DAY 1

Learning Objective
Infer the Speaker’s
Tone, Mood and Purpose.
Observe Politeness at
all Times
Show Tactfulness
when Communicating
with Others
Subject Matter
A. Topic : “Antonio’s Story”
- Mood of speaker

B. References : EN5LC - IIIe

Curriculum Guide p.73
Lesson Guides in
Elementary English 5 pp. 18 – 20
English Expressways 5 (Reading)
p. 137
Setting the stage
1. Ask : Do you know someone who is blind?
How do you feel for him/her? Would you like
to have a blind friend? Why?
2. Unlocking of Difficulties
Present the following sentences. Let the
pupils give the meaning of the underlined
words through context clues.
a. There was a heavy traffic and the cars
were honking so loud.
b. Handle brittle objects carefully because
they break easily.
c. When polvoron crumbles it becomes
powdery in form.
Explaining the students what to
do
1. Tell the pupils that they are
going to listen to the story of
Antonio who is blind.
2. Read “Antonio’s Story” to the
pupils. (Refer to LGEE 5 pp. 18 -
19)
Antonio’s Story

I have a friend who lives

in another world. Her name is
Francisca. The world she lives
in is full of light. So she tells
me when we meet every
Saturday afternoon.
Every Saturday
afternoon, my mama takes my
hand and we leave the house.
We walk a long way- past
other houses where people
are talking, past one street
where there are cars
honking. At last, when we
hear the sounds of children
playing and mothers talking
to other mothers, I know we
are at the park.
Every Saturday afternoon, here, in
this place of happy voices, I meet
Francisca who always shouts in
her happy voice, “Hello, Antonio!
Let’s go! Let’s go!”
And so, Francisca runs to Mama
and says hello and takes my hand.
Her fingers are small but they are
strong. She takes my hand and we
walk. As we walk, she talks and
tells me everything she sees along
the way:
“Now we are walking near the tree I
told you about. “Let’s call it our mango
tree. It is tall-taller than you and me
and your mama and my papa even if we
all stand on each other’s shoulders. Its
leaves are shaped like knives. Here feel
one. You know it is dry because it is
brittle and crumbles easily.
“The tree’s body or the trunk is big,
thick and rough. Here touch it! This is
the tree that makes wonderful
mangoes, all sweet and smooth and
golden.”
I smile because I know what a mango
tastes like. Francisca laughs and says,
“The way a mango makes your tongue
feel is the way light makes me feel.”
Sometimes, when Francisca tells me
such things, I feel so sad because I
cannot see. My eyes feel nothing
except my tears.
But Francisca sees and she sees my
hot tears sliding down my cheeks. She
holds me tight with her strong fingers
and says, “Don’t cry. My eyes are big
enough for the two of us.”
And she leads my fingers to her eyes
and says: “Look Antonio:
Red is the color of the sky that when
the day and the night meet.
Blue is the color of the sea where the
cold fishes play.
Yellow is the color of the sun that
makes your cheeks burn, that dries
your tears, the same color as the
mango that makes your lips sticky
and your tongue happy.
Green is the color of the leaves that
whisper when the wind blows.
And the wind that makes us laugh,
that moves our hair, that makes our
clothes fly, not even I can see. See?”
And I laugh to hear funny colors, and
soon I forget that I am blind and that
she lives in another world. This is my
friend Francisca who is more
important to me than having my own
eyes.
Comprehension check up
Ask the pupils the following
questions:
a. Who is Antonio’s friend?
b. Is she blind like Antonio?
c. When do they meet?
d. Where do they meet?
4. Let the pupils give words or
group of words used in the
selection that describe
mood or feelings.
Let the pupils identify the mood.
a. Francisca always shouts in her happy
voice. b. She said, “Hello, Antonio! Let’s
go!” c. My eyes feel nothing except my
tears.
Ask the pupils the following questions:
- What helped us in guessing Antonio’s
and Francisca’s mood?
(through their actions and what they
say- How can we tell the mood of a
person or a character in a story?
(through his/her actions and
utterances/statements)
Encourage the pupils to give their
own sentence with a situation
presenting different mood and tone
of a person.
Guided practice
Divide pupils into 4 groups.
Distribute to each group the strips
of cartolina with a mood written on
each strip. (Have a list of
suggested moods: happy, sad,
afraid, disappointment, surprise).
Tell each group member to get a
strip of cartolina without showing
what was written on it to the group
members. Tell each member to act
out or make facial
expressions to describe the mood
written on his/her strip of cartolina
while the rest of the group
members guess what that mood is.
Each member will take his/her
turn.
Independent practice Identify the
mood of the person presented in
each situation that I will read to
you. 1. Tina saw the thin ragged
beggar and gave him her last peso.
2. Clara groped in the dark. She
touched something slimy and hairy.
She shrieked and could not move.
3. Ana felt like walking on air and
that everybody loved her as she
went up the stage to receive her
trophy from the judges.
4. Tony was going to the city for
the first time. He couldn’t sit tight.
He pointed at the new things he
saw.
5. Aling Pinang looked at her
colorful garden. Her plants were all
flowering and it was a sight to see.
Closure/Assessment
What have you learned from
today’s lesson?
Evaluation
Infer the general mood of the
situations that I will read to you.
Choose your answer from the
words written on the board.
anger sadness
disappointment
worry fear
1. “It breaks my heart to see very
ill,” said Auring to her sick
daughter.
2. Mang Pedro raised a wooden
stick and shouted at the two boys
to get out of his garden.
3. Yoly’s brother was playing with
other children in the park. After a
while she could not see him
anymore. She tried to look for him
everywhere but she could not find
him.
4. Lightning flashed followed by a
terrible thunder. Sara closed her
eyes and covered her ears as
she sat on the chair.
5. Ramon has been on top of his
class since Grade One. Now,
mother was expecting another gold
medal. Awarding came but Ramon
was not called.
DAY 2
Subject Matter
A. Topic : Compound Words
Written as One Word
B. References : EN5V - IIIe - 20.3;
EN5V - IIIe - 20.4; EN5V - IIIe - 20.5
Curriculum Guide p.73
Lesson Guides in Elementary
English 5 pp. 102 - 104
Setting the stage
1. Study the picture. Tell
something about it.
2. Unlocking Difficulties
Group 1: What are the following
pastries/cakes made of?
cupcakes
pancakes
applesauce
strawberry
blueberry
Ask a pupil to read a short
paragraph presented before them.
One Sunday afternoon, Julian the
baker is busy making cupcakes
and cooking pancakes. Celano, his
helper is busy packing applesauce
and strawberry jam. They will
bring these to Chinatown where
anybody can buy anytime.
Comprehension check up
Ask the pupils the questions that
follow:
What is the name of the bakery?
Who is Julian?
What is the work of a baker?
What does Celano pack?
When did the story happen?
If you were a baker what bread
would you prefer to bake?
Look for the underlined words in our
story. Write the two words found in
each word.
sunday = sun + day
afternoon = after + noon
cupcakes = cup + cakes
pancakes = pan + cakes
applesauce = apple + sauce
strawberry = straw + berry
Chinatown = China + town
anybody = any + body
anytime = any + time
These two different words that have
been put together to form a new word
is called a compound word.
Can you draw out the meaning of a
compound word? (try to combine the
meaning of short word)
cupcakes - cakes shapes like cups
pancakes - cake fried on a pan
applesauce - sauce made of apple
Chinatown - town of the Chinese
anybody - anyone
anytime - at any moment
Compound word – comes from two
different words that have been put
together to form a new word with a
different meaning.
2. Encourage pupils to give their
own examples of compound words.
Guided practice
a. Write the compound word that
mean the following:
__ bell by the door (doorbell)
____ ache or pain at the back of
the body (backpain)
____ cake fried on a pan (pancake)
_____ room where classes are held
(classroom)
_____ cloth to cover
(covercloth)
Box the correct compound words:
1. part of the day between noon and
evening afterglow afternoon
2. air transportation
airport airline
3. paper that tells the news
newscast newspaper
4. ground or place for playing
playmate playground
5. paper with a rough surface
sandpaper sandstorm
Independent practice
Give the meaning of the compound
words in each sentence.
1. One lazy afternoon, Greggy the
young dog was relaxing at the
entrance of his doghouse.
2. He was about to daydream when
Dave, the Dalmatian came by to
invite him for some outdoor
games.
3. Greggy accepted it and asked
permission from his grandmother, she
said it was okay but reminded him not
to stay outside after dark.
4. Dave first introduced his other
playmates to Greggy, who gave each of
them a warm handshake.
5. Then, all of them began playing “tag”
and raced each other downhill.
Everyone was having lots of fun that
they didn’t notice the sunset and
the darkening sky.
Let’s make compound words. Write the
compound word on the blank before
its meaning.____ 1. a store where books
are sold____ 2. marker placed between
the pages of a book
___ 3. a set of shelves or cabinet for
holding books
___ 4. a person who spends much time
reading a book
____ 5. used to protect the eyes from the
sun’s glare
 Closure/Assessment
What have you learned from
today’s lesson?
Evaluation
Read each sentence and fill
in the blank with a compound word.
Choose your answer below.
haircut
firemen headache
drugstore
backyard cornfield
The __________ did their best to save
the burning building.
Please go to the _________ for some
medicine.
Grandfather went to the
barbershop for a ________.
We will go to the ________ to harvest
fruits and vegetables.
I have_____ maybe because I ate
too much.
Read each sentence and box the
correct compound word.
Daylight begins at early morning.
We put all our toys in the playroom.
I got sunburn when we went to the
beach.
The teacher told the students to
underline the correct answer.
We have P. E. in the afternoon.
DAY 3
Subject Matter
A. Topic : Synonyms and
Antonyms of Common Words
B. References : EN5V -
IIIe - 20.3; EN5V - IIIe - 20.4; EN5V
- IIIe - 20.5 Curriculum Guide p.73
Lesson Guides in Elementary
English 5 pp. 117 - 121
Use a topic wheel. Answer the
question at the center.

What are the beautiful

things found in our
country?
Unlocking Difficulties
Distribute each letter to pupils. Ask them to
rearrange the letters and give the meaning of
the word. They will stand in front with the
letter. (Encourage the pupils to give other
meanings of the given word).
LYVELO __________ 1. beautiful
GEELTN __________ 2. graceful
EAAADPTLB __________ 3. pliant
TRANFRAG __________ 4. sweet
NIIHGSN __________ 5. sparkling
My Native Land

How beautiful are her mountains grand

The peaceful valleys between
Her sparkling sun and cooling rains
That bathe the fertile plains –

How graceful are her stately plains

Her towering emerald trees
How pliant her rustling bamboos green
Dancing blissfully in the breeze –
How pretty her white sampaguitas
And fragrant orchids so rare
How modest and sweet her daughters
Who harvest the golden grain –

How I love her rainbow birds

Her blue skies and sparkling waves
How I love this dear Philippines
Home on this troubled earth.

Esmeraldo B. Pascua
Comprehension check up
Ask the pupils the following questions:
a. What are found between grand
mountains?
b. How will you describe the plains?
c. Explain why bamboos are pliant.
d. Compare the sampaguitas and the
orchids.
e. Can you name three things you love
most in our country?
Let the pupils identify the words that
have similar meaning as the underlined
words.
The grand mountains are beautiful.
A. attractive C. elegant
B. marvelous D. radiant
2.) How graceful are her stately
plains
A. willowy C. delicate
B. obedient D. refined
3.) How pliant are her rustling
bamboos green!
A. wavering C. yielding
B. obedient D. loosening
4.) How pretty are her white
sampaguitas.
A. lovely C. ample
B. cheerful D. considerable
5.) How sweet and modest are her
daughters who harvest the golden
grain!
A. darling C. Harmonious
B. pure D. fragrant
Identify the antonym of each of the
underlined words.
1.) How peaceful the valleys
between her sparkling sun and
cooling rains.
A. violent C. noisy
B. disturbed D. troubled
2.) How graceful are her towering
emerald trees!
A. brief C. tiny
B. little D. low
3.) How pretty are her fragrant
orchids so rare.
A. frequent C. periodic
B. repeated D. common
4.) How sweet and modest her
daughters are!
A. unchaste C. grand
B. boastful D. excessive
5.) How I love this dear Philippines,
home on this troubled earth.
A. peaceful C. dignified
B. restful D. gracious
Synonyms -are words that are similar in
meaning.
Antonyms – are words that are
opposite in meaning.
2. Encourage the pupils to give their
own word with its synonym/antonym.
Guided practice Exercise 1
Choose a partner. The word list
contains words that maybe a synonym
or an antonym of the key word. Choose
the correct word to complete each set.
 correct joy
false alive
freezing many
dead sadness
unfamiliar same
known wonder
opposite gift
ordinary punishment
work relief
economical extravagant
KEYWORD Synonym Antonym
1. true correct false____
2. happiness _______ _______
3. abundant _______ ____
4. lifeless _______ _________
5. identical _______ __________
6. famous _______ __________
7. surprise _______ __________
8. reward ______ __________
9. rest _____ __________
10. thrifty ______ __________
Study the word list. Then read the
sentences that follow. Choose a word
from the list that can take the place of
the underlined word. Write your answer
in the blank before each sentence.
announced pleaded
yelled demanded
revealed mumbled
cheered commented
sobbed uttered
named
__ 1. Miss Luna declared the winner
of the contest during the meeting
of the group.
___ 2. “Give me back my book,”
Pepe ordered.
___ 3. “Please, give me another
chance,” the girl asked the teacher.
___ 4. The basketball fans rooted,
Hurray for Sonny.
____ 5. Nora cried loudly when
Mother did not allow her to join the
picnic.
_________ 6. Girlie said something
which made me feel good.
_________ 7. “Why must I always do
the dirty work?” snapped Mario.
_________ 8. The policeman
identified the suspect in the
robbery.
_________ 9. Ronnie stuttered so we
did not understand him.
_________ 10. Nobody spilled the
secret.
Correct Spelling of Words Learned
in the Lesson

How will you remember the

words used in the poem you
listened to?

Copy the word that is spelled

correctly.
1. gloruios glorious gloriouos
2. resplendent resplenden
rescplendent
3. verdant verdant vardent
4. pliantive pliantiv plaintive
5. boundlhes boundiless boundless
6. beutiful beautiful beautifull
7. toilssome toillsome toilsome
8. fertille fertile fertile
9. peacefull paeceful peaceful
10. stately statly steily
Independent practice
Exercise 1
Listen as I read again the poem “My
Native Land”. Then answer the
questions that follow.
1. What bathes the fertile plains?
A. grand mountain C. cooling rain
B. sparkling sun D. cool breeze
2. How does the bamboo dance?
A. gracefully C. peacefully
B. blissfully D. stately
3. What word best describes the
orchids?
A. pretty and white
C. fragrant and rare
B. modest and sweet D. lovely
and colorful
4. What is referred to as the golden
grain?
A. corn C. wheat
B. palay D. beans
5. How does the author feel towards
his country?
A. ashamed C. embarrassed
B. proud D. passive
 Exercise 2
From the word box, select the
synonym of the underlined word in each
sentence. Write the letter of the
correct answer.
a. invisible f. reddened
b. rescued g. governed
c. vanished h. killed
d. slowly i. spacious
e. triumphant j. forefathers
_____ 1. Our ancestor fought valiantly
for our freedom.
____ 2. The victorious team was
recognized during the assembly.
_____ 3. The players’ faces blushed
with the unexpected recognition.
_____ 4. The injured climber was saved
by his companions.
_____ 5. The water vapor disappeared
in the air.
_____ 6. Atoms are unseen with the
naked eye.
_____ 7. Criminals who commit heinous
crimes are executed through lethal
injection.
_____ 8. Our new residence is roomy
and attractive.
_____ 9. The kingdom is ruled by a
kindhearted king.
_____ 10. The crowd’s panic gradually
subsided.
Closure/Assessment
What have you learned from today’s
lesson?
Evaluation
Spell the following words correctly
as I say them twice and use in
sentences.
1. peaceful 2. sparkling
3. rustling 4. blissfully
5. fragrant
Listen as I read the poem “Little
Garden Friends”. Be able to answer
some questions about the poem.

Little Garden Friends

1. My little snail upon the sand

2. With your shell you look so grand;
3. When I hold you in my hand,
4. How I wish you can stand
5. Oh, croaking Mr. Frog
6. Do you hop instead of jog?
7. Ever hopping over dew and fog,
8. Over stream then on the log.
9. Oh, little grasshopper green
and bright,
10. You jump so high with all your
might,
11. Jumping everywhere to left
and to the right,
12. You keep playing day and night
13. Look at the cute birdies in the
tree,
14. Waiting for mommy to set
them free,
15. While they flap their wings for
all to see,
16. Truly they are loved by you and
me! –
Adapted from “Hey Garden
Friends”
1. Who seems to be talking in the
poem?
A. child C. frog
B. snail D. grasshopper
2. What animal looks so grand inside
the shell?
A. frog C. grasshopper
B. snail D. bird
3. What animal hop over dew and fog?
A. bird C. ant
B. snail D. frog
4. What animals are waiting for
their mommy to set them free?
A. snail C. snake
B. bird D. frog
5. How long does the grasshopper
jump?
A. once a dayC. three hours
B. the whole day
D. three hours a day
 DAY 4
BONIFACIO DAY
DAY 5
Subject Matter
A. Topic :Cause and Effect
Relationships
B. References : EN5RC - IIIe
Curriculum Guide p.73
Lesson Guides in Elementary
English 5 pp. 129 – 131
Setting the stage
1. Ask :Which four-legged amphibian
has a hard shell for its protection?
Tell something about the turtle.
Are turtles good for a pet?
2. Unlocking of Difficulties
(Through contextual clues and pictures)
We can identify an animal by the kind of
tracks it leaves on the ground.
A. marks left by a person, animals
B. trail taken by a vehicle
C. a symbol or clue
D. a rough road
Father and mother wait for me at the
porch when I come home late.
A. stairs
B. hallway
C. covered passage
D. roofed shelter before the entrance
of a building
Children waving flag is the sight that
greeted the Secretary of Education
when he arrived.
A. become apparent to the eye
B. receive or acknowledge
C. salute formally
D. welcome
One dark night, Rose opened the
window and to her delight, hundreds
of fireflies were hovering around the
mango tree.
A. enjoyment
B. satisfaction
C. entertainment
D. great pleasure
The slow turtle scrambled into the
water.
A. mixed indiscriminately
B. blended thoroughly
C. stumbled slowly
D. move awkwardly
Tell the pupils that they are going to
read a story entitled “Turtle Tale”.
Remind the pupils to follow the
standards for listening. As they listen to
the story find out the answer to this
question:
How did Paeng guide the newly hatched
sea turtles to the sea?

2. Read “Turtle Tale” to the pupils.

(Refer to LGEE 5 p. 130)
Turtle Tale
Paeng and Delia loved to play in the
beach so much that they would often
forget the time. When the sun had set,
Paeng would remember that their
mother would like them to be home
before dark.
One day, Delia saw some prints in the
sand that led into the ocean.

“Paeng! Come look at these. I

wonder what animal made these
prints,” she cried
“I know. I saw the same kind of tracks
two years ago. They’re turtle tracks. A
turtle came to this beach and laid her
eggs. Then I guess she went right back
into the ocean,” Paeng replied. “Let’s
follow the tracks and look for the nest.”
So they followed the tracks until they
came upon the turtle’s nest.
“Where are the eggs?” asked Delia.
“The mother turtle must have covered
them with sand to keep the eggs
warm,” replied Paeng.
They would have continued with
their investigation but it was
getting dark. Paeng did not want
their mother to worry. So Paeng
and Delia raced each other and
headed for the light that shone on
their porch.
Several weeks passed. One night
after supper, Paeng and Delia went
outside. They were so surprised at
the sight that greeted them in the
yard.
Their mother quickly ran out to the
porch to see what was happening.
Paeng’s light shone on dozens and
dozens of tiny crawling sea
turtles.
“Where did these sea turtles come
from?” their mother asked.
Delia remembered the turtle nest.
“Mama, we saw a turtle nest
several weeks back. Maybe these
turtles came from the nest,” she
said.
“But why are they here? After they
hatch, the sea turtles head towards the
light. On beaches where people do not
live, the brightest area would be the
waves reflecting the light of the moon
and the stars. So the turtles followed
the house lights. We can help the
turtles find their way to the sea if we
turn off the lights at night as soon as
we finish our chores.”
“It’s a good thing we saw these sea
turtles. If they continued crawling away
from the sea, they would have been
eaten by crabs and other animals.
If they do not reach the sea, they would
die from loss of water in their bodies.
Come on, let’s guide the turtle to the
sea,” continued mother.
Paeng got a lamp and to his delight the
sea turtles followed the light of the
lamp. When they reached the shore,
Paeng waded to the sea and held the
lamp.
Before long, the small sea turtles
scrambled into the water. They raced in
the waves to begin their life in the sea.
(Lifted from Science and Mathematics
stories, Vol. 1)
Comprehension check up
Ask the pupils the following questions:
a. Who are the characters in the story?
b. Where did Paeng and Delia love to
play?
c. What does their mother want them to
do at sun down?
d. What did Delia see in the sands one
day?
e. Whose tracks were they?
f. Why did the children
decide to give up with their
investigation?
A cause brings about an event
but it can also be a thing or a
person. The cause answers the
question why or what caused it
or what the reason was.
Here are some sentences taken from
our story. Let’s read them.
They loved to play in the beach so much
that they would often forget the time.
The mother turtle must have covered
them with sand to keep the eggs warm.
But house lights shine much brighter
than the moon and the stars so, the
turtles followed the house lights.
If they do not reach the sea as soon as
they hatch, they could die from loss of
water from their body.
Let the children tell which part of each
sentence is the cause and which part
is the effect.
Give possible causes to the given
effect.
1. She bagged the gold medal.
2. He became thin and needed health
care.
3. The crowd at the airport
greeted and cheered her.
4. The stray cats scattered
the garbage.
5. The fire truck rushed
through the highway.
Give possible effects to the given
cause.
1. Lisa ate a lot of food last night.
2. Geri listens very well to the
teacher.
3. During an earthquake a building
collapsed.
4. They always eat a balance diet.
5. Lita graduated as a class
valedictorian.
Practice A
The teacher will read some clauses
and phrases. The pupils will clap
their
hands if the phrase is a Cause and
stomp their feet if it is an Effect.
so we switched on the light
She is very beautiful
William Tell split the apple into
two with an arrow
Because it is very warm
I did not do my homework
Practice B
The pupils will show off
their flags. The red flag signifies
Cause and the white flag signifies
Effect. The teacher will read some
sentences. If the first part of the
sentence is a Cause the pupil will
raise his/her red flag, if the second
part is the Effect the pupil will
raise his/her white flag.
1. The people are celebrating
because there was a fine harvest
2. The man committed a crime
therefore he was punished.
3. There was a sudden crashing
sound so everyone ran.
4. Since summer is just around
the corner, the plants are
starting to bloom.
5. There is a solar eclipse when
the moon casts a shadow on the
earth.
Independent practice
a. Numbered Heads Together
Divide the class into smaller groups.
Leader assigns a number to each
member. The members of the group will
work together to agree on the answer.
The teacher randomly calls on one
number. The pupils from each group
with the number called by the teacher
answers for the group.
Listed below are some causes.
Complete the sentence by giving
possible cause or effect.
1. When people do not use
overpass.
2.If people do not follow traffic
rules.
3. Everybody looks happy.
4. Bring your raincoat and
umbrella.
Analyzing Cause and Effect
Read the passage and perform
the activity after that follows.
From 1943 to 1952, scientists observed the
formation of the volcano Paricutin. In
February 1943, there was much underground
activity near the village of Paricutin, Mexico.
It caused many small Earth tremors that
worried the villagers. On February 20,
Dionisio and Paulo Pulido noticed smoke
rising from a small hole in their cornfield near
the village. The hole had been there as long
as the farmer and his wife could remember.
That night hot rock fragments
spewing from the hole looked like
fireworks. By morning, the
fragments had piled up into a cone
about 40 meters high. Within two
years it was more than 400 meters
high. Ash from the volcano burned
and covered the village. After nine
years, the volcanic activity
stopped.
1. Copy the phrase that shows the
cause of tremors near Paricutin.
a. underground activity
b. smoke coming from a hole in the
ground
2. Copy the sentences that show
effect of the eruption of Paricutin.
a. A cone more than 400 meter high
was formed.
b. Ash buried the village of Paricutin.
c. People resumed their normal lives in
the area.
d. Scientists learned a lot about how
volcanoes are formed.
Closure/Assessment
What have you learned
from today’s lesson?
Evaluation
Exercise 1
Listen as the teacher read
some clauses. Write C if it
states a cause and E if it states
an effect.
1. ___There was a fire.
___The firetruck rushed in the
highway.
2. ___So, all the people are busy.
___There is a coming event.
3 ____ Because of the heavy rain.
____ There is a heavy traffic.
4. ____Mother reminded me to bring
my raincoat.
____Its going to rain.
5. ____Since the child is very active.
____ He is popular in school.
Exercise 2
Complete the sentences by
giving a possible effect.
1. The plants were watered with
fertilizer __________.
2. Prune and water plants
regularly _.
3. _____ because silence is
observed in the library.
4. The machines are regularly
oiled ______.
5. __ if we talk about a funny joke.
Exercise 3
Complete the sentences by giving
a possible cause.
1. I have sprained an ankle
_________.
2. _________ Mother scolded me.
3. _________ if the cleaners do their
responsibilities
4. We were not able to catch
our train _________.
GODBLESS US ALL,
HAPPY TEACHING
NANCY D. GUTIERREZ
LBCES, LOS BAÑOS, LAGUNA