guroako.com · Web viewCall on pupils to roll the dice, he will then read the word on top, if he reads it, he gets one ( 1 ) point. The pupil who earns more points is the winner

ENGLISH I

I. OBJECTIVES:Identify medial vowel sound /ey/Produce words listened to (/ey/ sound

words)Read words with medial vowel

sound /ey/Write words with medial vowel

sound /ey/

Values: Proper care of the body.

II. SUBJECT MATTER:Medial Vowel Sound /ey/

References: Language and Reading I p.59;

Fun in English I p. 123Materials: pictures, flashcards, chart

III. PROCEDUREA. Preparatory Activities

1. Song: Rain, Rain Go Away

2. Drill:cat bat pan jam ranhat was man ham fan

3. Review:What is the medial sound of the

words you read?What is the other sound of letter

a?What words have the medial /ey/

sound?

B. Listening: Speaking, and Reading Activities

1. Listen to the rhyme:Read the rhyme after the teacher.

2. Comprehension Check-up -Who plays when the sun shines-What make the flowers sway? - When do children play?

It is good for children to play under the sun? Why? Explain that our body needs sunlight which is good source of Vit. D. But too much sunlight can also cause illness. Morning sunlight is good for the body.

3. Skill DevelopmentLet the pupils read the underlined

words, play, rain, sway. What sound is common among the words? Then tell them that (long a sounds /ey/). These words have the long /a/. Can you give other words with /ey/ sound?

C. Generalization:Words with consonant vowel

consonant + e or (CVC+e) pattern have a long a sound. Words with medial ai have also a long a sound. Long a sounds as /ey/.

D. Writing: Write the words in your notebook. /ey/

E. Application:a. Guided Exercise:

Fill in the blanks to complete the sentence. Choose your answer from the box.

rain cakeplaymate gatebake

1. The ______ that Cathy ____ taste delicious.

2. Myra and May are my _______.3. I knocked at your _______.4. There is a flood because of heavy

________.

b. Independent Exercise:Divide the class into four and

have each group recite the rhyme with actions.

IV. EVALUATION:Write inside the box the name of each

object with medial long /a/.

V. ASSIGNMENT:Copy and memorize a rhyme with

words having long /a/. Be ready to recite it in class.

Remarks:

August 22, 2011 Monday

ENGLISH I

I. OBJECTIVES:Identify medial sound /iy/Read words with medial sound/iy/Produce words listened to (words with

medial sound /iy/Write words with medial sound /iy/

Values: Cleanliness II. SUBJECT MATTER:

Medial Sound /iy/References: Fun in English I TX p. 165; TM pp. 90-92Materials: 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.

2. Comprehension Check-up- What do we need for hearing?

seeing?Walking? Eating? (Direct pupilsattention to other parts of the body

andtheir uses using pictures.)- What should we do with our ears,

eyes,feet, and teeth?- How do we make our teeth clean?

Ourfeet? our ears?- What words in the story have themedial /iy/ sound as in seat/ (clean,teeth, see, hear)

3. Skill Development:Show pictures of words with /iy/

sound.

C. Generalization: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. (Teacher will read the words.)

1. rid read red2. meat meet mate3. hit hate heat4. her hear here5. set seat sit

V. ASSIGNMENT:

August 23, 2011

Write five words with medial /iy/ sounds.

Remarks:

___out of _____pupils achieved ___% of proficiency level.

ENGLISH I

I. OBJECTIVES:Copy words with /iy and /ey/ sound

from a model.Read words with medial sound /iy/ and

/ey/Produce words listened toIdentify medial sound /iy/ and /ey/

Values: Cleanliness

II. SUBJECT MATTER:Copying from a Model (/iy/ and /ey/

Sound words)References: Fun in English I TX p. 123Materials: pictures, flashcards

III. PROCEDURE:

A. Preparatory Activities:1. Recall on words with / iy/ and /ey/

sounds. Have pupils read examples.

2. Ask pupils what preparations they do before coming to school.

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

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

5. Developmental Writing Activity:a. Distribute picture cards with labels

to pupils. Let them trace the words with their fingers.

b. Let the pupils name the pictures in 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 ActivityWrite the words on your

paper.

beak race tail leaf cake pail meat plate rain

C .Post Writing Activity:

/iy/ /ey/

beak race tailleaf cake pailmeat plate rain

August 24, 2011 Wednesday

IV. EVALUATION:Copy the name of the picture on your

paper. Identify the medial sound of each word.

V. ASSIGNMENT:Copy 2 words with /iy/ sound and 2

words with /ey/ sound.

Remarks


:

ENGLISH I

I. OBJECTIVESIdentify medial vowel i sound /ay/ -

kite.Copy words with medial vowel

sound /ay – kite

Read words medial vowel sound /ay/ -kite.

Values: Cooperation

II. SUBJECT MATTER:Medial Vowel Sound a /y/ - kite

References: PELC 2.3 Fun in English p. 151, Justine Balajadia et.al Science and Health (matter), pp. 80-83, Carmelita C. Coronel et.al.Materials: pictures


1. Sharing Period: Short Program

2. Drill: Read the following words.seat neat thread lead readbeat meat peal teach weak

3. Review: Stand if the word has /ey/ sound.( ) seat ( ) neat ( ) thread( ) read ( ) beat ( ) meat( ) teach ( ) weak( ) lead ( ) peak

4. Motivation: Sing to the tune of “The More We got Together”

Brother Mike is hiding on the dike

B. Presentation:Have you seen a kite? Will you

describe a kite? Who likes to play a kite in the story? Let’s find out.

1. Present the story:Mike likes to play kite in a wide

place. He wears his spike shoes and likes to play on the field. Vic, his friend rides on a bike and follows him. Mikes hide on the side of the dike. An insect bites him. “It’s time to go out”, he says.” Are you alright? Mike?” “Yes, I’m fine friend, let’s play.”

2. Talk about the story:a. Who plays on the field?b. What does he play?c. Where does Vic ride on?d. Where does Mike hide?

3. Read your answer.

4. Generalization:

August 25, 2011, Thursday

What is the medial sound of the words kite, hide, ride?

C. Application:1. Guided Exercises:

Jump if the word has /ay/ sound. Stand if the word does not have /ay/ sound.

pipe ink king kite hide ship ride tie pin dikeline nine bill milk five

2. Independent Exercises:Distribute words with medial vowel

i by group of pupils. Instruct them to group the words according to the sound. Then let the pupils read their work.

Examples of words:

ship night tie kid rideline bile fine pine hikemilk line did bill pinink bike hide kite

dikeking like

IV. EVALUATION:Copy all the words with /ay/ sound

from the list below. Read your list.

fine line fine billsix did cite dikebit nine bite pinhid pipe hide inkwin kite wine kit

V. ASSIGNMENT:Draw pictures of objects with /ay/

sound.

Remarks:


ENGLISH I

I. OBJECTIVES:Identify medial vowel sound /oo/Produce words listened to Read words with medial vowel

sound /oo/

Copy words with medial vowel sound /oo/

Values: Obedience

II. SUBJECT MATTER:Identifying Medial Vowel Sound /oo/Reading/copying words with medial

vowel sound /oo/.References: PELC 2 Listening;

Growing in English I TM pp. 142-144; Growing in English I TX pp. 139-141; Read, Learn, and Enjoy Workbook pp. 22-48; Science and Health I TX pp. 192-201, 152-162.

Materials: Pictures of different kinds of weather, things we wear during rainy days, pictures of things with medial /oo/ sound, flashcards of words with medial vowel sound /oo/.

III. PROCEDURE:A. Preparatory Activities:

1. Song: Look at me 2x I’m a butterfly

I fly and fly and fly Just like a butterfly.

2. Review Drill: Reading words with /ey/ and /iy/

sound.

3. Ask the children what they do when it is raining. Do you play outdoor? Do you look out the window? Sharing of experiences.

B. Presentation:1. Present the lesson through a story

“Rain”. Listen as the teacher reads the story.

2. Comprehension Check-up:Who cannot play outside? Why? What will happen if we will play

underthe rain?

3. Reading the story once again. Emphasize the words with /oo/ sound. Which word from the story has /oo/ sound as in book?

4. Have the pupils listen as the teacher say /oo/ sound. Say the

words “look, roof”. Ask the children to repeat.

5. Read after the teacher.

6. Listen to the teacher as she reads the words. Clap your hands if the word has medial /oo/ sound.

7. Oral reading after the teacher.

C. Generalization:What is the medial sound of the word

book? Look? Moon? Good?

D. Exercises:a. Guided Exercise:

Say the name of the picture. Then choose the missing middle letters to complete the name of the given picture. Write the letter on the blank.

b. Independent Exercises:Name the picture inside the box.

Put a (/) on the side of the box if the name of the picture has the medial /oo/ sound and (x) if none.

