C.

Generalization:
August 22, 2011 Words with consonant vowel consonant + e or
Monday (CVC+e) pattern have a long a sound. Words with
medial ai have also a long a sound. Long a sounds
ENGLISH I as /ey/.

I. OBJECTIVES: D. Writing:
Identify medial vowel sound /ey/ Write the words in your notebook.
Produce words listened to (/ey/ sound words) /ey/
Read words with medial vowel sound /ey/
Write words with medial vowel sound /ey/ E. Application:
a. Guided Exercise:
Values: Proper care of the body. Fill in the blanks to complete the sentence.
Choose your answer from the box.
II. SUBJECT MATTER:
Medial Vowel Sound /ey/ rain cake
References: Language and Reading I p.59; playmate gate
Fun in English I p. 123 bake
Materials: pictures, flashcards, chart
1. The ______ that Cathy ____ taste delicious.
III. PROCEDURE 2. Myra and May are my _______.
A. Preparatory Activities 3. I knocked at your _______.
1. Song: Rain, Rain Go Away 4. There is a flood because of heavy ________.

2. Drill: b. Independent Exercise:

cat bat pan jam ran Divide the class into four and have each
hat was man ham fan group recite the rhyme with actions.

3. Review: IV. EVALUATION:

What is the medial sound of the words you Write inside the box the name of each object
read? with medial long /a/.
What is the other sound of letter a?
What words have the medial /ey/ sound? V. ASSIGNMENT:
Copy and memorize a rhyme with words having
B. Listening: Speaking, and Reading Activities long /a/. Be ready to recite it in class.
1. Listen to the rhyme:
Read the rhyme after the teacher.
Remarks:
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 Development
Let the pupils read the underlined words,
play, rain, sway. What sound is common
among the words? Then tell them that (long
a sounds /ey/). These words have the long
/a/. Can you give other words with /ey/
sound?
 August 23, 2011 heat read seat week deep deed.
Tuesday
E. Application:
1. Guided Exercise:
Pick out the word that tells about the
picture and read the phrase.
ENGLISH I 2. Independent Exercise:
Add a beginning letter to make new
I. OBJECTIVES: words. Choose your answers from the boxes.
Identify medial sound /iy/ __eat __eat __eet __eep
Read words with medial sound/iy/ __eat __eat __eek
Produce words listened to (words with medial
sound /iy/ b m s h d f w
Write words with medial sound /iy/
IV. EVALUATION:
Values: Cleanliness Copy the word that has a short /iy/ sound.
(Teacher will read the words.)
II. SUBJECT MATTER:
Medial Sound /iy/ 1. rid read red
References: Fun in English I TX p. 165; TM pp. 2. meat meet mate
90-92 3. hit hate heat
Materials: pictures, flashcards, chart 4. her hear here
5. set seat sit
III. PROCEDURE:
A. Preparatory Activities V. ASSIGNMENT:
1. Sharing Period – poems, rhymes, poems Write five words with medial /iy/ sounds.
2. News for the day
Ex. Today is _____, 2002 Remarks:
3. Flashcard drill on words with short /i/.
4. What are the parts of our body? What are ___out of _____pupils achieved ___% of
their uses? proficiency level.

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 pupils
attention to other parts of the body and
their uses using pictures.)
- What should we do with our ears, eyes,
feet, and teeth?
- How do we make our teeth clean? Our
feet? our ears?
- What words in the story have the
medial /iy/ sound as in seat/ (clean,
teeth, see, hear)
3. Skill Development:
Show pictures of words with /iy/ sound.

C. Generalization:
There are words with /iy/ sound as in heat.

D. Writing Activity:
Let pupils copy the words with /iy/ sound.
 B. During Writing:
August 24, 2011 1. Setting the standards in writing.
Wednesday
2. Writing Activity
Write the words on your paper.
ENGLISH I
beak race tail
I. OBJECTIVES: leaf cake pail
Copy words with /iy and /ey/ sound from a meat plate rain
model.
Read words with medial sound /iy/ and /ey/ C .Post Writing Activity:
Produce words listened to
Identify medial sound /iy/ and /ey/ /iy/ /ey/

Values: Cleanliness beak race tail

leaf cake pail
II. SUBJECT MATTER: meat plate rain
Copying from a Model (/iy/ and /ey/ Sound
words) IV. EVALUATION:
References: Fun in English I TX p. 123 Copy the name of the picture on your paper.
Materials: pictures, flashcards Identify the medial sound of each word.

III. PROCEDURE: V. ASSIGNMENT:

A. Preparatory Activities: Copy 2 words with /iy/ sound and 2 words with
1. Recall on words with / iy/ and /ey/ sounds. /ey/ sound.
Have pupils read examples.

2. Ask pupils what preparations they do before

coming to school. Remarks

3. Present story to the class. Pupils read the

story after the teacher. Teacher reads it loud. ___out of _____pupils achieved ___% of
Ask a pupil to read it again. proficiency level.
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.
 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?
August 25, 2011, d. Where does Mike hide?
Thursday
3. Read your answer.

ENGLISH I 4. Generalization:
What is the medial sound of the words kite,
I. OBJECTIVES hide, ride?
Identify medial vowel i sound /ay/ - kite.
Copy words with medial vowel sound /ay – kite C. Application:
Read words medial vowel sound /ay/ -kite. 1. Guided Exercises:
Jump if the word has /ay/ sound. Stand if the
Values: Cooperation word does not have /ay/ sound.

II. SUBJECT MATTER: pipe ink king kite hide

Medial Vowel Sound a /y/ - kite ship ride tie pin dike
References: PELC 2.3 Fun in English p. 151, line nine bill milk five
Justine Balajadia et.al Science and Health (matter),
pp. 80-83, Carmelita C. Coronel et.al. 2. Independent Exercises:
Materials: pictures Distribute words with medial vowel i by
group of pupils. Instruct them to group the
III. PROCEDURE words according to the sound. Then let the
A. Preparatory Activities pupils read their work.
1. Sharing Period: Short Program
Examples of words:
2. Drill: Read the following words.
seat neat thread lead read ship night tie kid ride
beat meat peal teach weak line bile fine pine hike
milk line did bill pin
3. Review: Stand if the word has /ey/ sound. ink bike hide kite dike
( ) seat ( ) neat ( ) thread king like
( ) read ( ) beat ( ) meat
( ) teach ( ) weak IV. EVALUATION:
( ) lead ( ) peak Copy all the words with /ay/ sound from the list
below. Read your list.
4. Motivation: Sing to the tune of
“The More We got Together” Brother fine line fine bill
Mike is hiding on the dike six did cite dike
bit nine bite pin
B. Presentation: hid pipe hide ink
Have you seen a kite? Will you describe a kite? win kite wine kit
Who likes to play a kite in the story? Let’s find
out. V. ASSIGNMENT:
Draw pictures of objects with /ay/ sound.
1. Present the story:
Mike likes to play kite in a wide place. He Remarks:
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 ___out of _____pupils achieved ___% of
insect bites him. “It’s time to go out”, he says.” proficiency level.

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 under
the 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:
___out of _____pupils achieved ___% of
proficiency level.
 C. Reading Courteous Expressions in flashcards or
blackboard. After reading, ask: When do we use
ENGLISH I this expression?

