill”
ENGLISH I B. Lesson Proper

1. Today we are going to show (movie roll)
I. OBJECTIVES: Situations are the following:
Produce expressions listened to a. A boy leaves home waving his hand to
Read courteous expressions his mother.
Use expressions in appropriate situations- b. A girl asks permission from her Mother
taking leave/permission to enter to go out and play.
Act out a dialogue c. A pupil asks permission from her
teacher to go to the comfort room.
Value: Courtesy/Cleanliness d. A girl comes late to the class.
II. SUBJECT MATTER: 2. Roll again the show. Now, teacher relates
Courteous Expressions – Taking Leave / the story.
Permission to Enter
Goodbye, May I go out, May I enter 3. Discussion:
Reference: PELC 4, 4.1; PELC 11 B.1; TM English 1 Answering questions based on the
p. 12; TX English 1 p.11 Dr. Araceli Villamin et situation read.
al; Communicating is Fun – p. 63 Christine
Theresa Madison; Fun in English TM pp. 32-33; 4. Generalization:
TX p.5 Justine Balajadia et al; Science and What will you say if you want to go out?
Health 1 p.14 Carmelita Coronel et al If you want to come in? If you’re leaving?
III. PROCEDURE C. Application:

A. Preliminary Activities 1. Guided exercises:
1. Drill Dramatize the situations learned or
Flashcard reading. situations seen in the roll show.
2. Review 2. Independent exercises:

Play, “ Game ka na ba?” Write the courteous expressions on the
Use tambourine for ringing to answer the board (one courteous expression in each
question. (Explain the standard of playing). board)
Question: What will you say in the
following situation? IV. EVALUATION:
a. You meet Mr. Salvador one morning. Select your partner. Act out the dialogue.
b. The principal enters your room one
afternoon. Camille: May I go out. Miss Lopez?
c. You kiss your mother in the evening Miss Lopez: Where will you go?
because you want to sleep. Camille: To the girls toilet.
Miss Lopez: Certainly.
Camille: Thank you.
Miss Lopez: You’re welcome!
V. ASSIGNMNET:
Practice the courteous expressions learned at
home. Check ( √ ) in the box if the sentence is a
polite expression. Cross ( x ) if it is not.
___ 1. Good morning Miss Reyes.
___ 2. May I go out Mr. Cruz?
___ 3. May I come in Mrs. Valdez?
___ 4. Go on your way. I don’t care.
___ 5. Goodbye Mrs. Sevilla.
Remarks:
___out of _____pupils achieved ___% of

proficiency level.
August 26, 2010, Thursday
September 2, 2011
Friday
ENGLISH I
I. OBJECTIVES:
Produce expressions listened to
Read courteous expressions listened to in
appropriate situation offering help
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
1. Sharing Period:
2. Drill C. Application
Flashcard reading 1. Guided Exercises:
May I come in? May I go out? Goodbye Pupils dramatize the dialogue. They select
their own partner.
3. Review
What will you say in the following 2. Independent Exercise:
situations? Select the letter of the correct Let’s play boys versus girls. Review the
answers from the boxes. standards in playing. Each group will select
one contestant for every question. The first
4. Motivation contestant may answer. One will act as
Sing a song to the tune of “Sit Down recorder.
You’re Rocking the Boat”
B. Presentation IV. EVALAUTION:
1. We’re going to see show this morning. Write (√) check if the sentence shows courteous
Present a roll show. After rolling the expression. Write a cross mark (x) if the sentence
whole situation, try to ask the pupils. does not show courteous expression. Read the
a. What do you think is the show about? courteous expressions.
b. Now, teacher reads the situations:
____1. May I help you?
 Situation 1
Kate and Kristine are going to school. Kristine’s ____2. Thank you very much.
bag is very heavy.
Kate: Kristine, may I help you? ____3. You’re welcome.
Kristine: Yes, please. You’re so kind. Thank you.
Kate: You’re welcome. ____4. It’s good you’re hurt.
c. Pupils repeat the dialogue line-by-line. ____5. May I offer a help?

d. Dramatize the dialogue.
e. Discussion: V. ASSIGNMENT
Answering questions based in the Write a simple dialogue or cut pictures in
situation read. offering help.
2. Skill Development
Give more situations on offering help to Remarks:
others.
3. Generalization
What do we say if we want to offer help ___out of _____pupils achieved ___% of
to others? proficiency level.
What do we say if we accept offer or
help?
September 1, 2010, Wednesday
ENGLISH I
I. OBJECTIVES:
Produce expressions listened to
Use courteous expressions in appropriate
situations
Act out dialogue using I’m sorry
Value: Courtesy
II. SUBJECT MATTER:

Courteous Expressions
Expressing Apology “I’m Sorry”
Reference: PELC 4 Listening, Speaking;
English 1 TM p.20 TX pp. 49-50
III. PROCEDURE:
1. Song
2. Review:
What are the courteous expressions we a. Thank you
used in greeting someone in the morning? b. Hello!
afternoon? evening? c. It’s alright
3. Unlocking of difficulties through
demonstration/pictures. V. ASSIGNMENT
4. Motivation Encircle the letter of the correct answer.
Have you ever got hurt? How? Why?
You are playing with your friends, outside.
B. Presentation Accidentally, you pushed one of your playmates
1. Present the lesson by means of pictures, into the canal. What will you say? Do?
dialogue, situations. a. Say sorry and help him
a. Show an illustration showing a boy b. Ignore him
accidentally bumping a girl. c. Laugh at him
b. Present the dialogue using pictures (English
1 TX p.12)
Remarks:
c. Situation: Present the situation: Say all the
September 2, 2010, Thursday
lines while the pupils listen, then ask them
to repeat after the teacher.
C. Generalization ENGLISH I
What do we say if we hurt someone?
I. OBJECTIVES:
Recognize words commonly heard through
D. Exercises Copy words from a model
1. Guided Exercises
Present the dialogue. Teacher says all the Value: Caring for the family
lines while the pupils listen.
2. Independent Exercises II. SUBJECT MATTER:
Pair work. Have them choose the partner Words Commonly Heard
they want. Copying words from a model (Father, mother,
brother, sister, baby, family)
IV.EVALUATION: Reference: PELC 4.4; English 1 Text, p.13 Dr.
Look at each picture. Write the letter of your Arceli Villamin; Skills Development Book in
correct answer. Select your partner and act out English I, pp. 76-77 Mrs. Flocerfina L. Cortez et
the situation shown in the picture. al; Developing Reading Power I pp.86-87
1. two boys bumped each other. Concordia C. Loque; Science and health, p.17
a. Thank you Carmelita C. Coronel et al
b. I’m sorry
c. You’re welcome III.PROCEDURE
2. a girl saying I’m sorry 1. Sharing Period:
What is the date today? What is the Write the missing letters. Copy the box. Read
weather today? the answers.
2. Drill V. ASSIGNMENT
Flash the names of the pupils. Let the Cut out pictures of the family. Label each as
pupils read. father, mother, brother, sister, baby.
3. Review
Flash the words with /ay/ sound. Remarks:
4. Motivation
Sing to the tune of “Alphabet Song”
B. Presentation:
1. Who are the members of the family. Show a
picture of a family. Then narrate.
2. Pupils repeat reading after the teacher. September 3, 2010,
Friday
3. Comprehension:
Write the question with the configuration ENGLISH I
clues on a chart.
I. OBJECTIVES
4. Skills Development: Recognize words commonly heard through
Have the words printed in flashcards. sight words, configuration clues
Talk about their favorite animals
5. Generalization: Copy words from a model.
What helps you recognize some words?
Values: Love and Care for Animals
C. Application
1. Guided Exercises: II. SUBJECT MATTER:
Work by groups. Distribute answer sheets Words commonly Heard (Name of Common
to the pupils by group. Animals)
References: Science and Health 1 pp.30-31;
2. Independent exercise Language and Reading By Nora Sison pp. 37-39
Play a game. Show configuration clues for Materials: pictures of animals, diorama or toy
the answer. animals, flashcards of words, chart containing
the story
D. Writing
Copy the following words correctly. III. PROCEDURE
IV. EVALUATION
1. Sharing Period: Reciting poems, rhymes
about animals or songs about animals. IV. EVALUATION:
Say the name of each animal. Write the name of
2. Drill the animal in the boxes. Choose your answer
Producing the sound of letter shown. from the box below.
3. Guess Who Am I? V. ASSIGNMENT:

You and I are faithful friends. Guarding Draw or cut pictures of animals you see in your
your house is the role you give. Guess who I place. Write the names of the pictures. Look for
am. the correct spelling of words in your Science and
health book p.31.
4. What are the other animals in your place?
B. Reading, Speaking, Listening, and Writing Remarks:

Activities:
1. Show the pictures of animals mentioned in
the story.
2. Comprehension Check-up : September 6, 2010,
Answering the questions base on the story Monday
heard.
3. Show pictures, diorama or toy animals. Let ENGLISH I

pupils identify the animals.
Ask: Do you see these animals in your I. OBJECTIVES:
place? Recognize the rising and falling intonation in
yes-no questions and answer
4. Identify the animals on p. 31, Science and Ask simple questions based on dialogues
Health 1. Have them read and spell out
silently the names of animals. Values: Listening attentively
C. Generalization: II. SUBJECT MATTER:

There are different kinds of animals in our Rising and falling Intonation in Yes/No
place. We can use configuration clues or letter Questions
boxes to recognize the name of an animal. References: BEC Listening 5 p.7; PELC 1.A.4.1; TM
English 1 p. 60; TX Growing in English 1 pp.
D. Practice Exercises: 48-57; TM Science and Health pp. 14-15; Skills
1. Guided Exercise: Development Book in English 1 pp.27-28
Connect the pictures to the words. Materials: picture of children playing, Changes as
they grow (baby Pictures), big book, flashcards
2. Trace the letter form of the word using Pocket charts.
configuration clues. Use the words in the
guided exercise or you can add more. III. PROCEDURE:
1. Song: Are you sleeping? IV. EVALUATION:
Listen carefully as the teacher reads the
2. Review: following. Write R if the voice goes up and F if the
Asking and answering question about voice goes down.
one’s self.
____1. Are you in grade one?
3. Motivation:
Song: “Jack and Jill” ____2. Yes, we are.
B. Presentation: ____3. Can you dance?

1. Have you ever played “Hide and Seek?”
____4. No, I can’t.
2. Teacher reads the story about “Hide and
Seek”. Ask the pupils to listen and find out ____5. Is it a sunny day?
what happened to the characters. (Present
this using big book) Let the pupils read after V. ASSIGNMENT:
the teacher. Draw (↑) if the voice goes up and (↓) if the
voice goes down.
3. Ask questions about the story.
____1. Do you want to play?
4. Show the pictures of a baby on how he/she
grows up and the changes of his/her height, ____2. I can dance.
size of things used in previous years and
present years. ____3. Do you love your mommy?
C. Generalization ____4. Yes, I do.

When does my voice go up?
- The rising intonation is used in yes-no ____5. Are you happy?
questions.
When does my voice go down?
- The falling intonation is used to answer
questions that cannot be answered with Remarks:
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.
September 7, 2010,
Tuesday
ENGLISH I
I. OBJECTIVES:
Ask and answer questions about one self and
others.
Recognize falling intonation in wh-questions.
Write one’s name, age and grade
Values: Friendliness
II. SUBJECT MATTER:

Talking about Oneself and Others
Rising and Falling Intonation Wh-Questions
Writing one’s 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:
1. Drill: Short Program D. Practice Exercise
Flashcards reading on the words based in a. Guide pupils in asking and answering wh -
the lesson. questions.
2. Review b. Independent Exercise

Call on individual pupils to talk about Group activity: Group the pupils into two
themselves using these sentence structures. (2). Group A will ask the questions. Group B
will answer the questions. Have them
3. Motivation: switch roles.
Now you will learn about others. Who is
your friend or best friend? Can you tell E. Application
something about him or her. Act out the dialogue following the patterns
below. Emphasize the falling intonation in wh -
B. Presentation: questions.
1. Use two (2) puppets. Let the pupils listen to
what puppets are saying.
2. Record the dialogue. Let the pupils listen to IV. EVALUATION:
the dialogue using radio cassette. Tell the Ask your seatmate about his/her name, age and
pupils listen carefully. grade.
3. Let the pupils dramatize the dialogue by V. ASSIGNMENT:

asking their classmates name, age, and Answer the following questions.
grade.
1. Who is your teacher?
4. Let them read the dialogue written on the
chart. Teacher models pupils to follow. 2. Where did you live?
Emphasize the falling intonation.
3. What school are you in?
5. Writing
Present these sentence structures show
the pupils the proper way of writing. Call Remarks:
(5) five pupils to come in front and write
their name, age, grade on the 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. I’m in grade one.
September 8, 2010,
Wednesday
ENGLISH I
I. OBJECTIVES:
Recognize the falling intonation in expressions
listened to in wh - questions.
Ask and answer questions about one self and
others.
Write one’s name, address, grade, school and
teacher.
Values: Courtesy
II. SUBJECT MATTER:

Falling Intonation in Wh-Questions
References: TX English 1 TM English 1 pp.5-17;
TX Fun in English pp. 14-17, 28-31; TM Fun in
English pp. 6-11, 17-20, 24-28
Materials: hand puppet, flashcards
III. PROCEDURE:
1. Song: “Are You Ready?”
2. Pronunciation Drill Have pupils look for their pairs. Each pair
Pupils read the words from flashcards will ask and answer the questions.
had red him got buy
can her did for put F. Writing Activity:
fan let sit now cut Read the question with correct intonation and
write your answer to each question.
3. Review:
Listen carefully as I read the sentences. IV. EVALUATION:
Thumbs up if the voice goes up and Distribute cards to each pupil. Have each pupil
thumbs down if the voice goes down. read the question with proper intonation, then
answer it.
4. Motivation:
Let us sing “London Bridge is falling V. ASSIGNMENT:
Down.” What is falling down? When you Write 3 questions with falling intonation.
throw something, what will happen to it?
B. Presentation Remarks:
1. Teacher reads the sentences. Have the
September 9, 2010, Thursday
pupils listen.
2. Have the pupils repeat the sentences after
the teacher.
ENGLISH I
C. Skill Development
1. Ask questions. Have the pupils answer. I. OBJECTIVES:
a. What is your name? Write one’s school, address and teacher
b. Where do you live? Ask and answer questions about one self and
c. What grade are you in? others.
d. What school are you in?
e. Who is your teacher? Values: Neatness
D. Generalization: II. SUBJECT MATTER:

How do we ask wh questions? Do our voices go Writing one’s school, address and teacher
up and down? What should we do when Talking about one self and others.
somebody is talking / reading? References: BEC Writing 6 p.7; TM English 1 pp.9,
11, 14; TM Growing in English 1 pp. 159-160;
E. Application TM Communicating is Fun 1 pp. 28-30, 96-97;
1. Guided Exercise: TX Communicating is Fun 1 pp.5, 90, 92, 93
Divide the pupils into 5 groups. Have Materials: flashcards, chart, pocket charts,
each group read the questions with proper cutouts, puppets.
intonation.
2. Independent Exercise: III. PROCEDURE:
1. Review: How will you write your address, school and
Let the pupils get their paper. Ask them to teacher’s name?
write their name, age, and grade.
2. Motivation: IV. EVALUATION:
Game: Mr. and Mrs. Little Philippines. 1. Let the pupils write their name of school,
Each contestant will choose his / her own teacher and address. Let the pupils study
questions, then let him / her answer. their own paper. Ask them how they wrote
the first of their school, address and
B. Presentation: teacher.
1. Present two puppets of a boy and a girl. 2. Pupil / critic the work or the written output
Listen to what they say about themselves. of other pupils.
2. Teacher demonstrates / presents model on
how to write the address, school and V. ASSIGNMENT:
teacher. See how the first letters are Write your complete address, name of your
capitalized. school and your teacher’s name again.
3. Let the pupils get their paper. Tell them to
write their names. Remarks:
4. Let the pupils write on the air the name of
September 14, 2010, Tuesday
their teacher.
5. Let the pupils write on their paper the name
of their teacher.
6. Teacher guides the pupils to write correctly. ENGLISH I
Emphasizes the use of the capital letters on
writing the name of their teacher. I. OBJECTIVES:
7. Ask the pupils to write neatly and correctly. Recognize words through repeated exposure.
8. Do the same procedure using the two Read names of things found in the classroom.
puppets for the name of school and address. Write the names of things inside the classroom.
C. Practice Activity: Value: Orderliness

a. Guided Exercise
Let the pupils write their address, school II. SUBJECT MATTER:
and teacher using the guided questions. Recognizing Words through Repeated Exposure
1. Where do you live? Name of Things Found in the Classroom
I live in _____. Phase of Matter – Solid
2. What school are you in? Reference: PELC 5 Reading p. 7; Skill
I’m in _____. Development 1 TX p. 74; Science and Health I
b. Independent Exercise Tx pp. 80-90.
Ask pupils to work by pairs and be the Materials: real objects / pictures of things in
ones to construct their own wh-questions classroom, show cards YES, NO
and answer them.
III. PROCEDURE:
D. Generalization A. Preliminary Activities:
1. Flashcard Drill: Members of the family. Copy the letter of the correct name for each
2. Spelling picture.
Members of the family (written). Teacher 1. eraser a. paper b. eraser c. box
says the word to be spelled, use it in a 2. book a. book b. paper c. bag
sentence, says again the word. 3. chair a. chair b. chalk c. desk
3. Forming picture puzzle: 4. table a. chair b. desk c. table
Divide the class into five groups. Each 5. trashcan a. can b. chair c. house
group will form a picture puzzle given to
them. V. ASSIGNMENT:
What are the things you formed? Let Read and spell the words.
each group tell the picture they formed 1. blackboard 4. pedestal
2. pictures 5. clock
B. Presentation: 3. shelf
1. Look around the classroom. What are the
things you can see? Ask them to point and Remarks: ___ pupils out of ___ pupils achieved the objectives of
name the object they see. the lesson.

____ proficiency level
2. Present the name of things found in the
classroom through flashcards, pictures, real September 15, 2010, Wednesday
objects.
3. Let the class identify the picture / object and
at the same time read the printed name.
ENGLISH I
4. Guide them to read the words repeatedly:
by the whole class, group or pairs.
I. OBJECTIVES:
5. Ask them to name other things found in the
Recognize words using the spelling pattern,
classroom.
vowel-consonant, consonant-vowel, consonant-
consonant.
C. Generalization:
Read orally high frequency words in running
Let them read and copy these words in their
print.
writing notebook.
Write words with vowel-consonant,
chair books pictures
consonant-vowel, consonant-consonant.
table shelf clock
eraser trashcan pedestal
Value: Oneness
blackboard
II. SUBJECT MATTER:

D. Application:
Recognizing Spelling Patterns; VC, CV, CC
a. Guided Exercise:
Reading / Writing Words with VC, CV, CC
Show flashcards with names of things
Pattern
found in the classroom.
Reference: PELC 6 Reading p. 7; Communicating
b. Independent Exercise:
is Fun I TX p. 75; Skills Development book in
Encircle the words that are the same.
Grade I pp. 79-81, 125, 105
Materials: picture of a family, flashcards of words
IV. EVALUATION:
with VC, CV, CC
Check (√) the words that you will hear.
III. PROCEDURE:
A. Preliminary Activities: IV. EVALUATION:
1. Song: Alphabet Song Write the spelling pattern of the following
2. Name the picture aloud. Then write the words. VC, CV or CC. Read them.
correct name of each picture. Choose your 1. am = _______
answer from the list below. 2. be = _______
3. How may of you are in the family? What is 3. is = _______
the work of your father? Mother? Sharing 4. we = _______
one’s family. 5. by = _______
B. Presentation: V. ASSIGNMENT
1. Present the selection “The Family” through Read the words VC, CV or CC pattern in
picture. your writing notebook.
2. Comprehension Check-up: Remarks: ___ pupils out of ___ pupils achieved the objectives of the
a. How many are in the family? lesson.
b. What is the name of father? Mother?
Brother? Sister? Baby? September 16, 2010, Thursday
c. Are they together? Why?
3. Write the name of the family member on
the board.
4. Show the combination of vowel and
ENGLISH I
consonant letter as shown in the board.
5. Ask them to make the other combinations
I. OBJECTIVES:
( i, o , u ).
print. Dolch Basic Sight Words (VCC, VCV, CCC)
C. Generalization:
Copy high frequency words correctly and
In the VC pattern the words are formed with
neatly.
vowel followed by a consonant.
In the CV pattern, the words are formed with a
Value: Carefulness and Neatness
consonant followed by a vowel.
In the CC pattern, the words are formed with a
II. SUBJECT MATTER:
consonant followed by another consonant.
Dolch’s Basic Sight Words
Reference: BEC-PELC 6 p.7; TM Communicating
D. Writing Activity:
is Fun pp.86-88; TX p. 74; TX English I
Copy the words in your writing notebook.
Materials: flashcards, pocket chat.
E. Application:
III. PROCEDURE:
a. Guided Exercise:
A. Preliminary Activities:
Color the kite with the same spelling
1. Song: Bow, Bow Belinda
pattern.
2. Drill:
Flashcards reading of words containing D. Generalization:
VC, CV, CC pattern. What patterns did we use in reading and
writing the words?
3. Review:
Let the pupils read the sentences on the E. Application:
chart. Encircle the CVC words. 1. Guided Exercise: (Racing Game)
1.The frog hops on the rock. Group the pupils into five. Each group
2.The fat cat sleeps on the mat. has a leader. The pupils will fall in line at a
3.The ants have six legs. starting area. Teacher flashes some words
4.I have a new dress. one at a time.
5.She has a red dress.
4. Motivation: Call each pupil to get a star in the box.
Show some group of words to the pupils. Let them read the words written at the back
What is the pattern used in each group of of the stars.
words?
B. Presentation: E. Writing Activity:
1. Present some sentences on the chart. Copy the following words correctly and neatly.
a. The children eat fruits and vegetables. are and eat
b. Birds can fly. all you fly
c. Keep our rivers clean.
d. Turn off the lights after using. IV. EVALUATION:
e. We see with our eyes. Call each pupil and let them read five words in
the pocket chart.
2. Teacher reads each sentence. Let the pupils
repeat after the teacher. Underline the V. ASSIGNMENT:
VVC, CCV, VCC, CCC, CVV pattern. Unlock Choose three words in the Dolch Basic Sight
words which are not understood. Words that you learned today. Use each in a
sentence.
C. Skill Development:
1. Show words grouped by spelling pattern.
Remarks: ___ pupils out of ___ pupils achieved the objectives of
2. Recall the standards for reading. the lesson.

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.
September 17, 2010, Friday
ENGLISH I
I. OBJECTIVES:
Write high frequency words correctly and
neatly.
print Dolch Basic Sight Words (VCC, VCV, VVC,
CCC)
Value: Neatness
II. SUBJECT MATTER:

Reference: BEC-PELC 6 p. 7; TM Communicating
is Fun p. 86-88; TX p.74
Materials: flashcards, pocket chart
III. PROCEDURE:
A. Preliminary Activities:
1. Spelling:
Dictate the following words. Then use
them in sentences. IV. EVALUATION:
a. fly – Insects can fly. Write the following high frequency words on
b. use – We use our ears in hearing. your paper.
c. two – Owls have two nutritious foods. 1. fly 4. any
d. eat – We should eat nutritious 2. you 5. try
foods. 3. out
e. off – Turn off the faucet.
2. Motivation: V. ASSIGNMENT:
Show groups of jumbled letters. Call Have more practice in writing high frequency
some pupils to arrange the letters to form a words on your paper. Select three words and use
word. each in a sentence.
ees – see ska – ask why any she
ywh – why tou – out all and two
lal – all the too try
you cry off
B. Presentation: Remarks: ___ pupils out of ___ pupils achieved the objectives of
Present words in the pocket chart. the lesson.