IV. EVALUATION:Check (√) the picture whose name has

the /oo/ sound as in look. V. ASSIGNMENT:

Read the sentences below. Write the missing letter to complete the word after each sentence.

1. It is used for eating. sp__ n

2. We learn many things here. sch __l

3. It is used for cleaning. br __ m

Remarks:


ENGLISH I

I. OBJECTIVES:Use courteous expressions listened to

in appropriate situation (greeting others).

Read words used through repeated exposure.

Write the appropriate expressions for the given situation.

Value: Be courteous

II. SUBJECT MATTER:Courteous Expressions (Greeting

Others)Reference: Fun in English I pp. 49-50

English I pp. 6-9Materials: pictures, chart

III. PROCEDURE:A. Preliminary Activities

1. News for the Day

2. Song: Teacher: Good Morning ( 3x )

How are you? Pupils: Good Morning ( 2x )

We’re fine thank you.

3. How do you greet your teacher this morning? What did you say?

B. Listening and Speaking Activities1. Present a picture showing a

classroom scene with the teacher and the pupils greeting each other.

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 child. Ask the class to greet him too. Tell the child to respond to the greeting using Hello! Or Hi!

3. Present Good afternoon using the same procedure.

4. Present this dialogue to the class. Model the lines and have this repeated by the class. Then have them act out the dialogues by pairs using their own names.

5. Call on pairs of pupils to act out situations.

C. Reading Courteous Expressions in flashcards or blackboard. After reading, ask: When do we use this expression?

D. Generalization:In greeting someone

1. We say Good morning or Good afternoon.

2. We say Hello! To someone whose age is the same as ours.

3. An older person can say Hello! or Hi! To a younger person.


Say the correct expression.(Teacher say the words of greeting, pupils will give their response)

Hi children, (hello teacher) Good morning. (Good morning) How are you today? (We are fine, thank you)

b. Independent Exercise: Say the correct expression.

IV. EVALUATION:Listen to situations. Say the correct

expressions. Choose your answer box.

1. You meet your teacher in the morning.

2. You meet your friend in the market.3. Your classmates greet you on your

birthday.4. Your uncle asks you “How are

you?”

Answer Box Hi I’m fine Thank you Good afternoon

Good morning

ENGLISH I

I. OBJECTIVES:Produce expressions listened to Read courteous expressionsUse expressions in appropriate

situations-taking leave/permission to enter

Act out a dialogue

Value: Courtesy/Cleanliness

II. SUBJECT MATTER:Courteous Expressions – Taking

Leave / Permission to EnterGoodbye, May I go out, May I enter

Reference: PELC 4, 4.1; PELC 11 B.1; TM English 1 p. 12; TX English 1 p.11 Dr. Araceli Villamin et al; Communicating is Fun – p. 63 Christine Theresa Madison; Fun in English TM pp. 32-33; TX p.5 Justine Balajadia et al; Science and Health 1 p.14 Carmelita Coronel et al

III. PROCEDUREA. Preliminary Activities

1. Drill Flashcard reading.

2. Review Play, “ Game ka na ba?”

Use tambourine for ringing to answer the question. (Explain the standard of playing).Question: What will you say in the following situation?

a. You meet Mr. Salvador one morning.

b. The principal enters your room one afternoon.

c. You kiss your mother in the evening because you want to sleep.

d. You meet Ana, your friend in the evening.

3. MotivationSing a song to the tune of “Jack

and Jill”

B. Lesson Proper1. Today we are going to show (movie

roll) Situations are the following:a. A boy leaves home waving his

hand to his mother.b. A girl asks permission from her

Mother to go out and play.c. A pupil asks permission from

her teacher to go to the comfort room.

d. A girl comes late to the class.

2. Roll again the show. Now, teacher relates the story.

3. Discussion:Answering questions based on

the situation read.

4. Generalization:What will you say if you want to

go out? If you want to come in? If you’re leaving?

C. Application:1. Guided exercises:

Dramatize the situations learned or situations seen in the roll show.

2. Independent exercises:Write the courteous expressions

on the board (one courteous expression in each board)

IV. EVALUATION:Select your partner. Act out the

dialogue.

Camille: May I go out. Miss Lopez?Miss Lopez: Where will you go?Camille: To the girls toilet.Miss Lopez: Certainly.Camille: Thank you.Miss Lopez: 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:


ENGLISH I

I. OBJECTIVES:Produce expressions listened toRead courteous expressions listened

to in appropriate situation offering helpRead courteous expressionsAct 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


1. Sharing Period:

2. Drill

August 26, 2010, Thursday

September 2, 2011 Friday

Flashcard readingMay I come in? May I go out?

Goodbye

3. Review What will you say in the following

situations? Select the letter of the correct answers from the boxes.

4. Motivation Sing a song to the tune of “Sit

Down You’re Rocking the Boat”B. Presentation

1. We’re going to see show this morning.

Present a roll show. After rolling the whole situation, try to ask the pupils.

a. What do you think is the show about?

b. Now, teacher reads the situations:

Situation 1Kate and Kristine are going to school.

Kristine’s bag is very heavy.Kate: Kristine, may I help you?Kristine: Yes, please. You’re so kind.

Thank you.Kate: You’re welcome.

c. Pupils repeat the dialogue line-by-line.

d. Dramatize the dialogue.e. Discussion:

Answering questions based in the situation read.

2. Skill DevelopmentGive more situations on offering

help to others.

3. GeneralizationWhat do we say if we want to

offer help to others?What do we say if we accept offer

or help?

C. Application 1. Guided Exercises:

Pupils dramatize the dialogue. They select their own partner.

2. Independent Exercise:Let’s play boys versus girls.

Review the standards in playing. Each group will select one

contestant for every question. The first contestant may answer. One will act as recorder.

IV. EVALAUTION:Write (√) check if the sentence shows

courteous expression. Write a cross mark (x) if the sentence does not show courteous expression. Read the courteous expressions.

____1. May I help you?

____2. Thank you very much.

____3. You’re welcome.

____4. It’s good you’re hurt.

____5. May I offer a help?

V. ASSIGNMENTWrite a simple dialogue or cut pictures

in offering help.

Remarks:


ENGLISH I

I. OBJECTIVES:Produce expressions listened to Use courteous expressions in

appropriate situationsAct out dialogue using I’m sorry

Value: Courtesy

II. SUBJECT MATTER:Courteous ExpressionsExpressing Apology “I’m Sorry”

Reference: PELC 4 Listening, Speaking; English 1 TM p.20 TX pp. 49-50


1. Song 2. Review:

What are the courteous expressions we used in greeting someone in the morning? afternoon? evening?

3. Unlocking of difficulties through demonstration/pictures.

4. MotivationHave you ever got hurt? How?

Why?

B. Presentation1. Present the lesson by means of

pictures, dialogue, situations.a. Show an illustration showing a boy

accidentally bumping a girl.b. Present the dialogue using pictures

(English 1 TX p.12)

c. Situation: Present the situation: Say all the lines while the pupils listen, then ask them to repeat after the teacher.

C. GeneralizationWhat do we say if we hurt someone?

D. Exercises1. Guided Exercises

Present the dialogue. Teacher says all the lines while the pupils listen.

2. Independent ExercisesPair work. Have them choose the

partner they want.

IV.EVALUATION:Look at each picture. Write the letter

of your correct answer. Select your partner and act out the situation shown in the picture.

1. two boys bumped each other.a. Thank youb. I’m sorryc. You’re welcome

2. a girl saying I’m sorrya. Thank youb. Hello!c. It’s alright

September 1, 2010, Wednesday

V. ASSIGNMENTEncircle the letter of the correct

answer.

You are playing with your friends, outside. Accidentally, you pushed one of your playmates into the canal. What will you say? Do?

a. Say sorry and help himb. Ignore himc. Laugh at him

Remarks:

ENGLISH I

I. OBJECTIVES:Recognize words commonly heard

throughCopy words from a model

Value: Caring for the family

II. SUBJECT MATTER:Words Commonly HeardCopying words from a model (Father,

mother, brother, sister, baby, family)Reference: PELC 4.4; English 1 Text,

p.13 Dr. Arceli Villamin; Skills Development Book in English I, pp. 76-77 Mrs. Flocerfina L. Cortez et al; Developing Reading Power I pp.86-87 Concordia C. Loque; Science and health, p.17 Carmelita C. Coronel et al

III.PROCEDUREA. Preliminary Activities

1. Sharing Period:What is the date today? What is the weather today?

2. DrillFlash the names of the pupils. Let

the pupils read.

3. ReviewFlash the words with /ay/ sound.

4. MotivationSing 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.

3. Comprehension:Write the question with the

configuration clues on a chart.

4. Skills Development:Have the words printed in

flashcards.

5. Generalization:What helps you recognize some

words?

C. Application1. Guided Exercises:

Work by groups. Distribute answer sheets to the pupils by group.

2. Independent exercisePlay a game. Show configuration

clues for the answer.

D. WritingCopy the following words correctly.

IV. EVALUATIONWrite the missing letters. Copy the

box. Read the answers.

V. ASSIGNMENTCut out pictures of the family. Label

each as father, mother, brother, sister, baby.

Remarks:

ENGLISH I

September 2, 2010, Thursday

September 3, 2010, Friday

I. OBJECTIVESRecognize words commonly heard

through sight words, configuration cluesTalk about their favorite animalsCopy words from a model.

Values: Love and Care for Animals

II. SUBJECT MATTER:Words commonly Heard (Name of

Common Animals)References: Science and Health 1

pp.30-31; Language and Reading By Nora Sison pp. 37-39

Materials: pictures of animals, diorama or toy animals, flashcards of words, chart containing the story


1. Sharing Period: Reciting poems, rhymes about animals or songs about animals.

2. DrillProducing the sound of letter

shown.

3. Guess Who Am I?You and I are faithful friends.

Guarding your house is the role you give. Guess who I am.

4. What are the other animals in your place?

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

1. Show the pictures of animals mentioned in the story.

2. Comprehension Check-up : Answering the questions base on

the story heard.

3. Show pictures, diorama or toy animals. Let pupils identify the animals. Ask: Do you see these animals in your place?

4. Identify the animals on p. 31, Science and Health 1. Have them read and spell out silently the names of animals.

C. Generalization:There are different kinds of animals in

our place. We can use configuration clues or letter boxes to recognize the name of an animal.

D. Practice Exercises:1. Guided Exercise:

Connect the pictures to the words.

2. Trace the letter form of the word using configuration clues. Use the words in the guided exercise or you can add more.

IV. EVALUATION:Say the name of each animal. Write

the name of the animal in the boxes. Choose your answer from the box below.

V. ASSIGNMENT:Draw or cut pictures of animals you

see in your place. Write the names of the pictures. Look for the correct spelling of words in your Science and health book p.31.

Remarks:

ENGLISH I

I. OBJECTIVES:Recognize the rising and falling

intonation in yes-no questions and answer

Ask simple questions based on dialogues

Values: Listening attentively

II. SUBJECT MATTER:Rising and falling Intonation in Yes/No

QuestionsReferences: BEC Listening 5 p.7; PELC

1.A.4.1; TM English 1 p. 60; TX Growing in English 1 pp. 48-57; TM Science and Health pp. 14-15; Skills

September 6, 2010, Monday

Development Book in English 1 pp.27-28

Materials: picture of children playing, Changes as they grow (baby Pictures), big book, flashcards Pocket charts.


1. Song: Are you sleeping?

2. Review:Asking and answering question

about one’s self.

3. Motivation:Song: “Jack and Jill”

B. Presentation:1. Have you ever played “Hide and

Seek?”

2. Teacher reads the story about “Hide and Seek”. Ask the pupils to listen and find out what happened to the characters. (Present this using big book) Let the pupils read after the teacher.

3. Ask questions about the story.

4. Show the pictures of a baby on how he/she grows up and the changes of his/her height, size of things used in previous years and present years.

C. GeneralizationWhen does my voice go up?- The rising intonation is used in yes-

no questions.When does my voice go down?- The falling intonation is used to

answer questions that cannot be answered with yes/no.

D. Guided ExerciseLet the pupils ask and answer

questions.Guide them to use the rising and falling intonation.

E. Independent ExerciseNod your head twice if my voice goes

up. Sway your hip if my voice goes down.

IV. EVALUATION:Listen carefully as the teacher reads

the following. Write R if the voice goes up and F if the voice goes down.

____1. Are you in grade one?

____2. Yes, we are.

____3. Can you dance?

____4. No, I can’t.

____5. Is it a sunny day?

V. ASSIGNMENT:Draw (↑) if the voice goes up and (↓) if

the voice goes down.

____1. Do you want to play?

____2. I can dance.

____3. Do you love your mommy?

____4. Yes, I do.

____5. Are you happy?

Remarks:

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 OthersRising and Falling Intonation Wh-

QuestionsWriting 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


1. Drill: Short Program Flashcards reading on the words

based in the lesson.

2. ReviewCall on individual pupils to talk

about themselves using these sentence structures.

3. Motivation:Now you will learn about others.

Who is your friend or best friend? Can you tell something about him or her.

B. Presentation:1. Use two (2) puppets. Let the pupils

listen to what puppets are saying.2. Record the dialogue. Let the pupils

listen to the dialogue using radio cassette. Tell the pupils listen carefully.

3. Let the pupils dramatize the dialogue by asking their classmates name, age, and grade.

4. Let them read the dialogue written on the chart. Teacher models pupils to follow. Emphasize the falling intonation.

5. WritingPresent these sentence

structures show the pupils the proper way of writing. Call (5) five pupils to come in front and write their name, age, grade on the board.

September 7, 2010, Tuesday

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.

D. Practice Exercisea. Guide pupils in asking and

answering wh - questions.

b. Independent ExerciseGroup activity: Group the pupils

into two (2). Group A will ask the questions. Group B will answer the questions. Have them switch roles.

E. ApplicationAct out the dialogue following the

patterns below. Emphasize the falling intonation in wh - questions.

IV. EVALUATION:Ask your seatmate about his/her

name, age and grade.

V. ASSIGNMENT:Answer the following questions.

1. Who is your teacher?

2. Where did you live?

3. What school are you in?

Remarks:


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


1. Song: “Are You Ready?”2. Pronunciation Drill

Pupils read the words from flashcards

had red him got buy

can her did for put

fan let sit now cut

3. Review:Listen carefully as I read the

sentences.Thumbs up if the voice goes up

and thumbs down if the voice goes down.

4. Motivation:Let us sing “London Bridge is

falling Down.” What is falling down? When you throw something, what will happen to it?

B. Presentation1. Teacher reads the sentences. Have

the pupils listen.2. Have the pupils repeat the

sentences after the teacher.

C. Skill Development1. Ask questions. Have the pupils

answer.a. What is your name?b. Where do you live?c. What grade are you in?d. What school are you in?e. Who is your teacher?

D. Generalization:How do we ask wh questions? Do our

voices go up and down? What should we do when somebody is talking / reading?

E. Application1. Guided Exercise:

Divide the pupils into 5 groups. Have each group read the questions with proper intonation.

2. Independent Exercise:Have pupils look for their pairs.

Each pair will ask and answer the questions.

F. Writing Activity:Read the question with correct

intonation and write your answer to each question.

IV. EVALUATION:Distribute cards to each pupil. Have

each pupil read the question with proper intonation, then answer it.

V. ASSIGNMENT:Write 3 questions with falling

intonation.

Remarks:

ENGLISH I

I. OBJECTIVES:Write one’s school, address and

teacherAsk and answer questions about one

self and others.

Values: Neatness

II. SUBJECT MATTER:


Writing one’s school, address and teacher

Talking about one self and others.References: BEC Writing 6 p.7; TM

English 1 pp.9, 11, 14; TM Growing in English 1 pp. 159-160; TM Communicating is Fun 1 pp. 28-30, 96-97; TX Communicating is Fun 1 pp.5, 90, 92, 93

Materials: flashcards, chart, pocket charts, cutouts, puppets.


1. Review:Let the pupils get their paper. Ask

them to write their name, age, and grade.

2. Motivation:Game: Mr. and Mrs. Little

Philippines. Each contestant will choose his / her own questions, then let him / her answer.

B. Presentation:1. Present two puppets of a boy and a

girl. Listen to what they say about themselves.

2. Teacher demonstrates / presents model on how to write the address, school and teacher. See how the first letters are capitalized.

3. Let the pupils get their paper. Tell them to write their names.

4. Let the pupils write on the air the name of their teacher.

5. Let the pupils write on their paper the name of their teacher.

6. Teacher guides the pupils to write correctly. Emphasizes the use of the capital letters on writing the name of their teacher.

7. Ask the pupils to write neatly and correctly.

8. Do the same procedure using the two puppets for the name of school and address.

C. Practice Activity:a. Guided Exercise

Let the pupils write their address, school and teacher using the guided questions.

1. Where do you live?I live in _____.

2. What school are you in?

I’m in _____.b. Independent Exercise

Ask pupils to work by pairs and be the ones to construct their own wh-questions and answer them.

D. GeneralizationHow will you write your address,

school and teacher’s name?

IV. EVALUATION:1. Let the pupils write their name of

school, teacher and address. Let the pupils study their own paper. Ask them how they wrote the first of their school, address and teacher.

2. Pupil / critic the work or the written output of other pupils.

V. ASSIGNMENT:Write your complete address, name

of your school and your teacher’s name again.

Remarks:

ENGLISH I

I. OBJECTIVES:Recognize words through repeated

exposure.Read names of things found in the

classroom.Write the names of things inside the

classroom.

Value: Orderliness

II. SUBJECT MATTER:Recognizing Words through Repeated

ExposureName of Things Found in the

ClassroomPhase of Matter – Solid

Reference: PELC 5 Reading p. 7; Skill Development 1 TX p. 74; Science and Health I Tx pp. 80-90.

Materials: real objects / pictures of things in classroom, show cards YES, NO

III. PROCEDURE:


A. Preliminary Activities:1. Flashcard Drill: Members of the

family.2. Spelling

Members of the family (written). Teacher says the word to be spelled, use it in a sentence, says again the word.

3. Forming picture puzzle:Divide the class into five groups.

Each group will form a picture puzzle given to them.

What are the things you formed? Let each group tell the picture they formed

B. Presentation:1. Look around the classroom. What

are the things you can see? Ask them to point and name the object they see.

2. Present the name of things found in the classroom through flashcards, pictures, real objects.

3. Let the class identify the picture / object and at the same time read the printed name.

4. Guide them to read the words repeatedly: by the whole class, group or pairs.

5. Ask them to name other things found in the classroom.

C. Generalization:Let them read and copy these words

in their writing notebook.chair books picturestable shelf clockeraser trashcan pedestalblackboard

D. Application:a. Guided Exercise:

Show flashcards with names of things found in the classroom.

b. Independent Exercise:Encircle the words that are the

same.

IV. EVALUATION:Copy the letter of the correct name

for each picture.1. eraser a. paper b. eraser c. box2. book a. book b. paper c. bag

3. chair a. chair b. chalk c. desk4. table a. chair b. desk c. table5. trashcan a. can b. chair c. house

V. ASSIGNMENT:Read and spell the words.

1. blackboard 4. pedestal2. pictures 5. clock3. shelf

Remarks: ___ pupils out of ___ pupils achieved the objectives of the lesson.____ proficiency level

ENGLISH I

I. OBJECTIVES:Recognize words using the spelling

pattern, vowel-consonant, consonant-vowel, consonant-consonant.

Read orally high frequency words in running print.

Write words with vowel-consonant, consonant-vowel, consonant-consonant.

Value: Oneness

II. SUBJECT MATTER:Recognizing Spelling Patterns; VC, CV,

CCReading / Writing Words with VC, CV,

CC PatternReference: PELC 6 Reading p. 7;

Communicating is Fun I TX p. 75; Skills Development book in Grade I pp. 79-81, 125, 105

Materials: picture of a family, flashcards of words with VC, CV, CC

III. PROCEDURE:A. Preliminary Activities:

1. Song: Alphabet Song2. Name the picture aloud. Then

write the correct name of each picture. Choose your answer from the list below.

3. How may of you are in the family? What is the work of your father? Mother? Sharing one’s family.


B. Presentation:1. Present the selection “The Family”

through picture.2. Comprehension Check-up:

a. How many are in the family?b. What is the name of father?

Mother? Brother? Sister? Baby?c. Are they together? Why?

3. Write the name of the family member on the board.

4. Show the combination of vowel and consonant letter as shown in the board.

5. Ask them to make the other combinations ( i, o , u ).

C. Generalization:In the VC pattern the words are

formed with vowel followed by a consonant.

In the CV pattern, the words are formed with a consonant followed by a vowel.

In the CC pattern, the words are formed with a consonant followed by another consonant.

D. Writing Activity:Copy the words in your writing

notebook.


Color the kite with the same spelling pattern.

b. Independent Exercise:Check (√) the words that you will

hear.

IV. EVALUATION:Write the spelling pattern of the

following words. VC, CV or CC. Read them.

1. am = _______2. be = _______3. is = _______4. we = _______5. by = _______

V. ASSIGNMENTRead the words VC, CV or CC

pattern in your writing notebook.Remarks: ___ pupils out of ___ pupils achieved the

objectives of the lesson.____ proficiency level

ENGLISH I

I. OBJECTIVES:Read orally high frequency words in

running print. Dolch Basic Sight Words (VCC, VCV, CCC)

Copy high frequency words correctly and neatly.

Value: Carefulness and Neatness

II. SUBJECT MATTER:Dolch’s Basic Sight Words

Reference: BEC-PELC 6 p.7; TM Communicating is Fun pp.86-88; TX p. 74; TX English I

Materials: flashcards, pocket chat.


1. Song: Bow, Bow Belinda

2. Drill:Flashcards reading of words

containing VC, CV, CC pattern.

3. Review:Let the pupils read the sentences

on the chart. Encircle the CVC words.1. The frog hops on the

rock.2. The fat cat sleeps on the

mat.3. The ants have six legs.4. I have a new dress.5. She has a red dress.

4. Motivation:Show some group of words to the

pupils. What is the pattern used in each group of words?

B. Presentation:1. Present some sentences on the

chart.a. The children eat fruits and

vegetables.b. Birds can fly.c. Keep our rivers clean.d. Turn off the lights after using.e. We see with our eyes.


2. Teacher reads each sentence. Let the pupils repeat after the teacher. Underline the VVC, CCV, VCC, CCC, CVV pattern. Unlock words which are not understood.

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

pattern.

2. Recall the standards for reading.

3. Teacher reads the words one spelling pattern at a time. Let the pupils read after the teacher.

4. The pupils read words on the Dolch Basic Sight Word Chart in chorus, by rows and then individually.

D. Generalization:What patterns did we use in reading

and writing the words?

E. Application:1. Guided Exercise: (Racing Game)

Group the pupils into five. Each group has a leader. The pupils will fall in line at a starting area. Teacher flashes some words one at a time.

2. Independent Exercise:Call each pupil to get a star in the

box. Let them read the words written at the back of the stars.

E. Writing Activity:Copy the following words correctly and

neatly.are and eatall you fly

IV. EVALUATION:Call each pupil and let them read five

words in the pocket chart.

V. ASSIGNMENT:Choose three words in the Dolch Basic

Sight Words that you learned today. Use each in a sentence.

Remarks: ___ pupils out of ___ pupils achieved the objectives of the lesson.

____ proficiency level

ENGLISH I

I. OBJECTIVES:Write high frequency words correctly

and neatly.Read orally high frequency words in

running print Dolch Basic Sight Words (VCC, VCV, VVC, CCC)

Value: Neatness


Reference: BEC-PELC 6 p. 7; TM Communicating is Fun p. 86-88; TX p.74

Materials: flashcards, pocket chart


1. Spelling:Dictate the following words. Then

use them in sentences.a. fly – Insects can fly.b. use – We use our ears in

hearing.c. two – Owls have two

nutritious foods.d. eat – We should eat

nutritious foods.e. off – Turn off the faucet.

2. Motivation:Show groups of jumbled letters.

Call some pupils to arrange the letters to form a word.

ees – see ska – askywh – why tou – outlal – all

B. Presentation:Present words in the pocket chart.Ask: Are the words arranged in

spelling pattern? Call a pupil to group the words by spelling pattern. Let the pupils read the words in chorus, by rows and individually.

C. Skill Development:1. Distribute the flashcards to the

pupils. Let them trace the words using their forefinger. Then have them write on their own paper.

2. Observe if they can follow, (using the blue, red, blue line of their paper)

D. Generalization:What should we observe in writing?


Write the following high frequency words on your paper correctly and neatly.

all use see eat flyand are too out

tryany one you

our cryb. Independent Exercise:

Have pupils think and write two other words for each spelling pattern.

IV. EVALUATION:Write the following high frequency

words on your paper.1. fly 4. any2. you 5. try3. out

V. ASSIGNMENT:Have more practice in writing high

frequency words on your paper. Select three words and use each in a sentence.

why any sheall and twothe too tryyou cry off




ENGLISH I


running print. Dolch Basic Sight Words – CVC

Copy high frequency words correctly and neatly.

Values: Carefulness and Neatness

II. SUBJECT MATTER:Dolch Basic Sight Words – CVC

References: BEC PELC; TX Communicating is Fun pp. 86-88; TM Communicating is fun p.74; TM English 1 p.221

Materials: flashcards, pocket chart, Chart


1. Song:When You’re Happy

2. Pronunciation Drill:Have the pupils read the words:

3. Review:Let the children read the

sentences on the chart. Encircle the CV, VC, or CC words.

4. Motivation:Show a group of words to the

pupils. What pattern is used in the group of words?

B. Presentation:Present the sentences on the board.1. The fat cat is on the mat.2. Pat has a red fan.3. Dan did not buy the big can.4. I put my ten pens in the bag.5. The six boys have six bananas.

C. Skill Development:1. Show the Dolch Sight Words on the

Chart. (CVC)2. Recall the standards for reading.3. Teacher reads the words, while

pupils listen. Let the pupils read after the teacher.

4. The pupils read the Dolch Basic Sight Words on the chart by chorus, by rows and then individually.

D. GeneralizationWhat pattern did we use in reading

and writing the words?

E. Application1. Guided Exercise:

Group the pupils by five (5). Teacher flashes the cards. Pupils read the words correctly.

2. Independent Exercise:Call individual pupil to pick a

flower from the flowerpot. Have him/her read the CVC word written at the back of the flower.

E. Writing Activity:Copy the following words correctly and

neatly.

IV. EVALUATION:Distribute a card to each pupil. Call

individual pupil to read the words written on the card he/she is holding:

had buyget nothis him

V. ASSIGNMENT:Choose 5 words from the list of CVC

words. Use each in a simple sentence.Remarks: ___ pupils out of ___ pupils achieved the

objectives of the lesson.____ proficiency level

ENGLISH I

I. OBJECTIVES:Write high frequency words correctly

and neatly. Dolch Basic Sight Words – CVC

Read orally high frequency work.

Values: Carefulness and Neatness

II. SUBJECT MATTER:Dolch Basic Sight Words – CVC

References: BEC PELC; Communicating is Fun pp.86-88; TM Communicating is fun p. 74; TM English 1 p. 221

Materials: Flashcards, chart, pocket; Charts, cutouts, puppets

III. PROCEDURE:


A. Preliminary Activities1. Spelling:

Dictate the following words. Then use them in sentences.

2. Motivation:Let’s play: “Picking Flowers”

Direction: Group the pupils into five. The first group will stand and each pupil picks a flower from the flower pots. Do the same with the second group, third group, fourth group and the last group.What word is written on the flower you are holding? Have each pupil read.

B. Presentation:1. The teacher will read sentences on

the board/chart.a. I can sing and dance.b. Her father is tall.c. I have six pencils.d. The milk is for the baby.e. They run outside.2. Comprehensive Check-up

What CVC word is on the first sentence? The second? The third? The fourth? The fifth?

3. Skills Development a. Flash the cards with CVC words.

Have the pupils read.b. Distribute the flashcards to the

pupils. Let them write the words on their paper.

C. GeneralizationWhat should we observe when writing

the Dolch Basic Sight Words, CVC pattern?

D. Writing1. Setting of standard in writing.2. Write the following CVC words on

your paper neatly and correctly.

E. Exercisesa. Guided Exercise

Clap your hands once if the word I am going to say has a CVC pattern and twice if not.

b. Independent ExerciseDivide the class into Team A

and Team B with a leader each. Provide each leader list of words.

IV. EVALUATION:

Write/Copy 10 CVC words from the Dolch Basic Sight Word’s chart correctly and neatly.

V. ASSIGNMENT:Write/copy 10 CVC words which are

not on your list.


ENGLISH I

I. OBJECTIVES:Read orally, high frequency words in

running print (Dolch’s Basic Sight Words)

Values: Proper Care for Animals

II. SUBJECT MATTER:Reading Orally High Frequency Words

References: PELC III.6 p.7; Communicating is Fun pp. 86-87

Materials: Flashcards, pictures, pocket chart


1. Pronunciation Drill:go me itto he isso of inno or if

2. Unlocking of DifficultiesPresent these words on

flashcards. Read first these words, then ask the children to repeat. Talk about the meaning of these words through pictures/action.

B. During-Reading Activities:1. Present the story to class. Let

pupils listen carefully as teacher reads the story.

2. Guide pupils in reading the story3. Comprehension Check-up

Answering questions based in the story read.


C. Post-Reading Activities1. Ask pupils to read the story again,

by the whole class, by row ten individually.

2. Let them take note of the underlined words in the story.

3. Let pupils read the words.4. Let pupils match the words in

flashcards with the words on the board and chart as they read aloud.

5. Tell the children to copy the words in their notebook.

D. Application1. Guided Exercise: “Word Train”2. Independent Exercise: “Picking

Petals”Pick a petal then read the word

aloud.

IV. EVALUATION:Read the following words orally

fast came shall

warm away play

start pretty funny

V. ASSIGNMENT:Copy and practice reading the

following basic sight words:

have start came only funny

fast shall gave many pretty


ENGLISH I

I. OBJECTIVES:

Write Dolch’s Basic Sight WordsRead orally high frequency words in


Values: Neatness/ Proper use of one’s body parts


References: PELC III.6 p.7

Materials: flashcards, mini board, pocket chart


1. Song: I Have Two Hands

2. Motivation:What part of our body is

mentioned in our song? (hands) What is the use of our hands?

3. Let pupils know that they are going to write the Dolch’s Basic Sight Words.

4. Set the standards in writing.

B. Presentation:1. Present the story “Nena’s Cat”. Let

pupils read the story.

2. Ask questions about the story.

3. Emphasize the underlined words.

4. Teacher writes the words on the board.

5. Let pupils read the words.

C. Post-Writing ActivitiesShow some word cards, let pupils

write the words on their mini-board.

D. Application1. Guided Exercise

Group the pupils into three. Let them choose a leader.

2. Independent ExerciseLet each pupil write one basic

sight word on the board.


IV. EVALUATION:Write the following basic sight

words on your paper. Write neatly and avoid erasures.

1. fast 6. gave

2. want 7. eight

3. start 8. only

4. make 9. carry

5. made 10. very

V. ASSIGNMENT:Write the following basic sight

words in your notebook. Practice reading them at home.


ENGLISH I



Write Dolch’s basic Sight Words

Values: Good habits

II. SUBJECT MATTER:Reading Orally high Frequency Words

References: PELC III.6p.7; Communicating is Fun TM pp. 86-87

Materials: flashcards, pocket chart, pictures, fish bowl (improved)


1. Pronunciation Drill2. Unlocking of Difficulties

Present the following words on flashcards. Talk about the meaning of these words through pictures/action.

3. MotivationWhat are the things that you like

to do most? Do you always do these things? Emphasize the good habits that pupils should possess.

B. During-Reading Activities:1. Present a story about a girl who

likes to do many things.2. Guide pupils in reading the story.3. Comprehension Check-up

a. What is the girl in the story?b. What does she sing?c. What does she read?d. Where does she feed the

chickens?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?

C. Post-Reading Activities1. 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.Ask them to copy the words on the board.

3. Have them read the words

D. Application1. Guided Exercises: “Fishing Bowl”

Pick a word inside the fish bowl then read it aloud.

2. Independent Exercises: “Picking Flowers”

IV. EVALUATION:Read the following words orally,

then write on your paper.1. tell 6. give2. well 7. sing3. asleep 8. bring4. keep 9. better5. live 10. never

V. ASSIGNMENT:Copy and practice reading the

following words:best with pick

went first here

help hurt were



ENGLISH I

I. OBJECTIVES:Write Dolch’s Basic Sight WordsRead orally high frequency words in


Values: Neatness

II.SUBJECT MATTER:Dolch’s Basic Sight Words

References: PELC III.6 p.7; Communicating is Fun TM pp. 86-87

Materials: flashcards, mini-board, pictures, barbeque stick, cut-out balloons


1. Review:What is the use of out hand? (for

writing)2. Motivation:

Do you like to write some words?If you are writing, what should

you remember? (Write neatly)3. Set the standards in writing.

B. During-Writing Activities:1. Present the story “Things I Like To

Do.” Let pupils read the story.2. Discuss the story.3. Emphasize the underline words in

the story.4. Teacher writes the words on the

board.5. Let pupils read the words.6. Present some more basic sight

words on flashcards and on the board.

7. Let the pupils read the words.

8. Let the pupils write the words in their mini-board and later in their notebooks.

well went firstbest with hurtlive going bring

C. Practice Activitya. Guided Exercise

Get one balloon. Read aloud and write on the board the word written on the balloon.

b. Independent Exercise: “Sliding Word”. Ask pupils to

work by pairs and be the ones to construct their own wh-questions and answer them.

IV. EVALUATION:Write these words on your paper.

Remember to write neatly.

1. were 6. went

2. better 7. my-self

3. after 8. with

4. well 9. hurt

5. keep 10. live

V. ASSIGNMENT:Write the following words in your

notebook. Practice reading them at home.

sing here over well hurt

bring never after went


ENGLISH I

I. OBJECTIVES:Read orally high frequency words n


Write Dolch’s Basic Sight Words

Values: Eating the right kind of food



II. SUBJECT MATTER:Reading Orally High Frequency Words

References: PELC III.6 p.7; Communicating is Fun TM pp. 86-87

Materials: flashcards, pictures, pocket chart, box


1. Pronunciation Drill:tell went first sing werewell help hurt going never

2. Unlocking of DifficultiesPresent the following words on

flashcards. Talk about the meaning of these words through pictures/action.

3. MotivationDo you have a garden at home?

B. During-Reading Activities:1. Present the poem to the class.

Read the poem as the pupils.2. Read the poem again, but this

time, let the pupils repeat after the teacher.

3. Have the pupils read the poem by themselves, guide them.

4. Comprehension Check-upa. What kind of a garden is mentioned in the poem?b. What can you say about the garden?c. Where can you find the vegetables?d. Name the vegetables in the garden.e. What can vegetables do to us?

C. Post-Reading Activities 1. Ask pupils to read the poem again;

by the whole class, by group then by individual pupil.

2. Let them note the underline words in the poem.

3. Teacher writes them on the board.4. Have the pupils read the words.

D. Application1. Guided Exercises: “Pick-A-Card”

Arrange the card upside down. Call on individual pupil to pick a card then read it aloud.

2. Independent Exercises: “Word Dice”

Call on pupils to roll the dice, he will then read the word on top, if he reads it, he gets one ( 1 ) point. The pupil who earns more points is the winner.

IV.EVALUATION:Read the following words orally. Read

from column A to column B, then write them on your paper.

A B1. again five2. clean life3. green ride4. seven rise5. taken light

V. ASSIGNMENT:Copy the following words and practice

reading them at home.open kind seven write ridefind taken right white rise


ENGLISH I

I. OBJECTIVES:Write Dolch’s Basic Sight WordsRead orally high frequency words in


Value: Keeping one’s work clean/ Neatness

II. SUBJECT MATTER: Dolch’s Basic Sight Words

Reference: PELC III.6 p.7; Communicating is Fun TM pp. 86-87

Materials: flashcards, crayon, cut outs, pocket chart


1. Motivated Vocabulary DevelopmentCan you write your name on the

board?2. Read the underlined words.

write open lightsfive right clean

Friday, October 01, 2010

white

B. During Writing Activities1. Tell the class that they are going to

write some more basic sight words.2. Present the poem “MY Garden”.3. Let the pupils read the poem.4. Discuss it to class.5. Let them look for the underlined

words in the poem.6. Teacher lists the words on the

board.7. Let the pupils read the words.8. Present some more basic sight

words on flashcards and let them read.

9. Write these words in your paper. Keep it neat. Read.open kind life five find

C. Application1. Guided Exercises: Word Hunt

Post some basic sight words anywhere inside the room.

2. Independent Exercises“Choose your favorite color”.

Pick a crayon, a word is written on it. Write the word on the board then read it aloud.

IV. EVALUATIONRead the following sentences. Look for

the underlined words. Write it on your paper. Keep your work neat.

1. I can write the letters of the alphabet.

2. We are seven in the family.3. Our room is clean.4. The leaves are green.5. I have five marbles.

V. ASSIGNMENTWrite the following basic sight

words n your notebook. Read them at home.

white write right

light rise ride

life five find

kind open taken

seven green clean


ENGLISH I

I. OBJECTIVESRead orally high frequency words in

running print (Dolch Basic Words)Write Dolch Basic Sight Words

Value: Humility


Reference: PELC III.6 p.7Communicating is Fun I TM p. 86; Communicating is Fun I p.74

Materials: printed materials: (Dolch Basic Sight Words) flashcards, chart, cut outs.

III. PROCEDUREA. Pre-reading Activities

1. Start the class with short poems.Ask the pupils to recite the

poems.2. Review

Reading words in flashcards. (Dolch Basic Sight words previously learned)

3. MotivationTeacher shows pictures of a goat

and rabbits and ask the pupils what they see.

B. During Reading Activities1. Teacher presents the following

story. The Big Goat and the Small Rabbits.

2. Comprehension Check upa. What can you say about the

goat?b. Why did the boastful goat laugh

at the small rabbits?c. What did the goat do?d. What did the rabbits say about

the goat?

Tuesday, October 05, 2010

C. Post Reading Activities1. Have pupils read the underlined

words found in the story.2. Group the words as follows:

walkworkcoldholdfour

knowshowsoon

goodwouldcouldshould

fallfullpullcall

smallsomecomeupondown

mustjust

jumplaughstop

about

brownroundfound

around

D. Generalization:Tell the pupils that the words hey have

read are short and simple words that they can read at once when they see them.

E. Application 1. Guided Exercises

Look at the words in each line. Encircle the word that I read.

2. Independent ExercisesTeachers will say a word from

the list (chart). Ask a pupil to write it on chalkboard.

IV. EVALUATION1. Picking Apples

Paste a cut out of a big apple tree on chalkboard. Ask every pupil to pick an apple then read the word written on the other side of the apple.

2. WritingCopying the Dolch Basic Sight

Words.

V. ASSIGNMENTRead the Basic Sight Words at

home. Remarks: ___ pupils out of ___ pupils achieved the

objectives of the lesson. ____ proficiency level

ENGLISH I

I. OBJECTIVES:

Write Dolch’s Basic Sight Words with tall / lower stem letters and small letters

Read orally high frequency words in running print (Dolch’s Basic sight Words)

Value: Neatness


Reference: PELC III.6 p.7; Communicating is Fun I TM p.74; Communicating is Fun I TX pp. 86-87

Materials: flashcards, chart

III. PROCEDUREA. Pre-reading Activities

1. Spelling(CVC Words)bag dog cancat mat cupleg ten sun

mop2. Motivation

Sing the song: I Have Two HandsAsk: What body part is

mentioned in the song?Emphasize the used of the hands

(writing).

B. During Reading Activities1. Teacher demonstrates as she

counts. Let the pupils follow writing on air and on their paper.

2. Proceed with the other groups of letter/words following the same procedure.

3. Present the story “The Big Goat and the small Rabbits.” Emphasize the underlined words in the story. Unlock difficult words.

4. Set the standards in writing.5. Teacher shows a writing model on

a small letters.- small letters – a, c, e, etc.- tall stem letters – b , d , etc.- lower stem letters – p, q, etc.

C. Post Reading Activities1. Cooperative evaluation/critiquing of

written work against criteria standards such as:- Are the letters properly written?- Are they evenly spread?- Do all the letters just touch the

base line?

Wednesday, October 06, 2010

2. Guided ExercisesDivide the class into 3 groups.Show the 3 sets of words on the

chart. Have each group write the words on their paper. Let the groups read the words they have written are the words properly written?

V. EVALUATIONWrite the following words correctly

and neatly on your paper.

walkworkcoldholdknowshow

soongoodcouldwouldshould

brownroundfound

aroundsomecome

fallfullpullcall

small

V. ASSIGNMENTRewrite the words on your writing

pad.Practice reading them at home.

Remarks: ___ pupils out of ___ pupils achieved the objectives of the lesson. ____ proficiency level

ENGLISH I

I. OBJECTIVESFollow simple one-step directions.Give short commands, directions.

Value: Obedience

II. SUBJECT MATTER:Simple One-Step Directions

Reference: PELC 6 p.7 Listening; PELC 6 p.7 Speaking; Fun in English pp. 54-55; Communicating is Fun TX pp. 192-194; Communicating is Fun TM pp. 147-149

Materials: flashcards, pictures


1. Review Reading of basic sight words

previously learned.2. Motivation

Singing the action song “Sit Down”

What did you do while singing the song?

B. Presentation1. Do what the teacher asks you to

do.Stand laughRun jumpSit

2. Show a ball, a chair, a toy car and a bag. Ask four pupils to move the objects by following the directions.

a. Roll the ball on the floor.b. Lift your bag.c. Pull the chair.d. Push the joy car.

What happened to the ball when he releases it?

What did she do with the bag?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 directions, the other follows and vice-versa.

C. GeneralizationWhat are commands/directions?What should you do with commands or

directions given to you?

D. Application1. Guided Exercises:

Let’s play Simon says.The teacher will give the

directions or a pupil can also be the leader later on. The teacher will give the class several directions but only those instructions with the phrase, “Simon says…”are to be acted.

2. Independent ExercisesFollow the directions written on

the board.

IV. EVALUATION:Listen and follow these directions.1. Draw a ball.2. Write a big and small letter Vv.3. Write your grade and section.4. Check the longer pencil.5. Cross out the biggest apple.

V. ASSIGNMENTDo the following directions.

Thursday, October 7, 2010

1. Write the name of your father and mother.

2. Write the 5th letter in the word school.

3. Draw a happy face.


ENGLISH I

I. OBJECTIVES:Give short commands / directionsFollow simple one-step direction

heard.

Value: Obedience

II. SUBJECT MATTER:Giving and Following Commands /Directions

Reference: PELC 6 p.7 Listening; PELC 6 P. 7 Speaking; Fun in English I pp.68-70; 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

Materials: flashcards, charts, real objects, pictures


1. DrillReading of simple one-step

directions.jump open drawstomp close write

2. ReviewDo the following commands. Clap

your hands three times.Please stand.Jump eight times.Please take your seat.

3. MotivationRecitation of rhyme.

Skip high.Skip low.Do it right.Or down you go,

What words tell you what to do?B. Presentation

1. Show some pieces of paper and leaves. Ask two pupils to move the pieces of paper and leaves by the following the directions or commands.

a. Fan the leaves.b. Blow the pieces of paper.

2. Comprehension Check-upa. What happened to the leaves

and to the pieces of paper?b. What made them move?c. What directions were given?

3. Skills DevelopmentShow some pictures. Ask: What

commands can you give?Have them read the different

commands.4. Ask them also to give more

commands that their father, mother, brother, sister and teacher tell them to do.

C. Generalization What are commands?What should we do with the

commands?

D. Application1. Guided Exercises

Group the pupils into seven groups. Assign a leader for each group. Let the leader give the commands listed on a paper being drawn from the box. The members of the group will do the action.

2. Independent ExercisesMatch the picture with the

appropriate command.

IV. EVALUATIONChoose the correct command/direction

about the picture. Write your answer on your paper.

V. ASSIGNMENTWrite 5 commands in you notebook.


ENGLISH I

I. OBJECTIVES


Monday, October 11, 2010

Recognize changes in intonation in dialogs listened to e.g. dialogs between family members

Read words about family membersWrite words about family members

Value: Love and Respect

II. SUBJECT MATTER:Changes in IntonationWords About Family Members

Reference: PELC 7, 7.1 Pages 7-8 TM, Growing in English I, pp. 77-78 TX, Growing in English I, pages 63-65; English I, page 148



1. ReviewReview the rising- falling

intonation in expressions listened to:

Is it raining?Yes, it is?

2. MotivationSing a song, “Are you Sleeping?”

3. Vocabulary DevelopmentShow pictures of the family

members. Then flash some important words which will be used in the dialog and put each under the pictures.

4. Present the pictures. Ask the children what they find in the picture. Identify the characters found in the picture. What do they see? Let them guess what is happening in the picture.

5. Relate the picture with their own experiences. Ask the children to tell stories about their experiences when they reach home from school.

B. During Listening ActivityTeacher reads the dialog.

C. Post Listening Activities1. Comprehension Check up:

a. Who calls Mother?b. What does Mimi ask Mother?

2. Skills developmentAsk questions about the dialog. Call pupils’ attention on the changes in intonation.

D. GeneralizationDid you notice the changes in

intonation?When does my voice go down?When does my voice go up?When you ask questions and the

answer is yes or no, your voice goes up.When you answer questions, your

voice goes down or stays the same.

E. Application1. Guided Exercises:

Let the pupils listen to the dialog.Then let them read the dialog.

2. Independent ExercisesAsk the pupils to listen to the

dialog.

IV. EVALUATION1. Listen carefully as your teacher

reads the following. Write R if the voice goes up and F if the voice goes down.

____1. Donna, did you brush your teeth?

____2. Yes, Mother, I did.

____3. Can you cook adobo?

____4. No, I can’t.

____5. Is Father in the bedroom?

2. Reading and Writing Reading and writing about family members.

V. ASSIGNMENTDraw if the voice goes up, and if

the voice goes down.


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 NounsReference: PELC 7.1 p.8 Speaking; PELC 7

p.8 Reading


1. DrillReading the following words on

the flashcards.boy girl pencilflower dog bagchair table

2. ReviewGive the commands about the

following pictures.3. Unlocking of Difficulties

family members home nouns4. Motivation

Ask: Who are the persons in your home?

Show a picture of a family. Talk about the picture.

Ask: What can you see in the picture? Where is Father? Mother? Brother? Sister? Baby?

B. Presentation1. Teacher presents the lesson by

means of pictures.2. Ask: Who is a farmer?

Who is carrying a basket?Who is pushing a cart?Who is pulling a chair?Who is pushing the door?

3. Have them read the words about the family members on the

Tuesday, October 12, 2010

flashcards whole, by rows and individual like.brother mother

sisterfather sister

4. Call pupils in front to identify the pictures of the members of the family.

C. GeneralizationWho are the members of the family? The members of the family are

father, mother, brother, sister and a baby.

These are nouns Nouns are names of persons.

D. Application1. Guided Exercises

Group the pupils into 2. Assign a leader, and let him pick one picture in front then show it to the group. Let them talk about it in two sentences using singular form of nouns.

2. Independent exercisesLet each pupil pick a picture in

the box and tell something about it.

IV. EVALUATIONPick one picture of a family member

in the basket and tell something about him/her.

V. ASSIGNMENTCut out picture of the members of the

family and be able to tell something about it.


ENGLISH I

I. OBJECTIVESRead words about family membersWrite words about family members

Value: Love and Respect

II. SUBJECT MATTER:Words About Family Members

Reference: PELC III.7, 7.1 TM: English I; TX: English I, p.13



1. DrillFlashcard reading of words in the

CVC spelling pattern.sun can bed

red ratmat met jet fin

tinbag tag fat cat

hat2. Review

What is the pattern used in reading the words?

3. MotivationTeacher shows a picture of a

family. Ask the children found in the picture.Ask:

Who are in the picture?What is Mother doing? The girl?

The baby?

B. During Reading Activities1. Teacher shows the pictures of the

family, then flashes the words and put each under the picture.

2. Present the following story.My Family

3. Comprehension check up:a. How many members are there

in your family?b. How many children are there?c. Who composes your family?d. Who is the youngest?e. Do you love your family?f. Do you show respect to your

mother and father? How?

C. Post Reading Activities1. Present sentences about the

family.a. This is Ben’s family.b. They are five in their family.c. This is Father.d. This is Mother.e. This is Brother.f. This is Sister.g. This is baby.h. The youngest of them all.

2. Ask:

Wednesday, October 12, 2010

Who are the members of Ben’s family?

3. Teacher writes the members of the family on the chalk board.

4. Let the pupils read the words. Let them copy on their paper.

IV. EVALUATIONMatch the picture with the word.

V. ASSIGNMENTCut out picture of a family.Label each family member.


ENGLISH I

I. OBJECTIVESWrite words commonly heard

members of the family.Read orally words commonly heard

members of the family.

Value: Carefulness & neatness

II. SUBJECT MATTER:Writing and Reading Words commonly

HeardReference: PELC 2.3 and 4.4; English I text p.13Materials: flashcards, pocket chart

III. PROCEDUREA. Pre-writing Activities

1. Spelling:Dictate the following words. Use

them in sentence.a. Father – My father works in the

farm.b. Mother – My mother cooks in

the kitchen.c. Baby – The baby has a doll.d. Sister – My sister helps mother

in the kitchen.e. Brother – My brother helps

father in the farm.

2. MotivationEach pupil will pick a fruit from

the tree. Then ask: What word is written on the fruit you picked? Have each pupil read.

B. Presentation1. Teacher reads a story about a

family.Father works in the farm. Mother

works in the school. Brother works in the shoe factory. Sister works in the dress shop. Baby stays at home.

2. Comprehension Check up:a. Who works in the farm?b. What does mother do in school?c. Where does brother work?d. Who works in the dress shop?e. Why do you think baby stays at

home?3. Skills Development

a. Flash the cards of the wordsfather brothermother babysister family

4. Distribute the flashcards to the pupils. (Be sure you have enough copies of the words for all the pupils.)

Let them write the words on their paper. The teacher goes around to see if they copied the words correctly.

C. GeneralizationWhat should we observe when

writing?

IV. EVALUATIONWrite the correct spelling of the

following. Write each word correctly and neatly.

father sister

mother brother

baby family

V. ASSIGNMENTPractice writing the words without

copying at home. Be ready to write each word correctly without pattern.



ENGLISH I

I. OBJECTIVESUse a / an in naming objectsWrite names of common objects

Value: Prepare nutritious foods

II. SUBJECT MATTER:Using a / an in Naming Objects

Reference: PELC 7.1 p.98 Speaking; English I text p.96

Materials: Real objects, things inside the classroom, pictures, flashcards


1. Start the class with a rhyme.Let the pupils recite the rhyme

with action.1, 2, 3, 4, 5, I caught a fish alive.6, 7, 8, 9, 10, I let it go again.

2. DrillReading the basic sight words on

the chart.a an atme the sois on inbe by orhe am it

3. ReviewConduct a guessing game about

things inside the classroom. It is rectangular in shape.We write on it. What it?

(blackboard, paper)

4. MotivationIn our rhyme, how many fish were

caught?How did you know that there is

only one fish?

B. Presentation1. Let the pupils read the words.

an orange an applea hamburgera cake

2. Show other objects or pictures to the class. Have the pupils identify things by using a or an.

3. Call 3 pupils to come in front and write the words on the board. Let the others write on their paper.

C. GeneralizationWhen do we use a? an?

IV. EVALUATION Fill up with a or an on the blank.1. ______ bird2. ______ rose3. ______ arrow4. ______ shark5. ______ egg

V. ASSIGNMENTWrite the name of the following using

a or an. Read you answer.

1. _____ 2. _____

3. _____ 4. _____

5. _____

Remarks: ___ pupils out of ___ pupils achieved the objectives of the lesson.

____ proficiency level

ENGLISH I

I. OBJECTIVES:Use This is / That is with objects. Write names of common objects.

Values: Caring for God’s creation

II. SUBJECT MATTER:Using This is / That is with Objects

References: PELC 7.1 p.8 Speaking; Skills Development Book pp. 52-53; Fun in English I p.82; English I Proded p.53 Science and Health I p.64

Materials: pictures, flashcards


Monday, October 18, 2010

II. PROCEDURE:A. Preliminary Activities

1. Drill:Reading the basic sight words on

the flashcards.about after becauseagain been best

2. Review:Name things using a and an.Let the pupils show an object and

name it using a or an. Example: an eraser a bag

a ball an ink3. Motivation:

Let the pupils recite the poem.What words come before father?

Brother? Baby? How about in Mother and Sister?

B. Presentation:1. Show pictures of girls and boys

who are holding and pointing an object.

2. Have pupils read the sentences by whole class, then by group and then individually.

3. Have pupils read the sentences by whole class, then by group and then individually.

4. Name the objects in the room; outside; etc.

C. Skills development: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 then by individual.

2. Let the pupils point any object found in the classroom using That is.

3. Show the following pictures then complete the sentences by writing the name of object on the blank.

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

D. Application1. Guided exercises:

Have the pupils work in pairs and let them ask and answer questions.

2. Independent Exercises:

Ask the pupil to get a picture from the pocket chart then tell what each person in the picture is saying using This is and That is.

IV. EVALUATION:Fill in the blank with This is or That is.

1. _____ is a blackboard.

2. _____ is a computer.

3. _____ is a cat.

4. _____ is a flower.

5. _____ is a paper.

V. ASSIGNMENT:Connect This is/That is to the picture

on the right.


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;

Communicating is Fun TX pp. 84-85; Communicating is Fun TM pp 93-94; Science and Health I p.79

Materials: pictures, flashcards, cutouts


1. Drill:Reading of words about the

members of the family.2. Review: Who are the members of

the family? Who is the youngest member? Who take good care of the family?

3. Unlocking of DifficultiesThe teacher will unlock the words

through the use of pictures and actions.school classroom

communitylibrary canteen clinictop silence

Keep Quiet4. Motivation

Flash some signs or labels to the pupils and have them do the actions.Silence Go

Stop

B. Presentation:1. Present a dialogue with pictures.

The teacher reads the dialogue then the pupils repeats after the teacher.

2. Comprehension Check upa. Who were in the park?b. What did they see?c. Who like to pick some flowers?d. What did Rita say?

3. Skills DevelopmentShow other labels and signs.

Have the pupils read the labels and sings.

C. GeneralizationWhat are labels and signs that you see

and read?


What are you going to do with the labels, and signs in school and community?

D. Application1. Guided Exercises:

Group the pupils into 7. Assign two labels and signs for each group.

2. Independent Exercises:Picking mangoes. Each pupil will

pick a mango with labels or signs in school and community, then reads it and tells what it means.

IV. EVALUATION:Read each labels and sign then

match it with its corresponding meaning.

1. Men’s Room2. Walk or move forward3. Ladie’s Room4. Keep Quiet5. Do not step on the grass

V. ASSIGNMENT:Write at least 5 labels or signs

found in school or community. Remarks: ___ pupils out of ___ pupils achieved the

objectives of the lesson. ____ proficiency level

ENGLISH I

I. OBJECTIVES:Write the simple labels and signs in

the classroom, school and community.Read simple labels and signs in the

classroom, school and community.

Values: Neatness

II. SUBJECT MATTER:Simple Labels AND Signs in the

Classroom, School and Community.References: PELC 6 p.7; PELC 7.2 p.8

Communicating is Fun TX p.106; Communicating is Fun TM p.102

Materials: flashcards, chart


1. Spelling:

Teacher pronounces the underlined words, then uses it in a sentence and says it again. Then the pupils will write the words on their paper.

2. Motivation:Let’s play “Train, Train Goes

Around”

B. Presentation:1. The teacher will read the dialogues

with expression. Then the pupils will repeat after the teacher. After reading the pupils will act out the dialogues.

2. Comprehension Check upa. Who is hungry?b. Where did Ben and Lito go?c. What should the children

observe when in the library?d. Where did Gina bring Karen?e. What sign was on the green

grass?3. Skills developmenta. Show flashcards with simple signs

and labels in the classroom, school and community. Have the pupils read them as a whole, by group and individually.

C. Generalization:What should we observe when writing

simple signs and labels in the classroom, school and community?

D. Writing Activity1. Setting of standard in writing.2. Write the following simple signs

and labels on your paper neatly.Canteen Men’s RoomLibrary Ladie’s Room Slow Down

E. Application:1. Guided Exercises:

What simple signs and labels do we see in the:

School Classroom Community

2. Independent Exercises:Have pupils word by groups in

preparing a simple sign and label. Have each group leader present the group’s work.

Tuesday, November 2, 2010

IV. EVALUATIONWrite 5 simple signs and labels that

can be found in the classroom, school and community.

V. ASSIGNMENTWrite or copy 5 signs that you can

see in your community.


ENGLISH I

I. OBJECTIVES:Increase one’s vocabulary by learning

antonyms of common words.Use the antonyms of common words in

sentences.

Values: Caring for Plants

II. SUBJECT MATTER:Antonyms

Reference: PELC 7.3 p.8 Communicating is Fun I pp. 88-89, Language Wonders I pp. 193-195, Science and Health I p.76

Materials: real objects, pictures, flashcards

III.PROCEDURE:A. Preliminary Activities

1. Review:Reading of labels and signs in

school and in the community.2. Unlocking of Difficulties

opposite, antonyms3. Motivation

Look at these plants. What can you say about the banana plant? Gabi plant?

B. Presentation:Reading of sentences about the

banana plant and gabi plant.The banana plant is tall.The gabi plant is short.The banana plant has big leaves.The gabi plant has small leaves.Babana plants have soft stem.Gabi plants have soft stems, too.

Banana plants and gabi plants don’t have hard stems.

C. Comprehension Check-Up1. What word describes the banana

plant?2. What word describes the gabi

plant?3. What kind of leaves does a banana

plant have?4. What kind of leaves does a gabi

plant have?5. Do they have hard stems?

Infusion of Value – Do you have plants at home? What do you do with your plants? Let the pupils read the words that are opposite in meaning.

tall – short soft – hard big – small

D. Generalization:What are antonyms?

E. Application:1. Guided Exercises:

Complete the sentence using the antonyms.

2. Independent Exercises:Give the opposite of the following

words.

IV. EVALUATION:Draw a line to join the opposite words.

1. tall big

V. ASSIGNMENT:Put a (√) if the following pairs of words

are opposite in meaning and ( X ) if not.1. beautiful - ugly _____2. clean - tidy _____3. big - small _____4. fast - slow _____5. tall – short _____


ENGLISH I

I. OBJECTIVES:Increase one’s vocabulary by learning

synonyms of common words.

Coconut tree

Use the synonyms of common words in sentences.

Values: Positive Attitude

II. SUBJECT MATTER:Synonyms

References: PELC 7.3 p. 8; Basics and Beyond Language I pp. 112-114

Materials: pictures, real objects, flashcards


1. Review:Give the antonyms of the words.

2. Unlocking of DifficultiesThe same, synonyms

3. MotivationShow pictures of elephant,

carabao, sampaguita flower, gumamela flower, Nora, Mary Ann.

B. Presentation:Reading of sentences about the

pictures.

Elephant is a big animal.Sampaguita is beautifulNora is happy.The carabao is a large animal.Gumamela is pretty.Mary Ann is glad because it’s her birthday.

C. Comprehension Check-up1. 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. Application1. Guided Exercises:

Choose the word in the parenthesis that is the same as the underlined word.

2. Independent Exercises:

Ask pupils to compare two persons or things in the classroom with similar characteristics.

IV. EVALUATION:Connect the word in column A that has

the same meaning in column B. A B

1. small a. big2. tall b. pretty3. beautiful c. tiny4. clean d. high5. large e. tidy

V. ASSIGNMENT:Put a (√) if the following pairs of words

mean the same and (X) if not.____1. gift - present____2. tiny - small____3. fast - quick____4. sad - lonely____5. rich - poor


Documents

guroako.com · Web viewCall on pupils to roll the dice, he will then read the word on top, if he reads it, he gets one ( 1 ) point. The pupil who earns more points is the winner