E-Portfolio of Pedagogies

Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

Sta. Rosa Del Norte, Pasacao, Camarines Sur, 4417
Website: www.cbsua.edu.ph
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Email Address: ca.pasacao@cbsua.edu.ph
Trunkline: (054) 513-9519
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1. Reading Approach
Definition: an outdated way of teaching English, mainly as an additional language.
ADVANTAGES DISADVANTAGES
 Improves vocabulary and  Students doesn’t really learn to
communication skills. express themselves properly.
 Gives a child access to a world or
words is one of the best ways to
improve their vocabulary and
enhance their spelling skills.
2. Functional/ Communicative Approach

Definition: emphasize spoken language over written language, and profess that
language isn’t a set of grammar rules but rather a tool for communication.
 Learner-oriented  Lack of context
 Personalized Language  False interpretation
 Localized language  Lack of accuracy
 Uses authentic resources.  Lack of errors reduction
 Efficient
3. Community Language Learning

Definition: involves psychological aspect and students work together to develop what
skill of a language they would like to learn.
 Works well with lower-level  Difficult to speak on tape.
students who are struggling in  Teacher might neglect the need for
spoken English. guidance.
 Create a warm sympathetic and
trusting relationship between
teacher and learners.
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4. Total Physical Response ( TPR)

Definition: According to this approach, In language teching the more often and
intensely information is taught, the more it is internalized.
 Helps to remember  Can be repetitive.
 Can be used in any size of class  Students may feel embarrassed.
 Easy to prepare and doesn’t need a  Represents a set of ideas instead of
lot of materials. a complete method.
5. Tasked based Learning

Definition: In this approach, Learning is seen as communicative tasks linked to
curriculum goals and beyond language practice.
 Highly motivated to participate in  May cause barriers in language
the task. learning acquisition.
 Students will work together in  Doesn’t help to develop enough
groups. communication skills completely
 Explore new features of language and skillfully.
that they are learning.
6. Cognitive Approach
Definition: Optimizes brain usage, thoughts, emotions and experiences.
 Many practical applications.  Refers to the cognitive processes
that we cannot directly observe.
 Ignores other factors towards
behaviour.
7. Psychological Approach
Definition: A way of thinking about how people behave, which is based on certain
ideas.
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 
8. Direct Approach
Definition: This pedagogical technique solely employs the language under study as
the medium of instruction.
 Learners express themselves only  Learners cannot connect their
through the target language rather native language to the targeted
than their native language. language.
 Implement a lot of audio-visual aids  Slow learners struggles to cope up
and techniques. due to complex learning style.
9. Audio-Lingual Approach
Definition: This method emphasizes grammar, pronunciation, and structural linguistics.
 No use of mother tongue  Teacher-dominated method
 Focused on reading, writing,  Limited to certain learners
speaking and listening skills.  May get monotonous.
 Focus on language laboratory.
10. The Silent Way

Definition: This is a method of teaching language where the teacher is quiet and the
students talk a lot. The goal is to encourage the students to practice speaking as much
as they can.
 Students does not only interact with  Teacher must know their teaching
only the teachers nut also with each objectives clearly and make use of
other. the teaching aids effectively.
11. Functional-notional Approach

Definition: Language learn. focuses on communicative speech.
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 Act of communication will be  No clear criteria.
motivating.  Not represent the process of
 Set realistic learning task. communicative approach.
 Provide for the teaching of everyday,
real world language use.
12. Natural Approach

Definition: Communicative view of language acknowledges the distinction between
conscious and unconscious language learning and the diverse components of
language.
 Command over Language  Lack of mother tongue
 Facilitates understanding of English  Lack of environment
 Direct method  Weakness in practice
 Incomplete Method
13. Bilingual Approach

Definition: Educates students in dual languages.
 Learning a second language  Learning course content can be
becomes easier hard.
 Promotes diversity at an early age  Prevents involvement in native
 Creates better prospects culture
 Working memory is also enhanced.
14. Test Teach Test Approach

Definition:
 Learners take responsibility for their  Learners must have a basic
own learning which is beneficial. knowledge of grammar technology.
 Offers the possibility for  Difficult to prepare.
communicative practice in the
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actual process of learning grammar.
15. DOGME
Definition: This approach avoids textbooks and uses real communication and
discourse skills, with scaffolded language and emergent forms.
 Students should feel more in control  Students should not be placed into
of their learning process. different level groups.
 Highly motivating and interesting. 
16. Lexical Approach

Definition: It teaches phrase-level vocabulary and frames, which learners can
manipulate through substitutions and adaptations. Common EFL activities can be
adapted for this purpose.
 
17. Content-based Approach

Definition: is an approach to language teaching that focuses not on the language itself,
but rather on what is being taught through the language.
 More interesting and motivating.  Implicit language instruction can
 Offer a wide educational knowledge confuse learners and give them the
to learners in the form of different impression that they are not
topic instructed. actually learning language.
18. Scaffolding
Definition: It is a way to support children’s learning of language.
 Easy to understand  Time-consuming
 All learners are actively involved in  Longer process may confuse the
the learning process. learner.
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19. Communicative Approach

Definition: based on the idea that learning language successfully comes through
having to communicate real meaning.
 It is much more pupil-oriented,  Pays insufficient attention to the
because it is based on pupil’s needs context in which teaching and
and interests. learning takes place.
 Focuses on fluency but not accuracy.
20. Hands-on Activity

Definition: this approach allows participants to learn by doing it by hand.
 Builds fine motor skills  No deep learning that os reinforced
 Allows learning from real by the activity.
experiences.
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1. Community Language Learning

Definition: a language teaching method which involves psychological aspect and
students work together to develop their skills in language that they would like to learn.
 Works well with lower grade levels  Some students find it difficult to
who are struggling in speaking speak infront.
English.  Time consuming to carry out the
 Creates a warm sympathetic and translation because it is intricate
trusting relationship between and difficult.
teacher and learners.
2. Grammar-Translation
Definition: a whole system and structure of a language or of languages in general,
usually taken as consisting of syntax and morphology (including inflections)
 Having a better grasp of English  It canlead to an over-reliance on
grammar will help you to memorization.
communicate better.
3. Technology-based Learning
Definition: This has different learning methods (in-person, hybrid, or distance) can
improve teaching effectiveness and cognitive learning through implicit and explicit
engagement.
 Cost effective  Lack of human connect.
 Self-paced Larning  Unstructured Learning
 Technology Meltdown.
4. Individual Learning
Definition: Students will study on their own.
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 Students can learn on their own  limits the child’s ability to learn
time and learning. teamwork.
 helps children develop self-  Time-consuming
confidence, high self-esteem, and  challenging to develop as accessing
self-motivation. and analyzing a child’s unique
 kids understand their strengths and needs, and progress requires
weaknesses specialized skills
5. Group-based Learning
Definition: Students will learn by group or teams.
 helps them to retain knowledge  Students may develop low self-
better. esteem by comparing themselves to
 Students learn teamwork. others who learn faster.
 Learn the importance of  creates a power imbalance in the
constructive criticism. students.
6. Inquiry-based Learning
Definition: Engage students in real-world exploration through questioning.
 Assists student's critical thinking &  Students struggle to recognize their
problem-solving. success in their work.
 Enables students to inquire and  Addressing students' poor
discover their surroundings. collaboration and teamwork
capabilities.
7. Kinesthetic Learning
Definition: learning that includes physical action
 Boosts memory retention.  May struggle with visual tasks like
 Develops one's capacities and map-reading.
strength.  Require prolonged sitting for tests
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or lectures.
8. Game-based Learning
Definition: Using gaming principles to engage users in real-life settings.
 Improve young learners' creativity,  Too much screen time.
critical thinking, and problem-  Not all games are equal.
solving skills.  Requires tech learning curve.
 Imagination-based.  Games distract.
 Give students freedom to boost
creativity.
9. Lecture based Learning

Definition: It is a traditional verbal instruction or old fashion way of teaching.
 Allow planned delivery of  Learning this skill takes time to
information by teachers to students. master.
 Can be scheduled in advance for  Long, monotonous text makes it
convenience. hard for dedicated students to
engage.
10. Transcription Language Method

Definition: "Using transcription involves two parts: transcribing what you hear and
recording yourself reading the text."
 enriches English learners' 
vocabulary by providing
meanings of new words.
11. Immersion Method

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Definition: It offers simulated experiences to improve skills.

 Gives future hopes.  Lost for words
 More recognition needed

12. Desuggestopedia
Definition: Optimizes learning by redirecting influences.
 Acquires learning 6 times faster.  Unconvential Method
 The acquisition process includes
fun language games, music,
dances, and drama.
13. The Pareto Principle

Definition: In language learning, 20% of what you learn matters most for progress -
the rest is less important.
 Students will think practically. 
14. Spaced Repetition System

Definition: This shows that spaced repetition system has proven to improve learning
and memory.
 Improves memory. 
 Helps you memorize better.
15. Method of LOCI

Definition: A common memory enhancement strategy is visualizing a familiar
environment.
 Improves memory performance  High level of attention
 Helps retain information
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16. Pimsleur method

Definition: Learn essential vocabulary through repetition and from native speakers in
small chunks.
Helps improves memory
17. The Michael Tomas Method

Definition: It caters to your brain's info processing and storage preference. The
approach puts the onus of learning on teachers, freeing students from the fear of
failure. Less stress leads to more intake.
 100% audio  Lack of polite conversation filters
 Good amount of repetition  No way to track progress
 Covers all major verb tenses  Skips the initial pleasantries of
 Avoids teaching overly specific conversations
vocabulary
18. Tasked-based Learning

Definition: Learn through authentic language use to accomplish real tasks. Emphasize
meaning over accuracy.
 Works in groups  Not enough to develop
 Highly motivated to participate in communication skills.
tasks.
19. Structural Learning Method

Definition: This method views language as a set of grammatical rules to be learned
sequentially.
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20. Direct Method

Definition: Fast language learning method focused on communication in the target
language. Ideal for quick learners.
 Learners express themselves  Learners cannot connect their
only through the target native language to the targeted
language rather than their language.
native language.  Slow learners struggles to cope
 Implement a lot of audio-visual up due to complex learning style.
aids and techniques.
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1. Open-ended Questions
Definition: questions that requires the participant to answer in their own words.
 Provides more detail.  Time-consuming to answer
 Allow for unlimited responses.
2. Memorization
Definition: one repeats facts and figure repeatedly.
 Memorization is an excellent way to
strengthen your brain and improve
its capacity to recall things.
 Teaches your brain to remember
and helps to prevent cognitive
decline.
3. Constructivist learning
Definition: promotes social and communication skills by creating a classroom
environment that emphasizes collaboration and exchange of ideas.
 Emphasizes collaboration and  Time consuming
exchange of ideas.  Teachers don’t have time to
organize sustained problem-based
learning lessons.
4. Reflective learning
Definition: centered on the enhancement of critical-thinking abilities by means of an
introspective procedure involving a thorough scrutiny of one's strengths and an
exhaustive evaluation of areas that necessitate improvement.
 Promotes growth.  Time consuming process
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 Promotes innovation.  Teachers may not identify the

 Enhance problem-solving skills. aspects that needs to be reflect
 Improves relationship between upon.
student and teacher  Uncomfortable to analyze and
evaluate one’s practice.
5. Integrative learning
Definition:
 Focused on basic skills, content and  Lack of time to plan effective units
higher-level thinking.
 Provides a deeper understanding of
content.
6. Differentiated Learning
Definition: a framework or philosophy for effective teaching that involves providing.
 Greater student engagement, social  Cannot be done for every student.
and academic inclusivity and greater
confidence for the students and
teachers
7. Cooperative/Collaborative Learning
Definition: Students work together in small groups on a structured activity.
 Helps to depend on others for some  Conflicts between group members.
tasks that require a collaborative
effort.
8. Inquiry-based Learning
Definition: a learning process that engages students by making real-world connections.
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 Allows students to explore and ask  Students inability to recognize when

questions about the world around they’ve been successful in their
them. work.
9. Experiential Learning
Definition: This strategy focuses on the learning process for every individual. Also
Learning by doing involves self-initiative, self-assessment, and hands-on activity.
 Creates real-world experiences  Requires patience and guidance
 Open more opportunities for  A decentralized process
creativity.
 Helps in learning mistakes.
 Accelerates learning.
 Integration of theory and practice.
 Promotion of communication skills
10. Cognitive strategies

Definition:
 Helps you apply new information or  Cannot directly observe.
skills in life situations
 Encourage to develop problem-
solving skills.
11. Compensation strategies

Definition: Learners use communication strategies to compensate for language
limitations. Preferences vary among learners, with females opting for social/affective
strategies and monolingual learners choosing compensation strategies.
 Empower students to think about  May sometimes actively interfere
their own thinking. with task performance.
12. Metacognitive strategies

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Definition: a Theory of knowledge focused on self-regulation of human thinking.
 Highlights the flaws of behaviorist  Hard to measure meta-thought.
approaches in education  Not clear if meta-thought is
 conscious or unconscious.
13. Social Strategies

Definition: Students learn from other students through social technologies, training,
coaching, and mentoring.
 Language learning happens through
imitation.
 Language is best acquired through
experiential learning.
 Social learning fosters collaborative
spirit that helps in language
learning.
14. Affective Strategies.

Definition: It is a strategy for emotion management.
 Lower your anxiety 
 Easily completes a given tasks.
15. Cooperative Language Learning (CLL)

Definition: forms part of a wider teaching approach known as Collaborative Language
Learning. It seeks to make the maximum use of cooperative activities involving pirs
and small groups of learners in a classroom.
 Helps you open up in a team, share  Lack of social skills.
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your ideas freely without fearing  Lack of diversity skills.

judgement and streamline your  Avoidance of failure.
communication to get your points
across.
16. Audio-lingualism
Definition: classes are usually held in the target language as this approach deliberately
seeks to prioritize speaking and listening skills.
 Listening and speaking skills are  It does not pay sufficient attention
emphasized and, especially the to communicative competence.
former, rigorously developed.
17. Mnemonic
Definition: This strategy uses mnemonic devices to link known and new information,
ideal for word and symbol-loving learners.
 Allows learners to retrieve  It should be easier not harder.
information quickly.  Not a comprehensive teaching
method.
18. Manipulatives
Definition: Give students a glimpse of knowledge beyond their minds: equation
solving tools, algebraic factoring visuals, and more.
 Makes the students be a visual 
learners
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19. Student-Teacher Conference

Definition: Meeting between student and teacher to identify strengths and growth
areas. Together they choose strategies for student progress.
20. Inductive Learning

Definition: Learning by observing and examples. Students generalize rules from
examples.
 Long memory retention  Requires extensive time and effort
 Helps students to recognize  May not provide clear guidance of
patterns, making observations and learning.
forming generalizations.
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1.IMAGERY
Imagery is a way of using language to paint a picture for the reader. Imagery can affect all
five of the reader's physical senses - not just sight. In other words, imagery assists a reader
in imagining the smell, taste, touch, sight and sound of the scene that the author is
describing.
This stimulates the reader’s senses.
 Easy to interpret. 
 Helps the mind and body relax.
 Manage anxiety, stress and
depression.
2.SIMILE
Similes are a kind of descriptive English language device that compares two things to create
a vivid image in the reader’s mind. Similes impact the reader's experience in being able to
imagine and understand what they are reading.
 Spice up a story and make reading  Excessive use of simile can affect
more entertaining. your story.
 Allow readers to relate ideas to the  Simile relates to culture.
things they see or feel.  Well-known similes often become
boring.
3.METAPHOR
Whilst similes compare two things, metaphors create more of a direct and literal effect. A
metaphor is a form of figurative language that directly compares one thing to another for
rhetorical effect.
 Learn the systems and products  Breaks the cultural protocols.
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easier.  Implements conflict with the

 Helps the users to comprehend the designers on how to conceptualize a
model applied. problem.
 Expands the number of active users  Averts the user to use of metaphors.
range.
4.FLASHBACKS
Flashbacks are a language device that can be used within a plot to insert past events in order
to provide context to the current events of a narrative. Using flashbacks, writers allow their
readers to gain insight into a character’s motivations and provide a background to a current
predicament.
 Good for really putting the reader in  Can take you out of a story.
the moment of what happened.  Interrupt the chronological order of
the main narrative to take a reader
back in time to the past events in a
character’s life.
 preevents you from moving story
forward in another creative way.
5.ALLITERATION
Definition: When two or more words that start with the same sound are used repeatedly in
a phrase or a sentence. It also includes the repetition of sounds that are similar. Such as
repetition of sounds appears at the beginning of a word.
 Makes the text catchy and  Used to inject mood or emotion into
memorable. a piece of writing.
 Help set the tone, depending on the
consonant sounds used.
6.PERSONIFICATION
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Personification is a language device in which human characteristics, including thoughts,

feelings or actions, are given to something non-human.
 Adds life, energy and an element of 
relatability to the things that would
otherwise be lifeless, making a text
a richer read for an audience.
7.Assonance
Assonance is what we call it when two words that occur in a sentence share the same vowel
sounds, but the consonants are different.
 Enhances your writing with rhythm, 
mood and emphasis.
8.Colloquial language
Colloquial language is essentially just informal language or casual forms of communication in
the written form.
 Helps people to express their  Creates a barrier to communication
feelings, briefly for the uninitiated.
9.Dialect
Dialect is a great English language technique to use when establishing different characters in
a story. It is a type of language that is spoken by people in a particular geographical area.
Therefore, using it in works of fiction helps show where characters are from.
 Faster way to express some  No exact rules for using the
sentences. language.
 Don’t use letters which are difficult
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to pronounce.
10. Direct Address Technique

Definition: it is when the writer communicates a message directly to a reader or to a group
of readers.
 Requires the writer to immediately  The teacher cannot perform an
step inside the shoes of the reader. action and show any object.
 Enhances the interests of the reader
as the text directly talks with them.
11.Hyperbole
Hyperbole is the name given to an exaggerated phrase. If language is said to be hyperbolic, it
is over the top, and not intended to be taken literally.
12.Irony
Irony is notoriously hard to describe but can be a very effective technique when used
correctly. It basically means when words or ideas are used in a sarcastic or humorous way to
imply the direct opposite of what they mean.
 Display a disparity between what  Writers to show the characters
the characters think can, should, or ‘intentions versus the outcomes,
will happen and what actually appearance versus reality.
transpires
13.Onomatopoeia
Onomatopoeia is one of those language features in English that’s much easier to use than it
is to spell! This English language technique is a word that sounds like the noise it’s describing.
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 Can add excitement,action and

interest
14. Oxymoron
An oxymoron is where two words that are typically not associated with one another are
used together.
For example:
The ending of the movie was bitter-sweet.
15.Pathos
Pathos is any language that is used to stir up feelings of sadness.
16.Repetition
Writers will repeat specific words or phrases to put emphasis on them.
For example:
It is really, really cold here in Belfast.
 Repetition fosters learning
 Repeated tasks become second to
the nature and strengthen the brain.
 Builds confidence.
 Reduce stress.
 Improves focus.
 Can double your learning speed.
 Fosters predictability
 Helps you to get to the level of
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teaching a skill.
 Improves time management.
17. Rhyme
Rhyme is another of the language features in English that is most frequently used in poetry.
Poems do not have to rhyme, but many adhere to a particular rhyme scheme.
 Good for the brain  Restricts the writer’s lexicon.
Teaches us how language works and Poet may feel constrained and have
improving memory, concentration, spatial difficulty in expressing oneself.
intelligence and thinking skills.
18.Rhythm
Rhythm is another technique that is most used in poetry.
19. Symbolism
Definition: Represents idea or qualities that is attributed to natural objects or facts.
 Express complex ideas while giving  Symbol changes over time and
the reader a visual, sensory eventually lose its meaning.
experience.  Cannot be verified under
verification principle and is
therefore meaningless
20. Rhetorical Questions

Definition: it is much more persuasive than telling your audience what to think. The impact
of it is by depending on the strength of the speaker’s argument and the personal relevance
of the topic to the audience.
 Increase the variety of your  Make some fragments seem like
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presentation. Influence and they are not worth the reader’s

persuade the audience. time, making him lose interest in
whatever you have to say next.
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1. Word association
Definition: A teacher will Choose a word and have the students say a word that is associated
with it.
TEACHER'S ACTIVITY STUDENT'S ACTIVITY

Step 1: A teacher will pick a word for example
"classroom". Will say a word that comes to their minds
that is associated with the word "classroom."
For example: Students, Greenboard, Teacher,
etc.,
Step 2: The teacher will use it in a sentence
for the students to better understand the
topic to be discuss.
2. Charades
Definition: Act out a word or phrase without using any words, and have others guess what it
is.
TEACHER'S ACTIVITY STUDENTS ACTIVITY

Step 1: The teacher will prepare a set of
words in a vessel or jar. The students will pick a random word that
the students will perform for their classmates
Step 2: The teacher will set a time limit for to guess the word using their body language.
them and the words that are guessed should
be related to the topic to be discussed.
3. Storytelling
Definition: Have each person take turns telling a story, either by themselves or as a group,
with each person contributing a sentence or two.

Step 1: The teacher will pick a story book to
read.
The students will attentively listen on what
the teacher is telling them.
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Step 2: The teacher will give the students

time to think of what are the moral lesson of
the story.
4. Word games
Definition: Play games like Scrabble, Boggle, or Bananagrams, which require players to use
and manipulate words.

Step 1: The teacher will think of a game that
will motivate the students to engage in the
lesson.
The students will actively engage with the
said activity. For example, scrabble.
Step 2: the teacher will deliberately execute
the said activity with caution.
5. Word puzzles
Definition: Solve crossword puzzles, word searches, or other word puzzles together.
6. Role playing: Act out a scenario or conversation, such as ordering food in a restaurant
or negotiating a business deal.
Step 1: teacher will be the facilitatior in
conducting this activity.
Students will do the said activity by groups
with props and costumes
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7. Tongue twisters: Challenge each other to say tongue twisters like "She sells seashells
by the seashore" or "Peter Piper picked a peck of pickled peppers."
Step 1: the teacher will give some tongue
twisters for them as a motivation
Students will start from slow pace until they
achieve to pronounce the tongue twisters in
a much faster pace
8. Debate: Choose a topic and have each person take turns arguing for or against it.
The teacher will divide the class into 2
groups.
The two groups will pick if they are pros and
cons.
The teacher will set a time limit for the
students to talk about their prepositions.
9. Writing prompts: Give each person a writing prompt, such as "Write a story about a
time when you were lost," and encourage them to write and share their responses.
The teacher will tell the students a scenario
that they will write and share their
experiences.
The students will do the task using their
cognitive and imaginative skills.
10. Pronunciation practice: Choose a word or phrase with difficult pronunciation and have
each person take turns practicing saying it correctly.
The teacher will present a different set of
word or phrase infront of the class.
The teacher would show the class how to

pronounce a word step by step.
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The class will follow the movement of the

mouth of the teacher will pronounce a word.
11. Story sequencing: Choose a story and have each person take turns sequencing the
events in the story, either verbally or by writing them down.
12. Dialogue completion: Create incomplete dialogues with missing phrases or sentences,
and have each person take turns completing the dialogue.
13. Picture descriptions: Choose a picture and describe it aloud to a partner or group.
Encourage the use of descriptive language and discussion about the content of the
picture.
14. Vocabulary building: Choose a group of related words, such as words related to the
weather or animals, and have each person take turns defining the words and using
them in sentences.
15. Interviewing: Have one person take on the role of an interviewer and another person
take on the role of an interviewee. The interviewer should prepare questions
beforehand, and the interviewee should answer them as if they were being
interviewed for a job or a news story.
16. Word building: Choose a root word and have each person take turns creating new
words by adding prefixes or suffixes to the root word.
17. Picture Analysis: Extracting meaning from digital images through processing
techniques.
18. Word Scavenger Hunt: Create a list of words related to a particular theme or topic,
and have students search for the words in books, magazines, or online resources. This
activity can help build vocabulary and improve reading comprehension.
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19. Vocabulary Bingo: Create bingo cards with different vocabulary words on them, and
have students cover the words as they are called out. This activity can help reinforce
vocabulary and spelling skills.
20. Sentence Building: Provide students with a set of words or phrases, and have them
use them to create complete sentences. This activity can help develop grammar and
sentence structure skills.
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LANGUAGE METHOD
(Listening Comprehension)
 EN2LC-IIA-J-1.1
- Listen to a variety of media including books, audiotape videos and other age-
appropriate publications and
a) Note important details pertaining to
a. Character
b. Settings
c. Events
b) Give the correct sequence of three events.
c) Infer the characters feelings and traits.
d) Identify the cause and/or effect of events.
e) Identify the speaker in the story or poem.
f) Predict possible ending of a story read.
g) Relate story events to one’s experience.
h) Discuss, illustrate, dramatize specific events.
i) Identify the problem and solution.
j) Retell a story listened to.
 EN2PA-Ia-c-1.1
- Classify/categorize sounds heard (animals, mechanical, objects, musical
instruments, environment, speech)
 EN2OL-IIIc-d-1.2
- Participate in choral speaking and echo reading of short poems, rhymes and
stories with repeated patterns and refrains in English.
 EN2OL-Ia-e-1.5
- Use appropriate expressions in common situations (polite expressions, greetings,
seeking directions, apologizing, asking help, query and clarification)
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 EN2G-If-g-2.1
- Recognize names people, objects, things and places (e.g. names of animals, fruits,
objects in songs, stories, poems, nursery rhymes, pictures, realia and other ICT-
based materials)
LANGUAGE ACTIVITY
(Writing/ Composition)
 EN3WC-IIa-b-1
- Participate n generating ideas through prewriting activities
a. EN3WC-IIa-1.1
Brainstorming
b. EN3WC-IIb-1.2
Webbing
c. EN3WC-IIc-1.3
Drawing
(Spelling)
 EN3S-IIab-4
- Spell one to-two syllable words with consonant blends (e.g. pl, tr)
(Vocabulary Development)
 EN3V-IIab-5
- Show understanding of meaning of words with initial consonant blends through
drawing, actions, and using them in sentences.
(Oral Language)
 EN3OL-Iva-e-1.19
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- Present information in varied artistic ways (e.g. role playing, show and tell, radio
play/podcast/ broadcast/ reporting/ poster presentations)
LANGUAGE APPROACH
 EN2LC-IVe-f-2.4
- Use personal experience to make predictions about text viewed and listened to
 EN2G-III-i-5.1
- Describe people, objects, things and places using simple objectives (color, shape,
size, height, weight, length, distance, etc.)
 EN3LC-IIIa-j-1.1
- Activate prior knowledge based on new knowledge formed.
 EN4OL-I-g-10
- Express one’s ideas and feelings clearly.
 EN4A-I-g-22
- Demonstrate respect for the ideas, feelings and culture of the author of the text
listened to.
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LANGUAGE STRATEGIES
 EN2SS-I-a-e-1.2
- Engage in a variety of ways to share information (e.g. role
playing, reporting, summarizing, retellinh and show and tell)
 EN2SS-Iva-b-2
- Arrange words alphabetically by the 1st letter.
 EN2SS-IVc-d-3
- Interpret simple maps of unfamiliar places, signs and symbols.
 EN2SS-IVh-1.2
- Interpret pictographs.
 EN2SS-IIIa-d-1.1
- Follow instructions orally given.
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LANGUAGE TECHNIQUE
 EN2PA-IIIc-e-6.2
- Produce speech sounds ( sounds and letter names)
 EN5RC-I-h-2.3
- Analyze figures of speech (simile, metaphor, personification,
hyperbole) in a given text.
 EN2G-IVg-i-7.3
- Use the most frequently occurring preposition (e.g. on, over,
under, to, form, above, etc.)
 EN2V-IIIa-b-13.1
- Give the meaning of words used in stories presented through
real objects, illustrations, demonstration and context clues.
 EN3OL-Ia-3.8
- Initiate conversations with peers in a variety of school settings.
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Detailed Lesson Plan in English 2

I. Objectives
At the end of the lesson, students are expected to:
a. Identify the difference between words with the same meanings (synonyms) and words with
opposite meanings (antonyms).
b. Demonstrate understanding of words by relating them to their opposites (antonyms) and
to words with similar but not identical meanings (synonyms)
c. Realize the importance of knowing the synonyms and antonyms by applying them into real
life situations.
II. Subject Matter

a. Topic: Synonyms and Antonyms
b. Time Frame: 45 minutes
c. References: K-12 English Curriculum Guide
d. Materials: Visual Aids, Letter/Word Cuts, Hand-outs
e. Competencies:
• EN2V-IIIc-13.1 Recognize that some words mean the same (synonyms)
• EN2V-IIIc-d-13,2 Recognize that some words have opposite meaning (antonyms)
f. Approach: 4 A's (Activity, Analysis, Abstraction, and Application)
g. Method: Deductive Method
h. Strategy: Task Based Language Teaching
I. Technique: Repetition Technique
j. Style: Facilitator Style
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III. Procedures
Time Teacher's Hint Teacher's Activity Student's Activity IM's

Frame
Preliminary
Activities
A. Greetings
3 Good morning children! I’m
minutes teacher Bianca.
Good morning teacher, good
morning classmates!
Are you ready for today's
discussion?
Yes Teacher Bianca!

B. Prayer
Fantastic! but before we
proceed to our lesson. We
will pray first. Nida, please
lead the prayer.
Let's stand up and bow our
head. Angel of God, my
guardian-dear, to whom
God's love commits me here,
ever this day be at my side,
to light and guard, to rule
and guide, Amen.
C. Securing the
cleanliness.
Please arrange your chairs
properly before taking your (The students will arrange
seats and pick up any dirt their chairs and pick up the
under your chair. dirt, which they will throw in
the trash can.)
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D. Checking of Let us check your

the attendance attendance today, class. Is
there any absent this None, teacher.
morning?
That is great to hear!

(The students will pass their
respective assignments.)
I gave you an assignment at

our last meeting, right?
E. Checking of Please pass your assignment
the in front and I will check it
assignments later.
Our topic last meeting is

about give context clues,
We're about to begin a new
F. real-world examples,
lesson, but first, can anyone
Recapitulation illustrations, and real-world
here still recall what we
objects to explain the
talked about at our previous
meaning of words used in
meeting?
stories.
Wonderful!
2
minutes
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G. Motivation Picture
Before we move on in our

discussion, I'd like you to
take a closer look at the 2
pictures here Infront. Take
note of their actions,
characteristics and feelings.
I'll give you 10 seconds to
think about it. Yes/No.
your timer starts now.

time is up! What do you (Some students raised their
think about these images? hands)
Are they the same?
That's because the first is a

Who said no? Raise your boy and the second is a girl.
hands.
Why is your answer no? Yes,

Daniel?
(Some students raised their

hands)
That’s great that you’ve
noticed that the students in
the picture are boy and girl.
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Yes, because they're both

And how about those who smiling.
said yes? Kindly raise your
hands.
We feel happy, Teacher.
Why is your answer Yes?

Krisha? Glad.
Very good. What we feel

Cheerful.
when we are smiling?
Fantastic! What is the other

term of happy?
Wonderful. What else?
Precisely!
Before we begin our new
lesson, I'm happy to say that
you were able to identify the
similarities and differences
between the picture that
I’ve just showed you. Let's all
give each other a round of
applause for that.
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Developmental I have an activity before we

task begin our formal discussion.
This is referred to as
10 "arrange me." Letter/Word
minutes A. Activity Cuts,
I will divide into two groups. Cartolina
and follow this instruction.
Each group will be given 8
jumbled words with
numbers that you will
arrange correctly and write
beside its pair number. And
as you noticed at the
bottom of the cartolina
there is a rectangular box
that you need to fill in with
the bolded letters in the
jumbled words that I’ve
given to you that will spell a
word that is related in our
topic for today.
Do you have any question?
None, teacher.
Okay, I'll give you five

minutes to complete this
task; your timer begins now.
GROUP 1
1. G N O R T S - hard
2. E S Y - Agreed
3. D E E N - Required
4. R E V O - above
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5. W E N - fresh
6. Y M M U Y - delicious
7. E V O M - Proceed
8. T R T A S- begin
GROUP 2
T L U D A- Child
A E N R - Far
Y N I T- big
N E P O - close
T H G I N - Day
G N U O Y- Adult
A N E M - Nice
O N S - Daughter
Are you done group 1?

5 B. Analysis Yes, Teacher.
minutes
Okay great. How about the
group 2? Not yet, Teacher.
Okay, almost done. But don't

worry because I will give you
another 1 minute to review
your work.
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Okay,class are you done? Yes teacher!
Very good! So now let's

check your answers.
At this point I want you to
listen carefully to the
discussion of the answers,
okay?
based from the activity what
word have you got group
one?
Synonyms, Teacher.
Good job! How about group

two? We've got Antonyms,
Teacher.
That's fantastic! So, how do

we link the words that
they've created to the word
pair? The first is strong and
powerful. Is the word
"strong" are the same with
"hard"? Yes teacher!
Very nice. Okay, the second

one is "yes," and "sure" they
are the same or not?
It is the same teacher!
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Very good! It seems that the

word they were given is a
synonym. What do you think
the synonym actually means
then?
Synonym is the word that has
the same meaning.
Exactly!
But how about in the group
2. How we connect the
words that they're created
to the word pair. Is the word
"adult" the same as the
word "young"?
No, Teacher.
How about the word "near"
and "far”?
The word are not the same,
Teacher.
Good job! It appears that

the words that are given is
called antonyms. So, what
do you think the antonyms
mean?
Antonyms is the word that is
not the same.
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Very good children!
15 3. Abstraction That is why our topic for

minutes today is synonyms and
antonyms.
A synonym is a word or
phrase that means the same
thing as another word or
phrase in the same
language, or nearly so.
For example.
1. Beautiful - Pretty
2. Little - Small
3. Loud - Noise
Now let's make it into a
sentence. For example, Zia
has a pretty face and a
beautiful dress.
Second one, My little sister

wears small shoes.
And the last, Lyssa has a
loud voice and makes a lot
of noise.
While an antonym is a word
that has the opposite
meaning to another word.
Fer example:
1. Big-small
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2. Fast- Slowly
3. Hot - cold
Now let's make it into a
sentence for example,
The elephant is big, but the
mouse is small.
The rabbit is fast, but the
turtle is slow.
The soup is hot, but the ice
cream is cold.
As you can see, they have
the opposite meaning.
However, synonyms and
antonyms do not mean the
same or different thing; they
are expressed slightly
differently or similarly.
Do you get it?
Very good! Yes teacher!
Once again, what do we call

a word or phrase that means
the same thing as another
word or phrase in the same
language, or nearly so?
Precisely! Synonyms, Teacher.

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How about a word that has

the opposite meaning to
another word?
10 Fantastic! Give at least 1

minutes example of synonyms?
4. Application It is Antonyms, Teacher.
Very good. How will you

Beautiful and Pretty, Teacher
used it in a sentence?
Our garden is beautiful with

those pretty little flowers
that we have in our backyard.
That’s good, Michelle.
How about antonyms? Who

can give me an example?
Yes, Josh?
Can you use it in a

Fresh and Rotten, Teacher.
sentence?
The eggs in our fridge is

rotten that is why my mother
Thank you so much, Josh.
bought a fresh native eggs
And also to all of you for
from the farm.
actively participating today.
I'm glad because you have
something to learn today.
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IV. Evaluation
A. Choose the synonym for the sentence's underlined word.
1. My dog is dead. sleepy lifeless alive
2. The bag is small. laugh little night
3. The baby is sick. loud sleepy ill
4. The ice cream is freezing. open cold yellow
5. I'd like to visit the sea. ocean slow cake
B. Choose the Antonym for the sentence's underlined word.

1. The jumping rope is long. thin short dark
2. I want to play outside. night inside lazy
3. The playground is colorful. loud colorless near
4. Hurting someone is bad. good under dark
5. The door is closed. shut open start
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V. Assignment
Look at the words in the first column. Create a synonym and an antonym for each. Choose
from the words provided inside the box.
Pretty End Happy Huge Wrong

Ugly Correct Small Mad Start
SYNONYM ANTONYM
Begin
Angry
Beautiful
Big
Right
Prepared by: Zuzeth Ramos

Revised by: Bianca Angelica Pederio
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I. OBJECTIVES
At the end of the lesson, 75% of the students would be able to:
a. Identify the difference between common nouns and proper nouns.
b. Recognize the different kinds of nouns.
c. Appreciate the importance of knowing the difference between common nouns and
proper nouns by using it in a sentence.
II. SUBJECT MATTER

a. Topic: Common and Proper Nouns
b. Time Frame: 40 Minutes
c. References: K-12 English Curriculum Guide
d. Materials: Visual Aids, Hand-outs, Flashcards
e. Competencies:
EN3G-Ie-2.4 -Use nouns (e.g. people, animals, places, things, events) in simple
sentences
EN3G-If-2.2- Use common and proper nouns
f. Approach: 4a’s (Activity, Analysis, Abstract, Application)
g. Method: Discussion Method
h. Strategy: Explicit Instruction
i. Style: Facilitator Style
III. LEARNING PROCEDURE
Time Teacher’s Hints Teacher’s Activity Student’s Activity Instruct

Frame ional
Materia
ls
5 minutes A. Preliminary
Activities
1. Greetings
Good morning, class!
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Good morning,
Teacher!
2. Prayer I would like to

request everyone to
stand for our
opening prayer.
(Students quietly
stand up)
In the name of our
father, the son, the
holy spirit, Amen.
Praise be the name

of our lord, Jesus
Christ.
Now and forever,

Amen.
Before you take your
3. Securing of seats, please pick up
Cleanliness. the pieces of trash or
paper underneath
your chairs.
(The students will

pick up the pieces
Thank you, class. You of dirt)
may now be seated.
Is there anyone
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absent today?
4. Checking of
Attendance None, Teacher!
That’s good to hear,
that all of you are
present today.
Around of applause
to all of you.
Before we proceed in
our new lesson. Let
2 minutes 5. Recapitulati us have a short recap
on of yesterday’s topic.
Do you still
remember our topic
yesterday?
What is it all about?

Yes, Teacher!
It’s about
Demonstrative
Pronouns Teacher!
That is correct! Again

class, who can give
me the definition of
Pronouns? Yes,
Grace?
It is a word that can

replace noun in a
sentence.
Very good! What are

the examples of
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pronouns?
Yes, Chris?
He/she, me, I, they,

Teacher.
Correct! Do you any
question regarding
with our previous
discussion?
None, Teacher!
1 minute B. Presentation of
the Lesson
Our objectives for
today’s discussions
are paste on the
board. Can anyone
read the objectives?
Yes, Mike? At the end of the

lesson, 75% of the
students would be
able to:
a. Identify the
difference
between
common
nouns and
proper
nouns.
b. Recognize
the
different
kinds of
nouns.
c. Appreciate
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the
importance
of knowing
the
difference
between
common
nouns and
proper
nouns by
using it in a
Thank you, Mike. sentence.
10 a. Activity Before we begin, let Visual

minutes us first have an aids,
activity called “Take Flash
me home.” Cards
Kindly divided
yourselves into 4
groups.
(The students
group themselves
into 4 groups)
Are you ready for

today’s activity?
Yes, Teacher!
Okay, Very good!
Here’s the
instruction:
Using these flash

cards that I am
holding, I want you
to place it on their
respective columns
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in front. The columns

in front dictates
whether it is a
person, animal,
place, things, or
events. All the group
members should
participate in this
activity.
Is it clear, Class?
Yes, Teacher!
Great! You may now

start.
(The students will
perform the said
activity)
( See attached table)
TIME’S UP! Okay

please be seated.
(Students will seat
properly)
2 minutes b. Analysis Let us now analyze

your work.
Who can tell me the

things that you’ve
noticed in the
activity?
Yes, Anna?
We’ve noticed that
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the flash cards are

related with each
other, Teacher!
Very good! Who else
can tell me of what
have they noticed?
Yes, Prince?
The flash cards are
related with the
columns that they
are assigned to
which tells us
teacher that they
are all nouns.
Excellent
observation, Prince!
The activity that
you’ve conducted is
related for our
discussion today
which are the two
types of noun: the
common noun and a
proper noun.
15 c. Abstract
minutes Now Class, Let us
know more about Visual
what is a common Aids
noun and a proper
noun.
Everybody please
read. Common Nouns
talk about the
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general names of a
person, animal,
thing, place or
event.
A common noun
begins with a small
letter
As we know,
common nouns are Example: pig and
generic names or chair
general names for a
group of persons like
doctors also for
things, places and
animals.
For example: Cats,

laptops,
Monuments, Malls,
etc.,
Aside from the given

examples, who else
can give me a
common noun?
Yes, Darrel?
Clothes and
Schools, Teacher!
Very good, Darrel.
Now, let us proceed

to Proper Nouns.
Again, Class. Please

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read.
Proper Nouns are
specific names of a
person, animals,
things, places and
events.
A proper noun
begins with a
capital letter.
For example: Anna

Cleopatra
To further
understand, a proper
noun is a specific
name of a person,
things, events and
places that requires
capitalization of the
first letter. It is
different from
common noun
because a common
noun refers to a
generic thing or a
non-specific places.
For example, the
noun is country that
refers to a broad
term that doesn’t
exactly says the
specific location or
place. But if the
noun is Spain it is
now called as a
proper noun
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because it refers to a
specific location or
place in Europe.
Do you understand,
Class?
Yes, Teacher!
Who wants to give

an example?
Yes, Josh?
Josh is a proper
noun, Teacher.
While boy is a
common noun.
Very good, Josh!
Now that you all

understand what a
proper noun and a
common noun is. I
have here a set of
words that you need
to identify whether it
is a proper noun and
a common noun. Do
you understand,
Class?
Yes, Teacher!
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(The Teacher will

paste the set of
words on the board)
1. Dr. Saavedra
2. holiday
3. Drake
4. province
5. city
Who would like to

answer number 1?
Yes, Micah?
It is a proper noun,
Correct, How about Teacher!
number 2?
Good! How about It is a common

number 3? noun, Teacher!
It’s a proper noun

What about the teacher!
number 4 and 5,
class?
They’re both a
common noun
teacher!
Very good, Class!
You have fully

understood what the
difference between
common noun and a
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proper noun are.
Now, that you’ve

understand the
5 minutes d. Application definition and Visual
differences of a Aids
proper noun and a
common noun. I will
show you some
sentences and you
will identify the
common noun and
its proper noun. Do
you understand,
Class?
Le us start! Yes, Teacher!
Mrs. Miranda is a
doctor in St.Lukes.
Now, who can give

me its proper noun
and common noun?
Yes, Michelle?
Mrs. Miranda is
person and St.
Lukes is a hospital
that is why it is a
proper noun. While
That is right! Doctor is a
common noun.
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Meaning to say, a
proper noun is more
specific that
common noun. How
can you tell the
difference between
proper noun and
common noun?
Yes, Lyssa?
Teacher, a common
noun is a general
name for a group
of things, places,
events, animals and
persons. While
proper noun is a
specific name for it.
Very good! Who else
can give me an
example using the
proper noun and
common noun in a
sentence?
Chelsea wants to
Thank you, Shemei. go to the mall.
Whatis the common
noun and the proper
noun in the
sentence?
Chelsea is aname
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of a girl that is why

it is a proper noun
while mall is a
generic or broad
term for a place
with no specific
location that is why
it is a common
Excellent, Trina. noun, Teacher.
I see that you all

understood our
lesson for today. Let
us not forget that
common nouns are a
broad or non-specific
name for a place,
thing, animal, person
or event. While
proper noun is a
specific name for a
place, thing, event,
animal or person
that always starts
with a Capital letter.
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Activity Table
PERSONS PLACES THINGS EVENTS ANIMALS
(Flash cards to be used)
 Girl  House  Bag

 Lea Salonga  Philippines  Dress
 Mother  Classroom  Birthday
 Teacher  Manila  New Year
 Pig  Chair  Christmas
 Cat  Butterfly  Independence Day
 Fish  Pencil
IV. EVALUATION
DIRECTION: Write CN if the words are common nouns and PN if it is a proper
noun.
______1. Mrs. Yuan

______2. Starmark Cafe
______3. Independence Day
______4. tree
______5. girl
______6. Manila
______7. Mt. Everest
______8. table
______9. bag
______10. clothes
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V. ASSIGNMENT
Make atleast 5 simple sentences using the common noun and proper noun.
Underline the words that are common nouns while double underline the words
that are proper nouns.
Prepared by: Genelyn Montillen & Bianca Angelica Pederio

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I. Objectives
At the end of the lesson, 75% of the student will be able to:
a. Identify words if it is a phrase and/or sentence.
b. Write phrases and/or sentences about an illustration or picture; and
c. Appreciate the importance of phrases and sentence s by answering the questions.
II. Subject Matter

a. Topic: Writing Phrases and Sentences
b. Time Frame: 45 minutes
c. References: k-12 curriculum guide
https://youtu.be/eDabJzYrAwo
d. Materials: Visual aids, pictures, hand-outs
e. Concept: Phrases and Sentences are formed by adding related words. Pictures and
characters are some of those helpful tools in developing phrases and sentences.
f. Competencies: Writing/Composition EN3WC-IIIc-1.13 (Writing)
Writing/Composition EN3WC-IIIc-1.3 (Drawing)
EN3PWIVc-2 (Match words, phrases and sentences containing these
words with pictures)
g. Approach: 4A’s (Activity, Analysis, Abstraction, Application)
h. Method: Inductive
i. Strategy: Explicit Instruction
j. Technique: Answering Questions
k. Style: Facilitator Style
III. Procedure
Time Teacher’s hint Teacher’s activity Student’s activity IM’s
5 minutes A. Preliminary
Activities
1. Greetings Good morning class! Good morning,

teacher!
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2. Prayer Before we start, I request everyone to

stand for our opening prayer, Lara
kindly lead the prayer.
Our father in Heaven,

we give thanks for all
the blessings that we
received. Thank you for
the good health and
guidance. We ask
heavenly father to
always guide to all the
things that we do. In
the name of
Okay, you may now take your seats. Jesus Christ. Amen
3. Checking of (The teacher will check the

Attendance attendance of the students)
(The students will say
present if they are in
the class)
4. Checking of Class did I give you an assignment
assignment yesterday?
Yes, teacher.
Okay, kindly pass your assignment in
front.
(The students will pass
the assignment in
front)
B. Review
5 minutes Class can you still remember our
lesson yesterday?
So, who can recap our lesson Yes, teacher!

yesterday?
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Okay, Shayne what is our topic

yesterday? (One student raise her
hand)
Our topic yesterday is

about talking about
Very good! Who can give an example oneself and other
to be conclude in personal personal information.
information?
Wonderful Nik! Name is an example to

Another answer? be conclude in
personal information.
Correct Belle, Any other answer? Also, the age and

address teacher.
Very good! Your answers are all The place of birth and
correct. Let’s give everyone 5 claps. date of birth, teacher
Talking about oneself is talking about

one’s name, personal information, (All students will clap 5
likes and dislikes. So, it is very times)
important to know our own details,
but class we should always remember
that we should not give out our
personal information especially when
we do not know the person who is
asking everything about us. Is that
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clear class?
C. Motivation Yes, teacher

3 minutes Before we proceed to our discussion Pictures
for today, let’s have a short game and
it’s called “Guess me who”.
Okay, class I will post the pictures on

the board then I will call several
students to guess each character. Am I
clear class?
Are you all ready and excited?
Yes, teacher!
(The teacher will post the pictures on
the board) Yes, teacher!
Class, based on this picture, what do

you think is his occupation?
Yes, Zia?
Very good Zia!

Your answer is correct. Doctor, teacher
Can you tell us how the doctor helps

our community? Lea?
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Very good Lea! Your answer is correct.

The doctor treats the
How about this second picture? sick people.
What do you think is the occupation

in this picture?
Yes, Arnold?
Very good Arnold! Farmer teacher
Can you tell me how Farmer help our

community? Zedrick?
The farmer plant fruits

Very good! Your answer is correct. and vegetable.
Next picture.
What do you think is the occupation

of this man?
Yes, Leo?
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Very good! Fisherman teacher
Who can tell how fisherman help our

community?
Yes, Anna?
Very good Anna! The Fisherman catches

different kinds of fish
and sea foods.
Last but not the least.
How about this last picture, what do

you think is his occupation?
Yes, Luz?
Very good Luz!

Policeman teacher
Who can tell us how policeman help
our community?
Yes, Divina?
The policeman
Very well said, Divina! maintains public order,
investigate crimes, and
Fantastic class. Your answers are all protects victims.
correct. Let’s give everyone 5 claps.
Based on the motivation that we (The students will clap

5 times)
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conducted, what do you think is our

lesson for today?
Yes, Ken?
(Ken raise his hand)
okay, correct. I think teacher our

Any other answer? lesson for today is
about sentences.
Yes, Sam?
(Sam raise her hand)
Also, it is about Phrase
Very good,
Our lesson for today is about Writing
Phrases and Sentences.
But before we start with our

2 minutes D. Presentation of discussion let us first know the
the lesson learning objectives in this lesson.
At the end of the lesson, 75% of the

student will be able to:
a. Identify words if it is a
phrase and/or sentence.
b. Write phrases and/or
2 minutes E. Presentation of sentences about an
the objectives illustration or picture; and
c. Appreciate the importance
of phrases and sentence s
by answering the questions.
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Let’s start first with a simple group

activity. We will divide the class into
three groups. Each group will choose
one leader, one presenter, and one
secretary what you are going to do is
F. Lesson Proper describe the picture that is given to
your group by providing its
descriptions. But before that, here are
5 minutes 1. Activity the rubrics to use to grade your
group. Pictures &
Visual aids
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Group 1
Group 2
Group 3
I will give you 3 minutes to finish

answering and after that paste your
work on the board. And we will
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proceed to the presentation. Your

three minutes starts now.
Time’s up!
So now let us witness the
presentation of Group 1.
2. Analysis
(The group 1 will

present their work)
Very good! Let’s give group 1 a hooray

clap!
1. Four long legs

2. Brave
3. Sweet
4. Attentive
Okay, the floor is yours Group 2. 5. hairy
(the students will do

the hooray clap)
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(the group 2 will

present their work)
1. strong
2. compact bodies
3. powerful
Fantastic! Let’s give group 2 a “aha”
forelegs
clap
4. hairy
5. sharp claws
(the students will do

Last but not the least. Group 3.
the “aha” clap)
(the group 3 will

present their work)
1. long trunk
2. playful
Amazing! Let’s give them a “Very 3. fluffy
good clap” 4. heavy
5. friendly
Okay class, all the groups got the right

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answers, so that let’s give everyone 5 (the students will do

claps. the very good clap)
(The students will clap

5 times)
Our topic for today class is about
Writing Phrases and Sentences. Visual Aids
10 minutes 3. Abstraction
So now let’s start our discussion. First,
let’s define the words phrases and
sentences.
Any idea from the class, what is

phrases?
Yes, Jona?
A phrase is a group of
words stating
descriptions about a
person, place, thing,
event, and the like. It
has no complete
thought or meaning.
Okay, thank you Jona, your answer is
correct!
How about the sentence?
Yes, Oliver?
A sentence is a group
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of words expressing a
complete meaning or
thought. It is composed
of a subject and a
Thank you, Oliver, your answer is also predicate.
correct.
When we say Phrases and Sentences,

it is formed by adding related words.
Pictures and characters are some of
those helpful tools in developing
phrases and sentences.
Now that we already defined phrases

and sentences, let us now proceed on
how writing phrases and sentences
becomes easier.
Class, who among you here have an

idea about writing phrases and
sentences?
Yes, Diane?
Writing a phrase and

sentence becomes
easier with the help of
pictures or illustrations.
The illustrations or
pictures of a character,
Very good Diane! place or thing may
guide you in describing
them.
Now, who can differentiate phrases
and sentences?
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Yes, Joy?
A sentence is a
collection of words that
include a subject and a
predicate and can be
used to express a
complete thought. A
phrase is a group of
words that doesn’t
have a subject and a
predicate. A phrase
Very good Joy! cannot stand alone and
does not express a
Class, since we already know the complete thought.
difference between Phrases and
Sentences, Let’s proceed by giving an
example to better understand the
discussion.
Who can give me an example of

Phrase?
Yes, Leo?
Very good! Any other example/s?

Sweet and playful,
teacher.
Very good Jane!
Loving and hairy,

Now, who can give me example/s of teacher
sentence?
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Yes, Jamila?
Very good! Any other answer/s?

Yes, Nathan?
Very good, Nathan! She likes bananas.
It seems that you already know our

topic, who can give me the Mary enjoys singing.
importance of writing phrases and
sentences?
Yes, Zedrick?
Very good, Zedrick!

It will help us
Any another answer? remember how the
Yes, Lea? word is used and what
it means.
Very good, Lea!
Did you understand our topic class?

It reinforces our
learning.
Do you have any questions or
clarifications?
That’s good to hear class.

Yes, teacher.
To wrap up our discussion and for me None, teacher.

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to know if you really understand our

3 minutes lesson, you are going to write and
4. Application draw on your paper of your favorite
hero (can be superhero or hero in
your life). And then answer the
following questions:
1. Who is favorite hero?
2. What are his/her
characteristics?
3. What power did he/she use in
saving his/her people or
community?
(The student will do
their task)
IV. Evaluation (5 minutes)

A. Identify words if it is a Phrase or Sentence. Write you answer on the space before the
number.
_____1. thick book _____6. sharp pencil

_____2. Sam enjoys cooking. _____7. short hair
_____3. orange pumpkin _____8. Cate have a lovely voice.
_____4. Carl plays badminton. _____9. wide tooth comb
_____5. Ann read a lot of beautiful books. _____10. Ana and her friends wear a long
dress.
B. Create a sentence for each phrase below.
1. enjoy summer
2. smells good
3. long hair
4. wide road
5. big bag
V. Assignment
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In your notebook, paste your own picture. Then supply the descriptions
asked about yourself.
Birthday
Name Age
Place of birth Parents

Your Photo
Favorite toy Favorite place
Favorite fruits
Prepared by: Anjeia Perez and Nida Ocampo

Trunkline: (054) 513-9519
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My reflection with this activity is challenging and exhausting because it is not a kind of
activity that easily to answer , you need a deep analyzation , understanding and efforts for
answering every questions .While doing this task I can say that after finishing the work I have
something to learn .It is not like other activities that when you search it to the internet there's
a lot of sources all you need to do is to copy paste but this kind of activity yes there's a lot of
sources but you need to analyze and read it carefully before you collect maybe it is not
necessary to the task you did. This part i challenge myself to make it my own lesson plan. I
know that there's some error actually i am not knowledgeable about doing lesson planning
maybe that's a reason why i have some error. As member of the group, Speaking of answers i
experience rejected to our team leader but not at all. It's okay for me at least she correct my
wrong and do her best for having a good output, at least I did my part as member of the team.
Even though i am not smart but i tried my best to help our team and to learn. Speaking of
task collaboration others did not participate some members has many reasons why they
didn't did their part . One of our team assigned task each of us , they assigned it last last
week , actually we have a lot of time to do so but sad to say as i said earlier the other did not
participates. Speaking of deadline of this activity is very closer actually it is not totally
cramming we have few days left to do the task i hope we finished it before the deadline .
Actually we' re now in parts of continuing to revise the detailed lesson plan and fillin some
parts we're still not yet done . Before i end this thought i was hoping and pray that our
activity are correct and received good grades not only our team but all of my classmates as
well.
Prepared by; Genelyn B.Montillen
Trunkline: (054) 513-9519
Mrs. Joanna Marie B. Perez, our English Professor gave us a group assessment which is
about teaching English in the elementary grades (language arts) which includes the different
approaches, methodologies, strategies, and techniques in teaching language arts. The first
thing we do is to plan what we are going to do to accomplish the assessment. We decided to
give each of us a task for us to finish quickly and for everyone to cooperate. At first, we’re
struggled with this assessment because we didn’t understand the whole content. We start to
find the competencies in each pedagogical for us to begin with the detailed lesson plan
because the DLP, or detailed lesson plan, was based on the competencies we found. As we
are done with the competencies and detailed lesson plan, we are also move forward to do
the rest. We are not a perfect group, but I can say that we did our best. Of course, there is a
lot of misunderstanding, but we manage it; we didn’t let our pride be on top; rather, we let
cooperation, understanding, and unity be on it. What I’ve learned in this group assessment is
to have teamwork and that we should act and work as a group to achieve a beautiful and
worthy result. Always help each other especially when your groupmates are struggling. We
should always remember that in every group, we must WORK AS ONE AND BE ONE.
Prepared by: Anjeia Perez

Trunkline: (054) 513-9519
The process of creating an ePortfolio is merging a variety of assignments into a single web
page that reflects all of the critical information about our course as well as the experiences we face
both as individuals and as a group. I have to say, as a member of this group, that I go through a lot of
deficiency mental, physical, and emotional challenges and hardships. One of the possible causes of
my inability to concentrate is that I've been dealing with a personal issue for the past few days that I
am unable to address. In our activity is a teaching model where educators continually reflect upon
their lessons and curriculum to improve future iterations of their course. Instructors who use the
reflective pedagogy model regularly gather data on student satisfaction, engagement and belonging
to help inform subsequent lessons. Pedagogy refers to the way of teaching students, whether it is the
theory or practice of educating. It is a relationship between the culture and techniques of learning.
The main aim of pedagogy is to build on previous learning of the students and work on the
development of skills and attitudes of the learners. Every student should be aware of how crucial it is
to be a responsible learner and to have the fortitude to keep going through obstacles in life. I
appreciate everyone that takes the time to learn about me and my situation as a member of this
community. Completing this E-portfolio is a significant goal for us as students, and this would be an
opportunity for us to engage in this kind of Activity. It would help us prepare and enable us to be
better people.
Moldez, Jastiny Marie B.

Trunkline: (054) 513-9519
As a Parent-Student is not easy for me to do all the challenges in my life especially the work
of online-based. Why? Because it is a combination of my responsibility with my family, being a
student and a business woman but I believe myself that I can do it.
As a member of this group I always set myself to do this task early in the morning because
my 3kids was already asleep and I can focus for doing this. Making an e-portfolio is a responsible of
being a student because it is the one of the requirement to fulfill this subject. All we need to do is to
help each other to complete all the task that they assigned because every individual had a function.
We as a group are helping each other in completing e-portfolio but there’s always a circumstances
that we encountered difficulty especially for the individual who are suffering for the low internet
connection, with out there own WiFi connection and financial problem to support the internet that
we need. Yes it is a very big struggle of every individual. And this is my problem before why I
repeated this subject and this is not only my subject that I repeated but its ok for me because this is
also my challenge to overcome and to complete it all in order to graduate. Being a repeater is not
easy for me but I accept it, and I’m so lucky because of my companion that they are so understanding
for my situation and also this section are very kind and they accept me as “ate” in the group.
Lunining F. Norioste
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The process of building an ePortfolio involves combining number of tasks into one web page
that reflects all of the vital details about our course as well as the experience we encounter as an
individual and as a group. Since I am a member of this group, I must admit that I experience a lot of
(pagkukulang) also struggles and burdens on a mental, physical, and emotional level. I've had a
personal issue during the last several days that I can't discuss, which is probably one of the reasons I
can't concentrate.
Additionally, not having an internet connection is one of the most stressful things I deal with
on a daily basis. To cut a long story short, this makes it difficult for Jastiny and I to connect with our
members, which is why we can't easily do the assign tasks. I also frequently get migraines, which
makes it difficult for me to concentrate on my work. I'll be the first to admit that I occasionally fell
short of fulfilling my duties in this "Group," but I always tried my hardest to accept them as a
member (bawi).
I firmly believe that this strategy, similar to teaching strategies or techniques, is the best way
for me to discipline myself in carrying out my daily tasks and academic work. I made the decision to
uninstall all social media apps that interfere with my "focused era" and provide distractions, as well
as log out of all social media accounts for a little while, so I could accomplish my assignment and be
able to control myself in situations when (Hindi ko na alam kung anong uunahin) and yeah! swearing
is very effective.
Every student should be mindful of the importance of being a responsible learner and of
having the perseverance to overcome challenges in life. As a member of this group, I'm also
appreciative of everyone who takes the time to get to know me and my circumstances. To my fellow
members In order for us to be prepared and able to be better people, completing this E-portfolio is a
significant undertaking for us as students, and this would be an opportunity for us to engage in this
kind of Activity.
MAE MITCHELLY E. NIEVA
BEED 2A
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In our team we had our own strategies on how we gathered information needed to the given
topic. Given the information that we should look for, by doing the said portfolio we decided
that each of us assigned to the specific given topic. Honestly, we encounter
misunderstandings because of some reason like internet connections, family matters. By that
story, we build a strong foundation to make our portfolio progress and I want to share this
because in one team we expect like of this issues but that way we test our relationship as a
team. I'm so happy and grateful that I had members like them because even with what we
encounter we are still good friends that can help us to make our team strong. I realized that
we should have initiative, and most importantly, be patient and understand each of us.
Therefore as a team, we should have a connection to create a harmony that brings lights of
our mind that can help us to connect again from the misunderstanding that happened.
Working with them is a challenge because we have different opinions and views. I'm so happy
because of our strategies and techniques to do the task. Lastly I learned from the portfolio
that we do, not only the lesson and also it add knowledge that help me to be knowledgeable
enough that can help me to teach to my future students in fact it teach me in real life
situation that we should heard the comments of our members we didn't know that his or her
suggestions help to make the task effective. I want to thank the efforts and time of my team
because of the hard work that they contribute even though we have busy days and also I
would congratulate Bianca's situation because in fact she had work but her efforts to edit and
compile our information I'm so blessed because I had a member like her.
Prepared by: Ryan Jay Rapinan

Trunkline: (054) 513-9519
This Eportfolio of pedagogies has been used in initial in teaching education for its
storage and presentation functions. These e portfolio of pedagogies related concept include
its purpose for learning, design of contructivist and learning activities that help to enhanced
the constructive alignment of e portfolio. As we worked our E portfolio of pedagogies which is
served as our Assessment 2 in the last semester ( Midterm Examination) i would say that it is
not easy to looked for another pedagogical terms and compentencies that should be suit to
that particular pedagogical term as well as creating an original Lesson Plan . It really need to
have a force cooperation in order to be responsive in doing assigned tasks. Though there are
some instances that some member of the group are not actively partcipating in the said
group activity including myself because of the some important matter that should be done
also as early as possible. But all in all this would not be done without the helped and putting
an extra effort of our Group Leader, Bianca Pederio.
This group activity will make us realize that no matter what we do in life we need to be
responsible which is i admit i've missed during the entire process of building this e-portfolio.
Christine Nieva
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My reflection on our e-portfolio was that at first, we still had difficulty finding
examples because we didn't know what kind of examples they were. It would have teacher's
activities and student's activities, or would it have advantages and disadvantages? That's why
it took us so long to find and understand. We continue to look for and take care of what has
been assigned to us.
I created a lesson plan for the group, which Bianca revised. I gave the title of what we
did, and I also assigned what the group would do, but it wasn't followed because of the
confusion caused by my assignment. Sorry for my mistake; I assigned them to give two
examples per pedagogical. 2 for language approach, method, strategy, technique, and activity.
But then I realized that my assignment should be 10 examples of language approaches, but I
can't do anything. And one thing is for sure: although there was confusion, we were still able
to complete our work. I was the one who volunteered at first. I was the only one to do the
compilation, but I didn't have a laptop, and my phone storage was full, so it was a good thing.
Bianca bought a laptop on Saturday, so it was exactly the right thing that the laptop was there
because some of our groups have laptops but didn't volunteer to compile our works, but with
the help of each other, we completed the task. Everyone cooperated and gave an example.
But Bianca contributed more because she compiled and revised the detailed lesson plans, as
well as added missing examples and competencies. I am pleased to report that our e-portfolio
was created by our group as a whole, rather than by a single member. That is why we are
overjoyed that we passed this test. Despite the fact that the other members are absent for
various reasons, we continue to collaborate.
My experiences in doing this have been very lighthearted because what we did can
help us in the near future not only me but also my groupmates, which is why I feel
lighthearted because I am also one of those who contributed to what we did. I am glad to say
that our e-portfolio was created by our entire group, not just one member. That is why we are
overjoyed that we passed this. Despite the fact that the other members are absent for various
reasons, we continue to work together and finish it successfully. Thank you for all my
groupmates and for our instructor, because I have something to learn about guidelines in the
future. So as a future teacher, I will use it to be an effective and flexible teacher someday
Zuzeth Ramos
Trunkline: (054) 513-9519
It was a wonderful experience to do such things as compiling this pedagogical terms

and its examples because it enhance our cognitive skills and also helps us to prepare in the
near future of what is it like to do such things as ths but I know that this e-portfolio is not
even an inch of what real teachers or instructors would do. Now that I’ve experienced it first
hand, I appreciate those persons who does research, journals and other things that are relate
to what we have done. Though, I have encountered a lot of dramas which will also be a part
of my reflections. I can proudly say that I am grateful for those persons who had helped me
finished this task because without them I would not even finish the half of this compiling.
Based on what we have made for the couple of weeks to finish this E-portfolio is
somewhat difficult especially for me, not only because of my circumstances being pregnant at
the same time working on weekends but also because some of my groupmates are being
tardy when it comes on doing their obligations as a member. I would always remind them in
our group chat regarding with their tasked work if it is finished or not but only a few of them
would respond to me. Some will only privately message me and tell me all those things that
are not a valid reason like for example they just got home from a family outing, or they
deactivated on facebook because her boyfriend broke up with her. That’s pitiful and I am
surely pissed off up until now because when we are in our classroom, they would just act like
nothing happened and still wont event talk to me or apologize in our group that they are
being lousy for not doing their part. Though I am pissed, I still considered their lousy reasons
but then again somebody from our class told me that the same person who just deactivated
her account for that pitiful reason said that our group doesn’t do anything that is related with
the E-portfolio that’s why she doesn’t even meddle with us anymore. Also, one of our
groupmates asked me privately if she could just send me money through gcash because of
she cannot do her tasks because of she is tired of studying and would want to quit school. It
was quite hilarious to think that she would offer/ bribe me with some money just for her
convenience and not do her obligations?. That’s the last thing I heard from her after I
outbursted my frustrations in the group chat. But all in all, I was pleased to know and thankful
that some of my groupmates we’re very helpful in fulfilling the said portfolio that we need to
submit. Even thou we had some lapses and error, we still managed to finished the task on
time. I am hoping that next time, they would actively participate in any group activities that
we may encounter.
Bianca Angelica Pederio
Trunkline: (054) 513-9519
My belief as a group member when we started doing the activity was a positive one. As a
member when I'm in Burias I am not responding or active in our respected group chat
because in our barangay we have a poor internet connection, but when I went back to
pasacao I did my part as a member. Me and Anjiea then Cristine start doing our DLP that is
assigned to us, we struggle while doing the DLP, because we are not knowledgeable enough
when it comes to doing a Lesson plan but we did our best to finish the assigned DLP. Then
after that we help each other finding examples of each pedagogy but as expected in
groupings there are some group members who are not cooperating and not responding. In
short they did not do the assigned task for them. They did not give their full cooperation
even though our group leader asked them to cooperate for the sake of a good result and
finish it before the deadline. I appreciate the efforts of our group leader because she always
did the part of our other members' tasks. That's why Me and some of our members did our
best to help her. I want to thank our group leader Bianca Pederio for her effort in compiling
our e-portfolio.
Nida Ocampo
Trunkline: (054) 513-9519
REFERENCES
 K-12 Curriculum Guide (English)
 Lesson Planning;
https://www.studocu.com/ph/document/manuel-s-enverga-university-
foundation/bachelor-of-elementary-education/english-lesson-plan-for-grade-3-
pupils/27250281 -https://youtube.com/watch?v=xMYYXmTIZlI&feature=share
 Examples for each Pedagoical Terms
https:/www.d.sud.edu.ph;docs -
https://www.google.com/url?sa=t&source=web&rct=j&url=https://pediaa.com/wh
at-are-literary-techniques/&ved=2ahUKEwiJuLTx-Nf-
AhVjm1YBHbTcAFcQFnoECBMQBQ&usg=AOvVaw1HRAWVHwnHE29qaxBA5205 -
https://www.google.com/url?sa=t&source=web&rct=j&url=https://pediaa.com/wh
at-are-literary-techniques/&ved=2ahUKEwiJuLTx-Nf-
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Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

2. Functional/ Communicative Approach

3. Community Language Learning

4. Total Physical Response ( TPR)

5. Tasked based Learning

10. The Silent Way

11. Functional-notional Approach

12. Natural Approach

13. Bilingual Approach

14. Test Teach Test Approach

actual process of learning grammar.

16. Lexical Approach

17. Content-based Approach

19. Communicative Approach

20. Hands-on Activity

1. Community Language Learning

9. Lecture based Learning

10. Transcription Language Method

11. Immersion Method

Definition: It offers simulated experiences to improve skills.

13. The Pareto Principle

14. Spaced Repetition System

15. Method of LOCI

16. Pimsleur method

17. The Michael Tomas Method

18. Tasked-based Learning

19. Structural Learning Method

20. Direct Method

 Promotes innovation.  Teachers may not identify the

 Allows students to explore and ask  Students inability to recognize when

10. Cognitive strategies

11. Compensation strategies

12. Metacognitive strategies

Definition: a Theory of knowledge focused on self-regulation of human thinking.

13. Social Strategies

14. Affective Strategies.

15. Cooperative Language Learning (CLL)

your ideas freely without fearing  Lack of diversity skills.

19. Student-Teacher Conference

20. Inductive Learning

easier.  Implements conflict with the

Personification is a language device in which human characteristics, including thoughts,

10. Direct Address Technique

 Can add excitement,action and

20. Rhetorical Questions

presentation. Influence and they are not worth the reader’s

TEACHER'S ACTIVITY STUDENT'S ACTIVITY

TEACHER'S ACTIVITY STUDENTS ACTIVITY

TEACHER'S ACTIVITY STUDENTS ACTIVITY

Step 2: The teacher will give the students

TEACHER'S ACTIVITY STUDENTS ACTIVITY

TEACHER'S ACTIVITY STUDENTS ACTIVITY

The teacher would show the class how to

The class will follow the movement of the

TEACHER'S ACTIVITY STUDENTS ACTIVITY

Detailed Lesson Plan in English 2

II. Subject Matter

Time Teacher's Hint Teacher's Activity Student's Activity IM's