I. OBJECTIVES: D. Generalization:
Use courteous expressions listened to in In greeting someone
appropriate situation (greeting others). 1. We say Good morning or Good afternoon.
Read words used through repeated exposure. 2. We say Hello! To someone whose age is the
Write the appropriate expressions for the given same as ours.
situation. 3. An older person can say Hello! or Hi! To a
younger person.
Value: Be courteous
E. Application:
II. SUBJECT MATTER: a. Guided Exercise:
Courteous Expressions (Greeting Others) Say the correct expression.
Reference: Fun in English I pp. 49-50 (Teacher say the words of greeting, pupils
English I pp. 6-9 will give their response)
Materials: pictures, chart Hi children, (hello teacher)
Good morning. (Good morning)
III. PROCEDURE: How are you today?
A. Preliminary Activities (We are fine, thank you)
1. News for the Day
b. Independent Exercise:
2. Song: Say the correct expression.
Teacher: Good Morning ( 3x )
How are you?
Pupils: Good Morning ( 2x )
We’re fine thank you. IV. EVALUATION:
Listen to situations. Say the correct expressions.
3. How do you greet your teacher this Choose your answer box.
morning? What did you say?
1. You meet your teacher in the morning.
B. Listening and Speaking Activities 2. You meet your friend in the market.
1. Present a picture showing a classroom scene 3. Your classmates greet you on your birthday.
with the teacher and the pupils greeting each 4. Your uncle asks you “How are you?”
other.
The children answer: (pointing to the Answer Box
children’s speech balloon) Hi I’m fine
“Good morning, Miss Rosendo.” Thank you Good afternoon
2. Call on a pupil to come in front. Greet the Good morning
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.

 2. Roll again the show. Now, teacher relates
the story.
ENGLISH I
3. Discussion:
I. OBJECTIVES: Answering questions based on the
Produce expressions listened to situation read.
Read courteous expressions
Use expressions in appropriate situations-taking 4. Generalization:
leave/permission to enter What will you say if you want to go out?
Act out a dialogue If you want to come in? If you’re leaving?

Value: Courtesy/Cleanliness C. Application:

II. SUBJECT MATTER:
Courteous Expressions – Taking Leave /
Permission to Enter
Goodbye, May I go out, May I enter
Reference: PELC 4, 4.1; PELC 11 B.1; TM
English 1 p. 12; TX English 1 p.11 Dr. Araceli
Villamin et al; Communicating is Fun – p. 63
Christine Theresa Madison; Fun in English TM
pp. 32-33; TX p.5 Justine Balajadia et al;
Science and Health 1 p.14 Carmelita Coronel et
al
III. PROCEDURE
A. Preliminary Activities
1. Drill
Flashcard reading.
2. Review
Play, “ Game ka na ba?”
Use tambourine for ringing to answer the
question. (Explain the standard of playing).
Question: What will you say in the
following situation?
a. You meet Mr. Salvador one morning.
b. The principal enters your room one
afternoon.
c. You kiss your mother in the evening
because you want to sleep.
d. You meet Ana, your friend in the evening.
3. Motivation
Sing a song to the tune of “Jack and Jill”
B. Lesson Proper
1. 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.
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:
___out of _____pupils achieved ___% of
proficiency level.
August 26, 2010, Thursday
 September 2, 2011 Friday d. Dramatize the dialogue.
e. Discussion:
Answering questions based in the situation
ENGLISH I read.

I. OBJECTIVES: 2. Skill Development

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
A. Preliminary Activities
1. Sharing Period:
2. Drill
Flashcard reading
May 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.
Give more situations on offering help to
others.
3. Generalization
What do we say if we want to offer help to
others?
What do we say if we accept offer or
help?
C. Application
1. Guided Exercises:
Pupils dramatize the dialogue. They select
their own partner.
2. Independent Exercise:
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.

4. Motivation ____3. You’re welcome.

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:
____4. It’s good you’re hurt.
____5. May I offer a help?
V. ASSIGNMENT
Write a simple dialogue or cut pictures in
offering help.

 Situation 1
Kate and Kristine are going to school. Kristine’s Remarks:
bag is very heavy.
Kate: Kristine, may I help you?
Kristine: Yes, please. You’re so kind. Thank
you. ___out of _____pupils achieved ___% of
Kate: You’re welcome. proficiency level.

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

 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:
A. Preliminary Activities
1. Song
2. Review:
What are the courteous expressions we
used in greeting someone in the morning?
afternoon? evening?
3. Unlocking of difficulties through
demonstration/pictures.
4. Motivation
Have you ever got hurt? How? Why?

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

c. Situation: Present the situation: Say all the

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

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

D. Exercises
1. Guided Exercises
Present the dialogue. Teacher says all the
lines while the pupils listen.
2. Independent Exercises
 Pair work. Have them choose the partner What is the date today? What is the weather
they want. today?

IV.EVALUATION: 2. Drill
Look at each picture. Write the letter of your Flash the names of the pupils. Let the
correct answer. Select your partner and act out the pupils read.
situation shown in the picture.
1. two boys bumped each other. 3. Review
a. Thank you Flash the words with /ay/ sound.
b. I’m sorry
c. You’re welcome 4. Motivation
Sing to the tune of “Alphabet Song”
2. a girl saying I’m sorry
a. Thank you B. Presentation:
b. Hello! 1. Who are the members of the family. Show a
c. It’s alright picture of a family. Then narrate.
2. Pupils repeat reading after the teacher.
V. ASSIGNMENT
Encircle the letter of the correct answer.
3. Comprehension:
You are playing with your friends, outside. Write the question with the configuration
Accidentally, you pushed one of your playmates clues on a chart.
into the canal. What will you say? Do?
a. Say sorry and help him 4. Skills Development:
b. Ignore him Have the words printed in flashcards.
c. Laugh at him
5. Generalization:
What helps you recognize some words?
Remarks:
C. Application
September 2, 2010, Thursday 1. Guided Exercises:
Work by groups. Distribute answer sheets
to the pupils by group.
ENGLISH I
2. Independent exercise
I. OBJECTIVES: Play a game. Show configuration clues for
Recognize words commonly heard through the answer.
Copy words from a model
D. Writing
Value: Caring for the family Copy the following words correctly.

II. SUBJECT MATTER: IV. EVALUATION

Words Commonly Heard Write the missing letters. Copy the box. Read
Copying words from a model (Father, mother, the answers.
brother, sister, baby, family)
Reference: PELC 4.4; English 1 Text, p.13 Dr. V. ASSIGNMENT
Arceli Villamin; Skills Development Book in Cut out pictures of the family. Label each as
English I, pp. 76-77 Mrs. Flocerfina L. Cortez et father, mother, brother, sister, baby.
al; Developing Reading Power I pp.86-87
Concordia C. Loque; Science and health, p.17
Carmelita C. Coronel et al Remarks:

III.PROCEDURE
A. Preliminary Activities
1. Sharing Period:

September 3, 2010, Friday
ENGLISH I
I. OBJECTIVES
Recognize words commonly heard through sight
words, configuration clues
Talk about their favorite animals
Copy words from a model.
Values: Love and Care for Animals
II. SUBJECT MATTER:
Words commonly Heard (Name of Common
Animals)
References: Science and Health 1 pp.30-31;
Language and Reading By Nora Sison pp. 37-39
Materials: pictures of animals, diorama or toy
animals, flashcards of words, chart containing
the story
III. PROCEDURE
A. Preparatory Activities
1. Sharing Period: Reciting poems, rhymes
about animals or songs about animals.
2. Drill
Producing the sound of letter shown.
3. Guess Who Am I?
You and I are faithful friends. Guarding
your house is the role you give. Guess who I
am.
4. What are the other animals in your place?
B. Reading, Speaking, Listening, and Writing
Activities:
1. Show the pictures of animals mentioned in
the story.
2. Comprehension Check-up :
Answering the questions base on the story
heard.
3. Show pictures, diorama or toy animals. Let
pupils identify the animals.
Ask: Do you see these animals in your
place?
4. Identify the animals on p. 31, Science and
Health 1. Have them read and spell out
silently the names of animals.
C. Generalization:
There are different kinds of animals in our place.
We can use configuration clues or letter boxes to
recognize the name of an animal.
D. Practice Exercises:
1. Guided Exercise:
Connect the pictures to the words.
2. Trace the letter form of the word using
configuration clues. Use the words in the
guided exercise or you can add more.
IV. EVALUATION:
Say the name of each animal. Write the name of
the animal in the boxes. Choose your answer from
the box below.
V. ASSIGNMENT:
Draw or cut pictures of animals you see in your
place. Write the names of the pictures. Look for
the correct spelling of words in your Science and
health book p.31.
Remarks:
September 6, 2010, Monday
ENGLISH I
I. OBJECTIVES:
Recognize the rising and falling intonation in
yes-no questions and answer
Ask simple questions based on dialogues
Values: Listening attentively
II. SUBJECT MATTER:
Rising and falling Intonation in Yes/No
Questions
References: BEC Listening 5 p.7; PELC 1.A.4.1;
TM English 1 p. 60; TX Growing in English 1
pp. 48-57; TM Science and Health pp. 14-15;
Skills Development Book in English 1 pp.27-28
Materials: picture of children playing, Changes as
they grow (baby Pictures), big book, flashcards
Pocket charts.
III. PROCEDURE:
A. Preliminary Activities
 1. Song: Are you sleeping? V. ASSIGNMENT:
Draw (↑) if the voice goes up and (↓) if the voice
2. Review: goes down.
Asking and answering question about
one’s self. ____1. Do you want to play?

3. Motivation: ____2. I can dance.

Song: “Jack and Jill”
____3. Do you love your mommy?
B. Presentation:
1. Have you ever played “Hide and Seek?” ____4. Yes, I do.

2. Teacher reads the story about “Hide and ____5. Are you happy?
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. Remarks:

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

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

E. Independent Exercise
Nod your head twice if my voice goes up. Sway
your hip if my voice goes down.

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?


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:
A. Preliminary Activities
1. Drill: Short Program
Flashcards reading on the words based in
the lesson.
2. Review
Call on individual pupils to talk about
themselves using these sentence structures.
3. Motivation:
Now you will learn about others. Who is
your friend or best friend? Can you tell
something about him or her.
B. Presentation:
1. Use two (2) puppets. Let the pupils listen to
what puppets are saying.
2. Record the dialogue. Let the pupils listen to
the dialogue using radio cassette. Tell the
pupils listen carefully.
3. Let the pupils dramatize the dialogue by
asking their classmates name, age, and
grade.
4. Let them read the dialogue written on the
chart. Teacher models pupils to follow.
Emphasize the falling intonation.
5. Writing
Present 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.
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 Exercise
a. Guide pupils in asking and answering wh -
questions.
b. Independent Exercise
Group activity: Group the pupils into two
(2). Group A will ask the questions. Group
B will answer the questions. Have them
switch roles.
E. Application
Act out the dialogue following the patterns
below. Emphasize the falling intonation in wh -
questions.
IV. EVALUATION:
Ask your seatmate about his/her name, age and
grade.

V. ASSIGNMENT:
Answer the following questions.

1. Who is your teacher?

2. Where did you live?

3. What school are you in?

Remarks:

September 8, 2010, Wednesday

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:
A. Preliminary Activities
1. Song: “Are You Ready?”
2. Pronunciation Drill
 Pupils read the words from flashcards Remarks:
had red him got buy
can her did for put September 9, 2010, Thursday
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. Presentation
1. Teacher reads the sentences. Have the pupils
listen.
2. Have the pupils repeat the sentences after
the teacher.
C. Skill Development
1. 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?
ENGLISH I
I. OBJECTIVES:
Write one’s school, address and teacher
Ask 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.
III. PROCEDURE:
A. Preliminary Activities
1. Review:
Let the pupils get their paper. Ask them to
write their name, age, and grade.
2. Motivation:
Game: Mr. and Mrs. Little Philippines.
Each contestant will choose his / her own
questions, then let him / her answer.

E. Application
1. 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.
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. Generalization
How 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:
September 14, 2010, Tuesday
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 pictures
table shelf clock
eraser trashcan pedestal
blackboard

ENGLISH I D. Application:
a. Guided Exercise:
I. OBJECTIVES: Show flashcards with names of things
Recognize words through repeated exposure. found in the classroom.
Read names of things found in the classroom. b. Independent Exercise:
Write the names of things inside the classroom. Encircle the words that are the same.

Value: Orderliness IV. EVALUATION:

Copy the letter of the correct name for each
II. SUBJECT MATTER: picture.
Recognizing Words through Repeated Exposure 1. eraser a. paper b. eraser c. box
Name of Things Found in the Classroom 2. book a. book b. paper c. bag
Phase of Matter – Solid 3. chair a. chair b. chalk c. desk
Reference: PELC 5 Reading p. 7; Skill 4. table a. chair b. desk c. table
Development 1 TX p. 74; Science and Health I 5. trashcan a. can b. chair c. house
Tx pp. 80-90.
Materials: real objects / pictures of things in V. ASSIGNMENT:
classroom, show cards YES, NO Read and spell the words.
1. blackboard 4. pedestal
III. PROCEDURE: 2. pictures 5. clock
A. Preliminary Activities: 3. shelf
1. Flashcard Drill: Members of the family.
2. Spelling Remarks: ___ pupils out of ___ pupils achieved the objectives of
the lesson.
____ proficiency level

September 15, 2010, Wednesday
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.
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.
E. Application:
a. Guided Exercise:
Color the kite with the same spelling
pattern.
b. Independent Exercise:
Check (√) the words that you will hear.

Value: Oneness IV. EVALUATION:

Write the spelling pattern of the following
II. SUBJECT MATTER: words. VC, CV or CC. Read them.
Recognizing Spelling Patterns; VC, CV, CC 1. am = _______
Reading / Writing Words with VC, CV, CC 2. be = _______
Pattern 3. is = _______
Reference: PELC 6 Reading p. 7; Communicating 4. we = _______
is Fun I TX p. 75; Skills Development book in 5. by = _______
Grade I pp. 79-81, 125, 105
Materials: picture of a family, flashcards of words V. ASSIGNMENT
with VC, CV, CC Read the words VC, CV or CC pattern in
your writing notebook.
III. PROCEDURE: Remarks: ___ pupils out of ___ pupils achieved the objectives of the
A. Preliminary Activities: lesson.
____ proficiency level
1. Song: Alphabet Song
2. Name the picture aloud. Then write the
September 16, 2010, Thursday
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
ENGLISH I
one’s family.
I. OBJECTIVES:
B. Presentation:
Read orally high frequency words in running
1. Present the selection “The Family” through
print. Dolch Basic Sight Words (VCC, VCV,
picture.
CCC)
2. Comprehension Check-up:
Copy high frequency words correctly and neatly.
a. How many are in the family?
b. What is the name of father? Mother?
Value: Carefulness and Neatness
Brother? Sister? Baby?
c. Are they together? Why?
II. SUBJECT MATTER:
3. Write the name of the family member on the
Dolch’s Basic Sight Words
board.
Reference: BEC-PELC 6 p.7; TM Communicating
4. Show the combination of vowel and
is Fun pp.86-88; TX p. 74; TX English I
consonant letter as shown in the board.
Materials: flashcards, pocket chat.
5. Ask them to make the other combinations
( i, o , u ).
III. PROCEDURE:
A. Preliminary Activities:
C. Generalization:
1. Song: Bow, Bow Belinda
In the VC pattern the words are formed with
vowel followed by a consonant.
2. Drill:
 Flashcards reading of words containing Call each pupil to get a star in the box.
VC, CV, CC pattern. Let them read the words written at the back
of the stars.
3. Review:
Let the pupils read the sentences on the E. Writing Activity:
chart. Encircle the CVC words. Copy the following words correctly and neatly.
1. The frog hops on the rock. are and eat
2. The fat cat sleeps on the mat. all you fly
3. The ants have six legs.
4. I have a new dress. IV. EVALUATION:
5. She has a red dress. Call each pupil and let them read five words in
the pocket chart.
4. Motivation:
Show some group of words to the pupils. V. ASSIGNMENT:
What is the pattern used in each group of Choose three words in the Dolch Basic Sight
words? Words that you learned today. Use each in a
B. Presentation: sentence.
1. Present some sentences on the chart.
a. The children eat fruits and vegetables.
b. Birds can fly. Remarks: ___ pupils out of ___ pupils achieved the objectives of
c. Keep our rivers clean. the lesson.
____ proficiency level
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:
 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 – ask
ywh – why tou – out
lal – 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?

