English 8:15-9:45

I. Identify specific sounds from a background of different sounds heard

● loud and soft
Value: Learning to listen

II. Sounds Around

Loud and Soft Sound
Ref. PELC 1 Listening p.27
BEC Prototype p.1-2
Materials : real objects, toys, poster/chart, pictures, boxes

III. A. Pre-Activities
1 Pronunciation Drill
Naming objects through pivtures.
2 Unlocking of Difficulties
Loud and soft sounds- through playing loud and soft music
Ask: What kind of sound do you hear?
3 Motivation
Teacher asks the pupils the sounds that they heard when they were on their way to
school.

B. Presentation
Teacher present songs/rhymes/riddles with action.
1 Kitty, Kitty meow
Kitty, Kitty meow
Kitty, Kitty meow-meow-meow
(substitute Kitty -meow with: doggie-aw, ducky-quack, piggy-oink, etc.)

C. Comprehension Check-up
1 a. What are the animals in the song?
What does Kitty sa? Doggie? Duck?
b. Etc.
What can animals
c. produce?
Which animals can produce loud sound?
d. Soft sound?
2 (Follow the same procedure: object)
3 (Follow the same procedure: trasportation)
What did you do to be able to distinguish loud from soft sound? Did you listen
4 carefully?

D. Generalization
 What can animals/objects/transportation produce?
What kind of soft sounds do animals/objects/transportation produce?

E. Application
1 Guided Exercises
Prepare 2 boxes labeled as:
Loud Sound Soft Sound

Divide the class into 3 groups.

Show pictures of animals/objects/transportation at a time.
Group I - will identify the pictures
Group II - will produce the sound
Group III - will group the picttures as to loud
or soft.
2 Independent Exercises
(Teacher produces each sound)
Draw a long line if it is a loud sound; short line if it is a soft sound.
a. Wee-wee-wee
Tick-tock Tick-
b. tock
Tweet-tweet-
c. tweet
Boom-boom-
d. boom
Chug-chug-
e. chug

IV. Evaluation
Write L if the picture produces a loud sound. S if it produces a soft sound.

V. Assignment
Draw or cut pictures for each of the following:

So
ft
Loud So
Soun un
d d
anima
l animal
objec
t object
 transportati
transportation on
 8:15-
English 9:45

I. Identify specific sounds from a background of different sounds heard

● high and low
Value: Learning to listen

II. Sounds Around

High and Low Sound
Ref. PELC 1 Listening p.27
BEC Prototype p.2-3
Materials : real objects, toys, poster/chart, pictures, basket

III. A. Pre-Activities
1 Review
Produce the sound made by the following:
clock pig
ambulanc
jeep e
dru
dog m
trai
bird n
gun
Tell whether the sound is loud or soft
2 Unlocking of Difficulties
High and low sound- by demonstrating hidh and low sounds.
3 Motivation.
Show miniatures/toys- (animals and transportation) and real objects producing high
and low
sounds.
Call a pupil to give the sound of each.

B. Presentation
1 Divide the class into 3 groups
Give a chart/poster to each group.
Group I-
animals
Group II-
objects
Group III-
transportation
Let each member of the groups name a picture on the chart/poster then imitate the
sound it
produces. The activity will be done one at atime by each group.
 C. Comprehension Check-up
1 What do you call the first chart of pictures? The second? The third?
2 What can they produce?
3 Which can produce high sound? Low sound?
4 were you able to tell whether the sound is high or low? What did you do?

D. Generalization
What kind of sounds do animals/objects/transportation produces?
Some animals/objects/transportation produce high sound.
Some animals/objects/transportation produce low sound.

E. Application
1 Guided Exercises
Raise your right hand for high sound and left for low sound.
a. Moo! Moo!
b. Toot! Toot!
c. Eng! Eng!
2 Independent Exercises
Draw ↑ if the
picture produces
high sound and
↓ if it produces
low sound.

a.

IV. Evaluation
Play the game "Where Do I Belong"
Name
the
picture
then
produce
its
sound.

V. Assignment
Bring objects, miniature transportation/animals that produce high and low sound.
 8:15-
English 9:45

I. Produces vowel sounds listened to.

Copy vowel letters.
Value: Listen Attentively

II. Vowel Sounds Listened To

Copying Vowel Letters
Ref.: PELC 1 Speaking p.27
BEC Prototype pp. 3-4
Materials: pictures, charts, flashcards

III. A. Preliminary Activities

1 Pronunciation Drill
Reading letters of the alphabet through flashcards.
2 Motivation
Tell the pupils that they are going to study about the vowel sounds in our English
alphabet.

B. Presentation
1 Present pictures of objects/things.
2 Say the names of the picture as you put each picture in the pocket chart.
3 Let pupils listen carefully as you name the objects:
apple orange
okr
atis a
ove
ax n
ink umbrella
underwea
igloo r
C. Generalization
What is the sound of /a/, /e/, /i/, /o/, /u/?

D. Guided Exercises
Copy the vowel letter on the blank, then produce the sound:

1.
    owl
    2. avocado
    3. eggplant
4.
    under
 5.
    insect

E. Independent Exercises
Game: Pick a fruit from a tree. Name the picture at the back of the fruit then produce
the
sound of the vowel.

IV. Evaluation
Distribute one picture card to each pupil, let them name the picture and produce the sound of
the
vowel.
Then copy the vowel inside the box.

Example:    
   
   

V. Assignment
Cut-out picture from magazines that begins with a vowel. Bring it to school, name the picture
and produce the vowel sound.

8:15-
English 9:45

I. Produces consonant sounds listened to.

Copy consonant letters.
Value: Listen Attentively

II. Consonant Sounds Listened To

Copying Consonant Letters
Ref.: PELC 1 Speaking p.27
BEC Prototype pp. 4-5
Materials: flashcards, pocket chart, mini board, cut-outs, pictures, paper bag

III. A. Preliminary Activities

1 Drill
Naming pictures with vowel sound.
2 Review
What is the beginning letter of the names of each picture?
3 Motivation
Its fun to study letter sounds, isn't it? Would you like to learn more about the letter
 sounds?
Okay, this time we are going to study consonant sounds.

B. Presentation
Present pictures of objects/things. Pronounce clearly the name of each picture
1 flashed.
Let pupils listen attentively as you name the objects. Put each pictures on the pocket
chart.
flowe
ball r
bag fish
box five
pad van
pan vine
pen violin
Pupils name the picture then tell the beginning letter of each word.(picture with /b/
2 sound
only)Tell the pupils that each word begins with a consonant.
3 Pupils copy the beginning letter on their mini board.
4 Teacher produces the sound of the letter.

C. Generalization
What is the sound of /b/, /p/, /f/, /v/?

D. Guided Exercises
Pupils say correctly the name of each cut-out picture. Produce the sound then write
the
the consonant letter inside the cut-out.

F. Independent Exercises
Picking Flowers in the Garden
Pick a flower. At the back of each flower is a picture. Name the picture and
produce the
consonant sound.

IV. Evaluation
Pick a picture inside a paper bag. Name the picture, produce the consonant sound then copy
the beginning consonant letter of the word.

V. Assignment
Draw four(4) objects beginning with b,v,p,f.
IV.

V.

Time:________________
English _____
I. Produce consonant sounds listened to m, n, r,l.
Copy/trace consonant letters.
Value: Taking care of the animals.

II. Consonant Sounds (m,n,r,l)

Copying/Tracing Consonant Letters
Ref: PELC 1 Speaking p.27
BEC Prototype pp.5-6
Materials: flashcards, pocket chart, pictures

III. A. Preliminary Activities

1 Pronunciation Drill

Teacher present flashcards of the alphabet. Have pupils read.

2 Review
Show pictures with beginning sounds of /b/,/p/,/f/,/v/
Let the pupils say the name of the pictures and the correct sounds.

3 Motivation
Teacher asks what pets they have at home.

B. Presentation
1 Present some pictures. Teacher says the word for each picture like.

2 Let the pupis repeat the name of the pictures.

3 Ask the beginning letter of the pictures. Let the teacher introduce the sounds of the
beginning letter. Let the pupils repeat.
Put all the pictures in the pocket chart. Call on some pupils to get pictures. Ask them
4 to use
the pattern.
Example: m is for monkey
Let us write letters m,n,r,l on the air. Then at the back of your classmates, write the
5 conso-
nant letters using your finger.
6 Call pupils to trace the letter m,n,r,l on the board.
Copy the beginning consonant letters m,n,r,l of the diplayed pictures in the pocket
7 chart.
 C. Generalization
What is the sound of /m/,/n/,/r/,/l/?

D. Application
1 Guided Exercises
Trace the letter of the beginning sound of the picture and produce the sounds.

  eaves

2 Independent Exercises
Call on pupils whose names begin with letter m,n,r,l. Let the pupils produce the
sound of
the beginning letters. Ask them to repeat the sounds.

IV. Evaluation
Box the beginning consonant letter sounds of m,n,r,l in each picture.

1 m n r l

V. Assignment
Draw pictures that begin with m,n,r,l and write the beginning letter.
 8:15-
English 9:45
I. Produce consonantbsounds listened to s, h, c, k and q.
Copy consonant letters.

II. Consonant letters s, h, c, k,q

Copying consonant letters s, h, c, k, q
Ref.: PELC 1 Speaking p. 27
BEC Prototype pp. 6-7
Materials: pictures, cut-outs, flashcards, real objects, box, improvised fishing rod
Value: Listen attentively.

III. A. Preliminary Activities

1 Pronunciation Drill
Reading letters of the alphabet
2 Review
Present pictures with consonant letters m,n,r,l. Pupils name the picture and produce
the
beginning consonant sounds.
3 Motivation
What things can you see in our surroundings? Would you like to talk about them? I
have
here pictures of some of them.

