School: Grade Level: V

GRADES 1 to 12 Teacher: Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: (WEEK 1) Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities
may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
Grade Level Standards The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest in reading to meet various needs.
A. Content Standards The learner…
listens critically to different text types; expresses ideas logically in oral and written forms;
B. Performance Standards The learner…
demonstrates interest in reading to meet various needs.
C. Learning Competencies/Objectives 1. Restate sentences heard in one’s 1.Identify different meanings of content 1. Distinguish text-types according to . Use compound sentences to show Infer target audience.
Write the LC code for each own words. specific words (denotation and features (structural and language) – cause and effect.
2. Use appropriate facial expressions. connotation) Enumeration 2. Show tactfulness when EN5RC-IVa-3.2.8
3. Observe politeness at all times. 2. Read aloud grade level appropriate text communicating with others. EN5F-IVa –1.6
EN5V-IVa-20.1 with an accuracy rate of 95 – 100%. EN5SS-Iva-1.8
EN5LC-IVa-3.11 EN5V-Iva – 20.2 3. Take down relevant notes EN5G-IVa-1.8.1
EN5OL-IVa-2.6.1 EN5VC-IVa –3.7
EN5A-IVa-16 EN5RC-IVa-3.2.8 EN5A-Iva-17
EN5F-IVa –1.6
EN5SS-Iva-1.8
II. CONTENT 1.Restating Sentences Heard in One’s Identifying Different Meanings of Content 1.Distinguishing Text-Type According to 1.Using Compound Sentences to Show A.Topic: Inferring Target Audience
Own Words. Specific Words (Denotation and Features (Structural and Language) Cause and Effect
2.Using Appropriate Facial Connotation) –Enumeration
Expressions. 2.Reading Aloud Grade Level Appropriate
Text with an Accuracy Rate of 95-100%.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Teacher’s Guide/week 1 Teacher’s Guide/week 1 Teacher’s Guide/week 1 Teacher’s Guide/week 1 Teacher’s Guide/week 1
2. Learner’s Material pages
3. Textbook pages EN5LC –Iva-3.11 EN5V-IVa-20.1 Website/Internet- Types of Text Structures
EN5OL-Iva-2.6.1 EN5V-Iva – 20.2 in Informational Texts(Balance Literacy,2nd
EN5A-Iva-16 Grade)
Curriculum Guide p, 76
Internet (for emoticon)
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Flashcard Flashcard Flashcard Flashcard
Pictures, Charts, flashcards, emoticons Charts Charts Charts Charts
(different facial expressions Pictures Pictures Pictures Pictures
dictionary Website/Internet (Youtube)
Video Clips (Youtube) Dictionary
Vocabulary Worksheet
Cause and Effect Chart
Two Travelers and the Bear

IV. PROCEDURES
 A. Reviewing previous lesson or . Identify appropriate facialexpression Denotation and Connotation Different text type and its example Checking of assignment
presenting the new lesson Cause and Effect

B. Establishing a purpose for the lesson . A.Setting the stage: Display the chart on the board.Ask pupils: A.Setting the stage: a.Show the picture to the pupils. 1.Setting the stage:
1.Show the following faces: What comes into your mind when you see 1.Show the word “text type” on the board. b.Ask: What do you think the boy is Ask the pupils the following questions:
the word “light”? What comes into your Ask: Do you know what is a text type? doing? What is inferring?
mind when you see the word “dark”? Let the pupils give their opinions about text Why the boy looks dizzy? What is target?
Examine the definition of the words “light type. When we say “audience”, to whom do
a.Do you know who’s in the picture? and dark” in the meaning lists at the Say :The phrase ‘text type’ is a way of we refer it?
b.What can you say about picture? learning materials. Ask: What other words classifying and defining different types of
c.What emotions each can you give for lights and dark? language interaction, both spoken and
pictures written. It refers to the purpose of a text
expressed? and the way it is written

2.Show again the emoticons to the

pupils.
a.Ask the pupils to name each emoticon
(based on their facial expressions).
b.Let them name other facial
expressions and draw them on the
board.

C. Presenting examples/instances of the new Today, we’re going to learn the different At the end of the lesson, you will be able to Tell the pupils that at the end of the At the end of the lesson, pupils are
lesson Present a short story on the board. (The meanings of content specific words distinguish text-type according to features lesson, they will learn to use compound able to infer the target audience
Donkey) (denotation and connotation (structural and language); read aloud grade sentences to show cause and effect Original File Submitted and
Ask: Who are the characters in the level appropriate text with an accuracy and be tactful in communicating others. Formatted by DepEd Club Member
story? rate of 95 – 100% and take down relevant - visit depedclub.com for more
How each animal expressed their notes.
feeling?

D. Discussing new concepts and practicing Teacher reads the short story. Pupils 2.Explaining the students what to do
new skills #1 will listen. 1.Ask the pupils to point out what the two 1..Show the powerpoint presentation about 1.Present the chart on the board. Let the pupils study the picture.
The Donkey words’ definitions have in common. the topic. 2.Ask pupils to study what is written in Discuss with them how to infer target
A donkey found the skin of a dead lion. Students will likely point out that they are ..\TEXT TYPS.ppt the chart. audience.
He put it on and frightened all the both adjectives. Continue the comparison 2..Discuss and explain to the Compound sentences are made up of Ask the following questions:
animals but did not make a sound. One and contrast of the two words until they pupils the text type according to two simple sentences connected by a -What is audience?
dog was suspicious; the donkey tried to come up with which word has the positive features(structural and coordinating conjunction. These -Who should be the audience?
roar to frighten the dog but brayed and negative meanings, then introduce the language).Refer pupils to the conjunctions are also known as -What are the key aspects would have
instead. When the dog heard the denotation and connotation learners’ manual FANBOYS: been chosen to appeal on the target
donkey braying, he laughed and F - For market?
laughed. A - And
N - Nor
B - But
O - Or
Y - Yet
S– So

Cause is the reason why something

happens.
 Effect is the result when something
happens..
Compound sentences show cause and
effect.
a.What is a compound sentence?
b.What is cause? Effect?
c.FANBOYS is an acronym for the
coordinating conjunction, what does it
means?
E. Discussing new concepts and practicing Why do you think the dog laughed and 2.Modeling for students: C.Modeling for Students 3.Modeling for Students 3.Modeling for Students
new skills #2 laughed at the donkey? Tell the pupils that they will watch a video Let the pupils answer the exercises on a.Ask pupils to analyze the sentence in 1.Show the video clips to the
Was the donkey able to frighten the clips about denotation and connotation. Learners’ Material flashcards pupils...\Inferring Audience (1).mp4
animals? Why? Remind them to observe the standard It was raining so hard outside so I put 2.Have them answer the exercises
Show the facial expression of the rules in watching or viewing video clips on my raincoat. given in “Try and Learn”
following characters 3.Viewing video clips about denotation The horse jumped at the lake because
The dog was suspicious and connotation she feel dirty.
The dog heard the donkey brays The football player slipped and he fell
The dog laughed and laughed https://youtu.be/0juB4IFlFrc on the grass.
Call volunteer/s to restate sentences (Reference: Youtube…Connotation and How is the sentence formed?
heard on his own words. Denotation What are the two ideas formed in the
Ask: What values you should observed sentence?
during listening to a story and class
discussions?
F. Developing mastery Restate the sentences heard on one’s D.Guided Practice 4.Guided Practice 4.Guided Practice
(Leads to Formative Assessment 3) own words and give the facial 4.Comprehension Check-up: Below are eight different text types and the Encircle the two ideas expressed in a Students are given a copy of
expression/s based on the feeling/s purpose of those texts, but they are mix up. compound sentence then underline Advertising Inferences worksheet .
expressed. a.What is denotation? Give examples of Decide what the purpose of each text type once the cause and twice the effect. Teacher plays 2 more commercials,
His mother became worried when she is and drag it to the correct text type to the a.The dog barked at me because she soliciting student input . Students and
didn't hear from him for two days. denotation. left. was hungry. teacher complete 2 sections of the
_______ Match the items on the right to the items on b.It was my mom’s birthday today so I worksheet together .Teacher plays 2
David is quite shy so he doesn't like the left make her a card. more commercials and students work
talking to people he doesn't know. b.What is connotation? Give examples of c.She didn’t sleep well last night so she with their group to complete 2 sections
_______ A feels weak today. of the worksheet.
connotation.
A year after being fired from his job, Explanation d.All her clothes were dirty because
Alan is still very bitter. He has a lot of Narrative her mother did not washed their 5.Group Activity
resentment towards his former boss. c.Using Venn’s diagram, give the Discussion clothes. The teacher will group the pupils into
__________ Argumentative (Exposition) e.Arnold dives in swimming pool and four. Each group will be given an
Even though I am accustomed to comparison or contrast of the word Report his head bump near the side of the envelope containing pictures of
traveling for business, I still get Procedure (Instruction) pool. different commercials or TV ads. They
denotation and connotation.
homesick if I am away from my home Recount will infer who the target audience in
for more than a week. __________ Description each pictures.
I am absolutely furious!! I cannot Let them give the following date:
believe that my dog chewed my favorite B Target audience:
shoes. Now they're ruined! To relate past experience or events, either _______________________
____________ real or imagined. Age:
To persuade the reader to agree with the _______________________
writer’s position/opinion. Gender:
To instruct the reader how to make or do _______________________
something. Interest:
To explore more than one side of an _______________________
issue/To inform and persuade.
 To show how things work and why things
happen.
To present a record of information after
careful observation and analysis.
To entertain through telling a story.
To help the reader create a picture of
scenes, events, people, etc....
G. Finding practical applications of concepts F.Independent Practice 6.Independent Practice 6.Independent Practice
and skills in daily living The teacher will show the flashcard with Guided Practice: Ask pupils to answer the work sheet on Let the pupils do the activity at “ Learn Directions: Infer the target audience.
learners’ manual. some more” Encircle the two ideas Match the words in column A to the
sentence/s. The teacher will call
The teacher will guide the pupils in Tell :To help you better understand the expressed in compound sentences words
someone to read the sentence/s. Then concept of text types try to match the then underline once the cause and in column B.
answering the exercises on LM. examples of particular texts on the right twice the effect. A
the pupil who read the sentence/s will with the text types on the left by connecting 1.The dog barked at me because she
them to the correct text type. was hungry. 1.Seminar/Training Workshop of
call another pupil to restate the Below are examples of denotative and 2.It was my mom’s birthday today so I Teachers in Math
make her a card. 2.How to Make a House
sentences on his/her own words and connotative meanings of words.
3.She didn’t sleep well last night so she 3. Making Pastries, Cakes and Breads
use/ show the appropriate facial feels weak today. 4. Snow White and the Beast
Choose inside the box the word being 4.All her clothes were dirty because 5. Wrestling
expressions stated on the sentence/s. her mother did not wash their clothes. B
referred by the denotative and connotative 5.Arnold dives in swimming pool and a. Carpenters
his head bump near the side of the b. . Bakers
Cats are so curious that they often get meaning. Write your answer on the first
pool. c. Teachers
into trouble. Once, my cat fell into the column. 6.Tara didn’t understand the homework d. Men
assignment, so she asked a friend for e. Little boys and girls
bath tub because she wanted to know help.
Shark hot crazychick 7.The students tried to prepare for the
what was inside! test but they didn't realize how difficult
dead cool the test was.
When Dave found out that the plumber 8.We needed some groceries for the
D.Group Activity:: week so we went to the supermarket.
charged him double the normal amount 9.It was raining so hard outside so I put
on my raincoat.
to fix his toilet, he felt cheated. 1.Organize the class into small groups or 10.The horse jumped at the lake
because she feel dirty.
teams with no more than five members in
After his grandmother passed away,
Word Denotative Meaning Connotative Meaning
Ken was so grief-stricken he couldn't

get out of bed.

High temperature; heated Extremely attractive; angry

When Emily has a lot of work to do and

Low temperature Popular ‘acceptable
feels stressed, she becomes very tense
Absent of life and/orand
animation
cannot relax. Unusually quiet setting

Young bird Girl or woman

Our friend Lily makes us feel left out

when she has a party but doesn't invite

Insane; mentally unstable Wild and exciting

Predatory fish Highly skilled

 us. each group. Then hand each group a

blank “Connotation and Denotation Chart”

2.Explain to the groups that you are about

to distribute a list of 10 adjective words

listed in a random order. When you

scream “Go” it will be each group’s job to

sort the words into a list of 5 pairs pupils

need to accurately complete the

“Connotation and Denotation Chart” by

correct identifying the word in each pair.

The first team that sings their team’s yell

will be given 1 point and with all correct

answers will be given 4 points.

H. Making generalizations and abstractions Ask the pupils about what they have What have learned from today’s lesson? Connectors such as because, for this Ask the pupils about what they have
about the lesson What have you learned from today’s learned from today’s lesson. (Game )Pupils will pass a ball while reason, that is why, so, therefore, for, learned from the topic.
singing a song. When the song stops, the and since can be used to show cause-
lesson?
one who holds the ball will give what and-effect relationships.
he/she learned from the day’s topic. A cause-and-effect relationship
 Different text types describes something that happens and
 Text types as to structures explains why it happens.
 Text types as to language
Compound sentences are made up of
two simple sentences connected by a
coordinating conjunction. These
conjunctions are also known as
FANBOYS:
I. Evaluating learning H. Evaluation Directions: Complete the following 8.Evaluation
Restate the sentences heard on one’s G.Evaluation: Directions: Give the meaning of the sentences. You may use a word or a Pupils will be asked to do the following
following text type. Write your answer on group of words as signals for cause- activity:
own words. Draw appropriate facial
Identify the meaning of words if it is a the box opposite of the words and-effect relationships. 1.Think of a commercial or TV Ads you
expressions after the sentences. TEXT TYPE like. Answer the date below:
connotation, write C, and if it is a 1. The clouds were turning
dark, _______________ we started Name of commercial/TV Ads :
denotation, write D. Write your answer on packing our picnic baskets. _________________________
Grandpa was very proud of me when I
2. Road blocks were set up by Target Audience:
the blank.
got a promotion at work. He took me the military, ______________ they __________________________
could catch the terrorists. Age:
out to dinner to celebrate. Blue
3. Tourists flock to Boracay __________________________
____ a. Mommy, please buy me a blue
____________they are amazed of its Gender:
bike.
I'm a little doubtful about whether to get white sand ___________________________
______b. Linda got low score in her tst.
 She is blue. 4. The diligent son worked in Interest:
married or not.. 2.Snake the morning and studied at night ___________________________
_____ a. Lito saw a big snake in their ___________ his father died three
We are delighted that you will be backyard. years ago.
_____ b. Mario is a snake. He spank the 5. The economy of the country
coming to visit us. It will be so nice to little boy. is improving _______________
dedicated government officials worked
have you here. 3.Cool hard.
______a. The weather is verycool. 6. The wind blew and the
______b. I like your jacket. It is very cool. papers were scattered on the floor.
After waiting in line for an hour at the
7. He opened the box and a
bank, the woman grew impatient and 4.Cheap letter fell into his hands.
______a. Linda goes with different man 8. The rain stop and the
left. that’s why she is being called cheap. rainbow appeared in the sky.
______b. The dress in the store is cheap. 9. Maria steps on a banana
feeling and she fell on the ground.
They were shocked to learn that their
10. Juan accidentally broke the
beloved neighbor, Miss Ann, had stolen 5.Rats MEANING flower base, his mother got angry.
______a. Rats lived in a dark places.
their car. ______b. Rats! I left my pocket book in
the car.

J. Additional activities for application or Pupils will restate the sentences heard Write I example of each text type Directions: Do the following activities: Watch a television commercial at home
remediation on one’ own words. Then, show to the Ask the pupils to answer the activities or find an ad in a newspaper or
class the appropriate facial expressions Activity 1: Read the compound magazine
under “Do and Learn
expressed in the sentence. sentence silently. Then , write one paragraph describing
Even in hard times when I don't have a Activity 2: Write five (5) compound the ad, making an inference about who
lot of money, I stay hopeful and believe . sentences. Underline once the cause the target audience is, and explaining
that next month will be better. and twice the effect . Encircle the why they think this.
When I see that puzzled look on your conjunction used in the sentence.
face, I know that you didn't understand
my question.
Wow! I'm really impressed that Ashley
can speak 7 languages, whereas I only
speak one!
Ugh! I don't have anything to do. I'm so
bored!!
After Kylie had her heart broken by her
ex-boyfriend, she felt so down and blue.
She is very sad.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to the
the evaluation objective. objective. objective. next objective. next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery
B. No. of learners who require additional ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in
activities for remediation who scored below answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
80% ___Pupils found difficulties in answering ___Pupils found difficulties in answering ___Pupils found difficulties in answering ___Pupils found difficulties in ___Pupils found difficulties in
their lesson. their lesson. their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson because ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson
because of lack of knowledge, skills because of lack of knowledge, skills and of lack of knowledge, skills and interest because of lack of knowledge, skills because of lack of knowledge, skills
and interest about the lesson. interest about the lesson. about the lesson. and interest about the lesson. and interest about the lesson.
___Pupils were interested on the ___Pupils were interested on the lesson, ___Pupils were interested on the lesson, ___Pupils were interested on the ___Pupils were interested on the
lesson, despite of some difficulties despite of some difficulties encountered in despite of some difficulties encountered in lesson, despite of some difficulties lesson, despite of some difficulties
encountered in answering the questions answering the questions asked by the answering the questions asked by the encountered in answering the encountered in answering the
asked by the teacher. teacher. teacher. questions asked by the teacher. questions asked by the teacher.
___Pupils mastered the lesson despite ___Pupils mastered the lesson despite of ___Pupils mastered the lesson despite of ___Pupils mastered the lesson despite ___Pupils mastered the lesson despite
of limited resources used by the limited resources used by the teacher. limited resources used by the teacher. of limited resources used by the of limited resources used by the
teacher. ___Majority of the pupils finished their ___Majority of the pupils finished their work teacher. teacher.
___Majority of the pupils finished their work on time. on time. ___Majority of the pupils finished their ___Majority of the pupils finished their
work on time. ___Some pupils did not finish their work ___Some pupils did not finish their work on work on time. work on time.
___Some pupils did not finish their work on time due to unnecessary behavior. time due to unnecessary behavior. ___Some pupils did not finish their ___Some pupils did not finish their
on time due to unnecessary behavior. work on time due to unnecessary work on time due to unnecessary
behavior. behavior.

C. Did the remedial lessons work? No. of ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80%
learners who have caught up with the above above above
lesson
D. No. of learners who continue to require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
remediation activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation

E. Which of my teaching strategies worked ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
well? Why did these work? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the
lesson lesson lesson lesson
F. What difficulties did I encounter which my ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to
principal or supervisor can help me solve? require remediation remediation remediation require remediation require remediation
G. What innovation or localized materials did I Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
use/discover which I wish to share with ___Metacognitive ___Metacognitive ___Metacognitive Development: ___Metacognitive ___Metacognitive
other teachers? Development: Examples: Self Development: Examples: Self Examples: Self assessments, note taking Development: Examples: Self Development: Examples: Self
assessments, note taking and studying assessments, note taking and studying and studying techniques, and vocabulary assessments, note taking and studying assessments, note taking and studying
techniques, and vocabulary techniques, and vocabulary assignments. assignments. techniques, and vocabulary techniques, and vocabulary
assignments. ___Bridging: Examples: Think- ___Bridging: Examples: Think- assignments. assignments.
___Bridging: Examples: pair-share, quick-writes, and anticipatory pair-share, quick-writes, and anticipatory ___Bridging: Examples: ___Bridging: Examples:
Think-pair-share, quick-writes, and charts. charts. Think-pair-share, quick-writes, and Think-pair-share, quick-writes, and
anticipatory charts. anticipatory charts. anticipatory charts.
___Schema-Building: ___Schema-Building:
___Schema-Building: Examples: Compare and contrast, jigsaw Examples: Compare and contrast, jigsaw ___Schema-Building: ___Schema-Building:
Examples: Compare and contrast, learning, peer teaching, and projects. learning, peer teaching, and projects. Examples: Compare and contrast, Examples: Compare and contrast,
jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and
projects. projects. projects.
___Contextualization:  ___Contextualization: 
Examples: Demonstrations, Examples: Demonstrations,
___Contextualization:  media, manipulatives, repetition, and local media, manipulatives, repetition, and local ___Contextualization:  ___Contextualization: 
 Examples: Demonstrations, opportunities. opportunities. Examples: Demonstrations, Examples: Demonstrations,
media, manipulatives, repetition, and media, manipulatives, repetition, and media, manipulatives, repetition, and
local opportunities. local opportunities. local opportunities.
___Text Representation:  ___Text Representation: 
___Text Representation: 
Examples: Student created Examples: Student created
___Text Representation:  drawings, videos, and games. drawings, videos, and games. ___Text Representation:  Examples: Student created
Examples: Student created Examples: Student created drawings, videos, and games.
___Modeling: Examples: ___Modeling: Examples:
drawings, videos, and games. Speaking slowly and clearly, modeling the Speaking slowly and clearly, modeling the drawings, videos, and games. ___Modeling: Examples:
___Modeling: Examples: language you want students to use, and language you want students to use, and ___Modeling: Examples: Speaking slowly and clearly, modeling
Speaking slowly and clearly, modeling providing samples of student work. providing samples of student work. Speaking slowly and clearly, modeling the language you want students to use,
the language you want students to use, the language you want students to use, and providing samples of student work.
and providing samples of student work. Other Techniques and Strategies used: Other Techniques and Strategies used: and providing samples of student work. Other Techniques and Strategies
___ Explicit Teaching ___ Explicit Teaching used:
Other Techniques and Strategies used: ___ Group collaboration ___ Group collaboration Other Techniques and Strategies ___ Explicit Teaching
___ Explicit Teaching ___Gamification/Learning throuh play ___Gamification/Learning throuh play used: ___ Group collaboration
___ Group collaboration ___ Answering preliminary ___ Answering preliminary ___ Explicit Teaching ___Gamification/Learning throuh play
___Gamification/Learning throuh play activities/exercises activities/exercises ___ Group collaboration ___ Answering preliminary
___ Answering preliminary ___ Carousel ___ Carousel ___Gamification/Learning throuh play activities/exercises
activities/exercises ___ Diads ___ Diads ___ Answering preliminary ___ Carousel
___ Carousel ___ Differentiated Instruction ___ Differentiated Instruction activities/exercises ___ Diads
___ Diads ___ Role Playing/Drama ___ Role Playing/Drama ___ Carousel ___ Differentiated Instruction
___ Differentiated Instruction ___ Discovery Method ___ Discovery Method ___ Diads ___ Role Playing/Drama
___ Role Playing/Drama ___ Lecture Method ___ Lecture Method ___ Differentiated Instruction ___ Discovery Method
___ Discovery Method Why? Why? ___ Role Playing/Drama ___ Lecture Method
___ Lecture Method ___ Complete IMs ___ Complete IMs ___ Discovery Method Why?
Why? ___ Availability of Materials ___ Availability of Materials ___ Lecture Method ___ Complete IMs
___ Complete IMs ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn Why? ___ Availability of Materials
___ Availability of Materials ___ Group member’s ___ Group member’s ___ Complete IMs ___ Pupils’ eagerness to learn
___ Pupils’ eagerness to learn collaboration/cooperation collaboration/cooperation ___ Availability of Materials ___ Group member’s
___ Group member’s in doing their tasks in doing their tasks ___ Pupils’ eagerness to learn collaboration/cooperation
collaboration/cooperation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Group member’s in doing their tasks
in doing their tasks of the lesson of the lesson collaboration/cooperation ___AudioVisual Presentation
___ Audio Visual Presentation in doing their tasks of the lesson
of the lesson ___ Audio Visual Presentation
of the lesson