Ask: Are the words arranged in spelling
pattern? Call a pupil to group the words by September 20, 2010, Monday
spelling pattern. Let the pupils read the words in
chorus, by rows and individually.
ENGLISH I
1. Distribute the flashcards to the pupils. Let
them trace the words using their forefinger.
I. OBJECTIVES:
Then have them write on their own paper.
2. Observe if they can follow, (using the blue,
print. Dolch Basic Sight Words – CVC
red, blue line of their paper)
Copy high frequency words correctly and
D. Generalization:
neatly.
What should we observe in writing?
Values: Carefulness and Neatness

E. Application:
a. Guided Exercise:
II. SUBJECT MATTER:
Write the following high frequency
Dolch Basic Sight Words – CVC
words on your paper correctly and neatly.
References: BEC PELC; TX Communicating is Fun
all use see eat fly
pp. 86-88; TM Communicating is fun p.74; TM
and are too out try
English 1 p.221
any one you our cry
Materials: flashcards, pocket chart, Chart
Have pupils think and write two other
III. PROCEDURE:
words for each spelling pattern.
1. Song: Call individual pupil to pick a flower
When You’re Happy from the flowerpot. Have him/her read the
2. Pronunciation Drill: CVC word written at the back of the flower.
Have the pupils read the words:
3. Review: E. Writing Activity:
Let the children read the sentences on the Copy the following words correctly and neatly.
chart. Encircle the CV, VC, or CC words.
4. Motivation: IV. EVALUATION:
Show a group of words to the pupils. Distribute a card to each pupil. Call individual
What pattern is used in the group of pupil to read the words written on the card
words? he/she is holding:
had buy
B. Presentation: get not
Present the sentences on the board. his him
1. The fat cat is on the mat.
2. Pat has a red fan. V. ASSIGNMENT:
3. Dan did not buy the big can. Choose 5 words from the list of CVC words. Use
4. I put my ten pens in the bag. each in a simple sentence.
5. The six boys have six bananas. Remarks: ___ pupils out of ___ pupils achieved the objectives of
the lesson.
1. Show the Dolch Sight Words on the Chart. September 21, 2010,
(CVC) Tuesday
2. Recall the standards for reading.
3. Teacher reads the words, while pupils
ENGLISH I
listen. Let the pupils read after the teacher.
4. The pupils read the Dolch Basic Sight
I. OBJECTIVES:
Words on the chart by chorus, by rows and
Write high frequency words correctly and
then individually.
neatly. Dolch Basic Sight Words – CVC
Read orally high frequency work.
D. Generalization
What pattern did we use in reading and writing
Values: Carefulness and Neatness
the words?
II. SUBJECT MATTER:

E. Application
Dolch Basic Sight Words – CVC
1. Guided Exercise:
References: BEC PELC; Communicating is Fun
Group the pupils by five (5). Teacher
pp.86-88; TM Communicating is fun p. 74; TM
flashes the cards. Pupils read the words
English 1 p. 221
correctly.
Materials: Flashcards, chart, pocket; Charts,
cutouts, puppets
III. PROCEDURE:
A. Preliminary Activities E. Exercises
1. Spelling: a. Guided Exercise
Dictate the following words. Then use Clap your hands once if the word I am
them in sentences. going to say has a CVC pattern and twice if
2. Motivation: not.
Let’s play: “Picking Flowers” b. Independent Exercise
Direction: Group the pupils into five. The Divide the class into Team A and Team
first group will stand and each pupil picks B with a leader each. Provide each leader
a flower from the flower pots. Do the same list of words.
with the second group, third group, fourth
group and the last group. IV. EVALUATION:
What word is written on the flower you are Write/Copy 10 CVC words from the Dolch
holding? Have each pupil read. Basic Sight Word’s chart correctly and neatly.
B. Presentation: V. ASSIGNMENT:
1. The teacher will read sentences on the Write/copy 10 CVC words which are not
board/chart. on your list.
a. I can sing and dance.
b. Her father is tall. Remarks: ___ pupils out of ___ pupils achieved the objectives of
c. I have six pencils. the lesson.

d. The milk is for the baby.
e. They run outside. September 22, 2010,
2. Comprehensive Check-up Wednesday
What CVC word is on the first sentence?
The second? The third? The fourth? The
fifth?
ENGLISH I
3. Skills Development
a. Flash the cards with CVC words. Have
I. OBJECTIVES:
the pupils read.
Read orally, high frequency words in running
b. Distribute the flashcards to the pupils.
print (Dolch’s Basic Sight Words)
Let them write the words on their
paper.
Values: Proper Care for Animals
C. Generalization
II. SUBJECT MATTER:
What should we observe when writing the
Reading Orally High Frequency Words
Dolch Basic Sight Words, CVC pattern?
References: PELC III.6 p.7; Communicating is Fun

D. Writing
pp. 86-87
1. Setting of standard in writing.
Materials: Flashcards, pictures, pocket chart
2. Write the following CVC words on your
paper neatly and correctly.
III. PROCEDURE:
1. Pronunciation Drill:
go me it start pretty funny
to he is
so of in V. ASSIGNMENT:
no or if Copy and practice reading the following
2. Unlocking of Difficulties basic sight words:
Present these words on flashcards. Read
first these words, then ask the children to have start came only funny
repeat. Talk about the meaning of these
words through pictures/action. fast shall gave many pretty
B. During-Reading Activities:
1. Present the story to class. Let pupils listen Remarks: ___ pupils out of ___ pupils achieved the objectives of
carefully as teacher reads the story. the lesson.

2. Guide pupils in reading the story
Answering questions based in the story
read.
C. Post-Reading Activities
1. Ask pupils to read the story again, by the
whole class, by row ten individually. September 23, 2010, Thursday
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
ENGLISH I
with the words on the board and chart as
they read aloud.
I. OBJECTIVES:
5. Tell the children to copy the words in their
Write Dolch’s Basic Sight Words
notebook.
D. Application
1. Guided Exercise: “Word Train”
Values: Neatness/ Proper use of one’s
2. Independent Exercise: “Picking Petals”
body parts
Pick a petal then read the word aloud.
II. SUBJECT MATTER:

IV. EVALUATION:
Read the following words orally
References: PELC III.6 p.7

fast came shall
Materials: flashcards, mini board,

warm away play
pocket chart
Write the following basic sight words on
III. PROCEDURE: your paper. Write neatly and avoid erasures.
1. Song: I Have Two Hands 1. fast 6. gave
2. Motivation: 2. want 7. eight

What part of our body is mentioned in
our song? (hands) What is the use of our 3. start 8. only
hands?
4. make 9. carry
3. Let pupils know that they are going to write
the Dolch’s Basic Sight Words. 5. made 10. very
4. Set the standards in writing. V. ASSIGNMENT:

Write the following basic sight words in
B. Presentation: your notebook. Practice reading them at home.
1. Present the story “Nena’s Cat”. Let pupils
read the story.
Remarks: ___ pupils out of ___ pupils achieved the objectives of
2. Ask questions about the story. the lesson.

3. Emphasize the underlined words.

September 24, 2010, Friday
4. Teacher writes the words on the board.

ENGLISH I
C. Post-Writing Activities
I. OBJECTIVES:
Show some word cards, let pupils write the
words on their mini-board.
Write Dolch’s basic Sight Words
D. Application
1. Guided Exercise
Values: Good habits
Group the pupils into three. Let them
choose a leader.
II. SUBJECT MATTER:
Reading Orally high Frequency Words
2. Independent Exercise
Let each pupil write one basic sight
References: PELC III.6p.7; Communicating is Fun
word on the board.
TM pp. 86-87
Materials: flashcards, pocket chart, pictures, fish
IV. EVALUATION:
bowl (improved)
III. PROCEDURE: IV. EVALUATION:
A. Preliminary Activities Read the following words orally, then write
1. Pronunciation Drill on your paper.
2. Unlocking of Difficulties 1. tell 6. give
Present the following words on 2. well 7. sing
flashcards. Talk about the meaning of these 3. asleep 8. bring
words through pictures/action. 4. keep 9. better
3. Motivation 5. live 10. never
What are the things that you like to do
most? Do you always do these things? V. ASSIGNMENT:
Emphasize the good habits that pupils Copy and practice reading the following
should possess. words:
best with pick
B. During-Reading Activities:
1. Present a story about a girl who likes to do went first here
many things.
2. Guide pupils in reading the story. help hurt were
a. What is the girl in the story?
b. What does she sing? Remarks: ___ pupils out of ___ pupils achieved the objectives of the
c. What does she read? lesson.
d. Where does she feed the chickens?
September 27, 2010, Monday
e. Before she goes to sleep, what does
she do?
f. What kind of girl is Ana?
g. Do you want to be like her? Why?
ENGLISH I
I. OBJECTIVES:
1. Ask pupils to read the story again, by the
whole class, by row then by individual
pupil.
2. Let them look for the underlined words in
the story.
Values: Neatness
Ask them to copy the words on the board.
3. Have them read the words
II.SUBJECT MATTER:
D. Application
1. Guided Exercises: “Fishing Bowl”
Pick a word inside the fish bowl then
TM pp. 86-87
read it aloud.
Materials: flashcards, mini-board, pictures,
2. Independent Exercises: “Picking Flowers”
barbeque stick, cut-out balloons
III. PROCEDURE:
A. Preliminary Activities 2. better 7. my-self
1. Review:
What is the use of out hand? (for writing) 3. after 8. with
2. Motivation:
Do you like to write some words? 4. well 9. hurt
If you are writing, what should you
remember? (Write neatly) 5. keep 10. live
3. Set the standards in writing.
V. ASSIGNMENT:
B. During-Writing Activities: Write the following words in your notebook.
1. Present the story “Things I Like To Do.” Let Practice reading them at home.
pupils read the story.
2. Discuss the story. sing here over well hurt
3. Emphasize the underline words in the story.
4. Teacher writes the words on the board. bring never after went
6. Present some more basic sight words on
flashcards and on the board. Remarks: ___ pupils out of ___ pupils achieved the objectives of the
7. Let the pupils read the words. lesson.
8. Let the pupils write the words in their

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

neat. Read. Tuesday, October 05, 2010
open kind life five find
C. Application
1. Guided Exercises: Word Hunt
ENGLISH I
Post some basic sight words anywhere
inside the room.
I. OBJECTIVES
2. Independent Exercises
“Choose your favorite color”. Pick a
print (Dolch Basic Words)
crayon, a word is written on it. Write the
Write Dolch Basic Sight Words
word on the board then read it aloud.
Value: Humility
IV. EVALUATION
Read the following sentences. Look for the
II. SUBJECT MATTER:
underlined words. Write it on your paper. Keep
your work neat.
Reference: PELC III.6 p.7Communicating is Fun I
1. I can write the letters of the alphabet.
TM p. 86; Communicating is Fun I p.74
2. We are seven in the family.
Materials: printed materials: (Dolch Basic Sight
3. Our room is clean.
Words) flashcards, chart, cut outs.
III. PROCEDURE E. Application
A. Pre-reading Activities 1. Guided Exercises
1. Start the class with short poems. Look at the words in each line. Encircle
Ask the pupils to recite the poems. the word that I read.
2. Review 2. Independent Exercises
Reading words in flashcards. (Dolch Basic Teachers will say a word from the list
Sight words previously learned) (chart). Ask a pupil to write it on
3. Motivation chalkboard.
Teacher shows pictures of a goat and
rabbits and ask the pupils what they see. IV. EVALUATION
1. Picking Apples
B. During Reading Activities Paste a cut out of a big apple tree on
1. Teacher presents the following story. The chalkboard. Ask every pupil to pick an
Big Goat and the Small Rabbits. apple then read the word written on the
2. Comprehension Check up other side of the apple.
a. What can you say about the goat? 2. Writing
b. Why did the boastful goat laugh at the Copying the Dolch Basic Sight Words.
small rabbits?
c. What did the goat do? V. ASSIGNMENT
d. What did the rabbits say about the Read the Basic Sight Words at home.
goat? Remarks: ___ pupils out of ___ pupils achieved the objectives of the
C. Post Reading Activities lesson. ____ proficiency level
1. Have pupils read the underlined words

Wednesday, October 06, 2010
found in the story.
2. Group the words as follows:
walk know good fall
work show would full
ENGLISH I
cold soon could pull
hold should call
I. OBJECTIVES:
four small
Write Dolch’s Basic Sight Words with tall /
some must brown
lower stem letters and small letters
come just round
upon jump found
print (Dolch’s Basic sight Words)
down laugh around
stop
Value: Neatness
about
II. SUBJECT MATTER:

D. Generalization:
Tell the pupils that the words hey have read are
Reference: PELC III.6 p.7; Communicating is Fun I
short and simple words that they can read at once
TM p.74; Communicating is Fun I TX pp. 86-87
when they see them.
Materials: flashcards, chart
paper. Let the groups read the words they
III. PROCEDURE have written are the words properly
A. Pre-reading Activities written?
1. Spelling
(CVC Words) V. EVALUATION
bag dog can Write the following words correctly and neatly
cat mat cup on your paper.
leg ten sun mop
2. Motivation walk soon brown fall
Sing the song: I Have Two Hands work good round full
Ask: What body part is mentioned in the cold could found pull
song? hold would around call
Emphasize the used of the hands know should some small
(writing). show come
B. During Reading Activities

1. Teacher demonstrates as she counts. Let the V. ASSIGNMENT
pupils follow writing on air and on their Rewrite the words on your writing pad.
paper. Practice reading them at home.
2. Proceed with the other groups of
letter/words following the same procedure. Remarks: ___ pupils out of ___ pupils achieved the objectives of the
3. Present the story “The Big Goat and the lesson. ____ proficiency level
small Rabbits.” Emphasize the underlined

