School: Grade Level: V

GRADES 1 to 12 Teacher: Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: (WEEK 2) Quarter: 4TH QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities
may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
Grade Level Standards The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest in reading to meet various needs.
A. Content Standards The learner…
listens critically to different text types; expresses ideas logically in oral and written forms;
B. Performance Standards The learner…
demonstrates interest in reading to meet various needs.
C. Learning Competencies/Objectives 1.Restate sentences heard in one’s own 1.Identify different meanings of content Distinguish text-types according to 1. Use compound sentences to show Infer target audience
Write the LC code for each words. specific words (denotation and features (structural and language) – cause and effect.
2. Use appropriate facial expressions. connotation) (Science) Enumeration 2. Show tactfulness when EN5VC-IVb3.7
3. Observe politeness at all times. 2. Read aloud grade level appropriate communicating with others
EN5V-IVb20.1 text with an accuracy rate of 95 – 100%.
EN5LC-IVb3.11 EN5V-IVb20.2 3. Take down relevant notes. EN5G-IVb1.8.1
EN5OL-IVb2.6.1 EN5A-IVb-17
EN5A-IVb-16 EN5RC-IVb3.2. 8
EN5F-IVb-1.6
EN5SS-IVb1.8

II. CONTENT 1.Restating Sentences Heard in One’s Identifying Different Meanings of Content 1.Distinguishing Text-Type According to 1.Using Compound Sentences to Show : Inferring Target Audience
Own Words. Specific Words (Denotation and Features (Structural and Language) Cause and Effect
2.Using Appropriate Facial Expressions. Connotation) (Science) –Enumeration
2.Reading Aloud Grade Level
Appropriate Text with an Accuracy Rate
of 95-100%.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG/Week 2 TG/Week 2 TG/Week 2 TG/Week 2 TG/Week 2
2. Learner’s Material pages LM/Week 2 LM/Week 2 LM/Week 2 LM/Week 2 LM/Week 2
3. Textbook pages

4. Additional Materials from Learning

Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Flashcard,Charts,Pictures,dictionary Flashcard,Charts,Pictures Flashcard,Charts,Pictures Flashcard
Pictures, Charts, flashcards, emoticons Video Clips (Youtube) Projector/laptop Website/Internet (Youtube) Charts
Dictionary Pictures
(different facial expressions)
Vocabulary Worksheet
Cause and Effect Chart
Two Travelers and the Bear
Let the pupils observe the picture below. Review different facial expression Connotation and Denotation Distinguishing text-type Cause and Effect
Ask them to study the emotions expressed
on it. Ask:.Can you imitate the
 expressions?
B. Establishing a purpose for the lesson Let them analyzed the picture B. Ask:
What is the vet doctor told to the child?
Can you restate the words? What is
paraphrasing?
C. Presenting examples/instances of the new At the end of this lesson, you will be able to
lesson restate sentences heard in your own words
and use appropriate facial expressions.
Show the faces again to the pupils
D. Discussing new concepts and practicing B.Explaining the students what to do:
new skills #1
1.Tell the pupils that they are going to
listen to a short story afterwards, the will
answer the comprehension check –up
below the story at “Find and Learn”
2.Teacher reads the short story. Pupils will
listen.
3.Call volunteer/s to restate sentences
heard on his own words.
4.Ask: What values you should observed
during listening to a story and class
discussions?
Look at the picture below
What is in the first picture? Second
picture?
What is the difference between the two
pictures
Today, we’re going to learn the different
meanings of content specific words
(denotation and connotation).
B.Explaining the students what to do
1.Ask the pupils to point out what the two
words’ definitions have in common ..
Continue the comparison and contrast of
the two words until they come up with
which word has the positive and negative
meanings, then introduce the denotation
and connotation.
Show the chart of text type on the
board.
Ask: Do you know what is a text type?
Let the pupils give their opinions about
text type.
Say :The phrase ‘text type’ is a way of
classifying and defining different types
of language interaction, both spoken
and written.It refers to the purpose of a
text and the way it is written.
At the end of the lesson, you will be able
to distinguish text-type according to
features (structural and
language); read aloud grade level
appropriate text with an
accuracy
rate of 95 – 100% and take
down relevant notes.
B.Explaining the students what to do.
1..Show the power point presentation
about the topic.
..\TEXT TYPS.ppt
2..Discuss and explain to the pupils the
text type according to features(structural
and language).Refer
pupils at “Think and Tell”
Ask the pupils the following questions:
 What is inferring?
 What is target?
 When we say “audience”,
to whom do we refer it?
Say: Look at the picture and answer the
following questions:
1. What happened to the boy?
2. Why do you think the boy fell on the
ground?
3.What do you think the reasons why
the boy fell on the ground?
Tell the pupils that at the end of the At the end of the lesson, pupils are
lesson, they will learn to use compound able to infer the target audience.
sentences to show cause and effect and
be tactful in communicating others
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K.Explaining the students what to do 2. Explaining the students
1.Present the chart on the board. what to do
2.Ask pupils to study what is written in Let the pupils study the picture.
the chart. Discuss with them how to infer target
Compound sentences are made up of audience.
two simple sentences connected by a Ask the following questions:
coordinating conjunction. These - What is inferring?
conjunctions are also known as - What is target?
FANBOYS: - Who should be the
F - For audience?
A - And - What are the key aspects
N - Nor would have been chosen to appeal on
B - But the target market?
O - Or
Y - Yet
S– So
Cause is the reason why something
happens.
Effect is the result when something
happens..
Compound sentences show cause and

E. Discussing new concepts and practicing C.Modeling for Students
new skills #2 Teacher will read sentences.
1.Pupils will restate sentences heard on
his/her own words and has (using the facial
expression).
2.Ask :Restate the sentences heard on
one’s own words and give the facial
expression/s based on the feeling/s
expressed
a.His father became worried when she
didn't hear from him for two days. _______
b.Juan is quite shy so he doesn't like
talking to people he doesn't know.
_______
c.A year after being fired from his job,
Marvin is still very bitter. He has a lot of
resentment towards his former boss.
__________
d.Even though I am accustomed to
traveling for business, I still get homesick if
I am away from my home for more than a
week. __________
e.Junie is absolutely furious!! I cannot
believe that my dog chewed my favorite
shoes. Now they're ruined! ____________
2.Modeling for students:
Tell the pupils that they will watch a video
clips about denotation and connotation.
Remind them to observe the standard
rules in watching or viewing video clips,
3.Viewing video clips about denotation
and connotation
C.Modeling for Students
Let the pupils answer the exercises on
“Find and Learn” .
effect.
a.What is a compound sentence?
b.What is cause? Effect?
c.FANBOYS is an acronym for the
coordinating conjunction, what does it
means?
3.Modeling for Students 3.Modeling for Pupils
a.Ask pupils to analyze the sentence in 1.Show the video clips to the
flashcards. pupils. ..\Inferring Audience (1).mp4
What is compound sentence? 2.Have them answer the exercises
What is cause and effect? given in “Try and Learn”
How are you going to write a compound
sentence with cause and effect
relationship?
b. Explain :
The product was rated poorly because it
was below the standard.
What happened? The product was rated
poorly. That is the effect.
Why did it happen? It was below the
standard. That is the cause.
What kind of sentence according to
structure is the sentence above? That is
a compound sentence.
Here is another sentence.
The guests stopped talking when the
president entered the hall.
What happened? The guests stopped
talking. That is the effect.
Why did it happen? The president
entered the room. That is the cause.
Connectors such as because, for this
reason, that is why, so, therefore, for,
and since can be used to show cause-
and-effect relationships.
A cause-and-effect relationship
describes something that happens and
explains why it happens.
Compound sentences are made up of
two simple sentences connected by a
coordinating conjunction. These
conjunctions are also known as
FANBOYS:
F - For
A - And
N - Nor
B - But
O - Or
Y - Yet
S – So
Compound sentences show cause and
effect relationship
 Another example:
My daughter got sick so we
had to cancel our trip.
My daughter got sick
We had to cancel our trip. Two
sentences connected with conjunction
so to form a compound sentence.
My daughter got sick so we had to
cancel our trip.
Cause conjunction
Effect
Give your own examples of compound
sentences that show cause and effect
relationship.
c.Teacher will give more examplesof
compound sentence and let the pupils
identify the cause and effect.

d.Encourage the pupils to give their own

examples of compound sentences.

F. Developing mastery D.Guided Practice:
(Leads to Formative Assessment 3) a.The teacher will show the flashcard with
sentence/s. The teacher will call someone
to read the sentence/s. Then the pupil who
read the sentence/s will call another pupil
to restate the sentences on his/her own
words and use/ show the appropriate facial
expressions stated on the sentence/s. (See
Do and Learn)
4.Comprehension Check-up:
a.What is denotation? Give examples of
denotation.
b.What is connotation? Give examples of
connotation.
c.Using Venn’s diagram, give the
comparison or contrast of the word
denotation and connotation
D.Guided Practice
Below are eight different text types and
the purpose of those texts, but they are
mix up. Decide what the purpose of
each text type is and drag it to the
correct text type to the left.
Match the items on the right to the items
on the left.
4.Guided Practice
Encircle the two ideas expressed in a
compound sentence then underline
once the cause and twice the effect.
a.The dog barked at me because she
was hungry.
b.It was my mom’s birthday today so I
make her a card.
c.She didn’t sleep well last night so she
feels weak today.
d.All her clothes were dirty because her
mother did not washed their clothes.
e.Arnold dives in swimming pool and his
head bump near the side of the pool.
4. Guided Practice
Group Activity
The teacher will group the pupils into
four. Each group will be given an
envelope containing pictures of
different commercials or TV ads.
They will infer who the target
audience in each pictures.
Let them give the following date:
Target audience:
_______________________
Age:
_______________________
Gender:
_______________________
Interest:
_______________________

G. Finding practical applications of concepts
and skills in daily living
E.Group Activity:
a.Group the pupils into four (4).
b.Explain the directions of the activity.
Follow the directions carefully
Game 1- Guessing Game: Each member
in the group will take part in showing the
facial expression without saying the name
of feeling or emotion being expressed. The
other members of the group will guess the
name of emotion/feeling shown true facial
The teacher will guide the pupils in
answering the exercises on LM.
Look at the examples of denotative and
connotative meanings of words.
Choose inside the box the word being
referred by the denotative and connotative
meaning. Write your answer on the first
column.
D.Group Activity::
1.Organize the class into small groups or
E.Group Activity
Exercise 1.Say: Look at the sentences
below, identify their text type and write
these in the column on the right.
Complete this column before saying
your group’s yell.Each group will read
aloud their answer.
5.Group Activity 5. Independent Practice
Directions: Group the pupils into four. Directions: Infer the target audience.
Let them do the assigned activity for Match the words in column A to the
their group words
Group the pupils into four. in column B.
Group I will answer activity A. A B
Group 2 will answer activity B. 1. Seminar/Training Workshop of
Group 3 will answer activity C. Teachers in Math a. Carpenters
Group 4 will answer activity D. 2. How to Make a House
Refer to LM. b. Bakers
 expressions. At the signal of the teacher,
the guessing game will start.
Game 2 – Restate the sentence heard.
The group will fall in line. Each group will
choose their leader. The leader will pick a
folded paper and read silently what is
written on it. After reading what is written ,
he/she will whisper it to the first member in
the line. Then the second will whisper it
othermember behind him/her until all the
members in a group having heard the
sentence being whispered. The last
member will go in front of the class to
restate the sentence heard and shows on
the facial expressions expressed in the
sentence. The group with correct
statement and facial expression will be
given a point.
H. Making generalizations and abstractions What have you learned from today’s
about the lesson lesson? Let the pupils do “Talk about it”
and “Write about it”.
Ask : Read the pointers to remember.
I. Evaluating learning H.Evaluation:
Restate the sentences heard on one’s own
words. Draw appropriate facial expressions
after the sentences.
1.Grandpa was very proud of me when I
got a promotion at work. He took me out to
dinner to celebrate.
2.I'm a little doubtful about whether to get
married or not..
3.We are delighted that you will be coming
to visit us. It will be so nice to have you
here.
4.After waiting in line for an hour at the
bank, the woman grew impatient and left.
5.They were shocked to learn that their
beloved neighbor, Miss Ann, had stolen
their ca
teams with no more than five members in
each group. Then hand each group a
blank “Connotation and Denotation Chart”
2.Explain to the groups that they will
complete the Connotation and Denotation
Chart.
They may use their dictionary to find out
the meaning/s of the words.
Ask the pupils about what they have
learned from today’s lesson.
Let them do the exercises at “ Talked
about it” and “Write about it”
F.Evaluation:
Identify the meaning of words if it is a
connotation, write C, and if it is a
denotation, write D. Write your answer on
the blank.
1. Green
_____ a. Mommy, please buy me a green
apple..
______b. Lino is not a good boy, many of
his classmate .don’t want him in their
group.
He is green minded..
2.Snake
_____ a. Lito saw a big snake in their
backyard.
_____ b. Mario is a snake. He pretends to
be a good boy. He guide his friends ‘
things
but when they were not
around, he get something in their bags.
3.Cool
______a. The weather is verycool.
______b. I like your haircut. It is very cool.
4.Cheap
______a. Linda goes with different man
What have learned from today’s lesson?
(Game ) Pupils will pass a ball while
singing a song. When the song stops,
the one who holds the ball will give what
he/she learned from the day’s topic.
Different text types
Text types as to structures
Text types as to language
Directions: Give the meaning of the
following text type. Write your answer
on the box opposite of the words
TEXT TYPE MEANING
Refer to Lm
Ask: What have you learn on todays’
lesson? Ask the pupils to answer the
activity at “Talk about it “ and “Read
and Write”
8.Evaluation
Directions: Do the following activities:
Activity 1: Read the compound sentence
silently.
Activity 2: Write five (5) compound
sentences. Underline once the cause
and twice the effect . Encircle the
conjunction used in the sentence
3. Making Pastries, Cakes and Breads
c. Teachers
4. Snow White and the Beast
d. Men
5. Wrestling
e. Little boys and girls
Ask the pupils about what they have
learned from the topic. Have them
answer the “ Talk about it”
7.Evaluation
Pupils will be asked to do the following
activity:
1. Think of a commercial or
TV Ads you like. Answer the date
below:
Name of commercial/TV Ads :
_________________________
Target Audience:
__________________________
Age:
__________________________
Gender:
___________________________
Interest:
___________________________
2. Watch a television commercial at
home or find an ad in a newspaper or
magazine
Then , write one paragraph describing
the ad, making an inference about
who the target audience and
explaining why they think such.