E. Application:
September 17, 2010, Friday a. Guided Exercise:
Write the following high frequency words
on your paper correctly and neatly.
all use see eat fly
ENGLISH I and are too out try
any one you our cry
I. OBJECTIVES: b. Independent Exercise:
Write high frequency words correctly and Have pupils think and write two other
neatly. words for each spelling pattern.
Read orally high frequency words in running
print Dolch Basic Sight Words (VCC, VCV, IV. EVALUATION:
VVC, CCC) Write the following high frequency words on
your paper.
Value: Neatness 1. fly 4. any
2. you 5. try
II. SUBJECT MATTER: 3. out
Dolch’s Basic Sight Words
Reference: BEC-PELC 6 p. 7; TM V. ASSIGNMENT:
Communicating is Fun p. 86-88; TX p.74 Have more practice in writing high frequency
Materials: flashcards, pocket chart words on your paper. Select three words and use
each in a sentence.
III. PROCEDURE: why any she
A. Preliminary Activities: all and two
 the too try D. Generalization
you cry off What pattern did we use in reading and writing
Remarks: ___ pupils out of ___ pupils achieved the objectives of the words?
the lesson.
____ proficiency level
E. Application
September 20, 2010, Monday 1. Guided Exercise:
Group the pupils by five (5). Teacher
flashes the cards. Pupils read the words
correctly.
2. Independent Exercise:
ENGLISH I
Call individual pupil to pick a flower from
the flowerpot. Have him/her read the CVC
I. OBJECTIVES:
word written at the back of the flower.
Read orally high frequency words in running
print. Dolch Basic Sight Words – CVC
E. Writing Activity:
Copy high frequency words correctly and neatly.
Copy the following words correctly and neatly.
Values: Carefulness and Neatness
IV. EVALUATION:
Distribute a card to each pupil. Call individual
II. SUBJECT MATTER:
pupil to read the words written on the card he/she
Dolch Basic Sight Words – CVC
is holding:
References: BEC PELC; TX Communicating is
had buy
Fun pp. 86-88; TM Communicating is fun p.74;
get not
TM English 1 p.221
his him
Materials: flashcards, pocket chart, Chart
V. ASSIGNMENT:
III. PROCEDURE:
Choose 5 words from the list of CVC words.
A. Preliminary Activities
Use each in a simple sentence.
1. Song:
Remarks: ___ pupils out of ___ pupils achieved the objectives of
When You’re Happy the lesson.
2. Pronunciation Drill: ____ proficiency level
Have the pupils read the words:
September 21, 2010, Tuesday
3. Review:
Let the children read the sentences on the
chart. Encircle the CV, VC, or CC words.
4. Motivation: ENGLISH I
Show a group of words to the pupils.
What pattern is used in the group of words? I. OBJECTIVES:
Write high frequency words correctly and
B. Presentation: neatly. Dolch Basic Sight Words – CVC
Present the sentences on the board. Read orally high frequency work.
1. The fat cat is on the mat.
2. Pat has a red fan. Values: Carefulness and Neatness
3. Dan did not buy the big can.
4. I put my ten pens in the bag. II. SUBJECT MATTER:
5. The six boys have six bananas. Dolch Basic Sight Words – CVC
References: BEC PELC; Communicating is Fun
C. Skill Development: pp.86-88; TM Communicating is fun p. 74; TM
1. Show the Dolch Sight Words on the Chart. English 1 p. 221
(CVC) Materials: Flashcards, chart, pocket; Charts, cutouts,
2. Recall the standards for reading. puppets
3. Teacher reads the words, while pupils listen.
Let the pupils read after the teacher. III. PROCEDURE:
4. The pupils read the Dolch Basic Sight A. Preliminary Activities
Words on the chart by chorus, by rows and 1. Spelling:
then individually. Dictate the following words. Then use
them in sentences.
 2. Motivation: ____ proficiency level
Let’s play: “Picking Flowers”
Direction: Group the pupils into five. The September 22, 2010, Wednesday
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. ENGLISH I
What word is written on the flower you are
holding? Have each pupil read. I. OBJECTIVES:
Read orally, high frequency words in running
B. Presentation: print (Dolch’s Basic Sight Words)
1. The teacher will read sentences on the
board/chart. Values: Proper Care for Animals
a. I can sing and dance.
b. Her father is tall. II. SUBJECT MATTER:
c. I have six pencils. Reading Orally High Frequency Words
d. The milk is for the baby.
e. They run outside. References: PELC III.6 p.7; Communicating is Fun
2. Comprehensive Check-up pp. 86-87
What CVC word is on the first sentence? Materials: Flashcards, pictures, pocket chart
The second? The third? The fourth? The
fifth? III. PROCEDURE:
3. Skills Development A. Preliminary Activities
a. Flash the cards with CVC words. Have 1. Pronunciation Drill:
the pupils read. go me it
b. Distribute the flashcards to the pupils. to he is
Let them write the words on their paper. so of in
no or if
C. Generalization 2. Unlocking of Difficulties
What should we observe when writing the Dolch Present these words on flashcards. Read
Basic Sight Words, CVC pattern? first these words, then ask the children to
repeat. Talk about the meaning of these
D. Writing words through pictures/action.
1. Setting of standard in writing.
2. Write the following CVC words on your B. During-Reading Activities:
paper neatly and correctly. 1. Present the story to class. Let pupils listen
carefully as teacher reads the story.
E. Exercises 2. Guide pupils in reading the story
a. Guided Exercise 3. Comprehension Check-up
Clap your hands once if the word I am Answering questions based in the story
going to say has a CVC pattern and twice if read.
not.
b. Independent Exercise C. Post-Reading Activities
Divide the class into Team A and Team 1. Ask pupils to read the story again, by the
B with a leader each. Provide each leader whole class, by row ten individually.
list of words. 2. Let them take note of the underlined words
in the story.
IV. EVALUATION: 3. Let pupils read the words.
Write/Copy 10 CVC words from the Dolch 4. Let pupils match the words in flashcards
Basic Sight Word’s chart correctly and neatly. with the words on the board and chart as
they read aloud.
V. ASSIGNMENT: 5. Tell the children to copy the words in their
Write/copy 10 CVC words which are not on notebook.
your list.
D. Application
Remarks: ___ pupils out of ___ pupils achieved the objectives of 1. Guided Exercise: “Word Train”
the lesson.
 2. Independent Exercise: “Picking Petals” 2. Motivation:
Pick a petal then read the word aloud. What part of our body is mentioned in
our song? (hands) What is the use of our
IV. EVALUATION: hands?
Read the following words orally
3. Let pupils know that they are going to write
fast came shall the Dolch’s Basic Sight Words.

warm away play 4. Set the standards in writing.

start pretty funny B. Presentation:

1. Present the story “Nena’s Cat”. Let pupils
V. ASSIGNMENT: read the story.
Copy and practice reading the following
basic sight words: 2. Ask questions about the story.

have start came only funny 3. Emphasize the underlined words.

fast shall gave many pretty 4. Teacher writes the words on the board.

5. Let pupils read the words.

Remarks: ___ pupils out of ___ pupils achieved the objectives of
the lesson. C. Post-Writing Activities
____ proficiency level
Show some word cards, let pupils write the
words on their mini-board.

D. Application
1. Guided Exercise
Group the pupils into three. Let them
choose a leader.
September 23, 2010, Thursday
2. Independent Exercise
Let each pupil write one basic sight
word on the board.
ENGLISH I
IV. EVALUATION:
Write the following basic sight words on
I. OBJECTIVES:
your paper. Write neatly and avoid erasures.
Write Dolch’s Basic Sight Words
Read orally high frequency words in running
1. fast 6. gave
print (Dolch’s Basic Sight Words)
2. want 7. eight
Values: Neatness/ Proper use of one’s
body parts 3. start 8. only
II. SUBJECT MATTER: 4. make 9. carry
Dolch’s Basic Sight Words
5. made 10. very
References: PELC III.6 p.7
V. ASSIGNMENT:
Materials: flashcards, mini board, Write the following basic sight words in
pocket chart your notebook. Practice reading them at home.
III. PROCEDURE:
A. Preliminary Activities Remarks: ___ pupils out of ___ pupils achieved the objectives of
1. Song: I Have Two Hands the lesson.
____ proficiency level
 3. Have them read the words
September 24, 2010, Friday
D. Application
1. Guided Exercises: “Fishing Bowl”
Pick a word inside the fish bowl then
ENGLISH I read it aloud.
2. Independent Exercises: “Picking Flowers”
I. OBJECTIVES:
Read orally high frequency words in running IV. EVALUATION:
print (Dolch’s Basic Sight Words) Read the following words orally, then write
Write Dolch’s basic Sight Words on your paper.
1. tell 6. give
Values: Good habits 2. well 7. sing
3. asleep 8. bring
II. SUBJECT MATTER: 4. keep 9. better
Reading Orally high Frequency Words 5. live 10. never

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

TM pp. 86-87 Copy and practice reading the following
Materials: flashcards, pocket chart, pictures, fish words:
bowl (improved) best with pick

III. PROCEDURE: went first here

A. Preliminary Activities
1. Pronunciation Drill help hurt were
2. Unlocking of Difficulties
Present the following words on flashcards.
Talk about the meaning of these words Remarks: ___ pupils out of ___ pupils achieved the objectives of the
lesson.
through pictures/action. ____ proficiency level
3. Motivation
September 27, 2010, Monday
What are the things that you like to do
most? Do you always do these things?
Emphasize the good habits that pupils
should possess. ENGLISH I

B. During-Reading Activities: I. OBJECTIVES:

1. Present a story about a girl who likes to do Write Dolch’s Basic Sight Words
many things. Read orally high frequency words in running
2. Guide pupils in reading the story. print (Dolch’s Basic Sight Words)
3. Comprehension Check-up
a. What is the girl in the story? Values: Neatness
b. What does she sing?
c. What does she read?
II.SUBJECT MATTER:
d. Where does she feed the chickens?
Dolch’s Basic Sight Words
e. Before she goes to sleep, what does
she do?
References: PELC III.6 p.7; Communicating is Fun
f. What kind of girl is Ana?
TM pp. 86-87
g. Do you want to be like her? Why?
Materials: flashcards, mini-board, pictures, barbeque
stick, cut-out balloons
C. Post-Reading Activities
1. Ask pupils to read the story again, by the
III. PROCEDURE:
whole class, by row then by individual
A. Preliminary Activities
pupil.
1. Review:
2. Let them look for the underlined words in
What is the use of out hand? (for writing)
the story.
2. Motivation:
Ask them to copy the words on the board.
Do you like to write some words?
 If you are writing, what should you
remember? (Write neatly) September 28, 2010, Tuesday
3. Set the standards in writing.

B. During-Writing Activities:
1. Present the story “Things I Like To Do.” Let ENGLISH I
pupils read the story.
2. Discuss the story. I. OBJECTIVES:
3. Emphasize the underline words in the story. Read orally high frequency words n running
4. Teacher writes the words on the board. print (Dolch’s Basic Sight Words)
5. Let pupils read the words. Write Dolch’s Basic Sight Words
6. Present some more basic sight words on
flashcards and on the board. Values: Eating the right kind of food
7. Let the pupils read the words.
II. SUBJECT MATTER:
8. Let the pupils write the words in their mini- Reading Orally High Frequency Words
board and later in their notebooks. References: PELC III.6 p.7; Communicating is Fun
well went first TM pp. 86-87
best with hurt Materials: flashcards, pictures, pocket chart, box
live going bring
III. PROCEDURE:
C. Practice Activity A. Preliminary Activities
a. Guided Exercise 1. Pronunciation Drill:
Get one balloon. Read aloud and write tell went first sing were
on the board the word written on the well help hurt going never
balloon. 2. Unlocking of Difficulties
b. Independent Exercise: Present the following words on flashcards.
“Sliding Word”. Ask pupils to work by Talk about the meaning of these words
pairs and be the ones to construct their own through pictures/action.
wh-questions and answer them. 3. Motivation
Do you have a garden at home?
IV. EVALUATION:
Write these words on your paper. Remember to B. During-Reading Activities:
write neatly. 1. Present the poem to the class. Read the
poem as the pupils.
1. were 6. went 2. Read the poem again, but this time, let the
pupils repeat after the teacher.
2. better 7. my-self 3. Have the pupils read the poem by
themselves, guide them.
3. after 8. with 4. Comprehension Check-up
a. What kind of a garden is mentioned in the
4. well 9. hurt poem?
b. What can you say about the garden?
5. keep 10. live c. Where can you find the vegetables?
d. Name the vegetables in the garden.
V. ASSIGNMENT: e. What can vegetables do to us?
Write the following words in your notebook. C. Post-Reading Activities
Practice reading them at home. 1. Ask pupils to read the poem again; by the
whole class, by group then by individual
sing here over well hurt pupil.
2. Let them note the underline words in the
bring never after went poem.
3. Teacher writes them on the board.
4. Have the pupils read the words.
Remarks: ___ pupils out of ___ pupils achieved the objectives of the
lesson.
____ proficiency level D. Application
 1. Guided Exercises: “Pick-A-Card” white
Arrange the card upside down. Call on
individual pupil to pick a card then read it B. During Writing Activities
aloud. 1. Tell the class that they are going to write
2. Independent Exercises: “Word Dice” some more basic sight words.
Call on pupils to roll the dice, he will then 2. Present the poem “MY Garden”.
read the word on top, if he reads it, he gets 3. Let the pupils read the poem.
one ( 1 ) point. The pupil who earns more 4. Discuss it to class.
points is the winner. 5. Let them look for the underlined words in
the poem.
IV.EVALUATION: 6. Teacher lists the words on the board.
Read the following words orally. Read from 7. Let the pupils read the words.
column A to column B, then write them on your 8. Present some more basic sight words on
paper. flashcards and let them read.
A B
1. again five 9. Write these words in your paper. Keep it
2. clean life neat. Read.
3. green ride open kind life five find
4. seven rise
5. taken light C. Application
1. Guided Exercises: Word Hunt
V. ASSIGNMENT: Post some basic sight words anywhere
Copy the following words and practice reading inside the room.
them at home. 2. Independent Exercises
open kind seven write ride “Choose your favorite color”. Pick a
find taken right white rise crayon, a word is written on it. Write the
word on the board then read it aloud.
Remarks: ___ pupils out of ___ pupils achieved the objectives of the
lesson. IV. EVALUATION
____ proficiency level
Read the following sentences. Look for the
Friday, October 01, 2010 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.
ENGLISH I
3. Our room is clean.
4. The leaves are green.
I. OBJECTIVES:
5. I have five marbles.
Write Dolch’s Basic Sight Words
V. ASSIGNMENT
Read orally high frequency words in running
Write the following basic sight words n your
print (Dolch’s Basic Sight Words)
notebook. Read them at home.
Value: Keeping one’s work clean/ white write right
Neatness
light rise ride
II. SUBJECT MATTER:
Dolch’s Basic Sight Words life five find
Reference: PELC III.6 p.7; Communicating is Fun
TM pp. 86-87 kind open taken
Materials: flashcards, crayon, cut outs, pocket chart
seven green clean
III. PROCEDURE
A. Preliminary Activities
1. Motivated Vocabulary Development Remarks: ___ pupils out of ___ pupils achieved the objectives of the
Can you write your name on the board? lesson.
2. Read the underlined words. ____ proficiency level
write open lights
five right clean

