English Vi

ENGLISH VI
Date: ____________
I. Objective:
 Distinguish changes in meaning of sentences cause by stress
Value: Appreciating one's talents and capabilities
II. Subject Matter:

Changes in Meaning Caused by Stress
References: BEC 1; Growing in English (L) pp. 38 - 39.

Materials: cassette, voice tape
III. Learning Activities:

A. Motivation:
What do you like most about yourself? Each of us has a particular gift or talent. Have you
discovered what a-e yours?
B. Presentation
Listen to the word where the stress or emphasis is heard. Then repeat each sentence aloud.
1. I cook the best spaghetti.
C. Analysis and Discussion

a. Which sentence suggests the following meanings?
1. It is I who make the spaghetti, not my sister.
2. I don't just eat spaghetti, but I do cook it.
3. I cook the best spaghetti, not pancit canton.
b. Example 2
1. Elvie sings beautifully.
Meanings:
1. Elvie not Donna, sings beautifully.
2. Elvie sings beautifully not recites.
3. Elvie sings beautifully not poorly.
D. Generalization
What does stress mean? How does it affect the meaning of a sentence?
E. Application
State the meaning of the following sentences with stress on the underlined word.
1. Pablo is the leader of the basketball team in school.
F. Enrichment Activity
Write a short paragraph of 5 sentences talking about your own talent that you wish to share to
your classmates.
G. Infusion of Values
People have different talents, we have to preserve out talents and develop ourselves fully to
be productive individual.
IV. Evaluation:
Choose the correct meaning of the following sentences.
1. Martha sewed my new dress.
a. It was a dress, not a table cloth that Martha sewed.
b. Martha sewed the dress for me.
c. It was Martha not Mary, who sewed my new dress.
2. Dominic writes funny stories.
a. Dominic writes funny stories, not sad ones.
b. It is Dominic not Dindo, who writes the stories.
c. Dominic does not only read, but he also writes stories.
V. Assignment:
Write down the meaning of each sentence with stress on the underlined word.
1. Brenda can solve a crossword puzzle quickly.
2. Brian runs faster than the other boys
ENGLISH VI
Date: ____________
I. Objective:
 Use the correct intonation for statement and yes-no questions
Value: Perseverance/Patience
II. Subject Matter:

Correct Intonation for Statements and Yes-No Questions
References: BEC; Growing in English 6, pp. 10 - 11

Materials: Statements and Yes-no questions, Chart

A. Preliminary Activities:
1. Checking of Assignment
2. Review
Why is it important to use correct stress of words in speaking or reading?
B. Motivation
Have you been required to perform something you didn't like?
Or something too difficult for you to accomplish?
C. Presentation
Read the following sentences aloud after the teacher.
1. Great things come from small beginnings.
2. Prayers help us accomplish many things.
3. Have you submitted your project to Mrs. Golez?
D. Analysis/Discussion
a. Which sentences were read with falling intonation? With rising intonation?
b. What does each sentence tells us?
c. More examples: Read and tell whether read with Rising or Falling intonation.
1. Are you cheerful while doing your errands?
2. Father’s patted Nilo’s head for a job well done.
E. Generalization
How do you read statements? Yes-no questions?
IV. Evaluation:
Tell whether the following sentences are said/read with rising-falling intonation,
1. The carpenter hammered quietly and patiently.
2. Do you always complete your tasks?
3. Difficulties only challenged him to accomplish his job.
V. Assignment:
Write 2 examples each of sentences read with rising-falling and rising intonation.
ENGLISH VI
Date: ____________
I. Objective:
 Use the correct intonation for questions introduced by interrogatives
Value: Rest and Recreation
II. Subject Matter:

Correct Intonation for Questions Introduced by Interrogatives
References: BEC; Growing in English (L), pp. 2-5

1. Checking of Assignment
2. Review
Where do you use rising-falling and rising intonations?
B. Motivation
What is leant by "All work and no play make J an a dull boy"?
C. Presentation
Read the following sentences aloud after the teacher.
1. Did you sleep well last night?
2. Are you still sleepy this morning?
3. What game shall we play outside?
4. How do you spend your leisure time?
D. Analysis / Discussion
a. Listen to the intonation as the teacher reads the sentences again. Compare. Do you see the
rising intonations in all the questions? Which questions use a different intonation? What kind
of intonation is it? What kind of questions uses rising-falling intonation?
b. More examples
1. What book are you reading?
2. Who is its author?
3. How interesting is it?
E. Generalization
What kind of questions uses the rising-falling intonations?
F. Application
Group Activity
The pupils will form groups. Each group will make a dialogue using sentences introduced by
interrogatives. They will perform the dialogue in class as to dramatize the situation.
One of the rights of the children is to be given time for play and recreation. A balance life is a
healthy life.
IV. Evaluation:
Tell whether in the following questions use R or R-F intonation.
1. Are you a collector of interesting objects?
2. What kind of things do you collect?
3. Which of these balls belongs to Carlo?
4. Is there any pet shop in town?
5. Who is your favorite singer?
V. Assignment:
Give 5 examples of questions using R-F intonation.
ENGLISH VI
Date: ____________
I. Objective:
 Deduce meaning of unfamiliar words using structural analysis
Value: Courage and Bravery
II. Subject Matter:

Decoding Meaning of Unfamiliar Words - Structural Analysis
References: BEC BES (Reading) pp. 111-115

Materials: Flashcards, chart

1. Motivation
Flashcards drill on vocabulary words with prefixes and suffixes
A B
Rewrite Pretest Bakery Merciful
Dismiss Underage Teacher Wisely
Unkind Impossible Dangerous Heroic
2. Motive Question
Observe the words carefully. What can you say about the words? What prefixes were
used in the words in column A? in column B?
Are the words under column A and B familiar to you? Why?
Teacher presents this map of affixes, meaning and samples (p.111 BES / Rdg.)
B. During Reading Activities

Have the class read the paragraph.
I saw an exciting underwater fight on television. The scene was taken along some reefs. The diver
fought with the big shark. The shark seemed to grin as it opened its big mouth that showed its saw
like teeth. It looks very furious as it moved quietly but swiftly toward the diver was ready. He gripped
his knife tightly. The shark whirled. Then it dashed toward the man. The diver came out. His shoulder
was badly injured. But he had killed the shark.
C. Post Reading Activities

1. Answering questions about the paragraph read.
a. What scene did you see on television?
b. Who are the characters in the paragraph?
c. What kind of a man is the diver?
d. What are the words in the paragraph that have affixes?
underwater swiftly
diver ready
furious tightly
e. Get the meaning of these words through structural analysis.
J. What are affixes?
g. What do you call a syllable added at the beginning of the word? At the end of the word?
2. Engagement Activities
Identify the prefix and suffixes in each using configuration analysis.
1. before
2. state of being
3. happening every two
3. Enrichment Activity
Give the meaning of the underlined word in each sentence.
1. The prewar price of rice was eight centavos a kilo
2. She eats too much everyday so she becomes overweight.
3. Crossing the ocean when there is a storm is dangerous.
4. Value Infusion:
Talk about heroic deeds and bravery. Encourage pupils to share own experiences showing
their values.
IV. Evaluation:
Fill in the blanks with the correct words in the following sentences. Find your answers in the box.
granary heroic
scenery rewrite dismiss
1. The Central Plain of Luzon is called the "Rice_____ of the Philippines".
2. The Philippines is known for its beautiful _____.
3. Mario was told to _____ the report.
V. Assignment:
A. Identify the prefixes and suffixes used in each sentence. Give each meaning.
1. People admired her because of her fairness.
2. We should beautify the surroundings.
3. The story was so interesting that the children asked the teacher to retell it.
B. Bring a dictionary tomorrow.

ENGLISH VI
Date: ____________
I. Objective:
 Get information about a word in the dictionary
Value: Reconciliation and Awareness
II. Subject Matter:

Getting Information about a Word in the Dictionary
References: BEC Growing in Eng./R, pp 35 - 40

Materials: Dictionary, newspaper

A. Pre-reading Activities:
1. Unlocking of Difficulties
The pupils will give the meaning of the underlined words through context clues.
 Two boys quarreled this morning after the class, they had reconciliation.
 Controversial issues are read in front page of the newspaper.
2. Motivation
Class, there are two words with jumbled letters written on the board. Arrange these
letters to come up with the word. The first and last letters are given.
3. Motive Questions
What information do we get from a dictionary?

Reading of news article wherein the jumbled letters arranged by the pupils are found.
 Do you read newspaper?
 What was the most controversial issue before Pres. —elect Estrada was inducted into his
office?
 Let's read the news about the issue.
Cory Agrees to be Estrada’s Senior Adviser.
 Did you understand the content of the lead paragraph?
 Who reconciled?
 You noticed that the words we have just studied are found in the news article. Let's read the
words again.
 What other unfamiliar words did you encounter in the article? How can we get their
meaning?

1. Do you have a dictionary? How do you take care of it?
2. When you encounter unfamiliar words, what do you usually do?
3. Aside from the meaning, what other information do you get from the dictionary?
4. Find the word reconciliation in the dictionary and write the correct syllabication on the board.
5. What else do you find? In what syllable do you put the stress mark in the word
reconciliation?
6. Aside from syllabication and stress mark. What other information do you get?
Phonetic spelling
Origin of the word
Part of speech
7. Infusion of Values
What can reconciliation do to our country? Is it important to reconcile with your
enemies? Why? Do we have to read newspapers? Why? Why is it important to be aware?
D. Enrichment Activity
Give at least one example for every information we get from a dictionary.
IV. Evaluation:
Give the dictionary information of the words.
Word Inauguration Democracy Nationalism
Syllabication
Stress mark
Phonetic
spelling
V. Assignment:
Use your dictionary to answer the questions that follow.
1. What language does the word “ambassador” come from?
2. Divide the words “ambassador” into syllables.
3. What part of speech is the word “country”.
4. Where do we put the stress mark of the word “country”?
5. Syllabicate “country”.
ENGLISH VI
Date: ____________
I. Objective:
 Use context clues.
Value: Love of Nature
II. Subject Matter:

Using Context Clues
References: BEC; Growing in Eng. Rdg. pp. 117 - 121

Materials: chart, picture

A. Pre-reading Activities
Reading of a short story by the teacher followed by the pupils orally.
2. Motivation
Have you ever encountered a word from a selection which you do not know its meaning?
3. Motive Question
Do you believe that for everything that happens there is an equivalent reason?

Read "A Reason for Everything". Pp. 117 - 119 (Growing in Eng. Rdg.)

1. Answering the motive question
2. Comprehension check-up
a. Who was Tata Karyo?
b. What happened when he was ready for harvest time?
c. What did he do when the water subsided?
d. How much did he lose?
1. His answer might have been ambiguous, but mine was definitely.
2. His answer was ambiguous, so he could of several things.
3. His answer was ambiguous and mine was just as unclear.
 In the first sentence, what word is given as a clue for the meaning of ambiguous?
 How about in the second sentence? Third sentence?
 Which sentence gives a definition of the word ambiguous which serve as a context clue?
E. Infusion of Values:
How can we show that we love nature?
What are the things we have to avoid doing as to prevent floods?
IV. Evaluation:
Study the words. Fit each word into the sentence to make it meaningful.
calamity dissatisfie perseveranc
realty d e
submerge languished promotion
d drenched equanimity
subsided
1. Laura is selling house and lot. She works with a ________ company.
2. The earthquake is a natural ________ because it causes destruction of lives and properties.
3. Mr. De Leon was unaffected by the disaster. I admired his ________.
(Continue on p. 121 of Growing Eng. Rdg.)
V. Assignment:
1. Find an article in a newspaper.
2. Skim the selection to find unfamiliar words. Then read it carefully to see what context clues are
given to explain the meaning of these words.
3. Write the unfamiliar words along with the meanings you understand from the context clues.
ENGLISH VI
Date: ____________
I. Objective:
 Give a report based from an observation
Value: Taking Care of the Plants
II. Subject Matter:

Reporting an Observation
References: BEC; BES (Lang.) pp.10- 11

Materials: Plant specimen, books

A. Preparatory Activities:
1. Drill/ Review
a. Agendum for June
b. Review simple sentences
Ask the pupils to give simple sentences about what they saw before arriving in school.
2. Motivation
1. Do you love observing some thing?
2. Have you written something regarding your observation?
B. Presentation
1. Reading the dialogue. (BESL 6, P. 10)
Ask the pupils to take turns reading the parts of the characters in the dialogue. Reporting
on Philippine Plants.
2. Answer the following questions:
a. How did the pitcher plant got its name?
b. How does it catch insects?
c. What is its usefulness?

1. Talk about plants the students have observed.
2. Discuss their characteristics and usefulness.
3. Follow these guidelines when discussing:
a. Give each member a chance to participate.
b. Listen when someone is talking.
c. Ask questions courteously.
D. Generalization
What makes the report complete?
E. Practice
1. Form a group and this time talk about Philippine tree and ask the leader of the group to read
the report in class.
2. How did you come up with a good observation? Did everybody shares? What will you do
when you are doing group work?
F. Infusion of Values:
Why do we have to take care of plants?
IV. Evaluation:
We're going to the Science Garden. Observe everything you see there like plants and animals. Be
able to report something based on your observation, when we return to our classroom.
V. Assignment:
Write a report about an animal.
ENGLISH VI
Date: ____________
I. Objective:
 Participate in meetings
Value: Courtesy during Meetings
II. Subject Matter:

Participation in Meetings
References: BEC; BES 6 / L pp.3-5

1. Review
What is the procedure for the proper conduct of meetings?
B. Motivation
Are you ready to conduct formal meanings?
C. Presentation
1. Verifying text / selection, pp. 3-5
Describe the setting/ situation presented in the text.
Read the opening parts, meeting proper, and closing.
2. Identifying / clarifying the other expressions used in meetings.
A. How does one address the head / leader of the meeting/
B. How does the chairman introduced each topic in the agenda? Invite comments,
acknowledge a motion, and confirm a decision?
C. How does a member present a motion/ suggestion disagree, agree during discussion?
D. Generalization
State the correct expressions used in meetings.
E. Application
Role-playing of the conduct of meeting.
IV. Evaluation:
The teacher will move around to observe each group and give comments.
V. Assignment:
Write the expression used in conducting a meeting.
ENGLISH VI
Date: July 27, 2016 Wednesday 8:00 – 9:00
I. Objective:
 Follow series of direction or instructions listened to.
Value: Persistence and patience in following directions produce positive result listening fully and
attentively to a person shows respect and courtesy.
II. Subject Matter:

Following Series of Directions or Instructions Listened to
References: BEC A.2.p/ 23, C.10.10.2 p.25; PELC, 2002 BEC Handbook in Eng. p. 23 - 25
Growing in Eng. VI (Reading) p. 103 - 108 Manual p. 93, 96, 97,
Reading Comprehension Exercises in Eng. VI p.
Materials: chart, word bank, real electric fan, steps in following directions

A. Pre-reading/Pre-listening Activities:
1. Drill
The words and phrases that follow are action words. Prove that you understand what they
mean by acting them out.
a. Huddle to keep out the cold
b. Nuzzle and grunt (like an angry dog)
c. Slam the dog
2. Review
Follow this five-step-direction below. Get your drawing paper, pencil and crayon. Do
what I say.
a. Draw a nipa hut in the middle of the paper
b. Color it brown
c. At the left side of the nipa hut, draw a bench.
3. Motivation
Have you tried putting parts together to form a figure or something? Was it easy? How
fast did you finish it?
4. Unlocking Difficulties
Analyze each word in the word bank below. Then read each sentence carefully to find
clues to the right word to use.
Switch Clockwise Assembly Counter clockwise
Motor Shaft Mount
a) If you turn ______, you will be following the movement of the clock's hands.
b) Most bancas now are using ______ instead of paddles.
c) My father asked Mang Nestor to ______ the picture in a metal frame.
B. During Listening/Reading Activities

Call on individual pupils to read each step orally. (See p. 103 -104 of GIE Reading VI)
C. Post-Listening / Reading Activities

1. Comprehension Check:
Answer the motive question: Can you assemble an electric fan by following the
instruction?
a. What are the parts of the electric fan?
b. What parts were first put together?
c. What parts was the last one to be assembled?
2. Following directions on the use of household gadgets (See p. 106 — 107 of GIE vi Reading)
3. Telling the purpose of the writer
What is the purpose of the writer in this selection? to instruct? To inform? Or to
entertain?
4. Practice Exercise:
Answer Exercise # 2 page 114 (Reading Comprehension Exercises in English VI)
D. Generalization
Why should we learn how to follow instructions and directions
E. Application
Read the Exercise VIII (p. 120) of Reading Comprehension Exercises in English VI. Then
follow the directions.
F. Fixing Skills
Read the poem (Exercise IX of Reading Comprehension Exercises in English VI p. 121. Then
follow the series of directions stated.
G. Value Infusion
Were you able to answer our exercises correctly? Why? What traits should you possess in
order to follow directions correctly?
IV. Evaluation:
Listen to the selection entitle "Fish and other Animals that Live in the Sea" on p. 124 (Reading
Comprehension Exercises in Eng. VI) which will be read by the teacher. Then, follow the series of
directions that follow.
V. Assignment:
Learning how to ride a bicycle is not difficult. Imagine yourself teaching your younger brother or
sister how to ride a bicycle.
ENGLISH VI
Thursday 8:00 – 9:00
Date: July 28, 2016
I. Objective:
 Note / Tell the details in a selection listened to
Value: Appreciation of the advancement of technology which brings about modern means of
communication, social awareness through reading newspapers. And development of civic
consciousness and sensitivity
II. Subject Matter:

Noting / Telling the Details in a Selection Listened to
References: BEC. A. 3.p. 23, c. 12.12.2 p 25; Growing in English Reading VI Txt p. 109 -115
MOD mag. June 13, 2003 Issue p. 33, 53; Phoenix Century Readers
Series: Over the Ocean VI p. 267
Materials: charts, newspaper, word cards

A. Before Reading Activities:
1. Drill
Guessing Game: Increasing vocabulary through anagrams.
Direction: If you use all the letters of a word to make another word, you call it an anagram.
Example: the word ram can be made into arm.
a. Make low into a bird.
b. Make reap into a fruit
c. Make ones into part of your face
2. Review:
Read each short paragraph carefully. Then, tell the purpose of the writer in each selection
Paragraph 1.
To get candle wax off the dining room table, wait until it hardens, then gently remove as
much as you can with the edge of a plastic credit card. Don’t use a knife! Next, turn your
hairdryer on warm and direct the air on the waxy residue to soften it. Blot off with a facial
tissue.
Context Clues:
Finish each sentence by using the appropriate underlined word in the phrases.
a. broadcast transmission c. transmit signals
b. broadcasting companies d. will be monitored
1. ________ is done in different dialect.
2. Satellites are used for the _______ of information.
3. Their adviser regularly _______ the students with behavioral problems.
4. Satellites can _______ signals to and from the earth.

1. Pupils read the news article / selection using Directed Reading and Thinking Activity.
2. The teacher will call the best reader in the class to read orally the selection again.

Answer the following questions briefly.
 What does MPSC stand for?
 What is the total cost of the venture?
 Describe the Mabuhay Philippines Satellite Corporation.
E. Generalization
How do we note details in a selection?
F. Application
Listen to the selection, then be able to note the important details by answering the questions
on the chart.
The Language of Laughter
Children need food, money, clothing and medicine. There is also something else they need
very much - the magic of laughter. Nothing else brightens the world more quickly then laughter.
Danny Kaye, an actor and comedian, performed the kind of magic. He made sad children laugh.
He went to millions of children in different parts of the world.
a. What do children need?
b. Who is Danny Kaye?
c. What kind of magic did he do?
Why is high-tech important? How does it affect our modern means of communication?
IV. Evaluation:
Listen to the selection. Then answer the questions that follow. Write only the letter of the correct
answer.
_____ 1. How did Jose Rizal consider his mother?
a. His playmate
b. God's gift to him
c. A good story teller
_____ 2. Which word described Dona Teodora?
a. Virtuous
b. Gay
c. Lovely
_____ 3. Which of the following prepared her to be the mother of our national hero?
a. Her books
b. Her education
c. Her goodness of heart-
V. Assignment:
Listen to a radio newscast and note some important details about it.
ENGLISH VI
Date: ____________
I. Objective:
 Ask and answer questions about oneself and others.
II. Subject Matter:

Asking and Answering Questions About Oneself and Others
References: PELC B.2.2.1 p.13; BEC B. 3. p. 23; Growing in Eng. Language, p. 10 - 15

Materials: Sentence strips, charts, pictures

1. Drill / Review
Follow the intonation lines as you read the sentences below.
a. She is pretty, isn't she?
b. You can't drive, can you?
c. Have you eaten?
2. Motivation
What talent do you have? Ho do you make use of it wisely?
B. Presentation
A. Listening -Speaking Activities
Read the following using correct intonation?
1. Are you new in this place?
2. Do you play basketball?
3. Does your dog bite?
B. Have the pupils listen as a good reader reads aloud Ismael’s story, “Once There was an
Artist”. (See p. 9 -10 of Growing Eng. Teacher’s Manual)
C. Discussion and Analysis

1. Speaking Activities
A. What intonation pattern is used in the following statements? Say them after your teacher.
Ismael is a born artist.
He uses water coior and oil paste.
B. Ismael talks about his experience with a classmate. Invite a partner. Take roles and do the
dialogue written in the chart. Observe the intonation patterns.
C. Ask:
In which questions did you use the rising intonation?
Did you use the rising-falling intonation for the YES / NO answers?
D. Analyze the following sentences below

Can Lorena declaim?
Has she memorized her piece?
Ask: Do you think you can answer each question by yes or no?
E. Analyze the answers to the questions above.

Can Lorena declaim?
Has she memorized her piece?
Ask: What rules must we observe in answering questions answerable by yes or no?
F. Practice Exercise
Can you give an answer to each YES / NO questions below?
Be sure to observe the proper intonation.
1. Do you paint? 3. Can you play the guitar?
2. Are you a writer?
G. Generalization
1. What kind of questions are said with the rising intonation?
2. What intonation pattern do we observe in asking YES / NO question?
F. Application
Form small groups. Ask each other these questions. Be sure to answer them well with
Yes or No + rejoinder and with statements.
1. Do you paint landscapes?
2. Did you attend painting lessons?
3. Is Mr. Sulit your art Teacher?
G. Value Infusion
How can we achieve or maintain good relationship or conversation with others? How
can you develop your talents?
IV. Evaluation:
Work in pairs. Ask each other the questions in the questionnaire below. On a piece of paper, write
down the answers.
ABOUT ONESELF
What are you like?
Answer code: 1 = Yes very much
2 = Yes, quite
3 = So –so
4 = Not very much
5 = Not at all
1. Do you often help other people?
2. Can you be patient in developing your talents?
3. Do you have many talents?
V. Assignment:
Write 3 questions answerable by Yes or No then answer each using the patterns: Yes + positive
rejoinder and + negative rejoinder.
ENGLISH VI
Date: ____________
I. Objective:
 Change statements into questions
Value: Courage and bravery in times of crisis, being helpful
II. Subject Matter:

Changing Statements into Questions
References: PELC VI B. 2.2; BEC 3.3 1 p 23

Growing in Eng. TM p. 21 - 23 Growing in Eng. Lang. VI p. 27-35
Materials: Sentence strips Pictures, charts tape, cassette

1. Drill
Answer each question below using both patterns: Yes + positive rejoinder and NO +
negative rejoinder.
a. Have you submitted your project?
b. Can you admit your mistakes humbly?
c. Do you believe in magic?
2. Review
Can you read each question with proper intonation?
a. Do you know where you're going to?
b. Did you deliver your report correctly?
c. Can you sing well?
3. Checking and answering assignment
B. Teaching the New Lesson

1. Listening and Speaking Activities
Tell the pupils to write a word / phrase which comes o their mind immediately upon
hearing the word: LAHAR
2. Presentation
1 Listen to a tape recording of the newscast. (See p. 27 of Growing in Eng. Lang. VI for the
selection)
2 Ask comprehension questions about the selection after listening to it.
3. Discussion and Analysis
a. Analyze each sentence below which tells information about Mario Cupang. Can you
tell what kind of sentences they are?
a. Mario is a nine-year-old boy
b. He is from Pampanga
b. These are statements. What is the subject? The predicate?
c. Have pupils study more examples of changing statements into question and in the
other way question into statements
d. Note the changes made in changing statements into questions, Ask: What helping /
auxiliary verb do we use if the subject is singular? Do or Does? When do we use did?
4. Practice Exercise
Change the following statements into questions.
a. Christian works for the cleanliness of his community
b. He always brings a plastic bag for his trash.
C. Generalization
How do we change a statement into a question? Can you give the rules to be followed?
D. Application
Work in dyads' Show pictures of objects or persons, then ask individual pupils to give
statements about each picture. Then another pupil will change into question.
E. Fixing Skills
Change the following statement into questions.
1. Katrina Argos loves her sister very much.
2. Mothers love their children
F. Infusion of Values
Do you want to imitate Mario Cupang? Why do you want to be like him? How can you show
courage and bravery in time of trouble?
IV. Evaluation:
Change the following statement into questions:
1. Children need guidance and affection
2. A friend loves at all times
3. Jesus died on the cross for us.
V. Assignment:
Write 5 statements and change them into questions
ENGLISH VI
Date: ____________
I. Objective:
 Use tag questions correctly.
Value: Honesty
II. Subject Matter:

Using Tag Questions
References: PELC II. B. 2.3 p. 14; BEC. B. 3.3.2. p. 23 Growing in Eng. Lang. VI / p. 28, 31
Language Wonders VI p. 181; Integrating Values with Communication Arts p. 175
Materials: chart, pictures of scenic spot in our country sentence strips

1. Drill / Review
What are the rules we should remember in changing statement into questions.
Change the following into questions
1. He draws pictures well.
2. They asked me to join the cheering squad.
3. We need each other to keep the world going
2. Checking of assignment
B. Teaching the New Lesson

1. Motivation
What should you do if you found a wallet full of money?
2. Presentation
a. Listening Activity
Selected pupils will dramatize the story while the rest of the class listens.
“Aunt Martha stopped from her tracks to acknowledge a shout from behind. "Ma'm!
Ma'm! You had dropped your purse!" "Oh, God bless you! I must have been too absorbed
in my thoughts that it had fallen". The pimpled face of young man showed a thrifty smile.
Then Aunt Martha seemed to recognize him.”
b. Speaking Activities
The teacher will ask some comprehension questions about the short selection.
The class will listen to the intonation of the sentences taken from the selection as they
are read by the teacher. Then after the second reading, the pupils will repeat after her.
a. Study the sentences again written on sentence strips.
You are Chona’s lad, aren’t you?
She isn’t sick, is she?
Ask: What can you say about the sentences? How many parts do they have? How is the tag
question formed?
b. Discussing the intonation patterns use in saying tag questions.
Analyze each sentence below
You’re the secretary, aren’t you?
The tag question has a rising intonation when the speaker desires information. The
person addressed is asked to confirm, or deny the idea, to answer yes or no.
You are the secretary, aren't you"
In saying statements with tag questions you are not sure of the answer, use the falling
intonation on our voice goes down on the tag question.
4. Practice Exercises:
Read each sentence observing the correct intonation patterns.
1. We aren't safe from air pollution even inside our home, are we?
2. Cigarette, pipe, and cigar smoking cause lung cancer, don't they?
3. You don't use charcoal to barbecue indoors, do you?
C. Generalization
What is a tag question? How is it formed?
D. Application
A. Put a tag question after each statement on stem:
1. You are afraid of the dark, _____?
2. There are no black gumamelas, _____?
3. The vase is full of red rose, _____?
B. Call individual pupils to read each sentence above with correct intonation
E. Fixing Skills
Work in dyads. Using tag questions, Ask your partner about the following. The read his / her
work in front of the class observing correct intonation pattern.
1. whether he / she protects the environment.
2. whether he / she dusts the furniture at home.
3. whether he / she knows his / her duties as a pupil
Have you ever experienced being appreciated or praised because of being honest? Why is
being honest important Are you honest to yourself?
IV. Evaluation:
The statements below are either positive or negative, add a tag question in the affirmative or
negative to each.
1. He is the man you're looking for, _____?
2. Ana doesn't talk too much, _____?
V. Assignment:
Study the rules in forming / using tag questions. Then try to write at least 4 sentences with tag
questions. Do these in your notebook.
ENGLISH VI
Thursday 8:00 – 9:00
Date: July 28, 2016
I. Objective:
 Recite poem with varied moods, correct phrasing and intonation
Value: Avoid/ refrain from giving judgment without being sure.
II. Subject Matter:

Reciting Poem with Varied Moods, Correct Phrasing and Intonation
References: ELC VI E. 1.8. p. 43 BES (L) pp. 13 - 14

Materials: The blind Men and the Elephant

1. Phonics / Drill:
Read the following words and notice the silent letters. Encircle them
Pneumonia Eight Psalm Freight
Neighbor Cupboard Palm Reign
Psychology Height Feign Calm
a. dispute - pantomime
b. resemble - context clues
c. spear pictures
3. Motivation
a. Read the following utterances below with proper moods.
1. Sentences
2. Hurray, we won the game.
3. Oh, how may stomach aches.
4. Raising the Motive Questions:
a. Who among the blind men described the elephant correctly?
b. From where were the blind men?
c. How did the first (second, third, fourth, fifth and sixth) described the elephant?
C. During Reading Activity

1. Answering the motive Question
2. Comprehension Check -up
The following suggestions should be followed:
1. Light voice for lines that are dirty in thoughts or light in feeling.
2. Dark voices for lines expressing sounder serious thoughts.
3. Medium voices for refrains, narrative or factual lines or sections.
D. Engagement Activity
Dramatic reading by the pupils. Line are said for mastery. Gestures and movements are
taught.
E. Practice Exercise:
Recite the poem below. Remember to use the different suggestions learned.
The Sea
Choir 1: Why does the sea laugh, Mother as it glints beneath the sun?
Choir 2: It is thinking of the joys, my child That it wishes everyone.
How can we avoid giving unfair judgment or criticism?
IV. Evaluation:
Recite the poem below following the guidelines on how to recite poems cast for a verse choir.
Weather
All: Weather is something we all must share.
Weather is something we all must bear.
Solo 1: Whether it's cloudy
Solo 2 : Or whether it's bright.
Solo 3 : In the warmth of noon
Solo 4 : Or the cool of night Solo
Solo 6 : Or whether it's dry.
All: We simply must take it, you and I!
V. Assignment:
Copy a poem from your textbook and arrange it for a verse choir. Be ready to recite it in class.
ENGLISH VI
Date: ____________
I. Objective:
 Tell the big ideas, key concepts implied in each paragraph.
Value: honesty
II. Subject Matter:

Telling the Big Ideas / Key concepts Implied in each Paragraph
References: ELC 2.1, p. 41; BES R. pp. 43 - 47

Choose the word or phrase or column B that means the opposite of the underlined word
in column A.
A
I. Poldo shook his head in disagreement
2. The boys exhaled air slowly.
3. Father and son suddenly appeared.
4. After a while Pedong cried
5. Andong was filled with confidence
B
a. Rejoice
b. nod in agreement
c. glance
d. vanished
e. inhaled deeply
2. Motivation
Teacher narrates short story / sentence about the picture. The focus of the picture is about
the object found. Ask the pupils how they feel when they find something.
Tell them that the story they will read bear the same idea.
3. Motive Question
How did Poldo react to the owner?
5. Standards for Silent Reading

Silent Reading

1. Answering Motive Questions
2. Answering other comprehension question about the story.
a. Who felt very happy?
b. What caught Poldo's eye when he looked down?
c. How did he feel?
Pick out the main idea in each of the following paragraphs from the given options.
1. Milk is the best food. It is good for babies, for children and grown ups. It is good for the
aged, for the sick and for the weak. It is also good for strong people who work haO.
a. Milk is good for everyone.
b. Milk is good for the sick
c. Milk is for babies only
2. Good books help us in many ways. They help us learn to read, write and count. They make us
happy with the stories they tell. They teach us to work. They teach us to be god and useful
children.
a. Good books teach us to read and write
b. Good books teach us to work and play
c. Good books help us to learn to do many things and to be good children.
IV. Evaluation:
Read the paragraph and be able to answer the questions that follow.
1. What is the main idea of the paragraph?
a. All dreams may come true
b. We only dream of pleasant things
c. We are free to dream
d. Dreams may be bad or good.
2. Daydreaming means
a. Dreaming at daytime
b. Thinking about pleasant things
c. Dreaming unpleasant dreams
d. Dreaming at night
3. What is the author's attitude towards the poor?
a. He hates them.
b. He dislikes them
c. He doesn't want to help them
d. He has a great sympathy towards the poor.
V. Assignment:
Choose and copy two short paragraphs from any given selection or story. Identify the key concept
in each paragraph. Write each after each paragraph.
ENGLISH VI
Date: ____________
I. Objective:
 Give the details that support the big ideas.
Value: Overcoming fears
II. Subject Matter:

Identifying Supporting Details to Big/ Main Ideas
Selection: "A Test for Mafatu" "At the Park"

References: BEC 4.4.1 p. 23; BES (Reading) p. 20 - 26
Materials: Charts

2. Motivation
Have you ever been scared in your life?
Match each word in column A with the appropriate meaning in column B.
A B
1. reefs a. held tightly
2. furious b. the stomach
3. gripped c. very angry
4. whirled d. rubbed over the surface with something rough or sharp
5. scraped e. turned around very quickly
6. belly f. a naughty smile
7. grin g. rocks lying at or near the surface of the ocean
4. Motive Question
Why do you think Mafatu was afraid of the shark?