J. Additional activities for application or Ask the pupils to do the directions on
remediation “Read and Learn “and “Find and Learn”.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the ___Lesson carried. Move on to the next
evaluation objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
B. No. of learners who require additional ___Pupils did not find difficulties in
activities for remediation who scored answering their lesson.
below 80% ___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their work
on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
C. Did the remedial lessons work? No. of ___ of Learners who earned 80% above
learners who have caught up with the
lesson
D. No. of learners who continue to require ___ of Learners who require additional
remediation activities for remediation
E. Which of my teaching strategies worked ___Yes ___No
well? Why did these work? ____ of Learners who caught up the lesson
that’s why she is being called cheap.
______b. The dress in the store is cheap.
5.Rats
______a. Rats lived in a dark places.
______b. Rats! I left my pocket book in
the car
.
Ask the pupils to answer the activities
under “Learn some more “and “Read and
Learn”
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered
in answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
Ask pupils to answer the work sheet on
learners’ manual.
Tell :To help you better understand the
concept of text types try to match the
examples of particular texts on the right
with the text types on the left by
connecting them to the correct text type.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the questions
asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
Let the pupils do the activity at “ Learn
some more” Encircle the two ideas
expressed in compound sentences then
underline once the cause and twice the
effect.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the questions
asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
 lesson lesson lesson lesson
F. What difficulties did I encounter which my ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
principal or supervisor can help me solve? remediation remediation require remediation require remediation require remediation
G. What innovation or localized materials did I Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
use/discover which I wish to share with ___Metacognitive Development: ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive
other teachers? Examples: Self assessments, note taking Development: Examples: Self Development: Examples: Self Development: Examples: Self Development: Examples: Self
and studying techniques, and vocabulary assessments, note taking and studying assessments, note taking and studying assessments, note taking and studying assessments, note taking and
assignments. techniques, and vocabulary assignments. techniques, and vocabulary techniques, and vocabulary studying techniques, and vocabulary
___Bridging: Examples: Think- ___Bridging: Examples: Think- assignments. assignments. assignments.
pair-share, quick-writes, and anticipatory pair-share, quick-writes, and anticipatory ___Bridging: Examples: ___Bridging: Examples: ___Bridging: Examples:
charts. charts. Think-pair-share, quick-writes, and Think-pair-share, quick-writes, and Think-pair-share, quick-writes, and
anticipatory charts. anticipatory charts. anticipatory charts.
___Schema-Building: ___Schema-Building:
Examples: Compare and contrast, jigsaw Examples: Compare and contrast, jigsaw ___Schema-Building: ___Schema-Building: ___Schema-Building:
learning, peer teaching, and projects. learning, peer teaching, and projects. Examples: Compare and contrast, Examples: Compare and contrast, Examples: Compare and contrast,
jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and
projects. projects. projects.
___Contextualization:  ___Contextualization: 
Examples: Demonstrations, Examples: Demonstrations,
media, manipulatives, repetition, and local media, manipulatives, repetition, and local ___Contextualization:  ___Contextualization:  ___Contextualization: 
opportunities. opportunities. Examples: Demonstrations, Examples: Demonstrations, Examples: Demonstrations,
media, manipulatives, repetition, and media, manipulatives, repetition, and media, manipulatives, repetition, and
local opportunities. local opportunities. local opportunities.
___Text Representation:  ___Text Representation: 
___Text Representation: 
Examples: Student created Examples: Student created
drawings, videos, and games. drawings, videos, and games. ___Text Representation:  ___Text Representation:  Examples: Student created
Examples: Student created Examples: Student created drawings, videos, and games.
___Modeling: Examples: ___Modeling: Examples:
Speaking slowly and clearly, modeling the Speaking slowly and clearly, modeling the drawings, videos, and games. drawings, videos, and games. ___Modeling: Examples:
language you want students to use, and language you want students to use, and ___Modeling: Examples: ___Modeling: Examples: Speaking slowly and clearly, modeling
providing samples of student work. providing samples of student work. Speaking slowly and clearly, modeling Speaking slowly and clearly, modeling the language you want students to
the language you want students to use, the language you want students to use, use, and providing samples of student
Other Techniques and Strategies used: Other Techniques and Strategies used: and providing samples of student work. and providing samples of student work. work.
___ Explicit Teaching ___ Explicit Teaching Other Techniques and Strategies
___ Group collaboration ___ Group collaboration Other Techniques and Strategies used: Other Techniques and Strategies used: used:
___Gamification/Learning throuh play ___Gamification/Learning throuh play ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching
___ Answering preliminary ___ Answering preliminary ___ Group collaboration ___ Group collaboration ___ Group collaboration
activities/exercises activities/exercises ___Gamification/Learning throuh play ___Gamification/Learning throuh play ___Gamification/Learning throuh play
___ Carousel ___ Carousel ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
___ Diads ___ Diads activities/exercises activities/exercises activities/exercises
___ Differentiated Instruction ___ Differentiated Instruction ___ Carousel ___ Carousel ___ Carousel
___ Role Playing/Drama ___ Role Playing/Drama ___ Diads ___ Diads ___ Diads
___ Discovery Method ___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Lecture Method ___ Lecture Method ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
Why? Why? ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Complete IMs ___ Complete IMs ___ Lecture Method ___ Lecture Method ___ Lecture Method
___ Availability of Materials ___ Availability of Materials Why? Why? Why?
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Group member’s ___ Group member’s ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
collaboration/cooperation collaboration/cooperation ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
in doing their tasks in doing their tasks ___ Group member’s ___ Group member’s ___ Group member’s
collaboration/cooperation
___ Audio Visual Presentation ___ Audio Visual Presentation collaboration/cooperation collaboration/cooperation in doing their tasks
of the lesson of the lesson in doing their tasks in doing their tasks ___AudioVisual Presentation
___ Audio Visual Presentation ___ Audio Visual Presentation of the lesson
of the lesson of the lesson