Thursday, October 7, 2010
words in the story. Unlock difficult words.
4. Set the standards in writing.
5. Teacher shows a writing model on a small
letters. ENGLISH I
- small letters – a, c, e, etc.
- tall stem letters – b , d , etc. I. OBJECTIVES
- lower stem letters – p, q, etc. Follow simple one-step directions.
Give short commands, directions.
C. Post Reading Activities
1. Cooperative evaluation/critiquing of Value: Obedience
written work against criteria standards
such as: II. SUBJECT MATTER:
- Are the letters properly written? Simple One-Step Directions
- Are they evenly spread? Reference: PELC 6 p.7 Listening; PELC 6 p.7
- Do all the letters just touch the base line? Speaking; Fun in English pp. 54-55;
2. Guided Exercises Communicating is Fun TX pp. 192-194;
Divide the class into 3 groups. Communicating is Fun TM pp. 147-149
Show the 3 sets of words on the chart. Materials: flashcards, pictures
Have each group write the words on their
III. PROCEDURE but only those instructions with the phrase,
A. Preliminary Activities “Simon says…”are to be acted.
1. Review 2. Independent Exercises
Reading of basic sight words previously Follow the directions written on the
learned. board.
2. Motivation
Singing the action song “Sit Down” IV. EVALUATION:
What did you do while singing the song? Listen and follow these directions.
1. Draw a ball.
B. Presentation 2. Write a big and small letter Vv.
1. Do what the teacher asks you to do. 3. Write your grade and section.
Stand laugh 4. Check the longer pencil.
Run jump 5. Cross out the biggest apple.
Sit
2. Show a ball, a chair, a toy car and a bag. V. ASSIGNMENT
Ask four pupils to move the objects by Do the following directions.
following the directions. 1. Write the name of your father and mother.
a. Roll the ball on the floor. 2. Write the 5th letter in the word school.
b. Lift your bag. 3. Draw a happy face.
c. Pull the chair.
d. Push the joy car. Remarks: ___ pupils out of ___ pupils achieved the objectives of the
What happened to the ball when he lesson.
releases it?
What did she do with the bag? Friday, October 8, 2010
How did he move the chair?
How did she move the toy car? What
commands / directions did they follow?
3. Have the pupils work in pairs. One gives
ENGLISH I
directions, the other follows and vice-versa.
I. OBJECTIVES:
C. Generalization
Give short commands / directions
What are commands/directions?
Follow simple one-step direction heard.
What should you do with commands or
directions given to you?
Value: Obedience
D. Application
II. SUBJECT MATTER:
Giving and Following Commands /
Let’s play Simon says.
Directions
The teacher will give the directions or a
Reference: PELC 6 p.7 Listening; PELC 6 P. 7
pupil can also be the leader later on. The
Speaking; Fun in English I pp.68-70;
teacher will give the class several directions
Communicating is Fun TX pp. 196-198;
Communicating is Fun TM pp. 72-73; English I
pp. 77-78; Science and Health I p. 125 C. Generalization
Materials: flashcards, charts, real objects, pictures What are commands?
What should we do with the commands?
III. PROCEDURE
A. Preliminary Activities D. Application
1. Drill 1. Guided Exercises
Reading of simple one-step directions. Group the pupils into seven groups.
jump open draw Assign a leader for each group. Let the
stomp close write leader give the commands listed on a paper
2. Review being drawn from the box. The members of
Do the following commands. Clap your the group will do the action.
hands three times. 2. Independent Exercises
Please stand. Match the picture with the appropriate
Jump eight times. command.
Please take your seat.
3. Motivation IV. EVALUATION
Recitation of rhyme. Choose the correct command/direction about
Skip high. the picture. Write your answer on your paper.
Skip low.
Do it right. V. ASSIGNMENT
Or down you go, Write 5 commands in you notebook.
What words tell you what to do? Remarks: ___ pupils out of ___ pupils achieved the objectives of the
B. Presentation lesson. ____ proficiency level
1. Show some pieces of paper and leaves. Ask Monday, October 11, 2010
two pupils to move the pieces of paper and
leaves by the following the directions or
commands.
a. Fan the leaves. ENGLISH I
b. Blow the pieces of paper.
2. Comprehension Check-up I. OBJECTIVES
a. What happened to the leaves and to the Recognize changes in intonation in dialogs
pieces of paper? listened to e.g. dialogs between family members
b. What made them move? Read words about family members
c. What directions were given? Write words about family members
Show some pictures. Ask: What Value: Love and Respect
commands can you give?
Have them read the different commands. II. SUBJECT MATTER:
4. Ask them also to give more commands that Changes in Intonation
their father, mother, brother, sister and Words About Family Members
teacher tell them to do.
Reference: PELC 7, 7.1 Pages 7-8 TM, Growing in When does my voice go down?
English I, pp. 77-78 TX, Growing in English I, When does my voice go up?
pages 63-65; English I, page 148 When you ask questions and the answer is yes
Materials: flashcards, pictures or no, your voice goes up.
When you answer questions, your voice goes
III. PROCEDURE: down or stays the same.
1. Review E. Application
Review the rising- falling intonation in 1. Guided Exercises:
expressions listened to: Let the pupils listen to the dialog.
Is it raining? Then let them read the dialog.
Yes, it is? 2. Independent Exercises
2. Motivation Ask the pupils to listen to the dialog.
Sing a song, “Are you Sleeping?”
3. Vocabulary Development IV. EVALUATION
Show pictures of the family members. 1. Listen carefully as your teacher reads the
Then flash some important words which following. Write R if the voice goes up and
will be used in the dialog and put each F if the voice goes down.
under the pictures.
4. Present the pictures. Ask the children what ____1. Donna, did you brush your teeth?
they find in the picture. Identify the
characters found in the picture. What do ____2. Yes, Mother, I did.
they see? Let them guess what is happening
in the picture. ____3. Can you cook adobo?
5. Relate the picture with their own
experiences. Ask the children to tell stories ____4. No, I can’t.
about their experiences when they reach
home from school. ____5. Is Father in the bedroom?
B. During Listening Activity 2. Reading and Writing

Teacher reads the dialog. Reading and writing about family
members.
C. Post Listening Activities
1. Comprehension Check up: V. ASSIGNMENT
a. Who calls Mother? Draw if the voice goes up, and if the voice
b. What does Mimi ask Mother? goes down.
2. Skills development
Ask questions about the dialog. Call pupils’
attention on the changes in intonation. Remarks: ___ pupils out of ___ pupils achieved the objectives of the
lesson.
D. Generalization
Did you notice the changes in intonation?
Tuesday, October 12, 2010
ENGLISH I
I. OBJECTIVE:
Tell about one’s family using singular form of
nouns.
Increase one’s vocabulary about family
members.
Value: Love and respect
II. SUBJECT MATTER:

Talking About One’s Family Using Singular
Forms of Nouns
Reference: PELC 7.1 p.8 Speaking; PELC 7 p.8  The members of the family are father,
Reading mother, brother, sister and a baby.
 These are nouns
III. PROCEDURE  Nouns are names of persons.
1. Drill D. Application
Reading the following words on the 1. Guided Exercises
flashcards. Group the pupils into 2. Assign a leader,
boy girl pencil and let him pick one picture in front then
flower dog bag show it to the group. Let them talk about it
chair table in two sentences using singular form of
2. Review nouns.
Give the commands about the following 2. Independent exercises
pictures. Let each pupil pick a picture in the box
3. Unlocking of Difficulties and tell something about it.
family members home nouns
Ask: Who are the persons in your home? Pick one picture of a family member in the
Show a picture of a family. Talk about basket and tell something about him/her.
the picture.
Ask: What can you see in the picture? V. ASSIGNMENT
Where is Father? Mother? Brother? Cut out picture of the members of the family
Sister? Baby? and be able to tell something about it.
B. Presentation Remarks: ___ pupils out of ___ pupils achieved the objectives of the
1. Teacher presents the lesson by means of lesson. ____ proficiency level
pictures. Wednesday, October 12, 2010

2. Ask: Who is a farmer?
Who is carrying a basket?
Who is pushing a cart?
Who is pulling a chair? ENGLISH I
Who is pushing the door?
3. Have them read the words about the family I. OBJECTIVES
members on the flashcards whole, by rows Read words about family members
and individual like. Write words about family members
brother mother sister
father sister Value: Love and Respect
4. Call pupils in front to identify the pictures
of the members of the family. II. SUBJECT MATTER:
Words About Family Members
C. Generalization Reference: PELC III.7, 7.1 TM: English I; TX: English
Who are the members of the family? I, p.13
Materials: flashcards, pictures c. This is Father.
d. This is Mother.
III. PROCEDURE e. This is Brother.
A. Preliminary Activities f. This is Sister.
1. Drill g. This is baby.
Flashcard reading of words in the CVC h. The youngest of them all.
spelling pattern. 2. Ask:
sun can bed red rat Who are the members of Ben’s family?
mat met jet fin tin 3. Teacher writes the members of the family
bag tag fat cat hat on the chalk board.
2. Review 4. Let the pupils read the words. Let them
What is the pattern used in reading the copy on their paper.
words?
Teacher shows a picture of a family. Ask Match the picture with the word.
the children found in the picture.
Ask: V. ASSIGNMENT
Who are in the picture? Cut out picture of a family.
What is Mother doing? The girl? The Label each family member.
baby?
B. During Reading Activities Remarks: ___ pupils out of ___ pupils achieved the objectives of the
1. Teacher shows the pictures of the family, lesson.
then flashes the words and put each under
the picture.
2. Present the following story.

My Family Thursday, October 14, 2010
3. Comprehension check up:
a. How many members are there in your
family?
ENGLISH I
b. How many children are there?
c. Who composes your family?
I. OBJECTIVES
d. Who is the youngest?
Write words commonly heard members of the
e. Do you love your family?
family.
f. Do you show respect to your mother
Read orally words commonly heard members of
and father? How?
the family.
C. Post Reading Activities

Value: Carefulness & neatness
1. Present sentences about the family.
a. This is Ben’s family.
II. SUBJECT MATTER:
b. They are five in their family.
Writing and Reading Words commonly Heard
Reference: PELC 2.3 and 4.4; English I text p.13 Let them write the words on their paper.
Materials: flashcards, pocket chart The teacher goes around to see if they
copied the words correctly.
III. PROCEDURE
A. Pre-writing Activities C. Generalization
1. Spelling: What should we observe when writing?
Dictate the following words. Use them in
sentence. IV. EVALUATION
a. Father – My father works in the farm. Write the correct spelling of the following.
b. Mother – My mother cooks in the Write each word correctly and neatly.
kitchen.
c. Baby – The baby has a doll. father sister
d. Sister – My sister helps mother in the
kitchen. mother brother
e. Brother – My brother helps father in
the farm. baby family
2. Motivation
Each pupil will pick a fruit from the tree. V. ASSIGNMENT
Then ask: What word is written on the fruit Practice writing the words without copying at
you picked? Have each pupil read. home. Be ready to write each word correctly
without pattern.
B. Presentation
1. Teacher reads a story about a family.
Father works in the farm. Mother works Remarks: ___ pupils out of ___ pupils achieved the objectives of
in the school. Brother works in the shoe the lesson.

factory. Sister works in the dress shop.
Baby stays at home.
2. Comprehension Check up: Friday, October 15, 2010
a. Who works in the farm?
b. What does mother do in school?
c. Where does brother work?
ENGLISH I
d. Who works in the dress shop?
e. Why do you think baby stays at home?
I. OBJECTIVES
Use a / an in naming objects
a. Flash the cards of the words
Write names of common objects
father brother
mother baby
Value: Prepare nutritious foods
sister family
4. Distribute the flashcards to the pupils. (Be
II. SUBJECT MATTER:
sure you have enough copies of the words
Using a / an in Naming Objects
for all the pupils.)
Reference: PELC 7.1 p.98 Speaking; English I text
p.96
Materials: Real objects, things inside the classroom, C. Generalization
pictures, flashcards When do we use a? an?
III. PROCEDURE IV. EVALUATION

A. Preliminary Activities Fill up with a or an on the blank.
1. Start the class with a rhyme. 1. ______ bird
Let the pupils recite the rhyme with 2. ______ rose
action. 3. ______ arrow
1, 2, 3, 4, 5, I caught a fish alive. 4. ______ shark
6, 7, 8, 9, 10, I let it go again. 5. ______ egg
2. Drill
Reading the basic sight words on the V. ASSIGNMENT
chart. Write the name of the following using a or an.
a an at Read you answer.
me the so
is on in
1. _____ 2. _____
be by or
he am it
3. _____ 4. _____
3. Review
Conduct a guessing game about things
inside the classroom.
5. _____
It is rectangular in shape.
We write on it. What it? (blackboard,
Remarks: ___ pupils out of ___ pupils achieved the objectives of the
paper) lesson.
4. Motivation
In our rhyme, how many fish were
caught?
Monday, October 18, 2010
How did you know that there is only one
fish?
B. Presentation ENGLISH I
1. Let the pupils read the words.
an orange an apple I. OBJECTIVES:
a hamburger a cake Use This is / That is with objects.
2. Show other objects or pictures to the class. Write names of common objects.
Have the pupils identify things by using a
or an. Values: Caring for God’s creation
3. Call 3 pupils to come in front and write the
words on the board. Let the others write on II. SUBJECT MATTER:
their paper. Using This is / That is with Objects
References: PELC 7.1 p.8 Speaking; Skills 3. Show the following pictures then complete
Development Book pp. 52-53; Fun in English I the sentences by writing the name of object
p.82; English I Proded p.53 Science and Health I on the blank.
p.64
Materials: pictures, flashcards C. Generalization:
When do we use This is? That is?
II. PROCEDURE:
A. Preliminary Activities D. Application
1. Drill: 1. Guided exercises:
Reading the basic sight words on the Have the pupils work in pairs and let
flashcards. them ask and answer questions.
about after because 2. Independent Exercises:
again been best Ask the pupil to get a picture from the
2. Review: pocket chart then tell what each person in
Name things using a and an. the picture is saying using This is and That
Let the pupils show an object and name it is.
using a or an.
Example: an eraser a bag IV. EVALUATION:
a ball an ink Fill in the blank with This is or That is.
3. Motivation:
Let the pupils recite the poem.
What words come before father?
1. _____ is a blackboard.
Brother? Baby? How about in Mother and
Sister?
2. _____ is a computer.
B. Presentation:
1. Show pictures of girls and boys who are 3. _____ is a cat.
holding and pointing an object.
2. Have pupils read the sentences by whole 4. _____ is a flower.
class, then by group and then individually.
3. Have pupils read the sentences by whole
5. _____ is a paper.
class, then by group and then individually.
4. Name the objects in the room; outside; etc.
V. ASSIGNMENT:
Connect This is/That is to the picture on the
C. Skills development:
right.
1. Show several objects on the teacher’s table.
Call pupils to go to the table and name an
object using. This is.
Let the class repeat, then by row and
lesson.
then by individual. ____ proficiency level
2. Let the pupils point any object found in the
classroom using That is.
Thursday, October 21, 2010
ENGLISH I
I. OBJECTIVES:
Increase one’s sight vocabulary through reading
labels and sings in the school and community.
Write simple labels and signs in the classroom,
school and community.
Values: Obedience
II. SUBJECT MATTER:

Labels and Signs in the Classroom, School and
Community
References: PELC 7.2 p.8; PELC 7 p.8; What are you going to do with the labels, and
Communicating is Fun TX pp. 84-85; signs in school and community?
Communicating is Fun TM pp 93-94; Science
and Health I p.79 D. Application
Materials: pictures, flashcards, cutouts 1. Guided Exercises:
Group the pupils into 7. Assign two labels
III. PROCEDURE: and signs for each group.
A. Preliminary Activities 2. Independent Exercises:
1. Drill: Picking mangoes. Each pupil will pick a
Reading of words about the members of mango with labels or signs in school and
the family. community, then reads it and tells what it
2. Review: Who are the members of the means.
family? Who is the youngest member? Who
take good care of the family? IV. EVALUATION:
3. Unlocking of Difficulties Read each labels and sign then match it
The teacher will unlock the words with its corresponding meaning.
through the use of pictures and actions. 1. Men’s Room
school classroom community 2. Walk or move forward
library canteen clinic 3. Ladie’s Room
top silence Keep Quiet 4. Keep Quiet
4. Motivation 5. Do not step on the grass
Flash some signs or labels to the pupils
and have them do the actions. V. ASSIGNMENT:
Silence Go Stop Write at least 5 labels or signs found in
school or community.
B. Presentation: Remarks: ___ pupils out of ___ pupils achieved the objectives of the
lesson. ____ proficiency level
1. Present a dialogue with pictures. The
teacher reads the dialogue then the pupils Tuesday, November 2, 2010
repeats after the teacher.
2. Comprehension Check up
a. Who were in the park?
ENGLISH I
b. What did they see?
c. Who like to pick some flowers?
I. OBJECTIVES:
d. What did Rita say?
Write the simple labels and signs in the
classroom, school and community.
Show other labels and signs. Have the
Read simple labels and signs in the classroom,
pupils read the labels and sings.
school and community.
C. Generalization
What are labels and signs that you see and Values: Neatness
read?
II. SUBJECT MATTER:
Simple Labels AND Signs in the Classroom, 2. Write the following simple signs and labels
School and Community. on your paper neatly.
References: PELC 6 p.7; PELC 7.2 p.8 Canteen Men’s Room
Communicating is Fun TX p.106; Communicating Library Ladie’s Room Slow Down
is Fun TM p.102
Materials: flashcards, chart E. Application:
III. PROCEDURE: What simple signs and labels do we see in
A. Preliminary Activities the:
1. Spelling: School Classroom Community
Teacher pronounces the underlined
words, then uses it in a sentence and says it
again. Then the pupils will write the words 2. Independent Exercises:
on their paper. Have pupils word by groups in preparing
2. Motivation: a simple sign and label. Have each group
Let’s play “Train, Train Goes Around” leader present the group’s work.
B. Presentation: IV. EVALUATION

1. The teacher will read the dialogues with Write 5 simple signs and labels that can be
expression. Then the pupils will repeat after found in the classroom, school and community.
the teacher. After reading the pupils will act
out the dialogues. V. ASSIGNMENT
2. Comprehension Check up Write or copy 5 signs that you can see in
a. Who is hungry? your community.
b. Where did Ben and Lito go?
c. What should the children observe Remarks: ___ pupils out of ___ pupils achieved the objectives of
when in the library? the lesson.
d. Where did Gina bring Karen?
e. What sign was on the green grass?
3. Skills development
a. Show flashcards with simple signs and
labels in the classroom, school and
ENGLISH I
community. Have the pupils read them as a
whole, by group and individually.
I. OBJECTIVES:
Increase one’s vocabulary by learning
C. Generalization:
antonyms of common words.
What should we observe when writing simple
Use the antonyms of common words in
signs and labels in the classroom, school and
sentences.
community?
Values: Caring for Plants

D. Writing Activity
1. Setting of standard in writing.
II. SUBJECT MATTER:
Antonyms big – small
Reference: PELC 7.3 p.8 Communicating is Fun I pp.
88-89, Language Wonders I pp. 193-195, D. Generalization:
Science and Health I p.76 What are antonyms?
Materials: real objects, pictures, flashcards
E. Application:
III.PROCEDURE: 1. Guided Exercises:
A. Preliminary Activities Complete the sentence using the
1. Review: antonyms.
Reading of labels and signs in school and 2. Independent Exercises:
in the community. Give the opposite of the following words.
2. Unlocking of Difficulties
opposite, antonyms IV. EVALUATION:
3. Motivation Draw a line to join the opposite words.
Look at these plants. What can you say 1. Coconut tall big
about the banana plant? Gabi plant? tree
B. Presentation: V. ASSIGNMENT:
Reading of sentences about the banana plant Put a (√) if the following pairs of words are
and gabi plant. opposite in meaning and ( X ) if not.
The banana plant is tall. 1. beautiful - ugly _____
The gabi plant is short. 2. clean - tidy _____
The banana plant has big leaves. 3. big - small _____
The gabi plant has small leaves. 4. fast - slow _____
Babana plants have soft stem. 5. tall – short _____
Gabi plants have soft stems, too. Remarks: ___ pupils out of ___ pupils achieved the objectives of the
Banana plants and gabi plants don’t have lesson. ____ proficiency level
hard stems.
C. Comprehension Check-Up
1. What word describes the banana plant?
2. What word describes the gabi plant? ENGLISH I
3. What kind of leaves does a banana plant
have? I. OBJECTIVES:
4. What kind of leaves does a gabi plant have? Increase one’s vocabulary by learning
5. Do they have hard stems? synonyms of common words.
Use the synonyms of common words in
Infusion of Value – Do you have plants at sentences.
home? What do you do with your plants? Let
the pupils read the words that are opposite in Values: Positive Attitude
meaning.
tall – short soft – hard II. SUBJECT MATTER:
Synonyms Choose the word in the parenthesis that is
References: PELC 7.3 p. 8; Basics and Beyond the same as the underlined word.
Language I pp. 112-114 2. Independent Exercises:
Materials: pictures, real objects, flashcards Ask pupils to compare two persons or
things in the classroom with similar
III. PROCEDURE: characteristics.
1. Review: IV. EVALUATION:
Give the antonyms of the words. Connect the word in column A that has the
2. Unlocking of Difficulties same meaning in column B.
The same, synonyms A B
3. Motivation 1. small a. big
Show pictures of elephant, carabao, 2. tall b. pretty
sampaguita flower, gumamela flower, Nora, 3. beautiful c. tiny
Mary Ann. 4. clean d. high
5. large e. tidy
B. Presentation:
Reading of sentences about the pictures. V. ASSIGNMENT:
Put a (√) if the following pairs of words mean
Elephant is a big animal. the same and (X) if not.
Sampaguita is beautiful ____1. gift - present
Nora is happy. ____2. tiny - small
The carabao is a large animal. ____3. fast - quick
Gumamela is pretty. ____4. sad - lonely
Mary Ann is glad because it’s her birthday. ____5. rich - poor
C. Comprehension Check-up lesson.
1. What word describes the elephant?
Carabao? Sampaguita? Nora? Gumamela?
Mary Ann?
2. Infusion of Values:
If you were to choose a friend, what will
you choose, a happy one or a sad one?
Why?
D. Generalization:
What are synonyms?
E. Application

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It is good for children to play under the

August 22, 2011

I. OBJECTIVES: 3. Skill Development

II. SUBJECT MATTER: C. Generalization:

III. PROCEDURE D. Writing:

heat read seat week deep deed.

1. rid read red

5. Developmental Writing Activity:

b. Let the pupils name the pictures in each

beak race tail

4. Motivation: Sing to the tune of

V. ASSIGNMENT: 3. Ask the children what they do when it is

ENGLISH I 2. Comprehension Check-up:

5. Read after the teacher.

7. Oral reading after the teacher.

IV. EVALUATION: Value: Be courteous

1. It is used for eating. sp__ n III. PROCEDURE:

3. It is used for cleaning. br __ m 2. Song:

C. Reading Courteous Expressions in flashcards or

ENGLISH I B. Lesson Proper

III. PROCEDURE C. Application:

2. Review 2. Independent exercises:

___ 1. Good morning Miss Reyes.

___ 2. May I go out Mr. Cruz?

___ 3. May I come in Mrs. Valdez?

___ 4. Go on your way. I don’t care.

___ 5. Goodbye Mrs. Sevilla.

___out of _____pupils achieved ___% of

Value: Helpfulness / Kindness

II. SUBJECT MATTER:

c. Pupils repeat the dialogue line-by-line. ____5. May I offer a help?

II. SUBJECT MATTER:

3. Guess Who Am I? V. ASSIGNMENT:

B. Reading, Speaking, Listening, and Writing Remarks:

3. Show pictures, diorama or toy animals. Let ENGLISH I

C. Generalization: II. SUBJECT MATTER:

B. Presentation: ____3. Can you dance?

C. Generalization ____4. Yes, I do.

II. SUBJECT MATTER:

2. Review b. Independent Exercise

3. Let the pupils dramatize the dialogue by V. ASSIGNMENT:

- in answering the questions, we say, My name

II. SUBJECT MATTER:

D. Generalization: II. SUBJECT MATTER:

C. Practice Activity: Value: Orderliness

name the object they see. the lesson.

II. SUBJECT MATTER:

2. Recall the standards for reading. the lesson.

3. Teacher reads the words one spelling

4. The pupils read words on the Dolch Basic

II. SUBJECT MATTER:

Present words in the pocket chart. the lesson.

Values: Carefulness and Neatness

II. SUBJECT MATTER:

c. I have six pencils. the lesson.

References: PELC III.6 p.7; Communicating is Fun

carefully as teacher reads the story. the lesson.

II. SUBJECT MATTER:

References: PELC III.6 p.7

_out of _pupils achieved _% of