1. Recall the Standards for Silent reading
2. Silent reading of the story. "A Test for Mafatu", p. 20

1. Get a partner. Discuss the answer to the following questions
a. What are the main events in the story?
b. Why did Mafatu make a knife?
c. Why did he hate the hammerhead shark?
2. Answering motive question
3. Engagement Activity (Group Activity)
Refer to the text of "A Test for Mafatu" Number each paragraph. Which paragraph shows
that: (main idea)
a. Mafatu made a knife to kill the shark that destroyed his fish trpa. paragraph 1 -2)
b. In the morning, Mafatu saw how the shark , destroyed his fish trap. (paragraph 3-7)
c. Uri fell into the sea and Mafatu dived to save him. (paragraph 8-9)
D. Generalization
How do you recognize important or significant details in a selection?
E. Application:
Read the following selection. Have the pupils work out a semantic map to show the main idea
and the details.
Men have always been fearful and fascinated by sharks. Some people regard these animals as
sea monsters, man-eating and extremely dangerous.
The great white shark is the most sinister of these fishes. It is equipped with several rows of
huge irregular saw-edged teeth in its jaw. The teeth always grow back, no matter what the age of
the shark is. It always has a fresh supply of these jagged weapons.
What do most sharks at? Mainly other animals.
IV. Evaluation:
Read the poem "At the Park" Chose the details which support the main idea that "Young and old
alike enjoy different activities in the park."
_____ 1. Boys and girls laugh and chat.
_____ 2. Some skate, others march.
_____ 3. Old people stroll, or sit listening to the radio.
_____ 4. Children fly balloons.
_____ 5. Others come by jeep or bus.
V. Assignment:
Give at least 5 details that support this main idea. "Trees are very useful"
ENGLISH VI
Date: ____________
I. Objective:
 Give the main idea of a paragraph that is explicit or implied.
Value: Honesty
II. Subject Matter:

Giving the Main Idea of a Paragraph that is Explicit or Implied
Selection: "The Two Peso Coin"

References: PELC, D.2.4.1.p. 41; TM pp. 22 - 23, RTX, pp. 43 -47
Materials: Charts, a real two peso coin or its illustration

2. Review
3. Motivation
5. Motive Question
B. During Reading Activity

Guided silent reading of the story

2. Answering the guide question written on the board
3. Answer the following questions by going back to the paragraph referred to and read it for
clarification of the main idea.
4. Infusion of Values:
If you ever found something of value lying somewhere else, what are you going to do with it?
5. Engagement Activity (Group Activity)
D. Generalization:
How do you identify or give the main idea of a paragraph?
E. Application:
Read the paragraphs on the chart. Be able to state the main idea whether explicit or implicit.
1. Greening the school and the community is an answer to air pollution. Plants give out oxygen,
the air that we breathe and take in carbon dioxide. Without, it plants; the air that we breathe
will be full of dust and smoke. This is dangerous to our health. Let us plant more trees so that
we will have longer lives.
IV. Evaluation:
Filipino have many beautiful traits. They show these in their customs, traditions and practices.
Filipinos are helpful. They are ready to help and another especially in times of needs and
calamities.
They love and respect the members of their families especially the elders. They visit the tombs of
their dead relatives and place candles and flowers on All Saint's Day.
_____ 1. What is the main idea of the selection?
a. Desirable Filipino traits
b. Customs and traditions of Filipinos
c. Filipinos are hospitable
d. Filipinos are helpful
_____ 2. How do Filipinos show their love and respect for the dead members of the family?
a. They give them food. --
b. They always remember them
c. They visit the tombs, offer flowers and place candles.
d. They respect their memories
V. Assignment:
Give at least 5 details that support this main idea. "Trees are very useful"
ENGLISH VI
Date: ____________
I. Objective:
 Write a model composition
Value: The need to express one's moods and feelings
II. Subject Matter:

Writing a model composition
References: BEC 3, p. 23; PELC IV.A.1.1.1.1.2, p. 59

Materials: graphic scene (pictures during and after a storm)

2. Review
What are the three parts of a good paragraph? What are the characteristics of a good
beginning sentence? Supporting or middle sentences? Concluding sentence?
3. Motivation:
Present the pictures of storms scenes.
How do you feel about a storm?
B. Presentation
1. Explanation of objective and activity writing a composition to express feeling about a storm.
2. Describing pupil’s feelings about a storm.
The pupils will answer motivation question using one-word adjectives or phrases. Which
the teacher will write on the board.
 Classify the feeling expressed
 Summarize in one or two sentences as in:
I am thrilled but at the same time anxious during a storm.
This will form the introduction.

Explaining the described moods and feelings.
Some guide questions:
1. What does a storm make you feel?
2. What do you see, hear, smell, taste, touch, feel, encounter / experience during and after a
storm?
3. What activities do you enjoy? What activities can't you enjoy? What things delight you?
Write down the answers randomly on the board.
D. Generalization:
Say: Remember that a good paragraph must have an effective beginning and ending. The
body contains details that support the topic well.
E. Application:
Write the composition on a piece of paper. Be sure to apply the correct punctuation and
capitalization. Note the indention at the beginning paragraph. Write neatly and clearly.
IV. Evaluation:
Call on a volunteer to read aloud his/ her composition in class. Guide the pupils to evaluate it
considering these questions.
1. Does it have an effective beginning sentence?
2. What kind of a beginning sentence is it?
3. Do all the supporting sentences keep to the topic?
V. Assignment:
Rewrite the composition in your theme notebooks.
ENGLISH VI
Date: ____________
I. Objective:
 Write a home reading report correctly.
II. Subject Matter:

Writing Home Reading Report Correctly
References: PELC VI, B.2.p. 61

Materials: charts

2. Review
Recall about different books they have read at home.
3. Motivation
Read this saying from Ralph Waldo Emerson.
"The three practical rules. Then which I have to offer are
1. Never read any book that is not a year old.
2. Never read any but the famed books
3. Never read any but what you like."
Do agree with number 3? Why?
B. Presentation
To be able to read well includes the ability to interpret and summarized accurately the content
of what you read. Careful analysis and evaluation are also an important part of good reading.
This time we will write a report about what you have read from books.
Giving a sample of home reading report.
C. Analysis and Discussion:

What is the title of Vivian's report?
Who is the author? What story did she report on?
Who were the Israelites?
D. Generalization
What are the parts of a reading report? What does each part tell?
E. Practice Exercise
Form a small group and talk about books that they have read. Plan to write a book report
using the sample format.
Title
Author
Place and Date of Publication No. of pages
Brief Summary
Setting Characters
Plot
F. Application;
Write a home reading report based on their reading about stories in the past.
IV. Evaluation:
1. Is the paragraph brief? YES / / NO/ /
2. Are the facts important? YES / / NO/ /
3. Are they told in proper order? YES / / NO/ /
4. Are all the parts of a book report present? YES / /NO / /
V. Assignment:
Rewrite the corrected report. Follow the guidelines.
ENGLISH VI
Date: ____________
I. Objective:
 Give other events that could happen next
Value: Appreciation
II. Subject Matter:

Giving Other Events that Could Happen Next
References: ELC C 5.2.3, p. 42 Reading Text p. 1-6 Modules 6.1

"What will Happen Next?"
Story: Noise
Materials: chart

1. Unlocking of difficulties
Using flashcards, pick out the word that will complete each sentence.
rattle screech
moan murmur clutter
1. The _____ of rain is heard on the roof.
2. The _____ of the wind is like a growling cat.
3. There was a loud _____ of car on the street.
2. Motivation
What sounds have you heard? What sounds have you enjoyed hearing
3. Motive Question
What will you do if you heard some noise?

1. Reading the poem orally.
a. Reading of the poem by the teacher.
b. Re-reading of the poem by the teacher and the pupils.
c. Reading orally by the pupils for harmony and rhythm.
C. Post Reading activities

1. Answering the motive question.
2. Answering the comprehension questions:
a. What did the poet or writer of the poem says about noise? Does he like noise or not?
Tony liked the book about horses. e book made him want to ride horse. Tony could think
about riding a horse. Tony's father said, "I know of a stable where people go to learn how to ride
horse. The stable is not far from here".
What do you think will probable happen next?
a. Tony's father will buy a horse for him.
b. Tony's father will read the book about horses.
c. Tony's father will take him for riding lessons.
d. Tony's father will buy other animal book.
IV. Evaluation:
A WISE CHOICE
Our class has an election yesterday. There were two nominees for president. One of them was
Daniel, my cousin. He is the leader in many of our class activities. But he is not a close friend. When
the secretary called Daniel's name, I did not raise my hand. He got twenty voles. Then
I heard Alberto's name. Again, I did not raise my hand. The secretary counted 19...20... Suddenly, I
put up my hand. Alberto had twenty-one votes. I know I voted for the right person.
1. Who was Alberto?
a. He is a cousin and a very close friend.
b. He is the leader in many class activities.
c. He is the class secretary.
d. He is the speaker / guest.
2. How many votes did Alberto get?
a. 20
b. 19
c. 21
d. 18
d. He felt worried
V. Assignment:
Annie went to a part, She saw the sign "No climbing", but she did not obey. Complete the
drawing to show what will happen to her.
A B C
ENGLISH VI
Date: ____________
I. Objective:
 Give other events that could happen next.
Value: Appreciation
II. Subject Matter:

Giving Other Events That Could Happen Next
Effects of Sounds
Poem: Noise
References: PELC III. C.5, 2.3; BES Reading. TM pp 33 -35 BES Reading TX pp. 65 - 66
Materials: Objects that produces sounds like bell, radio horn, Pictures of a cat, jet plane, grand
mother's clock

1. Review:
Sounds people hear
Introduce onomatopoeic words through semantic map
Ask: What produces sounds? What sounds each produce?
3. Motivation
Let the pupils listen to the sound of the horn, radio, bell...... Do you enjoy hearing
sounds? What sounds do you enjoy hearing?
4. What will you do if you heard some noise? Why?
B. During Reading
a. Reading of the poem by the teacher.
b. Second reading of the poem by the teacher and pupils.
c. Reading orally by the pupils for harmony and rhythm.

2. Comprehension discussion
Work with a partner. Decide on the following:
a. What did the author say about noise and whether he likes it or not.
b. List down the sounds and what produces them.
c. What do you think will happen if there will be no sound?
D. Engagement Activities
1. Group the class into four. Let each group work on the following activities: Write the needed
information.
Group I - What causes sounds?
Group II - If we hear pleasant sounds?
Group III- What do you think will happen if we will hear unpleasant sounds?
Group IV- Imagine our world without sound. What will happen if there is no sound?
World without sound
2. Infusion of Value:
Appreciation
E. Enrichment Activities
Give the event that will happen next.
1. If a man aimed his gun at something, what would you expect him to do?
Grunt strike fine
2. What would you expect a horse to do if you cried halt to him?
run faster start to trot
stop at once
3. If two friends who had not seen each other for years next, what would they do?
embrace each other write each other
yell at each other
IV. Evaluation:
Work with a partner. Choose one from the storyline suggested below that you can talk about.
Write other events that could happen next for each.
1. Ismael's haiku wins in the national poetry writing contest. He's extremely happy to go on a free
trip to Japan. He tells himself, "Now I can learn more about this country"
a.
b.
c.
V. Assignment:
Annie went to visit her aunt in a hospital. She saw the sign keep silent, but she did not obey.
Complete the event that could happen.
1. The guards will ___________________________________________.
2. The other patients will _____________________________________ .
ENGLISH VI
Date: ____________
I. Objective:
 Predict outcome
Value: Being courteous
II. Subject Matter:

Predicting Outcomes
References: PELC III, C.5.2; Growing in Eng. 6;TM. Pp. 222- 223
Module Eng. 6 pp. 266-268
Materials: cassette

A. Pre-Listening Activities:
1. Jazz Chant: "Night Sounds"
2. Review:
Give the events that could happen next.
Jun did not obey the "Beware of dogs" sign.
A B C
Fill in the boxes with the words being described by the words/ phrases on the right.
4. Motivation
Did you ever try to guess what event will happen next? How did you do it?
5. Setting of Standards for listening
B. During Listening Activities

A BUSY DAY
Marvin is one of the best students in his class. He always comes to class with his homework
well-prepared. He works fast and quietly. When the teacher asks the class to pass their seatwork,
he hands in his works promptly.
Marvin listens attentively in class. When he knows the answer to the question the teacher
asks, he raises is hand. When the teacher calls on him to recite, he stands up right away. He
recites in a loud, clear voice.
C. Post Listening Activities

2. Comprehension discussion
a. Who was Marvin?
b. What were Marvin's School activities? Use sentence verb.
c. Why was the selection entitled "A Busy Day"?
D. Engagement Activities
Based on what you have listened to, you will predict outcome by answering these questions.
1. If Marvin always comes to class with his homework well-prepared, how will he recite when
his teacher calls him?
2. When Marvin raises his hand during the discussion of a lesson, what will he do?
3. If he does not keep people waiting for him, how will they feel?
E. Application:
Work with a partner. Discuss, and then predict the outcome. Look for clues.
1. Jenny had packed a basketful of sandwiches, drinks, spaghetti and fried chicken. She invited
Hector, Grace, John and Susan. They brought fish poles and worms
a. They'll be going to a barbecue party
b. They'll have a picnic at the park.
c. They'll have a picnic at the lake.
d. They'll attend a wedding party.
IV. Evaluation:
Read the event. Predict the outcome,
1. It is raining hard now. Lita forgot to bring her umbrella when she went to school this morning.
a. She would go home under the rain
b. She would sleep in the school
c. The would borrow an umbrella from a classmates who lives nearby.
2. The lights went off. Tomas needs to study for his test the following day.
a. He would sleep early.
b. He would use the candle lamp or any artificial light to light his notes so he could study.
c. He would cry
V. Assignment:
Write 5 activities for your classmates to guess the outcome. Clues should be clearly seen from the
information you will give.
ENGLISH VI
Date: ____________
I. Objective:
 Tell the relationship expressed in the selection as to cause or effect
Value: Conservation of wildlife
II. Subject Matter:

Telling the Relationship Expressed in the Selection as to Cause or Effect
References: Growing in English, Reading p. 183; Wildlife in Danger, RTX pp. 48-50
TM pp. 23 – 25; Reading Comprehension Exercises in Eng. 6 pp. 3741
Materials: flip chart (wild life)

2. Review:
a. The river has become smelly and filthy because the people throw their waste into it.
b. Fish in the river die because people use dynamite in fishing.
Which are causes? Which are effects?
3. Motivation
a. Let the pupils sing the song about Pasig River. Discuss briefly the message of the song.
What have we done?
What must we do?
Are you an environmental lover?
(Context clues/ synonyms)
a. Extinct -
b. Polluted -
c. Seacoast -
d. Environment -
5. Stating Motive Question
How do changes in the environment made by man affect his wildlife around us?
B. Reading
1. Have the pupils read the story, "Wildlife in Danger" on pp. 48 — 50, Reading BES VI
2. Comprehension Questions
a. What are the changes in the environment made by man?
b. How do these changes affect the lives of man and animals?
C. Presentation
1. Skill Development
a. Why dinosaurs become extinct?
b. How people have made many changes in their lives?
c. Elicit the meaning of cause as the reason for an action and effect as the result of a certain
cause.
d. Cause answers the question why, signaled of a certain cause.
2. Infusion of Values
Conservation of wildlife.
D. Generalization
How do we perceive causes to given effects?
E. Practice Exercises
Grouping. Use graphic organizer. Assign the following. Write the needed information.
Group I – Causes why Body Healthy
Group II – Effects of Having Healthy Body
Group III – Give other possible causes of sickness
Group IV – Give other possible effects of malnutrition
F. Independent Practice
Work with a partner. Tell which he cause is and which is the effect.
1. The Math problems were difficult. Rico was worried and unhappy.
2. He is not getting enough sleep. Claudine speaks much time watching television at night.
3. She kept her mind on her homework. The girl turned off her homework.
IV. Evaluation:
1. The boy Scouts distributed empty bags to their neighbors.
a. They were getting neighborhood census.
b. They were collecting food.
c. They were going to return after a week.
d. They were having garbage collection project.
e. They were giving bags as gifts.
2. The scouts collected loads of peach pits and nut hulls.
a. These were burned for energy.
b. They were used to make life jackets.
c. They were requested by the soldiers.
d. They were used for making gas-mask filters,
e. They were made bombs and weapons.
V. Assignment:
Read the paragraph. Underline the cause once and the effect twice.
Rodolfo wanted very much to paint. He painted whenever he got chance. He began sneaking into
the workroom at night when everyone was asleep. He worked al night long with only the light of full
moon. Soon he was painting very well.
ENGLISH VI
Date: ____________
I. Objective:
 Give the possible causes to a given effect and other possible effects to a given cause.
Value: Conservation of Wildlife
II. Subject Matter:

Giving Possible Causes to a Given Effect and Possible Effect to a Given Cause
References: Building English Skills pp. 48 - 50

PELC D. 5.1.1. p. 46 Reading Comprehension Exercises in Eng. 6 pp. 37 - 42
Selection: Wildlife in Danger
Materials: Picture of wildlife

1. Review:
a. Distinguishing cause from effect
b. Conjunction, clue words used to describe case and effect.
a. Dinosaur (picture clue)
b. Roam (demonstration)
c. Extinct (context clue)
3. Motivation
a. Have you gone to the zoo? What different kinds of animals did you see there?
4. Razing of Motive Question
Why do some animals become extinct?
B. During Reading Activity

1. Recall of the standards in silent reading.
2. Silent reading of the story, "Wildlife in Danger"

Answering the comprehension question.
a. Which animals have become extinct?
b. How is wildlife destroyed by pollution?
Work with a partner. Answer the questions.
1. If people have made many changes in the environment, what will be its effects? Use graphic
organizer
IV. Evaluation:
Read the paragraph and be able to answer the questions that follow,
Ways of Getting Healthy
"Health is wealth", so as the saying goes.
Being healthy and strong is a necessity for everyday life. It is also considered wealth. On the
contrary, being sickly and worn out can make us spend certain amount of many for a doctor's
prescription. To avoid such, there are several ways to achieve a healthy body.
What are the causes of the following effects?
1. Forest and mountains were denuded.
a. Illegal mining d. Flash floods
b. Too much heat e. Air pollution
c. Illegal logging
2. Life underwater dies.
a. Lack of oxygen d. Dynamite fishing
b. No oxygen e. Gases from vehicles
c. Sun's heat
V. Assignment:
Give two possible effects to a given cause and two possible causes to a given effect.
Cause:
Jaime studied very hard.
Effect:
Mikee drinks three glasses of chocolate drinks.
ENGLISH VI
Date: ________
Lesson 27
I. Objectives:
 Give the main idea of a selection listened to.

 Identify the nouns in the selection read.
 Write the main idea of a selection listened to.
Values:
Earth - Friendliness
II. Subject Matter:
Identify the Main Idea
References: PELC 4, p. 23
Dynamic Series in English 6, pp. 163-164
Growing in English (Reading) pp. 91-92
Materials: Chart, cassette tape
III. Learning Activities
A. Preparatory Activities
1. Pronunciation Drill
The consonant Sound
Keyword – THOUGH
this weather feather
theirs wither northern
those another gathering
though brother bothersome
2. Review
What are the elements of the story?
How do you recognize the setting, main character, climax and ending of a story?
3. Motivation
Guessing Name
Choose five pupils. Instruct them to think of some actions (e.g. playing, talking) and act
them out
in front of the class. The other pupils will then guess the action shown.
Ask: Do you think it is easy to communicate without language? Do you think language is
important?
Why?
B. Presentation
1. Have the pupils listen carefully to the selection as the teacher reads it aloud.
Do you realize how important language is? Without language you would have to talk to
one another by means of signs. If you had a headache and you wanted to tell your mother about
it; you would have to use signs, such as pointing to your head or eyes.
By means of language, you can tell one another what you feel and what you think. You
can share your experiences with others. You become more truly a part of humanity.
Language is a wonderful gift. It opens your mind and leads into a magic world of
dreams and fancies. By means of words, you see the rainfall in slanting silver lines, you look a
far and see misty mountain tops of early morning; you thrill to the burning colors of a dazzling
sunset.
Look upon language, therefore with respect. Learn to use it correctly. Try your best to
gain mastery of words because words lead to knowledge and power.
2. Comprehensive Check – up
 What is the selection all about?
 Do you realize how important language is?
 Why is it important?
 How should we look upon knowledge?
 How should we use language?
3. Reading of the selection by the pupils.
4. Discussion
a. Have the pupils identify and mention the nouns used in the selection. Have them explain why
they
are called nouns?
b. What is the main idea of the first paragraph? What is the main idea of the third paragraph?
What is the main idea of the whole paragraph? What are the details that support the main
idea?
5. Fixing Skills
Listen to the paragraph. Choose the sentence that states the main idea.
1. Books are important to man. You got a lot of information from them. They tell stories of all
sorts-
from sad to funny, to exciting, to scary. Some books tell true stories and facts. Other are
fictional.
Books can be our best friend.
a. Books are important to man.
b. Books are fun.
c. Books are our best friend.
2. Plants are useful to both man and animals. They are source of food for the two. They provide
shelter
for some animals. They are used to make clothes for man. Most importantly, plants provide
the
oxygen that we need in order to live.
a. Plants are useful to man and animals.
b. Plants are need by living things.
c. Plants provide oxygen to man.
3. Man can leave without food for several days but not without water. Water is very essential to
man,
animals and other living things. Without water, nothing will survive on earth. Water is now
getting
scarce. We should start conserving it.
a. We should conserve water.
b. We need water.
c. Water is essential to living things.
4. They are different kind of trees. Some are ornamentals and others are fruit-bearing.
Ornamental trees
make our surrounding lovely and pleasant. Their main function is to beautify our
environment. The
calachuchi tree and the fire tree are good examples. Fruit bearing trees, on the other hand, are
those
that produce fruit for our consumption. The mango tree and the coconut tree are some of
them.
a. Some trees are ornamentals.
b. They are different kind of trees.
c. Trees beautify our surroundings.
5. Plants cannot move, but their seeds can move from one place to another. Some seeds are
blown by the
wind while others are carried by water from the rain. Some seeds even stick to the fur of
animals or on
people’s clothes. That is how they move from one place to another. Whenever seeds fall on
fertile
ground, they grow into new plants and propagate.
a. How seeds grow.
b. How seeds multiply.
c. How seeds travel.
6. Generalization
How do you identify or tell the main idea of a selection?
7. Application
Guided Exercises
Have pupils listen over a recorded reading of a paragraph and choose the sentence that
gives the
main idea.
1. One Sunday, shortly after receiving the learner’s permit. I drove my parents to church.
After a
long, rough ride, we our destination. I stopped at the front doors to drop my mother off,
and when
she got out of the car, she said “Thank you.”
“Anytime,” I replied.
As my mother slam the door shut, I heard her call out, “I wasn’t speaking to you. I was
talking to
God.”
a. The mother was angry with the son.
b. The mother has been in prayers all along for fears that the son who is just leaning to
drive might
not make It to the destination.
c. The mother was grateful.
2. I love to work with wood and decided to carve a rocking horse were shaped, my intension
became
clear to my next door neighbor. “You must be about to have a grandchild,” he called over
me.
“Our first’” I replied beaming.
“I have six,” he went on, “After the first three you’ll buy something plastic at a discount
store.
a. Being a grandfather is expensive.
b. The excitement about having grandchildren wears off as more and more of them come
along.
c. The grandparent does not love the other grandchildren as much as the first ones.
3. I had just started a job, and money was tight. Nonetheless, I could not resist buying a
bottle of
favorite perfume. Mother instantly recognized the expensive box and asked, “Nancy, why
are you
spending all that money on perfume?”
“When I wear beautiful, I feel beautiful,” I explained.
Mother answered thoughtfully, “It’s too bad they don’t make perfume called
“Responsible or on
Time.”
a. Mother wants Nancy to save her money for more important things.
b. Nancy is irresponsible and always late.
c. Mother has no money to buy expensive perfume herself.
4. “I never eat food with additives or preservatives,” boasted a health fanatic. “And I never
touch
anything that’s been sprayed or fed chemical grain.”
“Wow, that’s wonderful,” her friend marveled. “How do you feel?”
“Hungry,” she moaned.
a. Additives or preservatives are bad for the health.
b. The health fanatic is proud and boastful.
c. One will go hungry if he considers that all foods are practically sprayed with additives
or
preservatives.
5. A Japanese dignitary was visiting the factory where I was consulting Physician in the
first-aid
room. Just before he arrived a tour guide explained to us the importance of a low bow as a
sign of
respect. So when the dignitary entered the room and bowed, I bowed lower. He smiled,
bent again
and pointed to the floor. I bowed ever lower, whereupon he smiled and bowed and pointed
downward again. Wondering what I was doing wrong, I stooped as low my back would
allow.
The tour guide whispered, “You can stop now. He wants you to check his stubbed toe.”
a. Bowing among Japanese is a sign of respect.
b. The physician also tried to be respectful by bowing.
c. The messages’ or signals both were sending did not conform to the real one.
Independent Exercises
Divide the class into 5 groups. ask each to choose a leader. The pupils will listen as the
teacher
reads the selection. Then, have them answer the questions that follow and be able to report it
to the
class.
A meteor is solid matter that falls from space. It is made of iron and stone. A million
meteors enter our earth’s atmosphere every hour. Some meteor ate very large, and other is small
as a speck of dust. All meteors burn as they come through the atmosphere, most of them burn
up completely. Sometimes, a meteor can be seen as a bright trail or light in the sky. The light is
caused by the friction made when the meteors come through the air around the earth.
Meteors are sometimes called shooting stars or falling star because they look like stars
that are falling from the sky. Not all meteors actually reach the earth’s surface before burning
up. The ones that do are called meteorites.
1. What is the main idea of the paragraph?

a. Meteor is a solid matter from space.
b. Meteor is also called shooting star.
c. Meteor is also called meteorites.
d. Meteor is very large.
2. What is true about the paragraph?
a. All meteors burn as they come through the atmosphere.
b. Some meteors burn as they come through the atmosphere.
c. All meteors burn up completely.
d. All meteors are very large.
3. Meteors are sometimes called shooting star because _________.
a. They have bright trail of light.
b. They are falling from the space
c. They look like stars.
d. They reach the earth’s surface.
4. Those meteors that can reach the earth’s surface is called ________.
a. Small meteors
b. Falling meteors
c. Earth’s meteors
d. Meteorites
5. Meteors are made up of ________.
a. iron and fire
b. iron and stone
c. stone and fire
d. fire
IV. Evaluation
Listen to the following selections. Then, write the main idea of each on your paper.
1. Serious things can happen when an area is deforested. The topsoil can be eroded-washed or
blown away
because, no roots hold it firmly in place. In some deforested areas, weather patterns can change
because no
trees absorb and store water and recycle the moisture. Then severe drought can occur. Prolonged
drought
can turn a place into a dessert, a phenomenon called desertification.
a. Drought can turn a place into a dessert.
b. Weather pattern changed in deforested areas.
c. Deforestation can have serious effects.
2. Pesticides are the chemicals used in farming, gardening and indoors to combat pest.
Unfortunately, more
pesticides are harmful not only to pests but to the soil and to the farmer’s or gardener’s who use
them. They
are harmful to the people who eat contaminated foods as well. Pesticides may also leak into the
earth and
poison the underground water. Thus, they may kill wildlife and possibly trigger the spread of
pesticides-
resistant strains of bugs and weeds.
a. Pesticides are harmful
b. Pesticides may leak into the earth and poison the underground water.
c. Pesticides may kill wildlife.
3. Besides food, clothing, shelter, and medicines, another essential in life laughter. Since life is
full of
problems and difficulties, we cannot do without laughter. It enables us to see the brighter side of
things. It
lightens our daily burdens. It attracts sunshine and happiness in our lives.
a. We need sunshine and happiness in our lives.
b. Laughter makes the world brighter.
c. Laughter is an essential as our basic needs.
4. All men are equal before God and in the eyes of the law. There are no whites, blacks, browns,
nor
yellows. There are neither rich nor poor. There are no privileged few or exploited majority, but all
men
deserve to be treated equally.
a. Men belong to different races.
b. All men are equal.
c. Majority should always win.
5. When unsure of the source of your water supply it is best to boil your drinking water. If your
water
supply is drawn from a water pump or well, see to it that your water containers are properly covered
to
prevent dust and other materials from getting into them. You can also purify your water by allowing
suspended particles to separate them from the water.
a. Make your water safe to drink and use.
b. Drinking water should come from clean source.
c. Water from underground is unsafe to drink.
V. Assignment
Choose a selection from your book and write its main idea.
ENGLISH VI
Date: _________
Lesson 28
I. Objectives
 Give details that support the big idea.

 Write the details that support the big ideas.
Values:
Humility
II. Subject Matter
Giving Details
References: PELC D.2-2

BESR 6, pp. 39-42
Materials: pictures, chart
III. Preliminary Activities
1. Listen to the paragraph to be read by the teacher and pick out the letter of the main idea.
a. Fire can be a bad enemy. It can burn our house and pieced of furniture. It can kill our pets
and other
animals. It can burn our beautiful garden and lawn.
1. Fire can be an enemy and cause a lot of harm.
2. Fire is helpful but harmful.
3. fire can be burn our houses and pets.
2. Review
Unlocking of Difficulties
Pick out the letter that means the same as the underlined word in the sentence.
1. A boastful person wants to be always on lead.

a. shy
b. friendly
c. proud
d. intelligent
2. The rough surface of the jackfruit is hard to handle.

a. smooth
b. coarse
c. shiny
d. oblong
3. The roasted pig has scorches on its body.

a. patches
b. curls
c. wounds
d. marks
3. Motivation
Have you met proud and boastful person? Do you like to friend them?
4. Raising of Motive Question

Why do you think the shrimp was boastful?
B. Presentation
1. During Listening Activity

Pupils take notes of the segments that justify their opinions/ideas about the title.
The Boastful Shrimp

Once there was a shrimp who thought he was the most handsome shrimp in all worlds. In fact,
he believed that he was more handsome than any other creature on earth.
“Just look at my sword,” he proudly told the other young shrimps, pointing to the sharp-pointed
protrusion at the end of his nose. Of course, as far as shrimps were concerned,
the end of the nose was the most natural place for a sword to be.
“And look at my thick, smooth shield,” he would continue, “Nothing can pierce this shield.”
Like other shrimps, he carried his shield on his head. And he needed to do show off his shield was to hold
his head high.
“You are indeed a handsome shrimp,” said an old experienced shrimp. “But you are just
reaching adulthood and have had no experience of the world. “Do not display yourself too much, or else
one of those human might grab you,” said the old shrimp, pointing with one of his many legs to a young
man swimming nearby.
“Grab me? Who? That soft-skinned two legged creature?” scoffed the young shrimp. “he does
not even have a proper shell. He has those funny little bits of shell on the end of his fingers and toes,
which do not protect him at all, as far as I can tell. All I need to do is stab him with my sharp sword, and
that will be the end of h. Someday, he and other funny two-legged humans will look at me and admire
me!” said the young shrimp.
“Well, if you won’t listen to my advice,” said the old shrimp, “you will have to learn
your lesson the hard way.
The young shrimp soon forgot about the old shrimp’s advice. He continued his habit of looking
for groups of other young shrimps his age, and showing off before them. He would engaged in shrimps
gymnastics,Onebending
day, a his body boat
fishing this way andby,
passed that, to let
with them seeonhow
fishermen strong
board his muscles
looking were catch.
for a good inside The
his
beautiful glistening white shell, which hardly had any dark spots or lines on them, unlike
boastful shrimp saw his chance to display his athletic form before them. He swam to the surface of the the other
shrimps around
water, the him. saw him. They cast their net and, in few minutes, the boastful young shrimp was
fishermen
caught in the net along with other shrimp and fish.
That day, at lunch time, the boastful shrimp was seen on the end of a barbecue stick, his shell
now in beautiful colors of pink, red and brown, with some scorched spots from the hot coals over which
he was roasted.
“What a fine, fat shrimp!” exclaimed the person around the dining table.
“It’s the best shrimp I’ve tasted!” said the person who picked up the barbeque stick and cut up
the shrimp, after putting a little portion in his mouth.
The boastful young shrimp got his wish at last – to be admired by the human.
2. Post-listening Activities
a. Answering the motive question.
b. answering guide questions. Finding the paragraphs where the questions are answered.
a. How did the boastful shrimp display his shield?
b. How did he display his strong muscles?
c. How did the fishermen catch him?
3. Generalization
Why do we have to give details? What would you do to be able to give details/
4. Application
A. Guided Activity
Read the paragraph. Identify the details that support the main idea.
1. Ants are interesting insects. They live in colonies. There are three groups of ants, the
workers, the
soldiers and the queen. The queen ant is taken cared by the soldiers and the workers. The
workers
hunt food for all the ants on the colony.
B. Independent Exercise
Find out which details would support the big idea.
Big Idea:
Technology is science in practice. It is the means by which improvements on existing
materials
are undertaken.
a. It provides many comforts and conveniences of modern life.

b. It is dangerous and disadvantageous.
c. Many things were made possible.
IV. Evaluation
Listen to main idea and pick out the details from the list below that would support each big idea.
Main Idea:
One shrimp thought he was the most handsome shrimp in the entire world and refuse to listen
to an old
shrimp’s advice.
a.
b.
c.
d.
The details:
 What a fine, fat shrimp!
 You are indeed a handsome shrimp but do not display yourself too much.
 The boastful shrimp got his wish at last to be admired by human.
 The young shrimp would not listen to old shrimp’s advice.
 The fishermen cast their net in a few minutes, caught the boastful shrimp with other shrimp s
and fish.
V. Assignment
Read any selection and write its details.

ENGLISH VI
Date: __________
Lesson 29
I. Objectives
 Retell a selection listened to.

 Give the details that support the big idea.
 Write the summary of the story.
Values:
Care for animals
II. Subject Matter:
Retelling a Selection Listened to
Dynamic Series in English pp. 116-117,151
Materials: Chart, strips of cartolina
The Schwa Sound

Key word – ABOUT
alone focus hammock

oblige vapor supply
2. Review
How do you identify or tell the main idea of a selection?
Select the right antonym of the underline words and write them on the blank provided for.
depressed pleased worthless idleness feed
________ 1. Real friends are precious gifts of God.

________ 2. Mark Continued to pester Marie about her behavior.
________ 3. The cruel masters let their pet dog Bob to starve to death.
4. Motivation
Do you have animals at home? How do you treat/take care of your pets?
What do you think will happen if they were not given the nourishment their body needs?
B. Presentation
1. Have the pupils listen as the teacher reads the story, “The Foolish Farmer and His Carabao”.
The Foolish Farmer and His Carabao
In the town of San Diego, there lived Tatang Juan. He was a farmer and he owned a large
farm and a carabao. His carabao’s name was Makisig, who helped him with his farm chores.
Everyday, Tatang Juan took time to feed Makisig four bundles of grass and gave him four
buckets of water to drink. makisig grew stronger everyday. But Tatang Juan thought otherwise.
“I am wasting too much precious time in cutting grass, carrying water and feeding Makisig.
Perhaps I could teach him not to eat and drink anymore. That will save me from toiling and working
hard on the farm. I don’t have to pester my self anymore about Makisig. I will just spend my time
drinking wine in the village with my compadres.
The following day, he began to teach Makisig to fast. Instead of the unusual two bundles of
grass and buckets of water. Tatang Juan gave him one. He decided that he would cut Makisig’s
average amount of consumption for the next few days, just until the carabao learns not to eat nor
drink.
2. Comprehension Check-up
Makisig was asking for extre food but Tatang Juan was firm and said, “You have to learn not
 and
to eat Who lived
drink in the town
anymore. of San
So that, youDiego?
will just work and work on the farm while I rest.”
 What did he Makisig
Eventually, have in his
waspossession?
so weak because of hunger and thirst. He could not even look up at
 What
Tatang Juan. did Tatang
As this, Juan Juan
Tatang do everyday?
was ecstatic: “Hurrah! Makisig no longer cares food and water!
 How did Tatang Juan carry
Good! How wonderful! He’ll just work andout his plan
workofwithout
not feeding Makisig?
eating or drinking. Husrrah!”
 As a pupil, how do you intend to keep your body and
Little did he know that on the next day, Makisig was lying mind active for the
dead, wholetoday
starved death by his
school/
master, Tatang Juan. Still Tatang Juan managed to say, “How stupid and foolish of that carabao!
Why did he die just when he learned not to eat or drink?”
3. Discussion
What is the big idea conveyed by the whole selection?
What are the details that support the main idea?
4. Fixing Skills
Have the pupils arrange the following sentences as they happened in the story, “The
foolish Farmer and His Carabao”. Then have them retell the story.
_______ 1. Makisig asked for an extra food but Tatang Juan didn’t bother to give him any.
_______ 2. In the town of San Diego lived a farmer and his carabao.
_______ 3. Tatang Juan taught Makisig not to ear or to drink anymore.
5. Generalization
How do you recognize important or significant details in a selection?
6. Application
A. Guided Exercises
Divide the class into 5 groups. On a sheet of cartolina, have each group write the main
idea
conveyed by the selection, “The Tyrant Who Became A Just Ruler”, and the details that
support the main idea.
B. Independent Exercises
Call on pupils to retell the selection, “The Tyrant Who Became A Just Ruler”, in front of
the
class.
The Tyrant Who Became A Just Ruler
In olden times there lived a king, who was cruel and unjust towards his subjects that he was
always called The Tyrant. So heartless was he that his people used to pray night and day that
they might have a new king. One day, muchch to their surprise, he called his people together
and said to them.
“My dear subjects, the days of my life tyranny are over. Henceforth you shall live in
peace and happiness, for I have decided to try to rule henceforth justly and well.”
The king kept his word so well that soon he was known throughout the lands as a Just
King. By and by one of his favorites came to him and said.
“Your majesty, I beg you to tell me how it was that you had this change of hearth
towards your people?”
And the king replied.
“As I was galloping through the forest one afternoon, I caught sight of a hound of a
chasing fox. The fox escaped into his hole, but not until he had been bitten by the dog so badly
that he would be lame for life. The hound, returning home, meat a man who threw a stone at
him, which broke his leg. The man had not gone far away when a horse kicked him and broke
his leg. And the horse starting to run fell into a hole and broke his leg. Here I come to my
senses, and resolved to change my rule. “For surely, I said to myself, he who doeth evil will
sooner or later be overtaken by evil.
IV. Evaluation:
Provide pupils sentences (written in cartolina strips) from the story, “The Tyrant Who Became A
Just
Ruler”. Have them arrange the sentences/events as they happen in the story to form the summary.
Have them
write the summary on their paper.
One day the king called his people and said that the days of his tyranny are over.
In the olden times there lived a cruel and unjust king, that he was always called a tyrant.
The king said that one afternoon while he was galloping through the forest, he witnessed
situations which led him to change his rule.
The king kept his word so well that soon he was known as “The Just King”.
One of the followers begs the king to tell reason why he had this change of heart.
V. Assignment
Get any fiction story and write its summary.

ENGLISH VI
Date: _________
Lesson 30
I. Objectives:
 Retell new broadcast listened to

 Give the main the main idea of news broadcast listened to.
 Read a new story.
Values:
Awareness, Accuracy, Courage
II. Subject Matter:
Retelling News Broadcast Listened to
References: PELC II 4.1

PELC 6, p. 23
Growing English (Language) p. 125
Materials: Picture, word cards, news report, a newspaper, taped news broadcast, cassette
As I went into the garden

I saw five brave maids
Sitting on a five broad beds
Braiding broad braids
I said to these five brave maids
Sitting on five broad beds
Braiding broad braids
“Braid broad braids, brave maids”
2. Review
(In a form of contest)
Title: Guessing Game
 I am a report of recent events.

Who am I??? ____________
 I am a radio or television broadcast news.
Who am I??? ____________
I am the one who delivers or sells newspaper.
Who am I??? ____________
Unlock these words by giving clues and by using it in a sentence.
hardship oozing complaining suicide depressed
4. Motivation
a. Have you heard “Mel Tiangco”, Vicky Morales and Mike Enriquez giving news broadcast?
Who among you would like to be a famous broadcaster someday?
b. Show a picture of a depressed person.

 What does the picture shows?
 When you encounter problems in your family, what do you feel?
B. Presentation
1. Listen to this news broadcast.

(The Teacher reads the news broadcast aloud)
Too much of life’s hardship reportedly led a security guard to end it all as he shot
himself in the head with his service pistol yesterday morning in Valenzuela City.
The victim was identified by the police as Jeorge Santos, a member of PJ Can Security
Agency. Santos was next seen already on the floor with blood oozing from his head.
Co-workers and friends said that before the reported suicide, Santos was unusually
quiet and visibly depressed, complaining of financial problems in raising his family.
2. Discussion Questions
1. What is the news broadcast about?
2. Where did the incident happen?
3. When did it happen?
4. Who was the victim?
5. Why did he kill his life?
 Discuss to pupils the steps on how to retell news broadcast listened to.
 One pupil reads the news broadcast aloud. Be able to retell the news heard.
(Use the news read by the teacher)
3. Generalization
What should be remembered in retelling a news broadcast?
4. Valuing
 Are you aware of the day to day news here and abroad?
 Can you give accurate reports of the news you’ve heard?
5. Application
1. Divide the class into two groups.
 Have a leader for each group.
 The leader plays the role of a newscaster while the rest of the class listened.
 News broadcaster (Pupils will retell the news broadcast heard)
Jean de Vega Reports:
The metro manila council has approved a resolution penalizing individuals who
purchase goods from the sidewalk vendors along all roads of the metropolis. The council also
approved the regulations against business establishment that coddle sidewalk vendors within
their premises.
Metropolitan Manila Development Authority Chairman Bayani Fernando noted that

campaign against sidewalk vendors would be strengthened by penalizing both the consumers
and establishment who tolerate or support the illegal activity.
IV. Evaluation
Listen to a tapped news broadcast, and then answer the questions that follow.
A low pressure area with a maximum wind of 65kms/hr was spotted 880 kms east. It is
moving northwest at 23 kms/hr in the general direction of Northern Luzon. Public Storm No.1
is now hoisted in Central and Northern Luzon. These areas will experience moderate wind of
not more than 60 kms/hr. Please take all the necessary precautions.
1. What is the news broadcast all about?

2. Are the details of the news stated?
3. Retell the news broadcast.
V. Evaluation
Listen to a news broadcast over the radio or TV and write a brief summary about it.
ENGLISH VI
Date: ________
Lesson 31
I. Objectives
 Write from dictation

 Write legibly and neatly observing correct letter form, capitalization, punctuation and spelling
 Identify nouns in a selection listened to
Values:
Neatness
II. Subject Matter:
Writing from dictation

“The Ice Palace”
References: PELC 5, p. 23 – Writing

Language for Daily Use, p. 29
Materials: boardwork, pictures, flashcards
Say each phrase. Then have the pupils repeat.
frosted windows
with fairy palace
a ballroom
a large hall
icy furniture
2. Unlocking the Difficulties
(Pre-assigned dictionary work)
 Have the pupils give the meaning of the underlined word in each phrase.
frosted fairy ballroom hall icy
 Then have the pupils use the phrase in their own sentences.
3. Motivation
All countries have their own government, only of different forms. What form of
government do
we have in the Philippines? Who is its head? What is the name of the official residence of our
President
and her family. How many among you have seen the Malacaňang Palace?
Our nations have the monarchial form of government which is headed by a king or a
queen who
lives in a palace. (Show picture of a palace)
I know that you want to enter a palace. Perhaps you want to know what can be found
inside. As
this moment, it is impossible for us to visit a palace so I will just tell you a story about a
wonderful
palace. This is an “ice palace”.
B. Presentation
1. Reading of the selection by the teacher.
Listen very well and look carefully at the series of pictures that tell about the selection
you will
listen to.
The Ice Palace
One morning the Princess noticed the frosted windows of her bedroom. The panes were all
covered with fairy palaces and towers of ice. Then an idea came to her. She would build a palace of
ice!
So the Princess called a famous architect. Her plans were soon laid before him. After some
weeks, the ice palace was completed.
The palace contained only three rooms, a ballroom and a dining room in one large hall and a
bedroom. Each room was furnished with icy furniture. But no one slept on the icebed. The icelogs in
the icefireplace did not burn.
Naptha was poured on the logs and the naptha burned but icelogs didn’t melt.
The windowspanes were sheets of clear ice. At night the candles glintened like diamond
through the ice windows.
2. Answering comprehension questions

With the help of the pictures, have the pupils answer the questions in complete
sentences.
a. What did the princes notice one morning?
 What part of speech are princess, windows and bedroom?
b. Describe the windowpanes.

 Which are the nouns in the sentence?
3. Practice
Listen and try to give back each sentence.
a. The princess noticed the frosted windows of her bedroom. (Individual Repetition)
b. The panes were all covered with fairy palaces and towers of ice. (Individual Repetition)
c. The princess called the famous architect.
4. Dictating the Selection
Have the pupils write the selection from dictation. Remind them to observe correct letter
form,
capitalization, punctuation and spelling.
IV. Evaluation:
Have the pupils check their work against the original, call on some of them to read their work.
V. Assignment:
Go over your composition to correct your error. Then write for submission.
ENGLISH VI
Date: _________
Lesson 32
I. Objectives:
 Sequence events of the story listened to through guided questions.

 Retell a selection listened to.
II. Subject Matter
Sequencing events of a story listened to.
References: PELC 5 (Listening) p.23, 5.1 (Reading) p.23

Reading Comprehension Exercises 6 pp. 24-27
Growing in English – Language pp. 18, 260 – Reading p.84
Materials: Sentences in cartolina strips, exercises written on charts
1. Drill
Arrange the following words alphabetically.
phrase phone phase

propel prepare prunes
Give the meaning of the underlined word through context clues.
a. The big black ants that ate the poisonous fruit died on the spot. (juicy, deadly, dirty)
b. Don’t cry for I like to pinch your cheek, little chubby boy. (squeeze, hit, caress)
3. Motivation.
Do you know what a folktale? Can you name folktale that you’ve read or heard? Listen
and be
able to tell how the lansones became edible.
B. Presentation
1. Listen to the story (To be read by the teacher or a good reader)

Mang Selo and the Dream Angel
Did you know that the lansones fruit was once thought to be poisonous? Its name, lansones, is
taken from tagalong word lason, which means poison.
In ted very delicious but every one had been told not to eat them because they were
poisonous.The town of paete in laguna, a province, south of manila, there once grew tall trees with
bunches of cream-colored fruit. They looked very delicious but every one had been told not to eat them
because they were poisonous. One bite of the lansones fruit was enough to kill a man. Even the big
black ants that ate them died on the spot.
One sunny September morning, an old but dood hearted man called Mang Selo was walking
through one of Paete’s thick forest. He was on his way to a fiesta in a nearby town. He has made this
trip every year, travelling on foot, with no trouble. But now he was old and became tired quickly. Soon
he needed to stop and rest.
Next year I will bring a walking cane and soon for my journey,” Mang Selo told himself. “I
will stop here and rest, perhaps my hunger will go away.”
The old man tried to take a nap, but his empty stomach kept him awake. He sat up and looked
around for something to eat. There were no wild berries or nuts to sigth. He only saw the deadly
lasones trees.
A beautiful angel appeared to him in his sleep. She wore a white gown and seem to have come
down from the heavenly clouds. The angel stood next to Mang Selo and gave him a bunch of fruit.
Finall, she said, “My good Christian friend and traveler, take these so you will not be hungry.
Mang Selo looked at the fruit the angel had in her hand. He was surprised to see that they were
lansones. “Why would this good angel give me something poisonous?” he wondered.
2. Comprehension Question
“Do not worry,” said the angel. Then she took one and pinched it, peeled it and put it in her
mouth. Then she took one of the lansones. “Eat,” she said.
At the moment Mang Selo woke up. The angel was gone! He rubbed his eyes and wondered if
the angel had been a dream. Slowly he realized that he was no longer tired or hungry. He looked
around and was surprised to see lansones peeling on the ground. The angel in his dream had been real,
after all!
a. According to the folktale, how did lansones get its name?

b. What made the people think that lansones was poisonous?
f. Valuing
Why do you think did the angel show himself to Mang Selo and helped him? How can
you show
kindness to others?
3. Present the paper strips where the events of the story are written.
Tell the pupils to arrange the strips as the events happened in the story. The guid questions may
be used
as clues.
 When awoke he realized he had really eaten some lansones, but was not poisoned by
them.
 It had been told that one bite of the fruit was enough to kill a man.
 Feeling tired, he took a nap and an angel who appeared in his dream told him to eat the
lansones fruit and he did.
 Lansones was once thought to be poisonous
 Mang Selo, a king hearted man was once walking through a forest.
4. Have the pupils read and arrange sentences. Tell them to retell the story by answering the guide
questions.
5. Generalization
What must you remember in sequencing the events of the story you listened to.
6. Practice exercise
a. Have the pupils listened to another short story.
 Group the class into four.

 Present the jumbled sentences and have the groups rearrange the sentences using the
guide questions to form a story.
 Tell them to write the number sentence only on their show me cards.
 Ask the pupils to retell the story using the questions as their guide.
Jack and his mother needed to buy food so they sold milk from their cow everyday. One day,
jack sold the cow for five beans. The mother got angry and threw all the beans into the garden. A
beanstalk grew from the beans. Jack climbed it and found a giant’s house. Jack always climbed the
beanstalk. The last time, he was chased by the giant. The beanstalk broke and jack could not go up
again.
Sentences:
_________ A beanstalk grew from the beans.
_________ Jack and his mother badly need money for their food.
_________ The last time, he was chased by the giant and the beanstalk broke.
_________ Jack sold the cow for five beans
_________ Jack always climbed the beanstalk after finding a giant’s house.
Guide Questions:
 Who are characters of the story?
 What did Jack do to get money?
 What happen to the beans?
 What did Jack find upon climbing the beanstalk?
 Why did the beanstalk break?
b. This time no guide questions are given. Tell them to listen attentively to be able to rearrange
the
jumbled sentences.
Apolinario Mabini was chatting with his classmates when his mother, tired and shabby arrived.
She had walked miles from Tanauan, Batangas to Manila. That’s why she looked like a beggar upon
reaching the city. Without hesitation, Mabini lovingly embraced his mother, and kissed her sweating
forehead. Then proudly, he introduced her to the people around. How delighted the teary-eyed mother
was!
________ Mabini lovingly embraced his mother and kissed her forehead.
________ How delighted his mother was for his loving son.
________ Apolinario Mabini was chatting with his friends when his tired and shabby mother
arrived.
________ He proudly introduced her to his friends.
________ His mother looked like a beggar because she walked miles from home.
IV. Evaluation:
Listen to the story attentively. Arrange the sentences as they happened in the story by numbering
them on
the blanks.
One morning, Datuk and his dog Bakar were jogging lazily along the sandy shore. Bakar stop
and sniffed very cautiously up a shell. Suddenly, he jumped backward and bark aloud in fright. Datuk
quietly went near the shell. Usually, shells don’t move but this one was actually walking! How was
that possible! Datuk quickly called Bakar to his side. Then, he carefully lifted the shell. Obviously, it
was not empty. A hermit crab rolled itself inside.
_______ Bakar saw a shell.

_______ Datuk saw a hermit crab roll inside the shell.
_______ The shell was actually walking!
_______ Suddenly, he jumped and barked in fright.
_______ One morning, Datuk and Bakr were jogging along the shore.
V. Assignment:
Rearrange the following sentences into a story.
1. That experience taught Ralph to put his toys in their proper place.
2. Yesterday, Ralph’s dog, Linus, taught him a lesson.
3. He made one leap and began to chew the rubber band.
4. As Ralph dusted the furniture Linus sat watching him.
5. Ralph rescued his slingshot just in time.
6. Suddenly, he spied the slingshot which Ralph had carelessly left on the floor.
ENGLISH VI
Date: ________
Lesson 33
I. Objectives:
 Use the plural form of compound nouns.

 Identify whether the noun listened to are compound or simple.
 Identify the compound nouns in a paragraph read.
 Write the plural form of a compound noun.
Values:
Love one’s neighbor
II. Subject Matter
Using Plural Form of Compound Nouns
References: PELC Speaking, p. 23

Growing in English – Language
TM pp.59-63 TXT pp. 65-73
Materials: chart, sentence strips, Sheila’s Letter
family spoonful
tomato commander-in-chief
2. Motivation
How many write letters to their relatives and friends? What do you usually write about?
B. Presentation
1. Say:
Turn to page 66. The girl in the picture is Shiela. She’s Lorena’s friends, who lives in
Calbayog
City. Let us listen as your classmate reads Shiela’s Letter. Will someone read it to class?
28 Mabini St.
San Jose, Calbayog City
September 18, 1999
Dear Lorena,
Greetings from Calbayog City!
I was very happy to receive your letter. Everything seems to be well for you and the rest of the
family.
My sister, Clara got married recently. The wedding party was held in the family garden. Music
lends the occasion a festive mood. Many of our relatives and friend attended and wished my sister
and new brother-in-law luck in married life.
Father and mother both them a washing machine. My brother built a bookcase as his gift.
From my saving I bought and gave the couple a set of glassware. Of course, Sister Clara and
Brother Franklin loved their gift.
Next month we are going to visit them in their new home. They will have a house blessing. I
wish you were here to share the joy of the event with us. Anyway, I hope to send you a picture of the
wedding soon. You should see me in my pretty gown when I serve as the bridesmaid.
Goodbye for now. Give your family my sincere regards.
Lovingly,
Shiela
Ask:
How well did you listen? What is Shiela’s letter all about? Can you give the following
nouns used
in a letter?
2. Skill Development
 Have the pupils go over the chart of nouns on page 67, THINK ABOUT IT. Which group
list nouns that are singular in number? Plural in number?
 Have there them read each pair of sentence (on sentence strips)
Say:
Notice the underlined words. How many words do you find in brother-in-law? In
bridesmaid?
a. I have a new brother-in-law.

I have two brothers-in-law.
b. The bride had only one bridesmaid.
The bride has three bridesmaids.
- What kind of nouns are the underlined words?
- How do they form their plural?
3. Fixing Skills
Write the plural form of the following nouns.

a. mouse trap
b. daughter-in-law
c. point of view
4. Generalization
How do compound nouns form their plural? Can you state in your own words, what you
observed? Refer to KEEP IN MIND, page 695.
5. Practice Exercises
A. Guided Practice
Complete the dialogues with the plural form of compound nouns from the box.
The first
done for you.
houseguest proofreader cupful editor-in-chief eggyolk

saleslady stepladder storekeeper bedsheet son-in-law
1. Father: Ismael, have you seen any of the stepladders? I need one to climb the rooftop
of the
barn.
Ismael: Yes, I have, father. I saw it in the backyard underneath the mango tree.
2. Mother: Aminah, prepare the bedroom for our _______.

Aminah: Will two pillow and two blankets, do mother?
Mother: Fine. But make sure to change the bedsheet. The ______ are in the big trunk.
Aminah: Yes, I will mother.
B. Independent Practice
Give the missing form of each compound noun.
Singular Plural
1. Teacher-in-charge _________________
2. _______________ Editors-in-chief
3. _______________ Stepladders
IV. Evaluation
Read the selection below. Then, On a piece of paper, make a list of at least (10) singular
compound
nouns. Opposite each noun, write its plural form.
A Farmhouse Party
Yesterdays, party was at Mr. Figuera’s Farmhouse. Mr. Figuera is my sister’s father-in-law.
The party was held to benefit the children’s health in the barrio. The town Mayor was the guest of
honor. Everyone helped. The neighbor’s tables and benches were used.
My sister’s mother-in-law cooked pork and chicken adobo. This recipe was a big hit. Mang
Beny sent over a special dish from his famous food center in the town. Aling Maris vegetable salad
was crisp and delicious. Aling Nena’s rice cake and pancit were among the children’s favorite choices.
after the party, lunch, parlor games sponsored by the barangay captain followed.
What fun we all had! The visitors and guests congratulated the chairperson of the activity.
Who was no other than my sister’s husband or my own brother-in-law.
Example:
Farmhouse – Farmhouses
V. Assignment
Use the following plural compound nouns in to meaningful sentences.

a. bedsheets
b. stepladders
c. fathers-in-law
d. godparents
e. editors-in-chief
ENGLISH VI
Date: _________
I. Objectives:
 Use gerunds as subjects and predicate noun

 Identify the gerunds in the taped interview listened to
 Write sentences using gerund
Values:
Courtesy, Politeness
II. Subject Matter:
Using Gerunds as Subject and Predicate Noun
References: PELC 5, 23
Growing in English – Language pp. 76-81
Basic and Beyond Language VI pp. 111-112
Materials: charts, flashcards, pictures
1. Drill
Change the following verbs into ing form. (Use pocket chart)
watch, clean, stroll, communicate, read
2. Review
Read the following sentences and identify which subject and predicate.
1. Teachers attend meeting regularly.
2. Engineers build tall buildings.
3. The Farmer flows the field.
3. Motivation
Do you have a hobby?
Show pictures of children who are reading, swimming and dancing.
B. Presentation
1. Have the pupils listen to the taped interview.

The writers of the school paper wish to feature pupil’s hobbies. To get facts or information,
they interview Nathalie, Victor, Minerva and Alfred.
Francis: Good morning everyone. This is Anthony and this is Lorena. We Are writers of our
school paper. We wish to interview you for a write-up of your hobbies.
Interviewees: Good morning. We would be glad to share our experiences with you. What do you
like to know?
Anthony: Well, we’re interested to know what your hobbies are. May we start with Nathalie?
Nathalie: Sewing keeps me busy on Saturdays. Cutting and making my own dress makes me
feel confident. I enjoy putting buttons too.
Lorena: That’s great Nathalie. What about you Victor?
Victor: I love swimming. It gives me a sense of freedom.
Francis: When do you usually swim and where?
Victor: I swim every Saturday afternoon in my Lola’s place.
Anthony: What do you enjoy doing in your free time, Minerva?
Minerva: I enjoy reading. I like books in cooking best. Reading one books is never enough.
Lorena: It is because you love learning from books. Alfred, I know you love gardening. Why
is it so?
Alfred: You’re right. Who wouldn’t love gardening? Taking care of plants and talking to
them when you’re lonely simply make my day.
Francis: Well, friends, thanks for spending some precious time with us. Surely the information
you shared will inspire many children to work out hobbies just like you.
Anthony: Goodbye. Watch for the interview article in the coming issue of our school paper.
Interviewees: It’s a pleasure. Goodbye.
2. Comprehension Check
Why did the writers of the school paper interview some grade six pupils? What
information did
they get from them? Was the information worthwhile? Why?
3. Read the following sentences taken from the interview.
1. Sewing keeps Nathalie busy on Saturdays.

2. Minerva’s interest is cooking.
Compare the sentences.

What can you say about the underlined words?
What do you call those words?
What is a gerund?
How is gerund used in the first sentence? second sentence?
Below is a free verse written about a favorite activity or hobby. Read it silently. Notice how the
gerunds are used. Can you replace them using your own words.
STROLLING IS…………………..
Walking alone in the park at sunset
Watching people lazily go by,
Lying once in a while on a bench,
Sitting on green grassy carpet,
Going through the woods with someone,
Listening to the birds,
Talking to friendly animals,
Running away from the wild beast,
Communicating with Mother
Nature by just roaming
4. Generalization
How do we use gerunds in a sentence?
a. Guided Exercise
Have you ever seen a scarecrow? Where?
Read Renato’s story, then complete his story using the appropriate gerund. Choose from the list
box.
being staying protecting

watching flying standing
picking guarding waiting
The crow like _____ on the fence. _____ our corn is its favorite pastime. My job is _____ the corn
from the
crow._____ in the field is the job I gave to this scarecrow. ______ it in a good spot is important. I
enjoyed
______ a scarecrow. Its presence has changed the crow’s habit of staying in the field. Now its usual
activity
is ______ above the corn. By driving the crow away, the scarecrow is doing its duty.
b. Independent Exercise
Think about your own hobbies, favorite activities, interests, likes and dislikes.
Then
complete each sentence with the appropriate gerund related to these.
1. My brother’s favorite past time is _______.
2. ________ interest me a lot.
3. Mother dislikes ________.
IV. Evaluation:
Transform the following verbs into gerunds then use each one of them in sentence as subject and
predicate
noun.
1. Climb 2. Write 3. Camp 4. Read 5. Play
ach sentence with the appropriate gerund related to these.
V. Assignment
Write 5 gerunds and be able to use them in meaningful sentences as subject and predicate noun.
ENGLISH VI
Date: _________
Lesson 35
I. Objectives
 Use gerunds as object of the verb and object of the preposition

 Read paragraph and identify if the gerunds are used as object of the verb or object of the
preposition
 Write sentences using gerunds as object of the verb and object of the preposition
Values:
Conserving gasoline
II. Subject Matter:
Using gerund as object of the verb and object of the preposition
References: PELC 5 (Speaking)

Growing in English 6 (Language) pp. 142-145
Learning English as a Second Language 6 pp. 101-102
Materials: pictures of a child reading and dancing, sentences in strips
1. Spelling
Fill in the lank with the correct spelling of the –ing form of the verb in the parenthesis.
Be sure to
capitalize the first word in every sentence.
(put) 1. _______ up the curtains isn’t easy.

(make) 2. _______ wooden swords is fun.
(sing) 3. _______ the high notes is easy for lina.
Study the words again and find out what changes take place in some verbs when –ing is
added.
Before the –ing is added, what happenas
a. When the final unpronounced e comes after a consonant?
b. When the words end in a single consonant (expect h,w,x and y) and the final consonant
comes after
a single stressed vowel?
c. When the words end in two or more consonants?
2. Review
a. Review the use of gerund as subject of the sentence.
The day for the presentation of the operetta is drawing near. Miss Prado gives her pupils
definite
assignments. Read her instructions and tell what each pupil’s assignments or job is. Number 1 is
done for
you.
1. Myrna, make some paper flowers. Making paper flowers is Myrna’s assignment.
2. David, make some silver stars.
3. Celso, make the flower pot.
4. Dolor, clean the stage.
5. Rico, decorate the stage.
6. Ramon, put up the curtains.
7. Belen, put make-up on the actresses’ faces.
8. Nini, bring some cushions.
9. Luis, make some wooden swords.
10. Fidel, introduce the participants.
3. Motivation
Show a picture of a boy who enjoys reading. What is the boy doing? Does he enjoy reading?
Here’s
another picture of a girl who enjoys dancing. Does the girl enjoy dancing? Ask the class what
they enjoy
doing. Follow the example below.
Example:
Question: Do you enjoy reading?
Answer: Yes, I do. I enjoy reading very much.
B. Presentation
1. Display these two groups of sentences (in strips). Focus pupils’ attention to the underlined
words.
A. 1. I enjoy reading books.

2. Have you finished writing your theme?
3. They stood waiting for the enemy to pass by.
2. Analysis and Discussion

In sentences A. What verb comes before the gerund? Are they linking verb or transitive
verbs?
The verbs enjoy, finished, stood and continued are transitive verb that need a receiver or direct
object of
its action. Is a reading in sentence 1, the direct of the verb? Which is the direct object in sentence
2 and 3?
How are the gerunds used in the sentences?
How are the gerunds used in the following sentences? Ask the pupils to raise their right
hand if
the gerund is used as object of the verb and left if object of the preposition.
1. I enjoy folk dancing a lot.

2. I like books in cooking best.
3. He earns his living by selling newspaper.
3. Generalization
What is a gerund? What are the other uses of gerunds?
a. Complete the following sentences by using –ing form of the verbs in the parentheses to
complete the
main verb of the sentence.
(laugh) 1. They started _______.

(read) 2. I began _______.
(stand) 3. She doesn’t like ______.
How do gerunds use in the sentences?
IV. Evaluation
Construct your own sentences by using –ing form of the verbs at the left as the object of the verb.
bark 1.____________________________________________________
hunt 2. ____________________________________________________
write 3. ____________________________________________________
V. Assignment
Write three sentences each using gerunds as object of the verb and object of the preposition.
ENGLISH VI
Date: ________
Lesson 36
I. Objectives:
 Use a story grammar (picture series) to show sequence of episodes in a story.

 Sequence events of a story listened to.
 Construct a story grammar using picture series.
Values:
Cooperation
II. Subject Matter:
Story Grammar “Lam-Ang, A Legendary Hero”
References: PELC 5.1 p. 23

Growing in English TM pp. 8-14
Growing in English 6 Reading pp. 11-20
Materials: pictures, crossword puzzle
a. Word Drill
1. initial d and δ
die – thy doze – those
den – then does – thus
2. medial d and δ
wordy – worthy
udder – other
3. final d and δ
lied – lithe laid – lathe
seed – seethe ride – writhe
2. Unlocking of Difficulties.
Answering of puzzle
Group the class into 4. Provide each group with a copy of the puzzle below. Give them at
least 5
minutes to work on the puzzle. The group who finished first wins.
3. Motivation
Ask the pupils who are their favorite superheroes. Then, show them pictures of foreign
superheroes such as Bathman, Superman, Spiderman, etc. Ask them what are the qualities of
these
superheroes.
B. Presentation
1. Reading of the selection. Lam – Ang, a legendary hero
2. a. Analysis/Discussion
1. Who was Lam – Ang’s parents?

2. What kind of child was Lam – Ang?
3. What is the theme of the story?
b. Fixing Skills
Show the class the pictures showing the different important events in the story. Ask them
to
arrange it accordingly to show the proper sequence of the pictures as happened in the story.
3. Generalization
What is a story grammar? What is one way of showing the sequence of events in the
story
listened to?
4. Engagement Activity
By using the picture series of the story of Lam – Ang, let the pupils write one or two
sentences
describing each scene/picture.
IV. Evaluation
Read the story “The Lime and the Pomelo Tree” on p. 19 of your book. Make a story grammar
(picture series) to retell the story. Use 6-7 frames in making the picture series. Make sure that it is
properly
sequenced.
V. Assignment
Read again the story “Lam – Ang”, a legendary Hero” and in ½ cartolina, make your own
comic strip.
ENGLISH VI
Date_________
Lesson 37
I. Objectives:
 Use nouns that are plural in form but singular in meaning
 Give the main idea of a selection listened to
 Spell nouns that are plural in form but singular in meaning
Values: Working well with others, Patience:
II. Subject Matter

Nouns that are Plural in Form but Singular in Meaning
References: PELC II 5.1
PELC 6 p. 23
Growing in English (Language) pp 87-91
Materials: sentence strips/charts

/z/ /s/
Winds cars brooks
Leaves trains pets
Birds sirens roofs
Newsboys airplanes beliefs
Peddlers sounds cats
babies
2. Review
In pairs. Read the limerick. Select all the nouns and write their plural form.
A chick and rooster whom I happened to hear was complaining sadly
“Oh dear, our picnic is today,
But the weatherman say
“That the sky will be sunny and clear.”
3. Motivation
Let the pupils sing the song “Learning Mathematics is Really Fun”
How many like and enjoy Mathematics? Why?
B. Presentation
1. Show a picture of a boy talking in front of the class. This is Francis of Marbel
Elementary School. Listen as your classmate delivers a portion of Francis’ talk, Be
able to tell what the main idea is.
“How do I develop such wonderful and speedy computational skills? I believe
it’s a matter of deep interest and constant correct practice. Even before I went to
school, Father would teach me how to work with numbers patiently. Then now, I
usually do extra exercises in other books aside from my assignments. I don’t miss
the mathematics portion of the newspapers of magazine. Well, I think I have the
best teachers at home; Father is in aeronautics; Mother is a Mathematics teacher;
and my eldest brother is a computer analyst. In school, Mr. Lim, my teacher and
coach, has taught me how to develop concentrations in analyzing problems and
solving them.”
a. What is the main idea of Francis’ talk?
b. Did you learn something from his talk?
c. What can you do to improve your skills in Mathematics?
Let the pupils read the sentences:
How do both underlined nouns end?
Explain to pupils that plural nouns usually end in –s or –es. The nouns Mathematics
and news are only two of the few nouns that are plural in form but singular in
meaning.
Notice the verbs after Mathematics and news. What verb form in the present tense
is used to these nouns?
Is and makes are in the present tense and singular in number. Is, is the present
form, third person and singular in number of the verb BE, and makes of the verb
make.
3. Fixing Skills
Show some pictures of nouns ending in –s or –es, but they are singular in meaning
and ask the pupils to tell something about each picture. Encourage them to make
the noun the subject for their sentences.
4. Generalization
Do all plural nouns ending in –s or –es mean also plural? How does this noun agree
with the verb in the present tense that is used with it?
5. Valuing
How much work an be done if all work cooperatively.
Choose the correct verb form
1. Ethics (is, are) the study of right and wrong.
2. Aeronautics (interests, interest) my brother a lot.
3. Civics (deal, deals) with good citizenship.
IV. Evaluation
Match Column A with Column B
Column A Column B
1. It is good for the body a. mumps
2. _____ is for sociable people b. billiards
3. It is my friends’ favorite game c. athletics
4. ______ is a very uncomfortable disease d. Mathematics
5. _____ is interesting if you understand it e. politics
V. Assignment
Use the following nouns in good sentences
1. Economics 4. Civics
2. News 5. electronics
3. United States
ENGLISH VI
Date:___________________
Lesson 38
I. Objectives
 Reconstruct a dictated text by taking down important notes.
 Write paragraph correctly.
Values: Importance of the forms of energy in our everyday life.
II. Reconstructing a Dictated Text by Taking Down Important Notes
Writing Paragraph
Giving the Main Idea
Ref. PELC 5.1,4,4.1,p.23
LP in Science VI pp. 120,124
LP in English VI pp. 336-337
Into the Future VI, pp.146
III. A.1. Write the following sentences that I will dictate.
a. Moving and doing work are possible because of energy.
b. A car can travel for several kilometres using gasoline.
2. What are the things to remember when taking down notes?
3. Present flashcards showing action words.
What do these words suggest?
B. 1. The teacher reads a paragraph, while the pupils take important notes.
Chemical energy is energy stored in materials. Materials possess chemical energy due to
or owing to their molecular structures. When chemical energy is released, it becomes
kinetic/mechanical energy. Furthermore, when chemical energy is released, a new substance is
formed different from the original material. When you actually take in food, you actually take in
stored energy. It is digested or broken down into simple form (sugar,protein) that can be
absorbed and used by the different parts of the body.
2. a. What is chemical energy?
b. How do materials produce chemical energy?
3. a. What are some of the important notes you have taken down from the paragraph?
b. have the class write their notes on the board.
4. How can we reconstruct a dictated text by means of taking down notes?
5. In what ways are forms of energy useful to people?
6. Listen to the following dictation. Take down important notes.
(Each group will write their written work in a manila paper.)
Moving persons or objects possess mechanical energy. It can be produced through
energy transformation. For example, in walking, running or jumping, we use mechanical energy
caused by the release and transformation of the chemical energy in food we have eaten. A
moving vehicle, a running machine uses mechanical energy, made possible by the release and
transformation of energy from fuel.
IV. Group Presentation

A leader will be assigned to read their paragraph (posted on the wall).
V. Reconstruct the dictated text (used in the evaluation) by the use of the notes you have listed.
Be ready to read it tomorrow.
Date:_______________________
Lesson 39
I. Objectives
 Use a variety of sentences as to structure (simple sentences
 Identify the subject and predicate in a sentence.
 Identify the key sentence that make up story selection
 Write a simple sentence
Values: Interdependence
II. Using Simple Sentences
Ref. PELC Speaking p.24
Building English Skills Language pp.6-8, 51-56
Mat. picture of human body, chart, sentence strips, flaglets
III.A.1. Using flaglets, let the pupils identify whether the group of words are sentence or not.
a. Miss santos is understanding
b. Jose won
2. What is a sentence? When can you say taht a sentence is really a sentence?Give the two
main parts of a sentence.
3. Showing a picture of a human body. The girl here is normal because she has all the body
parts. But how about if she losses her right arm?Is she still normal?
A sentence is like a human body. We cannot say that a sentence is a sentence if its parts
are not complete.
B. 1. Let us study and find out the parts of a sentence. What makes a sentence? Reading of
sentences (using sentence strips)
a. The sampaguita is a fragrant flower.
b. The sampaguita and the ilang-ilang are fragrant flowers.
2. Discuss the four structure of sentence.
 Simple Subject/simple Predicate
 Compound Subject/Simple Predicate
 Simple Subject/Compound Predicate
 Compound Subject/Compound Predicate
3. Give other example of sentence using four structures written in a piece of paper. Let
the pupils identify the sentence structure used. (Draw lots)
4. How can you identify the subject?
Give the four structures of sententence.
5. Identify the subject and the predicate in a sentence. Box the subject and underline the
predicate.
a. My parents are busy this weekend.
b. The program is open to the public.
IV. Form a simple sentence by supplying simple subject and predicate.

1. Books
2. The first lady
3. brought fans, too
4. were going to church
5. prayed silently in church
V. Write simple sentence using different structure.
ENGLISH VI
Date:____________________
Lesson 40
I. Objectives
 Use compound sentences
 Give the main idea of a paragraph read
 Write compound sentences
Values: Appreciating the heroism of Filipino Heroes
II. Using Compound Sentences
Ref. PELC 6 (Speaking) p. 24
Growing in English Language 6, pp.45-54
Basic Communication of Today’s Children pp.82-85
Mat. charts, pictures of Filipino heroes, strips of paper, sentences in strips, pocket chart
III. A.1. Combine each pair of sentences intio one simple sentence with a compound subject or
compound predicate.
1. The crowd waved the candidates.
The crowd cheered the candidates.
2. Norman finished his project.
He submitted it to his teacher.
2. Describe the structure of each simple sentences as to simple subject and simple
predicate, simple subject and compound predicate or compound subject and compound predicate.
Then opposite each number put the appropriate flashcards with SS and SP, SS and CP, CS and
SP or CS and CP
1. We need fresh air and clean water.
2. Birds and animals help propagate plants.
3. Show pictures of different heroes. Call on a pupil to choose a hero of his choice. Tell
what you know about his/her heroism using simple sentences.
DR. JOSE P. RIZAL
On July 17, 1892, Rizal wassent to Dapitan, Zamboanga by the Spaniards. They
accused him of being a rebel. He became unhappy but this did not discourage the young hero.
He had to go or he would be arrested and jailed.
Dapitan was a poor village from the town. Many people there were sick but they
did not have a real doctor. They had only a pharmacy clerk. This clerk sold them medicine or he
just advised them what to do. So Rizal did not waste time. He spent much of his day curing sick
people. He used herbal medicine. His services were free but the rich people wanted to pay him.
Jose Rizal was also a teacher in Dapitan. He and the townspeople built a
schoolhouse for young boys and girls who helped in the house and farm work. He taught them
for free and he provided them clothes and food.
1. Why did the Spaniards send Rizal to dapitan?
2. How did he spend his days in Dapitan?
Study the sentences in the chart.
Two Separate Sentences
1. Rizal was exiled to Dapitan. He lived there for four years.
2. He had to go to this place. He would be arrested and jailed.
Two Single Sentences Joined
1. Rizal was exiled to Dapitan, and he lives there for four years.
2. He had to this place or he would be arrested or jailed.
Read the sentences on the first column. How many sentences are there in each number?
Now, read the sentences on the second column. What two sentences are combined
in the first sentence?In the second sentence?
2. Make each pair of sentences into a compound sentences using and, or or but.
1. Most of the heroes were unknown.
We will never forget them.
2. None of them gave up defeat.
They died with dignity.
3. What is a compound sentence? How are compound sentences formed?
4. A.
1. Using the suggested conjunction, add one more thought to the given one to make a
compound sentence.
1. The band played________.
2. The weather was bad_____________.
3. You do your work________________.
B. Group the pupils into six (6). One member of each group will pick a strip of paper
having a simple sentence. Each member will add another thought to the given sentence to make
compound sentence. The leader will start then to pass to the next and so on.
When all the members have finished, the leader of the group will read their word to the
class.
IV. Use a compound sentence about each picture. Use the words under the picture.
1. Picture #1
(Paula) hungry-noy eating
2. Picture #2
(Aling Sila) tired-sleepy
3. Picture #3
(Luisa) poor-bright
V. Look for a picture of our modern-day hero. Paste it in your notebook and write 5 sentences
about his/her heroism using compound sentences.
ENGLISH VI
Date:______________________
Lesson 41
I. Objectives
 Tell the relationship expressed in the selection as to cause and effect
 Write cause or effect
Values: Love for Nature
II. Telling the Relationship Expressed in the Selection as to Cause or Effect
Ref. PELC (Reading) 6.1
Growing in English 6 (Reading) p.177
Mat. pictures
III. A.1. Underline the subject and encircle the predicate.
a. A passenger ship and Super Ferry 12 collided near Corregidor islands yesterday.
b. sARS and terrorism became serious problems.
2. Let pupils sing a [part of the song “Anak ng Pasig”, and tell the pupils that the song
gives the message that the river used to be clean and abundant with fish. But because the people
threw their waste materials into it, the river became what it is now—smelly and filthy.
What can we do about it?
3. Match the meaning of the words in Column A to Column B.
COLUMN A COLUMN B
1. paraphernalia a. Poisonous
2. adversely affected b. rapid groth
3. proliferation c. large, diverse phylum of micro-
organism with complicated cycles
and parasitizing various animals
4. toxic d. affected in the negative way
5. protozoans e. Trappings or accessories of
equipment or adornment
B.1. Let pupils read the story, “Let’s Save Our Seas” on p.182 of Growing in English 6
(Reading)
2. A. Where did Rico and his family go?
What did they bring with them?
a. The river has become smelly and filthy because the people kept on throwing
their waste into it.
b. Fish in the river die because people use dynamite in fishing.
1. What made the river smelly and filthy?
2. What is the effect of throwing wastes/garbage in our lives?
How would you analyze your answers in questions 1 and 2?How can you
identify the cause and the effect of a given situation?
B. In each pair of sentences, which is the cause and which is the effect?
1. ______Math problems are difficult.
______Rinalyn was worried and unhappy.
2. ______She is not getting enough sleep.
______ Claudia spends much time watching TV at night.
3. What is the cause? What is the effect? What connectives are used to introduce a cause
or effect?
4. How can we help save our seas?
5. If people have made many changes in the environment, what will be its effect?
What are the possible causes? Why many animals are in danger of becoming extinct?
IV. Column A lists the causes and column b the effects. Match the cause and its effect.
Column A Column B
______1. because the air is not moving a. a giant hole at the Arizona desert was
created
______2. When you rub them together b. Your hands get warm
______3. because the lights are offs c. Forest fires happen
______4. because a meteorite fell from outer d. The building is dark
space and landed to it
______5. because some people are careless e. There is no wild
with matches and camp fires
V. Read the paragraph very carefully. Then answer the questions on cause and effect in complete
sentences. Write your answers on a piece of paper.
There is no massive drought or dryness of land, in many places of the country. This
happened because the El Niño phenomenon has set into the athmosphere.
Why is there massive drought or dryness of land in many places of the country?
ENGLISH VI
Date:____________________
Lesson 42
I. Objectives
 Use complex sentences
 Predict outcomes
Values: Proud of being Filipino
Valuing good Filipino traits
II. Building Complex Sentences
Identifying Simple and Compound Sentences
Predicting Outcomes
Ref: PELC 6 p. 24, 7 p.24
Growing in English 6 (L) pp. 57-62
Mat. chart, sentence strips,picture
III. A.1. Find compound sentences in the paragraph below. Read them aloud.
Josefa Llanes Escoda was a great social worker. She was among the first Filipino women
to engage in social work. She planned projects for the welfare of women and children, and she
successfully carried them out. She started health clinics for children, and because of her, the
government put up playgrounds for them.
2. Combine these simple sentences (in chart) to form compound sentences. Use and or but
correctly. Five groups will be formed. Each group will work on a set to combine and give the
correct answers.
a. These heroes were usually unnamed.
They were recognized by their relatives.
b. Most of these heroes were unknown.
We will never forget them.
3. look at the picture. Can you describe the situation: What traits of the Filipino do the
setting show? How else do Filipinos show their warm hospitality?
B. 1. Study how the ideas in the two sentences below can be combined (in sentence strips).
Can you explain the meaning of each combination.
A Filipino family is united.
The members support each other.
1. Our family is united because the members support each other.
2. Our family is united if the members support each other.
3. Our family is united when the members support each other.
4. Our family is united since the members support each other.
2. a. How many ideas or thought are expressed in each sentence?What are they?
3. Ask the pupils to form groups and read the paragraph on p.59
Use the suggested conjunction to combine the ideas as sentences in paragraph. Have
each group read their paragraph.
Mang Tino moves his house. He will tend a new farm. Now he needs some helping hand
from the fellow villagers. His wife invites the men in the barangay. Willingly, they heed the
request. Together they carry the house on their shoulders using poles. They reach Mang Tino’s
new farm. They partake of some food such as coffee, pancit and suman.
4. How are complex sentences formed? What words/conjunctions join two or more ideas
that are related?
5. Are you proud of being a Filipino?Why? What are some good Filipino traits?
6. a. Read the paragraph (in chart) silently then, identify the complea sentence in the
paragraph that predict outcome. Write only the numbers corresponding your answers.
1. The Spaniards watched Marcelo H. Del Pilar closely because a Spaniard priest acused
him as anti-Spanish.
2. He left the country after his relatives advised him so.
b. Use the most appropriate conjunction to connect the ideas in each sentence.
1. Traders trusted them______they, our forefathers, never cheated in their trade and
commerce.
2. They never ran away______the traders left goods with them for several months.
IV. Make a complex sentence by adding another idea using the given conjunctions.
1. I am proud of being a Filipino because......
2. Let us be warm and hospitable when..........
3. Perhaps you can be as great as our heroes if.............
V. what trait or traits of the Filipino are you proud of?
ENGLISH VI
Date:______________________
Lesson 43
I. Objectives
 Use direct discourse (statement)
 Get the main idea of what was heard/read
 Write direct discourse
Values: Health consciousness
Current issue awareness
II. Using Direct Discourse (Statement)
Ref: PELC (Speaking) 6.1 p.24
Growing in English 6 (L) pp.158-133
Mat. pictures, newspapers, strips
III. A.1. Unlocking of difficulty
a. Jose was diagnosed of having pneumonia because of prolonged excessive cough.
b. Corona virus is said to be the cause of the newly found disease.
2. Show pictures and ask the following questions. What is SARS? What countries are
affected by SARS?
B. 1.Read the dialog/conversation.
Before the flag ceremony, children gathered in the school’s luncheon area. They were
talking about a problem on health.
“Im afraid of the news today,” said jenna. “Why is the news all about?” asked Louie.
“It’s the killer pneumonia that killed many from China, Hongkong, and other countries,” replied
Jenna. “Don’t be afraid, WHO (World Health Organization) and the DOH are working together
hand in hand to prevent the killer pneumonia or SARS (Severe Acute Respiratory Syndrome) on
spreading fast in our country,” said Alex. “What must we do?” asked Ysraelie. “We must keep
our surroundings clean and be aware of the disease,” added Rose. “So let’s start cleaning our
areas and let other people know that what we do could be a tool in preventing SARS,” said Ivy.
“Awareness and cleanliness is the key to a healthy country,” the children agreed.
2. a. What is the product topic of the children in their conversation?
b. What does each one of them said about SARS?
3. Copy the following quotations, punctuate, and capitalize them correctly.
a. I wish I could help victims of SARS said Betty.
b. San Goku said I’ll never quit helping poor people.
4. What is the direct discourse? What are the parts of a direct quotation? What
punctuation marks are used in a direct quotation (statement)?
5. Work with a partner. Read each situation. Then provide the exact words of each
speaker.
1. Sec. Dayrit told his men taht they would visit Pangasinan tomorrow. His men
replied yes to him.
2. A radio announcecer/commentator said in his daily news program that SARS
came out after the US-Iraq war. A listener added that it might affect our country.
2. Punctuate the conversation between Normie and her mother. Mother tells Normie to do
something.
Please find out from the paper what’s showing at the Ideal Theater asked Normie’s
mother.
Mary Poppins Mother said Normie after looking at the movie
Are you going to the show tonight mother
IV. read the dialog. Change the exact words of each speaker in a correct discourse format using
proper punctuation marks. Write the main idea of this selection.
In a UN meeting in Singapore the leader asks each country’s representative to lay their
foremost problem.
US: Coordination between countries of the world with ours for a true world peace is
what we need.
Philippines: Peace and order situation in Maguindanao is getting worst.
China: SARS became our worst problem nowadays.
Vietnam: We need more job openings and investors.
UN Leader: With our hand in hand efforts and unity all these problems will be given solutions.
All we need is true solidarity.
V. Listen to a news broadcast this evening at 6:00 p.m on GMA 7’s “Saksi”
a. Write about five (5) direct quotations from the news.
b. Give the main idea/topic of the news.
ENGLISH VI
Date:_____________
Lesson 44
I. Objectives
 Use indirect discourse (statements)
 Give opinions
 Write reported statements
Values: Using Indirect Discourse
Ref. PELC 6.1 (Speaking)
Growing in English 6 (L) pp.125-136
Language 6,pp. 161-165
Building English Skills 6(Language ) pp.96-101
Mat. toy telephone, charts
III. A.1. Match the present tense forms of the verbs in column A with the past tense forms in
column B.
A B
1. am,is a. Might
2. are b. would
3. will c. was
4. shall d. had
5. can e. Should
6. may f. Were
7. has,have g. Could
2. Saying direct quotations correctly. Listen to your teacher read the following dialogue.
Then read after her. Remember when your voice should go up or down at the end of the
sentence.
1. “ I want to stay near the window to breathe fresh air,” answered Lety.
2. “ I can hear very well here,” said Fe.
3. How can I hear and see you, Grandma, if i sit in a far place?” murmured Noli.
3. Giving opinion- Exercise No.7- The Coco Shell( Reading Comprehension, Exercises in
English VI)
Read the story and tell the direct quotations used.
The Coco Shell
A father sat under a mango tree. He was cleaning a coco shell. His son, who was playing
nearby stopped and asked him, “ What are you doing father?”
The father answered, “ I am cleaning this coco shell for your grandfather to use. “ His son
went away and after a while he too had a coco shell in his hand. He sat beside father and started
cleaning his own coco shell.
Now it was the father’s turn to ask, “ Son, What are you doing?””
The boy replied, “ I am cleaning and I shall keep it for you when you grow old.”
The father threw away the coco shell he was cleaning and said to his son,” Son, forget it.”
This is a case of the father learning from his son.
“ Do not do unto others what you wouldn’t like others to do unto you.”
A wrong act may appear right to a young child if he sees an adult he respects or honors
doing it. Adults should therefore weigh very carefully what they do and say in front of children.
Giving Opinion: how would you react if you were the son in the story? If you were the father?
4. Have you ever experienced using the telephone? Call two volunteers to act out any
situation using telephone.
a. You cannot find your assignment notebook. Call a classmate about the assignment in
English.
b. Call your mother to explain why you will be delayed in coming home.
B.1. Have three pupils play this dialogue.
Julia Won’t Be Home for Lunch
About eleven o’clock one morning.

Julia calls her home. Floro answers the telephone.
Floro: Hello.
Julia: Hello,Floro. This is Ate Julia.
Floro: Hello, Ate.
Julia: I’m not coming home for lunch.
Floro: Why, Ate?
Julia: My boss is giving a party. He has just received a salary raise.
Floro: Okay. I’ll tell Mother you’re not coming home this noon. ( Hangs up the
telephone)
Mother( Coming in): Who was on the telephone?
Floro: That was Ate. She says she isn’t coming home for lunch.
Mother: Why?
Floro: She says her boss is giving a party. She says he has just received a raise.
Mother: That means it will be just the two of us for lunch.
What does Julia tell Floro?

What does Floro say he will tell mother?
What does he report to his mother?
2. Look at the following statements. Notice the changes in the exact words of a speaker
when the conversation is reported.
1. Julia: I’m not coming home for lunch.
Floro: She says that she is not coming home for lunch.
2. Julia: My boss is giving a party.
Floro: She says that her boss is giving a party.
What changes do you notice?

When reported statements are introduced by verbs in the present tense, we don’t need to
change the tense of the verb in the statement. The pronouns, however, change to show a change
in speakers. Notice the change from I’m to she’s and from my to her.
3. What does indirect discourse refer to? How is it different from direct discourse? What
should we remember when reporting the exact or direct words of speakers?
4. Rewrite each direct quotation into a reported statement.
1.Father told his children, “Your mother is not feeling well.”
2. Maria said, “ We should not make noise.”
3. Alex said, “ I cannot play records.”
IV. Work in triads. Read and transform the following dialogue into reported or indirect
paragraph. Do it on a piece of paper. Then, ask a member to read aloud the triad’s work.
The San Julian barangay officials are having a meeting.
Barangay Captain: What do you think about having a solar dryer for our rice and corn?
Councilman 1: The idea is good.
Councilman 2: We will be storing our products fully dry.
Councilman 3: Drying our palay and corn harvest will be faster.
Barangay Captain: we need at least one hundred fifty square meters of land space.
Councilman 4: We can use the space near the barangay plaza.
Barangay Captain: Our children need a larger space for recreation.
Councilman 5: Why don’t we just widen the barangay plaza? It will serve a double purpose-
recreation and solar Dryer.
Barangay Captain: Right. In the next meeting, we will talk about the construction budget and
schedule.
V. Copy and write a telephone conversation in a book. Then relay the message of the caller in
indirect course.
A. A Telephone Conversation.
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
B. A Message from the Caller in Indirect Discourse.

______________________________________
______________________________________
______________________________________
______________________________________
ENGLISH VI
Date;__________________
Lesson 45
I. Objectives
 Use indirect discourse (do question)
 Drawing conclusions
 Write reported questions
Values: Valuing parent’s advice
II. using Indirect Discourse (Do Question)
Ref. PELC 6.1 (Speaking) p.24
BES (Lang.) pp.68-71
Mat. flashcards, pockets chart
III. A. 1. Give the past form of the following
1. destroy
2. take
2. Give the reported questions of the following direct discourse:
1. Shane to Klaris; “Is your mother a teacher?”
2. jenny: Are they preparing for the coming program?
3. Do you obey your parent’s advices? Give some of them?
B. 1. Read the short story.
“ A SLAP IN THE FACE”
Manuel L. Quezon was five years old when he fought with a boy of his age. He slapped
the boy hard in his face. His father saw what he did, but he did not get angry, instead he called
Manuel and said to him calmly, ‘You do not slap anybody in the face. That’s a big insult. If you
had to fight somebody, use your fists.” ‘do you understand?” asked his father.. “Yes,” answered
Manuel.
The incident was repeated with another boy., manuel’s father let the day pass without
saying a word. Manuel thought his father had not caught him.
‘Did you do something yesterday that I told you not to do?” asked his father; Manuel
answered quick “no”. Does somebody teach you to tell a lie?”
“A liar does not deserve any respect, and he may well be insulted.” His father said as he
gave Manuel a strong slap in the face.
2. What did manuel do to the boy?
What did his father do when he saw the incident?
3. Read the following questions which father asked:
Do you understand Manuel?
Did you do something yesterday that I told you not to do.
4. Read the following questions. Report them by completing the second sentence in each
number. Write only the words needed for the blanks.
1. Ben asked “Do citizens help in conserving our natural resources?”
Ben asked _________, in conserving our natural resources.
3. How do you use indirect discourse in reporting do-questions?
4. a. Pupils will pick up questions from a box, which they will relay/report in class.
1. Mrs. Lopez : do you have any idea to improve the garbage disposal in your
neighbourhood?
2. Raquel: Did you hear about the Mayor’s clean and green drive?
IV. Use indirect discourse in the following questions which the teacher asked.
1. Does it take long to finish your tasks?
2. Did you find it hard working on your projects alone?
V. List down 5 do-questions which your parents asked and write their reported form.
ENGLISH VI
Date:_________________
Lesson 46
I. Objectives
 Use indirect discourse (Yes-No Questions)
 Draw conclusions
 Write reported questions
Values: Pollution control awareness
II. Using Indirect Discourse
Ref. PELC 6.1 (Speaking) p.24
Mat. charts, pocket chart
III. A.1. Read the following sentences. Which are the questions?
1. Pollution can destroy the balance in nature.
2. Is pollution caused by people?
2. Report each direct discourse into indirect one.
1. father told his children: “ We will visit Lola’s farm next week.”
2. carlo said, “Saturday is the best day for our hike.”
3. Show picture of polluted river. Tell something about it.
B. 1. Read the letter on the chart.
Pulilan, Bulacan
Philippines
May 26, 2003
Dear Patrick,
I received your letter three weeks ago but I wasn’t able to write you because we had a big
problem here in our town.
Two weeks ago, our river turned black with dirt coming from piggery. The owner
dumped all the waste of his pigs, including dead piglets into the river. Most of the fish died and
the very few that the fisherman caught made people sick.
The newspaper helped us solve this problem. After the storu was published, the owner
stiopped polluting our river. Today, we are careful nbot to cause any pollution in our place. By
the way, “Is pollution also a problem in your town? “Are the fishermen complaining about the
polluted rivers?” I hope the authorities there can find ways to solve the problem.
Wtite me soon.
Your friend,
Rommel
2. What was the problem of the people in Pulilan?

How did the problem resolve?
3. Present the following direct quotations taken from the letter:
1. Rommel: “Is pollution a problem in Pulilan?”
2. Rommel: “Are the fishermen complaining about the polluted rivers?”
IV. Report the following questions that the teacher asked: Write your answer in your notebook.
1. Are you a member of the Green aand Clean Brigade?
2. Are your parents working?
V. Write 5 yes-no questions and write their reported form.
ENGLISH VI
Date :______________________
Lesson 47
I. Objectives
 State the main idea of a paragraph that is explicit or implicit.
 Give the main idea of the paragraph.
Values: Appreciation and awareness
II. Give the Main Idea of a Paragraph that is Explicit or Implicit
“The Mobile Classroom”
Ref. PELC 4.2, p.23
Growing in English TM, pp.63-65
Mat. strips of cartolina, chart, picture
III. A.1. Word Drill
buy-vie verb-verve
cab-calve bile-vile
2. Study the words in Words to Learn on p. 61 (GIE 6 Reading). Then, answer the
following questions with YES or NO. If your answer is Yes, clap once. If your answer is No,
stamp your feet twice.
1. Does the development of a product mean the making of it?
2. Is it true that that the Filipinos have a high rate of literacy?
3. Show a picture of a computer. Ask the pupils what are its uses. Tell the class the
advantages of having the knowledge of operating the computer.
B. 1. Reading of the selection on pp. 61-67 of the book (The Mobile Classroom).
2. What is a mobile classroom?
What institutions conceive the ideas of MITC?
3. Group the class into 4 groups. Assign each group to read a paragraph. Be able to state the
main idea of each. Tell whether it is explicit or implicit.
1. Fishes lay eggs in different places. They lay their egg in stones and floating logs.
Others lay their eggs in corals. Some attached their eggs to the leaves of water plants.
IV. Read the paragraphs on the chart. Be able to state the main idea in each paragraph. Tell
whetger it is explicit or implicit.
1. A toothache is experienced when no one feels pain because of tooth decay or tooth cavity.
This usually happens when a person does not brush his teeth regularly. Plaque forms on the tooth
and as it builds up, cavity reaches the root, the tooth becomes painful.
V. Get the main idea of the following paragraphs. Tell whether it is explicit or implicit,.
1. Greening the school and the community is an answer to air pollution. Plants give out oxygen,
the air that we breathe and take in carbon dioxide. Without plants, the air that we breathe will be
full of dust and smoke. This is dangerous to our health. Let us plant more trees so that we will
have longer lives.
ENGLISH VI
Date: _____________________
Lesson 48
I. Objectives
 Use direct discourse in commands and requests
 Follow directions
 Copy sentences in the direct discourse using correct punctuation marks.
Values; Obedience, helpfulness
II. using Direct Discourse in Commands and Requests
Ref. PELC 6.1 (Speaking/Writing) p.22
Growing in English 6 Language pp. 128-131
Mat. dialogue and exercises written on charts, box of folded pieces of paper where
commands/requests are written
III. A.1. Change the following questions from direct to indirect discourse.
a. Lorraine asked, “Mr. Santos, how many irrigitaion pumps does our barrio have?”
b. “Father, will you also register for the use of a pump?” Dan required.
2. Have the pupils sing “Row your Boat” as they pass along a flaglet.
B. 1. Assign two good readers to read the dialogue for the class.
Meg: Mother left some reminders while she and father are away.
Hanz: Read them, please.
Meg: Clean your rooms.
Do your homeworks.
Please wash the dishes after eating.
Hanz: Oh, father left a list, too!
Meg. What did he say?
Hanz: Pleasde, don’t play with matches.
Check the lights and the faucets before going to bed.
Please do not quarrel.
Meg: Oh, how I missed them.
Hanz: Don’t worry, they’ll be back soon.
2. What does mother asked the children to do?Father?
What does mother request the children to do? Father?
3. Study the sentences:
Mother said, “Do your homeworks.”
Father requested, “Please, don’t play with matches.”
4. Have the pupils say and write these sentences using the direct discourse.
Lyn: Please, help me clean my room.
5. What must you remember in using direct discourse for commands and requests?
6. Write the following using the direct discourse.
a. Ruby: Please, put back your books in the shelf.
IV. Rewrite the following commands and requests using the direct discourse.
1. Carol: Kindly run to the store and buy some onions.
2. Angie: Please answer the phone.
V. List down 5 things your mother, father, sister or brother tekls you to do using direct
discourse.
Be able to use commas and quotation marks correctly.
ENGLISH VI
Date:___________________
Lesson 49
I. Objectives
 Use indirect discourse (commands and requests)
 Follow direction from a dictation
 Give and follow direction
 Write reported commands and requests
Values: Obedience
II. Using Indirect Discourse (Commands and Requests)
Ref. ELC VI. C. 3.3.1 p.69
English for Filipino Children p. 297
Mat. charts, books, strips
III. A. 1. Do what I tell
a. stand up
b. shake your hands
2. Punctuate the following sentences
1. Report on time for the rehearsal Carlos.
2. Observe silence says the librarian.
3. When you are reminded of things to do, do you obey?
B. 1. Here are some commands that a scoutmaster gave the boy scouts in his troop.
a. put down your bags
b. unpack your things
2. Here are some requests that a scout master made:
a. Please pass the rice.
b. Please wash the utensils.
3.How do you change commands to indirect discopurse? To indirest request?
4. Use the indirect command/request to the following sentences:
a. Mother said, “Don’t throw your garbage into the river.”
b. The Mayor said, ‘Please avoid dumping chemical wastes anywhere.”
IV. Mother gave the following commands/requests to her children. Report them.
1. Fetch some water.
2. Please apply fertilizer to the plants.
3. Turn off the lights before leaving the room.
V. Write 5 commands/requests that you heard at home using indirect discourse.
ENGLISH VI
Date: ____________
I. Objective:
 Change statement, questions, requests and command to reported sentences
 Use direct and indirect discourse
Value: Obedience, Energy Conservation
II. Subject Matter:

Changing Statements, Questions, Request and Commands to Reported Sentences
Using Direct and Indirect Discourse
References: PELC 6.1, p. 24

Growing in English VI (L) pp. 135-136, (R) pp. 11-14
Building English Skills 6 (L) pp. 40,87
Materials: chart, book, manila paper, pentel pen, show me cards, picture of a family helping one
another

1. Drill (Use your show me card)
a. Listen to the following
Write S if the sentence is a statement, Q if it is a question, C if it is a command and R if it
is a request
•Pollution can destroy the balance in nature
•Help fight pollution
•Is pollution caused by people
2. Review
Clap your hands if the sentence is a direct discourse and stomp your feet if the sentence is an
indirect discourse.
1. Noli asked, “Is pollution a problem in San Jose?”
2. Noli asked if pollution was a problem in San Jose.
3. Motivation
Look at the picture. What can you say about the family? What does each member do? O you
also obey your parents? How?
B. Presentation:
1. Present the dialogue on p. 87. Assign each character to a pupil. Make them portray the role
and read with expressions the character assigned to them. (Others are reading silently)
It was Saturday afternoon. Mrs. Alba was going out to attend her dressmaking
class. Before she left,she gave her children some reminders.
Mrs. Alba: I’m going to my dressmaking class in a short while. Be good children
while I’m away.
Nora, Daniel, Edmund: Yes, Mother.
Mrs. Alba: Nora, wake your father up at three-thirty. He is attending the Barangay
council meeting at four.
Nora: I will Mother. But please, set the alarm clock before you leave. I might
forget the time.
Mrs. Alba: Okay, (turns to Daniel and Edmund) Turn off the TV when the program
you watching is over.
Edmund: May we watch the next TV program, Mother?
Mrs. Alba: I’m afraid not. The TV has been on since nine this morning, so turn it
off. And turn off the electric fan, too. Be careful while I’m away.
Goodbye (Hurries to leave)
Nora, Daniel, Edmund:Goodbye
Edmund: (Turns to Nora0 Why does Mother always tell us what to do with the
TV, the stove and the electric fan? I am tired of hearing the same
things.
Daniel; Me, too. We know what to do about them, don’t we?
Nora: (Speak to her brother) Why do you feel that way? Mother is just
reminding us to use electricity properly and wisely. Lives and property
have been lost in fires because people are careless in the use of
electrical appliances.
Daniel: You’re right. Mother means well. This is for our own good.
a. Where was Mrs. Alba going?
b. What did she do before she left the house?
c. Did Edmund like being told what to do over and over again?
a. Study the following sentences from the dialogue
1. Mrs. Alba: I’m going to my dressmaking class in short while.
2. Mrs. Alba: Nora, wake your father up at three-thirty
3. Nora: But please, set the alarm before you leave.
4. Edmund: May we watch the next TV program, Mother?
What kind of sentence is 1? Sentence 2? Sentence 3? Sentence 4? Discuss again the
changes made on reporting statements, questions, commands and requests.
b. Fixing Skills
Ask the pupils to change these sentences from dialogue to reported speech.
Do the necessary changes, including punctuation and capitalization.
4. Generalization
How do we change statements, questions, command and requests to reported sentences?
5. Valuing
Should we obey our parents? Why? What must we do to save energy?
Change the following quotations to reported sentences, punctuate and capitalize them
correctly.
1. The broadcaster said, “Five barangays will receive irrigation pump this week.”
2. Mrs. Sison asked the pupils, “Take down the important facts.”
3. The health officer said’ “The water is not safe for drinking.”
IV. Evaluation:
Work in triads. Read and transform the following dialogue into reported or indirect paragraph. Do it
on a piece of manila paper. Then, ask a member to read aloud the triad’s work.
The San Juan Barangay Officials are having a meeting.

Barangay Captain: What do you think about having a solar dryer for our rice and corn?
Councilman 1: The idea is good.
Councilman 2: We will be storing our products fully dry.
Councilman 3: Drying our palay and corn after harvest will be faster.
Barangay Captain: We need at least one hundred fifty square meters of land space.
Councilman 4: We can use the space near the barangay plaza.
Barangay Captain: Our children need a longer space for recreation.
Councilman 5: Why don’t we just widen the barangay plaza? It will serve a double
purpose – recreation and solar dryer.
Barangay Captain: In the next meeting, we will talk about the construction’s budget and
schedule.
V. Assignment:
Read “Lam-ang, a Legendary Hero”, Growing in English VI (R) pp. 11-14. Pick out a statement,
a question, a request and a command and transform them to reported speeches and sentences.
ENGLISH VI
Date: ____________
I. Objective:
 Read orally a poem cast for verse choir
Value: Love for country
II. Subject Matter:

Reading a Poem: “Where are the Youth”
References: PELC Reading, p. 23

Growing in English VI (R)
TM pp. 213-215; TXT pp. 237-245
Materials: costume for each character/props for each character
III. Procedure:
1. Motivation
Arouse pupil’s interest in the title, “Where are you, Youth?
Ask: Who do you think is speaking? God gave us our country, the Philippines. It is expected
that each one of us will do our part in loving her and in taking care of her. But what have we
done? Today’s selection will challenge us to return to our senses and heed Mother
Philippines’ call “Where are you, my Youth? Save And free me!”
T
J
R
I F N
DOWN ACROSS
1. Over flowing 1. Supplies that can be drawn on
2. Old testament name for God 2. A Moslem priests
3. Inexperienced 3. Unhappy
4. The supreme being in the Moslem religion
B. Presentation
1. Motive Question
What should youth do to save Mother Philippines?
2. Dramatic Reading of the Selection
Ask the pupils to listen to the first reading of the teacher.
Then, assign them to participate in the dramatic reading. “Where are the Youth”
3. Comprehension check
a. Answering motive question
b. Answering comprehension questions
•Describe our country as pictured by Mother Philippines
•What was Mother Philippines suffering? Why was she unhappy?
•What can the following contribute to help Mother Philippines in her dilemma?
*Teacher *Social Worker
*Soldier *Police
*Businessman *Student
*Priest/Imam/Minister *Nurse
*Farmer
•Which of the character do you like best?
•What will the Philippines become if all the characters will do their job?
•If you were to contribute to help Mother Philippines, what could you give or do?
4. Literary Appreciation
Reciting a Poem for a Verse Choir
Group with your classmate. Assign the different speaking parts to each group and
individuals. The solo parts are Mother Philippines and the different professions. Then, recite
the poem as choir in your class. It is better if you can memorize the parts. Ask some teachers
to act as judge. Let them choose the best speaker. If the presentation is performed in stage, it
is suggested that the participants wear the appropriate costume or attire.
IV. Evaluation:
Reading a poem, “Where are the Youth?”
Encourage the participants to memorize their parts to make the presentation more realistic.
V. Assignment:
Memorize your part in the poem “Where are the Youth?” and be ready to recite this tomorrow.
ENGLISH VI
Date: ____________
I. Objective:
 Recite a poem cast for verse choir
Value: Cooperation
II. Subject Matter:

Reciting a Poem cast for a Verse Choir
Materials: pictures of frogs in different stages of development, flashcards
III. Procedure:
/f/
frog flock fist flood
fry front field fan
friend fast film float
fresh fact find fudge
2. Motivation
Show the pictures of the different stages of development of a frog in random order. Then
have the pupils sequence them according to the life cycle of a frog.
Have you heard the frog singing?
rushes strain
baton snap
mistook
Choose a word from the box to complete the statement below.
1. The conductor used his _________ to cue the violin section to slow down.
2. The _______ of that song is familiar to me.
3. There are frogs hiding behind the __________.
B. Presentation:
1. First Reading by the teacher
Have the children listen carefully to your phrasing, pronunciation and intonation as you read
the poem.
The Frog’s Singing School
Down in the rushes, beside the pool Until their leader so angry grew,
The frogs were having a singing school; He snapped his baton quite in two
Doing their best at their leader’s call And croaked, “Oh wrong! Oh wrong! Oh
He waved a grass blade high in the air wrong!”
And cried “Kokak” which means prepare Which his class mistook for another song.
But theyoungest singer took up the strain, At that, their leader hopped away-
And sang “Kokak” with might and main, “Kokak! Oh wrong!” I heard him say.
The others followed as he sang; Then, flop! He went right into the pool
2. Comprehension Questions
Ask the pupils these questions:
1. Who were having a singing school? What prompted them to have one?
2. What do you think made the youngest singer sing with might and main.
3. Why did the leader get angry? What lines tell you how he felt?
3. Second Reading by the pupils
Read the selection and have the pupils repeat after you in unison. This is to establish unity
through phrasing, pronunciation, and intonation.
4. Group Work
Have them answered and do the following:
1. What sounds do frogs make? Imitate.
2. How do frogs go from one place to another? Show how.
3. If you were to represent the frogs in the poem, how would you show the differences
among tadpoles, young frogs and old frogs?
IV. Evaluation:
Dramatic Presentation
Weather
All: Weather is something we must all share,
Weather is something we must all bear.
Solo 1: Whether its cloudy.
Solo 2: Or whether its bright,
Solo 3: In the warmth of noon,
Solo 4: Or the cool of night;
Solo5: Whether it’s misty,
Solo 6: Or whether it’s dry
All: We simply must take it, you and I!
Choir 1: Some like seasons that bring a change
Choir 2: Some like a much less varied range.
Solo 7: Some like it cool,
Solo 8: Some like it hot,
Solo 9: Some always want what they haven’t got.
Choir 1: Some folks gripe
Choir 2: And others flout it
All: But nobody does anything about it!
-Louise Abney-
V. Assignment:
Recite the poem cast for verse choir:
BES 6 Reading
ENGLISH VI
Date: ____________
I. Objective:
 Give possible cause and effect to the situation heard.
Value: Save our planet from destruction
II. Subject Matter:

Giving possible Cause and Effect to the Situation Heard
References: PELC 5 English for Grade VI, pp. 37-38 Growing in English Reading, pp. 183-185
Materials: chart, flashcards, strips of cartolina

/d/ and /dh/ sounds
/d/ /dh/
day they
den then
die thy
1. They traveled during the day.

2. Those passenger might doze during the trip.
2. Unlocking Difficulties:
Match each word to each meaning.
A B
1. atmosphere a. the act of clearing the forest.
2. pollutants b. the act of destroying or state of being destroyed.
3. endanger c. to expose to danger.
4. destruction d. any various harmful chemical which impair the purify of
5. deforestation water, soil or atmosphere
6. tremendous e. the mass or body of gases that surrounds the earth or any
heavenly bodies
f. dangerous; terrible
3. Motivation:
Class, I have here a real egg and a fork. I am going to strike the egg with fork, what
happened to the egg?
B. Presentation
1. Have the pupils listen as the teacher reads the selection. “Save the Earth”
2. Comprehension Check-up:
1. What day-to-day activities do you think contributes to the endangering of our planet
earth?
2. What are the sources of air pollutants?
3. What is the effect of this greater heating of the earth?
3. Analysis and Discussion:

In the situation you have listened to, what possible causes and effects can you give?
4. Fixing Skills:
Write the four causes of the earth's danger on Column A and the effect on Column B.
select from the list below.
1. Increased heating of the earth
2. Indiscriminate cutting of trees
3. Exhaust pipes of running vehicles
4. Destruction of ozone layer
5. Spraying of plants with chemicals
(Causes) A (Effects) B
5. Generalization:
What is cause? What is effect?
What would you do to give possible cause/effect to the situation heard?
a. Guided Practice:
Listen to these situations and be able to give the possible cause and effect.
1. Mario was very delighted over his high score in Science.
2. Your neighbor's three-year old daughter is crying.
b. Independent Practice:
Divide the class into groups of four. Each group will give the cause/effect of the
following situations.
1. The door bangs as Albert leaves the room.
2. The pupils suddenly keep quiet.
7. Valuing:
Why is it important to save our planet from destruction?
IV. Evaluation:
Listen to each situation and answer the questions that follow by selecting the letter of the correct
answer.
Kevin smelled smoke in the air. He looked down the street and saw a fire blazing in old garage. "I
have to do something fast," he said to himself.
Kevin knew that he could not fight the fire himself, so he ran to the nearest phone. He reported
the fire. Soon a fire truck was on the day to the garage. By nine-thirty, fire fighters from 5 action Five
had put out the fire.
1. Kevin smelled smoke to the air. What was the effect?
a. He checked and saw fire
b. He started to feel funny
c. He bought someone was smoking.
He reported the fire.
V. Assignment:
Give three possible causes and three possible effects to this situation:
The street are flooded every time it rains.
ENGLISH VI
Date: ____________
I. Objective:
 Use the verb that agrees with the singular indefinite pronouns
Value: Being respectful
II. Subject Matter:

Using the Verb that Agrees with Indefinite Pronouns
References: PELC 1.5.3.1 Building English Skills (Language) pp. 47-49 Growing in English
(Language) pp. 99-101
Materials: chart, flashcards

1. Drill:
Sentence Drill
Somebody gives me a surprise.
Everybody works hard.
I think someone is playing a joke on me.
2. Review:
What kind of pronouns are the words? What is a pronoun? What kinds of pronoun do you
know?
3. Motivation:
Read the story.
a. Who are the characters in the story?
b. What can you say about them?
B. Presentation:
1. Read the dialogue.
a. What made Lita laugh?
b. What did Aurora say to Lita?
c. Was Aurora right? Why?

What are the indefinite pronouns used in sentence 1 and 2?
What do the words everybody and everyone mean?
4. Generalization:
What are indefinite pronouns? What form of the verb is used with singular indefinite
pronoun?
a. Guided Practice:
Choose the correct form of verb inside the parenthesis for each indefinite pronoun.
1. Everyone (is, are) a unique person, with or without defect.
2. Everyone at the Science Fair (is, are) curious.
Complete each sentence with a verb in the present tense.
1. A few of the contestants ____________.
2. Either of the subjects _____________.
6. Valuing:
How will you show respect to people with defects?
IV. Evaluation:
Read the paragraph below. Copy the verb that agrees with each indefinite pronoun.
Everyone in my class (has, have) a pen pal. Several write to more than one person. Nobody
(forget, forgets) to send letters every week.
Everybody (is, are) always eager to check the mail. Something usually (arrive, arrives) in the
mail for me. Each of my pen pals (is, are) special. Both of my pen pals live in America. Some of us
read the letter about the class. Many hope to visit their pen pals someday. All enjoy communicating
with new friends.
V. Assignment:
Use each of the following singular, indefinite pronouns in a sentence.
1. anybody
2. someone
3. everybody
4. none
5. anyone
ENGLISH VI
Date: ____________
I. Objective:
 Use the verb that agrees with the plural indefinite pronouns
II. Subject Matter:

Using the Verb that Agrees with the Plural Indefinite Pronouns
References: BEC-PELC 7.1 p. 24 Growing in English Language, pp.97-100

Materials: chart, pictures

1. Drill:
Gave the plural form of the noun in the parentheses
Fishing is fun. (Man), (woman) and (child) love it both as an occupation and as a part of
sport. It does not necessarily mean catching different (species) of fish, like (tuna), (milkfish),
(salmon) or mackerel.
2. Review:
What are the indefinite pronouns?
Can you give examples of singular/plural indefinite pronouns?
3. Motivation:
Show pictures of life in the past and in the 215t century.
Compare the two pictures. Talk about to which picture do they want to live with.
B. Presentation:
1. Read the paragraph.
What was everyone striving for ever since the world begun?
Why is electricity considered to be the necessity in the homes?

Let the pupils read sentences in sentence -strips.
1. Many think life is better now than before.
2. Some say it is much better to live today.
3. Few believe it is happier and more peaceful to live this time.
4. Fixing Skills:
Complete each sentence with the appropriate verb inside the parenthesis.
1. Many of the pupils (is, are) proud of their projects.
2. All of the 'students (love, loves) their projects.
3. Few (has, have) started on their science projects.
5. Generalization:
What kind of verbs do the plural indefinite pronouns take?
a. Guided Practice:
Complete each sentence with the correct form of the verb in the parenthesis.
(feel) 1. All pupils __ excited in their field trip.
(be) 2. Most of the entries __ very creative.
(be) 3. Few pupils __ witling to join the competition.
Group the pupils. Provide each group with a list of plural indefinite pronouns. Have
them write a sentence using each word. The answers must be written in the newsprint.
IV. Evaluation:
Choose the correct verb form from the parentheses.
1. Few pupils (work, works) hard for the next fair.
2. Both boys and girls (neglect, neglects) responsibilities.
3. All the boys (do, does) their best today.
V. Assignment:
Construct your own sentences using the plural indefinite pronouns.
1. Few ________________________________.
2. Both ________________________________.
3. Several ______________________________.
4. Many _______________________________.
5. All _________________________________.
ENGLISH VI
Date: ____________
I. Objective:
 Use possible causes and effects to news stories heard.
Value: Righteousness
II. Subject Matter:

Giving Possible Causes and Effects to News Stories Heard.
References: BEC-PELC 6 p. 24 Growing in English Reading p. 186

Materials: Recorded news broadcast, charts, newspapers

1. Drill:
Match each cause and its effect.
A B
1. When the generator is turned on. a. A car stops
2. If we strike a match b. The building is dark
3. because the air is not moving c. electricity flows out of it
4. because the lights are off d. the friction produces some heat
5. because brakes are applied e. there is no wind
2. Review:
How can you distinguish cause from given effect?
3. Motivation:
What news report did you hear this morning?
B. Presentation:
1. Listening to the taped news report.
Who was the policeman's daughter?
What did the two women offer her?
How much was the original price of the ring?
Why did they sell it for only P450.00?
3. Valuing:
If you were the daughter of the policeman, would you also do the same? Why?
4. Discussion/Analysis:
Studying the sentence taken from the news broadcast:
Two women were detained because they were peddling fake jewelry.
 What is the reason why the two women are detained?
 Which is the cause/effect?
5. Generalization:
How can you give possible cause to a given effect?
a. Guided Practice:
Work by pairs. (Think pair share) Pupil A will write a cause from the controversial
issue in the newspaper then pupil B will write the possible effect.
Listening to another news broadcast then identify cause-effect relationship.
Cause __________________________
Effect __________________________
IV. Evaluation:
Listen to the recorded news broadcast then fill up the table below.
Cause Effect
1. A total of 3780 students enrolled this school year at Manila High School. It is four percent lower
than 3933 figure last school year. This is due to change of residence and unemployment.
2. Most failures and inability of students to hurdle the College Entrance Test are due to poor
reading ability and comprehension and deficient mathematical ability.
V. Assignment:
Read news stories in the news paper. Then list down 5 possible effects to a given cause and vice
versa.
ENGLISH VI
Date: ____________
I. Objective:
 Give other events that could happen next
Value: awareness about the possible consequences of our actions
II. Subject Matter:

Giving other Events that Could Happen Next
References: PELC 5, 3, 2 Building English Skill (Reading) p. 49

Materials: charts, strips of paper, flashcards

1. Review:
Give the possible outcomes to the given situations.
1. Marie study hard before the periodical exams, therefore she would surely.
2. There are dark clouds in the sky, after a while thunder and lightning followed, most
probably ...
2. Motivation:
Have the children sit quietly and listen to the sounds around them. What sounds have you
heard? What sounds have you enjoyed hearing? Which sound did you not like? Why?
Using flashcards, pick out the word that will complete each sentence.
rattle screech clutter moan murmur
1. The _________ of rain is heard on the roof.
2. The _________ of the wind is like a prowling cat.
4. Raising of Motive Question:

What will you do if you heard some noise?
B. Presentation:
1. Let the pupils read the selection “Noise”.
a. Answering the motive questions.
b. Answering guide questions.
1. What did the writer of the poem says about noise? Does she like noise?
2. If you heard a boom of thunder, what would you do?
3. What would you expect a person to do if she heard a moaning wind?

Eloisa was eating her snacks in the canteen. When she looked around, she saw a black
purse lying on the table nearby. She got it and brought it to the lost-and-found center of the
school.
What do you think would probably happen?
Why do you say so?
4. Fixing Skills:
Read the following and choose the sentence that tells probably happen next.
1. In the early days, most things are made at home. Other things were made in shops. The
people did much of this work with their hands.
a. It was easy to do work.
b. Men earned much money from their work.
c. Work was done slowly.
5. Generalization:
What would you do to be able to give the events of what could happen next?
a. Guided Practice:
Write your own ideas to complete each sentence.
1. If I fix my blanket and pillow after waking up, _________.
2. If I eat good breakfast before going to school, ______________.
Divide the class into groups of 4. ask each leader of the group to pick a piece of paper
having a situation. Then, on a piece of cartolina, each group will write the events that
could probably happen next.
IV. Evaluation:
Read the situations. Then, select from the given choices the events that will happen next.
1. A band is playing in the plaza one early morning. Many people are there. All of them are well
dressed. They are standing around the flagpole. Two of them are holding the string of the big
flag.
a. The flag will be raised.
b. The flag will be changed.
c. The flag will be lowered.
2. Mildred is putting on a beautiful long gown. Her mother is helping her. There is a crown on a
table. There are decorated candles, too. Downstairs Mildred's father and brothers are decorating
an arch. What do you think is going to happen?
a. Mildred is going to a wedding.
b. Mildred is going to have her picture taking.
c. Mildred is going to join a Santa Cruzan.
V. Assignment:
Write the appropriate event that will happen next to each of the following situations.
1. Mina had a very beautiful voice. She joined the singing contest in school. She practices very well
for the contest.
2. Nick planted some santan cuttings/ but he forgot to water them. What do you think will happen to
the plants?
ENGLISH VI
Date: ____________
I. Objective:
 Draw pictures of incidents that are possible to happen
Value: Being cautions
II. Subject Matter:

Drawing Pictures of Incidents that are Possible to Happen. “The Birthday Gift”
References: Exercises 17-18, Reading Comprehension Exercises in English VI

Materials: pictures, charts

/ oo /
book poor
look fool
good food
2. Motivation:
What special gift to you want to receive on your birthday? Why?
3. Unlocking of Difficulties:
Choose the meaning of the underlined words from the word box.
a. I embraced Mother tightly after she forgave me for breaking her favorite jar.
b. Hanz longed to see his father who had been abroad since he was born.
wished edge care bang hugged left
4. Motive Question:
What birthday gift did the girl in the story received?
B. Presentation:
1. Silent reading of the selection written on chart.
The girl received a motorbike on her birthday.
b. Comprehension Questions:
 Why was the father unhappy with the birthday gift?
 How did Theresa learn to ride a motorbike?
c. Valuing:
Why do you think did Therese meet an accident?
3. Skill Development:
Present a picture from the selection read. Have the pupils arrange them according to how
they happened in the story.
4. Fixing Skills:
Group Work.
After reading the selection, have the groups draw the incidents that are possible to
happen.
5. Independent Practice:
Have the pupils read the selections that follow, then draw the incidents that are possible
to happen.
The Foolish Chicken
One day a chicken stood near a pond watching the ducks swim fast. It longed to swim
like them. But its mother had warned it not to go near the pond, as it could fall into the water
and drown.
IV. Evaluation:
Draw the incidents that may happen in this story.
A fox saw a crow upon a tree with a morsel in. its beak. It wanted that bit of food very badly. So
it flattered the crow and asked her to sing.
V. Assignment:
Draw the incidents that may happen to your favorite tele-series.
ENGLISH VI
Date: ____________
I. Objective:
 Analyze ideas as to cause and effect from discussions
Value: Preservation of artworks, Love for nature
II. Subject Matter:

Analyzing Ideas as to Cause and Effect
References: BEC 6 Reading pp. 80-86; pp. 88-89

Materials: chart, pictures, strips of cartolina

ed/t
marched sketched
discussed reached
asked surprised
2. Review:
Read each sentence. Find the error and encircle it.
a. Animals are producers in this world.
b. The sun provides water to the living things.
Pick out a leaf and match to its appropriate meaning.
monastery chapel museums model portrait
______ a building where monks live.

______ pictures
______ person who poses for an artist
4. Motivation:
Have you heard about the so called "Four Famous Paintings"?
Why do you think they are so famous?
B. Presentation:
1. Let the pupils read the story "Four Famous Paintings", BE56 Reading, pp. 80-85.
a. What makes “Mona Lisa” famous?
b. Who painted it?
c. Why did the Italian merchant choose that painter to paint – portrait of his wife?

Read carefully the underlined sentences. Answer the questions that follow.
1. People look at "Mona Lisa" with delight because of her mysterious smile.
a. What is the effect of knowing how to paint solid and like-like?
b. Why do people look at "Mona Lisa" with delight?
4. Fixing Skills:
In each pair of sentences, which is the cause and which is the effect?
1. People need to plant more trees. Trees prevent floods.
2. Pablo found a two-peso coin. He planned to buy a yoyo.
5. Generalization:
What is cause? What is effect? What connectives are used to introduce a cause or effect?
a. Guided Practice:
Write under each column where the sentence should be written.
Effect Connective Cause
1. The people cheered loudly for Gen. Emilio Aguinaldo because he had announced
his plan to proclaim Philippine Independence on June 12, 1898.
Do as instructed
1. List down all possible causes to flash floods in different places.
2. List down all the possible effects to big families.
IV. Evaluation:
Analyze the given ideas as to cause and effect. Complete the following sentences.
1. The pedestrian broke a traffic role so __________.
2. He studies hard, that's why __________.
3. We experience flash floods because ___________.
4. She finished her assignment in order to __________.
V. Assignment:
Write 5 sentences showing – cause and effect.
ENGLISH VI
Date: ____________
I. Objective:
 Use the present perfect tense of the verb.
Value: Independence
II. Subject Matter:

Using the Present Perfect Tense of the Verb.
References: PELC 8.1.1, p. 24 (spelling) Growing in English 6 – Language pp. 163-170

1. Drill:
Give the past participle form of the following verbs.
Break write throw bring fight
2. Motivation:
How did you feel doing a job alone? Were you able to do it alone?
B. Presentation:
1. Read the story.
What do you think happen to Sir John Trevanion?
How did cryptography help him escape prison?

Go ever the underlined verbs.
a. Cryptography has grown in recent years.
b. This form of communication has been known for centuries.
c. Many have seen its usefulness.
3. Fixing Skills:
Here are sentences. Which sentences are in the present perfect tense?
a. His mood grew gloomier.
b. He saw no way to escape.
c. Many people have used it.
4. Generalization:
When do we present perfect tense?
How do we form the present perfect tense of verbs?
a. Guided Practice:
Use the following present perfect tense in sentences.
1. has/have been
2. has/have felt
3. has/have looked
Form the present perfect tense of the following using has/have. Use it in meaningful
sentence.
1. are
2. break
3. choose
IV. Evaluation:
Choose the correct verb in each sentence.
1. Thess (bas forgotten, have forgotten) her books on the table.
2. My scoutmaster has (taught, teached) me raised the flag since I was a Grade Four scout.
3. My teacher (has choosen, bas chosen) our group to perform the dance tomorrow.
V. Assignment:
Give the missing forms of the verbs in the chart below. Use each present perfect tense in sentence.
Ex. Verbs Past Form Present Perfect Tense

begin begun (has/have) begun
1. hide hid (has/have _______)
2. blow ______ (has/have) blown
3. draw drew (has/have _______)
4. freeze froze (has/have _______)
5. sink ______ (has/have) sunk
ENGLISH VI
Date: ____________
I. Objective:
 Draw pictures of characters reaction that is possible to happen.
Value: Concern to others
II. Subject Matter:

Drawing pictures of Incidents/Characters that is Possible to Happen
References: Growing in English (Reading) pp. 120-133

Selections: Delia Learns a Lesson From the Teeth and the Tongue
Materials: chart, show me cards, pictures and strips of cartolina

1. Drill:
Pick out a (turn upside down) strip of cartolina and act out the message
a. writhing in pain
b. winning the declamation contest
c. offered a helping hand to the old woman
2. Review:
What do you expect when:
a. there is a continuous rain?
b. you review for the test?
c. you did not make your assignment?
3. Unlocking difficulties:
Clap your hands 3 times if the meaning is correct and stamp your feet twice is not.
a. When you're broke, do you mean you have money?
b. If a daughter is the parent's apple of the eye, is she well liked?
4. Motivation:
How many of you are easy to deal with? Are you friendly? Do you like to be with your
cousins?
B. Presentation:
1. Ask children to read orally the story.
a. Who were the main characters? Describe each.
b. What did Delia do with the money given by her father?
c. What did Delia’s father command her to give to Auring?

How will you figure out the main characters in the story?
4. Fixing Skills:
a. How would you act-out Delia while asking for money?
b. Dramatize the situation when Delia’s mother introduced her to her aunt and cousin.
5. Generalization:
In figuring out characters, what do you need to have?
Using your imagination, draw the characters in the situation below.
A flash flood is about to reach Don Jose's village. There are children playing outside the
house.
IV. Evaluation:
Listen and draw from your imagination any character found in the dialogue.
V. Assignment:
Draw using your imagination our school 10 years from now.
ENGLISH VI
Date: ____________
I. Objective:
 Write and ending to a given situation
Value: Safety precautions against accidents; Helpfulness
II. Subject Matter:

Writing an Ending to a Given Situation
References: PELC 7 Writing, p. 24 Growing in English 6 TM, pp. 190-191

Growing in Language 6 Language pp. 244-245 BES LP pp. 350-351
Materials: strips of cartolina, boxes, picture of a rickshaw in a Chinese neighborhood, a story,
pocket chart, manila paper

/s/ vs. /sh/
Pronounce the /s/ and /sh/ sounds correctly.
a. Word Drill
/s/ /sh/
see she
sore shore
same shame
b. Phrase Drill
shake the bottle wish for the moon shame on you
on the shore push the button wash the dishes
2. Review:
Review on Cause and Effect
1. You saw a snake under an old bench.
2. The milk gets spoiled
3. He slipped and fell down
3. Motivation:
Look at the picture. What neighboring country reminds you of a rickshaw? The kind
of dress that the person wear? Does China and other countries like Singapore, still have
rickshaw on their streets? Further ask the pupils to describe the scene they see in the
picture on page 244.
B. Presentation:
1. Ask the pupils to listen to an incident which happened 50 years ago in China.
a. Who is the main character in the story?
b. What did the rickshaw man do?
c. How did Lu Hsun react to the situation?
3. Discussion Question:
How do you think the story ended? Welcome some endings. Then invite the pupils to
open their textbooks on page 244. Listen well, and choose the most likely ending.
4. Fixing Skills:
Try to create a story similar to the story you have listened to. Instead of a rickshaw man,
make a bus driver or a taxi driver as the main character. Be sure that everyone participates.
5. Generalization:
How do you give an appropriate ending to a situation? Based on known facts and familiar
events, you can draw up the logical consequences of an action or event.
6. Application:
Analyze and write the appropriate ending below the given situation.
1. The maid left a pot of mongo beans to boil on the stove. She did some laundering outside
the house. In less than an hour ...
2. A gate with a sign, "Beware of Dogs," had been left open. A boy of 12 was passing by,
suddenly ...
7. Valuing:
In what ways safety precautions help? Cite examples.
IV. Evaluation:
Write an appropriate ending for each situation.
1. A pedestrian hurried to cross the street. He had not reached the other side when the traffic light
switched from yellow to green. Wheels of waiting vehicles rushed impatiently on. In an instant...
2. Nico and his playmates wandered by a construction site. A painter working high up on a
scaffolding, accidentally dropped his can of paint. Directly below was Nico picking up a scrap of
wood. Luckily, an alert foreman had heard the painter's shout, and just in time ...
V. Assignment:
Read the situation and write the ending in your English notebook.
One Saturday afternoon, Jerry and Tony climb on a tree to pick some guavas. Tony saw a big,
ripe guava, he tried to reach it op but the branch is too small for him ...
ENGLISH VI
Date: ____________
I. Objective:
 Analyze ideas as cause and effect to news heard
Value: Love for our National Language.
II. Subject Matter:

Analyzing Ideas as Cause and Effect to News Heard
References: PELC Listening 6, p. 24 Philippine Star

Materials: charts, strips of cartolina, manila paper

1. Review:
Match the following causes on Column A to 'the suitable effects on Column B. (Write it
on strips of cartolina)
A B
1. missing breakfast a. failed test
2. strong typhoon b. feeling hungry
3. forget to study c. roofless houses
4. drunk driving d. late to work
5. faulty sleep e. car accident
Arrange the jumbled letters to get the hidden words based on the given clues.
a. n g s t e r you - young fellow
b. d a n gee n red - exposed to danger
c. s i v e v ape r - spreading all over, passing through without causing disruption.
3. Motivation:
Do you know Manuel L. Quezon? What was his greatest contribution to our country? Do
you think it is important to have our own language? What does it symbolizes?
B. Presentation:
1. Have the pupils listen as the teacher reads the news, "Cherokee Tribe Tries to Save Dying
Language"
a. What is happening to the Cherokee language?
b. What is the reason why Cherokee language is dying?
c. How was the Cherokee language saved are revived?

Write the pupils answer to Question A on Comprehension check-up and analyze it.
Ask:
What part of the sentence is the cause? How did you identify it?
What part of the sentence is the effect? How did you identify it?
4. Fixing Skills:
In the following sentences taken from the news, identify which is the cause and which is
the effect.
1. A classroom was offered in Lost City School to teach Cherokee language because of the
plea of the tribe leader.
2. Some were being punished because of speaking the Cherokee language.
5. Generalization:
What is cause? What is effect? What connectives are used to introduce a cause or an
effect?
6. Infusion Values:
How can we show that we are proud of our national language?
IV. Evaluation:
Analyze the ideas I the following news. Then, underline the causes and box the effects.
A strong typhoon hit the town of Many Kardo so their place was flooded for almost three days.
Because of the heavy rain, the drops were submerged in the water. The crops was getting ready for
harvest time but the typhoon swept the rice field in no time. Some had gathered whatever they could
save from their field even if it was drenched and smelling…….
V. Assignment:
Write a short paragraph showing the cause and effect on the topic "Urban Gardening.
ENGLISH VI
Date: ____________
I. Objective:
 Use verb in the active voice
Value: Appreciation of God’s creations
II. Subject Matter:

Using Active Voice
References: PELC Speaking 8.1, p. 24 Growing in English (Language) 6 pp. 177-178

Open Roads to Reading 6, pp.202-203
Materials: chart

1. Drill/Review:
Dictate the following sentences. Then ask the pupils to underline the subject and box the
predicate.
a. The pupils are happily dancing to the tune of spaghetti dance.
b. Plants need water and sunlight to grow.
c. Mrs. Sambrano teaches us how to recite the poem.
2. Motivation:
Show a picture of nighttime with many stars. Ask the pupils what do they usually do
during this kind of night. Aside from the stars, what other heavenly bodies do they see in the
sky at night?
3. Motive Question:
What heavenly body does Kauro wants to see?
B. Presentation:
1. Have the pupils listen as the teacher reads the selection.
a. How does he see stars that could not be seen by naked eyes?
b. What other things he saw in the sky?
c. What did he do with his observations?

Study the following sentences taken from the selection.
a. Kauro peer eagerly through the telescope.
b. He saw the stars.
c. He sketches it.
4. Fixing Skills:
Let the pupils answer the remaining three sentences on Analysis and Discussion.
5. Generalization:
What is an active voice of the verb? How do we identify the active voice? What pattern
can we use in writing sentences in the active voice?
a. Guided Practice:
Study the following sentences. Write A on the blank if the sentence is in the Active
voice and X if not.
_____ 1. The teacher gave clear instructions.
_____ 2. Their teachers admire conscientious students.
Write these sentences highlighting the doer not the action of the doer.
1. the reflecting telescope, Isaac Newton, invented, in 1668
2. invented, 1709, somebody, the piano
IV. Evaluation:
Complete the following sentences by supplying the verb and direct object.
1. The pretty girl ______________________.
2. Our class ______________________.
3. The man ______________________.
4. The workers ______________________.
5. A strong typhoon ______________________.
V. Assignment:
Write a paragraph about the topic cleanliness in the school. Use the active voice of verb in your
sentences.
ENGLISH VI
Date: ____________
I. Objective:
 Use verb in the passive voice
Value: Listening politely
II. Subject Matter:

Using Verb in the Passive Voice
References: PELC 8.1 Speaking, p. 24 BES 6, TM, p. 129 BES 6 LP, pp. 370-372
Materials: pocket chart, card with words written.

a. Word Drill:
/a/ /t/ /ed/
called cooked attracted
scrubbed passed landed
b. Phrase Drill:
named for me walked to the stage
scrubbed the floor needed money
c. Sentence Drill:
The flower looked very pretty.
The dancers walked to the stage.
The food victims needed money.
2. Review:
Complete the sentence by choosing the .correct form of the verb below. Write only the
letter of the correct answer.
1. Peter _____ to the movie by this mother.
a. take c. was taken
b. taken d. has taken
2. A strong typhoon ______ the school building.
a. destiny c. destroyed
b. have destroyed d. was destroyed
3. Motivation:
Ask: "Did you see a shooting star last night? Did you make a wish?
B. Presentation:
1. Direct pupils to read the sentences in letter B, text p. 160. Here are some facts about shooting
stars.
1. Shooting stars are not really stars, but masses of rack. They are called meteorites.
2. Meteorites move through outer space. They are attracted by the force of gravity of the
earth.
The above statements tell about general truths. They are in the simple present tense.
Read the underlined words in sentences 1, 2, and 3.
What do you noticed about the composition of the verbs?
4. Fixing Skills:
Rewrite the following sentences in the passive voice.
1. The members of the club planned some activities.
2. The girls collected pictures of heavenly bodies.
3. The boys prepared some albums.
5. Generalization:
How do we write sentences in the passive voice?
6. Valuing:
How did you listen to the teacher during class discussion?
Pupils will be grouped into 6. Each group will choose its leader. Then on the board are
pasted drawings of different science concepts.
1. shooting stars
2. a solar eclipse
3. lunar eclipse
IV. Evaluation:
Read the following sentences. Then write the passive form of each sentence without a by-phrase.
The beginning of each passive sentence is given.
1. Our club holds monthly meetings in the school library. Our monthly meetings ___________.
2. The president asks us to attend1he meetings. We ____________________.
V. Assignment:
Go through the headlines and news reports in newspapers. Underline sentences with passive
constructions. And on a piece of paper, list down at least five of them. If the passives are abbreviated
in headlines, expand them into sentences.
Examples:
a. Fort Santiago renovated by NGO.
b. Fort Santiago was renovated by a Non Government Organization.
ENGLISH VI
Date: ____________
I. Objective:
 Use the verb that agrees with the singular indefinite pronouns
Value: Honesty
II. Subject Matter:

Writing About One’s Feelings/Reactions Using the Correct Form of the Verb.
References: Growing in English 6 pp. 139-145

Materials: word cards, sentence strips, pocket chart

1. Drill:
Spelling ed and ing words
picnicked visiting
applauded accompanying
apologized engaging
2. Review:
Encircle all the verbs in these group of words.
beautiful paining dent
special playful sun
3. Motivation:
Have you ever written your life story? What make up one’s life story or autobiography?
Form small groups. Tell each other some of your unforgettable experiences when you
were little children.
B. Presentation:
1. Turn to page 139 LISTEN WELL. Do you remember the girl in the picture? She's Melissa
Mauricio. Listen to her life story. Have a picture of a girl as someone in class reads the life
story.
a. When and where was Melissa born? How old is she now?
b. Who are her parents? What are their occupations?
c. How does she spend her weekends?

Study the sentences about Melissa’s autobiography.
a. Melissa's father is a school principal.
b. Her parents come from Tarlac.
c. She helps her mother in the store every weekend.
4. Generalization:
What tense do all the sentences express?
What does the simple present tense show?
Used the correct form of the verbs in the simple present tense.
Example:
How often do farmers harvest their crops?
They harvest two to three times a year.
1. What part of the country do your parents come from?
2. How many member nations does the ASEAN have?
IV. Evaluation:
Write a short paragraph using the sentences below. Use the correct for of the verb in each blank.
1. It _____ Clean-up Day at Taal, Bocaue, Bulacan.
2. The people _____ early in the morning.
3. The men ______ the canals and the dirty places.
V. Assignment:
Write the paragraph about what you feel when you are in school.
ENGLISH VI
Date: ____________
I. Objective:
 Infer the general mood of the selection/poem read.
Value: Self confidence
II. Subject Matter:

Inferring the general Mood of the Selection
References: PELC III 8-1, p. 24 Growing in English (Reading) pp. 197-198 Mastering
Communication Skills pp. 188-189
Materials: chart, sentence/phrase strips, pocket chart

Read the following phrases with correct pronunciation.
On top of the hill
In the valley
By the side of the rill
Can’t be a tree
2. Review:
The sun is behind the mountains. The flowers are all in bloom. Birds are chirping. The
children are laughing.
 What word best describes the mood of the passage?
a. funny b. romantic c. gay
3. Motivation:
 Have you done your best before? How did you feel?
 The poem in today’s lesson challenges you to be your best in anything.
B. Presentation:
1. Read the poem with expressions by the teacher while the pupils listen.
 Do your best when given a task?
 How does it feel to dot he best and be the best?
 How can you be best in anything?
3. Generalization:
What is meant by mood?
How would you determine the mood of the selection?
a. Guided Practice:
Identify the mood expressed in each .stanza below and write the correct answer.
1. Lord, let the rain water the plain! Lord, let the sun ripen the grain!
a. forgiving c. envying
b. pleading d. exciting
Infer the mood of the following passages.
1. These past several weeks when you had not written, I realized how much you mean
to me.
2. “What a beautiful picturesque! It deserved a price,” cried Zeny.
IV. Evaluation:
Choose the answer the best express the mood in the paragraph.
1. Robert was driving along the highway when his front tire went flat. He walked to the nearest
telephone and called mechanic for help. They were very busy at the garage. Nearly an hour went
by before help arrived.
a. hopelessness
b. restlessness
c. tiredness
V. Assignment:
Read again the poem "Be the Best of Whatever You Are" Write the general mood on your
notebook.
ENGLISH VI
Date: ____________
I. Objective:
 Use the expressions about the future plans, hope-can and wish could, would
Value: Attentive listening, openness in writing one’s hopes and wishes
II. Subject Matter:

Using Hope-Can, Wish-Could, Would Expressing Hopes and Wishes
References: PELC Growing in English Language TM, pp. 152-154, Txt, pp. 196-203
Materials: word cards, cassette, song “When You Wish Upon a Star”

1. Word Study:
Study the spelling and meaning of each word.
Astronaut Pilot Architect
Engineer Astronomer Analyst
2. Motivation:
Have you ever seen a star shoot across the sky one starry night? What did you do?
B. Presentation:
1. Listening Activity
 What does the song tell about making a wish?
 What does the line “Makes no difference who you are” mean?
 Do you believe in wishing upon a star.
2. Discussion:
a. Who among Loren’s well wishers tell what is/are likely to happen? Go over their
statement.
 What expression of desire or want is used in these sentence?
 What form of the verb follows the expression hope?
3. Fixing Skills:
Read the following sentences. Choose wish sentences tell about (a) thins that are likely to
happen (b) things that are not likely to happen. Write a or b for each sentence.
1. I wish I were the President of the Philippines
2. Father hopes Natalie can make the best decision for herself.
4. Generalization:
When is hope used?
When is wish used?
Read this dairy entry written by David. Be able to point out his hopes and wishes.
Be able to point out his hopes and wishes.
I often dream of flying to mass with my friends. I wish a large spaceship could take all
of us here. I also wish that the spaceship were fast enough to bring us back and forth to the
earth. I hope I can find evidences showing that life is possible there. I hope I can do it as
soon as possible so that some people on earth can migrate there. The population on earth has
increased very much. Mother earth is already suffering from destruction. I wish I council do
this to save her.
 What does David wish?
 What are is hopes?
IV. Evaluation:
Write your own dictionary entry telling about your own hopes and wishes.
V. Assignment:
Interview five classmates about their hopes and wishes. Chart the information you will gather.
Name Hopes Wishes
1. Ex. Aminah Can finish her studies and can She were a strong tree
work
2.
3.
4.
5.
ENGLISH VI
Date: ____________
I. Objective:
 Tell how the story would turn out if some episodes were changed
Value: Greedy people will not be rewarded
II. Subject Matter:

Inferring How the Story Would Turn Out if Some Episodes were Changed.
“Defining a Poor Man”
References: PELC 8.2 (Reading) p. 24
Growing in English - Reading TX pp. 204-212, TM pp. 193-195
Materials: charts

1. Drill:
/j/
Pronounce the /j/ in the following words:
gypsy apologize janos majesty just
2. Motivation:
"Lawyers defend anyone who is treated unjustly. Anyone can play "lawyer" to anybody
as the need arises. In the story, find out how a gypsy acted as a "lawyer" to save a poor man
from a big trouble."
3. Motive Question:
"How did the gypsy save' Janos from the big trouble of losing all his money to a greedy
innkeeper?"
B. Presentation:
1. Silent reading of the story. “Defending a Poor Man”
a. Answering the motive question
The gypsy compared the impossibility of increasing the number of boiled corn to that
of the hard-boiled eggs being hatched into chicks.
b. Comprehension Check
 What did the poor Hungarian owe the innkeeper?
 How much did the innkeeper want the poor man to pay?
 Who defended the poor man? How?
c. Skill Development:
Tell how the story would turn out if some episodes in the story were changed.
 What would have happened if the gypsy had not appeared in court?
 What would have happened if the innkeeper had gotten all the money from Janos?
Read the following stories, then fill the blanks with possible endings.
a. There was once a tired bird that was very thirsty. It saw a jar with very little water. It
tried to reach the water but could not do it.
"Aha, I know what I shall do. I shall put stones in the water." After putting stones, the
water level rose and the thirsty bird's thirst was quenched.
If the bird wasn’t witty and patient, ______________________________.
IV. Evaluation:
Read the story then complete the sentences that follow.
A. One day, Ruth planted a bean seed. She watered the seed daily. After three day, she saw a little
plant growing. There were two little leaves coming out. The next day, the little plant grew taller.
But she went to visit her grandmother in the city for three days. When she returned, she saw that
the little plant died. 1f Ruth had not watered the seed daily,
_______________________________________________________________________.
V. Assignment:
Change an incident in your favorite tele-series. Then write what could have happened had the
character took the action which you've written.
ENGLISH VI
Date: ____________
I. Objective:
 Use the expressions if-were-would and if-am-will shall
Value: Having an ambition
II. Subject Matter:

Using If-Were-Would and If-Shall or Will
References: Growing in English – Language TM, pp. 159 – 162; TXT, pp. 206-213
Materials: wordcards charts, cassette tape,
Poems: “If I were, I would, if I am, I will,” “If”

1. Review:
Review on using hope-can and wish-could, would
 Supposing the Philippine launches a worldwide fight against all kinds of pollution,
what do you hope and wish to do to help carry it out?
2. Motivation:
What do you hope to be when you grow up?
B. Presentation:
1. Listening Activity:
 What are the animals mentioned in the song?
 Which words are presented several times in the song?
2. Discussion:
 Go over the sentences that answer the questions about he poem.
a. If I were a daily newspaper, I would hold in truth the over.
b. If I were a bubble, I could fly about the sky.
c. If I learn to fly, I will capture the earth and space.
3. Fixing Skills:
Complete the following expressions. Which express things that are likely to happen?
Which don't?
a. If I were a butterfly, ________________.
b. If Father comes home early, _________________.
c. If Mother were here today, __________________.
4. Generalization:
 When is If (I) (present tense of verb) used? What form of the verb follows it?
 When is If (I) were used? What verb follows it?
IV. Evaluation:
Write an interesting answer to each of the following questions. (complete sentences)
a. What would you do if ………………..
1. you were born deaf and mute?
2. you were the richest person in the country?
3. you were a scientist?
b. How will you react if ………….
4. you top the final examination in mathematics.
5. you meet the president of the Philippines?
V. Assignment:
Memorize the song “El Condor Pasa.”
ENGLISH VI
Date: ____________
I. Objective:
 Infer alternative action taken by characters
Value: Respect Children’s Rights
II. Subject Matter:

Inferring Alternative Action Taken by Characters
References: PELC 8 (Reading) p. 24 Growing in English Reading 6, pp. 204-206; 211

Materials: charts

1. Review:
Listen to the following paragraphs. Give the possible effects to the given situations.
a. Allan always comes to school late.
b. Jobert listens attentively to every discussion of his subject teachers.
c. The Grade 6-C of Bambang Elementary School joins the cleanliness drive of their
community.
2. Motivation:
At your house, what are the usual household chores that you do? Are you forced to do it
or do you do it on your own free will? Why?
3. Motive Question:
Why did the girl wanted to be with her grandmother in paradise?
B. Presentation:
1. Have the pupils listen as the teacher reads the selection, “The Little Match Girl”
1. Answering of the motive question.
2. Who is the most important character in the story?
3. What kind of a person is the main character? Describe her in three words.

What will happen in the story if some action of the characters or events in the story were
altered or change?
4. Fixing Skills:
Tell what would happen in the story if some action of the characters were changed.
1. What would happen if instead of living with his father, the girl lives with her mother?
2. What would happen if the stepmother sells the matchsticks?
5. Generalization:
How do we tell what would happen next in a story if we changed some actions taken by
the characters?
6. Infusion Value:
What are the rights of the children? What will you do if your rights as a child is violated
by other people?
Based on the story "Defending a Poor Man" (Growing in English Reading 6, pp. 204-
206) tell what would happen to the following situation if some actions were changed:
a. The gypsy did not appear in the court.
b. The innkeeper got all the money from Janos.
c. The king decided in favor of the innkeeper.
IV. Evaluation:
Read the story below. "The Ant and the Grasshopper" then answer the questions that follow.
1. What would happen if the ant listened to the grasshopper to relax and enjoy the sunshine just like
what he is doing?
2. What would happen if the grasshopper joined the ant in collecting and saving food for the winter?
3. What would happen if the ant shared her food to the hungry grasshopper?
V. Assignment:
Watch your favorite telenovela this evening. Then write your answer what would happen if the
main character exchange role with the villain.
ENGLISH VI
Date: ____________
I. Objective:
 Use descriptive words
Value: Appreciation
II. Subject Matter:

Using Descriptive Word
References: PELC II 9.1 PELC 6 p. 24 English for Grade 6 p.90 Adventure in English p. 182
Materials: pictures, charts, sentence strips real Sampaguita

1. Pronunciation Drill:
I remember the black wharves and the ships, and the sea-tides tossing free; And Spanish
Sailors with bearded lips, and the beauty and the mystery of the ships, and the magic of the
sea.
2. Review Guessing Game using pictures:

Divide the class into groups
a. It's bigger than a dog.
It can bite. I can't fly.
b. It's fatter than a seal.
It can swim. It can't run
c. It's thinner than a sheep.
It can't run. It can climb trees
3. Motivation:
 What is your favorite flower?
 How does it look like?
 Do you know our national flower?
 Show a real sampaguita to class. Talk about it
B. Presentation:
1. Reading of the paragraph by the teacher.
 What word in the paragraph describes the sampaguita? Read them.
 Examine the following words.
SWEET MAY WHITE GOOD-LOVING
 What do you call these words?
3. Fixing Skills:
Show pictures of other animals, people, places, and events for pupils to describe using
adjectives?
4. Generalization:
 What do you call words that describe nouns?
 What are adjectives?
Encircle the descriptive word in each of the following sentences. Then spell the words.
1. Typhoons are disastrous to a country.
2. He has been branded as a fervid orator.
3. the cat was chary of meeting its paws
4. The mayor is noted for being sweet-tempered.
5. A soldier must play scrupulous attention to orders.
IV. Evaluation:
Select the correct adjective in the parenthesis that will finish each sentence.
1. Some modern rock bands play ________ tunes (angelic, metallic, patriotic)
2. The audience was ___________ when the announcer announced the start of the contest.
(astounded, puzzle, sleep)
3. A _________, knife cut things easily. (sharp, pointed, stainless)
V. Assignment:
Use adjective to describe the following nouns.
Eyes Perfume Bus Avocado
Melody Sleep Carabao
ENGLISH VI
Date: ____________
I. Objective:
 Use descriptive phrases
Value: Appreciation of Artworks
II. Subject Matter:

Using Descriptive Phrases
References: PELC 9.1 p. 24 BEC (L) pp. 79-81, 84


1. Drill:
Give the opposite of the following adjectives
afraid rich slow old strong high
2. Review:
Give the synonyms of the following adjectives.
big clean fine rare fierce wide
3. Motivation:
Do you know some famous art woks? Name some paintings, sculpture, songs plays, etch.
Describe them.
B. Presentation:
1. Present the paragraph below.
Michaelangelo was a famous Italian sculptor, but he also did some paintings. He painted
the ceiling of the Sistine Chapel in Rome which took four and a half years to finish. The
ceiling was very high and curved…………..

a. The expressions too high to paint means that it was very hard for Michaelangelo to paint
the ceiling of the Sistine Chapel because of its height. What does too wide to fill with
pictures means?
b. What words follow too? What do you call these words? What words follow to? What
kind of words are they?
3. Fixing Skills:
Form a sentence using the expressions learned for each of the following situations.
1. Jose is only five years old. He wants to ride a horse, but he simply cannot do it. What
does his father tell him?
4. Generalization:
What word order/expression is used to describe persons, places of things?
5. Valuing:
Do you appreciate artworks? How do you show your appreciation?
a. Guided Practice:
Form a sentence from' the given pairs using too + adjective + to + simple form of the
verb.
1. Cora is young. She could not join the field trip.
2. At first Sonia was shy. She could not talk to anybody in school.
Read the following pairs of sentences. Complete the second sentence with the
appropriate expressions.
1. A symphony is long. It cannot be composed in just a day.
A symphony is __________ in just a day.
2. Grandfather is old. He cannot do heavy work.
Grandfather is __________ heavy work.
IV. Evaluation:
Form a sentence from the following pair of sentences.
1. Lita was tired. She could not join the choir practice.
2. The stage is small. It cannot accommodate all the singers.
3. Ana is sick. She cannot attend her art class.
4. My son is stout. He cannot run fast.
5. My baby is small. She cannot be left alone.
V. Assignment:
Study the following expressions carefully. Use them in meaningful sentences.
Too wonderful to believe
Too difficult to catch
Too abstract to recognize
Too tiny to see
Too high to paint
ENGLISH VI
Date: ____________
I. Objective:
 Use degrees of comparison of irregular adjectives
Value: Concern for the environment
II. Subject Matter:

Comparing Irregular Adjectives
References: PELC Growing in English, Language pp. 228-233

Materials: chart, pictures

1. Drill:
Add – er or - est to each adjective and write the new word on your paper.
1. funny + er
2. dry + est
3. large + est
2. Motivation:
Have pupils look at the picture of three birds having different appearance and sizes.
Ask: What can, you say about the birds in the picture?
What do you think are the birds trying to say to each other?
B. Presentation:
1. Have pupils listen carefully as the teacher reads the dialogue of birds in the picture. Then,
have them infer the mood of the selection through the characters' intonation and utterances.
1. What is the dialogue of the three birds about?
2. What is the concern of Ernest Eagle?
3. Which of these phrases describes the mood of the selection? What did the character to
prove it?
a. sad and gloomy c. concerned and pathetic e. informative and educational
b. furious and scornful d. fearful and excited
3. Fixing Skills:
Give the comparative and the superlative degrees of the following irregular adjectives.
Comparative Superlative
1. ill ___________________ ___________________
2. bad ___________________ ___________________
3. many ___________________ ___________________
4. Generalization:
How are the comparative and superlative degrees of irregular adjectives formed?
Write the correct form of the adjective in the parenthesis. Write your answer on the blank
provided for.
1. If you like sun, the Sahara is the (good)_______place to go.
2. Is the rattle snake the (bad) ______ snake?
3. Desert have (many) ______ poisonous snake or scorpions.
IV. Evaluation:
Use the following phrases in meaningful sentence. Use the three degrees of comparison of
adjectives.
1. bad day
2. many horns
3. ill feelings
4. much rain
5. good performance
V. Assignment:
Use the following phrases in sensible sentence using the three degrees of comparison of
adjectives.
1. little rainfall
2. many fruits
3. good trait
ENGLISH VI
Date: ____________
I. Objective:
 Use two-word adjectives
Value: Politeness, concern for others
II. Subject Matter:

Using Two-Word Adjectives
References: PELC Speaking 9.2 p. 25 Growing in English TM - pp. 185-187; T.B. pp. 235 - 243
(Language) Building English Skills (Language) pp. 16-19
Materials: chart, pictures of Great Pyramid of Egypt, pictures for “Which Game”.

1. Drill:
By means of pictures, conduct the "Which Game" which is:
a. larger, elephant or carabao?
b. Deeper, stream or ocean?
c. Stronger, man or machine?
2. Review:
Identify the adjectives in the sentences:
a. The fruit vendor threw away ten red apples.
b. The old sick beggar lay on his rough bamboo bed.
3. Motivation:
Say: Look at this picture. What does it show? Do you know how the Great Pyramid of
Egypt was built? Why do you think it is called the Great Pyramid?
B. Presentation:
1. Listening Text:
a. What do you think is the general mood of the story?
b. What trait or attitude did the workers or workmen show to their King? To their work?

Study the following adjectives
Fairylike century-old lovely delicately-chiseled beautiful
4. Fixing Skills:
Make the following descriptions into two-word adjectives
a. travel done in two hours.
b. a letter made up of these pages
c. a house with three bedrooms.
5. Generalization:
What are compound adjectives? How are they formed? How are adjectives formed out of
other words, such as nouns and verbs?
6. Valuing:
What can you say about the attitude of the workmen in the selection? How will you
compare yourself to them?
a. Guided Practice:
Copy the following sentences and write an appropriate two-word adjective in the blank.
a. We bought a _________ticket for the show.
b. Ramon lives in a ______ apartment.
c.The class recited a ______poem about the elephant.
Think of 10 two-word adjectives and use them in a sentence.
IV. Evaluation:
Change the underline phrases to tow-word adjectives.
1 The mother has delivered a baby of ten pounds.
2. The class wrote a story of three paragraphs?
3. He watched the show of two hours.
4. The chairman reds a report having ten pages?
5. The pet is a kitten of three colors
V. Assignment:
Change the following into phrases containing two-word adjectives.
a. a cake with three layers.
b. a cell phone measuring three inches long
c. a library having thirty- five rooms.
ENGLISH VI
Date: ____________
I. Objective:
 Use adjectives in a series
Value: Expressing Pleasures
II. Subject Matter:

Using adjectives in a Series.
References: PELC 9.4 p. 25 GIE (L) pp. 246-251


1. Drill:
Identify the adjectives in each phrases. Tell weather the adjective describes color,
number, length, texture, size age, kind.
Long circus Stormy weather three glasses
Orange blossoms young fellow cold night
2. Review:
Divide the class into four groups. Have them read the nouns below. Assign one noun to
each group. Think of adjectives to describe them, then indicate whether they describe color,
number, length, texture, size, age, kind. (Use a graphic organizer for your answer)
1. woman 3. creature
2. experience 4. flowers
3. Motivation:
Have you been to other places? What experiences did you have? Can you share them to
us?
B. Presentation:
1. Sometimes you use two or more adjectives in one sentence. In what order should they be
placed? Note the underlined words.
a. What did Melissa have for the first time?
b. How did she feel?

Notice that more than one adjective was used to describe a noun. Take a close look at the
series of adjectives arranged?
1. I saw two long narrow rivers which looked like thousand white threads.
2. Several huge, majestic purple (numeral - size - quality mountains fascinated me.
4. Fixing Skills:
(Form 4 groups. The first to finish will win.)
How would you put these series of adjectives in order?
1. a red huge old ---- truck
2. two oversized black well-trained --- dogs
3. large white one brand new --- bungalow
5. Generalization:
6. Valuing:
After visiting a panoramic view, how do· you feel? In what ways can you express your
feelings?
Rearrange the following groups of words such that the adjectives are in correct order.
1. that book interesting red
2. boys five healthy young
3. large one dozen yellow flowers
IV. Evaluation:
Rewrite the following sentences on a piece of paper. Rearrange the order of adjectives properly.
1. He brought with him (rectangular, a, black, disposal) camera.
2. With it, he took, (thirty, interesting, good) pictures of the tourist places he went to.
3. There in Singapore, he rode in (blue, several, new, mini) taxes.
V. Assignment:
Copy the adjectives. Write them in the correct order.
1. The (summer, dry) heat bothered the children.
2. The (orange, big, bright) sun begun to set.
3. The sun peered through (white, billowing) clouds.
4. (Morning, a few, early) showers will nurse the withering plants back to life.
5. (Monson, heavy, the) rains flood the street of Manila.
ENGLISH VI
Date: ____________
I. Objective:
 Make a heading/sub heading for paragraph in a selection.
Value: Importance of Crops to Our Country
II. Subject Matter:

Making Headings/Sub Heading for Paragraphs in a Selection.
References: PELC 9.1 P. 24; GIE (R) pp. 139-144; pp. 160-161

1. Review:
Read each paragraph carefully. Then, choose the right main idea.
1. Books are important to man. You get a lot of information from the. They tell stories of all
sorts - from sad to funny, to exciting, to scary. Some books tell time stories and facts.
Others are fictional. Books can be our best friends,
a. Books are important to man.
b. Books are fun.
c. Books are our best friends.
d. Books are enjoyable.
2. Motivation:
Have you been to a farm? Describe it by mentioning the things that you can see there.
3. Motive Question:
What is the Philippines' most important food?
B. Presentation:
1. Read the numbered paragraphs on p. 140 GIE (R)
2. Answering the motive question.
3. Comprehension Questions:
a. What is the second most important food of the Filipinos?
b. Describe the corn.
c. What did the farmer do to have the best corns?
d. What are the needs of corn?
3. Skill Development:
Each group will be assigned a heading. This time choose any graphic organizer and make
a subheading for the headings you have made.
Group 1 - What is Corn?
Group 2 - How to Grow Corn?
Group 3 - Growing Corn in the Philippines
Group 4 - Corn Cropping Season
Group 5 - Importance of Corn to Man
4. Generalization:
What must we remember in making heading/subheading for paragraphs in a selection?
a. Guided Practice:
Select the best heading in the paragraph.
1. For many years; educators have engaged in a controversy over the best method of
teaching deaf children to communicate. For a long time, only one spoken language
was encouraged. Sign language was dismissed as something to be used only as a last
resort. But recently, people have begun to accept a new idea. It is called total
communication. Total communication, means the use of sign language along with
oral language.
a. Language for the Deaf
b. Sing Language for the Deaf
c. Oral Language for the Deaf
d. The Deaf
You now have the heading for each paragraph, this time make subheadings for each.
IV. Evaluation:
Read the paragraphs below. Then complete the outline by arranging the given subheadings and
headings. “Producing and Marketing Bananas” pah. 164
V. Assignment:
Read the selection "Where Will Our Forest Go?"
GIE (R) pp. 154-156. Complete the outline for the selection by writing the details for the given
headings.
ENGLISH VI
Date: ____________
I. Objective:
 Identify the key concept/sentence that make up a story.
Value: Patience
II. Subject Matter:

Identify the Key Concept That Make Up a Story.
References: PELC Growing in English, Reading pp. 146-153

Materials: chart, manila paper

1. Drill:
t and o
keywords TREE – THREE
tie – thigh mat-math team - theme
tin – thin bat - bath torn - thorn
Look for the words that will match the following meanings. The first letter serves as clue.
1. l _ _ _ (jump)
2. p _ _ _ _ _ _ _ (large leopards)
3. r _ _ _ _ _ (plants with small greenish flower that grow in wet places)
3. Motivation:
What does blessing mean to you? What blessing do you receive each day? Do you think
even old and ugly things could be blessings? Why?
4. Motive Question:
Why does the coal became happy and thankful in spite of its appearance?
B. Presentation:
1. Have the pupils read the story. “I am a Piece of Coal,” on p. 146 of growing in English 6
(Reading)
b. 1. What does the story about?
2. Who was the main character in the story?
3. Why did the coal unhappy?
4. Which part of the story did you like best? Why?
3. Discussion:
Have pupils give the main idea of the story they have read.
Have them tell the key concept sentence that make up tile story, "I am a Piece of Coal".
4. Fixing Skills:
Have pupils tell a simple story about the picture.
5. Generalization:
What are the key concepts? How do you identify the key concepts/key ideas that make up
the story?
Using the chain figure, arrange the concepts below to show the wholeness of the story "A
Reason for Everything."
1. Don't lose hope.
2. Typhoons are destructive to crops.
3. God has a reason for everything.
4. Gather what you can after a disaster.
5. There are reasons for calamities.
IV. Evaluation:
Choose the key concepts/ideas that make up the story. "I am a Piece of CoaL"
1. All old things are useful
2. The older things are useful
3. One should not give up
4. Patience pays
5. Good appearance is needed to be useful
V. Assignment:
Choose a story. Identify/write the key concepts/sentence that make up the story.
ENGLISH VI
Date: ____________
I. Objective:
 Identify the details, heading for an outline
Value: Love for Nature
II. Subject Matter:

Identify the Details, Heading for an Outline
References: PELC Reading 9.3 p. 25; Growing in English (Reading) pp. 154-161
Materials: chart, pictures, radio cassette

1. Drill:
Spelling
a. authorities c. dinoflagellates
b. stagnant d. appreciate
2. Review:
Listen to a story about a barangay in the province of Nueva Ecija. This was worst hit by a
deadly disease called dengue H-fever. Note details and be able to answer the questions.
“Emergency” TM p. 146
a. What was the problem of the barangay?
b. How was it solved?
c. What did the barangay captain do?
3. Motivation:
What can you say about our forest now?
B. Presentation:
1. Have the pupils read silently the article “Where Will Our Forests Go?” pp. 155-156
 What happened to our forest?
 What should we do about it?

What important facts should we remember in the selection? How can we easily remember
facts?
4. Valuing:
What is your learning about what is presently happening now to our nature?
Read the report below. Identify and write the proper details that belong to the heading.
The details are found below.
Different Kinds of Volcanoes
I. Dead Volcanoes
A. ____________________
B. ____________________
C. ____________________
D. ____________________
II. Sleeping Volcanoes

A. ____________________
B. ____________________
C. ____________________
III. Active Volcanoes

A. ____________________
B. ____________________
IV. Evaluation:
Read the paragraph below. Then, complete the outline by arranging the given details and
headings.
Planting Growing Bananas food markets distributing loading on ships
Selling throughout tropical lowlands cultivating
V. Assignment:
Do you have a province to go home to once in a while? If you don't choose an province you
want to adopt as your own. Find out the main product (preferably fruit) of that province. Discover
how the product is produced and marketed. Make an outline of the information you have gathered.
ENGLISH VI
Date: ____________
I. Objective:
 Make a tree-point outline of an expository text read.
Value: Conservation of plants
II. Subject Matter:

Making a Three-Point Outline of an Expository Text Read
References: PELC 9.A (Reading) Building English Skills 6 Reading pp. 99-101
Selection: “How Seeds of Plants are Scattered”
Materials: pictures, charts

droppings - waste matter dropped by birds used on fields.
Hitch hikers seeds that are unintentionally scattered by people and animals
2. Motivation:
Showing of pictures.
"What do you think the birds are doing?"
3. Motive Question:
How are the seeds of plants scattered?
B. Presentation:
1. a. Recall the standards of silent reading
b. Reading of the selection “How Seeds of Plants are Scattered”
Answering the motive question
 What seeds are scattered by the wind?
 What plants scattered their own seeds?
 What plants are called self-planters?
3. Generalization:
 What is an outline?
 What are the steps in writing an outline?
Read the selection. Make a three point outline. Pearl” pp.170
Pearl
I. ______________________
A. ____________________
B. ____________________
C. ____________________
II. _______________________
A. ____________________
B. ____________________
IV. Evaluation:
Read the paragraph. Make a three point outline by supplying the subtopics to the main
topic………..see pp. 171
Clara Burton
I. Clara Burton as a child
A. ____________________
B. ____________________
C. ____________________
II. Clara Burton as a young woman

A. ____________________
B. ____________________
C. ____________________
III. Clara Burton during the civil war

A. ____________________
B. ____________________
C. ____________________
V. Assignment:
Read and make the outline on a short bond paper….pp. 171
Different Kinds of Volcanoes
I. Dead Volcanoes
A. ____________________
B. ____________________
C. ____________________
D. ____________________
II. Sleeping Volcanoes

A. ____________________
B. ____________________
C. ____________________
III. Active Volcanoes

A. ____________________
B. ____________________
ENGLISH VI
I. Objective:
 Make inferences.
Value: Love for nature
II. Subject Matter:

Making Inferences
References: BES 6 TM, pp 122-123

Developing Reading Power 6, pp. 175-176

1. Drill
Pronunciation Lesson
Read the following conversation with correct phrasing and tone of voice.
Bob and Jane meet each other on the street.
Jane: Hello. How are you?
Bob: Just fine, thank you. How are you?
Jane: Fine thanks.
Bob: Where are you going?
Jane: I am going to the store. Where are you going?
Bob: I am going to the store, too
Jane: What are you going to buy?
Bob: I am going to buy some milk. What are you going to buy?
Jane: I am going to buy some bread.
Bob: Let’s go together.
Jane: Alright
B. Activity Proper:
1. Motivation
Have you watched the movie “Finding Nemo”?
(Tell the summary of the story if the pupils do not know the story of Nemo)
What can you say about him?
Was he a good fish? What lesson did you learn from that movie?
(Tell the class that the story they will hear is somehow related to that movie.)
Use of context clues
a. disappointed d. stuck
b. swallow e. tossed
c. tug f. struggled
3. Presentation
The teacher reads the short selection found on page 175-176 of Developing Reading Power.
4. Discussion
a. What could have happened to Baby Fish?
1. It was eaten by a shark.
2. It was caught in a net.
3. It was caught on a fishing rod.
b. Why do you think the shrimp was stuck in its mouth?
1. The shrimp was sticky.
2. The shrimp was smooth.
3. The shrimp was a bait on the hook.
c. Do you think the baby Fish enjoyed his trip to the land?
1. Yes 2. No 3. Perhaps
d. Why did Mother Fish allow Baby Fish to go?
1. Because Baby Fish got angry.
2. Because Baby Fish did not eat and play.
3. Because Baby Fish did not sleep
e. What do you think will Mother Fish do after the incident?

1. Mother will look for Baby Fish.
2. Mother will go away.
3. Mother will kill the fisherman.
C. Exercise/Assimilation:
Listen to the selection and be able to answer the questions that follow.
Pete’s Catch
Pete considered himself a fine fisherman. He stood on the river bank as he held his fishing line
with the patience only fisherman knew. Hiss heart beat faster as he felt a tug on the line. He was excited as
he planted his feet firmly on the ground. He gave a big pull expecting to find a big fish at the hook of his
fishing line. Disappointment clouded his face as he stared at his catch.
1. What do you think did Pete catch?
a. A big fish b. a water weed c. a big turtle
2. What kind of fisherman was Pete?
a. He was a good fisherman.
b. He was an old fisherman.
c. He was an impatient fisherman.
3. What did Pete do?
a. went away
b. threw his fishing line again in the water.
c. sat on the river bank
D. Generalization:
What is an inference?
E. Application:
Listen to the selection and answer the questions.
Charlie and the Dog
One night, Charlie was passing by a Balete tree on his way home from the market. He wasn’t
afraid because he believed he had magical powers. He could run faster than a horse, could fly as high as a
hawk, and could even swallow a monster. While walking he heard the barking of a dog. He ignored it,
but the barking continued as if in pain. He put his basket down and went near the Balete tree. He found a
dog whose forelegs were caught between the Balete roots. He tried to help the dog because dogs don’t
bite when they are in pain. He still believed that man is a dog’s best friend instead of the other way
around. Despite his help, the dog continued to moan. Charlie tried to calm the dog when all of a sudden
Charlie leaped and shouted in pain.
1. Why do you think Charlie leaped and shouted in pain?
a. The dog caressed him.
b. He was bitten by the dog.
c. He stepped on a broken bottle.
d. He had a headache.
2. Why could the dog not walk?
a. It was weak
b. It was tied to a Balete tree.
c. It has no legs.
d. Its forelegs might have been sprained.
3. Do you think Charlie brought the dog home for a pet?
a. Yes b. No c. Perhaps
IV. Evaluation:
Listen to the selection and answer the test items that follow. Write the letter only.
Aling Dely, A Kindhearted Woman
“Why are you so early today, Ivy?” Mother asked. “I’ve got something to do at Aling Dely’s store because
there is an important occasion tomorrow,” Ivy answered yawning.
Without wasting time, she took a bath and prepared her Mother’s food for breakfast, lunch and supper.
“Mother, everything is ready for your day’s needs. I’m off to Aling Dely’s store,” Ivy asked permission as
she kissed her mother.
“Be watchful on the way, Ivy,” her mother advised her. “People say that here is a black bird that can carry
a person with its claws bringing them to the distant places and swallowing them,” her mother reminded her.
“Besides, dogs only bite children of your age,” her mother added.
“Don’t worry mother, I can manage,” Ivy assured her Mother and off she went.
At the store, Ivy busily cleaned and stacked up the goods. Everything was in order when Aling Dely came.
“You’re early Ivy,” Aling Dely commented.
“Yes, because,Amy , my friend is not reporting today. She accompanied her mother to the hospital,” Ivy
answered politely.
“You’re a very responsible girl, Ivy. What grade are you in now?”
“I’m supposed to finish grade six this year, but then I dropped out of school because Mother got sick and
nobody would take care of her. There are only two of us in the house since Father died,” Ivy answered meekly.
“Do you want to go back to school? I’ll spend for your schooling and have your mother treated,” Aling
Dely sincerely offered.
Ivy didn’t answer but she smiled and hope flickered in her mind.
At the end of the day, Ivy helped Aling Dely close the store and she was given pay of her day’s work.
The following day, Ivy bought a apair of slippers wrapped it as a present for her mother.
Answer the following questions.
1. Why do you think Ivy helped Aling Dely in her store?
a. To know more people c. to live with Aling Dely
b. To earn money d. to go back to school
2. What do you think is the occasion for buying a present for her mother?
a. Birthday b. baptism c. wedding d. confirmation
3. Why do you think Amy accompanied her mother to the hospital?
a. To visit a friend c. she works in the hospital
b. Because she is sick d. her mother is a nurse
4. What could be Aling Dely’s reason for offering Ivy to go back to school? Ivy is ___________
a. Intelligent b. studious c. responsible d. lazy
5. From the story, do you think Ivy will go back to school?
a. No b. Yes c. Maybe
V. Assignment:
Write sentences telling inferences.

ENGLISH VI
Date: ____________
I. Objective:
 Infer the mood of certain events through the speaker’s actions / intonations / utterances.
Value: Concern for other people
II. Subject Matter:

Inferring the Mood of Certain Events through the Speaker’s Actions / Intonations / Utterances.
Selection: Tirso’s Opinion
References: Developing Reading Power 6, pp. 272-273
ELC B.5.1 p. 10
A. Pre-Listening Activities:
Vocabulary Development thru Pictures and Context Clues
a. The naughty boys called him a coward when he didn’t fight back.
b. The labor sector will hold demonstration rallies in front of Malacañang Palace due to oil
price increase.
c. Mang Terong looked helpless when nobody paid attention to him.
d. He was called a traitor because he said bad words against his best friend.
2. Motivation
Show pictures of the different clubs organized in school. Example: English Club, HEKASI
Club, Math Club, etc. Which of the clubs do you wish to join and why?
3. Raising the Motive Question
Why do you think the angry boys called Tirso a coward?
B. During Listening:
1. Setting standards for listening.
2. Pupils listen attentively to the teacher while reading the short story with action, intonation
and utterances.
3. Teacher’s supervision.
C. Post Listening:
1. Answering of motive question.
2. Answering of guide questions.
a. What were the boys yelling?
b. To whom were they yelling?
c. What did Tirso do with the angry boys?
d. Who helped Tirso when he was about to pass out?
e. Why do you think the boys were angry with Tirso?
f. Why do you Tirso did not join them during the demonstration?
g. What could have happened if Tirso joined the boys in the campus?
D. Engagement Activity:
Call a pupil to read the selection once more with correct action, proper intonation
and utterances, then have them answer the questions below.
1. What do you think was the mood of the boys action when they yelled at Tirso?
2. What do you think was the mood of Mr. Gomez’ utterances to the boys?
3. What do you think was the mood of Tirso’s intonation when he did not join the boys during
the demonstration rally?
4. What do you think is the moral lesson of the selection?
E. Enrichment Activity
Pupils listen to the teacher while reading the events with correct intonation, action and utterances.
1. “Christian! Cherry! Come here!” Grandmother almost shouted at her grandchildren.
Question: What do you think was the mood of grandmother’s utterances when she shouted at
her grandchildren?
2. One day, Alex got the surprise of his life. His father was chosen as the “Farmer of the Year”
Question: If you were Alex, what would you feel after what happened?
a. Happy of what happened to my father.
b. Ashamed of what I had felt for my father.
c. Worried of what happened to my father.
IV. Evaluation:
Listen to a selection and be able to answer the following questions by inferring the mood of
certain events through the speaker’s actions/intonations/utterances.
The Graduation Gift
“Thank you! O thank you Father!” cried Glenn embracing his Father tightly. “This is the best gift I
have ever received in my whole life. I have prayed and longed to own one and my prayer has been answered.”
“I am very glad about that,” Father said putting his arms around his son. “I waited for your graduation
to buy you one.”
“I am not very happy about the motorcycle,” butt in mother. “I hope it will not be a source of trouble.”
“you don’t know it mother, but I have been riding Jay’s motorcycle every now and then,” said Glenn.
“I can ride very well now.”
One afternoon, as mother was tending her garden, she saw Glenn pass by on his motorcycle with
Roland. Suddenly there was a loud crash! People were looking at the direction where Glenn turns on a curb.
1. What do you think was the mood of Glenn’s action when father gave him a motorcycle?
a. Glenn was ashamed
b. Glen was embarrassed.
c. Glen was excited.
2. What was the mood of Father’s intonation when Father answered Glenn?
a. Father was glad.
b. Father was humiliated
c. Father was surprised.
3. What do you think was the mood of Mother’s utterances about the motorcycle?
a. Mother was sad.
b. Mother was worried.
c. Mother was discouraged.
4. What was the mood of Glenn’s utterances about the motorcycle?
a. Glenn was humble.
b. Glenn was showy
c. Glenn was boastful.
5. What do you think was the mood of the people’s action when they heard a loud crash?
a. The people were worried.
b. The people were in trouble.
c. The people were delighted.
V. Assignment
1. Request a member of your family to read a short selection for you, then infer the mood of certain
events through the speaker’s actions/intonations/utterances.
2. Write your inferences on your notebook.
ENGLISH VI
Date: ____________
I. Objective:
 Evaluate and make judgments
 Distinguish advertisement from propaganda
Value: Concern for Mother Earth
II. Subject Matter:

Distinguishing Advertisement from Propaganda
Selection: Paragraphs from “Earth Savers: A Continuing Battle to Save Mother Earth”
References: BEC 9.1 p. 2
PELC 7.1 p. 10
Philippine Panorama, p 12
Growing in English VI (Language) p. 270
Materials: charts, cassette tape, flashcards, strips of cartolina
Initial /f/
flow flood the flash of the fluorescent lamp
flatter flight fluids flowing
flash float flight of the butterflies
flame fluid a fly and a flea
flesh flunk play the flute
Match the words in Column A with the meaning in Column B
A B
1. advertisement a. developed
2. advertise b. to call public attention to especially emphasizing desirable
qualities so as to arouse a desire to buy or patronize
3. propaganda c. supportive
4. movement d. a set of fundamental beliefs
5. evolved e. the spreading of ideas, information or rumor for the purpose
of helping or injuring an institution, a cause or a person
6. innovation f. characterized by sound judgment
7. sustainable g. an organized effort to promote or attain an end
8. judicious h. fair
9. equitable i. something new
10. credo j. a public notice especially one published in the press of
broadcast over the radio
3. Motivation
Let’s have a guessing game. Listen to this.
Is this an advertisement or propaganda?
“Sleep soundly, be happy, live forever…. CONVI, Portable Bed & Mattress” available at
all branches of SM Shoemart Inc. including Cebu and Iloilo, Uniwide Warehouse Club Inc.,
Amilgrahen Nationwide Distributors, Inc., and other department stores in Metro Manila and
key cities nationwide.
4. Raising the motive Question
What is the credo of the earth savers?
B. Presentation:
1. First Listening
Teacher reads the selection while pupils just listen.
2. Second Listening
Teacher reads the second time while pupils take down notes.
Earth Saver: A Continuing Battle to Save Mother Earth

The Earth Savers Movement, which was organized in 1987, evolved into an internationally
recognized body involved in various eco-scientific programs employing innovative methods to fight
poverty and pollution.
The movement is listed as a voluntary, private, non-profit and non-stock corporation. Its objective
is to promote sustainable development, strategies underscoring population health through housing,
livelihood, education and employment needs co-existing with environmental protection, the judicious and
equitable use of natural resources and the preservation on indigenous heritage.
With some 20,000 regular members all over the country including regional and provincial
representations, an earthsaver swears by its credo of “protecting all these beautiful gifts of God has blessed
our nation with.”
a. Answering motive question.
b. Answering the guide questions.
1. When was the movement organized?
2. What is its objective?
3. Do you think this movement has good motive? Why?
Allow the pupils to react or give their opinions or views.
What type of selection is it, an advertisement or propaganda?
How about the one given in the guessing game, is it an advertisement or propaganda?
What is an advertisement? Propaganda?
Discuss some common ways or means of propaganda. Refer to page 270, Growing in English
(Language)
5. Fixing Skills
Listen to the following advertisements. Find out if they are simply advertising or informing
about the product or giving propaganda or false reasoning. Write advertisement or
propaganda.
1. Introducing SCRAM cockroach killing system. Roach baits with pass-on kill action. Kills
bugs dead. (Advertisement)
2. Use FRAGRANCE body soap. It’s the body soap of everybody on the go anywhere-at
home, in school, at workplace. Keeps you fresh and fragrant all day. (Propaganda)
3. It’s SURPRISE shampoo. Use it. Makes your hair smooth and soft all day.
(Advertisement)
6. Generalization
How can you distinguish advertisement from propaganda?
Group Activity
Have pupils form groups, ask them to create an advertisement and a propaganda
of their own. Lay them out on separate pieces of cartolina/manila paper. Make them attractive
by using an illustration or drawing. Then present them in class. As the group present each, let
other pupils tell whether it is an advertisement or propaganda.
IV. Evaluation:
Listen and write whether each one is an advertisement or a propaganda.
1. LOSE WEIGHT WHILE SLEEPING. Thanks to the surprising power of Biotic Sauna Pajama to
eliminate heat. Simply put on Biotic Sauna Pajama and you will get rid of your excess fats.
2. To help you find ajob or buy anything and many others, read The Exponent of Philippine
Progress since 1900, Bulletin, The Nation’s leading newspaper.
3. PARENTS. Cora Doloroso can help your children face the future with confidence: Lessons they
will get on speech, poise, grooming and social graces can lead to lifetime of success. Now
accepting enrollees. Makati 817-0995, Recto 735-5210.
V. Assignment:
Bring some clippings of advertisements or bits of propaganda from newspapers and magazines.
They may also write down those they hear over the radio or TV programs. Then, have them form groups,
share their clippings and discuss whether they are advertisements or propaganda.
ENGLISH VI
I. Objective:
 Use the comparative form of adverb in sentences correctly
Value: Sportamanship
II. Subject Matter:

Using the Comparative Form of Adverb
References: BES 6 Language p. 134

PELC 5.6.1 p. 26
RBEC Speaking 10.5.5.1
Materials: pictures of a child, flashcards
III. Procedure:
1. Drill/Review
Reading of the following adverbs in flashcards
softly well
soon orderly
loudly early
happily often
badly worse
2. Motivation:
Look at the picture posted on the board while I read to you some sentences about it. Listen
carefully and take note of the adverbs used in sentences.
 A child who dresses neatly is a pleasant sight.
 Mother waited patiently for her child.
 The little boy in blue shirt recited the poem expressively.
B. Presentation
 Dina speaks more softly than Joyce.
 The sun shines more brightly than the moon.
 Can you stay underwater longer than I can?
H. Analysis and Discussion

What adverbs are used to compare actions?
What word is used with adverbs ending in-ly to show comparative form of adverbs?
What suffix is added to adverbs like fast, long, strong, pretty to compare action of two persons or
things?
I. Generalization
What form of adverbs is used to compare two persons/things actions? What is added to the
adverb to show comparison?
J. Practice Exercise
Give the comparative form of the adverbs in parenthesis.
1. The boys sang the National Anthem _________(loudly) than the girls
2. Lito writes _________(neatly) with a pen than a pencil.
3. Your brother plays the guitar _________(skillfully) than I do.
K. Application
Here are some pictures. I want you to study each of them and be able to give sentences using
the comparative form of adverbs.
IV. Evaluation:
Select the correct form of adverbs to complete the sentences.
1. Pilots fly the helicopter _________ than airplane.
a. effectively
b. more effectively
c. most effectively
2. A jet soars ________ than a helicopter
a. high
b. higher
c. highest
3. Teaching should be regarded ______noble profession than any other profession.
a. highly
b. more highly
c. most highly
4. Farmers work ________ than teachers.
a. diligently
b. more diligently
c. most diligently
5. Your dress is ___________ embroidered than mine.
a. beautifully
b. more beautifully
c. most beautifully
V. Assignment:
1. Give sentences using the comparative degree of comparison.

a. Between you and your best friend, who can work more cheerfully?
b. Compare the lives in the city and the lives in the farm.
2. Give some safety rules using –ly adverbs.
Example:
Follow the traffic signals carefully.
ENGLISH VI
Date: ____________
I. Objective:
 Differentiate between comparative and superlative forms of adverbs.
Value: Fairness
II. Subject Matter:

Differentiating the Comparative and Superlative Forms of Adverbs
References: Learning English Through Practice p. 311

PELC VI 5.6.1 p. 36
RBEC Speaking 10.5.5.1
Materials: tape recorded conversation
III. Procedure:
1. Drill/Review
Identifying the comparative and superlative forms in the following sentences.
 Ramon worked well last Monday
 He worked better last Tuesday.
 He worked best today.
2. Motivation:
Listening to tape-recorded conversation.
Martha and Sophia have just watched a basketball game on their gymnasium.
Listen what they say about the game.
Sophia: How did you like the basketball game?
Martha: Very much. The Narra team played very well
Sophia: I’m sorry but I don’t think so. I would say the Molave team played better.
Martha: I’m afraid I don’t agree with you. The Narra team played skillfully.
Sophia: I think the Molave team played more skillfully than Narra team. The players
were better prepared for the game.
B. Presentation
Do Martha and Sophia think the same way about the basketball team?
What games have you watched lately?
What do you think of the game?
Let’s go over the conversation of two girls who watched a track race. Find out how they
compared the participants.
 Vina ran fast but Elsa ran faster.
 Cherry ran the fastest in the race.
 The crowd cheered enthusiastically for Vina.
 The crowd cheered more enthusiastically for Elsa than Vina.
 But they cheered the most enthusiastically for Cherry.
Who ran faster, Vina or Elsa?
Who ran the fastest?
For whom did the crowd cheer more enthusiastically?
 Like adjectives, when use in comparing actions and descriptions, adverbs have positive,
comparative and superlative forms.
1. Vina ran fast. (Positive)
2. But Elsa ran faster. (Comparative)
3. Cherry ran the fastest. (Superlative)
How do the adverbs change in the comparative degree? In the superlative degree?
fast faster fastest
hard harder hardest
soon sooner soonest
Mostly –ly adverbs do this using more or less and most or least.
enthusiastically recently
more enthusiastically more recently
most enthusiastically most recently
Still other adverbs change the word as in:
well better best
much more most
badly worse worst
D. Generalization
What are the differences between the comparative and superlative forms of adverbs?
Give the comparative and superlative form of adverbs of the following
a.tactfully f. soon
b.evenly g. hopefully
c. hard h. excitingly
d.carefully i. much
e.well
F. Application
Using the adverbs given, fill in each blank with the correct form of comparison.
good 1. The Grade Vi pupils work _________ than the Grade V pupils.
well 2. Among the staff members, pearl writes ________ when it comes to poem.
fast 3. Jets are _______ than gliders.
IV. Evaluation:
Fill in the blanks with the correct form of adverbs in the parentheses.
(fast) 1. Emmanuel walks _______than Ed.
(good) 2. Among the five girls, Daisy knows _______.
(often) 3. Section one children borrow books _______ than section five children.
(early) 4. Mac wakes up _______ than Baby.
(well) 5. Good children always act ________.
V. Assignment:
Complete the table on the degrees of comparison in adverbs.
Positive Comparative Superlative

badly __________ _________
______ better _________
much __________ _________
late __________ _________
hardly __________ _________
ENGLISH VI
Date: ____________
I. Objective:
 Use words that can function as adjectives and adverbs
Value: Courage and bravery
II. Subject Matter:

Words Used as Adjectives and Adverbs
References: Learning English Through Practice p. 127

PELC 5.6.2 p. 26
RBEC Speaking 10
Materials: flaps, tape recorded selection
III. Procedure:
1. Drill/Review
Give the word that each underlined adverb describes. What part of speech is it?
1. The cooking was quite delicious.
2. The carpenters finally finished their jobs.
3. The dog behaved badly.
2. Motivation:
Class, today we’re going to listen to an interesting selection. It tells something
about the theme, “LEADERSHIP”. We’re celebrating our centennial year of freedom, and it
has something to do with the bravery and courage of our beloved heroes. Let us listen
carefully and try to take note of the words which are used as adjectives and adverbs.
Remember that adverbs are words that describe verbs, adjectives and other
adverbs. Adjectives describe nouns. They are picture words.
B. Presentation
Have the pupils listen to a tape-recorded selection entitled “Leadership”.
Leadership
When David conquered Goliath, people suddenly woke up to the fact that youth, skills and
intelligence can achieve many things. David did a hard work of fighting against Goliath. Even if you
work hard and you think fast, but you don’t have courage and bravery, you won’t succeed. David’s fast
thinking ability made him won over Goliath. One should have knowledge of what is right.
The same youthful spirit filled the heroes of the Philippine revolution. They worked hard for
our liberty. Andres Bonifacio was still in his twenties when he co-founded the secret Katipunan Society
in 1892. He made decision carefully and acted on things intelligently. His careful decisions gave the
will to succeed. His trusted friend and adviser Emilio Jacinto. “The Brains of the Katipunan” was even
younger. He was only 18 when he joined the society in 1893. He acted more intelligently. Bonifacio
and Jacinto shared a vision of a free and independent nation for the Filipino people, based on equality,
justice, freedom and respect for all men and women, Both men worked hard. Their hard work made
them great heroes.

Did you enjoy listening? I’m sure you are going to be the young group of modern Filipinos
who would also share the vision of David, Andres and Emilio.
You can be like them in your little ways. It’s your turn to discover yourself and be a truly
young Filipino. Now, can you tell us the words that have been used as adjectives and adverbs?
Some words are used both as adjectives and adverbs. Study these sentences.
1. Jolina is a hard worker.
2. Jolina works hard.
In what sentence is hard used as an adjective? As an adverb?
3. The fast runner won the race.
4. The boy ran very fast.
In what sentence is fast used as an adjective? As an adverb?
D. Generalization
Hard in the first sentence is an adjective. What noun does it describe? Hard is an adverb in
the second sentence. What verb does it modify?
What can you say about the use of fast in the third sentence? In the last sentence?
Tell whether the underline word is used as an adjective or an adverb.bs in parenthesis.
1. The work is easy.
2. That is a loud noise.
3. Don’t talk too loud.
4. The audience was quiet throughout the program.
5. Try not to come late to church.
F. Application
There are flaps posted on the board and on them are some words and phrases. Flaps are
arranged in random order. As a pupil shares an answer, she/he is asked to arrange the flaps in
correct sentence form.
Have the pupils arranged the sentences as to how each word is used: whether used as an
adjective or an adverb.
IV. Evaluation:
Think – Fair – Share
Pupils are divided in pairs. Each pair has a flap. Have them construct a sentence using
each of the given words on the board – with reference as to how they are used, whether an
adjective or an adverb.
V. Assignment:
Decide whether each underlined words as an adjective or an adverb.

1. Try not to come late to church.
2. The late pupils missed part of the recitation.
3. There is a saying “the early bird catches the worm”.
4. Children should come early for the presentation of the program.
5. The audience was quiet throughout the program.
6. Raymond reads the best of all the contestants.
7. He is the best reader of them all.
8. Most people in Ilocos are good weavers.
9. Maricel nailed her project to hard cardboard.
10. She nailed it hard to prevent it from falling.
ENGLISH VI
Date: ____________
I. Objective:
 Talk about topics of interest using preposition and prepositional phrases.
 Identify whether the prepositions/ prepositional phrases are used as adverb of time, place or
manner.
Value: Curiosity, appreciation of the advancement in space exploration, respect, openness,

listening with eagerness, communicate clearly
II. Subject Matter:

Talking About Topics of Interest Using Preposition and Prepositional Phrases.
References: BEC PELC VI B. 5.7

Growing in English Language VI, pp. 280-289
Materials: charts, sentence strips, word cards for titles/topics, pictures or illustrations
III. Procedure:
1. Drill/Review
Arrange the words on the order indicated in the parentheses in order to form simple,
compound or complex sentence.
a is polite Liza student (S-LV-PN)
shine after the sun will the rain
2. Motivation:
Showing a picture on space exploration or cut outs from newspapers, clippings
on space exploration.
What do you know about space exploration? Is it interesting? Why? Why do you
think space exploration is important?
3. Presentation
Read the selection/paragraph (Growing in English Language VI p. 281)
Comprehension Check:
1. What has the robocraft Lunar Prospector discovered?
2. Where is the evidence of water found?
3. With this discovery, what possibilities are the scientist thinking of?
4. What can you say about these possibilities?
B. Development Activities
Recall again the meaning of a phrase.
Show sentences which are taken from the selection written on sentence strips.
A US roborocket has discovered the pressure of water on the moon.
Pools of frozen water were spotted in the dark cold shade of deep craters at the
lunar poles.
2. Encourage the pupilsto give other examples of prepositions/prepositional phrases in the
selection on page 281 of Growing in English.
3. Show pictures. Encourage the pupils to talk about the pictures using prepositions/prepositional
phrases. Guide them in doing this. Then discuss.
Example: Pupils planting trees.
4. Show more examples of sentences with prepositional phrases. Have the pupils discover for
themselves the uses of prepositional phrases as adverb of time, place and manner by asking
them how, when or where.
Example: I read the book in my room.
I read it at night.
What do the phrases in my room and at night tell about? What word do they modify? How
does each prepositional phrase function? Why?
5. Group Activity
a. Each group will be given 5 prepositions and one leader from the group will
report on how their group used each preposition in meaningful sentences.
b. Encourage the pupils/each group to relate their sentences with their areas of
interests, i.e. the TV show they like most, their friends, etc.
6. Generalization
What is a preposition? A prepositional phrase? When/How is it used as an adverb?
7. Application
Instruct the pupils to form small groups or triads and choose one of the topics
below. Talk about it using prepositional phrases by giving facts, truths and other ideas. Ask
someone in the group to list down the statements. Then report it to the class.
a. Tidal waves d. Thunder and Lightning
b. Volcanoes e. The North Pole
c. Earthquakes f. Cloud Formation
8. Fixing Skills
Pupils may work individually or in dyads. Read the news story below. Then,
on a piece of paper, list down all the prepositional phrases you can find. Encircle each
preposition used. Write whether each is used as adverb of time, manner or place.
Example: on foot – adverb
(Please see pp. 285-286, Growing in English Language VI for the selection)
C. Value Integration/Value Infusion

1. Why is space exploration important? In what way does it affect our lives?
2. What must you keep in mind in sharing/talking about your topic/s of interest? Why?
IV. Evaluation:
Complete the sentences with the appropriate prepositional phrases indicated in parentheses.
(adverb of place) 1. For the trip I will ride ____________.
(adverb of time) 2. I can reach the place ____________.
(adverb of place) 3. Maybe I will be landing __________.
(adverb of time) 4. I will stay there __________.
(adverb of manner) 5. For surely I will enjoy __________.
V. Assignment:
A. Read the paragraph silently. Look for errors in the use of the prepositions and prepositional
phrases. Check these errors and then, read the paragraph aloud. (See Read and Do on page 288
of Growing in English Language VI, for the paragraph/selection)
B. Study the list of common prepositions on page 283 (Growing in English Language VI) Then,
choose at least five (5) prepositions and use them in meaningful sentences as adverbs of time,
manner and place.
ENGLISH VI
Date: ____________
I. Objective:
 Use prepositions/prepositional phrases in sentences appropriately.
 Identify/Tell whether the prepositions/ prepositional phrases are used as either adjective phrase or
adverb phrases.
Value: Forgetting oneself in serving/helping others, courage/bravery, heroism, doing something

good without expecting something in return.
II. Subject Matter:

Using Prepositions/Prepositional Phrases in Sentences Appropriately
Identifying/Telling Whether the Prepositional Phrases are Used as Adjective or Adverb Phrases
References: BEC PELC VI B. 5.7

Fun in English
English for All Times Language 6 pp. 258-269
Materials: charts, sentence strips, illustration, phrase strips, word cards
III. Procedure:
A. Preliminary Activities
1. Review
Can you add something to make each sentence more vivid and meaningful? Note the question
word inside the parentheses.
I do my assignment ____________. (When)
Manny Paquiao fought his Mexican opponent _________. (Where)
The children do their tasks _________. (How)
2. Motivation
a. Show an enlarged illustration of the event on p. 259
b. Who among here are members of scouting? Have you ever heard of a boy named Sahjid
S. Bulig? Richard H. Celestino?
3. Presentation
Have the class listen while one volunteer/best reader of the class narrates the
selection/story on pp. 259-260.
Comprehension Check:
Answer each question with a phrase. Ask your classmates to answer the
succeeding questions.
a. Whose floating shrine is the Pagoda?
b. Where was it used?
B. Developmental Activities
a. Put each phrase strips on the board. Have the pupils discover that their answers to all the
questions in comprehension check are all in phrases.
b. Ask the class to find out that prepositions may eithr be made up of single-words or
compound words.
c. Show more written examples of prepositional phrases on the board.
d. Lead the class in discovering the two uses of prepositional phrases as adjectives or
adverbs.
a. Exercise #1
What are the prepositional phrases in these sentences? Identify the prepositions and their
objects.
1. Having an aquarium is the next best thing to living under the sea.
2. A tropical fish store owner will give advice on the kind of tank and fish for a
beginner.
3. Many start with a ten-gallon tank.
C. Generalization
What is a prepositional phrase? What does it consist of? How does a prepositional phrase
function?
When do we say that it is used as an adjective? As an adverb?
D. Application
A. Work with partner. Draw a circle around the correct preposition in the parentheses.
1. The scout badge is composed (with,of) two major parts: the trefoil and the scroll.
2. The trefoil is the three-pointed portion (of, at) the badge, each point representing one
of the three promises of the scout oath.
3. The three stars stand (for, of) the three geographical divisions of the Philippine
Archipelago: Luzon, Visayas and Mindanao.
E. Fixing Skills
Work in dyads. Remember that anadverb phrase answers the questions when, where, how often,
or with or to what extent. Supply an appropriate adverb phrase.
1. The reenactment of the suffering and death of Jesus is another tradition __________.
2. The event is observed ____________.
3. The observance usually starts _____________.
F. Value Infusion/Value integration
Why does helping others without expecting something in return pay off?
IV. Evaluation:
Copy on a piece of paper the prepositional phrases in the following sentences. Underline each preposition
once and its object twice.
1. Oceans cover much of the earth’s surface.
2. We do not know very much about life under the sea.
3. Sealab I was an experiment in undersea living.
4. The experiment was run by the US Navy.
5. Sealab I was built in 1964
V. Assignment:
Choose any/at least 5 prepositions from the list below and use them in meaningful sentences
Single-word Preposition Compound Preposition

during instead of
near on top of
under along with
among by means of
into in front of
with up in
ENGLISH VI
Date: ____________
I. Objective:
 Determine the purpose of the author based on the selection read.
 Write the author’s purpose based on the selection read.
Value: Courage
II. Subject Matter:

Determining Author’s Purpose Based on the Selection Read
References: BEC PELC VI

English for All Times p. 56
Story “The Frightened Shoes”
III. Procedure:
/s/ /z/
raise easy
class was
times birds
discuss has
books days
Match Column A with their meaning in Column B.
A B
1. elevator a. extreme pain, unhappiness
2. escalator b. to challenge
3. misery c. cage or platform for moving something from one level to another
4. dare d. to terrify, to scare
5. frightened e. a motorized set of stairs arranged to ascend or descend
continously
3. Motivation
Do you still remember the first time you went to school? How did you feel? Why
did you feel that way
B. Presentation
1. Remind the pupils of the standards in silent reading.
2. Have the pupils read the story silently.
“The Frightened Shoes”
a. Why were the shoes frightened of the stairs?
b. What may have the shoes afraid of an escalator but not an elevator?
c. Have you ever taken an escalator? An elevator? How did you feel on your first ride?
d. How did Tina’s mother solve the problem?
e. Was it really the pair of shoes that are afraid of the stairs? Why? What do you think is the
author’s purpose in making it appear that the shoes are the ones afraid and not the one who
wears it ?
4. Analysis/Discussion
Why do you think the writer writes that kind of story?
After reading the story “The Frightened Shoes”, write the purposes of the author
in writing this kind of story. Use the semantic web.
5. Value Infusion
Can trials in your lives make you quit and afraid to face the challenges that come
your way? Why?
6. Fixing Skills
Read each passage. Then write whether the purpose of the author is to entertain,
to inform, or to persuade. Write it on a sheet of paper. (See page 61 English For All Times, R)
7. Generalization
What are the purposes why the author writes?
Read the selections. Determine the purposes of the author.
1. Cigarette is not good in one’s health and can cause lots of diseases like cancer of the lungs
and tuberculosis
2. Juan Tamad opened his mouth and waited for the guava to fall into his mouth.
IV. Evaluation:
Read each passage and tell the author’s purpose. (English For All Times VI pp.127-128)
V. Assignment:
Read a short story then make a summary. Tell the author’s purpose in writing.
ENGLISH VI
Date: ____________
I. Objective:
 Identify author’s device to bring out his message
Value: Being humble
II. Subject Matter:

Identifying Author’s Device to Bring Out His Message
References: BEC 6.5

Growing in English VI (R) pp. 201-202, 211-212, 216-218
English for All Times (R) pp. 144-147
Materials: chart, letter cuts, sentence strips, manila paper, pentel pen
III. Procedure:
1. Drill
Pronounce the following words correctly
Words with f sounds
/gh/ /ph/
laugh phonics
cough physical
enough telephone
rough Philippines
tough paragraph
Meanings are placed in the basket. Call one from the class to pick one and read. Call one
volunteer to answer by putting the right letters together to complete the puzzle.
a. look like small bodies of water
very large, enormous

b.
shining
c.
3. Motivation
Are you fond of looking up and watching the clouds? What feeling does it gives you? What
does the cloud look like?
B. Presentation
1. Have them read the poem “Clouds” (English For All Times (R) p 144
a. What are the clouds being compared in the poem?
b. What characteristics of clouds that make them silver lambs? Like snowy?
c. What make them like huge butterflies?
3. Value Infusion
If you were one of the clouds, are you going to be proud since you are so high, so pretty and
so clean and everyone adores you? Why?
4. Analysis and discussion
1. Try to analyze the diagram
clouds butterflies
2. Are the objects written in the circle unlike objects?

3. Do they have similar qualities to be compared?
4. Can you cite them and write at the overlapping parts of the circle?
5. What do you think is the reason why the author made the comparison between these two
unlike objects?
6. What does the author want to convey when he used the expression “Clouds are huge
butterflies”?
7. What words are used to compare two unlike things?
8. Can you identify the devices or figure of speech used by the author to bring out his
message in his written piece?
5. Fixing Skills
Underline the author’s device used in the sentence.
1. Smooth as a mirror, the lake reflected the moon and the sky.
6. Generalization
What are considered as author’s devices to bring out his message in his written works?
What is figure of speech? Identify each kinds.
7. Application
Group the class into two. Have them make their own sentences using author’s devices by
comparing two unlike objects assigned to each group.
1. Man –tree 4. ant – sand
2. snail – bicycle 5. universe – ocean
3. birds – airplane 6. paper - snow
IV. Evaluation:
Identify author’s device used in each sentence. Underline them.
1. I’m so happy watching the waves that look like cradles moving in the space.
2. The pageantry of holidays and festivals gleam like threads of silver and gold in the tapetry of life
3. That night of loneliness with me was the moon rose from its sleep.
4. I hate that man and he’s a devil in disguise in my sight.
5. The girl seems so tired because her two legs are sleeping.
V. Assignment:
Copy at least two sentences that compare two things. Identify the device of the author used.
ENGLISH VI
Date: ____________
I. Objective:
 Give opinions based on the information read
 Write sentences with expressions/words used in giving one’s opinion
Value: Be positive, use words of encouragement
II. Subject Matter:

Giving Opinion Based on the Information Read
References: BEC 10.1 p 25

BES VI p. 43
Reading Comprehension in English VI, p. 88
Materials: letter cuts, charts, manila paper, pentel pen, box
III. Procedure:
/th/ /dh/
think those
thought this
smooth the
both than
cloth they
a. I think those girls are going to Manila
b. She thought of reading a book rather than watching television.
c. This smooth cloth belongs to me.
d. Both of them are my brothers.
Arrange the jumbled letters in Column A to form a word that matches the meaning in
Column B.
A B
1. oorihnz ● The apparent line of junction of earth or sea with the sky
2. ecltascep ● A display usually on a large scale which attracts attention
3. ifraeniot ● The technique of determining the refractive condition of the eye
4. simpr ● A solid figure having two parallel polygonal faces
3. Motivation
Have you seen a rainbow? Are you attracted to its color? What can you say about
a rainbow? Have you heard a saying about it?
B. Presentation
1. Have the pupils read the selection “The Rainbow” (Reading Comprehension Exercices in
English VI, p. 88)
2. Comprehension Check up
a. According to an old story, what can you find at the end of the rainbow?
b. Do you think there is really treasure at its end? Why?
c. What maybe seen below the horizon?
d. When is a rainbow best to see by an observer?
3. Analysis and discussion
“According to an old story, there is a pot of gold at the end of the rainbow.”
1. Is the sentence a fact or an opinion? Why?
2. What word in the sentence was used that made you believed that it is only an opinion?
3. Read the sentence below and try to analyze
a. I think her father is the best lawyer in town.
b. According to my grandfather, spirits can travel for 3 days before going to heaven.
4. Fixing Skills
Read the selection and identify what opinion is best given based on the information read.
“The Two Sides of a Coin” (Reading Comprehension Exercises in English VI p. 81)
1. One of your basic rights is to receive basic education? What do you think is your
responsibility in return?
a. Study harder
b. Give your time to play
c. Socialize with others
2. If you demand rights, you will be willing to take on
a. Praises b. Criticisms c. Works d. Responsibilit
5. Value Infusion
If you are asked to choose between education and money, which one are you
going to choose? Why?
6. Generalization
What is an opinion? How can you give opinions? What words can be used in
giving opinions?
7. Application
Complete the dialogue to show that one is giving his opinions. Use the expressions/words in
giving opinions.
Roberto: What do you _______ of Mr. Johnsons?
Jose: __________ he’s very good and intelligent.
Roberto: __________ to my father, he is a good doctor.
Jose: We’re having a program next week. Let’s invite him. _______ he’ll accept?
Roberto: __________ he will.
IV. Evaluation:
Read the paragraph. Give your opinion in the situation given using the necessary expressions.
Carlos performs better in Mathematics than in Science, so he wants to be an engineer. After
meeting Dr. Johnsons, he decided he would like to become a doctor instead. Should he become a doctor
or an engineer?
V. Assignment:
Read the story “The Two Peso Coin” (BES p.43). Then, give your opinions using necessary
expressions.
ENGLISH VI
Date: ____________
I. Objective:
 Draw conclusion based on information given
 Write conclusion based on information
Value: Practicing careful analysis and interpretation before giving conclusion
II. Subject Matter:

Drawing Conclusion Based on Information Given
References: BEC II.6

Growing in English 6, Reading pp. 230-236
Reading Comprehension Exercise, pp. 98-100
Materials: chart, strips of cartolina
III. Procedure:
1. Pronunciation Exercises: /m/
Tongue Twister
Mrs. Master
Mrs. Master mixed a mess of messy mustard
A mess of messy mustard Mrs. Master mixed
If Mrs. Master mixed a mess of messy mustard
Where’s the mess of messy mustard Mrs. Master mixed?
2. Review
Give strips of cartolina with idioms on the first group. The second group will have strips with
meaning. The first pair who will be able to match the idiom with its meaning wins.
3. Motivation
What would you like to be when you grow up?
B. Presentation:
Make a survey of the profession the pupils would like to take. Use the chart below.
Number of
Profession
Respondents
Engineer
Doctor
Priest
Nun
Teacher
Soldier
Policeman
Nurse
Lawyer
Social Worker
Agriculturist
1. What did most students choose to be?
2. What profession did they choose next?
3. What professions had the same number of respondents
4. How many chose to become teachers?
5. Give three other professions that nobody chose.
6. What professions got the least number of respondents?
7. What conclusion can you give as a result of the survey?
D. Skill Development
School dropouts, though very disheartening, will always be part of the year-end
report. Here’s a report of dropouts per level at Maliwanag Elementary School with a population
of 600 pupils.
Dropouts at Maliwanag Elementary School
School Year 1997-1998
Number of
Grade Level
Dropouts
I 10
II 5
III 8
IV 9
V 7
VI 6
What conclusions can you give based from the above data?
E. Generalization
How did you come up with your conclusions?
F. Infusion of Values:
In giving conclusions what must you bear in mind?
G. Practice Exercises
Work with a partner. Use the data on dropouts in completing the bar graph.
No. of Dropouts
20
18
16
14
12
10
8
6
4
2
0
I II III IV V VI
Then write sentences stating your findings and conclusions.

IV. Evaluation:
Read the selection below. Answer the questions that follow.
Darrel looked out the kitchen window. It was daytime, but outside it was as dark as night. Rain
banged against the window. It sounded as if someone was throwing rocks at the house. The tree in the
backyard was bent over like an old man leaning on a cane. Some of its branches even touched the
ground. Darrel was worried.
For a week, the TV news had been filled with reports about the storm. Now the storm is
moving closer. It almost seemed as if the storm was alive and coming after him. He felt as if it was a
monster.
Darrel helped his family get ready for the storm. He and his little brother Tommy put tape
across the windows on their house. This would make the windows stronger. Darrel and his mother went
to the store to buy lots of canned food. They also stocked up candles because the storm might knock
down the power lines.
Getting ready for the storm was fun. It was like getting ready for a camping trip. Now that the
storm was here, it wasn’t fun anymore.
1. At the beginning of the story, it was “as dark as night” during the day. Why?
a. There was an eclipse
b. Darrel closed his eyes
c. A storm was hitting the town
d. The sky was so blue
2. What is true about the wind?
a. It was light
b. It was moderate
c. It was very strong
d. It was very light
3. What is true about Darrel?
a. He was afraid of the storm.
b. He was very relaxed.
c. He was looking forward to the coming of the storm.
d. He thought it was fun to play during the storm.
V. Assignment:
Read then give your conclusions.
Ranier was walking home from school. It started to rain and the rain was muddy. Soon the mud
covered Ranier’s shoes. Then the mud was up to Ranier’s ankles.
ENGLISH VI
Date: ____________
I. Objective:
 Identify sufficient evidences to justify conclusions
 Write evidences to justify conclusions
Value: Practicing careful analysis
II. Subject Matter:

Identifying Sufficient Evidences to Justify Conclusions
References: BEC II.2

Reading Comprehension Exercise, pp. 105-107
Materials: chart, cough syrup label
III. Procedure:
A.Preliminary Activities
1.Pronunciation Exercises: /p/
initial / p/ final /p/
pot keep
place trip
paper group
print clip
plant skip
2.Review
Give a current political issue/ news. Let the pupils draw conclusions based on
information given..
3.Motivation
The tornado is the most dangerous kind of storm. Do you agree or do you not
agree? What evidences can you give to justify your answer?
B.Presentation:
Read the following article carefully. Then work with a partner, choose five
evidences to support the conclusion that a tornado is the most dangerous kind of storm. Write
them in your notebook.
The tornado is the most dangerous kind of storm. Unlike other storms, a tornado
strikes with very little warning. It moves in slowly under the cover of thunderstorm. When it is
detected, it is often too late. The storm strikes and moves very swiftly. It’s whirling and funnel-
shaped winds move at aspeed of about fifty miles an hour. Some move even faster, causing
disaster in just a few minutes. The “ twister” causes everyone to take cover in a cellar or any
other safe place.
C.Analysis and Discussion

1. Compare notes.
2. Analyze the evidences. Determine whether this information is accurate and reliable.
3. Know whether the evidences is fact or opinion. Opinions are less reliable sources of
evidences than facts.
4. Interpret, explain, clarify the significance of the information. Asking questions is an effective
way to analyze and interpret information.
5. After all the available facts and evidences have been analyzed and interpreted, one is ready to
draw a conclusion.
D.Skill Development
Read the information below:

MasterCard, a payment company, conducted a consumer survey. It was a study
on the values and attitudes of consumers in the Asia Pacific Region including the Philippines.
The question asked is: If you won a million US dollars in a lottery, what would you do?
A total of 405 Filipino respondents made their choices.
The results of the survey are shown below.
MasterCard International Philippine Survey
60
50
40
30
20
Series2
10
Series1
0
s e se ity es
es us ou ar on
sin re h h d
bu tu a c
fu y to ve
wn r Bu te lo
r o fo na to
sta ve Do ney
Sa o
e m
v
Gi
Which statements are true based on the result of the survey? Write the letters in
any order.
a. Thriftiness is a common trait among Filipinos.

b. Most Filipinos want luxury.
c. Majority of the Filipino cosumers who answered the question are not afraid to take risk in
business.
E.Generalization
What are the basic steps in drawing a conclusion? ( analyzing and interpreting)
F.Infusion of Values:
Did you just give your opinion? Or did you first analyze and interpret evidences presented to you
before giving conclusions or generalizations.
G.Practice Exercises
(Partner or group exercise)
Study the cough syrup label and answer the following questions.
Indication:
Useful for the relief of respiratory infections due to common colds and allergies,
acute and chronic bronchitis ,laryngitis, pharyngitis, asthmatic bronchitis and bronchial asthma
and for the removal of thick mucous masses from the chest.
Precaution:
Antihistamine may cause moderate drowsiness. Patients should be warned

against driving or operating moving machinery while under treatment. Gastric disturbance and
nausea may be experienced.
Dosage;
To be taken three to four times daily.

Infants: 2.5 mL ( ½ tsp)
Children: 2 to 6 years: 5 mL ( 1 tsp)
7 to 12 years: 5-10 mL ( 1-2 tsp)
Adults 15 mL (1 tbsp)
Or as prescribed by the physician
Storage Condition:
Store at room temperature not exceeding 30 C. Protect from light. Keep bottle
tightly closed.
Availability:
Syrup-in bottle of 30 mL, 60 mL, 120 mL.
1. Why would someone want to use this medicine?\

a. to treat flu
b. to stop cough
c. to remedy cold
d. to follow the doctor
2. Who should NOT work while under treatment?
a. A mother who stays at home
b. Someone who takes charge of a sari-sari store
c. A jeepney driver
d. A comics illustrator
3. Which statement is true?
a. The medicine can be bought only in liquid form.
b. It is available in all drugstores.
c. It’s an over-the-counter medicine.
d. A person who can not sleep should take it.
IV.Evaluation:
Here are generalization/ conclusions. Choose the best evidence that supports each.
1. In a few years time our forests will be gone.

a. Illegal logging is still rampant.
b. The animals are dying.
c. The plants are destroyed.
2. Global warming is unavoidable.
a. People are careless in disposing of their waste.
b. The hole in the ozone layer is getting bigger.
c. Fewer trees are being planted.
3. Dogs are man’s best friends.
a. They bite and kill their victims.
b. They entertain people in shows and circuses.
c. Their give up their lives to protect their masters.
V. Assignment:
Copy the letter of the conclusion that goes with the information given.
1. Paeng sat down on the bench. He put his fingers on the keys. Then Paeng began to play the new
song he was learning.
a. Paeng has a new piano.
b. Paeng is clever.
c. Paeng was practicing his piani leson.
2. After stepping up to the plate, Maria wound up to swimming. The ball flew toward her. Maria
swing hard and hit the ball.
a. Maria’s team won the game.
b. Maria plays with the softball team.
c. Maria is good at sports.
ENGLISH VI
Date: ____________
I. Objectives
 Use the library resources effectively.
 Use atlas, encyclopaedia, almanac, and other general references (e.g. maps, charts, globes)
Values: Use the library properly.
II. Using Reference Books
References: BEC PELC 12.1.2
Growing in English 6 TM pp. 46-49
Reading Text pp. 52-59
III. A.1. Read the information on the card from the card catalog then answer the following
questions.
HANS CHRISTIAN ANDERSON
HIS LIFE AND WORKS
829.13 Morgan, Robin C.

A brief biography, an analysis of his
works
New York, Bantam Press
160 pp.illust
(c. 1985)
1. Who wrote the book?

2. What is the title of the book?
3. When was this book published?
4. How many pages are in this book?
5. What information about Hans Christian Anderson does this book tell?
2. Say: The library does not only have the card catalog to help the pupils in their research
work. It also has several reference materials to offer. (Point to some references)
What information can we get from these reference materials?
3. Give the meaning of the following by arranging the jumbled letters at the right and
complete the blocks with a word that expresses the right meaning of each phrase:
a. A note or other indication in a book referring to some other book or passage.
b. to relate as information obtained by investigation

( ortper)
c. the art of teaching
(nitsurtoio)
d. the science that deals with collection, tabulation and systematic classification of
quantitative data
(ticstisats)
e. occurring regularly once a year
(launna)
f. a concise summary containing all the necessary parts
(mocnepdimu)
g. an exclusive right to reproduce literacy, dramatic artistic or musical work given by law
for a certain period to an author.
(rightcopy)
h. a natural hollow or low lying place
(ssionprede)
i. height above sea level
(levetiaon)
4. How are the different materials used?
B. 1. Each group is assigned to present their report on each kind of reference.
(previously assigned)
Group I- Atlas
Group II- Encyclopedia
Group III- Yearbook/Almanac
Group IV- Gazetteer and maps
2.a. What are the different reference materials in our library?
b. What are their uses?
c. What was each group report about?
d. Of the different reference books, which have you tried using?
e. Which do you find the most important? Why?
C. 1. What reference can give you for the following information?
a. the exact location of Mt. Pinatubo
b. the population of the Philippines last year
c. the history of air transportation
d. maps of Asian countries, like the Philippines, Thailand and Japan
e. the mountains found in Japan
f. all about flowers
g. the news of Princess Diana’s untimely death in 1997
h. the number of births and deaths in 1995 in China
2. Name the reference described.
______1. It contains interesting facts on almost every subject which are arranged
alphabetically.
_______2. It records the year’s activities by country, subject or specialized area.
_______3. It lists alphabetically the names of towns, rivers, mountains, lakes and
other
Geographical features.
_______4. It is a book of maps.
_______5. It is an annual publication of statistics and other information covering the
materials of the previous year.
_______6. It is a graphic representation of the earth’s surface in part or in whole.
_______7. It is an annual compendium of data and statistics of a given year.
3.Get information about these topics using the different references.
Group I- location of the beautiful spots in the Philippines
Group II- variety of orchids
Group III- heavenly bodies
Group IV- neighboring countries of the Philippines
IV. What reference materials will you use to get the following information? (atlas,,
encyclopedia, map,globe, almanac, yearbook, gazetteer)
1. Kind of fish
2. The bodies of water surrounding the Philippines
3. President Arroyo’s first 100 days as President
4. Map of Asia
5. The International Dateline and the Prime Meridian
6. All about weather
7. Exact location and distances of places
8. Name of provinces in Luzon
9. The Coconut Industry in 1987
10. List of seas, oceans, lakes and canals of the world
V. Go to the library. Choose one of the references mentoned in the lesson. Familiariazed
yourself with it. Then share with the class what information you learned from the reference.
ENGLISH VI
Date:____________________
Lesson 96
I. Objectives
 Use the library resources effectively.
 Use card catalog to locate information.
Values: Self-discipline in the library.
I. Using Library Resources Effectively
Section- What is a Card Catalog?
Ref: PELC 12, 12.1
Growing in English 6 TM pp. 39-41 RTX pp.44-46
Mat. enlarged picture of a card catalog, ½ manila paper or cartolina samples of author card,
title card, subject card
II. A.1. Every school has a ,library and every library has a card catalog. What is a card catalog?
What do we find in it? Why do we usually find it in the library?Of what use is the card
catalog?
2.Supply the missing word in each sentence. Choose your answer from the word bank.
WORD BANK
editor
index bibliographic
illustrator catalog
author
publication
a. An ___ is also a writer.

b. An___ draws pictures, diagrams, etc.
c. One who corrects written articles is called an ___.
d. ___ is an alphabetical list of matters or references.
e. ___ means that which is published; any printed work placed on sale or distributed
or offered for distribution.
f. ___ a list or enumeration of names, persons or things usually in alphabetical order
sometimes with accompanying description.
g. ___information refers to the description and history of books, including details of
authorship, edition, dates, etc.
3.What is the use of card catalog?
B. 1. Silent Reading
2. What is a card catalog?
What are the types of a card in the catalog?
What is a call number?
What information can you find in a card inside the tray?
How does an author card differ from a subject card and a little card?
C.1..Here is a sample author card, title card and subject card. Study it and write about
the information asked below. (The teacher provides each group a type of card in the
card catalog.)
Group I- author card
Group II- title card
Group III- subject card
-Who is the author of the book?
-What is the title of the book?
-What is the call number?
-What is the book about?
-Who is the publisher of the book?
-Where and when was the book published?
2. Let us assume that these buildings are on the first line of each card. Tell whether
the card is an author card, title card, or subject card.
1. POULTRY-
2. Cruz, Marinela G.-
3. Science and Technology I-
4. Scott, John L.-
5. HISTORY –PHILIPPINES-
6. Little Paul S-
7. Math for Year 2003-
3. What is a card catalog?
What is the use of the card catalog?
Name the three types of card.
(Card catalog is an index of all the books in the library. It can help you
locate a particular book, a book on a certain subject or a book by a particular author.
The types of card are author card, subject card and the title card.)
1. How should one behave inside the library?
IV.Identify the different information in the card catalog. 5
1 HM
291 Padilla, Zeny O. 4
P46 The Tree and the Birds/Zeny O.Padilla 6
Quezon City: New Life
Publication, 1998 7
2 175 p. III; 25 cm.
ISBN 921-20-08361 8
I.Environment
I. Title 9
3
10
V.Using one of your textbook in Grade VI, make a sample of an author card, subject card and the
title card.
Write it in a 3” x 5” index card.
ENGLISH VI
Date:_____________________
Lesson 97 k
I. Objectives
 Get information from the different parts of a newspaper.
Value: Being up-to-date to events.
Realize the importance of newspaper.
II. Parts of a Newspaper
Information One Gets from Each Part.
Ref: BEC PELC 12.2
Mat. newspaper, pictures
III.A.1.Hidden in the puzzle are names of the different parts of a newspaper. Search for them up,
down, forward, backward or diagonally.
B A OE DI T OR I A L VT G S
E K B E B C R OR I S L I V R P
ND I WS O DKJ S S VC G O O
I F T S AMAE E OF AZ U E R
L G UT NI ONL C R NHI T T
DH AA C C I Z E I Q E UD E S
AI R R AS B UI E V S E E MH
E J YA UX T KKT WNE WS U
HK S B J MC L OYP AGE T A
R MT MI N GF E AT UR E S Z
C L AS S I F I E DA DS A S I
Answers:
Editorial
Obituary
Classified Ads
Features
Business
Sports
TV Guide
Headline
Comics
2.What do you know about satellites? Are you familiar with the first ever Filipino
satellite that was launched on August 20, 1997? What is its name?
3.Match the underlined words in Column A with their meaning in Column B.
Column A Column B
1. successful launching a. checked for equality transmission
2. broadcasting company b. causing to be airborne
3. 56 percent of the venture c. something involving a risk that one
decides to attempt
4. broadcasting transmission d. fabricated; made
5. will be monitored e. something transmitted
6. still being manufactured f. sent out signals
7. five percent stake g. average length of life
8. being mapped out h. transmitted by radio
9. with a lifespan i. interest or share in an undertaking
10. transmit signals j. planned in detail
4.The first Filipino Satellite “Aguila II” was launched last August 20, 1997. Put the
motive
question on board/chart. Let the pupils answer this after reading the news article.
What does the alunching of the first Filipino satellite mean to us Filipino and to our
country
as a whole ?
B. 1. Have the pupils read the news article.
-“Mabuhay Launches First Philippine Owned Satellite”, Growing in English 6, pages 110-111
2. What is the news about?
Why is it relevant?
Answer the motive question.
In what section of a newspaper can we find information like this?
Why are newspapers important?
How will it help you?
How could you become up-to-date to current news events?
3.A. Have pupils get their newspapers and run through its different pages/sections.
Which part / section of the newspaper:
1. gives information on job opportunities (classified ads)
2. gives opinion on the most significant news items of the day(editorial)
3. features news from other countries (foreign news)
4. contains cartoon characters and aims to entertain (comics)
5. contains news on what is going on in our society (society page)
6. gives information on what is happening in the business world (business section)
7. announces the death of persons for proper information (obituary)
8. publishes advertisements on movies in the different theatres and the schedule of
shows on TV (cinema page)
9. features the updated events in the field of sports (sports page)
10. gives the most important news of the day in bold letters (front page)
4.Reading of articles about the different parts.
5.What information can you get from the different parts of a newspaper?
C. Which part of the newspaper gives you the following information?
1. the weather forecast
2. the editor’s opinion about the most important news
3. results of the PBA games
4. the need for housemaids
5. the latest news about your favourite actors and actresses
6. the dollar exchange to pesos
7. the funny where abouts of Pugad Baboy gang, Pupung, Archie, Garfield etc.
8. U.S. Ppresident’s visits to Asian countries
9. a name of a deceased person
Arrange the jumbled letters to get the name of the parts of a newspaper. Provided are the
informations you can get from this part.
1. TRNFO GEPA
The most important news of the day
2. UBISSNE
International market price of fuel, copra or sugar
3. LAIROTIDE
What the editor thinks of a certain issue
4. DEIFISSALCSAD
A possible job opportunity
5. RPSTOS
The result of a baseball game
Write one of the following.

1. A newsreport on an interesting current event.
2. An editorial an a current issue.
3. A news about the outcome of the sporting event you’ve watched.
IV.In what section of the newspaper can you find the following information?
1. Philippine Stock Exchange

2. Another earthquake hits Japan
3. Jose dela Cruz passed away on November 7,2003.
4. Ateneo Blue Eagles bag UAAP crown
5. Letters to the editor
V.Clip the following from a newspaper. Paste them in your notebook.
1. editorial
2. a name of deceased person
3. job opportunity
4. stock exchange
5. a tourname
ENGLISH VI
Date:_________________________
Lesson 98
I. Objectives
 Organize one’s thought in writing
- Information
- Descriptions
 Write paragraph correctly
Values: Neatness, Accurateness
II. Organizing One’s Thought in Writing: Information, descriptions
Writing Paragraph Correctly
Ref: PELC Writing 10, p.25
English for All Times 6/Language, pp. 43-44
Mat. charts, flashcards, sample forms, family tree
III.A.1. Drill: Adverbs with –ly
Cheerfully quickly
Joyfully gracefully
Slowly patiently
Excitedly fiercely
2. Change the following adjectives to adverbs.
Easy careful
Regular slow
Ready heavy
Secret actual
3. Have you seen a family tree?
What can you see in it?
B. 1. Have the pupils look at the illustration of a family tree. Then using it, let them tell
something about their family.
2. The form below is an information sheet filled up by Lorenzo. Study it and be ready to
answer the questions about it
Pupil’s Information Sheet

Name: Andres Lorenzo Miguel Pacia
Surname Given Name Middle Name
Gr. & Sec: Six-Jaena
Age: 12 Sex: M Nationality: Filipino
Religion: Roman Catholic
Date of Birth: November 21 1986
Month Date Year
Place of Birth: Sta. Cruz Manila
Town/District Province/City
Address: 12 Mahabang St. Teacher’s Village Quezon City
No. Street District/Town City/Province
Tel. No. (if any): 434-1556
Father: Lito A. Angeles Occupation: Guidance Counselor
Place of Work: Don Bosco Technical Institute, Makati
Mother: Carmen C. Pacia Occcupation: Teacher
Place of Work: Claret School, Manila
3.a. Whose information sheet is it?

b. Did he give the correct information about himself?
c. What additional information does it give about Lorenzo?
d. Is the birthdate written properly?
e. Is the address written properly?
4. Copy the information sheet and fill it out.
_______________________________
NAME OF SCHOOL
PUPIL’S INFORMATION SHEET
Name:_______________________________________________ Sex: _____________________

Grade & Section; ______________________________________ Age Last Birthday: __________
Address : _______________________________________________________________________
Telephone Number: ________________________
Nationality: _____________________________ Religion: ____________________
Birthdate: ______________________________ Birthplace:___________________
Father: ________________________________ Occupation; __________________
Place of Work: __________________________
Mother: _______________________________ Occupation; __________________
Place of Work: __________________________
Date Accomplished: _________________________
5.What do you always remember when answering or filling out forms about yourself?
IV. Go over the information sheet you have just answered. On a piece of paper, write a
paragraph about yourself using some of the information you wrote down. Observe the correct
format in writing paragraphs.
V.Find someone whom you want to be your friend. Ask him or her to fill out an information
sheet then write a paragraph from the information sheet he/she gives. Then present it to the
class. Be sure that the rules on punctuation and capitalization were followed.
ENGLISH VI
Date: ___________________
Lesson 99
I. Objectives
 Organize one’s thought in writing
-resume/biodata
 Fill out form
Values: Hardwork/Industry
II. Organizing One’s Thought in Writing: Resume/Biodata
Filling Out Form
Ref. PELC Writing 10, p.25
English for All Times 6/Language, pp.276-277
Mat. biodata form, chart, flashcards
III. A.1. Spelling
The teacher will read and use them in meaningful sentences.
courtroom profession
battleground lawbreakers
weapon community
ancestors ounce
disease occupation
2. What do you write in an information sheet?
3. Is hardwork or industry important to succeed in life?
Why?
B.1. Show a sample form of biodata. Ask:
Do you know how to fill this form?
Where do we use this form?
2. Study the form.
BIODATA
I. PERSONAL PROFILE
FULL NAME: FRANCES P. ACOSTA AGE: 35 SEX: FEMALE

COMPLETE ADDRESS: #60 Waling-waling St., Roxas District , Quezon City
TEL. NO: 371-5459 CITIZENSHIP: Filipino RELIGION: Catholic
BIRTHDAY: October 4, 1967 BIRTHPLACE: Solano, Nueva Vizcaya
CIVIL STATUS: married NO. OF DEPENDENTS/CHILDREN: 2
SPOUSE’S NAME: Josue Acosta SPOUSE’S OCCUPATION: Accountant
II. EDUCATION
SCHOOL COURSE YEAR
GRADUATED
ELEMENTARY: St. Louis School Elementary 1980

SECONDARY: St. Louis School Secondary 1984
COLLEGE: St. Mary’s University BSE 1983
POST-GRADUATE: Ateneo De Manila MA-English 1988
University
III. EMPLOYMENT: Self-employed Private Sector

Government Retired
EMPLOYER: Saint Louis University

ADDRESS: Bonifacio Road, Baguio City
TELEPHONE NO: 432-6971 FAX NO: 356-51-26
POSITION: Teacher YEAR WITH PRESENT EMPLOYER: : 9
YEARS OF WORK EXPERIENCE: 9 TAXPAYER’S ID NO (TIN) 120-372-210
PROFESSIONAL LICENSE NO: 0105627
GROSS ANNUAL INCOME: P150,000.00
IV. PERSONAL REFERENCES:

3.A person who is applying for a job needs to fill out a biodata sheet.
Who fills up biodata?
Why do companies/agencies hiring new workers require applicants to fill up biodata?
What information/data should an applicant put in I?II?III?IV?
What should be observed in filling up biodata? (neatness, accurateness, etc.)
4.RMC Company is hiring new workers for the positions as: cashier, receptionist,
saleslady, messenger, janitor, and salesman.
Prepare your own biodata. (Use form given as sample)
I V. Below is a blank biodata sheet. Copy it and with the necessary information about an adult in
your family. Fill it out. Make sure that all data are entered accurately.
BIODATA
III. PERSONAL PROFILE
FULL NAME:___________________ AGE: ______ SEX: ___________

COMPLETE ADDRESS: _____________________________________________________
TEL. NO: _________ CITIZENSHIP:____________ RELIGION: __________
BIRTHDAY: _______________ BIRTHPLACE: ______________________
CIVIL STATUS: __________ NO. OF DEPENDENTS/CHILDREN: _______
SPOUSE’S NAME: ______________________ SPOUSE’S OCCUPATION: ________________
IV. EDUCATION
SCHOOL COURSE YEAR
GRADUATED
ELEMENTARY: _____________ __________ ______

SECONDARY: _____________ __________ ______
COLLEGE: _____________ __________
______
POST-GRADUATE: _____________ __________ ______
V. EMPLOYMENT: Self-employed Private Sector

Government Retired
EMPLOYER: _______________________
ADDRESS: _______________________
TELEPHONE NO: __________ FAX NO: __________
POSITION: __________ YEAR WITH PRESENT EMPLOYER: :
_______
YEARS OF WORK EXPERIENCE: ____ TAXPAYER’S ID NO (TIN) ______________
PROFESSIONAL LICENSE NO: _____________
GROSS ANNUAL INCOME: _____________
V.Imagine that you have fulfilled your ambition or have taken your chosen profession. You are
now ready to apply for a job. Make or write an application letter addressed to the person and
company to whom you are applying.
ENGLISH VI
Date: ____________________
Lesson 100
I. Objectives
 Respond in writing based on stimuli and triggers
 Write an application letter
Values: Neatness
II. Writing an Application Letter
Ref. PELC II, p. 25
Growing in English 6, Language p.204
Mat. chart, advertisement from newspaper
III. A. Display Wanted Advertisements from newspaper or classified ads. Let the pupils
go over these ads. Ask: If you are looking for a job, what would you do to be able to
get one? Have you come across with an application letter before?
B. 1. Reading a sample application letter from the text, p. 204 Language. Ask pupils
to form dyads and make them agree on the answers to be asked.
2. a. Why did Danilo write a letter of application?
b. What qualifications and experiences did he mention?
c. How did he end his letter?
d. What are the parts of the application letter?
e. How is the application letter different from a friendly letter?
f. What part of the application letter is present that cannot be found in a friendly
letter?
3. Pupils work on the following exercise which may be written on a chart. The
following are parts of an application letter. Copy them in the correct order.
1. Mrs. Julieta dela Cruz
Adviser, Pupil Government
Catulinan Elementary School
2. Respectfully yours,
3. Regine dela Cruz
4. 156 Camia St.
Catulinan, Baliuag, Bulacan
November 19, 2003
5. Dear Madam
6. I would like to apply as a candidate for the position of secretary this
coming election of officers.
7. I am Regine dela Cruz of Grade VI-Matulungin. At present, i am the
president of our class but I have been always an officer of my class since I was in
Grade III. Considering English as my favourite subject, I have been getting high
grades. In fact, I also belong to the honor roll. It would be my pleasure to serve
our pupil government as the record keeper.
B. 1. Direct the pupils’ attention to page 277 Language. Have them read Lorena’s
letter to the editor.
2. Who wrote the letter?
To whom did she address the letter?
3. What is an oipinion letter? How is it different from an application letter?
4. Let pupils write their own opinion letter about any of the following topics
through the help of guide questions.
 Share-a-Plant Project
 Clean and Green Project
Where did you get the information?
How do you feel about the project?
IV. A. Write an opinion letter about this topic “Waste Management Project”
B. Let some fast workers read their letter aloud. Have other pupils critic the letter.
V. Copy at least 2 letters to the editor from any of the newspaper available at home.
ENGLISH VI
Date:______________________
Lesson 102
I. Objectives
 Respond in writing based on stimuli and triggers
 Write an editorial
Values: Concern for the environment
II. Writing an Editorial
Ref.
Mat. pictures, books, newspapers
III. A. Show a newspaper with editorial. What is an editorial?
B. Present different clippings of sample editorials like; argumentative or editorial of criticism,
editorial of entertainment, editorial of commendation or tribute, and editorial of interpretation.
C. 1. What are the parts of an editorial?
How do the parts differ from one another?
2. What was the opinion of the editor?
D. The editorial page is said to be “the soul” of the newspaper. It contains the masthead, the
editorial, the editorial column, the reader’s news and the editorial cartoon.
E. Write your opinion about the following issues..
1. Should divorce be legalized in the Philippines?
2. Should same sex marriage be recognized?
F. Write an editorial by completing the paragraph.
WHAT TO DO WITH THE WASTES
We have been hearing about how important it is to dispose of wastes properly. If we do

not put out garbage in the right places, our world would become one giant dumpsite. But can you
as kids help solve the garbage problem?
Surely we can! How........?
IV, Write an editorial about, “An Abortion, Is it proper to legalized or not?”
V. Copy a sample editorial from any newspaper. Analyze if the parts of the editorial are present.
ENGLISH VI
Date:________________
Lesson 103
I. Objectives
 Write directions clearly and accurately
Values: Accuracy
II. How to Write Directions
Ref: PELC 3.3
Growing in English
Mat. toy tree, toy fruit, arrow, flashcards
III. A. 1. Let’s play a game. I have here a toy tree and a toy fruit. I’ll place the toy tree here.
Place the toy fruit as fast as you can when I give the instruction.
a. Place the toy fruit under the tree.
b. Place the toy fruit above the tree.
2. I have here arrows and phrases. Match the arrows with the phrases.
a. Turn clockwise.
b. Turn counterclockwise.
B.1. Read the following conversation.
As Fido is going to the school canteen, he meets a lady who addresses him as follows.
Lady: Son, can you tell me the way to the principal’s office?
Fido: (pausing a moment) Sure, Ma’am. Please walk straight ahead until the quadrangle.
Then, turn left, you will see the school chapel on your left. Go past the chapel, then turn
right that says “Principal’s Office”. This is located near the accounting office.
Lady: Thank you very much.
Fido: You’re welcome. I’m glad to have assisted you.
2. What did the lady ask Fido?
How many turns did the Lady have to do?
3. Somebody is asking where the hospital is. Write the directions that should be followed
by the
One asking. Use the following guidelines.
a. Directions should be clear.
b. Must be direct to the point.
c. Be very sure of the directions you’re giving.
d. Person asking and person giving directions should show spirit of respect and courtesy.
4. How should we write directions?
5. A new classmate is asking where the school canteen is. Write a short direction about it.
IV. Write a short direction on how to go to the Municipal Hall.
V. Write the direction to be followed on how to use the rice cooker.
ENGLISH VI
Date:___________________
Lesson 104
I. Objectives
 Write an effective ad for work.
 Tell what make up a good ad for work
Values: Being true and specific
II. Writing an Ad for Work
Ref: PELC
Mat: newspaper, chart
III.A.1. What are the parts of a newspaper?
Describe each part.
2. What do you find in the classified ads section?
B. 1. Examine the following ads for work.
WANTED SUMMER JOB SEEKERS
NEED : Delivery Boys
Baggers
Sales Girls/Boys
APPLY: A.G. Supermart
Baliuag, Bulacan
CONTACT: Alice Cruz
2. What is being advertised?
How are the words written?
3. What should we remember in writing an ad for work?
a. Specify what you are advertising. Make sure that the words are attention-getters. One
way of
doing this is by making these words bigger than the other words in the ad.
b. If possible, draw or sketch a picture of what you are advertising.
c. Include what, where, when and whom information.
4. Compare these ads. What differences did you notice?
BGH SUPERMARKET
Baliuag, Bulacan WANTED: Drivers
NEED: Baggers
WANTED: Summer Job seekers
NEED: Drivers APPLY NOW!
Baggers
APPLY: BGH Supermarket
CONTACT: Badette Cruz
5. Improve these ads for work. What should you add to make it more attractive to the
people?
Wanted Immediately: Yaya
P2,500.00 monthly
Wanted Saleslady
Apply inside
IV. Write a good ad for work, out of this situation. You are in need of 2 housemaids for your
aunt who resides at 142 Mabini St., Tibag, Baliuag, Bulacan.
V. Get an ad for work from a classified ads section. Tell whether it is a good ad and why?
ENGLISH VI
Date:___________________________
Lesson 105
I. Objectives
 Fill out information sheet/community tax certificate.
Values: Self-confidence
II. Filling Out Forms
References: BEC
Skillbook in English VI pp. 34-36
English for All Times pp. 20-21,43-44,112-115
Materials: sample biodata, residence certificate
III.A. 1. Fill up the sample English Club identification card.
Name:________________________________
Grade & Section:________________________
Name of School:_________________________
Address:_______________________________
Name of English Club:____________________
Signature:_____________________________
2. In school and out of school, when one will be working, one needs to fill out information
sheets about oneself. What do you think is the reason for this?
B. 1. Read and study the information sheet filled up by Lorenzo. Tell if he filled out the form
correctly.
Pupil’s Information Sheet
Name: Andres Lorenzo Miguel Pacia
Surname Given Name Middle Name
Gr. & Sec: Six-Jaena
Age: 12 Sex: M Nationality: Filipino
Religion: Roman Catholic
Date of Birth: November 21 1986
Month Date Year
Place of Birth: Sta. Cruz Manila
Town/District Province/City
Address: 12 Mahabang St. Teacher’s Village Quezon City
No. Street District/Town City/Province
Tel. No. (if any): 434-1556
Father: Lito A. Angeles Occupation: Guidance Counselor
Place of Work: Don Bosco Technical Institute, Makati
Mother: Carmen C. Pacia Occcupation: Teacher
Place of Work: Claret School, Manila
2. Whose information sheet is it?

Did he give the correct information about himself?
What additional information does it give about Lorenzo?
3. Imagine that you are already a grown up. You are twenty six year old and still single.
You are working as an employee at your town or municipal hall. Fill out your community tax
certificate.
(Teacher provides a sample of community tax certificate)
4. You are applying for a job, what character traits should you possess to be qualified for
that job?
5. How should you fill up an information sheet/community tax certificate?
6. Fill up each form correctly using your own name.
_______________________________
NAME OF SCHOOL
PUPIL’S INFORMATION SHEET
Name:_______________________________________________ Sex: _____________________

Grade & Section; ______________________________________ Age Last Birthday: __________
Address : _______________________________________________________________________
Telephone Number: ________________________
Nationality: _____________________________ Religion: ____________________
Birthdate: ______________________________ Birthplace:___________________
Father: ________________________________ Occupation; __________________
Place of Work: __________________________
Mother: _______________________________ Occupation; __________________
Place of Work: __________________________
Date Accomplished: _________________________
IV. Fill out the form below.

A. Information Sheet
_____________________
School
______________________________
Address of School
Name:______________________________________________
Family Name First name M.I.
_________________ ________ _____________
Grade & Section Sex Citizenship
Address:
___________________________________
House Number and Street
______ ___________________ _____________

Zip No. Town/City Province
___________________ ___________________
Date of Birth Place of Birth
B. Community Tax Certificate

V. Bring samples of deposit and withdrawal slips.
ENGLISH VI
Date:____________________
Lesson 106
I. Objective
 Fill out deposit and withdrawal slips correctly.
Values: Self-confidence
II. Filling Out Forms
Ref. Skillbook in English VI
Mat. sample of deposit and withdrawal slips
III. A.1. What are the things that we wrote on the information sheet and community tax
certificate?
2. How many of you have experienced depositing and withdrawing cash in a bank?
B. 1. Class, this is a cash deposit slip. If you open a savings account in the bank, the bank will
you give you a bankbook or a passbook in your name. It also has savings account number. In
order to make a cash deposit, you are going to fill out a cash deposit slip.
A withdrawal slip is used when we want to withdraw the money from our savings
deposit.
2. What form do we use when we want to deposit cash in a bank?
What form do we use if we want to get certain amount of cash we deposited in a bank?
3. Play bank with one or two tellers and a pupil manager. Show how to deposit and
withdraw money from the bank.
4. It’s your first time to deposit money on your new bank account. What are you going to
do? What character trait are you going to show?
5. How do you fill up a deposit slip? Withdrawal slip?
6. Fill up each form correctly using your own name.
a. Deposit Slip
Account No. ___________ Date:______________

Depositor:___________________________________
Please endorse and list each check separately.
Bank Initial Check No. Amount

1.
2.
3.
4.
5.
Total Checks
Cash
Total Deposits
Amount in Words
b. Withdrawal Slip
Account No._________________
Date:_______________________
Received from Balanga savings and loan Association the sum of of ________pesos
(P_______)
Amount is withdrawn from my/our savings account above numbered.
Passbook must be presented with this withdrawal slip.

____________________________
Signature of Depositor
IV. Fill up the following forms correctly.
Rural Bank of Pilar (Bataan) Inc.

Pilar, Bataan
Deposit Slip (Submit with Savings Bank)

Savings Account No. __________________
Date:________, 20_____
Pesos Ctvs.
Bills
Coins
Checks, money orders, etc.
List Separately
1.
2.
3.
4.
5.
Total Deposits
_____ ___________________________Pesos
Words
Deposited by:
__________________________
Signature
b. Withdrawal Slip
Received from PILAR RURAL BANK INC.

__________________________________________ /100 pesos on account of savings Book
No._____________________.
Date:____________________
_______________________________
Depositor’s Signature
V. Get a copy of a deposit slip and withdrawl slip from your bank and fill it up correctly.

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ENGLISH VI

Value: Appreciating one's talents and capabilities

II. Subject Matter:

References: BEC 1; Growing in English (L) pp. 38 - 39.

III. Learning Activities:

C. Analysis and Discussion

II. Subject Matter:

References: BEC; Growing in English 6, pp. 10 - 11

III. Learning Activities:

Value: Rest and Recreation

II. Subject Matter:

References: BEC; Growing in English (L), pp. 2-5

III. Learning Activities:

Value: Courage and Bravery

II. Subject Matter:

References: BEC BES (Reading) pp. 111-115

III. Learning Activities:

B. During Reading Activities

C. Post Reading Activities

B. Bring a dictionary tomorrow.

Value: Reconciliation and Awareness

II. Subject Matter:

References: BEC Growing in Eng./R, pp 35 - 40

III. Learning Activities:

B. During Reading Activities

C. Post Reading Activities

Value: Love of Nature

II. Subject Matter:

References: BEC; Growing in Eng. Rdg. pp. 117 - 121

III. Learning Activities:

B. During Reading Activities

C. Post Reading Activities

Value: Taking Care of the Plants

II. Subject Matter:

References: BEC; BES (Lang.) pp.10- 11

III. Learning Activities:

C. Analysis and Discussion

Value: Courtesy during Meetings

II. Subject Matter:

References: BEC; BES 6 / L pp.3-5

III. Learning Activities:

II. Subject Matter:

III. Learning Activities:

B. During Listening/Reading Activities

C. Post-Listening / Reading Activities

II. Subject Matter:

III. Learning Activities:

B. During Reading Activities

C. Post Reading Activities

II. Subject Matter:

References: PELC B.2.2.1 p.13; BEC B. 3. p. 23; Growing in Eng. Language, p. 10 - 15

III. Learning Activities:

C. Discussion and Analysis

D. Analyze the following sentences below

E. Analyze the answers to the questions above.

Value: Courage and bravery in times of crisis, being helpful

II. Subject Matter:

References: PELC VI B. 2.2; BEC 3.3 1 p 23

III. Learning Activities:

B. Teaching the New Lesson