Course Description:

This science course is designed to help Science major students improve their language skills, which are essential for effective
communication. In Unit I, Science students will focus on pronunciation, which is a crucial aspect of language. They will learn about short and
long vowel sounds, diphthongs, and consonant sounds. By the end of this unit, students will be able to recognize and produce these sounds
accurately, which will improve their ability to speak and understand English.

In Unit II, Sciencmajor students will work on expanding their vocabulary. They will learn about context clues, synonyms, antonyms,
affixes, prefixes, and spelling. These skills will help students understand unfamiliar words and use them correctly in their writing and speech.
Additionally, they will learn different strategies for using context clues to determine the meaning of unfamiliar words. By the end of this unit,
science major students will have a broader vocabulary and a better understanding of how to use words effectively.

Finally, in Unit III, Science major students will develop their writing skills. They will learn about punctuation marks, run-on sentences,
and fragments. These lessons will help science major students improve their writing by teaching them how to use punctuation marks correctly
and how to avoid common writing errors. Students will also learn how to identify and fix run-on sentences and fragments, which are common
mistakes in writing. By the end of this unit, students will have improved their writing skills and be able to communicate more effectively in written
contexts.

General Objective
This course is designed to help Science students develop their language skills, which are essential for effective communication. By the
end of the course, Science major students will improve their pronunciation, expanded their vocabulary, and developed their writing skills. These
skills will help them communicate more effectively in both written and spoken contexts, which will be beneficial for their personal and professional
lives.
 Topic Activities/Strategies Materials Evaluation Time
Allotment

UNIT I:
PRONOUNCIATION

Lesson 1: Short Vowel

and Long Vowel Sounds
At the end of the lesson, Sort the Words: • Flash cards with • The students will create a 4 hours
students will able to: Provide a list of science words science-related creative booklet
a.) recognize short vowels that have short and long vowel vocabulary containing short and long
and long vowels sounds, and ask students to sort • Letter tiles or cards for vowel and after that they
b.) produce the sounds of the words based on their vowel word building will read it in front of the
the short vowels and sounds. This can be done as a • Worksheets and class.
long vowels in group or individually. After sorting handouts for practice
isolation. the words each group will present and reinforcement
their works in front to read their • Books and articles with
works. science-related
vocabulary for word
Word Hunt: hunts
Ask students to search for science
words with short and long vowel
sounds in science textbooks,
articles, or websites. Have them
write down the words they find
and identify which sound each
word has.

Vowel Sound Bingo:

Create bingo cards with science
words that have short and long
vowel sounds. Pick the word and
 show it to students and let them
read it and have students mark
the words on their cards. The first
student to get a line or a full card
wins.
Lesson 2: Diphthongs

At the end of the lesson, Highlight Me! • Index cards with Spelling Test! 3 hours
students will able to: - Students will underline or scientific terms • Students pass a spelling
a.) Learn to read words highlight the diphthongs sound in • blank index cards and test on all Mini-Chart
containing the the words presented. After that, colored markers or words and Class-
diphthongs ou, and oi. the students will be pronouncing other writing utensils. generated examples.
b.) Learn to write and the identified diphthongs words in • Students spell diphthongs
spell words containing front of class loudly. words correctly in their
the diphthongs ou and journals and other writing
oi. assignments.

Lesson 3: Consonant Find Me! • Flashcards containing Create and Present it! 4 hours
Sounds The students will identify the various Science Terms The students will create a poem
At the end of the lesson, consonant sounds in different • Coupon bond and black that contains words with different
students will be able to: words by pronouncing them marker for the consonant sounds and blends.
a.) identify the accurately. They will write first students’ activity After that, they will present it in
consonant sounds of the word in the coupon bond, the class by reciting and applying
the given words by encircle the consonant sounds, the proper pronunciation of
pronouncing them and pronounce it properly. sounds of the words.
accurately; Consonant Sounds In Action!
b.) recite the words View and Pronounce It! The class will be have simulation
from the flip-chart The students will view the words in which they will be divided into
applying the proper from the flashcards and they will two groups and choose a
pronunciation of recite it applying the proper particular topic they want to
consonant sounds; pronunciation of consonant dramatize. They should use
c.) apply their learning sounds. important terms in each topic and
by executing the execute the proper pronunciation
proper consonant Twist My Tongue! of consonant sounds. The topics
sounds through The students will be presented are presented below.
simulation; tongue twister words. They must
d.) create a poem that pronounce the words correctly ➢ Teaching the process of
contains words with executing the proper photosynthesis
different consonant pronunciation of consonant ➢ Tutoring a nurse on how to
sounds and blends; sounds. properly assist a doctor in an
and The following are tongue twisters: operation
e.) present and recite ➢ Explain the steps of scientific
the poem they created ➢ Pad kid poured curd pulled method
applying the proper cod (3 times) ➢ Debating on how man was
pronunciation of ➢ Brisk brave brigadiers started to exist
sounds of the words. brandished broad bright
blades, blunderbusses, and
bludgeons - balancing them
badly (3 times
➢ Molten magma murmurs from
a conic volcano cone. (5
times)
➢ The volcanic vent is violent. (8
times)
➢ Geologists collect slate and
shale slabs sparkling sperrylite
stinky sulfur silvery silicon
sedimentary sandstone and
shards and slivers of shiny
schist (5 times)
➢ Fire fear catastrophe: fire
forced emergency firefighting
fighting fires, fears, disaster,
danger from afar. (3 times)
UNIT II: Vocabulary

Lesson 1: Context Clues

• Synonym
• Antonym
• Affixes
• Prefixes
At the end of the lesson Introduction to Context ⚫ Gadgets (cellphone, Evaluate me! 4 hours
students will be able to; Clues: laptop, internet) Students will be evaluated based
a) To identify the The teacher will introduce the ⚫ Worksheets and handouts on their participation in class
meaning of an unfamiliar concept of context clues by using ⚫ Context Clues graphic activities and discussions.
and challenging word examples of scientific words and organizer
using context clues, explain how they can be used to ⚫ Dictionary Demonstrate Me!
synonyms, antonyms, determine the meaning of an Online resources for Students will complete a
affixes, and prefixes. unfamiliar word. vocabulary building worksheet to demonstrate their
b) To teach students understanding of using context
different strategies for Synonym: Use Me! clues to determine the meaning
using context clues to The teacher will provide examples of unfamiliar words.
determine the meaning science terminologies of how
of unfamiliar words. synonyms can be used to
c) To help students determine the meaning of a word.
develop their vocabulary And after that students will work
and comprehension skills. in pairs to identify the synonyms
of science terminologies and
their meanings.
Antonym: Find Me!
The teacher will provide examples
scientific terms of how antonyms
can be used to determine the
meaning of a word. Students will
work in pairs to identify antonyms
of scientific terminologies and
their meanings.
 Affixes: Find my meaning!
The teacher will introduce the
concept of affixes and how they
can be used to determine the
meaning of a scientific words.
Students will work in pairs to
identify affixes and their
meanings.

Prefixes: Work with me!

Lesson 2: Spelling
At the end of the lesson,
students will be able to:
a) write the correct
spelling of the misspelled
words presented in the
flashcards;
b) arrange the letters to
get the correct spelling;
c) examine and
determine the misspelled
words from the excerpt;
andmatch the misspelled
words (column a) in the
following definition
(column b);
The teacher will provide examples
of how prefixes can be used to
determine the meaning of a
science words. Students will work
in pairs to identify prefixes and
their meanings.
Correct Me If I am Wrong!
The students will be presented
flashcards containing misspelled
words, and they will write its
correct spelling.
Arrange to Find!
The students will be presented
disarranged letters and they will
arrange it to find the correct
spelling of the words
• Flashcards containing Find What’s Wrong! 4 hours
misspelled words and Upon reading the excerpt from “A
its back has its correct Schoolmaster’s Difficulties,”
spelling Chapter 19 of Noli Me Tangere,
the students will examine and
• Copy of the excerpt determine the misspelled words
from “A Schoolmaster’s from it. They will underline those
Difficulties,” Chapter 19 misspelled words and write the
of Noli Me Tangere correct spelling in the paper.
(1887) by Jose Rizal.
Translated by Charles Match Much!
Derbyshire, Manila The students will match Column A
1912. (some of the to Column B. Column A contains
words from this will be the definition of the correct
misspelled, and words. Column B contains
disarranged words. The students
 students will examine it will write the answer in a correct
ans correct its spelling.) spelling.
UNIT III: Writing Skills

Lesson 1: Punctuation
Marks
At the end of the lesson, the Tell me what I am! • Pictures of sentences Create a Dialogue! 4 hours
students will be able to: The students will tell what without punctuation The students will create a
a.) identify the punctuation marks appropriate in marks dialogue applying the proper
punctuation marks; the given sentences presented in punctuation marks. They will
b.) use appropriate the pictures. They will write the choose a particular scenario they
punctuation marks in a sentences first then put its proper want make. They will be divided
sentence; punctuation marks. into three groups. The scenarios
c.) determine the correct are the following:
and proper usage of Sentence Snake ➢ Dialogue of the parents
punctuation marks; The students will be presented arguing
d.) create a dialogue and few sentences with no ➢ The speech of the barangay
a diary applying the punctuation and no spaces captain about issues on the
proper punctuation between words. They will write proper disposal of garbage
marks; and out those sentences with spaces ➢ Essay about climate change.
e.) perform the dialogue and proper usage of punctuation
they created with proper marks. Punctuation in Action
intonation. The students will perform the
dialogue they created with proper
intonation.

I Remember!
The students will create a diary
about their unique and
unforgettable experiences
applying the proper usage of
punctuation marks.
Lesson 2: Run on
At the end of the lesson, the
students will be able to
a) identify run on
sentences;
b) arrange broken
sentences and
construct it correctly;
and
c) write an essay
without run on
sentences.
Lesson 3: Fragments
At the end of the lesson,
the students will be able
to
a) identify sentence
fragments;
b) identify the sentences
if they are run-ons,
Run on or Not?
The students will identify the
sentences if they are run on or
not. If the sentence is a run on,
they will construct the sentence
correctly.
Fix the Sentences
The students will be given
‘broken’ sentences and they are
required to fix it. They will be
provided few different types of
‘run on’ sentences for them to
identify and then correct to
develop their writing process.
Fix It!
The students will be given broken
sentences and they are required
to fix it. They will be provided few
different types of fragments
sentences for them to identify
⚫ PowerPoint presentation of
the topic
⚫ Printed materials of the
activities
⚫ PowerPoint presentation of
the topic
⚫ Printed materials of the
activities
Write It! 3 hours
The students will write an essay
on how the wireless
communication affect the human
body. They must ensure that they
avoid run on sentences in
formulating it. They must also
provide evidences from different
sources such as research or
article. They must follow the
format of creating essay - the
introduction, body and
conclusion.
Speak It!
The students will present the
essays they created. Then, their
classmates will listen to the
presenter and give some
comments and recommendations
about the performance if he/she
correctly construct the sentences
without using run on sentences.
A-Pair! 4 hours
Students will write a short
paragraph with at least five
sentence fragments. They will
read by exchanging their
paragraphs with their partner and
 fragments, or complete and then correct to develop their identify and correct each other’s
sentences; writing process. sentence fragments.
c) correct the paragraph
with run-on sentences What am I?
and sentence The students will identify the
fragments; sentences if they are run-ons,
d) write a short paragraph fragments, or complete sentences
with at least one with
sentence fragment; proper punctuation.
and
e) combine with another Correct me!
sentence to form a The students will correct the
complete sentence. paragraph with run-on sentences
and sentence fragments using
sentence combining and/or
adding/deleting information – use
the subordinating conjunction
sheet on back of exercises as
needed.