Tuesday, October 05, 2010
ENGLISH I
I. OBJECTIVES
Read orally high frequency words in running
print (Dolch Basic Words)
Write Dolch Basic Sight Words
Value: Humility
II. SUBJECT MATTER:
Dolch’s Basic Sight Words
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. PROCEDURE
A. 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. Motivation
Teacher shows pictures of a goat and
about
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 Exercises
Teachers will say a word from the list
(chart). Ask a pupil to write it on
chalkboard.
IV. EVALUATION
1. 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. Writing
Copying the Dolch Basic Sight Words.
V. ASSIGNMENT
Read the Basic Sight Words at home.
Remarks: ___ pupils out of ___ pupils achieved the objectives of the
lesson. ____ proficiency level
Wednesday, October 06, 2010

rabbits and ask the pupils what they see.

B. During Reading Activities ENGLISH I

1. Teacher presents the following story. The
Big Goat and the Small Rabbits. I. OBJECTIVES:
2. Comprehension Check up Write Dolch’s Basic Sight Words with tall /
a. What can you say about the goat? lower stem letters and small letters
b. Why did the boastful goat laugh at the Read orally high frequency words in running
small rabbits? print (Dolch’s Basic sight Words)
c. What did the goat do?
d. What did the rabbits say about the goat? Value: Neatness
C. Post Reading Activities
1. Have pupils read the underlined words
II. SUBJECT MATTER:
found in the story.
Dolch’s Basic Sight Words
2. Group the words as follows:
Reference: PELC III.6 p.7; Communicating is Fun I
walk know good fall
TM p.74; Communicating is Fun I TX pp. 86-87
work show would full
Materials: flashcards, chart
cold soon could pull
hold should call
III. PROCEDURE
four small
A. Pre-reading Activities
some must brown
1. Spelling
come just round
(CVC Words)
upon jump found
bag dog can
down laugh around
cat mat cup
stop
leg ten sun mop
 2. Motivation
Sing the song: I Have Two Hands
Ask: What body part is mentioned in the
song?
Emphasize the used of the hands (writing).
B. During Reading Activities
1. 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 Activities
1. 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?
2. Guided Exercises
Divide 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. EVALUATION
Write the following words correctly and neatly
on your paper.
walk soon brown
work good round
cold could found
hold would around
know should some
show come
V. ASSIGNMENT
Rewrite the words on your writing pad.
Practice reading them at home.
Remarks: ___ pupils out of ___ pupils achieved the objectives of the
lesson. ____ proficiency level
Thursday, October 7, 2010
ENGLISH I
I. OBJECTIVES
Follow 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
III. PROCEDURE
A. Preliminary Activities
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. Presentation
1. Do what the teacher asks you to do.
Stand laugh
Run jump
Sit
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?
fall What did she do with the bag?
full How did he move the chair?
pull How did she move the toy car? What
call commands / directions did they follow?
small 3. Have the pupils work in pairs. One gives
directions, the other follows and vice-versa.
C. Generalization
What are commands/directions?
What should you do with commands or
directions given to you?
D. Application
1. 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 Please take your seat.
but only those instructions with the phrase, 3. Motivation
“Simon says…”are to be acted. Recitation of rhyme.
2. Independent Exercises Skip high.
Follow the directions written on the board. Skip low.
Do it right.
IV. EVALUATION: Or down you go,
Listen and follow these directions. What words tell you what to do?
1. Draw a ball. B. Presentation
2. Write a big and small letter Vv. 1. Show some pieces of paper and leaves. Ask
3. Write your grade and section. two pupils to move the pieces of paper and
4. Check the longer pencil. leaves by the following the directions or
5. Cross out the biggest apple. commands.
a. Fan the leaves.
V. ASSIGNMENT b. Blow the pieces of paper.
Do the following directions. 2. Comprehension Check-up
1. Write the name of your father and mother. a. What happened to the leaves and to the
2. Write the 5th letter in the word school. pieces of paper?
3. Draw a happy face. b. What made them move?
c. What directions were given?
Remarks: ___ pupils out of ___ pupils achieved the objectives of the 3. Skills Development
lesson. Show some pictures. Ask: What
____ proficiency level
commands can you give?
Friday, October 8, 2010
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.
ENGLISH I
C. Generalization
What are commands?
I. OBJECTIVES:
What should we do with the commands?
Give short commands / directions
Follow simple one-step direction heard.
D. Application
1. Guided Exercises
Value: Obedience Group the pupils into seven groups.
Assign a leader for each group. Let the
II. SUBJECT MATTER: leader give the commands listed on a paper
Giving and Following Commands / being drawn from the box. The members of
Directions the group will do the action.
Reference: PELC 6 p.7 Listening; PELC 6 P. 7 2. Independent Exercises
Speaking; Fun in English I pp.68-70; Match the picture with the appropriate
Communicating is Fun TX pp. 196-198; command.
Communicating is Fun TM pp. 72-73; English I
pp. 77-78; Science and Health I p. 125 IV. EVALUATION
Materials: flashcards, charts, real objects, pictures Choose the correct command/direction about the
picture. Write your answer on your paper.
III. PROCEDURE
A. Preliminary Activities V. ASSIGNMENT
1. Drill Write 5 commands in you notebook.
Reading of simple one-step directions. Remarks: ___ pupils out of ___ pupils achieved the objectives of the
jump open draw lesson. ____ proficiency level
stomp close write
Monday, October 11, 2010
2. Review
Do the following commands. Clap your
hands three times.
Please stand. ENGLISH I
Jump eight times.
I. OBJECTIVES
Recognize changes in intonation in dialogs
listened to e.g. dialogs between family members
Read words about family members
Write words about family members
Value: Love and Respect
II. SUBJECT MATTER:
Changes in Intonation
Words About Family Members
Reference: PELC 7, 7.1 Pages 7-8 TM, Growing in
English I, pp. 77-78 TX, Growing in English I,
pages 63-65; English I, page 148
Materials: flashcards, pictures
III. PROCEDURE:
A. Preliminary Activities
1. Review
Review the rising- falling intonation in
expressions listened to:
Is it raining?
Yes, it is?
2. Motivation
Sing a song, “Are you Sleeping?”
3. Vocabulary Development
Show pictures of the family members.
Then flash some important words which will
be used in the dialog and put each under the
pictures.
4. Present the pictures. Ask the children what
they find in the picture. Identify the
characters found in the picture. What do
they see? Let them guess what is happening
in the picture.
5. Relate the picture with their own
experiences. Ask the children to tell stories
about their experiences when they reach
home from school.
When you ask questions and the answer is yes or
no, your voice goes up.
When you answer questions, your voice goes
down or stays the same.
E. Application
1. Guided Exercises:
Let the pupils listen to the dialog.
Then let them read the dialog.
2. Independent Exercises
Ask the pupils to listen to the dialog.
IV. EVALUATION
1. Listen carefully as your teacher reads the
following. Write R if the voice goes up and
F if the voice goes down.
____1. Donna, did you brush your teeth?
____2. Yes, Mother, I did.
____3. Can you cook adobo?
____4. No, I can’t.
____5. Is Father in the bedroom?
2. Reading and Writing
Reading and writing about family
members.
V. ASSIGNMENT
Draw if the voice goes up, and if the voice
goes down.
Remarks: ___ pupils out of ___ pupils achieved the objectives of the
lesson.
____ proficiency level

B. During Listening Activity

Teacher reads the dialog.

C. Post Listening Activities

1. Comprehension Check up:
a. Who calls Mother?
b. What does Mimi ask Mother?
2. Skills development
Ask questions about the dialog. Call pupils’
attention on the changes in intonation.

D. Generalization
Did you notice the changes in intonation?
When does my voice go down?
When does my voice go up?
 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
Reading

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

B. Presentation
1. Teacher presents the lesson by means of
pictures.
2. Ask: Who is a farmer?
Who is carrying a basket?
Who is pushing a cart?
Who is pulling a chair?
Who is pushing the door?
3. Have them read the words about the family
members on the flashcards whole, by rows
and individual like.
brother mother sister
father sister
4. Call pupils in front to identify the pictures of
the members of the family.

Tuesday, October 12, 2010 C. Generalization

Who are the members of the family?
 The members of the family are father,
ENGLISH I mother, brother, sister and a baby.
 These are nouns
  Nouns are names of persons. Who are in the picture?
What is Mother doing? The girl? The
D. Application baby?
1. Guided Exercises
Group the pupils into 2. Assign a leader, B. During Reading Activities
and let him pick one picture in front then 1. Teacher shows the pictures of the family,
show it to the group. Let them talk about it then flashes the words and put each under
in two sentences using singular form of the picture.
nouns.
2. Independent exercises 2. Present the following story.
Let each pupil pick a picture in the box My Family
and tell something about it. 3. Comprehension check up:
a. How many members are there in your
IV. EVALUATION family?
Pick one picture of a family member in the b. How many children are there?
basket and tell something about him/her. c. Who composes your family?
d. Who is the youngest?
V. ASSIGNMENT e. Do you love your family?
Cut out picture of the members of the family and f. Do you show respect to your mother and
be able to tell something about it. father? How?

Remarks: ___ pupils out of ___ pupils achieved the objectives of the C. Post Reading Activities
lesson. ____ proficiency level 1. Present sentences about the family.
Wednesday, October 12, 2010 a. This is Ben’s family.
b. They are five in their family.
c. This is Father.
d. This is Mother.
ENGLISH I e. This is Brother.
f. This is Sister.
I. OBJECTIVES g. This is baby.
Read words about family members h. The youngest of them all.
Write words about family members 2. Ask:
Who are the members of Ben’s family?
Value: Love and Respect 3. Teacher writes the members of the family on
the chalk board.
II. SUBJECT MATTER: 4. Let the pupils read the words. Let them copy
Words About Family Members on their paper.
Reference: PELC III.7, 7.1 TM: English I; TX:
English I, p.13 IV. EVALUATION
Materials: flashcards, pictures Match the picture with the word.

III. PROCEDURE V. ASSIGNMENT

A. Preliminary Activities Cut out picture of a family.
1. Drill Label each family member.
Flashcard reading of words in the CVC
spelling pattern.
sun can bed red rat Remarks: ___ pupils out of ___ pupils achieved the objectives of the
mat met jet fin tin lesson.
____ proficiency level
bag tag fat cat hat
2. Review
What is the pattern used in reading the
words?
3. Motivation Thursday, October 14, 2010
Teacher shows a picture of a family. Ask
the children found in the picture.
Ask: ENGLISH I
 C. Generalization
I. OBJECTIVES What should we observe when writing?
Write words commonly heard members of the
family. IV. EVALUATION
Read orally words commonly heard members of Write the correct spelling of the following.
the family. Write each word correctly and neatly.

Value: Carefulness & neatness father sister

II. SUBJECT MATTER: mother brother

Writing and Reading Words commonly Heard
Reference: PELC 2.3 and 4.4; English I text p.13 baby family
Materials: flashcards, pocket chart
V. ASSIGNMENT
III. PROCEDURE Practice writing the words without copying at
A. Pre-writing Activities home. Be ready to write each word correctly
1. Spelling: without pattern.
Dictate the following words. Use them in
sentence.
a. Father – My father works in the farm. Remarks: ___ pupils out of ___ pupils achieved the objectives of
the lesson.
b. Mother – My mother cooks in the ____ proficiency level
kitchen.
c. Baby – The baby has a doll.
d. Sister – My sister helps mother in the Friday, October 15, 2010
kitchen.
e. Brother – My brother helps father in the
farm. ENGLISH I
2. Motivation
Each pupil will pick a fruit from the tree. I. OBJECTIVES
Then ask: What word is written on the fruit Use a / an in naming objects
you picked? Have each pupil read. Write names of common objects

B. Presentation Value: Prepare nutritious foods

1. Teacher reads a story about a family.
Father works in the farm. Mother works
II. SUBJECT MATTER:
in the school. Brother works in the shoe
Using a / an in Naming Objects
factory. Sister works in the dress shop.
Reference: PELC 7.1 p.98 Speaking; English I text
Baby stays at home.
p.96
2. Comprehension Check up:
Materials: Real objects, things inside the classroom,
a. Who works in the farm?
pictures, flashcards
b. What does mother do in school?
c. Where does brother work?
III. PROCEDURE
d. Who works in the dress shop?
A. Preliminary Activities
e. Why do you think baby stays at home?
1. Start the class with a rhyme.
3. Skills Development
Let the pupils recite the rhyme with
a. Flash the cards of the words
action.
father brother
1, 2, 3, 4, 5, I caught a fish alive.
mother baby
6, 7, 8, 9, 10, I let it go again.
sister family
2. Drill
4. Distribute the flashcards to the pupils. (Be
Reading the basic sight words on the
sure you have enough copies of the words
chart.
for all the pupils.)
a an at
Let them write the words on their paper.
me the so
The teacher goes around to see if they
is on in
copied the words correctly.
be by or
he am it
 3. Review ENGLISH I
Conduct a guessing game about things
inside the classroom. I. OBJECTIVES:
It is rectangular in shape. Use This is / That is with objects.
We write on it. What it? (blackboard, Write names of common objects.
paper)
Values: Caring for God’s creation
4. Motivation
In our rhyme, how many fish were II. SUBJECT MATTER:
caught? Using This is / That is with Objects
How did you know that there is only one
fish? References: PELC 7.1 p.8 Speaking; Skills
Development Book pp. 52-53; Fun in English I
B. Presentation p.82; English I Proded p.53 Science and Health I
1. Let the pupils read the words. p.64
an orange an apple Materials: pictures, flashcards
a hamburger a cake
2. Show other objects or pictures to the class. II. PROCEDURE:
Have the pupils identify things by using a or A. Preliminary Activities
an. 1. Drill:
3. Call 3 pupils to come in front and write the Reading the basic sight words on the
words on the board. Let the others write on flashcards.
their paper. about after because
again been best
C. Generalization 2. Review:
When do we use a? an? Name things using a and an.
Let the pupils show an object and name it
IV. EVALUATION using a or an.
Fill up with a or an on the blank. Example: an eraser a bag
1. ______ bird a ball an ink
2. ______ rose 3. Motivation:
3. ______ arrow Let the pupils recite the poem.
4. ______ shark What words come before father? Brother?
5. ______ egg Baby? How about in Mother and Sister?

V. ASSIGNMENT B. Presentation:
Write the name of the following using a or an. 1. Show pictures of girls and boys who are
Read you answer. holding and pointing an object.
2. Have pupils read the sentences by whole
class, then by group and then individually.
1. _____ 2. _____ 3. Have pupils read the sentences by whole
class, then by group and then individually.
4. Name the objects in the room; outside; etc.
3. _____ 4. _____
C. Skills development:
1. Show several objects on the teacher’s table.
5. _____ Call pupils to go to the table and name an
object using. This is.
Remarks: ___ pupils out of ___ pupils achieved the objectives of the 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.
3. Show the following pictures then complete
the sentences by writing the name of object
Monday, October 18, 2010
on the blank.
C. Generalization:
When do we use This is? That is?

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

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

Thursday, October 21, 2010

 ENGLISH I D. Application
1. Guided Exercises:
I. OBJECTIVES: Group the pupils into 7. Assign two labels
Increase one’s sight vocabulary through reading and signs for each group.
labels and sings in the school and community. 2. Independent Exercises:
Write simple labels and signs in the classroom, Picking mangoes. Each pupil will pick a
school and community. mango with labels or signs in school and
community, then reads it and tells what it
Values: Obedience means.

II. SUBJECT MATTER: IV. EVALUATION:

Labels and Signs in the Classroom, School and Read each labels and sign then match it with
Community its corresponding meaning.
References: PELC 7.2 p.8; PELC 7 p.8; 1. Men’s Room
Communicating is Fun TX pp. 84-85; 2. Walk or move forward
Communicating is Fun TM pp 93-94; Science and 3. Ladie’s Room
Health I p.79 4. Keep Quiet
Materials: pictures, flashcards, cutouts 5. Do not step on the grass

III. PROCEDURE: V. ASSIGNMENT:

A. Preliminary Activities Write at least 5 labels or signs found in
1. Drill: school or community.
Reading of words about the members of Remarks: ___ pupils out of ___ pupils achieved the objectives of the
lesson. ____ proficiency level
the family.
2. Review: Who are the members of the Tuesday, November 2, 2010
family? Who is the youngest member? Who
take good care of the family?
3. Unlocking of Difficulties
ENGLISH I
The teacher will unlock the words through
the use of pictures and actions.
I. OBJECTIVES:
school classroom community
Write the simple labels and signs in the
library canteen clinic
classroom, school and community.
top silence Keep Quiet
Read simple labels and signs in the classroom,
4. Motivation
school and community.
Flash some signs or labels to the pupils
and have them do the actions.
Silence Go Stop Values: Neatness

B. Presentation: II. SUBJECT MATTER:

1. Present a dialogue with pictures. The teacher
reads the dialogue then the pupils repeats
after the teacher.
2. Comprehension Check up
a. Who were in the park?
b. What did they see?
c. Who like to pick some flowers?
d. What did Rita say?
3. Skills Development
Show other labels and signs. Have the
pupils read the labels and sings.
C. Generalization
What are labels and signs that you see and read?
What are you going to do with the labels, and
signs in school and community?
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
III. PROCEDURE:
A. Preliminary Activities
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: ENGLISH I
1. The teacher will read the dialogues with
expression. Then the pupils will repeat after I. OBJECTIVES:
the teacher. After reading the pupils will act Increase one’s vocabulary by learning antonyms
out the dialogues. of common words.
2. Comprehension Check up Use the antonyms of common words in
a. Who is hungry? sentences.
b. Where did Ben and Lito go?
c. What should the children observe when Values: Caring for Plants
in the library?
d. Where did Gina bring Karen? II. SUBJECT MATTER:
e. What sign was on the green grass? Antonyms
3. Skills development Reference: PELC 7.3 p.8 Communicating is Fun I
a. Show flashcards with simple signs and pp. 88-89, Language Wonders I pp. 193-195,
labels in the classroom, school and Science and Health I p.76
community. Have the pupils read them as a Materials: real objects, pictures, flashcards
whole, by group and individually.
III.PROCEDURE:
C. Generalization: A. Preliminary Activities
What should we observe when writing simple 1. Review:
signs and labels in the classroom, school and Reading of labels and signs in school and
community? in the community.
2. Unlocking of Difficulties
D. Writing Activity opposite, antonyms
1. Setting of standard in writing. 3. Motivation
2. Write the following simple signs and labels Look at these plants. What can you say
on your paper neatly. about the banana plant? Gabi plant?
Canteen Men’s Room
Library Ladie’s Room Slow Down B. Presentation:
Reading of sentences about the banana plant and
E. Application: gabi plant.
1. Guided Exercises: The banana plant is tall.
What simple signs and labels do we see in The gabi plant is short.
the: The banana plant has big leaves.
School Classroom Community The gabi plant has small leaves.
Babana plants have soft stem.
Gabi plants have soft stems, too.
2. Independent Exercises: Banana plants and gabi plants don’t have
Have pupils word by groups in preparing a hard stems.
simple sign and label. Have each group
leader present the group’s work. C. Comprehension Check-Up
1. What word describes the banana plant?
IV. EVALUATION 2. What word describes the gabi plant?
Write 5 simple signs and labels that can be 3. What kind of leaves does a banana plant
found in the classroom, school and community. have?
4. What kind of leaves does a gabi plant have?
V. ASSIGNMENT 5. Do they have hard stems?
Write or copy 5 signs that you can see in
your community. Infusion of Value – Do you have plants at
home? What do you do with your plants? Let
Remarks: ___ pupils out of ___ pupils achieved the objectives of the pupils read the words that are opposite in
the lesson.
____ proficiency level
meaning.
tall – short soft – hard
big – small

D. Generalization:
 What are antonyms? Reading of sentences about the pictures.

E. Application: Elephant is a big animal.

1. Guided Exercises: Sampaguita is beautiful
Complete the sentence using the Nora is happy.
antonyms. The carabao is a large animal.
2. Independent Exercises: Gumamela is pretty.
Give the opposite of the following words. Mary Ann is glad because it’s her birthday.

IV. EVALUATION:
Draw a line to join the opposite words. C. Comprehension Check-up
1. tall big 1. What word describes the elephant?
Coconut Carabao? Sampaguita? Nora? Gumamela?
tree Mary Ann?
V. ASSIGNMENT: 2. Infusion of Values:
Put a (√) if the following pairs of words are If you were to choose a friend, what will
opposite in meaning and ( X ) if not. you choose, a happy one or a sad one?
1. beautiful - ugly _____ Why?
2. clean - tidy _____
3. big - small _____ D. Generalization:
4. fast - slow _____ What are synonyms?
5. tall – short _____
Remarks: ___ pupils out of ___ pupils achieved the objectives of the E. Application
lesson. ____ proficiency level 1. 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
ENGLISH I things in the classroom with similar
characteristics.
I. OBJECTIVES:
Increase one’s vocabulary by learning synonyms IV. EVALUATION:
of common words. Connect the word in column A that has the same
Use the synonyms of common words in meaning in column B.
sentences. A B
1. small a. big
Values: Positive Attitude 2. tall b. pretty
3. beautiful c. tiny
II. SUBJECT MATTER: 4. clean d. high
Synonyms 5. large e. tidy
References: PELC 7.3 p. 8; Basics and Beyond
Language I pp. 112-114 V. ASSIGNMENT:
Materials: pictures, real objects, flashcards Put a (√) if the following pairs of words mean
the same and (X) if not.
III. PROCEDURE: ____1. gift - present
A. Preliminary Activities ____2. tiny - small
1. Review: ____3. fast - quick
Give the antonyms of the words. ____4. sad - lonely
2. Unlocking of Difficulties ____5. rich - poor
The same, synonyms
3. Motivation Remarks: ___ pupils out of ___ pupils achieved the objectives of the
Show pictures of elephant, carabao, lesson.
____ proficiency level
sampaguita flower, gumamela flower, Nora,
Mary Ann.

B. Presentation: