English IV

ENGLISH IV
Date: ____________
I. Objective:
Identifies stressed syllables
Values:
Love of nature
II. Subject Matter:

Stressed Syllables
Poem - "All Things Bright and Beautiful"
References: Everyday English 4, Reading p. 5
PELC 1.1 Listening, 1.1 Speaking, 1.1 Reading
Materials: pictures, real objects, poem, chart, cut-outs
III. Procedure
A. Motivation
Field trip around the school.
We have seen many things around our school.
What are these things?
B. Presentation:
Today, we are going to study a poem about these beautiful things around us.
C. Unlocking of Difficulties:
Make use of the dictionary to see the stressed syllable in the word and its meaning.
1. beautiful
2. creatures
3. great
4. wise
5. wonderful
Ask pupils to read these words with emphasis on stressed syllables. These words are to be
used in sentences by the pupils.
D. Reading of the poem by the teacher with stressed syllables.
E. 1. What are the things found on the first stanza?

2. Who made all these things?
3. How about the second stanza? What beautiful things are mentioned here?
F. Aesthetic Discussion:
Did you like the poem? What stanza did you like best? Why?
G. Value Focus
God has given us beautiful things around. How can we show our appreciation and love to
these things?
H. Reading of the poem by the teacher. (for the second time)
The teacher explains what stress is.
I. Generalization:
What is a stressed syllable?
J. Practice Exercises:
1. Guided exercises:
(Teacher distributes cut-outs of fruits to the pupils)
Read the word written on the cut-out and identify the stressed syllable. If the stress is on
the first syllable, put the cut-out in Basket A; if its on the second, in Basket B; and if its on
the third, in Basket C.
2. Independent Exercises:
Read the following words and write first, second or third on your paper to show which
syllable is stressed.
1. tiny
2. little
3. will
4. wonderful
5. greenwood
3. Writing Phase
Write 2-3 sentence paragraph about the things you have seen around our school, using
words with stressed syllables.
IV. Evaluation:
Listen to the following words. Write 1 if the stress is on the first syllable, 2 if its on the second .
and 3 if its on the third.
1. lightning
2. caterpillar
3. volcano
4. forest
5. insect
V. Assignment:
Underline the stressed syllable in each word.
1. ambulance
4. program
2. community
5. contribution
3. information
Remarks:
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ENGLISH IV
Date: ____________
I. Objective:
Identifies stressed syllables in words
Values:
Forest conservation
II. Subject Matter:

Unstressed Syllables
References:
Materials:
PELC1.1Listening,1.1 Speaking, 1.1 Writing

Fun in English 4 TM, pp. 2-4, TX pp. 2-6
The Modern Teacher, Vol. L No. 1 June 2001 p. 32
pictures, cut-outs of different trees
III. Procedure
A. Preparatory Activities
Review
What is a stressed syllable?
What is marked with an accent?
Go to the board and box the stressed syllable of the following words.
beautiful
creatures
wonderful
glowing
mountain
Motivation
(Teacher shows pictures of a forest and a denuded mountain.)
Class, take a look at pictures A and B. What do you see in picture A? In picture B? Are
there trees that cover the mountain in picture B?
B. Presentation:
1. Unlocking of Difficulties
Use the dictionary to see the syllabication, meaning and the pronunciation of the words.
1. forests.
4. generation
2. refreshing 5. support
3. replaced
6. revolution
2. Reading of the poem by the teacher with stressed and unstressed syllables to be given
emphasis.
3. Intellectual Discussion
1. What covers forest?
2. What makes a country live and fresh?
3. What makes the environment dean and refreshing?
4. Value Fusion
As a good citizen, how can you help maintain the forest?
If we plant trees today, who will be benefited?
How can we conserve our forests?
5. Generalization
What are unstressed syllables?
6. Practice Exercises
A. Guided practice
Class let's play the game "Plant a Tree". Get a cut-out of a tree. Read the printed word
on it. Say the unstressed syllables then plant it on the mountainside.
1. chlorophyll
2. filament
3. dicot
4. monocot
5. corolla
B. Independent Exercises
Copy the following words. Cross out the unstressed syllable/syllables in each word.
1. gumamela
4. ornamental
2. stomata
5. photosynthesis
3. pollination
IV. Evaluation:
Write down the correct spelling of the words that I'll dictate.
1. refreshing
4. forests
2. generation
5. support
3. revolution
V. Assignment:
Divide the following words into syllables.
Box the unstressed syllables and underline the stressed syllable.
1. grasses
4. ramie
2. ampalaya
5. fibrous
3. cabbage
Remarks:
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ENGLISH IV
Date: ____________
I. Objective:
Recognizes pauses and stops in utterance that signal meaning
Values:
Honesty
II. Subject Matter:

Pauses and Stops in Utterance that Signal Meanings
Reference:
Materials:
PELC IV 1.2 Listening

Fun in English language, pp. 30-32
flashcards, chart
III. Procedure
A. Preliminary Activities
1. Checking of assignment on stressed and unstressed syllables
2. Motivation
Read the paragraph correctly.
Sandra loves to swim. One day, her classmate invited her to Batangas for a weekend
holiday. She told her classmate that she had to ask permission first from her father. That
afternoon, when her father arrived, she followed him to his room.
What punctuation marks are used? What did you do when you see a period? A coma?
Do you know that the pauses and stops you make in reading sentences change their
meanings?
B. Presentation:
Class, today we are going to read a dialog. Observe the pauses and stops. Listen as I read the
dialog.
1. Comprehension check-up
How many girls are standing at the other side of the street?
What is my sister wearing?
Who is the girl wearing white pants?
2. Developmental Lesson
Let us read the sentence.
Barbie, that girl in red, is my sister.
Who is Barbie?
What punctuation mark is used after Barbie and red?
3. Read the dialogue by pairs using pauses and stops.
4. Value Infusion
What character trait does Gracia possess?
5. Generalization
What punctuation mark is used to mean a pause or stop?
A. Guided Practice
Read these sentences aloud. Pause briefly at a comma. Put the -sentence which means
talking to, in the first box and the sentence which means talking about, in the second box.
1. a. Rey, that boy in a blue T-shirt is 'my cousin. (2"d box)
b. Rey, that boy in a blue T-shirt, is my cousin. (1st box)

B. Independent Practice
Copy the sentence. Listen and use comma to indicate pauses and stops.
1. Jenny the old man with a cane is my grandfather. (talking to Jenny)
2. Roy the boy with a red cap is my shop teacher. (talking about Roy)
C. Writing
Write 2 sentences talking to song using pauses and stops.
IV. Evaluation:
Copy the sentences. Listen and place the comma correctly.
1. Remy that girl in red dress is my friend. (talking about Remy)
2. Josh the handsome boy is my son. (talking to Josh)
3. Jiv the boy singing is my nephew. (talking to Jiv)
V. Assignment:
Write 5 sentences talking to someone using pauses and stops.
Remarks:
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ENGLISH IV
Date: ____________
I. Objective:
Recognizes rising and falling intonation in sentences
Values:
Respect for elders
II. Subject Matter:

Rising and Falling Intonation
Dialogue:
References:
Materials:
Nene and her Friend

PELC 1 Speaking, Fun in English (Language) TX p. 13
Chart
III. Procedure
Drill
Ask pupils questions such as:
Do you like fish balls?
Where do you live?
Review
What punctuation mark is placed after a question?
Motivation
Do you have a friend? Do you often go somewhere with your friend?
B. Presentation:
1. Today, we're going to read a dialogue about Nene and her friend.
Where did Nene go one Sunday morning? Where does her friend go?
Does Nene want to go with her?
3. Value Infusion
Whenever you wish to go some place, do you always ask for your parent's permission?
Why?
4. Reading of the dialogue by the pupils (by team) with emphasis on the rising and falling
intonation.
5. Development of the Skill
Going back to the dialogue, which of the questions have rising intonation? Which of the
questions have falling intonation?
6. Generalization
What answer can be given to question with rising intonation?
7. Practice exercises
A. Guided Exercises
Listen to each sentence that I'm going to read. Stand up when you hear the falling
intonation.
She's coming?
You're going?
He's hungry?
Listen to these sentences. Write R if it is rising and F if it is falling.
1.
2.
3.
4.
5.
You're going to work.

I am happy.
Is mother coming?
She's going to help?
The visitors are here.
IV. Evaluation:
Listen as I read these sentences. Draw in the box if it has rising intonation, and if it has a
Falling intonation.
1. Is it sweet?
2. They're coming.
3. She's resting.
4. He's busy.
5. We're ready.
V. Assignment:
Write 5 sentences with rising intonation, and 5 sentences with falling intonation. Read them
orally to class tomorrow.
Remarks:
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ENGLISH IV
Date: ____________
I. Objective:
Writes the correct spelling of words with silent letter /k/
Values:
Forest conservation
II. Subject Matter:

Writing Words with Silent Letter /k/
Using Guide Words
Reference:
Materials:
PELC 1 Writing, 1.1 Speaking

A handbook of Spoken English for Filipino 4 pp. 232, Work Study 4 p. 45
poem on manila paper, dictionary, cut-outs
III. Procedure
Checking of Assignment
Motivation
Have you received a gift on your birthday? Was it placed in a box? Were you excited to
open it?
B. Presentation:
Class, today, we're going to read another poem A Knick From Kick .
C. Unlocking of Difficulties
Unlock the meaning of these words using the dictionary through the use of guide words.
Knavery - knock
Knick knock
D. Reading of the poem by the teacher
E. Comprehension Check-up
1. What is the title of the poem?
2. What can you see inside the box?
3. Who send it back?
E. Aesthetic Discussion
Did you like the poem? Do you think the boy was happy when he received his get?
G. Value
Do you appreciate someone who gives you a gift? How will you treasure your gift?
H. Reading of the poem by the teacher (Second Reading)
Identify the words with silent letter /k/ found in the poem.
I. Reading of the poem by the pupils giving emphasis on the words with silent letter /k/
J. What words are located in the following guide words?
(Give 3 guide words and words in it for your selection.)

K. Generalization
Let the pupas formulate a rule about words with silent /k/ by asking them what follows /k/
when it is not sounded?
L. Practice Exercises
1. Guided Exercise
Distribute balloon cut-outs with printed words with /kn/. Let the pupils read and spell the
word orally, then paste the cut-out on a manila paper.
knick knob knap-sack
know knee knock-out
2. Independent Exercise
Complete the sentences using the words in the box below:
knocked
knight knees
knew kneel known
1. Sir Clumsy was an ordinary
2. Sir Clumsy was throughout the kingdom.
3. He his name was not very complimentary.
IV. Evaluation:
A. Write the following words correctly. Teacher dictates the words as used in sentences.
1. Kim scraped his knuckles.
2. The boy knew he needed his knickers.
3. Sir Lance, a brave knight, rides to a forest.
V. Assignment:
Use the dictionary. List down 5 new words with silent /k/ using the guide words knavery-knock.
Remarks:
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ENGLISH IV
Date: ____________
I. Objective:
Selects appropriate meaning from several meanings given
Values:
Diligence
II. Subject Matter:

Words with Multiple Meanings
Phonetic Analysis soft/th, hard /th/
References:
Materials:
PELC 1.1 Speaking, 1 Reading, Skill Builders for Efficient Reading 4 pp. 139-143, Fun
in English Language IV pp. 40-41, Fun in English Reading IV pp. 204-205
poem chart, dictionary
III. Procedure
Motivation
Are you fond of giving excuses? What excuses do you always tell your teacher? Why?
B. Presentation:
Today, we are going to study a poem about excuses. But before that we will know first the
meaning of the following words.
C. Unlocking of Difficulties
Ask pupils to read the sentence and select the meaning of the underlined words from the
options below.
1. Can you reach up to that shelf?
a. to arrive at
b. to get in touch with
c. to extent or distance a person, a thing can stretch
2. Were you able to swim?
a. having enough power or skill
b. skillful, talented
D. Reading of the poem by the teacher while pupils listen.
E. Comprehension Check-up
1. Why does Fe like going to market with mother?
2. Why does Fe not want to go to market just now?
3. Why don't like reading and studying my lessons just now?
F. Aesthetic Discussion
What line of the poem do you like most? Why?
G. Value
When your mother tells you to do something, are you going to do it? Why? Why not?
H. Development of Skills
Let's read a story and find out the words with /th/.Clint's Bird
Select the appropriate meaning of the underlined words from several meanings given.
1. The bird has a fine feather.
a. to fit with a feather, as an arrow
c. to join by a tongue and groove
b. to cover, adorn with feathers
d. covering
2. I cannot think what he said.
a. to believe or consider
c. to bring to mind/remember
b. to expect
d. consider
I. Generalization
How do we get the meanings of a word from several meanings given?
What are the sounds of /th/?
J. Practice Exercises
A. Guided Practice
1. The pupils are grouped into 2. Group I (girls) will get strips with words and Group II
(boys) will hold the strips with group of words, the teacher reads the sentence, the pupil
who has the correct meaning will match it with the word.
1. cabin
a. a small house; hut
b. a room on a ship
c. a place where passengers are seated in an airplane
1. The captains cabin in the streamer is big.
2. The boys built a cabin in the woods.
B. Independent Exercise
Select the meaning of the underlined words by writing the letter on your paper. Write also
the sound of /th/ in the words.
1. throw
a. to put hastily or carelessly
b. to direct or projects
c. to cause to fall
1. The horse throw its rider.
2. He throws a coat over his shoulders.
IV. Evaluation:
Write the words that I'm going to dictate. Read the words correctly afterwards.
1. theme
3. faith
2. them
4. weather
V. Assignment:
Use the dictionary to get the meaning of the underlined word as used in the sentence.
1. We gradually developed a plan for our project.
2. The sickly child developed into a strong youth. Write 5 words with soft /th/ and 5 words with
hard /th/ using the dictionary.
Remarks:
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ENGLISH IV
Date: ____________
I. Objective:
Locates information in a book
Uses the table of contents, titles, sub-titles
Values:
care of books
II. Subject Matter:

Using the Table of Contents, Titles, Sub-titles
Reference: Basics and Beyond Reading 4, Fun in English IV Reading, pp. 6-7. 65
PELC 1.2 Speaking Science, Health and Environment 3
Materials:
chart
III. Procedure
Guessing Game
What book helps you solve mathematical problems?
Spelling
Mathematics Dictionary
Science
Review
You have learned the three parts of the book in Grade III, will you enumerate them?
B. Presentation:
Choose the appropriate meaning from the multiple meanings.
a. table
- an article of furniture with a flat horizontal top
- a collection of related numbers, values, signs or items of any kind of arrangement for
ease of reference
2. Here is a Table of Contents. Study the Table of Contents. Read the questions about it, the
chapter, title, subtitle and page where the answers are most likely to be find. (written on the
chart)
1. On what page can we find The Changing earth?
2. On what chapter can we find Sunlight?
3. On what title can we find the sub-title dry season?
3. Discussion and Comparison
What do we find in the Table of Contents?
How is the Table of Contents arranged?
4. Value Infusion
How do you locate the lessons in your book?
5. Generalization
What is the Table of Contents about?
How does the Table of Contents help the readers of the book?
6. Practice Exercise
A. Guided practice
Using the Table of Contents of your Fun in English IV Reading, write after each page
number that can be found on it.
1. page 4
2. page 8
3. page 36
4. page 98
5. page109
B. Independent practice
With the use of Table of Contents of your Into the Future: Science an Health after
each page number the exact title of the topics on it.
1. page 1
2. page 49
3. page 69
4. page 99
5. page133
IV. Evaluation:
With the table of Contents given below, copy the title, subtitle and page where you are most likely
to find the answer to the questions that follow. (written on the chart)
Questions:
1. What does food do to your body?
2. What foods do you need to make your bones healthy and strong?
3. What exercise is good for the heart?
V. Assignment:
Using your Science Book Table of Contents, answer the following questions.
1. What is the title of Chapter III?
2. What are the sub-titles under this chapter?
3. On what pages will you begin reading about applying first aid?
Remarks:
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ENGLISH IV
Date: ____________
I. Objective:
Reads orally stories with correct stress and intonation
Values:
Contentment
II. Subject Matter:

Oral Reading with Correct Stress and Intonation Words with Silent /w/
Story:
Reference:
Developing
Materials:
A Wise King
PELC 1.1 Reading, 1 Writing Developing Reading Power 4 p. 257
Reading Power (Abadilla) p. 55-58
chart, strips of paper, cut outs of fish
III. Procedure
1. Review
Yesterday, we studied about appropriate meanings of words. Now, let's have a contest. I'll
divide you into 2 groups.
2. Motivation
Show a picture of a cat.
How many of you had watched the cartoon "Tom and Jerry"? Who is Tom?
3. Reading with skimming
4. Comprehension Check-up
1. What was flying up in the air?
a. a cat
b. a lark
c. a rat
2. What was the cat pushing?
a. a cart
b. a wagon
c. a sled
5. Presentation
Class, today we're going to read a story orally. This story is about a wise king. But before
we read it, let's study the meaning of these words.
Unlock the meaning of the following words through context clues.
1. He was wearing not ordinary ring - a white band with precious stones.
2. The rich man was greedy. He kept to himself all his wealth. He never shares them with
his neighbors.
B. Reading Activity:
1. Reading of the story "A Wise King" by the teacher emphasizing on the correct stress and
intonation.
2. Reading of the story by the whole class, then by rows, individually.
C. Post Reading Activities
Where does the king's wisdom come? What were written on his ring? What happened. to
him in a battle? How did the people honor their king?
2. Value Infusion
Is it good to be rich like the king? are you contented if you are rich?
3. Developing and Applying Reading Skills
4. Writing Activity
Teacher asks the pupils to write the spelling of words with silent /w/ that are found in the
story "A Wise King".
5. Generalization
How do we read stories? How do we write the spelling of words with silent /w/?
A. Guided Exercise
1. Let's play the game "Let's go Fishing". (The cut outs of fish have words with silent
letter /w/.) teacher calls pupils (one at a time) to fish a word. Ask pupil to read the
word with silent letter /w/ and write the correct spelling of the word on the board.
Complete the following sentences with words found inside the box below.
1. The president places a ______ on the tomb of unknown heroes.
2. _____ are all over the old woman's face.
3. Throw the plastic _______ in the thrash can.
C. Enrichment Activity
Divide the class into 3 groups. Each group will do any of the following.
1. Act out the story read.
2. Draw a picture of the king.
3. Write as many words with silent letter /w/ on a bond paper.
IV. Evaluation:
A. Read this story orally, observing correct stress and intonation.
B. List down 5 words with silent /w/.
One day, Mrs. Wright received a letter from her grandson Wilson. Wilson wanted to visit her
after two years of stay in Saudi Arabia. Mrs. Wright's wrinkled face brightened upon reading the
letter. Although her wrists are aching due to old age, she managed to write a fetter in response to
her grandson.
V. Assignment:
Write the missing letters of these words.
1. wr_ck_d
4. wr_te
2. w_e_t_e
5. w_e_th
3. w_o_g
Remarks:
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ENGLISH IV
Date: ____________
I. Objective:
Uses the index in locating the information in a book
Values:
Sharing with others
II. Subject Matter:

Locating Information by Using Index
Reference:
Materials:
PELC 1.2 Speaking, Fun In English Reading IV, pp. 57, 66, 73
Books 1mm the library
III. Procedure
A. Review
What are the Pent parts of a book?
B. Motivation
How are the words in a dictionary arranged? Where else can you find words arranged
alphabetically?
C. Presentation
Look at one back of your book in Language. What are written on it? what do you call this
page?
D. Developmental Lesson
Here is a sample index. Study it and work on the exercises that follow.
E. Using your Fun in English Reading IV Textbook, locate the index and answer the following
questions.
1. On what page can you read about suffixes?
2. Under what main topics does it fall?
3. What sub-topics are discussed under the topic dictionary?
F. Value Infusion
Some of you have books, while others don't. What should those who have books do?
G. Generalization
What is an index? How the words are arranged in the index pages? How can the index help us
find words in a book?
H. Practice Exercise
A. Guided practice
(Distribute cartolina strips to the pupils with topics seen on the Table of Contents and
Index.) Read your cartolina strips and paste on the manila paper the topics seen on the Table
of Contents and tack on the board the topics sees in the index.
1. Listening to an explanation of a pictograph
2. Verbs
3. Diary
4. Journal Entry
5. Discriminating Between real and fanciful

Refer to your Fun in English Reading .IV Textbook. Answer the following questions using
the Index.
1. On what .page can you read about idioms?
2. What are the sub-topics under story elements?
3. Under what main topic does prefix fall?
IV. Evaluation:
Study this sample index of a book. Answer the questions that follow.
(written on the chart)
1. On what page can you read about bullfighting?
2. Under what main topic does it fall?
3. What subtopics are discussed under the topic Japanese?
4. Where can you read about limericks?
5. You want to know what to do when you have a nosebleed, what topics are you going to look for?
In what sub-topic can you find it?
V. Assignment:
Using your Science book, locate the index and answer the following questions.
1. On what page can you read about skeleton?
2. Under what main topic does pollination fall?
3. What subtopics are discussed under the topic eclipse?
4. You want to know what to do when you have a muscle cramp. What topic are you going to look
for?
5. Where can you read about mixtures?
Remarks:
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ENGLISH IV
Date: ____________
I. Objective:
Decodes words in stories read using phonetic analysis
Values:
love of freedom
II. Subject Matter:

Words with /z/ sound and /th/ sound
Story:
In Search of Peace and Freedom
Reference: PELC IV 1. Reading, 1.1 Reading, Fun In English IV, Reading pp. 2-6
Materials: flashcards
III. Procedure
1. Checking of Assignment
2. Review
What is an index? What can you find in an index?
3. Motivation
Do you know that earliest known Filipinos were not born in the Philippine soil? How
could that be? You might ask. The following story answers the question.
4. Unlocking Difficulties
Choose the meaning of the underlined word from the words inside the box.
1. The policemen will seize the robbers.
2. The early Filipinos like to trade with the Chinese.
3. The foreigners tried to wade our country.
5. Reading of Motive Questions
What is the story about? When did the story happen? Why did the ten Malay datus leave
Borneo?
6. Recall of Standards for Silent Reading.
B. Presentation:
Read the story "In search of Peace and Freedom" silently. Follow the standards for silent
reading.
C. Post-Reading Activities
1. Answering of Motive Questions
2. Comprehension Check up
Who was the leader of the ten Malay datus?
In what part of the Philippines did the datus and their families land?
3. Value Infusion
Did our forefathers get their freedom? How? How about us, do we want to have freedom?
Why?
4. Applying Reading Skills
A. Decoding words using phonetics
B. Copy from the story read the sentence/s that tell
1. Who was the leader of the ten Malay datu?
2. Why the Malay datus left Borneo?
3. How the Malay datus get their land?