B. Presentation
1 Present pictures to the class. Then say the name of the pictures clearly. Let the pupils
listen attentively as you name the things. Put each picture on the pocket chart.
cak kanga
star house e roo
kangk
snail hat can ong
ham
sun mer car queen
sweat car
er horse t quail
Pupils name the pictures then tell the beginning letter of each word.(picture with /s/
2 only.
Tell the pupils that each word begins with a consonant.
3 Pupils copy the beginning consonant letter on the cardboard.
4 Teacher produces the sound of the letter.
Pupils repeat the sound correctly after the teacher, by the whole class, by groups,
5 then by
individual pupils.
6 Do the same procedure with consonant letters h, c, k, q.
Show some more pictures. Call on individual pupils to name the picture and produce
7 the
consonant sound.
 C. Generalization
What is the sound of /s/?/c/?/h/?/k/?/q/?

D. Application
1 Guided Exercises
Let the pupils get one picture from the chart and identify the consonant sounds.
Call other pupils
to copy the
beginning
consonant letter
inside the box.

2 Independent Exercises
Fishing Game:
Catch fish in the box using the fishing rod. Each fish has a
corresponding picture
name the picture and produce the beginning consonant sounds.

IV. Evaluation
Copy the beginning consonant letter then produce the sound. Write it on the blank.
1.
    knee

V. Assignment
Cut-out pictures that begin with consonant letters s, h, c, k, q.

Time:________________
English _____

I. Produce consonant sounds listened to /d/, /t/, /g/, /j/

Copy consonant letters Dd, Tt, Gg. Jj
Value: Neatness

II. Consonant Letters and Sounds Dd, Tt, Gg, Jj

Ref.: PELC 1 Speaking p.27
BEC Prototype pp. 7-8
Materials: pictures that begin with d,t,g,j

III. A. Preliminary Activities

1 Drill
Reading the letter Dd, Tt, Gg,Jj
 2 Review
Present pictures with beginning sounds of /s/, /h/, /c/, /k/, /q/
Examples:
kit
e
3 Motivation
Let's play "Who wants to be a millionaire?". Present the pictures of dog, table, grapes
and jar.
Direction: In this game, let the pupils guess the beginning letter of each picture.
Arrange
the pictures in alphabetical order.
Order: Let them name each picture.

B. Presentation
1 Present the following pictures that begins with Dd, Tt, Gg,Jj.
door, desk, deer,
Examples: dice
table, top, tent,
turtle
girl, goat, guitar, garland
jam, jeep,
jaw, jet
2 Let the pupils name the pictures.
3 Let them produce the sounds of /d/, /t/ /g/, /j/ through pictures.
4 Let us write on the air the letter Dd, Tt, Gg, Jj.
5 Present the flashcards of the letters. Let the pupils copy them on their paper.
6 In copying the letters, copy it correctly and neatly.
7 Let them produce again the sounds of each letter.

C. Generalization
What is the sound of Dd? Tt? Gg? Jj?

D. Application
1 Guided Exercises
Group the pictures according to their beginning sound.

tree globe
2 Independent Exercises
Game: Spin a wheel
Direction: Group the pupils in to four. Each group will spin the wheel. If the arrow
pointed
into the letter Gg, think of words that have /g/. Then do the same
 direction.

IV. Evaluation
Write the
beginnin
g sounds
of each
picture.
1

V. Assignment
Draw or cut pictures that begin with Dd, Tt, Gg, Jj.

Time:________________
English _____

I. Produce consonant sounds listened to /w/, /x/, /y/, /z/

Copy consonant letters Ww, Xx, Yy, Zz.
Value: Neatness

II. Consonant Letters and Sounds (Ww, Xx, Yy, Zz)

Ref.: PELC 1 Speaking p. 27
BEC Prototype pp. 8-9
Materials: real objects/pictures that begins with Ww, Xx, Yy, Zz.
Story: The Witch

III. A. Preliminary Activities

1 Pronunciation Drill
witch yoyo walked
zeb
pot very ra
caugh
t put
xylop
hone forest
2 Review
Give the beginning sound of the following pictures.

3 Unlocking of
difficulties
through
 pictures/action.
4 Motivation
Have you gone to the zoo? What did you see there?

B. Presentation
1 Present the story to the class. Tell the pupils to listen carefully as the teacher reads
the story.
The Witch
One day, a witch walked around. She saw a boy playing yoyo.
Then, she heard a
sound of a xylophone. She was very happy. She ran to the forest. A big zebra came to
her. A witch caught the zebra and put it in a big pot.

2 Read the story again, then let the pupils read each sentence after the teacher.

C. Comprehension Check-up
1 Who walked one day?
2 What did the witch see?
3 What did the boy play?
4 What sound did the witch hear?
5 How did she feel?
6 What did the witch see in the forest?
7 Where did she put the zebra?
Let the pupils point the words that begin with Ww, Xx, Yy, Zz.
Let them read the words with the picture.
Let the produce the sounds of /w/, /x/, /y/, /z/. Let them write the letters at the back
of
their forefinger. Let them copy the letter Ww, Xx, Yy, Zz on their paper. Tell them
to
copy the letters neatly and correctly.

D. Generalization
What is the sound of Ww? Xx? Yy? Zz?

E. Guided Exercises
Group the pupils into three. The firstgroup will show the pictures that begin with
Ww, Xx,
Yy and Zz. The seecond group will name the pictures and say the begginning
sounds.
The thrid group will write the beginning letter of each picture. The three groups will
rotate
through cycle.
 Grou Group
pI Group II III

/z/ Zz

F. Independent Exercises
Draw one object each beginning with Ww, Xx, Yy and Zz. Write the beginning letter
under
each picture.

IV. Color the pictures that begin with /w/, /x/, /y/, /z/.

V. Assinment
Collect pictures that begin with Ww, Xx, Yy and Zz.
 Time:________________
English _____

I. Develop visual discrimination skills

●similarities and differences as to size and length
Value: Be kind to everyone and be considerate.

II. Similarities and Differences as to Size and Length

Ref.: PELC 1 Reading p. 27
BEC Prototype pp. 10-11
Materials: real objects, two children, pictures and flashcards

III. A. Preliminary Activities

1 Song: Small circle (2X)
Big circle
Small circle (2X)
Big circle
This is my
boat
I'm going to write
This is mama, this is papa
Waving goodbye
 Six times six is thirty six
Six times six makes magic.
2 Review
Cross out the picture that is similar to the
a. first picture.

Exam
ple:

Encircle the picture that is different from the

b. group.
Exam
ple:

3 Motivation
Who wants to describe his/her seatmate?

B. Presentation
Call three pupils to come in front. Let the pupils tell something about their
1 classmates.
2 Write down their answer on the board and read it.
3 Have the pupils take notice of the word's size and length. Let them read the words.
4 Let the pupils play "Group Yourselves". Ask them to roup there selves according to
their height.
5 Discuss how thay are similar or different.
6 Present pictures of three children.

Look at the three children.

1. How are Meliza and Nimfa similar?
2. How are they different?
3. How are Meliza and Avy similar?
4. How are they different?

C. Generalization
How are the children similar? Different?
 How are things similar? Different?

D. Guided Exercises
Gaame: "Bring Me"
Bring me a long
Example: rope.
Bring me a small
ball.

E. Independent Exercise
Encircle the letter of the correct answer.

1. Which is big?

A B

2. Which is long?

A B
3. Who is taller?

A B

IV. Evaluation
Put a
check(/)
to the
objects
that are
similar.

V. Assignment
Cross-out the object that is different from the group.
 1

Time:________________
English _____

I. Identify big and small letters from Aa to Mm.

Write legibly correctly in manuscript form the capital and small letters of the alphabet
Write the letters of the alphabet according to sequence.
Value: Neatness

II. Big and Small Letters from Aa to Mm.

 Sequencing of the Letters of the Alphabet from Aa to Mm.
Ref.: PELC 2-3 Writing p.27
BEC Prototype pp. 11-12
Materials: pictures/cut-outs of the letters of the alphabet/flashcards

III. A. Preliminary Activities

1 Review
Which is different from the group?

Encircle your answer.

a.
2 Unlocking; big, small, sequence/order
3 Motivation
Singing of the alphabet song.
Ask the pupils to name the letters of the alphabet from the song.

B. Presentation
Look at the letters of the alphabet in front. What can you say about each pair? Do
1 they
have the same size? Let them point the big letters then the small letters.
Show a basket with flashcards of big and a small letters. Ask each pupil to get one
2 card.
Let them identify whether it is big or small letter.
This is small letter
Example: c.
This is big letter
D.
Then after identifying put the letters in their corresponding box. (A box for small
letter
and a box for big letters).
Divide the class into two groups. Group one will arrange the big letters in their
3 correct
sequence or order while group two will arrange the small letters in their correct
order.
Each pupil in every group will get one card from the box one at a time. When all of
4 the
cards were already taken, they will place the cards on the pocket chart to where they
belong.
Remind them to arrange the letters in their correct sequence. Then have the pupils
5 read the
letters acoording to their correct sequence.
Let the pupils copy the big and small letters Aa to Mm correctly and neatly on the
6 board.
 C. Generalization
1 How will you describe the letters of the alphabet?
2 How did we arrange the letters?
3 What should we remember in writing the letters?

D. Application
1 Guided Exercises
Distribute the cards with small and big letters Aa to Mm. Let them match the big and
small
letters.
2 Independent Exercises
Write the missing letters of the alphabet from Aa to Mm according to their correct
sequence.
Big Letters
_____ B ______ ______ _______ ______ _______ _______
I _____ _______ ______ _______ ______ _______ P
_______ _______ ________ _______ _______

Small Letters
a ______ _______ _______ ________ _______ ______ h
______ ______ _______ k _______ ________ _______

IV. Evaluation
A. Match the big letter to small letters.

1 C d
2 D m
3 J c
4 M a
5 A j

V. Write the small letters that comes after the big letter.

1 B  
2 E  
3 H  
4 G  
5 F  
 Time:________________
English _____

I. Identify big and small letters from Nn to Zz.

 Write legibly correctly in manuscript form the capital and small letters of the alphabet from Nn
to Zz.
Value: Neatness

II. Big and Small Letters from Nn to Zz.

Sequencing of the Letters of the Alphabet
Letters Writing
Ref.: PELC 2-3 Writing p.27
BEC Prototype pp. 12-13
Materials: Cut-out of letters Nn to Zz, flashcards

III. A. Preliminary Activities

1 Drill: Read the following letters.
A B C D E F G H I J K L M
a b c d e f g h i j k l m
2 Review: Write the missing letters.
A ___ C
a. ____
E ___ ____
b. H
____ J ____ ____
c. M
____ b ____
d. d
____ f ____
e. h
I ____ ____ L
f. ____
3 Motivation: Lets rap
Look at my two
hands
They help me to
write
I can write big
letters
I can write small
letters
Like Nn, Cc, Pp, Qq
Rr, Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz.
How many hands do you have?
What kind of letters can your hands write?
What letters are mentioned in the rap?

B. Presentation
1 Parade of letters
Distribute the flashcards of letters from Nn to Zz to the pupils. Let the pupils march
 around
the room while holding the flashcards. After that, the children will stand in front and
show
the cards to their classmates then they will identify the letters by saying "This is big
letter
N and small letter n . . . Etc"
Show a magic mango tree with many fruits. Tell the pupils that they will pick one
2 mango
fruit at a time. Let them open the mango fruits and find out what letter is written on
it,
then have them arrange the letters according to the correct order or sequence in the
pocket
chart. Then read the said letters.
3 Let the pupils write the big and small letters Nn to Zz on the board according to the
correct sequence or order.

C. Generalization
1 How are the pairs of letters written?
2 How did we arrange the letters of the alphabet?

D. Application
1 Guided Exercises. "Lets Go Fishing"
Each pupil will catch a fish using an improvised fishing rod from the improvised
aquarium. Then let them see what letter is written on the fish.
After fishing, have the pupils match the big and small letters written on the fish.
2 Independent Exercises

Write the missing letters of the alphabet to complete the pattern.

N ____ P
a. ____
r ____ _____
b. u

IV. Evaluation
Write the letters in their correct order.
1 P O
   
R N
  Q ____ ____ ____ ____ ____

V. Assignment
Cut out from magazines or newspaper the letters on a bond paper according to their correct
sequence.
 Time:________________
English _____

I. Identify speech sound

● initial and final consonant sound /p/ and /b/.
Associate names of objects/pictures with their printed symbols/words.
Value: Caring for plants.

II. Initial and Final /p/ and /b/ Sounds

Objects/Pictures - Words Association
Ref.: PELC 2.1 Listening p. 27
PELC 2 Reading p. 27
BEC Prototype pp. 14-15
Materials: real objects, pictuures of words with initial and final /p/ and /b/ sounds

III. A. Preliminary Activities

1 Pronunciation Drill
Produce the different letter sounds learned.
2 Review: Match the big letters with the small ones.
B y
D p
Z d
P b
Y z
3 Motivation: Action Song: Bow-bow-Bow-Belinda
Bow-Bow-Bow Belinda
(3X)
You're the one I love
Both hands up oh Belinda
(3X)
You're the one I love
Back to back oh Belinda
(3X)
You're the one I love
What part of the body were mentioned in the song ?
What are the words that have initial /b/ and final /p/ sound?

B. Presentation
1 The teacher will present a story about plants through the use of pictures.
 Peter's Garden
Peter has a
garden
He has tall plants like papaya and banana
He has also vines like beans and
potatoes
There are also pechay and peanuts around
He waters his plants
everyday.
2 Comprehension Check-up
Who has
a. agarden?
What plants are in his
b. garden?
What does he do to his plants
c. everyday?
3 Values: Infusion
Ask the pupils if they also have plants at home. Let the pupils take turn in asking
their
classmates about their plants at home.
4 Skills Development
Have the pupils name the plants that have initial and final /b/
● and /p/ sounds.
Show some more objects/pictures with initial and final /p/ and /b/
● sounds. Let the pupils
get one and name it, then give its initial
sound.
Show also pictures with final /p/ and /b/ sounds. Have them name
● the pictures and
give their final
sounds.
Initial /p/
sounds

   
   
   
   

Distribute the objects or pictures to the pupils, then let them put the objects to the
5 box to
where it belongs.
6 Reading of words with initial and final /b/ and /p/ sounds.

C. Generalization
 1 What are the initial sounds of pan, peanut, box, basket and bird?
2 What are the final sounds of map, cap and top?

D. Application
1 Guided Exercises. "Spin a Wheel"
If the points to 1, give words with initial p, if 2 give with initial b,
if 3, words with final p
and if 4, words with final b. (The pupil who gave more correct words will be the
winner.
2 Independent Exercises
Encircle the correct initial sound of the picture.

1 /b/ /p/ /d/ /f/

IV. Evaluation
Write the letters that stands for the beginning or final sound.

V. Assignment
Cut 5 pictures with initial /p/ and /b/ sounds. Then paste them on your notebook.
 Time:________________
English _____

I. Identify speech sound

● initial and final consonant sound /f/ and /v/
Associate names of objects/pictures with their printed symbols/words.
Value: Caring for our body.

II. Initial and Final /f/ and /v/ Sounds

Objects/Pictures - Words Association
Ref.: PELC 2 Listening
PELC 2 Reading
BEC Prototype pp. 15-17
Materials: real objects, picture of words with initial and final /f/ and /v/ sounds.

III. A. Preliminary Activities

1 Pronunciation Drill
Reading of words with initial and final /p/ and /b/ sounds.
pan box
pen bell
cup crab
lip web
2 Review:
Clap your hands once if the picture has initial /p/ sound and twice if it has final /p/
sound.
Stomp your feet once if the picture has initial sound /b/ and twice if it has final /b/
sound.
(Pictures will be flashed by the teacher).
 3 Unlocking of Difficulties
vendo frui
r ts
giv
vegetables e
vitam
ins life
4 Motivation
Let's play "Bring Me". Ask pupils to bring objects that have initial and final /f/ and
/v/
sounds.

B. Presentation
1 The teacher will read a story using some real objects and pictures.
Fely is a vendor. She sell fruits and vegetables at the market
everyday. She says
that fruits and vegetables are good source of vitamins. Eating vegetables and fruits
everyday will give you long life.
2 Comprehension Check-up
Who is the
a. vendor?
What does she
b. sell?
What does she say about fruits and
c. vegetables?
What will happen to us if we eat fruits and vegetables
d. everyday?
What other food do you think will make us
e. strong and healthy?
3 Skill Development
What words are found in the story with initial and final /v/ and /f/
sounds?
Show other objects/pictures of words with initial and final /f/ and /v/
4 sounds.

       

  4    
Let the pupils name the objects or pictures. Ask which picture has initial /f/ and the
5 one
with final /f/.
Do the same procedure in asking question about the pictures with initial and final /v/
sounds.
6 Have the pupils read all the words with initial and final /f/ and /v/ sounds.
fan leaf van cave
fat scarf vest hive
 form roof volcano five
feet elf vinegar dove

C. Generalization
1 What are the initial sounds of feet, flower, volcano and vine?
2 What are the final sounds of roof, leaf, cave, have, hive and save?

D. Application
1 Guided Exercises
Pupil will get picture, then will name it. Then gives its initial sound or finanl sound
and
paste it to the correct column on the board.
Init
Initial Final ial / Final /
/f/ /f/ v/   v/
       
       
       
2 Independent Exercises
Encircle the word that has different initial
sound.
1. vine, vest, fest
2. fan, four, vat
3. form, violet, food
4. veil, vase, face
5. fat, fork, vowel

IV. Evaluation
Write the letter of the initial or final sound of each picture.

____i
1 nta

V. Assignment
Write yes if the word has initial /v/ and /f/ sounds and no if the word has final /v/ sounds.

1.
    father
2.
    cave
 Time:________________
English _____

I. Identify speech sound

● initial and final consonant sound /d/ and dz/.
Associate names of objects/pictures with their printed symbols/words.
Value: Caring for the animals.

II. Initial and Final /d/ and /dz/ Sounds

Objects/Pictures - Association
Ref.: PELC 2 Listening p. 27
PELC 2 Reading p. 27
BEC Prototype pp. 17-18
Materials: real objects, pictures of words with initial and final /d/ and /dz/ sounds
III. A. Preliminary Activities
1 Pronunciation Drill
Reading of words with initial and final /f/ and /v/ sounds.
fan leaf van dove
feet roof vest cave
2 Review
Let the pupils name the pictures on column A and give their initial sounds. Have
them also
name the picture on column B and give their final sounds.
Column A Column B

         

  4     5
3 Motivation
Teacher teaches the song with the tune of B-I-N-G-O
"Little Julie had a
dog
And Dodie was his
name oh
D-o-d-i-e (3X)
And Dodie was his name
oh"
Who has adog?
What is the name of her dog?
In what letters do Julie and Dodie begins?

B. Presentation
The pupils will watch the animals that live in land on the movie roll. After watching,
1 have
the pupils name the animals that live on land. Ask them how they can show their care
for
them. Then have them name those animals that have initial and final /d/ sound.
The teacher will also show objects or pictures of words like drum,dress, jar, juice,
2 jam, jeep
bed, hand, head, cage, cabbage and garbage. Let the pupils name those with initial /d/
and /dz/ sound.
Ask where is the /d/ sound in do, duck, desk, head, bird, road, etc. Let the other
3 pupils
ask their classmates on where is /dz/ sound in juice, jeep, jackfruit, cage and
cabbage.
4 Let the pupils read words with initial and final /d/ and /dz/ sounds.

C. Generalization
 What are the initial sounds of drrum, dress, door, jacket and jeans?
What are the final sounds of hand, bed, could, cage and garbage?

D. Application
1 Guided Exercises
Divide the class into 4 groups. Distribute different pictures and manila paper to each
group.
Groups one and two will paste all the pictures with initial and final /d/ sounds while
groups
three and four will paste all the pictures with initial and final /dz/ sound. Let each
group
present or show their work in front.
2 Independent Exercises

Give the initial sound of each picture.

Give the final sounds of each picture.

IV. Evaluation
Write the letter of the missing sound on the blank.

___et up in the
1. I saw a sky.

V. Assignment
Connect the picture with its name.

1. doll  

2. jacket  
 Time:________________
English _____

I. Identify speech sound

● initial and final consonant sound /c/ and /g/
Associate names of objects/pictures with their printed symbols/words.
Value: Caring for the animals.
II. Initial and Final /c/ and /g/ Sounds
Objects/Pictures - Association
Ref.: PELC 2 Listening p. 27
PELC 2 Reading p. 27
BEC Prototype pp. 18-20
Materials: real objects, pictures of words with initial and final /c/ and /g/ sounds

III. A. Preliminary Activities

1 Pronunciation Drill
Flashcards reading of words with initial and final /d and /dz/
sounds.
door jar
juic
doll e
drum jet
jac
desk ket
duck cabbage
dress garbage
2 Review
Encircle the initial sound of the picture.

1. dress /b/ /d/ /dz/

2. jar /b/ /d/ /dz/
3. door /b/ /d/ /dz/
4. jet /b/ /d/ /dz/
5. dot /b/ /d/ /dz/
3 Motivation
Play aguessing game. The teacher will describe animals that have initial or final /c/
and /g/
sounds.
Examples:
It eats grass and
leaves.
It says mee-mee-
mee,
What is ir?
(goat)

It runs after
the rat.
And says meow-meow-
meow,
What is it ?
(cat)
B. Presentation
The teacher will show some pictures of animals. Ask the pupils to get one and name
1 it
and give its initial or final sound.
Show also objects or pictures that have initial and final /c/ and /g/ sounds. Let them
2 name
the objects or pictures then put them in the box to where they
belong.
Examples:

Initial Final Final /

/c/ /c/ Initial /g/ g/
       
       
       
       

Ask where is c in the cart, cap, cement and rice. Ask also where is g in gift, gem,
3 mug
log and flag.
4 Reading of words with initial and final /c/ and /g/.

C. Generalization
What are the initial sound of can, cow, goat and garden?
What are the final sound of rice, dice, log, mug and dog?

D. Application
1 Guided Exercises: Picking Guavas
Each pupil will pick one guava fruit from a cut out of a guava
tree. Then name the
picture on it and give its initial sound.
2 Independent Exercises
Write the letter of the initial sound of the
following pictures.

Write the letter of the final sound of the

following pictures.
    
1    
   

IV. Evaluation
Write the letter of the initial or final sound of the following pictures.

____
1 ake

V. Assignment
Draw 2 pictures each with initial /c/ and /g/ sounds and final /c/ and /g/ sounds.
 Time:________________
English _____

I. Identify speech sound

● initial and final consonant sound /m/ and /n/
Associate names of objects/pictures with their printed symbols/words.
Value: Listening Attentively

II. Initial and Final /m/ and /n/ Sounds

Objects/Pictures - Association
Ref.: PELC 2 Listening p. 27
PELC 2 Reading p. 27
BEC Prototype pp. 20-21
Materials: pictures, cut-outs, flashcards, real objects, calendars

III. A. Preliminary Activities

1 Review
Divide the class into two groups. Put pictures with /g/ and /j/ with equal number at
random
on the black board ledge. Have a contest in grouping the pictures. Group 1 will put
all the
/g/ words on the left sidee of the pocket chart. Group 2 will select and put all the
words
on its right side. The group which finishes first and names all the pictures correctly is
the
winner.
2 Motivation
The teacher will read a story using some real object and pictures.

Yesterday, mother went to market. She bought nine mangoes and

a melon. She also
bought some nuts and mango. She asked "How much will I pay?". The seller said,
Ninety
pesos". Mother gave the money to the seller.

Comprehension
1 Check-up
a. Where did mother
go?
b. What fruits did
she buy?
c. What else did she
 buy?
d. How much did the fruits and vegetables
cost?
e. To whom did she give the
money?
Skills
2 Development
a. What words are found in the story with initial and final /m/ and
/n/ sound?
b. Show other objects/pictures with initial and
final /m/ and /n/ sound.
c. Let the pupils name the objets or pictures. Ask which picture
has initial /m/ and the
one with
final /m/.
d. Do the same procedure in asking questions about the pictures
with initial and final
/n/.
e. Have the pupils read all the words with initial and final /m/ and
/n/ sounds.
monk
ey jam nest pan
moth dru
er m nun can
mang ha
o m nut ran
gu
may m nail sun

C. Generalization
1 What is the initial sound of Monday? Manuel? Nut? Nilo?
2 What is the final sound of jam? Gum? Pan? Sun?

D. Application
1 Guided Exercises
Have the pupils open the textbook on p.28. Pick out the pictures
that begin and end
with the /m/ sound. Pronounce their names correctly. Do the same with the pictures
that begin and end with /n/.
2 Independent Exercises
Have the pupils pick out pictures and tell the initial
and final sound.

IV. Evaluation
Write capital M if the word begins/ends with /m/, write N if it begins/ends with the /n/ sound.
 1.
Moth
    er
2.
    Nilda
    3. sun
4.
Mam
    a
5.
    drum

V. Assignment
Collect pictures of objects or animals that have iniitial and final sound /m/ and /n/ and paste
it in your notebook.
 Time:________________
English _____

I. Identify speech sound

● initial and final consonant sound /q/ and /r/
Associate names of objects/pictures with their printed symbols/words.
Value: Work independently

II. Initial and Final /q/ and /r/ Sounds

Objects/Pictures - Association
Ref.: PELC 2 Listening p. 27
PELC 2 Reading p. 27
BEC Prototype pp. 21-22
Materials: pictures, cut-outs, flashcards, real objects, calendars

III. A. Preliminary Activities

1 Drill
Give the name of the
picture
 2 Review
What is the initial sound for the first picture?
(Do the same with the other picture using initial anf final sounds /m/ and /n/)
3 Motivation
Look at the picture. What do you see in the picture? I'm going to read a rhyme.

B. Presentation
1 Reading the rhyme by the teacher.

Queenie says aloud

"Rain, rain
Go away.
Come again
Another day.
Little Queenie
Likes to play."
2 Comprehension Check-up
a. What did Queenie say?
b. Who likes to play?
c. Why did Queenie say, "Rain, rain go away"?
3 Skills Development
What words are found in the rhyme with initial /q/ and /r/ sounds?
4 Show other objects/pictures of words with initial /q/ and /r/ sounds.
qua
queen il
rab
rat bit
Quee
nie rain
radio ring
Let the pupils name the objects or pictures. Ask which pictures has initial /q/ and /r/
5 sounds.
6 Have the pupil read all the words with initial /q/ and /r/ sounds.
questi ros
on e
quick rainbow
queer ring
queen rainbow
Ros
rabbit a
Riz
run al

C. Generalization
 What is the initial sound of the word question? Queen? Rainbow? Rizal?

D. Application
1 Guided Exercises
Pupils will get one picture then name it and give its initial sound and paste it to the
correct
column on the board.

Initial /q/
sound Intial /r/ sound
       
       
       
       
         
2 Independent Exercises
Teacher presents pictures beginning qith /q/ and /r/ sounds. Let the pupils identify
the
pictures. As they name the picture let them get from the basket the picture's name
and
it place under the picture.

rat ring

qua
queen il

IV. Evaluation
Listen to the words I say. If you hear the /r/ sound at the beginning write R. If the word begins
with /q/ sound write Q.

    1. rainbow
2.
    queen
3.
    read
4.
    room
    5. question
   
V. Assignment
Select and draw pictures you like best on p. 29 and write the beginning sound.
 Time:________________
English _____

I. Identify speech sound

● initial and final consonant sound /w/, /x/ and /y/.
Associate names of objects/pictures with their printed symbols/words.
Value: Proper care of belongings.

II. Initial and Final /w/, /x/ and /y/ Sounds

Objects/Pictures - Association
Ref.: PELC 2 Listening p. 27
PELC 2 Reading p. 27
BEC Prototype pp. 22-23
 Materials: pictures, flashcards

III. A. Preliminary Activities

1 Drill - Reading of words with initial /q/ and /r/ sounds.
rab
quiet bit
queen rise
Rit
quail a
rak
rain e
rainb
ow
2 Review
Distribute the pictures and the word cards to the class. Tell them
to look for the
match the words with the pictures.
3 Motivation
Look at the picture. What are the girls
doing?

B. Presentation
1 The teacher reads a story about the picture.

This is
Weenie.
This is Winda.
Weenie and Winda are
sisters.
Weenie has a
xylophone.
Winda has a
yoyo.
She plays with her
yoyo.
They play in the
yard.
After playing, Weenie keeps her
xylophone in the cabinet.
Winda keeps her yoyo in the box.

2 Comprehension Check-up
a. Who are the girls in the picture?
b. What does Weenie have?
c. What does Winda have?
d. Who plays the xylophone?
 e. Who plays the yoyo?
f. Where does Weenie keep her xylophone after using it?
g. Where does Winda keep her yoyo after using it?
3 Infusion of Values
Do you also keep your toys after using them?
4 Skills Development
What words are found in the story with initial and final /w/, /x/
and /y/ sounds?
Show other objects/pictures and words with
initial/final /w/,/x/ and /y/.
Let the pupils name the objects or pictures. Ask which picture
has initial /w/ and
the one with final /w/ sounds.
(Do the same procedure in asking about the pictures with initial
and final /x/ and /y/).
Have the pupils read all the words with initial and final /w/, /x/
and /y/ sounds.

wome xylop
n hone yard
we xerox yarn
ba
wash x-ray y
well box fly
draw wax toy
few tax sky
yester
grow day cry

C. Generalization
What is the initial sound of women? We?
Xerox? Yesterday?
What is the final sound of box? Wax? Grow?
Now? Fly? Sky?

D. Application
1 Guided Exercises
Let the pupils play a game. "Picking Fruits". Divide the class into three groups. Ask
group1
to pick all the W picture words within five counts each. Have group 2 pick all the X
picture words and group 3 for the Y picture words. Let the pupils read the words they
picked. The first one to finish is the winner.
2 Independent Exercises
 Have them open their books on page 30 and name all the pictures. Let the pupils give
    sentences using those pictures.            

IV. Evaluation
Write W if the words begins/ends with /w/. Write X if it begins/ends with /x/ sound and write
Y if it begins/ends with /y/ sound.

1.
    yoyo
2.
    watch
3.
    xerox
    4. toy
5.
    cow

V. Assignment
Draw 3 pictures with initial /w/, /x/ and /y/ sound.
Draw 3 pictures with final /w/, /x/ and /y/ sound.
 Time:________________
English _____

I. Use words with the critical sounds listened to.

Discriminate the critical consonant sounds /f/ and /p/.
Identify and produce the /f/ and /p/ sounds correctly.
Write legible and neatly in manuscript form letter Ff and Pp.
Values : Caring for animals/ Cooperation/ Neatness

II. Critical Consonant Sounds /f/-/p/

Letter Ff and Pp
Ref.: PELC 2 Speaking p. 27
BEC Prototype pp. 23-25
Materials : real onjects, pictures, model aquarium, crayons, 2 small basins

III. A. Preliminary Activities

1 Drill
Producing the consonant sounds of letter symbols learned.
q s v z r t w
2 Review
Identifying real objects.
What is the initial sound of each?

3 Unlocking of difficulties through pictures

pigpe pigl
pet n ets
4 Motivation
Do you have pets at home?
What is your pet? Tell something about your pet.

B. Lesson Proper
1 Presentation

Present
a
picture
story.

Peter's Pet
 has a pet. His pet is a

name is Freda. Freda has 4 fat

They live in a

a. Teacher reads the story while pupils listen.

b. Let the pupils repeat each line after the teacher.
2 Comprehension Chech-up
Who has a pet?
What is his pet?
What is its name?
What does Freda have?
How many pigletss are there?
Where do they live?
What do we do with our pets? How do you show your love to your pets?
What common initial sounds did you hear?
What are the words that have /f/ sound in the story? /p/ sound?
3 Generalization
What is the sound of F? P?
Name things that have initial /f/ and /p/ sounds.

4 Wrting Activity
Ff Ff Ff Ff
Pp Pp Pp Pp
5 Practice
Guided
a. Exercise
Game: "Let's Go Fishing" (model aquarium,
two small basins)
Present a model aquarium with fishes. Inside each fish has a
picture with /f/ and
/p/ sounds.
Call some pupils to catch some fish. If it has initial /f/ or /p/
sound, let them put
it in each designated
basins.
Give praises to those pupils who will get the
correct answer.
b. Independent
 Exercise
Color the picture red if it begins with /f/. Color the picture yellow
if it begins with /p/.

IV. Evaluation
Look at the pictures below. Write the beginning sound /f/ or /p/.

V. Assignment
Cut out pictures having initial /f/ and /p/ sounds. Group them according to their initial sounds.
Paste them in your notebook.
 Time:________________
English _____

I. Use words with the critical sounds listened to.

Discriminate the critical consonant sounds /b/ and /v/.
Identify and produce the /b/ and /v/ sounds correctly.
Name things that have /b/ and /v/ sounds
Write legible and neatly in manuscript form letter Bb and Vv in capital and small lettes.
Values : Appreciation of God's Creation

II. Critical Consonant Sounds /b/ and /v/

Letter Bb and Vv
Ref.: PELC 2 Speaking p. 27
BEC Prototype pp. 25-27
Materials : real object, pictures, pocket charts

III. A. Preliminary Activities

1 Warm up
Reciting a rhyme or poem
2 Review
Write f or p on the blanks.

____ish

____ail

5 ____ive
3 Motivation
 Have you gone to the garden? What have you seen in the garden?
4 Unlocking of Difficulties
garde
n vine flying around

B. Lesson Proper
1 Presentation
"Now, I'm going to read a short story. Listen to the common
initial sounds that are
found in the
story."

In the Garden
Victor and Vina went to the garden. They saw man by
things there were
vegetables like beans, vines and bananas. There were animals
too. Bees, birds
and butterflies were flying around the blue and violet
flowers.
2 Comprehension Check-up
Wjo went to the garden?
What did they see?
What were flying around?
What are the colors of the flowers?
Who made all these things?
What will you do with these things?
3 Skill Development
What were the common initial sounds that you heard? Teacher
a. writes the letters on
the chalkboard. Let the pupils produce the sounds, then by groups
and individually.
Identify the words that have /b/ and /v/ sounds
b. in the story.

/b/ /v/
vegetable
beans s
banan vin
as e
Vic
bees tor

Let the pupils name other things that have initial /b/ and /v/
c. sounds. The teacher writes
the words on the chalkboard. Let the pupils read after the teacher.
 Emphasize /b/-
/v/ sounds.
4 Generalization
What initial sounds did you learn?
Let the pupils produce the sound /b/-/v/
5 Practice
Guided
a. Exercise
Teacher will show some real objects/pictures one at a time.
Pupils will clap their hands
twice if it begins with /b/ and stamp their feet twice if
it begins with /v/.

1 6

2 7

3 8

4 9

5
Independent
b. Exercise
Prepare two pocket charts. Label one chart with B and the other
one with letter V.
Distribute picture to the pupils. Each pupil will identify the
picture and put it in the
pocket chart where it
belongs.
6 Writing Activity
Write capital and small Bb and Vv.

Bb Bb Bb Bb Bb
Vv Vv Vv Vv Vv

Iv. Evaluation
Look at the pictures below. Write the letter of the beginning sound of each picture on your
paper.
 1 4

2 5

V. Assignment
Cut out pictures that have /b/ and /v/ sounds. Paste them on your paper.

Time:________________
English _____

I. Use words with the critical sounds listened to.

Differentiate the critical consonant sounds /s/ and /z/.
Identify speech sound /s/ and /z/.
Associate names of objects/pictures with their printed symbol.
Write legible and neatly in manuscript form letter Ss and Zz in capital and small lettes.
Values : Neatness/Treating animals properly

II. Critical Consonant Sounds /s/ and /z/

Letter Ss and Zz
Ref.: PELC 2 Speaking p. 27
BEC Prototype pp. 27-28
Materials : pictures, charts

III. A. Preliminary Activities

1 Opening Song: Sit Everyone Sit
 (Change sit to sing, smile or any action word
that starts with S)
2 Review: Pronunciation drill B and V
ban van
best vest
bird vine
bean veil
bus vinta
3 Have you seen a snake? A bee? Who can describe it? What sound does it make? Let
them produce the sound of a snake and a bee?

B. Presentation
Present the story. Tell the pupils to listen as the teacher reads the story. A Buzzing
1 Bee
2 Read again the story and explain it slowly. Let them read the story line by line.
3 Comprehension Check-up
Who is talking to the bee?
What does the girl tell to the bee?
What is the bee doing?
Where may the bee fly?
What sound does the bee make?
What letter represent this sound?
How about a snake, who can make its sound?
What letter does it represent?
Do we need to kill the bees? Why ?
What do they gave us?
How should we treat them?
4 Provide example of words with /s/ and /z/ sound. Use some words in the story.
5 Give them practice exercises in writing big and small letter Ss and Zz.

C. Generalization
Do S and Z sounds the same?
Produce /s/ and /z/ sound correctly.

E. Exercises
Guided
a. Exercises
Teacher presents pictures beginning with /s/ and /z/
sound. Let the pupils
identify the pictures. As they name a picture, let them pick in the
box the picture
name and place below the picture or vice versa. Do this in a form
of a group contest.
 7 6 0
zig
seven star sun zag six zero

Independent
b. Exercises
Draw and color objects with /s/ and /z/ sound. Write S if
it has /s/
sound and /z/ sound. Write it below the
picture.

IV. Evaluation
Teacher says a word. Tell the pupils that if they hear the /s/ sound they will "Hiss"
like a
snake. But if they hear the /z/ sound, they will "Buzz" like a bee.

zero six
sch
zinnia ool
zigza sma
g ll
savi
zipper ng
zebra sun
soc
zone k

V. Assignment
Write the missing letter to complete the name of the picture.

___ta
1 r

___er
2 0 o

___o
3 yo
 Time:________________
English _____

I. Use words with the critical sounds listened to.

Differentiate the critical consonant sounds /th/ and /dh/.
Identify speech sound /th/ and /dh/.
Values : Love and care in animals
II. Critical Consonant Sounds /th/ and /dh/
Ref.: PELC 2 Speaking p. 27
BEC Prototype pp. 28-29
Materials : puppet, cut outs, basket, drill chart, flashcards

III. A. Preliminary Activities

1 Group singing "This is the Way"
2 Pronunciation drill in consonant sounds learned p-f/b-v
3 Review
Have them play "Picking Fruits"
Divide the class into two groups. Have them pick fruits from the
tree with pictures
that has /s/ or /z/ sound. Put them in the basket with correct label as s and z.
4 What pets do you have at home?
What are the things you do to them?

B. Presentation
1 Present this through a puppet and with pictures.
Hi! My name is Faith. I have three dogs and thirteen cats. I give
my dogs a bath
every Thursday. My cats do not like to bathe but they love to
drink milk. Sometimes
Father and brother took them in the garden to each some tricks.
I love animals
so much. I want to have some pets someday.
2 Comprehension Check-up
Who is telling something about her pets?
How many dogs and cats does she have?
What did she give to her dogs every Thursday?
Who took her pets in the garden?
How does Faith shows her love to her pets?
Tell something about the proper ways of caring for animals.
3 Teacher pronounces the following words:
there these they than the
their
Do these words have the same beginning sound?
What sound did they hear?
Do the same with /dh/ sound
thin think thank thousand thumb
Show to them the correct position of lips, tongue and teeth in producing the sounds.
4 Give them some words with /th/ and /dh/ sounds for more pactice. Tell them to face
their seatmate. Place their four fingers on their throat then produce the sound /th/
and /dh/. Provide words with soft and hard th. Teacher reads then pupils follow.
 C. Generalization
Guided
a. Exercises
Prepare two big houses drawn in one whole sheet of
manila paper. Post
them separately on the board. Label the house as th and dh.
Listen to the teacher,
as you hear the word with /dh/ sound go to the house
labeled as dh.

three mother
thi
tooth n
breat
he thick
bat
father h
thoug
ht thousand
bothe
r them

Independent
b. Exercises
Distribute flashcard with words with /th/ and /dh/ sound.
Have them under-
line the answer at the
back.

th
dh

IV. Evaluation
Write th if the word has /th/ sound and dh if the word has /dh/ sound.

1.
broth
    er
    2. thousand
3.
    thorn
4.
    these
    5.
 with

V. Assignment
Underline the words with /th/ and /dh/ sound.

"Be a good boy", said mother

to my three year old brother
"Do not bother your big sister"
For she is studying tonight this hour.
 Time:________________
English _____

I. Use words with the critical sounds listened to.

Differentiate the critical consonant sounds /g/ and /j/.
Identify speech sound /g/ and /j/.
Associate pictures correctly in the manuscript form the capital and small letters Gg and Jj.
Values : Love and care in animals

II. Critical Consonant Sounds /Gg/ and /Jj/

Ref.: PELC 2 Speaking p. 27
BEC Prototype pp. 29-31
Materials : show cards, pictures with Gg and Jj sounds, flashcards

III. A. Preliminary Activities

1 Pronunciation drill using the drill chart.

Naming
2 pictures.

3 Review
Identify the sound whether it is soft or hard /th/ by using the
showcards soft and
hard. Teacher pronounces the word.

thous the
and me
teet
bathe h
their mother
those thin
wit
three h
4 Motivation
Have you gone to the farm? What are the things you saw there?
What are the things
we can do in the farm?
B. Presentation
1 Tell the story using pictures.
One day, Jenny and Jonie went to the farm. They rode on a jeep.
They entered a
gate near the garden. They saw a grasshopper jumping on the grass. They saw a
goat
eating grass. There were guava and guyabano trees. So Lola makes guava jam. She
puts them in a little jars.
2 Comprehension Check-up
Who went to the farm?
Where did they ride?
Where did they enter?
What did they see?
Where does Lola put the guava jam?
3 Post their answer on the board using flashcards.
Jenny
Jonie
on a
jeep
a gate near the
garden
guava tree
guyabano tree
a grasshopper jumping on the grass
Ask them to read these words and emphasize the underlined words. Then group the
words
as to their sounds. Guide them to read these words.
4 Produce the correct sound of Gg and Jj.
Introduce also the other soung of g as /dz/, as in giant, gem, gelatin, giraffe, Gina,
cage,
garbage, cabbage, page, orange, thru pictures.
5 Provide them a pronunciation drill on /g/ ang /j/ sound.

Gre
Grace g
Gabb Gar
y y
goa
Gardo t
gia
Gina nt
orang pag
e e
 Have them practice writing big and small letter Gg and Jj. Have them also copy
6 some
words/sentences with Gg and Jj sound.

C. Generalization
What are the two sounds of
/g/?
What is the sound
of /j/?
Give example.

D. Exercises
Guided
a. Exercises
Play "Let's Go
Fishing"
Divide the class into two groups. Let each group catch
cut out fish with
pictures having /g/ and /j/ sound in the pond thru a fishing rod
then put the cut out
fish in their nets then display the cut outs on the board. In their
correct label as
g-g(soft), g-/dz/ hard, j-/dz/. Have each group
read their work.

J
G as /dz/ as
hard /dz/

Independent
b. Exercise
Distribute cut outs of fruits with /g/
and /j/ sound.
Match the picture with their printed name on the tree
posted on the board.
IV. Evaluation
Draw a star
if the word
has /g/
sound(soft/hard)
and draw a sun if the
word has /j/ sound. (To be pronounced by the teacher)

1.
    jump
    2. garbage
    3. girl
    4. jet
5.
gelati
    n

V. Assignment
Collect pictures of objects with /g/ and /j/ sound.

Time:________________
English _____

I. Identify speech sound - initial vowel sounds (a)

Associate names of objects/pictures with their printed symbols.
Values : Listen attentively while others are talking.

II. Initial Vowel Sounds (a)

Ref.: PELC 2 Listening p. 27
BEC Prototype pp. 31-33
Materials : pictures, chart, pocket chart, mini boards

III. A. Preliminary Activities

1 Sharing period
News for the
a. day
Telling one's
b. experience
Setting of standard in listening: listen attentively while others are
c. talking.
2 Review
What is the initial sound of these
a. pictures?

What is the final sound of these

b. pictures?

Have the pupils write the letters on their

mini boards.
3 Drill
Read the words after the teacher.
ape
ant s
apple Avenue
ax airplane
alligat ambulanc
or e
4 Unlocking of Difficulties
ants ax
advan
ce airplane
avenu
e ant eater
ant
attack hill
ang
across ry
5 Motivation
Where do you
live?
What will you do when somebody wants to
destroy your house?
Listen to the story and find out what the ants do when the ant
eater attacks the anthill.
B. During Listening Activities
1 Present the story on the chart. Teacher reads the story while the pupils listen.

   
   
    Ants
   

   
   
    Angry ants advance.
   

   
   
    Across an apple,
   

   
   
Across an
    ax
   

   
   
Angry ants advance across Aunt Alice
    airplane.
   

   
Avenue
A
    Across Avenue A
   

   
    
Aha! An ant eater and
    an anthill.
   

   
   
Attack! The ants bite the ant
    eater's tail.
   
That's why
Angry ants advanced
Across an
apple
An
ax,
Aunt Alice's
airplane, and
Avenue A.
Ants are
amazing.
3 Let the pupils read the story along with the teacher.

C. Comprehension Check-up
What animals are in the story advance?
Where do they advance?
What animals wants to destroy the anthill?
What did the ants do?
Did you hear the words with initial /a/ sound?
What words in the story has an initial /a/ sound?
Do the words have the same initials sounds?
Teacher produces the sound of a long /a/ and short /a/ while pupils repeat after her.

D. Generalization
Letter Aa has two sounds, short /a/ as in ant and
long /a/ as in airplane.

E. Application
1 Guided Exercise
Form two groups. Give each group a set of pictures of objects
beginning with short
/a/ sound and long /a/ sound. Tell them to classify the pictures according to the
beginning
sound long /a/ and short /a/. The group which can finish ahead will be declared
winner.
 2 Independent Exercise
Show pictures of objects with initial /a/ sound. Let pupils identify
each picture in
column A. Teacher reads the words in column B pupils repeat after her.
Have the pupils match the pictures with the words in
the pocket chart.

A B

       
       
      alligator
       
       

       
      apple
       
       
       
      avocado
       

       
       
      arrow
         

IV. Evaluation
Copy the owrd inside the box beow.

_____________

_____________
 arro
  apple   w  
alligat
  or   avocado

V. Assignment
Draw pictures with initial /a/ sound.

Time:________________
English _____

I. Identify speech sound - initial vowel sounds (e-i)

Associate names of objects/pictures with their printed symbols.
Values : Care for animals
II. Initial Vowel Sounds (e-i)
Ref.: PELC 2 Listening p. 27
BEC Prototype pp. 33-34
Materials : pictures, chart, pocket chart, flashcards, show card (e and i), real objects

III. A. Preliminary Activities

1 Sharing periods
News for the
a. day
b. Group singing
2 Drill/Review
Flashcards reading on words with initial /a/ sound.
app
ant le
ambulance ant eater
atis airplane
3 Motivation
Let's play a "Guessing Game". I have something inside this box.
It is white. It is
oval. It comes from a hen. What is it? (egg)
They are small animals. Some of them are called pest because
they are harmful, but
some of them are also useful like the bees and butterflies. What are they? (insects)

B. Presentation
1 Show to the class the egg and the insect inside the box.
2 Ask what is the initial letter in the word egg? In the word insect?
3 Teacher produces the sound of /e/ and /i/. Pupils repeat after her.
Present the story below to the class. Tell pupils to listen as the teacher reads the
4 story.

Eva, Irene, Imelda and Eli went to the zoo. They saw many
animals in the zoo.
There are elephant with big ears and an eagle with an egg beside it. They enjoy their
trip to the zoo.

C. Comprehension Check-up
1 Who went to the zoo?
2 What animals did they see in the zoo?
3 What words in the story has initial /e/ sound? Initial /i/ sound?
4 Tell the pupils that letter i has two sounds /i/ as in insect and /i/ as in ice cream.
5 Present more pictures with initial /e/ and /i/ sounds with their corresponding name.
6 Pupils identify the pictures and read the name.
7 Flashcard reading of words with initial /e/ and /i/ sound.
 D. Generalization
Some words have initial vowel sounds:/e/ long /i/ and short /i/.

E. Application
1 Guided Exercise
Match the picture and the name card. Put them side by side in the pocket chart.

ear ice cream ink

eleph
ant envelop egg
India
igloo eggplant n

2 Independent Exercise
Show the correct beginning sound of words. (using the show cards of letters /e/ and
/i/
Teacher dictates the word.
injecti
1 on
2 east
3 elementary
4 Irene
5 Elena

IV. Evaluation
Name the pictures. Write the initial vowel sound.

    1

    2

V. Assignment
Cut or draw pictures with initial /e/ and /i/ sound.
 Time:________________
English _____
I. Identify speech sound - initial vowel sounds (o-u)
Associate names of objects/pictures with their printed symbols.
Values : Proper caring of the body/ Be obedient

II. Initial Vowel Sounds (o-u)

Ref.: PELC 2 Listening p. 27
BEC Prototype pp. 34-36
Materials : pictures, chart, pocket chart, flashcards, real objects

III. A. Preliminary Activities

1 Sharing Period
a. News for the day
b. Reciting poems and rhymes
2 Review
Name the picture. Encircle the initial sound.

1 a e i

3 Motivation
(Sing the song "It's Raining" to the tune of "Rain, Rain Go Away"

It's raining. It's

raining
The old man is
snoring
He bumps his
head
And jump to
bed
And couldn't get up in the morning.

a. What is pouring?
b. Who is snoring?
c. Why did the old man get sick?
d. What will you see so that you will not get wet and catch cold?(It starts with the
sound
/u/ or letter Uu.(Umbrella)
e. So, what should we always bring during rainy days?
f. What fruit is good to eat if we are sick?(It starts with letter or sound /o/) orange
g. Do you eat orange? Why is orange good to our body?(it is rich in vitamin C)

B. Presentation
 1 Show an umbrella and an orange with their name tag.
2 Teacher produces the /u/ sound for umbrella and /o/ for orange.
3 Pupils produce the /o/ and /u/ sound while writing on air letter o and u.
4 Present this story to the class. Tell pupils to listen as you read the story.

Olive the Octopus

Olive is an octopus. He lives under the ocean. He loves to swim
up and down, up
and down.
One day, Olive saw an umbrella on the shore. "Oh! What is
that?" he asked. Ula,
his friend squid, heard him and she answered, "That is an orange umbrella." "I want
to have one Ula, "said Olive". "Oh my!" We can't go over there. Your mother will
get
angry with you. It's good to be obedient. What our parents say is for our own good."
Ula said. And the two went back under the water.

C. Comprehension Check-up
Who is Olive?Ula?
Where do Olive and Ula live?
What did Olive see one day?
Why can't they go to the shore?

Are you obedient children?

How do you obey your parents and teacher?
Pupils look for the words in the story that have initial /o/ and /u/
sounds. Underline
the words.
Teacher reads the underlined words. Pupils read after
the teacher.

D. Generalization
Some words have initial vowel sound: /o/ and /u/.

E. Application
1 Guided Exercise
Teacher shows and reads the words in flashcards then pupils
repeat after her.
orang
e okra
ocean octopus
underwater umbrella
up ov
 al
onion oven
Name the
pictures.

Get the flashcards and the pictures and put them side by side in
the pocket chart.
Pupils read the
words.
2 Independent Exercise
Let the pupils play the "Guessing Game". Pupils will guess the wotd being describe
by
the teacher. (Use the words in the flashcards)
Opposite ogf down.
1 _________
2 It's big body of water. __________

IV. Evaluation
Listen to the words I say. Write letter O for the initial sound /o/ and letter U for the initial
sound /u/.

1.
Ursul
    a
2.
    Ofelia
    3. octopus
    4. October
5.
    ulcer

V. Assignment
Cut or draw pictures with initial /o/ and /u/ sound.
 Time:________________
English _____

I. Identify speech sound - medial vowel sounds (a)

Associate names of objects with their printed symbols.-CVC pattern
Values : Be obedient Care for the animals

II. Medial /a/ Sound

Ref.: PELC 2 Listening p. 27
PELC 2 Reading p. 27
BEC Prototype pp. 36-38
Materials : pictures, chart, pocket chart, flashcards

III. A. Preliminary Activities

1 Sharing Period
a. News for the day
b. Telling one's experience
2 Pronunciation drill
Read words with initial vowel sounds on flashcards.
3 Review
Show the correct initial sound of the words. (using the flashcards of letter a, e, I, o,u)

4 Motivation
Do you have pet at home ? What is your pet? How are they useful to you?
We are going to read a story about a girl and her pet. Find out why is her pet useful
 to her. (Show the picture of a girl and her pet cat.)

B. Presentation
1 Present the story to the class. Tell the pupils to listen as the teacher reads the story.

Pat and Fat

Cat
Pat has a pet.
Her pet is a
fat cat.
The fat cat catches
rats.
2 Let the pupils read the story along with the teacher.

C. Comprehension Check-up
1 Who has a pet?
2 What is her pet?
3 What does the fat cat catch?
4 Is a cat a useful animal? Why?
5 Name other useful animal. Tell how they become useful to us and how shall we take
care of them.
6 In the word cat, where did you hear the /a/ sound?
7 Teacher model the pronunciation of /a/. Pupils repeat after her.
8 What other words in the story has the medial /a/ sound as in cat?
9 Present some more pictures with their corresponding name.

Examples:

cat bat ham

10 Teacher name each picture while pupils listen.

11 Pupils read after the teacher.
12 Flashcard drill of words with medial /a/ sound in cvc pattern.

D. Generalization
Some words have medial vowel sound /a/.

E. Application
1 Guided Exercise
 Draw a line to connect the sentence to the
correct picture. Guide the pupils in reading
the sentences.

1. Dad is mad.

2. The cat is on the map.

2 Independent Exercise
Distribute the pictures to the pupils. Call a pupil one at time to match the picture with
the
word inside the pocket.

IV. Evaluation
Write the name of each picture. Look for the word inside the box below.

1 _____________

2 _____________

3 _____________

V. Assignment
Draw a picture for the word.
 Time:________________
English _____

I. Identify speech sound - medial vowel sounds (e)

Match names of objects/pictures with their printed symbols CVC sounds ex. (jet,bed etc.)
Identify the words with medial vowel sound /e/ from the story.
Values : Following instructions carefully

II. Speech Sounds Medial Vowel Sound /e/

Ref.: PELC 2 Listening p. 27
PELC 2 Reading p. 27
BEC Prototype pp. 38-39
Materials : pictures, chart, flashcards

III. A. Preliminary Activities

1 Sharing Period
Leader pupils come in front to lead a short program.
2 Pronunciation Drill
hen fed
pen nest
red tell
bed web
3 Review
Put your right thumb up with the medial vowel sound /a/. Put it down if the word is
not
a medial vowel sound /a/.
4 Vocabulary words
cor
call gives n rice
5 Motivation
 "Let's Rap"
Have you seen
Have you seen
My pet hen
It lays egg
One up to ten
Eggs come from nest
Hen come from egg.
What is our rap?
Where does a hen come from?
Do all animals come from egg?
Where do other animals come from?

B. Presentation
1 Now let's listen to a story about Ben and Brownie. Can you guess who is Brownie?
Teacher relates the story.

Ben and Brownie

This is Ben. Ben lives in this house. Ben has a big brown
hen. He
calls her Brownie. Brownie has ten chicks. Ben gives Brownie
some corn.
He gives the chicks some
rice.
2 Comprehension Check-up
Select the correct answer.
1. What is the story about?
a. Brownie's
food.
b. Brownie's
chicks
c. Ben and
Brownie
2. What does Ben give to Brownie?
a. ten eggs
b. some corn
c. some rice

Say again the word "hen". How many letters are there? What is
the medial vowel
sound?
Pick one flower each from the trees. Come in front and tell what
is the picture
 inside the flower.
Can you select the word of the picture you have
● on the table?
Let the pupil pronounce the word. Help if she/he could not attach
● the word.
Let the whole class repeat pronouncing the word after
● the teacher.
● Insert the picture beside the word.
Continue doing the same procedure until the pupils have picked
● the flowers
jet leg
we
bed b
pen net
Again the pupils pronounce the
● words.
Individual reading of the
● word.

C. Generalization
1. How many letters are there in each word?
2. What kind of letters are the intial and final in each word?
3. What do we call the pattern of the word?

D. Application
1 Guided Exercise
Let's play "Racing
Game"
Form two groups composing of three to five pupils. The teacher
flashes cards with
medial vowel sound /e/. The first pupil who read/pronounces the medial vowel sound
/e/
correctly will advance one step forward. The group who has a greater number of
pupils
with correct responses is declared winner.
2 Independent Exercise
Select picture from the basket. Look at the words that match the
picture from
the other basket.
Words from the
basket.
ten hen set
leg bell net
well pen web

IV. Evaluation
Select the word of the picture before the number.
 1. bell, bed, Ben

2. tent, test, ten

V. Assignment
Write five medial vowel /e/ words with the picture.

Time:________________
English _____

I. Identify speech sound - medial vowel sounds (i)

Associate names of objects with their printed symbols.-CVC pattern with medial sound /i/
Identify the words with CVC pattern from the story heard (ex. Big, kit, dig etc.)
Values : Cooperation in doing group work

II. Speech Sounds Medial; Vowel Sound /i/

Ref.: PELC 2 Listening p. 27
PELC 2 Reading p. 27
BEC Prototype pp. 40-42
Materials : real objects, pictures, flashcards, charts, wheel

III. A. Preliminary Activities

1 Pronunciation Drill
big pit dig kill hill six pin
2 Review
 Distribute objects/pictures to the pupils, then associate with the printed symbol on
the chart

beg

pen
Play music while matching the words with the picture
Pupils repeat the words after the teacher
3 Vocabulary Words
big pit dig hill
kid
4 Motivation
What can you see on table? Aquarium
What is inside the aquarium? Fish
Will you tell something about the fish?
Big fish has
fins.
Big fish can
swim.
Big fish livd in the
water.
What is the medial vowel sound of the word fish?

B. Presentation
1 Present the story, "Big Kid"
2 Teacher relate the story again to emphasize the medial sound /i/
3 Pupils repeat the story line by line after the teacher.

C. Comprehension Check-up
1. Who is Rin tin-tin?
2. Where does he live?
3. Where is the pit?
4. What can Rin tin-tin do?
5. How many sticks does Rin tin-tin have?

D. Generalization
Let the pupils read the answer.
big pit dig
kid hill six
 1. How many letters are there in each word?
2. What kind of letters are there in the initial and final?
3. What is the medial letter?
4. What is the pattern used?

5. How will you pronounce the medial vowel /i/?

It is pronounces as
/i/.

E. Application
1. Guided Exercise
Each pupil will come in front and spin a wheel. Identify the
picture where the arrow
points on the wheel. Call a classmates to pick up the word(flashcards) that names the
picture. The two pupils will read the word.

pig kid hill

lip sit dig
2. Independent Exercise
Pick up a letter from the basket. Form a word by changing the
first letter of the
word. Match the letter you picked-up on the blank.

IV. Evaluation
Fill up the puzzle.

V. Assignment
Draw 5 pictures with medial vowel sound /i/. Name the picture.
 Time:________________
English _____

I. Identify speech sound - medial vowel sounds (o)

Match names of objects/pictures with their printed symbols CVC sounds ex. (pot, mop etc.)
Identify the words with medial vowel sound /o/ from the story.
Values : Following instructions carefully

II. Speech Sounds Medial Vowel Sound /o/

Ref.: PELC 2 Listening p. 27
PELC 2 Reading p. 27
BEC Prototype pp. 42-45
Materials : pictures, chart, flashcards, magic box

III. A. Preliminary Activities

 1 Sharing Period
What is the date today?
2 Pronunciation Drill
got hop hot rod
fro
log pop g top
3 Review
a. Check the word with the vowel sound /i/.

  tin   hill
  ten   bit
  big   fin
  beg   fit
b. Stand if the word is medial vowel sound /i/, sit if the word is not medial vowel
sound
/i/ (use the same words in the exercises or add more. Teacher pronounce the words
one by one).
4 Vocabulary Words
cho
cop pot p rod
log hot hop pond
Introduce the words through sentences, with the pictures or act on some words.
5 Motivation
Today, we are going out of the room. We shall walk around our
building. Observe
and put into your mind what you can see around.
Now, name all the things you saw around. (Teacher write the
words at the board).
Teacher reads the words, then let the pupils
repeat after her.
All these things are
matter.
Give emphasis on the matter mentioned with medial
vowel sound /o/.
Let the pupils pronounced the words after
the teacher.
Exam
ple:
pot cop cot
What sound have we produce? As you listen to my story, you
will know more of
medial vowel sound /o/.

B. Presentation
1 Listen to my story "Pop and Top"
 Pop and Top
Pop and Top are cops. A cop is a policeman. Pop likes hot food.
So top got a
pot. He chopped some logs. Top said, "Pop, please get some water." Pop got a big
bottle. He went down to the pond. Pop saw a frog on a log. Pop ran after the frog.
The frog hopped. It stopped on a rock. Pop ran across the pond. But he stepped on
a fishing rod.

2 Repeat relating the story. (Emphasize on the correct pronouncing of the word with
medial vowel sound /o/.)

C. Comprehension Check-up
1 Let the pupils answer the following questions.
Who are the characters of the story?
What kind of food does Pop like?
What did Top chop?
Where did Pop go?
What did Pop see?
What did Pop step on?
2 Teacher writes all the answers on the board. Read all the words.
pop hot log
top pop rod
3 There are more words with medial vowel sounds /o/ on the chart. Let the pupils
identify the pictures.

pot

mop

sock

Teacher puts the words beside the picture upon identified.

Repeat reading the word after the teacher.
Let the pupils read alone.

D. Generalization
 How many letters are there in each word?
What is the medial letter?
What do we call these words?

E. Application
1. Guide Exercise
Let's play "Magic Box". Pick a card inside the box. Then, read
what word is on the
card. Match the word with the pictures on
the chart.

Words on the
box Pictures on the chart

hot pot

mop sock
2. Independent Exercise
Let's play "matching
game"

IV. Evaluation
Write the letter of the correct answer.

1 pot top hot

V. Assignment
Write the words with medial vowel sounds /o/. Then draw a picture of each.

Time:________________
English _____

I. Identify speech sound - medial vowel sounds (u)

Match names of objects/pictures with their printed symbols CVC sounds ex. (sun, fun etc.)
 Identify the words with medial vowel sound /u/ from the story.
Values : Following directions correctly

II. Speech Sounds Medial Vowel Sound /u/

Ref.: PELC 2 Listening p. 27
PELC 2 Reading p. 27
BEC Prototype pp. 45-48
Materials : flashcards, pictures, real objects

III. A. Preliminary Activities

1. Pronunciation Drill
mug run sun
hug mud bud
fun gum gun
2. Review
Clap once with the word with medial vowel sound /o/. Clap twice
if the word is not
medial vowel /o/.
cop pop top log
mop cot leg win
soc
map box k fin
3. Vocabulary Words
mu
coconut bud g
mud mu
pack d
quack jug
4. Motivation
"Let's Rap (teach the background, "yes, yes, yo", with body
movements.)
Tug duck and friend buzz
bug
Run and run on the mud
Jump and jump, dug and
dug
Put the mud on the mug.
What medial letter is mostly used in
our rap?
Now, we shall learn more on medial
vowel /u/.

B. Presentation
1. The story is about "Tug Duck and Buzz Bug"
Who can tell something about the
duck?
 Where does a duck live? Where does a bug
live?
Teacher relates the story with gestures and illustration.

Tug Duck and Buzz Bug

Tug is a black duck. Buzz is a brown bug. Tug lives in a
mud hut. Buzz
Lives on a second
bud.
One day, Tug said, "Come, Buzz, let's swim". "I can't
swim" said Buzz.
"But I can run and
jump".
Tug Buck says, "Quack! Quack!" Buzz Bug cannot
quack. But Buzz
can
hum.
One day, Tug got his jug. "Come, Buzz. Get your mug.
Let's get some
mud". Tug Duck dug the mud. Tug Duck put the mud in the jug.
Buzz Bug put
the mud in the mug. What fun tjey
had!
2. Comprehension Check-up
a. Choose the best
answer.
1. Who was
Tug?
a. a brown
bug
b. a black
duck
c. a red hen

b. Come to the board and encircle words with medial vowel

sound /u/ in the story.

run bud fun sun

hu
duck m jump gum

c. Look at the chart, connect the word to the

correct picture.

1. hut
 2.
mug
Teach
er
reads
the
words
.
Pupils repeat reading the words after the
teacher.
Individual reading of the
words.

C. Generalization
1. What is the medial sound produced in each word?
2. How will you pronounced the medial vowel of the words?
3. What do we call the pattern of the word?

D. Application
1. Guided Exercise
Let's play "Word
Hunting"

Examples of the words and pictures posted

gun nun

gum sun

bun nut

2. Independent Exercise
Let's play , "Find your
Match"

IV. Evaluation
Write the names of the pictures.
   1

  2

V. Assignment
Cross out the correct answer.

( hot, bug,
1 hat)

Time:________________
English _____

I. Identify words that rhyme in poems/jingles

Recite poems/rhymes with correct intonation/stress.
Values : Love appreciation in God's creation

II. Words that Rhyme

Correct Intonation
Ref.: PELC 3 Listening p. 27
PELC 3 Speaking p. 27
BEC Prototype pp. 48-49
Materials : pictures

III. A. Pre-listening Activities

1. Pronunciation Drill
The teacher reads the words, the pupils
repeat.
sun one star are
hig
by h four door
2. Reciting Rhyme
 Rain, rain go
away
3. Unlocking of Difficulties: through pictures/actions
opening one
by one
green grass
growing
4. Motivation
On your way to school, what things do you
see?

B. Presentation
1. Present the poem to the class, "Things I Love".
Tell the pupils to listen carefully as you read the poem.

Things I Love
These are the
things
I love to see
In yhe morning
sun
The pretty flowers
On every
tree
Opening one by
one
Green grass growing
Blue water running by
And bees and birds all
around
Flying low and
high.
2. Read the poem again, so that the pupils hear the correct intonation.
3. Let the pupils recite the poem after the teacher, (group/individual) observing
correct
intonation.

C. Comprehension Check-up
1. What does the child see on every tree?
2. What are opening one by one?
3. What are growing?
4. What are running by?

D. Generalization
What are rhyming words?
Rhyming words are words that have the same final sound.
 E. Guided Exercises
Select the picture from the pocket chart that will complete the rhyme.
1. Twinkle, twinkle little ____________
How I wonder what you are.

F. Independent Exercises
Distribute pictures to the pupils. Play the game. Fing your rhyming
partner.

IV. Evaluation
Sing the rhyme "twinkle, twinkle little star". Pick the stars with rhyming words from
the basket and paste it on the picture below.

V. Assignment
Draw or cut pictures that rhyme.