5. Generalization
How do we decode words from stories read using phonics?
A. Guided Exercise
Read the following story. Get 5 words that have the final /z/ and initial /th/ sound.
God was pleased with all his creation. He loved all of them but in His heart, He felt a
special love for the animals. He loves to gaze at the tattles as they graze along the meadows.
He would watch the blaze of sunlight as it fell on the grasses. He could see the tigers and the
lions as they seize their prey. He loved them so much that He gave each of them a nice,
comfortable place to live in where they would all be happy.
Select the sentence from the story above that answers the following questions.
a. What does God feel for the animals?
b. What does He love to gaze at?
c. What does He watch at?
d. What does He gave to the animals to show how much He loved them?
Read the story and copy the sentence that answer the questions below it.
Jose won first prize in a raffle draw so he decided to go to the city megamall to buy a
birthday gift for his mother. He didn't recognize the seller.
1. Select from the 3 words with /ze/ which means
1. support
2. a reward
3. identify
IV. Evaluation:
Read the following story then give the meaning of the underlined words. Select from the box
below.
immerse in water
inability to move
to perform the ceremony of
V. Assignment:
Look for the meaning of these words in. the dictionary and use them in your own sentence.
1. amaze
2. colonize
3. apologize
Remarks:
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ENGLISH IV
Date: ____________
I. Objective:
Write two to four sentence paragraph using words with stressed and unstressed syllable
Identify stressed and unstressed syllable
Values:
love of country
II. Subject Matter:

Stressed and Unstressed Syllable
Poem:
My Native Land
Reference: PELC 1.1.1 Listening, 1.1 Reading Everyday English IV Reading pp. 57-58
Fun in English IV Language pp. 5-6
III. Procedure
2. Read the words given below. Underline the stressed syllable and box the unstressed syllable
in each word.
1. understand
2. nation
3. station
3. Motivation
I have here pictures of beautiful spots of our country. What land forms do you see in the
picture? What water forms can you see in this picture?
4. Presentation
Today we are going to study another poem. But before we are going to study the poem,
let's first give the meaning of the words in the poem.
Read the following sentences. Circle the letter of the word that gives the meaning of the
underlined word in each sentence.
1. Sierra Madre Mountain, which lies from Bicol to Ilocos Region, is grand mountain.
a. famous
c. small
b. large
d. tiny
2. The stately Narra tree covers the belfry of Paoay Church.
a. tall
c. spacious
b. wide
d. deep
6. Reading of the poem by the teacher while pupils listen. (First reading) .
What does the poet say about his native land? What does native land stand for? What
things in his country does the poet love?
8. Second reading of the poem by the teacher. (Pupils take note how the teacher says the
stressed and unstressed syllable of the underlined words in the poem.)
9. Aesthetic Discussion
Do you love your country? How do you show your love to your country?
12. Discussion
How is the title of the paragraph written? The first of each sentence? How is each
sentence ended?
13. Generalization
What should you remember when writing a paragraph?
A. Guided practice
(Cooperative paragraph writing on the board)
Write a paragraph about our school.
Using four sentences, write a short paragraph about our country.
IV. Evaluation:
Write a short paragraph about your favorite food using four sentences.
V. Assignment:
Write two-four sentence paragraph about your pet.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH IV
Date: ____________
I. Objective:
Identifies parts of a news paper
Values:
awareness and consciousness
II. Subject Matter:

Parts of a Newspaper
Reference: English for All Times 6 pp. 216-217
Materials: newspaper
III. Procedure
2. Review
What is the Table of Contents about?
Using the table of Contents of your Fun in English 4, write after each page number the
exact title of the topic that can be found on it.
1. page 10
4. page 79
2. page 44
5. page 107
3. page 63
3. Motivation
Do you want to know what current local and international are going on? So, everybody
needs to read newspaper everyday.
B. Presentation:
Today we are going to study the parts of a newspaper and what information is found in each
part. Bring out your newspaper.
1. The teacher shows the different parts of a newspaper and ask pupils to tell what information
is given by each part.
1. Front page - Contains the latest news both local and international.
2. Editorial page - Contains what the editor thinks about the important issues.
3. Classified ad - Contains job available and for sale equipment, cars and others.
4. Sports page - Contains the results of the sports events.
5. Obituary - It is about notices of dead people.
6. Lifestyle - It is about special features of famous people's way of living.
7. Entertainment - Contains special features on Arts, Music, Theater, Show business, etc.
8. Business page - Contains important business news
9. Society page - Contains social events that have just taken place or will take place.
2. Discussion:
What information do we get from the following?
a. front page
b. editorial
c. classified ads
d. sports page
3. Value Infusion
Is it important for us to be informed about current events here and abroad? What ways
could we get information about what is going an?
4. Generalization
What are the different parts of a newspaper?
A. Guided Exercises
Everybody focus your eyes on the newspaper I'm holding. Tell what part of the
newspaper is shown. Write it on the board. Opposite each part, give the information we get
from it.
1. sports page
2. editorial
3. lifestyle
4. front page
5. business page
Using your newspaper, write the part of the newspaper where you will find the
following.
1. important news of the day
2. second hand bicycle for sale
3. death of a friend of the family
IV. Evaluation:
Here are the parts of a newspaper. Write the part of the newspaper which is being described
below:
entertainment
front page
editorial page
obituary
society page
classified ads
lifestyle
sports page front page
1. It gives the opinion or views of the editor on the latest events.
2. This page gives information on valuable jobs and things for rent or for sale.
3. This page gives all the news of the day.
V. Assignment:
Use the newspaper to find the part where you will find the following:
1. peso-dollar rate
2. the result of the basketball championship game
3. movies presently shown in the theater near you
4. wedding party of a prominent family
5. advertisement of a new product
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
_____________________
ENGLISH IV
Date: ____________
I. Objective:
Follows three-step directions heard
Gives series of directions using sequence signals e.g. first, then, next etc.
Values:
Attentiveness and orderliness
II. Subject Matter:

Following and Giving Directions
Reference: PELC Listening, Speaking 2, p. 16 Fun in English Language TX 4 pp. 39-40,
Everyday English (R), pp. 4-5
Materials: Manila paper, chart, crayons
III. Procedure
1. Review pauses/stops in utterances by reading a poem "My Book Holds Many Stories," on
pages 4-5 Everyday English (R).
2. Motivation: Lead the pupils to perform the following directions:
Clap your hands three times.
Raise your right hand.
Stand straight
Ask: Did you follow the directions correctly?
B. Presentation:
1. Have the pupils listen carefully as the teacher reads and gives these directions to one pupil.
First, go to the room and open the door. Next, walk to the front and turn right. Lastly,
walk towards the corner and get flower pot.
2. Discussion
a. What did Ronald do first? What did he do next? Lastly, what did he do?
b. What words were used to show the correct order in giving three directions?
c. How many steps did you do?
3. Present another' three-step direction. Then further discuss for emphasis.
C. Generalization
1. What are the sequence signals used in giving three-step direction?
2. What should we remember when following 3-step direction?
D. Infusion of Values
What should be the right attitude in listening to directions?
E. Practice Exercises
1. Guided Exercise
Teacher gives the direction, pupils follow.
First, write your complete name on your paper.
Next draw a box around your name.
Finally, color your boxed name.
Pupils construct their own 3-step direction.
IV. Evaluation:
Teacher reads the directions carefully while the pupils do the activities on their answer sheets.
1. First, draw a flower with 5 petals. Next, encircle the flower. Finally, put six rays around the circle.
2. First, add 135 and 210. Then, multiply it by 2. Finally, subtract 210 from your answer.
3. First, draw a rectangle. Next, divide the rectangle into four equal parts. Lastly, shade one-fourth
of it.
V. Assignment:
Write at least 3 three-step directions. Underline the signal words used.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH IV
Date: ____________
I. Objective:
Follow 4-step direction heard
Values:
attentiveness and orderliness
II. Subject Matter:

Following and Giving Directions
Reference: PELC 2 p. 16, Fun in English (L) TX 4, pp. 39-40
Materials: chalkboard, chart
III. Procedure
Review
Review 3-step direction. Pupils give their own example.
Motivation:
Today class, we are going to follow more directions by using other sequence signals as
we did yesterday.
B. Presentation:
1. Read this paragraph below.
First, prepare 2 cups of rice. Next, clean the rice of stones, insects and palay. Then put
rice in a pot and wash once or twice without rubbing the grains. Finally, add 2 cups of water,
cover pot and place over fire until it boils.
2. Call individual pupils to perform the directions in front of the class or in the Home
Economics Room.
3. Discussion:
a. What is the first step in boiling rice? What is the second step? Third step? Last step?
b. How many step directions are used in the paragraph?
c. What are the sequence signals in this paragraph? Can we use other sequence signals?
C. Generalization
What are the sequence signals that we can use in making a 4-step direction? What should we
remember in following 4-step direction?
D. Infusion of Values
How should you listen to a person giving direction?
E. Practice
1. Guided Exercise
Write a paragraph on how to fry a fish. Use the connectives: first, then, next and finally.
Group Work
One group to give 4-step oral direction. Other group will follow and vice versa
IV. Evaluation:
Arrange the sentences into a single paragraph on preparing calamansi juice. Remember to use the
proper connectives or sequence signals.
1. Cut crosswise 3 pieces of calamansi.
2. Squeeze the sliced calamansi into a glass.
3. Add water and sugar to taste.
4. Stir gently and add ice cubes to make cool and refreshing drinks.
V. Assignment:
A Write a single paragraph on how to cook a hard-boiled egg. Use the 4-step direction only.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH IV
Date: ____________
I. Objective:
Follows series of directions using signals
Values:
Cooperation
II. Subject Matter:

Sequence Signals
Reference: PELC Speaking 2, Writing 2 Everyday English 4 Reading pp. 66-67
Fun in English 4 Language pp. 44-46, LBP DECSRO, Region III, pp. 20-21
Materials: glasses, spoon, pitcher, chart on directions in making musical instruments
III. Procedure
A. Preparatory Activities:
1. Drill:
The teacher first gives direction, to be performed or executed by the pupils. Then, the
other pupils give more examples of directions to be followed.
Examples:
Raise your arm
Arms down
Right face
2. Review on the 3-step directions.
Example:
First, stand up. Then say "good morning". Finally, sit down.
3. Motivation:
Do you love playing musical instruments? What instrument do you play? Do you know
the steps in making musical glasses?
B. Presentation:
Say, today we are going to make musical instrument.
Pupils read one by one the steps to be followed. Then, with the teacher's guide, they will
make musical instrument.
C. Discussion
Let the pupils observe how the paragraph is written. Ask the following questions:
1. Is the first sentence indented?
2. Are there margins on both sides? Which side has a wider margin?
3. Does each sentence begin with capital letter and end with punctuation mark?
D. Generalization:
What are the steps to be followed in writing series of directions in paragraph form?
E. Exercises
1. Guided Exercise
Write the steps in making chimes. Use sequence signals. Rewrite the sentences into a
paragraph form.
First, prepare the needed materials such as 5 nails of different sizes, string about one foot
long. Second, divide the string into five different sizes. Then, tie each string to each nails head.
The other end of the string should betide to the stick. Finally, follow the same procedure with the
rest of the nails, about one inch apart each other. You now have lovely chimes.
List down the steps in making Banjo sequence signals. Then rewrite the sentences into
paragraph.
IV. Evaluation:
Write a paragraph about the steps in doing something. You may choose a topic below.
Frying Camote
Planting Seedling
Preparing Calamansi Juice
Washing Clothes
V. Assignment:
Research for an interesting and useful project which you want to share to your classmates. Then
copy the steps or directions. Use sequence signals. Finally, rewrite them into paragraph form.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH IV
Date: ____________
I. Objective:
Follows 3 to 4 step directions in the given game
Values:
Sportsmanship
II. Subject Matter:

Writing 3-4 Step Directions
References: PELC 2 Writing p. 16; Paragraph - How to Play "Musical Chairs"; Everyday English
Language IV, TX pp. 22-25
Materials: cassette tape, chairs and chart
III. Procedure
Drill:
Give the following directions to be done by the pupils.
First, jog in your place. Then step for a moment. Next, move three steps forward. Lastly,
turn around.
Review.
Let us give examples of 3-4 step directions.
B. Presentation:
1. In your P.E. class, what games do you enjoy to play?
2. Today we are going to read slowly a paragraph on how to play "Musical Chairs", and let us
try playing it.
a. Paragraph Reading "Musical Chairs"
First, select at least five players. Afterwards, arrange four chairs in a circle facing out.
Then, play some fast music and walk around the chairs when the music stop. Eliminate
the player without a chair and remove one chair. Next, the game starts again until one
player who stays on is a winner. Finally, declare this player the winner.
b. Content Analysis
1. What is the paragraph about?
2. How many players are needed to play the game?
3. How many chairs are needed?
C. Generalization:
How do we write your sentences in game direction?
D. Infusion of Values:
When you play a game, what should be your attitude when you lose the game?
E. Practice Exercises:
1. Guided: Arrange the following jumbled sentences into a paragraph using the correct order of
the sequence signals.
Title: How To Play Bottle Relay
Next, players pour the bottle with water in the empty one and rush back. Lastly, the team
that has less spilled water will be declared the winner. Then, arrange the bottles without water
in a corner. Afterwards, choose four empty bottles of eight ounce coke. First, group the ten
pupils into two teams.
2. Independent
Have the pupils write a paragraph about their favorite game using the sequence signals.
IV. Evaluation:
Fill in the blanks with the correct sequence signals to form a paragraph about the game Longest
Line.
How to Play the Longest Line
______ choose ten players and group them into two, ______fall in lines _____, form straight line
(first)
(Then)
(Next)
using materials found in their bodies. ___________, the team with the longest line is declared the
(Finally)
winner.
V. Assignment:
Choose a game that you like best, then make a paragraph using the sequence signals: first the,
next and finally. Write it in your notebook.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH IV
Date: ____________
I. Objective:
Does accurate, slow reading in order to follow common directions.
Values:
Forest conservation
II. Subject Matter:

Common Directions
References:
Materials:
PELC-Reading 2; Fun in English 4, Reading Make Music pp. 190-191; Everyday

English 4, Reading page 169
Chart on the steps to make chimes and Banjo, real objects needed in making chimes
and Banjo.
III. Procedure
1. Checking of assignment and materials brought.
2. Review on the steps to be followed before crossing the street.
3. Unlock the words chimes and banjo by showing real objects or pictures.
4. Motivation:
Did you bring the materials needed today? What project do you think can we do out of
these used materials?
B. Presentation:
Today we are going to make musical instruments. The teacher will group the class into four
or more learning barkadas.
C. Discussion:
Pupils read accurately the steps in making chimes. Then they follow it with the assistance of
the teacher.
D. Generalization:
What should you do in order to follow common directions?
Valuing: Which group was the most creative in making chimes? Let's give them a round of
applause.
E. Practices:
1. Guided Practice: Pupils work by group.
Direction: Follow the steps in making a banjo.
To Make the Banjo
You need: a shoe, box, tape, rubber bands of different thickness
Then do these:
1. Cut a round hole as wide as the mouth of a cup in the middle of the lid of the shoe box.
2. Tape the lid on the box firmly.
3. Using rubber bands of different thickness, stretch them across the holearound the abox.
4. Strum the rubber bands. What do you hear?
2. Independent Practice:
Direction: Read. Then, follow the directions carefully.
1. Write the name of the musical instrument that you made out of the shoe box and rubber
bands.
2. List down the three materials needed in making the chimes.
3. Do not answer this question: What is your name?
4. Draw how the chimes look like.
5. Copy the correct spelling of your teacher's name.
IV. Evaluation:
Direction: Carefully follow the written directions below.
1. Read all the directions carefully before doing anything.
2. Write your name on the upper left corner of your paper.
3. List down all the materials needed in making banjo.
4. Copy all the directions in making the banjo.
5. Now that you have finished reading numbers 1-4 carefully follow the directions given in numbers
1 and 2 only.
V. Assignment:
Write down 5 simple directions to be followed by your classmates tomorrow.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH IV
Date: ____________
I. Objective:
Gives series of directions using sequence signals.
Values:
Obedience to traffic rules
II. Subject Matter:

Sequence Signals
References: PELC - Reading 2; Fun in English 4 Language;
Poem:
To Be Safe - Fun in English 4, Language pp. 44-46
Materials: cartolina or manila paper
III. Procedure
Review the sequence signals:
Motivation:
Ask: Have you seen traffic lights in Metro Manila? Do you know why we have traffic lights
in the street? (Answer: the traffic lights keep us safe from accident)
Vocabulary Building
Direction: Find the other term or name for the words below by completing the letters on the
boxes beside each word.
Flashed
cross
turned
Presentation:
Today we are going to read a poem.
Motive question:
What is the poem all about?
B. During Reading:
The teacher reads first the poem, then the pupils read.
1. Pupils answer orally the following questions:
a. What is the poem all about?
b. What does red light mean?
c. What does green light mean?
d. Where should the people cross?
2. Skill Development
1. From the poem, let us make a four step direction in crossing the street.
3. Discussion:
What sequence signals were used in giving series of direction. What punctuation mark is
written after the sequence signals, first, next, then, finally?
Where do we see or find the sequence signals, at the beginning or end of the sentence?
4. Generalization:
When three or more directions are given, they are joined by __________. What words?
answer first, second, next, afterwards, lastly, and, then, afterwards, finally
5. Practice/exercise
a. Guided Practice
Directions: Give the steps in frying camote.
b. Independent Exercise
Directions: Rearrange and rewrite the correct steps in preparing the bangus for frying.
Use the sequence signals first, next, then, at last.
________ , sprinkle salt and fry.
________ , cut into desired size.
________ , wash in clean water.
________ , remove the scales, gills, fins and tail.
________ , remove the internal organs.
IV. Evaluation:
Choose all the steps to be followed in planting a seedling. Then rewrite in their proper order using
the sequence signals, first, second, third, the, finally.
________ , remove the earthworms
________ , plant the seedling
________ , water it.
________ , cover the seedling to protect it from the heat of the sun.
________ , dig a hole
________ , wash the seedling.
V. Assignment:
Change these sentences into three step directions. Use three sequence signals.
1. Mar wants Luz to prepare breakfast and to ready his shirt and pants to wear and tell the driver to
wait for him.
2. The teacher wants Lorenzo to first sweep the floor and then scrub it and in the end, he should
sweep it again.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH IV
Date: ____________
I. Objective:
Does accurate slow reading in order to follow common directions in prescriptions
Values:
Accuracy, Obedience
II. Subject Matter:

Directions in Prescriptions
References: Everyday English 4 (Reading) p.121-123; Fun in English 4 (Reading) p. 194-195;
PELC Reading 2, Speaking 2
Materials: samplesof doctor's prescriptions, pictures
III. Procedure
Drill:
Give the following directions to be done by the pupils.
First, jog in your place. Then step for a moment. Next, move three steps forward. Lastly,
turn around.
Review:
Let us give examples of 3-4 step directions.
B. Presentation:
1. Checking of assignments
2. Drill on following 3-4 steps directions heard. e.g.
Everybody, stand straight.
Clap your hands.
Stamp your feet.
Jump three times.
3. Motivation:
When you got sick, where did mother take you?
What did the doctor give you? If mother will buy your own medicine, what does she use
so she can buy one from the drugstore?
4. Unlocking of difficulties (The teacher uses pictures and real objects)
suffering asthma
prescriptions teaspoonful
adult
5. Presentation:
Today class, we will watch a pantomime. Are you ready?
6. Discussion:
Discuss the pantomime presented and give emphasis on the prescriptions given by the
doctor.
1. In what form is the medicine prescribed?
2. How are you going to administer the medicine?
3. What do you use to measure the amount of the medicine to take?
7. Generalization:
What directions are given in prescriptions?
8. Infusion of Values:
How should we follow given prescriptions? Why should we follow correctly
prescriptions given?
9. Practice Exercises:
a. Guided Exercises (Pupils are asked to bring out the sample prescriptions they brought.
From the prescriptions read, the teacher asks questions from it.)
b. Independent Exercises:
Direction: Read the directions then encircle the letter of the correct answer to complete
the sentence.
Children under 3 yrs of age
a. should never be given aspirin.
b. should be given aspirin only on a doctor's advice
c. should not be given more than table a day.
d. no tablet is to be given.
IV. Evaluation:
Read the directions inside each box.
Then from the choices under each sentence at the right, choose the one that completes the
sentence or answer the questions correctly. From this we can tell that ________.
a. all coughs are caused by colds
b. not all coughs are caused by colds
c. a cold should always be treated by a doctor
d. all coughs last for a week
1. If cough lasts more than a week, consult your doctor.
V. Assignment:
Bring the following materials for tomorrow.
1. 1 drinking straw
2. 1 plastic cup or any unbreakable cup
3. mat of grass
4. a lump of soil
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH IV
Date: ____________
I. Objective:
Reads directions on medicine labels
Follows common directions as found in medicine labels.
Values:
Obedience
II. Subject Matter:

Directions Found in Medicine Labels
References: Everyday English 4 (Reading) pp. 119-122; PELC Reading 2; Writing 2
Materials: medicine boxes, bottles, tubes, tablets, capsules, syrup, ointment
III. Procedure
Free Communication:
Riddle: "Mother, mother I am sick, Call the doctor very quick.
What will the doctor give the child who is sick?
Spelling (The teacher uses each word in a sentence)
medicine
bottle
wound
label
poisonous
contents
Review:
What have you learned about following common directions in prescriptions?
Checking the pupil's homework
Motivation:
Ask the children if they had been sick and where their mother brought them.
Ask them what ailment they had.
What is a stomachache, diarrhea, cough, fever or skin irritation?
B. Presentation:
1. Unlocking of Difficulties (contextual clues)
a. labels
c. poisonous
b. external
d. orally
2. Presentation (Show samples of medicine labels)
a. Raising of motive questions
What is seen in a medicine label?
b. Setting the standards for oral reading. Direct the pupils to the illustration under
"Medicine labels" in their textbook. Tell the pupils to look at the pictures and read the
sentences that follow each one.
c. Recalling the motive question
d. Reading the selection
e. Answering the motive question
f. Comprehension Check-up
What does the illustration with "crossbone and a skull" mean? What other directions
are found on the labels of the bottles?
3. Developing and applying reading skills
What does "for external use only" mean?
4. Generalization
How do we read medicine labels?
5. Infusion of values
What will happen if we do not follow the directions in taking medicine?
a. Guided Exercises (From the medicine bottles, boxes, tablets or tubes which they brought)
What are some of the medicine labels? Draw or write them on your paper.
b. Independent exercise:
Write 1 sentence interpreting the given medicine label.
Ex. 1. for external use only
2. Do not take without doctor's prescription
IV. Evaluation:
Direction: Read the sentence. Then encircle the letter of the correct answer.
1. Dr. Abad gave Andre a medicine with a label "For External Use Only." Where should Andre use
it?
a. outer part of the body
b. any part of the body
c. all over his body
d. inner part of the body
Direction: Answer the following
1. While cleaning the house, you have seen a bottle labeled with a "crossbone and a skull."
Should you open the bottle? Why?
V. Assignment:
Collect at least 3 medicine labels on any medicine box, tube, tablet. Paste it on a white paper.
Write 1 sentence about the meaning of the pasted medicine label.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH IV
Date: ____________
I. Objective:
Does accurate reading in order to follow directions is simple experiments.
Answers wh - questions to directions read.
Values:
Accuracy, Teamwork
II. Subject Matter:

Directions in Simple Experiments
References: Fun in English 4 (Reading) pp. 199-200; Science and Health 2 txt p. 113;
PELC Reading 2, Speaking 2
Materials: pencil, clear tape, typing paper, magnifying hand lens
III. Procedure
Motivation:
Class, have you done simple experiments in Science? Can you name some? How did you
do it?
Presentation:
Would you like to find out how your fingerprints look like? Today let us read directions
in performing simple experiment on "Taking Fingerprints."
B. Presentation:
1. Prepare the following:
pencil
magnifying hand lens
clear tape
typing paper
2. Rub the sharpened end of a pencil across a sheet of paper 15 to 20 times to coliect a layer of
graphite on the paper.
3. Rub your left index finger across the graphite on the paper.
4. Tear off about 2 1/2 cm. of clear tape and stick it on the fingertips with graphite.
5. Remove the tape and stick it on a clean sheet of typing paper.
6. You will see your fingerprint.
C. Post Reading:
1. Comprehension check-up:
1. What is the experiment about?
2. How many steps are there to follow in the experiment?
3. What is the very first thing you must do in your experiment? Next? Then?
2. Call pupils to perform the simple experiment
3. Developing and applying reading skills:
Pupils are asked to use the sequence signals - first, next, then, afterwards and last lastly in
giving the different directions to be followed in "Taking Fingerprints."
4. Generalization:
Why were you able to follow the directions in our simple experiment?
5. Infusion of values:
What trait was common in the group, that made the simple experiment successful?
a. Guided exercises: (Pupils are grouped into 4 and are given directions in performing
simple experiments. After the activity, they answer the questions given)
Procedure:
1. Get some soil.
2. Make a "mountains" on the sand table.
3. Cover one "mountain" with a mat grass.
4. Pour water on both "mountains". Questions: In which "mountain" was soil carried
away by the water? Why?
b. Independent Exercises:
Direction: Read the directions in making another kind of lens - p. 203, Fun in English
4 (Reading). Then answer the following questions.
1. In the experiment, which do you do first?
2. How do you make a round loop?
3. Where will you dip the wire?
4. How will you lift the loop out of the water?
5. How do the letters on the page through the water drop look?
IV. Evaluation:
Read the directions given and perform it. Use the materials that you brought. Then answer the
questions that follow.
Procedure:
1. Get a straw
2. Place your hand near the end of the straw as you blow through it.
Questions: What is it that you feel?
When did you feel the air?
V. Assignment:
Read and follow the directions given. Afterwards, answer the questions that follow.
Materials:
a book,
a pencil
a glass
a bag
a cup
a flashlight
Procedure:
1. Close the windows to darken the room.
2. Place a flashlight on the table and turn it on.
3. Hold the book in front of the light.
Questions:
1. Does the book block the light?
2. Can light pass through the book?
3. Do you see the shadow of the book?
4. What is its shape?
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
ENGLISH IV
Date: ____________
I. Objective:
Gets information from a conversation listened to.
Values:
Courtesy in conversation
II. Subject Matter:

Information from a Conversation
Importance of Rain
References: BEC PELC, Listening and Speaking PELC 3, Reading PELC 3.3, Writing PELC 3; Fun
in English (L) pp. 18-19
Materials: chart, flashcards
III. Procedure
Review
What courteous expressions do we use in a telephone corversation?
Motivation
Group work: recite a line from a song, poem or rhyme with the word rain.
B. Listening Activity:
Listen to the dialogue between Larry and Grandpa. T.M. pp.28
C. Speaking
1. What information about he rain do you get from the dialog?
Can you give other information about the rain, besides those given from the dialog?
2. Oral Communication:
Ask the pupils to give the importance of rain by giving the information from the dialog.
D. Reading Activity:
1. Pre-Reading
Group Activity
Make a short dialog about the importance of forest. Use courteous expressions in your
dialog.
2. During Reading
Read the dialog made by each group. Using Directed Reading Thinking Activity (DRTA)
3. After Reading
a. Comprehension Check-up
What are the information about the forest given from your dialog?
Why are forest important
b. Value Infusions
What shall we do then to our forest?
Why do we need to use courteous expressions in a conversation?
IV. Evaluation:
Listen to this conversation and do what is asked, after listening to it.
What to do!
1. Draw the information listened to about the roots of trees.

2. Write the functions of roots of trees from the dialog.
3. List the courteous expressions used in the conversation.
V. Assignment:
Write the information from the dialog on pages 140-141 of Fun in English (Language).
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH IV
Date: ____________
I. Objective:
Gets information from a poem listened to
Values:
Love of Country
II. Subject Matter:

Information from a Poem We Can't All be Heroes.
References: PELC p. 153, Fun in English 4 reading p. 95; Everyday English 4
Materials: bottle, flash cards and manila paper
III. Procedure
Review:
Recall a poem learned just recently and tell something about it.
Motivation:
Let the pupils form a puzzle of a flag. Then, show pictures of heroes. How did they show
love to our country?
Presentation:
We have mentioned about our heroes. Now, you will hear on how to show love to our
country.
Unlocking off Difficulties:
Read the sentences and give the meaning of the underlined words thru context dues.
1. The brave katipuneros fight for your freedom.
2. La p u - Lapu showed his courage in the battle of Mactan.
B. Developmental Activities:
1. You will going to hear a poem entitled "We Can't All Be Heroes" through a tape recorder.
Listen carefully and be sure to answer questions later.
a. Who cannot fight battles to save our country?
b. How can children help their country?
c. Why can't we all be heroes?
C. Engagement Activity:
One of your classmates will read a poem. Listen carefully and be ready to give information
from the poem. Use truth or consequence to call pupils. Form a big circle.
D. Application:
1. What shall we do when it gets dark?
2. Is there a need to say any prayers before we sleep? Why?
E. Practices:
1. Guided
Write the short poem that I will dictate. Answer the following questions later. Group the
children and present there work.
Questions:
1. How do we make a ring around the world?
2. What is the message of the poem?
3. What other information can we get from the poem?
IV. Evaluation:
Listen to this poem and answer the questions below.
Be the Best
If you can't be a pine on top of the hill Be shrub in the valley but, be
The best little shrub by the side of the rill; Be a bush if you can't be a tree
Just be the best of whatever you may be.
1. What can you do if you can't be a pine tree on top of the hill?
2. Why do we need to do our best always?
3. What information did you get from the poem?
V. Assignment:
Copy a short poem and write 3 sentences about it.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH IV
Date: ____________
I. Objective:
Gets information from a diagram shown
Values:
Cooperation
II. Subject Matter:

Getting Information from a Diagram.
References:
Materials:
PELC: Listening 3, Speaking 3, Reading 3.4, Writing 3, pp. 1617; Blazing Trails 4 tx pp.
148149; Science and Health 4 tx. Pp 254-255
charts, pictures, diagrams, tomato, pomelo, two pieces of sticks, flashlights
III. Procedure
Motivation:
Have you heard about eclipse? When does eclipse occur? Can you describe one.
Unlocking of Difficulties:
Unlock the meaning of words through guessing game.
______ 1. It is the natural satellite of the earth which borrows light from the sun.
______ 2. It is the center of the solar system.
______ 3. The place where we live in.
Motive Questions:
1. When does the moon cast shadow on earth?
2. What is the difference between the solar and lunar eclipse?
B. During Reading:
Let the pupils read the selection about eclipse. (Motivated Oral Reading).
C. Post Reading:
1. Comprehension check-up/Discussion
Study the diagram. Answer the motive questions and the comprehension questions.
1. What covers the moon during lunar eclipse?
2. What is between the earth and the sun in the solar eclipse?
3. When does the solar eclipse occur? Luna eclipse?
2. Generalization
What is a solar eclipse? Lunar eclipse?
3. Application
Doing the activity on page 254. Answer the following questions after doing the activity.
1. What does the tomato represent?
2. What does the pomelo represent?
3. What does the flashlight represent?
4. Enrichment Activity
Conduct an interview of the adults (parent and teachers) who have observed eclipse. Ask
their experience regarding eclipse. Be ready to share the information with your classmates.
D. Reading:
Draw the position of the sun, moon, and earth during lunar and solar eclipse. Label your drawings
and describe them.
IV. Evaluation:
Study the diagram showing the sun and the planets.
Rank the planets according to their distance from the sun. rank number 1 the planet nearest the
sun; No. 2 the second planet nearest the sun, and so on.
V. Assignment:
Here is a diagram that shows how to read the thermometer. Study it and answer the questions
below.
1. What is the thermometer reading for a person with a normal temperature?
2. What is the thermometer reading for a person with fever?
3. What is the thermometer reading for a person with high fever?
4. What line shows the thermometer reading?
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH IV
Date: ____________
I. Objective:
Uses courteous expressions in telephone conversation.
Values:
Courtesy and Politeness in Telephone Conversation
II. Subject Matter:

Courteous Expressions in Telephone Conversation: Rotation of the Earth
References: BEC, PELC 3 Speaking, 3 Listening, 3 Writing; Fun in English 4, Language pp. 10-13;
Growing with Science and Health 4 pp. 239-242
Materials: Toy telephone/cell phone, written models of telephone conversation
III. Procedure
Review:
What are the points to remember in a telephone conversation?
Motivation:
Do you have a phone? What is the use of a telephone? How do you talk to a person and
relay a message using the telephone?
B. Listening and Speaking Activities:
Listen to the dramatization of the following phone conversation. T.M. pp. 31
C. Engagement Activity:
1. Discussion
a. Who is the caller?
b. Who answered the telephone?
c. What was the time in Manila when Anne called up Nonie in Canada?
d. What time is it in Canada?
2. Infusion of Value
What do we need to do in making our answering phone call?
D. Generalization:
What are the courteous expressions use in the telephone conservation?
E. Enrichment Activity
Game Pass it on. Fill it on the blanks in the sentences from the conservation.
1. Hello, ________ morning.
2. This is Gloria, __________.
3. May I ________ to Nora?
F. Application
Call pairs of pupils to dramatize the following situations.
1. Inviting a friend to a Saturday informal party to meet ones counsins.
2. Inviting another classmate to practice for a school program.
IV. Evaluation:
Complete the telephone conversation below.
Mina: Hello, ______ morning. May I talk to Nona.

Nona: This is Nona, _________
Mina: Im ________ youre home. How about joining me and my sister in an indoor game at our
place on Saturday.
Nona: That will be great. Ill come over at two oclock in the afternoon.
Mina: We will wait for you ____________.
V. Assignment:
Write a telephone conversation based on the following situations. Choose only one situation.
1. You forgot your assignment notebook in school. Call a classmate ask about your assignment in
Mathematics.
2. Answer a call for your father who is not home.
3. Answer the telephone for someone who calls a wrong number.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH IV
Date: ____________
I. Objective:
Uses courteous expressions in making calls on the telephone.
Gets information from conversation heard.
Values:
Courtesy in Telephone Conversation.
II. Subject Matter:

Courteous Expressions - Telephone Conversation: Making Calls
References: Fun in English (Language)
Balajadia, et al pp. 10-12PELC 3
Materials: toy telephone, written model of telephone conversation
III. Procedure
Motivation:
a. Show a picture of two children having a telephone conversation. What are the two
children in the picture doing? Can you guess what they are talking about?
Ask some pupils to relate experiences on telephone conversation
B. Presentation:
1. Listening to a voice tape and find out the courteous expressions use.
- Who called up Dina?
- Who received the call of Ali?
- What did Ali Tell Dina?
3. Reading the telephone conversation written in the chart.
4. Value Infusion:
How do we speak when making telephone calls?
5. Generalization:
When making calls what courteous expressions are used?
6. Practice
a. Guided Practice
Group pupils into 4 groups. Use courteous expressions in acting out the following
situations
a. making a call to a classmate
b. making a call to a friend
c. making a call to the teacher
d. ending a conversation with a friend
- The teacher evaluates the group presentations.
b. Independent Practice
Fill in the blanks with the correct expression from the box. Teacher dictates.
1. Hello! Good ______.
2. This is Gloria ______.
3. ______. I speak with Nora?
4. See you on Saturday. _______.
IV. Evaluation:
Write your answers correctly to the following questions.
1. What word of greeting begins over a telephone conversation?
2. When making a call, what expression is used when asking for someone?
3. Who ends the call, the caller or the receiver?
4. What does he/she say?
V. Assignment:
Write a telephone conversation asking your classmate about the English Assignment because you
were absent the previous day.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH IV
Date: ____________
I. Objective:
Uses courteous expressions in receiving calls on the telephone.
Values:
Courtesy On Telephone Conversation
II. Subject Matter:

Courteous Expressions - Telephone Conversation: Receiving Calls
References: Fun in English (Language) Balajadia, et al pp. 10-12
English Communication Arts for the Elementary Gr. 4 pp. 257258 PELC: Speaking 3
Materials: toy telephone, voice tape, written model of telephone conversation
III. Procedure
Review:
Which of the following telephone conversation is making the right call?
a. Rod: Hello?
Voice: Who is speaking, please?
b. Angelo: Hello! Good evening. This is Angelo Reyes speaking. May I speak to Mrs.
Antipolo?
c. Voice: This is Mrs. Santos speaking
Unlocking of difficulties:
Give the meaning through context.
a. Hold your line, please. I'll call her.
b. One moment, please. I'll call her.
Motivation:
How many of you have received a call asking for your mother but she is out? What did
you tell the caller?
B. Presentation:
Today we're going to listen to another telephone conversation. Listen carefully to the
expressions used by the receiver of the call.
1. Listening to a voice
* Intellectual Discussion:
- Who answered the phone?
- What are the courteous expressions used by the receiver? How about the caller?
- What is the message of Mrs. Suarez to
2. Read the telephone conversations between Ali and Dina. (See yesterday's lesson) then let the
pupils answer the following questions.
1. Who is the receiver of the call?
2. What courteous expressions did she use?
3. Value Infusion:
How do we speak when receiving calls?
4. Generalization:
What courteous expressions are used by the receiver of calls?
5. Skill Development:
a. Guided Practice
1. The teacher prepares strips of courteous expressions in receiving calls. Distribute the
strips to the pupils and play a game by posting them under the following headings.
1. Receiver is the Person Called
2. Another Person is Wanted
3. Person Wanted is Out
b. Independent Practice:
Fill in the blanks with the correct expressions.
1. _______ hold your line.
2. One _______ please. I'll call her.
3. I'm. _________ He's out.
4. This is Mario __________.
5. May I take a __________?
IV. Evaluation:
Copy the courteous expression that is correct for each number.
1. Ana received a call from a friend. How will she answer her?
a. Yes, I'm Ana
c. Speaking
b. Hello! My friend.
d. Hi! Good evening.
2. Mr. Reyes calls for your father but he is out.
a. Father is not home.
b. I'm sorry he's not home. May I take a message?
c. I'm sorry. Call him back.
d. Please call on another day.
V. Assignment:
Group the class into 4. Be able to act out situations when receiving calls.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH IV
Date: ____________
I. Objective:
Decodes meaning of words with inflectional endings through structural analysis.
Values:
Perseverance
II. Subject Matter:

Words with Inflectional Endings: Dialogue - Teacher Made: The Moon
References: Fun in English 4 Language, Balajadia, et al pp. 13-14; English in a Dynamic World,
Pado, et al pp.. 99-100
Materials: strips of sentences, pictures, chart
III. Procedure
Asking questions answerable by yes or no, through pictures. Is the baby crying? Does sister
sweep the yard? Are the children playing? Etc. What can you say about our voice when we
say the questions?
Unlocking of difficulties: Unlock the following words:
1. explore (give synonyms)
2. telescope (picture)
3. lunar eclipse (illustration)
Motivation:
Who is Neil Armstrong? How many of you wants to go the moon?
B. Presentation:
a. We're going to listen to a conversation of three boys. Let's find out what they say about the
moon. (dialogue written on the chart)
b. Comprehension check-up
1. Why do people explore the moon?
2. Who invented the first magnifying telescope to study the moon?
3. What helped Columbus save himself and his crew from the Indians?
c. Value Infusion:
Do you have a dream to explore the moon? How can you be successful in that dream?
d. Skill Development:
Read what Carlos said about Columbus. Read also what William said about Columbus.
Do you recognize the change of voice at the end of the sentence? Who is doubtful?
e. Generalization:
When does a sentence show an action that is sure or certain? When does a sentence show
an action that is not sure or doubtful?
f. Practice:
1. Guided Practice:
a. Group pupils to present the following dialogues.
1. Cecille: Rosa is coming to Manila?
Mother: Rosa is coming to Manila. Everybody, get your bags ready.
IV. Evaluation:
Write the dictated sentences correctly and opposite write doubtful or certain.
1.
2.
3.
4.
5.
You're alright?
You're alright.
They're singing.
She's writing.
Nena's answering the phone?
V. Assignment:
Write 3 sentences that express doubt and 3 sentences that express certainly.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH IV
Date: ____________
I. Objective:
Deduces meaning of unfamiliar words through prefixes.
Values:
Respect for the flag.
II. Subject Matter:

Using Prefixes Story: The Philippine Flag Tells Its Story
References: PELC R. 3.2, Fun in English 4 Reading pp. 815 T.M. pp. 9-10 Everyday
English 4 (Reading) pp. 94-97; English in a Dynamic World 4 (Language) pp. 231-232
Materials: flashcards, charts, real object (flag), cut-outs
III. Procedure
Review: (through game)
Directions: I'll group you into 4. Each group has 5 members. When is say "go" the
member of each group take turn in writing words with prefixes on the board. You can write
words as many as you can within 2 minutes. Ex. Unprepared uneasy.
Motivation:
The teacher shows a real flag. What is this class? (flag). What comes into your mind
when you see a flag? Why do countries have their own flag?
struggle- fight with
independence - freedom from the rule of others
symbol - used to represent something
B. Presentation:
1. The pupils read the motive question. How did our present flag come to be?
2. The teacher reads the story orally while the pupils read silently.
a. Why did Bonifacio have a flag made - for the Katipunan?
b. Describe the first flag of the Katipunan. What events in Philippine history did this flag
play a part in?
c. What other flags did the Katipuneros have?
4. Infusion of Value - As a Filipino, how will you prove your loyalty to our flag? Your respect
the flag?
D. Generalization:
What are prefixes?
E. Practice Exercises:
1. Guided Exercises
Present some words (without prefixes). The pupils will classify the words that can use the
prefix un, mis, re, dis, im, ir. Directions: You will be given some cut-outs Then, place each
word under the prefix they belong.
treat
honest
behave
respect
spell
approve
Give the meaning of each word.
1. unclean not dean
2. unequal
7. unprotected
3. redirect
8. unfriendly
4. return
9. uneasy
5. incomplete
10. unused
6. incorrect
IV. Evaluation:
Read the sentence after each number. Write the meaning of the underline word.
1. The boy did not pass the test because he was unprepared for it. ____________
2. I forgot how many tickets there were so I had to recount them. ______________
3. The boys did the wrong thing because they misunderstood the directions. ____________
V. Assignment:
Add a prefix to each word and write its meaning.
1. kind
3. friendly
5. behave
2. polite
4. correct
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH IV
Date: ____________
I. Objective:
Deduces meaning of unfamiliar words through prefixes - un, in, im.
Values:
Love for Country; Peace and Unity
Prefixes - un, in, im

Story: In Search of Peach and Freedom
References: Everyday English 4 (Reading) pp. 95-97; Fun in English 4 (Reading) pp. 2-6,
T.M. pp. 4-7 PELC, R. 3.3.1
Materials: pictures, cut-outs, flashcards
III. Procedure
Motivation:
Teacher shows a picture call on pupils to tell something about the picture.
The pupils give the meaning of each word through action and context clues.
unhappy
freedom
unwilling
invade
seize
foreigner
B. Presentation:
1. Reading of the motive question by the pupils.
Why did the datus decide to leave their native land?
2. Guide Oral Reading
Pupils read the story orally In search of Peace and Freedom.
3. Comprehension Check-up:
The pupils answers the motive questions.
Why did the datus decide to leave their native land?
How do we show our love for our country?
Why should we love our country?
5. Skill Development:
The pupils answer the questions
1. How did the people tell when they were living in Borneo?
2. How did the people in Panay Live?
3. What is the rootword in the word happy?
6. Generalization:
What do we call the syllable placed before a word?
1. Guided Exercises:
Write the prefix of the following:
1. _____ clean
2. _____ equal
3. _____ complete
4. _____ polite
5. _____ correct
Write a prefixed word which means the same as the underlined word in each
sentence.
a. The law is not fair to the workers. ________
b. The treatment to people was not equal. ________
c. Many children get sick because the place is not sanitary.
IV. Evaluation:
Add in, im, un, re to the following words to form a new word.
1. polite
2. correct
3. view
4. honest
5. complete
V. Assignment:
List down 10 words with prefixes in, im, and un then their meaning.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH IV
Date: ____________
I. Objective:
Decodes meaning of words with suffixes full and less through structural analysis.
Values:
Love of Country
II. Subject Matter:

Word with Suffixes - ful and less
Poem: My Native Land
References: Everyday English 4, Reading TX pp. 57-58; Fun in English 4 Reading, Balajadia, et al
pp. 3035; Blazing Trails, Francisco, et at pp. 88-89, 91 PELC Reading 3.3.1
Materials: flashcards words with suffixes, pictures of scenic places in the Philippines
III. Procedure
Review:
The teacher conducts a flashcard drill on the words with prefixes (re, mis, dis, im and un).
Unlock the following words through pictures:
a. peaceful
c. stately
b. grand
d. restless
Motivation:
Show pictures of beautiful scenes in the Philippines. What can you say about the
pictures?
B. Presentation:
1. Today we're going to read a poem. Let's find out what things the poet loves in his native land.
2. Reading the poem by the teacher. My Native Land T.M. pp. 39
Intellectual Discussion
What does native land stand for? What things in his country does the poet love?
a. in first stanza
b. in the second stanza
c. in the third stanza
3. Skill Development
What word is used to describe lowland plains? Flowering tree? Open sea? The teacher
posts on the board the words; peaceful, graceful and careless. The teacher asks: What is the
rootword of the word peaceful.
4. Generalization:
What is a suffix? What does a suffix do to a word?
5. Practice:
a. Guided Practice
1. The teacher posts two big circles on the blackboard each with the syllables -ful and
less. The teacher distributes flashcards of rootwords. The pupils will put the
rootwords around each circle. The pupil says the completed word them give its
meaning.
Ex. ful hope
hope + ful = hopeful full of hope
b. Independent Practice
1. Add a suffix to the word at the left to mean the underlined phrase.
joy
1. Jessica was filled with joy.
home 2. After the great food, the people were without home.
care
3. Mike made his assignment without care.
fruit
4. The mango tree is full of fruits.
job
5. My father has no job.
IV. Evaluation:
Draw a line to match the word and its meaning:
1. fruitless
a. without meaning
2. colorless
b. without job
3. joyful
c. full of meaning
4. jobless
d. without color
5. meaningfui
e. full of joy
f. without fruits
V. Assignment:
Make a list of 5 words with suffix -less and 5 words with suffix -ful. Write their meaning and use
them in sentences.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH IV
Date: ____________
I. Objective:
Identify the compound words written as one.
Values:
Friendliness
II. Subject Matter:

Compound Words Written as One
Dialogue Reading - New Classmate for J.J.
References: Everyday English IV (Reading) pp. 15-18 PELC L. 3, R. 3.2 W 3
Materials: real objects, dialogue written on Manila paper, cut-outs of heart
III. Procedure
Motivation:
Teacher presents some real objects/pictures and pupils name each object. Can we form
another word out of these 2 words?
Ex. arm + chair - armchair
ball + pen - ballpen
Unlocking of difficulties
Newcomer (context clues)
Ex. Maria is from Manila. She is a newcomer in our place.
Handbag (real object)
Welcome (action clues)
B. Presentation:
1. The teacher reads the dialogue written in a chart. New Classmate for J.J.
2. The class reads the whole dialogue.
3. Group pupils into two and read part for Carmela and J.J.
C. Discussion:
1. Who is the newcomer?
2. Who is her classmate?
D. Value Infusion
How did J.J. deal with his classmate?
E. Skill Development
What words in the dialogue consist of two words? The teacher writes the answer of the pupils
on the board. What are the 2 words found in these words?
newcomer - new + comer
classmate - class + mate
classroom - class + room
F. Generalization:
What are compound words?
G. Practice Exercises:
1. Guided Exercises (using cut-outs of hearts)
Read the word then look for the pair to form a new word. Use the Compound words in
sentences.
board flag
shine light room tooth
sun
story book class pole
fly
black house moon ache
2. Independent Exercise:
Write the compound word described in the sentences below.
a. A coat used for the rain is a _______
b. A room where we take a bat is a _______
c. A gown used at night is a _______
d. A store that sells drug is a _______
IV. Evaluation:
Listen to the teacher as she reads each sentence. Write the compound word in each sentence in
your answer sheet.
______ 1. Jose stepped on an anthill.
______ 2. I forgot my lunchbox at home.
______ 3. Rats and ants live underground.
______ 4. Please, lend me a storybook.
______ 5. The pupils went inside the classroom.
V. Assignment:
Write 5 compound words written as one and use them in sentences.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH IV
Date: ____________
I. Objective:
Decodes meaning of unfamiliar words through compound words written as one.
Values:
Industry
II. Subject Matter:

Compound Words Written as One
Story: When I Grow Up
References: Stairways to English 4 (Reading) pp. 22-28; Everyday English 4 (Reading) pp. 15-18;
PELC R. 3.2, W3
Materials: real objects, pictures, story written on manila paper
III. Procedure
Pupils read the compound words they have written on their paper.
Review:
Let's recall what we did yesterday. Using the flashcards used the previous day. Let the
pupils do the game-paring words.
Ex. shine
sun
moon light
Motivation:
Show some pictures of community helpers. Let the pupils identify each helper and act out
his/her work
ex. policeman mailman fireman
dressmaker
Unlocking of Difficulties
Give the meaning of the following words.
earn (context clues)
peaceful (context clues)
ex.: My father earns a living by farming.
The policeman helps keep our country peaceful and orderly.
B. Presentation:
a. Today, we're going to read a story about community helpers.
b. Pupils read the motive question.
Motive question: What do the children want to be when they grow up?
c. Reading of the story by the teacher while pupils listen. When I Grow UP T.M. pp. 42
1. Intellectual discussion of the story:
a. What does Joey want to be?
b. What will Joey have in order to be always ready?
c. What does Charlie want to be?
2. Infusion of Values (Industry)
When you grow up, what do you want to be? How will you do your work when you
have become a __________.
d. Generalization:
What are compound words? Compound words are 2 words joined together to make a new
word.
e. Exercises:
1.
2.
3.
4.
5.
Write compound word for each picture.

_________
(newspaper)
_________
(railroad)
_________
(doghouse)
_________
(hand bag)
_________
(doorknob)
IV. Evaluation:
Write the meaning of the compound word.
1. If a knob at the door is a doorknob, what is a doormat? ____________
2. If a store that sells shoes is a shoestore, what is a bookstore? _________
3. If a necklace is used for the neck, what is a shoelace? __________
V. Assignment:
Write the two words and give the meaning of the following words. Ex. bathroom - bath and room
room where we take a bath.
1. moonlight
4. schoolhead
2. playground
5. flagpole
3. housefly
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH IV
Date: ____________
I. Objective:
Identifies the compound words written as two words.
Values:
Patience and Faith in God
II. Subject Matter:

Compound Words and Their Components
References: Fun in English 4, Language, Balajadia, et al - Story: "The Blind Man's Faith" pp.58-61;
Everyday English 4 Reading pp.15-18 PELC 3.2
Materials: flashcards, word chart and pictures
III. Procedure
Motivation:
Teacher shows picture of blind man. What can you say about the man in the picture?
blind beggar - have you seen a blind beggar? - through action
cripple walk - through action
security guard - use pictures to under
B. Presentation:
a. Today we are going to read a story of a blind man. (use guided oral reading)
b. Intellectual Discussion:
1. In what way was the blind beggar different from the usual beggars we know?
- Why was the blind beggar sitting by the roadside? 2"d paragraph
- How did the blind beggar show his faith?
- What did Jesus do to make the man see?
2. What compound words are found on the first paragraph? Second paragraph? Third
paragraph? Etc.
C. Infusion of values:
Why did the blind man wait for Jesus by the roadside patiently?
D. Generalization:
How are some compound words written? Some compound words are written as two words
and some are written as one word.
E. Practice:
1. Guided:
Form as many compound words as you can by putting/pairing two different words
together.
watch
altar
boy
cold
scout
end
double
dead
evil
war
water
bead
2. Independent Practice
Use these compound words in sentences.

flower girl
- waste basket
fountain pen
- meat inspector
clay pot
IV. Evaluation:
Choose the right words to fill the blank in each sentence.
bulletin board
second cousins
blind man
light bulb
security guard
buffalo grass
1. Nico's and Manolo's mothers are first cousins so the boys are ____________
2. The _________ watched to make sure that no one disturbed the bull.
3. The teacher displayed the pupils are works on the _________.
4. The __________ groped his way towards Jesus.
V. Assignment:
Write 5 compound words written as two words and use them in sentences.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH IV
Date: ____________
I. Objective:
Decodes meaning of compound words written as two words.
Values:
Caring for Natural Resources
II. Subject Matter:

Compound Words written as two words Dialogue-Field Trip for Noli
References: Everyday English IV Reading TX pp. 15-18; PELC L 3, R 3.2, W 3
Materials: flashcards, pictures, dialogue written on the chart
III. Procedure
Review: Compound words written as one.
Ex. sun + light = sunlight
moon + light = moonlight
Motivation:
Have you gone to a field trip? Today, we're going to read about a field trip of a young
boy.
Unlocking of difficulties: through pictures, context clues
rice terraces (show picture)
mountain side (show picture)
field trip - context clues
B. Presentation:
1. The teacher reads the dialogue about a field trip written in chart while pupils read along
silently.
o What did Noli see in Baguio?
o Where is the terraces found?
o What did Noli's family have?
3. Infusion of Values
How can we avoid the destruction of our beautiful spots?
4. Group pupils into two and read the part for Noli and Ben.
5. What are the compound words in the dialog?
6. Generalization:
What are compound words? How are they written?
a. Guided Exercise - Game
1. Distribute cutouts of vehicles (bus, car, jeep, etc). Read the compound word at the
back, then use in a sentence. Drop the cutouts in the appropriate box.
Compound words
Compound words
written as one
written as two
2. Pair two words from the list to form compound words. Match them with the
definitions below:
a. boy who helps a priest
b. road closed at one end
c. conflict between two countries

Write these sentences, then encircle the compound words. (Dictation)
1. It has been Oscar's dream to be a boy scout.
2. Please drop in at the grocery store and buy me sugar.
3. The French government gave Flores a patent for his electric bulb.
IV. Evaluation:
Match the words with their meanings. Write only the letter of the correct answer.
I
II
1. water lily
a. a bed large enough for two people
2. double bed
b. a water plant with flat floating leaves
3. clay pot
c. meaningless syllable made to sound like talk
4. double talk
d. pot not durable and made of clay
5. spring time
e. a pleasant season of the year.
V. Assignment:
Look for/give the meaning of these compound words.
1. Vice president
4. fruit tray
2. operating room
5. school building
3. hollow block
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH IV
Date: ____________
I. Objective:
Identifies compound words written as hyphenated.
Values:
Contentment of Everything We Have
II. Subject Matter:

Compound Words and Their Components Hyphenated
References: Fun in English 4 Reading, Balajadia, et al pp. 74-75; Poem - Who Needs Aladdin's Lamp;
Everyday English IV (Reading) pp. 15-18 PELC L 3, R 3.2, W 3
Materials: pictures, poem on a chart
III. Procedure
Check your assignment
Give the meaning of these compound words: operating room, meat inspector.
Motivation:
Do you believe in magic? Have you seen a steel-framed bird flying? No, why?
steel-framed (real object)
cloud-like (context clue)
Ex. We can see cloud-like path just after the airplane passes by.
B. Presentation:
1. The teacher reads the poem written in a chart.
1. Who was Aladdin?
2. What was strange about his lamp?
3. In the first stanza what does the steel-framed bird signify?
4. Infusion of Values
Be contented of what we have.
5. What compound words are found in the 1St stanza? Second stanza? Third stanza? Etc.
The teacher reads the pupils answer.
a. steel + framed = steel-framed
b. cloud + like = cloud-like
c. child + like = child-like
6. Generalization:
How are some compound words written?
a. Guided
Write these sentences through dictation.
- The good-hearted princess got the magic purse.
- The editor-in-chief of Time magazine received an award.
- All the cows died of mount-and-foot disease.
- Lito's good-for-nothing son was always idle.
c. Independent:
Write sentences using the following compound words.

a. steel-framed
d. mother-in-law
b. good-bye
e. sister-in-law
c. cloud-like path
IV. Evaluation:
Fill in the blank with the correct compound word in the parenthesis.
1. The _______ here was awarded at last. (goodhearted, good hearted, goodhearted)
2. There is ________ in the group. (goodfellowship, good fellowship,good-fellowship)
3. His father is a well-known ______. (attorney at law, attorney-at-law, attorney at-law)
V. Assignment:
Give 5 compound words written as hyphenated and use them in sentences.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH IV
Date: ____________
I. Objective:
Decodes compound words written as hyphenated.
Values:
Listening to elder's or parent's advice
II. Subject Matter:

Compound Words and Their Components Written as Hyphenated
References: Story- Mayor Rat's Daughter - adapted; English in a Dynamic World pp. 172-174 PELC
L 3, R 3.2 W 3
Materials: flashcards, story on a chart
III. Procedure:
A. Preliminary Activities:
Review:
Compound words written as two words (Game) distribute cut-outs of animals. Read the
words at the back and tell if the word is written as two words then paste it to the zoo
chart/field chart.
Cut-outs of Bird, goat and etc. rat, dog cat, snake
Motivation:
When your parents or elders give you advice, do you listen and obey? What is the
purpose of their advice?
Unlocking of difficulties: (through pictures and context clues.)
new (show picture)
cotton-like
made-to-order
brother-in-law
B. Presentation:
1. Today we're going to read a story of disobedient rat. Teacher reads and pupils read along
silently.
a. Who is White Rat? Describe her.
b. What did Gray Rat give White Rat on his visit?
c. Why is Gray Rat not welcome to Mayor's family?
We must listen and follow the advice of our parents.
4. Group pupils into three. Have each group read a paragraph.
5. What are the compound words in the story.
made + to + order = made-to-order
mother + in + law = mother-in-law
father + in + law = father-in-law
6. Generalization:
How are these compound words written?
Read the sentences. Select/Write the hyphenated words.
1. Is a new pair of shoes usually worn-out?
2.
3.
4.
5.
A civic-spirited person works for the common good.

Is a make-believe story a true-to-life story?
A made-to-order cake is delicious.
A would-be actor loves to be an actor.
IV. Evaluation:
The sentences are incomplete. Select the appropriate words from the box.
make-believe, steel-framed, food-and-mouth, guest-of-honor, good-for-nothing .
1. 1 felt very nervous during my first ride on a _______ airplane.
2. Cows in Central Luzon have __________ disease.
3. During the awards night of the Kabataan Legion, President GMA was the _________.
V. Assignment:
Use these compound words in sentences.
1. made-to-order
2. worn-out
4. would-be
3. civic-spirited
5. editor-in-chief
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH IV
Date: ____________
I. Objective:
Decodes meaning of unfamiliar words using context clues.
Values:
Conservation Of our Forest
II. Subject Matter:

Decoding Meaning of Unfamiliar Words Using Context Clues
Save Our Forest
References: PELC p. 17 3.3. Everyday English 4 (Reading) pp. 155-158; Fun in English 4 (Reading)
pp. 168-171; English in a Dynamic World 4 pp. 178179
Materials: illustration boards, bottle, manila paper, pentel pen
III. Procedure
Motivation
What is the picture all about? What are found in the forest?
Presentation:
Today we are going to read about the importance of forest in our lives.
Read the following sentences and get the meaning of the underlined words through
context clues.
1. Trees make the soil rich with decayed leaves and branches.
2. The roots of trees help prevent erosion.
3. The twigs of a tree can be used in building a fire.
B. While Reading:
Use Directed Reading Thinking Activity (DRTA) (Save Our Forest-Everyday English 4
Reading pp. 155-156)
C. After Reading:
1. What are the things that we can find in our forest?
2. How do some people destroy our forest?
2. Value Infusion
What can we do to save our forest?
3. Engagement activities
Select the meaning of the underlined word in the sentence.
1. We can conserve our soil by taking care of our forest.
2. We depend on the soil to make a living. So, we must help preserve our forest.
3. Our forest trees provide homes for our wildlife.
4. The teacher discuss and explain what is context clues.
D. Generalization:
How do we get meaning of some words?
E. Practice:
a. Guided:
Write down the following words as I dictate.

1. campaign
4. aim
2. runner
5. bulb
3. landed
Give the meaning through context clues. Encircle the letter of the correct answer.
1. The green thing landed inside the basket.
a. part of the earth.
b. to come down or bring down and settle on a surface
2. The aim of our government is to save our forest.
a. reason, purpose
b. to direct toward specific goal
IV. Evaluation:
Find the meaning of the underlined word used in the sentence.
1. The forest supplies us with woods that we need.
a. to serve as a substitute
b. give things that we need
c. school supplies
2. People should train themselves to be responsible enough to save our forest.
a. to ride on a train
b. give things that we need
c. school supplies
V. Assignment:
Find the meaning of the following in the dictionary.
1. antennae
3. croak
5. germinate
2. cycle
4. chirp
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH IV
Date: ____________
I. Objective:
Uses the dictionary to get the meaning/meanings of a given word.
Values:
Love of Mother
II. Subject Matter:

Using the Dictionary to Get the Meaning/s of a Given word.
References: PELC Listening 3, Speaking 3, Reading 3.4 Writing 3 pp. 16-17;
English in Dynamic World IV TX pp. 178-182; Everyday
Poem:
Lines for Mother
Materials: charts, cassette recorder
III. Procedure
Drill
Arrange the following words in alphabetical order.
stars
shells needle car
hospital
turtle jewel books
Review:
Read each sentence carefully. Encircle the homonyms.
1. Mira beat the dog that bit her.
2. They led the sheep into the ship.
3. The steel post is still very strong.
B. Reading:
1. Pre-Reading Activity
a. Motivation
Show picture of a mother. Ask something about mothers.
b. Unlocking of Difficulties
Substitute the underline word, in the sentence with a word that have the same
meaning in the box.
1. Rita has a sleek hands because she does not wash her clothes.
2. Lino left the spasm and went to bed.
3. Mother began to caress her baby to send him to bed.
2. While Reading:
Choral Reading by group with directed Reading thinking ability (DRTA)
3. After Reading:
a. Comprehension check-up
1. What did the mother do when her child is sick?
2. What did mother teach her child?
3. Why does mother possess a golden touch?
b. Value Infusion:
How will you pay the goodness of your mother?
c. Skill Development:
Group Activity
The class is divided into 4 groups. Each group select 4 words from the poem read.
Then use a dictionary to find the meaning/meanings of words. Let each group write the
words and also the meaning.
d. Generalization:
What is a dictionary? What are the necessary information we get in a dictionary.
e. Practice Exercise
a. Guided Practice
Use the dictionary in finding the meaning and meanings of the following word.
IV. Evaluation:
Read each sentence carefully and write the meaning that fits the underlined word.
a. The wood cutter trained his children to gather food.
b. The green things landed in the basket.
c. Lots of plant sprouted in the land.
d. Please try to reach the kite on the branches.
V. Assignment:
Use your own dictionary to find the meaning/meanings of the following words and use it in sentence.
1.
2.
3.
4.
5.
stick
bat
round
face
tear
6.
7.
8.
9.
10.
down
drama
head
bridge
bright
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

English IV

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English IV

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ENGLISH IV

II. Subject Matter:

E. 1. What are the things found on the first stanza?

II. Subject Matter:

PELC1.1Listening,1.1 Speaking, 1.1 Writing

II. Subject Matter:

PELC IV 1.2 Listening

b. Rey, that boy in a blue T-shirt, is my cousin. (1st box)

Respect for elders

II. Subject Matter:

Nene and her Friend

You're going to work.

II. Subject Matter:

PELC 1 Writing, 1.1 Speaking

(Give 3 guide words and words in it for your selection.)

II. Subject Matter:

II. Subject Matter:

II. Subject Matter:

Sharing with others

II. Subject Matter:

5. Discriminating Between real and fanciful

II. Subject Matter:

3. How the Malay datus get their land?

II. Subject Matter:

awareness and consciousness

II. Subject Matter:

Attentiveness and orderliness

II. Subject Matter:

attentiveness and orderliness

II. Subject Matter:

II. Subject Matter:

II. Subject Matter:

II. Subject Matter:

PELC-Reading 2; Fun in English 4, Reading Make Music pp. 190-191; Everyday

Obedience to traffic rules

II. Subject Matter:

II. Subject Matter:

II. Subject Matter:

II. Subject Matter:

II. Subject Matter:

1. Draw the information listened to about the roots of trees.

II. Subject Matter:

II. Subject Matter:

Courtesy and Politeness in Telephone Conversation

II. Subject Matter:

Mina: Hello, ______ morning. May I talk to Nona.

Courtesy in Telephone Conversation.

II. Subject Matter:

Courtesy On Telephone Conversation

II. Subject Matter:

II. Subject Matter:

Respect for the flag.

II. Subject Matter:

Love for Country; Peace and Unity

Prefixes - un, in, im

II. Subject Matter:

II. Subject Matter:

II. Subject Matter:

Write compound word for each picture.

Patience and Faith in God

II. Subject Matter:

Use these compound words in sentences.

Caring for Natural Resources

II. Subject Matter: